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Happy Thanksgiving!
Name: ______________________
Rearrange the words to form a sentence.
I pie pumpkin like
__________________________
turkey The funny is
__________________________
hat black is The
__________________________
pretty leaves are The
__________________________
Below words are jumbled. Find out what the word is and write it on the blank.
1. yb ____________ 6. sego ____________
2. ash ____________ 7. eh ____________
3. sa ____________ 8. na ____________
4. si ____________ 9. rigl ____________
5. at ____________ 10. oby ____________
1. is 2. girl 3. an 4. has 5. he 6. boy
7. at 8. as 9. goes 10. by
Rearrange the letters in the correct order to make a word.
| | |
|-------|-------|
| allb | aoct |
| tibe | ance |
| aobt | kucd |
Let's answer!
1.) The pot is hot.
What is hot? ________
2.) The dog is on the cot.
Where is the dog? ________
3.) The doll is on the box.
Where is the doll? ________
4.) Jill has a doll.
Who has a doll? ________
5.) The log is on the hill.
Where is the log? ________
6.) The six tops are on my lap.
Where are the six tops? ________
Unscramble the words and write them in the blanks.
1. The dog is eating ...............(eobn)
2. I am going to ................. (chosol)
3. A ............. (dirb) is sitting on the tree.
4. Aeroplane is flying in the ..............(kys)
5. My ............... (sehos) are missing.
Write the correct answers in the blanks.
1. This is a ................. (spoon / fork)
2. Nita is .................. (sleeping / reading)
3. There are .................. (two / three) flowers in the pot.
4. My pillow has .................. (dots / lines) printed on it.
5. Bird is .................. (walking / flying) in the sky.
6. Rabbit likes to eat .................. (carrot / fish).
1. Word problems (Addition)
(a) Mamun had 8 balls. His father gave him 2 balls. How many balls Mamun has now?
(b) Roki picked 10 shells. Govind picked 7 shells. How many did they pick together?
(c) Sheli picked 7 flowers. Mili picked 1 flower. How many did they pick together?
(d) Raju has 13 stamps. His mother gives him 5 more. How many stamps does he have now?
(e) Rahim had 7 balls. His father gave him 7 balls. How many balls Rahim has now?
(f) Ravi picked 11 shells. Govind picked 9 shells. How many did they pick together?
(g) Ali picked 9 flowers. John picked 6 flowers. How many did they pick together?
(h) Rahim has 15 stamps. His mother gives him 2 more. How many stamps does he have now?
(i) Tara had 6 books. His father gave him 8 books. How many books Tara has now?
(j) Sami picked 9 shells. Mahi picked 6 shells. How many did they pick together?
(k) Roji picked 3 flowers. Mili picked 9 flowers. How many did they pick together?
(l) Jemi has 14 stamps. His brother gives him 6 more. How many stamps does he have now?
2. Word problems (Subtraction)
(a) The fruit seller had 9 apples. He sold 6. How many are left?
(b) Mim had 12 crayons. She used 8. How many are left?
(c) Rubi had 2 pens. He gave 1 to her sister. How many has she left?
(d) Babu picked 13 flowers. He gave 3 to his mother. How many has he left?
(e) The balloon seller had 8 balloons. He sold 7. How many are left?
(f) Tara had 10 crayons. She used 4. How many are left?
(g) Raju had 9 books. He gave 3 to his sister. How many has he left?
(h) Yousuf picked 11 flowers. He gave 7 to his mother. How many has he left?
(i) The fruit seller had 8 pineapples. He sold 8. How many are left?
(j) Sumi had 5 crayons. She used 1. How many are left?
(k) Shishir had 11 pens. He gave 2 to her sister. How many has she left?
(l) Robi picked 7 flowers. He gave 4 to his mother. How many has he left? | 1,966 | 1,091 | {
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1. An object is projected downward at an angle of 20.0° with the horizontal with an initial speed of 40.0 m/s from the top of a cliff 150 m high.
a) In what time will it strike the ground?
\[ t = \frac{v_{y0} + \sqrt{v_{y0}^2 + 2gh}}{g} = \frac{-34.6 + \sqrt{(-34.6)^2 + 2(9.8)(150)}}{9.8} = 4.31 \text{ s} \]
b) How far from the foot of the cliff will it strike the ground?
\[ x = v_{x0} t = 34.6 \times 4.31 = 162 \text{ m} \]
c) At what angle with the horizontal will it strike?
\[ \theta = \tan^{-1}\left(\frac{v_{yf}}{v_{xf}}\right) = \tan^{-1}\left(\frac{-34.6}{34.6}\right) = 56.1^\circ \text{ below horizon} \]
2. A ball is thrown from the top of one building toward a tall building 50.0 feet away. The initial velocity of the ball is 20.0 ft/s at 40.0° above the horizontal. How far above or below its original level will the ball strike the opposite wall?
\[ y = v_{y0} t - \frac{1}{2} g t^2 = 130 \text{ feet below} \]
3. A projectile is fired upward from the top edge of a vertical 200 meter cliff above a valley. Its initial velocity is 60.0 m/s at 60.0° above the horizontal. Calculate the distance from the base of the cliff to the impact point on the valley floor.
4. A plane with a speed of 105 m/s, diving at an angle of 60.0° with the vertical, releases a projectile at an altitude of 875 m. How far does the projectile travel horizontally before striking the ground below?
5. A marble with a speed of 15.0 cm/s rolls off the edge of a table 65.0 cm high. How far, horizontally, from the table edge does the marble strike the floor?
6. A ball of mass 0.50 kilogram, initially at rest, is kicked directly toward a fence from a point 32.0 meters away, as shown above. The velocity of the ball as it leaves the kicker's foot is 20.0 meters per second at an angle of 37.0° above the horizontal. The top of the fence is 2.50 meters high. The ball hits nothing while in flight and air resistance is negligible.
a. Determine the time it takes for the ball to reach the plane of the fence.
b. Will the ball hit the fence? If so, how far below the top of the fence will it hit? If not, how far above the top of the fence will it pass?
c. On the axes at right, sketch the horizontal and vertical components of the freefall velocity of the ball as functions of time until the ball reaches the plane of the fence. | 1,113 | 695 | {
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1. Let a collection of pennies lie flat on a table.
(a) What is the fewest pennies that a given penny can touch? What is the most? Why?
(b) Is it possible for 25 pennies to be arranged, so that each penny touches exactly 3 other pennies? Is it possible to do this with 24 pennies?
(c) For which numbers $n$, is it possible to arrange $n$ pennies so that each penny touches exactly 3 other pennies?
(d) What happens if each penny must touch exactly 4 other pennies?
(e) What happens if each penny must touch exactly $k$ other pennies?
2. Now consider balls in 3-space. Can you find a configuration in which 12 unit balls touch some other unit ball? (A unit ball is one of radius 1.)
3. For which numbers $n$, is it possible to arrange $n$ unit balls so that each ball touches exactly 3 other unit balls?
4. For which numbers $n$, is it possible to arrange $n$ unit balls so that each ball touches exactly 4 other balls?
5. What is the most unit balls that can touch a given unit ball? This is tricky. The answer is known in dimensions 3, 4, 8 and 24, but it is unknown in dimension 6.
It is possible to make a graph from a collection of balls in space. Let each ball be a vertex and connect two balls with an edge exactly when the balls touch. This graph is called the contact graph of the configuration. It is NP hard to decide if a given graph is a contact graph. This is related to coding theory, as well. An error detecting code is a subset of the binary representations of the numbers 0 through $2^n - 1$. It must have the property that if any one bit in a code word is changed, the result will no longer be a code word. For example the parity bit code on the numbers $\{0, 1, 2, \ldots, 8 - 1\}$ is $\{000, 011, 101, 111\}$. Notice that these all have even bit sums. Thus, changing one bit, say 011 $\mapsto$ 001 results in a word with the wrong bit sum, so we know that an error occurred in transmission.
Draw the lattice of all integer vectors in $\mathbb{Z}^3$ having coordinates congruent modulo 2 two a code word. This is the face centered cubic lattice. It is natural to consider the subspace consisting of integer vectors with zero component sum. Draw this planar lattice. Put the largest penny possible at the center of each lattice point in this planar lattice. How many other pennies touch each given penny? Put the largest balls possible around each lattice point in the face centered cubic lattice. How many other balls touch each given ball? | 1,048 | 606 | {
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Ashley Junior School Maths Passport 2015.
Year 3 Overview
Are you ready? Number bonds
Year 3 Bronze x10, x5, and corresponding division doubles and halves to 40
Year 3 Silver Overlearn: doubles and halves to 40
Number bonds to 11 Number bonds to 12 Number bonds to 13
Year 3 Gold Overlearn: x10 x5 and corresponding division
Number bonds to 14 Number bonds to 15 Number bonds to 16
Year 3 Master 1
All Number bonds to 20 x3 x4 x8 times tables
Year 3 Master 2 Time. Know the number of seconds in a minute and the number of days in each month, year and leap year. Tell the time to the nearest hour. Tell the time to the nearest half hour. Tell the time to the nearest quarter hour. Tell the time to the nearest five minutes. Tell the time to the nearest minute.
Platinum 1 24hour clock
Platinum 2 counting up and down in 25,50,100
Welcome to Ashley Junior School’s Maths Passport Award Scheme.
Your child will be tested on these number facts in the near future when they will sit a ‘speedy test’ to gain their first Maths Award.
In Year 3 we will be focusing on quick fire number facts which build a sound mathematical foundation for further study. To complete the ‘Are You Ready?’ stage, the children will have to remember number bonds to 10 and 20 in order to gain their Golden Ticket into the scheme. As the scheme progresses you will notice key facts will be re-learned and re-visited to ensure secure number fact knowledge.
Your child will need to practise these facts at school and at home to earn their award.
| | |
|---|---|
| 0+10=10 | 0+20=20 |
| 1+9= 10 | 1+19=20 |
| 2+8=10 | 2+18=20 |
| 3+7=10 | 3+17=20 |
| 4+6=10 | 4+16=20 |
| 5+5=10 | 5+15=20 |
| | 6+14=20 |
| | 7+13=20 |
| | 8+12=20 |
| | 9+11=20 |
| | 10+10=20 |
Top Tips
The secret to success is practising little and often. Use time wisely. Can you practise these facts while walking to school or during a car journey? You don’t need to practise them all at once; perhaps you could have a fact of the day. If you would like more ideas, please speak to your child’s teacher.
Songs and Chants – You can buy times tables CDs or find multiplication songs and chants online. We recommend Percy Parker which we use in school. If your child creates their own song, this can make the times tables even more memorable.
Spot patterns – What patterns can your child spot in the 5 times table? Are there any similarities with the 10 times table?
Test the Parent – Your child can make up their own tricky division questions for you e.g. What is 45 divided by 5? They need to be able to multiply to create these questions.
Use memory tricks – For those hard-to-remember facts, www.multiplication.com has some strange picture stories to help children remember. | 1,260 | 732 | {
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CAROL OF THE SNOW
for S.A.T.B. voices and piano
with optional SoundTrax CD*
Incorporating a Ukrainian Folk Song
Arranged, with new Words and Music, by
RUTH MORRIS GRAY
Merrily (♩ = ca. 66)
PIANO
SOPRANO
ALTO
TENOR
BASS
* Also available for 3-part mixed (41639) and 2-part (41640).
SoundTrax CD available (41641).
Copyright © 2014 by Alfred Music
All Rights Reserved. Printed in USA.
To purchase a full-length performance recording of this piece, go to alfred.com/downloads
You will find a
You will find a
Grab your coat and step out - side.
Grab your coat and step out - side
land of wonder, now that win - ter has ar - rived.
land of wonder, now that win - ter has ar - rived.
now that win - ter has ar - rived.
now that win - ter has ar - rived.
Snow, snow.
Snow-flakes blowing,
cold winds growing,
Snow, snow.
Sledding now, let's watch them go!
Children going sledding now, let's watch them go!
Snow, snow.
Sledding now, let's watch them go!
Shouts of joy and merry laughter
Dashing over
Echo through snow-covered trees.
hills and valleys, soaring on the icy breeze.
Look at the snow, see how it glows, blankets of white shining so bright.
Flakes falling down, covering the ground, over the hill, silent and still.
Look at the snow, see how it glows, blankets of white shining so bright.
Snow, snow, snow, snow.
Flakes falling down, covering the ground, over the hill, silent and still.
Snow, snow, snow, snow.
Snow, snow, snow, snow.
Look at the snow, see how it glows, blankets of white, shining so bright.
Look at the snow, see how it glows, blankets of white, shining so bright.
Look at the snow, see how it glows, blankets of white, shining so bright.
Snow, snow. Snow-flakes blowing.
Snow, snow. Snow-flakes blowing.
Look at the snow, see how it glows,
Snow, snow. Snow-flakes blowing.
Snow, snow. Cold winds growing.
Snow, snow. Cold winds growing.
Blankets of white, shining so bright.
Snow, snow. Cold winds growing.
Snow, snow. Children going
Snow, snow. Children going
Flakes falling down, covering the ground,
Snow, snow. Children going
Sledding now, let's watch them go!
Sledding now, let's watch them go!
Sledding now, let's watch them go!
Sledding now, let's watch them go!
Sledding now, let's watch them go!
Sledding now, let's watch them go!
Sledding through the fields of,
Sledding through the fields of,
Sledding through the fields of,
snow! __________
snow! __________
look at the snow, see how it glows, blankets of white, shining so bright.
snow, snow, snow, snow!
Look at the snow!
Look at the snow!
Look at the snow!
Look at the snow!
f
f | 1,130 | 724 | {
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1. BASICS. Simplify each expression, assuming that no variable equals zero. Write answers with positive exponents only!
| | |
|---|---|
| a) \(x^6 \cdot x^2\) | b) \((2x)^0\) |
| c) \(\frac{x^9 - 3}{x^3 - 8}\) | d) \((x^6)^2\) |
| e) \(\frac{x^{-9}}{x^3} \cdot \frac{1}{x^9 \cdot x^3}\) | f) \(x^6 \cdot x^6 \cdot x^6\) |
| g) \((x^2 \cdot y^3)^4\) | h) \(2x^0\) |
| i) \((2x^4)(3x^5)\) | j) \(\frac{x^{-9}}{x^3} \cdot \frac{x^{3-3}}{x^9 - 3}\) |
| k) \(\left(\frac{x^4}{x^1}\right)^{-2}\) | l) \(2x^1 (3x^4)^2\) |
2. MORE COMPLICATED.
Simplify each expression, assuming that no variable equals zero. Write answers with positive exponents only!
| | |
|---|---|
| a) \(-4x^5 y^6 \cdot 2x^{12} y^{13}\) | b) \((-4x^5 y^6)^3\) |
| c) \((-4xy^{11})(-2x^3 y^5)\) | d) \((-2x^6 y^{10})^2 (-3xy^4)^3\) |
| e) \(\frac{12x^7 y^2}{18x^3 y^5}\) | f) \(\frac{5^{-3} x^3 y^{-4}}{25 x^{-1} y^{-10}} \cdot \frac{x^1 y^{10}}{5^3 \cdot 25 x^8 y^4}\) |
| g) \(\left(\frac{9^{\frac{1}{2}} x^{-2}}{-3(2x^6)^3}\right)^{-2}\) | h) \(\left(\frac{4x^{-5}}{2(3x^4)^2}\right)^{-2} \cdot \left(2x^{-3} y^{-7}\right)^{-3}\) | | 779 | 549 | {
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This site refers to the early arctic warming at the start of the last Century, which actually was a Spitsbergen warming commencing suddenly in winter 1918/19. Now World Climate Report is willing to demonstrate that Greenland was as warm, or warmer, than it is presently, wondering that this fact seems largely ignored by alarmist scientists. That is good news and may be also of significant assistance to the efforts of this site.
Particularly useful are the given references of Greenland temperature data. The most interesting are from a location at Greenland’s East coast named Angmagssalik, which has - according NASA – an air temperature set since 1895. This might help to identify clearly where and when the extreme warming started in the Northern West Atlantic. In Part C Section: The warming event in detail, this site concluded that the warming commenced in 1918, latest in January 1919.
The reproduces winter temperature-set for Angmagssalik, and the corresponding two graphs (for winter and annual mean around the year 1920) show clearly that the warming at East Greenland started one or two year later, as the winter/summer temperatures at Spitsbergen. Attention should be also given to the two graphs showing the minimum and maximum sea ice cover, which usually made Angmagssalik an inland location up to 400 kilometres away from the open sea towards the end of the winter season.
During winter the remote archipelagos Spitsbergen is for short and long-term weather making and changing a unique place. Due to the warm water from the Gulf Current a small section remains sea ice free, and that is the reason why the early warming started in winter and started here. Hopefully World Climate Report continues vigorously by elaborating the warming of Greenland, but it is also able and willing to look across the Greenland Sea to Spitsbergen, considering why it all started there in winter 1918/19.
| Year | Jan., Feb | March | April | Four months | + Dec./Year | 5 months |
|------|-----------|-------|-------|-------------|-------------|----------|
| 1914 | -5.1, -12.3, -10.6, -6.8 | -34.8/-8.7 | -9.3//1913 | -8.8 |
| 1915 | -7.1, -12.8, -10.0, -4.2, | -34.1/-8.5 | -7.3//1914 | -8.3 |
| 1916 | -6.5, -6.7, -6.5, -5.5, | -25.2/-6.3 | -4.7//1915 | -6.0 |
| 1917 | -2.5, -5.8, -5.5, -3.6, | -17.4/-4.4 | -10.3//1916 | -5.5 |
| 1918 | -14.8, -13.0, -5.1, -5.1, | -38.0/-9.5 | -13.7//1917 | -10.3 |
| 1919 | -4.1, -14.9, -8.5, -8.6, | -36.1/-9.0 | -6.7//1918 | -8.6 |
| 1920 | -10.9, -13.0, -8.7, -5.7, | -38.3/-9.6 | -6.2//1919 | -8.9 |
| 1921 | -10.9, -6.2, -7.5, -6.8, | -31.4/-7.9 | -8.9//1920 | -8.0 |
| 1922 | -4.6, -6.7, -5.9, -3.9, | -21.1/-5.3 | -6.7//1921 | -5.6 |
| 1923 | -11.5, -5.9, -1.3, 0.0, | -18.7/-4.7 | -3.9//1922 | -4.5 |
Data info from: http://www.unamri.noaa.gov/wx/1965.lat
Source: www.arctic-heats-up.com; The Arctic Warming 1919 to 1939; by: Arnd Bernaerts | 1,607 | 961 | {
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A safe physical distance is at least 6 feet. This means not passing through doors at the same time as others, not shaking hands or otherwise touching others. Your everyday life has changed and will continue to change often with little notice amidst the COVID-19 outbreak, try these social options to stay safe:
Use video chat – Embrace video chat to stay in touch with family and friends. Utilize services like Skype, Facetime, WhatsApp or Google Hangouts.
Get on social media – Many people are reluctant to get on social media, especially older adults. During this time of social distancing, it’s a good way to stay connected with family and friends. It can also have adverse effects so make sure you aren’t feeling more anxiety by reading other people’s posts.
Check in regularly – Whether by phone, text, video or social media, check in with friends daily.
Have virtual get togethers – Just because you can’t physically get together, doesn’t mean you can’t connect with your friends. Take advantage of video chat or other means to have meals together, play games, or watch tv through video.
Take advantage of online resources – Many organizations are offering online webinars, tutorials and wellness classes. Check your school’s website for ideas. You can also visit national parks, zoos and aquariums via webcam.
**Make a Plan**
- Establish daily routines
- Exercise
- Connect with Friends
- Eat
- Walk
- Hygiene
- Reach out to someone you haven’t heard from in a while
- Do something for someone else
For More Information RI COVID-19
**Watch for Signs of Stress**
Normal reactions to uncertain times are to be expected. Talk with your friends.
If feelings of anxiety, worry, or fear continue or increase in intensity
- Talk with your parent or other trusted adult
- Contact your doctor or mental health provider
- Call RI Behavioral Health Support Lines: 401-414-5465 or
**Resources for you**
https://nationalzoo.si.edu/webcams
https://zoo.sandiegozoo.org/live-cams
https://www.apdaparkinson.org/community/st-louis/resources-support-st/virtual-tours-museums-zoos-theme-parks/
College Students https://hope4college.com/surviving-covid-19-a-realcollege-guide-for-students/
https://docs.google.com/spreadsheets/d/e/2PACX-1vRbonZQEAWFwTmVzd_NtAuDvMR1px124EKgo6uC-LSUFCSDrne9WE0JcltTBEyt_WBLLFfIRuPUGOAi4/pubhtm | 1,118 | 555 | {
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Eared False-Foxglove (Agalinis auriculata)
Pennsylvania Endangered Plant Species
State Rank: S1 (critically imperiled), Global Rank: G3 (vulnerable)
Identification
Eared false foxglove is an herb with a simple hairy stem 12 to 16 inches high. The purple, one-inch flowers bloom in the upper leaf axils, forming a leafy spike. Blooms are funnel-shaped with five lobes and four stamens. One pair of stamens is longer than the other. The fruit is a capsule about 1/2-inch long. Eared false-foxglove is so-named because the uppermost leaves have lobes that stick out at the base, reminding botanists of earlobes.
Biology-Natural History
Eared false-foxglove, an annual, is a member of the Figwort Family (Scrophulariaceae). The flowers resemble the garden foxgloves of the genus *Digitalis* to which they are related. Eared false-foxglove blooms in August and September.
Habitat
This plant grows in prairies, open dry woods and fields. In Pennsylvania, it is currently surviving at only two locations, on limestone gravel on the edge of an abandoned zinc mine. This species is extremely uncommon, with an historical range extending from northern New Jersey, across Pennsylvania and Ohio, to southern Minnesota, south to Virginia, Alabama, Tennessee and Missouri. A second species of *Agalinis* grows from Kansas south to Texas.
North American State/Province Conservation Status
Reasons for Being Endangered
Of 16 known Pennsylvania locations, populations of eared false-foxglove can be found today at only two. Several populations were destroyed during road construction. Many of the historical sites in eastern Pennsylvania may have suffered the same fate. This species is endangered or threatened in nine other states. Eared false-foxglove has been extirpated from Indiana, Maryland, New Jersey and possibly Wisconsin. Habitat destruction for development is the leading cause of this species decline.
Management Programs
Eared false foxglove is a candidate for listing under the Federal Endangered Species Act. It is one of five species in Pennsylvania to receive funding for status survey and monitoring work through a cooperative agreement with the USF&WS. A 5 year plan has been developed to search for historical populations and to protect known sites. Environmental assessments using PNDI will help to avoid impacts to any new and existing plant locations.
References:
- NatureServe. 2007. NatureServe Explorer: An online encyclopedia of life [web application]. Version 6.2. NatureServe, Arlington, Virginia. Available [http://www.natureserve.org/explorer](http://www.natureserve.org/explorer). (Accessed: August 22, 2007).
Fact Sheet adapted from: Felbaum, Mitchell, et al. *Endangered and Threatened Species of Pennsylvania*. Harrisburg, PA: Wild Resource Conservation Fund, 1995. | 1,306 | 627 | {
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1. Next Meeting - Wed Sep 19 - Block 02 - 1:3-14
2. Read Colossians (15min) 2 times/ Circle every reference to Christ, Lord, Father, God. Underline the phrase in which it occurs.
3. Grammar Chunk Colossians 1:3-14
4. Journal Questions (In addition to your own):
1. Who wrote the book of Colossians? (Colossians 1:1)
2. To whom is the epistle directed in verse two? (Colossians 1:2)
3. What is Paul thankful for? Why is he thankful for that in particular? What is the “word of truth?” (Colossians 1:3-5)
4. What was the result of the gospel coming to the Colossians? (Colossians 1:6)
5. Who is Epaphras? What does Paul say about him? Why might this be important? (Colossians 1:7-8)
6. What is it that Paul and Timothy heard? What do they hope happens now? What does it mean to “bear fruit?” Why does it matter of they bear fruit? What is required to bear fruit? Is bearing fruit difficult? (Colossians 1:9-10)
7. What is the result of being strengthened by God? What does “all power” mean? What does fruit have to do with endurance, patience and joy? (Colossians 1:11)
8. What does it mean to “share” in the “inheritance of the saints in light?” Who are the “saints in light?” What is the domain of darkness? How does it relate to the kingdom of His beloved Son? How would you describe the kingdom of His beloved Son? (Colossians 1:12-13)
9. How would you describe what the beloved Son does? What is redemption? (Colossians 1:14)
5. Online Resources:
1. https://gracechurchaz.org/ginisko-project/
2. Bible Project: https://youtu.be/pXTXlDxQsvc
3. https://www.biblestudytools.com/concordances/treasury-of-scripture-knowledge/colossians/
4. https://jamedders.com/how-long-does-it-take-to-read-each-book-of-the-bible/
COMMANDO HERMENEUTICS
The Long Way Around
What does it mean?
Parts of speech, tenses, repeating words/phrases, word studies, transitions, connect/contrast, Themes - LITERARY CONTEXT
THEM THEN
INTERPRETATION
THEOLOGICAL REFLECTION
Life
Death
Rez
Reign
Return
What does it say?
5Ws&H, Genre, History, Culture - HISTORICAL CONTEXT
OBSESSION
EXEGESIS
Error: Intellectual
Moralistic
“The inebriated Christian uses the text for support rather than illumination.”
David Helm
APPLICATION
WISDOM
So what?
Connect the details, themes, and plotline of people’s lives with the detail, themes and plotline of God’s story of redemption.
TEXT
TODAY
US NOW
Error: Spiritualize
Detach from history
Error: Emotional Needs Driven | 1,322 | 717 | {
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Mobile Washers
Mobile washers clean many different types of surfaces, including walkways, trash enclosures, parking lots, parking garages, commercial kitchen equipment, gas stations, fleet vehicles, building exteriors and more. Mobile washing wastewater can contain many different types of pollutants, including:
- Oil & Grease
- Metals
- Sludges and Solids
- Volatile compounds, (e.g. solvents, fuels)
- Caustics (high pH)
- Acids (low pH)
- Soaps
If discharged or disposed of improperly, wastewater containing those and other contaminants could pollute our local water ways.
**Only Rain Down the Storm Drain**
Federal, State and Local regulations prohibit discharge of anything but rainwater into the storm drain system. The storm drain system carries water directly (untreated) to local creeks and bays. Most discharges of wastewater from cleaning or mobile washing operations into the storm drain system are prohibited.
**Discharge to the Sanitary Sewer System**
To prevent pollutants generated during your mobile washing operations from impacting local waterways, the wastewater should be collected, treated, then directed to the sanitary sewer system. The District collects, treats and cleans the wastewater before releasing it to the environment.
**A Permit Is Needed (But It’s Free)**
Within CCCSD’s service area, discharges to the sanitary sewer system require a permit. CCCSD issues no-cost permits to mobile washing companies to collect, properly treat and discharge wastewater to the sanitary sewer.
CCCSD also issues zero-discharge permits to mobile washing companies that work in our service area, but do not discharge in our service area.
A list of CCCSD permitted mobile washers is posted on our website, www.centralsan.org, and handed out during compliance inspections.
**How to Request a Permit**
To obtain a mobile washer permit application, call CCCSD’s Source Control Section at (925) 229-7288.
Permit cost: No charge ($0).
**Pretreatment**
Any mobile washer discharging to the sanitary sewer system will need pretreatment to remove pollutants from the wastewater.
During the permitting process, you will need to submit a copy of your pretreatment system schematic for review.
You should always properly maintain your pretreatment system to ensure your discharge wastewater quality does not exceed CCCSD’s Local Discharge Limits.
**Discharge Method**
As a mobile washer you must safely and effectively discharge wastewater to the sanitary sewer via a floor drain or clean out. You need an appropriate system to discharge wastewater to the sanitary sewer, such as a pump and flexible hosing. Discharges to manholes are not allowed without prior, written approval from CCCSD.
**Best Management Practices (BMPs)**
Best Management Practices are ways of carrying out your business activities that can significantly reduce the risk of pollution. They are good for the environment, your customers and your business. Mobile washers should use the following BMPs:
- Walk the area to identify all storm drains and sanitary sewer drains. Identify the sanitary sewer discharge location.
- Block or seal off any drains and/or other release points, such as slopes leading to a storm gutter.
- Sweep the area first to remove large particles and minimize solids going through your pretreatment system. Bag and properly dispose of these materials.
- Use less toxic cleaning products.
- Maintain equipment in good working order.
- Have a spill kit available in case of accidental spills or releases.
- Train employees on the proper use of equipment, how to comply with the permit and the use of BMPs.
- Remove any debris or sediment accumulated during washing activities. | 1,610 | 729 | {
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SPRINTS AND JUMPS CIRCUIT
Prep
• 24 cones
• 1 Sprints and Jumps Circuit Task Card per student (SPARKfamily.org)
• Sprint Start, Sprint, Hurdle, Long Jump, and Triple Jump Skill Cards (SPARKfamily.org)
• 1 clipboard and pencil per student
• 4 Shoulder Folders (optional)
Set
• Create circuit by placing Skill Cards around perimeter on cones and in Shoulder Folders to form stations.
• **Long Jump, Triple Jump**: create start and jumping lines using 8 cones. Provide safe landing surface.
• **Sprint**: need at least 50 yards of straightaway. **Sprint Start**: need line and 10 yards of straightaway.
• **Hurdling**: create 4 lanes of hurdles.
• Distribute students evenly at all stations, each with a Sprint and Jump Circuit Task Card, a clipboard, and a pencil.
Teach
1. Today you will move through a Sprints and Jumps Circuit where you participate in 5 stations to practice track and field skills at your own pace and at your own level.
2. *(Teach and have students demonstrate all stations. Cover instructions on the Task Card.)*
3. On signal, practice the skill shown on the skill card at your station. Follow the directions on your Task Card, practice the activity, and check your cues at each station.
4. On signal, rotate clockwise to the next station and repeat (3-5 minutes per station).
5. **Challenges**
• Can you follow all of the cues on your Task Card?
• Can you help others with their skills?
6. **Think About…**
• Which event was easiest for you? Why?
• Which was the hardest? Why?
EXTENSIONS
★ Pedometer
(Need 1 pedometer per group at stations.) Clear your pedometer at each station. See which station promotes the most steps.
★ Design a Triple Jump
Design a jump that involves 3 steps like the triple jump. You may use any locomotor movements you know like skipping, jumping, hopping, sliding, galloping or leaping. Write down the steps to your jump on the back of your Task Card; then teach it to another student.
HOME INTEGRATION
Sprinters get their speed from the power generated by the hamstring, gluteal, and quadriceps muscles. One exercise that helps build strength in these muscles is the lunge. Doing just 2 sets of 20 (1 set for each leg) every other day is a great way to build stronger leg muscles. Feel the need for speed and lunge every day.
STANDARDS ADDRESSED
National PE Standards
Movement/Skills:
Running, jumping, analyzing and correcting movement errors
Fitness:
Participation in physical activity, conditioning application
Personal/Social:
Self-responsibility, accepting challenges
Your State (Write in here)
TEACHING TIPS
• Print Task Cards on cardstock if you don’t have clipboards.
• Use music to increase enjoyment and motivation.
NOTES | 1,249 | 642 | {
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Morah Bracha Mitzmann
Second Grade
2021-2022
A Message for you.
As Sugar and flour come together to make
A wonderful cookie creation that you bake.
Parents and teachers join as one
To create an educated daughter or son.
It takes lots of love, caring and understanding
But an individual will emerge who is special notwithstanding.
We will work together to help each child bloom
So they can grow and prosper as they learn in this room.
So I share this little confection with you as I say
I am committed to helping your child grow each and every day.
Yes, the road is long, but the journey has begun
As we strive to educate your daughter or son.
Dearest
______________________________
______________________________
______________________________
______________________________
______________________________
Attendance
1:00-1:10 Phonics Rule-Dictation, *PAF*
1:10-1:20 Mini Lesson on Reading Comprehension, *Reading Workshop*
1:20-2:00 ELA Rotation
- Read to self, active reading-*Reader’s Workshop*
- Meet with teacher-guided reading group
- Word Work, *PAF skill book*, *Spelling*
- Listen to Reading, Reader’s theater
2:00-2:05 Transition
2:05-2:30 Writing, *Writers Workshop*
- Thursday spelling test- phonics based
2:30-2:55 Recess/Snack
2:55-3:30 Math, *Go Math*
3:30-4:00 Grammar/Science Social, Studies -unit based
Homework, *Decodable books*, math review sheet
Dismissal
Getting to Know Your Child!
Child’s Name __________________________________________
Parent/Guardian(s) Name __________________________________________
5 words that describe your child and his/her personality are...
•
•
•
•
•
What motivates your child?
What kind of things upset your child?
What are 3 goals you have for your child this year?
1
2
3
Preferred communication?
