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Getting The Health Care You Need: Section 2
When To Talk To Or See A Health Professional
You can make good decisions about your health and your family's health. To make good health decisions, you need to know the following:
- how to treat yourself or your family,
- how to practice preventive health care to stay healthy,
- the difference between emergency and non-emergency situations, and
- how to make and keep an appointment with a health professional.
Regular Checkups/Preventive Care
Do you have regular checkups with your doctor and dentist even when you are not having problems? If you do, then you are getting preventive health care. Checkups tell health professionals about your health. If they find a problem, then they can help you.
Talk to your health professional about how often to have checkups. Most people should see a doctor once a year and a dentist every six months for checkups. Babies usually have checkups more often.
During a checkup, a doctor will examine you. The doctor may also do tests that screen for medical problems like high blood pressure, diabetes, and high cholesterol. Doctors may give you shots to prevent flu, tetanus, hepatitis, and other diseases. During a dental checkup, a dentist will examine your teeth, gums, and tongue, and a dental professional will clean your teeth.
Preventive care is more than having checkups. Preventive care is also how you take care of yourself between checkups. For example, you use sun block on your skin before spending time in the sun. You brush your teeth twice a day and use floss to keep your teeth and gums healthy.
Getting The Health Care You Need: Section 2, continued
Emergency Care
It is important to know the difference between health emergencies and non-emergencies. Sometimes people have very serious health problems that need immediate treatment by a health professional. Examples of emergencies are swallowing poison, having a very high fever, losing a lot of blood, breaking a bone, or having a heart attack. People with these kinds of serious problems need help right away. Someone may have to call an ambulance for emergency care. Paramedics or EMTs will come to treat the patient right away. They will also take the patient to the hospital if needed. You can also get emergency help at an immediate care center or hospital emergency room.
People can also have pain or accidents with their teeth. They should call a dentist right away if they have bad tooth pain or if a tooth breaks or is knocked out.
In an emergency, there are things you can do to help. For example, if your tooth is knocked out, put your tooth in a glass of milk and take it with you to the dentist. The dentist may be able to fix it. If someone swallows poison or too much medicine, take the bottle of poison or medicine with you to the hospital. Then the doctors will know how to help.
Getting The Health Care You Need: Section 2, continued
Self-Care And Non-Emergency Care
People can often treat small health problems themselves. For example, if you fall and hurt your ankle, you can put ice and a bandage on your ankle.
People often have things at home to treat small health problems. You may have bandages, ice packs, heating pads, and over-the-counter medications in your home. Over-the-counter medications are medications that you can buy without a prescription. These include pain and fever medications (like aspirin, Tylenol, and Advil), cold and allergy medications, cough medications, and antiseptics. You can ask a pharmacist which over-the-counter medicines to buy and how to use them.
If your problem does not get better or gets worse after you try to treat it yourself, then you should talk to or see a doctor. For example, if your ankle does not get better after you put ice and a bandage on it, then you should call your doctor. The doctor may examine you and do tests. The doctor will tell you what to do to feel better. You should follow all of the doctor's instructions. If you still don't get better, you should call the doctor again.
Making And Keeping An Appointment With A Health Professional
If you want to see a health professional, you might have to make an appointment. When you have an appointment, the health professional knows you are coming and will have time to see you. If you can't keep your appointment, then you should call right away. Health professionals want to know if you are not coming in.
Sometimes you don't have to make an appointment. Some clinics let patients walk in and wait to see the health professional who is in the clinic that day. | 1,736 | 988 | {
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The Number Seven 1
Warm-up
A six-digit number having 1 as its leftmost digit becomes three times bigger if we take this digit offand put it and the end of the number. What is this number?
1Problems from Numberphile and from the Berkeley Math Circle)
1 Dividing by Seven
Below, divide 100 .... 0000 (20 zeroes) by 7.
Do you see a pattern? What is it?
How could you have saved yourself work?
Now, on a piece of scratch paper, divide 20 ... 000 (20 zeroes), 30 ... 000 (20 zeroes), 40 ... 000 (20 zeroes), etc., by 7, and write your results in the table below.
10· · ·000 (20 zeros) ÷7
20· · ·000 (20 zeros) ÷7
30· · ·000 (20 zeros) ÷7
40· · ·000 (20 zeros) ÷7
50· · ·000 (20 zeros) ÷7
60· · ·000 (20 zeros) ÷7
70· · ·000 (20 zeros) ÷7
Therefore, the decimal representation of each fraction is as below:
1÷7
2÷7
3÷7
4÷7
5÷7
6÷7
7÷7
Now, on a separate sheet of paper, multiply 142857 by 1, 2, 3, 4, 5, 6, and 7, and look at the results.
2 Tricks with 142857
1. Split and add trick.
(a) Take the number 142857 and split it into three 2-digit by drawing three vertical lines. Add up the three numbers. What do you get?
(b) Take the number 142857 and split it into two 3-digit numbers by drawing one vertical line in the middle. Add up the two 3-digit numbers. What do you get?
(c) Take the number 142857 and write it twice. Split the resulting 12 digit number into 4-digit numbers. Add the 4-digit numbers. What do you get?
(d) Can you find a similar trick adding 5-digit numbers?
2. Multiplication trick.
(a) Pick any number.N between 1 and 100.
(b) Multiply 142857 by that number.
(c) If your answer has more than 6 digits, draw a line to the left of the 6 rightmost digits.
(d) Add together the numbers on the left and right of the line.
(e) Compare your answer to your neighbor's answer.
Try to predict which numbers N give you similar answers and which give you different answers.
3. Addition trick: Consider the following numbers, all permuted from each other.
142857
428571
285714
857142
571428
714285
Pick any two of the numbers on the list and add them up. Do you get anything interesting?
4. Doubling trick: Start with the number 14, double it to get 28, double that to get 56, and so on. Write each of these numbers in a long list, shifting over by 2 decimal places each time, as below.
Add up this list of numbers. What do you get?
3 Numbers other than Seven
Try some of the following division problems on scratch paper, and make up your own. What patterns do you notice? How can you predict whether the sequence of digits will terminate or repeat? | 1,287 | 737 | {
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Power Outage
Regardless of whether a power outage in your home happens because of a grid failure or severe weather like a hurricane, there are things you can do to stay safe and improve day-to-day life without electricity.
Power Outage Safety
* Keep extra cash on hand since an extended power outage may prevent you from withdrawing money from ATMs or banks.
* Keep a disaster supply kit handy with water, nonperishable foods, medicine, printed copies of essential documents, baby supplies, pet food, and more. See the full list here.
* Maintain a supply of flashlights, batteries, hand-crank cell phone chargers, battery, and solar-powered radios.
* Identify an alternative power supply for any family members who are dependent on electric medical equipment.
* Keep one or more coolers with an ample ice supply to keep your food cold in case a power outage is prolonged. Avoid storing perishable foods above 40 degrees Fahrenheit for more than two hours.
* Open your refrigerator or freezer only when necessary and seek guidance from your local officials to determine the average amount of time your food will remain safe in your area without power.
* Never use candles as they pose a dangerous fire hazard.
* Turn off any electrical equipment that was in use before the power outage but leave one light on to alert you when power resumes.
* Check on elderly neighbors, friends, or relatives who may need assistance if the weather is severe during the outage.
* During a power outage, resist the temptation to call 9-1-1 for information—use radios, online news sources, or social media channels for updates.
* Keep your car fuel tank at least half-full as gas stations rely on electricity to power their pumps.
* Be careful when driving through intersections as traffic lights may not be working.
* Once power is restored, wait a few minutes before turning on major appliances to avoid problems caused by a sharp increase in demand.
Power Outage
Generator Use and Safety Reminders
If you are using a portable power generator, thoroughly read and follow all manufacturers' instructions, and keep these safety tips in mind:
* Understand the primary hazards to avoid when using a generator—carbon monoxide (CO) poisoning from the toxic engine exhaust, electric shock/electrocution, and fire.
* Use gas-powered generators only in well-ventilated outdoor areas. Always operate the generator outdoors and away from open windows and doors -- NEVER operate it inside, including the basement, enclosed patio, or garage.
* Keep the generator dry to avoid electrocution.
* Plug appliances directly into the generator, or use a heavy-duty, outdoor-rated extension cord that is rated (in watts or amps) at least equal to the sum of the connected appliance loads. Check that the entire cord is free of cuts or tears and that the plug has all three prongs, especially a grounding pin.
* Only connect individual appliances to portable generators and never plug a generator into wall outlets. Plugging generators into the home's electrical system can feed electricity back into the power lines. Known as "backfeeding," this practice puts utility workers, your neighbors, and your family at risk of electrocution.
* Be sure to turn the generator off and let it cool down before refueling. Gasoline spilled on hot engine parts could ignite.
* Store fuel for the generator in an approved safety can. Use the type of fuel recommended in the instructions or on the generator label.
* Ask your local fire department if local laws restrict the amount of fuel you may store at your location. Store the fuel outside of living areas in a locked shed or other protected area. To guard against accidental fire, do not store it near a fuel-burning appliance, such as a natural gas water heater in a garage.
* Before the start of hurricane season, be sure to start your generator to ensure that it is working properly.
Remember to include power outage tips in your family disaster plan and update your plan each year. | 1,632 | 795 | {
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Albright-Knox
Art Gallery
Pre-visit Activity, Grades 6–12
Emotions and Scent
Out of Sight! Art of the Senses brings together contemporary works of art that actively engage with how our bodies meet the wider world through the five basic senses. In this exercise, students will explore how the brain associates smells with memories and emotions.
Activity
Additional Activities
The students can categorize those lists into a Venn diagram to demonstrate what emotions had overlapping scents.
Divide the students into small groups and assign each group an emotion. Examples may include: joy, happiness, surprise, anger, disgust, fear, sadness, contentment, anticipation, etc.
Ask each group to create a list of smells that remind them of that emotion. It may remind them of a certain food or a specific place. Encourage them to think of why that particular scent came to mind with that emotion.
Once the students have created their lists, have each group present to the rest of the class. While the students are sharing, they should write down any of the scents that repeat or are similar. This can lead to a discussion about why certain smells have collective connections to our emotions.
Add in a category of a visual art element (such as color or texture) to connect with each emotion.
(Math connection: Data analysis and probability)
(Visual Art connection: Relating artistic ideas with personal meaning and external context)
Ask the students to find a song that corresponds with their assigned emotion. They should note the tone, the lyrics, and the rhythm, and think of how those aspects of the song can help create a sense of emotion.
Nam June Paik (South Korean, 1932–2006). Installation view of Piano Piece, 1993. Closed-circuit video sculpture, 120 x 84 x 48 inches (304.8 x 213.4 x 121.9 cm). Collection Albright-Knox Art Gallery, Buffalo, New York; Sarah Norton Goodyear Fund, 1993 (1993:9a-ii). © 1993 Nam June Paik.
(Music connection: Influence of tempo and rhythmic unit in musical emotion)
Albright-Knox
Art Gallery
Post-visit Activity, Grades 6–12
Ask the students if any of the works surprised them and why. Do they think it is a good idea to introduce different senses other than sight in an artwork? Why or why not?
Have the students create works of art inspired by what they saw on their guided tour. Perhaps they can make works of art that one can touch, smell, hear, and taste!
Have the students look for found materials that they can use to make works of art (such as cardboard, beads, shoeboxes, feathers, Legos, straw, etc.).
Create a "larger-than-life" sculpture inspired by Robert Therrien.
Construct a work of art that invites the viewer to exit from one place to enter a new one, inspired by Felix GonzalezTorres.
Create a work of art that protrudes from the wall and uses lighting to create shadows, inspired by Robert Irwin.
Inspired by Takashi Murakami, invite your students to construct a short animation. Using whatever technology is available, use this artist as inspiration and combine the playful and the menacing nature of his works.
Collaborate with the music teacher at your school and create a work of art that introduces sound to the viewer.
If you have a Family and Consumer Science class, collaborate to create edible art! Yum!
Robert Therrien (American, born 1947). Installation view of No title (folding table and chairs, beige), 2006. Paint, metal, and fabric; table: 96 x 110 x 110 inches (243.8 x 279.4 x 279.4 cm); four chairs: 104 x 64 x 72 inches (264.2 x 162.6 x 182.9 cm) each, unfolded. Collection Albright-Knox Art Gallery, Buffalo, New York; Sarah Norton Goodyear Fund, 2007 (2007:1a-e). © Robert Therrien / Artists Rights Society (ARS), New York. | 1,683 | 862 | {
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Orange Unified School District
UNITED STATES HISTORY
(Year Course)
GRADE LEVEL: 8
PREREQUISITES: None
INTRODUCTION TO THE SUBJECT:
Students in grade eight study the ideas, issues and events from the framing of the Constitution up to World War I, with an emphasis on America's role in the war. After reviewing the development of America's democratic institutions founded in the Judeo-Christian heritage and English parliamentary traditions, particularly the shaping of the Constitution, students trace the development of American politics, society, culture and economy and relate them to the emergence of major regional differences. They learn about the challenges facing the new nation, with an emphasis on the causes, course and consequences of the Civil War. They make connections between the rise of industrialization and contemporary social and economic conditions. During this course the students will concentrate on the critical events of the period from the framing of the Constitution to World War I. Students should also master the social studies skills, including research skills and vocabulary necessary to successfully accomplish the goals of the course.
ADOPTED TEXT: The American Journey. Appleby, Joyce, Alan Brinkley, Albert S. Broussard, James M. McPherson, Donald A Ritchie. McGraw Hill Glencoe © 2006.
(SDAIE) Explore the United States, Langston, Leila A. Ballard & Tighe © 1998.
FIRST TRIMESTER
ASSESSMENT BLUEPRINT:
POSSIBLE GUIDING QUESTIONS:
1. Why did the colonists resist old ideas and embrace new ones (religious, political and social) and how did resistance shape the new United States government?
2. How did the foundations of the American nation reflect both continuity and change with regard to the roles and responsibilities of both government and citizens?
Essential Learning: Students relate the founding of the nation to the development of American constitutional democracy.
Essential Learning: Students understand the political principles underlying the U.S. Constitution.
SECOND TRIMESTER ASSESSMENT BLUEPRINT:
POSSIBLE GUIDING QUESTIONS:
1. As the country's territory expanded, in what ways did American regionalism, government, and foreign relations change?
2. How did territorial growth unite or divide the nation?
THIRD TRIMESTER ASSESSMENT BLUEPRINT:
POSSIBLE GUIDING QUESTIONS:
1. What did progress mean to Americans from 1860 to 1900?
2. How did the Civil War and industrialization of the United States change the economy, society, and politics of the nation?
Trimester 3 Topics
Text
Standards
Time
Essential Learning: Students analyze causes and key events of the Civil War.
Civil War, nullification and state's rights, Abraham Lincoln
Chapter 13
and speeches, key battles, technological advances, Lee's
8.10.1
8.10.4
surrender
(SDAIE text)
Chapters 11-13
8.10.6
Essential Learning: Students analyze Reconstruction and its lasting consequences.
Reconstruction, effects and consequences of Reconstruction,
Chapter 14
8.11.1
Freedman's Bureau, Jim Crow laws, new Constitutional amendments, end of Reconstruction
(SDAIE text)
Chapter 13
8.11.2
8.11.3
8.11.5
CST prep, review, testing
3 weeks
Essential Learning: Students analyze changing social and political conditions after the Industrial Revolution.
1 week
2 weeks
Final Projects, End of Year activities Trimester Exam during Week 11
DATE OF CONTENT REVISION:
October 2010
DATE OF BOARD APPROVAL:
October 21, 1999
CALIFORNIA CONTENT STANDARDS: GRADE 8
# of
%
CALIFORNIA CONTENT STANDARDS: GRADE 8
# of
%
# of
***The analysis skills are embedded in 19 (25%) of the content items for grade 8.
© California Department of Education | 1,987 | 828 | {
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GEOGRAPHY TRIVIA QUESTIONS IX
( www.TriviaChamp.com )
1> What is the only European country that still has territory on the South American continent?
a. France
b. Great Britain
c. The Netherlands
d. Portugal
2> Of the "lower 48", which American state's Smith County is smack dab in the middle at the geographic center?
a. Iowa
b. Kansas
c. Indiana
d. Nebraska
3> The US may be the land of the free, but what country's name was changed in 1939 to a name meaning "land of the free"?
a. Taiwan
b. Sri Lanka
c. Thailand
d. Congo
4> What tiny Caribbean country has produced two Nobel Prize winners, writer Derek Walcott and economist Arthur Lewis?
a. Jamaica
b. Trinidad and Tobago
c. St. Lucia
d. Antigua
5> What is the only Central American country in which you cannot go for a swim in the Caribbean?
a. El Salvador
b. Costa Rica
c. Guatemala
d. Nicaragua
6> Naturally enough, you'd find a radio station called WING in what home to the Wright Brothers?
a. Erie, Pennsylvania
b. Dayton, Ohio
c. Kitty Hawk, North Carolina
d. Omaha, Nebraska
7> England, Scotland and Wales are Great Britain. Lesser Britain is better known as Brittany. Where is Lesser Britain?
a. Ireland
b. Germany
c. France
d. Norway
8> What place's name may mean "place of drunkenness," in reference to a supposed incident in which Henry Hudson got wasted with the local chiefs?
a. Tallahassee
b. Manhattan
c. Chicago
d. Toronto
9> Until 2011, what had been the only nation with a monochrome flag? (It was solid green.)
a. Libya
b. Uzbekistan
c. Nepal
d. South Africa
10> Little Diomede Island is an American island, and it is less than three miles from which country?
a. Canada
b. Russia
c. Cuba
d. Mexico
11> What continent's only real river is the Onyx River, which feeds Lake Vanda?
a. Africa
b. Australia
c. Antarctica
d. South America
12> What country occupies 80 percent of the Iberian Peninsula?
a. Denmark
b. Scotland
c. Spain
d. Greece
13> Known locally as the Coat Hanger, what city's Harbor Bridge had future movie star Paul Hogan as one of its welders?
a. Sydney
b. San Francisco
c. New York City
d. London
14> Apulia is the "heel" and Calabria is the "toe" of what peninsula?
a. Greece
b. Italy
c. Denmark
d. Crimea
15> What country turned the G7 into the G8?
a. Italy
b. Russia
c. Canada
Answers:
1> France - That would be French Guiana, which is part of France the way Hawaii is part of the US.
2> Kansas - It is near the town of Lebanon on the Nebraska border. The geographic centre of North America is next door in Osborne County, to the south.
3> Thailand - It had been called Siam.
4> St. Lucia - Arthur Lewis won the 1979 Nobel Prize for Economics, while in 1992 Derek Walcott won the Nobel Prize for Literature.
5> El Salvador - It does border the Pacific, though, so you can swim there.
6> Dayton, Ohio - It's the seat of Montgomery County.
7> France - Once a kingdom and a duchy, it is found on a French peninsula and is clinging to Breton, a dying Celtic language.
8> Manhattan - That was back in 1610.
9> Libya - In 2011, the country brought back the 1950s flag of the Kingdom of Libya.
10> Russia - Russia's Big Diomede Island is just 2.5 miles from Alaska's Little Diomede, which are also on opposite sides of the International Date Line.
11> Antarctica - It is said to be the only river in world flows inland from the sea.
12> Spain - Portugal is the rest. The peninsula is separated from the rest of Europe by the Pyrenees Mountains.
13> Sydney - Sydney Harbour Bridge is often lit up as New Year's Eve fireworks go off, producing a spectacular sight, given the nearby opera house.
14> Italy - Apulia, or Puglia in Italian, is so strategically important it has made it a target for invaders for centuries.
15> Russia - It joined in 1997.
Links to Free Trivia on the Net
Movie Trivia Movie Trivia Questions Elvis Trivia Questions Beatles Trivia Questions | 1,960 | 1,013 | {
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Keeping a denture or bridge clean
Why is cleaning important?
Just like natural teeth, dentures and bridges collect bits of food, plaque (a sticky film, mostly made up of bacteria) and tartar (hardened plaque). By keeping them clean, you can stop decay in any remaining natural teeth, help prevent gum disease (which can lead to tooth-loss) and reduce the risk of bad breath (halitosis). It's also good for your comfort and appearance to clean dentures, as dirty dentures can make your mouth swollen and sore.
Cleaning a denture is quite easy because, of course, you can take it out of your mouth. Cleaning all round and underneath a fixed bridge is harder. Your dentist or hygienist will show you how to do it.
How do I look after a denture?
* Clean the denture over a basin of water so that it does not break if you drop it.
* Brush the denture inside and out every day. Use a soft-to-medium brush so that you do not scratch the denture. Use your normal toothpaste, or soap and water. Then rinse the denture.
* Ask your dentist about denture-soaking solutions. Soaking a denture will not clean it. You also need to brush it. Rinse the denture before you put it back in your mouth.
* Ideally, dentures should be left out of the mouth for several hours in every twenty-four, preferably over night. However, if you find this impractical or embarrassing, you should still make sure you clean your dentures by brushing with toothbrush and toothpaste.
* Keep a denture in a denture-soaking solution when you are not wearing it. These solutions are mild disinfectants available at all chemists' shops.
How do I clean a bridge?
* How you clean will depend on where the bridge is in the mouth and its design. As well as normal brushing with a fluoride toothpaste and flossing at each end of the bridge, you need to keep the bridge clean underneath.
You might use:
* floss with a threader or a special floss with a stiff end which you can poke underneath the bridge and pull through
* 'bottle brushes' (your dentist will tell you what size and shape to buy)
* water jets - sending a stream of water underneath the bridge.
What are the benefits?
* By keeping a denture or bridge clean, you help keep your gums and teeth healthy and avoid bad breath.
* People who wear dentures sometimes get an infection called oral thrush. Thrush is more likely if you wear the denture all the time.
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Year 1 Weekly Homework Week 4
Rights Respecting Article 28 - Every child has the right to an education.
Global Goal 4: Quality Education
MATHS
Counting in 2s, 5s and 10s - https://www.youtube.com/watch?v=Ftati8iGQcs&list=PLM95cb_Szq3am4n6jJw127QbBlDivZgIc
https://www.youtube.com/watch?v=EemjeA2Djjw https://www.youtube.com/watch?v=GvTcpfSnOMQ
Practise number bonds - ways of making 5, 10 and 20
Practise using coins at home to make different amounts of money.
Practise 2, 5 and 10 times tables with division facts.
Maths Daily Lessons (Mon 8th May - Friday 12th May)
Measurement Oak Academy Lessons:1-5
https://classroom.thenational.academy/units/measures-length-9abe
LITERACY
Spellings:
pulled heaved tugged yanked would move an
Make sure you check the meaning of all new words in a dictionary.
Literacy Daily Lessons (Mon 8th May - Friday 12th May)
Oak Academy Lessons: 1-5
https://classroom.thenational.academy/units/instructions-how-to-make-a-paper-crown-aa36
Reading - select a book of your choice https://www.purplemash.com/sch/osmani
Phonics - see weekly links (text message)
SCIENCE
Plants all around us
Deciduous and Evergreen Trees https://classroom.thenational.academy/lessons/what-is-the-difference-between-deciduous-and-
evergreen-trees-c5j6ar
Geography
Where is your fruit from?
In which countries do different fruits grow?
Find the different countries in which these fruits grow on a world map.
kiwis- New Zealand, melons- Thailand, coconuts- Malaysia, grapes- Spain, grapefruits- Barbados
RE
How do Muslims welcome a new baby? What happens at the Aqiqah ceremony? Watch the video clip and find out more information.
https://www.youtube.com/watch?v=ya5wYKKT4kc
Write to explain why Muslims have an Aqiqah ceremony and what happens during the ceremony.
.
PE- Daily workouts
Creative Arts/DT/Music
Find a leaf either in your garden or in the park. Look at it very closely and notice all the different features it has. Use different mark making mediums you have in your house to create leaf rubbings.
Drawing
https://classroom.thenational.academy/lessons/observational-drawing-6th3ac
Tower Hamlets Music Service Lessons with Cynthia
https://towerhamlets.app.box.com/s/jtw540rixq8h7k4dtihndkbtu7s0y6d5
Music Exploration Online
https://musiclab.chromeexperiments.com/
Scrap Colouring http://scrapcoloring.com/texts/coloring-pages
Design Museum
https://designmuseum.org/whats-on/families/create-and-make/create-and-make-at-home
PSHE
Relationships: People who help us.
Look at the different scenarios. Decide for each one, who could help you if you were in that situation.
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HISTORY
Who was the hero: Richard or Saladin? BRITAIN 1500-1900 How do we know if Henry VIII was a good King? Why did Henry want to end the Pope's control over the Church? Does Bloody Mary deserve her nickname? Should Mary Queen of Scots be executed? Why did Edmund and Ralph end up at War? (the English Civil War) Oliver Cromwell: hero or villain? Did the Pendle Witches receive a fair trial? How did the Romans keep control? Was life in Roman Britain good for everyone? Why did Spain want to take over the Aztec Empire and what were the results? Why did slavery happen? Why were slave conditions so dreadful? Why was the slave trade abolished? Why is Harriet Tubman so significant? Who did child labour benefit? Did the Industrial Revolution improve everyday life? What impact did Titus Salt have on life in Bradford?
Why did the Second World War become a World War? Pearl Harbour and the Japanese Prisoner of War camps
What were the key events of the Troubles? How did the Troubles come to an end, and is there lasting peace in Northern Ireland?
'America was right to drop the atomic bomb.' How far
do you agree?
When was the world closest to nuclear war? The
Cuban Missile Crisis
HOLOCAUST
What is the background to the Holocaust?
Why were Jews persecuted in Nazi Germany?
Why were Jews placed in ghettos?
How did the Final Solution happen?
How did the Jews fight back?
CIVIL RIGHTS
What are civil rights and why are they important? 'Women achieved the vote because of the Suffragette campaign.' How far do you agree? Did Emily Davison intend to kill herself? What is the background to the campaign for black civil rights in America? Who were the Ku Klux Klan and what impact did they have on Black America? Why is the story of Rosa Parks so important? How and why did the Civil Rights movement achieve change in the 1950s and 1960s? 'Martin Luther King achieved more than Malcolm X in civil rights for black Americans.' How far do you agree with this view? Why did black people turn to Black Power? How far have women's rights improved in the 20 th and early 21 st century? What is the history of gay rights in the UK?
SECOND WORLD WAR/COLD WAR
Why were childrens' experiences of Evacuation so different?
SECOND WORLD WAR/COLD
WAR Why were childrens' experiences of Evacuation so different? How did the British people survive the Blitz? What impact did the Second World War have on everyday life?
HOLOCAUST What is the background to the Holocaust? Why were Jews persecuted in Nazi Germany? Why were Jews placed in ghettos? How did the Final Solution happen? How did the Jews fight back?
How far did life improve for
Key Stage 5
How were cults of personality used? How effective was Soviet government control over culture and the arts? How successful was the Soviet government in providing social security for the people between 1917 and 1985? What were the key features of social stability under 'developed socialism'? How far did the role and status of women change under Soviet rule? How and why did Government attitudes towards the family change? How successful were Soviet government attempts to improve the provision of education?
CHINA How successful were the Communists in creating a political system that would give them control of power? To what extent did the status of women change between 1949 and 1976? How successful were the changes made to education and health provision? Why did the Communists attempt to change Chinese culture? How did the Communists seek to destroy the practice of religion?
How successful was the Soviet government in providing social security for the people between 1917 and 1985? What were the key features of social stability under 'developed socialism'? How far did the role and status of women change under Soviet rule? How and why did Government attitudes towards the family change? How successful were Soviet government attempts to improve the provision of education?
CHINA To what extent did the status of women change between 1949 and 1976? How successful were the changes made to education and health provision? | 1,863 | 876 | {
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sequence overview
Matter and relativity
Background
These SPICE resources are intended to assist teachers when teaching aspects of physics that have not previously been included in Western Australian syllabuses. This includes concepts related to the standard model of fundamental particles and force, and Einstein's special and general theories of relativity.
Where possible, the resources include elements of the constructivist learning approach based on the 5-E model — Engage, Explore, Explain, Elaborate and Evaluate. However, it is not feasible to align each learning activity with all five elements of the model, within the teaching time available.
Purpose
These learning resources enable students to:
* extend their understanding of subatomic particles to include neutrinos and quarks;
* describe qualitative aspects of special relativity, such as reference frames and the equivalence of mass and energy; and
* describe qualitative aspects of general relativity, such as effect of gravity on time.
Learning resources
Matter and relativity 1: Quarks
Quarks consists of a teachers guide, fact sheet and presentation.
The presentation contains images, facts and questions to enable students to understand and explain the structure of matter. The fact sheet provides students with information about the Large Hadron Collider: what it is; where it is located; what it does; and what physicists hope to learn from using it. See the teachers guide for detailed information on the purpose and use of this resource.
Matter and relativity 2: Introduction to relativity
Introduction to relativity consists of a teachers guide, two presentations and a student worksheet.
Students use the presentations and worksheet to explore and explain aspects of Einstein's special and general theories of relativity. See the teachers guide for detailed information on the purpose and use of this resource.
Matter and relativity 3: Satellite clocks
Satellite clocks consists of a teachers guide, interactive learning object and student worksheet.
Students use an interactive learning object to explore effects of speed on time (special relativity) and effects of gravity on time (general relativity) for an Earth-orbiting satellite. See the teachers guide for detailed information on the purpose and use of this resource.
Matter and relativity 4: Measuring time
Measuring time consists of a teachers guide, background sheet and three minute video.
The video, Measuring time, draws together many concepts of modern physics, including special and general relativity, quarks, and some interesting aspects of cosmology. It features Professor Andre Luiten's research at The University of Western Australia to construct the world's most accurate clock. See the teachers guide for detailed information on the purpose and use of this resource.
Acknowledgements
Banner image: Composite image of the Crab Nebula (X-ray: NASA/CXC/SAO/F.Seward; Optical: NASA/ESA/ ASU/J.Hester & A.Loll; Infrared: NASA/JPL-Caltech/ Univ. Minn./R.Gehrz)
Thanks to Professor Ian McArthur and Professor Andre Luiten, School of Physics, The University of Western Australia.
Designed and developed by the Centre for Learning Technology, The University of Western Australia. Production team: Graham Baker, Leanne Bartoll, Alwyn Evans, Jenny Gull, Trevor Hutchison, Paul Ricketts and Michael Wheatley, with thanks to Fred Deshon, Roger Dickinson, Bob Fitzpatrick, Warwick Mathews, Richard Meagher and Wendy Sanderson.
SPICE resources and copyright
All SPICE resources are available from the Centre for Learning Technology at The University of Western Australia ("UWA"). Selected SPICE resources are available through the websites of Australian State and Territory Education Authorities.
Copyright of SPICE Resources belongs to The University of Western Australia unless otherwise indicated.
Teachers and students at Australian schools are granted permission to reproduce, edit, recompile and include in derivative works the resources subject to conditions detailed at spice.wa.edu.au/usage.
All questions involving copyright and use should be directed to SPICE at UWA.
Web: spice.wa.edu.au
Email: firstname.lastname@example.org
Phone: (08) 6488 3917
Centre for Learning Technology (M016) The University of Western Australia 35 Stirling Highway Crawley WA 6009 | 1,963 | 860 | {
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What Third Graders are Learning in Writing
(Based on the Grade Expectations for Vermont Framework of Standards and Learning Opportunities
)
THE WRITING PROCESS
We are learning to:
Pre-write: brainstorm/discuss, diagrams, mapping.
Draft: Use the hand paragraph or painted essay.
Revise: Teacher corrects spelling and mechanics.
Edit/Critique: Teacher conferences with student to make suggestions.
Publish: Rewrite for a presentation to the class, on a bulletin board, or at writer's evenings.
WRITING CONVENTIONS
We are learning to:
* Write contractions with and apostrophe and common abbreviations with a period
* Use capital letters for the beginning of sentences and names
* Use end punctuation correctly in simple sentences (period, question mark, exclamation point)
* Recognize indentations for new paragraphs
* Write a variety of complete simple sentences
SPELLING
We are learning to:
* Correctly spell grade appropriate, high-frequency words
* Identify words that might be misspelled
* Use word patterns to correct spelling
* Correctly spell common homophones
WRITING IN RESPONSE TO LITERATURE
We are learning to:
* Connect what has been read to prior knowledge and other texts
* Set context using author, title, and one reference to what text is about
* State a focus when responding to a given question
* Make inferences about content, events, characters, or setting
* Use prior knowledge, details and references to text to support focus
* Organize ideas using basic transition words
* Have a concluding statement or sentence
REPORT WRITING
We are learning to:
* Use basic transition words
* Group ideas into a beginning, middle and end
*
* Include details or information relating to the topic and focus
Establish a topic and state a focus
* Include details for appropriate depth of information (naming, describing)
NARRATIVE WRITING
We are learning to:
* Use details in our writing
* Create a clear, understandable story line with a beginning, middle, and an end
* Identify characters
PROCEDURE WRITING
We are learning to:
* Use numbering or words to arrange the steps in a logical manner
* Provide a purpose for the procedure with clear directions
* Use relevant vocabulary
* Provide a concluding statement
* Provide a list of materials to be used
EXPRESSIVE WRITING
We are learning to:
* Use details to establish a purpose
* Make connections between personal experience and ideas
* Establish a focus when responding to a given question or idea
* Exhibit techniques for reflecting on thoughts or feelings
* Show evidence of individual voice
*
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GCE Examinations
Statistics Module S2
Advanced Subsidiary / Advanced Level
Paper C
Time: 1 hour 30 minutes
Instructions and Information
Candidates may use any calculator except those with a facility for symbolic algebra and / or calculus.
Full marks may be obtained for answers to ALL questions.
Mathematical and statistical formulae and tables are available.
This paper has 7 questions.
