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Adapted from lesson by Nicole Mauser (The University of Chicago), 2020.
.
Design Museum of Chicago
Frottage "Collages"
Frottage (fruh-taaz), which means "rubbing" in French, is an art technique made by obtaining a surface texture through rubbing with a drawing tool. This technique was created by Max Ernst (18911976), a German artist who found inspiration in the rubbings of the wooden floors in his house. To see this technique applied, check out some of Ernst's works on the Art Institute of Chicago's website.
Frottage is a means to connect artists with their surroundings, helping them stimulate their imagination. Interacting with the items seen everyday in a creative manner allows the development of new perspectives on art, technique, and experimentation. Explore the world around you and find a new way to create art!
Learning objectives
Materials needed
* Close observation. Art can be made anywhere and young artists can find inspiration in their own home with materials all around them.
* Practice translating. This process strengthens creativity and imagination, helping the artist to transfer reality to artwork.
* Learn about frottage technique and apply that knowledge to future projects. Artists have been inspired by their frottage images and reshaped it into a completely new artwork.
* Crayons
* Pencils
* Paper
* Any rough surface texture
Step 1: Move around the house and/or outside to find rough surface textures.
The bumpier the texture is, the easier it will be to see it translated on the paper.
Wood, stone, coins, and coarse cloth are some examples of items with excellent texture for frottage art.
Step 2: Lay your paper over the texture. Lay your drawing tool sideways or slanted and rub to reveal the transferred texture.
Notice the dark and light spots. Does the amount of pressure change the intensity of the color? How does the same texture look like with different tools? Use this information to create the perfect feel for your drawing.
Step 3: Play around with the technique!
You can change up the direction of the rubbing, use a variety of colors, and even layer different textures. With frottage, let your imagination run wild with the hidden images that you find within the textures. Do the lines remind you of waves? Or maybe they seem like flowy hair? How can you play around with frottage to create a new drawing?
Want to keep going?
* Find letters on surfaces and use frottage to spell out your name
* Cut up your frottage and rearrange it to create a new image
* Draw a self portrait and use frottage to add texture to your hair and face
When you're done with your project, take a picture and share it with us too! You can tag us on social media (@designmuseumchi on Instagram, Facebook, and Twitter) or email us at firstname.lastname@example.org. We're looking forward to seeing your work! | 1,120 | 620 | {
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Plants absorb more carbon under hazy skies
22 April 2009
Plants absorbed carbon dioxide more efficiently under the polluted skies of recent decades than they would have done in a cleaner atmosphere, according to new findings published this week in Nature.
carbon uptake resulting from this type of atmospheric pollution.
The results of the study have important implications for efforts to combat future climate change which are likely to take place alongside attempts to lower air pollution levels.
The research team included scientists from the Centre for Ecology & Hydrology, the Met Office Hadley Centre, ETH Zurich and the University of Exeter.
Lead author Dr Lina Mercado, from the Centre for Ecology & Hydrology, said, "Surprisingly, the effects of atmospheric pollution seem to have enhanced global plant productivity by as much as a quarter from 1960 to 1999. This resulted in a net 10% increase in the amount of carbon stored by the land once other effects were taken into account."
An increase in microscopic particles released into the atmosphere (known as aerosols), by human activities and changes in cloud cover, caused a decline in the amount of sunlight reaching the Earth's surface from the 1950s up to the 1980s (a phenomenon known as 'global dimming').
Although reductions in sunlight reduce photosynthesis, clouds and atmospheric particles scatter light so that the surface receives light from multiple directions (diffuse radiation) rather than coming straight from the sun. Plants are then able to convert more of the available sunlight into growth because fewer leaves are in the shade.
Scientists have known for a long time that aerosols cool climate by reflecting sunlight and making clouds brighter, but the new study is the first to use a global model to estimate the net effects on plant
Co-author Dr Stephen Sitch from the Met Office Hadley Centre (now at the University of Leeds) said, "Although many people believe that wellwatered plants grow best on a bright sunny day, the reverse is true. Plants often thrive in hazy conditions such as those that exist during periods of increased atmospheric pollution."
The research team also considered the implications of these findings for efforts to avoid dangerous climate change. Under an environmentally friendly scenario in which sulphate aerosols decline rapidly in the 21st century, they found that by cleaning up the atmosphere even steeper cuts in global carbon dioxide emissions would be required to stabilize carbon dioxide concentrations below 450 parts per million by volume.
Co-author Professor Peter Cox of the University of Exeter summed up the consequences of the study, "As we continue to clean up the air in the lower atmosphere, which we must do for the sake of human health, the challenge of avoiding dangerous climate change through reductions in CO2 emissions will be even harder. Different climate changing pollutants have very different direct effects on plants, and these need to be taken into account if we are to make good decisions about how to deal with climate change."
Source: Natural Environment Research Council
1 / 2
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APA citation: Plants absorb more carbon under hazy skies (2009, April 22) retrieved 25 September 2020 from https://phys.org/news/2009-04-absorb-carbon-hazy.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Standard:
* RI.5.2: Determine the main idea and details.
* RL.5.2: Recount stories and determine their central message, lesson, or moral.
Objective- Students will summarize a television show, radio show, article, or a book of their choice.
Materials:
* Paper
* Text or video of choice
Introduction Description: Summarizing events in stories and in real life allows us to dig deeper into the learning of knowledge or the understanding of events. This is a skill that will be used in school as well as in real-life situations outside of the school setting. The more you practice the easier it will be to summarize stories or books. This week you will spend some time practicing summarizing your favorite TV shows, articles, or books. When summarizing your will not retell every event or detail, but focus more on the big ideas. A summary is much shorter than the original and will give others a quick view into the original.
For narratives or fiction it is easy to use the strategy called "Somebody, Wanted, But, So Then".
* Somebody - Little Red Riding Hood
* But - A wolf tried to steal the treats and pretended to be her grandma.
* Wanted - She wanted to go deliver treats to her grandma.
* So - Little Red Riding Hood tried to get away from the wolf.
* Then - Luckily, the Huntsman comes and rescues her from the wolf.
Summary : Little Red Riding how she wanted to deliver treats to her grandma. A big, bad wolf wanted to steal the treats and pretended to be her grandma. Little Red Riding Hood tried to get away from the wolf and was unable. Luckily, the huntsman comes and rescues her from the wolf.
Example: Pip, A short Animated Film https://www.youtube.com/watch?v=07d2dXHYb94
* Somebody : Pip
* But: Pip failed his training test. ip
* Wanted : Pip wanted to go to the dog university to help humans.
* So: He was kicked out.
* Then : Pip saved a human from getting hit by a truck. He was invited back to the university.
Summary : Pip, a dog, wanted to go to a Dog University to be trained to help humans in need. He failed his dog training test. He was then kicked out of the university. On his way out he saved a human from getting hit by a car. Pip was then invited back into the Dog University.
For information or nonfiction, it is easy to use the Five Finger Strategy. State the topic, the main idea, and three details about the main idea.
* Topic Sentence : Bears live in places all over the world.
* Detail: They live in North America, South America, Europe, and Asia
* Main Idea : Bears can survive in many places around the world.
* Detai l: Most bears eat berries, fish, or seals depending on where they live.
* Detail: Bears hibernate during the winter and can go 100 or more days without eating.
Summary: Bears live in places all over the world. They have lived in North America, South America, Europe, and Asia. They eat berries, fish, or seals depending on where they live. Bears hibernate during the winter and can go 100 or more days without eating.
Example: Solar System 101: https://www.youtube.com/watch?v=libKVRa01L8
* Topic Sentence: The Solar System we live in is only 1 of 500 solar systems discovered.
* Main Idea: The solar system is made of 8 plants that are divided into two categories.
* Detail: Terrestrial Planets are Mercury, Venus, Earth, and Mars. They are more rocky, smaller, and have no rings.
* Detail: Jovian planets are Jupitar, Saturn, Uranus, and Neptune. They are made up of Gas and Ice.
* Detail: All 8 planets revolved around the sun which is a star.
Summary : The solar system we live in is only 1 of 500 solar systems discovered. Our solar system is made of 8 planets that are divided into two categories. Terrestrial planets are Mercury, Venus, Earth, and Mars. They are more rocky, smaller, and have no rings. Jovian planets are Jupitar, Saturn, Uranus, and Neptune. They are made up of gas and ice. All eight planets rotate around the sun.
Steps:
* Choose what you would like to watch, listen, or read.
- Students can choose something they watched, listened, or read the day before.
- Radio show, TV show, cartoon, magazine article, comic strips, books
* After they are finished they will write a summary of the events.
- Students may use the strategies above to help.
- Students may strategies you have learned that are different.
- Summarized do not need to be a certain length but include all big ideas.
Adaptations:
* Record yourself giving a summary of the tv show, article, or book.
* Draw a picture of big ideas or events and write a sentence under each one.
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Focus Questions
Background
The student book is organized around three to five investigations, each of which contain three to five problems and a Mathematical Reflection that students explore during class.
In the Teacher Guide the Goals for each unit include two to four big concepts with an elaboration of the essential understandings for each.
In the Teacher Guide, a Focus Question is provided for each problem in an investigation. The Focus Question collapses the mathematical understandings and strategies embedded in the problem into one overarching question. The teacher can use the Focus Question to guide his/her instructional decisions throughout his/her planning, teaching, and reflections on student understanding.
Description
The Goals of the unit describe the mathematics content developed in the unit. The Focus Questions provide a story line for the mathematical development of an investigation. The set of Mathematical Reflections in the student book provide a story line for the mathematical development of the unit. The following contain all of the Goals, Focus Questions and Mathematical Reflections for each unit in CMP3.
Purpose
These stories can serve as an overview of the unit and as a guide for planning, teaching and assessing.
The Goals, Mathematical Reflections, and Focus Questions can be laminated and used a bookmark for the Teacher.
7-6 What Do You Expect
Unit Goals, Focus Questions, and Mathematical Reflections
Unit Goals
Experimental and Theoretical Probabilities Understand experimental and theoretical probabilities
* Recognize that probabilities are useful for predicting what will happen over the long run
* Interpret experimental and theoretical probabilities and the relationship between them and recognize that experimental probabilities are better estimates of theoretical probabilities when they are based on larger numbers
* For an event described in everyday language, identify the outcomes in a sample space that compose the event
* Distinguish between outcomes that are equally likely or not equally likely by collecting data and analyzing experimental probabilities
* Recognize that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring
* Realize that the probability of simple events is a ratio of favorable outcomes to all outcomes in the sample space
* Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability
* Determine the fairness of a game
Reasoning With Probability Explore and develop probability models by identifying possible outcomes and analyze probabilities to solve problems
* Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events
* Represent sample spaces for simple and compound events and find probabilities using organized lists, tables, tree diagrams, area models, and simulation
* Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process
* Realize that, just as with simple events, the probability of a compound event is a ratio of favorable outcomes to all outcomes in the sample space
* Analyze situations that involve two or more stages (or actions) called compound events
* Design and use a simulation to generate frequencies for simple and compound events
* Use area models to analyze the theoretical probabilities for two-stage outcomes
* Analyze situations that involve binomial outcomes
* Use probability to calculate the long-term average of a game of chance
* Use probability and expected value to make a decision
* Determine the expected value of a probability situation
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Chapter One
March 4, 1917 A village in northern France
Luc Caron was twelve years old when the black object fell from the sky. He had never seen anything like this before, and he didn't stop to think. He ran as fast as he could towards the place he thought the object would land.
This was a time of war, a terrible war that people would later call World War I. Already, it had lasted almost three years. More than one year ago, the Germans had captured Luc's village in northern France. Not all of France was occupied by the Germans, only a small
part in the north and east. But Luc's village was one of the unlucky ones.
The old men, along with the women and children, stayed on in the village. Farmers continued to farm, and shopkeepers kept the shops open. Women did the laundry and hung it out in the wind to dry. Children went to school. Two sisters baked bread in the bakery. The blacksmith, an old man, put shoes on the horses and repaired farm tools. The priest, also an old man, visited the sick and said Mass, but that was all. The villagers had to obey the new rules. They could not leave their houses after eight o'clock at night. The only time they could meet in groups was when they went to church.
Fighting and shelling had destroyed many houses and roads and shops. Soldiers had moved in and taken over. Men of fighting age were taken prisoner and sent to Germany. There, they were forced to work in factories.
The soldiers gave orders; the villagers did as they were told. There were soldiers everywhere, checking to see that people obeyed. But no one had ever said what to do if you saw something falling from the sky. Something like the black
object that twelve-year-old Luc saw on that Sunday morning in 1917.
Luc's mother had gone home ahead of her son to prepare the noon meal. She and Luc lived alone in a small house at the far end of the village. Luc's father had been a soldier, but he had died two years ago, while fighting the Germans. Luc's mother was now a widow.
Ten minutes earlier, just after eleven o'clock, Luc had left the village church. In the sermon, the old priest had talked about hope that the war would soon end. After three years, the village had suffered enough. The people in the parish listened with their own quiet hope. When they left the church, they hurried back to their homes to take up their hard lives again.
Luc was not in a hurry, and he did not go straight home with his mother after church. He pictured her in the kitchen, making his lunch, slicing a bit of pork from the bone. She would be looking out the window while she sliced, wondering where he was and why he hadn't come home. Now that his father was dead, she worried about him all the time. She watched to see if he had buttoned his jacket and wrapped
his scarf around his neck. Every day, she warned him to dress warmly so he wouldn't catch a cold.
Luc shivered on this cold and bitter morning, but he took his time and walked slowly along a dirt path. He held a stick in his hand, and he poked it at the ground and under bushes. He was looking for small treasures. Stones that glinted of silver, old birds' nests, shiny buttons that had fallen from uniforms. One afternoon, Luc had been lucky. He had found a German coin that one of the soldiers had dropped. He kept his treasures in his bedroom, some on a small table, some on the windowsill. He hid the best ones in a canvas bag under his narrow bed.
Luc liked to prowl around the village, to see if he could find out what was going on. He was always alert, always watching, ready to run if any soldiers came too close. He practised spying whenever he could, but if the soldiers saw him, they shouted and told him to go home. Still, that didn't stop him from snooping.
Luc picked up a sharp pink rock and turned it over in the palm of his hand. At the same moment, he heard the sound of pecks and
rattles coming from far above. He knew, right away, that he was hearing machine guns. Long ago, he had learned the pattern of sound when airplanes were fighting in the sky.
The planes dipped and dived so close to one another, Luc was certain they would crash. The two German planes circled and darted after the British plane, which made daring loops as it tried to escape. The machine guns kept shooting. The pecks and rattles went on and on while the planes buzzed through the sky.
He looked up quickly and saw three airplanes. He could tell by the markings that two were German and one was British. The aerial fight was high in the sky, directly overhead.
Luc was excited by this fight in the sky. He hoped the pilot in the British plane would get away safely. He did not want the Germans to win, but with two airplanes attacking one, this was not an even fight. Although the aerial fight was terrible to watch, Luc was thrilled to see the skill of all three pilots.
Suddenly Luc was afraid. He wanted to shout out. But before he could make a sound,
the British airplane flipped upside down. And that is when something large and dark fell out of the plane.
The two German airplanes dipped their wings and flew off. The buzzing of their engines faded as they vanished from sight. The British plane, still upside down, dived at a sure and even angle between earth and sky. It headed away from the edge of the village and towards some trees. But Luc did not run to the trees. Instead, he ran as fast as he could to the place where he thought the black object would land.
Luc ran as fast as his legs would run. When he came near the falling object, he thought his eyes were fooling him. The object looked like a large black bird gliding to earth. Only a bird could glide so slowly. But that was a crazy thought and made no sense at all. Why would a large bird fall from a plane and drift down through the sky?
As he came near, Luc understood his mistake. This was not a large bird at all, nothing like a bird. It was a man, a pilot, falling straight down to earth out of the sky. His thick, black coat had puffed out around him. From the ground, the ballooning coat had looked like a
Missing
small, dark parachute. It must have slowed the pilot's fall a little, and that is why he seemed to be gliding.
The pilot was wearing a tight-fitting flyer's helmet. His arms were stretched out wide. He was coming in feet first, faster and faster, nearly at the ground. Now, Luc could see where the pilot would land. He would land on a pond, and the pond was covered with ice. | 2,037 | 1,442 | {
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Imagine all of the necessary actions performed around your house on a daily basis. Among many things you may have thought of on your list, you may have considered things like taking a shower, flipping on a light switch, or even turning on the stove for dinner. Thanks to local municipal utilities, these actions become second-nature to us, and we do not have to think about the work that makes all these actions possible. Municipal utilities often fly under the radar, but without their services, our communities would be unable to function efficiently and effectively. Serving over 50,000 electric customers and 39,000 water customers, Rochester Public Utilities (RPU) is the largest municipal utility in Minnesota and provides much of my community of Rochester with services we often take for granted in a safe and reliable manner. Six core values define RPU's mission: safety, integrity, service, stewardship, accountability, and skill. These are a portrayal of RPU's immense impact on Rochester and prove that our reliance on them is returned with quality service.
Not only is RPU a provider for clean water and electricity, but also an advocate for conservation efforts. RPU employees are passionate about making sure their customers are informed about preserving Earth's resources, and even offer education courses that inform about changes one can make in their own home to benefit the environment. This is a fantastic example of how municipal utilities benefit us all. Yes, they provide us with necessary services, but they do not stop there. They dedicate time and effort into educating citizens of their communities in the importance of protecting and preserving our environment. Without this education, our actions could continue with their detrimental influences on the earth.
During times of disaster, Municipal Utilities are also there to help. Severe storms are a natural part of our world, but the destruction they cause leaves people desperate for assistance.
When hurricane Irma struck the Southeast, immense damage was caused, and help was needed immediately. I am proud to say that my local municipal utility, Rochester Public Utilities, sent a team of their own down to Kissimmee, Florida to help with relief. On the way down, they met up with teams from other municipal utilities in Minnesota and Wisconsin. In times of distress, municipal utilities are there for aid and relief, even in other parts of the country. These selfless actions exemplify the values municipal utilities have. Municipal utilities have extremely busy schedules, with many people relying on them, and yet they still find time to serve and help around the country. If teams had not been sent down to help, recovery would have taken much longer, and more lives could have been lost.
Furthermore, municipal utilities help stimulate local economies, whether it be through the taxes they pay that go to the city, the jobs they create, or competitive rates with other utilities. The common good of their communities is always put first, and they ensure that the needs of the citizens are met. Municipal utilities strive to create utility rates that are affordable and accessible to everyone in their communities, which is usually made possible through boards made up of community members that work to enact reasonable rates and policies. Community involvement is vital for a functional society, and municipal utilities truly understand the relationship between their companies and community members.
Municipal utilities are at the heart of their local communities, and benefit all of us, whether we choose to recognize it or not. Visualize a society where a municipal utility did not exist: people would be forced to revert back to primitive methods of obtaining clean water, and utilizing electricity, heat, and gas would be nearly impossible. Thus, our daily lives become much easier with their help. Altogether, municipal utilities deserve recognition for making our lives easier, coming together to help during times of disaster, and benefitting their local economies by putting the people foremost to allow access for everyone. | 1,578 | 765 | {
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EYFS
Select from the list below and complete one each day. Whilst completing each activity look for patterns and connections. Make sure you enjoy the activity and have fun doing maths with your parents.
2 Make repeating patterns with toys, food or natural objects found outside. Can you continue a pattern started by your parent or copy their pattern somewhere else? Can you create the same pattern with different objects?
You could even invent a code to represent your pattern.
3 Buy some skittles. Can you count how many there are of each colour?
Adults make sure they touch and move each skittle as they count. Can they say how many there are now? Rearrange the same skittles so they just take up more space and ask how many there are again? Do they realise the number is still the same?
Use 2 or 3 colours to make a continuous repeating pattern all around
the edge of a plate. Now pour some warm water into
the middle and watch the
patterns swirl.
4 Can you make a model with just 2 colours of lego (or any other construction toy) that uses exactly 10 bricks? How many of each colour did you use? Can you think of a way to record this? E.g. child may draw 4 blobs of red and 6 blobs of yellow or you could write headings and they could record numbers 4 and 6.
Can you swap one of your bricks for the other colour and record the new combination? Keep exploring this to see how many different ways you can make 10. You could do a similar activity with other numbers up to 10.
5 Play dominos so that children practise quickly recognising numbers represented as dots. They could find the total of the 2 numbers that touch together each time by counting all the spots.
6 Find four pictures that appeal to your child e.g. animals, aliens, dinosaurs and print them out. Cut each picture into 5 strips and label the strips from 1-5. Muddle them all up. Take turns to roll a dice with dots on and find the matching strip. Each person collects one picture. If you roll a 6 you miss a turn.
13 Make a spring scale like this one.
For instructions go to https://nrich.maths.org/13361 Have fun weighing a few different items and seeing how far they make the elastic stretch. Which item was the heaviest? Which item was the lightest? Choose another item and this time predict whether it will be heavier or lighter than the others before you weigh it.
14 Play bunny ears with a partner. Use 2 hands to be bunny ears and show a number of fingers e.g. 5. Can your partner match how you have made 5? Can you find a different way to show the same number on your 'ears'? And another?
Now be hopping bunnies. You and your partner need roll a dice and jump that many times. Can you play this game for 5 minutes before you get too out of breath? | 993 | 619 | {
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6 Answers to Questions About Self-Harming Every One Should Know
September 2018
Volume VIII, Issue 3
Dina Garza M.A., LPC
What is it?
Self-harming is the deliberate damaging of one's own body tissue in the absence of any intent to die. Self-harming is primarily cutting and burning on parts of the body such as hands, wrists, arms, stomach, and thighs. However, self-harm is any means of deliberately causing injury to one's body, such as picking on skin, self-biting, pulling out hair, ingesting toxic substances, and over exercising. Both females and males self-harm; 1.5 percent of children between the ages of 5-10, 17 percent of adolescents, 15 percent of college students and 5 percent of adults have been reported to self-harm.
Why do they do it?
Self-harming is a method of expressing distress, a way of communicating a need for help, a form of releasing pain; it can also provide a sense of control and can act as a distraction or suppression of painful emotions. Individuals who have reported self-harming describe the act as a means of feeling something rather than feeling numb. Both emotional and physical pain are processed in the same areas of the brain. In effect, when someone elects to self-harm and the physical pain lessens so does the emotional pain. An important feature of self-harming is that endorphins are released into the body when pain is registered by the brain. Endorphins are neurotransmitters which deliver pain relief and provides an individual a kind of euphoria, such as a "runner's high".
If it feels good, why is it bad?
Self-harming is a maladaptive coping device that has been reported to be addictive. Selfharming could also have lasting and damaging physical effects such as scaring, infection, nerve damage and hair loss. Self-harming can also lead to overdosing and poisoning. Psychologically, self-harming evokes distress on its own, such as irritability, feelings of loneliness, shame, guilt and stress all of which could complicate the underlying issues. The benefits of self-harming are temporary, and the emotional pain will return.
How can I tell if my child is selfharming?
Noticeable signs to look for are cuts, scrapes, bite marks, burn marks and bald spots. Doctors, teachers and friends may notice some of these injuries. Repeatedly having excuses for injuries, wearing long sleeves and pants in warm weather, scratching, isolating, and finding sharp objects in their possession are also signs of selfharm.
How do we treat it?
Psychological counseling and sometimes medication are recommended to treat self-harm. The recommended counseling technique for treatment of self-harming is still being studied; however, dialectical behavioral, motivational interviewing, cognitive behavioral and family therapy have all shown the most potential in achieving positive results.
How do we prevent it?
If self-harming is a means of coping with distress, then enhancing positive coping skills would be a form of prevention. Seeking help for the underlying issues at onset would prevent the need to find relief at such extreme measures. Individuals who selfharm score high on measures of loneliness therefore, maintaining relationships and socializing is key in prevention. Positive and consistent dialogue regarding mental health and help-seeking have been linked to effective suicide prevention. In other words, the more often a person hears that reporting self-harm is a positive act, the more likely they will report it.
Food for thought:
Reading Suggestions:
1-800-334-HELP
Self injury Foundation's 24-hour national crisis line.
1-877-332-7333
Real Help for Teens' help line
1-800-273-TALK
A 24–hour crisis hotline if you're about to selfharm or are in an emergency situation. | 1,582 | 795 | {
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INTENSITY EXERCISE WITH A PRACTICE PARTNER
Practicing with the intensity of a triggering situation in order to respond with empathy and compassion
This exercise is meant to be an emotionally safe and satisfying learning and practice experience. Go at whatever level or pace is right for you and your partner, and do only as much as you feel willing and desiring to do. As practice partners you are there to help and support each other. Please ask each other for what you'd like and be sensitive and responsive to anything that is not working or helpful to each other.
1. Come up with a trigger. Person A tells practice partner (Person B) a phrase, a line, or a behavior of a "trigger" for you. A trigger is something that triggers the Fight-Flight-Freeze (FFF) reaction and stress/survival response of fear/anger in the reptilian part of the brain (the amygdala).
- A trigger could be something someone in your life says or does, or perhaps a self-judgment you say to yourself when you're feeling anger, fear, shame, guilt, depression, etc.
- An example of a trigger statement could be, "You're always late." An example of a trigger behavior could be rolling of the eyes.
- Need to do SCP? Person A, check to see if just by thinking of and telling your trigger, you are experiencing the FFF reaction already. If so, do the Self-Connection Practice (SCP -- breath, body, need) until you feel the reaction subside or diminish in intensity and a sense of peace and calm around the trigger sensations. [If the intensity doesn't subside, go to Step 4.]
2. Person B delivers trigger, starting with low intensity and gradually raising it. Person B, start at as low a level of intensity as possible (e.g. volume of voice, softness of tone, facial expression, etc.). Repeat and continue, gradually raising the intensity until Person A says stop. Ask Person B to stop the first moment you notice any FFF reaction, even a subtle flicker of it.
3. Person A does SCP until they feel the FFF reaction subside or diminish in intensity and there is a sense of peace and calm around the trigger sensations. Person B may need to do SCP as well if triggered by delivering the trigger!
4. Person A then asks themself "Can I hear a "please?" What this means is can you shift your listening perspective to hear behind the message an expression of OFNR, hearing the person saying they have unmet needs and are asking for them to be met, rather than hearing blame, judgment, etc.?
5. Person A then does out loud Self-Empathy — OFNR language to empathize first with yourself, and then imagining/guessing for the other. Do this out loud so Person B can help or give input, if you'd like.
6. Repeat from the beginning if you'd like to experience deeper change and practice.
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Rumney Primary School Home Learning - Monday 1st June (Week 8)
This week we will be reading The Invisible String and completing tasks based on this lovely book.
* Listen to this story https://www.youtube.com/watch?v=gJNwqtr8Oww (my new favourite book!!!!)
* Discuss the story with your child. When might you need the invisible string? Who is on the end of their invisible string? Whose string do they think they might be on?
* Look at old photos and talk about who is special in them and when they were taken (you could look at their friends on Twitter) You might use your 'Funky Fingers' and peg them onto string.
* Write simple sentences using key words 'On my string is my…….' or you could draw a picture of who is on your string
Continue to
* Read and talk about different story books. Can you spot any of your keywords in your book?
* Choose a keyword and talk about different sentences it could be used in. Think about each word in the sentence. Perhaps you could try and write out these simple sentences.
* Cut pieces of string to different lengths. Find an object that is the same length/ height as the string. Try to estimate if the object will be the same, longer or shorter than the string.
* Using the pieces of string measure how long they are using measures like blocks, Lego etc.
* Using the symbols + - = create number sentences with the string. eg if you have a piece of string 6 blocks long and add it to a piece of string 10 blocks long how much string do you have altogether?
Continue to
* Form numbers correctly - using number formation rhymes
* Say 'two more' and 'two less' than given numbers up to 20 (and then beyond)
* Missing numbers https://pbskids.org/curiousgeorge/busyday/apples/
Continue to
* Sing along to the Jolly Jingles (phase 2 and 3) https://www.dailymotion.com/video/x2wpdvv
* Use you Carol Vordeman account that you set up before half term https://www.themathsfactor.com
* Make a picture (it might be of a person on your invisible string) out of string/ cooked spaghetti
* Create a work of art. Ask an adult to help you push drawing pins/ small tacs into a thick piece of card or thin piece wood. Now you can use your 'Funky fingers' to wrap string/ wool/ thread around the drawing pins to create a picture. (you might have a threading board at home already to use). Who could the pins in your picture be?
* Make a balloon shoot along a piece of string like love shoots along the string in the story. https://www.youtube.com/watch?v=KMX7zgaLC0w
* Look out on Twitter for our launch of Sports Day activities!!
Literacy
Maths
ICT
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Professional Learning Activity: Mindfulness
Learning Objectives:
* Participants will identify the benefits of mindfulness.
* Participants will explore methods for using mindfulness with students.
* Participants will identify at least one strategy for being mindful as a teacher.
Necessary Materials:
* Internet access
* Conversation Notes handout (one per partnership or small group)
Facilitator Email:
Today we are going to learn more about mindfulness for students and for us! To do so, we will follow this research-based professional learning model developed by Learners Edge.
Watch these quick introductory videos to get you thinking about our topic:
Gratitude Revealed: Mindfulness
What is mindfulness?
What Is Mindfulness - Center for Mindfulness, UMASS
Now, take a minute to jot down a goal you have for learning more about mindfulness.
As you know, teacher burnout is prevalent among educators. There are a million statistics to support that statement, but instead of practicing problem admiration, let's be problem solvers. If we do that, the questions really become: How do we solve this problem? Prevent it? Recover from it? Here's the answer: We must build resilience in our teacher selves. We know teacher burnout exists, but we must find ways to combat it. Increasing your own resilience is one way!
To learn more, please complete the following:
1. Read this article outlining the benefits of mindfulness to both teachers and students.
Destress The Classroom: Bringing Mindfulness To Students And Teachers
2. Check out the image below and the source linked underneath it if you so choose.
If you would like to see the full source for this chart above, click here!
3. Practicing mindfulness does not have to take a lot of time. Read the article below to review some simple strategies.
Six Mindfulness Exercises You Can Try Today
4. Watch this short video to affirm the positive impact mindfulness can have in the classroom!
"What Is Mindfulness?" – Awakening Kindness and Curiosity at School
5. Then, read the article Four Simple Ways to Teach Mindfulness to see how one teacher got started. We love this advice!
6. This webpage has a zillion ideas…okay, maybe not a zillion, but many. 25 Fun Mindfulness Activities for Children and Teens (+Tips!)
7. Finally, check out these tech tools for mindfulness: Tech Tools to Support a Mindful Classroom
8. Draft a quick plan using ONE thing you learned to either practice mindfulness yourself or teach mindfulness to your learners.
9. Lastly, meet virtually with a colleague or small group of your peers to discuss the prompts outlined on the Conversation Notes handout.
To learn more about mindfulness, check out these learning opportunities from Learners Edge:
Webinar: Mindfulness for Teachers
PD 139: Mindful Teachers, Mindful Students
Course 5018: Incorporating Mindfulness: Strategies to Encourage Student Focus and Awareness
Professional Learning Activity: Mindfulness
Conversation Notes:
Discussion Prompts
Notes
Share one reason you should participate in mindfulness.
What do you already know about mindfulness? What more do you want to know? How do you plan to find out?
Share one takeaway from the articles and/or videos you reviewed that will positively impact your professional practice.
What is one thing you will commit to doing tomorrow and going forward to increase your own mindfulness or that of your students?
How will being mindful positively impact your students? Yourself? Your family?
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Reporting of Results
Results are provided to schools in Term 3.
The reporting of results is done separately for each year level. Student results include a Participated, Achieved, Merit and Excellence score with which students and teachers are familiar. A Distinction grade is awarded to the top 1% of students.
A certificate is provided for all participating students and prizes will be awarded to top students in each subject.
When will the competition be run?
The online competitions will be run in the last three weeks of term 2 and one week of term 3, at a time suitable to the school. Different classes or groups can participate in the competition at different times during this period to give schools flexibility in running the competition.
Register Now!
The cost per student for each competition is $9.00 (inc GST).
A form letter for parents and caregivers is available on our website. The letter invites students to participate and includes a tear off entry slip to be returned to the school. The entry fee is to be collected by schools.
Schools can register online by clicking the 'Register Now!' button on the CEM website https://www.cem.canterbury.ac.nz/
The Great Kiwi Science, English and Mathematics Competitions
Great Kiwi Science, English and Mathematics Competitions
About the competitions
The annual CEM Great Kiwi Science, English and Mathematics competitions are skills-based and closely aligned with the New Zealand Curriculum. The competitions are organised by The Centre for Evaluation & Monitoring at the University of Canterbury.
The competitions cater for students of all abilities in primary, intermediate and secondary schools and measure the performance of students at the Curriculum and Year levels shown below:
The tests are designed by New Zealand teachers for New Zealand students. The tests are administered online and take 50 minutes to complete so they can be conveniently slotted into the school timetable. Each test consists of 40 short answer questions depending on the Year Level.
Whaia te iti kahurangi Reach for the stars
The Kiwi Science Competition
Questions in the Kiwi Science Competition are skills based and cover:
Investigating
Experimental design, use of controls and the notion of a 'fair test'.
Interpreting data
Interpreting diagrams, tables and graphs.
Critical thinking skills
Reasoning, problem solving and logical deduction.
The tests use every day contexts relevant to the following strands of the Science in the New Zealand Curriculum:
* Nature of Science
* Living World
• Planet Earth and Beyond
• Physical World
• Material World
The Kiwi Mathematics Competition
The tests use every day contexts relevant to the following strands of the appropriate level of Mathematics in the New Zealand Curriculum:
* Number and Algebra
* Statistics
* Geometry and measurement
The competition questions do not depend on mathematical knowledge alone, but on the ability to think things through, be logical, find ways to solve problems and are designed to make students think outside the box. The competition encourages enthusiasm, boosts confidence in Mathematics and shows the different way questions can be asked. Students also need to read the questions carefully!
The Kiwi English Competition
The tests use every day contexts relevant to the appropriate level of English in the New Zealand Curriculum:
* Reading and comprehension
* Audience and purpose
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Common Brushtail Possum
Trichosurus vulpecula
Map courtesy of Mapping Unit, Customer and Commerical Services.
Map is not intended to indicate spatial distribution of the species, only the bioregions in which the species is found.