☐ Email
☐ Phone
Dear Parents,
Welcome to second grade where learning and fun is combined!
Please take some of your precious time to jot down a few lines about your son that you feel would be important for me to know as your son’s teacher. Sometimes just knowing what can make your child tick, what he specially enjoys, thrives on, his talents, fears, difficulties etc. can make all the difference. Feel free to call me to discuss any more information in detail. I am looking forward to an amazing and productive year together.
Please send back with your child at your earliest convenience in a sealed envelope.
Cell Phone: 845-826-4888
Email: firstname.lastname@example.org
Thank you,
Miss Bracha Mitzmann | 1,286 | 583 | {
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We Depend on Earth's Climate
http://beyondweather.ehe.osu.edu
Plants Need the Perfect Place
By Jessica Fries-‐Gaither
What do you do when it's cold outside? Do you put on a sweater? Crawl under the blankets in your bed? Ask your parents to turn up the heat?
What do you do when it's hot outside? Do you wear shorts and T-‐ shirts? Eat cold popsicles? Ask your parents to turn on a fan?
People live in cold places. They make their houses warm. They wear warm clothes. People live in hot places. They make their houses cool. They wear light clothes. People can live almost anywhere!
Plants and animals can't do many of these things. They can only live in certain types of places. They need to live in a place that is just right for them.
Let's visit Franklin Park in Columbus, Ohio. You can see lots of plants there. Some of the plants grow in Ohio. Some plants are from other parts of the world. You can see them in a special building.
Let's walk through the building. Each room looks and feels different. It shows a different part of the world. What kinds of plants live there?
One room is like the mountains. This room is cool. Plants that live here need cool temperatures.
Flesch-‐Kincaid RL = 1.4
We Depend on Earth's Climate http://beyondweather.ehe.osu.edu
The next room is like the rainforest. This room is hot and humid! Huge plants grow here. They need warm temperatures and lots of rain.
The plants in the desert room don't need much water. It is dry here.
Giant ferns and palm trees grow in the last room. It is warm and humid here. The plants that grow here need a lot of water.
The plants that grow in the rooms can't grow outside in Ohio. They need just the right amount of heat. They need just the right amount of water. The people who take care of them make sure they get what they need.
Animals have to live in certain places, too. Can you name some animals that live in cold places? How about hot places? Where could you go to learn more about animals and the places they live?
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MATHEMATICS & COMPUTER SCIENCE SEMINAR SERIES
Irrationality: Like Blackness in the Night Sky
Kristen Beck
St Mary's College of California
Recall that every real number falls into exactly one of two categories: either it's rational (that is, it can be expressed as a ratio, or fraction, of two whole numbers), or it's not. Though you probably learned this seemingly fundamental fact in middle school or high school, it's important to remember that the concept of irrationality was not always so widely accepted. In fact, the discovery of irrational numbers (by the Pythagorean philosopher Hippasus in the 5th century BC) is rumored to have greatly angered the gods. Despite the fact that mankind's relationship with irrational numbers has come a very long way in the past two-‐ and-‐a-‐half millennia, we still seem to favor rational numbers. It's famously been said that rational numbers are like the stars in the night sky. In this talk, however, we will focus on the often-‐overlooked blackness in the night sky: the irrational numbers. And we will do this by considering "rational approximations" of them. Through this process, we will uncover a number which is more irrational than all of the others. And, what's even more surprising: this particular number is ubiquitous in nature precisely because of its irrationality!
Friday, Oct 21 ∙ 1:30 pm ∙ Science 321 | 576 | 1,089 | {
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Teacher Guide
"The Case of the Stolen Painting: A Forensic Mystery" By Sydney Bergman
This video was conceived around the idea that students, particularly students in lower-‐level biology classes (i.e. not AP classes) have a practical application for knowing about the major divisions between plants, particularly about the details of plant anatomy and reproduction. I had an in-‐class presenter who was studying to be a forensic investigator come in to present to students about her career path, and the use of plants, particularly pollen, in forensics. Students are interested in forensic science, largely because of TV shows that glamorize (and oversimplify!) forensic investigation. I wanted to show students how knowing about plants could be useful in a career setting that, seemingly, has little to do with plants.
I also wanted to use forensics as a context for students communicating science to one another in understandable terms. Forensic scientists routinely have to communicate their work to non-‐scientific audiences, and I wanted to give students the opportunity to present their work in a similar fashion to one another. The communication aspect of this lesson will become clearer in the lesson activities.
My objectives for this lesson are as follows:
Students will be able to identify the major evolutionary innovations that separate plant divisions, and classify plants as belonging to one of those divisions based on phenotypic differences in plants.
Students will be able to classify plants by their pollen dispersal methods using pollen dispersal mapping, and justify the location of a 'crime scene' using map analysis.
Extension:
Students will be able to analyze and present their analysis of banding patterns from DNA fingerprinting done using plants in a forensic context.
Other activities
-‐ CIBT's 'Design the World's Best Artificial Flower' activity
-‐ DNA extraction from strawberries or bananas adapted from Utah Genetics
-‐ Flower dissection and plant pollen investigation using online pollen databases | 853 | 1,532 | {
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Course Activity I.2: Snowflake Exploration – Part II Synthesis Questions
Name
: ____________________________________
Procedure: Complete the following synthesis questions. Attach any extra pages of work, explanations, and answers.
1. Perimeter of the Koch Curve. The totalperimeter of each Koch snowflake can also be expressed as a sum:
The totalperimeter of the! th Koch Snowflake:
a. Write a mathematical expression for the total perimeter of theKochcurve:
Total Perimeter of the Koch curve =
b. Is the total perimeter of the Koch curve finite or infinite? (Answer this question by completing the three steps below):
i. Investigate this question numerically or analytically.
ii. State your conclusion below.
iii. Support your conclusion by explaining the results of your investigation and how they led to your conclusion.
2. Other Similar Series. Consider the two series below:
For each series (A andB):
* Calculate the! = 5, ! = 20,! = 100 and! = 1000 partial sum approximations.
* Based upon the partial sum approximations that you calculated above, conjecture whether the series is finite or infinite. (If necessary, calculate more partial sum approximations in order to confidently make your conjecture.)
* If you've conjectured that the series is finite, conjecture an exact (finite) value for the series.
* Check your conclusions in the last two questions by calculating the infinite sum in Mathematica.
* What's the key common characteristic between the finite-‐valued series here (A or B) and the series you developed for calculating the (finite) Koch curve area?
* What's the key common characteristic between the infinite-‐valued series here (A or B) and the series given in #1 above for calculating the (infinite) Koch curve perimeter? | 814 | 1,271 | {
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7545 Calculating Taxes
The Jones family is a very wealthy family who has lived in an area of the country for many generations. In this area of the country, houses are scattered around with dirt roads connecting them. Two houses are called neighbours if there is a dirt road connecting them. Using the dirt roads, there is exactly one way to get from any house to any other house without walking on some road at least twice. There is a new king in the country and he has decided that he will be taking taxes in a rather weird way.
Each household is to pick some divisor of their income from the last year (this value could be their full income if they wish). If any neighbours pick a number whose greatest common divisor is larger than 1, then the king will take every dollar from every person in the country. On the other hand, if each pair of neighbours pick numbers whose greatest common divisor is 1, then each household may keep whatever number they chose.
Obviously, one option is for each household to take $1 each, but that is not very profitable. Can you help them maximize the total amount of money that they can keep?
Input
The input file contains several test cases, each of them as described below.
The first line will contain one integer n (2 ≤ n ≤ 250) denoting the number of houses. The next n lines contain the information about each household. The first line will contain information about house 1, the second line will contain information about house 2, etc.
Each of these lines will begin with two integers, Ik (1 ≤ Ik ≤ 200 000 000) and mk (1 ≤ mk ≤ n−1), denoting the income of the k-th household and the number of neighbours of the k-th household. Then follow mk distinct integers denoting the neighbours of the k-th household (each will be between 1 and n, inclusive, and none of these will be k).
Each road is bidirectional and will be listed twice in the input (once for each endpoint of the road).
Output
For each test case, output one integer, the maximum total amount of money that the households can keep.
Sample Input
```
4 2 1 2 3 2 1 3 2 2 2 4 3 1 3 4 3 1 2 9 2 1 3 3 2 2 4 9 1 3 6 4 3 3 4 6 3 1 3 18 3 1 2 5
```
```
6 1 1 9 1 3 10 1 1
```
Sample Output
10
20
37 | 910 | 565 | {
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Animal Winter Care
Some helpful tips to keep your pet safe in the cold winter months.
Berea Animal Control 440-826-5842
A house dog should be limited to abrupt temperature changes such as occurring when the animal is taken outdoors from a heated house. Time outside should be limited. Monitor your dog and bring it in as soon as it has performed its toilet duties. Small dogs or those with short hair may need a sweater in below freezing weather.
A dog's feet are highly susceptible to cold. If your pet begins to limp, check its feet for signs of frostbite. A close watch should also be kept on your pet's ears, which to can become frostbitten. Be wary of jagged ice that may injure your pet's foot pads. Carefully inspect your dog's feet after being out. Salt remaining in cuts made by sharp ice can be extremely painful to the animal.
Ethylene glycol, the major component to antifreeze is very poisonous. It is also very appealing to animals, both dogs and cats. Clean up any antifreeze spilled on the garage floor or driveway. If your pet should ingest this or any other poisonous substance, call a veterinarian immediately.
If you did not adopt your dog from Berea Animal shelter (our adopted dogs must be housed in your home) and you are keeping it outdoors follow these simple guidelines:
Very old or young dogs and cats should never be left outside. No matter what the temperature, or wind chill it can threaten a pet's life. An outdoor dog must be protected by a dry, draft-free dog house that is large enough to allow the animal to sit and lie down comfortably but small enough to hold in its body heat. The floor should be raised a few inches off the ground and covered with straw, cedar shavings, burlap or other clean bedding. The house should also face away from the wind and have the doorway covered with burlap or a rug.
Outdoor dogs need more food in the winter because keeping warm depletes energy. Routinely check your dog's water dishes to make certain the water is fresh and unfrozen (pet stores now carry electric water dishes). The area surrounding the doghouse should be well drained. This can be accomplished by providing several inches of smooth gravel. Rough or sharp edged gravel may cut the pads of your dog's feet and is very uncomfortable to walk on.
Keep in mind, warm engines of parked cars attract cats. If you leave your car outside, beep the horn pound on the hood and wait before starting the engine, also salt and chemicals used to melt snow and ice can burn the pads of pet's feet, and antifreeze tastes sweet but can be deadly. | 975 | 565 | {
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Exploring the Sine Rule
ID: XXXX
In this activity, you will investigate the relationships between sides, angles and the ratios of these for right-angled and non-right-angled triangles.
Open the file Alg1ActXX_Sine_Rule_EN.tns on your handheld and follow along with your teacher to work through the activity. Use this document as a reference and to record your answers.
The Problem
In this activity, we explore the relationships between sides and angles for both right-angled and non-rightangled triangles.
On page 1.4, you will find a right-angled triangle with sides and angles measured. Use the Calculate Tool to complete the table, then drag points A, B and C and note those features that change, and those that stay the same.
Complete the two tables for a right-angled and a non-right-angled triangle that you create and measure.
Table 1: Right-Angled Triangle
| Side | Sin(angle) | Side/Sin(angle) |
|---|---|---|
| a = | | |
| b = | | |
| c = | | |
Name ____________________________
Class ____________________________
Table 2: Non-Right-Angled Triangle
| Side | Sin(angle) | Side/Sin(angle) |
|---|---|---|
| a = | | |
| b = | | |
| c = | | |
EXERCISES
1. Using page 1.4, set the angle at A equal to 24 degrees. Note the value of sin(A). Now drag points B and C to different places where the angle at A is again 24 degrees. What do you observe about the value of sin(A)?
2. What did you notice about the ratio of each side to the sine of the corresponding angle? Try different angles.
3. Can you explain why the ratio of each side to the sine of the corresponding angle equals the length of side C?
4. On page 1.8, the triangle ABC is no longer constrained to 90 degrees at C. What do you observe about the ratio of side to sine when the triangle is no longer right-angled?
5. Can you explain why, for non-right-angled triangles, the ratio of side to sine is no longer equal to side C? Use the triangle and measurements on page 1.11 to demonstrate the Sine Rule for the three sides and their corresponding angles.
6. Explain how we might use the Sine Rule to find the missing side of the triangle on page 1.13?
7. Use the Calculator to find the value of the missing side "m" from page 1.13, then go back and check your answer by measurement.
8. Explain how we might use the Sine Rule to find the missing angle "p" of the triangle on page 1.16
9. Again, use the Calculator to find the value of the missing angle "p" from page 1.16, then go back and check your answer by measurement.
10. What information do we need to have about a triangle in order to use the sine rule?
EXTENSION
Explore the changes to Pythagoras' Theorem that occur when non-right-angled triangles are used. Try and find a generalized form of Pythagoras' Theorem for non-right-angled triangles. | 1,291 | 718 | {
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MENINGOCOCCAL MENINGITIS
Ashley Goeller
How Meningococcal Meningitis Changed My Life
I was 18 years old and a freshman at Indiana University. I went to the doctor because I had fl u-like symptoms. About 12 hours later, a rash developed and I was transferred to Methodist Hospital in Indianapolis where I was given a medication called Xigris within 20 minutes of arrival.
My parents were told that I had Meningococcal Meningitis and that I had a 20% chance of survival and to prepare for the worst. I was in the hospital for 3 months fi ghting for my life. Th e doctors prescribed antibiotics to fi ght the infection, but the disease had progressed signifi cantly already. I had kidney failure, my heart stopped twice, I had both feet amputated, over 20 surgeries, 3 fi ngers amputated, and 40 percent of my body has skin grafting and scars. Miraculously, I survived and I am a spokesperson for the National Meningitis Association, and I am able to educate others about Meningitis and the importance of receiving the vaccine to prevent this potentially fatal and dangerous infection.
Ashley is not alone. There are about 1500 cases of Meningococcal Meningitis in the US each year, and 1 out of 9 persons die. Adolescents and young adults are at a higher risk to contract the disease. Up to 20% of survivors have long-term, serious disabilities including brain damage, limb amputations, organ damage, and hearing loss.
Meningococcal Meningitis is a rare, but deadly bacterial infection that is spread through respiratory droplets (coughing, sneezing, and kissing). It is hard to diagnose, and if left untreated, can progress rapidly.
Fortunately, most cases of meningitis that occur in the US can be prevented by receiving a safe and effective vaccine. The vaccine is recommended for all 11 and 12 year olds, with a booster dose at age 16. All young people should receive the vaccine before entering college. Others with high-risk conditions should also receive the vaccine.
Ask your doctor about the Meningococcal vaccine.
For more information, visit www.vaccinateindiana.org
These materials were created by the Indiana Immunization Coalition, Inc. and were funded by the Indiana State Department of Health through a grant from the Centers for Disease Control and Prevention (Award No: 5H231IP000723). | 1,011 | 527 | {
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PLTW Gateway
Design & Modeling | Unit Outline
Have you ever wanted to create a toy or a device to help people?
Students use tools such as the design process, a dynamic mathematics software, a computer-aided design program, computer simulations, an engineering notebook, and possibly a 3D printer to design, model, and build objects.
Discover the design process and turn your ideas into realities!
Design and Modeling (DM) provides students opportunities to apply the design process to creatively solve problems. Students are introduced to the unit problem in the first activity and are asked to make connections to the problem throughout the lessons in the unit. Students learn and utilize methods for communicating design ideas through sketches, solid models, and mathematical models. Students will understand how models can be simulated to represent an authentic situation and generate data for further analysis and observations. Students work in teams to identify design requirements, research the topic, and engage stakeholders. Teams design a toy or game for a child with cerebral palsy, fabricate and test it, and make necessary modifications to optimize the design solution.
DM Lesson Summary
Lesson 1 Introduction to Design
Lesson 2 Solid Modeling
Lesson 3 Design Challenge
Lesson 1: Introduction to Design
Students discover the design process as they complete an instant design challenge to create an ankle foot orthosis. They learn thumbnail, orthographic, isometric, and perspective sketching as methods for communicating design ideas effectively without the use of technology. The use of a common measurement system is essential for communicating and fabricating designs. Students use both measurement systems and apply measurement skills while dimensioning sketches. They create and launch paper air skimmers and complete statistical analysis on their results. Students conduct a mechanical dissection in the lesson project to better understand how objects and parts interact while using sketches to communicate and document their findings.
Lesson 2: Solid Modeling
In this lesson, students transfer a two-dimensional representation to a three-dimensional solid model with technology. Students learn how to use a computer-aided design (CAD) application to create solid models of various objects and designs. During the design project, students work in teams and apply the design process to create a puzzle cube. Students create a solid model of their design using the CAD application and fabricate their design solution for testing. Students use a dynamic mathematics program to complete statistical analysis from their testing results to determine if their design met the criteria and constraints.
Please note: The information included in this document is subject to change. As with all course materials, we will continue to update as more information becomes available.
pltw.org
04/2022
Lesson 3: Design Challenge
Within teams, students brainstorm and select a design solution to the Therapeutic Toy Design Challenge problem based on design requirements. They establish team norms, collaborate, and recognize that solving authentic problems involves interdisciplinary skills such as engineering and biomedical science. Using the design process, students create a solid model of their design, build a prototype for design testing, and make necessary design modifications based on testing results.
pltw.org
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Yakima Health District
Media Release
For immediate release: July 26, 2019
Contact: Nathan Johnson, Public Information Officer
Contact: Nathan Johnson, Public Information Officer Phone Number: (509)249-6553
Wildfire smoke may impact air quality; take steps to protect health
Wildfires burning across the state may create unhealthy air quality in our area. Yakima Health District health officials are urging residents to regularly monitor local air quality and limit their time outdoors when the air becomes unhealthy.
Washington State Department of Ecology's Air Quality Monitoring website has a map of air quality statewide. The map uses color-coded categories to report when air quality is good, moderate or unhealthy.
Breathing smoke from wildfires isn't healthy for anyone, but some people are more likely to have health problems when the air quality isn't good. People at risk for problems include children younger than 18 and adults older than 65, people with heart and lung diseases, people with respiratory illnesses and colds, people who have had a stroke, pregnant women and people who smoke.
When air is smoky, even healthy people can have symptoms or health problems. Symptoms can range from minor irritation to life-threatening complications, including:
* Sore throat
* Wheezing
* Headaches
* Burning eyes
* Shortness of breath
* Chest pain
* Coughing
The best way to protect your health when the air is smoky is to limit time outdoors and reduce physical activity. This is especially important for people at risk for health problems when air quality isn't good.
People with heart or lung disease, including asthma, should follow their medical management plans and contact their health care provider when necessary. Those experiencing serious symptoms, such as shortness of breath or chest pain, should seek immediate medical care.
Here are some additional steps to take to protect yourself and your family from wildfire smoke:
* Improve indoor air in your home using a high-efficiency HEPA filter. Choose a room with no fireplace and few windows and doors. Make sure your vehicle has a HEPAequivalent air filter.
Yakima Health District
* Turn the air conditioner in your home and vehicle to recirculate to avoid bringing smoky outdoor air inside.
* Seek indoor shelter or public places with monitored air quality if you cannot improve the quality of air in your home.
* If you cannot keep your home cool on hot, smoky days, utilize public places with air conditioning.
* Choose alternatives to outdoor family activities. If the air quality is unhealthy, choose indoor exercise activities to limit time outdoors. Check air quality conditions before you travel or attend outdoor events.
* Use and properly wear a respiratory mask labeled N95 or N100, if appropriate. People who must be outside for extended periods of time in smoky air may benefit from wearing one of these masks, if worn correctly. These masks are not recommended for children or people with beards.
* Relocate if the air quality is hazardous.
Additional resources:
* Washington State Department of Health Smoke From Fires webpage
* Washington State Department of Health Wildfires webpage
* Yakima Health District
* Yakima Regional Clean Air Agency | 1,448 | 638 | {
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THE ART OF THE DOG FART
There really isn't anything like it. There are things that come close, like cracking open a rotten egg or forgetting to empty the kids lunch box at the end of term and being smacked in the face with the foul smelling rotten salami and cheese sandwich two weeks later. Yet when our dog farts it generally calls for an evacuation of sorts.
There have been times when his flatus has smelt so fatal that I have lifted up our newborn baby and moved him to another room, because I was certain that level of carbon dioxide and methane were toxic. Talk about putting my nose out of joint!
Usually our 45 kilogram bundle of fur and farts sleeps outside in his cosy kennel, but winter has been exceptionally cold this year and he's taken to sleeping in the lounge room, so we've really copped it when it comes to the gaseous expulsions of his digestive tract. A mixture of hot air from the heaters, closed windows and Nanooks' bottom is an overpowering concoction to say the least.
WHAT'S THE SCIENCE BEHIND THE SMELL?
further treated with gastric juices which are secreted from the pancreas and gallbladder through openings of the small intestine. The main job of the small intestine is to absorb nutrients of the liquid food that has been broken down by the stomach.
The liquefied food is then moved into the final part of its digestive journey, the large intestine (also known as the colon). The colon has the important job of saving water and electrolytes to hydrate the body. The bacteria of the large intestine help to break down the final, hard to process food matter. During this breaking down process, healthy gut bacteria emit their own flatus, which in turn your dog must pass. Up to 75% of gas produced by your dog is not his fault. The healthy gut bacteria are responsible for those stinkers!
Research suggests that dogs who eat soybeans, peas, beans, milk products or have a high fat diet are susceptible to producing an eye watering stench from their nether regions.
Also, dogs that swallow air while eating, especially those dogs who chow down their food at the rate of knots are at a greater risk of chronic flatulence. Overweight and obese dogs are at risk too, especially the ones who aren't getting adequate exercise (regardless of their diet).
There are some medical reasons for chronic flatulence. Some of which include:
* Small intestine bacterial overgrowth
* Inflammatory bowel disease
* Irritable bowel syndrome
*
* Intestinal parasites
Enteritis (inflammation of the small intestine caused by a pathogen)
A dogs fart is ranked pretty high on the stink-o-meter, it contains a number of atmospheric gases such as nitrogen and oxygen plus gnarly non-atmospheric gases including carbon dioxide, hydrogen and methane; Methane being the gas that is thought to be responsible for the mass extinction of the dinosaurs.
Once food is swallowed it moves down the esophageus in wave like contractions landing in the stomach where it is stored and broken down into a thick liquid called chyme. A dogs stomach is extremely acidic, about 1-2 PH. The hydrochloric acid residing in a dog's stomach is far more acidic than that of a human – enough to burn your hand if you were to touch it. Luckily, a dogs stomach is lined with a thick mucus which protects surrounding tissue and prevents the stomach from digesting itself with the powerful acid it stores.
If you are concerned about the alchemy of your dog's essence, get the all clear from the vet to rule out any of these kinds of illnesses.
Farting is nothing to be ashamed of. We all do it, in fact some of us up to 25 times a day! In the late 1800's people paid big money to see 'Le Pétomane', a French entertainer who had an amazing ability to fart on command. He had remarkable control of his abdominal muscles, which allowed him to play his intestinal trumpet for audiences far and wide. Maybe our canine companion has a career in it! | 1,506 | 847 | {
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1
Life Event
Death of a spouse
Points
100
| 2 | Divorce | 73 |
|---|---|---|
| 3 | Separation from a mate | 65 |
| 4 | Detention in jail or other institution | 63 |
| 5 | Death of a close family member | 63 |
| 6 | Major personal injury or illness | 53 |
| 7 | Marriage | 50 |
| 8 | Getting fired from your job | 47 |
| 9 | Reconciliation with a mate | 45 |
| 10 | Retirement from work | 45 |
| 11 | Major changes in the health (physical or mental) of a family member | 44 |
| 12 | Pregnancy | 40 |
| 13 | Sexual difficulties | 39 |
| 14 | Adding a new family member to the household (birth, adoption, aging parent) | 39 |
| 15 | Major business changes | 39 |
| 16 | Major change in financial state (much worse or much better) | 38 |
| 17 | Death of a close friend | 37 |
| 18 | Making a career change to a new line of work | 36 |
| 19 | Major change in number of arguments with mate (a lot more or less) | 35 |
| 20 | Taking on a new mortgage | 31 |
| 21 | Foreclosure on a mortage | 30 |
| 22 | Major changes in work responsibilities | 29 |
| 23 | Son or daughter leaving home | 29 |
| 24 | In-law troubles | 29 |
| 25 | Outstanding personal achievement | 28 |
| 26 | Mate beginning or ceasing work | 26 |
| 27 | Beginning or ceasing formal schooling | 26 |
| 28 | Major changes in living conditions (new home, remodeling, neighbor or neighborhood deterioration, etc.) | 25 |
| 29 | Changes in personal habits (smoking or drinking cessation, joining or quitting associations, personal makeover) | 24 |
| 30 | Trouble with the boss | 23 |
| 31 | Major changes in work hours or conditions | 20 |
| 32 | Changing residence | 20 |
| 33 | Change to a new school | 20 |
| 34 | Major change in type or amount of recreation (doing more or less) | 19 |
| 35 | Major change in church activity (doing more or less) | 19 |
| 36 | Big changes in amount of social activities (more or less) | 18 |
| 37 | Taking on a new loan (vehicle, television, etc.) | 17 |
| 38 | Major change in sleep habits (sleeping a lot more or less than normal) | 16 |
| 39 | Major changes in the number of family get-togethers | 15 |
| 40 | Major changes in eating habits (eating a lot more or less food, taking on a new diet, changing meal hours or surroundings) | 15 |
| 41 | Vacation | 13 |
| 42 | Major holidays | 12 |
150 points or less is relatively low life stress
150 to 300 points is moderate to moderately high stress
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BBC LEARNING ENGLISH
The English We Speak Something to chew on
This is not a word-for-word transcript
Feifei
Hello and welcome to The English We Speak. I'm Feifei.
Neil
And I'm Neil.
Feifei
Hey Neil, would you like to try one of my homemade cookies?
Neil
Well, we shouldn't really eat while we're presenting but… go on then…
Feifei
I made them last night and I thought I'd try them out on you! You've got a sweet tooth so I know you can't resist!
Neil
OK then… Mmmm.
Feifei
Well, what do you think?
Neil
Well, they're… OK. Perhaps not the best I've ever had.
Feifei
Oh, so you think my cooking isn't great?
Neil
Let's say it's something to chew on.
Feifei
Right! So you're saying my homemade cookies are chewy?
Neil
No, I'm not. In fact they're… crunchy. But when someone says they need to chew on something, it's an informal way to say they need to think about it before making a decision.
Feifei
Well, Neil, I will chew on a response to your insult about my cooking while we hear some examples…
Examples
Our extension plans are great but we need to chew on it before we give them the go-ahead.
Hmm, it's very expensive to fly to Australia for a holiday. Let's chew on it shall we?
My boyfriend asked me to marry him and I said I'd chew on it. He didn't seem that pleased!
Feifei
This is The English We Speak and Neil has been using the expression 'to chew on something' or 'something to chew on' which means to 'think about something before making a decision'. And Neil, I've made a decision about what to say to you!
Neil
Oh yes?
Feifei
If you don't like my cooking, I will not be inviting you to my dinner party tonight.
Neil
Oh Feifei! Ah well, at least I'll avoid your cooking.
Feifei
I'm not cooking. We're getting a takeaway curry and lots of wine. I suppose you could come… if you pay for the take away?
Neil
Hmm, now that is something I don't need to chew on. The answer's 'no' – I'll stay at home and… bake my own cookies! See ya.
Feifei
Bye. | 833 | 522 | {
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Recycling 101
LESSON OBJECTIVE: Learn more about the dos and don'ts of recycling so employees know how to answer customers' questions.
ESTIMATED COMPLETION TIME: Approximately 5 minutes for the PDF. Use the Additional Discussion section to spend more time on this topic.
HOW TO USE: The lesson includes a PDF that you can distribute to employees, hang in the breakroom for quick reference or even post in the store as a guide for customers. The trainer's notes will offer notes for each slide, but you may elaborate on each as much as you wish.
DISCUSSION GUIDE:
Introduction
Consumers who want to recycle generally understand that recycling is good for the environment. However, there may be some misunderstandings about what can and cannot be recycled. Anyone who wants to recycle needs to understand that it's important to only put items that can be recycled in the recycle bin. Sending the wrong items off to the recycling center can damage the facility's equipment. The recycling facility then has to send those non-recyclable items off to the landfill, which increases their costs. Here, we're going to talk about some of the commonly recycled items and a few recycling dos and dont's.
The general rule of thumb is that if you are in doubt, leave it out. It's better to leave out that item that can't be recycled rather than have it damage a recycling machine.
General Guidelines
These are just general guidelines for most curbside recycling programs. It's always important for customers to check with their local recycling facility to see what items they take. Most recycling facilities will only take certain types of items. Additionally, some facilities will let you put all recyclables into one bin, where others will require you to separate them into separate bins.
First, look for the recycle symbol on the packaging. If it's a plastic container, make sure your recycling facility accepts that type of material.
* Paper. You can recycle paper and cardboard, including magazines, mail and newspaper. You cannot recycle shredded paper, gift wrap and gift bags. Shredding paper breaks up the paper fibers and makes it harder to reuse. Gift wrap and bags have a coating on them that cannot be recycled. Paper products such as paper towels and plates with food on them are dirty and cannot be recycled. Greasy containers, such as pizza boxes are also not recyclable.
* Glass. Most glass can be recycled, but do not put broken or sharp glass in the bin.
* Metal. Most metal such as aluminum and steel cans can be recycled. Just make sure you rinse them out so there is not liquid or food in them before putting them in the bin.
* Plastic. Most plastics are acceptable, but make sure your local recycler accepts the ID code on the plastic. Plastic bags, such as plastic shopping bags, are generally not acceptable. Look for retailers or recyclers who specifically say they will take plastic bags. Otherwise, they can damage the machines that process recyclable materials.
* Hazardous materials. Batteries are usually recyclable, but they cannot be put in the bin with more common recyclables. Take these to a special facility. You also cannot dispose of paint, oils or pesticides in a recycling facility. Take these to a special facility that specializes in hazardous materials.
* Electronics. Electronics have many recyclable parts, but they need to be taken to a facility that specializes in electronic waste disposal.
FOR FURTHER DISCUSSION:
If you have an area for customers to drop off their recyclables, make sure everyone knows the rules of what you can and cannot accept.
Brought to you by the North American Retail Hardware Association•www.nrha.org | 1,462 | 742 | {
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OAKLAND F I R E D E P A R T M E N T , O F F I C E O F E M E R G E N C Y S E R V I C E S
Eme rg e n c y P r e p a r e d n e s s Ti p s
Winter Weather
Before the Storm
* Clear debris from rain gutters and downspouts.
* Trim damaged branch limbs.
* Keep insurance policies, documents and other valuables in a safe-deposit box.
* Check your homeowners or renters insurance policy for flood insurance coverage. If you don't have coverage, purchase it. (Most home-owners insurance policies do NOT offer protection against flood losses. For information about flood insurance, call your local insurance agent or the National Flood Insurance Program at (888) CALL-FLOOD.
* Re-stock your emergency supply kits at home, work and in the car.
* Keep your car fueled. If electric power is cut off, filling stations may not be able to operate. Know safe routes from your home or work to high, safe ground.
* Keep sandbags, plywood, plastic sheeting, lumber and other emergency building materials on hands to keep water out and protect against the affects of wind.
During the Storm
* Avoid areas that are subject to sudden flooding.
* Do not try to cross a flowing stream where water is above your knees. Even six inches of water can sweep a car away.
* Do not try to drive over a flooded road. You could be stranded or trapped.
* If your car stalls, abandon it IMMEDIATELY and seek higher ground.
* Do not sightsee in flooded areas. Do not try to enter areas blocked off by local authorities.
* Avoid unnecessary trips. If you must travel during a storm, dress in warm, loose layers of clothing. Advise others of your destination, departure time and estimated time of arrival.
* Use the telephone only for emergencies or to report dangerous conditions.
* Tune to local radio (740, 680 or 810 AM) or television stations for emergency information and instructions.
* If flooding is likely, and time permits, move valuable household possessions to the upper floors of your home.
* If advised by local authorities to leave your home, move to a safe area before access is cut off by flood water. Establish an out-of-state family contact so that friends and relatives will know who to call to get information about where you are.
* Before leaving, disconnect all electrical appliances, and if advised by your local utility, shut off electric circuits at the fuse panel and gas service at the meter.
(continued on next page)
For more information please call (510) 238‐3938 or visit www.oaklandnet.com.
OAKLAND F I R E D E P A R T M E N T , O F F I C E O F E M E R G E N C Y S E R V I C E S E m e rg e n c y P r e p a r e d n e s s Ti p s
(continued from previous page)
After the Storm
* Do not turn gas back on yourself. Call PG&E or a licensed plumber.
