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MIDDLEBORO PEDIATRICS
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AKEVILLE
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USINESS
P
ARK
, L
AKEVILLE
, M
ASSACHUSETTS
02347 TEL (508) 947-0630
M
ARTIN
A. G
ROSS
, MD, FAAP H
ILARY
A. W
ELLAND
, MD, FAAP A
ARON
D. B
ORNSTEIN
, MD, FAAP
FAX
AROLINA
C P.
(508)
APUD
G ,
IONA
F E. P
AUL
, RN, P
H
.D., CPNP
A
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C. H
ATCH
, RN, CPNP
M
EREDITH
M. R
UBINI
, RN, CPNP
REHABILITATION EXERCISES FOR AN ANKLE SPRAIN
The right exercises will enable you to get back to sports or normal activity faster after an ankle sprain. These exercises are designed to restore your ankle's normal range of motion, strength, and coordination. Refer to the corresponding illustration for each exercise.
Range of motion
1. Hold an ice pack to your ankle for 20 minutes. Then trace the alphabet with you big toe while hanging you foot over the edge of a couch or table.
Strength
Start these strength exercises after you regain a normal range of motion. Use a loop of elastic band (a Theraband or bicycle inner tube) 3 feet long. Do 20 repetitions of each of the following exercises twice a day:
2. Hold one end of the elastic band and loop the other end around the ball of your foot. While pulling on the band, push against the band with your foot. Hold for three counts.
3. Loop one end of the band around a secure object, such as a table leg, and the other end around your forefoot. Pull your forefoot back toward your body. Hold for three counts.
4. Loop the band around your forefoot and around a secure object off to the side. Sitting down and keeping your heel on the floor, swing your forefoot inward and hold three counts.
5. Starting from the same position as in the previous exercises but with the band in the opposite direction, swing your forefoot outward and hold for three counts.
When you can do exercises 2 through 5 easily and without pain, double the elastic band (make two loops) and do 10 repetitions of the same exercises twice a day.
947-0639
MD, FAAP
Strength (continued)
6. Place the balls of your feet on a step and rise and stand on your toes. Do this with your feet pointing straight ahead, then inward, and then outward. Repeat 10 times in each position. Later, try this standing on one foot.
Coordination
7. Raise your uninjured foot and stand on the injured foot for 2 minutes. Do this five times a day. Later, do this with your eyes closed.
Normal Activity
When you can walk without pain or a limp, go on to jogging straight ahead on a smooth surface, and finally to figure-eight and zigzag running. If you can do figure-eight and zigzag running without pain, you are ready for full activities. | 1,241 | 683 | {
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Reasoning and Problem Solving – Fractions Consolidation – Year 6
The school have had a large donation of money to renovate an empty classroom. School Council decided it should be a Year 6 Common Room; somewhere for the year 6 children to relax and enjoy each other's company on wet breaks, and for after school clubs. There is a rumour, if it is done well, there might even be a youth club opening with a DJ booked every Friday night!
You and some friends have volunteered to help out, who knew there were so many maths calculations involved in decorating?
1. You need a consensus to agree the decorating plans and each year 6 class takes a vote. The results are given in fractions below:
Which wallpaper wins the votes?
2. There are 3 walls to paint, each wall needs of a pot of paint to give it two coats. A parent has donated 4 paint pots from her garage, each pot is full. Will this be enough paint to finish the painting? Explain your answer. 4 5 3 4
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Reasoning and Problem Solving – Fractions Consolidation – Year 6
3. You and your friends have lots to do and have made lists to make sure nothing is forgotten! Look at the lists below. Write the fraction of jobs still to do below each list.
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Reasoning and Problem Solving – Year 6 – Consolidation Pack -- Secure
Reasoning and Problem Solving – Fractions Consolidation – Year 6
5. The carpet layer has sent his bill, he spent hours cutting the carpet and laying the grippers and hours laying the carpet. 2 5 10 4 2 3
6. Now the carpet is down the furniture has to be ordered! There needs to be 4 chairs along one wall. The chairs measure of a metre in width and need of a metre between each chair to fit a table. 1 3 1 2
Will they fit on a wall measuring metres? Explain your answer. 3 4 6
You have material metres long and to cover the seats of 5 chairs, will you have enough fabric for each chair to have at least a metre of fabric? Explain your answer. 2 1 2 1 3
7. You have spent of your budget which was originally £160, how much is left for other decorations? 3 4
He has charged the school for 7 hours 15 mins is the charge correct?
Explain your answer.
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Reasoning and Problem Solving – Fractions Consolidation – Year 6
8. You have ordered a 24kg bag of flour for making buns for the opening ceremony, Jamal used of it for making biscuits do you have enough left for your recipe which needs 4kg of flour? Explain your answer. 3 8
9. Your buns were a hit! You made 40, but when you left them in the kitchen, the workers ate of them, how many are left? 3 5
10. You sent out 56 invites to your opening. 19 said they couldn’t come, 5 said they were already busy and 32 are planning to attend. What fraction of your original guest list are coming (in simplest form)?
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State Trust Lands
Funding Oregon Schools since 1859
Beginning in the early 1800s, Congress granted specific sections of land to states when they entered the Union with the stipulation that proceeds from these lands be used for public education.
The lands originally granted to Oregon in 1859 under the Oregon Admission Act – Sections 16 and 36 of every township – amounted to roughly six percent of the new state's land (about 3.4 million acres).
Land Board Manages Common School Trust Lands
The Oregon Constitution and subsequent legislative action dedicated these lands and their mineral, timber, other resources and related income to the Common School Fund, a dedicated trust that remains in effect today. The State Land Board, established under the Oregon Constitution, is trustee of the fund. The Department of State Lands (DSL) administers the day-to-day work of the Board.
Common School Fund (CSF) distributions to schools cannot benefit current students at the disadvantage of future students, or vice-versa. Therefore, the Land Board's duty is to maximize the value of, and revenue from, trust lands over the long term.
Today, the Board's trust land base consists of about 741,000 acres of state land:
- Agricultural land and rangeland in eastern Oregon (607,000 acres)
- Forestland, mostly in western Oregon (122,000 acres)
- Industrial/Commercial/Residential land (6,700 acres)
- Special stewardship lands (5,500 acres)
The Land Board also owns the sub-surface rights to 767,000 acres of mineral and energy resources.
"The Real Estate Asset Management Plan continues the historic role of the State Land Board in managing its land-based assets for long-term, multi-generational support for the Common School Fund."
- Real Estate Asset Management Plan
Plan Provides Guidance
In 2012, the Land Board adopted a revised asset management plan to guide the agency's land management strategies for the next ten years.
Page | 1
The Real Estate Asset Management Plan (REAMP) takes a different approach from previous plans by being less specific on individual state-owned parcels, and focusing more on strategies and procedures to lead DSL in managing its real property portfolio.
Key elements of the plan include:
- Create a consistent, growing stream of revenue to increase distributions to schools
- Balance revenue enhancement and resource stewardship
- Rebalance the portfolio by acquiring assets with a higher performance potential and strategically disposing of selected assets
- Set rates for leases and other authorizations at market values
- Identify a new process to evaluate lands for sale and acquisition for highest and best use, and for returns to the CSF
- Assure that proposed investment in existing land assets will yield targeted returns on the investment
Rebalancing Real Estate Assets
The REAMP emphasizes land management and revenue generation. The Land Board and Department of State Lands continually evaluate the real estate portfolio, comparing revenue generation with land management costs.
Rebalancing the portfolio may involve selling state lands that are difficult or expensive to manage, as well as acquiring new lands through exchange or purchase. All sale proceeds are reinvested in CSF lands managed for revenue generation.
Land sales and exchanges are processed through administrative rules (OAR 141067), and parcels are carefully evaluated for financial, natural, cultural and recreational impacts. The Land Board must approve all land purchases, sales and sale method, which varies depending on the type of land being sold and the prospective buyer.
Property appraisals are conducted before a sale occurs. Common School trust lands are generally sold through public auction, but may also occur through direct negotiation, particularly when other public agencies or a land exchange are involved.
Some parcels that are candidates for sale or exchange – generally isolated, difficult to manage property – may be suitable for long-term conservation. DSL and the Land Board are interested in working with conservation groups and natural resource agencies as potential buyers for these types of properties.
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English Home Language Week 5: 18-22 May Theme 8 + Literature and Writing
Monday
Remember to read for three minutes and report back at the beginning of every day.
Mark the exercises done in week 4 – see file: Week 4 Memos. Make sure all work for week 4 has been completed and marked. Revise work. Do you know the following idioms and proverbs?(Answers on next slide)
1 idiom 2 idiom 3 proverb 4 proverb
Monday
Answers:
1 To have your head in the clouds – to daydream.
2 To pull someone's leg – to tease or play a joke on someone.
3 No man is an island – people need human connection.
4 The pen is mightier than the sword – words are always a better way to convince someone, than using physical force.
Idioms and proverbs p.124
Read the notes in the text book.
Do Activity 6 no 1-8 in your classwork book.
You may colour code the answers. You do not have to write such a long meaning as the text book example.
1. Look before you leap Think carefully before you do something impulsively. Do the rest.
Tuesday
Read the short story: Ulysses and the Cyclops (Pronounced – "You – le – sees")
If you do not have your book with you, read the copied pages. Do the typed questions no 1-9, which appear in the planning file. If you cannot print it, just write the answers in your Literature book, in which you did your other short stories.
The discussion question does not have to be written down.
Wednesday
Transactional Writing: News report
Study notes on the extra Power Point: Newspaper report Also read instructions on the rubric in the planning file.
Write "First draft" and "Newspaper report" on a folio.
Choose one of the topics: a sports event, a brave deed, a school event. Remember that it is for a school newspaper, so it must involve Mikro learners or teachers and be aimed at Mikro readers.
Planning:
Picture the event in your mind.
Write the 5 W's
(what, who, where, when, why + how)
Wednesday
Start writing the first draft. (Do not write the heading yet.) Use factual, standard English, avoid slang.
Paragraph 1 summarises the whole event very briefly– see example in Newspaper power point. It must have the 5 W's.
Paragraph 2 – start reporting on the event in chronological order (as the action/events happened). You can use more detail here, mention names and specific things or comments that you can quote (but avoid too many quotes).
Other paragraphs – put different aspects/happenings into different paragraphs.
Remember you cannot report on everything that happened,
pick out the most important facts.
Wednesday
Write the heading when you are done with the report. The heading must summarise the report in about 5 - 8 words. Make it interesting as well – not just Mikro's colour run, think of "Splashes of colour at Mikro's colour run", "rainbow …" or "a titanic rugby clash". Use alliteration, "Sensational Sipho saves the day".
Thursday
Complete your first draft, if you are not done.
Proofreading:
Count your number of words. If you are way over the limit, cross out some quotes or unnecessary details. If you have too few words, add a quote from somebody involved in your report or add another fact in greater detail.
Check spelling, tenses, sentences, punctuation and add at least three improvements.
Do not use "good, bad or nice", choose more challenging words.
Friday
Write your final draft neatly. Add newspaper report and your name and surname to the heading as well.
Write the number of words used at the bottom.
Staple your first and final drafts together. Keep it in a safe place and bring it with you when you come back to school.
Take note: There will be no formal assessment tasks for term 2, but we might use this later in the year.
Read aloud for at least 10 minutes.
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Going, going … gone
Historic tug puts up fight before sinking to bottom of Munising Bay
By JOHN PEPIN Michigan Department of Natural Resources
Twenty-three summers ago, on a windy Saturday morning on Munising Bay, I was working as a bureau reporter and photographer for The Mining Journal, covering an event that was quite unique.
Underwater preserve advocates in Alger County were intentionally sinking a Great Lakes tugboat as an underwater dive attraction for intermediate to expert divers.
Today, the tug sits on the bottom of Lake Superior about 65 feet below the surface, where it is indeed a dive attraction, while it also provides fish habitat and remains part of the Alger Underwater Preserve.
What follows is my newspaper story from that day, published June 2, 1996 in the Mining Journal of Marquette.
MUNISING – A part of Great Lakes maritime history sank into the future Saturday as the tugboat MV Steven M. Selvick plunged below the icy waters of Munising Bay.
The 71-foot tugboat Steven M. Selvick plunges into Lake Superior between Miners Castle and Grand Island June 1, 1996. Accompanied by a flotilla of a dozen small pleasure craft and a tour boat with spectators, the scuttled vessel has become an attraction in the Alger Underwater Preserve. (Mining Journal photo by Jerry Bielicki)
The 1915 tug was towed to a point 1,600 yards off Grand Island's Trout Point and was sunk intentionally by officials from the Alger Underwater Preserve. It was the first time a vessel has been sunk to enhance Michigan's underwater preserves.
"The Selvick truly represents the maritime past and in its new role, the maritime future," said Pete Lindquist, a preserve member instrumental in orchestrating the tug's sinking.
The sunken relic is expected to serve as an educational and recreation attraction for divers for years to come.
As the tugboat was being pulled into place, a small flotilla of about 20 boats gathered to witness the event.
"I hope I have the pleasure to come back here and dive on it myself," said Steven Selvick.
The tiny ship's flag was lowered for the last time and ceremoniously folded. A bottle was smashed across the bow of the boat and the tugboat's namesake wished her farewell.
But the 71-foot tug, which had been used during construction of the Mackinac Bridge, wasn't ready to surrender to the seas just yet.
Officials positioned a boat alongside the Selvick and started to pump lake water onto the tug and into the engine room.
After a scuttle valve was opened in the bottom of the tug, the boat began taking on water more slowly than expected.
Eventually, the back end of the boat began to slump into Lake Superior as water sloshed across the Selvick's deck.
gasped her last breaths of air into the waters and sunk to a depth of 70 feet.
A second tug that had been used to pull the Selvick out into the lake pushed the floundering boat into the wind and waves and the stern of the Selvick flooded over. It was then only a matter of seconds before the tugboat tipped her bow to the sky,
Turquoise swirls bubbled up from the depths, while on the surface one ship blew its horn to mark the occasion.
"I think we were all in awe," one man said.
While a few people cheered, others stood watching silently.
"It was like a funeral," said Raeann Viau of Munising, who had helped clean oil and grease from the tugboat over the past two years, readying it for sinking.
Bush, like Viau and Hugh Wyatt of Sault Ste. Marie, Ontario, said they plan to return to the Selvick to dive on the sunken hull.
"It went down fast once that fantail went under, she went quick," said Gregg Bush, a diver from Sault Ste. Marie.
Wyatt said he drove to Munising to witness the sinking out of historical curiosity.
Like many others who watched the Selvick go down, Bush thought the sinking was a historical event in itself.
"When you dive on these ships you become interested in their history," Wyatt said.
"You can dive on it several times, but you can only see it go down once," he said.
Later, the tugboat was re-fitted for diesel power and renamed the "Cabot."
The Selvick was first given the name of "Lorain" when it was constructed in Cleveland in 1915. It was powered by an 1889 steam engine.
The tug was finally renamed the Selvick when it was purchased by Selvick Marine and Towing Company, of Sturgeon Bay, Wis. in 1988.
The company donated the tug to the preserve for sinking in 1994.
For more information on the Steven Selvick and the Alger Underwater Preserve, visit the Shipwreck Tours of Munising website.
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by Tom Austen, Podplus
Race Walking
How race walking impacts on the foot
The gait cycle, or the way you walk, is very different to running and race walking has specific movements that must occur. During race walking, the supporting leg must straighten when the heel touches down and until it passes underneath the body, while one foot must be on the ground at all times - unlike running, where you can have a 'float' phase when the athlete is not in contact with the ground at all. The aerobic demands of the events (20 km and 50 km) are likened to those training for 10,000 metre races and marathon runners.
move over the stationary foot which rolls out slightly (resupinates) to strengthen for heel lift to allow the foot to push off from the first and second toes. An improved flexibility in the ankle and knee allows more movement to increase stride length, enabling an athlete to be quicker. Many coaches suggest using drills or practice exercises to help athletes learn the different style for race walking and progress.
With race walking, the foot contacts the floor and rolls in (pronates) to absorb the impact; the body will then
The Society of
Chiropodists and
Podiatrists
Excessive rolling in (pronation) of the foot when in contact with the floor and lack of strength in the thigh muscles (quadriceps), can cause poor technique and lead to knee flexion on contact, often called bent knee (as in running). Poor posture due to lack of strength around the pelvis (core stability) can lead to a poor walking technique resulting in a slower walking speed or injuries.
Please turn over...
Common problems and injuries that may occur
A study of race walkers has shown over 50% of race walking injuries occur in the knee, shin or foot. The main injuries being muscle strains, ligament sprains or shin splints.
Muscle strain is a pull or tear of a muscle which has been overstretched during activity. It gives rise to inflammation and the resulting tissue can be fibrous (scarred) which is less flexible or strong.
Ligament sprains are when the tough fibrous tissue that connects two bones together to form a joint are damaged. This is due to being overstretched and can partially, or fully, tear. This occurs when a joint is moved more than its normal range of movement, an example of this is twisting your ankle.
Shin splints is a term used to describe pain in the shins during or after activity. It can be a simple overuse of the muscles in the shin, be a bone pain and result in a stress reaction in the bone, or stress fracture. There is also a more severe reason such as compartment syndrome, with an increase in pressure in the leg which causes pins and needles or numbness in the leg when exercising. This should always be assessed by a podiatrist if symptoms are experienced.
How podiatry can help
An athlete with poor foot placement or lacking strength in the lower limbs may be more prone to injury or not be able to perform to their optimum. A podiatrist can aim to improve this by assessing the way the athlete is walking and improving the function of the lower limb and foot. This can be done by using special inserts in shoes (orthotics).
The Society of
Chiropodists and
Podiatrists
A biomechanical assessment, looking at the way of walking, also incorporates assessing the strength and flexibility in the lower limb, and a podiatrist should be able to help give advice to improve this for the athlete.
While increasing the athlete's range of motion and muscular strength may be required to develop race walking technique, special exercises, by their dynamic nature, also develop neuromuscular co-ordination, which may be a more effective way for the athlete to 'learn' the race walking technique.
Tom's Top Tips
As more time is spent on both feet than running, get footwear that allows more space for your toes to spread out under the load of your body weight.
When learning the race walking technique, don't worry if your performance wanes! Athletes might find that they experience a temporary decrease in performance while attempting to make technical changes, this is normal.
Tom Austen
Tom Austen owns Podplus Sports Shop & Injury Clinic in Ashford, Kent, at the Julie Rose Athletics Stadium. Tom works regularly with Kent County Cricket Club and has worked with Gillingham Football Club. He has volunteered at the 2008 commonwealth games and numerous London Marathons. Tom's Podplus podiatry team provide all podiatry services at the Brighton marathon. Tom is a clinical lecturer at the University of Brighton and also works alongside Dr Nick Webborn at the Sportswise clinic, Eastbourne.
Tom Austen, Podplus, Julie Rose Stadium, Ashford, Kent, TN24 9QX, www.podplus.co.uk, tel: 01233 660851 | 1,885 | 1,015 | {
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Reading: SQ4R
Students committed to learning will find many possible paths to success. No path is error free, but the path best for you may not look like the same path as another student. For this reason, students should continuously assess their academic progress in courses and adjust their academic strategies accordingly.
While there is no magic formula, the following suggestions may improve your ability to succeed and increase your retention of knowledge.
SQ4R Reading Method
SQ4R is a reading strategy formed from its letters:
Survey! Question! Read! Recite! Relate! Review!
For more valuable information and helpful advice, please visit http://www.studygs.net/texred2.htm
SQ4R will help you build a framework to understand your reading assignment.
Before you read, Survey the chapter:
* the title, headings, and subheadings
* captions under pictures, charts, graphs or maps
* review questions or teacher-made study guides
* introductory and concluding paragraphs
* summary
Question while you are surveying:
* Turn the title, headings, and/or subheadings into questions
* Read questions at the end of the chapters or after each subheading
* Ask yourself,
"What did my instructor say about this chapter or subject when it was assigned?"
* Ask yourself,
"What do I already know about this subject?"
Note: If it is helpful to you, write out these questions for consideration.
This variation is called SQW4R
When you begin to Read:
* Look for answers to the questions you first raised
* Answer questions at the beginning or end of chapters or study guides
* Reread captions under pictures, graphs, etc.
* Note all the underlined, italicized, bold printed words or phrases
* Study graphic aids
* Reduce your speed for difficult passages
* Stop and reread parts which are not clear
* Read only a section at a time and recite after each section
Reading: SQ4R
Recite after you've read a section:
* Orally ask yourself questions about what you have just read, or summarize, in your own words, what you read
* Take notes from the text but write the information in your own words
* Underline or highlight important points you've just read
* Reciting: The more senses you use the more likely you are to remember what you read Triple strength learning: Seeing, saying, hearing
Relate: Summarize and relate back to what you already know; connected the dots.
Review: an ongoing process with the following suggested ideas for learning. Here are some tips for reviewing the material.
_____________________________________________________________________________________
Example:
Day 1
* Write questions in the margins or in your notebook for main points from textbook reading
Day Two
* Page through the text and/or your notebook to re-acquaint yourself with the important points.
* Cover the right hand column of your text/note-book and orally ask yourself the questions in the left hand margins.
* Develop mnemonic devices for material which need to be memorized. Make flash cards for those questions which give you difficulty.
Days Three, Four and Five
* Alternate between your flash cards and notes and test yourself (orally or in writing) on the questions you formulated. Make additional flash cards if necessary.
Weekend
* From the Table of Contents, make a Study Sheet/ Spatial Map Recite the information orally and in your own words as you put the Study Sheet/Map together. | 1,493 | 704 | {
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Record-Breaking Global Sea Surface Temperatures: August 1, 2023
In a recent report by the BBC, it was disclosed that the average daily global sea surface temperature on August 1, 2023, reached an astonishing 20.96°C, surpassing a previous record set in 2016. These findings were made available by the European Union's climate change service, Copernicus. This significant event underscores the escalating impact of climate change on our oceans and calls for heightened global awareness and coordinated efforts to address the ongoing environmental crisis.
The new record, which surpassed the 2016 benchmark, signifies a substantial deviation from the historical norms. The sharp increase in sea surface temperature is emblematic of the intensifying challenges posed by climate change. Copernicus' data reveals that the global average sea surface temperature for August 1, 2023, stood at 20.96°C, signifying an alarming rise in ocean temperatures.
The recording of such an unprecedented sea surface temperature carries several immediate implications:
1. Ocean Ecosystems: Rising sea surface temperatures have a profound impact on marine ecosystems. Coral reefs, for example, are highly vulnerable to such temperature increases, which can lead to coral bleaching and ecosystem degradation.
2. Global Climate Patterns: Elevated sea surface temperatures can have farreaching effects on global climate patterns. Warm oceans serve as fuel for tropical storms and hurricanes, intensifying their destructive potential. Changes in ocean temperatures also influence weather systems around the world.
3. Sea-Level Rise: As sea surface temperatures rise, the ocean expands, contributing to sea-level rise. Coastal communities, already vulnerable to inundation and flooding, face amplified risks due to this phenomenon.
4. Biodiversity and Fisheries: The health and distribution of marine life, including fish populations, are affected by warmer sea surface temperatures. This, in turn, has implications for biodiversity and the livelihoods of those dependent on fisheries.
The urgency of addressing climate change and its impacts on the world's oceans cannot be overstated. Immediate and concerted efforts to reduce greenhouse gas emissions, transition to clean energy sources, and implement adaptive strategies are imperative.
The revelation of a record-breaking global sea surface temperature on August 1, 2023, is a stark reminder of the ongoing environmental crisis. The continuous warming of our oceans is a direct consequence of human activities and underscores the need for a global commitment to combat climate change. The work of some organizations like Copernicus is instrumental in monitoring and understanding these changes, but the responsibility for action rests on the shoulders of individuals, communities, and nations worldwide. It is our collective duty to safeguard our planet for future generations and address the challenges posed by climate change. | 1,267 | 543 | {
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Celebrate Safely
Prepare Before Lighting Fireworks
✴ Use only legal fireworks.
✴ Keep pets safe indoors.
✴ Store fireworks out of children's reach.
✴ Always keep water handy.
Be Safe When Lighting Fireworks
✴ Only adults should light fireworks.
✴ Do not throw or hold fireworks.
✴ Only use outdoors.
✴ Protect your eyes.
✴ Never relight a "dud."
✴ Light one at a time & move away quickly.
Be Responsible After You Finish
✴ Soak used fireworks in water.
✴ Keep matches & lighters away from children.
✴ Be considerate - clean up used fireworks.
Have a safe and fun Fourth of July!
The only legal fireworks in University Place
Novelties Smoke
Sparklers Morning Glory
Cones and Fountains
For more information on Fireworks regulations in University Place visit www.CityofUP.com.
University Place Public Safety firstname.lastname@example.org 253.798.4058
UNIVERSITY PLACE FIREWORKS REGULATIONS
Legal fireworks may be discharged only on July 4 from 9 a.m. to 12 midnight.
Fireworks Law in University Place
✴ Legal fireworks may be discharged ONLY on July 4th, from 9 a.m. to 12 midnight.
NOT LEGAL IN UNIVERSITY PLACE
✴ Must be 16 years of age to purchase, possess and discharge fireworks. Children under 16 must be under direct adult supervision.
✴ Violation of U.P. fireworks law is a misdemeanor and can lead to a $1,000 fine and up to 90 days in jail.
LEGAL IN UNIVERSITY PLACE:
Novelties Smoke Sparklers Morning Glory
Cones and Fountains
KNOW THE RULES BEFORE YOU USE!
FAQ's
The Fourth of July holiday is a busy time for 911 and first responders. The best way to submit a fireworks or fireworks-related complaint is at FireworksReport.com. If you call 911 or the non-emergency line, call takers are less available to answer 911 calls for true police, fire and medical emergencies.
What do I need to file a complaint at FireworksReport.com?
✴ You'll need to provide your name and phone number, and a valid address where the fireworks violation occurred.
What happens after I submit a complaint?
✴ Information collected from FireworksReport.com is made available to University Place Police electronically or over the radio.
What if there's a fireworks-related fire or injury?
✴ Call 911 for fires, medical emergencies/ injuries, or serious in-progress crimes. Only use FireworksReport.com to submit fireworks complaints or to report fireworks violations.
Call 911 for emergencies only - an immediate threat to life/safety or in-progress crime. | 1,223 | 574 | {
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SYLLABUS : LIGHT, MAGNET AND ELECTRICITY
GENERAL INSTRUCTIONS : Draw Diagrams with Pencils.
- All questions are compulsory. Maximum Marks are 60.
SECTION – A : (0.5 × 20 = 10)
1. FILL IN THE BLANKS:
(a) Like poles of two magnets ___________ (attract/repel) each other.
(b) A horseshoe magnet should be stored with a piece of ________ (plastic/iron) across its poles.
(c) A _________ (credit card/magnetic compass) is a device used to find directions.
(d) Sun is a/an __________ (natural/artificial) source of light.
(e) Shadows are formed when light rays are obstructed by ___________ (transparent/opaque) objects.
(f) Reflection from a __________ (smooth/rough) surface is called diffused reflection.
(g) A _________ (source/conductor) is a device that produces electric current.
(h) Electric current flows only if the circuit is ___________ (closed/open).
(i) The part of an electric bulb that glows is called the ___________ (filament/terminal).
(j) Primary cells _________ (can/cannot) be recharged once they are used up.
2. TRUE / FALSE
(a) The magnetic compass always points in the East-West direction.
(b) Magnets compass can be made to have only one pole.
(c) A magnetic compass can be used to find directions.
(d) Shadows are formed only during the day.
(e) A shadow is formed when an opaque object blocks the light falling on it.
(f) An inverted image is formed in a pinhole camera.
(g) We cannot turn on or off an electric bulb using a switch.
(h) An insulator is material through which an electric current cannot flow.
(i) All metals are bat conductors of electricity.
(j) When the switch is in the OFF position the electric circuit is open.
SECTION – B : (1 × 5 = 5)
3. Write two examples of each.
(a) Conductors
(b) Sources of electric current
(c) Transparent objects
(d) Magnetic materials
(e) Devices that use magnets
SECTION – C : (2 × 10 = 20)
4. What would happen to the poles of a bar magnet if the bar was broken into two pieces?
5. Define: (a) Compass
(b) Temporary magnet
6. What is a magnet? Of what material are magnets usually made?
7. What are 'rays' and 'beams'? Represent them diagrammatically.
8. Give two examples each of natural and artificial sources of light.
9. List three characteristics of a shadow.
10. List the conditions needed for a shadow to form.
11. Define: (a) Electric Switch
(b) Electric Circuit
12. What does each of the following do in an electric circuit?
(a) cell
(b) bulb
(c) wires
(d) switch
13. The handles of tools like screwdrivers and pliers used by electricians for repair work usually have plastic or rubber covers on them. Can you explain why?
SECTION – D : (3 × 5 = 15)
14. List the three basic conditions required for an electric current to flow.
15. What is meant by : (a) a complete circuit, and (b) an open circuit? Draw sketches of the two type of circuits to explain your answer.
16. Differentiate between the image and shadow of an object.
17. Explain the ways by which a magnet can lose its magnetic properties.
18. Why does a freely suspended magnet align itself in the geographical North-South direction?
SECTION – E : (5 × 2 = 10)
19. (a) Explain how an iron needle can be magnetized.
(b) Give any two uses of magnets.
20. (a) Explain lateral inversion.
(b) Differentiate between the image and shadow of an object.
(c) What do you understand by conductors and insulators? Give two examples of each. | 1,762 | 838 | {
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A Sailor's Diet In Weights & Measures
Overview & Major Themes
Using weights and measures, students compare and contrast an ordinary 1812 sailor's ration to their own daily diets.
Objectives
* Students will be introduced to volume and weight equivalencies.
* Students will use a scale and beakers to measure and weigh foods.
* Students will compare an 1812 naval food ration to their own daily diet.
Outcomes
* Students will complete a descriptive essay of their conclusions about a sailor's ration during the War of 1812 compared to their own diet.
* Students will measure and weigh at least 2-3 goods using volume and weight.
* Students will complete at least two weight equivalencies.
* Students will work together in a group of 2 or more to complete an assignment.
Materials & Resources
* A collection of foodstuffs, including several of the following: bread, peas (dried), cheese, rice (dried), molasses, butter, flour, vinegar, something to resemble beef and pork, and a liquid to resemble sailor's grog- whiskey mixed with water.
* Cups and Bowls.
* 3-7 scales, able to measure in pounds and ounces.
* 7 beakers, able to measure in pints.
* 1812 Navy Sailor's Weekly Diet Chart.
* Illustration of sailors eating.
Instructional Activity
5 min.
Students view the illustration of sailors eating. Students explore the scenes looking closely at the details.
10 min.
Lead a classroom discussion or a silent round table writing exercise. Lead students with questions like, during the War of 1812, "What do you think sailors ate?" "Did they cook their own food?" and "Do you think sailors had a choice of what to eat?" "What would sailors need in their diet to keep them healthy and give enough energy to complete the difficult work required of them?"
2 min.
Split students into seven (7) groups. Each group will be assigned to represent one day of the week (Sunday, Monday, etc). Hand out or post the "1812 Navy Sailor's Weekly Diet Chart."
5 min.
Students discuss (in their groups) their day's ration of food. Do they know what all their foodstuffs are? (Explain that Suet is beef fat, and was often a cooking ingredient; molasses is a sweet syrup made from sugar cane, somewhat like maple syrup, but a little thicker.) Explain the "bread" sailors ate was not like the soft bread students enjoy today. Sailors' bread was called Ship's Biscuit, and was a hard cracker that sailors may have soaked in water or stew to soften.
15 min.
Introduce students to conversions of mass: 16 ounces (oz) equal 1 pound (lb). Introduce students to the conversions of volume: 8 pints (pts) equal 1 gallon. Ask each group to convert ounces to pounds (or pounds to ounces) for their assigned rations. Have students write down their "guess-timation" of how many slices of bread equal 14 ounces, or how much a 1/2 pint of "Spirits" weighs.
30 min.
Use the scale(s) with each group to weigh out and measure their day's ration. Was any group close to its guess (bread or "Spirits")?
15 min.
In each group, students tally what they have eaten in the last 24 hours, and then compare the list to what was provided to a sailor daily.
15 min.
Students write a descriptive follow-up paragraph, and answer the following questions: What are the differences between your diet and an 1812 sailor's? How much or how little does the 1812 sailor eat compared to you? Could you cook a meal using you sailor rations? Why do you think sailors were served these types of foods?
Homework, or follow-up:
Use any of the recipes listed in Educator Resources ("1812 Hot Chocolate", "Ship's Biscuit", or "Plum Duff") to treat your students. Use the search feature to find the recipes. Search for and try the "Guess the Ingredient" game where students learn about meals served aboard ship, or for a more in-depth understanding of sailor's rations, read the article "Daily Calorie Intake of 1812 Sailor and a Modern Combat Ration". | 1,680 | 897 | {
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Health tip: Eating Mediterranean
The Mediterranean Diet is modeled after the eating styles of adults living in certain regions bordering the Mediterranean Sea, where rates of chronic disease are among the lowest in the world. 1, Refer to bottom of the page for note In fact, research shows that the presence of heart disease seems to be lower among people living in Italy, Greece, and other countries around the Mediterranean, compared to those living in the United States. These studies suggest that diet may play a role. 2, Refer to bottom of the page for note
The traditional Mediterranean diet is characterized by a high intake of olive oil, fruit, nuts, vegetables, and whole grains; a moderate intake of fish and poultry; a low intake of dairy products, red meat, processed meats, and sweets; and wine in moderation, consumed with meals.
More than a diet and more of a lifestyle, the Mediterranean Diet focuses on
* Plenty of exercise
* Mostly plant-based meals
* Limiting red meat consumption, instead focusing on increasing fish intake
* Moderate healthy fats, particularly olive oil and nuts/seeds
* Use of herbs and spices instead of salt to flavor food
* Serving fresh fruit for dessert
* Drinking wine in moderation
Practical tips to make your diet more "Mediterranean."
* Increase your day-to-day activity such as taking the stairs, standing/walking during phone calls, and planning physical outings.
* Substitute beans for meat, snack on nuts instead of chips, and try having Greek yogurt with nuts or fruit for dessert.
* Swap butter and refined seed oils for olive oil in cooking, use hummus, tahini, nut butter or mashed avocado on a sandwich/wrap, instead of mayonnaise or cheese.
* Make meat your side and vegetables your main course such as adding meat into a stir fry; use canned and water-packed tuna or salmon for a quick and easy way to increase fish intake.
