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Anna Klim-Klimaszewska
Development of children's creative activity in preschool
Journal of Preschool and Elementary School Education nr 1(1), 27-41
2012
Anna Klim-Klimaszewska
University of Natural Science and Humanities in Siedlce, Poland
An essential element of the teaching system, which is of vital importance, is the set of educational methods. The most prominent place among these methods is occupied by those methods that develop creative activity. These methods include:
1. The Project Method
The essence of the project method is determined by children's selfreliant work. During that time they are able to practice many skills. Children become involved in the project, which is carried out from the time in which it is being planned until its evaluation. They gain knowledge while searching for answers to some questions or through research activity. The project encompasses many fields of teaching and abilities. Classes are focused on research activity, searching for answers to questions, while using all of the materials.
Nursery school children may carry out two types of educational projects:
* A research project that is based on the collecting and systematizing of informations related to particular issues. As a result of this, items such as albums, interviews or drawings may be produced.
* The project of local operations relies on taking some actions in the local environment (also within the nursery school itself).
The project's realization proceeds along the following stages:
1. Establishing the project's topic
2. Establishing the range of the project
3. Carrying out the project
4. Presenting the project
5. Summarising the project
2. Constructing board games
Games are a great way for developing children's speech, training memory and teaching them how to use various rules, e.g. spelling. Each game is like a story based on the same pattern (the board, pawns indicating particular participants and the race to the finishing line).
The way of constructing all of the games is similar and requires:
– drawing the route of the race, which should be a long path, measuring the right size of tiles and setting the place for the start and finishing line,
– establishing who is going to race, thinking of some traps and bonuses and marking them clearly on the route of the race.
– instructions and rules are established while the board is being drawn (each new game requires the drawing of a new board).
In order to let the children construct the game they need the following accessories:
– sheets of paper, Bristol boards, scraps of smooth wallpaper, fabrics,
– dice,
– felt-tip pens, crayons, scissors, coloured paper, sticky tape,
– Kinder Surprise toys,
– small toy cars,
– animal figurines,
– counters, pebbles, buttons,
– blocks to measure the tiles for the path,
– string,
– lollipop or ice-cream sticks,
– rubber bands,
– clothes pegs,
– dominoes, which can be made of paper, and created by the children if needed,
– small homogeneous objects, e.g. beans, chestnuts,
– postcards,
– measuring tapes,
– pick-a-sticks,
– playing cards.
3. Celestyn Freinet's techniques
In the educational and teaching work of the nursery school, in order to release the productive energies within children, some of the following of Freinet's techniques may be used:
artistic expression – children's unconstrained creation: verbal, artistic, music, motor and in the field of DIY,
classroom bulletin – thematically collected materials that are used for, among other things, decorating the classroom, in order to display important and current information, and also to exchange letters between nursery schools,
correspondence – writing letters, classroom bulletins and tape recordings,
issue portfolios, thematic albums,
self-prepared stagings,
interviews,
experiences of searching,
the weekly planning of classroom work together with the children, summing up which of the planned works were completed.
In Freinet's nursery school classroom there ought to be:
– clay – which is a perfect model-making material,
– sand – which children love sifting between their fingers, and when wet it can become a building material; it can also be a great material for spontaneous experiments connected with measuring and weighing,
– water – which may enable experiences in the field of measuring capacity and, when mixed with paint, is a great tool for artistic expression,
– wood – big elements with a variety of shapes that can be used to construct a range of building structures, various planks, wooden slats, circles, springs, bobbins, string, some nails and the easiest tools for DIY, chestnuts, acorns and cones,
– a dolls corner – quite big doll's-house furniture that can be opened, rearranged, tidied; dolls with a proper supply of clothing; a cupboard with dishes and other items that will allow children to have imitative games that resemble their family environment,
– a blackboard that is hung low and coloured chalk – to encourage the children to draw,
– coloured paper and glue for cutouts and tear-outs, and various pieces of cardboard for sticking these on to,
– paper for drawing – a variety of colours and shapes which give children alternatives to choose from,
– soft pencils, coloured crayons, artistic chalk, school and poster paints with the widest possible range of colours and good brushes,
– linoleum and proper burins to cut into it and a duplicator,
– various shapes of windowpanes and printing ink or oil paints for repetitive work,
– scraps of fabric, canvas, wool, raffia, straw for embroiders and applications.
4. Maria Montessori's method
According to this nursery school upbringing method a child is completely independent while developing cognitive activeness. The teacher's role is simply to create the proper conditions that will enable and stimulate progress, as the motto says: "Help me do it myself". There should be a proper environment that is designed for where a child would find special impulses, which would stimulate any actions. The crucial determinants of an environment that has been prepared in this way are some handy developmental tools that can be used to help the child not the teacher.
5. Carl Orff's method of physical expression through actions
This method is based on a close correlation of physical culture with the culture of rhythm and music, and the culture of words. In this method, the emphasis is placed on expression that results from the child's emotional commitment and creative possibilities. Orff introduced percussion instruments with an uncomplicated playing technique, and for older children string and wind instruments. They include such unmelodic instruments as: drums, a tambourine, small and big drums, sets of bongo drums, maracas, boxes, clappers, castanets, cymbals, clattering rattles, etc. There are melodic instruments as well, such as glockenspiels, metallophones, and xylophones. When teaching older children, string and wind instruments are also used. However, Orff excluded the piano. Thus, as the basis of this method there are forms of games (which are disappearing nowadays) that include: exercises, dances, music, sayings, legends, fairy tales, poetry or prose, etc. These games afford an opportunity to develop children's inventiveness, both those who are talented and those that have fallen behind but which are given the opportunity to improve some of their shortcomings.
6. Alfred and Maria Kniess' method of rhythmical gymnastics
This is a form of creative gymnastics with dancing, which is based on the constant searching of new forms and manners connected with rhythm and music. Aesthetically prepared equipment plays an important role in the Kniess' method for physical exercise, and tools for sound production, such as: double bat, ribbon, rattle, small bells, halves of coconut shells, drums, cymbals, and others. Unusual tools are often used that have been made by the children themselves, which are also used as percussion instruments. Kniess' method of rhythmical gymnastics is characterized by widely understood motor expression and by a high degree of activeness on the part of those who exercise. It inspires new ideas and solutions.
7. Weronika Sherborne Developmental Movement
The purpose of doing exercises according to Sherborne's method is to create circumstances that will allow a child to get to know his own body, improve movement, experience a feeling of strength and fitness, and consequently improve his motor abilities. As a result of this, children may have confidence in themselves and also gain a sense of security. They can be more active, which will manifest itself in greater initiative, and become more creative.
The system of exercises worked out by W. Sherborne is derived from the natural needs of children, which are fulfilled while being in contact with adults. She created her therapeutic system out of so-called frolic, which occurs in the period of early childhood of every healthy child in each normal family. In her programme of developmental movement Weronika Sherborne outlined the following groups of exercises that support the child's progress:
* exercises that make it possible to get to know your own body,
* exercises that let you gain self-confidence and the feeling of safety,
* exercises that make it easier to establish contact and co-operation with a partner or the whole group,
* creative exercises.
Developmental movement exercises can take various forms: as individual classes with only one child, or children working in pairs, or they can be in groups of three or four, when adults exercise with the children, or as classes with more people, and they usually last about 30 minutes. Children's partners are often their parents, but they may also be a different adult, teenagers or school children.
8. Josef Gottfrid Thulin's method of making stories through physical actions
In this method the teacher chooses the proper topic of a story that he has invented which serves to stimulate the child's imagination. Next the child is supposed to retell the story with physical movements and presents various situations and events. Each child should do that in his own unique way, and work at his own pace and intensity. Thulin's method of making stories through physical actions favours developing fantasy, which plays a leading role in each child's life. It is the teacher who creates the situations, and the problem of solving them is left to the child's imagination. It requires that the teacher makes good and careful preparations for classes, and understands that the content of the story is just an aid that will allow the children to create their imaginary movements.
9. Emil Jagues-Dalcroze's method
It assumes that in order to activate fully a child, it is necessary to depart from verbalism in the educational process, and instead introduce practical classes of experiencing music before the theory of music
is presented. Dalcroze's method also includes actively training the ear for music, and vocal, instrumental and motor improvisation. Thus, it is a synthesis of the three ways of musical education.
Dalcroze's rhythmical exercises can be divided into two main branches: exercises that are supposed to educate the child musically and those that are all-educational. The first branch came into being as a result of music practice and composition analysis. Here we can find exercises that make children more sensitive to various elements of music (dynamic, agogical, concerning the tempo, articulatory and reacting to melodic element) and exercises that train rhythmic discipline based on the acquisition of practical information about music rhythm (performing the length of notes with physical movements, the music time and music themes, the chains of music themes, polyrhythmic exercises, complementary rhythms, the speed of rhythmic themes). However, the all-educational exercises appeared as the result of observing technical difficulties among children.
10. Edwin E. Gordon method of music learning
This is a method based on stimulating the development of musical thinking through singing. Edwin E. Gordon's method of teaching music was designed for children and seeks to develop musical abilities, musical language and contribute to wide-ranging progress. Classes led according to Edwin E. Gordon's method take the form of group work. At nursery schools they should be introduced in small groups of 6–12 children in a big well-aired room on a carpet. There should also be a variety of props – for instance blocks, balls, scarves, rings, etc. – which along with the music will stimulate the children's particular behaviour.
During these classes there are only three elements: the welcome song, taking the attendance ritual, when the teacher sings the name and surname of a child with a rising fifth, and the child then answers using the same notes inversely, going from the fifth downwards and answers: Here I am. When one on the kids is absent, the rest answer by singing: Absent. The third permanent element is a song for goodbye. The teacher may invent her own words for the welcome and goodbye songs that are suitable for the given melody.
11. Bati Strauss' method of active listening to music
In this method children get to know classical and jazz music and also the folklore of various regions. It is based on the usage of many elements like movement, dancing, gestures, singing and the playing of percussion instruments. The aim of Beti Strauss' method is to let the children get to know some pieces of music through so-called 'active listening'. It depends on performing easy rhythmic and dancing choreographies proposed by the teacher. The form of story-telling is very often used.
The new model of active listening to music consists of a few stages:
* Children listen to a particular piece of music and then talk about it (the tempo, dynamics).
* The content of a story is presented through gestures and dancing.
* The orchestra is formed with a conductor in front of it.
* The last stage is the playing of percussion instruments or some unconventional ones according to a graphic score.
The music in these methods is selected in order to apply the following forms of musical education:
– performing the vocal and instrumental music (the singing and playing of percussion instruments),
– creating music as a result of vocal and instrumental improvisation and also through vocal, instrumental and motor improvisation,
– integrating the movement, singing, playing with the use of instruments and speaking.
The exercises proposed are easy to perform and are possible to do at nursery schools. Furthermore, the teacher does not need to have a professional music education.
12. Theatre at nursery school
It is one of the working methods, which to a large extent applies the theory of education through art. It releases in child-actors creative acting, which becomes a source of experiences for them.
The following theatre stagings can be performed at nursery schools:
* cut-outs theatre (silhouette),
* puppet theatre (puppets, jumping jacks, marionettes),
* Chinese shadow theatre,
* judgement over a negative character,
* lively scenery (children arrange the screenplay themselves),
* lively theatre (improvisation),
* stagings of literary works.
13. Drama
This is a method that enables children to become acquainted with the world through action. Children learn how to analyse positive and negative reactions while making at the same time corrections to their behaviour. Drama depends on creating situations, outlining problems and attempting to solve them by adopting a role in which children are able to identify themselves with, as well as other people or things; they can also empathise with other personalities.
In drama children have the possibility to observe directly a range of behaviours, including their own and those of other children. They have a chance to analyze the sources of particular reactions, what is positive in
them and what is inappropriate, and how they should be changed. They can see the different ways in which others behave and they can take advantage of good models in order to make instant corrections to their behaviour. In drama the teacher's commands should be simple, and the problem that is to be solved is supposed to be close and well-known by the children. The application of drama as a working method with children enables:
– the development of self-confidence in children,
– the forming of a rounded personality, and the stimulation of harmonious progress,
– the broadening of the range of children's activeness,
– the use of educational interaction of their peer group,
– the use of elements in art in everyday educational practice, which can take a variety of forms (music, theatre, plastic art),
– the development of sensitivity, imagination and experience,
– the creation of situations in which a child can make independent choices and decisions,
– the forming of an open and creative attitude,
– greater emphasis on a child's individual progress,
– the development and enrichment of vocabulary.
A starting point for drama can be: moods and emotions, a screenplay or a poem, a painting or sculpture, a story, a comic strip, photography or illustrations, music or other sounds, and individual experiences. When working with nursery school children one can apply drama techniques, such as drama games, sculptures, and photographs.
14. Music therapy
This is a specific method which uses music and its elements as sources of emotional stimulation and expression, and also non-verbal communication. Applying well matched music may result in the assuaging of
aggressive feelings. After studying the music of many composers it was found that the richest music in terms of high frequencies, which energizes and activates the brain's workings, is Mozart's music. Systematic work on this music revealed a phenomenon which was later called Mozart's Effect.
Music therapy is used in order to:
– disclose and relieve blocked emotions and tension, facilitate in tegration in a group, and improve communication,
– learn how to rest and relax,
– rationalize perceptive and motor functions,
– sensitize an individual to music and nature,
– improve the psychophysical condition, the rise of a positive attitude in life and vital force.
Music therapy can exert a great influence on children's development and especially:
* develop creative thinking,
* teach simple thinking operations (comparison, analysis, synthesis, abstract thinking, etc.),
* improve disturbed visual, auditory and kinaesthetic functions,
* reduce tension produced by stress,
* improve memory and attention.
15. Relaxation
This is a set of exercises that lead to physical and mental relaxation. It is effective in terms of regenerating strength and eliminating tension caused by various experiences, and exhaustion, weariness that appear after particular forms of behaviour.
The following relaxation techniques can be applied to children at nursery schools:
* Maxwell Malz's method of forming a positive internal image. That is a method which is based on practising the skill of imaginative thinking.
* The training of creative visualisation for children. Visualisation is a way of recalling in the mind images of objects from the past.
16. Conclusion
The methods listed above are different ways of working with children that are designed to release their free creative expression, in contrast to traditional methods. They are educational and developmental methods for nursery school children which can be used to free their activeness and creativity.
The originality of these methods relies most heavily on the assumption that the teacher, beginning with the children's experiences, lets them work according to their own rhythm. The teacher is there to help and encourage children to put still more and more effort in harmony with each child's individual possibilities. It is the child, though, who makes the decision whether to accept the offer or not. The child is also completely free to choose the topic, material or technique.
Bibliography:
Dzierzgowska I., Jak uczyć metodami aktywnymi. Fraszka Edukacyjna, Warszawa 2006.
Dorance S., Zajęcia twórcze w przedszkolu. Przedmioty i obrazy, Warszawa 1997.
Klim-Klimaszewska A., Pedagogika przedszkolna. Nowa podstawa programowa Warszawa 2010.
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Nowak-Grobelska K, Pilecka B., Program wychowania przedszkolnego wspomagający rozwój aktywności twórczej dziecka „Jestem częścią świata", Białe Błota-Bydgoszcz 2000.
Podhajecka M., Edukacnymi hrami poznavame svet, Presov 2008.
Abstract
An essential element of the teaching system, which is of vital importance, is the set of educational methods. A prominent place amongst these is occupied by those methods that develop creative activity; this is because the main element that results in the maximizing of the child's developmental chances is its creative activity.
The article presents the following methods that actively develop the nursery school pupil's creativity: the project method, the construction of board games, Celestyn Freinet's techniques, Maria Montessori's method, Carl Orff's method of physical expression through actions, Alfred and Maria Kniess' method of rhythmical gymnastics, Weronika Sherborne's Developmental Movement, Josef Gottfrid Thulin's method of making stories through physical actions, Emil Jagues-Dalcroze's method, Edwin E. Gordon's method of developing the love of music, Bati Strauss' method of active listening to music, theatre, drama, music therapy, Maxwell Malz's method of forming a positive image of oneself, and the practise of creative visualization for children.
The methods listed above are different ways of working with children that rely on releasing their free creative expression, in contrast to traditional teaching methods that oppose those methods that activate the educational process. They are educational and developmental methods for children who are at nursery school, and they facilitate unconstrained activeness and creation.
Information about the author: prof. nzw. dr hab. Anna Klim-Klimaszewska
A pedagogue, specialisation in preschool and elementary school education, the author of more than 180 publications published in Poland and abroad (Spain, France, Switzerland, Cyprus, the Slovak Republic, the Czech Republic, Bulgaria, Russia, Ukraine, Belarus, Finland, Canada), including 25 books – monographs and edited. A member of the following scientific organisations: Siedleckie Towarzystwo Naukowe (Siedlce Learned Society), Polskie Towarzystwo Pedagogiczne (Polish Pedagogical Society), Akademickie Towarzystwo Andragogiczne (Academic Andragogical Society), Międzynarodowa Słowiańska Akademia Kształcenia im. Jana Amosa Komeńskiego w Mołdawii (The John Amos Comenius International Slavic Academy of Education in Moldova), Drohiczyńskie Towarzystwo Naukowe (The Drohiczyn Learned Society), European Association of Security, Asocjacja Profesorów Słowiańskich Państw w Bułgarii (Association of the Professors of Slavic Countries in Bulgaria), Towarzystwo Rozwijania Inicjatyw Oświatowych TRIO (Society for Developing Educational Initiatives TRIO), Zespół Teorii Wychowania przy Komitecie Nauk Pedagogicznych Polskiej Akademii Nauk (Unit for the Theory of Education at the Committee on Pedagogical Sciences of the Polish Academy of Sciences), Polski Komitet Światowej Organizacji Wychowania Przedszkolnego OMEP (Polish Committee of the World Organization for Early Childgooh Education OMEP). The chief editor of an international journal "Pedagogica. At Utilitatem Disciplinae" published by the Institute of Pedagogy at Siedlce University of Natural Sciences and Humanities. An organizer and co-organizer of 15 national and international conferences.
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Instytut Pedagogiki ul. Popiełuszki 9, 08-110 Siedlce
mobile phone: +48 604 232 638
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Methley Primary School SEN information report 2017
At Methley Primary School our mission statement is "Education and Beyond – No Fear!" We are committed to providing a safe and happy environment for everyone in our school community.
What kinds of special education needs is provision made for at our school?
Our aim is to have all our learning owned and run by our learners - our pupils and our staff. We are a school that is learning its way forward. We see the opportunities and problem solve for the best solutions and strive towards being the best. We know to learn you have to feel happy, to laugh and to have fun! We want every child to grow in confidence and have the skills of thinking and learning which will equip them for life. To this end we will provide a varied and exciting curriculum where all children CAN! The curriculum throughout school is organised to ensure all children achieve great things and understand that there are many different ways to be "smart".
Some children will require provision to be made for them that is additional to and different from that which is made for the rest of the year group. This could be because a child has a barrier to learning in one of the 4 areas described below.
Cognation and Learning; moderate and specific learning difficulties, dyslexia, dyspraxia.
Communication and interaction; Autistic spectrum disorder, speech and language difficulties
Social, emotional and mental health; attention deficit hyperactivity disorder
Sensory, physical and medical; Hearing impairments, epilepsy
What do I do if I think my child or young person may have special educational needs?
Any initial concerns about your child's learning and development can be discussed with their teacher and/or a member of the Special Needs Co-ordination (SENCO) Team. We currently have 2 members of staff with responsibility for SEN across school: Miss Waddle (Years 2-6) and Mrs Reynard (Foundation Stage and Year 1).
A meeting can be set up at a time to suit yourselves, but generally before or after school hours is most convenient.
Following initial discussions we may feel it is important to gather some more information about the concerns raised and evaluate how we can support your child. This may be through observations of your child in class or by carrying out some focus work/assessment individually or as part of a group.
If we feel we need some further support and advice we can contact the Complex Needs Service or other health services such as Speech and Language Therapy in Leeds.
What are school's policies with regard to identification and assessment of children with Special Educational needs?
The purpose of identification is to work out what action we at Methley need to take; not to fit a pupil into a category. As a school we identify the needs of pupils by considering the needs of the whole child which will include not just the special educational needs of the child or young person.
Graduated Response to support children with SEND
• Teacher to spend time identifying barriers to learning/SEND e.g. further assessment, focused work, observation etc.
• Inform SEN Team about concerns. What adjustments are necessary? What additional support may help support the child?
• Create a plan of actions and inform parents. Consider adding the child to the Cause for Concern register.
There are clear, well communicated criteria for putting special educational provision in place and removing a child from this graduated response. At Methley, we focus on early identification of a child's needs, where these needs are additional to and different from the normal differentiated learning curriculum provision.
- Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties. They will also be added onto the Cause For Concern register.
- Pupils who are identified as having SEND and are receiving support that is "additional to or otherwise different from the educational provision made generally for children of their age," are recorded on the school SEND Register.
- Additional Support Plans will be used to plan programmes and monitor and review progress for those on the SEN Register in line with the guidance in the SEN Code of Practice (CoP), 2014.
- Support Plan targets will be based on needs identified in previous assessments and have realistic expectations to ensure success and motivation. Targets to support learning will be linked to early learning goals or the early years' developmental journal and national curriculum stages of attainment including the use of P Levels as appropriate.
- Pupil progress meetings are used to monitor and assess the progress being made by the child. These take place termly between the Phase Leader and Class Teacher, and the child may be discussed at a subsequent Intervention Team meeting.
- Whilst providing SEND Support, if progress/access to the curriculum has not been improved despite making efforts to do so, further guidance and support could be sought from outside specialists e.g. speech therapists, educational psychologists, social worker, health etc., in consultation with parents.
How does school monitor the effectiveness of the SEND provision?
Support plans are put in place for children that are on the SEND register. These outline SMART targets for staff to focus on. Teaching strategies to meet these targets are also recorded. After each half term (or before if required) the support plans are evaluated to measure that progress that has been made and adjustments to targets and teaching strategies are made.
How does school assess and review the progress made by children with SEND?
All staff across school monitor the progress of all children including those with SEND and have high expectations for "closing the gap" with their peers. Our SENCO Team are kept up to date with this information on a termly basis and can see that the provisions in place are making a difference. We can then offer advice and support to change provisions where necessary to ensure they suit the child's needs.
Progress of children with SEND is tracked using the National Curriculum stages, BSquared assessment system, P levels or against person centred planning goals. These are discussed at pupil progress meetings each term with the class teacher and SENco.
Pupils with Speech and Language difficulties are monitored by the Speech and Language therapist.
Annual reviews are held for those children who have a statement or an EHC plan.
Meetings are held when necessary between school staff members and parents to discuss progress.
How will school support my child or young person's learning?
Your child's teacher, in liaison with the SENCO team, will put together an appropriate plan of provisions to support your child's learning and development.
This will involve working with teachers in your child's year group and could also involve focus work with a Teaching Assistant, our Learning Mentor, Volunteer readers etc. We also have a Speech and Language Therapist working in school half a day per week and a teaching assistant who works with children on their speech and language difficulties across school throughout the week.
Your child's teacher will keep you up to date with any information about the support provided.
How will the curriculum be matched to my child or young person's needs?
At Methley Primary School, we are proud that all our lessons are organised to make sure the best learning takes place for all children. Children work collaboratively in mixed ability groups with staff having guided groups in order to focus in on specific learning targets. Our children are owners of their own learning, being aware of what their learning target is and how they can achieve it. They can then make continual assessments of how well they are doing and what they need to do next to improve. We have worked hard to encourage the children to have a growth mindset about learning – knowing that they can achieve well as long as they work hard and challenge themselves.
Within this learning culture, staff know their children very well and can ensure activities are appropriate and supported with additional resources where necessary. Through ongoing training and working with specialist outside agencies, staff are aware of a range of strategies that can be helpful to make sure all children can get the most out of each lesson.
Where necessary, small group work with a teacher or teaching assistant is part of ensuring your child's specific learning needs are being met.
How accessible is the school?
Our school building provides excellent facilities for children with additional needs. The school building is fully accessible to wheelchair users via a lift. There are disabled toilet facilities on both floors including a care suite with accessible shower. In addition, we have designated areas for mentoring and small group work including an Intensive Interaction room. We also have use of a hearing loop and all door signage is written in braille.
If your child requires specialist equipment in school this can be purchased using the funding allocated to support SEND.
How will I know how well my child or young person is doing and how will you help me support my child's learning?
As well as our usual Parent-Teacher Meetings throughout the year, you can speak to your child's teacher at the end of the school day when they bring the classes out to go home. Alternatively, longer meetings can be arranged at a suitable time throughout the year to keep everyone up to date with what is happening. Some parents have preferred to arrange termly review meetings involving all staff working with their child. At these meetings, everyone can hear about how well the child is doing and what plans we can put in place for the following term. We are flexible with how regular these meetings are depending on the needs of the child.
The child's next steps and how these will be supported are agreed at these meetings so that everyone can help to make decisions about them.
In addition, we have used a Home-School Communication Book system for some children who have communication difficulties that mean they cannot tell their parents about what they have been doing at school.
What support will there be for my child of young person's overall well –being and social, emotional and behavioural development?
We have 2 HLTAs, Mrs Brown and Miss Russell, who can work with individual children or small groups to overcome any barriers to learning that are connected to the child's emotional health and wellbeing.
We are able to access support from the Brigshaw Trust Guidance and Support team including family support workers and councillors who specialise in working with children. Mrs Brown is trained in the CAF/Early Help process and school ensure members of staff attend meetings and liaise with professionals involved. All our staff are trained in Child Protection procedures and we also have three members of staff who are specially designated to ensure the Safeguarding of all children.
As SENCO, Miss Waddle has termly meetings with our Educational Psychology team to discuss how to support children's social, emotional and mental health needs. From this, staff and parents can attend a consultation meeting with the educational psychologist and/or individual support may be offered for the children.
Staff receive regular training on the management of children with Diabetes and those with allergies who may require an Epi-Pen.
What services and expertise are available or accessed by the school, including staff with specific specialist knowledge/qualifications?
Universal services (available to all)
School Nurse
All staff are trained in ensuring that learning experiences are appropriate for children with a range of special needs, including making lessons Dyslexia Friendly and adapted to the needs of children on the Autistic Spectrum.
Targeted Services (for those who need additional support)
Staff trained in the use of Makaton signing, working with children on the Autistic Spectrum, use of PECs, use of assistive communication technologies e.g. i-pad, supertalker.
We have a specialist teaching assistant with responsibility for working with children with Speech and Language Needs as well as a Speech and Language Therapist working in school half a day per week.
Specialist Services (for those with complex needs)
We work closely with the STARs service in Leeds for children who are on the Autistic Spectrum.
The school is always open to liaising with specialist outside agencies.
What training and development is done by staff supporting those with SEND?
We have regular whole school training delivered on supporting children with Autistic Spectrum Disorder and Dyslexia. As well as training for staff in using multi-sensory resources such as Numicon.
In addition, some staff receive targeted training to help support children with more specific needs including Diabetes, Makaton, PECs etc.
If a child has a medical need then a Health Care Plan is written with the professional involved and staff have training in order to support the child e.g. Epi-pen training and epilepsy.
How will my child be included in activities outside the classroom?
At Methley Primary our aim is to ensure all children with SEND are able to access all activities and school trips enjoyed by their peers. Parent/carers may be involved in planning of activities to ensure safety and inclusion. Risk assessment are carried out and procedures put in place to enable children to participate whenever possible. Children with additional needs are encouraged and welcome to join in with our extra-curricular activities.
How will the school help children and young people transfer to the next phase of education?
Transition from Nursery to Reception works well at Methley Primary, as Reception and Nursery staff work closely together on planning and assessing children throughout the year. There are also times during the day when Nursery and Reception children mix together in the same outdoor provision areas. The move to Reception should not be a big deal as the children know the classrooms/work areas well. If needed, towards the end of the summer term, Nursery children can spend some time in the reception classrooms to familiarise themselves with where they will be learning in the September.
All year groups take part in a "jump up" day in summer term where the children get to spend the day in their new classroom with their new teacher. If it is thought necessary, there can be extra times spent with the new teacher and/or in the new classroom to ensure children with SEND are confident and assured about the changes ahead.
Transition from year to year is also supported by transition meetings with existing and new teaching staff as well as any other professionals as appropriate. Extensive records are kept about the children's needs and achievements and we make sure these are handed over to any new staff involved.
Arrangements for a smooth transition to High School for children with SEND can start as early as Year 5. We involve the High School SENCOs as soon as possible and make sure important information about your child's needs is shared. This can sometimes be part of the end of Year 5 review meeting with staff from both schools meeting together to discuss how best to organise the transition. Throughout Year 6 there can be opportunities for extra visits to the High School to see the facilities and talk to key staff who will be involved in supporting your child. Visits can also take place
Commented [JS1]:
during the school day with Methley staff. Many High schools offer some Nurture Group support or alternative curriculum support once in Year 7 for vulnerable pupils; we can organise this as appropriate.
How are the school's resources/funding allocated and matched to children's needs?
Supporting children across school is based on the varying needs of individuals. Decisions about which year groups teaching staff and support staff work in are based on where there are specific needs of children. A very small number of children with the highest needs will be given 1:1 support but generally any support is provided through inclusive Quality First Teaching with additional small group or individual support planned in to the timetable as needed. This support may be delivered by a teacher or a teaching assistant, but is always planned and managed by a teacher.
School has an identified budget for SEND. The school is funded on a national formula per pupil. Blocks of £6,000 are allocated depending on the number of children who meet the criteria and who are on the school's SEND register. Decisions about the spending of the notional SEN budget are made in consultation with the governing body and reflect a priority of need. For children identified with a high level of need, further applications for Top Up funding (FFI) based on strict criteria are completed by the SENCO if it is felt that a child's needs are above that which can be provided through the £6,000 block.
SEN funding can also be spent on the purchase of specialist equipment or resources that will support your child's progress.
How are parents and carers involved in the school?
In Early Years we have a parent reading group that supports the development of early reading. Across the school we welcome volunteer readers. We also have an active PTA and warmly welcome any new members. We regularly invite parents and carers to assemblies and performances.
What are the school's admission arrangements for children with SEND?
Methley Primary School adheres to the Leeds City Council Admissions Policy (for full version please see the link on our website)
With reference to children with SEND it states that…
The admissions policy for Leeds community and voluntary-controlled schools for entry in September 2017
Our Chief Executive makes all offers of a school place for Reception and Year 7 places on behalf of Leeds City Council, which is the admissions authority. Headteachers or school-based staff are not authorised to offer a child a place for these year groups. The authority to convey the offer of a place has been delegated to schools for places in other year groups.
Children with an education, health and care plan will be admitted to the school named on their plan. We will offer places to children in the following order of priority.
Priority 1
a) Children in public care or fostered under an arrangement made by the local authority. (see note 2) b) Pupils without an EHC plan but who have Special Educational Needs, or with exceptional medical or mobility needs, that can only be met at a specific school.
Leeds City Council promotes inclusion in local schools and it is an expectation in Leeds that all mainstream schools are able to provide for the majority of children with learning and medical disabilities. It is also an expectation that all Leeds schools provide an inclusive and nurturing environment that can meet the needs of those vulnerable children who have social and emotional needs. Children with exceptional needs who require additional support above that expected of a mainstream school will usually have an EHC plan. In some instances there are some children with a particular need such as a significant physical disability or complex sensory impairment who require the expertise only found in a particular school. e.g. blind children who need to access Braille. It is these instances where priority for admission may need to be considered.
Applications in this category must be supported by a SEN SIF, available from the Admissions Team, which must include a statement in writing from a paediatrician/doctor or other relevant professional who can evidence why a particular provision is needed over another. The supporting statement must also evidence why the school of choice is the only school that can meet the particular need in question. This is necessary as the LA will be assessing if your child has a stronger case than other children. Cases will be considered individually by the LA in consultation with the school preferenced. Advice and support can be sought from the Leeds SEND Information Advice and Support Service on 0113 395 1222.
Who can I contact for further information?
If you are considering applying for a place at Methley Primary please contact Miss Smithson (Headteacher) or Miss Waddle (SENCo) who will be happy to show you around.
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Pattern Practice Problems
1. a. Find and circle some helpful sets/groupings in the pattern below/
b. Write an explanation of how to draw the 10 th shape in the pattern.
c. Find a formula that tells how many dots will be in the n-th shape of the pattern. Explain how your formula matches the visual pattern.
2. This pattern is made out of dominos: rectangles 1 unit wide and 2 units long. Find a formula to tell what the perimeter of the n-th pattern is, and explain your formula.
3. In the rocket pattern (below)
a. Find a formula that tells how many dots it takes to make the n-th rocket. Explain how your formula fits the pictures.
b. What is the biggest rocket you can make using only 80 dots?
c. Explain how to find the biggest rocket you can make using D dots.
d. What is the smallest rocket that has at least 100 dots?
e. Explain how to find the smallest rocket that has at least N dots.
4. Amy has round beads in 7 rainbow colors (ROYGBIV) and she has magnet beads that she puts on the ends as fastners (all the same length). She is using them to make necklaces. She made a necklace with one rainbow with magnet ends for a Barbie doll, and she made a necklace with 2 rainbows and magnet ends for another doll.
a. If Amy made a necklace with 3 rainbows, how many beads would it have?
b. Amy cut a length of bead wire long enough for 57 beads. Show how to figure out how many complete rainbows can she make on a necklace with this bead wire.
c. Explain how to figure out how many complete rainbows can be made on a necklace like this on a bead wire that is long enough for N beads.
5. a. Draw a visual (number of squares) pattern for the function: 5n+4
b. Make a table and a graph showing how many squares are in the nth pattern.
c. Show on your table how much the pattern grows by each time. Is the pattern linear or slower than linear or faster than linear in how it grows?
6. a. Draw a visual (number of squares) pattern for the function: 2n 2 +3n+5
b. Make a table and a graph showing how many squares are in the nth pattern.
c. Show on your table how much the pattern grows by each time. Is the pattern linear or slower than linear or faster than linear in how it grows?
7. Use the order of operations correctly to calculate:
n=1 n=2
n=3
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John F. Kennedy
Speech promoting the Civil Rights Act of 1964 June 11, 1963 (ORIGINAL)
Good evening, my fellow citizens:
This afternoon, following a series of threats and defiant statements, the presence of Alabama National Guardsmen was required on the University of Alabama to carry out the final and unequivocal order of the United States District Court of the Northern District of Alabama. That order called for the admission of two clearly qualified young Alabama residents who happened to have been born Negro. That they were admitted peacefully on the campus is due in good measure to the conduct of the students of the University of Alabama, who met their responsibilities in a constructive way.
I hope that every American, regardless of where he lives, will stop and examine his conscience about this and other related incidents. This Nation was founded by men of many nations and backgrounds. It was founded on the principle that all men are created equal, and that the rights of every man are diminished when the rights of one man are threatened.
Today, we are committed to a worldwide struggle to promote and protect the rights of all who wish to be free. And when Americans are sent to Vietnam or West Berlin, we do not ask for whites only. It ought to be possible, therefore, for American students of any color to attend any public institution they select without having to be backed up by troops. It ought to to be possible for American consumers of any color to receive equal service in places of public accommodation, such as hotels and restaurants and theaters and retail stores, without being forced to resort to demonstrations in the street, and it ought to be possible for American citizens of any color to register and to vote in a free election without interference or fear of reprisal. It ought to to be possible, in short, for every American to enjoy the privileges of being American without regard to his race or his color. In short, every American ought to have the right to be treated as he would wish to be treated, as one would wish his children to be treated. But this is not the case.
The Negro baby born in America today, regardless of the section of the State in which he is born, has about one-half as much chance of completing a high school as a white baby born in the same place on the same day, one-third as much chance of completing college, one-third as much chance of becoming a professional man, twice as much chance of becoming unemployed, about oneseventh as much chance of earning $10,000 a year, a life expectancy which is 7 years shorter, and the prospects of earning only half as much.
This is not a sectional issue. Difficulties over segregation and discrimination exist in every city, in every State of the Union, producing in many cities a rising tide of discontent that threatens the public safety. Nor is this a partisan issue. In a time of domestic crisis men of good will and generosity should be able to unite regardless of party or politics. This is not even a legal or legislative issue alone. It is better to settle these matters in the courts than on the streets, and new laws are needed at every level, but law alone cannot make men see right. We are confronted primarily with a moral issue. It is as old as the Scriptures and is as clear as the American Constitution.
The heart of the question is whether all Americans are to be afforded equal rights and equal opportunities, whether we are going to treat our fellow Americans as we want to be treated. If an American, because his skin is dark, cannot eat lunch in a restaurant open to the public, if he cannot send his children to the best public school available, if he cannot vote for the public officials who will represent him, if, in short, he cannot enjoy the full and free life which all of us want, then who among us would be content to have the color of his skin changed and stand in his place? Who among us would then be content with the counsels of patience and delay?
One hundred years of delay have passed since President Lincoln freed the slaves, yet their heirs, their grandsons, are not fully free. They are not yet freed from the bonds of injustice. They are not yet freed from social and economic oppression. And this Nation, for all its hopes and all its boasts, will not be fully free until all its citizens are free.
We preach freedom around the world, and we mean it, and we cherish our freedom here at home, but are we to say to the world, and much more importantly, to each other that this is the land of the free except for the Negroes; that we have no second-class citizens except Negroes; that we have no class or caste system, no ghettoes, no master race except with respect to Negroes?
Now the time has come for this Nation to fulfill its promise. The events in Birmingham and elsewhere have so increased the cries for equality that no city or State or legislative body can prudently choose to ignore them. The fires of frustration and discord are burning in every city, North and South, where legal remedies are not at hand. Redress is sought in the streets, in demonstrations, parades, and protests which create tensions and threaten violence and threaten lives.
We face, therefore, a moral crisis as a country and a people. It cannot be met by repressive police action. It cannot be left to increased demonstrations in the streets. It cannot be quieted by token moves or talk. It is a time to act in the Congress, in your State and local legislative body and, above all, in all of our daily lives. It is not enough to pin the blame on others, to say this a problem of one section of the country or another, or deplore the facts that we face. A great
change is at hand, and our task, our obligation, is to make that revolution, that change, peaceful and constructive for all. Those who do nothing are inviting shame, as well as violence. Those who act boldly are recognizing right, as well as reality.
Next week I shall ask the Congress of the United States to act, to make a commitment it has not fully made in this century to the proposition that race has no place in American life or law. The Federal judiciary has upheld that proposition in a series of forthright cases. The Executive Branch has adopted that proposition in the conduct of its affairs, including the employment of Federal personnel, the use of Federal facilities, and the sale of federally financed housing. But there are other necessary measures which only the Congress can provide, and they must be provided at this session. The old code of equity law under which we live commands for every wrong a remedy, but in too many communities, in too many parts of the country, wrongs are inflicted on Negro citizens and there are no remedies at law. Unless the Congress acts, their only remedy is the street.
I am, therefore, asking the Congress to enact legislation giving all Americans the right to be served in facilities which are open to the public -- hotels, restaurants, theaters, retail stores, and similar establishments. This seems to me to be an elementary right. Its denial is an arbitrary indignity that no American in 1963 should have to endure, but many do.
I have recently met with scores of business leaders urging them to take voluntary action to end this discrimination, and I have been encouraged by their response, and in the last two weeks over 75 cities have seen progress made in desegregating these kinds of facilities. But many are unwilling to act alone, and for this reason, nationwide legislation is needed if we are to move this problem from the streets to the courts.
I'm also asking the Congress to authorize the Federal Government to participate more fully in lawsuits designed to end segregation in public education. We have succeeded in persuading many districts to desegregate voluntarily. Dozens have admitted Negroes without violence. Today, a Negro is attending a Statesupported institution in every one of our 50 States, but the pace is very slow.
Too many Negro children entering segregated grade schools at the time of the Supreme Court's decision nine years ago will enter segregated high schools this fall, having suffered a loss which can never be restored. The lack of an adequate education denies the Negro a chance to get a decent job.
The orderly implementation of the Supreme Court decision, therefore, cannot be left solely to those who may not have the economic resources to carry the legal action or who may be subject to harassment.
Other features will be also requested, including greater protection for the right to vote. But legislation, I repeat, cannot solve this problem alone. It must be solved in the homes of every American in every community across our country. In this respect I wanna pay tribute to those citizens North and South who've been working in their communities to make life better for all. They are acting not out of sense of legal duty but out of a sense of human decency. Like our soldiers and sailors in all parts of the world they are meeting freedom's challenge on the firing line, and I salute them for their honor and their courage.
My fellow Americans, this is a problem which faces us all -- in every city of the North as well as the South. Today, there are Negroes unemployed, two or three times as many compared to whites, inadequate education, moving into the large cities, unable to find work, young people particularly out of work without hope, denied equal rights, denied the opportunity to eat at a restaurant or a lunch counter or go to a movie theater, denied the right to a decent education, denied almost today the right to attend a State university even though qualified. It seems to me that these are matters which concern us all, not merely Presidents or Congressmen or Governors, but every citizen of the United States.
This is one country. It has become one country because all of us and all the people who came here had an equal chance to develop their talents. We cannot say to ten percent of the population that you can't have that right; that your children cannot have the chance to develop whatever talents they have; that the only way that they are going to get their rights is to go in the street and demonstrate. I think we owe them and we owe ourselves a better country than that.
Therefore, I'm asking for your help in making it easier for us to move ahead and to provide the kind of equality of treatment which we would want ourselves; to give a chance for every child to be educated to the limit of his talents.
As I've said before, not every child has an equal talent or an equal ability or equal motivation, but they should have the equal right to develop their talent and their ability and their motivation, to make something of themselves.
We have a right to expect that the Negro community will be responsible, will uphold the law, but they have a right to expect that the law will be fair, that the Constitution will be color blind, as Justice Harlan said at the turn of the century.
This is what we're talking about and this is a matter which concerns this country and what it stands for, and in meeting it I ask the support of all our citizens.
Thank you very much.
SNCC Chairman John Lewis's Speech March on Washington, August 1963 (ORIGINAL)
We march today for jobs and freedom, but we have nothing to be proud of, for hundreds and thousands of our brothers are not here, for they are receiving starvation wages or no wages at all. While we stand here, there are sharecroppers in the Delta of Mississippi who are out in the fields working for less than three dollars per day, 12 hours a day. While we stand here, there are students in jail on trumped-up charges. Our brother James Farmer, along with many others, is also in jail.
We come here today with a great sense of misgiving. It is true that we support the administration's Civil Rights Bill. We support it with great reservation, however. Unless title three is put in this bill, there's nothing to protect the young children and old women who must face police dogs and fire hoses in the South while they engage in peaceful demonstration.
In its present form this bill will not protect the citizens of Danville, Virginia, who must live in constant fear of a police state. It will not protect the hundreds and thousands of people that have been arrested on trumped charges. What about the three young men, SNCC's field secretary in Americus, Georgia, who face the death penalty for engaging in peaceful protest?
As it stands now, the voting section of this bill will not help the thousands of people who want to vote. It will not help the citizens of Mississippi, of Alabama and Georgia who are unqualified to vote for lack of sixth grade education. One man, one vote is the African cry. It is ours too. It must be ours.
We must have legislation that will protect the Mississippi sharecroppers, who have been forced to leave their homes because they dared to exercise their right to register to vote. We need a bill that will provide for the homeless and starving people of this nation. We need a bill that will ensure the equality of a maid who earns five dollars a week in the home of a family whose total income is 100,000 dollars a year. We must have a good FEPC bill.
My friends let us not forget that we are involved in a serious social revolution. By and large, politicians who build their career on immoral compromise and allow themselves an open forum of political, economic and social exploitation dominate American politics.
There are exceptions, of course. We salute those. But what political leader can stand up and say, "My party is a party of principles"? For the party of Kennedy is also the party of Eastland. The party of Javits is also the party of Goldwater. Where is our party? Where is the political party that will make it unnecessary to
march on Washington? Where is the political party that will make it unnecessary to march in the streets of Birmingham? Where is the political party that will protect the citizens of Albany, Georgia?
Do you know that in Albany, Georgia nine of our leaders have been indicted, not by the Dixiecrats but by the federal government for peaceful protest? But what did the federal government do when Albany deputy sheriff beat Attorney C.B. King and left him half-dead? What did the federal government do when local police officials kicked and assaulted the pregnant wife of Slater King and she lost her baby?
To those who have said, "Be patient and wait," we must say that we cannot be patient. We do not want our freedom gradually but we want to be free now.
We are tired. We are tired of being beat by policemen. We are tired of seeing our people locked up in jail over and over again, and then you holler "Be patient." How long can we be patient? We want our freedom and we want it now.
We do not want to go to jail, but we will go to jail if this is the price we must pay for love, brotherhood and true peace. I appeal to all of you to get into this great revolution that is sweeping this nation. Get in and stay in the streets of every city, every village and hamlet of this nation until true freedom comes, until a revolution is complete. We must get in this revolution and complete the revolution. In the Delta of Mississippi, in Southwest Georgia, in the Black Belt of Alabama, in Harlem, in Chicago, Detroit, Philadelphia and all over this nation the black masses are on a march for jobs and freedom.
They're talking about slow down and stop. We will not stop. All of the forces of Eastland, Barnett, Wallace, and Thurmond will not stop this revolution. If we do not get meaningful legislation out of this Congress, the time will come when we will not confine our march into Washington. We will march through the South, through the streets of Jackson, through the streets of Danville, through the streets of Cambridge, through the streets of Birmingham. But we will march with the spirit of love and with the spirit of dignity that we have shown here today.
By the forces of our demands, our determination and our numbers, we shall send a desegregated South into a thousand pieces, put them together in the image of God and Democracy. We must say wake up America, wake up! For we cannot stop, and we will not and cannot be patient.
[The Kennedy administration and some of the more conservative speakers objected to some of Lewis's language. Lewis agreed to modify some elements of the speech. He cut the words that criticized the President's bill as being "too little and too late," as well as the call to march "through the heart of Dixie, the way Sherman did." He also didn't ask, "which side is the federal government on?" The word "cheap" was removed to describe some political leaders]. | <urn:uuid:b4a93a5d-39c4-490e-a161-621b689a544e> | CC-MAIN-2019-43 | http://www.ghhsapush.com/uploads/3/8/1/2/38129119/civil_rights_act_original_documents.pdf | 2019-10-18T19:35:39Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00126.warc.gz | 251,258,572 | 3,445 | eng_Latn | eng_Latn | 0.99932 | eng_Latn | 0.999434 | [
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Bibliography and Videography
Applicable for Secondary Education
BIBLIOGRAPHY
TABLE OF CONTENTS
With all the books, films, and website content about the Holocaust, choosing the right resource for classroom use can be difficult. This bibliography provides examples for the secondary school level that meet the USHMM rubric criteria. Suggested grade levels are provided, and Lexile Scores are noted when available. It is not intended to be comprehensive.
This rubric guides educators in selecting age-appropriate and historically accurate books. Educators are encouraged to evaluate the options in the bibliography with the rubric to assess how the source fits their classroom needs.
Berg, Mary, and S.L. Shneiderman. The Diary of Mary Berg: Growing Up in the Warsaw Ghetto . Oxford: One World, 2007.
This text describes the experiences of Mary and her family from October 1939 until March 1944, including their time in the Warsaw ghetto. Her mother's American citizenship allows the family to flee to France, then eventually to the United States Originally published in 1945. (Grades 7–12)
Frank, Anne, and Otto Frank. The Diary of a Young Girl . New York: Doubleday, 1995. Anne Frank documents her experience in Nazi-occupied Amsterdam. The diary details her family's daily life, the years they spent in hiding, and her own personal experiences. (Lexile 1020—Grades 6–12)
Lipszyc, Rywka, and Anita Friedman. Rywka's Diary: The Writings of a Jewish Girl from the Lodz Ghetto, Found at Auschwitz in 1945 and Published Seventy Years Later . New York: HarperCollins, 2015.
Fourteen-year-old Rywka details her experiences in the Lodz ghetto from October 1943 until April 1944. A Soviet doctor eventually discovered the diary at Auschwitz-Birkenau. Includes additional background information on the city and ghetto of Lodz, a description of the diary's journey to the United States, and photos. (Grades 7–12)
Sierakowiak, Dawid, Alan Adelson, and Kamil Turowski.
The Diary of Dawid Sierakowiak:
Five Notebooks from the Lódz Ghetto
. Oxford: Oxford University Press, 1996.
Dawid Sierakowiak was 15 years old when he began writing his diary in the Lodz Ghetto in German-occupied Poland in 1939. This collection of notebooks provides a daily
account of the Lodz ghetto, from Dawid's perspective, until 1943. Includes black-and-white photos. (Lexile 950—Grades 7–12)
Spiegel, Renia, Elizabeth Bellak, Sarah Durand, Deborah E. Lipstadt, Anna Blasiak, and Marta Dziurosz. Renia's Diary: A Holocaust Journal . New York: St. Martin's Press, 2019. Stored in a bank vault for decades, Renia's diary documents her experiences in Przemyśl, Poland, from January 1939 until July 1942 under both Nazi and Soviet occupation. She writes about her fears, hopes, and the ongoing war. Renia also writes about her romantic interest in Zygmunt Schwarzer, a key individual in the survival of the diary. (Grades 7–12)
Zapruder, Alexandra. Salvaged Pages: Young Writers' Diaries of the Holocaust . New Haven, CT: Yale University Press, 2004.
A collection of diaries written by young people ages 12 to 22. The diaries cover a range of experiences and geographic locations. Each diary includes a detailed introduction providing background and context to the diary. The ebook edition includes maps and video clips with surviving diarists. (Grades 8-12)
Auerbacher, Inge.
I Am a Star: Child of the Holocaust.
New York: Puffin Books, 1993.
Inge Auerbacher's childhood is as happy and peaceful as that of any other German child—until 1942. By then, the Nazis are in power. Because Inge's family is Jewish, she
and her parents are sent to a concentration camp in Czechoslovakia. The Auerbachers defy death for three years and are finally freed in 1945. (Grades 6-12)
Ayer, Eleanor.
Parallel Journeys.
New York: Aladdin, 2000.
The stories of Helen Waterford and Alfons Heck, both born in Germany, are told in alternating chapters. Helen, a young Jewish girl, is forced to hide in Amsterdam. She is
eventually arrested and sent to the Auschwitz concentration camp. Alfons, who lives just a few miles away, joins the Hitler Youth and is eventually sent as a soldier to the
frontlines to fight. (Lexile 1050—Grades 5–8)
Baranek, Martin and Lisa B. Cicero.
Determined: A Memoir.
Parker, Colorado: Outskirts Press,
2018.
Martin Baranek survives the Wierzbnik ghetto and the Starachowice slave labor camp.
As his powerful memoir records, these are but the first two circles of Hitler's inferno through which he descends during the Holocaust. (Grades 7-12)
Bitton-Jackson, Livia. I Have Lived a Thousand Years: Growing Up in the Holocaust. New York:
Simon & Schuster, 1997.
The author describes her experiences when, at age 13, she is arrested with her family and sent to the Nagymagyar ghetto. From there she is sent to Auschwitz and other camps before being liberated. (Lexile 720—Grades 8–12)
Bretholz, Leo and Michael Olesker. Leap into Darkness: Seven Years on the Run in Wartime Europe. New York: Anchor, 1999.
Young Leo Bretholz survives the Holocaust by escaping from the Nazis not once, but seven times during his almost seven-year ordeal crisscrossing war-torn Europe. He leaps from trains, outruns police, and hides in attics, cellars, and anywhere that offers a few more seconds of safety.
Buergenthal, Thomas.
A Lucky Child.
Boston: Little, Brown Spark, 2009.
Thomas Buergenthal, who later became a judge in the International Court of Justice in The Hague, tells his astonishing experiences as a young boy. He arrived at Auschwitz at age 10 after surviving two ghettos and a labor camp. (Lexile 1150)
Chiger, Krystyna, and Daniel Paisner. The Girl in the Green Sweater: A Life in Holocaust's Shadow . New York: St. Martin's Press, 2008.
Arrested and sent to the Lwow ghetto, Krystyna Chiger and her family are forced to hide in the sewer to avoid being deported and killed. They are aided by Leopold Socha, a Polish Catholic, who provides food and supplies. (Lexile 1010—Grades 7–12)
Frankl, Viktor E. Man's Search for Meaning: Young Reader's Edition . Boston: Beacon Press Books, 2017.
Frankl documents his experiences in Auschwitz and how he survived by finding a meaning for his life. This historical account has been newly adapted for younger readers
to provide an accessible overview of Frankl's writing on psychology. Includes a glossary and a timeline of the Holocaust and Frankl's life. (Grades 7–12)
Klein, Gerda Weissmann. All but My Life . New York: Hill and Wang, 2001.
Gerda Weissmann Klein's detailed account describes her experiences during the Holocaust, from her life in Bielsko, Poland, through ghettos, camps, and a death march to her eventual liberation by Kurt Klein, who would later become her husband. (Lexile 780—Grades 8–12)
Kor, Eva Moses. Surviving the Angel of Death: The True Story of a Mengele Twin in Auschwitz. Terre Haute, IN: Tanglewood, 2009.
In her memoir, Eva Kor details the murder of her family at Auschwitz and the experiments to which she and her sister, Miriam, were subjected by Dr. Josef Mengele.
Kor also writes about her personal journey to educate others about the Holocaust and her eventual decision to forgive the Nazis. (Lexile 830—Grades 6–9)
Krug, Nora.
Belonging: A German Reckons with History and Home.
New York: Scribner, 2019.
Nora Krug was born decades after the fall of the Nazi regime, but World War II casts a long shadow over her childhood and youth in the city of Karlsruhe, Germany. She grows up knowing little about her own family's involvement, though all four grandparents lived through the war. As an adult, she conducts research in Germany and uncovers the stories of her maternal grandfather, a driving instructor in Karlsruhe during the war, and her father's brother Franz-Karl, who died as a teenage SS soldier. (Grades 9-12)
Kuper, Jack. Child of the Holocaust: A Jewish Child in Christian Disguise. New York: Berkley, 1992.
Jankele Kuperblum is just nine years old when he returns home and finds his family gone. The night before, Germans had come to his town in rural Poland and taken away all the Jews. Jack wanders through Nazi-occupied Poland for four years, with no place to hide and no one to trust. (Grades 7-12)
Levi, Primo. Survival at Auschwitz; The Nazi Assault on Humanity . New York: Touchstone Books, 1996.
Primo Levi, an Italian Jew, describes his time in Auschwitz-Monowitz (Buna). Levi documents his daily horrific experiences, including the physical and psychological torment he endures. (Grades 9–12)
Leyson, Leon. The Boy on the Wooden Box: How the Impossible Became Possible...On
Schindler's List . New York: Atheneum Books for Young Readers, 2015. Leon Leyson documents his experience as one of the youngest people rescued by Oskar Schindler. Following the invasion of Poland, Leon and his family are sent to the Krakow ghetto. Leon describes their daily lives, working for Schindler, and his survival. (Lexile 1000—Grades 6–9)
Meed, Vladka. On Both Sides of the Wall . New York: Holocaust Publications, 1979. In her memoir, Vladka recounts her experiences during the Holocaust, including the loss
of her family at Treblinka and her ability to slip in and out of the Warsaw ghetto to transport supplies and munitions to the resistance. She also writes about her further efforts after the ghetto uprising to aid those in hiding and about meeting her husband, Ben Meed. (Grades 9–12)
Opdyke, Irent Gut, and Jennifer Armstrong.
In My Hands: Memories of a Holocaust Rescuer.
Toronto, ON: Ember, 2016. Reprint Edition.
When the war began, Irene Gut was 17 years old. She was a student nurse, a Polish patriot, and a good Catholic girl. Forced to work in a German officers' dining hall, she
was learns how to fight back. She
named by the Israeli Holocaust Commission as one of the Righteous Among the Nations. (Lexile 890L—Grades 6–12)
Perl, Lila, and Marion Blumenthal Lazan.
Four Perfect Pebbles: A Holocaust Story
. New York:
Greenwillow Books, 1996.
Marion Blumenthal details her experiences when her family fled Germany for Holland.
Detained at the Westerbork transit camp, they had visas for travel to the United States;
then the Nazis invaded Holland. Initially, they were to be part of an exchange to go to
Palestine. Instead, they are sent to Bergen Belsen before they are finally liberated.
(Lexile 1060—Grades 4
–
9)
Rajchman, Chil. Last Jew of Treblinka. New York: Pegasus Books, 2012. Originally written in Yiddish in 1945, without hope or agenda other than to bear witness, Rajchman's tale shows that sometimes the bravest and most painful act of all is to remember. (Grades 7-12)
Rucickova, Zuzana and Wendy Holden.
100 Miracles.
London: Bloomsbury Publishing, 2019.
Zuzana Ruzicková is growing up in 1930s Czechoslovakia dreaming of two things:
Johann Sebastian Bach and the piano. Uprooted from her home, she is transported from
Auschwitz to Hamburg to Bergen-Belsen. Bereaved, starved, and afflicted with crippling
injuries to her musician's hands, the teenage Zuzana faces a series of devastating losses. (Grades 9-12)
Sender, Ruth Minsky. The Cage. New York: Simon and Schuster, 2016.
After Riva's mother is taken away by the Nazis, Riva and her younger brothers struggle to endure life in the Lodz ghetto. Then the family is rounded up and deported to Auschwitz, where they are separated. (Lexile 500—Grades 5-9)
Wiesel, Elie, and Marion Wiesel. Night . New York: Hill and Wang, 2006.
In his autobiography, Elie Wiesel recounts his experiences as a young man in Sighet. Deported to Auschwitz with his family, he is separated from his sister and mother upon arrival. Elie stays with his father through Auschwitz-Birkenau, Buna, and then Buchenwald, where his father dies. Eventually, the US Army liberates Wiesel. (Lexile 590—Grades 9–12)
SECONDARY SOURCES
Adler, David A.
We Remember the Holocaust.
New York: Holt, 1989.
Using survivor testimony, photographs, and brief historical narratives to provide context,
David Adler provides an overview of the Holocaust. Covers Jewish life, Hitler's rise to power, and the ghettos and camps. Includes a detailed chronology, a glossary that
includes names of places and people, suggested reading, a list of sources, and an index.
(Lexile 830—Grades 6–10)
Arato, Rona.
The Last Train: A Holocaust Story.
Toronto: OwlKids, 2020.
This harrowing true story relates what happened to young brothers Paul and Oscar Arato and their mother, Lenke, after the Nazis occupied their home country, Hungary. The final
years of World War II force the family into situations of growing panic and fear. (Lexile
580)
Binet, Laurent and Sam Taylor.
HHhH.
London: Picador, 2013.
HHhH: "Himmlers Hirn heisst Heydrich" or "Himmler's brain is called Heydrich." The most lethal man in Hitler's cabinet, Reinhard Heydrich seems indestructible―until two
exiled operatives, a Slovak and a Czech, kill him and change the course of history. In
Laurent Binet's writing, we follow Jozef Gabcík and Jan Kubiš from their dramatic escape from Nazi-occupied Czechoslovakia to their fatal attack on Heydrich and their
own brutal deaths in the basement of a Prague church. (Grades 7-12)
Freedman, Russell.
We Will Not Be Silent: The White Rose Student Resistance Movement That
Defied Adolf Hitler.
New York: Clarion, 2016.
This book details the resistance efforts of Hans and Sophie Scholl, Christoph Probst, Willi Graf, Alexander Schmorell, and others. Provides an overview of their lives and their initial involvement in the Hitler Youth to their printing of anti-Nazi leaflets, subsequent arrest, and trials. Includes black-and-white photos, a bibliography, and an index.
(Lexile 640—Grades 6–10)
Gaddy, K.R.
Flowers in the Gutter.
New York: Dutton Books, 2007.
Fritz, Gertrud, and Jean are classic outsiders: their clothes are different, their music is rebellious, and they aren't afraid to fight. But they are also Germans living under Hitler, and any nonconformity could get them arrested or worse. Their actions are always dangerous, and the Gestapo pursues and arrests hundreds of Edelweiss Pirates, teenagers like them who resist the Nazis. (Grades 7-12)
Kaplan, Jennifer Voight.
Crushing the Red Flowers.
New York: Ig Publishing, 2019.
This story explores how two ordinary boys cope under the extraordinary circumstances of Kristallnacht. Emil Rosen and Friedrich Weber must both deal with the changes occurring in Germany. In the late hours of November 9, 1938, their world explodes. The two boys are forced together in a race against time that requires Friedrich to risk his life in order to save Emil and his family. (Grades 7-12)
Levine, Ellen.
Darkness Over Denmark: The Danish Resistance and the Rescue of the Jews
.
New York: Scholastic Inc., 2001.
Beginning with the invasion of Denmark, this book tells the story of the Danish people, their acts of resistance, and how they managed to rescue many of the Jews in Denmark.
Based on survivor interviews and research, the book also includes black-and-white photographs, biographies of the people interviewed, and a chronology of events. (Lexile 950—Grades 6–10)
Maraniss, Andrew. Games of Deception: The True Story of the First U.S. Olympic Basketball Team at the 1936 Olympics in Hitler's Germany. New York: Philomel Books, 2019. Maraniss tells the story of basketball, from its invention by James Naismith in Springfield, Massachusetts, in 1891, to the sport's Olympic debut in Berlin and the eclectic mix of people, events, and propaganda on both sides of the Atlantic that made it all possible. Includes photos, Who's Who of the 1936 Olympics, bibliography, and index. (Grades 7–10)
Rappaport, Doreen. Beyond Courage: The Untold Story of Jewish Resistance during the Holocaust . Somerville, MA: Candlewick Press, 2012.
Rappaport details 20 stories of Jewish individuals who committed acts of resistance during the Holocaust. The author includes stories of armed resistance as well as of those individuals who resisted through other means. Includes photographs, maps, pronunciation guide, bibliography, source notes, and index. (Lexile 1030—Grades 6–12)
DeSaix, Deborah Durland, and Karen Gray Ruelle. Hidden on the Mountain: Stories of Children Sheltered from the Nazis in Le Chambon . New York: Holiday House, 2007.
Through personal interviews and research, the authors tell the story of the French village Le Chambon-sur-Lignon, a small Protestant community that rescued thousands of Jewish children. The book opens with a brief overview of World War II, followed by first-person
accounts and interviews of individuals who were rescued. Includes photographs, timelines, maps, bibliographies, and source notes. (Lexile 830—Grades 7–12) Setterington, Ken. Branded by the Pink Triangle. Toronto, ON: Second Story Press, 2013.
This concise book provides an overview of the persecution of gay men during the Holocaust. The author examines life before the Nazi rise to power and the experiences of individuals who were targeted. Includes photos, timeline, and bibliography of additional titles. (Lexile 1110L—Grades 8–12)
Thomson, Ruth. Terezín: Voices from the Holocaust . Somerville, MA: Candlewick Press, 2011. This book provides a brief overview of the Terezin (Theresienstadt) ghetto and camp in Czechoslovakia. Using quotes from memoirs, diaries, and artwork, the author recounts what individuals experienced living in Terezin. Includes photographs, timeline, glossary, list of source materials, and index. (Lexile 980—Grades 5–9)
Volavkova, Hana. I Never Saw Another Butterfly . New York: Schocken Books, 1992. This book is a collection of children's artwork and poetry from the ghetto of Terezin (Theresienstadt). A brief epilogue details the history of the camp. The book concludes with a brief synopsis on the known artists. Includes 60 color illustrations. (Grades 6–12)
Bartoletti, Susan Campbell.
The Boy Who Dared
. New York: Scholastic, 2009.
A fictionalized account of the story of Helmuth Hübener, the youngest person sentenced to death by the Nazi government, according to Bartoletti's research. First a supporter of
the Nazi party, Helmuth begins listening to banned radio broadcasts and eventually prints pamphlets critical of the government. Eventually, he is arrested and tried for his actions.
(Lexile 760—Grades 6–12)
Bradley, Kimberly Brubaker. The War That Saved My Life . New York: Puffin Books, 2016. This book, which won a Newbery Honor, is about 10-year-old Ada, born with a physical disability, who escapes from Germany to join her brother in wartime Great Britain. (Grades 4–7)
Bradley, Kimberly Brubaker. The War I Finally Won . New York: Puffin Books, 2018. This sequel to The War That Saved My Life finds Ada still in wartime Great Britain, where she befriends a newly arrived German Jewish girl. (Lexile HL520L—Grades 4–7)
Chapman, Fern Schumer. Is It Night or Day? New York: Farrar Straus Giroux, 2010. Chapman tells the story of Edith, a 12-year-old German girl whose parents send her to live in America. The story follows Edith as she travels across the ocean, arrives in Chicago, and struggles in her new life. Inspired by her mother's experience as an unaccompanied child refugee. (Lexile 810—Grades 6–9)
Cohen, Danny M., and Ava Kadishson Schieber. Train: A Novel Inspired by Hidden History . North Charleston, SC: CreateSpace Independent Publishing Platform, 2015.
This novel takes place during the Rosenstrasse protest in 1943 and tells the story of six teenagers in Germany. The story features characters who are not usually the center of Holocaust literature: the Roma, the disabled, intermarried Jews, homosexuals, and political enemies of the regime. (Grades 8–12)
Engle, Margarita. Tropical Secrets: Holocaust Refugees in Cuba. New York: Henry Holt, 2009. In this free-verse novel, Daniel is a 13-year-old who flees Nazi Germany and finds refuge in Cuba. There, Daniel meets other Jews who are seeking safety and experiences the issues of living in another country during World War II. (Lexile 1170—Grades 6–10)
Hesse, Monica. Girl in the Blue Coat . New York: Little, Brown, 2016. Hanneke, a teenager in Nazi-occupied Amsterdam, is a smuggler who seeks to save herself and her family. She finds and delivers items sought by her paying clients. When she is asked to find a missing Jewish girl, she becomes more aware of the Nazi horrors and is drawn further into the resistance. (Lexile 720—Grades 9–12)
Kerr, Judith. When Hitler Stole Pink Rabbit. New York: Puffin Books, 2009. Forced to leave Germany in 1933 after her father, a journalist, flees to avoid arrest, Anna, who is nine years old, deals with living as a Jewish refugee in Switzerland, France, and England. Based on the experience of the author. (Lexile 940—Grades 5–9)
LeZotte, Ann Clare. T4: A Novel in Verse . Boston: Houghton Mifflin, 2008. In 1939, Paula Becker lives in a small German village. Deaf from a young age, Paula manages to communicate with her family and neighbors. When the Nazis institute a program targeting the disabled, Paula fears for her life and flees to find safety. Note:
Tiergartenstrasse 4 (T4) is the street address in Berlin of the Nazi program targeting persons with disabilities. (Grades 5–9)
Lowry, Lois. Number the Stars . New York: Houghton Mifflin, 1989.
Annemarie Johansen is a 10-year-old in Copenhagen, Denmark. The Nazis have occupied Denmark, and now her best friend, Ellen Rosen, is in danger. Annemarie and her family assist Ellen by hiding her and pretending she is part of their family. As pressure mounts, the resistance stages a daring rescue. At night, hundreds of fishing boats transport thousands of Jews from Denmark to Sweden under the cover of darkness. (Lexile 670—Grades 5–9)
Meyer, Susan Lynn. Black Radishes . New York: Yearling, 2011.
Gustav, a young French Jew, is sent from Paris into the countryside to escape deportation. As he learns that his friends and family are in danger, he must decide whether to sneak into Nazi-occupied areas to work with the French Resistance to save them. (Lexile 790—Grades 3–7)
Orlev, Uri. The Island on Bird Street. New York: Houghton Mifflin Harcourt, 1992.
Alex, an 11-year-old Jewish boy, is forced to hide in the Warsaw ghetto after the disappearance of his mother and the arrest of his father. He observes what goes on from his hiding place and awaits the return of his father. Based on the experiences of the author who is a Holocaust survivor. (Lexile 690—Grades 7–12)
Richter, Hans Peter. Friedrich . New York: Puffin Books, 1987.
This novel tells the story of two families living in the same building in Germany.
Friedrich and his family are Jewish. . As the years pass, the narrator recounting the story
witnesses the gradual persecution that Friedrich experiences. The narrator provides a glimpse into one Jewish family and their suffering, including the murder of Friedrich's mother and the arrest of his father. (Lexile 65—Grades 7–12)
Roy, Jennifer.
Yellow Star
. Tarrytown, NY: Marshall Cavendish, 2006.
Syvia Perlmutter, who is four and a half years old, is forced with her family to live in the Lodz ghetto in Poland. Syvia recounts her experiences growing up in the ghetto until she is liberated at age 10. The author based the novel on the experiences of her aunt Sylvia (formerly Syvia), one of the few children to survive the Lodz ghetto. Told in verse from the first person. (Lexile 740—Grades 5–9)
Sepetys, Ruta. Between Shades of Gray. London: Penguin Books, 2012.
In 1941, 15-year-old Lina, her mother, and her brother are taken from their Lithuanian home by Soviet guards and sent to Siberia. Lina's father has been sentenced to death in a prison camp. Forced to work in Siberia, Lina fights for her life, vowing to honor her family and the thousands like hers by documenting their story through her artwork. Based on the author's family experiences, the book includes a historical note. (Lexile 490—Grades 7-12)
Sepetys, Ruta. Salt to the Sea. London: Penguin Books, 2016.
As World War II draws to a close, refugees from Lithuania, Poland, and East Prussia try to escape the war's final dangers, only to find themselves aboard a ship with a target on its hull. (Lexile HL560—Grades 6–12)
Sharenow, Robert. The Berlin Boxing Club . New York: Balzer + Bray, 2012.
Karl Stern is 14 years old, an aspiring cartoonist, and Jewish. Although he never identified as Jewish, with the rise of the Nazi party, he is targeted, bullied, and eventually expelled from school. In exchange for a portrait from Karl's father's gallery, Max Schmelling, a world heavyweight boxer, agrees to train Karl as a boxer. As the Nazis gain more power, Karl flees to America. (Lexile 880—Grades 9–12)
Zusak, Markus. The Book Thief . New York: Random House, 2006.
Death is the narrator who tells the story of Liesel Meminger, an orphan who lives with a foster family hiding a Jewish man in their basement. Liesel steals books and writes stories to help make sense of the horror and confusion that surround her. (Lexile 730—Grades 7–12)
Dauvillier, Loïc, Marc Lizano, and Greg Salsedo. Hidden: A Child's Story of the Holocaust . New York: First Second, 2014.
Dounia recounts her experiences during the Holocaust to her granddaughter. She details her story as a young girl in Paris who changes her identity and is later hidden by friends after her parents are arrested and taken away to Drancy. (Lexile 530—Grades 5–8)
Frank, Anne, Ari Folman, and David Polonsky.
Anne Frank's Diary: The Graphic Adaptation.
New York: Pantheon, 2018.
This graphic novel version of The Diary of Anne Frank pairs text adapted from excerpts in Anne Frank's diary with compelling illustrations to provide a concise, contextualized, and highly accessible rendering of the story of Anne Frank and the inhabitants of the Secret Annex. The graphic adaptation also includes extensive quotation directly from the definitive edition. It was authorized by the Anne Frank Foundation and remains faithful to the original. (Lexile 800—Grades 6–12)
Heuvel, Eric. A Family Secret , translated by Lorraine T. Miller New York: Farrar Straus Giroux, 2009.
While going through his grandmother's attic, Jeroen finds an old photo album. His grandmother, Helena, recounts her experiences in the Netherlands during the Nazi occupation and the loss of her best friend, Esther. Helena believes her father may have been responsible for Esther's arrest and disappearance,but Jeroen makes a profound discovery in the end. (Lexile 400—Grades 5–8)
Jablonski, Carla, and Leland Purvis.
Resistance
. New York: First Second, 2010.
After his father's arrest and the persecution of his friend Henri by German troops, Paul
Tessier enlists in the resistance. With the help of his sister, Marie, they hide Henri and work to reunite him with his family. The series includes two additional volumes:
Defiance
and
Victory
. (Lexile 520—Grades 6–9)
Joffo, Joseph; Kris; and Vincent Bailly. A Bag of Marbles. Minneapolis, MN: Graphic Universe, 2013.
Based on Joseph Joffo's memoir of the same name, this graphic novel tells the story of
Joffo and his brothers and their experience in France. When the Nazis invade France, the brothers are forced to flee and navigate through France to avoid arrest. Eventually, the
brothers are all reunited. (Lexile 390—Grades 7–12)
Kubert, Joe. Yossel: April 19, 1943: A Story of the Warsaw Ghetto Uprising . New York: ibooks, 2005.
In this black-and-white graphic novel, Joe Kubert explores what may have happened if his family had not fled Poland. When his family is deported to Auschwitz from the
Warsaw ghetto, Yossel manages to survive by drawing for the Nazi guards. He joins the resistance movement with a young man named Mordechai, who is based on the real-life
resistance fighter Mordechai Anielewicz. (Grades 9–12)
Pak, Greg, and Giandomenico C. Di.
X-Men: Magneto Testament
. New York: Marvel Publishing
Inc., 2009.
Max Eisenhardt lives with his family in Poland in 1935. When the Nazis invade, he and his family are deported to Auschwitz-Birkenau, where he witnesses thousands of people
murdered. Max wants to fight back but follows his father's advice to wait for the right moment. Includes a brief story about the artist, Dina Babbitt, and historical endnotes. (Grades 8–12)
Palacio, R.J.
White Bird: A Wonder Story.
New York: Knopf, 2019.
Palacio makes her graphic novel debut with Grandmère's heartrending story: as a young Jewish girl, she was hidden by a family in a Nazi-occupied French village during World War II. Grandmère's harrowing experience demonstrates the power of kindness to change hearts, build bridges, and even save lives. (Grades 7-12)
Spiegelman, Art.
The Complete Maus
. New York: Pantheon, 1996.
Art Spiegelman's Pulitzer Prize-winning graphic novel uses animals to represent people (Jews as mice, Germans as cats, and Poles as pigs). He recounts his parents' experience in Auschwitz during the Holocaust; his troubled relationship with his father, Vladek; and his mother's suicide. Two volumes. (Grades 8–12)
Yelin, Barbara.
Irmina.
London: SelfMadeHero, 2016.
In the mid-1930s, Irmina, an ambitious young German, moves to London. At a cocktail party, she meets Howard Green, one of the first Black students at Oxford, who, like Irmina, is working towards an independent existence. However, their relationship comes to an abrupt end when Irmina, constrained by the political situation in Hitler's Germany, is forced to return home. As war approaches and her contact with Howard is broken, it becomes clear to Irmina that prosperity will only be possible through the betrayal of her ideals. (Grades 7-12)
Anne Frank Remembered. Culver City, CA: Columbia TriStar Home Entertainment, 2004. This Academy Award-winning documentary about the life of Anne Frank uses historical interview footage of her father, Otto Frank. Also features interviews with surviving family members, friends, and Miep Gies, the woman who aided in hiding Anne and her family. (Grades 8–12)
Auschwitz: Inside the Nazi State.
London: BBC Home Entertainment, 2006.
This six-part series tells the history of Auschwitz-Birkenau, where 1.1 million people, most of whom were Jews, were killed during the Holocaust. Writer Laurence Rees and his team interviewed over 100 eyewitnesses, including former Nazi perpetrators who speak on the record for the first time. Their story is brought to life through the innovative use of archival footage, dramatic recreations of key moments, computer reconstructions of the camp, and first-person testimony. (Grades 7-12)
Avnet, Jon. Uprising. Burbank, CA: Warner Brothers, 2005. Directed in brisk, semi-documentary style, this film explores the Warsaw Ghetto Uprising, the largest campaign of armed Jewish resistance to Nazi tyranny during World War II. (Grades 7-12)
Avrich, Barry.
Prosecuting Evil.
Melbar Entertainment Group, 2019.
This film tells the fascinating story of Ben Ferencz, who is the last surviving Nuremberg trial prosecutor. His experiences inspired his lifelong fight for law not war. (Grades 7-12) Belzberg, Edet. Watchers of the Sky. Chicago: Music Box Films, 2015.
An extraordinary testament to one man's perseverance, this Sundance award-winning film examines the life and legacy of the Polish-Jewish lawyer and linguist who coined the term genocide. (Grades 6-12)
Grossman, Roberta. Who Will Write Our History . Berkeley, CA: Abramorama, Katahdin Productions, and Match&Spark, 2019.
This documentary uses primary source documentation and reenactment to follow the resistance efforts of the Oneg Shabbat, which was a group of journalists, scholars, and others who banded together to document daily life in the Warsaw ghetto. The materials they collected provide a historical record of the suffering and humanity of the victims. (Grades 8–12)
Grunwald, Frank.
Miša's Fugue.
Fleetwood, PA: Butter Productions LLC, 2012.
This film details the life of Frank "Misa" Grunwald and his experiences in Terezin, Auschwitz, Mauthausen, Melk, and Gunskirchen. This is Frank's story of the loss of his mother and brother and his separation from his father. Eventually, he is liberated and manages to find his father. (Grades 8–12)
Harris, Mark Jonathan. Into the Arms of Strangers: Stories of the Kindertransport . Burbank, CA: Warner Brothers, 2000.
This Oscar-winning feature-length documentary includes archival footage and eyewitness testimony to tell the story of the British operation that rescued 10,000 Jewish children
from the German Reich during the pivotal years of 1938
–
1940. (Grades 9-12)
Jackson, Mark. Denial. New York: Bleeker Street/Studiocanal, 2016.
Based on the book History on Trial: My Day in Court with a Holocaust Denier by Deborah Lipstadt, this film dramatizes the court case in which Lipstadt, a Holocaust scholar, is sued for libel by David Irving, a Holocaust denier. (Grades 9–12).
Klein, Gerda Weissmann.
One Survivor Remembers
. New York: HBO, 2005.
This Oscar-winning documentary details the horrors experienced by Gerda Weissmann during the Holocaust. Through interviews and historical footage, she narrates the loss of her parents, her experiences in the labor camps and on a death march, and her liberation by her future husband, Kurt Klein. (Grades 8–12)
Moll, James.
The Last Days.
Los Angeles, CA: Shoah Foundation, 1999.
Using archival footage and eyewitness testimony from the vast collection of the USC
Shoah Visual History Foundation, this Oscar-winning documentary presents the history of the Holocaust through the perspectives of five Hungarian Jewish Holocaust survivors.
(Grades 8-12)
No Asylum: The Untold Chapter of Anne Frank's Story . Las Vegas, NV: Paradise Filmworks International,2015.
This documentary film details the attempts Otto Frank made to find safe haven for his family before they went into hiding. Through interviews with surviving family members and historical images, the story unfolds about how the Frank family sought assistance through friends, refugee boards, and the US State Department. (Grades 8–12)
The Number on Great-Grandpa's Arm
. New York: HBO Home Entertainment, 2018.
https://www.hbo.com/documentaries/the-number-on-great-grandpas-arm
This 19-minute documentary describes Srulek "Jack" Feldman's life in Poland. In a very conversational manner, Jack tells his great-grandson, Eliot, about his family, his life before Nazi occupation, and his experiences in Auschwitz. Includes animated sequences and photographs. (Grades 6–12)
The Path to Nazi Genocide.
Washington, DC: United States Holocaust Memorial Museum,
2013.
https://www.ushmm.org/learn/introduction-to-the-holocaust/path-to-nazi-genocide/the-pa th-to-nazi-genocide/full-film
This concise documentary provides historical context and background information about the Holocaust. Using historical images and film clips, the film tells the story of the Nazi
rise to power and the systematic destruction of the Jewish people and other groups.
(Grades 7–12)
Third Reich: The Rise. New York: New Animal Productions, 2010.
Rare and never-before-seen amateur films offer a unique perspective on the rise of Nazi Germany by those who experienced it. (Grades 7-12)
Polanski, Roman.
The Pianist
. Los Angeles, CA: Focus Features, 2002.
Based on the survivor memoir of the same name,
The Pianist
tells the story of Wlasyslaw
Szpilman, a Polish-Jewish pianist and composer. Told through Szpilman's eyes, the
Oscar-winning film portrays life in the Warsaw ghetto, the Jewish uprising and destruction of the ghetto, and finally the Polish Warsaw revolt of 1944. (Grades 8-12)
Rothemund, Marc.
Sophie Scholl–The Final Days.
Berlin, Germany: Zeitgeist Films, 2005.
This German historical drama tells the story of the anti-Nazi nonviolent student resistance group, the White Rose, which was part of the German Resistance movement. It focuses on 21-year-old Sophie Scholl. She was found guilty of high treason by the National Socialist People's Court and executed on February 22, 1943. (Grades 8–12) Spielberg, Steven. Schindler's List. Universal City, CA: Universal Pictures, 1993.
Based on the novel Schindler's Ark, by Thomas Keneally, this Oscar-winning feature film tells the story of the Sudeten German businessman, Oskar Schindler. An opportunist and member of the Nazi party, Schindler at first exploits Jewish forced labor in occupied Poland. He ultimately saves the lives of more than 1,000 Jews during the Holocaust. The film explores the complex relationship among Schindler; his Jewish accountant, Itzhak Stern; and the sadistic camp commandant, Amon Goeth. (Grades 8-12)
Zapruder, Alexandra.
I'm Still Here: Real Diaries of Young People Who Lived During the
Holocaust
. Long Island City, NY: SISU Home Entertainment, 2008.
Based on the work
Salvaged Pages
, this documentary uses historical images, film footage, and text to tell the stories of young diarists during the Holocaust. (Grades 8
–
12)
Zwick, Edward.
Defiance.
Los Angeles, CA: Paramount Vantage, 2008.
This feature film is based on Nechama Tec's 1993 nonfiction book, Defiance: The Bielski Partisans . It tells the story of the Bielski partisans, a group led by Polish Jewish brothers who saved more than 1,000 Jews in the forests of German-occupied Belarus. (Grades 8-12) | <urn:uuid:754df9e3-1179-4b2f-8792-e62025db1203> | CC-MAIN-2021-39 | https://www.ushmm.org/m/pdfs/USHMM-Bibliography-Videography.pdf | 2021-09-19T01:40:32+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056656.6/warc/CC-MAIN-20210919005057-20210919035057-00312.warc.gz | 1,085,648,584 | 9,260 | eng_Latn | eng_Latn | 0.968553 | eng_Latn | 0.993326 | [
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Lesson Plan Ancient Rome Subject World History Next Free
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Lesson Plan Ancient Rome Subject
Tell your students that they are going to travel back in time to visit Ancient Rome. They are going to experience the city of Rome through the eyes of a Roman emperor, patrician, senator, equestrian, plebeian, or slave. Your students will break into six research groups to learn more about the lives of these different kinds of people in ancient Rome.
Lesson Plan: Ancient Rome
Our Ancient Rome lesson plan teaches students all about Ancient Rome, including its society and culture, its history, and its key figures. During this lesson, students are asked to do research on a topic related to Ancient Rome and present it to the class, using their presentation and public speaking skills.
Ancient Rome Lesson Plan | Clarendon Learning
Then start with this Ancient Rome Lesson Plan to ground your students in some basics of Ancient Rome. Roman Leaders When most people think of ancient Rome, Julius Caesar springs to mind.
Ancient Rome Unit Plan | Study.com
10 MinutesBell Ringer: Have students brainstorm the ways that Ancient Romans are similar to the Ancient Greeks that were previously studied in the last Unit Lesson Plan. 2. 25 MinutesThe Geography of the Roman Empire. - Provide students with a map of the Roman Empire and answer the attached question guide.
Lesson Plan: Ancient Rome Subject: World History Next ...
10 Minutes Bell Ringer: Have students brainstorm the ways that Ancient Romans are similar to the Ancient Greeks that were previously studied in the last Unit Lesson Plan. 2. 25 Minutes The Geography of the Roman Empire. - Provide students with a map of the Roman Empire and answer the attached question guide.
Lesson Plan: Ancient Rome Subject: World History Next ...
Like this lesson Share While Rome wasn't built in a day, this lesson plan will help your students understand the rise of one of the greatest empires in antiquity, as well as the legacy that...
Ancient Rome Lesson Plan | Study.com
Students examine Roman architecture. In this ancient Rome lesson, students discuss some attributes of Roman architecture prior to conducting research on the use of classical Roman architecture in modern buildings.
Ancient Rome Lesson Plans & Worksheets | Lesson Planet
for Teachers Lesson Plans, Classroom Activities, and Projects: In ancient Rome, like many of the ancient cultures, religion affected every aspect of their daily life. But so did politics. Under the Republic, they loved to hear the great orators down in the Forum, the central marketplace, while they did their shopping and visited a temple or two.
Ancient Rome Lesson Plans, Classroom Activities, and ...
Select the resources that are most applicable to your classroom and students' needs to build your own lesson on ancient Rome. Grade Level: Grades 6–8. Topics Covered: Economy; Geography; Government; Religion and Mythology; Social structure ; Objectives: Students will be able to… identify characteristic elements of ancient Roman society;
Teaching Idea: Ancient Rome | National Geographic Society
Share My Lesson is a destination for educators who dedicate their time and professional expertise to provide the best education for students everywhere. Share My Lesson members contribute content, share ideas, get educated on the topics that matter, online, 24/7.
Roman Civilization Lesson Plans & Activities | Share My Lesson
Discover Resources Search reviewed educational resources by keyword, subject, grade, type, and more Curriculum Manager ... Find Ancient Rome lesson plans and worksheets. Showing 985 - 1000 of 2,047 resources. 1 In 1 Collection Lesson Planet. Constitution For Students 4th - 8th Standards.
Ancient Rome Lesson Plans & Worksheets :: 985 - 1000
explore the cultures of ancient and Rome. investigate architectural ruins erected by the ancient Romans. identify technology used to support ancient Roman's agricultural needs. assemble a stepping stone resembling art of that time. demonstrate understanding of the Roman Numeral System.
Ancient Rome - uen.org
This Ancient Rome Teaching Resource Bundle is a collection of teaching resources that can be downloaded for free – no registration required.. Our teaching resources and lesson plans are adapted to students' different levels of ability as well as teaching environments: Teachers and educators can use them in their classroom but also at home or in online classes, with small and easy adjustments ...
Ancient Rome Teaching Resource Bundle (Teaching Bundle ...
This site offers lesson plans designed to enhance studies is history and humanities. Scroll down the page for topic to a PDF lesson plan. Book suggestions and activities can be completed without watching the TV show. Ancient Rome Unit (Y,M,T) For Teachers - Lesson Plans and Activities.
Ancient Rome | TheHomeSchoolMom
You will find here five lesson plans including classroom activities, assignments, homework, and keys as well as:. Multiple choice quiz questions in an excel format; Glossary of keywords and concepts in an excel format; Open questions adaptable for debates, presentations and essays; Recommended resources to provide you and your students a comprehensive list of trustworthy references on the ...
Daily Life in Ancient Rome (Lesson Pack) - Ancient History ...
This 14th-century African emperor and natural-resources magnate is the subject of our story "The Bling King." It touches on everything from economic and religious history to leadership and world geography—with a few fun celebrity facts to add teen appeal. It's a great way to explore how ancient and modern civilizations are similar.
4 Exciting Lessons on Ancient Civilizations
Ancient Cultures. Displaying all worksheets related to - Ancient Cultures. Worksheets are Life in ancient egypt, Lesson plan ancient greece subject world history next, Aanncciieenntt rroommee, Unit 2 early american civilizations maya aztec and inca, Mythology and culture in ancient rome,
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Ancient civilizations sixth grade, Able reproducible ebooks, World cultures and geography unit resources.
Ancient Cultures Worksheets - Lesson Worksheets
This PowerPoint lesson is the 3rd lesson of my Roman Empire 6 lesson unit. The lesson teaches students about powerful Roman Empire and its leaders. It includes bell work, a mini-lesson about the Roman Empire, and a final "Act it Out" assessment for students. After experiencing this lesson, students
TpT - Teaching Resources & Lesson Plans
Find free Middle School Social Studies Lesson Plan Templates on World History. ... Subject Topic . Remove #0. Add a ... This is a lesson on Life in Ancient Rome consisting of: 1. Do now question 2. Rotation Station topic summaries (4 in total to be posted at various...
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
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turtle threats - commercial fishing
Turtles are vulnerable to a range of threats because:
* When baby turtles are born they are on their own; their mothers aren't around to care for them or teach them how to avoid threats.
* Development and lighting along the coast disturb turtles that need to nest on or close to the same
* They don't begin breeding until they are about 30 to 40 years old (depending on the species). This means they have to survive a long time before they start breeding and produce more offspring of their own to keep the life cycle going.
beach that they originally hatched on and stops the hatchlings from being able to find the ocean.
* They make long migrations. Spending so much time travelling in the water means that they are exposed to more impacts, as turtles may travel from safe waters to waters that are full of dangers such as fishing nets, boats or marine debris. They have poor hearing and sight when above the surface of the water. This means boats often hit them.
* Their gender is dependent on the temperature of the sand the eggs are hatched in: the warmer the sand the more females will be born. This means that climate change – which will raise temperatures around the globe – could result in too many female turtles and not enough males.
* There are a range of threats to nesting beaches and nests, including predators, people, vehicles, varying temperatures, and flooding or natural erosion (washing nests away).
How does commercial fishing threaten turtles?
* Large and small fishing vessels often accidently catch turtles. Caught in nets, on lines or on hooks the turtles will often drown. They are then thrown back into the sea as bycatch or sold for money.
* Turtles are also still hunted in large numbers to be sold in commercial markets.
* Turtles are still hunted by Indigenous communities for traditional ceremonies and food, although this practice is declining in some places.
* Many fishing vessels will throw old nets into the sea. These are known as ghost nets. As they drift, ghost nets entangle anything in their path. This includes fish, sharks, dolphins, seals, marine turtles and seabirds. They have also been known to kill crocodiles, dugongs and other vertebrates. But it is marine turtles that are most at risk.
turtle threats - commercial fishing
Once you have read through this information, you will then need to work in your groups to create a poster or presentation to share this information with the other people in your class. You will need to undertake the research necessary to find out the answers to the following points and then include this information in your poster or presentation:
* A description of the threat
* Where this threat occurs
* How this threat affects turtles
* The particular species of turtle that is/are affected
answer: In addition, pick one of the following questions to
* How are the threats of ghost nets being addressed in northern Australia?
* What is one thing that you found interesting or important about commercial fishing and/or turtles that you want to share with the class?
* What is one thing we can all do to minimise the impacts of commercial fishing on turtles? e.g. which types of fishing have the least amount of bycatch?
Work in your groups to create a poster or presentation to share the information you have found.
Some places to get information about marine turtles:
* WWF - Green Turtle and Hawksbill Turtle
* Australian Government Department of Environment and Energy - Marine Turtles in Australia
* Great Barrier Reef Marine Park Authority - Marine Turtles
* Sea Turtle Foundation
* Department of Environment and Heritage Protection - Marine Turtles
* Western Cape Turtle Threat Abatement Alliance
* Reef Guardian Schools - Marine Turtles
Some places to get information about commercial fishing:
* WWF - Wild Seafood
* National Geographic - Sustainable Fishing
* Australian Marine Conservation Society - Fishing Issues | <urn:uuid:25d6e671-36e0-4d31-8b05-74c135f95f84> | CC-MAIN-2021-39 | https://prod-media.coolaustralia.org/wp-content/uploads/2017/04/06190739/Turtle-Threats-Commercial-Fishing-FINAL.pdf | 2021-09-19T02:28:21+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056656.6/warc/CC-MAIN-20210919005057-20210919035057-00314.warc.gz | 527,344,016 | 782 | eng_Latn | eng_Latn | 0.996281 | eng_Latn | 0.998648 | [
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Nationwide, 12.2 % of public school students received special education in 2013–2014.
In Oregon, of public school students received special education that year.
12.5 %
Rates of SLD & OHI
special education in among students receiving
2015–2016
State Snapshot Oregon
25,931 children
were identified in 2015-2016 with specific learning disabilities (SLD) in Oregon, where they accounted for the largest of the 13 disability categories covered under special education law.
Children are often classified under the category of other health impairments (OHI) when ADHD is the primary reason they qualify for special education. OHI can cover other health conditions but is used here as a rough proxy for students receiving special education who have ADHD.
For more information about the challenges and opportunities for the 1 in 5 students with learning and attention issues, visit
ncld.org/stateofld
Educational Environment
As detailed in this chart, many students receiving special education spend 80% or more of the school day in general education classrooms. Inclusion can improve outcomes— if teachers have the skills needed to help diverse learners.
Data from 2015–2016
In Oregon students identified with SLD or OHI accounted for
State Literacy Laws
Oregon law requires each student to be screened for dyslexia risk factors. It also requires a state dyslexia specialist to develop training opportunities and a plan to provide dyslexia screening and guidance for schools. Each school district must ensure a teacher at each school receives dyslexia training, and educator preparation programs must include instruction on dyslexia.
Oregon does not have a law addressing
reading by third of students with disabilities who received out-of-school suspensions in 2014–2015
Discipline
Nationwide, students with disabilities are more than twice as likely to be suspended as those without disabilities, and the loss of instructional time increases the risk of academic failure and school aversion.
Leaving High School
Students with learning and attention issues are as smart as their peers and, with the right support, can achieve at high levels. But too often students with these issues leave school with a certificate of completion—instead of a regular diploma—or drop out altogether. Here's a look at outcomes for students receiving special education in Oregon, where 73.8% of all students graduated in 2014–2015.
grade, though
38 states in the country do.
Sources: IDEA 618 data, Civil Rights Data Collection, and White House graduation data.
© 2017 National Center for Learning Disabilities, Inc.
All rights reserved.
59.4 %
Contact:
email@example.com www.ncld.org | <urn:uuid:5208080c-1f3d-4fa0-a93d-e10610631379> | CC-MAIN-2021-39 | https://ncld.org/wp-content/uploads/2017/03/Oregon.Snapshot.v2.pdf | 2021-09-19T03:05:18+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056656.6/warc/CC-MAIN-20210919005057-20210919035057-00316.warc.gz | 465,818,877 | 552 | eng_Latn | eng_Latn | 0.997096 | eng_Latn | 0.997737 | [
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A Legacy of Service
Before Reading Poll
First responders dedicate their lives to helping people in need. What do you think?
The most important quality of a hero is their desire to help others.
Agree
Disagree
Explain why you voted the way you did.
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
Printed by: Kate Sullivan
Printed on: May 3, 2021
Article
NEW YORK, New York (Achieve3000, September 7, 2020). Pete Carroll was looking through his third-grade yearbook. "Everyone put what they wanted to be when they grew up," he told the NY Times. "All the other kids put 'NFL player' and stuff like that. Mine was 'firefighter.'"
Carroll's known he wanted to be a firefighter since he was 7. That's how old he was on 9/11—the day his dad ran towards the Twin Towers. Carroll's father was one of hundreds of firefighters who died helping others that fateful morning.
It was September 11, 2001. Terrorists had crashed two hijacked airplanes into the towers. The buildings were part of New York City's World Trade Center, where thousands of people went to work each day. The heroic efforts of the city's fire and police departments and other emergency services helped 25,000 people escape before the buildings collapsed. But the horrific attack shook the nation, killing 2,753 people, including more than 400 first responders.
Memories of that day are indelibly imprinted in the minds of those who lived through it, none more so than the children whose parents were among the fallen heroes. For many, it has become part of their identity. It's an
The 2019 class of the FDNY Training Academy included the largest group of graduates whose parents were 9/11 first responders. The 19 new firefighters, including Rebecca and Marc Asaro (front center), were recognized at the graduation ceremony for carrying on a legacy of service.
identity forged from both pride and grief. Like Carroll, some feel a strong connection to the careers their parents loved. Now that they're old enough, they're following in their parents' footsteps and becoming firefighters themselves.
Rebecca Asaro and her brother Marc both graduated from the FDNY Training Academy in 2019. Their class included the largest group to date—19—of next-generation firefighters. Each of these class members lost a parent either in the line of duty on 9/11 or from illnesses related to their rescue and recovery efforts at the site of the fallen towers, where a toxic cloud of cancer-causing debris lingered for months.
"Every day that I came to the academy, I was grateful to be there," Rebecca Asaro told CBS News. "I feel like my dad's with me every step of the way, and it brings me a little closer to him."
When Manny Mojica remembers his father, he pictures a big guy with tattoos riding a motorcycle, his massive English Mastiff dog never not by his side. But going through FDNY training has given Mojica new insight into what his father's life was like at the demanding job that he loved. The new firefighter says breaking down doors and lugging unwieldy hoses has "answered all the questions I had growing up, about the day-to-day atmosphere of what [my dad] was doing."
Becoming a firefighter has also given Greg Kumpel a chance to get to know his father. The dad he remembers was nononsense and all business. But when Kumpel met his father's former colleagues, they told him stories of a man who was known for pulling pranks and telling jokes. Their memories and the opportunity to walk in his dad's shoes have helped Kumpel form a bond with his father. It's something he's been longing for his entire life.
But joining the FDNY is more than a chance to get to know the parents they lost. Those who took the fire department oath were drawn to the job because they want to serve others. FDNY firefighter Scott Larsen was just 4 years old when his father made the ultimate sacrifice on 9/11. For as long as he can remember, he's wanted to help people too.
As firefighters, the sons and daughters of 9/11 rescuers are not just becoming heroes themselves. They're continuing a family legacy of service and bravery. They've chosen to run towards danger instead of away from it, just as their parents did before them. What better way to honor their parents' memories?
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
Video credit: Corey Parrish, Air Force Production, Defense Media Activity
Dictionary
colleague (noun) a person who works with you: a fellow worker
indelible (adjective) impossible to remove or forget
legacy (noun) something that happened in the past or that comes from someone in the past
unwieldy (adjective) difficult to handle, control, or deal with because of being large, heavy, or complex
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
Activity
PART 1
Question 1
What is this Article primarily about?
The new insight Manny Mojica has into what his father's life was like away from his family at a demanding job
The children of fallen 9/11 first responders who have grown up to become first responders themselves
The strong connection Pete Carroll felt at a young age to the firefighting career that his father loved
The 9/11 first responders who helped people escape New York City's World Trade Center before it collapsed
Question 2
Which of these is a statement of opinion?
Rebecca Asaro and her brother Marc both graduated from the FDNY Training Academy in 2019.
First responders include workers from police and fire departments, as well as other emergency services.
Rebecca Asaro and her brother Marc are next-generation firefighters who lost their father on 9/11.
First responders have fulfilling and rewarding careers because they get to serve and care for others.
Question 3
Which is the closest synonym for the word colleague?
guardian
physician
employer
associate
Question 4
According to the Article, how are the experiences of Manny Mojica and Greg Kumpel similar?
Both Mojica and Kumpel lost their fathers on 9/11, and both have learned more about their fathers through joining the fire department.
Both Mojica and Kumpel wrote that they wanted to be firefighters one day in their third-grade yearbooks.
Both Mojica and Kumpel had siblings who graduated from the FDNY training academy with them.
Both Mojica and Kumpel graduated from the FDNY training academy in 2019, and both had fathers who liked to ride motorcycles.
Question 5
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
Which question is not answered by the Article?
How many children who lost a parent on 9/11 later joined the NY police department?
How did Rebecca Asaro feel about her time spent at the FDNY Training Academy?
What helped Manny Mojica gain new insight into his father's life?
Why did some 9/11 first responders suffer from illnesses after 9/11?
Question 6
Suppose Daniel wants to find out about applying for a job as a first responder. He would find most of his information __________.
on a New York City Fire Department website
in an article about next-generation firefighters
on a database of fallen 9/11 first responders
in an article about the equipment first responders use
Question 7
Read this sentence from the Article:
But going through FDNY training has given Mojica new insight into what his father's life was like at the demanding job that he loved.
In this sentence, the word insight means __________.
understanding of a situation
frustration or despair
melancholy or apathy
acceptance of a situation
Question 8
The author probably wrote this Article in order to __________.
share stories about some children of fallen 9/11 firefighters who have chosen to become firefighters as well
describe the terrorist attacks that took place at the World Trade Center in New York City on September 11, 2001
explain the tasks that would-be firefighters must complete in order to graduate from the FDNY Training Academy
convince readers that firefighting is a physically demanding job that includes tasks like lugging unwieldy hoses
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
After Reading Poll
Now that you have read the article, indicate whether you agree or disagree with this statement.
The most important quality of a hero is their desire to help others.
Agree
Disagree
Explain why you voted the way you did. Then read and respond to what others have to say.
Sorry, comments are not available at this time. Please try again later.
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
Thought Question
Write a summary of today's Article. As you write your summary, complete the following steps:
STEP 1: Read the Article in order to understand the text.
STEP 2a: Identify the topic sentence for each paragraph.
STEP 2b: Take out any details that are not needed.
STEP 2c: Combine the information—in your own words—into a single paragraph.
STEP 3: Rethink your summary and the Article.
STEP 4: Check your summary. Then double-check it.
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
OPINION STATEMENT: The most important quality of a hero is their desire to help others.
Poll Results
BEFORE READING
AFTER READING
HOW YOU VOTED
Agree
Agree
Disagree
Disagree
WORLDWIDE RESULTS
Agree
94%
Agree
95%
Disagree
6%
Disagree
5%
4% changed their opinion after reading the article.
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
Stretch Article
NEW YORK, New York (Achieve3000, September 7, 2020). Pete Carroll was looking through his third-grade yearbook. "Everyone put what they wanted to be when they grew up," he told the NY Times. "All the other kids put 'NFL player' and stuff like that. Mine was 'firefighter.'"
Carroll's known he wanted to be a firefighter since he was 7. That's how old he was on 9/11—the day his dad ran towards the Twin Towers. Carroll's father was one of hundreds of firefighters who died helping others that fateful morning.
It was September 11, 2001. Terrorists had crashed two hijacked airplanes into the towers. The buildings were part of New York City's World Trade Center and the hub of the bustling Financial District where thousands of people went to work each day. The heroic efforts of the city's fire and police departments and other emergency services helped 25,000 people escape before the buildings collapsed, but the heinous attack shook the nation, killing 2,753 people, including more than 400 first responders.
Memories of that day are indelibly imprinted in the minds of those who lived through it, none more so than the children whose parents were among the fallen heroes. For many, it has become part of their identity, an identity
The 2019 class of the FDNY Training Academy included the largest group of graduates whose parents were 9/11 first responders. The 19 new firefighters, including Rebecca and Marc Asaro (front center), were recognized at the graduation ceremony for carrying on a legacy of service.
forged from both pride and grief. Like Carroll, some feel a strong connection to the careers their parents loved. Now that they're old enough, they're following in their parents' footsteps and becoming firefighters themselves.
Rebecca Asaro and her brother Marc both graduated from the FDNY Training Academy in 2019. Their class included the largest group to date—19—of next-generation firefighters who lost a parent either in the line of duty on 9/11 or from illnesses related to their rescue and recovery efforts at the site of the fallen towers, where a toxic cloud of cancercausing debris lingered for months.
"Every day that I came to the academy, I was grateful to be there," Rebecca Asaro told CBS News. "I feel like my dad's with me every step of the way, and it brings me a little closer to him."
When Manny Mojica remembers his father, he pictures a big guy with tattoos riding a motorcycle, his massive English Mastiff dog never not by his side. But going through FDNY training has given Mojica new insight into what his father's life was like away from his family at the demanding job that he loved. The new firefighter says breaking down doors and lugging unwieldy hoses has "answered all the questions I had growing up, about the day-to-day atmosphere of what [my dad] was doing."
Becoming a firefighter has also given Greg Kumpel a chance to get to know his father. The dad he remembers was nononsense and all business, but when Kumpel met his father's former colleagues, they told him stories of a man who was known for pulling pranks and telling jokes. Their memories and the opportunity to walk in his dad's shoes have helped Kumpel form a bond with his father, something he's been longing for his entire life.
But joining the FDNY is more than a chance to get to know the parents they lost. Those who took the fire department oath were drawn to the job because they want to serve others. FDNY firefighter Scott Larsen was just 4 years old when his father made the ultimate sacrifice on 9/11. For as long as he can remember, he's wanted to help people too.
As firefighters, the sons and daughters of 9/11 rescuers are not just becoming heroes themselves. They're continuing a family legacy of service and bravery. They've chosen to run towards danger instead of away from it, just as their parents did before them. What better way to honor their parents' memories?
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
Video credit: Corey Parrish, Air Force Production, Defense Media Activity
Dictionary
heinous (adjective) very bad or evil: deserving of hate or contempt
legacy (noun) something that happened in the past or that comes from someone in the past
unwieldy (adjective) difficult to handle, control, or deal with because of being large, heavy, or complex
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
10/12
Stretch Activity
PART 1
Question 1
What is this Article primarily about?
The children of fallen 9/11 first responders who have grown up to become first responders themselves
The new insight Manny Mojica has into what his father's life was like away from his family at a demanding job
The 9/11 first responders who helped people escape New York City's World Trade Center before it collapsed
The strong connection Pete Carroll felt at a young age to the firefighting career that his father loved
Question 2
Which of these is a statement of opinion?
First responders have incredibly fulfilling and rewarding careers because they get to serve and care for others.
First responders include workers from police and fire departments, as well as other emergency services.
Rebecca Asaro and her brother Marc both graduated from the FDNY Training Academy in 2019.
Rebecca Asaro and her brother Marc are next-generation firefighters who lost their father on 9/11.
Question 3
Which is the closest synonym for the word unwieldy?
porous
cumbersome
beige
defective
Question 4
According to the Article, how are the experiences of Manny Mojica and Greg Kumpel similar?
Both Mojica and Kumpel graduated from the FDNY training academy in 2019, and both had fathers who liked to ride motorcycles.
Both Mojica and Kumpel lost their fathers on 9/11, and both have learned more about their fathers through joining the fire department.
Both Mojica and Kumpel had siblings who graduated from the FDNY training academy with them.
Both Mojica and Kumpel wrote that they wanted to be firefighters one day in their third-grade yearbooks.
Question 5
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
11/12
Which question is not answered by the Article?
How many children who lost a parent on 9/11 later joined the NY police department?
What helped Manny Mojica gain new insight into his father's life?
How did Rebecca Asaro feel about her time spent at the FDNY Training Academy?
Why did some 9/11 first responders suffer from illnesses after 9/11?
Question 6
Suppose Daniel wants to find out about applying for a job as a first responder. He would find most of his information __________.
in an article about next-generation firefighters
on a database of fallen 9/11 first responders
in an article about the equipment first responders use
on a New York City Fire Department website
Question 7
Which two words are the closest antonyms?
Only some of these words are used in the Article.
debris and rubbish
colleagues and adversaries
indelibly and perpetually
ultimate and paramount
Question 8
The author probably wrote this Article in order to __________.
share stories about some children of fallen 9/11 firefighters who have chosen to become firefighters as well
convince readers that firefighting is a physically demanding job that includes tasks like lugging unwieldy hoses
describe the terrorist attacks that took place at the World Trade Center in New York City on September 11, 2001
explain the tasks that would-be firefighters must complete in order to graduate from the FDNY Training Academy
https://portal.achieve3000.com/kb/lesson/do_print?lid=19642&c=188&step=all&lexile=current&pagebreaks=1
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Churchfields Primary School 2019 – 2020
Science Policy
Introduction
At Churchfields Primary, we are continuously looking at ways in which we can improve the inclusive provision for our children to ensure that our children meet their potential and achieve at school and live up to the school motto of being the best that they can be.
This policy outlines the teaching, organisation and management of science taught at Churchfields Primary School. The school's policy for science is based on the primary curriculum, 2014. The implementation of this policy is the responsibility of all teaching staff.
Teaching Science
At Churchfields, we believe that the best science teaching fosters and develops pupils' curiosity in the subject whilst also helping them to fulfill their potential. For our pupils to achieve well in science, they need to acquire the necessary scientific knowledge and also be able to enjoy the experience of engaging and purposeful scientific enquiry in order to help them to answer scientific questions about the world around them.
The National Curriculum 2014 states why we teach science in schools: 'A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics...Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.'
Aims
Through high-quality science teaching, we aim to help our pupils understand how major scientific ideas have played a vital role in society. Moreover, we aim to prepare our pupils for life in an increasingly scientific and technological world. We aim to do this by:
* Delivering high quality, interesting and engaging science lessons;
* Using scientific contexts to develop and consolidate cross curricular skills in English, Maths and ICT;
* Teaching science in a global and historical context; including the contributions significant scientists from a range of cultures; • Developing and extending pupils' scientific knowledge and understanding;
* Developing pupils' ability to work scientifically and involve pupils in planning, carrying out and evaluating investigations;
* Developing pupils' scientific vocabulary and ability to articulate scientific concepts clearly and precisely;
* Ensuring that all pupils are appropriately challenged to make good progress in science.
Teaching and Learning
At Churchfields, teachers plan and deliver high-quality and engaging science lessons incorporating a range of teaching and learning styles. Opportunities are provided for pupils to:
* Learn about science, where possible, through first hand practical experiences;
* Develop their research skills through the appropriate use of secondary sources;
* Work collaboratively in pairs, groups and/or individually;
* Plan and carry out investigations with an increasing systematic approach as they progress through the school;
* Develop their questioning, predicting, observing, measuring and interpreting skills;
* Record their work in a variety of ways e.g. writing, diagrams, graphs, tables;
* Read and spell scientific vocabulary appropriate for their age.
* Be supported in their learning by science displays, which include key vocabulary and relevant questions and information.
Planning
Key Stage 1 and 2 teachers plan science lessons using the National Curriculum (2014).
Science in the Early Years Foundation Stage is planned using the Early Years Curriculum 'Understanding of the World'.
All science lessons have focused learning objectives, clear differentiation and success criteria to ensure that pupils make at least good progress.
Areas of learning within key stage 1 and 2 ensure that statutory requirements are being covered through the specific disciplines of biology, chemistry and physics (teachers may also refer to the non-statutory guidance which provide additional support).
'Working scientifically' is embedded throughout the areas of learning in key stage 1 and 2; this focuses on the key aspects of scientific enquiry which enable pupils to investigate and answer scientific questions.
Monitoring
Science is monitored by the science leader as part of the whole school monitoring process. Planning and book scrutiny are carried out regularly by the science subject leader and feedback is given to teachers at an appropriate time.
Health and safety
Teachers must plan safe activities for science and complete a risk assessment if necessary. Teachers and learning support assistants need to be aware of health and safety procedures when using equipment/food in science lessons. Pupils must be aware of the need for personal safety and the safety of others during science lessons.
Inclusion
At Churchfields, teachers ensure that they adopt an inclusive approach to their science planning and teaching; ensuring that pupils of all abilities and backgrounds have an equal opportunity to make good progress and enjoy science.
Impact
Through the teaching of Science, children gain a knowledge and awareness of the world around them. By regularly timetabling science each week, the pupils' achievement can progress and be regularly monitored and assessed. Impact can be measured through assessments, monitoring activities and teacher evaluations. STEM Week also helps to raise the subject's profile within the School.
Resources
The science leader is available for support where needed. Resources are stored in the Science cupboard located upstairs by the year 6 classroom. Useful websites including video clips are incorporated into lessons through the use of the Interactive Whiteboard. The subject leader must be informed of any changes regarding science resources i.e. missing or broken resources and/or when new or replacement resources are required.
Assessment and Record Keeping
Achievements are recorded using a wide variety of methods providing all children with an opportunity to demonstrate their knowledge and understanding. In Reception all work is directly linked to the EYFS curriculum. All work in KS1 and KS2 is directly linked to the NC14 scheme of work. | <urn:uuid:415e68bb-b919-42b2-9d79-04c01ecebedb> | CC-MAIN-2021-39 | https://churchfields-chesterton.staffs.sch.uk/index.php/about-us/2015-07-01-08-29-14/policies-curriculum/446-cps-science-policy-2019/file | 2021-09-19T00:58:48+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056656.6/warc/CC-MAIN-20210919005057-20210919035057-00316.warc.gz | 233,889,326 | 1,097 | eng_Latn | eng_Latn | 0.996769 | eng_Latn | 0.996913 | [
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Policy for Religious Education
This policy will be reviewed annually by the strategic development committee of the governing body.
Date of last review: Summer 2022
Date of next review: Summer 2023
Religious Education is part of all pupils' entitlement under the Education Act 1996 to receive a broad and balanced curriculum which "promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society and prepares pupils for the opportunities, responsibilities and experiences of adult life".
The Legal Requirements
Under the Education Act 1996, schools must provide religious education for all registered pupils, with the exception of those in nursery schools and nursery classes. Schools other than voluntary aided schools and those of a religious character must teach religious education according to the locally agreed religious syllabus. Parents can withdraw pupils from R.E lessons, and we also note the right of teachers to withdraw from teaching R.E. All academies are required, through their funding arrangements to teach R.E.
R.E will be taught in line with the Nottinghamshire Agreed Syllabus 'Religious Education For All' (2021-2026).
Definition
In Religious Education, two dimensions can be identified, learning about religion and learning from religion. Learning about religion is concerned with examining and understanding religious perspectives. Learning from religion is concerned with exploring and responding to human experience.
Aims
Religious Education aims to enable pupils to:
* Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in the United Kingdom.
* Develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures.
* Develop positive attitudes of respect towards other people who hold different views from their own.
* Enhance their spiritual, moral, social and cultural development.
* Develop the ability to make reasoned and informed judgements about religious and moral issues, with reference to the principal religions in represented in the United Kingdom.
* Build their sense of identity and belonging in the community.
* Engage with ideas about British values, such as tolerance and respect.
* Consider their responsibilities to themselves and to others.
Teaching and Learning
Religious Education provides opportunities for spiritual, moral, social and cultural development. It enables the promotion of pupils personal, social and health education and citizenship. Religious Education emphasises that effective communication includes an understanding of people and the issues that concern them, and includes learning about taking responsibility for oneself and others.
Early Years Foundation Stage
At Netherfield we aim that during the Foundation Stage there will be opportunities for children to:
* Listen to stories, poems and songs from different communities and traditions.
* Show sensitivity to others' needs and feelings and form positive relationships.
* Talk about how they and others show feelings.
* Ask questions about things, which puzzle them in life.
* Explore, observe and find out about places and objects that matter in different cultures and beliefs.
* Begin to know about their own cultures and beliefs and those of other people.
Key Stage 1 and 2
At Netherfield, the following programme of study is in place:
Key Stage 1
* Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them.
* Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognise the communities from which they come.
* Ask and respond to questions about what communities do and why, so that they can identify what difference belonging to a community might make.
* Notice and respond sensitively to some similarities between different religions and worldviews.
* Find out about and respond with ideas to examples of co-operation between people who are different.
* Find out about questions of right and wrong and begin to express their ideas and opinions in response.
Key Stage 2
* Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and
the rituals, which mark important points in life in order to reflect thoughtfully on their ideas.
* Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.
* Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities.
* Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives.
* Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and difference between different religions and worldviews.
* Consider and apply ideas about ways in which diverse communities can live together for wellbeing of all responding thoughtfully to ideas about community, values and respect.
* Discuss and apply their own and others' ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.
Activities
Activities will be planned according to the different levels of children's ages, skills and previous knowledge, these will include:
* whole class teaching
* class discussions
* structured group work
* drama and role play
* visits and visitors
* the use of ICT
* writing and art work
* celebrations
* stories
* using artefacts and looking at pictures
* cooking
Differentiation and Progression
Differentiation and progression will be ensured by a variety of approaches:
* A structured whole school scheme of work (RE for All).
* The same theme but different activities.
* The same activity but different expectations of outcome.
* Different groupings of children to accommodate differentiated activities.
Special Educational Needs
The whole school policy for Special Educational Needs applies to R.E., recognising the need to make R.E accessible for all children. At Netherfield, the programme of work is adapted to meet the specific learning needs and abilities of our children.
Equal Opportunities
At Netherfield, we recognise that all our children are entitled to equal opportunities within the Religious Education curriculum (unless withdrawn at parental request).
Monitoring and Assessment
At Netherfield, the planning enables children to develop appropriate skills and knowledge as they progress through school. Each section of planning in the syllabus has a 'What outcomes will pupils achieve?' section, which allows for assessment opportunities. With these objectives in mind, assessment activities are carried out in each year group where appropriate.
Collective Worship
Collective worship may be used to supplement R.E but does not replace it. R.E time does not include assembly or collective worship time. Our whole school assemblies play an important role in our RE programme. For example, assemblies are planned to incorporate a wide variety of religious festivals, days of national and global importance and values important to the children.
Time Allocation
The DfES guidance recommends a minimum of 36 hours per year for RE at Key Stage 1 and 45 hours per year for RE at Key stage 2, a recommendation that the Nottinghamshire Agreed Syllabus for RE endorses. This equates to 50 minutes per week for Key Stage 1 and 1 hour per week for Key Stage 2 of Religious Education teaching.
Role of the Co-ordinator
There is a designated RE Subject Leader .
The Subject Leader will be responsible for:
* informing the rest of the staff about new developments and, where appropriate, for organising and providing appropriate training.
* Implementing the new syllabus when it is published and adapting this into a curriculum for R.E.
* advising colleagues on resources to aid planning and to use in classrooms.
* Carrying out work analysis and keeping a sample of work from each year group.
* monitoring the teaching of R. E. in school
Resources
There are a variety of books, an artefact box for each religion studied, as well as a variety of posters. Each year group will have access to resources relating to the religion they are studying. These resources will also include information on visitors and places to visit. The resources are currently kept in a cupboard off the main hall. | <urn:uuid:eb305805-49ae-4751-a5b8-a949462a6d8d> | CC-MAIN-2023-23 | https://www.netherfieldprimaryschool.com/attachments/download.asp?file=699&type=pdf | 2023-06-07T12:07:09+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224653764.55/warc/CC-MAIN-20230607111017-20230607141017-00537.warc.gz | 980,614,621 | 1,646 | eng_Latn | eng_Latn | 0.995046 | eng_Latn | 0.996044 | [
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1. What is KS3/KS4?
Key Stage 3 (commonly abbreviated as KS3) is the legal term for the three years of schooling in maintained schools in England and Wales normally known as Year 7, Year 8 and Year 9, when pupils are aged between 11 and 14.
Key Stage 4 is the legal term for the two years of school education which incorporate GCSEs, and other examinations, in maintained schools in England normally known as Year 10 and Year 11, when pupils are aged between 14 and 16. (In some schools, KS4 work is started in Year 9.)