* Do not use fresh foods or canned goods that have come in contact with flood waters.
* Follow local instructions regarding the safety of drinking water. If in doubt, boil or purify water before drinking.
* Avoid disaster areas; your presence could hamper rescue and other emergency operations and you may be in danger.
* Do not handle live electrical equipment in wet areas. If electrical equipment or appliances have been in contact with water, have them checked before use.
* Avoid downed power lines and broken gas lines. Report them immediately to PG&E or the fire department.
* Avoid fires or explosions: use flashlights, not lanterns, matches or candles to examine buildings.
* Stay tuned to radio or television for information and instructions from local authorities.
For additional information about preparing for winter storms and other types of emergencies, please visit:
* www.calema.ca.gov
* www.ready.gov
* www.redcross.org | 1,698 | 869 | {
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Lucy Beckham High School
AP Language and Composition 2021 Summer Assignment
PART I: HOW TO READ NONFICTION LIKE A PROFESSOR
Read the following chapters from How to Read Nonfiction Like a Professor by Thomas C. Foster. ➥
Preface: What's Going on Around Here?
Introduction: Why Critical Reading Matters
Chapter 1: The Structure of Nonfiction Information
Chapter 6: Source Code
Chapter 7: All in How You Look at Things
Chapter 10: From the Inside Out
Chapter 15: Reading Internet Sources
Chapter 16: Social (Media) Disease
➥Keep a reading journal as you read each chapter. Be prepared to upload digital materials to the teacher's Canvas page and to turnitin.com on the first day of school.
Options
Two-column notes: Use a two-column format (sample and expectations here) to engage in a written dialogue with each chapter. In the left column, write important excerpts from the chapter. In the right column, respond to the text: explain the significance, make connections, discuss how your thinking is being confirmed, challenged, and/or changed, etc. Anything that demonstrates active, engaged reading. Outline: Create a structured outline of each chapter, focused on the theme and supported with textual evidence. Consider organizing your outline based on subheadings in the chapter (sample outline here). Mindmap or Sketchnotes: Create a visual representation of each chapter. Use lines, arrows, bubbles, and/or sketches to link notes to the chapter's main topic. Here are some resources to help you get started: Mindmapping (video), Sketchnote Army and Doodlers Unite! (video), OR Online notetaking resources: Padlet: arrange your notes into charts, mood boards, storyboards and more and Ziteboard: create sketchnotes and mind maps.
Part II: Reading and Writing about Nonfiction
Read and annotate the following essays. Although the annotations will not be collected for a grade, ➥ doing them will be helpful when completing the precis paragraphs and response paragraph.
" Mother Tongue" by Amy Tan
"Abigail Adams to John Quincy Adams" by Abigail Adams
"The 'Black Table' is Still There" by Lawrence Otis Graham
"Just Walk on By: Black Men and Public Space" by Brent Staples (the questions that follow could help you digest the reading, but you do not need to turn in answers for them)
➥Open a Google Doc, give it an MLA heading, title it Reading and Writing About Nonfiction, and: Complete a rhetorical precis for each essay (precis template here). No need to transition between the paragraphs. Just four separate precis paragraphs in succession.
➥Write a response paragraph (description here).
PART III: SUBMIT ALL WORK TO YOUR AP LANG TEACHER ON THE FIRST DAY OF SCHOOL
Use this sample schedule to help you complete the assignment on time and with minimal stress 🙂
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WRITING SKILLS
Teacher's notes
Write sentences
Warm up
Ask students to give you any ideas they have about what makes a sentence. A good idea is to make a mind map of their ideas on the board. You may need to guide them towards focusing on word order (syntax), punctuation, and the language used in sentences specifically written for an essay or report (they need to use a formal tone).
Practice
1 Complete the sentences by putting the words in the right order. Add capital letters if necessary.
* Remind students that word order is very important in English sentences. Elicit the SVO rule (subject, verb, object) and discuss where extra information can be added in a sentence. Use sentence e to remind them a sentence begins with a capital letter.
Answers
a explain what the campus offers
c fish and chips is a favourite English dish
b the Thames is a lot shorter
d Athens is a large city
e The architect Hadid built the Maxxi Museum
2 Finish the sentences with a full stop, an exclamation mark or a question mark. Check if your partner has the same answers.
Suggested answers
a exclamation mark
Accept the suggestion of a full stop if you feel the answer is justified. Students will probably feel this has not been taken from a report/essay because it is anecdotal in tone and – especially with an exclamation mark – much too informal.
b question mark
This sentence is formal enough to be included in a report/essay.
c full stop
This sentence is formal enough to be included in a report/essay.
d question mark
This sentence is formal enough to be included in a report/essay.
e exclamation mark
This sentence is clearly not taken from an essay/report, as it could only be used in spoken English. (Though it could be written down as reported speech.)
3 Match the more formal verbs in the box to the phrasal verbs.
* You may want to discuss other phrasal verbs students know and see if they can think of more formal ways of expressing the same ideas. Remind them that they should try to use the more formal equivalents in academic writing where possible. You could ask them to think of examples of each formal phrase in use.
Answers
a discover
c delay
b return
d postpone
f discuss
e reject
WRITING SKILLS
4 Match the more formal phrases in the box to the informal phrases.
* Again, you may want to discuss other examples of informal language students know and see if they can think of more formal ways of expressing the same ideas.
Answers
a a large number of
c has the ability to
b receive
d consider
f purchase
e children
5 In pairs or groups, write a sentence that you could imagine including in an essay about how a city has changed from 20 years ago.
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Ladock School RE Rolling Programme using the 2020 Cornwall Agreed Syllabus
Reception and Nursery
Year 1/2
Year 3/4
| Year A | | | | | | |
|---|---|---|---|---|---|---|
| Autumn 1 | F.1 Why is the word ‘God’ special to Christians? Ref: page 29 Major focus: growing plants | F.1 | 1.1 Christianity: God What do Christians believe God is like? Ref: page 43 | 1.1 | 2.2 Christianity: People of God What is it like for someone to follow God? Ref: page 62 | 2.2 |
| | | Why is the word ‘God’ special | | Christianity: God | | Christianity: People of God |
| | | to Christians? | | What do Christians believe God is like? | | What is it like for someone to |
| | | Ref: page 29 | | Ref: page 43 | | follow God? |
| | | Major focus: growing plants | | | | Ref: page 62 |
| | | F.2 | 1.3 Christianity: Incarnation Why does Christmas matter to Christians? Ref: page 45 | | | 2.3 |
| | | Why is Christmas special for | | | | Christianity: Incarnation |
| | | Christians? | | | | What is the Trinity and why is it |
| | | Ref: page 30 | | | | important for Christians? |
| | | Major focus: birthdays | | | | Ref: page 63 |
| | | F.4 | 1.6 Judaism Who is Jewish and how do they live? Ref: page 49 | | 2.4 Christianity: Gospel What kind of world did Jesus want? Ref: page 64 | 2.4 |
| | | Being special: where do we | | | | Christianity: Gospel |
| | | belong? | | | | What kind of world did Jesus |
| | | Ref: page 32 | | | | want? |
| | | Major focus: Christian | | | | Ref: page 64 |
| | | baptism | | | | |
| | | F.3 | | 1.4 | | 2.9 |
| | | Why is Easter special for | | Christianity: Gospel | | Islam |
| | | Christians? | | What is the good news Christians say Jesus | | How do festivals and worship show |
| | | Ref: page 31 | | brings? | | what matters to a Muslim? |
| | | Major focus: Palm Sunday | | Ref: page 46 | | Ref: page 69 |
| | | F.5 | 1.6 Judaism Who is Jewish and how do they live? Ref: page 49 | 1.6 | Judaism 2.10 How do festivals and family life show what matters to Jews? Ref: page70 | Judaism |
| | | Which places are special and | | Judaism | | 2.10 |
| | | why? | | Who is Jewish and how do they live? | | How do festivals and family life |
| | | Ref: page 33 | | Ref: page 49 | | show what matters to Jews? |
| | | Major focus: Christianity and | | | | Ref: page70 |
| | | Judaism | | | | |
| | F.6 Which stories are special and why? Ref: page 34 Major focus: Christianity, Judaism and Islam | F.6 | 1.10 Comparison unit What does it mean to belong to a faith community? Ref: page 52 | | 2.11 Curriculum Kernewek How and why do people in Cornwall mark the significant events in community life? Ref: page 160 | |
| | | Which stories are special and | | | | |
| | | why? | | | | |
| | | Ref: page 34 | | | | |
| | | Major focus: Christianity, | | | | |
| | | Judaism and Islam | | | | |
Year 5/6
Year B | 1,865 | 1,040 | {
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Topic
Autumn 1
Component 2 Literature
Autumn 2
GCSE Language components
1 and 2
Spring 1
A Christmas Carol
Spring 2
Component 1 and 2
Summer 1
GCSE English Language and
Literature
Language Revision
English Literature
Content
Extra
Curricular
Assessme
| An Inspector Calls Students will continue to develop their understanding of the importance of stage directions and how this helps to develop plot and character. They will use their understanding of context (not examined) to help develop their understanding of the key themes, plot and characters. They will begin to consider Priestley's motives and analyse the language. | Component 1 Language fiction reading and narrative writing Students continue to develop their narrative writing skills, building on their ability to use descriptive language and narrative devices in their stories, as well as developing an engaging plot. Students will also begin to work on the accuracy of their writing. | Students will revise the plot, themes and characters of the Novella A Christmas Carol They will use their contextual knowledge to develop their understanding of the writers’ motives and their langue choices. Student will begin to develop their understanding of how to structure exam answers and build on their understanding of assessment criteria. They will also create and use revision aids to memorise quotes. | Based on the outcomes in their mock exams, students will begin to revisit and revise the GCSE language skills. Pupils will refine their inference, evaluation and comparison skills in preparation for their reading assessments in Component 1 and 2 Students will also refine their narrative and transactional writing skills in order to develop suitable and engaging pieces of writing for their Component 1 and 2 language exams. |
|---|---|---|---|
| | Component 2 Reading and Transactional Writing Students continue to develop their reading skills needed in Component 2: How to find information in a text, how to use quotes effectively in their answers, how to look for implied meaning and how to evaluate the writer. They will also develop their understanding of 19th centaury non fiction texts Pupils also begin to develop their transactional writing skills, paying particular attention to developing a suitable tone, understanding of purpose and awareness of audience. | | |
| Unseen Poetry Students continue to develop their poetry analysis skills. They will develop their understanding of the meaning and message of a range of poems and begin to understand how to structure poetic responses. Students will also use exemplar answers to help them develop their own response as well as develop their comparison skills. | | | Macbeth Revision Students revisit the character, plot and themes in Macbeth and develop their understanding of how to structure exam style essays. They will use revision aides developed in year 10 to revise their knowledge and begin to apply their knowledge in practice exam papers. |
| | | English Language mock exam preparation Pupils revise and revisit their inference, evaluation and comparison skills in preparation for their reading assessments in Component 1 and 2 Students will continue to develop their narrative and transactional writing skills in order to develop suitable and engaging pieces of writing for their Component 1 and 2 language exams. | |
L
GCSE
E li h Li
GCSE
evaluation and comparison skills in assessments in Component 1 and 2
narrative and transactional writing and engaging pieces of writing for
their Component 1 and 2 language
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Curriculum Information
The Lost World
This term our topic is 'The Lost World.' We are going to be doing lots of exciting research, investigations and writing about dinosaurs, cavemen and different animals. We will be looking at a different story each week and introducing to the children through an exciting 'stunning start.'
English
t
The children will continue to explore a wide range of texts, including an introduction to non-fiction books. We will be starting to use our sounds to blend words to write them, moving on to writing simple phrases and sentences. We are going to be creating and writing about our own dinosaurs and writing a fact file about two animals that are extinct. We will start to look and listen for rhyming words which will link to Phonics, where we will continue to work in our small groups to learn out sounds. Please see ht ps://st-monicas.co.uk/ informat on/curriculum-subjectarea/ for information and videos about phonics.
Key words: blending, sounds, stretch, Fred in your head, phonics fingers.
Mathematics
We will be developing a deeper understanding of numbers to 10 . We will be learning to order numbers to 10, understanding the value of each number and its relationships with other numbers. The children will be representing numbers in different ways and beginning to learn our number bonds to 5. This will eventually culminate in the children using these skills to start to solve problems. We will also start to look at shape and measuring concepts.
Key words: print, texture, colour, material, collage.
Key words: subitise, number bond, count, accurate, shapes, 2D, 3D.
Understanding the World
The World
We will be learning about the country we live in and the name of the capital city. We will be developing our skill of comparing by comparing our country to another country, talking about the climate and food. We will be focusing on materials, learning to distinguish between objects and the materials they are made from, including some properties. We will be carrying out experiments to support the children's understanding of these properties. The children will be learning about ways they can help to look after the planet. This will include how materials are recycled and we will be making our own paper from recycled products. We will be conducting a litter pick and talking about the effect of waste on the planet.
Key words: materials, properties, melting, energy, opaque, transparent, recycle, eco-friendly.
Peoples and Communit es
i
We will look specifically at the traditions of Chinese New Year, and discuss how this compares to our celebrations of New Year.
Expressive Arts and Design
This term the children will be using different materials and skills to expand their learning in other areas. We will be making Chinese lanterns for New Year, clay dinosaurs to inspire our writing, collages of different images and making our own footprints.
Technology
This term we will be participating in 'Online Safety day'. We will introduce the children to the idea of staying safe using the story of Digiduck. The children will also have ample opportunity to use different software such as Purple Mash to create different images.
PSED
The children will be meeting Elbib. He is our puppet who needs lots of help to make the right choices. The children will be learning about being a good friend, playing co-operatively and taking their friends ideas into account when playing.
Key words: sharing, kind, friend, respect.
Communication and Language
We will be developing our skills of listening to our friends and responding appropriately. The children will be asking questions in their Literacy lessons and will be organising their speech in order to correctly form a sequence of sentences.
Physical Development
The children will be starting on their new learning around gymnastics. We will be learning to balance and create a sequence of movements including rolling and jumping. The children will be using basic equipment such as
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Early Years Foundation Stage Curriculum Links
The tables set out below show potential curriculum links that can be observed during a nursery/school visit to Stoke Bruerne Boat Company ltd. These 'typical behaviours' have been taken from 'Early Years Outcomes: a non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years' published by the Department for Education in September 2013.
| Listening and Attention | Understanding |
|---|---|
| • Listens to others one to one or in small groups, when conversation interests them. • Listens to stories with increasing attention and recall. • Is able to follow directions (if not intently focused on own choice of activity). | • Understand use of objects. • Show understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action. • Respond to simple instructions. |
| Moving and Handling | |
|---|---|
| | • Walks upstairs holing the hand of adult. |
| | • Comes downstairs backwards on knees (crawling). |
| • Walks upstairs or downstairs holding onto a rail two feet to a step. | • Walks upstairs or downstairs holding onto a rail two feet to a step. |
| • Mounts stairs, steps or climbing equipment using alternative feet. | |
| • Travels with confidence and skill around, under, over and through balancing and climbing equipment. | |
| Self-confidence and Self-awareness | | Managing Feelings and Behaviour | |
|---|---|---|---|
| | | | • Uses familiar adult to share feelings such as |
| | | | excitement or pleasure. |
| | | | • Beginning to understand ‘yes’ and ‘no’ and |
| | | | some boundaries. |
| | • Explores new toys and environments, but | • Responds to a few appropriate boundaries, with encouragement and support. | • Responds to a few appropriate boundaries, |
| | ‘checks in’ regularly with familiar adult as and | | with encouragement and support. |
| | when needed. | | |
| | • Demonstrates sense of self as an individual. | | |
| • Separates from main carer with support and encouragement from a familiar adult. • Expresses own preferences and interests. | • Separates from main carer with support and | | • Responds to the feelings and wishes of others. |
| | encouragement from a familiar adult. | | • Shows understanding and cooperates with |
| | • Expresses own preferences and interests. | | some boundaries and routines. |
| | | | • Can inhibit own actions/behaviours. |
| • Is more outgoing towards unfamiliar people and more confident in new social situations. • Shows confidence in asking adults for help. | | • Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. • Can usually adapt behaviour to different events, social situations and changes in routine. | |
| • Confident to speak to others about own needs, wants, interests and opinions. | | • Understands that own actions affect other people. • Aware of boundaries set, and of behavioural expectations in the setting | |
| Numbers | |
|---|---|
| | • Knows that things exist, even when out of sight. |
| | • Beginning to organise and categories objects. |
| • Begins to make comparisons between quantities. • Uses some language of quantities. | • Begins to make comparisons between quantities. |
| | • Uses some language of quantities. |
| • Shows curiosity about numbers by offering comments or asking questions. • Shows an interest in numerals in the environment. • Realises not only objects, but anything can be counted. | |
| • Recognise some numerals of personal significance. • Recognises numerals 1 to 5. | |
| People and Communities | The World | |
|---|---|---|
| | | • Notices detailed features of objects in their |
| | | environment. |
| • Shows interest in different occupations and ways of life. | • Can talk about some of the things they have observed such as plants, animals, natural and found objects. • Talk about why things happen and how things work. • Developing an understanding of growth, decay and changes over time. • Shows care and concern for living things and the environment. | |
| | • Looks closely at similarities, differences, patterns and change. | | | 2,009 | 1,017 | {
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Alexander Hamilton
1755–1804
Alexander Hamilton was born January 11, 1755, on the British West Indies island of Nevis. His father abandoned his family in 1765. In 1768, his mother died, leaving Hamilton and his older brother, James Jr., orphans. Hamilton's mother had a son from a previous marriage; so when she died, he claimed all of her possessions. After his mother died, Hamilton's cousin, Peter Lytton adopted him. Unfortunately, Lytton committed suicide, Hamilton was abandoned again, and he and James were separated. In 1772 a hurricane destroyed the town where Hamilton lived. His letter about the hurricane was published in the Royal Danish-
American Gazette. With the help of a local clergyman, Hamilton was able to raise enough money to move to New York in 1773 to attend Kings College (present-day Columbia University). Hamilton went on to become an army officer, a lawyer, a politician, and a Founding Father of the United States.
At the start of the Revolutionary War, Hamilton joined Hearts of Oak Militia Company and then rose to the rank of lieutenant. With the help of patriots, Alexander McDougall and John Jay, he was able to raise an arms unit of sixty men. For his bravery in such battles as Harlem Heights, he gained the interest of George Washington. Hamilton served as a personal secretary to Washington during the war. In 1777 he rode next to Washington in the battles at Brandywine, Germantown, and Monmouth. He led one of the more important and dangerous attacks against British positions at the Battle of Yorktown. Hamilton and Washington became close friends, and in 1789 President Washington appointed him the first Secretary of the Treasury.
Hamilton became the leader of the Federalist Party, one of the first political parties in the nation. He and Thomas Jefferson, the leader of the Democratic Republican Party, were long-time political enemies. Hamilton, who rose from poverty, lobbied for the elitist class. Jefferson, who came from wealth, lobbied for the common man.
Activities: Guided Reading/Secondary
Hamilton would help Jefferson win the 1800 Presidential election over Aaron Burr. Hamilton's hatred for Burr led him to support Jefferson. The election ended in a tie in the Electoral College, and the House of Representatives, most of whom were Federalists, voted in favor of Jefferson to be president. Because he received the second greatest number of votes, Burr became vice president. This intensified a long-standing political and personal rivalry between Burr and Hamilton.
Burr resigned the vice presidency and ran for governor of New York in 1804. Burr sought the support of the Federalist Party, but Hamilton refused to support him. Burr was defeated in the gubernatorial election and blamed Hamilton for his loss. He challenged Hamilton to a duel, and they met in Weehawken, New Jersey, on July 11, 1804. Some witnesses reported Hamilton purposely fired high into the trees, but Burr took careful aim and fatally wounded Hamilton. Burr, was charged with murder in New Jersey, but returned to New York City and never was arrested for the crime.
Name: ________________________________ Date: ____________________
Alexander Hamilton
1755–1804
Discussion Questions:
1. Name three Revolutionary War battles in which Hamilton fought.
2. How did Hamilton help Jefferson win the 1800 Presidential Election over Aaron Burr?
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No end in sight
Meteorologists say drought conditions should continue at least until spring
By Dick Stanley AMERICAN-STATESMAN STAFF Tuesday, January 03, 2006
After one of the driest years on record, meteorologists say there's not much to look forward to except more drought.
"My feeling is at least the first half of the year will be below-normal precipitation," Lower Colorado River Authority meteorologist Bob Rose said. "We might see changes in that by the late summer and fall."
KVET-KASE meteorologist Troy Kimmel, who also teaches meteorology at the University of Texas, agreed.
"Given the pattern we're in," Kimmel said, "I feel sure we'll continue in this dry pattern for the balance of the winter and into the spring."
Long-range weather predictions are tricky. The Old Farmer's Almanac predicts them a year in advance. But the almanac's forecast of a cool-and-wet 2005-06 Central Texas winter already is good only for laughs.
Kimmel doesn't usually make predictions beyond seven days. Rose does, but he doesn't like to. Even the National Weather Service has shied away from long-range predictions in recent years.
The Climate Prediction Center is taking a stand only through March, calling for warm and dry in Central Texas.
Beyond March, the prediction center will say only that it foresees "equal chances" of normal or abnormal temperatures and precipitation.
But, for now, most meteorologists are willing to extend the pattern of the past few months. When they see a pattern as old as the current dry one, sticking with the pattern is less risky.
"We've been below normal on rainfall since August," Rose said, although it was starting to get dry in April, the 12th-driest April at Camp Mabry in West Austin.
In June, after 29 days without rain, the month became the sixth-driest June at Austin-Bergstrom International Airport.
Last year was plenty hot, culminating in the warmest September recorded in Austin. There were 26 days of 100 degrees or higher, the worst since the 40 such days of 2001. Ten days were at normal temperatures.
Newcomers to Texas wonder why droughts are so common. Part of the reason is the state's location on the planet, on the eastern edge of the "Great American Desert," where dry heat is the norm.
Texas also sits at about 30 degrees north latitude, where, on the other side of the world, the great deserts of North Africa and the Arabian Peninsula are found. So Texas is in good latitudinal company for droughts.
Droughts have plagued Texas at least once a decade for most of its recorded history. The father of Texas, Stephen F. Austin, was reported to have lost his first crops to an 1822 drought, and it's been touch-and-go ever since.
The Austin area's last severe drought was just five years ago, from 1998 to 2000.
Rose is putting his hopes for an end to the drought on this year's hurricane season, which begins in June but doesn't really get under way until August.
"We're looking at another active hurricane season, which may bring more rain to us by late summer," he said. "Otherwise, I just don't see any changes that would bring us even normal precipitation. But that could change."
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by placing the correct on the line
HINT: Frosting represents the moon light side
Conclusion:
1. Describe the process that causes the moon to appear as these different phases.
a. Different phases are caused by the angle and orbit of the moon
b. Different phases are caused by the rotation and orbit of the earth
c. Different phases are caused by the angle and orbit of the Sun
d. Different phases are caused by the rotation and tilt of the moon
2. How long is one cycle of phases?
a. 24 hours
b. 27.3 days
3. What is the average time (in days) between phases?
a. 1-2 days
c. 29.5 days
d. 365.24 days
c. 7 days (1 week)
b. 3-4 days
d. 365 days
4. Why does the same side of the moon always face Earth?
a. Because the moon is tidally locked
5. Which statement best explains why the Sun and the Moon appear to be about the same size in the sky?
a. The Sun and the Moon have the same diameter
b. The Moon is larger in diameter and farther from Earth than the Sun.
c. The Moon is smaller in diameter and is closer to Earth than the Sun.
d. The Sun and the Moon are the same distance from Earth.
The diagram below shows four Moon phases observed during July.
6. On which date would the next New Moon occur?
a. August 5
b. August 10
c. August 19
d. August 29
7. Which diagram, to the right, correctly shows the position of the Moon with respect to Earth during a lunar eclipse?
a. 1
b. 2
c. 3
d. 4
8. Which diagram, to the right, correctly shows the position of the Moon with respect to Earth during a solar eclipse?
a. 1
b. 2 c. 3
d. 4
The diagram below represents the Moon in its orbit, as viewed from above Earth's North Pole. Position 1 represents a specific location of the Moon in its orbit.
9. Which phase of the Moon will be seen from Earth when the Moon is at position 1?
a. 1
b. 2
c. 3
d. 4
10. What is the name of the phase of the Moon will be seen from Earth at position 1?
a. Waning crescent
b. Last Quarter
c. Waxing crescent
d. Waxing gibbous
Base your answers to the following 5 question on the diagram to the below. The diagram shows the position of Earth and four positions of the Moon during one orbit of Earth.
11) What motion is represented by the arrows in the diagram?
A) Revolution
B) Rotation
C) Circular
D) Counterclockwise
12) Approximately how long does it take to cycle from one new Moon to the next new Moon?
A) a day
B) a week
C) a month
D) a year
13) Which letter in the diagram shows the position of the Moon when an observer on Earth sees a full Moon?
A) A
B) B
C) C
D) D
14) Which letter in the diagram shows the position of the Moon when an observer on Earth sees a New Moon?
A) A
B) B
C) C
D) D
15) Which letter in the diagram shows the position of the Moon when an observer on Earth sees a Last quarter Moon?
A) A
B) B
C) C
D) D
LAB Activity A | 1,310 | 776 | {
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To help every person here to achieve his or her best in work and in play. To celebrate whatever is good and to follow in the footsteps of Jesus by supporting and forgiving each other, for the Honour and Glory of God.
Class Behaviour Agreement for
Nursery
Academic Year 2020-2021
MY TEACHERS WILL HELP ME TO FOLLOW OUR CLASS BEHAVIOUR AGREEMENT
Miss Brown is our class teacher Mrs Discini and Miss Derbyshire are our class teaching assistants
Other teaching assistants who help us are:
- Mrs Delahunt
- Miss Moore
Our behaviour plan is a record of what we have talked about in class, about how we behave towards others and how we expect others to behave towards us.
- Our behaviour plan is important to us
- Our behaviour plan applies to everyone who comes into our class
- Any new adults or children will be made aware of our behaviour plan
- Our "Bee Happy" class rules are in this booklet and are displayed in the classroom to help us to remember what we should do
OUR "BEE HAPPY" RULES
To be kind
To share and take turns
To use helping hands
To walk when we are inside
To use talking voices when we are inside
To be polite
To listen carefully to each other
OUR RIGHTS
To be listened to
To be treated with respect
To learn in a calm and positive environment
OUR RESPONSIBILITIES
To take care of each other
To share our toys and equipment
To keep our classroom and school clean and tidy
To look after our toys and equipment
To welcome new people
To use the bathroom sensibly
OUR ROUTINES
Organising our belongings
- To hang our coats up on our pegs
- To put our book bags in our trays
- To put our water bottles away in our class group box
When sitting on the carpet
- To come to the carpet calmly and ready to learn at the beginning and end of every session
- To sit still with our legs crossed and our hands clasped together
- To put our hands up when we want to speak
- To listen to the adult and each other
When working in class
- To work or play sensibly and with focus
- To stop when the adult indicates
- To work together as a team
At lunch time
- To wash our hands sensibly using soap and water
- To walk sensibly to the hall
- To line up quietly while waiting to be served
- To stay sitting sensibly until we have finished our food
- To ask an adult if we can go to the toilet
- To ask an adult before taking our trays back
- To wait sensibly on the bench for our teacher to take us back to class
When playing outside
- To ask an adult if we can go to the toilet
- To stop as soon as the tambourine is shaken or when asked
- To play kindly and positively
OUR COMMUNICATION RULE
To listen carefully to everybody in our school To put our hands up if we wish to speak during carpet sessions
OUR LEARNING RULE
To work calmly and sensibly To ask for help if we need it
OUR PROBLEM SOLVING RULE
To talk to adults in school, friends and family To find the right equipment to help us
OUR MOVEMENT RULE
To walk sensibly around school To keep our hands and feet to ourselves
OUR SAFETY RULE
To follow instructions carefully
To always use kind hands and feet
To tuck our chairs underneath the tables
To make sure coats are always hung up
To pick up anything we drop on the floor
To wait for our teacher before leaving the hall at lunch time
To always hold scissors safely when walking
To talk to a teacher if we are worried about anything in school
CONSEQUENCES
My teacher will remind me of our "Bee Happy" rules I will look at a demonstration from a friend of how my behaviour should be I will have some thinking time away from my friends My teacher will speak to my parents I will see Miss Nally or Mrs Duffy
My behaviour is my responsibility. I will always try to be responsible in school and I will always be given a chance to discuss my behaviour with my teacher.
This is an important document to us and we all agree to use it and support it at all times.
Miss Brown will share our behaviour plan with our parents and they are welcome to discuss any concerns with Miss Brown or Mrs Duffy at any time.
Signed…………………………
Date…………………………… | 1,744 | 931 | {
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Guided reading session 6 – Cocos awaits
Session focus:
Key vocabulary:
Identify and describe metaphors sea bed, prey, parasites, fishing lines Identify use of effective vocabulary reef, shores, season Use knowledge of characters gained from reading the story to produce character profiles Use reasoning skills to justify answers
New species:
corals, tropical fish, tiger sharks
Pre-read/warm up:
Before you read pages 24-25 review prediction question from session 5. Is this where Lucia will demonstrate her role as protector? Let's find out.
Open pages 24-25 but cover page 25 either on the screen or on the page if you have printed the book. Look at the image on page 24.
Q – What has happened? What is Lucia going to do?
Q – How are the characters feeling? Look at clues from the image, expression on their faces and context. Share ideas and scribe words together.
Guided/independent read:
Now read pages 24 - 25 either guided or independently.
Focus Q's - Have the following questions written on post-it notes or similar that can either be shared before reading as a focus, or to locate post reading:
o Explain how Lucia has played the role of Marti's protector.
o How do they feel about what has happened? Why is Tulio in shock?
Before discussing the above focus questions, consider the following:
Q – How does Lucia move through the water? (powers her immense body..) Why do you think the author has chosen this word? Share ideas.
Q – Identify key words or expressions that show the sense of fear of the characters on page 24. (e.g. trapped, bubbles of panic, terrified, struggle, panic, confusion, frantically, frozen with fear) Can they find the metaphor? (frozen with fear)
Share focus question responses.
Now read pages 26 – 27 either guided or independently.
Enjoy reading the last pages of the story and breathe a sigh of relief when Marti and her friends arrive safely at Cocos where they are protected once again.
Q – Who may Marti see again in the future on her migrations? Have a look at the character fact files on page 29 to help with your answer.
Post-read/review:
Add to journey/migration map words from Marti's near miss with fishing nets to arrival in Cocos.
Use the
'spot the species' worksheet to ID any new species found if time.
Look on a map to find where Lucia and Tico will journey to next.
Make character profiles – Use the sheet provided and information you have gained from reading to write character profiles for our main characters. Include key words to describe them and their personalities or write a more detailed portrait of a chosen character.
Quiz time!: Migration masters quiz
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Millie and Ryan play a number game.
What's my number?
Is it under 20? Yes
Is it a multiple of 3? Yes
Is it a multiple of 5? Yes
What is the number?
1 mark
They play the game again.
Is it under 20? No
Is it under 25? Yes
Is it odd? Yes
Is it a prime number? Yes
What is the number?
1 mark
2
5
2 =
1 mark
A numbermultiplied by itselfgives the answer49.
Circle the number.
2 3 4 5 6 7 8 9
1 mark
3
Here are four digit cards.
Choose two cards each time to make the following two-digit numbers.
The first one is done for you.
an even number
a multiple of 9
a square number
a factor of 96
2 marks
4
Here is a diagram for sorting numbers. 5
Write these three numbers in the correct boxes.
You may not need to use all of the boxes.
6
3
3 =
7
Here is a sorting diagram for numbers.
Write a number less than 100 in each space.
| | even | not even |
|---|---|---|
| a square number | | |
| not a square number | | |
8
2
11 =
2 marks
1 mark
2 marks
1 mark
Page 4 of 6
Mark schemes
(a) 15 1
1
(b) 23
1
[2]
25
[1]
2
[1]
3
Award TWO marks for all three numbers correct as shown: 4
* a multiple of 9
OR
* a square number
* a factor of 96
If the answer is incorrect, award ONE mark for two numbers correct.
Up to 2
[2]
Award TWO marks for numbers placed in boxes as shown below: 5
If the answer is incorrect, award ONE mark for two numbers correctly placed.
Do not accept a number repeated in different boxes.
Ignore any numbers on the diagram other than those given.
Up to 2
[2]
27 6
[1]
AwardTWO
marks for a correct number written in each of the four boxes.
| | even |
|---|---|
| a square number | 0 OR 4 OR 16 OR 36 OR 64 |
| not a square number | even AND not a square AND less than 100 |
If the answer is incorrect, award ONE mark for three boxes completed correctly. Accept more than one number in each box, provided all are correct.