Advice to Candidates
You must show sufficient working to make your methods clear to an examiner. Answers without working will gain no credit.
Written by Shaun Armstrong & Chris Huffer
Solomon Press
These sheets may be copied for use solely by the purchaser's institute.
PMT
1. (a) Explain briefly what you understand by the terms
(i) population,
(ii) sample.
(2 marks)
(b) Giving a reason for each of your answers, state whether you would use a census or a sample survey to investigate
(i) the dietary requirements of people attending a 4-day residential course,
(ii) the lifetime of a particular type of battery.
(4 marks)
2. The manager of a supermarket receives an average of 6 complaints per day from customers.
Find the probability that on one day she receives
(a) 3 complaints,
(3 marks)
(b) 10 or more complaints.
(2 marks)
The supermarket is open on six days each week.
(c) Find the probability that the manager receives 10 or more complaints on no more than one day in a week.
(4 marks)
3. The sales staff at an insurance company make house calls to prospective clients. Past records show that 30% of the people visited will take out a new policy with the company.
On a particular day, one salesperson visits 8 people. Find the probability that, of these,
(a) exactly 2 take out new policies,
(3 marks)
(b) more than 4 take out new policies.
(2 marks)
The company awards a bonus to any salesperson who sells more than 50 policies in a month.
(c) Using a suitable approximation, find the probability that a salesperson gets a bonus in a month in which he visits 150 prospective clients.
(5 marks)
PMT
4. A rugby player scores an average of 0.4 tries per match in which he plays.
(a) Find the probability that he scores 2 or more tries in a match. (5 marks)
The team's coach moves the player to a different position in the team believing he will then score more frequently. In the next five matches he scores 6 tries.
(b) Stating your hypotheses clearly, test at the 5% level of significance whether or not there is evidence of an increase in the number of tries the player scores per match as a result of playing in a different position.
(5 marks)
5. The continuous random variable X has the following cumulative distribution function:
(a) Find P(X
(b) Find and specify fully the probability density function f(x) of X. (4 marks)
(c) Show that the mode of X is 2.
(6 marks)
(d) State, with a reason, whether the median of X is higher or lower than the mode of X.
(1 mark)
Turn over
PMT
6. A shop receives weekly deliveries of 120 eggs from a local farm. The proportion of eggs received from the farm that are broken is 0.008
(a) Explain why it is reasonable to use the binomial distribution to model the number of eggs that are broken in each delivery.
(3 marks)
(b) Use the binomial distribution to calculate the probability that at most one egg in a delivery will be broken.
(4 marks)
(c) State the conditions under which the binomial distribution can be approximated by the
Poisson distribution.
(1 mark)
(d) Using the Poisson approximation to the binomial, find the probability that at most one egg in a delivery will be broken. Comment on your answer.
(5 marks)
7. The random variable X follows a continuous uniform distribution over the interval [2, 11].
(a) Write down the mean of X.
(1 mark)
(c)
Find P(
|
X
−
5
|
< 2).
(2 marks)
The random variable Y follows a continuous uniform distribution over the interval [a, b].
(d) Show by integration that
(e) Hence, prove that
Var(
Y
) =
2
12
1
(
b
−
a
)
.
You may assume that E(Y ) = 2 1 (a + b).
(4 marks)
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Younger children tend to make more informed decisions
19 July 2018
Credit: CC0 Public Domain
A new study from the University of Waterloo has found that in some ways, the older you get the worse your decision making becomes.
The study established that younger children seem to make slightly better decisions than older children. The older children get, the more they tend to ignore some of the information available to them when making judgements, which though efficient can also lead to mistakes.
"It is good for us to know that kids at different ages don't necessarily treat all information similarly when we set out to teach them new things," said Stephanie Denison, an associate professor in the Department of Psychology, who co-authored the study with Ph.D. student Samantha Gualtieri. "Children maybe aren't taking all the information we are giving them at face value. They may be thinking about it in their own way and using the data in the way they think makes the most sense, which is important for parents and teachers to understand," says Gualtieri.
"Our research shows that children around four- years-old are starting to use these shortcuts, but by six-years of age they're using them at levels as high as adults."
In two experiments, 288 children were assessed to determine whether they used numerical, social, or both types of information when making judgments. Ninety-five per cent of the six-year-olds depended on only the social information to make a judgement compared to 70 per cent of five-year-olds and 45 per cent of four-year-olds. The younger children were more likely to take both pieces of information into account.
The researchers do not deem older children's overuse of social as negative, it simply shows how children weigh information when making decisions. Adults also tend to not use all the information at their disposal when making judgments, possibly because it is time-consuming and requires lots of mental energy.
"So, while using these shortcuts is actually very efficient, we need to be aware that they can introduce errors," said Denison. "Therefore, sometimes we should be thinking harder and taking the time to put together all of the information.
"How much time you spend on processing information might depend on the importance of the judgement or the decision you're making. So, thinking about where you want to spend the time is really important."
The study, The development of the representativeness heuristic in young children, was published recently in the Journal of Experimental Child Psychology.
More information: Samantha Gualtieri et al, The development of the representativeness heuristic in young children, Journal of Experimental Child Psychology (2018). DOI: 10.1016/j.jecp.2018.05.006
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Boonsboro Elementary 3rd Grade News
Week of September 7—11, 2015
LANGUAGE ARTS and READING
Science:
SOLs: 3.1, 3.4, 3.5
MATH SOL: 3.1
The students will not have a spelling list this week because of the four day week. Check over lasts week's test in folder. Many students are having trouble sorting by the feature.
The students continue to work daily on a passage in their notebook to explore the many ways to look at and learn from written text. This week we are looking at a thank you letter.
For reading this week , we will be reading about an assigned holiday and sharing our findings with the class to better understand our national holidays.
We will also do a scored writing assessment about our favorite holiday and why.
The students have a new reading log in their AR folder. I will evaluate their reading from the last two weeks and give you a scored report in the Wednesday folder. Remind your child to take the AR test after completing the book.
Mrs. White
We are finishing SOL 3.1 this week. The test for this SOL will be next Monday. This week we are focusing on the rounding portion of SOL 3.1. Students will be rounding to the nearest ten, hundred and thousand in numbers up to 9,999.
IXL homework continues, and students should be writing in their log each night. They should keep track of the assignments the do on the page that will be turned in bi-monthly. They keep track of their 100% completes on the stapled page. If you have questions, feel free to call me.
**Mrs. Cope**
SOL 3.7
We are finishing our study of SOIL this week. We will have a quiz on Friday that will cover the 4 parts of soil, the layers of soil, the importance of soil and soil as a natural resource.
**Mrs. Cope**
Social Studies SOL 3.11
The students will be reading about National Holidays and sharing their knowledge with the other students in the classroom. They will be able to tell when they are celebrated and the reason for the holiday.
Mrs. White
Corrections can be made on any papers in the Wednesday Folder that your child feels could use a grade improvement. Any and all corrected assignments should be returned within a week.
If an assignment says, "Correct and Return," it is expected that the student do those corrections and return them to school.
Please contact us an ytime at our email:
September 9, 2015
Upcoming Events:
September 17—Back to School Night
September 18—Fundraiser Kick Off Assembly.
September 24—Picture Day
Make sure you are looking over your child's agenda in the Binder nightly. Be sure assignments are completed and check for any notes from the teacher. Don't hesitate to write notes back to the teacher in the agenda with questions or concerns.
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Manifesting Your Intentions:
Clutter-Busting
It is more likely that if you make a list of things to do, the tasks on the list will be accomplished. Lists help us focus and manifest our intentions. We think about what we need to do, visualize ourselves doing it, then write down that we need to do it. My favorite part is crossing things off the list – I love accomplishing intentions! It generally never occurs to us that we can't accom plish what is on our list. No matter how small the task, or how large, if it's on the list, we'll get it done. We're sure of it, we see it happening, we may even prioritize the order in which our goals will be accomplished. And one by one, the tasks on the list are done – as if by magic!
In feng shui, there is an extra boost available for mani festing one's intentions. It's called the Three Secrets Reinforcement. This entails using the mind to visual ize what it is that you want, verbally stating what it is that you want, and finally, using the body in a move ment of some sort to symbolize your intention. This movement can be a mudra – a symbolic hand position or gesture; another movement that means something to you – like crossing yourself; or anything at all – like dancing a little jig. It can also be the movement re quired to write it down.
Taking this idea a step further, we can more easily accomplish our tasks on our list of intentions if we are organized. Having to climb over dirty clothes and old newspapers may make it more difficult to vacuum the floor. If, however, we've cleared out clutter, vacu uming is accomplished in no time at all. Clutter can inhibit accomplishing tasks. If your desk is cluttered it gets very difficult to handle paying your bills. If your kitchen is a mess, cooking may take longer because you have to clean the items needed to complete the preparation. If your garage is a mess, you may not be able to fix the lawn mower.
Clutter often insulates us from being able to focus our intentions enough to manifest what we want or need in our lives. If we keep outdated documents, unused clothing, inherited knick-knacks, meaningless photographs, etc., in our environments, they begin to be so overwhelming that we no longer feel the need to accomplish tasks. Everything is just "too much"
to think about. So clearing clutter helps us focus and manifest our intentions. So check out what's lurking in your closets, hiding in your drawers, taking up all your table tops and start whittling it down.
Once your environment is organized and clutter is minimized on the inside, you also need to look at what is happening on the outside. Are your trees, shrubs, or gardens overgrown? Are they out of control or neatly trimmed and supporting your curb appeal? What's going on with your vehicle? Is it full of trash? Is the trunk or glove compartment an overstuffed hodgepodge of things you've been meaning to clear out of there?
Don't forget to check out what's in your purse, brief
case, or backpack. Clear the clutter from your address book, day runner and wallet. Delete all extraneous documents from your computer or blackberry. Check your junk drawer, your jewelry box, under your bed, your medicine cabinet – leave no clutter un-busted. If it feels overwhelming, try to do only one drawer, or one shelf, or one cabinet at a time. If you really enjoyed it, you can continue, but limit yourself to an hour. Then reward yourself for your accomplishment. Take up more clutter busting the next day. You can even clutter-bust while you're on the phone! To get started, simply evaluate each item you find and ask yourself these questions: 1) Do you love it?; 2) Do you use it?; and 3) If it's broken, will you fix it NOW? Then get three good-sized boxes, bags or baskets and create three piles. If all three of your answers were "yes" then put the item where it belongs. If any of your answers were "no" put it in one of these three piles: Sell, Give Away, or Throw Away.
Once your clutter is cleared you will find that focus ing and manifesting your intentions becomes easier. It will stay that way until the clutter gains ground again, so schedule yourself quarterly clutter-busting sessions. Then make your list and manifest your intentions!
___________________________________________
Trisha Keel of Tomorrow's Key has been practicing the art and science of feng shui since 1995. She was certified by James and Helen Jay, who were trained by Grand Master Thomas Lin Yun, the man who brought feng shui to the Western world. Email Trisha at firstname.lastname@example.org.
— # —
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Day 2 Family Session 3
Topic/Subtheme: Family members and their occupations
Proficiency Level: novice low
Grade Level: 8th grade
Time frame: 50 minutes
Learning Objectives:
Students will be able to ask for and give information about family members' occupations
```
Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2
```
Materials: ppt, handouts, word cards
```
做，工作，什么，医生，律师，商人，工程师， 家庭主妇 你+family member +做什么工作？
```
```
Key vocabulary/structures: 他/她是____
```
Procedures:
1. Warm up (5 min.):
Class Chant
Review counting 1-10 with gestures
2. Practice:
Presentation 1 (13 min.):
Review the contents of the first two sessions
Student Centered Activity 1:
Each student interviews 5 classmates to find out how many family members they have and who are they
Presentation 2 (20 min.)
Using TPR to introduce occupations
Student Centered Activity 2:
Am I a (occupation)? Students each assume one with certain occupation, but they don't know what, they have to find out by ask a lot of questions
Student Centered Activity 3:
Students ask each other what the occupations of their parents, then tell the class
Assessment (10 min.)
Students pick one of the students they interviewed and write a report about that students' family and their occupation and report to the class.
3. Closure (2 min.): remind the students about homework and classroom chant.
Day 4 Hobbies Session 1
Topic/Subtheme: Sports and Hobbies
Proficiency Level: novice low
Grade Level: 8th grade
Time frame: 50 minutes
Learning Objectives:
Students will be able to express your hobbies and exchange information with others
Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1
Materials: realia, ppt, handouts, word cards
Key vocabulary/structures:
毽子，听音乐，打球，网球，篮球，足球，棒球，美式足球，喜欢，什么，你，我 你喜欢。。。吗？ 你喜欢做什么？
Procedures:
1. Warm up (5 min.):
Class Chant
Review date, time
2. Practice:
Hook: 踢毽子
Presentation 1 (13 min.):
Use realia and TPR to teach all kinds of ball games and the concepts of 打 and 踢
Student Centered Activity 1:
Students ask each other if they like to engage in playing all kinds of balls
Presentation 2 (20 min.)
Introduce terms of all hobbies that the students engage in
Student Centered Activity 2:
Students ask each other what kind of hobbies they have
Assessment (10 min.)
Students interview each other about what they and their family like to do on the week end, then report to the class.
3. Closure (2 min.): classroom chant.
Day 7 Shopping in Beijing Session 2
Topic/Subtheme: clothing items and colors
Proficiency Level: novice low
Grade Level: 8th grade
Time frame: 50 minutes
Learning Objectives:
Students will be able to identify names of colors in Chinese
Students will be able to express their likes and dislikes regarding to clothes and colors
Students will be able to describe a person's outfit
Standards: 1.1, 1.2, 1.3, 2.1, 3.1
Materials: realia, ppt, handouts, color cards
Key vocabulary/structures:
颜色，黄色，红色，蓝色，绿色，咖啡色，黑色，白色，粉红色，橙色，紫色 大/中/小号
你要大好的中好的还是小号的？
你要红色的还是蓝色的？
Procedures:
1. Warm up (5 min.):
Review clothing items and measure words by asking students tell what their classmates are wearing
2. Practice:
Presentation 1 (10 min.):
Introducing colors while review clothing items and measure words
Student Centered Activity 1:
Pair work: students counting how many different colored Skittles they have
Presentation 2 (5 min.)
Teach 还是 with a variety of examples
Student Centered Activity 2:
Students continue with their Skittle activity by asking their partner whether they like red or green skittles
Presentation 3 (15 min.)
Continue to introduce more colors while review clothing items and measure words
Student Centered Activity 3:
"Guess who I'm thinking about" One student draw a name of a classmate, other students ask questions about what that student is wearing to find out who s/he is.
Assessment (15 min.)
Students are given the head shots of Robert Pattison and Kristen Steward and a lot of cutouts of clothing items. They assume roles of celebrity stylists. In pairs, they negotiate and decide how they will dress up the celebrities and color their outfits, then present their projects to the class. | 1,910 | 1,123 | {
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Phonics
Every day we take part in focussed and differentiated groups. The children practise recognising letters and saying the sounds they make. We blend sounds together to read words and are beginning to use our 'Fred Fingers' to spell simple CVC words.
Please help your child at home by watching the RWI videos on our class pages. You can also help by practising the sounds that are sent home daily.
Smithills Farm
This term we will visit Smithills Farm as part of our topic. We will get the chance to ride a donkey, go on a tractor ride, feed the animals, observe the cows being milked and we will even get to cuddle baby chicks and rabbits! We can't wait.
Owls and Hedgehogs Reception Class
Spring 2 Overview – On the Farm Mrs Elliott and Miss Smith
Maths
Theme
Maths is taught every day in a variety of fun ways. We are mastering our knowledge and understanding of numbers to 5. We are subitising, recognising numerals, counting, seeing patterns and comparing every day!
This term we will be learning the following:
- continuing to develop our subitising skills
- ordering numbers
- 1 more and 1 less
- partitioning We will also
continue to develop our knowledge of pattern, shape and measures.
RE
This half term our focus will be 'Stories Jesus Told' and 'Easter'. We will learn about The Good Samaritan, The Sower, The Great Feast and The Lost Sheep. We will also learn about the story of Easter and what this means for Christians.
This half term our theme will be 'On the Farm'. We will also be learning about the season of Spring. We will also be learning about growing and life cycles; we will learn about the life cycle of a seed, bulb, chicken and frog!
As part of our learning we will focus on the following key texts.
- Farmer Duck by Martin Waddell
- The Little Red Hen
- Winnie Wagtail by Neil Griffiths
- Jack and the Beanstalk
- Jasper's Beanstalk by Nick Butterworth
PE
PE day is on Tuesday. Please send your child into school with a named PE kit on this day.
Key Songs
Each day the children will join in with singing known songs and nursery rhymes.
Our focus songs this half term will include:
- Sleeping Bunnies
- The Ugly Duckling
- Old Macdonald had a Farm
- 5 Little Ducks
- 5 Little Speckled Frogs
- Dingle Dangle Scarecrow
We will also take part in fun listening and attention activities everyday to improve our concentration skills!
The Library
Every week we visit our beautiful school library! We enjoy listening to stories and we also get chance for some quiet time with a book by ourselves, or with a friend. | 1,023 | 593 | {
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A neuroscience pull-out gifted program in a high school in Hong Kong: Connection of neurodegenerative diseases and traditional Chinese medicine in research-based learning
Suen K.C. 1 , Li M.H. 1 , Chan W.K. 1 , Chang R.C.C. 2 1
2
Po Leung Kuk Laws Foundation College, Tseung Kwan O, Hong Kong, China
Laboratory of Neurodegenerative Diseases, Department of Anatomy, LKS Faculty of
Medicine, The University of Hong Kong, Pokfulam, Hong Kong, China
In 2010, we reported the development of a school-based neuroscience curriculum in a Hong Kong's high school (Suen et. al. 2010). The curriculum highlighted brain cell culture and research-based learning as effective learning activities (Suen et. al. 2008; Suen et. al. 2007). In recent years, we have started developing a neuroscience pull-out program for the students who are scientifically gifted in science (Suen et. al. 2013). In the present report, we describe and evaluate how the gifted students learn neuroscience and develop scientific literacy through doing a scientific research in which neurodegenerative diseases and traditional Chinese medicine are connected. Learning areas related to neurodegenerative diseases may include brain structure, brain functions, structure of neurons, communication between neurons, mechanisms of neuronal cell death and some physiological basis of the diseases. Yet, neurodegenerative diseases are not mentioned in high-school science curricula (integrated science in junior forms and biology in senior forms) in Hong Kong. While traditional Chinese medicine is not unfamiliar in our city, students have rare opportunities in school to conduct learning activities about Chinese herbs. In our neuroscience pull-out gifted program, we aim to develop research-based learning activities in which neurodegenerative diseases and traditional Chinese medicine are introduced and connected. Four scientifically gifted students aged 14-15 were invited to join this pull-out program. They carried out the following tasks in 4 cycles within 6 months: doing literature research on neurodegenerative diseases, studying the common neuroprotective effects of some traditional Chinese medicine, looking for any traditional Chinese medicine which may be potentially neuroprotective against neurodegenerative diseases, setting up experimental models and carrying out the experiments to study the neuroprotective effects of traditional Chinese medicine and acquiring laboratory skills to do cell culture and extract ingredients from the herbal medicine. Peer's assessment among students, teacher's observation on each of the above tasks, practical skills assessment and paper-and-pencil tests about basic neurobiology and nature of science indicated that scientifically gifted students can further develop their scientific literacy and acquire neuroscience knowledge through doing a 6-month scientific research in which neurodegenerative diseases and traditional Chinese medicine were highlighted and connected. | 1,361 | 572 | {
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JSC Research Project Guide
Preparation and Research
1. The goal of the JSC Final Project
a. In regular school studies the goal is to learn well established scientific facts.
b. The goal of the research project is to discover areas of new and ongoing research.
c. This is where new science happens through a process of asking questions, experimenting, examining related research, making discoveries, and probing further with new questions.
2. Choosing a topic
a. Strongly related to the theme.
b. Has interesting questions of ongoing research.
c. A good story / human connection is a plus.
d. Has a strong and relevant Judaic connection.
e. Brainstorm a lot of topic ideas, do some initial research, and then choose the best.
3. Research your topic
a. Your goal is to find quality research that may answer one or more of your questions.
b. You may also do your own experiment.
c. Articles and news stories may help you find topics and information, but you need to dig into the sources to find the original academic papers.
d. Include at least 1 academic paper and 2 quality supporting sources.
e. Ideally the research should show something new, interesting, or counterintuitive.
f. Support your research with other quality sources that present the fundamentals of the topic.
g. Look for any conflicting research, opinions, or theories.
Creating your Project
1. Choosing a title
a. Something to pique interest
b. Descriptive subtitle
2. Introducing the topic
a. Make human connection (why should I care?), such as a story or relatable problem or intriguing question. (Unlike the scientific questions, an introductory
question is meant to hook the reader, and can be open ended, ethical, or opinion based in nature.)
b. Give a brief overview of any basic concepts and history that is necessary to understand the research. Make this as simple as possible.
3. Presenting question
a. After getting your reader up to speed, you should present a question about your topic.
b. This question should be something new that points to areas of ongoing research and discovery. (Not well understood or established facts.)
c. This question should be scientific, not ethical, religious, or opinion based. They need to be something that can form a testable hypothesis and so can be proven, or disproven by research.
4. Presenting research
a. Explain what the research was trying to prove or achieve, including any relevant hypotheses.
b. Explain how the experiment was conducted.
c. Present the findings of the research.
d. Be sure to include the data from the experiment.
e. Include graphs, charts, and illustrations to make the experiment more clear, and to present the results clearly.
f. Be sure to explain any data or graphics clearly.
g. Explain the conclusion of the research.
5. Analyzing and weighing research.
a. How does this research potentially answer your question?
b. How would you rate the quality of the research?
i. Was the research published in a reputable source?
ii. Was the paper peer reviewed?
iii. Is it a reliable result?
iv. Has it been repeated?
v. How large was the sample size?
vi. Who funded the research?
vii. Are there any conflicts of interest to be concerned about that might have pushed for a certain result?
c. Be sure to highlight conflicting research, or alternative explanations and theories.
d. What questions remain unanswered?
6. Making a Judaic connection.
a. Present a Judaic question, challenge, or ethical dilemma that relates to your topic.
b. Introduce the Judaic connection and highlight its relevance and importance in Jewish life or thought.
c. Bring primary Jewish sources (Tanach, Talmud, Midrash, Halacha).
d. Bring contemporary sources that relate to this idea.
e. Show how the research of your topic helps answer the Judaic question. This may include a deeper understanding of a Judaic topic, or how new technology may help with a Jewish challenge.
7. Presenting conclusion.
a. Summarize your question, the research, and how it answers your question.
b. How confident are you in this result?
c. Offer alternative explanations.
d. Offer questions for further research.
Presentation
1. Cover
a. Include a cover page or slide with the title and your name.
2. Writing, spelling, and grammar
a. Be sure to proofread your work.
b. Write in a way that is as clear as possible.
c. Use technical jargon only as necessary.
d. Explain the concepts in your own words.
3. Layout and Color
a. Make sure your layout is easy to read.
b. Be sure that text is high contrast.
c. Choose a color scheme or PowerPoint theme that fits the feel of your topic and won't interfere with text.
4. Graphics
a. Be sure that graphics and text don't interfere with each other.
b. Graphics often have very small text that will not be legible. You may need to add your own text under graphics to explain. | 1,955 | 1,050 | {
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Amazon farmers discovered the secret of domesticating wild rice 4,000 years ago
October 9 2017
Monte Castelo excavation in progress -- collecting samples. Credit: University of Exeter
Amazonian farmers discovered how to manipulate wild rice so the plants could provide more food 4,000 years ago, long before Europeans
colonised America, archaeologists have discovered.
Experts from the UK and Brazil have found the first evidence that ancient South Americans learned how to grow bigger rice crops with larger grains, but this expertise may have been lost after 1492 when the indigenous population was decimated, research shows.
The evidence of the success of early rice farmers on the vast wetlands near the Guaporé River in Rondônia state, Brazil, could help modern day plant breeders develop rice crops which are less susceptible to disease and more adaptable to the effects of climate change than the Asian varieties. Different species of rice were first grown approximately 11,000 years ago in the Yangtze River, China, and around 2,000 years ago in West Africa.
The University of Exeter study, funded in part by the European Research Council, also shows how important the huge wetlands and tropical forests of lowland South America were in providing food for early human settlers in South America. Ancient inhabitants managed to domesticate cassava, peanuts and chilli peppers crops for food.
Increase in size from wild to domesticated rice phytoliths. Credit: University of Exeter/L Hilbert
The archaeologists analysed 16 samples of microscopic plant remains from ten different time periods found during excavations during 2014 led by the University of São Paulo in South West Amazonia. More phytoliths, hard, microscopic pieces of silica made by plant cells, were found at higher ground level, suggesting rice began to play a larger role in the diet of people who lived in the area - and more was farmed - as time went on.
Changes in the ratio of husk, leaf and stem remains found at different ground levels also suggest the Amazon residents became more efficient harvesters over time, bringing more grain and fewer leaves to the site. The rice grown, Oryza sp, also became bigger over time compared to the wild rice first cultivated by the South Americans. This area has been occupied by humans for at least 10,000 years.
Professor Jose Iriarte, from the University of Exeter, who led the research, said: "This is the first study to identify when wild rice first began to be grown for food in South America. We have found people were growing crops with larger and larger seeds. Even though they were also eating wild and domesticated plants including maize, palm fruits, soursop and squash, wild rice was an important food, and people began to grow it at lake or river edges.
"During a time when the climate was getting wetter and the wetlands expanding, this critical seasonal resource that is ripe at the peak of the flooding season when other resources are dispersed and scarce, residents of Monte Castelo began to grow larger rice"
Evidence for mid-Holocene rice domestication in the Americas by Lautaro Hilbert and Jose Iriarte from the University of Exeter, Elizabeth Veasey, Carlos Augusto Zimpel, Eduardo Goes Neves and Francisco Pugliese from the Universidade de São Paulo, Bronwen S. Whitney from Northumbria University and Myrtle Shock from the Universidade Federal do Oeste de Pará, is published in the journal Nature Ecology and
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Evolution.
More information: Lautaro Hilbert et al, Evidence for mid-Holocene rice domestication in the Americas, Nature Ecology & Evolution (2017). DOI: 10.1038/s41559-017-0322-4
Provided by University of Exeter
Citation: Amazon farmers discovered the secret of domesticating wild rice 4,000 years ago (2017, October 9) retrieved 2 February 2023 from https://phys.org/news/2017-10-amazonfarmers-secret-domesticating-wild.html
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The Mental Game: What's the Best Way to Encourage My Child?
Welcome to The Mental Game, a feature with Rob Polishook, MA, CPC. Rob, a mental training coach who founded and directs Inside the Zone Sports Performance Group, helps athletes compete with confidence, calm, and concentration, often the difference between winning and losing.
Rob is no stranger to tennis. He works directly with tennis players, coaches, parents and teams at all levels. He is a regular speaker for the USPTA and has spoken internationally in Israel and India.
In this installment, Rob Polishook teaches how to praise your child's efforts by focusing on the process.
Growing up is tough! Certainly you remember what it was like? Well, maybe not… So let's go back in time: it was full of failures, successes, setbacks, discoveries, and obstacles. Most of all, it was a time of experimenting, trial and error. Usually, when left to our own devices, we managed to figure things out. Think about learning to walk: it usually necessitated many instances of falling, receiving encouragement and support from others, and then viola! Suddenly you were standing on your own two feet! Children thirst for approval. They also need to feel emotional safety and unconditional support. This emotional safety is like a free ticket which says, "Try it! If you fail it's ok we still love you."
There are two ways in which a child is usually encouraged after succeeding, or failing, at a project, test, sport or anything else. The first is to praise the result: "You're so smart Johnny" or "You're the best Mary!" The second way is to praise the process, that is, what it took to make the result happen. For example, "I'm proud of you for working so hard on this project Johnny" or "I admire how you stuck to it and bounced back in that match Mary."
Carol Dweck, author of Mindset and a professor at Stanford University, conducted research on the best ways to empower and motivate children. From her research, she discovered that kids who were praised on the result only, became afraid to try new things. If they failed, they viewed themselves as less than worthy. However, kids that received praise based on their process were much more likely to experiment with new tasks, and were not afraid to attempt more difficult ones. In fact, these kids reveled at the challenge, because they knew it wasn't about the end result only. Instead, they placed importance on the effort they put into the project or game. However, the kids that received feedback on results alone shied away from trying new challenges, especially if they were then presented with more difficult tasks.
So, how can we apply this to tennis? What's the best way to encourage your child? I suggest bringing the focus of your feedback toward how they accomplished the task, rather than simply that they completed it. Focus on the traits they used to complete their work. Refer to traits such as perseverance, focus, concentration, endurance, awareness, aptitude, and desire.
Here is an example of a conversation between a parent and her child during a tennis win based around providing process-driven feedback:
Child: Mom, Mom, I won today!
Mom: Congratulations! That's great! How did you do that?
Child: Um…I don't know…, I just played hard.
Mom: I'm proud of you. It's really impressive how hard you worked and never gave up, even when things got tough, I admire that in you.
Child: (big smile) wow…can we get some ice cream tonight?
Conversely, here is an example of a conversation between a parent and child providing process driven feedback when they lose a match.
Child: Mom, I lost! (sniffling)
Mom: Yes, we were watching, I can see you're really sad about it.
Child: I am, I hate losing!
Mom: You're right…It's disappointing. It's ok to feel like that.
Child: Yea, it hurts.
Mom: I understand…However, I want you to know that I'm really proud of how you competed and never gave up.
Child: Really? Thanks.
Mom: That's what succeeding is all about - competing as hard as you can. You did that. The scoreboard doesn't tell the whole picture. In order to improve and even win, a player needs to learn from matches. Improvement is a constant process. Remember - even Roger Federer loses sometimes.
Child: Yea I guess you're right.
Mom: Let's get some Pizza, tomorrow will be another day, and I trust you will make it a good one.
You will notice that in both scenarios the parent was acknowledging the child's feelings and even validating them. This helps the child to feel accepted and put them in a safe place. All the while there was a focus on providing feedback to the process rather than the outcome.
Remember, winning and losing is beyond a player's control. However, how a player prepares and competes is within their control. These are the things we should be reinforcing, behaviors and things which they can control. Strong preparation, providing a complete effort, never giving up are also skills that a child will use effectively for life both on and off the court.
For more information about how to help you or your child achieve peak performance visit www.insidethezone.com.
Don't forget to mention that you read about Rob Polishook on USTA Eastern's website! | 1,942 | 1,125 | {
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Radial Weavings
Mandalas are a form of art that uses radial symmetry and geometric shape. This work, Mandala Cosmic Tapestry in the 9th Roving Moon Up-Close, features complex crocheted patterns, colors, and textures. The artist, Xenobia Bailey is known for their textile works, especially crocheted mandalas. Bailey famously draws inspiration from funk music and Native American, African, Hindu, and Buddhist cultures when creating her work. Experiment with radial symmetry and textile techniques to create a radial weaving.
Xenobia Bailey (American, born 1955) Mv:#9 (Mandala Cosmic Tapestry in the 9th Roving Moon Up-Close) from the series Paradise Under Reconstruction in the Aesthetic of Funk, Phase II, 1999, Crochet, acrylic and cotton yarn, beads and cowrie shell. Purchase: The Reverend and Mrs. Van S. Merle-Smith, Jr. Endowment Fund, 2000. (2000.17.2)
Supplies Needed:
* Cardboard or paper plate
* A circle tracer or compass
* Yarn, string or fabric scraps
* Scissors
Follow these steps to make your radial weaving:
Step 1: Trace and cut out a cardboard circle. You can also use a paper plate or paper bowl. This will be your loom.
Step 2: Use your scissors to make an odd number of cuts into the edge of your loom. They should be evenly spaced out, like slices of pizza. Your cuts should be about an inch long.
Step 3: Tie a knot at the end of a long piece of string. Slide it through the back of one of the cuts in your cardboard. Thread your loom by running the long piece of yarn through all of the cuts in the loom. Tie a
Radial Weavings
knot on the back of your loom once every notch is threaded. These are your "Warp" strings.
Step 4: On the front of your loom, start your radial weaving by tying a new piece of yarn to a warp string, close to the center. This is the "Weft". Make a radial weaving by pulling your weft over your warp, then under. Repeat this pattern, going over and under in a circle to build your weaving.
Step 5: When you run out of weft material, tie another piece of material on. Try switching between different colors and textures. Leave about an inch of free space between the edge of the warp and your weaving. When you are finished, tie the weft to a warp string. Use a pair of scissors to cut each warp string. Tie a knot at the edge of the warp string through the weft to keep your weaving together. | 956 | 571 | {
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Oak Hill Academy Curriculum Newsletter Autumn Term 1 – Year 6
Year 6 Curriculum Overview
Welcome to the first half of the Autumn Term! We are all extremely excited to start our main topic this half-term: Ring of Fire. Our learning in this area will be linked to a study of North America and will be underpinned by our Aspirations focus- Belonging. Geography will be a key area of learning, as will our studies in Science, History, Computing, English and Maths, combining to form our exciting 'No Limits Assignment'. The children will also be continuing with Specialism Days every other week, where they will take part in Religious Education, Spanish, Music and PE.
English
No Limits- 'Ring of Fire'
Maths
This half term, we are reading "I Survived" by Lauren Tarshis, with a writing focus on the following genres:
-Narrative writing -Informative texts -Setting/character description
Each learning journey will see the children complete a variety of creative tasks, as well as undertaking a range of SPaG activities. In Reading, we will cover the main content domains and use a variety of texts to base our comprehension work on.
As part of Humanities, we will examine areas of North America (in particular, Yellowstone National Park) where particular disasters are most common, using our map skills. We will then learn about the causes and effects of eruptions and earthquakes; we will also look at specific case studies of particular disasters and consider the environmental impact that daily life has in this region.