* Enjoy a 5 oz. glass of red wine with dinner, if you don't drink, there is no need to start, having a glass of concord grape juice provides you with the similar health benefits.
Mayo Clinic, Mediterranean diet for heart health. https://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/
1 mediterranean-diet/art-20047801. July 2023. Accessed August 2023.
2 Cleveland Clinic, Mediterranean Diet. https://my.clevelandclinic.org/health/articles/16037-mediterranean-diet. November 2022. Accessed August 2023.
B2C M57233-B 11/23 © 2023 United HealthCare Services, Inc. All Rights Reserved. | 1,126 | 557 | {
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Neptune Township Public Schools Neptune Middle School
LESSON PLANS
Teacher:
Ms. Lattimer
Department: Science
Unit: Cells
Grade Level: 8
Dates:
| Monday | z Objective: SWBAT identify and explain that organisms reproduce, develop and have predictable life cycles. SWABAT explain that multicellular organisms are organized in structure and proportion. NJCCCS: 5.1, 5.3, 5.3.A.1, 5.3.8.A.2, 5.3.8.D.1 Do Now: Write the statement of cell theory that explains cell reproduction. (All cells come from pre-existing cells) |
|---|---|
| | Activities: • Power Point lecture/discussion on mitosis and meiosis • Brief YouTube viewing of mitosis happening in a plant cell and in an animal cell. • Exit ticket Assessment: |
| | Closure: Exit Ticket "List the stages of mitosis in the correct sequence." Homework : n/a |
,... (Mini Blocks)
Objective: SWBAT explain that multicellular organisms are organized in structure and proportion.
NJCCCS: 5.1, 5.3, 5.3.A.1, 5.3.8.A.2, 5.3.8.D.1
NJCCCS: 1.1.8.D.1
CCS: 6.RP.Al , 6.RP.A.3
Activities:
Students were directed to a microscope with a prepared slide under it and required to diagram what they see.
Students were then directed to observe the slide on the microscope stage with their naked eye and respond to what they see when asked.
Students were then directed to identify an activity that they have participated in during this class in the past that is similar to today's activity. (observing lettuce and onion cells under the microscope and drawing a diagram of what they saw.)
Students then discussed how the magazine photos under the microscope and the
magazine photos with the naked eye were similar to the viewing of the lettuce leaf
* Power Point Lecture/discussion on pointillism
* Students discussed the connection between pointillism and multicellular organism organization through proportion and ratio
* Students began working in groups to reconstruct a multicellular organisms using the pointillism technique identifying the individual points as cells; the individual portion they were working on was a tissue; and when the group placed the individual tissue pieces together making an organ/organ system depending on the original picture.
Assessment: ratios and proportions (parts of a whole) and multicellular organization i.e. cells yield tissues; tissues yield organs; organs work together to make organ systems.
Homework :n/a
| lB and (Full Blocks) . · Objective: SWBAT identify and e xplain that organisms reproduce, develop and have predictable life cycles. SWABAT explain that multicellular organisms are organized in structure and proportion. NJCCCS: 5.1, 5.3, 5.3.A.1, 5.3.8.A.2, 5.3.8.D.1 |
|---|
| Activities: • Lecture/discussion of cell changes during the specific phases of mitosis • Students used their notes to complete a graphic organizer explaining the specific phases of mitosis and diagrammed the changes of specific cell parts during the phases Assessment: graphic organizer |
| Homework : n/a |
Activities:
* Do Now: Complete the T-Chart graphic organizer contrasting Mitosis and Meiosis
* Oral review and discussion of Do Now
* Completion of Mitosis vs. Meiosis review packet
Assessment: Oral Review and discussion of review packet of Mitosis vs. Meiosis
Homework : n/a
Thursday
BlockS. lB.
-
and SB
(Mini Blocks)
Objective: SWBAT explain that multicellular organisms are organized in structure and proportion.
NJCCCS: 5.1, 5.3, 5.3.A.1, 5.3.8.A.2, 5.3.8.D.l
NJCCCS: 1.1.8.D.1
CCS: 6.RP.Al , 6.RP.A.3
Activities: Students continued work on their pointillism pieces.
Homework : n/a
Blocks lA _
Objective: SWBAT identify and explain that organisms reproduce, develop and have predictable life cycles. SWABAT explain that multicellular organisms are organized in structure and proportion.
Weekly Quiz
Closure: n/a
Homework : n/a | 1,995 | 967 | {
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Project Title: Geology
Description:
Geology involves studying the earth's crust, its layers, and their history. Youth learn to identify Indiana rocks, minerals, and fossils.
State Fair Entries:
3 per county; one per level
Exhibit Guidelines:
All posters, notebooks, and display boards must include a reference list indicating where information was obtained, giving credit to the original author, to complete the 4-H member's exhibit. This reference list should/might include web site links, people and professionals interviewed, books, magazines, etc. It is recommended this reference list be attached to the back of a poster or display board, be the last page of a notebook, or included as part of the display visible to the public. A judge is not to discredit an exhibit for the way references are listed.
Posters are to be 22"x28" and displayed horizontally and placed in a clear plastic sleeve or covered with clear plastic to protect contents. Display boards should be designed to sit on a table using no more than 36" of tabletop space. Space should be left in the lower right hand corner to place an exhibit tag provided by Purdue Extension staff.
Specimens may also be displayed in a 24"x 18"x 3" collection box, displayed horizontally.
You may purchase your specimens and may display rocks, fossils, and minerals. If you purchase a specimen, indicate when and where you purchased it and the location where you would expect to find the specimen. If you collect a specimen, indicate the county and township where you found it.
Posters and display boxes will be exhibited "standing up" at the Indiana State Fair. Therefore, you need to mount your specimens securely. Subject matter experts suggest the following methods: soaking ½ cotton ball in Elmer's glue, hot glue, or clear tub sealant. Place the cotton ball in your box and put your rock (or fossil or mineral) on the cotton ball and let sit. It will take 1-2 weeks for Elmer's glue to fully harden. Specimens mounted with Elmer's glue can be removed by soaking the cotton ball in water. Glue remaining on the rock may be brushed off with an old, damp toothbrush.
When exhibiting rocks show a fresh surface (recently cracked or broken surface) to help judges identify the rock.
Labels - Include the specific geographical location where you would expect to find any specimens as well as where you actually acquired it (found, purchased, etc.).
Do not identify your specimens any further than phylum and class. There is one exception to this for fossils which are identified to phylum OR class. Class should only be used for fossils of mollusks, backboned animals, and arthropods.
Agricultural Administration Building
Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement.
Exhibit Class Guidelines:
Beginner (grades 3-5 suggested)
Create an educational poster, notebook or display about any manual activity or on any geology topic of choice that is age/grade appropriate.
Intermediate (grades 6-8 suggested)
Create an educational poster, notebook or display about any manual activity or on any geology topic of choice that is age/grade appropriate, or collection of 8-16 minerals and/or fossils.
Advanced (grades 9-12 suggested)
Create an educational poster, notebook or display about any manual activity or on any geology topic of choice that is age/grade appropriate, or collection of 15-25 minerals and/or fossils and/or jewel stones. Youth can also design and complete an independent study activity. | 1,490 | 737 | {
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INTRODUCTION TO POWER POINT PRESENTATION
Duration: 7 hrs (1 day)
OVERVIEW OF POWER POINT PRESENTATION
Planning the right presentation for the right environment
Physical issues leading to a successful presentation
Design considerations
Matching the presentation to an audience
Colour issues within a presentation
Choosing the appropriate design
Using an existing or standard template (corporate presentation)
MANIPULATING SLIDES
Data entry and editing
Inserting slides with a particular slide layout
Modifying the slide layout
Changing the background colour on the active slide
Changing background colour on all the slides within a presentation
SLIDES DATA FORMATTING
Text alignment
Columns
Modifying bullet point formatting
Using numbering instead of bullet points
Using the Format Painter
INSERTING IMAGES/SHAPES
Pictures
Clip Art
Shapes
Text insertion and editing in a shape
Inserting SmartArt
Inserting Charts and graphs
Formatting the shape background fill colour style
Formatting the shape line weight and style
Formatting the shape line colour
Applying table effects, shading and borders.
Modifying arrow line shapes and size
FORMATTING SHAPES
Formatting the shape background fill colour style
Formatting the shape line weight and style
Formatting the shape line colour
Applying table effects, shading and borders.
Modifying arrow line shapes and size
FORMATTING CHARTS
Creating Charts
Changing the chart type
Changing the background colour in the chart
Changing the column, bar, line or pie slice colours in the chart
Creating organograms, reporting line charts.
TABLES AND TABLE DESIGNS
Inserting a table into PowerPoint
Applying a style to a table
Cell background shading
Adding table effects
Adding 'Quick Styles' to selected text
Applying borders to cells
Deleting rows or columns
Inserting rows or columns
ANIMATION EFFECTS AND SOUND RECORDING
What are animation effects?
Applying animation effects to text
Applying animation effects to illustrations
Custom animation
Changing the sequence of animation within a slide
CHARTS AND FLOW CHARTS
Creating a chart
Changing the chart type
Applying chart styles and layouts
Creating a line-column on two axes / mixed chart
Formatting the vertical axis
Drawing a flowchart using built-in flowchart options
Changing or deleting flowchart shapes within a flowchart
LINKING OBJECTS
When to link slide data to excel sheet.
Linking an Excel chart into a PowerPoint presentation
Updating a linked object
Editing linked data within a presentation
- inking cells in different sheets and workbooks
- The basic 'IF' function
- Function Wizard
- Auditing Toolbar
- Formulas and the coloured boxes
- Introduction to graphs in excel. | 1,430 | 738 | {
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At Yohden we follow the International Early Years Curriculum (IEYC). We will be allowing the children to settle in over the next few weeks and then beginning our topic. Our first topic is 'This is me!' through which the children will be exploring the theme of 'Me and my world'. Each learning block will provide new learning experiences. We learn and play together, supporting one another as we explore and experience new things every day. We have lots in common but there are also lots of things about ourselves that make us special. Together, we are going to be learning about ourselves and each other and celebrating what we have learned with out families.
If you can, please discuss with your child the work they have done as the term progresses and even let then teach you if they can. By the end of this unit we hope your child has achieved all of the learning targets and that they have had an enjoyable time in the classroom.
Thank you for your cooperation and support.
Mrs Metcalf and the EYFS team.
Communication and language
and Literacy
- Children will read 'The tiger who came to tea'– provide opportunity for roleplay and changing the story ending.
Mathematics
- Children will be using our house role - play.
- Children can will begin to learn how to make marks and form letters correctly.
- Children will be discussing their experiences of family life and discussing differences.
- Children will be exposed to a range of books linked to the topic.
- Children will be partaking in guided reading sessions to help them use their phonic skills to read a range of familiar and common words.
- Children will be playing games that encourage them to link sounds to letters and then write the letters in words to develop into sentences.
- Children will be counting up to 20 using a range of resources within the classroom.
- Children will be asked to recognised numbers.
- We will look at patterns.
- Children will classify resources according to shape and size.
- Children will sort each other into height order.
- Children will use positional language when playing with small world play mats.
People and Communit
i
es
ELG - They know that other children don't always enjoy the same things. They know about similarities and differences between themselves and others.
The World
i
EAD
i
This is Me
(Autumn 1)
Physical development
PSED
Expressive Arts and Design
Understanding the World
Self Conf dence and Self Awareness
ELG - Children are confi- dent to try new activities. They are confident to speak in a group and talk
Moving and handling
40-60 -
ELG - Children show good control and co-ordination in large and small movements. They hold paper in position and use their preferred hand for writing, using a correct pencil grip.
Act vit es
Fine motor activities - threading,
Making garlands
Cutting along straight, curved, zigzag lines
Dough disco
Using tweezers to pick up beads
Health and Self care
ELG - They manage their own basic hygiene and personal needs successful- ly, including dressing and going to the toilet independently.
Act vit es
Learning how to wash hands properly Learning about dental hygiene Learning how to cross the road safely.
Managing feelings and behaviour
ELG - They work as part of a group or class. They adjust their behaviour to different situa- tions and take changes in routine in their stride.
Act vit es
Jigsaw program—feelings/emotions
Act vit es
Finding out about our families
Making relat onships
ELG - Children play co-operatively. Form positive relationships with adults and other children.
ELG - Children know about similarities and differences in relationship o places, objects, materials and living things. They can talk about why things occur and talk about changes.
Act vit es
Learning about the parts of the body
Exploring what is inside a home
Finding out about homes around the world
How we have changed since being a baby
Comparing similarities and differences between our-
selves and others.
Technology
ELG - They select and use technology for particular purposes.
ELG - They safely use and explore a variety of materials, tools and tech- niques.
Act vit es
Make a portrait Use hands and feet to make art Making junk model homes Making a key for a home
Being Imaginat ve
40-60 - Play co-operatively as part of a group to act out a narrative. ELG - They represent own ideas, thoughts and feelings through de- sign and technology, art, music, dance, role-play and stories.
i
i
i
i
i
i | 1,778 | 952 | {
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Oliver Goldsmith Primary School "Inspiring a love of learning"
Year 6 Week 1 (20 th April 2020)
| Week 1 | | | Session 1 | BREAK | Session 2 | LUNCH | Session 3 |
|---|---|---|---|---|---|---|---|
| | | Let’s keep | | | | | |
| | | fit! | | | | | |
| Mon | Joe Wicks | | English Reading For this week follow the CLPE ROOFTOPPERS sequence in the resources folder Read the text 1)Explore it 2) Illustrate it | | Maths Starter: https://ttrockstars.com/ – timestables Click on the link, select week 1, watch the video and follow the lesson each day. Lesson 1 - Using ratio language | | History Golden Age of Islam Why was Baghdad so important in 900 AD? https://www.youtube.com/watch?v =WVM1xEdp83Q Follow powerpoint in history folder. https://www.theschoolrun.com/homework- help/baghdad-c900 |
| Tues | Joe Wicks | | English Reading 3)Talk About it 4)Imagine it – write down your answers to these questions using evidence from the text. | | Maths Starter: https://mathsframe.co.uk/en/resources/resource /477/Multiplication-Tables-Check timed Lesson 2 - Ratio and fractions | | What was life like in Badhdad in 900 AD? https://www.bbc.co.uk/teach/class-clips- video/history-ks2-baghdad-in- 900ad/zjfxpg8 Watch and make notes on why the house owner is moving to Baghdad, and what his house is like. |
| Weds | Joe Wicks | | English Research/planning For French travel guide Use links in PDF Create It section to plan a travel guide | | Maths Starter: http://www.maths- starters.co.uk/figure_fluency.html Choose a one, two or three digit number (e.g. 100) and your difficulty Lesson 3 - Introducing the ratio symbol | | https://www.bbc.co.uk/teach/class-clips- video/history-ks2-ks3-what-food-did-they- eat-in-baghdad-900ad/zdxc8xs Watch and make notes on which ingredients were traditional and which were new. How did trade introduce new ingredients? |
1
Oliver Goldsmith Primary School "Inspiring a love of learning"
| Joe Wicks | English Writing/Grammar Use Week 1Toolbox to make sure you include all the key features in your writing | Maths Starter: https://uk.ixl.com/math/year-6/equivalent- fractions answer 10 questions Lesson 4 - Calculating ratio | Choose one of these activities: Create your own house model with captions for display. Plan and design your own Islamic menu Cook or invent a recipe using ingredients mentioned in the video. |
|---|---|---|---|
Additional lessons/resources: If your child has completed the White Rose lesson sequence for the week, please see the link for highly recommended math challenge lessons where each video will help your children to build on the skills for the main task/challenge: Iseemaths year 5 & 6.
Starter activities: http://www.maths-starters.co.uk/ every activity can be made harder or easier – go on setting and chose type and difficulty followed by generate, check your answers by going on 'marking'; the exercise is explained in 'marking' 'about starter'
https://uk.ixl.com/math/year-6 10 questions free every day; questions are marked and incorrect answers explained https://mathsfram e .co.uk/en/resources/category/22/most-popular a range of free interactive mathsgames with different difficulties and different year groups
English: Spelling week 1 https://spellingframe.co.uk/spelling-rule/5/Year-5-and-6
Spelling rule 37 (tious/cious)/48 (homophones) and 53
Go on spelling rule – click 'practice/test', 'Begin practice', finally 'Begin test'. Check results. Will you have to do it again?
Feel free to practise other spellings from other year groups! | 1,872 | 947 | {
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Take 5: Ideas for Independent/Home Learning
Bedtime for Monsters by Ed Vere (Puffin)
1. Explore it
Look at the picture from the book. Talk together about what you can see in the picture.
[x] Who do you think the characters in the picture are? What are they doing? Are they doing anything that you like doing?
[x] What do you notice about the monsters in the picture? Are they all the same or are they different? What words would you use to describe them?
[x] How do you think they might be feeling? Why do you think there is one monster by himself? How do you think he feels?
[x] Why do you think he is in a cave?
[x] What do you think might happen next in this story?
2. Illustrate it
Look again at the picture from the book. Where do you think this is happening? What do you notice in the background of the picture? Is it real or not? What do you think it is like here? Are there schools there for monsters? Who else lives there? What do they do all day?
If you were going to draw a map of the place where the monsters live, what would you include? Use any materials you have to hand in your home to create your own imaginary map of the land where the monsters live.
3. Talk about it
Look at the front cover of the book and read the title.
[x] What do you notice? What do you like? What do you dislike?
[x] Does it remind you of anything? Have you got any questions about the picture and the title? What do you notice about the monster? Do you think he looks friendly? Why? Why not?
[x] What could he be doing? Where do you think he might be going?
[x] Have you read any other books or seen any television programmes or films with monsters in? Did you enjoy these? Why? Why not?
4. Imagine it
Imagine that you can create your own monster:
[x] What is your monster like? What do they look like? What is their name?
[x] Where does your monster live?
[x] What do they like to do? What do they like to eat?
[x] Who are their friends and family?
[x] Does your monster make a noise? How does it sound?
5. Create it
Make your own monster. This could be a drawing, or using any other spare materials you have in your home such as old plastic bottles or boxes, plasticine and googly eyes, feathers or pipe cleaners. You could make your own playdough, using cheap and easy household ingredients: https://theimaginationtree.com/bestever-no-cook-play-dough-recipe/
Once you have made your own monster, play with them and think about the things they say and do. You could record the adventures you have together in any way you like, for example in photographs, drawings or writing.
Listen to author/illustrator Ed Vere read the whole book here: https://clpe.org.uk/powerofpictures/vere-ed
©The Centre for Literacy in Primary Education. | 981 | 639 | {
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Name
Date
Summary: Moving West
Trails West
In 1843, about 1,000 people traveled west by wagon train. They wanted to find cheap land. They traveled on the Oregon Trail, which started in Missouri and went through the Rocky Mountains to what is now Oregon. The trip was hard, but by the end of the 1850s, thousands of pioneers had settled in Oregon. In 1846, Britain and the United States agreed on a border between the United States and Canada. The land south of this became the Oregon Territory.
A religious group, the Mormons, traveled west on the Mormon Trail. In 1847, the Mormons traveled to what is now Utah. They could settle and practice their religion freely there.
The California Gold Rush
Before the 1700s, American Indians lived in California. After Spain claimed California, the Spaniards forced Indians to live and work on their missions. In 1821, California became part of Mexico. The Californios, Mexicans who lived in California, forced Indians to work on their ranches.
In 1848, California became part of the United States. Gold was discovered, and more than 250,000 people, called forty-niners, rushed to California to find it. The gold rush changed California. People built boomtowns near the gold mines. Merchants sold goods to the miners. Bankers and innkeepers opened businesses. Lawyers found jobs settling arguments.
The gold rush ended about five years later. Most of the miners did not find gold, but thousands of people stayed in California. Miners and farmers killed Indians and took their land. Other Americans took the Californios' land, forcing them to leave. Cities such as San Francisco grew. By 1850, only two years after becoming a territory of the United States, California had enough people to become a state.
Copyright © Houghton Mifflin Company. All rights reserved.
Use with
Find and underline each vocabulary word.
wagon train noun, a line of covered wagons that moved together forty-niner noun, gold miner who went to California in 1849 during the gold rush
gold rush noun, many people hurrying to the same area to look for gold over a short time boomtown noun, a town whose population grows very quickly
Why did the first large group of people set out on the Oregon Trail? Circle the sentence that tells the answer. REVIEW
Who lived in the boomtowns around the gold mines? Draw a box around four words that name people who lived in the boomtowns and did business with the miners. REVIEW
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Knowles Primary School
End of Year Expectations For Year 1
This booklet provides information for parents and carers on the end of year expectations for Reading and Writing for children in our school. The National Curriculum outlines these expectations as being the minimum requirements your child must meet in order to ensure continued progress.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child, please talk to your child's teacher.
Reading
Can read all of the Reception key words (see back of leaflet)
Can read some of the Year 1-2 key words (see back of leaflet)
Can recognise repeated words
Uses phonics (knowledge of letters and sounds) to attempt and 'sound out' unknown words
Read aloud with pace and expression, i.e. pause at a full stop; raise voice for a question
Recognise different punctuation: capital letters, full stops, question marks and exclamation marks
Know when reading does not make sense and re-read to check
Reading Comprehension
Listens attentively to stories at an appropriate interest level
Can retell known stories, including significant events / main ideas in sequence
Can answer simple questions / find information in response to a direct, literal question
Can express opinions about main events and characters in stories (e.g. good and bad characters)
Can understand the meaning of new words or phrases, with adult support
Can identify the beginning, middle and end of stories
Can recognise different sections of a non-fiction text
Can make sensible predictions about the plot of an unknown story, using the text and other book features (e.g. What do you think will happen next?)
Can make sensible predictions about characters, using knowledge of the story, own experiences etc.
Can answer simple inference questions using words and phrases such as "I think….because…"
Writing
Can sequence sentences when writing short stories
Use one or more characters or settings when writing a story
Can re-read own writing to check that it makes sense
Can read own writing to an adult
Writing can be read by an adult
Can write simple sentences that includes a subject (the object or person that the sentence is about)
Write a simple sentence that includes a verb (the action that the person or object is performing)
Begin to use proper nouns (specific names of people, places and things)
Can use simple adjectives to add detail
Can use time words and phrases to sequence writing (e.g. first, then, next, last etc.)
Can use words heard from listening to stories
Can use the connective 'and' to join main clauses
Can use the connective 'then' to join and order main clauses
Can use capital letters correctly at the beginning of sentences in some writing
Can use capital letters for proper nouns ( people, places, days of the week, I )
Can use full stops correctly at the end of sentences in some writing
Can use exclamation marks in some writing (to show when something is exciting or surprising)
Can use question marks in some writing
Word list for Reception
| a | all | am | and | are |
|---|---|---|---|---|
| away | big | but | can | cat |
| dad | day | dog | for | get |
| going | I | he | in | is |
| like | look | me | mum | my |
| of | on | play | said | see |
| the | they | this | to | up |
| we | went | yes | you | |
Word list for Year 1 and Year 2
| about | after | again | an | another |
|---|---|---|---|---|
| back | ball | be | because | bed |
| boy | brother | but | by | call |
| came | cold | Can’t | could | did |
| do | don’t | door | down | draw |
| find | first | from | girl | give |
| good | got | had | half | has |
| help | her | here | him | his |
| house | how | if | jump | just |
| last | laugh | little | live | lived |
| made | make | man | many | may |
| much | must | name | new | never |
| night | not | now | off | old |
| one | open | or | our | out |
| people | please | pretty | pull | push |
| ran | saw | school | seen | shall |
| sister | so | some | start | take |
| thank | that | their | them | then |
| these | three | time | too | took |
| two | us | very | want | warm |
| water | way | were | what | when | | 1,912 | 1,138 | {
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'Remembrance: a centenary'
Outline
This project allows pupils to engage thoughtfully and creatively with the close of the World War One centenary. It gives students the opportunity to reflect upon the efforts, sacrifices and losses in this conflict, and the impact that this has had on their own, and others', lives. The brief is as follows:
'Remembrance: a centenary'
This year marks one hundred years since the end of the Great War. Communities across the globe will be reflecting, through their own acts of remembrance, upon the efforts, sacrifices and losses in this conflict.
The centenary invites us all to consider the impact and significance of the First World War for us in our own lives. Questions such as: Why is remembrance important? What might happen if we ceased remembrance? What sacrifices were made? Is war ever necessary, or is it ever in vain? What impact has the efforts of many had on us today? What lessons/wisdom do we need to be mindful in the 21 st century?
Your task is to present a creative piece that goes deep, showing your thoughts in a work entitled 'Remembrance: a centenary'.
This project is adaptable, and teachers can navigate a variety of routes in order to suit their class/context. For instance:
- use can be made of the online links (see below) to discuss remembrance prior to the activity;
- a selection of stimuli are linked to, as a means of exploring remembrance through art/poetry and generating pupil ideas;
- the output can be left open (e.g. pupils can choose photography, sculpture, drama, paint or poetry) or the class could focus on one;
- pupils could create their 'artwork' individually, in pairs or groups.
Activity Plan
If you would like to, you could explore 'remembrance' through videos and articles on the links below:
BBC Armistice Day resources - http://www.bbc.co.uk/progra mme s/articles/3QvtfQFtpTTXldyV5qgyxS3/armistice-dayresources
Imperial War Museum – 'Remembrance in the First World War' - https://www.iwm.org.uk/learnin g/re sources/remembrance-in-the-first-world-war
Step One: outline the theme/brief of the artwork
Step Two: look at stimuli
Explore 'Remembrance Art' as a class through a Google Image search. What might the artist be trying to say through the work? How is this achieved through the imagery, symbolism and colour? Which artworks link to remembrance most powerfully? How do they suggest the impact of the soldiers' efforts and sacrifice for today?
and/or
Investigate war poetry, and the various viewpoints on war and sacrifice in them. Many can be found here: https://www.poetryfoundation.org/articles/70139/the-poetry-ofworld-war-i
Some suggestions are:
```
For the Fallen – Laurence Binyon (1914) In Flanders Fields – John McCrae (1915) Dulce et Decorum est – Wilfred Owen (1917) Elegy in a Country Courtyard – G. K. Chesterton (1922)
```
Step Three: planning
Repeat the brief, giving pupils an opportunity to plan their work and peer assess their ideas.
Pupils might like to respond through:
o Drawing
o Paint
o Sculpture
o Photography
o Graphic design
o Drama
o A Hannah Dunnett style piece - https://www.benandhannahdunnett.com/artwork/
Step Four: creating
Students make their creative responses, along with an abstract explaining the meaning of their artwork. The artworks can be displayed as a pupil 'art gallery' before being used as a display. | 1,500 | 782 | {
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Fair Trade and Racial Justice 101
Use these facts to educate yourself and others about racial justice issues and intersections with Fair Trade
Fast Facts
* Black men are 3 times more likely to be killed by the police than white men. 1
* For every dollar white men earn, Black women earn $0.62.
* According to PEW Research, Black households have only 10 cents in wealth for every dollar held by white households. 2
* Environmental racism is the phenomenon by which Black people are more likely than white people to live, work and play near environmental hazards.
* These statistics illustrate the impacts of long-standing, institutional and structural racism within society.
The Need for Fair Trade
1 https://mappingpoliceviolence.org
2https://www.pewresearch.org/fact-tank/2018/02/22/5-facts-about-blacks-in-the-u-s/
* In the typical model of global trade, farmers and workers are exploited for the sake of delivering profits to middlemen and larger companies. 3
* Many of our global trade systems are built upon centuries of exploitation of Black labor and Black lives – for example, according to the Fair World Project, the ways in which we grow and trade our food are shaped by centuries of slavery and colonization. 4
* Producers in the Global South are often exploited for their resources and labor; they are overworked, underpaid, and often exposed to harmful chemicals. 5
Fair Trade and Racial Justice
* The Fair Trade Movement is an alternative to conventional trade that encourages sustainable development by empowering producers in the Global South to invest in their communities and maintain sustainable livelihoods through the minimum-pricing safety net and additional Community Development funds producers receive for selling their products on Fair Trade terms. 6
* Fair Trade advocates for justice, equality, and non-discrimination for farmers and workers in the Global South, and the communities where products are produced and purchased by ensuring products are certified against rigorous standards including equal representation and non-discrimination. 7
* The Fair Trade system exists to correct many of the inequalities and injustices that historically exist because of colonialism and the exploitation of small producers, often in the Global South – as such, Fair Trade is racial justice. 8
* Considering that consumer spending accounts for 70% of the U.S. economy, Fair Trade can play a role in supporting social justice by directing some of this spending power towards Black-owned businesses. Check out this blog post by The Honest Consumer for a list of 50+ sustainable, black-owned business you can support.
A Path Forward
* Despite the positive impacts it has on farmers and workers around the world, Fair Trade still has work to be done in terms of addressing racial justice.
* Fair Trade exists within our capitalist system, which is inherently racist. This system was born out of slavery, genocide, and colonization, and because institutions are slow to change, these legacies still impact our economic system today. 9
3 http://fairtradeamerica.org/Media-Center/Blog/2020/June/Racial-Justice-and-Equity
4 https://fairworldproject.org/no-food-justice-without-racial-justice/
5 https://www.pjcvt.org/fair-trade-and-racism/
6 https://www.pjcvt.org/fair-trade-and-racism/
7 http://fairtradeamerica.org/Media-Center/Blog/2020/June/Racial-Justice-and-Equity
8 http://fairtradeamerica.org/Media-Center/Blog/2020/June/Racial-Justice-and-Equity
9 Mobilizing for an Anti-Racist Economy (https://vimeo.com/434253091)
* Fair Trade was founded on the idea of the Global North supporting the Global South, and this set up reinforces existing power dynamics. 10
* Fair Trade needs to place more emphasis on confronting racism and discrimination in the communities where products are consumed.
For more on how to advocate for racial justice with Fair Trade Campaigns: https://fairtradecampaigns.org/resources/racial-justice/
10 Mobilizing for an Anti-Racist Economy (https://vimeo.com/434253091) | 1,879 | 861 | {
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7337 Counting Weekend Days
The contestants probably don't know how eagerly problem-setters (The people who prepare problems for a programming contest) wait for the weekend to make problems that would terrorize contestants :-). So before a month begins, some problem-setters try to calculate the number of weekend days in that month and plans accordingly. Can you help them to calculate this?
There are seven days in a week namely Sunday (SUN), Monday (MON), Tuesday (TUE), Wednesday (WED), Thursday
(THU), Friday (FRI) and Saturday (SAT). There are twelve months in a year, January (JAN), February (FEB), March (MAR), April (APR), May (MAY), June (JUN), July (JUL), August (AUG), September (SEP), October (OCT), November (NOV) and December (DEC). These months have 31, 28, 31, 30, 31, 30, 31, 31, 30, 31, 30 and 31 days respectively. In leap years, the month of February has 29 days. In the bracket the three letter code for each month and each day are shown. Unlike many countries of the world Friday (FRI) and Saturday (SAT) are considered weekend days in Bangladesh. Given a month and the name of the first day of that month, you will have to find out the total no of weekend days in that month.
Input
First line contains an integer T (T ≤ 100) which denotes the number of test cases. The input for each set is given in a single line. This line contains two strings MTH and DAY , here MTH is the three digit code of the month and DAY is the three digit code for the name of the first day of that Month.
Output
For each line of input produce one line of output. It contains a single integer which denotes the number of weekend days (Fridays and Saturdays) in that month. You must do your calculation assuming that the year is not a leapleap year.
Illustration of third sample input:
In the third sample input we are asked to count the number of weekend days of a month October whose first day (October 1) is Thursday. The calendar on the left depicts this and it can be seen that there are 10 weekend days (colored red) in this month.
Sample Input
3
JAN SUN
FEB SUN
OCT THU
Sample Output
8
8
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Leonardo's Workshop Makerspace Expansion Rationale Waters Fine Arts 12.2016
Choice-based Artmaking & Makerspaces
Makerspaces and maker projects are firmly grounded in sound educational theory. The work of Papert, Piaget, Vygotsky, Dewey and many others puts the child at the center of learning, rather than the teacher. Educational theories such as constructionism, constructivism, Montessori, and the Reggio Emilia approach all support making as a way to learn.
"We're trying to understand what it means to foster in young people a sense of maker empowerment, meaning one has a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one's world through building, tinkering, re/designing, or hacking," says Lecturer
Shari Tishman, the principal investigator on the project and director of Project Zero [harvard. edu] "My hope is that by encouraging young people to tinker with their world we're empowering them to reinvent it."
The essential ingredients in maker projects are people, problems and materials. Problems are posed (by the teacher or the student), and people use materials to attempt to solve those problems.
Design Thinking
Engineers, businesses, social entrepreneurs and other innovators have used design methods and processes for decades to create new solutions for many different types of challenges. But Design Thinking isn't just about specific steps to follow to innovate -thinking like a designer can transform the way you approach the world when imagining and creating new solutions: it's about being aware of the world around us, believing that we play a role in shaping that world, and taking action toward a more desirable future. Design Thinking gives us confidence in our creative abilities---and a process to take action---when faced with a difficult challenge.
Passion Projects/Genius Hour
In traditional learning, teachers map out academic standards, and plan units and lessons based around those standards. In Genius Hour, students are in control, choosing what they study, how they study it, and what they do, produce, or create as a result. As a learning model, it promotes inquiry, research, creativity, and selfdirected learning.
Genius Hour is most notably associated with Google, where employees can spend up to 20% of their time working on projects they're interested in and passionate about. The study and work is motivated intrinsically, not extrinsically. The big idea for Google is that employees motivated by curiosity and passion will be happier, more creative, and more productive, which will benefit the company in terms of both morale, "off-Genius" productivity, and "on-Genius" performance.
21 st Century Skills
Those who bring making into educational programming–and then proceed to transform the learning experience because of it– speak not only to the connection between making and numerous subject areas but also to th e "soft," non-cognitive skills that are developed. These skills are the 21st century skills that makerspaces report as engaging in: creativity and innovation, communication and collaboration, critical thinking and problemsolving, adaptability. Coupled with the creation of a portfolio, which necessitates time for reflection, opportunity for expression of youth voice, and a showcase of abilities, making is helping to prepare youth for any life or career pathway.
All content taken and adapted from a variety of sources, available upon request. | 1,416 | 691 | {
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LG|Leader
[John 13 – Self Guided]
WARM-UP (10 mins)
Prepare your mind to receive God's word. Take a moment to be silent. Pray for your mind to receive God's Word.