Up to 2
[2]
121 8
[1]
64 9
[1]
Two numbers circled as shown:
Do not award the mark if additional incorrect numbers are circled. Accept alternative unambiguous indications, eg numbers ticked, crossed or underlined.
[1]
10 | 1,283 | 648 | {
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Being a Scientist - Dragons and Dens EYFS Oak Tree Class
Understanding the World
The children will be learning about different types of dragons together with where they live and different stories they appear in. We will be making volcanoes and dragon's lairs. We will be learning new vocabulary both historic and scientific.
English
Maths
Listening to others one to one or in small groups, when conversation interests them. Listening to stories with increasing attention and recall. Joining in with repeated refrains and anticipates key events and phrases in rhymes and stories. Following directions. Express themselves effectively, showing awareness of listeners' needs. Use past, present and future forms accurately when talking about events that have happened or are to happen in the future. Develop their own narratives and explanations by connecting ideas or events. Follow instructions involving several ideas or actions. Answer 'how' and 'why' questions about experiences and in response to stories or events. Children read and understand simple sentences. Use phonic knowledge to decode regular words and read them aloud accurately. Use their phonic knowledge to write words in ways which match their spoken sounds. They will also write some irregular common words. Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Beginning to write more independently in 'child lead' play. Looking at the difference between fiction and non-fiction books.
Expressive Arts and Design
The children will be experimenting with different musical instruments to make sounds to match dragons.
They will safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Designing and making caves.
Children count reliably with numbers from one to 10 or more, place them in order and say which number is one more or one less than a given number.
Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.
To know the names of both 2D and 3D shapes.
Children will use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
Physical Development
Religious Education
The children will continue to practise using their cutting skills.
They will be manipulating modelling materials to make dragons.
They will learning Dragon Dancing.
Personal, Social and Emotional
We will be learning about our Ben Skills which involve different 'learning skills' such as perseverance, trying out new things and concentration.
We will be thinking about our school Christian values. Talking about why we have Harvest. We will be learning about The Creation story
Computing
Recognise that a range of technology is used in places such as homes and schools. T
To select and use technology for particular purposes and program Beebots to follow a track.
Please keep writing in your child's Home School Diary as this will really help us to support your child. Regular reading is really important and will support your child's phonics and spoken language. | 1,247 | 611 | {
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a week of mindfulness
06.15.2020 - 06.21.2020
MONDAY
Sometimes in ultra-familiar environments, we may not realize that there are certain details we miss despite being present in those environments every day. Take a few minutes at the end of your day today to choose a room in your home to observe. Write down details you've never noticed. Maybe the wallpaper has a certain pattern you've never looked twice at, or there's a tiny figurine you once left in the room and never removed. Perhaps there are childhood photos you've always walked past but never took the time to study. What do we take for granted about our environments?
WEDNESDAY
Weaving is the practice of interlacing yarns or threads. With cardboard, a pencil, a ruler and some thread, follow The Weaving Loom's instructions to create your own simple cardboard loom. Many of us have been on public transit or in conferences in which we notice someone else knitting or crocheting; this small craft is mobile and calming when we feel anxious or bored.
TUESDAY
Take a few moments to read Joy Harjo's poem "Remember," which encourages us to ground ourselves in nature and the people closest to us when we feel overwhelmed, lost, or afraid. "Remember the sky that you were born under/know each of the star's stories."
THURSDAY
Choose a window in your house today, one you don't look out of often. Maybe it's the kitchen window, a bedroom window, or the upstairs window. Take five minutes to observe what is happening outside. Challenge yourself to view life with "a new window" every day take a new perspective when you have the chance.
FRIDAY
"Nice cream" is the term for dairy-free ice cream. With only one ingredient, frozen bananas, you can make nice cream that tastes like the real thing. If you want to mix it up, you can add ingredients like maple syrup, strawberries, peanut butter, and cocoa powder to make variations, such as double chocolate nice cream, peanut butter nice cream, and strawberry nice cream. Use Detoxinista's Banana Nice Cream recipes to whip up your own frozen treat and unwind at the end of your Friday.
SATURDAY
SUNDAY
Try this activity on your own or with a friend or child - take a look for one minute through a magazine. After the minute is up, flip the magazine over and write down as many items as you can remember from the photos. What did you notice that you normally wouldn't when mindlessly flipping through the pages?
Take 30 minutes this weekend to practice mindful writing. At the end of every sentence, you'll inhale and exhale. Follow your gut and write about what feels most calming to you. | 996 | 573 | {
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JOURNEY WAKA OF A
We know from Māori oral histories, and other evidence such as archaeology, that many ancestors of Māori began arriving in Aotearoa New Zealand more than seven hundred years ago. These ancestors sailed over a long period of time from East Polynesia in boats called waka hourua. These were dangerous journeys, but the ancestors were expert sailors. They planned carefully, knew when to leave, what supplies to take, and how to find land in the world's biggest ocean.
It was the right time to leave when there was plenty of food stored, when the seas were calm, the winds blowing east, and the birds migrating south.
Signs it is time to leave
Water
Water could be stored in coconuts and bottle gourds. The sails of the waka would collect water when it rained.
Waka hourua carried everything they needed for their journeys, including paddles, bailers to remove water, spare sails, ropes, clothing, adzes, crops, and anchor stones.
Different waka brought different kinds of food, including kūmara, bananas, taro and taro paste, yams, eggs, dried fish and vegetables, and coconuts.
Essential items
East Polynesia
DEPARTURE
The main roles on waka hourua included rangatira (captain), tohunga (priest and navigator), kaihautū (person directing the paddlers), and kaiurungi (steerers). Some of these words are still used for leaders today.
People on board
Animals on board
Some waka hourua carried kurī (dogs) and others brought kiore (rats).
Fishing
While at sea, the ancestors probably caught mahimahi, flying fish, tuna, and sharks.
Rain capes and ponchos, probably made from tapa cloth or pandanus leaves, kept the ancestors warm and dry on their long journeys.
Migrating animals
Animals of mana such as Tohorā (humpback whales) are said to have guided waka on their journeys. The ancestors might also have followed migrating birds like Tītī (muttonbird), Toroa (albatross), Kuaka (bar-tailed godwit), and Pīpīwharauroa (shining cuckoo).
Supplies for staying warm
Navigation
The ancestors of Māori were excellent navigators. They made their way across the ocean by keeping track of the stars, planets, ocean currents, the direction of the wind, and the position of the sun. They kept track of time by watching the phases of the moon.
Signs that land is near
Clouds ahead, seabirds and birdsong, insects blown to sea, seaweed, and floating leaves and branches told the ancestors that land was near.
ARRIVAL Aotearoa
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SensorY
Explorers
Sense-O-Meter Introduction Sheet
Being an explorer is fun, but sometimes the world can be perplexing! When we pay attention to our feelings we notice that we feel different things throughout the day. We also notice that the activities we participate in make us feel different things. Having a lot of different emotions can be confusing.
Since feelings can be hard to describe, every Sensory Explorer needs a Sense-O-Meter to help them understand their body! The Sense-O-Meter is a tool we can see that helps us figure out how our bodies and minds are feeling and it helps us tell other people how we are feeling so they can understand what we are experiencing.
The sense-o-meter goes in two different directions – up and down. There is a center on the Sense-O-Meter. Center is when we feel like our best self - calm, cool, and collected. Center is where we need to be most of the day to be a good friend and student, and to help us feel proud and confident.
Sometimes during the day we might feel up. We may be silly, excited, or nervous. These are up feelings. Our bodies give us clues that we are having up feelings.
Some up feeling clues might be:
* Talking a lot and really fast
* Moving around a lot
* Laughing a lot
* Eating way too much
* Not being able to stay in your seats
These up feelings can be a lot of fun, but if we keep going up, up, up we can start to be out of control. Being out of control looks like not following directions, yelling, being mean, hitting a friend or teacher, banging into a wall, or falling to the ground on purpose.
When go so far up that we are out of control, we need to use an activity to help us get back to center. Center is where we need to be most of the day to be a good friend and student, and to help us feel proud and confident about ourselves. Other times during the day we might feel down. We may be sad, sick, tired, or unhappy. These are down feelings. Our bodies give us clues that we are having down feelings.
Some down feeling clues might be:
* Putting your head down on your desk
* Not participating in activities
* Crying
* Being more quiet than usual
These feelings can be uncomfortable to feel, and sometimes we want to do anything we can not to feel this way. When we keep going down the sense-o-meter, we go so far down that we are out of control. We may yell, cry a lot, completely stop trying to participate, or be mean to friends.
Once you know more about your feelings and how different activities make you feel, you can start to figure out which activities help you get to and stay at center.
Try your best to be a curious explorer and notice how your body and mind feels throughout the day! Use your sense-o-meter to help you figure out how you feel, and to figure out what activities help you get to center.
Happy Exploring!
SensorY Explorers
Sensory Explorer Terms and vocabulary
Perplexing: When something is complicated or confusing.
Curiosity: A strong desire to learn or know something and asking questions and noticing things to learn more.
Sensory Explorer: A child or adult who is curious about activities and how they make your feel.
Sense-O-Meter: A visual tool that helps you know how your body feels, and helps you tell others how you feel.
Center: When we feel like our best selves, calm, cool and collected.
Up Feelings: Feelings that make us feel excited, jittery, anxious, fast.
Down Feelings: Feelings that make us feel sad, slow, bored.
Out of Control: When we are no longer noticing what we are feeling. When we do or say things we don't mean but our up or down feelings are so high or low they take over.
Body Clues: Things our bodies do or feel that let us know when we are having up feelings, down feelings, or are at center
Self-Regulation: When we are able to observe how we are feeling, why we are feeling that way, and can to use activities to help us get back to center. | 1,410 | 899 | {
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Common Hackberry
Celtis occidentalis
Height: 50 feet
Spread: 45 feet
Sunlight:
Hardiness Zone: 3
Description:
One of the toughest of shade trees while maintaining an attractive and neat habit of growth; interesting warty bark, looks quite beautiful with age; tolerant of almost any growing conditions except standing water
Ornamental Features
Common Hackberry has rich green deciduous foliage on a tree with a round habit of growth. The pointy leaves turn buttery yellow in fall. The warty gray bark adds an interesting dimension to the landscape.
Landscape Attributes
Common Hackberry is a deciduous tree with a more or less rounded form. Its relatively coarse texture can be used to stand it apart from other landscape plants with finer foliage.
This tree will require occasional maintenance and upkeep, and is best pruned in late winter once the threat of extreme cold has passed. It is a good choice for attracting birds to your yard. Gardeners should be aware of the following characteristic(s) that may warrant special consideration;
- Insects
Common Hackberry is recommended for the following landscape applications;
- Shade
1-204-488-5042
Common Hackberry Photo courtesy of NetPS Plant Finder
Common Hackberry in fall Photo courtesy of NetPS Plant Finder
www.jensennursery.com
Planting & Growing
Common Hackberry will grow to be about 50 feet tall at maturity, with a spread of 45 feet. It has a high canopy with a typical clearance of 7 feet from the ground, and should not be planted underneath power lines. As it matures, the lower branches of this tree can be strategically removed to create a high enough canopy to support unobstructed human traffic underneath. It grows at a slow rate, and under ideal conditions can be expected to live for 80 years or more.
This tree should only be grown in full sunlight. It is an amazingly adaptable plant, tolerating both dry conditions and even some standing water. It is considered to be drought-tolerant, and thus makes an ideal choice for xeriscaping or the moisture-conserving landscape. It is not particular as to soil type or pH, and is able to handle environmental salt. It is highly tolerant of urban pollution and will even thrive in inner city environments. This species is native to parts of North America.
1-204-488-5042
Common Hackberry bark Photo courtesy of NetPS Plant Finder
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TLC—Total Lifelong Catechesis
Home Kit Prayer in the Church—WEEK 2
Before you Begin:
Set table with a religious article (a crucifix, statue of Jesus or Mary, and/or a candle are examples). Be prepared with Bible, Catechism, Children's Folders (Textbook and Assignments), and supplies of pencil, or pen.
Start with Family Prayer
Take a few minutes of quiet time to think about where you see God working in your life. Also, this is the Fourth Sunday of Advent. On your Advent wreath light all four candles this week.
Here is the list and descriptions of the five different forms of prayer.
Blessing and Adoration is our response to God. God blesses us first. In return we bless and praise God, and give an act of glory to God who created us.
Petition is asking God for help and forgiveness.
Intercession is asking God's help on behalf of another person or group.
Thanksgiving is giving thanks to God for all He has done for us.
Praise is saying that we love God—not because He did something for us—just because He is God!
Discussion with your Family:
Which of the forms of prayer do you use most often?
During the joyous Advent and Christmas season think of someone who you could pray for and include them in your morning prayers (a prayer of intercession).
Make a top-ten list of the things you are most thankful for and then include this list in your bedtime prayers (a prayer of thanksgiving).
+ ON THE SHOULDERS OF GIANTS +
Lessons in holiness from the pro's who have gone before us
Saint Bridget of Sweden
Feast Day: July 23
The gift of mystical prayer, an experience of a special union with God in love, was given to Bridget. She often had visions of Christ's passion. However, Bridget was also very practical in living out the Gospel.
Bridget was born in 1303 into the family of a wealthy landowner in Sweden. She became a very good wife and mother. One of her eight children, Catherine of Sweden, was canonized. Once Bridget was invited to be the queen's chief lady-in-waiting. She lived at the court for two years and encouraged the queen and king to live holy lives. After her husband's death, Bridget founded an order of nuns known as the Bridgetines, who contributed to the culture of Scandinavia. She showed loving concern for people who were poor and sick, and many people came to her for help. Bridget made pilgrimages around Italy and even to the Holy Land. She spent her last years in Rome. She urged the pope to leave Avignon in France and return to Rome. Bridget died in Rome in 1373.
http://www.loyolapress.com/our-catholic-faith/saints/saints-stories-for-all-ages/saint-bridget-of-sweden
GOSPEL READING Fourth Sunday of Advent December 18, 2016
Matthew 1:18-24
This is how the birth of Jesus Christ came about.
When his mother Mary was betrothed to Joseph, but before they lived together, she was found with child through the Holy Spirit. Joseph her husband, since he was a righteous man, yet unwilling to expose her to shame, decided to divorce her quietly. Such was his intention when, behold, the angel of the Lord appeared to him in a dream and said, "Joseph, son of David, do not be afraid to take Mary your wife into your home. For it is through the Holy Spirit that this child has been conceived in her. She will bear a son and you are to name him Jesus, because he will save his people from their sins." All this took place to fulfill what the Lord had said through the prophet:
and they shall name him Emmanuel,
Behold, the virgin shall conceive and bear a son, which means "God is with us." When Joseph awoke, he did as the angel of the Lord had commanded him and took his wife into his home.
http://www.usccb.org/bible/readings/121816.cfm
Family Connection
Joseph and Mary are our models for family life and for service of God. Even when the circumstances seemed unclear, Joseph trusted God. Healthy family life is built upon trust, trust in God and trust of one another.
Spend some time talking as a family about the importance of trust in your family life, including the ways in which the children trust the adults in the family as well as the ways in which the adults trust the children. Then read today's Gospel. Talk about Joseph's trust of God and reflect together on how your family trusts in God.
Pray together that your family life will be built on trust, as was the family life of Joseph and Mary. Pray and sing together an Advent song, such as "O Come, O Come, Emmanuel."
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Possible ways of helping your child with their work this half term:
* Ensure that they complete any homework given.
* Visit the library to look at or borrow books connected with the work that your child is doing.
* Use the internet and visit some of the websites listed below to research information.
* Visit places of interest connected with the work that your child is doing.
* Allow your child to bring information into school to share with the rest of the class.
Useful Websites:
KS1 Geography: Jobs and tourism in a seaside town - BBC Teach
What is a coastal habitat? - BBC Bit esize
How have holidays changed? - BBC Bitesize
Living things and their habitats - KS1 Science - BBC Bitesize
Whixall C.E. Primary School and Nursery
Curriculum Information for Parents
Summer Term 2024
Mayfly Class
English
In our English lessons this term, we are linking our learning to some great books about 'living things' and the 'seaside'. During these lessons we will be developing our writing skills and learning how to apply the punctuation we have learned so far.
In addition to these lessons, we will have daily focused phonics, spelling and handwriting sessions. There will also be daily opportunities to read, both individually and as part of guided reading.
Mathematics
In our maths lessons, we will begin by revising two-digit numbers and learn some strategies for adding two sets of 2-digit numbers. We will then go on to focus on subtraction of 2-digit numbers from 2-digit numbers. Following this, we will focus on the meaning of division as grouping and sharing and then move on to look at how this relates to fractions. We will be continuing to revise and learn the facts for the 2, 5 and 10 times tables.
Science; Our topic this term is entitled, Living Things and their Habitats'. It will provide a fantastic opportunity to learn outside and explore our school grounds, looking for living things and discovering the habitats and microhabitats that are found there. We will be using an investigative approach to find out why woodlice choose to live where they do and make our own wormery to find out about the importance worms play in the wider environment. In addition to these lessons, we will be continuing to find out about the changes that occur in our school grounds during the season of summer.
Humanities
Our geography topic this term is entitled 'Countryside to Coast', which is a study of two contrasting locations. It is an opportunity to find out about the physical and human features of our own locality and a coastal area in Wales. We will be learning about maps and aerial photographs and making our own maps. We will hopefully have an opportunity to visit a seaside location to find out about the features first hand and carry out fieldwork.
P.S.H.E. (Personal, Social and Health Education)
Our first unit of work will be 'Relationships' and this term focuses on friendship. We will be looking at how we can solve friendship problems. In the second half of term we will look at the 'Changing Me' unit and explore life cycles and how we can respond positively to changes we may experience in life.
P.E: This term we will be having two outdoor P.E sessions. The session on a Tuesday will be cricket with a visiting coach and the session on Friday will further develop the children's striking and fielding skills in games such as rounders. In the second half of the term we will be developing our athletics skills in readiness for Sports Day.
Art and Design This term's art work will be inspired by our topic and will look at the different ways artists have represented water using different media. The children will develop their colour mixing and will create their own water-based designs.
Design Technology
This term's DT will be linked to our science work and will ask the children to design a bug house/hotel for different types of insects.
Spanish: We will continue to receive fantastic support from Mrs Acs for our Spanish lessons throughout this term. The children in Year 2 will be continuing to develop their conversational skills, including introducing themselves in Spanish, saying the days and week, colours and animals' names as well as describing their families.
R.E: This 'Caring for Others' unit will investigate how we can be kind to each other and look after one another. Children will learn about kindness and the importance of caring for others, by exploring the values of different religions. This includes reading stories from different faiths and learning about religious festivals and practices.
Computing
This term's computing unit will be a media unit and will explore how we can use 'stop motion' to produce our own short animated film.
Music: We are very fortunate to have continued input from the Shropshire Music Service with Mrs Hawk. She will teach the children about the features of music, such as rhythm and melody and give the children many opportunities to play percussion instruments and learn new songs to sing. | 1,923 | 1,007 | {
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Prior Learning
Careers
Qualification Next Steps
Entry 3, Certificate in Performing Arts, UAL (college)
The performing arts are a major part of the creative and cultural industries in the UK, which in 2017–2018 were growing at over five times the rate of the wider UK economy, contributing £111.7 billion a year to the economy. There were more than 9,000 enterprises in the performing arts industry in 2018, and in 2019 more than 82,000 people working in a wide range of roles from performers to designers and directors. The skills developed through the study of performing arts are integral to roles across the creative industry, including film and TV, theatre, games and advertising. This qualification is structured to support students at Entry Level 3 who want to explore, develop, and apply their performing arts skills. The qualification is designed to stimulate students' creative curiosity and provides an accessible specialist arts curriculum offer for every student, regardless of their starting point. The qualification aims to introduce students to the creative process by providing opportunity to explore, develop and apply their creative and communication skills through a variety of creative activities.
This qualification will build on knowledge from Key Stage 4. Some example of this are:
Learners will develop knowledge skills and understanding of musical and dramatic content. They will: develop and extend musical ideas and structures within given genres, styles and traditions.
They will: develop and extend dramatic technique within lessons, applying new skills to their work. Learners will create and develop musical ideas to compose music and develop ideas to perform They will: improvise, explore and develop traditional and technical musical ideas. They will practise, rehearse with awareness of different roles as part of a group, audience or venue They will: Explore techniques to practise and rehearse. They will use different methods to convey action, character and atmosphere within their final pieces.
Leaners will respond and review by listening and evaluating pieces of music Learners will participate effectively within a performance
They will: Make judgements about what they hear by analysing, evaluating and comparing pieces of music to improve their work. They will use appropriate disciplinary vocabulary to justify their own opinion. They will demonstrate the knowledge and skills from their studies
Learners will control sound through singing and playing to develop performing skills and apply knowledge and understanding to produce a performance Leaners will listen, watch and respond to pieces to review and evaluate performances
They will Demonstrate the knowledge and skills from their studies.
Provide an audience for others, observing each performance. They will use appropriate disciplinary vocabulary to justify their opinion.
By studying this accreditation learners could pursue careers in: Acting, musical theatre, film, TV, musical performances, roadie, session musician.
Achieving this qualification could provide the platform for learners to move on to:
UAL Level 1
A level performance/ music BA honours performance/ music HND performance/ music Masters music therapy
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Chapter 4 Voice of the Rain
Question:
belong to? Which lines indicate this?
1. There are two voices in the poem. Who do they
2. What does the phrase "strange to tell" mean?
4. How is the cyclic movement of rain brought out in the poem? Compare it with what you have learnt in science. 5. Why are the last two lines put within brackets? 6. List the pair of opposites found in the poem. Answer : 1. The two voices in the poem are the voice of the rain and the voice of the poet. The poem begins in a conversational tone. The lines are "And who art thou? Said I …….." and „I am the poem of Earth‟.
3. There is a parallel drawn between rain and music. Which words indicate this? Explain the similarity between the two.
2. The phrase „strange to tell‟ means that it is an unusual and extraordinary answer given by the rain drops to the poet who asked who „it was‟.
3. 'I am the poem of Earth‟ „For song, issuing from its birth place After fulfillment, wandering, reck‟d or
4. The poet explains that the rain drops in the form of water vapours, then rises up from the land and the sea and then descends again on the earth and dry land in order to wash it down and hence comes back to its origin. This is the cyclic movement explained by the poet. It is similar to the Water cycle we have learnt in science.
Unreck‟d, duly with love returns. They both return to the place of their origin after fulfilling their tasks.
5. The last two lines are put within brackets because they do not form the voice of the rain or the poet. They only contain a general observation made by the poet about the course of a song. 6. (a) Day, night (b) Reck‟d, unreck‟d (c) Rise, descend Question: Notice the following sentence patterns. 1. And who art thou? said I to the soft-falling shower.
3. Eternal I rise
2. I am the Poem of Earth, said the voice of the rain.
4. For song…duly with love returns Rewrite the above
sentences in prose.
Answer :
1. I enquired from the soft-falling rain about its identity.
3. The voice of the rain explained its upward movement towards the sky as eternal.
2. The voice of the rain introduced itself as the Poem of Earth.
4. The poet says that, similar to the natural cycle of the rain, a song originates from the heart of the poet, travels to reach others and after fulfilling its purpose (whether acknowledged or not), it returns to the poet with all due love.
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FOR NEW UKULELE PLAYERS
As the saying goes, learn to walk before you start running. It's the same with any type of practical training, whether with an instrument, ball, car, bike etc. etc. It's all about repetition and fine tuning as your training gets underway.
Before you begin, you should familiarise yourself with your ukulele as you will be spending a lot of time with it. Get to know the parts, the string names, how to hold it effectively, how to tune it properly and understand key finger positions and why it is important to stick to them throughout training. (See GETTING TO KNOW UKE)
CHORD SHAPES: Practising chord shapes is an essential part of training and helps to build the essential muscle memory. Switching between chord shapes can be tricky but the more practice time you put in, and the slower you train (at first) the easier your brain will respond to the repetitive action and store the information. Once you are comfortable moving about from shape to shape you can start to increase the speed gradually. There will be lots of class exercises on this subject.
FINGER POSITIONING: You will get to know each of your fingers individually. You may also learn that even though you thought you had complete control over your fingers, this is not the case. You will often find yourself looking at them expecting them to do what you are trying to tell them to do subconsciously, but your fingers have a mind of their own and can be a little mischievous. You will find out about that soon enough. During class, you will become acquainted with each individual finger of both the left and right hand and learn their new names. They all have very different jobs to do so please treat them well, stretch them before and after each class or home practice session. More on this in class.
STRUMMING
Strumming comes in many shapes and forms and can also be a little confusing and frustrating at first. So now you got to think about your arms, wrists and hands too. Your are teaching them to move in ways that they have never moved before so try to stay relaxed and loosened up when attempting each of the basic strumming patterns. There will be graphic diagrams for each strumming pattern on associated work sheet and song sheet PDFs such as the ones below:
TAB
Tab is another form of reading music instruction and is presented with numbers (representing the frets) and 4 vertical lines (representing the strings) and bar lines (to separate each bar). You will develop a basic understanding of how to read tab at Level 1 with some simple examples to try out but it's at level 2.1 where you begin to put this element into music training into practice. More on this in class.
HOME PRACTICE
As with any new training, you need to put in the extra practice time at home. Keep your ukulele by the couch when watching TV & when adverts come on, press mute, pick up your uke and practice just one of your weekly exercises. If other people are with you and you don't want to be rude you can practice your movement of chord shapes without strumming. Find quiet spaces to practice even if for just 10 minutes at a time. Micro practicing more often can be more effective than one giant practice for the week then nothing else.
GO SLOW
Always practice the class exercises at home at a slow pace of around 60BPM to start with. You want to make sure that every string or chord you play, rings out tunefully. If you hear buzz noises or dampened, then spend a bit of time adjusting your finger positions to make sure all notes you strike ring out clearly and coherently before moving on. Some chord shapes need more work than others. Some use just one finger and some use all four fingers. More in this in class.
PAIN MANAGEMENT
Don't forget to take regular breaks when practicing, especially if you start to feel any pain in your hands, arms or fingers. There will be some aches and pain from building these muscles in a new way, but if you do feel any sharp and excessive pain please seek medical attention.
PATIENTS
Not everyone will progress at playing ukulele at the same speed so please don't think for one minute you can't do it. YOU CAN. It takes time to develop new skills in any area of physical development. You may not notice any major improvements straight away, but believe me, after 10 weeks with UCL, you will. If there are any exercises you are particularly struggling with, don't be afraid to ask for advice either in class, in the FB group or to other members of UCL. Everyone is always willing to help their comrades!
HAVE FUN
Frustration can sometimes/often get in the way of the fun side of things during your initial training, but it's up to you to negotiate with your frustration and tell it that the FUN stuff is on its way and keep at it.
As you may be aware, the UCL adventures just keep on getting bigger and better each year. We have performed at for hundreds of charitable causes, busked all over Merseyside, played at the Rock N Roll Marathon, Light Night, Pride Festival, Summer Strum Festival, in collaboration with other local community music groups, in honour of World Ukulele Day (2 nd Feb), Beatles Week, Make Music Day and much, much more. Are you ready to get started? | 1,943 | 1,123 | {
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2024 Summer Reading List
Soar Through Summer with a Great Book or Series
Hi Selwyn Families!
Are you looking for some great books for summer reading and to earn hours for Red Ribbon Reading? These recommended titles are currently some of the most popular ones being read at Selwyn. Although the list is broken down by "grade spans," families should use their discretion, as reading levels of students vary. Look for these books at the public library, on SORA, or your favorite bookstore.
Ms. Bailey, Selwyn's Media Specialist
KINDERGARTEN & 1 st GRADE
* Elephant and Piggie series by Mo Willems
* The Pigeon series by Mo Willems
* Mercy Watson series by Kate DiCamillo
* King and Kayla series by Dori Butler
* Sofia Martinez series by Jacqueline Jules
* Humphrey's Tiny Tales series by Betty Birney
* Judy Moody and Friends by Megan McDonald
* How to Catch series by Adam Wallace & Andy Elkerton
2 nd & 3 rd GRADE
* Critter Club series by Callie Barkley
* Ball Park Mysteries series by David A. Kelly
* Owl Diaries by Rebecca Elliott
* Who Would Win series by Jerry Pallotta
* Who Was, What Was, Where Is, etc. series by various authors
* Clementine series by Sarah Pennypacker
* Calendar Mysteries series by Ron Roy
* Humphrey series by Betty Birney
* Boxcar Children Mystery series by Gertrude Chandler Warner
* Jake Maddox Sports series (various titles)
* Judy Moody and Stink series by Megan McDonald
4 th & 5 th GRADE
* The Treehouse Books series by Andy Griffiths
* Keeper of the Lost Cities by Shannon Messenger
* Land of Stories series by Chris Colfer
* Who Was, What Was, Where Is, etc. series by various authors
* Last Kids on Earth series by Max Brallier
* Spy School series by Stuart Gibb
* Babysitters Club Graphic Novels by Ann M. Martin (and other supporting authors)
* I Survived series by Lauren Tarshis
* Escape from Mr. Lemoncello's Library series by Chris Grabenstein
* The Last Musketeer series by Stuart Gibbs
* Books by author Gordon Korman (he has a wide variety of titles)
* Books by author Andrew Clements (he has a wide variety of titles)
ADDITIONAL RESOURCES:
Imagination Soup has a wide range of suggested titles by grade level and topic. It takes a little exploring and navigating but has lots of good suggestions and descriptions of various books for all ages. www.imaginationsoup.net
SORA is a wonderful resource that allows Selwyn families to access literally thousands of FREE electronic and audiobooks. You can use SORA on a desktop, laptop, tablet, or cell phone. Audiobooks are an especially fun choice which allow you to listen while traveling. See Ms. Bailey's Media Center page on the Selwyn Elementary website for detailed instructions on everything SORA! Happy Reading!
https://www.cmsk12.org/selwynES (then go to Our School – Special Area Classes – Media) | 1,442 | 670 | {
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Black Holes and Tidal Forces
A tidal force is a difference in the strength of gravity between two points. The gravitational field of the moon produces a tidal force across the diameter of Earth, which causes the Earth to deform. It also raises tides of several meters in the solid Earth, and larger tides in the liquid oceans.
If the tidal force is stronger than a body's cohesiveness, the body will be disrupted. The minimum distance that a satellite comes to a planet before it is shattered this way is called its Roche Distance. The artistic image to the left shows what tidal disruption could be like for an unlucky moon.
A human falling into a black hole will also experience tidal forces. In most cases these will be lethal! The difference in acceleration between the head and feet could be many thousands of Earth Gravities. A person would literally be pulled apart! Some physicists have termed this process spaghettification!
Problem 1 - The equation lets us calculate the tidal acceleration, a, across a body with a length of d. The acceleration of gravity on Earth's surface is 979 cm/sec 2 . The tidal acceleration between your head and feet is given by the above formula. For M = the mass of Earth (5.9 x 10 27 grams), R = the radius of Earth (6.4 x 10 8 cm) and the constant of gravity whose value is G = 6.67 x 10 -8 dynes cm 2 /gm 2 calculate the tidal acceleration, a, if d = 2 meters.
Problem 2 - What is the tidal acceleration across the full diameter of Earth?
Problem 3 - A stellar-mass black hole has the mass of the sun (1.9 x 10 33 grams), and a radius of 2.9 kilometers. A) What would be the tidal acceleration across a human at a distance of 100 kilometers? B) Would a human be spaghettified?
Problem 4 - A supermassive black hole has 100 million times the mass of the sun (1.9 x 10 33 grams), and a radius of 295 million kilometers. What would be the tidal acceleration across a human at a distance of 100 kilometers from the event horizon of the supermassive black hole?
Problem 5 - Which black hole could a human enter without being spagettified?
Answer Key:
Problem 1 - The equation lets us calculate the tidal acceleration, a, across a body with a length of d. The acceleration of gravity on Earth's surface is 979 cm/sec 2 . The tidal acceleration between your head and feet is given by the above formula. For M = the mass of Earth (5.9 x 10 27 grams), R = the radius of Earth (6.4 x 10 8 cm) and the constant of gravity whose value is G = 6.67 x 10 -8 dynes cm 2 /gm 2 calculate the tidal acceleration, a, if d = 2 meters.
Problem 2 - What is the tidal acceleration across the full diameter of Earth? Answer: d = 1.28 x 10 9 cm, so a = 0.000003 x 1.28 x 10 9 = 3,840 cm/sec 2
Problem 3 - A stellar-mass black hole has the mass of the sun (1.9 x 10 33 grams), and a radius of 2.9 kilometers. A) What would be the tidal acceleration across a human at a distance of 100 kilometers? B) Would a human be spaghettified?
