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Maths in the Early Years:
All the children in the EYFS will be encouraged to join in with number stories and rhymes. Number is an integral part of our daily routine, from looking at the calendar, counting while lining up, to sharing out the fruit at snack time and playing maths games and puzzles.
Reception children are going to be focusing on numbers 1-10 this term. We will be examining each number closely and looking at how each number breaks down. For example: 5 objects can be partitioned as 1 & 4, 2 & 3 or 0 & 5.
The Reception children will also be making repeated patterns, learning about 2D and 3D shapes and practising accurate counting by playing lots of maths and problem games.
Butterfly Class Reception
Autumn Term Topic:
Wizard of Oz SPARKLY STARTER:
Watch out for tornados in Cheselbourne coming soon………… to introduce book
Communication and Language
The children are practising how to sit and concentrate for longer periods of time in their lessons, to listen carefully and to put their hand up to respond. They will also be following more instructions at one time and answering questions in depth about their experiences and books that they have read. They will be encouraged to retell familiar stories in their own language, make up stories in the role-play and small word areas, and speak clearly in front of the class during Show and Tell.
Literacy
All the children will be enjoying a range of texts about magical stories with repetitive language which match our Into The Woods theme such as Goldilocks and the Three Bears, The Three Little Pigs and The Gruffalo.
0
Parent event: Watch out for an invitation to our "Gruffalo Afternoon" soon
Phonics
The children will be learning the single phonics sounds of the alphabet and some digraphs such as ch, sh, ng and qu and blending these sounds together to read words. They will be taught to write the sounds they can hear in words and eventually they will begin to hear more of the sounds in each word.
Characteristics of Effective Learning
This term is really exciting and encourages the children to develop a broad range of skills.
The Reception children will be introduced to the different animals that represent the effective characteristics of learning such as the 'Go For It Gorilla', and the 'Persevering Parrot'. This enables them to be independent successful learners supporting them into Year 1. Our staff use encouraging language with all the EYFS children, encouraging them to have a go, follow their interests and to work uninterrupted for longer periods of time.
In PSHE , our Jigsaw theme is 'Being Me in My World and will cover:
- To understand how it feels to belong and that we are similar and different
- To start to recognise and manage my feelings
- To enjoy working with others to make our school a good place to be.
- To understand why it is good to be kind and use gentle hands
- To learn what being responsible means
Understanding the World
The children will be learning about the immediate environment of the school, its surroundings and talking about their homes. We will be building on what they notice in their environment and extending their knowledge of what interests them.
This term gives us lots of opportunities to learn about how different families from different cultures celebrate key events, such as Harvest Festival, Halloween, Bonfire Night, Remembrance Sunday, Diwali and Christmas.
Expressive Art and Design
The children will be learning how to use our Make and Do area and our Art area independently. Everyday they will have access to a range of art materials and media. Throughout the year they will be taught a range of joining skills so they can create models from recycled materials. They will learn how to use musical instruments safely and how they can be used to make more than one sound. The children will be encouraged to make up their own stories in the role play area with their friends.
Physical Development
The children will be doing lots of fine motor tasks this term (fiddly little tasks that require dexterity in the fingers) in order to improve their pencil control when it comes to handwriting. They will also begin to learn our handwriting script, using a range of media.
In PE the children will be learning basic skills and how to navigate around others safely during their sessions with Mr Varnham and will have regular opportunities to use large scale equipment such as bikes, crates and planks and our wonderful Trim Trail.
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YNS Development Plan
Developmental Program (11 & unders) Pre Team
Little sharks (5yrs – 8yrs) Shark Fins (8yrs – 11yrs) Bronze (10 & Under)
Age Group Program (8 - 14)
Gold (14 & under) Pre Senior (11 to 14 or Freshmen in High School)
Silver (12 & under)
Senior Program (15 & over)
High School – Senior (Must be in High school) Pre Nat & National – Senior Elite (Must be in High School)
Pre Team
Introduce all four strokes, streamlining, workout etiquette, develop body awareness with in the water, fun and fostering interest in sport of swimming.
Parent Tips:
- RELAX!! Your child's swimming career is a marathon, not a sprint.
- Emphasize process over performance. What time your child goes in the 25 free is about the least important thing right now.
- Fun, fun and more fun! Be clear with your child that swimming is not work, it is play.
- Encourage participation in other sports and activities.
Bronze
Swim all four strokes legally, foster ability to kick, workout etiquette, build upon body awareness within the water, core body development, fun and foster interest in sport of swimming.
Parent Tips:
- Encourage participation in other sports and activities.
- Teach them to love our Team and the sport.
- Do things that help them form an identity as a "swimmer". Make it their thing.
- Display trust in the system and coaches to boost your child's confidence.
- Avoid coaching.
- Be there, but not THERE!
- Teach them how to handle failures without fear
- Teach them to be intrinsically motivated. No external awards (i.e. money, ipods, etc.)
Silver
Competing regularly in swim meets, streamlining, foster ability to kick, build the ability to dolphin kick off all walls in a streamline position, introduce dryland workouts and incorporating pace clock management. Fun and foster interest in sport of swimming.
Parent Tips:
- Model impeccable Team behavior.
- Teach them that the definition of "Competition" is to strive with, not against.
- Help them decide where swimming fits in their priorities.
- Teach them that progress does not happen linearly.
- Encourage participation in other sports and activities, but they need to start choosing.
- Remove your ego from the equation.
Gold
Competing regularly in swim meets including travel meets, streamlining, foster ability to kick, build on their ability to dolphin kick off all walls in a streamline position, dryland workouts, pace clock management and introduce goal setting. Fun and foster interest in sport of swimming.
Parent Tips:
- Model impeccable team behavior.
- Help them decide where swimming fits in their priorities.
- Teach them that progress does not happen linearly.
- Teach them that the definition of "Competition" is to strive with, not against.
- Remove your ego from the equation.
- Encourage participation in other sports and activities, but they need to start choosing.
Pre Senior
Competing regularly in swim meets and travel meets expected as well attending 70% of monthly workouts. Streamlining, foster ability to kick, build on their ability to dolphin kick off all walls in a streamline position, dryland workouts, pace clock management, pace and stroke count and build on ability to goal set and time management. Fun and foster interest in sport of swimming.
Parent Tips:
- MAKE IT THEIR THING!
- Allow play to evolve into satisfaction of achievement.
- Start focusing on one or two sports/ activities.
- Giving them the freedom to change course will give them the best chance of a successful career.
- Encourage team travel.
- Teach them how to be good sportsman.
Senior
Preparation for high school swimming, advanced refinement of technique and efficiency, aerobic development.
Parent Tips:
- Help them decide where swimming fits in their priorities.
- Make it their thing.
- Teach them good time management.
- Personal responsibility.
Senior Elite
Emphasis: Compete at the highest competitive level. Swim in college.
Parent Tips:
- Teach them good time management and being accountable for THEIR own success.
- Help them understand their contribution as role models to younger swimmers.
- Help them master goal setting.
- Be on the lookout for excessive stress.
- Help them to choose the right college.
- Know when it's time to take a day off.
- Don't focus on scholarships unless you absolutely have to. The "right" school is almost never the one that offers the most money. | 1,931 | 936 | {
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AQUATIC SCHEDULE – THE HAWK
5:30am – 8:00am
Walk, Toddler Area
8:00am – 9:00am
10:00am – 11:30am
Camp Swim Only
12:00pm – 2:00pm
Deep Pool, River
Walk and Toddler
4:00pm – 6:30pm
Slide and Portion
6:30pm – 9:00pm
Water Aerobics
10:00am-11:00am
SUMMER 2021
SUBJECT TO CHANGE
Sunday
Lap and River
Portion of
12:00pm –
Deep Pool,
Toddler Area
River Walk and
Portion of
Swim Lessons
9:00am-11:45am
6/11/2021
Class Descriptions:
Swimfants – Parent/Child class intended for children ages 6 months to 18 months. This class is a fun and interactive way to introduce your child to the aquatic environment using songs and activities. Participants will learn proper holding positions, cues, and floating. Children are required to wear swim diapers to participate.
Swim Tots – Parent/Child class intended for children ages 19 months to 3 years. This class is like Swimfants with added skills to challenge older swimmers. Participants will learn holding positions, cues, floating, and arm/leg coordination techniques. Children are required to wear swim diapers to participate.
Preschool Beginner – This class is designed for swimmers ages 3 to 5 years old who are not quite ready to be in an independent instructor led class. Swimmers will be accompanied by an adult. Swimmers will work on water adjustment, breath control, front/back floats and combined stroke movements. Children must be pottytrained or wear a swim diaper to participate.
Preschool Level 1 – Swimmers ages 3 to 5 years old who are ready to work independently with an instructor. Swimmers will work on water adjustment, breath control, front/back floats and combined stroke movements. Children must be potty-trained or wear a swim diaper to participate.
Preschool Level 2 – Swimmers ages 3 to 5 years old who have successfully completed Preschool Level 1. Swimmers will continue to work on combined stroke movements with an emphasis on building endurance and swimming without assistance.
Preschool Level 3 – Swimmers ages 3 to 5 years old who have successfully completed Preschool Level 2. Swimmers are working towards swimming 15 feet on their back and front with rhythmic breathing.
Youth Beginner – Swimmers ages 5 to 7 years who are new to swimming and taking their first formal lesson. This class will focus on helping participants feel comfortable in the water while working on pool safety, breath control, floats, glides and jumps.
Youth Level 1 – Swimmers ages 5 to 12 years who are comfortable being in the water and working towards swimming independently. This class will focus on breath control, floats, glides and jumps. Swimmers will also learn elementary backstroke, front crawl and back crawl.
Youth Level 2 – Swimmers ages 5 to 12 years will focus on the catch, pull and recovery phases of front crawl and back crawl. Swimmers will also be introduced to diving, treading, streamlines, bilateral breathing and breaststroke kick.
Youth Level 3 – Swimmers ages 5 to 12 years will begin preparing for the Costick Crocs Swim Club. Swimmers will focus on improving core strokes to a competitive level.
Youth Level 4 – Swimmers ages 5 to 15 years will focus on mastering all strokes, turns and starts. Instructors will focus on reinforcing proper technique for all phases of each stroke.
Water Aerobics –Your body will love this fat burning, all-inclusive workout to motivating music using a variety of equipment. This class will combine aerobic conditioning, strength training, endurance and flexibility. You do not need to know how to swim, but you should be comfortable in the water.
Hi-Lo H20 – This class uses a combination of high and low intensity level training with resistance equipment to provide a total body workout. Participants will use floatation aids to relieve stress on certain body parts and feel comfortable in the water.
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67 Hunt Street, Suite 100 Agawam, MA 01001 USA 413-276-0800 www.pjlibrary.org
1 IT'S ALWAYS FINE TO SAY, "I DON'T KNOW." When your kid asks a question you don't know the answer to, don't bluff and bluster. Say, "What a great question! I'm not sure, but I'll try to find out." Or "Let's look it up together!" Let your kid see your own efforts to educate yourself – reading, taking adulted classes, asking other adults to explain things to you. Your kid will see that there's no shame in not knowing everything, and they'll be less likely to grow up cheating and taking shortcuts to seem more informed than they really are.
NON-PROFIT ORG. U.S. POSTAGE PAID SPRINGFIELD, MA PERMIT NO. 71
5 MODEL TIKKUN OLAM. Tikkun olam means "repairing the world." Talk about how we all have to do our part to make this planet a better place, and then walk the walk. Volunteer for a park cleanup as a family. Let your kid see you giving charity, explain why, and have your kid donate part of their allowance to a cause they care about. Talk about how you vote your values at election time. As the foundational Jewish text Pirkei Avot puts it, "You're not obligated to complete the work, but neither are you allowed to desist from it."
2 PICK YOUR BATTLES. The Talmud (core collection of rabbinic writings) says, "Do not threaten a child. Either punish him or forgive him." Good advice! There are things to dig in about and things to let slide. If you tell your kid, "We're leaving in five minutes," leave in five minutes. (Pro tip: Giving warnings always helps kids with transitions.) If you say, "Don't hit," and your kid hits, whisk them out of the situation and explain why hitting's a no-go. But if your tween rolls their eyes while starting the task you just told them to do, focus on the good stuff rather than barking about the facial expression. They're doing the thing! That's what's important. Remember you can't control everything, so focus on what really matters.
6
ENCOURAGE GEEKINESS.
Help your kid figure out what their passions are; then encourage those passions. If your kid loves spaceships or
princesses or horses, provide whatever books and field trips you
THE TOP 7 THINGS EVERY JEWISH PARENT SHOULD KNOW
can. Talk about the problematic aspects – space travel is expensive, so why should we pay for it? Why is it troubling that movie princesses all tend to look a specific, narrow way? Why can't we have a horse in our Manhattan apartment?
with Marjorie Ingall
3 LAUGH. Find the humor in parenting. Encourage jokes; watch comedies and read silly books. Kids are funny. This is an evolutionary strategy so we don't kill them.
7 SELF-ESTEEM IS OVERRATED. Don't praise kids for doing the minimum expected. Ask questions about their work rather than offering empty compliments. Let your kid see that self-esteem comes not from being showered with compliments and told how smart they are, but from working hard, being encouraged in their interests, and being kind to others.
24 PJLIBRARY.ORG 4 TELL STORIES. Share your family history. Show kids photos of relatives they never knew and comment on the fashions and cars. Offer up stories from your own childhood. (Kids love hearing about the best friend you rode bikes with, how you were afraid of the dark, and how you were vicious at kickball.) It's a bonding opportunity, a chance to share your values, and a way to teach a kid where they came from.
Author of PJ Library's Parent Book Choice selection Mamaleh Knows Best: What Jewish Mothers Do to Raise Successful, Creative, Empathetic, Independent Children. Marjorie writes about children's books for Tablet Magazine and the New York Times Book Review. | 1,541 | 860 | {
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Having a blood transfusion (Easy Read)
Information for patients
Blood Transfusion
We all need a certain amount of blood in our bodies to keep us well.
Blood helps to get food and oxygen to different parts of our body.
Sometimes we lose some of our blood. This may be because we have:
* had an operation
* given birth to a baby
* had an accident
It is ok if we lose a small amount of blood as our body can replace it.
If we lose too much blood it can be very dangerous.
If this happens we will need some help to replace it.
Sometimes there is something wrong with our blood. This may mean it does not take food and oxygen around our bodies properly. If this happens a blood transfusion can help.
This booklet tells you about having a blood transfusion.
Easy Read
We can replace blood by giving a blood transfusion.
A blood transfusion is where we take blood from one person, check it is ok and give it to another.
The doctor will talk to you about having a blood transfusion.
The doctor will need to have your permission before they can give you a blood transfusion.
Ask the doctor or nurse if you have any questions.
Blood Bank will need to check carefully what type of blood you have.
This is so that it matches the blood you are given.
When you come for your transfusion, the nurse will give you a wristband with your name and other details on.
It is important they get all these details right.
They will put this on your wrist so they can check each bag of blood has your details on it.
The doctor may ask the nurse to put some special cream on the back of your hand or arm.
This is so that it won't hurt when we get you ready for your transfusion.
The doctor or nurse will put a small needle in the back of your hand or in your arm. This is called a cannula.
This may hurt a little but the cream we put on will help.
You must keep your arm still.
The blood for your transfusion is stored in a small plastic bag.
The bag holds just under a pint of blood.
You may be given more than one bag of blood during your transfusion.
Easy Read
The nurses will check your details with you and your wristband.
They will check each bag of blood has your details on it.
The bag of blood will be connected to and fill a long, thin plastic tube.
The tube will then be connected to your cannula and the blood will flow slowly into your arm.
It takes from 2 to 3 hours to receive each bag of blood.
Most people don't feel anything while they are having a blood transfusion.
If you do begin to feel unwell please tell the doctor or nurse straight away.
Easy Read
The nurse will keep checking you are ok whilst you are having your transfusion.
They will check things like your temperature and breathing.
Some people feel a bit poorly.
If you start to get a:
* temperature
* shivers
* rash
tell the nurse or doctor straight away.
The nurse will tell you and your carer how to look after yourself when you go home.
You may be able to go home on the same day.
You can ask the nurse if you have any questions.
Easy Read
Issue Date: March 2021. Review Date: March 2024 | 1,129 | 688 | {
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Home Learning Week Beginning 11 th October 2021
Dear Parents/Carers,
We would love to hear from you about your child's learning at home; to share this, please use the following email address: email@example.com . Thank you.
Personal, social and emotional development (PSED)
We will be talking about how we all have the right to feel safe, to play and to learn.
- Play the game 'Jailer and the Thief'. You will need a set of keys and a blindfold. One person wears the blindfold and the other tries to steal the keys as quietly as possible. The person wearing the blindfold needs to point to wherever they hear the keys to 'catch' the thief.
- What other rights do we have? Discuss all the things you enjoy doing at school and at home. For example: reading stories, playing on a swing, painting pictures. What if we were not allowed to play/sleep/eat/be warm? How would you feel if someone told you that you weren't allowed? Would that be ok?
- Talk about how it is ok to take things during a game but would it be ok to take someone's things without asking? We have the right for our things and ourselves to be safe.
Communication & Language (C&L)
Our story this week is called 'Handa's Surprise' by Eileen Brown.
- If you have this story book at home, then you could share it with someone in your family. Alternatively, with the support of your grown-up, you could use the internet to watch and listen to a version of this story. Here is a version you can watch: https://video.link/w/r6zkb
- In school, we have been exploring story characters. When you are looking at different books, can you talk about who is in the stories? Perhaps you could ask questions such as: Who is Handa going to give the fruit to? Who took the soft, yellow banana? Who took the sweet smelling guava?
- Talk about the different describing words that are used for the fruits. Perhaps you could come up with your own?
Physical Development (PD): gross motor movement
Handa carries the basket of fruit by balancing it on her head and without using her hands!
-Try balancing different, unbreakable objects (e.g. a basket, a ball, a book, a sock, etc.) on your head and/or other parts of your body. Are some objects easier to balance than others? Why? Perhaps you could try walking with an object balancing on your head or shoulder; making sure you have good posture will really help with this!
-Why not try some Yoga at home! Follow this link for yoga with wild
animals:
https://video.link/w/Gn9kb
Each day we are having regular movement breaks.
Disney 10 Minute Shakeups: Follow the link below to the 'Change 4 life' website where you will find a whole range of fun physical 'shake up games' that will get your child moving and contribute to their daily exercise.
https://www.nhs.uk/10-minute-shake-up/shake-ups
Physical Development (PD): fine motor movement for handwriting
In the story, a little girl named Handa puts seven different delicious fruit in a basket to take to her friend Akeyo as a surprise.
- Make a fruit salad: with the support of an adult, try cutting up some different fruits for a fruit salad.
- Which fruits do you and your family enjoy eating at home? Have you got any favourites?
- Can you chop them into different sizes? Perhaps you could explore chopping some in half. Are some fruits easier to chop than others?
We will be learning how to write the graphemes (letters) e / u/ r. Have a look at these videos and have a go. You could practise with pencils, chalk or even paint.
- https://video.link/w/L04Dc (e)
- https://video.link/w/334Dc (u)
- https://video.link/w/v24Dc (r)
Understanding the World (UW)
In the story, we see many different African animals, such as a giraffe and an elephant.
- Using the internet or some books you may have at home, can you research the different animals and learn some information about them. Try and find out what they eat, where they live, where they sleep and any interesting or strange facts about them. For example, a giraffe has a dark blue tongue.
https://kids.nationalgeographic.com/animals
- Perhaps you could find some information on this website:
- You could draw a picture of the animal you are learning about. Remember to look carefully at what colours they are.
Expressive Arts and Design (EA&D)
Handa carries the fruit in a basket on her head. As an alternative to a basket, perhaps you could you design and make a bag to carry?
- First, take a look at different bags to inspire and help you gather ideas for your design. Think about: what object/s you want your bag to carry; what your bag will be made from; how you will join the sides together; what you will use for the handles; and how you might decorate or finish your bag.
- Once it is made, try to carry something in it. Is it strong enough?
Mathematics (M)
Key focus: Exploring pattern. See below for activity ideas. | 1,865 | 1,122 | {
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HEALTH INFORMATION
10 tips to lower BMI
BMI is a measure that is very useful across large populations, is well documented and is an extremely simple measure to undertake.
4. Aim to leave no more than 4 hours between eating.
* It does not necessarily reflect the changes that occur with age as the proportion of body fat increases with age, whereas muscle mass decreases, but corresponding changes in height, weight and BMI may not reflect changes in body fat and muscle mass
* The relation between BMI and percentage of body fat is not linear and differs for men and women
* It is well established that individuals who deposit much of their body weight around their midsection, the so called apple-shaped, are at much greater risk of disease and early mortality in contrast to the so called pear-shaped, who carry their weight more peripherally, particularly in the lower body
* It does not always reflect lifestyle changes - improved lifestyle may mean that you have less body fat and more muscle but weight may not significantly change and therefore BMI will not change
1. Ensure you eat breakfast, and that it is nutritionally balanced.
Aim for porridge, low sugar muesli, fruit with mixed nuts and live bio yoghurt, eggs, grilled bacon, tomatoes.
2. Water!
Our bodies are made from over 65% water, and it has many jobs, including the delivery of nutrients around the body, but also the removal of toxins and fat cells. Aim to drink at least 1½ litres a day.
3. Leave out carbohydrates from mid afternoon.
Carbs aren't bad, it's just that we tend to eat too many! Their primary job is to be broken down into glucose, stored, and used for energy.
www.medigold-health.com
Provided by Medigold Health Consultancy Ltd. All content is provided for general information only, and should not be treated as a substitute for the medical advice of your own GP or any other health care professional. No responsibility or liability for any diagnosis made by the reader based on the content of this information sheet is
taken. This information does not endorse any commercial product or service mentioned. Always consult your own GP if you're in any way concerned about your health.
This can take the form of a snack like an apple and a 3-4 nuts, chopped raw veg, or some oat cakes. By leaving longer, your body will go into starvation mode, releasing hormones which will store the next food consumed as fat.
5. Try not to eat after 8pm at night.
Your metabolism slows down during the afternoon to evening time and so it will take longer to break down food from here. Where possible, have your larger meal at lunch time which will assist this process.
6. Cut out added sugar!
Everything that ends in an xxxxOSE is sugar! The whole key to fat loss is keeping a high metabolism and balanced blood sugar levels. Sugar will not help!
7. Cut back on wheat based products.
8. Cut out the packaged/processed and take away food
which is often high in calories, and specifically the packaged meals, are low in vitamins and minerals. Food needs to be natural and fresh to contain vitamins and minerals.
9. Eat for your day!
Food is our energy source – If you have a sedentary job, or a less active day ahead, look to reduce the number of calories you consume.
10. Exercise.
If you take the stairs, have a quick walk during lunch or ride your bike to work for example. You can increase the amount of activity without having to attend the gym (although that is great too!).
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newlenoxlibrary.org/makerweek
Pick up a Maker Week Take & Make kit at the Library.
Tell us about (or show us!) the best handmade gift you have ever given or received. Write about it or make a video.
Recreate a piece of art from your childhood.
Use the color orange.
Watch a Creativebug tutorial video. Which one did you watch? Was it any good? Did you make anything from it?
Draw something with your non-dominant hand.
Make the best paper airplane.
Talk to someone you know who makes things or reach out to a local artist.
Upcycle or repair something in your home to make it useful again.
Spend five minutes on any creative skill.
Make any kind of art or craft using at least one rubber band.
Draw a doodle blindfolded (or with your eyes closed), then open your eyes and use any medium to make it into a full drawing. This is also fun if one person makes a doodle and another adds to it. (Kids and caretakers are a great team!)
Fabienne Fahmy, @komali_design on Instagram
Adults & Teens! Take pictures, videos, or write responses to each suggestion and send them to firstname.lastname@example.org—or post them on social media and tag us with #NLPLMakerWeek!
Every post or emailed project enters you into a raffle for a Black + Decker Drill and Home Tool Kit!
Make sure your social media posts are public so we can see them, or use the above email instead! Must be in 7th Grade & up to win. Recipients under 18 subject to caretaker approval.
Arrange a knolling photo. Knolling is arranging objects neatly on a flat surface. Take the photo from above. Objects are themed, like items in your backpack, what your toddler picked up on a walk, hobby tools, or pieces of a mechanical item:
Wikimedia Commons
Try out a new recipe and style a food photography shoot. Maker Tip: Get inspired by recipes and food advertising with a library cookbook or AtoZ Food databases!
Use, trade or donate an art supply that has been hanging around too long.
Create a flipbook. Maker Tip: You can use a website, app or good old pen and paper!
Take a picture of something that inspires you.
Create something using a digital medium. Maker Tip: There are lots of ways to make digital art! You can make collages, digital paintings, graphics and more. Use TinkerCAD.com to make a 3D object, and have it printed at the library!
Create something using a physical medium. Maker Tip: A physical medium can be anything you can touch! Use a classic like markers, paint, clay, etc. or think out of the box and use found objects like leaves or recycling. | 1,046 | 578 | {
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Name: _________________________________________________
Adverbs
An adverb is a word that describes an action verb.
An adverb can describe how an action happens.
example:
Jason quickly read the book.
How did Jason read?
Quickly.
An adverb can describe when an action happens.
example:
Emma left early .
When did Emma leave? Early.
An adverb can describe where an action happens.
example:
Lily and Ben played here .
Where did Lily and Ben play?
Here
An action verb is underlined in each sentence. Circle the adverb that describes the verb.
1. My grandpa snored loudly.
2. Chloe played on the beach yesterday.
3. I will visit my friend tomorrow.
4. George, will you come here?
5. My sheepdog sat lazily in the pool.
6. Neil slowly placed a card on the card house.
Write the number of the sentence that matches each picture.
Super Teacher Worksheets - www.superteacherworksheets.com.
Name: _________________________________________________
Adverbs
7. Neil stopped suddenly and listened.
8. Nathan stamped his feet angrily.
9. I carefully glued the last piece onto the model.
10. Sam accidentally slipped on the ice.
11.
Yesterday, they played a game.
12. The truck grumbled loudly.
13. We will go to the concert soon.
14. Jen waited patiently for the computer to load.
15. Kayla finally arrived at the park.
16. My mother nicely reminded me to do my homework.
17. The astronaut easily fixed the problem.
18. I usually hug my mother when I get home.
19. My dog always barks.
20. Peter neatly wrote a shopping list.
Super Teacher Worksheets - www.superteacherworksheets.com
___________
___________
___________
___________
___________
ANSWER KEY
Adverbs
An adverb is a word that describes an action verb.
An adverb can describe how an action happens.
example:
Jason quickly read the book.
How did Jason read?
Quickly.
An adverb can describe when an action happens.
example:
Emma left early .
When did Emma leave?
Early.
An adverb can describe where an action happens.
example:
Lily and Ben played here .
Where did Lily and Ben play?
Here
An action verb is underlined in each sentence. Circle the adverb that describes the verb.
1. My grandpa snored loudly .
2. Chloe played on the beach yesterday .
3. I will visit my friend tomorrow .
4. George, will you come here ?
5. My sheepdog sat lazily in the pool.
6. Neil slowly placed a card on the card house.
Write the number of the sentence that matches each picture.
Super Teacher Worksheets - www.superteacherworksheets.com.
ANSWER KEY
Adverbs
7. Neil stopped suddenly and listened.
8. Nathan stamped his feet angrily .
9. I carefully glued the last piece onto the model.
10. Sam accidentally slipped on the ice.
11. Yesterday , they played a game.
12. The truck grumbled loudly .
13. We will go to the concert soon .
14. Jen waited patiently for the computer to load.
15. Kayla finally arrived at the park.
16. My mother nicely reminded me to do my homework.
17. The astronaut easily fixed the problem.
18. I usually hug my mother when I get home.
19. My dog always barks.
20.
Peter neatly wrote a shopping list.
Super Teacher Worksheets - www.superteacherworksheets.com
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Lead Exposure Self-Assessment Guide for Adults
Lead poisoning has serious health effects. However, most adults with lead poisoning don't look or feel sick. To find out if you have been exposed to lead, answer the following questions. See your doctor for a venous blood lead test if you answer yes to any of them. Call 311 for more information, to find out where to get a blood lead test, or have questions about your exposure to lead.
YES NO QUESTION
_____ _____
1. Do you work with lead on your job? Working with products or materials that contain lead, lead alloys, lead-based paints or pigments, and certain glazes and ceramics can expose workers to lead on the job. The following are some jobs that may expose you to lead:
* Ammunition or explosives production
* Antiques or furniture restoration/repair
* Auto repair
* Battery manufacturing/recycling
* Bridge repair/painting
* Cable splicing/production
* Ceramics or pottery making
* Electronics repair/recycling
* Electrical work
* General/home construction
* Iron or steel structure repair/painting
* Jewelry production
* Law enforcement
* Lead abatement
* Metal recycling
* Plumbing repair
* Roofing
* Shooting range work
* Scraping, sanding or using a heat gun to remove old leadbased paint
*Smelter work
Stained glass, glass recycling
and manufacturing
_____ _____ 2. Do you have any hobbies that may expose you to lead?
The following are some hobbies that may expose you to lead:
* Bronze casting
* Casting fishing weights or lead figurines
* Ceramics
* Copper enameling • Electronics repair
* Glassblowing with leaded glass
* Home renovation
* Jewelry making
* Liquor distillation
* Print making and other fine arts
*Stained glass work
* Target shooting/hunting/ casting ammunition
_____ _____ 3. Do you live with someone who works with lead?
_____ _____ 4. Did you or anyone in your home ever have an elevated blood-lead
level?
_____ _____ 5. Are you living in an older home with ongoing renovations that create
dust?
_____ _____ 6. Do you use any products from other countries such as imported herbal medicines, health remedies, foods, spices and cosmetics?
For more information visit:
http://www.nyc.gov/hazardousproducts
_____ _____ 7. Do you use imported ceramic cookware or dinnerware, or leaded
crystal?
_____ _____
8. Do you eat, chew or mouth any non-food items such as clay, soil, crushed pottery or paint chips?
_____ _____ 9. Have you ever had a gun shot injury?
_____ _____ 10. Do you regularly travel outside of the United States to countries where lead poisoning may be common?
_____ _____ 11. Are you a recent immigrant to the United States?
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LANGRISH PRIMARY SCHOOL
CURRICULUM INFORMATION FOR PARENTS: Spring 1
(Dates and details may alter should unforeseen situations arise)
Teaching Team and Year Group
Year 4: Mrs Pruden
Main areas of study
English
Writing units will include:
* Myths and legends (Beowulf, Merpeople)
* Non-fiction - Wolves
Through all of these, the children will be developing their sentence structure, as well as their understanding of the structure of different genre. Guided reading will cover a range of genre and text types.
Maths
Multiplication and division and area:
* x3 numbers
* factors pairs
* efficient multiplication
* written methods
* multiply 2 digits by 1 digit
* multiply 3 digits by 1 digit
* divide 2 digits by 1 digit
* divide 3 digits by 1 digit
* What is area
* counting squares
* making shapes
* comparing area
Fractions:
* unit and non unit fractions
* what is a fraction
* tenths
* count in tenths
* equivalent fractions
* fractions greater than 1
* count in fractions (continued Spring II)
Science
* Digestion continued
* Making electrical circuits work
Other Subjects
History - Anglo-saxons, who were they and how do we know what was important to them?
Computing
– writing for different audiences – purple mash/ advanced multimedia presentation
Powerpoint
Art/DT – Bread – flavourings & evaluating PSHE – Keeping myself safe
RE – Messages – Jesus' teachings
Music
– Compose with your friends
MFL
–
Goldilocks
Please continue to reference your class page on our website for ongoing updates as the term unfolds.
Your child will also be taking part in these activities on the following days:
PE – Mondays & Thursdays
* Indoor athletics
* Solent Core stability
*
Yoga
* Skipping
Please ensure correct kit is worn to school on these days, no jewellery is worn and long hair is tied back.
Home Learning
* Daily reading (30 minutes+) and record keeping in the Reading Record (answering Blooms questions to show comprehension)
* Purple Mash/Serial Mash
* Times tables activities
* Discuss the First News articles that are on the class web-page
Ways in which you can help your child during these topics
* Research using the internet. Links to useful websites will be put on our class page.
* Watch News Round with your child
Visits and Events
16 th January – Winchester Cathedral trip
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LANGRISH PRIMARY SCHOOL
CURRICULUM INFORMATION FOR PARENTS: Summer 1
(Dates and details may alter should unforeseen situations arise)
Teaching Team and Year Group
Year 1: Mr Hancox and Mr Ellis
Principle Areas of Study English
Writing units will be:
* Non-Fiction: Tell me a Dragon (using adjectives, as well as the non-negotiables of capital letters, full stops and spaces between words).
* Whistleless (using plurals, as well as the nonnegotiables of capital letters, full stops and spaces between words).
Phonics
* Smart Kids: The Code
* Phase 5 consolidation and alternative pronunciations
Maths
* Identify one more and one less than a given number
* Use and understand vocabulary such as: equal to, more than, less than, most and least, smallest and greatest
* Count to and across 50, forwards and backwards, beginning with 0 or 1, or from any given number
* Count, read and write numbers from 1 to 50 in numerals and words
* Identify and represent numbers using objects and pictorial representations including arrays
* Count in multiples of twos, fives and tens
* Read, write and interpret mathematical statements involving addition (+), subtraction (-), multiplication (x), division (÷) and equals (=) signs
* Recognise and calculate one half, one quarter and three quarters of a shape or amount
* Describe the position or direction of an object including clockwise and anti-clockwise, quarter, half and threequarter turns
Science
* Seasonal Changes - A year-long study of how our environment continually changes
* Plants - Looking at a variety of plants and trees, and exploring what they need in order to thrive and survive
Other Subjects
Geography - Exploring how the weather affects us, both in our local area and around the world
Computing – Using Purple Mash to create animated stories, and looking at the use of technology in the wider world
Art: Texture - Exploring and being inspired by the work of the Spanish artist Joan Miró
WF&P:
Specialness – learning about special food in
Christianity and Hinduism
Music: Having fun with improvisations
PSHE -
Promoting good citizenship, mental wellbeing,
British values and positive interpersonal relationships through activities and discussion
Please continue to reference your class page on our website for ongoing updates as the term unfolds.
Your child will also be taking part in these activities on the following days:
PE
– Wednesday and Thursday
Multiskills and Gymnastics
Please ensure correct kit is worn to school on these days, no jewellery is worn and long hair is tied back.