Common Brushtail Possums are nocturnal marsupials. Silver grey in colour, Common Brushtail Possums have pale undersides and dark brown/black brushy tails. They are about the size of a cat and males are bigger than females. These animals live for 10-12 years in the wild. Usually solitary, they communicate with each other with hissing and growling/cough-like sounds, especially when mating or warning off intruders.
While rare and threatened in some parts of their native habitat in Australia, these possums are bothering our neighbours. Common Brushtail Possums were introduced to New Zealand in 1837 to establish a fur trade. They are now one of the most signficant feral pests in the country, as they damage the environment and the farming industry.
Diet
They are predominantly herbivorous and much of their diet consists of leaves, flowers and fruit, however they will occasionally eat insects, eggs and meat.
Breeding
Mature at one year of age, Common Brushtail Possums usually have one baby (a joey) at a time in autumn. There is also a smaller breeding season in spring. After birth, joeys spend around 120 days suckling in their mother's pouch. After this, they can be seen travelling on their mother's back and getting in and out of the pouch until they are fully weaned and independent.
Habitat
Common Brushtail Possums are found in Eucalyptus and Sheoak woodlands. As arboreal animals, they make their nests (also known as dens) in tree hollows or other dark confined spaces such as hollow logs, dense vegetation or cork crevices. Some have adapted to life in the suburbs and enjoy eating planted gardens. Some also make their dens in roof spaces. They are territorial animals and mark their home ranges with scent glands located under their chins, on their chests and at the base of their tails.
Rare
Bioregion resources
Threats
In South Australia, Common Brushtail Possums are becoming less common, especially in arid areas where drought conditions have reduced their food sources. They are only common in the Adelaide region and on Kangaroo Island. Habitat fragmentation and loss of tree hollows for nesting are also threats. Changed fire patterns and predation by foxes, dogs and cats are other problems as they are increasingly living in the same areas as these animals. Competition for food and relocation by humans are other problems they face.
Pruning services! When feeding on Mistletoe, the Brushtail Possums break off parts of the plant, having a similar effect to pruning. Mistletoe is a native parasite that can kill gum trees, and possums help keep it under control.
Conservation
You can help the Common Brushtail Possum by:
* conserving native vegetation on your property
* not relocating possums without advice and approval as they are very territorial and many of them die when relocated
* keeping trees with hollows in them even if they are dead
* putting up nest boxes on your property.
Common Brushtail Possum
For further information
Public enquiries
For more local information on any of the species in this resource please contact your nearest Natural Resource Centre office on:
Eastwood: (08) 8273 9100
Gawler: (08) 8523 7700
Lobethal: (08) 8389 5900
Willunga: (08) 8550 3400
Education enquiries
For teachers wanting more information about environmental education resources and opportunities please contact the relevant NRM Education sub regional team on:
Northern Adelaide: (08) 8406 8289
Barossa: (08) 8563 8436
Central Adelaide: (08) 8234 7255
Southern Adelaide: (08) 8384 0176
Southern Fleurieu: (08) 8551 0524
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PAWS Reading Grade 3
Released Items With Data
2014
Copyright © 2014 by the Wyoming Department of Education.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the Wyoming Department of Education.
Portions of this work were previously published.
Printed in the United States of America.
Homes by the Nile
1 The Nile River is an important source for food, water, and building materials for many people who live in Egypt. Because trees are scarce in this region of Africa, Egyptians have had to use other materials to build shelters that could last a long time. People in Egypt long ago could not build their homes from wood, so they used mud instead! Incredibly, thousands of years later, some of the homes are still standing today!
Built of Mud
2 Because the Nile River floods every year, there is always a large supply of mud. Egyptians used the mud to make a
kind of brick. They mixed the mud with straw and then shaped it into bricks. The bricks were placed in the sun to dry and harden. They called these dried mud bricks djebat.
3 Families built their own homes around the Nile. They stacked rows of the mud bricks on top of one another to make the walls. Most homes far away from town were one story tall. Homes in towns and cities usually were two or three stories.
Simple Living
4 Most of the homes near the Nile had a simple design. At the front of some homes was a courtyard, or an outdoor space with walls but no roof. Inside the front door was a space that was sometimes used as a workroom
for building objects with wood or clay. In some tall homes, the bottom floor was used only for working. Sometimes even animals such as goats and cows would come into this area. In this case, families would sleep on the second floor or higher.
A Design for Comfort
5 Egypt is known for its hot, dry weather, so naturally homes were built to help keep people cool. Past the workroom, there was usually a middle room for everyday living. Here, families visited with guests, played games, ate meals, and slept. A ramp leading to the roof was usually in the middle room. Almost all homes had flat roofs. When it was hot, families went to the roofs to stay cool. When temperatures were especially high, Egyptians cooked, ate, and even slept on their roofs.
6 Windows were small and high up on the walls. They did not have glass in them. People often fastened mats over their doors and windows to help keep out the dust, flies, and heat.
A Place for Cooking
7 Cooking is a hot task. That is why the kitchen was sometimes located in the back of the home as part of the yard. Either the kitchen had no roof or it was covered with only branches to help provide shade. The kitchen would also have ramps that led down into the ground. These ramps led to cellars under the kitchen where food was stored. The cellars were cool and protected food from the heat.
8 Like people today, ancient Egyptians built their homes with materials that were easy to find or make. Homes were used for living, playing, and working. However, not many people today sleep on the roof or allow goats and cows to enter their homes!
00 Based on the passage, what is a djebat?
A place to store food A
A room in an Egyptian house B
A brick made of mud C
A type of Egyptian home D
00 Based on the passage, why did Egyptians sometimes sleep on their roofs?
They enjoyed looking at the stars at night. A
The roofs were cooler than the inside of the house. B
The air outside was less dusty than the air inside of the house. C
The roofs had more space for sleeping. D
00 Which section best explains how Egyptian homes helped keep people cool?
Built of Mud A
Simple Living B
A Design for Comfort C
A Place for Cooking D
00 Look at this flow chart.
Based on the passage, which step belongs in the empty box?
Add water to mud A
Gather mud into pile B
Shape mud into bricks C
Stack mud bricks to make walls D
00 Which is the most likely reason the author included the map?
To show why the Nile River floods A
To show where Egypt is located B
To show why Egyptians built with mud C
To show the length of the Nile River D
00 Read this sentence from the passage.
People often fastened mats over their doors and windows to help keep out the dust, flies, and heat.
What does the word "fastened" mean?
tied A
waved B
folded C
hid D
00 Look at the diagram.
Based on the passage, which sentence belongs in the empty box?
Food is protected from heat. A
Food is easy to find. B
Food is fresher in cold months. C
Food is protected from animals. D
00 How does the picture best help the reader understand the ideas in the passage?
It shows how families used mud houses. A
It shows where mud houses were built. B
It shows how mud houses were built. C
It shows what mud houses looked like. D | 1,861 | 1,104 | {
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Youth Teaching Resources January 10, 2015
A Good Way to Begin — Psalm 147:12-20
Jesus: The Curtain Rises
Of Water and Fire — Luke 3:15-22 (RCL 3:15-17, 2122)
Of Water and Wine — John 2:1-11
An Old Scroll and a New Mission — Luke 4:14-21
A New Prophet and an Old Response — Luke 4:21-30
www.baptiststoday.org
Subscribe to Baptists Today to access the core Bible content for this lesson.
www.nurturingfaith.net
Find links and videos related to this lesson.
Of Water and Fire
Luke 3:15-22
YOUTH Teaching Guide
by Jeremy Colliver
This youth teaching outline is designed to support The Bible Lesson by Tony Cartlege, printed in Baptists Today. You can subscribe to either the digital or print edition of Baptists Today to access the lessons. Please also ensure that each person in your class has a copy of Baptists Today so they can prepare before the lesson.
Teacher Preparation: Youth and This Lesson
"You are my Son, the Beloved; with you I am well pleased." We all like to be praised. Most of us get the type of smile on our face that we try to hide but we can't when someone praises us. I've found that it is as fun to watch others have the smile come across their face when you heap praise on them. As we minister with our students, we need to heap praise on them as often as we can. We need to celebrate their successes. We need to bring attention when they are being the hands and feet of Christ.
Teaching the Lesson
Fellowship
Begin your session by watching the clip "Delmar's Baptism" from O Brother Where Art Thou. If you are unable to show the clip, summarize it to the best of your ability, and then facilitate a discussion using questions like the following:
1) What is unique about the baptisms that happen in this scene?
2) What is Delmar's response to being baptized? How do the others respond to his baptism?
3) Do you remember your baptism? What do you remember about the day?
4) How does your church celebrate someone's baptism?
Information
Transition to the next section of the session by reading Luke 3:15-22. Allow the students to ask any initial questions they have about the text. As you answer their questions, you may want to provide some of the information from The Bible Lesson, printed in Baptists Today.
When the students have had an opportunity to share their initial thoughts, continue the discussion by facilitating a discussion using questions like the following:
1) What was the difference between the cleansing that John was teaching versus that the Jews would have been accustomed to?
2) How is John's message a message of good news?
3) What was Herod's response to John's message?
4) Why did Jesus choose to be baptized? How was Jesus choosing to be baptized a sign of his humanity?
5) What do God's words reveal about Jesus?
If your group would like to continue their discussion on this passage, share some of the insights provided in "Digging Deeper" (NF Online Adult Teaching Guide). You may want to use some questions like the following to facilitate your discussion:
1) Why would the mikva'ots need running water?
2) How does Jesus' baptism story in Luke compare to his baptism story in the other gospels?
3) What does the fire represent that John mentions in this passage?
4) What does your church do to promote evangelism, social ministry, and confessional praise?
5) What did Herod do that would cause John to preach against him?
6) Share the different translations that Tony presents of verse 22. Then discuss the different meaning each translation would have for the humanity/divinity of Jesus.
You may also want your group to discuss "The Hardest Question" (NF Online Adult Teaching Guide): Why did Luke omit a specific reference to John baptizing Jesus?
Transformation
Conclude your session by forming small groups of two and three students. Challenge the small groups to retell the story of Jesus' baptism without looking at the text. When the students have completed their task, encourage them to share their version of the passage and then facilitate a discussion using questions like the following:
1) What does God call us to do in this passage?
2) How does the humanity of Jesus help us when we have struggles?
3) How is the Spirit of God moving within you now?
Close with a prayer where we remember our own baptisms and give thanks for the Spirit of God that continues to move within us today. | 1,802 | 974 | {
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White-bellied Sea-Eagle
Haliaeetus leucogaster
Map courtesy of Mapping Unit, Customer and Commerical Services. Map is not intended to indicate spatial distribution of the species, only the bioregions in which the species is found.
White-bellied Sea-Eagles are large birds of prey. They are graceful in flight and spend their time soaring over the surface of the sea, or perching on rocks or branches beside the water. They live for up to 30 years in the wild.
Diet
These birds hunt fish, tortoises, sea-snakes, waterfowl, reptiles, nestling birds, rabbits and also eat carrion. They are aggressive and skilled hunters both at sea and on the land. Their large talons and powerful curved beaks help them to grab and kill their prey. Thick scales on their legs protect them like armour. Excellent eyesight makes it easy for them to target their next meal. Occasionally, they harass other birds such as ospreys and terns until they drop their prey which the eagles then collect.
Breeding
These eagles mate for life and share the same hunting range. In the morning and evening they roost and sometimes sing together. When breeding begins, sometime from May to October, White-bellied Sea-Eagles put on great aerial displays. They soar and call, loop-the-loop, drop fish from a height and then dive to catch it in midair. Nests are built on cliffs or in trees, and sometimes on the ground on treeless islands. Both sexes help with the construction and repair of a nest. Nests are made of sticks, and are huge structures up to four metres deep and 2.5m wide. Nests are lined with stems and green leaves and females lay a clutch of two eggs. Eggs are incubated for around six weeks, mostly by the female. One egg is laid several days before the other, and it is usually only the chick with the head start that survives because the parents feed the noisiest, most active chick first. If the first egg is infertile, or the chick is weak and dies, the second chick has a better chance of survival.
Habitat
White-bellied Sea-Eagles are found throughout Australia along coasts and beside lowland rivers and lakes. They also occur in south-east Asia and India.
Threats
The loss of nesting sites due to development is a major threat to the White-bellied Sea-Eagles. Disturbance of nesting pairs by human activity can cause them to abandon their nests. Deterioration of inland water sources and over-fishing in the ocean makes it harder for them to find food. Competition for food and nesting sites with Wedge-tailed Eagles (Aquila audax) is a potential problem.
Endangered
Bioregion resources
Big birds! White-bellied Sea-Eagles have a wingspan of up to 2.2 metres. Their home ranges can be up to 100 square kilometres.
Conservation
You can help the White-bellied Sea-Eagle by:
* always keeping your distance from eagles and their nests as they are easily disturbed by human activity
* protecting areas of native vegetation in your local area
* reporting anyone you see interfering with nests or disturbing sea eagles.
For further information
Public enquiries
For more local information on any of the species in this resource please contact your nearest Natural Resource Centre office on:
Eastwood: (08) 8273 9100
Gawler: (08) 8523 7700
Lobethal: (08) 8389 5900
Willunga: (08) 8550 3400
Education enquiries
For teachers wanting more information about environmental education resources and opportunities please contact the relevant NRM Education sub regional team on:
Northern Adelaide: (08) 8406 8289
Barossa: (08) 8563 8436
Central Adelaide: (08) 8234 7255
Southern Adelaide: (08) 8384 0176
Southern Fleurieu: (08) 8551 0524
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SEX AND RELATIONSHIPS EDUCATION (SRE) STATEMENT
Sex and relationships education (SRE) is lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of strong, loving relationships as a basis of family life, respect and care. It is also about the teaching of sex, sexuality, and sexual health.
At Annan, we recognise the importance of this area of learning. Sex and relationships education is an integrated part of our PSHE scheme of work, and as such has a well thought through progression for the children who move up through the school. The class teachers have a clear set of objectives to deliver in each class and are responsible for the delivery of the lessons and activities needed to cover these objectives. The programs of study are regularly reviewed, as is our approach to the teaching of sex and relationships education. We recognise the importance of a child's relationships with others and their understanding of how to help them to be positive and resolve conflict. As the children in our school grow and mature, we want them to develop their self-confidence and self-awareness, along with learning to take responsibility for their own happiness and their own actions: recognising that their actions have consequences for themselves and others. We understand that sometimes relationships don't feel positive and that emotions of all kinds can be incredibly powerful.
Through our PSHE curriculum children at Annan are sensitively prepared for puberty and the physical, emotional and social aspects involved in that stage of development.
In upper Key Stage 2 (and before, if appropriate, on an individual level), we include 'sex education' sessions into the timetable. Before the lessons are delivered we meet with the parents to talk through the content of the lessons, listening to any concerns and talking them through to support and empower parents to be part of the process through which this important and sensitive subject is taught. We acknowledge the parent's right to withdraw their child from these sessions. Any materials that are used in school for the delivery of these sessions (books, video clips etc.) are available for parents to look at prior to the sex and relationships lessons. At Annan we always try to put the children into an empowered position with regard to their learning, and so our sex and relationships lessons are a child-led process, working from what the children already know and answering their questions, as well as addressing any misunderstandings. We work with the children to develop their awareness of the anatomy and changes during puberty for their own gender first, then the opposite gender. Emotional changes and challenges are also discussed. A follow-up session provides the chance to ask any further questions, or go back over anything not quite understood.
Teaching children how to keep safe
As part of the PSHE & SRE children are taught about safeguarding including on-line. Particular attention is paid to helping children to adjust their behaviours in order to reduce risks and build resilience, with particular attention to the Internet, texting and other means of social media. At Annan these practices are delivered through the PSHE and ICT curriculum in an age appropriate manner. Children will be taught the risks posed by adults and young people and peers, who use the internet and social media to bully groom and abuse children. | 1,348 | 653 | {
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Key Vocabulary
Skeleton
Bones
Skull
Spine
Ribs
Tibia
Femur
Radius
Ulna
Fibula
Sternum
Pelvis
Stone
Bronze
Iron
Chronology
Rock
Fossil
Permeable
Impermeable
Shading
Structures
Colours
Tone
Complementary
Warm
Cold
Key questions for this area of learning:
How did people live in the Stone Age, Bronze Age and Iron Age?
How did life change between the Stone Age, Bronze Age and Iron Age?
How can we find out about what life was like in the past?
What are the names of some of the bones in the human skeleton?
Why do animals have a skeleton?
What are rocks?
What are fossils?
Key people studied:
Wilhelm Runtgen,
Florence Bascom
Gustave Eiffel
Visits, visitors or key events
We will be going to Tatton Park to learn about how the people in the Stone Age, Bronze Age and Iron Age lived.
Home learning ideas/places to visit
As you walk around look for different types of rocks around you.
Go to a museum and see what you can find out about the Stone Age, Bronze Age and Iron Age.
Make a model of Stone Henge
Find out how fossils are made
Go to an art gallery and look at paintings and drawings.
Science key area of learning:
The Skeleton Rocks and Fossils
Science working scientifically skill development:
We will be asking scientific questions and planning investigations to answer them. We will be able to explain how our investigations are a fair test. We will record results in a variety of different ways and draw conclusions from the results.
Science knowledge and understanding:
We will be learning the names of the bones in the human skeleton, discussing why we need a skeleton and comparing the skeletons of other animals.
We will be describing classifying and comparing rocks. We will carry out investigations into the characteristics of rocks. Also, we will look at how fossils are formed.
Key areas of maths learning:
Multiplication and division Money Statistics Length and perimeter fractions
Topic links to maths learning:
Drawing graphs in Science Measuring bones Calculating time periods in History
Key areas of English learning:
Letters Historical texts Roald Dahl
Topic links to English Learning:
Writing descriptions in History Writing adverts in History Writing letters in History and Science
Physical Education skills development and activity:
We will be developing our skills in gymnastics and fielding and ball games. We will learn to vary skills, actions and ideas and link these in different ways. Also, the children will learn to vary their responses to tactics, strategies and sequences used.
Language Development (French):
We will be learning colours, days, numbers and animals. The children will learn vocabulary linked to these topics. They will learn to ask and respond to simple questions. They will also be able to recognise and read French words they have learnt. They will write some French words from memory, play games and sing songs.
Religious Education:
The children will be developing their knowledge of Christianity. They will focus on the miracles of Jesus. Also they will look at the events of Eater and through this discuss the theme of forgiveness and salvation.
Music skills and learning:
We will be continuing to learn to play the violin and through this we will also develop a knowledge of formal written music, finding the pulse and clapping rhythms. Also we will listen to a range of music and learn to sing songs. The children will perform on their own or in small groups.
Computing skills and learning:
We will be learning how to send an email. We will be creating a presentation for topic work. We will also learn how to use publisher to make posters and leaflets. Through this we will also learn how to improve and refine work we produce.
PSHE development:
We will learn about our bodies and the different parts. We will learn how to keep our bodies healthy, the importance of the brain and changes in the body during exercise.
History Skills and learning:
In History Year 3 will study the changes in Britain from the Stone Age to the Iron Age. They will find out how people lived at this time in history. Through this the children will develop their inquiry skills. They will use a variety of sources to find out about the past. The children will use historical vocabulary and report their findings in different ways.
Art skills and learning:
Design and technology skills and learning:
We will be developing our skills in painting and drawing. We will look at colours, colour mixing and how we can use colour to create different effects. We will also look at how to use shading in our drawings to enhance the effectiveness.
The children will be looking at structures and planning, designing and making some structures. The focus will be on strengthening structures using a variety of techniques. The children will make choices about the materials and equipment to use and learn how to combine them safely and accurately. | 1,958 | 1,004 | {
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1
TECHNOLOGIES DEPARTMENT IES SALVADOR GADEA, ALDAIA
INVENTIONS OF OUR LIFE Toni Saura
Objective
Present a project about the inventions that have shaped and will shape our lives.
Format and language
White A4 paper, inside of a plastic cover. Everything must be done hand-made (drawings too). The work must be done in English.
Invents
Although from a very early stage mankind used his imagination to analyse human needs and provide a technical solution to those limitations, we are going to research inventions of the past two centuries (XIX, XX and XXI). You will be put into groups (teams) of 3 or 4 students that will become experts on these inventions and present them (invention sheets) based on several application areas or categories, in particular the following:
1. Communications: fax, printing, telephone, telegraph, newspaper, radio, television, Morse code.
2. Transportation and energy: steam machine, GPS, radar, bicycle, car, train, plane, ship, submarine, electricity.
3. Health: vaccine, microscope, anaesthesia, insulin, penicillin, transplants, ultrasound, X-rays, magnetic resonance.
4. Home, leisure and everyday life: home automation, air conditioning, microwave, washer machine, dishwasher, cooking robot.
5. Electronics and new technologies: calculator, CD and DVD, fibre optics, recorder, laser, microchip, PC, transistor, video, mobile phone and smart-phone, computer, webcam, printer (and printer 3D), Internet, Google, social networking (Twitter, Facebook, Instagram,...)
6. Space: spacecraft, artificial satellites, telescope, space suit, space shuttles
I will raffle each category between the different experts group, then, inside the group you will choose by yourself the invention you will research about individually.
The work would have two parts, the first one is a writed one, the second one is an oral presentation to the class.
Writed part
There is not a minimum or a maximum of pages, because every invent is different, but you should study this aspects:
1. What is the invention, what is it used for, how it is inside, how it works.
2. The history and evolution of the invention alongside the time.
3. Key people in their development (who was the pioneer, inventor, companies involved)
4. Why is a device or service interesting, what need solves.
5. Different models (not brands, different types of the invent).
6. Unknown and striking aspects of interest of the invent.
new 1ESO ENG 1 Inventions job
TECHNOLOGIES DEPARTMENT IES SALVADOR GADEA, ALDAIA
INVENTIONS OF OUR LIFE Toni Saura
7. Personal opinion about how do you imagine their future, or can you think of a better invention to replace it (and turn it into museum object …), think a little in this part and don't write down the first idea that comes to your head.
Do the work as visually as possible, with drawings done by yourself for every part of the work.
Of course, the work must have the better presentation you can achieve: a good cover (the first page must have the name of your invent, a properly drawing and your name), good letter, more than one pen colour, clean pages, etc.
Include the bibliography you have used in order to elaborate the contents, I advice you to use, almost, three different fonts and not only the first one you find.
The work must be delivered within a month approximately and should be presented orally to the entire class,
Aspects to be assessed in the writed work:
* job content (review the differents aspects that you must talk about)
* images or pictures that you have included in the work
* your personal opinion about the invent.
* the bibliography used.
* cleaning, caligraphy and presentation of the work.
* correct grammar and spelling.
* The effort used.
Oral part
After I will return you the writed part evaluated, for which you can make use of a digital presentation tool (Impress, glogster, Prezi, etc.) or you can bring the invention your work is about with you. Each group will present together, and it would be nice if there was a presentation to the class of the category that you have worked on.
Aspects to be assessed in the oral presentation:
* Your argument during the oral presentation to the class work
* The digital presentation used to support your oral presentation
* The level of knowledge of the subject and the process followed
* The non-verbal aspects (body position, eye-contact, etc.)
Assesment Rubric
You can view the assessment rubric on the next document.
2
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Checklist for Parents of Children with Hearing Loss
By Anna Bella and Suzanne D'Amico
As the summer draws to an end, parents and students are gearing up for the approaching school year. Along with notebooks and pencils, here are a few suggestions to add to your back-to-school checklist to help your child make a smooth transition into the fall.
Tune up
Make an appointment with your child's audiologist the hearing aid or cochlear implant is in working
prior to the start of the school year to ensure that order.
Individualized Education Plan (IEP)
Know your child's IEP inside and out. You will be better equipped to advocate for your child if you
know exactly what he or she is entitled to.
Help your child self-advocate by familiarizing her with their IEP. Encourage her to speak up if she feels something isn't correct.
Meet with your child's teachers and principal to go over the IEP and explain your expectations for the upcoming school year. This will ensure that everyone is on the same page.
Hearing Loss Magazine
Technology
Make sure your child's teacher is aware of and able to operate any assistive technology that will be used in the classroom.
Teach your child the basic functions of their hearing aid, cochlear implant and/or FM device, including, changing a battery, switching programs, and adjusting the volume.
Keep an extra pack of batteries with your child, the teacher, and/or nurse to ensure that she never gets caught without them.
Transportation
Inform the bus company and bus driver of your child's hearing loss. Request that your child be seated upfront or with someone they know who can act as a buddy in case of an emergency.
Special Classes
Most IEPs address your child's needs only in the classroom but children spend their day in other areas of the school as well.
Visit us at hearingloss.org and follow @HLAA on Twitter
18
Gymnasium The gym is noisy and echoes. It can be difficult for your child to understand instructions. Work with your child's gym teacher to implement best practices to ensure effective communication.
If your child's school has a pool, you can request oneto-one supervision during swim class. You can have this added to your child's IEP to ensure his safety.
Sweat and humidity wreak havoc on hearing aids or cochlear implants. Try keeping a small container of uncooked rice in his gym locker in which to store his hearing instrument during swim class. This can help eliminate unnecessary repairs.
Cafeteria
Children with hearing loss generally dislike the cafeteria because of the noise. See if other arrangements can be made such as a small lunch group in the guidance office or classroom to make lunchtime fun.
Auditorium
It's no fun watching a movie on a rainy day during recess if you can't understand what is being said. Most auditoriums have assistive listening devices. Inquire with your school what is available for your child and arrange for the appropriate instruction on how to obtain and use this equipment. Better yet, request captioned movies.
Emergency Preparedness Emergencies can be scary for any child especially a child with a hearing loss. Discuss the school's emergency plan with your child and his teacher prior to the first drill. It's also appropriate to ask for an adult to be assigned to your child during an emergency to ensure he hears all instructions and safely exit the building if necessary.
After-School Activities Inform your child's coach or after-school activity supervisor of your child's hearing loss. Make suggestions to help them better communicate with your child during group discussions or sporting events. HLM
Anna Bella D'Amico is an eighth grader at Transit Middle School in Williamsville, New York. She has a genetic hearing loss and is an avid advocate for herself and others with hearing loss. Anna Bella's mother, Suzanne, is the Northeast Region Walk4Hearing Coordinator for HLAA.
Combined Federal Campaign Participants
Celebrate with the Hearing Loss Association of America
Your support helps us
* advocate for Medicare coverage for hearing aids
* provide solutions to veterans and others with hearing loss
* fight to end discrimination in the workplace
* safeguard your rights with insurance carriers
* make your voice heard with state and federal regulators
Your support is critical in our service to you. We make your issues and positions known. We are your vocal and visible presence ensuring that your rights and needs are met.
Designate #11376—Hearing Loss Association of America as your charity of choice during the upcoming campaign season.
September/October 2015 19
Designate #11376
Your gift makes a difference in lives every day.
Like HearingLossAssociation on Facebook | 1,890 | 957 | {
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DECEMBER 2021 | GINA SENA
In this issue of our BCAITC Teacher Champion series, we are pleased to profile secondary school teacher, Gina Sena. Discover her passion for educating students about BC agriculture and food.
Q: What school do you teach at? A: Richmond Secondary School.
Q: What grade(s) do you teach? A: Grade 11-12 Culinary Arts as well as ITA's Youth Train in Trades Apprenticeship Program in partnership with Vancouver Community College.
Q: How and when did you first learn about BCAITC? A: I first learned about BCAITC at my very first BCCASA conference in 2009. Twice, Richmond Secondary School was honoured to host the THANK YOU event for many of our generous Take a Bite of BC program suppliers.
Q: How long have you been teaching students about BC agriculture and food? A: 12 years.
Q: What are the most important things that you want your students to learn about BC agriculture and food? A: Sustainability and the importance of supporting locally produced products.
Q: BCAITC has over 500 free downloadable resources including lesson plans, activities, videos, recipes, and more! What is your favourite BCAITC resource and why? A: They are ALL wonderful resources, but one of my favorites is Grow BC: A Guide to BC's Agriculture Resources. It is in line with the topic of sustainability and supporting local products. This resource allows me to match the products that we receive through Take a Bite of BC and use it as a comprehensive resource to educate our students/apprentices just how diverse BC's agriculture, livestock, fruits, vegetables, field crops, and aquaculture are.
Q: What is your favourite BCAITC program and why? A: I LOVE the Farm Tours and Field Trips when generous owners open their gates and barns! It offers our students a fun and long-lasting experience.
Q: What is an agriculture or food based project you have recently implemented in your classroom? A: Involving students with the school gardens has been both an entertaining and rewarding experience. It was surprising how many students couldn't identify the very plants they ate regularly. Gardening allowed them to learn about food, understand the process of growing and harvesting, then actually cook them. In a way, they've lived the "farm-to-table" experience, rather than simply reading it on a restaurant menu.
Our students realized just how much it takes to produce the many wonderful products that we receive in our kitchen and classrooms! And behind these beautiful products we enjoy eating are hardworking, and dedicated people.
Q: Do you have any advice for other educators on how to integrate agriculture and food education into their curriculum? A: I found that the best way to integrate agriculture and food education is to give our students hands-on experience with the whole process, and work with groups other than just their classmates. Our school garden is a very important resource that is right outside our doors. We supplemented this with field trips to see how the "real world" works at a larger scale.
Our school garden also allows us to work with the different departments in our school. As examples, the Science department sows the seeds, Culinary Arts uses our products for learning and cooking, Learning Services/Peer tutoring have sold our produce at local market, Green Team looks after the composting, the Arts Department have made signs and painted rocks around the garden. It is a wonderful collaboration.
ABOUT THE TEACHER CHAMPION SERIES: This monthly BCAITC series features BC teachers who are passionate about providing agriculture and food education to K-12 students. For more information, please contact our Communications Coordinator, email@example.com. | 1,514 | 763 | {
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Ashley Forrester
Instructor's Name
ENGL 1013
Date
Word Vomit
Word vomit gets its name from words coming out that can't be stopped. A person who watches the movie Mean Girls will hear the term "word vomit." It is an interesting concept because it is a lot like a disease. It spreads quickly, people must come in contact with it in order to obtain the disease, and it's difficult to cure. Word vomit usually happens when someone has a good secret, when people are bored, or when someone has a guilty conscience. All people have word vomited at one time in their life, most likely by accident. If individuals regret the words as soon as they leave their mouth, they have experienced word vomit.
It is easiest to experience word vomit when there is a good secret in the air. A secret is also the best example of the chain reactions associated with word vomit. The person with the disease, also known as the secret, always gives someone else a chance to word vomit. Even if the person with the secret isn't infected, passing on the secret makes someone else word vomit. When someone has a good secret, the disease can easily spread virally, meaning just by hearing the secret a person can be susceptible to word vomit.
When people get bored, they look for "vomit bacteria," also known as gossip. Gossip is normally a lie that comes from some truth blown out of proportion. This is the hardest word vomit to cure because it spreads the quickest. In this instance, people tell their group of friends, and then each of their friends tells another group of people. When this happens, a mass infection occurs, and there really isn't anything to trace the gossip back to the carrier since someone
always heard it from someone else and no one will admit to being the source.
When someone finds out another person has word vomited, it is common for that person to blame someone else. A guilty conscience makes people lie to get themselves out of trouble, making them a sure target for the disease called word vomit. The individuals know they should've kept their mouths shut, and now they have to blame the gossip on someone else. When the people they blame find out, they will have other things to make up. A guilty conscience normally means a person started the word vomit, whether it's true or not.
Experts may not believe word vomit is a disease, but all high school girls recognize it as a serious illness. Symptoms of word vomit include having no friends and not being trusted. Word vomit spreads like a sickness because, once one person is infected, everyone around starts to word vomit. Secrets, bored people, and guilty consciences are normally the most likely causes of word vomit. The only known way to avoid getting the disease is to not tell anyone anything. People should keep their secrets or gossip to themselves to avoid a mass infection and a guilty conscience. Word vomit is not really a disease, but it is easily compared to one, and if people word vomit enough, I'm sure they will start feeling kind of sick. | 1,107 | 664 | {
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Do You Eat Like A Turkey? and Other Gardening Questions
By Sharon Vaughan Smith, Fairfax Master Gardener
As we get closer to celebrating Thanksgiving, have you ever wondered what turkeys eat? In other words, if a turkey had to plan a holiday meal for all its family and friends, what would be on the menu? Do we eat similar things to turkeys?
As it turns out, turkeys are like people; we are both omnivores. In other words, we eat both plants and animals. Turkeys eat the 5 parts of a plant: roots, stems, leaves, flowers, fruits and seeds of many different kinds of plants. People also eat 5 parts of a plant. Where we differ is turkeys eat a wide variety of different kinds of insects, and we eat them (turkey) and other kinds of meat.
At your Thanksgiving meal, can you think of what food items at your table represent the 5 parts of a plant — roots, stems, leaves, flowers, fruits and photo: Cornell University College of
seeds? For example, steamed carrots and mashed potatoes are two of my favorites and they are both roots. Have you ever had stuffing also called dressing at your holiday meal? Many recipes for stuffing/dressing call for the stems and leaves of celery to be added to the cubed bread. The flowers in your meal could be broccoli or cauliflower. The fruits and seeds of a plant could be found in the pies or muffins like pumpkin, apple, or pecan. In other words, eating the 5 parts of a plant is so easy at Thanksgiving.
Have you ever thought about planting a fall garden and have these vegetables at your Thanksgiving meal? When considering what to plant in your fall garden, you need to consider that there are three categories of vegetables — tender, semi-hardy and hardy. Examples of tender vegetable plants are cucumbers, pumpkins and sweet potatoes.
Semi-tender vegetables are cauliflower, celery and lettuce. Hardy vegetables are broccoli, Brussels sprouts, onions, peas and spinach. These categories let a gardener know how the vegetables will handle the cold temperatures. Tender vegetables are damaged when temperatures at night drop to below 32 F and the dew (water) becomes a layer of ice, called frost. Semi-hardy vegetables can survive repeated days of light frost and temperatures from 30 F to 32 F. Hardy vegetables can handle frost and cold temperatures below 25 F.
Lettuce
You can find out when the first frost will happen by checking out the Old Farmer's Almanac online and entering the zip code of where you live. Once you learn the date of first frost and how many days it takes for your seeds to mature and produce fruit, then you count backwards from the first frost date for the total number of days for your vegetable plants to mature to get your planting date. Tender vegetables must be ready to be picked before the first frost. Semi-tender vegetables can keep growing and producing fruit after the first frost until the temperature drops to 29 F. Hardy vegetables will survive until temperatures
drop to 20 F. So, if you want to eat like a turkey this Thanksgiving, you have to eat 5 parts of the plant, and if you want to eat what you grow, you have to start thinking about Thanksgiving in the summer.