Within Science, we will be covering Evolution and Inheritance; we will also be using our investigative skills to decipher fact from fiction!
In Maths Mastery, we will cover a range of strategies and skills across the curriculum. The following areas will be covered this half term:
-Place value
-All four calculation operations, including mental strategies -Integers
-Algebraic problemsolving
As well as this, children will be working on their arithmetic maths skills on a daily basis.
Other News
Our PSHCE topic will be Friendship (and related issues); in Computing, we will be focussing on E-safety, whilst Painting will be examined in Art and Construction is our DT learning. Homework in Year 6 will continue to move in line with what we are focussing on within the curriculum, and will vary from week to week; we will be sending it via Google Classroom in a way similar to how distance learning has been carried out in recent times. Thank you.
If you would like to contact your child's teacher, please use the following email addresses:
Mr Clifton firstname.lastname@example.org
Miss Seymour email@example.com
Mr Harrison firstname.lastname@example.org Miss Caldwell email@example.com | 1,190 | 585 | {
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Writing and Study Skills Services – Laurier Brantford Constructing an Argument – As Outlined in the Brief Penguin Handbook
An argument is needed throughout your paper to convince readers that the claim you are making in your thesis statement is valid. In your written argument, you should outline and explain the evidence and reasoning that supports your thesis, but also be sure to acknowledge opposing viewpoints.
The Warm Up
- Make sure you understand the assignment requirements
- Consider your audience and prepare to write with appropriate formality
- Know what issue you are responding to
Where Are You Going?
There are two types of arguments (Faigley, Graves and Graves 111-13):
- Position Argument – Make a claim about a controversial issue
[x] Define the issue and take a clear position
[x] Make a convincing argument
[x] Acknowledge opposing views
- Proposal Argument – Proposing a course of action
[x] Define the problem and propose a solution
[x] Explain why the solution will work and is feasible
Do Not Enter Zones
Topics that are not easily argued
- Statements of fact – Facts can be challenged on the basis of what they are founded on, but to argue a fact head-on is generally unsuccessful. For example, it is hard to argue that Sarah is 5'2" unless you are disputing the techniques used to measure her.
- Personal taste – If you dislike asparagus, no argument is going to convince you otherwise.
- Claims of belief – Of course individuals still discuss topics of belief and faith. Yet if a claim is accepted "as a matter of faith or religious belief, that claim is true for that person and cannot be refuted" (Faigley, Graves and Graves 113).
Gathering Support
- Think about your argument from different angles and try to challenge what you are claiming by asking yourself why? how? so what? etc.
Know Your Route
When coming up with good reasoning for your argument, there is a series of questions that can help to support your claim as outlined in The Brief Penguin Handbook (116-18):
[x] Can you argue by definition?
[x] Do you think that your topic could be thought of in a different way?
- E.g. While many people think that chocolate is an unhealthy junk food, it offers many health benefits and is better thought of as wise dietary decision.
[x] Can you argue from value?
[x] When providing examples about your subject matter, can they be discussed in terms of good, better, best (or bad, worse, worst)?
- E.g. There are many pastries available to choose from, but none has the light flakiness, airy sweetness, and nuanced flavour of the Passion Flakie.
[x] Can you compare or contrast?
[x] Does your topic share similarities or differences with other events or situations?
- E.g. Despite the perceived similarities in chocolate content between Mississippi Mud ice cream and Maui Brownie Madness ice cream, the extra macadamia nuts within the Maui create a distinct and entirely separate flavour palate.
[x] Can you argue from consequence?
[x] Although many people assume that an event resulted from a specific cause, could an alternative event have lead to the outcome?
- E.g. Sharon's friends believed that Sharon ate an entire box of chocolates because of a PMS craving. However, Sharon was, at that time, also trying to put on weight to move up a weight category for her upcoming wrestling tournament.
[x] Can you counter objections to your position?
[x] Are you able to anticipate opposing arguments and use your responses to support your own claim?
- E.g. Some experts recommend that parents completely forbid their children from eating any sort of "junk food" for fear of the development of poor eating habits. In fact, as many esteemed paediatricians have noted, by exposing children to a variety of foods with proper guidance, parents can encourage their children to learn how to make smart dietary choices.
You Are Ready, So Get Set, And Go!
But Remember:
o Be sure you are clearly addressing the question.
o Be specific about your viewpoint on the issue.
o Demonstrate critical thinking in your analysis of the issue.
o Show your reasoning so that readers can follow your train of thought: E.g. "Proofread your paper." versus "Proofread your paper because then you will be able to correct the mistakes you made while writing your essay."
Work Cited:
Faigley, Lester, Roger Graves and Heather Graves. The Brief Penguin Handbook. Canadian ed. Toronto: Pearson Longman, 2008. 111-119. Print. | 1,878 | 938 | {
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2
Document name:
Activity 1: What is reflection?
Document date:
May 2013
Copyright information: Creative Commons licence 'Attribution-Non-Commercial-Share-Alike'
OpenLearn Study Unit:
Learning to learn, Reflecting backwards, reflecting forwards
OpenLearn url:
http://www.open.edu/openlearn/
What is reflection?
When we reflect, we consider deeply something that we might not otherwise have given much thought to. This helps us to learn. Reflection is concerned with consciously looking at and thinking about our experiences, actions, feelings, and responses, and then interpreting or analyzing them in order to learn from them (Atkins and Murphy, 1994; Boud et al., 1994). Typically we do this by asking ourselves questions about what we did, how we did it, and what we learnt from doing it.
Reflecting on academic or professional practice in this way may make your personal beliefs, expectations, and biases more evident to you. This understanding of yourself should help you to carry out your studies more successfully, since it makes you aware of the assumptions that you might make automatically or uncritically as a result of your view of the world.
Becoming reflective
The skills associated with stepping back and pausing to look, listen, and reflect are closely related to those concerned with critical thinking which also requires you to 'unpack' whatever you are focusing on, not simply accept what you read or hear at face value. Through this process you will probably identify things you would not otherwise notice. Moon (2004: 181) notes similarities between being reflective and using an imaginary instrument called a 'pensieve' (Rowling, 2000: 518) in Harry Potter and the Goblet of Fire:
'One simply siphons the excess thoughts from one's mind, pours them into the basin, and examines them at one's leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.'
The key to reflecting is spotting the patterns and links in thought that emerge as a result of your experiences in life and in learning. Sometimes this is difficult for learners because the focus is on you and this might not feel comfortable—especially in an academic context where you are usually encouraged to depersonalize your work such as your essays and reports.
Remember that you try to avoid saying 'I' in essays? So, when writing reflectively, you need to find a way to be both academic and also personal—and that is not always easy. You may be both
2
Document name:
Activity 1
2
: What is reflection?
Document date:
May 2013
Copyright information: Creative Commons licence 'Attribution-Non-Commercial-Share-Alike'
OpenLearn Study Unit: Learning to learn, Reflecting backwards, reflecting forwards
OpenLearn url:
http://www.open.edu/openlearn/
referencing academic theory and, in the same piece of writing, describing an exciting learning experience you had—becoming reflective is in part about feeling comfortable with this dual process.
The great benefit of including reflection in your learning is that by understanding why you do something in a particular way and recognizing how you feel about it, you can spot where your strengths and weaknesses lie. This gives you the chance to build on your strengths and develop strategies to minimize your weaknesses.
The critical thinking model
The critical thinking model is especially helpful for those learners for whom reflective thinking and writing seems at odds with the type of study they usually do—but it is, of course, a useful model for everyone. The critical thinking model contains a set of carefully ordered questions which move you, step-by-step, through a thinking process. First you are encouraged to be descriptive, then analytical, and finally evaluative. Each part of this process is important, but taken altogether, it provides a framework for questioning that constitutes reflection:
* Descriptive:
Who was there?
* Descriptive: What did she say?
* Descriptive: What did I say?
* Analytical/reflective: Why did I respond in that way?
* Analytical/reflective: How did each of us feel as a result?
* Analytical/reflective: What if I had chosen my words more carefully?
*
Reflective/evaluative: So what? Would that have made any difference to the outcome?
* Reflective/evaluative: Where can I go from here in my interactions with this person? | 1,789 | 904 | {
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November 8: Leadership Training
Introduction: Leadership training takes a variety of forms and methods. Today, we will be exploring a couple skills that leaders need.
1. The first is an activity in assessing a situation, thinking on your feet and making a decision:
Assess and Decide: Options, risks, what do you do? Consequences? Weigh pros and cons and decide what is the best decision.
The Situation: Your team has prepared a fabulous game with a great theme that involves décor throughout the whole building. Not only does it look epic, it takes over a lot of the church space, blocking access to other supplies you don't need while leaving pathways and doors clear. Thirty junior highs are thoroughly enjoying this game as they run wild throughout the building. You've designed this game to take the full night on its own and to be played through only once (it's a mystery you just can't re-solve). The game is almost over, and you realize you still have 40 minutes left in your night and those thirty junior highs are hyped up. Having free time for 40 minutes just won't do with all of the set-up you had done for the game blocking the games and supply closet.
What do you do?
1. Think about some options on your own. Write down some ideas you have, weigh the pros and cons of each then circle which one you decide.
After thinking on your own, check out the next page with some options. If these were your only choices, which would you do and why? (There is no correct answer in this scenario. Each has its own drawbacks)
Option A: Throw in a sudden twist that extends the game another fifteen minutes. Then choose a game that takes no supplies to fill the last of the time.
Option B: After the game ends, switch to playing a game that requires no supplies, then end the night ten minutes early for some time to chat.
Option C: Take a ten-minute rest break after the game to grab water, use the restroom and relax. Meanwhile, you move décor to access the supplies and open it up for free time for the next half hour.
Self-assess:
* How did you feel as you made your decisions?
* In what ways did you find it challenging?
* What areas/skills do you feel you would excel?
* What skills would you most like to work on in the future?
2. Ability to set/achieve goals. How good are you at setting and achieving goals? The whole point of this exercise to be able to set and achieve increasingly difficult goals. Your task is to 1. Set a realistic goal (examples below). 2. Work at completing that goal in the time you set. 3. Think about what you need to complete it, what could stand in your way, and how you'll overcome the distractions/obstacles/etc that can make it hard to complete. And finally, 4. Once you achieve that goal, pick a new and harder goal.
Choose something you don't already do!
Goal Examples:
* Give 3 people a sincere compliment today.
* Read my Bible every day for a week.
* Do my chores without complaint for a month.
* Make my bed every morning for a month.
* Each day this week, make a list of five positive attributes of someone I don't like or don't understand.
* Put aside $5 of every paycheck this year for a charity.
3.
4.
5. | 1,180 | 704 | {
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Tips for a Successful Keyboard Percussion UNT Audition: Marimba, Vibraphone, Xylophone, Glockenspiel By Mark Ford
1. Read everything that is written on the UNT Percussion audition page that pertains to your audition: https://percussion.music.unt.edu/percussion-auditions
2. In order to become a great musician, you need to become a great Listener. Listen to yourself practicing in order to craft your sound. Record yourself often performing a short section of your audition music. Listen carefully while you study the score. Write down on your music areas to practice and refine. Practice these sections and then re-record and evaluate. Repeat as necessary.
3. Prepare a Four-Mallet Marimba (or Vibraphone) solo and also a short Two-Mallet Etude or Orchestral Excerpt. Develop a consistent practice routine that incorporates daily and weekly goals for your musical selections. Keep a log of your practice and write down your goals and progress. Your audition is not dependent on which solo you play, but rather how you perform it.
4. Work on sight reading daily for marimba (and snare drum). Utilize a metronome. Your ability to sight read and interpret music effectively is dependent on being able to recognize pitch and sticking patterns as you gradually develop the skills to hear the music in your head. Sing/count often as you sight read. Sight reading every day for 5-10 minutes can bring huge benefits over time. Dedicated, consistent practice will help you reach your goals.
5. Scales: Know and practice all of the major and minor scales. Follow the website instructions above concerning your audition video and scales.
6. Focus on the tone and expression of your music. Every phrase should have musical direction, and every note should have a role in shaping that phrase or motive. Incorporate all instructions on the music to create artistic integrity within the composer's intentions. Listen to professional recordings and strive to emulate these artists' tone and musical expression.
7. Dress professionally for your audition.
8. Here are links to marimba instructional videos that may be helpful as you develop your Keyboard Percussion Skills:
The Secret to Playing the Marimba https://www.youtube.com/watch?v=sM8Rwbg3dvo
Listen with Your Eyes?
https://www.youtube.com/watch?v=5YkK-cHnw8k
Marimba: One -Handed Roll Exercises https://www.youtube.com/watch?v=5M3SwDjhhzU&t=31s
Holding on to the Marimba Mallets!
https://www.youtube.com/watch?v=kxeC5JGGV74&t=132s
Single Independent Strokes - Marimba Floor Exercises https://www.youtube.com/watch?v=i6k-06bqUXU&t=7s
Marimba Technique https://www.youtube.com/watch?v=DX_AO9YNc8c
To Ripple or Flop? Rolling on the Marimba https://www.youtube.com/watch?v=swetW_vCkh0&t=70s
Mark Ford Discusses the Musser-Stevens Marimba Grip https://www.youtube.com/watch?v=z2sdbaf9lOA&t=156s
We look forward to meeting you and hearing your audition! | 1,399 | 701 | {
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Where is Mali?
Mali is located on the continent of _______________.
Mali is a part of ____________ Africa.
Physical Characteristics
Niger River: The ________________ River is the largest river. In the south, this river provided water for ________________, laundering and
transportation.
Sahara Desert: This desert, known as the "______ ____ __________," is the largest desert in the world. Sahara means "desert" in Arabic.
Timbuktu: a great ______________ center and home of an ancient ___________________ and library which contained Greek and Roman _______________.
Mali is a part of ____________ Africa.
Ancient Mali
Study Guide
Name:
___________________
Virginia SOL's covered:
3.2 The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade).
3.4 The student will develop map skills by
a)
locating West Africa;
b) describing the physical and human characteristics of West Africa;
c) explaining how the people of West Africa adapted to and/or changed their environment to meet their needs.
3.7 The student will explain how producers in ancient West African empire of Mali used natural resources, human resources, and capital resources in the production of goods and services.
Oral Tradition – Griots
Ancient Mali had storytellers called ________________.
These storytellers retold Mali's _________________ from generation to generation.
They often use musical instruments when telling their __________________.
Griots were close to the _____________ and were responsible for memorizing the history of Mali.
Families had their own _____________ to retell their family histories.
Government
Ancient Mali was ruled by powerful ______________.
The first king to bring Mali together was Sundiata, the __________ King. When he was king, Mali grew in ____________, _______________, and _____________.
Mansa Musa was another famous king in Ancient Mali. He put a large ________ on all things __________ and traded within Mali. He built the first Islamic university in the city _______________________. The university had many Greek and Roman ________________.
Economic Development
Trade was very important to Ancient Mali.
Trade means to exchange or swap one thing for another.
*_____________ and ______________ were the natural resources found in Ancient Mali.
*Salt was used to preserve ______________.
*Gold is a precious, rare ________________.
*On the trade routes across Mali, people traded ___________, nuts, and ivory from the south.
*People from the north, near the Sahara Desert traded ____________, cloth, and pearls.
*All things traded were ____________.
*People would go to marketplaces throughout Mali to ____________ things they had for things they ______________.
*Producers (people) in Mali would farm, mine, and _______________ to make a living. (human resources)
Interdependence & Ancient Mali
Producers are people that make or produce goods or services.
Consumers are people who trade or buy goods or services.
Interdependence is when groups of people depend on each other for things they need, but can't make themselves.
People needed _____________ and traded for _____________.
Others may have a goat and trade for books they need.
Mosques (temples) were built in Ancient Mali. They practiced the Islam religion. Mosques were also used as ________________ and courts.
What would the natural resources be to build a mosque?
*
__________________
*
some ____________
Human resources?
*
__________________ | 1,841 | 745 | {
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WHY DO I HAVE TO PREPARE MY CHILD FOR THE SACRAMENT OF RECONCILIATION?
When you presented your child to the Church for Baptism, you were reminded that you have the responsibility of "raising them in the practice of the faith" (Rite of Baptism 109). This obligation and privilege extend to sacramental preparation. Think of this as an opportunity to deepen your faith and understanding as well as your child's.
What do I have to do to prepare my child?
Your parish will have certain expectations that will be explained to you when you begin the process. Our Family Formation "First Reconciliation" program provides you with ideas and suggestions in the Preparing Your Child for First Reconciliation section and throughout the Child's Book.
What if I do not go to the Sacrament of Reconciliation?
As you probably already know, what you do or do not do speaks volumes. If this is the case, now may be a good time for you to look at your attitude toward the sacrament as you go through the process with your child. Examine your reasons. Is it because you are not sure what to do and you feel embarrassed or are there other reasons? Are you willing to speak to a priest or someone about it? As a parent, you set the tone. If you participate in the Sacrament of Reconciliation, your child will most likely want to do so as well.
When do we have to go to confession?
Catholics must go to confession once a year. They must also go to confession before receiving Holy Communion if they have committed a mortal sin.
What does my child need to know to celebrate the Sacrament of Reconciliation?
* The difference between right and wrong.
* That sin is a choice not an accident or mistake.
* That sin is a choice to turn away from God's friendship.
* God is loving and merciful.
* God will always forgive us if we ask.
* Jesus gave us the Sacrament of Reconciliation.
* In the Sacrament of Reconciliation, our sins are forgiven through the power of the Holy Spirit and the words and actions of the priest.
* In the Sacrament of Reconciliation, we receive the grace to live as God's children.
* We must be willing to forgive others, just as God forgives us.
How can I tell if my child is ready for first reconciliation?
Here are some indicators that your child is ready to celebrate the sacrament.
* Does your child take responsibility for wrongdoing?
* Does he or she say "I am sorry" or ask forgiveness without being told.
* Can your children express sorrow and forgiveness in their own words?
* Does your child sincerely try to change or "do better"?
How can we as a family continue to participate in the Sacrament of Reconciliation?
* Continue the conversations and reflections you will begin in this process. Discuss choices for right and wrong and temptations toward wrong as they occur in your family life. Talk about how those temptations can be addressed? Help children see what the options for change and conversion are in their life.
* As a family, plan to participate in parish celebrations of reconciliation during Lent and Advent each year. Make these celebrations a familiar and serious commitment. Plan ahead so family members will all be able to participate. | 1,260 | 673 | {
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Announcements
To join clicker to class today ( Clickers with LCD display ): join automatically
* Exam 3 next Monday.
* ( Turn on the Clicker the red ). LED comes on
* Friday mostly review. Bring questions.
* " " Push J oin button followed "20" by followed by the " " ( Send button switches to flashing green LED if ). successful
* Quiz in discussion today.
* Section 9.7 was inadvertently left off or the reading assignment. We will talk about it today. Please read by Friday.
* No shorts, sandals or skirts allowed in Lab!!
Review
* Systematic method for drawing Lewis structures.
* How CFCs destroy the ozone layer.
– A catalyst is a substance that speeds up a reaction, but is not consumed in the process.
– O3 protects us by absorbing lower energy UV light than other molecules in the atmosphere.
* Resonance structures, last example was O3.
*
For Period 1 and 2 atoms there are some quick rules for Lewis structures. See web tutorial.
Systematic Lewis Structures
1. Octet rule: all main group (s and p block) elements except B (6) and H (2) will share electrons to get 8 valence electrons.
2. Count the total number of valence electrons on all atoms. Add or subtract from this to account for the overall charge on the species.
3. Next draw single bonds from each of the outer atoms to the central atom. Subtract two electrons from the total number of electrons for each bond you have made = # electrons you have left to use elsewhere.
4. Put electrons on the outer atoms to give each atom a total of eight (an octet). (H) hydrogen only needs 2 electrons. (B) boron usually only 6 electrons. Keep track of how many electrons you are using. If you run out of electrons before filling the outer atoms' octets, stop.
5. Any electrons that were not used up in step 3 should be put on the central atom. You should now have no unused valence electrons.
6. If any atoms do not have octets, make multiple bonds (double and triple) by sharing electron pairs from atoms that do have octets.
7. Look for resonance structures. If you have made multiple bonds or have odd electron species where all the atoms cannot have octets, there may be more than one way to arrange the multiple bonds or place the odd electron. If so, the molecule is better modelled as an average of all the possible structures.
8. Use "Formal Charge" to pick best resonance structures.
Formal Charge
* Useful for determining most likely resonance structures.
* Formal charge = the charge an atom would have if all bonding electrons are shared equally.
* Calculation: Formal Charge = # valence e -
-[# non-bonding e - + (1/2)•(# bonding e - )]
* Electroneutrality Principle: the resonance structure with formal charges closest to zero is the largest contributor. | 1,226 | 636 | {
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Talking Sense Good Communication in Marriage
Marriage is like opening a gift sometimes what you find inside is not quite, what you expected. Whether or not you married, the right person is primarily up to you. There is no perfect spouse-- you have to learn how to speak in each other's language.
I. What the Bible says about communications
II. How happily married couples differ from unhappily married couples
1. They talk more to each other.
2. They convey the feelings that the understood what is being said to them.
3. They have a wider range of subjects available to them to talk about.
4. They preserve the communication channels and keep them open. (Idea spend 3-5 minutes finding solutions and come back to share without negativity.
5. They show more sensitivity to each other's feelings.
III. How communication works: The SIX MESSAGES OF COMMUNICATION
a. What you meant to say
b. What you actually said
c. What your spouse actually hears
d. What your spouse thinks he/she hears
e. What your spouse says about what you said
f. What you think your spouse said about what you said
A tape recorder will teach you more about communication than reading five books and becoming an expert in the field of communications..
IV. How to clear up Communication: Listening
A. Definitions of listening
1. Listening means that when another person is speaking you are not thinking about what you are going to say when the other person stops talking.
James 1:19 Proverbs 18:18
2. Listening is complete except that without judgment of what is said and how it is stated.
3. Listening is the ability to restate accurately for both the content and the feeling of the message
B. Listening involves Work and Effort
Physiologically we can listen five times as fast as we can speak. If someone speaks one hundred and twenty words per minute and you can listen at 600 words per minute what are you doing with all that extra time?
C. Barriers to listening
Defensiveness
Personal Biases
Different Listening Styles
Inner Struggles Intra-psychic, vs Inter-psychic
The Habit of Interrupting Mental Overload Bad Timing Physical Exhaustion Selective Attention
V. How to communicate effectively
A. Our Messages are made up of three components
Content and 7%
Tone 38%
Nonverbal 55%
B. There are five levels of communication
Six if you live in a trailer park
a. Facts and Information and
b. Ideas of Others
c. My own Ideas and
d. Personal Information and Emotions
e. This is who I am:
Feelings and Emotions
Communication Chart :
Lowest Intimacy
Low
Moderate
Intimacy
High Intimacy
Intimacy
Highest Intimacy
This is Who I am Feelings & Emotions
Personal Information & Emotions Information
Your Own Ideas
& Opinions:
RISK begins
Ideas of Other
Facts & Info
C. The first four minutes of the day.
The last four minutes before you depart for the day.
The First four minutes when you see each other again.
The Last four minutes at the end of the day.
D. How to speak another person's Language.
1. Learning styles:
Visual
Auditory Kinesthetic (or feeling)
2. Personality styles:
1.
Extroverts: have to talk to think, and they need information from others
2. Introverts: the best way to approach introverts is to give them time to think: introverts have to think to talk: introverts are drained by being with people.
3. Communication styles:
a. The rambler sometimes called the babbling brook
b. This straight arrow in or dead sea
4. Gender differences
a. The brain : women use 40% more brain connectors than men; Women use more of the left and right sides of their brain at the same time so they can use reduce several things and one time; whereas men are often challenged to do more than one thing at a time.
b. Gender statements can be hurtful or bias
c. Gender styles
1. Expanders = are often Women
2. Condenser = Men
Homework questions:
1. How do happily married couples differ from unhappily married couples?
2. What would the six messages of communication what are the barriers to listening?
3. There are five levels of communication. What are they? When are the prime times for communicating during the day?
4. What does it mean to speak and others persons language ? How do you communicate with an extrovert ? How do you communicate with an introvert ?
5. List at least two gender statements that you use one occasion.
References and bibliography in reading list
1. Mars and Venus together forever, 1996 John Gray.
2.
The intimacy factor
1995, Stoop, David, and Jan
3. You just don't understand 1991, Tannen Deborah
4. Type talk
1993 Thueson, Janet
5. Communication: key to your marriage 2000 Norm Wright | 1,989 | 1,091 | {
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Treasure Trove
I can convert metric measures involving length (kilometres and metres).
Here are some mysterious directions to find buried treasure. Some of the directions have been written in metres and some in kilometres.
Change the measurements in kilometres to metres and the measurements in metres to kilometres. Write the conversions on the chart below.
Remember: To convert from kilometres to metres, multiply by 1000. To convert metres to kilometres, divide by 1000.
1) Convert the measurements given in metres to kilometres, and the measurements given in kilometres to metres:
| Measurement (m) | Measurement (m) |
|---|---|
| | 2275m |
| | 6923m |
| 1525m | 1206m |
2) Use < or > to compare these measurements:
3) Order these measurements from shortest to longest:
4) It is 3.755 km from the Stinky Swamp to the Angry Alligator. However, the explorers took a shortcut and cut out 1522m from their journey. How far did they end up walking? Write your answer in metres.
5) It was 6123m between the Talking Toucan and the Angry Alligator, but the Talking Toucan flew 2.602km further away. What is the distance between them now? Write your answer in kilometres.
Treasure Trove Answers
Treasure Trove
I can convert metric measures involving length (kilometres and metres).
Here are some mysterious directions to find buried treasure. Some of the directions have been written in metres and some in kilometres.
Change the measurements in kilometres to metres and the measurements in metres to kilometres. Write the conversions on the chart below.
1) Convert the measurements given in metres to kilometres, and the measurements given in kilometres to metres:
| Measurement (m) | Measurement (m) |
|---|---|
| | 4753m |
| | 3210m |
| | 4103m |
2) Use < or > to compare these measurements:
3) Order these measurements from shortest to longest:
4) In the table below, James has converted four measurements from kilometres to metres. However, Lucy says he has got some of them wrong. Decide whether each measurement is right or wrong and give it a tick or a cross. If it is wrong, write the correct measurement in the table next to it.
5) It is 4613m from Gecko Rock to the Smiling Snake. However, the explorers got slightly lost and ended up walking 1.35km further than they needed to. How far did they end up walking? Give your answer in metres.
| Metres | or |
|---|---|
| 4744m | |
| 23.56m | |
| 321m | |
Treasure Trove Answers
Treasure Trove
I can convert metric measures involving length (kilometres and metres).
Here are some mysterious directions to find buried treasure. Some of the directions have been written in metres and some in kilometres.
Change the measurements in kilometres to metres and the measurements in metres to kilometres. Write the conversions on the chart below.
1) Convert the measurements given in metres to kilometres, and the measurements given in kilometres to metres:
| Measurement (m) | Measurement (m) |
|---|---|
| | 4370m |
| | 3005m |
| | 1039m |
2) Order these measurements from shortest to longest:
3) In the table below, James has converted four measurements between kilometres and metres. However, Lucy says he has got some of them wrong. Decide whether each measurement is right or wrong and give it a tick or a cross. If it is wrong, write a short note for him explaining the mistake he made and how he could get it right next time.
4a) It is 4370m from Monster Mountain to the Murky Marsh. However, on the way there, the explorers got slightly lost and ended up walking 1.02km further than they needed to. How far did they end up walking on the way there? Give your answer in kilometres.
| Metres | or |
|---|---|
| 3005m | |
| 1900m | |
| 690m | |
| 9090m | |
b) When they had followed the directions all the way from White Shark Bay to the cave containing the treasure chest, how far had James and Lucy walked in total? (Don't forget the extra distance they walked because they got lost.) Give your answer in metres.
c) On the way back to White Shark Bay, the two explorers managed not to get lost. Instead, they found a shortcut that made their journey 3.5km shorter. Find the difference, in metres, between the distance they walked on the way there and the way back.
Treasure Trove Answers | 1,911 | 1,075 | {
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Optimising children's positive experiences
Helping children develop optimism
Helping children to reframe their unhelpful thoughts, feelings and behaviours into helpful ones
Reconnection and repair when things go wrong
Supporting children to cope with everyday stress
Children who cope better with life's everyday setbacks develop good mental health and wellbeing. Some ways adults can suppport children's developing coping skills include:
Optimising children's positive experiences
f f Keep stress within a manageable everyday range
f f Arrange opportunities for 'ups' that involve fun, joy, and pleasure which provide a bank of positive emotions to buffer against life's everyday 'downs' that may involve hurt, disappointment, frustration or conflict.
Helping children develop optimism
f f Children learn by observing others. Show them how to be optimistic by your own attitude and what you say when things go wrong for you
f f Look for solutions and avoid blaming others or yourself
f f Give children opportunities to succeed
f f Give realistic praise and encouragement.
Helping children to reframe their unhelpful thoughts, feelings and behaviours into helpful ones
f f Help children turn setbacks into a drive to try again
f f Help children to think positively. 'I know that puzzle was hard today, but yesterday I saw you get a hard puzzle out. You kept trying until you found the right place to put the pieces.'
Reconnection and repair when things go wrong
When things go wrong between parents and carers and a child, the most important thing to do is to reconnect and repair the relationship. This is not only essential for the child's mental health and wellbeing but also enables them to learn to deal with relationship problems.
It may not be possible to reconnect right at the time because of strong feelings, but as soon as you can, offer a hug and some words to show that you understand and accept how the child felt.
Maya's story
Three-year-old Maya had a day when things went wrong and thought her father should have been able to make it alright. At bedtime she started to kick and pinch him. He asked her to stop but she continued. He said she would not let her hurt him or anyone else and held her hands to prevent her pinching. She became very upset. He was angry too because he had been doing his best to help her that day. After a little time, Maya's father put his arms around her and said it was not okay to kick and pinch, and asked if she was upset and confused. Maya nodded, cuddled in to him and stopped trying to hurt him. Maya's father said he could not always prevent things going wrong but would always keep her safe and take care of her.
When things go wrong between you and a child, whether small or more important, the chance to repair and reconnect allows the child to feel safe and secure in their relationship with you and in themselves.
HAPPY Principles
The HAPPY Principles also offer some ways to help your child have an optimistic outlook.
| Have a go | Accept both success and loss | Practise | Plan for the best outcome |
|---|---|---|---|
| Break tasks and games into manageable pieces so children can succeed. Try to celebrate your child’s successes. | Keep and eye on your helpful and unhelpful thinking as this may influence your child. | Allow your child to watch you practise and persevere at activities you enjoy. This will teach your child to do the same. | Encourage children to think situations over and choose outcomes that are enjoyable and build confidence. |
Thisfresourcefandffurtherf informationfonfthef nationalfKidsMatterfEarlyf Childhoodfinitiativefisf availableftofdownloadfatf www.kidsmatter.edu.au.f ThefKidsMatterfEarlyf Childhoodfteamfalsof welcomesfyourffeedbackf whichfcanfbefsubmittedf throughfthefwebsite.
The KidsMatter Early Childhood information sheets are resources that have been developed in collaboration and with funding from the Australian Government Department of Health and Ageing. While every care has been taken in preparing this publication, the Commonwealth does not accept liability for any injury or loss or damage arising from the use of, or reliance upon, the content of this publication. | 1,578 | 875 | {
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1 of 1
Save state forestland from deer
By Jeffrey D. Corbin, Commentary Published 2:58 pm, Tuesday, December 3, 2013
New York's forests generate billions of dollars in economic value each year, from timber to tourism. They also generate billions more by providing clean drinking water, preventing flooding and erosion, and removing carbon from the atmosphere. Finally, they host more than 1,000 species of plants and animals, some of which are found in our region and nowhere else.
Unfortunately, our forests are in a state of crisis. The explosive growth in the number of white-tailed deer in recent decades threatens trees' ability to regenerate and provide these economic, recreation and ecological benefits.
The forests of the future can be seen in the carpet of tree seedlings growing slowly in the understory shade of their parents. However, that carpet is a thin one through much of our state, thanks to hungry deer who consume nearly every tree seedling save the few species they find unpalatable. Where there should be many young trees ready to replace adults as they die, instead there is little of the species variation that should form the raw material for successful resilience in the face of climate change and other environmental stresses.
Today, deer overpopulation poses a greater threat to New York's forests than anything except bulldozers. There are more than 1 million deer in New York, an average of more than 30 deer per square mile of forest. In some areas, particularly in the southeast including Long Island, the Lower Hudson Valley and the southern Catskills, you can find more than twice that density. Yet, studies tell us that forest damage is evident above 20 deer per square mile.
Scientists with The Nature Conservancy have found that in nearly one-third of the state, deer have stunted tree regeneration so much that our forests may not be able to replace themselves. Deer also depress forest growth, reduce plant biodiversity and contribute to the decline of songbird populations and forest wildflowers.
In order to save our forests and all the benefits that they provide, the State Department of Environmental Conservation should sharply reduce deer densities. With few natural predators, hunting is the primary control on deer populations, and it should be a key component of strategies to reduce deer herds to appropriate levels. Hunters can maximize their effect by focusing on does, which drive deer population growth to a greater extent than the "trophy" bucks.
Recreational hunting alone, however, is not likely to solve the problem. Regulated, commercial hunting should be permitted in rural areas of the state. Such hunting could be encouraged by, for example, loosening restrictions on the sale of venison to the public.
Smaller deer populations make for a healthier forest. A healthier forest benefits all of the other components of the ecosystem — from the red-spotted newt to the cerulean warbler to the red trillium to the myriad of benefits that New York's forests provide to people.