ILLUMINATE (40 mins)
Open your Bibles to the primary text.
1. Read through John 13. After we read this text, what do many biblical scholars call this portion of text? It is the beginning of “The __________ Discourse.” What are the textual markers for this discourse?
The Farewell Discourse. This discourse begins in chapter 13 and concludes with Jesus' final prayer in chapter 17. The Passion Narrative follows in chs. 18-20.
2. Jesus' washing of the disciple's feet contained a lot of meaning, it was much more than just routine. What was the significance of this event? Give some examples.
- It was a final proof of his love for his disciples
- It put on display Jesus' humility and servanthood
- It demonstrated how to love your enemies (Judas)
- It symbolizes how one must be "washed" of their sins for forgiveness
3. How do we know that the washing of the feet was representative of the washing of sins? How does this text clarify this for us?
Jesus states in verse 8, that "if I do not wash you, you have no share with me." The washing of sins foreshadows Jesus' crucifixion and his blood washing away the sins of man. It is only through Jesus' washing (with his blood) that we might have forgiveness of sins and reconciliation with God.
4. In verse 14, Jesus commands his disciples to wash the feet of others also. What does this mean for
us? Is this something that we must participate in today? Some churches choose to still participate in this direction given by Jesus by literally washing the feet of others. Other churches recognize this verse as being symbolic of one's willingness to serve others in humility.
5. Before Jesus departs, he leaves the disciples with a new commandment. What is the commandment and how does it differ from the Mosaic commandment of "love the Lord with all one's power and to love one' neighbor as oneself"?
Jesus had displayed for the disciples what it meant to love. Jesus' love was a deep, sacrificial love that encompassed loving enemies and even a willingness to lay down one’s life. The disciples had
witnessed this unbelievable love before their very eyes through Jesus and it was going to be fully realized as Jesus approached the cross.
6. Where in the Bible can we find one of the best passages of Christ's humility, his example of serving
and loving others? What does Philippians 2 look like in our lives today? Philippians 2 is one of the best examples how Christ loves, specifically verses 3-11.
7. Do you have a hymn or a song that serves as a reminder to love as Christ loved? Please Share. (Example: Be Thou My Vision)
KIDS EMPHASIS
God created us to be like him. He even sent His son to show us how to love like he does.
Questions to discuss with kids:
2. How did Jesus consider us better than himself?
1. How do we treat others better than ourselves?
PRAY
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Growing Tomatoes in Pots ONE METHOD FOR SHORT GROWING SEASONS
Using this method you may be able to extend your growing season and harvest ripe tomatoes on healthy plants that are virtually free of blossom end rot
Materials Needed
* 5-gallon bucket
* Hammer and nail or drill
* Sterile soilless media
* Short-season variety of tomato plant
* Water soluable fertilizer 5-10-5, 8-8-8, 10-10-10, etc. (I use organic)
o This refers to how many days on average until the variety ripens fruit (Look for <75 days)
* Liquid calcium and magnesium or CalMag (I use organic)
o Can be found in hydroponics growing section of your local garden center or wherever hydroponics supplies are sold
* Some type of staking materials
o Hog-fence wire or other strong wire connected to fit around bucket or tall stakes and twine, perennial hoops, etc. Tomato cages are usually not tall enough - Need to be able to stake at least 4' high
Steps
1. Clean and disinfect 5-gallon bucket(s)
2. Make 3-5 holes in bottom of bucket for drainage
3. Fill 1/4 full with sterile soilless media
4. Place 1 tomato plant per bucket in center
5. Remove leaves from main stem that will be below the final 'soil' level (roots will form on the buried stem and will support plant as it grows)
6. After planting, the final 'soil' level should be about 2" below rim of bucket after watering-in to allow for easy watering without overflow
7. Locate bucket in a warm sunny location
a. A very sunny room (direct sun)
b. Full sun outside in a warm protected location, next to a wall or other structure that holds or reflects heat
8. Stake plant as soon as it starts to grow with whatever support you choose
a. Make sure it is secure so will hold up when moving the whole thing in and out at the beginning and especially the end of the season
(Continued on next page)
9. To fertilize, mix according to directions, with water in a 1-gallon milk jug and use to water thoroughly (It will take about ½ gallon per plant each time)
* Begin with half rate of Nitrogen fertilizer for first few waterings. Too much Nitrogen will result in mealy, flavorless tomatoes
* When flowers form, switch to ½ rate Calcium/Magnesium every other watering until fruit starts coloring and then reduce by half again. This should prevent blossom-end rot.
10. You can bring in at night when night temperatures are consistently below 50° F
Other Helpful Hints
* Prune out side shoots that form in the leaf axils to direct nutrients to main plant and so fruit get sunlight
* Tomatoes are generally self-pollinating but you can jiggle the plants to increase pollination.
* If you are growing tomatoes this way as part of a Master Gardener Experiment, record dates when planted, first and last ripe fruit and number and size of fruits
Created by Yvette Henson, Extension Director and Agriculture, Natural Resources and Horticulture Agent for San Miguel Basin.
For other Fact Sheets or information on growing 'High and Dry' (at high altitude with water limitations) come by our office at 1120 Summit Street (across from the Fair Grounds) in Norwood, call 327-4393, email firstname.lastname@example.org or email@example.com or visit our website at http:sanmiguel.colostate.edu/.
Colorado State University, U.S. Department of Agriculture and Colorado counties cooperating. Extension programs are available to all without discrimination. | 1,478 | 792 | {
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Homeschool High School Reading Lists
Why do we have our high schoolers read? It certainly is not for the same reasons we had our elementary students reading. I'm reminded of a passage from Christopher Paolini's book "Eldest" in which Eragon is being trained as a Dragon Rider and is asked to read many scrolls. He discovers a love for reading these finding that they challenge his beliefs and perceptions of the world while widening his perspective. This is, in my opinion, why teenagers need to read. Many of the classics will help them to think about things in new and different ways. Reading helps them to understand why they believe the way they do and prepares them to become thinking adults.
| 9th Grade | 10th Grade | 11th Grade | 12th Grade |
|---|---|---|---|
| Alabama Moon by Watt Key | Wuthering Heights by Emily Bronte | Gulliver’s Travels by Jonathan Swift | Hamlet by William Shakespeare |
| To Kill a Mockingbird by Harper Lee | The Last of the Mohicans by James Fenimore Cooper | Heart of Darkness by Joseph Conrad | The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson |
| The Education of Little Tree by Forrest Carter | Uncle Tom’s Cabin by Harriet Beecher Stowe | The Great Gatsby by F. Scott Fitzgerald | The Catcher in the Rye by J. D. Salinger |
| Jane Eyre by Charlotte Bronte | Inheritance Cycle by Christopher Paolini | The Adventures of Huckleberry Finn by Mark Twain | Oedipus Rex by Sophocles |
| Holding the Future Hostage by Tialla Rising | Julius Caesar by William Shakespeare | The Pilgrim’s Progress by John Bunyan | Cyrano de Bergerac by Edmond Rostand |
| Revenge Child by Cindy Wooldridge | The Killer Angels by Michael Shaara | The Three Musketeers by Alexandre Dumas | Romeo and Juliet by William Shakespeare |
| The Odyssey by Homer | The Scarlet Letter by Nathaniel Hawthorne | Moby Dick by Herman Melville | Crime and Punishment by Fyodor Dostoyevsky |
| The Grapes of Wrath by John Steinbeck | Fahrenheit 451 by Ray Bradbury | Les Miserables by Victor Hugo | Here I Stand A Life of Martin Luther by Roland H. Bainton |
| by William Shakespeare | by Jane Austen | United States |
|---|---|---|
| Lord of the Flies by William Golding | The Glass Menagerie by Tennessee Williams | Common Sense by Thomas Paine |
| The Yearling by Marjorie Rawlings | Gone With The Wind by Margaret Mitchell | Emma by Jane Austen |
| I Know Why the Caged Bird Sings by Maya Angelou | The Lord of The Rings Trilogy by J. R. R. Tolkien | David Copperfield by Charles Dickens |
| Great Tales and Poems by Edgar Allen Poe | The Screwtape Letters by C. S. Lewis | For Whom The Bell Tolls by Ernest Hemingway |
| The Book Thief by Marcus Zusak | Anna Karenina by Leo Tolstoy | War & Peace by Leo Tolstoy |
| Great Expectations by Charles Dickens | 1984 by George Orwell | Don Quixote by Miguel de Cervantes |
In truth, it doesn't matter much the grade in which your student reads these books. You can pick and choose when and what to have your students read. There are obviously many more books you could add to this list. However, this is a great starting point.
You might try reading these books along with your teen and then discussing them. It can also be a great idea to correlate the book your student is reading with what they are studying in other subjects. For instance, if your student is learning about the Civil War, you could have them read "Uncle Tom's Cabin" simultaneously. Also keep in mind that many of these books can be found for free online as audio books or ebooks. | 1,927 | 1,084 | {
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First Name
Joseph
Second Name
Muchiri
Age:
13
Physical
Any injuries/illness in the past year?
No, he had 5 stiches in his head from fetching the Christmas tree. He fell on a rock.
Do any of your teeth hurt when you chew…or all the time?
No, sometimes when he brushes his teeth he sees blood.
Do you have any problems with your eyes (seeing long distance, reading at night, seeing the chalkboard?) How many hours do you sleep? Do you sleep through the night?
No
6
No, wakes up to pray, then goes back to sleep
Has there been any change in your sleep in the past year?
Better with new mattress
Emotional
What do you worry about?
Nothing
Has that changed this last year or has it been the same for a long time?
What are you most excited about?
Borehole, mom (Mama Wachira) and dad (Elijah Wachira), and his friends at the safehouse.
Do you have a boyfriend/girlfriend?
No
Environmental
What has been the BEST change for you this year?
School.
What has been the most difficult change for you this year?
Nothing
Have you learned any new skills or how to do a new job this last year? (i.e. care for animals, cooking, cleaning, etc.) If so, who taught you?
Irrigation
Baba Jack (house parent)
If you could buy one thing to give to the CRCA, what would it be?
A bus
Educational
Grade in school:
5
What is your class ranking?
1 out of 18
Which School
Brightstar
Best subject(s):
Science,Math, and CRE (Christian Religious
Education)
What subject(s) would you like more help with?
Social Studies
What has changed at school this past year?
New students and new classes
Better or worse grades?
Better
New subjects in school?
No
Different teacher?
Yes, he likes his teachers
New friends?
Yes. Joseph, James, and Kevin, and Peter, and Paul
Family
Did you visit any family this past year…or did they come visit you?
They came to visit awhile ago. His Grandmother and Grandfather and Aunt and two brothers (10 and one older) came.
If so, what was the best part of seeing them / being together? They give me advice.
What was the hardest part?
Nothing
Material Questions
Do you have the shoes, clothes and school supplies that you need?
No
If not, what do you need?
bag
I have good care, and I have enough food and clothing.
Anything else you want to tell us about living at the Safehouse
Anything we can do to help you.
Who is your best friend at the safehouse? Other Observations and Notes
Dec. 212 - Portrait
Kenya Matters Interviewer(s): Kathy Buist
Date: 12-20-12
We need a bigger kitchen and a bigger dinning hall. He would also like more kids to come.
Eddie | 1,111 | 644 | {
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#
% weight Score
1.1
Model response/Rubric
Exhibit three speaks directly to the human toll of bank failure.
| 1.2 | Exhibit two deals with the pain and deprivation of unemployment and the perception of the letter writer that no one in the government was doing anything about it. | 2 |
|---|---|---|
| 1.3 | Exhibit two shows yearly unemployment statistics for the period of the Depression. Unemployment was lower in 1937 (<15%) than it was in 1933 (>24%). It is a reasonable inference that jobs are easier to get when the unemployment rate is lower. | 2 |
| 1.4 | All three exhibits demonstrate the negative impact of the Great Depression (3=10, 2=7, 1=6) | 2 |
| 2 | 9-10: • The topic sentence makes a clear argument about how the Great Depression impacted American citizens. The impact is described in specific rather than general terms. • This argument is supported by at least two appropriate and specific examples from the documents (an examples from class is required for scores over 9) • Examples are thoroughly explained in terms of their relationship to the argument. • Sources are cited or acknowledged • The writing is clear, organized and persuasive 8: All the standards above are met, with minor exceptions. 7: Most of the standards above are met with significant exceptions 6: Few of the standards above are met, but the paragraph still conveys some correct information regarding the how the Depression impacted American citizens | 40 |
| 3.1 | Five of the following six factors are listed: • Sick Industries • Over reliance on consumer credit • Tariff policy • Lack of regulation • The Stock Market crash • Unequal distribution of wealth 5=10,4=8,3=6,2=4,1=2 | 5 |
| 3.2 | The chosen factor is clearly explained in terms of how it led to the Great Depression. Factors explained which are not listed above result in a zero. | 3 |
| 4 | A. Tools used: Fear of failure, authenticity and individualism B. Tools used: Wealth and fame, Individualism and authenticity Explanations must clearly connect the tool to elements of the advertisement | 5 |
| 5.1 | Lowering taxes | 3 |
| 5.2 | By lowering taxes Mellon believed he would stimulate economic growth, since the corporations and the rich would have more money with which to invest in their businesses. Also known as supply side economics | 3 |
| 5.3 | GDP grew | 3 |
| 5.4 | The gap between the wealthy (inequality) and the working class grew | 3 |
| 6.1 | Graph 1 shows that the gap between the 1% and the lower 99% nearly doubled over the course of the twenties | 3 |
| 6.2 | Graph two shows that in the years from 1929 and 1946 the gap between the wealthy and the poor decreased. The top 20% went from controlling 54.4% in 1929 to 46.1% in 1946, while the lowest 20% went from 3.5% to 5%. The gap, which represents income inequality, decreased by about 10% | 3 |
| 6.3 | Graphs one and three both show income inequality increasing over time. This can be seen by the lines representing the richest and the poorest getting further apart in both graphs. | 3 |
| 7.1 | Hoover’s philosophy was to keep government small and encourage charity and volunteerism. He didn’t want direct government assistance to the poor because he worried it would make them dependent. There are many different options for answering the second and third part of the question. Part one 8 points, one each for parts two and three | 6 |
| 7.2 | FDR’s philosophy was not well defined. His attitude was to try everything to wee what worked. As the New Deal took shape three major philosophical goals emerged: relief, recovery and reform. There are many different options for answering the second and third part of the question. Part one 8 points, one each for parts two and three | 6 |
| 8 | The Wagner Act guaranteed the right of American workers to form and join unions. This is significant because unions increase workers’ pay and this would help address the maldistribution of income. | 3 |
| 9 | The Fair Labor Standards Act instituted the first national minimum wage and regulated maximum weekly hours. This was significant because it represented the government adopting a policy that sought to protect workers’ rights (and thus represented a significant change from past practice) | 3 |
| | Grade | 100 |
2 | 1,932 | 1,012 | {
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Computer Basics
Computers manipulate digital data. Every sort of information a computer deals with—text, sound, graphics, to name a few—is represented within the computer as a stream of numbers.
Computers represent these numbers using the binary system. While modern human number systems are based on 10 (we have 10 digits, 0 through 9) computers use a base 2 system. In base 2, there are only 2 digits: 1 and 0. These binary digits are called bits. Everything a computer does involves moving, manipulating, calculating and storing numbers using the base 2 system. While computers may translate these base 2 numbers into other sorts of information that is easier for humans to work with, a computer's only true ability is the manipulation of these base 2 numbers.
Computers are built of a collection of components or subsystems, each performing a different task. Three critical ones are processing, short term storage and long term storage.
Most processing is handled by the computer's CPU, its Central Processing Unit. The CPU can be likened to the engine of the computer. This is where the data (remember, we're talking 1s and 0s here) is manipulated. A CPU can only perform a few basic arithmetic operations, such as adding, subtratacting and shifting groups of numbers around. However, since modern computers can perform billions of these basic operations per second, large and complex tasks can be performed on computers by breaking the tasks down into billions of very simple arithmetical operations, the kind of operation a computer's CPU is designed to do.
While the CPU manipulates data, the data also needs to be stored somewhere so that the CPU can access the raw data and store the results of its calculations. Most computer systems have two types of storage: long-term storage and short-term storage.
The CPU's ability to deal with billions of basic arithmetical operations per second means it needs to be fed data at a very high rate. The data that supplies the CPU's appetite is held in short-term storage. On most computer systems, this takes the form of Random Access Memory chips, or RAM. The data the CPU needs to access is held in RAM. It is then moved to the processor along a path called a bus (think of a bus as a 32 lane highway for binary digits). The CPU makes the necessary calculation on a small number of bits, and the result of the calculation is shuttled along the bus back to the RAM memory, where it is held in storage. The cycle is then repeated.
RAM memory allows for very fast access to data, but it has two inherent disadvantages. One it that it is relatively expensive. A greater disadvantage is that most types of RAM memory can only store data as long as the memory chips are supplied with electrical power. Cut off the electricity, and the data vanishes instantly. These two drawbacks are the reasons we have a second sort of storage, long-term storage.
In most computer systems, long-term storage takes the form of disk drives. Disk storage is much slower than RAM, but it is also much cheaper. More importantly, and unlike RAM, information stored on a disk is preserved when the supply of electricity is shut off. While not fast enough to directly feed the CPU's ravenous appetite for data, disk storage is used to store information not immediately needed by the computer's CPU, and to store all information when the power is shut off.
Computers generally move information from the disk to RAM as the information is needed, shuttling it back and forth between RAM and CPU as the information is manipulated, and finally storing the information back in long-term storage (a hard drive, Zip disk or similar system) when the processed information needs to be saved. The rate at which data can be shuttled from disk to RAM to CPU and back is often a more important factor when gauging the overall speed of a computer then the speed of the CPU alone.
A simplified
computer
Bus | 1,568 | 814 | {
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INSTRUCTIONS
Answer all the questions. You must show your work to obtain full credit. Points may be deducted if you do not justify your final answer. Please indicate clearly whenever you continue your work on the back of the page. Calculators and other electronic devices are NOT allowed. Books and lecture notes are NOT allowed. Turn offyour cell phones.
You can use one self-prepared handwritten formula sheet (one piece of letter size paper, both sides may be used).
1. [20 points] Determine whether or not the limit exists. If the limit exists find it, and indicate clearly how you obtained your answer. If the limit does not exist give reasons why.
(i) lim x→3 x 5 − 243 x 3 − 27,
(ii) lim x→∞ xe 1 /x − x ,
(iii) lim x→0 + (cos x ) 1 /x 2 .
2. [24 points] Evaluate the integrals.
(i) x 2 cos(πx) dx,
(ii) 5x − 3 x 3 + 3x 2 dx,
(iii) x 2 (1 + x 2 ) 3 / 2 dx.
3. [16 points] Determine whether the integral is convergent or divergent.
(i) ∫ ∞ 1 2 + sin 3x 1 + x + x 3 dx, (ii) ∫ 2 0 x 1 − x 2 dx.
4. [20 points] Consider the region R between the line y = 3x and the curve y = x 2 − 2x.
(i) Sketch the region R and find its area.
(ii) Set up but do not evaluate an integral giving the volume of the solid obtained by rotating the region R about the y-axis.
(iii) Set up but do not evaluate an integral giving the length of the curved part of the boundary of R.
5. [16 points] A hemispherical tank of radius R = 3 meters is full of water. Find the work required to pump all of the water out over the rim of the tank. [You may leave your answer in terms of the density of water ρ kg/m 3 and the acceleration due to gravity g m/s 2 .]
6. [20 points] The current I(t) in an electric circuit is modeled by the differential equation
(i) Find the solution I(t) of this differential equation with initial condition I(0) = 6.
(ii) Give a sketch of I(t), showing clearly the behavior of I(t) as t →∞.
7. [20 points] In each case determine whether the series is absolutely convergent or conditionally convergent or divergent. Be sure to state clearly any test(s) you use.
.
8. [24 points] [In parts (i), (ii) and (iii) you should give the first three non-zero terms explicitly (with coefficients simplified to simple fractions), as well as an expression for the general term.]
(ii) Use (i) to obtain the Maclaurin series for g(x) = x 2 3 √ 1 + x 2 . ∫
(i) Write down the Maclaurin series for 1 3 √ 1 + x and state the radius of convergence.
(iii) Evaluate the definite integral 1/2 0 x 2 3 √ 1 + x 2 dx as an infinite series.
(iv) Determine how many terms of the series in (iii) are needed to approximate the definite integral ∫ 1/2 0 x 2 3 √ 1 + x 2 dx with an error of at most 1/1000. Be sure to justify your answer.
9. [20 points] (i) Approximate f(x) = x 3 / 4 by its Taylor polynomial of degree 2 at a = 1.
(ii) Use Taylor's formula to determine the accuracy of this approximation at the point x = 1/2. (You do not need to simplify your answer.)
10. [20 points] Let C be the curve given in polar coordinates by r = 1 + cos θ, 0 ≤ θ ≤ 2π. (i) Sketch the curve C.
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Training skills 1
Training skills 1
Learning objectives
By the end of the session participants shall be able to:
* Demonstrate good practice of presenting and facilitating during training delivery.
* Explain good practice of presenting and facilitating during training delivery.
* Demonstrate good participatory training and communication skills.
Topics include:
* Presenting
* Facilitating
* Energizers
* Participatory training methods
* Aspects of group activities.
Presenting
* One-way
* Provides information
* Corrects misinformation
* Assumes what is presented is not known
* Treats all participants equally.
Facilitating
Facilitating makes it easier for participants to:
* see the connection between theoretical concepts and real life challenges or tasks
* reflect on their own experience
* connect this with new information.
Good practice for presenting
* Vary the pace and tone of speech.
* Be aware of your position in the room.
* Ask questions and encourage contributions from the group.
Good practice for presenting
* Follow the instructions in the session plan.
* Know and watch your audience - are they listening, interested, awake?
*
Break for a few minutes if necessary or insert a short energizer.
Using Powerpoint
* Use slides as a prompt.
* Make the point clearly using as few words as possible.
* Make sure the font size can be read easily.
* Allow time for participants to absorb the content.
Using Powerpoint
* Match slides to what you are saying.
* Avoid reading from screen with your back to the audience.
* Avoid blocking the beam.
Good practice for facilitating
* Understand the purpose of the activity.
* Give people time and space to think for themselves.
* Ask rather than tell.
* Give clear instructions.
* Check on learning and be sensitive to diversity of learners.
Energizers
* Can be run as part of the training:
– Move the session to a different space (e.g. outside)
– Ask participants to move to a different area
– Ask questions.
* Can be run as separate activities:
– Sing a song.
– Usually a 2-3 minute fun activity to get people to stretch in some way.
Participatory training methods
* Discussions
* Case studies
* Activities
* Using pictures or films
* Brainstorming
* Role plays
* Demonstrations
* Field visits.
Group activities allow:
* Trainers to find out what participants already know.
* Those with more knowledge and expertise to share it.
* Participants to gain confidence.
* Shy or more junior participants to participate more fully.
Factors in dividing groups
* Time: more groups – more time for feedback.
* Purpose of activity: will it work better to have people together from the same organization or different organizations?
* Involvement: the smaller the group the greater the participation of everyone.
* How to divide: use interesting fun methods such as dividing by birthday months or initial of first name.
Activity
Challenging behaviour
* Choose a card.
* How would you deal with the challenging behaviour described?
Activity
Communication skills
* Read and discuss the key points of your topic in your Participant Manual.
* Prepare a five minute presentation to explain the key communication points.
* Use a variety of presentation styles to convey the information, such as presentation, role play, demonstration.
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Inclusive Development | 1,498 | 676 | {
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Home Learning Menu: Summer
Communication & Language Practise in play
This activity is all about letting your child take the lead. It isn't always the case that we truly allow our child to guide the decisions that we make, but it can be hugely exciting for a child to feel in control of the direction that their day takes. Why not try handing over the reins to your child the next time you go out to the beach?
Let your child know that they are in charge and that you will follow their lead. 'Where are we heading today?' Try to be as flexible as possible and build excitement by using words like 'adventure' or 'expedition'! You might want to tell a few tall tales to fuel the imagination...'I once saw shipwreck in that sand!'. Try to be playful and if at all possible keep your phone away so that you can fully engage with your child.
Ideally choose a time when you are not in a rush so that you can go at your child's pace your walk might throw up opportunities for introducing some new language or be the starting point for a story you might write together when you get back home. The most important thing is that everyone
has fun!
Personal, Social & Emotional Development
Show us how do you look after your teeth?
How do you look after you skin in the summertime? Show us how you use sun cream and sunglasses to protect your body.
Physical Development
Can you run, swim, go to gymnastics? Can you hang, slide or swing? Show us all of you moves! Photos on Tapestry please.
Expressive Arts and Design
Building sandcastles at the beach or in a sandbox. Have fun adding water to make the walls stronger. Make up stories and add other materials you may find like shells and stones.
Bring in or use Tapestry to share everything you do, so that we can celebrate our learning in class.
Physical Development
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Fine motor & Handwriting
Literacy
- Phonics sheet
Each week enjoy your
- Reading for pleasure (fun) book
- Practise forming patterns
Mathematics
Pebbles are a great resource for thinking about quantity, size, texture and colour!
Once you are home you can count how many you have found or find a container that will fit them all in! You could sort them into different sizes and colours or use them to play with your diggers! Can you build a pebble tower? Or roll the round ones down a ramp? How about using a felt tip to give them faces? Or make up a story about where they've been and what they've seen? Use your imagination and the possibilities are endless!
Why not head out to the beach, the woods, your local park or even your back garden to see how many you can find? How about you take your spade to see if you can find any that are hidden under the sand/mud? Sieves and colanders are fun too for washing your stones (especially in the sea!).
Understanding the World
Can you find out about shipwrecks? What are they?
How does a SATNAV work? Set you SATNAV for the beach and notice what you see along the way? Rivers, Islands, mountains and hills…
How do you gain direction or know where you are going?
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United States Department of Agriculture
Natural Resources Conservation Service
Resource Concerns
Plant Productivity and Health
PLANTS
Soil
Water
Air
Plants
Degraded Plant Condition
Plant Pests
Plant Productivity and Health
Structure and Composition
Wildfire Hazard
Animals
Energy
Degraded Plant Condition - Plant Productivity and Health Plant productivity, vigor and/or quality negatively impacts other resources or does not meet yield potential due to improper fertility, management or plants not adapted to site.
Why is it important? For plants to produce the expected yield, preferred products, or desired environmental outcomes they must be adapted to the site on which they are growing, provided with the appropriate amounts of nutrients, water, and sunshine, and protected from unchecked animal, weed, insect, and disease pests.
What is it? Plants established in the wrong climate or soil may be under stress and may never thrive, no matter how much fertilizer or water you supply. Natural events, such as drought, or mismanagement can cause plant stress. Plants under stress are more susceptible to disease and insect damage. Symptoms of poor plant vigor and health may include slow growth, discoloration of leaves, wilting or drooping foliage, leaf drop, and/or discolored roots.
What can be done about it? Management is the key to maintaining plant productivity and health. Check that the desired plant is suited to the climate, soil type, and intended use. Set realistic yield goals based on soil productivity information, historical yield data, climatic conditions, level of management, and/or local research on similar soil and cropping systems. The NRCS Web Soil Survey (http://websoilsurvey.nrcs.usda.gov) is a source of soils information and their limitations for growing various crops. University Extension is a resource for nutritional, cultural, and management practices needed to keep plants healthy and productive. Nutrient management specifies the amount, timing, form, and method of application of nutrients needed to achieve realistic production goals. Integrated pest management specifies techniques to detect, avoid, and treat pests and diseases. Some causes of poor health and vigor may require the use of cover crops, the adoption of new crop rotations, or changes to tillage methods to address soil quality issues, such as soil compaction, poor drainage, low organic matter, or the presence of contaminants in the soil.
Plant Productivity and Health at a Glance
| Causes | Solutions |
|---|---|
| • Plants receive inadequate nutrition during critical growth periods • Plants fail to thrive due to poor soil conditions • Plants wilt, freeze or rot even during normal climate conditions • Plants not adapted to site | • Use nutrient management to address the form, rate, placement, and timing of nutrient application • Consider crop rotations, deep rooted cover crops, drainage, and deep tillage • Consider alternate crops or difefrent plant varieties | | 1,344 | 591 | {
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BOOK SAMPLE – COMPLETE TEXT AVAILABLE AT THIS LINK
6
Simplicity Structured
Introduction
One of the biggest changes that parents and teachers will have to make with No-Influence Mentoring, is moving from a complexity structured model to a simplicity structured model.
The best way to explain this is with the water bottle example. Imagine me holding up a water bottle. When I release it, everyone knows which direction it will head. Down! Simplicity structured means when we teach, we try to ensure what we teach is something that everyone can see and understand.
Knowing which way the water bottle will go when released is not only something everyone can see, but it is so obvious that no one has to think about it (unless you are a smart-aleck kid in the back of the room). The goal of No-Influence Mentoring is to minimize the amount of thinking the students must do.
The idea with the water bottle is that no decision needs to be made; the bottle will only fall in one direction. The goal of the teacher in a simplicity structured environment is to try to ensure that whenever they talk with students, the students do not have to think about what they were told or make a decision on what to do after (see chapter 8 for more information on learning without thinking).
You will also notice that when something is simple, very few words need to be said to help someone understand. In the example of the water bottle, usually no one needs to be trained or prepped to answer which way the bottle will go when released. This means in a simplicity structured environment, everything has to be clear, concise, and simple. In this way, the leadership model can also minimize issues and risks that people will face in learning. When things are simple, the chances that they will not understand goes down.
The complexity structured environment is the opposite. The complexity structure requires more explanation, thinking, decision making, and fewer people understand it. The biggest issue with the complexity structure is that it increases the issues that children have with understanding.
In other words, simplicity minimizes a child's risk, issues, worry, and stress. Simplicity minimizes the number of decisions a child needs to make. Research has found that when people are faced with too many decisions and options in their life, it paralyzes them and causes them to do nothing i . Thus, simplicity enables a child to be more proactive and helps them move forward in life.
BOOK SAMPLE – COMPLETE TEXT AVAILABLE AT THIS LINK
Figure 6.1 shows the movement that needs to be made from the traditional complexity structure to the simplicity structure.
The first step to moving toward the simplicity structured environment is looking over everything you want to teach or say to a child and seeing if the idea has the characteristics of simplicity.
Moving toward simplicity is as much for you as it is for the students/children. The simpler things are, the less you have to do to maintain the family or classroom and the more time you have to focus on the individual. Let me stress that again, simplicity means less work! I was once at a leadership conference and one of the presenters identified that as leaders "We must simplify and serve instead of multiply and manage." This should be the mantra of every leader. Too many times we get caught up in trying to become more advanced and do more things and be over more programs. In reality, we need to minimize everything that causes us to focus on something other than the individual.
We have found that whenever organizations have tried to become bigger and bring in more complex processes, they have always faced issues. Toyota is one of these companies. In the early 2000s, Toyota desired to grow their business and make more cars and capture a greater share of the market. And grow they did. They began to sell many more cars, but at the same time, their quality started to decline. For the first time, they had major recalls of some of their parts installed in their cars.
In order to avoid these pitfalls of creating a complexity structured environment in your own life, the rest of this chapter will focus on the three main principles to create a simplified structure:
1. Teach Natural Laws
2. Minimize requirements and homework
3. Organize the environment
For an explanation on each step, see the complete text (Available on Amazon).
i Barry Schwartz, The Paradox of Choice, (Harper Perennial, 2004). | 1,614 | 894 | {
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Jim Persons firstname.lastname@example.org 707-889-0881
Skin Cancer Due to Sun Exposure
The sun is essential to all life on Earth; however, too much exposure to the sun can be harmful to us. Excessive exposure to ultraviolet light, also called UV rays, emitted from the sun can cause many skin conditions as well as skin cancer.
Skin Conditions Caused by Sun Exposure:
There are many effects the sun has on our skin. A little bit of exposure can help us get vitamin D which is a good thing; most effects from sun exposure are not good, however. Some skin conditions caused by sun exposure include wrinkles, freckles, discolored skin, benign tumors, and skin cancer.
Types of Skin Cancer:
Skin cancer is the most prevalent form of cancer in the United States. UV light from the sun is the number one cause of skin cancer. Contrary to popular belief, the UV light from tanning beds is just as bad for your skin. There are three types of skin cancer; basal cell carcinoma, squamous cell carcinoma, and melanoma. Basal cell and squamous cell cancers are less serious types and make up 95% of all skin cancers. Also referred to as non-melanoma skin cancers, they are highly curable when treated early. Melanoma, made up of abnormal skin pigment cells called melanocytes, is the most serious form of skin cancer and causes 75% of all skin cancer deaths.
Over time, cumulative exposure to the sun causes basal cell and squamous cell carcinomas. More severe acute episodes of sunburn, especially at younger ages, are more likely to cause melanoma. It is very important to protect your kids from severe sunburn. People who are light skin or burn easily are most likely to get melanoma.
Safety Tips to Prevent Skin Cancer:
* The best thing to do is to avoid excessive exposure to the sun and tanning beds altogether.
* Wear sunscreen to protect your skin from UV rays. SPF 30 will protect you from UVB rays, and zinc oxide will protect you from UVA rays. Make sure to reapply it frequently when swimming or sweating.
* The majority of our exposure to the sun in our lifetime occurs during childhood. While it may be too late to worry about whether you had adequate protection when you were a kid, it is not too late to protect your kids or other young family members from being over-exposed to the sun.
* Periodically check yourself for irregular moles or markings on your skin. A new lesion on your skin, a new mole, or a change in an existing mole may indicate skin cancer.
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Our second theme is 'Old Mcdonald had a farm' based around farm animals.
In Personal, Social and Emotional Development we will be thinking about our differences. We will think about ourselves and our friends, celebrating that we are all different, and we are all special.
Our focus in Physical Development this term will use our fine motor skills to handle and control different tools such as pencils, paint brushes, pegs, and scissors.
We will continue to learn focus stories in Talk 4 Writing techniques throughout each term to enhance and develop our skills in Communication, Language and Literacy we will explore and retell stories using small world figures, puppets and actions.
Our Focus stories this term are:
- Noisy Farm by Rod Campbell
- Oh Dear by Rod Campbell
- The Very Busy Spider by Eric Carle
In Mathematics we will continue to explore number using Numicon. We will be learning to count forwards to 10 and start to count a range of objects!
Each day we sing a range of number songs to help with our counting!