References
* Planning the Fall Vegetable Garden, Cleve Campbell, July 2016-Vol 2.No.7, Piedmont Master Gardeners
* Vegetable Planting Guide and Recommended Planting Dates, Allen Straw, Southwest Virginia Agricultural Research and Extension Center Publication 426-331, Virginia Cooperative Extension
* Turkeys Are What They Eat: Weird and Adaptable, Joe Smith, November 2016, Cool Green Science | 1,369 | 765 | {
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A FARM – A STRONGHOLD OF RESISTANCE
The nostalgic looking little farmhouse at 1253 Rijnlanderweg (formerly: Sloterweg) situated in Nieuw Vennep, Haarlemmermeer, dates back to 1868. However small it was, and still is, it contains a great history under its roof. It was a stronghold of resistance
Its original name: "De Zorg" (which means The Caretaker) could not have been more adequate, be it that at that time, the owner couldn't have had any idea what the future had in store for the little farm. It became a listed historical monuments after 125 years and received a special status. Although the building was renamed "'t Sunneke" in 1950, it remains connected to the heroic part the Bogaard family and their farm 'De Zorg' played during the Second World War.
The 75 year old grandpa Hannes Bogaard lived in the small house together with his daughter Aagje, his sons Antheunis (Teun) and Willem and granddaughter Metje (daughter of Hannes jr.). From 1939 till 1943 they hid more than 150 Jewish people who went into hiding there. Besides that it functioned as a kind of intermediate hiding place for about 3.000 Jews who the Bogaard's sent into hiding at other places.
Unfortunately this could not remain unnoticed. The place was known to the people in the area as the "Jews' farm" and it was raided several times. Generally this was done by mainly Dutch policemen. At a first raid nobody was found but at a second raid on November 11th, 1942 which lasted from 13.00 hrs till well into the evening, a brickwork cellar was discovered, and subsequently 12 adults and a 4-year old girl. During the skirmish in the house the girl 'Leny' was "spirited away" by Metje. Thanks to Metje's action Leny survived the war.
The other people were deported and grandpa Hannes was run in. He was released after ten weeks. But still grandpa Hannes Bogaard considered it his duty as a Christian to rescue Jews.
In the Autumn of 1943 a third raid took place by Dutch WA members and a couple of SD men. In spite of threats to shoot down Antheunis and to set fire to the farm and also thanks to the inexorable attitude of the Bogaard's, the hidden people were again saved from arrest and deportation by the Germans.
The menace became ever so much heavier. Unfortunately a completely false story by someone who was apprehended for illegal slaughtering with 25 kilograms meat in his possession, would mean the end of the heroic actions of the Bogaard family. At October 6th, 1943 the fourth and fatal raid took place.
Henk Rebel, the founder of the Crash AirWar and Resistance museum, dedicated himself to a complete historical account and formulated it as follows in October 1999:
'When Cor van Stam, during the war Commander of the Interior Armed Forces and three decades later the burgomaster of Haarlemmermeer, opened our first exhibition in 1991, he told us the story about the 'resistance farm' of the Bogaard family at the Sloterweg. He wanted to make a museum of the little farm. The entire municipality backed up this plan in 1992. August 20th, 1995 Cor van Stam passed away and from then on the drive behind this initiative stopped.
The history of the farm "De Zorg" and of the Bogaard family kept playing through my mind. I wanted to know everything about it, collected pictures, reports and all publications about this brave family and their farm that saw the light in the past. Besides that I contacted the people who went 'underground' at that time. All this material and the interviews gave me such a clear picture of what the farm must have looked like in those years that I was able to make an architectural model of the farm as it must have looked like in 1942.'
The model is built to scale and is exhibited in the museum supplemented with authentic photographic material.
During World War II the day-labourer's house of Sam and Antje Breijer at the IJweg 1742 in Nieuw Vennep was also a well known hiding address in the Haarlemmermeer.
Between 1943 and 1945 eighteen to twenty people lived in this small house, its dimensions 6 x 4 metres (18 x 12 ft) – .
Neighbours only discovered about the hidden people when Sally Cohen (pseudonym 'Uncle Henk') and the others appeared from the house bearing the Dutch flag on VE-Day.
On August 22nd, 2003 it had to be torn down to make way for a new house. Crash took the initiative to record and preserve its history. Some typical parts of the small house were saved to put on display in our museum | 1,732 | 1,057 | {
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At-Risk for Elementary School Educators
PROFESSIONAL DEVELOPMENT SIMULATION
An interactive role-play simulation for elementary school educators that builds awareness, knowledge, and skills about mental health, and prepares users to lead real-life conversations with students, parents, and caregivers about their concerns and available support.
TOPICS
Mental health
SETTINGS
Elementary schools,
youth programs,
foster care
Adopted by more than 5,000 schools and districts nationally, this research-proven online solution cost-effectively drives sustainable changes in behaviors that support student wellness, academic performance, attendance, and school safety.
BUILD REAL-LIFE SKILLS IN A VIRTUAL CLASSROOM
Assume the role of an educator and talk with a virtual parent and a virtual student showing signs of distress. Try different approaches to see what works best.
CONVERSATION MENU
USERS PLAY VIRTUAL EDUCATOR
VIRTUAL STUDENT/PARENT
VIRTUAL COACH
SANDRA
HAMPTON
DERRICK
Learn more at kognito.com
Harnessing the power of conversation to improve student wellness and school safety.
Educators are in an ideal position to engage in early intervention and prevention of mental health issues. While 50% of lifetime cases of mental illness are diagnosed by age 14, many signs may emerge earlier, especially when children are exposed to traumatic life events.
LEARNING OBJECTIVES
FEATURES
* Increase knowledge and awareness about children's mental health
* Identify warning signs of psychological distress, including verbal, behavioral, and situational clues
* Lead conversations with a student and a parent to lay the groundwork for referral and collaboration
* Encourage the child to open up and motivate the parent to access support
RESEARCH PROVEN
The simulation has been accepted for review by SAMHSA's National Registry of Evidence-Based Programs and Practices (NREPP). Studies show that it results in (1) statistically significant increases in mental health skills that remain significant at a 3-month follow-up point, and (2) statistically significant increases in the number of students that educators connect with, discuss concerns, and if necessary, refer to support.
Conversations that change lives.
* Fully-hosted solution deployed to users in less than one week
* Technical assistance and outreach templates to drive adoption
* Usage reports and customizable online surveys to support program evaluation
* Customizable list of local and national mental health resources
* Discussion guides to support blended delivery with in-person workshops
HOW TO BUY
Organizations can purchase yearly subscriptions to the simulation that include hosting, technical assistance, program evaluation, and usage reports. For details, contact firstname.lastname@example.org or 212.675.9234. To purchase 1–50 individual licenses, please go to store.kognito.com.
Learn more at kognito.com | 1,450 | 589 | {
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Name_____________________________
Date_______________
Fire Protection
The following test is a true/false, multiple choice test designed to reinforce your knowledge on Fire Protection Safety. Circle the best answer.
1. Fire extinguishers are required for every 3000sqft of floor space?
a. True.
b. False.
2. How often are fire extinguishers required to be inspected?
a. Every 2 years
b. On a monthly basis
c. On a yearly basis
d. Whenever they are used in a fire
3. What is an ABC fire extinguisher used for?
a. Flammable liquids like grease, gasoline and oil
b. Fires in ordinary combustibles such as wood and paper
c. Electrically energized fires
d. Cooking oils in commercial cooking operations
4. What is a K fire extinguisher used for?
a.
Flammable liquids like grease, gasoline and oil
b. Fires in ordinary combustibles such as wood and paper
c. Electrically energized fires
d. Cooking oils in commercial cooking operations
5. A CO2 fire extinguisher may be used in a compressor room fire?
a. True
b. False
6. What is the correct procedure for using a fire extinguisher?
a. PASS Method ( Pull the pin, Aim the nozzle, sweep back and forth)
b. PASS Method ( Pull the pin, Aim the nozzle, Squeeze the handle, Sweep back and forth)
c. Pass Method (Point the nozzle, Aim, Shoot the fire)
d. None of the above
7. Grease does not accumulate in a ventilation hood beyond the filters?
a. True
b. False
8. The fire suppression system in the kitchen uses a wet chemical agent to rapidly suppress a hot oil fire and cool the cooking surfaces?
a. True
b. False
9. How is the fire suppression system activated?
a. By the fire department
b. Manual Pull Station
c. Automatically due to heat or flame
d. Both B and C
10. It is okay to move cooking equipment around underneath the vent hood?
a. True
b. False
11. A fire suppression system is required to be serviced and inspected?
a. On an annual basis
b. Every 3 months
c. Every 6 months
d. None of the above
12. In the event of a fire you should?
a. Call 911
b. Call 911
c. Call 911
d. Call 911
13. All of the sprinkler heads on a fire sprinkler system activate during a fire?
a. True
b. False
14. When working around sprinkler heads you should?
a. Not strike or touch
b. Never Stack anything within 18"
c. Not paint a sprinkler head
d. All of the above
15. Which of the following are true about exits?
a. Never Block doorways or exits
b. Exits must be marked with a lighted sign
c. Exits must remain unlocked during business hours
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Subject: Sociology
Curriculum Map
Subject: Sociology
Year group: 12
At A Level, students are required to demonstrate knowledge and understanding (AO1) of:
| Topic 1: Education | Topic 2: Families and Households | Topic 3: Sociological Methods |
|---|---|---|
| Students need to know: •• the role and functions of the education system, including its relationship to the economy and to class structure •• differential educational achievement of social groups by social class, gender and ethnicity in contemporary society •• relationships and processes within schools, with particular reference to teacher/pupil relationships, pupil identities and subcultures, the hidden curriculum, and the organisation of teaching and learning •• the significance of educational policies, including policies of selection, marketisation and privatisation, and policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role, impact and experience of and access to education; the impact of globalisation on educational policy. | Students need to know: •• the relationship of the family to the social structure and social change, with particular reference to the economy and to state policies •• changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life course, including the sociology of personal life, and the diversity of contemporary family and household structures •• gender roles, domestic labour and power relationships within the family in contemporary society •• the nature of childhood, and changes in the status of children in the family and society •• demographic trends in the United Kingdom since 1900: birth rates, death rates, family size, life expectancy, ageing population, and migration and globalisation. | Students need to know: •• quantitative and qualitative methods of research; research design •• sources of data, including questionnaires, interviews, participant and non-participant observation, experiments, documents and official statistics •• the distinction between primary and secondary data, and between quantitative and qualitative data •• the relationship between positivism, interpretivism and sociological methods; the nature of ‘social facts’ •• the theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research. |
Skills
Procedural Knowledge – 'Know How'
Curriculum Map
The AQA specification identifies the key skills needed for success in A Level Sociology:
AO2 Apply sociological theories, concepts, evidence and research methods to a range of issues
AO3 Analyse and evaluate sociological theories, concepts, evidence and research methods in order to:
*• present arguments
*• make judgements
*• draw conclusions.
These skills are developed in each of the units of work in Year 12, carefully sequenced to ensure the different skills required for different exam questions are addressed.
| PAPER 1 Introduction to the AO2 and AO3 skills required in A Level Sociology. PEEL/PEEEL structure. Analyse 10 mark questions – use of the Item. How to effectively answer 4 and 6 mark questions. Introduction to 30 mark essays. Analyse 10 mark questions – use of the Item. | PAPER 2 Particular focus on 10 mark Outline and Explain questions – analysis. Introduction to 20 mark essays. | PAPERS 1 and 3 10 mark Outline and Explain questions and 20 mark essays. Focus on how to use examples of research to improve analysis. Application – Methods in Context question. |
|---|---|---|
| What is the role of the education system? Why do different social groups achieve differently in the education system? What is the purpose of education policy? | What is family? What is the purpose of the family? How have families changed/are continuing to change? Is childhood socially constructed? Who has power in families? What demographic change has the UK experienced? | How do sociologists research the social world? What are the strengths and weaknesses of different sociological research methods? What are the PET considerations when choosing a research method or topic? |
| Education end of unit assessment (November/December) | End of unit assessment (February) | End of Unit assessment (May) |
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Eco-Badge
Nature is in trouble. Can you hear its SOS? It needs our help.
What can your Scout Group do to help ? What can YOU do to help? Can You become an agent for change
Can you, use this badge to help your youth members plan their programme. We can offer you a badge for €2 each plus €5 postage
Requirements:
1. Plan: Explore a local environmental topic
2. Do: Complete three actions to help the local environment. Choose 3 from eco.loughdan.com, scouts.ie/Campaigns, or similar activities with the same level of details
3. Review: Evaluate your actions and plan what other actions or lifestyle changes you can take to improve the environment
So for an example:
Plan: Learn about local wildlife and how you can support them
Do:
Set up a compost system in your meeting space
Build mini amphibian ponds
Adopt a section of road or beach to clean up
Explore the hedges on a quiet road in your town, understand what's growing there and can you help nature in that hedge
Review: Look over your actions and see what else you can do.
Award the Badge !
Potential actions:
* Explore a local river, lake, or beach
* Find out about recycling and disposing of harmful waste safely
* Study environmental practices such as leave no trace and sustainability
* Learn about natural disasters and the clean - up effort
* Plant twenty native trees
* Build bird and bat boxes
Order:
No need to register. The badge is open to every section, and all youth memebers. We would expect the project would be age appropriate. The section leadership team (Lodge Chew, Sixers Council, PLC, etc) who decides if the particular project is worthy of a badge
We are selling this badge for €2 each plus postage to your address. (eg. that would be €2 by 17 badges plus €5 postage is a total of €39). A receipt is given for every transaction.
For payment details just email email@example.com. Order not confirmed until payment received. Badge measures 48mm diameter
World Scout Environmental Badge:
Why not use the Eco.Scout badge as part of the Chief Scout Award, or to work towards the World Scout Environmental Badge (scouts.ie/Campaigns).
1. Register: A section or small team registers to begin the programme by emailing firstname.lastname@example.org
2. Plan: Using activities, explore and reflect on each of the five areas in the programme - Clean water and clean air, natural habitats, risks of harmful substances minimised, suitable environmental practices, and environmental hazards and natural disasters.
3. Take Action: Complete an environmental project based on your exploration of the issues and which helps the local environment.
4. Review: Evaluate your project and each scout reviews their role.
5. Submit an application for the World Scout Environment Badge which records all your exploration activities and the environmental project. | 1,257 | 604 | {
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City LG—November 15 th , 2020
Today's Bible Story: Say Something (Jesus Heals 10 Men) •Luke 17:11-19
Today's Bottom Line: Say thank you.
Monthly Memory Verse: Give thanks to the LORD, because he is good. His faithful love continues forever. Psalm 136:1 (NIrV)
Pre-Service Video: Pumpkin Scramble Video
NOTE: Start this Video 5-10 Minutes before your Service Start Time
CG: Countdown Video
WORSHIP: "At the Top of My Lungs" and "Zeal"
"Hi, everybody! As you know, we're talking this whole month about gratitude, and why it's important for us to thank the people around us. I've got a great story from the Bible (hold up Bible) that shows us what JESUS thought about gratitude.
"People were amazed by the things Jesus said—and the amazing things He did. Several different people wrote down what Jesus said and did, and we can find what they wrote in the Bible. One of those writers was a man named Luke. We can find this story about Jesus in the book of Luke, chapter 17.
"To help me tell it, I have these Jumbo Playing Cards!
Begin telling the Bible Story using the stack of jumbo playing cards.
"One day, Jesus . . .
Flip up the first card—the king card—and holds it up so the audience can see.
". . . was traveling to a city named Jerusalem.
Make the king card "walk" in mid-air.
"He was traveling between the cities of Samaria and Galilee.
"As Jesus entered a village, He saw ten men who had a skin disease.
Flip up the next ten cards, one by one (these should be the ace through 10). Hold them up with the other hand, fanning them out so the audience can see all ten cards.
(referencing the cards) "One, two, three, four, five, six, seven, eight, nine, ten.
"The skin disease that these men had could easily pass from one person to the next . . . so, unfortunately, they had to live outside of town so no one else would get it. The 10 men saw Jesus, and they called out . . .
Shake the 10 cards, as though they're calling to Jesus.
"Jesus! Master! Have pity on us!
"We know that at least one of the men was a Samaritan…
That means he was from a group of people who the Jews usually didn't trust. So, you could say the cards were stacked against them. See what I did there? Eh? (Pause.)
"Basically, what I'm saying is that things were pretty bad for these 10 sick men, and there wasn't much hope that it would get better. When Jesus saw these men and heard their request, He told them . . .
Hold up the king card.
"Go. Show yourselves to the priests.
"The reason Jesus told them to do this is because whenever someone believed they had been healed from any kind of sickness or disease, they had to let the priests examine them to see if it was true.
"The men headed to town to find the priests…
Set Cards 2-9 down
"The Samaritan man then hurried on his way to see the priests.
Set the Ace Card down separately
"Let's stop right there, and let our Bible Story Video tell us what happened next! Let's watch!"
CG: Lesson Video (Runtime: 10:00)
"The Samaritan had decided it was worth it to go back and thank Jesus first . . . because Jesus had given him back his life!
Hold up the king card and the ace card next to each other
"This man knew something that we need to remember, too. He knew it was important to . . .
SLIDE: Bottom Line
[Bottom Line] "say thank you.
"Sometimes it can be hard for us to remember to stop and say thank you. But it means so much when we do! We can show how grateful we are when we take the time to thank others. Let's pray and ask God to help us with that."
SLIDE: Theme Background
PRAY: "Dear God, sometimes we forget to [Bottom Line] say thank you when others have helped us. We don't want to be like the nine men who forgot to thank Jesus. We want to be like the one who came back! Please help us remember to SHOW how grateful we are by taking the time to [Bottom Line] say thank you to the people around us. We love You, and we pray these things in Jesus' name. Amen."
"God has done so much for us. He's DOING so much in our lives, every day. He deserves our gratitude! We can get so busy that we forget to stop and thank Him. But it's important that we do. After all, He loves us. He gives us the strength we need to take on tough things in life. He forgives us when we mess up. We need to take the time to tell Him thank you!
"We also need to thank the people who help us, every single day. Our friends . . . our families . . . our teachers, coaches and Small Group Leaders . . . THEY deserve our thanks, too. We need to stop what we're doing long enough to tell them that we're grateful.
"It's simple.
SLIDE: Bottom Line
[Bottom Line] "Say thank you.
"When your mom cooks dinner, [Bottom Line] say thank you. When your friend invites you to his birthday party, [Bottom Line] say thank you. When someone gives you a gift, don't wait for someone to TELL you to [Bottom Line] say thank you. Tell them how grateful you are! Let's get ready for our All Together Activities! Before we begin, watch this!"
CG: Shout it out Showdown Week 3 (Runtime: 3:30)
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Completing Community Projects
Your local community is the place you live in. Communities come in all shapes and sizes, and on the face of it a community in the heart of a city may seem to have very little in common with a community in a remote country village. But all communities however involve people and the more the people who live in a community get involved the better a place that community will be to live in.
By taking on community projects you and your Patrol can help to make the place you live a better place. Community projects come in all shapes and sizes. When thinking about what project to carry out you and your Patrol should consider some of the following:
- What types of things are most needed in your community? Make a list and try to choose something from this list rather than going for the obvious.
- What are the interests of the Patrol members? A project is only likely to be successfully completed if your Patrol is interested from the start.
- What kinds of skills do your Patrol members have? It only makes sense to take on a project that you have the skills to compete. It might seem like a good idea to paint a mural on a wall, but if no-one in the Patrol can paint very well it's not going to look very good!
The following are some suggestions to help get you started when you are thinking about carrying out a community project. They are broken into a number of groupings.
Community Enhancement.
Plant trees and bulb flowers such as daffodils. •
Renovate a run-down playground. •
Paint a mural. •
Support the local Tidy Towns campaign. www.tidytowns.ie •
Clean up a local park. •
Community Involvement.
Produce a Community Newsletter. •
Organise a 'Welcome to the Community' day for new residents. •
Assist in the stewarding of a community event •
Contact your local Simon Community to find out how you can aid their work. • www.simon.ie
Helping the Homeless. •
Helping the Elderly.
Carry out a shopping service for elderly residents that are house bound. •
Help local elderly residents to maintain their gardens. •
During spells of cold weather visit elderly residents to check that their homes are • adequately heated.
Carry out a series of entertainment workshops for residents of a nursing home. •
Set up a social club for elderly residents in your Scout Den. •
Hold a Christmas party in your Scout Den for elderly residents. •
Do a safety audit of elderly residents homes for smoke alarms and fire hazards. • www.ageaction.ie
Helping those with Special Needs.
Volunteer to help at a Special Olympics event. •
Conduct a community accessibility audit for people with disabilities. •
Volunteer to work with an agency that helps children with disabilities. •
Help expand the library of a children's hospital. •
Install a ramp for wheelchair in your Scout Den. •
www.enableireland.ie •
A word about fundraising and community projects.
Raising money for a local community project is certainly worth-while, but a more 'hands on' approach to community projects is to be encouraged. You will personally get a lot more from a project if you interact with other people or if you complete a physical job yourself. Only consider fund-raising if you need some money to complete your project. For example if you decide to plant trees in an area you may need to raise money to buy the trees. | 1,312 | 711 | {
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Community mapping
This person-centred thinking tool is a way to map out where the person spends their time (outside of their home). It is a way to think about what it would take to extend the places where the person goes; what is working and not working about where they go; where they can contribute to community life; and what opportunities could be created to connect and develop relationships. This information is important when looking at the person's 'perfect week'.
Benefits for the person
Benefits for employees and the organisation
* A way to spot opportunities to increase the possibility of relationships and connections, and to develop actions.
* This can then be used to think about what is working and not working about the person's community life and to develop actions to change what is not working.
* Clear understanding of where the person goes, when and who with.
* Can link what people appreciate about the person and their gifts and interests to opportunities in the community to use these, and to develop actions.
* To create the 'perfect week' and inform support planning.
* Identifies where there may be opportunities to share resources or have mutually beneficial relationships.
* Maps out places that employees and the organisation can make a community contribution in partnership with the people they support.
Using it with an individual
* Think together about the different places where the person spends their time.
* Put the person's name or photo in the middle of the map.
* Record this (writing, pictures, photos) on the community map under the following sections: Places where I feel good/Places where I am a member/Places where I am a customer.
Next, think together about these questions and add in any missing information:
* Who do you go with? Alone? With family? With friends?
* Where do you go during the week? At the evenings and at weekends?
* Who makes the arrangements for the activity (e.g. who books the bowling alley, looks at bus times etc.)?
To move this towards actions look together for patterns or themes and think about:
* Do you meet and get to know other people at these places?
* Where are the places that the person's connections can be strengthened? What could they now do and who can help?
* What is working and not working for the person about where they go at the moment?
* Where are there connections that can be made? What could they now do and who can help?
Community mapping
* Are there places where they can use their gifts or share their interests? What would it take to make that happen?
* What would need to happen to change what is not working and build on what is working?
Using it with a team
* Look at services that could use the same support services of suppliers – are there opportunities to work together to cut costs or get discounts?
* Map out the community places, people or organisations locally that share the same values and principles (for example social justice and empowerment). Are there organisations that you could work in partnership with to achieve your mission – for example, would connecting with a campaigning organisation for people with learning disabilities offer any benefits to enabling the people you support to be heard on national issues? | 1,180 | 635 | {
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Intent:
In year 12, students will study 6 AQA topic areas in relation to German speaking countries. Students use their knowledge of grammar to progress onto more complex grammatical structures. Students communicate and learn across 4 modalities – listening, speaking, reading and writing. Students will deal with authentic texts and learn the skills of summary, translation and target language responses. In addition, students will study a film in year 12 (Goodbye, Lenin) – they will learn to analyse and evaluate themes and techniques. Students are able to communicate confidently with a sympathetic native speaker.
fair degree of accuracy, show a good understanding of the assessed language, show knowledge of the society and culture of the assessed language countries or
| HALF TERM 1: Introduction to A-Level skills – summarising text. Intensive grammar module | HALF TERM 2: Familie im Wandel + Das Berliner Kulturleben | HALF TERM 3: Die digitale Welt + Film Study | HALF TERM 4: Jugendkultur + Film Study + Feste und Traditionen | HALF TERM 5: Kunst und Architektur + Feste und Traditionen |
|---|---|---|---|---|
| Consolidation of tenses, pronouns, adjectives, Infinitive constructions Topic-specific vocabulary | Present tense, modal verbs, perfect tense, word formation Adjectival endings, the imperfect subjunctive Topic-specific vocabulary | Use correct word order (Time Manner Place), Prepositions with cases; future tense Context, structure and character re film study Topic-specific vocabulary | Pronouns, cases with verbs, imperative Themes & techniques in film study Topic-specific vocabulary | Word order in subordinate clauses, comparatives/superlatives pluperfect Passive with werden, separable/inseparable and reflexive verbs Topic-specific vocabulary |
| Use prior knowledge from grammar at GCSE to build on and begin to spot links to more complex structures. Requirements and marking for summaries and translations. | Describe and discuss trends in marriage and other forms of partnership Discuss influence of political events on Berlin and the challenges of life in a multicultural city | Describe and discuss how technology has transformed everyday life; Discuss context, structure & character of Goodbye Lenin | Describe and discuss fashion, music and television Discuss theme & technique of Goodbye Lenin | Discuss developments in art and architecture and how they shape everyday life Explore festivals and traditions, their roots and socio-economic importance |
| Comprehension in reading and listening Translation into and out of Target Language Independent writing, including essay writing | Read a literary extract Introduce Speaking cards | Commenting on Statistics (Speaking exam prep) | Film essay writing | Give a presentation or talk Express reactions and emotions Improving answers |
| | Listening, reading, writing unit assessment | | Assessment | Mock exam (multi-skill & essay) |
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Science leadership tools: focus groups
Introduction
Exploring what your pupils have to say about their science lessons and science across the school can really add insight to your quality assurance systems. There are a number of different approaches for carrying out pupil voice work: focus groups, science surveys, school council meetings, science committee meetings or interviews. A focus group is a very effective way of making time to listen to what pupils have to say and exploring their opinions.
Keep groups small
To encourage sharing and ensure every voice is heard, four to six children per focus group works well.
Stick to one year group at a time
Peers tend to have more in common with each other and will feel more relaxed and comfortable talking with each other.
Keep it short and sweet
To ensure the session has lots of energy and the children don't suffer from fatigue try to keep a session to 20–30 minutes.
Keep it active
Use props, puppets, simple practical activities, stickers to express feelings, racing to put post-it notes in a space, etc, to get children on their feet and engaged.
Value every voice
Show the children that you have listened to them, and that you value their ideas.
Questions
Understanding science lessons
How often do you have science lessons?
What happens in science lessons?
What makes science different to other lessons?
What have you been learning about in science this year?
What do you find difficult in science lessons?
How well are you doing in science? How do you know?
Working scientifically
How often do you plan your own science enquiries to explore your own questions about science?
How often do you carry out practical enquiries to find the answers to scientific questions?
Why are the helpful to you when you are working scientifically?
How often do you use maths (measuring, graphs and charts) in science lessons?
What equipment do you use to measure?
What things do you measure in science lessons?
What does it mean to work like a scientist? Do you work like a scientist?
What working scientifically skills have you developed this year? How have you improved?
Exploring attitudes and aspirations
Describe a scientist.
Is science important? Why?
What do you enjoy most about science? Why?
Is there anything that you don't like about science? Why?
Do you participate in any extracurricular science activities (science clubs, STEM club, annual science fair, family visits to science museums, etc)?
What would you like to do for a job when you have grown up? Are there any science jobs that you might like to do when you grow up?
Recommendations
What could the school or your teacher do to improve science lessons?
Are the any science learning experiences you would like to have beyond your lessons – field trips? Clubs? Science fairs? Family learning nights? Science cinema nights? | 1,143 | 565 | {
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- · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪
๏ Mountains are high.
๏ The Rocky Mountains of Colorado are high.
๏ Climbing mountains is exciting.
๏ Why he climbed the mountain is a mystery to me.
๏ That he was a criminal surprised me.
๏ I know that he is from Canada.
๏ I do not know what time the party begins.
๏ He talked about what he had learned in his
1
One who adheres strongly to the principles of democracy would respect the right of others in the society.
The rate of plant growth correlates positively with the amount of rainfall in an area; that is, the increase of decrease of rain is followed by an increase of decrease in plant growth.
Your parents and other kin, even you uncles and aunts, influence your life in some ways.
We all wish for a healthy body, a happy personality, a good mind, and a prosperous, or well-paying, form of work.
Many schools still segregate males from females; in the past, universities enrolled only men.
Though the representatives of countries may confer for many days, their discussions rarely lead to complete agreement.
One solution to the nation's termite problem could be growing in the fields of Africa. Seaphire International of Phoenix is developing termite-proof particleboard made from sea asparagus, a crop harvested annually in Africa and Mexico for its oil and asparagus tips. Because the plant is irrigated with seawater, the board has a salt content of 450 milligrams per ounce – salty enough to ruin the appetite of hungry termites.
Particleboard is used for cabinetry, flooring, and other nonstructural elements of a house. The new board is as strong as other medium-density agro-based particleboards, such as those made from rice, straw, and soy. In addition, says Seaphire's Roy Hodges, the board's high
salt content retards fires (its retardancy is comparable with that of particleboard specially treated to resist fire).
The new board should appear commercially in about a year, first in deforested Eritrea— a small African country on the Red Sea with the world's largest sea asparagus farms—then in the United States around 2004. Seaphire plans to expand its farms in Mexico to manufacture boards for the United States. That may help alleviate the termite problem that plagues Southern California and other warm regions.
The national problem mentioned in the text is caused by.
1. poor farming in warm regions
2. particleboard
3. an overabundance of sea asparagus
4. termites
It is stated in the text that farmers gather sea asparagus.
1. once a year
2. in any season
3. in the summer
4. twice a year
From sea asparagus, we can get.
1. termites
2. Seawater
3. straw
4. Oil
* ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ · ▪ | 1,209 | 728 | {
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Pacific Pests, Pathogens & Weeds - Mini Fact Sheet Edition
https://apps.lucidcentral.org/ppp/
Citrus aphids (249)
Photo 2. Shiny black adult citrus aphids, Toxoptera sp., and reddish-brown nymphs on the back of a citrus leaf. Note the two syrphid larvae, predators of aphids.
Summary
Worldwide distribution. There are two types, brown and black; but a microscope is needed to tell them apart. The brown citrus aphid occurs on citrus, and perhaps close relatives. The black citrus aphid occurs on over 120 hosts, including citrus, cocoa, coffee, Hibiscus, maize, Vanda orchids and tea. Important pests.
Important: (i) suck sap damaging shoot tips; (ii) spread Citrus tristeza virus; (iii) produce honeydew, blackening leaves.
Citrus tristeza virus is spreadmore efficiently by the black type.
Most colonies are wingless; winged adults develop when colonies are large. The aphids can fly up to 30 km.
Natural enemies: predators, and parasitoid wasps.
Chemical control: white or horticultural oils; PDPs: neem, derris, pyrethrum, or chilli; or synthetic pyrethroids, but likely to kill natural enemies.
Common Name
Brown and black citrus aphids. There is confusion in these names with brown and black given to both species of Toxoptera by different authors. CABI has the common names as follows: Toxoptera aurantii is the camellia aphid, and Toxoptera citricida as the black citrus aphid. Some accounts give the common name for Toxoptera citricida as the black/brown aphid!
In this fact sheet Toxoptera citricida is the brown citrus aphid, and Toxoptera aurantii, the black citrus aphid.
Scientific Name
Toxoptera species. Toxoptera citricida, brown citrus aphid (CABI-black citrus aphid); Toxoptera aurantii, black citrus aphid (CABIcamellia aphid).
AUTHOR Grahame Jackson
Produced with support from the Australian Centre for International Agricultural Research under project PC/2010/090: Strengthening integrated crop management research in the Pacific Islands in support of sustainable intensification of high-value crop production, implemented by the University of Queensland and the Secretariat of the Pacific Community.
This mini fact sheet is a part of the app Pacific Pests, Pathogens & Weeds
The mobile application is available from the Google Play Store and Apple iTunes.
Copyright © 2020. All rights reserved. | 1,121 | 563 | {
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PEID607
When Your Child has Hirschsprung Disease.
The colon (large intestine) holds poop (stool) left in the body after digestion. The colon is lined with nerves. These tell the colon when to contract (squeeze) and relax (open). The colon contracts and relaxes to push poop into the rectum. Poop leaves the rectum through the anus.
In a child with Hirschsprung [Hirsch·sprung] disease, nerves are missing in the anus and rectum and in part or all of the colon. The part of the colon without nerves can't relax. So, poop can't leave the body.
rectum
colon
colon
rectum
What are the types of Hirschsprung Disease?
Hirschsprung disease is grouped based on how much colon is affected. Your child's health care provider can tell you which type of Hirschsprung disease your child has. Types of Hirschsprung disease include:
* Ultra-short segment where nerves are missing from a very small portion of the rectum.
* Short segment where nerves are missing from the rectum and a small portion of the colon.
* Long segment where nerves are missing from the rectum and a larger portion of the colon.
* Very long segment where nerves are missing from the entire colon, rectum and sometimes part of the small intestine.
What are the signs of Hirschsprung Disease?
Hirschsprung disease is most often found in newborn babies. The most common sign is not pooping within the first 1 to 2 days (24 to 48 hours) of life. Other signs in newborns can include swelling of the belly, vomiting, and fever.
In some cases, the problem doesn't cause signs or symptoms until the child is a little older. When this happens, signs of a problem include constipation (hard, dry poop that can be hard to pass), poor appetite, and not growing as much as normal.
How is Hirschsprung Disease diagnosed?
First, the doctor takes a health history and does a physical exam. These help find the cause of the problem. The following tests may be done:
* Barium [bar·i·um] or contrast enema. A white liquid containing barium is inserted through the anus into the rectum. The liquid coats the inside of the colon and lower part of the small intestine, so they show up on an X-ray. The X-ray shows if the colon and lower part of the small intestine are blocked by poop. In some cases, a substance other than barium may be used, but the test is done in the same way.