You can view the school curriculum for KS3 and KS4 here http://www.todhigh.co.uk/school-curriculum/
.
2. What is Progress 8?
Progress 8 is a new measure of school performance. It replaces the previous measure of 5A*-C including English and maths, and shows how well pupils of all abilities have progressed, compared to pupils with similar academic starting points in other schools.
Click here to view a short educational video on Progress 8.
In addition to Progress 8 a key headline measure is the Basics Measure. The Basics Measure shows the percentage of students who achieve a grade 4+ in Maths and English and a grade 5+ in Maths and English. A grade 4 is considered a standard pass and a grade 5 a strong pass.
3. How is my child assessed?
Please visit our Data Check and Assessment page (previously called STARS) to see how we assess your child in school, you will also find a useful link there regarding GCSE grades http://www.todhigh.co.uk/data-check-and-assessment/
4. What is the EBacc and do I need it?
The EBacc refers to a combination of subjects that the government thinks is important for young people to study at GCSE. It includes:
* English language and literature
* maths
* the sciences
* geography or history
* a language
The DfE says that the English Baccalaureate – though not a qualification in itself – is a measure of success in core academic subjects; specifically English, mathematics, history or geography, the sciences and a language.
These are subjects most likely to be required or preferred for entry to degree courses and ones that will keep the most doors open. The English Bac aims to reverse the long-term drift away from students taking the likes of history, geography, French, Spanish and other modern languages.
Universities will be most likely to look for specific GCSE grades in English, maths and possibly science – but these subjects are compulsory for you to take anyway.
It's up to you to decide whether to take one or more of the optional subjects. On the plus side, taking a mix of these will ensure you can be more flexible in your university course choices later down the line – especially if you're not sure what you want to do yet.
But if you feel you're weaker in these subjects, don't feel that you must take them in order to go to university.
For more information visit these links:
https://www.gov.uk/government/publications/english-baccalaureate-ebacc https://independenteducationconsultants.co.uk/what-is-the-english-baccalaureate
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Academic year: 2020/21
Term 1
Year 7
This introductory unit will take students on a tour of Office 365 and file saving procedures. They will be shown how to collaborate appropriately through email and social media. Lastly, students will be introduced to some of the dangers of collaborating online.
Collaborating Online Safely
Programming Fundamentals
In this introductory unit, students will be introduced to the concept of computer programming. They will instruct a BBC Micro:bit to carry out some basic functions using a block-based programming language.
Term 2
Year 7
Cryptography
Students will develop their super spy skills,
Students will develop their knowledge of by deciphering encrypted messages.
how
computers use encryption for secure communication
Control Systems
to real life problems with the use of algorithms. Using Flowol software, Students
Students will develop their logical reasoning and problem solving skills by finding solutions create algorithms for a Ferris Wheel, smart home and traffic lights.
Term 3
Year 7
Computer Systems
Students will strip down a computer and explore the main internal components. They will then have the opportunity to work in teams and discover the functions of the components; before assembling the computer.
Graphic Design
This is a foundational unit, to prepare students for the succeeding graphical units in year 8 and 9. They will be introduced to a graphics editor and some
Curriculum Plan Key Stage 3 Computer Science
Head of Department: Mr D Chattell (email@example.com)
Year 8
Year 9
Imagine a world without computer networks; there would be no World Wide Web and no sharing of files. Learners will develop an understanding of the terms, 'internet' and 'World Wide Web', and of the key services and protocols used.
Networks
Web Design
Programming Concepts
Students will be making the transition from block-based programming to text-based programming. Using Python programming language, they will have the opportunity to write more complex programmes and experience the language used by professional programmers.
Year 8
Web Design
Students will be introduced to the web authoring software – Dreamweaver. Students will learn some basic functions of Dreamweaver, including how to create web pages, adding text/ images and general formatting techniques.
Data Representation
This unit conveys essential knowledge relating to binary representations. The activities gradually introduce learners to binary digits and how computers use them to represent text and numbers.
Year 8
Computer Systems II
Students will be introduced to embedded/ general-purpose computer systems, before exploring the internal components of a computer system in more depth. Exploration of components will include: storage/memory and fetch-decodeexecute cycle.
Graphic Design
Following on from Graphic Design in Year 7, students will be introduced to other features of the graphics editor, which will allow them to create more complex
Students will be introduced to more advanced features of Dreamweaver. They will create a fully working website site, using sub-pages and hyperlinking. They will use house styles and templates for a consistent look and feel.
Algorithms
Before programming, there is an algorithm. It is the blueprint to which a programmer works to. Students will explore in more detail the format for writing algorithms.
Year 9
Programming Concepts II
Students will explore iteration, selection and sequencing in more depth. They will be introduced to while/for loops in order to repeat instructions and data structures like dictionaries, where numerous types of data can be stored
Media
Using a client's brief, Students will be taught the skills of deducing a client's requirements for a digital product. Students will also learn to determine the look and feel of a product, using preproduction documents
Year 9
Data Representation II
In this unit, learners will focus on digital media, such as images and sounds, and discover the binary digits that lie beneath these types of media.
Graphic Design
Students will be introduced to more advanced features of the graphics editor. This will allow students to create professional looking digital images.
basic functions, before completing a mini graphical project.
images. Students will use their skills to create a digital image for potential client.
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LGBTQ Safety and Schools
Because children spend more than a quarter of their day at school and find many of their role models within, schools have a unique opportunity to deliver effective prevention programs and positively impact the lives of young people. Students and families that identify as LGBTQ are members of our school community and their needs, safety, connectedness and academic success are paramount to our district and our department's vision and mission.
Historically, The School Board of Broward County has always been committed to the safety of students in our schools. In 2009 the Office of Prevention Programs collaborated with a team of community members, agencies and parents to craft a comprehensive Anti-Bullying Policy that would provide schools the vehicle for delivering a foundation for administering anti-bullying procedures. The Broward County School Board approved the Anti-Bullying Policy 5.9 immediately following the passage of Florida Statute 1006.147 (2008), which prohibits bulling or harassment of any student or employee of a public K-12 educational institution. Furthermore, Broward's Anti-Bullying Policy 5.9 prohibits the bullying, harassment, cyberstalking and cyberbullying of any student or employee on the basis of any one of the following protected categories: sex, race, color, religion, national origin, age, disability, marital status, socioeconomic background, ancestry/ethnicity, linguistic preference, political belief, social/family background, gender, sexual orientation, gender identity or gender expression.
This website is provided for our staff, parents, students and community members who would like more information, tools and resources about LGBTQ topics in a school setting. It is also a conduit for providing culturally competent and culturally responsive information and guidelines for the school and community at large in addressing the unique needs of LGBTQ youth and their families. With continued efforts from the School Board of Broward County administrators, teachers, students and parents, our schools will be a place where everyone can call home.
The School Board of Broward County knows that harassment and bullying are serious problems in our nation's schools. Our district was the first in Florida to implement guidelines and procedures to ensure the safety of our youth through Anti-Bullying Policy 5.9. Students who identify as LGBTQ are the targets of disproportionate shares of these problems. Thirty-two per cent of students aged 12-18 experiences verbal and physical bullying nationwide during the 2008-2009 school year and according to a recent survey, more than 90 per cent of LGBT student in grades 6-12 reported being physically harassed during that school year. High levels of harassment and bullying correlate with poorer educational outcomes, lower future aspirations, frequent school absenteeism and lower grade point averages.
In the national landscape, school year 2010-2011 and 2011 -2012 brought to our attention a spate of tragedies involving LGBT students and students perceived to be LGBT. In the spring of 2011, President Barack Obama released a video underscoring the need to ensure the safety of LGBTQ or perceived to be LGBTQ students in our nation's schools and announced a 'call to action' to let youth know that they are not alone and can turn to trusted adults for support and connection. | <urn:uuid:6cc452e6-77fc-4703-8e24-f64ff58032b1> | CC-MAIN-2023-23 | https://defendinged.org/wp-content/uploads/2022/05/LGBTQ-Safety-and-Schools.pdf | 2023-06-07T12:54:40+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224653764.55/warc/CC-MAIN-20230607111017-20230607141017-00541.warc.gz | 225,591,405 | 652 | eng_Latn | eng_Latn | 0.997429 | eng_Latn | 0.997429 | [
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DISCOVERY CENTER
W H ER E SCIENCEHISTORYANDART C ONN E C T
04737 Fuller Rd | East Jordan, MI 49727 | 231-536-3369 | email@example.com | www.MiRavenHill.org We are currently open noon to 4pm Saturdays and 2-4pm Sundays. Open holidays and other times by appointment. Raven Hill Discovery Center, incorporated in 1991, is a 501(c)(3) tax-exempt corporation.
Mission: Raven Hill provides a place that enhances hands-on and lifelong learning for all ages by connecting science, history & the arts.
Raven Hill Discovery Center's Story
Raven Hill Discovery Center provides a place that enhances hands-on & lifelong learning for all ages by connecting science, history and the arts. Located in northern Lower Michigan, Raven Hill is a place where children and adults can link science, history & the arts with hands-on activities and explorations both inside and out. Connections emerge through exhibits, facilities & programs that provide opportunities for all ages to learn, create, grow & play. For 30 years, Raven Hill's focus on the connections between science, history & art has strengthened. Visitors experience the strands of science & technology, history and the arts interwoven through the Center's hands-on exhibits. Raven Hill Discovery Center's mission continues to guide its growth and development.
Facilities include the Main Museum, Fiber Studio, Print Shop, Wood Shop, School House, Energy House and the Evolving Technology (ET) Building. On Raven Hill's 175 acres, outdoor exhibits range from the Watershed Model; Medicinal Gardens; Earth Tones Music Garden; Beyond Jurassic Park: The Earth's Geologic History; Tree House; Wetlands Boardwalk; Taxonomic (Taxi) Trail; The Ancient World; the Viewing Platform at Deer Creek, plus the new Evolving Technology Addition that illustrates the clothing, shelter, transportation, road construction and energy from the Stone Age to the Information Age. Soon to be completed is the Solar SMART exhibit that will illustrate the energy efficiency of solar panels placed in different direction and with various slopes. The new Connections Trail with its learning stations spaced out along a half-acre pathway allows students and families to enjoy hands-on science, history and art activities in an outdoor setting.
Normally, Raven Hill's programs change with the season. In the spring, schoolchildren come by the busload to experience the hands-on museum, the exotic animals and the outdoor exhibits. Summer brings tourists and summer residents to explore and attend classes and camps. Fall and winter are filled with outreach programs into schools and libraries. The Center continues to explore ways to expand exhibits on the existing 175 acres.
Recent highlights include NASA in Your Neighborhood in 2016 (the only site in Michigan) & Smithsonian Museum on Main Street (MoMS) Water/Ways exhibit in 2018 (one of six sites in Michigan). In 2019, the Smithsonian selected Raven Hill to collaborate on a pilot project (one of ten sites in the USA) about the history of work. The Smithsonian Labor Days: A History of Work opened in August of 2021 and remained open through the end of 2022, along with a companion exhibit, History, Heritage and STEM of Work, which is still available to travel to schools, libraries and other venues. In late 2022, Raven Hill was chosen to host a second Smithsonian MoMS exhibit called Spark! Places of Innovation, which will be on display from August 26 to October 7 of 2023 at Raven Hill. The Center was also chosen to participate in a program, Youth Innovation in Rural America, which asked local youth to identify a challenge in their community and then use the innovation design process to come up with a solution to that challenge. Student groups showcased their challenge, innovative process and solution during an open house on May 6, 2023.
Raven Hill appeals to everyone, especially families. The Center is open to the public year round on weekends—noon to 4pm on Saturdays and 2pm to 4pm on Sundays, plus holidays and other times by appointment. Hours expand to include weekdays—10am to 4pm—between Memorial Day and Labor Day and for special exhibits. | <urn:uuid:0480adba-a47d-4b8c-82d2-0bf79f9ab824> | CC-MAIN-2023-23 | https://miravenhill.org/file_download/378c4bb1-861b-4a40-9a4c-ccd51b987262 | 2023-06-07T13:04:15+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224653764.55/warc/CC-MAIN-20230607111017-20230607141017-00543.warc.gz | 438,841,877 | 868 | eng_Latn | eng_Latn | 0.997245 | eng_Latn | 0.99598 | [
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The Mauritius Blue Pigeon (Alectroenas nitidissima) is an extinct species of blue pigeon formerly endemic to the Mascarene island of Mauritius in the Indian Ocean east of Madagascar. It has two extinct relatives from the Mascarenes and three extant ones from other islands. It had white hackles around the head, neck and breast and blue plumage on the body, and it was red on the tail and the bare parts of the head. These colours were thought similar to those of the Dutch flag, a resemblance reflected in some of the bird's names. It was 30 cm (12 in) long and larger and more robust than any other blue pigeon species. It could raise its hackles into a ruff, which it used for display. Its call sounded like "barf barf" and it also made a cooing noise. It fed on fruits, nuts, and molluscs, and was once widespread in the forests of Mauritius. The bird was first mentioned in the 17th century and was described several times thereafter, but very few accounts describe the behaviour of living specimens. Several stuffed and at least one live specimen reached Europe in the 1700s and 1800s. Only three stuffed specimens exist today, and only one bird was ever depicted when alive. The species is thought to have become extinct in the 1830s due to deforestation and predation.
The Mauritius Blue Pigeon (Alectroenas nitidissima) is an extinct species of blue pigeon formerly endemic to in the Indian Ocean east of Madagascar. It has two extinct relatives from the Mascarenes and three extant o hackles around the head, neck and breast and blue plumage on the body, and it was red on the tail and the were thought similar to those of the Dutch flag, a resemblance reflected in some of the bird's names. It was robust than any other blue pigeon species. It could raise its hackles into a ruff, which it used for display. Its made a cooing noise. It fed on fruits, nuts, and molluscs, and was once widespread in the forests of Mauriti 17th century and was described several times thereafter, but very few accounts describe the behaviour of li least one live specimen reached Europe in the 1700s and 1800s. Only three stuffed specimens exist today, when alive. The species is thought to have become extinct in the 1830s due to deforestation and predation. | <urn:uuid:f2222b35-f9a6-4df7-9998-c669c29fb922> | CC-MAIN-2023-23 | https://corpora.tika.apache.org/base/docs/bug_trackers/FOP/FOP-1872-4.pdf | 2023-06-07T12:24:04+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224653764.55/warc/CC-MAIN-20230607111017-20230607141017-00540.warc.gz | 210,940,298 | 516 | eng_Latn | eng_Latn | 0.999 | eng_Latn | 0.999088 | [
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Brentwood Christian School – High School Curriculum
English
ENGLISH I
GRADE PLACEMENT: 9
CREDIT: 1
Emphasis on vocabulary development, the writing process, grammar, usage, and the mechanics of writing. Focuses on the writing of compositions, implementing the 6+1 Traits of Effective Writing. Includes literature selections to correlate with composition assignments and demonstrates different genres of literature, including some examples of Christian literature. Integrates composition and language skills with the study of a variety of international literature viewed from a Christian perspective: short stories, poetry, drama, and the novel. Composition study covers the writing process, personal/friendly letters, practice in writing essays, and the application of language and research skills utilizing MLA format. Requires some summer reading. Text currently in use: Adventures in Reading, Holt Reinhart Winston; Adventures in Appreciation, Holt Reinhart Winston; the BCS English Department Supplement created by Jeri Birdwell; various trade books. Students develop writing, language and reading comprehension skills through practice and independent reading.
ENGLISH I HONORS
PREREQUISITE: "A" in previous English course and recommendation of instructor Covers requirements of English I plus more advanced writing and additional projects. Includes study of the essay, develops critical thinking skills using extended literary selections and includes outside reading/writing assignments. Includes in-depth study of the elements of fiction in short stories, mythology, drama, the novel, and poetry. Covers the study of the writing process, of essays correlated with literary studies, and the writing of a short, documented paper. Focuses on problem-solving, critical thinking skills, developing alternatives, and application of language skills. Stresses the use of writing process skills for writing literary analyses and essays. Requires outside reading.
GRADE PLACEMENT: 9
CREDIT: 1
Text currently in use: Adventures in Reading, Holt Reinhart Winston; Adventures in Appreciation, Holt Reinhart Winston; the BCS English Department Supplement created by Jeri Birdwell; various trade books. Students develop writing, language and reading comprehension skills through practice and independent reading.
ENGLISH II
CREDIT: 1
GRADE PLACEMENT: 10
PREREQUISITE: Successful completion of English I
Text currently in use: Adventures in American Literature, Holt Reinhart Winston; various trade books. Students develop writing, language and reading comprehension skills through practice and independent reading.
Continues study of the writing process with emphasis on informative, descriptive, narrative, and persuasive forms of discourse. Covers standard usage, vocabulary, sentence formation, and phrases and clauses through the use of the writing process. Stresses an etymological approach to vocabulary building. Reading and composition skills are integrated into a study of short stories, poetry, and novels by American authors. Views composition as a reflection of a God who communicates with his creation and teaches students to explore and evaluate the moral universe of each literary selection in the light of God's revelation.
ENGLISH II HONORS
GRADE PLACEMENT: 10
CREDIT: 1
PREREQUISITE: "A" in English I and recommendation of instructor
Includes requirements of English II plus reading of selected novels, poetry, and nonfiction. Applies writing
process skills and essay writing techniques to the study of literature. Emphasizes the use of a variety of aims, audiences, and styles of writing. Emphasizes the study of literary techniques and of the various types of fictional literature by American authors. Teaches students to explore and evaluate the moral universe of each literary selection in the light of God's revelation. Requires a research paper.
Text currently in use: Adventures in American Literature, Holt Reinhart Winston; various trade books. Students develop writing, language and reading comprehension skills through practice and independent reading.
ENGLISH III
PREREQUISITE: Successful completion of English II
GRADE PLACEMENT: 11
CREDIT: 1
Involves an intensive study of advanced usage and vocabulary (synonyms, antonyms, and sentence completions), concentrating on material frequently appearing on college entrance tests. Emphasizes thinking and writing in conjunction with a survey of American nonfiction literature from the discovery of America through contemporary literature with an emphasis on nonfiction, including studies of biblical references. Approaches texts from a Christian perspective, critically comparing and contrasting the worldviews of the various writers with a biblical viewpoint.
Text currently in use: Writing America, Pearson; various trade books. Students develop writing, language and reading comprehension skills through practice and independent reading.
ENGLISH III HONORS
GRADE PLACEMENT: 11
CREDIT: 1
AP ® LANGUAGE AND COMPOSITION
PREREQUISITE: "A" in Honors English II and recommendation of instructor
Text currently in use: Writing America, Pearson; various trade books. Students develop writing, language and reading comprehension skills through practice and independent reading.
Engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Through reading and writing, makes students aware of a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. Studies eras in American literature and works of representative writers with an emphasis on nonfiction (as prescribed by the College Board). Examines rhetorical strategies, themes, literary techniques, and stylistic choices of writers. Approaches texts from a Christian perspective, critically comparing and contrasting the worldviews of the various writers with a biblical viewpoint. Students are expected to take the AP test, which includes the composition of three types of paragraphs.
ENGLISH IV
Is primarily a British Literature course. Studies the historical development of the English language, with reading and analysis of representative literary selections from each era. Examines the historical background of each literary era (Anglo-Saxon, Medieval, Elizabethan, Restoration and 18 th Century, Romantic, Victorian, and Modern periods), noting the historical, political, economic, religious, and artistic influences on the literature. Involves composition correlated with the literature studies and focusing on informative, descriptive, persuasive, and literary discourse. Requires a major project involving a longer analytical composition incorporating outside research and use of MLA documentation style. Approaches texts from a Christian perspective, critically comparing and contrasting the worldviews of the various writers with a biblical viewpoint. Offers reinforcement of the writing process and language skills, a primarily etymological vocabulary study, and skills to help students prepare for the SAT and college admissions.
GRADE PLACEMENT: 12
CREDIT: 1
PREREQUISITE: Successful completion of English III
Text currently in use: Adventures in English Literature, Holt Reinhart Winston; various trade books. Students develop writing, language and reading comprehension skills through practice and independent reading.
ENGLISH IV HONORS
GRADE PLACEMENT: 12
CREDIT: 1
AP ® ENGLISH LITERATURE AND COMPOSITION
PREREQUISITE: "A" in AP English Language and Composition and recommendation of instructor Follows the guidelines and requirements described in the AP English Literature and Composition course description and helps prepare students for the AP Literature and Composition exam. Covers all requirements of English IV plus additional outside reading and research projects. Engages students in careful reading and critical analysis of imaginative literature and in writing of college-level compositions. Literature studies focus on structure, style, and themes as well as elements such as figurative language, imagery, symbolism, and tone. Involves study of the historical backgrounds of the eras from the eleventh century to contemporary times to help students recognize influences on such elements as diction, imagery, symbolism, and allusions. Helps students learn to recognize key terms, understand authors' rhetorical strategies, question the assumptions, and point out parallels, contrasts, or similarities to contemporary situations. Emphasizes Christian allusions and examines ways authors throughout the ages have used God's gifts of language and story to convey meaning and views and attempt to measure "truth" of life as found in literature against the Truth of God's Word. Requires additional summer reading. Students are expected to take the AP test.
Text currently in use: Adventures in English Literature, Holt Reinhart Winston; 5 Steps to a 5 AP English Language, McGraw Hill; various trade books. Students develop writing, language and reading comprehension skills through practice and independent reading.
Speech
COMMUNICATION APPLICATIONS
Teaches basic skills in oral communication, emphasizing effective listening and speaking in small groups and between individuals, as well as public speaking of various types. Examines the concept of freedom of speech and how Christian principles and ethics apply to speech. Also includes practice in oral Scripture reading. Requires outside reading.
GRADE PLACEMENT: 9-12
CREDIT: ½
Foreign Language
SPANISH I
PREREQUISITE: High school enrollment or 8 th grade enrollment and recommendation of teacher Introduces students to the four basic skills of language learning (listening, speaking, reading, and writing), develops appropriate concepts, and emphasizes practical vocabulary building and conversation skills. Introduces students to the culture and civilization of Spain and Hispanic countries, with emphasis on the fact that God is the Creator of all peoples, nations, and languages. Provides encouragement for use of Spanishspeaking skills in communication across cultural lines and in opportunities for mission efforts to Spanishspeaking cultures.
GRADE PLACEMENT: 9-11
CREDIT: 1
Text currently in use: TPRS Readers by Blaine Ray; Autentico 1, Pearson. Students review vocabulary and concepts discussed in class.
SPANISH II
GRADE PLACEMENT: 9-12
PREREQUISITE: Spanish I or successful completion of Spanish I in 8th grade with a grade of 85 or higher Continues skill development in the four basic skill areas. Further develops grammatical concepts and knowledge of Spanish and Hispanic culture studies, with emphasis on the fact that God is the Creator of all
CREDIT: 1
2019-2020 HS Curriculum 3
peoples, nations, and languages. Provides encouragement for use of Spanish-speaking skills in communication across cultural lines and in opportunities for mission efforts to Spanish-speaking cultures. Emphasizes increased oral proficiency in Spanish.
Text currently in use: TPRS Readers by Blaine Ray; Autentico 2, Pearson. Students review vocabulary and concepts discussed in class.
SPANISH III HONORS
GRADE PLACEMENT: 10-12
CREDIT: 1
PREREQUISITE: "A" in Spanish II and consent of instructor
Develops higher level proficiency in all four skills. Readings and teacher-led discussions conducted almost exclusively in Spanish. Increases knowledge of Spanish and Hispanic civilization and culture studies.
Emphasizes discussion of current events in Hispanic American countries and their impact on our civilization. Emphasizes the fact that God is the Creator of all peoples, nations, and languages. Provides encouragement for use of Spanish-speaking skills in communication across cultural lines and in opportunities for mission efforts to Spanish-speaking cultures.
Text currently in use: TPRS Readers by Blaine Ray; Autentico 3, Pearson. Students review vocabulary and concepts discussed in class.
Mathematics
ALGEBRA I
CREDIT: 1
GRADE PLACEMENT: 9-10
Introduces the basic language and properties of Algebra; studies solutions and applications of linear equations and inequalities; develops operations with exponents and polynomials; introduces factorization of polynomials; and solves quadratic equations by factoring. Studies functions and relations and their graphs, systems of open sentences, the roles and uses of irrational numbers, the solution of quadratic equations by various methods, and operations and problem solving using rational expressions. Carries out the biblical mandate to value, understand, and investigate God's logical, ordered world.
Text currently in use: Big Ideas Math – Algebra I, Houghton Mifflin. Students practice concepts taught in the classroom.
ALGEBRA I HONORS
GRADE PLACEMENT: 8-9
CREDIT: 1
PREREQUISITE: "A" in previous math course and consent of instructor
Includes the same as above with additional emphasis on the development of deductive logic and its use and limitations in free-form puzzle solving. Carries out the biblical mandate to value, understand, and investigate God's logical, ordered world.
Text currently in use: Big Ideas Math – Algebra I, Houghton Mifflin. Students practice concepts taught in the classroom.
GEOMETRY
Extends fundamental ideas of intuitive geometry and logic into a precise system. Includes inductive and deductive reasoning, perpendicular and parallel lines, congruent triangles, relationships within triangles, quadrilaterals, and similar triangles. Includes a study of right triangles and trigonometry, transformations, area, surface area and volume, and circles. Coordinate geometry is integrated throughout. Emphasizes the precision, order, and beauty with which God created the universe and geometric concepts.
GRADE PLACEMENT: 10
CREDIT: 1
PREREQUISITE: Completion of Algebra I
Text currently in use: Big Ideas Math – Geometry, Houghton Mifflin. Students practice concepts taught in the classroom.
GEOMETRY HONORS
PREREQUISITE: "A" in Algebra I and consent of instructor
GRADE PLACEMENT: 9-10
CREDIT: 1
Covers the same concepts as studied in Geometry. Students will solve problems and complete projects which require greater understanding and more creative and abstract inductive and deductive reasoning. Emphasizes the precision, order, and beauty with which God created the universe and geometric concepts.
Text currently in use: Big Ideas Math – Geometry, Houghton Mifflin. Students practice concepts taught in the classroom.
ALGEBRA II
CREDIT: 1
GRADE PLACEMENT: 10-11
PREREQUISITE: Completion of Algebra I; Geometry or Geometry Honors is recommended Reviews and expands on axioms and properties of Algebra; expands on functions, equations, and graphs; provides an in-depth study of linear systems while introducing determinants and matrices as methods for solving systems of equations; reviews and expands the study of factorization, quadratic equations, and functions along with operations with rational algebraic expressions, irrational numbers, and imaginary numbers. Studies the use of exponential and logarithmic functions; reviews and expands the study of rational functions and solution methods; examines quadratic relations and conic sections.
Text currently in use: Big Ideas Math – Algebra II, Houghton Mifflin. Students practice concepts taught in the classroom.
ALGEBRA II HONORS
GRADE PLACEMENT: 10-11
CREDIT: 1
Covers the same concepts studied in Algebra II but is paced according to a higher ability and mastery and includes additional enrichment. Carries out the biblical mandate to value, understand, and investigate God's logical, ordered world.
PREREQUISITE: "A" in previous math course and consent of instructor
Text currently in use: Big Ideas Math – Algebra II, Houghton Mifflin. Students practice concepts taught in the classroom.
PRECALCULUS
GRADE PLACEMENT: 12
PREREQUISITE: Completion of Geometry and Algebra II
CREDIT: 1
Provides the broad mathematical background needed for a variety of college-level mathematics courses.
Text currently in use: Larson's PreCalculus with Limits, Cengage. Students practice concepts taught in the classroom.
Reviews basic terminology. Covers concepts at an introductory level from algebraic, graphical, and numerical perspectives. These include sequences; equations and inequalities; function notation; transformations; and exponential, logarithmic, and trigonometric functions. Introduces basic trigonometric identities, equations, and graphs. Stresses the precision and order of the mathematical universe created by God.
PRECALCULUS HONORS
PREREQUISITE: Completion of Geometry and Algebra II and consent of instructor Explores concepts that play a central role in Calculus in depth from algebraic, graphical, and numerical perspectives. These include sequences; equations and inequalities; function notation; transformations; and exponential, logarithmic, and trigonometric functions. Trigonometric identities, equations, and graphs are studied in depth. Polar notation, vectors, limits, and the difference quotient are introduced. The use of graphing technology is heavily integrated into the course. Stresses the precision and order of the mathematical universe created by God.
GRADE PLACEMENT: 11-12
CREDIT: 1
Text currently in use: Larson's PreCalculus with Limits, Cengage. Students practice concepts taught in the classroom.
2019-2020 HS Curriculum 5
AP® CALCULUS HONORS
Covers limits and their properties and concepts and applications of differentiation, including related rates, optimization, and motion problems. Integration is studied to include both definite and indefinite integrals and their applications. Includes finding areas, volumes of solids with known cross-sections, and exponential growth and motion problems. Stresses the precision and order of the mathematical universe created by God. Students will receive AP credit only if they take the AP test.
GRADE PLACEMENT: 12
CREDIT: 1
PREREQUISITE: Completion of Precalculus and consent of instructor
Text currently in use: Larson's Calculus of a Single Variable, Cengage Learning. Students practice concepts taught in the classroom.
QUANTITATIVE REASONING
GRADE PLACEMENT: 12
CREDIT: 1
PREREQUISITE: Completion of Algebra II and instructor approval.
The course has a problem-solving emphasis throughout. Algebraic, graphical, and numerical reasoning are used to recognize patterns and structure, to model information, and to solve real-life problems. Various topics are covered, including logical thinking, percentages, mathematics of finance, counting methods, probability, and basic statistics. Technology is used to link modeling techniques and purely mathematical concepts. In addition, students analyze real-life problems within the context of a Christian worldview.
Text currently in use: Using and Understanding Mathematics; A Quantitative Reasoning Approach, Pearson. Students practice concepts taught in the classroom.
Science
BIOLOGY (Standard and Honors Credit Available)
GRADE PLACEMENT: 9-10
Based upon the study of life, how living things develop, grow, and die. The course begins with the study of the science of life examining cells and cell processes, genetics, and the theory of evolution. The student will also study the science of organisms by investigating microbiology, plants, zoology then proceeding to the human body systems. Each of these living wonders is credited to God rather than to the chance processes of the evolutionary theory. Each and every chapter has at least one laboratory to better understand and develop the concepts in each chapter. Why just draw a cell when you can bake and eat it? Students learn about a cell and its parts by forming a cell brownie and using candy as its organelles. To develop deductive reasoning skills, students become crime scene investigators learning about DNA, finger printing, blood typing and crime scene processing to solve a "crime." Students complete the year dissecting both pigs and flowers to better understand God's creations.
CREDIT: 1
Text currently in use: Concepts and Connections, Pearson. Students review and study concepts taught in the classroom.
AP® BIOLOGY
Advance Placement Biology is a class which provides academically minded students an opportunity to take a college-level biology class in a high school setting. Students will demonstrate knowledge, comprehension, analysis and synthesis in the following areas: cell studies, cell chemistry, cell reproduction, photosynthesis, respiration of plants, plant evolution, ecology, animal classifications, reproduction, genetics, and evolution. Laboratory is a large portion of the advanced placement biology class. Labs include the study of diffusion/osmosis, photosynthesis/ respiration, the study of bacterial transformation of DNA using plasmid cloning and mitochondrial DNA, DNA sequencing, enzyme behavior, artificial selection and mathematical modeling of the Hardy Weinberg equation. The intensive study will culminate with taking the College Board
GRADE PLACEMENT: 11-12
CREDIT: 1
PREREQUISITES: Biology and Chemistry
2019-2020 HS Curriculum 6
Advanced Placement Biology exam in May. Upon passing the exam, the student's college of choice may award 4-8 hours of college science credit. (Specific classes and hours of credit vary from college to college.) Text currently in use: Campbell Biology in Focus AP Edition, Pearson; 5 Steps to a 5 AP Biology, McGraw Hill. Students review and study concepts taught in the classroom.
CHEMISTRY
GRADE PLACEMENT: 10-12
CREDIT: 1
PREREQUISITE: One credit of Algebra, one credit of science
Text currently in use: Timberlake Basic Chemistry, 5 th Edition, Pearson. Students review and study concepts taught in the classroom and complete practice exercises.
A laboratory-oriented course of study designed to introduce the students to the fundamentals of Chemistry, including laboratory safety, formulas, compound names, gram-mole relationships, balanced equations, massmass problems, atomic structure, bonding, and periodic trends. Students will study kinetic theory; properties of solids, liquids, and gases; solutions and chemical equilibrium; acids, bases, and salts; and redox reactions. Some organic and nuclear chemistry is included as time permits. Emphasis is placed upon the intricacy of God's creation and the way it reveals his greatness and goodness.
CHEMISTRY HONORS
PREREQUISITE: One credit of Algebra, "A" in previous science course, and consent of instructor Includes the material presented in chemistry and requires the completion of additional current event reports, consumer-oriented classroom demonstrations, and biographic research. The course concludes with chemical unknown analysis and determination in order to encourage and develop independent evaluative thought processes. Emphasis is placed upon the intricacy of God's creation and the way it reveals his greatness and goodness. Student expectations also involve laboratory leadership and classroom participation. Text currently in use: Timberlake Basic Chemistry, 5 th Edition, Pearson. Students review and study concepts taught in the classroom and complete practice exercises.
GRADE PLACEMENT: 10-12
CREDIT: 1
FORENSIC SCIENCE
CREDIT: 1
GRADE PLACEMENT: 11-12
Forensic science emphasizes science, technology, and scientific knowledge in solving a crime of any sort. This class merges theory with practice, using a significant number of actual forensic case files. This course is a labbased, hands-on course that will explore what forensic scientists do. Students will learn modern forensic methods and use scientific methods to solve forensic issues and problems. This course will focus on collection and analysis of crime scene evidence (such as serology, toxicology, entomology, odontology and trace evidence) and explore lab analysis techniques (such as chromatography, DNA analysis, fingerprinting, and hair and footprint analysis). Forensic scientists are also required to testify in court about their methods and analysis of evidence. To make a convincing case, they need to be able to clearly and concisely explain the results of the labs and techniques they use, and explain the significance of their results in lab reports. Students will put into practice all the techniques and learned material to solve a criminal investigation at the end of the 2nd semester.
Text currently in use: Forensic Science-An Introduction, Pearson. Student reviews and studies concepts taught in the classroom.
INTRODUCTION TO PSYCHOLOGY (Online Dual Credit Class through Abilene Christian University)
CREDIT: 1 honor elective credit
PREREQUISITE: Approval of Abilene Christian University
A comprehensive survey of the science of psychology emphasizing human behavior.
GRADE PLACEMENT: 11-12
2019-2020 HS Curriculum 7
ENGINEERING: DESIGN AND PROBLEM SOLVING
CREDIT: 1
PREREQUISITE: One credit of Algebra, two credits of science
GRADE PLACEMENT: 11-12
CREDIT: 1
Emphasizes solving problems, moving from well-defined toward more open-ended, with real-world application. This course reinforces and integrates skills learned in previous mathematics and science courses. Students will apply critical-thinking skills to justify a solution from multiple design options. Additionally, the course promotes interest in and understanding of career opportunities in engineering. This course has no printed textbook; resources may be found online at www.txcte.org.
PHYSICS
Includes an in-depth development of linear, curvilinear, and circular motion, linear momentum, and the relationship between matter and energy. Includes a study of thermodynamics, sound, light, electricity, and magnetism, and electronics. Introduces quantum theory and atomic and nuclear physics. Laboratory activities and the completion of either an investigative science fair or technology-related project help to clarify concepts and develop scientific reasoning. Emphasis is placed on the practical applications of the subject matter and upon the intricacy of God's creation and the way it reveals his greatness and goodness. Text currently in use: Walker: Pearson Physics, Pearson. Students review and study concepts taught in the classroom and complete practice exercises.
GRADE PLACEMENT: 12
CREDIT: 1
PREREQUISITE: One credit of Algebra, three credits of science
AP ® PHYSICS HONORS
GRADE PLACEMENT: 12
CREDIT: 1
Text currently in use: College Physics, AP Edition, Pearson; 5 Steps to a 5 AP Physics, McGraw Hill. Students review and study concepts taught in the classroom and complete practice exercises.
PREREQUISITE: One credit of Algebra, "A" in previous science course, and consent of instructor Covers the same concepts as studied in Physics. It is an algebra-based course that focuses on the concepts of the interconnections between various strands and units contained in the course syllabus and how each contributes to the six Big Ideas. Problem solving techniques and strategies are fine-tuned throughout the year, and students are continually tasked with connecting physics applications learned in different units in order to synthesize solutions to complex problems. Inquiry-based laboratory investigations will be used to enhance problem solving skills and gain a better conceptual understanding of physics topics.
ANATOMY AND PHYSIOLOGY
CREDIT: 1
GRADE PLACEMENT: 12
Introduces students to structure and function of the human body. The systems of the human body to be discussed and described include muscular, nervous, endocrine, cardiovascular, respiratory, digestive, excretory and reproductive. This laboratory-based class will include microscope activities, body chemistry labs, as well as multiple dissections which include, but are not limited to kidney, brain, cow eye, muscle, heart and the cat.
Text currently in use: Essentials of Human Anatomy & Physiology 12th Edition ©2018, Pearson. Students review and study concepts taught in the classroom.
Physical Education
Note: All students are required to be enrolled in a Physical Education class or Athletics each semester of their Freshmen and Sophomore years, except under unusual and extenuating circumstances.
PHYSICAL EDUCATION
CREDIT: 1 (maximum of 3 credits may count toward graduation)
GRADE PLACEMENT: 9-12
Provides instruction in game rules and health and safety practices and develops motor skills basic to efficient movement required for successful participation in physical recreation and leisure-time activities. Also includes a variety of individual, dual, and team sports that develop fitness and skills basic to the activity being taught.
OFF-CAMPUS PHYSICAL EDUCATION (OCPE)
CREDIT: 1 (maximum of 2 credits may count toward graduation)
GRADE PLACEMENT: 9-12
The BCS OCPE Program is a partnership between Brentwood Christian School and approved off-campus agencies that provide activities such as: Dance, Diving, Equestrian, Fencing, Gymnastics, Yoga, Lacrosse Martial Arts, Rock Climbing, Rowing, Swimming and Tennis. Only practice hours may count towards the required 5 hours per week. Game days and competitions will not count toward the total weekly participation hours. Agencies must provide an alternative place of instruction during inclement weather.
Students will receive a numerical grade for each nine weeks period and a final numerical grade for the semester. The Academic Advising office will be responsible for supervising the OCPE Program standards to ensure that each student receives a quality, off-campus physical education experience.
ATHLETICS
CREDIT: 1 (maximum of 3 credits may count toward graduation)
GRADE PLACEMENT: 9-12
Provides training, conditioning, and instruction in skills and strategies for selected competitive interscholastic sports, which may include football, volleyball, soccer, basketball, baseball, softball, cross country and track.
Fine Arts
Art
ART I
Focuses on Art Elements and Art Principles and their successful implementation in the work that is created. Primary skill taught at this level is the art of rendering in dry media. Emphasizes seeing the world God created and faithfully representing what is seen or interpreting God's creation in such a way as to bring glory to him. Exposes students to various drawing techniques as well as printmaking. Uses Art History to introduce techniques and discuss the role of art in various civilizations over time and the vital role it has played in communicating God's message throughout the ages. Students are encouraged to enter at least one piece in the TAPPS District competition.
GRADE PLACEMENT: 9-12
CREDIT: ½
ART II
Expects students to implement Art Elements and Art Principles in each project. Reviews skills learned in Art I and introduces sculpture and textiles. Uses Art History to reinforce and teach practical and proven techniques, discuss the role of art in various civilizations over time, and show the vital role it has played in communicating God's message throughout the ages. Requires one independent museum or art gallery visit during the year. Explores and discusses careers in Art. Requires each student to enter one or more pieces in the TAPPS District meet.
GRADE PLACEMENT: 10-12
CREDIT: ½
PREREQUISITE: Art I
CONTRACT ART (Standard and Honors Credit Available)
GRADE PLACEMENT: 11-12
CREDIT: ½
PREREQUISITE: Art I, Art II and instructor approval
Expects students to demonstrate accurate use of Art Elements and Art Principles in all work produced. A contract for each individual describes work to be done and time schedule through completion. Students create work that honors and brings glory to God both in subject selection and in presentation. Students participate in the critique of work done by other contract students. Requires two independent museum or art gallery visits along with a critique response of each. Requires entry of one piece in TAPPS District meet. If work is selected for TAPPS State, the artist must participate in at least one State level On-Site drawing event. Students begin creating a portfolio of work.
Music
BAND
GRADE PLACEMENT: 9-12
CREDIT: 1
PREREQUISITE: Director approval
Focuses on the development of wind/percussion techniques, the comprehension of basic elements of music theory, the aesthetic appreciation of music as one of God's gifts to his creatures, and the public performance of selected band literature. Attendance at performances and rehearsals outside school hours is required, including the TAPPS state music competition and the Sound Waves festival in the spring.
BAND HONORS
GRADE PLACEMENT: 9-12
PREREQUISITE: Previous band experience, including participation in solo and/or ensemble competitions; director approval
CREDIT: 1 honor elective credit
In addition to the requirements for Band I, honors students will: 1) prepare both all-region band audition music and a class I or II solo; 2) study and pass an examination covering basic music theory; 3) write either a three- to five-page research project or a brief musical selection for at least two instruments; and 4) attend at least two professional, semi-professional, or amateur concerts and/or performances each year.
JAZZ BAND
Focuses on the development of proficiency in preforming within the jazz idiom, the comprehension of basic elements of music theory, the development of improvisatory skills, and the public performance of selected jazz band literature. Requires attendance at before-school rehearsals and performances outside school hours. Requires academic eligibility in order to perform, since the course is extra-curricular; grants honors credit in Band class for all members.
GRADE PLACEMENT: 9-12
CREDIT: ½
PREREQUISITE: Director approval
CHOIR
PREREQUISITE: Minimal audition required; director approval
GRADE PLACEMENT: 9-12
Credit: ½
Studies singing techniques, musicianship, and choral literature appropriate to the abilities and interests of the groups with emphasis on Christian music and other music with uplifting themes. Requires attendance at rehearsals and performances outside school hours as well as participation in the TAPPS state competition and the Directors' Choice festival in the spring.
CHOIR HONORS
PREREQUISITE: Minimal audition required; previous choir experience; director approval
GRADE PLACEMENT: 9-12
Credit: ½
Requires, in addition to the requirements for Choir: 1) preparation of a class I or II solo; 2) successful passing of an examination on basic music theory; 3) writing of either a three- to five-page research project or a brief musical selection for at least two voices; and 4) participating in the spring musical every other year. Continues to place emphasis on Christian music and to stress the use of the voice to bring glory to the Creator.
ENCORE
PREREQUISITE: Audition and concurrent enrollment in honors choir
GRADE PLACEMENT: 9-12
CREDIT: ½
Studies singing techniques, musicianship, and ensemble literature appropriate to the abilities and interests of the group. Includes exposure to a variety of vocal styles, such as contemporary Christian, modern, madrigal, classical, and traditional religious music. Emphasizes upbuilding Christian themes in music. Requires attendance at before-school rehearsals and performances outside school hours, including the fall musical. Encourages participation in all-state choir and solo contest. Requires academic eligibility in order to perform, since the course is extra-curricular; grants honors credit in Choir class for all members.
MUSIC HISTORY
Introduces and provides an overview of the history of the music of Western civilization, beginning with Greek, Roman, and Byzantine antecedents and tracing musical developments through the Middle Ages, the
GRADE PLACEMENT: 9-12
CREDIT: ½
Renaissance, the Baroque and Classical eras, and the age of Romanticism. Places emphasis on emerging forms and styles; social, political and religious thought; the use of the genius of musical composition to bring glory to the Creator; and the lives and major works of prominent composers. Requires a research paper.
Text currently in use: Music: An Appreciation by Roger Kamien, McGraw-Hill Higher Education. Students review vocabulary and concepts discussed in class.
MUSIC THEORY
Stresses the basic technical components of music for students with advanced music experience. Emphasizes basic pitch and rhythmic notation, scale structures, pitch intervals, chord structure and movement, part writing, ear training, harmonization, and music composition. Introduces general conducting skills, listening to various types of music, and music history. Background in a performing music class or proficiency on the keyboard is encouraged. Emphasizes the beauty and intricacy of music as a gift of a gracious Creator.
GRADE PLACEMENT: 11-12
CREDIT: ½
PREREQUISITE: Background in music
Text currently in use: The Musician's Guide to Theory and Analysis, W.W. Norton. Students review and study concepts taught in the classroom.
WORSHIP MUSIC
CREDIT: ½
GRADE PLACEMENT: 9-12
Explores various areas of Christian worship, including worship theology, church music history, music theory, and worship ministry. Students in this class will participate in worship leading opportunities on campus, and will also hear from guest lecturers who are experienced in worship music and ministry.
Theater Arts
THEATER PERFORMANCE
GRADE PLACEMENT: 9-12
CREDIT: ½
Incorporates an overview of basic acting techniques and introduction to stagecraft. Gives consideration to the place of the Christian in theatre. Requires outside rehearsals and performances as well as attendance at a fulllength play performed in the community each semester.
Text currently in use: A Practical Handbook for the Actor, Vintage. Students review concepts discussed in class.
THEATER PRODUCTION/TECHNICAL PRODUCTION
GRADE PLACEMENT: 9-12
CREDIT: ½
Incorporates an overview of theatre arts, including sound, lighting, and set design. Includes discussion of the place of the Christian in theatre. Requires outside rehearsals and performances as well as attendance at a fulllength play performed in the community each semester.
Text currently in use: The Curtain Rises: A History of Theater from Its Origins in Greece and Rome Through the English Restoration, Shoe Tree Press. Students review concepts discussed in class.
Social Studies
WORLD HISTORY
Presents an historical overview of the development of human society from the Creation through the beginning of the twenty-first century. Focuses on social, cultural, and technological characteristics and significant individuals of each period. Describes various historical formulations of the meaning of life, the loss of coherence and meaning of the post-Enlightenment and presents the crucifixion of Christ as the central event of all history.
GRADE PLACEMENT: 10
CREDIT: 1
Text currently in use: World History, McGraw-Hill. Students review concepts about the history of the world discussed in class.
WORLD HISTORY HONORS
GRADE PLACEMENT: 10
CREDIT: 1
PREREQUISITE: "A" in 8th grade American History and consent of instructor
Includes study of World History course content presented in depth; studies the discipline of history; requires extended reading plus research and writing, with interdisciplinary aspects of art, music, literature and science appropriate to the subject.
Text currently in use: World History, McGraw-Hill. Students review concepts about the history of the world discussed in class.
UNITED STATES HISTORY
GRADE PLACEMENT: 11
CREDIT: 1
PREREQUISITE: Completion of World History, World Geography, World History Honors, or World Geography Honors
Surveys major developments in United States history from Reconstruction through the through the beginning of the twenty-first century. Focuses on economic, social, religious and political changes associated with industrialization and urbanization, as well as U.S. involvement in foreign affairs. Emphasizes the influence of
Christianity in the formation of the American national character. Requires personal interviews with individuals who lived through World War II and the Vietnam era.
Text currently in use: U.S. History since 1877, McGraw-Hill. Students review concepts about the history and geography of United States discussed in class.
UNITED STATES HISTORY HONORS
GRADE PLACEMENT: 11
CREDIT: 1
PREREQUISITE: "A" in World History, World Geography, World History Honors, or World Geography Honors and consent of instructor
Includes United States History course content presented in depth; studies the discipline of history; requires extended reading plus research and writing; with interdisciplinary aspects of art, music, literature and science appropriate to the subject.
Text currently in use: U.S. History since 1877, McGraw-Hill. Students review concepts about the history and geography of United States discussed in class.
AMERICAN HISTORY I (Online Dual Credit Class through Abilene Christian University)
GRADE PLACEMENT: 11-12
CREDIT: 1 honors elective credit
PREREQUISITE: Approval of Abilene Christian University
Survey of cultural, economic and political dimensions of America from the early explorations to 1877.
AMERICAN HISTORY II (Online Dual Credit Class through Abilene Christian University)
CREDIT: 1 honors elective credit
PREREQUISITE: Approval of Abilene Christian University
Survey of cultural, economic and political dimensions of America from 1877 to present.
GRADE PLACEMENT: 11-12
UNITED STATES GOVERNMENT
CREDIT: ½
GRADE PLACEMENT: 12
PREREQUISITE: U.S. History I or U.S. History I Honors and Grade 12 classification or permission of principal and instructor
Includes study of the American political system and its Greco-Roman, English, and Judeo-Christian roots, plus political behavior, constitutional principles, institutions of federal, state, and local government, leadership and political decision making, the electoral process, and voting behavior. Emphasizes the sovereignty of God over all governments and includes biblical principles for the evaluation of governments and political behavior.
Text currently in use: United States Government, McGraw-Hill. Students review concepts about the government and political system of the United States discussed in class.
ECONOMICS
GRADE PLACEMENT: 12
CREDIT: ½
Focuses on criteria for and significance of individual economic choices. Includes study of comparative governments and economic systems with emphasis on the American system, including free enterprise; also includes international economic relations and consumer economics. Stresses biblical economic principles for evaluation of economic systems and personal financial decisions.
PREREQUISITE: U.S. History or U.S. History Honors and Grade 12 classification or permission of instructor
Text currently in use: Economics, McGraw-Hill. Students review concepts about economic systems discussed in class.
HUMANITIES CAPSTONE: CONTEMPORARY CULTURE AND THOUGHT
CREDIT: 1
GRADE PLACEMENT: 12
Examines major historical, intellectual, sociological, artistic, and religious developments underlying contemporary culture and thought. Includes a consideration of the sociology of knowledge to enable an understanding of how cultural conditioning shapes thought. Provides integration of all previous academic study to help students develop a coherent framework for intellectual pursuits in institutions of higher learning and a coherent framework for life.
Text currently in use: Why You Think the Way You Do, Zondervan; World Literature, Holt; Brave New World, Harper. Students review reading selections that reinforce concepts introduced in classroom discussions.
HUMANITIES CAPSTONE HONORS: CONTEMPORARY CULTURE AND THOUGHT
GRADE PLACEMENT: 12
CREDIT: 1
PREREQUISITE: Consent of instructor
Includes all content of Contemporary Culture and Thought presented in depth. Requires additional reading and writing assignments as well as student presentations on special projects.
Text currently in use: Why You Think the Way You Do, Zondervan; World Literature, Holt; Brave New World, Harper. Students review reading selections that reinforce concepts introduced in classroom discussions.
INTRODUCTION TO PSYCHOLOGY (Online Dual Credit Class through Abilene Christian University)
GRADE PLACEMENT: 11-12
CREDIT: 1 honors elective credit
PREREQUISITE: Approval of Abilene Christian University
A comprehensive survey of the science of psychology emphasizing human behavior.
Bible
9 TH BIBLE: PROPHETS (1 st semester) and LUKE/ACTS (2 nd semester)
GRADE PLACEMENT: 9
CREDIT: 1/2
During the first semester students will survey the historical settings and primary messages of the major and minor prophets, with particular emphasis on the books of Isaiah and Jeremiah. Themes covered include the character of the LORD as one of both holiness and steadfast love; God's concern for justice and righteousness in social, political, and personal relationships; warnings to evildoers of the consequences of their actions; and encouragement for the faithful to continue to hope in the LORD. In the spring semester students will study the life of Christ and the church which emerges from his life, death, burial, and resurrection. The study of Luke emphasizes the humanity of Jesus Christ, who lived a life consistent with his divine relationship to God. The study of Acts emphasizes the church which emerges from the mission activities of Peter and Paul and which struggles to live consistently with its Lord and Savior.
10 TH BIBLE: LETTERS OF PAUL (1 st semester) and WISDOM LITERATURE (2 nd semester) GRADE PLACEMENT: 10
The fall semester begins with an introduction to New Testament backgrounds and a survey of Paul's life, followed by a study of selected letters, focusing on Romans. Students will be encouraged to grasp that the heart of the gospel is found in Jesus Christ and him crucified, and will be challenged to evaluate and modify his or her personal lifestyle in light of the expectations held out in Paul's letters. During the spring semester students will discuss the context and purpose of ancient wisdom literature and consider its significance through three different lenses: orientation (selected Psalms and Proverbs), disorientation (Job, selected Psalms and Ecclesiastes) and reorientation (selected Psalms). Students will explore spiritual disciplines and be encouraged to develop life-long habits of prayer, meditation, scripture reading and worship.
CREDIT: ½
11 TH BIBLE: OLD TESTAMENT THEOLOGY
CREDIT: ½
GRADE PLACEMENT: 11
Develops an understanding of and appreciation for the historical, narrative, and poetic portions of the Old Testament. Themes covered include the character of God; the place of man in creation; the nature and consequences of sin; the acts of God on behalf of his people through the patriarchs, Moses, and the kings; and the place and purpose of worship. A special focus is the comparison of God's nature (loving, compassionate, just, true) to man's nature (self-centered and self-fulfilling) so as to encourage dependence upon the one true God who has the power to direct and create in his people hearts which reflect his image.
12 TH BIBLE: GOSPEL OF JOHN (1 st semester) and ROMANS (2 nd semester)
GRADE PLACEMENT: 12
The fall semester examines the Gospel of John in order to familiarize students with the story of Jesus, the one who is truth (i.e., reality), the Lamb of God who was sacrificed on our behalf. During the spring semester students will consider basic theological questions raised in Paul's letter to the Romans regarding the ultimate truth about God, ourselves and the world in which we live.
CREDIT: ½
DUAL CREDIT BIBLE CLASS (Austin Graduate School of Theology)
GRADE PLACEMENT: 11-12
CREDIT: 1 honors elective credit
PREREQUISITE: Approval of Austin Graduate School of Theology
Opportunity for students to enroll in one undergraduate course per semester at the Austin Graduate School of Theology campus at a greatly discounted price. Available course selections and instructors change each semester. Classes generally meet one evening a week for approximately 2 hours 40 minutes.
Computers
COMPUTER (Standard and Honors Credit Available)
CREDIT: 1
GRADE PLACEMENT: 11-12
Computer I will offer to students Fundamentals of Java Programming in the Fall Semester and Java Programming in the Spring Semester. Java is the most popular programming language used today for creating applications that run on any platform, including the web, using Java syntax. Fundamentals of Java will focus on teaching students the basic structure of programming. Three different software programs are used in this course to teach Java principles: Alice 3, a 3D programming environment for creating animations, Greenfoot, an interactive 2D application for creating games, and Eclipse, one of the most popular environments for Java development. Students will begin their learning utilizing online tools like Code.Org and Oracle Academy's iLearning website for students. In addition to lectures by the instructor, Oracle Academy provides an online curriculum that gives students access to learning material 24/7 in the form of online slide presentations, animated videos, and online quizzes that provide immediate feedback. In addition Oracle Academy offers a complete portfolio of computer science education resources to secondary school students which will provide the foundation for future Computer Science curriculum courses offered at Brentwood Christian.
Additional Electives
AIDE - CLASSROOM AIDE
CREDIT: ½ elective credit (maximum of 1 credit may count toward graduation)
Provides development of skills in room preparation, grading, filing, and preparation of teaching materials. Includes assistance in reading to students or helping with learning activities. Emphasizes personal responsibility, appropriate attitudes, and human relation skills. Provides opportunity for learning from Christian role models as students work in campus classrooms.
GRADE PLACEMENT: 10-12
AIDE - LIBRARY AIDE
CREDIT: ½ elective credit (maximum of 1 credit may count toward graduation)
GRADE PLACEMENT: 10-12
Develops a variety of library skills. Includes shelving books and magazines, filing, book repair, and preparation of teaching materials. Emphasizes personal responsibility, appropriate attitudes, and human relation skills. Provides opportunity for learning from Christian role models as students work with campus librarians.
AIDE - OFFICE AIDE
CREDIT: ½ elective credit (maximum of 1 credit may count toward graduation)
GRADE PLACEMENT: 10-12
Provides development of skills in arithmetic, grammar, and vocabulary as they relate to clerical office work. Includes an introduction to computing machines, duplication processes, written communications, the use of other office equipment and supplies, and the development of appropriate attitudes and human relations skills. Provides opportunity for learning from Christian role models as students work in campus offices.
BEGINNING ITALIAN
CREDIT: ½ elective credit
GRADE PLACEMENT: 9-12
Focuses on learning pronunciation, building vocabulary, and understanding sentences. The ultimate goal is to be able to ask basic questions and to communicate simple ideas in Italian. To reach this goal, students will use a textbook filled with many linguistic activities, watch cartoons in Italian, listen to songs in Italian, sing hymns in Italian, and use a free online program which emphasizes vocabulary, translation, and some sentence construction.
Text currently in use: Italian Made Simple, Second Edition, Three Rivers Press; Duolingo online program.
CHEERLEADING
GRADE PLACEMENT: 9-12
CREDIT: 1 elective credit
Required for students who successfully tried out for the high school cheerleading team. Students will learn cheers and rehearse routines for pep rallies and games. Outside rehearsals and performances are required.
COMPETITIVE SPEECH
CREDIT: ½ elective credit
GRADE PLACEMENT: 9-12
Designed to allow students to research and prep for competition. This class is limited to students who agree to participate in debate or speech competitions during the year. (Most events prior to TAPPS and TCSIT occur on Saturdays.) Each student would agree to participate in a minimum of 3 events prior to TAPPS and TCSIT. Competitive Speech and Debate class will have both debaters and individual speech students. Events will include Exempt Speaking, Prose, Poetry, Dramatic Interpretation, Humorous Interpretation, Impromptu Speaking, and Bible Reading. Students will be given grades based upon a contract mutually agreed upon by the student and teacher. The contract will be a list of required research, completion of speeches, debate briefs, and practicing different events.
COMPETITIVE MATH
CREDIT: ½ elective credit
GRADE PLACEMENT: 9-12
The Competitive Math class is designed for students who would like to strengthen their mathematics skills and expand their knowledge of mathematics beyond what is included in the normal curriculum. The focus will be on problem-solving, calculator applications, and number sense skills. Students will prepare for and possibly participate in competitions such as the Texas State Math League contests, the American Mathematics Competition, virtual meets, and meets hosted by TAPPS, TCSA, and TMSCA. The preparation and the competitions are designed to help students discover and develop their God-given talents in the area of mathematics.
DEBATE
Controversial issues arise in aspects of personal, social public, and professional life in modern society. Debate and argumentation are widely used to make decisions and reduce conflict. Students who develop skills in argumentation and debate become interested in current issues, develop sound critical thinking, and sharpen communication skills. They acquire life-long skills for intelligently approaching controversial issues.
GRADE PLACEMENT: 9-12
CREDIT: ½ elective credit
DRILL TEAM
CREDIT: 1 elective credit
GRADE PLACEMENT: 9-12
Required for students who successfully tried out for the Lady Bellas. Students will rehearse routines for pep rallies, games, and other performances. Outside rehearsals and performances are required.
DRILL AND DANCE TECHNIQUE
GRADE PLACEMENT: 9-12
This class is designed for girls who are not currently on the drill team and would like to learn basic techniques. Topics will include ballet, drill, lyrical, musical theater, jazz, and performance/choreography. This class will satisfy a PE credit.
CREDIT: 1 elective credit
INTRO TO GRAPHIC DESIGN
Students will learn the basic skills of graphic design and use the skills and techniques learned to create true to life and practical projects. Students will gain experience in the Adobe Software Suite including Illustrator, Photoshop, and Design. Students will gain technological knowledge that can be used to support learning in other classes and assignments, as well as, future career paths involving art, design, and technology fields. Students will also learn the design planning process beginning with an idea and forming it into a completed work. Students will do one project that expresses God's message through design.
GRADE PLACEMENT: 11-12
PREREQUISITE: Art II
CREDIT: ½ elective credit
HEALTH AND FAMILY LIVING
GRADE PLACEMENT: 9-12
CREDIT: ½ elective credit
PREREQUISITE: High school enrollment
Includes instruction in the following units of study: consumer health; diseases; environmental health and safety; growth and development; health and fitness for daily living; nutrition; use and abuse of tobacco, alcohol and drugs; and family living. Recognizes God as the creator and our bodies as the temple of the Holy Spirit. Examines community health issues and how Christians should respond to them.
Text currently in use: Total Health, Purposeful Design Publications. Students review reading selections that reinforce concepts introduced in classroom discussions.
INTRODUCTION TO INFORMATION TECHNOLOGY (IT)
PREREQUISITE: Computer class
GRADE PLACEMENT: 11-12
CREDIT: ½ elective credit
Presents the methodology to identify issues, devise, and implement solutions to common technical problems. Also presents basic computer architecture and computers constituent parts. Students will be able to communicate with end-users about problems end-users are encountering as well as communicate with each other about higher level IT topics.
JOURNALISM - NEWSPAPER
PREREQUISITE: "B" or above in previous English classes and/or consent of instructor Is an introductory course on the principles and practices of writing for the newspaper. Includes fact-gathering and development of interviewing skills, writing news stories, determining news worthiness, learning and applying editing skills, learning newspaper style, writing news feature stories, aspects of production of the school newspaper, freedom and responsibility of the press, and how Christian principles and ethics apply to journalism. Emphasizes Christian responsibility for truth-telling, fairness, and compassion. Provides an introduction to desktop publishing. Requires some time outside school hours.
GRADE PLACEMENT: 9-12
CREDIT: ½ elective credit
PERSONAL FINANCE
Recognizing the emphasis that the Bible places on the role of money in the life of a Christian, this course presents the importance and implementation of a financial plan from a Biblical perspective and is designed to empower students to make sound financial decisions for life. Topics covered include: Financial Responsibility and Decision Making, Income and Careers, Planning and Money Management, Credit and Debt, Risk Management and Insurance, and Saving and Investing.
GRADE PLACEMENT: 11-12
CREDIT: ½ elective credit
SAT TEST PREPARATION
CREDIT: ½ elective credit
GRADE PLACEMENT: 10-11
This course is designed to cover the math and English concepts applicable to the SAT test. Math, data analysis, statistics, and grammar are reviewed to promote content mastery. We will also address test anxiety and test taking skills. Students will receive valuable test-taking strategies to help improve their score. Students will learn the foundations of the SAT test, how to look at problems and how to break them down, allowing them to find the best solutions. Homework aligned with the lecture and take-home practice exams will be given to reinforce concepts taught in class.
Text currently in use: SAT Prep 2018, Kaplan. Students review and study concepts taught in the classroom.
WRITING WORKSHOP
CREDIT: ½ elective credit
GRADE PLACEMENT: 9-12
To be a good writer, you must imitate those who are great writers. Students will learn approximately fourteen sentence composing tools: four involving words, six focusing on phrases, and another four which emphasize the use of clauses. Students will learn these by creating sentences which imitate sentences by great writers who have used these same tools. They also learn how to multiply these tools as well as mix them by imitating other sentences where this has been done. Students also focus on adding punctuation in the same way that professional writers do.
Text currently in use:
Grammar for High School: A Sentence-Composing Approach, Heinemann.
JOURNALISM - YEARBOOK
Studies and applies the elements and processes necessary to produce the school yearbook. Develops skills in news judgment, fact gathering, photography, photo editing software, headline and caption writing, graphic design and layout, graphic design software, proofreading, editing, and advertising. Emphasizes Christian responsibility for truth-telling, fairness, and compassion. Offers practice in applying Christian perspective to all aspects of yearbook production, including determination of editorial policy. Requires time outside school hours.
GRADE PLACEMENT: 9-12
CREDIT: ½ elective credit
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Analyzing Light: Spectrum of the Star Altair
Interactive Overview
Slider Interactive: A series of labeled images with captions. Below the caption is a horizontal slider bar with six labeled stops and a solid white circle. Dragging the white circle right and left along the slider bar causes the image, labels, and caption to change. The change occurs gradually as one image, along with its associated caption and labels, fades out and the next fades in. A toggle button to the upper right of the image turns the image labels off and on. Some labels are in the form of text with arrows pointing to specific features in the image. Other labels are graphic overlays.
Slider Stops
From left to right, the slider stops are labeled: Naked-Eye View, Telescope View, Spectrograph, Spectrum, Graph, and Interpretation. The first image to display shows the Naked-Eye View.
Summary of Slider Stops
Sliding left to right reveals the following:
1. "Naked-Eye View" stop shows a portion of the night sky with the star Altair labeled.
2. "Telescope View" stop shows a zoom-in of Altair and background stars.
3. "Spectrograph" stop shows light from Altair spreading out to form a rainbow.
4. "Spectrum" stop shows details in the rainbow of light from Altair.
5. "Graph" stop shows both the picture of the rainbow and a graph version of the rainbow.
6. "Interpretation" stop includes explanation of some features on the graph.
Stop 1: Naked-Eye View
Image Description: Naked-Eye View
Photograph of a section of the dark night sky with the relatively bright swath of the Milky Way forming an arc from the top left to bottom right, where it disappears behind the silhouette of a tree-lined hill. The upper left portion of the Milky Way consists of dim white cloud-like light with some pinkish spots. The lower right half is brighter and yellower, also with a few pinkish areas. Dark shadowy smoke-like material runs through both portions. Within, above, and below the Milky Way is a scattering of stars that look like small points of light. The three-quarter Moon is also visible. One star in the middle, just below the main band of the Milky Way, is circled with a dashed line.
Labels: Naked-Eye View
There are three text labels and one graphic overlay. The bright swath of light running from top left to bottom right is labeled, "Milky Way." Three white lines connect three stars in the upper left portion of the Milky Way to form a triangle, which is labeled "Summer Triangle." The bottom vertex of the triangle is the circled star, which is labeled "Altair."
Image: Naked-Eye View
Caption: Naked-Eye View
Altair is a bright star visible in the summer night sky in the northern hemisphere.
Stop 2: Telescope View
Image Description: Telescope View
This is the same as the photograph in the "Naked-Eye View" stop, but with different overlays. The photograph shows a section of the dark night sky with the relatively bright swath of the Milky Way forming an arc from the top left to bottom right, where it disappears behind the silhouette of a treelined hill. Overlain on the photo, in the middle of the Milky Way, is a large circle with a magnified view of the star that is circled in the "Naked-Eye View" stop. The star looks like a bright solid white circle with a purplish glow. It is surrounded by many much-smaller points of light.
Labels: Telescope View
There are three text labels. The circle is labeled "Telescope view." The large star in the middle of the telescope view is labeled "Altair." The smaller points of light within the telescope view are labeled "More-distant stars."
Caption: Telescope View
A backyard telescope shows Altair, a relatively close star with a blueish-white color.
Stop 3: Spectrograph
Image Description: Spectrograph
There are three main portions of the image: (1) A telescope image of a star; (2) A set of white arrows and gray bars; (3) A rainbow pattern, in two parts.
(1) In the top center of the image is the circular telescope view with the star Altair at the center. This is the same image shown in the "Telescope View" stop.
(2) Pointing straight down from the bottom edge of the center of the telescope view are seven white arrows. Six of the arrows end at two horizontal gray bars as though blocked by it. The center arrow, which is aligned with Altair passes between two horizontal gray bars, continuing until it hits a diagonal gray bar, which is oriented 45 degrees clockwise from vertical.
(3) Projecting out toward the left from the intersection of the white arrow and the diagonal gray bar is a rainbow, with red at the bottom and purple at the top. The rainbow spread outs vertically from right to left, forming a triangle. The left edge of the triangle is vertical.
Just to the left of the vertical edge of the rainbow is a vertical bar with a rainbow coloring, from red at the bottom to orange, then yellow, green, blue, and purple at the top. The rainbow is not perfectly continuous. Instead, there are a number of horizontal black lines, or gaps, between colors. Some of the black lines are thick and sharp and some are thin or very subtle.
The photograph of the Milky Way, which was prominent in the "Naked-Eyed View" and "Telescope View" stops, is now very dim and in the background.
Labels: Spectrograph
There are three labels. The long white arrow pointing straight down from the star to the diagonal gray bar is labeled, "Light from Altair." The diagonal gray bar that the light from Altair arrow strikes is labeled, "Spectrograph." The vertical rainbow with the black horizontal lines is labeled, "Spectrum of Altair."
Image: Spectrograph
Caption: Spectrograph
A tool called a spectrograph, which is attached to the telescope, spreads Altair's light out into a spectrum.
Stop 4: Spectrum
Image Description: Spectrum
In the top center of the image is the circular telescope view with the star Altair at the center.
Projecting out from the bottom of the circle is a rainbow with purple at the left and red at the right. The rainbow spreads out downward to form a triangle. The base of the triangle is horizontal.
Below this is a horizontal bar with a rainbow coloring, from purple at the far left to blue, then green, yellow, orange, and red at the far right. The rainbow is not perfectly continuous. Instead, there are a number of vertical black lines, or gaps, between colors. Some of the black lines are thick and sharp and some are thin or very subtle.
This horizontal rainbow with black lines is exactly the same as the vertical rainbow with black lines labeled "Spectrum of Altair" in the "Spectrograph" stop.
The photograph of the Milky Way is barely visible in the background.
Labels: Spectrum
There are two labels on the horizontal rainbow bar (the spectrum of Altair). A thin bright blue area between two vertical black bars on the left side of the spectrum is labeled, "Very bright color." One of the distinct vertical black lines in the orange area on the right side of the spectrum is labeled, "Very dim color."
Caption: Spectrum
Altair's spectrum shows that its blueish-white light is actually a mixture of colors of different brightness.
Stop 5: Graph
Image Description: Graph
In the top center of the image is the circular telescope view with the star Altair at the center.
Along the bottom of the image is the horizontal bar with a rainbow coloring and vertical black lines that was shown in the "Spectrum" stop and was labeled, "Spectrum of Altair" in the "Spectrograph" stop.
Above the horizontal rainbow bar is a line graph. The area below the graphed line has the same rainbow coloring as the horizontal bar, with purple at the left to red at the right. The colors in the graph are perfectly aligned with the horizontal rainbow bar (the spectrum of Altair) below.
The graph is labeled "Brightness" on the vertical y-axis and "Wavelength" on the horizontal x-axis. The graphed line is wavy and jagged, showing that the brightness changes with wavelength. The overall shape of the graphed line is relatively flat (level brightness) from purple to blue. It then jumps fairly suddenly, showing a sharp increase in brightness in the middle of the blue colors. It then decreases gradually from green to yellow to orange to red.
The overall trends are punctuated with steep valleys indicating wavelengths with very low brightness. The valleys correspond to the black vertical lines in the horizontal rainbow below the graph. The peaks on the graph correspond to colored areas between the black lines.
The photograph of the Milky Way is barely visible in the background.
Labels: Graph
There are two labels on the rainbow-patterned graph. A tall peak in the bright blue area between two steep valleys on the left side of the graph is labeled, "Very bright color." This peak aligns with the thin bright blue area of the horizontal bar that is labeled "Very bright color" in the "Spectrum" stop.
One of the deep valleys in the orange area on the right side of the graph is labeled, "Very dim color." The valley aligns with the vertical black line in the orange area of the horizontal bar that is labeled "Very dim color" in the "Spectrum" stop.
Image: Graph
Caption: Graph
A graph of the spectrum shows exactly how bright each color is.
Stop 6: Interpretation
Image Description: Interpretation
In the top center of the image is the telescope view with the star Altair at the center.
Below the telescope view is the same rainbow-shaded line graph that was shown in the "Graph" stop.
The graph is labeled "Brightness" on the vertical y-axis and "Wavelength" on the horizontal x-axis. The graphed line is wavy and jagged, showing that the brightness changes with wavelength. There are distinct peaks showing colors that are relatively bright and valleys indicating colors that are much dimmer.
The photograph of the Milky Way is barely visible in the background.
Labels: Interpretation
There are three labels on the graph. A tall peak in the blue area on the left side of the graph is labeled "8,000 degrees C surface". This is the same peak that was labeled, "Very bright color" in the "Graph" stop. An area in the green portion near the middle of the graph is labeled, "Rotating rapidly." This part of the graph was not labeled in a previous stop. A valley in the orange area on the right side of the graph is labeled, "Mostly hydrogen." This is the same valley that was labeled, "Very dim color" in the "Graph" stop.
Image: Interpretation
Caption: Interpretation
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Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2010 Volume III: Geomicrobiology: How Microbes Shape Our Planet
The Wonders of Bacteria
Curriculum Unit 10.03.01 by Haifa Abdel-Jalil
Introduction
Have you ever wondered what kind of organisms live in volcanic sulfur springs like at Yellowstone Park or in deep-ocean hydrothermal vents? Or questioned why the world is not filled with twigs, leaves, and undecayed bodies? Microscopic life covers nearly every square centimeter of Earth. These small organisms play a significant role in our lives. They are found in the air, on our skin, and deep beneath the surface thriving; even under extremely harsh conditions.
The smallest and most common microorganisms are Prokaryotes -unicellular organisms that lack a nucleus.
They typically range is size from 1 to 5 micrometers. 1 Biologists have divided prokaryotes into two different groups: the Bacteria and the Archaea. Although prokaryotes are physically different than eukaryotes (organisms whose cells contain a nucleus and membrane bound compartments) prokaryotic cells perform many functions that enable them to survive, reproduce, thrive and dominate the living world. Some prokaryotes achieve these functions under extreme environmental conditions such as high temperatures, or low pH.
Extreme halophiles, which are salt-loving archaea can live at very high salt concentration such as in Great Salt Lake and even the Dead Sea. Although eukaryotes are far more complex than prokaryotes; these conditions are intolerable for eukaryotes. Another group of archaea is the Methanogens, prokaryotes that produce methane gas. These archaea live in oxygen-free environments such as anoxic mud and the digestive tract of some animals, especially in the rumen of cows and other grazing animals. The methanogens use hydrogen and carbon to produce methane (CH 4 ). In the atmosphere, the methane reacts with oxygen to produce CO 2 . Without methanogens Earth would be a really different place and oxygen would make up a much greater percentage of the atmosphere.
A most fascinating group of bacteria, however, are the cyanobacteria. They were once classified as " blue green algae". These bacteria have an elaborate and highly organized system of internal membranes, which enables them to function in photosynthesis, a process by which cells convert energy of sunlight into chemical energy. Organisms that perform photosynthesis require sunlight. Therefore, they are only found in terrestrial and aquatic environments where sufficient light can penetrate. Cyanobacteria perform photosynthesis in a similar way to some eukaryotic algae and plants. Some types of cyanobacteria can transform molecular
nitrogen into a form usable by plants.
This unit will reveal many interesting and amazing facts about the role of bacteria –organisms that came into existence billions of years before us, in our lives and in natural ecosystems. Through this unit, students will expand their horizons by learning more about the wonders of bacteria.
Objectives
* Define bacteria and archaea and note the relationships between them.
* Describe the methods used to classify bacteria.
* Understand the structure of a bacterial cell.
* Describe the different styles of movement used by bacteria.
* Describe the metabolic diversity of prokaryotes and understand how this diversity plays a key role in maintaining the web of life on Earth.
* Understand the role of bacteria in natural ecosystems.
* Identify the ways that bacteria can cause diseases in humans.
* Specify how antibiotic resistance has come about, and describe ways that bacteria resist antibiotics.
* List ways that bacteria are helpful to humans.
Evolution of Microbial Life
Earth has undergone a continual process of geological and physical change from the time of origin about 4.6 billions years ago. 2 Microbes have always been able to adapt and cope with these changes. The dating of rocks based on the decay of radioactive isotopes and the fossilized remains of cells provides evidence for early microbial life. Stromatolites, which are laminated microbial mats built from layers of filamentous bacteria that became fossilized are abundant in rocks up to 3.5 billion years old or younger. 2 An interesting fact about stromatolites is that filamentous phototrophic bacteria, which might be related to the green non-sulfur bacterium Chloroflexus, may have formed ancient stromatolites.
Ancient stromatolites were more likely composed of anoxygenic phototrophs rather than oxygen-producing cyanobacteria, since molecular oxygen did not appear until the evolution of oxygenic photosynthesis by cyanobacteria. Therefore, It has been concluded that the first cells may have been anaerobic autotrophs due to the lack of oxygen and abundance of hydrogen and carbon dioxide. These anaerobic autotrophs obtained their carbon from CO 2 and used electrons derived from sulfides, hydrogen or ferrous iron to reduce CO 2 to cellular material from H 2.
After the development of early forms of carbon and energy metabolism, microbial life underwent a long process of metabolic diversification; and as the different elements and nutrients were consumed and became limited; the competition for resources and natural selection led to the evolution of new forms of metabolism. Molecular evidence suggests that the ancestors of the modern day archaea and bacteria had diverged by 4.1 –3.9 billion years ago and that the development of distinct metabolisms where early bacteria may have used hydrogen and carbon dioxide to produce acetate or ferrous iron compounds as a source of energy 2 (i.e., electrons) had also occurred. At the same time, archaea- developed the ability to use hydrogen and carbon dioxide as substrates for the production of methane.
The modern day Bacteria and Archaea had existed as the only forms on our planet for about 2 billion years before eukaryotes evolved (Madison, Martinko, Dunlap, and Clark 2009). Eukaryotes originated after the rise in atmospheric oxygen. Oxygen was also a factor in endosymbiosis. The endosymbiotic theory suggests that eukaryotic cells were created from a symbiosis between different prokaryote cells that had the ability to use oxygen and generate ATP. These prokaryote cells have evolved into the mitochondria that are now part of multicellualr organisms. The other significant part of the theory states that other prokaryotic cells that were able to carry out photosynthesis have evolved into the chloroplast, which is the organelle necessary to carry out photosynthesis in plants and algae.
Classifying Prokaryotes
According to molecular analysis, scientists have grouped all living things into three domains. Eukarya, Bacteria, and Archaea. The domain Eukarya includes protists, fungi, plants and animals. The Bacteria are the larger of the two domains of prokaryotes and include a wide range of organisms with different life styles. 1 They live in fresh water, salt water, on land, and even in the human intestines. Bacteria are usually surrounded by a cell wall that protects them and determines their shape. Their cell wall contains a carbohydrate-rich substance called peptidoglycan, which makes them different from archaea which lack peptidoglycan.
The archaea are equally small as bacteria, they lack nuclei and have a cell wall that is chemically different from the cell wall of bacteria. They also have different membrane lipids comprised of ethers as opposed to ester lipids of bacterial and eukaryotic cell membranes. Also, the DNA sequences of key archaeal genes are more like those of eukaryotes. Archaea live in extremely harsh conditions and environments such as acid lakes or volcanic hot springs. 1
Bacterial Morphology
Prokaryotes come in have many different types and shapes, but the most common shapes are cocci and rods. Cocci are spherical cells that can exist in different arrangements; their shape can be useful in identification. For example, diplococcus is a pair of cocci that arises when cocci divide and remain together to form pairs. Long chains of cocci that result when cells stick after repeated division are characteristics of Streptococcus, and irregular shaped, grape -like clumps are characteristics of Staphylococcus. Rod –shaped bacteria are called bacilli. The shape of the rod's end often varies between species and may be flat, rounded, cigar-shaped, or bifurcated. 3 Another common shape for bacteria is the vibrio. Vibrios are comma-shaped bacteria that resemble rods. Spirilla are rigid, spiral- shaped bacteria. Spirochetes are another type of spiral-shaped bacteria, but they are flexible and have a unique internal flagella arrangement.
Prokaryotic cells exhibit a highly ordered intracellular organization. This organization is needed in order for the prokaryote cells to respond to the exterior environment and to respond to other cells. Also, prokaryotic cells must be able to transport materials from their surrounding environment into the cell and vice versa. In addition, they must protect themselves from the osmotic pressure, which is caused by movement of water freely across the cell membrane in response to concentration gradients. The cell wall, and the cell membrane fulfill these roles. Internal structures are also responsible for the growth and reproduction of bacteria. The cell wall is a structure that surrounds the plasma membrane; the periplasm, found only in gram-negative bacteria is the space that lies between the cell wall and the cell membrane. The cell wall gives the bacterial cell its shape and provides protection. In some bacteria, the cell wall is strong enough to withstand 375 pounds per square inch of internal osmotic pressure. 4
The cell walls and cytoplasmic membranes of bacteria contain peptidoglycan. It is an enormous molecule composed of amino acids and carbohydrates. There are two types of walls found in bacteria and easily identified using a method called Gram staining. Gram positive bacteria are bacterial cells that have a very thick peptidoglycan cell wall. It is about (25nm) and it is the thickness of this material that allows the cell wall to retain the crystal violet dye used in the Gram stain.
Gram-negative bacteria have a cell wall with a different structure. The cell wall is much thinner and there is an outer lipid layer. This layer can be dissolved with alcohol during Gram staining, which removes the dye and makes the bacteria appear as pink upon counterstaining with Safranin solution. It is important to mention that in addition to peptidoglycan, most cell walls of Gram-positive bacteria contain teichoic acids, large molecules composed of repeating units of sugar and phosphates ( McKane and Kandel, 1996) which gives the cell a negative charge determining the type of substances attracted to and transported into the cell.
The cell membrane of bacteria encloses the cytoplasm. It is about 5nm thick, and consists of 40 percent phospholipids and 60 percent protein. The mosaic of phospholipids and protein are not cemented. The phospholipids are arranged in two parallel layers and represent the barrier function of the membrane. Proteins are embedded in this phospholipid bilayer. These proteins carry out important functions such as cell wall synthesis, and energy metabolism. Another significant function for the membrane protein is transportation of charged solutes such as sugar, ions, amino acids and nitrogenous bases. The cell wall transport system is highly specific, and it may require energy when it allows different concentrations of solutes to be established outside or inside of the cell against its concentration gradient.
The cytoplasm consists of the cytosol, a semi-fluid mass of amino acids, proteins sugar, vitamins, salt, and
ions. Suspended in the cytoplasm of all bacteria is a region of chromosomal material called the nucleoid. The genetic material of prokaryotes is carried on a single circular molecule of DNA that constitutes the cell's nucleoid. Most cells have one copy of the chromosomes. However, the chromosomes divide before cell division.
The size of the chromosome varies according to the species. For example, Mycoplasma, the smallest bacteria contains the smallest strand of DNA, which directs the synthesis of fewer than 1000 cell products, while Escherichia coli, which is found in the gastrointestinal tract of mammals has a chromosome that contain information for the production of about 4000 products. 4 Many bacteria contain a plasmid- small circular piece of DNA that can replicate independently of the chromosome. Some plasmids are used to transfer genetic information between bacteria and are significant in Genetic engineering. Ribosomes are another component of the cytoplasm. These are hundreds of thousands of spherical particles and they are the sites for protein synthesis.
Outside the cell wall and membrane, many bacteria have a gel-like layer called a capsule. Most capsules are polysaccharides or polysaccharides-protein complexes. A thick capsule provides protection to certain bacteria, and prevents some types of bacteria from dehydrating. Also a capsule might protect bacteria from being engulfed and destroyed by the body's white blood cells. Some bacteria form thick –walled endospores around their chromosomes, and a small piece of their cytoplasm when the cell is exposed to harsh conditions such as heat, radiation, chemicals or lethal agents. This structure does not grow or reproduce. These endospores do not produce new cells; instead they can survive for thousands of years. Endospores are the most totally heat resistant form of life. They can survive in boiling water at 100 C for several hours. For example, spores of the bacterium that causes botulism, a fatal food poisoning, can survive in food that has been subjected to insufficient heating.
Finally, bacteria have several structures that project through the cell wall to form surface appendages. The most common are the flagella and the pili. The flagella consists of a body, a hook, and a filament. It resembles a rigid corkscrew that spins, much like the propeller of a boat. The rotation of a flagellum has been measured to be as high as 300 revolutions per second. Therefore, flagellated bacteria are capable of very rapid movement. Pili are protein tubes that extend from the cell; they are shorter and thinner than flagella. They are only found in certain species of gram-negative bacteria. Pili do not play a role in motility, but they help in conjugation between bacteria, and attachment of bacteria to other surfaces, such as tissues of an infected person. 4
Movement
Many bacteria use flagella to move, the flagella turn and propel which make bacteria move. Bacteria may have a single flagellum or a clump of flagella. Other bacteria have flagella at both ends of the cell. Bacteria that lack flagella have other ways of movement. For example, myxobacteria produce a layer of slime; just like a slime trail which allows them to glide through it. Another kind of movement used by bacteria is corkscrewlike rotation; the spiral-shaped bacteria use this kind of movement. Bacterial motion is random, but sometimes bacteria that have flagella can move toward chemical nutrients, or away from a repellant such as poison. This behavior is called chemotaxis. 4
One of the most amazing types of bacteria is the magnetotactic bacteria (MTB). Blakemore (1975) was able to isolate a bacterium that lived in marine mud. This bacterium moved toward the geomagnetic North Pole. Since that time, many MTB have been isolated, and most of them range from cocci to spirilla. 5 These bacteria can
migrate along the geomagnetic field toward their favorable habitat. They contain nanometer –sized crystals of iron minerals such as magnetite (Fe 3 O 4 ) or greigite (Fe 3 S 4 ). These crystals are enclosed in a membrane and arranged in linear chains adjacent to the cell membrane. This magnetic moment causes motion that is parallel to geomagnetic field lines, helping the bacteria to swim toward high oxygen concentrations at the oxic-anoxic interface of water. Scientists have identified two different types of these bacteria: polar and axial. The polar variety swim in a preferred direction relative to the local field. Some polar bacteria in the northern hemisphere respond to high oxygen levels by swimming toward geomagnetic south. The axial varieties of MTB swim in both directions and rotate 180 degrees continuing to swim back and forth. 6
Reproduction
Bacteria are active microorganisms, under ideal conditions they are constantly reproducing, metabolizing, and growing in number and in size. Bacterial growth is described as the increase in population size and it can occur in different ways. The predominant mode of bacterial reproduction is called binary fission, which is a form of asexual reproduction that produces two daughter cells. During binary fission, the cell increases in size and doubles in length, and the cytoplasmic volume increases since it is filled with new ribosomes and enzymes. The cell duplicates its genome and divides its resources in half. Each daughter cell gets the genetic instructions and other cellular constituents that are needed to continue the cycle. Once the cell wall is completed, the daughter cell becomes independent. Each time the cell divides by binary fission it forms a new generation of cells. Some bacteria reproduce by budding, in which smaller cells are produced from the surface of the parent bacteria.
Bacteria have several ways of transferring genetic material or DNA that do not involve growth. For example, two living bacteria can bind together and transfer genetic material in a process called conjugation. During conjugation, one bacterium must have a specialized plasmid and pilus. The specialized pilus can bind to the recipient bacterium and form a conjugation bridge, which is a passageway that enables the bacterium to transfer genetic information. In order for this process to occur, one copy of the plasmid passes through the bridge (pilus) to the recipient bacterium. The cells will detach after the transfer of DNA. Conjugation pili are longer and fewer than the pili used for attachment. 7 Conjugation increases diversity in the population of bacteria. Other bacteria produce endospores that can remain dormant for years while waiting for conditions to improve. The ability of many bacteria to form spores make it possible for them to survive harsh conditions such as extreme heat, dryness, and lack of nutrients that would otherwise kill them.
Metabolic Diversity
All living organisms including bacteria need a constant supply of energy. Growth, movement, metabolism, and protein synthesis require a constant supply of energy. The processes of respiration (a.k.a. breathing) and fermentation, both release energy. Organisms that depend on the presence of oxygen in order to live are called obligate aerobes. For example, Mycobacterium tuberculosis, the bacteria that causes tuberculosis is an obligate aerobe. Some other bacteria cannot live in the presence of oxygen; in fact, they can be killed by it. This type of bacteria is classified as obligate anaerobes. Clostridium botulinum, which is found in soil is an obligate anaerobe. Another group of bacteria is classified as facultative anaerobes. These bacteria can live in the presence or absence of oxygen. The ability of these bacteria to switch between cellular respiration and fermentation means that they can live almost everywhere. For example, E.coli is a facultative anaerobe that can live in contaminated water, in sewage, or in the large intestine. 1
Bacteriologists usually characterize an organism's nutritional source need according to the carbon source and
the energy source it requires for growth. Depending on their source of energy, and their use of oxygen, prokayotes can be divided into several types. Heterotrophs utilize organic compounds to get the carbon, necessary for growth. Other prokaryotes are autotrophs; they make their own food/biomass from inorganic carbon or carbon dioxide (CO 2 ) molecules. Autotrophs can be further divided into two categories. The photoautotrophs derive energy from sunlight through the process of photosynthesis, using light energy to covert carbon dioxide and water to organic carbon compounds and oxygen. Therefore these bacteria are found in areas where light is plentiful such as the surfaces of lakes, streams, or oceans. Photosynthesis occurs in the green sulfur bacteria, the purple sulfur bacteria, and cyanobacteria. Cyanobacteria are the most diverse and largest group of photosynthetic bacteria. They have chlorophyll a, and use phycobiliproteins as accessory pigments. 2 Cyanobacteria are found in some fresh water, salty water, or even on land.
The chemolithoautotrophs do not require light as a source of energy; instead they use chemical reactions that involve the oxidation of inorganic compounds or chemicals such as hydrogen sulfide, ammonium, nitrites, sulfur, hydrogen (as H 2 ) or iron. Oxidation is the loss of electrons or hydrogen atoms in a chemical reaction that result in the release of energy. Chemolithotrophic bacteria use oxygen or other electron acceptors in respiration in order to make ATP and get their energy. Other types of bacteria oxidize nitrogenous compounds to get their source of electrons. Nitrifying bacteria are an example of this group. These bacteria can live in soil or aquatic environments. They are significant because they play a role in the process of nitrification which oxidizes ammonia into nitrate. The chemoheterotrophs use organic compounds as a source of both energy and carbon. Many bacteria and some archaea are examples of this type.
Sulfur oxidizing bacteria
The sulfur –oxidizing bacteria are chemolithotrophs, they use sulfur oxidation as a means of gaining energy or electrons. The sulfur-oxidizing bacteria can oxidize hydrogen sulfide, polysulfides, and elemental sulfur. These compounds can be found in nature under various aerobic and anaerobic conditions. Sulfur -oxidizing bacteria can be found in geological materials such as volcanic gases and deposits of elemental sulfur. In most cases, oxygen is the preferred electron acceptor. When certain bacteria derive energy from the oxidation of sulfide, the populations of bacteria grow, and in return these bacteria provide food for nearby animals such as bivalve mollusks, which actually allow sulfur-oxidizing bacteria to reside within their gills. Some of these bacteria live in mats on rocky surfaces and on soft sediments, providing a source of food for crabs and bivalves. Sulfide may be oxidized to elemental sulfur by species of Thiothrix and anaerobically by the purple sulfur bacteria. Some eukaryotes have sulfide binding proteins, which allow them to transport sulfide and oxygen to the bacteria through specific organelles such as the trophosome found in hydrothermal vent tubeworms.
Sometimes natural gas deposits contain high concentrations of hydrogen sulfide and thus, create an environment where sulfur-oxidizing bacteria can thrive. Sulfur oxidizers are also found in low pH environments such as acid mine drainage waters. These acid-loving sulfur-oxidizing bacteria called (acidophiles) metabolize sulfur in sulfur-rich coals. When sulfur-rich coals or minerals like pyrite (fool's gold=FeS 2 ) are exposed to oxygen, the acidophilic, sulfur-oxidizing bacteria can convert sulfur to sulfuric acid and create an environment with very low pH(~1-2 or lower). Thiobacillus species are often found in both marine and fresh water sediments, other species of sulfur-oxidizing bacteria such as Beggiatoa can grow on sulfide, which is confirmed by the presence of intra-or extra sulfur granules in the cell. 8
Importantly, hydrogen sulfide is normally toxic to aerobic plants and animal tissues, with the exception of ruminant animals, and whenever sulfur is generated, a specialized micro flora develops that is capable of oxidizing the sulfide into elemental sulfur.
The oxidation of sulfur is shown below
2S +3O 2 + 2HOH→ 2H 2 SO 4 (Thiobacillus thiooxidns)
Methonogenic archaea
Methanogens are anaerobic archaea that synthesize organic compounds in a process called methanogenesis that produces methane. Methanogenic archaea thrive in swamps, hot springs, fresh water, and marshes. They are also found in the rumen, an expanded upper compartment of the stomach of cows that contains regurgitated and partially digested food. Methanogenic archaea use hydrogen and carbon to produce methane (CH 4 ), and the methane can react with oxygen in the atmosphere producing CO 2, thereby reducing the amount of atmospheric oxygen.
Bacteria and Diseases
Much of our knowledge about bacteria is the result of the study of diseases that they cause in humans. Pathology is the scientific study of diseases. Bacteria can cause diseases by producing poisons called toxins. These toxins are of two types. The first type is known as exotoxin. Exotoxins are made of protein and released by living Gram-positive bacteria, which secrete these toxins into the surrounding environment. The second type of toxin is called endotoxin, which are made of lipids and carbohydrates, and are associated with the outer membrane of Gram-negative bacteria such as E.coli. 9 These toxins are not released until the bacteria are dead and once they are released they cause body aches, fever, weakness, and damage to the vessels of the circulatory system. Another method of causing diseases used by bacteria is destroying body tissues. Some bacteria adhere to cells and secrete digestive enzymes, which further attack the tissues. An example is Streptococci which produce a blood-clot- dissolving enzyme that enables these infectious bacteria to spread into other tissues.
Antibiotics
Antibiotics are chemicals produced my microorganisms [and plants] that selectively kill or inhibit the growth of other microbes. Antibiotics interfere with various cellular functions. For example, penicillin interferes with cell wall synthesis, while tetracycline interferes with bacterial protein synthesis. Many antibiotics are derived from chemicals that bacteria and fungi produce, while others are synthesized in the laboratory such as the sulfa drugs. It is important to say that the most effective agents were isolated from the mold Penicillium. Another significant producer of antibiotics are the streptomyces. They provide most of the world's antibiotics. Over 50 distinct antibiotics have been produced by streptomyces. It is also important to mention that antibioticproducing organisms are resistant to their own antibiotics, but remain sensitive to antibiotics produced by
other species of streptomyces.
Streptomyces is a large group of filamentous bacteria that resemble fungi. They are part of the Actinomycetes family. These filamentous bacteria form spores called conidia. The spore-bearing structures are called sporophores. They are usually pigmented and mature colonies are colored, which makes them easier to detect on agar plates. Streptomyces are capable of metabolizing different compounds such as sugar, alcohol, amino acids and some aromatic compounds. They also produce extra –cellular enzymes to help them digest starch and cellulose. Although they can be found in aquatic habitats, these bacteria usually inhabit the soil, and are responsible for the earthy smell of the soil due to the secretion of geosmins. Streptomyces are obligate aerobes. They prefer alkaline and neutral soil, and can be found in well-drained soil such as sandy loams or soils covering limestone. Streptomyces can also degrade organic matter and, therefore, found in compost piles.
When a population of bacteria is exposed to an antibiotic, the bacteria that are most susceptible to antibiotics die first. The therapeutic effectiveness depends on the sensitivity of the pathogen to the drug. Other microbes may vary in their responses. Antibiotic resistance may develop in microbes within the population. Antibiotics do not create resistant cells, but selectively favor the survival and reproduction of the drug-resistant strains. Antibiotic resistance occurs due to mutations in the pathogen's chromosome. In this case, most of the sensitive bacterial cells are killed or inhibited, but a few resistant cells are uninhibited and continue to grow. The prolonged exposure to the antibiotic prevents the sensitive cells from repopulating the area allowing the resistant microbes to become predominant. The second reason for antibiotic resistance is the direct transfer of R-factor plasmids, a small, closed-loop molecule of DNA, from the antibiotic-resistant to the sensitive recipients through the process of conjugation. R factors carry genes for multiple resistances, fortifying the bacterial recipient with protection from a number of drugs. 4 Bacteria use many mechanisms to resist antibiotics. These mechanisms include the ability to either inactivate or destroy the antibiotic by producing extra cellular enzymes, or by decreasing the antibiotic uptake by modifying or reducing the permeability of the cell membrane to drugs or by cross resistance, whereby a single cellular modification may provide resistance to all tetracycline, for example.
Antibiotics are also added to animal feed of pigs; cattle, chickens and other farm animals to encourage meat production, but this practice has promoted the survival of antibiotic- resistant microorganisms. Most of this is the R factor type that unfortunately might transfer antibiotic resistance to human pathogens when these animals shed, or when they are slaughtered. For example, the antibiotic- resistant Salmonella can be transferred from livestock to humans. Many countries such as the Netherlands passed a law banning the use of antibiotics that are used to treat humans as a growth –boosting supplements in animal feed.
Useful Bacteria
Most humans think of bacteria as harmful organisms causing diseases and threatening our lives. In fact, most bacteria are harmless and many are beneficial and vital to our living world. Some of the following are benefits of bacteria.
1. Nitrogen Fixation
Animals depend directly or indirectly on plants for energy, and plants depend on bacteria to get nitrogen.
Nitrogen is necessary for plants to build amino acids and proteins. But plants cannot get the nitrogen directly from the atmosphere; they depend on bacteria to convert the nitrogen into a form that can be used by plants. This process is called nitrogen fixation. Bacteria in the soil can change nitrogen into ammonia ((NH 3 ), some of these bacteria are free living, while others such as Rhizobium bacteria can form a symbiotic relationship in which soy beans provide nutrition for the bacteria, while bacteria convert nitrogen into ammonia. Nitrogen is also cycled by processes of bacterial nitrification. The most important groups of microorganisms involved in this process are the chemolithoautotrophic ammonia- and nitrite-oxidizing bacteria in the family Nitrobacteraceae. 10 Nitrosomonas includes a number of genera that oxidize ammonia to nitrite, and then Nitrobacter oxidizes the nitrite to nitrate.
2. Production of food and beverages.
Bacteria are used in the production of a wide variety of food and beverages. For example, Lactobacillus and Streptococcus thermophilus are used in making yogurt through fermentation. Fermentation is a process by which energy is released from food molecules in the absence of oxygen. Bacteria produce lactic acid as a waste product in the process of fermentation, and this is used for the production of a variety of food and beverages such as yogurt, kimchi, sauerkraut, buttermilk, pickles and cheese. Also, lactic acid bacteria produce antimicrobial substances, sweeteners, aromatic compounds, vitamins, and useful enzymes.
3. Genetic engineering and medicine.
Bacteria can be transformed by using recombinant DNA. The foreign DNA can be joined to a small DNA molecule known as a plasmid. Plasmids are small, circular, extra chromosomal DNA molecules that replicate independently. A plasmid is very useful in DNA transfer, because it has a DNA sequence that helps promote plasmid replication. Therefore, if the plasmid containing the foreign DNA manages to get inside a bacterial cell, this sequence ensures that it will be replicated. 1
Classroom Activities
The following activities have been designed to guide and help the students understand the concepts that have been introduced, and to encourage students to use critical thinking, draw conclusions and make a connection.
Activity 1
Bacterial types and structure activity sheet
In this exercise, students will be given a copy from the biology-coloring book. 11 This copy includes illustrations for three sections: one that shows common bacterial shapes, one that shows bacterial structure and the a third that describes bacterial reproduction. Students will use colored pencils to identify the different shapes of
bacteria, the parts and the process of reproduction by binary fission. The illustration is labeled with different letters and the students have to follow the instructions for coloring, which dictate that the same letters should be colored in the same colors.
Objectives
Students will be able to identify the three major different shapes of bacteria; understand the basic structure of bacterial cells and know that bacteria reproduce asexually by binary fission.
Materials needed
* A copy of the illustration sheet
* Coloring pencils
* Glue sticks
* Construction paper
Procedure
1. Students will use different colored pencils to color the bacterial types, bacterial structures and bacterial reproduction including the key.
2. Use the glue stick to glue the finished work sheet onto a piece of construction paper and post it on the classroom wall.
Evaluation: Students will be given a table that includes the basic structure of bacteria; students should fill in the blanks, information about the location of the structure and its function. Additionally, they will write a paragraph to describe the different shapes of bacteria and how they reproduce.
Activity 2
Bacteria and population growth
Bacteria are unicellular prokaryotes, and they are found almost everywhere on the surface of the earth. They are divided into different groups according to their characteristics. Bacteria divide asexually by binary fission producing identical cells, with the right temperature, suitable environment, and plenty of food bacteria can divide into two cells in about every 20 minutes to an hour.
Objectives
Students will be able to graph the data for bacterial growth, and predict the type of growth.
* Pencils, graph paper, data for bacterial growth
The following data show the number of bacteria in a petri dish
Use what you have learned about bacterial growth and reproduction to answer the following questions.
1- Name two ways by which bacteria reproduce.
2- Find the ratio of bacterial growth between two consecutive hours such as 4 and 5.
3- Predict the number of bacteria during hour 10.
4- Use graph paper to plot time vs. number of bacteria. This growth plot produces a curve, what is the name of this curve?
Activity 3
Controlling Bacterial Growth
Antibiotics are chemical substances that inhibit bacterial growth. Living organisms can produce some antibiotics. Other antibiotics are synthesized in the laboratory.
Objectives
Students will learn the basic techniques for culturing bacteria on agar plates. They will also test the effectiveness of certain antibiotics on bacterial growth- and measure the zone of growth inhibition in the presence of antibiotics.
Materials needed
* Antibiotic disks (penicillin, streptomycin, tetracycline).
* Non –pathogenic culture of Escherichia coli
* Sterile forceps
* Metric ruler
* Sterile nutrient agar plates
* Sterile filter-paper disk
* Transparent tape
* Glass-marking pencil
* Inoculating loop or sterile cotton swabs
* Safety goggles, aprons, and gloves.
* A beaker with diluted Clorox bleach (10%) bleach)
* Bunsen burner
SAFETY
1-Students must follow the lab safety procedure when performing this lab. All students must wear safety goggles, apron, and gloves. Also they should tie back loose hair.
2- Students must clean their lab station and handle their materials carefully.
3- Although this bacterial culture is non-pathogenic, students should be careful when they streak the agar plates with the bacterial culture, and make sure that they do not re-open the plates after they are inoculated with bacteria, closed and taped.
Consult and follow the safety guidelines of your institution.
Procedure
1- Use a glass –marking pencil to mark the bottom of a sterile petri dish. Divide it into four quadrants and label each quadrant as follows:
Quadrant one: control
Quadrant two: Penicillin disk
Quadrant three: Streptomycin disk
Quadrant four: tetracycline disk
Make sure that you write your initials and the date near the edge of the dish.
2- Insert a sterile cotton swab into the bacterial culture; return the bacterial culture to the test tube rack.
Open the sterile agar plate slightly, and place the tip of the cotton swab on the top center of
3- the agar and streak the agar in a back and fourth motion until you cover the entire plate as shown in the Fig. Be careful not to dig deep into the agar.
4- Place the cotton swab in the beaker with the diluted Clorox bleach.
5Use a sterile forceps to pick up the penicillin disk and carefully place it in the center of quadrant 2.
6Pass the forceps back and forth through the flame of a Bunsen burner several times to sterilize the forceps. Be careful to not lean toward the Bunsen burner.
7Repeat steps 4 through six with the remaining antibiotic disks in quadrants 3 & 4, and remember to sterilize the forceps after each step.
8- In quadrant 1, place a filter –paper disk soaked in distilled water.
9Use transparent tape to tape the petri dishes closed. Turn the dishes upside down and incubate them for 48 hours at 37 0 C .
10- Observe the petri dishes after 48 hours. Hold the dishes to the light to see the zone of inhibition clearly.
11- Use a metric ruler and measure to the nearest millimeter the size of the clear zone around each antibiotic disk.
12- Record your data in the following table. If there is no inhibition zone, record the measurement as zero.
Give the petri dishes to your teacher for proper disposal.
Performance Assessment
I. Analysis questions
1. Why do you think it is very important not to open the sealed petri dishes?
2. What was the control in this experiment? Why is it significant to use a control?
3. Which antibiotic disc was most effective in inhibiting the bacterial growth? Why?
4. Compare the colonies in each quadrant, and record your observations.
II. Lab report
Students will write a complete lab report for the experiment. They will be graded according to a scoring rubric.
Activity 4
Gram- staining technique lab
Hans Christain Gram is the Danish microbiologist who developed the Gram staining technique. This technique is one of the most significant techniques used in the field of microbiology. Gram staining provides a key for identifying and classifying bacteria- because bacteria are transparent and - therefore difficult to see under the compound microscope. Staining the specimens can increase visibility and help identify the microbes. Staining involves first heat –fixing the bacteria to a slide, then saturating the slide with a dye that reacts with various parts of the cell to stain. Heat fixing and staining may kill the bacteria, but the shape of the organism will be preserved. Methylene blue and crystal violet are commonly used stains. These dyes are positively charged and- therefore bind to the negatively charged polysaccharides and proteins on the cell wall surface, and on the inside of bacterial cells.
Gram staining can divide bacteria into two groups: Gram- positive and Gram-negative.
Objectives
Students will learn the Gram staining technique and distinguish between Gram-positive and Gram-negative bacteria.
Materials needed
* Bacterial culture
* Crystal violet –Ammonium Oxalate solution
* Gram's Iodine solution
* Counterstain -Safranin
* Decolorizing alcohol
* Apron, safety goggles, and gloves.
* Inoculating loops
* Distilled water
* Bunsen burner
* Slides
Procedure
Students should review all safety procedures and the proper aseptic techniques before they start working. Students should wear safety goggles, aprons and gloves.
Smear preparation
1. Sterilize the inoculating loop by holding it in the flame of the Bunsen burner for a few seconds, then allow it to cool of for ~ 15 seconds.
2. Place a loopful of distilled water in the center of a clean slide
3. Take a small amount of the bacterial culture by using the inoculating loop and place it in the center of the water drop.
4.
Mix the culture with the distilled water by using a circular motion and spread it in the center of the slide.
5. Sterilize the inoculating loop again and allow the slide to air dry.
Fix the slide by passing it 2-3 times over the Bunsen burner, and make sure that the smear
6. side is up. Make sure that you do not expose the slide to excessive heat so that the slide will not break or be damaged.
Staining the culture
Place about 5 drops of the crystal violet stain to flood the culture smear by using a dropper,
7. and allow it to stand for about one minute, then gently rinse the slide off with tap water for about 5 seconds and drain.
8. Place 5 drops of the iodine solution onto the culture and allow it to work for about 1 minute, then gently rinse the slide and drain by shaking off the excess water.
Decolorizing the stain
Alcohol should be used; this step is very important and the procedure is especially sensitie to it.
9. Place 5 drops of 95% alcohol in a way that flows down the slide from one end and continue until the solvent alcohol is no longer colored, if the smear is too heavy, you might have to repeat the process one more time. If you decolorize too long, the crystal violet stain may be
completely removed.
10. Gently rinse the slide with water, and pat dry with lint-free paper, make sure that you pat it gently so that the smear will not rub off.
Counter staining the smear
11. Place about 5 drops of the safranin solution on the smear and allow it to stand for about 25 seconds
12. Gently rinse the safranin away with water an dry it gently by using bibulous paper to remove excess water
Observing the slide
13. Examine the slide under an oil immersion (100x) objective lens.
Gram -positive bacteria will appear blue to purple, and gram-negative bacteria will decolorize but retain the reddish or pinkish color of the counterstain.
Evaluation
Students will write a lab report including the procedure and results including an illustration for the shape, color and classification of the bacteria that have been observed.
Activity 7
Bioluminescent Bacteria
There are some bacteria found in seawater, marine sediments, and the guts of marine animals that emit light. Some fish such as flashlight fish, anglerfish and also bobtail squid have evolved and developed the ability to use these microbes for their own benefit and establish a symbiotic relationship. These animals have developed special organs that provide bioluminescent bacteria with a source of food and a place to live, and in return these animals can use the glowing bacteria as a means to camouflage and protect them- selves from their predators, hunt for food, or even attract their mates.
Objectives
Students will be able to isolate luminescent bacteria from seawater and grow them on seawater complete agar.
Students will observe the luminous colonies in a dark room, and learn about bioluminescence.
Recipe for SWC (seawater complete agar can also be ordered from media supply catalogs.)
* 750 ml artificial seawater sea.
* 250 ml distilled water
* 5 grams Bacto peptone
* 3 grams yeast extract
* 3 ml glycerol
* 15 grams agar
For storage vials, add 1.0 g of CaCO 3 /liter
Mix the media in a container large enough to hold 1 L of media, and boil the media for ~ 30 minutes making sure that it does not boil over. Allow it to cool down enough to be touched (50-60 degrees C). Then pour media into sterile petri dishes (~15 mL media per standard petri dish)-Agar will solidify once the temperature falls below 40 degrees C.
Materials needed
* 5-10 mL sample of seawater
* 4-20 plates of sea water complete medium
* Glass spreading rod
* Incubator
* Sterile tooth picks
* Pipettes
* Gloves, safety goggles and aprons
Procedure
1. Collect a sample of about 5 - 10 ml of seawater to use as inoculum.
2. Take 2 plates of SWC agar medium and use a pipette to measure 0.1 ml of the seawater inoculum and pour it on the center of a plate. Repeat for the second plate.
3. Pour 0.2 ml of seawater inoculum onto the third plate. Repeat for the fourth plate.
4. Use the glass-spreading rod, spread the inoculum thoroughly over the surfaces of the plates. Allow the sample to be absorbed by the medium.
5. Invert the plates and incubate at 20 degrees C.
6. Examine the plates after 24 hours in a dark room. Watch for 'spreaders'-bacteria that can spread across the plates contaminating and engulfing other bacteria.
7. In the dark room, (with red light) use sterile toothpicks to pick 2 or 3 isolated luminous colonies and transfer to fresh SWC plates, then use an inoculating loop to streak the fresh
SWC plates to get isolated colonies of the luminous bacteria. Again, watch out for spreaders.
1. Describe the chemical reaction of the luciferase enzyme that bioluminescent bacteria use to emit light. What is the role of oxygen in this reaction?
2. Describe the colonies. What do they look like?
3. Where can you find these bacteria?
4. Define Quorum Sensing. Why is it important?
5. Describe the symbiotic relationship between bioluminescent bacteria and other organisms.
6. Do you think these bacteria can be beneficial in the medical field? Why?
Activity 8
Observing Cyanobacteria under the microscope.
Cyanobacteria are oxygenic phototrophs; they are widely distributed in terrestrial, fresh water, and marine habitats. Cyanobacteria can be more tolerant to environmental extremes such as salty lakes, while other species can be found on the surfaces of soil or rocks. Cyanobacteria can be unicellular or filamentous; some of these filaments are branched. They get their name from phycocyanin, a bluish pigment used to capture light for photosynthesis. They also contain chlorophyll a, which is the photosynthetic pigment used by plants for photosynthesis. Cyanobacteria are responsible for fixing a significant amount of carbon dioxide and for producing oxygen on Earth.
Objectives
Students will be able to make a wet mount slide.
Observe the shape and structure of cyanobacteria under the microscope.
Material needed
* Microscope
* Slides
* Forceps
* Pond water or salt marsh water sample
* Pipette
Procedure
1- Use a pipette to take a drop from the sample water and place it in the center of the slide.
(Make sure that you can get some of the green stuff on the slide by using the forceps).
2- Gently place a cover slip on the sample, avoid making air bubbles.
3- Use the low-power objective lens to locate the cyanobacteria under the microscope. Turn the coarse adjustment knob until the cells come into focus.
4- You can switch to the medium power (40X) objective to view the slide and see more details of the shape of the cyanobacteria. (cyanobacteria will look like green strings).
5- Observe the cells, draw and label the appropriate parts if you can. Write down the magnification power.
6- Clean the slides carefully, and turn off the microscope
Performance Assessment
1- Draw and label the slides.
2- Describe the shape of the cyanobacteria cells.
3- Describe the color of the cyanobacteria cells.
4- How are these cells similar to plant cells? How are they different?
5- What is the advantage of preparing a wet mount slide and viewing the slide under the microscope?
Activity 9
Design a brochure
Objectives
Students will use the Internet to research and learn about the role of bacteria in our society, and the different applications of technology regarding the use of bacteria.
There are many topics and avenues that you can select from such as
* Genetic engineering (Bacteria –produced Medicine)
* Environmental Effects, cleaning toxic waste and oil spills
* Autotrophic bacteria
* Sulfide-dependent bacteria
* Biological warfare
* Role of bacteria in the food industry.
* Bacteria and mining.
* Antibiotic resistant bacteria.
Evaluation
Students will create a brochure or construct a poster to share their findings with their classmates. Students will be evaluated according to the following rubric
Implementing District Standards
Grade 10 Core themes, Content Standards and Expected performances
Strand IV –Cell chemistry and Biotechnology. Content standard 10.2 - Microorganisms have an essential role in life processes and cycles on Earth.
This unit will be taught to a 10 th grade biology class of about 80 students. The unit will be a part of the curriculum that focuses on microorganisms, classification, and organisms' interdependence.
The students come from different backgrounds and have mixed abilities and skills. Hill Regional is a Magnet
school that focuses on science and business. Many of my students would like to peruse a career in science; therefore they like to be challenged and want to expand their knowledge, while others need more attention and focus on basic skills. Hence, the learning needs vary by students; a variety of instructional strategies are essential in meeting their needs. These strategies include cooperative learning, modeling, observation, lecture and note –taking, lab work, reading for information and the use of technology.
References Used
1 Miller, Kenneth and Levine, Joseph. Prentice Hall Biology.( Boston, Massachusetts: Upper Saddle River, NewJersy, 2006).
2 Madigan,Michael T and Martinko,John M and Dunlap, Paul V and Clark, David P. Brock Biology of Microorganism ( Pearson Education, Inc, 2009).
3 Willey,Joanne M and Sherwood, Linda M and Woolverton,Christopher J. Prescott's Principles of Microbiology. (New York, NY: McGraw Hill 2009).
4 McKane, Larry and Kandel, Judy. Microbiology Essentials and Applications. ( The McGraw –Hill, Inc 1996, 1985).
5 Edited by J.C. Fry, G.M Gadd, R.A.Herbert, C.W.Jones and I.A.Watson-Craik. Microbial Control of Pollution. New York, NY: Press syndicated of the university of Cambridge, 1992.
6 Simmons, Sheri L. Bazylinski, Dennis A. Edwards, Katrina J. " South seeking Magnetotactic Bacteria in the Northern Hemisphere." Science 311(2006): 371-372.
7 Pommerville, Jeffrey C. Alcamo's Fundamentals of Microbiology.( Sudbury, Massachusetts: Jones and Bartlett Publisher, Inc 2007).
8 Nealson & Stahl. Microorganisms and Biochemical Cycles: What can We Learn From Layered Microbial Communities, 4-31.
9 Holt, Rinehart and Winston. Modern Biology. (Austin, Texas: Holt, Rinehart and Winston 2002).
10 Hans G. and Bowien, Botho. Autotrophic Bacteria. (Madison, Wisconsin: Science Tech Publishers, 1989).
11 Alcamo, Edward. Biology Coloring Workbook. (New York: Random House, Inc., 1998.
Web Sites
1. Hagedorn, Charles. " Biogeochemical cycles". Spring 2010. Available from http://filebox.vt.edu/users/chagedor/biol_4684/index.html Accessed on June 29, 2010.
2. Dept of Ecology and Evolution SUNY Stony Brook. " Hot Vents". May 2006. Available from http://life.bio.sunnysb.edu/marinebio/hotvent.html Accessed on June 29, 2010.
3.Cyanobacteria: Life History and Ecology". Available from http://www.ucmp.berkeley.edu/bacteria/cyano.html Accessed on April 4, 2010.
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SWPSA – Codes of Conduct
Schools Water Polo South Africa (SWPSA) recognises the importance of ensuring the values of water polo are upheld and have taken positive steps to ensure that the schools water polo community are aware of our member protection policy, as well as our desire for all to enjoy the sport and play in the spirit of the game.
There are three slogans that underpin promoting positive behaviour and respect – Think, Act, Play. The slogans include:
* Think before you speak: What you say and do shapes the culture of our sport. Your words can influence the way people are seen and treated by others, and the way in which people feel about themselves. It can also impact the way the community perceives our sport. Remember – what you say matters.
* Act with respect: Showing respect and treating everyone fairly is just as important as the game. No matter who you are or where you come from, treating each other with respect and dignity ensures everyone can enjoy the game. Whether you're playing, coaching or supporting from the sidelines – respect the referee's decision. Remember – to earn respect, you must give it.
* Play in the spirit of the game: The way you play, coach and support say a lot about your character. Playing in the spirit of the game is more than just the rules. Players that keep their cool under pressure, even when things are not going their way, have a better chance of winning the game. Coaches that encourage sportsmanship get the best from their players. Parents that set a good example help their children enjoy the game. Remember – take responsibility for your actions and play in the spirit of the game.
The target groups include players, coaches, managers, officials, parents, spectators, administrators and volunteers i.e. essentially the entire Schools Water Polo community. Whatever your role in the sport, remember that you are inspiring and influencing others, and what you say and do matters.
The following pages detail the Codes of Conduct that support SWPSA's values and are to be adhered to under all circumstances.
The values of Water Polo in SWPSA are:
1. We act with Respect: we play fair, ensuring what we do is ethical, transparent, and honest.
3. We embrace Sportsmanship: we collaborate and act with a unity of purpose in the best interest of sport.
2. We are Inclusive: we are a welcoming community for everyone.
4. We experience Enjoyment: we love our sport and enjoy the camaraderie of our community.
5. We are continually in Pursuit of Excellence: we inspire people to be their best and do their best.
It is the expectation of SWPSA that all persons associated with our sport including players, coaches, managers, officials, parents, spectators, administrators and volunteers abide by the Codes of Conduct detailed below. Non-compliance with the Code of Conduct will be referred to the Executive Committee of SWPSA for formal investigation and resolution.
Player / Athlete – Code of Conduct
1. Abide by the Think, Act, Play Guidelines.
3. Never argue with an official. If you disagree, have your captain, coach or manager approach the official after the game.
2. Play by the rules and enjoy the opportunities that playing water polo presents.
4. Control your temper. Verbal abuse of officials and sledging other players, deliberately distracting or provoking an opponent are not acceptable or permitted behaviours in any sport.