3
Yes, this is equal to 50,700,000/979 = 51,700 times the acceleration of gravity, and a human would be pulled apart and 'spaghettified'
Problem 4 - A supermassive black hole has 100 million times the mass of the sun (1.9 x 10 33 grams), and an event horizon radius of 295 million kilometers. What would be the tidal acceleration across a d=2 meter human at a distance of 100 kilometers from the event horizon of the supermassive black hole?
Note that R + 2 meters is essentially R if R = 295 million kilometers.
Problem 5- Which black hole could a human enter without being spaghettified?
Answer: The supermassive black hole, because the tidal force is far less than what a human normally experiences on the surface of Earth. That raises the question that as a space traveler, you could find yourself trapped by a supermassive black hole unless you knew exactly what its size was before hand. You would have no physical sensation of having crossed over the black hole's Event Horizon before it was too late. | 1,865 | 996 | {
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BULLYING
What is bullying?
Bullying is typically a form of repeated, persistent, and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person's body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance.
Definition of bullying from Policy/Program Memorandum 144, Ministry of Education
When a conflict or potential bullying situation is brought to the attention of a faculty or staff member, the students involved are referred to the counselor and principal. We work with the students and their families to resolve the conflict and prevent future issues from occurring. Counseling, educational, and behavioral strategies as well as increased monitoring of the students are techniques found to address these issues. If the behavior continues despite these interventions, disciplinary action will be taken.
When relational aggression (social bullying) occurs, the students involved are counseled on solutions to the situation including empathy building, communication strategies, and assertiveness skills. Bringing the students together facilitates this process.
Effects of Bullying
- Low Self-Esteem
- Anxiety
- Depression
Effects of Continued Bullying on Child who Bullies
- Difficulty with relationships later in life
- More likely to have a criminal record
Bystanders
- People who watch or participate in mean behavior also live with the consequences of that behavior
- Research shows that people who practice virtue are happier than those who go along with the crowd
What to do instead?
- Walk away, giving the bully the clear impression that you do not like his or her behavior: don't give the bully an audience.
- Tell an adult
- Stand up for the victim
o Stand next to him or her
o Help the victim walk away from the situation
o Tell the bully to stop it
o Don't get involved in hitting or pushing or insulting the person who is bullying
If you are bullied:
- Talk to someone you trust. If they don't do anything, tell another adult
- Don't get involved in pushing or hitting or insulting the person who is bullying you
- Walk away
- Let your friends know what is happening so that they can help support you
- Try not to react to the negative behavior
- Tell him or her to stop
Reinforcement at Home
Talk with your child about how they would handle a situation in which their friend was the only person in the class not invited to a birthday party? What would your child do if their friend told them not to talk to another friend? What would you do if you saw a child push another child?
Educational Resources for Parents on the topic of Bullying:
The following webpage includes a pamphlet with common questions and answers parents may have regarding bullying as well as online respect and responsibility guidelines. http://www.edu.gov.on.ca/eng/parents/bullying.pdf
Books for Children in Grades K-2: These short stories show different ways to deal with teasing. You can read them together and discuss the lessons.
Chrysanthemum by Kevin Henkes A Porcupine Named Fluffy by Helen Lester The Recess Queen by Alexis O'Neill and Laura Huliska-Beith Stand Tall, Molly Lou Melon by Patty Lovell The Berenstain Bears and Too Much Teasing by Stan & Jan Berenstain Enemy Pie by Laura Candler
Books for Children in Grades 3-5:
100 Dresses by Eleanor Estes: This book addresses subtle put-downs among girls. Super Emma by Jamie Harper How to face up to the class bully! by Valerie Wilson Wesley
Books for Parents to Read on this Topic:
Girl Wars: 12 Strategies that will end Female Bullying by Cheryl Dellasega and Charisse Nixon
The Good Son: Shaping the Moral Development of our Boys and YoungMen by
Michael Gurian
Boys Should be Boys: Seven Secrets to Raising Healthy Sons by Meg Meeker | 1,672 | 813 | {
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YEAR 5
| | Instructions |
|---|---|
| Reading Read the extracts and answer the questions. The answers are included so you can self-mark them or get an adult to mark them afterwards. Comprehension 1 Earthquakes Comprehension 2 Fossils Comprehension 3 Mo Farah Comprehension 4 Recycle Week Comprehension 5 Rio 2016 Olympics Comprehension 6 The Circulatory System Writing Open the files attached, where you will find full instructions as well as resources such as examples and success criteria to help you. Diary entries Write a diary entry as if you were a passenger on the Titanic. Narrative Continue the story The Supermarket The Ascent Ancient Myths Persuasive Writing Advertise your Town Letter to your MP | |
using computers, others watching television and some watching nature. Here is a list of activities you could do:
Use the BBC Bitesize website - access revision, videos and games
Watch a scientific documentary and write a summary of what you’ve seen. What was it about? How do you feel now you watched it? What can we do to help? Etc. Documentaries on the BBC iPlayer include: The Blue Planet and The Blue Planet II; Frozen Planet; The Planets, Planet Earth II and Seven Worlds, One Planet.
Parents please check the episodes beforehand in case there are some upsetting scenes
Create a poster for display in the labs or classrooms using the British Science Week 2020 Theme: ‘Our Diverse Planet’
Years 5 & 6 – the activity pack is below – if you have some time, try some of the other activities too. Bring in some evidence (photos, mini projects etc. to show your science teachers)
Do a spot of Bird Watching – and write a report on the wildlife that is in your garden Remember – you might also see other animals visiting your garden, so record these too. Extra Challenge: make it into a scientific investigation and create a results table, bar chart and conclusion.
https://www.bbc.co.uk/bitesize/subjects/z2pfb9q
https://www.britishscienceweek.org/app/uploads/2020/02/BSA_BSW_Primary_1019v20-2-1.pdf
http://sustainability.leeds.ac.uk/wp-content/uploads/2016/01/Common-Garden-Birds.jpg
3. Come up with a sequence of jumps that you can synchronise and which includes changes of height, flight and shapes.
4. Create a short dance to a particular piece of music. Choose your year group theme as your stimulus. (Year 5 – Africa, Year 6 – Musicals, Year 7 Cheerleading, Year 8 – Own choreography choice) or just to any music you enjoy! Create the dance and either draw out the movements with the help of their parents or video it and email it to the teacher.
5. Fitness Personal Challenge - Every other day see many of the following exercises you can do in 60 seconds. Record your score and try to improve it each time you do it! Star jumps, sit ups, burpees, and press ups. Speed skips (if you have a skipping rope).
6. Find a 30 minute physical activity workout that is appropriate for your age from a fitness magazine or fitness website – have a go at the routine from home.
7. If you have one – wear your fitbit or pedometer at home. Set up a group of friends to compete with and email each other your results each evening.
8. Design a 5 minute exercise routine you can lead your family in. You could include running, sit up, press up, marching on the spot, touching your toes – add music to make it more enjoyable!
TV Challenge; if you are watching TV during the evening, complete one of these challenges in each advert break; - Hop on one foot (change every 30 seconds
- Walk around the room on your tip toes
- Hold a wall sit for the whole break!
- 15 sit ups (repeat 3 times)
- 15 press ups (repeat 3 times) | 1,645 | 860 | {
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PARENT COMPLAINT POLICY / GRIEVANCE PROCEDURES
(Developed and endorsed by Governing Council September 2012- Updated May 2017)
RATIONALE
The staff and parents of Gulfview Heights Primary School are committed to providing the best possible learning environment and outcomes for our children. For this to occur it is imperative that positive working relationships exist between all school community members. Clear lines of communication including a defined process for dealing with issues of concern contribute to this partnership. It is important that we work together through issues of concerns using positive and constructive processes.
GUIDING PRINCIPLES & VALUES
Our school values of Respect, Integrity, Excellence, Collaboration & Empathy are at the core of this policy and our commitment of 'Working together to reach New Heights' (as defined by our school motto). As such:
- Safety and wellbeing of students is our foremost priority.
- Parents / carers have a right to raise concerns and can expect these to be considered in a confidential, timely and impartial manner.
- Everyone has a right to a safe and respectful learning environment.
- We endeavour to resolve all issues at the school level in the first instance.
- Meetings to discuss issues / concerns will be suspended if any person(s) behave in an offensive or threatening manner.
- Staff and parents / carers concerned have a responsibility to enact any changes, recommendations or agreements in a positive way to enhance the learning environment.
CONFIDENTIALITY
Confidentiality will be maintained at all times. It is essential that all parties involved respect this right and ensure that information remains only with those directly involved with the issue.
TRUST
A trusting relationship where information is shared with integrity will assist in the resolution of issues.
| STUDENTS’ RESPONSIBILITIES | PARENTS’ RESPONSIBILITIES |
|---|---|
| STEPS:- 1. Look at the ‘Wheel of Choice’ and think about a way to resolve the problem. 2. Talk to the person about the problem. 3. Talk to a teacher, support worker, Deputy or Principal about the problem at an appropriate time. 4. If you feel uncomfortable, speak to a trusted adult who you feel comfortable with (someone on your network). 5. If the problem is not resolved speak to your parent(s) / caregiver(s). 6. If the problem is still not resolved keep asking a trusted adult for help. 7. When sorting out a problem you must keep the information to yourself. | STEPS:- 1. It is inappropriate to enter school classrooms or offices about a grievance expecting to speak to staff without prior arrangement. Contact can be made with the appropriate staff member via telephone, email or face to face. Please arrange a mutually convenient time to meet with the staff member. 2. Let the staff member know what you consider to be unjust or unfair action. Be prepared to engage in a calm and open dialogue about the issue. Otherwise the discussion may be left for another time. 3. Allow a reasonable timeframe for the issue to be addressed. 4. If the grievance is not addressed arrange a time to speak with Principal – Mr Chris Zunis or Deputy- Mrs Susie Searles (Ph: 82589959) 5. If the issue is still unresolved, or is about the Principal please arrange a time to discuss it with the Education Director – Mr David O’Brien Ph: 08 8256 8259. 6. If you are unable to resolve the issue with the Regional Office you may discuss the issue with the Parent Complaint Unit Ph:1800 677 435. 7. Confidentiality needs to be maintained at all times. |
Note:
Parent(s) with a grievance about a specific School Policy are advised to:
- Arrange a meeting time with the Principal to discuss your concerns in the first instance.
- If you are still unhappy arrange a time to resolve the issue with the Regional Director.
- Allow reasonable timeframe for the issue to be addressed.
- If the issue remains unresolved by Regional Office staff, or you are unhappy with the outcome, contact the Parent Complaint Unit. | 1,761 | 854 | {
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St Thomas More Catholic Primary School Parent Charter
St Thomas More CPS has a Code of Conduct that everyone involved with the school should follow. This Parent Charter provides statements which assist parents become more aware of their obligations as a member of the St Thomas More Catholic Primary School Community giving examples of how to follow the Code of Conduct and provides advice on appropriate behaviours that should be modelled to others at our school. We recognize that parents are the primary educators and care givers of their children. We appreciate the involvement of parents within our school community and the contribution each parent makes.
As integral members of our Catholic School Community, parents should:
Value and respect the Catholic identity of our school with its rituals, traditions, symbols and beliefs.
* Parents who choose to send their children to our school do so with the expectation they will participate in Catholic practices and learn the teachings of our Catholic faith.
* We are a Catholic school.
* Parents should act as role models by reflecting the values and ethos of our school.
Support children in all educational endeavours both at school and at home.
* Having children at school for the commencement of the day is important to their self-esteem and shows an interest in their learning.
* Help children to discover that it is often the process that is experienced rather than the end product that makes it all worthwhile; that giving of your very best is what matters rather than comparing against what others can do.
Support St Thomas More Catholic Primary School and the bodies who represent the families of our school.
* Parent skills and experience that is volunteered at school permits the students a greater opportunity to participate in learning programs that allow the development of a range of skills and knowledge.
* Actively contribute to the life of the school through parent bodies (eg supporting P & F, respecting Board decisions).
* Have confidence in the professionalism, skills, knowledge and experience of the staff and allow them to effectively do their job.
* Fulfil obligations to pay all fees and levies in a timely manner and seek advice from the Principal should financial difficulties occur.
Contribute to the development of a safe school environment.
* Under no circumstances is a parent to approach another child while they are in the care of the school to discuss or chastise them because of their actions.
* Work collaboratively with the staff of the school whilst advocating for your children in a positive and respectful way
* Inform staff members where intimidation, bullying or harassment occurs, as it is not tolerated.
* Support the Whole School Behaviour Management plan.
Contribute to a welcoming and inclusive community based on the Christian values of respect, love and courtesy.
* Listen, talk collaboratively and share relevant information with teachers and the school staff to understand and resolve any issues, misunderstandings or concerns.
* Treat every member of the school community with courtesy and respect. Speak about others as if they were standing there with you.
* Approach the classroom teacher should an issue arise with your child. If a resolution is not reached, then it is appropriate to involve the Leadership Team. If parents remain dissatisfied with the result, then a formal complaint can be made or the matter can be referred to the Director, Catholic Education WA.
* Confidentiality is of prime concern. Parents and volunteers should not discuss any information they obtain at school with anybody, other than the classroom teacher or school Leadership Team.
* Value and respect the diversity of different cultures within the school community.
Use Social Media appropriately and responsibly.
* Negative comments regarding the school or any of the pupils/parents/staff members at the school, on social media sites (eg Facebook, Instagram, Twitter etc) should not occur. Any concerns you may have about the school must be made through the appropriate channels by speaking to the class teacher or a member of the Leadership Team, so they can be dealt with fairly, appropriately and effectively for all concerned.
Respect and support school policies and procedures.
* Be patient. Teachers are busy teaching your children. They cannot take phone calls or answer emails immediately.
* All policies and procedures are put in place to ensure the safety of the students and allow for optimum learning and best practice to occur.
*In this Parent Charter, the term 'parent' includes carers and legal guardians
school premises.
*Should parents choose to consistently or deliberately not follow the guidelines set out in the Code of Conduct, they may be excluded from the | 1,932 | 870 | {
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The Unit in Science this week is Changes in Ecosystems Please review these words and definitions with your child:
1. inherit-verb- receiving of parents' genes
2. trait- noun- a distinguishing characteristic or feature
3. mutation-noun-a change in an organism's genes
4. structural adaptation-noun- a body part that helps the organism survive
5. behavioral adaptation-noun- an inherited behavior that helps animal survive
6. pesticide-noun-a poison that kills insects
7. extinct- adjective- when there are no members of a kind of organism left alive
8. DNA- noun- (deoxyribonucleic acid) is a chemical shaped like a
twisted ladder and chromosomes carry the instructions for the cell to do its job
Spelling Words List #13
receive respectful
respectfully agreement
unfortunate majority
elaborate citizen
necessary divide
9. recovery-noun- return to good health
10. species- plural noun- the lowest level of classification
*Notes to Parents/Guardians*
Please make sure your child is reading at least 30 minutes outside of the reading they complete in school each day. It will greatly benefit their reading fluency as well as their comprehension in ALL subjects!
Si uste tiene alguna pregunta, llame por favor, a la escuela al 208544-2158. Gracias, Mrs. Astle,email@example.com
-
- Daily Language Review Week 29
-
Parts of Speech Review (nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions, interjections)
- 4 main parts of a complete sentence: begins with a capital, has a subject, contains a predicate, and has proper end punctuation)
- Homophones and homographs
- Antonymn and Synonyms
- Figurative Language: alliteration, onomatopoeia, similes & metaphors, personification, hyperboles, puns, idioms, imagery
- Poetry Review
Science
Changes in Ecosystems
Listed here are the Mathematical Practices endorsed by the National Council for the Teachers of Mathematics:
Students in all grades are expected to use these in their learning and understanding of mathematics:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
8. Look for and express regularity in repeated reasoning.
7. Look for and make use of structure.
We'll be reviewing and always continuously practicing all previously taught 5 th Grade Standards including. Not only are students expected to solve the algorithm to these processes, but could solve multi-step problems of realworld scenarios using them.
Some of the concepts we've already learned:
Fractions—Adding, Subtracting, Multiplying & Dividing
Area, Perimeter & Volume: Real-World Problems
Decimals: Adding, Subtracting, Multiplying, & Dividing
Percent: convert between fractions, decimals, and percent
Coordinate Plane: plot pairs (x, y)
Place Value Understanding: understanding that each digit on the place value chart (from R to L) is 10 x more than the digit to its right. | 1,445 | 688 | {
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Discover the variety of living things using simple classification. Information gathered can be used to compare species and make connections between them. Identify species and map their locations using close observation.
Activity 5 Species hunt
| Curriculum area(s) | Resources needed |
|---|---|
| Literacy and English Listening and talking; reading; writing. Science Planet Earth – biodiversity and interdependence. Social Studies People, past events & societies; people, place & environment. | Collecting pots For mini-beasts and natural finds. Species identification keys & checklist Small flags made with card taped on cocktail sticks. Materials Ball of wool, chalk; digital cameras; letters of the alphabet – laminated or chunky plastic versions. |
Main activity description
Species hunt
Tell your pupils the game is to 'collect' as many species as possible, by ticking them off against the pre-prepared checklist. This provides an opportunity to discuss different types of species. Pupils can be split into groups and each group given a particular category to survey. They can be given different types of habitat to explore outside. They may find some sites support few species while others have a greater variety. Gather together again to discuss the reasons why this might be. Pupils can discover that different species have different needs.
Chains and webs
Connections
Ask your pupils to stand in a circle, in their bug/ tree/flowers/bird groups. Use the ball of wool to make connections between species. For example – were any bugs found (eating) a plant? The plant group pupils pass on the wool to the bug group, holding on to the free end. Would a bird eat a bug? Pass on the wool. As they join up the wool, they can discover that species are interconnected. You could play throwing a beanbag instead, to show energy passed between species, or write the names of the species found on the ground, and draw connections with chalk.
Extension activities
Researching individual species found can provide information to begin to construct food chains and food webs. A more sophisticated variation on this could include the use of keys to identify species found. Laminated keys that you can use outdoors can be very useful. Share out the alphabet letters. Working in pairs or independently, give pupils 5–10 minutes and a marker flag, to find a living thing in the outdoor area that begins with the letter they have. Each person/pair can write on their flag the name of their living thing. Go on a guided tour, where each person or team introduces their bit of the biodiversity alphabet.
Sources & further inspiration
Develop a small plan model of your school grounds
Pin the biodiversity marker flags to it. This helps to show what is there already and can be used as a discussion point for improving your school grounds for wildlife. For example, if you find it hard to find something beginning with every letter, perhaps you need to encourage a greater variety of life in your school grounds! This work can help to support the Biodiversity element of your Eco-Schools work.
Natural Leaders Environmental Games and Activities folder available from the National Trust for Scotland. E-mail: firstname.lastname@example.org
Field Study Council identification keys
www.field-studies-council.org/publications
Explore diversity within species with the schoolgrounds activity 'Spot the difference' available through the LTS outdoor learning website. www.ltscotland. org.uk/outdoorlearning via 'school/centre grounds – resources' subsections. | 1,449 | 707 | {
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What is an altar?
Terrence looked around the dining room after his mother had arranged it. He felt that it looked as though there was more room. He liked it. He scanned the room one last time before he gave his opinion to his mother on the work that she had done. That's when he spotted it, a small table with a cloth on it in the corner. "Mom," Terrence said "what is this table for. There is nothing on it. Did you forget to take it out?"
Terrence's mother looked at him "No, Terrence, that is going to be the new family altar."
"What are you going to put on it?" asked Terrence.
"Well, I am planning to put some Pagan stuff on it, a few pictures, and some things I am going to gather off the ground from outside," said his mother with a big smile as she stroked his hair.
"I don't know what that is!" Terrence exclaimed.
"You don't know what?" asked his mother.
Terrence turned toward her and said, "I don't know what an altar is."
"Well, it is either something that is used as a center for worship," said his mother, "or in honor of those who are special."
Activity-
* Get some index cards, it doesn't matter if they are plain or lined.
* Have you child draw the different types and uses of altars, one on each card. Have them make a list of the things that make up the type of altar on the reverse side. There are many different kinds and uses of altars and you can go in any direction you want with this. Some ideas of the types and uses of altars along with the things that make it up are below in case it is the direction you feel comfortable going in:
Uses:
Shrine - made in honor of others (ancestors, Gods, Goddesses, Holidays, etc…) Ritual Altar - adorned with items needed for a specific ritual Working Altar - ready to do specific things only (devotions, magickal workings, etc…)
Types:
1. Room Altar - altar that completely covers a room
2. Portable Altar - an altar that is moved from place to place
3. Temporary Altar - altar that is prepared, used
4. Permanent Altar - altar that sits in one place all the time
5. Nature Altar - alter that is outside and set up all the time
6. Semi-Permanent Altar - alter that is set up using a permanent fixture then tore down when not in use
* After all cards are made simply shuffle through them and have you child either read them or you read them. Have your child then explain them in a few words. You can play this game a little each day or a lot in one day. As you play try and get faster and faster shuffling through the cards. The goal is for your child to go really fast when either they read or you say the altar type or use.
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AP Spanish Language and Culture SUMMER ASSIGNMENT 2019-2020 Ms. Cole
firstname.lastname@example.org
Due date: September 13 th , 2019
Estimados estudiantes de AP Spanish Language and Culture,
¡Bienvenidos a la clase de español!
You have chosen to take a rewarding and challenging AP course next year. I welcome you in this journey in exploring six major themes of study.
Themes for AP Spanish Language and Culture
1. Families and Communities
2. Science and Technology
3. Beauty and Aesthetics
4. Global Challenges
5. Personal and Public Identities
6. Contemporary Life
Your Assignment
This assignment is divided into 4 different parts. Please read through the entire description because you must complete activities in all four parts.
Assignment # 1: Familiarized yourself with the exam
Become familiar with everything that is published on the AP website about this exam.
a. Look at the tips that the College Board suggests for you: https://apstudents.collegeboard.org/
b. When you have done this, please write a short summary (70-80 words) in Spanish of what you learned about the exam. Include some ideas of how you will be able to study best over the course of the year. (25 points)
Assignment # 2:
You will read three articles in Spanish from a Spanish language newspaper or magazine. You may choose articles that are interesting to you and appropriate for school. Please do not choose more than two articles on the same topic. These articles must be written in Spanish and may not be translations of an article in English. Prepare a short summary in Spanish of each article (8-10 sentences). Make a list of important vocabulary words (5-8) and their definitions in Spanish. Print a copy of the article and be sure to include the reference from where you obtained the article. You may want to get your articles from the websites,
a. http://news.bbc.co.uk/hi/spanish/news/
b. La Nación Argentina http://www.lanacion.com.ar/
c. El País (España) www.elpais.com
d. Centro de Noticias ONU http://www.u.org/spanish/News/
e. Univisión www.univision.com
f. Yahoo en español http://espanol.news.yahoo.com/
Assignment # 3: Writing
You will write 2 journals entries in Spanish. You may not get help from a friend or website but you may use the dictionary if needed. You should be creative and your information does not have to be true, but your writing should be organized and make sense to the reader. You must use the ideas below for your journal entries:
a. A letter to a famous or admired person
b. An essay to describe an ideal job, country, university
c. An autobiographical description of your family's most important tradition
d. An original poem, song or story
e. A description of a favorite movie, book, musical group
f. A biography of a superhero, famous person, favorite person
g. An essay to explain the importance of vacation and time off
h. An essay to describe a new summer holiday
i. A list of the top 10 reasons you are taking AP Spanish Language
Assignment # 4: Speaking and Listening to Spanish
You will practice listening and if possible, speaking in Spanish. You should complete 3 hours of listening and/or speaking. You may repeat an activity in this part. You must write a short summary of the activities you choose but remember the emphasis is speaking and listening.
a. Interview a Spanish-speaking friend, neighbor or family member.
b. Write a brief description of the conversation.
c. Watch a movie or television show in Spanish. Write a short summary of the plot or action.
d. Listen to the radio in Spanish. Write a brief description of what you heard.
e. Visit the local Latino community. Write about a visit to a Latino restaurant, market, theater, and video store or library program.
f. Volunteer to work in the Latino community. Contact the Hispanic Committee for a list of opportunities. | 1,716 | 853 | {
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Wildlife Recording Sheet
Birds in the garden
| | Blackbird |
|---|---|
| Blue Tit | |
| | Chaffinch |
| Coal Tit | |
| | Crow |
| Goldfinch | |
| | Great Tit |
| Greenfinch | |
| | Gulls |
| House Martin | |
| | House Sparrow |
| Jackdaw | |
| | Pied Wagtail |
| Pigeons/Doves | |
| | Robin |
| Siskin | |
| | Song Thrush |
| Sparrowhawk | |
| | Swallow |
| Swift | |
| | Wren |
Animals in the garden.
| | Nov | Dec | Jan | Feb | Mar | Apr | May | Jun | Jul | Aug | Sep |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Cat | | | | | | | | | | | |
| Frog | | | | | | | | | | | |
| Mouse | | | | | | | | | | | |
| Squirrel | | | | | | | | | | | |
Invertebrates (bugs) in the garden.
| | | Nov | Dec | Jan | Feb | Mar | Apr | May | Jun | Jul | Aug | Sep |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | Aphids | | | | | | | | | | | |
| Bees | | | | | | | | | | | | |
| | Beetles | | | | | | | | | | | |
| Butterflies | | | | | | | | | | | | |
| | Ladybirds | | | | | | | | | | | |
| Moths | | | | | | | | | | | | |
| | Slugs/snails | | | | | | | | | | | |
| Wasps | | | | | | | | | | | | |
| | Worms | | | | | | | | | | | | | 1,084 | 653 | {
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HOME LEARNING ROUTE
Be an astronaut
Key Stage 2 • Science
Be an astronaut for the day and write a diary from space.
Load the lesson » See more »
To view these resources, you will need a Discovery Education Espresso subscription.
Preview of pupil steps:
1. You're being sent to another planet! Your mission is to travel to a different planet in the solar system and write a diary about what you experienced and felt. Click step 2 to start preparing!
2. Watch this UFO diary video. What facts about Earth did you spot? What else do you know about Earth that you could have added to the story? How would this information change if you were describing a different planet?
3. Choose a planet to visit. What would it be like to go there? What would it look like? How easy or difficult would it be to move across the surface? What would it remind you of? Would there be any noise?
4. Read the example diary and then write one of your own. What facts about your planet will you include? Help someone reading your diary to understand what it was like by comparing it to other things you have seen, felt or done. Click 5 for ideas on how to make your writing flow.
5. Have you used words and phrases to show time and cause? How could you use this to help improve your diary and make it easier and more interesting to read?
What are home learning routes? Help children learn from home with these ready-made routes through Discovery Education Espresso content. The routes include video, text and glossaries for learning, as well as art, design and creative writing challenges for children to apply and demonstrate what they know.
Home learning routes
Help children learn from home with our ready-made routes through Discovery Education Espresso content. The routes include video, text and glossaries for learning, as well as art, design and creative writing challenges for children to apply and demonstrate what they know.
How to load a lesson:
1. Go to discoveryeducation.co.uk/homelearning
2. Enter your school's Discovery Education Espresso home access details.
3. Find and click the lesson you wish to load.
4. Follow the instructions/questions within the yellow band (above the resource). You can click the left or right arrows to move the text along.
5. Once you've finished step one, move onto step two. Continue through the steps until all are complete.
6. Important: Now you have completed the lesson, click the "Exit" button (top-right) to return to the full Espresso service.
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Coping Skills by Prevent Child Abuse America
"As a scientist, I know that the risk to our children for experiencing child abuse and neglect during times of extreme stress and uncertainty, like anticipation of natural disasters and outbreaks like this, is actually quite high. School and workplace closings greatly increase stress in parents lives, resulting from loss of income due to unpaid leave, an unexpected or irregular need for childcare, and even food insecurity when school meal programs and other valuable resources become unavailable. Also, an unintended consequence of social distancing is separation from social support and connectedness, which science shows are protective of mental health and positive parenting and discipline strategies." – Melissa T. Merrick, President & CEO, Prevent Child Abuse America
Connect with family, friends, and neighbors (from a safe distance):
* Call/Skype/FaceTime/Zoom with your loved ones that do not live in your home
* Look at photo albums or create a family tree
* Write letters and make cards
* Host a virtual meal, book club, dance party, etc.
* Play an online game with others
* Go outside and talk to a neighbor from a safe distance
Tips for Staying Active & Engaged as a Family:
* Play cards, board games, do puzzles
* Make art or do crafts together
* Cook and bake together (great opportunity to talk about math as you prepare the recipe)
* Build forts, design marble runs, make an obstacle course, etc.
* Make up a play, perform a concert, create an art gallery, put on a puppet show
* Have a dance party, do fitness activities together
* Write stories or poems and read them aloud, have story time
* Go outside and garden or do yard work together
* Pick a topic that you want to explore/research as a family – sports, animals, astronomy, etc.
* Sing and play instruments
* Establish routines – it is more important now than ever to create a sense of structure at home with device-free meal times, physical movement, and a balance between academics/work and enjoyable activities that can reduce stress, as well as provide opportunities to connect with family and friends. Also, eating healthy meals, exercising, and getting adequate sleep are essential to physical and emotional health.
For more information on how to manage stress and anxiety and for other resources for parents on how to talk with children about COVID-10, establish routines during school closures, and modeling proper hygiene, visit the Prevent Child Abuse America website:
https://preventchildabuse.org/coronavirus-resources/ or call 1-800-244-5373 | 1,078 | 524 | {
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History littered with failed Mars probes
History littered with failed Mars probes
Irene Klotz, Reuters
(Reuters) - NASA's Mars Climate Orbiter was about a week away from wrapping up an 11-month journey to the Red Planet in 1999 when engineers noticed a problem the spacecraft, designed to study Mars' environment, was not where it was supposed to be.
The gap grew alarmingly over the next few days. On September 23, Climate Orbiter began the brake to enter Mars' orbit as planned, but disappeared behind the planet 49 seconds early, severing radio contact with Earth. It was never heard from again.
Launching probes to Mars is not for the faint of heart. Out of the 40 spacecraft dispatched to the Red Planet, only 14 lived to fulfill their missions.
Against those grim odds, NASA is poised for its most unorthodox and risky landing yet. The $2.5 billion Mars Science Laboratory is scheduled to touch down at 1:31 a.m. EDT Monday (0431 GMT) next to a mountain that may harbor life-friendly environments.
"This is the hardest NASA robotic mission ever attempted," NASA's associate administrator for science John Grunsfeld told reporters during a pre-landing news conference last month.
To deliver the one-ton robotic geologist near the mountain's base, engineers designed a contraption that would make cartoonist and inventor Rube Goldberg beam. The rover, about the size of a Mini Cooper car, is too heavy to bounce to the planet's surface in airbags or fly itself with rocket thrusters, systems successfully used by six previous NASA landers.
Instead, Mars Science Lab will be lowered to the ground on a tether spooled out by a flying platform that works like an aerial crane. NASA is the first to admit the idea sounds crazy, but managers are convinced it will work.
"We've done everything we could. We've tested everything we could test. We built everything to the best of our ability," said Doug McCuistion, who oversees NASA's Mars exploration programs. "Once you understand it, it's not a crazy concept."
History is not on NASA's side, though the United States has fared far better than Russia [1] when it comes to Mars exploration. Out of 19 attempted missions, Russia and the former Soviet Union have had only a few partial successes.
Launch failures claimed nearly half of Russia's probes, including the ambitious Phobos-Grunt sample return mission last year. Other spacecraft sailed blindly past Mars or burned up in the planet's atmosphere during landing attempts.
Page 1 of 2
History littered with failed Mars probes
Published on Electronic Component News (http://www.ecnmag.com)
Newcomers Japan and China [2] have fared no better. Only Europe, which operates the Mars Express orbiter, has had beginner's luck on Mars.
"We learn from these things even if they aren't successful," McCuistion said.
Investigators have attributed the failed 1999 Climate Orbiter mission to human error: The flight software used metric units while the ground system that wrote the code used Imperial measures.
Two months later, a companion lander bit the dust - literally - when its rocket engines apparently shut down too early, causing the probe to crash to the ground.
And even when the engineering is perfect, Mars itself can throw mean curve balls. NASA's Mariner 9 and two Soviet orbiters arrived in May 1971 to find a global-wide dust storm in progress.
"We don't have the capability to predict these things," McCuistion said. "That is why Mars wins an awful lot of the time."
