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Bringing in Annuals for the Winter
The two essential requirements are that you choose the annuals most successful for moving inside and that you have a sunny window with southern exposure. Remember, our annual geraniums are perennials in the tropics; so a sunny window is critical. Don't forget; you may have a sunny window downstairs in your cellar. Annuals that do well indoors during the winter are limited to Coleus, Impatiens (including New Guinea),
Nasturtium, Pansy Petunia, Verbena, Wax Begonia,
Lantana, and Geraniums, with Coleus and Geraniums being the easiest. Gardening is about experimenting so try any annual you'd like. You don't have to fret if they don't survive; that was their fate come frost anyway.
The annuals listed below can make good houseplants. If they are in the ground, you can dig them up, re-pot them, (make sure you bring indoors before the frost), and place in a sunny window. You can bring in Geraniums and just cut them back; but for other annuals, such as Coleus, it's better if you begin by taking stem cuttings from the plant. For stem cuttings; first, water your annual plant well a few hours before cutting, then cut a few stems about 2 inches long. Place cuttings in sand, vermiculite, or perlite. Keep plants moist, fertilize at ½ strength, transplant them to individual pots when roots are about two inches long, and put them in a window with southern exposure. Don't let them dry out.
Here's a short list of annuals that are easy to grow indoors:
- Alyssum - Dig up, re-pot, bring inside, and place in a sunny window.
- Nasturtium - Take stem cuttings and root in sand, vermiculite, or perlite.
- Pansy - Dig up and bring inside. Needs sun, yet a cool area of the house.
- Petunia - Dig up, re-pot, bring inside, and place in a sunny window, or try stem cuttings and root.
- Coleus - Take stem cuttings and root in sand, vermiculite, or perlite.
- Verbena - Dig up, re-pot, bring inside, and place in a sunny window.
- Wax begonia - Dig up, re-pot, bring inside, and place in a sunny window, or try stem cuttings and root.
- Geraniums - Dig up, re-pot, bring inside, cut it back half way, and place in a sunny
window.
- Impatiens - Take stem cuttings and root them in sand, vermiculite, or perlite.
- Lantana - Dig up, repot, bring inside, and place in a sunny window.
8793 Kenwood Road Cincinnati, OH 45242 • Store: 513-891-9035 • Landscape: 513-984-8733 | <urn:uuid:08e8f82a-0551-4b47-8f80-9e301cb03d33> | CC-MAIN-2017-22 | http://bloomingarden.com/wp-content/uploads/2015/02/Bringing-in-Annuals-for-the-Winter.pdf | 2017-05-25T03:04:31Z | crawl-data/CC-MAIN-2017-22/segments/1495463607963.70/warc/CC-MAIN-20170525025250-20170525045250-00109.warc.gz | 54,525,277 | 637 | eng_Latn | eng_Latn | 0.995362 | eng_Latn | 0.995362 | [
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Participation Assignment CHEM 1090-General Chemistry I
Name:
#1
Section: 31, MWF
Due Date: Wednesday 3/29/2017
1. Write the seven fundamental SI units (physical quantity/name/abbreviation).
2. Write the abbreviations and numerical factors for the following six metric prefixes: giga, kilo, deci, centi, milli, and micro.
Alan D. Earhart
1 of 1
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Tip Sheets
Lawn Seeding Care
Grass, like any other living plant, will thrive when planted properly in the right location. Many of us think grass seed will grow by simply throwing it on the lawn and walking away. For winter seeding, this is mostly true. But for fall or spring seeding it is not. Here is a step-by-step way to successfully reseed your lawn.
Spot-Seeding Bare Spots
1. Take a steel rake and loosen soil.
2. Apply seed with applicator or by hand at the rate of 4/5 seeds per inch (freeze grass seed overnight for faster germination).
3. Dampen down daily until seed germinates (a light application of straw is optional).
4. After germination, deep water the new grass once a week (to the equivalent of 1") during dry periods.
5. Mow as soon as new grass reaches 2 ¼" or more. Cut to a height of 2". Raise mower ½" after 4 cuttings of new grass.
Seeding New or Reseeding Existing Lawn Do's and Don'ts
- Don't rototill the soil. This process causes the soil to settle unevenly, wakes up thousands of weed seeds that will compete with the new grass, and it's a lot of unnecessary work.
- Don't apply topsoil to overall area unless you spread it to a depth of 4" to 6" to the entire area. Use topsoil to fill in any low areas. Settle the new topsoil with irrigation or rain before putting down your seed. Re-loosen the top soil with a steel rake to break up the crust, then put down your seed.
- Don't read any further unless you can keep new seed dampened down daily until germination (assuming no rain on a given day). Try the winter seed method if this seems like too much trouble.
- Do kill all existing vegetation in the area to be reseeded. Weeds and other vegetation should be watered well prior to application of herbicide. Healthy weeds die faster. In the fall, allow 3 to 4 weeks to retreat some weeds that regrow after initial treatment. Old law should be between 2" to 3" tall when treating, especially true with nutgrass. A great vegetation killer that is safe to use is Killzall.
- Do rent a seed slitter or verti-slicer. Set the blade to cut a ½" slit. Run the machine east to west and north to south (checkerboard). Most machines come with a seed box. If so, set the seeder to drop 4-5 seeds per inch of soil. For Turf Fescue and Turf Rye, make another couple of passes northeast and southwest.
- Do freeze your seed overnight. It can even stay frozen until you're ready to apply. Do it now before you forget.
8793 Kenwood Road Cincinnati, OH 45242 • Store: 513-891-9035 • Landscape: 513-984-8733
Tip Sheets
- Do wait until old vegetation starts to turn yellow or brown. Then use a verti-slicer or verti-cutter. Move the machine east to west and south to north. Do crisscross. For sloped areas, move machine horizontally across slope. All slits should be ½" deep in soil.
- Do fertilize with a starter type fertilizer (example: 9-18-18). Do not mix the seed and fertilizer together in the same applicator hopper. Apply fertilizer first.
- Do lightly water grass seed daily (assuming rainless days) to keep seed moist until germination. Then water once weekly, the equivalent of 1" of water, and/or rain. Continue to water as above during dry and hot weather.
- Do mow your grass as soon as it reaches 2 ¼". Mow at 2" and mow often. The more cuttings, the quicker the new grass matures. You will get a few new weeds. Do not apply weed killer until you've given the new grass 3 cuttings.
- Do use good grass seed. If you're going to do all these steps, don't mess it up with socalled bargain seeds. Check the label for purity, weed seed content, and inert ingredients.
Lawn Notes
1. The best feedings for your lawn (all types):
- Early September – High nitrogen
- Late November – High nitrogen
- Spring (March) – ½ rate nitrogen
2. Leave grass clippings. They continue to feed the lawn. (Exception: tall clippings due to rainy periods). Collect those that would clump and smother grass plants.
3. Choose grass varieties that fit your maintenance schedule:
- Bluegrass – High maintenance
- Perennial grass – Medium maintenance
- Turf-type fescue – Low maintenance
4. Winter seeding is a great way to go if you can't fall seed. In mid-February to early March, go out and remove any fallen leaves and twigs from areas to be reseeded. Apply your seed to those areas (4/5 per inch) and go back and watch TV. Freezing and thawing occurs, causing the seed to have a natural seed bed. Seed will germinate in spring when soil warms to proper germination temperature. Remember do NOT apply any lawn preemergent to the areas you winter seeded until the seed has germinated to a minimum of 2" high otherwise it will not come up.
5. For spring and fall seedings, straw helps to hold moisture around seed, but straw does not replace moisture. You will have to water daily. If you decide on straw, a bale should cover 2,000 square feet. This is a very light application. If done according to above, no straw removal is necessary as straw will decompose by itself. The prime time to seed your lawn is September 1 st through October 15 th so do it in the fall if you can!
Do I feed first or seed first?
An easy question to ask, even easier to answer. When putting down lawn food and grass seed the same day, always put down the fertilizer first so you're not walking on the grass seed any more than you have to.
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LATEX SAFE SCHOOL ENVIRONMENT
Latex refers to the natural rubber content in a product. These products contain particles (latex proteins) which when touched or inhaled create an allergic reaction within a latex sensitive individual. Latex allergies have dramatically increased during the last decade. This increase can be directly attributed to the increased use of latex products (especially gloves and balloons). Efforts to protect both the caregivers and consumers from pathogens have precipitated the use of latex gloves for many purposes.
The latex allergy is an acquired allergy, meaning the sensitization has occurred through past exposures to the allergen (in this case latex). The symptoms of a latex allergy can vary from mild to severe and occur after exposure to a latex product or the latex protein on a surface or in the air. The symptoms of a latex allergy may include: hives, runny nose, sneezing, headaches, itchy eyes, sore or hoarse voice, abdominal cramping, chest tightness, wheezing or shortness of breath (asthma), anaphylaxis.
Populations at risk to develop latex sensitivity/allergy are:
1. Students with spina bifida
2. Students who have had multiple surgeries
3. Students who have multiple allergies (such as ragweed or food allergies to avocado, potato, banana, tomato, chestnuts, kiwi fruit, papaya)
4. Staff with occupational exposure(custodian, food service, school nurse and health aides)
Steps to create a latex safe school environment:
1. Identify students/staff with sensitivities or allergic reactions.
2.
School Nurse to discuss allergy with parents/staff member and plan for school.
safety needs (staff will be made aware of a latex sensitive student/staff member and what plan of care to follow).
3. Student/staff should wear identification bracelet.
4. Parents/staff member will provide emergency medication at school if indicated.
5. Latex balloons will not be allowed in the school buildings.
6. Latex free gloves must be worn by students/staff with a latex sensitivity/allergy and by students and staff.
7. Frequently clean school areas contaminated with latex dust (upholstery, carpets ventilation ducts).
8. Frequently change the ventilation filters and vacuum bags used in latexcontaminated areas.
9. Potential latex exposures in the classroom include erasers, art supplies, rubber bands, glue, stickers. If indicated in student's plan of care latex free school supplies should be used and supplied by the student's parent/guardian.
10. Potential latex exposure in cafeteria includes food prepared by person wearing latex gloves or the use of rubber utensils. Latex free gloves are to be worn by all food service personnel and non-rubber utensils should be used.
11. Potential latex exposures on the playground/gym include all types of balls, gym floors, gym mats, and rubber tires. Provide latex free equipment if indicated in student's plan of care. If latex free equipment is not available, place a barrier between the student and the latex.
12. Potential latex exposure in health rooms include band-aids, elastic bandages, first aid supplies, rubber stoppers in syringes, blood pressure cuffs, stethoscope tubing. Provide latex free first aid supplies if indicated in student's plan of care.
Types of adverse reactions a student/staff may experience upon coming in contact with a product that contains latex:
1. Irritant contact dermatitis - the development of dry, itchy, irritated areas on the skin, usually the hands. This reaction is caused by skin irritation from using gloves and possibly by exposure to other workplace products and chemicals. This is not considered an allergic reaction. Plan of care: Latex free gloves should be worn to reduce the potential for irritation and are recommended for individuals prone to irritant reactions.
2. Allergic contact dermatitis (delayed hypersensitivity) - an allergic reaction caused by the chemical used during processing of latex. Symptoms are itching, redness, vesicles, edema, and skin thickening. Skin manifestations may extend beyond area of contact. The rash usually begins 24-48 hours after contact. Plan of care: Call parents and monitor at school. Student/staff member to wear only nonlatex powder free gloves.
3. Latex allergy - reactions usually occur within minutes to hours after exposure. Signs and symptoms are itching, hives, skin redness. More severe reactions may involve respiratory symptoms such as runny nose, sneezing, itchy eyes, scratchy throat, difficulty breathing, coughing spells, and wheezing, tachycardia, hypotension and cardiac arrest.
Plan of care:
Authorized personnel to administer emergency medication (if indicated in student's/staff member's plan of care).
Call 911 to transport to an Emergency Medical Facility.
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Explore Nebraska Archeology
The Cheyenne Outbreak Barracks
The mission of the Nebraska State Historical Society is to safeguard and interpret Nebraska's past.
Explore Nebraska Archeology, No. 4 A series on Nebraska Archeology produced jointly by the State Historic Preservation Office and the Archeology Division of the Nebraska State Historical Society.
Text by Terry L. Steinacher and Gayle F. Carlson Design and Production by Debra Brownson Maps by Dell Darling
Illustrations courtesy of the Nebraska State Historical Society.
1999
On the cover: Brass military button. The letter "C" denotes cavalry branch of the army.
The Cheyenne Outbreak Barracks, Fort Robinson, Nebraska
The U.S. Army outpost of Camp Robinson was established in 1874 in response to the need for a military presence near the Red Cloud Indian Agency in northwest Nebraska. The camp was designated as Fort Robinson in 1878. One of the original buildings at the camp was a cavalry barracks erected in 1874. This building was the scene of a major event in Western frontier history, the 1879 Cheyenne Outbreak.
The Nebraska State Historical Society con ducted the archeological excavation of the remains of this building during the summers of 1987, 1988, and 1989. The purpose of this exca vation was to gather additional structural evi dence and artifacts for its eventual reconstruc tion and interpretation. This booklet outlines the history associated with the building and some of the archeologists' findings.
The Barracks
When troops arrived at the Red Cloud Agency in February 1874 from Fort Laramie, Wyoming, they camped around the agency in tents. In May the camp was moved a mile southwest of the agency along Soldier Creek, and construction began on more permanent quarters. Both adobe and log construction were used in the buildings of the new camp. The Red Cloud Agency owned a sawmill that provided some cut lumber for finish and interior work. The new post would consist of a parade ground surrounded by officers' quarters, and enlisted men's barracks for infantry and cavalry, as well as warehouses and other support facilities.
Located on the southeast corner of the parade ground and adjacent to the adjutant's office (or commanding officer's headquarters) was the new cavalry barracks. A large log structure measuring about ninety by fifty feet, it con tained a central barracks area where the men had their cots and clothing lockers; a mess hall, kitchen, and washroom in back; and two small rooms in front for the guard mount and the first sergeant's quarters.
Parties of soldiers cut logs for the barracks from the nearby Pine Ridge escarpment and brought them into the camp with wagons pulled by
mules. Construction was accomplished by the soldiers under the supervision of an engineer ing officer. The building, of horizontal log pan els set between upright posts or dividers, was built on stone and lime-mortar foundation piers and had a wooden floor of cut lumber from the agency sawmill. Hardware and other furnishings were brought from Fort Laramie.
From 1874 to 1877 the building was occupied by various companies of the Third U.S. Cavalry. In 1878 the building was temporarily unoccu pied and consequently was available when Dull Knife's band of Cheyennes was brought into the fort.
Cheyenne Imprisonment
The Northern Cheyenne tribe had been re moved from their traditional home to a reserva tion with their Southern Cheyenne kinsmen in
Indian Territory (later Oklahoma) in 1877. By the following year after suffering from poor food and diseases and having been denied permis sion to return north, over 350 Cheyennes de cided to break away from the reservation. These people, under the leadership of chiefs Dull Knife and Little Wolf, moved northward through Kan sas. Several clashes with army troops and local civilians occurred, with the Indians each time able to elude recapture. Eventually they were able to slip through a cordon along the Union Pacific rail line in Nebraska and resume their northerly trek.
Somewhere in Nebraska the group broke up. Little Wolf and his followers wanted to continue moving north and join the Sioux leader Sitting Bull in Canada. For the time being, they went into hiding in the vast Sand Hills. The second group decided to try to obtain refuge with the Sioux chief Red Cloud, who was a friend of Dull Knife. With this in mind, they set out for Red Cloud Agency. Unknown to Dull Knife, however, Red Cloud and his people had been moved into Dakota Territory, and only soldiers remained near the old agency.
South of present-day Chadron, Nebraska, an army patrol intercepted Dull Knife and his people, and on October 24, 1878, escorted them
into Fort Robinson. A total of 149 men, women, and children were taken into custody and con fined in the cavalry barracks. Initially the Chey ennes were free to leave the barracks as long as all were present for evening roll call. Several of the women were even employed at the fort, and this arrangement continued into December 1878.
During this period Dull Knife requested that the Cheyennes be allowed either to join Red Cloud at his agency or to remain in their former north ern Plains homeland. Attempts were also being made by Kansas officials to extradite certain members of the group to stand trial for alleged crimes committed during their flight through that state. Washington officials insisted on the return of the Cheyennes to Oklahoma.
By late December the Cheyennes were prisoners in the barracks, no longer allowed to come and go. The army was under orders to pressure them into returning south, and the Cheyennes were equally determined never to go back to the southern reservation. By the night of Janu ary 9, 1879, the impasse had come to a point of crisis, and the Cheyennes broke out of the bar racks. Weapons they had hidden earlier were used to shoot the guards, and while some of the men held off the soldiers, the remaining Chey ennes fled in the dark.
A running fight ensued along the White River valley between the fleeing Cheyennes and the pursuing soldiers. At least twenty-six Cheyenne warriors were killed that night and some eighty women and children were recaptured. Those still free eluded the soldiers until January 22, when most were killed or taken prisoner at a camp on Antelope Creek northwest of Fort Robinson. In all, sixty-four Indians and eleven soldiers lost their lives during the protracted escape attempt. Dull Knife and part of his family were among the few that managed to get away, and they eventually made their way to refuge with Red Cloud.
Housing for Noncommissioned Officers' Families
For the next several years the barracks was again used as quarters for soldiers, and also for quartermaster storage. In 1890 the building was converted to housing for the families of enlisted men. Seven or eight families occupied the building, its interior having been divided into separate living spaces.In the late 1890s it housed family members of noncommissioned officers of the black Ninth U.S. Cavalry, sometimes called "Buffalo Soldiers".
Fire
The building was the scene of one last tragedy. On March 22, 1898, the barracks caught fire. Two children of Sgt. Harry Wallace, Troop C, Ninth Cavalry, died in the blaze. The bodies of the children and their dog were found huddled under a bed. The structure was a total loss, and
its remains were torn down. No other buildings were ever constructed on the location. In the early 1900s the army erected a monument com memorating the death of Crazy Horse on the site of the barracks, mistakenly believing it to be the location of the long gone adjutant's office, where the famous Sioux chief died. Subsequently this monument has been relocated opposite the nearby reconstructed guardhouse, the site where Crazy Horse received his mortal wound during a scuffle with soldiers on September 5, 1877.
Archeology
The Nebraska State Historical Society, as part of a plan to reconstruct the building, began an archeological excavation of the site in the sum mer of 1987. Excavation was conducted with the help of many volunteers, including substan tial assistance provided by Earthwatch Expedi tions, Inc. Excavations concluded in the sum mer of 1989.