6. Be a positive role model and display sportsmanship both in and out of the water. Applaud all good plays whether they are made by your team or the opposition.
5. Work equally hard for yourself and/or your team. Your team's performance will benefit and so will you.
7. Treat all participants in your sport as you like to be treated. Do not bully or take unfair advantage of another competitor.
9. Participate for your own enjoyment and benefit, not just to please parents and coaches.
8. Cooperate with your coach, teammates and opponents. Without them there would be no competition.
10. Be humble when celebrating success and gracious in defeat. Inevitably you will be on both sides of the equation in your sporting journey.
12. Do not advocate, prescribe, recommend, support, administer or participate in the use of drugs, stimulants, or doping practices in respect of any athlete and abide by the antidoping code of the World Anti-Doping Association or codes aligned therewith.
11. Respect the rights, dignity and worth of all participants regardless of their gender, ability, cultural background or religion.
Coach and Manager – Code of Conduct
1. Abide by the Think, Act, Play Guidelines.
3. Respect the rights, dignity and worth of every player, opponent, coach and official. Treat everyone equally regardless of gender, disability, ethnicity or religion.
2. Be a positive role model for water polo and your athletes. Remember players, parents and supporters are watching and will often follow your lead.
4. Ensure the athlete's time spent with you is a positive one. All athletes are deserving of equal attention and opportunities.
6. Provide a drug free environment. Do not advocate, prescribe, recommend, support, administer or participate in the use of drugs, stimulants, or doping practices in respect of any athlete and abide by the anti-doping code of the World Anti-Doping Association or codes aligned therewith.
5. Treat each athlete as an individual. Respect the talent, development stage and goals of each individual athlete. Help each athlete reach their full potential.
7. Be fair, considerate and honest with athletes.
9. Make a commitment to providing a quality service to your athletes.
8. Be professional and accept responsibility for your actions.
10. Work hard, do your best and encourage your players to do the same. Your team's performance will benefit and so will you.
12. Provide a safe environment for training and competition. Adhere to the child safety and safeguarding practices according to the legal procedures guided by South Africa's legal framework, and SWPSA's safeguarding and child protection practices. Any physical contact with athletes should be:
11. Operate within the rules of your sport.
* Appropriate to the situation
* Necessary for the athlete's skill development
* Refrain from any form of personal abuse towards your athletes.
14. Refrain from any form of harassment.
13. Be humble when celebrating success and gracious in defeat. Inevitably you will be on both sides of the equation in your sporting journey.
15. Show concern and caution towards sick and injured athletes and follow the advice of a physician when determining whether an injured player is ready to recommence training or competition.
17. Set an example for continuous improvement by spending time on your own development as a coach and share this with your athletes. Keep up to date with latest coaching practices and the principles of growth and development of young players.
16. Refrain from inappropriate behaviour towards officials, parents and administrators.
Referee / Official – Code of Conduct
1. Abide by the Think, Act, Play Guidelines.
3. Respect the rights, dignity and worth of every player, coach, official, administrator, parent and spectator regardless of age, gender, ethnicity, religion or ability involved with water polo and encourage other referees / officials to demonstrate these qualities. Treat others as you wish to be treated.
2. Be a positive role model for other referees and officials.
4. Be professional in your appearance, manner, behaviour and ensure your preparation to undertake your role allows you to be at your best, when officiating. Accept responsibility for all actions taken.
6. Make a commitment to providing quality service to officiating by seeking continual improvement of your officiating knowledge and skill through study, practical courses, and regular updating of any competencies.
5. Provide a drug free environment. Do not advocate, prescribe, recommend, support, administer or participate in the use of drugs, stimulants, or doping practices in respect of any athlete and abide by the anti-doping code of the World Anti-Doping Association or codes aligned therewith.
7. Operate within the rules and spirit of water polo.
9. Refrain from any form of sexual harassment.
8. Refrain from any form of personal abuse towards athletes, officials, parents and coaches.
10. Place the safety and welfare of the participants above all else.
12. Show concern and caution towards sick and injured athletes.
11. Always be impartial. Avoid any situation which may lead to a conflict of interest.
13. Encourage inclusivity and access to all areas of officiating.
Parent / Guardian – Code of Conduct
1. Abide by the Think, Act, Play Guidelines.
3. Encourage children to participate, do not force them. The world is littered with talented, but burned-out athletes who stop playing too early!
2. Remember that children participate in sport for their enjoyment, not yours.
4. Focus on your child's efforts and performance rather than winning or losing.
6. Refrain from offering advice to your child especially immediately after the game. Instead, win or lose tell them that you enjoy watching them play and have fun.
5. Resilience and perseverance are essential characteristics for any successful athlete, and you must help your child develop those characteristics.
7. Be humble when celebrating success and gracious in defeat. Inevitably the team you are supporting will be on both sides of the equation in your sporting journey.
9. Never ridicule or yell at a child for making a mistake or losing a competition. Be an understanding listener rather than a critic, judge and/or fixer.
8. Encourage children always to play according to the rules and to settle disagreements without resorting to hostility, abuse or violence.
10. Remember that children learn best by example. Appreciate good performances and skillful plays by all participants and respect official's decisions.
12. Respect officials' decisions and teach children to do likewise.
11. Support all efforts to remove verbal and physical abuse from sporting activities.
13. Let the coach do the coaching and the manager, manage the team.
15. Respect the rights, dignity and worth of every young person regardless of their gender, ability, cultural background or religion.
14. Show appreciation for volunteer coaches, officials and administrators. Without them, your child could not participate.
Spectator – Code of Conduct
1. Abide by the Think, Act, Play Guidelines.
3. Applaud good performance and efforts from all individuals and teams. Congratulate all participants on their performance regardless of the game's outcome.
2. Remember that people participate in sport for their enjoyment and benefit, not yours.
4. Respect the decisions of officials and teach players to do the same. Without officials we don't have a sport.
6. Condemn the use of violence in any form, whether it is by spectators, coaches, officials or players.
5. Never ridicule or scold a player for making a mistake. Positive comments are motivational.
7. Show respect for your team's opponents – without them there would be no game! Treat others as you wish to be treated.
9. Do not use foul language, sledge or harass players, coaches or officials.
8. Encourage players to follow the rules and the official's decisions.
10. Respect the rights, dignity and worth of every person regardless of their gender, ability, cultural background or religion.
Administrators and Volunteers – Code of Conduct (Includes Executive Committee Members,
Provincial Heads, IPT LOC members, Contractors and appointed officers of SWPSA)
1. Abide by the Think, Act, Play Guidelines.
3. Give all people equal opportunities to participate, regardless of gender, race, background or age.
2. Involve young people in planning, leadership, evaluation and decision making related to the activity.
4. Create pathways for young people to participate in sport not just as a player but as a coach, referee, administrator, etc.
6. Ensure that rules, equipment, length of games and training schedules are modified to suit the age, ability and maturity level of players.
5. Respect the rights, dignity and worth of every player, coach, official, administrator, parent and spectator regardless of age, gender, ethnicity, religion or ability involved with water polo and encourage other referees / officials to demonstrate these qualities. Treat others as you wish to be treated.
7. Provide quality supervision and instruction for junior players.
9. Help coaches and officials highlight appropriate behaviour and skill development and help improve the standards of coaching and officiating.
8. Remember that young people participate for their enjoyment and benefit. Focus on developing their intrinsic motivation and do not over emphasise results and awards.
10. Ensure that everyone involved in junior sport emphasises fair play, and not winning at all costs.
12. Remember, you set an example. Your behaviour and comments should be positive and supportive.
11. Provide a safe environment. Adhere to the child safety and safeguarding practices according to the legal procedures guided by South Africa's legal framework, and SWPSA's safeguarding and child protection practices.
13. Make it clear that abusing people in any way is unacceptable and will result in disciplinary action.
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Managing your emails safely
Having an email address is your gateway to the online world. It allows you to keep in touch with family and friends, and access services like online shopping and banking. It's important to keep your email account as secure as possible, using a strong passphrase and multi-factor authentication.
Ways to access email
Email service providers
There are many ways to access your emails. You can do this through:
An app
* use the email provider's app that you can download from the App Store for Apple devices or the Play Store for Android devices
* link your email account to:
- the pre-installed mail app on your smart device
- the Mail or Outlook app on your computer.
Website
* log into your email provider's website from a browser on your computer or smart device.
There are lots of email service providers that offer both free and paid email account options, including:
Gmail Google
Outlook Microsoft
Yahoo Mail Yahoo iCloud Apple
ProntonMail Proton AG
Visit the Be Connected website for step-bystep guides on how to set up and use Gmail, Outlook and Yahoo.
Tip: You might want to set up an email account just for your banking or to use only for online shopping to help manage spam emails.
beconnected.esafety.gov.au
Managing your email account
Setting up folders and labels
Setting up folders in your inbox is a great way to keep your account organised and make it easier to locate important emails when you need them. Folders are sometimes called labels, depending on the email service you use.
Organising and filing your emails
Your email service has handy controls that help you file emails in different ways and keep spam and junk to a minimum. When a new email arrives and you open it to read it, some controls appear at the top of the screen. You can click on these controls to:
* Delete: move the email to the Bin/Trash folder
Managing spam emails
Your email service automatically detects and diverts known spam email, but some spam can still get through.
If you consider an email in your inbox to be junk or spam, you can:
* Report spam: tell your email provider that the email is spam
* Unsubscribe: stop receiving newsletters or marketing emails you subscribed to.
* Block emails: stop receiving emails from the sender
If you think you've unsubscribed but continue to receive unwanted spam emails, you can make a complaint to the Australian Communications and Media Authority.
* Mark as unread: make the email appear new again
* Archive: move the email to the archive
* Labels/Folder: label the email or move it to a folder.
Tip: To avoid unwanted spam emails, be wary of providing your information for competitions and any pre-checked boxes to receive marketing emails when you buy products or services.
Keep your email account secure
Passphrases
Keep your accounts secure with strong passphrases. Passphrases are the more secure version of passwords and are made up of four or more random words.
Try thinking of a different passphrase for each of your accounts and don't recycle parts of any old ones.
When you choose your passphrase, make it:
* Long – at least 14 characters
* Unique – don't reuse your passphrases.
* Unpredictable – use four or more random words with numbers, symbols, and upper and lowercase letters
E.g. Yellow So Hey Plant > Yell*w-S0heyPl@nt!
beconnected.esafety.gov.au
Tip: A password manager app can also help you create and store complex passphrases that are hard for others to guess or hack. You can find information on password managers, and how to set them up on the Be Connected website.
Multi-factor authentication
Use a secure connection
It's always a good idea to switch on multifactor authentication for your accounts. Multi-factor authentication (also known as 2-step authentication) adds an extra layer of security. This means that when you log into an account with your password, you might be asked to do an extra step to confirm that it's you – like enter a code from a text message or use face recognition identification.
Use device security
Using security software on your computer is one of the simplest ways to secure your accounts and devices. Good computer security includes installing reputable antispyware, anti-virus scanners and firewall software. You should also keep your online security tools and apps up to date by enabling auto-updates.
When you need to access your accounts, send sensitive information or enter passwords, connect to a trusted internet connection, such as at home, at work or by using your own mobile data if it's available. Public Wi-Fi is not as secure as your home or work Wi-Fi.
Account recovery options
Make sure you set up a recovery phone number or alternative email address for all of your email accounts. If you lose access to your account, or it is compromised, you can reset your password using your recovery option.
Scams emails
Scam emails are designed to look like they're from legitimate organisations that you know. They may look real, using logos and a similar email address to the organisation they are impersonating. Scam emails can appear to be from your bank, internet service provider, a government agency, retailer, or even a scammer pretending to be a friend or family member. By pretending to be from someone you trust, scammers use a sense of urgency to trick you into paying money or providing personal information, such as important passwords, credit card or banking details.
These types of scams are called impersonation scams or phishing emails.
beconnected.esafety.gov.au
Tips for avoiding scam emails
* Look out for the signs of a scam email. Scam emails can:
- have a sense of urgency or use scare tactics, demanding a payment or asking you to confirm personal details
- use generic greetings such as 'Dear customer', 'Dear user' or no greeting at all
- ask you to click on a link or download a file, that might direct you to a fake website or contain a virus or malware.
* Always check the sender's email address is legitimate and contact the organisation directly by looking up their official website and phone number.
* Never log into your online accounts or verify details via a link in an email or click on links or open attachments in emails from unknown senders or that are suspicious.
* Delete suspicious or possible scam emails, use the 'report spam' option to classify it as unwanted email.
Tip: If you are unsure about an email, speak to a trusted friend or family member and contact the organisation using the phone number on their website.
Visit the Be Connected website for our free impersonation scams guide developed with Scamwatch.
Take the time to discover Be Connected
Be Connected is a comprehensive website with free resources specifically designed to support older Australians to connect online safely and navigate the digital world confidently. The site is also useful for families and community organisations who want to help older community members access all the benefits of the internet.
Visit beconnected.esafety.gov.au
This program has been developed by the eSafety Commissioner as part of the Be Connected initiative.
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Year 2
How does our local area impact the way we live? Identify and describe physical geographical features of a range of environments.
How does a child's life in Kampong Ayer compare with my own life?
How does our local area impact the way we live? Use interactive online mapping to plot, describe and explain a geographical walk around the local area that would introduce a visitor to some of the key physical and human geographical features.
What makes Britain great? I can understand the differences between a town and the countryside.
I can use key words about the town and countryside.
I can name the countries of the
UK.
I can locate the UK using a map.
I can identify key features of the countries in the UK.
I can conduct research about the four countries in the UK using a
range of sources.
I can name the four countries of the UK, capital cities and surrounding seas.
I know the differences between town and country locations.
How does a child's life in Kampong Ayer compare with my own life? Identify and describe the location of where they live in the UK, within Europe and the world and in relation to the Equator and north and south poles.
Compare their own location with the location of Kampong Ayer in the country of Brunei within Asia and also both locations in relation to the Equator and the north and south poles.
Identify and describe the main elements which make up the weather and understand that weather conditions change from one moment to the next.
Observe how, generally, temperature decreases towards the north and south poles and increases towards the Equator and suggest reasons for this pattern.
How does our local area impact the way we live? Identify and describe human geographical features of a range of environments.
Recognise, identify and locate the key human and physical geographical features of their own home area and offer reasons for any current changes in land use.
How does a child's life in Kampong Ayer compare with my own life?
Identify and describe appropriate forms of transport for particular journeys made and explain why boats and water taxis are used by almost everyone in Kampong Ayer.
Understand in very basic terms why boat building by people such as Syarikat at Kampong Ayer is an economic activity.
How does a child's life in Kampong Ayer compare with my own life?
Identify, describe and observe the types of traditional homes found in Kampong Ayer and compare and contrast these with their own homes and through fieldwork record and categorise types of homes found in the locality of their school.
Identify the key features of a traditional home in Kampong Ayer on a simple scale plan and construct a similar scale plan of their own home, offering reasons for any similarities or differences observed.
Recognise, describe and suggest reasons for the similarities between a school/ school life in one school in Kampong Ayer and their own school.
Year 3
Where does water come from and where does it go?
How and why is my local area changing?
How and why is my local area changing?
Why do so many people choose to live in megacities?
stages and features of the course of a river and create and record a personal musical piece to evoke the features of a waterfall
Understand climatically what the Little Ice Age refers to and how occasional severe winters impacted upon the River Thames and the people of London
How can geographers describe the world?
Identify, locate and describe the 7 continents and countries in them
Identify and locate the names of oceans
Synthesise geographical facts about countries in different continents such as language and currency
Demonstrate understanding of how to use 4 and 8 point compasses and explain how to use them on a grid
Demonstrate understanding of how to use compass skills when orienteering
Would you rather live in Konitsa, Greece or Woodley?
Identify, locate and describe the location of the largest ranges of mountains in the world and the countries that they cover
Recognise, identify and explain what geographers define as mountains and evaluate how this can lead to disagreements
Compare and contrast climate data for Konitsa with Woodley and make reasoned judgements for your observations
Why would Dionisio continue to live near an active volcano?
Explain geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom,
Year 5
Would you rather live in Konitsa, Greece or Woodley?
Explain how the movement of plates of the Earth's crust can form ranges of fold, fault block and dome mountains
Recognise, describe and explain the key geographical features of Konitsa, Greece
Why is it that the most powerful earthquakes in the world do not always cause the most destruction? Recognise, describe and explain the key geographical features of Jakarta, Indonesia
Why would Dionisio continue to live near an active volcano?
Recognise, describe and explain the key geographical features of the national parks Poás Volcano of Costa Rica
Explain how volcanoes form, observe the global pattern of volcanoes correctly and suggest plausible geographical reasons for this distribution
Why is it that the most powerful earthquakes in the world do not always cause the most destruction? Demonstrate understanding of different types of settlement and land use, (relating to slums and cities) economic activity (relating to clothing/"sweat shops")
Why would Dionisio continue to live near an active volcano?
Compare and contrast, using appropriate geographical vocabulary, the physical and human geography of national parks Poás Volcano with that of Reading.
Reach informed conclusions as to why people may choose to live near a volcano.
Why is it that the most powerful earthquakes in the world do not always cause the most destruction? Demonstrate understanding of different types of settlement and land use, (relating to slums and cities) economic activity (relating to clothing/"sweat shops")
Why would Dionisio continue to live near an active volcano? Justify why people may choose to live near a volcano.
a region in a European country, and a region within North or South America
Why is it that the most powerful earthquakes in the world do not always cause the most destruction?
How is climate change affecting the world? (a very good link to jungles and deserts year 4)
Identify, describe and explain why communities in The Gambia are being affected by changes in weather patterns associated with climate change and evaluate the impact on people.
Evaluate a range of evidence, reach a conclusion and make judgements as to the impact on people of changing weather patterns in Victoria in Southeast Australia.
Understand why some coastal communities are having to make flood resilience plans in order to cope better with changes that are occurring in weather patterns and to sea levels and make judgements about what should be included in them.
Reflect upon and evaluate different viewpoints and reach a personal judgement about the implications of changing weather patterns on the people of Greenland.
Identify, describe, compare and contrast and explain how global warming is affecting weather patterns around the world and evaluate its impact in different places.
Understand how and why countries around the world have acted to reduce global warming and reach a judgement about how effective this might be.
Understand how as individuals, members of families and communities such as schools they can make a contribution to reducing greenhouse gas emissions.
Explain what Fairtrade is, compare and contrast the situation of Fairtradecertified farmers with that of nonFairtrade producers and evaluate and judge the benefits to be gained from certification
Evaluate and judge the extent to which their school currently engages with Fairtrade, understand any constraints that exist; reflect and make recommendations for the future linked, perhaps, to ultimately achieving Fairtrade School status
This overview organises the curriculum into our main categorises to support the children with making important learning connections and support with building subject schema. If you would like further detail regarding this curriculum area please e-mail your enquiry to: firstname.lastname@example.org with the subject "Geography Curriculum enquiry FAO Curriculum and Geography leader" | <urn:uuid:956ace16-dba6-4cc9-b826-b07885ebbaf5> | CC-MAIN-2024-42 | https://rivermeadprimary.org.uk/wp-content/uploads/2022/11/Geography-Categorising-knowledge-and-Skills.pdf | 2024-10-05T23:05:41+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253384.19/warc/CC-MAIN-20241005204934-20241005234934-00009.warc.gz | 437,701,733 | 1,633 | eng_Latn | eng_Latn | 0.995313 | eng_Latn | 0.997265 | [
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Preschool Family Engagement Plan 22-23
Family engagement is defined as:
"The mutual responsibility of families, schools, and communities to build relationships to support student learning and achievement, support family well-being, and the continuous learning and development of children, families, and educators. Family engagement is fully integrated in the child's educational experience and is both culturally and linguistically appropriate." Texas Administrative Code §102.1003.
The Slidell ISD Early Childhood Program embraces the individuality and uniqueness of families and promotes a culture of learning that is child-centered and age-appropriate. Building partnerships between educators and families, by way of the Family Engagement Plan, ensures that every learner is encouraged, supported, and challenged to achieve the highest levels of knowledge, skills, and character.
Family Engagement Plan Goals and Strategies
Goal 1: Facilitate Family to Family Support
Meet the Teacher events for all prekindergarten classes before school starts for families to meet their child's teacher and other families as well.
Identify bilingual members of the community who can translate information for families as needed.
Provide parents and caregivers and opportunity to participate in initiatives such as:
* Volunteering
* Muffins with Mom or Other Loved One and Donuts with Dad or Other Loved One
* Greyhound Greeters
* Parent and Teachers Together (PATT) Organization
* Fall Festival
Goal 2: Establish a Network of Community Resources
Campus based counselor available.
Connections with agencies serving young children such as Early Childhood Intervention (ECI) through Texas Health and Human Services.
Partner with community and faith-based organizations to create a network through the following strategies:
* Campus and District Committees
* Flu Vaccination Clinic
* Clothing and School Drives
* Angel Tree
* Weekend Snack Packs
Goal 3: Increase Family Participation and Decision Making
Provide information to parents to parents regarding decisions they can make; examples include MTSS, ARDs, 504, LPAC, Kindergarten, etc.
Prekindergarten families will be invited to participate in District and Campus Family Engagement Surveys.
Invite Prekindergarten families to participate and serve on:
* Campus and District committees
* Parents and Teachers Together (PATT) Organization
Goal 4: Equip Families With Tools to Enhance and Extend Learning
Provide families opportunities for learning that will enhance activities at home through
* CLI Engage Parent Resources
* DOJO
* Email
* Campus websites, newsletters, social media
* Parents and Teachers Together (PATT) Organization
* Scholastic Book Fair
Opportunities for parents to conference with teachers at least two times per school year.
Together, they collaborate and set goals for their children and share ways parents can support their child at home.
Provide information about Early Childhood Intervention and child development.
Goal 5: Develop Staff Skills In Evidence-Based Practices That Support Families In Meeting Their Child's Learning Benchmarks
Early Childhood Programs brings awareness to Family Engagement with emphasis on the value of and impact of family engagement by providing Prekindergarten Teachers, Teacher
Assistance and Staff professional development in the following ways:
* Campus based family engagement trainings and PLCS
* Specific trainings through the Family Engagement Toolkit by CLI Engage
Specific training of:
* CIRCLE Progress Monitoring, Social and Emotional Development
* Curriculum alignment and integration
6: Evaluate Family Engagement Efforts and Use Evaluations For Continuous Improvement
Families are encouraged to participate in an annual survey to learn about the effectiveness of the prekindergarten experience of the child and family and review of survey results.
Use of TEA Early Childhood Program Self- Assessment Prekindergarten.
Resources
Pre Kindergarten Guidelines
English Texas Prekindergarten Guidelines (updated 2015) (PDF, 1821 KB)
Spanish Texas Prekindergarten Guidelines (updated 2015) Spanish (PDF)
CLI Engage- Family Engagement Resources https://public.cliengage.org/tools/quality/family-engagement-resources/
Early Childhood Intervention Services (ECI)
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Dear 8th Grade Middle School Parents and Students,
As you head into your exciting summer, I encourage you to take some summer reading with you! The more you read, the better! That being said, when you return to school next year, you will be expected to have read at least two books during your summer break. Please choose two books from the list below.
* Out of the Silent Planet by C.S. Lewis
* Chains by Laurie Halse Anderson
* Nowhere Boy by Katherine Marsh
* Wonder by R. J. Palacio
* Carry On, Mr. Bowditch by Jean Lee Latham
* Wednesday Wars by Gary D. Schmidt
* The Giver by Lois Lowry
After reading a book, please select one of the following projects to complete. You must do a different project for each book. Any of these choices can be completed digitally using Google Slides, Google Docs, Canva, or any other program of your choice. You can also complete one of these assignments using traditional pen and paper. To submit a hard copy assignment, you can either hand it in on the first day of school or take a photo and submit it digitally.
Be sure to include your full name and the title and author of your book in the file name of your projects. Submit completed projects to the following Google Form. If you do not have a school Google account or access to a Google account, you may bring your completed projects with you to school on the first day, or email a digital copy of your project. If you do have a Google account, please do not email your project to me. These projects are due by the first day of school. 8th grade summer reading projects
In addition to the books you choose from the reading list, please continue reading all summer. At this age, reading levels and interests widely vary. Therefore, I encourage parents to look at these selections with your child when they are choosing. Common Sense Media (https://www.commonsensemedia.org/) is a wonderful website to preview books before your child reads them. In some cases, you may want to read the book with your child to discuss difficult topics, and don't dismiss reading aloud to each other. They are NOT too old! No matter what they choose to read for pleasure, it is important to simply get them reading. A short, easy read can spark an interest and encourage reluctant readers to keep reading. You can never read too many books!
.
Summer is also a great time to continue building grammar skills. A great website for grammar practice is www.ixl.com This is completely optional.
I hope you enjoy your summer reading, and I will see you in August!
Sincerely,
Mrs. Lindsay Anderson email@example.com
Timeline
Create an illustrated timeline of important events in the novel. You must include at least ten of the most meaningful developments. (Hint: Think of the plot diagram as you complete this assignment.)
Graphic Novel Scene Choose a scene from the novel to depict in graphic novel style. Include at least ten squares in your new interpretation. Research popular graphic novels to get inspiration for your own.
Book Talk Pitch the book to an audience in a detailed 5 minute presentation. You should be persuasive in tone and convince them to read it. (This will be written, not performed.)
PROJECT CHOICE BOARD
Postcard
Illustrate a detailed postcard from one character to another. Include setting information from the novel as well as a letter that would show important details about both characters.
Rewrite the Ending Hate the way the story ended? Write a new one! Choose an important scene from the story and plot the rest of the novel from there. Your new version should be at least 500 words.
Letter to the Author Write a letter to the author of the novel. Include your opinion of the text as well as any suggestions you would make to improve the story.
Movie Poster/Trailer
Design a movie poster for the novel. Include an important scene as the main image. Write the script for the movie trailer.
Character Sketch Pretend you are creating a profile for someone searching for your character. Include an actual sketch, physical details, actions, personality traits, or anything that might help someone find your character.
Selfie Reactions Timeline Create a selfie reactions timeline on a Google slide of one character's reaction to important events in the novel. For each event, take and embed a selfie reaction (surprise, sadness, horror, etc.). Be sure to write about their thoughts on the event, and incorporate a fun design! (Hint: Think of the plot diagram as you complete this assignment.) | <urn:uuid:b5ad7fa8-e838-4af8-b4ea-785f2dc46284> | CC-MAIN-2024-42 | https://www.ocssaints.org/wp-content/uploads/2024/05/8th-Grade-Summer-Reading-2024.pdf | 2024-10-05T23:02:59+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253384.19/warc/CC-MAIN-20241005204934-20241005234934-00009.warc.gz | 820,905,822 | 940 | eng_Latn | eng_Latn | 0.998714 | eng_Latn | 0.998999 | [
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6 Glenburn Park, Bangor, Co Down, BT20 5RG
ICT Policy
Introduction
The following policy has been written in conjunction with Article 17: Every child has the right to reliable information. This should be information that children can understand. Governments and professionals must help protect children from materials that could harm them.
Information and Communications Technology (ICT) is changing the lives of everyone. ICT is a generic term used to denote the convergence of computers, video and telecommunications, as seen in the use of multi-media computers, mobile phones, gaming consoles etc.
We are enabling our pupils 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 a discriminating and effective way.
Ballyholme Primary School will meet the requirements as set out within the Northern Ireland Curriculum (2007) and develop the use of the 5Es within the learning tasks already being carried out:
* Explore
* Exchange
* Express
* Evaluate
* Exhibit
ICT forms part of the School Development Plan and is reviewed annually.
Ballyholme Primary School is well equipped with networked laptops and PCs in each class and 30 networked PCs/laptops in the computer suite. The school also has Wi-Fi to support 10 iPads per year group.
Every class has access to:
* a teacher's PC and Surface Pro
* classroom/resource area laptops (P2-7 only)
* a teacher's iPad
* 10 iPads shared across the primary
* Activ Panels
* Class set of 30 ipads for project work
* a colour printer
* BeeBots/Earls/ProBots/mats/drone
* ICT through the networked system in the ICT suite which is timetabled to allow every class access
* Wi-Fi access
Strategies for use of ICT
* ICT is taught as a cross-curricular skill
* ICT is an entitlement for all pupils
* All pupils are given equal access
* Common learning tasks are set that are open-ended and can have a variety of responses
* We endeavour to provide suitable learning opportunities for all children by matching the challenge of the task to the ability and experience of the child
* Use of ICT at home will continue to be encouraged through projects, homework, and AR, which can be researched through a home computer system or at the local library
* Parents are encouraged to access and make use of the school website.
ICT Competences
At Ballyholme Primary School we endeavour to help our pupils to develop competence in the use of ICT.
ICT competence is concerned with:
* Learning about ICT – developing the knowledge and skills required to use ICT effectively and to apply these in a range of contexts.
* Learning through ICT – developing the skills required to access and use information from a range of electronic sources, interpret it and use it effectively.
* Learning with ICT – applying the skills in their own learning either at school, at home or in the community.
ICT and the Northern Ireland Curriculum
Literacy
ICT is a major contributor to the teaching of Literacy:
* Children can create, develop, present and publish ideas and opinions visually or orally.
* Applying keyboard skills, children learn how to draft, edit and revise text.
* They learn how to improve the presentation of their work by using desktop publishing and presentational software.
Numeracy
Many ICT activities build upon children's mathematical skills:
* Children use ICT in Numeracy to collect data, make predictions, analyse results, solve problems and present information graphically (Interactive Design and Managing Data).
* They can explore mathematical models.
* They also acquire measuring techniques involving positive and negative numbers, and decimal places.
Personal Development and Mutual Understanding (PDMU)
* ICT makes a contribution to the teaching of PDMU as children learn to work together in a collaborative manner.
* Through the discussion of moral issues related to electronic communication, children develop a view about the use and misuse of ICT (e.g. netiquette and appropriate behaviour on social-networking sites)
* They develop a sense of global citizenship by using the internet.
* They also gain a knowledge and understanding of the interdependence of people around the world.
Pupils accessing the World Wide Web
For all information related to this see Ballyholme Primary School's Use of the Internet Policy.
Inclusion
Ballyholme Primary School's ICT facilities are available for use by all pupils and staff. All children are given access to ICT regardless of gender, race, physical or sensory disability. ICT can impact on the quality of work that children can produce and it can increase their confidence and motivation.
The Learning Support teachers have access the school network via a laptop or iPad.
Progression, Monitoring, Assessing and Evaluating
Progression
* We have a P1-7 ICT Skills Progression.
* All children develop and learn at their own pace.
* Progression is assured through a range of increasingly challenging activities covering all areas of ICT and embedded in the Northern Ireland Curriculum.
Monitoring
* The ICT Co-ordinators and ICT Core Team monitor the standard and progress made by pupils by gathering appropriate evidence during the school year.
* Evidence of pupils' ICT skills and progression is garnered by class teachers.
Assessing
* Evidence gathered each year is assessed by the teachers and internally moderated by the ICT Co-ordinators.
* A UICT portfolio is compiled and submitted for external standardisation by CCEA.
Evaluating
* Evidence gathered each year is summarised within a self-evaluation report or audit.
ICT Co-ordinators
* It is the responsibility of the ICT Co-ordinators to assist all teachers with the implementation of this policy.
* The ICT Co-ordinators have the responsibility for the management of the resources which are required for the implementation of this policy.
* The ICT Co-ordinators will disseminate information regarding new developments in ICT to other members of staff.
* The ICT Co-ordinators are responsible for updating ICT policies and related guidelines, and informing staff of aforementioned documents.
* The ICT Co-ordinators are responsible for any staff INSET in the development of ICT.
* The ICT Co-ordinators are responsible for coordinating with any ICT technicians working within the school building.
* The ICT Co-ordinators are responsible for any work carried out by the school ICT Core Team (a team of teachers representing each year group in the school) including updating the school website.
* The ICT Co-ordinators, in conjunction with the ICT Core Team, will set out appropriate Action Plan targets for the approval of SLT and BoG.
Security issues and Data Protection
* The school recognizes the importance of storing data securely and safely.
* Any substitute teacher may access the system through the substitute teacher usernames.
* All staff should under no circumstances give out their username and password to anyone else.
* Following GDPR guidelines, all staff must use a password protected storage device when working with sensitive data outside the school premises. Data must be deleted at the end of the school year.
* The school has a separate user policy for iPads.
J Adams and A Doggart ICT Co-ordinators
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Youth Engagement Through Local Involvement: A Step-by-Step Guide to IDEATHON
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Title: Youth Engagement Through Local Involvement: A Step-by-Step Guide to IDEATHON
Written by: Aljaž Zupan, Maja Drobne, Kristjan Nemac
Edited by: Aljaž Zupan
Published by: Association for Culture and Education PiNA, www.pina.si
Copyright: Association for Culture and Education PiNA
Year of publication: 2024
Proofread by: Joel Smith
Design by: Jovana Đukić
This guide is part of the ADD Something Meaningful project, which is co-financed by the European Union from the Erasmus+ programme. The views and opinions expressed are solely those of the authors and do not necessarily reflect those of the European Union. Neither the European Union nor the funding authority may be held liable for any opinions expressed herein.
Table of contents
About the project
Young people have a voice but need the equal possibility of making it heard. The ADD Something Meaningful project is an attempt to open up a space in which this can happen. We are giving young people an opportunity to be heard, to make their ideas a reality and to strengthen their participation in everyday life. The aim is to support their growth as active citizens.
Youth participation plays a crucial role in upholding democratic principles and values within society. Unfortunately, young people often find themselves under-represented in decision-making processes at various levels; this leads to a lack of interest in youth-related issues critical for sustainable development and societal well-being. Studies reveal that this disconnect from the political system and disengagement from democratic processes contributes to feelings of apathy and frustration and a lack of interest among young people in civic life.
IDEATHON enables youth structures and other relevant stakeholders to provide young people with resources, space, opportunity and support for active involvement in public affairs. It also teaches young people how to participate actively at local level. This is crucial: since young people feel a sense of belonging to their surroundings, it is important that they1 are recognised by decision-makers as significant and valuable members of society. By cooperating in the implementation of ideas, we will also strengthen trust in democratic processes. It is vital that young people are involved in the entire process, from the initial conceptual design to the implementation of their idea. All too often, the proposed ideas remain unrealised, which further increases dissatisfaction with and scepticism about democratic processes. The IDEATHON method aims to alleviate this problem by engaging young people at every stage of preparation.
The ADD Something Meaningful project was created in response to this pressing need. It aims to establish a permanent mechanism for the participation of young people that empowers them and amplifies their voices within the process of shaping public policies. By addressing various local challenges, we try to enable young people to influence different aspects of society and decision-making. Our objectives revolve around fostering active citizenship, strengthening young people's sense of initiative, supporting their communities, and promoting the recognition and validation of youth work. Moreover, the project endeavours to build the capacity of youth workers' practices and inspire young individuals to engage with democracy at a local level.
Central to the project's mission is the introduction of the IDEATHON method into the youth sector. By empowering youth organisations and local representatives to implement IDEATHONs, we will offer an approach to active participation that enables young people to connect with decision-makers in an effective way. As a method,
The first time we had the opportunity to test the IDEATHON method was in collaboration with Litija Grammar School in Slovenia, to design a space that would be dedicated to students. The method proved to be effective as we successfully involved young people in the preparation of a space that best reflect their wishes and connected several different stakeholders who significantly helped in solving the challenge and implementing the chosen idea.
This guide describes in more detail what the IDEATHON method is and how you can implement it in different environments in which young people are involved. It is therefore designed for all youth workers and other representatives of institutions that work with young people and want to actively address the issue of their active participation. We hope that it provides you with a useful method for your work and that you enjoy reading it.
1 In this text, 'they' is used as a gender-neutral and gender-inclusive pronoun throughout. It shall be taken to refer to persons of all genders and gender identifications.
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Youth participation
The Treaty on European Union enshrines the participation of all citizens as a fundamental right: 'Every citizen shall have the right to participate in the democratic life of the Union. Decisions shall be taken as openly and as closely as possible to the citizen.' Regarding young people in particular, Article 165(2) of the Treaty on the Functioning of the European Union (TFEU) provides that: 'Union action shall be aimed at … encouraging the development of youth exchanges and of exchanges of socio-educational instructors, and encouraging the participation of young people in democratic life in Europe.'
As a topic, youth participation has been under discussion for decades, and there are many definitions and theoretical models attached to the concept. A common understanding of youth participation within the context of EU programmes is proposed by the Youth Participation Strategy developed by the SALTO Participation & Information Resource Centre.
While the EU Youth Strategy, the European Youth Objectives and the Erasmus+ and European Solidarity Corps programmes do not include a specific definition of youth participation, they do point in a certain direction. Youth participation, which these policy frameworks and programmes aim to strengthen, is the participation of young people in democratic life, which can be understood in two interrelated ways:
Youth participation as the voice of young people and their participation in decision-making, where young people express their views in order to influence or be involved in decision-making processes. This can refer to a range of different decision-making processes, from government policy or political decisions, to the use of community space and the running of a youth organisation.
Youth participation as civic action and youth activism, where young people take individual and/or collective action to make a difference to the world around them. This can mean po- litical action, such as organising or participating in protests, and social and civic action, such as community improvement initiatives at local level or volunteering for a cause or civil society organisation.
The definition of 'youth participation in democratic life' is described in the Youth Participation Strategy as:
'individual young people and groups of young people having the right, the means, the space, the opportunity and, where necessary, the support to freely express their views, contribute to and influence societal decision making on matters affecting them, and be active within the democratic and civic life of our communities.'
[Retrieved from: https://participationpool.eu/wp-content/uploads/2020/11/ParticipationStrategy_Download_EN.pdf]
Why promote youth participation?
Before we delve into the methodology for increasing the young people's participation in their communities, it is worth reflecting on why this is important in the first place. Why should we invest energy, time and money in encouraging young people to become more involved in their communities?
The effects of participation are many, and it is difficult to capture in full all the things that young people gain from being active in their own environment. The United Nations, for example, describes participation as:
'a fundamental right. It is one of the guiding principles of the Universal Declaration of Human Rights and has been reiterated in many other conventions and declarations. Through active participation, young people are empow-
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ered to play a vital role in their own development as well as in that of their communities, helping them to learn vital life-skills, develop knowledge on human rights and citizenship and to promote positive civic action. To participate effectively, young people must be given the proper tools, such as information, education about and access to their civil rights.'
[Source: https://www.un.org/esa/socdev/documents/youth/factsheets/youth-participation.pdf]
RAY, which stands for Research-based Analysis and Monitoring of European Youth Programmes, is an open and self-governed European research network that currently incorporates 35 National Agencies of the Erasmus+ Youth in Action and European Solidarity Corps programmes and their research partners. Its RAY-LTE35 research project, which examines the long-term effects of participation and active citizenship, shows that they have a positive effect on participants by raising their awareness, improving their understanding of social and political processes and interactions, deepening, updating and/or strengthening their existing knowledge, skills, attitudes and values, and encouraging and motivating them to participate in civil society and democratic life.
[Source: Bárta, O., et al. (2018), 'Long-term effects of Erasmus+: Youth in Action on participation and active citizenship'. Draft Interim Transnational Analysis (RAY-LTE study, 2015–2019), Vienna, Generation and Education Science Institute]
The Slovenian Youth Council's programme document for participation has the following to say:
- Youth participation improves the success of young people in achieving autonomy and enhances the quality of governance and life in society.
- Youth participation strengthens the democratic nature of society.
- Young people gain competencies through participation.
- Young people have the right to participate.
[Source:
https://mss.si/wp/wp-content/uploads/2020/06/
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In general, we can talk about impacts on the community and impacts on young people. Community impacts are about increasing openness to and opportunities for the expression of ideas by young people. This entails a shift towards greater involvement on the part of different social groups. In short, we could say that more participation means more inclusion and a more solidarity-based society. On the other hand, the effects on young people come in the form of competence-building. The spectrum of competencies acquired is extremely wide, depending on how young people participate and what the content of that participation is. It is vitally important that participation in the local community involves the acquisition of competencies in parallel with other members of the local community, as these competencies are then enriched by the experience of having to reconcile different points of view. Those competencies facilitate personal development and change on the one hand, and coexistence and social integration on the other.
It is also important for us to understand that not all young people have equal opportunities to participate from the beginning, with many factors affecting this. We operate in a reality that is affected by many structures and perceptions formed through history, which is why participation in decision-making is often fundamentally easier for some young people than for others. The experiences of racist discrimination, xenophobia and exclusion on other discriminatory grounds are common among young people belonging to minority groups. It is therefore our responsibility, as adults and event organisers, to talk about inequality and prejudice, and to create mechanisms that strengthen equality and address (structural) exclusion. This starts with raising awareness (your own and that of the wider audience) and creating activities in ways that enable equal participation to everybody. It is necessary to consider which elements of an activity or communication are welcoming (or unwelcoming) for rainbow youth, immigrant youth or asylum-seeker youth, for example. Concrete measures should be planned to reach young people who belong to minority groups.
IDEATHON method
Purpose and objectives of the method
Participation in the democratic life of local communities is good for young people and for the community, but it is by no means a given. It is not a given because, first and foremost, there are no learning processes that gradually lead young people into this kind of participation. As a result, young people perceive other ways as being more accessible and as making it easier and simpler for them to address their problems, needs and interests.
The IDEATHON is a practical tool for getting young people more involved in their local communities. It has the advantage of being highly practical, giving young people the freedom to propose changes and the responsibility for implementing the change (if their idea is chosen) in their local environment. This responsibility is linked to financial resources, as the young people receive funds to implement the idea. Young people are therefore involved in shaping their own local community rather than simply having their opinions and views collected. They actually become agents of change in their local community.
Participation in community co-creation is an area where young people often do not know even the basic terminology of the field, the levels and methods of decision-making or the people responsible for a particular area, or how to obtain funding for a particular intervention. Young people are also usually not invited to processes in which they might become actively involved in co-determining social issues (or else their participation is very limited in this respect).
The situation varies from one local community to another, and there are exceptions; but in general, there is potential for greater and more effective involvement of young people in local communities.
As a result, we can ask whose responsibility it is to increase young people's involvement. Is it the responsibility of adults or of young people themselves? In this case, the responsibility lies with those who have the power, i.e. the adults, who are the representatives of local communities. Adults are responsible for finding ways of making communities more cohesive, more inclusive and more solidarity-based. Other organisations and young people can encourage them and show them the way, but they cannot take responsibility.
The learning component of the process is very strong because it requires young people to think about an idea, find and connect like-minded young people, formulate and present ideas, and vote for the best ideas. Not only do young people become one-off agents of change in their own local community; by actively participating in the process, they learn how change in their local community happens in the first place. This experience empowers them to become more involved in shaping their own community in the longer term.
Youth ownership, meaning that it is a youth-led process from start to finish, is an important element, and one that increases young people's motivation to implement change. This is because the ideas put forward reflect their own desires, needs and issues.
In very simple terms, an IDEATHON involves:
- gathering a certain number of young people together
- encouraging them to think about change in their local communities
- forming teams based around similar ideas
- helping young people design projects that address specific desires for change
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- helping young people vote for the project they feel is most needed
- helping young people implement the winning project
In short, the purpose of an IDEATHON is to activate and empower young people to become active citizens in their local communities.
The key objectives are:
- to encourage young people to think about the changes they want to see in their local community
- to encourage young people to take action and start working on their ideas
- to teach young people how to turn an idea into a project
- to strengthen understanding of how to implement a project and how it contributes to change in the local community
When and how to implement the method in your local community
The IDEATHON method is generally suitable for use in any local community at any time. The key elements to look out for when preparing the event are listed below.
Basic design elements
To organise an IDEATHON, we need a few basic elements. These are:
- SPACE: Where should the IDEATHON be held? The venue should be in a suitable location that is familiar to the young people and large enough to accommodate a few dozen young people working in groups.
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- TIME: When should the IDEATHON be held? Is the date and time suitable for young people? The date should be agreed with the young people and adapted to their needs. The date of the IDEATHON is the cut-off point for all other elements of the IDEATHON in terms of timing.
- RESPONSIBLE PERSONS: Who is responsible for implementing the IDEATHON and for each step of the IDEATHON? The responsible persons, tasks and timeframes for the completion of each task should be identified.
- EVENT CAPACITY: How many young people can we accommodate? A minimum and maximum number of young people should be set. The event itself will last one full day and one half day. It is not envisaged that participants will sleep at the venue.
- BUDGET: What is the budget for the event? Within the budget, what is the funding for the winning idea?*
- ORGANISATION CONSORTIUM: Are we organising the IDEATHON alone or with partners? Who are our partners? Who are the responsible persons at the partner organisations?
- CHALLENGE: What is the challenge for the IDEATHON? Challenge is the main guideline for young people in their search for solutions.**
*In the case of the pilot IDEATHON projects, the budget for the winning idea was EUR 3,500. However, the organiser or the partner consortium can decide and adapt the budget in line with their capacities.
**The partners in the pilot IDEATHON projects were local municipalities who designed a challenge for the participants.
Example of a challenge:
A municipality identifies an empty/unused/abandoned space in its town. It invites young people to design a project on how to change that space in a way that addresses the needs and interests of young people in the town.
Promotion
It is useful for the organisation that is to implement the method to have contact with young people. This contact can mean that young people regularly attend its programmes or that young people participate occasionally. In any case, it is useful to have a channel of communication between the young people and the organisation. There is a risk that an organisation that does not have such contact will not be successful in motivating young people to participate in the IDEATHON. All too often, we can end up thinking stereotypically (young people are lazy and cannot be relied upon, etc.) and shifting the responsibility for the project's failure onto the shoulders of young people. In this context, the dangers are as follows:
- Young people do not know the organisation that is organising the IDEATHON, meaning that participation is a 'leap into the unknown'. This may discourage them from applying.
- The IDEATHON is promoted through channels that young people do not use.
- The content of the promotion does not appeal to young people because it is not relevant to them.
- The content of the promotion is not created in a way that communicates genuine accessibility and inclusivity for all young people on equal terms (i.e. it is considered more accessible and relevant to one set of young people but not to another).
We suggest that an IDEATHON be preceded by short survey, or at least an attempt to elicit responses from young people on what changes they would like to see in their hometown. The answers can then be used in a meaningful way in the promotional activities attached to the IDEATHON.
Example: A survey is conducted on social media to find out what changes young people want to see in their hometown. Let's assume that some of the responses point to the need for park
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space for young people. In the promotional text we can include the question: Do you want to create new park areas in your town?
Young people are a specific target group. If we address their needs in a way that is close to them and a way they understand, and if we communicate through the right channels and in ways that make all young people, from majority and minority communities, feel welcome, they will come to an IDEATHON.
It is important to start promoting the event well in advance. We suggest this should be done at least one month before the event.
Key communication issues to be resolved before we organise an IDEATHON:
- Who is/are our target group(s)? (worksheet at page 32)
- What are the key communication channels for our target audience? Consider the inclusivity and accessibility aspects of the communication. Who does our communication include or exclude? Who is present and who is not?
- Which stakeholders, besides our target group, are important for the success of the IDEATHON? Who do we need to reach so that they are able to reach others? Consider the importance of representation as well.
- How will we address these key stakeholders?
- What is our message? What are the languages and slangs that we need to use to deliver this message, and what kind of visuals we should use (considering representation; the presence of different people with different looks), to reach our target group(s)?
Cooperation with other organisations – Making an organisation consortium
Stakeholder networking is welcome. Links can be established with schools, youth centres, sports and cultural associations, the municipality, or organisations that bring young people together. If information about an IDEATHON reaches young people from people they trust, there is more chance that they will participate. There may also be a need to pay special attention to reaching out to the families/parents of the young people, to have their approval and trust as well, in order to get the young people involved.
The impact of an IDEATHON on local change itself will also be greater if more organisations are involved. It is a particularly good idea to involve municipalities, as this enables young people and local decision-makers to meet. Initial contact is established, which can lead to further involvement and support of the municipality in the process of the IDEATHON itself. The municipality can be involved by issuing permits for the use/renovation/upgrading of public spaces, providing information on available spaces, and deciding to participate financially. The main thing is to establish contact and for the municipality to develop and build awareness of the needs, problems and interests of young people in their local environment.
Preparation of materials
After the closing date and before the event itself, sufficient materials should be prepared in order to ensure that the IDEATHON runs smoothly. A list of materials is provided at the end.
Selecting the feasibility committee
The partner consortium should name between two and four representatives tasked with
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supporting young people during the planning phase. These representatives will support the groups by proving feedback all along the process. That means that the representatives should be present during the implementation of the IDEATHON and should provide guidance and opinions regarding the suggested ideas from the young people. The job of the committee is finished at the end of the IDEATHON. Its not foreseen that the committee would be supporting the winning team with the implementation of their idea.
A feasibility committee is an on-field body that exists to make young people feel heard and understood. It can provide valuable and useful feedback to young people on aspects that might not be seen and understood by the young people themselves (aspects relating to the municipality, schools, youth organisations, etc.); through its work it can also widen its own perspectives and bring young people's issues to the attention of all its organisations. The committee is a very important tool and a bridge between different stakeholders in the local community. It is recommended that the committee be made up of members of as many different organisations as possible (although the committee should not have more than four members).
Implementation of the IDEATHON method
The following is a step-by-step guide to the implementation of the IDEATHON method. The guide describes a 2-day version of the IDEATHON method, which was tested in the piloting phase and evaluated by the organisers. Within the evaluation, an extension to a 3-day version was discussed. The one-day extension will allow more time in order to achieve a better connection between the participating young people resulting in a more relaxed environment for daring and better-quality ideas to develop. It will also allow the participants more time to develop their ideas in a quality manner, taking into account the needs of the local community. Especially if working with younger participants (minors) or certain groups of young people with fewer opportunities, they would need more time to develop their ideas into projects. Adding another day and allowing enough time to these target groups would support them better and we could expect better project ideas in the end. On the other hand, a one-day extension would also mean that young people need to dedicate more of their own time to the process and thus some of the young people might not have that much time or enough motivation to join the longer process.
If you decide to use a 3-day version we suggest adding one additional team-building exercise as well as taking time to emphasise the importance of the projects to address the needs of their local communities. Furthermore, on the first day, the participants could spend more time choosing what they want to work on. Overall, we suggest the day to be slightly shorter than in a 2-day version (up to 60-90 minutes). The second day is entirely dedicated to developing the projects. Participants should start with a clear idea and develop the draft of the project plan by the end of the day. This day should also be a bit shorter (up to 60-90 minutes). The last day stays the same as in the 2-day version and is dedicated to selecting the winning project. Also, a feasibility check of the project stays the same. We recommend it to be carried out after the second day.
Each method outlined in the following part of the guide has a certain purpose within the IDEATHON process. Various recommendations for facilitators are added, and all the mentioned materials are collected in a separate section at the end of the guide. Also, many other methods could replace those set out below and still guide a group of young people to the equivalent results. The text is merely a suggestion on how to implement such a process. We believe that experienced facilitators can replace some of the methods or perhaps employ slightly different methods for realising the purpose of the IDEATHON, which is to activate and empower young people to become active citizens in their local communities.
For additional help, we will upload additional material to an online folder that can be accessed by scanning a QR code.
FIRST DAY
SESSION 1 90 min
SESSION 2 60 min
Introduction and group formation
Idea selection and needs assessment
Shaping the idea into a project
SESSION 3 120 min
SECOND DAY
SESSION 4 90 min
SESSION 5 90 min
Idea presentations and selection of the winning idea(s)
Evaluating and celebrating
FIRST DAY
Session 1: Introduction and group formation
Purpose: To create a stimulating environment for cooperation and the exchange of idea
Objectives:
- Present the purpose of the event and the method of work.
- Make participants feel comfortable communicating with each other and exchanging ideas.
- Identify participants' key interests, issues and needs (in line with the given challenge).
- Form groups based on the expressions of interest.
Duration: 90 min
Materials: Flipcharts, markers, index cards, projector, computer, speakers, internet, pens, paper tape, mobile phones
Process:
Introduction: 15 min
The facilitators introduce themselves and welcome the participants to the IDEATHON. Guidelines for the participants before the practical group work starts are:
- The IDEATHON is a place to think about ideas that will make a difference in the participants' local communities in line with the given challenge.
- Today is not just about thinking but also about turning ideas into concrete projects.
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ONLINE MEETING
A final feedback from the feasibility committee.
- The best project will get funding. The facilitators also specify the amount the project will receive.
- The feasibility committee will estimate the logistical feasibility of each project and retain a veto on the implementation of each project.
- The participants themselves vote on the best project.
- Participants also commit to implementing the proposed idea if their idea emerges as the winner.
The facilitators make it clear that young people are part of every community and have a right to help shape it. They stress that the aim of the IDEATHON is, on the one hand, to encourage young people to participate in shaping their local communities and, on the other, to motivate local communities to involve young people in decision-making processes on matters affecting them.
The timetable is presented and the floor opened to questions. The facilitators check that everyone agrees with the information presented, especially the part about implementing the idea if it is selected for funding.
The facilitators conclude by saying that while this is a competition of ideas, the main point is to explore how the participants can have a positive impact on their local community, and invites everyone to participate and help create ideas. Groups and/or ideas may be merged at any time.
Inspirational videos:
LGBTIQ+ – Ne odričem se ('I don't give up'): https://www.youtube.com/watch?v=cTMRqbzPFbc
How community change works – https://www.youtube.com/watch?v=PT-HBl2TVtI
The facilitators point out that this is one possible change and makes a few more suggestions. The facilitators should draw on inspirational changes in the local environment in which they are located. Young people will feel the power of change more keenly if they can relate to and understand it. Facilitators should be careful to give at least two more examples, and to ensure that they are very different from each other. They should conclude by saying that these are only possibilities and that the young people can suggest other ideas.
Creating a supportive environment: 25 min
Speed dating:
Invite participants to move freely around the room. Tell them that you are going to play some music. They walk around until the music stops. At that moment they look around and make a pair with the person closest to them. In pairs they have three minutes to discuss the question posed by the facilitators. After three minutes, the music restarts and they walk freely around the room again. This process is repeated five times.
Questions:
- How are you and what have you been doing in the past week?
- What is your passion?
- What has your favourite holiday been up to now?
- What are you proud of?
- Who supports you in life?
Sociograms:
Invite participants to line up, from youngest to oldest. They should remain silent while doing so. The ranking is checked at the end.
Participants are invited to form a line running from the one with the brightest eyes to the one with the darkest eyes. They should remain silent while doing so. The ranking is checked at the end, and any participant who wishes to do so may check whether the ranking is correct. It is more important for participants to look into each other's eyes and make contact than for the ranking to be completely correct.
The participants are then invited to position themselves in the room according to their overall satisfaction with their local community (on one side of the room for complete satisfaction, on the other side of the room for complete dissatisfaction). Participants can choose a position between the two sides of the room that expresses the degree of satisfaction or dissatisfaction they feel. They are then asked why they are satisfied/dissatisfied.
Identification of interests: 15 min
Participants are invited to reflect individually on the following question: What kind of change do I want to be part of in line with the given challenge? Invite them to identify between one and three changes they want to see and are willing to be actively involved in. They then write between one and three changes on index cards. They should also write down their name on the index card.
The facilitators stress that it is perfectly acceptable for them to have a concrete idea already, or indeed to have no idea at all. They are invited to write down what they are able to at the moment on the index card.
Grouping: 15 min
Facilitators choose a board or two walls, and puts the words 'existing groups' on one board/wall and the words 'groups in the making' on the other board/wall.
The existing groups are invited to put their ideas on their board/wall. Each group makes a small 'bubble' so that it is clear which ideas come from which group.
All individuals are invited to paste their ideas on the part of the board/wall 'groups in the making'. The individuals are brought together into groups of between three and five according to their interests. The aim is that each new group is formed around similar ideas. Each new group is asked whether they are happy being together and, if not, who they would like to work with.
Choose the name and create a communication channel: 10 min
Each group needs to choose a name and write it down on an index card in the middle of the table.
They also create a communication channel by starting a chat group on Messenger, WhatsApp or a similar channel and adding facilitators to the chat. That will be the main channel of communication between the participants and organisers.*
*If somebody does not want to join the communication group, that should also be an option.
Invite all individuals to present their areas of interest in groups: 10 min
The facilitators invite the participants to briefly present their ideas in groups (each person briefly presents their ideas from the previous step).
Recommendations for facilitators:
Before work starts, tables that can accommodate between three and five participants are set up. On arrival, participants are invited to sit at the tables. Groups that are already formed can sit together. Individuals without groups are randomly grouped around the room.
After the introduction, the facilitators say that everyone will now take some time to get to know each other as a group. They explain that it is always easier to work together if we know at least a little about each other.
Every time participants are grouped together, a check should be made to ensure that the participants are happy with the group they are in. Participants may work alone if they wish.
All groups are told that some time will be taken to explore areas and ideas in which a desire for change has been expressed. The development of concrete ideas into project proposals starts very quickly after this.
To help participants with the preparation of the project budget, a facilitator needs to check with organisations/institutions if there are some requirements regarding the purchasing of the services and materials that will be needed for the implementation of the winning idea. Some sources of information should be prepared in advance, so that young people don't lose time when designing the budget for the project.
When working with minors or young people with fewer opportunities, having several facilitators could bring added value. In that case, one is the main facilitator who facilitates the core process. Others are assigned each to one group and helping with individual tasks in the process. It is important to give the groups some time to work on their own. However, having a facilitator would support them better in the sense of bringing more clarity, motivating them to work, supporting them in decision-making, and speeding up the process of finding an idea and developing it.
Session 2: Idea selection and needs assessment
Purpose: To choose an idea for development into a project
Objectives:
- Make participants choose an idea and write it down.
- Verify the need to implement the idea.
Duration: 60 min
Materials: Flipchart, markers, pens, small stickers (to use as voting points), A4 paper (coloured and white)
Process:
Choosing a field of work: 20 min
Participants are invited to rank their ideas (index cards from the previous session) on the motivation-feasibility graph (instruction below). Then to examine the graph. Each participant in every group has three points to allocate to any index card (participants can allocate them to one, two or three index cards). They allocate points to the index cards they want to work on. After voting, the groups choose the winning index card. This is their idea to develop.
Instructions for the usage of motivation feasibility graph:
1. Assign a flipchart sheet to each group.
2. Draw the graph on the board (see worksheet on page 34).
3. Each group redraw the graph on the assigned flipchart.
4. Each person takes their index cards from the previous session.
5. Each person place their own index cards on the graph as they see it fit.
Concretisations of an idea: 20 min
Group members are asked to draw and describe their idea in five sentences. Each idea should have a description and a sketch of how it will look in practice.
Checking WHY: 20 min
Each group is invited to try the '3 x WHY' method and write down its answers. They are also told that it is perfectly acceptable to seek or obtain opinions or information from sources other than their own group.
The main question in this section is: WHY does the community need your proposed change? Once the group has found the first answer, it asks WHY again and looks for the answer again. This is repeated three times.
Example:
Idea: New jumpers at secondary school.
Question: Why do high school students need new jumpers?
Answer: So that everyone looks cool in jumpers and everyone has the same jumpers.
Question: Why is it good for everyone to look cool in jumpers and for everyone to have the same jumpers?
Answer: It's good that everyone looks cool in jumpers because not everyone has the opportunity to have cool clothes and that is one jumper that would be cool for everyone. Besides, the same jumpers would express a certain belonging to the school and build a common identity.
Question: Why is it good for everyone to have the opportunity to have cool clothes and to be more connected to the school and to build a common identity?
Answer: Social differences are part of our lives, and what we wear also says something about our social status. Since differences and comparisons can lead to negative feelings and divisions, jumpers should at least occasionally overcome this. They would also be a reminder that we are part of something bigger (school) and that we are there with others. This would increase the feeling of social inclusion at school and increase students' desire to attend school.
Session 3: Shaping the idea into a project
Purpose: To shape ideas into a project
Objectives:
- Define the purpose and objectives of the project
- Establish a project timeline
- Prepare a financial plan for the project
- Create a draft presentation of the project
Duration: 120 min
Materials: Worksheets, pens, markers, sticky notes
Process:
Detailed description of the idea: 80 min
Each group gets a worksheet (pages 35–37) to fill. The facilitators are there to support the process.
Presentation draft: 30 min
The facilitators present instructions on how the process of presenting ideas and voting will take place on the second day:
- Each group has three minutes to present its idea.
- The presentation is followed by questions from other participants.
- Questions from the other participants are followed by questions from the feasibility committee.
- The next group makes its presentation.
- After all the presentations, there is a five-minute group discussion on who to award points to. Each group has five points to distribute among the ideas. A group may not vote for its own idea.
- Each group marks its vote on the ballot paper (see materials).
- The facilitators collect the ballot papers without letting any group see how another group has voted, counts the votes and announces the results.
- The three groups with the most votes qualify for the next round.
- The facilitators open the floor to possible cooperation, adjustments and mergers. Each group is asked whether they see any possibility of including something from other groups' ideas in order to improve theirs. The facilitators lead the discussion, allows participants to adapt their ideas if they wish, runs through the three ideas that have qualified for the next round, and starts the second round of voting.
- All individuals, including those from groups that did not make it to the next round, now have one vote. The facilitators need to be careful that the first round involves group voting and the second involves individual voting. The facilitators give participants a ballot paper; the participants then vote anonymously and hand their ballot papers over to the facilitators. The votes are counted and the facilitators declare the winner. If two teams have the same number of votes, the casting vote is held by the feasibility committee.
The facilitators explain to the groups that the presentations will decide whether or not their team gets funding to implement their idea. The groups are told that they have until the next meeting to prepare their presentations. While presentations can take whatever form the group decides on, the facilitators tell them that the most effective presentations include visual elements. Guidelines for the presentation are among the working sheets at the end of the guide.
Conclusion: 10 min
The facilitators announce the end of the day's work and invite each team to briefly present their idea. Not more than 1 min per team. They then briefly summarise the next steps.
Next steps:
- Finish the presentation.
- Have an online meeting with the feasibility committee.
- Adapt the final presentation.
- Present the project during the second day.
- Vote for the winner.
Recommendations for the facilitators:
Before the day comes to an end, the facilitators should give each group individual recommendations for working on the presentation itself; they also agree a time for each group's online meeting with the feasibility committee. The facilitators inform the groups of the day and time in the chat group.
We recommend to have at least 14 days in between the first day and the second day. This time is used for the online meetings and for all the groups to finish their projects and prepare presentations.
Online meeting
Each group meets the feasibility committee separately online to present its idea. The committee's role is to decide whether it is logistically possible to implement the idea. After each project receives the green light from the committee, it qualifies for the final day's voting. The meeting also serves as the site of final feedback from the organisers to the participants. If a certain idea is not feasible, the committee provides clear feedback, and tells the group what needs to be changed in order for the idea to be feasible for implementation. Feedback is also sent to the team in written form after the meeting. If a group does not take the feedback into account and if a certain idea is not adjusted accordingly, the feasibility committee has the right to remove this group from the final day's voting.
The members of the feasibility committee need to be extremely mindful of judging the feasibility of the project and not its content or whether they personally like the project. Feasibility comittee worksheet can be found at the end of the guide.
SECOND DAY
Session 4: Idea presentations and selection of the winning idea(s)
Purpose: To present the ideas and vote on the best one
Objectives:
- Make a presentation of ideas
- Choose the best idea(s)
Duration: 90 min
Materials: projector, computer, speakers, internet, ballot papers
Process:
Introduction:
30 min
The participants are invited to close their eyes and repeat the facilitators' actions. The facilitators start by rubbing their hands. After about 20 seconds, they start to tap their fingers, then their thighs gently, and finally they start stomping on the floor. After about 20 seconds of tapping, the facilitators start tapping their thighs, tap their fingers and then rubbing their palms together. The participants are then asked to open their eyes.
Different abstract pictures are spread across the floor (reflection cards with visuals are best), and participants are invited to choose one that represents their answer to the question: 'How am I?' Participants then share their answer in a circle with the other participants (20 mins).
The facilitators tell the participants that the presentations will now begin. It is made clear to the participants that while only one team can win, the competition itself is not the top priority but, rather, the change the community needs and wants.
The room is prepared and lots drawn to determine the order of the groups.
Voting: 30 min
The presentations are given. Recommendations on how to approach the presentations are in the worksheet section (page 38).
Take time for voting. You will find detailed instructions for voting and the ballots in the worksheet section (pages 40–41).
A winner is declared.
Recommendations for the facilitators:
Before the energiser, we say that gentle spring rain is a calming moment and that we will simulate it to calm ourselves.
After the first round of voting, the facilitators check to see whether some groups' ideas are similar and therefore whether groups can be merged, ideas combined or whether a particular idea can also adopt elements of another idea. If this possibility emerges, the groups should be given time to agree on which elements of one idea will fit into the other idea. For this purpose he can use the existing communication channel, established during the Ideathon.
Session 5: Evaluating and celebrating
Purpose: To evaluate the IDEATHON and celebrate the work we have done together
Objectives:
- Carry out an evaluation of the IDEATHON
- Celebrate the work we have done together
- Agree on the next steps with the winning group
Duration: 90 mins
Materials: mobile phones, internet
Process:
Evaluation: 30 min
The facilitators carry out an evaluation using a mentimeter (the questionnaire can be found among the worksheets on page 42).
The facilitators invite participants to the final round with the following question: 'What are the two things you will take with you from the process?'
Socialising time: 60 min
Participants are invited to socialise and have a snack.
Facilitators invite participants to talk to the winning team and express an interest in joining implementation of the project (if they so wish). The facilitators encourage the winning team to share details of when others can join and contribute to the implementation. If there is interest, the facilitators need to make sure that young people agree on where and how far in advance the information will be shared.
After socialising, the facilitators meet separately with the winning team to outline the deadline by which the selected idea will have to be implemented. Every team should know the next steps and who they can contact in case of any questions that arise during implementation. If no contact is made by the team, it is imperative that the mentor contact the team no more than four days after the IDEATHON to check on the progress.
A mentor is a person appointed by the organisers and assigned to support and monitor the implementation of the winning idea.
When it comes to physical implementation of the project, it is a good idea for the mentor to attend the actual implementation. It is important that the mentor's role is clear: they are not supervising the project, but supporting the young people involved. They are available to provide help, but should in no way direct the individual project according to their own criteria. The facilitators also open the floor to questions from the winning team.
Examples of past IDEATHONs
IDEATHON at Litija Grammar School
Challenge:
To create a student-oriented social space at Litija Grammar School
Challenge proposer: Litija Grammar School
Participants: 32 third-year students at Litija Grammar School
Description of the event: Association for Culture and Education PiNA teamed up with the Lojtra Association and Litija Grammar School. The latter proposed the challenge for the students, took care of the promotion and offered a venue. The students were first divided into groups of between three and five depending on their ideas. This was followed by the process of developing the idea and designing the project proposal. The students had different proposals, some of which were similar to each other. After the project proposals were developed, presentations followed and the students chose the winning proposal. After the selection process was complete, it was agreed that some of the proposals of the teams that did not win would be incorporated into the winning proposal. With the support of their mentor at school, the students put the winning proposal into practice and set up a meeting space for students at the school.
Change in practice: Implementation of the winning proposal has ensured that Litija Grammar School now has two meaningful spaces for socialising: the library and the gallery. The students bought armchairs, lounge chairs, a sofa, tables, a carpet, chairs, plants, a table football set, a projector and a computer; they then placed them in a meaningful way within the space in line with their proposal. The students now have a higher-quality space in which to socialise; they also feel a greater sense of belonging because they have helped create that space.
The cooperation was also the occasion for a new change, namely the establishment of a partnership between Litija Grammar School and the Lojtra Association for participation in Erasmus+ projects.
SWOT analysis of the IDEATHON method
Strengths
Weaknesses
- Greater inclusion of young people in local communities
- Greater autonomy of young people when participating in the local community
- Enhanced competencies on the part of young people
- Better connection between young people and their hometown
Opportunities
- Long-term inclusion of young people in decision-making processes in local communities
- Creation of participatory mechanisms that allow the equal and safe participation of all young people by considering diversity, inclusivity and accessibility aspects from the start
- Limited number of young people can take part
- Limited number of ideas can be supported
- Limited financial resources
- Limited inclusivity (young people need to show off, so those not brave enough to do so might be reluctant to take part)
Threats
- Stereotypes about young people are strengthened (if there are not enough participants)
- Chosen ideas are not implemented
- No systemic grants for the implementation of IDEATHONs over the long term
- Only those young people who are already active show an interest in taking part (no broader participation from marginalised groups)
List of materials
The quantities of certain materials will vary according to the number of participants. An IDEATHON involving 30 participants would require the following materials:
- 40 x flipcharts
- 100 x marker pens
- 40 x pens
- 100 x index cards
- 1 x projector
- 1 x computer
- Speakers
- Internet access
- 1 x paper tape
- Individual mobile phones (not a condition for participation)
- Abstract pictures (reflection cards with visuals)
- 100 x small stickers
- 50 x sheets of white A4 paper
- 50 x sheets of coloured A4 paper
- 250 x sticky notes
- Ballot papers
- Worksheets
Table of tasks
PREPARATIONS
FOLLOW-UP
- Find a space where at least 30 people can work in groups.
- Decide on when IDEATHON will be implemented.
- Choose the coordinator for the whole project.
- Set the maximum number of possible participants.
- Form an organisation consortium (who else will organise the event with you?).
- Declare the budget for the project and for the winning team.
- Set the challenge.
- Organise the promotion.
- Prepare all the materials.
- Appoint the feasibility committee, the event facilitators and a mentor for the winning team.
IMPLEMENTATION
- Ensure that the facilitators are familiar with all the elements of the IDEATHON process.
- Carry out the first session.
- Carry out the second session.
- Carry out the third session.
- Carry out the online meeting.
- Carry out the fourth session
- Carry out the fifth session and declare the winner of the IDEATHON.
- Tell the winning team who their mentor will be.
- Establish a channel of communication between the mentor and the winning team.
- Monitor the winning team's progress (at least once a week).
- Agree on deadlines for the winning team's tasks.
- Meet the winning team in a live setting during project implementation.
- The winning team completes their project.
- All invoices are paid and all tasks completed.
- The mentor celebrates the success with the winning team.
Involving young people with fewer opportunities
When organising an IDEATHON, it is crucial to identify the target group and to be aware that young people are not a homogeneous group. The 'young people' label contains several age, interest, gender, worldview and other subsets. These subsets respond to different messages and use different communication channels. It is important that we know who our target group is because this is the only way of tailoring the event to that group.
The inclusion of all young people is a very important principle of youth work. The European Commission has published an Inclusion and Diversity Strategy in order to help the youth and education sectors understand the different range of people who are faced with fewer opportunities and come up with the best way of supporting them. Of course, while we might never attract all young people to a particular event, it is vitally important that we make efforts and take action to identify and change the unequal structures and mechanisms that lead to some being included and others excluded. Some of the aspects that need to be taken into account when organising an IDEATHON in order to make it an inclusive space for all young people are set out below. We have listed the groups in line with the Inclusion and Diversity Strategy, and added specifics and considerations that will make for more successful and inclusive IDEATHONs.
What to do
Evaluate the barriers and the accessibility of your activities from the point of view of different minority groups. Think about who is present and who is not – whose voice is heard and whose is not (and why). If you are a representative of the majority community, it can be difficult to notice (or admit) the lack of minority representation, or to identify the barriers to equal participation. Think about whether you can recognise, for example, (hidden) racism, sexism, Islamophobia, homophobia, transphobia or ableism in the activity and its planning. Pay attention to how you deal and meet with young people from different backgrounds and whether you recognise your own preconceptions towards representatives of different groups. Maintaining exclusionary practices is often unintentional. If/when you catch yourself thinking prejudicially or maintaining unequal practices, it can bring up difficult emotions. Try to go through them and focus your energy on what could be done differently from that point on. Remember that discomfort is part of learning.
The following suggestions may be helpful:
- Create clear instructions for yourself on how to inform and reach young people who are members of minority groups.
- Think about the language in which your website is written. How are the contact persons informed, what kind of descriptions of the activity do you have in your materials, and what kind of people appear in your visual communications?
- Use your community's know-how and knowledgeable persons.
- Use plain language and multi-channel communication. Using videos and social media channels is often a useful complement to
written communication. Young people often want easily accessible material, such as short Instagram videos, that tell a little more about what the event is about.
- Educate yourself more about equality work: find out, for example, about racism as a phenomenon and how you can implement your activities so that they are as accessible and as culturally and gender-sensitive as possible.
- Offer training possibilities and materials to other organisers and members of your work community – it is important that we try to understand more about what young people's lives are like and about the diversity of the world they live in.
This makes it possible for our activities to support young people's identity and strengthen their ability to cope in society.
Safe and brave space
When organising the event, make common rules for addressing discrimination and grouping. It is good to know how to manage a diverse group and to create a safe operating environment.
Prevention works best:
- Discuss among the organisers how different participants are considered and how some can be prevented from being excluded from an activity.
- When organising the event, point out clearly that all bullying, discrimination, racism, harassment and hate speech are prohibited in the facilities and activities. Remember to appoint a person responsible for ensuring a safe atmosphere and tell the young people who this person is. Make it clear that harassment will be dealt with if it occurs.
How to address specific groups and what to be mindful about:
The economically disadvantaged:
Specifics: Youth from low-income families, atrisk youth, youth facing financial constraints.
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Considerations: Provide financial support for travel and accommodation if needed. Ensure that all aspects of the IDEATHONs are financially accessible. Do not make financial means a precondition for participation.
The educationally disadvantaged:
Specifics: Young people with limited access to high-quality education, school dropouts, individuals with gaps in formal education.
Considerations: Offer workshops and resources that bridge educational gaps. Create an environment in which learning is encouraged and participants can feel comfortable asking questions. If needed, organise some explanatory workshops beforehand to bring everyone up to the same level.
Cultural and ethnic diversity:
Specifics: Youth from diverse cultural and ethnic backgrounds, immigrants, refugees.
Considerations: Pay attention to meeting each young person as an individual – with their needs, wishes, interests and backgrounds. Young people who belong to minority often have to think about whether they dare to join a new activity and how they will be treated and encountered within the activity. Young people belonging to visible minorities also face more prejudice than others and are often treated and confronted as 'representatives of the group', not so much as individuals among others. Try not to make preconceived assumptions about which topics will appeal to young people from diverse cultural and linguistic backgrounds just because of their background. Create space for them to make their voices heard and to define the things that seem meaningful to them. Foster cross-cultural collaboration where young persons with different backgrounds can meet each other, share their thought and build understanding. Ensure a respectful and inclusive atmosphere that values all cultural backgrounds. Take active and conscious steps in the development of an anti-racist approach in your work.
Gender and LGBTIQ+ inclusion:
Specifics: Young people of all genders, LGBTIQ+ youth.
Considerations: Ensure a balanced representation of genders in leadership and mentoring roles. Enforce a strict anti-discrimination policy. Offer gender-inclusive facilities and themes. Create an environment in which LGBTQ+ youth feel safe and respected. It is very important to respect a participant's chosen pronouns (put them on the name tags in order to avoid misunderstandings).
Geographical limitations:
Specifics: Youth from rural or remote areas, those with limited access to urban opportunities.
Considerations: Host events in various locations, including rural areas. Provide online participation options. Consider travel and accommodation arrangements for those from remoter regions.
Disabilities and accessibility:
Specifics: Youth with different abilities, or with physical or cognitive impairments.
Considerations: The IDEATHON venue should be accessible to people with reduced mobility. This includes providing ramps, elevators, accessible bathrooms, and materials that are readable by screen readers. Research must be carried out in advance to ascertain whether a certain space is accessible (on some occasions in the past, owners have misrepresented the accessibility of their venues, which is clearly unacceptable). Provide materials in formats compatible with assistive technologies. Offer sign-language interpreters, captioning and other necessary accommodations.
Digital literacy and access:
Specifics: Youth with limited digital literacy skills and a lack of access to technology.
Considerations: Provide basic digital literacy workshops. Ensure access to the necessary technology and the internet. Have mentors available to assist with technical challenges.
Health conditions and special needs:
Specifics: Youth with chronic illnesses, mental health challenges, special needs.
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Considerations: Offer quiet spaces for rest. Be sensitive to dietary restrictions and allergies. Create an inclusive and supportive environment that accommodates various health needs.
Age diversity:
Specifics: Youth of different age groups, including both younger and slightly older participants.
Considerations: Set age ranges that accommodate various life stages. Encourage intergenerational knowledge exchange and collaboration. Think about using simple language and graphic support.
Language barriers:
Specifics: Youth with limited proficiency in the event language, non-native speakers.
Considerations: Provide event materials and resources in multiple languages if feasible. Offer multilingual mentors, interpreters or volunteers to assist participants with language barriers. Use plain language.
Social exclusion and isolation:
Specifics: Youth who might feel socially excluded for various reasons.
Considerations: Facilitate team-building activities. Foster a friendly and respectful atmosphere in which all participants can connect and feel included. It is important to remember that the considerations for each group may overlap and that individuals can therefore belong to multiple categories. By addressing these specific considerations, you will be better equipped to create an IDEATHON experience that is truly inclusive and supportive for all young people with fewer opportunities.
What to do at the level of the organisation:
Diverse team: Create a diverse organising team that understands the needs and challenges of young people with fewer opportunities. Having a team with different backgrounds and perspectives will lead to better planning and execution.
Inclusive themes: Choose IDEATHON themes that resonate with a wide range of interests and backgrounds. Themes that are too narrow or specific might alienate some participants.
Mentoring and facilitation support: It is crucial to have good mentoring and coaching support so that participants feel empowered.
The most important thing is to know from the start who you are working with; this will help you be ready for different the situations outlined above. Most issues are easily solvable with a human approach and lots of flexibility. However, some issues require long-term and committed work, so that more fundamental changes in attitudes and structures can become established. As mentioned before, it may be worth considering analytically each factor that work as grounds for discrimination and exclusion one at a time – the effort to consider all of them at the same time may produce only a few practical solutions. Above all, equality work requires examining power structures, norms and operating methods from new perspectives within one's own organization, and the readiness to critically examine one's own thinking and actions as well. Promoting equality is a continuous effort. It is not a single method or a development task to be completed, but a way of looking at one's own activities and the surrounding society. Equality work is all work that reduces discrimination and the effects of discriminatory practices.
Conclusion
The objective of participation can never be fully met. First and foremost, it is a path. We need to raise people's awareness and show them the added value it produces. For young people, the most important thing is to show them that their voice matters and that their ideas can come to life. Claiming that participation processes in a certain contexts cannot be improved, upgraded or renewed would be a dangerous path to take. We should always keep an open mind and be ready to adapt to existing facts, new discoveries and emerging possibilities. Showing young people a way of participating can make things happen. This is something to integrate into our core value systems and keep as a simple guiding principle that can help us make our world a slightly better place.
The authors see this guide as something that can help us on this path. The methodology it presents can, if used properly, increase youth participation in local communities, which is something we feel very strongly about. Since it is a path not an objective, we would love to hear honest feedback from you about your experience in using it. Please leave your feedback here: https://pinaforms.typeform.com/to/kNS4RSkW
For all additional information, support and explanations, we are available at: email@example.com.
Worksheets
Target group(s)
Think of different groups of young people you would like to attract. Try to answer the questions below for each identified group separately. It may help you design promoting messages and choose promoting channels.
- How old are they?
- Where do they go to school?
- What do they listen to?
- How they spend their money?
- Where do they go every day?
- Who are their friends?
- Where do they spend their free time?
- What interests them?
- What are their problems?
- What do they want?
After selecting the target groups and defining their characteristics, think about their possibilities for engagement in decision-making processes.
- What motivates the members of these target group(s) to participate? I.e. identify the impact of your existing activities and collaboration structures that increase inclusion, which you can take advantage of.
- Think critically about what prevents the members of the selected target group(s) from participating? What are the factors that possibly create exclusion?
- What could you do to remove these barriers, to create a safer space and to enable participation?
Motivation - feasibility graph
Position your ideas on the graph according to your own judgement.
Motivation
Feasibility
Questions:
- How motivated are you personally to implement a certain idea?
- How feasible does the idea seem to you?
From idea to project
Section 1
Purpose:
- Write down the essence of your project in between one and three sentences. Describe what you want to achieve.
Change in the local community:
- What change will be seen in the local community, where will it be seen, who will see it?
- Paste a sketch of the change from previous work or create a new sketch of the change.
Objectives:
- Write down between three and five main objectives of your project. The objectives need to answer the question of how your purpose and the desired change is going to be achieved. Make the objectives as clear as possible.
Section 2
Implementation process: Write down all the steps needed to implement the idea. Write down WHAT needs to be done, WHO is responsible for each step and BY WHEN you will implement each step. The steps should describe the process required to achieve your objectives. Have in mind that the maximum time for implementing the idea is six months from now.
Financial plan: Write down all costs in the table.
Guidelines for the presentations
Here are the guidelines that can help when designing the presentations. They are not compulsory to follow, yet they can be seen as a resource to guide towards an effective and successful presentation. Each team will have 3 minutes to present their idea. This information is crucial since the teams will be cut off once this time is reached. Framework of the presentation (The order of the answers can be changed, however recommendation is to answer all of the questions):
1. Who are you?
It can be just a name of the team. You can also present team members. The key is to know who is behind the idea. Do this step quickly and save as much time as possible for further steps.
2. What is the core of the idea you are presenting?
Briefly present the core of your idea. It should not be more than a few sentences and audience should have the picture of what you will be talking about. It is quite a challenge to explain your idea in a few sentences to somebody who has never heard about it. Write those sentences down and try it out with your friends and ask for their feedback. Try and improve it so many times to reach short yet effective description.
3. Why is this idea important for the local community?
Explain why this idea matters. Is it just your belief that its important? Did you do any research? What did you find out? Keep it short, but also take time to explain why your idea is the one which should get the funds. Take time to explore this area, since its one of the questions that will be decisive whether your idea will win or not.
4. Who is your target group?
Who is your idea for? Briefly describe your target group.
5. What will the idea look like in practice?
Present your idea more in details. You can state your objectives here. You can also explain and show, how the idea will look like in the local community once it will be implemented. The key is that the audience will fully understand your idea.
6. Who will implement the idea?
Who will work on the idea? Will your group do all the work or will you invite other stakeholders?
7. When will the idea be implemented?
What is the general timeline for the idea implementation? Do not be too specific but name the major milestones in during the implementation and their time frame.
Don't forget to: Structure your content on the way to reach clarity. Think of which information are important and which are not. Use visual aids to enhance understanding. Practice, practice, practice.
Check this video to get inspired: https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action
Feasibility committee worksheet
This worksheet is for the feasibility committee to help them comment on the presented ideas.
The main role of the committee is to judge if the project is feasible or not. So first round of the comments from the committee to each group needs to support the groups to make their project doable/ feasible. The main areas of commenting on are:
1. Financial feasibility
Are the costs associated with the project estimated realistically? Are there all the costs or is something missing? If there are other funding sources mentioned, are they realistic or not? Is project in the given financial frame? Is the financial plan balanced?
2. Operational feasibility
Is there a clear and realistic plan to implement the project? Is the time frame reasonable? Are the predictions on the number of people involved realistic? Are the planned resources (spaces, material, people,…) really available? Is there a clear division of tasks?
3. Legal feasibility
Is the project in line with the legislation? Is there any potential risk for the people involved in the project at any stage?
While providing the feedback the committee needs to write it down and structure it on a way to first mention the exact part of the project which is problematic and than explain why its problematic. At the end the committee also needs to explain what needs to be changed, so the project will be feasible.
It might happen that most of the projects will be totally feasible. In this case the committee can just say that the project is feasible. If this is the case the committee can start immediately with the second round of comments. This round is there just to suggest to the groups what would make the project even better in the eyes of the feasibility committee. It is necessary to tell each group that those are not comments connected to the feasibility of the project, but to its improvement. We do not provide any framework here. The idea is that members of the committee name what could be changed or adapted to make the project even better. Than it's the decision of each team if they will do that or not.
Ballot papers
1st round of voting
Each team gets five ballots. Each ballot counts as one vote. Write down the name of the team you are voting for on each ballot.*
Voting is done as a team. How the team decides is up to the team. Teams cannot vote for themselves.
The facilitators provide the teams with ballots and collects them after five minutes. The facilitators should check to ensure that no team votes for itself. The facilitators are the only one who see all the ballot papers, and they should make sure that teams do not see other teams' votes.
*Ballots are in the form of numbered white pieces of paper. For five groups we need 25 numbered ballots.
2nd round of voting
Each individual gets a ballot.* Each ballot counts as one vote. Each person votes for their favourite project. They can also vote for their own project.
The facilitators provide ballots to the participants and collects them after a few minutes. The ballot is secret.
*Ballots are in the form of numbered white pieces of paper. For 30 participants we need 30 numbered ballots.
Final evaluation questionnaire
- What did you enjoy the most during the experience? Was there anything you didn't like?
- Did you miss anything?
- Did you feel comfortable voicing your opinions?
- What did you take away from this experience?
- Would you say that you are now more willing to do something in the local community?
- Please rate from 1–5 (1 the worst and 5 the best) the following:
- Location of the event.
- Time when the event was organised.
- Facilitators work.
- Would you like to add anything?
With the purpose of further development of this methodology, we are collecting the answers on the evaluation questionnaire. If you would like to contribute to this purpose, please use the code below for accessing the evaluation questionnaire. Please contact us on firstname.lastname@example.org and we will send you the results for your event via email.
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Best Value (F)
A collection of 9-1 Maths GCSE Sample and Specimen questions from AQA, OCR, Pearson-Edexcel and WJEC Eduqas.
Name:
Total Marks:
1. Soap powder is sold in three sizes of box.
A 2 kg box of soap powder costs £1.89
A 5 kg box of soap powder costs £4.30
A 9 kg box of soap powder costs £8.46
Which size of box of soap powder is the best value for money?
You must show how you get your answer.
2. Helen needs to buy 6 packs of tea.
This table shows the offers available in two shops.
A single pack of tea costs the same in each shop.
[3]
Which shop is cheaper for Helen?
Explain how you decide.
3. Toilet rolls come in packs of 4 and 9
Which pack is better value? You must show your working.
4. Cola is sold in packs of 6 and packs of 8 What is the cheapest way to buy 48 cans of cola? You must show your working.
[3]
[3]
CREDITS AND NOTES
Notes:
These questions have been retyped from the original sample/specimen assessment materials and whilst every effort has been made to ensure there are no errors, any that do appear are mine and not the exam board s (similarly any errors I have corrected from the originals are also my corrections and not theirs!).
Please also note that the layout in terms of fonts, answer lines and space given to each question does not reflect the actual papers to save space.
These questions have been collated by me as the basis for a GCSE working party set up by the GLOW maths hub - if you want to get involved please get in touch. The objective is to provide support to fellow teachers and to give you a flavour of how different topics "could" be examined. They should not be used to form a decision as to which board to use. There is no guarantee that a topic will or won't appear in the "live" papers from a specific exam board or that examination of a topic will be as shown in these questions.
Links:
AQA http://www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300
OCR http://ocr.org.uk/gcsemaths
Pearson Edexcel http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html
WJEC Eduqas http://www.eduqas.co.uk/qualifications/mathematics/gcse/
Contents:
This version contains questions from:
AQA – Sample Assessment Material, Practice set 1 and Practice set 2
OCR – Sample Assessment Material and Practice set 1
Pearson Edexcel – Sample Assessment Material, Specimen set 1 and Specimen set 2
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Science
We will look at forces resisting movement through water; begin to understand buoyancy and density. We will study water's physical property melting/boiling/saturation point, and its capacity as a 'universal solvent'. We will also look at water as a freshwater, and saltwater habitat.
Maths
We will begin work on finding the area, perimeter and volume of shapes, followed by a block on: conversions; position/direction; properties of shapes; ratios; scale factors, and a basic introduction to algebra
Junior Class Y6- Summer term (Water)
Revelations 21:6
'…I am the Alpha and the Omega…To the thirsty I will give from the spring of the water of life, without payment.'
English…
Our Guided reading text will be How to train your dragon' by Cressida Cowell (A Viking adventure story) We will work on our comprehension and analysis skills using passages of the text.
Topic
SPaG - inverted commas, active/passive voice, etymology, formal/standard language, antonyms and synonyms
Writing/composition - Writing to instruct, writing to entertain (fiction: hero story inspired by Norse legends) Poetry - Narrative poem, Beowulf
PE
Music
Clarinet lessons, led by the Music Hub. Children can talk about musical instruments they play at home at tutor time, and can perform for the class.
In PE we will be doing athletics. We will work on our running, jumping and throwing skills ready for competing in various events at the Christian Schools Sports Day in Oxford in June.
In the first half term , we will focus on the Vikings as seafarers; looking at some of their journeyings, raids, and settlements. We will learn about their attack on Lindisfarne, their settlements in England, including the Viking controlled territory within England (Danelaw). finishing with the end of Viking rule in England in 1066. In the second half term we will study learn about major rivers in the Uk and in the World; the journey of a river and its associated landforms; including erosion, deposition, and the building of dams. We will also look at canals and waterways in and around Sheffield.
Français
This term we will be studying interesting topics such as food & drink, healthy eating & healthy lifestyles, as well as the weather and the environment. We will be aiming to improve our speaking and writing through lots of enjoyable activities in class. Merci beaucoup.
RE TBC
Art - Note please your children need art aprons this term.
We will begin the term working on a large display showing the Water cycle. This will include Art History - looking at how artists have portrayed the sea, land & mountains of the UK: Monet, John brett val d'aosta, Charles Herbert Moore, Turner, Paul Nash, Pauline Price. Then they will work in groups using mixed media to produce a big display. The next project will link to Topic - we will produce mixed media collage pictures of Viking Ships, before looking at Monoprinting (Gyotaku)
PSHE
We will be learning about what he Bible says about justice, loving others and looking after God's creation, and how this relates to environmental issues such as global warming.
DT
Cooking - gaining confidence with kitchen skills by cooking a variety of sweet and savoury dishes construction - making Viking themed pop up books. sewing - refreshing basic sewing skills; making a drawstring sewing bag; sewing a tea-cosy
Computing
We will explore the 2-Create tool on Purple Mash to explore and produce a text-based adventure story, including writing codes for a map-based adventure story. | <urn:uuid:25a72752-023b-4ed3-b100-04a642908743> | CC-MAIN-2024-42 | https://www.bethanyschoolsheffield.org/_files/ugd/fd4d1c_7aad7c8e6b164101b187d6d57fb07dca.pdf | 2024-10-05T21:12:31+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253384.19/warc/CC-MAIN-20241005204934-20241005234934-00016.warc.gz | 611,786,101 | 765 | eng_Latn | eng_Latn | 0.998098 | eng_Latn | 0.998098 | [
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Term Project 2: Data Visualization
Points: 100 Points
Prompt: The two term projects are meant to be more involved than the class projects. In this second term project, you will generate a series of maps, text, and graphics to summarize real data. The data used is up to you. Some appropriate examples include socioeconomic data (for example, Census data in the United States or Eurostat data in the European Union), climate/climate change data, watersheds/hydrology, land cover/land use, geohazards, flooding, erosion, agriculture, resource extraction, etc. You may also choose to use multiple datasets. However, they must be linked or related.
In order to explore, visualize, and summarize the data, you will make a series of maps and graphics with associated text. You must produce:
At least five maps using at least three different types of symbology (choropleth, proportional symbol, graduated symbol, dot density, isopleth, flow map, etc.). Make sure the symbology used is appropriate for the data being displayed.
The product should be delivered as a PDF report that includes the following:
At least three graphs of at least two different types (for example, histograms, boxplots, bar graphs, scatter plots, etc.).
o All maps and graphics imbedded as figures. Figure captions must be provided for all figures. All figures must be referenced in the text.
o Text including (1) an introduction describing the data and goals of the report, (2) the findings of the data analysis (i.e., explain your maps, tables, and graphics), and (3) a conclusion highlighting the key findings of the study/analysis.
o At least two tables representing or summarizing the dataset. Table captions must be provided for all tables. All tables must be referenced in the text.
Rubric:
Report is well organized, well written, well formatted, and grammatically polished. (15 Points)
All maps will be judged based on the quality of the layout, visual hierarchy, data symbology, and presentation. All maps should be polished and of professional quality. Make sure to symbolize data using appropriate symbology. (20 Points)
All tables are well formatted and represent the data accurately and appropriately. Make sure to use appropriate layouts and number of significant figures. All measurement units should be clearly defined. (10 Points)
All graphs will be judged based on the quality of the layout, visual hierarchy, data symbology, and presentation. All graphics should be polished and of professional quality. (15 Points)
The conclusions should be clearly defined and supported by the data, analysis, and visualizations. (5 Points)
The text should be well structured and correctly describe the data used, goals of the analysis, and findings as presented in the tables, graphics, and maps. (15 Points)
Appropriate credit and citations should be provided for all sources and data. (10 Points)
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Art: Intent, Implementation and Impact
Intent
Art develops spiritual values and contributes a wider understanding to the experience of life, which helps to build a balanced personality. Bridget Rile (painter)
Art and design aims to ensure that all pupils:
* Produce creative work, exploring their ideas and recording their experiences.
* Become proficient in drawing, painting, sculpture and other art, craft and design techniques.
* Evaluate and analyse creative works using the language of art, craft and design.
* Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
* Become respectful and tolerant of different cultures and beliefs through appreciating and understanding the contribution made by artists, craft makers and designers.
* Help children learn how to make thoughtful judgements and aesthetic and practical decisions and become actively involved in shaping environments.
* Have an increased student voice, sense of identity and wellbeing.
Implementation
By the end of the EYFS, pupils are expected to safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Pupils will be taught to share their creations, explaining the process taken.
By the end of each Key Stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Pupils should be taught:
January 2024
* To use a range of materials creatively to design and make products.
* To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
* To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
* About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
* To create sketchbooks to record their observations and use them to review and revisit ideas.
* To improve their master of art and design techniques, including drawing, painting and sculpture with a range of materials.
* About great artists, architects and designers in history.
The children are taught in a variety of ways to suit different learning styles wherever possible, and may work in a whole class, group or individual setting. The programme is planned to link with the half termly topic and is therefore cross curricular; for example, children in Year Three draw and print cave paintings to link with. the topic of The Stone Age in History. Each. Key Stage has experience of drawing, painting, collage, and sculpture, with. KS2 having the additional opportunity to print and use ICT to create digital art. Opportunities for speaking and listening, writing, mathematics and computing are taken into consideration when each. unit of work is planned. For example, when teaching drawing, teachers discuss proportion, size and shape. Assessment of each unit ensures that teachers are able to plan for the progression of skills.
Health and Safety
When working with. tools, equipment and materials, pupils are taught:
* About hazards, risks and risk control.
* To recognise hazards, assess consequent risks and take steps to control the risks to themselves and others.
* To use information to assess the immediate and cumulative risks.
* To manage their environment to ensure the health. and safety of themselves and others.
* To explain the steps the take to control risks.
* Teachers assess the risks of each. art activity and consider steps to make each activity safe for all pupils.
E-Safety
January 2024
When conducting research on the Internet or uploading any work, pupils are taught:
* To only use websites an adult has said are safe.
* To ask an adult if they want to change the program.
* To only use the class log in or their own user name and password.
* Not to change anyone else's work.
* About the laws of copyright.
Inclusion
At Hawthorn we ensure that:
* We offer an inclusive environment through. promoting equality of opportunity for all and eliminating discrimination on the grounds of gender, race, ethnic origin, ability or specific needs. We promote this ethos through our curriculum as a Rights Respecting School. Equipment, resources and staffing are provided or adapted to meet specific needs.
* Staff find ways to set suitable learning challenges for all learners, challenging pupils who have high levels of skills and knowledge in art by providing opportunities for them within an art topic to extend their understanding and develop their skills.
* We recognise the diversity within our school by using a wide range of cultural images and products.
* Staff actively encourage all children's artwork and value ideas.
* We encourage all children to achieve as much independence as possible in line with. their needs and/or disability.
* We provide quality first teaching and deploy teaching assistants effectively to support children where necessary. In instances where there are hearing impaired children being taught, teaching staff pre-teach vital vocabulary and sign in order to ensure achievement for all.
Assessment
Assessing pupils' work is an integral part of teaching and is done through a range of approaches including pupils' self and peer assessment. Progress is tracked by the class teacher using skills assessment grids and monitored by the Art co-ordinator and Senior Leaders on a half termly basis ensuring consistency of teaching and standards within the subject. It also forms the basis of planning to deliver next steps so children are challenged in their learning.
Resources
January 2024
An extensive range of resources are available to support the teaching of Art. They are regularly audited and purchased as required so teachers are able to deliver the curriculum effectively. Classroom teachers are encouraged to inform the Art Lead when resources need ordering. The school is also part of AccessArt creative online community that supports arts teaching and learning.
The Art lead endeavours to source resources through external organisations, schemes and grants.
Impact
To be monitored October 2022
a
September 2022
Health and Safety
When working with tools, equipment and materials, pupils are taught:
* About hazards, risks and risk control.
* To recognise hazards, assess consequent risks and take steps to control the risks to themselves and others.
* To use information to assess the immediate and cumulative risks.
* To manage their environment to ensure the health. and safety of themselves and others.
* To explain the steps to take to control risks.
* Teachers assess the risks of each. D.T activity and consider steps to make each activity safe for all pupils.
E-Safety
When conducting research on the Internet or uploading any work, pupils are taught:
* To only use websites an adult has said are safe.
* To ask an adult if they want to change the program.
* To only use the class log-in or their own user name and password.
* Not to change anyone else's work.
* About the laws of copyright.
Inclusion
At Hawthorn we ensure that:
* We offer an inclusive environment through. promoting equality of opportunity for all and eliminating discrimination on the grounds of gender, race, ethnic origin, ability or special needs. We promote this ethos through our curriculum as a Rights Respecting School. Equipment, resources and staffing are provided or adapted to meet specific needs.
September 2022
* Staff find ways to set suitable learning challenges for all learners, challenging pupils who have high levels of skills and knowledge in D.T by providing opportunities for them with.in a D.T topic to extend their understanding and develop their skills. (Using more open-ended design briefs, adapted design briefs specifying user requirements, planning and carrying out independent research., challenging the thinking of more able children)
* We recognise the diversity with.in our school by using a wide range of cultural images and products.
* Staff actively encourage all children's opinions and value ideas. Children's work is collected for an end of year 'Arts Exhibition' that showcases work from children with. a range of needs and abilities.
* We encourage all children to achieve as much independence as possible in line with their needs and/or disability, ensuring that plans still provide these children with success and independence but will not be beyond the child's capabilities. We also ensure that children are not put at risk because they have a limited understanding of safety.
* We provide quality first teaching and deploy teaching assistants effectively to support children where necessary . In instances where there are heaaring impaired children being taught, teaching staff pre-teach vital vocabulary and sign in order to ensure achievement for all.
* We address all gender stereotypes by looking at both female and male engineers.
Assessment
Assessing pupils' work is an integral part of teaching and is done through. a range of approaches including pupils' self and peer assessment. Progress is tracked by the class teacher and monitored by the D.T co-ordinator and Senior Leaders on a half termly basis to ensure consistency of teaching and standards within the subject. It also forms the basis of planning to deliver next steps so children are challenged in their learning.
Resources
An extensive range of resources are available to support the teaching of D.T. These are regularly audited and purchased as required so teachers are able to deliver the curriculum effectively. Classroom teachers are encouraged to inform the D.T Lead when resources need ordering. The school is also part of The Design and Technology Association and undertake D&T training from this provider.
The D.T lead endeavours to source resources through parent partnerships, external organisations, schemes and grants. For example, in 2021 the school was able to secure funding for D.T through the Health for Life scheme.
Implementation
- DT taught at least once a term, following the 'research, design, make, evaluate' model and learning journeys in books/portfolios will evidence this.
September 2022
- Progression is seen across each Key Stage, using the D&T long-term maps. Key Stage One, Lower Key Stage Two and Upper Key Stage Two will teach 6 units across the two year groups, however each year group will cover Food Technology at least once each year.
- Food Technology has a focus on Healthy Eating.
- Teachers use the D&T progression of skills documents to plan effective D&T lessons that ensure progression across the school. (The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from Key Stage to Key Stage.) These can be used alongside online resources such as, data.org.uk, sustainablelearning.com, planbee.com, STEM.org.uk, teachwire.net etc.
- Children's work is collected for an end of year 'Arts Exhibition.'
- Where possible, D&T is integrated alongside other subjects to ensure full submersion of the curriculum.
- Children are given the opportunities to experience D&T on educational visits. The children have visited local museums, food establishments and had visitors into school.
- Linked with local high school to use their facilities, technology and expertise.
- D&T assessed using the school's assessment model for all Theme subjects and ongoing monitoring will take place through pupil conferences, book looks and learning walks.
- Staff take part in D&T training from an outside provider.
Impact
We aim for children to express their creativity through designing, as they have been given the opporturtity to carefully select tools and materials appropriate to the purpose and needs of an audience. Children will be self -critical learners who are confident to self -evaluate their final product, discussing its strengths and weaknesses and offering ways in which their work can be improved. They will gain the necessary skills for the future, by developing their ability to collaborate, investigate, design and evaluate. They will be fully equipped with the transferable skills needed to succeed in future work life.
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Equal Opportunities Policy - 2021
EBN Trust
CONTENTS
EQUAL OPPORTUNITIES POLICY
1. Policy Statement
"Education systems have two important functions in preparing young people for their society. First, schools transmit cultures and values to the young, thereby seeking to pass on the best of what has been inherited from the past. Secondly, schools question existing values so that the young can be better prepared for a world that is changing and in which new attitudes, values and skills become essential." (David Hargreaves, Professor of Education and Fellow of Wolfson College, Cambridge.)
What Does Equal Opportunities Mean?
The UK has always strived to promote equality in the workplace. Through the years there have been different statutory bodies that dealt with specific aspects of discrimination. The Equal Opportunities Commission was established to tackle the issue of sex discrimination. The Disability Rights Commission focused on issues related to disability discrimination and the Commission for Racial Equality dealt with race discrimination.
In October 2007 these three commissions were merged into the new body called the Equality and Human Rights Commission. In addition to taking on the responsibilities of the three existing commissions, the EHRC also acquired new responsibilities in order to provide the same level of protection to all other minority groups.
The primary aim of the newly formed Equality and Human Rights Commission is to promote and protect everyone's right to equal opportunities in the workplace as laid down in the Equality Act 2010.
Definition of Equal Opportunities Under The Equality Act 2010
The term "equal opportunities" upholds the idea that all workers within an organisation should be entitled to and have access to all of the organisations facilities at every stage of employment, including the pre-employment phase.
This means every individual should have:
- An equal chance to apply and be selected for posts pre-employment
- An equal chance to be trained and promoted while employed with the organisation
- An equal chance to have their employment terminated equally and fairly
Denying any employee or prospective employee their right to equal opportunity in the workplace is tantamount to discrimination, which is considered unlawful under the Equality Act 2010.
The Equality Act has specified 9 areas that are termed in the legislation as protected characteristics. These include (in no particular order):
1. Age
2. Sex
3. Race
4. Disability
5. Pregnancy
6. Marital status
7. Sexual orientation.
8. Gender reassignment
9. Religious background
Discriminating against workers because of any of the nine characteristics is against the law.
2. AIMS
We aim to foster mutual acceptance and our aim is for everyone to feel valued within the academy. This will be achieved by actively promoting equal opportunities and not discriminating either directly or indirectly against anyone on the grounds of disability, ethnic origin, nationality, age, religious or other beliefs, sexuality, gender or social class.
Within the context of the comprehensive ideal, we must create an environment, which promotes understanding of the principles and practices of equality and justice.
The promotion of equal opportunities is at the centre of good education practice. The measures that will best promote the interests of minority groups are the same as those that will raise the standard of education generally. Equal opportunities should be manifest in the practices and policies of all departments of the academy.
Within the whole academy community, we aim to promote a positive self-image and mutual respect. We recognise that, in society, the needs of specific groups can sometimes be overlooked. Equal opportunities education therefore involves a holistic attitude to life.
We live in a society, which in the process of stereotyping, leads people to conform to roles which can inhibit individuals' abilities, preferences and aspirations. Passing support for equal opportunities is not enough to challenge such stereotyping.
Equal opportunities will only be achieved by the will and effort we put into implementing our policy by regular monitoring, evaluation and review.
The promotion of equal opportunities should be central to our regular process of monitoring, evaluation and review.
Educational judgements have to be made. We could not be said to be taking our own or other cultures seriously if we unthinkingly accept all aspects of our own culture or cultures, which are different from our own. Rather we should be developing in youngsters the ability to deal with the diversity of human ideas, achievements and experience so that they are able to work out their merits or otherwise on justifiable grounds.
3. Equal Opportunities – Ethnic Origin
Every member of the academy's community will be involved in combating prejudice and stereotyping.
Britain is and will remain a multi-ethnic society. Teaching will reflect this fact and attempt to break down the negative stereotypes, which different groups tend to have of each other. All pupils need to be made aware of the diversity of cultures in our society, the particular contribution different groups are making to the overall culture and their achievements in all areas.
Positive responses to cultural and linguistic diversity are important but these are not enough on their own. We will condemn all expressions of a racist attitude, either through remarks or conduct and we will ensure practices and procedures are fair to all.
Racial harassment is an extreme form of racist behaviour, which will not be accepted in the academy.
The issues of racism and its effects on all people must be addressed. How racism can and does operate will be placed on the agendas of our meetings and we must continue to develop positive practices to counteract its effects.
4. Equal Opportunities - Gender
We are committed to eliminating sexual discrimination and to increasing the equality of opportunity between the sexes for students and staff. Both sexes are affected by sexism but women are most disadvantaged.
We will work to combat stereotypes and prejudice, patronising behaviour and bias against girls and women. Females should not be seen as submissive or passive, and parental roles should be shown as a shared endeavour between men and women. Furthermore, sensitive or gentle male behaviour, which does not conform to the traditional `macho' image will be validated. All types of careers in society will also be shown in this way and women's achievement will be recognised and promoted.
Sexual harassment is an extreme form of sexist behaviour, which will not be accepted within the academy, as will all aspects of homophobia.
N.B. -Discrimination in education on the grounds of sex, whether direct or indirect has been unlawful since the passing of the Sex Discrimination (1975).
5. Equal Opportunities - Social Class
We must be aware of the relationship between teacher expectation and student achievement and oppose low expectations.
We must challenge stereotyped images of children from different backgrounds and social and economic groups.
We must recognise that traditionally, children from particular social and economic groups have been disadvantaged in terms of their educational achievement.
Meeting Individual Needs, Especially In Relation To Disability, Disadvantage And Learning Difficulties
6. Disability (See Disability Access Plan in Appendix A)
We must recognise that people with disabilities have equal rights in society and an equal contribution to make. However there are many areas in which people are denied their rights; this may be through poorly designed buildings, which deny physical access, or through ignorance or prejudice, which fails to recognise the rights of an individual.
* We must therefore aim to ensure we create easy access to the building and ease of movement within it. Sometimes the greatest problem for a disabled person is not their disability but the attitude of those around them, however well meaning.
* In dealing with disability in the academy we must break down the barriers these attitudes create and provide positive images of disability.
* We must promote opportunities for disabled people to participate fully in all aspects of the academy community.
* We must ensure that all learning is accessible to all learners regardless of their additional need.
7. Disadvantage
In the academy we must also recognise disadvantage in a variety of less obvious ways.
These could be:
* Physical
* Sensory
* Social
* Emotional
* Financial
* By Previous Educational Experiences
* By Learning Difficulties
* By Having Particular Talents.
This may affect:
* self concept
* access to the curriculum
* Academic Success
* Peer Group Acceptance
* The Ability To Mature And Develop
* The Ability To Take Advantage Of The Opportunities Which Are Available
* Physical Appearance
* The Ability To Do Homework.
It may result in stereotyping, labelling, disruptive or anti-social behaviour. It may be a short or long-term problem which may affect students learning or prevent them from participating in all aspects of academy life.
The extent to which these difficulties are allowed to interfere with the students learning depends on the way in which we in the academy community respond in terms of resources, curriculum and the ethos we create.
* We must recognise that people have a right to expect tolerance and understanding, whether they have a temporary difficulty or a long term problem.
* We must recognise that any member of the academy community may need support e.g. because of bereavement, stress or problems with relationships
* We must minimise the features of the academy, which may cause or exacerbate difficulties and take positive action where possible.
* We must avoid the "self-fulfilling prophecy".
8. Learning Difficulties
Difficulties in learning affect us all at different times. Some students experience persistent difficulties in particular subjects or in developing key skills such as reading, spelling and writing. Some students experience difficulties in academic learning of a more general kind.
* We must monitor so that all students receive their entitlement to a broad, balanced and relevant curriculum.
* We must strive to meet individual learning needs.
* We must create a community where academic and non-academic achievements are valued equally.
* We must avoid unfair or damaging comparisons by recognising the different capabilities and starting points of individuals.
9. Guiding Principles
* We must value each member of the academy community as an individual.
* We must not define individuals in terms of labels.
* We must look at ways in which ability/disability is presented through the curriculum and stereotypes.
* We must ensure that ability/disability is not used as a term of abuse.
* Issues relating to ability/disability should be investigated in positive terms.
* We must also be aware of the ways in which institutional and textbook language can disable many people.
Individual needs can take many forms and be met in a variety of ways, we must ensure that we use other appropriate agencies fully. We should always remember that a person has the right to be treated so that they retain their dignity.
10. Equal Opportunities In Practice
Dealing with the issues
In order to achieve the aims of our policy, we will:
1. Treat all staff, students and visitors to the academy with dignity.
2. Respond positively to ethnic diversity.
3. Make regular, detailed reviews of materials and practices in order to eliminate bias or discrimination.
4. Deal with all discriminatory incidents whether physical or verbal in accordance with the policy guidelines.
5. Encourage open discussion about living in a multi-ethnic society and this should include discussions about the cause of racism.
6. Reflect the different backgrounds of the students in all aspects of academy life.
The Academy Ethos and Community
Our academy reflects the shared world of males and females and when referring to both groups we should no longer use the term `he', but `s/he' or `she/he'. The term `man' should not be used to denote both men and women e.g. chairman should become chairperson.
The Physical Environment
Our physical environment can reflect racism by graffiti in and around the building, the absence of displays reflecting the multi-cultural society in which we live. Alternatively, the elements that together make up the ethos and climate of the academy can give a positive message, which is clearly opposed to racism. Cumulatively, positive attention can contribute significantly to the well-being, security, confidence and identity of all youngsters. Our awareness of such issues will ensure that:
1. Assemblies and other group meetings should consistently emphasise the pluralist nature of our society and underline our aims of equality and justice;
2. Displays in classrooms will have a similar emphasis;
3. Academy rules and regulations should show respect for cultural practices relating, for example, to dress and diet.
The Curriculum
The curriculum, explicit and hidden, will, through whole academy policies, individual department schemes of work and pastoral programmes:
1. Create an understanding in different environments, societies, systems and cultures across the world.
2. Study the political, psychological, social and economic reasons for racism, equality and justice and consider their present day effects in this country and the world.
3. Encourage students to recognise that each society has its own values and traditions, which will be considered in the context of that society.
4. Develop the concepts and skills, which will allow all students to participate actively in society.
5. Explore and share the ideas, opinions and interests, which derive from a broad range of cultural experience.
Classroom Management
As part of the regular process of evaluation and review, we should critically review our teaching styles and materials.
We must be aware of the tendency of boys to dominate classroom space, discussion and the teacher's time and take account of these tendencies when organising our classroom work. We should attempt to counteract the findings of classroom research at a National level, which shows that it is:
o Normal for the teacher to ignore the girls for long periods of time, but not the boys,
o Normal for boys to call out, move from their seats, push each other,
o Normal for girls to be addressed collectively, boys by their individual names,
o Normal for boys to dominate classroom talk,
o Normal for boys to talk 'rough' girls to talk 'soft'.
Formal access to areas of the curriculum is not enough. We must develop curriculum area policies, which bridge the gap between good policy and good practice.
When grouping students across classes, we should also be aware of research, which shows that streaming widens the gap between higher and lower achievers, with a detrimental effect on lower ability groups. On the other hand, mixed ability teaching should not be seen as a panacea as observational studies show that teachers tend to teach to the middle, which produces greater overall equality as the middle and lower ability groups do better. The higher ability groups tend to miss out, so lowering the overall standards of attainment.
Assessment and Recording Achievement
Through our Achievement and Tracking System, we must ensure that we acknowledge and give credit for the full range of personal achievement. We must give status to any achievement, which a student brings to his or her Progress File. For example, equal value must be given to activities traditionally undertaken by girls.
We must ensure that the same criteria, when used in reports and profiles, applies to both girls' and boys' assessment.
We must ensure that behaviour is not determined by female and male stereotypes. Similarly, we must ensure that we do not discriminate when using words to describe the strengths and weaknesses of girls and boys.
We must be careful to encourage both sexes in subject areas, which have tended traditionally to be dominated by the opposite sex.
Monitoring & evaluation
Pupil progress is analysed in respect of gender, disability, groups etc. Governors are informed and data is used to inform school planning.
Signed Chair of the Governing Board:
Date:
Appendix A
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Translating the Subject: KS3 Languages
What will you see in a languages lesson?
What will you see in pupils' languages books?
The pupils' books are their main source of reference. Their books have an A3 sheet at the front providing pupils with the course overview for the year and also the 'Key Concepts' and 'Linguistic Competencies' of the subject. At the end of each half term, pupils fill in the Key Concepts document to capture succinctly their understanding of particular key concepts met that half term. Over the year, the document evidences the build up of knowledge.
Learners will practise all four skills of reading, writing, listening and speaking. Pupils will engage in activities, some with a competitive edge, to promote the four skills such as verbal chorusing, listening activities -songs as well as dialogues- translations and written responses.
The key to learning a language is acquiring key concepts such as: grammar; tenses; word order; gender. These key concepts, particularly grammar is firstly taught in meaningful chunks and structures for communication with grammar explanations coming later to promote mastery and independence. The topics covered act as contexts to master the key concepts described above.
Modelling; Explanation; Practice
Our approach is to secure the key structures of the language by exposing the pupils to high levels of recognisable language and retrieval tasks. After securing the structures, the grammar underpinning the structure is then explained and explored for the pupils to then practise to achieve accuracy and fluency.
What formative assessment will you see in Language Lessons
Each pupil has a Quizlet account to self-quiz as part of a weekly homework where scores and participation are tracked.
Pupils are questioned and quizzed throughout the language lesson to check for pupil understanding. This can be through whiteboard work in response to retrieval activities on the board; partner work with the teacher listening in or direct questioning and elaboration led by the teacher.
Formative assessment is also provided in the form of personalised written feedback towards the end of each half term.
Their books also capture activities completed in class to practise the language. 'Sentence Builders' are a common feature across the three languages which act as knowledge organisers and support learning as are listening and writing activities as well as translations.
Assessments and assessment feedback are also highly visible in pupils' books. Pupils respond to feedback by completing 'next steps' as well referring back to targets in order to address them on a lesson for lesson basis.
What is the department currently accessing and discussing, and why?
* Lupin (French Netflix series)
* Lyricstraining.com
* Nico's Weg
* Siempre Bruja
* ARD.de (German TV)
Why?
Pupils need to access real-life, authentic language sources. Lyrics training offers listening activities by listening to music and completing gap fills. Authentic language sources can be found on Netflix such as the French detective series 'Lupin' or the Spanish series ' Siempre Bruja'. 'Nico's Weg' tells the story of a young Italian new to Germany through several short clips and ARD is the German equivalent of BBCiPlayer. | <urn:uuid:ba21c037-e418-46c1-bc1c-63e4ef73f42d> | CC-MAIN-2024-42 | https://www.trinity.worcs.sch.uk/wp/wp-content/uploads/2022/09/Spanish-Translating-the-Subject.pdf | 2024-10-05T21:37:33+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253384.19/warc/CC-MAIN-20241005204934-20241005234934-00018.warc.gz | 918,792,759 | 644 | eng_Latn | eng_Latn | 0.998877 | eng_Latn | 0.998877 | [
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ROSARY SERIES
The Rosary Series focuses on the Mysteries of the Holy Rosary and How to Pray the Rosary. This is an opportunity for youth and adults to learn more about their faith.
RELIGIOUS TRAIL SERIES
The Religious Trail series helps Scouts deepen their faith by visiting revered religious sites, which can be considered a spiritual pilgrimage, a longstanding tradition in the Catholic Church. The Catechism tells us that "pilgrimages evoke our earthly journey toward heaven and are traditionally very special occasions for renewal in prayer." We will offer additional Trails as part of this series as we develop them. Our first activity is focused on Washington DC.
HERITAGE SERIES
The Heritage Series includes a limited number of long-standing Religious Activities to which some groups share a special devotion.
MARIAN SERIES
The Marian Series examines seven of the Marian feasts commemorated in the United States, including the only Church-recognized Marian apparition in our country. The goal of each activity in this series is to learn more about how and why the Church has honored our Holy Mother Mary for nearly 2,000 years.
AMERICAN SAINT SERIES
These activities honor men and women who led heroic lives of faith that have greatly influenced American Catholics. Their words, their deeds, and their devotion to prayer and the sacraments inspire all American Catholics. Most of these men and women lived and worked in what is now the United States. They have all had a huge impact on the Catholic American landscape. All of them sought to follow Jesus.
MODERN SAINT SERIES
The Modern Saint Series honors people who lived in the 20th and 21st centuries who have had a profound impact on many people around the globe. The goal of each activity in this series is to share the lives of these inspiring individuals so that young people might relate to what they have done and look to them as role models.
ELIGIBILIITY
All youth and adults—Scouts or non-Scouts, Catholic or non-Catholic—are welcome to participate in the Religious Activities provided by the National Catholic Committee on Scouting. All these activities may be used by groups, families, schools, or any Cub Scout, Scouts BSA, Venturer, Sea Scout, Girl Scout, American Heritage Girl, or Campfire USA member.
Visit http://www.nccs-bsa.org/ religiousactivities for more information about the Religious Activities offered by National Catholic Committee on Scouting.