* Rectal biopsy [bi·op·sy]. A small tube is inserted through the anus into the rectum. Through this tube, a tiny amount of tissue is removed. The tissue is studied in the lab. In some cases, a larger amount of tissue is taken with a surgical biopsy. If no nerves are found in the tissue, it is a sign of Hirschsprung disease.
* Anorectal [ano·rec·tal] manometry [ma·nom·e·try]. A tube with a small balloon on its tip is inserted through the anus into the rectum. The balloon is then inflated. Normally, the balloon would stimulate nerves in the colon, causing the colon to relax and open. With Hirschsprung disease, the colon contracts and closes instead.
How is Hirschsprung Disease treated?
Hirschsprung disease is treated with surgery. The section of colon without nerves is removed. The healthy ends of the colon are then reconnected. This surgery is called resection [re·sec· tion] and pull-through.
Your child may need a stoma [sto·ma]. The stoma provides a new way for poop to leave the body. A small opening is made in the belly. This opening is connected to the colon. Waste leaves the body through this opening and empties into a bag. The stoma may be temporary or permanent, depending on how much of the colon is affected by Hirschsprung disease. If your child needs a stoma, the doctor will tell you more about it.
What are the long-term concerns?
If a large portion of the colon must be removed, the child may have long-term digestive problems. But in general, most children with Hirschsprung disease do very well after surgery.
Your child's poop may not be normal. Due to Hirschsprung disease, the rectum and anus may be collapsed. If so, poop can't be pushed out normally. Minor problems such as constipation and leakage may happen. These problems are often treated with medicines and a high-fiber diet. Also, children with Hirschsprung are more likely to develop an infection of the colon (enterocolitis). Your child's doctor can tell you more about your child's situation.
When to call your child's doctor
Call the doctor if your child has any of the following signs. These may be from an infection in the colon called enterocolitis [en·tero·co·li·tis]:
* Temperature of 100.4°F (38°C) or higher
* Chills
* Diarrhea that is very smelly, explosive, or has blood in it
* Throwing up (Vomiting)
* Belly pain, swelling of the belly or have both pain and swelling
* Has low energy, or not interested in playing or doing their usual activities | 1,894 | 1,120 | {
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Aquatic Invasive Species ballast water Treatment
Ballast Water Stowaways
Ballast water is one of the major pathways for the introduction of aquatic invasive species largely due to the expanded trade and traffic volume over the last few decades. It is estimated that ballast water is responsible for 70% of aquatic invasive species (AIS) introductions. As seaborne trade increases, the problem may not yet have reached its peak.
When leaving port, ships pump water into their ballast tanks in order to remain balanced and maintain safe operating conditions as they glide through the oceans. Then, they discharge the ballast water as they enter the next port or harbor.
While ballast water is essential for safe and efficient modern shipping operations, it may pose serious ecological, economic, and health problems due to the multitude of freshwater, estuarine, and marine species carried in ships' ballast water. When ships release ballast water at a new port-of-call, they risk introducing non-native species, ranging from small fish to microorganisms, into a new area. Species may survive to establish a reproductive population in the new host environment, becoming invasive, outcompeting native species, and multiplying.
Aquatic organisms such as viruses, bacteria, algae, jellyfish, crabs, mollusks, and fish can hitch a ride in ballast water. Zebra mussels gained entry into the U.S. in 1988 and have spread, causing significant ecological, economic and recreational damage.
preventing an invasion
The aim of ballast water treatment is the elimination of invasive marine species. Both new introductions and spread of aquatic invasive species can be reduced by 85 - 99% by ballast water treatment.
The U.S. Coast Guard and the International Maritime Organization require all ships to "undertake comprehensive actions in order to prevent, reduce and, if possible, eliminate the transfer of harmful aquatic organisms and pathogens through the control and management of ships' ballast water and sediments." Ballast water can be exchanged or treated through a combination of filtration and disinfection (e.g., electrochlorination, ultraviolet radiation).
What About the Lakers?
Oceangoing vessels aren't the only problem for AIS. Studies shows that all vessels – including "lakers," or commercial vessels that don't leave the Great Lakes – contribute to moving invasive species around the region. In 2018, Congress enacted the Vessel Incidental Discharge Act of 2018 (VIDA) and directed the EPA to establish national standards for vessel discharges, such as ballast water. In October 2020, EPA released its proposed draft VIDA rules that regulate oceangoing vessels but exempt all lakers from having to treat ballast water. Now, EPA is proposing to require "new lakers" to install, operate, and maintain ballast water management systems. Existing lakers would be exempt under the new rule, leaving a major pathway for invasion open. If all ships in the Great Lakes were required to adhere to ballast water treatment standards, there could be a significant reduction in the spread of aquatic invasive species in the Great Lakes.
Contact
Drue Winters email@example.com | 1,316 | 651 | {
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KEY STAGE 5 Product Design
Implementation:
This is a creative and thought-provoking qualification that provides the students with the practical skills, theoretical knowledge and confidence to succeed in a variety of different careers. Especially those in the creative industries.
A Level Design and Technology Product Design
Year 12
| Half term | Curriculum focus |
|---|---|
| Autumn 1 | Students will study and undergo 6 small design tasks relating to designers, their work, key features and their famous pieces. They will investigate the properties of wood, metal and plastics and their performance characteristics. Students will also look and composites, smart and modern materials. |
| Autumn 2 | Students will have a design and modelling project based on the 10 principles of good design by Dieter Rams. Students will study forming, redistribution and addition processes alongside adhesives and finishes. |
| Spring 1 | Students will be studying the work of company Alessi and the unusual kitchenware designs they produce. Students will be modelling their own designs based on Alessi, exploring different materials and techniques. Students will develop their knowledge of modern industrial and commercial practices and digital design and manufacture. |
| Spring 2 | Students will study the four different design movements. The styles and key pieces of the era. They will design four different styles of arm chair, each in the style of a different design era, creating mini prototypes exploring different techniques and materials. |
| | Students will study scales of production, the use of computer systems and sub assembly. |
|---|---|
| Summer 1 | Students will develop, model and create mini prototypes of four different styles of arm chair, each in the style of a different design era, exploring different techniques and materials. Students will investigate virtual modelling, rapid prototyping and inclusive design. |
Year 13
| Half term | Curriculum focus |
|---|---|
| Autumn 1 | Students will continue their NEA. They will begin researching products and producing initial designs for their client. Design movements will be examined alongside the social and economic impact on design. |
| Autumn 2 | Students will continue their NEA. They will begin developing initial ideas, trialling different techniques and building on previously learnt skills. Major development in technology will be considered and moral and ethical issues in relation to design. |
| Spring 1 | Students will continue their NEA. They will continue to develop ideas, working with different materials and techniques. Continuously developing and evaluating. Students will investigate product life cycle, prototypes, critical analysis and evaluation. |
| Spring 2 | Students will continue their NEA. They will continue to develop ideas and begin building prototypes and working closely with their client to develop their project. |
| Summer 1 | Students will continue their NEA. They will create a final design and a manufacturing |
| | specification. Students will begin making their final project. Environmental issues, quality assurance and standards in product design will be considered and students will revise previously taught topics. | of design prototypes and analysing and evaluating. |
|---|---|---|
| Summer 2 | Students will complete their NEA. They will produce their final product and evaluate it against the specification. Students will revise previously taught topics in preparation for their examination. | Students will present a finished portfolio showing completed sections A, B, C, D and E of their product. As well as a final finished made product. |
Co-Curricular:
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Teams – Introduction to using Teams (Student Version)
Microsoft Teams is part of the Office group of products which has been made to make learning easier in and out of the classroom.
Teams structure
You will become part of several "Teams". Teams are your classes which have staff and students in. The teacher will be able to set and mark work. The students can complete assignments and view shared files.
Teams – Basic Features
Once you have successfully accessed Teams (see the help sheet "Accessing Teams") you should be presented with a list of the Teams that you are a member of:
Or with the welcome page:
Your work for learning away from school is in the Student Offsite Learning Team. When you select your Team, you should see a similar layout:
Along the top are the three important tabs:
Posts: This tab is the noticeboard for the Team. Here you will find posts from the teacher and assignments set for the class (with any links to files). As a student, you will not be able to post a message.
Files: Files that will help you in your course will be uploaded and stored here.
Assignments: This is where the work set for you to complete will be found (as well as in the "Posts" area). You can look back on old assignments and find out what you need to do.
Channels
Each Team has a few "Channels", which are the conversations you have with your teammates. Each channel is made for a single topic, area or project. For example, all the conversations, meetings, files and apps in the Homework channel have to do with homework and can be seen by everyone.
Every Team has a General channel which all can access immediately on joining that Team. However, there might be a channel that has a padlock by the side of it. This means this channel has been limited to members of the channel – like a special club that only the VIPs can get in to!
Assignments
If you click on the "Assignments" tab at the top, it leads to the assignment page.
Clicking on the document under "My work" will allow you to see the assignment or complete the worksheet/workbook with the instructions on how & what to complete. The paperclip symbol underneath (labelled "Add work") will allow you to attach work you have created in apps like Word, Excel or PowerPoint when asked to.
When you complete work it will automatically save in the cloud. All your work is then available wherever you can get access to the internet! When you have finished your work (completed it all) you can press the "Hand In" button at the top so that your teacher knows you have finished it and it is ready for marking.
Teams support
Should you need any extra help there is a "Help" button in the bottom left that will answer your questions or you can get in touch with your IT/Computing Teacher at school using email or ring the school directly. | 1,074 | 595 | {
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Morning Routine
A stress free morning is important to set you up for a successful day.
A school morning routine clearly outlines who is responsible for each task, at what time and, most importantly, the time you are expected to head out the door each day. The routine quashes the need to think or argue about what needs to be done and when, leading to a more productive morning.
| TIME AM | MUM/DAD |
|---|---|
| 6 | Alarm goes off |
| 6.15 | *Get out of bed |
| 6.45 | Shower |
| 6.5 | |
| 7.15 | *Breakfast |
| 7.4 | |
| 8 | |
| 8.05 | *Head out to car |
| 8.1 | Leave home |
| 8.2 | Arrive School |
*Key times to aim for to keep your morning on track – Get out of bed, breakfast, head out to car
Afternoon / Evening Routine
As with the clearly outlined morning routine, an afternoon/evening routine outlines who is responsible for each task, with the end goal of jumping to bed at the same time each evening. The routine also reminds you a few key things you can do before bed that will lead to a more productive morning.
| TIME PM | MUM/DAD | KIDS |
|---|---|---|
| 4 | | Unpack bag -empty rubbish from lunchbox -lunchbox on sink -diary on bench -any notices? -sport uniform? -iPad on charger -phone on charger |
| 4.15 | | Change out of uniform **FREE TIME** |
| 6 | Arrive home | |
| 6.15 | Prepare dinner | |
| 6.45 | | Spelling |
| 7.3 | | Shower – clothes in basket Snack Reading Teeth |
| 8 | | Uniform ready for next day -Undies -Polo shirt -Socks -Jumper -Shorts/Pants |
| 8.15 | | *Bed |
*Key times to aim for to keep your evening on track – computer off, meditation & bed
Note: When first implementing the new/tweaked routine
- As you head to school, talk to the kids to remind them what is expected when they get home in the afternoon.
- In the evening as you are preparing for bed talk about the routine you will be following in the morning.
Remember to revisit the routine periodically by sitting down and tweaking where necessary. | 945 | 555 | {
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Stories from Peace Camp 2011 ~ The Lion and the Lamb
by Mary Gemmill
What can animals teach us about peace? How are we connected to the animals that share our earth? Earlier this summer, 42 campers and a dozen teen counselors explored these questions at ICPJ's Peace Camp.
The Bible verse commonly paraphrased as "the lion and the lamb shall lie down together and a child shall lead them" inspired the theme, "The Lion and the Lamb." We hope the Peace Camp experience inspired the children to become future leaders in the peace movement.
Throughout the week, we met many wonderful animals and people. Heidi Miller of 4-H introduced her lamb, Hope. Hope was born with deformed legs and rejected by her mother. Heidi saved Hope's life by bottle feeding the lamb and massaging its legs. Through Heidi's compassion, Hope's legs grew strong and straight.
We were thrilled to visit with animals from Strawberry Hill and to hear from Melissa Bishop about lions, tigers and monkeys at East Coast Exotic Animal Rescue. We are especially grateful that Melissa took time in the midst of repairs/renovations necessitated by flooding at the rescue center. She invited us to bring our families to see the animals "in person" after the Rescue reopened in July.
One Camp family brought a litter of kittens. The tiny kittens cuddled into a camper's neck as though craving attention. The mother abandoned her litter; now they were headed for the SPCA. We later learned that the SPCA typically receives 200 kittens each month but only about 15 find homes.
A counselor brought "Queen Elizabeth," his pet boa. Quiet campers watched at Elizabeth's mealtime. The drama of hungry snake and frightened mouse unfolded before our eyes. Some felt compassion for the mouse; others understood the snake could be fed no other way. But when the snake lunged, we all instinctively jumped and shrieked.
Another "pet", a turtle found by the roadside, provided lessons in decision-making. The campers debated a name for the charming fellow but could not reach consensus. After watching the turtle struggle to escape his box, some campers lobbied to release him. They argued that the turtle was unhappy and deserved freedom. Eventually, almost everyone agreed to return him to the wild.
One brave, freckled-faced lad insisted on keeping the turtle until a compromise was proposed. In exchange for naming rights, our lone dissenter agreed to free the turtle. We planned a ceremonious release to follow a presentation by SPCA manager Dawn Wilke. Dawn gave us lots of information about interacting with animals but when she explained that it is illegal to keep a wild species, a collective gasp was heard. She applauded our decision to release our turtle. The campers say that "Boxy" nodded 'goodbye' before he walked to the creek behind Bethel Mennonite Church.
On the last day of camp, we made bird mobiles inspired by peace doves and by cranes, a symbol of peace in Japan. Anne Zabawa showed us her homing pigeons and then set them free. As the birds wheeled overhead, they carried aloft our hopes and dreams of peace.
We are grateful to Bethel Mennonite Church for letting us use their church. Also, thanks to everyone who let us visit with their critters, to the adult volunteers and to our teen counselors – heroes to the campers – who contributed to a wonderful Peace Camp experience.
Mary Gemmill has served as director of ICPJ's Peace Camp since 2009. Mary is one of the founding 'mothers' of the Interfaith Center for Peace and Justice, and currently serves as the clerk of Menallen Friends Meeting in Biglerville. She is an active volunteer for the American Red Cross, Head Start, the Adams County Library and Collaborating for Youth. For more information about ICPJ and Peace Camp, visit www.icpj-gettysburg.org. | 1,493 | 833 | {
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Science at RNSF
Intent
Our Christian vision is to ignite a creative spark; illuminating new possibilities, hidden potential and big dreams, enabling each and every child to embark on a unique adventure towards life in all its fullness (John 10:10.)
With this in mind we aim every day and through the Science Curriculum for children at Rode & Norton School Federation…….
* to be inspired by the world around them and to be curious about how things work.
* to explore and be playful, yet systematic, to wonder, to be inquisitive, resilient, and curious scientists
* to be flexible, critical thinkers, who question, make connections, anddiscovergreat things
* to be confident, inquisitive thinkers who believe in themselves, their BIG ideas and their ability totest, createand innovate.
* to flourish as independent, resourceful scientists, who have the ability, desire and compassion to influence and change the world for the better.
In RNSF we believe that every child should have the chance to participate fully in the Science National Curriculum with knowledge and skills and progress built on in small steps so challenging end points can be met. We aim to equip children with the scientific skills needed for them to develop their knowledge and discover great things through studying the science skills and topics weekly in termly units. Children will learn how to use correct subject specific vocabulary and will learn how to relate what they do in the classroom to the world around them and the world of work.
Implementation
At Rode & Norton School Federation Science is taught as a specific subject in single year groups with the subjects matched to the curriculum topics as far as possible to enable cross curricular links and learning.
The National Curriculum is taught in full and plotted on our Science Curriculum grid. The Scientific enquiry skills are revisited in every year group for extra depth and understanding.
Physics, Chemistry and Biology are taught sequentially throughout a child's education in the school and these objectives are plotted on a planning document, so teachers are able to see and build upon prior learning.
Our teacher's use the National Curriculum to select objectives and creatively tailor teaching and learning to meet the needs and interests of the children in their class. Lessons are knowledge led, with key knowledge taught and modelled explicitly by the class teacher.
Learning is scaffolded and differentiated to meet the needs of all learners. All children are expected to reach the learning objectives, but children can be supported with word mats and information supports.
Our Science Curriculum goes beyond the breadth of the National Curriculum as teachers are encouraged to consider opportunities to use the school grounds and the local area for activities which enables children to base their learning on firsthand experiences enhancing the teaching and learning in Science within our school. Learning is enhanced with science weeks, the yearly egg challenge, and well-planned school trips and visitors. The love of Science learning is further deepened through initiatives unique to RNSF like the 15 things to do. Through this, classes are committed to fun science activities such as "blowing things up!"
RNSF has made a commitment to facilitate children participating in curriculum STEAM events on a termly basis. These activities use the children's resilience, reflectiveness, and science enquiry skills to invent a solution to a problem, usually presented to the children in the form of a question.
For example:
How can we remove microplastics from a sandy beach? Can we use these resources to create a tower to withstand a hurricane? Can we build a catapult to send the snowballs the greatest distance? Who can build the strongest bridge?
Impact
The children at Rode & Norton School Federation will develop a sense of curiosity and wonder about the world; they will confidently ask questions and make connections and will gain the scientific knowledge and skills to enable them to explore and discover the world around them and their place within it. Science will be a subject that children look forward to and want to discuss their learning at home.
The children's knowledge and skills will develop progressively as they move through the school, not only to enable them to meet the requirements of the National Curriculum but to enable them to flourish as inquisitive, resilient, and curious scientists.
Children will know about scientific and STEAM careers and what it means to be a scientist and will leave our school with the mindset that that is a career choice open to them. | 1,799 | 877 | {
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TIME
Forming, Storming, Norming, Performing
Drawing Game
Draw a complete picture with your group
10-20 minutes
TEAM STAGE
SUMMARY
This is an activity where groups draw a picture together without talking and then describe each other's creations. This activity teaches group members about communication and alignment.
SET UP
* Give each group two pieces of paper.
* Divide the group into smaller groups of three to five people.
* Have the group give themselves a team name and write it on the top of both pieces of paper.
INSTRUCTIONS
* Tell groups that there is to be no talking during this part of the activity.
* Drawing
* Explain that each group will be drawing a picture on one of their pieces of paper, with only one person drawing at a time. Each person will have three seconds to contribute to the picture.
* Give the groups a minute or two to draw.
* Every three seconds, tell group members to pass the drawing to the next person.
* After the time is up, each team must agree on three words that describe what they have drawn and write them down on the back of their drawing.
* Now, each group will get a chance to look at the other group's drawings.
* Gallery Walk
* Have each group hang their drawing on a wall or place it on a desk. Next to each drawing, they will also place the blank second piece of paper.
* While they are at each drawing, groups will agree on three words to describe the picture and write them down on the blank piece of paper next to the drawing. They should start at the bottom of the page, then fold the paper up so that other groups cannot see what they have written.
* Have the groups rotate clockwise around the room to each drawing.
* Have groups rotate after approximately one minute at each drawing until they have visited all the other drawings and are back at their own.
* When complete, ask each group to share about what they noticed and experienced in both the Drawing and Gallery Walk portions of the activity.
* In the last rotation, have the group read what other groups wrote about their drawing and compare to their own description.
VARIATIONS
* Small Group:
* To add a different complexity, tell the groups to switch at random increments of time. Give each group member a different amount of time between one and 10 seconds.
To facilitate this activity for a small group, skip the Gallery Walk step. Instead, have each group member individually come up with three words to describe the drawing.
* Online: To facilitate this activity virtually, use a shared document with free hand drawing capabilities and create a slide for each small group to draw on. Then, instead of a Gallery Walk, use screen sharing to show one slide at a time. Have participants private message their three words to describe each drawing to the facilitator, then read all of the descriptions aloud to the participants. [click here for video]
DEBRIEF QUESTIONS
* What went through your mind when you saw people adding to your group's drawing after you contributed your piece?
* What:
* How did your perspective change after hearing the words other groups chose to describe each drawing?
* So What:
* How can groups share their perspectives to create alignment?
* Why is it important to take into consideration different perspectives?
* Now What:
* What can you do to create alignment within your group?
* How can you make opportunities to hear the perspectives of others in your group?
Facilitator Note: These questions can be used to guide your debrief, however, pick the questions that best match your group's experience and add or change questions as needed. | 1,375 | 739 | {
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Curriculum Information
Term: Autumn Term 2 2021 Class/Year Group: Reception
Inspiration/Theme: Children in the Foundation Stage learn best and most effectively when they are given the opportunity to explore, investigate and learn about things that interest them. At The Mead Academy Trust we give children the freedom to follow their own lines of enquiry by planning a skills based curriculum. Themes may last a day, a week or even a half term depending on where the children take their learning. As the children go in to their second term, our focus will be on affirming the routines set in place and exploring learning through a mixture of play and adult led activities.
Literacy
Mathematics
Communication and Language
Outcome of learning:
Storytelling through exploring a new text – The Great Explorer and Emperors Egg. Thinking about structure, vocabulary and what we enjoy about books in general. Opportunities for mark making where children are able to practise and develop fine motor control and letter formation/drawing.
Key Skills: Children will learn to:
* recognise familiar words and signs around the classroom
* write their own name independently
* tell an adult what their mark making says or means
* write a label using an initial sound.
Phonics
Apply phonic knowledge by playing phonics games, begin recognising the alphabet letters by their sound and progressing to combining these sounds to read and spell words, and
Key Skills: Children will learn to:
* Hear and say initial sounds in words
* begin to read simple words.
Outcome of learning:
For children to use their knowledge of number to play games and explore the environment. Identifying numerals and their quantities up to 5 and beyond in different contexts. Exploring numbers in the everyday environment. Children will also begin to practise number formation.
Key Skills: Children will learn to:
* count actions or objects which cannot be moved
* say what is one more and one less than a number to 6
* develop confidence in using amounts to 5 and beyond
* correctly form numbers 0-5.
Outcome of learning:
Play games and join in circle times that continue to develop their listening, attention and vocabulary skills and how to use them to interact with their friends and other adult in different situations. Have the confidence to take part in the Nativity show.
Key Skills: Children will learn to:
* listen one-to-one and in small and larger groups
* share what they have heard in a story
* share their opinion, one to one, in a small group or with a class
* learn and join in with retelling a story
* follow a simple instruction with two parts
* ask a question to help my understanding
| | Active learning-Motivation |
|---|---|
| Positive Relationships The adults will: support and encourage children in choosing the activities they would like to do. Enabling Environment Adults will provide: new and unusual resources, objects and activities that link to children’s interests and create awe and wonder. | |
Communication with Families
Children will choose a story to come home on weekly basis and we encourage families to share a book daily, recording this in the reading record where possible. Key dates for enrichment activities: We will let you know these through Seesaw and/or parent mail. | 1,329 | 675 | {
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As mathematicians we will be… consolidating our knowledge of place value, addition, subtraction, multiplication, division and fractions.
We will then be ready to investigate our new topics of mass and capacity, fractions 2, money and time. First we will be experimenting with mathematical equipment and building our confidence before representing ideas in pictures then numbers. We will find lots of different ways of illustrating these ideas before moving onto reasoning and problem solving
We will also be recapping our 2, 3, 4, 5, 8 and 10 times tables so that we have a full understanding and instant recall.
As information technologists we will be.... learning how to email with the help of our Purple Mash computing scheme.
As environmentalists and geographers we will be.... learning about life on a remote island. We will explore advantages and disadvantages of island life and similarities and differences with our lives. We will also link to our science unit by investigating animals and food common to The Scilly Isles.
As health and well-being experts we will be.... learning how to achieve a growth mind-set and develop our brains through learning from mistakes and overcoming challenges. In PE will be following our 'Real PE' scheme – developing our coordination and stamina whilst building our resilience and working as a team. We will also continue our orienteering training. In PSHE we will be linking to our science and DT topics and learning about how to live a healthy life. Finally in RE we will be considering the values of spirituality.
As writers and communicators we will be.... learning how to write informal letters and recapping diary entries and story writing.
In spelling we will continue to make sure that we are secure in spelling all the year 1 and 2 common exception words and applying the year 3 spelling rules confidently.
Our grammar focus will be to continue to develop sentence structure to involve more subordination and to improve description of settings and characters through the use of expanded noun phrases.
In reading our focus will shift towards comprehension which we will explore through extracts of popular texts.
As scientists we will be.... learning about animals including humans. First we will explore our nutritional needs. We will learn about the different food groups and the food plate. Then we will investigate different types of skeletons across the animal kingdom and determine their purposes.
Chestnuts Summer 1
How do people on remote islands survive?
As linguists we will be... learning all about fruits and vegetables in French.
As design technologists we will be... using our knowledge of nutrition and food groups gained from our science lessons to design a healthy meal. We will investigate where different foods come from and explore the importance of seasons and the climate. We will also explore health and safety information for food preparation.
KEY DATES (Summer 1)
W/C Monday 23 rd April – Clubs re-start for Summer term
Monday 17 th April – Return to school
Tuesday 25 th April – Writing workshop 3.30pm th
Monday 1 st AND Monday 8 th May – Bank Holiday
Wednesday 26 April – SEND coffee morning
Tuesday 16 th May – Writing open session – time TBC
th
Wednesday 24 th May – SEND coffee morning
KS2 Celebration Assemblies – Friday 21 st April, 5 th May, 19 th
Friday 26 May – Close for Spring Bank Holiday
May | 1,401 | 681 | {
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Children's Vision
If a child's vision is not assessed early in life (as early as 6 months) it can have the following impact:
- Impair child development
- Interfere with learning
- Lead to permanent vision loss
- Cause behavioral and attention issues
An eye exam will include a variety of tests looking at overall eye health, as well as for vision problems including eye tracking, eye focusing and eye coordination.
Early detection and tracking of changes is key!
Common ocular conditions that can be diagnosed and treated by an optometrist
- Refractive error- myopia, hyperopia, astigmatism
- PREVENTION of future high myopia (nearsightedness)
- Strabismus (an eye turn), amblyopia (“lazy eye”, other binocular issues
- Inefficient or under-developed visual skills
- Eye infections- viral conjunctivitis, blepharitis
Optical Eye Problems that Require Glasses
Hyperopia: farsightedness
- Hyperopia is a common vision condition in adults.
- People with hyperopia must squint to see nearby objects. Reading, writing, computer work, or drawing for long periods of time may cause eye strain and headache.
- Young people with hyperopia can often accommodate and have perfect vision.
Astigmatism: having different prescriptions in different parts of one eye
- You can overcome astigmatism by squinting
Myopia: nearsightedness
- A condition in which close objects appear clearly, but far ones don't
- A growing concern in the overall population.
Learning related vision problem
NOT related to eye problems that require glasses.
A learning related vision problem is due to deficient visual skills
Visual Skills include
- Eye Focusing
- Eye Teaming
- Eye Tracking
- Visual Perceptual Motor
If these skills are deficient, they make it difficult to read, write, copy, and perform written math.
Specific symptoms if visual skills are deficient
- Eye Focusing: blurry vision not caused by the need for glasses
- Eye Teaming: double vision / words in a book moving
§ Both can cause visual discomfort / eye headaches
- Eye Tracking: Difficulty keeping place while reading or copying
- Visual Perceptual Motor: messy writing, copying is slow with errors, sight word recognition errors, applied spelling errors, reversal errors, and sequence errors
Vision Therapy
"While visual acuity (the "20/20" part of vision) requires glasses to improve, visual skills such as tracking together along a line of text must be learned during development, these skills can also be improved later in life at any age."
- College of Optometrists in Visual Development (COVD)
**images of vision therapy**
Screen Time
Screen time guidelines for young children:
Screen time means time spent viewing a device such as a computer, tablet, phone, game console, or television. The guidelines above are a blend of recommendations from the World Health Organization and American Academy of Pediatrics Increased screen time affect a child's refractive error (spectacle prescription), is a cause of dry eyes and we are still discovering the affects of Blue Light
Children with uncorrected vision concerns or eye health issues face many barriers to being able to perform at their potential academically, socially, and in sports. The longer an eye condition goes untreated the more a child finds ways to compensate it but with negative effects. This is why it is critical that all children have a comprehensive examination to detect these concerns early and to get the appropriate treatment. | 1,598 | 723 | {
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Safe and effective school bus disinfection for your students, parents, staff, and drivers
Eden Park delivers continuous school bus disinfection that is 99.9% effective against airborne viruses and surface bacteria, increasing student attendance and improving driver retention.
One thing the Covid-19 pandemic has shown is that we were grossly unprepared and uneducated when it comes to the routine disinfecting of our bus fleets. Beyond cleaning school classrooms, bathrooms, and cafeterias, the thought of disinfecting school buses was not on anyone's radar. And assigning resources to wipe down every bus, twice each day, is inefficient, ineffective, and costly.
Yet, without proper air and surface disinfection, bacteria, viruses, and pathogens, like strep, staph, and SARS-CoV-2 can live for days.
In order to reduce the harmful effects of airborne disease, it's absolutely vital to continuously disinfect your school buses. Buses are a high-risk area for transmission, so they call for high levels of diligence.
As a school administrator, ask yourself these three basic questions:
1. What are you doing to prevent the spread of viruses, like Covid-19?
2. Are you really using the safest products to disinfect your buses?
3. How efficient and effective is your current solution?
Far-UVC 222
Eden Park's Far-UVC 222 technology provides continuous disinfection of air and surfaces to help transportation and education organizations reduce the negative impact of viruses, bacteria, and pathogens on students, parents, teachers, and administrators.
* Decrease infection rates
* Increase school attendance
* Relieve key staffing shortages
Your children deserve to be placed in a safe environment, regardless of the health and safety protocols and conditions of others.
Features:
* Continuous disinfection
* Safe in densely populated spaces
* Disinfects air and surfaces
* 99.9% effective
* Easy to use
* Simple to install
* Resistance-proof
* Requires no change in human behavior
* Tailored to all school bus manufacturers
edenpark.com
How does it work?
About Eden Park
Eden Park's innovative fixtures emit Far-UVC light that shines downward upon horizontally circulating air to inactivate up to 99.9% of harmful airborne viruses, bacteria, and pathogens. The result is continuous disinfection of both air and surfaces to help halt the spread of harmful pathogens.
Is Far-UVC safe?
Traditional UVC light is harmful to humans. Far-UVC 222 nm light is safe as it doesn't penetrate the human eye or skin*. As a result, Far-UVC technology is safe for use around children and adults whilst remaining highly effective at reducing and inhibiting air and surface pathogens in densely populated spaces.
Specifications
* Compact, lightweight design
* Patented microcavity, microplasma 222 nm technology
* 1-year prorated warranty up to 3000 hours
* IEC 62471 compliant (Risk Group Zero at 1.5 m away)
* Meets FDA UV guidelines
* UL approved
It all starts with patented technology
Lamp
222 nm FAR UV-C 10W
Voltage
120V-277V AC power supply
Primary output wavelength
222 nm
Mercury content
0
Lead content
0
Lamp life
> 3000 hours
Ozone (UL.867)
< 0.005 ppm
* https://pubmed.ncbi.nlm.nih.gov/32581288/
Eden Park creates safe and healthy indoor spaces for at-risk communities and workforces around the world. We do this by deploying safe and effective Far-UVC 222 nm technology to deliver continuous disinfection for air and surfaces at leading hospitals, assisted living facilities, transportation, and education systems.
For more information visit our website at www.edenpark.com, email us at email@example.com, or call 217-403-1866. | 1,773 | 804 | {
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ACROSTIC POEM
1-2 class periods
Time:
Instructional Goals:
* The student will use the PebbleGo Next State Studies and American Indian History online database to research an American Indian tribe.
* The student will learn the form of an acrostic poem.
* The student will write an acrostic poem using the name of the tribe as its foundation, and facts about the group for the poem's lines.
Materials/Resources:
* PebbleGo Next online database
* Paper and pencil for each student
* Example acrostic poem (search "acrostic poem" online or in your library's online catalog), the short example in this lesson, or Inuit Sample Acrostic Poem
* If desired, a website such as ReadWriteThink (http://www.readwritethink.org/files/resources/interactives/acrostic/), or an app or other computer software for creating a final draft of each student's acrostic poem
Procedures/Lesson Activities:
Focus
1. Show students an example acrostic poem. Read the poem together. Ask students if they notice anything special about the poem. Record their answers.
W ings that stretch far
O utstanding eyesight at night
L
ate into the night, I hear the owl hoot
Teach/Model
2. Explain the form of an acrostic poem. The subject of the poem is written vertically, so each letter begins a new line. Each line describes the subject of the poem and must start with the letter on that line.
3. Go through the sample acrostic poem pointing out the letters vertically spelling the poem's subject and how the letters of this word start the lines of the poem. Show students how each line of the poem is describing the subject of the poem.
www.pebblegonext.com
© Capstone. All rights reserved.
Independent Practice
4. Assign each student a cultural group included in PebbleGo Next States and American Indian Studies database. Tell students they will write an acrostic poem about that cultural group based on the information they learn about that group in PebbleGo Next.
5. Students write the name of their assigned cultural group vertically on a blank piece of paper.
6. Students research their group using PebbleGo Next. They write a draft of an acrostic poem about that cultural group. (See Inuit Sample Acrostic Poem.)
Closure
7. Students create a final draft of their acrostic poem, writing it on blank paper, using a website such as ReadWriteThink (http://www.readwritethink.org/files/resources/interactives/acrostic/), or using an app or other computer software. Students may include appropriate graphics.
Extend/Enrich
* Import student acrostic poems into a movie making or presentation app that allows students to narrate their poems. Publish the poems online.
www.pebblegonext.com
© Capstone. All rights reserved.
Inuit
In all things and creatures, a spirit lives
Nestled into parkas made of animal skin
Used their environment by the sea for food and homes
Inuktitut is one native language
Temporary homes to move quickly in search of food
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Why is Sam in Captivity?
Sam (short for Samantha) was found in April of 2010 in Alabama as an orphaned nestling with injuries to her right wing and wounds on her lower back. It is believed that she fell out of her nest and was attacked by a dog. She began her rehabilitation journey at the Alabama Wildlife Center for a short time until she was transferred to the Southeastern Raptor Center at Auburn University. Sam had surgery to place pins in her wing to align the fracture. After removing the pins and going through physical therapy, it was determined that she was unable to move her right wing well enough to fly and could not be released back to the wild. She was transferred to the Organization for Bat Conservation on July 10, 2010, and then to the Stage Nature Center in February 2018. Because Sam was raised by people from a very young age, she is considered an "imprint". Imprints like her often identify with people more than they do other members of their species, which is why she will sometimes greet people by calling out when she hears or sees them.