Excavation revealed the outline of the founda tion logs and the stone foundation piers that supported them. Interior partition walls could also be traced. Archeologists found three quite large subsurface features in the interior of the building. One was revealed to be the entrance to a root cellar constructed outside of the origi nal building, and a second was a pit associated with a water system installed at the fort during the late 1880s. The third was a pit believed to have been dug at the time of the Cheyenne Outbreak.
When the Cheyennes were under siege within the building the army brought up cannons in an attempt to frighten the Indians into giving up their demands. Reportedly, the Cheyennes tore up the floor and dug either a trench or pits to take shelter in should the soldiers shoot through
the walls with cannon fire. However, scholars questioned the accuracy of this information. Archeological investigations now appear to prove that at least one pit was dug. When exca vated, this pit contained bits of flooring debris mixed into the backfill. The physical evidence suggests the pit was filled in by the soldiers after the outbreak and a smoldering fire lit on top of the fill, possibly in an attempt to fumigate the building to rid it of insects and other vermin.
Artifacts
Most of the artifacts recovered during the exca vation of the cavalry barracks site are associ ated with the final occupation of the building. Because it was being lived in at the time of its destruction, and only limited salvage was possible during the fire, the losses in personal prop erty were substantial. These artifacts provide a detailed picture of the material culture of army
noncommissioned officers and their families in the West just before the turn of the century. In addition to the expected military buttons, insig nia, accoutrements, weapon parts, and ammu nition normally associated with military struc tures, this excavation yielded numerous non military artifacts related to the families of the soldiers: civilian clothing parts, jewelry, and children's toys. Items associated with food preparation and consumption and other dayto-day activities were also well represented. All of these provide a well-rounded picture of the family life associated with the final phase of the building's existence.
Of the earlier occupations, only small items that fell between the floorboards or were otherwise deposited beneath the building would have survived. One of the artifact types most easily recognizable as probably being associated with the Cheyennes is various kinds of glass beads. More than 7,000 of these were strewn through out the building remains.
Building hardware, furnishings, and furniture parts also survived in relative abundance and will be valuable aids in the eventual accurate reconstruction and furnishing of the barracks.
Reconstruction
Funding for the eventual reconstruction of the cavalry barracks will be provided by private donations solicited by the Nebraska State His torical Society Foundation. Based on the ar cheological information and surviving historical records and photographs, the building will be reconstructed as accurately as possible to the period relating to the Cheyenne Outbreak (1878–79). The barracks will also be furnished to that period, and an exhibit that tells the story of the Cheyenne Outbreak and other dramatic events will be included.
The reconstruction of this building will bring to completion the program initiated in 1966 by the Nebraska State Historical Society to carry out the reconstruction and interpretation of the three structures (guardhouse, adjutant's office, and cavalry barracks) associated with two ma jor events of the Indian wars period at Fort Robinson: the death of Crazy Horse and the Cheyenne Outbreak.
Archeological Preservation and Opportunities for Involvement
Over 10,000 years of human occupation in Ne braska occurred prior to written records, map making, and photography. The only way to tell the stories of ancient peoples is through archeo logical remains. Archeological sites are fragile and non-renewable resources. Modern land use practices and urban expansion are taking an alarming toll on the archeological record. Loot ing for fun or profit is also having serious effects on significant sites. A disturbed site is nearly impossible to interpret for the benefit of science and public appreciation.
The Nebraska State Historical Society recog nizes the need to balance archeological conser vation and the public's desire to participate in research. This publication series is directed to that need. Several other publications that inter pret Nebraska archeology are also available.
Among these, Central Plains Archeology is a publication jointly sponsored by the Society and the Nebraska Association of Professional Archeologists. The journal reports the results of recent archeological investigations and can be obtained at the NSHS in Lincoln. In addition, those interested in learning about volunteer opportunities are invited to contact us. The Society sponsors volunteer excavations for the general public as well as bus tours of selected archeological sites.
For more information please call the Society archeo logical staff at Fort Robinson at (308) 665-2918 or in Lincoln at (402) 471-4760. Our e-mail address is firstname.lastname@example.org. Also, visit our website at nebraskahistory.org.
Additional Reading
Buecker, Thomas R., 1999
Fort Robinson and the American West, 1874 –1899. Nebraska State Historical Society, Lincoln.
1993
Buecker, Thomas R., and R. Eli Paul, "Cheyenne Outbreak Firearms." The Museum of the Fur
Trade Quarterly, 29 (2). Chadron, Nebraska.
Cherrington, Mark, 1988
"The End of a Nation." Earthwatch, 7 (7): 30–36. Earthwatch Expeditions, Inc., Watertown, Massachusetts.
Grange, Roger T., Jr., 1958
"Fort Robinson: Outpost on the Plains." Nebraska History, 39 (3): 191–241. Nebraska State Historical Society, Lincoln.
Grange, Roger T., Jr., 1964
"Treating the Wounded at Fort Robinson." Nebraska History, 45 (3): 273–294. Nebraska State Historical Society, Lincoln.
Grier, Bob, 1989
"Unearthing the Past." Nebraskaland Magazine, 67 (6): 30– 35. Nebraska Game and Parks Commission, Lincoln.
Grinnell, George Bird, 1915
The Fighting Cheyennes. Charles Scribner's Sons, New York. Reprinted by the University of Oklahoma Press, Norman, in 1956.
Hoebel, E. Adamson,
1960
"The Cheyennes: Indians of the Great Plains." Case Studies in Cultural Anthropology, edited by George and Louise Spindler. Holt, Rinehart and Winston, Inc., New York.
Leckie, William H., 1967
The Buffalo Soldiers. University of Oklahoma Press, Norman.
Nebraskaland Magazine, 1986
Fort Robinson Illustrated. Special Issue. Nebraska Game and Parks Commission, Lincoln.
Sandoz, Mari, 1964
Cheyenne Autumn.
Avon Books, New York.
Utley, Robert M., 1973
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PART THREE: ADDITIONAL IDEAS AND RESOURCES
Field Trip Ideas
* Aquarium . Most aquariums have special programs to familiarize youth with a wide variety of sea creatures and marine life.
* Art exhibit or show. Local art shows develop in youth an appreciation of various art media and expose them to working artists. Youth can talk to artists about their craft and about the business of being a professional artist.
* Art museum. Visits to museums are a wonderful way to introduce youth to the world of art. Art education develops young people's self-esteem, appreciation of the work of others, self-expression and critical thinking.
* Bank. A field trip to a local bank gives youth the chance to observe various banking processes and banking professionals on the job.
* Bird watching area. Parks, wildlife preserves and botanical gardens are excellent locations for spotting new bird species. Visiting such areas raises members' awareness of conservation through bird watching. The local Audubon Society or another environmental organization can provide an expert to act as a guide for the group.
* Botanical or community garden. Gardens give youth the chance to observe the color, texture, patterns, scent, structure and shape of various plants and shrubs. Many botanical gardens and arboreta provide special programs and field-trip guides for youth groups.
* City hall/government center. A tour of a city, county or state government office helps youth understand the structure and function of local government.
* Cultural festival. Youth learn about different cultures through a visit to a cultural festival where they can see and sample cultural arts, foods, dress, language and traditions.
* Environmental education center. Environmental education centers are designed to teach visitors about ecosystems, waste and recycling, the effect that humans, cars and industries have on the environment and the importance of conservation efforts.
* Fire department. Youth of all ages enjoy seeing the trucks, living quarters, maps and equipment at a fire station. Firefighters also may be willing to give a fire safety talk.
* Hospital. Many youth have never seen the inside workings of a hospital and enjoy seeing equipment like an X-ray or MRI machine. Hospitals often give tours for youth and explain the functions of the various departments.
Additional Ideas and Resources (11-20-06)
* Humane society. Members enjoy visiting an animal shelter and hearing staff members talk about caring for and protecting pets.
* Newspaper. A visit to a local newspaper gives members a better understanding of how the news is gathered, produced and delivered. Tours acquaint them with all aspects of the process, including advertising sales, reporting and editing, production, printing and delivery.
* Planetarium/observatory. Observatories provide a wealth of opportunities for youth to learn about and explore the field of astronomy.
* Power plant/water treatment facility. Local electric, gas or water companies often give tours of the local facilities and can speak to youth about different sources of energy, how it gets to homes, the importance of clear water and tips for conserving water and energy.
* Recycling center. Although youth often participate in recycling efforts, they do not always know what happens to the recycled items. Touring a recycling center helps them see the process and gain a better understanding of the importance of recycling.
* Science center. Science centers allow visitors to explore, in an interactive way, light, sound, space, biology, physics, weather and the environment.
* Senior citizen/assisted living center. Activity directors in senior facilities welcome a chance to have youth visit and can arrange joint activities with residents and members.
* State park. State parks can allow youth to explore nature, including rocks, minerals and living creatures such as snakes, turtles, fish, birds, elk or deer.
* Television station. Local television stations give members an inside look at where and how the nightly news is broadcast. Youth can visit the anchor desk, try out a video camera and see workers in the control room.
* Weather center. Weather centers give visitors a glimpse of how the weather is predicted, including hurricanes, earthquakes, glaciers, watersheds and other natural phenomena.
* Wildlife refuge/nature area. Visiting wildlife refuges and nature areas helps teach youth the importance of nature conservation and preservation of the natural world.
* Zoo. Most youth have been to a zoo at some point, but a guided visit gives them a better understanding of animals, their history, habits and natural habitat. Most zoos have educational programs for youth groups.
Special Events for the Learning Center
Club members can get involved in planning, arranging, set-up and clean-up for a variety of special Learning Center events. These special events not only reinforce important learning but also provide opportunities for fun, sharing, competition, challenge, camaraderie, awards and recognition. Ideas include:
* Back-to-School Celebration
* Trivia Tournament
* Fitness Fair
* Math Olympics
* Career Expo
* Spelling Tournament
*
* End-of-School Picnic
Cultural Festival
* Book Fair
* Anti-Smoking Day
* Theatre in the Round
* Health Mini-Workshops
* Science Fair
* Song Lyric Contest
* Diversity Fair
* Literacy Day
* Puzzle Triathlon
* Art Exhibit
* International Food Day
* Writing Tournament
*
* Travel Fair
Amazing Race
* Poetry Slam
* Health Food Fair
* Club News Broadcast
* Holidays Around the World Festival
* Wheel of Fortune
* Games Triathlon
* Make-a-Mural
* Oral History Presentation
* Hobby Round-Up
* Giant Monopoly
* Survivor Island
Additional Ideas and Resources (11-20-06)
Additional Resources
Publications for Club Professionals
25 Super Cool Math Board Games (Grades 3-6), Lorraine Hopping Egan, Scholastic Professional Books, 1999.
Best-Ever Vocabulary & Word Study Games (Grades 4-8), Lorraine Hopping Egan, Scholastic Professional Books, 2001.
Children's Word Games and Crossword Puzzles: Ages 7-9, Eugene Maleska, Random House Puzzles and Games, 2003.
Children's Word Games and Crossword Puzzles: Ages 9 and Up, Eugene Maleska, Random House Puzzles and Games, 2003.
The Dell Book of Logic Problems, Dell Mag Editors, Dell, 1996.
The Everything Kids' Crazy Puzzles Book: Wild and Wacky Puzzles To Mix Up the Fun! Jennifer A. Ericsson, Beth L. Blair, Adams Media Corporation, 2005.
The Everything Kids' Math Puzzles Book: Brain Teasers, Games and Activities for Hours of Fun! Meg Clemens, et.al., Adams Media Corporation, 2003.
Grammar Puzzles & Games Kids Can't Resist! (Grades 3-6), Karen Kellaher, Scholastic, 2000.
Great Word Search Puzzles for Kids, Mark Danna, Sterling, 1999.
Outrageous Crossword Puzzle and Word Game Book for Kids, Helene Hovanec and Will Shortz, St. Martin's Griffin, 2002.
Web Sites for Club Professionals
A+ Math . Games and quizzes for basic skills, http://www.aplusmath.com/.
AAA Math. Hundreds of pages of math skill drills, arranged by grade level and type of math, http://www.aaamath.com/.
Alfy.com. A collection of fun games to drill basic skills with younger children, http://www.alfy.com/brain_train/.
Brain Boosters. An archive of puzzles and skill tests from Discovery.com, http://school.discovery.com/brainboosters/.
The Grammar Gorillas. A site offering practice in parts of speech, http://www.funbrain.com/grammar/index.html.
Additional Ideas and Resources (11-20-06)
Math Archives. A list of math drill sites for practice in basic math skills, http://archives.math.utk.edu/topics/arithmetic.html.
Math Baseball. Practice in addition, subtraction, multiplication and division on the baseball diamond, http://www.funbrain.com/math/index.html.
teachervision.com. Online games and resources, including homework help, http://www.teachervision.com/lesson-plans/lesson-5816.html.
Vocabulary University. Vocabulary and grammar puzzles, http://www.vocabulary.com/.
Web Sites for Youth
Animal Resources. Provides an array of information about animals from Sea World and Busch Gardens, www.seaworld.org/.
The Art Zone. Educational site of the National Gallery of Art Kids, www.nga.gov/kids/zone/.
Bartleby.com: Great Books Online. Contains a collection of free fiction and non-fiction books, short stories and poetry anthologies, www.bartleby.com/.
BAM! Body and Mind. Centers for Disease Control and Prevention site on activity, safety, food, nutrition and diseases, www.bam.gov.
Ben's Guide to U.S. Government for Kids. Information on government and lawmaking for youth in grades K-12, http://bensguide.gpo.gov.
Eat Smart Play Hard for Kids. Encourages and teaches kids and adults to eat healthy and be physically active every day, www.fns.usda.gov/eatsmartplayhardkids/.
Enchanted Learning. Help pages and activities on science, languages, geography and other topics, www.enchantedlearning.com/Home.html.
Fact Monster. A handful of tools, including a searchable dictionary, word games, an encyclopedia and world maps, www.factmonster.com/.
Funbrain. A handful of educational and entertaining math games and exercises for youth in grades K-12, www.funbrain.com/.
Funology. Plenty of science information, games, trivia and other ideas, www.funology.com/.
History Channel. Offers multimedia experiences and video footage of important historical events, www.history.com/.
Additional Ideas and Resources (11-20-06)
Homework High. Homework help for youth ages 6 to 16 years, www.channel4.com/learning/microsites/H/homeworkhigh/.
HomeworkSpot.com. A springboard to hundreds of hand-picked sites on the Web, www.homeworkspot.com/.
HyperHistory Online. World history with interactive lifelines, timelines and maps, www.hyperhistory.com/online_n2/History_n2/a.html.
Jigzone.com. Online jigsaw puzzles in hundreds of shapes and sizes, www.jigzone.com.
Kids' Castle. Introduction to the Smithsonian Museums, www.kidscastle.si.edu/.
Kids' Food CyberClub Home Page. A site for kids and adults to learn about healthy eating, www.kidsfood.org.
Math Central. Mathematical help for youth in grades K-12, http://mathcentral.uregina.ca/.
Money Central Station. U.S. Department of the Treasury site on money and investing, www.moneyfactory.gov/kids/start.html
MyPyramid for Kids. U.S. Department of Agriculture site that details the food guide pyramid, www.mypyramid.gov/kids/.
National Geographic Kids. Fun science games and activities from National Geographic, www.nationalgeographic.com/ngkids/.
Think College Early. A U.S. Department of Education site to help youth begin planning for college as early as sixth grade, www.ed.gov/students/prep/college/thinkcollegeearly/edlitetcehome.html.
Young Investor. Practical information about investing and saving, www.younginvestor.com.
Zoom. Interactive, engaging Web site for kids from Public Broadcasting System, http://pbskids.org/zoom/index.html. | <urn:uuid:45a72d4c-7ec4-4a6f-8039-0efcddc60fd4> | CC-MAIN-2017-22 | http://bgcutah.org/wp-content/uploads/2014/08/Additional_Ideas_Resources.pdf | 2017-05-25T03:10:26Z | crawl-data/CC-MAIN-2017-22/segments/1495463607963.70/warc/CC-MAIN-20170525025250-20170525045250-00119.warc.gz | 41,658,456 | 2,419 | eng_Latn | eng_Latn | 0.954532 | eng_Latn | 0.986919 | [
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Learning English podcasts … from the Hellenic American Union©
Level: Lower Intermediate
Lesson: 6
Title: "Mosquitoes"
Summary:
Vanessa and Michael talk about some interesting facts about mosquitoes.
_________________________________________________________________
Vanessa and Michael are in the middle of a live show in a radio studio. Listen to their conversation and answer the question that follows about the main idea.
Dialogue:
Vanessa:
I'm sure we've all been in a situation where a mosquito's driven us crazy. In today's program Michael will tell us more about these little monsters and their annoying habits.
Michael: Hi Vanessa.
Vanessa:
Nice to have you here, Michael. So, what brings mosquitoes to our homes?
Michael:
Well, firstly I should tell you that there are over 2500 different species of mosquitoes throughout the world.
Vanessa: No wonder we can't get away from them in the summer.
Michael:
Too true! Now, the mosquitoes we find in the cities are the northern house variety.
Vanessa: A 'northern house mosquito'?!
Michael:
Yes; they prefer to attack after dark and they usually live only a few weeks during the warm summer months.
Vanessa: So… what? They find food and warmth in our houses?
Michael: Not only that! It's also a place for them to lay their eggs.
Vanessa: How many eggs are we talking about?
Michael: A single female can lay over 200 eggs at a time.
Vanessa: Yuch!
Michael:
. . . and they can survive for five years. Mind you – it's only the females that bite.
Vanessa: In other words, the female mosquitoes are the blood suckers!?
Michael: Right!
Vanessa: So how can we tell male mosquitoes from female ones?
Michael:
Research shows that females have smaller and less sensitive antennae than males but you certainly can't tell the difference with the naked eye.
Learning English Podcasts: Lesson 6
Vanessa: Is their buzz different at all?
Michael: Not that I know of; but it plays an important role in mating.
Vanessa: What do you mean?
Michael:
In a nutshell, their eyesight is so poor that it's the only way they can find each other. A female mosquito listens out for the buzz of a male and vice-versa.
Vanessa: So that annoying noise is the sound of mosquitoes flirting!
Michael: That's it. And they continue until their buzzes are in harmony.
Vanessa: Amazing! Michael, thank you so much for being here!
Now answer the following question . . .
What are Vanessa and Michael talking about?