FAITH SERIES
The Faith Series examines seven traditions and teachings of the Catholic Faith. The goal of each activity in this series is to help young people and adults learn more about the traditions and teachings of the Catholic faith.
INTERNATIONAL SERIES
The International Series consists of activities that encourage youth and adults to learn about Scouting and Catholicism around the world. Laudato Si helps Scouts learn how to care for our common home and understand that how we treat our home reflects how we care for each other. The activity about Venerable Jacques Sevin teaches about the "father" of Catholic Scouting.
Religious Activity programs offered by:
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BURGHFIELD PARISH COUNCIL
PO Box 7381, Reading, RG1 9XP, Tel: 0118 983 1748
Email:
email@example.com
Website: www.burghfieldparishcouncil.gov.uk
Biodiversity Policy for Burghfield Parish Council
Introduction:
In accordance with the Duty imposed on parish councils by Section 40 of the Natural Environment and Rural Communities Act (NERC) 2006, Burghfield Parish Council will in exercising its functions, have regard, so far as is consistent with the proper exercise of those functions, to the purpose of conserving biodiversity.
Biodiversity refers to the variety of life on earth. It is widely recognised that we need to be more connected to the natural world for our own survival. Biodiversity is also important in maintaining the resilience of the services nature provides to us, such as carbon sequestration.
Burghfield Parish Council recognises the importance of biodiversity in maintaining healthy ecosystems, promoting sustainable development, and enhancing the overall well-being of their community. As a responsible local governing body, they are committed to safeguarding and enhancing biodiversity within their parish. This Biodiversity Policy outlines their commitment, objectives, and strategies to achieve sustainable biodiversity management.
Objectives:
1. Promote Awareness:
Raise awareness within the community about the importance of biodiversity, its benefits, and the role individuals and the Parish Council play in its conservation.
2. Preservation of Natural Habitats:
Identify and protect key natural habitats within the parish, ensuring they are managed sustainably to support local flora and fauna.
3. Species Protection:
Implement measures to protect and promote the well-being of local wildlife, including endangered or threatened species. This may involve habitat restoration, creation of wildlife corridors, and collaboration with conservation organizations.
4. Sustainable Land Management:
Encourage sustainable land management practices, including responsible agricultural and forestry practices that minimise negative impacts on biodiversity.
5. Green Spaces and Biodiversity:
Enhance green spaces within the parish to support biodiversity, promoting the planting of native vegetation, creation of pollinator-friendly spaces, and maintenance of wildlife-friendly open spaces.
6. Education and Engagement:
Develop educational programs and initiatives to engage residents, schools, and businesses in biodiversity conservation efforts, fostering a sense of responsibility and connection to the local environment.
7. Biodiversity in Planning:
The parish council will Integrate biodiversity considerations into parish planning processes, ensuring that new developments are designed and implemented with minimal impact on local ecosystems.
8. Invasive Species Management:
Implement measures to control and manage invasive species that may threaten the native flora and fauna of the parish.
9. Monitoring and Reporting:
Establish a monitoring system to assess the state of biodiversity within the parish, regularly reporting findings to the community and adapting strategies as needed.
Implementation:
The Parish Council will work collaboratively with local residents, community groups, environmental organisations, and relevant authorities to implement this Biodiversity Policy. Resources, both financial and human, will be allocated to support biodiversity initiatives and projects.
The parish council will consider the impact on biodiversity in the decisions they make through committees and working groups, seeking to minimise adverse impacts on biodiversity of activity and identifying opportunities to increase biodiversity when practicable.
The Parish Council will, as far as is reasonably possible, conserve the biodiversity of the land it manages. It will adopt beneficial practices with regarding to cutting and removal of vegetation, application of chemicals and timing of maintenance work. Special care will be taken in the specification of grounds maintenance contracts to ensure that the work, whilst reaching acceptable standards, does not harm the natural environment.
The Parish Council will, wherever possible, raise public awareness of biodiversity issues. It will, where feasible, involve the community in biodiversity projects on its land.
The Parish Council will communicate information and raise awareness of biodiversity through its website and newsletters
Review:
This Biodiversity Policy will be reviewed regularly, at least every 3 years, to ensure its effectiveness, relevance, and alignment with any changes in legislation or community needs.
Adoption:
This Biodiversity Policy has been adopted by Burghfield Parish Council and will come into effect immediately. | <urn:uuid:8037c0ab-e652-423f-8500-290fa0f6f2f3> | CC-MAIN-2024-30 | https://burghfieldparishcouncil.gov.uk/wp-content/uploads/2024/01/Biodiversity-Policy-2023.pdf | 2024-07-25T10:29:14+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763857355.79/warc/CC-MAIN-20240725084035-20240725114035-00847.warc.gz | 131,998,703 | 843 | eng_Latn | eng_Latn | 0.990593 | eng_Latn | 0.991173 | [
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9. Peace
Q1. Do you think that a change towards a peaceful world, needs a change in the way people think? Can mind promote peace and is it enough to focus only on the human mind?
Answer:
A thought process of persons requires a positive attitude to promote peace because mind controls the way of thinking and behaviour of human beings.
(a) Mind promotes peace but a wrong mind or attitude can create war.
(b) Gautam Buddha also states that all wrong doing arises because of mind. If mind is transformed can wrong doing remain?
(c) The UNESCO also observed since wars begin in minds of humans, it is also in the mind of men to make an approach in a peaceful manner.
(d) To facilitate such an endeavour various spiritual principles like compassion and practices like meditation perform peaceful approaches.
(e) Though violence does not originate only in individual psyche but deep-rooted also in certain social structures.
(f) Peace is process involving an active pursuit of the moral and material resources needed to establish human welfare.
Q2. A State must protect the lives and rights of its citizens. However, at times its own actions are a source of violence against some of its citizens. Comment with the help of some examples.
Answer:
* Human beings created state for one's own protection of honour and property
* State maintains law and order
* State protects the rights of its citizens by providing them a constitution, laws, police, judiciary and armed forces.
* State make efforts to end any type of violence created by social injustice and inequality based discriminations like untouchability, etc.
www.dreamtopper.in
* A state should avoid those actions which may be source of violence against some particular groups.
* Some examples are:
1. In 1984, a huge massacre of nearly 4,000 Sikhs took place in Delhi and the government could do nothing and even today, the victims feel that the guilty were not punished.
2. Khalistan movement also forced Hindus to leave Punjab, Haryana and Delhi and Sikhs were forced to move to Punjab. Similarly, Hindu Kashmiri Pandits and Sikhs were also forced to leave Kashmir valley. And they could not return their home.
3. Several Hindus and Muslims were massacred in Gujarat in 2002 and still today these
members could not go back to the villages in which they lived.
4. During the communist rule in USSR, people faced violence not to like the authoritarian policies of state.
Q3. Peace can be best realised when there is freedom,equality and justice. Do you agree?
Answer:
The given statement is true because:
* Peace is a central theme in the original teachings of religions which has been advocated by various philosophers like Mahatma Gandhi, Nelson Mandela, Dalai Lama, etc.
* Peace is an essential ingredient to establish democracy with two basic principles –
1. Freedom and equality
2. Justice and human rights.
* Social inequalities and wrong practices of caste, religion, and language may produce large scale evil consequences.
a.Sometimes, traditional caste system treats some people as untouchables, hence peace is meaningless for those people.
b.Discrimination against women also given birth to female foeticides, inadequate nourishment and education to girl child, child marriage, dowry, sexual harassment at the workplace, rape and honour killing.
c. Racial discrimination also continues in the west and directed against immigrants from Asia, Africa and Latin America.
d.The labour class which always struggle due to the low wages and ill working conditions also has no meaning for peace.
Q4. Use of violence does not achieve just ends in the long run. What do you think about this statement?
Answer:
www.dreamtopper.in
* Sometimes violence is justified to be used as liberation struggles to bring a peace.
* But once violence is resorted it tends to spin out control, leaving behind a trail of death and destruction.
* The pacifists advocate mobilization of love and truth to win hearts and minds of the oppressors.
* Sometimes people consider non-violence to be the methods of weak which has been rejected by Mahatma Gandhi who articulated different philosophy of non-violence.
* Gandhiji gave an idea of non-violence in a positive way which required an element of conscious compassion.
* Violence should not be used to counter violence because peace can only be brought with the stress of peaceful means.
* Non-violence does not refer just from referring from causing physical harm, mental harm or loss of livelihood and it also meant giving up even thought of harming someone.
Q5. Differentiate between the major approaches,discussed in the chapter, to the establishment of peace in the world.
Answer:
The major approaches to the establishment of peace in the world have been differentiated as follows:
1. First Approach:
* Different strategies have been used for the pursuit and maintenance of peace. These have been shaped by three distinct approaches.
* The first approach with centrally to the states, respects their sovereignty and treats competition among them as a fact of life.
* Its chief concern is with the proper management of this competition and with the containment of possible conflict through interstate arrangements like balance of power.
* Such a balance is said to have prevailed in the 19th century when the major European countries turned their struggle for power by forming alliances that deferred potential aggressors and checked the outbreak of a great war.
* The second approach too grants the deep rooted nature of interstate rivalry. But it stresses the positive presence and possibilities of interdependence.
* This appCBSE Class-11 Subject: Political Science Chapter-09 Chapter Name-Peace
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Programming Methodology
TOPIC – 1
General Concepts Of Programming
Very Short Answer Type Questions (1 mark each)
Question 1:
On which step programming methodology used ?
Answer:
Before writing program. 1
Question 2:
What do you mean by modular approach ?
Answer:
Breaking of a problem into sub-problems.
1
Question 3:
Which characteristics of programming methodology refers to the overall readability of the programme ?
Answer:
Clarity. 1
Question 4:
Are comments executed ?
Answer:
Comments are not executed 1
Question 5:
Do comments increase execution time ?
Answer:
www.dreamtopper.in
No, comments do not increase execution time. 1
Question 6:
How many types of comments ?
Answer:
Comments are of two types : single line and multiple line. 1
Question 7:
Why do we use comments ?
Answer:
Comments helps the reader to understand the programme easily. 1
Question 8:
Which characteristics refer to insertion of extra blank spaces before declaration ?
Answer:
Indentation 1
Short Answer Type Questions-I (2 marks each)
Question 1:
Define Clarity of source code.
Answer:
The extent to which inherent language features support source code that is readable and understandable and that clearly reflects the underlying logical structure of the program.
Question 2: Explain clarity of expression Answer: Clarity refers to the overall readability of the program, with emphasis on program logic. It allows other programmers to follow the program, if the program is written clearly. It also makes the programmer to grasp his or her own program logic even after a long period of time. Question 3: Give an example of clarity of expression. Answer: Suppose we wish to write a program to calculate the area of a circle. We require two variables; radius and area. Instead of writing r and a to represent the radius and area respectively, we use radius and area to represent themselves. It increases the readability of program, Similarly, the constant can be written as pi instead of denoting by p. www.dreamtopper.in
Question 4:
Explain types of comments.
Answer:
There are two types of comments in a C+ + program; single line comment and multi-'line comment. Single line comment begin with double slash (/ /) and end in the same line. We can write a program statement and a comment in same line. Whatever written after the / / is ignored by the compiler.
Question 5:
Write any two characteristic of comments.
Answer:
Comments are not executed in a program. Since the compiler ignores comments, there will be no increase in the file size and execution time.
Question 6:
Write any two purpose of comments.
Answer:
1. Comments help the reader to understand the program easily.
2. When a program consists of several functions, comments can be added to each function to indicate the purpose of the function.
Question 7:
Define identation.
Answer:
Indentation refers to the insertion of extra blank , spaces before declarations and statements. It enhances the readability of programs.
Question 1:
Define clarity and simplicity of expression with eample.
Answer:
Crarity and Simplicity of Expression: In the early days most of the computer programs were written to carry out difficult and complex calculations. It is not so any more. However, you may still have to write programs involving complex calculations.
It is advised that if any expression becomes very big or very complex then you must write the same in two steps rather then doing it in one single step. This will make the expression simple and any programmer will be more accurate in writing simple expressions.
Simple expressions are also easily readable and can be understood by others without making any extra efforts. For example, a Statement like :
Long Answer Type Questions (4 marks each) www.dreamtopper.in
```
A = square root((x y /d)+(c+z) 2 – (u*v) )/L may be written in two steps as : A1 = x y /d A2 = (c+z) 2 A3 = u * v A = square root(Al + A2 – A3)/L
```
Topic – 2 Documentation And Programming Maintenance
Very Short Answer Type Questions (1 mark each)
Question 1:
How many types of documentation are there ?
Answer:
(a) internal documentation
(b) external documentation
Question 2:
Which documents helps in programme maintanance ?
Answer:
internal documentation
Question 3:
Write the alternate name of error.
Answer:
Bugs
Question 4:
What is debugging ?
Answer:
The process of correcting the error.
Question 1:
Explain documentation
Short Answer Type Questions-I (2 marks each) www.dreamtopper.in
Answer:
All programs need not to be short and simple. Complex programs can be better understood if additional information is provided. Documentation is a method of providing useful information about a program. It consists of written descri ptions, specification and development of the program.
Question 2:
Explain programme maintenance.
Answer:
Changes in requirements force to modify existing programs. Program maintenance is the modification of a program to take care of changing requirements or any errors found after the program is put to use.
Question 3:
What do you mean by running and debugging of programme.
Answer:
Running and Debugging Programs : Once a program has been written, it has to be tested for its correctness. During this process, we may find errors. In computer terminology, errors are known as bugs, and the process of correcting the errors is known as debugging.
Question 4:
Define syntax error.
Answer:
The grammatical rules of a language are referred to as syntax of that language. If we do not strictly follow the syntax of programming language at the time of writing a program, syntax errors are bound to occur.
Question 1:
Write the factors on which documentation depend.
Answer:
1. A program must have meaningful constant and variable names.
2. A program should include specification of the problem.
3. The initial lines of comment should contain programmer's name, date, brief description of the problem, and the purpose of the program.
4. Other comments include the input by form and type, output by form and type, data structures used, main function and other functions used, and assumptions.
5. The purpose of every function and their inter-relationships must be described with comments.
6. Comments are to be inserted in the program wherever necessary for clarity. The purpose of such comments is not to tell how or why something is done, but what is being done.
Long Answer Type Questions (4 marks each) www.dreamtopper.in
Question 2:
Explain program maintenance with reference to organization.
Answer:
Program maintenance is an important duty of programmers. It involves all steps from problem definition to program preparation. In certain organizations, programmers can do nothing but maintain the programs.
At the initial stage of computerization, an organization's programming effort mostly goes into the development of new applications. As the number of installed programs grows, the programming effort shifts from program development to program maintenance, in fact, in many organizations, more than half of the programming effort is on program maintenance. An estimate shows that the cost of program maintenance is twice larger than that of initial development.
Question 3:
Explain run time error with example.
Answer:
Run-Time Errors : A program's syntax may be correct- H may be compiled and linked successfully. But it may not be executed successfully because of run-time errors. Such errors are found at the time of executing the program.
Let us consider the following program segment
Hence, the statement n – decreases the value of n by 1. When the value of n is 1, Ihe divisor is O' which generates a run-time error. Run-time errors include finding square root of a negative number, stack overflow, and null pointer assignment.
A logic error is a defect in the program that causes it to produce an incorrect result, but one that is not so blatant as to be detectable as a runtime error. (A logic error in one part of the program might eventually trigger a runtime error in some other part of the program, but those are separate errors.) An example would be a function that is supposed to return the larger of its two arguments but in fact returns the smaller:
n = 9; while (n > 1) { n-1 m = m / (n -1); } When the value of n becomes 2, the expression a > 1 is true. Question 4: Explain logical error. Answer: www.dreamtopper.in
def larger(m, n):
if (m > n):
return n return m
Question 5:
Write all steps of program solving methodology. [CBSE Text Book]
Answer:
There are following seven steps of program solving methodology:
1. Problem Definition: Computer programs are written to solve problems posed by humankind. Prior to writing a program, one has to understand a description of the problem to solve. This description may be very precise or vague, but nevertheless, it is necessary /present. Once programmer is sure of what the problem entails, he must write down a list of specifications. Specifications are precise definitons of what the program must do.
2. Problem Analysis: In this step, the problem has to be fragmented into smaller and manageble parts. The original problem has to be analyzed and divided into a number of sub-problems as these sub-problems are easier to solve and their solutions would become the components of the final problem. Each sub-problem is divided into further smaller ones and this fragmentation has to be continued to achieve simple solutions. The use of modular programming is to get proper solution.
3. Designing the Problem : Designing the problem can be expressed in the form of:
(i) Algorithm
(ii) Flowchart
(i) Algorithm: An algorithm is a set of instructions that describe a method for solving a problem. It is normally given in mixture of computer code and English Language. This is often called "Pseudocode".
(ii) Flowchart : The algorithm is represented in the form of a diagram with action boxes linked by lines showing the order in which they are executed. This is known as 'the flow of control'. It is the diagrammatic representation of an algorithm. 4. Coding : The process of translating the algorithm into syntax of a given language is known as 'coding'. Since algorithm cannot be executed directly by the computer, it has to be translated into a programming language. 5. Program Testing and Debugging : Program testing means running the program, executing all its instructions and testing the logic by entering sample data in order to check the output. Debugging is the process of finding and correcting the errors in the program code. 6. Documentation : The documentation includes the problem definition, design documents, a description of the test perform, a history of the program development and its different versions and a user's manual. Such a manual is designed for a native user and illustrates the preparation of input data, running the program and obtaining and interpreting the results. www.dreamtopper.in
7. Program Maintenance : It is not directly part of the original implementation process, but needs special emphasis. All activities that occur after a program operation are part of the program maintenance. Many large programs have long life span that often exceed the lifetime of the hardware they run on. Maintenance is an important part of the life cycle of a program.
Question 6:
What is run-time error, logical error and syntax error?
Answer:
Syntax error : The errors which are traced by the compiler during compilation, due to wrong grammar for the language used in the program, are called syntax errors.
For example, cin<<a; // instead of extraction operator insertion operator is used.
Run time Error : The errors encountered during execution of the program, due to unexpected input or output are called run-time error.
For example – a=n/0; // division by zero
Logical Error : These errors are encountered when the program does not give the desired
output, due to wrong logic of the program.
For example : remainder = a+b// instead of using % operator + operator is used.
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Compilers [Fall 2017]
Test I
NAME: ______________________________________________________
Instructions:
1) This test is 7 pages in length.
2) You have 75 minutes to complete and turn in this test.
3) Essays and short-answer questions will be graded on how clearly you've communicated the necessary ideas. Write in complete English sentences.
4) This test is closed books, notes, papers, friends, phones, neighbors, smartwatches, etc.
5) Use the backs of pages in this test packet for scratch work. If you write more than a final answer in the area next to a question, circle your final answer.
6) Write and sign the following: "I pledge my Honor that I have not cheated, and will not cheat, on this test."
_______________________________________________________________________ _______________________________________________________________________
Signed: ______________________________________________
1. [10 points] [Short essay, 3-5 sentences]
With regards to CFGs, what is a derivation? Include an example in your explanation.
2. [10 points]
Write a flex rule (i.e., regular expression) for tokenizing floating-point literals, which are defined as follows:
- A float may optionally begin with a plus or minus sign.
- A float may optionally end with an exponent portion. Exponent portions of floats must begin with the character e or E, then may contain a plus or minus sign, and then must contain a nonempty sequence of digits.
- A float may contain any natural number of digits but must contain at least one digit.
- A float must contain at least one digit before the exponent portion, if one is present.
- A float may optionally contain a decimal point. Any natural number of digits may appear before a decimal point, but at least one digit must appear after a decimal point. If the float contains both a decimal point and an exponent portion, then at least one digit must appear between the decimal point and the exponent portion.
Keep your response simple enough that it cannot be simplified in any significant ways.
3. [15 points]
Let R be the RE (1|01|001)*(ε|0|00).
(a) In English, succinctly describe the strings R matches. [1 sentence]
(b) Define a DFA recognizing exactly those strings over {0,1} matched by R. Show that your DFA is minimized.
4. [15 points]
Define an algorithm that inputs RE1 and RE2 (which both use the same alphabet ) and outputs a DFA accepting exactly those strings matched by both RE1 and RE2.
```
5. [25 points] G is: 0 S -> A$ 1 A -> AxB 4 B -> By 2 A -> ε 5 B -> ε 3 A -> y
```
a) Draw an LALR(1) parse table for G.
b) Show an LALR(1) parse trace for input xxy$ according to G. If the trace ever gets stuck due to a conflict or parse error, just note the conflict or error at the point it occurs and stop the trace at that point.
6. [25 points]
Consider the following grammar for multiplying numbers (n).
```
S-> E$ E-> n | E*E
```
Let's add properly balanced parentheses to these multiplication expressions. For example, we should allow the following program to be considered valid:
a) Write a grammar that exactly matches multiplication expressions with balanced parentheses.
b) If your grammar from Part (a) is left-recursive, remove the left recursion, and if your grammar can be left factored, do so. For whatever grammar you end up with, after these at-most-2 transformations, show the LL(1) parse table.
Undergraduates stop here. The remaining problem is for graduate students.
7. [15 points]
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Solar UV radiation in schools: Issues and risks for children and adolescents
1
Nathan Downs and
1
Alfio Parisi
1
Centre for Rural and Remote Area Health
University of Southern Queensland, Toowoomba, Australia ph:+61746312727, fax: +61746312721, email: email@example.com
Abstract
Teachers and students attending schools potentially face a harsh environmental solar exposure risk on a daily basis. Solar ultraviolet radiation is a known carcinogen, yet the realities of exposure to the sun are not often detected until years or even decades later, until the development of a skin cancer or cancers are noticed. Each new school year brings with it the potential for summer sunburn. Many individuals, teachers and school children included, would be aware of the need to cover up, use hats, apply sunscreen and seek shade where possible while outdoors, but are these strategies really enough to protect school children from the harmful effects of exposure to sunlight in the long run? The importance of these strategies are presented and the role schools can play in instilling lifelong habits that will minimise the future disease risks related to childhood exposures to sunlight are discussed.
Introduction
Despite ongoing public education campaigns, reported incidence rates and mortalities continue to rise annually in the United States and in Australia which experiences the highest melanoma incidence rate in the world (1, 2). The incidence of melanoma in European populations has also been shown to be increasing, although mortality rates show some variation depending upon geographic distribution (3, 4). School children are likely to be at particular risk of developing skin cancer later in life as a result of exposure to natural solar ultraviolet received during childhood (5, 6, 7). Such skin cancer risks are due to high intensity exposure that causes a sunburning reaction but also due to cumulative intermittent exposures that accumulate during a lifetime (8). It is unfortunate that the school day happens to coincide with the time of daily peak ultraviolet intensity occurring at solar noon and remaining high between 9:00 am and 3:00 pm, yet potentially fortunate that much of a child‟s early susceptibility to damage from exposure to sunlight is spent in a controlled school environment in which exposures can be minimised by effective risk management strategies. It may seem strange, but effective risk management strategies do not involve completely eliminating exposure to sunlight. In fact, some exposure to sunlight is essential for the healthy synthesis of vitamin D, affecting calcium metabolism and bone development (9) and preventing diseases which include type I diabetes (10), multiple sclerosis (11) and potentially some other cancers (12, 13). Teaching effective sun safe strategies requires moderation of exposure, timing and above all an awareness of the factors that cause variation in the solar ultraviolet that inevitably reaches the surface of the skin.
The factors that influence the intensity of the solar ultraviolet in school playgrounds are:
1. Solar elevation – the higher the sun is in the sky the greater the ultraviolet intensity. This is why summer exposures are more severe than winter exposures, and why exposures received around noon are greater than in the afternoon or morning.
2. Ozone concentration – this changes continuously, hour by hour and day by day but is generally lower in southern hemisphere latitudes compared with northern hemisphere latitudes;
3. Earth to Sun distance – the elliptical orbit of the Earth results in the Earth being slightly closer to the sun in the southern hemisphere summer. This also affects the northern hemisphere, but the higher summer solar elevation in the southern hemisphere enhances this difference. Some other factors are:
4. Cloud – affecting the number of sunshine days and daily temporal variations in solar ultraviolet intensity. Heavy cloud covering the sun reduces the ultraviolet reaching the surface of the Earth. Some clouds however can enhance the ultraviolet above clear sky levels when not directly covering the sun (14).
5. Altitude – height above sea level changes the level of ultraviolet scattering by the atmosphere. Subsequently, direct ultraviolet increases steadily with altitude. The solar ultraviolet received increases by approximately 8% for every 1000 metres in altitude (7).
6. Surface reflection – ground covers influence the solar ultraviolet once it reaches the playground (15). Water and concrete, often found in the vicinity of swimming pools are among the most reflective surfaces that can be found in school playgrounds. This results in high local surface reflections (16).
7. Local Shade – the greater the shade the greater the level of protection from direct solar ultraviolet. Standing in the shade does not however provide full protection from ultraviolet radiation (17). Part of the total solar ultraviolet incident in the playground comes from blue skylight. This is known as diffuse solar UV radiation. The diffuse solar UV varies depending upon solar elevation (18) and can make up more than half of the total solar UV received (19). This is because ultraviolet radiation is very effectively scattered by the atmosphere, even more so than the blue light we see in the sky. If you can see the sky while shaded from direct sunlight, you are still being burnt by solar ultraviolet radiation.
Minimizing Risks
Understanding the factors that influence the solar radiation in a school playground can help to better plan the outdoor activities undertaken at school, but often teachers may rely on personal protection as the sole risk management strategy. Glanz et al. (20) recently highlighted the important role of employers in reducing exposure time in the sun.
Personal protection is the last line of defense when it comes to sun safe behaviour. If school children, both of young and adolescent age, need to be outdoors for any extended period they need to protect their skin. This is best done by avoiding peak periods of solar exposure within the time framework available to schools. Minimizing summer exposure is critical. No go timeframes between 10:00 am and 2:00 pm during the summer months of the year would avoid the worst of the annual playground ultraviolet intensity (21). Avoiding peak exposures and limiting personal risks are key messages. However, younger children tend to be more receptive to this message than adolescents (22). It is therefore important to continue strategic implementation of sun safe policy throughout a student‟s later schooling years. Lunchtime, no-hat no-play policies as already implemented in Australian primary schools help to minimize unnecessary peak daily exposures.
But what if students need to venture out into the sun? The type of hat used is particularly important. Broad-brimmed, legionnaires and bucket style hats are much better forms of protection than popular baseball style caps as these provide no protection to the ears and neck, sites known to be vulnerable to excess solar ultraviolet exposures (23). Additional forms of personal protection including clothing and sunscreen lotions are the other options. Shirts and rash vests are often better forms of protection than sunscreen, particularly where water is concerned. The use of specialised sun-protective swimming rash vests and wetsuit tops for school swimming carnivals makes a significant difference as these materials have a high Sun Protection Factor (SPF). Some loosely woven fabrics however often have low SPF ratings which can be reduced further when wet (24). However, physically covering up where possible as opposed to chemically covering up is often the better option.
Sunscreens should be applied in addition to clothing and not used as a replacement. This is for two reasons, the first being that the sunscreen may wash off or may not be applied correctly (25) according to the recommended application, typically 2 mg/cm 2 (26), and becomes ineffective after a set exposure period requiring reapplication. Secondly, sunscreen lotions do not provide full solar spectrum protection. Sunscreens are very effective at preventing sunburn but may not be effective at preventing skin cancer (27). Unlike the human sunburning reaction, the exact solar wavelengths responsible for the development of human skin cancer, particularly melanoma are not known but can only be inferred from animal experiments and studies of personal histories (28).
Conclusions
What then is the best solution for developing an effective risk minimization strategy? It is not a realistic option to hide students away from the sun altogether as that has the potential to lead to other serious disorders. In a position statement of the Australian and New Zealand Bone and Mineral Society, Endocrine Society, Osteoporosis Australia, Australian College of Dermatologists and the Cancer Council Australia the recommended levels of exposure to sunlight for the adequate production of vitamin D were stated to be a few minutes solar ultraviolet exposure either side of the peak ultraviolet period on most days of the week in summer and two to three hours solar ultraviolet exposure over a week in winter (29). Such targets can be met by applying strict sun protection measures during lunch breaks and during extended periods outdoors. Incidental sunlight exposures received outside of those timeframes while at school such as those that may occur when a child moves from class to class or building to building are likely to result in the minimal vitamin D inducing exposures required (30). In high ambient UV climates, the risk of overexposure in summer is much higher as a noticeable sunburning reaction may occur in less than fifteen minutes, depending on the individual‟s skin type and location (31). What is needed is an approach that includes:
1. An understanding of the local environment
2. Effective planning to avoid peak exposure periods
3. A commitment to carry out an effective strategy
Teachers can play two roles in instigating effective sun safe behaviour. Firstly by modelling and monitoring behaviour in the playground, and secondly by teaching children about their local solar environment such that the students themselves develop an appreciation from a young age of the potentially harmful environment they live in. Teachers have the opportunity to teach the children in their care from a young age about the factors that influence the sunlight incident upon school playgrounds. A recent study (32) called for continuous and regular education programs, highlighting that teachers do not have appropriate knowledge about skin cancer. Improving a child‟s sun safe knowledge in school is also likely to benefit that child‟s attitude outside of school hours (33). Having an appropriate knowledge of the factors that influence the solar environmental health of school children in both the primary and adolescent setting must be seen as an important issue in reducing adverse public health outcomes related to exposures received at school and over the long term.
Active sun exposure prevention programs such as the SunSmart program implemented in many Australian primary schools (34) can make a significant contribution to the long term health of children and adolescents when applied across both primary and high school settings. Such programs require schools to adopt formal sun safe prevention and minimization policies, typically focusing on building design, providing regions of shade, and emphasizing the use of personal protective measures when students venture into the playground. Formalization of sun safe school programs commit schools to carrying out effective strategies. However, the education of youngsters must also be considered as important in developing better lifetime attitudes to solar health. Schools need to plan to avoid peak ultraviolet exposure periods while maintaining a minimum exposure to sunlight for healthy vitamin D synthesis. The complete solar safety message needs to be developed for each unique local environment and should ideally be incorporated into the learning and teaching of the school curriculum.
References
1. T.L. Diepgen, V. Mahler, "The epidemiology of skin cancer", Br J Dermatol., 146 (Suppl. 61), pp. 1-6 (2002).
2. AIHW, AACR, Cancer in Australia: an overview, 2006, Cancer Series, 37, http://www.aihw.gov.au/publications/can/ca06/, Canberra (2007).
3. E. de Vries, F.I. Bray et al., "Changing epidemiology of malignant cutaneous melanoma in Europe 1953-1997: Rising trends in incidence and mortality but recent stabilizations in Western Europe and decreases in Scandinavia", Int J Cancer, 107, pp. 119-126 (2003).
4. C. La Vecchia, F. Lucchini et al., "Recent declines in worldwide mortality from cutaneous melanoma in youth and middle age", Int J Cancer, 81, pp. 62-66 (1999).
5. J. Longstreth, F.R. de Gruijl et al., "Health Risks", J Photochem Photobiol B: Biol., 46, pp. 20-39 (1998).
6. B.A. Gilchrest, M.S. Eller et al., „The pathogenesis of melanoma induced by ultraviolet radiation,‟ New England J Med., 340, pp. 1341-1348 (1999).
7. WHO, "Protecting children from ultraviolet radiation", Saudi Med J., 21, pp. 1051-1054 (2001).
8. J.M. Elwood, J. Jopson, "Melanoma and sun exposure: an overview of published studies", Int J Cancer, 73, pp. 198-203 (1997).
9. M.F. Holick, "Sunlight and vitamin D for bone health and prevention of autoimmune diseases, cancers, and cardiovascular disease", Am. J. Clin. Nutr. 80, pp. S1678-S1688 (2004).
10. E. Hypponen, E. Laara et al., "Intake of vitamin D and risk of type 1 diabetes: a birth-cohort study", Lancet, 358, pp. 1500-1503 (2001).
11. C.E. Hayes, M.T. Cantorna et al., "Vitamin D and multiple sclerosis", Proc Soc Exp Biol Med., vol. 216, pp. 21-27 (1997).
12. W.B. Grant, C.F. Garland et al., "UV radiation, vitamin D and human health: an unfolding controversy", Photochem. Photobiol., 81, pp.1276-1286 (2005).
13. F.P. Boscoe, M.J. Schymura, "Solar ultraviolet-B exposure and cancer incidence and mortality in the United States, 1993-2002", BMC Cancer, 6, pp. 264-269 (2006).
14. J.M. Sabburg, A.V. Parisi et al., "Enhanced spectral UV irradiance: a one year preliminary study", Atmos Res., 66, pp. 261-272 (2003).
15. N. Downs, A. Parisi et al., "Modelling ultraviolet exposures in a school environment", Photochem Photobiol Sci., 7, pp. 700-710 (2008).
16. A.V. Parisi, J. Sabburg et al., "Measured and modelled contributions to UV exposures by the albedo of surfaces in an urban environment", Theoret Appl Climatol., 76, pp. 181-188 (2003).
17. R.H. Grant, G.M. Heisler et al., "Estimation of pedestrian level UV exposure under trees", Photochem Photobiol., 75, pp. 369-376 (2002).
18. W. Ireland, R. Sacher, "The angular distribution of solar ultraviolet, visible and near infrared radiation from cloudless skies", Photochem Photobiol., 63, pp. 483486 (1996).
19. A.R. Webb, "Solar ultraviolet radiation in southeast England: the case for spectral measurements", Photochem Photobiol., 54, pp. 789-794 (1991).
20. K. Glanz, D.B. Buller et al., "Reducing ultraviolet radiation exposure amoung outdoor workers: state of the evidence and recommendations,‟ Environ Health, 6, pp. 22-11 (2007).
21. N.J. Downs, Modelling the Environmental and Anatomical Solar Ultraviolet Distribution in a School Playground, PhD Thesis, USQ, Australia (2009).
22. J. Cockburn, D. Hennrikus et al., "Adolescent use of sun-protection measures", Med J Aust., 151, pp. 136-140 (1989).
23. P. Gies, J. Javorniczky et al., "Measurements of the UVR protection provided by hats used at school", Photochem Photobiol., 82, pp. 750-754 (2006).
24. N.J. Lowe, J. Friedlander, "Sunscreens: Rationale for use to reduce photodamage and phototoxicity," in Sunscreens: Development, Evaluation and Regulatory Aspects, eds. N.J. Lowe, N.A. Shaath et al., pp. 35-58, Marcel Dekker, New York (1997).
25. M. Weber, A. Uller et al., "Outdoor workers‟ acceptance of personal protective measures against solar ultraviolet radiation", Photochem. Photobiol., 83, pp. 1471-1480 (2007).
26. C. Stenberg, O. Larkö, "Sunscreen application and its importance for the sun protection factor", Arch Dermatol., 121, pp. 1400-1402 (1985).
27. IARC "Sunscreens," in IARC Handbooks of Cancer Prevention, 5, eds. H. Vainio, F. Bianchini, pp. 148-149, Lyon, France (2001).
28. B.K. Armstrong, A. Kricker, "The epidemiology of UV induced skin cancer", J Photochem Photobiol B: Biol., 63, pp. 8-18 (2001).
29. SunSmart, How much sun is enough? Getting the balance right: vitamin D and sun protection, http://www.osteoporosis.org.au/files/internal/howmuchsun.pdf, (2009).
30. N. Downs, A. Parisi, "Ultraviolet exposures in different playground settings: a cohort study of measurements made in a school population", Photodermatol Photoimmunol Photomed., 25, pp. 196-201 (2009).
31. A.J. Samanek, E.J. Croager et al., "Estimates of beneficial and harmful sun exposure times during the year for major Australian population centres", Med J Aust., 184, pp. 338-341 (2006).
32. S.S. Mazloomy Mahmoodabad, M.T. Noorbala et al., "Knowledge, attitude and performance study of secondary school teachers of Yazd city regarding skin cancer", J Eur Acad Dermatol Venereol., 24, pp. 424-428 (2009).
33. D.C.A. Collins, R.A. Kearns et al., "An integral part of the children‟s education: placing sun protection in Auckland primary schools", Health and Place, 12, pp. 436-448 (2006).
34. B. Giles-Corti, D.R. English et al., "Creating SunSmart Schools", Health Ed Res. 19, pp. 98-109, (2004).
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Citywest ETNS
Welcome to Junior Infants! Let's talk about the first day!
Has your child spent time away from you?
Build up the length of time you are away from them so they know you will come back.
School will be scary for your child if it is the first time they have been away from you.
Over the summer
* Talk about school as a happy place where your child will have friends.
* Talk about school casually without making too big a deal of it.
* If your child sees you upset or worried, they will think they should be upset and worried; if your child sees you calm and happy, they will know to be calm and happy.
What happens next
School starts at 9.10am on Thursday 30th August
Parent Evening in September
Always read emails and texts from the school and make a note of future events or requirements.
First Day - trust the teacher!
* Parents invited to the class for 10 minutes
* Leave the classroom and go to the PE hall
If your child is upset, trust that the teacher will help your child to settle and will come and look for you if you are needed.
Most children settle easily once parents have gone.
What your child needs for school
1. Comfortable clothes, shoes with velcro
2. Lunch and drink in a school bag
3. A calm morning
Your child should be able to
* put on and take off coat
* open and close lunchbox and drink
* open and close trousers
* sit quietly for 20 minutes (without a screen)
* share toys
Toilet
Your child must be able to:
- toilet independently
- clean their own bottom and dress themselves again
- flush toilet, wash and dry hands
- respect the privacy of others
Important Phrases
Make sure your child can understand "Show me."
"Yes."
"No."
"Stop."
Important Phrases
```
Make sure your child can say, in English: "Help please." "Toilet" "I am sick." "Stop." "My name is _________." "My teacher is _________."
```
How to be a friend!
Your child needs to be able to say and needs to be able to hear and respect these words:
"Please stop. I don't like it."
Questions
If you have any further questions, check our website. There are lots of answers there!
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Year 7 English Terms 3-4 The Art of Storytelling
In this unit, students will:
1. Study a full novel (A Monster Calls)
2. Learn about the different purposes of storytelling and read a range of short stories that showcase these.
3. Write their own short story.
Students are studying these topics at this point in Year 7, because this will enable them to build on all of the skills they have been working on in Year 7 so far. By this point, our curriculum aims to have: developed students understanding of language and its effects; introduced the idea of context and its role in analysing texts; taught students analytical comparison skills; enabled students to practise selecting relevant evidence to support ideas; harnessed their imagination through creative projects; practised using descriptive techniques in both their fiction and non-fiction writing.
A Monster Calls includes challenging subject matter, which we feel students at the end of Year 7 have the maturity to deal with (in contrast to the start of Year 7). This scheme builds on the previous literature scheme (Romeo & Juliet), which focusses on the reader's interpretation, the writer's intentions and how these link to the text's context. In the AMC scheme, we will introduce students to language analysis and teach them how to interpret this alongside the interpretation and contextual skills they have already practised.
Successful narrative writing is a more difficult skill to master than descriptive writing, so students at the end of Year 7 w ill be better-equipped to approach the short story writing unit, having been exposed to different texts (including for their fortnightly reading homework). They will also be able to incorporate into their narrative writing the descriptive writing skills learnt in the first set of units.
Previous topic:
Epic Worlds (reading a range of non-fiction travel writing and creating their own. Creating a description of their own fantasy world)
Next topic:
Love Through Time (Romeo & Juliet; comparing how love is presented in a range of poems/extracts; stagecraft unit designing an adapted performance of Romeo & Juliet)
Core knowledge/skills/concepts
As part of this (and all KS3 English topics) we have split our thematic focus into two or three 'strands' which usually focus on: 1) a key text (novel or play), 2) extracts form a range of texts and 3) creative writing. All three strands link together under the topic title of The Art of Storytelling.
Year 7 English
Terms 3-4 The Art of Storytelling
Essential vocabulary
The Oral Tradition
Narrative
Climax
Morals/proverbs
Protagonist
Antagonist
Framed narrative
Literary Tradition
Inference
Theme
Symbolism
Motif
Simile
Metaphor
Alliteration
Sibilance
Personification
Threshold concepts
* Reading comprehension skills
* Understanding the basic structure of a story (e.g. start – middle – end)
* Common conventions of fiction
* Selecting evidence from a text
* Some confidence with the 'What, How, Why' paragraph structure
* Have some ability to form opinions and inferences independently
In their writing:
* To be able to choose vocabulary appropriate to tone (e.g. scary, tense)
* Grasp of basic grammar
* The be able to have some ideas in relation to creating a story
How and when will the core learning be assessed?
Pupils will complete two extended writing 'assessments' for this topic; one for strand one and one for strand three.
Strand 1 Assessment: Explore how Ness presents the monster as a good storyteller.
Strand 2 Assessment: To write the final draft of a short story with a purpose.
Opportunities for reading
Reading will be part of every lesson:
* A Monster Calls by Patrick Ness
* Reading example responses as models for analytical writing
* A range of short stories
* Reading back over own writing and other student's writing during drafting process
* Reading homework remains as part of library lessons
Links to other topics/subjects
Links with previous Year 7 schemes:
Identifying how an idea or character is presented
Identifying words which are used to create this presentation
Forming opinions about a text
Selecting evidence to support ideas.
Linking points to contextual information
Using descriptive writing techniques
Links to other subjects:
Drama – creating plots for performances
PSHE – dealing with death and grief | <urn:uuid:906006d9-6580-427b-b787-f2c72023b7b1> | CC-MAIN-2024-30 | https://www.gordanoschool.org.uk/attachments/download.asp?file=941&type=pdf | 2024-07-25T08:58:44+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763857355.79/warc/CC-MAIN-20240725084035-20240725114035-00850.warc.gz | 678,304,300 | 916 | eng_Latn | eng_Latn | 0.996343 | eng_Latn | 0.997046 | [
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The Sun blasts out an X1-Class solar flare
July 9 2012, By Nancy Atkinson
An active region on the Sun, AR1515, has been putting on quite a show over the last 8 days, sending out all sorts of solar flares. Scientists were sure the huge sunspot was building up to produce an X-class explosion, and they were right. At 23:08 UT on July 6, 2012 it unleashed an X1-class solar flare. The explosion hurled a coronal mass ejection into space, and scientists say the cloud appears to be heading south and away from Earth; however, there is the possibility of a glancing blow to our planet on July 8th or 9th. There could be some auroral activity today,
1/3
July 7, from a previous batch of CME's hurled from the same active region.
According to the Solar Dynamics Observatory team, the movie above shows the X1 flare in various different wavelengths, which show different layers and temperatures. Each segment is about 30 minutes in real-time.
Below is another video from July 5-6, where AR1515 pulsed with with C- and M-class solar flares, about 14 flares in all:
"X1-class solar flare on the right, new active region on the left. Will the action continue?" asked Camilla_SDO, the mascot for the Solar Dynamics Observatory, via Twitter.
So, what's the difference in the classes of solar flares and how could they affect us on Earth?
Flares happen when the powerful magnetic fields in and around the Sun reconnect. They're usually associated with active regions, which we call sunspots, where the magnetic fields are strongest.
Flares are classified according to their strength. The smallest ones are Bclass, followed by C, M and X, the largest. Similar to the Richter scale for earthquakes, each letter represents a ten-fold increase in energy output. So an X is 10 times an M and 100 times a C. Within each letter class, there is a finer scale from 1 to 9. Although X is the last letter, there are flares more than 10 times the power of an X1, so X-class flares can go higher than 9.
C-class flares are too weak to noticeably affect Earth. M-class flares can cause brief radio blackouts at the poles and minor radiation storms that might endanger astronauts. The most powerful flare on record was in
2/3
Powered by TCPDF (www.tcpdf.org)
2003, during the last solar maximum. It was so powerful that it overloaded the sensors measuring it. They cut-out at X28. A powerful Xclass flare like that can create long lasting radiation storms, which can harm satellites and even give airline passengers, flying near the poles, small radiation doses. X flares also have the potential to create global transmission problems and world-wide blackouts.
That's why we keep an eye on all this activity.
Source: Universe Today
Citation: The Sun blasts out an X1-Class solar flare (2012, July 9) retrieved 25 July 2024 from https://phys.org/news/2012-07-sun-blasts-x1-class-solar-flare.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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RFW – Empowering Equity in STEM Pilot Program
Pre- and post-survey for students
Survey intended for students in Grade 4 and above.
1. What is your gender identity? (please select all that apply)
Gender Identity: How individuals perceive themselves and what they call themselves**
* Girl/woman _______
* Boy/man _______
* Non-binary _______
* Intersex _______
* Non-conforming _______
* Transgender _______
* Two-spirit _______
* I don't know _______
* Prefer not to answer _______
* I identify with another gender: _______
2. What grade are you in?
a. 4
b. 5
c. 6
d. ...
e. 12
f. Post-secondary
How much do you agree or disagree with these statements:
3. I have a good understanding of new car technology.
For example: electric vehicles, dealerships, manufacturing, marketing, sales, finance within the sector
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
4. I have a good understanding of the car industry.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
5. The car industry is full of opportunities and possibilities for me
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
6. I am interested in a career in the car industry.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
7. I am interested in science and technology.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
8. My science and technology skills are excellent.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree.
Teacher/Instructor Survey (Post-program)
1. The program was a success.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
2. Estimate the number and proportion of students from underrepresented groups* participating in the program?
*Underrepresented groups include, but are not limited to, women, Indigenous Peoples (First Nations, Inuit and Métis), persons with disabilities, members of visible minority/racialized groups, and members of LGBTQ2+ communities.
a.
Number: ___________________
b. Proportion: ___________________
3. Where do your students come from?
(please select all that apply)
a. City
b. Suburbs
c. Town
d. Rural community
e. Remote community
f.
Other: ___________________
4. Please list all the cities/towns/counties/Reserves you reached with the program?
a. Open ended: ______________
To what extent do you agree or disagree with the following:
5. Participation in the program enhanced students' awareness of the automotive industry.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
6. Participation in the program increased students' knowledge of emerging automotive technologies (i.e. electric vehicles (EVs), autonomous vehicles (AVs)).
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
7. Participation in the program enhanced students' knowledge of careers in the
automotive industry.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
8. Participation in the programenhanced students' interest in pursuing careers in the
automotive industry.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
9. Participation in the programenhanced students' interest in science, technology,
engineering, and mathematics (STEM).
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
10. Participation in the program improved students' science, technology, engineering, and mathematics (STEM) skills.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
11. Would you participate in the program in the future?
a. Yes
b. No
c. Maybe
d. Don't know
12. Do you have any other thoughts and considerations regarding the program?
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Year 8 Music - Curriculum Overview and KS3 Progress Descriptors 2023/24
Aims and Rationale
The aims and rationale of the curriculum in Years 7- 9 in Music are:
1) To expose students to a wide variety of different musical genres in order that they can understand, appreciate and comment upon familiar and unfamiliar genres of music.
2) To teach students the basic skills they need to access performance tasks (an understanding of different forms of notation and an introduction to a variety of different instruments).
3) To help students understand the important role that music plays in societies all around the world.
The three strands that are covered in the Music curriculum (KS3, GCSE and A Level) are appraising, composing and performing. The KS3 curriculum is designed to introduce students to these three strands. Different topics may place greater emphasis on one skill over the others, but all are included in each year of KS3. Appraising skills are included in each topic as a means of discussing and understanding the key features of the genre. Appraisal skills are tested through the end-of-year exams.
Curriculum Content
Autumn Term:Reggae Music, Theme and Variations
Spring Term: Film Music
Summer Term: Musical Theatre, Djembe Drumming
Key Terms/Themes
Performing
Composing
Listening and Appraising
How we assess at Key Stage 3
At Hitchin Girls' School our curriculum is our progress model. Students benefit from a broad, diverse and challenging curriculum which increases in difficulty and challenge as students progress through the school. The expectation is that all students meet our curriculum at their relevant age range and as such meet the minimum of the secure descriptors below. Those working at an advancing level are working above, while those excelling are consistently working at a level far above their age range.
Year 8 Music - Curriculum Overview and KS3 Progress Descriptors 2023/24
sense of direction throughout.
Year 8 Music - Curriculum Overview and KS3 Progress Descriptors 2023/24
Listening and appraising
* Will occasionally be able to describe the different purposes of music.
* Understands the significance of purpose and intention in music.
* Has a basic knowledge of general musical terminology, and may occasionally be able to understand specific vocabulary.
* Is able to understand basic musical features
* Demonstrates an understanding of the significance of purpose and intent in music, and is able to suggest a suitable context for a specific genre/piece of music.
* Has a limited knowledge of general musical terminology. Attempts to use correct vocabulary to describe music.
* Has a limited knowledge of simple musical features and is able to use musical terms to explain these.
* Has a thorough knowledge of musical terminology and is able to demonstrate specific understanding of different genres/styles through use of correct vocabulary.
* Is able to apply knowledge of musical features and devices to an unfamiliar piece of music.
* Is able to evaluate the stylistic features of a piece of music in conjunction with its intended purpose or context.
* Has an excellent understanding of specific musical terminology. Can use correct vocabulary to evaluate the effectiveness of music and to justify opinions of music.
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Tenet #3: Bring Calm to the Crazy.
The Deeper Cut:
Dr. Haim Ginott, teacher, psychologist, and parent educator, wrote in his book Between Parent and Child:
"I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated or a child humanized or dehumanized."
Ginott's passage reminds us of the incredible impact parents, teachers, and other adults have upon the emotional well-being of children. He emphasized the importance of recognizing children's feelings and validating their worth, even if we must correct their behavior.
When They Bring the "Crazy"
All kids have problems from time to time. Trauma-exposed kids, living with daily abuse, neglect, or dysfunction, often have MORE: more intense, more frequent, and more enduring problems. And if they do not have safe outlets at home, they bring their "crazy," their angst and anger, into your home or classroom, where it is safer to unload. Lucky you, right?
When triggered by an unkind comment or unexpected event, some trauma-exposed kids externalize their feelings. Their overwhelming emotions explode outward, manifesting as angry aggression. They threaten, yell, curse, and
intimidate peers. They defy, challenge, and dare adults. They push, shove, and break things.
Many others internalize emotions, corkscrewing them inward instead, where they manifest as deep anxiety or hopeless withdrawal. The anxious ones become extremely needy, demand help, whine, cry, and regress into immaturity. The depressed ones withdraw, avoid, isolate, shut down, or try to escape.
Though it may seem like adults have no control, so much of the outcome depends upon what we do in the opening moments of a crisis. In fact, we are often the ONLY source of clear rationality. What we do MATTERS.
We Bring the Calm
Years ago, I was traveling on an airplane when the pilot announced: "Ladies and gentlemen, we'll be experiencing some mild turbulence." Seconds later, the plane bucked several times.
I heard my seat mate gasp, her hands in a white knuckle grip on the arm rests. She looked at me and groaned, "How can you be so calm when it feels like we're about to crash?"
"I look at the flight attendants," I replied. "They've been on thousands of flights, and been through lots of storms. Right now they're chatting away, laughing with passengers. If they started looking scared, then I'd know it's time for me to panic. I figure that as long as they're calm, I've got nothing to worry about."
What do you bring to an unexpected crisis? Are you bringing calm or adding to the crazy? Children often look to us when deciding how to respond to a stressful situation. They judge our capability by interpreting three broad categories of verbal and non-verbal communication.
1. Facial expressions and body language.
Are you wearing a neutral smile or an angry frown? Are you offering eye contact or avoiding it? Are your feet solidly placed, or shifting from side to side? Each of these can communicate a sense of calm competency or uncertain urgency, and will impact the way that youth respond during a stressful situation.
3. Choice of words. Finally, choose your words carefully. In an individual situation, begin with acknowledgement and reassurance: "Jamie, I can see you're upset. I'm here to help."
In a group situation, address everyone in a louder voice, with a clear directive: "Kids, listen up. We've got this now. Go back to your classrooms."
And to state the obvious, avoid profanity and useless rhetoric, such as "What the hell is going on here? Have you lost your minds?" The shock value isn't worth turning up the temperature.
Note: Kids feel reassured when they receive consistent verbal and non-verbal messages. When our words say, "No, I'm not mad at you," our facial expressions and tone of voice must suggest understanding and forgiveness, not angry retribution. Mixed messages are confusing, and can increase stress, anger, and anxiety.
2. Tone of voice. Is your voice quavering, your pitch high, or your rate of speech too fast? This combination communicates anxiety, and may create insecurity during a crisis. Instead, lower your pitch and steady your voice. Keep your volume strong, and your rate of speech measured. These suggest confidence, and will reassure youth.
Summary: In a crisis, we are often the sole source of calm rationality. What we do and say in moments of uncertainty can make all the difference in the world. When approaching a situation, take a deep breath and compose yourself. Stand firmly and confidently, using a pleasant expression and non-threatening gestures. Nod frequently in empathy when possible. Pitch your voice and volume to be clear, low, and deliberate. And avoid sarcastic questions. Instead, acknowledge feelings and offer help whenever possible.
Dr. Steve Parese is a former special educator, crisis counselor, and university faculty member, currently an international speaker and trainer. He is the author of the crisis intervention program "Therapeutic Aggression Control Techniques" (TACT2), in use since 1997 with thousands of staff around the nation. For more information, please connect by email at email@example.com, or visit the website at https://www.tact2.com. | <urn:uuid:5c7ca77d-565e-4830-93af-1e7de60683c0> | CC-MAIN-2024-30 | https://www.tact2.com/_files/ugd/14400f_7f516bf344c8414b8c90a1e35cde62f6.pdf | 2024-07-25T09:42:28+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763857355.79/warc/CC-MAIN-20240725084035-20240725114035-00856.warc.gz | 833,495,000 | 1,201 | eng_Latn | eng_Latn | 0.998518 | eng_Latn | 0.998812 | [
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Happy Halloween to My Hands, Arms, Chest, and Feet!
Did you know that there are 206 bones in your body? How many are your hands, arms, chest, and legs? Check it out.
Hand Bones
* The total number of bones in 2 hands is 2 6 – 10, or _____ bones. That means that there are, ______ bones in each hand.
* Of the bones in one hand, the wrist has 2 3 bones, the palm has 5 bones, and together, the finger and thumb (called digital bones) have_____ bones.
* Of the digital bones in one hand, the number of bones in each finger is the same.
The number of bones in the thumb is one less than in each finger, or ______ bones.
Each finger has ____ bones.
Arm Bones
* Each arm has ______ bones. Of those 1/3 or _____ is in the upper arm (humerus), and 2/3, or 2 bones are in the forearm. (ulna and radius).
* In 2 arms, there is a total of _____ bones, or ______ bones less than in 2 hands.
Chest Bones
* The human chest has 25 bones. Of those, 96% are ribs. There are ______ ribs in the chest.
* Half the number of ribs, or ____, ribs are on each side of the middle bone. The middle bone or sternum is the 25 th chest bone. It connects the ribs.
Foot Bones
* There are 3 3 + 1 bones in your toes, with _____ toe bones in each foot.
* In each foot, the big toe has 2 bones. The remaining ______ bones are spread equally among the other four toes, with ____ bones in each of those four toes.
The remaining ______ bones in your body are in other locations.
Happy Halloween to My Hands, Arms, Chest, and Feet!
Did you know that there are 206 bones in your body? How many are your hands, arms, chest, and legs? Check it out.
Hand Bones
* The total number of bones in 2 hands is 2 6 – 10, or _____ bones. That means that there are, ______ bones in each hand. 54 27
* Of the bones in one hand, the wrist has 2 3 bones, the palm has 5 bones, and together, the finger and thumb (called digital bones) have_____ bones. 14
* Of the digital bones in one hand, the number of bones in each finger is the same. The number of bones in the thumb is one less than in each finger, or ______ bones. Each finger has ____ bones. 2 3
Arm Bones
* Each arm has ______ bones. Of those 1/3 or _____ is in the upper arm (humerus), and 2/3, or 2 bones are in the forearm. (ulna and radius). 3 1
* In 2 arms, there is a total of _____ bones, or ______ bones less than in 2 hands. 6 48
Chest Bones
* The human chest has 25 bones. Of those, 96% are ribs. There are ______ ribs in the chest. 24
* Half the number of ribs, or ____, ribs are on each side of the middle bone. The middle bone or sternum is the 25 th chest bone. It connects the ribs. 12
Foot Bones
* There are 3 3 + 1 bones in your toes, with _____ toe bones in each foot. 14
* In each foot, the big toe has 2 bones. The remaining ______ bones are spread equally among the other four toes, with ____ bones in each of those four toes. 12 3
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Chapter – 6 Memory System
6.1 Microcomputer Memory
- Memory is an essential component of the microcomputer system.
- It stores binary instructions and datum for the microcomputer.
- The memory is the place where the computer holds current programs and data that are in use.
- None technology is optimal in satisfying the memory requirements for a computer system.
- Computer memory exhibits perhaps the widest range of type, technology, organization, performance and cost of any feature of a computer system.
- The memory unit that communicates directly with the CPU is called main memory.
- Devices that provide backup storage are called auxiliary memory or secondary memory.
6.2 Characteristics of memory systems
The memory system can be characterised with their Location, Capacity, Unit of transfer, Access method, Performance, Physical type, Physical characteristics, Organisation.
Location
* Processor memory: The memory like registers is included within the processor and termed as processor memory.
* Internal memory: It is often termed as main memory and resides within the CPU.
* External memory: It consists of peripheral storage devices such as disk and magnetic tape that are accessible to processor via i/o controllers.
Capacity
* Word size: Capacity is expressed in terms of words or bytes.
— The natural unit of organisation
* Number of words: Common word lengths are 8, 16, 32 bits etc.
— or Bytes
Unit of Transfer
* Internal: For internal memory, the unit of transfer is equal to the number of data lines into and out of the memory module.
* External: For external memory, they are transferred in block which is larger than a word.
* Addressable unit
— Smallest location which can be uniquely addressed
— Word internally
— Cluster on Magnetic disks
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Access Method
* Sequential access: In this access, it must start with beginning and read through a specific linear sequence. This means access time of data unit depends on position of records (unit of data) and previous location.
— e.g. tape
* Direct Access: Individual blocks of records have unique address based on location. Access is accomplished by jumping (direct access) to general vicinity plus a sequential search to reach the final location.
— e.g. disk
* Random access: The time to access a given location is independent of the sequence of prior accesses and is constant. Thus any location can be selected out randomly and directly addressed and accessed.
— e.g. RAM
* Associative access: This is random access type of memory that enables one to make a comparison of desired bit locations within a word for a specified match, and to do this for all words simultaneously.
— e.g. cache
Performance
* Access time: For random access memory, access time is the time it takes to perform a read or write operation i.e. time taken to address a memory plus to read / write from addressed memory location. Whereas for non-random access, it is the time needed to position read / write mechanism at desired location.
— Time between presenting the address and getting the valid data
* Memory Cycle time: It is the total time that is required to store next memory access operation from the previous memory access operation.
Memory cycle time = access time plus transient time (any additional time required before a second access can commence).
— Time may be required for the memory to "recover" before next access
— Cycle time is access + recovery
* Transfer Rate: This is the rate at which data can be transferred in and out of a memory unit.
— Rate at which data can be moved
— For random access, R = 1 / cycle time
— For non-random access, Tn = Ta + N / R; where Tn – average time to read or write N bits, Ta – average access time, N – number of bits, R – Transfer rate in bits per second (bps).
Physical Types
* Semiconductor
— RAM
* Magnetic
— Disk & Tape
* Optical
— CD & DVD
* Others
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— Bubble
— Hologram
Physical Characteristics
* Decay: Information decays mean data loss.
* Volatility: Information decays when electrical power is switched off.
* Erasable: Erasable means permission to erase.
* Power consumption: how much power consumes?
Organization
* Physical arrangement of bits into words
* Not always obvious
- e.g. interleaved
6.3 The Memory Hierarchy
- Capacity, cost and speed of different types of memory play a vital role while designing a memory system for computers.
- If the memory has larger capacity, more application will get space to run smoothly.
- It's better to have fastest memory as far as possible to achieve a greater performance. Moreover for the practical system, the cost should be reasonable.
- There is a tradeoff between these three characteristics cost, capacity and access time. One cannot achieve all these quantities in same memory module because
- If capacity increases, access time increases (slower) and due to which cost per bit decreases.
- If access time decreases (faster), capacity decreases and due to which cost per bit increases.
- The designer tries to increase capacity because cost per bit decreases and the more application program can be accommodated. But at the same time, access time increases and hence decreases the performance.
So the best idea will be to use memory hierarchy.
- Memory Hierarchy is to obtain the highest possible access speed while minimizing the total cost of the memory system.
- Not all accumulated information is needed by the CPU at the same time.
- Therefore, it is more economical to use low-cost storage devices to serve as a backup for storing the information that is not currently used by CPU
- The memory unit that directly communicate with CPU is called the main memory
- Devices that provide backup storage are called auxiliary memory
- The memory hierarchy system consists of all storage devices employed in a computer system from the slow by high-capacity auxiliary memory to a relatively faster main memory, to an even smaller and faster cache memory
- The main memory occupies a central position by being able to communicate directly with the CPU and with auxiliary memory devices through an I/O processor
- A special very-high-speed memory called cache is used to increase the speed of processing by making current programs and data available to the CPU at a rapid rate
- CPU logic is usually faster than main memory access time, with the result that processing speed is limited primarily by the speed of main memory
- The cache is used for storing segments of programs currently being executed in the CPU and temporary data frequently needed in the present calculations
- The memory hierarchy system consists of all storage devices employed in a computer system from slow but high capacity auxiliary memory to a relatively faster cache memory accessible to high speed processing logic. The figure below illustrates memory hierarchy.
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- As we go down in the hierarchy
- Cost per bit decreases
- Capacity of memory increases
- Access time increases
- Frequency of access of memory by processor also decreases.
Hierarchy List
- L1 Cache
- Registers
- L2 Cache
- Disk cache
- Main memory
- Disk
- Tape
- Optical
6.4 Internal and External memory
Internal or Main Memory
- The main memory is the central unit of the computer system. It is relatively large and fast memory to store programs and data during the computer operation. These memories employ semiconductor integrated circuits. The basic element of the semiconductor memory is the memory cell.
- The memory cell has three functional terminals which carries the electrical signal.
o The select terminal: It selects the cell.
o The data in terminal: It is used to input data as 0 or 1 and data out or sense terminal is used for the output of the cell's state.
o The control terminal: It controls the function i.e. it indicates read and write.
- Most of the main memory in a general purpose computer is made up of RAM integrated circuits chips, but a portion of the memory may be constructed with ROM chips
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RAM– Random Access memory
- Memory cells can be accessed for information transfer from any desired random location.
- The process of locating a word in memory is the same and requires of locating a word in memory is the same and requires an equal amount of time no matter where the cells are located physically in memory thus named 'Random access'.
- Integrated RAM are available in two possible operating modes, Static and Dynamic
Static RAM (SRAM)
- The static RAM consists of flip flop that stores binary information and this stored information remains valid as long as power is applied to the unit.
- Four transistors T1, T2, T3 and t4 are cross connected in an arrangement that produces a stable logical state.
- In logic state 1, point C1 is high and point C2 is low. In this state, T1 & T4 are off and T2 & T3 are on.
- In logic state 0, point C1 is low and C2 is high. In this state, T1 & T4 are on and T2 & T3 are off.
- The address line controls the two transistors T5 & T6. When a signal is applied to this line, the two transistors are switched on allowing for read and write operation.
- For a write operation, the desired bit value is applied to line B while it's complement is applied to line B complement. This forces the four transistors T1, T2, T3 & T4 into a proper state.
- For the read operation, the bit value is read from line B.
Dynamic RAM (DRAM)
- The dynamic RAM stores the binary information in the form of electrical charges and capacitor is used for this purpose.
- Since charge stored in capacitor discharges with time, capacitor must be periodically recharged and which is also called refreshing memory.
- The address line is activated when the bit value from this cell is to be read or written.
- The transistor acts as switch that is closed i.e. allowed current to flow, if voltage is applied to the address line; and opened i.e. no current to flow, if no voltage is present in the address line.
For DRAM writing
- The address line is activated which causes the transistor to conduct.
- If the bus line is low, then amplifier will ground the bit line of cell and any charge in capacitor is addressed out.
- The sense amplifier senses the content of the data bus line for this cell.
- If data bus is high, then a +5V is applied on bit line and voltage will flow through transistor and charge the capacitor.
For DRAM reading
- Address line is activated which causes the transistor to conduct.
- If there is charge stored in capacitor, then current will flow through transistor and raise the voltage in bit line. The amplifier will store the voltage and place a 1 on data out line.
- If there is no charge stored in capacitor, then no current will flow through transistor and voltage bit line will not be raised. The amplifier senses that there is no charge and places a 0 on data out line.
SRAM versus DRAM
- Both volatile
o Power needed to preserve data
- Static RAM
o Uses flip flop to store information
o Needs more space
o Faster, digital device
o Expensive, big in size
o Don't require refreshing circuit
o Used in cache memory
- Dynamic RAM
o Uses capacitor to store information
o More dense i.e. more cells can be accommodated per unit area
o Slower, analog device
o
Less expensive, small in size
o Needs refreshing circuit
o Used in main memory, larger memory units
ROM– Read Only memory
- Read only memory (ROM) contains a permanent pattern of data that cannot be changed.
- A ROM is non-volatile that is no power source is required to maintain the bit values in memory.
- While it is possible to read a ROM, it is not possible to write new data into it.
- The data or program is permanently presented in main memory and never be loaded from a secondary storage device with the advantage of ROM.
- A ROM is created like any other integrated circuit chip, with the data actually wired into the chip as part of the fabrication process.
- It presents two problems
o The data insertion step includes a relatively large fixed cost, whether one or thousands of copies of a particular ROM are fabricated.
o There is no room for error. If one bit is wrong, the whole batch of ROM must be thrown out.
Types of ROM
- Programmable ROM (PROM)
o It is non-volatile and may be written into only once. The writing process is performed electrically and may be performed by a supplier or customer at a time later than the original chip fabrication.
- Erasable Programmable ROM (EPROM)
o It is read and written electrically. However, before a write operation, all the storage cells must be erased to the same initial state by exposure of the packaged chip to ultraviolet radiation (UV ray). Erasure is performed by shining an intense ultraviolet light through a window that is designed into the memory chip. EPROM is optically managed and more expensive than PROM, but it has the advantage of the multiple update capability.
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- Electrically Erasable programmable ROM (EEPROM)
o This is a read mostly memory that can be written into at any time without erasing prior contents, only the byte or byte addresses are updated. The write operation takes considerably longer than the read operation, on the order of several hundred microseconds per byte. The EEPROM combines the advantage of non-volatility with the flexibility of being updatable in place, using ordinary bus control, addresses and data lines. EEPROM is more expensive than EPROM and also is less dense, supporting fewer bits per chip.
- Flash Memory
o Flash memory is also the semiconductor memory and because of the speed with which it can be reprogrammed, it is termed as flash. It is interpreted between EPROM and EEPROM in both cost and functionality. Like EEPROM, flash memory uses an electrical erasing technology. An entire flash memory can be erased in one or a few seconds, which is much faster than EPROM. In addition, it is possible to erase just blocks of memory rather than an entire chip. However, flash memory doesn't provide byte level erasure, a section of memory cells are erased in an action or 'flash'.
External Memory
- The devices that provide backup storage are called external memory or auxiliary memory. It includes serial access type such as magnetic tapes and random access type such as magnetic disks.
Magnetic Tape
- A magnetic tape is the strip of plastic coated with a magnetic recording medium. Data can be recorded and read as a sequence of character through read / write head. It can be stopped, started to move forward or in reverse or can be rewound. Data on tapes are structured as number of parallel tracks running length wise. Earlier tape system typically used nine tracks. This made it possible to store data one byte at a time with additional parity bit as 9th track. The recording of data in this form is referred to as parallel recording.
Magnetic Disk
- A magnetic disk is a circular plate constructed with metal or plastic coated with magnetic material often both side of disk are used and several disk stacked on one spindle which Read/write head available on each surface. All disks rotate together at high speed. Bits are stored in magnetize surface in spots along concentric circles called tracks. The tracks are commonly divided into sections called sectors. After the read/write head are positioned in specified track the system has to wait until the rotating disk reaches the specified sector under read/write head. Information transfer is very fast once the beginning of sector has been reached. Disk that are permanently attached to the unit assembly and cannot be used by occasional user are called hard disk drive with removal disk is called floppy disk.
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Optical Disk
- The huge commercial success of CD enabled the development of low cost optical disk storage technology that has revolutionized computer data storage. The disk is form from resin such as polycarbonate. Digitally recorded information is imprinted as series of microscopic pits on the surface of poly carbonate. This is done with the finely focused high intensity leaser. The pitted surface is then coated with reflecting surface usually aluminum or gold. The shiny surface is protected against dust and scratches by the top coat of acrylic.
- Information is retrieved from CD by low power laser. The intensity of reflected light of laser changes as it encounters a pit. Specifically if the laser beam falls on pit which has somewhat rough surface the light scatters and low intensity is reflected back to the surface. The areas between pits are called lands. A land is a smooth surface which reflects back at higher intensity. The change between pits and land is detected by photo sensor and converted into digital signal. The sensor tests the surface at regular interval.
DVD-Technology
- Very high capacity (4.7G per layer)
- Multi-layer
- Full length movie on single disk
- Finally standardized (honest!)
- Using MPEG compression
- Movies carry regional coding
- Players only play correct region films
DVD-Writable
- Loads of trouble with standards
- First generation DVD drives may not read first generation DVD-W disks
- First generation DVD drives may not read CD-RW disks
6.5 Cache memory principles
Principles
o Intended to give memory speed approaching that of fastest memories available but with large size, at close to price of slower memories
o Cache is checked first for all memory references.
o If not found, the entire block in which that reference resides in main memory is stored in a cache slot, called a line
o Each line includes a tag (usually a portion of the main memory address) which identifies which particular block is being stored
o Locality of reference implies that future references will likely come from this block of memory, so that cache line will probably be utilized repeatedly.
o The proportion of memory references, which are found already stored in cache, is called the hit ratio.
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- Cache memory is intended to give memory speed approaching that of the fastest memories available, and at the same time provide a large memory size at the price of less expensive types of semiconductor memories. There is a relatively large and slow main memory together with a smaller, faster cache memory contains a copy of portions of main memory.
- When the processor attempts to read a word of memory, a check is made to determine if the word is in the cache. If so, the word is delivered to the processor. If not, a block of main memory, consisting of fixed number of words is read into the cache and then the word is delivered to the processor.
- The locality of reference property states that over a short interval of time, address generated by a typical program refers to a few localized area of memory repeatedly. So if programs and data which are accessed frequently are placed in a fast memory, the average access time can be reduced. This type of small, fast memory is called cache memory which is placed in between the CPU and the main memory.
- When the CPU needs to access memory, cache is examined. If the word is found in cache, it is read from the cache and if the word is not found in cache, main memory is accessed to read word. A block of word containing the one just accessed is then transferred from main memory to cache memory.
- Cache connects to the processor via data control and address line. The data and address lines also attached to data and address buffer which attached to a system bus from which main memory is reached.
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- When a cache hit occurs, the data and address buffers are disabled and the communication is only between processor and cache with no system bus traffic. When a cache miss occurs, the desired word is first read into the cache and then transferred from cache to processor. For later case, the cache is physically interposed between the processor and main memory for all data, address and control lines.
Cache Operation Overview
- CPU generates the receive address (RA) of a word to be moved (read).
- Check a block containing RA is in cache.
- If not present, access and read required block from main memory to cache.
- If present, get from cache (fast) and return.
- Allocate cache line for this new found block.
- Cache includes tags to identify which block of main memory is in each cache slot
- Load bock for cache and deliver word to CPU
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Locality of Reference
- The reference to memory at any given interval of time tends to be confined within a few localized area of memory. This property is called locality of reference. This is possible because the program loops and subroutine calls are encountered frequently. When program loop is executed, the CPU will execute same portion of program repeatedly. Similarly, when a subroutine is called, the CPU fetched starting address of subroutine and executes the subroutine program. Thus loops and subroutine localize reference to memory.
- This principle states that memory references tend to cluster over a long period of time, the clusters in use changes but over a short period of time, the processor is primarily working with fixed clusters of memory references.
Spatial Locality
- It refers to the tendency of execution to involve a number of memory locations that are clustered.
- It reflects tendency of a program to access data locations sequentially, such as when processing a table of data.
Temporal Locality
- It refers to the tendency for a processor to access memory locations that have been used frequently. For e.g. Iteration loops executes same set of instructions repeatedly.
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6.6 Elements of Cache design
6.6.1 Cache size
- Size of the cache to be small enough so that the overall average cost per bit is close to that of main memory alone and large enough so that the overall average access time is close to that of the cache alone.
- The larger the cache, the larger the number of gates involved in addressing the cache.
- Large caches tend to be slightly slower than small ones – even when built with the same integrated circuit technology and put in the same place on chip and circuit board.
- The available chip and board also limits cache size.
6.6.2 Mapping function
- The transformation of data from main memory to cache memory is referred to as memory mapping process.
- Because there are fewer cache lines than main memory blocks, an algorithm is needed for mapping main memory blocks into cache lines.
- There are three different types of mapping functions in common use and are direct, associative and set associative. All the three include following elements in each example.
o The cache can hold 64 Kbytes
o Data is transferred between main memory and the cache in blocks of 4 bytes each. This means that the cache is organized as 16Kbytes = 2 14 lines of 4 bytes each.
o The main memory consists of 16 Mbytes with each byte directly addressable by a 24 bit address (2 24 = 16Mbytes). Thus, for mapping purposes, we can consider main memory to consist of 4Mbytes blocks of 4 bytes each.
Direct Mapping
- It is the simplex technique, maps each block of main memory into only one possible cache line i.e. a given main memory block can be placed in one and only one place on cache.
i = j modulo m
Where I = cache line number; j = main memory block number; m = number of lines in the cache
- The mapping function is easily implemented using the address. For purposes of cache access, each main memory address can be viewed as consisting of three fields.
- The least significant w bits identify a unique word or byte within a block of main memory. The remaining s bits specify one of the 2 s blocks of main memory.
- The cache logic interprets these s bits as a tag of (s-r) bits most significant position and a line field of r bits. The latter field identifies one of the m = 2 r lines of the cache.
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- Address length = (s + w) bits
- Block size = line size = 2 w words or bytes
- Number of addressable units = 2 s+w words or bytes
- Number of blocks in main memory = 2 s+ w /2 w = 2 s
- Size of tag = (s – r) bits
- Number of lines in cache = m = 2 r
- 24 bit address
- 2 bit word identifier (4 byte block)
- 8 bit tag (=22-14), 14 bit slot or line
- 22 bit block identifier
- No two blocks in the same line have the same Tag field
- Check contents of cache by finding line and checking Tag
Note that
o all locations in a single block of memory have the same higher order bits (call them the block number), so the lower order bits can be used to find a particular word in the block.
o within those higher-order bits, their lower-order bits obey the modulo mapping given above (assuming that the number of cache lines is a power of 2), so they can be used to get the cache line for that block
o the remaining bits of the block number become a tag, stored with each cache line, and used to distinguish one block from another that could fit into that same cache
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line.
Fig: Direct mapping example
Pros and Cons
- Inexpensive
- Simple
- Fixed location for given block
o If a program accesses 2 blocks that map to the same line repeatedly, cache misses are very high
Associated Mapping
- It overcomes the disadvantage of direct mapping by permitting each main memory block to be loaded into any line of cache.
- Cache control logic interprets a memory address simply as a tag and a word field
- Cache control logic must simultaneously examine every line's tag for a match which requires fully associative memory
- Tag uniquely identifies block of memory
- very complex circuitry, complexity increases exponentially with size
- Cache searching gets expensive
- Address length = (s + w) bits
- Block size = line size = 2 w words or bytes
- Number of addressable units = 2 s+w words or bytes
- Number of blocks in main memory = 2 s+ w /2 w = 2 s
- Number of lines in cache = undetermined, Size of tag = s bits
Fig: Associative mapping example
- 22 bit tag stored with each 32 bit block of data
- Least significant 2 bits of address identify which 16 bit word is required from 32 bit data block
- Compare tag field with tag entry in cache to check for hit
- e.g.
Address
Tag FFFFFC
Data
Cache line
FFFFFC
24682468 3FFF
Set Associated Mapping
- It is a compromise between direct and associative mappings that exhibits the strength and reduces the disadvantages
- Cache is divided into v sets, each of which has k lines; number of cache lines = vk M = v X k
I = j modulo v
Where, i = cache set number; j = main memory block number; m = number of lines in the cache
- So a given block will map directly to a particular set, but can occupy any line in that set (associative mapping is used within the set)
- Cache control logic interprets a memory address simply as three fields tag, set and word. The d set bits specify one of v = 2 d sets. Thus s bits of tag and set fields specify one of the 2 s block of main memory.
- The most common set associative mapping is 2 lines per set, and is called two-way set associative. It significantly improves hit ratio over direct mapping, and the associative hardware is not too expensive.
Fig: Set associative mapping structure
- Address length = (s + w) bits
- Number of addressable units = 2 s+w words or bytes
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- Block size = line size = 2 w words or bytes
- Number of lines in set = k
- Number of blocks in main memory = 2 d
- Number of sets = v = 2 d
d
- Size of tag = (s – d) bits
- Number of lines in cache = kv = k * 2
Fig: Set associative mapping example
- 13 bit set number
- Block number in main memory is modulo 2 13
- 000000, 00A000, 00B000, 00C000 … map to same set
- Use set field to determine cache set to look in
- Compare tag field to see if we have a hit
-
e.g
Set number
6.6.3 Replacement algorithm
- When all lines are occupied, bringing in a new block requires that an existing line be overwritten.
Direct mapping
- Each block only maps to one line
- No choice possible with direct mapping
- Replace that line
Associative and Set Associative mapping
- Least Recently used (LRU)
- Algorithms must be implemented in hardware for speed
o replace that block in the set which has been in cache longest with no reference to it
o Implementation: with 2-way set associative, have a USE bit for each line in a set. When a block is read into cache, use the line whose USE bit is set to 0, then set its USE bit to one and the other line's USE bit to 0.
o Probably the most effective method
- First in first out (FIFO)
o replace that block in the set which has been in the cache longest
o Implementation: use a round-robin or circular buffer technique (keep up with which slot's "turn" is next
- Least-frequently-used (LFU)
o replace that block in the set which has experienced the fewest references or hits
o Implementation: associate a counter with each slot and increment when used
- Random
o replace a random block in the set
o Interesting because it is only slightly inferior to algorithms based on usage
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6.6.4 Write policy
- When a line is to be replaced, must update the original copy of the line in main memory if any addressable unit in the line has been changed
- If a block has been altered in cache, it is necessary to write it back out to main memory before replacing it with another block (writes are about 15% of memory references)
- Must not overwrite a cache block unless main memory is up to date
- I/O modules may be able to read/write directly to memory
- Multiple CPU's may be attached to the same bus, each with their own cache
Write Through
- All write operations are made to main memory as well as to cache, so main memory is always valid
- Other CPU's monitor traffic to main memory to update their caches when needed
- Anytime a word in cache is changed, it is also changed in main memory
- This generates substantial memory traffic and may create a bottleneck
- Both copies always agree
- Generates lots of memory writes to main memory
- Multiple CPUs can monitor main memory traffic to keep local (to CPU) cache up to date
- Lots of traffic
- Remember bogus write through caches!
- Slows down writes
Write back
- When an update occurs, an UPDATE bit associated with that slot is set, so when the block is replaced it is written back first
- During a write, only change the contents of the cache
- Causes "cache coherency" problems -- different values for the contents of an address are in the cache and the main memory
- Update main memory only when the cache line is to be replaced
- Complex circuitry to avoid this problem
- Multiple caches still can become invalidated, unless some cache coherency system is used. Such systems include:
- Accesses by I/O modules must occur through the cache
o Bus Watching with Write Through - other caches monitor memory writes by other caches (using write through) and invalidates their own cache line if a match
o Hardware Transparency - additional hardware links multiple caches so that writes to one cache are made to the others
o Non-cacheable Memory - only a portion of main memory is shared by more than one processor, and it is non-cacheable
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6.6.5 Number of caches L1 and L2 Cache On-chip cache (L1 Cache)
- It is the cache memory on the same chip as the processor, the on-chip cache. It reduces the processor's external bus activity and therefore speeds up execution times and increases overall system performance.
- Requires no bus operation for cache hits
- Short data paths and same speed as other CPU transactions
Off-chip cache (L2 Cache)
- It is the external cache which is beyond the processor. If there is no L2 cache and processor makes an access request for memory location not in the L1 cache, then processor must access DRAM or ROM memory across the bus. Due to this typically slow bus speed and slow memory access time, this results in poor performance. On the other hand, if an L2 SRAM cache is used, then frequently the missing information can be quickly retrieved.
- It can be much larger
- It can be used with a local bus to buffer the CPU cache-misses from the system bus
Unified and Split Cache
- Unified Cache
o Single cache contains both instructions and data. Cache is flexible and can balance "allocation" of space to instructions or data to best fit the execution of the program.
o Has a higher hit rate than split cache, because it automatically balances load between data and instructions (if an execution pattern involves more instruction fetches than data fetches, the cache will fill up with more instructions than data)
o Only one cache need be designed and implemented
- Split Cache
o Cache splits into two parts first for instruction and second for data. Can outperform unified cache in systems that support parallel execution and pipelining (reduces cache contention)
o Trend is toward split cache because of superscalar CPU's
o Better for pipelining, pre-fetching, and other parallel instruction execution designs
o Eliminates cache contention between instruction processor and the execution unit (which uses data)
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English Tutorials offer targeted instruction, practice and review designed to build students' communication and reading comprehension skills. They automatically identify and address learning gaps down to elementary-level content, using adaptive remediation to bring students to grade-level no matter where they start. Students engage with the content in an interactive, feedback-rich environment as they progress through standards-aligned modules. Reading comprehension modules strengthen students' critical analysis skills as they study how nonfiction and literature can be used to share ideas. Writing modules combine free response exercises with drafting strategies and exemplars to help students communicate clearly and credibly in narrative, argumentative, and explanatory styles. To develop skills specific to public discourse, speaking and listening modules guide students as they evaluate clips and readings from speeches and discussions. In language modules, students build foundational grammar skills they need to articulate their ideas and understand challenging words.
In each module, the Learn It and Try It make complex ideas accessible through focused content, guided analysis, multimodal representations, and personalized feedback as students reason through increasingly challenging problems. The Review It offers a high impact summary of key concepts and relates those concepts to students' lives. The Test It assesses students' mastery of the module's concepts, providing granular performance data to students and teachers after each attempt. To help students concentrate on the content most relevant to them, unit-level pretests and posttests can quickly identify where students are strong and where they're still learning.
This Tutorial is built to state standards.
1. ELEMENTS OF LITERATURE 1
IMAGERY
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
FIGURAT IVE LANGUAGE
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
CCSS.ELA-Literacy.L.11-12.5b Analyze nuances in the meaning of words with similar denotations.
SYMBOLISM AND ALLEGORY
SAT IRE AND PARADOX
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
2. ELEMENTS OF LITERATURE 2
CHARACT ERS AND CONFLICT
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CHARACT ER T YPES
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
FORESHADOWING AND SUSPENSE
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
3. ELEMENTS OF LITERATURE 3
PLOT
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
T HEMES IN FICT ION
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RESOLUT IONS
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
4. ELEMENTS OF LITERATURE 4
SET T ING
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
POINT OF VIEW I
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
POINT OF VIEW II
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
5. READING STRATEGIES 1
MAKING INFERENCES
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
DRAWING CONCLUSIONS
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
6. READING STRATEGIES 2
IMPLIED MAIN IDEA
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
DET ERMING AUT HOR'S PURPOSE
CCSS.ELA-Literacy.RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
SUMMARY, ANALYSIS, AND CRIT IQUE
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
7. GENRES
FOUNDAT IONAL AMERICAN LIT ERAT URE: 18T H CENT URY
CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
FOUNDAT IONAL AMERICAN LIT ERAT URE: 19T H CENT URY
CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
FOUNDAT IONAL AMERICAN LIT ERAT URE: 20T H CENT URY
CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
8. AUTHOR'S VOICE AND METHOD 1
ANALYZING AUT HOR'S ST YLE
CCSS.ELA-Literacy.RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly
ANALYZING AUT HOR'S PERSPECT IVE
CCSS.ELA-Literacy.RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
SENT ENCE ST YLE
CCSS.ELA-Literacy.RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
CCSS.ELA-Literacy.L.11-12.3a Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
9. AUTHOR'S VOICE AND METHOD 2
HYPERBOLE AND UNDERST AT EMENT
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
OXYMORON AND PARADOX
CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
T ONE AND MOOD
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
WORD CHOICE
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
10. STRATEGY
CENT RAL IDEAS
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
ANALYZING EFFECT IVE T EXT ST RUCT URES
CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
T EXT ST RUCT URES IN FICT ION
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of
a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
ANALYZING LANGUAGE
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RHET ORICAL T ECHNIQUES
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
CCSS.ELA-Literacy.RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
11. TEXT CONNECTIONS 1
ANALYZING INT ERPRET AT IONS OF FICT ION
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
ANALYZING INT ERPRET AT IONS OF NONFICT ION
CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-Literacy.RI.11-12.10b By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
PRINT AND NONPRINT T EXT S
CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
12. TEXT CONNECTIONS 2
FOUNDAT IONAL U.S. DOCUMENT S II
CCSS.ELA-Literacy.RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
CCSS.ELA-Literacy.W.11-12.9b Apply grades 11–12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").
CONST IT UT IONAL PRINCIPLES
CCSS.ELA-Literacy.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
13. TEXT ORGANIZATION 1
CAUSE AND EFFECT
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
COMPARE AND CONT RAST
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
VISUAL AIDS
CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
14. TEXT ORGANIZATION 2
CHRONOLOGY AND SEQUENCING
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
FLASHBACK AND FRAMING
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
15. SENTENCE STRUCTURE
SENT ENCE ST RUCT URE
CCSS.ELA-Literacy.L.11-12.3a Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
REST RICT IVE AND NONREST RICT IVE CLAUSES
APPOSIT IVE AND ABSOLUT E PHRASES
CCSS.ELA-Literacy.L.11-12.3a Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
PARALLELISM AND VERB T ENSE
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
16. SENTENCE STYLE
SUBJECT -VERB AGREEMENT
MODIFIERS
PRONOUN-ANT ECEDENT AGREEMENT
PRONOUN CASE
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
PRONOUN SHIFT S AND AMBIGUIT Y
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
17. PUNCTUATION
COLONS AND SEMICOLONS
COMMAS WIT H PHRASES AND CLAUSES
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
END MARKS
DASHES AND HYPHENS
CCSS.ELA-Literacy.L.11-12.2a Observe hyphenation conventions.
18. CONTEXTUAL CLUES
USING CONT EXT CLUES
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.L.11-12.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.11-12.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
ANALYZING FIGURES OF SPEECH AND IDIOMS
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
CCSS.ELA-Literacy.L.11-12.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
WORD PAT T ERNS
CCSS.ELA-Literacy.L.11-12.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
CONNOT AT ION AND DENOT AT ION
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.L.11-12.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.11-12.5b Analyze nuances in the meaning of words with similar denotations.
19. USAGE
FORMAL AND INFORMAL LANGUAGE
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
USING T HE DICT IONARY AND T HESAURUS
CCSS.ELA-Literacy.L.11-12.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-Literacy.L.11-12.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
CCSS.ELA-Literacy.L.11-12.5b Analyze nuances in the meaning of words with similar denotations.
CHANGING LANGUAGE CONVENT IONS
CCSS.ELA-Literacy.L.11-12.1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-Literacy.L.11-12.1b Resolve issues of complex or contested usage, consulting references (e.g., MerriamWebster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
SPELLING RULES
CCSS.ELA-Literacy.L.11-12.2b Spell correctly.
20. BUILDING AN ESSAY 1
DET ERMINING APPROPRIAT E ESSAY FORMAT
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
INT RODUCT IONS
CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CONCLUSIONS
CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.W.11-12.2f Provide a concluding statement or section that follows from and supports the information
21. BUILDING AN ESSAY 2
INT EGRAT ING GRAPHICS AND MULT IMEDIA
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
WRIT ING AND T ECHNOLOGY
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
SHORT NARRAT IVES
CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
NARRAT IVE T ECHNIQUES
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
22. EXPOSITORY WRITING
EXPOSIT ORY ESSAYS
CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-Literacy.W.11-12.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
EXPOSIT ORY T HESIS ST AT EMENT S
CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
EXPOSIT ORY PARAGRAPH DEVELOPMENT
CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.11-12.2c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
23. ARGUMENTATIVE WRITING
ARGUMENT AT IVE ESSAYS
CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.
ARGUMENT AT IVE CLAIMS
CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
ARGUMENT AT IVE PARAGRAPH DEVELOPMENT
CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
T YPES OF EVIDENCE
CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CLAIMS AND COUNT ERCLAIMS
CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
24. RESEARCH
REFINING A RESEARCH QUEST ION
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
GAT HERING INFORMAT ION
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
AVOIDING PLAGIARISM
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
25. REVISION CONSIDERATIONS
PREWRIT ING
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
UNIT Y AND FOCUS
CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WORDINESS AND REDUNDANCY
CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
T RANSIT IONAL ELEMENT S
CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.W.11-12.2c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
MAINT AINING A FORMAL ST YLE
CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.11-12.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.11-12.2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
26. SPEAKING AND LISTENING
DISCUSSION GUIDELINES
CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
ANALYZING AND DEVELOPING A SPEECH
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. | <urn:uuid:cbe56827-8e4d-46de-9e08-dbc0bb244e66> | CC-MAIN-2021-49 | https://cdn.apexlearning.com/tutorial_pdfs/13-tg.pdf | 2021-12-06T08:51:17+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00490.warc.gz | 235,486,984 | 9,878 | eng_Latn | eng_Latn | 0.976628 | eng_Latn | 0.979343 | [
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Prevention Programming In Central New York
*Farnham also offers the Resilience and Thriving module of Team Awareness for adult teams that work together in businesses. All organizations can offer custom-tailored presentations, tabling, and other events.
Program Descriptions
Parenting Programs
* Triple P: Triple P Discussion Groups are short, small group sessions that offer practical advice for tackling a specific problem behavior. A discussion group is run by a trained Triple P provider. Each session brings together on average 10-12 parents who are experiencing the same parenting problem.
* Strengthening Families: Strengthening Families is an evidenced-based program to enhance family skills, childhood development and reduce the likelihood of child abuse and neglect. This program is intended for children aged 3-16 years old along with the family. This program provides separate classes for parents and children and a class for families all together.
* Active Parenting of Teens: This is a comprehensive parenting class for parenting teenagers. This program will help give parents the skills, confidence, and courage to meet the challenges of their children's teen years.
* PAX Community Tools: PAX Tools extends nurturing environments beyond the classroom, empowering adults throughout the community to improve young people's behavior and relationships with the use of Evidence-based Kernels. PAX Tools is designed for use at home or in the community by caring adults such as parents, caregivers, and other adults who serve youth in volunteer or professional settings.
* Hidden Mischief Room: Walk through a simulated teen bedroom and see if you can spot the drug references. Also, find out about current trends in substance abuse.
Community-Based Programing for Youth
* SPORT: SPORT Prevention Plus Wellness (PPW) is the nation's only easy to use, single-session substance use prevention program designed to increase fitness, health and performance-enhancing behaviors like physical activity, sports participation, healthy eating, getting adequate sleep, and practicing stress control for youth
* Teen Intervene: Teen Intervene is an evidence-based program for youth using alcohol, drugs, or gambling. The program integrates the Stages of Change Model, Motivational Interviewing, and Cognitive Behavioral Therapy to reduce and eliminate substance use.
* Teen Institute Program: Teen Institute is a peer leadership program for youth in grades 9 through 12. Teen Institute youth are empowered and trained to be role models and advocate for healthy lifestyle choices among the youth in their communities.
School-based Programs
* Too Good For Drugs/Violence: Too Good for Violence (TGFV) is a school-based violence prevention and character education program designed to improve student behavior and minimize aggression. TGFV is designed to help students in kindergarten through 8th grade learn the skills they need to get along peacefully with others.
* Prevention Counseling: School-based prevention program helps identify risk, increase protective factors, and foster resiliency
* Second Step: Second Step Program is a universal, classroom-based social-emotional learning curriculum that is intended to raise student's success, increase self-regulation and social-emotional competence, and decrease the problem behaviors. This evidenced-based program is intended for grades K-8, ranging from 13-25 sessions depending on the grade and depth of each topic.
* LifeSkills: LifeSkills Training is a universal, classroom-based substance abuse prevention program. This program is proven to reduce the risks of tobacco, drug abuse, alcohol, and violence by focusing on the major social and psychological factors that could lead to substance
use and other problem behaviors. Ranging between 5-15 sessions depending on the grade, this program is also intended for Pre-K to high school grades.
* Positive Action: Positive Action is a universal, classroom-based mental health curriculum. This program also works on interest in learning, encourages cooperation, and teaches students that positive actions create positive lives. The program is proven to reduce substance abuse and problematic behavior. This evidenced-based program is intended for grades 1-12 ranging from 36-140 sessions depending on the circumstances and grade level.
Other
* Resilience & Thrive – Part of the Team Awareness program, this evidence-based module helps teams identify stress at work and home and develop strategies to survive and thrive.
* Family Support Navigators – Family support navigators help individuals with addictions and their families understand the progression of addiction, navigate insurance and treatment systems, and find recovery supports
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Life Science Controlled Test Grade 11 Question Paper 2014
This book reviews the role of each cell subset in the skin, providing the basics for understanding skin immunology and the mechanisms of skin diseases. The skin is one of the immune organs and is continually exposed to foreign antigens and external stimuli that must be monitored and characterized for possible elimination. Upon exposure to foreign antigens, the skin can elicit a variety of immune responses in harmony with skin components that include keratinocytes, dendritic cell subsets, mast cells, basophils, fibroblasts, macrophages, gammadelta T cells, neutrophils, myeloid-derived suppressor cells, vascular and lymphatic cells, hair follicles, platelets, and adipose tissues, among others. In the past 10 years, knowledge of immunology has expanded drastically in areas such as innate immunity (Toll-like receptors, C-type lectins), and host defenses to bacteria and viruses, and this increased knowledge has led to the development of more effective treatment of psoriasis and other skin diseases. This book provides updates on the mechanisms of skin diseases including contact dermatitis, atopic dermatitis, psoriasis, urticaria, drug eruption, bullous diseases,
anaphylaxis, graft-versus-host disease, rosacea, lymphoma, photodermatology, graduate program or department, faculty members and their research, and more.
and collagen vascular diseases. Understanding the basics of skin immunology will help clinicians and dermatologists use new therapeutics such as biologics efficiently. Serving as an intermediary between basic science and clinical medicine, this book gives readers the opportunity to understand and marvel at the mystery and fascination of skin immunology. Peterson's Graduate Programs in the Biological/Biomedical Sciences & HealthRelated Medical Professions 2014 contains comprehensive profiles of nearly 6,800 graduate programs in disciplines such as, allied health, biological & biomedical sciences, biophysics, cell, molecular, & structural biology, microbiological sciences, neuroscience & neurobiology, nursing, pharmacy & pharmaceutical sciences, physiology, public health, and more. Up-to-date data, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable information on degree offerings, professional accreditation, jointly offered degrees, part-time and evening/weekend programs, postbaccalaureate distance degrees, faculty, students, requirements, expenses, financial support, faculty research, and unit head and application contact information. There are helpful links to in-depth descriptions about a specific
There are also valuable articles on financial assistance, the graduate admissions process, advice for international and minority students, and facts about accreditation, with a current list of accrediting agencies.
Issue for Fiscal year 1954 accompanied by separately published section with title: Projects listed by agencies.
Exploring Life Science is a thoroughly up-to-date 11-volume set specially created to provide reference support for the science curriculum in grades 4-6. It reflects today's increasing interest in the environment and includes a wide range of exciting new scientific advances -- especially in the field of medicine. Written in dear, understandable language, the text is complemented by detailed full-color illustrations and photographs, making this set attractive to younger students not only for use in completing their reports and research assignments, but also to pursue general interest in the life sciences.
Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in Page 3/22
content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The print version of Next Generation Science Standards complements the nextgenscience.org website and: Provides an authoritative offline reference to the standards when creating lesson plans Arranged by grade level and by core discipline, making information quick and easy to find Printed in full color with a layflat spiral binding Allows for bookmarking, highlighting, and annotating What activities might a teacher use to help children explore the life cycle of butterflies? What does a science teacher need to conduct a "leaf safari" for students? Where can children safely enjoy hands-on experience with life in an estuary? Selecting resources to teach elementary school science can be confusing and difficult, but few decisions have greater impact on the effectiveness of science teaching. Educators will find a wealth of information and expert guidance to meet this need in Resources for Teaching Elementary School Science. A completely revised edition of the best-selling resource guide Science for Children: Resources for Teachers, this new book is an annotated guide to hands-on, inquiry-centered curriculum materials and sources of help in teaching science from kindergarten through sixth grade. (Companion volumes for middle and high school are planned.) The guide annotates about 350 curriculum Page 4/22
packages, describing the activities involved and what students learn. Each annotation lists recommended grade levels, accompanying materials and kits or suggested equipment, and ordering information. These 400 entries were reviewed by both educators and scientists to ensure that they are accurate and current and offer students the opportunity to: Ask questions and find their own answers. Experiment productively. Develop patience, persistence, and confidence in their own ability to solve real problems. The entries in the curriculum section are grouped by scientific areaâ€"Life Science, Earth Science, Physical Science, and Multidisciplinary and Applied Scienceâ€"and by typeâ€"core materials, supplementary materials, and science activity books. Additionally, a section of references for teachers provides annotated listings of books about science and teaching, directories and guides to science trade books, and magazines that will help teachers enhance their students' science education. Resources for Teaching Elementary School Science also lists by region and state about 600 science centers, museums, and zoos where teachers can take students for interactive science experiences. Annotations highlight almost 300 facilities that make significant efforts to help teachers. Another section describes more than 100 organizations from which teachers can obtain more resources. And a section on publishers and suppliers give names and addresses of sources
for materials. The guide will be invaluable to teachers, principals, administrators, teacher trainers, science curriculum specialists, and advocates of hands-on science teaching, and it will be of interest to parent-teacher organizations and parents.
The focus of this Handbook is on science education in Arab states and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in an Arab rather than an international context. This book presents the life science experiments in a space microgravity environment conducted on board the SJ-10 recoverable satellite, which was launched on April 6th 2016 and recovered on April 18th 2016. It covers 10 scientific projects in radiation biology, gravitational biology and biotechnology that were selected from ~100 proposals from various institutions in China and around the world. Primarily exploring the rhythm of life in a space microgravity environment, all of the experiments – conducted on nine payloads of the SJ-10 satellite – have never been previously conducted in the respective fields. In addition, the book provides extensive information on the mission's execution, data collection, and scientific outcomes. The contribution of this book is to synthesize important common themes and highlight the unique features, findings, and lessons learned from three systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of the U.S. and focused on different age ranges and target populations, actively grapples with the linguistic implications of the three-dimensional learning required by the Framework for K-12 Science Education and the Next Generation Science Standards. Each
chapter provides research-based recommendations for improving the teaching of science to English learners. Offering insights into teacher professional learning as well as strategies for measuring and monitoring how well English learners are learning science and language, this book tells a compelling and inclusive story of the challenges and the opportunities of teaching science to English learners.
Issues in Life Sciences—Muscle, Membrane, and General Microbiology: 2013 Edition is a ScholarlyEditions™ book that delivers timely, authoritative, and comprehensive information about Membrane Biology. The editors have built Issues in Life Sciences—Muscle, Membrane, and General Microbiology: 2013 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Membrane Biology in this book to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Life Sciences—Muscle, Membrane, and General Microbiology: 2013 Edition has been produced by the world's leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/.
This introductory text assumes little prior scientific knowledge on the part of the student. It includes sufficient information for some shorter introductory botany courses open to both majors and nonmajors, and is arranged so that certain sections can be omitted without disrupting the overall continuity of the course. Stern emphasizes current interests while presenting basic botanical principles.
Popular Science gives our readers the information and tools to improve their technology and their world. The core belief that Popular Science and our readers share: The future is going to be better, and science and technology are the driving forces that will help make it better. Includes 66 promising practices in math. and science education developed by the 10 regional educational laboratories funded by the U.S. Dept. of Education. Issues in Biological and Life Sciences Research: 2013 Edition is a ScholarlyEditions™ book that delivers timely, authoritative, and comprehensive information about Additional Research. The editors have built Issues in Biological and Life Sciences Research: 2013 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Additional Research in this book to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Biological and Life Sciences Research: 2013 Edition has been produced by the world's leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/.
First published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.
"Coordination and Control Quiz Questions and Answers" book is a part of the series "What is High School Biology & Problems Book" and this series includes a complete book 1 with all chapters, and with each main chapter from grade 10 high school biology course. "Coordination and Control Quiz Questions and Answers" pdf includes multiple choice questions and answers (MCQs) for 10thgrade competitive exams. It helps students for a quick study review with quizzes for conceptual based exams. "Coordination and Control Questions and Answers" pdf provides problems and solutions for class 10 competitive exams. It helps students to attempt objective type questions and compare answers with the answer key for assessment. This helps students with e-learning for online degree courses and certification exam preparation. The chapter "Coordination and Control Quiz" provides quiz questions on topics: What is coordination and control, types of coordination, anatomy, autonomic nervous system, central nervous system, disorders of nervous system, endocrine glands, endocrine system, endocrine system disorders, endocrinology, glucose level, human body parts and structure, human brain, human ear, human nervous system, human physiology, human receptors, life sciences, nervous coordination, nervous system function,
nervous system parts and functions, neurons, neuroscience, peripheral nervous system, receptors in humans, spinal cord, what is nervous system, and zoology. The list of books in High School Biology Series for 10th-grade students is as: Grade 10 Biology Multiple Choice Questions and Answers (MCQs) (Book 1) Biotechnology Quiz Questions and Answers (Book 2) - Support and Movement Quiz Questions and Answers (Book 3) - Coordination and Control Quiz Questions and Answers (Book 4) - Gaseous Exchange Quiz Questions and Answers (Book 5) - Homeostasis Quiz Questions and Answers (Book 6) Inheritance Quiz Questions and Answers (Book 7) - Man and Environment Quiz Questions and Answers (Book 8) - Pharmacology Quiz Questions and Answers (Book 9) - Reproduction Quiz Questions and Answers (Book 10) "Coordination and Control Quiz Questions and Answers" provides students a complete resource to learn coordination and control definition, coordination and control course terms, theoretical and conceptual problems with the answer key at end of book.
Life science, also known as 'biology', consists of all fields of science that involve the scientific study of living organisms like plants, animals, and human beings and their vital processes. Life is all around us; from gigantic whales that live in the oceans, to tiny germs that crawl around on your computer keyboard, Life Page 10/22
Science explores the origins, evolution and expansion of life in all its forms. Biologists learn how living things work, how they interact with one another, and how they evolve. The 64 projects contained in this science experiment e-book cover a wide range of Life Science topics; from Botany & Zoology to Human anatomy & Ecology… there are even experiments on mycology and entomology all designed for young students from grade 1 to 8! With this book, you are sure to find a project that interests you. When you are interested in a certain science topic, you will have more fun, and learn more, too! With the help of this book, you will construct many weird, wonderful and wacky experiments that you can have hours of fun with! Amongst many others, you will grow plants in your own hydroponic garden, study how the amount of leaves affects the growth of a plant to learn about photosynthesis, colour a white flower with food colorant to experiment with capillary action, and create a device to see how much air can your lungs can hold! Other fun experiments include: Mummifying an orange, studying if green plants produce oxygen faster in stronger sunlight, testing if 'Vitamin E' can slow down the aging process, grafting two separate types of plants together, using ordinary household items as food preservatives, testing how much Vitamin C is in fruit juice, building your own biosphere, studying how ants communicate to find their food, making a box trap to capture nocturnal Page 11/22
insects, mapping the positions of tastes of you tongue, testing your friends reflexes with the knee-reflex test, making a device for listening to your heart, making a Snellen chart to test your friends' eyesight, a Von Frey device, a colourful fungus garden, a Hummingbird feeder and many, many more! When making these gadgets, you'll discover that science is a part of every object in our daily lives, and who knows, maybe someday you will become a famous inventor too! Science can be real simple and is actually only about understanding the world you live in! Science certainly does not need to be complicated formulas, heavy text books and geeky guys in white lab coats with thick glasses. Science experiments are an awesome part of science that allows you to engage in cool and exciting hands on learning experiences that you are sure to enjoy and remember! By working through the science experiments in this book, you will learn about science in the best possible way – by doing things yourself. Designed with safety in mind, most of the items you will need for the experiments, such as jars, aluminium foil, scissors and sticky tape, you can find around your home. Others, such as magnets, lenses or a compass, you will be able to buy quite cheaply at a hobby shop or hardware store.
Data integration in the life sciences continues to be important but challe- ing. The ongoing development of new experimental methods gives rise to an increasingly Page 12/22
wide range of data sets, which in turn must be combined to allow more integrative views of biological systems. Indeed, the growing prominence of systems biology, where mathematical models characterize behaviors observed in experiments of di?erent types, emphasizes the importance of data integration to the life sciences. In this context, the representation of models of biological behavior as data in turn gives rise to challenges relating to provenance, data quality, annotation, etc., all of which are associated with signi?cant research activities within computer science. The Data Integration in the Life Sciences (DILS) Workshop Series brings together data and knowledge management researchers from the computer s- ence research community with bioinformaticians and computational biologists, to improve the understanding of how emerging data integration techniques can address requirements identi?ed in the life sciences.
Preface p. ix Chapter 1 Biology and Its Philosophy p. 2 1.1 The Rise of Logical Positivism p. 2 1.2 The Consequences for Philosophy p. 4 1.3 Problems of Falsifiability p. 6 1.4 Philosophy of Science Without Positivism p. 8 1.5 Speculation and Science p. 10 Introduction to the Literature p. 11 Chapter 2 Autonomy and Provincialism p. 13 2.1 Philosophical Agendas versus Biological Agendas p. 13 2.2 Motives for Provincialism and Autonomy p. 18 2.3 Biological
Philosophies p. 21 2.4 Tertium Datur? p. 25 2.5 The Issues in Dispute p. 30 2.6 Steps in the Argument p. 34 Introduction to the Literature p. 35 Chapter 3 Teleology and the Roots of Autonomy p. 37 3.1 Functional Explanations in Molecular Biology p. 39 3.2 The Search for Functions p. 43 3.3 Functional Laws p. 47 3.4 Directively Organized Systems p. 52 3.5 The Autonomy of Teleological Laws p. 59 3.6 The Metaphysics and Epistemology of Functional Explanation p. 62 3.7 Functional Explanation Will Always Be with Us p. 65 Introduction to the Literature p. 67 Chapter 4 Reductionism and the Temptation of Provincialism p. 69 4.1 Motives for Reductionism p. 69 4.2 A Triumph of Reductionism p. 73 4.3 Reductionism and Recombinant DNA p. 84 4.4 Antireductionism and Molecular Genetics p. 88 4.5 Mendel's Genes and Benzer's Cistrons p. 93 4.6 Reduction Obstructed p. 97 4.7 Qualifying Reductionism p. 106 4.8 The Supervenience of Mendelian Genetics p. 11 4.9 Levels of Organization p. 117 Introduction to the Literature p. 119 Chapter 5 The Structure of Evolutionary Theory p. 121 5.1 Is There an Evolutionary Theory? p. 122 5.2 The Charge of Tautology p. 126 5.3 Population Genetics and Evolution p. 130 5.4 Williams's Axiomatization of Evolutionary Theory p. 136 5.5 Adequacy of the Axiomatization p. 144 Introduction to the Literature p. 152 Chapter 6 Fitness p. 154 6.1 Fitness Is Measured by Its Effects p. 154 6.2 Fitness As a Statistical Propensity p. 160 6.3
The Supervenience of Fitness p. 164 6.4 The Evidence for Evolution p. 169 6.5 The Scientific Context of Evolutionary Theory p. 174 Introduction to the Literature p. 179 Chapter 7 Species p. 180 7.1 Operationalism and Theory in Taxonomy p. 182 7.2 Essentialism--For and Against p. 187 7.3 The Biological Species Notion p. 191 7.4 Evolutionary and Ecological Species p. 197 7.5 Species Are Not Natural Kinds p. 201 7.6 Species As Individuals p. 204 7.7 The Theoretical Hierarchy of Biology p. 212 7.8 The Statistical Character of Evolutionary Theory p. 216 7.9 Universal Theories and Case Studies p. 219 Introduction to the Literature p. 225 Chapter 8 New Problems of Functionalism p. 226 8.1 Functionalism in Molecular Biology p. 228 8.2 The Panglossian Paradigm p. 235 8.3 Aptations, Exaptations, and Adaptations p. 243 8.4 Information and Action Among the Macromolecules p. 246 8.5 Metaphors and Molecules p. 255 Bibliography p. 266 Index p. 273.
This popular textbook covers the m
A Hands-On Approach to Teaching Introductory StatisticsExpanded with over 100 more pages, Introduction to Statistical Data Analysis for the Life Sciences, Second Edition presents the right balance of data examples, statistical theory, and computing to teach introductory statistics to students in the life sciences.
A Special Publication of the Society of Environmental Toxicology and Chemistry
(SETAC) Aquatic Mesocosm Studies in Ecological Risk Assessment discusses the methods currently used for conducting simulated field studies and provides a series of case histories in which mesocosm type studies have been used to assess the impact of pesticides on aquatic ecosystems. Specific chapters address the dosing and exposure components of such studies and how they influence experimental design. Advantages and disadvantages of various statistical designs are addressed in detail. Regulatory aspects of the design and interpretation of these studies are also covered. The book will be a superb reference for aquatic biologists, ecologists, toxicologists, environmental toxicologists, environmental chemists, and regulatory personnel. Understanding the origin of fecal pollution is essential in assessing potential health risks as well as for determining the actions necessary to remediate the quality of waters contaminated by fecal matter. As a result, microbial source tracking (MST) has emerged as a field that has evolved and diversified rapidly since the first approaches were described only a decade ago. In response to the emergence of MST, there have been three large multi-laboratory method comparison studies (two in the US and one in Europe), plus numerous workshops, book chapters, and review articles dedicated to synthesizing information on the topic. Furthermore, a federal (USEPA) guide document
describing the uses and limitations of MST methods was published in 2005, and a book dedicated to MST as an emerging issue in food safety was published in 2007. These documents provide a collective body of literature on MST that is both conflicting and complementary, often repetitious, and difficult to condense and interpret. In addition, it does not reflect the current diversity of MST approaches with different organisms, newer methodologies such as quantitative PCR, and anthropogenic chemicals, nor does it embrace the scope of MST research being conducted around the world. The three editors of the book, all with extensive MST expertise, have developed chapters and invited authors who reflect the rich diversity and truly international scope of MST. The unifying theme throughout the book is the design of more standardized approaches to MST that include performance criteria (regardless of method or organism), plus recommendations for field study design and MST implementation. The editors intend that this book will serve as a valuable reference for all those who are involved with
Study & Master Life Sciences Grade 10 has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Life Sciences. The comprehensive Learner's Book includes: Page 17/22
* an expanded contents page indicating the CAPS coverage required for each strand * a mind map at the beginning of each module that gives an overview of the contents of that module * activities throughout that help develop learners' science knowledge and skills as well as Formal Assessment tasks to test their learning * a review at the end of each unit that provides for consolidation of learning * case studies that link science to real-life situations and present balanced views on sensitive issues. * 'information' boxes providing interesting additional information and 'Note' boxes that bring important information to the learner's attention
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges.
This book's ideas demonstrate how students are not adequately taught the learning skills necessary for superior academic achievement. The major reason schools are failing is that there is less emphasis on teaching students how to learn, the focus is on what to learn instead. This book provides teachers and parents with many concepts and tactics that they can use to teach children how to learn more efficiently and effectively. This book identifies and explains those skills and frames them as interacting in a mutually interacting and reinforcing cycle that I call the Learning Skills Cycle.
The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a researchgrounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Use data as an effective tool for school change and improvement! This resource helps data team facilitators move schools away from unproductive data practices and toward examining data for systematic and continuous improvement in instruction and learning. The book, which includes a CD-ROM with slides and reproducibles, illustrates how the authors' model has proven successful in: Narrowing achievement gaps in all content areas and grade levels Achieving strong, continuous gains in local and state assessments in mathematics, science, and reading Initiating powerful conversations about race/ethnicity, class, educational status, gender, and language differences Developing a vision for a high-performing, data-informed school culture Water Management Challenges in Global Change contains the proceedings of the 9th Computing and Control for the Water Industry (CCWI2007) and the Sustainable Urban Water Management (SUWM2007) conferences. The rationale behind these conferences is to improve the management of urban water systems through the development of computerbased methods. Issues such as economic globalisation, climate changes and water shortages call for a new approach to water systems management, which addresses the relevant technical, social and economic aspects.
This collection represents the views of academic and industrial experts from a number of countries, who provide technical solutions to current water management problems and present a vision for addressing the global questions. The themes underlying many of the contributions include energy and material savings, water savings and the integration of different aspects of water management. The papers are grouped into three themes covering water distribution systems, sustainable urban water management and modelling of wastewater treatment plants. The water distribution topics cover asset and information management, planning, monitoring and control, hydraulic modelling of steady state and transients, water quality and treatment, demand and leakage management, optimisation, design and decision support systems, as well as reliability and security of water distribution systems. The sustainable urban water management topics include urban drainage systems, water reuse, social aspects of water management and also selected facets of water resources and irrigation. Computer control of wastewater treatment plants has been seen as less advanced than that of clean water systems. To address this imbalance, this book presents a number of modelling techniques developed specifically for these plants. Water Management Challenges in Global Change will prove to be invaluable to water and environmental engineering researchers and academics; managers, engineers and planners; and postgraduate students.
This book attempts to improve algorithms by novel theories and complex data analysis
Copyright : blog.annagriffin.com
Acces PDF Life Science Controlled Test Grade 11 Question Paper 2014
in different scopes including object detection, remote sensing, data transmission, data fusion, gesture recognition, and edical image processing and analysis. The book is directed to the Ph.D. students, professors, researchers, and software developers working in the areas of digital video processing and computer vision technologies. Copyright: adf12f31bf3d8e0eee260d8230411b1c | <urn:uuid:9df085e8-3626-47b3-8207-9a3e54279276> | CC-MAIN-2021-49 | https://blog.annagriffin.com/travelista/file-share/life_science_controlled_test_grade_11_question_paper_2014_pdf | 2021-12-06T07:53:31+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00491.warc.gz | 211,003,998 | 6,202 | eng_Latn | eng_Latn | 0.940632 | eng_Latn | 0.993982 | [
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8
protects you from evil feelings.
You must not sacrifice yourself. You have your own life and it belongs to you alone! Wear something green. The colour green and loved.
Listen to your heart! Your stomach tells you when you have eaten enough. Your head tells you what you think. Your heart tells you when you are loved. Be with the parent who makes you feel safe
YOU want.
When you are dealing with people from the Council, or from the Court because your parents are fighting over you, say what
Tell them about the weirdness.
What will help you? Meet your friends, people who are kind to you and whom you trust, as often as possible.
to grow up happy and healthy.
4. You can't help weird people. You are not a doctor. You are a child and are supposed
✄
7. Children have the right to have their privacy and dignity respected.
8. Children have the right to be protected from violence, abuse and exploitation.
9. Children have the right to special protection in war, and when fleeing from danger.
10. Children with additional needs are entitled to special care and support, so they can participate actively in society.
people understand.
3. It is very important for you to have people you can trust. You should only share your feelings with people you can trust. Tell them about your strange experiences with your Daddy or your Mummy. Tell them until they understand. We are working on making more and more
2. You are not alone with your feelings. Unfortunately, there are many children who experience situations just like yours. These children don't know how to explain this weirdness either. That's why you don't know them yet, and they don't know about you.
alright to you.
Very important! 1. Your feelings are right! You are right! Trust your own feelings when they warn you about something. Do not let anybody persuade you everything is alright when it doesn't feel disorder. People can go to a doctor to get healthy again, but this can take many years.
4
✄
2
each other. This kind of weirdness is a sickness. It's got a name and it's called narcissistic personality
That's why they use other people like characters in a game, but the game they play with other people is very mean. It can damage them so severely that they can never be happy again. That is a weird person's aim. The more people are unhappy, the more comfortable weird people become, because then they don't feel alone anymore. But the world would be a sad place without happiness. Everyone would only hate each other and do nasty things to
The worst thing for weird people is to see other people being happy. Happiness is a feeling weird people don't have. They envy other people for it.
can't have that.
distract people and deliberately gossip and tell lies about others, so that nobody looks at their own failures. That's why weird people cannot be compassionate, for if they were, they would give themselves away. And they
What is normal?
Most people know that they are part of a community. They are able to love each other. They know what really matters.
There is no such thing as normal. Everybody is special, but there are means of social interaction that we consider normal. Most people are kind to each other. They say Hello, they are sincere and honest. They help each other and care when someone is sad. This is called empathy. They can feel joy, and can show their feelings. Their feelings are appropriate to their situation. When they are angry, they can identify the reason for their anger.
What is weird?
There are people who are unable to love. They lack empathy. They do not react appropriately to situations. They do not feel real joy. Very deep inside of them, there is a great fear. They fear not being special; not belonging to a community. This fear is so terrifically strong that they are ashamed to show it. They will to anything to hide it. To hide their fear, they
6
They rarely laugh. In spite of all this, they are still able to work very hard. They do anything to satisfy the weird person, so the weird person stops hurting them. But it can never be enough for the weird person.
The person who lets themselves get hurt has lost something very important: himself or herself. These people no longer know what they love to do best, what their favourite meal or game is. Very often, they lose their happiness.
It is similar with people. Only, in this case, it is not a happy holiday echo; it is very sad.
destroy your head and your heart. When you let this happen to yourself, despite the pain you feel inside, you have become a kind of echo of someone else . Maybe you've heard echoes on holidays, up in the mountains, or in a cave by the beach. You shout something, and the rocks repeat what you shouted.