(Editing by Cynthia Johnston and Jackie Frank [3])
Source URL (retrieved on 07/23/2014 - 6:56am):
http://www.ecnmag.com/news/2012/08/history-littered-failed-mars-probes?qt- most_popular=0
Links:
[1] http://www.reuters.com/places/russia
[2] http://www.reuters.com/places/china
[3] http://blogs.reuters.com/search/journalist.php?edition=us&n=jackie.frank& amp;
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ASSESSMENT POLICY
Assessments are essential to track progress and are the most crucial resource for a continuous, efficient, and inclusive growth of a learner. It is an impactful and positive process to provide feedback to learners for their holistic development and diagnose the strengths and areas of improvement. All domains of learning are particular in their nature and require precise and innovative techniques to test and provide guidance. Annual assessments are limited with their approach as they are unable to provide the necessary support and guidance at the hour of need; with the introduction of PYP, consistent and continuous assessment enables learner – facilitator interaction and feedback frequent, making the improvement and growth journey effective, progressive and ongoing.
How and When we assess?
Assessments are regular and active practice assessing learners daily in a multidimensional manner.
* Observation: Learners are observed systematically and regularly in their class on different activities and exercises. This helps in monitoring and assessing behaviors and attitudes towards different aspects of learners' life.
* Quizzes: Frequent and short quizzes help in collecting information about how much a learner have grasped the topics and quick feedback can be provided for continuous learning.
* Open-ended tasks: Learners will be tasked to communicate & present their views through presenting stimulus, enabling the learner to engage their skills of research, problem-solving, presentation, writing, personal expression etc.
* Performance assessments: Assessment of the various manner of their expression through activities such as dance, drama, and other co-curricular activities. Through science projects and other investigational exercises we can also assess their experimental expression also through.
* Peer – assessment: Peers guidance and feedback influence the progress exceptionally as learners get highly influenced by each other.
* Self – assessment: Self – evaluation is the best way to push and work towards excellence. Self-reflection is the most crucial concept in any form of assessment; learner identifies, help, develop insight, guide and recognize his/her own progress, which leads to self-motivation.
* Parental Assessment-Parents assistance will be taken to assess their wards during independent inquiry, a fair assessment is expected
The primary goal of assessment is to provide feedback on the learning process by collecting information about a student's knowledge, ability to utilize, and attitude toward a discipline, as well as forming conclusions from that evidence for a variety of objectives. Assessment includes acquiring and assessing data on a student's performance in numerous vital aspects of learning, such as Knowledge, Concepts, Attitudes, Skills, Actions, Learners Profile.
Reporting
After assessment, feedback and feedforward is necessary for the growth of the learner. Feedback should be efficiently communicated to encourage the child to accept and incorporate the advice, suggestions, feedbacks and feedforward in order to expand the horizon of development. Crucial elements for Effective Reporting for individuals are:
* involvement of parents, teachers and peers
* communication of strengths, area of improvement, and guidance
* interaction from the learner to know and solve the issues one is facing
Reporting and communication of feedback and feed forward is the most important tool for an overall development of the learner. It helps in building confidence and providing the support and scaffolding needed for the learner's successful journey. | 1,508 | 638 | {
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Fall 2014
To Locate an Eat Smart New York Educator in your area visit our website:
http://ww.otda.ny.gov/ programs/nutrition/ contacts.asp
Or Call:
1-800-343-8859
X 2-3008
EAT SMART NEW YORK!
Pack up Your Fruits and Vegetables
Add fruits and vegetables to lunches that you pack for yourself and your kids! Here are some easy ideas for your meals-to-go:
Fill your sandwiches with vegetables! In addition to lettuce and tomato, try bell peppers, spinach, onions, cucumbers, mushrooms, shredded carrots, radishes, avocado, basil, mint and summer squash.
Take a salad for lunch! Leafy green salads stay fresh and crisp when you keep wet ingredients separate in a tightly sealed container (dressings, tomatoes and other vegetables with a lot of liquid, etc.)
Treat yourself to single-serve sweetness! Pack cut fruit in single-serve bags or containers and keep them in the fridge. Cut up watermelon, cantaloupe, honeydew, pineapple, and mango all last for a few days in the fridge.
Get Ready to Go!
Here are tips for preparing fruits and vegetables so you can be ready to go with snacks at a moment's notice.
Make your own salad bar! Vegetables that last well in a sealed container for a few days after chopping include carrots, broccoli, cauliflower, cabbage, green beans, radishes, bell peppers, summer squash, onions, celery or cucumbers. If prechopped vegetables get a little wilted, soak in cold water so they regain their crunch, or toss into a soup or stir-fry.
Wash and go! Greens can be washed in advance if they
Keep it colorful! Some fruits, like apples, pears an d bananas, become discolored if they are cut in advance. You can either toss them with a little lemon juice to retain their fresh color, or wash and keep them whole until you are ready to enjoy.
are dried well before stashing in the fridge. Fruits and vegetables with thick, sturdy skins can be washed ahead of time. Avoid washing delicate produce, such as strawberries, in advance– the water can make them mushy and moldy.
Peanut Butter Yogurt Dip
This creamy dip goes great with carrots, celery, apples and pears!
Ingredients:
1/2 cup plain lowfat yogurt 1 teaspoon vanilla 1/3 cup natural peanut butter Directions:
1. Combine all ingredients until mixed well.
2. Store any leftover in the refrigerator for up to 3 days.
Makes 6 servings
Nutrition facts (2 Tablespoons): 100 calories, 7 g fat (1.5 g saturated), 0 mg cholesterol, 80 mg sodium, 0g fiber, 4g protein, 0% Vitamin A, 0% Vitamin C, 4% calcium, 2% iron.
Eat Better for Less!
Eat Smart and Be Active!
Add Some Fun to Fruits and Vegetables!
Set a rainbow goal! See if you can eat vegetables and fruits in every color of the rainbow in 1 week.
Top whole grain pancakes with fresh sliced fruit like bananas, berries, peaches and pineapple. Form the slices into a silly face for a cheery breakfast!
Blend fruit with low fat yogurt and freeze for homemade mini smoothie pops!
Cut fruits and vegetables into shapes with cookie cutters for fun treats! Don't throw away the scraps. Fruit pieces can be layered with yogurt and granola. Add vegetable bits into soup or salads.
Go for a dip! Try pairing plain fruits and vegetables with a low fat yogurt or cottage cheese for dipping. | 1,393 | 759 | {
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How to winterize an above-ground pool.
The main purpose in winterizing your pool is to protect it from damage due to freezing water. Another is to keep it as clean as possible for the next season. Closing your pool properly can save you a lot of work when it comes time to open the pool for the summer.
- The first step in the winterization procedure is to make sure your water chemistry is balanced. By balancing your water chemistry you are protecting the surface of the pool from staining and etching.
- Adding a winterizing chemical kit to your water will help keep it blue and clear for the next season. Be sure to follow the manufacturer's instructions for the kit.
- Do not use a floater that contains a strong oxidizer (chlorine or bromine) as the floater will stick against the wall and stain and/or bleach your wall. For the same reasons DO NOT throw chlorine or bromine tablets into the pool. They will sink to the bottom and damage your pool's surface.
- When water freezes, it expands. This can cause great damage to your pool, pool plumbing, and its filter system. If you are closing up your pool for the winter, you should always take precautions to protect from freeze damage no matter where you live. You can never be sure that it will not drop below freezing.
- The next step is to figure out what you would like to do to protect your skimmer. Below are a few options.
1: Lower the water below the mouth of your skimmer. This will get the water out of the throat of the skimmer which can be easily damaged if water were to freeze there.
2: You can also use a Gizzmo or Blow Out Extension to seal the line. This device is a hollow tube which will collapse if water should get into the skimmer and freeze. Be sure to put Teflon tape on the threads of the Gizzmo or Blow Out Extension to make a seal and to ease removal in the spring. There is also a Gizzmo with a rubber plug end if needed.
3: There is also an Aquador that you can put over the mouth of the skimmer. This is a plastic dam which holds out the water from the skimmer, allowing you to leave the water level up for the winter.
- Drain all the water from your filter equipment and hoses.
- Start by putting a plug in your return fitting (where water returns to above ground pool).
- Disconnect your hoses from the return and skimmer or at the filter system and drain them.
- The filter should have a plug at the bottom that will allow it to drain.
- Put the multiport valve in the closed or "winterize" position and remove the pressure gauge.
- Drain the pump by removing the drain plug(s). There may be two plugs to remove here.
- After draining the pump, turn it on for a brief second to get the water out of the veins of the impeller. Do not run the pump more than a second or two because you can burn out the seal very quickly.
- If possible take the pump inside to protect it for the winter.
- If you have a chemical feeder, you should have let the chemicals (chlorine/bromine tablets) run out of your feeder so that no chemicals are left in it. Leaving chemicals in your feeder over the winter can cause damage to it and other equipment.
- You will now be able to drain your chemical feeder.
- Put all the plugs that you have removed into the pump strainer basket so they will be easily found in the spring.
- Do not put the plugs back on the equipment. If the equipment should get water in it, the plugs will prevent proper drainage.
- An air pillow (air bubble) is an optional item that can be put under your cover. It will allow easier placement of a cover pump to remove water from the sides of the cover. However, air pillows do have a tendency to deflate over the winter and are unfortunately never a warrantied item. If you do decide to use a pillow only fill it up 75% to allow for expansion/contraction and the weight of the cover.
- Cover your above ground swim pool to keep out the debris. I recommend a solid cover that keeps out all debris and sunlight. This will keep the pool totally clean and prevent most algae growth.
- The final step is to take care of the pool over the winter. Do not allow water and debris to collect on the cover for an extended period of time as this will pull the weave of the cover apart and allow dirt/debris to get into the pool water. | 1,488 | 934 | {
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Shoe Sales
This graph shows the number of running shoes that were sold over a week.
1) Complete the table using the data shown in the graph. Include the total number of sales for the week.
2) On which day were the most number of shoes sold? ____________________________________________
3) How many more shoes were sold from Monday to Friday than on the weekend? ______________
4) If each pair of shoes costs $75, what was the total amount in sales for the week? __________________
5) On the following Monday, sales increased by 5. How many shoes were sold on the following Monday? ______________
6) What was the total amount in sales for the following Monday? ______________
7) What was the profit for the week? ______________
8) During a sale, each pair of shoes is sold for $60. What is the profit on each pair of shoes during a sale? ______________
9) During a sale that lasted for a week, 325 pairs of shoes were sold?
What was the total profit during the sale? ______________
10) How much more profit did the store make during the sale than the week shown in the graph?
Each pair of shoes costs the store $40 to purchase. By selling each pair for $75 a profit of $35 is made on each pair of shoes.
©Studyladder
Shoe Sales
This graph shows the number of running shoes that were sold over a week.
1) Complete the table using the data shown in the graph. Include the total number of sales for the week.
2) On which day were the most number of shoes sold? Wednesday
3) How many more shoes were sold from Monday to Friday than on the weekend? Mon-Fri: 49 Sat/Sun: 20 29 more
4) If each pair of shoes costs $75, what was the total amount in sales for the week? 69 x $75 = $5175
13 + 5 = 18 5) On the following Monday, sales increased by 5. How many shoes were sold on the following Monday?
18 x $75 = $1350 6) What was the total amount in sales for the following Monday?
Each pair of shoes costs the store $40 to purchase. By selling each pair for $75 a profit of $35 is made on each pair of shoes.
69 x $35 = $2415 7) What was the profit for the week?
$60 - $40 = $20 8) During a sale, each pair of shoes is sold for $60. What is the profit on each pair of shoes during a sale?
325 x $20 = $6500 9) During a sale that lasted for a week, 325 pairs of shoes were sold? What was the total profit during the sale?
10) How much more profit did the store make during the sale than the week shown in the graph?
$6500 - $2415 = $4085
©Studyladder | 1,182 | 666 | {
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KIS International School Planning Template -
WWA - Week 1 & 2 - Primary School August 2021 Music
Who We Are
Understanding ourselves and others as learners helps us to develop an effective learning community
Lines of Inquiry:
* An inquiry into the elements of a learning community (Form, Function)
* An inquiry into who we are as learners (Form, Connection)
* An inquiry into the different ways we can learn together (Responsibility, Perspective)
Related Concepts:
Subject Focus
PSPE- Identity, Interactions
Social Studies- Social organisation and Culture
Language- Written Recount, Descriptive,
Oral Language - Listening / Speaking
Maths -Growth Mindset, Data Collection
| Focus LP: | Core Values | Key Concepts |
|---|---|---|
| ● Caring ● Open-Minded ● Inquirer ● Communicator ● Reflective | ● Striving for Understanding ● Nurturing Passion in Self and Others ● Taking Action Ethically ● Creating a Caring and Inclusive Community | Form Connection Function Responsibility Perspective |
Guiding Questions:
Teacher Questions:
* Who are we as individual learners ?
* Who are we? Where are we?
* Who are we as a learning community?
* What do we need for success in learning? Environment? Resources?
* How can we create an online community that honours
- balance
- inclusivity
- academic expectations
- social interactions
- emotional needs
* What are the age appropriate expectations of online learning ?
* How do we stay safe online (
https://www.commonsense.org/education/digital-citize nship/internet-safety
)
* How can we provide opportunities for students to
- Connect?
- Communicate?
- Interact with each other?
- Support each other?
- Learn?
- Grow?
* Who is within our learning community?
* Who are you as a young musician?
* How do we best learn ? What do we need to be able to learn?
* What are the expectations within our learning community?
* How do we collaborate as a learning community?
* How do we communicate as a learning community?
* What technology can we use to learn? To support each other?
* What are the expectations of our teachers, our classmates and our parents?
* How can you take responsibility
- for yourself?
- for your learning?
- within our learning community?
Connection, Community, Communication
| Learning Focus | Learning engagements - (IDEAS TO SUPPORT PLANNING) (IDEAS FOR WEEK 1 ) |
|---|---|
| Welcome Connection | Classroom agreements both in the physical classroom and the online classroom |
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"TALK. THEY HEAR YOU." ® CAMPAIGN
Why Small Conversations Make a Big Impression
Short, frequent discussions can have a positive impact on your child's decisions about alcohol and other drug use.
serious conversations about underage drinking and other drug use and will encourage them to come to you for advice.
high school, the pressure to try alcohol and other drugs increases. It's important to continue these conversations throughout the middle school, high school, and young adult years. The lessons they learn early on will influence the decisions they make about substance use in adulthood.
Talking with your child about the risks and dangers of underage drinking and other drug use at an early age is the first step toward keeping them substance-free. But as they enter middle school and
Ongoing conversations build an open, trusting relationship with your child.
Kids are more likely to avoid drinking alcohol and using other drugs when they have a strong, trusting relationship with their parents or caregivers. Get into the habit of chatting with your child every day. It will make it easier to have
Lots of little talks are more effective than one "big talk."
Sitting down for the "big talk" about alcohol and other drugs can be intimidating for both you and your child. Try using everyday opportunities to talk with them—in the car, on the bus or subway, during dinner, or while watching TV or playing video games. Having many little talks takes the pressure off trying to get all the information out in one lengthy discussion, and they will be less likely to tune you out.
Make your views and rules clear.
Take the time to discuss your beliefs and expectations about underage drinking and other drug use with your child. Review the risks and dangers of drinking alcohol and using other drugs so you're prepared to answer any of their questions. Be honest and express a clear, consistent message that all substance use is unacceptable. When they feel that you're being real and honest with them, they'll be more likely to respect your rules.
talktheyhearyou.samhsa.gov
As kids get older, the conversation changes.
What you say to a 9-year-old about alcohol and other drugs is different from what you say to a 15-year-old. Make sure the information you share with your child is age-appropriate. As they get older, you can give them more information and reinforce your rules and expectations. As they become a young adult, shift the conversation based on their level of understanding about the consequences and long-term effects of alcohol and other drug use.
Remember that the conversation goes both ways.
What you do is just as important as what you say.
In addition to talking with your child about these issues, it's also important to set a good example. If you choose to drink alcohol around them, be sure to do so in moderation
and avoid driving or getting in a car if the driver has been drinking or using other drugs. Know where you keep all of your alcohol and prescription medication, and always remind them that these substances are off-limits.
Although sharing your thoughts about underage drinking and other drug use is essential, it's also important to hear your child's point of view. Give them the opportunity to
Use Screen4Success if you think your child needs more support.
ask questions, and listen to what they have to say. Kids with parents and caregivers who listen to their feelings and concerns are more likely to say "no" to alcohol and other drugs.
Having frequent conversations with kids about the risks and dangers of underage drinking and other drug use can help keep them safe. But how do you know if your child needs more support, and where do you go to find it? Screen4Success will help you better understand your child's health, wellness, and wellbeing and find resources to help address their needs.
HELPFUL RESOURCES
Use and share Screen4Success.
Subscribe and listen to the "What Parents Are Saying" podcast.
Download and read other SAMHSA underage drinking prevention and reduction materials.
Download and use "Talk. They Hear You." mobile app.
Download and order "Talk. They Hear You." materials online from SAMHSA Store.
Download and read full "Tips for Teens" fact sheet series.
talktheyhearyou.samhsa.gov
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CSC 160 QUIZ 1 SOLUTIONS
PROFESSOR GODFREY C. MUGANDA
1. Name three examples of input devices on a computer system.
(1) keyboard
(2) mouse
(3) microphone
2. Name three examples of output devices on a computer system.
(1) monitor
(2) printer
(3) speakers
3. The part of the computer's hardware where programs and data reside while the computer is executing the program is called central memory.
4. Explain why a computer system needs to have secondary storage devices, and give two examples of secondary storage devices.
Because central memory (primary memory) is volatile. This means central memory loses its contents when power is turned off. Secondary storage devices maintain their contents even when power to the computer is off.
5. The part of the computer's hardware that fetches instructions from memory and executes them, and is regarded as the "brain" of the computer system is called the Central Processing Unit (CPU).
6. Define the notions of object and class in the context of computer programming and computer programming languages.
An object is a unit in a program that consists of data values called fields, and methods for working with those values. A class is a pattern for creating objects.
7. What are the two main characteristics of a programming language data type?
(1) values: for example, the type int has values such as -2, 0, 12, etc.
(2) operations: for example, the operation of the data type int include the standard arithmetic operators +, −, ∗, and /.
8. Explain the relationship between a class and object.
A class is a pattern for creating objects. An object created from a class is called an instance of that class.
1
9. Explain the difference between an instance member and a static member of a class.
An instance member of a class exists only in objects created from that class, and not in the class itself. Each object of the class has its own copy of the instance members. A static member of a class exists in the class itself, independently of objects of that class.
10. A class method that has the same name as the class, and is used to create instances of that class is called a constructor.
11. Name all the Java primitive types.
(1) The integral types: int, short, long, byte
(2) The real number types: float, double
(3) char
(4) boolean
12. Give an example of an assignment statement, and then describe the general format of an assignment statement by giving its two main parts and showing how those two parts are related by a third part.
Example:
```
int x; // declaration of variable x = 12; // assignment statement
```
An assignment consists of a variable on the left hand side of the assignment operator =, and an expression on the right hand side of the assignment operator:
```
variable = expression;
```
13. What are the constant values of the type boolean?
true and false.
14. Write a sequence of Java statements that asks the user to enter two integers and then prints the sum of those two integers.
15. Write a sequence of Java statements that asks the user to enter two integers and then prints
```
Scanner sc = new Scanner(System.in); int x; int y; System.out.print("Enter two integers: "); x = sc.nextInt(); y = sc.nextInt(); System.out.print(x + y);
```
Equal or
Not equal depending on whether the two integers entered by the user or equal or not.
3
```
Scanner sc = new Scanner(System.in); int x; int y; System.out.print("Enter two integers: "); x = sc.nextInt(); y = sc.nextInt(); if (x == y) { System.out.print("Equal"); } else { System.out.print("Not equal"); }
```
16. Write a Java program that asks the user to enter a sentence of their choice, and then prints the first letter of that sentence, the last letter of the sentence, and the number of characters in the sentence. Here is a sample interaction of such a program with the user.
```
Please enter a sentence: The rabbit ran fast First letter is T Last letter is t The number of characters is 19 Here is the solution Scanner sc = new Scanner(System.in); String str; System.out.print("Enter a sentence"); str = sc.nextLine(); int length = str.length(); System.out.println("The first letter is " + str.charAt(0)); System.out.println("The last letter is " + str.charAt(length-1)); System.out.println("The number of characters is " + length);
``` | 1,958 | 984 | {
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Proficient | Exemplar Essay
A Proclamation About Rosa Parks
Putting Beliefs into Actions
Clarity and Focus
The introduction provides relevant context to orient the reader to the topic and presents a clear central idea ("President Obama's speech for Rosa Parks was meant to… inspire us all to stand up against injustice in our own lives"). The essay is focused on developing and reflecting upon this idea, fulfilling the writing purpose.
Organization
A clear organizational structure is evident for the introduction, body, and conclusion. Transitional phrases show the relationship between paragraphs ("Though the fight for equal rights had been going on for years,") and help the reader follow the ideas presented.
Development
The central idea is supported with relevant facts ("When she was arrested for refusing to give up her seat to a white man on a bus") and evidence from the text ("Her courageous act of civil disobedience sparked the Montgomery Bus Boycott- 381 days of peaceful protest") that address the audience's understanding of the topic.
Language and Style
An established formal style is maintained throughout, and the essay uses mostly correct, varied sentence structure. Precise language ("injustice," "movement," "prejudiced," "defy," "emphasized") is consistently used to communicate ideas and effectively address the complexity of the topic.
Using Exemplars in Your Lessons
Exemplar essays are tools to take abstract descriptions and make them more concrete for students. One way to use them is to print the clean copies of the essays and allow students to use the rubric to make notes or even find examples of important elements of an essay - thesis statements, introductions, evidence, conclusions, transitions, etc. Teachers can also use exemplars to illustrate what each score point within a trait 'looks like' in an authentic student essay. For additional ideas, please see "25 Ways to Use Exemplar Essays" by visiting the Curriculum Resources page in Help.
Exemplar Essay
A Proclamation About Rosa Parks
Putting Beliefs into Actions
Our nation was changed because of people like Rosa Parks, who showed us that if equality is wanted, we must apply the law to everyone, not just some people. In the 1950's, everyone was supposed to be treated equally, but that was not the case. African-Americans were separated from whites and didn't have the same rights. On the 100th anniversary of Rosa Park's birthday, President Obama gave a speech about how we must work for equality, just like Rosa Parks. "We remind ourselves that although the principle of equality has always been self-evident, it has never been self-executing." This powerful quote means that while we know that treating each other as equals is the right thing to do, but for some reason, not everyone is ready or willing to do something about it. President Obama's speech for Rosa Parks was meant to celebrate her for being one of the many who put their beliefs into action, and inspire us all to stand up against injustice in our own lives.
Though the fight for equal rights had been going on for years, Parks's simple action on December 1st, 1955 brought worldwide attention to the cause. When she was arrested for refusing to give up her seat to a white man on a bus, Parks sparked a movement that would lead to the Montgomery Bus Boycott. The participants involved with this movement peacefully resisted, just as Rosa Parks had. "Her courageous act of civil disobedience sparked the Montgomery Bus Boycott- 381 days of peaceful protest when ordinary men, women, and children sent the extraordinary message that second-class citizenship was unacceptable." The men, women, and children of the boycott understood that if they fought back with violence, there would be no turning
point in their story. Realizing that if they continued to believe in equality, but not act to make it happen, they would be stuck in a prejudiced, unequal world forever. They would have to calmly and repeatedly protest inequality to defy their reputation as a lesser race. "Hate cannot drive out hate," stated Martin Luther King, Jr., "only love can do that."
In his speech, President Obama said, "It has taken acts of courage from generations of fearless and hopeful Americans to make our country more just." He emphasized what a leader Rosa Parks was, and explained how she was a part of the reason why the country we live in today is so great. She did not simply take a stand on the bus for her own desires, she stood to make a difference and change the way all people were treated. Rosa Parks was one of the great heroes of American history who helped shape our country into the nation it is today. She proved to us that freedom is not truly free: we have to work for equality, not just assume it. | 1,862 | 968 | {
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Eureka Math Tips for Parents
Multiplication and Division of Fractions and Decimal Fractions
In this 38-day module, students learn to multiply fractions and decimal fractions and start work with fraction division. Students will begin by measuring fractional parts on a number line as a concrete way of understanding fractional parts of a whole, and eventually move to more abstract fraction operations.
4 3, shown as a traditional algorithm division problem:
What Came Before this Module: We learned to add and subtract fractions with unlike denominators, moving from concrete to abstract examples.
New Terms in this Module:
Decimal divisor- the number that divides the whole and that has units of tenths, hundredths, thousandths, e.g. 1/100
Simplify - using the largest fractional unit possible to express an equivalent fraction, e.g. 4/6 simplifies to 2/3, with the denominator 3 being a larger fractional unit than 6
Familiar Terms with Some Definitions:
- Denominator
- Decimal Fraction
- Equation
- Equivalent Fraction
- Factors - numbers that are multiplied to obtain a product
- Line Plot
- Mixed Number
- Numerator
- Tape Diagram
What Comes After this Module: In Module 5, we will work with the area and volume of two- and three-dimensional figures.
- Unit - one segment of a partitioned tape diagram
- Unknown - the missing factor or quantity in multiplication or division
- Whole Unit - any unit that is partitioned into smaller, equally sized fractional units
Key Common Core Standards:
+ How you can help at home:
- Continue to practice and review multiplication and division math facts – this greatly supports work with fractions!
- Look for opportunities in daily life to discuss both fractional parts of a whole and of other fractions, e.g. What is ¼ of 20? ¼ of ½?
- Write and interpret numerical expressions.
- Perform operations with multi-digit whole numbers and with decimals to hundredths.
- Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
- Convert like measurement units within a given measurement system.
- Represent and interpret data.
Spotlight on Math Models:
Number Lines
You will often see this mathematical representation in A Story of Units.
A Story of Units has several key mathematical "models" that will be used throughout a student's elementary years.
The number line is a powerful, flexible model that students can use in many ways. In this particular module, students begin to understand the idea of fractions as division by marking a ruler or line plot with 1 2 , 1 4 , and 1 8 increments.
The number line is used beginning in Kindergarten in A Story of Units, and will continue to appear in various forms through 5 th grade. It is used to develop a deeper understanding of whole number units, fraction units, measurement units, decimals, and negative numbers. Often, the mathematical concepts in an ASOU module move from concrete to more abstract, and the number line is an important concrete conceptual step for students of all ages.
Sample Problem from Module 4: (Example taken from Lesson 5)
Note the use of a tape diagram as well as the drawing showing division of a whole number into fractional parts:
Forty students shared 5 pizzas equally. How much pizza did each student receive?
What fraction of the pizza did each student receive?
For more information visit commoncore.org | 1,501 | 701 | {
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Throughout the year children will:
- Develop their understanding of healthy eating and the importance and effect of exercise on their bodies
- Develop their fine motor control for writing through a range of manipulative activities and using a variety of hand held tools.
- Become increasingly independent in managing their own basic hygiene and personal needs successfully including dressing and going to the toilet.
Reading non-negotiables
Writing non-negotiables
* Read some common irregular words.
* Identify rhymes and alliteration.
* Join in with rhyming patterns.
* Read & understand simple sentences.
* Demonstrate understanding when talking with others about what they have read.
* Make basic predictions.
- Write simple sentences which can be read by themselves & others.
- Write name (correct upper & lower case).
- Use capital letters and full stops to demarcate sentences.
- Write clearly demarcated sentences.
- Correct pencil grip.
- Correct letter formation for familiar words
* Identify start & end of a sentence.
Maths Non-negotiables
* Count reliably to 20.
Maths
vegetables etc.
Nativity & Advent lanterns/banners
Printing
Role Play/being imaginative: TV – role play, interviews with favourite characters, interviewing each other etc. & Home role play & small world. Exploring musical instruments/ creating music on ipads. Singing topic based songs & rhymes.
Role Play/being imaginative: Post office & Gruffalo Cave role play. Dramatisation of stories (Rama & Sita/Gruffalo's Child) Singing topic based songs & rhymes. Dance – animal movements.
Role Play/being imaginative: Role Play – Fire service Dance/Music – exploring fast and slow, high and low rhythms/sounds/movem ents etc. Singing topic based songs & rhymes.
Role Play/being imaginative: small world. Dramatisation of story Singing topic based songs & rhymes. Exploring different sounds or instruments
Role Play/being imaginative: role play. small world. Singing topic based songs & rhymes. Dance/Music – movements & sounds, exploring a variety of instruments.
Role Play/being imaginative: Singing topic based songs & rhymes. Small world Role Play – travel agent Dance/Music
On-going access to the Creative area
- Resources used throughout year: watercolour, ready mixed paints, oil/pastels, pencils, felts, charcoal, collage, wax resist, printing. - Different types of dough/malleable materials each week for children to explore.
OurLong term planning indicates themes and focus throughout the year. We use observations of children's play/learning and an assessment of their needs to inform weekly/ daily planning. The content of planned themes will be modified according to children's interests. | 1,255 | 608 | {
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The Periodic Table Lesson 9 - Review 1
Science
Chemistry - Key Stage 3
1
What have you learnt already?
1. What is an element?
2. How many electrons fit on the first shell of an atom?
3. What does the mass number tell you about an atom?
What makes a good flash card?
What's the problem?!
Example 1:
Example 2:
Example 3:
Elements key facts Atoms
* Elements are made of one type of atom
* Atoms are the smallest piece of substance that exists
* Atoms contain protons, neutrons, and electrons
* Protons: +1, mass 1, nucleus
* Neutrons: 0, mass 1, nucleus
* Electrons: -1, mass 1/2000, shells
-
* First electron shell = 2 e
* Second and third electron shells = 8 e -
Elements key facts The periodic table
* Elements are in groups (columns) of similar properties
* The staircase line separates metals and non-metals
* Metals on the left, non-metals on the right
* Elements are represented by symbols
* First letter: capital, second letter: lower case
* The modern periodic table was devised by Mendeleev
* Mass number = number of protons and neutrons
* Atomic number = number of protons (same as electrons)
Source: Oak
Elements!
True or false?
Electrons have a negative charge and are found on shells
The modern periodic table was designed by Newlands
Atoms have the same number of protons and electrons (the mass number)
Revision 1: Elements
Make at least 3 flashcards to summarise your learning about ELEMENTS
Some ideas about what you could include:
* What are elements?
* What are the charge and location of the three subatomic particles?
* What is the periodic table? How is it organised?
* Who developed the periodic table?
* How are elements represented?
What makes a good mind map?
Put the stages in order:
A: Write a sentence along the line to show how they're linked
B: Add definitions of the words, where needed
C: Write keywords for the topic, scattered about
D: Draw lines between linked words
E: Choose a topic area
ANSWER:
E,
Compounds key points
What are they?
* Compounds are made from more than one type of atom, chemically bonded
* Compounds have different properties to their elements
* Compound names and formulae are based on their elements
* The subscript number tells you how many atoms of an element is present
* Compounds are neutral, so you need to check charges!
* A metal reacting with oxygen forms a metal oxide
Compounds key points
Conservation of mass
* Atoms rearranged during chemical and physical changes
* No atoms lost or gained
* Mass before = mass after
* Chemical reactions make new products; not reversible
* Physical changes are easily reversible; no new products
* If gas escapes, mass appears to decrease
* If gas in air reacts, mass appears to increase
Compounds!
Quick fire questions!
How many atoms of oxygen are in Al 2 O 3 ?
What is formed when you react a metal with oxygen?
When they form compounds, what charge are elements in group 1?
Revision 2: Compounds
Create a mind-map to include the following:
Central word : COMPOUNDS
Keywords to scatter: COMPOUNDS
* Properties
* Names
* Charges
You will have to reference elements here too!
* Formulae
* Conservation of mass
* Chemical reactions
Bringing it all together..
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TOP 20 TIPS
for Food Safety Extension Videos & Blog Posts
Branding, ADA Compliance, Sound and Video Quality
Personal Hygiene
1 Display the UF/IFAS Extension logo at the start and end of the video, wear UF/IFAS Extension logo apparel*, and use a lapel microphone to insure quality audio. If you need help, consult the ICS team with questions. Ensure ADA compliance.
Sources of Information
2 Follow Fight BAC! ® food safety principles: COOK, CHILL, CLEAN and SEPARATE.**
3 Always include evidence-based references at the end. Use the most current and up-to-date information.***
4 Follow the FDA Food Code which provides recommendations for food safety regulations.***
Cleaning, Equipment & Sanitation
5 Use clean equipment, that is in good condition, including food containers, bowls, plates, measuring devices, jars, lids, cutting boards and cutlery.
6 Remove pets from food preparation areas.
7 Always clean and sanitize sink, cutting boards, stove and counter top surfaces. Clear clutter from counter top.
References
*
UF/IFAS Extension branding - https://branding.ifas.ufl.edu/brand-guidelines/
**Partnership for Food Safety Education/Fight BAC!® - https://www.fightbac.org/
***
Food Code/FDA - https://www.fda.gov/food/retail-food-protection/fda-food-code
***UF/IFAS Extension Food Safety/General Tips - https://sfyl.ifas.ufl.edu/archive/hot_topics/families_and_consumers/food_safety.shtml
****
Photo release form - https://branding.ifas.ufl.edu/media/brandingifasufledu/UF-IFAS-Video-Photo-Release.pdf
UF ADA Office - https://ada.ufl.edu/
8 Do not touch eyes, nose or mouth while prepping, demonstrating and/or cooking food. Do not eat or drink during your video. If you cough or sneeze during filming, re-shoot the segment.