Typical Barred Owl Species Behavior:
*
Barred owls roost quietly in forest trees during the day; however, you may hear an occasional call in daylight hours. At night, they hunt small animals like rodents and give the typical Barred Owl call which sounds like "Who cooks for you? Who cooks for you-all?"
* Habitat: Heavily wooded areas near water and wooded swamps. They require dense foliage for daytime roosting and large trees with cavities for nesting.
*
Diet: Barred owls prefer mice, but will also eat other small mammals, birds, reptiles, fish, and insects. Primarily active at night, hunting during the day can be seen on dark cloudy days or in mating season. They may perch over water and drop down to catch fish, or even wade in shallow water in pursuit of fish and crayfish.
* Lifespan: Typical lifespan in the wild is 10 years or more. They can live to be 23 years old in captivity.
Fun Facts About Barred Owls:
* The most serious predatory threat to Barred Owls are Great Horned Owls. Though the two species often live in the same areas, a Barred Owl will move to another part of its territory if a Great Horned Owl is nearby.
* Fossils of Barred Owls that are at least 11,000 years old have been found in Florida, Tennessee, and Ontario.
* Barred Owls don't migrate and typically stay within a six mile radius of their home. | 935 | 542 | {
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Math Tips: Patterns, Series, and Cryptograms
Key Terms:
- Pattern: A pattern refers to shapes, objects, or sounds that repeat. Patterns can be strictly numerical, but they can also be visual, auditory, or movement based.
o Numerical pattern:
3, 6, 9, 12…
o Visual pattern:
o Auditory pattern:
Clap-Stomp-Clap. Clap-Stomp-Clap. Clap-Stomp-Clap.
o Movement pattern:
Left, Right, Left, Right
- Cryptogram: A cryptogram is a message written in a secret code. Often, each letter in the alphabet is assigned a number according to some type of pattern . For example, the code might be:
ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Using this code, the word “ SPY ” would be spelled “ 19-16-25 .”
More About Cryptograms:
Solving cryptograms is easy once you have the code. To solve one without the code (like a real spy!), you need to uncover the underlying pattern . To see how this works, let’s look at a sample message with a couple of clues (similar to the examples in Spy Training):
19 22 15 15 12 8 11 2 ___ ___ L ___ _O ___ ___
_Y_
To solve, make an alphabet chart like the one below and fill in the clues you know, like this:
ABCDEFGHIJKLMNOPQRSTUVWXYZ
15
12
2
Then, fill in any other spaces in the message based on the clues:
19 22 15 15 12 8 11 2
___ ___L
_L_
_O___ ____Y_
Next, look that alphabet chart and see whether you can find a pattern. Are the numbers going up or down? How much space is there between each number?
In this example, you might notice that the number "2" stands for "Y" – the second letter from the end of the alphabet. You might also notice that the letters "L" and "O" are three spaces apart – just like their code numbers, 15 and 12. By now, you may have recognized the pattern:
Backwards Alphabet Code
Not every Cryptogram is obvious - that's what makes them fun! You can find more helpful hints for solving in the directions for Spy Training (Grades 3-5.) | 1,118 | 606 | {
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Curriculum Offer
MUSIC
At Exhall Junior School (EJS), we aim for all our students to have an appreciation of and an understanding of music from a musician's perspective. With this as our aim, we have chosen to use Sing Up as a scheme of work, which covers a range of different aspects, including composition and performance.
Statement of Intent
Music at EJS engages and inspires. It offers fun learning opportunities, unlocking children's talents and providing them with a platform for creativity as well as a love for performing. Pupils learn how to appraise, listen to and evaluate a broad spectrum of music. They have the opportunity to learn to play a variety of musical instruments and to sing and perform in front of peers, family and friends and local audiences. Quality teaching enables children to use their voices and compose music on their own and with others. Children will learn how to read music and record compositions for performance. On leaving EJS, children will have the skills to be able to progress to the next level of musical excellence if they wish to.
Special Educational Needs (SEND) / Pupil Premium / Higher Prior Achievers
We recognise that all children will learn differently and that some will struggle more with aspects of the curriculum such as music. Our curriculum allows for a wide range of differentiation, and all staff are well equipped to adapt lessons to meet the needs of all students and ensure that every child is able to access the learning and achieve the learning intention. Music is taught in a variety of ways, allowing for creative lessons where a range of skills are applied.
Those children who are prior higher attainers have the opportunity to deepen their learning through extension tasks and further reflection on their learning. In addition to this, they are also able to support their peers in their learning through the use of peer support and guidance.
Implementation
At Exhall Junior School, music is taught once a week, every other half term.
Children learn through a progressive and innovative curriculum, designed with practical learning in mind and lots of opportunities for children to express themselves and be creative, inspiring children to develop a real passion for music.
At EJS, children will explore and learn a range of instruments as the curriculum encompassed whole class instrumental work alongside opportunities to sing and engage in musical projects including large concerts such as Young Voices. Children are able to showcase their musical skills and talents to their peers, family and friends and are inspired to share their love of music.
Assessment is carried out against a progressive set of statements covering the knowledge and skills laid out in the National Curriculum under the headings Listening, Singing, Composing and Musicianship.
Long Term Curriculum Plan
https://docs.google.com/document/d/1UErQJKJzkrcYWaTi42OFE-rTvRm_2- PU/edit?usp=share_link&ouid=101363853759850187552&rtpof=true&sd=true
Impact
At Exhall Junior School, we want our music provision to impact our children in the ways listed below. We want our children to become musical, creative pupils. In order to achieve that, our children will show:
* A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.
* A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise. • Very good awareness and appreciation of different musical traditions and genres.
* An excellent understanding of how musical provenance – the historical, social and cultural origins of music – contributes to the diversity of musical style.
* The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
* A passion for and commitment to a diverse range of musical activities. | 1,628 | 763 | {
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Non-mathematical Questions
Many interesting observations about science can be made while enjoying the State Fair, not all of them requiring calculations. In this section we have made a list of some of them. There are other observations also, and we hope you will keep an eye out for things we did not include.
* Could you figure out the height of the rocket at the front gate using only its shadow and a yardstick?
* As a Ferris wheel turns, a mark on the side moves in a circular path. Why is this so? As you sit in the moving seat of the Ferris wheel, sometime your feet are "inside" the wheel and sometimes they are "outside" Draw a diagram to represent the path of the mark and the path of your feet. Do your feet move in a circular path?
* Try to diagram the paths of the more complicated rides. Mark where they are going fastest. Mark where the change in direction is sharpest and mark where the change in speed is greatest.
* If you carry a scale on the Ferris Wheel, do you expect things to weigh the same all around the trip? What would you expect at the top, bottom, and the two sides? Assume the wheel turns smoothly. Can you think of a way to test your ideas using a simpler method than riding a Ferris Wheel?
* If you carry a pendulum onto a merry-go-round would you expect its timeof-swing (period) to be different from that on the ground? How about other rides – such as the Ferris wheel or a roller coaster?
* What stops the falling cars in the Drop of Fear ride?
* What keeps the Drop of Fear tower from falling over? Why do you think they use what they use to hold it steady?
* What factors make it hard to toss a ring over a peg to win a prize? Look carefully at what happens, and see if you get some ideas.
* Look in the mirror at the fun house. Is there a connection between the way the mirror is shaped and the way your image is shaped? Try your ideas for differently shaped mirrors.
* What will happen if a skinny driver in a bumper car runs head-on into a heavy driver in a bumper car? What happens if one or the other car is not moving?
* When you run into another moving bumper car from behind is the impact bigger or smaller than if you ran into it head-on? Why?
* Why does the bumper car ride have a ceiling? Can you draw an electrical circuit diagram for the bumper car ride?
* Are the rides and the Midway illuminated primarily by incandescent or by florescent lamp bulbs? Why? | 848 | 538 | {
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Family Voice Bulletin – Issue 34 (April 5 th /2022) Boundaries
Summarized by KJ (Krystal-Jyl) Thomas, MSW, RSW
In this week's session, facilitators KJ Thomas, MSW, RSW and Jillian Crab, MSW, RSW, were joined by guest speaker, Brynna Lemmex, MSW, RSW, for a talk about setting boundaries.
Boundaries are clearly established limits we put in place to connect safely with one another and protect our well-being. Often confused with rules, a boundary is not in place to control another person's actions, even if this stems from it. Boundaries are established to help communicate what is safe, comfortable, and needed for our own well-being. Boundaries are unique to each person, developed around our own limits, capacity, and comfort, and as such there are no universal boundaries. Boundaries are for the benefit of proper self-care and help us avoid burnout. Boundaries are important for everyone, so speaking with, or learning about the boundaries your loved ones have for themselves can be useful in building effective communication and healthy relationships.
Setting boundaries takes time. It begins with some introspection and figuring out what is most important. Some of the following suggestions may help guide you:
* Be realistic in what you can enforce for yourself and what your loved one is capable of doing.
* Be aware of things that trigger you and where you may need added safeguards.
* Know your rationale. Being able to convey your reasons for a boundary may help others understand and accept it.
* Know the consequences. It is important to enforce and maintain your boundary, so give some thought about how you will respond if someone crosses your boundary.
When boundary crossings arise, we can try these steps to resolve the issue. First, identify the situation, approach it free of judgment and stick to the facts. Second, think about what the potential boundary conflict is. Consider your own safeguards and concerns of your loved one. Third, explore the options. This includes looking at the pros and cons of flexing your boundary. Fourth, when you are not sure, consult with someone you trust. Lastly, follow through on steps you have decided on and evaluate the outcomes. This will help you prepare for the future.
Some helpful approaches for addressing a boundary crossing include:
* "I understand where you are coming from and at the same time I have to say no, because..."
* "No, I can't do that because… However, this is what I can do."
* "I can't do that because it's important to me that..."
* "I am concerned that... because…"
* "I am worried about your safety/well-being, so I need to tell…."
The acronym D.E.A.R.M.A.N can help prepare for conversations around boundaries. D.E.A.R are the principles to help lay out our "ask" and M.A.N reflects how we ask for what we want.
D: Describe (Describe the situation, stick to the facts with no judgement.)
E: Express (Let others know how the situation makes you feel. "I feel… because…")
A: Assert (Avoid beating around the bush. Be direct when stating your needs.)
R: Reinforce (Reward people who respond well and reinforce why the outcome was positive.)
M: Mindful (Be mindful of the objective of this interaction and stay on track.)
A: Appear (Appear confident. Consider your posture, tone, eye contact and body language.)
N: Negotiate (We can't always get what we want. Remain open to negotiations.)
Watch this video about empathy by Dr. Brené Brown: youtube.com/watch?v=1Evwgu369Jw. | 1,375 | 763 | {
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Week Beginning: Monday 30 November 2020
This Week in Our World…
This week the focus of 'Our World' is 'Plant Britain' which aims to inspire the nation to help protect the planet and fight against climate change.
A campaign to plant trees across the UK has been launched by the BBC's Countryfile programme. It will be running for two years and the goal is to plant 750,000 trees - one for every child in the UK who's starting primary school this year.
Where is the UK in the world?
Where is the UK in the world?
Plant Britain
What is it all about?
The 'Plant Britain' programme is starting with a focus on trees but over the next two years Countryfile will also focus on flowers, fruit and vegetables as well.
Prince Charles and special celebrity guests like Dame Judi Dench and JLS singer JB Gill will also be supporting the project.
When will it happen?
The first saplings, which is the name of a young tree, will be seen and planted in the "Plant Britain Wood" by Matt Baker in the launch episode on Countryfile at 6:15pm on Sunday 29 November on BBC One.
The woodland will be open for members of the public to visit and people will have the chance to apply for golden tickets to plant their own trees in Woodland Trust sites across the UK.
Plant Britain
Why is it happening?
Prime Minister Boris Johnson announced last week that he wants to plant 30,000 hectares of trees every year to protect and restore the natural environment, as part of his ten point plan for "a green industrial revolution."
This links directly with our climate change work with 'Switch Off Fortnight' and the focus of our Respecting Rights Committee – how we can help our environment.
Plant Britain
Why is it happening?
The changing temperature of the earth is having an effect on the planet's environment. Many experts feel that trees are an important part of the battle against climate change.
Over the last century, the UK has lost 50% of its ancient woodland, according to the Woodland Trust.
Scientists say planting more trees will help us slow down climate change.
Article of the Week
Article 32
Article 32 – The right to protection from harmful work
Governments must protect children from work that is dangerous or might harm their health, development or education. Governments must set a minimum age for children to work and ensure that work conditions are safe and appropriate.
Activity
Discuss reasons why children might be involved in harmful work. How does this affect their rights?
Vocabulary Focus
hectares
Hectares (plural noun)
A metric unit of square measure, equal to 10,000 square metres (2.471 acres).
Clip 1 (Newsround – bottom of the page)
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Lancaster Lane Statement for Art
Lancaster Lane believes that art is a vital part of children's education and helps to develop children's sense of individuality, creativity and to express themselves while working independently or collaboratively. Our high-quality art lessons aim to engage, inspire and challenge our children by focusing on explicit skills and knowledge of a range of artists. Children will develop their understanding of art with effective teaching and considered sequences of lessons. With modelling and experience of line, tone, texture, colour, pattern, shape and 3D form, children will shine to their true potential with a strong sense of achievement.
Our Reception pupils focus on art through the 'Exploring and Using Media' and 'Being Imaginative' strands from Development Matters. This is either through adult led tasks or child-initiated learning. Art skills are developed through continuous provision and the children having access to a variety of media e.g. paint, pastels, chalk, pencils etc. Sketching, observational drawing and fine motor activities, such as collage, are modelled by adults and children are then observed during these activities.
Across the Key Stages, art skills are taught cross curricular (where applicable) while still teaching and modelling explicit skills. We use the Gareth Webb progression of skills which ensures learning progresses well from year group to year group. These skills help to enhance our topics, therefore learning through art, rather than just "about art". Some examples of this include:
Key Stage 1
- Create clay fossil sculptures when studying Mary Anning in history
- Colour mixing and painting when studying 'Our Local Area' in geography
- Designing and creating batik patterns when studying Africa in geography
Key Stage 2
- Use water colours to paint 'Flanders Field' when studying the World Wars
- Create sculptured mosaics when learning about the Romans
- Explore digital art when studying favelas in geography
- Make own dyes and sprays when studying the Stone Age
We also focus on artists linking these to our topic work whether this be Banksy (to link with Year 3's cave work), Andy Goldsworthy (to link with Reception's spring topic) or L S Lowry in Year 2 for their Victorian topic. This ensures a focus on the context of the artwork as well as the artists they are concentrating on.
With positive links to art galleries in our local area, including the South Ribble Museum and Exhibition Centre, Lancaster Lane pupils show a selection of their pieces to the public and other schools. This gives the children purpose to their work, a sense of pride and a chance to explore other's art work. Furthermore, it gives children the chance to shine in all areas of the curriculum. The children's learning is enhanced with a whole school Book Week where the children have the opportunity for collaborative working and exploring the different art techniques in a cross curricular manner. This work is then showcased in a school exhibition open to all classes and parents. Craft making workshops for parents and their child are held through the year to provide opportunities to be creative with access to lots of resources.
At Lancaster Lane, we have positive relationships with the local secondary schools. Children from these schools have visited our pupils with a selection of their pieces to showcase. This gives opportunity to see how art skills continue to extend into further education. 'Our Local Area' topics can facilitate the opportunity for many art objectives to be taught. For example, a trip to our local park trust, Cuerden Valley, can allow children to practise their painting, colour mixing, texture and printing skills with an abundance of real-life stimuli to inspire them.
Art is assessed against key skills for each year group. This is through two or three units throughout the year which incorporate the seven different areas of art- painting, collage, structure, drawing, print, textiles and digital media. The progression of skills is mapped through the children's sketch books which move through school with the pupils to collate their work so evidence of progression is easily identified. The art subject leader collates these sketch books as well as final pieces of work to ascertain how art is being delivered through school.
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Furs & Skulls
NGSS Standards: K-LS1-1, K-ESS3-1, K-ESS3-3/ 1-LS1-1, 1-LS1-2/ 2-LS4-1/ 3-LS2-1, 3-LS3-1, 3-LS4-2, 4-LS1-1, 4-LS1-2
Level: Kindergarten-4 grade
Time: 45 minutes:
Objectives
1. Students will discover how animals adapt to their habitat. (thermoregulation, protection, reproduction, movement, camouflage)
3. Students will understand the term invasive animal species and native animal species.
2. Students will use observation skills to learn how to identify native furbearers.
4. Students will learn the terms: herbivore, omnivore, carnivore.
Materials:
* Pelts: raccoon, nutria, skunk, ermine, coyote, gray fox, beaver, opossum, river otter, marmot
* Skulls: beaver, cougar, deer, fox, opossum, raccoon, skunk, muskrat, nutria
Pre-Activities:
Visit Oregon Forest Resources Institute and Oregon Department of Fish and Wildlife to view Oregon's diverse wildlife species.
Read What Do You Do with a Tail Like This? By Steve Jenkins and Robin Page
Procedure:
1. Adaptations are things plants and animals have or do to help them survive. Ask the students what the fur does for the animal? Keeps them warm, protects them, helps them blend into their environment, shiny healthy fur is a sign of health)
3. Investigate 3 skulls by observing the teeth to determine if the animal is an herbivore (deer), omnivore (raccoon), or carnivore (cougar).
2. Animals can survive through one of three ways: move or migration (flap your arms and have the students do the same) adapt (ASL for adapt), or die (ASL for die) Discuss animals that migrate; like monarchs, animals that adapt to their environment; like ermine, animals that die; like certain wasp species.
4. Investigate the furs one by one to observe the adaptations of the animal and allow the students to touch the fur.
Post-Activities & Resources:
1. Have students write/draw their favorite animal. Have them describe their favorite adaptation/specialty. (long tail for balance, claws for capturing prey, insulating fur)
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Valentines Day when your child has autism
Valentine's Day is an occasion that can be so much more than just another commercial holiday. It's a day with a genuinely important message behind it – a chance to stop and appreciate the special people in your life.
It's also a special occasion children can get a lot out of, with fun experiences and rewarding lessons about social connections and nurturing relationships.
If you're a carer or parent of a non-verbal child or a child with autism, you'll know that the day also presents some potential challenges – from the commotion of parties to changes in routine and confusing concepts.
Scroll down to read our suggestions for helping children with autism get the most out of Valentine's Day this year.
1. Recognise and plan for the challenges
By identifying potential challenges and triggers for your child in advance, you can help them prepare for them and overcome them.
Challenges and triggers can include school parties, special activities and lessons that place lots of demands on children, as well as possible confusion over the sorts of phrases they could typically hear, such as "Will you be my Valentine?".
From the pressures of social interaction, to displays of emotion and obsessive behaviour triggers, Valentine's Day can certainly be a challenge, but with some preparation it's also possible to help your child enjoy it and get a lot out of it.
2. Help them understand what the day is about
Like other occasions, Valentine's Day is a change to the regular routine and often comes with gifts, social interactions and parties, not to mention its own vocabulary and codes.
Find a quiet time that's comfortable for your child to sit down and talk about the day – why we celebrate it, what usually happens, and what sorts of things people usually say and do.
3. Role play card exchanges or gift giving in advance
You can help your child understand and prepare for likely scenarios, such as giving or receiving a card or a gift, by rehearsing with them.
Breaking down these scenarios into bitesize steps – from taking the card out of their school bag, to going up to a friend, family member or teacher, saying
"Happy Valentine's Day", and giving the card to them – can help them develop confidence for the whole thing.
4. Incorporate their own interests
One way to encourage your child to get interested in the occasion is to incorporate something they like, whether it's a sport or a cartoon character. Use their interests as themes for cards, games and gifts.
5. Plan crafts around the occasion
Crafts such as making cards and gifts can be fun and useful opportunities for them to become familiar with the concepts surrounding Valentine's Day – and to express questions or concerns. You can encourage them to express themselves in these activities, whether physically or by using communication tools.
Activities focused on stimulating the senses can be great for non-verbal and autistic children, and you can find a number of ideas related to Valentine's Day here.
[link to other blog post]
Have you heard about app2vox?
app2vox is a free communication app that helps autistic and non-verbal individuals communicate with the people around them. Built to improve everyday lives, app2vox makes accessibility accessible.
Learn more about the app's features here or explore more resources – you can browse our helpful guides on everything from understanding meltdowns to diagnosing autistic adults and therapeutic activities for individuals with autism. | 1,333 | 688 | {
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Year 4 Autumn Term 1
Geography:
Computing:
Beginning an online course on the basics of computer programming, studying the ideas of sequencing and looping.
Exploring the Globe: We will be discovering how different explorers helped to chart the globe and the journeys they took. We will learn about lines of latitude and longitude (and about times zones), read and create maps and use compasses.
RE:
Christian People: Exploring what Christians understand by 'saints' and why they are important for their faith.
PSHE:
Emotions: Learning to describe our emotions, why we have them and how we can learn to control them.
Art:
Natural Sculptures: Studying the work of artist Andy Goldsworthy and using him as an inspiration to create our own sculptures using natural materials.
Science:
Explorers
We will be travelling around the globe with famous explorers, from Columbus to Ranulph Fiennes! We will visit the Galapagos Islands with Charles Darwin, explore America with Lewis and Clark and race to the South Pole with Scott. As we do so, we will learn more about the amazing diversity of the world we live in. Please let us know if you have any expertise about this topic that you would like to come in and share.
Literacy:
Fiction: Reading a picture book about an over-
PE:
Dance: Composing dance sequences inspired by steps and techniques of the 'Lindy Hop'! Gymnastics: Learning to perform a wellcontrolled gymnastics routine, possibly working towards a gym competition against the other Year 4 class here, or even with Queen Emma!
French:
Consolidating conversational skills. Learning the names of places in a town and how to say where you live.
curious explorer and retelling the story in our own words using ambitious description. Non-fiction: Writing the biography of a famous explorer. Exploring recounts of explorers' journeys in letters, diaries and news reports. Grammar: Recapping the main classes of words and using them to build different sentences. Spelling: continuing to explore and practise common spelling patterns.
Music:
Exploring how the tempo and style of music can help visualise the movement of an animal. Inventing a new animal and composing music to represent how it behaves.
Maths:
Understanding the value of digits in numbers and rounding to the nearest 10 and 100.
Habitats: Learning to group living things in different ways and using classification keys to help identify them.
Improving our recall of multiplication facts and using them to derive other facts.
Developing efficient written methods for addition and subtraction, and using these to solve problems. Identifying symmetry in 2D shapes and calculating the perimeter of rectangles.
Understanding how the habitats of living things can change and the dangers this can sometimes pose to them. | 1,113 | 570 | {
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Life in 'Likes'
Social media use among 8-12 year olds:
Executive Summary
Most social media platforms have a minimum age limit of 13, but research shows a growing number of children aged under 13 are using social media, with 3 in 4 children aged 10-12 having their own accounts.
While much is known about how teenagers use social media, this research provides the missing piece to the story, exploring the social media lives of children before they reach the teenage years. In October and November 2017, we conducted 8 focus groups with 32 children aged 8-12 to understand the impact of social media on the wellbeing of this age group. The findings of this research are summarised below.
How I use social media
My social media:
Across all ages, the most popular social media were Snapchat, Instagram, Musical.ly and WhatsApp. Younger children had less routine around when they accessed social media, while older children started to get into the habit of using all their social media apps multiple times a day, and for some, it had come to dominate their day.
Social media makes me feel happy
Children knew how to cheer themselves up or calm themselves down using social media, from getting funny Snapchats from a friend to watching slime videos on Instagram. It allowed children to be creative and play games, two things that appealed to children from a very young age.
How I stay safe online:
Parents and schools had successfully ingrained messages in children about online safety from known risks such as predators and strangers. Yet children were less aware of how to protect themselves from other online situations that could affect their mood and emotions.
My friends and family
'Following' my family:
Younger children were particularly influenced by their family's views and usage of social media, and parents may be unaware of how their use of social media affects their child.
Going on my mum's phone
Parents sometimes gave children contradictory safety messages when they let children use their social media accounts, and unknowingly exposed them to unsuitable content.
Sharenting
Many children felt uncomfortable and bothered by their parents posting pictures of them on social media, yet felt they could do little to stop it.
My sister showed me Snapstreaks
Children learned how to do new things on social media from their older siblings, but were also put off by things that their siblings had experienced. In some cases, children worried about their siblings' behaviour online, such as excessive use and ignoring safety messages.
My online friends:
Social media was important for maintaining relationships, but this got trickier to manage at secondary school, where friendships could break down online.
Keeping in touch
Children used social media as a tool to maintain friendships, and they recognised the value of face-to- face interactions for more serious conversations, like discussing worries and resolving arguments.
Falling out online
Younger children were more likely to see mean comments from strangers on apps like Roblox, whereas older children, who were communicating with a greater number of people on group chats, faced issues and confusion around the blurring of 'jokes' that were posted publicly.
I need to reply now
Maintaining online friendships could be stressful for some and a source of distraction from other offline activities.
Growing up on social media
Who should I be?
Children are conscious of keeping up appearances on social media, particularly when they start secondary school, and identity and seeking peer approval become more important.
Do I look okay?
Despite talking about the importance of 'staying true to yourself' and being authentic on social media, girls were worried about looking 'pretty' and boys were more concerned with looking 'cool' and having the right clothing.
Can we all look like celebrities?
When children started to follow celebrities and people outside their close family and friends, many became aware of how they looked compared to other people on social media, and felt that comparisons were unattainable.
Will my picture get any likes?
Children felt good when they got 'likes' and 'comments' from friends, and some Year 7 children were starting to become dependent on them, using techniques to guarantee they would get a high number of 'likes'.
Is this shareable?
Children started to see offline activities through a 'shareable lens' based on what would look the best on social media.
The world and my future:
Social media could inspire children and help them learn about new things.
I want to be a YouTuber when I am older
Some children developed new aspirations about what they wanted their future to be like and copied things they saw on social media.
Learning about the world
Some children actively gathered information on social media platforms like YouTube and Instagram, and were exposed to 'news' via celebrities and 'explore/discover' pages. | 1,930 | 960 | {
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Super U! Challenge – School Assembly Classroom Guide
Program Overview:
The Super U! Challenge is an interactive show that is designed to capture the feel of family television game shows, such as "Minute To Win It" and the classic Nickelodeon show, "Double Dare". During the program, students from the audience will be invited to participate in fun challenges using costumes, funny props, and even some SLIME!
Each challenge in the show is based around positive behavior / character building traits that promote respecting others, building trust, and choosing words and actions. The overall theme of the show is that kids have the ability to make choices that contribute to making the school great, strengthen friendships and stop bullying behavior.
The performance runs 40-45 minutes. More information / video at: http://www.superuchallenge.com
Specific Program Messages:
o We all have the "super power" to choose our words and actions. When we are careful to make good choices, it is like becoming our own "personal super hero".
o Respect and kindness is something that you have to pass on. You have to give respect to get respect and show kindness for people to show you kindness.
o Trust is something that you have to build between your friends, classmates, teachers and family members. Trust takes a long time to build, but it can easily be damaged.
o Joking around with a classmate is okay, but if someone asks us to stop doing something or saying something, we need to listen and respect their request.
Seating Notes:
If the audience is sitting on the floor, there will need to be an aisle down the middle of the audience. There will be markers on the floor indicating the aisle when you come into the program.
The aisle will serve as a walkway, and also as a way to divide the audience into teams. In order to keep the teams as even as possible, classrooms of the same grade level should try to be evenly distributed on both sides of the aisle. We want to avoid having all the younger kids on one side and all the older kids on the other side.
If the audience is sitting in bleachers, we will try to distribute classrooms as evenly as possible on the right and left sides of the bleachers.
A presenter will be greeting classrooms as they come in to assist with seating, if needed.
Classroom Discussions
o What are some ways that you can build trust between your friends? What are things that you could do that would damage trust or damage a friendship? When trust gets damaged, how would you work to rebuild it?
o We all like to be treated with respect. What are some things people might say or do that makes us feel good? What can we do to "pass on" the same respect and kindness to make others feel good?
o Why is important to stop saying or doing something to someone if they ask us to?
Classroom Activity #1: Create Your Super Hero Identity
Have students draw a picture of themselves as a super hero. Then, have them give themselves a super hero name, and identify some of their "super powers" (positive behavior / character choices) that they can use to make the school a great place and be respectful towards others.
Classroom Activity #2: Make Your Own Slime
The "slime" finale in the Super U! Challenge is something that students will definitely be talking about. Below is a recipe to make your own "classroom friendly" slime. It is a fun reward activity (and cool science demonstration) and also a way to continue discussions about the messages that were tied to the "slime" finale in the show.
Supplies:
Elmer's glue (or a white children's craft glue)
2 disposable cups (8oz drinking cups. Clear plastic work well, as kids can see what is happening)
Green food coloring
Water
Borax Powder (available in the laundry aisle or most large grocery stores)
A plastic spoon (for stirring the mixture)
A tablespoon (for measuring)
Making The Slime:
1. Fill one small cup with water and add a spoonful of the Borax powder and stir it up until dissolved.
2. Fill the other cup with the approximately 1 inch of the white glue.
3. Add three tablespoons of water and a few drops of food coloring to the glue and stir until mixed.
4. Add one tablespoon of the dissolved Borax solution, and stir well. As you stir the slime will begin to form and stick to the spoon. Adding more Borax will make slime firmer (more like silly putty)
5. After the slime forms let it sit for about 30 seconds and then pull it off the spoon and play with it!
If allowing students to make their own slime, exercise caution with the Borax. The powder and dissolved solution can burn your eyes. Keep slime away from carpet
Super U! Challenge is part of Midwest School Shows. Learn more at www.midwestschoolshows.com
© 2012 Midwest School Shows. Only for use and duplication by schools that have scheduled the Super U! Challenge program. | 1,831 | 1,056 | {
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ENGLISH
This half term we will be writing texts from a range of genres linked to our topic 'Under the Sea'. We will be writing poems, invitations, stories, and instructions over the half term. Within this, we will focus on using connectives and will start to learn how to write contractions.
Please continue to work on phonics and reading each day with your child as this affects all of their learning.
Dates for your diary:
13 th July: Under the Sea art gallery for parents
16 th June: Beach day at Queen Emma (parent helpers required)
Please remember to read 'News of the Week' for upcoming activities and dates for your diary.
PE
We will be learning the basic skills associated with athletics: running, jumping and throwing.
When it is dry we will teach P.E. outdoors this term so outdoor kit is essential. Please check your child has suitable shoes for running.
RE
Islam: we will be exploring what belonging to a community means. If you would like to come and talk to us about belonging to a particular community, please speak to Year 1 teachers.
SCIENCE
We will also think about shadows and why these happen.
Seasonal Change: We will think about how the weather and day length change across the seasons. We will keep a record of weather and temperature in order to learn to record data.
It might be fun to create shadow puppets at home to further their understanding.
Music
We will start to think about dynamics in music. This includes an understanding of tempo, texture and timbre.
PLEASE REMEMBER your child needs to:
- Bring their book bag every day.
- As the weather gets warmer, please provide your child with a sun hat and ensure they are wearing sun cream.
- Bring a water bottle ever day
MATHS
This half term we will be working on these different areas at a greater depth:
- addition and subtraction
- multiplication and division
- missing number problems
- shapes
- word problems
- money
- place value including tens and units
- time
ART and DESIGN TECHNOLOGY
In Art, we will be creating under the sea pictures. We will use a printing technique to do this.
HISTORY
We will be looking at our local area and how this has changed over time. If you or anyone you know has any expertise or particular interest in this and would be willing to share this with the children, please speak to Year 1 teachers.
PSHCE
Diversity and Communities: We will be thinking about and celebrating diversity within our community. | 987 | 520 | {
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Too many Bambi are bad for the forest
30 January 2017
While hunters partly filled the role of the departed predators, urban areas are largely off limits to deer harvest. Folks with high-power rifles will usually not prowl the local city park, and so deer mow down nearby gardens relatively undisturbed.
White-eyed Vireos are among the songbirds affected by dense deer populations in Virginia. Credit: Cameron Rutt
Overabundant deer can spell trouble for people, including frequent car collisions and the spread of zoonotic diseases. But deer can also disrupt wildlife communities—such as forest songbirds—by eating away their habitat. In a new study published in Landscape and Urban Planning, researchers show that areas in the eastern U.S. with high deer numbers tend to have fewer birds that need forest shrubs. These species use low-lying foliage to hide their nests from predators and to hunt for insect prey. Unfortunately, these plants are also on the menu of the white-tailed deer.
And there are a lot of deer. In the past, deer numbers were relatively low, held in check by native predators such as black bears, mountain lions, and red wolves. Now, bears are largely restricted to the Appalachians, mountain lion range has retreated far west, and the red wolf is at the brink of extinction. Deer have fared much better under heavy human settlement in the east—aside from predator removal, roads and housing slice the forest into pieces, providing forage at sunlit edges and cover in the woods. Virginia, where the study was conducted, may contain as many as one million deer. That's a 36-fold increase in the last 80 years.
But overabundant deer don't stop at daffodils. As more deer pack suburban forest fragments, they denude understory greenery and with it songbird habitat. The authors found that study sites with many deer were virtually devoid of species like the Hooded Warbler, White-eyed Vireo, and the Prairie Warbler—species that rely on the forest undergrowth. Most of these birds are already in trouble due to habitat loss. The Prairie Warbler, for instance, a perky yellow bird with streaked sides, has been designated a species of conservation concern following range-wide population declines.
Counting deer and woodland birds was tricky. Adequate assessment of bird numbers required knowledge of their vocalizations, repeated visits to study areas early in the morning when birds were most active, and lots of statistical modeling. Deer are skittish and active at night, but they do leave tangible evidence of their presence - poop (this evidence is especially copious after a bellyful of warbler habitat). As though counting droppings wasn't fun enough, estimating deer numbers also required lots of statistical work.