Home Learning
* Regular reading and record keeping in the Reading Diary
* Extra reading through Serial Mash or Oxford Owl is also available
* Phonics practise using the sounds and tricky words found in the Reading Diary and attached to the bottom of the Year 1 web page
* Purple Mash, Spelling Shed or Brainzy activities, either for fun or as directed by the Year 1 web page
* Any other internet-based home learning activities as suggested via our class page on the school website
* Use the 'Out and About' maths cards attached to the parents' area of the school website for more ideas about fun ways to use maths in everyday situations
* Noting how your everyday environment alters with the changing seasons
Ways in which you can help your child during these topics
* Research using the Internet on sites such as BBC Bitesize or child-friendly search engines such as Kiddle
* Using your local library to explore books and resources around these topics
Visits and Events
Walk to School Week – 20 th -24 th of May | 1,649 | 775 | {
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Honors World Literature Summer Packet
Welcome to Honors World Literature, I'm so thankful you're here.
This school year, we will read several world literature texts. Each of these works will allow us to discuss and better understand the diversity of our world and the human experience. We will read and study these texts in light of Biblical truth. The best way for us to do that, is by also reading scripture. The Bible is the only true, universal text. We'll start in the beginning, and continue to study the literature of the Bible alongside many other texts.
My prayer is that you read the scripture with a humble heart, ready to let the Holy Spirit reveal God's truth to you.
Read:
––Genesis 1–3 and John 14–15, 17–20, Matthew 28
––"The Danger of a Single Story"
––"When Mr. Pirzada Came to Dine"
Complete the comprehension and analysis questions for each of the texts.
Genesis
Consider the first three words of Genesis (and the entire Bible). What is the significance of starting the creation narrative this way? Consider why that phrase was included versus immediately starting the text with "God created." How do those first three words encourage us to understand the rest of the creation narrative in a specific way? (What beginning does "in the beginning" refer to?)
Write a paragraph or two in response to the questions above:
How should we understand Genesis 1:27 in regards to the relationship between men and women?
How should we understand Genesis 1:27 in regards to the way we view ourselves?
In Genesis 2, the author briefly departs from the creation narrative to include the statement in verse 24; what is the purpose of this inclusion?
What information does the narrator provide to the reader that the people of the story (Adam & Eve) do not realize?
John
What metaphor does Jesus use in John 15? What does he use this metaphor to explain?
What old testament scripture does the author of John reference? Why does the author include this reference?
Matthew
Compare and contrast John 20 with Matthew 28; consider what each author includes in the resurrection telling and different details they each provide.
"The Danger of the Single Story"
What does the speaker mean when she refers to the "single story?"
What "single story" did Adichie have about Fide?
What "single story" did Adichie's college roommate have about her?
What does Chimamanda Ngozi Adichie say is the danger of the "single story?"
What is the problem of stereotypes?
What connection does Adichie make between literature and avoiding "the danger of the single story?"
How does Adichie use personal stories to convey her message? How did these stories influence her message? (including the stories versus simply telling the audience they should read many different types of stories.)
"When Mr. Pirzada Came to Dine"
Who is the narrator?
How old is she?
Why do you think Lahiri, the author, chose to tell the story through the perspective of a child? How might this choice of narrator change the way the reader understands the story?
List 5 Key Facts that the narrator reveals about Mr. Pirzada's family, occupation, and origin.
Where is Dacca?
What is happening there?
Why does Mr.Pirzada come to dinner?
When Lillia begins to show interest in learning about Pakistan at school, how does her teacher respond?
Why do you think Lahiri chose to emphasize the teacher's response?
Why does Mr. Pirzada seem worried about Lilia going trick or treating?
What are his thoughts on the term "thank you?"
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Guidance Techniques
1. Emphasize the positive, state suggestions, directions, and comments in a positive manner.
2. Be a "Model" Children will imitate what you do more often than what you say.
3. Use "I" Messages. An "I" Message includes 1) your nonjudgmental description of the problem. 2) its effects on you, and 3) your feelings about it.
4. Instruct appropriate Behavior, Children often misbehave inappropriately because they do not know or remember what is expected of them.
5. Limit options. Sometimes children are over stimulated by the environment. They may have too much time, too much space, too many activities, or too many materials.
6. Re-direct the child. When a child displays inappropriate behavior in an activity, direct the child into an activity that is developmentally more a "match" to the child's needs at this time.
7. Ignore Behavior. Sometimes the best thing you can do is ignore inappropriate behavior. However, aggressive behavior must be dealt with directly by other methods.
8. Reinforce appropriate behavior. Positive attention to appropriate behavior, reinforces and encourages children to continue those behaviors.
9. Reinforce adjacent behavior. When positive attention is given to children behaving appropriately, other children will imitate the appropriate behavior.
10. Cue behavior. Consistently used environmental cues will signal when transitions need to occur, e.g. turn the music on, switch alight, ring a bell.
11. Give a breather. Occasionally it is necessary to remove a child from an activity. The removal or breather is a temporary event that is ended when the child has the desire and control needed to return.
12. Do not allow a child to strike you or anyone else. Aggression needs to be redirected to inanimate objects.
13. Use a tone of voice that helps the child feel confident and reassured. Be physically close to children when talking to them. Squat down to see them eye-to-eye.
14. Use the most strategic positions for supervising. Sit down in a chair when possible, be alert of the total classroom. Do not turn you back to a large number of children just to be with a few.
15. Learn to foresee, and prevent problem situations.
16. When limits are necessary, they should be clearly defined and consistently maintained by all staff.
17. Give a child a choice only when you are prepared to accept the child's answer. Rather than asking, "Do you want to put on an apron?" or "Put on an apron. OK?" thus giving the child an opportunity to refuse, say "You need to put an apron on to paint"
18. Separate the act from the person. "I like you Mark but I don't like what you did to ..."
19. Use specific Rather than General statements. Keep your words to a minimum.
20. Warn the children at least 5 minutes before a change of activity so they have time to finish what they are doing.
21. When setting limits or when you are uncertain as to the appropriate behavior control or Guidance technique to use, think of these three questions: a) is this limit necessary for the child's safety?; b) Is it necessary for the safety or well being of others?; Is it necessary for the protection of the equipment?; Is this a limit that is still necessary or has it been outgrown?; All of these questions need to be discussed by all classroom staff together at staff meetings.
A final word— WHEN ALL ELSE
FAILS............
It is so easy to take ourselves too seriously, to get lost in the welter of problems, to lose our sense of humor and our sense of perspective—specially on those days when everything goes wrong, our mood is a bit rocky, and we know the barometric pressure is affecting both ourselves and the children. Why not laugh a bit and find ways, with the input of the children, to salvage the day? | 1,538 | 817 | {
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The Value of High-Quality Assessment
In all the talk about assessment systems, the complicated and vital area of assessment quality is often misunderstood. Not all tests are created equally and the difference between a high-quality test and a low-quality test can be both dramatic and consequential. Because testing guides teaching, the quality of an assessment directly impacts classroom learning and the entire educational experience across grade levels.
The difference between high-quality and low-quality
Low-Quality Tests. Low-quality testing measures super昀椀cial skills. It favors rote memorization—the so-called "drill and kill" approach—over critical thinking. Because testing guides teaching, low-quality testing leads to lowquality learning experiences. Students become trapped in an unengaging, one-dimensional experience that does little to foster a love of learning.
High-Quality Tests. High-quality testing engages students with compelling content that promotes deeper thinking and an interest in learning. These assessments promote quality learning experiences in the classroom and provide insight into how students are progressing toward a mastery of grade-level knowledge and skills. High-quality tests also increase equity by providing a wide range of accommodations and ensuring that tests are free of cultural bias.
The New Meridian Way
At New Meridian, we provide some of the highest-quality testing available in the industry. We believe that assessment should measure the skills that matter most: critical thinking, problem solving and effective communication. To do that, every New Meridian test item is created with quality and equity in mind, vetted for cognitive complexity and grounded in the principles of evidencecentered design. Questions are then subject to rigorous statistical analysis, 昀椀eld tested with real students and subject to hours of review by a diverse group of educators to ensure they are free of bias. New Meridian assessments are also designed to be accessible to all students, including those with disabilities and English language learners.
Accessibility and Accommodations Features
Magni昀椀cation
Answer Elimination
Highlighter Tool
Color Contrast
Large Print
Text-To-Speech
Braille
Written directions in a variety of languages
Calculation Device
Word-To-Word Dictionary
Human Reader
NEWMERIDIANCORP.ORG
High-quality testing in action
4rd Grade Math
Low-quality Item
Promotes an unengaging, one-dimensional experience
New Meridian Item
Engages the student in the problem-solving process by requiring them to create a visual model that meets given parameters, and write an equation to support their answer.
NEWMERIDIANCORP.ORG
High-quality testing in action
Biology
Low-quality Item
New Meridian Item
Focuses on rote memorization over deeper level thinking without a problematized scenario
Provides a problematized task scenario that is suf昀椀cient, engaging, relevant, and accessible to a wide range of students
Want to drive real transformation in assessment? Let's get in touch.
Want to learn more about the value of high-quality assessment? Book an appointment with a New Meridian specialist. Let's talk. Contact us at email@example.com
Copyright © 2023 New Meridian newmeridiancorp.org
@newmeridiancorp
@newmeridiancorp
@newmeridiancorp | 1,504 | 663 | {
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Command terms for physics
Command terms with definitions
Students should be familiar with the following key terms and phrases used in examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way.
These command terms indicate the depth of treatment required.
Assessment objective 1
Define
Give the precise meaning of a word, phrase, concept or physical quantity.
Draw
Represent by means of a labeled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.
Label
Add labels to a diagram
List
Give a sequence of brief answers with no explanation.
Measure
Obtain a value for a quantity.
State
Give a specific name, value or other brief answer without explanation or calculation.
Write down
Obtain the answer(s), usually by extracting information. Little or no calculation is required. Working does not need to be shown.
Assessment objective 2
Annotate
Add brief notes to a diagram or graph.
Apply
Use an idea, equation, principle, theory or law in relation to a given problem or issue.
Calculate
Obtain a numerical answer showing the relevant stages in the working (unless instructed not to do so).
Describe
Give a detailed account
Distinguish
Make clear the differences between two or more concepts or items.
Estimate
Obtain an approximate value.
Formulate
Express precisely and systematically the relevant concept(s) or argument(s).
Identify
Provide an answer from a number of possibilities.
Outline
Give a brief account or summary.
Assessment objective 3
Analyze
Break down in order to bring out the essential elements or structure.
Comment
Give a judgment based on a given statement or result of a calculation.
Compare
Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare and contrast
Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Construct Display information in a diagrammatic or logical form.
Deduce
Reach a conclusion from the information given.
Demonstrate
Derive
Make clear by reasoning or evidence, illustrating with examples or practical application.
Manipulate a mathematical relationship to give a new equation
or relationship.
Design
Produce a plan, simulation or model.
Determine Obtain the only possible answer.
Discuss
Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate
Make an appraisal by weighing up the strengths and limitations.
Explain
Hence
Hence or otherwise
Justify
Predict
Give a detailed account including reasons or causes.
Use the preceding work to obtain the required result.
It is suggested that the preceding work is used, but other methods could also receive credit
Give valid reasons or evidence to support an answer or conclusion.
Give an expected result.
Show
Give the steps in a calculation or derivation.
Show that
Obtain the required result (possibly using information given) without the formality of proof. "Show that" questions do not generally require the use of a calculator.
Sketch
Represent by means of a diagram or graph (labeled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.
Solve
Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.
Suggest
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Core Books
English
Maths
Science
Geography
Art/DT
Music
Computing
RE
PE
This term in English, the children will be exploring their new book 'Belonging' by Jeannie Baker. Through this book, the
children will be able to develop their responses through discussion. We will be able to explore ecological and environ-
mental impacts of urbanization and the impact humans have on the environment.
In art this term, Beech will be exploring working in three dimension. The children will develop their techniques, control
and use of materials by using creativity and experimentation. The children will show an increased awareness of different
kinds of art, crafts and design.
The children will be continuing to develop their computing skills this term and will be looking closely at online safety. We
will be looking at how to use the internet and computers safely. We will look at the dangers and different things to be
aware of when using technology and searching on the internet.
This term in P.E, the children will be exploring team games and our focus will be on Basketball. They will be developing
their handling skills as well as their agility and balance. They will develop their strength and technique in order to play
competitive games and understand the roles of attackers and defenders.
Beech —Term 2
Honesty
Movement and People
Trip to the British Wildlife
Show and Share
Continuous Provision
This term in Science, the children will be looking at Living things and their habitats. The children will recognize that
animals can be grouped in a variety of way. They will explore and use classification keys to help group, identify and
name a variety of living things in their local and wider environment.
In Geography this term we will be looking at Villages, Towns and Cities. The children will explore how many people
live on the planet and where people are distributed globally. We will look at what settlements are and what makes a
good location for a settlement. By the end of term we will explain the differences between Villages, Towns and Cities.
In the Autumn 2, Beech class will be continuing to think about Young Voices and will spend time practicing the
songs ready for the concert in January. They will also take part in drumming with Mr Winston, expanding their
musical understanding and widening their use of musical language.
In R.E, the children will be looking at Incarnation: What is the Trinity as their topic this term. We will be able to identi-
fy the differences between a 'Gospel' which tells the life of Jesus and a letter. By the end of the topic, the children will
be able to offer suggestions about what texts about Baptism and the Trinity might mean.
The children in Year 3 will be looking at addition and subtraction this term. They will explore how to add and subtract
three digit numbers using column addition. The children in Year 4 will continue looking at addition and subtraction this
term. They will learn how to add and subtract 4-digit numbers and solve addition and subtraction 2 step problems.
Belonging by Jeannie Baker Belonging is the story of a family growing up in an urban environment. It follows the life of Tracy, from birth to marriage, all by looking out the same wooden casement windows onto the family garden and neighbourhood. As she grows, and the articles on her window sill change to indicate her age, we also witness how the community comes together to turn what was once graffiti-covered concrete and soulless billboards into renovated buildings nestled behind thriving green spaces. | 1,349 | 733 | {
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"We will provide all of our children with a broad, relevant and enriched curriculum so that they have the character to make a positive contribution to our society and are knowledgeable, skilled and ready for the next phase of their education."
OUR CURRICULUM
SUBJECT INTENT FOR: English
Our English Curriculum:
Is broad, relevant and enriched:
Our book rich curriculum will ensure that all children have access to a range of high quality and relevant novels, picture books and non-fiction texts. The curriculum design allows all learners to be ambitious. Enrichment opportunities provided further develop children's life experiences. These rich and engaging opportunities will link to the outcomes produced by the children ensuring a high level of motivation.
Develops character:
We recognise the importance of being able to communicate ideas clearly in both written and verbal forms. We seek opportunities for the children to work collaboratively whilst expressing, exchanging and developing ideas. We encourage children to be reflective learners and provide editing and improving sessions within our units of work. We ensure that children have regular opportunities to read, perform and publish their work to an audience; allowing them to develop in confidence. Using picture books and novels, we explore important issues such as mental health and the environment giving children a better understanding of the world.
Helps children make a positive contribution:
Teachers will seek opportunities for children to write with purpose e.g. persuasive writing about environmental issues to local councillors. This will ensure that children are aware of the power of their voice. Children will be encouraged to use the skills learnt in English to help and support their peers and children in the wider school community.
Ensures children are knowledgeable, skilled and ready:
Our English curriculum will continue to develop to meet the needs of all groups. If needed children will receive intervention from skilled staff to ensure that they make progress. The curriculum will show clear progression within the Primary phase so that children leave our care with the stamina and ability to read and write at the age expected standard. Progression documents will set out this progression and encourage the development of a rich vocabulary. We hope to inspire and equip all children with a life-long passion for learning so that they are skilled and ready to be active citizens.
"We will provide all of our children with a broad, relevant and enriched curriculum so that they have the character to make a positive contribution to our society and are knowledgeable, skilled and ready for the next phase of their education."
SEND provision is English
Our English curriculum will continue to develop to meet the needs of all groups. If needed children will receive interventions from skilled staff to ensure that they make progress. Gaps in early reading skills are identified promptly and interventions are put in place to ensure that these children have the best chance of meeting age related expectations. With advice from and the support of the SENCO, teachers match the learning to the needs and abilities of the pupils while still ensuring all children can access our exciting and inspiring novel led curriculum. Teachers use a range of strategies to develop the pupils' knowledge, understanding and skills including the use of ICT. Where appropriate, materials are modified or support is provided to enable pupils with SEND to access the learning.
Diversity in English
Through our novel led approach we aim to provide children with a curriculum that is representative of the diverse country they live in. Texts have been chosen that are relevant and representative of the pupils at Willowbrook Mead and we aim to ensure children feel connected to the authors, characters and stories they are studying. Diversity is carefully, thoughtfully and sensitively embedded into the English curriculum through our novel led approach, texts studied during guided and whole class reading and through the books that teachers share and enjoy with their class during story times. | 1,628 | 736 | {
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METHANE POLLUTION: HARMING LATINO HEALTH
Reducing methane emissions is urgent.
Methane (CH4) is a potent greenhouse gas that is causing about 25 percent of the global warming we are experiencing today. Methane is 87 times more potent than carbon dioxide within the first 20 years after it is released. Adding methane to the atmosphere increases the speed of global warming. That's why it is critical to stop methane emissions now, in the short term.
What is methane? Methane is an odorless gas that occurs naturally and as a result of human activities. Some sources of methane include enteric fermentation (cow burps), leaks or intentional venting from oil and gas facilities, and landfills.
Methane harms our health and safety.
There are three ways that methane creates health and safety risks for people:
1. Global warming makes communities, particularly Latino and communities of color, more vulnerable to natural disasters, disease, and heat stroke.
2. Methane reacts in the atmosphere to produce volatile organic compounds (VOCs) and groundlevel ozone, which are harmful to human health.
3. Additional warming from methane creates conditions that speed ozone formation.
Methane increases air pollution.
Ozone, or "smog," is formed when VOCs and nitrous oxides (NOx) react in sunlight. Methane is a VOC, but it also reacts in the atmosphere to create other VOCs that are very likely to produce ozone. Ozone exacerbates breathing difficulties caused by respiratory conditions such as asthma, emphysema, bronchitis, or even coronavirus symptoms.
Research shows that Latinos are 51% more likely to live in a county that violates ground level ozone standards. These geographic factors, due to environmental racism, contribute to asthma having a disproportionate impact on Latino families. Preventing methane and ozone pollution is critical for Latinos, because Latino children are twice as likely to die of asthma than white children.
For more information visit: www.greenlatinos.org
METHANE POLLUTION: HARMING LATINO HEALTH
Climate change poses a threat to Latino communities.
An overwhelming majority of Latinos (78%) say they have personally experienced the effects of climate change. The majority of Latinos in the U.S. live in four states and territories that have already been devastated by natural disasters that were made more extreme because of climate change: from wildfires in California, to hurricanes in Texas and Puerto Rico, and flooding in Florida.
Latinos are exposed to methane emissions from oil and gas production.
As of 2015, 1.81 million Latino individuals lived within a half mile of an oil and gas facility. Oil and gas production sites release methane – the primary ingredient in natural gas – and air pollutants that are known to have harmful health impacts including polycyclic aromatic hydrocarbons, hydrogen sulfide, particulate matter, sulfur dioxide, VOCs and NOx. Some of these pollutants are linked to endocrine disruption, cancer, heart attacks, and chronic illnesses.
You can help prevent methane pollution by:
Using less energy and supporting policies that reduce demand for fossil fuels like coal, oil, and gas.
Supporting policies that require companies to reduce methane emissions.
Compost your food scraps and support city-wide composting programs to reduce landfill methane emissions.
Reducing meat and dairy consumption.
Using your voice to advocate for state and federal policies that support sustainable, clean energy.
For more information visit: www.greenlatinos.org | 1,558 | 701 | {
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Prevention
1. avoiding problem situations,
"You can stop half of your toddler's tantrums in seconds just by repeating back how your child feels, ("You're sad daddy had to leave/You're angry mommy has to feed the baby") in short, simple phrases. And, even more amazingly, you can prevent 50 to 90 percent of toddler outbursts from ever happening by:
2. connecting with respect all day long,
3. feeding the meter (with frequent time-ins, being silly, build in routines, etc.)" Dr. Harvey Karp
* Know your toddler's temperament. Is your child laid-back? Cautious? Spirited? Knowing your toddler's temperament will help you be better at anticipating his needs and reactions so you can be a better parent.
* Make time each day to connect with your child. This only needs to be 1015 min. of your undivided time. No cell phones, TV, movie, or IPAD. This is time just for the two of you playing on the floor. Time-ins: Lavish your child with tiny bits of attention, play, praise, gossip, hand checks, et cetera, at least twenty times a day.
* Planned Bragging: Call your mother or husband and tell them what a great job Mary did today. "When I called Mary today she came the first time. Boy, is she getting to be a big girl"! Pay attention to them doing something good— Praise and reinforce good behavior.
* Be prepared to repeat requests several times. Try not to use the word No when your child asks for something to do or to have that he/she can't. And try not to ask questions that require your child to answer with a yes or no. Give choices, Do you want to read a story before your bath or after? It's time for bath, do you want to play with the cups or your dolls in the tub. Do you want to put on your yellow pajamas or your blue pajamas? Child asks for a cookie, "Sure right after dinner". f they can't make the choice, you make it for them and say, "Tomorrow you can try to choose again". Don't fall into that trap for everything.
* Confidence builders/Let them do certain tasks: Brushing teeth, Velcro shoes, Clothes/ Little self-esteem boosters that make your toddler feel good about themselves, (such as asking your child's opinion "Do you think we should have bananas or strawberries for snack?"
* Transitions: Allow your child enough time for tasks or leave extra time to go out. Help your child plan for transitions, use a timer or count down.
-Give them a job
-Be silly
* Physical activity everyday-make sure they wear themselves out.
* Redirect them to acceptable behavior: If your child throws a toy car, you calmly and firmly take it from him and hand him a soft ball instead.
"You can't throw the ball, but you can roll it". Spirited child: "If you continue to throw it I will have to take the ball away and you can try again tomorrow."
* Build in rituals/routines: to begin the day, end the day and for leaving places. Create fun routines like bedtime sweet talk and special time to help your tot feel smart, happy, and loved. "Bedtime sweet talk" A nightly routine that reminds your child of the many good things she did that day and previews some of the fun things she can look forward to the next day.
* Hand check Little pen marks you put on the back of your child's hand when she does good deeds. They're a terrific way to make her feel good about herself all day long.
* Not everything needs to be a battle. Give them a way out. I.e. "I will help you this time" or "Which toys do you want to clean up and I will do the rest". Don't worry your child will get to another stage when they will be able to do what you are asking.
* Ignoring unwanted behavior: Discourage annoying behaviors (like whining and dawdling) by briefly turning your back to deprive your tot of your attention.
* Be silly and use a sense of humor: Use games, i.e time them to see how fast they can do something/ talk in a funny voice/ have their stuffed animal help/ put their pants on their head and shirt for pants.
Taken and adapted from: Dr. Harvey Karp, The Happiest Toddler on the block: August, 2008 and Dr. Jane Nelson, Positive Discipline. May 2006 | 1,466 | 945 | {
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Using Rate Language
Solve each problem.
Answer Key
Answers
1) A lumber company had 4 bundles of wood (8 pieces total). What is the rate of pieces per bundle?
1.
2
1-10 93 87 80 73 67 60 53 47 40 33
2) A warehouse placed 8 equal weight boxes on a scale. Total they weighed 4 pounds. Each box weighed ____ of a pound.
3) A carpenter used 2 boxes of nails to build 4 bird houses. He used ____ of a box on each bird house.
4) A pencil company used 63 grams of rubber to make 7 pencils, which is a rate of ___ grams per pencil.
5) An experienced carpenter could build a house in 10 days. How much would he have finished if he worked for 7 days?
6) We paid $60 for 6 hamburgers, which is a rate of $___ per hamburger.
7) A fair owner made 45 dollars when a group of 5 people entered, which is a rate of ___ dollar per person.
8) A printer took 2 minutes to print 20 pages. What is the rate of pages per minute?
9) During the lunch rush a fast food joint sold 4 sodas and earned $36, which is a rate of ___ dollars per soda.
10) A gardener used 2 kilograms of fertilizer over the course of 4 weeks. How much fertilizer did they use each week?
11) A jogger travelled 15 kilometers in 3 days. What is the rate he travelled per day?
12) A baker used 2 cups of flour to make 10 batches of brownies. He used ____ of a cup of flour to make 1 batch of brownies.
13) A recipe had 3 tablespoons of seasoning to 4 cups of flour. So there is ____ of a tablespoon of seasoning for each cup of flour.
14) A machine worked for 5 hours and used 2 kilowatts of electricity. The machine used ____ of a kilowatt each hour it worked.
15) For every 10 miles Katie jogged, Henry jogged 5 miles. If Katie jogged 1 mile, how far would Henry have jogged?
2.
4
/
8
3.
2
/
4
4.
9
5.
7
/
10
6.
10
7.
9
8.
10
9.
9
10.
2
/
4
11.
5
12.
2
/
10
13.
3
/
4
14.
2
/
5
15.
5
/
10
Math www.CommonCoreSheets.com
9
11-15 27 20 13
7
0
Solve each problem.
Answer Key
Answers
1) A lumber company had 4 bundles of wood (8 pieces total). What is the rate of pieces per bundle?
1.
2
15)
Math www.CommonCoreSheets.com
9
11-15 27 20 13
2) A warehouse placed 8 equal weight boxes on a scale. Total they weighed 4 pounds. Each box weighed ____ of a pound.
3) A carpenter used 2 boxes of nails to build 4 bird houses. He used ____ of a box on each bird house.
4) A pencil company used 63 grams of rubber to make 7 pencils, which is a rate of ___ grams per pencil.
5) An experienced carpenter could build a house in 10 days. How much would he have finished if he worked for 7 days?
6) We paid $60 for 6 hamburgers, which is a rate of $___ per hamburger.
7) A fair owner made 45 dollars when a group of 5 people entered, which is a rate of ___ dollar per person.
8) A printer took 2 minutes to print 20 pages. What is the rate of pages per minute?
9) During the lunch rush a fast food joint sold 4 sodas and earned $36, which is a rate of ___ dollars per soda.
10) A gardener used 2 kilograms of fertilizer over the course of 4 weeks. How much fertilizer did they use each week?
11) A jogger travelled 15 kilometers in 3 days. What is the rate he travelled per day?
12) A baker used 2 cups of flour to make 10 batches of brownies. He used ____ of a cup of flour to make 1 batch of brownies.
13) A recipe had 3 tablespoons of seasoning to 4 cups of flour. So there is ____ of a tablespoon of seasoning for each cup of flour.
14) A machine worked for 5 hours and used 2 kilowatts of electricity. The machine used ____ of a kilowatt each hour it worked.
For every 10 miles Katie jogged, Henry jogged 5 miles. If Katie jogged 1 mile, how far
would Henry have jogged?
2.
4
/
8
3.
2
/
4
4.
9
5.
7
/
10
6.
10
7.
9
8.
10
9.
9
10.
2
/
4
11.
5
12.
2
/
10
13.
3
/
4
14.
2
/
5
15.
5
/
10
1-10 93 87 80 73 67 60 53 47 40 33
7
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"#StampitForward" – #StampitForward Cuff Bracelets
Skill Level: Intermediate
Tools & Supplies
* Ergo-Angle TM Metal Stamping Hammer
* Steel Block
* Stamp Guides TM
* Stamp Enamel Marker, Black
* Scratch Protector Book
* Bracelet Bending Bar
* Bracelet Bending Pliers
* High Polish Finishing Block
* Matte Finish Buffing Block
* WillowTM, Uppercase, 4mm
* StargazerTM, Uppercase, 2mm
* HeartbreakerTM, Uppercase & Lowercase, 3mm
* SailorTM, Uppercase, 4mm
* Hope Rainbow Ultra Detail Design Stamp, 12mm
* Heart Hands Ultra Detail Design Stamp, 12mm
* Stethoscope Heart Ultra Detail Design Stamp, 12mm
* Bracelet Stamping Blank, 5/8", Aluminum
* Polishing Cloth, Paper Towel, or Clean Rag
STEP 1
Rotate stamping block so it's positioned in a diamond shape. If stamping on both sides of the bracelet blank, Adhere a scratch protector on stamping block to reduce marring. Then place bracelet blank on stamping block. Secure a straight stamp guide on the bracelet blank. Use the guide marks to evenly space out letters and align stamp impressions.
TIP: Use stamp tape to secure the bracelet blank to the stamping block so it doesn't move while stamping.
TIP: Write desired message directly onto the stamp guide and utilize the guideline marks for spacing.
STEP 2
Place stamp on blank, above the corresponding mark on the stamp guide. Lightly drag stamp towards the guide until the stamp catches the edge of the guide. Hold stamp flat and firmly in place by anchoring the side of your hand on workspace. Then strike stamp once with medium force using Metal Stamping Hammer. Repeat to complete desired word.
TIP: If the stamp has an ImpressArt logo, make sure it is facing you so that the impression is stamped in the correct direction.
TIP: Slightly tilt the stamp towards you while dragging the stamp towards the guide. Make sure you hold the stamp flat and firmly in place before striking the stamp.
TIP: Harder metals and stamps with more detail require a harder strike than softer metals and stamps with less detail.
NOTE: For lowercase letters g, j, p, q, y: Place bottom of the stamp on the thin horizontal blue line that runs through the guide marks.
STEP 3
After stamping the first line, move the straight stamp guide down and repeat the technique to finish stamping any additional lines. Rotate block or blank to change the direction of your stamped impression.
TIP: If stamp guide becomes unusable due to rips or markings, then use a new straight stamp guide to complete the project.
STEP 4
Stamp design stamps of your choice around the stamped words or quote to further personalize the bracelet.
TIP: Use the Tilt & Tap technique to stamp 6mm and larger stamps, or stamps with more details. While applying pressure to the stamp, strike once with medium force. Then without lifting the stamp, continue to strike while very slightly tilting the stamp in a circular motion to catch all sides of the design.
"#StampitForward" – #StampitForward Cuff Bracelets
Skill Level: Intermediate
STEP 5
Highlight impressions with Stamp Enamel. Wait 3-5 minutes and then wipe away the excess enamel from the surface of the blank.
STEP 6
Use the Bracelet Bending Bar to bend the blank into a cuff shape. Place one end of blank into the channel with the stamped side facing up. Firmly place your thumb against the end of the bracelet to secure it in place. Using the palm of your hand, bend the bracelet halfway around the bar until it forms a 90-degree angle. Repeat on the other side to finish shaping a bracelet.
STEP 7
Continue to round out the cuff with Bracelet Bending Pliers. Match the curvature of the pliers to the curvature of the bracelet. Then begin in the center of the bracelet and squeeze down. Work towards each end to give bracelet a rounded finish. | 1,712 | 871 | {
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Year 6
www.achildsguideto.com
[CONVERSION OF UNITS]
Blue group: Convert one decimal unit into another. Use a currency conversion graph to convert one currency to another. Use two currency conversion graphs simultaneously. Draw a currency conversion graph.
Construct a Unit Converter
What you will need: Scissors, A3 paper, A4 paper/card, glue
Diagram
The A3 paper should end up looking something like this:
The blue rectangles are holes cut out with the following dimensions:
The dashed lines are folds.
You will need to glue the top third of the paper to the bottom third of the paper.
Fold the A4 paper so it will slot through and then you have your conversion machine.
[
CONVERSION OF UNITS
]
Converting metric units from one form to another
1
282.2 l is the same as
ml
(× 1000)
2
10.3 m is the same as
cm
(× 100)
3
3.56 m is the same as
mm (× 1000)
4
24.35 cm is the same as
mm (× 10)
5
6253 g is the same as
kg
(÷ 1000)
6
4230 ml is the same as
litres
(÷ 1000)
7
6923 cl is the same as
litres
(÷ 100)
8
1569 mm is the same as
cm
(÷ 10)
9
7158 mm is the same as
m
(÷ 1000)
10
857 cm is the same as
m
(÷ 100)
11
8.47 kg is the same as
g
(× 1000)
12
9.838 l is the same as
ml
13
20.72 m is the same as
cm
14
9.24 m is the same as
mm
15
10.11 cm is the same as
mm
16
4842 g is the same as
kg
17
8814 ml is the same as
litres
18
5048 cl is the same as
litres
19
1811 mm is the same as
cm
20
5903 mm is the same as
m
21
792 cm is the same as
m
Blue Group
[CONVERSION OF UNITS]
Using a graph to convert one currency to another
The graph below shows the conversion of GB Pounds to Euros on 3rd November 2013.
1. How many Euros can you get for £1.00?
2. How many Euros can you get for £10.00?
3. How many Euros can you get for £100.00?
4. How many pounds can you get for six Euros?
5. How many pounds can you get for sixty Euros?
6. How many pounds can you get for 3.6 Euros?
7. How many pounds can you get for 18 Euros?
8. How many Euros can you get for £38.00?
Below is a conversion graph converting GB pounds into Australian dollars.
See next page for questions
]
Questions about the GBP to AU$ Conversion Graph
1. How many dollars can you get for £1.00?
2. How many dollars can you get for £4.40?
3. How many dollars can you get for £7.50?
4. How many dollars can you get for £75.00?
5. How many dollars can you get for £44.00?
6. How many pounds can you get for AU$13.50?
7. How many pounds can you get for AU$ 135.00?
8.
How many pounds can you get for AU$40.00?
9. How many pounds can you get for AU$4,000.00?
10. To the nearest pound, how much can you get for AU$12.00?
11. To the nearest pound, how much can you get for AU$9.00?
12. To the nearest AU$, how much can you get for £4.00?
Questions about Converting AU$ to Eur.
(You will need to use both conversion graphs for this.)
13. How many Euros can you get for AU$8.00?
14. How many Euros can you get for AU$12.00?
15. How many AU$ can you get for Eighty Euros?
Draw a currency conversion graph for a country that has a currency that converts at a rate of $3.5 to the £1.
Make up five questions that can be answered from that graph. | 1,689 | 963 | {
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Solve each problem.
1) A jogger travelled 12 kilometers in 4 days. What is the rate he travelled per day?
Answer Key
Answers
1.
3
1-10 93 87 80 73 67 60 53 47 40 33
2) A gardener used 6 kilograms of fertilizer over the course of 8 weeks. How much fertilizer did they use each week?
3) A baker used 3 cups of flour to make 7 batches of brownies. He used ____ of a cup of flour to make 1 batch of brownies.
4) A carpenter used 4 boxes of nails to build 5 bird houses. He used ____ of a box on each bird house.
5) A warehouse placed 7 equal weight boxes on a scale. Total they weighed 3 pounds. Each box weighed ____ of a pound.
6) An experienced carpenter could build a house in 5 days. How much would he have finished if he worked for 3 days?
7) Haley earned 3 points for every 4 books she read. So if she read only 1 book she would have earned ____ of a point.
8) A candy company used 60 gallons of syrup to make 10 batches of candy. What is the rate of syrup per batch?