Echoism It does you no good to put up with too much from someone. You might put up with them, even though it hurts. The pain inside and can
A weird person needs lots of echoes. When an echo learns to love itself, it stops being an echo.
Children's rights
1. All children have the same rights. No child can be put at a disadvantage.
2. Children have the right to live a healthy life, to find security and not suffer distress.
3. Children have the right to live with their parents. If the parents do not share a home, children have the right to see both parents regularly.
4. Children have the right to play, to recover and to express themselves artistically.
5. Children have the right to learn to learn skills for a profession according to their needs and abilities.
6. Children have the right, in all matters concerning them, to be informed, to have a say and to speak their mind. fold here
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Created in Kenya, February 2016
Prosopis juliflora
Recognize the problem
Family: Leguminosae (sub-family Mimosoideae) (bean family).
Common names: Prosopis, mesquite.
Kiswahili: Mathenge. Afar: Dergihara. Amharic: Woyane zaf.
Perennial, broadleaved, woody shrub (3-5 m tall) or tree (up to 15 m tall); bark thick, rough and grey-green becoming scaly with age; often multi-stemmed, especially following cutbacks (coppicing), with abundant large and very sharp thorns measuring up to 5 cm; deeply rooted.
Leaves: Doubly-divided composed leaves (6-8 cm long), 12-25 pairs of oblong leaflets per leaf, each 6-16 mm long and 1.5-3.2 mm wide.
Flowers: Fragrant golden-yellow, in dense spikes about 5-10 cm long.
Fruits: Cylindrical or slightly irregularly curved green pods which turn yellow upon ripening (10-20 cm long); containing 10-20 hard oval or elliptical seeds (2.5-7 mm long).
Seeds: Brown, oval in shape.
Background
Origin: Mexico, Central America, the Caribbean and tropical South America.
Introduction: As a fuel and fodder species.
Habitat: Tropical regions; adapted to a very wide range of soil types and habitats; generally found in areas where plant growth is predominantly limited by water and soil fertility as the weed is able to thrive on very poor land; frost sensitive.
Coppicing Prosopis and dense infestation. (Photo by René Eschen/CABI)
Prosopis inflorescence. (Photo by Colin Hughes, University of Oxford, in ISC)
Spread: Seeds often spread via the digestive tract of animals such as goats, cattle, camels and some wild herbivores; also spread by water during heavy rains.
Invades: Establishes readily in cleared land and overgrazed areas; replaces native vegetation through competition for space and water and takes over rangelands.
Impacts: Negative effects include complete loss of pasture and rangelands for both domestic and wild ruminants (such as cattle, goats, camels, giraffes), losses due to restricted access to water, and illness and death of livestock due to eating the pods and being injured by the sharp and stout thorns. Other impacts are loss of cropland and increased management cost of invaded areas. Humans also sustain injury due to the thorns and can suffer from the subsequent inflammations. Dense stands can obstruct roads and block smaller trails reducing land available as pasture or croplands, water sources and fishing areas, and may block irrigation channels.
Scientific name(s) > Prosopis juliflora
The recommendations in this factsheet are relevant to: All Countries
Authors: CABI. Edited by participants from Kenya and Ethiopia at a workshop in
Nairobi, February 2016
CABI
tel: +254 (0)20 2271000 email: email@example.com
Edited by Plantwise
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TOP TIPS TO SUPPORT READING AT HOME
The Education Endowment Foundation have provided a list of top tips (adapted below) to support reading at home during the pandemic. Reading with your child(ren) can provide invaluable learning opportunities. Shared reading can encourage language development and improve their communication.
Concentrate on reading quality
There can be an opportunity to read on any occasion. Read leaflets, instructions, newspapers, comics, webpages, lyrics, religious scriptures and subtitles. Reading does not always have to be in books.
Questions are key
Give reading a purpose so that children can engage with the process; this will assist with their understanding of a text. Read with your child, not 'to them'. Ask questions that begin: who, what, why, where, when and how. Why did the character behave like that?
Make predictions
Be a detective! Look for clues in whatever you read. The front cover, or the last chapter could give you clues. What do they think the outcome will be? For a recipe/ process- ask them to name the next step/ ingredients. This way children are actively engaged when they read as they want to see if their predictions were correct.
Ask them to summarise what they have read
Acting out what you have read; creating a timeline of events; summarising the information into 5 bullet points and drawing/sketching the information read can all assist with understanding and help children remember this information.
Write about what you have read
Can you turn the writing into a new creation? Capture it in a treasure map. Become word wizards and find out more about interesting and new vocabulary. Look at the etymology (the word's history/ where it originates from). The morphology (the word's structure and parts) does it have a prefix (before the root word) or a suffix (after the root word)? E.g.: autobiography- auto= 'oneself' bio= 'life' graphy= 'writing'.
Make reading an important part of your lives
Encourage children to discuss what you have read together with your family- through video calls. Set up an online reading club with their friends. Get in touch with authors through social media platforms like Twitter, Instagram and Facebook.
Motivate them
At any opportunity encourage children to read, and highlight the enjoyment of it. Reading unlocks education and will enable your child to follow their hopes and dreams.
Turn the subtitles on
Numerous studies have found that children are drawn to, and actively engage with subtitles when they are watching TV and subscription services (Netflix, Amazon Prime, YouTube Kids and Sky). As a result, this can expose children to a variety of vocabulary, sentence constructions, grammar and punctuation. This is not to replace reading, but to supplement it and help with a child's reading fluency.
Education Endowment Foundation (2019). Improving Literacy in Secondary Schools. Education Endowment Foundation: London. Available online: eef.li/literacy-ks3-ks4
Join the Millionaire's Club
Be word rich. Reading 12 novels the size ofHarry Pottermeans that on
completion your child will have read 1million words. What an
achievement; how impressive is that!
WEBSITES YOU MIGHT FIND USEFUL:
LOOKING AFTER YOUR WELLBEING AND MENTAL HEALTH:
* MIND- https://www.mind.org.uk/information-support/coronavirus/coronavirus-and-yourwellbeing/
* YOUNG MINDS- https://youngminds.org.uk/find-help/looking-after-yourself/coronavirusand-mental-health/
* BBC SUPPORTING WELLBEING- https://www.bbc.co.uk/bitesize/articles/zh9v382
* KOOTH- https://www.kooth.com/
* THINK YOU KNOW-
https://www.thinkuknow.co.uk/globalassets/professional/thinkuknow_secondary_paren ts_helpsheet.pdf (keeping your child safe online)
* THE NATIONAL LITERACY TRUST- https://literacytrust.org.uk/family-zone/9-12/book-hopesfor-children-during-lockdown/ (Words and pictures to comfort, inspire and entertain children in lockdown)
RESOURCES FOR PARENTS/CARERS TO SUPPORT READING AND LEARNING:
* BBC BITESIZE- https://www.bbc.co.uk/bitesize
* BBC TEACHING RESOURCES- https://www.bbc.co.uk/teach/secondary/zkqp47h
* OAK NATIONAL ACADEMY- https://classroom.thenational.academy/
* BRITISH LIBRARY- https://www.bl.uk/childrens-books (has a collection of non-fiction and fiction resources)
* BARRINGTON STOKE- https://www.barringtonstoke.co.uk/ (Children's publisher)
* PROJECT GUTENBERG- https://www.gutenberg.org/ (Free E-books)
* THE BOOK TRUST- https://www.booktrust.org.uk/
* THE NATIONAL LITERACY TRUST - https://literacytrust.org.uk/family-zone/
* THE EDUCATION ENDOWMENT FOUNDATION-
https://educationendowmentfoundation.org.uk/covid-19-resources/support-resourcesto-share-with-parents/
WEBSITES TO HELP WITH VOCABULARY DEVELOPMENT, SPELLING AND GRAMMAR:
* https://www.onelook.com/
* https://www.etymonline.com/
* https://www.vocabulary.com/
* https://describingwords.io/
* https://www.lexico.com/grammar/common-misspellings
* https://www.bbc.co.uk/teach/skillswise/root-words/zh468xs
* THE NATIONAL CURRICULUM GLOSSARY OF TERMS: ENGLISH -
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REDUCING STRESS
Stress is our mental, physical, emotional, and behavioral reactions to any perceived demands or threats. Any change, good or bad, requires adjustment and can cause stress. This handout offers healthy strategies for coping with stress.
Relaxation Techniques
DEEP BREATHING
Sit comfortably, with your eyes closed and bring your attention to your breathing. Imagine that you have a balloon in your stomach. Every time you breathe in, the balloon inflates. Each time you breathe out, the balloon deflates. Breathing from your abdomen, inhale through your nose slowly to a count of four. Pause and then slowly exhale through your mouth to a count of four. Repeat for 3 to 5 minutes.
TENSE-RELEASE
Alternate tensing and relaxing muscle groups for 5-10 seconds while seated:
* Raise your eyebrows and wrinkle your forehead. Hold…and release.
* Clench your jaw and close your eyes as tightly as you can. Hold…and release.
* Lift your shoulders up to your ears. Hold… and release.
* Tense your fists and your arms. Hold…and release.
* Tense your leg and buttocks muscles. Hold…and release.
* Tense your toes and feet. Hold…and release.
* Tighten all of the muscles in your body as tight as you can. Hold…and release, feeling all tension leaving your body.
GUIDED IMAGERY
With your eyes closed, take a moment to create, in your mind's eye, an ideal spot for relaxation. You can make it any place – real or imagined. See yourself completely relaxed and take a few deep breaths. Once you have created this place in your mind, you can go back there whenever you want an escape from your busy day or a stressful situation.
MINDFULNESS MEDITATION
moment with all of your senses. Notice in detail what it looks like, feels like, smells like, sounds like and tastes like (if applicable). Give the activity at hand your full attention free from distractions. Breathe slowly while experiencing the activity and do not focus on any particular thought.
Focus your awareness on the present
Other Stress Reduction Ideas
PHYSICAL ACTIVITY
Physical activity has stress - busting benefits like pumping up your endorphins, improving your mood, and increasing self-esteem. Try to do something active for 20 minutes a day.
SLEEP
Good sleep habits reduce stress. Try to get 7-8 hours of sleep a night and/or take short naps (less than 30 minutes).
EATING SMART
Eating breakfast and eating regularly through- out the day (every 3-5 hours) prepares your body to better cope with stress. Skipping meals lowers your energy and your ability to focus. Choose more whole and unprocessed foods, and eat a lot of colorful fruits and vegetables to feel your best.
MASSAGE
Massages release a hormone called oxytocin, which turns off your stress response and promotes a sense of relaxation. Give yourself a hand or foot massage or exchange massage with a friend.
CHANGING YOUR ENVIRONMENT
Changing your environment can create a sense of calm and help to relieve stress. Suggestions include getting rid of clutter, bringing something from nature into your room (like a small plant or fountain), using natural light, displaying images or photographs that inspire you.
Aromatherapy is a scientifically proven technique which uses your sense of smell to change your mood. Use the guide below to relieve stress, energize your mind and body, and encourage better health.
AROMATHERAPY
You can purchase ready-made products in the form of shower gels, lotions, room spray, candles, incense or tea; or buy essential oils to create your own experience. | <urn:uuid:a61c33e2-6c0a-4f31-ad61-a06ecaa340da> | CC-MAIN-2021-49 | https://www.buffalo.edu/content/dam/www/community/UBOTG/Reducing%20Stress.pdf | 2021-12-06T08:03:47+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00494.warc.gz | 747,529,986 | 767 | eng_Latn | eng_Latn | 0.998211 | eng_Latn | 0.998396 | [
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Knowledge Revision
AQA Entry Level Certificate in Science
Chemistry Topic 3 – Elements, Compounds and Mixtures
You need to master and be able to recall the facts so that you can make progress and complete the external assignments to the best of your ability.
You can use Google or revision guides to help you. You can email me any questions or use Zoom if you'd like some immediate face to face help.
You will need to use Zoom when we complete the assignments.
Email:
firstname.lastname@example.org
Zoom:
* Sign up for an account
* Download 'Zoom' app
* Select 'Meet & Chat' on the bottom bar
* Enter meeting ID: 960 412 5303
* Select 'Join' – blue + symbol at the top of the screen
Name ……………………………………………………………………………….
C1.1 Atoms and Elements
Essential Questions
1. What is an element? Give five examples.
2. Which of these elements are metals?
a. Oxygen
b. Mercury
c. Sodium
d. Phosphorus
3. Using the Periodic Table find the symbols for these elements:
a. Lithium
b. Nitrogen
c.
Neon
d. Iron
4. By looking at the Periodic Table how do you know that potassium (K) is a metal?
CORE
What do you know about the Periodic Table?
EXTEND
* What are the columns on the Periodic Table called?
* What is the name of column 1?
* What are the rows on the Periodic Table called?
* What is the name of column 7?
* What connects all the elements in column 1?
* What is the name of column 8?
C1.2 Elements and Compounds
Essential Questions
1.
What is a compound? Give five examples.
2. Which of these substances are compounds?
a. Carbon dioxide
b. Water
c. Glucose
d. Iron
e. Iron sulphide
3. What are the errors in this word equation?
Sodium hydroxide + Hydrochloric acid = Water + Sodium Chlorine
CORE
A compound formula tells us the relative number of atoms of each element that makes it up.
For each compound state the number and type of each atom:
EXTEND
Using circles to represent atoms draw simple diagrams of:
a. An element made up of single atoms.
c. A compound containing two elements, e.g. Water, H2O
b. An element made up of atoms that go around in pairs, e.g. O2
d. A compound containing three elements, e.g. Sodium hydroxide, NaOH
C1.3 States of Matter
Progresion Questions
Complete the diagram with labels. You could cover the labels to start with and only use them if you get stuck.
SOLID
LIQUID
GAS
Words
Boil
Freeze
Condense
Melt
Properties of Solids, Liquids and Gases
CORE
Describe what happens to the particles inside a substance when:
a. It turns from a solid to a liquid.
b. It turns from a gas to a liquid.
EXTEND
Explain why gases can fill the space they are in but solids cannot.
C1.4 Forms of Carbon
KEY LEARNING POINTS – Assess as you go!
Essential Questions
1. Name two different forms of carbon.
2. What are the properties of diamond?
3. What are the properties of graphite?
CORE
What is shown in this diagram? What is your evidence?
EXTEND
Explain what happens to make a mark when you are drawing with a pencil. You need to refer to the way the atoms are arranged in graphite.
C1.5 and C1.6 Mixtures and Separation Techniques
KEY LEARNING POINTS – Assess as you go!
R
A
G
A mixture is elements and or compounds mixed together in one place. They are not
chemically joined and can be separated by simple techniques.
Filtration is used to separate a solid from a liquid.
Chromatography is used to separate mixtures of coloured compounds.
Distillation is used to separate two liquids that have different boiling points.
Crystallisation is used to produce a solid from a solution.
Essential Questions
1. Which of these are mixtures?
a. Air
b. Sodium chloride
c. Oxygen gas, O2
d. Sand and salt in a bucket
2. When you need to separate sand from water what technique do you use? Why?
3. Why can you separate coca cola from water using simple distillation?
4. What is a solvent?
CORE
1. Draw and label the simple apparatus needed to separate sand from water. Remember to use a sharp pencil.
2. Name the two processes involved in distillation.
3. When using chromatography how do you know which colour is most soluble.
EXTEND
Describe how to work out the Rf value when carrying out chromatography. Think about the best way to present a clear answer that another student could learn from.
C1.7a Metals
Essential Questions
1. Where are metals located on the Periodic Table?
2. What are the group of metals in the middle block of the Periodic Table called?
3. State four properties of metals.
CORE
1. On a Periodic Table draw in a line to separate the metals from the non-metals.
2. Why is copper a good choice for making electrical wires?
EXTEND
Describe an experiment you can carry out with magnesium, calcium, copper and iron to find out which is most reactive. Include a simple method and describe what you are looking for in the results.
C1.7b Metals and Ores
KEY LEARNING POINTS – Assess as you go!
Essential Questions
1. State three metals which are unreactive.
2. What name is given to rocks that contain metals? Give an example.
3. If a metal is less reactive than carbon what method can be sued to extract it from the ore?
4. Suggest two possible environmental problems caused by mining for and extracting ores.
CORE
Where do metals come from?
EXTEND
Describe and explain how iron can be extracted from its ore.
C1.8 Properties of Metals
Essential Questions
1. Why do metals have high melting points?
2. What does the word 'conduct' mean?
3. Why is copper a good choice of metal for electrical wires?
CORE
Describe how to carry out an investigation to find out if different materials can conduct electricity.
EXTEND
Explain, using diagrams, why metals need a lot of thermal energy to melt them.
C1.9 Alloys
Essential Questions
1. What is an alloy?
2. Why do we need to use alloys for some jobs rather than pure metals?
CORE
Give at least two examples of alloys and state that they are made of.
EXTEND
For at least two metals and two alloys research their uses in everyday life.
C1.10 Polymers
Essential Questions
1. Is plastic natural or man-made?
2. What is a polymer?
3. What does the prefix 'poly' mean?
4. Plasitics are not biodegradable. What does this mean?
CORE
1. Name three polymers and state what they can be used for.
2. Give a problem caused by plastics not breaking down when they go to landfill.
EXTEND
1. How are plastics made? Describe this by referring to monomers.
2. Why should plastic be recycled? | <urn:uuid:1a3aafdd-d5d4-4e7b-bc3b-e873f26edc8a> | CC-MAIN-2021-49 | https://www.desc.herts.sch.uk/attachments/download.asp?file=50&type=pdf | 2021-12-06T09:09:27+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00494.warc.gz | 797,093,011 | 1,579 | eng_Latn | eng_Latn | 0.988214 | eng_Latn | 0.997424 | [
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Personal, social and emotional development
We will be sharing our weekend news in a whole group situation, taking it in turns to talk and demonstrating good listening skills too.
We will be continuing to develop our friendships as well as our turn taking skills.
We will be learning to become more independent and responsible for our belongings, including getting ready for home time.
Expressive arts and design
We will be exploring a variety of materials to create our own models and pictures.
We will be exploring rhyme through songs and stories.
We will be learning to join materials together.
We will be learning about colour mixing.
We will continue to explore different techniques such as collage, wax resist painting.
Understanding the world
We will be learning about the world around us, including habitats.
We will be learning how to stay safe when playing outside in the sun.
We will be learning about what a plant needs to grown and stay healthy.
We will be learning about some of the things that make us unique.
Curriculum Overview
Nursery
Although we follow the children's lead below are some of the key aspects of a child's development that we would be encouraging through play. Our focus for the summer term is 'Traditional tales' and 'Summer holidays and journeys.
Communication and language
We will continuing to enjoy reading books and singing songs.
We will be learning how to be a good speaker and listener. We will be using our 'Rules for talk' to help us. Please see below for our rules for talk.
Begin to understand why and how questions.
We will be learning to speak in full sentences showing an awareness of the listener.
Supporting your child at home:
Support your child with their listening skills at home. Share a story or sing a song together and stop – asking your child to finish the song or story.
Enjoy reading and singing together at home.
Give your child jobs to complete around the home to help develop their listening skills and independence.
Nursery Summer Term 2023
Physical development
We will be talking about how to keep our bodies healthy and how to stay safe when we exercise.
We will be learning to travel with confidence and skill around, under, over and through equipment.
We will be learning to keep ourselves safe during outdoor learning and when using equipment in the classroom.
We will be continuing to strengthen the muscles in our hands ready for writing.
We will be beginning to form some letters.
Mathematics
We will be learning to name and describe 2D shapes.
We will be learning about length and height using language such as long, short, tall etc.
We will be learning about weight and making comparisons with objects using heavier than and lighter than.
We will be exploring capacity e.g. full, empty.
We will be learning to use positional language.
Literacy
We will be learning to identify our name by looking for the initial letter.
We will learning to hold a pencil using the correct grip.
We will be learning to recall key parts of a familiar story.
We will be learning to write our name.
HISN Ground Rules for Talk
- Use full sentences
- I say, you say, we all say…
- Speak clearly
- Show me you are listening
- Eyes on me, tummy buttons facing me
- Use precise words
Key Information
- Please write your child's name in everything, including coats and shoes!
- Please send your child to school with their school bag every day. It can help your child to identify their bag quickly if there is a key ring (just one) on the outside.
- Please send your child in with a named water bottle every day. Please fill bottles with water not juice.
- Playdough ingredients: We are running low on the following: salt, flour, oil and cream of tartar. If you are happy to donate any of the above we would be very grateful.
- WANTED: We love to get busy making in Nursery and using junk modelling materials. Please send in any cardboard, tubes, bottle tops and empty bottles for us to use in the classroom. NO NUT OR EGG PACKAGING PLEASE.
- Please help your child to recognise their clothes by showing them their name label in everything. They will then know how to check if an item belongs to them.
Key Nursery Information
In Nursery we firmly believe that every child learns best through child-initiated play. These purposeful play experiences ensure each child can build important life skills such as curiosity, concentration, creativity, problem solving, widening their vocabulary and persistence. We are really enjoying getting to know all of the children and helping them to build friendships.
We follow a play based curriculum that allows us to follow the children's lead and recognise every child will have a different starting point. The children gain independence and confidence and their natural curiosity is encouraged at all times.
The Nursery children have access to the outdoor areas for most of the session, every day whatever the weather, so please ensure your child is dressed appropriately.
End of term message…
We continue to feel very proud of the Nursery children and their fantastic approach to learning. It has been great to see their confidence continuing to develop at school and watching their friendships grow over time. Each week the children continue to show a love of learning and excitement in sharing their experiences with their friends and teachers. Our marvellous mathematicians, collaborative creators, amazing architects and green-fingered gardeners make the Nursery an exciting place to be each day.
The children also have so many wonderful experiences outside of school too and we would love you to share these with us via Tapestry. Please feel free to upload any photos so that we can share them in class.
Thank you for your continued support throughout the year. We are looking forward to the summer term and the exciting learning opportunities that lay ahead. | <urn:uuid:f4548ee0-bc0d-4b44-be1a-5c46aff7ac15> | CC-MAIN-2024-33 | https://www.hpp.school/ckfinder/userfiles/files/Final%20Curriculum%20news%20Nursery%20Summer%20term%202023.pdf | 2024-08-13T16:18:55+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641079807.82/warc/CC-MAIN-20240813141635-20240813171635-00112.warc.gz | 637,041,403 | 1,229 | eng_Latn | eng_Latn | 0.99837 | eng_Latn | 0.998444 | [
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Article
Heuristic Learning as a Method for Improving Students' Teamwork Skills in Physical Education
Tiziana D'Isanto 1 , Sara Aliberti 2, *, Gaetano Altavilla 1 , Giovanni Esposito 3 and Francesca D'Elia 1
1 Department of Human, Philosophical and Education Sciences, University of Salerno, 84084 Fisciano, Italy
2
Departamento de Ciencias de la Actividad Física y del Deporte,
Universidad Católica San Antonio de Murcia, 30107 Murcia, Spain
3 Department of Political and Social Studies, University of Salerno, 84084 Fisciano, Italy
* Correspondence: firstname.lastname@example.org; Tel.: +39-348-1153572
Abstract: Transversal skills are the knowledge, skills, and personal qualities that are currently needed to meet the demands of the working world and everyday life. Schools have the task of equipping students with these skills, working not only on disciplinary goals but also on operational– behavioral goals. In 2018, the European Union adopted new recommendations on eight key competencies for lifelong learning and asked schools to implement new methods to develop these recommendations. To be successful, it is necessary to stimulate students' development of these competences, which are also called soft skills, from the earliest years of the school experience. Physical education (PE) is called upon to make its contribution. In Italy, the two teaching methods used during PE classes are prescriptive teaching and heuristic learning. It is not clear which of the two methods is the most effective in improving soft skills, especially the skills involved in teamwork. The objective of this article was to compare the effects of these two teaching methods on students' teamwork skills during PE classes in primary schools. After verifying the normality of the data, a Student's t-test for dependent samples was performed to assess pre-test and post-test differences in each of two groups, while a Student's t-test for independent samples was performed to compare the two groups after 3 months. Heuristic learning proved to be the most effective method for improving teamwork skills. The results may make an important contribution to future teacher training on the most effective teaching methods for developing students' soft skills.
Keywords: primary school; teaching method; PE; soft skills; transversal skills
1. Introduction
Italy's National Directions [1] and the World Health Organization (WHO) [2] agree that physical activity offers numerous opportunities to promote motor, cognitive, social, cultural, and affective experiences. In Italian primary schools, teachers' actions are structured according to the National Directions [3], which identify goals for the development of competencies and learning objectives. These goals are organized into four thematic cores:
* the body and its relationship with space and time;
* body language as a communicative–expressive modality;
* play, sport, rules, and fair play; and
* health, wellness, prevention, and safety.
However, these four directions do not take into account the challenge the world is currently facing [4] in countering unemployment, which is one of the main problems of young people. Youth unemployment appears to be related to the lack of soft skills in working environments.
,
19
, 12596. https://doi.org/10.3390/ijerph191912596
www.mdpi.com/journal/ijerph
Citation: D'Isanto, T.; Aliberti, S.; Altavilla, G.; Esposito, G.; D'Elia, F. Heuristic Learning as a Method for Improving Students' Teamwork Skills in Physical Education. Int. J. Environ. Res. Public Health 2022 19, 12596. https://doi.org/10.3390/ ijerph191912596
Academic Editor: Élvio Gouveia
Received: 8 August 2022
Accepted: 29 September 2022
Published: 2 October 2022
Publisher's Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Copyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/license s/by/4.0/).
Int. J. Environ. Res. Public Health
2022,
Physical education (PE) can be a useful tool in promoting transversal skills. Transversal skills are the knowledge, skills, and personal qualities that are currently needed to meet the demands of the working world and everyday life [5]. Schools have the task of equipping students with these skills, working not only on disciplinary goals but also on operational–behavioral goals. In 2018, the European Union adopted new recommendations on eight key competencies for lifelong learning. As more jobs are automated, social and civic skills are required to ensure resilience and the ability to adapt to change. Among the eight key competencies is "personal, social and learning competence" which consists of the abilities to reflect on oneself, manage one's time effectively, work within a team, be resilient, and manage one's own learning and career. Such skills are called soft skills. They are essential in the workplace [6]. To be successful, it is necessary to stimulate the development students' soft skills from the earliest years of the school experience. PE is called upon to make its contribution.
Sports and PE have been considered as a favorable tool for the development of life skills, values, and character that can benefit individuals' personal growth, including interpersonal and intrapersonal skills that are important in later stages of life [7]. In the sports world, we often hear about the importance of teamwork, a soft skill that is also indispensable in the work environment. Teamwork allows people to maximize their abilities by placing them in a group context, working cooperatively with others, and achieving common success. Participation in sports can generate positive behaviors, such as supporting teammates or helping injured opponents, while reducing negative behaviors, such as intimidating other players [8]. According to Bailey [9], PE in schools has the potential to make an important contribution to the development of children's fundamental physical skills and competencies, which are necessary precursors to participation in later lifestyles and physical sports activities. In addition, if presented appropriately, PE lessons can support the development of social skills and behaviors, selfesteem, and school-friendly attitudes. In addition, under certain circumstances, PE can support students' academic and cognitive development.
Despite the growing interest in the role of PE and sports in promoting personal and social development, it is important to keep in mind that mere participation in PE and sports lessons does not automatically lead to positive outcomes [10]. The study by Cronin et al. [11] concluded that simply implementing a program based on life and soft skills is not sufficient to achieve positive results. It is the responsibility of PE teachers to create appropriate pedagogical circumstances [12]. PE classes, if well planned and structured, can offer practical opportunities for the improvement of soft skills. The focus must be on the teacher and the didactics of teaching [13].
In PE, the teaching method predominantly used in schools is the traditionalist one, based on the prescriptive method, in which the student learns through imitation and repetition of motor gestures [14]. The teacher directs the structure of motor programs and their parameterization: he or she guides the whole process by issuing the orders, commands, timing, sequences, purposes, and goals of activities, and by monitoring and reprogramming them. The tools used are exercises, which can be partial, segmented, simplified, varied, randomized, etc.
The aim of the traditionalist PE teaching method is stabilizing the motor program and minimizing executive variability through repetition. The limitations of that method include the automation of gestures and minimal cognitive involvement [15]. These limitations are overcome by heuristic learning that is based on ecological-dynamic approach, in which students move themselves to the center of the learning process. A key concept within dynamical systems theory is that of self-organization: in order to arrive at the execution of coordinated movements, we move from randomized movements to organized movement phases, based on the self-organizing properties of the system [16]. The teacher frees the students to explore, using educational practices such as applying techniques borrowed from psychology (brainstorming, cooperative learning, circle time, peer tutoring, and tutorship) and manipulating the environment and game rules. The
strengths of this approach are high cognitive engagement, a propensity to develop creativity and life/soft skills, greater autonomy, and flexibility [17].
There is insufficient evidence to determine which of the two methods can best promote the development of soft skills through PE in schools. Therefore, further studies incorporating life skills education within specific contexts are needed [18]. Accordingly, the aim of this study was to compare the effects of the two teaching methods in developing teamwork skills during PE classes in primary schools.
2. Materials and Methods
2.1. Design and Participants
A quasi-experimental study was conducted for two groups, with a pre-test and posttest design. Convenience sampling was used to recruit 100 children from the fourth and fifth grades of three primary schools in Italy. The children had no experience in acquiring teamwork skills. Then, after we verified that the children had the same skill levels in terms of teamwork, they were assigned to two homogeneous groups: an HEUR-L (heuristic learning) group and a PRES-T (prescriptive teaching) group.
1. The HEUR-L group (n = 46; 9.4 ± 0.5 years old), consisted of students from two fourth and fifth grade classes; during one hour of PE per week for 3 months, the activities of the students were considered using the heuristic learning method, which is based on ecological-dynamic approach.
2. The PRES-T group (n = 54; 9.5 ± 0.5 years old) consisted of students from two fourth and fifth grade classes; during one hour of PE per week for 3 months, the activities of the students were considered using the prescriptive teaching method, which is based on a cognitive approach.
A sports tutor with a degree in sport sciences, having received training in the use of these two approaches to teaching, travelled to the three primary schools for a sports project that implemented the educational intervention. The tutor was assigned to teach PE once per week for 3 months to eight fourth and fifth grade classes.
2.2. Educational Intervention
The general scheme implemented by the sports tutor consisted of three phases:
The general and specific warm-up phase: active mobility and runs with exercises of gradual intensity to raise body temperature; the central phase: two activities in the form of games based on basic motor schemes: basketball, volleyball, and soccer; and the cooldown phase: relaxation and static stretching.
2.2.1. Intervention in the HEUR-L Group
In the HEUR-L group, the warm-up phase was performed in rotation by one/two children who volunteered, based on their own experience or on a card with instructions that were previously prepared by the tutor. Then, the tutor set up routes comprising exercises that could be performed in various ways (e.g., a series of pins placed in a snake shape). Each child could choose how to perform the course. Only in the event of difficulties could the tutor intervene with suggestions, without providing the solutions.
The central phase was preceded by a brainstorming activity on the theme/activity of the day, in which the tutor proposed video tutorials or cards to provide the children with more stimulus. Then, the children had 5 min to organize themselves by establishing teams, roles, pairs, captains, etc. The tutor observed their behavior and made some suggestions via questions. During the activities, the children were self-managing and self-organizing, working through the methodologies of cooperative learning and peer tutoring.
In the cool-down phase, the children were arranged in a circle and took turns doing the relaxation exercises, possibly with the help of the others in the group. In the meantime,
they expressed their feelings, both positive and negative (circle time), while the tutor made notes to improve the lessons that followed.
2.2.2. Intervention in the PRES-T Group
In the PRES-T group, the lesson proposed by the tutor closely mirrored the traditional method implemented in schools. In the warm-up phase, the tutor had the children perform the exercises. The tutor prepared various routes and, before they were performed, demonstrated the routes by explaining each exercise step-by-step. In the central phase, the tutor explained the activity to be performed and had the children perform the exercises through partial, segmented, varied, randomized exercise techniques to perfect their execution through repetition. In the cool-down phase, the tutor demonstrated the relaxation exercises and the children performed them.
A sample of the lessons performed for both groups is shown in Table 1.
Table 1. Example of the activity performed using two teaching methods by the HEUR-L and PREST groups.
Cool-down phase (10 min)
(1) Brainstorming on the game of tris and basketball fundamentals;
(2) Video tutorial on the game of tris through an interactive whiteboard;
(3) The children assembled a motor path to start playing.
Game 2: volleyball S3 Aim: to apply the rotation rule in volleyball.
(1) Brainstorming on the general rules for playing volleyball;
(2) Video tutorial on the rotation rule in volleyball through an interactive whiteboard;
shooting at the basket, running to tris patterns, and inserting the cone.
Game 2: volleyball S3 The PE teacher, after setting up the volleyball court, explained the rotation rule. Before starting the game, the teacher had one team practice at a time so that everyone memorized the rule. When it came time to rotate, the teacher gave the command so that the children could execute it.
(3) The children set up the court by assembling the net and marking its boundaries with cones. Then, two captains placed their players in the six areas. Once the game started, at the appropriate time, the children tried to apply the rule that was previously observed.
The PE teacher was limited to the roles of observing, providing some suggestions, and, in case of a mistakes, asking the children for reasons and never providing the solutions. The questions asked included: "Which team did service?" and "Which direction do you rotate?"
Circle time: the children formed a circle and, in turns, explained their reflections on Relaxing exercises were demonstrated by the PE teacher.
the content of the lessons.
2.3. Data Collection
Pre-test and post-test questionnaires were administered at the same time for the HEUR-L and PRES-T groups. The development of skills required in teamwork was assessed using Cronin and Allen's life skills scale for sport (LSSS) [19]. The LSSS scale includes eight subscales: teamwork (seven items), goal-setting (seven items), social skills
(five items), problem solving and decision making (four items), emotional skills (four
items), leadership (eight items), time management (four items), and interpersonal communication (four items). Participants answered on a five-point Likert-type scale ranging from 1 (not at all) to 5 (very much). Only the teamwork subscale (seven items) was considered for the study: "Based on your behaviors, how much do you agree from 1 to 5?"
* Item 1: I accept suggestions for improvement from others.
* Item 2: I help build team/group spirit.
* Item 3: I work well within a team/group.
* Item 4: I suggest to my team/group members how they can improve their performance.
* Item 5: I help another member of my team/group perform a task.
* Item 6: I change the way I work for the good of the team/group.
* Item 7: I work with others for the good of my team/group.
2.4. Data Analysis
Descriptive statistics were used to summarize the data into a shape of mean value ± standard deviation and answer frequencies, provided in percentages. After verifying the normality of the data with the Shapiro–Wilk test and the homogeneity of variances with Levene's test, a Student's t-test for independent samples was performed to verify that the two groups started from the same level of teamwork skills. A Student's t-test for dependent samples was used to verify the improvements in each group. Statistical significance was set at p ≤ 0.05. Data analyses were performed using Statistical Package for Social Science software (IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY, USA).
3. Results
The homogeneity test showed that the two groups did not differ significantly before the educational intervention. The HEUR-L and PRES-T groups were similar with respect to gender distribution, weight, and class. A detailed descriptions of the groups' characteristics is shown in Table 2.
Table 2. Groups' characteristics.
To determine whether the educational program influenced the participants' teamwork skills, after 3 months we compared the mean pre-test and post-test differences between the two groups. The mean differences and the standard deviations of the pre-test and post-test teamwork of the two groups are presented in Table 3.
Table 3. Teamwork skills values, pre-test and post-test, after 3 months.
Before starting the educational program, the difference between the two groups was not statistically significant (p > 0.05). After 3 months, children in the HEUR-L group showed a significant difference (p < 0.05) with respect to the PRES-T group for Item 1 [t(98) = 3.32, p = 0.001], Item 3 [t(98) = 1.73, p = 0.027], Item 4 [t(98) = 2.86, p = 0.005], Item 6 [t(98) = 2.22, p = 0.029], and Item 7 [t(98) = 2.62, p = 0.010]. A detailed description is shown in Table 4.
Table 4. Comparison between the two groups after the educational intervention.
Both groups improved their teamwork skills (p < 0.05), but in different ways. The HEUR-L group improved in all items of the questionnaire, while the PRES-T group improved only in Items 4 and 5. A detailed description is shown in Table 5.
Table 5. Improvement of teamwork skills in each group.
4. Discussion
The purpose of this study was to compare two different teaching methodologies implemented during PE lessons, in order to improve teamwork skills of primary school children in the fourth and fifth grades. The main results showed that the HEUR-L group improved significantly in teamwork skills, compared with the PRES-T group, during the 3 month period.
At the beginning, both groups started with the same level of teamwork skills. The lowest values concerned the ability to accept suggestions from peers to improve oneself (Item 1), the ability to suggest to peers how to improve one's performance (Item 4), and the ability to change one's way of working for the good of the group (Item 6). Very often, the children tended to want to overcome others [20], without listening to suggestions from the teacher or peers. Therefore, they needed to experience and compare themselves with others in order to understand how they could improve, through practice and observation, while learning the benefits of working together. At the end of 3 months, the gap between the two groups became significantly wider, except for two items: Item 2 was concerned with the ability to help build team spirit; Item 5 was concerned with the ability to help another group member perform a task. Neither methodology was effective in improving these two parameters significantly, although there were slight improvements. Accordingly, with more time and experience, children could increasingly improve these items.
When children have little experience in sports and movement, it is not easy to suggest to others how best to perform a task. Children today move too little, both qualitatively and quantitatively [21]. At school, on the other hand, if there is no PE teacher, PE lessons are not always available except in a piecemeal way by teachers from other disciplines [22]. Many such teachers, however, do not feel adequately trained to carry out PE lessons and, therefore, PE requires a specialized figure in the field, i.e., a PE graduate, to better plan and structure the activities that are to be performed [21].
Analyzing the improvements of each group, we can see that for the HEUR-L group, all values increased significantly. The most improved values concerned the responses to Item 1, accepting the suggestions from others to improve, Item 3, working well within the group, Item 4, suggesting to other group members how to improve one's performance, and Item 6, changing one's way of working for the good of the group. Through cooperative learning, with the children's complete autonomy to manage the didactical tasks proposed by the teacher, the HEUR-L group was able to improve these skills to build a united and cooperative group. Cooperative learning is a student-centered method that allows a class to collaborate and interact in small groups, which is very useful in improving children's misconduct [23].
Cooperative learning can be attributed to a productive teaching style, as it allows students to elaborate on some directions prepared by a teacher. The teacher plays a crucial role, because he or she is responsible for preparing the necessary materials for the students to use, such as video tutorials projected via an interactive whiteboard or paper diagrams. Implementing cooperative learning takes time and resources. Teachers do not often use the reproductive style, precisely because of the large amount of time required, the lack of adequate training, and/or the difficulty in managing a class in dynamic activities [24,25]. Teachers prefer to propose exercises that are already structured in the command style.
For the PRES-T group, which used a reproductive style, there were no significant improvements, except for two items. Item 4 was focused on the ability to suggest to the group how to improve their own performances, such as during volleyball S3 games, in order to win and prevail over the other team. Item 5 was concerned with the ability to help a teammate to improve the performance of the task in order to win over the others. The primary goal of the PRES-T group seemed to be in improving themselves and their teammates in order to win, without working on team spirit. This happened because the activities were proposed simply by working on the repetition of movements in order to perfect the motor program, without a specific intervention on social interactions, which do not improve automatically if not properly stimulated.
We need to work specifically on listening, mutually helping, and learning from and to peers, as was the case with the HEUR-L group with heuristic learning. Sport, through these pedagogical interventions, can have a significant impact in helping children to develop the winning aspects of a team, such as the bond between players and the ability
to communicate and work together for the same goal [26], and to overcome life traumas, such as the current COVID-19 pandemic [27,28].
This study has some limitations, including the use of convenient samples, resulting in an inability to generalize the results to the entire population, and the absence of evidence on the use of the "teamwork" subscale in isolation from other factors. The choice to isolate this subscale was due to the fact that the protocol aimed to work strictly on group work skills, rather than on other social skills. Furthermore, as the original version of the LSSS was too long, the children's attention span in answering may have been decreased. Future studies could extend the research by investigating other social skills, beyond teamwork.
5. Conclusions
Heuristic learning proved to be the most effective method for improving teamwork skills in primary school children. That method offered a more comprehensive view of how to organize PE lessons to stimulate teamwork skills, due to the emergence of spontaneous solutions, the development of problem-solving skills, and the development of other fundamental life skills, while improving the children's physical fitness. The results of the present study can make a sensitive contribution to the training of future teachers on the most effective teaching methods for improving students' teamwork skills during PE lessons in primary school.
Author Contributions: Conceptualization, T.D. and F.D.; data curation, G.A.; formal analysis, S.A. and G.E.; investigation, writing—review & editing, S.A.; methodology, project administration, writing—original draft, T.D.; supervision, validation, F.D. All authors have read and agreed to the published version of the manuscript.
Funding: This research was funded by University of Salerno, whose grant is given by the University Funds for Basic Research (FARB ex 60%), scientific manager Prof. Francesca D'Elia PhD.
Institutional Review Board Statement: The study was conducted in accordance with the Declaration of Helsinki. Ethical review and approval were waived for this study because it was an educational research study that did not involve clinical treatment. No sensitive data were collected. The effects of the two different teaching methods, in terms of developing the ability to work in groups, were considered on the basis of activities that were freely chosen by the tutor conducting the activities. Such activities were determined within the framework of previously planned teaching activities and via a timed motor course.
Informed Consent Statement: Informed consent was obtained. All individuals involved in the study were guaranteed anonymity and were provided with complete and honest information about the content, purpose, and process of the research in an understandable way. No individual was forced to participate.
Data Availability Statement: Not applicable.
Conflicts of Interest:
The authors declare no conflict of interest.
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28. Henley, R. Helping Children Overcome Disaster Trauma through Post-Emergency Psychosocial Sports Programs; Swiss Academy for Development: Boezingenstrasse, Switzerland, 2005. | <urn:uuid:1bb099fa-5158-48f4-baf2-776ec89e3779> | CC-MAIN-2024-33 | https://iris.unisalento.it/retrieve/a36fbf5d-7902-4fd6-8cd3-0ea7d54eb17a/OK_IJERPH%202022%20D%27Isanto%2C%20Altavilla%20et%20al%2C%20.pdf | 2024-08-13T15:09:44+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641079807.82/warc/CC-MAIN-20240813141635-20240813171635-00109.warc.gz | 261,048,921 | 6,992 | eng_Latn | eng_Latn | 0.959963 | eng_Latn | 0.994686 | [
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Healthy in the heat
Asthma symptoms to recognise during extreme heat conditions
WHEEZE
Hot weather and asthma
If you have a respiratory condition such as asthma or hay fever or other chronic respiratory illnesses, it is essential to be prepared for peak summer temperatures.
Extreme temperatures increase the risk of asthma hospital admissions, asthma symptoms, deterioration in lung function and airway inflammation.
Extreme temperature is an independent predictor of asthma exacerbations, exposure to extreme temperatures may lead to the narrowing of the airways (bronchoconstriction) and an increase in inflammatory response and trigger airway hyperreactivity.
Everyone's asthma is different. Some people get asthma symptoms in hot humid air, while others are affected by hot dry air. Many people find extreme changes in the weather to be their biggest weather trigger – especially moving from a hot humid day outside into a cool building.
Stay alert for the usual signs that your asthma may be flaring up:
* wheezing
* sneezing
* coughing
* chest tightness.
Asthma symptoms caused by heat may be different from asthma symptoms you're used to experiencing. For example, you may typically experience wheezing or coughing with your asthma, but you might have chest tightness due to the heat.
nationalasthma.org.au asthmahandbook.org.au
CHEST TIGHTNESS
Follow our top tips to help minimise asthma and allergy symptoms during these hotter periods.
Stay hydrated
Dehydration can play a role in asthma and allergies flare-ups, so it's important to drink plenty of water throughout the day to stay hydrated and minimise your symptoms where possible.
Keep cool
* Store your asthma medications somewhere safe from heat. Avoid keeping your puffer or reliever in your car or near a sunny window.
* Avoid going out in the extreme heat.
* Opt for exercising indoors on extreme heat days. Swap an outdoor run for a gym session or swim.
* Beat the heat by going to an air-conditioned shopping centre, cinema or library.
* If your house isn't air-conditioned, use a portable fan to keep cool. This can work better if you close windows and doors and try to keep one room cool.
If extreme heat or humidity triggers your asthma:
* Follow your personal written asthma action plan
* If you don't have an action plan, take 4 separate puffs of a blue/grey reliever via a spacer
* If the symptoms aren't going away or are getting worse, then follow the steps in First Aid for Asthma
© 2023 National Asthma Council Australia
Healthy in the heat
Plan your day, avoid the triggers you can control
* Consider staying indoors or avoiding the outdoors, as hot weather can lead to higher levels of pollutants and pollens in the air.
* Ensure your medication is accessible and up to date. It's easy to get caught off guard with expired medication or find yourself without immediate access to your medications.
* Be aware that bushfire smoke, high pollen days, increased air pollution and higher ozone levels can trigger asthma symptoms.
* Keep windows closed and minimise outdoor activity.
* Visit pollenforecast.com.au and plan ahead.
* If your asthma symptoms start, act promptly to prevent a severe asthma attack.
Create a healthy indoor environment
During extreme heat conditions, humidity can make hot weather conditions feel even hotter. It is harder for the body to cool down and release heat in a humid environment than in a dry climate.
Indoor humidity levels in the home can play an important role in your health, particularly when asthma and/or allergies are present. Higher levels of humidity in your home can provide an environment for two undesirable triggers – dust mites and mould.
There are a number of products on the market that can help to control indoor humidity including air-conditioners and dehumidifiers. Learn more in ourIndoor Humidity factsheet.
Take preventive action
Be aware of how you're feeling. If your asthma symptoms start, act quickly to stop it turning into an asthma attack.
* You should not put up with worsening symptoms during the hot and humid weather. If you're having breathing difficulty and finding that it's interfering with your normal activity, it's important that you seek medical help.
* Ensure you have an up to date written asthma action plan and that you are taking your medication as prescribed by your doctor.
First Aid for Asthma chart tailored to combination inhalers
First aid for asthma charts available online
* First Aid for Asthma 12+
* First Aid for Asthma Children Under 12
* First Aid for Asthma Combination Inhalers
Visit nationalasthma.org.au for more information.
Download First Aid for Asthma Charts
Download Written Asthma Action Plans
Disclaimer: It is important to note that information contained in this fact sheet is not intended to replace professional medical advice. Any questions regarding a medical diagnosis or treatment should be directed to a medical practitioner.
nationalasthma.org.au asthmahandbook.org.au
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*
Problems & Solutions
According to the North American Numbering Plan Administration (NANPA) standards, U.S. phone numbers contain a 3-digit area code, followed by a 3-digit exchange code and end in a 4-digit subscriber number. The first digit of both the area code and exchange code cannot be 0 or 1. How many different combinations of area code and exchange code are possible? Express your answer in scientific notation.
For the 3-digit area code, the first digit can be any digit from 2 through 9, and each of the two digits that follow can be any digit from 0 through 9. That's a total of 8 × 10 × 10 = 800 different combinations. The same restrictions apply to the 3-digit exchange code. So, there are 800 different combinations for that as well. Therefore, the number of different combinations of area code and exchange code possible is 800 × 800 = 640,000 = 6.4 × 10 5 combinations.
In the state of Maryland, the 301 area code took effect in 1947, and by 1991 every possible phone number with a 301 area code had been assigned to a Maryland phone subscriber. At that time, the state instituted the 410 area code. Just six years later the state had exhausted its pool of available phone numbers with a 410 area code. So in 1997, the 240 and 443 area codes took effect in the state. In 2012, once again on the verge of running out of phone numbers, the state of Maryland introduced a new 667 area code to expand its pool of available phone numbers. What is the total number of unique phone numbers possible (in compliance with NANPA standards) using the 301, 410, 240, 443 and 667 area codes?
For each of the five area codes, there are 8 × 10 × 10 = 800 possible exchange codes, and 10 × 10 × 10 × 10 = 10,000 possible subscriber numbers. Therefore, the total number of unique phone numbers possible for these five area codes is 5 × 800 × 10,000 = 40,000,000 phone numbers.
It took 44 years (1947 to 1991) to deplete the pool of available numbers with a 301 area code in the state of Maryland, but only 6 years (1991 to 1997) to exhaust all possible numbers with a 410 area code. The proliferation of cell phone use is the main cause for the drastic increase in the rate at which phone numbers were assigned. What is the percent increase from the rate at which 301 area code phone numbers were assigned to the rate at which numbers with a 410 area code were assigned? Express your answer to the nearest whole number.
There are a total of 8 × 10 × 10 × 10 × 10 × 10 × 10 = 8,000,000 unique phone numbers for the 301 area code. If these numbers were exhausted in 44 years, that's an average of 8,000,000 ÷ 44 = 181,818. 18 ̅̅̅̅ phone numbers assigned per year. Similarly, there are 8,000,000 unique phone numbers for the 410 area code. If these numbers were exhausted in 6 years, that's an average of 8,000,000 ÷ 6 = 1,333,333. 3 ̅ numbers assigned per year. For the 410 area code, there were an additional 1,333,333. 3 ̅ ─ 181,818. 18 ̅̅̅̅ = 1,151,515. 15 ̅̅̅̅ phone numbers assigned per year. That's an increase of 1,151,515. 15 ̅̅̅̅ ÷ 181,818. 18 ̅̅̅̅ = 6. 3 ̅ ≈ 633%.
*
Problems
According to the North American Numbering Plan Administration (NANPA) standards, U.S. phone numbers contain a 3-digit area code, followed by a 3-digit exchange code and end in a 4-digit subscriber number. The first digit of both the area code and exchange code cannot be 0 or 1. How many different combinations of area code and exchange code are possible? Express your answer in scientific notation.
In the state of Maryland, the 301 area code took effect in 1947, and by 1991 every possible phone number with a 301 area code had been assigned to a Maryland phone subscriber. At that time, the state instituted the 410 area code. Just six years later the state had exhausted its pool of available phone numbers with a 410 area code. So in 1997, the 240 and 443 area codes took effect in the state. In 2012, once again on the verge of running out of phone numbers, the state of Maryland introduced a new 667 area code to expand its pool of available phone numbers. What is the total number of unique phone numbers possible (in compliance with NANPA standards) using the 301, 410, 240, 443 and 667 area codes?
It took 44 years (1947 to 1991) to deplete the pool of available numbers with a 301 area code in the state of Maryland, but only 6 years (1991 to 1997) to exhaust all possible numbers with a 410 area code. The proliferation of cell phone use is the main cause for the drastic increase in the rate at which phone numbers were assigned. What is the percent increase from the rate at which 301 area code phone numbers were assigned to the rate at which numbers with a 410 area code were assigned? Express your answer to the nearest whole number. | <urn:uuid:29454deb-f729-4a4b-bde2-e8b4d7fe270c> | CC-MAIN-2024-33 | https://www.mathcounts.org/sites/default/files/2024-05/PoTW042924%20Solutions.pdf | 2024-08-13T16:18:06+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641079807.82/warc/CC-MAIN-20240813141635-20240813171635-00106.warc.gz | 673,546,893 | 1,246 | eng_Latn | eng_Latn | 0.99637 | eng_Latn | 0.996278 | [
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UNIT ONE
Equation Solving
Related NYS CCLS
N-RN.3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
N-Q.2 Define appropriate quantities for the purpose of descriptive modeling.
A-CED.1 Create equations and inequalities in one variable and use them to solve problems.
A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
A-REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A-SSE.1 Interpret expressions that represent a quantity in terms of its context.
F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
I CAN …
[x] I can perform multi-step evaluation using the order of operations
[x] I can identify the number system that describes the result of a calculation(s).
[x] I can explain why that result occurs.
[x] I can identify properties of real numbers
[x] I can solve multi-step equations using combining like terms and/or the distributive property.
[x] I can solve equations that result from the cross multiplication of a proportion
[x] I can solve a literal equation.
[x] I can solve and graph inequalities in one variable.
[x] I can justify the steps in a solution using properties of equations and inequalities.
[x] I can identify an equation or inequality that has no solutions.
[x] I can identify an equation or inequality that has infinite solutions.
[x] I can write a let statement.
[x] I can write equations to represent a given context.
[x] I can solve a problem of the form Quantity 1 + Quantity 2 +… = Quantity Total
[x] I can solve a problem of the form Weighted Quantity 1 + Weighted Quantity 2 + … = Quantity Total
[x] I can solve a problem of the form Quantity 1 = Quantity 2
[x] I can explain my understanding of math concepts.
[x] I can identify errors in math problems.
[x] I can apply my understanding to new and novel situations.
KEY RESOURCES
Number Systems
Solving Equations
Problem Solving
Notes
UNIT TWO Solving Inequalities
Related NYS CCLS
A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
A-REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
N-Q.2 Define appropriate quantities for the purpose of descriptive modeling.
A-SSE.1 Interpret expressions that represent a quantity in terms of its context.A-CED.1 Create equations and inequalities in one variable and use them to solve problems.
A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
F-LE.5
Interpret the parameters in a linear or exponential function in terms of a context.
I CAN …
[x] I can solve and graph inequalities in one variable.
[x] I can solve and graph compound inequalities involving the union (OR).
[x] I can solve and graph compound inequalities involve the intersect (AND).
[x] I can write my inequality solutions using interval notation.
[x] I can justify the steps in a solution using properties of inequalities.
[x] I can identify an inequality that has no solutions.
[x] I can identify an inequality that has infinite solutions.
[x] I can write inequalities to represent a given context.
[x] I can solve an inequality problem.
[x] I can explain my understanding of math concepts.
[x] I can identify errors in math problems.
[x] I can apply my understanding to new and novel situations.
KEY RESOURCES
Inequalities
Problem Solving
* Inequality Notes
UNIT THREE
Functions and Linear Functions
Related NYS CCLS
F-IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
F-IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F-IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F-IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
F-IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
a. linear functions
F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function
F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
F-BF.1 Write a function that describes a relationship between two quantities.
a. Determine an explicit expression, a recursive process, or steps for calculation from a context.
F-LE.1a/b Distinguish between situations that can be modeled with linear functions and with exponential functions.
a. Prove that linear functions grow by equal differences over equal intervals
b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
F-LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
A-REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
A-REI.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
S-ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
b. Informally assess the fit of a function by plotting and analyzing residuals.
c. Fit a linear function for a scatter plot that suggests a linear association.
S-ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data
S-ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.
S-ID.9 Distinguish between correlation and causation.
I CAN …
[x] I can identify a function graphically.
[x] I can identify a function in a table.
[x] I can identify a function in equation-form.
[x] I can identify a function in context.
[x] I can identify the family of which a function is a member. (linear, quadratic, cubic, radical, rational, exponential, piece-wise, absolute value)
[x] I can identify the domain and range of a function
[x] I can identify intervals of increasing and decreasing from a graph or a table
[x] I can evaluate a function using function notation.
[x] I can write an equation in function notation.
[x] I can identify an arithmetic sequence in list, recursive and explicit form.
[x]
I can write an explicit formula for an arithmetic sequence.
[x] I can write a recursive formula for an arithmetic sequence.
[x] I can find a rate of change graphically.
[x] I can find a rate of change from a table.
[x] I can find a rate of change given 2 points in time.
[x] I can find a rate of change given a context.
[x] I can use the slope formula
[x] I can find the x- and y- intercepts given an equation or a graph.
[x] I can graph a line.
[x] I can graph 'special lines'- horizontal and vertical.
[x] I can graph a linear inequality.
[x] I can graph a scatter plot by hand and on the calculator.
[x] I can graph a residual plot by hand and on the calculator.
[x] I can write a linear equation in point-slope form.
[x] I can convert an equation from point-slope form or standard form into slope-intercept form.
[x] I can write the equation of a line that is parallel to a given line.
[x] I can write the equation of a line that is perpendicular to a given line.
[x] I can find a line of best fit by hand and using the calculator.
[x] I can use a linear regression to make a prediction about a situation.
[x] I can assess the 'fit' of a regression using the correlation coefficient and the residuals.
[x] I can explain my understanding of math concepts.
[x] I can identify errors in math problems.
[x] I can apply my understanding to new and novel situations.
UNIT FOUR Systems of Linear Equations and Inequalities
Related NYS CCLS
N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
N-Q.2 Define appropriate quantities for the purpose of descriptive modeling.
A-REI.1
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A-REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
A-REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
A-REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
A.REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations.
A.REI.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
I CAN …
[x] I can graph two lines and find their intersection point.
[x] I can use substitution to find the (x,y) values that make a system of 2 linear equations true.
[x] I can use elimination to find the (x,y) values that make a system of 2 linear equations true.
[x] I can use my calculator to find the (x,y) values that make a system of 2 linear equations true.
[x] I can identify consistent and inconsistent systems graphically and algebraically.
[x] I can write a system of equations or inequalities given a context.
[x] I can explain what the solution to a system of equations or inequalities represents in its given context.
[x] I can graph a system of linear inequalities
[x] I can identify a point that IS in the solution and a point that IS NOT in the solution to a system of linear inequalities.
[x] I can check my solution to a system of linear equations or inequalities.
[x] I can decide which method is the most efficient for a given system and justify my method.
[x] I can explain my understanding of math concepts.
[x] I can identify errors in math problems.
[x] I can apply my understanding to new and novel situations.
UNIT FIVE
Statistics
Related NYS CCLS
S-ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
S-ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S-ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
S-ID.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
I CAN …
[x] I can calculate mean of a set of data or a table of data (by hand and using my calculator).
[x] I can calculate median of a set of data or a table of data (by hand and using my calculator).
[x] I can identify the mode of a set of data or a table of data (by hand).
[x] I can identify the quartiles of a set of data or a table of data (by hand or using my calculator).
[x] I can calculate the Interquartile range (by hand).
[x] I can calculate the population and sample standard deviation (using my calculator).
[x] I can identify outliers in a set of data.
[x] I can draw a dot plot for a set of data.
[x] I can draw a box plot for a set of data.
[x] I can create a frequency table and draw a frequency histogram for a set of data.
[x] I can create a cumulative frequency table and draw a cumulative frequency histogram for a set of data.
[x] I can analyze a statistic graph and create meaning.
[x] I can compare two sets of data by analyzing their shape, center, and spread.
[x] I can build a two-way frequency table.
[x] I can calculate a two-way relative frequency table.
[x] I can calculate a two-way conditional relative frequency table (by rows).
[x] I can calculate a two-way conditional relative frequency table (by columns).
[x] I can analyze joint and marginal values from a two-way table in order to make inferences about the situation it describes.
[x] I can explain my understanding of math concepts.
[x] I can identify errors in math problems.
[x] I can apply my understanding to new and novel situations.
KEY RESOURCES
Statistical Calculations
Statistical Graphs
Interpretations
* Stations
UNIT SIX
Polynomials
Related NYS CCLS
N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
N-Q.2 Define appropriate quantities for the purpose of descriptive modeling.
A-SSE.1 Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
A-SSE.2 Use the structure of an expression to identify ways to rewrite it.
A-SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
a. Factor a quadratic expression to reveal the zeros of the function it defines.
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
A-APR.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
A-APR.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
A.CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A.REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A.REI.4
Solve quadratic equations in one variable.
a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.
b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation.
F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
I CAN…
[x] I can add polynomials.
[x] I can subtract polynomials.
[x] I can multiply polynomials using repeated distributive property.
[x] I can divide polynomials by monomials using rules of exponents.
[x] I can factor polynomials that can be factored once.
[x] I can factor polynomials completely.
[x] I can simplify radicals
[x] I can recognize situations that require operations with polynomials.
[x] I can solve quadratics using simple square root method.
[x] I can solve quadratics using the zero product rule.
[x] I can solve quadratics using the method of completing the square.
[x] I can solve quadratics using the quadratic formula.
[x] I can decide which method is the most efficient for a given quadratic and justify my method.
[x] I can write and solve a quadratic equation to model a situation.
[x] I can explain my understanding of math concepts.
[x] I can identify errors in math problems.
[x] I can apply my understanding to new and novel situations.
UNIT SEVEN Parabolas
Related NYS CCLS
A-APR.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A.REI.4 Solve quadratic equations in one variable.
a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.
b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation.
A-REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
A.REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations.
F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F-IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
F-BF.1 Write a function that describes a relationship between two quantities.
F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.
S-ID.6 6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
b. Informally assess the fit of a function by plotting and analyzing residuals.
I CAN …
[x] I can find the axis of symmetry both algebraically and graphically.
[x] I can find the vertex both algebraically and graphically.
[x] I can identify the vertex and axis of symmetry using vertex form.
[x] I can find the roots graphically.
[x] I can use my calculator to find key features of a parabola.
[x] I can use a table of values to graph a parabola.
[x]
I can use the graph of a parabola to model data.
[x] I can use my calculator to perform a quadratic regression.
[x] I can use residuals and correlation coefficient to assess the fit of a quadratic model.
[x] I can convert from vertex-form to standard form.
[x] I can use completing the square to convert standard form to vertex-form
[x] I can solve a linear-quadratic system graphically.
[x] I can solve a linear-quadratic system algebraically.
[x] I can explain my understanding of math concepts.
[x] I can identify errors in math problems.
[x] I can apply my understanding to new and novel situations.
KEY RESOURCES
UNIT EIGHT
Exponential Functions
Related NYS CCLS
N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
N-Q.2 Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
A.SSE-1 Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity.
A-SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
c. Use the properties of exponents to transform expressions for exponential functions.
A-CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
F-IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F-IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
F-BF.1 Write a function that describes a relationship between two quantities.
a. Determine an explicit expression, a recursive process, or steps for calculation from a context.
F-LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
F-LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs
F-LE.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
S-ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
b. Informally assess the fit of a function by plotting and analyzing residuals.
I CAN…
[x] I can recognize exponential growth and exponential decay.
[x] I can determine the growth rate or the decay rate.
[x] I can recognize a geometric sequence in list, explicit or recursive form.
[x] I can write a explicit formula to represent an geometric sequence.
[x] I can write a recursive formula to represent a geometric sequence.
[x] I can write and solve an exponential equation to model a situation.
[x] I can use my calculator to perform an exponential regression.
[x] I can use residuals and correlation coefficient to assess the fit of a exponential model.
[x] I can identify and describe the differences between a linear, a quadratic and an exponential function in terms of first and second differences.
[x] I can explain my understanding of math concepts.
[x] I can identify errors in math problems.
[x] I can apply my understanding to new and novel situations. | <urn:uuid:88c1606e-1ba5-4a51-ba4b-deb4bb9ea469> | CC-MAIN-2024-33 | http://ascaalbany.org/Portals/0/Algebra%20Unit%20Plans%202023-2024.pdf | 2024-08-13T16:13:55+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641079807.82/warc/CC-MAIN-20240813141635-20240813171635-00107.warc.gz | 3,615,523 | 6,195 | eng_Latn | eng_Latn | 0.992319 | eng_Latn | 0.993422 | [
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The Netherlands' Rural Development plan
Country profile:
- Agricultural sector: 56% of the total Dutch area (including water), just from the land surface it amounts to 2/3 of the area.
- Agricultural employment: 10% of the total national workforce works in agriculture and its related sectors. Nevertheless more than 30 % of Dutch farmers earn less than the minimum income and the number of farms has fallen by 28 % in the last 10 years.
- Productivity of the Dutch agricultural and food sector is 2.5 times higher than the average in Europe. Net value of exports of agricultural and agricultural related products amounts to € 20 billion.
- Dutch rural areas are characterised by the wide diversity of nature and landscapes and with the characteristic elements like dykes, ditches, ponds and rivers, which sometimes flood. The area of nature is stable; there is even growth in the area of forest. The Dutch rural areas comply to the description of rural areas with a high peri-urban character.
Chosen strategy corresponding to the profile:
- Transformation of the agricultural sector
- to preserve a viable and active countryside, improve the state of the environment (less nitrates, less pesticides….) and promote sustainable development
- The Dutch government will strive to achieve a good balance between the quality of nature and landscape on the one hand and the use of space for homes, recreation, health and personal well-being on the other hand.
Budget overall and share of EU funding:
Total public expenditure: € 973 million of which € 486 million EARDF (European Agricultural Fund for Rural Development)
* TA stands for technical assistance for the implementation of the programmes.
Overall aim of RD programme in country
The overall challenge will be the integrated approach to the transformation of the agricultural sector. Where possible measures designed to increase innovation and improve the structure of rural areas will be combined with measures to address the equally important challenges of further reducing the environmental impact of the agriculture sector and complying with the obligations arising from the Water Framework Directive. It goes without saying that sustainable development is the only way forward.
Axis 1 budget allocation and main priorities: In total: € 145 440 000 EAFRD (Leader excluded)
- to improve entrepreneurship, and in particular the innovative capacity of the agricultural cluster;
- to enable farmers to better meet social demands in terms of the environment, water management, food quality, animal health and animal welfare ;
- to improve the physical conditions under which farming has to operate;
- to improve the quality of products and production processes, in particular by strengthening the production chain;
Axis 2 budget allocation and main priorities: In total: € 144 710 000 (Leader excluded)
- to encourage farms in particular to engage in sustainable management of Natura 2000 areas and increase biodiversity ;
- to preserve and strengthen valuable man-made landscapes, especially in the so-called National Landscapes ;
- to expand forests on agricultural land and sustainable, multifunctional management of forests ;
- to restore water systems with a view to maintaining economically and ecologically sustainable water levels, preserving the quality of ground water and surface water and preventing desiccation in nature areas and on agricultural land
Axis 3 budget allocation and main priorities: In total € 145 080 000 (Leader excluded)
- to encourage diversification in agriculture;
- to strengthen micro enterprises in rural areas ;
- to improve access to the countryside and promote rural tourism Leader budget allocation: € 48 360 000 | <urn:uuid:a4737bef-f403-497d-8fc0-9c94ec14d268> | CC-MAIN-2024-33 | https://agriregionieuropa.univpm.it/sites/are.econ.univpm.it/files/memo-07-245_en.pdf | 2024-08-13T14:28:55+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641079807.82/warc/CC-MAIN-20240813141635-20240813171635-00120.warc.gz | 66,657,949 | 707 | eng_Latn | eng_Latn | 0.994823 | eng_Latn | 0.994897 | [
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Pneumococcal Disease:
Facts About Pneumococcal Disease in Adults
I'm committed to helping reduce pneumococcal disease among US adults because over the years, I have seen too many lives cut short by this disease.
—Mark Metersky, MD
University of Connecticut School of Medicine
What is pneumococcal disease?
Pneumococcal disease is an infection caused by common bacteria called "pneumococcus" [noo-muh-kok-uhs]. It can lead to severe illnesses like pneumonia, meningitis, and blood infections (bacteremia).
Is it dangerous?
Pneumococcal disease is serious and deadly. Pneumococcal meningitis and blood infections kill thousands of Americans each year. Most of these deaths are in adults. For those who survive, these infections can lead to hospitalization, long recovery time, and devastating health problems such as hearing loss, seizures, blindness, and paralysis.
Pneumococcal pneumonia is also dangerous. As many as 175,000 people are hospitalized each year with it and some of these patients will have a heart attack or heart failure as a result.
What are the symptoms?
Pneumococcal disease can strike quickly and without warning, but symptoms are not the same for everyone. Depending on whether the infection causes pneumonia, blood infection, or meningitis, people may have some combination of the following:
■ abrupt onset of fever
■ shaking/chills, cough
■ shortness of breath
■ chest pain
■ stiff neck
■ disorientation
■ sensitivity to light
Saving Lives:
Integrating
Vaccines for
Adults Into
Routine Care
December 2012
Pneumococcal Disease: Facts About Pneumococcal Disease in Adults
How do people get pneumococcal disease?
Pneumococcal bacteria spread through coughing or sneezing or through direct contact, such as kissing. Not everyone who carries the bacteria becomes ill, so it's possible to "catch" pneumococcal disease from someone who appears healthy.
Who can get pneumococcal disease?
Anyone can get pneumococcal disease, but those age 65 and older and younger adults with certain chronic health conditions are more likely than others to get it. They are also at greater risk for serious illness.
Is there anything I can do to keep from getting pneumococcal disease?
Getting vaccinated can help prevent pneumococcal disease. Medicare and most private insurance companies pay for vaccination for patients who need it. It's also important to get an influenza vaccination every year because having the flu increases the chances of getting pneumococcal disease.
Which adults need pneumococcal vaccination?
CDC currently recommends pneumococcal vaccination for:
■ All adults age 65 and older
■ Adults age 19 through 64 years with lung, heart, liver, or kidney disease; asthma; diabetes; alcoholism; immunocompromising conditions; cancer; a damaged or missing spleen; cochlear implants; or cerebro-spinal fluid (CSF) leaks
■ Adults living in nursing homes or other long-term care facilities
■ All adults who smoke cigarettes
There are two types of pneumococcal vaccines available for adults: a pneumococcal polysaccharide vaccine (PPSV23) and a pneumococcal conjugate vaccine (PCV13).
Adults with any of the following need to receive both vaccines: immunocompromising conditions (eg, HIV/AIDS, leukemia, lymphoma, and Hodgkins disease); a damaged or missing spleen; cochlear implants; or CSF leaks.
Other adults who are recommended for pneumococcal vaccination only need PPSV23, but may need more than one dose. For more information, speak with your healthcare professional.
Are there side effects from vaccination?
Mild side effects such as redness or pain at the injection site may occur. Very rarely, fever, muscle aches, or more severe reactions may develop.
For more information, speak with your healthcare professional or visit Adultvaccination.org.
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Challenge Chatter Term 2
Dear Parents/Carers,
We hope everyone is well rested after the Easter break and ready for a busy and fun packed Term 2.
Term 1 was a lengthy term which allowed students to settle into their new classrooms as well as diving head first into our curriculum content. Students learnt about the First Fleet and the arrival to Australia. They also built on their CAFE skills and developed individual goals, wrote Persuasive, Narrative and Procedural texts and completed a range of challenging tasks involving Place Value, Addition and Subtraction.
Please find below information regarding upcoming events and general housekeeping points.
SPECIALIST TIMES
* All Challenge grades go to the Library on Wednesday.
SWIMMING LESSONS
Swimming lessons will be commencing on Friday 5 May, 2023 for Grades CA, CB, CC and CE. CD will have their lessons later in the year. This program aims to develop water confidence, safety awareness and teach correct stroke and breathing techniques.
Students will complete 6 lessons in total on a Friday on the following dates: 5, 12, 19, 26 May and 2, 9 June, 2023.
The session times for each class are listed below:
* CA - 12.30pm - 1.05pm
* CB - 1.10pm - 1.45pm
* CE - 1.50pm - 2.25pm
* CC - 2.30pm - 3.05pm
Please ensure you have given approval and payment for this event on Compass as well as returning the form provided at the end of Term 1. Further information about what students are required to bring and details on the swimming program can also be found on Compass.
HOMEWORK
Homework will be sent home at the end of Week 1 and will begin in Week 2. Similar to our first term, students will be required to complete a minimum of 4 nights of reading and one set of Mathletics tasks each week. In replacement of the spelling component, students will be required to work on their project for our inquiry topic this term, Fighting Extinction. Students will be required to research and create a student developed information report on their chosen endangered animal. This project will allow for writing, spelling and handwriting opportunities as they work through each component and the presentation phase of their project.
Students will continue to log their reading in the back of their homework book. Their project research will be completed in their booklet which will be stuck into their homework books. Additional information and work can be completed on the blank pages following the booklet.
We had a positive response to our homework program in Term 1 and had a high success rate of students completing their homework tasks each week. These skills continue to develop persistence, independence and organisation for your child. Homework is due on Thursday morning, for the books to be corrected and returned to the students on a Friday. Students who do not complete all tasks required will complete these missed activities after lunch on a Friday.
Students are also allowed to switch their readers on any day before or after school, during recess and lunch eating times or when directed by their teacher. We do however encourage students to keep their reader for one week to build on fluency and comprehension before changing. Students will move up a levelled text if they successfully pass their Running Record testing during their 1:1 teacher conference throughout the term.
INQUIRY
The Challenge teachers are very excited to get started on our inquiry topic, Fighting Extinction, this term. The focus on sustainability and endangered animals is always a topic that is thoroughly enjoyed by our students. Students will use the context of a contemporary zoo to investigate animal ethics and welfare. Students will learn about animal conservation and how this is achieved by the Melbourne Zoo and Melbourne Aquarium, and how zoo-based conservation is designed to fight extinction. Students will select an endangered animal to research and complete an independent inquiry based project to be presented on our Inquiry Celebration Day. Our celebration day will take place on Thursday 22nd June, however students will be required to do a smaller presentation to their class in the weeks leading up to this date. Your child will receive a timetable with their presentation date before Week 5.
CURRICULUM
Despite Term 2 being our shortest term this year, the teachers have planned for a range of topics for our students to be engaged within. Our focus continues to be placed on challenging students' ability to think critically and creatively, problem solving as well as catering to their individual learning strengths and abilities.
This term our Writing sessions will continue with our procedural writing which we began in the later weeks of Term 1. Students will be focusing on being able to follow the structure of the text as well as giving explicit details so their steps can be followed. We will also be looking at information reports which will tie in nicely with our inquiry unit and support students with their researching skills and ability to write factual texts.
In Reading, students will continue to work on their individual CAFE goals through sustained reading and 1:1 Conferences with their teacher. Students will be working in focus groups this term to continue to build on their reading skills in a small group setting. Our class novel for Term 2 is Finders Keepers, a science fiction text, which follows the main character into a parallel universe filled with lost objects from the real world.
This term in CATCH Maths, we will explore Multiplication and Division, Fractions and Decimals, Money, Chance and Probability and a range of Geometry concepts such as Space, Maps and Symmetry.
TISSUES
If you forgot to send along a box of tissues in Term 1 we would gratefully appreciate a box this term.
UPCOMING DATES
* Tuesday 2 May - Cross Country
* Wednesday 7 June - Feeling Fabulous Day
* Monday 12 June - King's Birthday (Public Holiday)
* Thursday 22 June - Inquiry Celebration Day (Sustainability Day)
* Friday 23 June - End of Term 2 – early dismissal – 2.30pm.
Please contact your child's teacher if you have any further questions.
Yours sincerely,
Mrs Smith, Mrs Harvey, Mr Gee, Mrs Teasdale, Mrs Massey and Miss de Man Challenge Teachers | <urn:uuid:0bd82eee-e3e2-4fef-861f-08a9fc7f7648> | CC-MAIN-2024-33 | https://www.dceps.vic.edu.au/_files/ugd/8efbc3_d38c0a37b86c4ed085b4acf684b18750.pdf | 2024-08-13T14:20:11+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641079807.82/warc/CC-MAIN-20240813141635-20240813171635-00116.warc.gz | 550,619,247 | 1,287 | eng_Latn | eng_Latn | 0.998285 | eng_Latn | 0.998738 | [
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Ten Myths About Math Education And Why You Shouldn't Believe Them
By Karen Budd, Elizabeth Carson, Barry Garelick, David Klein, R. James Milgram, Ralph A. Raimi, Martha Schwartz, Sandra Stotsky, Vern Williams, and W. Stephen Wilson (affiliations and more), in association with New York City HOLD and Mathematically Correct, two education advocacy organizations of parents, mathematicians, and K-12 educators.
May 4, 2005
For almost two decades, mathematics education in K-12 classrooms has been driven by unsupported pedagogical theories constructed in our schools of education and propagated by the National Council of Teachers of Mathematics (NCTM). Their curricular and pedagogical "vision" for mathematics education reform, articulated in the two NCTM standards documents (1989 and 2000), has dominated local, state and federal education decision-making and policies, as well as public discussions, and press coverage. But many parents, mathematics experts, and K-12 teachers of mathematics do not share this vision.
A well-informed group of education stakeholders rejects the NCTM doctrine and model for mathematics reform. The expertise and viewpoints of this diverse group, comprised of mathematicians and scientists, K12 teachers of mathematics, educational researchers, and concerned parents across our nation has been regularly eclipsed and marginalized by the dominant voice of mathematics educators in our schools of education and of NCTM officials. This constituency's expertise is often entirely absent from the decisionmaking process. We are members of that constituency, and are part of an informal bipartisan grassroots coalition of advocates for authentic reforms in mathematics education.
The chart below offers our point by point refutation of a set of common myths propagated by mathematics educators in our schools of education and NCTM officials that are often presented as fact to policy makers and the general public.
"NCTM" (Fuzzy) Myth
Reality
References
Myth #1
Only what students discover for themselves is truly learned.
Students learn in a variety of ways. Basing most learning on student discovery is timeconsuming, does not insure that students end up learning the right concepts, and can delay or prevent progression to the next level. Successful programs use discovery for only a few very
Dixon, R., Carnine, D., Lee, D. Wallin, J., & Chard, D. (1998). Review of High Quality Experimental Mathematical Research: Executive Summary. Eugene, OR: National Center to Improve the Tools of Educators, University of Oregon.
Klahr, D. & Nigam, M. (2004). The
Myth #2
Children develop a deeper understanding of mathematics and a greater sense of ownership when they are expected to invent and use their own methods for performing the basic arithmetical operations, rather than study, understand and practice the standard algorithms.
yyy carefully selected topics, never all topics.
Children who do not master the standard algorithms begin to have problems as early as algebra I.
The snubbing or outright omission of the long division algorithm by NCTM- based curricula can be singularly responsible for the mathematical demise of its students. Long division is a preskill that all students must master to automaticity for algebra (polynomial long division), precalculus (finding roots and asymptotes), and calculus (e.g., integration of rational functions and Laplace transforms.) Its demand for estimation and computation skills during the procedure develops number sense and facility with the decimal system of notation as no other single arithmetic operation affords.
Equivalence of Learning Paths in Early Science Instruction: Effects of Direct Instruction and Discovery Learning. Psychological Science, 15, 10, 661-667.
Becker, W. C. and Engelmann, S.; Sponsor Findings From Project Follow Through. University of Oregon.
John R. Anderson, Lynne M. Reder, Herbert A. Simon. Applications and Misapplications of Cognitive Psychology to Mathematics Education.
R. James Milgram, "What is Mathematical Proficiency?," March, 2004. Invited address, First Workshop on Mathematics Education. Mathematics and Science Research Institute, Berkeley, CA.
General reference: The algebra, precalculus and calculus teachers and professors who must remediate or flunk these children.
From 1998 issue of the Notices of the American Mathematical Society:
"We would like to emphasize that the standard algorithms of arithmetic are more than just 'ways to get the answer' - that is, they have theoretical as well as practical significance. For one thing, all the algorithms of arithmetic are preparatory for algebra, since there are (again, not by accident, but by virtue of the construction of the decimal system) strong analogies between arithmetic of ordinary numbers and arithmetic of polynomials." (The above was quoted in an open letter to Secretary of Education Richard Riley in 1999, which was signed by 200 prominent U.S. mathematicians.)
The Role of Long Division in the K-12 Curriculum; David Klein (California State University, Northridge), R. James
Myth #3
There are two separate and distinct ways to teach mathematics. The NCTM backed approach deepens conceptual understanding through a problem solving approach. The other teaches only arithmetic skills through drill and kill. Children don't need to spend long hours practicing and reviewing basic arithmetical operations. It's the concept that's important.
Myth #4
The math programs based on NCTM standards are better for children with learning disabilities
"The starting point for the development of children's creativity and skills should be established concepts and algorithms... Success in mathematics needs to be grounded in well-learned algorithms as well as understanding of the concepts."
What is taught in math is the most critical component of teaching math. How math is taught is important as well, but is dictated by the "what". Much of understanding comes from mastery of basic skills - an approach backed by most professors of mathematics. It succeeds through systematically empowering children with the pre-skills they need to succeed in all areas of mathematics. The myth of conceptual understanding versus skills is essentially a false choice - a bogus dichotomy. The NCTM standards suggested "less emphasis" on topics needed for higher math, such as many basic skills of arithmetic and algebra.
"That students will only remember what they have extensively practiced - and that they will only remember for the long term that which they have practiced in a sustained way over many years are realities that can't be bypassed."
"Educators must resist the temptation to adopt the latest math movement, reform, or fad when data-based support is lacking..."
Large-scale data from California and foreign countries show that
Milgram (Stanford University)
Kenneth Ross, Chair, Mathematical Association of America President's Task Force on the NCTM Standards. (June 1997). Response to NCTM's Commission on the Future of the Standards.
Basic Skills vs Conceptual Understanding; a Bogus Dichotomy; Hung-Hsi Wu, Department of Mathematics, University of California, Berkeley (American Educator, Fall, 1999).
Willingham, D. (Spring 2004). Practice Beyond the Point of Perfection.
Makes Perfect-But Only If You Practice American Educator.
Algorithms, Algebra, and Access, by Stanley Ocken (Sep 2001).
In Defense of "Mindless Rote", by Ethan Akin (Mar 30, 2001).
On the Algorithms of Arithmetic, by Ralph Raimi (2002).
Miller, S.P. and Mercer, C.D., "Educational Aspects of Mathematics Disabilities." January/February 1997, Journal of Learning Disabilities, Vol. 30, No. 1, pp. 47-56.
Darch, C., Carnine, D., & Gersten, R.
learning disabilities than other approaches.
Myth #5
Urban teachers like using math programs based on NCTM standards.
Myth #6
"Calculator use has been shown to enhance cognitive gains in areas that include number sense, conceptual development, and visualization. Such gains can empower and motivate all teachers and students to engage in richer problemsolving activities." (NCTM Position Statement)
Myth #7
The reason other countries do better on international math tests like TIMSS and PISA is that those countries select test takers only from a group of the top performers.
Myth #8
Math concepts are best understood and mastered when presented "in context";
children with learning disabilities do much better in more structured learning environments.
"Mere mention of [TERC] was enough to bring a collective groan from more than 100 Boston Teacher Union representatives..."
Children in almost all of the highest scoring countries in the Third International Mathematics and Science Survey (TIMMS) do not use calculators as part of mathematics instruction before grade 6.
A study of calculator usage among calculus students at Johns Hopkins University found a strong correlation between calculator usage in earlier grades and poorer performance in calculus.
On NPR's "Talk of the Nation" program on education in the U.S. (Feb. 15, 2005), Grover Whitehurst, Director of the Institute of Education Sciences at the Department of Education, stated that test takers are selected randomly in all countries and not selected from the top performers.
Applications are important and story problems make good motivators, but understanding should come from building the math for universal application. When story problems take center
(1984). "Explicit Instruction in Mathematics Problem Solving." The Journal of Educational Research, 77, 6, 351-359.
Editorial, "Mathematical Unknowns," The Boston Globe, November 8, 2004, A10.
Calculating the cost of calculators, Lance Izumi, Capitol Ideas, Pacific Research Institute, Vol. 5, No. 51, December 21, 2000.
W. Stephen Wilson, K-12 Calculator Usage and College Grades Educational Studies in Mathematics.
Grover Whitehurst, Director, Institute of Education Sciences; on NPR Talk of the Nation, February 15, 2005;
The Mathematician and Mathematics Education Reform; Hung-Hsi Wu, University of California, Berkeley; in Notices of the American Mathematical Society, 43(1996), 1531-1537).
p esented in context ;
in that way, the underlying math concept will follow automatically.
Myth #9
NCTM math reform reflects the programs and practices in higher performing nations.
Myth #10
Research shows NCTM programs are effective.
stage, the math it leads to is often not practiced or applied widely enough for students to learn how to apply the concept to other problems.
"[S]olutions of problems ... need to be rounded off with a mathematical discus-sion of the underlying mathematics. If new tools are fashioned to solve a problem, then these tools have to be put in the proper mathematical perspec-tive. ... Otherwise the curriculum lacks mathematical cohesion."
A recent study commissioned by the U.S.Department of Education, comparing Singapore's math program and texts with U.S. math texts, found that Singapore's approach is distinctly different from NCTM math "reforms."
Also, a paper that reviews videotaped math classes in Japan shows that there is teacher-guided instruction (including a wide variety of hints and helps from teachers while students are working on or presenting solutions).
There is no conclusive evidence of the efficacy of any math instructional program.
Increases in test scores may reflect increased tutoring, enrollment in learning centers, or teachers who supplement with texts and other materials of their own choosing. Also, much of the "research" touted by some of the NSF programs has been
What the United States Can Learn From Singapore's World-Class Mathematics System (and what Singapore can learn from the United States); American Institutes for Research; for U.S. Department of Education; January 28, 2005; Washington, D.C.
Siegel, Alan R. Telling Lessons from the TIMSS Videotape: remarkable teaching practices as recorded from eighth-grade mathematics classes in Japan, Germany and the US. Chapter 5 in ``Testing Student Learning, Evaluating Teaching Effectiveness,'' Williamson M. Evers and Herbert J. Walberg, Eds., Hoover Institution Press, May, 2004, pp. 161194.
On Evaluating Curricular Effectiveness; Judging the Quality of K-12 Mathematics Evaluations; National Research Council, the National Academies Press; September, 2004.
The state tests in Maryland have a number of 3 point problems in which students are awarded 1 point for performing the math correctly and 2 points for explaining it. It is thus possible to do the math right but get half
conducted by the same companies selling the programs. State exams are increasingly being revised to address state math standards that reflect NCTM guidelines rather than the content recommended by mathematicians.
This document was prepared by:
Karen Budd Member, Board of Directors Parents for Better Schools in Fairfax County
Elizabeth Carson Co-Founder and Director NYC HOLD Honest Open Logical Decisions on Mathematics Education Reform Email: firstname.lastname@example.org
Barry Garelick Analyst U.S. Environmental Protection Agency Email: email@example.com
David Klein Professor of Mathematics California State University, Northridge
R James Milgram Professor of Mathematics Stanford University
Ralph A. Raimi Professor of Mathematics University of Rochester
Martha Schwartz Paleomagnetism Lab University of Southern California
Sandra Stotsky Research Scholar Northeastern University
Vern Williams the credit that another student gets with the wrong answer.
Additional web resources for mathematics education advocacy
National Organizations
New York City HOLD # Mathematically Correct
News
NYC HOLD News Page
Local Activism
Illinois Loop # Parents for Evidence
Based Education (IA) # Teach Us Math, Parents Concerned With Penfield (NY)'s Math Programs # Plano (TX) Parental Rights Council # PBSfx: Parents for Better Schools (Fairfax, VA) # Save Our Children from Mediocre Math (Conejo Valley, CA) # Simsbury (CT) Math Wars # Teach Utah Kids # Kids Do Count (UT)
Curriculum Reviews
Mathematically Correct Program Reviews # NYC HOLD Curriculum Reviews # Illinois Loop Mathematics Reviews and More # Earlier MC Program Reviews for Grades 2, 5, and 7
Reviews of Mathematics Standards
The State of State Math Standards 2005 #
Math Teacher
Longfellow Middle School, Fairfax County Virginia Email: firstname.lastname@example.org
W. Stephen Wilson Professor of Mathematics Johns Hopkins University Email: email@example.com
* Affiliations or positions are provided for identification purposes only and do not imply institutional or organizational support.
State Mathematics Standards 1998 # NCTM Principles and Standards for School Mathematics # NYC HOLD on Standards and Assessments
Personal Pages and Weblogs
Bas Braams # Ralph Raimi # David Klein # Bill Quirk # Hung-Hsi Wu # Toby Earl's Teach Math # Kitchen Table Math # Jeff Lindsay # Brian D. Rude # Bert Fristedt # Lawrence Gray
Return to the NYC HOLD main page or to the News page or to the Letters and Testimony page. | <urn:uuid:d39bbf0c-73ce-4c5e-96a7-89e742997867> | CC-MAIN-2024-33 | https://coglearn.com.au/wp-content/uploads/2019/04/10myths-about-maths.pdf | 2024-08-13T15:03:45+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641079807.82/warc/CC-MAIN-20240813141635-20240813171635-00118.warc.gz | 139,388,142 | 3,121 | eng_Latn | eng_Latn | 0.951344 | eng_Latn | 0.987147 | [
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Personal, social and emotional development
We will be learning how to solve problems independently in our play.
We will be learning how to ask questions to find out more information.
We will be sharing our news, ensuring we have an awareness of the audience.
We will be learning how to be a good listener. We will be continuing to learn how to look after our classroom environment and the garden space. We will be remembering our 'choose it, use it and put it away' rule.
Expressive arts and design
We will be using a variety of tools and techniques to create models and pictures.
We will be exploring colour and thinking carefully about what colours we need for our artwork.
We will be learning to adapt our work and choose resources carefully.
Understanding the world
We will be learning to use time when talking about our news from home. For example, talking about last week or the weekend. We will be talking about our similarities and differences.
We will be using cameras to take photos of important things in the classroom. E.g. a model we have made.
Reception
Although we follow the children's lead below are some of the key aspects of a child's development that we would be encouraging through play.
Our focus this half term is 'The World' and 'Growing and life cycles'.
Communication and language
We will be continuing to enjoy reading books and singing songs.
We will be learning how to be a good speaker and listener. We will be using our 'Rules for talk' to help us. Please see below for our rules for talk.
We will be learning to follow a familiar story with no props or pictures.
We will be continuing to create our own helicopter stories.
Supporting your child at home:
Support your child with learning to write their name and numbers.
Help your child to develop their muscle strength in their hands – use playdough, tweezers, elastic band boards or threading. These are all great for muscle strength.
Share a book at home and listen to your child read.
Physical development
We will be continuing to ensure we can after our belongings, including our bags, coats and jumpers/cardigans.
We will be using tools to make changes to materials. For example scissors to snip material.
We will be learning to throw and catch during PE. We will be talking about how to keep our bodies healthy and how to stay safe when we exercise. We will be learning about the importance of hand washing, drinking water and brushing our teeth.
Mathematics
We will be learning about the numbers 1 – 10 including number formation.
We will be learning about 3d shapes, their names and properties.
We will be learning about money and how to use it to pay for things like snack.
We will be learning about time and significant times in our day. E.g. Lunchtime.
Literacy
We will be learning letter sounds that make up the initial code and using these to read and write words.
We will be learning about how to write a sentence.
We will be learning how to hold a pencil correctly.
HISN Ground Rules for Talk
* Use full sentences
* Speak clearly
* I say, you say, we all say…
* Show me you are listening
* Use precise words
* Eyes on me, tummy buttons facing me
Key Information
Your child may come into school from 8.40am every day. They need to be in school by 8.55am. If your child arrives late you will need to go to the office to sign in via our Inventry system.
Please write your child's name in everything, including coats and shoes!
Please send your child to school with their book bag every day. It can help your child to identify their book bag quickly if there is a key ring on the outside.
Please send your child in with a named water bottle every day. Please fill bottles with water rather than juice.
WANTED: We love to get busy making in Reception and are currently low on junk modelling resources. Please send in any cardboard, tubes, envelopes and empty boxes for us to use in the classroom. NO NUTS PLEASE!
Year R Spring Term 2023
Key Reception Information
In Reception we firmly believe that every child learns best through child-initiated play. These purposeful play experiences ensure each child can build important life skills such as curiosity, concentration, creativity, problem solving, widening their vocabulary and persistence.
We follow a play based curriculum that allows us to follow the children's lead and recognise every child will have a different starting point. The children gain independence and confidence and their natural curiosity is encouraged at all times.
The Reception children have access to the garden area all day, every day whatever the weather. We are teaching them to be independent when learning outside and this may mean at times they forget to put on an apron when using the mud kitchen. This is part of their learning and development and the mess will lessen as they get older.
Wanted:
We are running low on playdough ingredients. If you are happy to send in donations we need: flour, salt, oil and cream of tartar. We also enjoy learning through sensory play and are in need of donations of: dry pasta, dry rice, dry lentils, dried chickpeas. Thank you 😊
Welcome message…
We are very proud of all of the Reception children for their first term at school. We thought their part in our Christmas show was brilliant. We hope you enjoyed watching it together. We know how hard all of the children have worked throughout the Autumn term and it has been wonderful to get to know the children over the last term. We hope you all had a restful break and cannot wait to help your children learn even more during the Spring term. Thank you to all of our families for our continued support. | <urn:uuid:9c87556c-72ff-4554-a918-f7f560302708> | CC-MAIN-2024-33 | https://www.hpp.school/ckfinder/userfiles/files/Curriculum%20news%20Reception%20Spring%20term%202023.pdf | 2024-08-13T15:10:48+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641079807.82/warc/CC-MAIN-20240813141635-20240813171635-00114.warc.gz | 624,073,458 | 1,176 | eng_Latn | eng_Latn | 0.998162 | eng_Latn | 0.998301 | [
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Kindergarten – Wednesday, April 15, 2020
Math
Sight Words
Subtraction Dice Game Partner Game / Use the dice recording sheet.
Roll 2 dice. Record the bigger number in the first box. Subtract the smaller number.
Find the difference. Record it on the line.
Let your partner do the same thing. If your DIFFERENCE is LESS, you earn 5 points. If your DIFFERENCE is MORE, you earn 0 points. Count up your points. The person with
the most points is the winner.
Complete the subtraction sheet – Submit to your teacher.
https://schoolwires.henry.k12.ga.us/Page/130238
PE:
Music:
https://schoolwires.henry.k12.ga.us/Domain/10581
Practice your sight words from your list. Meet with your teacher during her office hours to read them!
Daily Reading
Read for 20 minutes. Record on Reading Log
Compass Math
Log in and work on Compass Math
Science:
HMH Unit 3 Lesson 9 Many Plants Read pages 35 -38
Find the following in your yard and take a picture of it: tree, shrub, and grass
Submit the pictures to your portfolio.
I can compare the similarities and differences in groups of plants.
Phonics:
I can blend sounds together to write words.
Write the word cast on a card and say, "What is this word?" When students identify the word, say, "What rhymes with cast but starts with /p/?" past Continue with these words and sounds: Write these words on index cards and let the student read the word after he/she guesses the word after the clue is given.
What rhymes with sand but begins with /l/?
What rhymes with Blake but begins with /f/?
What rhymes with task but begins with /m/?
What rhymes with tanner but begins with /m/?
Dictate this sentence: Pam had to tape the map.
Have your child write this sentence remembering capitalization, punctuation and spacing.
Skills Practice 191
Phonics:
www.lalilo.com
Code: AXZJCV (optional)
Perryman:
Learning Target (1.OA.3): I can apply properties of operations and the relationship between addition and subtraction.
Task: Practice adding and subtracting on a number line. Print number line handout or create your own on a separate sheet of paper. Roll two dice and add the sum of the two numbers. Use dice from home or use these virtual dice. For example, if I rolled a 5 and 6 I would have 11. Then, roll one dice. For example, I may roll a 4. Then, subtract the two numbers on a numberline. See instructional video below. Write the numbers as an equation. For example, 11 - 4 = 7. Now encourage your child to turn this equation into an addition problem. Start at 7, then add 4 on the number line. Write this addition problem as an equation. For example 7 + 4 = 11. For more of a challenge, roll three dice for your starting number and two dice to subtract.
Bonus Challenge: Roll three dice to start. Add all three dice together. For example 3 + 4 + 6 = 13. Then roll two dice. Add the two dice together. For example 5 + 4 = 9. Subtract both numbers, 13 - 9 = 4.
Instructional Video: https://drive.google.com/file/d/1CtY4QPhD0uivRi_vSFhKdojtl2JxVkfG/view
Mrs. Perryman's Office Hours:
9:30-10:30 (https://meet.google.com/qxz-cdet-pyx)
12:00-1:00 (https://meet.google.com/cux-zjrh-bdj)
Harvel / Eadie:
Remediation:
Optional Activity to Support Learning
Math Learning Target: I can subtract numbers within 10.
Task: Today, you will solve 4 subtraction problems using one of the subtraction strategies on the instructional video. You may record the problems in your math journal or write the problems on a piece of paper. Write the equation, and draw a picture of the math strategy used to solve each problem.
Instructional Video for Subtraction
Strategies: https://drive.google.com/file/d/1RZ87czNeaWNttTohFabREVg8dzeKTVGj/view
Subtraction Problems: 5-2 = 8-4 = 9-6 = 10-3 =
Please click on the link for Mrs. Harvel's Office Hours:
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BRACKENWOOD JUNIOR SCHOOL PROGRESSION CHART- ART AND DESIGN
Developing ideas
Understanding how ideas develop through an artistic process.
Mastering techniques
Developing a skill set so that ideas may be communicated.
SCULPTURE
* Use a combination of shapes.
* Use rolled up paper, straws, paper, card and clay as materials.
* Include lines and texture.
* Use techniques such as rolling, cutting, moulding and carving.
DRAWING
* Colour (own work) neatly following the lines.
* Draw lines of different sizes and thickness.
* Show pattern and texture by adding dots and lines.
* Show different tones by using coloured pencils.
PRINT
* Use repeating or overlapping shapes.
* Use objects to create prints (e.g. fruit, vegetables or sponges).
* Mimic print from the environment (e.g. wallpapers).
* Press, roll, rub and stamp to make prints.
SCULPTURE
* Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations.
* Use tools to carve and add shapes, texture and pattern.
* Combine visual and tactile qualities.
* Use frameworks (such as wire or moulds) to provide stability and form.
DRAWING
* Use a choice of techniques to depict movement, perspective, shadows and reflection.
* Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).
* Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).
* Use lines to represent movement.
PRINT
* Build up layers of colours.
* Use a range of visual elements to reflect the purpose of the work.
* Create an accurate pattern, showing fine detail.
* Make printing blocks (e.g. from coiled string glued to a block).
Take inspiration from the greats
Learning from both the artistic process and techniques of great artists and artisans throughout history.
* Describe the work of notable artists, artisans and designers.
* Use some of the ideas of artists studied to create pieces.
* Replicate some of the techniques used by notable artists, artisans and designers.
* Create original pieces that are influenced by studies of others.
* Give details (including own sketches) about the style of some notable artists, artisans and designers.
* Show how the work of those studied was influential in both society and to other artists.
* Create original pieces that show a range of influences and styles.
SCULPTURE
* Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).
* Include texture that conveys feelings, expression or movement.
* Use clay and other mouldable materials.
* Add materials to provide interesting detail.
DRAWING
* Annotate sketches to explain and elaborate ideas.
* Use different hardnesses of pencils to show line, tone and texture.
* Sketch lightly (no need to use a rubber to correct mistakes).
* Use shading to show light and shadow.
* Use hatching and cross hatching to show tone and texture.
PRINT
* Use layers of two or more colours.
* Make precise repeating patterns.
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R.E.
Christmas
- know the main features of the story of Christmas being able to identify which Gospel they are recorded in
- be able to discuss some of the images of Jesus found in the Gospel of St. John
- be able to talk about some reasons why Christmas is an important celebration in the life of the Church
V+V: how does the story of Christmas allow us to practise showing compassion and love?
Followers of Christ
- know that Jesus called many people to follow him
- be able to identify reasons why these people responded to his call
- understand that following Christ sometimes demands sacrifices
- be able to identify some vocations that exist in the life of the Church
V+V: we can become faith-filled and hopeful by following Christ's example
Lent
- know about the Church's customs for the Season of Lent
- understand some reasons why Jesus spoke of prayer, fasting and almsgiving being important and be able to think about applying these in their own lives
- be able to discuss issues concerning poverty in the world today and think about some remedies for this problem
- know that the Scriptures speak of God's mercy and forgiveness
- understand how the Church celebrates this in the Sacrament of Reconciliation
V+V: love and compassion is shown through mercy and forgiveness of sins
Holy Week
- know the story of the passion of Jesus in some detail
- be able to imagine some of the thoughts and feelings of Jesus in the Garden of Gethsemane
- give reasons why Peter denied Jesus
- know some words of Jesus from the cross
- understand why the death of Jesus has been described as a sacrifice
V+V: reflect upon the love Jesus has for us through his sacrifice
BV: we can show mutual respect and tolerance for each other during discussion of our faith
English
Reading
- Read a wide range of appropriate texts for enjoyment, insight and research
- Show understanding of a range of texts, selects essential points, and uses inference and
- deduction as appropriate
- Identify key features, themes and characters and select sentences, phrases and relevant
- information to support their views
- Able to retrieve and collate information from a range of sources
Writing
- Use further prefixes and suffixes and understand the guidance for adding them
- Spell some words with 'silent' letters [for example, knight, psalm, solemn]
- Continue to distinguish between homophones and other words which are often confused.
- Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.
- Use dictionaries to check the spelling and meaning of words, including those of uncommon or more ambitious vocabulary.
- Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.
- Use a thesaurus.
- Plan writing by identifying the audience for and purpose of the writing, selecting language that shows some awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing).
- Plan writing by noting and developing initial ideas, drawing on reading and research where necessary.
- Plan their writing by considering how authors have developed characters and settings in what pupils have read, listened to or seen performed in narratives.
- Draft and write by selecting appropriate vocabulary and grammatical structures that reflect what the writing requires, understanding how such choices can change and enhance meaning.
- Draft and write by describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action in narratives.
-
Draft and write by precising longer passages
- Draft and write by using a wide range of devices to build cohesion within and across paragraphs.
- Draft and write by using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].
- Evaluate and edit by assessing the effectiveness of their own and others' writing.
- Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
- Evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing.
- Evaluate and edit by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register (e.g. using contracted forms in dialogues in narrative).
- Proof-read for spelling and punctuation errors.
Grammar, Punctuation and Spelling
- demonstrate appropriate use of standard English vocabulary and grammar
- how written standard English varies in formality
- understand word classes
- know the features of different types of sentence
- be able to proof read work for errors
- use age-appropriate spelling strategies
- use common prefixes and suffixes
- use punctuation marks accurately – including question marks, exclamation marks, commas, inverted commas, apostrophes
- use appropriate spelling terminology
- all terms as set out in Appendix 1
Number: Decimals
- Identify the value of each digit in numbers given to 3 decimal places and multiply numbers by 10, 100 and 1,000 giving answers up to 3 decimal places.
- Multiply one-digit numbers with up to 2 decimal places by whole numbers.
- Use written division methods in cases where the answer has up to 2 decimal places.
- Solve problems which require answers to be rounded to specified degrees of accuracy.
Number: Percentages
- Solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison.
- Recall and use equivalences between simple fractions, decimals and percentages including in different contexts.
Number: Algebra
- Use simple formulae
- Generate and describe linear number sequences.
- Express missing number problems algebraically.
-
Find pairs of numbers that satisfy an equation with two unknowns.
- Enumerate possibilities of combinations of two variables.
Measurement Converting Units
- Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.
- Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3dp.
- Convert between miles and kilometres.
Measurement: Perimeter, Area and Volume
- Recognise that shapes with the same areas can have different perimeters and vice versa.
- Recognise when it is possible to use formulae for area and volume of shapes.
- Calculate the area of parallelograms and triangles.
- Calculate, estimate and compare volume of cubes and cuboids using standard units, including cm3, m3 and extending to other units (mm3, km3)
Number: Ratio
- Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.
- Solve problems involving similar shapes where the scale factor is known or can be found.
- Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.
Science
P.E.
Computing
Working Scientifically (taught throughout)
- planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- taking measurements, using a range of scientific equipment, with increasingaccuracy and precision, taking repeat readings when appropriate
- recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
- using test results to make predictions to set up further comparative and fair tests
- reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written
- forms such as displays and other presentations
- identifying scientific evidence that has been used to support or refute ideas or arguments.
Animals, including 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.
- Pupils will learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body.
- Pupils will work scientifically by: exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.
Gymnastics
- Accelerate and decelerate whilst travelling
- Develop some knowledge of Rhythmic Gymnastics
- Perform a roll using control, body tension and flow
- Use equipment within a sequence
- 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.
- 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.
- To understand what constitutes, and how to maintain, a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health (H1). To recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences (H2).
- To think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals.
- To learn about good and not so good feelings, a vocabulary to describe their feelings to others and to develop simple strategies for managing feelings.
- To understand change and loss and the associated feelings (including moving home, losing toys, pets or friends).
- To understand the importance of, and how to maintain, personal hygiene (H6). To learn how some diseases are spread and can be controlled; the responsibilities they have for their own health and that of others; to develop simple skills to help prevent diseases spreading (H7).
- To learn about the process of growing from young to old and how people's needs change.
- About growing and changing and new opportunities and responsibilities that increasing independence may bring (H9). To learn the names for the main parts of the body (including external genitalia) and the bodily similarities and differences between boys and girls (H10). To understand that household products, including medicines, can be harmful if not used properly (H11).
- To understand the rules for and ways of keeping physically and emotionally safe including responsible ICT use and online safety, road safety, cycle safety and safety in the environment, rail, water and fire safety.
- To recognise people who look after them, their family networks, who to go to if they are worried and how to attract their attention (H13). To understand about the ways that pupils can help the people who look after them to more easily protect them (H14).
- to recognise that they share a responsibility for keeping themselves and others safe, when to say, 'yes', 'no', 'I'll ask' and 'I'll tell' including knowing that they do not need to keep secrets.
- What is meant by 'privacy'; their right to keep things private; the importance of respecting others' privacy.
- To learn which, why and how, commonly available substances and drugs (including alcohol, tobacco and 'energy drinks') can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to others.
- To learn about taking care of their body, understanding that they have the right to protect their body from inappropriate and unwanted contact; understanding that actions such as female genital mutilation (FGM) constitute abuse and are a crime, and develop the skills and strategies required to get support if they have fears for themselves or their peers.
- To develop strategies for keeping physically and emotionally safe including road safety (including cycle safety- the Bikeability programme), and safety in the environment (including rail, water and fire safety).
- To develop strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others (H22). How to manage requests for images of themselves or others; what is and is not appropriate to ask for or share, who to talk to if they feel uncomfortable or are concerned by such a request (H25).
- To recognise people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe.
- The responsible use of mobile phones: safe keeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night tec).
- engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
M.F.L.
- broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
- write phrases from memory, and adapt these to create new sentences, to express ideas clearly
- describe people, places, things and actions orally and in writing
- understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
Ar
Describe and understand key aspects of mountains (physical geography).
Select from and use a wider range of tools and equipment to perform practical tasks accurately
Describe and understand key aspects of mountains (physical geography).
Use maps and atlases to locate countries and describe features studied.
Describe and understand key aspects of physical geography (mountains) and human geography, including land use, economic activity and distribution of natural resources.
Describe and understand key aspects of volcanoes.
Describe and understand key aspects of climate zones, biomes and vegetation belts.
V+V: the wonder of creation and a better understanding of God's Earth can help us to be faith-filled and hopeful BV: children can show respect for the environment, and can also learn about democracy through the study of indigenous people and comparing their way of life to ours
National Curriculum Outcome
Ascent, peak, snowstorm, tourism, landscape, environment, mount, skis, skiing, avalanche, base camp, snowdrift, blizzard, snowboarding, summit, Everest, Kilimanjaro, K2, mountain, mountain range, weather, temperature, climate, volcano/es, formation, plate tectonics, extinct, active, dormant, eruption, magma, lava, expedition, biodiversity, climate zones, biomes, indigenous(peoples), vegetation, wildlife, ecological community, conditions, ecosystems, environmental problems, interdependent,
Key vocab includes:
- Appreciate and understand a wide range of high-quality live and recorded music.
- Be able to improvise and compose music for a range of purposes.
crescendo – getting louder decrescendo – getting quieter beat- unit of rhythm dissonance – harsh sounds, chords not in harmony dynamics – how loud or quiet a piece of music is ensemble – all instruments in an orchestra or all voices in a choir, playing at once. flat – playing a note a semitone lower than the written one forte – loud adagio – slow and calm allegro – quick and lively andante – relaxed and flowing largo – slow and broad lento – slow | <urn:uuid:e736286b-d9eb-45f6-9724-79fdd13182f7> | CC-MAIN-2021-21 | https://st-mary-bh.sch.life/Files/Download/e2ad7a69-693a-4f2f-b57f-44f481703073/05e5197e-0b59-4edf-8339-76a99dde213e/Y6%20Spring.pdf | 2021-05-11T01:47:56+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00389.warc.gz | 530,669,570 | 3,209 | eng_Latn | eng_Latn | 0.992587 | eng_Latn | 0.995702 | [
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OtterCares Illumination Fund Request
Business Plan Template
What is a business plan?
A business plan is a written roadmap for your business. It describes your products/service idea and lays out a plan for how the business will make a profit.
Why do you need a business plan?
The business plan serves as a guiding document that will help you plan your business on paper and help avoid unnecessary mistakes. It can help you plan for the costs of starting a business and show banks or investors that you will spend their money wisely. To receive funding from OtterCares, your business plan should be detailed, realistic and feasible to take to market within three months.
IDEA
In one sentence, describe your big idea. Is it a product or a service?
What need does this idea fill or what problem does it solve?
What makes your idea unique? How is it better or different from existing products or services?
MARKETING
Who are your customers?
(Kids, adults, teens? Where do they live? What do they like? Describe your target customer in as much detail as possible)
Where will you sell your products or service?
(for example: setting up a lemonade stand in your driveway, at a specific store, selling online)
How will you get the word out about your business?
(Email, social media, putting up signs, other?)
What is the name of your business?
(Consider what the name says about your business. Is it unique, memorable, and easy to pronounce?)
FINANCES
How much will it cost to start your business?
(What do you need to buy before you can start and how much will each of these items cost?
These are called "Start-up Costs".)
If you need more room, please use a separate Excel spreadsheet using this format and make sure to include it with your application.
Where will you get the money to cover your startup costs? (OtterCares grant? Loan from a family member? Money from your savings?)
What is your cost per unit?
(The cost of making a single unit of your product or providing an hour of service. Cost per unit = Total Start Up Costs/Total Number of Units)
How much will you charge?
(Make sure you set your price above your cost per unit.)
What will be your profit?
(How much will you make on each sale after subtracting expenses? Profit = income - expenses)
Sale Price of Item
Cost of Item -
Profit =
What will you do with the money you make?
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Blueprint End-Of-Course Chemistry Test
for the
2003 Science Standards of Learning
This revised blueprint will be effective with the 2005-2006 administration of the Standards of Learning Tests.
©2005 by the Commonwealth of Virginia, Department of Education, P.O. Box 2120, Richmond, Virginia 232182120. All rights reserved. Except as permitted by law, this material may not be reproduced or used in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without written permission from the copyright owner. Commonwealth of Virginia public school educators may reproduce any portion of these Blueprints for noncommercial educational purposes without requesting permission. All others should direct their written requests to the Virginia Department of Education, Division of Assessment and Reporting at the above address or by e-mail to email@example.com.
Chemistry Blueprint
Table of Contents
Standards of Learning (SOL) Test Blueprint
Introduction
What is a test blueprint?
A test blueprint is a guide for test construction and use. The Standards of Learning (SOL) test blueprints serve a number of purposes. They serve as a guide to test developers as they write test questions and construct the SOL tests. These blueprints also serve as a guide to educators, parents, and students in that they show:
(a) SOL covered by the test and which, if any, have been excluded;
(b) which SOL are assigned to each reporting category;
(c) the number of test items in each reporting category and on the total test;
(d) general information about how the test questions were constructed; and
(e) the materials that students are allowed to use while taking the test.
How is the test blueprint organized?
The blueprint contains the following information:
1. Test Development Guidelines: guidelines used by the testing contractor and the members of the Content Review Committees in developing the SOL tests. This section contains two parts:
A. General Considerations — lists general considerations that were used in developing the test as well as considerations specific to a particular content area.
B. Ancillary Materials — lists any materials that students are allowed to use while taking the test.
2. Blueprint Summary Table: — a summary of the blueprint which displays the following information:
* reporting categories for the test;
* number of test items in each reporting category;
* Standards of Learning (SOL) included in each reporting category. SOL are identified by numbers and letters that correspond to the original SOL document;
* SOL which are excluded from the SOL test;
* number of operational items on the test;
* number of field-test items on the test; and
* total number of items (operational and field-test items) on the test.
3. Expanded Blueprint: provides the same information as the Blueprint Summary Table except that the full text of each SOL is included.
What is a reporting category?
Each test assesses a number of SOL. In the test blueprint, SOL are grouped into categories that represent related content or skills. These categories are labeled Reporting Categories. For example, a reporting category for the chemistry test is "Atomic Structure and Periodic Relationships." Each of the SOL in this reporting category addresses understanding of the structure of atoms and the organization of the periodic table. When the results of the SOL tests are reported, the scores will be presented in terms of scores for each reporting category and a total test score.
Are some SOL assigned to more than one reporting category?
Letters under a particular SOL are sometimes coded to different reporting categories. For example, the SOL CH.4a which deals with the Avogadro's principle is assigned to the reporting category "Molar Relationships" in the test. However, SOL CH 4.c which deals with the partial pressure in chemical reactions is assigned to the reporting category "Phases of Matter and Kinetic Molecular Theory." Each lettered SOL is assigned to only one reporting category.
Will all SOL listed in the blueprint be assessed each time the SOL tests are given?
Each SOL will not be assessed on every SOL test form. To keep the length of a test reasonable, the test will measure a selection of the SOL within a reporting category. However, every SOL that is not excluded in the blueprint is eligible for inclusion on each form of an SOL test. Over time all SOL in a reporting category will be assessed.
Chemistry Test Development Guidelines
A. General Considerations
1. All items included in this test will address the knowledge and skills specified in the 2003 Virginia Standards of Learning in Chemistry.
2. Items will be examined for any content or context that stereotypes, offends, or unfairly penalizes students based on age, gender, economic status, race, ethnicity, religion, or geographic region.
3. The test will be untimed.
4. There is no penalty for guessing. Students will be scored on the number of correct answers out of the total number of operational items on the test.
5. The questions will be appropriate in terms of understandings and experiences that accompany an active science program.
6. Information will be presented through written text or through visual materials such as graphs, tables, models, or other illustrations.
7. Questions will require students to apply previously acquired knowledge and/or to use information that is provided in a prompt.
8. Measurements will be given in SI (metric), or English units where appropriate.
9. Students will be permitted scratch paper at any time during the test.
10. Four-function, scientific, or graphing calculators may be used on the test.
11. Students will be permitted to use standard (e.g., inches) and metric rulers during the test.
12. Students will be permitted to use a Periodic Table of Elements during the test. A reduced copy of this table follows the expanded blueprint. Students will be provided a larger version for use during the test.
B. Ancillary Materials
Refer to the current examiner's manual or the Department of Education's Web site for ancillary materials that may be used.
Chemistry Test Blueprint Summary Table
The topics of organic and biochemistry may appear in context in other questions, but will not be tested or reported separately from the categories above.
*These field-test items will not be used to compute students' scores on the test.
Expanded Blueprint
Reporting Category: Scientific Investigation
Number of Items: 10
Chemistry SOL in This Reporting Category:
CH.1 The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations and verifiable data. Key concepts include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
c) proper response to emergency situations;
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
f) mathematical and procedural error analysis;
g) mathematical manipulations (SI units, scientific notation, linear equations, graphing, ratio and proportion, significant digits, dimensional analysis);
h) use of appropriate technology including computers, graphing calculators, and probeware, for gathering data and communicating results; and
i) construction and defense of a scientific viewpoint (the nature of science).
Reporting Category: Atomic Structure and Periodic Relationships
Number of Items: 8
Chemistry SOL in This Reporting Category:
CH.2 The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of
a) average atomic mass, mass number, and atomic number;
b) isotopes, half lives, and radioactive decay;
c) mass and charge characteristics of subatomic particles;
d) families or groups;
e) series and periods;
f) trends including atomic radii, electronegativity, shielding effect, and ionization energy;
g) electron configurations, valence electrons, and oxidation numbers;
h) chemical and physical properties; and
i) historical and quantum models.
Reporting Category: Nomenclature, Chemical Formulas, and Reactions
Number of Items: 16
Chemistry SOL in This Reporting Category:
CH.3 The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations. Key concepts include
a) nomenclature;
b) balancing chemical equations;
c) writing chemical formulas (molecular, structural, and empirical; and Lewis diagrams);
d) bonding types (ionic and covalent);
e) reaction types (synthesis, decomposition, single and double replacement, oxidationreduction, neutralization, exothermic, and endothermic); and
f) reaction rates and kinetics (activation energy, catalysis, and degree of randomness).
Reporting Category: Molar Relationships
Number of Items: 8
Chemistry SOL in This Reporting Category:
CH.4 The student will investigate and understand that quantities in a chemical reaction are based on molar relationships. Key concepts include
a) Avogadro's principle and molar volume;
b) stoichiometric relationships;
e) solution concentrations;
f) chemical equilibrium; and
g) acid/base theory: strong electrolytes, weak electrolytes, and nonelectrolytes; dissociation and ionization; pH and pOH; and the titration process.
Reporting Category: Phases of Matter and Kinetic Molecular Theory
Number of Items: 8
Chemistry SOL in This Reporting Category
CH.4 The student will investigate and understand that quantities in a chemical reaction are based on molar relationships. Key concepts include
c) partial pressure; and
d) gas laws;
CH.5 The student will investigate and understand that the phases of matter are explained by kinetic theory and forces of attraction between particles. Key concepts include
a) pressure, temperature, and volume;
b) vapor pressure;
c) phase changes;
d) molar heats of fusion and vaporization;
e) specific heat capacity; and
f) colligative properties.
Revised December 1997
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Energy
Faith Seeking Understanding
- Joshua 6:1-20 (Jericho's walls came tumbling down -- as a result of sound energy)
Catholics making contribution to the topic
- Thomas Bradwardine (c. 1290–1349) – Archbishop of Canterbury and mathematician who helped develop the mean speed theorem
Science outcomes
1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. (Assessment does not include quantitative measurements of changes in the speed of an object or on any precise or quantitative definition of energy.)
2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (Assessment does not include quantitative measurements of energy.)
3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.
a. Emphasis is on the change in the energy due to the change in speed, not the forces, as the objects interact. (i.e. slower-moving objects have less energy to transfer; faster-moving objects have more energy to transfer)
4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
a. Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device. (Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.)
Engineering - Experiments - Extension Activities
- 1,3,4 Design and test a ramp system that will include a rolling ball that goes into a hole in an inverted cup at the base of the ramp, causing the cup to move. Test different elevations of the ramp (causing the ball to roll at different speeds) and mark or measure the differences in the distance that the ball moves the cup.
o Infer that the faster the ball rolls, the farther it moves the cup, because the ball has transferred more energy to it.