9 Wash hands properly and often.
10 Remove excess jewelry, use hair ties, face coverings and disposable kitchen gloves, as appropriate.
11 Do not chew gum. Small droplets of saliva can contain thousands of germs.
Time & Temperature
12 Keep hot foods hot and cold foods cold. Do not hold foods in the danger zone!
13 Use a thermometer to demonstrate foods are cooked to the correct temperature.
Separate
14 Keep cooked and raw foods separate. Use separate cutting boards and cutlery for both. Demonstrate good knife safety skills.
15 Use an ice scoop. Never use bare hands with ice!
Recipes, Brand Names, & Health Claims
16 Use only vetted recipes. Ensure recipes meet all food safety standards.
17 Avoid promoting specific brand name products; Use disclaimer as needed.
18 Health claims must be backed up by evidence-based research.
Photo Releases
19 Complete a photo consent and release form for subjects in your video or blog post.****
Review & Edit
20 Have a UF/IFAS Extension Family and Consumer Sciences (FCS) agent review your video/blog prior to posting. | 1,414 | 643 | {
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2018 CHEMISTRY
1
8. Write the IUPAC name of (CH3)2CHCHO.
9.
What are amines?
10. What is Wurtz reaction?
11. Why do some non- ideal solutions show positive deviation from ideal behaviour? Give suitable diagram.
12. a. Compare two properties of lanthanoids and actinoids.
Or
1
1
1
2
2
b.
Why do transition elements form complexes?
13. a. What is optical isomerism? Draw the structure of optical isomers of [Cr(Ox)3] 3─
Or
2
b. What are chelating ligand? Give an example.
2
14.
Explain SN
reaction mechanism of haloalkanes.
15.
Complete the reaction:
│
?
16. a. Why is secondary amine more basic than the tertiary amine?
Or
2
2
2
b.
How can 1°, 2° and 3° amine be distinguished by Hinsberg test?
17. Calculate the value of Avogadro's number from the data : density of NaCl =2.165gcm ─3 , distance between Na + and Cl ─ in NaCl crystal is 281 pm (molar mass of NaCl is 58.5gmol ─1 ). 3
3
28. a. What is electrochemical series? Write one of its application. Calculate the e.m.f of the cell Cr│Cr 3+ (0.1M) ││Fe 2+ (0.01M)│Fe. [E°Cr 3+ │Cr = ─ 0.75v and E°Fe 3+ │Fe = ─ 0.45v, log 10 = 1].
Or
5
b. Write the Nernst equation for the cell:
Zn│Zn
2+
(1M) ││Cu
2+
(1M)│Cu
where E°Zn 2+ │Zn = ─ 0.76v; E° Cu 2+ │Cu = + 0.34v. Write the reaction occurring at each of the electrode and its net cell reaction. Also determine its cell potential.
29. a. (i) How is XeF4 prepared?
(ii) Mention the types of hybridization of Xe in XeF4 and XeOF4. Draw their structures.
Or
5
b. (i) Explain the basic strengths of hydrides of group-15 elements.
(ii) Give reason for the following:
a) Nitrogen does not form pentahalide like phosphorous.
b) Electron gain enthalpy of chlorine is higher than fluorine.
30. a. (i) Why are the boiling points of carboxylic acid higher than those of the corresponding alcohols?
(ii) Define the following terms and write the reaction involved in it:
A) Reimer-Tiemann reaction
B) Rosenmund's reduction reaction.
Or
5
b. (i) What is aldol-condensation reaction ? Write the reaction involved in it.
(ii) What happens when
(A) Aldehyde reacts with hydroxylamine.
(B) Ketone reacts with hydrazine.
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Quintin and Flavia were well-know throughout Tethryna for their ingenious inventions that improved the quality of life of those that could afford them. When they decided to have a child, it was more a calculated decision than anything else. They say gnomes don't have biological clocks like the other races.
Like any child, Hawkins Aurelius Fillibean Idlehands wanted to grow up to be just like his parents. But this goal was far out of reach, especially when they gave him little aid. Despite having used him to test out clockwork toys and gadgets as he grew, they gave him no training in tinkering. Then, at just 30 years old, they pushed him out of the house and into trade, forbidding him from using their names to secure an apprenticeship.
With no demonstrable skills, yet needing a living wage, he struggled to find a master craftsman in Bochen to take him on, especially those whom he thought could provide the sort of training he would need to become an inventor like his parents. Displaying his own crude clockwork toys, made of parts salvaged from failed products, finally convinced a jeweler to take him on. But after just a few months working with the jeweler, Hawkins grew bored and impulsively abandoned his apprenticeship without warning. This got him blacklisted among the tradesmen of Bochen.
After weeks of searching for another to take him on, living on scraps, Hawkins was broken. He was finally offered an apprenticeship with Jack Fletcher (…a fletcher) and accepted. He knew he had ruined his chances of making a name for himself, making his parents proud. Frustrated by his own mistakes and misfortune, he decided to start over and dig in to the opportunity that he had.
Despite his broken spirit, Hawkins was a talented craftsman. In the decades that followed, Fletcher's reputation rose, thanks in large part to Hawkins's work. They became the main suppliers of arrows for hunting and sport for the aristocracy around Bochen, even producing some gilded and silvered arrows used for ornamentation.
When the civil unrest began, the revolters grouped those who supplied weapons to the aristocrats together with the aristocrats themselves. Despite being very humble folks, Fletcher and Hawkins found themselves suddenly hated by their peers. Just days after their workshop was broken into, supplies stolen, and threats etched into the walls and workbenches, Hawkins received an unexpected summons from his parents. Unbeknownst to him, they had been observing him closely, their mysterious experiment continuing. Yet fearing that he was in serious danger, their genuine care for him became apparent for the first time he could recall. They had arranged for him to escape Bochen with an old friend of theirs, Chalel, to serve and study at BaldTop Library.
As he left the only place he had ever lived headlong into the unknown, Hawkins's parents gave him Tinkerer's Tools. His spirit was reignited. | 1,037 | 608 | {
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A 1896 Swiss Cover to Matabeleland
by Roger Heath
Ndebele warriors began the Second Rebellion against the British South Africa Company on March 25, 1896, and within a week 141 Europeans were killed in Matabeleland, an area now part of modern southern Zimbabwe. European settlers living in outlying areas went to the town of Bulawayo for safety; the farms and homesteads they left behind were mostly burned and destroyed. The settlers built a laager in the center of Bulawayo to protect the nearly 1,000 women and children who had made it to safety.
An estimated 10,000 Ndebele warriors were spread in a semicircle from the Khami River 12 miles west of Bulawayo to the banks of the Umguza River three miles to the northeast, the formation like the head of a bull with "horns" poised to strike from the sides. Over three weeks, mounted patrols went out to en-
gage and test the native warriors who were armed with various weapons, including rifles, and who seriously outnumbered the available British South Africa Company forces.
In mid-April, native attacks began within 3 miles of Bulawayo, and it was feared a much larger attack would take place. With so few defenders relative to the size of the native force, the town was vulnerable. Consequently, the European/BSA Co forces decided to go on the offensive. On April 25, 1896 a group of 115 Mounted men and 210 Cape Boys charged towards the Umguza River and made contact with a large number of Ndebele warriors. The fighting was fierce, Trooper Rowland Venables Lovett, the addressee on this cover, was shot and evacuated to Bulawayo Memorial Hospital, where he died of his wounds April 29.
It wasn't until May 11 that a relief force of 600 Rhodesians led by Cecil Rhodes fought its way to Bulawayo, linking with the defenders and allowing mail and supplies to get through. Another relief force came in from the south on May 24. Within a week, British officers arrived to take command of the various volunteer units, with Colonel Robert Baden-Powell, later to be the founder of the Boy Scouts, as second in command. Hundreds of white settlers had been killed and an estimated 2,000 native warriors died. By August 28, at the end of negotiations, armed conflict ceased. The Ndebele turned in their weapons so they could begin their planting season, in exchange for the assurance there would be no further reprisals.
This cover was mailed to Trooper Lovett, April 15, 1896 from Territet, and bears no transit marks.
However, I own another cover mailed one week earlier, April 8, that transited London April 9. Both covers have smudged receiving date
stamps that appear to be Bulawayo, Rhodesia, May 18, 1896. This date places the arrival of the Swiss letters at the Bulawayo post office between the entrances of the two relief forces. Trooper Lovett died 12 days prior to the letters' arrival, therefore never had the opportunity to read them. They were not returned; maybe there were other family members in Bulawayo who received the letters in his place.
For his participation in this military action Lovett was awarded the British South Africa Company medal engraved on the reverse, "Rhodesia Trooper. R.V. Lovett, Grey's Scouts. Died of wounds 29 April 1896 received on the 25th McFarlane's Patrol. Buried Bulawayo."
2 TELL
September 2013 | 1,419 | 784 | {
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School Food Gardens
Seeds can be used for maths, science and art
Making the most out of your outdoor classroom
Workshop For Teaching Staff
Many schools do not capitalise on the opportunities a school food garden provides for students to learn outdoors. This workshop 'Making the most of your outdoor classroom' will provide teaching staff at your school with concrete ways to utilise the green space in your school.
This workshop has been designed to provide inspiration, information, and resources that support teachers to embed learning and enhance links to the curriculum within your schools' outdoor environment.
This workshop will cover a broad range of subject matter that can be tailored to the unique needs of your school.
Workshop outline
- Introduction
- Changing the teaching norm
- The pros and cons of learning outdoors
- Benefits for students
- Activity - linking the outdoors to the curriculum
- Resources to assist teachers
- Questions and feedback
Workshop Outline
The workshop will begin with a brief introduction and a challenge to the model of teaching all classes indoors.
Staff will be provided with the opportunity to identify for themselves the pros and cons of teaching outdoors as well as some of the benefits for students.
There will be an activity that provides practical ways in which an outdoor classroom can be utilised by all teachers at each year level. This activity is tailored to a focus area that the school is currently investigating or about to begin.
.
The teaching qualities and skills required to work effectively in the outdoor classroom will be discussed and resources provided to assist staff in transitioning to teaching outdoors.
A highly interactive workshop that emphasises teamwork and staff participation, the facilitation style is informal yet engaging.
"The best classroom and the richest cupboard is roofed only by the sky"
Margaret McMillan c.1925
Workshop Facilitator
Ellen Regos is the Team Leader for the School Food Gardens Program at Cultivating Community and has worked for 25 years as a teacher and educator in sustainability.
Cost $500 (+GST) for 1hr (metropolitan melbourne schools only)
Free to schools in Cultivating Community's School Food Garden Program To find out more information or to book a staff workshop, please contact:
Ellen Regos
M 0400 507 281
E email@example.com
W www.cultivatingcommunity.org.au
Cultivating Community's first funded food garden project with schools was in 2000 working with kids from across three housing estates to grow food both at home and at school. From this very first seed sown 16 years ago the School Food Garden Program was born and has evolved into a program that still assists schools today to develop a food garden program that is tailor made to fit each school culture and community. To find out more about our program contact Cultivating Community today.
T
(03) 9429 3084
FB
www.facebook.com/CultivatingCommunity
E
firstname.lastname@example.org
© Cultivating Community 2017
W
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Discussion Questions for
1. In what ways do you think the narrator's point of view helped to enrich the narrative? Was there ever a time you when you wished there was no narrator? Why or why not?
2. The five clans of Tana and their habitats are starkly different – from mountains to seas to those who protect to telepaths. In what ways did these contrasts affect your reading experience?
3. At the start of the book, Carena is 14 years old. Did she change over the next two years? If yes, how so?
4. Which of the five clans would you call home if you lived in this world? What makes this clan more appealing to you than the others?
5. There is an illustration at the beginning of each chapter. Do you find that helpful? Why or why not? Which illustration is your favorite? Why?
6. Throughout the novel there are QR codes that take you to a page that describes the character in greater detail. Was this beneficial? Did it help to better connect you to the character? Who was your favorite?
7. Carena has an aura as do all members of her clan. What color is your aura? Would it be a hindrance or a help to you in this world?
8. When traveling through Celie hamlet, music fills the air until you move into another hamlet. What type of music would you choose to listen to all day and night?
9. A riddle sets things in motion for Fiera and Carena. They are called upon to solve that riddle and save their world. What do you think is going through their heads? If you were told you were a Chosen One, would you take on a task such as this one if it would save your world? What would be going through your head?
10. Some Blossoms live in cottages and farm while others live in caves dug out of a hillside and spend their days on the sea, fishing. Would we find you farming or fishing? What is so appealing about your choice?
11. If you had to come up with a single message or lesson to represent Fiera's and Carena's experiences so far – what would it be and why?
12. Many of the themes explored in Isle of Tana – problem solving, differences and similarities, responsibility, and leadership – are a direct result of an evil magic thrust on their world. How are those themes relevant to current events today?
13. Isle of Tana also touches on some interpersonal themes including female friendship, new relationships, fear, kindness, personal power and more. How do these themes impact the characters' lives?
14. The characters are confronted with a loss they had not experienced before. Why do you think the author added this to the storyline?
15. What do you think the author hoped her readers would take away from this reading experience?
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FALL 2011 TALKING LEAVES PAGE 19
Anigatogewi (Wild Potato Clan or Tobacco representing flesh): Members of this Clan were known as farmers and gatherers of the wild potato plants in swamps and along streams to make
"Osiyo usdi aniyvwiya" means
"hello little principal people"
In the next two issues, we are going to explore the Cherokee Clans. It is fun to learn about the clans, and then try to discover which clan your family may belong to. Talk this over with your Parents, Elders, and leaders of your band. This is important teachings about who we are as Aniyvwiya or Tsalagi flour or bread. This clan may have also been known as the Bear Clan. They are nurturers by nature and gatherers. According to the Chronicles of Oklahoma, they were originally known as the Kituwah Clan.
the word word that become a Irish,
The word "clan" comes from
"clann" which is a Gaelic means "children". "Clan"
has label for the tribal nature of
paint clans. Healers/ sorcerers and medicine men, and wise men traditionally came from this clan.
Scottish and Native societies. Clans are located in every country, and are usually identified by a symbol such as
a coat of arms, totem pole, or plants and animals.
The clan system is a very stable way to organize a society: it keeps peace between different Clans and Tribes; it provides safety for each clan member; and insures that no one goes without shelter and food; and it makes sure that the leaders are making good decisions for the people. Cherokee society is divided into 7 clans:
Aniwahya (Wolf Clan or
Panther representing
war): The Wolf Clan is the largest and most prominent clan. They provide most of the war chiefs in our history.
Aniwodi (Red Paint Clan representing death): This clan was also known as the "Corn People". Members of this clan made red and it is the smallest and most secretive of the
They named
Wildcat
Anisahoni (Blue Clan or Blue Holly representing Sky): Members of the Blue Clan were keepers of all children's medicines and caretakers of the medicinal herb gardens. became known for a medicine from a bluish colored plant called the Blue Holly and were so after it. They are also known as the Panther or Clan in some regions.
Wind vain wore a
Anigilohi (Twister Clan or "Long Hair" clan or Clan): Members of this clan wore their hair in elaborate hair styles, walked in a proud and manner, twisting their shoulders. (Hence, Twister Clan). Peace Chiefs from this clan white feather robe. This Clan is sometimes referred to as the Stranger Clan because prisoners of war, orphans from other tribes
and others with no Cherokee tribe were often adopted into this clan.
Ani Tsiskwa ( Bird Clan or Red Tailed Hawk Clan): Bird clan members are the keepers of the birds; they are the ones that give the sacred feathers and
Anikawi (Deer Clan or Bison representing peace): These clan members were the keeper of the deer, deer hunters and trackers, tanners and sewers as well as keeper of the deer medicines. They are known as fast runners and foot messengers.
In our next issue we will learn how the clans worked together for the health and happiness of the Cherokee Nation.
(This information comes from Internet postings by Bonnie Ramsey. Images are found at www.photobucket.com) | 1,490 | 750 | {
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Selecting The Right Athletic Shoes
Feet bear much of the burden for most athletic activities. Selecting the right athletic shoe is as equally important as selecting the right golf club or tennis racket. A well-fitting, well-made and properly used athletic shoe can help reduce foot problems and increase performance.
Depending on the sport of choice, there is a shoe to meet your foot care needs. Different sports call for specific footwear to protect feet and ankles. For example, a running shoe is built to accommodate the impact that concentrates on the forefoot, while a tennis shoe is made to give relatively more support to the ankles, and permit sudden stops and turns.
Following is a rundown of sports and recommended shoe type:
Cycling: Select a cycling-specific shoe that is right for you among models designed for racing and mountain biking. The casual rider without known foot problems can use cross training shoes (i.e. combination cycling hiking shoes), which provide the necessary support across the arch and instep in a shoe as well as the heel lift that cycling shoes give.
Golf: No longer driven by fashion, today's golf shoes are constructed using basic principles of athletic footwear. Advanced technological innovations keep golf shoes light and add strength.
Running: A good pair of running shoes is the most important piece of equipment for a runner. Shoe choice should be determined by weight, foot structure, and running regimen. Shoes have different shapes, and sizes are not uniform from shoe to shoe.
Tennis: Proper tennis shoes "give" enough to allow for side-to-side sliding. In addition, tennis shoes need to have padded toe boxes to prevent injuries.
Walking: The ideal walking shoe should be stable from side to side, and well-cushioned, and it should enable you to walk smoothly. Running shoes are acceptable for a walking program, but specialty walking shoes tend to be slightly less cushioned, not as bulky and lighter than running shoes.
Selecting the Right Athletic Shoes
Proper fit is the key in selecting athletic shoes. Keep these tips in mind when you're buying athletic shoes:
* Have your feet measured while you're standing
* Always try on both shoes, and walk in the shoes before buying them
* Buy for the larger foot; feet are rarely the same size
* Shoes should feel comfortable immediately, not needing a break-in period
* Shop for shoes later in the day; feet swell during the day
* Be sure that the widest part of your foot corresponds to the widest part of the shoe
* Try on shoes while you're wearing the same type of sock you'll be wearing with the shoe. | 1,004 | 523 | {
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Fall 2013 Talking Leaves Page 12
Regarding Ceremony:
People Of The Mountain
Our Private Ceremonies
You may not know that there are six ceremonies considered private that each Cherokee may use each day to enhance spirituality. These are:
1. Sunrise – Thanksgiving for the dangers of night are past and the new day is begun.
2. Going to Water – Cleansing in a spiritual way both the skin suit and the inside.
3. Food Ceremonials – including making a sacrifice of every plate of food eaten.
4. Meditation – A time to reflect and learn. There is a great guided exercise for this.
5. Sunset – Thanksgiving for the things completed.
6. Evening – Thanksgiving for the family, for the day and safety through the night's darkness.
If one of these speaks to you, why not observe it? Continue until a second or a third speaks to you. In a few months you may find yourself practicing six of these. In a few months you may find a sense of awareness of how close the Creator is to you and that your path is leading you to see the beauty of all life, to be free of much stress, and to be one with the Tsalagi! (reprinted from Fall 2005 edition Talking Leaves)
Cherokee Lullaby:
Oosti eta kahnane (Little one, go to sleep)
Ma Ma Ma Ha Ha Ne
Oosti ehe Kahlahska (Little one, sleep one)
Ma Ma Ma Ah Va Ah
Oosti eta Kahlane (Little one, go to sleep)
Ma Ma Ma Ha Ha Ne
Sung by Tom Handle, circa 1950, passed to George Pumpkin
Items on this page courtesy of Ayanvli Rick, Chief of the Medicine Keepers Band of the Southeastern Cherokee Council of Sedona, Arizona
There was once a group of people who lived in the mountains.
They never walked in reverse.
So they walked down to the village in the valley,
On one side of the mountain and returned by a trail.
They leaned to the right for hundreds of generations.
Eventually they left the mountains and spread throughout the world.
Wherever they went they always knew if someone was a relative
Because of the way they walked.
They could even read someone from the Mountains
From a Great distance by the way they walked.
Once a child left the mountains
And learned to walk BALANCED
Learned to walk both forward and in RETROGRADE.
Balanced within her body
When she returned to the Mountains no one knew her.
So she studied why they never walked in reverse.
Learned to appreciate the Circle of life
That it represented.
KNEW why they walked as they did.
The next time she went home
She walked LEANING TO THE RIGHT
And they LISTENED
Even Learned why they walked as they did
They created a new dance,
A dance that walked both forward
And in retrograde
They honored the old dance leaning to the right
And they honored the reason for the old dance
And they learned the new dance without losing the old.
By Nudvwiv Aniloquisi (Grandfather Star Singer, Medicine Priest of Nuyagi Keetoowahs.) | 1,343 | 668 | {
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Limit of Sin(x)/x
ID: 11067
Time required 15 minutes
Activity Overview
In this activity, students will graph sin ( ) x f x x = in order to visually determine the limit as x → 0.
They will confirm the answer numerically by tracing left and right limit points to capture values in a spreadsheet.
Topic: Limits
* Trigonometric functions
* Left-hand and right-hand limits
* Graphical limits
Teacher Preparation and Notes
* With the accompanying worksheet, this TI-89 activity has step by step instructions so students can explore sin(x)/x graphically, numerically and algebraically.
* A connection to the formal limit notation is considered to connect formal mathematical notation to visual representation using CAS.
* For set-up before the activity begins, have students complete the following:
o Press 3 and set Graph to FUNCTION and Angle to RADIAN. Press ¸ to save the changes, if any.
o Turn the functions off or clear them. To turn clear the functions, on the Y= screen press ƒ and select Clear Functions. To turn off the functions, uncheck them by highlighting the function and pressing †.
* The first two parts of this activity can be done with the TI-84 Plus family.
* To download the student worksheet, go to education.ti.com/exchange and enter "11067" in the quick search box.
Associated Materials
* CalcWeek03_LimitSinX_worksheet_TI-89.doc
Suggested Related Activities
To download any activity listed, go to education.ti.com/exchange and enter the number in the quick search box.
* Limits ⎯ 8997
* Sequences in Calculus ⎯ 8665
* Black Bear Cubs From Birth to One Year Old ⎯ 8317
* Exponential Differentiation ⎯ 8980
Part 1 – Graphical Limit
At the beginning the activity, the student is introduced/reminded of the concept of indeterminate. Have them consider what sin(0)
equals to understand that ( ) sin 0 0 (0) 0 0 y = = .
Students are to graph the function by typing sin(x)/x next to y1 in the Y= screen. Viewing the graph, they need to quickly approximate y1(x) as x approaches 0. The tick marks occur every 0.5 units on the y-axis.
By turning off the axes, students can see the discontinuity of the function.
Trace is then used to see the values that correspond to the graph. Values can be inputted while Trace is active by simply typing a number like 0.1.
Tip: The last xc and yc values are automatically stored in case you want to recall the value of the x and y coordinates for a calculation on the HOME screen. To see this press HOME, type Ú jd ¸.
Part 2 – Numerical Limit
Students are now led to set up the table and investigate the values.
In order to emphasize that for a limit to exist it must be approaching the same value from both sides, students will move the curser to examine both sides of zero.
Part 3 – Algebraic Limit
Students are to go to the home screen. If work was previous done, they may need to clear the screen. To do this, press 2 ƒ and select New Prob. Once this is on the command line, press ¸ to execute.
They are to find the left-hand, right-hand and regular limits.
Practice Problems
Students are given extra practice problems to complete using what they have learned in this activity. They can do the problems for homework or if there is extra time in class.
To use the split-screen, press 3 and set 'Split Screen' to LEFT–RIGHT, 'Split 1 App' to Graph and 'Split 2 App' to Table. Press 2 O to move between the graph and table.
1. 3 1 1 1 lim 3 1 x x x → − = −
2. 2 0 1 cos( ) 1 lim 2 x x x → − =
3. 1 0 lim (1 ) 2.72 x x x → + ≈ | 1,645 | 871 | {
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SPEND A LITTLE SAVE A LOT
These days our environmental footprint is becoming increasingly important. With threats on our existing environment caused by a changing climate, we can all help do our part in reducing our dependence on fossil fuel burning – and it starts with our homes.
built to be easily adaptable to your changing wants and needs as you get older. They are simple things which barely make a ripple in your budget, but will potentially save you tens of thousands later.
It's not simply what energy is burned in our homes every day to make them comfortable and livable, it's also what energy was used to manufacture their basic components in the factories. So, just how energy efficient are our homes really? Well, it's all summed up with a star rating.
A star rating is used to assess the level of energy efficiency in our homes. This rating ranges from 0-10 and judges the design of the building shell – the walls, roof, flooring and windows.
In Australia, all new builds must have a minimum rating of 6 stars. While this government mandated minimum is a step in the right direction, these 6-star homes are generally not that energy efficient and, as the Nationwide House Energy Rating Scheme (NatHERS) states, this rating 'indicates good, but not outstanding, thermal performance' (2019). All in all, we can do a whole lot better.
We've spent well over a decade now becoming expert in constructing genuinely energy efficient homes — 7, 8 and even 9-star — that are not only supremely high quality builds so will last for generations, but are truly energy efficient, carefully choosing materials and components that were made right.
By carefully considering many 'passive' elements of our homes' design, we can create a far more energy efficient home that will save you money from day one. Strategically crafting a home to work with — and not against — the natural environment will result in a far more liveable home that uses the natural elements to reduce energy usage.
There are three fundamental aspects of home design that will increase your home's energy efficiency. The first is orientation of your home and the second, designing the home in manageable zones.
The third element is insulation, which, in tandem with the former fundamentals, will help maintain a consistent temperature in your home and minimise your daily energy usage.
This consideration at the design stage of the build is crucial — a little extra investment will save you a tonne of money. Ignore the basics and you will end up spending thousands fighting a changable nature trying to maintain a comfortable temperature in your home.
While we don't know what Climate Change will bring, we do know that energy prices are always on the rise. If you spend a little at the beginning making your home more energy efficient, you will save a lot every day — both monetarily and environmentally. At Geoff Gibson Homes we are committed to making that happen.
Energy efficiency has another vital aspect — our homes are designed and
— Geoff Gibson
BUILDER OF QUEENSLAND'S MOST ENERGY EFFICIENT HOME NERGY EFFICIEN NT HOME NT HOM
QUEENSLAND GREENSMART ENERGY EFFICIENCY HOME OF THE YEAR E YEAR
IS THE KEY TO YOUR OWN SUSTAINABLE FUTURE HOME
Geoff Gibson 0407 965 261 facebook.com/geoffgibsonhomes
QBSA 100 5734 | www.geoffgibsonhomes.com.au | email@example.com | 1,492 | 753 | {
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Vision
Description
"?????, ?????, ????-???????" (Abundant with water and crops, green, and fertile) — that is how Bangladesh has been portrayed traditionally by its poets. That is also BEN's vision of Bangladesh.
The flag of Bangladesh consists of a red circle in a green background. While the red signifies the blood of the martyrs through whose sacrifice the independent Bangladesh was achieved, the green represents the country's environment.
,
Unfortunately, As Bangladesh industrializes, its environment has witnessed serious deterioration. Its rivers and other surface water bodies are getting encroached and polluted. Its forests are shrinking. Its land is getting toxic. Bio-diversity is disappearing and open spaces are vanishing. Its once pristine villages are getting polluted and its cities are becoming inhabitable. default watermark
Bangladesh is mostly a deltaic country, formed by the three mighty river systems, namely the Ganges Brahmaputra, and Meghna. It is crisscrossed by the tributaries and distributaries of these rivers. The land is therefore green, full of water bodies, fertile, and abundant with crops. Even the hilly parts of the east are covered with forests. At least, that is how Bangladesh was until a few decades ago.
BEN sees a future Bangladesh where the processes of environmental deterioration have been stopped; the damage that has been done has been repaired, and the green Bangladesh with robust rivers and waterbodies has been restored. It wants to see a Bangladesh where the forests have been restored and cover about 25 percent of its area – as they should and once did. It wants to see a Bangladesh full of bio-diversity – both aquatic and land-based. It wants to see the rich cornucopia of the traditional varieties of Bangladesh's crops and fish stock thriving again. It wants to see a healthy river system restored, offering its manifold benefits. It wants to see the connection between river channels and the floodplains restored, expanded, and deepened. It wants to see Bangladesh that has abandoned the current, wrong-headed Cordon Approach to rivers and has adopted the Open Approach – an approach that agrees with the terrain and tradition of the country.
BEN wants to see a Bangladesh where industrialization has been achieved not at the cost of environment but in harmony with the environment; where the material standard of living has improved without pollution spreading all around; where open spaces have been preserved; where people are educated, healthy, technologically advanced, and prosperous, yet cohabiting peacefully with other species of the nature; where land, water, and people have struck a right balance.
Footer Tagline
BEN wants to see a Bangladesh that would make the poet Jibanananda happy, if he could return tothis land, as he longed to do so in his poems of the Rupashi Bangla (Bengal, the beautiful!). It wants tosee a Bangladesh where the poet Rabindranath would again like to live and travel in a boat, day afterday, and week after week, as he once did when he was supervising the Shilaidaha, Shahjadpur, andPatisar parts of his family's zamindari. BEN would like to see a Bangladesh that would again inspirethe poet Nazrul to compose songs addressing the waves of the River Padma under a starry nightawash with moonlight!
That is BEN's vision of Bangladesh of the future!
Date Created August 2015 Author mizan
default watermark
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Liturgy of the Word with Children
First Reading
Isaiah 9:2–4
January 22, 2023 Third Sunday in Ordinary Time (A)
A reading from the book of the prophet Isaiah
Those who walked in the dark have seen a bright light. And it shines upon everyone who lives in the land of darkest shadows.
Our Lord, you have made your nation stronger. Because of you, its people are glad and celebrate like workers at harvest time or soldiers dividing what they have taken.
You have broken the power of those who oppressed and enslaved your people. You have rescued them as you did from Midian.
The word of the Lord.
Liturgy of the Word with Children
Responsorial Psalm
Psalm 27:1, 4abc
January 22, 2023 Third Sunday in Ordinary Time (A)
All: The Lord is my light and my salvation.
You, Lord, are the light that keeps me safe. I am not afraid of anyone. You protect me, and I have no fears.
All: The Lord is my light and my salvation.
I ask only one thing, Lord: Let me live in your house every day of my life.
All: The Lord is my light and my salvation.
Liturgy of the Word with Children
Second Reading
1 Corinthians 1:10–13, 17
January 22, 2023 Third Sunday in Ordinary Time (A)
A reading from the first letter of Paul to the Corinthians
My dear friends, as a follower of our Lord Jesus Christ, I beg you to get along with each other. Don't take sides. Always try to agree in what you think.
Several people from Chloe's family have already reported to me that you keep arguing with each other.
They have said that some of you claim to follow me, while others claim to follow Apollos or Peter or Christ.
Has Christ been divided up? Was I nailed to a cross for you? Were you baptized in my name?
Christ did not send me to baptize.
He sent me to tell the good news without using big words that would make the cross of Christ lose its power.
The word of the Lord.
Liturgy of the Word with Children
ospel
G
Matthew 4:17–23
January 22, 2023 Third Sunday in Ordinary Time (A)
A reading from the holy gospel according to Matthew
Jesus started preaching, "Turn back to God! The kingdom of heaven will soon be here."
While Jesus was walking along the shore of Lake Galilee, he saw two brothers.
One was Simon, also known as Peter, and the other was Andrew.
They were fishermen, and they were casting their net into the lake.
Jesus said to them, "Come with me! I will teach you how to bring in people instead of fish." Right then the two brothers dropped their nets and went with him.
Jesus walked on until he saw James and John, the sons of Zebedee.
They were in a boat with their father, mending their nets.
Jesus asked them to come with him too.
Right away they left the boat and their father and went with Jesus.
Jesus went all over Galilee, teaching in the Jewish meeting places
and preaching the good news about God's kingdom.
He also healed every kind of disease and sickness.
The Gospel of the Lord. | 1,147 | 692 | {
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OPOSSUM Managing Damage
The opossum (Didelphis virginiana) is the only marsupial (a pouched mammal) found in North America. The opossum's habitat is diverse, ranging from woodlands to open fields. They are most commonly found around streams or other wetland areas. In urban areas they seek shelter in attics, garages, chimneys, under hous es, or in any other place that offers protection. Although very common in urban areas, opos sums are rarely seen because they are nocturnal.
Biology and Reproduction
Adult weight: 4 to 15 pounds.
Total length: 24 to 34 inches.
Color: Ranges from black to light gray.