9) A carpenter installed 36 sheets of drywall in 9 minutes. What is the rate per minute?
10) An ice machine used 4 gallons of water after running non-stop for 8 hours. How many gallons of water did it use each hour?
11) An industrial machine is able to make 12 pens in 3 seconds. What is the rate made per second?
12) A movie theater went through 6 pounds of popcorn every 10 hours. They went through ____ of a pound every hour.
13) We paid $16 for 2 hamburgers, which is a rate of $___ per hamburger.
14) A baker used 3 bags of flour every 7 days. He used ____ of a bag each day.
15) Henry spent 8 days collecting cans and he managed to collect 3 pounds. He collected ____ of a pound each day.
2.
6
/
8
3.
3
/
7
4.
4
/
5
5.
3
/
7
6.
3
/
5
7.
3
/
4
8.
6
9.
4
10.
4
/
8
11.
4
12.
6
/
10
13.
8
14.
3
/
7
15.
3
/
8
Math www.CommonCoreSheets.com
4
11-15 27 20 13
7
0
Solve each problem.
1) A jogger travelled 12 kilometers in 4 days. What is the rate he travelled per day?
Answer Key
Answers
1.
3
2) A gardener used 6 kilograms of fertilizer over the course of 8 weeks. How much fertilizer did they use each week?
3) A baker used 3 cups of flour to make 7 batches of brownies. He used ____ of a cup of flour to make 1 batch of brownies.
4) A carpenter used 4 boxes of nails to build 5 bird houses. He used ____ of a box on each bird house.
5) A warehouse placed 7 equal weight boxes on a scale. Total they weighed 3 pounds. Each box weighed ____ of a pound.
6) An experienced carpenter could build a house in 5 days. How much would he have finished if he worked for 3 days?
7) Haley earned 3 points for every 4 books she read. So if she read only 1 book she would have earned ____ of a point.
8) A candy company used 60 gallons of syrup to make 10 batches of candy. What is the rate of syrup per batch?
9) A carpenter installed 36 sheets of drywall in 9 minutes. What is the rate per minute?
10) An ice machine used 4 gallons of water after running non-stop for 8 hours. How many gallons of water did it use each hour?
11) An industrial machine is able to make 12 pens in 3 seconds. What is the rate made per second?
12) A movie theater went through 6 pounds of popcorn every 10 hours. They went through ____ of a pound every hour.
13) We paid $16 for 2 hamburgers, which is a rate of $___ per hamburger.
14) A baker used 3 bags of flour every 7 days. He used ____ of a bag each day.
15) Henry spent 8 days collecting cans and he managed to collect 3 pounds. He collected ____ of a pound each day.
2.
6
/
8
3.
3
/
7
4.
4
/
5
5.
3
/
7
6.
3
/
5
7.
3
/
4
8.
6
9.
4
10.
4
/
8
11.
4
12.
6
/
10
13.
8
14.
3
/
7
15.
3
/
8
1-10 93 87 80 73 67 60 53 47 40 33
Math www.CommonCoreSheets.com
4
11-15 27 20 13
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FOR IMMEDIATE RELEASE
August 11, 2022
NEWS RELEASE
Illinois Environmental Protection Agency
1021 North Grand Avenue East, P.O. Box 19276 Springfield, Illinois 62794-9276
Phone: 217/782-3397
Contact: Kim Biggs
217-558-1536
firstname.lastname@example.org
Illinois EPA State Fair Exhibit Promotes Water Quality Education and Celebrates the 50 th Anniversary of the Clean Water Act
SPRINGFIELD – Illinois Environmental Protection Agency Director John J. Kim announced the Agency's participation in the 2022 Illinois State Fair exhibits. This year's Illinois EPA exhibit is themed "Now Streaming – Water Connects Us All!" The Illinois EPA exhibit, located in Conservation World, will have interactive games and educational information about the achievements that have been accomplished in Illinois with the 50 th Anniversary of the Clean Water Act, how to prevent nonpoint source pollution, assessing water quality, information on harmful algal blooms and Perand Polyfluoroalkyl Substances (PFAS), as well as water conservation.
"The Illinois EPA has a long history of exhibiting at the Illinois State Fair to share information on environmental protection and stewardship to fairgoers young and old," said Director Kim. "This year's exhibit offers kids a chance to play games while they and their families gain knowledge about water quality and our environment."
As part of the exhibit, children can play "Putting for Clean Water" where the golf ball is a water drop and it tries to avoid nonpoint source pollution before entering the waterbody with the least amount of strokes. There will also be a plinko game with water-related categories. Participants will be asked a question on the topic where the ball lands. Additionally, there will be a macroinvertebrate pool to match up nymphs and larvae water critters to their correct insect stage. Younger children will also be invited to color at coloring tables.
Educational signs will be posted throughout the exhibit for the adults to view and learn while the children are playing. These include information on 50 th Anniversary of the Clean Water Act and the Agency's accomplishments, water conservation, nonpoint source pollution, trends in chemical concentrations in fish tissue, macroinvertebrates as a water quality indicator, macroinvertebrates life cycle, streambank stabilization, harmful algal blooms, and PFAS. Adults can also register to win one of four rain barrels being given away by the Illinois EPA during the fair.
The Illinois EPA's Conservation World exhibit will be open from 10:00 a.m. – 7:00 p.m. each of the 10 days of this year's fair. The exhibit is located just south of the Illinois Department of Natural Resources Building. | 1,253 | 561 | {
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Growing as a Friend: November
Unit #:
APSDO-00062886
Duration: 4.0 Week(s)
Date(s):
Team:
Jennifer Benson (Author), Allison Zmuda, Donna Nestler-Rusack, Jodi Kryzanski, Lisa Gilbert, Mary Labowsky, Jennifer Benson, Danielle Pratte Grades:
PK4
Subjects:
Pre School
Unit Focus
In this unit, students will learn how to work with others, share, make connections with peers, take turns, work cooperatively, and use language to convey their wants, needs, and desires. Students will demonstrate their ability to follow the social contract, class and school expectations, and begin to demonstrate friendship skills by sharing, taking turns, and maintaining appropriate behavior amongst peers. Student progress will be continually monitored through observation and analysis of student work, performance, and participation. Learning will take place in a variety of instructional formats and structures including center time, morning meeting, learning stations, and read aloud/second circle. Primary instructional materials for the unit include the TeachTown Social Skills Program.
Stage 1: Desired Results - Key Understandings
PK4
© Eduplanet21 2018
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Report produced on: Tue, January 02, 2018 at 4:36 PM
SE 60.17 Show increasing investment in the responses and friendship of peers and modify behavior to enhance peer relationships.
SE 60.18 Seek help from peers and offer assistance with it is appropriate.
SE 60.19 Engage in developing solutions and work to resolve conflict with peers.
SE 60.3 Use strategies to self-soothe across situations with minimal prompting and share strategies with peers or family.
SE 60.4 Demonstrate increased ability to consider the social standards of the environment when responding to their emotional state.
SE 60.8 Describe emotions and feelings to trusted adults and peers.
Connecticut Goals and Standards
Q4 (Q609)How do I feel right now? What can I do to feel better?
Q5 (Q612)Where am I suppose to be right now? What am I suppose to be doing? How am I feeling about it?
Q6 (Q613)What am I doing? What am I suppose to be doing? How can I get back on track?
Q7
What ideas/strategies do I have to make it better?
Q8
How can working together be helpful?
Q9
How can I learn from others?
PK4
Acquisition of Knowledge and Skill
© Eduplanet21 2018
Page 8 of 14
Report produced on: Tue, January 02, 2018 at 4:36 PM
U3
Being able to communicate using your body, language, signs, and written communication allows expression of ideas, needs, and feelings.
U4
Reflecting on my emotional state and how I am seeing the situation helps me decide on what appropriate strategies to try to regulate my emotions and behaviors.
needs, and desires.
© Eduplanet21 2018
Page 9 of 14
Report produced on: Tue, January 02, 2018 at 4:36 PM | 1,304 | 662 | {
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Demonstrate a commitment to inclusion
A suggestion for implementing the strategy 'Leading with moral purpose' from the Guide:
Leading inclusive schools
Includes:
Communicate your vision
Make visible your expectations
Adopt a framework
Foster collective responsibility
Reflection questions
Useful resources
Date
03 October 2022
Link
inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/demonstrate-a-commitment-toinclusion
Communicate your vision
In ordinary language, Dennis Slowley talks about the responsibility of schools to provide a learning environment thats welcome and support all children.
No captions or transcript
Source:
https://www.youtube.com/watch?v=jM653D52tQs
IHC (NZ)
Date 03 October 2022 Link
inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/demonstrate-a-commitment-toinclusion
Make visible your expectations
Clearly articulate what students, whānau and the community can expect of your inclusive school.
As a school we:
welcome and enrol every student who wants to attend
take an interest in every student and their whānau
respect and value the diversity and variability every student brings
provide equitable opportunities for all students
recognise and meet the learning and wellbeing needs of all students.
Date 03 October 2022 Link
inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/demonstrate-a-commitment-toinclusion
Adopt a framework
The inclusive practices in a school only evolve coherently by design.
Universal Design for Learning is a framework that can help.
Closed Captions Video hosted on Vimeo http://vimeo.com/220717678
Source:
Ministry of Education, inclusive education videos (NZ) https://vimeo.com/showcase/2950799
Date
03 October 2022
Link
inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/demonstrate-a-commitment-toinclusion
Foster collective responsibility
Hargreaves and Braun
No captions or transcript
Source:
Ministry of Education | Te Tāhuhu o te Mātauranga (NZ) https://vimeo.com/113876447
Date
03 October 2022
Link
inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/demonstrate-a-commitment-toinclusion
Reflection questions
Discuss the following questions with colleagues.
What understandings of diversity are operating in your school?
To what extent do your school's assumptions and expectations about students open up or shut down opportunities for students to learn?
What are you doing strategically that values and addresses diversity?
Date
03 October 2022
Link
inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/demonstrate-a-commitment-toinclusion
Useful resources
Using Best Evidence Syntheses to assist in making a bigger difference for diverse learners
This paper looks at which BES reports have particular relevance for school principals and makes practical suggestions for how school leaders might introduce findings from Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis (2003) to staff.
Publisher: Educational Leaders
Visit website
Leadership in the development of inclusive school communities
An overview of the research of Dr Jude McArthur and others into the experiences of young people with additional learning needs in schools. Key themes are connected to what school leaders can do to develop their schools as inclusive communities.
Publisher: New Zealand Educational Administration & Leadership Society
Visit website
This information was downloaded/printed from the Ministry of Education's website "Inclusive Education". Except where otherwise noted it is Crown Copyright 2018.
Information on the Inclusive Education website is regularly updated so we recommend you check the website version of this information to ensure it remains current. | 1,914 | 802 | {
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Refabulating Widgets
Jim Stevenson
16 June 2022
This is a work problem from Geoffrey Mott-Smith from 1954 ([1]).
"If a man can do a job in one day, how long will it take two men to do the job?"
No book of puzzles, I take it, is complete without such a question. I will not blame the reader in the least if he hastily turns the page, for I, too, was annoyed by "If a man" conundrums in my schooldays. Besides, the answer in the back of the book was always wrong. Everybody knows it will take the two men two days to do the job, because they will talk about women and the weather, they will argue about how the job is to be done, they will negotiate as to which is to do it. In schoolbooks the masons and bricklayers are not men, they are robots.
Strictly on the understanding that I am really talking about robots, I will put it to you:
If a tinker and his helper can refabulate a widget in 2 days, and if the tinker working with the apprentice instead would take 3 days, while the helper and the apprentice would take 6 days to do the job, how long would it take each working alone to refabulate the widget?
My Solution
This problem has a surprise solution. Let w be the number of widgets made, d the number of days, and rT, rH, and rA the rates of widget refabulation by the tinker, helper, and apprentice, respectively. The general model is w = r·d for the widget refabulation. The problem says
Multiply the first equation by 3 and the second by 2 so that
3 = 6r
T
+ 6r
H
2 = 6r
T
+ 6r
A
Subtract the second equation from the first to get
Adding these two equations yields
Subtracting the first from the second yields
The apprentice cannot refabulate any widgets on his own! Plugging this value into the second of the original equations yields
So the tinker takes 3 days to refabulate a widget, the helper 6 days, and the apprentice never.
Mott-Smith Solution
Again, Mott-Smith just provides the answer.
Working alone, the tinker would take 3 days and the helper would take 6. The apprentice would never finish the job at all—in fact, he turned out to be entirely useless.
References
[1] Mott-Smith, Geoffrey, "#68 If a Man Can Do a Job", Mathematical Puzzles for Beginners & Enthusiasts, Blakiston Co, 1946, 2 nd revised edition, Dover Publications, 1954. p.34.
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Poultry Rearing/Keeping System
There are major three popular systems of poultry keeping generally found in the world to follow among the poultry keepers. The poultry growers will take decision on the basis of bird's population, farm area, climate and location of poultry farm.
1. Extensive /Free range/Scavenging system
In this system poultry are keeping in the free area, except night shelter. Here there is no specific housing space for bird. This is called backyard or traditional poultry rearing system of Bangladesh. In the morning birds come out from their nest and search feed materials whole day long. They collect their own feed by scavenging and come back in the evening for night shelter. They eat grains, crop residues, kitchen wastages, vegetables and insects. Local chicken reared in this system. Sometimes rich farmers supply feeds to their domestic birds. Although it is the cheapest method of chicken rearing but in our country, commercially this method of rearing is not profitable.
2. Intensive/ Confinement system
In this system poultry are keeping in an entirely confinement house with no access to land outside. This confinement house is called poultry farm. Here a recommended space is allocated for bird. Birds live here from day old to sale out. All required amount of balanced feeds and water should be supplied in the house. This intensive/ confinement system of poultry keeping is practiced through out the world to produce commercial chicken. Although here the production cost is high, but it popular due to profitable.
Types of intensive system-
a. Litter system in floor: Birds are kept on litter (bed), made of rice husk, saw dust etc. Shallow litter will be 2" depth or deep litter will be 6" or above.
b. Netting slated floor: No litter is used in netting slated floor for layer.
c. Slated floor: Here litter is used.
d Cage system: In this system 3 or more times higher poultry can be reared in a particular confinement cage than litter system.
3. Semi-intensive system
There is a lawn for free movement and a house for night shelter, but both are located in common surroundings. Birds can not cross the boundary wall. Birds of some semiintensive farm having grazing land able to collect partial amount of natural feeds. Rest of the feed grains should be supplied from the farmer's house. In this system home made balance ration increases the productivity of birds. Commercially this method can be practiced where enough foraging area is available. In this system where lawn area is limited to roam there maximum amount of feeds should be supplied from the outside. | 1,010 | 532 | {
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Queen Elizabeth II Daily Routine in 2022
written by Sharu | February 6, 2022
The Queen is one of the most depicted women in the world. Queen Elizabeth II is extremely popular for nearly all of her long reign, she is also known for taking all the political aspects seriously, for taking interest in government and political affairs, apart from her ceremonial duties, and is credited with modernizing many aspects of the monarchy. To know more about the Queen, let's take a look at her daily routine and some interesting facts about her.
Who is Queen Elizabeth II?
Elizabeth II is the Queen of the U.K and 14 other commonwealth realms.
She was born in Mayfair, London.
Her father ascended the throne in 1936.
She was educated privately at home.
She began to take up public duties during the second world war.
She has four children.
When her father died, she became the queen at the age of 25.
She became the first British monarch to reach Sapphire Jubilee.
She is the longest-lived and longest-serving British monarch.
Daily Routine
Mornings of Queen
She wakes up at 7.30
The Queen starts her day at 7.30 in the morning, she stays in bed for a few minutes, listening to the 'Today' program on BBC radio.
Other activities
She takes a shower and dresses up, with the help of her assistants. She eats her breakfast, she consumes very light food.
Office
She enters the office after spending some time in her balcony listening to her favorite music, she begins her work in the office around 9.30, guided by her assistants.
Afternoons of Queen
Lunch
She eats her lunch alone or with her children. Her lunch will contain vegetables, Malvern water, and a brand of natural spring water.
Evenings of Queen
Dinner
She eats her dinner alone, in her private quarters, she eats from a silver tray. She spends her evening watching tv or reading in the room next to her office.
Bedtime
The Queen goes to bed at 11 pm, before sleeping, she enjoys reading some of her favorite books.
queen elizabeth family
Personal Facts
April 21st, 1926, U.K.
Born:
Age: 95 years.
Full name: Elizabeth Alexandra Mary Windsor.
Spouse:
Prince Philip, Duke of Edinburg.
Parents: Queen Elizabeth The Queen Mother, George VI.
Height: 1.6m.
Reign: 6 February 1952- present.
Coronation:
2 June 1953.
House:
Windsor.
Things to know about the Queen
She loves to wear neon colors.
She uses her purse to send signals to her staff.
She carries cash only on Sundays so she can donate money to her church.
She drinks a glass of champagne every day.
She is the only person who can drive without a license plate on her car in Britain.
She is the longest-reigning monarch in British history.
She is the face of Australian currency.
She can speak fluent French.
She loves Corgis.
She got her first corgi by accident.
Titles and Styles
21 April 1926- 11 December 1936: Her royal highness princess Elizabeth of York.
11 December 1936- 20 November 1947: Her royal highness the Princess Elizabeth.
20 November 1947- 6 February 1952: Her Royal Highness the princess Elizabeth, Duchess of Edinburgh.
Since 6 February 1952: Her Majesty the queen.
Queen Elizabeth II's Quotes to Inspire you Towards Success
Let us not take ourselves too seriously.
Good memories are our second chance at happiness.
Work is the rent you pay for the room you occupy on earth.
Grief is the price we pay for love.
I have to be seen to be believed.
I should like to be a horse.
I hope people will think very carefully about the future.
It has turned out to be an annus horribilis. | 1,527 | 822 | {
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Introduction
The floating structure
HelioRec is a clean energy company providing a double-solution for solar-based power generation and domestic plastic recycling.
* Large amount of mismanaged plastic wastes;
With commitment and passion, the company is developing a floating solar power plant which can be successfully implemented in the countries with:
* High density of population and consequently lack of land space;
* High concentration of CO2 emissions.
HelioRec's team believes that all the efforts should be more focused on the Asian countries since they are the biggest players and contributors to the global ecological problems, such as CO2 emissions and mismanaged plastic wastes. According to sources [1] and [2], Asia produces 57.5% of total CO2 emissions and 67.7% of total mismanaged plastic waste.
Together with the help of international partners, we are developing innovative solutions to restore our harmony with the Planet.
Purpose
* Producing green electricity from the mature technology - solar energy;
* Saving land space by deploying the power plant on the sea.
* Managing plastic waste by using recycled plastic for the floating structures;
Method
* Construction of floating structures from recycled plastic, high-density polyethylene (HDPE);
* Deployment of the power plant on the sea (Fig.1).
* Installation of solar-panels on the floating structures; and
Recycled HDPE
* HDPE is a light material. For example, the densities of steel and aluminium are 7850 kg/m 3 and 2700 kg/m 3 respectively in contrast to 960 kg/m 3 for HDPE;
* HDPE has carbon footprint five times lower than traditional building materials;
The power plant will be able to move with the waves and reduce mechanical stresses on the whole structures
Preliminary design of floating structures was made. That will be modular design for each individual PV panels, the interior of which contain a high ratio HDPE. The special cooling system was implemented for the PV panels and it can improve performance. The innovative concept was used to achieve high stack ability ratio and consequently reduce a transportation cost.
This concept was proposed by WavEC company (Fig.2) [4].
Fig. 2. The floating design
Sub-Activity
* Increase awareness about the plastic pollution;
* Encouraging laws about plastic recycling and green electricity production etc.
* Change people mentality and consumption behavior (goods and energy);
Conclusions
* This innovative technology can be widely applicable (marine ports and farms, remote locations and islands etc.) in countries with high density of population and lack of renewables;
* The floating platform (with nominal power 4.0 MW) can reduce the amount of domestic plastic waste (10.2 M plastic bottles);
* The floating solar power plant does not occupy space on the land;
* Solar technology produces green electricity and this technology already proved its potential (6.3 GWh/year for 31 500 people in India);
* LCOE (0.1 €/kWh) can compete with other renewable energy technologies.
* Reduce CO2 emissions (NET 8200 tCO2/year); and
References
[1] Enerdata. CO
2
emissions.
www.yearbook.enerdata.net
.2018.
[3] Department of Engineeringat the University of Cambridge. Recycling of Plastics. 2005.
[2] Jenna R. Jambeck. Plastic waste inputs from land into the ocean. RESEARCH|REPORTS.
[4] WavEC. The floater design.
* HDPE is an indestructible material. Its product life cycle is much longer than other materials and it is completely recyclable after use;
* It is considerably cheaper (0.7 €/kg) than the virgin material (1.5 €/kg) [3].
www.sciencemag.org
.2015.
[5] Irena. Renewable Power Generation Costs in 2017.
POLINA VASILENKO
www.irena.org
.2018
MSc. Renewable Energy; MEng. Chemical Technology and Biotechnology Founder and CEO at HelioRec
TEL: +358 46 960 6593
email@example.com
www.wavec.org
.2018. | 1,896 | 873 | {
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Indiana Dunes
Lake Michigan Water Quality and You
On any warm day, people can be found swimming, wading, playing in the surf or walking the beaches along the southern shore of Lake Michigan. Generally the water is clean and safe for swimming. However, to ensure public safety, the national lakeshore regularly tests the water for contamination by bacteria. If problems are found, signs advising the public are posted at affected beaches.
What are the health risks?
Swimming in contaminated water can make you sick. However, because symptoms may not appear until several days after contact, it is often difficult to determine the source. Such symptoms include vomiting, diarrhea, nausea, headaches and fevers. Diseases vary from skin rashes and eye and ear infections, to hepatitis and respiratory infections.
How do these bacteria get in the water?
Printed by permission from Martha Miller
Lake Michigan can become contaminated by overflows of sewage and industrial waste, residential storm drain runoff, boat discharge, and domestic animal waste. Sewage can come from failing septic systems or releases from sewage treatment plants. Birds, pets and other warm-blooded animals may also cause contamination.
Bacteria levels in Lake Michigan are often higher 24-48 hours after a heavy rainfall. Beaches near drainage ditches such as Kemil Beach and Lake View in the national lakeshore, and Dunes Creek in Indiana Dunes State Park are especially vulnerable. However, during periods of heavy rainfall, any area beach could be affected.
Northwest or northeast winds compound the problem because they blow the contaminated water from these ditches toward shore. Increased water temp-
eratures, due to warming air temperatures, also result in higher bacteria levels.
How is the water tested?
How will I know the water's condition?
E. coli (Escherichia coli) is an organism that occurs in all warm-blooded animals. Because it is typically found in water containing harmful viruses and bacteria it is used to test water quality. High levels of E. coli indicate possible contamination. Unlike the form of E. coli found in meat, this bacteria is generally non-toxic.
The national lakeshore tests E. coli levels in area beaches every Thursday morning throughout the summer, using standards set by the Environmental Protection Agency. The maximum allowable standards for swimming beaches are 235 colonies of E. coli per 100 ml. of water.
Since E. coli must incubate 24 hours, results of Thursday's tests are not available until Friday. If a beach exceeds recommended levels, warnings are posted and the water is resampled. Friday's test results will be announced Saturday morning. Testing is continued daily until the count meets safety standards. Due to budget and staffing limitations, the lakeshore does not normally monitor every day of the week.
Warning signs noting high bacteria counts will be posted at all affected beaches. Once an area has been posted, visitors should not swim and should exercise caution in the water. Use of the beach, however, is permitted. A high level of bacteria in one location does not mean that all areas are unsafe. Check with a lifeguard or call the park's main information line at (219) 926-7561, extension 225 for details.
Ultimately, you are responsible for your own well-being. Stay alert to water and weather conditions. Look for signs of poor water quality, such as dark plumes, floating debris (branches, leaves or garbage) and heavy sediment. Avoid swimming in the lake after a downpour of one inch of rain or more.
While the national lakeshore does not have control over urban and industrial runoff, the park can impact wetlands within its boundaries. Both Dunes Creek and Derby Ditch drain portions of the Great Marsh directly into Lake Michigan. Extensive ditching for residential development throughout the marsh has greatly altered its natural water levels.
Indiana Dunes National Lakeshore is in the process of closing these ditches. Hopefully, this will not only restore a beautiful and rare ecosystem, but will decrease runoff and thereby improve water quality. | 1,704 | 839 | {
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Pequannock Township School District Curriculum Syllabus
Course Name and level / Grade level and Subject: Calculus Honors
Course Description:
This is a one-year course designed for the accelerated 12th grade mathematics student who is considering advanced placement in college or wishes to have maximum preparation for college calculus. The course content will include a study of the mathematics of change and motion, linear and quadratic functions, trigonometry, log functions, and determining area and volumes.
Course Standards: Course Proficiencies:
* Content in this course surpasses the expectations of the NJSLS
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them. SMP1
2. Reason abstractly and quantitatively. SMP2
3. Construct viable arguments and critique the reasoning of others. SMP3
4. Model with mathematics. SMP4
5. Use appropriate tools strategically. SMP5
6. Attend to precision. SMP6
7. Look for and make use of structure. SMP7
8. Look for and express regularity in repeated reasoning. SMP8
Scope and Sequence
Unit 1 (MP 1)
Review Algebraic and Geometric Concepts : Review the most important topics in algebra. Examine Linear models and use for prediction. Review properties of quadratic, exponential, and logarithmic functions to apply to real world applications.
Unit 2 ( MP 1)
Limits : The limit is one of the tools that we will use to describe the behavior of a function as the values of x approach, or become closer and closer to some particular number.
Unit 3 (MP 2 and MP 3 )
Derivatives: Students will gain knowledge of the meaning a derivative, find the derivatives of various functions using many different rules and techniques.
Unit 4 (MP 2 and MP 3 )
Applications of Derivatives: Students will apply their knowledge of derivatives to real world problems.
Unit 5 (MP 4)
Integration: Students will use various strategies to integrate expressions. These skills will allow them to apply to real-world problems.
Unit 6 (MP 4)
Applications of Integration. Differential Equations: Students will apply the Fundamental Theorem of Calculus. They will apply this to real-world situations.
Assessments
Evaluation of student achievement in this course will be based on the following:
1. Tests & Quizzes
2. Classwork
3. Projects
Curriculum Resources
Anchor Programs/Teacher Materials
Textbook:
Calculus with Applications. Lial, Greenwell, Ritchey
Ancillary Resources:
Test Generator Online Text Resources Student Solution Manual
Technology Resources:
Smartboard, Relevant websites, Graphing Calculator
Home and School Connection
The following are suggestions and/or resources that will help parents support their children:
* Khan Academy: www.kahnacademy.com
* Teacher Google Classroom | 1,335 | 587 | {
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WHAT IS IT?
* Formal process for personal planning
* Motivational
* SMART Goals
* Prioritising
SO WHAT?
* Boost self-confidence
* Recognise your ability and competence
* Achieve higher and more difficult goals
* Motivational
* Increase efficiency and performance
HOW CAN YOU USE IT?
* Thoughts
* Career
* Education
* Family
* Financial
* Physical
* Pleasure
WHEN CAN YOU USE IT?
* Short-Term Goals
* Help you to achieve Long-Term Goals
* e.g. Finishing a work task by its due date
*Long-Term Goals
* Can be divided into milestones and lifetime goals
* e.g. Aiming to be promoted to a General Manager in 5 years may be a milestone, while being CEO of a major franchise may be your lifetime goal.
WHAT IS DIFFERENT?
* Specific
* Measurable
* Achievable
* Relevant
* Time limited
* State each goal as a positive statement
* Set priorities
* Do not set goals too low
S.M.A.R.T. GOALS
General Goal:
e.g. 1 "I will study to score well on the test next week"
e.g. 2"I want to lose weight"
S.M.A.R.T. Goal:
e.g. 1 "I will study 3 hours each day for the test next week, to try to score at least 70%"
e.g. 2 "I will exercise three times a week to lose 10% of my current weight by the end of the year"
WHAT CAN YOU DO?
* Daily To-Do List (Short-Term Goals)
* Goals for the Current Year
* Goals for the Next Year
* Goals for the Future (5/10/15 Years)
* Ultimate Goals (Lifetime)
FOLLOW YOUR PLANS
* Plan your work, then work your plan
* Accomplish goals on your Daily To-Do List
* Try not to procrastinate
* Stay motivated
* Reward yourself
NOT MOTIVATED?
* What motivates us?
* Dopamine
* Reinforcement (Reward system)
* Mood triggers
* How can we increase it?
DOPAMINE
* Diet – eat foods rich in Tyrosine (precursor)
e.g. Dairy, meats, fish, soy products, some nuts & fruits
* Increase Anti-Oxidants Intake (protects creator cells)
e.g. Greens, orange vegetables and fruits, peppers, nuts
* Healthy Exercise & Sleep (increases production & uptake)
e.g. 30-60 minutes walk/jog/swim, 7-8 hours of sleep
NOW WHAT?
REVIEW
* Adjust the difficulty of your next set of short-term goals if you found your initial goals too easy/difficult to achieve.
* Learned something that could improve your future goals? Use it!
* Lack the skills to achieve your initial goal? Decide whether to set goals to fix it.
* Decide what is important for you to achieve
* Prioritise
* Set SMART goals
* Motivate yourself to achieve your goals
* Reward yourself for achieving your goals
* Build off of your short-term goals to reach your long-term goals | 1,426 | 671 | {
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Rotary Agricultural Mower Safety 1
Thomas L. Bean 2
An accident with a rotary mower can cost you your life! A rotary agricultural mower can also injure innocent bystanders, so it is also important that they be alert and aware of safety rules. Using proper equipment correctly, keeping equipment in good repair and following safety practices are the best ways to prevent accidents.
SAFETY PRACTICES FOR ROTARY MOWERS
Use the right type of mower for the job — Know the job you are going to do, and use the correct mower for it. Check your operator's manual for the type of job your mower is designed to do. For example, don't try to cut brush with a mower designed only for forage. You could be exposed to hazards caused by machine failure. Use heavy-duty blades where they are needed, and use a large enough machine to do the job properly.
Keep others away — Don't allow riders on your tractor, and keep people away from the work area. Bystanders can be seriously injured or killed if struck by a thrown object or run over by the tractor or mower.
by the mower blades, causing serious injury or death.
Be alert to obstacles — Obstacles such as ditches, holes, rocks and stumps can throw you off the tractor or cause the tractor to upset. Be especially alert when objects can be hidden by tall grass, weeds or brush. Use the seat belt if your tractor is equipped with roll-over protection.
Before dismounting for any reason — Disengage the power take-off (PTO), turn off the engine and set the brakes.
Be sure the blades are stopped before approaching the mower — Many rotary mowers have blades that continue to rotate for some time after the PTO is disengaged.
Be careful turning sharp corners — On pull-type mowers, the rear tractor wheel could catch the mower frame and throw it on you. With three-point-hitch-mounted mowers, the mower could swing outward when you make a turn. Front wheel weights may be needed to help you keep control.
Watch for objects that can be thrown by the mower and remove them from the area — Tin cans, stones, wire or other objects may be hurled
Set your rear tires as wide as possible — Wide-set tires provide greater tractor stability and lessen the chance of a tractor overturn (Fig. 1).
1. This document is AEX-592, a series of the Agricultural Engineering Department, Ohio State University Extension, Ohio State University, Columbus, Ohio 43210. Publication date: December 1991.
2. Thomas L. Bean, Sagety Leader, Ohio State University Extension, Ohio State University, Columbus, Ohio 43210. Reviewed by Dr. Joe Gliem and Dr. Randall Wood.
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Bobby D. Moser, Director of Ohio State University Extension, The Ohio State University. All educational programs and activities conducted by Ohio State University Extension are available to all potential clientele on a non-discriminatory basis without regard to race, color creed, religion, sexual orientation, national origin, sex, age, handicap or Vietnam-era veteran status.
MAINTENANCE FOR SAFETY
Before operating your mower, study your operator's manual carefully to familiarize yourself with its maintenance procedures.
Begin your pre-operational check by making sure the power take-off is disengaged and the engine is shut off. Look for loose nuts and bolts.
Blade sharpness is a key to efficient, safe mowing. Inspect the blades often, and replace them when they become too dull for additional sharpening.
Remember that hazards increase when you are having problems with the equipment.
Rotary mowers are equipped with runners and safety guards. To avoid excessive wear on the runners, keep the mower just high enough so that it does not ride on the runner shoes.
Guards
Chain or belt guards (Fig. 2) reduce the possibility of objects being thrown from under the mower. Be sure these guards are maintained and kept in place.
Power take-off shafts should also be protected by shields or guards. Keep them in place on the machine.
If You Are Under 16
A federal child-labor law affects you. Unless you are working for your parent or guardian on a farm owned or operated by that person, you are not permitted to operate a tractor over 20 PTO horsepower and certain other farm machines, although some of these jobs can be started at age 14 if you have special training. Young people under 14 may be employed to do any job that is not particularly hazardous if they have the written consent of their parent or guardian. There is one exception: children under 12 are not permitted to work on farms that used 500 or more man-days of labor during any quarter of the preceding calendar year. Check with your county Extension office for further details. | 2,006 | 1,016 | {
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Coliform/Gram-negative Bacteria
Background
E. coli and other coliform species, such as Klebsiella, Enterobacter, and Serratia, are gram negative bacteria found in the environment.
Source and Transmission
Coliforms are normally found in feces, soil, organic matter, and water. They often infect from fecal contamination of bedding and/or milking equipment. These bacteria will cause mastitis when they invade the udder through the teat end and travel into the mammary gland where they multiply quickly. The number of cases of coliform mastitis seems to increase during hot and humid conditions and early in lactation. Coliform mastitis is estimated to be as high as 70% of severe mastitis cases, and as high as 40% of mastitis cases in well managed herds.
Disease
These gram negative bacteria release endotoxin when they are engulfed by a white blood cell which can cause fever, decreased appetite, weight loss, a decrease in milk production and exacerbate the inflammatory response. Coliform mastitis will lead to inflammation of the mammary glands and damage of the mammary epithelial cells. An increase in vascular permeability in the mammary gland can also result in watery or serous milk.
Clinical Signs
-Watery with clots to serous milk (usually only one quarter is infected)
-Hot, hard or swollen quarter
-Decreased production
-Fever
-Depression
-Anorexia
-Dehydration
-Weight loss
-Decreased rumen contractility
-Diarrhea
CL-RES-70
In Use Date: 7/28/21
-Recumbency
-Death
Treatment
Mild to moderate clinical cases are often able to be cured by the cows immune system alone (it is common to get no growth on the culture because of this). Therefore, antimicrobial treatment of some coliform mastitis cases is not necessary and often ineffective. Cases in which antimicrobial treatment is warranted for coliform mastitis is Klebsiella sp., as the cow is less successful at curing these infections. Cows suffering from chronic or recurrent infections will also benefit from antimicrobial treatment. Severe cases of coliform mastitis should be treated systemically. Systemic treatment should aim to control fever and restore fluid losses. IV or oral fluids, antiinflammatories, steroids and systemic antimicrobials will be beneficial.