For Expressive Arts and Design we will be using paint to create different farm animals. We will also being threading and weaving through webs, just like 'The Very Busy Spider'
In Understanding the World we will begin to look at animals and their babies. We will also be exploring and experimenting with rolling!
Sponsored Sing!
Please, we need your help to raise some money! Come and join in our sponsored sing...
Thursday 23rd November 2017
Ducklings 1: 9.00am
Ducklings 2: 2.30pm
How you can help at home
Read at home with your child and use our 'shared learning books' to record their response.
Encourage your child to be more independent when putting on their coat.
Encourage your child to use their mark making pack and show us any work you may have done at home.
Count loads of things you can see.. Cars, trees, steps, teddies etc.
Share stories at bedtime.
Sing songs and rhymes.
Please ensure that every day your child brings the following items to school:
1. Blue Book Bag
3. Coat, plus hat and gloves in cold weather.
2. Home/School Liaison Book
4. Spare clothes if your child is likely to have an accident in school
Please inform us if someone different will be collecting your child from school.
School Contact Details
Mallard Primary School Cedar Road Balby Doncaster DN4 9HU
Tel:- (01302) 859116
Fax:- (01302) 857286
Headteacher: Theresa Siverns
Deputy Head teacher: Kayleigh Cousins
Please read the information board in our entrance, as it will keep you up to date with what is happening and outline some of the things your child is learning. Let us know if there is any other information that you would find useful and we will do our best to provide it.
Please place your child's Home/School Liaison book in the blue trays provided in the classroom every morning. Please also check the book regularly for any comments or information that we may have added.
Mallard Primary School
Nursery
Curriculum Newsletter
Theme 2 'Old McDonald Had a Farm' | 1,234 | 684 | {
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Lifting and carrying are power jobs – when you lift and carry the wrong way, you can damage your back. Back injuries are the most common type of injury in the workplace, resulting in approximately 236,000 cases involving days away from work in 2007. Over half of these injuries are from lifting.
Back injuries may be difficult to treat and may have lengthy and expensive rehabilitation times.
When you are lifting at home or at work, make an effort to take care of your back. The National Safety Council recommends a number of tips to prevent unintentional injuries and keep your back strong and healthy.
Power warm-ups
You will work better if you start each day with slow stretches. These warm-ups let you ease comfortably into your workday and help you avoid injuries.
| Leg and back warm-up | 1. Prop one foot on a chair or a stool for support 2. Take a deep breath 3. Ease forward slowly – keep your back slightly curved 4. Blow slowly outward as you ease forward to a seven count 5. Repeat seven times 6. Switch and do the same with the other foot |
|---|---|
| Backbend | 1. Stand with your feet about 12 inches apart 2. Support the small of your back with your hands 3. Hold your stomach in firmly and take a deep breath 4. Arch backward – bend your head and neck as you go, blowing air slowly out for seven counts 5. Repeat seven times |
| Power lifting tips | Protect your hands and feet by wearing safety gear Size up the load – tip it on its side to see if you can carry it comfortably. Get help if the load is too big or bulky for one person. Check for nails, splinters, rough strapping and sharp edges. Lift it right – make sure your footing is solid. Keep your back straight, with no curving or slouching. Center your body over your feet, get a good grip on the object and pull it close to you. Pull your stomach in firmly. Lift with your legs, not your back; if you need to turn, move your feet and do not twist your back. |
| Tough lifting jobs | Oversized loads: do not try to carry a big load alone; ask for help. Work as a team by lifting, walking and lowering the load together. Let one person call the shots and direct the lift. Use proper mechanical devices for heavy loads. |
High loads: use a step stool or a sturdy ladder to reach loads that are above your shoulders. Get as close to the load as you can and slide the load toward you. Do all the work with your arms and legs, not your back.
Low loads: loads that are under racks and cabinets need extra care. Pull the load toward you, and then try to support it on one knee before you lift. Use your legs to power the lift.
Always use your stomach as a low back support by pulling it in during lifting.
Remember, a strong, healthy, power back is vital to your job. It also helps you enjoy life. Take pains to avoid injuries by making it a fulltime job to take care of your back! | 1,086 | 657 | {
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The First Images of Exoplanets
* New images show planets orbiting bright young nearby stars
* Although more than 350 planets are known to orbit other stars, none could be imaged until now
Star
location
Neptune-sized
orbit
One planet orbiting Fomalhaut
Hubble Space Telescope visible image of the star Fomalhaut (whose light was blocked), with a dust belt similar to the Kuiper belt. Inset: Images taken ~2 years apart show a planet moving around the star.
Glowing Young Planets
* This star has three orbiting planets the first imaged planetary system!
* Planets are much fainter than their parent star, so are difficult to image
* Why are these pictures possible?
* Advanced observing techniques were used to block the star's light
* Observations were repeated over years, confirming planetary motion
* The planets are young and hot, and therefore glow more brightly than by reflected starlight alone
Keck Observatory infrared image of star HR8799 and three orbiting planets with orbital directions indicated by arrows. The light from the star was subtracted, but a lot of 'noise' remains.
The Big Picture
* Previous exoplanet detections were indirect (used stellar motion and transit methods)
* These are the first pictures of planets around other stars
* Ever-improving images from Earth and space should allow us to detect smaller (more Earth-like) planets
* Images and spectra at different wavelengths will allow us to measure the composition of exoplanet atmospheres, and determine whether they are habitable.
Artist's conception of a planetary system orbiting another star.
For more information…
Press Release / News Story
* New York Times - 11/13/2008 - "Now in Sight: Far-Off Planets"
http://www.nytimes.com/2008/11/14/science/space/14planet.html
Images
* Hubble image of Fomalhaut B Taken from the source article by Kalas et al.
* Keck image of HR8799 Taken from the source article by Marois et al.
* Artist concept of another planetary system from Gemini Observatory http://tinyurl.com/geminiplanetfamily
Source Articles (on-campus login may be required to access journals)
* Kalas et al., 'Optical Images of an Exosolar Planet 25 Light-Years from Earth', Science, 322(5906), p. 1345 DOI: 10.1126/science.1166609.
http://www.sciencemag.org/cgi/content/abstract/322/5906/1345
* Marois et al., 'Direct Imaging of Multiple Planets Orbiting the Star HR 8799', Science, 322(5906), p. 1348 DOI: 10.1126/science.1166585, 2008.
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Messy Play
What is it?
Messy Play is a great way for children to explore the world around them with their senses--a natural and important way for young children to learn. It also helps them practice using their fine motor skills to manipulate and control tools and materials.
Tips and Activities
A Mud Kitchen is a great place for children to get
* the sensory, fine motor and immune system health benefits of mud play! Use clean potting soil and water for your child to mix and make mud food "meals". Empty boxes can be a table or stove, and household or toy kitchen utensils and dishes can be used to prepare and serve. Add rocks, sticks, or dried flowers for children to complete their creations.
* Bubbles are a super activity for all ages! Slowly mix a tablespoon of dish soap into a cup of warm water and use cookie cutters or colanders as bubble wands. Infants and toddlers who can't blow bubbles yet can still have fun and practice their hand eye coordination by popping the bubbles as they fly by!
* Combine water and sidewalk chalk! Let your child pick out a few different colors. Together, fill small containers with water and stir with the chalk, then "paint" the sidewalk or paper. Fill spray bottles with water and spray onto the chalk drawings to see what happens. Encourage your child to experiment with the wet and dry chalk and talk about how it looks and feels different.
Read All About It
Birth – 3: Little Quacks Bath Book by Lauren Thompson
Birth – 3: A Very First Picture Book: Messy by Nicola Tuxworth
3 – 5: I'm a Dirty Dinosaur by Janeen Brian & Ann James
3 – 5: Beautiful Oops! by Barney Saltzberg
5 – 7: A Perfect Day for Digging by Cari Best
5 – 7: Eric & Julieta: Desastre en la cocina/A Mess in the Kitchen by Isabel Muñoz
More Information
* https://www.naeyc.org/resources/blog/toddlersguide-sensory-activities-home
*
TRUCE Family Play Plans – Mud http://www.truceteachers.org/uploads/1/5/5/7/155
71834/mud_final_final.pdf
* http://www.communityplaythings.com/resources/ar ticles/2016/the-benefits-of-mud-play
*
Dirt Dough recipe http://www.growingajeweledrose.com/2013/02/reci pe-for-play-clean-mud.html
* Boston Children's Museum website: www.school-readiness.org
Community Connections
Visit your local libraries, museums, zoos, parks, and other community and cultural organizations for new things to see, learn, and discover!
* Many locations offer free or discounted admission. Visit their websites for more information.
* Free Fun Fridays offer free admission to cultural venues across Massachusetts. For more information, go to: http://www.highlandstreet. org/programs/free-fun-Fridays
© 2018 Boston Children's Museum | 1,230 | 629 | {
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of Alabama
Family to Family Health Information Center
What is a Medical Home?
Every child with special health care needs (CSHCN*) deserves family-centered, consistent and high quality health care. In fact, in this changing world, it's more important than ever that every family with a CSHCN find health care stability. Every family should have a strong, respectful relationship with a health care provider who knows the child's diagnosis well and who views the family as a trusted partner in decision-making. What we are describing is called a medical home. It's not built of bricks or wood, but it is built by physicians, families, and other health professionals who are coming together as a medical home team to help children stay healthy and achieve their maximum potential. The American Academy of Pediatrics (AAP) describes the medical home as a model of delivering primary care that is accessible, continuous, comprehensive, family-centered, coordinated
(planned out), compassionate, and culturally effective.
(See http://www.medicalhomeinfo.org/ for more details).
Where can you find a Medical Home?
Finding a starting place for a medical home within your community may take time. A medical home can be started with a pediatrician, family practitioner, pediatric specialist, a nurse practitioner, or other primary care provider who has knowledge and skills to treat the child's special condition while also providing routine check-ups, preventive health care, and needed vaccines. When you find a doctor who respects and honors your culture and traditions and, with whom you and your child are comfortable sharing concerns and questions, then you have begun building your medical home. Your medical home team may include a doctor, nurse, and a health educator, as well as other health care professionals, like a pharmacist or physical therapist. These team members are like having "health coaches" who help your child get healthy, stay healthy, and get the care and services that are right for you.
* Children with Special Health Care Needs (CSHCN) have or are at risk for chronic physical, developmental, behavioral, or emotional conditions and require health and related services of a type or amount beyond that required by children in general.
What happens "inside" a Medical Home?
Your medical home team members will listen to your concerns and needs, as well as your child's. Your team will learn your child's health history and will plan for the long-term health needs of the whole child and family. Working in partnership with you, the team will ensure that the medical and non-medical (e.g., respite, early intervention, medical equipment/supplies, recreation) needs of your child and family are met. Some other jobs for your team include:
♥ ensuring that your child has the proper immunizations
♥ talking about normal child development concerns
♥ getting help with school-related issues
♥ finding resources in the community for your child
♥ keeping your child's entire medical records in one place (request our tool to help with this at http://www.familyvoicesal.org/resources-frm-CareNotebook.php or by calling us).
♥ developing a care plan with you and your child for your child
Your responsibilities as a member of the team and what tools are available to help:
Parents must remember that they are ultimately responsible for managing their child's medical care and appointments. The most effective parent advocates maintain complete health care records within a notebook and carry it to all appointments. Open, two-way communication within your team means the best care for your child. You should be prepared with a prioritized list of questions/issues when you go to appointments. Our annual Partners in Care Summit will help you build communication skills which will help you build better partnerships. Our Summit sessions are available at http://www.familyvoicesal.org/programs-videoTraining.php. Other tips are available in our "ABC's of Partnering with Your Health Care Provider" brochure.
Most parents are pleased with their child's doctor, but sometimes things just don't feel right. If your doctor is not available when you need him (or her), if you often feel confused about recommendations and why certain treatments/medicines are prescribed, or if you feel like your concerns are not taken seriously, then you should address this with your provider. If things don't change and you think it may be time to change doctors, please download a copy of our tip sheet titled "Questions to Ask a New Health Care Provider". | 1,818 | 883 | {
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In the human experience, we always need math. It is all around us, every day. We might not even know we are using our mathematical minds as we are driving a car, but indeed we are calculating distances and space.
In Elementary, the children are introduced to the subject of math through a historical story. It is one of the Great Lessons that the children hear at the beginning of every year. It leads the children on a journey of the human being and math. It reveals how we arrived at the numerical symbols we use today. At the beginning of the story the teacher says,
"We can imagine that, whenever people began to speak, they used words that meant the numbers of things they used or needed. People who lived a long time ago had the same need to talk about numbers that we do. They needed to know how many animals were needed to feed the tribe. Of course, the size of the animal was important. The bigger the animal, the fewer animals were needed to feed the group. When they found a cave, they had to decide if the cave was big enough for the group. ……...Those who have studied the languages of many groups of people have never found a language that did not show the idea of numbers."
The story tells about civilizations such as the Sumerians, Babylonians, Egyptians, Greeks, Romans, Chinese, Arabs, and Europeans all creating their number systems. We deliver a message to the children that we are very thankful for the people who came before us who helped to create the number systems we use today.
This week, all the Elementary classrooms explored, discovered and celebrated math. There were the familiar topics of long division, square root, rounding, fractions, measuring distances, and measuring triangles. The beauty of the presentations and the guidance of the teachers lead children in the classrooms to enjoy math as you may never have experienced yourself. After receiving a long division lesson, one student was heard saying, "I can't believe how cool this is! I want to do this all the time."
Alongside the standard topics, some exciting experiences included math as well. Children watched a video on the "Relative Size of Stars" and "Marble Theory." Other children learned about measuring Hertz to understand further how sound waves work. Another group of children was reading about Echolocation because they were reading about the Great White Shark.
The work of surveys is still a popular exploration amongst the younger children. They are going from classroom to classroom and surveying various topics. Afterward, they are analyzing their data and are applying their knowledge of fractions. They discovered that 4/23 liked the color blue.
Math was also used within Grace and Courtesy. Children were exploring various virtues such as kindness, helpfulness selfishness, and honesty. It was the task of the children in one environment to turn in a gold coin when they had done one of the virtues. The goal was to hand all 22 coins in by lunchtime, having cycled through their virtue work with care, each practice inculcating the virtues ever more deeply.
We hope you have enjoyed this week's topic and fallen in love with math just a little bit more than you were before.
From All of Us to All of You,
Lisbeth and the Elementary Team | 1,120 | 659 | {
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Take part in an Hour of Code this December 9 to 15, 2019!
Use these bonus ELA resources from Scholastic to enhance CS First's free video-based coding activity, "Code Your Hero." Students will explore the word "hero" via our mini-lesson, then program a story about a hero using the coding language Scratch. (You don't need any coding experience to teach this activity— we promise.) Wrap up the lesson by having students create a certificate to give to a hero in their life! For more info, go to: g.co/csfirst/cyh-scholastic-teachers.
Mini-Lesson: What Is a Hero? Challenge students to expand their understanding of the term "hero."
Objective
Students will demonstrate understanding of the nuanced meaning of the word "hero" and code an animated scene with their hero.
Coding: 60 minutes 5 Introduce the coding activity at g.co/csfirst/cyh-scholastic-teachers. Explain to the class they will now learn how to code by programming a story that stars a hero.
Standards
Intro: 15 minutes 1 Hook students on the concept of heroes by having them close their eyes and imagine someone who is a hero. With their eyes still closed, have them raise their hand if the hero they are imagining has superpowers or wears a cape. Make a silent note of how many hands were raised.
Common Core ELA
* W.4-8.3 Write narratives
* L.4-8.5 Demonstrate understanding of nuances in word meaning
Time
Approx. 75 minutes with additional time for writing
Materials
* Computers with internet access (students can work in pairs if needed)
6 Optional/flexible: Distribute the Who's Your Hero? activity sheet to help students brainstorm a character, setting, and conflict for their animated scene. (See alternate use of this sheet in the next step.)
Writing: 30–90 minutes 7 Optional: Challenge students to write a short story or poem focusing on their animated scene. Distribute the Who's Your Hero? activity sheet for brainstorming. Remind students to demonstrate a nuanced view of what the word "hero" means.
GET MORE RESOURCES FROM CS FIRST
* Who's Your Hero? activity sheet
2 Lead a discussion about the term "hero." Ask for volunteers to name the hero they imagined, and collect a list on the board (possible answers might include superhero characters, professional athletes, family members, historical changemakers, civic leaders, etc.)
3 Explain that the term "hero" can refer to anybody who has influenced them or inspired them. It can be a famous person or fictional character, but a hero can also be an everyday person in their lives (e.g., grandparent, neighbor, friend, teacher, coach, sibling).
* CS First hero coding activity at g.co/csfirst/CYHscholastic
4Pair up students to brainstorm a list of qualities that a hero might have (e.g., keeps going when times are tough, kind, patient, helps people, supportive, etc.). Then have each pair share their lists with the class. Wrap up the discussion by emphasizing that a person does not have to be famous, have special powers, or wear a cape to be a hero.
Check out the CS First site at g.co/csfirst/cyh-scholasticteachers and sign up for additional coding activities including free resources such as lesson plans, solution sheets, and certificates.
Now, Let's Code—It's Easy to start!
Your students will use a coding language called Scratch—developed especially for kids—to complete CS First's Code Your Hero activity. Here's what you need to know.
* Scratch is great for beginners.
It allows students to build animated stories by dragging and dropping simple blocks of preprogrammed code, and helps kids grasp basic computer science concepts.
* It's built right into CS First's coding activities.
When your students click the starter project link on the CS First site, Scratch opens automatically in a separate tab. Students can then toggle back and forth between the video instructions and their coding project.
To get started, go to the Code Your Hero activity on the CS First site at g.co/csfirst/cyh-scholastic-teachers. | 1,754 | 884 | {
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Species
Plaice
January
February
Seasonality of commercially important seafood
March
April
May
June
July
August
September
October
November
December
Spawning
Spawning
Lemon sole
Dab
Flounder
Megrim
White sole/witch/Pole dab
Dover/Black sole
Turbot
Brill
Halibut
Whiting
Spawning
Cod
Haddock
Hake
White Pollock (Blossom)
Black Pollock (Coley)
Ling
Gurnard
Horse Mackerel
Grey Sea Mullet
Weever
Red Mullet
Tuna
Swordfish
Salmon
Salmon (farmed)
Seatrout (farmed)
Mackerel
Herring
Spratt
Monkfish
Ray
Skate
Dogfish
John Dory
Lobster
carrying eggs
Prawns/Dublin prawns
Shrimps
Brown crab
Carrying eggs
Spider crab
Squid
Scallops
Risk of toxic shellfish poisoning***
Risk of toxic shellfish poisoning***
Oysters
Mussels
Clams
Cockles
Risk of toxic shellfish poisoning***
Sea Urchins
Periwinkles
Whelks
Species
January
February
March
April
May
June
July
August
September
October
November
December
Spawning*
Egg hatching*
Risk of toxic shellfish poisoning***
Risk of toxic shellfish poisoning***
Growning season**
Risk of toxic shellfish poisoning***
Risk of toxic shellfish poisoning***
carrying eggs
Spawning
Spawning
Spawning*
Flatfish
White Fish
Oily Fish
Prime
Fish
Crustaceans
Molluscs
unsure
FishingSeason
Recovery/Hibernation
Spawning
NOTE:
This seasonality chart is a guide only to indicate when fish is at its best in regards to taste and meat content. This varies due to local climatic and environmental conditions. We have created this one to our best knowledge for Irish seafood, but don't hold us to account. Generally all seafood spawn over a period of four to six weeks. During spawning a lot of fat and protein reserves go into egg production. This often makes the fish flesh watery and soft. Fish in this condition are termed 'spent fish'. These fish take anything between one to two months to recover depending on the local environmental conditions. Sometimes fishing goes on despite spawning season, because the fish are then more reachable for fishing boats and often occur in bigger numbers. Set quotas are put in place to ensure sustainable harvesting of the fish stocks (in theory). Other limitations are also put in place to ensure protection of stocks such as limited hours of fishing during specific times of the day. * Crustaceans have two different stages in which they should be avoided: carrying eggs and spawning. During the spawning period they mate as well as mould which makes their meat soft and watery. Fishing for crustaceans during the egg carrying period is not forbidden, however in Ireland fishers have an obligation to mark egg carrying females with a "vnotch" and release them back into the sea.
** Squid start to grow at the beginning of the year and typically reach
*** Shellfish such as mussels, cockles, scallops and any other filter feeders are mostly from aquacultures in this day and age. They have a slightly higher risk of accumulating toxic phytoplankton during the summer months due to frequently occurring phytoplankton blooms. Highly advanced monitoring programmes for toxic phytoplankton are in place across the island of Ireland and generally keep you safe, however if you want to keep the risk to a minimum avoid molluscs from late May to early October.
adulthood in mid summer and with that their full tasty flavour. | 1,499 | 799 | {
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Frequently Asked Questions for Ladd's Multiage
There is an immense amount of information already published regarding Multiage in general. The purpose of this document is to answer some specific questions that we have received regarding Multiage at Ladd.
How were students selected to be in each class?
All 5 classes were carefully balanced to reflect the greater Ladd population. Each class is balanced with students scoring high, medium, and low on achievement tests. Balance was also created regarding boys and girls and considering ethnic diversity. There is an equal placement of students with special needs and students who are gifted. Within the Multiage classrooms, this balance was done for both 4 th graders and 5 th graders.
How long has this been happening at Ladd?
We often have split classes (combined grades due to numbers), but multiage (an intentional, philosophical and pedagogical choice) planning started in the spring of 2015. We fully implemented this approach in fall of 2017.
How can this work at a school with such high transiency?
One of the benefits of Multiage is the sense of community that develops amongst the students. This will provide a welcoming atmosphere for new students as they transition into Ladd. The students who move out of Ladd will leave with strong skills and a strong sense of themselves as learners. Careful consideration of placement will occur with new students in order to keep all 5 classrooms balanced in the manner described above.
Will my child be prepared academically when moving to another state?
Alaska State Standards (AKSS) are very much aligned with the national common core standards. The teachers in all 5 classes refer to the standards on a regular basis to determine their instruction. The district's curriculum, materials, and supplemental resources are used to help reach the standards. Academic standards become more complex as the grades increase. Here is an example of a reading standard for 4 th and 5 th grade:
4 th : Determine the main idea of a text and explain how it is supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate.
5 th : Determine the main idea and subtopics of a text and explain how it is supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate.
As you can see, they are very similar. Additional detail is expected in 5 th grade. All 5 teachers have knowledge of these standards and will support their students in mastering their own grade level expectations, as well as challenge them to deeper their level of understanding.
Personalized learning through small group targeted instruction, using data to determine learning, student reflection and ownership and flexible content and tools will help teachers be able to reach individual student needs.
Science and Social Studies have similar standards that are aligned across grade levels. The topics (core ideas) of Science and Social Studies will be of one grade level. The order of the topics is not as important as the development of skills and performance expectations used to critically think about the topics. Students will be assessed according to their grade level standards and expectations, along with consideration of individual progress.
Why?
A team of 5 teachers working together to determine students' strengths and weaknesses, discuss instructional strategies, plan assessments, and bounce ideas off of one another is an effective resource that cannot be emphasized enough. We have knowledgeable, skilled, experienced and enthusiastic teachers wanting to teach in a Multiage setting.
In addition to everything mentioned above, Ladd students deserve this opportunity. Multiage is not new to our nation's schools and it is not new to Fairbanks. However, it is primarily implemented in the schools with the highest socio-economic status and charter/magnet schools. Our Ladd students deserve every opportunity that other students have.
Our teachers will be able to explain how learning happens in their individual classrooms during the open house. If you have questions that are not on this list, you are welcome to send them directly to me, firstname.lastname@example.org | 1,727 | 839 | {
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Consent & Boundaries in F R I E N D S H I P S
Help students build strategies for setting and respecting boundaries through interactive role play.
Objective
Students will analyze ways to respond to situations involving consent and boundaries.
Standards
CASEL, Grs. 4–5
* Relationship skills
* Social awareness
CCSS ELA Grs. 4–5
* L.4.6 and L.5.6: vocabulary acquisition and use
1 Ask: What is a boundary? Share examples like a state boundary or the boundary of a soccer field. Explain that, in a friendship, a boundary is a distinction between what's OK and what's not OK, so that both people are comfortable. Have students brainstorm examples (e.g., it's not OK to hit a friend, even if you're joking; it is OK to borrow a friend's game as long as you ask first, etc.).
* RI.4.1 and RI.5.1: making inferences using textual details
Time 45 minutes
Materials
* Chart paper and markers
* Consider Consent activity sheet
DOWNLOAD OUR RESOURCE SHEET to find more ideas for talking to students about consent at scholastic.com /healthyfriendships.
2 Ask: What is consent? Explain that consent means to agree or give permission. Prompt for examples (e.g., getting a permission slip from a parent to go on a field trip). Then ask: What is consent in a friendship? Examples: Your friend asks to hug you and you say yes; you ask to borrow a friend's sweatshirt and they give you permission. Explain that consent can change: Even if a friend gave permission at one point, it doesn't mean that you always have consent. They can change their mind at any time.
3 Have students consider consent in this scenario: Lucy wants to pull Anaiza into the pool, and she thinks Anaiza will like it, but she doesn't know for sure. How can Lucy find out if it's OK? How can Anaiza answer clearly?
* Lucy can ask a question, and Anaiza can give a clear yes-or-no answer.
* Lucy should respect Anaiza's answer, no matter what it is.
* Anaiza should give a truthful answer, not the answer she thinks Lucy wants.
* If Anaiza seems too nervous to say no, Lucy should assume the answer is no.
4 Invite students to participate in a gallery walk where they'll rotate between stations. At each station, they'll list one of the following on chart paper:
* What it looks like when someone is uncomfortable
* What it looks like when someone is comfortable
* Ways to say you don't want to do something or you feel uncomfortable
* Ways to respond when someone says they don't want to do something
* Things to say in order to set a boundary
5 Review each chart as a class. Help students notice any themes or patterns in the list, and give strategies or sentence starters as needed. Note: You may notice gender stereotypes in the lists during your review. Explain that stereotypes are expectations about people based on some part of their identity. Ask students to think about where stereotypes come from and how stereotypes might hurt people.
6 Hand out the Consider Consent activity sheet. Invite pairs of students to role-play each scenario. Have the class notice phrases that people use in each situation to set boundaries or to respond to someone's discomfort. Note: As you review scenario C, make clear that even though it's important to respect what your friend wants in general, it's most important to keep them safe. If you are concerned they are in danger, the right thing to do is tell a trusted adult.
Name
Consider C O N S E N T
Setting and respecting boundaries is an important part of any friendship. Read each scenario and answer the questions on a separate sheet of paper.
Scenario A
Scenario B
You let your friend borrow your phone to play a game. When you're not looking, your friend sends messages to other people using your name.
1 Is your friend respecting your boundaries? Why or why not?
2 What could you do to communicate your feelings to your friend? Explain your reasoning.
One of your close friends is spending time with a new student in your class. You feel jealous and want to make a rule that your friend has to spend every recess with you.
3 Are you respecting your friend's boundaries? Why or why not?
4 What could you do to help manage your feelings? Explain your reasoning.
Scenario C
Your friend tells you that they are going to do something dangerous, and you feel worried. You decide to tell a trusted adult.
5 Are you respecting your friend's boundaries? Why or why not? | 1,725 | 990 | {
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Fifth grade is an important year as reading becomes the basis for almost everything! Reading outside school will include homework and required reading, but it is important to have plenty of enjoyable and self-selected reading as well. This list provides a few options for some fun reading that will keep your fifth grader engaged and learning, but this is not a required reading list. Many of these authors have written a number of books – if you find one you like, try more by that author.
Out of My Mind by Sharon M. Draper
Rules by Cynthia Lord
Mick Harte Was Here by Barbara Park
Melody has cerebral palsy and cannot walk or talk. But she has a photographic memory and is really very smart! This books shows a young girl with a brilliant mind, brave spirit, and amazing strength.
Love that Dog: A Novel (and the companion book, Hate that Cat: A Novel) by Sharon Creech
Time Warp Trio by Jon Scieszka
This series is about Joe, an ordinary boy, from Brooklyn, NY, and his two friends, Fred and Sam. Joe received a book for his birthday that warps time and space! Read all of this series as the three friends go on many adventures. (Series)
Al Capone Does My Shirts: A Tale from Alcatraz by Gennifer Choldenko
Set in 1935, Moose Flanagan and his family move to Alcatraz Island. This book and the two sequels tell the unique and historicallybased story of life on the island, the various inmates, and living with a sister who is very different from other kids. Check out all of the Alcatraz Series if you like the first one! (Series)
Little Rock School District
2014
Jack does not think boys write poetry. But his teacher helps him tell his own stories in a poetic way. Jack is a smart and funny kid. Find out why he loves the dog and if he really hates that cat. (Awesome author)
Dear Mr. Henshaw by Beverly Cleary;
Illustrated by Paul O. Zelinsky
This award-winning, classic book is the story of a boy, Leigh Botts, who writes to his favorite author, Mr. Henshaw. As they write, Leigh works through some problems including a new school, missing his dog, a lunch thief, and his parent's recent divorce. This book never gets old! (Great author!)
Fifth Grade students spend most of their time reading what they MUST read. Keep reading fun, engaging, and motivating by allowing their reading outside school to be books and topics they choose.
Continue having a reading time each day for everyone in the family. This is an important habit.
Have a couple of interesting books available and take a break from one when its not as interesting. And, remember, you don't have to finish every book you start!
Try many different types of reading – online, comic books, series books. The most important thing is spending time reading. Talk about the books together.
Twelve-year-old Catherine just wants a "normal" life, which seems impossible with a brother with autism and a family focused on his disability. But eventually, she starts to ask, "What is normal?" Find out what Catherine learns. (Great author)
Glory Be by Augusta Scattergood Set in Mississippi in 1964, Glory's 12 th birthday should be extra special. But when the local swimming pool is closed all of a sudden, Glory learns about the reality of segregation.
Ophelia and the Marvelous Boy by Karen Foxlee
Ophelia, an unlikely heroine, doesn't believe anything that is not scientific – or can't be proven. That is, until she visits a museum where her father is working and finds a magical young boy, fights a Snow Queen, and ultimately saves the world.
Serafina's Promise by Ann E. Burg
A young girl in Haiti, Serafina has a dream to go to school and become a doctor. But in her family's poor, rural village outside Port-au-Prince, there are many challenges. Will she go to school? What will happen? This book is written in verse form (poem) but remarkable all the way through.
Mick Harte is gone and his sister, Phoebe's world is turned upside down. How could Mick die? This book is filled with honesty, sadness, and hope. It will be a book you remember for a long time – and always remember to wear your bike helmet.
Sidekicks by Dan Santat
This graphic novel (written in comic-book style) has superhero Captain Amazing needing a new companion, or sidekick, to save Metro City from the criminals. Each of his pets wants to audition, but who will be his new sidekick? If you like comic books, this is a great book to try.
No Talking! by Andrew Clements
Who can talk less – the boys or the girls? Find out as the fifth grade class has a contest and see what happens when they don't talk in class! (This author has many excellent books!)
Esperanza Rising by Pam Muñoz Ryan
Esperanza lived on a wonderful ranch in Mexico until her father died and her family moved to California to work in the farm workers camp. This story tells how Esperanza, which means "hope," worked to keep her family together. Be sure to read the notes at the end – this is based on the author's grandma. | 1,906 | 1,139 | {
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Coastal resources
Introduction
Coastal resources are one of the main natural assets of the Republic of Mauritius. They contribute to more than 36% to its GDP. The vast Economic Exclusive Zone of 1.9 Km 2 is expected to contribute further to the socioeconomic development of the Republic.
Sandy beaches
The sandy beaches around Mauritius and Rodrigues are the main tourist and recreation attraction. A day at the sea side is the most favorite pastime of the majority of population.
The tourism industry, on the other hand, constitutes an important source of employment and contributes to more than 30% of the GDP of the country.
Coral reefs
The main source of beach and lagoon sand is the coral reefs and animal shells. Coral reefs surround the coast of Mauritius except at two regions in the south and west. They are present almost all round Rodrigues. They are formed by millions of tiny animals called polyps. They are one of richest ecosystems with myriads of marine organisms. They form a natural barrier to high waves from the open sea protection, thus beaches.
Fisheries
Fish constitutes an important source of food and protein. The per capita consumption of fish stands at 20 kg. The fisheries sector accounts for 1 % of the GDP and employs some twelve thousand people. It includes the artisanal fishery mostly in the lagoons of Mauritius and Rodrigues, bank fishery in the region of Nazareth and Saya de Malha banks and the deepsea demersal fishery, which is an attractive sport activity among tourists.
Mangroves
Mangrove is a coastal plant which grows in the intertidal region of the coastal zone. In Mauritius, the area under mangrove plantation is now over 145 ha. Mangrove cover in Rodrigues is around 24 ha. Some mangrove plantation also exists on Agalega.
Mangroves are home to juvernile fish. They are a source of food for living marine resources including crabs, prawns and shellfish. They also protect the beach from high waves.
Other marine resources
These include seagrass, energy sources, algae as sources of energy and food and freshwater from desalination.
Threats
Threats to coastal and marine resources include coastal erosion, sea level rise, land based and sea based pollution. These are expected to worsen with climate change.
Contributions of ADD
ADD has prepared a flyer on "Sustaining our coastal and Marine resources" which is being distributed widely to raise awareness on the importance marine resources and measures to protect them. It is also one of the main themes in the sensitization programme for schools and the general public. | 1,051 | 553 | {
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EBRUARY
F,
2013
ADAMS COUNTY CHILD HEALTH NOTES
Promoting early identification and partnerships between families, primary health care providers & the community.
Distributed by: Adams County Health Department and Adams County Medical Home Team Contributors: Washington State Department of Health and UW - Center on Human Development & Disability. This CHN written by Anne Leavitt, MD and reviewed by Sharon Feucht, MA, RD, CD and Lenna Liu, MD (May 2012)
OBESITY IN CHILDREN WITH SPECIAL HEALTH CARE NEEDS
Obesity has become one of the most significant public health concerns in the United States. The prevalence of overweight and obesity in children has been steadily increasing, and currently almost one third of children and adolescents in the US are either overweight or obese. Children with obesity are at increased risk of developing diabetes, hypertension and high serum cholesterol and triglycerides. It also increases their risk of coronary heart disease and bone and joint problems later in life. Overweight can have a significant impact on the health and functioning of any child, but especially on children with special health care needs. Health care providers need to monitor children for overweight, and then assist parents with appropriate resources to prevent or address overweight.