And, a healthier forest benefits deer. Deer can so completely denude a forest that they run out of food. Deer have suffered spasms of starvation in the past, for example in the Alleghany Plateau of northwestern Pennsylvania in the 1930's. After witnessing this tragedy, along with the extreme damage the desperate herds did to the forest, no less a conservation icon than Aldo Leopold argued that managed culling was necessary to control deer populations.
A forest is more than a collection of the trees that make up its canopy. It is a community of plants and animals that interact in complex ways. Elevating any one species above the rest, as we have done with deer, is misguided and doomed to fail. Deer populations need to be managed properly — for the sake of our forests and the benefits they provides to people, and for sake of the health of deer populations themselves.
Jeffrey D. Corbin is an associate professor at Union College's Department of Biological Sciences.
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Talking through angry feelings
Children who have trouble managing anger
Children lack strategies for thinking through the situations that are troubling them. They may fi nd it diffi cult to know what is making them angry or to talk about their feelings. Talking with children in supportive ways about angry feelings helps to teach them effective ways of managing anger and builds positive relationships.
It is best to wait until the child is calm and relaxed to talk about angry feelings. When angry feelings are running high it is very hard for children to listen and think coolly. Parents, carers and school staff can help by encouraging children to explain their points of view and listening sympathetically. Being able to talk about angry feelings allows children to feel understood and supported. It helps them to think more calmly and fi nd better solutions.
The following examples are for families to use at home. They are most suitable for older primary aged children. The methods described can also be adapted by school staff to help children cope with managing angry feelings at school.
How to talk through children's angry feelings
The following example shows some possible ways a parent or carer might talk with Dylan, who has come home from school grouchy. He is rough with his younger brother and gets angry when he discovers that a toy is missing. Then he gets angry when his mother asks him to help. Here his mother persists, gently but fi rmly, with getting Dylan to say what he is really angry about. She talks to him about ways he could manage his feelings and deal with the problem.
* Acknowledge anger and encourage the child to explain what it's about:
"Are you sure you're not angry about something?
You seemed really angry when you got into the car."
* Empathise with the feeling – but don't excuse aggressive behaviour:
"So, you were upset because your friend blamed you for losing his football."
"You must have been really mad to treat your brother like that."
* Ask about the effects of angry behaviour – on others and on himself: "How do you think your brother felt when you yelled at him?" "How did you feel after you behaved like that?"
* Teach or reinforce ways of managing angry feelings:
"What could you do to cool down your angry feelings so you can think it all through?"
* Discuss ways of solving the problem that has led to angry feelings:
"How can you sort it out with your friend?"
"What could you say that would help him understand how you feel?"
* Support your child's efforts to solve the problem:
"How did it go?"
"Would you like me to help with…?"
* Notice and praise efforts to manage anger: "I like the way you kept your cool with your little brother when he took your stuff."
It is best to wait until the child is calm and relaxed to talk about angry feelings.
This resource is part of a range of KidsMatter Primary information sheets for families and school staff. View them all online at www.kidsmatter.edu.au
Copyright:
© Commonwealth of Australia 2012-13. This work is copyright. You may use this work in accordance with the terms of licence available at www.kidsmatter.edu.au | 1,131 | 636 | {
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Reading – Learning Progression of Skills
| EYFS | Y1 | Y2 | Y3 | Y4 | Y5 |
|---|---|---|---|---|---|
| Three and Four- Year Olds Reception Early Learning Goals | | | | | |
correspondences and, where necessary, a few exception words. Re-read books to build up their confidence in word reading, their fluency and their understanding and enjoyment.
Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Comprehension Comparing, contrasting and commenting
Be able to express a point of view and debate when they disagree with an adult or a friend, using words as well as actions.
Compare and contrast characters from stories, including figures from the past. Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words.
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. Offer explanations for why things might
To listen to and discuss a wide range of fiction, non-fiction and poetry at a level beyond that at which they can read independently. To link what they have read or have read to them to their own experiences. To retell familiar stories in increasing detail. To join in with discussions about a text, taking turns and listening to what others say. To discuss the significance of titles and events.
To participate in discussion about books, poems and other works that are read to them (at a level beyond at which they can read independently) and those that they can read for themselves, explaining their understanding and expressing their views. To become increasingly familiar with and to retell a wide range of stories, fairy stories and traditional tales. To discuss the sequence of events in books and how items of information are related. To recognise simple recurring literary language in stories and poetry. To ask and answer
To recognise, listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. To use appropriate terminology when discussing texts (plot, character, setting).
To discuss and compare texts from a wide variety of genres and writers. To read for a range of purposes. To identify themes and conventions in a wide range of books. To refer to authorial style, overall themes (e.g. triumph of good over evil) and features (e.g. greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings). To identify how language, structure and presentation contribute to meaning. To identify main ideas drawn from more than one paragraph and
To read a wide range of genres,
identifying the characteristics of
text types (such as the use of the first
person in writing diaries and
autobiographies)
and differences between text
types. To participate in
discussions about books that are read
to them and those they can read for
themselves, building on their
own and others'
ideas and challenging views
courteously. To identify main ideas
drawn from more than one
paragraph and to summarise these.
To recommend texts to peers
based on personal choice.
discussing, comparing and evaluating in depth across a wide range of genres, including myths, legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions. To recognise more complex themes in what they read (such as loss or heroism). To explain and discuss their understanding of what they have read, including through formal presentations and debates maintaining a focus on the topic and using notes where necessary. To listen to guidance and feedback on the quality of their explanations and contributions to discussions and to
recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.
story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words. Learn rhymes, poems and songs. Sing in a group or on their own, increasingly matching the pitch and following the melody. Develop storylines in their pretend play.
Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. Make use of props and materials when role playing characters in narratives and stories. Invent, adapt and recount narratives and stories with their | 1,926 | 960 | {
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Year 5- What kinds of change did the Industrial Revolution bring about?
Vocabulary:
famine, freedom, nation, slave, society, rights, laws, trade, trade route, peasant, settlement, revolution, industry, manufacturing, agriculture, mass production, workhouse, factory, amendment
Smooth shading: Form, Blending, Outline, Edge Depth of field, Balance, Stippling and Hatching: Hatching, Cross hatching, Complex hatching, horizon, landscape
Expert Outcome:
How did the industrial revolution impact Britain?
Positives: Machines, mass production, town living, cheaper goods, people became richer, better education, lived longer, healthier. Led to an increase in population that meant there weren't jobs for everyone Negatives: Workhouse- poor conditions, poor health, poor education, discrimination, separated from families A local landscape inspired by Lowry.
Resources and actions:
https://kids.kiddle.co/Industrial _Revolution https://www.bbc.co.uk/news/u k-50883161
Artist Study: Lowry Ask businesses who work with school for images of their companies? Choice of 2 sizes of paper to work on. Images of local industrial landscape, pencil, resources on server.
Previous Learning: In KS1, children built an understanding of how steam power affected the design, development and use of ships. Y5 Geography learning around climate change has enabled children to understand how we burn fossil fuels to create steam, to power turbines, to generate electricity.
Preparing for: Deeper study into other developments that took place under the reign of Queen Victoria later in Year 5. Year 6 learning about how local industry is combatting climate change by moving away from the burning of fossil fuels and towards renewable energy.
Bespoke to us: The school has strong links with the local industry of the Humber bank as part of our vision to prepare children for the World of Work. It is important for children to understand the developments that brought these industries to where they are today.
Intended outcome:
* Develop an ongoing artistic vocabulary that links things in the environment to drawn pattern and texture
* How would you describe the pattern you can see on the roof over there? – It's made up of rectangles that fit together in rows
* What does that pattern remind you of?
* What texture is this stone – hard, rough, bumpy – how could we make that texture with our pencils
* Know that using dots and varying sizes of dots together is called stippling
* By looking at work of other artists recognize how this technique can be used in art
* Be able to talk about the tonal values and how to vary it using stippling - the bigger the space between the dots the lighter the tone and the closer dots placed together the darker the tone.
* Understand that changing the size of the dots changes the impact of the image and isn't as effective as changing the space between the dots.
* Be able to vary size and pressure to create desired effects
* Can vary pressure of shading to give form and to show depth of field.
* Can very pressure to fill in 8-10 boxes or more
* Can blend pressure to give smooth continuum to go from dark to light in one direction and in varied direction e.g. sphere.
* Can manipulate tone to give form and space to a composition.
* Begins to understand balance in a piece of work- reflect on eye being drawn to darker/ lighter areas and is there balance within a picture.
* Can use smooth shading in negative space to enhance form.
* Knows that the direction of the shading impacts the form | 1,491 | 734 | {
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Subject: Statistics
Year: 11 GCSE
Topic(s) to be covered:
Unit 7 – Index Number
Topic 7.1 – Calculating and interpreting simple index numbers
Topic 7.2 – Calculating weighted and chain-base index numbers
Topic 7.3 – Calculate with crude birth and death rates
Topic 7.4 – Calculate with standard population and interpret this in context
Unit 8 – Probability Distributions
Topic 8.1 – Calculate with the binomial distribution
Topic 8.2 – Calculating with the normal distribution
Topic 8.3 – Quality Assurance graphs
Assessment Procedures:
Following each topic area, students will sit a topic assessment which will be graded from 1-9 based on GCSE levels and used to inform us of your child's progress. A closing the gap topic consolidation sheet will be in your child's book on green paper, this will show you child the areas to develop, and areas of strength to help them improve and target their revision. They will complete a Wow, How Now to get them to close the gap on missing knowledge.
Mock assessments in both Yr10/Yr11 will be carried out and assessed in order to identify personalised targets/area for improvement.
Homework guidance:
Homework will be set once a week. The purpose of the homework will either be to consolidate work done during the lesson or to find out something new to discuss at the following lesson. Homework will be a past paper, or the corrections of a past paper and a copy of the sheet will be uploaded onto Synergy.
How can you help?
1. Any extra Mathematics or Statistics you can encourage your child to do will help with their success in the subject. Students are always encouraged to seek extra help from their teachers to help them make good progress Statistics.
2. Ensure your child completes homework in time and shows all working out on their homework sheet or in their book.
3. Purchasing a Statistics 9-1 revision guide to use at home to assist them in their learning and consolidation of a topic.
4. Encourage your child to look for statistics in the news or in other areas of life. Getting them to think and question the reliability of the statistics in the news will help them become more confident and able in, analysing patterns and trends in data, and the reliability and validity of claims based on statistics.
Equipment needed:
- Pencil, ruler, calculator, rubber, pen, protractor, compass.
Textbooks:
Our scheme of work follows the Pearson Edexcel 9-1 Statistics GCSE Student book.
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Oral Thrush
Oral thrush is usually harmless. It's common in babies and older people with dentures. It can be easily treated without the need to visit a GP. Speak to your pharmacist if you develop symptoms of oral thrush as some treatments are available without a prescription.
Symptoms in Adults
Symptoms in Babies
- Mouth is red inside and you have white patches
- cracks at the corners of the mouth
- not tasting things properly
- an unpleasant taste in the mouth
- pain inside the mouth, for example a sore tongue or sore gums
- difficulty eating and drinking
- A white coating on the tongue like cottage cheese – this can't be rubbed off easily
- they don't want to feed
- nappy rash
N.B. If you baby is less than 4 months old seek advice from your GP
Oral thrush in adults isn't contagious; however babies can pass oral thrush on through breastfeeding. This can cause nipple thrush in mothers.
How can I avoid triggers/ suggested lifestyle changes
Thrush is an infection caused by a fungus called Candida. Some things can make the fungus grow more than usual. You might get thrush if you are:
- taking antibiotics over a long time
- using asthma inhalers (steroids)
- diabetic
- getting cancer treatment like chemotherapy
Below are some tips on how to help prevent oral thrush
Do
- take care of your teeth: brush twice a day, clean your dentures, go for regular check-ups even if you have dentures
- brush your gums and tongue with a soft toothbrush (if you don't have any teeth)
- sterilise dummies and bottles regularly
- rinse your mouth after eating or taking medicine
- go to regular check-ups if you have a long-term condition like diabetes
How do I treat?
There is usually no need to visit your GP to treat oral thrush. Treatments can be bought from Pharmacies allowing you to treat at home with having to visit the doctor. Your Pharmacist will provide you advice on the dose and how to use the treatment.
- Locally applied treatment – the treatment is usually the use of an antifungal oral gel every day for
at least 7 days.
o Always follow the instructions that come with the medicine
o Ideally, you should not eat or drink for about 30 minutes after using the gel. This helps to prevent the medicine from being washed out of your mouth too soon.
Don't
- wear your dentures at night
- keep wearing dentures if they don't fit properly – see your dentist
- smoke
- Speak to your pharmacist - for advice if you're not sure which type of medicine is best for you/ your baby.
When should I seek advice?
If left untreated, the symptoms will often persist and your mouth will continue to feel uncomfortable. If your symptoms continue - see your GP.
- In severe cases that are left untreated, there is also a risk of the infection spreading further into your body. This can be serious.
- If you suffer from oral thrush frequently the GP may recommend blood tests. The tests will look for certain conditions linked to oral thrush, such as diabetes and nutritional deficiencies.
More information is available at the following websites
- NHS Choices - www.nhs.uk
- Stay Well Derbyshire – www.nhsstaywellderbyshire.co.uk
- Or visit your local pharmacy for advice | 1,304 | 702 | {
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Social Efficiency
* Defined In Education: Social efficiency is the position in education that calls for the direct teaching of knowledge, attitudes, and skills intended to shape the individual to predetermined social characteristics.
- Social efficiency presumes to improve society by making its members more vocationally useful and socially responsible.
- "[Social efficiency] rejects the notion of pursuing a study simply for the pleasure of learning."
* "In the Social Efficiency ideology, the child is not the main focus. The focus is to develop skills necessary for society's needs. The child is viewed as a potential adult member of the society. The Social Efficiency ideology places less emphasis on the individual needs of the child. It places more emphasis on the capability of the child to fill social needs of the society."
* David Samuel Snedden: one of America's pioneer educational sociologists concerned with education for social efficiency
- Proposed a reorganization of studies; more "practical" subjects
- "Snedden went a step further than many in the social efficiency tradition by proposing that a concerted effort be made to determine the probable destination of each individual in society and to prescribe a curriculum especially suited to promote his ultimate efficiency." (PLATO/BOBBITT)
- "Sneddenism," as a scheme of education, was based upon "differentiation" of program according to the probable destination of the pupil and "flexibility" of course offering to meet differentiated needs. Individualization of the program meant placing the student into a "case group" of like destination. Membership in a given case group depended upon three variables: (1) environmental background, (2) ability, and (3) economic opportunity. He argued that only those students with optimum amounts of all three variables should be given education for those callings requiring a long and expensive period of schooling.
- Less concerned with general education and more concerned with vocational training.
How Could This Be Applied To Music Education?
That's kind of a tough question. I'm not advocating for this approach, but for social efficiency in music education a common track for a child might mean discerning at an early age a measure of the child's musical talent, most likely followed by homeschooling: instruction would be on a particular instrument or in a specific style or genre of music, potentially of a certain religious belief, to eventually become a contributing member of religious worship or a community ensemble. Of course, my tendency is to believe that a formalized educational system of social efficiency would not place value on arts/music education at all, thereby shuffling all students into vocational training after attaining some level of general education.
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Student Council
Mission:
Our Student Council is a representative structure for the students of our school, through which they can become involved in the affairs of the school, working in partnership with school management, staff and parents for the benefit of the school and its students. In keeping with 'The National Children's Strategy', children and young people should be given a voice in matters that affect their lives and provided with opportunities to participate in decision making.
Aims:
* To give the student body a voice
* To support students
* To plan special events or programmes
* To develop leadership skills in the students
* To help influence decisions made in the school
* To report to the P.T.A and B.O.M. on issues that are important to the students of the school
* To make contact with local representatives, the Department of Education and other outside agencies on matters of importance to the students of the school
Structure:
* The Student Council is equally representative of all students in the school.
* Only students can be elected to the student council.
* One teacher and one parent will work with the Student Council and form the link between the Student Council, the B.O.M., the P.T.A. and the staff.
* Elections will be held once a year in September.
* Every student from 3 rd to 6 th class has 1 vote.
* Elections will be held by secret ballot.
* Counting of ballots is carried out by students under the supervision of a teacher/S.N.A./parent.
* Candidates can canvass in advance. Canvassing for elections can take place outside of teaching hours (break and lunch) and during class time with the agreement of the class teacher.
* In the case of a draw a second secret ballot will be held between the tied contestants.
* All classes from third to sixth will elect 2 representatives, one girl and one boy.
* An additional representative may be elected to represent international children in consultation with the teacher representative, the principal and the teacher with responsibility for international children.
* After completing one term of office (one year) candidates cannot stand for election again.
* Meetings will be held at regular intervals throughout the year.
* In the event of a resignation from the Council, the class affected are entitled to appoint a new representative. The position should be offered to the person who came second in the election. If this person refuses it should be offered to the person who came third and so on. In the event of a tie a re-election can take place between the two candidates. The person who takes over during the year is entitled to run for election again the following year should they so wish. All resignations should be in writing.
* Any meeting of the Student Council must have a quorum of at least 5, one of whom must be an adult before it is valid.
* Student Council officers shall be as follows: Chairperson, Minutes Secretary, Correspondence Secretary and Treasurer.
* Minutes of each Student Council meeting duly adopted and signed shall be kept on record. Student Council members must bring all paperwork (copies of minutes etc) to each meeting.
* Student Council members will be given at least one junior class to represent and must undertake to visit that class at least once before each meeting. | 1,300 | 654 | {
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Summer Reading for the 2018-2019 School Year
Rising Ninth Graders: Below is the list of novels. Students will be required to read the novel(s) and write a response(s) to the prompt given. The writing responses format is as follows:
* Typed
* MLA Heading
* No more than one page
* Single spaced
* Answer the prompt completely with an introductory paragraph and thesis.
Students will turn the response(s) in on the first day of English class.
English 9:
Stargirl - Jerry Spinelli
OR
Lord of the Flies- William Golding
Choose ONE novel
Essay Prompt: Discuss a major theme that reoccurs throughout the novel. How does the author convey this novel through diction and literary devices? Use in-text citations to support your response.
Advanced English 9:
Stargirl - Jerry Spinelli
OR
Lord of the Flies - William Golding
Choose ONE novel
Essay Prompt: Discuss a major theme that reoccurs throughout the novel. How does the author convey this novel through diction and literary devices? Use in-text citations to support your response.
Honors English 9:
Stargirl - Jerry Spinelli
Lord of the Flies
- William Golding
Answer this prompt for BOTH novels
Essay Prompt: Discuss a major theme that reoccurs throughout the novel. How does the author convey this novel through diction and literary devices? Use in-text citations to support your response.
Rising 10th, 11th, and 12th Graders: All students were given Google Classroom codes about two weeks ago. They were to join the Google Classroom according to the specific course they will be enrolled in next month. In the Google Classroom, students will be given three prompts to write and discuss the novels they are reading this summer. We are asking students to write 3 responses to the prompts given. All prompts are posted in Google Classroom. All directions are posted in Google Classroom.
English 10:
Chains- Laurie Halse Anderson
* Please note the book assignment change from the email sent on May 23, 2018. Due to a personnel change, the summer reading assignment has changed but Connecticut Yankee in King Arthur's Court by Mark Twain will still be discussed during the school year.
Advanced English 10:
The Crucible - Arthur Miller
Honors English 10:
The Crucible - Arthur Miller Killer Angels (summer) - Michael Shaara
Advanced English 11:
The Grapes of Wrath - John Steinbeck
AP Language and Composition:
The Language of Composition: Reading, Writing, Rhetoric Third Edition - Renee H. Shea, Lawrence Scanlon, and Robin Dissin Aufses
Chapters 1-4
Honors English 11:
Mayo and Russo edition of Plato's Republic
Advanced English 12:
The Strange Case of Dr. Jekyll and Mr. Hyde - Robert Louis Stevenson Frankenstein - Mary Shelley
AP Literature and Composition:
Hunger Games: Mockingjay - Suzanne Collins Brave New World - Aldous Huxley Frankenstein - Mary Shelley
*Transfer students please email firstname.lastname@example.org for your essay prompts as soon as possible, if you have not already. | 1,504 | 686 | {
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Take Steps to Protect Health and Safety During Flooding
Rain levels accumulated over the past few days have already caused flooding in some areas. As water levels reach such levels, the threat of flooding increases which could cause potential health and safety issues. If water enters your home or business, take precautions to avoid potential health and safety concerns during cleanup.
Avoid contact with flood water whenever possible. Flood water may contain contaminants and unseen hazards. If you must come in contact with flood water, wear rubber boots, rubber gloves and goggles during clean up. Immediately wash with soap and water after cleanup and wash all clothing worn during the cleanup in hot water and detergent. These clothes should be washed separately from uncontaminated clothes and linens.
Discard items that have come in contact with floodwater including:
* Large soft items that have been in contact with water for two or more days, such as couches, chairs, mattresses and carpet. Even though you cannot see it, mold is growing on these items. People who are sensitive to mold may experience nasal stuffiness, eye irritation, wheezing or skin irritation. People with severe allergies to mold or with chronic lung illness may experience more severe reactions, including fever, shortness of breath or mold infection in their lungs.
* Plastic items like kitchen utensils, plates, dishes, tupperware and baby bottle nipples.
* Kitchen utensils that are wooded or have cracks, such as wooden spoons and cutting boards.
* Leather or paper products.
* Garden produce.
* Medicines and cosmetics.
Other items may be successfully cleaned.
* Bedding and other soft items should be washed in hot water with bleach.
* Children's toys, utensils, dishware and small items with hard surfaces should be washed with soap and water and then disinfected by immersing for one minute in a solution of four tablespoons of bleach to two gallons of water.
* Pots and pans can be sterilized by boiling them for at least ten minutes.
* Items that a baby may put in his mouth should be boiled.
* Items that are too large to immerse, or surfaces like walls, decking and doors should be washed with soap and water and then wiped down with a solution of one cup of bleach to one gallon of water.
Be sure to protect yourself while cleaning up.
* Wear rubber gloves and rubber boots.
* Use eye protection and a mask while cleaning with bleach solutions.
* Be sure your home is well ventilated.
* Never mix bleach with ammonia or other cleaning solutions, as it may create toxic fumes.
Avoid electrical shock and damage to items by ensuring that any electrical appliances that have been in contact with floodwater are thoroughly cleaned, reconditioned and dry before operating them.
For more information contact:
McDonald County Health Department
417-223-4351 | 1,124 | 571 | {
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Firefly Class 2018 – 2019
Spring Term Newsletter
Our topic for the Spring Term is 'From Top to Bottom' – a history and geography-based theme. We will be exploring countries and continents from the top of the globe, leading down to the Antarctic, where we will be discovering the journey made by Ernest Shackleton and his team. We will then link our Science topic of animals, and how they have adapted to different climates and habitats.
Boosters: As the SATs are fast approaching, we will be starting our booster classes on Monday afternoons. We are very lucky to have extra support from Mrs Henderson, Mrs Williams and Mrs Munday. We shall be revising the key skills and exam techniques required for SATs. Reading boosters will be allocated for selected children after school; more details will follow.
Spring Term One:
English:
* Persuasive writing;
* Adventure stories.
Maths:
* Solve problems involving ratio and proportion
* Read, write and convert units of measurements
Spring Term Two:
English:
* Stories with historical settings;
* Discussion texts.
Maths:
*
Algebra express missing number problems algebraically use simple formulae expressed in words
* Geometry: Properties of shape
Science:
*Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
*
Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Science:
* Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals;
* Give reasons for classifying plants and animals based on specific characteristics.
Homework:
Reading Eggspress and Mathletics will be set on a Friday and will be expected to be completed by the following Wednesday. The online activities will be based on the previous week's learning; therefore, children should be
familiar with the techniques and strategies. We also encourage children to practise and explore other areas of activities available to further develop their learning.
Spelling changes: To develop further independence, we will be changing the way we test our spellings. Every Friday, children will receive the focused spelling pattern with a few examples that follow that rule. Their homework will be to explore additional words which could potentially be asked in the spelling test on following Friday. This will allow children to fully appreciate spellings which follow the patterns and embed their learning.
PE: Year 6 will have PE every Thursday with Mr. Milner. Children must have their PE kit in school every.
Special Events: Year 6 have been invited to visit the Peterborough Hospital to the Accident and Emergency (A+E) department. More details to follow nearer the time.
If you have any questions, please do not hesitate to arrange an appointment to speak to us.
Thank you,
Miss Christian, Mr Day and Mrs Henderson | 1,261 | 588 | {
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The Metropolitan District
water supply • environmental services • geographic information
MDC
May 5, 2014 For Immediate Release
THE MDC PROMOTES "DRINKING WATER WEEK 2014" MAY 4 TH -MAY 10 TH
(HARTFORD, CT) This week, the MDC will promote Drinking Water Week 2014 by unveiling a "Five Facts About Your Water" campaign to raise awareness among member town residents and businesses about the critical role water plays in our daily lives and in the quality of life we enjoy.
The "Five Facts About Your Water" campaign will educate the public about the work and history of the Metropolitan District, including the following examples:
- Did you know that your water is safe, pure, and better than the water available in much of Connecticut and the rest of the country? The MDC's watershed land acts as a natural filter and buffer to pollutants and protects the integrity of the District's drinking water supply reservoirs.
- Did you know that your water comes from 31,000 acres of watershed land that includes two reservoirs containing nearly 40 billion gallons of water, all maintained by the MDC? This land also provides Connecticut's more popular recreation areas, including paved and gravel roads for joggers and bicyclists, hiking trails, wheel-chair accessible picnic groves, and areas for cross-country skiing and snow shoeing.
- Did you know that your water rates are among the most affordable in CT and the country? For $2.00, you can have one gallon of name brand bottled water delivered to your home or approximately 333 gallons of MDC water – a savings of $1.99 per gallon!
Brochures highlighting these important facts and more about the water we use and consume every day will be distributed to Town Halls and community organizations in member towns. In addition, the MDC Water Wagon will be deployed to area events during the week.
About Drinking Water Week: For more than 35 years, the American Water Works Association and its members have celebrated Drinking Water Week – a unique opportunity for both water professionals and the communities they serve to join together to recognize the vital role water plays in our daily lives. Additional information about Drinking Water Week is available at www.awwa.org
About the MDC: The MDC is a nonprofit municipal corporation chartered by the Connecticut General Assembly in 1929. The MDC provides water, sewer and household hazardous waste collection services to its member municipalities: Bloomfield, East Hartford, Hartford, Newington, Rocky Hill, West Hartford, Wethersfield and Windsor. In addition, under a series of special agreements, the District supplies treated water to portions of Glastonbury, South Windsor, Farmington, and East Granby.
Contact:
###
Kerry E. Martin The Metropolitan District
Office: (860) 278-7850, ext. 3203
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Christopher Gardom in Baslow
Christopher Gardom (or Gurden etc) arrived in Baslow in the early 1600s, certainly before 1633 when his first son was baptised in Baslow Church. Using parish records his family line can be traced for eight generations to Thomas W Gardom who was born in 1852 and died in 1916. The latter had only one daughter and the family name died out locally soon after.
There is only one other early record of Christopher Gardom: Jim Rieuwerts (Peak District Mining bulleting Vol 19 No 4 2015) found agreements dated 1642 for John Woodhouse and Christopher Guerdham for coal pit rents. These mention wood for props and drainage soughs, i.e. for mining with shafts rather than simple bell pits. The site of this mining was only a few hundred metres from the eastern edge of Yeld Farm in the vicinity of Moorside Farm.
The Early Gardom Family
It was an illustrious family. Christopher's eldest son John went to Peterhouse College Cambridge in 1651: not surprisingly he disappeared from the Baslow scene leaving his younger brother Thomas (b1636) to take over the family concern.
Thomas had two sons of note. The eldest John (b1664) was a farmer, and also a blacksmith. His skills were appreciated by the first Duke of Devonshire, who employed him in the rebuilding of Chatsworth House and in the restoration of the gardens in the late 1600s. His name is still commemorated in the house by a plaque at the top of the west staircase. It is certainly possible that he also helped forge the railings and gates which today stand as The Golden Gates at the entrance to the drive to Chatsworth.
Thomas (b1677) a younger son did well by marrying the heiress to Bubnell Hall, Elizabeth Broomhead. He and his family prospered becoming if not gentry at least nouveau riche. His son built Calver Cotton Mill, and his grandson moved into Cliff House, which was later bequeathed to the Methodists to become Cliff College.
NB There was a Gurdon family in Assington, Suffolk in the 1500s. Philip from this family went to Emmanuel College in 1650
Yeld Farm
The 1848 Tithe Award places the family at Yeld Farm, just east of Baslow village. At the time they were tenant farmers renting 208 acres. Much was very poor ground but it did include 25 acres of wheat & oats, and 40 acres of meadow & pasture. The land extended up the valley of the Barbrook as far as Cupola, reaching from the present main road (A621) to the foot of Gardoms Edge. Before this road was built in 1818 the lower boundary may well have been the brook. Significantly the farm included a narrow strip of land half a kilometre long above the edge and bordering the moor. Yeld Farm today is virtually the same today as it was in 1848
The strip of land is still there bounded by a well built wall which separates it from the moor beyond. On the edge below the strip there are a series of ancient quarries littered with abandoned millstones. The size of the screes of abandoned stone point to their extensive use in the past. Leading up to the south end of the strip is an old trackway from the valley deeply carved into the edge. The millstone industry was active in the 1600s but declined over the next 100 years. There has been no further
Gardom and Gardom's Edge
use for the area, so the quarries remain as they were when they were abandoned possibly 300 years ago.
The Gardoms were definitely in Yeld farm 1848. It is certainly possible that Christopher Gardom was given the tenancy of the house and the land when he arrived in Baslow in the early 1600s.
Who was Christopher Gardom?
He must have come from a family of some substance for him to even think of sending his eldest son for a university education – not a common occurrence amongst Derbyshire yeoman farmers at the time. The social standing of the family must have been maintained for his grandson to marry into the Bubnell Hall family.
He was given tenure of a large farm (my assumption) suggesting some earlier family connection with the Lord of the Manor, the Duke of Rutland or his agent.
The inclusion of active millstone quarries within the boundaries of his tenure suggests that he had responsibilities in running them. His venture into coal mining implies initiative and financial resources with or without earlier experience of the industry
And why "Gardoms's Edge"
The name must come from the Gardom family, but merely farming in the valley would not seem enough to warrant this. I suggest that quarries, when they were still active, belonged to the Gardoms and the name was short for "Gardom's quarries on the edge".
There were similar quarries on Dobb Edge. Robert Dobb and his son John lived in Bubnell Cliff Farm between 1660 to1730, confirmed by their gravestone in Baslow Churchyard close to the vicarage.
David Dalrymple-Smith Ashenfell House, Baslow email@example.com Nov 2016 | 1,955 | 1,136 | {
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SAFE
RESPONSIBLE
RESPECTFUL
R
S
R
iPledge for Children
Name: __________________________
Date: __________
I pledge to use my technology SAFELY. When I am online, I will not visit dangerous or inappropriate sites, talk to strangers, or provide personal information without letting my parent/caregiver know about it first. I will not use technology to bully or cause harm to others. If I am made aware of unsafe activity online, I will notify an adult immediately.
I pledge to use my technology RESPONSIBLY . I will do “first things first,” like homework, physical activities, music practice, and my chores at home. I will use technology with balance. I will hand over all screens at night so that I can get a good night’s sleep .
I pledge to use my technology RESPECTFULLY. When my parent/caregiver tells me to turn off or hand over my screen, I will turn it off or hand it over in a respectful way. Screens can make people moody and disrespectful, and I pledge to do my best to be respectful with my technology. I will know when to turn it off to maintain my face-to-face, people skills.
For more information, contact: Dr. Michael Fraser 718-579-5476
iPledge for Parents
Name: __________________________
Date: __________
I pledge to help my child use technology SAFELY. If my child has access to the Internet from a phone, tablet or computer, I understand that they have access to people, websites, images and videos that are inappropriate, shocking and dangerous. I pledge to install software that will help me monitor their use (e.g., Norton Family). I will do my best to be aware of what sites they visit, whom they talk to, and what they play. I will have frequent conversations about how to use technology safely.
I pledge to help my child use technology RESPONSIBLY . I will set reasonable limits with my child to teach the importance of homework, positive activities, self-care and chores at home. I will set a good example for how to use technology with balance. I will not let my child take screens to bed so that s/he can get a good night’s sleep .
I pledge to teach my child to use technology RESPECTFULLY. I will work with my child to know when to turn off and hand over their screen(s) in a respectful manner. I will talk with my child about the importance of developing face-to-face, people skills. I will work with my child to use technology with kindness and accept limits to screen use. | 1,004 | 538 | {
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Marking Texts
The following ten suggestions will help you mark your textbooks (purchased or rented) so they will be of immediate and lasting value to you. The front of this page is marked according to these recommendations. If you are using a book temporarily, you may use sticky notes to write in the margins instead of highlighting and writing on the actual pages. On the back of this page is an illustration of a section of a textbook that is marked as a rented book may be.
1. Read first and then mark the text selectively. Make conscious decisions about what to underline and limit the amount. Too much underlining is difficult to study later and often becomes a mechanical process that requires little thought. Read a section of material first and then go back and underline only the words and phrases that most accurately state what that chunk of material is mainly about.
2. Mark transitions and number important ideas. Making transitions stand out in the text helps you locate the ideas. When you box such words as first, for example, next or finally, you not only locate important ideas more easily, you also see how they relate to each other.
3. Indicate and define specialized vocabulary. Write brief meanings in the margin if you need to. You need to know these terms to understand the textbook and the instructor, and take the exams.