They're talking about the characteristics of northern house mosquito and the differences between male and female mosquito.
Now listen again to the dialogue in parts. After each part there will be 3 to 4 questions on the details...
Part 1
Vanessa:
I'm sure we've all been in a situation where a mosquito's driven us crazy. In today's program Michael will tell us more about these little monsters and their annoying habits.
Michael: Hi Vanessa.
Vanessa: Nice to have you here, Michael. So, what brings mosquitoes to our homes?
Michael: Well, firstly I should tell you that there are over 2500 different species of mosquitoes throughout the world.
Vanessa: No wonder we can't get away from them in the summer.
Michael:
Too true! Now, the mosquitoes we find in the cities are the northern house variety.
Vanessa: A northern house mosquito?!
Michael:
Yes; they prefer to attack after dark and they usually live only a few weeks during the warm summer months.
Vanessa: So, what? They find food and warmth in our houses?
Michael: Not only that! It's also a place for them to lay their eggs.
Vanessa: How many eggs are we talking about?
Michael: A single female can lay over 200 eggs at a time.
Vanessa: Yuch!
Michael:
. . . and they can survive for five years. Mind you – it's only the females that bite.
Vanessa: In other words, the female mosquitoes are the blood suckers!?
Michael: Right!
Now answer some questions . . .
1. Vanessa says: "No wonder we can't get away from them in the summer". What does 'no wonder' mean?
'No wonder' means 'it is not surprising'. Vanessa emphasizes that there are so many mosquitoes that it's not surprising we can't escape from them in the summer.
2. Michael says: ". . . and they can survive for five years. Mind you – it's only the females that bite." Why does Michael say 'mind you'?
Michael wants to emphasize the point he adds about female mosquitoes. We use 'mind you' in spoken English to add something that makes the previous point less strong.
3. Vanessa says: "In other words, the female mosquitoes are the blood suckers!?" Why does Vanessa use 'in other words'?
Vanessa uses 'in other words' to give an explanation to the point made by Michael. We use 'in other words' in spoken and written English to introduce an explanation of something.
Now listen again to the dialogue in parts. After each part there will be 3 to 4 questions on some details...
Part 2
Vanessa: So how can we tell male mosquitoes from female ones?
Michael:
Research shows that females have smaller and less sensitive antennae than males but you certainly can't tell the difference naked eye.
with the
Vanessa: Is their buzz different at all?
Michael: Not that I know of; but it plays an important role in mating.
Vanessa: What do you mean?
Michael:
In a nutshell, their eyesight is so poor that it's the only way they can find each other. A female mosquito listens out for the buzz of a male and vice-versa.
Vanessa: So that annoying noise is the sound of mosquitoes flirting!
Michael: That's it. And they continue until their buzzes are in harmony.
Vanessa: Amazing! Michael, thank you so much for being here!
Now answer some questions . . .
1. Vanessa says: "So Michael, how can we tell male mosquitoes from female ones?" What does Vanessa want to know?
Vanessa wants to know how somebody can understand which mosquito is male and which female. The expression 'tell A from B' is used in spoken English and it means to be able to see the difference between two things or people.
2. Michael says: ". . . females have smaller and less sensitive antennae than males but you certainly can't tell the difference with the naked eye". What does 'you can't tell the difference with the naked eye' mean?
It means that you can't see the difference between two things without close examination. So, Michael makes it clear that we can't see that female mosquitoes have smaller antennae than male mosquitoes just by looking at them.
3. Vanessa says: "Is their buzz different at all?" What does 'at all' mean?
'At all' means in any way. So, Vanessa wants to know if the noise male and female mosquitoes make is different in any way.
4. Michael says: "In a nutshell, their eyesight is so poor that it's the only way they can find each other." What does 'In a nutshell' mean?
'In a nutshell' is used when we want to say something complicated in a few words so that it is easily understood.
Please visit our site at www.hau.gr to find the transcripts, explanations and activities.
GLOSSARY
Annoying (adjective): something that makes one angry e.g. It's so annoying to see you wearing my favourite pair of jeans. Why didn't you ask first?
An annoying habit is a usual behaviour that makes someone angry e.g. Biting your nails is a very annoying habit.
Attack (verb / noun): trying to kill or hurt somebody e.g. A gang attacked one of my neighbours in the middle of the day; they stole her purse.
Get away from somebody (phrasal verb): escape from somebody e.g. The police chased the thief but he managed to get away from them easily.
Lay (verb): to put in a specific position e.g. She laid the books on the table and started the presentation.
Lay eggs: produce eggs. Used for birds, insects, fish etc e.g. Thousands of turtles drag themselves onto the beach and lay their eggs in the sand.
Mate with something: used for animals; to have sex in order to produce young. e.g. Mating a horse with a donkey produces a mule.
Monster (noun): an ugly and frightening creature. Also used metaphorically to indicate bad behaviour e.g. Her children never listen to her; they are two little monsters that never stop
causing trouble.
Play (an important role) (verb): to have an important effect e.g. Her mother's opinion plays an important role in any decision she makes.
Species
(noun): a group of plants or animals e.g. The panda is among the species that are disappearing.
Survive (verb): to continue to live / exist e.g. Of the four people injured only one survived.
Variety
(noun): a type/kind of thing e.g. varieties of English (e.g. American, British, Australian English)
Vice – versa (adverb): the opposite of what somebody says is also true; e.g. He never liked his brother and vice-versa.
Activity 1
Practice using the words in the glossary. Choose the most appropriate word to fill in the blanks.
Activity 2
Choose the correct word to complete the sentences.
1. The documentary about the life under the sea was interesting / interested.
2. I am really exciting / excited about going to Rio next Easter.
3. We were all surprised /surprising that he passed the driving test.
4. The teacher's explanation was confusing / confused.
5. Why do you look so bored / boring? I thought you wanted to be here.
6. Tom is a very interested / interesting person; he has travelled a lot, so he has a lot to say.
7. I didn't enjoy the party. It wasn't amusing / amused at all.
8. It was such a long walk; we all felt exhausting / exhausted.
9. They were a little disappointed / disappointing with the election results.
10. I'm fascinated / fascinating to learn how the game went. Did our team win?
KEY TO ACTIVITIES
Activity 1. 1. d. 2. f. 3. g. 4. a. 5. e. 6. c. 7. b.
Activity 2. 1. interesting 2. excited 3. surprised 4. confusing 5. bored 6. interesting 7. amusing 8. exhausted 9. disappointed 10. fascinated
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May Park Primary School
Relationships and Sex Education Policy (from 2020)
Date of approval September 22
Approved by
Governors
Review date
September 24
Contents
1. Aims
The aims of relationships and sex education (RSE) at our school are to:
* Provide a framework in which sensitive discussions can take place
* Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
* Help pupils develop feelings of self-respect, confidence and empathy
* Create a positive culture around issues of sexuality and relationships
* Teach pupils the correct vocabulary to describe themselves and their bodies
2. Statutory requirements
As a primary academy school we must provide relationships education to all pupils as per section 34 of the Children and Social work act 2017.
We do not have to follow the National Curriculum but we are expected to offer all pupils a curriculum that is similar to the National Curriculum including requirements to teach science which would include the elements of sex education contained in the science curriculum.
In teaching RSE, we are required by our funding agreements to have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.
At May Park Primary School we teach RSE as set out in this policy.
3. Policy development
This policy has been developed in consultation with staff, pupils and parents. The consultation and policy development process involved the following steps:
1. Review – a member of staff or working group pulled together all relevant information including relevant national and local guidance
2. Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations
3. Parent/stakeholder consultation – parents and any interested parties were invited to attend a meeting about the policy
4. Pupil consultation – we investigated what exactly pupils want from their RSE
5. Ratification – once amendments were made, the policy was shared with governors and ratified
4. Definition
RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.
RSE involves a combination of sharing information and exploring issues and values.
RSE is not about the promotion of sexual activity.
5. Curriculum
Our curriculum is set out as per Appendix 1 but we may need to adapt it as and when necessary.
We have developed the curriculum in consultation with parents, pupils and staff, considering the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner, so they are fully informed and don't seek answers online.
Primary sex education is not compulsory in primary schools, at May Park it is taught through the PHSE curriculum.
Primary sex education will focus on:
Preparing boys and girls for the changes that adolescence brings
How a baby is conceived and born
For more information about our curriculum, see our curriculum map in Appendix 1.
6. Delivery of RSE
RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).
Delivery of SRE at May Park Primary is through the JIGSAW programme. This provides pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
For more information about our RSE curriculum, see Appendices 1 and 2.
These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).
7. Roles and responsibilities
7.1 The governing board
The governing board will hold the principal to account for the implementation of this policy.
The governing board has delegated the approval of this policy to Vanetta Spence and Named Governor
7.2 The principal
The principal is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-science components of RSE (see section 8).
7.3 Staff
Staff are responsible for:
* Delivering RSE in a sensitive way
*
Modelling positive attitudes to RSE
* Monitoring progress
* Responding to the needs of individual pupils
* Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory/non-science components of RSE
Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the principal.
7.4 Pupils
Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.
8. Parents' right to withdraw
Parents do not have the right to withdraw their children from relationships education.
Parents have the right to withdraw their children from the non-statutory/non-science components of sex education within RSE.
Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the principal.
Alternative work will be given to pupils who are withdrawn from sex education.
9. Training
Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.
The principal will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.
10. Monitoring arrangements
The delivery of RSE is monitored by Kirsten Parton
Pupils' development in RSE is monitored by class teachers as part of our internal assessment systems. | <urn:uuid:db44b7cc-db7f-44c1-ad06-2a934e26594e> | CC-MAIN-2025-05 | https://maypark.excalibur.org.uk/wp-content/uploads/2023/07/Relationships-and-Sex-Education-Policy.pdf | 2025-01-21T04:24:51+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363112.21/warc/CC-MAIN-20250121034213-20250121064213-00098.warc.gz | 388,397,523 | 1,346 | eng_Latn | eng_Latn | 0.993602 | eng_Latn | 0.998577 | [
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Moose
* Moose are the largest land mammal in New Hampshire. An adult moose can weigh 1,000 pounds and measure 6 feet tall at the shoulders.
* Male moose grow antlers that can weigh up to 40 pounds!
Moose eat leaves, twigs, tree bark, shrubs, and water plants. They also like to drink salty water.
* Their front legs are longer than their hind legs. This allows them to be good at jumping over things in their way.
Moose live all over New Hampshire, but most live in the Great North Woods. They especially like to live near ponds and marshes.
They also live in states that border Canada, as well as parts of Canada.
* Before European colonization, moose were more common than deer in New Hampshire.
* Moose live between 10 and 12 years, but some are known to have lived up to 20 years!
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Healthy Choices
Portion Distortion
pennstatehershey.org/PROwellness
Portion Distortion
Are you eating more than you realize?
Today's Crazy Portions vs. 20 Years Ago
Then
Now
1.5 in. Cookie
55 calories
Beware of Monster Portions
□ Read the label: many foods are labeled as a single portion, but contain multiple servings.
□ Use MyPlate 1 to balance your calorie intake.
□ Use hand symbols for portions, ex. your palm = 3 oz. of chicken, beef, fish and pork.
□ Use smaller plates to make meals appear full.
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POLICY TITLE: Relationships and Sexual Education
Aspris is committed to the fair treatment of all in line with the Equality Act 2010. An equality impact assessment has been completed on this policy to ensure that it can be implemented consistently regardless of any protected characteristics and all will be treated with dignity and respect.
EQUALITY AND DIVERSITY STATEMENT
This policy cover all parts of Aspris Services – The Care and Education Divisions; Central services and our Fostering service. For the Fostering service and the 2 operational divisions, there are local procedures that relate to some of these policies, where necessary.
In order to ensure that this policy is relevant and up to date, comments and suggestions for additions or amendments are sought from users of this document. To contribute towards the process of review, email email@example.com
Relationships and Sex Education
1 INTRODUCTION
1.1 In order to effectively implement this policy, each Aspris Children's Services facility will have local procedures in place, where necessary, which will explain how this policy is applied and put into practice at service level.
1.2 Template ACS LP 20 is provided for this purpose.
1.3 This policy should be used in conjunction with the related policies listed on the preceding page where applicable.
2 AIMS
2.1 The aims of relationships and sexual education (RSE) in our schools and colleges are to:
(a) Provide a framework in which sensitive discussions can take place
(b) Prepare students for puberty, and give them an understanding of sexual development and the importance of health and hygiene
(c) Help students develop feelings of respect, self-respect, confidence and empathy
(d) Create a positive culture around issues of sexuality and relationships
(e) Teach students the correct vocabulary to describe themselves and their bodies
(f) Support students to understand how to keep themselves safe.
3 SCOPE
3.1 In all schools and colleges, the RSE programmes offered form part of the overall personal, social and health education programme and are carefully planned to take account of the students' age, maturity and physical development: The programmes of learning will evolve in response to each student's individual needs as they progress through the school.
3.2 RSE is part of the educational entitlement of all students: All students, regardless of their ability, develop physically and emotionally need to be helped to understand the changes which take place in their bodies and their feelings.
3.3 Schools and colleges must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.
3.4 Schools and colleges which follow the national curriculum are required to teach the elements of sex education contained in the science curriculum.
3.5 Ethnic, cultural and religious beliefs will be considered at all times.
3.6 In all schools and colleges, teaching will reflect the law (including the Equality Act 2010) as it applies to relationships, so that young people clearly understand what the law allows and does not allow, and the wider legal implications of decisions they may make.
3.7 LGBTQ+ content will be fully integrated into the programmes of study for this area, at a timely point, with a sensitive and age appropriate approach.
3.8 Across each school or college, RSE is taught in a number of different ways; for example, within topics, in personal, social and health education lessons, as part of the teaching of other subjects on the curriculum and as discrete lessons.
3.8.1 It may be taught in mixed or single sex groups or on an individual basis, depending on which method is deemed most appropriate to the needs of students and content of the lesson.
3.9 When sensitive issues are being covered these are shared in advance with other colleagues and parents (carers).
Children's Services
3.10 Details of how RSE is delivered will be outlined in local procedures, schemes of work and curriculum statements.
4 DEFINITION
4.1 RSE is about the emotional, social and cultural development of students, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.
4.2 RSE involves a combination of sharing information, and exploring issues and values.
4.3 RSE is not about the promotion of sexual activity.
4.4 In the primary phase pupils will receive Relationships Education, focusing on positive relationships, with particular reference to friendships, family relationships, online relationships, relationships with other children and with adults, and being safe.
4.5 At the secondary phase, Relationships and Sex Education will be delivered, building on the foundations taught at the primary stage, and will include developing healthy, nurturing relationships of all kinds, the facts and the law about sex and unhealthy & abusive relationships, sexuality, sexual health and gender identity, and online safety, in an age-appropriate and inclusive way.
4.6 As part of the PSHE programme, all phases will be given opportunities to learn how to be physical healthy, and the contribution that good physical health has on mental wellbeing.
5 RESPONSIBILITIES
5.1 The Chair of Governors will approve the local RSE procedure, and hold the Headteacher to account for its implementation.
5.2 The Proprietor will ensure that every registered pupil who is provided with primary education at the school is provided with relationships education.
5.2.1 The proprietor will ensure that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused (see section 6)
5.3 The Headteacher is responsible for:
(a) Ensuring that there is a local procedure which clearly:
i. Defines RSE in their school/college
ii. Describes how RSE is provided (aspects of the curriculum, outside speakers, tutorials, therapeutic input etc)
iii. Ensures that schools do not unlawfully discriminate against pupils protected characteristics and considers providing additional support where necessary
iv. How the delivery and content will be made accessible to all students
v. Explains who is responsible for providing it
vi. Outlines how RSE is monitored and evaluated
vii. Describes how parents, students and colleagues have been consulted on RSE provision and their involvement in developing/reviewing the procedure
viii. Includes information on parents' right to withdrawal
ix. Outlines the training and support offered to colleagues delivering RSE
x. Explains when the procedure will be reviewed and who will approve it
(b) Ensuring that curriculum statements, schemes of work and lesson plans are age appropriate, developmentally appropriate, delivered with reference to the law, and at an appropriate stage, include LGBT content, and reflect the RSE policy and procedure
Children's Services
(c) Ensuring that RSE is taught consistently across the school/college, and for managing requests to withdraw students from non-science components of RSE.
5.4 Colleagues are responsible for:
(a) Ensuring that core knowledge is broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme such as PSHE, or in separate RSE lessons. Teaching will include sufficient well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations.
(b) Delivering RSE in a sensitive way
(c) Modelling positive attitudes to RSE
(d) Monitoring progress
(e) Responding to the needs of individual students
(f) Responding appropriately to students whose parents wish them to be withdrawn from the non-science components of RSE.
5.4.1 (g) Colleagues do not have the right to opt out of teaching RSE.
5.4.2 (h) Colleagues who have concerns about teaching RSE are encouraged to discuss this with the Headteacher.
5.5 (i) Students are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.
6 PARENTS'/CARERS' RIGHT TO BE EXCUSED
6.1 Parents' (or those with parental responsibility) have the right for their children to be 'excused' from the non-science components of sex education up to and until three terms before their 16 th birthday. There is no right to withdraw from Relationships Education.
6.2 Requests for withdrawal should be put in writing and addressed to the Headteacher.
6.3
A copy of withdrawal requests will be placed in the pupil's educational record.
6.4 The Headteacher will discuss the request with parents and clarify the nature and purpose of the curriculum, particularly around the social and emotional effects of being excluded, before taking appropriate action.
6.5 The local procedure will outline the actions the Headteacher will take in these circumstances.
6.6 Alternative relevant work will be given to students who are withdrawn from sex education.
7 MONITORING
7.1 Local procedures will outline how RSE is to be monitored and reported through governance. The school/ college lead is responsible for ensuring this is implemented.
8 REFERENCES
8.1
Education (Pupil Registration) (England) Regulations 2006
Care Standards Act 2000
Children Act 2004
Children's Homes Regulations 2015
Children's Homes (Wales) Regulations 2002
DfE (Current Version) Residential Special Schools: National minimum standards Scottish Government (2018) Health and Social Care Standards: My support, my life The Regulated Services (Service Providers and Responsible Individuals) (Wales) Regulations 2017, Welsh Statutory Instrument 2017 No.1264 (W.295)
Children's Services
Statutory Guidance to The Regulated Services (Service Providers and Responsible Individuals) (Wales) Regulations 2017 (Parts 3-20): Published Feb 2018 Education Act 1996.
DfE (Current Version) Relationships Education, Relationships and Sex Education (RSE) and Health Education: Statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers
The Equality Act 2010 and schools advice. (especially s.149 of the Equality Act).