- 2 Use magnifying lenses to concentrate light and focus it on chocolate chips to melt them, to model light transferring to heat energy. *discuss safety of keeping magnifying lenses out of the light when you are not using them, so that they don't start a fire
Crosscutting Concepts
- Religion-
- Math-optional: measure distances
- ELA-cause/effect
- P.E.-kicking or throwing balls with different forces so they go different distances
- Social Studies-
Resources:
- magnifying lenses
- balls
- chocolate chips
- cups
- ramp-making materials (ex. rulers with a groove or long cardboard folded into an upside-down w-shape
1
PHYSICAL SCIENCE
to make a trough & something to elevate them)
PHYSICAL SCIENCE
Waves and their Applications in Technologies for Information Transfer
Faith Seeking Understanding
- Actions and visual symbols in Mass and the Sacraments, patterned liturgical responses between the priest/liturgical minister and the congregation
Catholics making contribution to the topic
- Francesco Maria Grimaldi (2 April 1618 – 28 December 1663) was an Italian Jesuit priest who was the first to make accurate observations on the diffraction of light, and coined the term "diffraction". Later scientists used his work as evidence that light was a wave.
Science outcomes
1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
a. Examples of models could include diagrams, analogies, and physical models using rope to illustrate wavelength and amplitude of waves. Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.
2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
a. Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.
3. Generate and compare multiple solutions that use patterns to transfer information.
a. Examples of solutions could include drums sending coded information through sound waves, using a coordinate grid and directions with off/on for each box representing black and white to send information about a picture, and using Morse code to send text.
Engineering - Experiments - Extension Activities
- 1. Use a rope to model varying amplitudes and wavelengths. You can have two people hold an end and one shakes it with different amounts of energy. You can have one person lay the rope out on the floor in a straight line, then shake it side-to-side to create differing amplitude and wavelength patterns that can be left visible for students to compare and/or measure.
- 2. Use a closed box with a small hole to look through on one side, and a medium-size hole on the end, and a picture or small object inside the box. With the medium-sized hole covered (no light), look into the small hole. You cannot see the object because no light is present. Uncover the medium-sized hole, look inside, view the object because light is entering the hole, bouncing off the object, and entering your eye. *Extension: allow only a dim amount of light to enter the box, and notice that more light allows you to see better than lesser amounts of light.
- 3. In small groups, have students design multiple signals to communicate basic classroom situational information (ex. need to use restroom, finished work, add on to the discussion's idea vs. share a new idea, need to sharpen a pencil, have a question…) Share ideas. Critique them for feasibility and being non-disruptive communication (don't give these parameters in advance, let the groups be very creative initially). Teacher/group selects one or more to try for a certain time-period and then re-evaluates their effectiveness.
Crosscutting Concepts
- Religion-Sacramental symbols
- ELA-students grouped by sport & creates a demonstration to explain signals related to their sport
FOURTH GRADE
- Math-coordinate grid picture based on "off/on" code
- P.E.-sports signals (whistles, hand signals, flags, team codes for plays)
- Other
- Social Studies-drumming, flags, horns, morse-code, smoke-signals to communicate across distances
Resources:
- ropes
- closed boxes
- small objects for inside the box
- optional – number/letter grid "off/on" picture* See Appendix.
SCIENCE
LIFE SCIENCE
From Molecules to Organisms: Structures and Processes
Faith Seeking Understanding
- Psalm 139: 13-16 (God formed me in my mother's womb, I am fearfully & wonderfully made)
Catholics making contribution to the topic
- Antonio José Cavanilles (16 January 1745 – 5 May 1804) was a leading Spanish taxonomic botanist of the 18th century. He named and classified plants based on their structures.
Science outcomes
1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
a. Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment is limited to macroscopic structures with plant and animal systems.
2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
a. Emphasis is on systems of information transfer. Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.
b. Examples: dogs use scent, robins hear worm underground, snakes sense heat with their tongues, sharks sense electrical signals from the animals around them, bats use sound (echolocation) to know what is around them
Engineering - Experiments - Extension Activities
- 1-plants: diagram a plant naming its parts and telling their function to help the plant survive, grow, and reproduce. (roots anchor plant & take in water and nutrients; stems transport water, nutrients, and food; leaves make food; petals attract pollinators to assist reproduction; seeds are formed to reproduce; thorns or other defensive structures protect the plant)
- 1-animals: match pictures of animal organs to their functions (heart pumps blood, stomach digests food, lungs obtain oxygen, brain controls body functions, skin protection & sensing)
- 2 sensing scent: simple version-place a container with some strongly-scented item in a hidden location in your classroom while the students are out. Have the class use their sense of smell to locate the hidden object. (ex: onion/garlic, vanilla, etc.) complex version-create containers (such as snack-size zip-close baggies) with cotton balls soaked in a variety of clear scents (vanilla, vinegar, perfume, rubbing alcohol, etc.). Make sets of same-scent containers. Number them all differently so that the teacher will have a master-list of which containers have which scents. Randomly give the scent bags to each student and have them use their sense of smell to find their "scent buddies" to make a group.
Crosscutting Concepts
- Religion-Creation
- ELA-compare/contrast
- Math-
- Social Studies-
- P.E.-
- Other
Resources:
- flowering plant with its root system
- pictures of animals' internal organs
FOURTH GRADE
- snack-size zip-close baggies
- cotton balls
- Animal Senses video http://www.bbc.co.uk/learningzone/clips/senses/2242.html
- scents
- Nova Nature video clips
SCIENCE
Earth's Place in the Universe
Faith Seeking Understanding
- Genesis 1:3-26 (Creation sequence)
Catholics making contribution to the topic
- Coronado discovered the Grand Canyon (Catholic Spanish explorer)
Science outcomes
1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
a. Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock. Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time (first, next, then, later, last).
Engineering - Experiments - Extension Activities
- Examine photographs of the Grand Canyon or other rock-layer photos/diagrams with fossils to identify evidence of changes in landscape over time. Realize that lower layers occurred first, and upper layers are more recent.
o Kansas connections:
[x] Sternberg Museum "fish within a fish"
[x] limestone in this area contains fossil evidence of mollusks and marine life
[x] rock formations with layers
- model rock layers in clear plastic cups – ex. edible version: blue-dyed whipped topping with Swedish fish candy (water), vanilla wafer crumbs with one salad-ready spinach leaf for land plants, Oreo crumbs with gummi worms for topsoil (relate to order of the Creation story in Genesis 1:3-26)
Crosscutting Concepts
- Religion-Creation story
- Math-
- ELA-sequence of events
- P.E.-
- Other
- Social Studies-Kansas history/geography, regions
Resources:
- GoogleMaps "street view" of Grand Canyon on the Colorado River https://www.google.com/maps/views/home?gl=us
- Grand Canyon photographs http://www.nps.gov/grca/index.htm
- Kansas Monument Rocks http://www.naturalkansas.org/monument.htm
- clear plastic cups
- Kansas Travel: Rock Formations http://kansastravel.org/chalkkansas.html
- foods or other materials to model rock layers
EARTH AND SPACE SCIENCE
Earth's Systems
Faith Seeking Understanding
- Two Foundations (sand vs. rock) (Matthew 7:24-27)
Catholics making contribution to the topic
- Nicholas Steno, Danish Catholic bishop & scientist, founder of modern stratigraphy (rock-layer theory) (beatified in 1988 by Pope John Paul II)
Science outcomes
1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
a. Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow. Assessment is limited to a single form of weathering or erosion.
2. Analyze and interpret data from maps to describe patterns of Earth's features.
a. Maps can include topographic maps of Earth's land and ocean floor, as well as maps of the
locations of mountains, continental boundaries, volcanoes, and earthquakes.
Engineering - Experiments - Extension Activities
- 1 Wind weathering- pan of flour, use a straw to blow with different force across the flour and see the different amounts of weathering it causes. Water erosion-pan of sand, pour water at different amounts or rates, or with the pan angled at different inclinations, to compare effects of erosion. *See Engineering Design for an extension activity based on these concepts.
- 2 Analyze a map showing the "Ring of Fire" to recognize that volcanoes and earthquakes occur along the boundaries of tectonic plates. Mountain ranges often occur along these boundaries, as well.
Crosscutting Concepts
- Religion-Stewardship of Creation (Genesis 1)
- ELA-
- Math-
- Social Studies-landforms, regions
- P.E.-
- Other
Resources:
- OneGeology site http://www.onegeology.org/extra/kids/home.html
- Ring of Fire Map from US National Park Service
- Ring of Fire from National Geographic Education http://education.nationalgeographic.com/education/encyclopedia/ring-fire/?ar_a=1
- https://www.volcanogallery.com/volcano_rofire.htm
- Ology: Earth http://www.amnh.org/explore/ology/earth
- (optional ) Wyandotte Water Rally (free field trip opportunity)
http://www.teacherspayteachers.com/Product/FREE-Weathering-Erosion-and-Deposition-Sorting-
- (optional) fieldtrip possibility: Environmental Fair in Topeka at the Kansas History Museum (one day, in
- (optional) Weathering sorting activity – free on Teachers Pay Teachers Activity-354192
7
EARTH AND SPACE SCIENCE
April)
Earth and Human Activity
Faith Seeking Understanding
- Stewardship of Creation – Pope John Paul II's encyclical Centesimus Annus "We are not gods, but stewards of the Earth."
Catholics making contribution to the topic
- Sister Paula Gonzalez (born 1932), a Sister of Charity, in the USA. Researcher, activist, and founder of EarthConnection, an environmental learning center, with a focus on renewable-energy technologies for sustainable living.
Science outcomes
1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
a. Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials (nuclear fission). Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels, water pollution from spilled oil.
2.
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
a. Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity. (limited to earthquakes, floods, tsunamis, and volcanic eruptions)
Engineering - Experiments - Extension Activities
- 1 – Wind power debate OR persuasive letter to the governor of KS about which form of energy Kansas should use to increase its production of electrical power.
o Wind Power Debate – in teams of 2-4 students, use teacher-provided informational texts about the use of wind energy to create electricity. Half of the groups are assigned to be "for" the use of wind energy, and half of the groups are assigned to be "against" the use of wind energy. Identify supporting evidence and reasons that match your group's opinion. Create a visual or audio presentation to convince others of your position. Optional-host a debate-style presentation of the groups' positions. Class survey for reaction. *See Appendix
o Persuasive letter to the Governor – Each student (or pair) chooses ONE source of energy that they think Kansas should use more of to increase electricity. Using reasons and supporting evidence from class-activities and research, students explain why their source is environmentally-friendly and works with the natural resources of Kansas, specifically. May be written in a business-letter style format, or as a postcard with a student-drawn picture of their energy source on one side. Really mail it!
- 2 - Given a set of building materials (anything, but the same limited set of materials should be given to each group) students work cooperatively to design a house on a base that will withstand being shaken in a simulated earthquake. All groups' houses are tested. Students use a new set of the same materials to refine their design and attempt to improve its stability/durability during a second earthquake simulation.
Crosscutting Concepts
- ELA-persuasive writing; debate; use evidence/examples and reasons to support opinions
- Religion- Stewardship of the environment (Genesis & 7 th Commandment)
- Math-design variables; reason abstractly
- P.E.-
EARTH AND SPACE SCIENCE
FOURTH GRADE
SCIENCE
- Social Studies-state government, regional resources and natural earth processes
- Other
Resources:
- multiple student-accessible text sources on renewable and non-renewable energy resources *See Appendix for list of suggested resources
- poster-making supplies (or technology resources such as PowerPoint)
- building materials to make a model house, on a flat base
- student-survey of opinions before/during/after Wind Power Debate *See Appendix
- (optional) fieldtrip possibility: Environmental Fair in Topeka at the Kansas History Museum (one day, in April)
Engineering Design
Faith Seeking Understanding
- Two Foundations (sand vs. rock) (Matthew 7:24-27)
Catholics making contribution to the topic
- Nicholas Steno, Danish Catholic bishop & scientist, founder of modern stratigraphy (rock-layer theory) (beatified in 1988 by Pope John Paul II)
Science outcomes
1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Engineering - Experiments - Extension Activities
- Prior to this, complete the "Earth's Systems" lab: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
o Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow. Assessment is limited to a single form of weathering or erosion.
- Using what the students have learned about erosion, have them identify an erosion problem in their school/community. Define "criteria for success" and design constraints for the class.
- Have student groups design a possible solution to the erosion problem.
- All groups should share their solution with the class. The class will discuss the pros & cons of each solution, and evaluate it based on how well it is likely to meet the criteria and constraints of the problem. One "best" solution should be identified, and may be modified based on group discussion.
- If possible, the whole class should then work to plan and carry out tests on the planned solution, identifying variables that can be controlled. During and after the tests, students should identify failure points and make adjustments to improve the outcome.
- (optional) Present final solution to the principal or school/parish community through writing or speaking. Examples could include an advertisement for the new program, a letter to the community describing the project, a video-recording of students explaining and implementing the project, or students speaking at a parent meeting, school assembly, or parish committee meeting about the project.
Crosscutting Concepts
- ELA-persuasive writing/speaking
- Religion- Stewardship of the environment (Genesis & 7 th Commandment)
- Math-
- P.E.-
- Other
- Social Studies-
Resources:
- materials will vary based on project design
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February 11, 2021
Red River Basin River Watch Annual Report 2020
Red River Basin River Watch takes a watershed-based, cross-
curricular approach to learning. We strive to introduce students to their local watershed, allowing them to connect to the world around them both upstream and downstream. We do this by educating students in their home watershed as well as connecting them with schools throughout the basin.
Danni Halvorson
Director - Education International Water Institute
Contents
1.
PROGRAM OVERVIEW
3
8
8
8
Program Overview
Staring its 26 th year, the Red River Basin River Watch Program (RW) has delivered innovative watershed education programming to schools and communities across the Red River of the North Basin. Education is the most effective tool to change attitudes and behaviors. RW offers a suite of classroom and outdoor activities designed to address MN water quality improvement initiatives that fit with the MN Clean Water Council's Mission to Protect and Restore Minnesota's Waters for Generations to Come, including:
Build capacity of local communities to protect and sustain water resources
Provide education and outreach to inform Minnesotans' water choices
Encourage citizen and community engagement on water
Support from the Red River Watershed Management Board and local watershed districts has built an effective and popular watershed education program across the Red River of the North Basin that focuses on water quality. Since program inception, RW teams from schools throughout the Red River Basin have collected water quality data used by the MN Pollution Control Agency to complement the state's assessment of surface waters. Clean Water funds enable the International Water Institute (IWI) to build on this established and popular RW foundation by providing additional opportunities for participants to understand how to protect and improve MN's valuable water resources, including:
- Biological Monitoring
- River Explorers
- Real-Time Monitoring
-River Watch Forum
- River of Dreams
-Teacher Training
The staggering scope and scale of Minnesota's water quality problems
requires society to prioritize problems and adopt practical, cost-effective, policies and solutions. Many people lack the tools/knowledge necessary to make informed and efficient water resource decisions. The science reasoning and critical thinking skills required are seldom taught through a traditional classroom curriculum. RW allows us to put the tools in the toolbox giving our future decision makers a strong water resource foundation to draw on.
Project Progress
This report is for the Clean Water Legacy Red River Basin River Watch Project covering January 2020 through December 2020. The Red River Watershed Management Board is the project sponsor with lead coordination and project management provided by the International Water Institute. The remainder of this report is organized by activities undertaken in 2020. The 2020 – 2021 Clean Water Fund Work Plan is included as Attachment A.
25th Annual Forum
The 25th River Watch Forum wrapped up in early May in quite an unusual way. Although the Forum projects took place in person, in classrooms and community meetings throughout the Red River Basin, we were unable to gather all our students together in one place to celebrate 25 years of River Watch. Though nothing truly compares to gathering students from across our watershed, we did create a series of videos to highlight the work being done by our River Watch Teams and to celebrate another year of River Watch. For this year's Forum project, River Watch Students and teachers delivered many innovative and exciting programs to engage people of all ages in watershed education. Portions of our virtual
Forum videos came from elementary classrooms, early morning team meetings before school, and community gatherings throughout the Red River Basin. We had a total of 19 projects turned in from 13 sub-watersheds. Combined, the efforts of our River Watch Teams reached over 305 people!
Though we were expecting to gather in March with over 300 students in attendance and are looking forward to working with students again, we were encouraged that our videos, and student projects, were viewed over 2,400 times!
With so much of this year's Forum being focused on the future of River Watch, one thing we want to continue to grow in is sharing information or videos online to reach a greater amount of people. Our programming is meant to provide a diverse skill set and challenge students to think critically about the watershed they live in. As seniors in River Watch move on to their next chapter, we would like to thank them for being in River Watch and encourage them to keep in touch about special projects and internships in the future.
Check out the 2020 Forum details here.
River of Dreams
Due to school closures and social distancing guidelines, all Spring 2020 group canoe launches were canceled as were the last remaining classroom visits. In response, our teachers had to adapt accordingly and we have been working to support whatever alternative works best for them and their classrooms. A majority of our participants postponed releases until Fall 2020, with hopes of being able to launch canoes as a class. Other schools opted to have students launch their canoes with their family and share photos with one another.
Though being present at the canoes launches and hearing the dreams of each student are highlights of our staff team, we have appreciated the opportunity to support our schools in whatever we can! Even though programming has looked a little different this spring and summer, canoes launched in recent years continue to make their way to Hudson Bay!
To view the latest River of Dreams sightings, click here.
A local science teacher, found a 2018 canoe while out on a recent paddling trip (left). Another 2018 canoe was found upstream from the previous find by a family out exploring, they cleaned it off and returned it to its journey (right).
2021 River of Dreams activities will begin in a virtual setting with pre-recorded local watershed information activities designed to engage the students in learning watershed vocabulary followed by an interactive Zoom session that takes students around their local watershed illustrating how they connect to the rest of the world around them.
5
River Explorers
River Explorers is an educational program that was created to get students in our River Watch program out on the rivers that they sample on. While out in our fleet of kayaks, students take photos and make observations on wildlife, land use, water quality, and anything else that catches their eyes. All of this is put together to create a "story map" on ArcGIS online to share the paddling adventure with the public. We hope that helping students get out on the rivers in their watershed will lead to more members in the community recreating in their free time – a hobby that is especially relevant during a season of life where people find themselves increasingly outdoors!
Using ArcGIS Online, River Watch Teams compile maps with photos and commentary from their River Explorers Paddling Trips. If you're interested in scoping out some of the tributaries to the Red River, take a look at the River Explorers Map Gallery at the button below.
View Paddling Trips
Here!
Water Quality and Macroinvertebrate Virtual Activities
With in-person activities limited due to COVID-19, we created virtual activities for River Watch students to work on in the classroom. A water quality activity where students look at data from water quality samples collected from the Red River and identify a location where individual samples were collected. This activity was designed to familiarize students with water quality parameters, water quality standards, ecoregions, pollutants and stressors. This activity was created in two parts. Part 1 - Water Quality Parameters can be viewed here and part 2 - Red River WQ Data here.
Similar to the water quality activity, the macroinvertebrate activity was created to enable students to learn about macroinvertebrates, how to sample for them, and how to identify individual specimens. They begin by going through an Introduction to Macroinvertebrates which covers these questions:
* What is a macroinvertebrate?
* How do you identify a macroinvertebrate?
* Where do macroinvertebrates live?
* What is the purpose of macroinvertebrate sampling?
* How do you fill out a pollution tolerance index rating sheet?
Once the Introduction to Macroinvertebrates is completed, students begin working on identifying specimens collected from 5 sampling sites within the Red River Basin. For each sampling site they are asked to completing the following:
* Identify 4 specimens using a dichotomous key
* Complete a Pollution Tolerance Index (PTI) rating sheet
* Submit your PTI rating with the form included on the left side of the PTI section
* Submit a final review at the end of each site.
This activity was also created in two parts but can be viewed in its entirety here.
Continuous Monitoring Stations in the Red River Basin
In the Spring of 2017, the International Water Institute hosted David Arscott and Shannon Hicks from the Stroud Research Center. David and Shannon led a workshop on assembling, coding, and deploying continuous monitoring stations known as the "Stroud Stations." At the end of the workshop, our staff team deployed their first station on the Wild Rice River in Twin Valley, MN. Stroud Stations take a reading from a probe affixed to a rebar pole in the river bed. Every five minutes the stations collect conductivity, temperature, and depth readings.
Since 2017, IWI has added stations every year; launching them in the spring and retrieving them in the fall before the ice covers the basin. In addition to IWI staff, River Watch Teams help maintain stations in their sub-watershed - ensuring that the data is compared to sonde data and that the stations stay in tip-top shape. The most recent workshop resulted in 8 new stations being assembled and coded! Come this spring, 15 stations will be deployed throughout the Minnesota side of the Red River Basin!
26th Annual River Watch Forum
Theme: Just Around the River Bend in Late February to Mid-March 2021. This year's River Watch Forum will be hosted virtually over three weeks! Every week, a new challenge will be issued allowing River Watch students to work together as a team (even if distance learning). Our education team is busy building the final components and gathering resources to host this virtual forum. We are very much looking forward to being 'just around the river bend' with all our River Watch students and teachers!
Project Management and Reporting
This report was submitted to the MPCA project manager February 11, 2021. The report will also be submitted by February 15, 2021 to the Commissioners of Education and MPCA, along with the Legislative and Education Committees. Invoices have been submitted quarterly and included in Attachment B is a summary of the project budget covering January 2020 through December 2020.
Social Media Highlights
Year in Review
Though this year was different than many years past, 2020 was still a great year for the River Watch program. All of our staff grew in their "virtual" skills, found creative ways to continue our programming, and made the best of an uncertain time. Some of our top highlights from 2020 are:
The 25 th Annual River Watch Forum! The Forum was meant to be a large celebration; awarding project winners amongst the 2019-2020 River Watch participants while also celebrating 25 years of watershed education. Instead, the Forum went virtual! Forum videos were viewed over 2,400 times!
River of Dreams started with a bang! Staff visiting over 55 classrooms in 4 weeks!
381 River of Dreams canoes were launched with many more hoping to make a delayed start to their journey this coming spring!
IWI was featured in the Grand Forks Herald; showcasing a fun spin on our traditional ROD program with future teachers getting the opportunity to be students.
Check out a recent video, Education Program Highlights from 2020!
Just as 'river recreation' does not have a static definition, watershed education is not one-dimensional either. Watershed Education is not solely about gathering water quality data or learning geography but rather, about experiencing the river in a holistic sense. This is the idea behind expanding our programming past water quality monitoring to include annual conferences, macroinvertebrate sampling, River of Dreams, and River Explorers.
Attachments
Attachment A - RED RIVER BASIN RIVER WATCH 2020 - 2021 Clean Water Fund Project Work Plan and Budget
Attachment B – Budget Summary January 2020 - December
ATTACHMENT A
Tempo AI: 190279
Tempo Activity ID: PRO20200001
RED RIVER BASIN RIVER WATCH 2020 - 2021 Clean Water Fund Project Work Plan and Budget
Project Description: brief description/summary of proposed project
MN Legislative Clean Water Fund funding ($300,000) to the Red River Watershed Management Board for the River Watch Program. River Watch (RW) enhances watershed understanding and awareness for tomorrow's decision-makers through direct hands-on, field-based experiential watershed science. Schools throughout the Red River of the North Basin participate in a variety of unique and innovative watershed engagement opportunities suited to their school, community, and watershed needs.
Project start date: January 1, 2020
Project end date: June 30, 2022
Non-point source pollution is the leading source of water quality impacts on rivers and lakes. In the Red River Valley, as elsewhere in Minnesota, citizen involvement is crucial to identifying and reducing problems from non-point source pollution. This project will build on the foundation of the existing Red River Basin River Watch program.
The River Watch program will be delivered through an effective working partnership between local schools and communities; local, state, and federal agencies; and academic institutions throughout the Red River Basin (https://iwinst.org/mesmerize/watershed-education/). The Red River Watershed Management Board (RRWMB) will be the project sponsor with lead coordination and project management provided by the International Water Institute.
Project location:
Major
watersheds:
Mustinka, Bois De Sioux, Otter Tail, Buffalo River; Upper Red River of the North, Marsh, Sandhill, Clearwater, Red Lake, Thief, Snake, Grand Marais, Tamarac, Two, and Roseau Kittson, Roseau, Marshall, Red Lake, Pennington, Polk, Beltrami, Clearwater, Mahnomen, Norman, Clay Becker Ottertail, Wilkin, Grant, Stevens, Traverse and Big Stone
Hydrologic unit codes:
09020101, 09020102, 09020103,
09020106, 09020104, 09020107,
09020301, 09020303, 09020304,
09020305, 09020306, 09020309,
09020311, 09020312, 09020314
Counties:
River Watch teams engage in water quality monitoring, scientific research and education initiatives across the Red River Basin, extending the amount of data available for assessing our watershed health and contributing to improved awareness and involvement in watershed management.
Work Tasks in bold below followed by measurable outcomes in italics directly below task.
RIVER OF DREAMS: Engage elementary students in River of Dreams (ROD) a hands-on education program focused on the valuable river resources of the Red River Basin. Provide integrated classroom and outdoor experiences that build awareness of river ecosystems and watershed connections, increase student capacity to make informed decisions about their environment, and instill a sense of place about the uniqueness of their local watershed; historic, economic, and ecological.
Work tasks/Measureable outcomes:
Secure participation and implement ROD activities in 60 elementary classrooms in the Red River Basin.
o School classrooms sessions. Hold classrooms sessions to present materials and go over program expectations. Completed April 2020 (30 classrooms) and April 2021(30 classrooms).
o School contacts. Solicit classrooms to be involved. Identify lead teacher and determine the number of students to be involved. Completed March 2020 (30 classrooms) and March 2021 (30 classrooms).
o Field sessions with ROD participants. Release of individual ROD canoes and review of watershed lessons learned by students. Completed June 2020 (30 sessions) and June 2021 (30 sessions).
o Teacher evaluation of implementation, problems, and highlights of ROD activities, as well as pre/post surveys of students. Completed December 2020. Results will be reported as part of Final Report due June 15, 2022.
Purchase ROD materials, assemble classroom packets and Data entry.
o Package classroom resources for delivery including canoe assembly. Ongoing completed November 2021.
o Purchase classroom resources; books, art supplies, canoes and canoe labels. Ongoing completed November 2021.
o Create canoe pages and enter canoe tracking information into the ROD database. Ongoing completed November 2021.
RED RIVER EXPLORERS PADDLING PROGRAM: Increase awareness and knowledge of local land use and watershed connections through a Red River Explorers Paddling Program to allow RW teams and community members to "water-truth" streams in the Red River Basin, documenting local watershed conditions.
Work tasks/Measureable outcomes:
Red River Explorers Paddling Program river route determinations to allow RW teams and community members to safely explore and document river conditions.
o Equipment and materials purchased for river trips and documenting field conditions. Completed July 2021.
o IWI paddling staff scout rivers at different water levels to assess safety and water levels needed for safe passage by RW student exploratory teams. Ongoing through 2021.
Lead 8 guided river ecology excursions in both 2020 and 2021 on various reaches of rivers in the Red River Basin.
o Create and share information from river trips on IWI website via on-line map and multimedia reports. Reports may include the following; number of trip participants, river route and reaches covered, photo-documentation of river conditions, and a summary of observations by trip participants on river conditions and recreation suitability. Completed December 2021.
o Sixteen guided river ecology excursions in the Red River Basin, all utilizing GPS and mapping/photo documentation of baseline geomorphology and recreation conditions. Completed November 2021.
o Final Report to include river miles explored, number of participants and links to all of trip reports Completed June 15, 2022.
Watershed Connections: Macroinvertebrates and outreach.
o Provide macroinvertebrate monitoring resource materials and equipment for RW schools with assistance from IWI staff. Ongoing over contract period, completed December 2021.
o Produce and distribute a quarterly electronic newsletter that promotes watershed education and awareness in the Red River Basin. 8 newsletters developed over the contract period. Completed December 2021.
STEM ASSISTANCE: Assist in provision of Science, Technology, Engineering and Math (STEM) education and engagement opportunities through watershed science.
Work tasks/Measureable outcomes:
Provide professional teacher development through watershed inquiry and education opportunities. Regional fall kick-off events, incorporating team building skills, local watershed project presentations and data interpretation will be held for RW teachers and youth leaders. Summer training sessions will be held for teachers and RW team captains to provide extended learning opportunities on watershed topics such as river ecology, watershed connections, and biological monitoring.
o 2-3 regional fall kick-off events in both 2020 and 2021 and one summer teacher and one summer youth training session. Summary report will be provided to document participants at regional kick-off events, topics covered, and evaluation comments from participants. A summary report will also be provided for the summer trainings documenting participation, materials presented, and evaluation summary from participants. Completed December 2021.
Utilize the annual River Watch Forum to provide exposure to relevant research topics and an opportunity to present findings from current research involvements. Provide opportunities for youth to engage in scientific research and outreach.
o Summary report written to document participating RW teams/schools and highlighting awards and watersheds represented in research, with links to posters. To be completed by June 30, 2020 and June 30, 2021 and included in Final Report due June 15, 2022.
o River Watch Forum presented in February or March 2020 and 2021 with keynote speaker and concurrent sessions focused on emerging watershed education and research. Poster displays, written reports and/or video presentations of assigned research topics, service learning projects and special investigations by RW teams in collaboration with watershed partners. Completed April 2021.
Expand stream monitoring activities to include real-time continuous data collection. Provide opportunities for youth to engage in the construction, deployment and data analysis of continuous monitoring stations.
o Solicit RW teams to be involved. Identify deployment locations and purchase equipment to build 7 continuous monitoring stations. Completed June 2020.
o School classrooms sessions. Hold 7 classroom sessions to present materials and build monitoring stations. Completed December 2020.
o Field sessions to install monitoring stations. Deploy 7 stations, instruct on maintenance and data download. Completed June 2020.
o Field sessions to download data, perform station maintenance and remove for winter storage. Visit 14 monitoring stations two times per year (maintenance and removal). Completed December 2021.
o Teacher and student evaluation of implementation, problems, and highlights of continuous monitoring activities. Completed December 2021. Results will be reported as part of Final Report due June 15, 2022.
OVERSIGHT: Project Management and Reporting
Work tasks/Measureable outcomes:
Track project grant-related expenditures. Compile and organize invoices, pay bills and submit for expense reimbursements in a timely manner.
o Grant-related expenditures tracked, bills paid and expense reimbursements submitted at least quarterly.
Track objectives, tasks, and FTE to ensure outcomes are being met. Prepare and complete reports and results from the Red River Basin River Watch program as follows:
o Final report of project outcomes, budget/FTE, and final evaluation results by June 15, 2022 to all entities receiving February 15, 2021 report noted above.
o Interim report and initial evaluation to Commissioners of Education, MPCA and Legislative and Education Committees by February 15, 2021.
o Annual site visit with MPCA project manager in spring 2021 and 2022.
PROJECT BUDGET:
(Final Report shall include actual FTE)
Estimated FTE
:_2.25
**Mileage billed according to the State of Minnesota Commissioner's Plan Rate
ATTACHMENT B
Red River Watershed Management Board
Invoice #:
3
SWIFT #:
169253
Invoice date:
1/26/2021
PO #:
25521
Invoice period:
10/1/20 - 12/31/20
(mm/dd/yyyy - mm/dd/yyyy)
Tempo Agency Interest:
190279
Tempo Activity ID:
PRO20200001
Project title:
Red River Basin River Watch 2020-2021
Local Partner:
Red River Watershed Management Board
Local Partner Authorized Representative:
Danni Halverson
MPCA Project Manager:
Kelly O'Hara
State Authorized Representative:
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FACT SHEET: Climate Change Can Be COLD!
(General)
States like Texas were caught off guard by the sudden cold, which led to waves of blackouts and lack of heat and water as pipes froze. North Texas experienced its coldest day in 72 years (minus 18C).
With average temperatures rising around the world due to greenhouse gas emissions, there is more heat in the global climate system. That's already having some predictable impacts, like an increase in the frequency and intensity of heat waves.
Global Warming Can Have the Opposite Effect
* Some researchers are concerned that warming in the Arctic will increase the chances of frigid polar air spilling further south, leading to more periods of extreme cold in the near term.
* Ordinarily, the freezing air of the Arctic remains over the North Pole encircled by a fast-moving narrow band of winds called the jet stream. These winds, which can reach 400 kilometers per hour, are between 8 and 14 kilometers above the Earth's surface.
* The jet stream acts as a barrier between the spinning cold air in the north and the warmer air to the south. This trapped area of cold air is known as the polar vortex.
* The jet stream has been described as a rim around a bowl, keeping the cold air of the polar vortex in place. The cold air is heavier, so it stays in this "bowl" and is "stable".
But what happens when the Arctic gets hit with warm weather?
* As Arctic air warms, it becomes less dense and has more energy. It can more easily break out over the "bowl" and cause waves in the jet stream. The polar vortex ends up being less stable and cold air spills out to the south.
* These waves in the jet stream can appear anywhere and bring cold, severe weather southward.
The February 13–17, 2021 North American winter storm had widespread impacts across the United States, Northern Mexico, and parts of Canada.
The storm caused blackouts for over 9.9 million people in the U.S. and Mexico, most notably the 2021 Texas power crisis. By March 25, the death toll had risen to at least 137.
What does climate change mean for extreme cold events in the future?
* Scientists expect that winters will warm faster than summers across North America. More heat records will be broken in the coming years than cold records.
* It is possible winters can warm up over the long term while the polar vortex may spill over more frequently in the near term. Scientists do expect to get a better handle on what to expect with cold weather extremes as they gather more data.
For More Information:
The polar vortex, explained - National Geographic (includes video)
https://www.nationalgeographic.com/environment/ article/polar-vortex
The polar vortex is coming - National Geographic (video included)
https://www.nationalgeographic.com/environment/ article/the-polar-vortex-is-coming-raising-odds-forintense-winter-weather
On the sudden stratospheric warming and polar vortex of early 2021 - Climate.gov https://www.climate.gov/news-features/blogs/enso/ sudden-stratospheric-warming-and-polar-vortexearly-2021 | <urn:uuid:666e8f4d-7f91-4b81-8775-1f801e8e7de3> | CC-MAIN-2021-21 | https://www.3ne.ca/wp-content/uploads/2021/04/Climate-Change-Can-Be-Cold-Fact-Sheet-General-e.pdf | 2021-05-11T01:15:28+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00396.warc.gz | 617,580,426 | 664 | eng_Latn | eng_Latn | 0.998421 | eng_Latn | 0.998421 | [
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The Importance of Self-Care – in 2020 and Beyond
Bullying Prevention Starts With Adults
Low-Cost Internet for Families
Para leer en español, clic aquí.
THE IMPORTANCE OF SELF-CARE – IN 2020 AND BEYOND
When we as parents think about how a day can be – whether it's chaotic, confusing, hectic, sad, disappointing or full of excitement – it's OUR day. We own it, no matter how it's packaged. But a big question we need to ask ourselves is "did I take the time to care for myself so that I can unwrap the gifts the day is offering?"
How well do we as parents take care of ourselves and meet our own needs for a mentally, physically and emotionally healthy life?
"Self-care is a broad term that can include physical, emotional, cognitive, social, and spiritual aspects of your life," Joshua Klapow, Ph.D., clinical psychologist and host of The Kurre and Klapow Show, told Bustle.com. "All are important, and all are associated with more positive experiences, longevity, and a better quality of life."
Making time for yourself matters for everyone, including (and especially) parents. Proper self-care can improve your well-being and your family's. Here are five self-care activities to get you started:
Take the self-care assessment from NAMI to help discover what areas of self-care you can improve in
Aim for at least seven hours of sleep each night for emotional and physical self-care
Try to do one thing every day that improves your mental of physical health in some way, i.e. go for a walk after dinner, or call a friend that you haven't seen in a while
Check out this list of self-care apps* that puts wellbeing just a tap away
Start a self-care journal, and reflect on how you took care of your health each day
As we approach the new year, resolve to make time for self-care rituals every day. Let 2020 be your year of renewal and rejuvenation
* Inclusion of this link does not imply endorsement nor support of these apps by PTA
BULLYING PREVENTION STARTS WITH ADULTS
Kids may not always recognize teasing as bullying – especially when it happens online – and some may be too embarassed or ashamed to talk to their parents about it. That's why it's important to talk about online and digital behavior before your child starts interacting with others online.
To prepare your child to go online – or if you know that your child is being bullied online – offer them these steps that can be taken immediately:
Sign off the computer. Ignoring a bully and walking away is definitely not a coward's response! Bullies thrive on the reaction they get, and if you walk away or ignore hurtful emails or instant messages, you're telling the bully that you won't engage.
Don't respond or retaliate. If you're angry or hurt, you might say things you'll regret later. Cyberbullies often want to get a reaction out of you, so don't let them know their plans have worked.
Block the bully. If you get mean messages through an instant messaging or a social networking site, take the person off your buddy or friends list. You also can delete messages from bullies without reading them.
Save and print out bullying messages. If the harassment continues, save the evidence. This could be important proof to show parents or teachers if the bullying doesn't stop.
Talk to a friend. When someone makes you feel bad, sometimes it can help to talk the situation over with a friend.
Tell a trusted adult. A trusted adult is someone you believe will listen and who has the skills, desire and authority to help you. Telling an adult isn't tattling – it's standing up for yourself. And, even if the bullying occurs online, your school probably has rules against it.
For more information and resources on bullying prevention, visit www.capta.org/bullying-prevention.
LOW-COST INTERNET FOR FAMILIES IN CALIFORNIA
Did you know that low-income families may be eligible for discount internet service at home for $10-$20 a month? Offers are available from AT&T, Spectrum, Comcast, Cox, and Frontier. Learn if your household qualifies by visiting www.everyoneon.org/capta.
Please distribute information at your school, community events and your
organization's newsletters. You can find printable flyers in English and Spanish and access detailed information at www.internetforallnow.org/educators_toolkit.
TAKE ACTION!
Our store now has certificates, ribbons, medallions and lots of other items with the 2019-20 theme "Look Within." SHOP NOW
Monthly Arts Poll Question
Units are invited to apply for a monetary donation from the Smart & Final Charitable Foundation. READ MORE
Help our arts education advocates by taking a quick survey about dance education in your child's school.
TAKE THE SURVEY
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Does My Writing Flow?
One of the most frequent questions writers ask themselves or others is "does my writing flow?" Other variations of this question include "does this make sense?" and "can you understand what I am saying?" The term flow is a vague term that writers use when describing some concern of clarity, coherence, or conciseness. However vague this term may be, writers know it is a very important concern about their work. If you find yourself concerned about the flow of your writing, then here are some strategies to improve it.
1. Pretend you are the reader of your paper.
* By looking at your paper from the perspective of a reader, you are checking and making sure your writing is clear to someone who might not be as informed of the paper's topic as you are.
* Often when we write, our work makes sense to us because we are the ones who create it. However, at a certain point in the writing process, our writing may become unclear even to us. When we as authors begin to lose sight of our paper's train of thought, other readers are sure to be confused as well.
* Some questions you might ask to place yourself in the reader's shoes are:
ii. How do my body paragraphs connect back to my thesis, and is the connection easy to see?
i. Would my classmates be able to understand the level of vocabulary I am using?
iii. Would someone not in my class understand what I am trying to say?
* Outlining is not only a great pre-writing exercise, but it also can serve as a great post-writing tool. Reverse-outlining means just what it sounds like. It breaks down an already written essay into its basic parts (such as thesis statement, topicsentences, and the points of proof/explanation used within your body paragraphs), and it allows a writer to see how well topic sentences and paragraphs fit into an essay.
2. Reverse-outlining
* Here is how to reverse outline:
ii. Write down each topic sentence of each body paragraph
i. Write down the thesis statement
1. Also write down the main points of evidence or explanation used within your body paragraphs.
iv. Check all points of proof/explanation and make sure they pertain to the topic of the paragraph and provide adequate support.
iii. Check every topic sentence and make sure it is clearly related to a part of your thesis statement.
v. If there is a topic sentences that does not clearly relate to the thesis statement, then either revise it and its supporting points of proof/explanation or take it out entirely.
* If it is easy to write a reverse outline, then it's a good sign that your paper is wellorganized. If you have a hard time creating a reverse outline, then your thesis statement and topic-sentences might be unclear.
* If you are not up to making a complete outline (or if you are not very good at outlining – lots of people aren't), then no need to feel bad. You can add headings and sections to your paper. This method achieves a similar effect to reverse outlining.
3. Add Headings and Sections to your paper
* By splitting a paper into sections and sub-sections with headings, the paper is telling the reader what each part is all about.
4.
Use Transitions or "Flow" Keywords
* For most papers, headings are not necessary. However, you can still make use of them as a tool for drafting and revision. By adding headers to the different sections of a paper, you can easily begin to see the main "parts" of your paper and how they work together.
* Using appropriate transition words improves the flow of your paper. These words act as guide posts, indicating the relationship between thoughts, sentences, or paragraphs. You can always make your essay "flow better" by adding appropriate transitional words and phrases.
Here is a handy list of transitional words and phrases you can use to improve the "flow" of your paper:
Transitional words and phrases:
* To show causes and effects: accordingly, as a result, because, consequently, hence, so, then, therefore, thus
* To show contrasts or exceptions: although, but, even though, however, in contrast,
* To show comparison: also, in the same way, likewise, similarly
instead, nevertheless, nonetheless, on the contrary, on the one hand . . . on the other hand,
* To show examples: even, for example, for instance, indeed, in fact, of course, such as
still, yet
* To show place or position: above, adjacent to, below, beyond, finally, furthermore, last, moreover, next, too
* To signal a summary or conclusion: as a result, as we have seen, finally, in a word, in any event, in brief, in conclusion, in other words, in short, in the end, in a final analysis, on the whole, therefore, thus, to summarize.
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September Epidemic
SEPTEMBER 01, 2008
DENVER —
Respiratory infections and emergency room visits sharply rise during first month back in school
Most people associate cold-and-flu season with the cold, dark days of late fall and winter. But as soon as children are confined in classrooms and start swapping germs, the incidence of respiratory infections rises sharply. Colds due to rhinovirus peak in September, with other viral infections also increasing. While this poses a problem for all parents, it is especially hazardous for parents of children with asthma.
"The kids once again get around each other and the germs spread like wildfire," said Kirstin Carel, MD, Assistant Professor of Pediatrics at National Jewish Health and NJ4Kids. "Unfortunately children with asthma run a much higher risk of contracting a serious illness."
Viral infections cause more than 80% of asthma attacks in children and more than half of all asthma attacks in adults. Asthma attacks requiring hospitalization are so frequent in September that the "September epidemic of asthma exacerbations" is a recognized phenomenon. A quarter of all children hospitalized for an asthma attack are admitted in September.
All parents can reduce their children's chances of catching a cold or other respiratory infection by having their children wash their hands well and often. Lung Line nurse Deborah Fending recommends says people need to wash their hands for 20 to 30 seconds. She recommends children sing two refrains of "Happy Birthday" to make sure they wash their hands are truly clean and germ-free. Other strategies to prevent getting and spreading colds include avoiding touching the nose, eyes and mouth, covering the mouth while coughing and sneezing, and using disposable tissues.
No matter how vigilant they are, however, children will still get colds.
One of the most effective ways to prevent respiratory infections from causing asthma attacks is for patients to properly manage their disease, especially with the controller therapy. Inhaled steroids are the most effective controller therapy for most patients. Research at National Jewish has shown that proper use of inhaled steroids reduces hospitalizations, urgent care visits and oral-steroid use. Unfortunately, many children and their parents become lax about asthma care during the carefree months of summer.
"Studies have shown that use of asthma controller therapy is at its lowest level immediately before school returns," said Dr. Carel. "Children and parents both need to be extremely diligent about making sure that medication prescriptions are being closely adhered to and that inhaler technique does not slip with the chaos of the back-toschool period."
Dr. Carel practices at both National Jewish Highlands Ranch and the main campus in Denver. For appointments at National Jewish Highlands Ranch call 303-703-3646.
National Jewish Health is the leading respiratory hospital in the nation. Founded 120 years ago as a nonprofit hospital, National Jewish Health today is the only facility in the world dedicated exclusively to groundbreaking medical research and treatment of patients with respiratory, cardiac, immune and related disorders. Patients and families come to National Jewish Health from around the world to receive cutting-edge, comprehensive, coordinated care. To learn more, visit the media resources page.
Media Contacts
Our team is available to arrange interviews, discuss events and story ideas.
William Allstetter 303.398.1002 firstname.lastname@example.org
Adam Dormuth
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Civic, Social and Political Education within the Framework for Junior Cycle 2015
Section A: Reference Websites
http://www.curriculumonline.ie/
At this NCCA-hosted website, you can view the curriculum specifications, examples of student work, and a variety of assessment support options.
http://www.jct.ie/
The JCT website provides details of CPD opportunities to support schools and teachers in the context of the Framework for Junior Cycle 2015. It includes information, relevant resources and materials and details of upcoming events.
http://www.ncca.ie/
The NCCA website contains detail of key features of the new junior cycle; newly developed subjects and short courses, a focus on literacy, numeracy and the Key Skills, and new approaches to assessment and reporting.
http://www.pdst.ie/CSPE
The PDST Health and Wellbeing team aim to provide high quality professional development and support that empowers teachers and schools to provide the best possible education for all pupils/students.
http://www.actonline.ie/
The Association of CSPE Teachers (ACT) is the professional association for CSPE teachers in Ireland.
http://www.ncse.ie/
The role of the National Council for Special Education (NCSE) is to enhance the quality of learning and teaching in relation to special educational provision.
Section B: CSPE within the Framework for Junior Cycle
Junior Cycle Education places students at the centre of the educational experience, enabling them to actively participate in their communities and in society, and to be resourceful and confident learners in all aspects and stages of their lives. Junior Cycle is inclusive of all students and contributes to equality of opportunity, participation and outcome for all.
Wellbeing at Junior Cycle provides learning opportunities to enhance the physical, mental, emotional and social wellbeing and resilience of students, and enables them to build life-skills and to develop a strong sense of connectedness to their school and to their community. It will also emphasise the role that students play in their family, community and society in general. This new area of learning will incorporate learning traditionally included in PE, SPHE and CSPE. A school may also choose to include other areas in their provision for Wellbeing.
Civic Social and Political Education (CSPE) helps students to question, critique and evaluate what is happening in the world; provides students with an understanding of their human rights and social responsibilities; prompts students to consider how to create a more sustainable future for all; fosters an awareness of what it means to live responsibly in a democracy; and most importantly, it places active reflective citizenship at the centre of the learning process by providing students with the opportunity to take action and influence change around local, national and global issues. (CSPE Short Course Specification 2016, pg. 4)
Curricular options for CSPE within Wellbeing (DES Circular Letter 0015/2017)
Students who commenced their Junior Cycle from Sept 2017 must study CSPE. Options include:
* the junior cycle syllabus in CSPE (1996) or
* the specification for the Junior Cycle short course in CSPE (2016)
Section D: The Statements of Learning that appear in the CSPE Short Course Specification
The student:
-values what it means to be an active citizen, with rights and responsibilities in local and wider contexts (7)
-understands the origins and impacts of social, economic, and environmental aspects of the world around her/him (9)
-has the awareness, knowledge, skills, values and motivation to live sustainably (10)
-takes action to safeguard and promote her/his wellbeing and that of others (11)
Section E: The Eight Key Skills
There are eight key skills required for successful learning by students across the curriculum and for learning beyond school.
Section F: Workshop Activities
Activity 1: Human Bingo
Step 1:
Step 2:
Read the statements below. There is one blank box for you to make up your own statements.
Find a person who can say truthfully say 'yes' to a statement. Ask them to sign their name under the statement. Continue finding people who can say yes to statements.
Important Note:
You must also get a signature for the statement you devised. You cannot sign your own sheet!
Hates getting up early on a Saturday morning.
Has the letter 'a' or 'e' in their name.
Has just finished reading an interesting book.
Name: ___________
Name: ___________
Name: ___________
Has visited a European country in the past year.
Is interested in current affairs.
Can speak a second language.
Name: ____________
Name: ___________
Name: ___________
Exercises at least once a week.
Has read some/all of the CSPE short course specification.
Sings in the shower.
Name: ___________
Name: ___________
Name: ____________
Has taught or is teaching CSPE.
Has been to the cinema sometime in the last two months.
…………………………………………… …………………………………………… …………………………………………… ……………………………………………
Name: ___________
Name: ____________
Name: ___________
Activity 5: How is your chosen indicator activated in your CSPE classroom?
4
Activity 6: Notes from Student Voice discussion
Activity 8: How has the world in which your students live changed since 1996?
Activity 9 (see pgs. 6-8 for Expectations for students): Personal reading of CSPE specification
Two things I have learned:
One question I have:
CSPE Short Course- Expectations for students
Activity 9: Reading
Activity 10: Highlighting Exercise
Complete one of the following actions, or another relevant action:
* identify a human rights issue of concern and engage with an individual, group, organisation or campaign focusing on that issue
* devise a class charter of rights and responsibilities
* organise and participate in a mock Equality Tribunal hearing, a mock European Court of Human Rights trial or a mock International Criminal Court trial using simplified cases
* develop and conduct a survey focusing on a human rights issue(or issues) and publicise the survey findings • organise a celebration of International Human Rights Day
* use technology to engage with a young person or a group of young people from another country about a human rights issue of mutual concern
Complete one of the following actions or another relevant action:
* organise a debate about a local or global development issue of concern
* investigate the influence of the media on consumption patterns among young people and share the findings
* use digital technology and/or other means to create awareness about a local or global development issue
* start or support a local, national or international initiative or campaign which aims to address a local or global development issue
* invite a local political representative to answer questions about addressing a local or global development issue of concern
* lobby a local, national or international body about a development issue of concern
The
Complete one of the following actions or another relevant action:
* track and present the process of a local, national or international political election or a national referendum participate in one of the following:
a. a class election
b. a mock election using the proportional representation (single transferable vote) system of voting
c. a mock referendum
d. a mock trial
* organise a guest speaker, event or field trip to examine an aspect of the legal or democratic system that is of interest to them
* engage in democratic action on an issue of concern using digital technology or any other media
* organise an exhibition/display to raise awareness about an aspect of the legal or democratic system that is of interest to them
* organise a consultation with the student body on matters of interest to them
Activity 11: 3-2-1#
Write down three interesting things you notice about the photograph.
Write down two questions you would like to ask the people in the photograph.
Write down one thing you think the photographer is trying to express.
What hashtag (#) would you use if you were sharing this photograph on social media?
Activity 14: What are the key messages that I have learned about the specification?
Activity 15: Planning the learning
Learning Outcome: 2.3 Students should be able to create a visual representation of data depicting their ecological footprint
We are learning to:
Success Criteria:
Activity 18: Looking At Our School 2016
Read the statements of Effective and Highly Effective Practice. Highlight the statement(s) that you will focus on when you return to your CSPE classroom.
Activity 19: Where to from here?
Next Steps:
Resources required for that step:
Planning for teaching, learning, assessment and reporting in CSPE
Collaborating with colleagues
Conversations with school management
Supporting my professional development
Junior Cycle for Teachers (JCT) Support Service
A Department of Education & Skills Schools' Support Service
Administrative Office: Monaghan Ed. Centre Armagh Road Monaghan Tel.: 047 74000
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Leasowe Early Years and Adult Learning Centre
Twickenham Drive, Moreton, Wirral, Merseyside, CH46 2QF
Inspection dates
19–20 November 2014
Summary of key findings for parents and children
This is a good school.
The achievement of children is good and improving. From starting points significantly below typical when they start school, children reach levels typical for their age by the time they move on. They are well prepared for starting full-time school.
The school is improving rapidly because of outstanding leadership which has created a skilled teaching team. It is supported by a highly effective governing body.
Disabled children and those who have special educational needs make excellent progress. This is because of the impact of outstanding leadership of the staff who are developing excellent skills in helping children with additional needs to learn rapidly.
It is not yet an outstanding school because
The quality of teaching is not outstanding because the quality of support by teaching assistants varies, and consequently some children could achieve even better.
The new systems for assessing and recording children's attainment and progress are not yet embedded enough to secure the highest quality planning to meet every child's needs.
Children are well behaved and the school's work to keep them safe and secure is exemplary. Children enjoy learning, make good friends and attend regularly.
The curriculum is of a high quality. Indoors there are many exciting learning activities. Outdoors, children access an environment that is second to none. Their experiences in the school's 'forest' are superb and the range of opportunities for other learning is excellent.
Parents value the school's contribution to their lives, often over many years. The school is highly regarded and trusted to do the best for each child.
The use of new technology in aspects of learning and management is underdeveloped. Opportunities for children to experience technology as part of learning are limited. Staff lack the confidence to use technology to make their processes of planning and recording children's progress more efficient.
Information about this inspection
The inspection was led by one inspector. Learning was observed in each of the morning and afternoon sessions. These visits included joining children learning indoors and outdoors and joining one group as it learnt in the school's 'forest'.
Discussions were held with the headteacher, the senior teacher, members of the staff team including students, and three governors. A conversation was held with the special educational needs coordinator. A meeting was also held with a consultant employed by the local authority to give advisory support and guidance.
The inspector looked at a wide range of documents, including the school's view of how well it is doing, its plans for improvement; information on children's progress and attainment; school policies; records relating to safeguarding and behaviour and teachers' planning of learning.
Samples of children's work were scrutinised from their 'learning journeys' and information given to parents about their children's achievements was also considered.
The opinions of parents were ascertained by evaluating 12 responses to the online questionnaire, (Parent View). The inspector also chatted briefly with a number of parents as they brought their children to school.
Inspection team
David Byrne, Lead inspector
Additional Inspector
Full report
Information about this school
This is a larger than average-sized nursery school. It provides government funded part-time nursery education for up to 122 children.
Children enter the school in the term after their third birthday. Children join at three points each year, at the start of each term dependent on when they have their third birthday.
During the time of the inspection, 63 children were attending.
The vast majority of children are of White British backgrounds.
The proportion of disabled children and those who have special educational needs is above average.
There have been staff changes since the previous inspection. A new headteacher was appointed three years ago and in September 2014 a senior teacher took up post with responsibility for leading teaching.
The school is integrated with the Leasowe Early Years Centre with which it shares some accommodation and staff. The childcare provision and children's centre were inspected separately. The reports are available on the Ofsted website: www.ofsted.gov.uk.
What does the school need to do to improve further?
Improve teaching and thereby raise achievement from good to outstanding by:
embedding the improved assessment system so that it more effectively informs planning to ensure that it is consistently relevant to each child's needs
reducing variations in the impact of teaching assistants on children's learning by sharing the outstanding practice within the staff team
improving the diction of some staff so that children have exemplary models of speaking to aspire to
developing and implementing a strategy to increase options for children to learn using technology and giving staff the skills to use computer technology to make their work in assessing and recording children's achievement more efficient.
Inspection judgements
The leadership and management are outstanding
An inspirational headteacher, very effectively supported by a talented staff team and a knowledgeable and dedicated governing body, is driving the school forward. Outstanding leadership of the provision for disabled children and those who have special educational needs, and excellent leadership of teaching by the recently appointed senior teacher combine to give enormous momentum to the school's rate of development.
Staff and governors evaluate the school's provision rigorously, seeking to enhance it even further to improve learning for the children. Based on its track record and ambitious leadership team and governors, the school is extremely well placed to continue to improve.
The nursery deserves its high reputation in the community and its effectiveness is enhanced by its very close relationship with the integral Early Years Centre. Excellent partnerships with health workers and social and care staff enable the nursery staff to know the families of its children and understand the best way of supporting each child.
The teaching staff share with the headteacher a great clarity about how to improve the school further. Detailed plans are in place to set out how to get there. The quality of assessment has been improved recently and has refined the process for identifying a child, regardless of ability, who could be making better progress. Teachers are skilled in mentoring teaching assistants and building the confidence and skills of apprentices and trainee teachers who are welcomed to gain experience at the school.
Regular reviews of the performance of staff are a positive part of their development. Where needed, training is accessed from outside agencies, or guidance offered from within the expertise in the school. Currently, the school is establishing ways of securing the accuracy of its assessments by regular reviews between staff. The school makes sure that staff eligible for moving up the pay scale only do so when they have met all requirements.
Carefully planned activities are based on the ideals of best practice for children of this age. The emphasis is on structuring play to inspire children to be learners. This is successfully achieved with children making good progress in each of the seven areas of development.
Spiritual, moral, social and cultural development is successfully developed. Children develop an awareness of the features of British culture. Through songs, stories, celebrations and discussions, they learn about a wide range of local, national and international cultural and religious ideas at a level appropriate to their ages. The British principles of fairness and tolerance are promoted this way.
The local authority pays for outside support for the school. An expert consultant makes two visits a year to the school to offer an objective view about its effectiveness.
Parents are one hundred percent behind the school. All would recommend it to another parent, and of the opinions given to the inspector, none were negative. Staff work hard to embrace the feelings and wishes of parents and through daily contact keep them informed about their child's progress. The records of each child's achievement as they move through the nursery, called 'learning journeys', give parents a good opportunity to give their views about their child's development.
The governance of the school:
The school benefits from high quality governance. Its effectiveness is rooted in the deep understanding governors have of the school and the community it serves. They regularly visit the school and take time to meet parents and staff and get to know the children. Governors support the headteacher and staff in their determination to get the best for each child, but are not shy of challenging the headteacher and staff to make sure that all decisions are wise and effective.
Under the excellent leadership of the Chair, the governing body has been successfully restructured to meet the latest national requirements. This has established a sharper, more focused body in which everyone knows their role and carries it out to the best of their abilities.
Governors track the progress of children and understand the complexities of the data compiled for the children. This knowledge is instrumental in debating with the headteacher areas for improving the school and its impact on achievement.
Finances are carefully managed and the budget allocation for the nursery alone is carefully evaluated in terms of its impact on the children.
All elements of safeguarding are checked to make sure they comply with requirements.
Behaviour
The behaviour of children is good. This view is matched by the very large majority of parents who responded on Parent View. Children learn to respect each other's right to join in all activities and benefit from a consistent approach to promoting good behaviour.
Each child is nurtured and embraced by the enormous care shown by adults. Some stunning initiatives are being developed under the leadership of the special educational needs co-ordinator. These are aimed at understanding each child and implementing innovative and very effective new practices to build good behaviour. There are some children with emotional needs that can, at times, be expressed in anti-social behaviour; the initiatives mentioned give these children the skills to manage their feelings much better.
Children are encouraged to understand why some actions are wrong. Increasingly, children co-operate with each other in role play, construction and information and communication activities. For example, many children collaborated in building a 'bus' outdoors and welcomed other children who wished to join them on their journey. Children proudly share the 'smiley faces' they are awarded for desirable behaviour and are motivated by words of encouragement and recognition of their good work.
Staff offer much help and advice to families about bringing their child to nursery regularly. Their support in doing so, coupled with the high levels of enjoyment evident amongst all children for their learning are key reasons why a very large majority attend regularly.
Safety
The school's work to keep children safe and secure is outstanding. Regular update training in all aspects of child protection, first aid and safeguarding ensures that all staff are aware of the statutory requirements for these areas.
Teachers, support, administrative and domestic staff, work together as a team very efficiently to promote good learning in a safe and well managed setting. Procedures for safeguarding children and adults are very thorough. The school is totally committed to meeting the needs of all children and to removing inequalities.
The staff are vigilant in ensuring the children's security and welfare, and in helping them to care for themselves and others. Support staff work cooperatively with teachers to ensure that children's personal and emotional growth is assured. Through learning outdoors, children develop the confidence to manage their own risks as part of their explorations. For example, they build bridges using wooden planks and balance across them, safely climb off the ground on trees and learn to ride tricycles safely, with care for themselves and others.
Through their active play, the children learn that exercise is important in their lives. They have a good understanding of the reason for washing their hands before eating their morning toast, when eating fruit and healthy snacks and before their lunch.
There is very effective support for disabled children and those who have special educational needs. The provision is exceptionally well led and is fully inclusive, there are very good facilities to ensure that the setting is fully accessible for children and adults who need mobility.
The quality of teaching is good
Children are bursting with excitement at the start of each session. Other than the occasional expression of emotion at leaving mum or dad, they are swiftly into whatever is on offer in the room. A wide array of learning experiences are skilfully set up by staff to attract the children's interests and matched to their levels of development. Parents are unanimous that their child is taught well.
The quality of learning is constantly improving. Leaders of teaching support and mentor teaching assistants and trainees very well. There are some variations however, in the quality of learning promoted by teaching assistants which slows the learning for some children.
Most of the time, children are successfully encouraged to get involved in self-chosen tasks and activities, often in co-operation with others, to develop their learning. Through observations of specific individuals and groups, the staff encourage the children to make decisions, consider options, and explain their thinking. Children are challenged to interact with adults to take the child's learning to a higher level. Because all activities are carefully planned to promote learning, children often learn without realising it, for example by making marks and attempting to make letters to match sounds as they explore shaving gel.
Children have many opportunities to develop their speaking and listening skills. These include often sharing books with class mates and adults and constantly chattering as they apply their imagination when exploring outdoors. Children develop the full range of physical skills very well both indoors and in the
excellent outdoor learning areas.
Children benefit from good modelling from the adults leading their learning, for the most part. A group of children, for example, were skilfully led to develop their speaking skills by exploring ways of placing their smile into a box. The skill of the adult leading the activity was immensely successful in promoting, in the children, the skills of making sounds correctly. However, at times, the diction of some staff is not exemplary and hinders the achievement of children, for instance in securing their understanding of phonics.
The opportunities for learning outdoors benefit learners immensely. A superb range of facilities are available for children to explore, create and investigate; which they do in all weathers! Through the good leadership of staff, children experience the world of the 'forest' in the grounds. They explore the mud kitchen, seek bugs, enjoy the light and heat from a safely organised fire and sit together on tree trunks eating marsh mallows. The school is rightly a leader amongst other schools in this use of the natural environment to encourage children's learning.
Disabled children and those who have special educational needs benefit from highly skilled staff who are determined to develop their skills so that they can give children the best support they can. The children's inclusion in school life is outstanding; regardless of their additional needs, everyone is enabled to learn and make progress. The high quality leadership and the excellent support and guidance given by the leader to staff ensures that individual children make good in-roads towards overcoming their difficulties.
Recent improvement to the quality of record-keeping of each child's progress has heightened the awareness of staff to the needs of the most able children. Increasingly, teachers have higher expectations and provide greater challenge to the most able children in what they do and in the quality of interaction that staff have with them to extend learning.
Partnerships with parents are warm and effective. Weekly challenges, such as looking for the sounds of their child's name in words in and around the area and at home, give indicators to parents as to how they can support learning. Books are taken home nightly and children can change their book when they wish. Each child's achievement is recorded in their individual 'learning journeys' in which parents are encouraged to give their opinions.
The benefits of using computer technology are not exploited enough to benefit the children's learning by widening their understanding of the world or to improve the efficiency of how staff record the children's progress and achievement.
The achievement of children
is good
Children are well prepared for the next stage of their education. This is because of good teaching that makes learning exciting and challenging. By the time children leave the school, a large majority have reached the levels of development typical for their age with some exceeding them. Given the individual starting points of the large majority of children, which is significantly below typical for their age, this equates to good progress.
Disabled children and those who have special educational needs make rapid progress. In each area of learning their development is good although not fast enough for some to reach levels typical for their age.
The needs of the most able children are currently coming to the fore in response to the strong leadership of teaching. Their progress is accelerating and their achievement is good. Assessment data, which is now used better by staff, indicates that this is the case.
Children's personal, social and emotional development, which for many is below typical on entry, goes from strength to strength. They make good friendships, learn to share and co-operate and increasingly express their feelings. Due to the exciting learning environment and care taken by staff to listen to them as individuals, children feel secure in making decisions for themselves including making choices about which activities to explore. They develop the confidence to pursue their own ideas with concentration and imagination.
A relatively high proportion of children enter the school with significantly below typical language skills; by the time they leave most have a much better vocabulary and have gained the confidence to talk and listen to others. Children develop a secure understanding for their age of the sounds that letters make (phonics). They enjoy sounding out letters and looking for example, in and around the class and outdoors for letters that are the same as that of their names. Children grow to love books. The indoor area is skilfully arranged to raise the profile of books and to attract the children's interests.
Physical development improves at a good rate. Children acquire good precision in their control of tools such as crayons, paint brushes and building blocks to construct models. This contributes to the children's ability to make marks using pencils, an essential forerunner for writing. The most able children develop
the capacity to write their names. Some children are beginning to create stories using their own form of writing. One child created her own signs to represent the words of the nursery rhyme, 'Baa- Baa black sheep'.
Activities to promote mathematical development are woven into on-going learning tasks to give them a practical basis. For example, children using a computer programme counted how many ducks were in different ponds and explained how many would be left when two swam away.
Both indoors and outside, children explore a wide variety of activities that extend their understanding of the wider world. Interaction with the natural environment opens up the joy of nature and develops their curiosity. There are many opportunities to develop good creative skills and promote good understanding through painting, drawing, role play and music. The top quality outdoor provision motivates children to learn through a stunning range of play activities, and the staff constantly provide imaginative tasks to capture children's curiosity to develop their levels of development in all areas of learning.
Although children get access to learning with a computer, other options for children to develop their skills and understanding of technology are limited. This holds down the children's achievement in aspects of their understanding of the world.
What inspection judgements mean
A school that requires special measures is one where the school is failing to give its pupils an acceptable standard of education and the school's leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.
School details
This inspection of the school was carried out under section 5 of the Education Act 2005.
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'raising concerns and making complaints about Ofsted', which is available from Ofsted's website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email firstname.lastname@example.org.
You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email email@example.com.
You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.
To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.
Piccadilly Gate Store St Manchester M1 2WD
T: 0300 123 4234
Textphone: 0161 618 8524
E: firstname.lastname@example.org
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OUR EARTH
ACROSS
DOWN
1 precipitation which alters the pH of lakes
5 large masses of ice that move across the land
8 the art, science, and production of food and fiber and management of natural resources
9 rock formed by compression of successive layers of soil
12 the charge of clay and organic matter
14 matter with a definite shape and volume
16 breaking down of rocks and other materials on Earth's surface by wind and/or rain
18 the complete path of an electric current
19 one who studies science
21 heat energy measured with a thermometer
2 a very thin sheet of mica used as glass in wood burning stoves in the 1800's
3 detachment and carrying away of soil by water or air
4 the largest soil particle, has a gritty texture
6 matter with no definite shape but with a definite volume; the form of water in oceans
7 a soil particle of the smallest size; carries a charge
8 the management of plants, animals and land
10 an area made up of living and nonliving organisms
11 vertical slice of soil showing its properties
13 a force on earth preventing us from floating in air the act of water falling from clouds to oceans
Sherry Fulk-Bringman Suzanne Cunningham Department of Agronomy Purdue University
ACROSS continued
22 type of area described by the plants growing there
28 organisms that have decayed or broken down, what gives soil its black color
29 a mix of sand, silt, clay, minerals, organic matter, and living forms in which plants grow
30 was once referred to as the amount of land a yoke of
29 oxen could plow in a day
31 a soil particle with a soft, powdery texture
36 the process by which liquid water changes to a gas
37 opposite of a base, makes food taste sour
38 land covered by trees
39 a group of organisms in an area that interact with one another together with their environment
Sherry Fulk-Bringman Suzanne Cunningham Department of Agronomy Purdue University
DOWN continued
15 the process by which water moves from clouds to the earth
16 as a gas it fills clouds, as a liquid it fills lakes, and as a solid its called a glacier
17 the movement of water between oceans, clouds, rivers, plants, soil, and animals
20 a two-dimensional figure with three sides
23 the opposite of an acid, tastes like soap
24 contamination of the land, sea or air
25 the form of water when it is in a cloud
26 land covered by grasses
27 an ecosystem of land and water
32 a mixture of sand, silt and clay
33 the ___ of clay particles attract or repel nutrients
34 form of nitrogen that contaminates our water
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Ancient and species-rich hedgerows
Diverse countryside - Rhulen © Roger Key
Introduction
Hedgerows are important invertebrate habitats in their own right, often providing the most significant wildlife habitat over large stretches of lowland UK. Over 1500 insects have been recorded at some time living or feeding in hedgerows.
Ancient hedgerows, which tend to be those which support the greatest diversity of plants and animals, are generally defined as those which were in existence before the Enclosure Acts, passed mainly between 1720 and 1840 in Britain. Species-rich hedgerows may be taken as those which contain 5 or more native woody species on average in a 30 metre length, or 4 or more in northern England and upland Wales. Hedges which contain fewer woody species but a rich basal flora of herbaceous plants are also included here, as are recently planted speciesrich hedges. Where boundary lines of trees or shrubs are associated with features such as banks, ditches, trees or verges, these features are considered to form part of the hedgerow.
Since 1945 there has been a drastic loss of hedgerows through removal and neglect throughout the UK, especially in eastern counties of England, which continues even now. It has been estimated that some 42% of the remaining British hedges, or about 154,000 km, are ancient and/or species-rich. Such hedges are concentrated in southern England, especially in the south-west, and in southern Wales. Hedgerows adjacent to roads, green lanes, tracks and wooded ground tend to be particularly species-rich.
Ancient and species-rich hedgerows
Published on Buglife (https://www.buglife.org.uk)
Threats
Neglect
No cutting or laying, leading to hedgerows changing into lines of trees and the development of gaps. This reflects modern high labour costs and loss of traditional skills.
Poor cutting
Too frequent and badly timed cutting leading to poor habitat conditions, the development of gaps and probable species changes.
Loss of trees
Loss of hedgerow trees through old age and felling, without encouraging replacements.
Ploughing
Ploughing over-close to hedges, vitually eliminating the herbaceous fringe. Deep ploughing too close to hedgerow trees can damage roots, leading to death - a problem for instance with ancient oaks in hedgerows.
Spraying
Use of herbicides, pesticides and fertilisers right up to the bases of hedgerows leading to nutrient enrichment and a decline in species diversity.
Over-stocking
Increased stocking rates, particularly of sheep, leading to hedgerow damage and the need to fence fields. The presence of fences reduces the agricultural necessity for hedge maintenance and so hastens their decline. The modern practice of "ranching" (placing netting around several fields to form a grazing block) also contributes to the deterioration of internal hedges.
Removal
Removal for agricultural and development purposes.
Habitat management
Over-management of hedgerows is one of the biggest problems facing species that live in this habitat type. The practice of annual cutting using a mechanical flail creates a uniform and species-poor hedgerow that is of little value to wildlife. Mechanical flailing also makes the option of leaving selected saplings to become hedgerow trees much more difficult. Attention should be given to creating a well-structured hedge with a variety of habitat niches for a wide range of invertebrate species.
Maintain structural diversity
Broad, tall hedges with a diverse range of species and heights are the best for supporting most invertebrates. Maintaining herb-rich hedge bottoms and wide margins will also increase the habitat niches available. Continuing hedgerow loss and neglect and an over-tidy approach to hedgerow management could be harmful to populations, though current hedgerow legislation gives some increased protection. Use of agri-environment schemes such as the Entry Level Stewardship (ELS) or Organic Entry Level Stewardship (OELS) to promote the conservation of hedgerows plus adjacent habitats should be beneficial.
Ancient and species-rich hedgerows
Adopt rotational management
Whilst cutting is discouraged during the bird nesting season, which corresponds with a peak period for many insects, there is no 'safe' window for cutting.
Common scorpion fly (Panorpa communis) © Jaybee www.phocus-on.co.uk
Suites of different species of insects characterise spring, summer and autumn, whilst many over-winter as eggs or cocoons on twigs. Equally, the associated ground flora is vulnerable, with the need for full stature in the flowering and seed phases; some invertebrates spend the winter in old stems and seed-heads.
Only a proportion of the total hedgerow in any given area should be cut in a single year, to ensure that overwintering species are not completely eliminated. This could involve cutting only one side of a hedge to allow invertebrates to recolonise, or managing different sections of a hedge in different years. Rotating the cutting over several years will ensure that invertebrate breeding and feeding places will always be present and that plants, such as white bryony or ivy, are allowed to flower each year. It will also ensure that some shaded areas are retained.
On larger sites, variation between hedges on the site may be more practical to achieve than managing sections of a single hedge and may have the same effect.
Cutting
Hedges should not be cut annually unless there is an access issue, such as with those alongside roads and footpaths. Cutting every three or more years will allow hedge plants to produce flowers and berries and achieve a better structure. Annual flailing has had a severe impact on many species of butterfly and moth. Hedgerow caterpillars, such as those of the nationally scarce Small eggar moth (Eriogaster lanestris), have undergone a major decline due to over-zealous hedge trimming. Species such as the Lackey moth (Malacosoma neustria) and Brown hairstreak butterfly (Thecla betulae), which overwinter as eggs on shoots and twigs, are also very vulnerable to annual flailing. Repeated flail cutting at the same height will eventually produce a mass of scar tissue and dead branch ends which support few healthy shoots. If the flail cut is taken back to the main upright trunk of hedges, the bark can be torn off. Flails should therefore not be used on larger branches and woody material, to reduce the amount of splintering of cut branches. For heavy hedges, a circular saw is preferable, as the branches are cut with a clean finish, lessening die-back and fungal infection.
Timing
Hedges should be cut after most of the berries have gone; cutting when the hedge is in foliage or flower or still bears a large number of berries will remove invertebrate food sources. Late winter is the best time, but attention must be given to the fact that many insects have stages that over-winter in hedgerows, both on the twigs and on the herbage. The Scarce vapourer moth (Orgyia recens) is almost exclusively found in hedgerows; its overwintering larvae are often destroyed by flailing.
Laying
Hedge structure is best improved through traditional hedge laying techniques but this should, if possible, be carried out on a rotational basis so that the entire length of the hedge is not laid at any one time. Although hedge-laying is more time-consuming, it does have the advantage of prolonging the life of the hedge and encouraging the growth of new shoots. Laying needs to be repeated every 15 years or so, during which time flail cutting can be used to check growth.
Maintain species diversity
Shrubs such as blackthorn, hawthorn, sallows, wild privet, field maple, crab apple and common buckthorn should be allowed to grow large enough to flower as they are an important source of nectar and pollen for many insects.
Other species such as oak and elm support many invertebrates including a number of nationally scarce leafhoppers. Since the loss of many elm trees to Dutch Elm disease, elm suckers are now particularly important for the White-letter hairstreak butterfly (Strymonidia w-album). It is also very important to maintain climbing plants in hedgerows. White bryony is host to tephritid picture-winged fly larvae in its berries, while bramble is very important for flower-visiting insects; its cut stems are also a major nesting site for various small solitary bees. Ivy is good for beetles which live in the dead wood of old stems, but its autumn flowers are especially important for providing food for late season insects by day and night. Native roses are mainly of value for moths and sawflies.
Maintain diversity at hedge bottoms
Thick hedges with tussocks and accumulations of leaf litter are likely to be preferred by invertebrates such as ground beetles. Hedges should be maintained so that they are still permeable to invertebrates, allowing them to exploit habitats on both sides of the hedge with ease. Many invertebrates are associated with the herbaceous plants which characteristically occur at the bases of hedges. Umbellifers such as cow parsley, hogweed, wild parsnip and hedge parsley attract large numbers of insects. Nettles are the foodplants of butterflies such as the Small tortoiseshell and Peacock and the Orange-tip butterfly breeds on hedge garlic. Other useful hedge-bottom plants are black horehound, which is the host plant for many beetles and bugs, and toadflax, host to the scarce Toadflax leaf-beetle (Chrysolina sanguinolenta).
Wide margins should therefore be retained in order to allow such plants to flourish. Under cross-compliance regulations introduced in 2005, all hedges must have a buffer margin extending at least 2 metres from the centre of the hedge, but in thicker hedges this is likely to be insufficient protection and wider margins should be adopted.
Retain standard trees
Standard trees should be retained and their density increased to at least 30% of the length of the hedge through selection of trees or saplings at the laying stage. Maintaining continuity is also important. New hedgerow trees can be established by selecting straight saplings within a hedge and avoiding them when hedge trimming. Tagging the saplings before the start of hedge cutting will facilitate this. Trees at the corners of a field or next to a wide road verge will suffer less disturbance than those in hedges between fields.
Ancient and species-rich hedgerows
Elm and its re-growth suckers should be kept, as the White-letter hairstreak butterfly and other special insects can breed on elm suckers. Sallow, sloe and other early flowering species that form nectar and pollen sources should be retained and allowed to flower.
Retain dead wood
Old trees and dead wood should be retained as far as public safety allows, as these provide very valuable habitats for a large number of invertebrate species. Ash and oaks should be retained, as should dead elm suckers. Dead wood on shrubby species such as hawthorn and blackthorn also supports interesting invertebrate species. The adults of the rare fly Paraclusia tigrina have been found on isolated old trees in hedgerows, which have patches of bare dead wood, therefore such trees should be retained.
Maintain headlands and margins
Stag beetle (Lucanus cervus) © David Wareham
Powered by TCPDF (www.tcpdf.org)
Ancient and species-rich hedgerows
Published on Buglife (https://www.buglife.org.uk)
Cross compliance for the Single Farm Payment now requires all hedges to have a buffer zone of 2m from the centre of the hedge, but for maximum effectiveness when hedgerows adjoin arable land, these should be at least 5m wide and preferably greater. Headlands of grassland cut on a rotational basis would be beneficial in most situations since they provide dispersal corridors and hibernation sites for some species.The creation of conservation headlands and conservation field margins ought to benefit the invertebrate fauna of hedges substantially, and hedges are often most valuable where they are associated with large tracts of semi-natural habitats such as unimproved grassland, scrub and woodland and features such as ponds. Ditches associated with hedges may also support significant fauna.
Hedgerow verges should be left as undisturbed as possible.
Maintain ditches
Significant drainage ditches close to hedges are likely to be considered as a habitat in their own right but many ancient hedges are closely associated with small ditches that dry up over summer, have little in the way of vegetation, and are often choked with leaves from the hedge. These support a number of characteristic species; in larger ditches a wider range of species typical of weedy eutrophic waters can occur with the caddisflies Limnephilus lunatus and L. marmoratus being particularly common.
If the ditch does dry out during summer it is important to appreciate that it must be treated in the same way for management and clearing out as other ditches, as the young larvae of species such as the caddisfly Micropterna lateralis spend the summer in the damp bottom; other species pass the summer as adults away from the waterbody but return to lay eggs in, or near, the damp ditch at the end of summer before the ditch re-wets.
Maintain hedge banks
Solitary bees nest in dry sunny banks, as do bumblebees, and these in turn rely on shrub and herbaceous flowers to provide nectar and pollen.
Avoid spraying
Application of herbicides adjacent to hedgerows should be avoided as should herbicide drift from neighbouring fields. This can be done by turning off the outer half of the spray boom when spraying next to a hedgerow or not starting the flow of the chemical into the spray boom at the field edge – the initial rush of the spray can carry further than necessary. It is best to spray in conditions when the wind is light to avoid spray drift.
Retain birds' nests
Old birds' nests, especially of song thrush and other such songbirds, are the surprising location of larvae of the cranefly Tipula peliostigma. Leaving old birds' nests in hedgerows will benefit this and other invertebrate species.
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LINCOLN-LANCASTER COUNTY HEALTH DEPARTMENT
Blood and Body Fluid Clean Up Plan
for Early Childhood Programs
Early Childhood Professionals may come in contact with blood and body fluids as part of their work with young children. This plan outlines protective measures to eliminate or minimize employee exposure to blood borne pathogens and potentially infectious body fluids. Employees can review this plan at any time during their work shifts.
Director's Name:
Director's Emergency Phone Number:
Name of Nearest Hospital:
Address:
Name of Center:
Phone Number:
Address:
City/State/Zip:
Terms:
Bleach Solutions are made by adding 8.25% unscented sodium hypochlorite (household bleach) to water. Different concentrations of bleach to water are used for sanitizing, disinfecting, and special body fluid clean up.
Bloodborne Pathogen Exposure is when a person's blood or body fluids contaminated with visible blood comes in contact with another person's mucous membranes (eyes, nose, mouth), open sores or cuts (non-intact skin).
Bloodborne Pathogens are microorganisms such as viruses or bacteria that are carried in blood and can cause disease in people. Examples of blood borne pathogens include Hepatitis B (HBV), Hepatitis C (HVC), and the Human Immunodeficiency Virus (HIV).
Body Fluid Clean Up Kits contain personal protective equipment (PPE) and supplies to effectively clean up a body fluid and/or blood incident. Items include:
absorbent powder/cat litter
N95 face mask
disposable apron
disinfectant
safety glasses
paper towels
disposable shoe covers
garbage bags
disposable gloves scraper
Body Fluids include: urine, feces, vomit, eye and wound drainage with NO VISIBLE BLOOD present. All body fluids are considered to be potentially infectious.
Cleaning is the physical removal of visible dirt, oils, feces, blood, etc. Simple soap and water solutions or commercial products are adequate cleaners.
Disinfecting kills virtually all germs that may be present on surfaces. Chemical disinfectants should be used on diapering stations and bathrooms. Disinfectants used in early childhood settings must be registered by the Environmental Protection Agency (EPA).
Sanitizing is the process of reducing the number of microorganisms on a surface to a safe level. Sanitizing may be done with either heat or chemicals in the early childhood setting. Items must be properly cleaned for the sanitizer to be effective. Surfaces that come into contact with food or mouths should be sanitized.
Exposed individual is a person who has come into contact with the blood or other body fluids of another person.
Potentially Infectious Material refers to all human body fluids that can spread blood borne pathogens. The term includes blood, semen, vaginal secretions, human tissue, or any body fluid that is visibly contaminated with blood or is likely to contain blood.
Source individual is the person whose blood or other potentially infectious body fluids are involved in the exposure of another person.
Personal Protective Equipment (PPE) is specialized clothing or equipment worn by an employee for protection against infectious materials. PPE examples include gloves, aprons, masks and protective eyewear.
Body Fluid Clean-up Policy and Procedures
ALL BODY FLUIDS are considered to be potentially infectious.
Staff will use the following procedure when cleaning surfaces contaminated with body fluids/substances. Body fluids include: urine, feces, vomit, eye and wound drainage with NO VISIBLE BLOOD PRESENT. If blood is present see Bloodborne Pathogen Policy.
Be careful not to get any body fluid from another person in your eyes, nose, mouth or open sores.
Procedures:
1. Immediately cover the contaminated area with paper towels.
2. Move children to a different room and have them immediately wash their hands. The child involved in the incident should be moved to an area away from the other children and their hands should be washed.
3. Determine correct clean up procedure for the incident based on the surfaces and body fluids involved.
Cleaning and disinfecting procedures are based on location, type of surface, type of body fluid present, and activities being performed in the area. All staff must wear gloves while cleaning spills of body fluids. The area must be made inaccessible to children and should be cleaned and disinfected immediately. Employees shall wash their hands after completing the task. If clothing becomes soiled by body fluids they should be removed and bagged in a manner that minimizes contact, and fresh clothes should be put on after washing the skin and hands of everyone involved.
Spills on Smooth Surface
* Keep children away from the contaminated area, move them to a different room immediately, and have them immediately wash their hands.
* Immediately cover the contaminated area with paper towels.
* Put on protective gloves.
* Use a "Special Clean Up" solution of diluted bleach designed for cleaning up vomit and/or diarrhea. Mix ¼ cup (4 tablespoons) of 8.25% unscented bleach with 1 quart (32 oz.) of water. Apply the bleach solution to the spill. Air dry if possible or allow at least a 2-minute contact time. Wipe up the area with clean paper towels.
* Use paper towels to pick up as much of the spill as possible.
* Double bag all soiled paper towels and other contaminated disposable items in leak-proof, sealable, plastic bags.
* NOTE: an EPA disinfectant registered for use on norovirus may be used instead of bleach solution. *EPA list of disinfectants: http://www.epa.gov/ Search: Norovirus disinfectant list
* Dispose of contaminated items in the regular trash pick-up. Keep the trash covered and away from children.
Spills on Carpets and Rugs
* Keep children away from the contaminated area until the area, move them to a different room immediately, and have them immediately wash their hands.
* Immediately cover the contaminated area with paper towels.
* Put on protective gloves.
* Spot clean with a detergent-disinfectant.
* Use paper towels to pick up as much of the spill as possible.
* Additional steam cleaning may be necessary to assure disinfection and to avoid discoloring the surface. When steam-cleaning carpets, sanitizing is accomplished with an industrial sanitizer, according to the manufacturer's instructions, until there is no visible contamination.
* Alternatively, a sanitizing absorbent power can be applied to the carpet. Allow it to air-dry and then vacuum up the powder. Remove vacuum bag.
* Dispose of contaminated items in the regular trash pick-up. Keep the trash covered and away from children.
* Double bag all soiled paper towels, vacuum bags, first aid materials, and other contaminated disposable items in leak-proof, sealable, plastic bags.
Handling Contaminated Clothing
* Contaminated clothing should be removed immediately or a soon as feasible.
* Put on protective gloves prior to removing or handling contaminated clothing.
* Contaminated clothing should be handled as little as possible.
* For in-house laundry stained with blood, first soak the item or wash separately in cold, soapy water to remove any blood from fabric. Use hot soapy water for the next washing cycle. If the item is bleachable, add household bleach (per product guidelines) to the wash cycle. Dry items in a hot clothes dryer.
* Place contaminated clothing in a leak-proof plastic bag before transporting anywhere. Contaminated clothing that will be sent home with a child must be double bagged and securely tied or sealed.
* Alternatively, contaminated clothing may be disposed of by double-bagging the items using leak-proof, sealed, plastic bags and placing in the garbage.
Breast Milk
* Gloves, gowns, and masks are not required for cleaning up spills of breast milk.
* Gloves, gowns, and masks are not required for feeding breast milk.
Mops and Other Equipment used to clean up body fluids
* Clean brooms, mops, dustpans, and other used equipment with detergent and rinse with water.
* Put on protective gloves.
* Dip equipment into a "Special Clean Up" disinfecting solution. (1 cup of 8.25% sodium hypochlorite bleach in 1 gallon of water)
* Hang items to air-dry in an area that is inaccessible to children.
* Wring mops out thoroughly.
4. Assign staff to clean and disinfect the area using the Body Fluid Clean Up kit located ________________________________________.
5. __________________ will complete an INCIDENT/ACCIDENT REPORT form.
6. Restock the "Body Fluid Clean Up Kit" and return to proper location.
Bloodborne Pathogen Policy and Procedures
All information and individuals involved in a blood borne pathogen exposure will be kept confidential.
Our facility has trained all staff to respond to possible blood borne pathogen incidents. __________ is responsible for training employees upon staff orientation and annually thereafter.
Employees who experience an exposure will be offered the Hepatitis B vaccine or will sign a Hepatitis B Vaccine Refusal statement. OSHA Bloodborne Pathogen Standard: (29 CFR 1910.1030)
All employees of this facility will follow the procedure:
An Exposure is when a person's blood or body fluids contaminated with visible blood comes in contact with another person's eyes, nose, mouth, open sores or cuts (non-intact skin).
1. Staff will report any exposure to blood to ____________________, immediately after the incident occurs.
2. A trained staff will assist the exposed person. Contaminated clothing will be placed in a plastic bag to be washed at home.
3. Flush any mucous membranes with running water for 15 minutes. (i.e. eyes, mouth).
4. _____________________ will send the exposed person to seek medical attention immediately. If exposed person is a child, ___________________ will notify parent/guardian to seek immediate medical attention.
5. ______________________ will give the exposed person a PHYSICIAN EVALUATION form for a physician to complete before they return to the facility.
Any person who is exposed to blood must seek immediate medical care.
6. _____________________ will complete an INCIDENT/ACCIDENT REPORT form. Describe the actual event and care of the exposed person.
7. _____________________ will notify parent/guardians of the child whose blood came in contact with the exposed person.
Exposed Individual
If a blood borne pathogen exposure occurs, and the exposed individual is not vaccinated at the time, the Hepatitis B vaccine will be offered to that staff member.
Documentation and Filing
1. A waiver will be signed if staff refuses to be vaccinated. See HEPATITIS B VACCINE REFUSAL STATEMENT.
2. _________________________ will file INCIDENT/ACCIDENT REPORTS, PHYSICIAN EVALUATION form and/or waiver in the staff/child's file and report file.
3. Contact DHHS Child Care Licensing at (402)471-9562 in Lancaster County or (800)600-1289 in Nebraska.
Confidentiality
Only the child's name is mentioned to their own parent/guardian. Names of persons involved are not disclosed because of confidentiality laws.
4
Physician Evaluation Form (Bloodborne Pathogen Exposure Incident)
Name of child care:
To Be Completed by Director/ Program Staff
Employee name:
Date:
Exposure type:
Blood
Other (describe):
Description of exposure event:
Description of the specific part(s) of the body exposed:
While on the job you have the right to receive a Hepatitis B vaccine series at no cost to you
following exposure to blood or other potentially infectious materials. Do you wish to receive this?
Yes No
Employee signature:
Date:
Director's signature:
Date:
Please note that if you decline you must complete the Hepatitis B Vaccine Refusal Statement. You may reconsider your decision in the future and receive the vaccine series at no charge.
HEALTH CARE PROVIDER
Please evaluate this person and complete the following:
May return to work/care:
Yes No
Comments:
Treatment:
Signature: Date: ___/___/____
Hepatitis B Vaccine Refusal Statement
I understand that due to my occupational exposure to blood or other potentially infectious materials I may be at risk of acquiring Hepatitis B virus infection.
You have given me the opportunity to be vaccinated with Hepatitis B vaccine, at no charge to myself.
However, I decline Hepatitis B vaccination at this time. I understand that by declining this vaccine, I continue to be at risk of acquiring Hepatitis B, a serious disease. If, in the future, I continue to have occupational exposure to blood or other potentially infectious materials, and I want to be vaccinated with Hepatitis B vaccine, I can receive the vaccination series at no charge to me.
I have already received the Hepatitis B vaccination series.
Print employee's name:
Employee's signature:
Date:
Center name:
Director's signature:
Date:
6
Incident/Accident Report
Name of Program:
Fill in all blanks and boxes that apply
______________________________________________ Phone: _________________
Address of Facility: ______________________________________________________________________
Child's Name: ____________________________________Sex: M F Birthdate: ___/___/_____
Incident Date: ___/___/_____Time of Incident: ____:____ am/pm
Witnesses: ____________________________________________________________________________
Name of Legal Guardian/Parent Notified: ___________________________________________________
Notified by: _________________________ Time Notified: _____:_____ am/pm
EMS (911) or other medical professional
❏Not notified
❏
Notified Time Notified: _____:_____ am/pm
Location where incident occurred
: ❏playground❏classroom
❏
bathroom
❏hall❏kitchen❏doorway
❏large motor room or gym❏office
❏
dining room❏unknown
❏
other Specify: __________________________
Equipment/product involved:
❏climber❏slide❏swing❏playground surface❏sandbox❏trike/bike
❏and toy ❏other equipment Specify: __________________________________________________________
Cause of injury: (describe) ___________________________________________________________________
__________________________________________________________________________________________
❏
fall to surface; estimated height of fall _________ feet; type of surface:________________________________
❏fall from running or tripping❏bitten by child ❏motor vehicle
❏
hit or pushed by child
❏injured by object ❏
eating or choking
❏insect sting/bite❏animal bite❏injury from exposure to cold❏ possible blood borne
pathogen exposure
❏
other Specify:____________________________________________________________
Parts of body injured:
❏eye❏ear❏nose
❏
mouth
❏tooth❏other part of face❏other part of head
❏neck❏arm/wrist/hand❏leg/ankle/foot
❏
trunk other Specify:______________________________________
Type of injury:
❏cut ❏bruise or swelling❏puncture❏scrape❏broken bone or dislocation❏sprain
❏crushing injury ❏burn❏loss of consciousness❏unknown
❏
other Specify: __________________________
First aide given at the facility: (e.g., comfort, pressure, elevation, cold pack, washing, bandage):
__________________________________________________________________________________________
Treatment provided by:______________________________________________________________________
❏no doctor's or dentist's treatment required
❏treated as an outpatient (e.g., office or emergency room)
❏hospitalized (overnight) # of days: ___________________
Number of days of limited activity from this incident: ________Follow-up plan for care of the child:
__________________________________________________________________________________________
Corrective action needed to prevent reoccurrence:_______________________________________________
__________________________________________________________________________________________
Name of official/agency notified: ____________________________________________ Date: ___/___/___
Signature of staff member: ________________________________________________ Date: ___/___/___
Signature of Legal Guardian/Parent: _________________________________________ Date: ___/___/___
SIGN
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Learning From Experts in the Outdoor Classroom by Sabrina Carlson
On October 4, 2016, 120 6th, 7th, and 8th grade students from Curt Craig's team at Mount Elden Middle School gathered at Aspen Corner to learn from teachers and other members of the science community.
We were blessed with excellent warm weather and not a cloud in the sky. When we arrived we were greeted by Clare Stielstra, a hydrologist from Tucson, and Brenda Strohmeyer of the US Forest Service. With a group this large, it is vital to divide the students into smaller groups to manage both lessons and impact on the environment. Even better when we can provide opportunities for the students to connect to the larger community to meet experts from a variety of fields and get a taste of career options they might one day consider.
For my part of the rotation we studied how landforms, like the Peaks, impact the formation of clouds and weather patterns. We reviewed the difference between weather and climate and observed that the weather today was indeed very rainy. Next we performed the
"Dance of the Molecules" in which we acted out the actions of water molecules as they heat and cool to form ice, liquid, and vapor.
Hiking into the outdoor classroom.
Discussing the concept cartoon.
Then we split into groups to ponder a "concept cartoon." Concept cartoons are a popular formative assessment strategy that get the students thinking and talking, while helping the teacher identify possible misconceptions the students might have. The cartoons contained three possible explanations for the tendency of clouds to form over mountains more than other places. As I had done with another group a few weeks before, we began to act out the action of gasses and water vapor as it rises in the atmosphere. We had a new challenge this day however. Wind! Our previously successful game with balloons became a race to keep our lesson materials from becoming litter! A learning experience for us all. In the end we were still able to contemplate the action of wind, landforms and gasses in creating clouds.
One of the MEMS teachers lead a guided reading and journaling activity on the history of the Arizona Trail and its founder, Dale Shewalter. Our guest speakers led activities to demonstrate how to measure the health of a forest ecosystem and why it is important, and how the health of trees, grasses and animals impact our water table and community.
It was a gorgeous day to connect with friends, teachers, and guests alike. And everyone agreed that our classroom had the best view of any in Arizona, perhaps the world.
This Seeds of Stewardship outing made possible with support from: | <urn:uuid:3c960525-3f6f-473d-9aa7-4313ffa3be66> | CC-MAIN-2021-21 | https://aztrail.org/wp-content/uploads/2018/01/outing_161004.pdf | 2021-05-13T05:04:48+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991537.32/warc/CC-MAIN-20210513045934-20210513075934-00616.warc.gz | 148,518,692 | 537 | eng_Latn | eng_Latn | 0.999485 | eng_Latn | 0.999307 | [
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Tuesday 2nd February
Term Dates
Term 1
27 January – 1 April
Term 2
20 April – 25 June
Term 3
12 July – 17 September
Term 4
4 October – 17 December
Curriculum Days
5 March
19 April
16 August
(these are pupil free days)
OSHClub is open on Curriculum days. Please book through OSH Club www.oshclub.com.au
Public Holidays
8 March – Labour Day
14 June –Queen’s Birthday
2 November – Melbourne Cup
Contact Us:
Buckingham Drive, Rowville 3178
Phone:9764 5533
Fax:9764 3297
Email: heany.park.ps @edumail.vic.gov.au
Middle School Information 2021
Welcome!
The Middle School Team welcomes you to a new year at Heany Park Primary School. We look forward to getting to know you and your child throughout the year as we work together to provide engaging and challenging learning opportunities. We encourage you to contact your child's classroom teacher for any information, questions or concerns. If you wish to make a time to meet with your child's teacher, please phone or email to make an appointment.
The Middle School teachers operate as a team, working and planning together. We support our students to further develop their initiative, selfdiscipline and independence as learners whilst nurturing them to develop confidence and a sense of self-worth.
This information book has been created to assist you in understanding some of the things your child will experience this year. There will be 'Learning in the Classroom Newsletters' about learning and teaching to keep you updated. This will be published through COMPASS and posted on the school website.
Communication
COMPASS is our main form of communication with parents. We use this platform to:
Send newsfeed items and reminders
Newsletters
Excursions and Incursions information
Absent Reminders
Semester Reports
Complete payments
Booking Interviews and
Emailing teachers
An APP can be downloaded on your phone or you can access COMPASS on a computer.
Absent or Extended Holidays
Parent can advise the school and teachers about absences from school due to illness or an appointment through COMPASS.
Please inform your classroom teacher and the office via COMPASS if you are planning an extended holiday.
The QKR app is still available for the canteen and possible fundraising events
Special Events:
16 Feb – School Photos
1 Apr - House Cross Country
*23 Apr – ANZAC Day Ceremony ( 2.30pm)
*27 May – Education Week Open Classrooms
22 & 24 June – Three Way Conferences
*16 – 20 Aug- Science Week
21 Oct - House Athletics
3 and 6 Dec – Senior School Exhibition
8 Dec – Christmas Concert
*These events will be confirmed closer to the date, depending to COVID regulations and guidelines.
Literacy
Literacy skills are emphasised throughout each day across all the curriculum areas.
Reading
The purpose of reading is to construct meaning from a variety of printed, dramatised and visual texts. Reading is an essential part of our classroom programs and life. We explicitly teach strategies to help support students to decode, make meaning from and enjoy a variety of texts. Students continue to develop the strategies divided into the areas of Thinking Within the Text, Thinking Beyond the Text and Thinking about the Text.
Writing
Students will be given the opportunity to write every day, personal or formal, to develop specific skills. These skills include the active process of planning, drafting, revising, editing and publishing a range of text types.
Students will write for a variety of purposes and audiences, including reports, expositions and narratives. The expectation is for students to write detailed texts using more sophisticated language forms than they have in previous years. The craft of writing will include grammar, punctuation and spelling. The teaching of handwriting also forms an important part of the program.
Speaking and Listening
Students will engage in various tasks to develop their Speaking and Listening skills. These include how to listen effectively, how to ask open questions and how to speak in a manner that engages the audience. Students will be encouraged to use a clear voice and appropriate volume and pace when speaking. Students will be encouraged to develop speaking and listening skills though participation in class discussions and sharing their learning.
Spelling
Students will continue to participate in the SMART Spelling Program. This allows students to have a different amount of words and words of different complexity, but still with a focus on the same spelling pattern. This means one student may be learning the word 'rain' and another the word 'contain' but they're both learning about the diagraph /ai/.
Numeracy
In the Middle School students increasingly use appropriate terms and symbols to describe computations, measurements and characteristics of objects. Each lesson includes at least one key learning focus, eg: Number and Algebra - counting, place value and patterns; Measurement and Geometry - estimating and measuring length, mass, area, capacity and volume, as well as shape and location.
Statistics and Probability – likelihood, interpreting data and creating graphs. Mental computation strategies are explicitly taught to ensure students use efficient mental and written strategies when exploring
Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
:
IB learners are
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
problems. Lessons will often begin with short Number talks which allow classroom conversation around purposefully crafted problems that are solved mentally.
Transdisciplinary
We commence the year with activities and tasks which allows your child, the class and teacher to get to know each other. An Essential Agreement will be developed in each classroom. This establishes the expectations and guidelines for how the class will operate and treat each other. The Essential Agreement is an important part of setting the learning culture within each classroom. It helps us to settle into new routines and habits for the year and sets high expectations. The agreement supports our School Values and high quality teaching and learning for the year.
Over the course of the year the children will explore six units of inquiry under the different Trandiscilpinary Themes. Each unit contains a central idea, lines of inquiry, key concepts and learner profile attributes.
The Yearly Planner which is attached to this newsletter provides details of the units of inquiry your child will be investigating this year. You may want to place this on your fridge for easy reference. Please note the dates for opportunities for you to connect with your child's learning.
The Thrive Approach
We use The Thrive Approach, a developmental approach, designed to meet the social and emotional developmental needs of all our children. It is informed by established findings in neuroscience; child development theory; attachment theory and research into the importance of play and creativity. Thrive is a specific way of working with all children that helps to develop their social and emotional well-being, enabling them to engage with life and learning. It supports them in becoming more self-assured, capable and adaptable. It can also address any troubling behaviours providing a firm foundation for academic attainment.
At Heany Park Primary School we use a screening tool and activity planning resource called Thrive-Online. This allows us to check that children are working appropriately for their age and to develop the whole group with activities that ensure that they are as emotionally and socially supported as they can be. Thrive-Online will also identify any children in need of extra help. If the screening process suggests that your child would benefit from additional one-to-one support, our Thrive Licensed Practitioner (Sue Houghten) will contact you, and with your consent will carry out a more detailed assessment to develop an action plan that gives specific strategies and activities for supporting your child within our school.
We understand that some circumstances may be sensitive and confidentiality will be paramount at all times when you are discussing your child's needs with us.
SCHOOL VALUES RESPECT
Being tolerant, caring and supportive, and valuing ourselves and each other
ACCEPTANCE
Acknowledging differences and change with an open mind
INTEGRITY
Being ethical, honest and fair in dealings with others
LIFE LONG LEARNING
Our commitment to ongoing learning to develop skills and knowledge
Sue Houghten Thrive Practitioner
Excursions & Incursions
Throughout the year, students will have opportunities to learn both within and outside the classroom with a variety of incursions, guest speakers and excursions. These have been planned to enhance and elaborate on the understandings and skills developed throughout our Transdisciplinary learning.
There will be opportunities for parents to be involved in these events along with other whole school activities such Cross Country, Science Afternoon, House Athletics etc.
Incursion and Excursions already book for this year include
- Human Body Systems incursion
- Forces in Action incursion
- Camp at Phillip Island
Further information for events throughout the year, will be sent home via COMPASS at appropriate times.
Assessment
Ongoing assessment occurs everyday and informs what is to be taught and learnt next. Teachers conduct a variety of assessment tasks throughout the year. This includes standardised assessment and teacher-devised tasks that determine student achievement for reporting purposes.
All assessments from last year are taken into consideration when planning for learning. Accurate reading data is used to begin student's work in reading groups. Student's reading progress including the strategies they are / are not using and their comprehension is closely monitored. Assessment takes place on an ongoing basis over all lessons. It is used to plan teaching content and group students according to their learning needs.
Students who are identified as requiring further assistance or extension will have an Individual Development Plan (ILP) prepared for them. Programs or tasks will be provided for school and at home to address student's specific learning needs. Each term students will be encouraged to reflect on their skills, understandings, work habits and effort. Teachers will work with students to identify, set and achieve personal learning goals to promote their progress.
In 2008, the National Assessment Program – Literacy and Numeracy NAPLAN - commenced in Australian schools. The program continues this year with all students in Years 3, 5, 7 and 9 being assessed using common national tests in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy.
Homework Policy
A copy of our homework policy is available on the school website.
Expectations for Middle School are up to 30 minutes per night, 4 nights per week. The main focus will be on daily reading. Homework may also include the following:
- spelling/word work
- numeracy activities that reinforce classroom concepts
- research, collection of materials/resources and rehearsing presentations to support the classroom inquiries.
All students have access to Mathletics online, which provides an engaging platform for children to reinforce concepts learnt in class. Mathletics can be accessed via the app or www.mathletics.com
Our Middle School Team
Sonya McLeod Team Leader 34M
Marcus Lo Ricco 34L
Tahnee Akkerman 34A
Christine Vavasseur 34V | <urn:uuid:7fec0d5e-7362-407a-a2c8-869e82827e07> | CC-MAIN-2021-21 | https://heanyparkps.vic.edu.au/wp-content/uploads/2021/02/Middle_Information_Booklet_2021.pdf | 2021-05-13T07:07:03+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991537.32/warc/CC-MAIN-20210513045934-20210513075934-00620.warc.gz | 304,999,975 | 2,339 | eng_Latn | eng_Latn | 0.997219 | eng_Latn | 0.998002 | [
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Drones and artificial intelligence show promise for conservation of farmland bird nests
14 July 2020
at high latitudes, the temperature of these nests is typically higher than that of the surrounding environment. Hence, we thought that thermal cameras could assist. A small pilot study indicated that thermal vision is hampered by vegetation and objects on the ground. Therefore to make this an efficient system, we thought that the camera could be flown using a drone, and artificial intelligence could help to analyze the resulting thermal images. We show that this works. However, the system performed best under cloudy and cold conditions, and on even grounds," says Andrea Santangeli, an Academy of Finland fellow at the Finnish Museum of Natural History Luomus, University of Helsinki.
Credit: CC0 Public Domain
Farmland bird species are declining over most of Europe. Birds breeding on the ground are particularly vulnerable because they are exposed to mechanical operations, like plowing and sowing, which take place in spring and often accidentally destroy nests.
Locating nests on the ground is challenging for the human eye, and highly time-consuming
Researchers flew a drone carrying a thermal camera over agricultural fields to record images. These were then fed to an artificial intelligence algorithm capable of accurately identifying nests, a first step to aid their protection. Researchers tested the system in Southern Finland near University of Helsinki's Lammi Biological Station, using wild nests with eggs of the Lapwing Vanellus vanellus.
"We have been involved in conservation of groundnesting farmland birds for years, and realized how difficult it is to locate nests on the ground. At least
Drone technology becoming rapidly popular in conservation
It is possible to map in near real-time the spread of diseases on crops in agricultural areas using drones with various sensors. The latter is an integral part of precision agriculture, a new way of crop production that makes large use of drone technology to monitor crops and maximize production efficiency.
Studies like this one can help pave the way to integrate bird nest detection within the drone borne sensors used in precision agriculture, and automate a system for saving those nests.
"The conservation community must be ready to embrace technology and work across disciplines and sectors in order to seek efficient solutions. This is already happening, with drone technology becoming rapidly popular in conservation. A next and most challenging step will be to test our system in different environments and with different species. Our auspice is that this system will be, one day, fully integrated into agricultural practices, so that detecting and saving nests from mechanical
1 / 2
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destruction will become a fully automated part of food production," says Andrea Santangeli.
More information: Andrea Santangeli et al, Integrating drone-borne thermal imaging with artificial intelligence to locate bird nests on agricultural land, Scientific Reports (2020). DOI: 10.1038/s41598-020-67898-3
Provided by University of Helsinki APA citation: Drones and artificial intelligence show promise for conservation of farmland bird nests (2020, July 14) retrieved 13 May 2021 from https://techxplore.com/news/2020-07-drones-artificialintelligence-farmland-bird.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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YOUR POD and COVID-19 YOUR POD
WHAT IS A POD?
A pod (or a social bubble) is a small group of people who agree to socialize in person only with each other and stick to the same COVID-19
prevention measures, both when the bubble is socializing together AND in daily life. Members of your pod include people you live with (e.g., housemates, family members) and can include people who you do not live with, but who agree to be part of your pod.
ADVANTAGES OF A POD
Our mental and emotional health are important during the pandemic. Feeling connected to others can help reduce stress and anxiety. A small, tight circle of contacts within a pod, in addition to staying connected virtually with those outside a pod, can help.
Before joining a pod, consider if you are at risk for getting very sick—or getting others sick—from COVID-19.
While a pod can give you more in-person interactions, it doesn't mean socializing with everyone you know. Pods need to be kept small to be effective in protecting people inside the pod, especially if there is a lot of COVID-19 activity in your community.
Think carefully about each person who is in your pod. If one pod mem ber has exposure to risk, the entire pod is then exposed to that risk. The more social, work, and academic situations your pod chooses to be in, the greater your chances are of exposure to COVID-19.
REMEMBER: Even with extra steps to try and stay safe, meeting with people who are not your housemates does increase your risk for getting and transmitting COVID-19.
HELP KEEP YOUR POD SAFE
POD COVID-19 EXPOSURE
* Adjust pod numbers accordingly and follow any updated gathering guidelines set by the local health department and University of Virginia.
* Before you form a pod, talk openly about expectations, risks, and fears with other potential members. Once the pod is established, continue that open communication.
those whom you tr Be upfront about expectations • and only interact with ust will follow the guidelines.
* Don't include anyone who doesn't take precautions seriously.
, .............. . • For more UVA-specifc information about resources and protocols related to COVID-19, please visit: studenthealth.virginia.edu/COVID-19
*• • • • • • • • • • • • • • • • • • •..If
* Keep your pod to the same people; every additional person adds more risk.
coronavirus.virginia.edu
ADAPTED FROM: https://www.vdh.virginia.gov/content/uploads/sites/182/2020/12/Social-bubble.pdf
* Communicate openly with pod members if something happens that might put others at risk of exposure.
* If one person in the pod tests positive for COVID-19, that person will need to be isolated for at least 10 days and everyone who had close contact with that person will need to quarantine. Students should call the SHW Exposure Call Center at (434) 924-5362 to discuss all potential exposures to COVID-19. | <urn:uuid:b2fa04bd-9105-468a-a252-72d1368de89d> | CC-MAIN-2021-21 | https://www.studenthealth.virginia.edu/sites/studenthealth.virginia.edu/files/UVACOVID_Pod.pdf | 2021-05-13T05:47:18+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991537.32/warc/CC-MAIN-20210513045934-20210513075934-00619.warc.gz | 1,063,914,717 | 638 | eng_Latn | eng_Latn | 0.996955 | eng_Latn | 0.996955 | [
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Nursing: Many Faces, Many Choices IP
Nursing: Many Faces, Many Choices The Nursing: Many Faces, Many Choices IP is an interest project from the Girl Scouts of Central and Southern New Jersey Council.
Skill Builders
1. Draw a picture, collage or write a list that represents nursing, as you perceive it now. After the completion of this project, draw another picture, collage or write another list of how you have changed your views of the nursing profession.
2. Learn about the many nursing specialties and what nurses do in these areas. Some areas would be ER, OR, CCU, NICU, UR, QA, CRNA, GI, hemodialysis, oncology, psychiatric, geriatric or pediatric.
3. Find out about the special skills the nurses need. If possible, watch a nurse perform some of these skills. Some examples could be starting or adding to an IV, or feeding a patient through a feeding tube, giving an IM injection or performing a physical assessment.
4. Home care nurses only have one patient at a time. Discuss with a nurse doing home care and find out why she chose this field of nursing. If possible, observe a nurse doing home care. Also find out what the Visiting Nurse Association is and does? What are the benefits to doing home care? Any downsides?
5. Look at pictures of Florence Nightingale. How did nurses in her time dress? How do nurses dress today? Talk with one or more nurses and find out what he/she wears to work. Do nurses today still wear caps or uniforms? Why or why not? How is it different in nursing homes?
6. Talk with a nurse in management, such as a Nursing Supervisor or Director of Nursing. Learn what her job involves. What aspects of her job are most satisfying? How did she/he progress to that position? What skills were needed?
Technology
1. Visit a nursing home, hospital, clinic or health care facility. Contact the appropriate person to set up a visit. Ask to see the types of equipment and other technology used by nursing staff.
2. Learn the basic skills a nurse performs for a patient, such as taking a patient's temperature, pulse check (radial and apical), observing respirations, how to take blood pressure and perform a basic routine assessment.
3. What is an AED? Learn when and why a nurse would use it. Watch a nurse demonstrate on a mannequin the use of an AED.
4. If you are old enough (currently 16 in New Jersey), take a 2 hour Red Cross Course to learn to use an AED.
Service Projects
1. Learn about the needs of a hospital, clinic, or health care facility and complete a service project for them. Some things that you might do include a toy or book drive. Volunteer as an activity aide or "candy striper."
2. Many patients at nursing homes seldom have visitors. Plan to do one or more projects for nursing home patients. This could include a visit to talk with patient, providing a craft for patients, or a sing-along. Simply sending cards can brighten their day. Find out what some specific needs may be.
3. Talk with Daisy/Brownie troops in your town/Service Unit about nursing home patients wanting to see and hear from children. Ask the troops to write and/or send cards, pictures to the patients in a local nursing home. If possible, have the troop adopt one or more patients and write to them. Remind them that patients like mail every week, not just on special holidays.
4. Find out what other organizations provide service and companionship for hospital or convalescent home residents, i.e. pet therapy, art therapy, clubs, etc. and how they benefit the residents.
Career Exploration
1. Interview a nurse who has been in the profession for at least 5 years. What challenges have they faced while pursing their education and career in health care? How has it changed within the past 50 years? Learn five advantages and/or disadvantages of becoming a nurse.
2. Compare the educational requirements for LPN, RN, BSN, MSN and NP. Learn how a nurse can progress from one level to another. Do nurses need to have continuing education (CEU's) to maintain their licensure? What do nurses have to do to begin practicing legally? Are there different requirements for employment in different states? Find out about the Division of Consumer Affairs (under which all nurses licenses are registered).
3. Look in newspapers and nursing journals for advertisements for nurses. What salaries are advertised? Are any bonuses being offered? What kind of hours/shifts can nurses work?
4. Nurses work in many varied facilities. Spend several hours with a nurse to see what she does. This could be an office or school nurse in a hospital, nursing home, rehabilitation or home setting. Nurses also work for pharmaceutical companies, insurance companies.
5. Find out about the different organizations that nurses can belong to, such as the NLN, or on a state of job specific level. What journals or periodicals can nurses subscribe to?
See also
Discover Careers in Medicine IP Discovering Nursing IP Nursing, Discover IP Nursing IP Nursing Exploration IP List of Council's Own Interest Projects
External Links
Rolling Hills Council's Own Recognition Requirements
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CALLED TO WORSHIP
DEVOTIONAL READING: Exodus 1:8–22
BACKGROUND SCRIPTURE: Matthew 2:7–15
MATTHEW 2:1–2, 7–15
1 Now when Jesus was born in Bethlehem of Judaea in the days of Herod the king, behold, there came wise men from the east to Jerusalem,
2 Saying, Where is he that is born King of the Jews? for we haveseen his star in the east, and are come to worship him.
7 Then Herod, when he had privily called the wise men, enquired ofthem diligently what time the star appeared.
8 And he sent them to Bethlehem, and said, Go and search diligently for the young child; and when ye have found him, bring me word again, that I may come and worship him also.
9 When they had heard the king, they departed; and, lo, the star,which they saw in the east, went before them, till it came and stood over where the young child was.
10 When they saw the star, they rejoiced with exceeding great joy.
11 And when they were come into the house, they saw the youngchild with Mary his mother, and fell down, and worshipped him: and when they had opened their treasures, they presented unto him gifts; gold, and frankincense, and myrrh.
12 And being warned of God in a dream that they should not returnto Herod, they departed into their own country another way.
13 And when they were departed, behold, the angel of the Lordappeareth to Joseph in a dream, saying, Arise, and take the young child and his mother, and flee into Egypt, and be thou there until I bring thee word: for Herod will seek the young child to destroy him.
14 When he arose, he took the young child and his mother by night,and departed into Egypt:
15 And was there until the death of Herod: that it might be fulfilledwhich was spoken of the Lord by the prophet, saying, Out of Egypt have I called my son.
KEY VERSE
When they were come into the house, they saw the young child with Mary his mother, and fell down, and worshipped him: and when they had opened their treasures, they presented unto him gifts; gold, and frankincense, and myrrh.—Matthew 2:11
CALL IN THE NEW TESTAMENT Unit 1: The Beginning of a Call LESSONS 1–4
LESSON AIMS
After participating in this lesson, each learner will be able to:
1. Identify the Old Testament sources used within the lesson text.
2. Compare and contrast the motives behind the two expressed desiresto worship Jesus.
3. Worship the Lord in the reverent and sacrificial spirit of the wisemen.
LESSON OUTLINE
Introduction
A. Mirror, Mirror
B. Lesson Context
I. Going West (Matthew 2:1–2)
A. The Journey (v. 1)
B. The Star (v. 2)
II. Seeking the King (Matthew 2:7–12)
A. Led by Men (vv. 7–8)
B. Led by God (vv. 9–10)
C. The Joy of Discovery (vv. 11)
D. The Return Home (v. 12)
A Dream Come True
III. Fleeing to a Strange Land (Matthew 2:13–15)
A. The Warning (v. 13)
B. The Flight to Egypt (vv. 14–15)
Sacrificial Faith
Conclusion
A. Expect the Unexpected
B. Prayer
C. Thought to Remember HOW TO SAY IT
Batanea
Bah- tuh-
nee-uh.
Bethlehem frankincense
Beth- lih-hem.
frank- in-sense.
Galilee
Gal- uh-lee.
Herod
Hair-ud.
Hosea
Ho- zay- uh.
Idumean
Id- you -me-un.
Judaea (Judea)
Joo- dee- uh.
myrrh
mur.
Perea
Peh- ree- uh.
Samaria
Suh- mare- ee-uh.
Introduction
A. Mirror, Mirror
The 1937 Disney film Snow White has given us many lasting catchphrases, including the famous (misquoted) rhyme, "Mirror, Mirror on the wall, who's the fairest of them all?" In the movie, these words are spoken each day by the beautiful-but-evil queen to her magic mirror, which has knowledge of all things. The vain queen's sense of prestige and selfworth are tied to the mirror's daily affirmation that she herself is, in fact, "the fairest in the land." So fragile is her ego that she becomes enraged beyond reason when the mirror finally says one day that a lowly peasant girl is now "the fairest in the land." The powerful queen promptly disguised herself as a witch so she could destroy Snow White.
Our passage today describes a similar scenario that also bore tragic and deadly fruit.
B. Lesson Context
Matthew and Luke provide unique details on the story of Jesus' birth. Both contain genealogies that trace Jesus' human heritage (see lesson 1). Both mention that angels announced Mary would conceive. Luke describes the message delivered to Mary before her pregnancy (Luke 1:26–38), while Matthew describes how Joseph learned of its origins after she was found to be with child (Matthew 1:18–25; see lesson 2).