How do we define overweight and obesity? Overweight is defined as having excess body weight for a particular height. Obesity is defined as having excess body fat. Body Mass Index (BMI) provides a guideline for screening for children over the age of 2 years.
- Infants and toddlers (birth to 2 years)
o Overweight: > 95 th percentile weight/length
- Children and youth (2-20 years)
o Obese: >95 th percentile BMI
o Overweight: 85 th -94 th percentile BMI
In the latest surveys of Washington State:
- 29.5% of children 10-17 years old are overweight or obese
- 15 % of all children have special health care needs
- 33% of low income children 2-5 years getting WIC are overweight or obese
Many children with special health care needs have an even greater risk of overweight. Some of the reasons for this include:
- Decreased energy needs due to differences in body composition (muscle mass vs. fat mass, short stature)
- Decreased energy expenditure (motor impairments, barriers to exercise)
o
Non-ambulatory children require 25-50% less energy intake than ambulatory children
- Medications that increase appetite (Risperdal, Zyprexa, etc.)
- Environment and lifestyle (social isolation, family stress, screen time)
How can providers help? First, screen all patients for overweight and obesity. Next, talk to families about how to address weight. Evidence-based obesity treatment studies show:
- Behavior modification treatment is more effective than education alone
- Working with the parent and child together is more effective than seeing the child alone. Teens may need some time alone, but parents need to feel that they are part of the process.
- Addressing both physical activity and eating habits together is more effective than working on either one alone.
- Longer treatment yields better outcomes.
Guidelines for families: Involve the whole family in healthy habits so that the overweight child doesn't feel singled out. Encourage healthy eating by serving more fruits and vegetables. Consider no longer buying soda and high-calorie snacks for the home, and reserving these for special treats when out. Aim for a total of 60 minutes/day of physical activity for the whole family.
- Food DOES work. No food group should be eliminated, since children need carbohydrates, protein and fat to grow, to be active and to feel good. Eating should be enjoyed!
- Restriction doesn't work. Restricting food diminishes self-regulation, leads to binging and grazing, and the child doesn't learn to tell when he's hungry or full. It's also not very pleasurable! Instead, focus on serving healthy foods.
- A supportive environment helps. Parents can help develop a balanced meal pattern by having regular meal and snack times. Eat every 3-4 hours, aiming for 3 real meals and 1-3 snacks in a day. Family meals are important, and parents need to model healthy food and exercise patterns.
- Activity is important. Establish regular family activities that are fun and developmentally appropriate. Reduce or eliminate screen time, keeping it under 2 hours/day. Enroll children in sports, community programs and summer camps. Special Olympics (8 years and older) and Outdoors For All are programs designed for children with special needs. School PE is also important and may need to be adapted for an individual. | 2,035 | 956 | {
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Girl Scouts of Eastern Oklahoma and IBM® present the
ASTRONOMY CLUB PATCH PROGRAM "Catch a Falling Star"
Level: Brownies
STEP 1: WATCH THE SKIES [Complete 1 of the 4 activities below]
o Make a cookie box Light Spectrometer.
[x] Discover why the sky is blue.
o Solar System
[x] Define a solar system.
[x] How many planets are in our solar system?
[x] What is the order of the planets in our solar system from the sun?
[x] Use play dough examples to make size comparison for planets.
o Discover "How Big Is It?"
[x] Make a model of the earth of clay, then make a model of the moon in correct proportion.
o Discover which planets are visible in the night sky.
[x] Keep a log of the dates and times in which they were most visible.
[x] Include any additional observations that you think played a role in being able to identify the planets (weather, was the sky clear or cloudy, etc.).
STEP 2: INVESTIGATE THE SCIENCE OF THE SKIES [Complete 1 of the 4 activities below]
o Label a "Map of the Sky".
o Visit your local meteorologist (News channel or Tulsa/OKC National Weather Service) and discover how they forecast weather.
o Make a "flashlight constellation" and share with your troop at a sleepover (each troop member has a different constellation).
o Phases of the Moon.
[x] Define what a moon is.
[x] What makes the moon shine?
[x] What is the moon made of?
[x] What are the phases of the moon?
STEP 3: EXPLORE THE CONNECTION BETWEEN PEOPLE AND FLIGHT [Complete both activities 1 & 2; OR one of activities 3 or 4]
o Read about a famous woman aviator and Discover some "herstory" with your troop: ex- Geraldyn (Jerri) Cobb from OK, Sally Ride, Amelia Earhart, Maria Mitchell.
o Draw a layout of an airport showing runways and locate maintenance and repair facilities, the air traffic control tower, and passenger and cargo terminals.
Girl Scouts of Eastern Oklahoma and IBM® present the
ASTRONOMY CLUB PATCH PROGRAM "Catch a Falling Star"
Level: Brownies
OR
o What is an Air Traffic Controller?
o Find out how they direct planes.
o What types of radar do they use?
OR
o Visit an aircraft maintenance facility and take a tour.
STEP 4: HELP CLEAR SKY POLLUTION [Complete both activities 1 & 2; OR one of activities 3 or 4]
o Explore air pollution.
o Explore light pollution.
OR
o
Chart Climate Change. OR
o Develop and Execute a Plan.
[x] Connect with your troop to help your community learn about air or light pollution and what they can do about it; Take Action in a plan to educate your community or school about air pollution, light pollution, or climate change.
STEP 5: THE SKY'S THE LIMIT [Discuss activities 1 & 2; complete activity 3]
o The Stars.
[x] Define what a star is.
[x] Make a star finder.
[x] Learn to use a star finder.
o The Sun.
[x] What is a sun?
[x] How old is our sun?
[x] How big is our sun?
[x] Name or identify three components of our sun.
o Create Sky Art
[x] Create something that will celebrate the wonders of the sky and share it in a presentation or exhibit. It can be a scale model of planets or a constellation mural. Be creative.
CONGRATULATIONS … YOU HAVE EARNED YOUR PATCH!
Patches can be purchased either online at gseok.org or in the Girl Scout Store. | 1,652 | 783 | {
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Current Themes
Coronation: an occasion for tradition and celebration
1. Warmer
Discuss the following questions.
* What do you know about the British Royal Family?
* Can you name any of them?
Coronation: an occasion for tradition and celebration
On May 6, 2023 the people of the United Kingdom will celebrate the start of a new era. King Charles will be officially crowned King after his mother, Queen Elizabeth II, passed away in September.
The ceremony will take place at Westminster Abbey in London. The procession will begin at Buckingham Palace and will travel to the Abbey. The ceremony will include the anointing of King Charles III with holy oil and the presentation of the Crown Jewels. His wife, the Queen Consort, will also be crowned.
The Crown Jewels are an essential part of the coronation ceremony. They have been used for centuries and are a symbol of the British monarchy. The Crown Jewels used in King Charles' coronation include St. Edward's Crown, made of gold and precious stones.
After the ceremony, there will be a reception at Buckingham Palace. Members of the royal family and other important guests will attend the reception. The main dish on the official menu is "Coronation Quiche", a type of pastry with egg, spinach, broad beans, and herbs.
Street parties throughout the United Kingdom will be held to celebrate King Charles III's Coronation. These parties will include food, music, and other festivities. Buckingham Palace has released the recipes for the official menu, so people can make the dishes at home.
Glossary:
* anoint (v.) to put oil on someone in a religious ceremony
* quiche (n.) a food that has base of pastry and a top made of egg and cheese
2. Understanding the article
a. Match these words from the text to their definitions. Use a dictionary to help you.
1. monarchy
a. a formal public event with special traditions
2. ceremony
3. procession
4. celebration
5. reception
6. presentation
b. a formal party to celebrate something
c. a party or special event
d. a line of people moving in a slow and formal way
e. the process of giving something at a ceremony
f. a type of government in which a country is ruled by a king or queen
FROM WEBSITE
*PHOTOCOPIABLE•
CAN BE DOWNLOADED
Current Themes
Coronation: an occasion for tradition and celebration
b. Are these statements True (T) or False (F) according to the article? Fix any false sentences.
1. King Charles was crowned immediately after his mother passed away.
2. The ceremony will be held at Buckingham Palace.
3. The Crown Jewels are very important in the Coronation ceremony.
4. After the ceremony, there will be a reception at Westminster Abbey.
5. The main dish at the reception will be a quiche made of pastry, egg and spinach.
6. Street parties will be held around the United Kingdom to celebrate the King's Coronation.
7. Buckingham Palace doesn't want anyone to know the reception's menu.
8. King Charles III's Coronation is an important event in the United Kingdom's history.
3. Exploring the topic
a. Read the steps of the Coronation ceremony and put them in the correct order.
_____ The King wears St Edward's Crown.
_____ People shout, "God Save the King!"
_____ The procession travels from Buckingham Palace to the Abbey.
_____ The archbishop anoints the King.
_____ The new King is presented to "the people".
_____ The King sits on the throne.
_____ The archbishop administers the Coronation Oath.
b. Imagine you are throwing a Coronation party to celebrate this occasion. Look at the list of dishes below and select the ones you would like to make. (You can find the official recipes at https://coronation.gov.uk/toolkit/)
* The Coronation Quiche
* Coronation Crown Scones
* Prawn Tacos with Pineapple Salsa
* Coronation Aubergine
* Strawberry and Ginger Trifle
* Coronation Roast Rack of Lamb with Asian-style Marinade
Wo r ksheet
FROM WEBSITE
*PHOTOCOPIABLE•
CAN BE DOWNLOADED | 1,735 | 886 | {
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5 Simple Ways to Improve Your Physical and Mental Wellness
1. Exercise
The key is to find the right type of exercise for you – whether that means joining a casual sports team, going for walks with a friend or a pet, or doing yoga from the comfort of your own home.
2. Sleep
We once thought that poor sleeping habits were caused by mental health disorders, but more recent research suggests poor sleep can be the cause of mental health problems or make them worse.
3. Nutrition
Cut down on sugary foods and replace them with nutrient-rich foods like fish, veggies, and foods that have healthy fats such as avocados.
4. Community and Relationships Whether the support comes from family, a partner, friends, coworkers, or even pets, feeling connected to those around you can increase a sense of purpose and love in your life. Identify ways to create community.
5. Relaxation and Recreation In our busy lives it can be easy to forget about the hobbies you used to love, or to make time to sit down and enjoy a book. Building in time to do the things you enjoy will give you a happier frame of mind and give you more energy to deal with difficult emotions when they arise.
TODAY'S FUTURE
Kick Those Germs to the Curb!
Germs. They are everywhere. We carry millions of them on our hands. Some are harmful, many are not. Starting in the fall, many illnesses increase, like colds, the flu, diarrhea, and some that are food related. Many of these outbreaks are caused by poor hygiene, usually unwashed or poorly washed hands. Proper hand washing is the single most effective way to decrease these illnesses.
Did you know?
- 50% of Americans do not wash their hands after using the restroom? Another 25% only use cold water and soap, which does not remove germs well. Only 25% of the population washes their hands appropriately to remove these illness causing germs.
- 50% of many illnesses could be eliminated by proper hand washing.
- 30% of people who cough or sneeze into their hands wash them afterwards
- Kids who wash their hands at least four times per day experience up to 51% less sick days.
- Over-use of anti-bacterial gels can lead to antibiotic resistance.
- There are more germs in your kitchen sink, on your steering wheel, and your cell phone then in your toilet.
When should you wash your hands?
- Before preparing or eating meal
- After going to the restroom
- After playing with a pet
- When you are around an ill person
- Anytime you touch your hair, face, mouth or other body parts
- After you blow your nose or take out the garbage
- After changing a diaper
- After shopping
- Any time your hands may come into contact with something unclean
Stay healthy this winter-get your flu shot and WASH YOUR HANDS, WASH YOUR HANDS, WASH YOUR HANDS!
Source:
Posted by Cindy Brison MS RD LMNT
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ELEVENTH GRADE REQUIRED SUMMER READING
TEXTS - Please buy the specific editions listed below (publisher, year, and ISBN).
Hamlet by William Shakespeare (ISBN: 978-0393640106, Norton Critical Edition; 2 nd Edition, 2019)
The Importance of Being Earnest by Oscar Wilde (ISBN: 978-0393927535, Norton Critical Edition; 2006) [Note: For both plays, students need only read the introduction and play, not the contexts and critical essays]
ASSIGNMENT
Reading Guide: (one for Hamlet, one for Importance, both must be legibly handwritten – each is 100 points)
1. Do not read passively. Have a pencil ready to engage in conversation with a writer who is trying to convince you of something.
a. Write the title. Is there a subtitle? (It normally provides more detail). (5)
2. Head your notes properly:
b. Write the Author's Name and any valuable information about him or her (check the Preface). (5)
d. Observe the Table of Contents: it is the map of the book.
c. Summarize the Introduction: it provides the main idea or background of the book. (15)
3. Underline and annotate as you read. Write questions you have or things you disagree with and why.
5. After you read each Act, summarize it in one to three sentences. (Look for connections between Acts.) (20)
4. Record words you don't already know (at least 5 per Act), look them up, and write their definitions. (25)
6. Make a list of characters: their name, age, status, relationships, etc. (10)
7. Through the events in the story, what values and ideas are being defended or attacked? (20)
Big Picture Questions: (answer all for each play – both must be legibly handwritten – each is 100 points)
1. Based on the characters' actions, what does the author believe about God? Does he or she believe God exists? If so, in what kind of God does the author believe? (18)
2. What does the author believe about ultimate reality? Is there anything beyond the physical universe? Is the physical universe all there is? (18)
3. What does the author believe about knowledge and how we come by it? Does he or she believe in absolute truth? Does he or she believe there are truths whether anyone believes them or not? (16)
4. What does the author believe about morality (right and wrong) and making judgments? Are right and wrong the same for everybody? Upon what standard do the characters base their judgments? (16)
5. What does the author believe about the nature of humanity? Do people have any worth? What contrasts between characters highlight differences in human worth, status, or growth? (16)
6. What does the author believe about the point of history? Do things happen for a reason? Do historical events matter? (16)
Due: The first day of your section's literature class during the week of August 28 th -September 1 st. | 1,264 | 650 | {
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Why Birds Matter
The cover of the January National Geographic magazine shows a close-up of a bald eagle with the words, "Why Birds Matter" below in bold letters. I expected to find an article inside about all the things birds do for humans, and there was some of that, but it turns out that this issue was just the beginning of a series of articles in what National Geographic calls the "Year of the Bird." And the reason for that is that 2018 is the centennial of the signing of the Migratory Bird Treaty Act which protects more than 1000 species of birds.
As Jonathan Franzen, the author of the main article in this month's edition, says of birds, "They are our last best connection to a natural world that is otherwise receding." He says, "Things with feathers can be found in every corner of every ocean and in land habitats so bleak that they're habitats for nothing else…the only forms of life more widely distributed than birds are microscopic."
Some birds do some pretty incredible things. A bar-tailed godwit has been tracked flying from Alaska to New Zeeland, more than 7000 miles, in 9 days. The ruby-throated hummingbird uses up a third of its body weight crossing the Gulf of Mexico. A red knot has been recorded flying from Tierra del Fuego to the Canadian Artic enough times to add up to the distance to the moon!
It is important to note that birds have been on this planet a lot longer than humans—150 million years more! Franzen calls the house finch outside your window "a beautifully adapted living dinosaur."
There are some things in which birds directly benefit humans—some are edible, some eat insect and rodent pests, some plants are pollinated by birds, and birds also help to spread seeds. And while canaries are no longer used in coal mines, some folks may argue they still provide that function to warn of declining habitats worldwide.
But, Franzen would argue, "Do we really need birds to tell us a marsh is polluted or a forest has been slashed? They're the most vivid and widespread representatives of the Earth as it was before people."
It is argued by some that they are sorry about the birds (or threatened species xxx), but that humans come first, and the needs of any other species can't inconvenience us in any measurable way—basically a selfish view of humans in the world.
Others may also assert that humans come first, but do so because they see humans as not like other animals because of our consciousness, free will and ability to remember the past and plan for the future.
And for people who hold this latter view, Franzen said the following. "If we're incomparably more worthy than other animals, shouldn't our ability to discern right from wrong, and to knowingly sacrifice some small fraction of our convenience for a larger good, make us more susceptible to the claims of nature? Doesn't having a unique ability carry with it a unique responsibility?" And to that last statement, I would say, indeed!
Birds can't clean-up pollution, or reverse the decline in an overgrazed or overbrowsed habitat, or prevent the introduction of exotic plants and animals—but we can. And we are even smart enough to see the beginnings of environmental destruction and stop it before catastrophic results occur.
What we can do, also, is to abide by Aldo Leopold's teachings that every species of plant or animal in the natural world has a place in that habitat and should be protected and conserved, including mankind. But that no species, including mankind, should be protected or conserved at the expense of another if at all possible.
If you wouldn't want trees, or grass, or wildflowers or creeks and rivers to disappear, then you should also not want to see the destruction of birds, or mammals, or reptiles or amphibians, or insects.
The one thing that sets birds apart, other than they have feathers and can fly, is that birds are probably most often seen and taken notice of by most humans on a regular basis—because they are everywhere, they live among us, and most are not that fearful of us.
Show a child a bird flying or hopping or pecking and his/her eyes will light up. But the same can be said if you show a child a rabbit, or a frog, or a raccoon, or a bee or a butterfly. One might argue that if for no other reason than the reaction of a child, all of these things should be protected and appreciated.
Until next time…
Jim Stanley is a Texas Master Naturalist and the author of the books "Hill Country Ecology," "Hill Country Landowner's Guide" and "A Beginner's Handbook for Rural Texas Landowners." He can be reached at firstname.lastname@example.org. Previous columns can be seen at www.hillcountrynaturalist.org . | 1,740 | 1,002 | {
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Post-Traumatic Ear Infection Syndrome
By Kelly Dorfman, MS, LND
Ear infections are not a benign childhood ailment. Even though most children outgrow earaches by age four and ruptured ear drums usually heal without complications, frequent ear infections can still leave a legacy of attention problems that continue into adulthood. I have named this phenomenon, Post-Traumatic Ear Infection Syndrome (PTEIS).
PTEIS occurs when ear infections interfere with optimum auditory processing development. Inefficient and inaccurate auditory processing causes distractibility and attention issues. Several studies have found children with frequent early ear infections are much more likely to have attention problems in elementary, middle and even high school.
Ear Infections and Auditory Processing
Most children are born with hearing but must learn how to listen. Between birth and age three, children learn to distinguish sounds and understand what they mean. The sounds coming out of a caretaker's mouth have to be converted from gibberish into language that can be repeated and used appropriately. Unimportant sounds such as the air conditioner compressor turning on or a garbage truck rumbling by outside need to be filtered out so a child can pay attention to more important information in her environment.
Ear infections or long periods of excessive ear fluid during these early critical developmental periods negatively affects how a child learns to use her ears and prioritize the noise around her. Youngsters whose ears are clogged with fluid hear distorted sounds. Imagine trying to learn a foreign language underwater. They also do not learn how to effectively ignore distracting sounds.
Other Reasons Ear Infections Are a Problem
Frequent ear infections are a sign of weak immune function. A classic study done by Dr. Nsouli, a Washington, DC based ear, nose and throat specialist, found that about 90% of children with ear infections or fluid have food allergies. When the offenders are eliminated (most often some combination of dairy, soy, wheat and/or eggs), ear infections subside.
Frequent illness, including other upper respiratory infections and asthma, is a common symptom of undiagnosed allergies and reactions. The immune system is busy reacting to foods or environmental irritants rather than fighting germs. Many children on the autism spectrum have underlying immune problems. One study found children with autism were ten times more likely to have frequent ear infections than their peers.
What to Do about Ear Infections
Consider a food elimination trial. Of the four foods associated with ear infections, dairy is the most likely to be the culprit. Before trying an extreme elimination diet, talk to your health care practitioner about removing foods made from mammal milk. The potentially problematic protein is called casein. Avoid milk, cheese, yogurt, ice cream and puddings. Butter contains very little of the casein protein and is usually not an issue. Goat milk contains a different casein than cow's milk, but many people react to both so for trial purposes, avoid both. If the test goes well, consider whether to add goat products back as a separate trial. Be sure to replace calcium and vitamin D.
A weak diet can also leave a child vulnerable to illness, including ear infections. Make sure your little one is consuming enough vitamins A, C and D and zinc. These four nutrients are critical for optimum immune function. Diverse and balanced gut bacteria are also associated with better immune function. Supplements can close the gap between what a child consumes and what they need. Many pediatricians recommend vitamin D, for example, because toddlers are not outside, "consuming" enough sunshine. Probiotics are also recommended for toddlers who take antibiotics for ear and other infections or have frequent loose stools.
PTEIS is common and mostly preventable. A legacy of distraction can live on decades after the last earache is forgotten. One or two ear infections can happen to anyone but a child with three or more ear infections, is calling for further immune support. An ounce of early intervention is worth a pound of ADHD medicine. | 1,708 | 810 | {
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SESSION #1 BALL MANIPULATION & DRIBBLING TO BEAT A PLAYER
SETUP :
A. Warmup : Ball Manipulation - both feet
All players have a ball, on the sides of 10 x 10 squares or in space.
ORGANISATION :
Players perform following moves :
1. Outside-inside, outside-inside.
2. V move
Push ball with outside of R, then chop with inside of R : then push with outside of L and chop with inside of L…repeat.
Pull ball across body with R sole then push with outside of R (V shape). Then pull with sole of L and push with outside of L. Repeat.
Fake shot, then cut ball behind stationary foot with inside of foot.
3. Cruyff
4. Pull back/touch behind
5. Roll across
Pull ball back with R sole and touch behind stationary foot. Repeat with L.
6.
1 Roll, touch outside
Roll ball across body 3 times with R sole and repeat with L
Roll across body once with R and cut with outside of R
* Progress to dribbling with the ball, making above moves and exploding into space after move. Free dribbling using moves, get them into groups of 4, then 3, then 2 : when in 2's, one get yellow bib, one get blue. – water break
SETUP :
B. Dribbling with ball
Half players dribbling and making moves in one zone, the other half doing the same in the other zone.
ORGANISATION :
#1 – players change zones – last over does pushups.
On command :
#2 – dribble to edge of other zone and back.
#3 – dribble to back of own zone and then change zones.
KP's : get ball out from feet.
C. Dribbling at Player
2 players in edges of 10 x10 grid. Ball each facing each other.
SET UP :
ORGANISATION :
1. Players make eye contact to start at same time.
3. After move, burst of speed.
2. They dribble directly towards each other (freeze defender) Make move, just outside tackling distance.
D. 1 v 1 with ball as target
Players still in 2's.
SETUP :
Place one ball on one of the cones in the 10 x 10 grid.
ORGANISATION :
Players can also get a point by juggling ball 4 times (dissuades players from not aggressively defending). If P2 wins ball then P1 is defending.
Player1 tries to beat Player2 and knock ball off cone for a point.
KP's :
* Use moves to beat defender.
* Attack defender
* Change speed after move.
* Play for 1 minute.
Water Break
* Have winners play each other.
E. 1 v 1 with goal as target (Bogies in the Sky)
Divide players into 3 teams of 3 or 4 players (Team1, Team2, Team3).
SETUP :
Depending on number of players, have multiple 'sets of goals'.
T1 (attackers) is beside one post, T2 (defenders) is beside the other and T3 (passers) is 20 yds (?) from goal.
ORGANISATION :
T3 passes ball to first player in T1, who runs out to receive., then tries to beat defender (T2) and score. Other T2 player can go in goals.
Rotate teams after 10 attempts.
KP's :
* Receive ball on half turn, so you can face defender.
* Attack defender.
F. Conditioned Game
SETUP :
4 v 4 game, 2 goals
ORGANISATION :
Player must beat a player before passing. | 1,401 | 782 | {
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Music
How music affects our everyday life.
music affects everything and everyone, some people listen to it to reduce stress, or some people simply listen to it for fun and recreation.
People also have different tastes in music, from pop to punk and rock to reggae. Music is important, even if you hate it.
The way music affects our everyday lives is thourgh our brains, music affects the brain in many positive ways:
It makes you smarter, much more happier and much more productive at any age,m Listening to music is good and being able to play it is even better.
If you want evidence to prove my point have a look at a brain scan of people who play a lot of music, professional musicians.
Brains scans show that their brains are different to ours.
They are generally more symmetrical, which is a good thing.
But, most of us are not professional musicians, still music can increase your work performance.
Office workers allowed to listen to their preferred choice of music complete tasks more quickly and come up with better ideas then those who have no control or choice over their musical choices
Even sad music brings most listeners pleasure and comfort, well, according to recent research at durham university in the united kingdom and the university of jyvaskyla in finland, published by PLOS ONE (http://journals.plos.org/plosone/article?id=10.1371/jo urnal.pone.0157444)
These are the links that I used during research, the reason I'm giving you these is because there a great read and worth your time:
https://bebrainfit.com/improve-‐concentration-‐focus/
https://www.sciencedaily.com/releases/2011/12/11120 5081731.htm http://www.medicalnewstoday.com/articles/258383.ph p
http://www.nytimes.com/2012/08/12/jobs/how-‐music-‐ can-‐improve-‐worker-‐productivity-‐ workstation.html?_r=0 | 769 | 1,319 | {
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CALIFORNIA SCIENCE & ENGINEERING FAIR 2018 PROJECT SUMMARY
Name(s)
Project Number
Project Title
Jack Smith
Constant Comfort
J1425
Objectives/Goals
Abstract
The objective of this experiment was to assess if commonly available recycled materials used as insulation would be as effective in maintaining a consistent temperature in a structure as store bought insulation.
Materials list: (2) 4 x 8 x ¼inch Plywood Sheets; (18) 8ft x 1 inch x 1½inch wood; 3.1 lbs Shredded paper; 36 Sq ft Corrugated cardboard; 6 Sq ft 1½inch Styrofoam insulation; Staples; Glue; Screws; Drill; Saw (adult supervision); Duct Tape; Scale; Temp recorder x 5; Ruler.
Methods/Materials
Methods:
* Gather 5 continuous monitoring temperature recorders. Label 4 to correspond with boxes and one outside.
* Construct four boxes, 3 containing different types of insulation. One with hollow panels for walls. Mark each box to determine which insulation was used. (Each panel 1.5 inches thick, using a scale to assure equal weights of insulation in each panel.)
* Place temperature recorders outside for 12 hours to get a baseline reading for each.
* Close all boxes and seal air gaps between panels with duct tape.
* Place temperature recorder in corresponding box, place each box outside in an unprotected location. Place temperature recorder labeled outside next to boxes.
* Leave boxes outside for 4 days.
* Remove data strips from each temperature recorder making sure to accurately label each one.
* Open boxes and remove temperature recorders.
* Correlate data strips to assess effectiveness of insulation.
After looking at the data recorded I found the temperature in the box insulated with corrugated cardboard changed the least. The range from the highest outside temperature to the lowest was 37 degrees. The range inside the box insulated with corrugated cardboard was 26 degrees. The box insulated with paper had a range of 28 degrees and most surprising, the box insulated with store-bought Styrofoam insulation had a range of 30 degrees. Only the hollow core panels did worse with a range of 31 degrees. This proves that using recycled materials could be used as an effective insulation.
Results
Conclusions/Discussion
As measured by the temperature recorders I used in my project, I found that recycled materials can be used to make insulation as effective as some store bought material.
Summary Statement
Help Received
I designed the experiment myself. My father helped with the use of power tools to cut many of the pieces then I built and insulated the boxes. My mom sourced the temperature recorders and taught me how to graph my results. | 1,223 | 581 | {
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Remember sensory processing is complex.
Its different for every child (& adult) because everyone is unique!
And more importantly there is never a 'wrong' way to be!!
Specific Advice:
Name:
If you have any queries please contact your therapist.
Our details:
Therapist name:
Children's Therapy Oaks Building Kendray Hospital Doncaster Road Barnsley S70 3RD
Telephone: 01226 644396
These activities should be carried out in a safe environment and supervised by a responsible adult.
Proprioception (body awareness)
Barnsley Children's Therapy Services
What do we mean by 'Proprioception'?...
Proprioceptive input is sensed by our
It is our way of knowing what our body is doing without the need for vision.
muscles and joints during activities
This resisted input is generally organising and can improve attention, arousal, body awareness and muscle tone.
involving heavy resistance.
Some activities will calm your child, arouse them or over arouse them and this is unique to each child and will vary from day to day.
If your child has poor body registration they might demonstrate….
- Weak grasp
- Low muscle tone
- Poor body awareness
- Bumps into things
If you child 'seeks' proprioceptive input they might….
- Like tight clothing
Proprioceptive input can be useful if your child..
- Avoids touch, movement &/or noise.
- Seeks movement or touch
You can help by providing 'heavy work', resistive activities and anything that incorporates pull, push, press, squash activities.
Indoor (play & chores)
- Pushing or pulling – dolls pram/ shopping trolley, sweeping floor, raking leaves etc. opening/ closing doors,
- Carrying – bag of objects/ toys/ watering can.
- Resistive work - in sand or soil: digging, making castles & dams (damp sand/ soil will be heavier)
- Play 'row, row, row the boat' sitting on the floor, pushing & pulling each other
- Play doh, baking – pressing, kneading, using a rolling pin, cutters
Mealtimes
- Wipe the table before/ after dinner with a large sponge and use hand muscles to squeeze
- Push/ pull chairs in/out from the table
- Sip apple sauce or thick milkshake through a straw.
- Helping with cooking, baking
- Sip juice through a curly straw
Outdoor (play & chores)
- Bike riding or scooter
- Climbing – outdoor equipment (slide/ climbing frame) or soft play
- Swimming
- Wheelbarrow use
- Gymnastics
- Carry buckets/ watering can to water flowers
- Complete woodwork projects sand/ hammer/ saw
- Wash the car
Additional activities
- Bounce on a gym ball/ space hopper
- Bounce on trampette or trampoline
- Play pillow fight or fall into a beanbag chair
- Play 'sandwich games' where your child places you between beanbags, sofa cushions, & applies light pressure to top layer.
- Complete 'army crawl' & animal walks (crab walk, bear walk etc.)
- Wearing a rucksack with some books in can increase resistance and proprioceptive input | 1,328 | 672 | {
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The Emancipation Act and the Emancipation Proclamation
ACCESS THIS RUBENSTEIN LIBRARY INSTRUCTION SESSION GUIDE ONLINE AT:
guides.library.duke.edu/emancipation
BRIEF OVERVIEW
This class session encourages students to engage with three primary documents: two legal documents and one a persuasive speech. Edward Henry Rollins' speech in favor of the Abolition Act was scanned from an original print copy in the Rubenstein Rare Book & Manuscript Library. The texts of the Emancipation Act and the Emancipation Proclamation are typed transcripts made available from the National Archives.
LEARNING OBJECTIVES
* Characterize the abolitionists' arguments against the institution of slavery.
* Analyze legal documents related to enslavement.
* Identify and explain the relationship between the values and rhetoric of the abolition movement and a contemporary social justice movement.
BEFORE CLASS
* Have your students take a moment to read the Rubenstein Library's How We Teach and Learn. It's very short, but includes things students will want to keep in mind as they work with primary sources now and in the future.
* Have your students read Congressman Rollins' speech, the District of Columbia Emancipation Act, and the Emancipation Proclamation.
SESSION OUTLINE
Students will work in pairs or small groups. Depending on the time available, the instructor may have them read the three documents and take a few notes prior to class. When class begins, break students into groups and identify one member to serve as the reporter.
Activity I: The Rhetoric of Social Justice
Review Congressman Rollins' speech. Make a list of his arguments in favor of abolishing slavery in Washington, D.C.
* Can you identify a current social movement that uses similar arguments to persuade people to support their cause?
* What are the similarities and differences between the abolitionist arguments and those of the current social movement you have identified?
DISCUSSION QUESTIONS:
* How did Rollins appeal to the "better angels" of his listeners?
* Are these still effective arguments today?
* What social justice movement(s) did you discuss?
Activity II: Compare the Emancipation Act and the Emancipation Proclamation
Return to the small groups. Review the District of Columbia Emancipation Act and the Emancipation Proclamation.
* Are financial resources pledged to facilitate the goal of freeing enslaved people? If so, how will the money be used?
* Do you notice any of the ideas expressed by Representative Rollins in the text of the Emancipation Act and/or the Emancipation Proclamation?
* If you could travel back in time to advise President Lincoln, what provisions would you recommend that he add to these documents?
DISCUSSION QUESTIONS:
* What surprised you about the differences between the two documents?
* What was left out?
* What questions about abolition and emancipation would you like to explore further?
QUESTIONS?
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Ear Care For Your Pet
By: Dr. Shana Bohac
Although a dog's ears need to be regularly monitored for his entire life, a little basic maintenance is generally all that's required to keep them clean and healthy. Preventing an ear infection is much easier than treating one.
Because of the twisty, curvy design of a dog's inner ears, it's easy for parasites, bacteria and yeast to hide and thrive in them. This also means that any debris in the canal must work its way up to escape. Infections can result from trapped debris. Dogs with allergies are particularly vulnerable, as are those with floppy ears, like Cocker spaniels, basset hounds, and poodles.
Your dog's regular grooming/maintenance routine should include regular ear checks. This is especially important for dogs that produce excessive earwax or have a lot of inner-ear hair. If your dog's inner ears appear dirty, clean them with a cotton ball dampened with a solution formulated specifically for this purpose. Do not clean your dog's ears so frequently or deeply as to cause irritation, as this can lead to infection. Take care to not insert anything really deep into your dog's ear canal. A good rule of thumb is that as long as you can see the tip of the cotton swab, then you are safe. A controversial topic is what to do about all that hair in your dog's ear canals. If your dog sprouts hair from his ear canal, you have two options. You or your groomer may have to tweeze it out every few weeks to prevent problematic mats and tangles from forming. The problem with this choice is that it creates trauma and irritation which can lead to infection. You could also leave the hair and just clean the ears more frequently and diligently. If you're not careful, frequent bathing and swimming can lead to irritation and infection. To prevent this from happening, place cotton in your dog's ears before baths, and be sure to dry ears as thoroughly as you safely can after all water sports and activities. If your dog is prone to ear infections, you might want to pour a tiny amount of an ear drying solution made for dogs into ear canals to help evaporate any water trapped inside. These ear washes are available at better pet supply stores or at your veterinarian's office.
Contact your veterinarian for an appointment if you notice any of the following symptoms affecting your dog's ears: ear discharge, scratching, severe odors, redness, swelling, crusty skin, and hair loss around the ears. These are all signs that a bacterial or yeast infection may be going on.