DfE: Sexual violence and sexual harassment between children in schools and colleges Ref: DFE-00155-2018
Conduct of relationships, sexual health and parenthood education in schools; Scottish Govt Dec 2014 Guidance
Sex and relationships education in schools: Welsh Assembly Government Circular No:
019/2010 Date of issue: September 2010
DfE (current Version) Keeping Children Safe in Education
Associated forms:
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Trimester 1
Operations & Algebraic Thinking
1.OA.1 Student can use different strategies for addition to solve word problems (within 20). Student can use different strategies for subtraction to solve word problems (within 20).
Numbers & Operations in Base Ten
1.NBT.1 Student can count up to 120 starting at any number under 120. Student can read and write their numbers to show how many objects are in a group (up to 120).
24-25 First Grade Math Priority Standards
© 2024 All rights reserved by CCSD 46. Do not copy without permission.
Trimester 2
Operations & Algebraic Thinking
1.OA.6 Student can add facts within 20. Student can subtract facts within 20.
1.OA.8 Student can figure out what a missing number is in an addition or subtraction problem.
Numbers & Operations in Base Ten
1.NBT.1 Student can count up to 120 starting at any number under 120. Student can read and write their numbers to show how many objects are in a group (up to 120).
1.NBT. 2 Student can tell how many tens and how many ones are in a number. Student can show that they know what a "ten" is. Student can show that any number between 11 and 19 is a group of "ten" and a certain number of ones. Student can show that they understand the numbers they use when they count by tens, have a certain number of tens and 0 ones.
1.NBT4 Student can use math strategies to help them solve and explain addition problems within 100. Student can use objects and pictures to help them solve and explain addition problems within 100. Student can understand that adding two-digit numbers means they add the ones and then the tens. Student can understand that when they add two-digit numbers, sometimes they have to make a group of ten from the ones (regroup).
Measurement & Data
1.MD.4 Student can organize, show and explain number information in a way that makes sense. Student can ask and answer questions about number information that is organized.
Trimester 3
Operations & Algebraic Thinking
1.OA.6 Student can add facts within 20. Student can subtract facts within 20.
Numbers & Operations in Base Ten
1.NBT.1 Student can count up to 120 starting at any number under 120. Student can read and write their numbers to show how many objects are in a group (up to 120).
Measurement & Data
1.MD.3 Student can tell and write time in hours and halfhours using any kind of clock.
1.MD.2 Student can tell the length of an object using whole numbers. Student can show that they understand how to measure something by using a smaller object as a measurement tool.
Geometry
1.G.2 Student can create two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles and quarter-circles). Student can create three-dimensional shapes (cubes, right rectangular prisms, right circular cones and righ circular cylinders). Student can use two- and threedimensional shapes to create new shapes.
1.G.3 Student can understand that "halves" means two equal parts and "fourths" or "quarters" means four equal parts. Student can break circles and rectangles into equal parts and use the words whole, halves, fourths, and quarters to talk about them. Student can understand that breaking circles or rectangles into more equal parts means that the parts will be smaller. | <urn:uuid:c4e86d78-b97c-4667-9f63-ca0e05ef97ab> | CC-MAIN-2025-05 | https://d46.org/wp-content/uploads/2024/08/24-25-First-Grade-Priority-Standards-Parent-Friendly-1st-Grade-Math.pdf | 2025-01-21T04:32:39+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363112.21/warc/CC-MAIN-20250121034213-20250121064213-00102.warc.gz | 186,795,403 | 732 | eng_Latn | eng_Latn | 0.998151 | eng_Latn | 0.998151 | [
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Newsletter - May 2020
Click here for the Latest Summit County COVID-19 Updates
COVID-19 and Health Equity: It's deeper than preexisting conditions
Article taken from Public Health Newswire by Louise Dettman on 4/17/2020
The COVID-19 pandemic has brought more attention to the field of public health. Every day, people are seeing and hearing from epidemiologists, clinicians, laboratory scientists, researchers and more. While the spotlight is on the field, we should seize this moment to bring national attention to our greatest imperative: reducing health disparities and advancing health equity.
The public health field has an opportunity to shape the discourse about COVID-19 inequities to ensure that the root causes of the problem are acknowledged and addressed within, and well beyond, the pandemic.
As calls for race and ethnicity data in COVID-19 morbidity and mortality are heeded, we're learning more about the communities and populations being disproportionately impacted. The prevalence of preexisting conditions — such as hypertension, diabetes, obesity and cardiovascular disease — among people who are dying from COVID-19 is also being emphasized.
As public health professionals, we know these same chronic conditions plagued lowincome and communities of color at alarmingly high rates for decades before the current pandemic. We also know that these health disparities are the result of years of intentional disinvestment in communities. Lack of access to basic services, living wage jobs and affordable quality housing, education and health care are all veiled by a system that assigns value and structures opportunity based on how a person looks, i.e., racism.
Continue Reading...
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May is National High Blood Pressure Education Month
High blood pressure usually develops over time. It can happen because of unhealthy lifestyle choices, such as not getting enough regular physical activity. Certain health conditions, such as diabetes and having obesity, can also increase the risk
for developing high blood pressure. High blood pressure can also happen during pregnancy.
High blood pressure can damage your health in many ways. It can seriously hurt important organs like your heart, brain, kidneys, and eyes.
Anyone can develop high blood pressure, but people at higher risk are:
Non-Hispanic blacks
Older adults
U.S.-born adults
Adults with lower family income, lower education, public health insurance, diabetes, obesity, or a disability
The good news is that, in most cases, you can manage your blood pressure to lower your risk for serious health problems with some simple lifestyle changes.
Learn More
High Blood Pressure Education Month
Prevent High Blood Pressure
Eat a Healthy Diet
Eat healthy meals and snacks with plenty of fresh fruits and vegetables. Ask your doctor about eating a variety of foods rich in potassium, fiber, and protein and lower in salt (sodium) and saturated fat.
Following the DASH Diet has been shown to greatly reduce blood pressure in many adults.
Keep Yourself at a Health Weight
Being overweight and obese can greatly increase your risk for having high blood pressure. Following a healthy diet and exercising can help you stay at a healthy weight.
Be Physically Active
Physical activity can help keep you at a healthy weight and lower your blood pressure. The Physical Activity Guidelines for Americans recommends that adults get at least 2 hours and 30 minutes of moderate-intensity exercise, such as brisk walking or bicycling, every week. That's about 30 minutes a day, 5 days a
Manage High Blood Pressure
Measure Your Blood Pressure on a Regular Basis:
Because high blood pressure and elevated blood pressure often have no symptoms, checking your blood pressure is the only way to know for sure whether it is too high.
Manage Diabetes
Most people with diabetes—about 6 out of 10—also have high blood pressure. If you have diabetes, monitor your blood glucose (also called blood sugar) levels carefully and talk with your health care team about treatment options.
Take Your Medicine
If you take medicine to treat high blood pressure or other health conditions, follow your doctor's or health care professional's instructions carefully. Always ask questions if you do not understand something, and never stop taking your medicine without talking to your doctor or pharmacist first.
Make Lifestyle Changes week. Children and adolescents should get 1 hour of physical activity every day.
Do Not Smoke
Smoking raises your blood pressure and puts you at higher risk for heart attack and stroke. If you do not smoke, do not start. If you do smoke, quitting will lower your risk for heart disease.
Limit How Much Alcohol You Drink
Do not drink too much alcohol, which can raise your blood pressure. Men should have no more than 2 alcoholic drinks per day, and women should have no more than 1 alcoholic drink per day.
Get Enough Sleep
Getting enough sleep is important to your overall health, and enough sleep is part of keeping your heart and blood vessels healthy. Not getting enough sleep on a regular basis is linked to an increased risk of heart disease, high blood pressure, and stroke.
If you have high blood pressure, you can lower it by making lifestyle changes such as being physically active and eating healthy. Eat a diet filled with fruits and vegetables and try to get 150 minutes of activity per week.
Talk with Your Health Care Team
You and your health care team can work together to prevent or treat the medical conditions that lead to high blood pressure. Discuss your treatment plan regularly and bring a list of questions to your appointments.
FIND OUT MORE
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AUTONOMIC DYSREFLEXIA
Background
Autonomic dysreflexia (AD) is an abnormal overreaction of the autonomic nervous system in response to a stimulus. The autonomic nervous system regulates involuntary, unconscious physiologic processes in the body such as heart rate, blood pressure, respiration and digestion.
AD is a potentially life-threatening medical emergency that causes vasoconstriction (narrowing of the blood vessels) and a sudden, exaggerated increase in blood pressure. It is usually accompanied by a severe throbbing headache, slowed heart rate and facial flushing.
AD is a condition that emerges after a spinal cord injury (SCI), usually when there is damage at level T6 or higher. The higher the SCI, the greater the risk of developing episodes of AD. Individuals with any disease or injury affecting the autonomic nervous system are at risk result for episodes of AD. These include individuals with a diagnosis of brain injury, stroke, multiple sclerosis, GuillainBarré syndrome or other neurological diseases.
Quick assessment and immediate intervention(s) are critical. Lowering blood pressure and removing the stimuli is necessary to prevent complications such as seizure, stroke, cardiac complications or death. Bladder and bowel irritation are the most common causes of AD including distension, urinary tract infection, blocked urinary catheter, bladder or kidney stones, constipation, and hemorrhoids. Other sources of discomfort such as pressure areas on the skin, tight clothing or socks, ingrown toenails, and blisters can also trigger a response.
Communicating baseline symptoms will support prompt management of AD. Carrying a "wallet card" or wearing a medical alert bracelet is recommended to educate others about the condition. Common signs and symptoms include:
* Increased blood pressure
* Pounding headache
* Blurry vision
* Shortness of breath
* Sweating above level of injury
* Flushed face, flushing above the level of injury
* Cold, clammy skin or goose bumps
* Nasal congestion
* Nausea
Many students may have previously experienced episodes of AD so it is reasonable for the school nurse to identify their most common precipitating trigger or event and its most effective intervention.
In the event of an episode, the immediate first step is to sit the student upright with their legs dangling to help lower blood pressure. It is important to act quickly and remove the noxious stimuli from bladder, bowel, or skin if possible. Check the student's skin and remove or loosen any tight or wrinkled clothing, shoes or braces. Blood pressure and heart rate should be monitored. Note that symptoms of AD may progress before they begin to improve.
Top Takeaways for School Considerations
Autonomic dysreflexia (AD) is a potentially life-threatening medical emergency that can develop in individuals with a spinal cord injury when an irritating stimulus below the level of the injury triggers a sudden increase in blood pressure.
Common triggers in school could include a full bladder or delay in bladder emptying, extended sitting (e.g., long bus ride) or pressure on the skin from tight socks or braces.
Prevention of AD is one of the best management techniques. Educating school staff on appropriate bladder, bowel, and skin care practices is essential.
Never leave the student unattended. Follow the student's emergency care plan.
* Anxiety
Kennedy Krieger Institute's Specialized Health Needs Interagency Collaboration
The Specialized Health Needs Interagency Collaboration (SHNIC) program is a collaborative partnership between Kennedy Krieger Institute and the Maryland State of Department Education.
Considerations for the Individualized Healthcare Plan (IHP)
* Nursing diagnosis of autonomic dysreflexia, risk for disturbed sensory perception, risk for unstable blood pressure, impaired urinary elimination and impaired physical mobility
* Current diagnosed health condition, including date of diagnosis, progress of disease process, and other chronic health conditions
* Current medication and treatment orders (consider schedule, equipment needs and side effects)
* Student-specific AD triggers, avoidance or intervention strategies
* Respiratory interventions and equipment needs (consider tracheostomy brand/size and downsize, suctioning brand/size, frequency of suctioning, ventilator brand and settings); note location of suctioning, use of private duty nursing if applicable
* Nutrition interventions and equipment needs (consider brand/size of feeding tube, tube replacement, water flushes, fluid intake goal and supplements); note school district policy on tube replacement and consider keeping backup feeding tube kit at school if applicable
* Elimination interventions and equipment needs (consider catheterization brand/system, French size, cleaning procedure and frequency of catheterization); note location of procedure
Discussion Starters for Educational Team
1. Has the school staff been trained to implement the student-specific emergency plan?
2. Would the student benefit from evaluations or assessments in any of the following areas: physical therapy, occupational therapy, speech and language therapy, assistive technology, adapted physical education, functional behavior, psychology, hearing and vision?
3. Would the student benefit from additional academic support and/or modified education (e.g., copies of notes, extra time, reduced workload, simplified instructions, alternative formats for presentation of material, 504/IEP)?
Resources
Kennedy Krieger Institute: International Center for Spinal Cord Injury kennedykrieger.org
United Spinal Association unitedspinal.org
Christopher and Dana Reeve Foundation christopherreeve.org
* Assessment of implanted medical device (consider location, date of surgical placement, and device specific information)
* Temperature regulation considerations in school setting and transportation
* Use of specialized equipment, adaptive equipment and orthotics
* Activity, positioning, transferring (consider precautions and/or restrictions)
* Skin check, pressure relief techniques
* Equipment troubleshooting (consider equipment/device user manual, battery, charger)
* Consider emergency care plan(s) (ECP) and emergency evacuation plan(s) (EEP) as related to medical needs in the school setting, and staff education/training, as appropriate
4. Does the student need additional adult support to access the academic curriculum in the least restrictive environment?
5. Is the physical school environment safely accessible for the student's mobility needs (e.g., entry and exit, ramps, location of classes, access to elevator, doorways)?
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µ˙The Museum of Fine Arts, Houston
BUILDING ACTIVITIES
Scavenger Hunt
During your visit to the Museum, examine both the inside and outside of the buildings. You can also do this with your own home. Try to find these building materials throughout the Museum or your home. Circle the ones that you find.
WOOD CONCRETE METAL BRICK
Week 2 Playing and Building
Each week in June and July, explore the inspiring and extraordinary works of art, exhibitions, and installations at the Museum of Fine Arts, Houston! Whether at home or in the galleries, use this guide to take a trip through the Museum and discover different works of art. If you are using this at guide at home, find works of art in the MFAH Collection at mfah.org/art.
BUILDINGS IN THE COLLECTION
Let's start the conversation! Use these steps to talk about art with your family.
Architecture plays a big role in our lives. Look for some examples of architecture at the Museum. They can be found in paintings, photographs, drawings, or even the Museum itself. Once you find an example, look at it as a group and discuss these questions.
1. What do you see that is important to the structure of the building?
2. What do you see that is a decorative element?
3. When and where do you think this building was made? Can you find visual evidence to support your thinking?
Coloring Activity
Find the basic shapes within the building and color them accordingly.
Circle-Red Rectangle-Yellow Triangle-Blue
GLASS STONE PLASTIC
MAKE ART AT HOME
Exploring Buildings and Creating Your Own Tent Challenge
Let's Build a Tent!
Gather These Materials
-Chip clips
-Sheets
-Blankets
-String
-Heavy books
-Clamps
-Chairs
-Anything around the house!
Step-by-Step Instructions
1. You can begin by assigning roles. Who is the client? Who is the architect or designer? Who is the construction manager? Collaboration is encouraged.
2. When designing a structure, it is important to think about the kinds of materials you will use. Will you use materials for structure, visual appeal, or both? The artists in the Radical: Italian Design exhibition were very experimental with materials. Challenge yourself to use at least three new materials in your tent. Example: A sheer fabric can act as a window wall.
3. Gather your materials and make some decisions about your tent. How tall will it be? How big? What needs to be able to fit inside?
4. Build your tent.
5. Talk about the three new materials you introduced. Which material was most successful and which one was least successful?
6. Play in your tent! Share your finished artwork on social media with #MFAHathome.
Above: Studio 65, manufactured by Gufram, Baby-lonia, designed 1972, made c. 1986, polyurethane foam and Guflac, the Museum of Fine Arts, Houston, The Dennis Freedman Collection, gift of Dennis Freedman, 2018.501.1-.22. © 1972 Studio 65, photography by Kent Pell
Family Programs at the Museum of Fine Arts, Houston, receive generous support from the Junior League of Houston, Inc.
General admission to the MFAH is free on Thursdays, courtesy of Shell Oil Company.
All Learning and Interpretation programs at the Museum of Fine Arts, Houston, receive endowment funds provided by Louise Jarrett Moran Bequest; Caroline Wiess Law; the William Randolph Hearst Foundation; Cyvia and Melvyn Wolff; the National Endowment for the Humanities; the Fondren Foundation; BMC Software, Inc.; the Wallace Foundation; the Neal Myers and Ken Black Children's Art Fund; Mr. and Mrs. A. L. Ballard; Mr. and Mrs. Charles W. Tate; the Eleanor and Frank Freed Foundation; Virginia and Ira Jackson; the Favrot Fund; Neiman Marcus Youth Arts Education; gifts in memory of John Wynne; and gifts in honor of Beth Schneider.
Radical: Italian Design 1965–1985, The Dennis Freedman Collection is organized by the Museum of Fine Arts, Houston.
Generous funding for this exhibition is provided by:
John R. Eckel, Jr. Foundation The Omena Fund Kirksey Architecture Consulate General of Italy in Houston Kim and Al Eiber
Time: 45 minutes
Difficulty level: Medium
Investigate the Work of Art!
1. These blocks are intended to be used by children. What material do you think the blocks are made of?
2. If you could use polyurethane foam to make something big and lightweight, what would it be?
3. These blocks are built one way in the photograph, but how else could you build with these same blocks?
Did You Know?
* Many of the designers who created the lamps, furniture, and other objects in the Radical: Italian Design 1965–1985, The Dennis Freedman Collection exhibition have degrees in architecture.
* The designers liked working with foam because it is very lightweight. This allowed their designs to be moved easily for use both indoors and outdoors.
* Architects use walls and other structures to help define space, but lighting designers alter the feeling of a space by using lamps and other lighting devices. | <urn:uuid:9d6fb459-1c1d-49f1-9dc1-e28e51bb200a> | CC-MAIN-2025-05 | https://test.mfah.org/static/documents/mfah-summer-art-explorers-building.13029249562404507649.pdf | 2025-01-21T06:03:11+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363112.21/warc/CC-MAIN-20250121034213-20250121064213-00099.warc.gz | 581,127,341 | 1,101 | eng_Latn | eng_Latn | 0.997325 | eng_Latn | 0.997307 | [
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SCHOOL OF MATHEMATICS AND STATISTICS
Autumn Semester 2019–20
Combinatorics
2 hours 30 minutes
Attempt all the questions. The allocation of marks is shown in brackets.