4. Jot down main ideas in the margin. At the end of a paragraph, stop and ask yourself, "What was most of that paragraph about?" Write the answer in as few words as possible in the margin. This is an especially useful technique for short dense assignments that are difficult to understand, such as those in philosophy, physics, or chemistry.
5. Label Examples (ex). When you encounter an example, determine what main idea it exemplifies and label it. It will help you understand the main idea when you study later.
6. Write your own ideas, including connections with your other classes, in [square brackets]. If you are reading actively, concentrating and understanding, you will also be thinking. Jot down the ideas that occur to you either at the top or the bottom of the page and bracket them to indicate they are your own. Your recorded ideas will make later study more interesting and will also provide ideas for class discussions, papers, and exams.
7. Write questions as you read. Questions help you think, relate new material to what you already know, and wonder about implications and applications. All these mental activities help you learn the material in the first place and remember and use it later.
8. Write brief summaries at the end of each section of material, and later; at the end of chapters and the book. Use the white space throughout the book to write summaries. Write them in brief phrases only. They should answer the questions "What was this about?" and "What did the author say about it?" Summarize your own words as much as possible. Don't read and write at the same time, or you will end up with too many notes.
9. Make outlines of obvious major ideas in the margins. Outlines are a visual representation of ideas and their relation to each other. At times, obvious transitions will make the ideas stand out. When you encounter such material, write brief outlines of the ideas in the margins.
10. Make maps. Outlines force you to isolate and organize important ideas so you can visualize them and thereby understand and remember them. Writing ideas in map form accomplishes the same thing. You can map major sections, chapters, or even entire books. Experiment with summaries, outlines, and maps and decide which work best for you.
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1
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color
2
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap
3
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the center of your chest and heart
4
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the center of your chest and heart chakra. Release tension from shoulders and neck and feel the connection between your body and the Earth. Emotional blocks can affect your vision tremendously.
5
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the center of your chest and heart chakra. Release tension from shoulders and neck and feel the connec-
6
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the
7
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the center of your chest and heart chakra. Release tension from shoulders and neck and feel the connection between your body and the Earth. Emotional blocks can affect your vision tremendously.
8
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A new breed of micro fuel cells
Engineers at Yale University have developed a new breed of micro fuel cell that could serve as a long-lasting, lowcost, and eco-friendly power source for portable electronic devices, such as tablet computers, smartphones, and remote sensors. The researchers describe the novel device online in Small .
An alternative to a battery, a fuel cell is an electrochemical device that combines hydrogen and oxygen to produce energy, giving off only water and heat as byproducts. But the materials and methods commonly used for making micro fuel cells are fragile, inefficient, and expensive.
Major components of the new device are made of bulk metallic glasses (BMGs)—extremely pliable metal alloys that nonetheless are more durable than the metals typically used in micro fuel cells. BMGs can be finely shaped and molded using a comparatively efficient and inexpensive fabrication process akin to processes used in shaping plastics.
"These amorphous metal alloys are amazing materials that can be easily shaped into both large and small nanostructures, yet retain suitable properties for a wide range of electrochemical applications," says André D. Taylor, an assistant professor of chemical and environmental engineering at Yale University School of Engineering & Applied Science and a principal investigator of the research. Ryan C. Sekol, a doctoral student in Taylor's laboratory, is lead author.
Silicon and stainless steel are the materials typically used in micro fuel cells. But silicon is brittle and a poor electricity conductor, and stainless steel is prone to corrosion. This means they require special coatings, which drives up production costs. Fabricating metal components on the nanoscale is complex and timeconsuming also.
Using bulk metallic glasses solves these problems, the researchers say.
BMGs are metal alloys with randomly arranged atoms rather than the orderly, crystalline makeup of ordinary metals. The random atomic arrangement results in a tough but elastic substance—as strong as steel, yet malleable and good at
Page 1 of 2
A new breed of micro fuel cells
Published on Research & Development (http://www.rdmag.com)
conducting electricity, and thus superior to silicon and steel for micro fuel cells.
"Using thermoplastic processing, a process we invented at Yale, we can form metallic glasses like plastics, dramatically reducing fabrication costs," says Jan Schroers, a professor of mechanical engineering and materials science at Yale and also a principal investigator of the project. He has pioneered the technique and used it to create complex shapes, including seamless metallic bottles, watchcases, miniature resonators, and biomedical implants.
The BMG components of the Yale team's micro fuel cell (the entirety of which measures three cubic centimeters) are based on zirconium and platinum compounds. The team demonstrated that its fuel cell generates power and is now working to increase it.
Source: Yale University [1]
Source URL (retrieved on 05/28/2015 - 4:16pm):
http://www.rdmag.com/news/2012/11/new-breed-micro-fuel-cells
Links:
[1] http://news.yale.edu/2012/11/29/micro-fuel-cells-made-glass-power-your-ipad
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POLYCYCLIC AROMATIC HYDROCARBONS
What are POLYCYCLIC AROMATIC HYDROCARBONS?
Polycyclic aromatic hydrocarbons (PAHs) are a group of more than 100 different chemical compounds. They are formed in nature and are found in many places in the environment.
Where are PAHs found and how are they used?
PAHs are found in crude oil, coal and gas. They can be released into the air as smoke or soot from volcanoes and forest fires. Burning tobacco or grilling meat can also release PAHs. Some PAHs are used in medicine, and to manufacture dyes, plastic and pesticides. They can also be found in asphalt, roofing tar and creosote.
How can people be exposed to PAHs?
You could be exposed to PAHs through:
Breathing smoke from tobacco, or burning wood or coal in stoves or fireplaces. Exposure can also result from breathing burning garbage or leaves, or from cooking with a charcoal or gas grill. You can also breathe PAHs from car and truck exhaust, or in air near factories that release PAHs.
Eating charbroiled or smoked meat.
Drinking water that contacted PAHs.
Touching materials containing PAHs, such as tar, soot, soil or water. You can be exposed by touching wood preserved with creosote.
How do PAHs work and how can they affect my health?
Several PAHs cause cancer in humans. Others are considered to be probable or possible cancer-causing chemicals. Exposure to high concentrations of PAHs damages the skin and affects the body's ability to fight disease and infection.
How is PAH poisoning treated?
Most exposures to PAHs happen every day at very low levels in the air we breathe and the foods we eat. Treatment for a short-term exposure is unlikely. Contact your doctor if you experience symptoms of PAHs poisoning.
What should I do if exposed to PAHs?
Remove anyone exposed to high levels of PAHs from the source of exposure. Seek medical treatment immediately.
What factors limit use or exposure to PAHs?
Most of the population is exposed to very low levels of PAHs in the air and food we take in every day. Workers can be exposed to PAHs by inhaling engine exhaust, or by working in industries such as mining, oil refining, metalworking, chemical production, transportation and the electrical industry.
Is there a medical test to show whether I've been exposed to PAHs?
Tests can determine if you were exposed to high levels of PAHs. Consult with your physician.
References and Sources
Agency for Toxic Substances and Disease Registry (ATSDR). 1995. Toxicological Profile for polycyclic aromatic hydrocarbons (PAHs). Atlanta, GA: U.S. Department of Health and Human Services.
U.S. E.P.A.,
Health Effects Notebook for Hazardous Air Pollutants, http://www.epa.gov/ttn/atw/hlt
hef/h
apin de
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Methane Bubbles
Flammability of Gases
Introduction
SCIENTIFIC
This demonstration will excite and create interest in equation writing, stoichiometry, and will illuminate lighter than air gases.
Concepts
* Combustion
* Stoichiometry
Materials
Dishwashing liquid, Joy ® or Dawn ® , 120 mL
Matches
Glycerin, 60 mL
Meter stick
Water, distilled or deionized, 800 mL
Methane gas source
Bottle with cap, 1-L
Tape
Candle, 59 5 1¼9
Trough
Filter funnel, 75-mm
Tubing, rubber, 10–20 feet
Safety Precautions
Do not light methane bubbles larger than 4–5 inches in diameter. Only light bubbles when they are well above your head. Do not light bubbles near any heat or smoke detectors. Have someone by the gas source ready to shut off the gas supply if problems occur. Wear chemical splash goggles, chemical-resistant gloves, and a chemical-resistant apron. Please consult current Material Safety Data Sheets for additional safety, handling, and disposal information.
Preparation
To prepare bubble solution:
Mix 120 mL of Joy or Dawn dishwashing detergent, 80 mL of glycerin, and 800 mL of distilled or deionized water in a 1-L bottle. Let the mixture stand for a least 24 hours before use.
Procedure
1. Connect the funnel to the gas source with the rubber tubing. Pour the bubble solution into the trough.
2. Select a volunteer. Tape the candle to the meter stick and then light the candle.
3. Turn on the gas and adjust the flow so that when the funnel is dipped into the bubble solution, foaming does not occur.
4. Dip the funnel into the bubble solution. Hold the funnel up and allow a bubble to form.
5. Turn the funnel to one side, shake it, and allow the bubble to dislodge and float upwards.
6. When the bubble is safely above you (at least three feet), have the volunteer touch the candle flame to the bubble and observe the large flame.
© 2016 Flinn Scientific, Inc. All Rights Reserved.
061616
1
Tip
Practice the flow rate before attempting this demo. If the gas flow is slightly higher than ideal, most of the bubbles will burst before they release. If the gas in the funnel inadvertently ignites, dip the funnel back into the solution to extinguish the flame and turn off the gas.
Disposal
Please consult your current Flinn Scientific Catalog/Reference Manual for general guidelines and specific procedures, and review all federal, state and local regulations that may apply, before proceeding. The soap solution may be poured back into the bottle and stored indefinitely.
Discussion
The bubbles rise because natural gas or methane, CH 4 , is lighter than air. The balanced equation for the combustion of methane in air is:
Complete combustion of all hydrocarbons produces the same products: carbon dioxide and water.
Connecting to the National Standards
This laboratory activity relates to the following National Science Education Standards (1996):
Unifying Concepts and Processes: Grades K–12
Systems, order, and organization
Evidence, models, and explanation
Content Standards: Grades 9–12
Content Standard B: Physical Science, properties and changes of properties in matter
Content Standards: Grades 9–12
Content Standard B: Physical Science, structure and properties of matter, chemical reactions
Flinn Scientific—Teaching Chemistry ™ eLearning Video Series
A video of the Methane Bubbles activity, presented by Lee Marek, is available in Flammability of Gases, part of the Flinn Scientific—Teaching Chemistry eLearning Video Series.
Materials for Methane Bubbles are available from Flinn Scientific, Inc.
Consult your Flinn Scientific Catalog/Reference Manual for current prices.
© 2016 Flinn Scientific, Inc. All Rights Reserved.
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BOSTON
From the beginning to … the tallest skyscraper in Boston (3.40).
Before you watch
1. Answer these questions.
1. When did the American Colonies become independent from Britain?
2. What is this rebellion called?
3. What does the name Little Italy refer to?
2. Match these names to their definitions.
tower, trail, square, pond, street festival, waterfront, outdoor activity, rowing competition
1. special event celebrated in the open air
……………………
2. something you do in the open air
……………………
3. sports event involving boats
……………………
4. path in a urban or natural place
……………………
5. large area surrounded by buildings
……………………
6. small natural or artificial lake
……………………
7. tall building
……………………
8. part of a town next to the sea
……………………
While you watch
3. Number these places in the order you see them.
_____ Frog Pond
_____ Back Bay
_____ Freedom Trail
_____ Trinity Church
__1__ Quincy Market
_____ North End
_____ Old State House
_____ Boston Common
_____ John Hancock Tower
_____ Bunker Hill Monument
4. UP TO NOW. Match the beginnings and ends of the sentences.
From Very tall buildings (3.41) to the end.
5. Mark the sentences true (T) or false (F).
6. UP TO NOW. Where can you do these activities?
Boston Aquarium, Charles River, Charles River Esplanade, Fenway Park, all over the city
7. Decide if these places hold a record for Boston or the USA.
| | | in Boston |
|---|---|---|
| Boston Common | The oldest public park | |
| Fenway Park | One of the oldest baseball parks | |
| The Red Sox | The best baseball team | |
| John Hancock Tower | The tallest skyscraper | |
| Old State House | The oldest public building | |
| Harvard College | The oldest university | |
8. Brainstorming
Boston is also a modern city. List all the modern things you can see in the city.
9. Dialogue
You meet an Italo-American and you talk to him. Complete the dialogue.
You:
Where do your grandparents come from?
He/She: …...............................
You:
Where do you live?
He/She: …...............................
You: Do you still eat Italian food and keep Italian traditions alive?
He/She: …...............................
You: Do you like living in Boston?
He/She: …............................... | 1,173 | 550 | {
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Letter to Second Grade Parents
Spring 2013
Dear Parent of Rising Third Graders,
Congratulations on your child's successful year of second grade. Since the start of kindergarten, your child has been learning the basics of reading, mathematics, and other important subjects. Your son or daughter's teacher also has encouraged him or her to be curious and to enjoy learning new things. All of this will help boost learning in third grade and beyond.
In the fall, as your child begins third grade, you will notice a big focus on reading and on learning math skills and facts that your child will need in fourth grade and even in middle school and high school. For the first time in the fall of third grade, your child will be given a beginning-of-grade standardized test to see how they are reading. At the end of third grade, your child will take end-of-grade tests in reading and in mathematics. These tests tell you and your child's teacher and principal if your child has learned the basic skills that he or she needs in order to do well in fourth grade.
North Carolina state law now requires that third graders who are not reading at a proficient level on the end-of-grade test be given extra attention. If your child does not score proficient on the end-of-grade test in reading at the end of third grade, here is what will happen:
* First, your child will be re-tested to make sure that they didn't just have a bad day on the first test day.
* Second, if your child is not proficient on the re-test, your son or daughter will be invited to a summer reading camp to help them improve their reading skills. This camp is at no charge to you. Your local school district will organize the camp and give you more information about when and where it will be held.
* If you do not agree to send your child to summer reading camp, your child will repeat third grade the following school year in order to give him or her more time to build strong reading skills.
* At the end of summer reading camp, your child's reading will be retested. If he or she tests proficient, your child will be eligible to be promoted to fourth grade. If your child does not score proficient at the end of summer reading camp, he or she will be placed in fourth grade classes the following year with a third-grade retention label. Ninety minutes of uninterrupted reading instruction will be provided daily in these classes. Your child will be eligible to retake the reading test in late October to achieve a mid-year promotion and have the third-grade retention label removed. Your child will remain in the same fourth grade class for the entire school year and continue to receive the uninterrupted reading instruction throughout fourth grade to support ongoing improvement in reading skills.
This new reading requirement will begin for the first time with the children who begin third grade in the fall of 2013. More details will be provided to you this fall about this requirement and how your district will help children become better readers by the end of third grade. In the meantime, here is how you can help your child over the summer:
* Set aside time for your child to read every day and/or for you to read to your child.
* Visit the local public library and check out books. This is a free service in most counties.
* Some local school districts open school libraries on special days in the summer. If you can, take your child to library day at your school to check out books.
* If your child enjoys writing or drawing, encourage them to write and draw.
* Talk to your child and encourage your child to talk and write about the things that interest him or her.
* Help your child get restful sleep.
* Talk to your child about all the fun and exciting things he or she will be learning in third grade. | 1,360 | 769 | {
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Across
2 Misercordias Domini means "the __________ of God."
3 Jesus said, "I am the good ___________."
8 Ezekiel told the Israelites to ________ of their sins.
Down
1 Ezekiel preached to the Israelites about their ________.
4 Ezekiel is known as a "major ________."
5 Easter III is known as Misercordias __________.
6 We can always have ________ in God.
7 The good shepherd lays down his _____ for his sheep.
Produced by Heidi D. Sias & distributed from Mount Calvary Lutheran Church, Colstrip, Montana and www.historiclectionary.com. May be reproduced intact for congregational use only, not to be sold. For further permissions contact email@example.com.
Front cover Art (by Ed Riojas) copyright © 2006 by Higher Things. Used by permission. Available from Higher Things through their web store at: http://www.higherthings.org/store.html.
Scripture quotations are from The Holy Bible, English Standard Version, copyright © 2001 by Crossway Bibles, a division of Good News Publishers. Used by permission. All rights reserved.
Catechism excerpts from the 1912 Catechism, other art and all hymns are in the public domain. Remainder copyright © 2010 Heidi Dawn Sias.
LESSONS FOR LAMBS
WEEK OF EASTER III (MISERCORDIAS DOMINI)
The phrase "Misercordias Domini" is from the Latin language. In English it means "The goodness of God." These are the beginning words of the Psalm (also called Introit) this week. Look in your parent's service folder and read the Introit. The color for Easter is white.
What to listen for during the service?
Listen to the hymns today. What do they talk about? What words do we hear many times? What does it mean to think of Jesus in this way? Who is taking care of us?
Gospel Reading: John 10:11-16
(The Gospel Reading is from the part of the Bible that is about Jesus and his ministry.)
11 [Jesus said] I am the good shepherd. The good shepherd lays down his life for the sheep. 12 He who is a hired hand and not a shepherd, who does not own the sheep, sees the wolf coming and leaves the sheep and flees, and the wolf snatches them and scatters them. 13 He flees because he is a hired hand and cares nothing for the sheep. 14 I am the good shepherd. I know my own and my own know me, 15 just as the Father knows me and I know the Father; and I lay down my life for the sheep. 16 And I have other sheep that are not of this fold. I must bring them also, and they will listen to my voice. So there will be one flock, one shepherd.
Questions to talk about with your parents:
1) Who is the "good shepherd"? What makes Him the "good shepherd"?
2) Who are "the sheep"?
3) Who is the prowling wolf that wants to devour us?
4) What does the "hired hand" do when he sees the wolf coming?
5) What does Jesus do for us as the "good shepherd"?
6) Where do we still hear Jesus' voice as the voice of our shepherd?
People of the Bible: Ezekiel
Our Old Testament reading is from Ezekiel. But who was Ezekiel? Ezekiel was considered a "major prophet" of the Old Testament. He was an Israelite and ministered to other Israelites during the Exile. During the Exile, the Jews, including Ezekiel, were sent to Babylon as slaves by King Nebuchadnezzar. During this time Ezekiel preached to the Israelites about their rebellion, or turning away from God, which caused this punishment. They had decided they wanted to do things their own way instead of following God. Ezekiel listed the sins of the Israelites and told them to repent of their sins. Ezekiel then preached to them about hope and forgiveness. Even though God had punished their sins, God was still with them and there is always hope in Him. God promised to restore His people so they will live forever in Him.
Catechism Corner
The Lord's Prayer: The Fourth Petition
Give us this day our daily bread.
What does this mean? Answer:
God gives daily bread indeed without our prayer, also to all the wicked, but we pray in this petition that He would lead us to know it and to receive our daily bread with thanksgiving.
What is meant by daily bread? Answer:
All that belongs to the support and wants of the body, such as food, drink, clothing, shoes, house, home, fields, cattle, money, goods, a pious spouse, pious children, pious servants, pious and faithful rulers, good government, good weather, peace, health, discipline, honor, good friends, faithful neighbors, and the like.
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Home Learning: 2-3 years Newsletter 25th May 2020
Hi everyone!
This home learning newsletter has ideas for activities which follows our curriculum, Early Years Foundation Stage (EYFS). The activities have been selected carefully for your child's age range however you know your child best, so adapt it as necessary to achieve the best outcome.
If your child doesnt seem interested in an activity, don't be disheartened or assume they can not or won't do it. Leave it a while and try again or do something completely different. Most importantly, have fun with your child!
Communication and Language
Personal Social and Emotional
Focus on word endings such as 'going' and 'cats'
Take some teddies or animals and make up a scenario such as, this teddy is going for a swim, another one jumps in, now there are 2 teddies swimming.
Physical Development
Hopefully you have more time whilst in lockdown and not rushing around as much. Now is a great time to work on independent skills such as getting dressed. When doing a coat up, encourage your child to pull the zipper up. Find lots of hats and make a game of putting them on. practice putting socks on and taking shoes off.
© Natural Choice Nurseries Ltd May 2020
Talk with your child to make links between their body language and words e.g. "Your face looks cross. Has something upset you?"
Get a mirror out and practice different faces
Reminder
Remember to teach your child to wash their hands regularly and for the recommended time of 20 seconds. Make it fun by singing with them and giving lots of praise and attention. Younger children may not like it at first, but they very quickly adjust, especially if you model washing your hands regularly.
Mathematics
Using chalk on the pavement or drawing on some paper, draw patterns such as a swirl, zig zag or simple line. Find some stones or bottle lids, anything small and lots of them for your child to place on the lines. This teaches them about patterns, which will help towards number and letter formation in the future.
Understanding the World
Raid your recycling box for bottles with screw on lids. Try to find different sizes, cut the neck off, superglue to a thick piece of cardboard, and you have a twisty busy board!
Literacy
Create a story sack! Find items around the house to go with a story, then read it with your child, encouraging them to join in. If you have any out of date porridge oats lurking in the back of the cupboard, add them to a little tray, with 3 bowls and 3 spoons, as you talk about Goldilocks and the 3 bears. Maybe you have 3 teddies
Expressive Arts and Design
Introduce dancing songs to your child. Hopefully they love hearing new songs, so this should be an easy fun activity for both of you. Sing songs such as Ring a Ring a Roses and Here We Go Round The Mulberry Bush.
This movement is important for their hand muscles and hand eye coordination.
There is a list of free online home learning resources on our webpage along with lots of other useful links and information
© Natural Choice Nurseries Ltd May 2020 | 1,173 | 664 | {
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December 14, 2008
Bigfork's Essential Stuff Newsletter -- Bringing People Together A Publication of Essential Stuff Project, Bigfork, Montana
Refrigeration Without Electricity
Root Cellar
Many foods can be stored long-term in a root cellar (typically 40 - 45 0 F), but perishable foods such as milk and butter require colder storage temperatures; see below for colder options. Of course, in winter, the whole world is a refrigerator and you merely need find a spot where things won't freeze.
A root cellar can be as simple as a box buried below ground, or as elaborate as an insulated room either below or partially above ground. Ideally, it is fairly humid (50 - 80% humidity). Maximize the amount of the cellar below ground level, as the ground maintains a fairly stable temperature below the freeze-line. It should have adequate ventilation for air circulation (to prevent mold).
Example root cellars:
[x] A box/structure sent into side of a hill; e.g., concrete manhole, airtight container, or wood box;
[x] A structure (similar list as above) built underground, with a ground-level cellar door for access
[x] An insulated box, such as an old freezer, buried in the ground with access to the lid
[x] A corner of a basement, with an insulated common wall
Colder Options:
Cold Spring or River
Utilizing a spring or river, into which you submerge a basket/box of foods, is perhaps the simplest method of keeping foods cool. If the stream moves too fast, you can either dig a small back-water pool to hold your basket, or tie your basket to a post.
A lidded basket with a secure clasp will help keep animals from disturbing your food.
Spring House
A spring House is a small, insulated building set over a source of cold water. It can be built to span an outlet, creek, etc.; or constructed with two of the corner posts set into the stream and two on the bank.
The interior walls are equipped with shelves on which you stack your butter, milk, and other perishables. The center of the floor is open to the water below; a walkway is left open between the opening and the shelving. A tower of wire is constructed in the hole; burlap is hung from the wire, to drop into the water. The water saturates the burlap, bringing cooling up into the house.
See http://en.wikipedia.org/wiki/File:Springhouse.jpg or www.nps.gov/archive/tapr/virtualtour/vtspringhouse.htm for photos of old spring houses.
Well House
Similar to a spring house, but set over a well. A bucket or hand-pump is used to bring cold water up into a pool of water below the opening in the floor. (See ESP flyer: Hand Pump Suppliers)
Ice Box
An ice box is a well-insulated cabinet with shelves for storage and a bin for a block of ice, which keeps the box cold. But where would you get the ice in summer without a freezer? The ice house!
Ice House
After collecting winter ice from ponds and lakes, you store it in a ice house. A properly insulated ice house will keep ice until the beginning of the next winter. These sites provide ideas:
Photos of the old limestone ice house at the Tallgrass Prairie National Reserve:
* www.nps.gov/archive/tapr/virtualtour/vticehouse.htm
* Ice house design in new England and Virginia; discusses siting, construction, and harvesting of ice: www.off-grid.net/2006/01/04/building-an-ice-house/ and www.motherearthnews.com/Do-It-Yourself/1972-09-01/Build-An-Ice-House.aspx
* Plank construction with roof; insulated with sawdust: www.oldandsold.com/articles11/miscellaneous-recipes-20.shtml http://planetgreen.discovery.com/home-garden/build-ice-house.html
* Brick construction, cone shape (from 1828 article); includes sketch: www.gardenhistoryinfo.com/gardenpages/icehouse.html
Contact Edd Blackler (email@example.com, 837-5196), or Catherine Haug (firstname.lastname@example.org, 837-4577) | 1,694 | 906 | {
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Teach Me What To Do Instead!
Changing the way we speak to children is the first step….
1. Teach a child what TO DO instead of telling them what not to do.
2. Avoid "I" statements like "I see …" or "I notice…" and instead say the child's name or "You…"
3. Clearly and simply state what you expect the child to do OR, better yet, ask an open-ended question to encourage her to think of what to do e.g., "Where do the toys go after you play?" vs. "Put the toys away!"
4. Use positive, descriptive acknowledgement statements (PDA or PDA Plus) while the child is doing the desired behavior, not just after they have done it e.g., "You are cleaning up all the toys you played with!" vs. "You cleaned up your toys!" Focusing on effort versus outcome may help children develop a growth mindset.
Examples:
| Avoid saying | Say/Model |
|---|---|
| Don’t run! | ▪ Walk ▪ Use walking feet ▪ How do we cross the street? ▪ What is a safe way to do that? |
| Stop climbing! | ▪ Keep your feet on the floor ▪ What’s a safe way to reach that? |
| Don’t touch that! | ▪ Look with your eyes ▪ What are you supposed to do if you want to touch? |
| No yelling! | ▪ Use a calm voice ▪ I want to understand you… How can you say that another way? |
| Stop whining! | ▪ Please speak clearly. ▪ I’m trying to understand what you are saying…can you tell me another way? |
| Don’t stand on the chair! | ▪ Sit on the chair ▪ What is the safe way to use that? ▪ How can you get that safely? |
| Don’t hit! | ▪ Gentle hands ▪ Hands are for playing, eating, and hugging ▪ Tell her/him how you feel! |
| No coloring on the wall!! | ▪ You can color on the paper or the easel. Which do you choose? ▪ Where do we color? |
| Don’t throw your toys! | ▪ Play with the toys on the floor ▪ Where do the toys go? ▪ What’s a safe choice? |
| Stop playing with your food! | ▪ What is a respectful way to eat? ▪ First eat, then play! ▪ Do you need help or do you want to feed yourself? | | 791 | 541 | {
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'A certain man from Zorah was named Manoah. He was from the tribe of Dan. Manoah had a wife who wasn't able to have children. The angel of the Lord appeared to Manoah's wife. He said, "You are not able to have children. But you are going to become pregnant. You will have a baby boy. Make sure you do not drink any kind of wine. Also make sure you do not eat anything that is 'unclean.' You will become pregnant. You will have a son. The hair on his head must never be cut. That is because the boy will be a Nazirite. He will be set apart to God from the day he is born. He will take the lead in saving Israel from the power of the Philistines." ' Judges 13:2 - 5 NIRV
'Samson went down to Timnah. There he saw a young Philistine woman. When he returned, he spoke to his father and mother. He said, "I've seen a Philistine woman in Timnah. Get her for me. I want her to be my wife."' Judges 14:1 - 2 NIRV
"Samson went down to Timnah. His father and mother went with him. They approached the vineyards of Timnah. Suddenly a young lion came roaring toward Samson. Then the Spirit of the Lord came powerfully on Samson. So he tore the lion apart with his bare hands. He did it as easily as he might have torn a young goat apart. B ut he didn't tell his father or mother what he had done. Then he went down and talked with the woman. He liked her." Judges 14:5 - 7 NIRV
"Some time later, he was going back to marry her. But he turned off the road to look at the lion's dead body. He saw large numbers of bees and some honey in it. He dug out the honey with his hands. He ate it as he walked along. Then he joined his parents again. He gave them some honey. They ate it too. But he didn't tell them he had taken it from the lion's dead body. Samson's father went down to see the woman. Samson had a feast prepared there. He was following the practice of young men when they married their wives. When the people saw Samson, they gave him 30 men to be his companions. "Let me tell you a riddle," Samson said to the companions. "The feast will last for seven days. Give me the answer to the riddle before the feast ends. If you do, I'll give you 30 linen shirts. I'll also give you 30 sets of clothes. But suppose you can't give me the answer. Then you must give me 30 linen shirts. You must also give me 30 sets of clothes." "Tell us your riddle," they said. "Let's hear it." Samson replied, "Out of the eater came something to eat. Out of the strong came something sweet." For three days they couldn't give him the answer. On the fourth day they spoke to Samson's wife. "Get your husband to explain the riddle for us," they said. "If you don't, we'll burn you to death. We'll burn up everyone in your family. Did you invite us here to steal our property?" Then Samson's wife threw herself on him. She sobbed, "You hate me! You don't really love me. You have given my people a riddle. But you haven't told me the answer." "I haven't even explained it to my father or mother," he replied. "So why should I explain it to you?" She cried during the whole seven days the feast was going on. So on the seventh day he finally told her the answer to the riddle. That's because she kept on asking him to tell her. Then she explained the riddle to her people." Judges 14:8 - 17 NIRV
"Before sunset on the seventh day of the feast the men of the town spoke to Samson. They said, "What is sweeter than honey? What is stronger than a lion?" Samson said to them, "You have plowed with my young cow. If you hadn't, you wouldn't have known the answer to my riddle." Then the Spirit of the Lord came powerfully on Samson. He went down to Ashkelon. He struck down 30 of their men. He took everything they had with them. And he gave their clothes to those who had explained the riddle. Samson was very angry as he returned to his father's home. Samson's wife was given to someone else. She was given to a companion of Samson. The companion had helped him at the feast."
Judges 14:18 - 20 NIRV
Questions
1. Who came to Manoah and his wife to say they would have a baby?
2. What did it mean to be a Nazarite?
3. What kind of animal did Samson kill on his way to meet his wife?
4. Who empowered Samson to kill that animal?
5. How is God's promise about Samson saving the Israelites from the Philistines fulfilled at the end of the story? | 1,498 | 1,108 | {
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PRAY Have a parent open up this lesson in prayer
"Dear God, we thank you for keeping your promises! As we learn more about you, may it help us worship You. Amen"
OPENING ACTIVITY
Zipped Lips: Invite kids to take turns acting out something that they associate with Christmas, such as twinkling lights, snow, the nativity. Challenge the other kids to guess what the volunteer is acting out.
Say: It might seem odd that we are acting out Christmasy things, but it's because today we are learning about Jesus' birth. Jesus was born as God's promised Saviour! We just celebrated Christmas, but everyday is a perfect time to celebrate God's faithfulness in sending a perfect Saviour to rescue us from sin.
Ask: As we prepare to read about Jesus' birth—what is one thing that you love about Christmas?
Say: There many things to love about Christmas: the time off from school, family time, singing at church. All of these can help us remember how remarkable it was that God came to earth, as a baby. Let's read more.
READ
Read Luke 2 or the summarized story below.
Take to Heart
As a family, take time to memorize the Key Bible Passage over the next several weeks! Take it to heart and notice how God's Word becomes alive in you!
"In the beginning was the Word, and the Word was with God, and the Word was God. He was with God in the beginning" — John 1:1-2
TEACH Take turns reading as parents, OR have kids read parts of the lesson.
Say: Time and time again, God told His people that the Messiah was coming. Despite their continued sin and inability to obey, God remained faithful and kept His promise to send Jesus. God is faithful!
Ask: What do you find so remarkable about Jesus' birth?
Say: What is so remarkable is that despite our inability to ever earn God's love, He still loves us. God would have been right to choose not to save people who were lost in sin. But God chose to send His only Son to become a human life us!
Say: It is also remarkable because everything seems backwards from how we might have expected it. A king was born in a manger. A big event happens in a small town. Angels tell shepherds the news, not "big, important people." God the creator and the King of all creation steps into a human body. This is truly a miracle!
Ask: Why is it important that Jesus came as a human? Let everyone wrestle and try to answer before proceeding
Say: This is important, because Jesus is both fully God and fully human. Because of this, Jesus completely understands our feelings, thoughts and temptations. Jesus knows what we are going through. And Jesus was perfect. Because he is human, he able to take our sin to the cross. Because he is God—he is able to forgive our sins. In all of this, Jesus has all power and majesty and worthy of our praise because Jesus is God's Son!
PRAY Have someone in the family volunteer to read the closing prayer
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Frederick the Wise
by Mathew Block
Born January 17, 1463, Frederick III would reign as Elector of Saxony from 1486 until his death on May 5, 1525. His importance to the Reformation is so instrumental that it can scarcely have taken place without him—and yet the motivations behind his actions are not always immediately clear.
Frederick the Wise, as he is often called, grew up a friend of Johann von Staupitz, who would later become an important Augustinian theologian. When he founded the University of Wittenberg in 1502, Frederick would invite Staupitz to become professor of Scripture and theology. Following Staupitz' resignation to become Vicar-General of the Augustinian Order's reformed branch, however, Frederick would appoint—at Staupitz' suggestion—a young Martin Luther to take his place.
It was in this context that Luther began to study and understand Scripture more clearly. As he did so, he became increasingly concerned with the church's teaching on indulgences. He eventually published these concerns in 1517 in the 95 Theses.
The theses certainly caught the attention of Frederick III, just as they did the rest of Europe. A pious Christian, Frederick had spent years accumulating a vast collection of relics for the Castle Church in Wittenberg. An inventory from 1518 lists an astounding 17,443 items in the collection, making it among the largest in all Europe. Every year on All Saints Day (November 1), the relics would be displayed for the benefit of the faithful. By venerating each of these relics, the church taught that a Christian could gain indulgences reducing his or her stay in purgatory by a full 1,902,202 years.