Please also be aware that brown or black ear wax—and dry, dark wax resembling coffee grounds—are classic indicators of microscopic ear mites or infection, so please don't delay bringing a gooey-eared pooch in for a checkup. | 1,033 | 601 | {
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KS3 MUSIC CURRICULUM MAP
Spring 1 Keyboard Skills
Exploring the keyboard and basic
fingering
‐ Basic keyboard functions (voices and 'styles')
‐ Finger positioning at the keyboard
‐ Notes of the treble clef and their positions at the keyboard
‐ Scales, Chords
Popular Song
Exploring Songs & Arrangements
‐ Musical Arrangements
‐ Cover Songs
‐ Popular Songs
‐ Song Structure
‐ Textures & Layers
‐ Recording a Song
‐ Music Technology
‐ Digital Effects
Film Music
Exploring Film Music
Through listening to and performing examples of film music, pupils will study how:
‐ composers use musical elements appropriately to respond to a specific commission
‐ composers use leitmotifs and thematic transformation to develop thematic material
‐ to respond to a given stimulus or commission such as words or pictures
‐ musical features are adopted by composers to create a mood in descriptive music
‐ instrumental and/or vocal timbres are used to create colour/mood
‐ dynamics and contrast are used for the creation of special effects
‐ music technology may be used to further enhance sonority
‐ minimalistic techniques are used in film music
Spring 2
Summer 1 & 2
Ukulele
Introduction to the ukulele
‐ Chords, Strumming
‐ Harmonic rhythm
‐ Singing and playing simultaneously
‐ Vocal melody and harmony
Folk Music
Exploring Musical Arrangements
‐ Sea Shanties, British and World Folk Music
‐ Melody, Chords, Bass Line, Descant
‐ Group Performances
Form and Structure
Exploring Musical Structures and Pitch
‐ Notation
‐ Melody Writing
‐ Q & A Phrases
‐ Binary, Ternary, Rondo
‐ Song Structure
‐ Ostinato
‐ Drone
‐ Pentatonic
Samba
Exploring Polyrhythms & Improvisation
‐ Carnival Music
‐ Latin‐American Instruments
‐ Rhythm & Pulse
‐ Ostinato
‐ Call and Response
‐ Percussion Textures & Timbres
Minimalism
Exploring motifs, polyrhythms and repetition
‐ Cyclic Rhythms
‐ Polyrhythms
‐ Phase Shift
‐ Structure
‐ Rhythmic and Melodic motivic transformation
‐ Textures & Layers
‐ Mood
‐ New directions in music
‐ Links with music and Art
Composition Project
‐ Pupils will compose and/or arrange a song and/or an instrumental piece individually and/or as part of a group, drawing upon the knowledge gained/techniques studied throughout the key stage.
‐ Pupils can choose whether to compose using acoustic instruments, music technology, or a combination of both. | 1,505 | 816 | {
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10 Tips for Using Apple Cider Vinegar
By Lisa Mitchell
Using Apple Cider VinegarApple cider vinegar is my favorite new DIY household product. Just as baking soda has a huge range of uses from personal self-care to household cleaning, apple cider vinegar can do pretty much anything-for your skin, your hair, your house, and even your pets.
I learned about apple cider vinegar when I was researching ways to get rid of the fleas that had unfortunately begun cropping up in my apartment from my roommates' two cats. Apple cider vinegar, apparently, when rubbed on the pet and added to the pet's water, can greatly help repel the fleas from the animal.
Why should we all start using more apple cider vinegar? First of all, apple cider vinegar is a completely natural product: apple juice is fermented to hard apple cider, which is fermented a second time to apple cider vinegar. In integrating this natural product into our homes, we instantly decrease the consumption of unnatural chemicals in our daily lives.
Here are many other benefits of apple cider vinegar that can be applied to your lifestyle. Read the list below.
BEAUTY:
Hair: It is widely known that apple cider vinegar can be used as a rinse for your hair after shampooing to add healthy body and shine. Recycle an old shampoo bottle and fill it with 1/2 a tablespoon of apple cider vinegar and a cup of cold water. Pour through your hair after shampooing several times a week.
Face: Did you know that apple cider vinegar can help regulate the pH of your skin? Dilute apple cider vinegar with two parts water, and spread the concoction over your face with a cotton ball as a toner. You can do this at night after washing, and in the morning before you apply your moisturizer. You can also dab apple cider vinegar directly onto age spots and leave them on overnight to lighten their color.
Hands and Feet: Are your hands and feet feeling tired and swollen after a long day? Treat yourself to a personal spa massage by rubbing apple cider vinegar onto them.
Sunburn: Suffering from a bad sunburn? Add a cup of apple cider vinegar to your bath and soak for 10 minutes.
Teeth: Did you know that apple cider vinegar can help remove stains from teeth? Rub teeth directly with apple cider vinegar and rinse out.
Aftershave: Fill a bottle with equal parts apple cider vinegar and water and shake to blend.
HEALTH:
Weight-Loss: For daily weight and pH balance maintenance, add 2 teaspoons of apple cider vinegar to 16 oz of water. Sip this concoction throughout the day.
Detox: Add 2 tablespoon of apple cider vinegar to a 1 or 2 liter filtered water bottle. Drink this throughout the day to cleanse your body and kidneys all day long.
HOME AND PETS
Cleaning: Mix 1/2 cup of apple cider vinegar with 1 cup water. You can use this concoction to clean microwaves, bathroom tiles, kitchen surfaces, windows, glasses and mirrors. This mixture also works as a disinfectant.
Flea Reduction: Rub apple cider vinegar onto your pet's skin. Add a little bit of apple cider vinegar to their water. Spray apple cider vinegar, diluted 50 percent with water, onto your pets and onto your furniture to repel the presence of fleas. | 1,315 | 683 | {
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AP Precalculus Year at a Glance
Scope and Sequence 2024-2025
Please Note: All standards in the state course description are designed to be learned by the end of the course. This guide represents a recommended timeline and sequence to be used voluntarily by teachers for planning purposes. Specific question regarding when content will be addressed in a specific course are best answered by the individual teacher.
Course Resources
Publisher Resource:
Precalculus with Limits: A Graphing Approach, National Geographic Learning Cengage (Clever – use your active directory; does not support Internet Explorer)
Supplemental Resources:
Khan Academy (does not support Internet Explorer)
AP Classroom
In AP Precalculus, instructional time will emphasize four areas:
(1) Polynomial and Rational Functions; (2) Exponential and Logarithmic Functions; (3) Trigonometric and Polar Functions; and (4) Functions Involving Parameters, Vectors, and Matrices.
Quarter 1 (August 12 – October 11)
Unit 1: Polynomial and Rational Functions
Students will develop an understanding of two key concepts through the exploration of polynomial and rational functions. The first concept is covariation (how output values change in tandem with changing input values) and the second concept that students will focus on is rate of change. The focus on rate of change includes average rate of change, rate of change at a point, and well as changing rates of change.
AP Precalculus Year at a Glance
Quarter 2 (October 15 – December 20)
Unit 2: Exponential and Logarithmic Functions
Students will build an understanding of exponential and logarithmic functions. Students will communicate differences and similarities among arithmetic sequences, linear functions, geometric sequences, and exponential functions. They will explore how each of the four functions above would be represented in a graph, table, analytically, and through verbal representations. Students will use these multiple representations to develop an understanding of the composition of functions and the relationships between functions and their inverses.
Quarter 3 (January 6 – March 13)
Unit 3: Trigonometric and Polar Functions
Students will explore trigonometric functions and their relation to the angles and arcs of a circle. Students will solve trigonometric equations and find equivalent trigonometric expressions. Students will build sinusoidal models with and without technology. Students will also learn about Polar functions and graphs.
Quarter 4 (March 24 – May 30)
Unit 3: Trigonometric and Polar Functions
Students will explore trigonometric functions and their relation to the angles and arcs of a circle. Students will solve trigonometric equations and find equivalent trigonometric expressions. Students will build sinusoidal models with and without technology. Students will also learn about Polar functions and graphs.
AP Exam Review
Students will review all material covered in this AP course in preparation for the upcoming AP Exam. | 1,366 | 591 | {
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NWEA Assessment Item Illustrating 2.MD.C.8
© 2020 NWEA (EXCEPT FOR COMMON CORE STATE STANDARDS © 2010 NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES AND COUNCIL OF CHIEF STATE SCHOOL OFFICERS). ALL RIGHTS RESERVED. USED WITH PERMISSION FROM NWEA; VISIT https://www.nwea.org/ FOR TERMS OF USE.
Domain: Measurement and Data
2.MD.C: Work with time and money.
Calculator Availability: No
Alignment: 2.MD.C.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
Working with pennies and dimes supports place-value understanding within 100, while working with nickels and dimes supports skip counting by 5s and 10s. Students may choose to solve this problem in multiple ways. They may skip count to determine the amount Lorna had before she cleaned her room and then add the amount she found while cleaning. Alternately, they may choose to add like coins and then calculate the value of 6 dimes, 4 nickels, and 6 pennies.
Coherence: This standard builds upon word-problem standards from both previous and current grades, K.OA.2, 1.OA.A, 2.OA.A with the additional expectation that students know the value of various coins. At this grade, student work is strictly limited to whole numbers, since decimals will not be introduced until grade 4. 4.NF.C Students will solve problems involving money again in grade 4. 4.MD.A.2 Once students gain experience with decimal operations, 5.NBT.B.7, 6.NS.B.3 they will solve decimal word problems, including those involving money. 7.NS.A.3
Rigor: This item attends to conceptual understanding, procedural skill, and application. Knowing the value of each coin represents conceptual understanding. Skip counting is a grade-level procedural skill. The item involves an application of mathematics in a real-world scenario, and because of the nature of the problem, multiple solution paths allow students to select their own approach.
Answer Key:
All content linked to within this resource was free for use when this resource was published in August 2020. Over time, the organizations that manage that external content may move or remove it or change the permissions. If the content is no longer available, please email firstname.lastname@example.org.
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How to Teach "Leave It"
A reliable "leave it" cue is important for every dog. It helps when your dog may want to pick up items on walks or steal items in the home. A dog that knows a "leave it" cue will be able to walk away from things that may be dangerous. Follow the steps below to teach a leave it.
1. Begin with treats in both hands. Have one hand open and hold it out to your dog; when they try to go for the treats, close your hand. Keeping your hand closed, wait for the moment your dog begins to move away, look away, or stop going for that hand. When they do, click (mark) and
reward them with the treats in the opposite hand. Once your dog is reliably leaving the closed hand alone, begin opening that hand. If your dog goes for the treats in the open hand, immediately close it, wait for them to back away, then open the hand again. Repeat this until your dog leaves the open palm alone, and immediately mark and reward! Make sure your dog is offering this reliably every time you offer a closed or open palm before moving on.
2. Place one pile of treats on the ground in front of your dog, with a flat palm covering the treats. Wait for the moment your dog begins to move away, look away, or stop going for the hand covering the treats. When they do, click (mark) and reward from the treats in your other hand. Once your dog is reliably leaving the covered treats alone, begin uncovering the pile. If your dog goes for the treats, immediately cover them, wait for them to back away, then lift the hand off the treats again. Repeat this until the dog leaves the uncovered treats alone, and immediately mark and reward! Ensure this is reliable before moving on. Take your time and make sure your pup gets it.
3. Practice dropping treats from just above the floor to the ground; if your dog leaves them, immediately mark and reward.
If your dog is doing well with all these steps, begin adding a verbal "leave it" cue but only if they are already offering the correct behaviour.
Set yourself up by having low-value treats in one hand and high-value treats in the other. Stand on your dog's leash.
* Wait for your dog to stop pulling towards the treat and back away, move away, or look away from it.
* Toss a low-value treat on the floor, away from your dog, and out of reach.
* Immediately click and reward a high-value treat from your hand.
* If your dog is ignoring the food or looking at you, begin to toss more treats of higher value.
* As long as your dog is offering the correct behaviour, begin adding a verbal "leave it" cue.
Begin upping the ante by asking for leave it with higher-value items, by dropping them, leaving them on the dog's paws, head, and so on. Work through the above steps with each new item you wish to generalize (toys, shoes, garbage). | 926 | 623 | {
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GRAMMAR GROWLS WITH THE GRAMMAR OWL – COMMAS (part 1)
Commas seem like a simple thing. Just a little mark, innocuous, not a problem to use. Still, it's surprising how often the comma trips people up, one way or another. There are a seeming multitude of rules about comma use. The Owl is only going to cite a few of them, lest you slip into a grammar-induced coma, which is very different from a grammar-induced comma. 😉
In no particular order, a rule for every talon on the Grammar Owl's feet (with the pertinent comma in the example highlighted in red):
1. Commas separate dates. Not the cooing, lovebird type of dates. We don't want to separate them (well, not all the time, anyway). Nor is Owl referring to the dates which enhance many recipes. Oh dear — I see Owl tapping one talon on the edge of his barn window. I'd better get to the point of this point. Commas separate calendar dates when they are written. For example, Monday, November 17, 2014 requires a comma after Monday, and a comma after the number of the date, before the year.
They also separate place names, for example, Barmby-on-the-Moor, Yorkshire, England. (That's where some of my ancestors are from. I don't know how good they were at commas, but since they produced descendants, they must have been good at dates… Oops. There's the tapping talon again. Enough of this nonsense.)
2. Commas separate dialogue from dialogue tags. "I would like a date square with my tea," said Lizzie. Note the two exceptions: if there is a question mark or an exclamation mark following the dialogue, no further punctuation is necessary. "Would you like a date square?" asked Beth. "I want a date square, too!" said Eliza.
3. Commas separate adjectives when two or more are used together. "Instead of tea, I'd like a tall, cool, ice-filled glass of lemonade," said Anne.
4. Commas separate parts of a sentence that contrast with each other. "Instead of tea, you'd like lemonade?" asked Beth. (Beth seems a little slow on the uptake in these examples, does she not?)
5. Commas set off clauses that add information, but are not crucial to the meaning of the sentence. Beth, who hadn't been paying attention, finally realized that Anne wanted lemonade. If the clause that's enclosed in commas is removed, the basic meaning of the sentence remains. Beth finally realized that Anne wanted lemonade.
6. Commas are used between independent clauses that are joined by coordinating conjunctions. No, coordinating conjunctions are not ones that consulted with each other about what to wear before attending the tea party. The Harbrace College Handbook says that "coordinating conjunctions connect sentence elements (words, phrases, or clauses) of equal grammatical rank."
If you learned in school that FANBOYS is a good acronym for remembering coordinating conjunctions, you're on your way to using commas correctly in this instance. For those of us who didn't learn that mnemonic device, myself included, it's a handy tool to memorize. For And Nor But Or Yet So (which, in this case, is not merely a needle pulling thread) — these are the seven coordinating conjunctions.
Eliza will have tea, but Anne prefers lemonade. "Eliza will have tea" and "Anne prefers lemonade" are complete clauses of equal value. Each could be a sentence on its own, but when left together in one sentence, and separated by a coordinating conjunction, there must be a comma after the first clause.
7. Commas are used to prevent confusion in reading. Tea cakes and lemonade were served at Beth's party. Hmm… Do you recall tea cakes being on the menu? With proper comma placement, we read Tea, cakes, and lemonade were served at Beth's party. (We also see that Beth is partial to the Oxford, or serial, comma, which we won't get into here.) The use and misuse of this grammatical rule is lampooned to great effect on the internet, as well as in the grammatical guide Eats, Shoots, and Leaves by Lynne Truss.
8. Commas are used to set off words such as therefore and however when they interrupt the flow of the sentence. "I don't like tea. I would, therefore, prefer lemonade, instead," said Anne, for the third time. Do you think Anne has made her point? Beth, however, poured tea into Anne's glass. Oops.
I hope this has helped clear up some of the rules surrounding comma usage. At the very least, it will have shown you the wisdom of pouring your own beverage. 😉
NOTE: This post is meant as a general overview, not an exhaustive list. | 1,732 | 1,020 | {
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Ensuring immediate safety
Without some stability and safety, the ability to focus on anything but immediate survival is limited.
Address urgent needs first, considering what the person sees as most pressing.
Help them establish a daily routine that can make their environment feel more consistent and predictable.
Be consistent and adopt a calm approach. Involve the person. If they feel unsafe, a common coping strategy is to try to take control. This can turn into a 'debilitating power struggle'
Wherever possible avoid changes at home, with care arrangements or school. If change is necessary, recognise that traumatised young people may be less resilient.
Uncertainty is threatening.
Complex trauma can last a lifetime
The impact of trauma also seems to be cumulative. Persistent distress or multiple events stack up, wearing down resilience and available resources that help the young person recover. These extensive trauma histories are sometimes described as complex or chronic trauma. Some studies have made a distinction between complex and single event traumas. Complex trauma was associated with an increased risk of offending
Build trust
Work with the person, not on them. Find out what is important to them, find out what their goals are, and consider this alongside the professional assessment of their needs.
Think about the reasons behind behaviour and what it might be communicating. The person may be unable or unwilling to articulate this.
Help people to understand what trauma is and about its effects. Trauma survivors can have a poor self-image (or a belief that they are intrinsically bad). Understanding that effects are not inborn and can be changed could build hope and motivation.
7 Minute Briefing
Working alongside Trauma
7
Engage in training, learning and development
Training helps to develop an understanding of the development and attachment consequences of trauma.
Staff working alongside people need support and the flexibility to work with traumatised young people effectively. In addition, there needs to be management oversight and support systems to minimise the risks and effects of vicarious trauma in staff.
Engagement
Provide opportunities to learn key skills if they are lacking or under developed.
Model pro-social behaviours.
Use praise and reinforcement to help people to identify their strengths and see themselves as competent.
Explain what is being praised and why. It might be best to focus on the action or decision. If a person has a strong negative self-image, praising their behaviour rather than their person may be more readily accepted.
Try, "that was really good" rather than, "you are really good."
Understanding behaviour
Trauma can teach people to be suspicious of kindness, and sometimes 'acting out' is a way to test how others respond.
This can be incredibly frustrating for the people trying to help and support them. It can also have the effect of unintentionally drawing adults into echoing established patterns of abuse and rejection
One strategy is to develop a plan together to help avoid poor behaviour, to clarify what they should do if they feel themselves getting worked up and upset, how to tell someone they trust about it, and where they could go for some space.
Be clear and repeat
People that have suffered traumatic experiences may need the information broken down to small chunks, have them written down, or may need advice to be repeated (as concentration and memory can be a problem). The volume of information, rules and appointments in navigating systems and services can be a real challenge. | 1,407 | 677 | {
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KS3 YEARS 7, 8 & 9 PSHE 2023/2024
Key (three core themes of the Programme of Study):
Relationships
Health and Wellbeing
Living in the Wider World
YEAR 9
- Child Abuse
- Types of Bullying
- Healthy Eating and Cholesterol
- Stress Management
* Proud to be Me:
- Employability & Enterprise Skills
- Proud to be Me
- Careers and Aspirations
- Self-Esteem and the Media
- The Importance of Happiness
- What Makes Me Angry?
- Exploring Careers
* Body Confidence:
- How Self-Esteem Changes
- Bullying in all its forms
- Dealing with Grief and Loss
- Media and Airbrushing
- Cancer Prevention and Healthy Lifestyles
* Essential Life Skills:
- From Failure to Success
- Assertiveness
-
First Aid
- Saving and Managing Money
- Labour Market Information
- Finance, Budgeting and Employment
- Social Media & Online Stress
- What is Love?
- Dealing with Conflict
- Periods and Menstrual Cycle
- Introduction to Contraception
- Sexual Orientation
* Dangerous Society Online and Offline:
- County Lines – What is It?
- County Lines – Who is at Risk?
- Substance Misuse
- Cyberbullying
- Online Grooming
- Alcohol Safety
- Child Exploitation & Online Protection
* Contraception and STIs:
- What are STIs?
- Treating STIs and the Clinic
- Contraception Explored
- HIV and AIDS Prejudice and Discrimination
* Legal and Illegal Drugs:
- What is a Drug?
- Different Types of Addictions
- Party Drugs & Illegal Drugs
- The War on Drugs
- Volatile Substance Abuse
- Gender Equality
- Ableism and Disability Discrimination
- Removing the Barriers, Equality for All
- Racism & Discrimination in Society
* Law, Crime and Society:
- Desert Island – Living
- Desert Island - Building a Community
- Desert Island – Making Decisions
- Desert Island - Criminals Law & Society
- How are Laws Made?
- Prisons, Reform & Punishment
* Sex, the Law and Consent:
- Sexual Consent and the Law
- FGM and the Law
- Relationships and Partners
- Domestic Abuse and Domestic Violence
- Why Have Sex?
- Sexual Harassment and Stalking
* Combatting Extremism and Terrorism:
- Conspiracies Theories & Narratives
- Forms of Extremism
- What is Terrorism?
- War & Conflict
- The Radicalisation Process
- How Does Counter Terrorism Work?
- Antisemitism in the UK | 1,305 | 567 | {
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MAIN POINT:
God Keeps His Promise
BIBLE VERSE:
"Today your Saviour was born in David's town. He is Christ, the Lord" Luke 2:11
BIBLE STORY SUMMARY:
An angel appeared to Mary and told her that she was going to have a baby. She didn't understand how this could happen since she wasn't yet married. But the angel told her it would be a special baby from God. An angel appeared to Joseph in a dream and told him he should get married to Mary and that the baby she was going to have was a special baby. He was God's Son and they were to name Him Jesus. Joseph and Mary travelled to Bethlehem to be counted in the census. When the time came for the baby to be born, they had to lay Him in a manger because there was no room in the inn.
WATCH IT
Find the lesson video on our website: https://cschurch.ca/childrens-online
LESSON DISCUSSION GUIDE
EARLY CHILDHOOD
3 & 4 Year Olds
December 2 & 3, 2023 Weekend
Early Childhood - 3&4 Year Olds
December 4-5 2021
DO IT → GIFT BOX
Supplies:
* Gift box coloring templates (see last 2 pages)
* Crayons
* Scissors
* Glue stick
Activity Instructions:
* Print the templates.
* Cut out the templates, including the diagonal slits through the bows, which are used for closing the gift.
* Glue the pieces back to back.
* Have your child decorate the box.
* Show them how to fold it up, interlocking the bow. Open it to reveal the gift inside is Jesus!
TALK ABOUT IT:
1. God loves us so much that He kept His promise and gave us Jesus. Jesus is the best gift ever! God knows how to give His children good gifts. What other good gifts has God given us? (puppies, friends and family who love us, bananas, sunrises, music)
2. When someone gives us a gift, it's nice to say thank you. We can say thank you to God in lots of ways. How can you thank God? (Pray and tell Him "thanks," sing a praise song.)
FAMILY PRAYER:
Dear God, You gave us a special gift when you gave us Jesus. Thank you! And thank You for always keeping Your promises. In Jesus' name, Amen
Continued on next page →
Early Childhood - 3&4 Year Olds
December 4-5 2021
Page 3
Early Childhood - 3&4 Year Olds
December 4-5 2021
Page 4
Early Childhood - 3&4 Year Olds
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What to Expect in Your Child's Kittah Bet (2nd Grade)
Jewish Identity and Israel
Your second grader is ready to explore the building blocks of being Jewish by learning about the Jewish people's way of behaving toward each other and God. They will also learn about the Jewish homeland. They discover a common language for identifying our cherished symbols, life-celebrations and our bond to Israel.
Hebrew
Your child is ready to build on the letter recognition of the previous year and begin phonetic decoding, putting vowels and consonants together. By the end of the year, your child should be able to read and build a visual vocabulary of nearly 40 everyday words and many classroom Hebrew expressions.
Holidays and Mitzvot
Your child will explore the Jewish holidays with special emphasis on the symbols, rituals and blessings. Family participation and holiday projects help to create a vital link between the classroom and the home.
Bible
Your child will discover the rhythm of the weekly Torah readings by studying the weekly portions of the Torah.
Prayer & Theology
Your child will be guided and encouraged to think and talk about God and to find a higher meaning for the things and creatures that inhabit our world. He/she will learn what it means to be created in God's image.
Prayer Goals
Your child will be learning many new prayers this year. These prayers will be routinely reviewed each and every week, so not to worry. The prayers are learned through familiar melodies and by rote.
Special Points of Interest
A list is provided below. Recordings, transliteration and translations of all these prayers can be obtained from the Beth El Website (www.bethelsnj.org).
T'fillot (Prayers)
Modeh Ani, Ma Tovu (1st line ), Hallelu (song), Shema & V'Ahavta (1 st paragraph), Taking Out the Torah: Vay'hi binso'a ha-aron , Shema, Echad, & Gadlu, Torah Blessings, Eitz Chayim, Adon Olam (refrain)
Berachot (Blessings)
Bread – Ha'Motzih
Cake – Mezonot
Wine – Ha-'Gafen
Candy, other -
Vegetables Ha'Adama
Sh'Hakol Fruit - Ha'etz
Shabbat Candles – L'hadlik Ner Shel Shabbat,
Sheheche-ya-nu, Chanukah, Pesach: Ma Nishtanah, Matzah, Maror
Havdallah: Wine - Borey p'ri ha-gafen, Besamim (spices) – Borey Miney V'samin, Esh (fire)- Borey M'orei ha-esh.
Music
Your child will learn many new songs in Hebrew and/or English each week with Cantor Leon Sher.
Chugim
Every Sunday all grades will participate in chugim (clubs). Each grade will rotate every week to a different activity such as Jewish art, Jewish cooking, Jewish nature, and more.
September 10, 2023 First Day of School
January 7, 2024
Bet Havdalah B'yachad (together) Program
March 24, 2024
Purim Carnival
May 21, 2023
Last Day of School & Family BBQ
May 22, 2023
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The Tilstock Pledge – KS2
Building character and developing cultural capital for our children
Our Trust Values
KS2 Excellence-being your best!
* Read a book on your own and tell your friend about it
* Learn and recite a poem
* Take part in an experiment at school and share what you learnt
* Do something you are proud of and create a podcast or power-point to share it with your class.
* Enter a national competition such as Poetry by Heart
* Write about your dream for your future…what do you want to be?
* Sing a song in a different language
Integrity- Being honest, being kind and making good choices
* Be honest when you have made a wrong choice, own up and take responsibility
* Take part in a community event or belong to a group outside of school
* Do something for charity that makes you feel proud
* Take part in a whole school performance
* Do something that makes your school and community better (eg like pick up litter or tidy your classroom)
* Create a project to help the environment and raise awareness
* Create a poster to explain our school values and British Values to children in KS1
Empathy-embracing and supporting the uniqueness of every individual
* Write a letter to someone in a local nursing home
* Visit a large town or city
* Visit a national park or national trust property
* Visit the seaside
* Find out about a child's life in another country and write a letter or postcard
* Learn about a new religion and visit a new place of worship
* Look after something or someone (for a day or longer…..an animal or a person)
Creativity – inspiring and challenging through invention, experimentation and exploration
* Make something out of wood
* Write and create a story book for the children in Bumblebee class
* Learn an art technique from another country or culture (e.g. batik)
* Write and perform your own play
* Visit a place where you learn something new (eg museum/wildlife centre or theatre)
* Cook outdoors
* Learn a new skill, knitting, sewing or fixing something
* Grow a plant or a vegetable patch
Equality – ensuring fair opportunity for all
* Become a positive role model to help others- ( e.g. Learning Leaders, school representative)
* Take part in the school council or a debate in school
* Write a speech to inspire others
* Stay away from home on a residential trip
* Take part in a sporting event
* Work on a project that will improve the school environment
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Be Respectful
Be Responsible
Be Safe
Be a Learner
~ Term 2, 2023 ~
Dear Parents/Guardians,
Welcome to Term 2! We hope that you all enjoyed your Easter break. We look forward to a busy and rich learning term ahead.
KEY DATES:
Monday 24/4 Term 1 begins
Tuesday 25/4 ANZAC Day public holiday
Thursday 11/5 Mother's Day stall
Monday 15/5 to Friday 19/5 Education Week
Wednesday 17/5 and Thursday 18/5 School Photos
Friday 19/5 National Walk Safely to School Day
Monday 22/5 to Friday 26/5 eSmart Week and Dental Health Visit
Friday 26/5 National Sorry Day
Monday 29/5 to Friday 2/6 Buddies Week and National Reconciliation Week
Monday 12/6 Queen's Birthday public holiday
Friday 23/6 Term 2 ends (1:40pm dismissal)
*Keep up to date with key dates by looking at the front page of the fortnightly school newsletter and referring to our school website's calendar.
ASSEMBLY SCHEDULE
Assemblies will be held at approx. 2:00pm on the following Fridays, except the last day of term (1:10pm start).
RESPECTFUL RELATIONSHIPS
Respectful Relationships is an initiative to support schools and early childhood education settings promote and model respect and equality. It also supports educators to teach our children how to build healthy relationships, resilience and confidence.
There are 8 topics addressed every year from P-6. This term, the Grade 2 students will engage in lessons from the underlined topic/s below:
1. Emotional Literacy
2. Personal Strengths
3. Positive Coping
4. Problem-Solving
5. Stress Management
6. Help-seeking
7. Gender and Identity
8. Positive gender relations
THE RESILIENCE PROJECT
The Resilience Project is a means of promoting positive mental health through practising gratitude, empathy, resilience and emotional literacy. P-6 classes engage in weekly lessons, which involve students completing an associated journal activity. The Resilience Project lessons align with the Victorian Curriculum and address aspects of: Personal and Social Capabilities and Health and Physical Education learning areas. If you'd like to see how to support this program at home, visit: https://theresilienceproject.com.au/at-home/.
INQUIRY in Term 2: Me and My Community
Students will learn about their personal and local community history. They will compare pictures and objects from the past and present and discuss significant events and sites. Students will also investigate the effect of changing technology on people's lives.
ENGLISH in Term 2
Students will independently read each day, participate in reading activities focused on a range of decoding and comprehension strategies, and investigate different authors and their writing styles. Students will have frequent individual and small group sessions with a teacher to further develop their reading skills and set personal goals. In writing, students will learn about and create fiction stories (narratives).
MATHEMATICS in Term 2
Students will further develop their understanding of number, counting and place value. They will also expand their knowledge of addition and subtraction strategies, number patterns, chance and data, time, two-dimensional and three-dimensional shapes and money.
We look forward to another great term!
Regards,
Grade 2 Team 😊
Be Respectful
Be Responsible
Be Safe
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I can construct a complete circuit using a D-cell, wires, and a lightbulb.
4th Grade - Energy - Investigation 1
Target Skill
I can explain the function of each of the system's components in the circuit.
I can turn on and off a circuit with the use of a switch.
4th Grade - Energy - Investigation 1
Target Skill
I can distinguish between specific objects if they are insulators or conductors.
I can construct a circuit using more than one lightbulb.
4th Grade - Energy - Investigation 1
Target Skill
I can investigate which type of circuit would be the best design for a string of lights.
I can investigate which objects will attract to magnets and which objects will not.
4th Grade - Energy - Investigation 2
Target Skill
I can determine that if an object sticks to a magnet, it is most likely made of iron or its alloy, steel.
I can observe that two sides (poles) of magnets are different, either attraction or repelling one another, depending on orientation.
4th Grade - Energy - Investigation 2
Target Skill
I can observe that magnetism acts through air, most metals, and all nonmetals.
I can observe that bringing a magnet close to a place of iron induces magnetism in the iron.
4th Grade - Energy - Investigation 2
Target Skill
I can measure the force of attraction between magnets.
I can observe that the attraction between magnets decreases as the district between them increases.
4th Grade - Energy - Investigation 2
Target Skill
I can discover that a steel core becomes a magnet when current flows through an insulated wire winds around the steel core.
I can investigate where and how many winds to wind the wire on the core to produce the strongest magnet.
4th Grade - Energy - Investigation 3
Target Skill
I can apply my knowledge of circuitry and electromagnetism to build a telegraph.
I can invent a code and use my telegraph to send messages to other students.
4th Grade - Energy - Investigation 3
Target Skill
I can work in centers to explore evidence of energy when sound, heat and light are produced, and when objects are in motion.
I can roll steel balls of different sizes down ramps and explore the system's variables.
4th Grade - Energy - Investigation 4
Target Skill
I can conduct structured investigations to discover how the variables of starting position on the ramp and ball size (mass) affect the speed of a rolling ball.
I can use controlled experiments to test the variables of mass and starting position to find out how these variables affect energy transfer.
4th Grade - Energy - Investigation 4
Target Skill
I can experience waves through firsthand experience using ropes, demonstrations with waves in water, spring toys, and a sound generator.
I can use videos, animations, and readings to gather information.
4th Grade - Energy - Investigation 5
Target Skill
I can conclude that waves are repeating patterns of motion that transfer energy from place to place.
I can analyze compression waves (sound waves) to learn the general properties of waves - amplitude, wavelength and frequency.
4th Grade - Energy - Investigation 5
Target Skill
I can use mirrors to experience reflection light.
I can determine that a mirror can be used to reflect light and can use flashlights, mirrors, and water to observe light in a number of ways.
4th Grade - Energy - Investigation 5
Target Skill
I can design series and parallel solar cell circuits and observe the effect on the speed of a motor.
I can observe that cells in series make the motor run faster, but cells in parallel do no deliver additional power to the motor.
4th Grade - Energy - Investigation 5
Target Skill | 1,538 | 781 | {
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Lesson Plan
The world has many great buildings. Find out about the tallest skyscrapers, longest bridges, and strongest statues.
CEFR Level A1+ YLE Movers
Text type: nonfiction
Word count: 671
Lexile measure: 580L
Lesson objectives
Vocabulary focus
Buildings: bridge, cage, dam, skyscraper, statue,
tower, wall
Materials: concrete, metal, rope, stone
Adjectives: beautiful, big, great, heavy, long, old, small, strong, tall, thick, thin
General: lean, move, suspension, supports
Grammar focus
Adjectives
Reading skills
Making comparisons
Cross-curricular connections
Art (poster about a great building)
Geography (countries)
History (old buildings)
Mathematics (measurements)
Music (song)
Science (buildings, materials)
Resources
World map or globe
Reader
Activity Book
Flashcard download 1–10
Audio download (UK/US) tracks 1, 4
Timing: 40–60 minutes
This is to be used as a general guide and will depend on group size, the pace of learning, and the children's language ability.
We would suggest 10 minutes for Before reading, 20 minutes for During reading and 10 minutes for After reading. Additional time can be used for further activities.