Prevention and Control
Since coliform bacteria are spread by fecal contamination, the most important preventative measure is good hygiene. Prompt removal of feces and fecal contaminated bedding from stalls and walk ways at least 2-3 times per day, sanitary milking procedures and overall cleanliness cannot be over emphasized. Milking clean, dry teats will prevent contamination of the teat ends. Maintenance of the milking machine is vital in controlling the vacuum of the machine to prevent reverse jetting of contaminated milk into the mammary gland. Pre- and post-milking dipping will disinfect the teat and has proven to decrease coliform infections.
Cows most susceptible to infection are in early lactation (2 weeks before calving, peaking at calving, and decreasing throughout the lactation) and in the 2 weeks after dry-off. Be sure to maintain clean, dry stalls during this critical time period. A dry-off teat sealant is often beneficial at preventing infections during the dry-off period.
Vaccination with an E. coli bacterin product is beneficial at limiting the clinical signs associated with coliform infections. However, be advised that it will not prevent new infections from occurring.
References
J Hogan, R Gonzalez, R Harmon, S Nickerson, S Oliver, J Pankey, and K Smith. Laboratory Field Handbook of Bovine Mastitis. National Mastitis Council, Inc. Revised 1999.
Using Bulk tank Milk Cultures in a Dairy Practice. National Mastitis Council, Inc.
CL-RES-70
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A healthy mouth is especially important if you have diabetes
These simple tips can help
If you have diabetes, high blood sugar can affect the health of your teeth and gums. That's why good dental care should be at the top of your to-do list.
The good news is that keeping your teeth clean and your gums healthy is easy. These simple tips can help:
High blood sugar levels raise your risk for: 1
Cavities (tooth decay). The higher your blood sugar level, the more sugars, starches, and acid can wear away at your teeth and cause plaque, which can lead to cavities.
Early gum disease (gingivitis). Diabetes makes it harder to fight off bacteria. If plaque builds up, it can harden into tartar, which can lead to gums that bleed and become swollen.
Advanced gum disease (periodontitis). Gum disease can destroy the tissue and bone that support your teeth, and can even affect your jawbone. Diabetes also makes it harder to fight off gum infections and heal from gum disease, which, in turn, can make diabetes hard to control.
Checklist for a healthy mouth
Limit food and drinks high in sugar to help prevent cavities.
Visit a dentist every six months for regular cleanings and checkups.
Brush your teeth with a soft-bristled toothbrush to reduce gum irritation two times a day — and after meals and snacks when you can.
Use fluoride toothpaste to help strengthen teeth and prevent cavities.
Floss every day, at least once a day.
Signs of gum disease from diabetes
If you have one or more of these symptoms, you should see your dentist right away:
Gums that are red, sore, swollen, or bleeding
Gums that have pulled away from your teeth (recession)
Bad breath or a bad taste in your mouth that doesn't go away
Heavy deposits of milky white or yellow plaque
Pus (infection) between the teeth and gums
Early treatment is also key
If you catch a minor dental problem early, you can avoid more costly treatments down the road. People with Type 2 diabetes who get treatment for their gum disease could save up to
2
$6,000 on health care costs during their lifetime.
1 National Library of Medicine, National Center for Biotechnology Information: Impact of treating oral disease on preventing vascular diseases: A model-based cost-effectiveness analysis of periodontal treatment among patients with Type 2 diabetes (December 27, 2019): pubmed.ncbi.nlm.nih.gov/31882408/.
2 Mayo Clinic: Diabetes and dental care: Guide to a healthy mouth (October 12, 2018): mayoclinic.org. | 1,082 | 588 | {
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Introduction
Climate change is one of the most significant challenges facing the world today. The effects of climate change are already being felt in various parts of the world, and if left unchecked, it could have catastrophic consequences. One of the most significant impacts of climate change is global warming, which refers to the gradual increase in the Earth's surface temperature. The effects of global warming are already being felt, and if nothing is done to address the issue, the situation could worsen. This essay will explore the effects of global warming and the potential impacts it could have by2030.
Effects of Global Warming
Global warming has numerous effects on the environment, and some of these effects are already being felt. One of the most significant impacts of global warming is the rise in sea levels. As the Earth's temperature increases, the polar ice caps melt, causing the sea levels to rise. This rise in sea levels could have catastrophic consequences, such as flooding of coastal cities and displacement of millions of people.
Another effect of global warming is the increase in extreme weather events. As the Earth's temperature increases, the weather patterns become more erratic, leading to more frequent and severe weather events such as hurricanes, floods, and droughts. These extreme weather events could have devastating consequences, such as loss of life, destruction of property, and food shortages.
Global warming also has significant impacts on the environment. As the Earth's temperature increases, the ecosystems are disrupted, leading to the extinction of various plant and animal species. This disruption of ecosystems could have far-reaching consequences, such as the collapse of food chains and the loss of biodiversity.
Potential Impacts of Global Warming by2030
If nothing is done to address global warming, the situation could worsen by2030. The effects of global warming could become more severe, leading to catastrophic consequences. One of the potential impacts of global warming by2030 is the rise in sea levels. According to the Intergovernmental Panel on Climate Change (IPCC), the sea levels could rise by up to1 meter by2100 (IPCC,2019). This rise in sea levels could have devastating consequences, such as flooding of coastal cities and displacement of millions of people.
Another potential impact of global warming by2030 is the increase in extreme weather events. As the Earth's temperature continues to increase, the weather patterns could become even more erratic, leading to more frequent and severe weather events. This could have catastrophic consequences, such as loss of life, destruction of property, and food shortages.
Global warming could also have significant impacts on the economy. The effects of global warming could lead to the loss of jobs, particularly in industries that rely on natural resources such as agriculture and fishing. The cost of dealing with the effects of global warming could also be significant, leading to a strain on the economy.
Addressing Global Warming
To address global warming, it is essential to reduce greenhouse gas emissions. Greenhouse gases such as carbon dioxide, methane, and nitrous oxide trap heat in the Earth's atmosphere, leading to global warming. To reduce greenhouse gas emissions, it is essential to transition to renewable energy sources such as solar, wind, and hydroelectric power. It is also essential to reduce energy consumption by adopting energy-efficient practices such as using energy-efficient appliances and reducing waste.
Another way to address global warming is to promote sustainable agriculture practices. Agriculture is a significant contributor to greenhouse gas emissions, and promoting sustainable agriculture practices such as reducing the use of fertilizers and pesticides and promoting crop rotation could help reduce greenhouse gas emissions.
Conclusion
Global warming is one of the most significant challenges facing the world today. The effects of global warming are already being felt, and if nothing is done to address the issue, the situation could worsen. The potential impacts of global warming by2030 could be catastrophic, leading to the loss of life, destruction of property, and food shortages. To address global warming, it is essential to reduce greenhouse gas emissions by transitioning to renewable energy sources and promoting sustainable agriculture practices. It is also essential to reduce energy consumption by adopting energy-efficient practices. By taking these steps, we can help address global warming and ensure a sustainable future for generations to come.
References
Intergovernmental Panel on Climate Change. (2019). IPCC Special Report on the Ocean and Cryosphere in a Changing Climate. Retrieved from https://www.ipcc.ch/srocc/ | 1,940 | 939 | {
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PERFORMANCE ORGANIZATION
There is no formula for a performance. They can include one or many characters. Performances can include one or many scenes.
The one constant is that each performance should include a thesis. All information that is included in a performance needs to connect to and support the thesis, or your historical argument.
The Idea Map shows you key questions that your project should answer. You should include information pertaining to the before, during, and after the main events of your topic.
Unlike an exhibit, a Performance will be creative with how this information is communicated to the audience. For example:
* A scene could be focused on the Heart of the Story but have flashbacks to events that happened in the Build Up or Background.
* A scene could combine information you have in both the short- and long-term.
Once you have outlined the information you want to include in your Performance, you can begin to brainstorm scenes and characters for your performance.
Background or Long Before the Event
* What background information does your reader need to know about your topic?
* What was going on in the world?
* What events, ideas, or people came before and influenced your topic?
Build-Up or Right Before the Event
* Who are the main players?
* What events or ideas led up to the main event?
* What are they doing to get ready for the main events of your topic?
* What was life like at this time?
Thesis
Heart of the Story or During the Event
Look for the 5W's and an H:
* How did it happen?
* What happened?
* When did it happen?
* Who was involved or affected?
* Why did it happen?
* Where did it happen?
Short-Term Impact or Right After the Event
* What are some things that changed right away?
* How did this event impact different groups of people?
* Think about positive and negative changes.
* What were the reactions to the event? Be sure to think about different points of view.
Long-Term Impact or Long After the Event
* So what?
* How has your topic changed history?
* Why is your topic important in history?
* Why is the event still important today?
PLANNING YOUR PERFORMANCE
Use the blank Performance Idea Map to brainstorm the information your audience will need to understand your topic.
* Step 1: Start with the Heart of the Story and describe what happened.
* Step 2: Next, think about what happened right before the event. What sparked the main events of your topic?
* Step 3: Set your topic into larger historical context. What background information does your reader need to know?
* Step 4: Think about what happened right after the main event, or the short-term impact. What were the reactions to it?
* Step 5: Lastly, think about the legacy, or long-term impact of your topic.
Once you know the content you need to cover in your performance, you can begin to brainstorm scenes and characters for your performance.
Background or Long Before the Event
Thesis
Short-Term Impact or Right After the Event
2023 | 1,184 | 634 | {
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Let's Roll Nursery Rhymes supports learning two important skills. Firstly, singing nursery rhymes is a great way to help young children hear, learn and practise the patterns and sounds of language as they experience the repetition and rhyme involved. Secondly, developing fine motor skills helps children gain the movements they will need for all sorts of daily activities, as well as mark making and handwriting.
* Start by rolling the dough designs away from the body to create a vertical/tall dough design. This is an easier movement. Turn the dough round as needed and complete the scene with stamps.
* Roll across the body to create a horizontal design. This is a more advanced skill. Crossing the midline of the body is a key developmental skill in which both sides of the brain work together to produce a coordinated movement. This is important for later handwriting skills as the children develop a preference for a dominant hand.
* Use different substrates such as play clay, kinetic sand or cloud dough. This will require children to try out different rolling skills to adapt to the consistency of the material.
* Encourage the children to press lightly or press firmly. What do they notice? Varying the pressure will reveal fewer or more details in the designs.
* Model vocabulary as the children play: roll, push, stamp, away, towards, across, roll gently, press harder.
* Use prepositional language to describe where they have stamped or to suggest where they could stamp: above, below, beside, next to, underneath, on top of, inside.
* Children will enjoy tracing their fingers over the designs in the dough. Encourage them to describe what they feel.
Activity Ideas
* Match the rhymes to pictures or objects: mouse, spider, star, frog, egg, toy bus.
* Roll and sing – create a feely bag with objects in: spider, brick, wheel/bus, etc. One child takes an object out and then rolls that rhyme while the others sing.
* Create invitations to play by leaving the rollers, dough and nursery rhyme books easily accessible.
09/02/2023
The following activities will help to extend the learning – and the fun – even further for each rhyme.
Humpty Dumpty
Challenge the children to try to build a wall that is both high and safe for Humpty Dumpty to sit on. The wall could be small scale by making play dough bricks or large scale, and be made indoors or outside. Offer a range of construction materials including different blocks, bricks and card packaging. Testing the walls out with real eggs may add eggstra eggcitement!
Incy Wincy Spider
Look closely at some spider's webs and then weave webs using wool on a frame, or by wrapping wool around a frame of sticks formed into a rimless wheel shape. Watch videos showing how clever spiders are at climbing.
Create a drainpipe number line for Incy to climb up and be washed down.
Hickory Dickory Dock
Make a collection of clocks and watches. Ask the children to find different ways to sort them: by shape, ticking sounds, size, etc. See how many different ways they can find to sort them.
Encourage the children to tap out and hold the rhythm of a clock ticking without getting faster or slower.
Twinkle, Twinkle, Little Star
Learn about stars and constellations and encourage the children to try some sky gazing either outdoors or inside through the window. Create a night sky dough canvas using play dough, clay or wet sand. Use
theTwinkle, Twinkle roller to make to the city skyline. Stamp the sky area to create constellations. Don't forget to give the stars special names!
The Wheels on the Bus
Use a 10-frame tray placed horizontally to create a bus for the passengers to sit in. As you sing the rhyme ask the children to add play people for each verse, letting them decide where they will sit. Count how many passengers are on the bus. Don't forget the babies!
Five Little Speckled Frogs
Encourage the children to roll a dough log long enough for 3/5/10 frogs to sit on. What is the longest log they can roll?
Sing the rhyme and create a log for the Five Speckled Frogs. When each frog jumps into the pool, stamp the flat end over the frog on the log and stamp the frog now in the pool. Ask questions such as, How many frogs are now on the log? How many are in the pool?
Use our Hollow Log and frogs stamped out of play dough as counters for the children to play independently.
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Berkeley Math Circle Monthly Contest 3 Due December 20, 2005
Instructions
This contest consists of 5 problems, some of which are easier than the others. Every problem is worth 7 points. Please, write solution to every problem on a separate sheet of paper, and on top of each sheet include your name, grade and school, as well as the problem number and the contest number. Thus, the header on each sheet should look something like:
Solution to Problem 3 of BMC Monthly Contest 3 by Bart Simpson in grade 5 from Springfield Middle School, Springfield
If you submit more than one sheet for a specific problem, please, staple the sheets together to avoid getting them confused with someone else's solution. Please, do NOT staple together solutions to DIFFERENT problems, as they will be graded separately.
Remember that you are NOT ALLOWED to consult or talk to anyone else about the problems, whether in person, on the phone, via e-mail, or other means of communication. You can consult any book that you wish. For more on the contest rules, please, check the BMC website at http://mathcircle.berkeley.edu.
Carefully justify your answers to avoid losing points. Include all relevant explanations in words and all intermediate calculations. Answers without justification will receive no credit. However, good reasoning with minor calculational errors may receive a lot of points. Thus, submit solutions to as many problems as you can since partial credits will be awarded for sufficient progress on any particular problem.
Enjoy solving these problems and good luck!
Problems
1. Given n positive real numbers a1, a2, . . . , an such that a1a2 · · · an = 1, prove that
When does the equality hold?
2. There are three prisoners in a prison. A warden has 2 red and 3 green hats and he has decided to play the following game: He puts the prisoners in a row one behind the other and on the had of each prisoner he puts a hat. The first prisoner in the row can't see any of the hats, the second prisoner can see only the hat at the had of the first one, and the third prisoner can see the hats of the first two prisoners. If some of the prisoners tells the color of his own hat, he is free; but if he is wrong, the warden will kill him. If a prisoner remain silent for sufficiently long, he is returned to his cell. Of course, each of them would like to be rescued from the prison, but if he isn't sure about the color of his hat, he won't guess.
After noticing that second and third prisoner are silent for a long time, first prisoner (the one who doesn't see any hat) has concluded the color of his hat and told that to the warden. What is the color of the hat of the first prisoner? Explain your answer! (All prisoners know that there are 2 red and 3 green hats in total and all of them are good at mathematics.)
3. Given three squares of dimensions 2 × 2, 3 × 3, and 6 × 6, choose two of them and cut each into 2 figures, such that it is possible to make another square from the obtained 5 figures.
4. Let ABCD be a rectangle. Let E be the foot of perpendicular from A to BD. Let F be an arbitrary point of the diagonal BD between D and E. Let G be the intersection of the line CF with the perpendicular from B to AF . Let H be the intersection of the line BC with the perpendicular from G to BD. Prove that ∢ EGB = ∢ EHB.
5. Does there exist an integer such that its cube is equal to 3n 2 + 3n + 7, where n is integer?
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Curriculum Overview Autumn Term 1 Topics/Themes
* All About Me
We will also be using the children's ideas to lead and mould the topics.
We will be using a range of books as a starting stimulus for our topic 'All about me'.
The children will be talking about themselves, their likes and dislikes, their families and how we are all different. They will also be thinking about what makes them special as well as special times in their family.
Here is an overview of the curriculum objectives we will be covering over the next half term. We believe that every child is unique and therefore are aware that they develop their knowledge and skills at different times over the year. We work very closely with each child and therefore their next steps may look different to the ones below.
Personal, Social and Emotional
* Develop their sense of responsibility and membership of a community.
* Become more outgoing with unfamiliar people, in the safe context of their setting.
* Play with one or more other children, extending and elaborating play ideas.
* Find solutions to conflicts and rivalries.
* Increasingly follow rules, understanding why they are important.
* Remember rules without needing an adult to remind them.
* Develop appropriate ways of being assertive.
* Talk with others to solve conflicts.
* Talk about their feelings using words like 'happy', 'sad', 'angry' or 'worried'.
* See themselves as a valuable individual.
* Build constructive and respectful relationships.
Physical Development
* Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
* Use large-muscle movements to wave flags and streamers, paint and make marks.
* Increasingly able to use and remember sequences and patterns of movements which are related to music and rhythm.
* Use one-handed tools and equipment, for example, making snips in paper with scissors.
* Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips.
Communication and Language
* Sing a large repertoire of songs.
* Know many rhymes, be able to talk about familiar books, and be able to tell a long story.
* Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions.
* Start a conversation with an adult or a friend and continue it for many turns.
* Use talk to organise themselves and their play.
Literacy
* Develop their phonological awareness, so that they can: - spot and suggest rhymes count or clap syllables in a word - recognise words with the same initial sound, such as money and mother.
* Engage in extended conversations about stories, learning new vocabulary.
* Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing 'm' for mummy.
* Write some or all of their name.
* Write some letters accurately.
Maths
* Begin to use mathematical names for 3D shapes.
* Be able to match objects that are the same and note why things are different.
* Compare groups of objects.
* Think of different ways to sort objects.
* Make repeating patterns.
* Use vocabulary such as; more, fewer, bigger, smaller, taller, shorter, shortest, longest.
Understanding the World
* Begin to make sense of their own life-story and family's history.
* Talk about members of their immediate family and community.
* Name and describe people who are familiar to them.
* Continue developing positive attitudes about the differences between people.
* Use all their senses in hands-on exploration of natural materials.
* Begin to understand the need to respect and care for the natural environment and all living things.
* Focus on Phase 1 and 2 of Letters and Sounds phonic scheme.
* Read individual letters by saying the sounds for them
* Use a comfortable grip with good control when holding pens and pencils.
* Show a preference for a dominant hand.
Expressive Arts and Design
* Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses, etc.
* Explore different materials freely, to develop their ideas about how to use them and what to make.
* Join different materials and explore different textures
* Explore colour and colour-mixing.
* Listen with increased attention to sounds.
* Respond to what they have heard, expressing their thoughts and feelings.
* Remember and sing entire songs.
* Create their own songs, or improvise a song around one they know.
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Year Group Information Sheet for Parents – Key Stage 1
Year 2 – Summer 1
In Year 2, our Geography-led topic for this this term will see us exploring a topic entirely new to De Lacy – Lila and the Secret of Rain.
This award-winning picture book gives a fascinating insight into the Kenyan culture and lifestyle. Through the cross curricular lessons, we will look at the similarities and differences between our lives and Lila's.
Find out more details below!
In literacy this half term, the children will be; writing a narrative looking at different folk tales and then creating their very own folk tale.
Again, we will continue our push to ensure children are spelling, punctuating and presenting to a high standard.
In numeracy this half-term, we will consolidate our numeracy knowledge by applying these skills to reasoning and problem-solving style questions. We will have lots of practical lessons looking at time, length and height. We will also look at the position and directions of shapes and objects.
In our Topic-driven afternoons we will be:
(cross-curricular learning opportunities)
History
In History, we will be finding out Nelson Mandela and why he is a significant individual. We will sequence events that happened during his life time and investigate why the events through his life time have changed the way we live today.
Geography
In Geography, we will learn to identify seasonal and daily weather patterns in the UK and the find locations of hot and cold areas of the world in relation to the equator and north and south poles.
Science
In Science this half term we will identify parts of a plant and what they need to survive. We will learn about where food comes from and how it gets to the table. We will conduct investigations to check that the information we learn is true.
Art & Design
Based on the understanding we will gain through the Topic work, we will be making a realistic representation of a Kenyan savannah scene in art through the media pastels. We are going to design a healthy meal using ingredients grown in Kenya. Then we will learn about how to prepare and cook our ingredients safely. Finally, we will try our meal and evaluate our work.
In Year 2, P.E. is on: Tuesday Please ensure your child has appropriate PE clothing on this day.
Important Dates:
You can help your child's learning by:
[x] Talking to me about the Topics I've been learning in school.
[x] Asking me to apply my maths skills in real life situations (e.g. counting change).
Monday 3 rd May – May Day Bank Holiday Thursday 6 th May – Local Elections (Remote Learning) Friday 28 th May – School Closes Monday 7 th June – School Opens
[x] Listening to me read every night and asking questions.
[x] Supporting me with my homework tasks.
[x] Helping me practise my spellings and times-tables.
Year 2 Teachers: Miss RowleyOther adults: Mrs Cooper – Smart | 1,179 | 603 | {
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Member's Name:
Weigh-in Date:
Swine - Beginning Planning & Record Sheet
Weigh-in Location / Premises # :
Animal Tag Number:
Weight:
Animal Breed:
Estimate the correct finished weight by determining the degree of muscling and frame size from the table below. Find the animal's degree of muscling in the right column, and then the frame size across the top that most closely matches your animal. Where these intersect provides you the approximate Estimated Finished Weight range for your pig - remember your goal shold be to produce a USDA #1 pig. {Note: these are average projections; actual final weights may vary due to muscling, body type and condition.}
Estimated Average Daily Gain (A.D.G.)Required
(-)
(=)
(÷)
(=)
Est. Finished Weight
Total Gain Required
A.D.G. Required
Beginning
Days in
Weight
Feeding Period
Conformation / Usefulness Evaluation
Place an "X" in the appropriate space to indicate the rating you give this project animal for the following traits:
Low
Fair
Average
Good
Excellent
Total Muscling
Total Trimness
Growth/Frame
Structure/Balance
Market Swine Growth Chart
To achieve success with your 4-H Market Swine project, it is important you know the estimated final weight of your animal and your progress toward that goal throughout the feeding period. The chart below enables you to plot the predicted growth curve (immediately after the initial weigh-in) and then plot the actual weight of your animal at various times during the feeding period to determine if you are "on target." If not, make appropriate adjustments!
300 lbs
270 lbs
240 lbs
210 lbs
180 lbs
150 lbs
120 lbs
90 lbs
60 lbs
<Initial
<+10 <+20 <+30 <+40 <+50 <+60 <+70 <+80 <+90 <+100
Days since initial weigh-in (vertical lines on 10 day intervals as noted)
Initial weigh-in date:
Initial animal weight:
lbs
Number of days in feeding period:
Esimated final weight:
lbs
1. Mark the initial weight at the appropriate location on the left-hand side of the table above.
2. Mark the estimated final weight at the appropriate location based on the numbers of days in the feeding period.
3. Connect these two points with a straight line; this represents your predicted growth rate.
4. Record your animal's weight in the table below each time it is weighed during the feeding period; plot these weights at the appropriate location in the table above. Draw a line between this new point and the previous actual weight. Is the actual growth line above or below your predicted growth line? Why?
Progressive Project Weight Record
Tracking animal weight can tell you where your animal is compared to your goal. After each weigh date, consider whether you need to adjust the amount of grain or hay being fed? Do you need to make other changes?
Typical factors which can influence average daily gain (A.D.G.)include feed, water, weather and animal health. Ask yourself if this animal's A.D.G. is normal and "on target?" If not, what is causing the difference? | 1,405 | 660 | {
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Stress Fractures: More Than Just Pain
by Nilpesh M. Patel, MD
Overuse injuries to the body are common and represent a large percentage of visits to the physician. Stress fractures are overuse injuries of the bone. These injuries were first described in military recruits in the 1800's and now are very commonly associated with athletes and repetitive activity. Some studies report a 20% incidence of stress fractures in long distance runners along with a 60% chance of having a second stress fracture once the first is diagnosed. Stress fractures are debilitating and affect performance.
Bone is unique and constantly remodels in response to stress. For example, a person on extended bed rest can develop decreased bone mineral density because they are not putting forces across their bone. On the other hand, athletes that safely and consistently load their bone increase the bone mineral density leading to strong healthy bones. The proper balance of remodeling helps maintain our bones. Factors that may affect this process include age, gender, hormonal factors, nutritional status, ethnicity, smoking, alcohol use, activity environment and activity level. Females are more at risk for stress fractures than males. African Americans seem to have less stress fractures than whites and Asian Americans. Activity level is important especially in athletes. Constant overload does not give time for the bone to properly remodel and can lead to stress fractures. Over half the stress fractures occur in the lower extremity and more commonly with activity that may involve repetitive foot impact such as track and field, gymnastics, tennis, and basketball. Identifying, treating and preventing stress fractures is important.
Pain that cannot be linked to a specific event but certain activity is usually the major complaint from patients with stress fractures. This pain can increase with time and may affect other aspects of life like sleep. Stress fractures in the arms and hands present with pain when loading and lifting objects with the upper extremity. A physician may be able to elicit the pain by pushing on the area of concern. Often, pain may only be associated with loading the bone. For example, a stress fracture of the hip can be difficult to feel but pain may start with just walking or running. Radiographs (x-rays) can identify certain stress fractures but are more commonly negative. Other imaging may be more helpful in diagnosing the injury and showing it in detail. These studies can include a 3- phase bone scan, MRI and/or CT scan.
Treatment for stress fractures is patient specific and may be a little different for everyone. It is based on the bone involved as well as findings on the studies ordered. Treatment generally includes a period of relative rest that can last for a few weeks to many months. During this period, it may be necessary to stop certain activities but not necessarily all activities. For example, a cross country runner diagnosed with a hip stress fracture may not be able to place weight on the affected leg but could start a rehabilitation program in a swimming pool sooner than running on land. It is important to discuss this with your doctor and develop a program that helps heal the injury while preserving function. Another integral part of rehabilitation is prevention of future stress injuries.
Prevention involves addressing all the factors that put people at risk for stress fractures. Females are screened for eating disorders, amenorrhea, and osteoporosis. This combination, known as the "female athlete's triad," is thought to put female athletes at increased risk for stress fractures and may require a team effort of multiple physicians, athletes, and parents to address. A well rounded diet that incorporates calcium and vitamin-D rich foods may help. The athletic environment and equipment should be evaluated. Shoes should be changed when they show wear and at least every 300 to 500 miles. Shoe inserts may be necessary to properly place load on the foot. Soft clay courts for tennis are better for impact than hard courts. Running on grass and dirt trails may decrease stress through your feet as opposed to concrete. A proper training program is a key element in prevention. Cross-training is ideal. Create a program that mixes cardiovascular activity with resistance and flexibility exercises. A safe strengthening program helps build muscle and prevent fatigue, decreasing the stress put on bones. Gradually increase activity level instead of quickly reaching goals to prevent stress injuries. Work with your physician to create a rehabilitation that gets you safely back to play.
Nilpesh M. Patel, MD is an orthopaedic surgeon practicing at Lakewood Orthopaedics and Sports Medicine in Dallas. | 1,940 | 930 | {
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655 W Citracado Parkway, Escondido, California 92025 Phone: 760-745-8115 Fax: 760-745-7814 www.aahc.us firstname.lastname@example.org
THINGS YOU SHOULD KNOW ABOUT KEEPING GUINEA PIGS
Guinea pigs originated in South America but were probably introduced into Europe soon after the first Spanish explorers returned from that continent in the 1500s. Even though they came from a tropical area these rodents proved to be. They became favorite pets in the early part of this century and are also bred as show animals with a wide variety of coat colors and fur types. Feeding your guinea pig is covered in a separate leaflet - here we cover housing and breeding.
Housing
This is not particularly difficult and a large variety of hutches and cages have been used. Guinea pigs should be kept indoors as warmer weather [anything above 80 F (27 C)] can cause fatal heat stroke. Indoor cages should allow at least 0.2 square meters of floor space per guinea pig. Since they are social animals guinea pigs can be kept in small to medium groups, but clearly mating will increase the number of animals so single sex groups (or neutered and spayed pets) are advisable. Temperatures between 65-80 degrees F are ideal. Anything over 80 F (27 C) will lead to heat stroke, especially in animals that are overweight or pregnant.
Breeding
Guinea pigs, like chinchillas, are one of a group of rodents called the hystricomorphs with an unusual reproductive physiology and breeding strategy.
Guinea pigs mature at around three months but should not be used for breeding for another three months. After about eight months of age the female guinea pig's pelvic bones become more tightly fused and if she has not had a litter by that time, producing young can be more of a problem. You might ask why that is a problem since animals of most species can delay giving birth until they are older. The difference with the guinea pig is that she gives birth not to a large litter of tiny immature young (as the rat or mouse does), but to between two and four fully developed well-furred offspring. The average gestation period is 63 days. These large babies have a hard time getting through the pelvic canal unless the mother's pelvic bones are relatively immature and malleable. These large offspring predispose the mother to pregnancy toxemia. This is a metabolic disorder resulting in low blood calcium and high blood pressure. It manifests as loss of appetite in the early stages, deteriorating to muscle twitching and coma. Prompt veterinary attention can save animals but the problem can be reduced to a minimum by providing plenty of water and green foods during pregnancy, as throughout life.
There is a relatively high incidence of dead babies and if the gestation should continue over 70 days, it is likely that the litter will be born dead. Interestingly the guinea pig, along with other hystricomorph rodents, starts off with a much larger set of fetuses in her uterus but many of them die before birth, many very early on but some late in gestation or even at birth. The reason is unclear but it may be a mechanism of producing the maximum number of babies for a limited and varying food supply.
As with many rodents the female guinea pig will be able to mate within a few hours of giving birth. She should not be allowed to, however, since it is much better that she has time to replenish her metabolic reserves before becoming pregnant again. If your guinea pig has a large litter of over three or four piglets it is worth fostering some off on another sow, since guinea pigs have only two nipples to suckle their offspring.
This client information sheet is based on material written by Rick Axelson, DVM & Shawn Messonnier, DVM © Copyright 2005 Lifelearn Inc. Used with permission under license. April 12, 2013 | 1,555 | 821 | {
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655 W Citracado Parkway, Escondido, California 92025 Phone: 760-745-8115 Fax: 760-745-7814 www.aahc.us firstname.lastname@example.org
FEEDING YOUR GUINEA PIG
Guinea pigs, like rabbits, are herbivores, although the physiology and function of their gastrointestinal system is less well understood than that of the rabbit which has been well investigated. The critical aspect of the diet of guinea pigs is their requirement for vitamin C,
covered further below. Apart from that, the key to a healthy diet in a guinea pig is variety. Imagine what the guinea pig has to eat in its native environment of the South American forests: a bit of everything from fruits through greens to root vegetables. We often feed a dry guinea pig mix with few fresh vegetables and expect that to satisfy the animal's requirements. It does not.
Vitamin C
of essential ingredients, while they can produce their own supply of the non-essential nutrients. These essential elements differ between species so that, for instance, the cat and ferret require a regular supply of the amino acid taurine, while other mammals like ourselves can produce taurine by metabolizing other amino acids. In the guinea pig and man one key essential nutrient is vitamin C. The vast majority of other animals can produce their own vitamin C from their intestinal bacterial flora but guinea pigs and human beings are not able to do this. This is why eighteenth century sailors developed scurvy when not able to eat fresh fruit. Vitamin C is vital in the normal development and maintenance of skin and mucosal surfaces like gums. It is also important in the healing of wounds to these structures. As well as predisposing to skin problems, a lack of vitamin C seems to make the body more prone to other diseases, infections and poor condition. A guinea pig, which is reluctant to walk, has swollen feet or joints, or hemorrhages and ulcers on its gums or elsewhere is likely to be deficient in vitamin C.
For every animal there is a set of essential nutrients and another set of non-essential nutrients. Animals need a regular dietary supply
Vitamin C is readily available from fresh fruit and green vegetables, but it is a relatively unstable compound. If you are giving only a dry mix with old hay, most of the vitamin C will have decomposed by oxidation. If your guinea pig develops a deficiency, it is much better to give a crushed tablet by mouth rather than in drinking water, since the vitamin breaks down in water and loses its potency. However, mixing about 100 mg of ascorbic acid twice daily in fresh water will meet the vitamin C requirement. Fresh green vegetable including broccoli can be fed as well (but avoid only broccoli which can bind thyroid hormone.)
Additional dietary requirements
Given that guinea pigs are adapted to a diet of fibrous vegetable matter, good quality grass hay is important. Avoid alfalfa hay which can cause bladder stones, relying instead mainly on timothy, bermuda, or clover hay. Small amounts of commercial guinea pig pellets can form the remainder of the diet. A good mix like this will keep your guinea pig happy and healthy.
This client information sheet is based on material written by Rick Axelson, DVM & Shawn Messonnier, DVM © Copyright 2005 Lifelearn Inc. Used with permission under license. April 12, 2013 | 1,390 | 711 | {
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Rule 17: sion / tion
Parent information
*
This teaching resource is organised into four sections: 1) Explanation of the rule 2) Examples of key words that fit the rule 3) Opportunities to practise 4) Further examples of commonly used words following the rule & some notable exceptions.
*
These slides are intended as a starting point for teaching this rule. The lists of words given at the end might be used for card sorting exercises or a variety of spelling games.
*
The clue "If it ends in 'shun', shoot the ti – on!" is to remind pupils that the 'shun' sound is usually spelt 'tion'
.
1) Rule 17: Explanation
The 'shun' sound at the end of a word is often spelt 'tion' and the 'zhun' sound is usually spelt 'sion'.
If it ends in 'shun', shoot the ti – on!
vision explo sion
occasion
nation informa tion
donation
THINK: Listen carefully to the sound at the end of each word. Can you hear the two different sounds?
2) Rule 17: Examples
Remember: If it ends in 'shun', shoot the ti – on!
option confu sion
version emo tion
addition cond i tion
education protec tion
occasion
THINK : Is the ‘tion’ or ‘sion’ spelling more common?
3) Rule 17: Practice
Remember: If it ends in 'shun', shoot the ti – on!