Researchers estimated bird and deer numbers at two regions of Virginia - one on the coast and one inland. Coastal Virginia is more urbanized than the rural inland, and correspondingly the study found more than twice as much forest fragmentation there. The coastal region - with as many as twentyeight thousand droppings per hectare - is where the study found significant correlations between deer and birds. "There were a lot of deer" says Vitek Jirinec, a coauthor of the study. "One of our vehicles was hit by a deer while going out for surveys - it ran into the side of the car and dented the door. Maybe the deer were onto us."
The fact that humans affect wildlife populations is
1 / 2
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not new, but sometimes the story is more complicated. This study suggests our land use practices that promote high deer numbers might be changing local ecosystems - with implications for declining songbirds and the people who enjoy them.
More information: Vitek Jirinec et al, Songbird community varies with deer use in a fragmented landscape, Landscape and Urban Planning (2017). DOI: 10.1016/j.landurbplan.2017.01.003
Provided by American Ornithological Society
APA citation: Too many Bambi are bad for the forest (2017, January 30) retrieved 27 November 2021 from https://phys.org/news/2017-01-bambi-bad-forest.html
Publications Office
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 | 1,766 | 927 | {
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2 nd Grade Reading and Writing Calendar
Notes:
| Launch | |
|---|---|
| Unit 1 | : Growth Spurt (Bk. 1) |
| Unit 2 | :Word Solving Muscle(CC) |
| Unit 3 | :Becoming Experts (Bk. 2) |
| Unit 4 | :Bigger Books …(Bk. 3) |
| Unit 5 | :Series Book Clubs (Bk 4) |
Writing:
| Launch | |
|---|---|
| Unit 1 | : Lessons…Masters (Bk. 1) |
| Unit 2 | : Poetry (Bk. 4) |
| Unit 3 | : How to NF (new book) |
| Unit 4 | : Writing about Reading (3) |
| Unit 5 | : Scenes to Series (G1, B4) |
| on demand | |
Modifications for 2020-2021:
| August 2021 | | | | | | |
|---|---|---|---|---|---|---|
| S | M | T | W | Th | F | S |
| 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 | | | | | | |
| July 2021 | | | | | | |
|---|---|---|---|---|---|---|
| S | M | T | W | Th | F | S |
| 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 | | | | | | |
journal writing planned for end of year, unless needed for all virtual
condensed units to key strategies planned on longer launch to
teach new routines for virt. lrng.
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East Worlington Primary School
Religious Education Curriculum Statement, Knowledge and Skills Progression
Subject Vision: "Every time you break down that narrative of otherness, the narrative of togetherness grows." Brendan Cox
Statement of Intent:
Our vision for Religious Education is to inspire a curiosity about people through exploring world views held so that pupils can gain authentic knowledge, understanding and the skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. R.E. has an important place in the curriculum: it provides a safe space for young people to develop their understanding of people, cultures, religious and non-religious world views. Children will gain a coherent understanding, thus preparing them for their journey through education and life in twenty-first century Britain. R.E. will contribute to children's personal and academic development. As well as gaining knowledge and understanding of religions and beliefs, the children will develop their own understanding of the world and how to live, in the light of their learning. R.E. will make a significant contribution to children's spiritual, moral, social and cultural development as well as providing opportunities to explore British values.
We intend that established in our children will be a life-long interest in R.E. through its discrete teaching. The substantive knowledge they build will allow them to move from the generalised to the complex. Their knowledge will be a good representation of world religions and world views. They will understand that complexities and diversities exist within world views through a well sequenced curriculum building on prior knowledge, acquisition of specialist vocabulary and rich activities that further understanding. Our intention is that R.E. will provoke challenging questions about meaning and purpose of life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In R.E. children will learn about religions and beliefs in local, national and global contexts. Children will weigh up the value of wisdom from different sources to develop and express their insights. Key aspects include: Knowledge and understanding of religions and the similarities and differences between them; Expressing ideas and insights; Gaining and deploying skills which make them better citizens in our diverse and multicultural country, within a rural setting with where the children have little regular contact with this diversity in their day to day lives.
Statement of Implementation:
Study at East Worlington Primary School we base our scheme of work on a rolling program with covers different aspects of the Christianity, Judaism, Buddhism, Hinduism, Sikhism and Islam open, enquiring, exploratory RE, suitable for pupils who have religious faith of their own as well as for those who have no religious faith. This will be enriched by visits and visitors, including strong links with the local church, so that children can experience places of worship and learn of people's individual world views. Units of study will be organised so that more tangible concepts will be met first. There will be an emphasis on helping pupils to develop a coherent understanding of several religions, by studying one religion at a time. The thematic studies will allow pupils to draw together their learning each year to understand how core concepts of religions and beliefs help them to understand how beliefs and practices connect, so that they are able to build effectively on prior learning as they progress through the school – an approach that will prepare them for secondary education. Opportunities to revisit and recall knowledge will be integral to the learning and a variety of strategies will be used. Vocabulary, concepts and content will prepare children for what they need for the units of study they will explore in the next stage of their education – particularly as subject content develops in complexity and controversy. Resources, such as artefacts, people and places (brought into the classroom virtually or by visits) will be utilised that show faith first-hand.
Statement of Impact:
Our R.E. curriculum is high quality and ambitious. It is planned to demonstrate progression. The children will be equipped with knowledge and understanding of a range of religions and world views that will enable them to flourish as citizens in a pluralistic and global community. They will be able to articulate their own worldview, ideas, values and experiences and understand that it is the lens through which they interpret the world, while respecting the right of others to differ. This will be evidenced through work in books and also class and group discussions, which will give opportunities for children to show and further develop their understanding.
This Curriculum Statement and Skills Progression should be read in conjunction with the school's Curriculum Vision and Pedagogy and the Project Plans for each class. | 1,969 | 923 | {
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NOVA COLLEGE-WIDE COURSE CONTENT SUMMARY ESL 24 – ORAL AND WRITTEN COMMUNICATIONS I
VCCS Course Description
Provides practice in the sound, stress, intonation, structural patterns, grammar, vocabulary, and idioms of beginning-level English. Credits are not applicable toward graduation. Lecture 5 hours per week.
General Course Purpose
* To give low-intermediate ESL students the opportunity to develop skills in understanding and producing correct English structures through oral and written communication. To provide practice listening to and understanding academic lectures
Course Prerequisites and Corequisites
Prerequisite: An English placement test recommendation for ESL Level 2.
Corequisites: ESL 21 and ESL 22; corequisites are not required to be taken in the same semester
Course Objectives
Goal 1 - Students will be able to produce sentences orally with clear and comprehensible pronunciation
Objectives
Students will be able to:
A. improve use of stress at the word level
B. improve use of sentence stress
C. pause at word/phrase boundaries
D. improve use of vowel and consonant sounds
E. use grammatical patterns appropriately
Goal 2 - Students will be able to use intonation and stress patterns appropriately in context
Objectives
Students will be able to:
A. improve use of intonation according to grammatical patterns
B. improve use of word and sentence stress
Goal 3 - Students will build accuracy in basic sentence structures
Objectives
Students will be able to:
A. use appropriate verb form and tense
B. edit writing for agreement
Goal 4 – Students will be able to understand class discussion and academic presentations
Objectives
Students will be able to:
A. identify main ideas and details of academic lectures
B. develop basic note-taking skills
C. organize notes
D. use information in their notes to respond to questions on a given topic
Major Topics to be Included
* Listening/Speaking
o emphasis on listening and speaking skills in context of an American classroom
* Large and small group activities
o
emphasis on learning to interact and function in groups, such as role-playing activities
* Formal and informal presentations
o emphasis on planning, organization, and content of presentations
* Practice in clear communication
o emphasis on delivery of ideas (pronunciation, eye contact, comfort in delivery)
* Listening comprehension
o emphasis on understanding and following class discussions and presentations
o emphasis on understanding different communication styles
o understanding idiomatic expressions
* Writing/Grammar
o emphasis on writing and grammar skills to include:
- basic sentence structures
- basic verb system
- agreement
- introduce determiners | 1,291 | 546 | {
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BUTTONS ON MICRO:BIT
PROGRAMMING OF AN ANIMACION
In this lesson, you will learn about the buttons on the BBC micro:bit – how to use them in your own program and how to find out if they were pressed. We will then connect them with the animations on the display.
Material requirements:
BBC micro:bit, USB cable, battery for micro:bit, computer with an access to Internet
We are going to work in the online environment makecode.microbit.org.
BUTTONS EVERYWHERE AROUND US
Buttons are one of the most common electronic components – they are on controllers, washing machines, game consoles, payment terminals...We use them to control electronics – whenever we want a microprocessor to do something (for example, send an elevator to our floor), we communicate through button.
Micro:bit has 2 buttons that we can use in our program (they are marked as buttons A and B).
Pressing one button
Capturing the pressing of a button is very simple on the micro:bit – just use the command on button A pressed from category Input. Try to program a simple program that will display a happy smiley when you press A and a sad smiley when you press B. First try the program in the simulator and only then upload it to the micro:bit.
Pressing both buttons
Let's try to add a third smiley to our simple program – this time confused. We will display this by pressing both buttons at the same time. But how do you test the program in the simulator? If you notice carefully, after adding the command on button A + B pressed a new white A + B button will appear in the simulator on the bottom of the right side of the micro:bit. Of course, you won't find it on a real micro:bit, it is only in the simulator, so you can try pressing both buttons at the same time.
Author: Marek Mansell et al. (2020) in the projectucimeshardverom.sk/materialy (LicenseCC BY-SA 4.0)
ANIMACION – SMILEY IS COMING AND LEAVING
Until now, we simply displayed images without any animation. But now we will change that – we will create an animation of a smiley, which comes to us and then leaves.
We want to achieve that when we press the A button, the smiley gradually moves from the right side until we see entire smiley. When we then press the B button, the smiley will move further to the left and gradually leave. For each frame of the animation, we will use a separate command show leds.
Author: Marek Mansell et al. (2020) in the projectucimeshardverom.sk/materialy (LicenseCC BY-SA 4.0)
ANIMACION ACROSS MICRO:BIT
You will need 2 micro:bits for this activity. If you only have one, connect with a friend who also has micro:bit and try to program the animation together.
We have a nicely animated smiley, it comes and goes on the display, the next step is to animate it across several micro:bits. It will gradually appear on one micro:bit and then move on to the other. So we will create two animations, on one micro:bit it will start immediately after pressing both buttons at the same time and on the other micro:bit it will take place few seconds later. But how to determine after how many seconds later the smiley should be displayed on the second micro:bit? The easiest way is to measure the time with a stopwatch and then use the pause (ms) command at the beginning of the animation for the second micro:bit.
Upload an animation without pause to one micro:bit and to the second one with pause before an animation.
HEART FLASH
The last task is to create a "flash"of heart. – after pressing the button, the heart is displayed for 5 seconds and then disappears.
We already know how to display an image for 5 seconds, but how to clear the screen? There are two ways to do this – either with the command show leds, which we leave blank, or with the command Clear screen from the Basic category.
LESSON SUMMARY
In this lesson, we learned how to use the micro:bit buttons in our programs. We will use them often as the buttons are one of the most used electronic components. However, this is not the only way we can tell the micro:bit to do something – in the next lesson we will look at how to control the micro:bit using motion.
Author: Marek Mansell et al. (2020) in the projectucimeshardverom.sk/materialy (LicenseCC BY-SA 4.0) | 1,712 | 975 | {
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First Quarter
Introduction to Course
* Critique/reflection of one piece of jewelry made last year.
* Review safety, rules, work space expectations, Chromebooks
* Create Inspiration board communicating Artistic Voice:
- Personal aesthetic
- Societal influences
- Art movements
- Historical/cultural influences
Review Cold Connection Techniques / Sheet Metal Properties
* Wire link, beaded wire link, head pin, rivet, jump rings, clasp, hammered link, wig-jig, fine gauge wire wrapping.
* Sheet metal; copper, brass, sliver, annealing/work hardening.
Rings
* Birthstone as focal point, gemstone symbolism.
* Ring mandrel, hammering, ring sizing.
* Wire wrapping techniques, sheet metal, beading cabochon stone setting, epoxy resin technique.
* Focal point, symmetry, color.
Polymer Clay or PMC (Precious Metal Clay)
* Multi-strand necklace or bracelet design.
* Color, texture, form, scale, emphasis, repetition.
* Beginner/intermediate clay techniques/applications for the set of beads communicating a unified theme.
* Student directed exploration of a unified theme.
Illustrations – created for each project, drawn to scale with detailed captions of dimensions, materials, metal type.
Critique – group discuss and modeling jewelry for functionality after the completion of each project.
Second Quarter
Vintage Name Plate
* Sheet metal process, hammering, patina.
* Concepts – keepsake, memento, identity, classic jewelry from the mid-century, family heritage.
* Continuous contour line, unity, typeface, typography.
Pendant Focal Piece
* Concept: creating emphasis within a necklace design.
* Sheet metal, negative space image, piercing technique.
* Fine scale saw frame cutting, metal finishing, patina.
* Shape, negative space, proportion, movement
Wire/Natural Fiber Weaving
* Fine gauge wire weaving approaches with and without loom.
* Concepts: repetition, pattern, flexibility, movement, rhythm.
Final Project
* Student directed final project – jewelry set, necklace, brooch, hair piece, bracelet, etc.
* A comprehensive reflection of student's personal aesthetic through jewelry. Supported by exploration, historical/contemporary research.
Illustrations – created for each project, drawn to scale with detailed captions of dimensions, materials, metal type.
Critique – group discuss and model jewelry for functionality after the completion of each project.
Student Skills and Abilities
After the completion of Jewelry, students will be able to:
1. Design and create a piece of jewelry that is both functional and aesthetic.
2. Create original designs of bracelets, earrings and necklaces using cold connection metal techniques.
3. Turn a raw piece of metal into a fully finished metal component.
4. Develop ideas using historical research and color illustrations prior to fabrication.
5. Create a custom piece of jewelry with specific dimensions using proper measuring.
6. Should be able to recognize and discuss jewelry from designers throughout history. | 1,460 | 604 | {
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Putting it all together
HOW TO HAVE THAT DIFFICULT CONVERSATION (AND MAKE THE RELATIONSHIP BETTER)
Romans 12:18 (NLT) Do all that you can to live in peace with everyone.
A. Walk through the Three
_______________.
1. Sort out____________________
___________
Where does your ________ come from? (information, past experience, rules, expectations) Theirs? Impacts/____________
What impact has this situation had on you? What might their intentions have been? What impact might you have had on them? What were your intentions?
___________
What have you each contributed to the problem?
2. Understand__________
Explore your emotional footprint, and the bundle of emotions you experience.
What might the other person be feeling?
3. Ground your
__________
What's at stake for you__________________?
What do you need to accept to be better grounded?
What identity issues might be coming up for them?
B. Check your_________and______whether to raise the issue
1. Purposes
What do you hope to accomplish by having this conversation? Shift your stance to support learning, sharing, and problem-solving.
2. Deciding
Is this the best way to address the issue and achieve your purposes? Is the issue really embedded in your _____________ Conversation? Can you affect the problem by changing your contributions? If you don’t raise it, what can you do to help yourself let go?
C. Start from the ______ Story
1. Describe the problem as the___________between your stories.
Include both viewpoints as a ____________________ part of the discussion.
Visit PastorTimandTrudi.com to submit your questions and comments and to join us for more discussion of this lesson on the "After Class" podcast.
2. Share your purposes
3. Invite them to join you as a __________ in sorting out the situation together.
D. Explore Their ______ and Yours
1. Listen to____________
…their perspective on what happened. Ask questions.
Acknowledge the feelings behind the arguments and accusations. Paraphrase to see if you’ve got it.
Try to unravel how the two of you got to this place.
Whenever you feel overwhelmed or unsure how to______________, it's always a good time to_____________
2. Share your own______________
…your past experiences, intentions, feelings.
3. ___________
Truth
➾
Different_____________
__________________
➾
Intentions and impact
Blame
➾
Joint contribution
Judgments, characterizations
➾
______________
What's wrong with you
➾
What's going on for___________
E. __________-solve
Invent _______ that meet each side’s most important concerns and interests.
Look to_________for what should happen.
Keep in mind the ________________ of mutual caretaking; relationships that always go one way rarely last.
Talk about how to keep communication _____ as you go forward.
Visit PastorTimandTrudi.com to submit your questions and comments and to join us for more discussion of this lesson on the "After Class" podcast.
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D.A.V. PUBLIC SCHOOL
No. 19, Sitaram Nagar, Velachery, Chennai – 42
REPORT ON THE CELEBRATION OF WORLD OZONE DAY FOR THE ACADEMIC YEAR 2024 -25
Date: 11.09.2024 Timing: 08.45 a.m. to 09.30 a.m.
"Small actions today, a safer tomorrow: Protect the Ozone, Preserve Life."
September 16th marks World Ozone Day, a global initiative to protect the ozone layer and promote environmental conservation. The Montreal Protocol, signed in 1987, aims to reduce
harmful substances and preserve our planet's precious resources. This year's theme,
"Montreal Protocol: Advancing Climate Action"
emphasizes our collective responsibility to safeguard the ozone layer.
The World Ozone Day was observed at our School on 11th September from 8:45 a.m. to
9:15 a.m. The program commenced with the soulful rendering of the Gayatri Mantra followed by the D.A.V. Gaan, setting a spiritual tone for the event. Daksha of IV B and
Viviya of III E skillfully hosted the program, demonstrating exceptional expertise.
This day served as a reminder that the ozone layer plays a vital role in protecting our lives and it is essential that we take measures to conserve it. The day was celebrated by organizing
various activities and events that aimed to educate the students about the importance of ozone layer. Harshita of Std IV C delivered an inspiring welcome speech, emphasizing the
importance of World Ozone Day.
"The Ozone Shield: The Vital Layer for Life" - A thought provoking
Talk Show presented by Std IV students. The students took a pledge to protect the ozone layer,
demonstrating their commitment to environmental conservation.
"In the Shade of the Ozone,"
a beautiful and rhythmic poems on protection of our ozone recited by a team of students.
"Save Our Sky" Ozone Protection Campaign, a powerful illustration of the urgent need to
save our planet Earth by making stunning and informative posters along with a campaign by
Std IV students. This celebration was dedicated to inculcating the idea that every individual has a role to play in taking care of the Earth. Lakshmi Sree of IV C expressed a heartfelt Vote
of Thanks.
The event concluded with the National Anthem and Shanti Paat, promoting unity and harmony. The World Ozone Day celebration was a resounding success, inspiring students to
protect the ozone layer and promoting environmental awareness.
Talk Show - Vital Role of the Ozone Layer in Protecting Life on Earth!
Young Guardians of the Earth Unite to Save Our Sky: "Protecting the Ozone Layer for a Safer Tomorrow!" | 1,270 | 575 | {
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Curriculum policy
Retford Oaks Academy
September 2024
Contents
1 Aims
Retford Oaks Academy aims to:
* Provide a broad, balanced, relevant and differentiated curriculum from 11 - 18.
* Ensure that students' progress at an appropriate rate and to an appropriate standard.
* Support pupils' spiritual, moral, social and cultural development.
* Create entitlement and enjoyment for all students.
* Promote a positive attitude towards learning.
*
Promote partnership between student, parent/carer, teacher and community.
* Ensure continuity and progression within the Academy and between phases of education.
* Foster teaching styles which offer and encourage a variety of relevant learning opportunities.
* Ensure equal access to learning, with high expectations for every pupil and appropriate levels of challenge and support.
* Encourage a respect for the Academy and its environment so that learning is a positive and pleasurable experience.
In particular, the Academy tries to ensure that the curriculum aims to:
* Enable the students to develop lively, enquiring minds, an ability to question and argue rationally and an ability to apply themselves to tasks and physical skills.
* Enable pupils to develop knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations
* Enable students to become independent, resilient and confident learners to equip them for further/higher education and employment.
* Enable students to acquire understanding, knowledge and skills relevant to adult life and employment in a fast-changing world.
* Provide subject choices that support pupils' learning and progression, and enable them to work towards achieving their goals
* Enable students to use language and number effectively.
* Enable students to develop personal moral values, respect for religious values and tolerance of other races, religions and ways of life. This is delivered in part, through our RE curriculum.
* Enable students to understand the world in which they live and the inter-dependence of individuals, groups and nations.
* Enable students to appreciate human achievements and aspirations.
* Enable learning to be extended into a wide range of enrichment activities that promote learning in its broadest sense.
* To support pupils' physical development and responsibility for their own health and enable them to be active.
2 Curriculum Statement
The courses of study for each year group of students at Retford Oaks Academy are available on the Academy's website.
Legislation and guidance
This policy reflects the requirements for academies to provide a broad and balanced curriculum as per the Academies Act 2010, and the National Curriculum programmes of study which the school has chosen to follow.
It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010 and refers to curriculum-related expectations of governing boards set out in the Department for Education's Governance Handbook. | 1,340 | 559 | {
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100 Personification Examples in
Literatures
* The wind whispered secrets to the trees.
* The sun smiled down on the children playing below.
* Time creeps up on you.
* The ocean danced in the moonlight.
* Lightning danced across the sky.
* The old house groaned in the wind.
* The car complained as the key was roughly turned in its ignition.
* The tree branches reached out, as if trying to touch the sky.
* The camera loved her every pose.
* The waves roared in the twilight.
* The flowers nodded their heads in agreement.
* Fear knocked on the door.
* The chocolate bar was calling out to me.
* The stars winked from the night sky.
* The alarm clock screamed at me to wake up.
* The mountain stood tall against the horizon.
* The moon played hide and seek with the clouds.
* The thunder grumbled like an old man.
* The door protested as it opened.
* The vegetables begged to be picked.
* The leaves danced their way to the ground.
* The computer threw a fit.
* The fog swallowed the city whole.
* The storm chased the people indoors.
* The fire swallowed the entire forest.
* The vines strangled the building.
* The radio burst into song.
* The clouds wept all evening.
* The shadows of the trees danced in the campfire.
* The tornado howled in anger.
* The rain kissed my cheeks.
* My car gave a happy purr.
* The wind sang through the meadow.
* The night sky cloaked the city in darkness.
* The forest echoed with laughter.
* The mountains declare their majesty.
* The river sang a sweet lullaby.
* The pen cried out in frustration.
* The snow blanketed the town in serenity.
* The walls have ears.
* The hurricane's eye watched the city.
* The cactus saluted those who ventured the desert.
* The books in the library spoke volumes.
* The tea kettle announced it was ready.
* The car's brakes screeched in protest.
* The tulips flaunted their vibrant colors.
* The piano moaned a melody of despair.
* The stairs creaked underfoot.
* The road stretched endlessly before him.
* The setting sun kissed the horizon goodbye.
* The novel unfolded its mysteries.
* The horizon devoured the sinking sun.
* The cake begged to be eaten.
* The breeze whispered tales of old.
* The grass tickled my feet.
* The castle has stood the test of time.
* The desert stretched its arms wide.
* The apples tumbled from the tree.
* The lighthouse beamed across the bay.
* The coins argued amongst themselves.
* The volcano spat out its anger.
* The world turned its back on him.
* The stars plotted the night's events.
* The moonlight tiptoed across the room.
* The city never sleeps.
* The curtains sighed as they were drawn.
* The avalanche devoured everything in its path.
* The popcorn leapt out of the pan.
* The river stole the precious soil.
* The house basked in the sun.
* The rocks stubbornly refused to move.
* The wind howled its midnight lament.
* The chair held firm.
* The sunflower basked in the golden hour.
* The city lights twinkled with glee.
* The trees held their breath.
* The staircase spiraled, dizzy from height.
* The fire spat angry embers.
* The ruins remembered better days.
* The brook chattered over pebbles.
* The mirror reflected her soul.
* The thunder clapped an ovation.
* The barn watched over the farm.
* The butter melted from the sun's gaze.
* The trees waved at the passing cars.
* The old bridge sighed under the weight.
* The mountains bow to the sky.
* The radio spit out tunes.
* The heavens cried their sorrow.
* The mailbox waited eagerly.
* The sun stretched its golden arms.
* The feather floated to rest.
* The canyon echoed back.
* The clouds spun tales in shapes.
* The lamp guarded the room.
* The candle's flame danced merrily.
* The rose reached out for the morning dew.
* The dessert was a symphony of flavors.
* The clock's hands raced.
* The blanket hugged me tight. | 1,491 | 891 | {
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Lesson Plan—Week 2: No Ideas But In Things
Topic
Show Don't Tell: Presenting the story and evoking the scenes through description of objects, artifacts or art
Learning objective
Learn to focus on the specifics and the fine details by describing a specific item or a photographs that conjures or suggests the themes of science and religion for you, student participant. The learner will understand the importance of artifacts from the writing point of view as a way to focus the abstract ideas of science and religion into the concrete details of their everyday lives.
| | Instructional Aid |
|---|---|
| Anticipatory set: activating prior knowledge and setting up for the topic of the week Dipping into your memory: what object brings your mind to your personal experience of science? A microscope, a telescope, a personal DNA testing kit? What object brings you to the sphere of religion? A religious image on your bookshelf that came from your childhood or your world travels, religious object that you or someone you know might wear? A religious chant as a non-physical form of art? | |
| Pre-assessment and self-assessment • How do you understand your own relationship with “concrete objects”? Do you hold on to a favorite item – clothes, favorite cup, a book, a handbag – for a long time and can you bring it into your mind’s eye? • How does your “favorite mundane object” from the question above feel for you? Can you hear that dress/gown rustle? Can you feel the texture of your lucky tie? Can you smell the material from which that object is made? Can you feel the taste of your favorite dish? | After pre-assessment, share Betsy Hubbard’s “Using Artifacts and Photos to Inspire Writing” |
| objects, they help tether our stories to the real experiences of our everyday lives. This is especially important with topics like science and religion, which easily veer off into the abstract. Ideas are universal, but artifacts are specific, personal--something you can see, touch, taste, and smell. Student activity Find an object in your home that embodies something about your views on science, religion, or both. It could be as obvious as a crucifix or as unexpected as an old handkerchief. Free-write about that object, focusing on the tangible details: its size, shape, smell, color, texture. | |
|---|---|
| Post-lecture reinforcement Taking your initial description of the artifact, expand your draft by describing, from your memory, a specific event whose recollection was sparked by this object. Muse, through writing a scene, how the specific items connects for you with the bigger themes are you exploring in this class – your Big Idea. | Develop pointers for writing about artifacts that includes physical description, point of view, imagery, cultural context |
| Week 2 closing assessment: Connecting with a Real Reader Find a trusted reader for your artifact description. Share it with them – you are only requesting 15 minutes of their time, so willing readers should be findable. Then ask them questions about your artifact: did they remember the color? Did they feel the texture? Did they see your point why this items embodied so much meaning around science and/or religion? Reader’s feedback will help you find areas where you can do better as a writer. | |
Week 2 Learning and Instructional Materials
Jennie Goode, A Picture's Worth: Learning from Looking at Photographs with Judith Kitchen, Brevity Sept 1, 2015. Available at brevitymag.com/craft-essays/a-picturesworth/
Betsy Hubbard, Using Artifacts and Photos to Inspire Writing: Discovering the Writer's Life, Two Writing Teachers (website) Feb 6, 2016. Available at twowritingteachers.org/2016/02/06/artifacts-and-photos/ | 1,530 | 815 | {
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Maths at Probus School
I am writing to you to let you know about some exciting developments in your childs maths education this year.
At Probus School, we passionately believe that Mathematics teaching should provide our children with a deep and through understanding of all areas of maths, whether it is number, shape or statistics. It should also be exciting, stimulating and an opportunity to be highly creative.
Historically, Mathematics teaching focused primarily on what we now call, 'fluency', which is when children practise how to answer generally arithmetic questions, for example 30 + 40 = 70. The National Curriculum today is built around two further ideas of 'reasoning' and 'problem solving'. These develop children's understanding of Maths to a much deeper degree. They often require children to record their ideas in words, or to show resilience towards their maths.
We are pleased to inform you that Probus School has been selected to take part in two exciting Maths projects over the coming year to develop this mastery approach to Maths teaching and learning in our school.
The first project is a programme run by The West Devon and Cornwall Maths Hub, which is an organisation run through Truro and Penwith College and seeks to improve mathematics education for children through staff training and high quality support in school by maths specialist teachers. The second project that we will be part of is the result of a success bid for government funding by Aspire, to develop the mastery approach of 'Fluency, Reasoning and Problem Solving' in a small group of Aspire Schools.
One key element of this project will be teachers recording parts of their lessons and then reflecting on their own and each other's practice. This will be done through an online platform called 'IRIS Connect', which is system trusted by thousands of educational institutions throughout the world. It empowers teachers to have more ownership of their professional development, to grow in confidence and collaborate successfully with peers. Whilst it is a powerful tool for accelerating teaching and learning, it is essential that students featured in a lesson recording are appropriately protected at all times.
All video footage is kept on secure and trusted servers that never enter the public domain. The use of IRIS Connect is strictly for professional development and satisfies our strict policies on keeping young people safe. Our current permission slip for digital recordings includes allowing for recordings to be made in school for professional development purposes. Any students for whom we do not have permission to film will be blurred out of any film.
I hope you agree that this an exciting development in maths at Probus. The children will certainly benefit greatly from the high quality, innovative training that our teachers will receive.
If you have any questions about the project, please contact Miss Norton, Mrs Perfect or Ms Carden.
Thank you for your continued support.
Miss Norton and Mrs Perfect
Maths Leads | 1,216 | 571 | {
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SENIOR AUTHORS
James Burnett
Calvin Irons
contributing authors
Debi DePaul
Peter Stowasser
Allan Turton
PROGRAM EDITORS
James Burnett
Beth Lewis
Donna Richards
Stacey Lawson
PRACTICE BOOK
1. Write the number that each arrow is pointing to.
a.
b.
c.
d.
e.
ORIGO Stepping Stones Year 4
*
1.2
WHERE AM I?
When Mariam was on holiday, she found a room that had no floor or ceiling and no windows or doors. What type of room did she find?
Work out each of these and write the answer. Find the answers in the grid below and cross out the letter above. Write the remaining letters at the bottom of the page.
ORIGO Stepping Stones Year 4
*
1.3
1. Each square is one whole. Colour one of the equal parts then write a common fraction to show how much is coloured.
a.
Fraction
coloured
b.
c.
coloured 2. Split one number in each sentence to show how you would add or subtract. b. 5800 + 452 is the same as c. 3200 − 680 is the same as d. 2500 − 765 is the same as a. 4700 + 560 is the same as 4700 + 500 + 60 3. Write or draw the missing parts. a. H Th T Ones seven thousand coloured coloured
H Th T Ones
2804
a.
H Th T Ones
b.
Fraction
coloured
Fraction
coloured
ORIGO Stepping Stones Year 4
*
1.4
1. Look at the blocks. Write the matching number on the place-value chart and expander.
ORIGO Stepping Stones Year 4
*
1.6
SPACE HOPPING
Help the astronaut reach the rocket safely. Work out and write the product for each moon. Use a green pencil to colour the products that have 0 in the ones place.
ORIGO Stepping Stones Year 4
*
1.7
1. Write two facts that you could use to solve each problem.
a. Each roller coaster car carries 4 people. There are 20 people waiting in line.
×
=
÷
=
How many cars will be filled?
b. 40 crates of oranges are shared equally among 5 stores.
×
=
÷
=
How many crates will each store receive?
2. Draw jumps to show how to find each difference. Then write the difference. 3. Complete the number sentences to describe the number shown on the expander. SAMPLE
a.
6585 − 32 =
b.
5647 − 2513 =
a.
× 10 000 = × 1000 = × 100 = × 10 =
× 1 =
7 2 0 9 5
b.
× 10 000 = × 1000 = × 100 = × 10 =
× 1 =
2 1 4 0 8
7 70 000
ORIGO Stepping Stones Year 4
*
1.8
1. Draw lines to connect clocks that show the same time.
ORIGO Stepping Stones Year 4
*
1.10
IT'S DELIVERY TIME AGAIN
These parcels need to be sorted into the correct vans. Work out and write each answer. Then colour each parcel to match the van with the same answer.
Which city will receive the most parcels? SAMPLE
ORIGO Stepping Stones Year 4
*
1.11
1. Complete this table.
Number of faces
Number of vertices
Shape of base
Number of sides on base 2. This table shows the favourite after-school activities for some students in Year 4. Complete the column graph below to show the results. Activity Television Reading Sports 0 2 4 6 8 10 12 14 Number of votes Title: 3. Round each population to the nearest hundred. Use the number line to help your thinking.
b.
Activity
Television
Reading c.
Number of Votes
10
19
Sports
16.
ORIGO Stepping Stones Year 4
*
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Grammar worksheet 9
have to
Forma affermativa, negativa e interrogativa
must
Forma affermativa e negativa
1 Osserva le immagini e completa le frasi.
Simon doesn't have to go to school today. It's Sunday!
1 Susan ______________ leave home at half past six every morning.
2 I ______________ wear a uniform.
4 They ______________ get the bus because they live near school.
2 Completa le frasi con la forma corretta di have to.
a Do you have to study Latin at school?
c I don't have to study Latin at school. (7)
3 ______________ you ______________ study tonight?
b I
have to study Latin at school. (
3
)
1 a _____________ Michael _____________ study this weekend?
b Michael_____________
study this weekend. (
3
)
c Michael _____________ study this weekend. (7)
2 a _____________ Alex and Jane _____________ go to the dentist tomorrow?
b Alex and Jane _____________ go to the dentist tomorrow. (3)
c Alex and Jane _____________ go to the dentist tomorrow. (7)
Sprint 2© ELI 2014
3 Completa le frasi con must o mustn’t .
I must remember to call Kara later.
1 We __________ forget grandma’s birthday.
2 You __________ feed the monkeys at the zoo.
3 You really __________ buy it.
The One Direction's new CD is fantastic!
4 You __________ tell her about the surprise party.
mustn’t e don’t have to
4 Completa le frasi e abbinale.
You don’t have to pay now. b
1 You ______________ be late!
2 Students______________go into that room.
3 Alicia ______________ wear a school uniform.
4 You ______________ forget to buy Luke a present.
5 Ben and Erin ______________ go to the supermarket.
a She can wear jeans and a sweater.
b You can pay later.
c They’re going out for dinner tonight.
d The meeting starts at 5 o’clock.
e It’s the staff room for the teachers.
f It’s his birthday tomorrow.
need to / don’t need to
5 Riscrivi le frasi alla forma negativa o viceversa.
I need to go to the supermarket today. I don’t need to go to the supermarket today.