The relics and their indulgences were a significant source of income for the elector's university. In fact, indulgences had funded the initial building of the university. Luther's theses against indulgences therefore had the potential to reduce the Elector's bottom line. But as the teachings of the Reformation began to grow and spread in the ensuing years, Frederick the Wise nevertheless took constant steps to protect Luther.
FollowingLuther's excommunication in 1520, Frederick convinced Emperor Charles V to give him a hearing in Worms. And after Luther's departure from the city, Frederick arranged to have him kidnapped for his own safety. The soon to be published Edict of Worms called for Luther's arrest as a heretic. But Frederick had already had him hidden away in Wartburg Castle near Eisenach. There Luther would pursue the translation of Scripture into the common German language, as well as other theological writings.
Throughout all these events, Frederick demurred that he, as a layperson, was not qualified to make judgments on the theological topics under debate. He never openly declared allegiance to Reformation theology. By contrast, he kept his great collection of relics, though he stopped displaying them publicly in 1523. But he was clear that wanted to see justice done for Luther—and that meant a fair trial, not a show court with a predetermined verdict.
Were Frederick III's motivations totally pure in his defense of Luther? Or might he also have been concerned that the fate of his university was inextricably entwined with the fate of its star professor? Perhaps a defense of Saxony's autonomy was also at issue? Or was it in fact that
T
HE
Frederick III personally sympathized with the teachings of Luther and the Reformation? Or perhaps it was some combination of all of the above?
We cannot know for sure. What we do know is this: right before his death, Frederick the Wise communed for the first time according to the practice of the reformers (taking both bread and wine as opposed to just bread, as was the Roman approach). It was, perhaps, his clearest confession of faith.
Without Frederick III's defense of Luther, the early beginnings of the Reformation seemed doomed to failure. "Such a prince is a blessing from God," Luther wrote after his death. God give us all such good rulers.
ANADIAN
C
UTHERAN
L
July/August 2016
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Published onNational Catholic Reporter(https://www.ncronline.org
Florida Catholics celebrate black history
Judy Gross | Dec. 8, 2011
Carole Curry talks with Kenneth Louis, who conducted a gospel music workshop during the "Plenty Good Room" gathering at St. Eugene Catholic Chapel and Student Center Nov. 11-13 in Tallahassee, Fla. (Judy Gross)
TALLAHASSEE, FLA. -- The celebration here of ?Plenty Good Room,? exhibited the vigor and joy of African Americans? song and food. St. Eugene Catholic Chapel and Student Center on the edge of Tallahassee?s Florida A&M University, a land-grant school, brought together a cross section of the community Nov. 11-13 for a gospel music workshop to feed the soul and a soul food lunch to feed the body.
The occasion marked the local celebration of November as Black Catholic History Month.
Gabe Brown, director of the Pensacola-Tallahassee diocese?s Office of Black Catholics, began a poignant presentation by singing, ?Sometimes I Feel Like a Motherless Child.?
?Why should I feel like a motherless child in the church I was born in?? Brown asked, and then answered the question: Because, he said, ?I don?t see or hear about me? in the Catholic church.
Brown told NCR, ?The black Catholic church is seeing an exodus of young people who go to Baptist churches, where there are programs to engage them.? He was referring to the success of black congregations springing up in storefront churches, as well as megachurches in North Florida.
?They leave churches where the sermons are boring [and have] priests who don?t respond to their needs,? Brown said.
He said that he is concerned that Pensacola?s historic St. Joseph Parish, established in 1891, may close for lack of congregants. The parish at one time included St. Joseph Colored School, St. Joseph Creole School and St. Joseph Boarding School and Orphanage.
Carole Curry, a lay leader at St. Eugene, where lively liturgies attract students, related the history of black Catholicism by saying, ?It was common in the early days for owners to have their slaves baptized.?
The first European explorer of Florida, Ponce de León, brought two African men with him in 1513. Later, Pedro
)
Menéndez imported 500 enslaved Africans to build St. Augustine. In 1693 Spain offered freedom to slaves who converted to Catholicism, and a community of freed black converts lived in the St. Augustine area until 1763.
In St. Augustine, not long after the Civil War, the Sisters of St. Joseph established a school for freed slaves in 1867. As late as 1916, three of the sisters in St. Augustine were arrested for violating a 1913 Florida law that forbade whites to teach in black schools. Within three decades, however, schools to educate black children spread throughout the state.
A smattering of parishes across the country -- like St. Francis of Assisi in Milwaukee, St. Martin de Porres in Cheek, Texas, and St. Elizabeth Ann Seton in Ontario, Calif. -- had celebrations to mark the month set aside for Black Catholic heritage.
According to the website of the National Black Catholic Congress, the National Black Catholic Clergy Caucus of the United States designated November as Black Catholic History Month in 1990 ?to celebrate the long history and proud heritage of black Catholics. Two commemorative dates fall within this month, St. Augustine?s birthday (Nov. 13) and St. Martin de Porres? feast day (Nov. 3).?
[Judy Gross writes for NCR from Tallahassee.]
Advertisement
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Parent Page September 2016
Be Expressive
You are your baby's first teacher about feelings. Even before your baby fully understands your words, he is learning about the world from you. Your expressive or cautious looks and your enthusiastic tone will guide, warn and comfort him.
Your baby can read the look on your face.
Your baby learns about emotions based on the expressions on your face. As your baby grows, he develops the ability to read your emotions. He is guided by your emotional expressions.
Your baby learns by listening to the tone of your voice. Even if your baby doesn't understand your words, he does understand the feeling communicated through your tone. He understands what certain phrases and tones imply, like "IT'S OK to play with that" and "DON'T do that!"
Your baby makes decisions based on your expressions, tone and words. With your encouragement or caution, your baby is learning how to navigate this world. Researchers call this learning process "social referencing." Even if your baby doesn't understand all of your words, he might look at the expression on your face to decide what to do — or not do — next.
You can help your baby learn by being expressive! Be enthusiastic! Babies love it — and you will love it too. Speak to your child in a positive way. Don't be embarrassed to expressively say, "ROLL THE BALL TO ME!" or when offering a warning, "CAREFUL, that coffee is very HOT!"
Match your face to your feelings.Express your feelings clearly, so your face, words, and tone communicate what you mean. Your baby will understand you best when your facial expression, tone of voice and actions all match.
http://www.pbs.org
Nominate Your Child Care Provider For JCCCA Provider Of The Month!!! E-Mail Sheryl firstname.lastname@example.org
Beef Stew
Ingredients
1/2 cup Flour
1 1/2 tsp salt
1/2 tsp black pepper
2 lbs stewed beef
1 1/2 cups beef broth
1 diced onion
1 1/2 tsp Worcestershire Sauce
1 tsp paprika
4 carrots
4 celery stalks
4 to 5 medium potatoes
Directions
Put meat into crock-pot. Mix up flour, salt & pepper and pour over meat. Mix meat and flour mixture up until the meat is well coated. Pour in beef broth. Chop onion in put into crock. Add and mix in Worcestershire Sauce & paprika. Cut up carrots, celery and potatoes and put in crock. Cook on High: 5 hrs or Low: ~9hrs Number of Servings: 8
FEELINGS
Tune: "Twinkle, Twinkle Little Star"
I
have feelings, so do you. Let's all sing about a few. We get happy, we get sad. We get scared, we get mad. I am proud of being me That's a feeling, too, you see. I have feelings, so do you. We just sang about a few.
Adapted Traditional
Parent Page Editor: Kelly Froyen email@example.com | 1,165 | 649 | {
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Making Thanksgiving an Everyday Way of Being
As we gather with family and friends to celebrate Thanksgiving this week, we would do well to think about how to make each day one of thanksgiving. In the midst of our busy lives – and especially in a culture that often leads our kids to say, "Give me, give me!" – how can we instill in our children a spirit of gratitude for all things, large and small? Here are Marti's practical tips for raising thankful kids:
I. Background
Many times we adults complain that children and teens don't appreciate anything – that they're spoiled, ungrateful and take things (and us!) for granted. But rarely do we stop and think about the fact that gratefulness is a learned behavior. In many ways – every day – we are teaching our children to be grateful or NOT! It's important to start early, when children are just toddlers, to teach not only manners, like saying "please" and "thank you," but to help children be mindful of what they have and what others do for them. As children get older, the lessons become even more important, moving toward a larger view of the freedoms and opportunities for which we all should be grateful.
II. Four tips for parents
1)
Set an example of thankfulness Say thank you when a family member or friend does something for you. Let your kids see you write thank you notes, even just a text or e-mail for simple things, but handwritten cards for special gifts or favors. Keep thank you cards and stamps on hand and help your kids write notes or, if they're toddlers, draw a picture. This is not just about teaching children manners, but helping them learn to recognize the kindness of others. Also be mindful of your own grumbling, complaining or thoughtlessness; what message are you giving your kids about your own sense of gratitude?
2) Establish a daily "thanksgiving ritual" With younger children, develop a bedtime routine of having them name the best thing that happened that day. Or have them express thanks for someone who helped make their day better. For the whole family, make it a dinnertime habit for everyone to name one thing for which they are thankful. (Teens may roll their eyes, but don't let that stop you. Who knows, they probably will do the same ritual with their own kids someday!) If your child names a person who did something thoughtful, encourage your child to thank that person the next day, if he or she didn't already do so.
3) Avoid over-indulging your children
It's natural for parents to want to make their children happy, but when we give into children's every desire (especially with material things), we give our kids a sense of entitlement. Instead, help them focus
on appreciating the things and opportunities they already have. With tweens and teens, encourage them to wait, work and save for things that are really important to them. This way they learn the value of
things, develop a sense of accomplishment and feel more grateful when you or others do choose to give them something special.
From the earliest ages, expect children to contribute to the smooth running of the household by being responsible for their own space and possessions and sharing in daily chores. For a very young child, this might mean putting toys away after playtime, putting their dirty clothes in the hamper at bedtime and helping to set the table. For tweens and teens, they can do dishes, help with meal preparation, take out the garbage, fold laundry, dust and vacuum. (Their future roommates or spouses will be grateful to you for teaching them!) As a family, reach out to others through volunteer service, working in a soup kitchen, mentoring a child, helping in the church nursery, collecting warm clothes for families in a shelter, shoveling the walks for an elderly neighbor – whatever is needed in your community. It is through contributing to the wellbeing of others that children (and adults!) become most grateful for their own
4) Engage your children in contributing, in the family and beyond wellbeing and the people who have contributed to it.
Marti Erickson, Ph.D. Owner & Co-host, Mom Enough® Copyright 2015 | 1,429 | 859 | {
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Tips to Reduce Your Exposure
Below you will find our suggestions to reduce your exposure to EMF radiation. In an ideal world, the best practice is to be hard-wired, with the wireless signals turned off, as much as possible. Ethernet cables can be installed in every room. Tablets can be hard-wired using a Lightning to Ethernet Adapter (plus camera adaptor for iPhones/iPad), and for laptops using a USB to Ethernet Adapter.
Tips for Everyday – At Work, Home, School and Every Place in Between
1. Always have the Bluetooth function off on all devices.
2. Turn off devices and wi-fi routers at night.
3. Put devices in Airplane mode whenever possible.
4. Place personal devices outside the bedroom at night and at least 12 feet away from work spaces.
5. Do not charge any devices in a bedroom at night because of dirty electricity exposure.
6. Work off-line whenever possible and use wireless only when needed for sending/receiving emails, internet searches, etc.
7. Always use speakerphone, hollow-tube or air-tube headsets for cell phone calls.
8. Never place an active device on the body - not on laps, in pockets or bras. Instead, always carry transmitting devices in a backpack or purse.
9. Use a landline! Transfer your calls from your cell phone to your landline. Note that the base station of cordless phones, known as DECT phones, emit radio frequency radiations 24/7. They should be replaced with corded phones. If you choose to keep a cordless phone at home it should be at least 1215 feet away from your bedroom and the phone should be in its base all the time. Not having the phone in its base increases RF radiation emission.
10. Avoid Smart home gadgets such as wireless alarms, Amazon's Alexa, etc.
11. Avoid Smart toys and wireless devices for infants, toddlers and children. Use wired baby monitors,
instead of wireless ones. Put devices in airplane mode before giving to a child to play games.
12. Call your Department of Public Works to opt out of your Smart Meters.
13. Avoid talking on your phone in metal enclosures such as elevators, cars, busses, trains and planes. They act like a faraday cage and amplify the radiation.
14. Download and use your social media and text messaging apps on your hard-wired computer, instead of a mobile device.
15. Use a wired keyboard, wired mouse and printer, with wi-fi antennas turned off.
16. Change your wireless networking system to a powerline networking system* for your computers. You still need to use a wi-fi router but you can be hardwired through your powerlines.
17. Be mindful of second-hand radiation exposure to others when using you mobile devices in active mode.
At School for Teachers & Students
1. Engage teachers and staff in a conversation about Radio Frequency Radiation. Emphasize the issue of cumulative exposure and the importance of reducing exposure whenever possible.
2. Request that access points and routers be removed from classrooms.
3. Request classroom hard-wiring or a kill switch (if you can) to turn off access points when not in use.
4. Ask students to turn off or put in airplane mode their personal devices, and turn them in. Suggest that teachers use an over-the-door shoe rack for easy turn in and pick up of personal devices.
5. Remind students and teachers to work offline as much as possible.
6. Insist that students never place an active device on the body; not on laps, in pockets or bras.
7. Suggest that children download their social media apps on a hard-wired computer, rather than on phones.
8. Ask to have a hard-wired desktop computer or use a powerline networking system* for your computers. You can still use the wi-fi router but will be hard-wired through powerlines. Suggest that students use a wired keyboard, wired mouse and printer, with wireless antennas turned off.
9. Provide materials with wi-fi radiation reduction ideas for students to share with parents at home.
Resources for More Information
Environmental Health Trust www.ehtrust.org
Wireless Education www.wirelesseducation.org
National Association for Children for Safe Technology www.nacst.org
Follow Our Journey
generationzapped.com
@generationzappedthemovie
* Power-line communication (PLC) is a communication method that uses electrical wiring to simultaneously carry both data and electric power. Such as NETGEAR-XAVB101-Powerline-Ethernet-Adapter or TP-Link-Powerline-Adapter-Starter-TL-PA2010KIT
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COUNTRIES QUIZ
United Kingdom
1. There are 4 countries in the United Kingdom. What are they?
2. What famous ship was built in Belfast, Northern Ireland? (clue : it hit an iceberg and sank)
3. What is the name of the tartan skirt that men in Scotland wear?
4. What are the 3 colours on the Union Jack flag?
5. What is the national flower of Wales? (clue : it is yellow)
```
E - - - - - - W - - - - S - - - - - - - Northern I - - - - - -
```
________________________________________________________________________
America (USA)
1. What is the theme park where Mickey Mouse lives?
2. Who is the President of America in 2020?
3. There are stripes on the American flag. What other 'S' are on the flag?
4. What is the game played in America where players bounce and throw a ball and throw it into a hoop?
5. What is Hollywood famous for?
a) flowers
b) clothes
c) film stars
d) sport
_________________________________________________________________________
Europe
1. What country is known for hot sunny holidays, bull fighting and paella?
2. There is a famous tower in Italy that is wonky. It is called the Leaning tower of _ _ _ _?
3. What is Venice most famous for?
4. What country is known for the Eiffel tower, wine and a long cycle race in the mountains?
5. What is the money that people use in Europe?
a) Shilling
b) Euros
c) Knuts
d) Pancakes
________________________________________________________________________
© a-2-e 2020 be kind be fair share
Australia
1. What animal that lives in Australia, jumps and has a pouch for it's baby?
2. What TV soap is set on Ramsey Street in Australia? (clue –begins with N)
3. What is the TV programme is filmed in Australia where famous people have to do challenges such as eat bugs?
4. Who is the Australian pop singer who sang 'I should be so lucky' and 'Can't get you out of my head'?
5. Australia is also known as
a) Down under
b) Across the sea
c) Round the bend
d) Over the hill
_________________________________________________________________________
Take away foods from different countries
Match each of these foods to the country which is known for that food.
We wonder which of these foods you have ever tried? Which ones do you like?
Bonus Question
Name 5 other countries that have not been used in this quiz
The END of the Quiz ( answers on the next page )
© a-2-e 2020 be kind be fair share
Answers
United Kingdom
1. England Wales Scotland Northern Ireland
2. The Titanic
3. Kilt
4. Red, White and Blue
5. Daffodil
America (USA)
1. Disney Land
2. President Trump
3. Stars
4. Basketball
5. c) Film stars
Europe
1. Spain
2. Leaning tower of Pisa
3. Canals (and gondolas)
4. France
5. b) Euros
Australia
1. Kangaroo
2. Neighbours
3. I'm a Celebrity Get Me Out of Here
4. Kylie Minogue
5. a) Down Under
Take away foods from different countries
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We will also be asking questions in letters to a famous special person.
Reception – Spring 1 – Special People
Communication and Language
Physical Development
Personal, Social and Emotional Development
We will spend a lot of time this half term sharing non-fiction books about special people from the past and present. The children will have lots of opportunities to apply their new knowledge and vocabulary about this in a range of ways.
In our PE lessons, we will be listening to music from special people in the past. We will combine different movements to create dances to some of their songs. We will also begin learning about different ball skills such as throwing, catching and kicking. We will continue our daily handwriting lessons using our Kinetic Letters scheme.
We will be listening to music from special people in the past and present. We will talk about how the music makes us feel and how the singer might have felt when they wrote and sang these songs. This will lead to discussions about how we can find out how someone is feeling and how we can help them if they are upset or angry.
| | Literacy | Mathematics | Understanding the World | | Expressive Arts and |
|---|---|---|---|---|---|
| | | | | | Design |
| Specific Areas | In our Literacy sessions, we will be learning the story of How to Catch a Star by Oliver Jeffers. We will be learning the story with a story map and actions. Then we will write a set of instructions about how to catch a star. We will also use Colourful Semantics frames to build sentences to help us. In our phonics lessons, lots of us will be beginning to learn our phase 3 sounds. | In our Maths lessons this half term, we will continue exploring addition and subtraction within five. We will also begin learning about our numbers to ten. We will do this through counting to ten and beyond, number recognition, making amounts in different ways and counting in a variety of ways (forwards, backwards, counting from a larger set, counting regular and irregular objects). | In our afternoon sessions, we will be talking about people who are special to us and what we want to do when we grow up to be special people. We will also be learning about special people from the past and present such as David Attenborough, Neil Armstrong, Barack Obama, Aretha Franklin and Rosa Parks. We will also write letters for a special person we have been learning about. | Our role play area this half term will be the moon, where the children can re-enact parts of How to Catch a Star or showcase their learning about Neil Armstrong. We will be drawing portraits or people that are special to us. In our RE lessons, we will be learning about Chinese New Year and exploring different Chinese art and imagery to create our own whole class art piece. | | | 1,027 | 593 | {
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Light up my Life
This term will most definitely electrify you! Can you design and build circuits for a specific function?
Class story: Holes – Louis Sacher
ICT Programming: variables in games: Understand the concept of variables in programming and learn how to improve a game using variables. Design a game using code. Improve and share resulting game.
R.E Life Journey: Christianity
Music: Music and Me
Spanish: pets, animals and countries
P.S.H.E Relationships
Year 6 Term 5
Maths
Geometry: Properties of shape calculate and reason about angles; around a point; vertically opposite; in a triangle; in quadrilaterals and in polygons. Draw 2d shapes accurately and draw nets of 3d shapes. Statistics: Draw, read and interpret line graphs. Learn about circles, draw, read and interpret pie charts, relate to percentages. Calculate the mean.
Science: Electricity
Associate the brightness of a bulb or volume of a buzzer with number of voltage cells in the circuit. Use recognised symbols when representing a simple circuit diagram. Compare and give reasons for variations in how components function including brightness of bulbs, loudness of buzzers and on/off position of switches
English
Explore explanation texts, explaining how and why a process happens. Immerse yourself in classic literature and plays as you delve into the works of 'the bard' William Shakespeare. Refine the range of punctuation used. Demonstrate stamina to write at length. Read and share the texts you choose for pleasure
P.E.
Cricket: Develop range and quality of striking and fielding skills. Learn how to play in roles of bowler, wicket keeper and fielder and batter. Use skill, strategies and tactics to outwit the opposition. Play fairly and with respect.
Athletics: Focusing on long distance running, sprinting, triple jump, discus and shot put, identify areas of strength and development. Set challenges for distance and time. Achieve personal best.
Key drivers:
Be resilient, be independent, be inquisitive and be a global citizen.
Art
Improve mastery of drawing and painting. Create a sketch book to record observations and use to revisit and review ideas. Develop techniques to draw expression, imaginatively. Finalise seaside posters, focusing on posterisation techniques and the use of abrupt colour changes.
Design & Technology
Electrical systems: monitoring and control. Apply knowledge and understanding gained in this term's science to create a product to fulfil a design brief using switches, sensors and circuits. Evaluate and improve designs. | 1,128 | 517 | {
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Chapter 1
Yu Yang
School of Statistics University of Minnesota
September 9, 2022
Notice
* Get to Know You Survey
* Make-up Exams Sign-up
What is Statistics?
Statistics is the art and science of collecting, organizing, interpreting, and learning from data.
Three Aspects of Statistics
1. Design: Planning how to obtain data to answer the question of interest.
2. Description: Summarizing the data that are obtained.
3. Inference: Using sample data to learn about the population and to answer the statistical question.
3.1 Parameter estimation
3.2 Hypothesis testing
3.3 Modeling
Course goal
Learn how to use statistical methods to translate data into knowledge so that we can investigate questions in an objective manner.
Examples:
1. (Parameter estimation) How can we estimate the average age of all students at the U?
2. (Hypothesis testing) Is there any significant difference between the salaries in two companies?
3. (Modeling) What is the relationship between the amount of time spent studying and the score received on an exam?
4.. . .
Definition
* Population: the population is a collection of units of interest.
* Subject: subjects are the individual units of a population.
* Sample: a sample is the subset of the population for whom we have (or plan to have) data, often randomly selected.
NOTE: Very rarely can we observe the entire population of interest.
The basic goal of statistics is to:
instead, observe a sample and use it to learn about the population.
Definition
* Parameter: a parameter is a number that describes a population. It is usually UNKNOWN.
* Statistic: a statistic is a number that describes a sample. It can be computed from data; therefore, it is KNOWN once a sample is obtained.
Estimate the average age of our class
* Population: all the students in the class
* Subject: each student in that class
* Sample: those who filled in the google form
* Parameter: the true avearge age µ of our class. It is UNKNOWN.
* Statistic: Age = Age 1 + Age 2 + ··· + Age 94 94 . It is KNOWN
Estimate the average age of our class
* Population: all the students in the class
* Subject: each student in that class
* Sample: those who filled in the google form
* Parameter: the true avearge age µ of our class. It is UNKNOWN.
* Statistic: Age = Age 1 + Age 2 + ··· + Age 94 94 . It is KNOWN
Question
Can we use this dataset to estimate the average age of all U students?
Estimate the average age of our class
* Population: all the students in the class
* Subject: each student in that class
* Sample: those who filled in the google form
* Parameter: the true avearge age µ of our class. It is UNKNOWN.
* Statistic: Age = Age 1 + Age 2 + ··· + Age 94 94 . It is KNOWN
Question
Can we use this dataset to estimate the average age of all U students?
-No, because STAT 3011 is intended for undergraduate students.
What makes a "good" sample?
Estimate the average age of our class
* Population: all the students in the class
* Subject: each student in that class
* Sample: those who filled in the google form
* Parameter: the true avearge age µ of our class. It is UNKNOWN.
* Statistic: Age = Age 1 + Age 2 + ··· + Age 94 94 . It is KNOWN
Question
Can we use this dataset to estimate the average age of all U students?
-No, because STAT 3011 is intended for undergraduate students.
What makes a "good" sample?
It should be representative of the population. This can be obtained by selecting sample subjects randomly (more in Chapter 4).
More example
We want to know the average height of all students at the U. It is logistically impossible to measure everybody. Instead, we take this class as a sample, measure our heights, and average them.
* population:
all U students
* sample: this class
* parameter:
average height of all U students
* statistic:
average height of this class
More example
Suppose we want to know what percentage of Minnesota adults own a firearm. Since it's impossible to ask all adult Minnesotans, we instead take a poll of 1000 Minnesotans by selecting a sample from the phone book.
* What is the population? All adult Minnesotans.
* What is the sample?
The 1000 Minnesotans selected from the phone book.
* Is this a good sample? No. Some people don't have phones, have unlisted phone numbers, or have cell phones.
10/10 | 1,976 | 1,018 | {
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Assessment: Evaluating Student Learning and Determining Achievement
Assessment encompasses all of the activities used by the teacher to measure student learning. The two main types of assessments used by the teacher are formative and summative. Assessment AS Learning is the responsibility of the student.
Type of Assessment
Description
Assessment FOR Learning
FORMATIVE
Assessment OF Learning
SUMMATIVE
Assessment AS Learning
RESPONSIBILITY OF THE STUDENT
- Occurs between formative and summative assessments.
- Occurs following summative assessments.
- Invites students to have ownership in their own learning
- Occurs during the learning process. "Is gathered through investigative approaches such as observations, conversations, performance based tasks, and artifacts of student learning." Are checkpoints for the teacher and student to assess learning at a particular point in time and are used to uncover any misconceptions.
- The teacher gives the student feedback (written or verbal) during the learning process.
- These assessments are "strength-based and growthorientated."
- Generally a mark is not awarded. These assessments "point to the next steps for teaching and learning: content and process."
- These assessments summarize "student achievement at a certain point in time." A mark is assigned and directly influences the final grade.
- Students are expected to complete all of these assessments to meet course expectations.
- Students are encouraged to be accountable for their learning by being involved in the assessment process.
- Students will evaluate how well they know a learning outcome prior to an assessment. This involves the use of I Can statements and checklists.
- Students will evaluate how well they know a learning outcome following an assessment. This involves the use of an evaluation checklist to identify areas of strength and weakness. The student will use the information from each evaluation to develop learning goals and indicate how these goal will be achieved.
- Students will attend Learning Strategies and Flex Time if they are having difficulty understanding a learning outcome following a formative or summative assessment.
-Guiding Principles of Assessment in Alberta DRAFT- September 2014
Assessment: Evaluating Student Learning and Determining Achievement
A great analogy to help you understand the different types of assessment is being part of a sports team. What would be the result of the game if the players were not given time to practice, develop their skills (while the coach provides constructive feedback) and work collaboratively? Practice will increase the players' chance for a better game. Video: Chinese Diving Team
Formative assessment is the practice:
[x] a score is not typically given (however records are kept regarding your skill development)
[x] the teacher coaches you
[x] you can ask questions to better develop your skills and understanding
[x] your classmates work with you to help further your understanding
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Encourage a love of reading, enhance school readiness
The new Frog Street Literature Collections include a series of titles organized by developmental domain or content area to help expand literacy development in the early childhood classroom – and all at special discounted rates!
Offering a variety of book sizes and genres, the Literature Collections will help to enhance a child's love of reading and improve kindergarten readiness. The theme-based options in this program include the following:
LITERACY
The Literacy Collection includes alphabet books, cumulative tales, poems and rhymes, wordless books, and storybooks. Alphabet books build alphabet knowledge and phonological awareness including letter names and sounds. Cumulative tales encourage memory, prediction and sequencing skills.
Awareness of rhymes helps develop memory, language and reading skills. Wordless books help to develop vocabulary and language skills — and provide opportunities for writing. They foster observation and critical thinking, comprehension skills and promote creativity and imagination.
MATH
Have fun with these seven engaging math titles featuring: numbers and operations, geometry, spatial sense, patterning, AND a Building Math Skills and Concepts resource guide. This excellent resource guide features activities that guide young children through a continuum of math skills.
SCIENCE
The sixteen books in the Science Collection include topics from the areas of: earth science, life science, and physical science. The Science Collection includes nine informational books on animals. Books about animals are best-loved by young children. The Welcome to Zippity Zoo book helps children understand concepts of print, for example, a glossary.
SOCIAL STUDIES
The titles in the Social Studies Collection cover a wide-range of topics including: family, community, transportation, construction and diversity. The Social Studies Collection guides children to explore and understand the world around them. These books can also help young learners understand how a book is organized, for example, using a table of contents.
SOCIAL & EMOTIONAL
Reading appropriate stories to children can provide a meaningful way to support social and emotional skills. The titles in this collection help with: assertiveness, sharing, making good choices, kindness, helpfulness, anticipation, self-regulation, relationships, friendships and more!
PHYSICAL DEVELOPMENT
Reading books which encourage movement can benefit children in many ways, including: increasing ability to focus, strengthening muscles, improving coordination, helping regulate emotions, and enhancing language development.
The Continuum of Physical Development guide features activities that help young children develop important physical skills. Differentiated Instruction suggestions for all activities, including gross and fine motor activities are included.
MAKE BELIEVE
Reading traditional stories with children will help to: foster curiosity, boost imagination, develop a positive outlook, promote understanding of a lesson learned, enhance vocabulary, help recognize characters and setting, and provide enjoyment.
Teachers will love using the resource book, Creative Storytelling, written by well-known and bestloved early childhood storyteller, Mary Jo Huff. This book includes many suggestions and patterns for incorporating storytelling into your daily routine.
Build a rich, diverse literature library in your early childhood program with these engaging fiction and non-fiction titles!
Visit frogstreet.com or contact Frog Street to learn more and obtain special discount pricing for your early childhood program!
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Parent's Checklist for REFLUX in Infants 0-12 months old
Lifestyle and Eating Habits
It is normal for an infant to spit up multiple times a day. The spitting up in and of itself is not a problem.
Listed below are lifestyle and eating habits that can help reduce the frequency or amount that your infant spits up. Place a check mark next to the suggestions you have already tried so that you will be able to discuss other alternatives or options with your pediatrician:
Decrease the size of each feeding, but make up for it by feeding more often.
Burp more often throughout the feeding.
Put your baby in a car seat only when driving in the car.
Don’t immediately feed again if the baby spits up. Wait until the next scheduled feeding time.
Avoid tight diapers and waistbands.
Avoid exposure to tobacco smoke.
If your baby is bottle-fed, add up to one tablespoon of rice cereal for every ounce of infant formula or breast milk.
This will thicken the feeding, and because it has more calories, your baby may be satisfied with smaller volume feedings.
Your doctor may also choose to recommend trying a special formula that thickens in the stomach.
Some brands of rice cereal contain milk or soy protein to which some babies may be sensitive. If this applies to your baby, check the label on the rice cereal to see if milk or soy appear as ingredients.
Consider trying a different formula in case protein sensitivity is playing a role.
Parent's Checklist for REFLUX in Infants 0-12 months old
When spitting up causes other problems with your baby, it crosses the line into gastroesophageal reflux disease, or GERD.
Symptoms of GERD
Place a check mark next to any of the symptoms that your infant is experiencing. Sometimes these symptoms may be associated with GERD, but the symptoms can also be caused by other problems. Share this information with your pediatrician, because your description is important in helping the physician determine whether your infant has GERD. It is important to realize that because GERD symptoms come and go, your infant may not show symptoms in the pediatrician's office. Therefore, it is important to talk with your pediatrician to figure out what the symptoms indicate.
* Vomiting associated with
* Breathing problems
Blood (e.g., bright red streaks, blood clots or coffee ground appearance in stomach fluids)
Green or yellow fluid
* Crying
Arching away from breast/bottle with crying or irritability
Persistent crying
* Feeding difficulties
Feeding refusal
Poor growth or failure to thrive
Difficulty eating (e.g., choking or gagging with feeds)
Repeat bouts of pneumonia
Turning blue
Chronic coughing
Wheezing
Your pediatrician may also recommend:
A trial of a medication that decreases acid in the stomach
Referral to a pediatric gastroenterologist (specialist who cares for children with digestive
(i.e., gastrointestinal problems)
Tests to rule out other diseases or irregularities
YOUR SOURCE FOR PEDIATRIC REFLUX and GERD INFORMATION
Takeda Pharmaceuticals, Inc.
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YEAR 10/11
KS4 OCR Creative iMedia and Edexcel Functional Skills ICT
YEAR 10 /11
Creative iMedia
Creative iMedia is a hybrid of ICT and media. The qualification encourages learners to develop independence, creativity and awareness of the digital media sector. Learners will gain essential knowledge, transferable skills and tools to improve their learning in other subjects.
Examining board: OCR
Certificate 120 GLH Award 60 GLH
Topics you will learn
* Unit R081 Pre- Production skills- The purpose, uses and content of different pre-production documents (mood boards, mind maps/spider diagrams, visualisation diagrams, storyboard, scripts).
* Unit R082 Creating digital graphics – The purpose and properties of digital graphics; where and why digital graphics are used; plan and create new digital graphics using a range of editing techniques and review how well the digital graphic meets the client's requirements,
* Unit R084 Story telling with comic strips - The origins and history of multipage comic strips; identifies software that can be used to create a comic strip; create a story and narrative within the strip and produce a final comic strip.
* Unit R085 Creating Multipage websites - Where and why multimedia websites are accessed and how their appearance may differ on different devices. Plan and create new multimedia websites using a range of editing techniques.
How you will be assessed
Assessment is by coursework for three units and one external examination.
Functional Skills ICT
Functional Skills ICT gives learners the skills to operate confidently, effectively and independently in education, work and everyday life. Learners will demonstrate the ability to use ICT; find and select information; develop, present and communication information.
Examining board: Edexcel
45 GLH
Topics you will learn
* Making the most of your computer - Customise computer settings to increase their own efficiency; create files and build folder structures control to save information appropriately.