Lesson plan
Before reading
Show the children the front cover of the Reader and read out the title. Point to the tall building in the picture and say: This is a great building. It's very tall. Then ask:
Do you know this building? What is its name? Where is it?
If they don't know, tell them it is the Burj Khalifa in the United Arab Emirates, and show them where it is on a world map or globe.
Do the same with the picture on the back cover (the Empire State Building, USA). Then ask:
What other great buildings do you know?
Ask the children to look at Reader pages 6–7, and introduce the vocabulary.
During reading
Read out the text or play the recording (Audio track 1) on pages 8–9 and ask the children to follow in their Reader. Pause, and ask them if they know any of the buildings on the map.
Continue to read out the text or play the recording. After every few pages, stop and ask questions to check the children's understanding, for example: How old is the Great Wall of China? Why does the Leaning Tower of Pisa lean?
Read out the text or play the recording again. This time, ask the children questions that encourage them to focus on the adjectives, for example:
Is the Great Pyramid old or new? Are skyscrapers tall or short? Are the walls in skyscrapers thick or thin? What can make bridges strong? Why do people use concrete and metal to make dams?
Ask questions with comparative and superlative adjectives from the text to get the children to make comparisons, for example: Is the Empire State Building taller than the Burj Khalifa? Which tower is the tallest?
After reading
Divide the children into teams and do a quiz to check their memory and understanding. Give a point for each correct answer, and the team with the most points wins. Describe a building from the Reader, and ask the children to say which one it is, for example:
This building is tall and it has a strong metal cage. This building has a beautiful concrete roof.
Ask questions about the buildings too, for example:
How old is Stonehenge? Is Stonehenge older than the Great Wall of China? Where is the longest bridge in the world?
The children can do the following activities to focus on adjectives and comparatives:
*Reader activities: 1, 2, 6, 7, 15, 16, 19
*Activity Book activities: 6, 14
To finish the lesson, play the song (Audio track 4) on Activity Book page 16 and ask the children to join in. Then ask them to answer the question at the end of the song: Which is your favorite great building of all?
Differentiation
Extra support
To help the children with the quiz, let them look through the Reader to find the information.
Extension
Fast-finishers can search for some of the buildings on the internet to find photos and more information about them. Then they can make a poster about their favorite great building. The finished posters can be displayed on the wall. | 1,705 | 931 | {
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1300s
1400s
1500s
1600s
The Story of
Green
Before chemical pigments, artists used natural green pigments in their work. PHOTO: Paul Blenkhorn/Unsplash
by GABRIELLE LAFRANCE /// EAC Volunteer
I love staring at a forest from afar, allowing my eyes to sink into the lush tapestry of greens that never fail to pull me in. Plein air paintings created by artists have a way of reminding me of that feeling, but nothing is quite the same.
If an artist hopes to capture any scene of nature, they probably need a good few shades of green in their arsenal.
Before chemical pigments, this was quite an endeavor. To the right is a brief overview of the history of natural green pigments.
Throughout the centuries humans have spent trying to recreate green, photosynthetic organisms produce it as simply as breathing. So next time you go outside, let yourself get pulled into nature and appreciate the effortless artwork. These ecosystems, much like paintings, are a testament to the delicate balance of nature. In appreciating their beauty, pledge to protect and preserve it.
1700s
1800s
1900s
1300–1600: Ground into powder, the mineral malachite may be the oldest known green pigment. It was found in Egyptian tombs and was common in European paintings mainly throughout the 15th and 16th centuries. The brilliant shade known as "malachite green" is used today as the marking ink for plastic surgeons, though it no longer contains the mineral itself.
1300–1900: Green earth is a common mineral pigment usually made from celadonite or glauconite. In Canada, it was used by Northwest Coast First Nations. Tlingit, Haida, Kwakwaka'wakw and Tsimshian artists used the green pigment on items like wolf masks, headdresses and rattles. In Europe, green earth was used by medieval Italian painters for underpainting flesh tones.
1400–1800: Verdigris and copper resinates were pigments used by Italian masters, often laid over each other to produce a more intense hue than green earth. These pigments were famously used in Herman van der Mijn's Garden Flowers (1715).
1750–1850: Wabanaki encompasses five principal nations: the Mi'kmaq, Wolastoqiyik, Passamaquoddy, Penobscot and Abenaki. In the late 18th and early 19th centuries, their basket makers used natural dyes made from tree bark and roots to produce shades of green in their basket weaving. Basket makers later combined Prussian blue and chromium yellow to make green.
1775–1960: Bolstered by some new colors, the French Impressionists vividly depicted lush green landscapes. These new bright green hues came at a price: Scheele's Green and Paris Green were derived from arsenic and were as toxic as they were popular.
1817: Chlorophyll, the pigment which lends plants its green, was first classified in 1817. Chlorophyll plays a major role in photosynthesis, the biological mechanism that transforms light from the sun and converts it into energy.
2000s
1838–Today: Viridian emerged from hydrated chromium oxide in the first half of the 19th century, along with many other synthetic pigments. It became a popular choice for the Impressionists and PostImpressionists. The examination of viridian now serves to authenticate artwork, even some of Van Gogh's!
Gabrielle (she/her) is a recent psychology graduate who is beginning to harbour some regrets for not having studied environmental science. Lately, she's been trying to improve her sourdough bread, oil painting and knitting.
SPRING 2024
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Emergency
Checklist
The more you plan ahead, the better you'll feel. This checklist will help you prepare so you can feel safe and in control should an actual emergency occur.
Medical Emergencies
Clear home of tripping hazards
Brighten dimly lit areas
Cover exposed electrical cords
Declutter walkways
Fix uneven floor surfaces
Secure loose rugs
Secure unstable furniture
Make medical information accessible
Allergies
Insurance
Medical history
Medical ID bracelet or card
Mobile app/online patient portal login information
Physician information
Post important contact information near telephone
Prescription and pharmacy information
Save important contact information in your cell phone
Other:
Discuss the following with your spouse, family members and/or caregivers
EMS protocol (signs of serious medical emergency vs. non-emergency situation)
Fall safety and prevention
Signs of heart attack and stroke
Other:
Notes:
Disaster Emergencies
Research which natural disasters could occur in your area and how to prepare for each. Check reputable sources like FEMA.gov, RedCross.org and local government websites.
Check disaster assistance for elderly/disabled persons, if applicable, on local government website
Learn community evacuation routes
Assemble and discuss preparedness plans with family and friends
Learn the types and locations of community shelters
Create an emergency kit
Assistive devices (cane, rollator, etc.)
Battery-powered radio, flashlight and plenty of extra batteries
Blankets or sleeping bags
Cell phone with charger
Change of clothing, rain gear and sturdy shoes
Cooler and ice packs if medications require refrigeration
Copy of important phone numbers
Copy of up-to-date medical information
Extra pair of glasses
First aid kit
Hearing aids and extra batteries
Medical device information (model number, vendor, etc.)
Medical supplies (syringes, oxygen tank, extra batteries, etc.)
Minimum of a week's supply of medication(s)
Non-electric can opener
Non-perishable food
Water (one gallon per person, per day; replace every six months)
Whistle
Inclement weather safety precautions
Create and practice fire evacuation route
De-ice walkways
Install fire extinguisher in kitchen
Install hurricane shutters
Install power generator
Service HVAC unit
Install smoke detectors on every level of home; test them regularly
Keep a whistle in each bedroom to awaken household in case of fire
Learn how to operate power generator safely
Learn how to turn off water, gas and electricity at main switches when necessary
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S. K. Worm has been pre programmed to interact with the instructor. The presentation reinforces the Ohio Department of Educations benchmarks for Earth and Space science as they relate to soils in a fun and informative way the students are sure to remember.
S. K. Worm is made possible through the generous grants from the Ohio Environmental Education Fund, the Lake Erie Buffer Team, the Ohio Electric Cooperative, and the Natural Resources Conservation Service.
S. K. Worm
This project consists of a six foot tall museum quality animatronics model of the NRCS mascot S. K. Worm coming out of a detailed soil monolith. S. K. Worm will be transported in a trailer modified to promote an understanding of Ohio Geology, Ohio energy sources, and conservation practices.
Get the Dirt on Soil With S. K. Worm
Erie Basin RC&D S. K. Worm Rental Form
1. Rental donation of $100 per event day.
2. $250 security deposit, paid in advance, if located outside of Erie Basin area.
3. Damage/theft policy has a $0 deductible (Minor damages will be taken out of security deposit).
4. Moving display is negotiable. The driver of the vehicle hauling the trailer must be insured. A minimum 1/2 ton vehicle with bumper hitch 2" ball is required. The trailer has a towing length of 16'3".
5. Erie Basin RC&D may deliver display; a mileage fee of .40 per mile will be charged for trips greater than 50 miles.
6. Display must be set up by Erie Basin RC&D requirements and manned at all times during display hours. Must be in secured/locked area during off-hours.
7. Mandatory training and certification is required before pickup.
Contact Information
Renter's Name _______________________________
Company name
____________________________________________
Exhibit location address:
______________________________________________ ______________________________________________
Phone ________________________________________
Cell phone number
_____________________________________________
Exhibit Dates ___________________________________
Pick up date ____________________________________
Return date ____________________________________
Contact name and address for return of security deposit:
______________________________________________
Address ______________________________________ ______________________________________________ ______________________________________________
It is the renter's responsibility to confirm the reservation 2-3 days prior to the event.
Erie Basin RC&D reserves the right to not rent trailer at any time, i.e. due to maintenance issues, Erie Basin use, or scheduling issues.
Erie Basin RC&D
Is proud to make S. K. Worm available for your classroom or event
Contact Information
Erie Basin RC&D 180 Milan Ave, Suite 9 Norwalk Oh. 44857 419-681-6013 www.eriebasinrcd.org | 1,621 | 542 | {
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LEVEL
How the Teachers Came to School
4
GOALS
Comprehension
Making predictions: Help students to use the title and cover illustration to make predictions about the story. After reading, check on predictions made at the beginning and understanding of humour at the end. How does your teacher come to school?
Vocabulary
High-frequency Words: on, in, no, a, to, come, the, how, does Content Words: school, bike, car, horse, train, skates, helicopter, submarine, teachers
Phonemic Awareness
Identify and make rhyming words
Phonics
Letters and Sounds: p
Words to Blend and Segment: pat, pan, pad, pin, pit
Fluency
Model fluent reading of a section of the text, emphasising rhyming words, for students to repeat.
Before Reading
* Read the title. Discuss its meaning. Then reread the title and have students listen to the names of the author and illustrator.
* Help students to use the title and cover illustration to make predictions about the story.
* Together look at the cover picture. Discuss what is happening in the picture. Ask: Could this be a teacher coming to school? What is carrying him? Who are looking at him?
* Look at the title page illustration. Who is this teacher? What is the teacher doing? What do you notice about the teacher's name and parachute? (They rhyme.) What do you think might happen in the story?
* Talk/walk through the pictures. Discuss the person's name and mode of transport on each page. Notice the rhyming words. On page 12, have students predict the ending.
Reading the Text
* Read the title together and the names of the author and illustrator. Read the title page together.
* On page 2 discuss the illustration. Ask: Who is on the bike? (Mrs Pike) Read the words together.
* Follow this pattern for each page up to page 12, discussing the picture and reading the words together. On page 12 there is a question. Read it together. Review the predictions for the ending made earlier, then turn the pages to reveal a surprise ending. Have the students discuss what they see in the illustrations. Read the text together. Ask: Did you laugh when you read the ending? Why is it funny?
© Wendy Pye Publishing Ltd
After Reading
Invite students to discuss the narrative. Prompt if needed.
* Discuss the ending. Is this what students predicted? Was this a clever idea that the author thought of to make a funny surprise ending? How does your teacher come to school?
* Reread the story together. Notice the rhyming words on each page. e.g. bar/car; Morse/horse; Bain/train
* Ask students to re-tell the story using the pictures on each page as a guide.
Phonemic Awareness
* Students listen to the story being read to them. They identify the rhyming words they hear, e.g. bike, Pike. They repeat the rhyming words and think of some more, e.g. like, hike.
Phonics
* Discuss the name and sound of the letter p. Write cvc words pat, pan, pad, pin, pit on the board to practise blending and segmenting the sounds together as a group, e.g. /p/ /a/ /t/.
* Illustrate how to use alphabet letters p, a, t, pat, touching them as the sounds are made for the word.
Word Study
* Talk about the words made, on, in, no, a, to, come. Print the flash cards from the inside front cover and read them together. Ask students to locate these words in the text.
* On a piece of paper have students draw a picture from the story. They find and write the words in the story and then read their sentence to a partner.
Fluency
* Model reading of the text, emphasising the rhyming words. Students repeat after you.
* They take turns to read the story to a partner.
Writing
* Have students write a new story about a teacher. They draw the picture first, then write the story, e.g. My teacher comes to school on/in _________. Students write the story and illustrate it.
* Students find the rhyming words in the story, e.g. Pike/bike. They make a chart pairing the rhymes and invent some more rhyming words to add to the chart, e.g. hike/like/Mike. After going through the book, students add new rhyming words, e.g. late/gate, school/pool, down/ brown, up/cup.
* Students make a T-Chart about the teachers. They write their names on the left side and on the right side they write how they got to school, e.g. Mr Marapoot – parachute, and so on.
* Students retell the story in pairs using their T-charts.
Home/School Link
Take the book home and any related activity done in class to share with family.
© Wendy Pye Publishing Ltd
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God's Laws For Living Justly
Exodus 22
Supplemental Texts
Exo 21
Focus Verse
"Thou shalt neither vex a stranger, nor oppress him: for ye were strangers in the land of Egypt."
– Exodus 22:21
Introduction
God descended on Mount Sinai to meet with the Israelites, and His presence and splendor terrified everyone. Only Moses and Aaron were invited by God to come up to the mountain (Exo 19:24). He gave Israel the ten commandments, of which the first four deal with our relationship toward God, while the last six commandments deal with our relationship with fellow men. God is first, followed by parents, and then others. The order is crucial for a better outcome.
Deeper Look
Restitution – Exo 22:1-15
The Israelites were given more principles to value the ten commandments and grasp how justice would be dispensed. For stealing, restitution was mandated plus an additional penalty. If the thief was unable to pay back, he was sold as a slave to pay for what he stole. If a burglar was killed while breaking in, the property owner would be guiltless, unless it was during the day. A man who destroyed another man's field or vineyard deliberately or not by livestock or fire must restitute. In certain situations, judges were used to investigate a man in whose custody another man's property was stolen (vv. 7-8) and to decide ownership disputes (v. 9). If an animal in the care of a man died, was hurt, or stolen (with no witness), the man's oath was taken as true unless proven otherwise. If it was torn to pieces, its remains must be shown as evidence to be guiltless.
Love Your Neighbor – Exo 22:16-31
The Israelites were instructed to abstain from pre-marital sex. The law stated that if anyone engaged in witchcraft, bestiality, and offering sacrifices to any god except the Lord, death was the punishment. The law prescribed to the Israelites that foreigners, widows, or orphans should never be mistreated or abused. God promised to avenge the abuse of the widows and orphans. Interest was forbidden on loans to the poor, and the security for loans had to be reasonable. Our words should honor God and our rulers, and we should give God His due (Rom 13:1). Israel was reminded to give God her firstborn sons and the first of their grain and animals (Exo 13:11-12).
Faith Portal Church
YOUTH
Unit 11 Lesson 11
Questions
1. If a man stole a sheep and killed or sold it, he must pay back. What percentage of what he stole would he repay? If he could not repay, what option would he have? What was the central ethics of this principle?
2. If a man caused a fire to destroy crops in another man's field, he had to pay back. Would "I did not mean to" have sufficed? Is what God expected of His people, in this regard, expected of you today? Explain.
3. Issues with no stipulated resolution were taken to the judges. Why? How would God want His people to resolve civil issues today?
4. Why was restitution, as a principle, instituted in judging Israel's civil matters? Why was an additional penalty required in certain matters?
5. Why did God tell Israel that death was the punishment for anyone who sacrificed to any god except the Lord? Do people today serve other gods beside the Lord? If so, list a few.
6. What instruction did God give to the Israelites regarding foreigners among them? Why was the instruction needed? How should you treat the foreigners around you?
7. What is usury? Why did God disallow the Israelites to impose usury when they lent money to the poor among them? Should this principle be used among Christians?
Personal Meditation
God puts so much weight on human relationship, and He pays attention to how we treat one another. The essence of these laws is love, and love is a demonstrable attribute. The laws given to the Israelites enjoined them to be good neighbors to one another, thereby fostering a proper human relationship. The laws detailed in the text emphasize that we must love our neighbors as we love ourselves (Lev 19:18). This idea is conveyed throughout the Bible. The word "neighbor" extends beyond the people you know and love. In fact, we are asked to love our enemies (Matt 5:44; Luke 6:35). How we do in loving our enemies reflects how much we love God. If we rightly love God (Matt 22:37), the challenge to demonstrably love others will disappear.
The laws made a provision for restitution should a person suffer a loss or hurt as a result of what another person did. Restitution was necessary as a guardrail, preventing the Israelites from wronging their neighbors. The word of God is our guardrail and guideline by which we live to prevent us from wronging others and sinning against God (Psa 119:11).
DAILY STUDY
Faith Portal Church McKinney, TX
www.faithportal.org | firstname.lastname@example.org | (972) 877-1304 | 1,949 | 1,099 | {
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Senses
GOALS
Comprehension
Retell the text using the pictures on each page as a guide. Discuss how each sense is used.
Vocabulary
High-frequency Words: a, all, and, are, call, can, every, have, help, like, live, now, our, see, the, they, to, us, we, what, with, you
Content Words: around, barking, cat, colours, day, dog, ears, eyes, five, flowers, food, friends, hands, hear/hearing, hold, lemons, nose, pat, pencil, senses, smell/smelling, sour, strawberries, sweet, taste/tasting, things, time, tongue, touch/touching, us, use, world
Phonemic Awareness
Recognise and produce words that have the same vowel sound: aw
Phonics
Letters and Sounds: /aw/
Words to Blend and Segment: call, all, saw, fall, raw
Fluency
Practise rereading the text with a partner (orally), sharing information.
Before Reading
* Ask: What do you know about our senses? How many are there? What are they? Read the title to students and then read it together.
* From the cover image and title have students predict what the text might be about. Discuss if this will be a fiction or nonfiction text.
* Read the title page together. Talk about what is happening in the picture. Ask: What sense is being used here?
* Talk/walk through the pictures. Discuss what is happening on each page. Bring words like hearing, touching, seeing, smelling and tasting into the conversation.
Reading the Text
* Read the cover and the title page together. On page 2 discuss which two senses are being used. Look at the icons or small illustrations on each picture to get a clue. Then read the words together, pointing to the words as they are read.
* Look at page 3 to discuss the other three senses. Look at the icons and the pictures. Read the words together.
* On pages 4–5 there are icons again. Students read the labels and connect with the pictures to understand their meaning.
* Follow this pattern for each page, discussing the pictures, what the different senses represented are and what those senses help us with before reading each page.
* Check the prediction about the content before answering the question on the last page.
© Wendy Pye Publishing Ltd
After Reading
Invite students to discuss the information. Prompt if needed.
* Re-tell the text using the pictures on each page as a guide. Discuss how each sense is used.
* Discuss the ending. Ask students to tell what senses they are using right now. Ask: Do we sometimes use more than one sense at the same time? What do they think the author's purpose was for writing the book. What have they learnt from this book?
Phonemic Awareness
* Recognise and produce words that have the same vowel sound: /aw/. Students listen carefully to you reading the following words to identify the /aw/ sound, e.g. call, all, fall, saw, raw. They repeat these words and think of more words that have the same vowel sound, e.g. tall, mall, crawl, small.
* Students listen and identify syllables in words and clap as they are spoken, e.g. cal/ling. Together listen and clap the one-syllable words in the book, e.g. live, call.
* Have students clap the two-syllable words, e.g. sens/es, bark/ing.
Phonics
* Recognise words that have the same vowel sound /aw/. Write words call, all, fall, saw, raw on the board to practise blending and segmenting the sounds as a group, e.g. /c/ /aw/ /l/ call.
Word Study
* Talk about the words live, call, our, now, like, have, are, you. Read the flash cards from the inside front cover together. Ask students to locate and read these words in the book.
* On a piece of paper, students draw a picture of one of the pages in the book. They write the matching sentences from the text, e.g. page 16, We use our five senses every day.
* Have students make a Five Senses web with an example of using each sense branching out from the web. They label and illustrate their web and share it with the class.
* Talk about words in the text ending in -ing. List these and say what the root verb is. Together make a chart matching these, e.g. see/seeing, hear/hearing; call/calling; bark/barking; use/using; touch/touching; smell/smelling.
Fluency
* Students practise rereading the story with a partner (orally), sharing information.
Writing
* Have students write a new text using the pattern of the book, e.g. We use our hands to touch. With our hands we can touch a fluffy chick. They write the text and illustrate it.
* Students draw a picture of themselves and label their senses. They can use pages 4–5 as a model. They share this with a partner.
Home/School Link
Take the book home and any related activity done in class to share with family.
© Wendy Pye Publishing Ltd | 1,790 | 1,111 | {
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Where is Jill?
GOALS
Comprehension
Making predictions: Help students to use the title and cover illustration to make predictions about the story. After reading, check on predictions made at the beginning and understanding of humour at the end.
Vocabulary
High-frequency Words: is, on, in, the, where, up, here Content Words: hiding, hill, sack, shed, tree, barley, corn, page
Phonemic Awareness
Recognise and produce words that end with the same sound: /l/
Phonics
Letters and Sounds: l, ll
Words to Blend and Segment: Jill, will, till, hill, fill
Fluency
Model fluent reading of a section of the text differentiating between questions and answers and emphasising the rhyming words for students to repeat.
Before Reading
* Read the title. Discuss the meaning with students. Ask: How do you know it is a question? Who could Jill be? Reread the title and the names of the author and illustrator.
* Help students to use the title and cover illustration to make predictions about the story.
* Together look at the cover picture. Discuss what is happening in the picture. Ask: What are the children playing? Why is the boy hiding his eyes? (Are they playing hide-and-seek? Is he counting?)
* Look at the title page illustration. Ask: What is the boy doing now? What does his face tell you? What do you think might happen in the story?
* Talk/walk through the pictures. Discuss who the boy finds on each page and where he finds them. Notice how the person's name rhymes with the place where they are hiding. On page 15 have students predict the ending.
Reading the Text
* Read the title together and the names of the author and illustrator. Read the title page.
* On page 2 look at the illustration. Ask: Is this Jill? Where is she hiding? Is she up a hill? (Do you know the rhyme Jack and Jill? Where did they go?) Look for the word Jill in the text. (Starts with J and ends with /l/.) Find the word hill that ends like Jill. (They rhyme.) Students notice that the first line is a question. Read the words together. Follow this pattern for each page up to page 14, discussing the picture and reading the words together.
* Review students' predictions for the ending made earlier, then turn the page to reveal the ending. Have students discuss what they see in the illustration. Read the text together. Ask: Did you think the ending was clever? Why?
© Wendy Pye Publishing Ltd
After Reading
Invite students to discuss the story. Prompt if needed.
* After reading, check on students' predictions made at the beginning and understanding of humour at the end. Is this what students predicted? Was this a clever idea that the author thought for an ending?
* Reread the story together. Recognise how to read a question and answer and how your voice differs. (Most pages start with an answer and end with a question.) Notice the rhyming words on each page, e.g. Jill/hill, Jack/sack, Ed/shed.
* Ask students to re-tell the story using the pictures on each page as a guide. What happened first, next, and so on?
Phonemic Awareness
* Recognise and produce words that end with the same sound: /l/ Say the word Jill slowly emphasising the /l/ sound. Have students listen, notice the end sound and repeat the word.
* Repeat with hill, will, mill, well, fell. Think of other words ending in /l/ for students to listen to and repeat, e.g. smile, while, mile, pile, mail, nail.
Phonics
* Discuss the name and sound of the letter/s: l, ll Write cvc words Jill, will, till, hill, fill on the board to practise blending and segmenting the sounds together as a group. Students listen to and hear the sounds in will /w/ /i/ /ll/. They say them separately, then blend together slowly.
* Illustrate using alphabet letters for the words and touching them as the sounds are made for the word.
Word Study
* Talk about the meaning of the words is, on, in, here, where, up. Print the flash cards from the inside front cover and read them together. Ask students to locate the words in the book.
* On a piece of paper, have students draw a picture from the story. They find the words in the story and write them and then read their sentence to a partner.
Fluency
* Model fluent reading of a section of the text differentiating between questions and answers and emphasising the rhyming words for students to repeat. They reread to a partner.
Writing
* Using the same pattern, students write a new story about someone hiding. They draw a picture first, then write the story, e.g. Where is _____? _______ is hiding in/on the ________ .
Home/School Link
Take the book home and any related activity done in class to share with family.
© Wendy Pye Publishing Ltd | 1,795 | 1,071 | {
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Hydrogen Peroxide and your Orchids
What is Hydrogen Peroxide? If you take a molecule of water and fuse an extra atom of Oxygen to it you end up with an unstable molecule of H2O2, Hydrogen Peroxide. Why I say 'Unstable' is because at the first opportunity this atom of oxygen will jump free and react with any organic material that it contacts. This organic material in orchid growing is pests, their eggs and fungus.
H2O2 comes in many strengths depending on its use. 3% is most common to us and can be found in drug stores. It is used for killing bacteria in cuts, orally for gum problems and for fungus on your feet.
20% to 35% (food grade) is sold in hydroponics stores. At this strength H2O2 will burn your skin. This strength is used for bleaching paper in pulp mills and sterilizing equipment in food processing.
75% solution is used as an oxidizing agent in rocket propulsion.
A 5% solution "fizzes" any insect egg and kills most insects upon contact but is harmless to your plants or skin. The only bug that it has problems with is Scale but with repeated applications it will get the upper hand on even this hard shelled bug. I used some 3% solution last week on Mealy bugs and after two (2) applications they were gone.
Why does H2O2 "fizz" when you put it on a cut or on an insect egg? Blood and organic cells contain an enzyme called "catalane". And we all know there is lots of blood and damaged cells around insects and their eggs. When H2O2 comes in contact with catalase it turns the H2O2 into water and oxygen gas. The bubbles you see in the fizz is pure oxygen being created by the reaction.
To mix a 5% solution for spraying plants combine:
```
1 liter of water 146 ml 35% H2O2 ( or 256 ml of 20% H2O2 ) 20 ml of alcohol 2 ml detergent ( acts as a wetting agent )
```
This is an excellent solution to spray on your plants because it will kill the bugs and leave water and oxygen as bi-products.
Another use for the 5% solution is to pour it over the potting mix ever once and a while to kill fungus, bugs or eggs that are lurking in the roots. The by-product is again water and oxygen. This oxygen is of great benefit to the roots of the plant, especially if you have been over watering and the roots lack oxygen.
A 10% solution can be used to disinfect your greenhouse but please leave you plants outside and wear proper protective clothing. At this strength H2O2 becomes corrosive.
Create PDF with PDF4U. If you wish to remove this line, please click here to purchase the full version | 1,036 | 600 | {
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Notes for teachers
At a glance
Scientists at the University of Oxford are researching the way that electricity flows in very small, molecular sized, components. In order to achieve this they are making use of graphene, an allotrope of carbon. In this lesson students find out more about the allotropes and, in particular, the allotropes of carbon.
Learning Outcomes
- Students will recognize that the way that the atoms or molecules in a substance are organised can have an effect on the properties of the substance.
- Students will be able to describe the arrangement of the atoms in different allotropes of carbon (such as diamond and graphite).
Each student will need
- Scrap A4 paper for starter activity
- Student worksheet
- Building materials to make models
- Paper/pens for Wanted Poster [OPTIONAL activity]
Lesson Activities
1. Starter activity
- Give the students (in pairs or small groups) 4 sheets of A4 paper each and give them 5-10 minutes to create something that will hold the weight of, say, a stapler at least 10cm above the table (they can fold/cut/change the shape of the paper as much as they like).
- Test their creations. All being well most groups will be able to do this. There are a variety of possible solutions (not least, just scrunching each sheet up in a pile) but a more elegant solution is to fold a single sheet into pleats as below:
Key Stage 4 – Carbon Copy
- Ask the students to reflect on the fact that although they started with flat sheets of paper that wouldn't be able to hold up the test object, by rearranging the paper in various different ways they have been able to make the paper strong enough to cope with its weight.
- Explain that just as with the sheets of paper, the way that atoms and molecules are arranged in a substance have a huge effect on the properties of that substance.
- Let them know that although in this lesson you are going to be concentrating on carbon, this applies to lots of different substances too.
2. Main activity: Comparing Properties
- Hand out the student worksheets.
- Ask the students in pairs or small groups to do task one (list differences between diamond and graphite).
- Explain that many of the differences are due to fact that the carbon atoms in diamond and graphite are arranged differently.
- [Optional] Ask the students to read the rest of the worksheet and then create a "Wanted" poster for carbon (Master of Disguise) that shows at least two of the different forms it can take.
3. Main activity: Building Models
- Using a commercial molecular modelling set or an improvised system (e.g., cocktail sticks and plasticine balls for diamond, rolled chicken wire for nanotubes, etc.) ask small groups of students to each create a different allotrope of carbon.
4. Plenary
- Watch the Oxford Sparks animation. This shows a way scientists are using graphene to perform cutting edge research.
Weblinks
- https://isotropic.org/polyhedra/
A page of different paper nets to make polyherdra, includes the truncated icosahedron or C
60
shape.
- Oxford Sparks 'How does electricity flow through small objects' animation https://youtu.be/wF13tGIrzA8 | 1,305 | 685 | {
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We're so glad you're considering Flanders Nature Center & Land Trust for a program at your school. We have a variety of environmental education programs for Pre-K through grade 5. Engaging in school programs help bring students' science books to life! The programs are taught by talented, experienced educators and adapted specifically to the appropriate grade level. They include opportunities for vocabulary building, journal entries, and hands-on experiences with natural materials. All programs are available during school hours or after school.
Animal Classification - The adaptations of animals help young scientists to classify. Students learn the basics of identifying different types of vertebrates native to New England, how they find food, and escape from predators. Vocabulary reinforcements for classification included.
Feathered Friends - An introduction to the world of birds, their habitats, distinguishing characteristics and migratory habits. Vocabulary expands as students learn to identify the various parts of a bird through feathers, beaks and feet. Nesting behaviors and flight patterns will be discussed. Discover how resourceful birds are through investigating their nests.
In-School
Year Round Programs
The Five Senses - Imagine seeing with compound eyes, hearing with rabbit ears, or smelling as a fly! What a difference antennae make when you're small, and noses make when you are tall! Students understand eye and ear placement as an indicator for herbivores or carnivores and begin to realize that all creatures depend on their senses to survive!
Habitat Hunt - What does it take to support different types of animal life… food, water, shelter, space and sun? How do animals needs compare to ours? Students learn about the important relationship between animals and their habitats through food-web games and other fun activities.
Incredible Insects - Insects of Connecticut are our specialty. Through scavenger hunts and educational games, students will become familiar with insect anatomy and the function of each body part. They will compare insect anatomy with their own as they learn to respect these fascinating critters!
Mammal Mania - Why don't mammals need a raincoat? And, where do they live? Students will learn about the common characteristics, understand the difference between an herbivore and carnivore, and describe various types of fur. They will learn about the habits and habitats of the mammals' native to Connecticut. Through the use of educational games and hands-on activities about predator-prey relationships, students will learn about the challenges to mammals to raise their young, survive New England winters and more!
Owl Investigations - WHOOO… wants to learn about owls? Facts about these nocturnal birds of prey with strong talons, acute hearing and keen eyesight will amaze you! Dissect an owl pellet to discover what they eat. Learn where they live and characteristics that make them different from other bird groups. (Additional charge of $2 per student for owl pellets).
Understanding Beavers - Do you know the huge impact beavers have on our environment? How do they know when to move? What happens to the environment when a beaver moves out and to the environment when they move in? Students discover the fascinating interdependence of wildlife on this ancient engineer of the wild.
COST
QUESTIONS
REGISTER
$150 for a one hour program $100 for each additional hour
For questions regarding curriculum: contact Flanders at 203-263-3711 x 12 or firstname.lastname@example.org
To register for a program: call Amber McDonald, Educator/Administrator 203-263-3711, Ext. 12
5 Church Hill Road Woodbury, CT 06798 | phone 203.263.3711 | www.flandersnaturecenter.org / 2020 | 1,582 | 752 | {
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FIREARM SAFETY
WHAT TO DO IF YOU HAVE FIREARMS IN YOUR HOME
Securing your firearms should be a priority, even if you don't have children at home. Securing your firearm decreases the chances of theft due to firearms being a favorite target of thieves. Safely storing a firearm and using a firearm safety device can also eliminate or minimize the risk of unintentional death, injury, or damage caused by improper handling of firearms.
HOW TO SAFELY STORE YOUR FIREARM:
* Storage methods include keyed locks, combination locks, lock boxes and firearm safes.
* Keep the keys out of reach of children and where others cannot find them.
* Store ammunition in a seperate, securely locked container.
* Use a firearm safety device such as a trigger lock or a cable lock.
FAQ'S
What are Gun Owners' Responsibilities
It is the owner's responsibility to ensure that guns are stored safely. The number one rule of gun storage is to store your guns so that they are inaccessible to any unauthorized users, especially children.
How Do I Talk to My Child About Guns?
There is no specific age to talk with your child about guns but a good time to start is once they show interest in firearms. The interest might come from family, friends, toy guns, video games or from the television. Talk openly about gun safety, that approach is more productive than ordering him or her to "Don't touch that," and leaving it at that.
How Often Should I Teach My Child About Gun Safety?
CHILDREN AND GUN SAFETY
Teach children that guns need to be used safely and responsibly. Remember that hiding a gun is not enough, it needs to be locked up.
* Keep guns locked and out of reach of children.
* Store ammunition and guns separately.
* Never leave a gun out.
* Tell your kids to never touch a gun or gun parts inside the home.
Teach your children TO FOLLOW THESE FOUR STEPS if they see a gun:
-- Stop
-- Don't Touch
-- Leave the Area
-- Tell an Adult
BASIC FIREARM SAFETY RULES
* Treat all firearms as if they are loaded.
* Always keep your finger off the trigger until you have made the decision to fire.
* Never point a firearm at anything you are not willing to shoot.
* Know your target, your target's environment, and any other safety hazard before you fire.
There is no set time but repetition will help children remember standard safety procedures.
* Always keep the gun unloaded until ready to use.