Challenge 2
organisa_____
competi_____
conclu_____
conversa____
THINK: How many other words can you create by putting prefixes before 'vision'?
action lotion motion nation option potion ration caption caution emotion fiction mention portion station
4) Rule 17: Further examples
- tion
- sion
Exceptions
injection nutrition selection information population production application organisation competition introduction protection conversation description explanation vision decision division television version occasion conclusion invasion confusion explosion supervision erosion illusion provision
Some words ending in the 'shun' sound are spelt with 'sion'.
pension extension tension expansion
The word 'question' does not end with the 'shun' sound.
TIP: The word 'vision' is contained in many other words.
addition ambition creation donation fraction function location position animation attention condition direction education infection
NOTE: The 'shun' sound spelt 'ssion' & 'cian' is covered in Rule 22. | 1,072 | 522 | {
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YORKSHIRE WOLDS RUNNERS ANTI BULLYING POLICY
Yorkshire Wolds Runners will:
- recognise its duty of care and responsibility to safeguard all participants from harm
- promote and implement this anti-bullying policy in addition to our safeguarding policy and procedures
- seek to ensure that bullying behaviour is not accepted or condoned
- require all members of the club/organisation to be given information about, and sign up to, this policy
- take action to investigate and respond to any alleged incidents of bullying
- encourage all members to play an active part in developing and adopting a code of conduct to address bullying
- ensure that coaches are given access to information, guidance and/or training on bullying.
Each participant, coach, volunteer or official will:
- respect every member's need for, and rights to, an environment where safety, security, praise, recognition and opportunity for taking responsibility are available
- respect the feelings and views of others
- show appreciation of others by acknowledging individual qualities, contributions and progress
- be committed to the early identification of bullying, and prompt and collective action to deal with it
- ensure safety by having rules and practices carefully explained and displayed for all to see
- report incidents of bullying they see – by doing nothing you are condoning bullying.
Bullying
At Yorkshire Wolds Runners all forms of bullying will be addressed. Everybody in the club has a responsibility to work together to stop bullying.
Bullying can include:
- physical pushing, kicking, hitting, pinching etc
- name calling, sarcasm, spreading rumours, persistent teasing and emotional torment through ridicule, humiliation or the continual ignoring of individuals
- posting of derogatory or abusive comments, videos or images on social network sites
- racial taunts, graffiti, gestures, sectarianism * sexual comments, suggestions or behaviour
- unwanted physical contact
Those with a disability, from ethnic minorities, young people, LBGTQ+, or those with learning difficulties are more vulnerable to this form of abuse and are more likely to be targeted.
Support to the member
All club members should know who will listen to and support them. Systems are established to open the door to those members wishing to talk about bullying or any other issue that affects them. Potential barriers to talking (including those associated with a disability or impairment) need to be identified and addressed at the outset to enable members to approach adults for help. Anyone who reports an incident of bullying will be listened to carefully and be supported. Any reported incident of bullying will be investigated objectively and will involve listening carefully to all those involved.
The club's Welfare Officer is Kathryn Hammond. Tel: 01377 250157 or 07817 906897
Useful contacts Anti-Bullying Alliance www.antibullyingalliance.org
We are also committed to reviewing our policy and good practice annually.
Signed:
Date: 08-11-2021
Name: Paul Daley
Position: Club Chair
Signed:
Date: 08-11-2021
Name: Jane Hornby
Position: Membership Secretary | 1,418 | 632 | {
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your technology and your health
SCREEN TIME AND SOCIAL MEDIA
FAST FACTS
The internet is a great tool for learning, staying connected with friends and family, sharing art, enhancing creativity, finding volunteer or job opportunities, and more.
Clear boundaries for technology use can help protect you and keep you healthy.
EXAMPLES OF BOUNDARIES FOR YOUR TECHNOLOGY USE:
* Make your accounts private in the privacy settings.
* Know who you are talking to online.
* Be thoughtful about sharing pictures. Remember that any picture you send or post can be found or shared.
* Protect your non-technology time. For example, park your phone in a different room when you sleep or when you want to be creative.
TEENS: LET'S TALK
What online experiences are fun or supportive for you? Some types of screen time are really positive.
What are your boundaries for online use? Which ones are hard? The resources below have good tips.
Who could you talk to if you felt harassed or uncomfortable about something you experienced online? Talking to a trusted
PARENTS: KEEP TALKING
Talking with your teen about technology use can help them stay safe and develop good habits for a lifetime. It is helpful to talk about the positive aspects of technology, as well as boundaries for technology use.
Ask open-ended questions: "Which apps do you use? What accounts do you follow? What do you like about them?"
"How do you spend most of your time online?"
"Have any of your friends had any scary or uncomfortable
GREAT RESOURCES
For parents: commonsensemedia.org and connectsafely.org
Tips on creating a family media use contract: healthychildren.org/MediaUsePlan
* Don't share personal information (name, address, contact info) if you don't know the other person.
adult may not be easy but can be helpful. We can work together to identify your supportive adults.
What are your personal rules for sharing images? You should never be pressured to share something you don't want to share. Remember that it is illegal to share or have nude pictures of anyone who is under 18 years old.
experiences online? Have you?"
Plan for safety:"What do others say about sexting?" "What are your rules for sharing pictures or personal information?"
Set boundaries: Talk about when screen time is appropriate (doing schoolwork or playing games) and when it's not (after a certain time or at the dinner table). Sign a written contract (resources below).
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Napperby Primary School Decision Making Policy
Rat onale:
i
The Napperby Primary School is a democratic institution in which the beliefs, experiences and opinions of all staff are valued. Individuals and groups within our school/centre community have a right to be involved in decision making. The level of involvement will vary according to the issue under consideration and the urgency associated with the decision.
Principles:
- It is necessary for everyone to know and understand the agreed procedures for decision making.
- Everyone has the right to freely express their opinion and that this is only possible in an atmosphere of trust, respect and tolerance.
- Effective decision making requires open communication of information, adequate time for discussion and use of all available resources. Major decisions need to have a month's notice, e.g. budget, finance, curriculum changes, etc. to allow time for consultation and thoughtful discussion.
- All staff, student (where appropriate) and parent (Governing Council) representatives should be committed to, and accountable for, the implementation of decisions made in the best interests of the school and all students.
- All decisions taken within our school comply with the relevant Acts, Regulations, State Laws and Commonwealth Laws;
- The roles and responsibilities of the following decision-making groups in our school are clearly stated and documented: SRC, Staff, Governing Council (and its sub committees).
- Decisions are recorded and communicated effectively throughout the school.
How a Decision is Made:
- Consensus underpins decision making as the most common method of resolving decisions by groups at Napperby Primary School.
- Consensus is defined as being the majority viewpoint evident through group discussion / show of hands / nods by the group where all present indicate they support or are 'able to live with and action' the decision – there is an absence of serious disagreement.
- A consensus is not always quickly formed and requires the willingness to listen to the particular issues objectors have and attempt to address their needs within a modified position.
- The emphasis is on reaching a quality decision that is in the best interests of the school, consistent with school vision / regulations and has the widespread support of stakeholders involved.
Where a consensus cannot be reached / time will not permit further discussion:
- Delay a decision for further consideration – future meeting, sub committee for guidance, more information or data
- Trial an option for a specified length of time - followed by a review
- Make a determination through a majority vote (simple majority of members present)
Review:
This policy should be reviewed annually by staff and Governing Council and communicated to all stakeholders in the school. It will be included in the parent handbook for all new families.
Date Reviewed: 23/09/14
Decision making at Napperby Primary School involves various personnel depending on the nature of the issue requiring decision:
i
| Issue Type | Decision Maker(s) |
|---|---|
| 1. EXECUTIVE Legal requirements and Department Regulatoi ns governing Principal’s duties, | Principal |
| 2. MANAGEMENT Organisatoi nal management type issues | Principal and / or delegated staff member (s). |
| 3. PROFESSIONAL Implementatoi n of curriculum programs, school policies, Professional Development and Learning programs, and assessment, recording and reportni g re: students’ outcomes. | Staff (including SSOs where appropriate) |
| 4. COMMUNITY & SCHOOL POLICY School policies, Self Review and Accountability processes and those issues that impact on the whole school community. | Governing Council Sub-commitetes of the above which are representative of the school community may be formed when necessary. | | 1,700 | 742 | {
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Autumn One
English
Writing
Writing
We will be using a range of texts based around our topic to inspire our writing of descriptions, newspaper reports and diary entries. We will continue to develop our use of a range of sentence starters and develop our understanding of how to punctuate sentences correctly.
Reading
We will continue to use a RIC reading approach, focussing on retrieval, interpretation and choices made by the author. We will start to pay closer attention to authorial intent and discussions based around why they have used certain features/approaches.
We will continue to use a range of texts based on our topic to inspire a range of writing styles.
Reading
We will continue to use the RIC approach to further our ability to de-construct and better understand texts.
Maths
The main focus will be on…
The main focus will be on…
Further developing our understanding of the number system and the four operations.
In term 2, we will continue to develop our understanding of the four operations and enhance our knowledge of statistics, perimeter and area.
Other subjects
This half term our topic will be…..
This half term our topic will…..
The world wars and how they affected the everyday lives of the population of the UK.
Look at espionage and its use during the second world war and beyond.
All the term's work relates to the National Curriculum. The work planned is described in general terms in this curriculum information letter. The teachers' own plans set out in detail all the knowledge and skills to be taught for each subject. If you wish to know more about this please feel free to meet with the class teacher to discuss.
Ways to support your child's learning this term.
When parents, relatives and friends are interested in the work of the class, the children become more interested in their learning. This term we would particularly like your help with the following:
- Spellings and joined handwriting are both key skills to achieving expected attainment in year 6; please support your child to practise their handwriting and spellings regularly.
- Confident reading is also crucial to children feeling more relaxed when they sit the SATs at the end of the year, so please ensure that they read regularly for at least 20 minutes, 5 times a week.
Please ask if you have any difficulties supporting your child with any of the tasks set, so that we can provide alternative ideas, advice or computer time where necessary.
Autumn Two
A Learning Ladder for Life
Autumn Term 2018
Key Stage 2
Class – Red 5
Mr Capp
Support Staff
Mrs Rotter
Homework
Please read as often as possible with your child for 20 minutes. Please access Mathletics and Bug Club as often as possible.
Spellings: weekly.
Projects will be set during term time.
Special Experiences
Trip – Maidstone Museum – World War 2 workshop, Thursday November 22nd
PE
Your child's PE kit should contain a t-shirt to match the house colour, navy shorts and plimsolls. Please ensure PE kits remain in school during the week.
PE is on Tuesdays and Fridays
Swimming on Fridays (leaving school at 8:30) will begin in the middle of Term 2 and a letter will go home with further details.
Reminders
All children should be wearing the correct uniform daily.
For safety reasons the only jewellery we allow children to wear is small stud earring and wrist watches.
Children should not bring sweets or toys into school.
Chewing gum is banned from the school premises.
The school gate opens at 8.40am and closes at 8.50am for Yrs 1-6.
The EYFS gate opens at 8.30am and closes at 8.40am.
We now have a cashless system in school. If you are having difficulty accessing this at home please talk to the school office.
Please inform the school office if your child is ill before 9am if possible.
Teachers are available at the end of the school day for a quick chat. Please feel free to make an appointment if you need to have a longer discussion.
Term Dates 2018
Half term holiday: Thursday 18th October 2018
Return to school: Monday 29h October 2018
Last day of term: Friday 14th December 2018
Spring Term: Thursday 3rd January 2019 | 1,722 | 934 | {
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Redox reactions – Using E o tables to predict reactions.
Lesson 4c
A student has set up the following 6 galvanic cells as shown below. Using the E o tables predict if electrical energy, heat energy or no energy is produced in each.
If electrical energy is produced then:
When predicting if a reaction will occur to produce electrical energy in a galvanic cell, two things must be taken into account.
1) The strongest oxidant present is above the strongest reductant present
2) The strongest oxidant and the strongest reductant are in separate half-cells
Yes electrical energy will be produced as the strongest reductant (Mg) and the strongest oxidant (H + ) are in separate half cells.
- identify the anode and cathode
- direction of electron flow
- direction of cation movement
- the theoretical voltage at standard conditions 2.34 volt
- write the oxidation and reduction half equations and overall equation.
```
2H + (aq) + 2e H2(g) ---- reduction Mg(s) Mg 2+ (aq) + 2e---- oxidation 2H + (aq) + Mg(s) H2(g) + Mg 2+ (aq) ---- overall
```
No, electrical energy will not be produced as the strongest reductant (Mg) and the strongest oxidant (H2O ) are in the same half cell.
Heat energy will be produced as the following reactions take place in the half cell on the left.
Yes electrical energy will be produced as the strongest reductant (Mg) and the strongest oxidant (Sn 4+ ) are in separate half cells.
- identify the anode and cathode
- direction of electron flow
- direction of cation movement
- the theoretical voltage at standard conditions
2.52 volt
- write the oxidation and reduction half equations and overall equation.
4+
Sn (aq) + 2eSn
2+
(aq) ---- reduction
Mg(s) Mg
2+
(aq) + 2e---- oxidation
4+
Sn (aq) + Mg(s) Sn
2+
(aq) + Mg
2+
(aq) ---- overall
No, electrical energy will not be produced as the strongest reductant (Mg) and the strongest oxidant (Sn 4+ ) are in the same half cell.
Heat energy will be produced as the following reactions take place in the half cell on the left.
4+
Sn (aq) + 2eSn
2+
(aq) ---- reduction
Mg(s) Mg
2+
Overall
4+
Sn (aq) + Mg(s)
(aq) + 2e---- oxidation
2+
Sn
2+
(aq) + Mg (aq)
Yes electrical energy will be produced as the strongest reductant (Zn) and the strongest oxidant (Pb 2+ ) are in separate half cells.
- identify the anode and cathode
- direction of electron flow
- direction of cation movement
- the theoretical voltage at standard conditions 0.63 volt
- write the oxidation and reduction half equations and overall equation.
Yes electrical energy will be produced as the strongest reductant (Pb) and the strongest oxidant (Fe 3+ ) are in separate half cells.
- identify the anode and cathode
- direction of electron flow
- direction of cation movement
- the theoretical voltage at standard conditions 0.90 volt
- write the oxidation and reduction half equations and overall equation.
```
Fe 3+ (aq) + e Fe 2+ (aq) ---- reduction Pb(s) Pb 2+ (aq) + 2e---- oxidation 2Fe 3+ (aq) + Pb(s) 2Fe 2+ (aq) + Pb 2+ (aq) ---- overall
```
No energy is produced as the strongest oxidant , Pb 2+ ( aq) has no reductant below it on the E o table. Or it can also be stated that the strongest reductant , Pb(s) has no oxidant above it.
Yes electrical energy will be produced as the strongest reductant (Zn) has an oxidant (Ni 2+ ) above it on the E o table and are in separate half cells.
- identify the anode and cathode
- direction of electron flow
- direction of cation movement
- the theoretical voltage at standard conditions 0.51 volt
- write the oxidation and reduction half equations and overall equation.
Ni 2+ (aq) + 2e Ni (s) ---- reduction Zn(s) Zn 2+ (aq) + 2e---- oxidation Ni 2+ (aq) + Zn(s) Ni(s) + Zn 2+ (aq) ---- overall | 1,979 | 1,074 | {
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MODELS OF CHEMICAL BONDING
When we are faced the need to find a scientific explanation for a complex phenomenon such as bonding, experience has shown that it is often best to begin by developing a model. A scientific model is something like a theory in that it should be able to explain observations and to make useful predictions. But whereas a theory can be discredited by a single contradictory case, a model can be useful even if it does not encompass all instances of the effects it attempts to explain. We do not even require that a model be a credible representation of reality; all we ask is that it be able to explain the behavior of those cases to which it is applicable in terms that are consistent with the model itself.
An example of a model that you may already know about is the kinetic molecular theory of gases. Despite its name, this is really a model (at least at the level that beginning students use it) because it does not even try to explain the observed behavior of real gases. Nevertheless, it serves as a tool for developing our understanding of gases, and as an essential starting point for more elaborate treatments.
One thing is clear: chemical bonding is basically electrical in nature, the result of attraction between bodies of opposite charge; bonding occurs when outer-shell electrons are simultaneously attracted to the positively-charged nuclei of two or more nearby atoms. The need for models arises when we try to understand why
- Not all pairs of atoms can form stable bonds
- Different elements can form different numbers of bonds (this is expressed as "combining power" or "valence".)
- The geometric arrangement of the bonds ("bonding geometry") around a given kind of atom is a property of the element.
Given the extraordinary variety of ways in which atoms combine into aggregates, it should come as no surprise that a number of useful bonding models have been developed. Most of them apply only to certain classes of compounds or attempt to explain only a restricted range of phenomena. In this section we will provide brief descriptions of some of the bonding models; the more important of these will be treated in much more detail in later lessons in this unit.
Some early views of chemical bonding
Intense speculation about "chemical affinity" began in the 18th century. Some likened the tendency of one atom
to "close" with another as an expression
of a human-like kind of affection. Others attributed bonding to magnetic-like forces (left) or to varying numbers of "hooks" on different kinds of atoms (right). The latter constituted a primitive (and extremely limited) way of explaining the different combining powers(valances) of the different elements.
"There are no such things..."
Napoleon's definition of history as a set of lies agreed on by historians seems to have a parallel with chemical bonding and chemists. At least in Chemistry, we can call the various explanations "models" and get away with it even if they are demonstrably wrong, as long as we find them useful. In a provocative article (J Chem Educ 1990 67(4) 280-298), J. F. Ogilvie tells us that there are no such things as orbitals, or, for that matter, non-bonding electrons, bonds, or even uniquely identifiable atoms within molecules.
This idea disturbed a lot of people (teachers and textbook authors preferred to ignore it) and prompted a spirited rejoinder (J Chem Ed 1992 69(6) 519-521) from Linus Pauling, father of the modern quantum-mechanical view of the chemical bond.
But the idea has never quite gone away. Richard Bader of McMaster University has developed a quantitative "atoms in molecules" model that depicts molecules as a collection of point-like nuclei embedded in a diffuse cloud of electrons. There are no "bonds" in this model, but only "bond paths" that correspond to higher values of electron density along certain directions that are governed by the manner in which the positive nuclei generate localized distortions of the electron cloud.
Source: http://www.chem1.com/acad/webtext/chembond/cb02.html | 1,680 | 833 | {
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Lesson 08 - Jesus Defends Us
Year B – 1
st
Quarter
4. [Monday's lesson] Read the story of the wedding garment from Matthew 22:1-14. Find a white ____ that represents Jesus' robe of righteousness. Put it on every time this week that you pray for forgiveness of your sins.
5. Satan ____ toward God & croaks in a loud voice, "It's [fill in your name]. They've got a really long list of sins. They certainly deserve to die"
1. "Wait a ____. Let's start with the facts," God commands. Satan sneers & says, "Well, let's see. [Your name] has [list several things you have done wrong in your life], plus there are so many things listed here that you've got to agree that [your name] has really sinned a lot & most certainly deserves to die."
7. FTWTF - Title
9. "Father, it's true that [your name] has sinned quite a bit, but [your name] has asked that their sins be forgiven, & they have chosen to follow Me. So really I don't see any sins. They've all been ____. Satan may remember sins, but they are not recorded in heaven. Also, [your name] has shown that their faith in Me is genuine by having done good works. Please, take a look in the book of remembrance."
2. Jesus ____, stands, & walks confidently toward the judge.
10. FTWTF - Power Point
12. [Thursday's lesson] ____ of a person in the Bible you want to investigate. Read that person's story & write down three interesting facts about that person.
13. Satan is condemning us, arguing that we have sinned & therefore deserve to die. Jesus is defending us, confirming that His sacrifice on the ____ took away our sins & makes us worthy of heaven.
3. God looks sad & says, "That's right, Satan, but you did not ask for ____. [Your name] has. Jesus sacrificed His life for the millions of humans who deserve to die but instead will be given life with Us in heaven. [Your name's] name stays in the book of life. Case closed!"
6. FTWTF - Power Text
8. "Your Honor, I object again!" Satan shouts.
11. Satan looks very ____ & shouts, "Your Honor, I object! Let's not be too hasty here. [Your name] is a sinner! They've done a lot of bad things!"
© 2013 General Conference Sabbath School Department | 929 | 544 | {
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Level 2
Please revise Level 1
Examples
Practise
1
a) Increase $550 by 10½%
b) Decrease $345 by 10¼% c) Increase $50 by 0.5%
2
a) Find the total in the bank if $800 is invested for 5 years @ 4.25% p.a. flat rate.
b) The sum of $1500 is invested @ 5% p.a. simple interest and earns $562.50. For how many years is the money invested?
c) Given the rate of interest as 5.06% p.a. and the fact that $333.96 was earned in 3 years, calculate the principal invested.
d) Find the amount accumulated after 3 years if $2000 are invested at 6.25% p.a. with interest compounding each 6 months.
e) Determine the interest paid on $6000 invested at 12% p.a. compound interest for 5 years with the interest compounded a) annually b) every six months c) monthly
FINANCIAL
Simple Interest
and
Compound Interest
At = A0(1 + rt) or I = Prt At = A
0
( 1+r)
t
A
t
= A
0
(1 +
nt
Check that you know what all these formulae mean.
Find the amount in the bank if $500 is invested @ 7% for 5 years flat rate.
A
t
= 500( 1 + 0.07 × 5) = $675 i.e. $175 interest
Find the amount in the bank if $500 is invested for 5 years at 6% compounded monthly.
At = 500( 1 +
12×5
= $674.43 i.e. $174.43
Maccdouble ©
3 Determine the value of an investment of $4000 after 3 years if the interest rate is 12% per year calculated
a) as simple interest b) compounded annually c) compounded monthly d) compounded daily
4 Zac received $250 for his 5 th birthday and his mother invested this in a bank which offered an interest rate of 6.15% compounded daily. How much was he able to draw from the bank on his 21 st birthday?
5 Georgia invests $2000 at 8%p.a.for 3 years with interest compounded monthly. Emma invests $2000 in an account which pays Simple Interest.
a) What flat rate is required so that the value of each investment is the same at the end of the three years?
b) What is the value of the investment at this time?
6 Miguel invest $500 in a savings account which offers a rate of 6% compounded monthly. Miguel would like to know how much interest he obtain EACH MONTH.
Write a recursive formula to help solve his problem and use it with your casio classpad to find this over the first two years ( 24 months) | 1,245 | 645 | {
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Spiraling Triples
This is a picture of sets of Pythagorean Triple right triangles carefully nested together.
The innermost triangles are 3-4-5 triangles. (For units, I'm just counting little squares.) Those first 3-4-5 triangles form a square. In the center part of those 4 nested triangles is also a little, 1 x 1 square where the triangles don't overlap.
1. What is that first square's (not the little 1 x 1 square's) side length?
To make the second square, I reflected each of those initial triangles over their hypotenuses (hypoteni?) and colored that second round of triangles black.
2. What is the measure of the black square's side? Please explain how you know that.
For the third round of triangles, I added 5-12-13 triangles.
3. What is the dimension of this next gray square?
I then reflected those gray triangles again, over their hypotenuses, to get another round of triangles and a new black square.
4. You can figure out that the next round of triangles will have a leg that is what length?
5. Will that leg (the leg that will be adjacent to the black triangle) be the new right triangle's short or long leg?
Before I ask you to explain more about these triangles and squares, lets look at some patterns that are relevant to this investigation.
On the right you see a table of some Pythagorean triples side lengths for right triangles. Notice that their small legs have lengths of consecutive odd numbers.
7. Can you deduce any patterns for the long leg lengths or hypotenuse numbers? Please explain.
8. What do you think that the next row to this table will be?
Now for my final question about the Spiraling Squares picture:
9. Why do you think that this image look like spiraling squares?
6. Describe at least two patterns that you see in the numbers to the left.
Longer leg
| Small leg length | Long leg length | Hypotenuse |
|---|---|---|
| 3 | 4 | 5 |
| 5 | 12 | 13 |
| 7 | 24 | 25 |
| 9 | 40 | 41 |
| 11 | 60 | 61 |
| 13 | 84 | 85 |
| 15 | 112 | 113 |
10. Color your own Spiraling Triple. | 906 | 525 | {
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Lesson Twenty-one: Feather—f- e- a- t- h- e-r
Coach's Corner:
After following Mat's instructions, pay special attention to the th sound in three. Remember that the th in three is said to be voiceless, since it is formed by air escaping between the tongue and the teeth.
The new word for this next lesson is feather. Feather also has a th sound. The th in feather is formed the same way, but it has the slightest voiced sound with it.
Practice making the th in three.
Coach's Corner:
Follow Mat's instructions carefully.
Feather has a th sound. Have your student say, "Three feathers flew in the wind." Can the student hear the difference between th in three and the th in feathers?
Other words like three are thistle, thread, and theme. Other words like feather are the, their, and that. Make flash cards for your student to use while learning these words. Point out the difference in the two sounds, but do not overemphasize the point or insist on mastery.
feather f - e - a - t -h-e-r f - e - a - th-er
Coach's Corner:
Mat's instructions:
Spelling is how we see a word on the page. Sounding is how we say it. Point and say the first word feather. Now point and say each letter. Point and say the second word feather. Now point and say each sound. The th forms a single sound. Repeat this until you know the word, its letters, and its sounds.
Pay close attention to the silent a, to th making one sound, and to er making one sound. Remember the silent a in eagle? Can your student point to the silent a in feather?
The last 'fea-ther shows the syllables. Review how syllables help with pronouncing new words.
'fea- ther
Feathers Are Soft
Feathers are soft and fly in the wind.
Birds are soft and fly without the wind.
But feathers are at the whim of the weather
And never, never stay together.
Coach's Corner:
Point and say the words all the way through. Now point and say the words line by line. Point and say feather each time it appears. Point and say each line with expression.
Comprehension is understanding what is read. After a careful reading, help your student understand meaning more clearly. What do birds and feathers have in common? They are both soft. What are some differences? One flies with the wind and the other flies without the wind. Why can birds flock together? Why do feathers never, never stay together?
Feathers Are Pretty
Feathers are pretty and that's that. The lady wears feathers on her hat. And the Native American chief wears his wonderful bonnet With beautiful feathers upon it. Feathers are so very important that If you do well, they often say, "That's a feather in your hat!"
Coach's Corner:
Point and say the words all the way through. Now point and say the words line by line. Point and say feather each time it appears. Point and say each line with expression.
Yankee Doodle came to town A-riding on a pony. Stuck a feather in his cap And called it macaroni.
Yankee Doodle, keep it up, Yankee Doodle dandy. Mind the music and the step And with the girls be handy.
Hootie has a reading, "Yankee Doodle."
Your student may sing this song. "Stuck a feather in his cap" is a wellremembered line. The the song is on the software CD.
What does "that's a feather in your cap" mean?
Coach's Corner:
The letter to practice now is Oo. Show the difference in capitals and lowercase (small) letters.
Put the printing in the folder and go to the next page.
Coach's Corner:
This starter sentence—Where did the feather go, blowing in the wind?— requires imagination. Your student does not really know where it went. Encourage the student to think about the possibilities.
Such thinking will help your student create the things to say. Going over them ahead of time will help with organization. Remember that saying them orally will often get the flow of writing started.
Continue to give your student an audience for the writings. Include the writing and the printing in the folder. This is a good time to review the use of question marks. See if your student can hear the voice go up at the end of a question and drop at the end of a regular sentence that makes a statement. Encourage your student before going on to the next lesson. Very good! | 1,563 | 993 | {
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Name:
______________________________
Creating
the
perfect
glass
of
milk
1. I
don't
like
too
much
chocolate
in
my
milk.
But
my
brother
likes
his
milk
really
dark.
We thought
it
would
be
handy
to
know
how
to
mix
it
just
right
for
each
other.
So,
we
decided
to calculate
the
percent
of
chocolate
we
each
like
in
our
milk.
2. I
made
a
pitcher
of
milk
the
way
I
like
it
and
left
it
in
the
refrigerator.
Dan
wanted
some
of
my mixture
but
he
felt
that
he
needed
to
add
more
chocolate
to
the
glass.
| | Chocolate syrup | Milk | Total amount of mixture |
|---|---|---|---|
| Dan’s favorite mix | 1/4 cup syrup | 1 cup milk | |
| My favorite % |
|---|
| Dan’s favorite % |
Dan
will
have
more
than
1
cup
of
chocolate
milk.
How
much
chocolate
syrup
should
he
add?
3. Our
dad
is
like
Goldielocks.
He
thinks
Dan's
mix
is
too
dark
and
my
milk
is
too
weak.
He
likes
it "just
right."
Choose
a
favorite
percent
for
my
dad's
chocolate
milk
and
figure
out
how
to
make
him about
a
cup
of
chocolate
milk
from
what
is
already
in
the
refrigerator. | 629 | 610 | {
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Due to major flooding in 2010 and 2011 in San Francisco Libre,
rm local government. Considered to be in extreme poverty, the community
Nicaragua, three hundred families were pe University of Nevada, Las Vegas anently relocated by the Sanitation
is still suffering the effects of damage to sanitation systems and homes,
particularly in the Lomas del Sol area where forty families are without
latrines. Although s June 2013
everal new homes were bu ilt by the government at a Implementation
higher elevation, families are reluctant to move in until the homes have latrines. Families who have already moved in must walk long distances
to use existing latrines at other homes.
1,000
262
$16,000
Due to major flooding in 2010 and 2011 in San Francisco Libre, Nicaragua, about three hundred families were permanently relocated by the local government. Considered to be in extreme poverty, the community is still suffering the effects of damage to sanitation systems and homes, particularly in the Lomas del Sol area where forty families are without latrines. Although several new homes were built by the government at a higher elevation, families are reluctant to move in until the homes have latrines. Families who have already moved in must walk long distances to use existing latrines at other homes.
EWB-USA UNLV aims to improve the quality of life in the village by constructing 40 composting latrines. This will alleviate concerns about moving into the new homes, which were built in a location where flooding is no longer a risk. A particular goal is building composting latrines that will last a lifetime. Pit latrines built recently in the area are only expected to last 2-3 years based on the size and inability to dig deep holes in the rocky soil. The project will include education components on good sanitation habits and latrine maintenance to ensure sustainability of the program.
The first implementation trip (construction of 7 composting latrines and education program) was completed in August 2014. A second implementation trip is tentatively planned for July 2015. The goal is to build an additional 10-15 composting latrines and work toward having community members be able to lead the construction process.
For future projects, the chapter will look at hand-washing systems and rainwater harvesting systems to complement the composting latrines. The chapter will also assist with sanitation or other projects suggested by the communities of San Francisco Libre. | 1,016 | 514 | {
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* Day 1 – Work and NRG Introduction
–Momentum 20Q Analysis
–Mechanical Energy: Activity based Lecture
* Need a meterstick, blue book, and timer for heavy lifting
–Daily question
–Hwk: Mechanical NRG Wkst #1-7
* Show K-U-E-S on your own paper
* Dress for possible outside activity tomorrow, stair climbing shoes
* Day 2 – Work and Power
–Scan Homework
–Work Practice problems
–People Power
* Find and calculate your stair climbing power
* You need to have the graph done by the end of class
– Hwk: Wkst #2-7…the power parts
Work Problems
Show K-U-E-S in your notes
Harry Henderson weighs about 245 lb and applies an average force of 450 N to the ground as he runs. If he runs 60 meters, how much work did he do during his run?
Sally Sanderson does 828 J of work while lifting a barbell 2.3 m off the ground. How heavy is the barbell?
* Day 3 – Power and NRG
–People Power Lab
* 30 minutes to finish questions – start now
* Discuss Results and Power
–Conservation of energy lab
* No Free Lunch (you can't get something for nothing)
* Should get to #9 if all goes well
–HWK: Wkst #8-17
* Day 3.1
–Scan homework/Daily question
–No Free Lunch lab (60 minutes)
* Get laptop and login before Daily Question
–Conservation of energy
* Lab results as guide
* How to find speed of roller coaster.
–Practice problems
–Hwk: wkst #18-21,32-35
* Day 4
–Practice problems
–Conservation of energy
* Various Examples
* Bowling ball…
* Wkst #36
–12Q Formative Assessment (25 min)
* Use your results to help prepare for 20Q
Show K-U-E-S in your notes
A 2 kg seagull is flying 4 m above the seashore with a speed of 5 m/s.
* Calculate its kinetic energy, its potential energy, and its total energy of the bird at this moment.
* Day 5 – Remediation and 20Q
–Work on remediation assignments
–Turn in:
* Labs – People Power and No Free Lunch
* Remediation work
* Review sheet
–20Q Summative Assessment
–HWK - Define Electrostatics Key terms | 1,006 | 544 | {
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BALD EAGLE NESTING CHRONOLOGY AT BARR LAKE
The Bald Eagles at Barr Lake
raise young, the Bald Eagle pair was finally successful in 1989. As of 2005, the Barr Lake eagle have produced 32 young. Twenty-nine of these survived to fledge.
habitat, we can look forward to the presence of these birds and their young for many years to come.
The story of Bald Eagles at Barr Lake probably began over a hundred years ago, when an irrigation reservoir was built in an area that was once a buffalo wallow. As the years passed, cottonwood trees grew old and tall. Fish and waterfowl, as well as many other kinds of wildlife, flourished in and around the lake.
In 1977, this area was recognized as a valuable wildlife habitat and Barr Lake became a state park. Half of the lake was set aside as a wildlife refuge.
A pair of Bald Eagles has been observed in the refuge every year since 1986. Since that time, they have survived storms, the loss of a nesting tree, and even the disappearance of the male. After 3 years of failed attempts to
An eagle nest may be added to and reused for as long as 20 years, or a pair may use another nest site. With continued protection of their
Eaglet Growth and Development
Newly-hatched eaglets weigh only 1/4 pound, but will grow quickly in the first 3 months. A 1-2 week old eaglet already weighs approximately 2 pounds! The young grow quickly on a diet of fish and prairie dogs and they are able to leave the nest at 10-12 weeks of age.
The Barr Lake eaglets are 3-4 weeks old by mid-April. With their dark gray, thick, wooly down, the young look large, but weigh only 3.5 to 5.5 pounds.
At 4-6 weeks, the eaglets may be seen moving about in the nest. New feathers begin to appear, and the young continue to grow, until they weigh 5.5 -7.5 pounds.
From May to June, the art of self-feeding is acquired in preparation for fledging. The wooly down is replaced by dark brown feathers, and the birds may weigh up to 11 pounds. At the time they fledge, young Bald Eagles are as big as their parents.
The all-white head and tail of the adult Bald Eagle takes 4-6 years to develop, and is a sign of sexual maturity.
The Barr Lake Bald Eagle Watch
You can participate in studies of the bald eagles by joining the Bald Eagle Watch. Volunteers receive training and observe the birds throughout the nesting period. During observations, watchers gather important information about eagle behaviors, food brought to the nest, and general habitat use by the eagles. If you're interested in becoming an eagle watcher, call the Colorado Bird Observatory education line at (303) 637-9220.