* Work with structured data - Build a data table, enter meaningful field names, work with different types of data, format data, sort data set and customise Filters (AutoFilter).
* Find and select information – Select and combine appropriate types of information from different source; select appropriate formatting tools to edit images, add features to images; combine text and images to meet requirements.
* Present information to meet requirements - Enter and format numeric data in a Spreadsheet, perform calculations using data in two or more fields and create appropriate charts and graphs.
* Use emails effectively - Compose and send emails for a purpose and audience, follow email etiquette to respect others and stay safe online.
How you will be assessed
Assessment is by a 2 hours online exam on demand | 1,293 | 542 | {
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Grade Level
4-8
Length of Lesson
20 minutes
Objective
By the end of the lesson, students will be able to better analyze pictures and make thoughtful connections to them.
Materials Needed
* IAITC Calendar
* Copies of Calendar Connections student worksheet
Standards
Common Core
CCSS.ELA-Literacy.RI.4.7;
RI.5.7; RH.6-8.7; W.4.8
Calendar Connections
Lesson Summary
This is a fun lesson to help students strengthen their analysis skills. Students will use our AITC calendars to analyze images of agriculture and make connections to both facts and personal experiences.
Suggested Sequence of Events:
1. Complete the activity following the procedures:
* Pass out an IAITC calendar and the student worksheet to students.
* Have students follow the directions on their Calendar Connections student worksheet, using the calendar as their secondary source for the information.
2. Whole class discussion and reflection of activity. Pair students together and have them share their facts and discuss their connections to both the fact and the image.
3. Extension Activities:
* Have students do research on the topic of their calendar month and answer all the questions they created on the first page of their worksheet.
* Have students do research on the topic of their calendar month and present to the class.
* Have students create an ag-focused comic strip based on the topic of their calendar month.
* Have students critically think about how the ag topic of their calendar month affects their daily lives.
Student Worksheet
Calendar Connections
What is your birthday month? ________________
Open your AITC calendar to your birthday month and analyze the image. How does the image make you feel?
Now, look down at the calendar page, find your birthday, and read the fact. If your birthday falls on a Saturday or Sunday, read the Friday fact.
Did you know that fact already or is it new information?
Yes No
Do you have any past experiences relating to the fact?
Yes No
If so, explain.
If not, what does the image make you think of?
Come up with 2-3 questions that relate to that fact and write them in complete sentences.
Calendar Connections
Student Worksheet
Now that you've analyzed the fact, look back at the image. Do your feelings change about the image now that you've learned/remembered the fact? How so?
Pick another day and read the fact. How does this change the way you felt about the image?
Think of how that fact relates to you personally. What daily activities do you do that connect back to that fact?
Look back to the questions you created. Using your calendar, make inferences from the facts in that month and answer as many of your questions as you can. | 1,152 | 566 | {
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June 15 – June 19
Hello Families!
With this wonderful weather it is easy to forget to take a break and hydrate. It may not seem like you need water during these humid days but this is the scenario where it is most important. People need at least 1 bottle of water every hour during hot and humid days in order to stay properly hydrated.
Dehydration
Dehydration occurs when you use or lose more fluid than you take in, and your body doesn't have enough water and other fluids to carry out its normal functions.
Just the Facts
- Anyone can become dehydrated, but the condition is especially dangerous for young children and older adults.
- The most common cause of dehydration in young children is severe diarrhea and vomiting.
- Older adults naturally have a lower volume of water in their bodies, and may have conditions or take medications that increase the risk of dehydration.
- Even minor illnesses, such as infections affecting the lungs or bladder, can result in dehydration in older adults.
- Dehydration can occur in any age group if you don't drink enough water during hot weather.
- You can usually reverse mild to moderate dehydration by drinking more fluids, but severe dehydration needs immediate medical treatment.
Keep Moving
Lunges for days!!
See how long you can go through the day completing leg lunges.
Nurse Courtney
Email: email@example.com
If you have any questions please do not hesitate to contact me.
Signs and Symptoms
Infant or Young Child
Page 2 of 3
- Dry mouth and tongue
- No tears when crying
- No wet diapers for three hours
- Sunken eyes, cheeks
- Sunken soft spot on top of skull
- Listlessness or irritability
Adult
- Extreme thirst
- Less frequent urination
- Dark-colored urine
- Fatigue
- Dizziness
- Confusion
Severe Dehydration
* If dehydration isn’t alleviated it can lead to:
- Heat injuries
- Seizures
- Urinary and Kidney Issues
- Hypovolemic Shock
Prevention
*Increase water intake when:
- You or your child begin experiencing diarrhea or vomiting
- Participating in strenuous activity-hydrate before, during and after activity
- In hot or cold weather
- During illness
COVID-19 (The Coronavirus)
Where are we?
Phase 2: Part 1
Nothing new is opening this week but the number of cases are trending downwards. Hopefully we will be entering Phase 2: Part 2 soon!
What's reopened already?
*with restrictions and guidelines*
Grocery Stores
Pharmacies
Manufacturing Industries
Construction Industries
Hair Salons
Barbershops
Pet Grooming Services
Places of Worship
Laboratories
Banks
Golf Courses
Restaurants: Outdoor dining
Retail Businesses
Funeral Homes
Lodgings
Flight Schools
Driving Schools
Pools and Playgrounds
Healthy Food of the Week
Challenge your child to eat/try…
Benefits of Pineapple:
1) Low in Calories
2) High in Antioxidants
3) They are natural meat tenderizers due to their ability to break down proteins
4) Boosts Immunity
5) May Lower
Inflammation and
Oxidative Stress.
6) Eases symptoms of arthritis
7) May shorten healing times. | 1,494 | 699 | {
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The Luminous Mysteries of the Rosary
The Life of Carlo Acutis
Yesterday in Assisi – the birthplace of St. Francis, a 15-year-old Italian teenager was Beatified. His name is Carlo Acutis.
Carlo was born May 3, 1991 and died October 12 (Monday) 2006. He died a few weeks after being diagnosed with Leukemia. Carlo had a wonderful devotion to the Eucharist and loved our Blessed Mother. His praying of the Rosary brought his parents back to church. Carlo fell in love with the Rosary at age 7. So this rosary is dedicated to the inspiring life of Blessed Carlo Acutis.
First Mystery: Baptism of Jesus
During this decade, we recall the baptism of Jesus by his cousin John. This was the beginning of Jesus' Public Ministry.
Blessed Carlo's Public Ministry started at a very young age when he started to pray for the return of his parents to church.
During this decade, we pray that many children will be moved to pray for their parents who are disconnected from church.
Second Mystery: The Wedding Feast of Cana
The Wedding Feast of Cana was the first miracle Jesus worked. For someone to be beatified which is one-step from canonization, one miracle is needed. The miracle received as a result of prayers to Venerable Carlo was the healing of a gravely ill young boy in Brazil.
.
During this decade, let us pray that many teenagers will be led to Jesus as a result of learning about the life of Carlo
Third Mystery. The Proclamation of the Kingdom of God and the call to conversion
This decade refers to living our lives according to the values of Jesus. Carlo constantly championed other students at school and would defend them against bullies. He cared deeply for others, often welcoming them into the fold of his own family.
During this decade let us pray that we like Carlo, will always stand up for all who are being put down.
Fourth Mystery: The Transfiguration
Carlo once said 'Always be united with Jesus,- that is my life's programme'. Let us pray now that we too may have that same desire to be united with Jesus.
Fifth Mystery: The Institution of the Eucharist
Carlo received his first communion at age 7 and after that received communion at every chance, he could get. He begged his parents to take him to daily Mass. He built a website chronicling all Eucharistic miracles he could find.
During this decade, let us pray that all of us may grow in our love for the Eucharist. Let us pray that we will do all we can to spread the word about Blessed Carlo Acutis. | 1,010 | 559 | {
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News Column for week of April 6, 2020
Kathy S. McEwan Southwind Extension District - Iola Family and Consumer Sciences
Remember Food Safety When Decorating Easter Egg
The Easter holiday is just around the corner and for many decorating Easter eggs is part of the celebration. There are many options for decorating eggs, including paint, glitter, and markers, but dyeing eggs remains the most popular method. Just make sure to use a food-safe dye if you plan on eating them too.
Commercial egg decorating dyes are food-safe, as is food coloring added to a water-vinegar mix. Organic dyes are another option. Tea or coffee will provide a tan or brownish shade. Beet or cranberry juice will produce red dye. For green, use the water from cooked spinach leaves, or for blue, use blueberry juice.
Egg decorators need to remember food safety too. "The main concern when dealing with eggs is Salmonella," said Karen Blakeslee, coordinator of the food safety Rapid Response Center at Kansas State University. "The Center for Disease Control and Prevention reports 40,000 cases of Salmonella each year, and they estimate that up to 20 times that many go unreported."
To decrease the risk of Salmonella, cook eggs properly and keep hands clean so as to not cross-contaminate other foods. Make sure the eggs aren't broken because cracked eggs could be contaminated. People who raise chickens should gather eggs at least once or more each day. Keep eggs refrigerated at all times. If having an Easter egg hunt, only allow eggs to be out of the refrigerator for two hours or less, or better yet, have a separate batch of eggs prepared just for the hunt. Hard-boiled eggs in the shell should be used within a week, or within 2-3 days if the shell has been removed. Uncooked egg contents from hollowed eggs should be used within a day or two.
"By the time you take the eggs out of the refrigerator, they get hidden in a number of possibly contaminated areas, and then kids handle them extensively. They probably should not be eaten," Blakeslee said. "Another option is to use plastic eggs for the Easter egg hunts, and fill them with candy or money for a special treat."
The U.S. Department of Agriculture has published guidelines to encourage the safety of preparing hard-boiled, Easter eggs. The guidelines are as follows:
1. Put eggs in a single layer in a saucepan and add enough tap water to come at least one inch above the eggs.
2. Cover.
3. Put on high heat until water boils.
4. Turn off heat. If necessary, remove pan from burner to prevent further boiling.
5. Let stand in the hot water 15 minutes for large eggs. Adjust time up or down by 3 minutes for each size larger or smaller.
6. Cool immediately and thoroughly in cold water.
7. Decorate and refrigerate until ready for use.
For more information about keeping holiday foods safe, contact Kathy by email at email@example.com. For up to date information about COVID-19, check our website at www.southwind.ksu.edu. | 1,194 | 657 | {
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Bible Hwk: 2.5
Memory Verse:
1 Cor 15:51
Day One.
1. When Paul and others preached. What was the response of the Corinthians? 1 Corinthians 15:11.
2. When Paul preached about Christ resurrecting from the dead, what did people say? Verse 12.
3. If there is no resurrection of the dead what does that mean about Christ? Verse 13.
4. If Christ did not rise what does that mean about Paul's preaching? What does that mean for the gospel? Explain in two to three sentences. Verse 15
5. If Christ did not rise what does the mean for the Believers and their faith? Verse 15.
Day Two.
1. How does Paul give a logical conclusion in verses 15 and 16? If the dead can not be raised what would that have meant for Christ.
2. If Christ was not raised from the dead what would that have meant about the apostles?
3. If Christ could not be raised from the dead what does that mean for the believers? There are two major things. Verse 17.
4. What does it mean for the people who have believed in Christ and have passed away, if Christ did not raise from the dead? Verse 18.
5. If Christ is our only hope, and he could not raise from the dead what would that mean for us? WHat doe Paul say that would make us? Verse 19.
Day Three.
1. Since we know that Christ did rise from the dead what does that mean for the people who have already passed away? Verse 20.
2. Since we all originally came from Adam what does that mean for us? How will we be made alive? Verse 22.
3. Verse 23 talks about Christ resurrecting first. What happens to people who believed in Christ after they have died?
4. When the second coming really does happen what 4 things will happen in verse 24?
5. What will happen to the enemies of Jesus? Verse 25. | 1,185 | 701 | {
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HEALTH AND FITNESS ON NUTRITION NEEDS FOR BODY ESSAY
Nutrition and fitness play two of the most important roles in human health, and it is mostly empty calories and few nutrients, our bodies' performance levels will.
You can also discover recipes to make your meals taste good and also be a healthy decision. To lose weight fewer calories are needed. Getting healthy and fit body and mind requires lots of patience, time, commitment, goal, believe, and a strong mind to face all the struggles. Healthy and fit people become less prone to the medical conditions. Nothing is more important than health and fitness for any human being. Health professionals consider cancer, diabetes and several other mental and physical health issues such as depression, lethargic attitude, etc to deficiencies in fitness and well-being of a person. We need to be aware about all the points of how to keep us healthy both physically and mentally. We should eat green and fresh vegetables, milk, fresh fruits, egg, etc. Male wants to have a muscle bound body whereas female a slim and trim look. The general public as a whole is less healthy the prior days. By no means is obtaining physical fitness an easy task. Lack of sleep â€" People tend to work late at night, constantly use their phones, etc and forego their destined sleep cycle. Obesity and high sodium intake can contribute to ischemic heart disease, while consumption of fruits and vegetables can decrease the risk of developing cancer. Each individual, as per medical norms, should take at least 8 hours of sleep. It keeps on changing as we change our lifestyle, our eating habits, our sleeping routine, our thoughts, etc. Describe two domains in which you believe demonstrate healthy behaviors. Lack of health management it a big part in deaths today. Health and Fitness Essay 5 words Now-a-days, people have been so busy in their hectic life style and do not have time to keep themselves healthy or stay fit. When you are happy on the inside there is a joy that shows on the outside. Leading a healthy lifestyle leads to happiness, success and achievements. Clients will consist of the average high school student. Nutrition scientists of that era focused on defining essential nutrients, primarily vitamins, in order to outline the minimum food intake for good health. Being healthy is not only a body free of diseases, but it also means to have a tensionless mind. For example, this student participated in a three week exercise, in which she set nutrition and exercise goals to restore and improve her overall health and homeostasis. Eating a healthy diet as well as exercising can lead to a better physique. Fitness and mental well-being are essential parts of a healthy life. We should enjoy spending hours on morning walk, running, working out at the gym or other physical activities to keep body functioning well as well as improve muscle endurance. Yoga and meditation increase energy, give freshness and infuse confidence in a person. Following are some paragraphs, short essays and long essays on health and fitness to help students in completing their task. | 1,231 | 612 | {
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Literary Analysis Checklist: English A and B
These are the types of literary skills that your student will encounter in the K12 Eng- lish curriculum. Your student should have had exposure to 80 percent of these skills in grade appropriate literature. You can use this in your consideration of placement.
Literary Analysis Checklist
Recognize passages/texts from a variety of genres including:
* fi ction, nonfi ction, myths, poems, fantasies, biographies, autobiographies, science fi ction, tall tales, supernatural tales etc
Identify defi ning characteristics of a variety of literary forms and genres
Understand elements of plot development
* Identify cause and effect relationships
* Interpret use of subplots
* Recognize/interpret use of parallel episodes
* Identify climax
* Identify confl ict and resolution
Understand elements of character development
* Identify character traits and motivations
* Recognize stereotypes
* Describe characters based on speech, action, interactions with others
Make inferences and draw conclusions about story elements and relationship to one another, i.e. setting to mood, etc.
* Recognize effect of setting/culture on a literary work
* Compare and contrast works from different time periods to understand effect of culture on works of literature
Identify/Interpret specifi c literary devices
* Flashback
* Foreshadowing
Copying or distributing without K12's written consent is prohibited.
Literary Analysis Checklist: English A and B
Understand/interpret point of view
* fi rst person limited
* third person omniscient
* objective
* subjective
Understand use of language to convey mood
* Understand use of dialect
* Interpret symbolism
* Recognize/analyze use of irony
* Analyze tone
* Recognize allusion
Recognize poetic devices
* Voice
* Sound
* Alliteration
* Assonance
* Consonance
* Onomatopoeia
* fi gurative language: simile, metaphor, personifi cation, hyperbole,
* sentence structure/ punctuation
Identify theme
* Analyze/identify recurring themes such as: good versus evil, bravery, friendship, self versus self, etc.
* Recognize universal themes and connect them to multiple cultures and time periods and genres
Make connections between text and life – analyze connection b/t literature and life.
Copying or distributing without K12's written consent is prohibited.
Literary Analysis Checklist: English A and B | 1,235 | 517 | {
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'Rethinking Languages through COVID-19' A Competition for Year 9 Students *
This competition, which is part of the British Academy-funded MLOE Rethinking with Languages project, invites Year 9 * students to create a poster on how languages and cultures are changing as a result of the COVID-19 crisis. The aim is to celebrate linguistic diversity, creativity, and students' ownership of their learning by allowing them to use the linguistic skills they already have and build on these in preparation for vocabulary studied at KS4, particularly in units on local and neighbourhood areas and social and global issues.
Pupils will be expected to do a small amount of scaffolded research for their entry. A pupil's entry should take no more than three hours to complete, consisting of two hours of class time and one hour of research time at home. The two hours of class time could include an introduction to the competition, a "thought shower" session and the production of the final competition entry. No additional planning is required for these lessons and pupils can follow the handout, which is differentiated, independently.
We strongly encourage entries that use home languages as well as those which use languages studied in school.
The Task
We would like students to do some online research regarding the language and/or cultural changes that have taken place in a country whose language they are studying, or in their home country, during the COVID-19 pandemic. Students should then produce an A3 poster, using the target language, in which they present their knowledge. Posters can be produced individually or in groups of up to four students. Entries should fall into one of the three categories outlined below:
o Option A: What new words / new uses of words have entered the students' chosen language as a result of the COVID-19 pandemic? Which existing words are being used more frequently as a result of the pandemic? Pupils should do some research on new words / new uses of words that have emerged in their chosen language and present these in a glossary-style poster, using textual and visual representations of the key vocabulary. A poster could include, for example, words such as 'hand gel' or 'lockdown', accompanied by images that represent them.
o Option B: How has society changed in the students' chosen country/region as a result of the COVID-19 pandemic? Students should find some key facts about how society in their home country / a country whose language they are studying has responded to and changed as a result of the COVID19 pandemic. This option is designed as a stretch and challenge task. The facts should be presented in a poster, together with photographs and/or drawings which illustrate the changes.
* Year 10 in Northern Ireland.
o Option C: How do students imagine the future in their chosen country, post-COVID? Taking a more creative approach, students should try to imagine what the "new normal" might look like in their chosen country. Their poster should present this "new normal" through both text and image.
The posters must contain some words in the target/home language; however, we would like to give students as much freedom as possible in their poster design. On the poster students might like to include:
* a vocabulary list / glossary
* written descriptions or explanations
* photographs, drawings, images to illustrate the content
Evaluation
The evaluation of the posters will be based on the following criteria:
* Layout
* Images
* Research/cultural awareness
* Language
* Originality
Prizes will be awarded for the winning entries and a selection of posters will be displayed in an online exhibition.
Submission
All posters should be submitted as a digital file. If the poster is created in a paper format, please submit a photograph of the poster. Files should be titled as follows: student(s) first name_school name_option selected (A, B ,C) - e.g. John_MLOE High School_A.
Entries should be sent via email to email@example.com by 5pm on Friday 18th December 2020, however they are also welcome any time before that date. All entries must be sent by a teacher, even if the pupils create their poster independently, outside of class time.
Find out more about the project at www.mloe.org, or by following us on Twitter. | 1,766 | 871 | {
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Year 2 Newsletter 16.9.19-27.9.19
Our Learning: This term's topic is 'Fire! Fire!"
Next week we will be …
Dates and Reminders
English:
In Year 2 children will no longer be in RWI groups, they will be taught English as whole classes. This week we have been talking about our book Too Hot to Hug and doing lots of work based on it. We have started to sequence the story and will be writing it over the next week.
Through this book we will be covering the English curriculum including grammar looking at past and present tense.
Maths:
We will continue working on our place value by moving onto addition using tens and ones. The following week we are going to focus on subtraction. We have been doing lots of work on adding and subtracting tens (e.g. 45+10, 45-10). Please use Doodle Maths.
Topic:
We have started our new topic 'Fire, Fire'. The children have started learning about The Great Fire of London. They have been learning about where the fire started and next week they will be learning about how the fire spread. If you visit a library or have access to the Internet, please support your child in researching this topic. Your child can bring in their research to share at school.
Requests/Other Information
Please tell your child's class teacher if you would like to help out in class.
☺Year 2 Teachers
☺
P.E. Kits: P.E. Kits should now be in school as the children are having their P.E sessions twice a week. As the children will be doing P.E. outside, they may keep dark coloured tracksuit bottoms at school, although it is essential that they still have shorts in order to use the apparatus in the hall.
Uniform: Please ensure every item of your child's uniform and P.E. kit is clearly labelled with their name.
Harvest Assembly: Friday 11 th October. Harvest festival assembly. This will be led by the Year 1 children. Year 2 will be joining in the singing.
Friday 18 th October: School closed INSET Day.
How you can help at home:
There are lots of fun games on the Internet for them to use e.g. ictgames.com. To reinforce our work on tens and units, you can play a game e.g. You: "I'm thinking of a number. It has 4 tens. What could it be?" Child: "41? 47?". You will receive further information through their homework on the strategies we will be using, which will enable you to support them further.
Please read with your child at home and ask them questions about the book. In Year 2 our focus will be on answering comprehension questions as well as decoding and reading with expression. | 987 | 576 | {
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NEHRU INTERNATIONAL PUBLIC SCHOOL ANNUAL REPORT
ACADEMIC ASCENT 2019-20:
Nehru International Public School, Noida over the years has grown and has spread its wings in every sphere to rise and achieve educational excellence. A total of 64 students appeared for the Secondary School Examination and 65 students from the Senior Secondary.
Akshita Bhatt with 97.6% topped Class X .The Science topper in Class XII is Riya Tiwari with 96%. Nidhi Singh and Pragati topped the Commerce stream with 93.2%. The school has achieved a distinction of a 100% result with no failures, despite students coming from varied socio- economic backgrounds.
Sports Achievements in 2019-2020:
Our school believes in inculcating overall growth through excellence in sports. Sports plays a dominant role at NIPS and the year 20192020 saw the following endeavours in its glory:
1. First position in National Skates Kho Championship, held at Panjim Goa.
2. Representation at First National Skates Kho Championship in under 14 and under 12 category at Pune.
3. First position at 70 th Republic Day Taekwondo Championship, held at Noida Stadium.
4. Second Position at Delhi/NCR skating Championship.
5. Bronze for Sahil Bisht at the CBSE Cluster XIX, Skating Tournament.
6. NIPS students bagged 11 gold, 9 silver and 9 bronze at the State Taekwondo Championship 2019.
Inter-House and Intra School events were also attended and hosted by our school, as a normal feature of our curriculum.
WATER CONSERVATION AND WASTE MANAGEMENT PRACTICES IN OUR SCHOOL
Water harvesting is an age- old concept in India and is highly locale specific. In our school also, we have made Tank to capture every trickle of rain water that fall on the land and utilises the same for the purpose of gardening.
For segregation of waste we have kept separate containers for DRY and WET waste. The wet waste container is used to put fallen or left over food, used tea leaves, fruits peelings etc. All these, along with the other waste collected from garden like- dry and fallen leaves, twigs, dead organisms in the soil etc. are put in a compost pit dug in our school for composting. The manure prepared is used by our students and gardener to nourish our plants.
The dry waste container that contain plastic, glass, rubber, metal etc. is picked up by Noida Authority van and sent to factories for recycling.
We have also created a PAPER REUSE CENTRE, in which we have set up a box and teachers and other staff can place paper with a blank side. It can be picked up and used by any of our students to do rough work.
We are reducing the use of paper by sending most of the circulars online through whatsApp and email to the students.
Newspaper and other used papers collected from waste container are used in the Art and Craft class by the students to make many creative items by PAPER MOLDING.
Electronic waste or e- waste describes discarded electrical or electronic devices. If it is not disposed off properly, then it can be detrimental to our health and environment. In Science exhibition, we encourage our students to make projects out of e- waste. We are also sending our e-waste to vendors for recycling, as electronic devices are made up of many raw materials like- copper, lithium, tin, silver etc. Those metals are segregated by them and rest is recycled.
This is how we are recycling and reducing the waste in our school and encouraging our students for conservation and sustainable development of resources. | 1,586 | 773 | {
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Motivate Young Eaters with Positivity
Article written by Tara Dunker (firstname.lastname@example.org)
What you say matters when it comes to the eating behaviors of young children. For better or worse, eating behaviors formed during childhood often follow a person into adulthood. Eating behaviors play a key role in one's ability to maintain a healthy relationship with food for a lifetime. The messages a child regularly hears regarding food—in both the home and caregiver settings—can either help or hinder this development process.
Phrases that Hinder
- "I will be sad/mad if you don't eat that" or "You're a good boy for finishing your broccoli." These phrases teach children to eat for approval, ignoring their own signals of hunger, fullness and personal preference in the process.
- "Eat one more bite before you leave the table." This phrase teaches children to ignore feelings of fullness. It is better to stop eating when satisfied, rather than when the plate is clean. Over time, children and parents/caregivers will better understand what portion sizes are needed to feel satisfied, meaning less food left uneaten on the plate.
- "You can have dessert if you eat your vegetables" or "If you stop crying, you can have a piece of candy." Offering dessert as a reward for finishing vegetables teaches children that some foods are better tasting than others are. Using food to resolve upset feelings teaches children to eat to feel better, which can lead to overeating.
Phrases that Help
- "This strawberry is sweet and juicy" or "These carrots are crunchy." These phrases teach children to pay close attention to the sensory qualities that make each food unique and can be used to encourage children to try new foods in a mindful way.
- "Are you feeling hungry?" or "Are you feeling full?" These phrases can seem a bit obvious, but it is important to teach children to recognize feelings of hunger and fullness. This can prevent overeating and eating for reasons other than satisfying hunger.
- "Everybody likes different foods" or "Which one is your favorite?" These phrases acknowledge a child's ability to make choices regarding the food they eat. It also shifts the focus toward the taste of food, rather than who was right.
- "I am sorry you are sad. Would a hug help you feel better?" Instead of using food, reward children with your undivided attention and concern. Comfort each unique and individual child in the ways that work best for them.
©2020
Feeding Children is Challenging
Caring for and feeding young children comes with daily challenges, many of which shift and change in unexpected ways as the child grows and develops. If you have spoken the hindering phrases listed above in moments of frustration, or with the well-meaning goal of getting a child to eat their peas, know that you are not alone. When we know better, we can make the effort to do better for the children in our care.
…………………………………
Check out more Food Fun for Young Children Newsletters: http://go.unl.edu/chi
Sources:
1. Fletcher, J., Branen, L., (n.d.). Phrases that Help, Phrases that Hinder. Feeding Young Children in Group Settings: http://www.cals.uidaho.edu/feeding
2. Phrases that Help and Hinder, United States Department of Agriculture's ChooseMyPlate: https://bit.ly/2W0IpvS | 1,284 | 703 | {
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Honors English 9 – Summer Reading
Required Readings:
1. Maus I: A Survivor's Tale: My Father Bleeds History by Art Spiegelman
Maus I is a true story that depicts Art Spiegelman, a young man at the time, interviewing his father about his experiences as a Jew living in Poland and surviving the Holocaust. First published in 1980, Maus I became the first graphic novel to win a Pulitzer Prize in 1992 and continues to be widely read and taught in classrooms today.
(Note: Students will read Maus II: And Here My Troubles Began (Art Spiegelman) at the beginning of the academic school year. Please buy a copy as soon as convenient over the summer.)
2. I Will Always Write Back: How One Letter Changed Two Lives by Caitlin Alifirenka, Martin Ganda, and Liz Welch
I Will Always Write Back is a New York Times bestselling memoir that highlights the friendship between a girl from America and a boy from Zimbabwe. Kaitlin and Martin came into each other's lives because of a simple school assignment in 1997 and continue to be friends to this day.
Summer Reading Assignment:
While reading, compose at least five reading journal entries per novel chronicling your response to Maus I and I Will Always Write Back. A reading journal helps to keep track of what you read and your honest reactions to the text. Writing down your responses will help you to pause and reflect, ask questions, and possibly make connections from the text to your own life. Each journal entry should clearly state which novel, chapter, and page number(s) you are discussing. Each entry must be at least 150 words to receive full credit.
Possible journal lead-ins:
* This (character, event) reminds me of… because…
* What I found most interesting about (character, event, chapter) was… because…
* When I read (chapter) I felt… because…
* I predict… because…
* This chapter makes me want to…
* The part that confused me the most was…
* This (character, event, chapter) makes me think about _______ because…
* I learned…
* If I were (character) at this point, I would…
Submission Requirements:
All summer reading assignments must be typed. The printed copy of your assignment is due on the first day of school. Students will additionally be required to turn in a digital copy of their assignment through Canvas, so please save your work! Instructions on how and when to submit your assignment digitally to Canvas will come after school starts.
Have a great summer and I can't wait to meet you! | 1,085 | 537 | {
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_______________
Babylon University – College Of Medicine Department of Community Medicine
Lectures in Community Medicine For 4 th Stage Students By Dr. Hassan Baiee 2010 – 2011
Lecture 10 Primary Health Care
In 1977 the World Health Assembly adopted the historic resolution on health: Health for All by the Year 2000.
In September 1978 the world community at Alma–Ata international conference called for urgent action by all to protect and promote the health of all people of the world using the Primary Health Care approach.
Primary Health Care (PHC) is defined as essential health care based on practical, scientifically sound and socially acceptable methods and technologies, made universally accessible to individuals and families in the community through their full participation and at cost the community and country can afford to maintain at every stage of their development in the spirit of self reliance and self determination.
The aim of PHC is: to provide the best possible health services to everyone everywhere in the district. The universal goal of the health system is to assure adequate access to quality care at a reasonable price.
(Equity for provision and equity in utilization of services)
1 . Essential
Essential services means that these services or activities are needed and important for improving the health status of the community and so community can not go without it. E.g. Immunization
2. Acceptable
Are the health services acceptable to the people?
- Through health education, people will understand the benefits of the services.
- The services should be friendly with short waiting times.
3. Accessible
How do people reach the health services?
- It is especially important in areas with no clinic, bad roads and no public transport.
- Access should be equal to all members in the community.
4. Available
- We must be sure that all areas have health service coverage.
- This means that enough health facilities should be available so that every member of the community can reach them when needed.
5. Appropriate
Do the health services deal with the right problems?
Health staff should give most of their time and interest to the common diseases which cause most ill-health and deaths in the population rather than concentrating on few people with rare and interesting diseases.
6 . Community Full Participation:
The participation of individuals is vital because they should identify and tell their own problems.
7. Affordable
Essential health care services should be provided at a cost that a country can afford
The Main Elements Of PHC Program:
1. Health education.
2. Promotion of adequate nutrition.
3.
Immunization against the main infectious diseases.
4. Maternal; and child health care including family planning.
5. Ensuring accessibility to safe and adequate water supply and basic sanitation.
6. Control of locally endemic diseases.
7. Treatment of common diseases and injuries.
8. Provision of essential drugs.
Other elements can be added according to the health needs of the community examples are promotion of mental health, school heath services and oral health services.
_______________ _______________
whatever the components are health education is central to all PHC programs in any community
We can see from the above that PHC services are not only promotive and preventive but also curative and rehabilitative.
Supportive programs of PHC:
1- Health information system.
2- Guide-lines, supervision and follow up.
3- Continuing education.
4- In services training.
5- Effective training.
Problems Facing PHC:
1- Financial
2- Administrative and technical
3- Political
The major PHC programs in Iraq:
1- Expanded Program of Immunization (EPI)
2- Control of Diarrhoeal Diseases (CDC)
3- Control of Acute Respiratory Infection (ARI)
4- Maternal and Child Health (MCH)
5- Promotion of Breast Feeding (BF)
6- Training of Traditional Birth Attendants (TBAs) | 1,784 | 798 | {
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Bees equipped with radar solve waggle dance controversy
May 14 2005
A paper published in Nature on May 12th provides new data that resolves a long-standing scientific controversy. In the 1960s, Nobel Prize winning zoologist, Karl von Frisch, proposed that honeybees use dance (the "waggle dance") as a coded message to guide other bees to new food sources. However, some scientists did not accept von Frisch’s theory. Using harmonic radar, scientists have now tracked the flight of bees that had attended a "waggle dance" and found that they flew straight to the vicinity of the feeding site, as predicted by von Frisch. The tracks
1/3
allowed the scientists to determine how accurately bees translate the dance code into successful navigation, and showed that they correct for wind drift even when en route to destinations they have never visited before.
Image: A honeybee equipped with a radar transponder
If a honeybee worker discovers a good feeding site it is believed that she informs her nest mates through a dance that describes the distance and direction of the feeding site. This ‘dance language’ was first described by Karl von Frisch in the 1960s but his experiments also showed that bees that had attended the dance (recruits) took far longer to get to food than would be expected. This time delay caused other scientists to argue that the recruits did not read the abstract code in the dance at all, but found the food source simply by tracking down the smell that they had picked up from the dancing bee. Another suggestion was that recruits simply followed the dancer when she flew back to the food, and then other bees joined in. The controversy has persisted because prior to the advent of harmonic radar, no one could show exactly where the recruits flew when they left their hives.
The scientists watched the waggle dance occurring in a glass observation hive and identified recruits. They captured these recruits as they left the hive, attached a radar transponder to them and then tracked their flight paths using harmonic radar. Most recruited bees undertook a flight path that took them straight to the vicinity of the feeding site where they all spent a lot of time in searching flights, trying to locate its exact position. This searching behaviour accounts for the time lag that caused the original controversy.
In another set of experiments, bee recruits leaving the hive were taken to release sites up to 250m away. These bees flew, not to the feeding site, but in the direction that would have taken them to the feeding site had
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they not been displaced from the hive. This result add weight to von Frisch’s original theory and allow alternative hypotheses about bee behaviour to be firmly discounted.