1 Put N = {1, 2, 3, 4, 5, 6, 7, 8, 9}, and consider subsets U ⊆ N.
(a) How many subsets are there in total? (1 mark)
(b) How many subsets U are there such that U contains at least one odd number? (2 marks)
(c) How many subsets U are there such that |U| is odd? (2 marks)
(d) How many subsets U are there such that U ̸= ∅ and max(U) is even? (3 marks)
2 State and prove Pascal's relation for binomial coe
cients. (5 marks)
3 Consider the equation x1 + x2 + · · · + x10 = 16.
(a) How many solutions are there with 1 ≤ xi for all i? (2 marks)
(b) How many solutions are there with 1 ≤ xi ≤ 2 for all i? (2 marks)
(c) How many solutions are there with xi odd and positive for all i? (3 marks)
4 Consider n × n boards as illustrated below for the case n = 9: in An the middle (n−4)×(n−4) square is black, in Bn the four corners are black, and in Cn everything above and to the right of the diagonal is black. We will investigate whether they can be covered by disjoint dominos. Some answers will depend on n, and some will not. We will always assume that n ≥ 5.
9
(a) Can An be covered by disjoint dominos?
(2 marks)
(b) Can Bn be covered by disjoint dominos?
(4 marks)
(c) Suppose we colour Cn with alternating white and grey squares in the usual chessboard pattern, with the bottom left square being grey. By considering diagonal stripes,
nd the number of white squares and grey squares (this will depend on whether n is odd or even). (6 marks)
(d) Can Cn be covered by disjoint dominos?
(1 mark)
(a) State the inclusion-exclusion principle.
(3 marks)
(b) Let B be a
nite set with |B| = n. Suppose we have subsets Bi ⊂ B for i = 1, . . . , m, such that |Bi1 ∩· · ·∩ Bir | = n/3 r for all i1, . . . , ir with 1 ≤ r ≤ m and i1 < · · · < ir. Give a fully simpli
ed formula for |B1 ∪· · · ∪ Bm|.
(5 marks)
6 (a) State the Pigeonhole Principle. (2 marks)
(b) Suppose we have a square with sides of length r. What is the maximum possible distance between two points in the square? (1 mark)
(c) Suppose we have marked 10 points in a 3 × 3 square. Use the Pigeonhole Principle to show that there are two marked points such that the distance between them is less than or equal to √ 2. (4 marks)
5
7 Consider the following board B:
(a) Calculate the rook polynomial of the complementary board B. (2 marks)
(b) Use (a) to calculate the number of ways of placing 4 non-challenging rooks on B. (4 marks)
(c) Using (b), draw a board B ′ such that there are precisely 121 ways to place 8 non-challenging rooks on B ′ . (2 marks)
8 (a) State Landau's theorem on scores in tournaments. (4 marks)
(b) Suppose we have a tournament with n > 0 players, in which every player has the same score. Show that n must be odd. (3 marks)
(c) Give an example of a tournament of 5 players in which every player has the same score. (3 marks)
(d) Use Landau's criterion to show that there is a tournament of 6 players in which every player scores 2 or 3. (4 marks)
(e) Find an explicit example of a tournament as in (d). (4 marks)
9 Find numbers a, . . . , q such that the following matrix becomes a latin square: (6 marks)
Explain your reasoning for at least three of the entries.
10 Recall that if there is a block design with parameters (v, b, r, k, λ) then the following equations are satis
ed:
(A) bk = vr
(B) r(k − 1) = λ(v − 1)
(a) Prove equation (A).
(4 marks)
(b) Suppose that k = 2λ + 1 and b = 2k + 1. Prove that v = b and r = k. [Hint: write r = k + s, rewrite everything in terms of v, λ and s, then use (B) to
nd v, then use (A).] (8 marks)
(c) Suppose that b = v = 7 and the
rst six column sets are as follows:
Find the parameters r, k and λ, the corresponding row sets Ri, and the last column set C7. (8 marks)
End of Question Paper | <urn:uuid:f0696a88-9bc6-4550-afce-9244d8a60294> | CC-MAIN-2025-05 | https://strickland1.org/courses/MAS334/past_papers/MAS334_1920.pdf | 2025-01-21T04:00:50+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363112.21/warc/CC-MAIN-20250121034213-20250121064213-00101.warc.gz | 553,357,039 | 1,148 | eng_Latn | eng_Latn | 0.887312 | eng_Latn | 0.97848 | [
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WHAT WE ARE LEARNING
RECEPTION – AUTUMN TERM 2023
A warm welcome to you and your family to North Beckton Primary School and to our Reception classes. For the first few weeks of the term we will be concentrating on settling the children into their new environment, establishing rules and routines and meeting new class and staff members.
Our Topic this term is: All about me: My history (Exploring about ourselves, our families, school and how we celebrate)
Autumn 1: Me, my family and my school
Autumn 2:
Celebrations
Personal Social Emotional Development (PSED)
Physical Development (PD)
* We will learn new rules and routines.
* We will settle into our new class and learn our new friends' and teachers' names.
* We will look in the mirror to see what colour eyes, hair and skin we have.
* We will talk about healthy eating and why it is important to wash our hands.
Communication and Language
* We will talk about our family and the community we live in.
* We will look at photos of ourselves and talk about how we are the same and different.
Understanding of the World (UW)
* We will use our five senses and talk about them: sight, hearing, smell, touch and taste.
* We will talk about how we were once a baby and how we have changed: things we could do then and things we can do now; toys we played with then and toys we play with now.
* We will taste food and make a healthy salad or fruit kebab.
Expressive Arts and Design (EAD)
* We will paint portraits of ourselves.
* We will print with different parts of the body.
* We will draw pictures of our family and make a family tree.
* We will pretend to cook in the home corner and look after babies in the baby clinic.
* We will look at how we use our bodies and talk about how some people are different from us.
* We will explore different ways of moving our body.
* We will move like a baby, crawling, sliding, and shuffling.
* We will talk about what happens to our bodies when we exercise.
Mathematical Development (MD)
* We will sing number rhymes.
* We will count different parts of the body.
* We will count family members.
* We will make a tally of our favourite food, colour, toys etc.
Literacy
* We will label body parts and look at non-fiction books.
* We will write shopping lists of healthy and unhealthy foods.
* We will start RWI (letters and sounds).
Key Information
Water bottles and snack
Punctuality
As a school, we provide a free fruit snack daily so there is no need for snacks to be brought in. Please provide your child with a named water bottle that they can access throughout the day.
Jewellery
May we remind you only small stud earrings should be worn. Children should not be wearing large hoops, necklaces or bracelets to school. Thank you.
Reception class doors open from 8.40am and close at 8.50am. Please make sure you drop and collect your child promptly every day. If your child is being collected by an adult who is not known to the Reception teacher, please ensure that you introduce them or leave a message at the office. All children must be collected by someone who is 16 or over.
Other Useful Information:
* Please ensure all items of clothing and school bags are clearly labelled with your child's name and class (please note that names can fade after washes so please check regularly).
* To keep all children safe, it is vital you inform us of any allergies/medical conditions your child may have.
* Please ensure the office have up-to-date contact information (phone numbers and addresses) in case of emergencies or changes in circumstances.
* PE is on a Wednesday morning. Please ensure that your child comes to school wearing their full PE kit on this day.
* It is important that you bring your child's book bag into school every day with their home-school communication book and library book as they will be using them on a daily basis.
* Information about the life of the school (letters, bulletins, accident report forms etc.) are very often put into home-school communication books.
We hope your child has a great term!
Reception Staff
Mrs Girzade (Assistant Head Teacher) Miss Williams (Class Teacher RW) Mr Sparrowhawk (Class Teacher RS) Mrs Ali (Teaching Assistant) Ms Axford (Teaching Assistant) Ms Nembard (Teaching Assistant) Mrs Khatun (Teaching Assistant) | <urn:uuid:376fbf8e-ba7f-4d0b-8a33-7840c09e2d73> | CC-MAIN-2025-05 | https://www.northbeckton.newham.sch.uk/attachments/download.asp?file=2276&type=pdf | 2025-01-21T03:45:59+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363112.21/warc/CC-MAIN-20250121034213-20250121064213-00108.warc.gz | 957,099,913 | 944 | eng_Latn | eng_Latn | 0.998313 | eng_Latn | 0.998479 | [
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LO: To be able to recognise the basic needs of animals and humans.
1. Look at the pictures above. What is similar about these animals and human?
_____________________________________ _____________________________________ _____________________________________ _____________________________________
2. What are humans and animals 4 basic needs?
* • • •
3. What else do animals and humans need to be happy and healthy?
_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ | <urn:uuid:4b7b5fe4-f778-47aa-b7be-d97ccb87ff02> | CC-MAIN-2025-05 | https://www.purbrook-inf.hants.sch.uk/wp-content/uploads/2021/01/SCI-Session-3_-Basic-needs.pdf | 2025-01-21T04:10:06+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363112.21/warc/CC-MAIN-20250121034213-20250121064213-00107.warc.gz | 998,429,529 | 84 | eng_Latn | eng_Latn | 0.714347 | eng_Latn | 0.714347 | [
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Tools for learning - tools for sustainable development
United Nations Climate change conference (COP) simulation
Second 3-day Training for the trainers for exchange of good practice, green skills and innovative non-formal learning tools (A 1.)
Online, Zoom, 6th Apr 2021 Simona Colombo, youth worker
Cop simulation
Aims:
- to learn about the Conferences of the Parties - to understand the goals of COPs
- to know the COP participants and their roles
- to identify the priority environmental issues at international and national level
- to point out possible solutions in relation to environmental and economic aspects
First step: issues to introduce
*What is COP?
*History
*Protagonists
* Participants' knowledge on the issue
*Organisation
*Environmental issues to deal with
* Priorities to discuss
* Causes and effects of climate change
* Scientific data
* Scenarios
* Participants' personal opinion on climate change
*Methodology of the activity
*Definition of the aims and participants' expectactions
Second step: role playing game
* Definition of the "rules" (timing, behaviour, management)
* Presentation of the methodology
* Definition of the "roles" for the participants
* Interactive moment "COP simulation" on focused issues.
* Reporting activity on "COP simulation"
Roles
* Facilitator: the person who leads the simulation
* Negotiating teams in the 3-regions version: developed nations, developing A nations, developing B nations
* Negotiating teams in the 6-regions version: USA, Europe, other developed nations, China, India, other developing nations
* climate activists
* fossil fuel lobbyists
* press corps
Here you can find the materials nations have to be given.
Third step: evaluation and conclusion
* Presentation of the reports from the participants' working groups
* Discussion about the results
* Evaluation of the role playing game in relation to the partipants' expectations and the aims pointed out at the first step
COP simulations and Legambiente Lombardia
The World Climate Simulation is a open-source tool available on www.climateinteractive.org. It is an in-person role-playing exercise of the UN climate change negotiations.
We used it at secondary schools during specific meetings about climate change. We usually play this tool with classes of 20-25 students. The simulations usually lasts 1,5 - 2 hours. As the tool actively involves young people and adults, the results are always very satisfactory. Young people really understand the need to act against the climate crisis in a united and collaborative way between countries, and that one of the most important tools to do it is the COP.
Learning outcomes
After the COP simulation youth will be able to:
* feel climate change more real and understand it better
* understand how COP negotiations work
* improve their communication skills with others
Thank you!
All contents of this presentation, in particular texts, pictures and graphics, are protected by copyright. Unless stated otherwise, copyright is held by Legambiente Lombardia and is licensed under Creative Commons Attribution - Non-commercial - Distribution under the same conditions 4.0 International license.
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Place Value (Part 1)
Writing numbers in words and figures
These words might be useful when completing your first two tasks:
Activity 1 - Write the following numbers in words. Make sure you include all the appropriate punctuation
Activity 2 - Write the following numbers in figures. Don't forget those commas.
Challenge: Can you add 2 of these numbers together using the number written in words? How would you set out the calculation?
Ordering numbers up to one million
Fill in the spaces below with numbers to show the order smallest to largest. You have room to write out your numbers to the side of each question to ensure you are accurate. | <urn:uuid:edc865e8-87c9-4ee5-a201-ea690c045fe6> | CC-MAIN-2025-05 | https://kingslea.w-sussex.sch.uk/uploads/6/3/9/0/63907685/yr5_-_day_1_maths_place_value__part_1_.pdf | 2025-01-21T06:09:53+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363112.21/warc/CC-MAIN-20250121034213-20250121064213-00105.warc.gz | 358,146,128 | 136 | eng_Latn | eng_Latn | 0.998795 | eng_Latn | 0.99954 | [
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Genes and Mutations
1. Define:
Genetics – Genetics may be defined as the science or study of heredity, and is concerned with the physical and chemical properties of the genetic material (DNA or RNA), how this material is transmitted from one generation to the next, and how the information it contains is expressed.
Phenotype – The phenotype of an organism is the observed characteristics of that organism or in the case of bacteria, the observed characteristics of a population of organisms. For example, the phenotype of E. coli colonies is variable depending upon the type of medium used (colonies are pink on MAC, yellow on T-7, and dark with a metalic green sheen on EMB ).
Point mutation – A point mutation is one involving a change in a single nucleotide (base) within a DNA strand or in the RNA of some viruses. Point mutations may be categorized as substitutions, additions, or deletions.
Translocation – A translocation (transposition) is a type of non-point mutation involving the movement of a segment of DNA (one or more genes in length) from one location (locus) to a new location within a chromosome or plasmid, between chromosomes, or between chromosomes and plasmids. These may be caused by transposible elements (transposons) or by crossing over.
Mutagenic agent (mutagen) – A mutagen is a factor (chemical or physical) that increases the mutation rate of nucleic acids. Base analogs, alkylating agents and ultra-violet light are examples of mutagens.
2. Genetics/ DNA or RNA in some viruses
3. Locus
4. Gene/ split gene
5. Genome
6. Genotype/ environment
7. Genome/ phenotype Note – For this class, genomic DNA is restricted to the chromosome(s) and does not include plasmid, mitochondrial or chloroplast DNA.
8. Phenotype/ environment the organism is exposed to./ The genetic composition of an organism may not be expressed for a variety of reasons. In bacteria, many genes are associated with inducible or repressible operons. If the repressor proteins associated with these operons are active, transcription is blocked and the genetic information cannot be expressed. In diploid organisms certain genes are not expressed because they are recessive. The characteristics they encode are masked by characteristics encoded by dominant genes.
9. Mutation
10. Mutation/ evolution
11. One per 100 million copies of the DNA present/ at least one. The m-concentration for a bacterial culture is usually around 10 -9 cells/ml of medium (that's 1 billion cells/ml).
12. Substitutions/ The substitution of one base for another within a gene may or may not change the amino acid sequence the gene is encoding because the genetic code is redundant (several different codons encode the same amino acid). A single substitution occurring in the middle part of a gene will influence only one codon, so will potentially change only one amino acid. The addition or deletion of a single base within a gene will result in a frame shift (shift in the codon reading frame) during translation, so will most likely change all of the amino acids being encoded beyond the mutation point. It is unlikely that such a random assortment of amino acids will form a functional protein, although it is potentially possible.
13. Translocations (or transpositions)/ transposons (transposable elements)
14. The addition or the deletion of individual bases within/ codons/ ultra violet light
15. Mutagenic agent or mutagen
16. Base analogs
17. Base analogs/ substitution
18. Missense – The second purine in the sequence shown is Guanine, so the second codon would encode Aspartic acid. If a substitution caused the guanine to be replaced by a pyrimidine (cytosine or thymine), the new codon would encode glutamic acid.
19. Substitutions/ Ultra violet light
20. Ultra violet (UV) light/ deletion
21. Transposons or transposable elements/ translocations (transpositions)
22. Transposons or transposable elements/ transposase
23. Thymine-thymine dimers/ recognizing and breaking the bonds between the thymine molecules thus removing the dimer. | <urn:uuid:e3fa7501-a781-45a2-ae56-010de07905fb> | CC-MAIN-2024-22 | https://biosci.sierracollege.edu/materials/4/study_aides/guide/17_genes_and_mutations.pdf | 2024-05-25T23:36:28+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00735.warc.gz | 101,803,140 | 892 | eng_Latn | eng_Latn | 0.982909 | eng_Latn | 0.98593 | [
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FHSD Building Level Crisis Communication Plan
Crisis communication is a process to manage the key messages, strategy, timing, and communication channels necessary to communicate effectively with employees, students, families, media, and community stakeholders. The goal is to facilitate the rapid de-escalation of the crisis through timely and effective communication methods.
What is done in the first 60 minutes of a crisis is crucial in informing stakeholders and determining public perception of the crisis. As a building administrator, it is essential that you do the following if there is a crisis in your building –
1. Act decisively to ensure the health and safety of students and staff and the protection of district property.
2. Notify the appropriate administrator on the Emergency Call List.
3. Gather as much information as possible to understand the situation and define the problem.
a. What happened? Focus on facts.
b. Where and when did the incident occur? Be specific.
c. Who was involved?
d. What are we doing to rectify the situation?
4. Work with the Chief Communications Officer (or appropriate Communications Department staff) to create an initial message and determine distribution channels.
The Communications Department will assist in disseminating information about the situation to your building staff, parents/guardians, and the community, in that order.
Communicating in a timely manner with parents/guardians during a crisis is essential. In order to do that, it is important that all contact information be kept up to date. Please remind parents to regularly update phone numbers and email addresses as soon as any change is made.
All buildings should have a communications "go kit" for crisis situations in their SEOP binder that includes the following:
- List of school emergency procedures
- Student enrollment roster
- List of students with special needs and descriptions (medical information card)
- List of school and building personnel with contact information
- Contact lists for parents and guardians
Building Crisis Communication Flow Chart
Define crisis/issues
Lockdown (external or soft)
Shelter in place
Evacuation
Dismissal
Emergency 911 (IMMEDIATELY)
Obtain facts: who, what, when, where, how
Notify the appropriate administrator on the Emergency Call List
Administrators
Staff
Students
Board of Education
Parents/Guardians
Community
Media
All crisis events in FHSD will be debriefed with Superintendent, CCCRO,
Director of Facilities & Operations, and building administrators
Notification
Crisis Incident
Get the help of the
Superintendent,
COO, and CCCRO
throughout these
steps if necessary!