The Bald Eagle Watch is administered by the Rocky Mountain Bird Observatory and Barr Lake State Park. Funding has been provided by donations from individuals, agencies, corporate sponsors, and Rocky Mountain Bird Observatory members.
How and Where to See the Eagles
The best viewing of the eagles' nest is from the Gazebo, only a 1.3-mile walk south of the Nature Center into the wildlife refuge. The nest is approximately a quarter mile from the Gazebo and is easily seen with binoculars. The Nature Center loans binoculars and features a display about eagles. The Nature Center is open Wednesday-Sunday. Call 303-659-6005 for specific hours.
Tail feather from an
immature Bald Eagle
A few tips for eagle viewing:
* Bring binoculars or a spotting scope for viewing the nest.
* Viewing is usually best during the morning or evening hours, especially on warm days when heat waves can interfere with your ability to see.
* The eagles are sensitive to human activity. Please stay on designated trails in the wildlife refuge. Pets are not permitted.
* Stop by the Nature Center for a look at the display about eagles.
* A park pass is required on all vehicles.
The Bald Eagle Nest at Barr Lake
is provided by:
This brochure
Rocky Mountain Bird Observatory and Colorado State Parks | 1,704 | 905 | {
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Central Early Learning Center
February 2015
9739 Joor Rd * 225-261-1743 Centralacademycc.net
Valentine's Poem:
I Know You Little, I Love You Lots
I know you little, I love you lots, my love for you could
fill ten pots, fifteen buckets, sixteen cans,
three teacups, and four dishpans.
~ by Shel Silverstein
Valentine's Song:
A Red Heart
(Tune: "Mary Had a Little
Lamb")
I have a red heart, a red heart, a red heart.
I have a red heart;
That I will give to you.
.
February Happenings
Grits for Grandparents! This Wednesday, February 4, our THREE year olds invite their grandparents to have grits with them from 7:30 to 8:30 AM (each class will have 30 minutes with the grandparents). The next day, Thursday, February 5, grandparents are invited to join our FOUR year olds, also, from 7:30 to 8:30 AM. Please RSVP so we can prepare enough food.
Mardi Gras! On Wednesday, February 11, our Twos, Threes, and Fours will be learning about our Louisiana culture with a small Mardi Gras celebration.
Valentine Parties will be held Friday, February 13. These parties will be 'low-key' and will be held at the end of the day. Please see your child's teacher for information.
CELC will be CLOSED for Mardi Gras on Monday, Feb 16, and Tuesday, Feb 17. We will re-open at 6:00 AM on Wednesday morning. Happy Mardi Gras!
2014 Tax Statements are now available, by request, in the front office.
Parent Handbooks – our new, updated, handbooks are available in the front office.
Safety Matters!
*Always drive slowly in the parking lot.
*Be sure to lock cars when dropping off and picking up your children.
*Never leave small children unattended in the vehicle.
*Never allow children to cross the parking lot alone.
*Always walk children to their classes.
Reminder!
Our new policies and regulations, stated in our current CELC Handbook, will go into effect on February 1, 2015. That first Monday, February 2, children MUST be checked in by 9:00 AM. Only children with a doctor's note will be allowed into their class after 9:00 AM.
Upcoming Events
Soon, we will begin our Fall Registration for our Preschool and PreK-4 classes. To hold your child's spot, we will need the Registration Fee, upfront. This fee is non-refundable, but in September, when school starts, you will not be charged this fee again.
Also, in March, we will begin registering for our Summer session. More information coming soon!
Strong Emotions…
The Office of Head Start in the US Department of Health and Human Services, offered this advice to parents:
"Young children have very strong emotions. In the process of learning to express them in words, they sometimes lose control. When you help your child manage feelings, you teach self-control and social skills. Both are important for school success." Here are some tips they offered:
- Use words — in English or your home language — that your child understands.
- Encourage your child to talk about feelings. Respond with empathy.
- Use books and pictures — or songs and videos — to talk about how people look and act when they feel different emotions.
- Discuss new ways your child can respond when feeling stressed.
- Describe positive ways to help calm down when emotions feel out of control.
You and your child are important to us.
Should you wish to share something good a teacher has done or if you ever have a concern, please:
Call: Bob Lansing
Telephone: 225-261-1743
Season's Celebrations
- Valentine's Day February 14, 2015
- Mardi Gras February 17, 2015 (we will be closed Monday, Feb 16 and Tuesday, Feb 17)
Meet our Staff:
- Patricia Ratcliff works in our Nursery and has been taking good care of our babies since August of 2013. Ms. Patricia has three children of her own and is excitedly waiting on her first grandchild! In her spare time, she likes to exercise and keep fit.
- Linda Robinson is our Young Twos teacher and has been with us for over 5 years. She has her Child Development Associate credentials and is in school, earning her Associates degree in Early Childhood Development. Ms. Linda has four children and loves spending time with her family.
CELC a Quality Center:
- 100% of our staff have taken Birth to 5 Developmental Standards Training
- 100% of our Lead teachers have been trained in Teaching Strategies GOLD, a child assessment tool | 1,904 | 1,031 | {
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Teaching Vergil's Aeneid at the College Level: Studies and Strategies
Teaching the Aeneid in college-level courses can be challenging. Many students read the Aeneid in translation as part of an introductory literature or culture/history course, and these students often come away from the class with a limited understanding of the poem and without real appreciation for its wealth of meaning. Other students first encounter the poem in Latin, most often translating it in an intermediate-level course. Many of these students have limited experience with real Latin texts and struggle with the poetic language. Because they are so set on recognizing grammatical constructions in order to translate accurately and because they move slowly through just a small portion of the text, these students frequently fail to develop an understanding of the text as a whole. Some students have read the poem in high school and may approach it with preconceptions, thinking that they already know everything there is to know. The proposed pedagogical panel will offer experiences and observations, strategies, and evidence collected in formal studies about teaching the Aeneid to college students both in Latin and in translation. It will be of interest not only to those who teach the epic at colleges and universities but also to high school teachers who teach it as part of the AP curriculum.
The first paper, "Quod accidit in spēluncā, in spēluncā manet: Adapting Aeneid 4 for College-Level Introductory Latin," describes a system for introducing selections from Book Four of the poem into an elementary Latin curriculum, thereby giving students an early opportunity to engage with real Latin literature. The presenter creates adaptations of the poem which complement the primary textbook the students use, starting out with simple daily sight readings which provide an overview of the plot and characters and, eventually, working up to readings which incorporate Vergil's own language. As they learn basic vocabulary and grammar, students develop an appreciation for how Latin text in particular can communicate with its audience in multiple ways. This system is adaptable to any elementary textbook.
The second paper, "Learning Vergil with Little Data," presents evidence which will be collected in a formal study carried out in an intermediate-level Latin course in early spring semester, 2016. The study seeks to determine which preparatory methods are most effective when students read the Aeneid at this level and will be carried out with input from social scientists. The author hypothesizes that, if students concentrate on vocabulary acquisition and on working their way through edited versions of the poem before attempting Vergil's own text, they will be better prepared to read the original. The presentation will offer both quantitative and qualitative data.
The third paper, "Approaching the Aeneid through Art," also focuses on teaching the poem in Latin at the intermediate level and also will offer evidence collected in a formal study (this study will be conducted during fall semester, 2015). The author presents a thematic model for a gateway course on the Aeneid which focuses on the importance of art and ekphrasis in the poem. Students translate ekphrastic passages from Books One, Five, Six, Eight, and Ten as they read the entire poem in translation for context, and writing assignments help develop students' engagement with the Latin they translate. With the thematic approach, students notice specific language and see how seemingly disconnected artistic instances in the poem work with each other and with the larger narrative. Data presented in this paper will be based on a qualitative study of students' experiences in the course.
The final paper, "Aeneids in English," focuses on teaching the poem in translation. The presenter offers a pedagogical method for helping students realize that multiple readings of the Aeneid exist and for helping them develop their own reading and appreciation of the poem.
Students create charts which outline relationships between characters and ideas, for example, allowing them to see important themes and motifs. They build upon their charts as they make their way through the text, noting changes in patterns and unstable oppositions. Students' previous experiences with classical literature and the Latin language are brought into the larger discussion as points of critical inquiry, and students emerge more aware of the power of their own intellectual investigation.
Finally, the respondent to the panel is a prominent Vergilian scholar who is also interested in Latin pedagogy. Thus, the respondent's comments should greatly enhance the presentations and lead to a dynamic, robust discussion about teaching the Aeneid. | 1,913 | 903 | {
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Enharmonic Keys
The"Circle of Keys
", unwrapped …
Enharmonic Keys
Figuring out the name of a Major Key when you can see the Key Signature :
1) For SHARP keys, the last sharp in the Key Signature is Ti . Go up 1/2 step to the very next line or space to find the name of the Major Key.
2) For FLAT keys, the last flat in the Key Signature is Fa . Count down four notes - "Fa-Mi-Re-Do " - to find the name of the Major Key.
NOTE: Coincidentally, the next-to-last flat
IS the name of the Major Key. This only works with Flat keys!!
Figuring out the Key Signature when you know the name of the Key or Scale :
1) First, determine if it's a SHARP Key or a FLAT Key. Notice that "F" is the only Flat key without a flat in its name!
2) Next, use the "Musical Alphabet" to create a basic scale before adding the Key. Example: "EFGABCDE"
3A) Now, if it's a Sharp key, remember that "the last sharp in the Key Signature is Ti". Add a sharp to the 7th note, or "Ti". Using the order of the sharps, simply keep adding sharps until you've reached the last sharp on "Ti". See above: E F# G# A B C# D# E
3B) If it's a Flat key, remember that "the last flat in the Key Signature is Fa". Add a flat to the 4th note, or "Fa".
Using the order of the flats, simply keep adding flats until you've reached the last flat on "Fa". Using the key of Ab: Ab Bb C Db Eb F G Ab
Some guidelines for figuring out Transpositions :
"C" instruments play the "Concert" Key. If asked for "Concert Ab Major", simply play Ab Major.
"F" instruments play a Perfect 5th above Concert Key. Subtract 1 b, or add 1 #: go 1 Key to the LEFT, above. "Ab" becomes Eb.
"Bb" instruments play a whole-step above Concert Key. Subtract 2 b's, or add 2 #'s: go 2 Keys to the LEFT. "Ab" becomes Bb.
"Eb" instruments play a Major 6th above Concert Key. Subtract 3 b's, or add 3 #'s: go 3 Keys to the LEFT. "Ab" becomes F. | 932 | 558 | {
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Seeley Beach on Phillips Pond 29 Hazen Drive, Concord, New Hampshire 03301 • (603) 271-3503 • www.des.nh.gov NH SWIMMING BEACHES AT A GLANCE
To protect the public from possible illness while swimming, the NH Beach Program monitors water for fecal bacteria and cyanobacteria from nearly 200 beaches each summer. Freshwater beaches are typically sampled once a month and most of the coastal beaches are sampled twice a week. Towns and other agencies also monitor and report results to NHDES. Bacterial results higher than the state criteria indicate contact with the water could put swimmers at risk of getting sick from harmful microscopic organisms in the water. When bacteria levels are high, NHDES issues an advisory and immediately resamples the beach. Once the bacteria levels no longer exceed the state criteria, the advisory is removed. Advisories DO NOT close a beach. The decision to close a beach is left with the beach owner.
-Green- signs are posted to let the public know the beach is tested regularly for fecal bacteria. Details on participating beaches are available online. www.des.nh.gov
-Yellow- -Yellow--Yellow- signs are displayed at beach entry points when bacteria advisories are issued. Alerts and results are posted online.
Location: Sandown
NH546828
Beach Advisories & Lake Warnings for Blooms
Since 2003, at least 50 freshwater beaches in New Hampshire have reported a cyanobacteria bloom event occurring at least once in a summer. There were 19 cyanobacteria beach advisories and lake warnings recorded by NHDES in 2017. Increased public awareness has likely caused more blooms to be reported.
-Red- signs indicate a cyanobacteria beach advisory or lake warning is in effect. These warnings are also posted online (www.des.nh.gov).
Avoid Cyanobacteria at the Beach!
If you see slimy or scummy water with green, blue-green or red clouds, it could be a bloom. Cyanobacteria blooms are caused by excess nutrients from fertilizer, storm water, and runoff that facilitate their growth. In large quantities, cyanobacteria can be harmful as they may produce toxins. NHDES advises humans and animals to avoid all contact and report a suspected bloom. The NHDES Beach Program posts advisories to warn swimmers when blooms are confirmed at a beach or within a waterbody in NH. Contact the Beach Program to report a sighting of a potentially harmful cyanobacteria bloom. Submit confirmed bloom photos to the Bloom Watch App (cyanos.org).
Stay Connected with the Beach Program
Subscribe to our newsletter. Select "Beach Advisories" at: http://des.nh.gov/media/enews/index.htm
Follow us on Twitter @NHDES_Beaches http://twitter.com/NHDES_Beaches
Current advisories posted at www.des.nh.gov. At left, click on: | 1,316 | 598 | {
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FREE Activities for ages 0 - 6 years in the Williams Lake Area
| DATE | LOCATION | TIME |
|---|---|---|
| Mon - Fri Mon - Fri Mon - Fri Monday Tuesday/Thursday Wednesdays | Marie Sharpe School Cataline School Mountview School Alexis Creek School 150 Mile School Horsefly School | 9 am - 12 pm 9 am - 12 pm 8:30 am - 11:30 am 9 am - 12 pm 8:30 am - 11:30 am 9 am - 12 pm |
| Friday October 31 | Boitanio Park | 10:00 am - 12:00 pm |
| Wed and Fri. 1, 3, 8, 10, 15, 17, 22, 24, 27, 30 | Public Library | 10:30 am - 11:15 am |
NOTE: CLOSED OCTOBER 13, 2014 FOR THANKSGIVING
| Thursdays | CCRR Boardroom | 10:00 am - 11:00 am |
|---|---|---|
| Contact Interior Health | Interior Health | - |
| Contact Interior Health | Interior Health | Contact Interior Health |
Hanging Bat Craft for Kids
Materials needed:
Cardboard tube (toilet paper roll)
Tempera Paint (Black or brown and a paint brush
Construction paper
Pipe cleaners
Scissors
Single hole punch
Glue
Googly eyes
Marker Bat wing template (optional)
Cloud Catching
Read the poem "Clouds," then toss the scarf (Cloud) in the air and let it fall to the ground. Try Catching the "cloud" with different body parts: head, knee, back, foot. Invite your child to suggest other possibilities...elbow? Bottom? Chin?
Going trick-or-treating?
A void trick-or-treating alone. Walk in groups or with a trusted adult.
S words, knives, and similar costume accessories should be short, soft, and flexible.
F asten reflective tape to costumes and bags to help drivers see you.
E xamine all treats for choking hazards and tampering before eating them. Limit the amount of treats
H old a flashlight while trick-or-treating to help you see and others see you. Always WALK and don't run from house to house.
L ook both ways before crossing the street. Use established crosswalks wherever possible. L ower your risk for serious eye injury by not wearing
A lways test make-up in a small area first. Remove it before bedtime to prevent possible skin and eye irritation.
decorative contact lenses.
W ear well-fitting masks, costumes, and shoes to avoid blocked vision, trips, and falls.
O nly walk on sidewalks whenever possible, or on the far edge of the road facing traffic to stay safe.
E at only factory-wrapped treats. Avoid eating homemade treats made by strangers.
Clouds
White sheep, white sheep On a blue hill, When the wind stops You all stand still. When the wind blows You walk away slow. White sheep, white sheep, Where do you go? ~ Christina G. Rossetti
Legs are heavy, legs are light
Play follow-the-leader while you chant and your toddler follows your actions around the room or outside.
Walk on
Marching, marching, stomp your feet, (march with high knees and heavy feet)
Swing your arms right to the beat; (swing arms)
Tippy-toe, tippy-tow, light as air, (light and fast on tippy-toes)
Don't wake the baby sleeping upstairs. (put index finger over mouth to show being quiet)
Oct. 6: Persistence: To work step-by-step to- wards a goal.
Oct. 13: Goals: Dreams you want to reach
Oct. 20: Success: To feel good about who you
are, what you do, and how you treat others
Oct. 27: Opportunities: Chances to improve.
N ever walk near lit candles or luminaries. Be sure to wear flame-resistant costumes.
CCRR Memberships are only $30.00 per year for toy, book and equipment lending!
E nter homes only if you're with a trusted adult. Only visit well-lit houses. Don't stop at dark houses. Never accept rides from strangers. | 1,680 | 928 | {
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Common Therapies
Sometimes children can benefit from therapy. There are several different types of therapy available to help kids develop skills. This is a list of some of the more commonly offered therapies and a short definition of each. This is not intended to be a definitive list of therapies/treatments available to children nor is it an endorsement of any one therapy over any other therapy. If you are considering therapy treatment for your child, it is important that you find the right therapist for your child. Your child's doctor may be able to refer you to a qualified therapist. Please note that it is important to verify insurance coverage with your child's insurance provider before starting therapy. Not all types of therapies offered to children are covered by insurance companies.
Occupational Therapy
Occupational Therapy focuses on helping people be as independent as possible. An occupational therapist can help children improve their skills for play, performing school activities, integrating sensory information, and learning to do daily activities such as: dressing, bathing, eating and other age appropriate activities. Therapists can also help children with sensory, social or emotional factors that may be affecting their focus and social skills.
Physical Therapy
Physical Therapy focuses on helping people build strength, improve movement, and prevent injury. Physical therapists help children to gain strength and improve range of motion and safely move about. They may help a child develop skills to: crawl, walk, or improve balance and coordination skills.
Social Emotional & Behavioral Health Therapy
Social Emotional & Behavioral Health Therapy provides families, caregivers, and others with positive ways to set and enforce rules, use discipline effectively, and encourage good behavior. Therapists encourage children to try new behaviors and develop positive ways of dealing with negative emotions.
Speech-Language Therapy
This therapy helps children who have difficulty with speech and language skills. If a child needs help with speech, he/she may be having trouble with the "how to" of talking, for example making certain letter sounds. A child who is having trouble with language may be struggling with understanding what he/she hears or reads. Speech Language Pathologists also work with children who may have: hearing loss, weak tongue and lip muscles, or trouble chewing food and/or swallowing.
Additional Supports for Children
Applied Behavior Analysis also known as ABA
ABA therapy uses a set of principles that work on increasing useful or desired behaviors and reducing behaviors that may be harmful or getting in the way of the learning process.
Aquatic Therapy
Aquatic therapy uses water to help children make the most of their abilities on land. Aquatic therapy can improve a child's coordination, balance, ability to move, body awareness, and can reduce pain.
Art Therapy
Art therapy uses arts and crafts supplies to provide children with an easier way to express their feelings and emotions. For example young children may be more comfortable expressing themselves by drawing.
Hippotherapy also known as "Equine Therapy" or "Horse Riding Therapy"
Hippotherapy is a physical, occupational or speech-language therapy treatment that uses the movement of a horse to provide therapy. This therapy is preformed in a controlled setting by a therapist or therapy assistant who can adjust the horse's movements to provide the child a good rhythmic and repetitive movement. This therapy can improve posture, balance, coordination and movement skills.
Music/ Movement Therapy
Music therapists use music to help children "find their voice," learn social skills, improve large and fine motor skills, and improve speech and language skills.
Pet Therapy, also known as "Animal-Assisted Therapy"
Pet Therapy uses specially trained animals as a form of treatment. The goal of this therapy is to use the bond of humans and animals to help children learn a variety of social and emotional skills.
Play Therapy
A play therapist uses play to help children express their feelings, develop social skills, and build self -esteem. Therapists use the child's preferred type of play to help the child make meaning out of play and eventually learn communication and social skills.
Recreation Therapy
Recreation therapists help children make good use of their leisure time. They plan activities and teach skills that help children grow and develop independence. Some examples of activities are: adaptive swimming, adaptive bike riding, adaptive wall climbing, or learning a hobby.
Vision Therapy
Overseen by a trained optometrist (sometimes called a "developmental optometrist"), vision therapy employs exercises to improve eye movement control, focusing control, and eye coordination. Vision Therapy is different from vision education, which uses adapted materials and teaching techniques to help children maximize the use of their vision. | 2,006 | 912 | {
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Designing and Making a Fire Engine
Hose? Tick. Protective clothing? Tick. All we need now is a Fire Engine! After learning about the Great Fire of London in History, the children will learn that during that time, fire engines did not exist and therefore it was a challenge to extinguish the fire. This will SPARK their imagination to INVENT and CREATE a vehicle that would have been helpful during this time. In this unit, children will design and make their own moving vehicle to resemble a fire engine. This unit will enable children to explore a variety of fire engines and will encourage them to develop their own design based on the vehicles they have investigated. The children will have the opportunity to use construction kits, and computer generated graphics or text to enhance their finished products. They will apply basic measuring skills and to draw on knowledge of forces from science too. The children will create their final design and then make their fire engine using a variety of materials. Once complete, this unit will encourage children to evaluate their work against a criteria and suggest improvements to make their design even better!
D&T Curriculum Overview Year 2
Designing and Making Kenyan Inspired Wallets, Purses and Pencil Cases
In this unit children will explore a range of Kenyan textiles and consider how they can be used to create containers including purses, wallets and pencil cases. This will link to their learning in Geography. They will first study a range of existing containers and evaluate their effectiveness and what makes the products successful. They will consider how they are designed for different purposes and different users. The children will develop their designing skills when evaluating products and use this information to generate their own ideas and identify design criteria. Then they will design patterns and templates for their own container using Kenyan textiles. Before creating their final product, the children will model with paper or inexpensive fabric, and use decorative techniques suich as dyeing and embroidery. They will be taught joining and reinforcing techniques to ensure their container is fit for purpose. The children will weave and add BRIGHTLY coloured woven pieces to their work. They will then be given the opportunity to create their final product using Kenyan textiles and will evaluate their Kenyan inspired container.
Designing and Making a New Chocolate Product for Cadbury's
Aprons on and wooden spoons at the ready! The children are going to designing and making chocolate! Not just any chocolate, but Cadbury's chocolate. The product they will design and create will be FRESH and EXCITING, enabling the children to put their favourite flavour combinations together. This unit will help children learn more
combining ingredients
together to create different flavours and
to create a final chocolate product.
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melting chocolate to change its shape before adding ingredients to create a new
chocolate bar and moulding chocolate to create a
BRAND NEW shape. The children will enjoy exploring the link between chocolate making and their history learning all about the Cadbury family. The children will learn how to adapt a basic chocolate recipe to develop a product with specified criteria. Before creating their own unique product, they will investigate a range of existing products from all cultures which will inform their design ideas. During this unit, children will also have opportunities to develop skills in market research, advertising and marketing to develop a link with industry. | 1,369 | 671 | {
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Project Guidelines
A successful project (one worthy of a passing grade) must meet the following guidelines. These guidelines will be used in grading your action and final project.
1. Community-Based. The project derives from a problem in a community (not solely a personal concern). Also, the research, the approach, and the process must be centered in the community and developed around its concerns in coordination with community members. A thorough understanding of the problem results in insight that leads to effective, collaborative, and sustainable solutions.
Local. Successful projects are rooted in a community of which an individual is a part and involve a problem in which an individual is invested. Projects attempting to solve a perceived problem for another community or group of people to which one does not belong do not meet the local requirement and violate a number of other guidelines (community based, deliberative, and ethical).
Collaborative. The project must involve others in the community. Researching or acting alone without involving others is not an option. Collaboration is a key communication skill and required for effective action in any community.
Sustainable. The plan must be sustainable. A one-time event to raise money or awareness does little to address a problem long term and may do more harm than good. Sustainability is an important test for determining how best to address a problem.
Audience-centered. The problem and the eventual plan to address that problem must be appropriate to the context and adapted to the specific community audience. A successful project is a substantial undertaking, something worthy of a semester-long project and of the community's needs and support. Actual change is not a measure of success, but taking a significant step to address the problem is required.
2. Deliberative. Perspectives from all sides of the problem, including voices not at the table or not often heard, are essential for developing a full understanding of the problem and possible ways to address it. Solely utilizing library research or one or two experts in the community is not sufficient to move forward with a successful project. The problem must be fully explored to determine how it influences people throughout the community and to develop a plan that best honors the diversity of viewpoints.
Evidence-Based. Civic advocacy must be based in the best available community-based and library research. The description of the problem and a viable plan to address the problem must be supported by available research. Prior to taking a stand on the problem or developing a plan to address the problem, thorough research is imperative.
3. Ethical. Of course, all pieces of the project must be pursued ethically. Research must be accurate, be correctly cited, and include all points of view on the problem. The action must be undertaken in a way that takes into account other voices, particularly those not often considered. Overall, no portion of the project (research, assignments, or action) should harm others or put anyone at risk.
Reflexive. A successful project demonstrates thoughtfulness and reflection throughout. Both failures and successes should be acknowledged and analyzed. Failures and mistakes will happen; how they are handled is much more important. The entire project should provide insight into personal growth and development. | 1,339 | 623 | {
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LIVING CONDITIONS – SPORT, LEISURE AND CULTURE
As sports and other leisure and cultural facilities and events have become commercialised and, consequently, increasingly exclusive and more expensive, young people living in disadvantaged neighbourhoods very often cannot afford to join in. However, they should be able to take part in sports, leisure and cultural opportunities that are affordable and youth-friendly. Also, very often, they are not always aware of the range of such opportunities that are available to them. The following Portuguese example from the Enter! project demonstrates how the media can be used to promote and disseminate social rights.
The appendix to the recommendation suggests the following actions to increase the participation of young people from disadvantaged communities in sports, leisure and cultural activities:
3 provide fully accessible and affordable sports and leisure facilities in disadvantaged neighbourhoods; improve existing sports and leisure facilities; and involve local communities in making decisions about these facilities;
3 make sure that all relevant public services work together, including youth workers, schools, community services, information and counselling services, and cultural institutions;
3 integrate community development and participation strategies so as to make the best possible use of existing provisions, including youth work, schools, community services, information and counselling services, and cultural institutions;
3 recognise that sport, leisure and culture have many benefits and, consequently, that they can promote youth participation, active citizenship, social cohesion, inclusion and well-being; these agendas should become increasingly important in community development schemes;
3 ensure that sport, youth work and other activities are accessed by young men and young women from different cultural backgrounds; ensure that this provision is gender and culturally sensitive; recognise that many young people face specific challenges in participating in activities, especially young people with disabilities;
3 ensure that cultural events, such as the theatre, concerts or exhibitions, are more accessible and affordable for young people from disadvantaged neighbourhoods;
3 provide opportunities, guidance and support to allow young people from disadvantaged neighbourhoods to use their talents and cultural creativity to improve their communities.
Citizens of the World/Bué Fixe, Amadora, Lisbon, Portugal 12
■ This project promoted access of young people living in disadvantaged neighbourhoods to social rights through the media, in particular through radio, the magazine Bué Fixe, as well as its blog. The project was directed at vulnerable young people aged between 18 and 27, coming from Portuguesespeaking countries in Africa and living in disadvantaged communities in Portugal, as well as the second generation of migrants. The main obstacles these groups faced in integrating were social, economic, educational and cultural.
■ Various media were used to disseminate key information produced by the young people themselves about their interests and rights, under the supervision of specialists. The social rights covered by the project were:
3 access to education;
3 access to health services;
3 employment opportunities;
3 access to information;
3 non-formal education and youth participation.
■ Learning about cultural diversity was another project priority, as these young people, though they speak Portuguese, have different cultures, religious beliefs and values.
12. More information at www.citizensforeurope.eu/organisation/ dynka, accessed 11 August 2016.
Measures for improving access to social rights
-
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| Long-Term Plan | | | Curriculum Strand | My Communication |
|---|---|---|---|---|
| | Trust | Diverse Academies | Subject | Reading, Writing and Language Year A |
| | School | Yeoman Park Academy | | |
| Year A | | | | | | | | Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | | Roman Invasion | | Roman Invasion | | Extreme Earth | | Extreme Earth | | Tomb Raiders | Tomb Raiders |
| | | Reading | Focus | | | | Fiction: Roman-themed Text/Story | | Poetry: Roman Poems (link to Myths and Legends) | | Fiction: Weather/Earth- themed Text/Story | | Poetry: Rhyming Poems linked to Weather and Earth | | Fiction: Egyptian-themed Text/Story | | |
| | Writing Focus | | | Waypoints | | 1-6 | Mark Making and Letter Formation linked to key vocabulary | | Mark Making and Letter Formation linked to poem | | Mark Making and Letter Formation linked to key vocabulary | | Mark Making and Letter Formation linked to poem | | Mark Making and Letter Formation linked to key vocabulary | | |
| | | | | Waypoints | | 7-14 | Order, Plan and/or Write a Roman Adventure Story | | Order, Plan and/or Write a Roman Poem or Myth | | Labels and captions for extreme weather pictures/photos | | Order, Plan and/or Write a Rhyming Poem | | Order, Plan and/or Write an Egyptian Mystery Story | | |
| | Key | Language | and | | Vocabulary | | Roman, Rome, centurion, emperor, barbarian, Boudicca, soldier, colosseum, amphitheatre, bath house, mosaic, villa, temple, shield, coin, gladiator, toga, chariot, numerals. | | | | Earth, weather, drought, earthquake, flood, hurricane, tornado, tsunami, volcano, wildfire, sandstorm, snowstorm, ice, cold, hot, warm, heat, lava, blizzard, storm, tropical, cyclone. | | | | | | |
Staff will use learners EHCPs and ILPs to inform them of their current areas of need and ensure the targets within these key documents are integrated across all areas of the curriculum in relation to reading, writing and language.
All learners have an individual reading plan, which details the provision they access in order to meet their individual targets and areas of needs. These plans include activities and sessions, which focus on targeted areas such as phonics, comprehension and social interaction.
The writing focus is based around transcription for waypoints 1-6, and composition for waypoints 7-14. However, it is important to note that through these focus activities, learners, where appropriate, will work on all aspects of writing – transcription, composition, spelling, vocabulary, grammar and punctuation. | 1,498 | 748 | {
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Plagues Versus Egyptian Gods
Name: ______________________________________ Date: ________________________
Directions: Fill in the remaining columns with the plagues and the significance of God's defeat over that particular Egyptian god or temple priests.
| 1 | Nile River—the giver of Life and the gift of Egypt |
|---|---|
| 2 | Isis—fertility goddess |
| 3 | Seth—earth god |
| 4 | Beelzebub—prince of the air |
| 5 | Apis—sacred bull |
| 6 | Medical shamans |
| 7 | Weather shamans |
| 8 | Agriculture shamans |
| 9 | Amen-Re—most favored god and considered the most powerful. |
Plagues Versus Egyptian Gods
Name: ______________________________________ Date: ________________________
Directions: Fill in the remaining columns with the plagues and the significance of God’s defeat over that particular Egyptian god or temple priests.
| Plague # | Plague | Egyptian god, idol, or temple priest target |
|---|---|---|
| 1 | Nile River turns to blood | Nile River—the giver of Life and the gift of Egypt |
| 2 | Frogs | Isis—fertility goddess |
| 3 | Lice | Seth—earth god |
| 4 | Flies | Beelzebub—prince of the air |
| 5 | Disease of livestock | Apis—sacred bull |
| 6 | Boils | Medical shamans |
| 7 | Hailstorm | Weather shamans |
| 8 | Locusts | Agriculture shamans |
| 9 | Darkness | Amen-Re—most favored god and considered the most pow- erful. |
| 10 | Death of the first born. | The first born was dedicated to God—was consid- ered the favor of God or to the Egyptians, their gods |
Plagues Versus Egyptian Gods
Name: ______________________________________ Date: ________________________
Directions: Fill in the remaining columns with the plagues and the significance of God’s defeat over that particular Egyptian god or temple priests.
| Plague # | Plague | Egyptian god, idol, or temple priest target |
|---|---|---|
| 1 | Nile River turns to blood | Nile River—the giver of Life and the gift of Egypt |
| 2 | Frogs | Isis—fertility goddess |
| 3 | Lice | Seth—earth god |
| 4 | Flies | Beelzebub—prince of the air |
| 5 | Disease of livestock | Apis—sacred bull |
| 6 | Boils | Medical shamans |
| 7 | Hailstorm | Weather shamans |
| 8 | Locusts | Agriculture shamans |
| 9 | Darkness | Amen-Re—most favored god and considered the most pow- erful. |
| 10 | Death of the first born. | The first born was dedicated to God—was consid- ered the favor of God or to the Egyptians, their gods | | 1,396 | 674 | {
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Dominican College Taylor's Hill
1 st Year Booklist
2022-2023
| Subject | | Title | | Author |
|---|---|---|---|---|
| | - 1 x A2 cardboard (not plastic) folder - Lined copy for written work - Paint: “System 3” acrylic paints x 6 in tubes (colours; 1 x red, 1 x yellow, 1 x blue, 1 x black & 2 x white) - Art pack – (available from school €20) which contains the rest of the art materials required for art class No textbook required. | | | |
| | Smart Business – Textbook & Student Learning Log A4 size manuscript copy | | John Taylor | |
| | Make a Difference (5th Edition) – Textbook & Activity Book | | Conor Harrison & Máirín Wilson | |
| | No textbook required. | | | |
| | Fire and Ice Book 1 (2nd Edition) Private Peaceful (Novel) | | Pauline Kelly Michael Morpugo | |
| | Allons-y 1 – Textbook & Portfolio Book (2nd Edition) Pocket French/English dictionary (Collins or Harrap’s) | | Maria Reilly | |
| | Cyclone (Complete Junior Cycle Geography) - Book & Skills Book | | Stacy Kenny, Andrew Horan & Charles Hayes | |
| | Alles Klar (A complete course in Junior Cycle German) - Textbook & Portfoliobuch Pocket German/English dictionary (Collins) Students to pay approximately €15 subscription to the teacher at the start of term for a German language magazine. | | Declan Webb | |
| Making History – Complete Junior Cycle History (2nd Edition) Note: Please ensure that the Making History Skills Book is included in your purchase. | Dermot Lucey Stacey Stout with Dermot Lucey |
|---|---|
| Skills for Life – Text Book & Skills and Learning Log White apron (available at Anthony Ryan’s Homestore) Note: Digital weighing scales will be needed at home so that students have the correct measurements for practical class. | Carmel Enright & Maureen Flynn |
| Mol an Óige 1 Irish/English Dictionary | Caitríona Ní Shúilleabháin & Triona Geraghty |
| Text & Tests 1 (New Edition) - Set of mathematical instruments - Scientific calculator (Casio) | Paul Cooke, O.D. Morris & Deborah Crean |
| Maestro (Textbook & Composition Portfolio) | Nathan Barrett |
| No book required. Shin guards & mouth guard are needed. | |
| A Question of Faith – New Junior Cycle Edition (Textbook & Activity Book) | Lori Whelan & Niamh McDermott |
| The Nature of Science (2nd Edition) - Textbook The Nature of Science (2nd Edition) - Workbook A4 science copy book | Tim Gill, Clare Grant, Vicky Meredith & Sheena Odongo Tim Gill, Clare Grant, Vicky Meredith & Sheena Odongo |
| My Life: Book 1 | Stephanie Mangan |
Copy Books
Small size (similar to primary school) unless specified otherwise e.g. A4 hardback science copy book, A4 size manuscript.