1 The boys need to buy a new pair of shoes.
_________________________________________________
2 They don’t need a lot of time to finish the project.
_________________________________________________
3 Jacqueline needs to leave early.
_________________________________________________
4 He doesn’t need to charge his mobile phone.
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Blue Coat Church of England Academy
Year: 9
Subject: Music
Overview
Music Curriculum -
The Music department provides all students with the opportunity to learn to sing, play an instrument and develop a love for music through practical music making activities around the skills of performing, composing and appraising.
All students study music for one period a week in years 7 & 8 and they can then opt to study music in years 9, 10, 11 and 12 if they want to take their musical learning further. In addition to music lessons in class, the Academy provides a variety of musical opportunities for those with high ambitions and for those who wish to take part for their own personal development and pleasure.
The school also offers individual or small group tuition on a variety of instruments: drum kit, guitar, steel pans, trumpet, trombone, violin and voice. A variety of extracurricular activities also take place throughout the year and students frequently perform both inside and outside of school.
Music at Key Stage 3
Music lessons in years 7, 8 & 9 are all related to the National Curriculum for Music programmes of study; published in 2014. Students complete a variety of units of work made up of practical tasks related to singing, the keyboard, the ukulele and a variety of percussion instruments.
Further details can be found at:
https://www.gov.uk/government/publications/national-curriculum-in-england-musicprogrammes-of-study
Curriculum Plan Overview
| | Title of unit/ Topic | | Learning | |
|---|---|---|---|---|
| | | Just Play | | Students learn to play as part of a classroom |
| | | Band Skills 1 | | ensemble learning about chords, melody, bass |
| Autumn | | | | and notation using their voices and a choice |
| Term | | Introducing | | of instruments |
| | | Garageband | | Students create their own musical |
| | | | | composition using a computer to record, |
| | | | | arrange and edit sounds |
| | Understanding rhythm Understanding production Creating a remix | | Group rhythm composition demonstrating understanding of: Rhythm, Pulse, Duration, Polyrhythm, Texture and Structure. Students learn about audio editing and create their own musical arrangement from a given choice of tracks | |
| | Just Play Band Skills 2 Understanding Film Music | | Students create their own performance of a chosen song as part of a small group Students compose their own musical ideas to an animated film clip ‘Box Clever’. | |
| Summer | | | | |
| Term | | | | | | 1,208 | 586 | {
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ROCKS
SEDIMENTARY: Sedimentary rocks are formed by sediment that is deposited over time, usually as layers at the bottom of lakes and oceans. This sediment can include minerals, small pieces of plants and other organic matter. The sediment is compressed over a long period of time before consolidating into solid layers of rock.
IGNEOUS: Far underground, the temperature is so hot, rock melts into a liquid (molten rock). When the liquid is underground it is called 'magma' and it can cool to form an intrusive rock. When it spills out (volcano), the liquid is called 'lava' and it cools to form extrusive rock.
METAMORPHIC: Metamorphic rocks have been changed over time by extreme pressure and heat. Metamorphic rocks can be formed by pressure deep under the Earth's surface, from the extreme heat caused by magma or by the intense collisions and friction of tectonic plates.
KEY PROPERTIES OF ROCKS: Hard /Soft; Permeable/Impermeable; Durability; Density.
FOSSILS
A fossil is the remains or the impression left by a prehistoric plant or animal embedded in rock.
1.) An animal, creature or plant dies and ends up at the bottom of the sea. It gets covered in a layer of rock.
2.) Over time, more layers of rock form on top and the only thing which remains are the bones or the space where the bones used to be (mould fossils).
3.) Sometimes sediment enters the space where the bones used to be and takes the shape of the creature (cast fossil).
4.) Over a long period, the sea may recede / go back leaving the rock.
5.) Erosion and weathering of the rock means the fossil can now be seen!
What is soil made from?
Air - Oxygen, Carbon dioxide, nitrogen etc… Organic Matter - Living and dead plants and animals.
Water - Air and water fill the gaps between particles of soil.
Minerals - Formed from broken down rock.
Mary Anning (1799-1847) was a famous British fossil hunter who found the fossils of many prehistoric animals. Although not trained as a scientist her discoveries changed Science.
Graham Carter is an Engineering Geologist who tests soils for land contamination and for building regulations. He assesses the risks of building in certain areas.
| fossil | a fossil is the remains or the impression left by a prehistoric plant or animal embedded in rock. |
|---|---|
| rock | a rock is a solid made up of a bunch of difefrent minerals. |
| minerals | minerals come from broken down rock. |
| erosion | water, wind, and other natural forces cause rocks and earth to wear away. |
| soil | soil is the loose upper layer of the Earth's surface where plants grow. Soil consists of a mix of organic matter, air, water and minerals. |
| organic matetr | living and dead plants and animals. |
| hard rocks | hard rocks need to be split by tools e.g. granite. |
| soft rocks | soft rocks can be moulded e.g. clay. |
| permeable | permeable rocks allow water to pass through. |
| impermeable | impermeable rocks do not let water pass through. |
| durable | rocks which are resistant to erosion so they last longer. | | 1,267 | 706 | {
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N A M E : ________________________________ DATE: ____________________
HOSPITALS
Questions: Do you go to a hospital when you have a cold? Why? / Why not?
⚫ Complete the 15 sentences with the words on the left.
1. A small hospital is sometimes called a _________________.
2. The _______________ department will care for people who need help right away.
3. A _______________ works in a hospital and helps people who are hurt or sick.
4. Take this _______________ twice a day after food.
5. You can wait to see a doctor in a ________________.
6. A _______________ will often help a doctor.
7. You probably don’t have to wait very long to see a doctor if you first make an ________________.
8. Medical care can be very expensive, so many people buy medical _______________.
9. If you are very sick or hurt, an _______________ might take you to a hospital.
10. An _______________ is a person who will see a doctor at a hospital and then return home the same day.
11. An _______________ is a person who sees a doctor and stay at the hospital for one or more days.
12. A medical _______________ by a doctor will make sure that you are healthy.
13. A _______________ is used by people who cannot walk, or walk easily.
14. A doctor can write a _______________ for you when you when you need medicine.
15. After the accident, I went to a hospital and had an ________________ to fix my leg.
A ambulance n. appointment n.
C checkup n. clinic n.
D doctor n.
E
emergency
n.
I inpatient n. insurance n.
M medicine n.
N nurse n.
O operation n. outpatient n.
P prescription n.
W waiting room n. wheelchair n.
Aim Supplementary vocabulary building
Level Intermediate
Time Approximately 15 – 20 minutes
ANSWER KEY
My Notes
1. clinic
2. emergency
3. doctor
4. medicine
5. waiting room
6. nurse
7. appointment
8. insurance
9. ambulance
10. outpatient
11. inpatient
12. checkup*
13. wheelchair
14. prescription
15. operation
This worksheet is now on YouTube!
https://www.youtube.com/watch?v=u6K-OH-ufKg
*Note the difference in spelling between British English and American English:
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ROTATIONS CHECKLIST
When introducing and practicing blended learning rotations at the beginning of every school year, it is helpful for students, teachers and school leaders to be aligned on all aspects of rotations to be mastered before students begin computer learning AND where the class is on their progression to mastery.
One of the checklists below is designed and formatted to aid teachers in tracking the essential rotation procedures they plan, introduce and practice with their students. The Leader Checklist is designed for administrators and coaches to track their observations of specific rotations procedures and when mastery is achieved. A common use of this tool is for it to be posted on a classroom door or external bulletin board and quickly marked during walkthroughs.
Leader checklist
Principals, school leaders and/or coaches may use this checklist to track and confirm classrooms have mastered all essential rotation steps and procedures before beginning computer learning.
Classroom: _______________________________________
| Rotation element | Observed? | Mastered? |
|---|---|---|
| All desks are numbered/labeled including computer learning stations | YES NO | YES NO |
| Student Groups and Stations are visibly displayed before and throughout rotations | YES NO | YES NO |
| Teacher states MVP expectations before rotations | YES NO | YES NO |
| Teacher uses a nonverbal signal to start rotations | YES NO | YES NO |
| Students rotate silently and in one direction. | YES NO | YES NO |
| Students rotate in less than 30 seconds | YES NO | YES NO |
| Students log on and off computers independently | YES NO | YES NO |
| Students non-verbally signal for assistance at computer stations | YES NO | YES NO |
| Students follow MVP expectations at computers | YES NO | YES NO |
| Teacher responds to a rotation mistake or breach of expectations | YES NO | YES NO |
| Teacher provides praise and reinforces positive rotation behaviors | YES NO | YES NO |
Teacher checklist
| To plan/do | |
|---|---|
| All desks are numbered/labeled including computer and small group learning stations | Students are given their computer and small group learning station numbers verbally and or in writing. |
| Decide where to visibly display student groups and stations. | Notify students where and when small groups and station assignments will be displayed each day. |
| Plan expectations and mini-lesson for student movement, voice and participation during each part of rotations | Execute mini-lesson, introducing students to expectations for movement, voice and participation during rotations |
| Plan and post directions for rotating: - nonverbal signal to start rotation - fol or signs for path/direction to move - Length of time to rotate | Instruct students on rotation details, and practice: - the nonverbal signal that will start rotations - the path/direction they are expected to move in - timing the length of the entire rotation |
| Signs posted at computer learning stations: - Directions to log on and off - How to signal for assistance - MVP expectations | Model for the whole class how to appropriately log on and off computers and monitor small groups of students practicing. |
| | Model for whole class hand signals for computer assistance or personals needs and practice as a whole group and cold calling individual students. |
| | Prompt students to demonstrate appropriate movement, voice and participation at computers during rotation practice. |
| Plan for redirecting and re-practicing rotations after a mistake or breach of expectations. | Pause rotation practice and reset expectations when students do not meet expectations, and then have students try again |
| Plan for positive praise, incentivizing and reinforcing exemplar rotations. | Positively narrate individual students, small groups and the whole class when rotating correctly. Introduce incentives or competitions to achieve perfect rotations. |
| Dates scheduled to model each part of rotations. | |
| | Let students know you will practice rotation procedures in stages and each stage must be mastered before the next. | | 1,901 | 800 | {
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Name _______________________________
Anderson School of Managment UCLA
MGMT 264B
Regression with Applications to Marketing and Finance
Problem Set #1
This problem set is designed to review material on summation symbols, correlation/covariance and least squares.
1. Summation Notation: Part A
Moral of this story: just because sum of items = 0 doesn't mean sum of items squared is 0.
2. Summation Notation: Part B
suppose we have a dataset, Y1, Y2, …, YN. These are a GENERAL set of numbers. You need to show a) and b) below for the general case NOT a specific set of numbers. To do so, you will have to review the definition of the sample mean and sample variance using summation notation.
a. let Zi= cYi, verify (using summation notation) that
Mr. Rossi
3. Normal Random Variables and Covariance
X ~ N(1,4) (this means X is normally distributed with mean 1 and variance 4).
If cov(X,Y) = 0, explain why the variance of the weighted sum will be lower.
4. Some Simple Least Squares Calculations
This problem will review the material on least squares calculations contained in Chapter I.
A company sets different prices for a particular stereo system in eight different regions of the country. The table below shows the numbers of units sold (in 1000s of units) and the corresponding prices (in hundreds of dollars).
a. Using a hand calculator or Excel, regress sales on price and obtain the intercept and slope estimates
b. enter the data into R by creating the variable Sales and Price.
c. plot the data using the plot command
d. Fit the regression using the lm() command as in the class notes.
e. Construct the residuals manually. First, construct the fitted values and then subtract the fitted values from the actual y values to create the residuals. DO NOT use the automatically created fitted.values and residuals.
f. Verify that the residuals calculated in e are uncorrelated with the X variable (Price).
g. Show that the predictor, , is not the least squares predictor by constructing the residuals for this and plotting them against X. Describe intuitively why this predictor is an inefficient predictor (doesn't use the sample information well).
h. If price were expressed in cents (currently given in 100$), how would b0 and b1 change? Note: do not rerun the regression, use the least squares formulas to relate slope and intercept from the original regression to the slope and intercept in the new regression. Hint: if you are using a calculator and a computer, you are doing this part incorrectly.
5. The Relationship between b and r
The housepr dataset contains data on house prices and size. WITHOUT running the regression of Price (dep var) on Size (indep var), compute the least squares slope and intercept, b0 and b1 .
You will need the descriptive stats. Note: you will not actually have to retrieve that dataset to compute the least squares coefficients. | 1,279 | 644 | {
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21 st Century Lesson Cycle Template
Grade: 10 Subject: Math 10 PreIB
Textbook: Mathematics for the International Student Pre-Diploma SL and HL (second edition) by Haese & Harris
Topic 4: Linear Equations
Driving Question:
How can we make use of the skills we have acquired so far? Can we determine the equation of a line given information in a different way?
Specific Curriculum Outcome:
RF04 Students will be expected to describe and represent linear relations using words, ordered pairs, table of values, graphs and equations.
RF05 Students will be expected to determine the characteristics of the graphs of linear relations, including the intercepts, slope, domain, and range.
RF6 Students will be expected to relate linear relations to their graphs expressed in slope-intercept form
Prior Knowledge:
- Being able to determine the equation of a line given slope and a point
Screencast Link(s):
1. Prior knowledge: https://www.youtube.com/watch?v=UguPdZH5jDo
2. Further examples on getting the equation of a line - https://www.youtube.com/watch?v=H_hqEmIX7IM
Link to Topics for Group Work:
http://msltam.weebly.com/uploads/5/5/7/3/55739509/linear_equations_group_work.pdf
Expected Time: One Class(75 minutes)
Resources: (Tools & Tech)
Lesson Procedure
I do:
Prior knowledge screencast linked to teacher website. Students have the option of previewing this prior to the lesson, or they can watch it in class if needed.
Further Examples Screencast linked to teacher website. Students have the option of previewing this prior to the lesson, or they can watch it in class.
BYOD: To allow students the opportunity to work at a pace that best suits their learning, they will watch the video on their own devices (with headphones).
1. Review prior knowledge that is directly applicable to this lesson: - Determining the equation of a line given slope and a point
2. Do further examples on determining the equation of a line.
3. Following the videos, a class discussion can be had in order to clarify anything that may still be ambiguous to students.
☐ find, validate☐ critical thinking
☐ remember, understand☐ analyze, synthesize
☐ collaborate, communicate
Students have a copy of the textbook.
You do:
Following the class examples, students will work on questions from their textbook: Ex 5E.1 #4-5 (page 121). .
☐ find, validate☐ critical thinking
☐ remember, understand☐ analyze, synthesize
☐ collaborate, communicate
Topics for Group Work
We do:
Students will get into groups of 3-4. Each group will be given a piece of chart paper and markers. Each group will create one question on a given topic (see handout) and will be expected to create a unique question on that topic. Once groups have created their question, they will be randomly moved to a different group's question. Together, they will solve that new question.
☐ find, validate☐ critical thinking
☐ remember, understand☐ evaluate, leverage
☐ collaborate, communicate☐ analyze, synthesize
We share:
At the end of class, each group will present the question that they solved, along with the solution. As a class, students will evaluate the question/work and offer constructive criticism.
☐ find, validate☐ critical thinking
☐ remember, understand☐ evaluate, leverage
☐ collaborate, communicate☐ create, publish
☐ analyze, synthesize
WRAP UP/REMINDERS:
Students will be asked to review all of today's material for homework in preparation for tomorrow's class.
Differentiation:
Modification:
Allowing students to watch the video on their own devices allows them to work at their own pace. If students need to re-watch a step they have the ability to do so.
Enrichment:
Students who have a strong grasp of linear functions can be partnered up with students who may be struggling so that they can provide them with some assistance.
Evaluation:
Students will be informally evaluated during the class. The teacher will make general observations while circulating throughout the class to make sure all students are on track. When students are presenting the solution the question they solved, the teacher will be able to make notes on where students are doing well and/or struggling so that these things can be addressed before moving on.
Teacher Reflection:
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Bright Beginnings Weekday Program Purpose & Philosophy
Our Purpose
Is to extend the ministry of and help accomplish the mission statement of First Baptist Opelika, which is to "Lift up Jesus and Love People."
Bright Beginnings is planned with the goals of providing safe and loving care of preschool children while helping each child enrolled to develop to his/her greatest potential spiritually, physically, emotionally, socially and mentally.
Activities
Each class has planned learning activities appropriate for the age of the children, offering a balance of quiet and active play experiences. A bible story time is included each day as well as bible verses.
We offer speech and hearing screening for children 31/2 – 5 years of age. Music class is once a week for all ages. Our Pre-k classes get to attend Spanish class once a week.
Curriculum
Bright Beginnings uses the Wee Learn Curriculum. This curriculum is developed around themes that are designed to lay a foundation for understanding God, Jesus, and the Bible, church, self, others and the natural world. It uses hands –on learning in a learning center environment: books, art, blocks, home living, nature, puzzles and manipulatives.
Our Pre-k classes use the Letter People curriculum in addition to the Wee Learn Curriculum. Our Kindergarten program uses the curriculum from My Father's World called God's Creation from A to Z.
How Preschoolers Learn
Bright Beginnings seeks to provide an environment to meet each child's needs and abilities. We strive to provide growth in all areas of the child's development.
* Physical – Through outdoor play on our playground children develop large muscle skills. Small muscle skills are cultivated through a variety of activities inside and outside the classroom.
* Mental – Developmentally appropriate centers, games and activities are planned to enhance each child's academic development.
* Social – Interaction with other children through free and structured play with teacher guidance leads to the development of social behavior.
* Emotional – Bright Beginning's program provides an environment where children feel safe and loved. Through success each day, self-esteem is enhanced.
* Spiritual – Through Bible thoughts, stories and teacher interaction, children develop an understanding that Jesus loves them. Children are special because God makes them.
One and Two year olds
The teachers in the Toddler and Two year old classes provide a loving and safe environment in which a young child can explore and practice independence, build vocabulary, and expand social skills.
Three year olds
In the three-year-old classes, children make a gradual transition into a more structured environment. The focus is to provide opportunities for play and making choices, and preacademic skills.
Four year olds
In the four-year-old classes letters and sounds are introduced and math concepts are explored. Children still spend much of their time in self directed play and developing social skills. Although the curriculum is more academic in nature, our focus is to create a love for learning by exposing the children to these concepts without insisting on mastery.
Five year olds (Kindergarten)
In Kindergarten classes a multi-sensory phonics approach is used to teach letter names, sounds, sound blending, handwriting, and short vowel sounds. Math skills taught include counting objects, writing numerals, preparing and understanding charts and graphs, classifying, and sequencing. Ordinal numbers are introduced as well as fractions, clocks, coins, addition and subtraction. | 1,509 | 675 | {
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Year 4 Newsletter
January 2018
Ancient Egypt
Welcome back to a new school term! We are now busily becoming experts on Ancient Egypt having had a message from Pharaoh Pepy asking for our help. His father had just died and now he had become Pharaoh and he was unsure of what was expected of him.
Having carried out research, we put together leaflets to help him. You could further your research by visiting the Birmingham museum and art gallery Egyptian gallery. Try some of these websites to find out more:- https://discoveringegypt.com/ancient-egyptian-gods-and-goddesses/ http://www.historyforkids.net/egyptian-gods.html
What colour is Monday?
Why
Explain your reasoning on the Thunk board!
Learning at Home
Don't forget that you can support your child's learning by helping them learn spellings and times tables. There are targets in your communication books, including words that will help them progress, and just 10 minutes reading every night will bring on their reading in leaps and bounds! Please encourage your child to research about topics they have found interesting during the school day by supervising their use of the internet - taking them to the library or a museum will also help develop their love of learning. Please make sure your child's hard work is stuck in their homework book so we have a record of their achievement. Many thanks.
Maths
This half term we are focusing on the times tables facts for the 7,8 and 11 times tables. Please support your child in learning these so they are fluent in their recall of facts.
PE
Please ensure children have a warm labelled out door kit that includes a long sleeved jacket or jumper. The playground can be wet so waterproof trainers rather than canvas trainers are better. Water bottles are a must as we all need refreshment after such intensive sessions.
Visitor
We were visited on Thursday 18 th January by the time travelling historian Professor McGinty, whose mission was to teach us more about Ancient Egyptian life. The children were included in visual demonstrations, dressing up and getting into character.
Cross Country
Children have been busy training for the upcoming cross country events. If your child is taking part in the training sessions during Friday challenge time, please ensure their outdoor kit is in school every Friday. Kits will need to go home afterwards for washing if it has been a wet and day.
E-safety
With all the new devices that have arrived over Christmas we would like to ask parents to reinforce the message of e-safety and for children to report anything they are concerned about to you. Also a reminder that children are playing, watching and downloading age appropriate material.
Dates for the diary
4H Class Assembly – Thursday 25 th January
4E Class Assembly – Thursday 15th February
4B Class Assembly – Thursday 8 th February
Cross Country Heats – Friday 9th February | 1,135 | 601 | {
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RAMAGYA SCHOOL, NOIDA
VI/ ENGLISH/2018-19 OLYMPIAD PRACTICE WORKSHEET
1. A great English writer, also known as the 'Bard of Avon' is:
a. John Keats
b. Thomas Hardy
c. William Shakespeare
d. Ernest Hemingway
2. The subject in the sentence 'Across the hill lives my friend' is
a. the hill
b. my friend
c. across the hill
d. no subject
3. The band had ___________ the song earlier too.
a. playing
b. play
c. playen
d. played
4. Who is the author of 'Wings of Fire'?
a. Vikram Seth
b. Chetan Bhagat
c. Arundhati Roy
d. APJ Abdul Kalam
5. The opposite of the word 'virtue' is
a. merit
b. vice
c. chaste
d. clean
6. 'Sunita is my classmate.' is
a. an imperative sentence
b. an assertive sentence
c. an interrogative sentence
d. an exclamatory sentence
7. My maternal uncle's father's only daughter will be my
a. daughter
b. sister
c. mother
d. aunt
8. The opposite gender of drake is
a.
duchess
b. duck
c. duke
d. deer
9. 'Through' is a
a. Conjunction
b. Preposition
c. Pronoun
d. Interjection
10. 'I shall have finished my work tomorrow' is a sentence in
a. future simple tense
b. future continuous tense
c. future perfect tense
d. future perfect continuous tense
11. Which sentence is correct?
a. The children's bags are lost.
b. The children' bags are lost.
c. The childrens bags are lost.
d. The childrens bag's are lost.
12. Fill in the blanks with correct homophones:
_______ house is not here. It is _________.
a. Their, There
b. There, Their
c. There, There
d. Their, Their
13. The plural of 'wolf' is
a. wolfs
b. wolves
c. wolve
14.
17.
d. all the above
Choose the most appropriate option from the ones given to complete the sentence
'A _________________ of flowers was kept on the table'
a. bunch
b. bouquet
c. both the above
d. none of the above
15. Which sentence is correctly punctuated?
a. Shri Ram Nath Kovind is the President of India.
b. Shri Ram Nath Kovind is the president of India.
c. Shri Ram Nath kovind is the president of india.
d. None of the above
16. Fill in the black with the most suitable option
________________ struck the tree and burnt it down.
a. Lightening
b. lightning
c. lighting
d. none of the above
Complete the proverb
Birds of a feather ___________________
a. nest together
b. fly together
c. flock together
d. eat together
18. State which option is not true
a. There are twenty-six letters in English language.
b. There are twenty six alphabets in English language.
c. The English Alphabet consists of twenty-six letters.
d. None of the above
19. The sentence 'He hardly works.' means
a. He works hard.
b. He often works.
c. He seldom works.
d. He is a hardworking person.
20. The opposite gender of 'bachelor' is
a. sphincter
b. spinster
c. sinister
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RAMAGYA SCHOOL, NOIDA
I /CYBER/2017-18
OLYMPIAD PRACTICE WORKSHEET
LOGICAL REASONING
Q1. Which of the following options will complete the given figure ?
Q2. How many apples are outside the box ?
a.
5
b. 7
c. 2
d. 4
Q4. Select the odd one out.
a. January
b. March
c. May
d. April
COMPUTER SCIENCE
Q1. What will you see on screen after performing the given steps ?
Q2. The given grid contains names of ____________ types of computer.
wearabl
A. 1
B. 2
C. 3
D. 4
Q3. A mouse has a wheel in the center which is called a ____________
A. Track
B. Touch
C. Scroll
D. Roll
Q4. You need to CORRECT the spelling of the given grid word using key.
MONITYIOR
Which of the following is the CORRECT step to do so ?
Q5. A computer is a fast and intelligent machine. Which of the following is also considered as an intelligent machine ?
Q6. Which of the following options marked by numbers 1, 2, 3 and 4 will you select for opening MS – Paint ?
A. 1
B. 2
C. 3
D. 4
Q7. Which of the following is an INCORRECT way to work with a computer ?
A. Playing with cables
B. Keeping eatables on the computer table
C. Covering the computer parts
D. Both A and B
Q8. Select the INCORRECT match.
A.
Click - -
Gently press the left button of mouse and release it.
B. Double -click -
Press the left button of mouse twice.
C. Right -click -
Press and release the right button of mouse.
D.
Drag and Drop - Press and hold the right button of mouse.
Q9. Arrange the steps given here to draw a circle in MS- Paint.
1. Press the Shift key.
2. Select the Oval tool.
3. Click and drag the mouse.
4. Release the Shift key.
5. Move the mouse pointer to drawing area.
a. 13245
b. 54321
c. 35412
d. 25134
Q10. Given here is a grid which contains names of some places where computers are used. How many places can you find ?
B. 3
C. 4
D. 5
Q11. Unscramble the given word and select the CORRECT statement about it.
KETDOPS
A. Small pictures that you see on computer screen.
B. Screen that appears after switching on the computer.
C. Area where drawing is done.
D. It is the main power switch to start the computer.
A.
Both 1 and 2
B. Both 2 and 3
C. Both 1 and 3
D. All 1 , 2 and 3
A.
- Not needed with laptops
B.
- Looks like TV
C.
- First part to switch ON to start a computer
D.
- Compared with a body parts of human
Q13. Which of the following tasks a computer can do for you ?
A. Drink water
B. Eat food
C. Play music
D. All of these.
Q14. Computer is known as a smart machine, because _____________-
A. It does not make mistake its own
B. It never gets tired
C. It works very fast
D. All of these.
Q15. Which of the following games can be played on a computer ?
a. Racing
b. Cricket
c. Basketball
d. All of these.
Q16. A computer mouse is used for _______________
A. Drawing pictures
B. Playing games C. Selecting items
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RAMAGYA SCHOOL, NOIDA
VIII/CYBER/2018-19 OLYMPIAD PRACTICE WORKSHEET
1. A farmer has 100 animals out of which 5 10 are dairy cows; 2 10 of dairy cows are cattle.
How many cattle he has?
a. 70
b.50
c.60
d.10
2. A bowler took 9 wickets for 725 runs, and then his average score per wicket is _
a. 80.56
b. 70.86
c.7.56
d.8.56
3. If 3a and 2b denote the length and breadth of a rectangle, then its perimeter is:
a. 3a+2b
b. a+b
c. 2(a+b)
d. 6a+4b
4. What is the HCF of 96 and 64?
a. 32
b. 34
c. 16
d. 8
5. The sum of all the factors of 10 is ____________
a. 4
b. 18
c. 10
d. 14
6. 'Match' is related to `Victory' in the same way as `Examination' is related to:
a. Write
b. Appear
c. Success
d. Attempt
7. If in a certain language, GRASP is coded as BMVNK, which word would be coded as CRANE?
a. FUDQH
b. HWFSJ
c. GVERI
d. XMVIZ
8. Choose the wrong terms in the following number series: 169, 144, 120, 100, 81
a. 81
b. 100
c. 120
d. 144
9. Shyama says that father of Rajiv's father is my father. How is Shyama related to Rajiv?
a. Aunt
b. Sister
c. Mother
d. Bua
(Father's Sister)
10. If in a certain code '56431' is written as 'RSHTU' and '98270' as 'MLKPA', then how will '9517 be written in the same code?
a. MURP
b. MRUP
c. MRPU
d. MRPT
11. Which of the following are primitive types?
a. byte
b. String
c. integer
d.Float
12.What is the range of the char type?
a. 0 to 216
b. 0 to 215
c. 0 to 216 -1
d. 0 to 215 -1
13.What is the value of 111 % 13?
a. 3
b. 5
c. 7
d. 9
14.The for loop repeats a set of statements a certain number of times until a condition is matched.
a)True
b)False
15.Which of the following features are common to both Java & C++?
A.The class declaration
b.The access modifiers
c.The encapsulation of data & methods with in objects
d.The use of pointers
16.Which of the following statements accurately describe the use of access modifiers within a class definition? a.They can be applied to both data & methods
b.They must precede a class's data variables or methods
c.They can follow a class's data variables or methods
d.They can appear in any order
e.They must be applied to data variables first and then to methods
17.variable it stores?
a.Each new object has its own distinctive set of instance variables
b.Each object has a copy of the instance variables of its class
c.the instance variable of each object are seperate from the variables of other objects
d.The instance variables of each object are stored together with the variables of other objects 18.Which of the following can be referenced by this variable?
c.The instance variables and methods of a class
a.The instance variables of a class only
b.The methods of a class only
19.When may a constructor be called without specifying arguments?
b. When the name of the constructor differs from that of the class
a. When the default constructor is not called
c. When there are no constructors for the class
a. NULL
20. Which are keywords in Java?
e. synchronized
b. sizeof c. friend
d. extends | 1,615 | 940 | {
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NCT Position Statement
Position statement
Plagiocephaly
There is good evidence that putting babies to sleep on their backs reduces the risk of sudden infant death or cot death. Parents should be made aware however of the potential for babies to develop flat-head syndrome (plagiocephaly) because of their baby lying, or sleeping, on their back, with their head always to one side.
Parents should also be made aware about prevention and treatment of plagiocephaly. For example, parents should be encouraged to consider using a soft baby carrier, as this kind of contact is good for enhancing sensitivity to the baby's needs, to put their babies down on their fronts on a firm, flat surface as this is good for their motor development and these positions help to prevent problems such as flat-head syndrome. In addition, babies can be discouraged from turning their heads to the same side for every sleep and feeding positions can be varied so that very young babies are not always in the same position.
Some doctors advocate the use of a helmet to correct the bone shape and parents sometimes welcome this. However, there is little research evidence to draw on and other doctors are sceptical about whether helmets are necessary or effective, believing that the condition generally corrects itself in time.
Background information to this position statement
Plagiocephaly – which is also known as 'flat-head syndrome' – is the name for the condition when either the front, back or the side of a baby's head becomes flattened.
Treatment options for plagiocephaly include using a special helmet (this approach is not available on the NHS) to encourage the bones of the head back into a more rounded shape; medical opinion is divided however about the effectiveness of such helmets or whether they are even necessary. NHS Direct, for example, says 'there is little good scientific evidence to support how effective this method is and most babies' head shapes will improve naturally in their own time.' http:// www.nhsdirect.nhs.uk/articles/article.aspx?articleId=1892
NCT is here to support parents. We don't tell them what to do or think - through our classes, branches and helplines, our volunteers and qualified staff give parents accurate impartial information so that they can decide what is best for their family. Through us, they can join a support network of other parents nearby, which can be a lifeline in the early years.
We are the UK's largest parenting charity and, being independent, we have an influential voice in campaigning and lobbying on the issues that parents care about.
For more information visit www.nct.org.uk
NCT, Alexandra House, Oldham Terrace, London W3 6NH
NCT is a registered charity (England & Wales ): 801395, (Scotland) SCO41592
© NCT 2011 | 1,132 | 571 | {
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Problem 1: (15 points) Floating Point Representation=
1. (5 points) Translate the decimal number -5.375 to a 32 bit IEEE 754 single precision floating-point number
2. (5 points) Translate the hexadecimal number 0x3CC00000 to decimal number in normalized scientific notation form (3 points partial credit if in normalized binary scientific notation).
3. (5 points) Translate the hexadecimal number 0x021FC027 to a MIPS instruction using register names, e.g. $s0, $t0, …
Problem 2: (30 points) MIPS Reverse Compilation
Consider the following MIPS assembly code:
```
add $v0, $zero, $zero add $v1, $zero, $zero add $s0, $zero, $zero Loop: add $s1, $s0, $s0 add $s1, $s1, $s1 add $t0, $a0, $s1 add $t1, $a1, $s1 lw $t4, 0($t0) slt $s4, $zero, $t4 bne $s4, $zero, There sub $t4, $zero, $t4 addi $v1, $v1, 1 j Next There: addi $v0, $v0, 1 Next: sw $t4, 0($t1) addi $s0, $s0, 1 bne $s0, $a2, Loop Exit: ...
```
1. (10 points) Assume that two arrays A and B are located somewhere in memory; the base addresses of A and B are stored in $a0 and $a1, respectively, and their size is stored in $a2. Describe concisely what the code does. Specifically, at the end of execution, what will be stored in array B? What values will $v0 and $v1 contain?
2. (20 points) Convert the following instructions from the code above into 32 bit hexadecimal number. Assume that the address of the first instruction (add $v0, $zero, $zero) is located at address 0x04000000.
a. (5 points) add $t0, $a0, $s1
b. (5 points) lw $t4, 0($t0)
c. (5 points) j Next
d. (5 points) bne $s0, $a2, Loop
Problem 3: (40 points) Circular Lists
We're writing a circular linked list to keep numbers. The idea is very similar to the single-linked list we discussed in class, but the last element will now point to the first element, instead of having a NULL pointer. Our circular linked list is made up of elements of type pair. Here's an example of a circular linked list on the left, with the pair structure definition on the right:
In the above figure, we have 4 pair structures linked into a circular list. The values of the circular list are { 1, 2, 3, 4 }. The variable head is a pointer to a pair structure and it always points to the first element of the list.
1. (10 points) Given the following data layout in memory and knowing that the variable head = 0x1000, draw a sketch similar to the one above of the circular list represented below:
2. (25 points) Below is a function called reset_numbers that attempts to set all the values in the circular list to the specified integer.
```
void reset_numbers(struct pair *p, int i) { if( p != NULL) { p->car = i; reset_numbers(p->cdr, i); } }
```
Convert reset_numbers to MIPS assembly. You must exactly translate the code above, i.e. you should not try to optimize it and it must be recursive. Also, you must follow all of the MIPS procedure conventions. Failure to do either of these will result in a significant loss of points.