Body: Pointed face, round hairless ears, short legs, and a rat-like tail.
Gestation period: Born 13 days after mating, crawls to mother's pouch, attaches to a nipple and continues to develop for 7 to 8 weeks.
Litter size: Average of seven to eight, may have up to thirteen.
Litter number: Two per year, born year-round. Weaning: About 4 months of age. Life span: 4 years.
Control Methods Mechanical Control
Opossums can be controlled in a number of ways. In rural areas they can be shot or trapped with leghold traps or cage traps. In urban areas cage traps are the most effective and the safest method of control. Cage traps are available from feed or hardware stores. A cage trap with dimen sions of at least 10 inches x 12 inches x 36 inches is adequate. Almost any type of food can be used
Opossums are omnivores and eat a wide vari ety of foods. Their primary food is animal mat ter such as insects, earthworms, small rodents, snakes, snails, birds and frogs, but they also eat many kinds of fruits, berries and vegetables. In urban areas they may eat pet food, fruit on trees, pecans, seeds in bird feeders and garbage in trash cans.
Although opossums are considered desirable furbearers in some areas, they may become a nuisance near homes. Opossums are capable of transmitting several different diseases. Although opossums can transmit rabies, they appear to be very resistant to the disease. Because opossums salivate heavily, people may assume they are rabid. Opossums may also carry murine typhus, and the fleas that infest them can transmit the disease to people or pets. Where opossums are common, pet owners should be diligent in con trolling fleas on their animals.
as bait to catch opossums, although there is less chance of catching a small dog or cat if fruits such as apples, pears or bananas are used.
Restrictions
Environmental Control
Where opossums are causing damage or cre ating a nuisance, several things can be done to discourage them. Lids should be kept on trash cans; pets should be fed in the morning and all leftovers cleaned up immediately; and water bowls should be emptied or taken in at night. Attic and foundation vents should be screened to discourage opossums from taking up residence in and around the home. Bird feeders should be placed on tall, metal poles and away from trees.
Chemical Control
At the present time there are no toxicants, fumigants or repellents registered for the control of opossums.
Opossums are classified as furbearers in Texas, but it is legal to trap them. Under state law a person may take furbearing animals at any time if they are causing damage; however, their pelts can be sold only during the furbearer sea son and with the proper licenses. Other furbear ers include beaver, otter, mink, nutria, ringtailed cat, badger, skunk, weasel, raccoon, muskrat, fox and civet cat.
For additional information contact the nearest office of Texas A&M AgriLife Extension Service— Wildlife Services.
Texas A&M AgriLife Extension Service–Wildlife Services P.O. Box 690170 • San Antonio, Texas 78269-0170
The information given herein is for educational purposes only. Reference to commercial products or trade names is made with the understanding that no discrimination is intended and no endorsement by the Cooperative Wildlife Services Program is implied.
Educational programs of the Texas A&M AgriLife Extension Service are open to all people without regard to race, color, sex, religion, national origin, age, disability, genetic information, or veteran status.
Wildlife Services is a program of the Texas A&M AgriLife Extension Service cooperating with the United States Department of Agriculture— Animal and Plant Health Inspection Service–Wildlife Services.
Homeowners wishing to trap and relocate opossums should notify local Texas Parks and Wildlife representatives. | 1,930 | 1,035 | {
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= Planes, Trains and Automobiles
Year 2 Autumn Term 2022
Our topic during the Autumn term is all about transport – how it has changed over the years and how we use it now.
English
Maths
Non-fiction:
Postcards and Letters / Information texts / Instructions Fiction:
Traditional Tales / Stories in familiar settings / Imaginary Texts Poetry:
Songs and repetitive poems / Traditional poems for young children / Poems about family
Grammar is taught within our English lessons.
Alphabetical order / Sentences questions, exclamations, statements, commands / Commas in a list
Reading / Phonics
Continue to apply phonic knowledge and skills to build up fluency and confidence in reading.
Handwriting
Form letters of the correct size relative to one another and use spacing between words that reflects the size of the letters.
In maths lessons we will be focusing on the following areas:
- Number and Place Value
- Addition and Subtraction
- Multiplication and Division
Geometry
shape / measurement / position and direction
We revisit these areas many times over the course of the year.
PE
PE will be on Monday and Thursday afternoons with our dedicated sports coach.
As Historians, we will find out about some of the amazing inventors who have shaped our world. We'll investigate the history of flight with the Montgolfier brother's hot air balloon and the Wright brother's invention of the plane. We'll investigate the history of train travel and the influences George Stephenson and Isambard Kingdom Brunel had on life at that time. Looking at significant people and events in our own locality we will learn of the development of Morris Motors in Oxford. To complete this topic we will look at more recent developments in transport focusing on space travel, including the life of Neil Armstrong and space exploration since the first lunar landing with a focus on the 2015 Tim Peake expedition.
As Musicians we will be going on musical journeys, learning to play tuned and untuned instruments and to record our music making with simple graphic scores.
Science
Computing
Seasonal Changes – throughout the year
- We will secure our understanding of the seasonal changes and which months are part of which season.
Living Things and Their Habitats – Scientist – Jane Goodall
- explore and compare the differences between things that are living, dead and things that have never been alive
- identify and name a variety of plants and animals in their habitats, including microhabitats
- describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Key skills:
Ask simple questions. Identify, group and classify. Use observations to suggest answers. Gather and record data.
PSHE
Our values for this Autumn term are FRIENDSHIP and THANKFULNESS. We will be agreeing rules for our Wenrisc classroom in order to all work together in a happy and respectful environment.
We will learn how Information Technology improves our world. In Term 2 we find out what makes a good photograph.
D&T / Maths: Food
Art: This term we will learn about Andy Goldsworthy, a British artist who creates works of art in nature, using only natural materials such as: flowers, leaves, twigs, pebbles, bark, grass and pine cones.
We will use our maths skills to weigh ingredients and learn how to bake individual Christmas Cakes.
RE: Who should you follow? We'll learn about religious leaders and how and why they are followed.
Do religious symbols mean the same to everyone? We'll explore the variety of ways people express beliefs by what they wear and the different meanings behind religious symbols. | 1,560 | 750 | {
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Make a soap-powered boat
You will need:
- piece of card (a piece from the recycling will do; or a piece of cereal box)
- scissors (be careful with the scissors)
- ruler
- washing-up liquid
- sink or bath full of water.
What you do:
1. Measure and cut out a piece of card about 10 cm x 5 cm. This is your boat.
2. At one end of the boat, fold the two corners in to make a point – this is the front.
3. At the back, in the centre, cut out a small slot – this is the boat's engine.
4. Place the boat on the water. Add a few drops of washing-up liquid to the engine. Watch your boat go!
What's happening?
Water has a 'skin', called surface tension. It's strong enough for the cardboard boat to lie on top. The tension pulls the boat equally in all directions, so it doesn't move. Detergent breaks down the skin. If there is detergent at the back of the boat and none at the front, the water pulls the card more at the front than at the back: the boat moves.
Up for a challenge?
Make a more sophisticated model boat. Can you create an engine recycling anything around the house (obviously check first!), that releases washing-up liquid drop by drop, so that it keeps moving
Creating a Board Game
In Geography last week we looked at currencies around the world and exchange rates between currencies. I mentioned that I had fond memories of a board game called "Go International". I would like you to invent a board game where players have to travel the world and use exchange rates to change their currencies. You need to design the board, decide the rules, research currencies from around the world, find out the countries of the world and their capital cities and think about how someone might travel to each.
Below is an explanation of how one of my favourite games worked to help you with some ideas:
Go is a travel game where each player is given the task of travelling to different cities around the world by air, rail, road or boat and purchasing souvenirs. The first player to return to London with the correct number of souvenirs (the quantity dependent on the number of players) is the winner.
The board is laid out in the centre of the table, and the luck and risk cards are shuffled and placed face down in their respective positions. Each player is given two tokens of their chosen colour, one of which will always stay on the outer track, and one of which will move on the inner map. The starting position on the outside track of the board is the 'Start' space and on the map, it is 'London'. Each player is also given starting money in sterling (£).
Players take it in turns to roll a die and move their playing piece around the outer track. Each space landed on allows the player to perform an action, such as draw a card, buy a ticket or exchange currencies. Prices for the different tickets, which vary according to starting location, destination and type (air, sea, rail or road) are given in a booklet, and the different exchange rates used in the game are given in a table.
Tickets may be purchased when the playing piece lands on an appropriate square on the outer track. So for example, an air ticket may be purchased at one of the British Airways spaces; an overland ticket at one of the car hire spaces, and so on. A ticket of any type may be purchased at one of the Thomas Cook & Sons spaces. However, tickets must be purchased in the currency used in the space occupied by your playing piece on the map, which is where currency exchange comes in.
When a location is reached the player may purchase a souvenir using local currency, which is the aim of the game. The first person to return to London with the right amount of souvenirs is the winner.
Over to you!
Time for you to be creative and invent your own board game. You are allowed to "steal" ideas from here. Enjoy yourselves. Why not ask grown-ups or siblings to help? | 1,411 | 849 | {
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Eco-Schools Green Flag Award Criteria
Eco-Schools is a whole school, pupil-led, approach to Learning for Sustainability. It is a flexible and adaptable programme which should be tailored to each specific educational context.
These criteria should be adapted as necessary for each establishment's individual context.
Eco-Committee
* Your Eco-Committee should be pupil-led as much as possible.
* All pupils have the opportunity to be involved in the process of forming your Eco-Committee.
* All age groups should be represented on your Eco-Committee.
* Your Eco-Committee meets at least once every half term.
* Records are kept by Eco-Committee members of meetings showing how decisions have been made.
* Records of meetings are displayed on an Eco-Schools notice board and communicated to the wider community.
* A whole establishment approach to Learning for Sustainability is enabled by all pupils contributing their ideas whether they are an Eco-Committee member or not.
Environmental Review
* The Environmental Review is carried out by your Eco-Committee. You can use our template if you like.
* Carry out your Environmental Review at the start of each Green Flag Journey.
* The results of your Environmental Review are shared with the rest of your establishment.
Action Plan
* Your Action Plan is a working document and should be included in the school improvement plan.
* Your Action Plan will cover one year for a First Green Flag Award and two years for a Green Flag Renewal.
* All pupils can submit suggestions for action to the Eco-Committee.
* Your Action Plan addresses our Core Eco-Schools Topic (Litter) and two other chosen topics.
* Choose one UN Sustainable Development goal to tie together your actions for our Core Topic (Litter) and your two other chosen topics where possible.
* Your Action Plan must include a community Clean Up every year. You can link this Clean Up to any one of the Ten Topics.
* Pupils on your Eco-Committee take responsibility for leading some action areas.
* Your Action Plan must include timescales and details of how progress of an action area will be measured and evaluated.
* It may be useful to adapt this to be displayed on the school's Eco-Schools noticeboard in a clear, pupil-friendly format.
Measuring
* Your Eco-Committee ensures that evaluation of action is ongoing and appropriate to the activity.
* You will need one example of Measuring for our Core Topic (Litter) and your chosen two topics.
* All pupils and staff are updated and given the opportunity to discuss and debate progress.
* Your Eco-Committee builds on successes and decides what to do when activities are not successful.
* Measuring is an opportunity to develop skills from across the curriculum. For example, STEM, Developing the Young Workforce, Numeracy.
Curriculum
* Aspects of your Eco-Schools activities are integrated into a range of subjects across the curriculum for the majority of classes or year groups.
* You will need to describe an example of how you have linked your Eco-Schools work to the Curriculum as part of your application.
Community
* Your Eco-Schools activities are displayed on your Eco-Schools noticeboard.
* Your Eco-Schools activities are shared with the wider community. For example; displays, social media, website, newsletter, local press.
* The wider community is involved in the activities going on in the school where possible. For example; partnerships with other schools, local businesses, charities or other community organisations.
Eco-Code
* Your Eco-Code represents ideas from across the whole establishment.
* Your Eco-Code is displayed on your Eco-Schools noticeboard and shared with the wider school community.
* Your Eco-Code is reviewed regularly to make sure it remains relevant. | 1,669 | 773 | {
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Environmental Insights Paper vs Digital
IS GOING PAPERLESS REALLY BETTER FOR THE ENVIRONMENT?
Many of us have received statements from banks, telecommunication companies and other service providers that claim the reason they want customers to go paperless is to help the environment. 'Go paperless, help the environment and save trees' is a common message that confronts consumers with a false dilemma as it implies that opting to receive paper correspondence is more harmful to the environment. These claims are misleading and unsubstantiated. Digital media has a significant environmental impact that many eco-conscious consumers may not be aware of.
DIGITAL MEDIA DOESN'T GROW ON TREES
There is more to digital than meets the eye. While paper is all around us and piles up in plain sight, the energy consumed in the manufacture of digital products, the energy needed to power them and the toxic e-waste associated with their end-of-life is largely out of sight and out of mind. In order for consumers to make informed and responsible choices it is important to be critical of claims that digital is greener than paper correspondence.
* Paper is made from wood, a fully renewable and sustainable resource. Paper recycling rates in Australia are amongst the highest in the world with over 87% of all paper and paperboard being recovered. In comparison, less than 20% of global discarded e-waste is recycled.
By comparing their lifecycles, consumers can decide for themselves, instead of being made to feel guilty by the torrent of greenwashing claims that are being used by many major Australian corporations.
* Producing and sending a paper statement creates on average 28.37g of CO2. An email with a 1MB attachment takes 19g of CO2 to send alone. However, if the email is saved, forwarded, downloaded or printed this amount becomes considerably more.
* People often compare the entire footprint of paper with only the energy it takes to send or receive digital communication. However, they forget about the data centres, networks and resources (like non-renewable metals and fossil fuels) it takes to complete the exchange.
* Storing emails and attachments on a server may be convenient, but it takes an environmental toll. The longer the email is retained, the greater its impact on the climate.
Sources:
1. Two Sides Australia (2016) Life Cycle Series
2. Mike Berners-Lee (2010) How Bad Are Bananas? The carbon footprint of everything
3. Prof. Bitterlin, Ian (2015) 'Can ICT data centre infrastructure keep up with the demand for digital services?'
4. Shibata, Hirohito (2010) Paper vs. Electronic Media: Work Efficiency and Environmental Impact
5. Carli, Don (2010) The Institute for Sustainable Communication. Print vs. Digital Media: False Dilemmas and Forced Choices
| Paper vs Digital
Environmental Insights
* The average Australian generates 21.7kg of e-waste every year, and this is expected to increase to 23kg per capita by 2030. This explains why electronic waste is growing at more than 3 times the rate of other municipal waste streams.
* Forestry is the only carbon-positive sector in Australia's economy, removing net 43.7 million tonnes of CO2 from the atmosphere. Whereas, the use of digital devices is estimated to contribute between 2.3-3.7% of global co2 emissions with the communications industry predicted to account for 20% of global electricity use by 2025.
* A typical year of incoming emails for a business user, including sending, filtering and reading, creates a carbon footprint of around 135 kg.
* Over the past 20 years the Australian printing industry has reduced its carbon footprint by 97% and now has the lowest environmental footprint of any major industry sector.
6. Electronics Hub (2019)
7. Anders S.G Andrae (2017) Total Consumer Power Consumption Forecast.
UN Report (2019) Time to seize opportunity, tackle challenge of
8.
e-waste.
9. CEPI (2018) Sustainability Report
10. Department of Water and Environmental Regulation, 'E-waste to landfill ban in Western Australia', 2023.
keepmeposted.org.au | 1,871 | 887 | {
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Grade 8 Entry Screener 'A'
Key
1. Write the value of the underlined digit in words or fraction form.
56.974
𝟕 𝟏𝟎𝟎 𝒐𝒓 𝟕 𝒉𝒖𝒏𝒅𝒓𝒆𝒅𝒕𝒉𝒔
3. Without calculating an answer, place the decimal point in the correct position.
2. Circle all the numbers that 90 is divisible by:
4
8
(This question is intended to assess understanding of divisibility rules. As such, students should not be using long division to answer this question.)
4. Without calculating an answer, place the decimal point in the correct position.
653.73 −104.54 = 549.19
417.35 ÷ 98.2 = 4.25
5. Write the number 52 401 056 in expanded form.
50 000 000 + 2 000 000 + 400 000 + 1 000 + 50 + 6
6. This number is in "expanded" form:
30 000 000 + 8 000 000 + 90 000 + 5 000 + 40 + 7.
Rewrite the number in standard form.
38 095 047
7. Write the number 45 053 220 in word form.
Forty-five million fifty-three thousand two hundred twenty
1
8. Write the number two hundred thousand six hundred thirty-four in standard form.
200 634
2
22. Express as a mixed
23. Express as an improper fraction.
28. Place these integers on the number line: +4, 0, -3, +7, -5, -1. +1
29. Write the following on the number line below:
3
24.
What is the ratio of
30. Solve:
31. Solve:
32. What percent of the diagram is shaded?
33. What percent of the diagram is shaded?
𝟕𝟖%
35. Multiply:
38. What is the greatest common factor (GCF) of 16 and 24?
2 ×
8
8
41. Solve (Use order of operations.)
34. Express 0.06 as a percentage.
𝟒𝟎%
36. Divide:
39. What is the least common multiple (LCM) of 9 and 12? 9, 18, 26, 36 12, 24, 36
36
42. Solve (Use order of operations.)
37. What integer is 3 more than -5?
−𝟐
40. Circle the prime number.
43. What are the coordinates of the point?
44.
What is the pattern rule?
Write an expression to represent the pattern.
45. Fill in the table for 𝑦= 2𝑥+ 3
46. Fill in the table for 𝑦= 2𝑥−1
multiply by 3, subtract 1 𝟑𝒏−𝟏
47. Write an expression for "three times a number minus four"
48. Write an equation for the statement "four times a number equals 20."
49. Draw the graph using the table of values:
50. Solve
51. Solve
52. Solve | 1,148 | 715 | {
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Horticulture 300: Crop Production Recitation Feb 9, 2012
Organic Fertilizer & Cover Crop Calculator Exercises
A version of the OSU Organic Fertilizer & Cover Crop Calculator has been set up with realistic guaranteed analyses and costs for fertilizers and cover crops. Use the calculator to answer the following questions.
1. Tom grows 30 acres of organic vegetables and just got a visit from his friend Jim who sells organic fertilizers. Jim told him about a new blended organic fertilizer with 7% total N, 3% P205 and 3% K20. It is 95% dry matter and costs $800/ton.
a. In one field he needs plant-available nitrogen (PAN) only, would you recommend he buy this new fertilizer for that field, why or why not?
b. In another field he needs PAN, P and K in about the same portions this fertilizer contains, would you recommend he buy it for that field, why or why not?
2. Tom is planting 1 acre of organic cucumbers. After looking at his soil test results and the fertilizer guide he calculates that he needs 100 lbs of PAN, 50 lbs of P205 and 50 lbs of K20. What is the cheapest fertilizer program that meets or exceeds these requirements and how much does it cost (include the cost of application)? List the application rates, nutrients provided and total cost of the programs you compare.
3. In mid-September Tom seeded cereal rye (30 lbs/ac) and common vetch (50 lbs/ac) cover crop into last year's lettuce field. He did not need to irrigate at establishment, and got a thick stand. In late April he cut four 2' x 2' quadrats to ground level. The cover crop foliage weighed 8.5 lbs and lab analysis showed that it had 2.9% total N and 18% dry matter. Complete the "Your Costs" spreadsheet using the following information from Tom's farm:
* Seed costs: cereal rye = $0.30/lb, common vetch = $0.70/lb, inoculant = $2/ac.
* Labor = $10/hr, fuel = $4/gal
* Tractor used for all operations has 70 hp
* Seeder is a tractor-driven spin spreader with a 30' broadcast width and operated at 4 mph
* Seed is incorporated with 12' harrow operated at 4 mph
* Cover crop is killed with a 10' flail mower operated at 3 mph
* Cover crop is disced twice with a 12' disc operated at 4 mph
Question 3 continued
a. How much dry matter, total N and PAN did the cover crop produce?
b. How much did the PAN from cover crops cost and how does this compare to other N sources?
c. What was the biggest cost associated with his cover crop, seed and inoculant or establishment and incorporation costs?
d. How much did the PAN from cover crops cost if only the seed and inoculant cost is taken into account, and how does this compare to other N sources?
e. If labor costs increase 20% and he had to irrigate the cover crop to get it established what are the biggest costs of cover cropping, seed and inoculant or establishment and incorporation?
f. Tom decided to plant this area to cucumbers requiring the fertilizer rates from question 2. Revise your fertilizer recommendation taking cover crops into account. List fertilizer rates, nutrients provided and total cost of the programs you compare.
g. How much money is saved by including cover crop N contributions in the fertilizer program? | 1,419 | 753 | {
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PEST CONTROL Best Management Practices (BMPs)
BMPs Overview
BMPs are strategies proven to:
Save you and your business money;
Maintain safety in the workplace;
Provide guidance on successful practices by others like you;
Protect surrounding areas, water sources, and properties;
Decrease negative impacts to wildlife and water quality in nearby creeks, lagoons, marshes, water ways, and Atlantic Ocean.
BMP Basics
Familiarize yourself and your staff on policies for handling chemical spills.
Keep all chemicals in closed containers.
Clean-up any spills, don't flush chemicals or oils down the storm drain.
Read labels and follow instructions on all pesticides.
Wear protective gear and clothing when applying any chemicals.
Follow state & federal licensing requirements for purchase, application, and storage of chemicals.
Dispose of surplus mixtures appropriately.
Overuse and misuse of pesticides wastes your time and your money. Use responsibly. Read the labels.
Photo: Creative Commons
DISCLAIMER: Information presented in this document is intended for guidance purposes only and is not all-inclusive. The information may be of value as an educational tool. However, we do not endorse any content or product. Laws and regulations are subject to change. It is recommended that you contact the municipality in which you will be working to obtain any required permits and/or specific regulations prior to beginning work.
Pesticide Application BMPs
Pesticide application should be done only under the supervision of a Certified Pesticide Applicator.
Read the label and follow all federal and state regulations governing use, storage and disposal of pesticides.
Use only what's needed by following all manufacturers' recommendations for mixing, applying, cleaningup, storage and handling of pesticides.
Spilled some chemicals? Sweep chemicals back onto grassy areas! Keep them from flowing into the storm drain and out into the local waterway. Don't put anything down that drain that you wouldn't swim in.
Lock up chemicals and label chemical storage areas appropriately (50 ft from any storm drains.)
Designate "no spray zones" near any water (hardscape or natural) or storm drain.
Regularly inspect, maintain and calibrate all pesticide application equipment to ensure proper application rate.
Storage and Handling of Chemicals BMPs
Store and mix all chemicals inside a covered area, so that spills or leaks will not come into contact with soil.
See storm drains that need to be marked? Let us know!
Clean up any spills or leaks of pesticides promptly.
Mix the minimum amount of pesticide that will be needed for the immediate job.
Do not pour rinse water or surplus chemical mixtures onto the ground or into the storm drain.
Use rinse water from cleaning of containers and application equipment as a diluent for the next batch of that same pesticide or apply to target areas.
Dispose of excess or leftover chemicals and empty expired pesticide containers according to instructions on the label –preferably on the target pest.
Never dispose of excess, expired, or waste chemicals in the storm drain, on the ground, in drainage ditches or in any surface waters. Dispose of them according to manufacturer's instructions.
Chatham County – Savannah Metropolitan Planning Commission (MPC) Natural Resources Division https://mpcnaturalresources.org
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1. How does a small amount of curd added to fresh milk convert it into curd? Mention a nutritional quality that gets added to the curd.
2. Why is secondary treatment of water in sewage treatment plants called biological treatment?
3. An antibiotic called Wonder Drug was used to treat the wounded soldiers of America during World War-II. Name the drug and the scientist who discovered it.
4. You have observed that fruit juice in bottles bought from the market are clearer as compared to those made at home. Give a reason.
5. Alexander Fleming discovered Penicillin, but its full potential as an effective antibiotic was established by other scientists. Name the two scientists.
6. Name the plant whose sap is used in making Toddy. Mention the process involved in it.
7. What is the medical use of cyclosporin A.
8. Name the pests that lady bird & dragonflies help to get rid off respectively?
9. Give an example to prove that microbes release gases during metabolism?
10. What are interferons?
11. Name the enzyme which is used as a "clot buster" to remove blood clot from blood vessels of patients.
12. Name the first antibiotic manufactured & also name its source microorganism.
13. Name any two fungus which are used in production of antibiotics?
14. Expand LAB?
15. Name any two free – living nitrogen fixing bacteria.
16. Name the organism used in the dough for making bread.
17. Name the fungus used as a biocontrol of plant diseases.
18. Name any two gases produced during secondary treatment of Sewage?
19. Name two alcoholic drinks produced in each of the following ways.
20. Lactic Acid Bacteria (LAB) is commonly used in the conversion of milk into curd. Mention any two other functions of LAB that are useful to humans.
21. How do mycorrhizal function as biofertilizers? Explain with examples.
22. Fill in the blanks spaces a, b, c, d, e, and f, given in the following table:
23. What is biochemical oxygen demand (BOD) test? At what stage of Sewage treatment this test is performed? The BOD level of three samples of water labelled as A, B and C are 30 mg/L, 10mg/L and 500 mg/L respectively. Which sample of water is most polluted?
24. Given below is the Flow chart of Sewage treatment. Fill in the blank spaces marked 'a' to 'f'.
25. What are biofertilizers? A farmer is advised to add a culture of bacterium in the soil before sowing the crop. Name the bacterium in the culture. How is this bacterium useful to the crop?
26. What are statins? Name the microorganism that produces this substance. How is it medically important?
27. Describe the procedure involved in Sewage treatment?
28. What is Biogas? How is it produced & Name the microbes invaded in Biogas production.
29. Microbes can be used to decrease the use of chemical fertilizers & pesticides. Explain how this can be accomplished?
30. How do Biofertilisers enrich the fertility of soil? How does cyanobacteria act as a biofertilizer? | 1,277 | 672 | {
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Learning Objectives
C: Use Pythagoras' theorem to find hypotenuse of a rightangled triangle
C: Use Pythagoras' theorem to find a shorter side of a rightangled triangle
C: Use Pythagoras' theorem to find any side of a right-angled triangle
B: Remember the trigonometric ratios for sin, cos and tan B
B: Use the appropriate ratio to find a missing side B
B: Use the appropriate ratio to find a missing angle
C/B: Solve real-life problems using Pythagoras and/or trigonometry
What if you get stuck?
Ask a friend
Ask your teacher
Use the library
Websites
GCSE Bitesize
HegartyMaths:
Resources
Textbooks
Mathematical dictionary
Exercise book
Planner
Equipment
Protractor
Pencil
Ruler
Compasses
www.mathssandpit.co.uk/blog
Takeaway Maths
Pythagoras&
Trigonometry
Due in:
Rules
You must spend a minimum of £10.
Starter
You must show your working out for each question. Note: Diagrams in questions are not accurate.
1. Right-angled?
£2.00
Is this triangle right-angled?
Prove your answer with a calculation.
37cm
2. Triples
What is a Pythagorean triple?
Find two examples
3. Tick or trash
This right angled triangle has two sides of 8cm & 15cm.
Jake says the missing side is 16cm, Lydia says it is 17cm. Who is correct? Why?
4. Basic Trig
What are the three basic rules for use trigonometry in a right angled triangle?
£2.00
£1.90
£2.20
Main Course
Show your working and answer to 2dp where appropriate.
5. More Pythagoras
What is the missing side?
? cm
6. Missing hypotenuse
Given that sin(30) = 0.5, what is the missing side?
7. Missing side
This symmetrical arrow needs a border which is exactly 5cm wide all around it. Copy the diagram and complete the border.
8. Cuboid Problem
A cuboid has sides 3m, 4m & 5m. What is the shortest distance from A to B? B
3m
www.mathssandpit.co.uk/blog
£3.00
£3.50
£3.50
£3.75
Dessert
You can demonstrate your creativity and problem solving skills with a more challenging dessert.
9. Health & safety £4.00
A ladder is 12m long and cannot be put at an angle of greater than 50˚ to the ground.
Will it reach a window 9.5m up a building?
10. Trig Revision
Design a trigonometry revision poster for finding the sides right angled triangles.
Side order:
£4.00
+£1
Include how to find angles
11. Pythagoras Bio £4.50
Design a poster about the life and work of Pythagoras, including his triangle theorem
12. Scaffolding challenge £5.00
Scaffolding poles come in three sizes: 3m, 4m & 5m. Prove that a triangle made from one of each of them is right-angled, then work out the other angles.
Side order: If you made an isosceles triangle, how could you find the perpendicular height?
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Today you will be taking a tour of a horse farm from the comfort of your home! With a growing portion of the population staying home due to the COVID-19 pandemic, a number of Thoroughbred farms in Kentucky are helping folks pass the time by offering virtual tours. Carefully read this document and follow the directions to complete the assignment.
Why am I doing this? We are half-way through the Equine Unit! This tour should be an entertaining way to combine aspects of equine management we have already learned and introduce us to new topics we will cover in the next two weeks.
Standards:
14.05 Identify equine breeds and their characteristics and husbandry practices.
04.03 Categorize gender and species-related terminology.
Objectives:
1. Tour a large-scale horse farm by watching a virtual tour on the internet.
2. Recall the definitions of equine-related vocabulary.
3. Summarize features of the tour including horse breeds, facilities, and careers.
You will need:
1. Access to the internet.
2. Word processing document (Google Docs or Microsoft Word).
Directions:
1. Make a copy of this document to complete the following assignment.
a. Select "File"
b. "Make a Copy"
2. Add your name and class period to the top of the next page.
3. Visit: Horses On Demand: The Thoroughbred Industry's Virtual Farm Tour Directory -
Horse Racing News
a. Select one of the virtual tours. (Some are as long as 50 minutes, so choose one that works for your time frame)
4. While watching the tour, write down/type out at least 10 equine-related vocabulary words and their definitions (ex. Foal, halter, paddock, stable). You may have to research the definitions of words you don't know.
5. Once you have finished the tour, write a 3-5 sentence summary, including what type of horses are raised, what facilities were shown, and something you learned that you didn't know before.
6. In summary, you should watch a tour, note at least 10 vocabulary terms and definitions, and then write a short summary of the tour.
7. Complete the assignment on the following page.
April 2, 2020
Virtual Horse Farm Tour
Veterinary Assisting I
Name:
Period:
About Your Virtual Tour
Farm Name:
Date Recorded:
Tour Title:
Equine Vocabulary
Virtual Tour Summary
Write a 3-5 sentence summary, including what type of horses are raised, what facilities were shown, and something you learned that you didn't know before.
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Equity-Minded Practices: Remote Teaching & Learning
Moriah Gonzalez-Meeks
Chair, History, Humanities & Philosophy
Student Success & Equity Coordinator
Assignments
I. Five, low-stakes, reading quizzes (10% of grade)
* 10 questions each, timed 15 min., 2 attempts, open for 7 days
II. Creative Reflection (20% of grade)
* Identify a current event, topic, or issue that is important/interesting, write one-page explaining how this topic or issue relates to your life, and make something creative
III. Current Event Project (40%)
* Choose a current event/social problem/topic, do library research, discuss how it relates to class content, and write about it. Project components: Proposal (5%), Outline (10%), Paper (20%), Presentation (5%)
IV. In-class Reflections (10%)
* Students write 10, 1-page reflections discussing what they have learned, what is interesting, and how it relates to them and society today.
V. Participation (20%)
* Zoom meeting breakout room group work and discussion board posts.
Remote Class Structure
Communication & Contact
* Synchronous Zoom Meetings (once a week)
* Available to students through email, Canvas, Zoom appointments
* Student hours through Zoom
Content in Canvas
* Module content pages – all work, content, assignments in one place
* Topical mini-lectures on content
* Topical mini-lectures on assignments
* Links to captioned Zoom meeting recordings
* Links to discussion boards, quizzes, and assignments due
*
Video clips
Equitable Practices for Remote Learning
Demonstrate you care about students
* Reassure them that together you will get through this "new normal"
* Connect with resources beyond academics; food insecurities, mental health, etc.
* Ensure content is accessible via tech they have access to
* Foster community amongst students and with you
* Be conscious of students' current stress levels
* Be patient, be patient, be patient :)
Be flexible
* Due dates and course policies
* Use a variety of modalities (synchronous and asynchronous)
*
Don't penalize students if they cannot participate synchronously
Equitable Practices for Remote Learning
Communication and Technology
* Be mindful of students' varied communication styles
* Don't assume everyone has a computer or reliable internet access
* Can they complete your class using just their phone?
Be kind to yourself - you might not have all of the answers...yet
More information and resources on Transitioning to Remote Teaching
Peralta Equity Rubric (equity-minded online teaching guidelines) and overview of criteria | 1,270 | 548 | {
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