Student
and Staff
Safety
Communication
(internal)
Communication
(external)
Safety
Debrief | <urn:uuid:41b00b66-e3ee-4cda-aca3-b0eb3d80c680> | CC-MAIN-2025-05 | https://masaonline.socs.net/vimages/shared/vnews/stories/564a303f0fbe1/FHSD%20Building%20Crisis%20Communications%20Plan.pdf | 2025-01-21T05:03:44+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363112.21/warc/CC-MAIN-20250121034213-20250121064213-00111.warc.gz | 387,099,022 | 542 | eng_Latn | eng_Latn | 0.918577 | eng_Latn | 0.991848 | [
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When The Saints Go Marching In
Words and Music: Gospel
Key: Tempo:
VERSE 1
I[1]
Oh, when the Saints go marching in, V oh, when the Saints go marching in, I IV oh, Lord, I want to be in that number, I V 7 I when the Saints go marching in.
VERSE 2
I[1]
And when the sun begins to shine, V and when the sun begins to shine, I IV oh, Lord, I want to be in that number, I V 7 I when the Saints go marching in.
VERSE 3
I[1]
And when the moon turns red with blood, V and when the moon turns red with blood, I IV oh, Lord, I want to be in that number, I V 7 I when the Saints go marching in. | <urn:uuid:355c46c9-46cd-4b8d-8925-6b28c54e02e1> | CC-MAIN-2025-05 | https://acamusic.de/songs/aCN%20Traditionalslieder/When%20The%20Saints%20Go%20Marching%20In/When%20The%20Saints%20Go%20Marching%20In%20-%20lyrics%20-%20acaChords.pdf | 2025-01-21T04:05:12+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363112.21/warc/CC-MAIN-20250121034213-20250121064213-00111.warc.gz | 66,671,420 | 182 | eng_Latn | eng_Latn | 0.926143 | eng_Latn | 0.926143 | [
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International Marketing (Student A)
1. Are people in your country happy to buy products from abroad?
2. Why are Italy and France so successful at producing luxury goods?
3. What are the typical challenges which face a company when it enters a foreign market?
4. Why have American fast food chains been so successful internationally? It is a good thing?
International Marketing (Student B)
1. What is the world's most successful international brand in your opinion?
2. Which countries manufacture the best value products?
3. Why do companies sometimes use different product names depending on the country?
4. Why have Asian countries like Japan and Korea been so successful in the car industry?
International Marketing (Student C)
1. Do you worry about whether a product is made in your country or not?
2. Are there any good products manufactured in your country which are sold abroad?
3. What are the most important things to know about a foreign market before entering it?
4. Are consumers the same everywhere or do they differ from country to country? | <urn:uuid:ca426e11-01b5-4dd6-9d9d-875cc4ce02e1> | CC-MAIN-2024-22 | http://esldiscussiontopics.com/pdfs/internationalMarketing7.pdf | 2024-05-26T00:44:03+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00736.warc.gz | 10,163,276 | 208 | eng_Latn | eng_Latn | 0.999265 | eng_Latn | 0.999265 | [
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Unit 2 Newsletter Autumn 2 2021
PE and Woodland Camp:
Home Learning and Supporting the Curriculum at home
This half term we will be doing gymnastics and dance during our PE lessons: children are to come to school in their PE kit on their PE day.
Little Owls and Tawny Owls PE day is Monday Snowy Owls PE day is Tuesday
Please bring in a pair of wellies to stay in school for your child to use in the woodland camp.
Snowy Owls and Tawny Owls—Tuesday
Little Owls—Wednesday
Please take time to read this half term's knowledge Organisers. These are designed for you to use to support your child's learning at home. They set out clearly what we expect children to learn and remember in that subject. Please use them at home to reinforce and help embed your child's learning.
Our home learning project will be set on Teams, please see their homeschool link books for the logins and passwords. They also have access to lots of apps to help their learning at home, including: TT Rockstars, Sumdog, Spelling shed, Math shed, MyOn, Letterjoin, Oxford Owls.
Library—the children will choose a library book to share at home each Monday, please return the book each Monday.
Messages
British Value
School Value
Please continue to contact the school office by email email@example.com or phone 01803 607075 with any questions or queries. Or see our school website https:// www.preston.torbay.sch.uk/
Please remember to order your child's lunch online.
The gates open at 8.40am—children are welcomed into class at 8.50am. The class teacher is available at the end of the day.
This half term, we are learning about Responsibility. We all need to be responsible so that our friends know they can rely on us. This helps us to be Good Citizens.
Our Curriculum
Children in Key Stage 1 and 1 will enjoy a long and short enquiry each half term.
Long Enquiries
A long enquiry typically lasts five weeks and allows us to teach a subject, such as history, in depth. Clear expectations of what will be learned, is shared with parents and pupils through a Knowledge Organiser. At the end of the work, we plan to use Enquiry Quizzes on our iPads to see how much each child has remembered.
Short Enquiries
A short enquiry can last anything from 1 – 3 days and adds breadth to our curriculum.
Our first Learning Enquiry this term is History, exploring why Mary Seacole helped nurse British soldiers during the Crimean War. The Knowledge Organiser for this will be available on Teams and on the School website. Please use it to reinforce and repeat the learning at home.
Maths
Literacy
This half term in Maths, Year 2 will be learning to solve calculations within 20, to fluently add and subtract within 10 and to add and subtract two digit numbers.
Year 1 will be learning to compare quantities and understand part-whole relationships and the composition of numbers 0-5. All the children are going to be using concrete resources, visual images and representations to support them with their learning.
Dates to remember
Wednesday 15th December - Christmas lunch (details to follow).
Friday 17th December - Christmas jumper day and last day before Christmas holidays.
Tuesday 4th January - School returns.
We are starting off the half term by exploring a humorous story, 'Boa's Bad Birthday' which is a story the children will be able to relate to and enjoy writing their own versions of. In the second half of the half term, we are going to be writing our own performance poetry based on 'Snow in the Garden' a collection of poems by Shirley Hughes.
School App
Our school app is the best way to get information about dates and events going on in the school. Search for 'School News' in your app store.
This half term, in our Class Assemblies and PSHE lessons, we are learning about the British Value of Tolerance, by understanding about different cultures and accepting others opinions. | <urn:uuid:442e2b45-0308-48fa-a1f3-5d1ac2428ee7> | CC-MAIN-2024-22 | https://www.preston.torbay.sch.uk/attachments/download.asp?file=611&type=pdf | 2024-05-25T23:17:57+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00734.warc.gz | 807,844,768 | 864 | eng_Latn | eng_Latn | 0.998947 | eng_Latn | 0.998947 | [
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Zeti Akhtar Aziz: Financial education initiatives in Malaysia
Speech by Dr Zeti Akhtar Aziz, Governor of the Central Bank of Malaysia (Bank Negara Malaysia), at the Launch of Financial LATeracy in conjunction with opening of Special Exhibition on Financial Literacy, Kuala Lumpur, 28 September 2015.
* * *
Ladies and gentlemen
Financial education has never been more important than in today's environment. Participating effectively in the financial system can improve the economic well being of individuals and businesses. Financial education is therefore key so that members of our society will benefit from the financial system and from the new technologies that are transforming our financial landscape. It will help consumers to better understand the risks involved in managing their finances and will facilitate better financial decision making. Building a generation with financial competence therefore needs to start from an early age. This has been the motivation of Bank Negara Malaysia in the development of the Pocket Money Book or Buku Wang Saku for schools that was first launched in 1999. We are very honoured to have progressed this project in collaboration with Datuk Lat whose illustrations have made the complex subject of fundamental issues in finance appealing to school children.
The universal appeal of Datuk Lat's distinctive caricatures which are featured in the Pocket Money Book or Buku Wang Saku, have attracted students, teachers and parents to use it as a tool to nurture good savings habits and to encourage responsible money management among school children. His works have over the years touched on many aspects of money management as seen from the context of ordinary Malaysians, leaving us with memorable and lasting impressions not only on prudent financial behaviour, but on Malaysian life and society. Important lessons about savings, conserving and avoiding wastage are powerfully conveyed through the remarkably creative and entertaining visuals that we have all come to know and love. True to form, Datuk Lat's creations are unparalleled in their ability to capture the hearts of Malaysians and through them, we are both educated and entertained. It is our honour to commemorate his works for such an important cause. Since 1999, 15 million copies of Buku Wang Saku have been circulated to more than 10,000 schools nationwide to be used in promoting good financial management habits which can make a profound difference in their future financial well-being.
Indeed, being equipped with the knowledge, skills and tools to make sound financial decisions has never been more important in a generation where our young people have more money to spend, are presented with a wider spectrum of financial offerings and are exposed to greater temptations to take on debt. Financial education is therefore a vital life skill; one that must be developed from an early age. It was with this motivation that the Bank initiated a number of efforts to enhance the financial competence of Malaysians through a nationwide savings campaign that was launched in 1996. This involved several key financial education initiatives for students and households in Malaysia, including the School Adoption Programme that was supported by the Ministry of Education and the financial industry. More recently, it has progressed to the integration of financial education into the school curriculum. This has been made possible through the successful collaboration between Bank Negara Malaysia and the Ministry of Education.
Ladies and gentlemen
The compilation of caricatures in Financial LATeracy is organised according to specific money management themes while the exhibition allows visitors to experience and appreciate the fine works of Datuk Lat while highlighting key money management messages. The timeless caricatures showcased in Financial LATeracy also embodies the true essence of a multicultural Malaysia, depicting the diversity of our people, cultures and traditions. Of significance is the
influence that his works have had in promoting social harmony and benevolent values that bring the diverse people of Malaysia together. Most Malaysians have grown up with his drawings. His works have touched on so many aspects of the lives of Malaysians, providing us with powerful insights into the social and political scenes of this country. The power of story telling by Datuk Lat transcends beyond the drawing of cartoons. He is among the artists who have been observers that are the most honest and critical of developments in our society. Through their sensitivity and expression, we are reminded of the things that we often take for granted, and sometimes highlighting how we fall short from attaining our fullest potential as a nation. Datuk Lat is one of such artists. A number of Datuk Lat's artworks adorn Bank Negara Malaysia's premises since the 1980s, reflecting the challenges we face as a central bank in ensuring a sound and robust financial system, in a light-hearted manner. This publication of the Financial LATeracybook aims to preserve these works for the benefit of our future generation. Financial LATeracy is also a way for the Bank to express its heartfelt gratitude and appreciation to Datuk Lat for his continuing support of our financial education initiatives. Today, Financial LATeracy pays a tribute to Datuk Lat's enduring legacy in this important endeavour.
Ladies and gentlemen
The Financial LATeracy exhibition is taking place during a time when more than 200 global policy makers and practitioners in the area of financial education from all parts of the world are gathering here in Sasana Kijang to participate in the meetings of the International Network on Financial Education and in the High Level Global Symposium, a network under the OECD, to explore new paths and ideas in advancing financial literacy. I am certain that the works of Datuk Lat will continue to inspire not only Malaysians but many others from foreign shores in this important cause through his unique brand of humour and poignant reflections of our society. | <urn:uuid:d9c4ace1-041f-44d8-be0f-9a04aaf1c99d> | CC-MAIN-2024-22 | https://www.bis.org/review/r151008a.pdf | 2024-05-26T00:29:47+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00743.warc.gz | 575,579,856 | 1,119 | eng_Latn | eng_Latn | 0.99815 | eng_Latn | 0.998231 | [
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Sir Alexander Fleming Primary School and Nursery Behaviour Policy
Reviewed September 2023 Next Review September 2024 (inline with KCSiE)
'Keep your thoughts positive because your thoughts become your words. Keep your words positive because your words become your behaviour.'
Mahatma Gandhi
"Opportunities can never be reached unless you are wellbehaved"
Keziah, Year 6
"Our rocket system works well as it shows the children that they have consequences"
Will, Year 6
"The teachers are fair and follow through with the consequences"
Indah, Year 3
"It is a good system because there are lots of people to talk to who support you, like the SLT, Rainbow Room, Mrs Fullerton, behaviour mentors"
Esmé, Year 5
"You can go to the calm room if you feel stressed or worried"
Eddie, Year 4
Our Values and Vision
VALUES
School Values
Our values underpin our aims, with rules presented in a positive way as appropriate. Expectations are discussed, clearly explained, and consistently reinforced so that all children and adults understand why they are important:
* for reasons of safety.
* for the smooth running of our school.
* respect for others and their property.
Everyone has a right to feel safe at school. The staff at Sir Alexander Fleming Primary School and Nursery are committed to ensuring that every child is protected from harm. Everyone is of equal value and will be valued equally regardless of whether they have a disability, whatever their ethnicity, culture, religious affiliation, national origin, or national status, whatever their gender and gender identity and whatever their sexual identity.
It is everyone's responsibility to help make our school a happy place where everyone can be successful. We expect that the respectful behaviour of children will enable teachers to teach, and each other to learn. Everyone is responsible for their own behaviour and our expectation is for good behaviour offline and online. Good behaviour is something to be proud of and so is rewarded and celebrated. The education of many children will be protected from disruption by a minority who are demonstrating unacceptable behaviour; this will be met with consequences. Parents will be informed about the expectations of the school and about the consequences if the child behaves inappropriately in school, in the communitu and online.
Aims of the policy
* To create a welcoming and safe learning environment in which everyone can be successful.
* Develop a fair and consistent approach across the school, which all children know, understand, and can articulate.
* Create an atmosphere where social, moral, spiritual and cultural values are learnt and developed and celebrated, with a strong emphasis placed upon 'British Values'.
Expectations
We expect everyone in our school to:
* have high expectations of behaviour
* develop an increasingly sound understanding of right and wrong
* show respect to each other
* co-operate and work together
* be reliable, trustworthy and responsible
* recognise the achievements of others
* behave in a safe manner at all times
* take care of their own belongings and those of other children
* respect the school's environment and belongings
* be courteous and well-mannered at all times
* treat others as we would like to be treated.
* show by their behaviour that they value the school community
Promoting Good Behaviour
Good behaviour is developed when everyone remembers to consistently do what is expected of them:
* Staff focus on positive behaviours and praise children appropriately.
* Our school has a no shouting ethos which all staff members adhere too.
* All staff maintain a calm approach at all times, supporting each other where needed.
* Staff explain to children clearly and consistently what is expected of them. They model the highest standards of respect at all times.
* If children are to be spoken with about their behaviour, this is done discretely, in all situations.
* Children remember and demonstrate what is expected of them.
* School and classroom expectations are consistent, fair, related to our values and adhered to.
* Expectations are regularly discussed and reviewed by staff and children together.
* Staff inform children's parents/carers of good behaviour or achievements.
* Responsibilities and activities are matched to each pupil's age, needs and stages of development.
* Examples of excellent work are celebrated with other children.
* Throughout the curriculum, and specifically in SMSC and RE lessons, children are taught the reasons why good behaviour is essential in our society and how behaviour can spoil the lives of others and restrict their own life opportunities.
* In assemblies' children are encouraged to reflect and to think about others. Children's individual achievements are celebrated with certificates in our weekly Celebration Assemblies.
* In all subjects children are taught the skills of resourcefulness, reciprocity, resilience and reflectiveness.
Our Behaviour Curriculum
The aims of our behaviour curriculum
Successful relationships are underpinned by the positive ethos promoted in our school culture; a culture which demands high expectations of staff and pupils, and which also demonstrates respect, tolerance and understanding of difference, in the drive towards equity of opportunity and high aspirations for all.
We aim to create a culture of exceptionally good behaviour: for learning, for community and for life. We aim to build a community which values kindness, care, respect, acceptance and empathy for others and to help learners take control over their behaviour and be responsible for the consequences of it. We encourage pupils to value the diversity in our society and the environment in which they live whilst becoming active and responsible citizens, contributing to the community and society. Through encouraging positive behaviour patterns, we can promote good relationships throughout our school community built on trust and understanding. We believe that as pupils practise these behaviours, over time they become habits that positively shape how they feel about themselves and how other people perceive them.
Teaching the Curriculum
* Good behaviours are explicitly taught and regularly refreshed to ensure all pupils understand the expectations of them. The learning behaviour and expectations set out clear parameters for behaviours for learning, behaviours in the community and online, standards and routines so that we have a shared and consistent language of expectations across school.
* The curriculum is taught explicitly during the first week in Autumn term alongside the traditional National Curriculum subjects.
* Children should learn the content of the curriculum so that they can recall the information and act upon it. At the start of each term, the 'learning behaviours' curriculum is revisited with pupils and will continue to be reinforced throughout the year.
* Teachers will also demonstrate these behaviours and ensure pupils have many opportunities to practise these (particularly in the first few days of term). It is expected that all pupils will know this content.
The process for teaching behaviour explicitly
* IDENITIFY the behaviour we expect
* MODEL the behaviour we are expecting
* Explicitly TEACH behaviour
* PRACTISE behaviour
* CREATE conditions for excellent behaviour
* NOTICE excellent behaviour
It is important that all school staff know the details of this curriculum, teach it explicitly to children and continuously maintain the high standards we set. By doing so we support each other to create a culture where pupils feel safe and are able to learn in an optimised environment and where teachers are free to teach.
We will encourage children to reflect on their behaviour using the language of:
* We look after our environment and never drop litter.
* We respect the law and the rules of school and society
Behaviour Curriculum for Pupils
Behaviour Curriculum for Adults
Rewards
A child's efforts to behave well are part of their overall attitude to school. Recognition of this by adults gives a boost to their self-esteem. Our aim is to praise children for their efforts consistently and sincerely. Our aim is to develop self-motivated learners who feel good about themselves and their achievements without the need for excessive external (extrinsic) rewards or encouragement. Everyone in school aims to positively praise children for their excellent behaviour and work. This will encourage motivation to learn, team spirit and
improve morale so they will naturally feel good about themselves from the praise they receive for achievement in school.
Examples of rewards used in school:
* Verbal praise and encouragement – lots of "Well done" from everyone
*
* Head Teacher and Class Teacher stickers
Winning the 'Behaviour of the Week' trophy and bear for a whole class reward
* Good to be green points
* Golden Time
* Celebration Assembly nominations – photo on the newsletter
* Attendance Incentives / Schoolopoly / 100% raffle / Attendance Bears for KS1 and KS2
* PE awards
* House points
* Raffle tickets, lunchtime awards, line of the week, VIP table at lunchtimes
* Postcards being sent home
Behaviour Support Systems
To ensure that all children are following our values, all staff in school follow these behaviour support systems:
Reception and Year 1
In Reception and Year 1, we use the sunshine, cloud and drizzly cloud system for reinforcing good behaviour. Displayed on the wall in each classroom is a card holder which allows all adults in school to monitor the behaviour of each child. The children are given different themed cards, depending on their behaviour.