3. (5 points) In one sentence, describe what happens on an actual MIPS machine if we call reset_numbers on a non-empty list as described in this problem | 1,587 | 902 | {
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7th GRADE SUMMER READING LIST
BOOK LIST –
1. Anne of Green Gables by L.M. Montgomery (Fiction) At the beginning of Anne of Green Gables, Matthew and Marilla Cuthbert have decided to adopt an eleven-year-old orphan boy. Matthew is getting old and needs help around the farm, and they think a boy could both work for them and benefit from their home and care.
2. It's Trevor Noah: Born a Crime: Stories from a South African Childhood Adapted for Young Readers (Autobiography) *Note: Please be sure to read the young readers' version and not the original version. Born under apartheid, Trevor Noah's existence was illegal. His birth was, as the title of the book suggests, a crime. As the child of a white father and a black mother under South Africa during apartheid, if he had been noticed by the authorities, they would have taken him from his family and put him… somewhere.
3. Freak the Mighty by Rodman Philbrick (Fiction) Freak the Mighty is a young adult novel by Rodman Philbrick. Published in 1993, it was followed by the novel Max the Mighty in 1998. The primary characters are friends Maxwell Kane, a large, very slow, but kind-hearted boy, and Kevin Avery, nicknamed "Freak", who is physically handicapped but very intelligent.
4. Gregor the Overlander by Suzanne Collins (Fiction) A preteen boy named Gregor and his younger sister Boots are in the laundry room of their apartment when Boots falls through a grate. Gregor follows. They find themselves in a world where insects and rodents are as big as humans. They discover that there are also humans in this strange world when they are brought to the city Regalia by cockroaches. Soon the people of Regalia discover that Gregor is the "Warrior" of which the prophecy speaks. Unwillingly, Gregor discovers that he will have to make a journey.
5. Sign of the Beaver by Elizabeth George Speare (Historical Fiction) The Sign of the Beaver is a children's historical novel by American author Elizabeth George Speare, which has won numerous literary awards. It was published in February 1983 and has become one of her most popular works. The idea for this book came from a factual story that Elizabeth George Speare discovered in Milo, Maine, about a young boy who was left alone for a summer in the wilderness and was befriended by a Native American and his grandson.
6. Tangerine by Edward Bloor (Fiction) Paul is a middle schooler who is tired of everyone thinking his brother is a hero. He knows the real truth about his cruel brother. Paul is a great soccer goalie in Texas, but when his family moves to Tangerine, Florida, things begin to change a lot for Paul. He finds himself living in a lightening zone, his school falls into a sinkhole, and he ends up going to the "bad" school of the county. However, Paul makes true friends and learns what it means to be different. When his brother makes a cruel mistake, the truth about Paul's past is revealed.
7. The Watsons Go to Birmingham by Christopher Paul Curtis (Historical fiction) The Watsons are a loving African American family, living in the town of Flint, Michigan, in 1963. When the oldest son begins to get into a bit of trouble, the parents decide he should spend the summer and possibly the next school year with Grandma Sands in Birmingham, Alabama. The entire family travels there together by car, and during their visit, tragic events take place that affect them collectively. Although the Watson family is fictitious, the story incorporates and centers on the historically factual 1963 16th Street Baptist Church bombing in Birmingham, a critical catalyst of the American civil rights movement.
7th GRADE STUDENT READING LOG
The Summer Reading Log will be due the FIRST WEEK of school.
Name_______________________________________________________________________
Students must have read the original, unabridged version of each book completely. Please list below the book you read for the Summer Reading 2022 Session.
Book - Required for ALL students
Book title __________________________________________
Author _____________________________________________
Number of pages read _________out of ________________pp.
Student signature _____________________________________
Parent signature ______________________________________ | 1,906 | 888 | {
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Reality Check Teens Celebrate End of School Year with "Chalk the Walk"
June 29, 2022
By Navdeep Purewal – Student of Niagara Falls High School
Throughout my time being in Reality Check, I learned the many ways that smoking has been normalized in our culture. In my opinion, it started with cigarettes over a century ago, which led to addiction among many people, and sadly even disease and death that continues today. Now we deal with vaping. Big Tobacco companies view us as replacement smokers for their deadly products. Did you know the average age of a new smoker is 13 years old? While looking at the numerous ways people have become desensitized to the harms, and addicted to tobacco products, we also look at how these products have taken a drastic effect on our environment. I have always been interested in protecting the environment. I believe that the future of the earth begins with us. I am a part of a program supervised by Buffalo Niagara Waterkeepers, and from my participation in that program I have learned that they most often find cigarette butts on their cleanups. However, you don't need to be a part of an environmental program to realize this information. If you take a walk down to your local park, or even down your block, you might find cigarette butts on the sides of the street.
For World No Tobacco Day this year, an annual day dedicated to promoting putting down tobacco products, we held a "Chalk the Walk" event with my fellow peers from Reality Check, and we noticed cigarette butts all over Hyde Park. I am an avid believer that the cause of most problems of tobacco is the lack of education and awareness surrounding this topic. With that being said, I was ecstatic about bringing awareness and education by chalking facts big and bright about the toll of tobacco on our community. I hope as people walked by and read "Cigarette butts are the most common form of liter," that they also looked at the road next to it, which in fact, had littered butts.
First off, cigarette butts ruin the aesthetic value of the environment, but they cause more harm than what meets the eye. Cigarettes cause air pollution, pollute waterways, and even pollute the soil. Cigarettes can deplete nutrients from the soil and increase nitrogen levels. This goes on to cause a bigger problem and affects the nitrogen cycle in a polluted area. When cigarettes get into our waterways, nicotine and other toxic chemicals seep into aquatic life and cause harm to many organisms. Tossing a cigarette on the side of the road might seem like it's harmless until it intoxicates the soil, or it runs off into a body of water and starts intoxicating organisms.
The newest environmental problem that our generation faces is the problem of vaping. The biggest environmental problem about these vapes is that they are not disposed of properly. With vapes, we are not only dealing with the problem of chemicals getting into our waterways, soil, and air, we are also worried about microplastics that are in these products. The worst part of this scenario is that there are no good ways to dispose of these vapes, and they are just as toxic and battery waste. This needs to end!
Reality Check empowers youth locally and across New York State to become leaders by exposing what they see as the manipulative and deceptive marketing tactics of the tobacco industry. The tobacco industry's marketing and promotion has long appealed to adolescents and young adults. Reality Check youth engage their peers and communities to take action and raise awareness about the benefits and the need for smoke-free and tobacco-free spaces. Additionally, youth work towards developing a tobacco-free norm, where secondhand smoke and tobacco litter are not part of the landscape of their community.
Reality Check is supported by Tobacco-Free Erie & Niagara, a project administered by CAI that aims to advance tobacco-free communities in Erie and Niagara Counties through education, community mobilization, and policy change in order to reduce the burden of tobacco use and prevent future initiation. | 1,591 | 818 | {
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May: Week 5
Family Safety
"Nothing is impossible, the word itself says 'I'm possible'"! – Audrey Hepburn
Be SMART about Gun Safety
Every year, at least 100 children aged 17 and under die in unintentional shootings, and over 400 die by suicide.
The best way to prevent these deaths and injuries is to not own a gun. But if you choose to own a gun, follow these easy and effective gun safety rules from Moms Demand Action for Gun Sense and Everytown for Gun Safety:
* Secure guns in homes and vehicles.
* Model responsible behavior.
* Ask about unsecured guns in other homes.
* Recognize the risks of teen suicide.
* Tell your peers to Be SMART.
In addition, the American Academy of Pediatrics advises:
* Never allow your child access to your gun(s).
* Never keep a loaded gun in the house or the car.
* Lock guns and ammunition away safely in separate locations; make sure kids don't have access to the keys.
* Guns should be equipped with trigger locks.
For more tips to keep your children safe from gun violence and accidents, go to https://www.healthychildren.org/English/safety-prevention/at-home/Pages/Handguns-in-the-Home.aspx and http://besmartforkids.org/about/
*• INFANT Inspiration
Playpen Safety –
*• PRESCHOOL Power
Carefree Swinging –
* Never leave a child unattended in a playpen
* Never leave a baby in a mesh playpen with the side lowered – the baby could get trapped
* Don't use soft bedding or pillows in the playpen
* Cover or repair all tears in the padded parts
* Show caregivers how to correctly set up the playpen
* Do not place a playpen near a window where cords on drapes and blinds could strangle the baby
* Never tie or string toys from the sides of the playpen
*• TODDLER Tales
Safety Gates –
* Don't use old accordion-style gates – they can trap a child's head
* The gate should be no less than three quarters of the child's height
* Keep large toys away from the gate to prevent toddlers from using them to climb over
* Gates that swing out should never be used at the top of the stairs • Stop using the gate when your child is about 2 years old
Swings are the most frequent source of childhood injuries from moving equipment on a playground.
* Kids should always sit in the swing, not stand or kneel. They should hold on tight with both hands while swinging.
* Stop the swing completely before getting off
* Kids should stay a safe distance from other kids on swings, and not run or walk in front of or in back of moving swings
* Kids should never ride with more than one child per swing – they're designed to hold just one person | 1,084 | 587 | {
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東吳大學106 學年度碩士班研究生招生考試試題
第1 頁，共2 頁
1. The tuition for a private college is approximated by the function 000 , 12 000 ,3 650 2 x x x f , where x is the number of five-year intervals since the academic year 1995-96(so the years in the graph are numbered x=0 through x=3) （15分）
a. Use this function to predict tuition in the academic year 2020-21.
b. Find the derivative of this function for the x-value that you used in part (a) and interpret it as a rate of change in the proper units.
c. From your answer to part (b), estimate how rapidly tuition will be increasing per year in 2020-21.
2. Suppose that after x months, monthly sales of a compact disc are predicted to be thousand (for ). Find the rate of change of the sales after 1 month and interpret your answer. （10 分）
3. A politician estimates that by campaigning in a country for x days, she will gain 2x (thousand) votes, but her campaign expenses will be 500 5 2 x dollars. She wants to campaign for the number of days that maximizes the number of votes per dollar, 500 5 2 ) ( 2 x x x f . For how many days should she campaign? （10 分）
4. Based on a recent study, the "happiness" of people who live in a country whose average temperature is t degrees Fahrenheit is given by 2 ) 8.2 01 .0 ( 2.8 ) ( t t h , for 72 35 t ("Happiness" was rated from 1="not at all happy" to 4 "very happy". ) Find ) 40 ( h and ) 40 ( ' h . Interpret your answer. （10 分）
5. In 2013, annual revenue at 3D Systems were 474 million dollars and growing at the rate of 28.4x+120 million dollars per year, where stands for the number of years since 2013. Find a formula for 3D Systems' revenues at any time and use your formula to predict their revenues in 2020. （10 分）
6. World consumption of tin is running of at the rate of 342 thousand metric tons per year, where t is measured in years and t=0 corresponds to 2014. （13 分）
(a) Find a formula for the total amount of tin that will be consumed within t years of 2014.
(b) When will the known world resources of 4900 thousand metric tons of tin be exhausted?
東吳大學106 學年度碩士班研究生招生考試試題
第2 頁，共2 頁
7. An electronics company generates a continuous stream of income of t 4 million dollars per year, whether t is the number of years that the company has been in operation. Find the present value of this stream of income over the first 10 years at a continuous interest rate of 10%. （10 分）
8. A study found that a businessperson with a master's degree in business administration (MBA) earned an average salary of y x y x S 3840 4930 48340 ) , ( dollars in 2005, where x is the number of years of work experience before the MBA, and y is the number of years of work experience after the MBA.
Find and interpret the marginals x S and y S .（12 分）
9. Suppose that you have saved $5000, and that you expect to save an additional $3000 during each year. If you deposit these savings in a bank account paying 5% interest compounded continuously, find a formula for your bank balance after t years. （10 分） | 1,369 | 873 | {
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Water Quality Results
ALCA is one again participating in the Lake Partnership Program (LPP), which is Ontario's volunteer-based, water-quality monitoring program. The LPP monitors the lakes total phosphorus levels as well as water clarity for more than 1400 Ontario Lakes. For a description of this program visit the website https://desc.ca/programs/LPP
Results are posted each January and can be reviewed at https://foca.on.ca/lake-partner-program-sampling-assistance/
Total Phosphorus
Our LPP Program volunteers collect Total Phosphorus (TP) samples in May of each year and returns the water sample to the Dorset Environmental Science Centre for analysis.
By measuring total phosphorus and water clarity, it is possible to detect long-term changes that may be due to impacts of shoreline development, climate change and other stresses.
Phosphorus is the element that limits algal growth in the majority of Ontario lakes. Generally, more phosphorus means more algal growth.
Limnologist place lakes into three broad categories with respect to nutrient status:
1. Oligotrophic - less than 10 ug/L TP : lake with low primary productivity, as a result of low nutrient content. These lakes have low algal production, and consequently, often have very clear waters, with high drinking-water quality. Aylen Lake falls into this category.
2. Mesotrophic - TP between 10 and 20 ug/ L : lakes with intermediate level of productivity. These lakes have mediumlevel nutrient content and have clear waters with submerged aquatic plants.
3. Eutrophic - TP over 20 ug/ L: lakes rich in phosphates, nitrates and organic nutrients that promote a proliferation of plant life, especially algae.
Total phosphorus Results:
Total 2018 TP results in Ontario varied from 1.6 ug/L TP1 to 260 ug/ L TP1 – Aylen Lake 3.80 ug/ L TP1
Water Clarity
Our Lake Partner Program volunteers make monthly water clarity observations from May to October using a Secchi disk (Secchi disk is an opaque disk to gauge the transparency of water by measuring the depth at which the disk ceases to be visible from the surface).
Water clarity may be affected by increased phosphorus levels, invading species such as zebra mussels or watershed disturbances.
Total Secchi Depth Results:
Total 2018 Secchi results varied from 0.4(m) to 13.4(m) – Aylen Lake at 4.8(m) | 1,146 | 516 | {
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10 Simple Things You Can Do to Decrease Challenging Behaviors: Develop Meaningful Relationships with Children in Your Classroom
Meaningful relationships (positive, supportive bonds or connections between teachers and children) help the children feel loved, valued, and able to learn. The Pyramid Model is grounded in positive, supportive relationships between teachers and children because these relationships are essential in supporting children's social emotional development; increased social emotional competence then decreases challenge behaviors.
Ask Yourself:
(be honest )
| | How Often Do I… | I do this most of the time |
|---|---|---|
| 1 | Greet each child by name at arrival and throughout the day? For example, “Good morning, Cian. I’m happy to see you today.” | |
| 2 | Engage in 1:1, warm, positive, eye-level interactions with children? For example, sitting beside a child, “Tell me about that tall tower you’re building.” | |
| 3 | Speak calmly to children? For example, taking a breath and checking your tone before saying, “Use gentle hands to be kind to your friends.” | |
| 4 | Comfort children when they are upset? For example, “You seem sad. Would you like to sit with me for a while?” | |
| 5 | Acknowledge children’s feelings and frustrations; respond with respect and help them find appropriate ways to cope? For example, “You look like you are feeling angry. You might feel less angry if you take a break - you can go for a walk or hug a stuffed animal or get a drink of water.” | |
| 6 | Follow children’s lead and interests during play? For example, “I notice you’re building a green tower; I’ll build one too.” | |
| 7 | Acknowledge children’s positive behaviors? For example, “You shared the Legos with Emma; now you both have some.” | |
| 8 | Invite children to actively participate in personal care routines and activities? For example, “It looks like your nose is runny. Can I help you wipe it or do you want to wipe it yourself?” | |
| 9 | Acknowledge children’s accomplishments and efforts? For example, to a child who has difficulty taking turns, “It’s so hard to wait and you are trying really hard to wait patiently for your turn” or to a child who sometimes runs out of the room, “You must feel proud of how you stayed safe by staying in the classroom today!” | |
Reflect on your responses to determine which pro-social behaviors you can do more often and/or more consistently. You may enjoy the following related resources (also available online as PDF at www.wnybehaviortoolbox.com)
Giving Positive Feedback & Encouragement • Alternatives to Good Job • Building Positive Relationships
Want to learn more? Visit www.wnybehaviortoolbox.com
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Dyspraxia/DCD and Physical Exercise /Activity for Children
Developmental coordination disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting fine and/or gross motor coordination in children and adults. It can also affect speech. DCD is a lifelong condition, formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke, and occurs across the range of intellectual abilities. Individuals may vary in how their difficulties present: these may change over time depending on environmental demands and life experiences. (movementmatters,uk,2013)
Whilst dyspraxia/DCD is primarily a motor disorder, in many cases individuals may experience difficulties with memory, perception and processing along with poor planning, organisation and sequencing skills which can have a significant negative impact on everyday activities. Although, the condition may occur in isolation, it frequently coexists with other conditions such as ADHD (attention deficit hyperactive disorder), dyslexia, language disorders and social, emotional and behavioural impairments. (Dyspraxia Foundation, 2015)
Why children should exercise:
- Keeps a strong heart and ensures healthy growth and development
- Improves posture, balance and general coordination
- It builds and maintains strong healthy muscles, bones and joints
- Less likely to become overweight
- Reduces anxiety, depression and improves self esteem
How much physical activity should a child do?
The N.H.S. recommends that children under 5 should minimise the amount of time being sedentary (eg sitting down) and be active for at least 3 hours spread out throughout each day. Children between the ages of 5 – 18 should do 60 minutes of physical activity (a mixture of moderate and vigorous exercise) every day and on 3 days a week these activities should involve activities or developing strong muscles and bones.
Those who are in a position to support and encourage children with dyspraxia/DCD should be aware and mindful of the extra challenges they face. They can easily become totally disaffected if they are constantly unsuccessful. Indeed evidence suggests that many are put off physical activity due to poor experiences in their early years. Activities should be achievable and be 'a just right challenge'.
For more information please visit our website.
Please remember that all activity should be safe and achievable. If you have any concerns, consult a medical practitioner before embarking on any programme of exercise.
How to do this:
Additional activities for the older child
Sport activity
It is important that your child finds an activity/sport they enjoy so try different ones. If they do not enjoy team games, try other sports such as tennis, badminton, golf, swimming, archery, fishing, sailing, table tennis, canoeing. They do not need to participate in competitive sport but just playing is a great way to exercise.
References:
- CAIRNEY et al (2011) Obesity Risk in Children with Developmental Coordination Disorder: What do we know and what should we do? Dyspraxia Foundation Professional Journal (10) 21 – 32
- http://dyspraxiafoundation.org.uk/about-dyspraxia/dyspraxia-glance
- LIFSHITZ et al (2015) Gender Differences, in Physical Fitness and Overweight Between Children with and Without DCD: DCD 11 Conference, Oral presentation
- http://www.movementmattersuk.org/
- http://www.nhs.uk/chq/Pages/819.aspx?CategoryID=52&SubCategoryID=142
Further information available from:
Dyspraxia Foundation, 8 West Alley Hitchin Herts SG5 1EG
Helpline Tel: 01462 454986
Admin Tel: 01462 455016
Fax: 01462 455052
Web: www.dyspraxiafoundation.org.uk
© Dyspraxia Foundation
Every effort has been made to verify the accuracy of items in DF Fact Sheets, however users are urged to check independently on matters of specific interest. The Dyspraxia Foundation encourages the reproduction and distribution of this fact sheet. If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. | 1,957 | 886 | {
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West Nile Virus
West Nile Virus is an illness spread by mosquitoes. Sometimes, it can cause serious infections of the brain, spinal cord, and nerves. This is rare.
What are the symptoms?
Most people who get West Nile Virus do not get sick. Others may have mild symptoms such as fever, headache, and feeling tired. People are most likely to get West Nile Virus in the late summer and early fall.
How can I get it?
Mosquitoes can feed on birds that have West Nile Virus. Infected mosquitoes can bite and pass the disease to humans and animals.
In very rare cases, West Nile Virus can be spread through:
* Blood transfusions (when a person gets blood from a person with West Nile Virus)
* Organ transplants (when a person gets an organ(s) from a person with West Nile Virus)
* Pregnancy (it can pass from mother to fetus)
* Breastfeeding (when an infant breastfeeds from a woman who has West Nile Virus)
West Nile Virus is not spread from one person to another by touching or kissing.
Most people do not notice any symptoms after getting West Nile Virus. Some people can have West Nile Virus fever. These people notice mild symptoms like:
* Headache
* Fever
* Body aches
* Skin rash
* Swollen lymph • Throwing up glands
About 1 in 150 people who get West Nile Virus can have serious problems with their brain, spinal cord, and nerves (nervous system). These people can have:
* Bad headaches
* Coma
* Muscle weakness
* High fever
* Confusion
* Numbness
* Loss of eyesight
* Stiff neck
* Shaking and/or jerking movements
Call your doctor right away if you have these symptoms. In rare cases, West Nile Virus can cause death or lasting health problems.
Who is most at risk?
Only a few mosquitoes carry West Nile Virus. For most people, the risk is low.
Some people have a higher risk. People who are outside a lot have a greater chance of being bitten.
OVER
2007
West Nile Virus
People older than 50 are more likely to get very sick if they get West Nile Virus. People who already have health problems also have a greater risk.
* If you use bug spray, wash your clothes before you wear them again.
Is there a shot (vaccine) or treatment?
At this time, there are no FDAapproved shots or medicines to stop or treat West Nile Virus infection. Most people with mild symptoms get better without any treatment. People with severe West Nile Virus infections may need to go to the hospital.
Can you get tested for the West Nile Virus?
In July 2003, the FDA approved a blood test to help doctors find out if a person has West Nile Virus.
How can I protect myself?
Prevent mosquito bites
* Use bug spray. Look for permethrin or DEET on the label. Read and follow the directions. Do not use it on children less than 2 years old. Do not use on sunburned skin, cuts, rashes, or other skin conditions.
* Get rid of standing water (flower pots, buckets, barrels, and tire swings). Mosquitoes can breed in standing water.
* Change water in outdoor pet dishes and bird baths often.
* Keep children's wading pools empty and on their sides when not in use.
* Stay inside during times when there are a lot of mosquitoes (evening or dusk until dawn).
* Wear long-sleeved shirts and long pants.
* Put screens on your windows and doors.
* Don't wear perfume or cologne when you go outside for a long time.
* Check to see if there is a mosquito control program in your area.
Report dead birds
* Call your state or local health department if you find a dead bird.
FDA Office of Women's Health http://www.fda.gov/womens
To Learn More:
Centers for Disease Control and Prevention (CDC)
Call your state or local government.
TAKE TIME TO CARE... For yourself, for those who need you. | 1,591 | 844 | {
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Goals
∗ Increase Communication
∗ Grow Respect for each other and the roles we have
∗ Sustain Teamwork & Cohesive Community over time
∗ Taking Care of Ourselves
∗ Professional conflict resolution
LAUGH
∗ " There are three things that are real; God, human folly, and Laughter. The first two are beyond comprehension. So we must do what we can with the third."
∗ -John F. Kennedy
∗ "You don't have to teach people to be funny. You only have to give them permission"
∗ -Dr. Harvey Mindess
Play Fun, Joyful and just silly
conversation."
"You can discover more about a person in an hour of play than in a year of
Plato
∗When was the last time you just played ?
∗Where are you?
∗What is the opposite of play?
Value of Play
∗ Increased concentration
∗ Use of trial & error
∗ New creations from all kinds of materials
∗ Friendships are born, come to enjoy one another
∗ Shared experiences lead to a sense of community
@ Johanna Booth-Miner
Sarah Miner MEd
Communication
∗ Verbal vs non verbal
∗ Open/Included
∗ Blockades
∗ Relate to others professionally
∗ Values / beliefs
∗ Communicate and listen effectively
∗ Missed messages
∗ Shared responsibility for open communication
∗ Right to know
What is needed for each player
∗ Sense of mission
∗ A need for new challenges
∗ Ability to focus on goals
∗ Awareness that consensus is strength
∗ Underlying faith in the game & oneself as a player
∗ Everyone is a coach
Dance While you Can…
∗ I will not stand to the side and let the music in my heart fade away and die, I will dance to my own life song
∗ -Lance Wubbels
∗ To Dance…I will stop looking back with regret …or looking forward with fear…and give the best I have today!
5 Essential Human Needs at Work Here
∗ 1. To be HEARD
∗ 2. To be CONNECTED
∗ 3. To be part of something GREATER THAN THEMSELVES
∗ 4. The security of TRUST
∗ 5. To feel HAPPY
∗ Active
∗ Focus
∗ Stop our "to do list"
∗ Reflect back
Listening
what you heard
Just Listen
Create a Shared Vision
∗ What experience do you want at work?
∗ Create "It"
∗ Changing from external energy to internal/personal energy
∗ Real conversations
Respect
∗ Developing empathy for each other's teaching/learning styles
∗ Supportive
∗ Collaborative
∗ Cooperative
∗ Non alienating
∗ Help new people be part of the vision
∗ Encouraging
Play Character
∗ Playful = civility
∗ Spontaneity = freedom
∗ Open ended= problem solving
∗ Joyfulness= thoughtfulness
Choose Your Attitude
∗ No I in TEAM
∗ Build on individual strengths not weakness
∗ Value of team both in the classroom and the center
∗ Demonstrate a positive attitude, respond appropriately to praise, and give positive feedback
∗ Even a broken clock is right twice a day
∗ Display trust in other team members
Dance While you Can…
∗ I refuse to allow my past to determine my future. I will not let my past disappointments with my parents or spouse or boss or anything, whether it's my education or race, or looks, hold me back.
∗ - Lance Wubbels
Making it Real for YOUR Team
∗ Find your way
∗ Tell me more about that…
Open doors with question
∗ Learning about each other increases confidence and self awareness
∗ Sustaining Change not just window dressing
Dance While you Can…
∗ I will stop chasing after happiness as though it is something that I can find outside of myself. I will choose to be happy on the inside and give joy to others.
∗ -Lance Wubbels
Their eyes are watching us!
Closure
Watch your thoughts; they become words. Watch your words; they become actions. Watch your actions; they become habits. Watch your habits; they become character. Watch your character; it becomes your destiny.
THANK YOU! | 1,695 | 956 | {
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Jr. Hornets Football & Cheer Concussion Form
What can happen if my child/player keeps on playing with a concussion or returns too soon?
Athletes with the signs and symptoms of concussion should be removed from play immediately. Continuing to play with the signs and symptoms of a concussion leaves the young athlete especially vulnerable to greater injury. There is an increased risk of significant damage from a concussion for a period of time after that concussion occurs, particularly if the athlete suffers another concussion before completely recovering from the first one. This can lead to prolonged recovery or even severe brain swelling (second impact syndrome) with devastating and/or fatal consequences. It is well known that adolescent or teenage athletes will often under-report symptoms of injuries. Concussions are no different. The education of coaches, parents and students is the key to student-athlete safety.
If you think your child/player has suffered a concussion…
Any athlete even suspected of suffering a concussion should be removed from the game or practice immediately. No athlete may return to activity after an apparent head injury or concussion, regardless of how mild it seems or how quickly symptoms clear. Close observation of the athlete should continue for several hours.
An athlete who is suspected of sustaining a concussion or head injury in a practice or game shall be removed from competition at that time. He/she may not return to play until the athlete is evaluated by a medical doctor, osteopath, certified athletic trainer or ARNP trained in the evaluation, diagnosis and management of concussion, and received written clearance to return to play without restrictions from said health care provider.
You should also inform your child's coach, team mom or any executive board member if you think your child/player may have a concussion. When in doubt, the athlete sits out.
By signing below, you have read and understand the nature and risks of head injuries prescribed by HB1824, section 2, otherwise known as the Zachary Lystedt Law. Both signatures are required per Washington State law, before a player can begin practice. For more information on detecting the signs of a concussion, visit the Jr. Hornet website at www.jrhornetfootball.com, and click on the "Concussion Form".
Team (circle one): 2/3 4 5 6 7 8 Cheer
______________________________ ________________________________ ___________________
Student Athlete Name
Student Athlete Signature
Date
______________________________ ________________________________ ___________________
Parent/Guardian Name
Parent/Guardian Signature
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SUMMER FUN AT SOUNDVIEW
Soundview Summer Camp offers enriching week-long programs that provide campers opportunities to learn, play, and create on our beautiful campus in Lynnwood. Camp runs from 9:00 a.m. to 4:00 p.m. with extended care from 7:30 a.m. to 5:30 p.m. Our experienced instructors lead small groups in engaging, challenging, and fun activities that cater to a wide range of interests.
Early Childhood Summer Camp Themes
Ages 3-5
Week 1: June 23rd - 27th: Let Your Imagination Soar!
Test your courage and build your acting skills during this fun-filled week of make believe! Campers will make puppets, perform puppet shows, and use movement, song, and dance to express yourself.
Week 2: June 30th - July 3rd: Amazing Earth
During this four day week, learn all about the planet earth as you make recycled art projects, get your hands dirty in the garden, and take a nature hike at a local park.
Week 3: July 7th - 11th: Community Helpers
Explore our country through songs, stories, arts and crafts. We will learn about and meet community helpers with a visit from a local police officer and a trip to the fire station.
Week 4: July 14th - 18th: Oh, the Places You'll Go!
Each day campers will use their imaginations to travel to a new continent and learn about local animals, food, and culture. We will visit the Imagine Children's Museum in Everett for a fun day of play and exploration.
Week 5: July 21st - 25th: Dive into the Deep Blue Yonder
Glimpse life in the marine environment while we take a ferry ride and visit a beach. Throughout the week, you will become knowledgeable about the vast variety of animals that live in the ocean.
Week 6: July 28th - August 1st: Animal Homes and Habitats
Campers will learn all about animals and their natural habitats. Visit local animal habitats, learn how to care for animals, and make nature-inspired arts and crafts.
www.soundview.org
Question. Risk. Create. Reflect.
425-778-8572
Primary Summer Camp Themes
Ages 6-14
Week 1: June 23rd - 27th: DIY Kids
Engage in fun, hands-on acitivties as you create do-it-yourself masterpieces! Spend the week planting flowers and herbs, make mosaic art, and turn boring white garments into tie-dye sensations all while sharpening your artistic skills.
Week 2: June 30th - July 3rd: Robotics
During this four-day week, campers will experiment with force, motion, and simple machines as they build their very own robots.
Week 3: July 7th - 11th: Toys and Games
Became a master toy builder in this week of hands-on fun and games where you will learn about games from around the world and make your own toys.
Week 4: July 14th - 18th: Ecosystems
Learn about the relationships between living and nonliving things in ecosystems as you explore and observe interactions at local beaches, forests, and ponds.
Week 5: July 21st - 25th: Improv
Let out your inner thespian during this week of fun and funny theater games. Learn the skills of improvisation as you build your self-confidence, courage, and cooperation skills!
Week 6: July 28th - August 1st: Space
Explore the far reaches of the universe as you learn all about the stars, planets, and our moon. We will visit a planetarium, learn about constellations, and build rockets as you channel the astronaut inside you.
Summer Strings
Through experiments, activities, and practice, you can become an experienced string player! String campers will meet from 4:15-5:00 p.m.
July 21st - July 25th
Beginning Strings
Open to beginners entering 1st grade and up
July 28th - August 1st
Orchestra
Open to experienced players entering 2nd grade and up
For more information, visit www.soundview.org/enrichment or contact Director of Summer Programming Molly Bisset at email@example.com.
The Edmonds School District does not sponsor or endorse the activity and/or information contained in this material.
www.soundview.org
6515 196th Street SW, Lynnwood
425-778-8572 | 1,749 | 959 | {
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Will Birds and Other Animals Increase
© 2020, Neil A. Case
It's summer time in Indiana and in all of North America and Europe, all of the world north of the Equator. It's summer time. Days are long and in Indiana and in much of the northern hemisphere they're warm, even hot. Ninety degrees is a common afternoon temperature in Indiana when the sky is clear, the sun beaming down.
It's summer time. Live trees are leaf covered, pillars of green. Bushes that are living are also leaf covered and green. Lawns that are covered with grass are green and ours, like other lawns that have not been sprayed with chemicals are speckled with dandelions and clover and plantain.
It's summer time and the dawn chorus of robins and other birds in the spring has become almost a murmur. Birds are busy nesting, incubating, feeding nestlings, leading fledglings, teaching them to forage for themselves. The robins that nested under the eaves of our barn are now incubating the eggs of a second brood. We saw the fledglings of the first brood hopping across our lawn days ago. Now those spot breasted young birds are hopping across our lawn, probing, pulling up nightcrawlers for themselves.
The house wrens that made a nest of a mass of sticks in a light on the wall of our front porch are incubating a second brood, we assume, though we can't see the inside of the nest. Goldfinches have changed from winter drab to bright yellow and black
and few visit our thistle bird feeders now though there were many all winter. Goldfinches don't nest until thistles are going to seed, then line their nest with thistle seeds. Well, thistles are going to seed and I assume goldfinches are nesting.
Along the sides of the roads, that haven't been mowed or sprayed, chicory and corn flower, Queen Anne's lace and day-lily, summer blossoms, are in bloom. There are many other flowers along the roads and when I go driving I have a Field Guide to Wild flowers with me, when I don't forget.
I also have my binoculars when I drive anywhere. I watch for birds, always, and am concerned by the scarcity of many once common country birds, meadowlarks, field sparrows, vesper sparrows, dickcissels, kestrels, ring-necked pheasants and many more, as I have written before. I've read that experts estimate wild birds have declined by sixty percent in North America in the last fifty years.
I don't see as many rabbits as I used to either, or woodchucks, ground hogs if you prefer, or raccoons or opossums and many of those I do see are dead, either beside the road or in it.
I do see deer regularly and when I was young, when Mother and Dad took me for a drive in the evening as they often did, I rarely saw a deer, never until I was a teenager. Now, just a few days ago, I saw an antler-less deer, a doe, with two spotted young ones, fawns.
Something I don't see but read and hear about daily in the news is the present pandemic, corona virus and covid-19. There are hundreds of thousands of people in the U.S., more in other nations around the world becoming ill, thousands of people dying. I also see the signs, less traffic on the highways, nearly empty business parking lots, businesses with closed signs and many businesses with signs telling of road-side service only. There are more kids on the lawns and in the streets, their schools closed.
People are staying home, wearing surgical face masks when they do go out. I'm staying home many days, wearing a face mask when I do go out, visiting by telephone, getting lots of reading and nap time.
When will the pandemic end, as I'm sure it will eventually. When it does end, will birds and other animals increase in number, as I'm sure people will? | 1,363 | 875 | {
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