Paper: The flight paths of honeybees recruited by the waggle dance' Nature J. R. Riley, U. Greggers, A. D. Smith, D. R. Reynolds & R. Menzel
This article might be of interest as well: Radar tracking reveals that butterflies follow decisive flight paths
Source: Rothamsted Research
Citation: Bees equipped with radar solve waggle dance controversy (2005, May 14) retrieved 23 September 2023 from https://phys.org/news/2005-05-bees-equipped-radar-waggle-controversy.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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Mini Lesson: Environmental Health
Learning Targets
* I understand what environmental health is
* I understand the relationship between environmental health and environmental justice
Warm Up Question!
PAUSE YOUR VIDEO
What in your indoor environment impacts your health? (name three things!)
Example: When I don't clean the filter of my air conditioner, it makes me sneeze a lot!
PAUSE YOUR VIDEO
What is Health?
Our state of physical, mental and social well-being, and, not only the absence of disease
What is Environmental Health?
Things in our environment, and the things that surround us, that can impact our health and well-being and our ability to live up to our full potential as human beings.
What is Air Quality?
Our air is made many different things (oxygen, dust particles and more!)
When we refer to air quality, we mean how the air will impact our health and the surrounding environment. If the air has particles that are harmful to human health, we call that poor or hazardous air quality. If the air has more particles that don't harm our health, we call that good air quality.
Indoor Environmental Health?
Indoor Air Quality (IAQ) refers to the air quality within and around buildings and structures, especially as it relates to the health and comfort of building occupants.
Indoor Pollutants
- Pollen
- Pet Dander
- Pests
- Lead
- Pesticides
- Smoke, and more!
How does Environmental Health relate to Environmental Justice?
- Our the status of our health and environmental health impacts our life expectancy, and quality of life.
- As a whole, our personal health and environmental health varies depending on:
- Our genes
- How much money we make or inherit
- Pollutants in our environment
- Our access to resources (like health care and nutritious foods!)
How does Environmental Health relate to Environmental Justice?
- When we don't have fair access to healthcare, resources, or even information, our health can decline
- Environmental Justice actions around healthcare issues can ensure that people of all backgrounds have a longer and healthier lifespan
Case Study: Samira (Grades 6-8) PAUSE YOUR VIDEO
Samira loves to play outside!
She especially loves to play at her local park
Samira's family also lives near a factory that creates smoke and pollution
Questions:
1. How will Samira's health become impacted by her environment?
2. What in your environment impacts your health?
PAUSE YOUR VIDEO
Case Study: Jonathan (Grades 9 - 12)
Questions:
None of the stores around Jonathan sell fresh fruits or vegetables
1. How does access to healthy foods relate to Jonathan's environmental health?
2. How will lack of healthy foods impact Jonathan's long term health? What are some solutions for these issues?
3. Are the solutions that you gave in question number two fair and accessible to all people regardless of their income? If not, how would you make them more equitable?
Thanks for Watching!
If there is a related topic that you'd like to know more about, contact firstname.lastname@example.org | 1,391 | 636 | {
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Hit your targets and score one for health
Know if you're at risk
At each visit to the doctor, write down the numbers your doctor finds for each of the categories below. These numbers will help you monitor your levels of LDL (bad) cholesterol, HDL (good) cholesterol and triglycerides. These numbers can tell you important things about your overall health. Talk to your doctor about what your target numbers should be.
| Date | Blood pressure | LDL | HDL | Triglycerides |
|---|---|---|---|---|
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
over
Get more online. Log in to myModa at modahealth.com to get more out of your health plan.
modahealth.com/oebb
Number standards
Blood pressure
<120/<80 = normal 120/80 – 139/89 = prehypertension 140/90 – 159/99 = Stage 1 hypertension 160/100 – 180/120 = Stage 2 hypertension >180/>120 = see a doctor right away
HDL (good) cholesterol 60 or greater = best 40 – 60 = average Lower than 40 = high risk
Blood sugar
125 or greater = high risk 100 – 125 = risk Lower than 100 = best
Important numbers to track
Your BMI and waistline are vital signs
Your Body Mass Index (BMI) is one indicator of your health. Talk to your doctor about your BMI and what you can do to improve your number and your health.
| Date | Waist circumference | Weight |
|---|---|---|
Keep an eye on your waistline
Your waist circumference is an indicator of abdominal fat. A larger waist increases your risk for type 2 diabetes, high blood pressure, high cholesterol and heart disease.
Determine your waist circumference by placing a measuring tape snugly around your waist, level with your navel.
Health risks increase with a waist circumference of:
More than 40 inches (102 cm) for men. More than 35 inches (88 cm) for women.
Number standards
Body Mass Index standards 30 or greater = obese 24.9 – 30 = overweight 18.5 – 24.9 = normal weight Less then 18.5 = underweight
Figure out your BMI
(kg/m2)
BMI =(weight in pounds x 703)
height in inches2
Example:
BMI =(140lbs x 703)
64
2
=(98420)
4096
BMI =24 | 1,299 | 688 | {
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Global Educational Researcher Winner of USD1 million TED Prize
TED Prize winner Sugata Mitra is at the forefront of a new approach to education which challenges how we teach today's children in a technological age. He is Professor of Educational Technology at Newcastle University, UK and previously a Visiting Professor at MIT in the US. Sugata is currently working on the School in the Cloud, which is the culmination of over a decade of research and observations from all over the world. The School in the Cloud is learning at the edge of chaos - a community, place and experience to discover and explore children's learning as a self-organising system.
From his earliest experiments while working at NIIT in Delhi with the Hole in the Wall project, through to setting up SOLEs (self organised learning environments), Sugata discovered that children's innate sense of learning is magnified when they are given the freedom to explore the internet in small groups. Children in these environments, regardless of who they are or what language they speak, can competently search for answers to 'big questions', drawing rational, logical conclusions from their research. These are questions far ahead of what is expected of them in their school curriculum.
In 1999 Sugata and his colleagues at NIIT made a hole in a wall bordering an urban slum in Delhi, installed an internet-connected PC, and left to see what happened. Almost immediately, children from the slum began playing with the computer and in the process taught each other how to use it and get online. This experiment, which inspired the book 'Slumdog Millionaire' that went on to become the Oscar winning film of 2009, was replicated in other parts of India, both urban and rural, with similar results.
It challenged some of the key assumptions of formal education, demonstrating that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity could result in learning through self-instruction and peer-shared knowledge. However, his research has shown that it's not simply a case of taking teachers out of the equation: children in remote areas often perform poorly at school because they do not have access to good teaching. As a result of further research which showed the importance of an encouraging adult in these circumstances, the Granny Cloud was born, after Sugata put out a plea for retired teachers in the UK to come forward who were willing to interact with children in India via Skype.
*
email@example.com
*
+603 2301 0988 LondonSpeakerBureauAsia.com• The world's leading speaker and advisory network
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WHAT TREE AM I?
These are all trees that you will see on your Table Rocks hike. Read the tree description on the left, then look at the six pictures on the right and decide which one it best describes. Write the correct letter next to the description.
A. Douglas-fir
My leaves have rounded lobes and my fruit is an acorn. I grow in the savannah in the lower elevations of the Table Rocks. 1) ____
I have needles in bundles of three. I protect my seeds in cones and when I get older, my bark gets thicker and helps protect me from fire. 2) ____
My leaves have pointed lobes and grow larger than my relative who lives lower on the Rocks. I also have acorns as my fruit. 3) ____
My bark is reddish and peels away showing my inner bark. My broad leaves are dark green and leathery. I am an evergreen because I keep my leaves all year. I have bright, red berries. 4) ____
I am a conifer with short needles. My seeds look like a snakes tongue that sticks out of my cone. 5) ____
C. California Black Oak
Sometimes I am a shrub, but I can grow up to 40 feet! My leaves are fuzzy and I keep them throughout the year. My seeds look like they have a feather on them. 6) ____
E. Mountain
D. Ponderosa Pine
F. White Oak
Mahogany
B. Pacific Madrone
These are all trees that you will see on your Table Rocks hike. Read the tree description on the left, then look at the six pictures on the right and decide which one it best describes. Write the correct letter next to the description.
< KEY > WHAT TREE AM I?
A. Douglas-fir
1) ____ F My leaves have rounded lobes and my fruit is an acorn. I grow in the savannah in the lower elevations of the Table Rocks.
D 2) ____ I have needles in bundles of three. I protect my seeds in cones and when I get older, my bark gets thicker and helps protect me from fire.
3) ____ C My leaves have pointed lobes and grow larger than my relative who lives in the lower elevations. I also have acorns as my fruit.
B
4) ____
My bark is reddish and peels away showing my inner bark. My broad leaves are dark green and leathery. I am an evergreen because I keep my leaves all year. I have bright, red berries.
A
5) ____
I am a conifer with short needles. My seeds look like a snakes tongue that sticks out of my cone.
E
6) ____
C. California Black Oak
Sometimes I am a shrub, but I can grow up to 40 feet! My leaves are fuzzy and I keep them throughout the year. My seeds look like they have a feather on them.
E. Mountain Mahogany
D. Ponderosa Pine
F. White Oak
B. Pacific Madrone | 1,060 | 639 | {
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Newly available GPS data helps scientists better understand ionosphere
October 6 2021
The Global Positioning System (GPS) is a constellation of satellites orbiting the Earth approximately 11,000 miles in space. The GPS satellites in this animation are not drawn to scale. However, their orbits and orientation to the Earth are approximately correct. GPS satellites are organized into six different orbital paths completely covering the Earth. Looking at the Earth top down from the North Pole, the six orbits are spaced at 60-degree intervals. Looking at the Earth from the equator, each orbit is moderately tilted at 50 degrees. Credit: NOAA
1/4
A new data source to help scientists better understand the ionosphere and its potential impact on communications and positioning, navigation, and timing—an essential utility for many critical operations—is now available to the public. The data, which was collected by sensors on GPS satellites in 2018, was released today through a collaborative effort by Los Alamos National Laboratory and the National Oceanic and Atmospheric Administration (NOAA).
"Radio signals from satellite or ground-based transmitters can travel through the ionosphere or bounce off of it, so ionospheric conditions have the potential to disrupt communications depending on the density of electrons," said Erin Lay, a remote-sensing scientist at Los Alamos who was a technical lead on the project. "This new set of data will help us better model and predict the behavior of the ionosphere and possibly improve the reliability of our communications and positioning, navigation, and timing services, which are critical for both everyday life and national security."
The ionosphere is the boundary between Earth's atmosphere and space, stretching approximately 40 to over 250 miles above Earth's surface. It is composed of tenuous atmosphere and charged particles (ions and electrons) that interact with traversing radio waves. The behavior of the ionosphere reacts to weather on Earth, such as thunderstorms, wind, and hurricanes, as well as space weather created by solar winds impacting Earth's magnetic field.
"NOAA's Space Weather Prediction Center (SWPC) serves a huge customer base interested in space weather effects on communications and GPS-reliant technologies," said Bill Murtagh, program coordinator at SWPC. "We expect access to these Los Alamos data sets to improve the development, validation, and testing of models used at SWPC for characterizing and forecasting ionospheric disturbances."
2/4
The new data comes from unique measurements of lightning events, each of which produces a flash of radio waves that gets dispersed through the ionosphere before it is detected on satellite receivers. Each measured flash provides a snapshot of the ionospheric conditions at that instant, and many lightning measurements accumulated over time provide a unique view of ionospheric weather. This is the first-ever global set of ionospheric electron density data to use a naturally occurring source phenomena. Prior to this release, the data available to feed ionosphere models was primarily from arrays of ground-based receivers, which are limited because they only monitor fixed locations. According to Lay, "the new data is gathered from lightning that happens all over the world and will give scientists the opportunity to study the ionosphere in ways previously not possible."
The release of underutilized data sets was a priority established in the 2019 National Space Weather Strategy and Action Plan. Los Alamos processed the data from its radio-frequency sensors that are onboard GPS satellites and used for nuclear treaty monitoring, and then worked with a government interagency group, called the Space Weather Operations, Research, and Mitigation (SWORM), to facilitate public release. NOAA's National Centers for Environmental Information will host the data on existing sites that serve terrestrial weather and space weather resources.
More information: The data is available at www.ncei.noaa.gov/access/metad … ov.noaa.nodc:0241206
Provided by Los Alamos National Laboratory
Citation: Newly available GPS data helps scientists better understand ionosphere (2021, October 6) retrieved 3 February 2023 from
3/4
Powered by TCPDF (www.tcpdf.org)
https://phys.org/news/2021-10-newly-gps-scientists-ionosphere.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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EVERFI
Financial Education Impact Report 2016-2017 School Year
Financial Education Program Reach
For the 2016-2017 School Year
Since our founding in 2008, EVERFI's financial education courses have reached millions of students in communities across the country.
Through our partnerships with private-sector leaders, forward-leaning foundations and nonprofits, these digital courses are available to K-12 school at no charge to the school or district
Across North America
1.1 Million Students
11.2 Thousand Schools
2.74 Million Hours of Learning
Financial education courses cover everything from introductory topics like saving and budgeting to advanced topics like insurance, taxes, and investing.
After completing EVERFI's financial education program, students have a more thorough understanding of financial concepts and are better prepared to make decisions now that will help them achieve their financial goals in the future.
Knowledge Gain: Vault
After taking Vault – Understanding Money, your students increased their scores on assessment tests by an average of 33%. Here's how they performed by topic:
Students showed the most gain in Responsible Money Choices and Savings and Investing.
Preparedness: Money Management
Research shows that feelings of self-efficacy – confidence in one's ability – are an important outcome of financial education, contributing to financial capability into adulthood. After taking EVERFI – Financial Literacy, students are more confident and better prepared to make financial decisions.
Here's what they told us they are now prepared to do after taking a financial education course:
Decide how much of their money to spend and how much to save. Up 19% from before the course.
Choose the right type of bank account for their money. Up 37% from before the course.
Know which payment type to use for a purchase. Up 25% from before the course.
Check their credit score and understand what it means. Up 88% from before the course.
Apply for financial aid or loans to help pay for college. Up 76% from before the course.
Decide whether to rent or buy a home in the future. Up 33% from before the course.
Preparedness: Money Management
For young students, learning to engage with the financial system and save for the future are important outcomes of financial education. Students who took FutureSmart – Financial Education report increased levels of financial system engagement and more deliberate saving behavior.
Engagement with the Financial System
Many students report already having their own savings account. Fewer students, though, report having – or planning to open – a checking or pre-paid account, allowing them to put the information they learn in the course into practice.
(Note: All students surveyed are at least 13 years old.)
More students have a checking account or plan to have one within a year, compared to before taking FutureSmart.
Saving for the Future
When asked to think about money they earn or are given, most students report saving some of their money toward a specific purpose. After the course, more students are also focused on saving money for saving's own sake.
More students save a portion of their money without a specific purchase in mind.
From Students and Educators
From Students
"I like that you get to interact with the courses. …The games force you to figure out the answers for yourself. It challenges you in a good way."
Student Washington, DC
From Educators
"The EverFi program is an invaluable resource for our students as a method for engaging instruction in the principles of financial literacy. We include this program in our economics course because of its relevant and authentic application to students' lives. Students grow as a result of this program in extremely positive ways – both in their understanding of financial literacy and their interest in the subject matter. "
Social Studies Curriculum Director, AP Coordinator
Des Moines Public Schools, Iowa
"EverFi made me more comfortable, and even excited to go out in to the real world, and it helps me understand how good planning and money management can effect my future. The modules are interactive, and I love that. I can honestly say the modules I went through provided answers to many of my financial questions."
Student Fairfield, California
93% of teachers would recommend the EVERFI course they used this year to a fellow teacher.
"With quality design and implementation support, EverFi makes blended learning instruction much more accessible for a greater number of teachers."
Assessment, Research, and Evaluation Consultant Niagara Catholic School District, Ottawa | 1,975 | 963 | {
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Student Survey Introduction
NSBLC wrote this Student Rig about asserting rights to priva invasive questionnaires. ghts Survey to help inform students and the ate information and the right to refuse to ans ir community swer personally
This survey assesses a stude information and their rights to written permission to answer o ent's understanding of their rights to private p refuse to answer until their parents have re other surveys. protected ead and given
This survey should be offered at the third-grade level or high semester after parents have g survey questions. twice during the school year to all students her. This survey should be given at the begi given written permission for their student to a s who can read nning of each answer these
Once this survey is taken by s students that understand their students our services will offer a summary o r rights to refuse to answer questionnaires. of the % of
This survey helps students un student's rights to refuse to an nderstand their rights and gives parents the nswer questionnaires. control of their
This survey is available for fre ee.
Student survey on students s' knowledge of their rights to private info ormation.
Conducted by the Institute o
on Surveys and Survey Awareness
Instructions: Complete the foll will not be used to determine y knowledge regarding various your ability. This exercise is co answer sheet. lowing survey on surveys. This survey is no your grade. This survey will collect informat surveys you may encounter. Please answe ompletely voluntary. Please enter your ans ot a test and it tion about your r to the best of swers on the
Questions:
1. How many surveys a are you asked to complete during each scho ool each year?
a. 0-1 surveys
b. 2-10 surveys
c. 11-50 surveys s
d. More than 50 surveys
2. Considering all the s you spend completing s surveys you take each year at school, how m surveys? much time do
a. A few minutes s
b. A few hours
c. A few days
d. Zero, we don’ ’t do any surveys
3. When you are prese is VOLUNTARY? ented with a survey at school are you told tha at participation
a. Always
b. Sometimes
c. Never
d. I don't recall
4. Do you understand t that VOLUNTARY means you don’t have to do it?
a. Yes
b. No
c. Sometimes
5. Have you been aske behavior, or your family ed to complete a survey with questions abou y? ut you, your
a. Yes
b. No
6. Do you know that ex you and your family do xcept when you are at school and school fun is no one else’s business? nctions what
a. Yes
b. No
7. When you are prese your behavior, choose ented with a VOLUNTARY survey at school the best explanation as to why you do it any that asks about yway.
a. I am afraid my y grade will be affected.
b. I am a nice pe erson and do what I'm told to do.
c. My teacher or r principal said I had to.
d. I do it to furthe er science.
8. Do you get your pare ents' permission to fill out surveys?
a. Yes
b. No
9. If you are told that fil will not fill it out becaus lling out a survey is required, do you tell the se you know you have privacy rights? teacher you
a. Yes
b. No
10. If you haven't put th why. his VOLUNTARY survey in the trash yet ple ease explain
a. There is a lon ng line at the trash can and I am waiting unti il it clears.
b. I am afraid my y teacher or principal will think poorly of me.
c. Not doing eve erything I'm told will get me in trouble.
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The West Cumberland Utility District has exceeded the maximum contaminant level for Lead.
During our last Lead & Copper sampling the 90 th percentile action level for lead was exceeded. West Cumberland Utility is educating the customers that received these high levels on ways to reduce the exposure to lead in their water. The lead came from the customers service line and is not in the water system.
We are currently engaged in steps to identify the source of lead in the drinking water. We encourage residents of this location to take extra precautions with the drinking water until this issue is resolved.
WCUD is taking the following steps to mitigate the high lead levels sampled: resampling to isolate where the greatest exposure risks are, service lines from our main lines to the customers meter have been replaced and we are working to identify the consumers service lines for lead through the lead service line inventory.
We are currently engaged in steps to identify the source of lead in the drinking water. We encourage residents of this location to take extra precautions with the drinking water until this issue is resolved.
The results of the most recent testing period has shown that at least 10% of tested connections have experienced lead levels of at least 0.0479 mg/L.
The MCLG, or maximum contaminant level goal for lead is zero mg/L. It is the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety. The action level for lead is 0.015 mg/L. It is the concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
Lead is a common metal found in the environment. Although most lead exposure occurs when people eat paint chips and inhale dust, or from contaminated soil, the EPA estimates that 10 to 20 percent of human exposure to lead may come from lead in drinking water. Lead is rarely found in source water, but enters tap water through corrosion of plumbing materials. Homes built before 1986 are more likely to have lead pipes, fixtures and solder. However, new homes are also at risk: even legally designated "Lead-Free" plumbing may contain up to 8 percent lead. The most common source is brass and chrome-plated brass faucets and fixtures which can leach significant amount of lead into water, especially hot water.
Exposure to lead in drinking water can cause serious health effects in all age groups. Infants and children can have decreases in IQ and attention span. Lead exposure can lead to new learning and behavior problems or exacerbate existing learning and behavior problems. The children of women who are exposed to lead before or during pregnancy can have increased risk of these adverse health effects. Adults can have increased risks of heart disease, high blood pressure, kidney, or nervous system problems.
The following are ways customers can reduce their exposure to lead in drinking water:
(I) Run your water to flush out lead. If it hasn't been used for several hours, run water for 15-30 seconds, or until it becomes cold, or until it reaches a steady temperature before using it for drinking or cooking. Flushing removes water containing lead from the plumbing lines.
(II) Do not cook with or drink water from the hot water tap. Lead dissolves more easily into heated water. Boiling water does not reduce lead. Use cold flushed water for cooking and preparing baby formula.
(III) Look for alternative sources or treatment of water. You may want to consider purchasing bottled water or a water filter. Read the packaging to ensure the filter is approved to reduce lead or contact NSF International at 800-NSF-2010 or www.nsf.org for more information on performance standards for water filters.
(IV) Test your water for lead.
(V) Get your child tested. Visit the Tennessee Department of Health to learn more about children and lead, or contact your healthcare provider to find out how you can get your child tested for lead if you concerned about lead exposure. http://www.tn.gov/health/article/lead
(VI) Identify your plumbing fixtures containing lead. New brass faucets, fittings, and valves, even those advertised as "Lead-Free" may contribute lead to drinking water. Tennessee law currently restricts the sale of plumbing fixtures not considered to be "lead-free."
For more information on reducing lead exposure around your home/building and the health effects of lead, visit EPA's Web site at www.epa.gov/lead, contact your health care provider, or reach out to the State of Tennessee Department of Environment and Conservation by e-mailing: email@example.com ATTN: Lead and Copper in Drinking Water.
Your local water utility can be reached at (931) 277-5376.
PWS Name
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Before you watch...
Take some time to make sure your space is comfy and cozy to settle in for the adventure!
Use blankets, pillows, and stuffed animals to get your little one excited! Make sure your viewing device is at eye level or connected to a larger screen for best viewing!
SLIDESMANIA.COM
SLIDESMANIA.COM
Post-Show Fun!
1. Mirror, Mirror
2. Chalk Zone
3. Obstacle Solutions
4. Travel Buddy Craft
5. Connecting Conversations
Mirror, Mirror
In this matching activity, take turns with your little one mirroring each other's movements.
Some Tips:
- Start with simple movements that your little one can easily follow.
- Use your arms, legs, and different facial expressions.
- After they have mastered following your movements, let your child become the leader!
SLIDESMANIA.COM
Chalk Zone
Just like our characters, you can create your own world, too! Take some time and go outside to create a miraculous imaginary world all of your own. There are no wrong creations- you could make a mountains filled with trees, an underwater world, and more!
Obstacle Solutions
Our characters traveled through many problems they had to solve together, and now it is your turn!
Create a big body movement obstacle course for your adventurer to crawl through, climb on, jump around, and solve on their own.
For older children, you can add some simple riddles for them to solve in order to move to the next part of their obstacle course.
Some Tips:
* Use a pillow to jump over
* Tables and chairs are great for crawling underneath
* Put a reward at the end:
- A stuffed animal to save
- A favorite treat
Every adventurer needs a travel companion. On the last slide of this document, print the buddy outline so your child can have a friend to go on the adventure with them.
Give them crayons, markers, glue, and fun bonus items to decorate their friend!
Travel Buddy
Connecting Conversations
After the show here are some guiding questions to help guide conversations with your little:
* How would you feel if you couldn't spend time with a friend?
* What ways can we create our own worlds?
* What did you feel during the show?
- What did you like?
- Did you have a favorite part?
* How can we make ourselves feel better when we are feeling sad or angry?
SLIDESMANIA.COM
Print me! I'm your travel buddy! | 926 | 522 | {
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Information for Our Children - Return to School
We are really looking forward to seeing you back at school. It may feel a little different, as we will be missing some of our children and will be working in much smaller groups. So we thought it would be useful to give you a little information so that you know what to expect. There is also a video which you will be able to watch on our website.
- You will need to wear your school uniform but not your tie and you may wear trainers or pumps instead of school shoes. You will not need a school bag, just a water bottle and a healthy snack! If you are in Year 6, and have a packed lunch, you will need to bring this. Please don`t bring anything else to school with you.
- You are going to be coming into school through a different entrance and will be coming in through the double gates and up the slope into the Junior Activity Playground.
- There are some red footprints painted on the ground for you to stand on in a line. Your parent can come in with you and will remind you to keep a safe distance from your friends - but you can wave and smile!
- Mrs Coxon will come to the playground to welcome you. She will ask you to use hand sanitiser to clean your hands so that we have Healthy Hands (clean) and not Horrid Hands full of microbes (germs). Then follow the stars to the classroom.
- Once inside school you will enter your classroom. This will be your `Learning Bubble` where you will be based. In this classroom you will have 9 friends from your class to learn alongside plus Mrs Coxon and Mrs Tiffen.
- Inside your new classroom you will have a special table. This table belongs to you and no one else. It is your special place at which you can complete your activities. Your table will have all the equipment you need such as pencils and crayons in your tray. We will not be sharing these.
- When you go into your classroom you will need to put your water bottle and snack on your table and coat (if you have one) on your chair.
- Once you have put your things on your table you will then need to wash your hands in the sink in your classroom – remember to do it for 20 seconds and to wash all the different parts of your hand. Can you remember the song?
- Your tray on the table will also have tissues! These are for catching sneezes, coughs and things that run out of your nose! Germs can come out of our noses and mouths so we have to CATCH them in our tissues and then put the tissue in the bin.
- This is a special bin with a lid on it – you just press the pedal with your foot to open it.
- When you`ve used a tissue and put it in the bin you will need to wash your hands -
remember we want Healthy Hands not Horrid Hands!
- Washing our hands all the time will become part of our routine - Chasing those germs away throughout the day! The teachers will be helping you to wash your hands well especially after using the toilet!
- We will all try our hardest not to touch our faces.
- Hopefully the weather will be lovely when we return so that we can go outside to learn and play! When we are outside we may see other children playing in their own `Learning Bubble` they too will have two teachers. We can wave and smile and shout hello, but we must stay within our own bubble
- Each bubble will have their own space outside to play. All your games will be fun but they will not involve touching, hugging or being too close!
- At lunchtime your bubble, including your two teachers, will have lunch together in your classroom or outside. We will be sitting a little further apart than usual, but we will be able to chat, smile and wave!
- At the end of the day, one of your teachers will take you to your parents, who will be waiting for you! Remember to keep your distance here too!
We are looking forward to seeing you on Tuesday! | 1,230 | 841 | {
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Think, pair, share
Discuss in pairs
Think about the topic or subject:
Share your combined ideas:
I used to think this but now I think this
I used to think:
But now I think:
2
I noticed this but why?
I noticed that:
Why is it that way?
What makes you say that
What's going on?
What makes you say that?
Compass
Need to know
•What additional
information would
help you to evaluate
things?
Excited
•What excites you
about this idea or
proposition?
Worrisome
•What do you find
worrisome about
this idea or
proposition?
Stance or
suggestion
•How might you
move forward in
your evaluation of
this idea?
Why is it like this…
What if it…
What do you know about this…
What would you change about it…
How do you know…
Question starts?
?
?
?
?
3. Initial thoughts…
2. Initial questions…
1. Initial comparison…
Bridge
3. New thoughts…
2. New questions…
1. New comparison…
1. What do you think you know about this?
2. What puzzles you?
Think, puzzle, explore
3. What does this make you want to explore?
Connect, extend, challenge
How are the ideas and information presented CONNECTED to what you already knew?
What new ideas did you get that EXTENDED or pushed your thinking in new directions?
What is still CHALLENGING or confusing? What questions, wonderings or puzzles do you now have?
Write the main idea/concept/subject in the shaded shape, then add more as needed…
Mind map
Describe the subject:
Key point 1
Key point 2
Key point 3
Key point 4
Key point 5
Pick the most important point and say why:
Five key points
Draw/Sketch
Construct an answer to the question and write it here
Investigate the question using whatever tools you have and note progress here
Start here:
Express the question you have or given by a teacher in your own words
Wonder or think further and make notes here
Reflect on the question and note the next steps here
Does this question connect with other ideas or knowledge you have?
Enquiry learning
1. Define the problem you are solving by using some of these questions:
2. Research and answer the question(s) using the information supplied to you or that you find yourself.
3. Write the answer here:
Critical thinking
List and describe
List:
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For more resources, visit the CMES Website For more educational resources, visit the CMES Outreach Website
Hanging Odes and Arabic Calligraphy: Investigating the Personal By Trevor Wallace
art/poem tell us about someone's Identity?
Objectives:
technology/engineering.
MA art standard 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or
Embody an idea or fantasy
For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play;
or make images that convey ideas such as friendship.
Teacher:
I will learn how to use vivid language in my poetry.
I will use my poem to inspire my own unique Arabic signature.
Students:
Objectives written on board to be read out by a student after the agenda
6 th
Ideally done in 2 periods or one long block.
Materials/ Procedure
-Handout
-Rubric
-Sketch Paper 2 per student
-Pencils/Erasers
-Rulers
-Ballpoint pens
Knowledge/ Vocab Preteach
Where is the Arabian Peninsula?
Who were/are the Bedouin people?
Cue segment of Empire of Faith 3 Minutes 6:55-7:52
Part 1: Hanging Odes
Hanging Odes: Mu'allaqat
Odes that hung in the Ka'baaa sacred place in Saudi Arabia called Mecca.
Read Sells abridged poem:
Why vivid imagery? Steps to finding the right word:
1.) Imagine you are in that place and visualize it in your
an image on the prezi and first give students a chance to raise hands to activate background knowledge
Give a chance to students to ask questions after Empire of Faith Segment
Give students prompts of words that they need to find a better example- a context and then a general word they can improve on-
Prezi with Map of Arabian Peninsula with Mecca
Pictures of Bedouins
Empire of faith segment embedded in Prezi
Picture of the Ka'baa
Picture of Graffiti tag next to Arabic Calligraphy
Have Slide with steps that you can go back to during guided practice
on its leg So part of this project will be to invent your own word that you will define.
Part 2: Arabic Calligraphy
After writing your poem you are going to sign your name What is Calligraphy?
Arabic calligraphy is similar to other calligraphic arts we are all familiar with and have even studied like Graffiti- It used different abstractions of the form to create beautiful and pleasing images.
If Arabic Calligraphy is used mostly in a religious setting how is it different than graffiti?
In the west calligraphy is not seen as important as other arts such as painting or
Connect NEW to the KNOWN
Have students respond to question about Arabic calligraphy vs. Graffiti tags sculpture but in the Middle East it is the most important
Steps to creating your Arabic calligraphy signature:
1.) Get your name that is cut out
2.) Practice writing it a few times in pencil in your sketchbook
3.) Read back over your poem and think about the most important image
4.) Create a large version (fill the width of your paper) of your name that has elements of that image- write your original name below so the viewer can see how you changed it
-Go over elements of the rubric
-Show exemplar
Have students read out steps
Check for understanding – after modeling
Copy class roster into Google translate and have each student's name in Arabic Script. Cut out names for each student to collect and copy
Show slides of different forms of calligraphy: Kufic, Thuluth, Diwani and representational Diwani | 1,542 | 786 | {
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Nature's Big Year
Film Synopsis: Scientists around the world share their unexpected and astounding discoveries from the year of the pandemic, revealing species that benefited from our absence and showed incredible ability to rebound when humans hit pause.
Age: 10-14
Link to Film: https://www.dropbox.com/scl/fi/t14nm9s9b88ygc7un688w/Nature-s-BigYear.mp4?rlkey=n5g5foejbyyaoem91e1u8v0pj&dl=0
Lesson Plan: Nature's Big Year
Grade: 6-8
Subject: Science
Topic:
Wildlife and Human Connections
Themes:
Human Effects on the environment
Curricular Connections:
Outcome: IE 7.4- Analyze how ecosystems change in response to natural and human influences and propose actions to reduce the impact of human influences and propose actions to reduce the impact of human behaviour on a specific ecosystem.
Materials Needed:
o Journal
o Nature Big Year Film
o Pencil
o Activities provided.
Essential Questions:
How did the global pandemic benefit animals?
How do humans effect the ecosystem and the animals in specific areas?
How can we use this new knowledge to better animals in our area?
Structure:
o During: Students will pick an animal from the provided list to focus on while viewing the film. Notes will be necessary, to allow the students to complete the follow up activity.
o Set: As a class, we will discuss how we think we impact our environment; how can we be better for our environment?
o After: Students will be put into groups to discuss the animal they chose to focus on, ideally each member will have written notes on the different animals from the film. Following, they will complete a small inquiry project in the same groups and present to the class.
Understandings:
Students will understand how humans impact our environment every day, examining various animals in different ecosystems. In the activity, students will investigate how they can get involved and live more sustainably. bettering the ecosystem for the animal they chose to research.
Natures Big Year: Animal Questionnaire
Instructions: Pick an animal from the list below and fill in the question chart WHILE watching the film. Be prepared to share your answers with your classmates.
Animals:
Wolf
Owl
Hummingbird Turtle
Name of my animal:
Where is its ecosystem?
Is it a mammal, reptile, or bird?
Did it experience migration changes during the pandemic?
How was it affected by the pandemic?
Are these changes able to be re-created without a pandemic?
Fun Fact:
Yorkton Film Festival Film Lessons
Email this form to Taynika at
(All information is required)
firstname.lastname@example.org
Name
School
Email Address
Mailing Address
Lesson Used
Number of Viewers
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