At the beginning of each day the children all start on the class sunshine. If any child shows excellent behaviour or makes excellent progress with their work, their sunshine will be replaced with a Rainbow. Parents will be informed by the class teacher when this happens, so that they can share in this achievement.
However, although we understand everyone has bad days at times, there has to be consequences if children do not follow our values. If this happens, the child will initially be given a 'stop and think' warning. If they persist following this, they will be placed in the cloud. As a result, the child will lose a privilege. This could be 5 minutes time out or missing part of break or lunchtime. Your child's class teacher may also inform you. The consequence will be chosen appropriately. If poor behaviour continues or for an incident of a more serious nature, the child will then receive a drizzly cloud. This will result in the child having time out of the classroom, being referred to the Early Years Leader / Key Stage 1 Phase Leader and parents/carers will be made aware via a phone call, home school communication book or in person at the end of the day.
If a child's behaviour does not improve and they are repeatedly receiving drizzly clouds, the child may be given a Report Card to support them with making improvements to their behaviour. The behaviour mentor for KS1 would then work closely with this child.
Year 2,3,4,5,6
In Year 2 and KS2 the children will follow the behaviour system: 'It's Good to be Green!' This behaviour system follows a similar privilege, warning, and consequence model, however using a more grown-up approach. Displayed on the wall in each classroom is 'Good to be Green' and a system which allows all adults in school to monitor the behaviour of each child. The children are given different coloured cards, pegs, pictures depending on their behaviour:
Each colour represents a number of points that all children can earn each day – to spend in the shop in Mrs Tomlinson's office when they have saved sufficiently!
Gold - Awarded for excellent behaviour or work.
Green - The children will all start with a green card at the beginning of each day.
Yellow card 1 – Warning and time to 'stop and think'.
Yellow card 2 - Loss of privileges. As in Reception and Year 1, this will be dependent on the child.
Red card – Parents/carers will be informed. The child will be supported to improve their behaviour and close monitoring will be put in place.
Out of this world behaviour!
If any child in school shows outstanding behaviour or consistently good behaviour, as well as making good progress in their work their photo or name card will be moved to the 'Out of this World!' planet picture. The child will receive additional points and a special reward too!
Challenging Behaviour
We approach challenging behaviour proactively. We assess why children behave the way they do (what are the triggers or antecedents to challenging behaviour) then plan support programmes to avoid such triggers or introduce techniques to avoid such triggers and respond to their need to self-regulate. Such support may come from our Nurture offer or pastoral support.
A distinction is drawn between minor incidents and those of a more serious nature. Fighting, stealing, bullying or persistent disruptive behaviour result in a child being removed from class and sent to the Head or Assistant headteachers. An 'emergency card' system is used by teachers across school to call for assistance in classes should the need arise. Adults are not to leave the room to access support, a child can be sent to the offices.
Such behaviour will be logged on our online school safeguarding system – CPOMS. Parents will be contacted, and their support requested if behaviour is a frequent support. Outside agencies may be involved, with the aim of analysing the behaviour, the reason, and the subsequent implementation of the Individual Support Plan.
Challenging and anti-social behaviour is dealt with promptly and support is given to the victim. Our sanctions encourage children to reflect on their actions, gives them the chance to redeem themselves and encourages children to take responsibility for their actions and the impact they have on those around them. Our policy is to encourage integration with others e.g., with the goal of perpetrator and victim relating positively towards each other.
All staff (teachers, teaching assistants, lunchtime supervisors, admin, cleaners, cooks, and caretaking staff) are actively involved in praising positives and supporting behaviour improvement. Although we understand everyone has bad days at times, there needs to be consequences if children do not follow or demonstrate our School Values.
Some of the ways we manage inappropriate behaviour (in-school, on the community or online) are:
* Immediately and privately (in a non-confrontational manner).
* Using the behaviour systems previously mentioned, yellow and red cards for KS2 and the rain and thunder cloud for KS1.
* Incidences will be recorded on CPOMS (monitored by the Senior Leadership Team) and with our safeguarding team (CPOMS) if appropriate.
* If a child demonstrates consistently poor behaviour, then their parents/carers will be invited into school to discuss strategies for improvement. The child will be introduced to a Report Card which will monitor their behaviour during all lessons and at playtimes and lunchtimes. If, after a week on the report card, behaviour has not improved, a written warning will be issued. As many as three written warnings can be given before a more serious sanction will be put in place (internal isolation for a
morning / afternoon). Report cards will be monitored by class teachers, behaviour mentors (SLT) and parents/carers to ensure full communication at all stages of the process. We anticipate that this system will only be needed in the rarest of circumstances. It will be subject to a weekly review with the child, their parents/carers, class teacher and a member of SLT to ensure complete transparency and understanding.
* There is a policy in place for using the 'Calming Room' and this may be used as a last resort for children who are presenting as a danger to themselves or others.
* In extreme cases, poor behaviour may lead to an internal, fixed-term or permanent exclusion - but this is, of course, a last resort and will always be avoided where possible.
Sanctions
Minor breaches of discipline are generally dealt with by the class teacher or member of support staff in a caring, supportive and fair manner, with some flexibility regarding age of the child, as far as sanctions are concerned. Each case is treated individually. Children are made aware that they are responsible for their own actions and that breaking rules will have consequences.
Tiered sanctions allow the teachers and support staff to remind children of positive expectations and the opportunity for the children to take responsibility for the choices they make and move forward. For many children the 1st step (a verbal warning) is enough to encourage children to do this. However, at times this will need to be followed by a scripted conversation, where appropriate:
What's the matter?
"I can see you've had a problem with…"
"I've noticed that you…"
Explain why:
"You know our expectations of…"
Remind of previous good behaviour:
"Do you remember…?"
Explain the outcome:
"I will need you to…because I've reminded you X times and I know that you can…"
Tell them you understand:
"It's alright to think that."
Remind of previous good behaviour and leave.
Examples of sanctions can include:
* time out - sent to different classroom to work
* verbal reminders, with reference to the School Values
* loss of break time / privileges – Morning break / Lunch play time / Golden Time / Clubs / Monitor jobs / Trips / Visitors
* meeting/discussion with a senior member of staff
* informing the child's parents/carers
* involvement of the Pastoral teacher, Learning Support Advisory Teacher or Behaviour Support Team as appropriate
* internal exclusion with Headteacher, Assistant Headteachers or Pastoral team
* Report Card
* Contact with the exclusion hotline
* Children in KS2 (Y3-5) can be kept behind at the end of the school day (Maximum 10mins). We feel this can be effective in certain circumstances as it gives children the opportunity to start a fresh the following day.
* exclusion (fixed term or permanent). Exclusion may be the first response to extremely challenging behaviour. Note: Governing Body are involved in exclusions.
* In year 6, with parental support, there is a 30 minute after-school detention (as linked to local secondary school's behaviour policies)
How adults at Sir Alexander Fleming will enable positive behaviour:
As a school we believe in promoting positive behaviour for learning.
We will do this by:
* Adults greet families and children on doors and gates each morning.
* Regular, constructive feedback to help every child make progress.
* Delivering high quality learning experiences for your children and meeting their educational needs.
* Giving positive praise and rewards.
* Having clear and consistent expectations, with a sustained focus on improving outcomes.
* Not allowing children who make poor behaviour choices to receive unwarranted attention.
* Ensuring a secure, happy and stimulating learning environment.
* Having high standards and high expectations of personal attitude, effort and behaviour.
* Offering depth and breadth to our curriculum offer and ensuring a wide range of extra-curricular activities.
* Encouraging positive relationships and good communication at every level.
* Having a support system in place – behaviour mentors / report cards
Unacceptable Behaviour
We hope our strategies for promoting good behaviour will be successful for all children. Children will always be given an opportunity to consider their behaviour. They will be encouraged and helped to make apologies to other children or staff they may have affected; show they can keep to school rules; or make other suitable reparation.
If persistent negative behaviour continues and concerns are repeatedly logged, parents/carers are asked to meet with their child's teacher and Behaviour Mentor for that year group. Children will be supported by Behaviour Mentors using the Report Card/Written Warning systems in such instances.
Dependent on the nature and level of behaviour, parents/carers may be called into school immediately to meet with the Headteacher.
However, there may be some children whose behaviour causes particular concern, or a child's behaviour may fall into a particular category. Categories include:
* violent or aggressive behaviour or hurting others (adults or children)
* disrupting other children's learning
* deliberate offensive or abusive language
* name-calling
* deliberate rudeness and disrespect or defiance
* vandalism
* theft
* disregard for class, school expectations and procedures
* bullying of any nature – online or offline
* drug-related behaviour
* sexual harassment
* carrying anything which may be considered a weapon
* spitting or coughing at people deliberately
* refusing to carry out instructions
* Racism, homophobia, or sexism including name calling and any type of harassment.
* Poor behaviour in the community – fighting, vandalism, terrorising people, gangrelated activity
* Online behaviour
All staff should be aware that safeguarding issues can manifest themselves via child-on-child abuse. This is most likely to include, but may not be limited to:
* Bullying (including cyberbullying)
* Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm.
* Sexual violence and sexual harassment
* Initiation /hazing type violence and rituals.
* Sexting (also know as youth produced sexual imagery)
All staff should be clear as to the school's policy and procedures regarding child-on-child abuse. Please see child-on-child abuse policy 2023.
If a child's behaviour falls into any of the above categories, this will be recorded on the confidential CPOMS system as a Concerns Log. A record will be made describing the incident, and the Head teacher will be actioned and dependent upon the nature/level of the incident, parents/carers will be contacted to discuss this with the child's teacher and a member of SLT in the first instance.
Modified Timetables
There are instances, particularly when there are concerns regarding a child's engagement with learning and/or any persistent or disruptive behaviour that is having a negative effect on a child's mental health, it may be decided to place a child on a Modified Timetable for an agreed period. In effect, this means the child has reduced time in the classroom, but the school will provide appropriate work activities for the child to complete at home. Modified timetables are always considered on an individual basis, they are planned carefully, implemented rigorously and regularly reviewed. Parents/carers are fully involved throughout the period of any Modified Timetable imposed by the school. The school follows all Local Authority protocols for Modified Timetables. Modified timetables often result in positive outcomes for all concerned as they support the child to re-engage with their learning routines and re-establish the rules and expectations of the classroom and the wider school.
Suspensions
If any child deliberately and persistently breaches the school's expected codes of behaviour, a suspension will be implemented. During the period of any suspension, the school will continue to provide appropriate work activities which must be completed at home. The Local Authority and the school's Chair of Governors receive copies of all suspension notices. If any child is excluded for 15 days or longer in a term, the Pupil Discipline Committee of the Governing Body will meet to discuss the reasons for suspension, and the school must provide detailed evidence for applying the suspension notice. Parents/carers are invited to attend this formal meeting and are issued with a copy of the minutes. The school's Pupil Discipline Committee comprises of School Governors.
Permanent Exclusion
Permanent exclusions are very rare, and are usually the result of extreme persistent, disruptive behaviour and/or extreme violence or abuse levelled at children and/or adults. A permanent exclusion may also be the result of an isolated, but extreme act of physical aggression levelled at a child or member of staff. In these cases, the Police may be involved.
The school will provide detailed evidence to support the decision to permanently exclude any child and must demonstrate that all possible support has been accessed to modify persistent negative behaviour, as well as evidence to support the child's education.
The Pupil Discipline Committee of the Governors must fully endorse the Headteacher's satisfied that any permanent exclusion is valid. Parents/carers of an excluded child have the decision to permanently exclude any child, and the Local Authority must also be completely Right of Appeal and must follow all the Local Authority protocols and present their case to the Appeals Committee of the school's Governing Body.
Searching and confiscation
The Headteacher and the Senior Leadership Team have a statutory power to search pupils or their possessions, without consent, where they suspect the pupil has certain prohibited items. The items that can be searched for under this power are knives or weapons, alcohol,
illegal drugs and stolen items. School staff can seize any banned or prohibited item found as a result of a search or is considered to be harmful or detrimental to school discipline.
Physical Intervention
The use of physical intervention is very rare and is, wherever possible, avoided. There may be occasions where the use of physical restraint is appropriate; for example if a child is hurting his/her self and/or others or making a threat to injure using a weapon. Any intervention used will always be minimal and in proportion to the circumstances of the incident. All physical intervention will be recorded on CPOMS. There are several staff who have been trained in physical intervention techniques.
Lunchtimes
At lunchtimes, children are expected to follow all the school expectations and it is the role of the supervisors to oversee this with support from all staff. The Headteacher may, in extreme circumstances, exercise the right to invoke fixed term lunchtime exclusions which formally exclude that child from the premises at lunchtimes. This will be fully discussed with parents before action is taken. The school provides supervised lunchtime clubs where positive behaviour is promoted. This facility supports children to modify their behaviour and social skills. All SLT are expected to be available at lunchtimes to support the behaviour inside (corridors, hall) and outside (playground).
Leaving the classroom or school grounds without permission
Leaving the classroom or school grounds without permission.
The law and legal framework concerning missing or runaway children states:
"Anyone who has care of a child without parental responsibility may do what is reasonable in all circumstances to safeguard and promote the child's welfare (Children Act 1989 s3 (5)). It is likely to be "reasonable" to inform police, or children's services departments, and if appropriate, their parents, of the child/young person's safety and whereabouts."
If a pupil runs out of a class, the teacher must make every reasonable effort to establish where he or she has gone. This may involve the teacher deploying the support staff/responsible adult to follow the child to monitor his/her safety. Staff will not run after the child but must alert the Headteacher or a member of the Senior Leadership Team and/or send a message to the office immediately for adult support. A watchful eye will be kept on any child who has taken himself/herself out of the school building and possibly out of school grounds unless this provokes the child to run further. If a child is no longer on school premises, parents/carers will be contacted. If they are not at home, the police will be informed that a pupil has left school and is at risk.
When a child goes missing from school during the school day there are clear procedures in place to follow up on their whereabouts. All are aware of these procedures. We ensure that registers are always up to date and that each child's attendance is accurately recorded. If a child's absence is reported to the Police, they will be treated as a missing person; it is therefore important that all reasonable efforts to trace a child should be made first.
If the parents/carers believe that there are risks involved, they should be told to inform the Police on 0300 333 3000 to make a missing person report. All missing children will be reported to the police by the end of the school day if not located and we have been unable to inform their parents/carers. If we are not sure if a child should be reported to the police as missing, we will contact the Police for advice.
For children not arriving at school at the beginning of the school day, we follow Non School Attendance procedures; including specific processes in place for children who fall into the high risk/vulnerable category.
If a child is identified as missing during the school day, we will complete the following checklist:
Name of pupil……………………………………. D.O.B……………………
Date checklist completed………………………………………… (copy to appropriate file)
Equal Opportunities
At Sir Alexander Fleming Primary School and Nursery, we plan to provide for all pupils to achieve and be regarded as being of equal worth and importance irrespective of: gender, sexual orientation, learning abilities, gifted and talented pupils, those with SEN, pupils with disabilities, pupils from all social and cultural backgrounds including those who are Pupil Premium, Looked After Children and those who are subject to safeguarding, pupils from vulnerable groups and pupils from different ethnic groups and those from diverse linguistic backgrounds. We recognise differences, meet individual needs and take positive action, so that everyone has equal access to the educational opportunities offered. We monitor regularly so that each child has the opportunity to achieve.
All staff and Governors are aware of the Equality Act and Disability Discrimination Act and are aware of their responsibilities in respect to this. There is a bullying and a Racist Incident Book kept in the Headteacher's office used to support children's understanding of the serious nature of both offences. Incidents are recorded on incident logs and racist incidents are reported on IRIS.
Homophobic and Transphobic bullying
School is proactive in the prevention of homophobic and transphobic bullying. Children are taught through the RSHE and PSHE curriculums about different types of families and are encouraged to be accepting of all. All staff and parents are aware that homophobic and transphobic bullying are reportable offences. In the event of any such bullying, school would record the incident in the bullying incident log and inform all parents involved.
The power to discipline beyond the school gate
Disciplining beyond the school gate covers the school's response to all non-criminal poor behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school by parents, members of the
community or the local policing team. The governing body must be satisfied that the measures proposed by the Headteacher are lawful.
Any poor behaviour when the child is:
* travelling to or from school
* taking part in any school-organised or school-related activity
* wearing school uniform
* in some other way identifiable as a pupil at the school.
Or misbehaviour at any time, whether or not the conditions above apply, that:
* poses a threat to another pupil or member of the public
* could have repercussions for the orderly running of the school
* could adversely affect the reputation of the school
As a result of any of these behaviours, the Headteacher will collect statements from both adults and children who have witnessed the event. The parents/carers of the child involved will be contacted and invited into school to discuss the matter. Sanctions for the behaviour will follow those issued by the school for behaviour during the school day. Parental support will be sought for sanctions which are able to be administered outside the school day.
Following any incident, the Headteacher will consider whether it is appropriate to notify the Police or Community Support Officers for Sutton Hill of the actions taken against a pupil. If the behaviour is criminal or poses a serious threat to a member of the public, the Police will always be informed. If there is any concern that the behaviour may be linked to the child suffering, or being likely to suffer, significant harm, safeguarding procedures would be followed.
Additional Courses of Action
It may be that, as well as, or instead of, disciplining a child, one of the following courses of action will be taken:
* Consultation between staff, including the Headteacher, SENCO, Inclusion Leaders and Nurture Group Leader to discuss /agree appropriate interventions.
* Individual Risk Assessment
* External Behaviour Support and Consultancy
* Early Help Meetings
* Adult support / CAMHS / BSAT
* Modified timetable
* Referral to the Fair Access Panel
* Managed move
* Consideration of application for an Education Health Care Plan
* Pupil Referral Unit
* A school-based plan may be structured to support the child. The child's parents/carers will be asked to actively contribute their support to the plan
* Advice from other external agencies as appropriate (e.g. L.S.A.T. or Educational Psychologist.)
* Formal meetings, to include parents and others when appropriate, will be arranged by Behaviour Mentors, the Headteacher and/or the Inclusion Team to consider the best ways forward.
Parents/carers should be aware that if any member of staff fails to uphold the high standards of expected professionalism and integrity demanded by the school through its Policy and Code of Conduct, the Headteacher and the Governing Body will follow all of the necessary protocols to address this.