Drop Everything and Read!
All 1 st year pupils should have a novel that they can read for recreation.
To promote and enhance literacy within the school, the pupils will be given time during the year to read for enjoyment. | 1,627 | 778 | {
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DORSET COMMERCIAL CONNECTION
How's Your Forage Quality This Year?
by Melanie Barkley, PSU Extension Educator
This year has been quite challenging for sheep producers to manage forage quality in pastures and hay. Some areas across the country have seen much higher than normal rainfall and little sunshine. This can really impact forage quality both on pasture and in hay and makes this year's hay especially important to analyze in order to balance rations.
hemicellulose, cellulose and lignin. As the NDF measurement increases, this tells us that the fiber content increases also. This causes dry matter intake to decrease and the animals chew their cud for longer periods of time. Acid Detergent fiber measures the highly indigestible fibers and as this number increases, digestibility decreases.
In some cases, forage fiber content limits the ability of animals to eat enough to meet their nutrient requirements. We refer to this as dry matter intake, the completely dry portion of a feed that animals consume. For those of us who live in the Eastern United States, this year has been exceptionally wet. So, instead of fiber limiting dry matter intake, we now see water content in pasture forages limiting intake. Local forage labs have seen a general trend for lower than normal energy and protein levels. Sheep produces will need to account for these deficits when balancing rations this winter.
Most pasture forages contain 75 to 90% moisture, while dry hays usually have less than 15% moisture. We measure moisture content so that we can compare nutrient contents from different feeds on an equal basis. Let's look at an example that compares nutrient contents of grass pasture and grass hay on an as fed basis versus a dry matter basis. The pasture and hay contain the same levels of protein, but we would not be able to determine this without comparing the forages on a dry matter basis.
Nutrient Density Basis
Information taken from Determining Forage Quality: Understanding Feed Analysis written by Dr. Robert VanSaun: https://extension.psu.edu/determining-foragequality-understanding-feed-analysis
Whenever we compare the forages on an as fed basis, or in other words as the forage is fed to animals, we see that dry matter is 20% for pasture and 90% for hay. Looking at the protein content of the forages, pasture is 2.2 % protein and the hay 9.9% protein as fed. However, these forages actually contain the same percent of protein, 11%, when you remove the water content and consider the forage on a dry matter basis.
The next columns in the table discuss fiber contents expressed as NDF or neutral detergent fiber and ADF or acid detergent fiber. Neutral detergent fiber measures all the fiber components in a forage. These components make up the plant cell walls and include
To put this into perspective, a legume forage would be considered good quality if the NDF is below 40%. Anything above 50% would be considered poor quality. On the other hand, high quality grass forages should have an NDF below 50%. Low quality grass forages have NDF levels higher than 60%.
The only way to correctly evaluate forages is to have them analyzed. This allows sheep producers to correctly balance rations in order to boost feeding efficiency and profitability. Under feeding nutrients results in slower growth rates, decreased milk production and could even impact lambing percentages. Over feeding nutrients could result in wasted money through feeding more nutrients than the sheep require.
The first step to analyzing forages starts with collecting a representative sample. Forage test results must represent what the animals eat. Samples should be collected from each field and each cutting. Test results vary greatly throughout the year! Use a bale core sampler and insert the sampler to its full depth into the end of each bale you are sampling. Collect at least 20 samples from each field and cutting. Mix samples from each group separately in a clean bucket and place in an airtight plastic bag. Label each bag before sending to your local forage testing laboratory.
Once you receive the forage test results you can then balance rations to make sure sheep receive adequate nutrients throughout different production stages. For more information on forage testing and balancing rations, contact your local Extension Office or a nutritional consultant.
Producers should test forages in order to correctly balance rations to meeting sheep nutritional requirements.
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| Amplitude | How loud a sound is. |
|---|---|
| Auditory | Relating to the sense of hearing. |
| Cochlea | A hollow, coiled tube inside the inner ear that contains nerves to help carry information about sound to the brain. |
| Decibel | (Db) A unit for measuring the loudness of a sound. |
| Ear canal | The tube that connects the outer and middle ear. |
| Ear drum | A piece of tightly stretched skin inside the ear that vibrates in response to sound waves. |
| Frequency | Amount of vibrations per second. |
| Insulation | A material used to stop sound, heat or electricity from passing through it. |
| Ossicles | Three small bones in the middle ear; the hammer, the anvil and the stirrup. |
| Outer Ear | The part of the ear, which includes the pinna and ear canal, that collects sound waves and directs them towards the ear drum. |
| Pinna | The visible part of the outer ear that is outside the head and acts as a funnel, directing sounds down the ear canal. |
| Pitch | i The measure of how high or low a sound is. |
| Semi circular canals | r P These are three tiny, fluid-filled tubes in your inner ear that help you keep your balance. When your head moves around, the liquid inside the semicircular canals sloshes around and moves the tiny hairs that line each canal. |
| Vibration | A quick, back and forth movement. |
| Volume | t How loud or quiet a sound is. |
| Sound level (db) | Example |
|---|---|
| 10 | Pin dropping |
| 15 | Whispering |
| 60 | Speaking |
| 75 | Toilet flushing |
| 90 | Lawn mowing |
| 110 | Rock band playing |
| 120 | Thunder rumbling |
| 180 | Rocket launching |
Sound level
(db)
10
30
60
75
90
110
120
180
Knowledge Organiser - Year 4 - Science: Sound Key Question: How do we hear sounds? Key Vocabulary When objects vibrate, a sound is made. The vibration makes the air around the object vibrate and the air vibrations enter your ear. These are called sound waves. If an object is making a sound, a part of it is vibrating, even if you cannot see the vibrations. The volume of a sound is how loud or quiet it is. Volume depends on the strength of the vibration. Stronger vibrations produce louder sounds and weaker vibrations produce quieter sounds. Sound Sound is a type of energy made by vibrations. This movement causes sound waves which reaches our ears through the air. Working Scientifically Pupils should be given a range of scientific experiences to enable them to raise their own questions about the world around them. They should think about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up. They should begin to look for naturally occurring patterns and relationships and decide what data to collect. They should collect data from their own observations and measurements, using simple tables and standard units, and help to make decisions about how to record and analyse this data. Pupils should use relevant scientific language to discuss their ideas and communicate their findings. Sound Waves The pitch of a sound is how high or low it is. An example of a high-pitched sound is a whistle, and a low pitched sound is the rumble of a heavy lorry. Pitch depends on how quickly or slowly the object vibrates. When an object vibrates quickly, high-pitched sounds are created, and when an object vibrates slowly, a low pitched sound is created. Decibels The volume of a sound is measured in decibels (dB). If humans listen to a sound that is over 85dB for a long period of time, it can damage their hearing. The ear is an organ that allows us to hear. The Pinna (or outer ear) is the only part of the ear that is outside the head and it has a special shape to funnel sound into the ear canal. When an object vibrates, it causes sound waves, which travel through the air to the ear. The sound waves then travel through the ear canal to the eardrum. The eardrum vibrates, sending vibrations to 3 tiny bones inside the ear. These bones are the hammer, anvil and stirrup, together they are called the ossicles. The ossicles are joined and allow vibrations to travel to the cochlea. The cochlea is a spiral shaped tube which then turns vibrations from the ossicles into electrical signals that the brain can understand. Sound waves can also travel to the ear through liquids such as water, and solids, such as glass. Talbot Primary School | 1,825 | 1,021 | {
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WEEK 8 Day 4
Text Talk Synthesis of Unit Ideas
To review and wrap up Unit 2, children look closely at the Weekly Question Charts to identify connections and concepts across the weeks.
| Opening 1 minute | We are at the end of our second unit of study, Animals Surviving and Thriving. Each week we have considered a Weekly Question and gathered our ideas in a Weekly Question Chart. I have read over our Weekly Question charts to see how our thinking has grown and changed. Today, you have a chance to do the same thing. Then we’ll go back to our Animals Surviving and Thriving Chart and add to it. |
|---|---|
| Weekly Question Chart 2 minutes | First let’s read the Weekly Question Chart for Week 8. Quickly note one or two essential ideas. |
| Text and Discussion 17 minutes | We’ve been thinking about animals for eight weeks! Let’s look back at some of the ideas we’ve had in the past few weeks and see how we can make sense of them all together. Read the highlighted ideas on each Weekly Question Chart for Weeks 6-8. Model synthesizing ideas. I notice these three ideas are all about dangers to baby animals. That makes me think: Animals survive and thrive in their habitats if their babies survive and thrive. I am going to write that sentence in a box on our chart: “When baby animals are protected, animals have a better chance to survive and thrive.” Draw a box, write the sentence, and draw a line connecting the box to the question in the center. With children, compose four to seven additional sentences that synthesize different ideas from the Weekly Question Charts. Record each sentence in a separate box on the chart. Finally, read and review all of the ideas on the Animals Surviving and Thriving Chart. Think, Pair, Share. Prompt 1: What stands out to you? Prompt 2: How do animals survive and thrive, and what can we do to help them? |
| Closing | Summarize the conversation. Make connections to the class project. |
| 5 minutes | Facilitate a discussion about how children can impact animals in their environments. |
|---|---|
| Standards | R.6.1.b Describe the connection between two individuals, events, ideas, or pieces of information in a text. SL.1.1 Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. 1-LS1-1. Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. 1-LS1-2. Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive. SR.4.1 Demonstrate consideration of others. Contribute to the well- being of the school and community with voice and active participation. |
Notes | 1,182 | 649 | {
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Useful learning websites for Year 3
All the Curriculum:
https://www.topmarks.co.uk – Learning Games for maths, literacy and science.
This website also provides links to other websites with information as well as links to educational games. You can select the subject and age of the child or type in a specific activity. It also tells you whether a site is tablet-friendly or not.
http://www.crickweb.co.uk/ - This website has links for each Key stage and interactive activities to support learning. Drop down menus give a way of identifying the areas of learning (not available for EYFS)
www.bbc.co.uk/bitesize/primary - good for all subjects, games, worksheets and activities http://www.primaryhomeworkhelp.co.uk/ - This website contains lots of information organised into categories for research. It has pictures and text which can vary in how difficult it is to navigate and read
TOUCH TYPING
https://www.typingclub.com - There are activities to help improve typing skills. There are videos to explain these.
https://www.bbc.co.uk/bitesize/topics/zf2f9j6/articles/z3c6tfr - also has different levels to practise touch typing.
CODING
https://scratch.mit.edu/ideas - Scratch is a great website for coding and programming. The children from Y2 up have used it during their computing sessions. The ideas tab at the top gives access to tutorials that the children could follow to create a code
Literacy:
www.ictgames.com – Look, Cover, Write, Check – great for practising spellings and spelling rules
Spooky spellings – spelling tricky words https://spellingframe.co.uk/ - spelling rules for each year group with activities and games
https://www.oxfordowl.co.uk – Go onto website, click on 'My Class Log in', type in your class name: vfswillow and your password VFS19 and you have access to all therir books. There are lots of activities but also access to books from all reading band colours. The ebooks will read the story when clicked on but do not read continuously. There are also interactive resources for maths. Although this website is great you may need to adjust your screen to see the whole window.
Maths:
https://www.topmarks.co.uk/maths-games/hit-the-button This is a good activity for practising number facts. Smaller children may not understand the concept until they are shown. There are various levels and questions to support knowledge of number facts from Year 1 to Year 4.
www.ictgames.com – Bunny Battlefront – Test yourselves on your tables, then go into battle
Tables tennis – a two player battle sharing a tablet, practise your times tables whilst playing tennis
https://ttrockstars.com – Use your log in and practise your times tables, the expectation is that year 3 children know their 2,5,10 and are learning their 3,4 and 8's.
Science:
www.nasa.gov/kidsclub - great for science https://sciencebob.com - filled with science experiments | 1,307 | 635 | {
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Child Sleep Consulting
Jennifer Denzel
www.restedfamily.com
Your Two and a Half to Five Year Old Child and Sleep
Between ages two and three, average sleep needs drop to about ten and a half hours a night, plus an hour -and-a-half afternoon nap. Four year olds need eleven and a half hours at night, and most no longer nap daily, although they do need about forty-five minutes of quiet time each afternoon and possibly an occasional nap. Five year olds sleep about eleven hours a night, and afternoon quiet time is still beneficial.
Preschoolers still need a lot of sleep, but they are immensely clever at devising reasons not to get it. They stall and evade with amazing ingenuity, which for parents can be frustrating, or comical, or both. As parents, we need to inject some discipline into bedtime but still keep it warm and cozy. We need to help them with those bouts of the scaries that can make bedtime difficult even when they aren't turning stalling into a competitive sport. As they begin to cut back and eventually outgrow their naps, we have to keep tinkering with their sleep and wake schedules and introduce afternoon quiet time in order to avoid meltdowns before dinner.
Once your child is in preschool, his schedule will be shaped largely by the hours he's there, when the class has nap time, and other outside factors. That said, there are some things you can (and should) control:
* Generally, you want him to wake up between 6:00 and 7:30 a.m.
* Around age 4, most children stop napping. When your preschooler hits this milestone, make sure he still has some quiet time in the late afternoon (looking at books in his room, for example), and move his bedtime up by about an hour—i.e., if he had been getting to bed at 8:30 p.m., now he should be in bed by 7:30 p.m.
* By age 5, he can probably stay up a little later—until 8:00 p.m.—and he should sleep until around 7:00 a.m. In other words, he should get 11 hours of uninterrupted sleep each night; adjust your child's exact bed- and wake-up times to coincide with your family schedule and his school-start time.
Also, be aware that preschoolers are very good at hiding when they're sleepy, which can make it tough to get their bedtime just right. Continue to watch for sleep cues like yawning, eye-rubbing, thumb-sucking, or crankiness. If your tot gets that cortisol-fueled second wind (meaning you missed his sleep window), start getting him to bed a half-hour or so earlier from now on. Similarly, if he starts nodding off during his bedtime routine or falls asleep the very second you turn out the lights, you're probably putting him to bed too late. Move bedtime earlier by 15 to 30 minutes.
Jennifer Denzel 916-546-8341 | 1,018 | 621 | {
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The Director of Coaching's Guide to Evaluating Game Performance at the Younger Ages.
Buffalo United's approach to player development is unfortunately very unique to other soccer clubs. As the director of coaching I am trying instill in my coaches the idea that they need to coach the intent of our players, not the results. If a player attempts to control and play the ball appropriately, but fails to execute properly we should praise them and fix the technique. If a player doesn't attempt to control the ball and randomly kicks the ball forward for a goal, we should not praise them, but instead demand that they play with purpose.
I recently watched our u10 girls' team and our u11 boys' teams both play games in Rochester against. I was very pleased with both teams' performances. The boys tried to control almost every ball that came to them, they demonstrated good technical ability, above average special awareness for 11 year olds, and tried to make soccer plays (dribble, pass, or shoot) every time the ball came to them. There were a couple of sequences where they strung together five and six passes in a row and finished with a shot. The opponent launched the ball forward at every opportunity and with the exception of one dominant player up top, did very few "soccer things". Our boys were losing 5 to 0 at half time.
The u10 girls' team that I was coaching was awesome. Without fail almost every single player that got the ball, no matter where they were on the field, tried to play with purpose and make "soccer plays". Regardless of the pressure on the ball from the opponent our players were calm, trying to control and either beat the defender by dribbling or making a purposeful pass to a team mate. The opponent hammered the ball forward at every chance and beat us nearly double digits to zero (I am not even sure of the final score).
Try a little experiment if you are having troubles understanding why BUSC takes this approach. Watch your child's team play and focus in on the intent of the players each time they get the ball. At the same time focus in on the opponent's intent each time they get the ball. Block out the result or execution of their intent and the results of the game. Then watch a high level game on TV and do the same with those players. Assuming that over time with training and practice at home your child will get better at the execution of their ideas, which model more closely resembles what the demands are going to be on your child when they are older?
We need to begin to change the soccer culture that currently exists for our younger players. From this point forward I am asking all parents, coaches, and any other adult associated with youth soccer, specifically BUSC, to no longer ask each other if we won or lost. Instead, the casual questions in passing needs to be, "Did you have a game today? How did you play?" Then, require an answer that does not speak to the results of the game but rather some specific details about how the players performed. For example, "We played well, everyone was attempting to control the ball and make plays", or "We played well, coach has been trying to get us to stop diving in when defending and we did that much better than the last game."
Yours in soccer, Tom Garigen Director of Coaching Buffalo United Soccer Club | 1,198 | 703 | {
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9 TH GRADEHUMANITIES
Unit:Social
Justice
and Figurative
Language
in
Latino Literature
Name:
___________________
Identifying
Figurative Language: Do
Now
Date:
______________
Section:_________________
Nancy Mercado is a poet from Atlantic City, New Jersey. She moved to Manhattan, NY after completing her studies in history, Puerto Rican Studies, and Liberal Studies. Her poetry tends to focus on her love for New York City and her Latino identity, among other topics.
Directions: Read Nancy Mercado's Going to Work below. The poem describes the atmosphere of New York City after the World Trade Center was attacked on September 11, 2001. Then use your understanding of the poem to complete the questions that follow. Each of your answers should be 3-4 sentences.
Going
To
Work
On
their
daily
trips Commuters
shed
tears
now Use
American
flags Like
veiled
women To
hide
their
sorrows Rush
to
buy
throwaway
cameras To
capture
your
twin
ghosts Frantically
I
too Purchase
your
memory On
post
cards&
coffee
mugs In
New
York
City
souvenir
shops
Afraid
I'll
forget
your
façade Forget
my
hallowed
Sunday Morning
Path
Train
rides My
subway
travels
through The
center
of
your
belly Afraid
I'll
forget
your
power To
transform
helicopters Into
ladybugs
gliding
in
the
air To
turn
New
York
City Into
a
breathing
map To
display
the
curvature Of
our
world
Main Idea: How does Mercado portray her and other New York commuters’ feelings about what happened on September 11, 2011? Choose one phrase from the poem that serves as evidence of your answer.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Figurative Language: Choose a phrase from the poem that represents a metaphor, simile, or personification and explain why you think the selected phrase is an example. If you cannot identify any, take an educated guess.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ | 1,787 | 594 | {
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Is it rough play, conflict or bullying?
Are these children playing rough, fighting or is it a bullying situation?
It depends…..
It is important to ask question of all parties and witnesses to determine what is happening.
Start with open ended questions :
Tell me what happened?
What happened before things got physical?
What was your role? How did you help make the situation worse/better?
Have you had any previous problems with this student/these students? Tell me about them?
Rough Play
Conflict
Bullying
Usually friends or friendly towards each other. Often repeated. Same players.
Acquaintances or friends. Occasional. Usually issue-centred, until resolved; could centre around misunderstanding, misinformation or no common ground.
Typically not friends, however may have had a relationship previously. Intentional target. Repeated and persistent.
Threats of physical or emotional harm; intent to humiliate, exclude or victimize
How Do We Respond? - Rough Play/Conflict
Model of Progressive Discipline
Progressive discipline is a non-punitive, whole school approach that uses a continuum of corrective and supportive interventions, supports and consequences to address inappropriate behaviour and to build upon strategies that promote positive behaviour. Consequences include learning opportunities for reinforcing positive behaviour and assisting students to make good choices.
Our ultimate goal is for the student to understand why their behaviour is a problem for others and to make changes so that the problem doesn't re-occur.
Interventions may include:
Student-student mediation, student-teacher mediation
Letters of apology, think sheets, verbal reminders, review of expectations
Conference with students, contact with parents
Withdrawal of privileges - e.g. walking with an adult outside
Withdrawal from class - work with CYW or at office
Restitution for damages if disrespecting school or other's property
Suspension for repeated ongoing behaviour without an effort to change, if it is within their ability to change
Factors to Consider Before Deciding to Utilize Progressive Discipline to Address Inappropriate Behaviour
* Consider the particular student and circumstances, including mitigating and other factors ( Does the child have the ability to control his/her behaviour?; Does the child have the ability to understand the foreseeable consequences of his or her behaviour?; Does the child's presence in the school create an unacceptable risk to the safety of any other individual at the school?)
* Consider the nature and severity of the behaviour
* Consider the impact of the inappropriate behaviour on the school climate
Strategies to help students solve conflicts independently
1) Talk it out
2) Ignore
3) Share/Take turns
4) Apologize
5) Walk away
6) Compromise
7) Chance - i.e. rock/paper/scissors
8) Ask for help
Bullying
Bullying means aggressive and typically repeated behaviour by a student where,the behaviour is intended by the student to have the effect of, or the student ought to know that the behaviour would be likely to have the effect of,
* Causing harm, fear or distress to another individual
* Creating a negative environment at the school for another individual and,
* The behaviour occurs in a context where there is a real or perceived power imbalance between the student and the individual
How do we respond to bullying?
Bullying is an activity for which suspension and possible expulsion must be considered. All staff members have a duty to report bullying behaviour.
The Bully- It is important to provide programs, intervention or other supports to person who have engaged in bullying.
The Victim - inform the parent/caregiver and disclose the nature of the incident(s), the nature of the harm to their child and the steps being taken to keep their child safe, including the nature of the discipline to the other student. We may not share the name of the perpetrator or any identifying information with the parent/guardian.
It is also important to make available programs, interventions and supports to the victim.
Prevention Strategies
Code of Conduct - identifying and reinforcing high expectations for behaviour
Safe, Caring & Inclusive School Teams - to review surveys and recommend appropriate measures to address areas of concern.
Positive school climate - support wellness, inclusion, mutual respect
Work with community supports - Public Health, Front Door, Social Worker, Psychologists | 1,959 | 878 | {
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*Children are taught to read by breaking down (segmenting) words into separate sounds or 'phonemes'. They are then taught how to blend these sounds together to read the whole word.
*Children have a phonics lesson each day in Year 1 and 4 times weekly in Year 2 and they are encouraged to use these strategies to read and write in other lessons.
*There are around 40 different sounds.
Here are the main phonemes (sounds) that children are expected to know by the end of Year 1 (Phase 3):
Here are the main phonemes (sounds) that children are expected to know by the end of KS1 (Phase 5):
*The Phonics Screening Check is designed to confirm whether individual children have learnt phonic decoding (i.e. apply their knowledge of letter-sound relationships) and blending (i.e. the skill of joining individual speech sounds (phonemes) together to make a word) skills to an appropriate standard
*This 'midpoint check' will ensure that we have a clear understanding of what the children need to learn in Year 2.
*Every Year 1 child in the country will be taking the phonics screening check in the same week in June (w/b 8 th June).
*Those Year 2 children who didn't pass or didn't do the test in Year 1 will be taking the phonics screening check during the same week.
*Those children who are absent during the w/b 8 th June will do the check during the w/b 15 th June.
*This 'midpoint check' will ensure that we have a clear understanding of what the children need to learn in Year 2.
*The check is very similar to tasks the children already complete during phonics lessons
*Children will be asked to 'sound out' a word and blend the sounds together, eg d-o-g - dog
*The focus of the check is to see which sounds the children know
THIS IS NOT A READING TEST
*The children will complete the check one at a time in a quiet area of the school.
*The screening will only take
5-10mins with each child.
*Encourage your child to 'sound out' when reading or writing. Focusing particularly on spotting more unusual sound patterns.
Eg
Digraph- 2 letters making one sound c ow
Trigraphs- 3 letters making one sound n igh t
Split digraphs- 2 vowels with a consonant in between that make one sound.
*Encourage your child to use their sound mat when writing and use their actions to find the sound they need.
*Children can practise their phonics by playing games online:
*http://www.phonicsplay.co.uk/
*https://www.phonicsbloom.com/
*https://www.education.com/games/phonologica l-awareness/
REMEMBER: Phonics is not the only thing needed to become a good reader.
Please continue to read with your child each night and encourage them to:
*Sound out
*Re-read to check it makes sense.
*Use pictures for clues.
*Ask questions about the book.
*And most importantly ENJOY READING!
The children cannot retake the test (unless they haven't done it in the past or they didn't pass) so it is very important your child is in school during these two weeks. | 1,187 | 699 | {
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verbal
ESCALATIONS
threatening
BEHAVIOUR
Tough Kids: Tip Sheet
WHAT YOU MIGHT SEE
THERE IS MUCH MORE THAN EXPLOSION
be PROACTIVE
not REACTIVE
KNOW WHO'S COMING TO YOUR CLASS
* Transition meetings between grades
* Teacher-to-teacher
physical
AGGRESSION
damaging
PROPERTY
SAFTEY PLANNING
Know about your school's safety plan
Have a safety plan with your students
Where do they go when they feel like they might "explode"?
Who do they need to talk to?
DOCUMENT, DOCUMENT, DOCUMENT
* If you are having a transition meeting with a parent or teacher, see our "Difficult Conversations" tip sheet for more info.
(B) For your own information, to understand your student's patterns
(C) For the teacher the next year
NON-VERBALS
Be aware of non-verbals that could help a child to deescalate
(A) Tone and cadence of voice— DON'T be a drill sergent!
GROUNDING
(B) Authority doesn't have to be loud—try to stay calm.
HANDLING STUDENT-TO-STUDENT CONFLICT
In the moment with an explosive student, your heart is in your throat: How do you stay grounded?
VISUALIZATION
Remember that we are in a classroom, in a school, in a town, in a province
EMPATHY
Understand that if the child is screaming at you, it is not necessarily because of you—there may be other things going on (i.e., crisis at home) Remember the iceberg metaphor.
What do you do with a student who is lashing out at others (e.g., shoving, throwing objects, yelling)?
BREATHE
Just keep breathing. Children connect with your energy. Try something like "Let's come back to this conversation after we take a few deep breaths."
How do you handle two students who have escalated to physical conflict with your other 23 students still in the room?
distract
from the conflict that is happening in an immediate manner.
clear area
the line of sight between students.
Have other students leave and go to a safe place.
break
follow school procedure.
STUDENT SAFETY
GIVE INSTRUCTIONS TO THE REST OF THE CLASS
e.g., "Please get out your books and read"
(A) Daily/ weekly logs
GET THE ESCALATED STUDENT OUT OF THE CLASSROOM | 1,098 | 513 | {
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Questionnaire
Visited place: Orthodox Church, Cracow, 24 Szpitalna Street
Location:
| Poland | Gimnazjum nr 7 Krakow | PL-4 |
|---|---|---|
| Country | School | Serial number |
Photos:
Front
Description:
The Orthodox Church is located on the first and the second floor of a tenement house in the Old Town. The tenement was built in 14 th century, as a typical apartment house for a middleclass. The owners changed often. In 1922 a Jewish society became the wner of the building and they started to adapt the inside for the house of prayer. A synagogue functioned there for only seven years (from 1932 to 1939). From 1939 there was even a carpenter's shop . In 1941 the local authorities gave the tenement to the Orthodox community in exchange for the previous property that was taken and used by the German army. After the war, Jews wanted to take the building over, but finally Orthodox Church stayed on here.
Position of the object:
Orthodox Church is located in The Old Town, in Kamienica Jordanowska (it's the popular name of the building) at 24 Szpitalna Street in Cracow, about 300 meters from The Main Market Square.
Size:
about 370 m 2 (≈220 m 2 church, ≈150 m 2 balcony)
Materials:
Date of building/ epoch:
Architect/ artist:
Renovation, restoration:
Lower part of the building is made of stone, upper part is made of brick.
The tenement was built in the 14 th century, rebuilding for the Jewish Synagogue started in 1922 and in 1941 Orthodox Church was located there.
There is no information about tenement's architects, but it was rebuilt according to Ferdynand Liebling's and Jozue Oberleder's project.
At the end of 1960s – church was thoroughly restored thanks to priest Lachocki and Orthodox starost Michał Kubicki's initiative.2006 – a small dome above tenement's door is installed to show people that there is an Orthodox Church in this building. Jarosław Antosiuk, a parish-priest was the originator of this event .
There are many works by prof. Jerzy Nowosielski inside the church- some icons in the Iconostasis; some icons above the altar. He is also the author of all stained glass windows in the front wall of the building.
Sketch plan:
Interior
Picture
Name
Function
Iconostasis
It’s a wall of
icons
and
religious
paintings.
A piece of Professor Nowosielski's work - an example of modern icon
Pieces of Prof. Nowosielski's work - exmaples of modern icons | 1,120 | 613 | {
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Directions
Assignment Prompt
Purpose
Analyze the prompt for comprehensibility. Evaluate overall clarity and salience of components (See Task). Determine implications for learners who receive assignments like this one.
Task
Review prompt first independently and then again with seatmate(s) near you. Feel free to take notes, underline, or otherwise annotate the prompt as you like. Identify (1) the purpose, (2) steps in the task, and (3) criteria for success. How clear is the prompt overall? How salient are its components? Does this prompt set learners up for success? Why or why not?
Criteria for Success
Do you have an answer to all four questions? Can you point to some concrete examples from the prompt to illustrate your views?
Prompt Language
Format
Use APA formatting, 700 to 1,200 words (not counting references), 12-point font, Times New Roman, double-space
Choose and read a novel that takes place in a school or that has learning as its subject. Refer to the reading list provided if you cannot find a novel that is a good fit. Lifelong learning or adult learners are acceptable: not all learning takes place in a traditional classroom.
Present and describe the themes and main ideas to focus on the novel. Evaluate how the student(s) is portrayed and consider how a "good" student is defined by society at large based on what you read in the novel. Introduce us to our main characters. Discuss the barriers and challenges they encounter. Tell how they overcome these issues and what they learn from the process. Connect this to your own learning experiences and what you learned about being a self-directed adult learner from the theme and the plight of the main characters and how they changed.
Reflect on the novel by connecting what happens to previous reading assignments from class. Tie the novel to your own lived experience and what you have learned about being a self-directed student in this class. Be specific. Don't just insert long quotes from the texts. Instead, use your own words to restate the arguments in the readings and demonstrate your deep understanding. What did you learn from the novel you chose? Don't just give your opinion and say the novel backs it up. Illustrate your thoughts with specifics from the novel. Talk about what changed your viewpoints.
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Category Awards judging is conducted using a 100 - point scale with points assigned to criteria: (1) creative ability, (2) scientific thought or (3) engineering goals, (4) thoroughness, (5) skill, and (6) clarity. The maximum point values are given for each criterion. The following is a list of questions for each set of criteria which are designed to aid the judges in evaluation of the projects in the morning session.
1. Creative Ability
a. Does the project show creative ability and originality in the questions asked?
i. The approach to solving the problem?
ii. The analysis of the data?
iii. The interpretation of the data?
iv. The use of equipment?
v. The construction or design of new equipment?
b. Creative research should support an investigation and help answer a question in an original way.
c.
A creative contribution promotes an efficient and reliable method for solving a problem. When evaluating projects, it is important to distinguish between gadgets and ingenuity.
0 - 15
2. Scientific Thought – Not to be used if Engineering Goals are Evaluated
a. Is the problem stated clearly and unambiguously?
b. Was the problem sufficiently limited to allow plausible attack? Good scientists can identify important problems capable of solutions.
c. Was there a procedural plan for obtaining a solution?
d. Are the variables clearly recognized and defined?
e. If controls were necessary, did the student recognize their need and were they correctly used?
f. Are there adequate data to support the conclusions?
g. Does the student recognize the data's limitations?
h. Does the student understand the project's ties to related research?
i. Does the student have an idea of what further research is warranted?
j. Did the student cite scientific literature, or only popular literature (i.e., local newspapers)?
0 - 40
3. Engineering Goals – Not to be used if Scientific Thought is Evaluated
a. Does the project have a clear objective?
b. Is the objective relevant to the potential user's needs?
c. Is the solution workable? Is it acceptable to the potential user? Is it economically feasible?
d. Could the solution be utilized successfully in design or construction of an end product?
e. Is the solution a significant improvement over previous alternatives?
f. Has the solution been tested for performance under the conditions of use?
0 - 40
4. Thoroughness
a. Was the purpose carried out to completion within the scope of the original intent? If not, why?
b. How completely was the problem covered?
c. Are the conclusions based on a single experiment or replication?
d. How complete are the project notes? Are they organized (e.g. – contained in a binder)?
e. Is the student aware of other approaches or theories?
f. How much time did the student spend on the project?
g. Is the student familiar with scientific literature in the studied field?
0 - 15
5. Skill
a. Does the student have the required laboratory, computation, observational and design skills to obtain supporting data?
b. Where was the project performed? (I.e., home, school laboratory, university laboratory) Did the student receive assistance from parents, teachers, scientists or engineers?
c. Was the project completed under adult supervision, or did the student work largely alone?
d. Where did the equipment come from? Was it built independently by the student? Was it obtained on loan? Was it part of a laboratory where the student worked?
e. If the student received help, does the student understand the work?
0 - 15
6. Clarity
a. How clearly does the student discuss his/her project and explain the purpose, procedure, and conclusions? Watch out for memorized speeches that reflect little understanding of principles.
b. Does the written material reflect the student's understanding of the research?
c. Are the important phases of the project presented in an orderly manner?
d. How clearly are the data presented?
e. How clearly are the results presented?
f. How well does the project display explain the project?
g. Was the presentation done in a forthright manner, without tricks or gadgets?
0 - 15
The afternoon interview session may consider the following considerations in addition to questions on the projects you may have:
a. Did the student communicate a detailed understanding of the subject matter?
b. Was the student's research his own or were others heavily relied upon?
c. Was there any indication of background research not otherwise indicated?
d. Did the student fully understand the questions and respond appropriately? | 1,977 | 930 | {
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A 1 GEM Deposits of the World
They can be found in almost all countries but some areas are rich in both quantity and Variety such as Brazil and Burma
Single Gem species such as Emerald can be found in Colombia.
Diamonds can be found in South Africa and also in Botswana
The UK is known for Smoky Quartz, Jet in Whitby and Blue John can be found in Derbyshire.
A 2 What is Rock
Igneous Rock: Is formed from cooling Magma such as Basalt, Granite, Obsidian etc.
Sedimentary Rock: Is formed from weathered and eroded Igneous rock: Limestone, Sandstone &shale
Metamorphic Rock: Is formed deep underground by pressure and heat: Gneiss, marble, slate
All 3 types are repeatedly changing into each other
A 3 The Origin of Gem Minerals
Rocks and minerals reach the surface through mountain building
Or upwelling Magmas (10)
Diamonds form in depth of 200 km at 1200 degrees
Once at the surface weathering processes break down the rocks and release gem minerals when can then be found in streams, sands and gravels.