A publication of the Salt Lake City Police Department Public Relations Unit ©2018 | 1,097 | 526 | {
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Found Poetry from Student Conversations
by Taylor Johnson
Education level: Pre-school, kindergarten, elementary
Genre: Poetry, Fiction
Time frame: 60 minutes or a single class period, with a follow-up lesson to share the finished work with students.
Objective: To capture spontaneous student utterances and compile them into found poetry or short stories to share back with students.
Prior knowledge and skills: Teacher fluency using audio-capturing software, like a voice recording app on a phone.
Required materials: A voice recording app, a Bluetooth speaker, and some kind of content lesson, activity, or question about which the students can talk or discuss to spark the material for the found poem or story.
Literary model: None
Younger students' capacity to develop language through oral means is likely more fluent than their ability to handwrite original poems or stories. It's deeply empowering for them to see and hear their spoken words and ideas as written poetry, and your gentle, curative attention to their original ideas can help them make the leap to see and hear themselves as writers.
Sequence of Activities:
1. Gather the students in a shared space like a circle on a rug or around a table. Begin recording using your app or other device. It's helpful if the students know in advance that you are recording them since they will be intrigued and want to add their voices to the mix.
2. Give the students an interesting object or some kind of stimulus that will get them to contribute their ideas. This lesson component can be paired with literally any activity that gets students talking.
3. When you call on students, call on them by name so that later when you're transcribing their contributions to the discussion, you'll be able to easily identify speakers. In any case, make a record of the names of all the students who participated in the activity to credit them all as contributors to any group poem that is created.
4. After the activity is done, stop recording. Save the file and name it so you can find it/identify it later.
5. In a quiet moment away from the students, replay the recording, being prepared to stop and start it frequently as you write out a transcript of the raw material of what each student says. 6. After you have a transcript, type it or voice type it into a document. Keep an eye out for clear
utterances of original language contributed by each student. It may be that some of the students contribute ideas that were not part of the given prompt. Stay alert for curious turns of phrase or crosstalk that generated interesting expressions or conversational language that has a feeling of fresh and ingenious construction, even if it was not expected or intended by the lesson, and especially if the students themselves would not even have been aware that it may be poetic or funny or clever or detailed or well-spoken. You'll obviously want to attend to their direct responses to the content you were asking them about, but there may be other, unexpected comments or statements that arise over the course of the discussion that feel interesting, funny, or otherwise want to make their way into a found poem.
7. Assemble the utterances that you would like to include into one group poem or several individual poems (or stories, etc.).
8. Record yourself slowly and animatedly reading the finished poem(s) aloud. Be sure to credit by name all students who contributed to the poem(s) in the recording.
9. Play the recording of the found poem back to the students after hooking up your device to a Bluetooth speaker. Watch as their faces gleam with delight when they hear their own words mirrored back to them in this group poem or in individual poems or stories.
10. You can print out individual poems or group poems and stories and give the print-outs to the students to incorporate into other projects or portfolios. | 1,446 | 779 | {
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PARENTAL - CHILDREN AND YOUTH SPORTS MOTIVATION QUIZ
The following is a list of reasons that relate to why young people play sport. Please tick the relevant column expressing your opinion on why your child takes part in their sport?
| Reasons for taking part | I agree | I’m not sure |
|---|---|---|
| 1. My SON/DAUGHTER can be active | | |
| 2. My SON/DAUGHTER can learn new skills | | |
| 3. My SON/DAUGHTER can get better | | |
| 4. My SON/DAUGHTER can keep fit | | |
| 5. My SON/DAUGHTER can stay healthy | | |
| 6. MY SON/DAUGHTER can make and have friends | | |
| 7. My SON/DAUGHTER finds it exciting | | |
| 8. My SON/DAUGHTER takes part because I/we his/her parents want him/her to | | |
| 9. MY SON/DAUGHTER can win competitions | | |
| 10. My SON/DAUGHTER is good at it | | |
| 11. My SON/DAUGHTER can feel special | | |
| 12. My SON/DAUGHTER can find it helpful for life | | |
| 13. MY SON/DAUGHTER can have fun | | |
| 14. MY SON/DAUGHTER can be part of a team | | |
| 15. My SON/DAUGHTER will be helped to look good | | |
| 16. My SON/DAUGHTER will gain more energy | | |
| 17. MY SON/DAUGHTER can compete against others | | |
| 18. My SON/DAUGHTER can learn to get along with others | | |
| 19. MY SON/DAUGHTER can learn about themselves | | |
| 20. MY SON/DAUGHTER can learn self-control | | |
| 21. It will help My SON/DAUGHTER be a good athlete | | |
| 22. My SON/DAUGHTERs friends want him/her to take part | | |
| 23. MY SON/DAUGHTER can earn money in the future | | |
| 24. MY SON/DAUGHTER can be chosen for a better squad | | |
| 25. It makes my SON/DAUGHTER feel good | | |
| 26. It gives my SON/DAUGHTER confidence | | |
| 27. My SON/DAUGHTER like sport | | |
| 28. My SON/DAUGHTER likes their coach | | |
Now look at the list and write down the three most important reasons that you feel that your child takes part in sport.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________ | 1,367 | 671 | {
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| Circle Process: | Title: Introducing Circles to Staff | 6/23/23 |
|---|---|---|
| Circle Seating | Arrange chairs in a circle, put talking pieces in the middle | |
| Mindfulness Moment | Welcome. Please mute or turn off cell phones. Pause, breathe, and let go of thoughts of the day before the circle. *Silently count to 5. | |
| State the Purpose | The purpose is to create an opportunity for a direct experience of being in Circle for staff; and to introduce basic elements of the Circle. *Pause for video. | |
| Opening activity | *Fusion video | |
| Centerpiece and Talking piece | The Centerpiece is here for us to focus our attention. We use the talking pieces to answer questions in rounds, we pass it from person to person, never skipping anyone. You are invited to speak and can always pass. I am the keeper and I can talk without the talking piece to help facilitate the circle. | |
| Introductions and Check-in round (Keeper starts) | What is your name? How are you doing today? | |
| Values (Keeper starts) | Share a value you bring to your workplace as educators and want to model for students. *Keeper writes values on a paper, put in the center | |
| Guidelines (Keeper starts) | I’ll read a guideline then pass the paper to the next person to read one and so on. * P ause until after all guidelines have been read. Thumbs up, that you agree to the Guidelines. *After reading, put paper in the center | |
| Round 1: Trust Building (Keeper starts) | What is a highlight from Morro Bay? Either at the conference or around town? | |
| Round 2: Trust Building (Keeper starts) | Tell us how long you have been in education and why you chose to work in education. | |
| Round 3: Discussion (Keeper goes last) | Tell us about a proud moment in your career as an educator. | |
| Round 4: Discussion (Keeper goes last) | How did it feel to share these experiences and thoughts in this Circle? | |
| Closing Round/ Check out | Show on your hands, on a scale of 1-10, how was our circle? *Pause for hand scales. Thank you for participating in our Circle. | |
| Closing activity | *Fusion video | |
*
*
*
*
*
*
*
*
Values
Circle Guidelines
1. Respect the talking piece
2. Just say enough
3. Listen from the heart
4. Speak from the heart
5. Be your best self
6. What is shared in the circle, stays in the circle | 1,038 | 587 | {
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Dear Families
Junior Life Skills 2022 at Quayside Leisure Centre - Friday 11 th October 9.30am to 12.00pm
Junior Life Skills is a practical training experience for Year 6 pupils to help them to prepare for the hazards they are likely to encounter in life. Similar events take place both nationally and locally.
The Junior Life Skills project aims to equip young people to meet some of those challenges by encouraging an understanding of their own health and safety, developing coping skills to ensure their own personal safety and how to respond appropriately in emergency situations.
The objectives are:
* To be able to keep safe and use basic safety procedures
* To be able to accept responsibility for the safety of themselves and others
* To acquire a knowledge of and be able to practice basic first aid
* Recognise some environmental hazards and how these may be reduced
* Understand that particular actions have consequences for themselves and others
The children will initially attend a short briefing session to explain what the morning will hold for them. The children will then be sent off to 'experience the event' under the supervision of their adult helper. Each of the scenarios will last about ten minutes. The scenarios are all provided and staffed by recognised experts in their field and are designed to be safe. Practical demonstrations are realistic and may startle some children although none of the children should be frightened. Each scenario will be contained within Quayside's premises. After they have experienced all nine scenarios they will return to the briefing area before returning to school.
The children will need to wear their school uniform. As some events will be outside, warm/wet weather gear may be required. Trainers with non-marking soles are the most suitable footwear. We kindly ask that parents drop their children at the leisure centre at 9.10am where they will be greeted by their teacher. We are asking for volunteers for the morning too. Please complete below if you are able to help. We have arranged for Tally Ho to bring the children back to school afterwards for lunch.
☐ I give permission for my child _________________________________________________________ to attend the Junior Life Skills event at Quayside Leisure Centre on Friday 11 th October 2024.
☐ I am/am not* (*please delete as applicable) able to volunteer for the event.
Signed: _________________________________________________________________________________
Print name: _____________________________________________________________________________
Daytime contact number/mobile: ___________________________________________________________
All Saints' Thurlestone C of E Academy
Thurlestone,
Devon, TQ7 3NB
T: 01548 560494E: firstname.lastname@example.org
W: thurlestone-lap.co.uk
FLOURISHING FUTURES
Learning Academy Partnership Registered Office: Suite 4 Zealley House, Greenhill Way, Kingsteignton, Newton Abbot, TQ12 3SBCompany number:
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We are a learning community with the spirit to succeed
Holywell Primary School
Tolpits Lane, Watford, Herts, WD18 6LL
Tel: 01923 225188
email: firstname.lastname@example.org
Headteacher: Mr Coert van Straaten
Curriculum map Spring 1 – Year 1
| | Week nine- Counting to 2’s, 5’s and 10’s Week ten- Introducing simple standard measures | |
|---|---|---|
| Science | Working scientifically: Children will be encouraged to ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out and this will be shown through investigations on muscles and exercises. Science content: This term the children will be learning about Materials. The children will be learning about different objects and the materials they are made out of children. Children will get the chance to identify the properties of materials and then classifying them using these. The children then will learn about recycled materials and how these can be used. | |
| ICT | Maze Exploring – children will be learning to use a variety of keys on the keyboard by exploring PurpleMash. They will lean how to create and debug instructions (algorithms) as well as developing and adapting them. Children will also learn hot o set challenges for their peers. | |
| Topic | History: This term children will be learning about the life, times and paintings of Peter Bruegel the Elder and L.S. Lowry and be inspired to create your own drawings and paintings in their styles. See the differences between the seventeen-century Petr Bruegel the Elder and the twentieth- century Lowry. Generate questions to ask the artists; research their lives and replicate their works and styles. Consider the stories told by their works and become a critical artist in the process! | |
| Music | Throughout the year the children will be following the Charanga scheme. Children will be learning about a range of styles of music including Blues, Baroque, Latin, Bhangra, Folk and Funk. | |
| PE | Children will focus this term on net and wall games. They will develop their throwing, catching, ball and racket skills as well as their aim and accuracy. | |
| Spanish | | Children will be learning different types of greetings, expressing feelings |
| | | and how to ask/ reply to simple questions. |
| PSHE | As a school our scheme for this term is Good to be me. The children will receive a lesson every week around this theme, which will also be linked to our weekly Monday assemblies. | |
| RE | The children are following the Herts RE scheme throughout the year. This term the children will be learning about the importance of looking after each other in different religions., they will be focusing on stories from the Quran and the Bible. | |
| Educational visitor | | |
Year 1- Spring 1 | 1,311 | 695 | {
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Cognitive Abilities Test (CogAT) Screener
2020-21 Academic Year
What is it?
The CogAT Screener is a nationally standardized assessment that measures reasoning and problem-solving skills in verbal, quantitative (numbers), and non-verbal areas. This assessment measures the cognitive development of each student whom is assessed. The Screener is a shortened version of the full CogAT. It uses approximately 14 questions from each of the three subtests above to produce a score for each student.
Why is this assessment given?
Throughout life, a student is developing reasoning and problem-solving skills. The CogAT Screener is given to determine in what areas students are meeting national norms (typical scores) as measured by this assessment. It also assesses at which stage of cognitive growth each student falls on a continuous growth scale. The CogAT Screener is only one piece of information used to help educators make student placement decisions for Advanced Learner support.
Who takes this assessment?
CogAT is a K-12 assessment and is useful in measuring students' learned reasoning abilities at any elementary school grade. All second grade MMSD students will take the assessment.
How is the test given?
The CogAT Screener is an online screener, in three different parts. It addresses the verbal, quantitative, and non-verbal skills learned by students. The total time, including the student "warm up", is approximately 60 minutes.
When is the test given?
The test is given once a year. The district window for the CogAT in 2020 - 21 is 2/1 – 2/26. This may change based on potential changes with instructional methods (virtual vs. face-to-face).
How will results be shared?
Results are one of several data points used to help determine which students require Advanced Learner support. Reports for all students will be mailed out via US mail. These reports will contain information about how to read the scores and what each score means, as well as to how it can be used to support learning.
How does this assessment reflect my child's performance?
As with any assessment, this is only one measure of your student's academic performance. It is only through multiple assessments (for example, teacher developed assessments, state and district assessments) that we are able to develop a clearer picture of your student's current level of performance as well as their growth over time.
For more information, contact: Tim Peterson
Office of Assessment, 608-663-5217
mmsd.org/assessment
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Lower Junior News!
'We believe in the power of YET!
Hello everyone,
The children have worked extremely hard and have been busy producing some wonderful pieces of work. In English the children have continued to work hard this week. They have learnt how to take concise notes from texts and completed research on the country Italy to create a persuasive advert. They have started writing these adverts using persuasive techniques. In maths the children have looked at multiplying numbers by 10. They have also been doubling numbers to 100.
Year 4 children have also been looking at note taking and then researching the country Italy. They have been focusing on persuasive techniques when writing their brochure. In maths they have started fractions looking at equivalent fractions, unit and non-unit fractions before moving onto fraction of amounts.
In science the children have been exploring shadows using torches. In computing they were adding pages to a website focusing on a book review. In PE the children continued their topic in athletics and enjoyed their afternoon out in the sun. In humanities the children were using atlas'.
Tempest Photography – Wednesday 25 th May will be taking extra individual photographs for all year groups. Year 6's and Reception will not have these taken as they had theirs this week.
Space Day- On Friday 6th May, we will be celebrating National Space Day. On this day, the children will be taking part in activities linked to Space. Children are also invited to come to school dressed in a Space themed outfit if they wish. As part of our Space Day, we will be holding a competition for the whole school. Both teachers and children are invited to take part. In EYFS and KS1, we are holding a rocket-making competition. We would like the children to make a rocket to take them up and away into space. They can use any items they can find at home. In KS2, we would like the children to design and make a moon buggy to collect samples from across the Moon's surface. Entries will be tested across bumpy terrain. All entries for the competition will need to be in by Friday 13th May. These will also be shared in our celebration assembly. Please ensure all entries have full names and classes on them. They can be handed to either Miss Spencer or Miss Ward.
School will be closed next week on Monday for Bank Holiday and Thursday due to voting day as school is used as a polling station.
Spanish Phrase of the week:
Home learning
Year 3: Reading Comprehension and Times Tables
Year 4: Times Tables and Past and Present Tense
A huge well done to the stars of the week:
Junior 1
Junior 2
Miss Williamson
Ella Dobson Maddie Barker Gaskell Ella Bradnock
Leyton Haynes Zac Noone Kian Armstrong
Mr Jennings , Mr Roberts & Miss Williamson | 1,213 | 576 | {
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PE CURRICULUM KS1
| GYMNASTICS | To move safely and confidently in space using changes of speed, level and direction when travelling. To recognise how their body feels when exercising To explore balancing actions. To explore ways of jumping To explore ways of rolling. To link together travel, balance and jump To link together travel, balance, jump, roll in a competition format To explore different balancing actions. To obtain control when performing balancing actions. To explore different ways of jumping with control To develop correct technique when landing To explore 4 different ways of rolling Incorporate rolling into a 3 elements sequence To explore balance, travel, jump and co-ordination on equipment. Start the use of vault/box and artistic floor (sports specific) To link together 5 elements into a sequence To perform a sequence of five contrasting actions | Find and use space safely with an awareness of others. Show a recognisable shape. Plan and repeat three different ways of travelling on hands and feet in a pathway. Quiet safe landing, bent knees Use of arms to help with take off Perform each roll showing different shapes in the different rolls Create a short sequence on apparatus Children can walk forward, backwards and sideways as crab Control and sharp execution of jumps including jumps with turns Can perform each roll with control and have knowledge over technicality for a successful roll. Create a sequence of jump, balance and roll clear control and fluency in their movements. Perform a travel, balance and jump on or off equipment. To perform run, jump and then hands then knees onto vault Display key teaching points throughout each skill Children carry apparatus safely. Children can demonstrate a range of quality actions with a change in dynamic. Children can comment on a performance using simple vocabulary. Children can evaluate and improve their own and others performances. Children can explain how a sequence has improved |
|---|---|---|
| DANCE | To understand what a formation is | Children can remember what count each movement is on. |
To be able to get themselves into different formations
Cannon
Line formations
Children can remember and repeat a sequence.
To be able to dance in line formations
Children can combine actions together.
Sequence
To run quickly with greater control and co-ordination.
Run at fast and medium speeds. Repeat a short sequence of linked jumps. Throw a variety of objects changing their action for accuracy and distance.
To choose skills to help them meet the challenges set.
| GAMES | To explore throwing equipment underarm To develop the skill of side gallop To develop the skill of running To apply the skill of an underarm throw in different ways To develop the skill of dodging To apply simple tactics in a team game | Can throw a bean bag underarm with some consistency into an opponents hoop with a right arm throw – left foot forward and vice versa if left arm throw. Can throw with a level of accuracy into target. Can choose a tactic to outwit an opponent i.e pretend to throw one way and throw the other. Can defend the hoop sometimes. |
|---|---|---|
| STRIKING AND FEILDING | To be confident and safe in a space used to play games. To explore underarm throwing with beanbags. To explore overarm throwing with a variety of equipment. To develop a correct catching technique To continue to develop catching skills and become more competent at it. To develop striking skills. To choose the correct tactics of striking/throwing into space in a game situation. | Under arm throw 1. Watch target / head still / balance 2. Front on towards target 3. Straight arm towards target Over arm throw 1. Watch target / head still / balance 2. Side on towards target 3. Throwing arm above and behind head 4. Front arm used to aim 5. Weight / momentum towards target 6. Stay on two feet Catching 1. Watch the ball |
Some children will have progressed further show greater difference between slow and fast speeds repeat short sequence of linked jumps with co-ordination. Throw more accurately with greater distance | 1,714 | 839 | {
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K.C.S.E HISTORY & GOVERNMENT PAPER 1 2005 SECTION A (25 mks)
Answer all the questions in this section in the answer booklet provided
1. Name two pre- historic sites in Kenya. (2 mks)
2. Identify the main economic activity of the Plain Nilotes during the pre- colonial period. (2 mk)
3. Name one community in Kenya which played a leading role in the long distance trade. (1 mk)
4. Identify one community in Kenya which had a centralized system of government in pre- colonial Kenya. (1 mk)
5. Give two evidences which show that Chinese traders reached the Kenyan coast before 1500 A.D. (2 mks)
6. State the main reason for the coming of the Portuguese to the Kenyan coast in the 15 th century. (1mk)
7. State two problems which the imperial British East African Company had in the administration of the protectorate.
8. Name the treaty which marked the colonial spheres of influence in East Africa in 1886. (1 mk)
9. State two grievances of the Kikuyu Central Association (K.C.A) against the colonial government in Kenya. (2 mks)
10. What was the main results of the Devonshire White Paper of 1923? (1 mk)
11. Name two African leaders who were detained in 1952 at the declaration of a state of emergency. (2 mks)
12. Identify two sources of government revenue in Kenya. (2 mks)
13. Name two officers of a Municipal Council who are appointed by the public service commission. (2 mks)
14. What is the main function of the Civil Service in Kenya? (1 mk)
15. Give one reason why parliament is regarded as supreme in Kenya. (1mk)
16. Give one way in which the constitution of Kenya guarantees the rule of law.
(1 mk)
17. State two contributions of parastatal to the economic development of Kenya.
(2 mks)
SECTION B (45 MARKS)
Answer three questions from this section in the answer booklet provided
18. (a) Give five reasons which led to the migration of the cushites from their original homeland into Kenya during the pre- colonial period. (5 mks)
(b) Explain five results of the interactions between the Bantu and the cushites in Kenya during the pre- colonial period. (10 mks)
19. (a) What were the reason for the construction of the Kenya- Uganda railway during the colonial period? (3 mks)
(b) Explain six effects of the construction of the Kenya- Uganda railway during the colonial period? (3 mks)
20. (a) State three methods which were used by the British to establish their rule in Kenya. (3 mks)
(b) Describe the organization of the Central Government in Kenya during the colonial period. (12 mks)
21. (a) Why did the British use direct rule in administering most parts of Kenya? (3 mks)
(b) Explain six ways through which Ronald Ngala contributed to the struggle for independence in Kenya. (12 mks)
SECTION C (30 MARKS)
Answer any two questions from this section in the answer booklet provided
22. (a) Identify three types of local Authorities in Kenya. ( 3mks)
(b) Explain the relationship between the central and local government in Kenya. (12 mks)
23. (a) Give three symbols of National Unity. (3 mks)
(b) Explain six factors which undermine National Unity in Kenya. (12 mks)
24. (a) What are the functions of the Attorney General in Kenya? (3 mks)
(b) Explain six responsibilities of a Kenyan citizen. (12 mks)
K.C.S.E HISTORY & GOVERNMENT PAPER 2 2005 SECTION A (25 Marks)
SECTION C (30 MKS)
Answer any two questions from this section in the answer booklet provided | 1,738 | 820 | {
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Elmer Thienes – Mary Hall Elementary School
25 SCHOOL DRIVE, MARLBOROUGH, CONNECTICUT 06447 TELEPHONE (860) 295-6220 - FAX (860) 295-6223 www.marlborough.k12.ct.us
Dan White Principal
Kimberly Kelley Assistant Principal
February 27, 2020
Our Marlborough Elementary School Invention Convention is next Tuesday, March 3rd. We are excited to see the 'problems' identified by our children and their inventions to solve them. Creating an Invention Convention project takes a significant amount of time, creativity, and energy and we love the enthusiasm that is shared during the presentations. We will be sure to share a list of inventions that were created this year!
On the back of today's letter, please find information about Read Across America Week – one of our most favorite weeks of the year. During this week, we focus on honoring the life of Dr. Seuss through reading, reading, and more reading. We will have our school wide Drop Everything and Read event on Monday – an event usually reserved for Friday, however, since Dr. Seuss' birthday is Monday, we thought this would be the perfect day to stop for a time in our school day and all enjoy the gift of reading. We know that spending time reading books that we love would be the best way to honor this fabulous author.
Reading is an integral part of every day, in every grade. From the stories about dinosaurs that are being explored in our PreK classroom to an analysis of mood and tone on a variety of famous songs in sixth grade, our children read every day. However, reading stretches into all aspects of the curriculum. Learning to read and understand topic specific vocabulary is an integral part of reading in the content areas. In science, for example, our 3rd graders have recently been learning about how scientists have identified, based on examinations of a variety of skull structures, what different creatures such as dinosaurs, looked like. Vocabulary building skills make the reading of non-fiction text easier.
Proudly displayed in two hallways in school, the March Book Madness brackets have been hung. One bracket will contain the picture books and one will contain the novels. Each week, based on student voting of favorite books, a new section of the bracket will be completed, all the way to the Championship round and an eventual Book Champion. We are excited to see which book wins in each category.
Even with the lovely weather this week, we know that we are still in the winter season. With all the news stories about health-related topics, we wanted to share that we read all information shared by the CDC on a regular basis. We continue to remind everyone the importance of good handwashing (with soap) and hygiene rules like sneezing into your elbow and covering coughs. Along with our nightly cleaning, we do a deeper cleaning on the weekends.
We hope that everyone has a fabulous Friday and a good weekend.
Dan & Kim Upcoming Events:
New Fliers:
2/27 – Board of Education Meeting – 7:00 pm
2/28 – Marking Period 2 ends
3/2-3/6 – Read Across America Week
3/3 – MES Invention Convention
3/3 – BOE Budget Presentation to BOF – 7:00 pm
Community – MECCA Summer Camp
School -Read Across America
Community – Internet Safety & Social Media | 1,392 | 719 | {
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MOLES ARE NOT A SIGN OF GRUBS
By: Kelly Feehan, Extension Educator
Release: Week of April 27, 2020
Given recent questions asked it's time for a reminder that mole tunneling in a yard is not a sign of white grubs. And trying to control white grubs will not stop a mole from tunneling in a yard.
It's also a good time to remind people that insecticides do not need to be applied for grubs unless a lawn had a population of over eight grubs per square foot in August or September last year; or until eight grubs can be found per square foot in August of this year.
Insecticides need to be used responsibly to protect beneficial insects like pollinators and to reduce the likelihood of harmful insects developing insecticide resistance. Applying controls for white grubs on an annual basis without meeting the thresholds above is not responsible pesticide use.
On the mole and grub question, moles are most active in spring and fall, usually burrowing at dusk or near dawn and creating nuisance tunnels in lawns. In spring, mole activity is just as much for mating as for feeding on earthworms and insect.
Moles prefer soft, moist soil and often move into irrigated lawns from drier areas. Seventy percent of a moles diet is earthworms which insecticides do not control. As insectivores, moles will eat insects they encounter while tunneling; however grubs are not the reason moles invade lawns.
There are many mole remedies on the market, but few work well if at all. As insectivores, moles are not plant eaters so products such as poison peanuts will not control moles. Applying insecticides to reduce a moles food source will not control moles since insecticides are ineffective against earthworms.
Control methods Nebraska Extension recommends are trapping or the use of products containing Talpirid. It is important to follow label directions when using Talpirid, which is usually a bait placed in a gummylike worm resembling earthworms. Note the poison bait is only placed on one end of the worm-like bait.
There are also tricks to effective trapping which can be a frustrating endeavor. For tips, such as where to best set traps, refer to our mole control NebGuide found at https://go.unl.edu/macg.
As for white grubs, these are the larvae of a scarab beetle called May or June beetles. White grubs overwinter as full grown larvae so they are found in lawns and gardens in spring. However, feeding at this time of year is limited and given their size, full grown grubs are difficult to control with insecticides.
Overwintering grubs soon pupate and emerge as adults in May and June. Mating and egg laying take place into July. Most eggs hatch by early August. It is this generation of root feeding grubs that damage a lawn if there are eight or more grubs per square foot. A vigorous growing lawn with a healthy root system will tolerate feeding by lower populations.
If a lawn had a population of over eight grubs per square foot in August or September last year, preventive products containing Imidacloprid (Merit) or halofenozide (Mach 2) provide effective grub control if applied from mid-June to early July this year.
When preventive products are not applied and grub control is needed in August or September of this year, meaning eight grubs per square feet, carbaryl (Sevin) or dylox provide the best control against white grubs after they hatch. Follow all label directions and water-in grub control products after application.
If you choose not to apply insecticides and some grub damage occurs, fall turf growth and overseeding thinned or bare areas in early September will easily repair damage in most lawns. | 1,551 | 786 | {
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Consequence vs. Correction Case Studies
Objective: Improve your ability to determine when to give students a consequence or a correction in different classroom scenarios.
Task: In this activity, you will read and analyze classroom scenarios in which you must decide between giving a student(s) a consequence or a correction. Following discussion and reflection, you will generate two guidelines for directing your future decision making.
Adaptation for School Leaders: You can use these case studies for a mini-PD with your whole staff or a grade level team, adding in your own guidelines, and adapting the scenarios to your particular school context.
Estimated Time: 20-25 minutes
Background: One of the trickiest aspects of managing a classroom is deciding when to give a consequence versus a correction. The question is tough because teachers must decide each scenario on a case-by-case basis and they need to do so swiftly, consistently, and repeatedly. Here are some rules of thumb that great teachers follow when faced with this common dilemma:
* Persistence and Repetition: When students persistently engage in off-task behavior that they know they shouldn't, the teacher should err on the side of a consequence. If it seems like the cause is distraction or a misunderstanding, err on the side of correction
* Motivation: If a student is clearly testing your expectations, give a consequence. Tolerating willful defiance corrodes your authority in the eyes of the student as well as the rest of the class.
* Degree of disruption: If a student's behavior doesn't disrupt others' learning, then it's probably better to give a correction; if it does, give a consequence.
* And, Not Or: You could also give a correction and a consequence. If you do, it's better to give a correction before the consequence, because it gives the student time to reflect.
Directions
Step 1 (5-7 minutes) Analysis. After reading the rules of thumb (above), apply them— and any of your own—t o the following case studies. Jot down whether you would deliver a consequence or correction and why, as well as script the language you would use Option: Add 1-2 scenarios you're experienced, and determine, in hindsight, if you would give a consequence or correction.
Step 2 (8-10 minutes) Optional Discussion. With a colleague, share 3-4 of the scenarios, your rationale, and your language.
Step 3 (3-5 minutes) Reflection Record two takeaways you want to remember the next time you have to decide between giving a student a consequence or a correction.
Consequence vs. Correction Scenarios
Directions:
For each of the scenarios below, jot down whether you would use a consequence or correction, why, and script the language you would use.
| Scenario | Consequence or | Script your correction or |
|---|---|---|
| | Correction? Why? | consequence |
This free resource comes from the Grab and Go section of www.teachlikeachampion.com. As you customize, please credit us as the source. Thanks!
Consequence vs. Correction Scenarios (Cont'd)
| Scenario | Consequence or | Script your correction or |
|---|---|---|
| | Correction? Why? | consequence |
| Add Your Own: | | |
Reflection:
What are the two most important things you learned from this activity that you want to remember when deciding between giving a consequence and a correction?
1.
2. | 1,442 | 723 | {
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Examining Student Work Protocol
1. Set up the panel (5 minutes)
* Identify the presenting team and display their student's work. Do not explain the work at this time.
* Everyone else in the group is on the review panel.
2. Describe (10 minutes)
Presenting Teachers: State the grade level of the student and name the components of the sample (ex, artist statement, journal entry, etc.). Do not provide any more information at this time-- not even the content areas involved! Use your Examining Student Work: Presenting Team Tool to record notes and insights as you listen to the panel discussion.
Panel:
a. Use Examining Student Work: Panel Tool to silently take notes about your observations of the collection of student work. Do your best to stay close to the evidence, and stay away from interpretations or conjectures. Describe the important elements that meet your senses.
b. When prompted by the facilitator, share your observations with your colleagues in the panel, adding one descriptive element per person until everyone has finished.
3. Questions (10 minutes)
Presenting Teachers: Use your Examining Student Work: Presenting Team Tool to record the questions that each panel member shares. You will not respond to the questions out loud now, but select some questions and record ideas that you may share with the panel later.
Panel:
a. Use Examining Student Work: Panel Tool to silently note the questions that you have about the work, process, or instruction.
b. Some of your questions will be about the nature of the learning in the student work that you are looking at ("Assessor Questions") and some more about the activity "Activity Planner Questions." Star the "Assessor Questions."
c. When prompted by the facilitator, share your questions with your colleagues in the panel, starting with the "Assessor Questions," contributing one question per person until everyone has finished.
(over)
4. Speculate (10 minutes)
Presenting Teachers: Use your Examining Student Work: Presenting Team Tool to record the speculations that each panel member shares. You will not respond out loud now, but record ideas that you may share with the panel later.
Panel:
a. Use Examining Student Work: Panel Tool to silently speculate about the student learning that resulted from the unit, based on what you noticed in the work. Think about the big idea, content areas, and types of learning.
b. When prompted by the facilitator, share your speculations with your colleagues in the panel, contributing one speculation per person until everyone has finished.
5. Presenting Teachers Respond (10 minutes)
Presenting Teachers: Look over the notes you've taken and take a few minutes to respond to what the panel has discussed. Use the questions in Examining Student Work: Presenting Team Tool to guide your response to the following:
a. What insights did you have based on the descriptions the panel made?
b. What questions were most interesting to you, and why?
c. What do you appreciate more now about your teaching and learning strategies? What would you modify?
Panel: Listen and allow time for the presenting teachers to process the above questions without interruption. When they are done you can give your Examining Student Work: Panel Tool handouts to the presenting teachers. | 1,301 | 660 | {
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As more countries depend on fish to feed their growing populations, waste from fishing operations is soaring, raising concerns over the sustainability of current fishing operations around the world.
A third of the world's fish stocks are overfished and about 35 percent of fish caught for food are never eaten. It's predicted that hotter temperatures around the world will also drive fish away from warm tropical waters, where nations rely on seafood, according to a report released Monday by the Food and Agriculture Organization (FA0) of the United Nations.
"There's too much pressure on marine resources and we need significantly more commitments from governments to improve the state of their fisheries," Manuel Barange, director of the FAO fisheries and aquaculture department, told Reuters.
The report also showed that one in three fish might never make it to a human stomach, since nearly 35 percent of all fish caught are wasted. Most of this waste is due to the product rotting because of poor refrigeration or from human error.
Some of the fish are also thrown back because they are the wrong species or are too small to go to market.
"Food waste on a hungry planet is outrageous," Lasse Gustavsson, executive director of Oceana, an ocean conservancy nonprofit, in Europe, told The Guardian. "The fact that one-third of all fish caught goes to waste is a huge cause for concern for global food security."
The data also showed that total fish production has climbed to a new a record high—largely a result of more fish farming in China. The report predicted that fish farms will continue to expand and that nearly 20 percent more fish will be consumed by 2030.
"Since 1961, the annual global growth in fish consumption has been twice as high as population growth, demonstrating that the fisheries sector is crucial in meeting FAO's goal of a world without hunger and malnutrition," José Graziano da Silva, FAO director-general, said in the report.
Previous analyses that include estimates for illegal fishing show that wild fish populations are falling quicker than the FAO report suggests, The Guardian reported.
"The crisis of [overfishing] will be hard to solve," Daniel Pauly, at the Sea Around Us research initiative at the University of British Columbia, Canada, told The Guardian. "However, collaborations between different stakeholders may help turn around some of the negative trends. This is the best issue of [the FAO fisheries report] that I have ever read."
Link: https://www.newsweek.com/one-three-fish-never-eaten-stock-1014508 | 1,017 | 518 | {
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