Luke then offers a detailed description of the events leading up to the night of Jesus' birth, including Joseph and Mary's journey from Nazareth to Bethlehem for the Roman tax census, the fact that the newborn child was laid in a manger, and the visit of the shepherds (Luke 2:1–20). Matthew skips the actual birth story to describe the strange appearance of wealthy and mysterious Gentiles to honor the baby Jesus (Matthew 2:1–18; see lesson text).
The two accounts broaden our awareness of the events surrounding Jesus' birth and also offer complementary perspectives on the implications of Christ's coming. Luke's focus on the manger and the shepherds anticipates Jesus' later emphasis on the poor and outcast (example: Luke 6:20–21). Matthew's story of the wise men shows how Christ's life and death would reach far beyond the borders of Israel to bring salvation to people of many races and nationalities (example: Matthew 28:18–20). Taken together, the two Gospels underscore a key feature of Christ's ministry: reaching across barriers to bring salvation to all (John 3:16–18).
A. The Journey (v. 1)
1a. Now when Jesus was born in Bethlehem of Judaea.
Bethlehem (about six miles south of Jerusalem) was the site of many important events that Jewish audiences likely remembered. While Bethlehem was a small village in Jesus' time, it was the place where Jacob's wife Rachel—mother of 2 of the 12 patriarchs whose offspring became the 12 tribes of Israel (Genesis 35:24; 49:1–28)—died in childbirth and was buried (35:19).
The events of the book of Ruth are set in Bethlehem (Ruth 1:19). Ruth's great-grandson, King David, was raised there (Ruth 4:21–22; 1 Samuel 16:4–13). Because God had promised David that one of his descendants would rule over God's people forever (2 Samuel 7:8–16), it was widely understood that the Messiah—a descendant of David — would also be associated with Bethlehem (see Micah 5:2, 4; quoted in Matthew 2:6, not in today's lesson text). The word Bethlehem means "house of bread." 1b. In the days of Herod the king.
Herod was installed as king of Judea by Rome in about 38 BC. He reigned until his death in 4 BC. While powerful, Herod was never popular with traditional Jews, who questioned his lineage. (Herod was ethnically Idumean, native of what was called Edom in the Old Testament.) They resented his pro-Roman policies. Upon his death, widespread revolt erupted across Judea.
1c. Behold, there came wise men from the east to Jerusalem.
While the precise origin of the wise men is unknown, they are clearly portrayed as Gentiles (non-Jews). In ancient paganism, wise men were considered experts in discerning the will of the gods and divining the future. This was accomplished through observation of various elements of nature, such as stars, weather patterns, and the behavior of animals. Wise men commonly served as counselors at the courts of royalty, giving advice on the basis of their supposed supernatural insight (compare Genesis 41:8; Daniel 2:2–11).
The citizens of many nations were prophesied to come to Israel to worship when the Messiah appeared. This would usher in a new era of peace and prosperity as all joined as one people under God (compare Micah 4:1–5). The appearance of the Gentile wise men is the first indication of God's intention to fulfill this prophecy through Jesus' life, death, and resurrection and the church's proclamation of those facts.
The east may refer to Babylon or Persia, which had been home to large numbers of Jews since the Babylonian exile. That was during the time of Jeremiah, Ezekiel, and Daniel in the sixth century BC. Some scholars, noting that Herod attempted to kill Jesus by ordering the execution of all boys age 2 and under (Matthew 2:16–18), propose that the events of Luke 2 occurred around 6 BC.
One would think that Jesus could not have been born in any year BC, just by definition. The blame lies with a well-intentioned monk of the sixth century AD who made a mistake in computation. The wise men may have arrived as much as two years later, during the last year of Herod's reign (see commentary on Matthew 2:11, below).
B. The Star (v. 2)
2a. Saying, Where is he that is born King of the Jews?
This is the first time in Matthew's Gospel that Jesus is referred to as King of the Jews. This title is a glimpse of Jesus' trial before Pilate, torture, and execution (Matthew 27:11, 29, 37).
2b. For we have seen his star in the east.
The wise men witnessed an unusual astronomical phenomenon. It was widely believed in antiquity that stars, eclipses, comets, and other astral events heralded significant events. Attempts to explain away the star's value by identifying it with datable astronomical events have often been little more that attempts to deny the miracle of the wise men's travel.
The Law of Moses clearly forbids the occult practices in which the wise men were experts (Deuteronomy 4:19; 18:9–14). Still, God communicated with these pagan astrologers in terms they could understand. Since the wise men sought wisdom in the stars, God chose to speak to them through that medium, calling them to leave their home country in search of a newborn king. If it seems strange for God to speak through a forbidden practice, consider also that God forbade witchcraft (Deuteronomy 18:10) but chose to communicate with King Saul in such a setting (1 Samuel 28). His ways are not our ways. Clearly, God ensured that Gentiles were included on the momentous occasion of today's text.
2c. And are come to worship him.
The wise men seemed aware of Scriptures that spoke of a coming King. They may have been sent by their own king to worship and pay the respects typical of royal births. Because this was a royal event, they went first to Jerusalem, the political and religious center of Judea.
Verse 3 (not included in the lesson text) indicates that Herod was deeply suspicious of the wise men. Herod had spent almost four decades establishing himself as king of the Jews, and in the process had undertaken a series of brutal military actions and massive civil works projects to convert Judea, Samaria, Galilee, Perea (east of the Jordan), and Batanea (east of the Sea of Galilee) into productive areas. Since Herod had no newborn children at this time, the notion that a royal messianic figure might be coming could only spell rebellion. He may have suspected that the wise men were impostors, involved in a plot to create dissent.
II. Seeking the King
(MATTHEW 2:7–12)
A. Led by Men (vv. 7–8)
7. Then Herod, when he had privily called the wise men, enquiredof them diligently what time the star appeared.
In Matthew 2:4–6 (not in our lesson text), Herod's own religious experts advised him from Micah 5:2– 4 that the Messiah would be born in
Bethlehem, about six miles south of Jerusalem. Herod's inquiry into the timing of the star's appearance foreshadowed his intention to quell this threat (see Matthew 2:14, below; also 2:16).
8. And he sent them to Bethlehem, and said, Go and search diligently for the young child; and when ye have found him, bring me word again, that I may come and worship him also.
Based on the information his own experts had provided, Herod sent the wise men to Bethlehem in hopes that they would locate a potential political rival. The wise men, interpreting the situation in religious rather than political terms, appeared to be oblivious to his scheme. Herod spoke deceitfully when he claimed that he too wanted to worship this young child (Matthew 2:13).
B. Led by God (vv. 9–10)
9. When they had heard the king, they departed; and, lo, the star,which they saw in the east, went before them, till it came and stood over where the young child was.
The reference to the star going before the wise men has generated considerable discussion. Because Bethlehem was essentially a suburb of Jerusalem, it would seem unnecessary for the star to guide them there. Yet the wise men were clearly not from the area and would need guidance to find the young child, especially at night.
The star here functions in a way similar to the manger in Luke's account. The shepherds were told to go into Bethlehem and look for a newborn child, not knowing the specific place. For the shepherds, the sign that they had found the right person took the form of a manger (Luke 2:8– 16). The image of the star remaining over the place there Jesus was recalls the pillars of cloud and fire that guided the Israelites (Exodus 13:21).
10. When they saw the star, they rejoiced with exceeding great joy.
The wise men doubtless rejoiced because their confusion had been resolved. While their initial observations simply led them to Jerusalem, they certainly would have been surprised and confused to learn that there had been no royal births in Herod's household. Some students propose that the travelers had not seen the star for some time; now its reappearance, framed by references to the prophecies of the sacred Scriptures, was clearly a direct sign from God. The long journey was reaching its goal.
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What Do You Think? With whom will you share the joy of the wise men this Christmas? Digging Deeper
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What can you do to create (not just expect) opportunities to do so?
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C. The Joy of Discovery (v. 11)
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11a. And when they were come into the house, they saw the young child with Mary his mother, and fell down, and worshipped him.
Mary and Joseph, who were from Nazareth, were still in Bethlehem. The wise men first saw Jesus at a certain house rather than in the manger where the shepherds met the family (Luke 2:16). It is possible that the wise men saw the star and began their journey some months before Jesus was born; in that case, what they described in Matthew 2:2 would have occurred sometime before 2:1. The result would be to see Jesus days or weeks after His birth. Matthew 2:16 may indicate an even longer period of time (see on 2:1c, above).
The worship offered by the wise men does not mean they fully understood Jesus' identity. In fact, almost no one seemed to grasp Jesus' identity fully until after His resurrection (examples: Matthew 16:13– 23; Acts 2:14–39). More likely their reverence reflects the typical gestures of obeisance that would be offered to any ancient king.
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What Do You Think? How do we convince others that a "mere human" is worthy of being worshipped? Digging Deeper Before engaging in such a conversation, how do we ensure that everyone in the discussion shares the same definition of worship?
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11b. And when they had opened their treasures, they presented unto him gifts; gold, and frankincense, and myrrh.
The gifts offered were consistent with the mission of the wise men to honor a newborn king. Gold, of course, was precious. Frankincense and myrrh were rare and expensive items, imported from southern Arabia and what today is known as Somaliland. Matthew surely sees the actions of the wise men as a fulfillment of prophecies such as Isaiah 60:1–9.
The number of visitors is unknown. The common view is that there were three, which corresponds to the number of gifts. Even if only three dignitaries came to see Jesus, they certainly would have traveled with a large retinue of servants and security officers. Oddly, none of the Jewish advisers to Herod seemed to have been interested in this new king, since there is no record of their joining the foreign men in seeking Him.
What Do You Think? What can we do to connect better our Christmas gift-giving with that of the wise men's gifts to baby Jesus? Digging Deeper How will you deal with the tension between Matthew 5:16 and 6:1 in this regard?
D. The Return Home (v. 12)
12. And being warned of God in a dream that they should not return to Herod, they departed into their own country another way.
God continued to communicate with the wise men in a way familiar to them. As a result, they departed the country secretly rather than reporting Jesus' identity and location to Herod.
Herod was likely made aware that Micah 5 predicted that the Messiah from Bethlehem would destroy oppressors and their pagan religious customs. To Herod, this could only mean a challenge to his own proRoman policies. Periodic insurrections were not unknown in this time and place (compare Acts 5:36–37), and Herod was infamous for eliminating opposition.
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What Do You Think? How will you know when you should avoid someone rather than trying to confront or witness to him or her? Digging Deeper Which among 1 Corinthians 15:33; Galatians 2:11–21; 2 Thessalonians 3:6; Titus 3:10; and 3
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John 9–10 is most compelling to you in this regard? Why?
A DREAM COME TRUE
A Muslim friend of mine who was just beginning his walk with Jesus struggled with taking the final step because his mother did not approve of his affiliation with Christians. Once while he was contemplating Christianity, his mother traveled to a faraway city.
One night in that strange place, she got lost. Confused and afraid, she sat down on the corner and began to cry. She prayed that if the Jesus her son spoke about were real, He would help her get home. She then felt hands on her back, pushing her gently in one direction, all the way to her friend's house. She never saw anyone behind her.
This woman returned to her son full of excitement and sure that Jesus himself had guided her. He had answered her prayer. She joined her son in his new faith.
God uses different methods to reach different people. Even so, His communication to the wise men through the star and then a dream was only a start. They needed more information later (see Romans 10:17; Hebrews 1:1–2). Where are you along this path? Where should you be?
—L. M. W.
III. Fleeing to a Strange Land
(MATTHEW 2:13–15)
A. The Warning (v. 13)
13a. And when they were departed, behold, the angel of the Lord appeareth to Joseph in a dream, saying, Arise, and take the young child and his mother, and flee into Egypt, and be thou there until I bring thee word: for Herod will seek the young child to destroy him.
The angel of the Lord had earlier appeared to Joseph in a dream to inform him that Mary's pregnancy was indeed miraculous (Matthew 1:20– 24; see lesson 2). This time the angel warned Joseph of the looming consequences of the wise men's informing Herod about a new king.
The Roman province of Egypt was to be the place of refuge. It was home to a large and influential Jewish community at that time. Traffic between Israel and Egypt was common, and Joseph could easily find work and support there without drawing too much attention. The wise men's gifts, especially the gold, would be a huge help to the family during the sojourn.
Herod is often portrayed as attempting to fight against God himself. How could any human being hope to thwart the divine plan by killing the Christ, whom God had sent? Nothing in Matthew's account, however, suggests that Herod believed God was behind the appearance of the wise men. In his view, they were either crackpot pagans or, more likely and more seriously, foreign agents involved in an elaborate hoax to generate unrest among the Jewish people. His failure to see the hand of God in the situation stands as a timeless lesson on the need to be mindful of God's movement at all times.
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B. The Flight to Egypt (vv. 14–15)
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14–15. When he arose, he took the young child and his mother by night, and departed into Egypt: and was there until the death of Herod: that it might be fulfilled which was spoken of the Lord by the prophet, saying, Out of Egypt have I called my son.
Prophecies are often explicitly cited in Matthew's Gospel. For instance, Matthew 1:23 connects the angel's announcement to Joseph with Isaiah 7:14 (compare Matthew 2:6). The verses before us quote Hosea 11:1 to explain why Jesus had to be taken to Egypt. Matthew 2:18 connects the massacre of the infants to Jeremiah 31:15, and an otherwise unknown prophecy explains why Jesus grew up in Nazareth (Matthew 2:21–23). These references to Scripture, combined with the various dreams (1:20; 2:12–13, 19) and unusual star, work together to stress the unique role of Jesus in God's total plan of salvation.
What Do You Think? Which do you have the most problem with: jumping the gun and starting too soon or procrastinating and starting too late? Digging Deeper How can you solve this problem?
SACRIFICIAL FAITH
When the Bible college where I work relocated from a small town to a larger city a couple of hours away, the faculty and staff faced a huge decision. Would they also move?
Many had children in schools in the area. The cost of living was higher in the city, and a booming housing market meant they'd get less house for more money. They believed that the move would be good for the college and its students. But did they believe it enough to make changes in their personal lives?
Most of the faculty and staff did decide to go. They stepped out in faith. They acted in the assurance that God would work through the move and would provide for their families in the city. They believed in the mission of the school enough to sacrifice for it.
It is easy to sit back and say we'd give up everything for Jesus. But when we have the opportunity to sacrifice, do we take it?
—L. M. W.
Conclusion
A. Expect the Unexpected
Matthew's account foreshadows a deep tragedy of Christ's ministry: those who should have been most prepared to accept Him did not (John 1:11). Instead, pagan astrologers welcomed Him with worship and expensive gifts!
This story is filled with the unexpected. No one expected pagan wise men to appear at Herod's palace with congratulations on the birth of a royal child, especially since no such child had been born in Jerusalem! The wise men certainly did not expect to find the king of the Jews in a peasant's house outside the capital. Jews did not expect the Christ to be born into danger so that His parents would need to flee to Egypt to protect Him. Most significantly, one would assume that the chief priests and appointed king of Judea would welcome the newborn Messiah.
Matthew's account thus demonstrates the need to remain open to the unexpected. It encourages us to watch for God in action, even when (or especially when) He acts through people we might not anticipate. We still need eyes to see and ears to hear (Matthew 13:16–17).
B. Prayer
Father, help us to interpret Your Word correctly and to listen carefully for Your voice. Give us the strength to follow Your call whenever and however it comes. In Jesus' name we pray. Amen.
C. Thought to Remember
Those who faithfully seek Jesus find Him.
INVOLVEMENT LEARNING
Enhance your lesson with KJV Bible Student (from your curriculum supplier) and the reproducible activity page (at www.standardlesson.com or in the back of the KJV Standard Lesson Commentary Deluxe Edition).
Option. Before learners arrive, place in chairs copies of the "Worship Around the World" exercise from the activity page, which you can download. Discuss results to begin class.
Challenge students to think of synonyms for the word venerate; write ideas on the board as they are voiced. Be sure to add adore, revere, and ascribe worth if no one mentions them. Then divide the class into small groups and ask groups to create lists of things that are venerated in today's culture. After a few minutes, have groups compare lists in whole-class discussion.
Lead into the Bible study by saying, "I think we can agree that some people are confused about who they should worship. But some of those we will study about today got it right. Let's see why."
Into the Word
Have students take turns reading Matthew 2:1–2, 7–15 aloud. Say, "There are many Old Testament prophecies about Jesus' birth. Let's see if we can match some of those prophecies to events surrounding Jesus' birth."
Ask a learner to read Jeremiah 23:5 aloud and another learner to read Numbers 24:17 aloud. Ask, "What verse from today's Scripture do these two prophecies match up with?" (Answer: Matthew 2:2). Follow the same process for Isaiah 60:3, 9 and Psalm 72:10 (Answer: Matthew 2:11) and Hosea 11:1 (Answer: Matthew 2:15).
Option. For deeper study of Old Testament predictions of the Messiah, distribute copies of the "Old Testament Prophecies" exercise from the activity page. Have learners work in study pairs or triads to complete as indicated. After an appropriate amount of time, reconvene for whole-class comparisons of conclusions.
Next, divide the class in half. Designate one of the halves to be Wise Men's Group and the other half to be Herod's Group. If the halves are too large for the exercise to follow, form smaller groups with identical names.
Distribute handouts (you prepare) of the following questions to the Wise Men's Group: 1—What kind of "GPS" did the wise men rely on? 2 —What was their physical posture in worship? 3—What gifts accompanied their worship? (Answers are in Matthew 2:9, 11a, and 11b, respectively.) Concurrently, distribute handouts (you prepare) of the following questions to Herod's Group: 1—What instructions did Herod give the wise men? 2 —What was Herod's stated motive in giving those instructions? 3—What was his real motive? (Answers are in Matthew 2:8a, 8b, and 13, respectively.)
When groups finish, check for accuracy during whole-class discussion. Use the commentary to correct misconceptions and fill in gaps. Ask students to summarize the similarities and differences among the motives of the wise men and King Herod.
Make a transition to Into Life by saying, "Let's see what the wise men can teach us regarding the connection between who to worship and the why and how of that worship."
Into Life
Write these two phrases on the board as column headers:
What's So / So What?
In whole-class discussion, ask, "What are the stated facts regarding the wise men's worship of Jesus?" Jot responses under the What's so column. After there are no more responses, continue by pointing to each of those responses in turn as you ask, "How might this be one model for our worship?" Jot replies under the So what? header. Make sure that the concepts of joy, humility, and sacrifice are addressed in both columns. Close by singing "We Three Kings"; distribute handouts of lyrics so class members can sing all five stanzas.
ACTIVITY PAGE
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PREACHING DOOM
DEVOTIONAL READING:
Jeremiah 38:7–13; 39:15–18 BACKGROUND
SCRIPTURE: Jeremiah 37–38
JEREMIAH 38:14–23
14 Then Zedekiah the king sent, and took Jeremiah the prophet unto him into the third entry that is in the house of the LORD: and the king said unto Jeremiah, I will ask thee a thing; hide nothing from me.
15 Then Jeremiah said unto Zedekiah, If I declare it unto thee, wilt thou not surely put me to death? and if I give thee counsel, wilt thou not hearken unto me?
16 So Zedekiah the king sware secretly unto Jeremiah, saying, As the LORD liveth, that made us this soul, I will not put thee to death, neither will I give thee into the hand of these men that seek thy life.
17 Then said Jeremiah unto Zedekiah, Thus saith the LORD, the God of hosts, the God of Israel; If thou wilt assuredly go forth unto the king of Babylon's princes, then thy soul shall live, and this city shall not be burned with fire; and thou shalt live, and thine house:
18 But if thou wilt not go forth to the king of Babylon's princes, then shall this city be given into the hand of the Chaldeans, and they shall burn it with fire, and thou shalt not escape out of their hand.
19 And Zedekiah the king said unto Jeremiah, I am afraid of the Jews that are fallen to the Chaldeans, lest they deliver me into their hand, and they mock me.
20 But Jeremiah said, They shall not deliver thee. Obey, I beseech thee, the voice of the LORD, which I speak unto thee: so it shall be well unto thee, and thy soul shall live.
21 But if thou refuse to go forth, this is the word that the LORD hath shewed me:
22 And, behold, all the women that are left in the king of Judah's house shall be brought forth to the king of Babylon's princes, and those women shall say, Thy friends have set thee on, and have prevailed against thee: thy feet are sunk in the mire, and they are turned away back.
23 So they shall bring out all thy wives and thy children to the Chaldeans: and thou shalt not escape out of their hand, but shalt be taken by the hand of the king of Babylon: and thou shalt cause this city to be burned with fire.
KEY VERSE
Jeremiah said unto Zedekiah, If I declare it unto thee, wilt thou not surely put me to death? and if I give thee counsel, wilt thou not hearken unto me?—Jeremiah 38:15
PROPHETS FAITHFUL TO GOD'S COVENANT
Unit 3: Courageous Prophets of Change LESSONS 9–13
LESSON AIMS
After participating in this lesson, each learner will be able to:
1. Explain the context of Jeremiah's ministry in the days of King Zedekiah.
2. Contrast Zedekiah's indecisiveness with Jeremiah's resolve.
3. Write one action to take in the week ahead to counteract an unholy trait that characterizes him or her in a weak moment.
LESSON OUTLINE
Introduction
A. Unheeded Warnings
B. Lesson Context
I. A Secret Meeting (Jeremiah 38:14–16)
A. Information Request (v. 14)
B. Setting Terms (vv. 15–16) Listen Carefully
II. A Private Prophecy (Jeremiah 38:17–23)
A. Results of Obedience (vv. 17–20) Beware the Bypass
B. Consequences of Rebellion (vv. 21–23)
Conclusion
A. A Successful Ministry
B. Prayer
C. Thought to Remember
HOW TO SAY IT
Ebed-melech
Ee-bed- mee- lek.
Jehoiachin
Jeh- hoy- uh-kin.
Josiah
Jo- sigh- uh.
Mattaniah
Mat-uh- nye- uh.
Nebuchadnezzar
Neb- yuh-kud- nez -er.
Introduction
A. Unheeded Warnings
Katsuhiko Ishibashi, a seismologist and university professor in Japan, for years warned that many of Japan's nuclear power plants were at risk for significant damage from earthquakes. Though he and his colleagues warned about possible catastrophe, they were largely ignored. When a magnitude 9.0 earthquake occurred off the northeastern coast of Japan's main island in March 2011, the resulting tsunami caused massive damage to the nuclear power station in Fukushima.
The ensuing radioactive fallout forced some 160,000 people to evacuate their homes across an area of approximately 300 square miles. Studies and reports since published vindicate Ishibashi's warnings about possible disaster at the site.
When the nation of Judah faced God's wrath for their many violations of the covenant with God, the Lord commissioned Jeremiah to sound the warnings and call them to repentance. Perhaps it was not too late for this faltering nation and their king to avert the disaster and desolation that awaited them.
B. Lesson Context
The prophet Jeremiah delivered God's message to the nation of Judah from 627 until the mid-580s BC. That was roughly a century after the prophet Isaiah. Five kings reigned over Judah during Jeremiah's ministry. Josiah, the first of these five, was righteous (2 Kings 23:25). The four following him, however, were all wicked. These included Jehoiachin, who was removed from the throne and taken into captivity when the Babylonians invaded in 597 BC (24:12). King Nebuchadnezzar of Babylon replaced Jehoiachin with that man's uncle, Mattaniah, renaming him Zedekiah in the process (24:17).
Zedekiah wavered between service to the Babylonian king and rebellion against that overlord. Zedekiah ruled for Judah's final decade as a nation before it fell in 586 BC.
The destruction of Judah at the hands of Babylon that Isaiah had foreseen decades earlier (see 2 Kings 20:16–18) drew near during Jeremiah's day. Like the northern kingdom of Israel before, Judah's unfaithfulness to the covenant had exhausted the Lord's great patience. Jeremiah proclaimed that the Lord would use the Babylonians as instruments of judgment against Judah (Jeremiah 20:4–6).
Throughout his prophetic ministry, Jeremiah warned Jerusalem in word and in deed of the coming destruction. He illustrated this message in symbolic actions (examples: Jeremiah 13:1–11; 19:1–15; 27:1– 11). Yet rarely did anyone take this prophet seriously (37:2). His oracles were misunderstood and dismissed as the rhetoric of a traitorous, pro-Babylonian sympathizer (37:11–13). Jerusalem's more "loyal" prophets proclaimed peace, safety, and deliverance. Their fabricated, uninspired message was believed among the populace.
Twice in Judah's closing months, while Jerusalem was under siege, Jeremiah endured punishments for his message of doom. First, he was beaten and held in a dungeon cell for many days (Jeremiah 37:15– 16). Zedekiah, however, summoned him from the dungeon and released him into the courtyard of the guard (37:21). There he continued to reveal the unpleasant things God told him (38:1–3).
Zedekiah's officials took exception to Jeremiah's preaching because his warnings were deemed treasonous and demoralizing (Jeremiah 38:4). With Zedekiah unwilling to oppose them, the officials had Jeremiah put down into a muddy dungeon (38:6). But a high official named Ebedmelech gathered 30 men (also with Zedekiah's concession) to lift Jeremiah out of the mud and rescue him from certain death (38:8– 13).
I. A Secret Meeting
(JEREMIAH 38:14–16)
A. Information Request (v. 14)
14. Then Zedekiah the king sent, and took Jeremiah the prophet unto him into the third entry that is in the house of the LORD: and the king said unto Jeremiah, I will ask thee a thing; hide nothing from me.
When the Babylonians returned and besieged Jerusalem and defeat seemed near, Zedekiah began to summon Jeremiah for conversations. The third entry that is in the house of the Lord probably indicates a back entrance from the palace to the temple. The king apparently wanted a private setting where he could talk with Jeremiah outside of his officials' hearing (see Lesson Context). Perhaps Zedekiah thought that Jeremiah might reverse his oracles of judgment and the Lord would grant Jerusalem a reprieve after all.
This was not the first such conversation (see Jeremiah 34:6–7; 37:17). Zedekiah's repeated summoning of Jeremiah shows that at least part of him respected Jeremiah's advice, if not his standing as an inspired prophet of God. Yet his terse command that Jeremiah hide nothing from him shows that Zedekiah did not yet understand that Jeremiah always told the king everything God told the prophet.
B. Setting Terms (vv. 15–16)
15. Then Jeremiah said unto Zedekiah, If I declare it unto thee, wilt thou not surely put me to death? and if I give thee counsel, wilt thou not hearken unto me?
Jeremiah certainly feared for his life and may have considered whether repeating earlier warnings was worth the risk. God had given him assurances of protection at the time of his calling, even from kings and officials (Jeremiah 1:18–19; 15:20–21). Yet Jeremiah still feared, for he too was human with doubts (1:6; 15:18; 20:7). Given recent events, he had every reason to believe that a harsh word against Zedekiah could spell his own demise (26:20–23).
Jeremiah surmised that Zedekiah was hoping for a more favorable word from the Lord this time. But the prophet also knew that no favorable word would be forthcoming.
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What Do You Think? Under what circumstances is it wise for you to question someone's motives, if ever? Why? Digging Deeper In what ways do 1 Corinthians 4:5; Philippians 1:15–18; and James 4:3 guide your answer?
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LISTEN CAREFULLY
I was in my truck listening to a new CD when I noticed a strange percussion instrument. The beat was out of place. The doink sound was annoying and didn't work well with the hymn "Whisper a Prayer." The song ended, but when "Morning Had Broken" started playing, there was that percussion beat again!
I turned up the music, and the misplaced beat faded. I drove home with the radio at full volume, no doink to be heard. But when I pulled into my driveway and turned the radio down, the sound returned! Then I saw the seat belt warning light flashing.
If I had fastened my seat belt, the percussive warning would have ended. I had ignored a warning that I was in danger. Like Zedekiah, I looked for solutions to the problem I thought I had instead of perceiving the real danger. What discord in your life is warning you about danger?
—C. T.
16. So Zedekiah the king sware secretly unto Jeremiah, saying, As the LORD liveth, that made us this soul, I will not put thee to death, neither will I give thee into the hand of these men that seek thy life.
The king continued the secret conversation by giving Jeremiah the purported assurance of safety that he sought. Whether or not Zedekiah was sincere was one question; the more important question was whether he would follow through. His word meant little because, unlike his father, Josiah (2 Kings 23:24–25), or his brother Jehoiakim (Jeremiah 36:1–2, 4, 20–26), his character was not dependably good or evil.
Zedekiah believed he held Jeremiah's life in his hands. He ironically swore this oath by the Lord … that made us this soul, a poetic way of acknowledging that God gives life. The king inadvertently acknowledged that God is actually the one who decides between life and death.
II. A Private Prophecy
(JEREMIAH 38:17–23)
A. Results of Obedience (vv. 17–20)
17a. Then said Jeremiah unto Zedekiah, Thus saith the LORD, the God of hosts, the God of Israel.
Jeremiah knew that this king would likely waffle, given past behavior (example: Jeremiah 34:8–22). Even so, the prophet still proclaimed the word from the Lord, come what may. This is the mark of true commitment. Jeremiah did not ask what Zedekiah wanted to learn or tell the king what he hoped to hear. Even if Jeremiah had wanted to withhold the message, he would have failed anyway. The word of God was like a fire in Jeremiah's bones (20:9), impossible to hold back whether anyone listened or not (6:10– 11).
Piling up designations for the Lord emphasized that the God of hosts was the true king in Israel. God had allowed the Israelites to have a human king because they desired to be like the other nations (1 Samuel 8:5–9). He knew this was a result of faithlessness and would also lead to more faithlessness.
Referring to the Lord as the God of Israel has implications for how the people were called to conduct themselves (compare Leviticus 26). But idolatry and injustice had landed them in a position to face God's punishment. They did not act as people who belonged to the Lord.
17b. If thou wilt assuredly go forth unto the king of Babylon's princes, then thy soul shall live, and this city shall not be burned with fire; and thou shalt live, and thine house.
The Lord's offer to spare Zedekiah's life upon surrender to the Babylonians accords with terms previously stated (Jeremiah 21:8–9). God's offer to spare the city from fiery destruction might seem like an astonishing, last-minute reversal (compare 21:10; 34:2, 22; 37:9–10). But the Lord has the freedom to change His mind about either blessing or punishment for a nation that alters its course (Jeremiah 18:5–10). He did so for Nineveh at the preaching of Jonah (Jonah 3:10). The Lord did not offer a solution in which Zedekiah was allowed to remain king in Jerusalem. But the Lord did offer a solution that would avoid Jerusalem's being burned to the ground or Zedekiah's experiencing great personal violence.
The nation of Judah apparently had chances early on to avert disaster entirely (Jeremiah 4:1–4). Yet God eventually was determined unreservedly to punish Judah (4:27–28). Although judgment in Babylon was by this time assured, God still offered mercy to His people and their king (compare 1 Kings 21:20–29).
Nonetheless, Jeremiah offered a glimpse of what would occur if Zedekiah made other choices. Accepting God's mercy in judgment would mitigate some of the horrible consequences that otherwise would follow.
Christians still experience God's discipline tempered by His mercy, even though we don't always recognize it as such (1 Corinthians 11:31–32; Hebrews 12:4–11). This is part of the process of God's using all things for our good (Romans 8:28). This isn't to say we will enjoy all things or that all things will seem good at some point. Instead, all things that happen to us and around us are meant to make us into the image of Jesus (8:29).
18. But if thou wilt not go forth to the king of Babylon's princes, then shall this city be given into the hand of the Chaldeans, and they shall burn it with fire, and thou shalt not escape out of their hand.
Jeremiah's words implicitly called for Zedekiah to ignore the officials who were urging him not to surrender (Jeremiah 27:12–15). But beyond Zedekiah's lack of character and the grave sins of Judah, there was another reason Jeremiah could be resigned to Jerusalem's being burned by the Chaldeans. The prophets had been warning of Judah's destruction for many years (2 Kings 21:10–15; Isaiah 39:6; Micah 3:12; compare Jeremiah 7:25– 26; 25:4; 26:17–18). Though God can change His mind (see commentary on Jeremiah 38:17b, above), He also clearly stated that blessing resulted from obedience and curses came from faithlessness (Deuteronomy 30:15– 18). Without repentance and obedience, Jerusalem had no hope of experiencing God's great mercy.
19. And Zedekiah the king said unto Jeremiah, I am afraid of the Jews that are fallen to the Chaldeans, lest they deliver me into their hand, and they mock me.
Had Zedekiah feared the Babylonians themselves, it would be hard to blame him. Even fearing his own officials is understandable to an extent, since his predecessor, Jehoiakim, was probably murdered by his own officials the last time the Babylonians invaded (Jeremiah 22:18–19; 36:29– 31).
The fear he expressed at this point, however, seems comparatively insignificant. Some of Jerusalem's citizenry already had surrendered to the Babylonians (here called Chaldeans). Zedekiah did not want to expose himself to their scorn or potential murderous mistreatment.
What Do You Think?
Which speaks to you most deeply: the moral courage of Jeremiah or the moral cowardice of Zedekiah? Why? Digging Deeper
What does that motivate you to do?
BEWARE THE BYPASS
When driving, we want to get to our destination as quickly as possible. Faster is better, and we dislike any kind of inconvenience. To wait at a stoplight can be a major annoyance. For some, driving slowly in a queue of traffic can quickly turn annoyance into infuriation. In the name of convenience, freeways bypass town after town. We love to jump on the interstate, put the car on cruise control, and just go!
Living life in the fast lane is appealing. But where are we going so quickly? Zedekiah was hoping for a quick way to avoid the troubles that Jeremiah said were coming. But by looking for a bypass, Zedekiah actually set himself and the people on the fast track to destruction. If you're taking spiritual shortcuts, are you actually bypassing the true way as revealed by God?
20. But Jeremiah said, They shall not deliver thee. Obey, I beseech thee, the voice of the LORD, which I speak unto thee: so it shall be well unto thee, and thy soul shall live.
Zedekiah had tried to make the issue into a purely political matter, but he was oblivious to the real issue. Jeremiah thus directed the king back to the core spiritual realities.
Obedience to the Lord was Zedekiah's only viable course of action. The promise thy soul shall live probably referred more to quality of life than mere survival, for Zedekiah was already guaranteed to survive (Jeremiah 34:4–5). Indeed, the quality of Zedekiah's life after remaining rebellious to both God and Nebuchadnezzar ended up being quite poor (52:8–11).
B. Consequences of Rebellion (vv. 21–23)
21. But if thou refuse to go forth, this is the word that the LORD hath shewed me.
Jeremiah made clear that this preview of the future comes from God. Contrary to what Zedekiah might have thought, the prophet himself could not set the course. He had no more control over what happened than a weather forecaster has control over the weather.
What Do You Think?
How can we overcome the fear of "negative talk" when such talk is clearly called for?
Digging Deeper
If a context required negative talk on your part, how would you prepare for the likelihood of being called judgmental?
22. And, behold, all the women that are left in the king of Judah's house shall be brought forth to the king of Babylon's princes, and those women shall say, Thy friends have set thee on, and have prevailed against thee: thy feet are sunk in the mire, and they are turned away back.
Zedekiah's house would fall if he didn't do as the Lord had revealed (see Jeremiah 38:17, above). This could refer to his family in general, his descendants, or (less likely) the Davidic line entirely.
Jeremiah painted a picture of Zedekiah's women (referring to wives and concubines) ridiculing him as they became captives to the Babylonians. Women in war suffer immensely at the hands of oppositional forces. If Zedekiah cared for the women of his household, he would follow Jeremiah's counsel. That would spare the women's being taken into the houses of Babylon's princes for whatever purpose those men desired.
Maybe to curry favor and maybe just out of heartbreak, the women would mock Zedekiah because of his officials' treachery. Many of those advisers already had deserted him (Jeremiah 37:19), and the rest would soon follow. Jeremiah knew what betrayal felt like (20:10) as well as having his feet … sunk in the mire (38:6). Zedekiah would have no Ebedmelech to rescue him from the metaphorical pit (38:7–13). Jeremiah hoped this grim vision would appeal to the king's fear and self-interest and result in obedience.
23. So they shall bring out all thy wives and thy children to the Chaldeans: and thou shalt not escape out of their hand, but shalt be taken by the hand of the king of Babylon: and thou shalt cause this city to be burned with fire.
Jeremiah built on his dire prophecies by emphasizing that not only Zedekiah's wives but also his children would go into Babylonian exile. Like their mothers, children suffer horribly in wartimes. This is a clear escalation of Jeremiah's appeal not to Zedekiah's logical side but to his emotional center. What father would willingly subject his children to seeing their mothers taken captive and their city … burned with fire?
What Do You Think?
Should consequences for others be the primary factor in your moral choices? Why, or why not? Digging Deeper
What biblical passages support your answer?
Yet even hearing the sad fate that awaited his family failed to move Zedekiah. He was more concerned about keeping the secret from his officials, maybe even protecting Jeremiah, than about obedience to God or the consequences that awaited him (see Jeremiah 38:24–26, not in our printed text).
The dates given in Jeremiah 39:1–2 compute to a siege of 18 months, ending on July 18, 586 BC. The king and some of his soldiers fled Jerusalem at night (Jeremiah 39:4; 2 Kings 25:4; compare Ezekiel 12:12). The Babylonians hunted him down, however, and captured him.
Zedekiah's sentence was to see his sons put to death before his own eyes, be blinded afterward, then taken in shackles to Babylon (2 Kings 25:7). His officials, what few remained at that point, were executed (Jeremiah 39:6). The city of Jerusalem was burned to the ground (2 Kings 25:9).
Zedekiah's demise came by God's hand (Jeremiah 34:22; Ezekiel 12:13–14). That was something even the Babylonians themselves realized (Jeremiah 40:1–3). Such was the fate of one who trusted in human wisdom rather than believing that God would do what He said (Proverbs 3:5–8).
Conclusion
A. A Successful Ministry
What other ministry of doom would we hold in such high esteem as Jeremiah's? He was a failure by human standards: accused falsely instead of believed, persecuted by officials, betrayed by family. No one obeyed Jeremiah's words. Even after his predictions about Zedekiah and Jerusalem were fulfilled, Jeremiah continued to be disbelieved and dismissed (Jeremiah 43:1–3).
Yet from the standpoint of faith, the life of Jeremiah was successful by God's standards. The contrast between him and Zedekiah could hardly be starker. Zedekiah was one whose mind wavered moment by moment as he tried to save his own skin in his own way. He had no meaningful faith, no courage, no enduring principles. All the while Jeremiah remained true to his calling, willing to deliver the word of God, even though he knew it could cost him dearly. He was open to God's leading even through doubts, tears, and fears. Those are the marks of real success.
Jeremiah is a book for today's times. Christians too can expect the world to ignore our message and ridicule our convictions. We can expect hostility to arise in areas where the gospel is proclaimed boldly.
In some nations, this results in loss of relevancy and influence. In others, it results in torture, rape, or beheading. Though Christ is with us always (Matthew 28:20), Christian discipleship carries no guarantee of personal comfort or applause. But like Jeremiah, we must learn to see the world as God sees it and remain true to our calling. We must continually pray that we will speak the truth boldly (Ephesians 6:19–20).
What Do You Think? Which thought in today's text do you have the hardest time coming to grips with? Why? Digging Deeper
Considering how your decisions can affect others, what extra effort will you expend to resolve this uncertainty?
B. Prayer
Father, teach us what it means to live successfully in Your sight. Give us the strength to proclaim Your message to the world boldly, come what may. In Jesus' name we pray. Amen.
C. Thought to Remember
Proclaiming God's message is risky, but to ignore that message is fatal.
INVOLEMENT LEARNING
Enhance your lesson with KJV Bible Student (from your curriculum supplier) and the reproducible activity page (at www.standardlesson.com or in the back of the KJV Standard Lesson Commentary Deluxe Edition).
Into the Lesson
Introduce a game of opposites by stating that you are going to write a word on the board and class members are to voice opposite meanings. State that responses cannot include any part of the word you write (examples: untruthful and fearless are disallowed as responses for opposites of truthful and fearful).
Start by writing the word courageous. After jotting learner responses next to it, proceed likewise with the words petty, resolute, truthful, and fearful. Keep the process moving briskly. Depending on the nature and size of your class, one or more of these options may be appropriate:
Option 1: Put the words on handouts for use by small groups or study pairs. Option 2: Announce that no one can answer twice until everyone has answered once. Option 3: Use brainstorming, in which no evaluation of the responses is allowed.
Make a transition by gesturing to the board as you say, "People are complex creatures who can be curious mixtures of these at various times.
Let's see how today's text helps us sort through these with two examples from history." (Leave everything on the board throughout the lesson.)
Into the Word
Before a volunteer reads today's printed text aloud, ask half the class to be alert for King Zedekiah's motives and thoughts among the words and their opposites you have left on the board. Ask the other half to do the same regarding the prophet Jeremiah. After the reading, allow class members to tell what they heard; put a Z on the board next to words that apply to Zedekiah; use the letter J to do the same regarding Jeremiah.
Option. Reinforce the lesson by giving each learner one of the six false statements from the "Fixing Falsehoods" exercise on the activity page, which you can download. Read the instructions aloud. Allow one minute for learners to fix their statements and find the passage in today's text that validates the fix. Compare results among those who have the same statement.
Option. To place today's study in the larger context of the relationship between Zedekiah and Jeremiah, distribute copies of the "Three Confrontations" exercise from the activity page. Have each learner consult with one or two others to complete it as indicated. Compare results in ensuing whole-class discussion.
Into Life
Distribute handouts (you prepare) that list the following proposals:
* Faithfulness to God doesn't always result in an easy life.
* God's mercy will stretch far, but eventually He may exert punishment.
* Self-interest can blind us to God's will.
* God will not ignore unfaithfulness.
Ask students in groups of four to six to decide how today's lesson illustrates each proposal. After six or eight minutes, allow class members to compare and contrast their responses with those of other groups in wholeclass discussion.
Return to the words listed on the board from the opening activity and ask learners to select silently one of the negative words that most characterizes them in a weak moment. Follow by then asking to write one step they can take in the week ahead to move themselves closer to the opposite of that negative word.
Call for volunteers to share what they've written in both regards, but don't put anyone on the spot to do so. Be prepared to reveal your own negative inclination and needed step away from it.
End with a time of guided prayer. Mention each positive attribute of Jeremiah and pause after each to allow class members time to pray silently about how it can be a stronger attribute of their own relationship with God.
ACTIVITY PAGE
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Teacher: CORE Language Arts Grade 1 Updated 2014
Course: Language Arts Grade 1
Month: All Months
identify the problem in
recognize characters an important details after r
analyze illustrations to i information
interpret the words whi story of factual informa
develop new vocabulary and apply in discussion derive meaning of new context
identify what the story i hearing the beginning
mimic the teacher's into when joining in on refra text
evaluate stress and tone listening and afterward WHEN LISTENING TO AN STORY STUDENTS WILL
What is reading?
When listening to and discussing a story students will know how to THINK BEYOND THE TEXT.
TOPICS:
Why do we read?
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
apply background know considering the content their problems
What do effective readers do?
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events
make connections betw experiences
predict what will happe text
predict what a characte do
infer characters' feeling
interpret the illustration WHEN LISTENING TO AN STORY STUDENTS WILL
What is reading?
When listening to and discussing a story students will know how to THINK ABOUT THE TEXT.
TOPICS:
Why do we read?
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
recognize texts that are established sequences s days, months, seasons
What do effective readers do?
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events
recognize that an autho and an artist illustrated
compare how texts are each other
define and distinguish fi nonfiction texts
apply specific vocabular texts: author, illustrator book, character, proble
Shared & Performance Reading Essential Questions
Content
Skills
What is reading?
When reading together or taking roles in reading a shared text students will know how to THINK WITHIN THE TEXT
WHEN READING TOGET ROLES IN READING A SH STUDENTS WILL BE ABL
Why do we read?
Track print left to right a with the assistance of th pointer wither pointing under words, or pointin of words
What do effective readers do?
THEMES:
Recognize the meaning through repeated readi
Humor: (silly situations, language play)
Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
Recognize important inf restate it in discussion.
Read along with others
demonstrating high acc read along with fluency
recognize and reflect sim in the voice while readin
recognize and read repe patterns
notice spaces to define
mimic the teacher's exp
notice and interpret info pictures
Recognize a core of high as signposts in continuo
What is reading?
When reading together or taking roles in reading a shared text students will know how to THINK BEYOND THE TEXT
predict what will happe
Why do we read?
THEMES:
interpret characters' fee while reading
What do effective readers do?
Humor: (silly situations, language play)
show anticipation in the reading
Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
apply background know experience to contribut interpretation
predict what a characte preparation for reading
infer a character's feelin
What is reading?
When reading together or taking roles in reading a shared text students will know how to THINK ABOUT THE TEXT
identify and discuss title illustrator
Why do we read?
THEMES:
differentiate when texts nonfiction
What do effective readers do?
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Essential Questions
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Conventions:
Place words in lines star and top to bottom.
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Capitalization
Use spaces between wo
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Demonstrate knowledg upper case letters of the
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Handwriting
Capitalize "I"
Show awareness of first capital letters in words
Notice the use of ending during interactive writin
Use conventional symbo (ie. letters)
Write some words with approperiate for sounds (beginning and ending)
Leave approperiate spa
Hold pencil with satisfac
Use a prefered hand con writing
Write letters left to righ
Write letters legibly Purpose:
What is writing?
Writing process:
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Write name and date on
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Drafting/Revising
Editing and Proofreading
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Publishing
Generate ideas through and teacher
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Look for ideas and topic
expiences, shared throu
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Use story telling to gene language
Tell stories in chronolog
Retell stories in chronol
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Use drawings to plan a s
Create drawings that ar
written text and increas understanding and enjo
Sounds can be matched to letter names in words
What is reading?
Why do we read?
What do effective readers do?
What is reading?
When listening to and discussing a story students will know how to THINK BEYOND THE TEXT.
interpret the words whi story of factual informa develop new vocabulary and apply in discussion derive meaning of new context
identify what the story i hearing the beginning mimic the teacher's into when joining in on refra text
evaluate stress and tone listening and afterward
WHEN LISTENING TO AN STORY STUDENTS WILL
TOPICS:
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
apply background know considering the content their problems
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events
When listening to and discussing a story students will know how to THINK ABOUT THE TEXT.
make connections betw experiences predict what will happe text
predict what a characte do infer characters' feeling
interpret the illustration WHEN LISTENING TO AN STORY STUDENTS WILL
TOPICS:
Why do we read?
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
recognize texts that are established sequences s days, months, seasons
What do effective readers do?
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events
recognize that an autho and an artist illustrated
compare how texts are each other define and distinguish fi nonfiction texts apply specific vocabular texts: author, illustrator book, character, proble
Shared and Performance Reading Essential Questions
Content
Skills
What is reading?
When reading together or taking roles in reading a shared text students will know how to THINK WITHIN THE TEXT
WHEN READING TOGET ROLES IN READING A SH STUDENTS WILL BE ABL
Why do we read?
Track print left to right a with the assistance of th pointer wither pointing under words, or pointin of words
What do effective readers do?
THEMES:
Recognize the meaning through repeated readi
Humor: (silly situations, language play) Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
Recognize important inf restate it in discussion.
Read along with others demonstrating high acc read along with fluency recognize and reflect sim in the voice while readin
recognize and read repe patterns notice spaces to define
Writers write the way they talk.
Write a title and author cover of a book or story
Form upper and lower c efficiently in manuscript Purpose:
What is writing? Why do we write? What do effective writers do?
Writing process:
Rehersing/Planning Drafting/Revising Editing and Proofreading Publishing
Write name and date on
Oral Language:
Generate ideas through and teacher
Sketching and Drawing
Look for ideas and topic expiences, shared throu
Viewing Seft as a Writer
Use story telling to gene language
Tell stories in chronolog Retell stories in chronol
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Make a list of ideas on t
Record information in w
Use drawings to share o thinking
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Choose topics that one cares about
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Select topics for story o
Inquiry/Research:
Participate actively in ex remember details that c writing and drawing Remember important la
Producing a Draft:
Known high-frequency words help in reading and writing
What is reading?
Why do we read?
When listening to and discussing a story students will know how to THINK BEYOND THE TEXT.
recognize important inf restate it in discussion discuss interesting and n a text
identify the problem in recognize characters an important details after r analyze illustrations to i information interpret the words whi story of factual informa
develop new vocabulary and apply in discussion derive meaning of new context identify what the story i hearing the beginning mimic the teacher's into when joining in on refra text
evaluate stress and tone listening and afterward
WHEN LISTENING TO AN STORY STUDENTS WILL
TOPICS:
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
apply background know considering the content their problems
What do effective readers do?
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predict what will happe text
What is reading?
Why do we read?
What do effective readers do?
What is reading?
Why do we read?
What do effective readers do?
Humor: (silly situations, language play) Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
When reading together or taking roles in reading a shared text students will know how to THINK BEYOND THE TEXT THEMES:
Humor: (silly situations, language play)
Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
When reading together or taking roles in reading a shared text students will know how to THINK ABOUT THE TEXT THEMES:
Humor: (silly situations, language play)
Familiar Themes: (sharing, friends, belonging, growing, responsibility, through repeated readi
Recognize important inf restate it in discussion.
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Include a vowel in each
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What is reading?
Why do we read?
When listening to and discussing a story students will know how to THINK BEYOND THE TEXT.
discuss interesting and n a text identify the problem in recognize characters an important details after r analyze illustrations to i information
interpret the words whi story of factual informa develop new vocabulary and apply in discussion derive meaning of new context
identify what the story i hearing the beginning mimic the teacher's into when joining in on refra text
evaluate stress and tone listening and afterward
Summarize the text afte Identify when and why solved ask questions when me understanding is interru identify details from illu support points made in
WHEN LISTENING TO AN STORY STUDENTS WILL
TOPICS:
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
apply background know considering the content their problems
What do effective readers do?
THEMES:Humor: (play with words)
make connections betw mhtml:file:///C:/Users/dskane/Downloads/Language%20Arts%20Grade%20%201.mht!Lan...
4/9/2021
Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events experiences
predict what will happe text
predict what a characte do
infer characters' feeling interpret the illustration use evidence from the t predictions make connections betw and discuss similarities
Develop new concepts listening to and discuss
What is reading?
When listening to and discussing a story students will know how to THINK ABOUT THE TEXT.
WHEN LISTENING TO AN STORY STUDENTS WILL
TOPICS:
Why do we read?
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
recognize texts that are established sequences s days, months, seasons
What do effective readers do?
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events
recognize that an autho and an artist illustrated
compare how texts are each other
define and distinguish fi
nonfiction texts
apply specific vocabular texts: author, illustrator book, character, proble
Identify some aspects o such as beginning, even
Shared & Performance Reading Essential Questions
What is reading?
Why do we read?
What do effective readers do?
Content
When reading together or taking roles in reading a shared text students will know how to THINK WITHIN THE TEXT
THEMES:
Humor: (silly situations, language play) Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
order, and ending
identify similarities and among texts that are by or are on the same topi identify the characteris some authors and illust identify words that the to make the story or co
compare different vers story, rhyme, or traditio have opinions about te basis for opinions (why
Skills
WHEN READING TOGET ROLES IN READING A SH STUDENTS WILL BE ABL
Track print left to right a with the assistance of th pointer wither pointing under words, or pointin of words
Recognize the meaning through repeated readi
Recognize important inf restate it in discussion.
Read along with others demonstrating high acc read along with fluency recognize and reflect sim in the voice while readin recognize and read repe patterns notice spaces to define mimic the teacher's exp notice and interpret info
pictures Recognize a core of high as signposts in continuo predict what will happe
Why do we write? What do effective writers do?
Text Layout Capitalization
Understand that the pri can be placed in a variet page
Punctuation Spelling
Place titles and heading approperiate place on a
Handwriting
What is writing? Why do we write? What do effective writers do?
Writing process: Rehersing/Planning Drafting/Revising Editing and Proofreading Publishing Sketching and Drawing Viewing Seft as a Writer
Reinforce previously tau Purpose:
Write for a specific purp
Choose type of text to f
Audience:
Write with an understan meant to be read by oth Think about the people writing and what they w
Include information tha need to understand the
Gathering Seeds/Resou with Writing:
Gather information thro
Content/Topic/Theme: Select information that topic
Stay focused on a topic
Inquiry/Research Ask questions and gathe topic
Understanding the Proc Use writing conferences writing
Understand that writers other writers
Understand that writers writing in response to p feedback
Rereading:
Reread writing each day to write
Some letters are consonants and others are vowels Every word has a vowel
Hear each sound in a co
What is reading?
Why do we read?
What do effective readers do?
When listening to and discussing a story students will know how to THINK BEYOND THE TEXT.
recognize characters an important details after r analyze illustrations to i information interpret the words whi story of factual informa
develop new vocabulary and apply in discussion derive meaning of new context identify what the story i hearing the beginning
mimic the teacher's into when joining in on refra text evaluate stress and tone listening and afterward
WHEN LISTENING TO AN STORY STUDENTS WILL
TOPICS:
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
apply background know considering the content their problems
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events make connections betw experiences
predict what will happe text predict what a characte do
infer characters' feeling
What is reading?
interpret the illustration WHEN LISTENING TO AN
When listening to and discussing a story mhtml:file:///C:/Users/dskane/Downloads/Language%20Arts%20Grade%20%201.mht!Lan...
4/9/2021
students will know how to THINK ABOUT THE TEXT. TOPICS:
STORY STUDENTS WILL
recognize and reflect sim in the voice while readin recognize and read repe patterns
Written ideas are followed by supportive details and examples
State information in a u way.
Inquiry and research:
Take notes or make ske remembering informati Remember important in topic in order to write a
Rereading:
(with teacher support)
Reread writing each day to write
Reread stories to be sur clear
Reread the text to be su missing words or inform Review drawings to revi deleting) information
Adding Information: (with teacher modeling) Add words, phrases or s the writing more interes
Add words, phrases or s provide more informati Add dialogue to provide provide narration (in qu bubbles)
Using Tools and Techniq (with teacher modeling) Add letters, words, phra using a carrot, sticky no by adding new pages Cross out words or sent
Editing for Conventions Check and correct letter orientation
Select best pieces of wr collection
Self-evaluate own writin what is good about it an mhtml:file:///C:/Users/dskane/Downloads/Language%20Arts%20Grade%20%201.mht!Lan...
4/9/2021
techniques were used Make attempts to solve Try out techniques othe Skills
belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events
y
What do effective readers do?
make connections betw experiences
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events mhtml:file:///C:/Users/dskane/Downloads/Language%20Arts%20Grade%20%201.mht!Lan...
4/9/2021
What do effective readers do?
What is reading?
Why do we read?
What do effective readers do?
What is reading?
Why do we read?
What do effective readers do?
THEMES:
Humor: (silly situations, language play) Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
When reading together or taking roles in reading a shared text students will know how to THINK BEYOND THE TEXT THEMES:
Humor: (silly situations, language play)
Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
When reading together or taking roles in reading a shared text students will know how to THINK ABOUT THE TEXT
THEMES:
Humor: (silly situations, language play)
under words, or pointin of words Recognize the meaning through repeated readi
Recognize important inf restate it in discussion.
Read along with others demonstrating high acc read along with fluency recognize and reflect sim in the voice while readin recognize and read repe patterns notice spaces to define mimic the teacher's exp notice and interpret info pictures
Recognize a core of high as signposts in continuo predict what will happe interpret characters' fee while reading
show anticipation in the reading apply background know experience to contribut interpretation
predict what a characte preparation for reading infer a character's feelin identify and discuss title illustrator differentiate when texts
nonfiction recognize texts that are established sequences s days of the week, seaso
Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
recognize how layout of affects the way you read
Inquiry and research:
Take notes or make ske remembering informati Remember important in topic in order to write a
Rereading:
(with teacher support)
Reread writing each day to write
Reread stories to be sur clear
Reread the text to be su missing words or inform Review drawings to revi deleting) information
Adding Information: (with teacher modeling) Add words, phrases or s the writing more interes
Add words, phrases or s provide more informati Add dialogue to provide provide narration (in qu bubbles)
Using Tools and Techniq (with teacher modeling) Add letters, words, phra using a carrot, sticky no by adding new pages Cross out words or sent
Editing for Conventions Check and correct letter orientation
Select best pieces of wr collection
Self-evaluate own writin what is good about it an mhtml:file:///C:/Users/dskane/Downloads/Language%20Arts%20Grade%20%201.mht!Lan...
4/9/2021
techniques were used Make attempts to solve Try out techniques othe Skills
h Why do we read?
What do effective readers do?
THE TEXT.
TOPICS:
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
follow the events of a p events
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events follow the plots that hav patterns such as accum circular structure
recognize important inf restate it in discussion discuss interesting and n a text
identify the problem in recognize characters an important details after r analyze illustrations to i information interpret the words whi story of factual informa
develop new vocabulary and apply in discussion derive meaning of new context identify what the story i hearing the beginning mimic the teacher's into when joining in on refra text
evaluate stress and tone mhtml:file:///C:/Users/dskane/Downloads/Language%20Arts%20Grade%20%201.mht!Lan...
4/9/2021
listening and afterward provide specific exampl from the text to suppor
What do effective readers do?
Shared & Performance Reading Essential Questions What is reading?
Why do we read?
What do effective readers do?
nutrition)
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events
Content
When reading together or taking roles in reading a shared text students will know how to THINK WITHIN THE TEXT
THEMES:
Humor: (silly situations, language play) Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
recognize that an autho and an artist illustrated compare how texts are
each other define and distinguish fi nonfiction texts apply specific vocabular texts: author, illustrator book, character, proble
Differentiate realistic, f informational text
Skills
WHEN READING TOGET ROLES IN READING A SH STUDENTS WILL BE ABL
Track print left to right a with the assistance of th pointer wither pointing under words, or pointin of words
Recognize the meaning through repeated readi
Recognize important inf restate it in discussion.
Read along with others demonstrating high acc read along with fluency recognize and reflect sim in the voice while readin recognize and read repe patterns notice spaces to define mimic the teacher's exp notice and interpret info pictures
Recognize a core of high as signposts in continuo predict what will happe
Drafting/Revising Editing/Proofreading
Genre/Form:
Select from a variety of text that will fit the purp
A Interactive Read Aloud & Literature Discussion
hearing the beginning
What do effective readers do?
recognize that an autho and an artist illustrated
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events mhtml:file:///C:/Users/dskane/Downloads/Language%20Arts%20Grade%20%201.mht!Lan...
4/9/2021
Why do we read?
how to THINK BEYOND THE TEXT THEMES:
interpret characters' fee while reading
Spelling
Increase number of high
Handwriting
You can notice and think about the parts of words that are tricky for you
Produce written words
a y
What is reading?
Why do we read?
What do effective readers do?
When listening to and discussing a story students will know how to THINK BEYOND THE TEXT.
analyze illustrations to i information interpret the words whi story of factual informa develop new vocabulary and apply in discussion derive meaning of new context identify what the story i hearing the beginning
mimic the teacher's into when joining in on refra text evaluate stress and tone listening and afterward WHEN LISTENING TO AN STORY STUDENTS WILL
TOPICS:
Everyday Events: (eating, playing, seasons, weather, shopping, games)
Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
apply background know considering the content their problems
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events make connections betw experiences
predict what will happe text predict what a characte do infer characters' feeling mhtml:file:///C:/Users/dskane/Downloads/Language%20Arts%20Grade%20%201.mht!Lan...
4/9/2021
interpret the illustration WHEN LISTENING TO AN STORY STUDENTS WILL
Read along with others demonstrating high acc read along with fluency recognize and reflect sim in the voice while readin recognize and read repe patterns
What do effective writers do?
Word choice can create interesting description and dialogue
Write with a unique per
How are letters connected to the structure of words?
Why do we read?
What do effective readers do?
Everyday Events: (eating, playing, seasons, weather, shopping, games) Familiar Topics: (animals, pets, families, food, plants, school, friends, growing, senses, neighborhood, weather, seasons, health)Content Beyond Immediate Experiences: (historical animals, zoo animals in nature, space, environment, nutrition)
follow the events of a p events
THEMES:Humor: (play with words) Obvious Themes: (sharing friends, belonging, growing, responsibility, behavior)Themes Going Beyond Everyday Events follow the plots that hav patterns such as accum circular structure
recognize important inf restate it in discussion discuss interesting and n a text
identify the problem in recognize characters an
important details after r analyze illustrations to i
information interpret the words whi
story of factual informa develop new vocabulary and apply in discussion derive meaning of new context identify what the story i hearing the beginning
mimic the teacher's into when joining in on refra text evaluate stress and tone
listening and afterward
What is reading?
When listening to and discussing a story WHEN LISTENING TO AN
students will know how to THINK BEYOND THE TEXT. STORY STUDENTS WILL TOPICS:
nonfiction texts apply specific vocabular texts: author, illustrator book, character, proble
Familiar Themes: (sharing, friends, belonging, growing, responsibility, behavior)
apply background know experience to contribut interpretation predict what a characte preparation for reading infer a character's feelin identify and discuss title illustrator
What do effective writers do?
Rehersing/Planning
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®
Family meetings can teach responsibility, communication
Regular family meetings provide opportunities for families to connect and for children to learn important life skills. Led properly, these meetings can teach your child about responsibility, communication, negotiation and cooperation.
agenda and give everyone a fair, uninterrupted say. Initially, the chairperson should be an adult. After a few meetings, consider letting your child give it a try!
To get the most out of your family meetings:
* Meet regularly—once every week or two. In addition, allow family members to request a meeting if they have something important to discuss.
* Make an agenda. Before each meeting, ask family members what they would like to discuss. Schedule enough time to discuss each topic, but try to keep the meeting under one hour.
* Put someone in charge. The chairperson must stick to the
* Take turns. After one person describes an idea or problem, everyone else can explain how they feel about it. Brainstorm solutions, giving each person time to contribute. Choose an idea— or a combination of ideas—to try, with parents having the final say.
* Write down decisions. As each decision is made, record the family's plan. Keep notes in a journal or post them as a reminder. You may need to revisit certain decisions or solutions at future meetings to discuss whether or not they are working.
333333333
Source: T.W. Phelan, Ph.D., 1-2-3 Magic, ParentMagic, Inc.
Copyright © 2015, The Parent Institute® www.parent-institute.com Practical ideas for parents to help their children
Remember the three keys to discipline
Some parents think that discipline means punishment. But the most effective discipline helps your child learn what he did wrong—and how he can make a better choice in the future.
Here are three keys to productive discipline:
1. Remain calm. When you lose your temper, you also lose the upper hand. Giving in to an urge to yell at your child teaches him that it's okay to lose control when he's upset.
2. Be consistent. It doesn't take long for your child to learn whether you really intend to enforce rules. Say yes just once to watching TV before school and you'll have a battle every morning. Don't set rules unless you will consistently enforce them.
3. Avoid criticizing. Just describe the behavior. "It was your sister's turn to go on the computer and you wouldn't quit playing your game." Then remind your child of the rule and of the consequence.
Teach your elementary schooler the different aspects of respect
Schools teach students about respect, but it's parents who have the most influence on how respectful kids become.
To instill respect, tell your child to:
* Distinguish right from wrong. Talk to your child about values such as honesty, courage, generosity and learning from mistakes. Talk about how to respond when others are being disrespectful.
* Practice the Golden Rule. How does your child want to be treated? That's how she should treat others.
* Speak politely. Your child should say kind things and use good manners. Avoid inappropriate language and mean comments.
* Appreciate diversity. All people deserve fair treatment, no matter what makes them an individual —age, race, beliefs and more.
* Respect herself. Self-respect is the foundation for respecting others. Help your child take pride in her skills, accomplishments and good decisions.
Source: "My Child's Academic Success: What Does 'Strong Character' Mean?" U.S. Department of Education, niswc.com/ character_mean.
* Resolve conflicts peacefully. Encourage your child to express feelings with "I statements," not blame. "I was angry when you bor rowed my pencil without asking."
"Respect for ourselves guides our morals; respect for others guides our manners."
—Laurence Sterne
Put an end to procrastination by doing the crummy job first!
Your child has math homework, a book report and spelling homework. He hates spelling. So that's why you're going to tell him to do the spelling first. Here are the reasons:
* All it takes is a little push. Set a timer for 15 minutes and say, "Work on your spelling for 15 minutes. Then you can stop." Once your child gets started, it may not be as painful as he thought.
* Crummy jobs are a part of life. We all have to do some things we don't like. Talk to your child about some of the jobs you don't enjoy doing, but have to do anyway. Taking out the trash every week isn't a fun task, but what's the alternative?
* Putting off a difficult task just makes it—well, more difficult. Until you get that job finished, it's going to occupy your mind and hang over your head.
* Finishing that dreaded task is going to feel wonderful. Help your child learn to focus on how great he'll feel when the job is finished—not how he feels while he's doing it. But let him know that it's also okay to build in a small reward for finishing an unpleasant task, such as spending 10 minutes shooting hoops.
Source: R. Emmett, The Procrastinating Child: A Handbook for Adults to Help Children Stop Putting Things Off, Walker & Company.
2 •Elementary•
Parents make the difference!
* March 2015
Are you teaching your child to make good choices?
Parents want children to make wise choices. When the time comes, you hope your child will say no to peer pressure and yes to positive things. Are you doing all you can now to teach her to make these wise choices? Answer yes or no to the questions below to find out:
___1. Do you give your child opportunities to make choices every day? Sometimes they are small, but she has to live with the choices she makes.
___2. Do you talk about family decisions together? Do you brain storm about possible solutions and come up with the best one together?
___3. Do you sometimes think out loud, talking about how you are making a choice?
___4. Do you encourage your child to ask questions?
___5. Do you teach your child that every decision has consequences?
How well are you doing? Each yes means you're helping your child make better choices today and in the future. For no answers, try those ideas in the quiz.
Practical Ideas for Parents to Help Their Children. ISSN: 1046-0446 1523-1275
For subscription information call or write: The Parent Institute®, 1-800-756-5525, P.O. Box 7474, Fairfax Station, VA 22039-7474. Fax: 1-800-216-3667.
Or visit our website: www.parent-institute.com. Published monthly September through May by The Parent Institute®, a division of NIS, Inc., an independent, private agency. Equal opportunity employer. Copyright © 2015 NIS, Inc.
Publisher: Phillip Wherry. Editor: Rebecca Hasty Miyares. Illustrator: Joe Mignella.
Five ways chores can help your child become more responsible
One of the best ways to help your child develop responsibility is through chores. Here are five reasons why:
3. Chores help your child feel a sense of investment. A child who has swept the floor is less likely to track in mud from outdoors.
1. Chores help your child learn the basic skills he'll need in life. Before your child leaves home, he should know how to prepare a few simple meals and how to care for his clothes. The sooner he learns these lessons, the more prepared he will be.
4. Chores help your child take pride in his work. This good feeling can carry over to times when he has to face a daunting task, like finishing a long-term project.
2. Chores can help your child do better in school. Learning how to follow directions when baking cookies is no different from follow ing directions when taking a test.
5. Chores help your child feel like he is needed. Let's face it—this is something everyone needs. So be sure to recognize your child's contribution. "Wesley made some delicious cookies. We will enjoy them in our lunch tomorrow."
Source: W. Sears and M. Sears, The Successful Child: What Parents Can Do to Help Kids Turn Out Well, Hachette Book Group.
Ask the right kinds of questions to improve your child's thinking
Experts recommend asking questions to build your child's thinking skills. But how do you know
3. Application. Encourage your child to connect previous learning to new experiences. "Chickens hatch from eggs. Do you think ostriches hatch from eggs, too?"
what the right questions are?
A well-known classification system, Bloom's Taxonomy, divides thinking skills into six categories. Ask your child questions that fall under these categories:
1. Knowledge. Find out what your child knows about a topic. Talk about facts. Start with the basics, such as who, what, when and where. "When did the war start?" "Who was the President?" The answers should be clearly right or wrong.
2. Comprehension. Test how well your child understands the sub ject. Ask him to describe, explain or predict something. "If we were tadpoles, where would we live?"
4. Analysis. Discuss how something works or how it's organized. "Name the different kinds of animals you studied."
5. Synthesis. This involves thinking about old information in new ways. "What if Christopher Columbus lived today? Where could he explore?"
6. Evaluation. Help your child be creative without worrying about right or wrong. "Imagine you could go back in time. What would you do during the Civil War?" "How might you change history?"
Source: The Council for Exceptional Children, "Improving Your Child's Thinking Skills," familyeducation, niswc.com/ six_thinking.
March 2015 •Elementary
Q: My daughter has just been diagnosed with asthma. She does not want anyone at school to know because she says she still wants to "have fun with her friends" at recess. How should I work with the teacher—without having my daughter singled out?
Questions & Answers
A: Asthma is a serious health problem. It's the biggest reason why children miss school. Asthma causes nearly 14 million absences a year.
So you can't agree to keep her illness from her teacher. You need to work with the teacher to create plans that will protect your child's health and safety. To do so:
* Check with the school about rules for medicine at school. See the school nurse or talk to the office to fill out needed forms. You should also be sure that your daughter knows how to take her medication.
* Talk with the teacher about times when your daughter may be at risk. Overactivity during recess can often trigger an attack. Teach your daughter to self-monitor so she avoids situations that bring on an attack.
* Take precautions during times of the year when asthma attacks are more frequent. Pollen, for example, can often act as a trigger. At these times, your daughter will need to pay closer attention to how she feels.
Let your daughter know that asthma won't prevent her from having fun at recess or in other physical activity. But she will have to learn to respect her limits so she can stay healthy.
*
Parents make the difference!
* 3
It Matters: Reading
Talking with your child promotes reading skills
Build interest in reading by being a reading role model
Did you know that each time you talk with your child, you promote reading skills? Talking builds vocabulary, language abilities and interest in reading.
Here are some things to discuss with your child:
* Everyday events. Visit new places and use new words. You might say, "Look at that huge backhoe! I wonder what they are building."
* Books. Ask her about what she is reading. Tell her about books you love. When her friends stop by, start conversations about books.
* Characters. Do any of them remind your child of herself? What would she do in their shoes? Can she guess what might happen to them later in the story? What if they had made different choices? How might the ending be different?
* Questions. Wonder about things, such as, "Why don't clouds fall out of the sky?" Brainstorm, and then read to find the answer.
* Words. Choose a "Word of the Day." Look up its meaning in the dictionary. Challenge each fam ily member to use it three times that day. At night, review how you did.
Play word games, such as "Dictionary." One person finds a strange word in the diction ary. Everyone else guesses what it means. Take turns picking words.
4 •
Children who see their parents reading usually grow up to be readers themselves. Show your child that reading is important to you by doing these things:
* Let your child see you reading every day. Pick up a newspaper, magazine or a book. Your child will see that reading is important to you, and will want to read, too.
* Tell your child why you're read ing—for information, to check out something you think you know. Or you may be reading just for fun.
* Look up a word in the dictionary if you come across one you are unsure of. Ask your child if he knows the meaning of the word.
* Get your own library card and use it. When you take your child to the library, find something to check out for yourself.
* Read aloud to your child. When you come across something you think your child might find inter esting, read a small part of it to him. He may be motivated to finish reading it himself.
* Join your child. When you see your child reading, pick up something to read yourself and bring a snack to share.
* Give books as gifts. Show your child that books are valuable to you by giving them as gifts. Encourage your child to give his friends books as gifts, too.
Six simple ways to help your child practice reading aloud
Children are expected to read aloud frequently in school and for many children it's a skill they must practice to be
4. Invite family members to bring a book to the dinner table once a week and read a favorite section to the entire family.
good at. It's easy to find ways to read aloud if you think about it:
1. Ask your child to read a recipe to you while you are cooking.
2. Ask an older child to read to a younger child.
3. Take turns reading aloud while you and your child read together.
Elementary•
Parents make the difference!
* March 2015
5. Ask your child to read aloud from a library book while you are riding in the car. Everyone in the family can take turns reading aloud on a long trip.
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What Do Upper Elementary Striving Readers Say about Reading Informational Texts?
By:
Cindy Cameron
A Thesis submitted to the Faculty of Graduate Studies
in partial fulfillment for the Degree of
Master of Education
Faculty of Education Curriculum, Teaching and Learning University of Manitoba Winnipeg, Manitoba
Copyright © 2010 by Cindy Cameron
Abstract
While much research has separately considered informational texts and students who struggle with reading, few studies have looked at how these two interact together and what the possible benefits might be. This study provides descriptive information about the perceptions of informational texts from three striving readers. Each student was interviewed and additional data were collected about the students' literacy environments from their parents, teachers, and classrooms. Results showed that the three students spoke positively about informational texts and that two of the most attractive qualities are interesting material and making meaning from pictures. Within their classrooms, the three students were exposed to a considerable number of informational texts. While the professional literature advocates the use of informational texts for the benefit of boys, it is interesting to note that the two girls in this study chose to read a considerable number of informational texts. It is concluded that informational texts appealed to the three striving reader study participants. Ideas for helping parents and teachers use informational texts with striving readers are presented.
Table of Contents
INFORMATIONAL TEXTS AND STRIVING READERS
List of Tables
List of Figures
Acknowledgements
This research project would not have been possible without the support of many people. I owe my deepest gratitude to my advisor, Gregory Bryan, who was abundantly helpful and offered invaluable encouragement, guidance, and support. I would also like to thank the members of my supervisory committee, Stanley Straw and Jon Young, without whose knowledge and assistance this study would not have been successful.
Special thanks to the students, parents, and teachers who generously gave their time to offer their unique perspectives as participants in this study.
I wish to express my love and gratitude to my husband and my two daughters for their understanding and endless love throughout the duration of this project.
CHAPTER ONE: INTRODUCTION
Students who still experience reading difficulties in the upper elementary grades present a dilemma to teachers every day. The past several decades of research have produced many important insights into students who have reading difficulties. Disengagement from reading (Guthrie & Davis, 2003), insufficient reading practice (Dreher, 2003), and low motivation to read (Gambrell, 1996) are among a few of the examples of why students struggle with reading. Using informational texts with struggling readers is a tool that has potential for success but may be an undiscovered resource in many classrooms. For ease of understanding, what today are often called informational texts are those texts that, in the past, were exclusively labelled as nonfiction (Tunnell & Jacobs, 2008). This potentially valuable resource is underutilized (Duke, 2000). There has been limited research into the use of informational texts with struggling readers (e.g., Caswell & Duke, 1998; Dayton-Sakari & Jobe, 2003; Dreher, 2003). This study is intended to investigate what students see as the potential benefits of informational texts.
The term struggling readers has been well-established and is commonly used in research today (e.g., Compton-Lilly, 2009; Mesmer & Mesmer, 2008; Wilfong, 2008). The term striving readers originated in Fink's (1995/1996, 2006) work as she was studying how and why a group of struggling readers overcame their difficulties and subsequently gained high-level reading abilities that helped them to become successful professionals. Struggling readers is a term that connotes deficiencies and weaknesses. The idea of striving readers represents a shift in thinking about readers with reading problems from "a deficit model to an interest-driven model based on students' strengths and abilities. . . . The positive qualities of motivation and effort" for students who struggle to read are conceptualized under this definition (Fink, 2006, p. x,
emphasis in original). For the purposes of this study, as with Fink (2006), the term struggling readers is used interchangeably with striving readers. People are likely to be more familiar with the notion of "struggling readers," however, "striving readers" is perhaps a more palatable and, arguably, accurate term. Reluctant readers is a third term used to describe readers with difficulties. Dayton-Sakari and Jobe (2003) describe readers who cannot read because of a lack of skills and those who are disinterested in reading as reluctant readers. This study will use an alternative definition that places reluctant readers under the umbrella of striving readers. Therefore, for this study, reluctant and struggling readers will both fall under the parent category of striving readers .
Background to the Problem
There is extensive interest on the topic of students who struggle with reading and, as such, research has been conducted in the areas of striving, struggling, and reluctant readers (e.g., Bryan, 2009; Caswell & Duke, 1998; Dayton-Sakari & Jobe, 2003; Dreher, 2003; Duffy-Hester, 1999; Fink, 1995/1996, 2006; Guthrie & Davis, 2003; Pressley, 1998; Robb, 2008; Wasson, Beare, & Wasson, 1990). Fink's (1995/1996, 2006) work on striving readers offers a new look at students with reading problems and potentially changes the way some educators view action plans for such students. While investigating reluctant readers and their reading preferences, Dayton-Sakari and Jobe (2003) found that reluctant readers often preferred nonfiction. Most of the research in this field centres on struggling readers and possible ways to enable their reading success. Caswell and Duke (1998) studied the difference in reading achievement when struggling readers changed text genres; while Duffy-Hester (1999) reviewed classroom reading programs for struggling readers and what impact these may have for reading instruction.
Finding a way to help striving readers is difficult because their struggles and reading reluctance can be widespread and complex (Bryan, 2009). The research offers potential solutions to use in the classroom and at home and different techniques teachers can employ. For the purposes of this study, striving readers (including both struggling and reluctant readers) are defined as students who have any or all of the following indicators: "lack of sufficient internal vocabulary (insufficient number of words stored in memory); inability to read with fluency—that is, accurately, quickly, smoothly, and with appropriate expression, intonation, and comprehension; [and] difficulty understanding and remembering text content" (Fink, 2006, pp. 129-130). These indicators, according to Fink, suggest that a student is learning to read but having some difficulty.
Over the past two decades, the use of informational texts has become a growing area of research (Caswell & Duke, 1998; Dayton-Sakari & Jobe, 2003; Doiron, 2003; Dreher, 2003; Duke, 2000, 2003, 2004; Larkin-Lieffers, 2007; Peterson, 2008). In particular, Duke (2000, 2003, 2004) presents the benefits of informational texts for elementary school readers and illuminates the problem of access to such materials. Larkin-Lieffers (2007), Doiron (2003), and Dayton-Sakari and Jobe (2003) also list benefits of informational texts. In this study, informational texts are defined as texts:
written with the primary purpose of conveying information about the natural and social world (typically from someone presumed to be more knowledgeable on the subject to someone presumed to be less so) and having particular text features to accomplish this purpose. Features commonly found in informational texts include graphic elements, such as diagrams and photographs; text structures, such as compare/contrast and cause and effect; access formats, such as headings and an index; language forms, such as use of timeless verbs and generic nouns (e.g., "Birds eat insects" versus "That bird is eating an insect"); and others. (Duke, 2003, p. 14)
Further adding to this definition, Duke and Billman (2009) describe informational text as "text whose primary purpose is to convey information about the natural and social world, and that has particular linguistic features to accomplish that purpose" (p. 110). Examples of informational texts include encyclopedias, almanacs, single topic books, biographies, diaries, CD-ROM's, newspapers, magazines, manuals, books on tape, internet, and brochures (Dayton-Sakari & Jobe, 2003). Larkin-Lieffers (2007) explains a dramatic improvement over the last decades in the selection and quality of children's nonfiction available and describes two distinct types: either factual information books or informational storybooks. Duke (2000) separates them into three categories: informational, narrative-informational, and informational-poetic.
Based on existing research literature, it is not unreasonable to think that informational texts may be a benefit to striving readers. Self-esteem can be fragile when a student is having problems reading at the upper elementary school age (Pressley, 1998), and so perhaps finding a book to read may cause great anxiety (Reutzel & Gali, 1998). Based on Duke's (2000) suggestion that informational texts are attractive to students, such texts may offer a way for striving readers to have positive reading experiences. There has been little research done (e.g., Caswell & Duke, 1998; Dayton-Sakari & Jobe, 2003; Dreher, 2003), however, connecting the use of informational texts as a way to benefit striving readers and their reading progress. Dreher (2003) looked at the predominance of stories versus informational texts in literacy instruction. As a result, she advocates more of a balanced approach in order to increase motivation and
achievement; and, she makes suggestions for utilizing the opportunities informational texts offer to struggling readers. After observing that many reluctant readers prefer nonfiction, DaytonSakari and Jobe (2003) discuss why informational texts might appeal to such readers. Caswell and Duke (1998) studied two beginning struggling readers who improved dramatically in skill and attitude after switching from narrative to informational texts. The exploration of what striving readers say about reading informational texts is the aim of this study.
Regardless of the grade level, in many Canadian classrooms, there may be students who are struggling to read. Upper elementary school teachers are especially challenged to find ways to help striving readers in an atmosphere where basic reading skills are expected to be already mastered. Students who may or, indeed, may not be eligible for resource help are expected to find a way to progress in this system and become readers. After all, "problems in reading during childhood also are predictive of poor reading during adulthood" (Pressley, 1998). Duffy-Hester (1999) reports that there has been a shift in responsibility from special educators to classroom teachers of students who need extra help, and those teachers are unsure about what methods to use. Educators want to do everything they can to ensure successful reading environments within classrooms. Given that one goal of education is to create lifelong readers (Doiron, 2003), it is even more important to find ways to work on this problem.
The Researcher
In this study, I was involved in all aspects of data analysis. This being the case, my perspective has an impact on the interpretation of this data. Therefore, it is important to situate myself as the principal researcher. That is, the reader should be aware of my background and perspective in this study.
I am a mother of two girls. I am an avid reader. I enjoy children's literature immensely and spend many hours selecting and reading books myself and to my children. I read many different genres of texts and especially enjoy fictional novels about the ocean and the people who live by the coast. I always read and was read to as a child and had a variety of books available in my home. I grew up in a home where both of my parents enjoyed reading. My mother reads mostly fiction in bed at night and my father enjoys informational texts such as newspapers and biographies.
I am a certified teacher who has taught in the private school system for six years. The majority of my teaching time has been spent in the upper elementary grades. The school where I was employed practiced theme studies with an emphasis on student research work. Students studied a subject in depth using a variety of visual, oral, and kinesthetic methods. A cumulative project would be required to demonstrate the students' knowledge of the subject. These information literacy projects could take several different forms such as speeches, posters, models, plays, songs, or books. It is there that I became familiar with informational texts and observed potential benefits to striving readers in my classroom. In order to stay at home with my children and attend to my studies for my Master of Education degree, I have not been employed in the classroom for the past three years.
After teaching for six years at the upper elementary school level, I came to know several students who struggled to read. As their classroom teacher, the responsibility fell to me to help striving readers learn to read at grade level. I observed that striving readers had unique challenges such as finding age-appropriate materials at their reading level, being motivated to keep trying something that had been difficult for several years, and maintaining a healthy level of self-esteem in an environment where most of their peers read at grade level with ease.
From personal experience, the striving readers in my classroom often had difficulty finding an easy-reader or other fictional texts to read during self-selected reading time. It was often when they picked up an informational text that they could finally settle down and read for a session. Information literacy projects conducted by upper elementary school students in my classroom were completed primarily using informational texts. Frequently, the striving readers could manage their way through an assignment without significant help from their teacher. Informational texts also seemed to be popular choices during library time and during early morning or free choice times. Boys, in particular, seemed to enjoy this genre, and often did so as an enthusiastic, animated group. This is not to denigrate fictional texts, as I believe a balance should be created in the classroom.
Therefore, it appeared to me that informational texts seemed to be accessible and motivating for many students and especially the striving upper elementary readers. Striving readers seemed to have feelings of familiarity and comfort with informational texts as demonstrated by the ease at which they interacted with these texts. Striving readers would often browse through informational texts in their spare time and could choose a text on their topic of research without difficulty. The navigation of informational texts seemed to be understood by striving readers. I wondered if these texts could or should be used in reading instruction, given the positive attitude the students had towards informational texts. As such, I am interested to
investigate if this familiarity and comfort with informational texts is apparent in other striving readers. Do striving readers find informational texts appealing?
Given the nature of this study, and my involvement in data collection and analysis, the reader should bear in mind the information that I have here provided about myself. A different person may have collected different data or interpreted the results a different way and, therefore, may have different findings.
Purpose of the Study
The primary purpose of this study was to explore upper elementary striving readers' perceptions of reading informational texts. Is this genre attractive to striving readers and if so, why? This study documents the comments of students, providing a deeper understanding of why informational texts may appeal to striving readers.
Given our current understandings of the situated nature of literacy (Barton, Hamilton, & Ivanič, 2000; Cope & Kalantzis, 2000; Gee, 2004; Street, 1995), it is important to provide a rich description of the contextual setting within which the study participants function. Literacy skills are learned in a context, say Cope and Kalantzis (2000), and it is important to think about factors such as local diversity and global connectedness when attempting to teach students through appropriate literacy programs. Gee (2004) agrees that learning and thinking happens in a context, and that this presents teachers with the new challenge of ensuring the success of all students and teaching those students to learn and think in the high-tech global world. Barton, Hamilton, and Ivanič (2000) also agree that literacy is situated in a context and explore literacy as parts of broader social practices such as history, culture, media, and family. This being the
case, data will be gathered for the purpose of painting a word portrait, as it were, of the study participants.
As such, it was the additional purpose of this study to gather information from parents and teachers about each students' literacy environment. This was done using three methods. In order to create a context for each students' literacy experience, responses from teachers about each student were collected as the first method of defining this environment. Secondly, teachers and parents shared lists of print materials the participants read on a given day. Lastly, a detailed count of the print materials in each participants' classroom was conducted. All of these methods combined together further situate the nature of each students' literacy.
Research Questions
Given the purpose and background to this study, and the need to contextualize study participants' comments, the intention was to answer the following research questions:
1) What do striving readers have to say about reading informational texts?
a) Do striving readers see informational texts as beneficial?
b) If informational texts are seen as beneficial, what are the reasons?
2) How much informational text are striving readers reading?
3) How much informational text are striving readers exposed to in their school classrooms?
Significance of the Study
Duke (2000) claims that the use of informational texts offer a wealth of benefits and is an underutilized resource. If engagement, motivation, and personal interest are all paths to reading success, then striving readers, their teachers, and parents may find informational texts to be beneficial. This study may illuminate those things striving readers see to be the benefits of informational texts. As Dayton-Sakari and Jobe (2003) advocate, "by incorporating information/ nonfiction into reading instruction, reluctant readers are allowed into a community of readers" (p. 27). Informational texts may represent a resource of significant benefit to parents, teachers and, above all, students. Teachers will have a better understanding of what draws striving readers to informational texts and, perhaps, then make them more available for their students. The use of informational texts, themselves, may continue to become a more significant genre within the classroom creating more of a balance of texts. Students may have more success finding books they can read. Parents with children who have reading difficulties may also decide to purchase texts (i.e., informational texts) for their homes that are better-suited to their child's needs. Overall, this study presents a discussion of informational texts from the perspective of striving readers.
The findings of this study are significant in that they reveal to us what striving readers have to say about informational texts. Finding out what striving readers think about informational texts can help teachers to carefully consider the ways that they use such texts within a classroom setting. The findings of this study also help us to consider how students use informational texts in their everyday lives.
INFORMATIONAL TEXTS AND STRIVING READERS
11
Scope of the Study
The limitations of this study are discussed in greater detail in chapter five of this thesis.
For now, suffice it to point out, this investigation explores the perspectives of only three striving readers, in grades four through six, from a Maritime province. Furthermore, the three students
who participated in the study were each interviewed on only one occasion. Given the limitations of this study, the findings are not generalizable, however, this study does present the real-life
situated literacy environments and the perceptions of three striving readers in relation to informational texts.
Definitions
In this next section, I provide definitions of important and, perhaps, confusing terminology that I employ throughout this study. The definitions were constructed after
consultation of the professional and research literature.
Comprehension: Understanding and remembering the content of text (Fink, 2006).
Displayed print:
Any print that is on classroom walls or other surfaces (Duke, 2000). Examples may include poetry, informational posters, class rules, and student research projects.
Emergent reader: A reader, no matter the age, who is beginning to learn to read (Durkin, 1961).
Engagement in reading:
To participate in one's own reading, become involved, or establish some kind of connection with reading (Guthrie & Davis, 2003).
Expository texts: Another name for nonfiction or informational text (Dymock, 2005).
12
Fluency: The skill of reading text accurately, quickly, smoothly, and with expression, intonation and comprehension (Fink, 2006).
Genre: A category of text type. For example, realistic fiction, fantasy, informational texts, and biographies are all different genres of texts (Tunnell & Jacobs, 2008).
Informational texts: A text whose primary function is to convey information (Duke, 2003).
Otherwise known as nonfiction. Examples might include books, magazines, maps, recipes, the internet, and biographies.
Interest-Based Model of Reading:
Fink's (2006) notion of reading with passionate interest and focusing on the positive qualities of readers (e.g., motivation, effort, strengths, and abilities).
Internal vocabulary: A term meaning the number of words stored in one's memory (Fink,
2006).
List of print materials: A list made up of types of print (e.g., books, magazines, recipes, maps, and computer games), fiction or nonfiction, that are read on any given day.
Narrative texts: A type of text that tells stories. Another name for fictional texts (Lynch-Brown & Tomlinson, 2008).
Nonfiction: A type of text written using verifiable facts. Also known as informational texts (Tunnell & Jacobs, 2008).
Reluctant readers: A reader who is disinterested in reading (Stringer & Mollineaux, 2003). Reluctant readers are one type of striving reader.
INFORMATIONAL TEXTS AND STRIVING READERS
Self-esteem: To have confidence in your own abilities and worthiness (Blascovich & Tomaka,
1991).
Situated nature of literacy: The contextual setting in which a student learns and uses literacy
(Barton et al, 2000). This is mainly focused in school and at home and is used to further our understanding of each student’s reading experience.
Striving reader:
The parent category for readers who are learning to read but who are having some difficulty (Fink, 2006). Striving readers may struggle with vocabulary, fluency, and/or
comprehension. Struggling readers and reluctant readers are two types of striving readers.
Struggling reader:
A reader who is not reading at grade level and who may be having problems with motivation, engagement, and self-esteem (Guthrie & Davis, 2003). Struggling readers are
one type of striving reader.
Upper elementary: Grades three to six inclusive.
13
CHAPTER TWO: LITERATURE REVIEW
In order to familiarize the reader with the professional literature relevant to the above stated research questions, the literature is reviewed focusing upon two main areas. One important area is understanding striving readers. The other main focus of this literature review is the educational use of informational texts.
Striving Readers
Why do upper elementary students have reading difficulties? Avoidance is one answer, state Juel (1988) and Dreher (2003), and because struggling readers avoid reading, they do not get the practice they need to progress. It has been long argued (e.g., Allington, 1977; Stanovich, 1986) that one way to get better at reading is by reading; however, this can be hard to do if one avoids reading. Guthrie and Davis (2003) suggest that many middle school struggling readers are disengaged from reading and, therefore, have a low motivation to read. Wasson, Beare, and Wasson (1990) describe poor readers as uninvolved students who are off-task and less engaged. Dayton-Sakari and Jobe (2003) divide reluctant readers into two types: those who can read competently but have no interest, and those who lack reading skills and see themselves as nonreaders. There is a wide range of reasons why students struggle to read. Avoidance, disengagement, low motivation, lack of skill, and lack of interest are among a few of the factors.
Guthrie and Davis (2003) examine disengagement in readers and possible ways to reengage students who have reading difficulties. In their study, Guthrie and Davis administered questionnaires to all Grades 3, 5, and 8 students in the state of Maryland in order to investigate declining reading motivation from elementary to middle school. They found that middle school students were much more disengaged from reading than elementary school students. Struggling readers are defined by Guthrie and Davis as "those disengaged from reading activities that are related to schooling" (p. 61). They suggest that one reason students have difficulties with reading is because they are disinterested or disconnected from reading. As students advance, the texts become harder, and there is often less support offered in the classroom. The students, therefore, lose interest and become disengaged from reading. Guthrie and Davis suggest that possible solutions are to offer an abundance of interesting books and meaningful materials to striving readers, which would directly help with motivation and reading achievement. To reengage striving readers, Guthrie and Davis recommend using a wide variety of texts with content linked to real-life issues.
Bryan, Fawson, and Reutzel (2003) state that engagement in reading should be one of the most important goals in education. In their study, they observed three non-engaged readers in fourth grade to find a baseline of reading behaviors for those three students. After implementing the intervention of literature discussions, Bryan, Fawson, and Reutzel further observed the students for on and off-task behaviors. Their study found that non-engaged readers benefited from short discussions with an interested adult about what they were reading during silent reading time. These discussions enabled the researchers to find out what the students enjoyed reading and helped the researchers ensure children were reading material of interest to them. Some students, like the ones in Bryan, Fawson, and Reutzel's study, often need encouragement and direction from the teacher to find a book.
Personal interest or individual preference is another potentially significant factor in the literacy lives of striving readers. Fink (1995/1996, 2006) describes the idea of 'passionate
interest' as a way to overcome the challenges of reading. Fink (1995/1996) interviewed 12 successful dyslexics and explored reasons how and why they were eventually able to overcome severe struggles with reading. Fink suggests that "teachers should consider the powerful role of enjoyment and tap each student's interests" (p. 278). Dayton-Sakari and Jobe (2003) agree that the best way to overcome reading difficulties is to find out about personal interests. Finding a text that children fall in love with, referred to by some as the home run text (Kim & Krashen, 2000; Trelease, 2006; Ujiie & Krashen, 2002; Von Sprecken, Kim, & Krashen, 2000), may spark an interest in reading. Dayton-Sakari and Jobe suggest that, from their experience, it is important to promote personal interest topics and to actively show approval of informational books by modeling nonfiction in the classroom and reading them aloud. Worthy, Turner, and Moorman (1998) have similar beliefs after their study on self-selected reading where they interviewed language arts teachers. They promote self-selected materials for readers and state that personal engagement with interesting texts is "an essential component of avid reading" (p. 296).
Reading motivation is another important factor in finding ways to help striving readers. In her review of six research-based factors related to increased motivation to read, Gambrell (1996) suggests that a book-rich environment and opportunities for choice are key components to fostering reading motivation in classrooms. Dreher (2003) and Duke (2000, 2004) propose using informational texts to motivate struggling readers. Looking closely at student interest and reading motivation and how this connects with informational texts is an important piece of the puzzle when trying to help striving readers.
In 2006, Fink published a book about her Interest-Based Model of Reading. The model is intended to help us understand how to support striving readers to improve their reading ability. This model is a student-centred method emphasizing ways to increase the skills of struggling readers at any age or ability by highlighting their strengths. Transactions among reader, text, and teacher are emphasized, following Rosenblatt's (1994) transactional model of teaching. This dynamic process views texts, not as static entities, but as representing a variety of possible meanings. The teacher is seen as more of a participant in the classroom who transfers responsibility to the student for learning; there is a great amount of student input, decisionmaking, and control over the students' own learning, and students' personal contexts and purposes are allowed in to this transactional view of reading (Straw, 1990). Informational texts and striving readers seem to fit this model because of its student-centred approach that focuses on student strengths, and the view that each learner can take responsibility for his/her own learning using personal context and purpose as starting points. Also, informational texts are used for different purposes and they offer different ways for individual students to derive meaning, making them dynamic materials. Teachers might use informational texts in the classroom to benefit striving readers by allowing them to choose material that interests them thereby allowing student input, decision-making, and more control over what they are learning. The striving readers' personal contexts and purpose for reading are recognized and valued in this model. All of these examples show how using Fink's Interest-Based Model of Reading can help us understand why informational texts might be beneficial to striving readers.
Clay's (1985) notion of reading levels, and the use of a running record to record and assess a child's reading, created new ways of thinking about reading instruction with struggling readers. In her book, she describes easy, instructional and hard levels of reading. Generally, a student can read independently at the easy level, participate in guided reading at the instructional level, and be read to at the hard level. There may be several benefits to reading instruction for striving readers at the hard level such as teaching for fluency, modelling, vocabulary, and extension activities. However, for striving readers who may need instruction in decoding, phonics, or comprehension, instruction for these reading elements may be most effective when taught at the instructional level. The reality for many struggling readers is that they are continually being instructed at the hard level which "can diminish self-confidence, self-esteem, and reading skill" (Robb, 2008). Striving readers need to experience positive reading environments to have the best chance of success. In turn, success is likely to help students to become engaged, capable readers (Bardura, 1986).
Bryan, Smith and Burrows (2007) believe that "the most important thing is not what children read, but that they read" (p. 1, emphasis in original). Their study found that, when given a variety of texts from which to choose, two-thirds of six- to nine- year olds chose an easier text to read, including informational text-light books. They suggest that this shows a strong preference for easier reading material among children still developing reading independence. Teachers should be aware of this preference and should also keep in mind that informational books were one preferred option for these developing readers. It is important that readers practice the act of reading because it is through such practice that a reader develops and improves his/her abilities (Allington, 1977; Anderson, Hiebert, Scott, & Wilkinson, 1985). As people read more, their skills improve and so harder texts become easier for the improved reader. They may continue to choose easier texts, but what was once harder, has become easier. Simply put, the more children read, the more they will generally improve. Otherwise, a widening gap seems to form between those who do not read and their reading peers, whereby the capable and motivated readers experience continued progress in reading ability compared to their struggling and unmotivated peers (Stanovich, 1986). Personal interest and motivation, again, play a potentially important role in the eventual success of striving readers and, for some, this personal interest and motivation might be sparked by, and satisfied by, informational texts.
One aspect of focus with striving readers has been the connection to gender. Boys often perform more poorly than do girls on standardized tests and in school, generally (Peterson, 2008). In their study of 40 grade one students, Chapman, Filipenko, McTavish, and Shapiro (2007) examined preferences for narrative and/or informational books. They offer the recommendation to improve the imbalance of test scores between genders by offering boys more opportunities with nonfiction. The idea here is that an increase in motivation is likely to result in more reading and, thus, improved reading skills (Stanovich, 1986). Peterson (2008) examined the library borrowing habits of elementary school children and the link between reading ability and preference. She examined the circulation records of one elementary school library in North Carolina. The fiction and nonfiction titles that were borrowed by second, third and fourth grade students were examined in relation to age, gender and reading ability. She found that the lowest performing boys checked out more nonfiction than the highest performing boys. Informational texts may offer several benefits to weak students, and particularly so with boys.
Informational Texts
In some respects, the ways that students read today have changed considerably from how their parents read (Barton & Hall, 1999; Brandt, 2001; Dayton-Sakari & Jobe, 2003; Tusting, 2000). Today, students often sample or skim texts compared to reading in-depth chunks at a time. Children's information books have changed to reflect this fast-search approach, one example being DK Eyewitness Books which has revolutionized the world of informational books (Dayton-Sakari & Jobe, 2003). This series of books contain full-colour photographic illustrations, an abundance of white space, and short but detailed text boxes filled with information. In her review of the availability of information books for emergent readers, LarkinLieffers (2007) talks about the entertainment value of books increasing, especially for children eight and older, in order to compete with television and the internet. She refers to interactive books as one innovation that has responded to this change as it mimics certain aspects of the internet. Zygouris-Coe (2006) states that 90% of all internet sites are in expository form, making reading informational texts important in today's world.
The benefits of informational texts have been widely discussed among researchers. Duke (2000, 2003) says that it is the building of inherent curiosity, supporting vocabulary, development of expertise, world knowledge development, links to home literacy experiences, and developing a concept of literacy that make informational texts special. After years of experience in the classroom with reluctant readers, Dayton-Sakari and Jobe (2003) list the following attributes as benefits of some informational texts. Their list includes attributes such as: highly visual; accurate; up-to-date; clear and direct; and, they contain attractive photographs; clear structure; detailed illustrations; varying typefaces and sizes; an index; captions; a glossary;
a bibliography; headings; internet links; realistic drawings; and the qualifications of the author. In his review article that explores the rationale for balancing the use of information books in literacy programs, Doiron (2003) agrees and lists these benefits of quality informational texts: appearance; format; up-to-date information; diagrams; illustrations; accessibility; and style. Larkin-Lieffers (2007) compares informational texts to fiction. In her review, she describes the former as more appealing and useful, having age appropriate illustrations and content, and she states that some children enjoy fact over fiction. Informational texts are considered by some to have unique characteristics that could make them a good choice for many readers.
Dayton-Sakari and Jobe (2003) discuss why informational texts are appealing to reluctant readers. They claim that, from their experience with reluctant readers, the action in these types of books is attractive, particularly to boys. The minutiae of any number of subjects will likely engage students obsessed with a topic. Also, Dayton-Sakari and Jobe have observed that reluctant readers tend to enjoy facts, which match the reader well with informational texts. All of these points make a good case for why informational texts might appeal to reluctant readers.
In Duke's (2000) study, she reported evidence of the underutilization of informational texts. She found that, after observing 20 grade one classrooms, minimal, if any, time was given to instruction related to informational texts. She found a mean of only 3.6 minutes a day was spent with informational texts during written language activity time. Duke also found that information books were in short supply in early elementary classroom libraries and that minimal informational text was displayed on classroom walls. She further examined the differences between very low and very high socio-economic status school districts and found that there were significantly lower numbers of informational text experiences in the low socio-economic status classrooms. Duke sees this as a missed opportunity to prepare students for informational text reading later in school and life and to "turn on as many students as possible to literacy" (p. 205). Duke also identifies experience with informational texts early in education as a way to get over the 'fourth grade slump,' a common term for reading disinterest in and around the fourth grade. She says that it is traditionally explained by the increase in demand for expository reading and writing, but that students might develop a stronger interest in reading if the earlier years offered more varieties of texts, namely informational texts. There is the potential for informational texts to be "a vehicle to inspire and attract students to literacy" (p. 221).
The balance of text genres—fiction or nonfiction—is an area to examine when looking at trying to help striving readers. In her review article about using information books for young children, Duke (2003) talks about the dominance of narrative texts in classrooms and the fact that this may be inconsistent with many children's preferences. When Dreher (2003) makes the case for tapping the potential of information books, she reviews the literature and discusses the predominance of fictional over informational texts and the need to create more of a balance in order to increase motivation and achievement. Dreher argues that through such things as readalouds, reader's theatre, access to an information-rich library, and time, struggling readers can be motivated to read, which will perhaps present a starting place to improve reading performance. Duke (2000) also advocates a balance of texts genres. Dayton-Sakari and Jobe (2003) have observed that many reluctant readers prefer nonfiction or informational books over storynarratives. They suggest that the need for informational books is considerable as many reluctant readers avoid fiction. Caswell and Duke (1998) found that some students "found a 'way in' to the world of literacy through non-narrative texts that they had not found through narrative forms of discourse" (p. 108). Caswell and Duke showed an example of this in their case studies of two struggling reader/writers who attended a literacy lab offered through Harvard University which functioned as a literacy centre for students having difficulty learning to read and write. These two beginning, struggling readers were observed to have improved considerably in skill and attitude after switching from narrative to informational texts in their literacy lab time. Caswell and Duke call for greater attention to non-narrative texts in the early grades. They explain that the early exposure to non-narrative texts will help prepare students for future schooling and it will also offer an expansive repertoire of materials to the diverse needs and interests of students. Caswell and Duke conclude that using more non-narrative texts in the early grades increases the likelihood of sparking an interest in literacy.
From her review of the literature on the value of informational texts for young readers and availability of these types of books, Larkin-Lieffers (2007) demonstrates that opportunities to find informational books are limited. She says that greater classroom access to informational texts is needed, as there seems to have been a trend of little use of nonfiction. School libraries that should be at the centre of plans to improve literacy often have budgetary restrictions which can limit the access to informational texts. From her visit to seven Canadian bookstores, LarkinLieffers found these retail stores had a predominance of fiction. She further discusses limited access of information books by reporting that there are fewer book awards for informational books, and that public libraries seem to favour fiction in terms of availability for younger children, location in the library, and eye-level access of materials. All of these points support her case about the limited availability and access of informational texts.
CHAPTER THREE: METHODS
This study was designed to investigate what three striving readers have to say about reading informational texts. In order to contextualize the students and their comments, this study also aimed to answer research questions related to the situational nature of the students' literacy by obtaining data from the students' classrooms and from their parents and teachers.
In this chapter, I provide details of the methods employed in conducting this study. In the first section, I restate the research questions and study purpose. In the second section, I describe the researchers involved in this study. In the third section, I discuss the study participants and the participant selection. In the fourth section, I provide details of the methodology adopted for data collection. I then conclude with an explanation of how the data was analyzed.
Research Questions and Purpose
As previously described, three research questions directed this study. The first question investigated the perceptions of striving readers with regard to informational texts, and whether they saw these as beneficial. The second and third questions, situating the students in their literacy environments, explored how much striving readers read informational texts and how much they are exposed to in their classrooms.
The purpose of this study is to explore upper elementary striving readers' perceptions of reading informational texts. What is it about this genre that might be attractive to striving readers? Additionally, it was the intent of this study to gather information from parents, teachers and classrooms about the context of each students' literacy experiences in order to further situate the nature of their literacy.
Researchers
I was responsible for organizing and facilitating the data collection for this study. As principal researcher, I was also involved in all aspects of data analysis. The student interviews, teacher responses, print materials lists from parents and teachers, and the classroom inventories comprised the data to be collected and analyzed.
In addition to myself, the principal researcher, a number of research assistants collected and analyzed data. One research assistant was responsible for conducting interviews with the three striving readers. This ensured consistency across the interviews with student participants. This assistant is a new teacher with two years of experience as a public school substitute teacher. She is currently working towards her Master of Education degree in literacy.
Other research assistants collected data in classrooms and assisted with data analysis. Inter-rater reliability was ensured by using more than one researcher for each data set. One research assistant was involved with analyzing results. He was responsible for coding data from the interviews and the print materials lists, and assessing if the teacher responses were accurately reflected in the case studies. This assistant is currently a graduate student, working towards his Master's degree, and has 13 years of experience in post-secondary education. Four research assistants were involved with collecting data in classrooms. These assistants are certified teachers at the school where the study took place. The first research assistant has taught primary (Maritime equivalent of kindergarten) for six years and has her Early Childhood Education
certificate. The second assistant has two years teaching experience in grade 1/2. The third assistant has taught grade 3/4 for two years and, additionally, has her Master's degree in Science. The fourth research assistant is in his 21st year of teaching, holds a Master of Education degree, and is in the process of completing his Ph.D in Education.
Participants
Upper elementary school striving readers, their parents, and classroom teachers were selected as participants in this study. All student participants were chosen from an independent private school where theme-based studies are taught and multi-age classes are used. Three students from two different classes agreed to participate. One student was enrolled in a grade 3/4 class and two students were enrolled in a grade 5/6 class. The student participants were: one grade four boy; one grade five girl; and one grade six girl.
The site chosen for this study is an independent private school. The school's students come from predominantly upper middle class homes in an urban centre in one of Eastern Canada's capital cities or from nearby communities. This site was selected because of my own teaching experience within the school. I am familiar with the situational context of the school and the professional relationships I have already established also facilitated ease of accessibility. This school is rooted in the beliefs of theme-based, experiential learning which is defined by students learning best through discovery and enjoyment. Multi-age classes are offered at this school and the three study participants came from two such classrooms. There is a focus at the school on student research work by using a variety of materials and methods such as field trips, guest speakers, videos, hands-on materials, visual aids, applicable fiction, and an abundance of
informational texts. The small class sizes at this school allow teachers to challenge and support students in ways that recognize the uniqueness of individuals and support the belief that a happy child learns best. This study, then, includes three particular students from this particular school. I recognize that the school and classroom setting is not a typical setting.
Defining striving readers to the school and to the participants in this study was an important task. Fink (2006) describes striving readers as those who are learning to read but who are having some difficulty in the areas of vocabulary, fluency, and/or comprehension. Upper elementary teachers were invited to select candidates from their classes who fit Fink's definition of striving reader. The students identified by their teachers for potential study participation were those currently receiving resource help for reading or comprehension, students whose parents expressed a concern about their reading, or students who fit the definition but did not receive resource help for some reason (e.g., not wanting to be pulled away from class). Students were chosen as potential candidates by their teachers if they did not meet the school's required benchmarks, that are attached to the provincial curriculum, for their grade level.
After obtaining university ethics approval for the study (see Appendix A), I contacted the relevant school for consent of participation. Once a list of eligible candidates was compiled from the school, parental/guardian consent was obtained for the student participants. Initially, the intention was to work with as many as six students. The final list of participants was to reflect the gender ratio of the teachers' candidate nominations. For example, if there is a list of 12 names and eight of them were boys, the final selection of study participants would have been four boys and two girls. Given that the parents of only three student participants gave signed consent in the present study, the gender ratio concept was not used. Eleven candidates were sent information letters; six boys and five girls. There were three yes responses, three no responses, and five families that did not respond.
The classroom teacher for each participant selected also took part in this study. Consent was obtained from teachers and then candidates were chosen. As two of the study participants came from one classroom, only two teachers were involved with this study. In order to help situate the students' literacy environments, the role of the teacher in this study was to provide more information about the student participants than was provided by the students themselves. Each teacher was asked to respond in written form to a series of questions. They were also asked to make a list of print materials the student participant read in school. This list could have incorporated a variety of subject areas and included what the student might have read on a typical day. Such a list may have contained the following: silent reading materials; research work materials; maps; internet; library books; posters; signs; textbook instructions; and notetaking.
The parents of each striving reader were involved in this study as well. After consent was obtained for their child and for themselves, parents were asked to record a list of print materials their child reads at home. This list included what the student might read on a typical day of the week. These materials could have been anything parents saw the child reading, or that was read aloud to them. The list may have contained material brought home from school, and could have incorporate different text genres.
Methodology
Of key significance to this study is the investigation of student perceptions. While many studies have offered important contributions to our understanding of striving readers and informational texts, there is a dearth of research that explores what students have to say about it. Student perceptions of school and reading are important and informative and, as such, this is recognized as an important current approach to literacy research (Bryan, 2009; Edmunds & Bauserman, 2006; Moje, 2000; Pachtman & Wilson, 2006). In their study involving student perceptions about computers and drama, O'Toole and Dunn (2008) found "the participants' comments…significant and suggest[ed]…that students should be given opportunities to have input into learning design on a more regular basis" (p. 102). In their study on academic dishonesty, Stephens and Nicholson (2008) found that by exploring the lived experiences of their student participants, they could gather "a more complete accounting of the diverse thoughts and emotions that students experience" (p. 362). Asking readers to reflect upon their personal experiences with informational texts as striving readers, may offer a deeper understanding of the issue as opposed to observations of behavior, analysis of achievement levels, or surveys about personal interest. Therefore, the investigation of student perceptions was an appropriate research methodology to use for this study.
Each of the three student participants were individually interviewed using a semistructured interview protocol prompting students to share their perceptions about informational texts (Appendix B). Prior to the interviews with the three study participants, a pilot interview was conducted with a grade four student from another school. This pilot interview was used in order to test the structure of the proposed interview, including the value of each of the intended questions. While there were no changes made to the questions after the pilot interview, valuable information was learned about the interview process. For example, it became clear during the pilot interview that in order for the interviewer to receive the fullest answers, he/she needed to ask all questions, including the corresponding probes. It was also noted in the pilot interview that the interviewer needed to allow the students as much of a chance to speak as possible, not resorting to small talk, or the like, in order to fill space.
The semi-structured interviews of the three study participants consisted of a list of questions aimed at engaging the student in a discussion about informational texts. For reference during the interviews, there was a sample of informational texts available to the students and the interviewer. Some of the students referred directly to a specific text from this sample. The interviews were audio recorded and later transcribed and analyzed. All of the interviews took place during one morning at the school.
There was a large variation in the length of the interviews; Jonah's (as with all of the names used in this thesis, this is a pseudonym) interview was 16 minutes, Katie's was 29 minutes, and Hannah's interview was 38 minutes. The dynamics of the interviews varied from interview to interview. The interviewer reported that the two girls were very talkative and she often brought them back on topic by restating the question. As the interviews proceeded, the interviewer also noted that she began to think of better ways to prompt the students into providing fuller responses to the questions. Jonah was interviewed first, Katie was next, and the last student to be interviewed was Hannah.
The interview schedule was developed using Fink's (2006) Interest-Based Model of Reading which is one of the foundations for this study. The model is directed at helping readers of all ages and abilities. "The model emphasizes transactions among reader, text, and teacher and features the following components: 1. a passionate, personal interest that spurs sustained reading; 2. avid, topic-specific reading; 3. deep schema knowledge; 4. contextual reading strategies; [and] 5. mentoring support" (p. x). As mentioned before, this model emphasizes students' strengths and abilities. It is with this model in mind that the interview questions were created. There is more of an emphasis on students' positive qualities; for example, what striving readers can do. Students were able to give candid answers to the researcher by sharing stories of personal interest. Questions in the interviews were asked once, and depending on the response, reworded and asked again. Prompting students to further explain their answers facilitated more depth to each response.
In addition to the student interviews, information was gathered from students' classrooms, their teachers and parents. Information about the students' literacy environment was gathered from teachers. Lists of print materials the students were currently reading and reading on a typical day was documented by parents and teachers. Finally, displayed print and classroom library content was recorded. All of these data together gives a more complete picture of each student participant and the situated nature of their literacy (Barton et al, 2000; Cope & Kalantzis, 2000; Gee, 2004; Street, 1995).
Classroom teachers were asked to respond to a series of questions about the student participants (see Appendix C) in a written format. These written responses were used to create a case study of each student, describing the participant and his/her literacy environment. These
narrative descriptions are intended to give the readers a sense of the student; his or her perceptions and beliefs (Stephens & Nicholson, 2008) as they relate to informational texts and reading in general. It was requested that teachers respond to these questions via electronic mail to the principal researcher. Teachers were also asked to provide a list of print materials (see Appendix D) the participants were reading in school. This list may have included materials from silent reading time, before and after school times, school library books, and required reading. Types of materials may have included such things as books, magazines, poems, recipes, computer games, newspapers, letters, signs, or the internet.
Parents of the participants were contacted in advance of the interviews with the students. They were sent a letter containing guidelines and information about the study. Parents were asked to provide, via electronic mail to the principal researcher, a list of print materials their child was reading at home. It was explained to the parents that this list was meant to be a snapshot of what the child was reading on a typical day. The material could have been anything they observed the child reading or that had been read aloud to them. The list may have included materials from school, and could have consisted of different text types. The list may have included materials such as books, magazines, poems, recipes, computer games, newspapers, letters, signs, or the internet.
Finally, information was gathered from the participants' classrooms. Duke (2000) carried out observations in her study of displayed print and classroom library contents. Along with her research assistants, Duke counted displayed print and classroom library contents, including library materials with their front covers visible. Duke's procedure was conducted for four classrooms after which the items were coded for text genre and the data was checked for interrater reliability. My study followed similar guidelines. Displayed print was categorized as any print text on classroom walls or on other surfaces. Examples of such print included classroom rules, labels, lists of jobs, maps, posters, and students' work. Each print material was coded for text genre using the categories of fiction, informational, and other. The assistants conducting the count grouped any print material that was not informational text or fictional text into the other category. The number of texts and text genres was tallied. Texts in the classroom library were also recorded. This included any print texts available to the students such as books, magazines, textbooks, or basal readers on classroom shelves, and library books. How the book was displayed was recorded; for example, whether or not all or most of the front cover was showing. This determined the number of informational texts displayed versus other types of books displayed in the classroom library. The classroom library materials were also coded for genre. This data collection took place one week after the student interviews were conducted.
The student interviews and collection of classroom data took place at a location and time convenient to the school and students. The parents of the students involved were made aware of the interview day and asked to have their print materials lists ready one week after the interviews. Teachers were also made aware of this day in order to be prepared to have the student participants leave class for the allotted interview time, and to have their students' literacy environment responses and print material lists ready one week after the interviews.
Data Analysis
After data were collected from students, teachers, and parents, data analysis began. In order to ensure accuracy and minimize bias, the following efforts were undertaken: inter-rater comparisons were used to limit personal bias; explicit instructions were given to teachers, parents, and research assistants; and careful, precise transcription of the interviews was conducted. Data analysis included four main sections: student interview transcripts; teacherresponse letters; lists of print materials from parents and teachers; and a detailed count of displayed print and classroom library content. These four main areas allowed for analysis of results from two perspectives. First, using the results from the teacher-response letters, the lists of print materials, and the classroom counts, a strong understanding of the literacy environment in which the reader existed was gained. From the alternate perspectives of the readers themselves, the analysis of the interviews allowed for a rich understanding of their opinions on the subject of informational texts. This dual perspective approach provides a thorough analysis of the perspectives of striving readers with respect to informational texts.
As described in detail below in their respective sections, research assistants were needed to help analyze the data. The coding and analysis of student transcripts, the teacher-response letters, and the print materials lists required one assistant. The detailed count of classroom displayed print and library content required two assistants for each classroom counted.
The necessary training for the data analysis was given to the assistants. I conducted all of the training for the assistants. The training for coding the student interviews involved describing theme categories and using relevant examples. With regard to ensuring the accuracy of the interpretation of the teachers' responses, I trained the assistant by giving explicit instructions for comparison techniques. Defining genres and giving examples of those genres comprised the training for the print materials lists. In order to train the four assistants for the
classroom inventories, I demonstrated an example of a tally and gave clear instructions about how to organize the counting.
Student Interviews. Analysis of data began with the transcription of the three student interviews. The data from these semi-structured interviews were coded and organized into themes. In this study, idea units (Bryan, 2009), or any part of an utterance containing one main idea, were marked and assigned a category or theme. Table 1 below shows a description of these themes with relevant examples. As each idea unit was evaluated, it was compared to other ideas in its theme category. Idea units were examined for possible integration with other idea units, and analyzed for commonalities. Themes were then discussed in terms of significance to the classroom and how they relate to existing theoretical knowledge. Lastly, from all of the information learned from the coded data, the major themes, the integration of themes, and the practical and theoretical implications, conclusions were drawn.
Theme categories were largely determined a priori, with the themes having been identified as a product of those things identified as key points in the professional and research literature. The interview questions were then crafted specifically to explore these key points. Transcripts were examined whereby each topic or recurring idea in the data was reviewed. In coding the student transcripts, student utterances were analyzed for their ideas. In cases where there were several ideas in one utterance, the ideas were separated and grouped accordingly. The ideas were placed into various theme categories according to the notion of 'best fit' (Bryan, 2009). The context of each utterance was taken into consideration rather than looking at the utterance in isolation. A brief explanation of each classification category is described below.