Magma fluids getting to the surface may interact with ground water and cause conservable movement of material.
B Where Gemstones are used
For many centuries in Crown Jewels
Early handwritten books like this Codex from 1020 were decorated with jewels and precious metals
In Religious artefacts like this turquoise Aztec mask of their god
20 th century gold jewellery decorated with seed pearls periods and amethysts.
Faberge carvings from Jasper, quartz
For vibrational healing
The frequency in minerals is used for time keeping in Quartz watches
C Gemstone Classification
January Garnet July Ruby
February Amethyst August Peridot
March Aquamarine September Sapphire
April Diamond October Opal
May Emerald November Topaz
June Pearl December Turquoise
Hardness
The Mohs scale counts form 1-10 The diamond is 40 times harder than the softest Quartz and Topaz are at 7 & 8 and can scratch each lower number.
Colour
Stones are coloured by a range of metal impurities
Chrome ----- red, copper----- blue and green
Cutting and polishing
A skilled Lapidary can turn a rough pebble into a sparking Gemstone
Stones of similar colour are often difficult to identify like these black stones some people carry them for protection from electro-magnetism like Tourmaline and Shungite from Russia
E Sapphire Ruby and Emerald
The beauty of Rubies and sapphires lies in the richness
And intensity of their colours
They are often mined from river gravels
Some people give them positive attributes and say that they might bring you prosperity unless you are already prosperous to be able to afford them
Some famous Emeralds
They are primarily mined in Colombia
The biggest Emeralds can be seen in the Topkapi Palace Turkey where they are part of a th
magnificent 18 century Dagger.
Emeralds are supposed to promote harmony, Joy and friendship
I inherited an emerald ring with rose cut diamonds but none of the women folk in my family have even worn it.
Rings
A selection of very expensive rings but when I was a dealer, I could never afford them
What was popular were star set diamond gipsy rings as well as cameo and snake rings
F Other Gemstones
Peridot is one of my favourite gemstones, it might increase happiness It is often combined with seed pearls and almadine garnets
Bohemian Red Garnets are very popular especially in Germany
There are also Almadine Garnets, but green ones are very rare.
Amethysts The natural abundance and variety of quartz make it one of the most widely used of all Gem minerals.
Tourmaline appears in a wide range of colours
Other Gemstones are
Topaz
Spinel
Peridot
Zirkon which appears in various colours
Transparent ones are often used in place of Diamonds
G Opal
Appears in two distinct varieties, the precious Opal and the common opal.
The precious displays the rainbow iridescence which is highly prized | 1,895 | 884 | {
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Evidence of a cat recognizing and mimicking human behavior
2 October 2020, by Bob Yirka
over, and then is taught to do it when the trainer speaks the words "do as I do." The training then progresses until an animal is shown a new behavior it has not performed before, and is asked to do it by the trainer once again speaking the worlds "do as I do." Fugazza and Higaki had both been studying the technique with dogs; thus, it was a surprise when Higaki related that she had used the technique to train her cat.
Credit: Animal Cognition (2020). DOI: 10.1007/s10071-020-01428-6
A small team of researchers with Eötvös Loránd University's Department of Ethology in Budapest has observed an instance of a house cat recognizing and then mimicking human behavior. The group has written a paper describing their observations and published it in the journal Animal Cognition.
Higaki set up a demonstration of the cat in action at her pet store. To keep from spooking the cat, Fugazza sat some distance away from Higaki and her cat, which was named Ebisu. Fugazza observed as the cat responded to 18 requests to perform an action it had never done before following requests mimic Higaki, including opening a drawer, spinning around, reaching out and touching a toy, and laying down in a certain position. The cat was found to respond as desired approximately 81 percent of the time. The researchers suggest that the cat demonstrated the capability of mapping its own body parts to those of another creature, and to understand how those parts could be used in similar ways.
Very few species have been observed imitating human behavior—only orcas, apes, elephants, dolphins and magpies—and now, that list has grown to include house cats. The finding comes as a surprise because cats were not thought to possess the necessary cognitive abilities to intentionally mimic the actions of other creatures.
The work was inspired in a roundabout way. Lead researcher Claudia Fugazza, an animal behaviorist, met with a colleague named Fumi Higaki who related that she had taught her pet cat to copy some of her behavior on command. Both Fugazza and Higaki had been studying an animal training technique called "Do as I do," whereby an animal is trained to perform an action, such as roll
More information: Claudia Fugazza et al. Did we find a copycat? Do as I Do in a domestic cat (Felis catus), Animal Cognition (2020). DOI: 10.1007/s10071-020-01428-6
© 2020 Science X Network
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This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,261 | 678 | {
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Federal Register
Vol. 76, No. 203
Thursday, October 20, 2011
Title 3—
The President
VerDate Mar<15>2010 15:33 Oct 19, 2011 Jkt 226001
Presidential Documents
Proclamation 8737 of October 14, 2011
National Character Counts Week, 2011
By the President of the United States of America
A Proclamation
In times of adversity and triumph alike, the American people have been guided by the strength of our character. With resilience and compassion, we have provided for our neighbors, lifted their spirits, and embraced our shared humanity. During National Character Counts Week, we celebrate our country's core values and commit to passing them on to the next generation.
By setting a positive example for our children, we can inspire in them the virtues that define our Nation: personal integrity, bold ingenuity, and a drive to serve others. America's role models—from parents and teachers to community leaders and coaches—play an integral role in shaping character. They foster patriotism, promote civic pride, and teach young people to live by the Golden Rule by treating others the way they want to be treated. Together, all Americans must cultivate moral fortitude, preach tolerance, and demonstrate the value of respect for those different from ourselves.
Tragic events in our Nation remind us why it is imperative that we create a climate of acceptance and compassion in our schools and communities. Our country has mourned as we have heard heartbreaking stories of promising young men and women subjected to harassment and bullying, driving some out of school, and others to ultimately take their own lives. No family should have to endure such a loss, and no child should feel that alone. Let us honor their memories by striving to make our neighborhoods and schools safe and affirming places for every child to learn, grow, and dream.
Our Nation's character is engrained in our past, central to our present, and key to our future. All of us share a responsibility to preserve and uphold the values that have kept our country strong, prosperous, and free. This week, we resolve to stay true to the American spirit and live according to our highest ideals.
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim October 16 through October 22, 2011, as National Character Counts Week. I call upon public officials, educators, parents, students, and all Americans to observe this week with appropriate ceremonies, activities, and programs.
PO 00000 Frm 00001 Fmt 4705 Sfmt 4790 E:\FR\FM\20OCD0.SGM 20OCD0
[FR Doc. 2011–27314
Filed 10–19–11; 8:45 am]
Billing code 3295–F2–P
VerDate Mar<15>2010 15:33 Oct 19, 2011 Jkt 226001
IN WITNESS WHEREOF, I have hereunto set my hand this fourteenth day of October, in the year of our Lord two thousand eleven, and of the Independence of the United States of America the two hundred and thirty-sixth.
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Exploring Home
Tara Murdock
Abstract
This series is an exploration of watercolor that has allowed me to explore the medium while depicting something very personal. Throughout my life, my family has traveled to Vermont. The scenery has always left me in awe and inspired me to create. I've always had this idea to depict scenery from the state, but it wasn't until I discovered watercolor that my idea fully came to fruition. I narrowed my concept down to depicting my favorite places at my home away from home. Through these paintings, I used color to express the emotions attached to the locations. It challenged me to think about the use of color and the emotional connection they can create with the viewer. Although it's not a medium I was used to, my exploration pushed my artwork to grow in numerous ways.
The work I chose to present represents a series of artwork inspired by scenery in Vermont. The concept was created upon being given my final project assignment. It gave me the opportunity to express the serenity I feel when in nature, and in Vermont. It's always been an escape and a place that my family considers a home away from home. Having learned the skills and techniques of watercolor, I was motivated to use them in a way that brought my concept to fruition.
I started each painting by sketching the scenery using a photo reference. Using a reference photo has continuously been a critical part in my painting process. This helps me in conveying the beauty of the scenery. From these photos, I can examine things such as the temperature of the tones, as well as shadows and highlight. After sketching, I would then begin to apply the watercolors. For this, I use the wet-on-dry technique. This simply means that the paint is applied on a dry piece of paper rather than a dampened one. This technique gives more control in the application which is important when adding details like leaves and branches. I also explored ways in achieving different textures by using a variety of tools, such as a sponge. Each painting is done one at a time as I tend to focus on the detail of one painting, rather than dividing my attention between multiple.
This series is strays from the themes of my previous work. I predominantly work with ceramics, but classes at Millersville have allowed me to explore other mediums. In these different classes, I have mainly focused on portraying the figure and still lives. Throughout this process, I have been
influenced by the watercolor artist, Graham Nickson. His landscape paintings evoke many emotions in the viewer, which is something I wish to achieve. I hope that this series allows the viewer to appreciate the beauty of nature and can relate to the feeling they get when thinking of their happy place. I plan to expand this series as I continue to take photos of the scenery in the state. In the future, I hope to broaden my paintings to sceneries in different states as well. | 1,058 | 592 | {
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Session 4
God still loves Noah
Children hear in the story of Noah that God is righteous. He sees people who are faithful to Him and He makes a clear plan to save His children.
Scripture: Genesis 7
Supplies:
* This story can be told with a felt board or with magnets against a metal background. Pictures of Noah and his family are at the end of this session.
Welcome
When the children arrive, whisper an animal into their ear. When everyone has arrived, explain that each one must make the sound of the animal you whispered to them. Now they must look for their friends who make the same sound so that the animal families can be together.
Give each child a picture of an animal. They get 2 minutes to find their animal friends (the one with the same picture). Don't lose the picture and sit next to your animal friends.
Worship
Settle down ritual: like the previous sessions
Word
Noah's story: Genesis 6:5-22
The Lord saw that mankind was bad. (Place the picture of the earth with the cross through it on the board.)
Everything that people thought about or planned to do, was filled with bad things. Then God regretted making people. He was very sad. One day He said: "I'm going to destroy everything on earth, the people I made, as well as the animals, all the wild animals, everything that crawls and everything that flies in the skies. (Take the picture off the board.) I am so sorry that I ever made people and animals."
One person was spared from all of this. It was Noah. God really loved Noah. (Picture of Noah)
You could only say nice things about Noah. He was a good man. He did the right things and lived close to God. Noah had 3 sons: Shem, Ham, and Japheth. (Put Noah's sons on the board.) In the eyes of God the earth was filled with bad and evil things. Everywhere there was corruption and lawlessness. (Put the picture of the earth back on the board.) God knew what was going on. He saw how people and animals got worse day by day. God called Noah aside (move Noah apart) and told him: "I have decided to destroy everything and everyone on earth. Just look how they are polluting everything with their violence and lawlessness. I am at the point where I want to destroy the whole earth. Now you must build a boat. Put lots of rooms on the inside. Make sure that you make everything waterproof. (Put up the picture of the ark.) You must build the ark like this: 135m long, the width must be 22.5m and the height must be 13.5m. Also make an arch at the top. Put a door on the side of the ark and divide the ark into bottom, middle, and top floors. I am going to let loose a huge flood. The water will destroy everything. All people and animals,
yes, everything will die. No one will survive this tragedy, but I will make an arrangement with you. When the water comes, you and your family must go into the ark. But you must take many animals with you. From everything that lives you must take two-by-two into the ark – a male and a female. From all the pure animals and the birds you must take seven pairs. (The pure animals were the animals that people ate and used for offerings. That's why Noah needed more of them.) They must live you in the ark for a while. You must make sure there is enough food. You must take enough and store it in the ark so that the animals will have food to eat."
Noah did this, just as God told him. (Let the children bring two of each animal and put it on the board. Call the animals by their names. You can use pictures of animals from magazines, just make sure there are 2 of each.) When everything was done, God told Noah: "Go into the ark with your family. From all the people on earth you live closest to me. Within 7 days I will send rain."
Children reflect on the story:
1. I wonder how Noah and his family managed to be the only family who did the right thing.
2. I wonder if it was easy for Noah to do exactly as God asked.
3. I wonder what the most important part of the story was for you.
Working and Playing
* Hand out the ark activity. It can be coloured, cut out and folded as a nice reminder of today's story.
* Build a "box-ark" by gluing cardboard boxes together. Let the children colour the animals they received at the start of the session and glue them to the ark.
* Make extra copies of Noah, his family and the ark and make it available to the children to use when they retell the story.
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Mathematics Reception - Long Term Plan
Statutory Guidance from the EYFS Framework for Mathematics:
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, 'have a go', talk to adults and peers about what they notice and not be afraid to make mistakes.
Tell the time to the
Mathematics – Reception Long Term Plan
Mathematical knowledge regularly revisited
Intent Vocabulary Implementation
Routines, comparing measures, verbally counting including when singing rhymes. Happen, now, next, after that, smaller, larger, smallest, largest, number names, words to numbers songs. Using a visual timetable to explain the day, water tray exploration, balance pan exploration, singing number rhyme songs daily including props and actions – fingers.
Count objects, actions, and sounds. Introduction of Subitising. Number names, count, without counting, how many. Model counting objects correctly and incorrectly. Count my claps. Count how many coins in the pot with eyes closed. Dot cards to subitise with.
Subitising to 5. 2D shapes, One more and one less. Count, without counting, how many, shape, shape names, flat, sides, corners, smooth, one more, one less, adding one, taking one, bigger, smaller. Dot cards to subitise with, 2d shapes in provision and around the classroom for children to find, number lines in the classroom for children to model one more and one less, starter activities to recap prior learning.
Explore the composition of numbers to 8 Subitise (intro to conceptual) Recall number bonds 0-8. Number, number names, addition, count, without counting, how many, number bonds. Dot cards to subitise with, tens frames with numbers to 8 for children to use, exploration of each number – working systematically to find all the ways to make each number.
Explore the composition of numbers to 10 Subitise (conceptual) Automatic recall number bonds 0-10
Number, number names, count, addition,
larger, smaller, odd, even, more, less,
number bonds.
Continue to access mathematical continuous provision – tens frames, numicon, using Subitising dot plates and images, number bond songs and using fingers to find answers.
Explore the composition of numbers beyond 10. Subitise (conceptual) Automatic recall number bonds 0-10 Number, number names, count, addition, larger, smaller, odd, even, more, less, number bonds. Continue to access mathematical continuous provision – tens frames, numicon, using Subitising dot plates and images, number bond songs and using fingers to find answers. | 1,402 | 691 | {
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Identity: Family Tree
Object:ZhangHuan,FamilyTree,2000,2003(Dateofprinting).Chromogeniccolorprint.Ulrich Museum of Art, Museumpurchase.
Description:
Students will learn about Zhang Huan's use of identity in his work by exploring their own. Optionally, couldhavethem concludetheworksheet with anessay orartworkresponse.
Grade Level: 6-8
Subject: Visual Art, English
LengthofLesson: Independentworksheet,60minutes.
Standards:
VA:Cn10.1.6 Generate a collection of ideas reflecting current interests and concerns that could be investigated inart-making.
VA:Re8.1.7Interpretartbyanalyzingart-makingapproaches,thecharacteristicsof formandstructure,relevantcontextualinformation,subjectmatter,anduseofmedia to identify ideas and moodconveyed.
VA: Cr2.3.8 Select, organize, and design images and words to make visually clear and compelling presentations.
Materials:
Worksheet
Pencil
Resources:
Further Information on artwork: https://de1.zetcom-group.de/MpWebmpWichitaUlrich/v?mode=online#!m/Object/NVsjCsplSseh7xY2gooerA/form/ObjCatalogVie wFrm
Identity
Merriam-Webster definition of identity
:the distinguishing character or personality of an individual
:the relation established by psychological identification
Identitywarm-up:Thinkaboutyourownidentity,whatdefinesyouasaperson?Summarizeyour identity with three words.
1)
2)
3)
Examinewhatwordsyouchosetodescribeyouridentity.Dothesewordshavesomethingtodowith location? Culture? Personality? Interests? Heritage?
After thinking about the roots of your three chosen words, select a word to get rid of. Maybe it is the least applicable to your personality of thethree, maybeit's the one you like the least. Which word are you getting rid of andwhy?
Your two remaining words: 1)
2)
Now select a second word to get rid of, leaving you with only one word to define your identity.
Your identity in one word:
Was it difficult getting rid of one or both words?
Do you feel this last remaining word adequately captures your identity? Why or why not?
Now examine the photographic series Family Tree by Zhang Huan:
Zhang Huan is a Chinese artist well known for his performance art.
Performance art is art that is action, with the material for the artwork being the performer's body, usually the artist's or participants'. As it is an action, the performance itself is temporary. Documentation—like video or photography—is what is exhibited when the performance is over.
ZhangHuan'swork,FamilyTree,isaseriesofninephotographsthatdocumentaperformancewhere he had three calligraphers write on his face until it was completely covered in ink.They wrote names andstoriesheselectedthat relatedtohiscultural backgroundandidentity.His faceisoverwhelmed withtheink,showingusthattherearenumerousstoriesandexperiencesthat makeuponeperson.
Writing prompt:
If you were to replicate Huan's performance, what names would you give?
What stories wouldyou tell? Thestoriescouldbeonesyou grew upwithandhelpedtoshape you or they could be ones that you create. | 1,395 | 702 | {
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P.E
Year 5 will to have their P.E sessions on a Monday and a Wednesday. During our P.E lessons this half term, we will be focusing on leadership, outdoor adventure and abstract angles in gymnastics.
Design Technology — Moving Mechanisms
This project teaches children about pneumatics. They will use their knowledge of pneumatics to create a moving character.
Science
Earth & Space
This topic will introduce the pupils to our solar system. They will learn about the development of space knowledge and how scientists over the course of history have contributed to our understanding of the universe.
Maths
In our Maths lessons this term, we will be advancing pupils understanding of addition and subtraction using the column method. We also be improving our multiplication and division knowledge and beginning our work on fractions.
Seaton St Paul's C of E Junior School Curriculum Newsletter - Autumn Term 2 Year 5
English—Newspaper Report
We will be doing a week of poetry followed by a period of work to create a newspaper report. Our writing will be based on our class novel, Harry Potter & the Philosophers Stone.
Christian Value - Courage
PSHCE - Celebrating Differences
This half term we will be exploring the unit 'Celebrating Differences'. This unit will help us to recognise and appreciate differences between themselves and each other.
Home Learning Activities
Science (Earth & Space)—Track the lunar cycle and discuss your observations.
Geography (Investigating Our World) —Use a map to take a walk, practise your compass directions and use your contour knowledge. Whilst on your walk make a note of the wildlife and plants you encounter.
RE (Christmas) - Create a piece of work (paper or digital) explaining what your family does over the Christmas period.
MFL — Animales
Our unit of work for this half term will teach us to talk about animals.
Art — Drawing
During this topic we will be learning how to represent topography in maps inspired by the work of Wainwright.
R.E — Christmas
We will be reminding ourselves of the Christmas Story and learning about how people celebrate Christmas around the world.
Geography — Investigating Our World
During this topic children will practise their map reading skills, learn about different biomes and climates and how this affects the human geography of an area.
Computing — Creating Media, Video Production
In this unit we will be creating short videos.
History - The Shang Dynasty
Children will explore the Shang Dynasty. This Ancient Chinese culture made significant contributions to the modern world, which the children will learn about. They will also learn about the differences in lifestyle. | 1,139 | 529 | {
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Humanities: History Curriculum Statement
Curriculum Intent
The purpose of the History curriculum is as follows:
* to foster an understanding of the complexity of the modern world through the study of the past.
* to create independent learners, and critical and reflective thinkers.
The history department comprises passionate teachers with a wealth of teaching experience who want to use history as a vehicle to nurture students' innate curiosity and foster a love of learning. All staff in the history department are committed to promoting the school's ethos and our department's values of mutual respect, understanding, tolerance while encouraging high achievement, intellectualism, critical thinking, and reflection.
Our team uses their expertise to fascinate and inform thus engage students in a variety of activities that facilitate effective learning. We also invite student feedback to improve the offered curriculum so that it reflects students' interests and the school's diverse community.
The history curriculum covers multiple eras and historical periods and is laid out in a chronological order building on students' former knowledge and skills. While planning and sequencing the curriculum, we ensure that the necessary skills are introduced, regularly practised, and revised. Embedding key historical concepts and skills allows students to master the declarative and procedural knowledge, both vital for their academic progression.
Historical themes and wider concepts are also repeated within our curriculum allowing for a deeper understanding and, where possible, a multi-disciplinary approach to learning. The topics are carefully chosen to ensure a staggered and levelled study of the specific content, while personalisation and differentiation of resources remains a key priority when planning and delivering lessons.
To ensure coherence and inclusivity our curriculum is data- and research-informed. In addition, we aim to promote and reflect students' diverse social and cultural background, by selecting topics that students can relate to and bring their personal knowledge and experience in, meaning we encourage students to engage in discussions and activities that challenge their personal viewpoints, help them shape their identity and explore their role in the multi-cultural and ever-changing world we live in.
All our lessons follow an agreed structure with "Do Now" tasks being completed at the beginning of each lesson to facilitate retrieval and consolidation of learning. As practitioners, we also model and promote high standards of behaviour and work and hold our pupils accountable when necessary.
Lessons are planned carefully to ensure they offer a plethora of learning opportunities, varying from independent learning to collaborative and group learning. Our students are aware of the climates for learning and the relevant features of each climate. This helps pupils regulate themselves and take control of their learning. In this light, we use every available opportunity to praise our students and help them build the resilience, grit and work ethos that will set them up for success in their adult life.
Homework is being deployed to further promote engagement and independent learning, alongside an effective use of IT resources. Pupils are expected to create original pieces of work and practise academic honesty. Homework is also utilised as a flip-learning tool to inform lessons and generate a student-led learning culture.
Trips are also important in terms of offering students an enriched "Stantonbury Experience" that goes beyond the classroom walls. The team carefully selects sites that offer experiential learning especially for the less advantaged students. In the same context, extracurricular activities and clubs are on offer.
In the premises, it is submitted that as a team, we emphasise not only on students' academic but also on their social, spiritual, moral, and cultural needs, acting in loco parentis aiming to create all-rounded, knowledgeable, and disciplined individuals. | 1,574 | 712 | {
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Real-life Story of Repentance: Sacrificing Oneself to Benefit Others
Written by Tzu Chi Foundation Thursday, 25 August 2011 11:31
Chen Tianding (陳添丁) is a very active Tzu Chi volunteer in Taiwan and a participant in the sutra adaption of the Water Repentance text. After taking part in the sutra adaptation and learning about the practice of repentance, he was remorseful for the wrongs he had committed in the past. Though he had in fact already changed from his old ways, he still felt repentant. He shared two stories from his life with fellow Tzu Chi volunteers.
One time, Mr. Chen was volunteering at the hospital. He encountered an elderly man who came to the emergency room. After the doctor had examined this patient, he asked Mr. Chen to take him to get an esophagoscopy. It showed a ball of betel nut fibers lodged in the man's throat. The doctor said to the elderly man's daughter, "Look at this. It has begun to turn septic now. You mentioned that your father was unable even to eat porridge. This is very serious, he needs an operation immediately."
When Mr. Chen saw what this gentleman's throat had become, he thought of Tzu Chi's precept of not chewing betel nuts. Then it occurred to him that he owned a piece of land on which he grew betel nut trees for income. Since the precept forbade chewing betel nuts, he thought that perhaps growing betel nut trees constitutes a violation of the precept. He felt guilty about it and began to consider taking the trees down.
One day, his best friend came to visit him. Seeing how his friend was a heavy betel nut user, Mr. Chen started to tell him how detrimental chewing betel nuts is to health, and asked him to quit chewing it. His friend retorted, "You're telling me! What about the betel nut trees you grow on your land? If I don't buy and chew the betel nuts, who are you going to sell them to?" To get his friend to quit, Mr. Chen challenged him, "If I cut down all my betel nut trees, you have to quit chewing betel nuts. How about it?" "Fine," his friend replied. "If you can get rid of all your betel nut trees, I'll quit chewing betel nuts."
A few days later, Mr. Chen hired an excavator and leveled all the betel nut trees on his 1.5 acre land and switched to growing peanuts, tomatoes, cabbages, and other vegetables. When his friend found out about this sometime later, he couldn't believe it. After going to see the land for himself, he quit chewing betel nuts as promised. Though cutting down his betel nut trees would reduce his earnings, Mr. Chen was willing to do it because he realized how harmful chewing the nuts can be for people.
Mr. Chen also told another story. He used to own a seafood restaurant which meant he was responsible for the death of many living creatures. However, he had an experience that transformed him. Seventeen years ago, he went to the Hualien Tzu Chi Hospital to serve as a
1 / 2
Real-life Story of Repentance: Sacrificing Oneself to Benefit Others
Written by Tzu Chi Foundation Thursday, 25 August 2011 11:31
hospital volunteer. He was working in the emergency room when a young man was brought in along with his severed hand. There had been a dreadful accident with a circular saw, and the man was losing a lot of blood. While trying to stop the bleeding, the doctor asked Mr. Chen to help the nurse clean up the severed hand. The hand had already turned pale as there was no blood circulating to it. When Mr. Chen touched the pale severed hand, an image of a pig knuckle surfaced in his mind. At that moment, he felt that the hand of a human is no different from the foot of a pig. Both are made of flesh and blood. Upon this realization, he decided not to eat meat anymore, and closed his seafood restaurant so that he wouldn't have to kill any more sea creatures. This experience at the hospital changed the way he earned his livelihood.
After learning about the repentance teachings and realizing the wrongs he had done, Mr. Chen felt very remorseful. As a way to repent for this, he has become active in doing as many good deeds as he can to help people.
To read Master's teachings on the practice of repentance, please click here.
By the Jing Si Abode English Editorial Team, based on information from the Tzu Chi website
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The STEAM Journal
Volume 2 Issue 1 Synapse
September 2015
Magic Milk – a Moving Picture!
Elizabeth Park
Follow this and additional works at: http://scholarship.claremont.edu/steam
Part of the Art Practice Commons, and the Food Chemistry Commons
Recommended Citation
Park, Elizabeth (2015) "Magic Milk – a Moving Picture!," The STEAM Journal: Vol. 2: Iss. 1, Article 17. DOI: 10.5642/ steam.20150201.17
Available at: http://scholarship.claremont.edu/steam/vol2/iss1/17
© September 2015 by the author(s). This open access article is distributed under a Creative Commons Attribution-NonCommerical-NoDerivatives License.
STEAM is a bi-annual journal published by the Claremont Colleges Library | ISSN 2327-2074 | http://scholarship.claremont.edu/steam
Article 17
Magic Milk – a Moving Picture!
Abstract
The art and science behind 'Magic Milk'.
Author/Artist Bio
Elizabeth is 7 years old. She was born in San Diego, California and now lives in Overland Park, Kansas. She is a second grader in the Olathe School District. Elizabeth's favorite subjects are science and art. She also enjoys writing and cooking and has a green belt in Tae Kwon Do. She has won two coloring contests and she received a second place prize in a Korean American Art Contest.
Keywords
Milk, Experiment, Art, Science
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Magic Milk – a Moving Picture!
Elizabeth Park
What you need:
- 1 Cup of milk
- A plate/bowl.
- Four or Three drops of food
- Dishwasher soap
- Cue tips
Get a plate of dishwasher soap and a cue tip and put it into the dishwasher soap.
Then put the cue tip with dishwasher soap on it into the plate. Then place into the middle of a color drop.
Then it explodes, it doesn't explode out, it explodes into the plate. If you dip into the middle where the food coloring is, then the color turns into a star and the rest of the colors get in and join in with the color.
Science is involved because a chemical reaction happens. Milk is made up of water and vitamins, proteins and minerals. Not the minerals that you find outside. And some small droplets of fat. If it has too much fat then this experiment won't work. The fat and proteins are sensitive to changes and a reaction happens when the dishwasher liquid is added. Then the colors swirl and move.
1
When you don't add any dishwasher soap, then when you put the cue tip in without it then it won't do much, the colors will just spread out and nothing really happens. You have to move the cue tip a lot and then it will work. You use the food coloring so you can see the reaction happening but if you don't really use the food coloring when you use dishwasher soap, then it will just look white. Art is involved because it makes a picture in the milk- it's a moving picture.
http://scholarship.claremont.edu/steam/vol2/iss1/17
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Make eye contact. When someone is speaking, keep your eyes on him/her! Turn and face anyone who makes a comment.
During discussions, respect other students' comments and opinions. When possible, make statements like, "I agree/disagree with John because…"
If you're asked a question in conversation, ask a question in return.
It's polite to show others that you are interested in them.
Do not use body language to show disrespect. Ex.) Rolling your eyes, smacking your lips, "tsk-ing", etc. Show kindness + maturity with your gestures.
When someone gives you something, never insult the person by making negative comments about the gift. Never insinuate that it's not appreciated.
Pay careful attention when grading someone else's paper. When you give someone an incorrect grade (higher or lower), the difference from the actual grade will be deducted from your paper.
Answer all questions in a complete sentence. This applies in the classroom and in conversation. For example, "How are you today?" Do not answer, "Fine." Say, "I'm doing fine today, how are you?"
Homework is not optional. No exceptions.
Make every effort to be as organized as possible. Organization will make your life easier.
When classwork or homework is assigned to you, there should be no complaining. This will result in doubled assignments.
When you are with a substitute teacher, you will follow ALL of the same rules and procedures that I expect of you.
You may bring a bottle of water and leave it on your desk. Because of this, do not ask me to go get water while I'm teaching a lesson.
Flush the toilet and wash your hands after using the restroom. Always keep areas neat and tidy.
Do not "save seats" at lunch or in a classroom. Do not try to exclude anyone. We are a family and everyone should feel welcomed.
If you have a question about homework, you may e-mail me. I will reply ASAP. Be sweet with your message.
After we eat, we will clean up after ourselves. Do not leave anything on the floor or table. You are responsible for your trash no matter where you are.
Remembering names is super important. If I introduce you to someone, make sure that you remember their name. Use it to say, "Nice to meet you, Mr. Carter."
If someone drops something, pick it up and hand it back to them. Even if they are closer to the object, it is polite to make the gesture of bending down to retrieve the item.
If we visit another place, always compliment the host. Make people feel at ease when you visit them. Example, "I love your blue curtains!" or "This facility is very nice."
If someone bumps into you, say "excuse me" even if it's not your fault.
When answering the phone at home or in a classroom, speak in an appropriate manner.
On escalators, stand to the right so that other people can pass on the left if they are in a hurry.
Never cut in line. If someone cuts in line, let me know and I will handle it.
Do not bring Doritos into the school building.
Stand up for what you believe in.
If there's something that you want to do, do whatever is necessary in order to live that dream.
No matter the circumstance, always be honest. I always respect honesty. | 1,142 | 696 | {
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EDUCTAION, EDUCATION, EDUCATION
Iain Wakeford 2017
I n 1944 the Education Act (another piece of legislation preparing for peace in the depths of war) the government introduced what was to become the 'eleven plus' exam, creating Secondary Technical Schools and the Secondary Modern Schools, alongside the Grammar School system. Woking already had both the 'Secondary School & Technical Institute' for Boys (which then became the Boys' Grammar School') and the Girls Grammar School in Park Road, with other schools in the area also accepting pupils up to the age of fourteen such as at Goldsworth, Monument Hill, Kingfield, Knaphill and the Central School in West Byfleet (the last three of which were extended in 1946-7 with the addition of prefabricated huts to provide extra accommodation on account of the raising of the school leaving age to fifteen).
The new Act also brought in changes to create 'Primary Schools' with the old 'Board School' in Board School Road being officially renamed the 'Maybury Primary School' (even though at that time most people thought of 'Maybury' as being the 'posh' bit of town on the other side of the railway-line). Other local schools were also rearranged to separate the infants from the juniors.
Up until 1947 Woking had its own Educational Committee, but then the County Council took over control of all local schools. Whilst some may have thought that the County would be quite 'conservative' in their thinking, in reality they turned out to be quite radical, setting up the first ever local authority controlled 'boarding school' at nearby Ottershaw Park.
Reform of local education after the war resulted in the establishment of the Woking Boys Grammar School in Station Approach (and the Girls Grammar School in Park Road).
The large house had been a private school before the war but in 1939 had closed and the house used as offices. The County Council purchased the site in 1945 and by 1948 it was ready to take in the first twelve to eighteen-year -olds based not on their parents' ability to pay, but on whether such an education was considered to be beneficial to the child. It obviously cost a lot of money to run, but initially at least appears to have been quite a success.
On the outskirts of Woking the County Council set up the first County Boarding School at Ottershaw and the Farm Institute at Merrist Wood in Worplesdon.
Meanwhile, at Worplesdon, the Council were also setting up the 'Surrey Farm Institute' at Merrist Wood, a house that in 1939 they had bought to turn into a new 'Lunatic Asylum' (much to the dismay of the local residents). The new agricultural college was part of another Government initiative that encouraged every county to train the new generation of farmers and farm labourers. Surrey obviously had a firm idea of how such students should behave, with a strict 'no guests' in the rooms policy, a curfew at 9.30pm (lights out by ten), breakfast at 8am (after milking) and formal dress for evening meals (presumably believing that is how all good farmers behaved)!
To start with there was just a herd of thirty cows and fifty ewes, with pigs being introduced in 1947 and poultry by 1949, but again the venture proved to be work quite well.
Meanwhile, back in Woking, a number of other large houses were being converted into private schools. Mr R F Wood, who had been given permission in January 1946 to turn Old Oaks, Poplar Grove, Westfield into a preparatory school and kindergarten, expanded the following year into Ridge End in Hook Hill Lane with planned accommodation of up to 200 mixed day and boarding pupils; Mr G.J. Bidwell was given permission in September 1946 to turn 'Potters Croft' in Woodham Rise at Horsell into the Halstead Preparatory School for Girls moving there in 1947 from Kent (after a brief spell during the war in the relative safety of Wiltshire); and at Pyrford Miss Ena Churchill was given permission in 1947 to turn a couple of large houses backing onto the West Byfleet Golf Club into the Langsmead Boarding School. Apparently at the latter on Sunday mornings the children would be 'frogmarched' to St
Private schools also opened in Woking, such as Langsmead School in Pyrford, a boarding school opened by Miss Ena Churchill in 1947.
John's Church in West Byfleet, where later the 'Langsmead Room' was paid for by the children collecting a 'mile of threepenny bits' to help fund it.
Sadly not every former pupil has fond memories of the place, with at least one recalling appalling abuse being inflicted on a classmate at the school in the 1950's (which at the time appears to have been covered up by the authorities).
The school finally closed in the 1970's with the school buildings being demolished and replaced by fourteen four-bedroom houses, although the house on Blackdown Road where Miss Churchill lived has apparently survived. | 2,025 | 1,077 | {
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