Table 1 Description of Themes with Examples
| Theme | Description |
|---|---|
| Personal Interest/ Enjoyment | This theme contains the idea of enjoying reading and/or having personal interest in a topic. There are comments about reading in general and then, more specifically, about the enjoyment of informational texts and topics students found to be of interest when looking at such texts. |
| Setting | The setting theme refers to where and when reading is taking place. This theme encompasses reading in general and then examines where and when the students read informational texts. |
| Social Atmosphere | This theme focuses on the studentsʼ literacy environment. There are general comments about friendsʼ and familyʼs reading habits, and comments were made about informational texts relating to the studentsʻ literacy environment or atmosphere. |
| Theme | Description | Example |
|---|---|---|
| Familiarity | For this theme category, familiarity refers to the amount of experience or knowledge the student has with reading in general and with different genres of texts, specifically informational texts. | Interviewer: Would that be an information book or a story book, what do you think? Erin: Probably an information book because it says tornadoes on the front and itʼs probably saying stuff about tornadoes. |
| Function | The function category refers to how reading skills are used in general, and then specifically about how informational texts are used and how they might be helpful. | Interviewer: Do you think that these books, informational books, help you in school? Jonah: Well, they really help me with my research to, like, find out things and then I get to write it down in my own way. |
| Difficulty Level | This theme focuses on how easy or hard informational texts might be to read in general, and then a specific focus on the difficulty level of informational versus fictional material. | Interviewer: Do you find informational books easy or hard to read? Jonah: Pretty easy, but sometimes there are, like, scientific words that I canʼt really describe. |
| Theme | Description |
|---|---|
| Attributes | The attribute theme contains ideas about the characteristics and qualities of informational texts. |
As I reflected on each utterance, I recognized that the a priori categories adequately represented the data. The themes were examined to decide which ones best represented similarities and differences in the data (Bryan, Smith, & Burrows, 2007) and were categorized accordingly. As depicted in Table 1, I determined eight distinct themes and continued the analysis by placing each idea unit into one theme category. The data in each of these theme categories pertained to reading in general and also specifically to informational texts. All three students expressed several ideas for all eight themes.
Having developed a level of comfort with these theme classifications through my own analysis (that is to say, I was satisfied that the eight themes sufficiently accommodated the various data), I then employed a research assistant to conduct an analysis of his own, coding the data according to the themes I had established. To establish inter-rater reliability, I trained this research assistant by explaining the eight themes and including specific examples of how the assistant might go about determining into which theme each idea best fit. After the training, the first student transcript was independently coded by the research assistant and by myself. Once the transcript had been independently coded, I met with the research assistant in order for the two of us to compare and contrast our analyses. Of the 124 ideas units in the first transcript, the research assistant and I independently agreed upon on 88 theme assignments, while there were
36 discrepancies, for a percentage of agreement of 71%. After the independent coding of the first transcript, a discussion took place where agreement was reached about placing each idea into appropriate themes. The remaining two transcripts were then also coded independently. The research assistant and I came together a second time to compare and contrast our analyses. Any discrepancies were discussed and explanations were given along with the rationales behind the decisions. Through this process for coding student transcripts, the research assistant and I came to a consensus for any inconsistencies.
Once the data was separated into themes and ideas were placed into these theme categories, the data were examined for integration amongst themes. As shown in chapter four, the number of ideas was then tallied and the ideas specific to informational texts were counted. The positive, neutral, and negative comments specific to informational texts were then examined. A description with relevant examples of these comments are shown in Table 2. This enabled me to draw conclusions about how these three striving readers viewed informational texts and if such texts were attractive to them.
Table 2 Description and Examples of Positive, Neutral, and Negative Ideas in Relation to Informational Texts
| Type of Idea | Description |
|---|---|
| Positive | A positive idea was considered to be any comment a student made about informational texts that was favourable. |
| Neutral | Neutral ideas were counted as those that were neither positive nor negative in nature; those that were non-specific and simply stated information about informational texts. |
| Negative | If a student made a negative comment about informational texts, this was counted as a negative idea unit. |
After each idea was placed into a theme category, the data were compiled for each striving reader. A case study was then created, as shown in chapter four, for each of the three students using specific examples and direct quotations from the interview transcripts. The account of each striving reader offers a rich description of his/her perspective on reading in
general and, more specifically, on informational texts, and offers a description of each students' literacy environment.
Teacher Responses. The information provided by teachers regarding the literacy environment of each student participant was compiled. Gathering the information from these written responses offered a clearer picture of the students from an academic point of view, with an emphasis on literacy. Each set of teacher-responses was examined individually for each student participant. The research assistant and I independently read over these responses and met to discuss common themes. As shown in chapter four, this data and the data from the student interviews was compiled into a case study. The case studies for each student were shared with the research assistant on a subsequent meeting. An agreement was reached that the accounts are accurate reflections of the data from the teacher-response letters. These case studies describe the students' perceptions and literacy environments and give a clearer picture of the student as a striving reader.
Print Materials Lists. The lists of print materials from parents and teachers were compiled and tallied for each student. Using the aforementioned categories of fiction, informational, and other, a list of print materials was independently tallied by myself and a research assistant. The necessary training was conducted for this assistant which included a discussion of genre categories and examples of how to tally the data. There was complete agreement in the initial designation of items into the fiction, informational, and other categories between researchers. After this initial designation, we revisited those items that had been identified as other. After further discussion, we eventually assigned each of the other items to the informational category. These data were then examined for similarities and differences at
home, at school, and by gender. In chapter four, a series of tables and graphs are used to show the results of the tabulations of the print materials.
Classroom Inventory. The detailed count within each classroom of displayed print materials and classroom library content was tabulated and graphed. Research assistants were given a definition of fiction, informational, and other categories, and an outline of how to count classroom library and displayed print materials. Two assistants independently conducted a count of one classroom, while a different two assistants conducted a count of the other classroom. When each pair met to discuss results, there was minimal or no variation in the data collected by the research assistants. Any discrepancies were discussed and rationales explained and an agreement or level of understanding was reached. Following Duke's (2000) guidelines, the total number of displayed print was recorded, and then the total number of fictional, informational, and other print was recorded. Percentages were calculated for individual classrooms and then for both classrooms combined. The research assistants met following their independent count of displayed print to identify common examples of such print. For classroom library content, the total number of texts were coded for genre (fiction, informational, or other) and tallied. Percentages were, again, calculated for individual classrooms and then for both classrooms. The total number of classroom library books that were fully displayed were counted and a percentage was tabulated of fully displayed texts that were coded as informational. The assistants met after their individual count of library content to review topics of special interest, such as displayed books being related to theme studies. Of primary concern here is the number of informational texts available to student participants in their classrooms and then a calculation of the average
number for the upper elementary classrooms involved. In chapter four, a series of tables and graphs are used to show results of the detailed count of print materials.
CHAPTER FOUR: RESULTS
The results of this study explored the perceptions of three striving readers and their literacy environments in relation to informational texts. In this chapter, a case study compiled from the four main areas where data were collected, is presented for each student. These four main data sources were: student interviews; teacher responses; print materials lists; and classroom inventories. All the data were analyzed and the results are explained by using ideas from the three students, presenting the classroom environment of the students, and displaying graphs and charts from the print materials lists and classroom inventories. All of these areas together represent the complete data set for this study.
School Setting
The school where the study took place is unique. It is important to remind readers, before they read the results of this study, that there are many aspects of this school that are not typical and, therefore, not necessarily representative of the general population. The school currently has a population of 155 students between preschool and grade nine. The students represent a wide variety of educational, socio-economic and religious backgrounds. According to one of the teacher participants, the school attracts many families that sacrifice extras such as vacations and second cars in order to give their children private school education. The two classes involved in this study are comprised of students that are heterogeneously mixed, with some students performing above average academically, some students performing at average levels, and some students who struggle to do well. Two teachers from two different classrooms participated in this study. Both of these classrooms were multi-age and, within the school, there were other classrooms containing the same grade levels. According to one of the teacher participants, the religious denominations of the students from one class were similar to the denominations of the students in the other class. They were mostly Christian or agnostic, with Muslim, Buddhist, and Jewish denominations comprising the remainder.
An important component of the participating classrooms is theme studies. Each class in the school studies one or two major themes each term under the umbrella of the main theme for the year. For example, under the main theme of Discovery, a class might study Space, Family, and Metamorphosis as sub-themes throughout the year. One sub-theme is dedicated to each term in the school year. During the time of the interviews, each class was transitioning into a new theme study. The main theme for the year was Living Things. Jonah's class was studying the Human Body and then Insects. Erin and Madison's class was studying Adaptations, or living things in winter time, and transitioned to Civilizations, or living things that share a communal space and culture. Students in this school conduct informational literacy projects, or research projects as they refer to them, at all levels from preschool to grade nine. They present what they have learned, usually in the form of a presentation for parents, through poetry, stories, research fairs, oral presentations, models, and music.
The daily schedule at this school involves a number of different subject areas, including theme studies. For example, the morning routine for upper elementary students might begin with a whole class read-aloud session, followed by work in theme studies. The subject areas of science, social studies, and health are all included in theme class and are focused on in depth at different times of the year, depending on the theme. The study of language arts occurs in
conjunction with theme studies and also by itself. As an example, a theme about the human body, would involve a greater focus on science and health work, compared to a theme about pioneers, which would involve mostly social studies work. Language arts instruction would take place in all themes. The daily routine might continue after recess with math as a separate subject area. The afternoon schedule would usually consist of certain specialties such as french, art, physical education, swimming, and music, and would also include further work in theme studies and/or separate language arts instruction.
The school setting, as seen from the information provided above, is unique. These atypical aspects of the school are, therefore, to be considered along with the results as they are read. The findings of this study are representative, then, only of these particular students and this particular school.
Case Studies
As previously described, a case study was developed for each striving reader. The responses to a series of questions the teachers answered was used to help discuss the students' literacy environments at school. Five categories comprise the teacher responses: how the student is struggling, resource help, attitude towards reading, special strategies used in the classroom, and independent reading behavior.
Jonah. Jonah is ten years old and in grade four. He attends a multi-age, grade 3/4 classroom with a total of 15 students; eleven girls and four boys. The class varies in terms of educational, religious, and socio-economic backgrounds. Jonah has trouble with reading fluency and spelling. He receives resource help outside the classroom twice a week for reading and once a week for spelling work. During resource time, Jonah works on basic sounds, decoding, high
frequency words, comprehension, making words lessons, and fluency. Jonah has a positive attitude towards literature and learning. He commented that he enjoys comic books and action and said, "I like reading . . . it's a good thing." He added, "It's more of a way to spend time if it's, like, pouring outside and you don't really want to go outside or you're sick or something, then you get to read." Jonah has excellent comprehension and does not seem to mind that the reading process is slow for him. He commented that he uses his reading skills in everyday life for things like reading signs on a street, doing homework, navigating a menu in a restaurant, and using the computer.
One of the special strategies used to help Jonah in the classroom is the opportunity he has to read informational texts that are interesting to him. Jonah appeared to be interested in living things such as dinosaurs and mammals. He commented that he likes to fish, swim in the ocean, and climb trees. Referring to the informational text samples that were available during his interview, Jonah said that he would not enjoy a book about making things float and sink because he is "not much into that type of science." Jonah works in a group setting when conducting his research projects where students are supportive and help each other. Another strategy used to help Jonah is that the classroom teacher is close at hand to help him with any research questions.
Jonah recognized the difference between fictional and informational texts. He defined fictional texts as those with "more of a story about things." Jonah described informational texts as "more or less fact" and research materials. He shared the title of one book he read recently called The Stomach and the Digestive System (Ballard, 1997). Jonah seemed to be familiar with some of the types of informational texts; "This one is more about how to make stuff. . . . Mammals (Parker, 2001) is more about what mammals are and how closely related we are."
Several aspects of Jonah's reading habits were noted. Jonah mentioned that he has informational books at home about topics such as math and birds. When asked if he had a lot of informational texts at home, he responded that he had "not so many, but pretty many." Jonah mentioned that he reads mostly on his bed in his room and reads more on the weekends because he has more time. According to Jonah, because he lives in the country and spends much of his time outside, he reports that he reads "more or less every third day." Interestingly, on a typical school day, Jonah listens to an audiobook in the car to and from school. According to his teacher, during silent reading time, Jonah willingly chooses books to read. He chooses books that are not too difficult for his reading level such as the Geronimo Stilton books (Edizioni Piemme). The classroom teacher said that Jonah does not usually get distracted and often settles to read independently.
Jonah's reading on a typical day at home and at school was recorded by his mother and his teacher (see Tables 3 and 4). Table 5 shows how much Jonah read on an average day in terms of fiction, informational texts, and other materials. Given the data presented in Tables 3, 4, and 5, on the typical day represented by those tables, Jonah read mostly fictional texts and, at 130 minutes of his home time, read them for a considerable amount of time. The only incident of Jonah reading informational text was recorded at school, while his mother reported that he did not read informational texts at home at all.
Table 3 Jonah's Typical Day Reading At Home
| Title | Length | Purpose (where indicated) | Classification |
|---|---|---|---|
| Artemis Fowl | 90 minutes | Audiobooks while commuting | |
| Amulet | 20 minutes | --- | |
Table 4 Jonah's Typical Day Reading At School
| Title | Length | Purpose (where indicated) |
|---|---|---|
| Artemis Fowl | 15 minutes | --- |
| ʻSaltmarshʼ | 15 minutes | Internet research |
| The Secret Garden | 15 minutes | Read aloud by teacher |
Table 5 Tally for Jonah's Typical Day Reading
| | Fiction | Informational | Other |
|---|---|---|---|
| At Home | 3 (130 min.) | 0 | |
| At School | 2 (30 min.) | 1 (15 min.) | |
On a daily basis, Jonah is exposed to many forms of texts in his classroom from within the classroom library and the print displayed on walls and other surfaces. Informational texts made up approximately one quarter of Jonah's classroom library, and fiction encompassed the remaining three-quarters of the material (see Table 6). There were more informational texts than fictional texts that had their front covers displayed in the classroom. The ratio of fictional materials with their covers showing out of total fictional materials, to informational materials with their covers showing out of total informational materials, was approximately six times higher for informational materials displayed in the classroom library with their covers showing. As shown in Table 7, Jonah's classroom had mostly informational materials displayed on the walls and other surfaces. It seems that Jonah is exposed to a considerable number of informational texts in his classroom.
Table 6 Jonah's Classroom Library Count
| | Total Fiction | Fiction with Cover Displayed | Total Informational | Informational with Cover Displayed |
|---|---|---|---|---|
| Researcher #1 | 306 | 19 | 96 | |
| Researcher #2 | 303 | 19 | 90 | |
| Mean Total | 304.5 | 19 | 93 | |
Table 7 Jonah's Classroom Displayed Print Count
| | Fiction | Informational |
|---|---|---|
| Researcher #1 | 0 | 78 |
| Researcher #2 | 0 | 78 |
Jonah uses informational texts at school and at home. He said that he uses informational texts for his research projects; "Last year I was studying tornadoes and I had to use those books." He added that they are helpful because "they really help me with my research to, like, find out things and then I get to write it down in my own way." He commented that "the fact ones are more useful because they tell me about what the past was and what is going to happen." Jonah said that he uses informational texts at home to help with his homework; "They show me things that I wouldn't really know before." He added, "Sometimes, if I need a bit of help with my math homework, then I look in some of the books that are more about math."
Jonah commented on the difficulty level of informational texts and then compared this to fictional texts. He said that he finds informational texts fairly easy to read with the exception of some scientific words that are hard to describe. He reported that he finds texts about what something did to be easy; like what the dinosaurs did, for example. Jonah added, "I think the ones that aren't that much fact are easier because they don't use that many words like . . . the scientific words." Jonah compared informational texts to comic books; "Well, it's just like I have to do it, I have to do it. But like in my comic books, I read it whenever I want. I don't have to read it, but I just choose to." He added that his comic books have "more pictures that are unreal" compared to informational texts. Jonah described how his novel is different from one of the dinosaur informational texts because it "has different sections and it's more fictional."
Jonah reported a number of positive qualities of informational texts. He commented that one helpful characteristic of informational texts is that they show you different things. For example, he said that the book Making Things Float (Gibson, 1998) showed readers how to do things, and one book on dinosaurs had different facts about what dinosaurs were like. He added that he gets excited when there is a lot of text on a page because he can flip the page and see new and different information. Jonah explained how pictures are another helpful characteristic of informational texts. He said that a picture of dinosaurs "kind of helps because you can kind of see what they did." Jonah also commented on the usefulness of captions in informational texts. He said that when he picks up an informational text, he often looks at the caption "because it kind of looks like there is some fact that's not described in the other things."
Jonah seemed to have mixed feelings about the social atmosphere that reading may offer. He commented that he does not talk with his friends about reading. He explained that "it's kind of something that I do alone." He said that most of his friends read and are interested in "chapter books, like Jack and Annie [from Mary Pope-Osbourne's Magic Treehouse series]." He added that he does not recommend books to his friends "because they follow a different line on their reading." Jonah mentioned working with a partner in French class to use a French/English dictionary.
Jonah appears to enjoy reading in general. He is familiar with different genres of text and enjoys a considerable number of fictional materials. Jonah reads mostly at home, in his room, and on weekends. He is exposed to a considerable number of informational texts in his classroom. He is able to choose topics and materials of interest to him for his school research projects. Jonah finds informational texts to be helpful tools which he uses at school and at home. He pointed out that scientific words can sometimes be difficult to understand in informational texts. He felt that pictures and captions were two useful characteristics of informational texts, helping to explain what was happening on the page. Jonah is often supported at school by classmates and teachers when using informational texts, although he seems to have mixed feelings about the social opportunities that reading might offer.
Erin. Erin is ten years old and in grade five. She attends a multi-age, grade 5/6 classroom with a total of 14 students; five girls and nine boys. The class has varying educational, religious, and socio-economic backgrounds. Erin has trouble decoding, using proper reading strategies, and is anxious about and lacks confidence in her reading ability. She receives resource help twice a week outside of the classroom to work on reading fluency, comprehension, decoding, researching skills, and confidence-building. Erin has a positive attitude towards stories, poetry, and choosing research project books. It appeared that Erin enjoys reading biographies and books that are imaginative. She seemed to like choose-yourown-mystery books "because you get to choose your own way of telling the story." Erin said that she does not enjoy scary books such as Harry Potter (J.K. Rowling), or books that are not of interest to her. When asked if she likes to read, Erin said, "Sometimes I do and sometimes I don't." Erin enjoys being read to in class and is attentive to this reading material. Her positivity with reading continues as she takes part in reading clubs outside of school with her friends.
Some of the strategies used to help Erin in the classroom focused on the variety of texts available to her. She has access to a wide variety of research books in her classroom that include texts with different reading levels, several photographs, and simple wording. She is able to study topics of interest to her such as 'European Society during the Renaissance' for her theme class. Erin appeared to enjoy playing a lot of sports and said she is a "big computer user." She seemed interested in tornadoes and said she would read informational texts for fun if she enjoyed the topic. "It would depend if I liked what I was researching. If I didn't like what I was researching, I would probably not like the book." She added that, "If I liked the animal . . . [if] I really liked the book I was reading but I didn't get to finish it at school, I would probably ask my teacher if I could take it home and read it." Erin further commented that she reads some books about information and sometimes writes things down. Erin has a wide variety of fictional material also available to her in her classroom.
Another strategy used to help Erin is having regular discussions with her classroom and resource teachers. Erin is also expected to read aloud to the class once every few weeks. She prepares for this by reading aloud at home in order to practice her pronunciation and fluency skills. Erin chooses texts that are meaningful to her such as books she has enjoyed in the past or that have childhood memories.
Erin appeared to have experience with both fiction and informational texts. She described fictional texts as "books that aren't true," using mystery books, especially the chooseyour-own adventure books, as one example. Erin seemed to be familiar with historical novels from read-alouds in class:
There was sort of a part inside of it that was informational, from way, way far away. And it was how to bone set, bone setting . . . it was really cool, and then it just goes back to the story we were reading.
Erin commented that if she finds a book she likes, she will try to find more books by the same author. She described her system for choosing a book:
I would pick up a book from one of my favourite authors, or I would try to find a book that has an interesting cover. And then I read the first few sentences on the first page. And if I like that first sentence, if I like it, I'll read the last sentence on the first page. And if I don't like that then I'll choose another book. And if I don't like the first sentence and I like the ending sentence, it could be good in between.
Erin said that she also reads the back of a book to find out what the book is about. Erin talked about her interest in biographies; one kind of informational text. She said, "I like how they're different from other books. They don't just say . . . things that are not true and I like learning about the things from people, like, different people. It's fun." When asked to share what she thought one of the books in the sample of informational texts might be about, Erin described Canadian Biography for Young Readers (Hancock, 2001) as a chapter book that:
looks like a normal book, except is has quite a bit of pages. . . . It's probably about people that were, like, from a long time ago and they're just telling their stories. And it sounds like . . . they're saying it's sort of like a quilt.
She indicated that the book would be categorized as real versus not real and that "it sounds like it's a story but also information at the same time." Erin labelled another book as informational because "it says Tornadoes (Orme & Orme, 2005) on the front and it's probably saying stuff about tornadoes."
Erin reported several uses for her reading skills such as looking for aisles in the grocery store, finding someone in the phonebook, finding a house on a street, figuring out what to do for homework, reading stop signs and knowing when to stop, or using the computer. When asked where she uses reading on the computer, Erin said:
Everywhere. To find the sites that you want, and like, if you had to read instructions to play a game on the computer then you would definitely read that. And just plain if you're looking for something. Or . . . if you couldn't tell what the signs were, like, on the computer . . . you'd be lost.
Another comment Erin made about using her reading skills pertained to the reading that she does at school. She said that she reads more at school because, for example, "if you're writing, you have to read it over. . . . So, it's more that you read more because you have to read more." Erin reported that her teacher reads aloud to her class in the morning in order "to wake everybody up," and that these books bring about a lot of conversation. Erin also commented that she enjoys reading license plates off the back of cars:
It's cool to know where people are from. When I was in Florida a couple of weeks ago, there was this license plate that said Alaska, and one next to it from, I think it was, Indiana. And, I was like, that is really far! It's neat to know where people are from.
Erin reported that she uses informational texts at school and at home. She commented that informational texts are useful when she is trying to learn about something; "I wanted to
learn about something, so I read the book about it, then I'd probably write down things I liked." Working on research projects in class is one area that Erin said she uses informational texts; "We were studying a place, and we had to try to find the place that we were looking for." She added that informational texts are helpful in school because "if you're studying something . . . if you need to find information, like about tornadoes, you probably . . . would find more information." Erin mentioned that informational texts are also useful for doing homework. She said, "If I was trying to figure out what a polar bear eats, I don't think I would really know if I didn't have a book that said, 'A polar bear eats this thing.'" She also gave some examples of where informational texts are useful at home such as information about trying to build something properly, using a map, and finding a place in the world.
Erin commented that she does most of her reading on the computer and in school. She said that "you do more reading at school than you do at home because you have to read instructions and you have to read the teacher's comments and all that." Erin noted that she takes a lot of books home from school to read and that her area of choice to read in the house is the bathroom because it is less noisy. According to her teacher, Erin willingly chooses a book to read during independent reading time. She does not avoid getting a book or waste time, unlike some of the other struggling readers in her class. Erin is eager to share books that she finds enjoyable with her friends and with her teacher.
Tables 8 and 9 show Erin's typical day of reading at home and at school recorded by her mother and her teacher. Erin's reading on one average day, in terms of fictional, informational, and other texts, is shown in Table 10. Erin appears to read a considerable number of informational texts of different kinds in school and reads them for a considerable amount of
time. She seems to read both fiction and informational texts at home and at school and does most of her reading at school. Erin is exposed to many different kinds of fiction and informational texts at school. According to these results, Erin interacts with informational texts more than fictional texts.
Table 8 Erin's Typical Day Reading At Home
| Title | Length | Purpose (where indicated) | Classification |
|---|---|---|---|
| Research on the Renaissance / e-mailing friends | 25 minutes | Computer time | |
| The View from Saturday | 25 minutes | Novel Study book | |
Table 9 Erin's Typical Day Reading At School
| Title | Length | Purpose (where indicated) | Classification |
|---|---|---|---|
| Homework Board, Daily Schedule, Agenda | 10 minutes | --- | |
| One Peace | 15 minutes | Hackmatack Non- Fiction book | |
| Poems, various styles | 5 minutes | Read aloud by teacher | |
| Matilda Bone | 15 minutes | Read aloud by teacher | |
| The Renaissance in Europe, A Street Through Time (ex.) | 35 minutes | Research books | |
Table 10 Tally for Erin's Typical Day Reading
| | Fiction | Informational |
|---|---|---|
| At Home | 1 (25min.) | 1 (25 min.) |
| At School | 2 (20 min.) | 3 (60 min.) |
Erin is exposed to many forms of texts in her classroom every day. The areas of the classroom focused on were the library and displayed print on the walls and other surfaces. Informational texts were found to make up approximately one quarter of Erin's classroom library, and fiction was found to comprise the remaining three-quarters of the material (see Table 11). Compared to fictional texts, informational texts were displayed in the classroom more often with their front covers showing. When examining the ratio of fictional materials with their covers showing out of total fictional materials, to informational materials with their covers showing out of total informational materials, there were three times as many informational materials displayed in the classroom library with their covers showing. Table 12 shows that Erin's classroom had almost three times as many informational materials displayed on the walls and other surfaces as compared to fictional or other materials. Erin appears to be exposed to a considerable number of informational texts in her classroom.
Table 11 Erin and Madison's Classroom Library Count
| | Total Fiction | Fiction with Cover Displayed | Total Informational | Informational with Cover Displayed |
|---|---|---|---|---|
| Researcher #1 | 134 | 10 | 54 | 11 |
| Researcher #2 | 136 | 10 | 52 | 11 |
| Mean Total | 135 | 10 | 53 | 11 |
Table 12 Erin and Madison's Classroom Displayed Print Count
| Researcher #1 | 13 | 35 |
|---|---|---|
| Researcher #2 | 13 | 32 |
Erin described the difficulty level of informational texts. She said that "sometimes they're easy to read because they have easier words to read in them and then sometimes they're really hard because they have really long words." The informational text called Making Things Float and Sink (Gibson, 1998), for example, was determined by Erin to be easy to read. She described her method for testing this and other books' difficulty levels:
From reading the first word, from reading the title of the chapter, the first word of the page, then you know what the book is sometimes going to be . . . if it's going to be easy or hard. If you can read the title then usually it's going to be easier to read it.
Erin commented, however, that "easier does not usually mean more enjoyable" because you might become disinterested in the text. Erin said that she finds informational texts, such as ones about how to make things, easier for her to read compared to a big novel because it is easier for her to remember her spot on the page.
Erin compared informational texts to fiction. She commented on the lack of pictures in novels. She said, "In novels, there's not that many pictures so you can't really tell by looking at the pictures what's going to happen." Erin discussed her enjoyment of fiction versus nonfiction:
Fiction books . . . sometimes they're more interesting, and sometimes they're not actually that interesting. And usually they are more interesting than nonfiction books because they have a story behind it. Sometimes it's interesting when it's nonfiction but sometimes it's not and you get really bored and you don't like it.
Erin mentioned that she finds informational texts to be more useful than fictional texts because fictional texts tell a story that is untrue. She felt this could become confusing if you are trying to find out accurate information.
Erin described some of the characteristics of informational texts. She shared her reasons why she chose the Tornadoes (Orme & Orme, 2005) book from a sample of informational texts; "Because of the cover, and how there was a tornado in the background and the people running and how their faces were." She also commented that informational texts are more up to date, are often organized by one topic at a time, and that research has most likely gone into the writing of the book. Erin mentioned proper layout as an important characteristic of informational texts, saying that dividing the information by topic is helpful. Erin commented that pictures are important in the layout of an informational text. She said that pictures show you how to do things, and if there were no pictures, it would be confusing. She also commented that pictures are helpful when trying to remember your place in a book; "Because if you were in the middle, and just ended a sentence, and then had to finish reading, then you would know automatically what you had to do because of the pictures." According to Erin, one negative characteristic of informational texts was that these texts can be "very, very long." She added that a child's version of informational texts can be less enjoyable than an adult version:
There could be an adult book that has more detail in it, and then there's a kid's version that is smaller, has bigger print, and doesn't have that much detail, and isn't more enjoyable because there's not that much detail.
Erin seems to enjoy the social component of reading. She appeared to have a lot of friends who read. She said that they read bigger books; "my friends like to read Harry Potter (J.K. Rowling) and stuff like that." Erin mentioned that she talks about books with her friends and has been to the library with friends outside of school; "Sometimes if I found a really, really good book and then they found a really good book too, and it ends up we have the same book."
Erin commented that she enjoys reading informational texts with friends; "Because if you didn't understand something . . . they would just give the answer to you and then you would know what it was."
Erin sometimes enjoys reading. She has a positive attitude about reading and participates in reading clubs outside of school. Erin particularly enjoys being read to in class. She is able to choose her own study topics and is offered a wide variety of texts in her classroom. Erin is familiar with fictional and informational genres of text and especially enjoys biographies. She reads mostly at school, reporting that she spends a considerable amount of time reading from the computer. She uses informational texts both at home and at school. Erin reads, and is exposed to, a considerable number of informational texts. She finds that informational texts can be both easy and hard to read, and they can be both interesting and not interesting when compared to fiction. She reported that pictures, a striking cover, and a proper layout were all positive qualities of informational texts. Erin enjoys sharing reading experiences with others.
Madison. Madison is eleven years old and in grade six. Madison is in the same grade 5/6 classroom as Erin, with a total of 14 students; five girls and nine boys. As previously mentioned, the class has a variety of educational, religious, and socio-economic backgrounds. Madison has trouble with reading comprehension and fluency. She struggles to read for meaning when using informational texts for research and often does not have a sense that she lacks understanding in some areas. Madison receives resource help twice a week outside of the classroom to work on reading comprehension and writing strategies such as paraphrasing. Her classroom and resource teachers also help Madison inside the classroom to gather information from informational texts. Madison has a positive attitude about stories and poetry and enjoys
when the teacher reads aloud in class. She commented that she enjoys picture books, sometimes mysteries, and likes to read about animals. Given what she said, Madison seemed to like to read a book with "a lot of detail in it, that's not too confusing, but it's not too easy." After working with two literacy tutors, Madison said, "I used to hate, hate reading. But now I love it, I can't stop reading." When she finds a book she enjoys and is comfortable with, Madison tends to read and reread that book.
One of the special strategies used in class to help Madison is the variety of reading levels of research books that are accessible to her including those with photographs, simple words, and higher level texts. She is able to choose her own topic of interest for her research such as the most recent topic, 'Egyptian Civilization.' Madison said that she enjoys dance, horseback riding, playing outside with friends, going to the park, and bicycle rides. She mentioned that she finds some informational texts interesting and enjoys reading those texts. Madison said that she did not enjoy scary topics such as skulls but, rather, prefers books about animals such as horses or ponies. "If they're about horses, dolphins, or bunnies, then yes. Or zebras. . . . Like if it's related to a horse, like a zebra, or pony, or something, then I would read it." Madison indicated that she has used informational texts previously in her theme class and currently uses one in French class.
Madison has regular discussions with her classroom and resource teachers about her schoolwork for clarification, assistance, or guidance. She is also expected to read aloud to the class once every few weeks. She chooses books that are meaningful to her and prepares at home in order to build confidence and practice pronunciation and fluency. Madison seemed to enjoy having books read to her in class.
Madison seemed familiar with both fictional and informational texts. She defined one story read aloud to her in class as a fictional story that contains factual information. She added that the novel study book she just completed was fictional. Madison classified books that her parents read as "adult books" which she says are different than the ones she reads because sometimes "there's bad words . . . and inappropriate stuff." She described the books her parents read as more like novels as opposed to fact books, and some of these books contain pictures. Madison described the main similarity among the books in the sample of informational texts available during the interviews as being all picture books. She commented that some of the informational texts in the sample are normally read by "younger kids, little kids," that they contain a lot of facts and information, and that she sees them both at home and at school. She mentioned that the reason she does not use informational texts for doing her homework at home is because, "I don't have any." Madison compared some informational texts to textbooks, saying that:
you have textbooks in some schools, like my old school. . . . These ones, they're kind of like textbooks. . . . Some of them aren't, this one's not, the dinosaur one. The mammal one is like a textbook.
Madison shared an account of her experience with a reading tutor: "I couldn't read that well before, and then I went to [a reading tutoring company] . . . and that was awesome with reading." She said that she does most of her reading at school and tries to find a comfortable position to read, either "on the carpet or in the chair." According to her teacher, Madison willingly choses a book for independent reading but sometimes gets distracted and takes time to settle down to read. When Madison finds a book she enjoys, she likes to share it with others.
A typical day of reading for Madison, at home and at school, was recorded by her mother and her teacher (see Tables 13 and 14). Madison's reading of fiction, informational texts, and other print materials on an average day is shown in Table 15. Madison appears to read the same number of informational texts at home and at school. In these results, she read more fiction in school than at home. She also seems to read informational and fictional texts for about the same number of minutes in school and at home.
Table 13 Madison's Typical Day Reading At Home
| Title | Length | Purpose (where indicated) |
|---|---|---|
| The View from Saturday | 30 minutes | Novel Study book |
| ER Vets | 10 minutes | --- |
| American Girl magazine | 15 minutes | --- |
Table 14 Madison's Typical Day Reading At School
| Title | Length | Purpose (where indicated) | Classification |
|---|---|---|---|
| Homework Board, Daily Schedule, Agenda | 8 minutes | --- | |
| The View from Saturday | 10 minutes | Novel Study book | |
| Poems, various styles | 5 minutes | Read aloud by teacher | |
| Matilda Bone | 15 minutes | Read aloud by teacher | |
| Adventures in Ancient Egypt, Life in Ancient Egypt | 25 minutes | Research books | |
Table 15 Tally for Madison's Typical Day Reading
| | Fiction | Informational |
|---|---|---|
| At Home | 1 (30 min.) | 2 (25 min.) |
Every day in her classroom, Madison is exposed to several different types of texts. She and Erin shared the same classroom, so had similar exposures to texts in the classroom library and displayed print. As previously discussed for Erin's classroom, informational texts make up approximately one quarter of the classroom library with the remainder comprised of fiction (see Table 11). Informational texts were displayed more often with their front covers visible
compared to fictional texts. As shown in Table 12, Madison's classroom had almost three times as many informational materials displayed on the walls versus fictional or other materials. Madison appears to be exposed to a considerable number of informational texts in her classroom.
Madison indicated that she thinks reading is useful overall and offered numerous uses for her reading skills. For example, she said that she reads text on walls, posters, titles, and computers, and uses reading to read books, to cross the street safely, and to do her homework. Madison added that she e-mails and goes on MSN when she uses the computer at home. When commenting about the usefulness of reading, Madison said, "It's recommended for you to read. You should read." She added that "it's actually good for your brain. . . . New words that you don't know, you can figure them out and you can use them in your comprehension and your brain." When asked why she should read, Madison answered, "It's really important in your life to read because just think when you get to high school or junior high or college, you have textbooks . . . and you're sort of required to read all those books."
Madison offered several uses for informational texts at school and at home. She commented that informational texts are useful when you are trying to find information for research projects; "We had to look at books similar to Mammals (Parker, 2001) and get information on it. . . . And now I have the poster up in my room." She continued by saying that if she did not enjoy the topic of the informational book, she would get the information she needed and put the book back. Madison added that informational texts are helpful "if you're doing a project just for fun."
Madison finds informational texts both easy and hard to read; "They could be easy because there might be words that are sort of easy for me to understand, and it could be hard because some words could be difficult for me." She categorized some of the informational texts in the sample to be for younger students because they had easy words in them. Madison pointed out that the informational text called Mammals (Parker, 2001), with a lot of words on one page and containing words such as 'structure,' 'million,' and 'species,' would be easy for her to read. Informational texts are sometimes confusing, explained Madison. She described having difficulty finding a place to begin reading on a page in one of the dinosaur books; "That's really confusing for me. I might start over here, I might start over here." Madison described an experience with texts that are difficult for her to read. Referring to comic books, Madison said:
I find comic books sort of confusing because there's too much, like, it's all across the page. So, it's really hard for me to read comic books. I don't really enjoy them that much. And I like novels because they're easier for me to read.
Madison said that she sometimes finds informational texts harder to read than fiction because there are some words that are not familiar to her.
Madison commented on the similarities and differences between informational texts and fiction. She said that chapter books require more thinking when you are reading and that novels are less confusing to read because of the full page of text. When asked if she thought she would have preferred informational texts or fiction a few years ago when reading was more of a challenge and she had a negative attitude towards reading, she thought she might prefer informational texts because if she couldn't read the text then she could study the pictures.
Madison explained that she feels both informational texts and fiction are useful. She described the benefits of informational books versus chapter books:
[Informational] books may be easier for some people than chapter books. . . . You can study the picture and make your own story. With chapter books, you can't do that. You can change the words around to make it fit, but you couldn't, like, look at the picture and see.
Madison described several qualities of informational texts. She commented that using a layout that divides topics is one positive characteristic of informational texts. She described a page in one of the sample books; "It's about all different kinds of animals, like on every page. There is water animals, there is climbing animals, there is camouflage animals." Madison also mentioned that informational texts contain research and have answers in them. She added that pictures, text all over the page, colour, and a title are all positive qualities of informational texts. She also commented that where chapter books are normally paperback "and plain old greyish paper," informational texts are often published on "white writing paper." Madison explained that pictures are helpful when reading books because they "give you a sense of what's happening." Because even in some chapter books for adults, there's pictures." She commented that:
If I couldn't read the text, I would probably just study the picture and think in my mind what the text might be. Like, if there was a bunny in the grass, and there was no text, I would think the bunny was hopping in the grass.
She went on to say that you can make your own story from the pictures. Madison described the pictures in her Amazing Animals (Khan & Clarke, 2003) book as "really interesting, like, they're really elaborate." She seemed to enjoy the fact that there are often photographs in informational texts and that they are often "pretty and elaborate." Madison commented that she also enjoys reading photograph captions in the book about ponies. She said that she would read the caption first because it was different than the rest of the text. In response to a question about the amount of thinking time it takes for informational compared to fictional texts, Madison commented that chapter books take more thinking time because "normally, there's no captions, like, there's no icons." Madison noted one negative aspect of informational texts. She pointed out a threedimensional informational text on dinosaurs and said that she felt it might not be very helpful because there may not be "a lot of research," or accuracy supporting this kind of text.
Madison seems to enjoy the social atmosphere that reading offers. She commented that she has slightly different interests in books compared to her friends. Madison's mom and dad both seemed to have a keen interest in books, especially lengthy books: "My mom reads every night. . . . She'll spend two hours reading a book and she'll be done it. Like a 500-page book, she'll read it in two hours." Madison said that she has visited the library with her mom. She described that on one such occasion, after receiving help from a librarian to find a book on animals, she asked her mom if they could purchase the book for their house; "So now I have it." Madison commented that she does not use informational texts to do her homework, rather she uses her mom. Madison talked about enjoying informational texts and that her grandmother's friend told her that "even if there's pictures in them, doesn't mean that they're for little kids."
Madison now seems to have a more positive attitude about reading compared to the past. She is able to choose topics of interest to her when working on student research projects in class. Madison seems to be familiar with both informational and fictional texts. She reads mostly at school and enjoys sharing favourite books with others. Madison is exposed to a considerable number of informational texts in her classroom. She finds informational texts to be useful and to be both easy and hard to read. She felt that pictures were an important quality of informational texts because they give the reader a sense of what is happening. Madison seems to enjoy the social aspect of reading.
Comparing and Contrasting the Three Study Participants
The results offer many ways to compare and contrast the three striving readers in this study. The similarities and differences among the data are discussed for student ideas, for print materials lists, and for classroom inventories.
Student Idea Units. In order to determine if informational texts were appealing to the three students in this study, student idea units were tallied focusing on the positive, neutral, and negative ideas specific to informational texts (see Table 16). Overall, the majority of the student comments were positive; 72% were positive, 23% were neutral, and only 5% were negative. The positive comments were largely found in the function, attributes, and personal interest and/ or enjoyment categories. The highest number of neutral ideas was found in the familiarity of genres category. Of the ten negative ideas, the majority were about difficulty level of informational texts, and two comments were found in the comparison to fiction category. It is,
therefore, evident that the three striving readers in this study had a considerable number of positive comments to say about informational texts.
Table 16 Number of Positive, Neutral, and Negative Ideas Specific to Informational Texts
| Theme | Number of Ideas | Ideas Specific to Informational TTeexxttss | | |
|---|---|---|---|---|
| | | | Positive | Neutral |
| Personal Interest/ Enjoyment | 68 | 25 | 24 | 1 |
| Function | 56 | 48 | 39 | 9 |
| Attributes | 48 | 40 | 38 | 2 |
| Familiarity | 40 | 30 | 9 | 20 |
| Setting | 26 | 7 | 1 | 6 |
| Social Atmosphere | 25 | 10 | 8 | 2 |
| Difficulty Level | 20 | 18 | 9 | 2 |
| Comparison to Fiction | 13 | 10 | 7 | 1 |
| Total Ideas | 296 | 188 | 135 | 43 |
Print Materials Lists. In order to further situate the nature of the students' literacy, print materials lists were collected. These lists were recorded by parents and teachers, supposedly representing what the student read on a typical day at home and at school. A typical day was described as an average kind of day without extraordinary events. Despite the intention for these lists to detail all of the reading the students completed in a day, they are not a record of every
piece of text students read in one day. Rather, because of the way they were compiled from parents and teachers, they represent a sample of what the students read or had read to them. This information was previously provided in Tables 5, 10 and 15. Comparing the three students, a series of graphs below represent the results for reading at home and reading at school.
Figures 1 and 2 show the number of materials typically read at home and at school by the three students. Figures 3 and 4 show the number of minutes typically spent on reading at home and at school. The number of materials gives information about the kinds of reading done by each student. The number of minutes spent with each genre shows the combined length of time reading one genre versus the another.
Figure 2: Number of Materials Read at School on a Typical Day
There are some similarities and differences in the data when comparing the students to each other. Jonah, for example, reads the most fiction of all of the students. Erin and Madison read a similar number of informational texts and almost the same number of fictional texts in a typical day. Based on the information provided by the parents and teachers for the typical day, the girls both seem to read more at school than at home whereas Jonah reads much more at home. Jonah appears to read the most at home by a wide margin, and Erin reads the most at school by a smaller margin.
The definition of fictional and informational texts in this study include read aloud books. Jonah's amount of time reading is much higher than the other students' because of books read aloud to him, audiobooks in this case. Although the girls also had books read aloud to them in class, these books were at school and read for a short amount of time. The results may look different if they showed only books that were read by the students.
Personal interest and choice when reading is an important component within the research literature. When examining the print materials lists from home and at school, it appears that each student has time in a typical day to read something of his/her choosing. For example, all of the students choose their own research topics in school and use books or the computer, at school and at home, to complete their school assignments. Independent reading material was also shown to be an area, at home and at school, where the students could read a text of personal choice. The findings showed, after examining the typical day reading for each striving reader at home and at school, that all of the students had some time in their day to read texts that were interesting to them, as independent reading material and/or for research.
From the research literature, gender was one factor of significance when looking at striving readers. The main focus in the professional literature seems to be on boys who struggle to read (e.g., Chapman, Filipenko, McTavish, & Shapiro, 2007; Dayton-Sakari & Jobe, 2003). However, in this study, two of my study participants were girls and so, therefore, it is important to remember that it is not just boys who struggle with reading. This study also shows that it is not just boys who might benefit from informational texts. Erin and Madison spent slightly more than half of their overall reading time with informational texts. The number of fictional texts read by both genders was also substantial. The results show that the girls seem to interact considerably with informational texts overall.
Classroom Inventory. The detailed classroom counts of the classroom library and displayed print represent the third set of data demonstrating the striving readers' literacy environments. All numbers reported in this section have been rounded to the nearest whole number. The results shown here are representative only of two particular classrooms in this particular school.
Informational texts made up approximately one quarter of the two classroom libraries studied. Twenty-three percent of the texts in Jonah's classroom were informational, while the figure for Erin and Madison's classroom was 28%, for an overall average of 26% (see Figures 5 and 6). Fiction encompassed the remainder of the material in the two classroom libraries, accounting for approximately three-quarters of the texts in each classroom.
Interestingly, as shown in Table 17, when comparing the ratio of fictional materials with their covers showing out of total fictional materials, to informational materials with their covers showing out of total informational materials, an average of 28% of the informational texts in the classroom libraries had their covers displayed. In contrast, there was only 7% of fiction books displayed with their covers showing. To give an example, of the 305 fiction books in Jonah's classroom library, 19 had their covers showing; compared to 93 informational texts of which 32 had their covers displayed.
There is a significant amount of variation between the classrooms in terms of number of texts in the classroom libraries. Jonah's classroom had more than double the number of fictional texts and almost double the number of informational texts compared to Erin and Madison's classroom. There was a smaller difference, however, by which these texts were displayed across the classrooms. The fictional texts were displayed in almost identical percentages in both classrooms (see Table 17). The informational texts were somewhat different, representing a 13% difference between the two classrooms. Overall, the classrooms were similar in terms of the percentage of informational versus fictional texts in their libraries, and the number of fictional texts displayed. There were differences between the classrooms in the number of books in their libraries, and the percentage of informational texts displayed.
Table 17 Average Percentage of Classroom Library Count
| | Jonahʼs Classroom | Erin and Madisonʼs Classroom |
|---|---|---|
| Average Informational | 23 | 28 |
| Average Fiction | 77 | 72 |
| Average Informational Covers Displayed | 34 | 21 |
| Average Fiction Covers Displayed | 6 | 7 |
It is important to note here that the large difference in the number of books between classrooms may be symptomatic of the difference in age between the classes. Jonah is younger than both Erin and Madison and in a different class. According to one teacher participant, students from the older class bring a lot of their own reading material to school and consistently use the school library. The two classrooms, a grade 5/6 class and a grade 3/4 class, may have
different kinds of books in the room because of the students' ages. For example, there may have been more larger novels in the older room versus more simple chapter books, easy-readers, or picture books in the younger room. The difference in age of the students is a consideration when examining the difference in number of texts. That being said, many factors may affect the number of texts in any given classroom such as personal preference, financial constraints, experience, and opportunities to procure a sizable library collection.
The classroom library count had several items to consider when recording data. For example, some of the fictional texts included novels, picture books, and comics such as the Calvin and Hobbes books (Watterson). The informational texts included chapter books, such as True Dog Stories series (Davidson), theme-related research books about plants, picture books, and biographies. Some of the materials counted included books belonging to a local reading club, of which there were both fiction and informational texts.
The second half of the classroom inventories involved displayed print. This included materials on the walls or other surfaces in the classroom (see Figure 7). As seen in Table 18 and Figure 8, there was an average of 73% of informational displayed print calculated for the two upper elementary classrooms. There is an appreciable number of informational texts displayed across the classrooms.
Jonah's Classroom
Figure 7: Displayed Print Counts
Table 18 Average Percentage of Displayed Print Count
| | Informational | Fiction |
|---|---|---|
| Jonahʼs Classroom | 74 | 0 |
| Erin & Madisonʼs Classroom | 71 | 27 |
| Average | 73 | 13 |
There was notable variation between classrooms for the displayed print count. Both classes had similar percentages of informational displays. However, the actual number of
Erin and Madison's Classroom
displays was twice as high in Jonah's classroom. Another difference in displayed print was that no fictional displays were recorded for Jonah's classroom compared to 13 for the other classroom. Also, only one item was recorded in the other category for Erin and Madison's classroom compared to 28 in the other room. That being said, the percentages for displayed informational print remain considerable and similar across classrooms.
There were many different items to consider when recording displayed print in these classrooms. The informational category included items such as brainstorm charts, maps, student-made posters about body systems, math word wall, schedules, fire drill instructions, student health information, cursive writing chart, labels, homework board, French displays, and notes on the chalkboard and chart paper. The examples in the fiction category for displayed print included poetry. The other category contained items such as the clock, the letters of the alphabet on the math word wall, and the thermostat. The small difference in the results between research assistants for the displayed print count is attributed to slight counting errors and did not represent a discrepancy in their decisions about texts.
CHAPTER FIVE: DISCUSSION
All of the data collected were examined in relation to the three research questions. I explored striving readers' perceptions about reading informational texts and if they saw such texts as beneficial; the number of informational texts the striving readers were reading; and the amount of exposure to informational texts the three striving readers experienced in their classrooms. The ideas expressed during the interviews provided some important information about the perceptions of informational texts the selected students held when specifically responding to questions about their reading. Given what the three striving readers said about informational texts, it is evident that personal interest, proper environment, social interaction, defining genres, and recognizing attributes are all important ideas for the three students. They spoke positively about informational texts in general, and so it seems that informational texts held some appeal for the three striving readers.
The teacher responses, print materials lists, and classroom inventories also provided important information about the literacy environments of the three students. To answer the second research question regarding the number of informational texts the three striving readers were reading, many patterns were found. The most significant of these shows that the female striving readers in this study read a considerable number of informational texts. In response to the third research question, it was found that striving readers were exposed to a considerable number of informational texts in their classrooms both in displays and in the library.
This remainder of this discussion chapter is divided into five main sections. First, the implications for practice or significance to the classroom is discussed. Second, the implications of the results from this study are discussed in relation to existing theory and knowledge. Third, ideas about future research that might be needed is discussed. Fourth, limitations of the research are discussed. Finally, concluding remarks are presented.
Classroom Significance
Many ideas emerged from the results that would be of significance in the classroom. Some of these ideas may be useful for teachers and parents of striving readers, and for striving readers themselves. When exploring personal interest and enjoyment, for example, all of the students mentioned that they enjoy reading material when they are interested in that genre or topic. This finding is consistent with previous research. Fink's (1995/1996, 2006) notion that "passionate interest" can help striving readers overcome reading challenges lead to her suggestions for teachers to use the role of enjoyment and tap into students' interests. In their study on reading disengagement, Guthrie and Davis (2003) felt that using an abundance of texts that are interesting and meaningful could be one way to help students who are struggling to read. Duke (2000) advocates using informational texts as a way to attract students to reading in order to promote positive literacy experiences.
After examining comments from this theme category, all of the students seemed to know what they like. The students appeared to enjoy certain reading topics such as text on hobbies they have, animals they enjoy, and activities outside of school in which they participate. The students seemed to strongly dislike some other topics, including those they found to be scary or uninteresting. All three students were able to recognize different styles of text such as mysteries, comic books, and biographies and commented on how much they liked or disliked such texts. The lists gathered from parents and teachers demonstrated that these striving readers had times in their day, either at home or at school, where they could choose reading material of personal
interest. Two examples were recreational reading and research projects. The teachers also recounted that these striving readers have the opportunity to read informational texts that are interesting to them and to choose a topic when working on their research projects. The findings demonstrated that informational texts, specifically, are enjoyable if the topic is an interesting one.
The importance of choice was stressed by one student, emphasizing the ease at which he reads the genre of his choice, compared to when he is assigned reading. This is consistent with Gambrell's (1996) research on reading motivation and Bryan, Smith, and Burrows' (2007) work on reading preferences, that student choice is an important factor in the enjoyment of books. The value of helping these three striving readers to find enjoyable, interesting reading material, including informational texts, is one finding of this study that may benefit striving readers at home and in the classroom.
For the three student participants, in this particular school, this study found a considerable number of informational texts in these striving readers' classrooms. Approximately one quarter of the classroom libraries and approximately three-quarters of displayed print on the walls contained informational texts. Duke (2000) conducted a similar classroom inventory. The results for this study show a notable difference of 16% from Duke's study, where she found informational texts to comprise a mean of only 9.8% in the grade one classrooms she studied. A considerable number of informational texts, then, were found in these striving readers' classrooms. In terms of Duke's results for displayed covers showing informational texts, she found a range of between 4% in low socio-economic classrooms to 25% in high socio-economic classrooms, compared to the 28% in this study. Informational texts with their covers showing
were four times as prevalent, on average, as fictional texts with their covers showing, which might have an effect on the number of times this book is viewed by students. Looking at Duke's results of a mean of only 2.6% for informational print displayed on the walls and other surfaces, and the 73% recorded for this study, the difference between the two numbers show an appreciable number of informational texts displayed in this study. The findings show that there was a considerable number of informational texts found in the three classrooms, therefore offering the opportunity for a considerable amount of exposure to informational texts.
The considerable number of informational texts found in these classrooms is inconsistent with Larkin-Lieffers (2007) research which demonstrated the limited availability in classrooms, libraries, and bookstores, and the trend of little use of nonfiction. Duke (2000) and Dreher (2003) both highlight the dominance of fictional texts in the classroom which is consistent with the findings here.
Given the amount of increase in informational texts in this study compared to Duke's (2000) study, it may be reasonable to expect that there is an increasing balance between genres. Fiction and informational texts may never be found in equal numbers in classroom libraries, rather there may be a different ratio that can be defined as a balance. With several researchers advocating the use of informational texts in classrooms, and with these findings, perhaps there is a shift in focus to a more genre-balanced classroom.
Creating the best environment for reading was an idea that emerged when looking at where and when students read. The students all seemed to attempt to find a space to read that was comfortable for them. These striving readers talked about finding a physical space that was comfortable, such as in a chair or on the carpet and then finding a spot that had fewer
distractions, such as the bathroom or a bedroom. For students who have trouble with reading, it may by important to find a comfortable and calm space so that they can focus on reading. The teachers responded that, during independent reading time, some struggling readers do not avoid choosing a book and settle down to read, while others, often boys, can find it difficult to create the best reading environment. Creating a proper environment for reading is important for all students, and especially for striving readers.
Another significant finding was that reading is often a social event. Positive examples from the interviews and the teachers included groups of friends encouraging each other in a reading club, a family visiting the library together, working with a partner on a research project, sharing books with teachers and friends, discussing work with the teacher, and enjoying read aloud material in class. This study also found that the three students read more informational texts at school than at home. Friends and family sometimes, however, read bigger texts or those of a different genre. Striving readers may find it difficult to connect with books that they do not enjoy or have difficulty reading, and so the social opportunity may be weakened. All of the students commented positively on the social aspect of using informational texts. By working with a friend in class, helping a partner find an answer, or asking a parent to purchase an interesting book, informational texts, perhaps not unlike fictional texts, seem to be a vehicle for social interaction. In the classroom, these may be important ideas for teachers when they approach how to conduct their daily schedules and possibly how to form groupings of students in terms of striving readers. The findings suggest that, for these three striving readers, when a positive social atmosphere is created while using informational texts, it has the opportunity to be both enjoyable and motivating for them and, therefore, beneficial.
Among the participants of this study, the two girls read a considerable number of informational texts, both in the number of texts they read and for how long they read them. The comments from the girls and the information gathered from their teacher and parents showed that they read informational texts at home and at school for a variety of reasons. These reasons included: research projects; independent reading; reading clubs; and leisure time on the computer. The data from the female striving readers is somewhat consistent with the research literature which demonstrated that students who are weak upper elementary readers prefer nonfiction compared to stronger readers in upper elementary (Peterson, 2008). It might be valuable for teachers and parents involved in this study to note that the two girls in this study spent a considerable amount of time reading informational texts, sometimes more than they read fiction. There may be a tendency for teachers and parents alike to presume that female readers prefer stories to informational texts. It may be of great benefit for the parents and teachers of these two girls to be aware that they appear to have a preference for reading informational texts. Using informational texts offers the opportunity to provide these striving readers with a variety of texts at different reading levels and on topics that are interesting to them. The research literature focuses on the use of informational texts to help boys who struggle to read. The findings of this study remind us to also focus on girls who struggle to read.
All of the students found informational texts useful and had similar examples for how they use their reading skills. The main functions mentioned by the students were to learn something, to conduct research, and to help with homework. Informational texts were viewed by one student as more useful than fiction when trying to find out accurate information. Reading in general was mentioned to be useful by these striving readers because they felt that they use
reading everywhere. Being aware that these three striving readers acknowledge informational texts as useful might benefit teachers when planning programs for readers who struggle.
Despite being familiar with the basic definition, the three students seemed unaware of the range of styles within the genre of informational texts. The students appeared to be familiar with their own personal topics of interest, and they seemed to enjoy reading informational texts when it is written about one of these subjects. All of the students indicated that they had heard of or used informational texts before. The students seemed to be quite familiar with the basic definitions of fictional and informational texts, describing them as stories and either nonfiction or fact books. Their thinking, however, suggested that they define informational texts differently than they use them. For example, describing a sample of various informational texts as those read by younger students, or dismissing ones that are too difficult because of the scientific vocabulary. Also, when asked why she did not use informational texts for homework, one student answered that she did not have any. These two examples show some of the misconceptions that can arise with informational texts. Leveling a text for use with only a younger student and labeling a text as too difficult may sometimes prevent its usage altogether, no matter its actual value.
The narrow conception of informational texts held by some people is potentially problematic. Conceptions that precludes materials such as recipes, magazines, computer games, informational chapter books, and the like, may limit the use of these potentially beneficial text types. That is to say, if those who enjoy informational texts do not consider these to be informational texts, they might not access them or be provided with access to them.
Students commented that they use informational texts mainly for learning something new, to conduct research, and to help with homework. The results from parents and teachers found that there was a considerable amount of exposure to informational texts in the classroom and that some of the striving readers read such texts with high frequency. Explicitly defining texts, and using a variety of examples, then, seems to be significant for striving readers and for the classroom. This way, striving readers might be able to better recognize how much they actually interact with informational texts, and adjust their reading patterns accordingly.
The three students commented that the difficulty of informational texts often depends on the difficulty of the words. They described difficulties with words that were unfamiliar, scientific, and long. Other difficulties mentioned by the students had to do with the number of words on a page, uninteresting subject area, confusing layout and length of text. These negative comments about informational texts, while only a small percentage of the total comments made, may help teachers and parents to aid students in understanding how to read informational texts. Duke (2000) advocates a similar act by parents and teachers, to help students understand informational texts better in order to help them in school and in the future.
All of the students mentioned positive qualities of informational texts. In addition to its usefulness, the students listed a number of other benefits of informational texts. For example, informational texts were seen to be helpful overall and contained qualities such as bold covers, attractive layouts, an abundance of pictures, colour pages, good paper quality, short captions, and useful research. Teachers mentioned that there was a wide variety of informational texts offered in their classrooms which offer various topics, different reading levels, pictures and simple wording. This is consistent with previous research (Dayton-Sakari & Jobe, 2003; Doiron, 2003;
Larkin-Lieffers, 2007). Captions are another useful characteristics of informational texts mentioned by the students. Pictures were seen to be one of the most important benefits by students because they help to describe ideas and clarify information. For the three striving readers in this study, the pictures seemed to offer a way to make meaning out of information. This is consistent with Caswell and Duke's (1998) notion of using informational texts to find a way in to reading. Taking advantage of the benefits of informational texts, especially pictures, is another significant factor for the classroom.
One of the main purposes of this study was to find out if striving readers think informational texts are beneficial, and if so, why. Since this is a complex question that may not be easily understood or answered by young children, it was not asked explicitly. However, from the ideas that emerged in the interviews, and the positive attitude the three striving readers had about informational texts, it seems reasonable to say that such texts are appealing. As evidence, these striving readers enjoyed informational texts because they offer a wide variety of personal interest opportunities. Interactions in a social setting, such as visiting the library and working on research projects, are another reason why striving readers enjoy informational texts. These three striving readers also find informational texts appealing because they offer a number of characteristics that are helpful. One of the most popular characteristics was that informational texts are useful in school and at home for such reasons as learning new things and helping with homework. Other helpful qualities of informational texts that appealed to the striving readers are the abundance of pictures, short captions, bold covers, attractive layouts, and colour pages. Pictures, which were one of the most popular qualities of informational texts, are attractive to these striving readers because they offer a way to begin the comprehension of an idea, without
reading the text. All of these reasons represent evidence for why the three striving readers in this study find informational texts appealing and of some benefit.
Discussion of Results Relating to Fink's Interest-Based Model of Reading
In studying the three transcripts and the information gathered about the students' literacy environments, it became clear that using informational texts to benefit striving readers closely follows Fink's (2006) Interest-Based Model of Reading. These following five components make up Fink's model: high-interest reading; topic-specific reading; deep schema knowledge; reading in context; and support. Given that the results of this study showed that three striving readers enjoyed informational texts when they were interested in the topic area, the findings are consistent with the first component of Fink's model. Reading material, including informational texts, that striving readers are passionately interested about will help to motivate and engage them in reading.
One of the characteristics of informational texts is that there is a wide variety of topic areas at varying levels. This is consistent with the second component of Fink's model, topicspecific reading. If striving readers are interested in a specific topic, they can likely find informational texts on that subject.
The third component of the model, deep schema knowledge, refers to the integration of new knowledge with prior knowledge when reading (Carter, 2000). Fink's (1995/1996) theory demonstrates that with deep schema knowledge and passionate interest, even those who struggle to read have the opportunity to manage difficult texts. The majority of participants in Fink's study, all dyslexics, read informational texts in the forms of professional textbooks and research literature. Informational texts offer the opportunity for reading an abundance of texts in one area, therefore focusing on one schema or set of knowledge. Using informational texts that are interesting to each individual striving reader, and incorporating their own schema knowledge, is another consistency to Fink's model.
Reading in context is the fourth component of Fink's model. Reading for a certain purpose, such as a research project about a specific topic, offers the opportunity for readers to read in context. Informational texts, offering a wide variety of topic areas, allow striving readers the chance to find a text that they are interested in within a certain context.
The final component of Fink's model is support. All of the students in this study reported to have received support from their teachers, their parents, and their classmates. As in Bryan, Fawson, and Reutzel's (2003) work, non-engaged students benefit from short discussions with an interested adult. For striving readers in particular, assistance with reading is significant. With help from their support system, striving readers can use informational texts to make steps towards improving their reading skills. Applying Fink's model helps us to understand why using informational texts may benefit striving readers.
Future Research
The findings of this study suggest the need for further research into the benefits of informational texts and striving readers. Given that the striving readers in this study found informational texts appealing, the next step is to explore if, indeed, informational texts are beneficial to striving readers. One way of doing this would be to examine the impact an intervention would have that focused on using informational texts as part of the striving readers' reading programs. Investigating the merits of this kind of intervention may demonstrate the possibility of using informational texts for the purpose of extending and improving the reading capabilities of striving readers. Based on the finding that these three students have a positive attitude about reading informational texts, it may be of use for students who are striving to read to have opportunities with informational texts in the classroom. Additional work could also be done to examine at what point in schooling to intensely focus on informational texts in order to best serve striving readers. Is it best to work with informational texts in the primary grades, or is it better to wait until the upper elementary grades? If striving readers can benefit from informational texts and promote reading in general, then further research is important.
Reading is a complex skill. There are many reasons why students might struggle to read, and there are just as many, if not more, complex solutions that could help them attain this skill. That is, even though the students' comments in this study suggest the school and the parents are proceeding appropriately in terms of providing suitable numbers of informational texts, the students are still struggling to read. It would appear, then, that there are other things that might need to be done to help these students. With young readers, the attitude toward reading is such an important factor. Bryan (2009) points out that deriving pleasure from reading leads to continued practice, which in turn creates more proficient readers, which will lead to increased pleasure in reading, and so on. This cycle may well keep going so long as students are enjoying what they read. More research can be done, then, on different ways to help readers overcome their difficulties. Despite their struggles, the students in this study retain positive attitudes about reading, at least for informational texts, and so it is likely that their abilities will improve, particularly as the school continues to provide resources, encouragement and support.
Another area in need of investigation is to repeat Duke's (2000) study to find out if the trend she found of minimal use of informational texts is currently widespread, or if there has been a shift. Given the size and purpose of this study, a much larger sample is needed to explore such a trend. The results of this study showed that three striving readers had considerable exposure to informational texts in their classrooms and that some of the striving readers read such texts with high frequency. It would be interesting to see if this result is the same for a larger population.
Another area of exploration for the future includes exploring gender patterns relating to striving readers and informational texts. There has been a focus up until now on how to help boys who struggle with reading and using informational texts as one possible strategy (Chapman, et al, 2007; Dayton-Sakari & Jobe, 2003). The research of this study suggests that girls who struggle with reading also enjoy informational texts, and interact with them more than fiction in some cases. Further research might focus on the types of informational texts that girls enjoy the most and strategies to use them at home and in the classroom.
The results of this study are derived from one particular group of research participants. In light of the New Literacy studies (Barton, et al, 2000; Cope & Kalantzis, 2000; Gee, 2004; Street, 1995), we currently understand literacy as situational. As such, one area of future research needs to be replication of this study in other settings. Further research could be conducted for other participants, grade levels, schools, and geographic regions.
Limitations of the Study
There are several limitations to this study. Given the number of student participants in this study, three students participants precludes the generalizability of the findings. In terms of numerical data collected, because the numbers are small, any slight increase or decrease can mean a considerable change in results. The print materials lists gathered from teachers and parents are subjective, contain small numbers of texts, and list only books for examples of materials read. It was my intention that the data collectors would include texts reflective of a much broader conception of informational texts. However, the lists from the parents and teachers were not a complete list. Also, the school lists for Erin and Madison come from the same teacher and, therefore, may be more similar than if they had come from different teachers. Jonah's results from home show a high number of books read aloud to him, which may not be the case of most other students. The findings in this study may, therefore, be very different for three different students. It would be interesting to see the similarities and differences of results from a larger sample size.
An important limitation is the group of student participants. All students were chosen from an independent private school which generally represents middle-upper income families. The views of the students participating in this study, then, may not represent the view of the 'average' student. This school also uses theme-based learning relying heavily on informational texts. Students learning in these classrooms have an abundance of exposure to the texts they were interviewed about, therefore making the students familiar with the subject. This might have made their responses more plentiful, and possibly not equivalent to other students.
This study is also limited by the characteristics of the school where the study took place. The location of the school represents a small geographic area. Also, only one school and two classrooms are represented here. The views of the students in this study, then, represent only a small group in terms of socio-economic, geographic, and educational perspectives.
Another limitation of this study is the process of collecting comments from students through semi-structured interviews. Each conversation was different, with some students answering more for some questions than others, and may have been affected by extraneous factors such as mood, anxiety level, or health. As an example, Jonah's interview took the shortest amount of time. This could possibly have related to his age, personality, anxiety level, gender, connection with the interviewer, or other reasons. Therefore, the data from the students is not necessarily representative of a larger population.
The reliance on children to explain themselves is another limiting factor to this study. When working with students in grades four, five, and six, it is recognized that the responses may not be as accurate or complete as they might otherwise have answered. Expressing one's opinion about a certain type of text may be difficult for children to do in a specific and detailed manner.
Conclusions
While much research has considered students who struggle with reading, and also informational texts, few studies have looked at how these two interact together and what the possible benefits might be to striving readers. It is important to remember that the ideas in this and other studies like it come from individual students who have unique perspectives. That
being said, the results found in this study can help to examine patterns in reading that might be useful to parents, teachers, and to the students themselves.
When examining what students had to say about informational texts, it was found that the three striving readers had mostly positive comments. This positive attitude leads to the conclusion that informational texts, indeed, appeal to the three striving readers. Comments about personal interest, in particular, were the most popular. Reading material that is interesting, informational texts for example, may be of some benefit to striving readers. Creating proper reading environments, generating opportunities for social interaction, defining different genres, and recognizing the various attributes of informational texts could also benefit these three striving readers. After investigating the students' literacy environments, it was found that females read a considerable number of informational texts and that striving readers were exposed to a considerable number of informational texts in their classrooms. Striving readers in this study seemed to have the opportunity and the tools available to make progress in their reading.
From the findings of this study, informational texts represent a resource of significant benefit to parents, teachers, and students. Teachers can focus on personal interest and choice in their reading programs, creating proper reading environments, and generating social opportunities with texts. Students may have more success finding books they can read if they are able to choose topics of interest to them. Parents with children who have reading difficulties may also decide to create special spaces at home for reading, to encourage social interaction with texts, and to increase their home libraries by purchasing or borrowing texts that are better-suited to their child's interests and needs.
Overall, it is concluded that informational texts were appealing to the three striving readers. Two of the most attractive qualities of informational texts, from the perspective of students in this study, is that they offer a chance for readers who struggle to find a text that interests them and to make meaning from that text by using qualities such as pictures. As with Fink's (1995/1996) successful dyslexics, informational texts can be used to help striving readers progress in their reading. Given the considerable number of informational texts the striving readers in this study were exposed to, this may be indicative of a pattern forming towards greater use of informational texts. By creating the proper environment and using high-interest materials, striving readers may benefit from informational texts.
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Appendices
Appendix A
University Ethics Approval Certificate
Appendix B Interview Protocol for Students
Introduction
“Hello. My name is ________________. I am a teacher doing research about what students your age have to say about reading. There are no right or wrong answers to the questions.”
Introduction / Reading in general
1. Please begin by telling me about your reading.
2. Tell me about the things you like to read.
3. In what ways do you use your reading skills?
Probes: Do you use reading in order to get things done? When you go to a restaurant, catch a bus, play a computer game?
4. Where do you do most of your reading?
Probes: Do you read more at home than at school? At home, do you read in bed, or in front of the television, etc? Do you read more on the weekends?
5. Do you talk about reading with your friends?
Probes: Do you ever recommend books to friends? Read the same books as friends?
Informational Texts
I now want to talk specifically about a certain type of reading material called informational texts. I have some examples here of different types of informational texts. [Show about a dozen different types of informational texts and point out how these types of texts are different from storybook, fictional texts in that the focus is on conveying information, rather than relating a story.]
6. Have you heard about informational texts before today? When/where? What else do you know about them?
7. Can you give me examples of informational texts that you have read this week? For
what purposes did you read them?
8. Tell me about a reading of informational texts that you have shared with a group of friends.
Probes: Can you describe the experience? Did you enjoy it?
9. Do informational texts help you in school? Do they help at home?
Probes: Do they help you to learn about things? Do you use them to do your homework? If yes, can you tell me about that?
10. Do you enjoy reading informational texts?
Probes: Why? Can you give me an example? What is it about them that you find enjoyable?
11. Do you find informational texts easy or hard to read?
Probe: Why do you think that is so?
12. Do you generally find informational texts easier or harder to read than material that is not informational text?
Probe: Why do you think that is so?
13. How does your enjoyment of fiction compare to your enjoyment of informational texts? Do you like to read fiction?
14. Do you find informational reading is more or less useful to you than fictional reading? If so, in what ways is that so?
15. Do you like to read?
16. Just before we finish up, is there anything else you would like to add about your reading?
"Thank you very much for your time. You were a big help."
Appendix C
Questions for Teachers
Introduction
Readers who still experience reading difficulties in the upper elementary grades present a dilemma to teachers every day. The past several decades of research has produced many important insights into students who have reading difficulties. Using informational texts with struggling readers is a tool that has potential for success but may be an undiscovered resource in many classrooms. This potentially valuable resource is underutilized (Duke, 2000). There has been limited research into the use of informational texts with struggling readers (Caswell & Duke, 1998; Dayton-Sakari & Jobe, 2003; Dreher, 2003). This study hopes to investigate the potential benefits of informational texts with struggling readers, particularly focusing upon what students see as the benefits of such texts.
Academic Environment
1. What is the student's full name, age, and grade level?
2. Can you give an example of how this student is struggling with reading?
3. Does this student receive resource help? If so, how much? If not, why not, and how are they being helped otherwise?
4. How would you describe this student's attitude towards reading?
5. Can you describe any special strategies used in the classroom to help this reader?
6. Can you describe this student's behavior during independent reading time?
7. Is there anything else you would like to add?
Thank you for your time.
111
Appendix D
Instructions for Print Materials Lists
Dear parent and teacher participants,
Please provide a list of print materials you observe your child/student reading or being read aloud to on one 'typical' day of the week. This list is meant to be a snapshot of what the child reads on an average day (ie: a day without extraordinary events). For parents, the list may include materials from school, and can consist of different text types. For teachers, this may include materials from silent reading time, before and after school times, school library books, and required reading. Types of materials may include books, magazines, poems, letters, signs, the internet, recipes, computer games, and newspapers. Please be as specific as you can, including exact titles and the approximate time spent reading each material. Please see the example below:
--EXAMPLE—
Parent's Name: ____Mrs. Wendy Brown_______
Student's Name: ________Cindy Brown__________
List of Print Materials: A "typical" day
Books – Captain Underpants(20 min.)
Amelia Bedelia (15 min.)
Magazines - Owl(10 min.)
Computer - Internet: How Volcanoes Work(20 min.)
Math game (10 min.)
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Ravensdale Junior School e-Safety Policy
Contents
1. Context:
"The Internet and related technologies are powerful tools, which open up new prospects for communication and collaboration. Education is embracing these new technologies as they bring with them fresh opportunities for both teachers and learners.
To use these technologies effectively requires an awareness of the benefits and risks, the development of new skills, and an understanding of their appropriate and effective use both in and outside of the classroom." DfES, eStrategy 2005
The staff and governors of Ravensdale Junior School recognise they have a duty to ensure that all pupils are able to make a valuable contribution to society and this is only possible to achieve if we ensure that pupils develop and apply their ICT capability effectively in their everyday lives.
The school is aware of its responsibilities in ensuring that ICT usage by all network users is responsible, safe and secure. There are relevant and comprehensive policies in place which are understood and adhered to by network users.
It is the duty of the school to ensure that every child in their care is safe, and the same principles apply to the 'virtual' or digital world as would be applied to the school's physical buildings.
This Policy document is drawn up to protect all parties - the pupils, the staff and the school and aims to provide clear advice and guidance on how to minimise risks and how to deal with any infringements of school policy.
2. The technologies
ICT in the 21 st Century has an all-encompassing role within the lives of children and adults. New technologies are enhancing communication and the sharing of information. Current and emerging technologies used in school and, more importantly in many cases, used outside of school by children include:
* The Internet
* Mobile phones
* Digital cameras
* e-mail
* Instant messaging
* Web cams
* Blogs (an on-line interactive diary)
* Podcasting (radio / audio broadcasts downloaded to computer or MP3/4 player)
* Social networking sites
* Video broadcasting sites
* Chat Rooms
* Gaming Sites
* Music download sites
* Mobile phones with camera and video functionality
* Mobile technology (e.g. games consoles) that are 'internet ready'.
* Smart phones with e-mail, web functionality and cut down 'Office' applications.
3. Whole school approach to the safe use of ICT
Creating a safe ICT learning environment includes three main elements at this school:
* An effective range of technological tools;
* Policies and procedures, with clear roles and responsibilities;
* A comprehensive e-Safety education programme for pupils, staff and parents.
4. Roles and Responsibilities
e-Safety is recognised as an essential aspect of strategic leadership in this school and the Headteacher, with the support of governing body, aims to embed safe practices into the culture of the school. The Headteacher ensures that the Policy is implemented and compliance with the Policy monitored.
Our school e-Safety Co-ordinator is Phil Watts
Our e-Safety Coordinator keeps up to date with e-Safety issues and guidance through liaison with the Local Authority e-Safety Officer and through organisations such as Schools Broadband & Child Exploitation and Online Protection (CEOP). The school's e-Safety coordinator ensures the Headteacher, senior leadership and Governors are updated as necessary.
All teachers are responsible for promoting and supporting safe behaviours in their classrooms and following school e-Safety procedures. Central to this is fostering a 'No Blame' culture so pupils feel able to report any bullying, abuse or inappropriate materials.
All staff should be familiar with the schools' Policy including:
- Safe use of e-mail;
- Safe use of Internet including use of internet-based communication services, such as instant messaging and social networking;
- Safe use of digital images and digital technologies, such as mobile phones and digital cameras;
- Safe use of school network, equipment and data;
- publication of pupil information/photographs and use of website;
- eBullying / Cyberbullying procedures;
- their role in providing e-Safety education for pupils;
Staff are reminded / updated about e-Safety matters as they arise.
The school includes e-safety in their Computing curriculum and ensure that every pupil has been educated about safe and responsible use. All classes teach e-safety the first week of every half term. Pupils need to know how to control and minimise online risks and how to report a problem.
The school engages with parents in relation to e-safety.
5. Communications
How will the policy be introduced to pupils?
Many pupils are very familiar with the culture of new technologies. Pupils' perceptions of the risks are not always mature and hence; e-safety rules are explained or discussed in an age appropriate manner.
E-safety education is currently placed within our Curriculum Map. We use Think U know resources and 'Smart Crew' to support and structure the teaching, although if there is an issue that has arisen in a particular class, teaching may be directly related to this.
We have a dedicated area on our website, (www.ravensdalej.derby.sch.uk), for information and advice.
How will the policy be discussed with staff?
It is important that all staff feel confident to use new technologies in teaching. Staff are given opportunities to discuss the issues and develop appropriate teaching strategies
If a member of staff is concerned about any aspect of their ICT use in school, they should discuss this with their line manager to avoid any possible misunderstanding.
- Staff are aware that Internet traffic is monitored and can be traced to the individual user.
- Discretion and professional conduct is essential.
- Staff that manage filtering systems or monitor ICT use have clear procedures for reporting issues.
- Staff training in safe and responsible Internet use and on the school e-Safety Policy is provided as required.
How will parents' support be enlisted?
Internet use in pupils' homes is an everyday activity. Unless parents are aware of the dangers, pupils may have unrestricted access to the Internet. The school is able to help parents plan appropriate supervised use of the Internet at home.
- Internet issues will be handled sensitively, and parents will be advised accordingly.
- Advice on filtering systems and educational and leisure activities that include responsible use of the Internet will be made available to parents - this can be found in our dedicated area of our website.
- A designated area on our website
6. How will complaints regarding e-Safety be handled?
The school will take all reasonable precautions to ensure e-Safety. However, owing to the international scale and linked nature of Internet content, the availability of mobile technologies and speed of change, it is not possible to guarantee that unsuitable material will never appear on a school computer or mobile device. Neither the school nor the Local Authority can accept liability for material accessed, or any consequences of Internet access.
Staff and pupils are given information about infringements in use and possible sanctions. Sanctions available include:
- interview/counselling by eSafety Coordinator / Headteacher;
- informing parents or carers;
- removal of Internet or computer access for a period, [which could ultimately prevent access to files held on the system];
- referral to LA / Police.
Our e-Safety Coordinator acts as first point of contact for any complaint. Any complaint about staff misuse is referred to the Headteacher.
Complaints of cyberbullying are dealt with in accordance with our Anti-Bullying Policy. Complaints related to child protection are dealt with in accordance with school / LA child protection procedures.
7. Section 2 - Managing the Internet Safely
The risks
The Internet is an open communications channel, available to all. Anyone can send messages, discuss ideas and publish material with little restriction. These features of the Internet make it both an invaluable resource used by millions of people every day as well as a potential risk to young and vulnerable people.
Much of the material on the Internet is published for an adult audience and some is unsuitable for pupils. In addition, there is information on weapons, crime and racism that would be considered inappropriate and restricted elsewhere.
In line with school policies that protect pupils from other dangers, there is a requirement to provide pupils with as safe an Internet environment as possible and to teach pupils to be aware of and respond responsibly to any risk. This must be within a 'No Blame', supportive culture if pupils are to report abuse.
Technical and Infrastructure:
This school:
Maintains the filtered broadband connectivity through the Schools Broadband and so connects to the 'private' National Education Network;
- Works with Schools Broadband so that systems remain robust and protect pupils;
- Ensures their network is 'healthy' by having health checks annually on the network;
- Ensures the Systems Administrator / network manager is up-to-date with Schools Broadband services and policies;
- Ensures the Systems Administrator / network manager checks to ensure that the filtering methods are effective in practice and that they remove access to any website considered inappropriate by staff immediately;
- Never allows pupils access to Internet logs;
Never sends personal data over the Internet unless it is encrypted or otherwise secured;
-
- Never allows personal level data off-site unless it is on an encrypted device;
- Uses 'safer' search engines with pupils where appropriate
Policy and Procedures:
This school:
- Supervises pupils' use at all times, as far as is reasonable, and is vigilant in learning resource areas where older pupils have more flexible access;
- We use the Lightspeed filtering system which blocks sites that fall into categories such as pornography, race hatred, gaming, sites of an illegal nature;
- Staff preview all sites before use [where not previously viewed and cached] or only use sites accessed from managed 'safe' environments such as the Learning Platform;
- Plans the curriculum context for Internet use to match pupils' ability, using childfriendly search engines where more open Internet searching is required;
- Informs users that Internet use is monitored;
- Is vigilant when conducting 'raw' image search with pupils e.g. Google image search;
- Informs staff and pupils that that they must report any failure of the filtering
systems directly to the ICT leader. Our systems administrators report to the headteacher where necessary;
- Keeps a record, e.g. print-out, of any bullying or inappropriate behaviour for as long as is reasonable in-line with the school behaviour management system;
- Only uses approved or checked webcam sites;
- Ensures the named child protection officer has appropriate training;
- Makes information on reporting offensive materials, abuse / bullying etc available for pupils, staff and parents;
- Immediately refers any material we suspect is illegal to the appropriate authorities - Police
- the LEA.
Education and training:
This school:
- Fosters a 'No Blame' environment that encourages pupils to tell a teacher / responsible adult immediately if they encounter any material that makes them feel uncomfortable;
- Ensures pupils and staff know what to do if they find inappropriate web material i.e. to switch off monitor and report the URL to the s-safety coordinator.
- Ensures all pupils know how to report abuse;
- Ensures pupils and staff know what to do if there is a cyber-bullying incident;
- Has a clear, progressive e-safety education programme throughout all Key Stages, built on LEA / national guidance. Pupils are taught a range of skills and behaviours appropriate to their age and experience, such as:
- to STOP and THINK before they CLICK
- to discriminate between fact, fiction and opinion;
- to develop a range of strategies to validate and verify information before accepting its accuracy;
- to skim and scan information;
- to be aware that the author of a web site / page may have a particular bias or purpose and to develop skills to recognise what that may be;
- to know some search engines / web sites that are more likely to bring effective results;
- to understand how search engines work;
- to know how to narrow down or refine a search;
- to understand behaviour when using an online environment / email, i.e. be polite, no bad or abusive language or other inappropriate behaviour; keeping personal information private;
- to understand how photographs can be manipulated and how web content can attract the wrong sort of attention;
- to understand why on-line 'friends' may not be who they say they are and to understand why they should be careful in online environments;
- to understand why they must not post pictures or videos of others without their permission;
- to understand why they should not post or share detailed accounts of their personal lives, contact information, daily routines, photographs and videos and to know how to ensure they have turned-on privacy settings;
- to know not to download any files - such as music files - without permission;
- to have strategies for dealing with receipt of inappropriate materials;
Copyright and Plagiarism
This school;
- ensures that when copying materials from the web, staff and pupils understand issues around plagiarism; how to check copyright and also know that they must observe and respect copyright / intellectual property rights;
- ensures that staff and pupils understand the issues around aspects of the commercial use of the Internet, as age appropriate. This may include, risks in pop-ups; buying on-line; online gaming / gambling;
- ensures staff understand data protection and general ICT security issues linked to their role and responsibilities;
- makes training available to staff on the e-safety education program;
8. Section 3 - Managing e-mail
E-mail is now an essential means of communication for staff in our schools and increasingly for pupils and homes.
This school:
- does not publish personal e-mail addresses of pupils or staff on the school website. We use anonymous or group e-mail addresses, for any communication with the wider public.
- Contacts the police if one of our staff receives an e-mail that we consider is particularly disturbing or breaks the law.
- Staff use school e-mail systems for professional purposes;
- Reports messages relating to or in support of illegal activities.
9. Section 4 - Use of Digital and Video images
In this school:
- The Headteacher takes overall editorial responsibility to ensure that the website content is accurate and quality of presentation is maintained;
- The school web site complies with the school's statutory requirements
- Uploading of information is restricted to the website team.
- The point of contact on the web site/MLE is the school address and telephone number. Home information or individual e-mail identities are not published;
- We gain parental / carer permission for use of digital photographs or video involving their child as part of the school agreement form when their daughter / son joins the school;
- Photographs published on the web/MLE do not have full names attached;
- Digital images /video of pupils are stored in the teachers' shared images folder on the network;
- We do not use pupils' names when saving images in the file names or in the tags when publishing to the school website;
- We do not include the full names of pupils in the credits of any published school produced
video materials / DVDs;
- Pupils are taught about how images can be abused in their eSafety education programme;
10. Section 5 - Managing equipment
The computer system / network is owned by the school and is made available to pupils to further their education and to staff to enhance their professional activities including teaching, research, administration and management.
The school reserves the right to examine or delete any files that may be held on its computer system or to monitor any Internet or email activity on the network.
To ensure the network is used safely this school:
- Makes it clear that staff must keep the school log-on username and password private and must not leave it where non-staff members can find;
- Makes clear that pupils should never be allowed to log-on or use teacher and staff logins - these have far less security restrictions and inappropriate use could damage files or the network;
- Makes clear that no one should log on as another user - if two people log on at the same time this may corrupt personal files and profiles;
- Has set-up the network with a shared work area for pupils and one for staff. Staff and pupils are shown how to save work and access work from these areas;
- Requires all users to always log off when they have finished working or are leaving the computer unattended;
- Where a user finds a logged-on machine, we require them to always log-off and then log-on again as themselves.
- Makes clear that staff are responsible for ensuring that all equipment that goes home has the anti-virus and spyware software maintained up-to-date and the school provides them with a solution to do so;
- Makes clear that staff accessing School/LEA systems do so in accordance with any Corporate policies; Maintains equipment to ensure Health and Safety is followed;
- Does not allow any outside Agencies to access our network remotely except where there is a clear professional need and then access is restricted and is only through approved systems; Provides pupils and staff with access to content and resources through the approved Learning Platform which staff and pupils access using their USO
- Ensures that all pupil level data or personal data sent over the Internet is encrypted or only sent within the approved secure system in our LEA;
- Follows LEA advice on Local Area and Wide Area security matters and firewalls and routers have been configured to prevent unauthorised use of our network;
- Reviews the school ICT systems regularly with regard to security.
11. Handling of Infringements
Whenever a student or staff member infringes the e-Safety Policy, the final decision on the level of sanction will be at the discretion of the school management.
Pupils
Category A infringements
- Use of non-educational sites during lessons
- Use of unauthorised instant messaging / social networking sites
- Unauthorised use of email
Category A sanctions
- Referral to phase leader or member of the leadership team.
Category B infringements
- Continued use of non-educational sites during lessons after being warned
- Continued unauthorised use of email after being warned
- Continued use of unauthorised instant messaging / chat rooms, social networking sites, Newsgroups
- Accidentally accessing offensive material and not logging off or notifying a member of staff of it
Category B sanctions
- Referral to Headteacher or deputy head teacher
- Contact with parent
- Removal of Internet access rights for a period
Category C infringements
- Deliberately corrupting or destroying someone's data, violating privacy of others
- Deliberately trying to access offensive or pornographic material
- Sending an email or message that is regarded as harassment or of a bullying nature (one-off)
- Any purchasing or ordering of items over the Internet
- Transmission of commercial or advertising material
Category C sanctions
- Referral to Headteacher or deputy head teacher
- Removal of internet rights for a more extended period
- Referral to e-safety coordinator
- Contact with parents
Other safeguarding actions
If inappropriate web material is accessed:
1. Ensure appropriate technical support filters the site
2. Inform the ICT coordinator/Headteacher/Local Authority as appropriate
Category D infringements
- Continued sending of emails or messages regarded as harassment or of a bullying nature after being warned
- Deliberately accessing, downloading and disseminating any material deemed offensive, obscene, defamatory, racist, homophobic or violent
- Receipt or transmission of material that infringes the copyright of another person or infringes the conditions of the Data Protection Act, revised 1988
- Bringing the school name into disrepute
Category D sanctions
- Referred to Headteacher
- Possible exclusion
- Contact with parents
- Refer to Community Police Officer
- LEA e-safety officer
Other safeguarding actions:
1. Secure and preserve any evidence
2. Inform the sender's e-mail service provider
Staff
Category A infringements (Misconduct)
- Excessive use of Internet for personal activities not related to professional development e.g. online shopping, personal email, instant messaging etc.
- Use of personal data storage media (e.g. USB memory sticks) without considering access and appropriateness of any files stored.
- Not implementing appropriate safeguarding procedures.
- Any behaviour on the world wide web that compromises the staff members professional standing in the school and community.
- Breaching copyright or license e.g. installing unlicensed software on network.
- Misuse of first level data security, e.g. wrongful use of passwords.
Category B infringements (Gross Misconduct)
- Serious misuse of, or deliberate damage to, any school / Council computer hardware or software;
- Any deliberate attempt to breach data protection or computer security rules;
- Deliberately accessing, downloading and disseminating any material deemed offensive, obscene, defamatory, racist, homophobic or violent;
- Receipt or transmission of material that infringes the copyright of another person or infringes the conditions of the Data Protection Act, revised 1988;
Bringing the school name into disrepute.
-
[Sanction - Referred to Headteacher / Governors and follow school disciplinary procedures; Discuss with HR advisor, report to Police]
Other safeguarding actions:
- Remove the PC to a secure place to ensure that there is no further access to the PC or laptop.
- Instigate an audit of all ICT equipment by an outside agency, such as the schools ICT managed service providers - to ensure there is no risk of pupils accessing inappropriate materials in the school.
- Identify the precise details of the material.
If a member of staff commits an exceptionally serious act of gross misconduct they should be instantly suspended. Normally though, there will be an investigation before disciplinary action is taken for any alleged offence. As part of that the member of staff will be asked to explain their actions and these will be considered before any disciplinary action is taken.
Schools are likely to involve external support agencies as part of these investigations e.g. an ICT technical support service to investigate equipment and data evidence, the Human Resources Advisor.
12. Child Pornography
In the case of Child Pornography being found, the member of staff should be immediately suspended and the Police should be called:
Anyone may report any inappropriate or potentially illegal activity or abuse with or towards a child online to the Child Exploitation and Online Protection (CEOP):
How will staff and pupils be informed of these procedures?
They are fully explained and included within the school's e-safety policy. All staff will be required to sign the school's e-safety Policy acceptance form.
Pupils are taught about responsible and acceptable use and given strategies to deal with incidents so they can develop 'safe behaviours'.
The school's e-safety policy is available on the website.
_____________________________________________________________________________________________
This policy is reviewed annually [Next review: Autumn 2018].
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Psychologists say babies know right from wrong even at six months
10 May 2010, by Lin Edwards
yellow triangle that helps it up the hill by getting behind it and pushing. At other times the red ball is forced back down the hill by a blue square. After watching the puppet show at least six times the babies were asked to choose a character. An overwhelming majority (over 80%) chose the helpful figure. Prof. Bloom said it was not a subtle statistical trend as "just about all the babies reached for the good guy."
(PhysOrg.com) -- The currently prevailing theory on human development is that human beings start their lives with a "moral blank state," but new research contradicts this view. The researchers have found babies as young as six months old already make moral judgments, and they think we may be born with a moral code hard-wired into our brains.
The research was carried out by a team led by Paul Bloom, professor of psychology at the Infant Cognition Center at Yale University in Connecticut in the US, and used the ability to differentiate between unhelpful and helpful behavior as their indicator of moral judgement. The results contradict the theories of Sigmund Freud and others, who thought human beings start out as "amoral animals", or a moral blank state. Bloom said there is mounting scientific evidence that this may not be true and that "some sense of good and evil seems to be bred in the bone."
In one experiment babies between six and ten months old were repeatedly shown a puppet show featuring wooden shapes with eyes. A red ball attempts to climb a hill and is aided at times by a
In another experiment the babies were shown a toy dog puppet attempting to open a box, with a friendly teddy bear helping the dog, and an unfriendly teddy thwarting his efforts by sitting on him. After watching at least half a dozen times the babies were given the opportunity to choose one of the teddy bears. The majority chose the helpful teddy.
A third experiment used a puppet cat playing with a ball with a helpful rabbit puppet on one side and an unhelpful rabbit on the other. The helpful rabbit returned the ball if the cat lost it, while the unhelpful rabbit stole the ball and ran off with it. In this test five-month-old babies were allowed to choose one of the rabbits, and most chose the helpful one. When the test was repeated with 21-month-old babies they were asked to take a treat from one of the rabbits. Most took the treat from the unhelpful rabbit, and one even gave the rabbit a smack on the head as well.
Lead author of the study, Kiley Hamlin, said people worry a lot about teaching children the difference between good guys and bad guys but "this might be something that infants come to the world with." Other psychologists have cautioned that adult assumptions can affect how babies' reactions are interpreted, and that babies begin to learn from the moment they are born.
© 2010 PhysOrg.com
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Arc Guide to Advocacy Services
What is advocacy?
* Actions that speak in favor of, argue for, recommend, support or defend
* Dialogue to discuss issues/concerns
* Process to change "what is" into a "what should be"
* Proposed solution(s) through an inclusive and engaging process
In all advocacy situations, it is important to:
* Know what is wanted and how it will help
o Be specific about what is wanted
* Be prepared
o Make notes before a meeting to remember what to talk about, what to say, and possible solutions. Notes can also help you stay on track.
* Know the laws, rules and policies about a specific service or program
o Save all important papers. It may be beneficial to staple the envelope onto documents so you can determine when they were mailed or note "date received" on the document
* Document, document, document
o Keep notes during phone conversations and meetings
o Use email cautiously. While email can be useful documentation, messages can be misunderstood and can be forwarded to others.
* At the beginning of the meeting, be sure everyone introduces themselves and states their role
* Use "I" statements whenever possible. "You" statements are easily interpreted as blaming
* Ask questions and listen to the answers. Ask for clarification when necessary and repeat to check for understanding
* Remember everyone involved may believe they are acting in the best interests of the person with a disability. Treat others the way you would like to be treated.
o Focus on strengths, concerns and priorities
* Propose solutions to identified problems/issues
o Identify your BATNA (Best Alternative to a Negotiated Agreement) and WATNA (Worst Alternative to a Negotiated Agreement)
o If you disagree, clearly state why, what you disagree with, and if possible, propose a solution or alternative
The Arc Minnesota recommends NOT:
* Feeling obligated to sign and approve documents at the meeting. You need time to process and review the document before signing.
* In some situations, it will be important for an Arc Minnesota advocate to attend a meeting with you.
* Signing blank or partially completed forms
The Arc Greater Minnesota advocates:
* Use a person-centered process and philosophy to coach and empower individuals
* Help parents and individuals with IDD clearly identify issues and options within a given system. Knowledge gained through this process is utilized to make decisions, create and implement a plan of action
* Maintain a comprehensive understanding of pertinent laws, rules, policies, governing systems and due process rights
* Empower parents and individuals with IDD to advocate for themselves
* Respect choices made by individuals with IDD, their parents, guardians and family members
* Assist parents and individuals with IDD to prepare for and participate in meetings
For further information or advocacy services, contact The Arc Minnesota at 952920-0855 or toll-free at 833.450.1494 or visit www.arcminnesota.org. (Please note: This document is not legal advice, and should not be construed as such. Thus, no information herein should replace the sound advice of an attorney.)
All rights reserved (c) 2019 The Arc Minnesota
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5 Tips for Explaining Migraines to Family and Friends
Explain that a migraine is different from a regular headache. 1
The first thing your loved ones need to know is that a migraine is not "just a headache." The pain can be intense, and you can have different types of pain, such as stabbing or throbbing sensations. You can have pain on one or both sides of your head, and it often gets worse when you move (which is one reason migraines can interrupt work and other activities).
A headache is usually just that: pain in your head. Migraines cause many other symptoms, such as sensitivity to light/sounds/smells, nausea, vomiting, vision problems, and difficulty thinking or finding words. A migraine can last between 4 hours and
3 days. Many people feel sick and have a headache even after the migraine itself ends.
Nonprescription medications such as aspirin or Tylenol usually help a headache. These medications help some people with migraines, but not everyone. And even though there are more migraine medications than there were in the past, they don't work for everyone. Even prescription medication does not help everyone.
A migraine can last between 4 hours and 3 days
Help them understand that migraines are physical, not mental. 2
A common myth is that migraine is a mental or emotional condition. Today, scientists know that changes in the brain cause migraines, and these changes are probably genetic. In other words, if your mother had migraines, you might have them, too.
The good news is that making positive lifestyle changes such as lowering stress and exercising, eating, and sleeping on a regular schedule can help prevent migraines. So although migraines start in your physical brain, taking care of your mental and emotional well-being can help stop them.
Tell them how migraines affect your life. 3
You might try to hide the effects of migraines from friends and family, but telling them how migraines affect you can help them understand this condition.
Write down the main ways migraines affect your life on the lines below. Then use these notes to explain to loved ones how migraines affect you.
How migraines affect my life:
4
Explain what you can and cannot do during a migraine.
During a migraine, you probably need to limit your activities. Some people cannot do anything but lie quietly in a dark room. Others might be able to watch a quiet movie with family members.
Write down what you can and cannot do during a migraine below. Every migraine is unique, so you might be able to do different things at different times. But think about what you usually can or cannot do. Then you can show this to your loved ones or talk with them about your limits.
Some people cannot do anything but lie quietly in a dark room
During a migraine, I usually cannot:
During a migraine, I usually can:
Consider writing your friends and family a letter. 5
Author Teri Robert writes about migraines to help educate patients and families. She wrote a letter for family and friends of people with migraines so they can learn more about this condition (www.helpforheadaches.com/lwfiles/Family_Migraine_Letter.pdf). You can print this letter and give it to loved ones to help explain your migraines, or write your own letter.
Developed by Med-IQ in collaboration with the National Headache Foundation
Supported by an educational grant from Allergan, Inc.
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COMPARING MORE THAN TWO FRACTIONS WRITING FRACTIONS FROM LEAST TO GREATEST
Determine the half way point of each fraction and write if the original fraction is greater, smaller, or equal.
7 8 A. Divide 8 by 2
4
7
4
is greater than
4
The half way point,
8
8
8
equals one-half.
7 8 If we were comparing other fractions to we now know it is one of the larger fractions in the group.
B.
8
8
The half way point, equals one-half.
9.5
19
19
9.5
19
19
9.5
is smaller than
Divide 19 by 2
8 19 we now know it is one of the smaller fractions in the group. If we were comparing other fractions to
Did you notice that
8
19
9.5
19
? This means it is almost in the middle.
is very close to
Now your turn. Determine the half way point and write if the original fraction is greater, smaller, or equal.
5 12 1.
8
2.
6
9 10 3.
4 7 4.
13 26 5.
21
12 SMALLER
18 31 6.
31 GREATER
15.5
21
10.5
7.
2.5
5
SMALLER
2
5
SMALLER
10
5
GREATER
8.
19
19
38
38 EQUAL
7 GREATER
3.5
11 20 9.
20 GREATER
10
26
13
9.5
19
EQUAL
7 19 10.
SMALLER
COMPARING MORE THAN TWO FRACTIONS WRITING FRACTIONS FROM LEAST TO GREATEST
Now your turn. Write the fractions in order from least to greatest.
Use your knowledge of one-half to separate the fractions into two groups, and write the fractions in order from least to greatest.
10.
3 2 1 5
4 , 11 , 5 , 8
11.
YOU DO NOT HAVE TO COMPARE ALL THE FRACTIONS TOGETHER. INSTEAD, ONLY COMPARE THE TWO LARGER FRACTIONS AND THEN COMPARE THE TWO SMALLER FRACTIONS.
3
5 Fractions greater than
4
one-half
AND
2
11
AND
8
1
5
2
one-half
Fractions less than
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Our Lady of Grace School Wellbeing Framework
"I have come that they may have life and have it to the full." John 10:10
Our Lady of Grace's Wellbeing Framework is informed by the CEWA Student Behaviour Executive Directive (under the Community Policy).
At Our Lady of Grace School, wellbeing means; "feeling good, functioning well and doing good for others". Our Wellbeing Framework includes:
* IT Agreement
* Anti-Bullying Procedure
* Highway Heroes, and
* our Student Code of Conduct.
We can learn what is a speed bump and what is a hazard and how to deal with them. How we engage with each other and behave in our school is outlined here.
* We can use stinkin thinkin'' or supa thinkin'''
* We can use the 6 Steps to resolve conflict
* We can use PIGS if someone is being bullied
Student Code of Conduct
At school we want to feel safe, in order to feel safe, we will:
* look out for each other and (always) tell someone if they are going to get hurt
* ensure no one shares personal information online or offline
* always tell the truth
At school we want to feel included, in order to feel included, we will:
* make sure when someone is on their own, we invite them to join in
* make sure everyone is having fun, especially new people, by letting each person have a say and a fair turn
At school we want to feel respected & accepted, in order to feel respected & accepted, we will:
* Encourage others and not put them down
* Listen to each other and acknowledge what they are saying
* Accept others' differences
At school we want to feel trusted, in order to feel trusted, we will:
* Protect others' personal information
* not take someone's property without asking and if you someone lends you something then you will return it as you got it
* We will keep our promises, unless that makes someone unsafe
If we see that these behaviours are not happening at our school we will:
* Speak Up using the 6 Steps
* Remind them of the rules and ask them to stop
* Show them why they should stop – consequences (Tier 1, 2 and 3)
* Tell a staff member or trusted adult
* Help them
* Talk with your peers.
Staff at Our Lady of Grace School understand that in order for children to learn they must feel safe. At OLG our children have decided that 'feeling good, functioning well and doing good for others' looks like;
* Feeling safe
* Feeling included
* Feeling respected
* Feeling accepted
* Feeling trusted.
Note: There are some circumstances that need to be considered when applying behaviour management consequences.
1. The OLG Anti Bullying Procedure, Harassment Procedure, and Dispute and Complaint Resolution Procedure are to be observed in relation to appropriate elements of the Student Engagement and Behaviour Management Structure.
2. Students with Disability or Special Needs, Students with a Behaviour or Engagement IEP may have adapted steps for unproductive behaviour depending on their individual needs and IEP or Engagement Plan. The Learning Support Coordinator and parents will be involved in the plan alongside the classroom teacher.
3. The Voice of the Child is important in any Engagement or Behaviour Management process. Children are to be provided with the opportunity to review and reflect on their actions in a manner that maintains their dignity and is expressed in the most appropriate manner for them (drawing, writing, oral etc). Strengths of the child is the basis of reflection and review (SHARER Model).
4. The principles and language of Highway Heroes ("Stinkin Thinking, Supa Thinkin" P.I.G.S. 6 steps to conflict resolution) are to be used in student discussion and reflection where appropriate and possible.
5. Specific strategies from Highway Heroes are to be taught and used where appropriate in Level 1, 2, and 3. These strategies are to be identified on the Engagement Plan.
6. Highway Heroes, Books and resources are to be made available to parents where required.
FEELING GOOD, FUNCTIONING WELL DOING GOOD FOR OTHERS Student Engagement and Behaviour Management Framework
| Levels | Examples | Consequences |
|---|---|---|
| Tier 1 The following are some behaviours that will result in the issue of a T1 Unproductive Behaviour entered into SEQTA. | • Repeatedly disturbing other student’s learning • Deliberate Rough play/physical contact • Repeated deliberate interruption of the teacher • Inappropriate Use of Technology – see Technology & IT Agreement • Repeatedly refusing to follow the teacher’s instructions putting themselves and others at risk • Unacceptable language/manners including rude gestures, non-verbal and verbal put downs | • Tier 1 Unproductive Behaviours will be entered into SEQTA and communication made with parents – via telephone initially if they are ongoing and not changing with teacher correction & strategies. • These students will receive a timeout at the next available recess or lunchtime supervised by the teacher on duty. The student must be provided with food & toilet break, they require a supervised play or brain break opportunity outside of recess or lunch. • Teacher communication will be made with parents in regard to student’s behaviour. Initially this must be through a telephone call or meeting. If there are contextual reasons for ongoing behaviour other engagement plans or an IEP may need to be created – consult with appropriate knowledgeable other i.e. (Pedagogical Lead, AP, Wellbeing Lead, Learning Support Co-Ordinator). • Refer to OLG Complaints and Dispute Resolution Policy if required. |
| Tier 2 The following are some examples of behaviours that will result in a L2 Unproductive Behaviour entered in SEQTA and | • Repeated swearing • Fighting involving pushing and shoving • Intentional rough play (deliberate hard tackle) • Intentionally excluding others or repeated verbal & nonverbal putdowns • Multiple Tier 1 unproductive behaviours in a term If these behaviours are directed at a particular child and repeated, refer to OLG Anti-Bullying Procedure. | • Tier 2 Unproductive Behaviours will be entered into SEQTA and sent to parents • Parents notified by the teacher involved via a phone call following an Exclusion from Play Warning. • If there are contextual reasons for ongoing behaviour other engagement plans or IEP may need to be created – consult with appropriate knowledgeable other (Pedagogical Lead, AP, Wellbeing Lead, Learning Support Co-Ordinator) |
| an Exclusion from Play Warning. | | • These students will receive a Exclusion from Play Warning and a timeout at the next lunch time with the Assistant Principal. |
|---|---|---|
| Tier 3 The following are some examples of behaviours that will result in a L2 Unproductive Behaviour entered in SEQTA and an Exclusion from Play without warning. | • Serious vandalism • Violence • Serious fighting eg punching, kicking, spitting • Throwing objects • Stealing • Abusive language • Sexual harassment • Persistent exclusion • Bullying – see OLG Anti-Bullying Procedure • Behaviour or actions that seriously impact the health and safety of another child or staff member • Consistent Tier 1 and one Tier 2 unproductive behaviours. | • Tier 3 Unproductive Behaviours will be entered into SEQTA and sent to parents • Parents will be notified via phone call if the students is given a Supervised Detention. • Possible removal from classroom/playground/school • Possible exclusion from School events • With younger students a more immediate consequence is necessary to link the behaviour and the consequence so the Detention will be completed at the next lunchtime. All Detentions are supervised and recorded. | | <urn:uuid:a8fb4a55-8c88-4106-8bea-de03793ec710> | CC-MAIN-2024-18 | https://www.olg.wa.edu.au/wp-content/uploads/2023/06/Student-Engagement-and-Behaviour-Management-Framework-May-2023.pdf | 2024-04-25T09:51:44+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00736.warc.gz | 820,896,010 | 1,598 | eng_Latn | eng_Latn | 0.904657 | eng_Latn | 0.996581 | [
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Food Chains
Producers – make their own food e.g. plants get their energy from the sun
Predators – animals that eat other animals e.g. lion
Prey – animals that are eaten by others e.g. mouse.
Skeletons and Muscles
Support, protection, movement
Teeth
Incisors and canines – cut and tear food. molars and pre-molars – chew and grind
Jamie Oliver Healthy Chef
Joe Wicks
The Body Coach
We are Scientists…
Types of animal
Animals Including Humans
What do animals eat?
Fish – have gills, fins and live in the water e.g. goldfish and trout
Amphibian - have a back bone and are able to live in both water and on land e.g. frog, toad
Reptile - cold blooded and lay a soft-shell egg e.g. snake and tortoise
Birds - wings, feathers and beak and lay a hard-shelled egg e.g. chicken and house martin
Mammals - warm blooded and give birth to live young e.g. human, dog and dolphin
Carnivores – meat eaters e.g. badger, fox, otter
Herbivores – plant eaters e.g. rabbit, red deer
Omnivores – eat plants and meat e.g. red squirrel, hedgehog
How to stay healthy
Exercise, variety of food, hygiene
Drugs
Something you eat or drink that has an effect on your body – good or bad
Impact of exercise
Circulation, stamina and fitness, strength.
Life processes common to all living things
Movement, Reproduction (having offspring), Sensitivity (using the 5 senses), Nutrition (food), Excretion (getting rid of waste!), Respiration (breathing), Growth
We are curious, we are unique, we are together, we are Whiteshill!
Digestive System
Mouth - breaks food in to smaller pieces
Oesophagus - squeezes it down to stomach
Stomach - breaks it down with acid and releases nutrients
Small intestine - absorbs nutrients into the blood
Large intestine - water absorbed and waste removed
Circulatory System
Heart - strong muscle which contracts and relaxes to pump blood around your body
Blood vessels - three types – arteries carry blood away from the heart, veins carry blood back to the heart and capillaries carry blood in to your organs and tissues.
Blood - red blood cells transport oxygen, white blood cells protect against disease, platelets clot and form scabs, plasma carries these cells and nutrients around the body. | <urn:uuid:c23a2dbf-a708-448b-93e8-2a10ab36076b> | CC-MAIN-2024-18 | https://www.whiteshillschool.co.uk/wp-content/uploads/2022/10/Knowledge-organiser-Oak.pdf | 2024-04-25T11:58:20+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00738.warc.gz | 953,937,544 | 538 | eng_Latn | eng_Latn | 0.995128 | eng_Latn | 0.995128 | [
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Laundering money—literally—could save billions of dollars
January 8 2014
A dollar bill gets around, passing from hand to hand, falling on streets and sidewalks, eventually getting so grimy that a bank machine flags it and sends it to the shredder. Rather than destroying it, scientists have developed a new way to clean paper money to prolong its life. The research, which appears in the ACS journal Industrial & Engineering Chemistry Research, could save billions and minimize the environmental impact of banknote disposal.
Nabil M. Lawandy and Andrei Smuk point out that replacing old currency is a growing problem. When bills become too dirty, central banks take them out of circulation and replace them with crisp new bills. As a result, the world's treasuries print nearly 150 billion new banknotes
1/3
every year at a cost approaching $10 billion. And about 150,000 tons of old bills become destined for shredding and disposal. The main culprit for this costly turnover is human sebum, the oily, waxy substance the body produces to protect skin—also the bane of acne-prone teenagers. Over a bill's lifetime of about 3 to 15 years depending on the denomination, sebum accumulates on its surface, reacts with oxygen in the air and turns a yellowish hue. To delay a banknote's retirement, Lawandy's team decided to see if they could just clean it, removing the accumulated sebum.
They turned to "supercritical" CO2, which acts like both a gas and a liquid and is commonly used in other cleaning applications. When they tested it on banknotes from around the world, they found that it effectively removed oxidized sebum and motor oil while leaving intact security features such as holograms and phosphorescent inks.
More information: "Supercritical Fluid Cleaning of Banknotes" Ind. Eng. Chem. Res., Article ASAP. DOI: 10.1021/ie403307y
Abstract
With nearly 150 billion new banknotes being manufactured and printed every year around the world, the replacing of unfit currency is approaching $10 billion annually. In addition, central banks must also deal with the environmental challenge of annually disposing of nearly 150,000 tons worth of notes unfit for recirculation. Seminal work by the De Nederlandsche Bank (DNB) has identified that soiling is primarily a yellowing of the notes due to the accumulation of oxidized sebum. We show that supercritical CO2 (SCCO2) can be effectively utilized to remove sebum and other oils and contaminants, including common bacterial colonies, from both paper and polymer banknotes without destroying the costly and sophisticated security features employed by central banks to prevent counterfeiting. SCCO2 cleaning at 60°C and 5000 psi was shown to be effective in cleaning conventional straps of
2/3
Powered by TCPDF (www.tcpdf.org)
100 banknotes, extracting nearly 4% of the initial strap weight. Measurements of note soiling distributions on a banknote sorting machine running at 10 banknotes per second showed a significant shift in soiling levels after cleaning, supporting the claim that processing of SCCO2-cleaned notes would result in significantly fewer notes being classified as unfit due to soiling and shredded.
Provided by American Chemical Society
Citation: Laundering money—literally—could save billions of dollars (2014, January 8) retrieved 25 April 2024 from
https://phys.org/news/2014-01-laundering-moneyliterallycould-billions-dollars.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
3/3 | <urn:uuid:2aa3d5a1-5ef1-4488-801b-7018fe33f6fd> | CC-MAIN-2024-18 | https://phys.org/news/2014-01-laundering-moneyliterallycould-billions-dollars.pdf | 2024-04-25T12:19:38+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00741.warc.gz | 404,428,166 | 788 | eng_Latn | eng_Latn | 0.994848 | eng_Latn | 0.996386 | [
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Simplifying expressions
Collecting terms
Multiplying terms
Remember that a 'term' has a sign, a number and a letter. The sign stays 'glued' onto the number and letter so you can move them around...
E.G. 1. So5x3y−3x
2y is the
same as 5x−3x3y
2y because I just moved the -3x. This works out to be 2x 5y
E.G. 2. Sometimes you have to think about the directed numbers,
so7x−4y−3x−
6y is the same
as 7x−3x−4y−6y=4x−10y
E.G. 3. Powers must be treated as different symbols, so in the expression 5p2 −3p−2p 2 7p , you treat p 2 as different to p, giving 2 2 2
5p −2p 7p−3p=3p −4p
Try the ones on the practice sheet now before moving on...
Remember
* Y × X = YX
* P × P = P 2
* –4 × 5 = –20
* –7 × –9 = +63
So
The steps
1. Sort out the signs
2. Multiply the numbers
3. Multiply the letters
Some examples
1. −4r×3q=−12rq
2. −6x×8y=−48xy
3. x× x×x× x=x 4
4. 3×r×r×h=3 r 2 h
5. 2x×−3y×12x=−72 x 2 y
Make sure you know how the examples work, and then try the ones on the practice sheet before moving on...
Dividing terms
Remember
* You can divide powers of the same number by subtracting the powers, so
*
−12 −3
8
=
2
The rules are the same as for multiplying
The steps
1. Sort out the signs
2. Cancel the numbers
3. Work out the powers of the letters
A few examples
1. 15xy 5x = 3y Xs cancelled
Your turn, try cancelling the algebraic fractions on the practice sheet...
Multiply out brackets
BODMAS says
* 347=3×11=33
You can also do the sum like this
* 347=3×43×7=33
So, look at the lines...
Try to follow these examples (and remember your directed numbers)
1. 23x−5=6x−10
2. −32x−1=−6x3
3. −53−2x=−1510x
4. −2y3x4 =−6xy−8y
A minus sign outside the bracket simply switches all the signs in the bracket.
If there are two brackets, just
1. Multiply out the first
2. Multiply out the second
3. Collect the terms!
Your turn... | <urn:uuid:3f8700c9-a114-4ada-9151-7e21dc5d127b> | CC-MAIN-2024-18 | https://sohcahtoa.org.uk/oldblog/images/algebrathebasics2.pdf | 2024-04-25T10:34:09+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00740.warc.gz | 475,476,876 | 745 | eng_Latn | eng_Latn | 0.986753 | eng_Latn | 0.986753 | [
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Our recovery curriculum
We have been thinking about what a curriculum might look like for children in this next phase of school and have used some guidance from research to help us with this. Starting in September we will be implementing a "recovery curriculum" which acknowledges that there have been some losses to children as they have been learning at home and that these losses can contribute to gaps in learning and impact on children's mental health.
The research
In the think piece 'A Recover Curriculum: Loss and Life for our children and schools post pandemic' Barry Carpenter (CBE, professor of Mental Health in Education, Oxford Brookes University) and Matthew Carpenter (principle, Baxter College, Kidderminster) have outlined some considerations for schools returning after the COVID-19 pandemic.
In this research they suggest that schools 'must consider the gradual implementation of any form of curriculum to recover from loss'.
They remind us that 'Our quest, our mission as educators, should be to journey with that child through a process of re-engagement, which leads them back to their rightful status as a fully engaged, authentic learner'
They suggest that the recovery curriculum is based on 5 levers.
The 5 levers of a recovery curriculum
Lever 1: Relationships - 'use the relationships we build to cushion the discomfort of returning.'
Lever 2: Community – 'Understand the needs of our community and engage them in the transitioning of learning back into school'
Lever 3: Transparent curriculum – 'all of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps'
Lever 4: Metacognition – 'It is vital that we make the skills for learning in a school environment explicit to our students to reskills and rebuild their confidence as learners'.
Lever 5: Space – 'to be, to rediscover self, and to find their voice on learning in this issue'.
Phase 1 of our recovery curriculum
At Crowle Primary school we will have 4 key aspects to phase 1 of our recovery curriculum. These make up a CALM approach to rebuilding learning.
C –Creative
A –Active
L – Learning
M – Mental wellbeing
The CALM curriculum and the levers
The diagram below shows how out 4 areas of our CALM curriculum interlock with the 5 levers;
The CALM curriculum
Creative - art project, take one picture
Active - a focus on outdoor learning and PE activities
Learning - focus on basic skills in short bursts
Mental wellbeing - use of a variety of resources to allow children to explore and express how they feel
What do we hope to achieve?
Focus on artistic and
craft based learning
to support fine motor
skills and
concentration.
Undertake creative
learning to encourage
communication with
work attached to
children’s needs.
C
Work in small groups
to support
reengagements with
friends allowing them
time to talk and
communicate with
each other whilst
focussing on tasks
What do we hope to achieve?
Children will have spent a large amount of time in their homes, leading to a challenge to stay physically active. Inactive behaviour and low levels of physical activity can have negative effects on quality of life, health and wellbeing of children (Yarimkaya& Esenturk, 2020).
Curriculum will
promote physical
activity outside,
within the
framework of
social distancing.
A proportion of
the school day will
be spend engaging
in learning
activities that
encourage play
and sport.
A
Use of the school
grounds to
support children to
learning in the
open air.
What do we hope to achieve?
Gaps in learning and knowledge will need to be supported.
Planned learning
will reinforce the
key basic skills of
maths, reading,
writing, spelling
and grammar.
The planning of
the curriculum will
support a steady
development of
the learning that
has been missed.
L
Learning will be
planned in short
bursts to support
children’s
reengagement.
What do we hope to achieve?
Re-instatement of
high expectations
for all leaners.
Revisit
metacognitive
strategies to
support learning.
L
Support for
children to display
good attitudes for
learning through
consistent use of
the behaviour
policy.
What do we hope to achieve?
Children will need to speak about their experiences with specific focus on trauma informed approaches.
The use of a
variety of activities
(PSHE association,
KAPOW, Jigsaw)
will support
spiritual
development.
Check in boards to
support the
language of
emotional
wellbeing in
classrooms.
M
Support for
children to
rediscover their
inner resilience.
Autumn term recovery curriculum
The curriculum will be delivered in phases during the Autumn Term as detailed below. The length of the phases will be determined by the needs of the children. | <urn:uuid:ce556ba7-172e-4ddb-bbb1-590237fcb221> | CC-MAIN-2024-18 | https://www.crowleprimaryschool.com/serve_file/2879936 | 2024-04-25T11:15:56+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00742.warc.gz | 654,417,661 | 1,061 | eng_Latn | eng_Latn | 0.997135 | eng_Latn | 0.998589 | [
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