Outcomes and Impact
Sir Alexander Fleming Primary School and Nursery is committed to ensuring that children and staff are happy and that they enjoy coming to school. This policy will underpin excellent teaching, learning and progress. It will promote the high standards and high expectations set out in the school's aims and code of conduct. We are committed to meeting the needs of each individual. | <urn:uuid:aea52ff5-8a3a-4cae-93d6-3302d6899b30> | CC-MAIN-2024-22 | https://siralexanderflemingprimaryschool.org.uk/wp-content/uploads/2023/09/Behaviour-Policy-September-2023.pdf | 2024-05-26T00:18:31+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00742.warc.gz | 449,328,863 | 6,643 | eng_Latn | eng_Latn | 0.998106 | eng_Latn | 0.998547 | [
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Game Instructions:
(One Player)
1. You will need scissors and glue/tape
2. Cut out all of the envelopes, definitions, and examples.
3. Have your student match all the definitions and examples to the correct envelopes.
4. Check to make sure that your student matched the definitions and examples correctly.
5. Then have your student glue or tape down the definitions and examples to each of the envelopes.
6. Once done, your student can use the envelopes as flashcards.
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Animal World: Songs About Animal Adaptations
Grade Level: 1 - 4
Content Areas: Music, Art, Science, Technology, and Language Arts
Time Frame: 45 minutes
MATERIALS
-Animal World: Songs About Animal Adaptations Books
-Art Materials, such as construction paper, markers, scissors, and glue
OBJECTIVES
Students will:
* Be able to determine various ways that an animal could adapt to a specific habitat.
VOCABULARY:
Key vocabulary
Before reading, focus on vocabulary. Read the glossary words and their definitions.
Adaption - The act or process of changing to better suit a situation
Habitat - Home of an animal or a plant
Physical Adaptation - Body parts, body coverings, and behaviors characteristics of an animal that help it to survive in its environment
Camouflage - A way of hiding something by covering or coloring it so that it looks like its surroundings
Behavioral Adaptation - Process by which an organism or a species changes its pattern of action to better suit its environment
FREE SONG
Click here to download or stream the Animal World: Songs About Animal Adaptations songs.
Find other Cantata Learning songs and books at http://www.cantatalearning.com.
PROCEDURES/ACTIVITIES
Preparation:
Start this lesson by explaining to students that adapt means to change something about your appearance, behavior, or surroundings to make it easier to live and survive.
Ask students what do people do to adapt to winter weather?
Tell students that animals must also adapt to their habitat, or place where they live, to survive. Have students give some examples of how animals might adapt?
Lesson Procedure:
1. Read Animal World: Songs About Animal Adaptations books.
3. One way is by changing the way that they look. This is called a physical adaptation. For example, a deer can camouflage, or blend in, with its brown forest surroundings.
2. Tell students that there are two basic ways that animals adapt to their habitats.
4. Ask students for examples of physical adaptations they learned from the books.
6. Explain to students that they will be creating a new animal! They can use supplies to draw a picture of their animal or create a threedimensional replica.
5. Tell students that animal can also adapts to its habitat is by changing the way it acts. This is called a behavioral adaptation. For example, a bear hibernates in the winter.
7. Start by giving students examples of habitats that students can have their new animal live in. Some examples of habitats are forests, meadows or fields, marshes, ponds, forest streams, rivers, rainforest, coral reefs and the tundra.
9. The animal they create must demonstrate at least two physical adaptations, as well as two behavioral adaptations.
8. Have students choose a habitat in which they would like their animal to live.
10. When students are finished creating their animals, have them write about two physical adaptations as well as two behavioral adaptations that their animal has.
12.
Have students share their new animals and its adaptations with the
11. Give students ample time to create their new creature and write about its adaptations.
class.
Art Extension:
Now that your students have created a new animal on paper, have them create one using paper mache, clay or another art technique.
Here is a Pinterest Board of Mixed Up Animals.
Have students share their new animals and its adaptations with the class. You can even set up a New Animal Zoo or parade to showcase their creations and celebrate differences. Don't forget to play the Cantata Learning Animal World: Songs About Animal Adaptations songs and stories as you celebrate too.
Technology Extension:
As the students are creating their new animals on paper or through art, students can use PebbleGo Animals to research different animals and their habitats.
Once they have created their animals on paper, you could take these and turn them into a digital story using eduBuncee. Within eduBuncee, they can make their story come to life with interactive stickers, voice and other digital elements. They can even add a link to the Cantata Learning Animal World: Songs About Animal Adaptations stories and songs, which could then play within their page. This can be a collaborate digital story done as a class or an individual story too.
One more technology tie in for this project would be to use the website Switcheroo Zoo, which will let students create their very own mixed up animal online or through the free app.
PE Extension:
You will be able to tie this into PE by talking about the movement of the new animals.
Have each student show their classmates the movements of their new animal. The other students will copy that movement. Once they have all shared their new animal and the movement they make, turn on the Animal World: Songs About Animal Adaptations from Cantata Learning and have them sing and dance while doing all the new animal movements they have learned.
It would be fun to adapt this to a Simon Says type game as well.
YouTube Music Videos for Animal World: Songs About Animal Adaptations:
Animal Feet
Animal Heads
Animal Tails
Animal Wings
Standards:
First Grade: CCSS.ELA-LITERACY.RL.1.1, CCSS.ELA-LITERACY.RI.1.1, CCSS.ELA-LITERACY.W.1.2, CCSS.ELALITERACY.SL.K.1, CCSS.ELA-LITERACY.L.1.1
Second Grade: CCSS.ELA-LITERACY.RL.2.1, CCSS.ELA-LITERACY.RI.2.1, CCSS.ELA-LITERACY.W.2.2, CCSS.ELALITERACY.SL.1.1, CCSS.ELA-LITERACY.L.2.1
Third Grade: CCSS.ELA-LITERACY.RL.3.1, CCSS.ELA-LITERACY.RI.3.1, CCSS.ELA-LITERACY.W.3.2, CCSS.ELALITERACY.SL.3.1, CCSS.ELA-LITERACY.L.3.1
Fourth Grade: CCSS.ELA-LITERACY.RL.4.1, CCSS.ELA-LITERACY.RI.4.1, CCSS.ELA-LITERACY.W.4.2, CCSS.ELALITERACY.SL.4.1, CCSS.ELA-LITERACY.L.4.1 | <urn:uuid:d90e7b9d-7304-4a7d-86c0-5d3226ec265d> | CC-MAIN-2024-22 | https://cantatalearning.com/resource-posts/lesson-plan-animal-world-songs-about-animal-adaptations/Animal-World-Songs-About-Animal-Adaptations.pdf | 2024-05-26T00:36:05+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00739.warc.gz | 125,600,419 | 1,352 | eng_Latn | eng_Latn | 0.981463 | eng_Latn | 0.991712 | [
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Toolbox
Talks
How to Upgrade Your Morning Routine
A good start to a productive, successful day depends on your morning habits and rituals. Here's how to make your morning routine healthy, inspiring, and best of all, easy — using triggers and habit chaining to kick-start an amazing day.
Ask yourself: When you open your eyes in the morning what do you usually do in the first few minutes. Do you go back to sleep, then reach for your phone and jump out of bed because you're already late? You probably start each day with a few of these: use the restroom, brush your teeth, wash your face, take a shower, get dressed. Think about it, do you mix up the order? Probably not very often. And you're usually on autopilot.
Triggers and Habit Chaining
Each one of these long-standing habits is a trigger that cues the next behavior. A trigger tells your brain to automatically start the next thing in your ritual. 1 By using the power of a long-standing established habit and then adding a tiny, new step to it, you can build a new habit that lasts. This method is called "habit chaining." In its simplest sense, you attach a new habit to an already established one. Willpower and motivation are often not enough to create new habits. The best way is to identify your established triggers and chain new habits onto them.
Add a Tiny Healthy Habit
Think back to your typical morning routine and add a tiny new habit. The tiny habit could be:
* setting a priority for the day
* a few mindful breaths
* a moment of gratitude
* one push-up
Once your tiny habit gets chained to your established triggers, it's easier to expand. So maybe the one push-up turns into five over time. But the beauty of it is, every time you wash your face, the urge to hit that push-up next will start to become a habit.
Frequently Asked Questions:
Discussion Questions:
How do I not get discouraged from missing days in my routine?
Setbacks don't have to be all negative! Sometimes a minor setback can motivate us to try harder for our achievements.
1
The automatic component of habit in health behavior: habit as cue-contingent automaticity, Health Psychology, 2010
* What is one change you want to incorporate into your morning routine?
* How will you keep yourself accountable for these changes?
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Wardley CE Primary School Curriculum Inclusion Strategies - Design Technology
Quality First Teaching – Promoting independence, providing suitable adaptation and challenge, meeting learners needs and overcoming barriers.
At Wardley CE Primary School, wherever possible, all pupils work on the same curriculum in design technology. If necessary, adaptations are made to meet individual needs, making learning accessible for all pupils. Provision will depend on the particular barrier to learning pupils face.
Key Stage 1 & 2
- Children are offered regular cooking opportunities based on class stories, micro topics or considering healthy food choices. Examples include gingerbread men, vegetable soup, and fruit salads.
- When studying different celebrations and festivals from around the world, children are invited to try foods from other cultures. Examples include, Chinese New Year and Diwali
In KS1 and KS2 adults;
* Use appropriate non-verbal communication. Include gesture, body language and eye contact
* Use appropriate ELKLAN strategies e.g. allow thinking time, repeating what the child says so the child hears good examples (reinforcing sentence structure), adding short simple ideas (to expand vocabulary and knowledge
* Limit the number of questions asked
* Give children the confidence to 'Speak Out' to encourage self-reflection. Giving them the language to express their views and feelings and encouraging them to seek out and vocalise any support that they need.
* Give verbal information made visual e.g. word lists, vocabulary lists
* Give lots of targeted, focused praise e.g. good listening, good sitting
* Use of Blank Level questions targeted and pitched to the children at their correct level
Within KS1 & KS2;
- Each unit of work is broken down into 4 stages (investigate, design, make & evaluate) In Y1 to 6, children's work booklets show this progression through each unit. They are passed up through the year groups.
- Scaffolding learning to support pupils to become more independent e.g. display instructions, modelling step by step for each area of the unit. Before designing the product, pupils will study secondary sources depicting the products as well as its history and great innovators such as Joseph Draps (chocolatier). They then use this information to help them to consider and inspire them how best to design and make their own product.
- Sharing working models of a product with pupils relevant to that unit. In Year 1 to 6, during their food technology unit, pupils sample different chocolates, fruits, vegetables, breads, fillings, pittas & dips, and evaluate these products before creating their own.
- Children with special dietary requirements are considered and food samples are adapted to their specific needs. They include gluten free, no pork products and peanut allergies.
- Use of visuals to ensure that children understand the use of the product. In Year 2s and 4s mechanisms unit, pupils design and cards with moving parts.
- Adults model the teaching of new skills to demonstrate how to use tools and equipment correctly.
- Time planned into every unit to practise new skills required within that unit. In Year 2s, 3s and 6s textiles unit, the pupils practise different stitches such as running, back and over as well as stitching two pieces of material together before they create their final product.
- Adults regularly question children throughout the unit to assess understanding.
- Use differentiated tools and materials to support children to complete their final product. In Year 3's structures units, a net is required to produce the final product. Some pupils will create their own net (measure, draw, score and cut out) whereas other pupils will use a pre-made net that requires them to cut out.
- Experiential learning approach used with each unit, which allows the pupils to be constantly evaluating their own practice and considering their next steps.
- There are many cross-curricular links which help to embed and support the children's understanding of subjects such as Science and History. In Year 4 and 6 electrical circuits are demonstrated with robots and games respectively while Year 5 topic of The Mayan civilisation is represented through 3D structures.
- Differentiated evaluations in the final stage of the unit. In Year 1, children use visuals to help pupils complete a simple evaluation of the unit.
- Careful use of pupils, who are able to model correct use of vocabulary and explain design technology concepts clearly to their peers.
- The use of videos helps support understanding of techniques needed to create a final product. In Year 6's food unit, pupils watch cooking videos to help them understand how best to create their own 'Lord Woolton Pie'.
Vocabulary
- Reduce the amount of vocabulary within a design technology lesson to avoid cognitive overload.
- Repetition of vocabulary throughout a unit, ensures that children are regularly hearing this new language modelled correctly in context.
- Pre-teaching new vocabulary wherever possible for links to be made. For example through use of word maps.
- Where necessary, simplify scientific vocabulary to make language more accessible.
- Where necessary, provide picture prompts alongside words to aid understanding of design technology vocabulary and concepts. | <urn:uuid:953f05e0-7c67-44de-8d22-9967bfcb5867> | CC-MAIN-2024-22 | https://www.wardleyce.co.uk/serve_file/24263746 | 2024-05-25T22:55:52+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00745.warc.gz | 929,391,064 | 1,036 | eng_Latn | eng_Latn | 0.994264 | eng_Latn | 0.997215 | [
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Using Cantata Books from 3 rd Grade and Beyond
Even the strongest student appreciates a playful, joyful approach to the teaching of curriculum concepts. Cantata Learning provides just the hook needed to engage the older student in concepts that may feel dull, mundane, or just plain confusing. Many of Cantata Learning's series are perfect as is for introducing shapes, math concepts, the animal world, science concepts, important people in history, and even the planets. For students at the younger end of this spectrum, the song and book are a playful and engaging way to familiarize themselves with a topic before moving on to large group instruction, skills practice, and assessment. For the older learner – the books become a surprising and stimulating way to kick-off an assignment, a project, or an entire unit. Introducing a topic with a picture book and music is not only unexpected, but a light-hearted, good-humored way to engage older students of all learning styles and levels. The book combined with the CD provides an unexpected twist on lessons and topics grabbing attention from the onset, boosting interest levels, and making a less than exciting topic – well, awesome!
How to use Cantata Learning with students in 3 rd Grade and Beyond:
Read for Enjoyment: Even a seasoned learner enjoys a good story book now and then. So often, we view being "read to" as something only little ones enjoy. But, time and time again, even the 3 rd and 4 th grade student will be captivated by a picture book, drawn into the lyrics, inspired to sing along and perhaps even motivated to pick a book up and share it with a younger school-mate or relative. For the older student a picture book and sing along can bring back fond memories, be a playful way to transition from one activity to another, or even serve as a stress-reliever or minute manager in-between topics and classes.
Teach Concepts: Important people and events in history, learning about the planets, animals and habitats, even geometry concepts can seem a little less – well, boring- when the introduction is fun and lively. Sharing our Science Biographies series can be a fun way to approach a research paper. Perhaps students can use the books as inspiration to create a sing-along of their own after doing research on an important person in history. Engaging older students in our Shapes All Around Us series is a fun-filled way to springboard into a geometry unit. Can you make up a rhyme that would help you remember a right triangle from an equilateral? Use the book to inspire that lesson! And, of course, writers from grades 3 and beyond love to use these books as motivators and story starters. Come up with lyrics of your own to a familiar story, illustrate it, than share it with classmates or younger students. Use lyrics to prompt poetry writing or creative writing of any kind. And, any older student would love to keep a Lyric Log. Use Cantata books to inspire the exercise then allow students to search for favorite lyrics of their own, write them down, keep a log, use them for reading practice, editing exercises, or inspiration for a class song or book.
Play and Learn through Music: For these students, the music is an especially unexpected and engaging way to introduce concepts. The rhyme and rhythm act as a mnemonic device to help students remember information and solidify ideas. Students of all ages can use Cantata's lively tunes to inspire the creation of their own music and lyrics as a way to memorize information across all subjects. It is encouraged that music become part of the daily classroom routine by inviting students to set new concepts, new ideas, events in history, and even current events to music – helping to enrich the learning experience, provide a deeper connection to the content, and simply have fun, too!
Extend the Experience: Use the Cantata model as your starting point for activities throughout the year. Create new books of your own and set them to original music. Share these books with fellow students or younger students within the school or district. Engage the students in hands on instrument making. Create a water xylophone or any number of amazing original "music makers". It involves critical thinking, planning, creative problem solving, math, measurement, and more. Create your own music making writers workshop allowing your students to share Cantata books with younger students for inspiration, create instruments together, write original stories and scores – play and share. The possibilities are truly endless.
"Music is the electrical soil in which the spirit lives, thinks and invents." --Ludwig van Beethoven
According to John Brewer of Johns Hopkins School of Education, "The intentional use of music in the classroom will set the scene and learning atmosphere to enhance our teaching and learning activities. Plus, using music for learning makes the process much more fun and interesting! Music, one of the joys of life, can be one of the joys of learning as well. With the right techniques, any teacher can orchestrate a classroom environment that is rich and resonant-- and provides learners with a symphony of learning opportunities and a sound education!" | <urn:uuid:727680ec-a45d-45c8-9f5f-30cb2e89ee3b> | CC-MAIN-2024-22 | https://cantatalearning.com/resource-posts/using-cantata-learning-3rd-grade-beyond-teaching-notes/UsingCantataLearning-3rdGradeBeyond.pdf | 2024-05-25T23:11:18+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00748.warc.gz | 126,257,860 | 1,034 | eng_Latn | eng_Latn | 0.998486 | eng_Latn | 0.998638 | [
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OPEN STUDIO
Self Portrait Remix
Create an experimental self portrait inspired by the unconventional photography and remixing of materials in the exhibition Slowed and Throwed: Records of the City Through Mutated Lenses.
Instructions
1. Design your Portrait
Reimagine yourself beyond your physical appearance. Your self portrait is a celebration of you! What is your favorite color? Where would you like to visit or travel to? What images can you include in your self portrait that communicate your personality or how you feel today?
2. Find and Cut Images
Using your collage materials, find images and create shapes you can build into your self portrait. You can vary the texture of your paper by cutting, tearing, and layering the images and shapes.
For inspiration for creating your Self Portrait Remix, check out the work of Tay Butler and Karen Navarro in the exhibition Slowed and Throwed: Records of the City Through Mutated Lenses.
3. Create Portrait
Assemble the images and shapes onto your background. Without adhesive, move these pieces across your background to create your self portrait. When you are happy with your composition, paste or tape down your images.
Take a picture and share your portrait on your favorite social media platforms! Be sure to tag us and use the hashtags #MuseumFromHome and #ConnectWithCAMH.
Materials
* Paper for collaging (e.g., construction paper, scrapbook paper, magazines, photos, etc.)
* Paper for background (e.g., card stock, cardboard, etc.)
* Adhesive (e.g., glue sticks, craft glue, tape)
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2020 US Census
SUPPORTING YOUR COMMUNITY
What Is the US Census?
Every 10 years, the U.S. counts every person within its borders.
Why Does It Matter?
Census data collected guides how to distribute billions in federal funding to communities across the U.S. — funding for schools, roads, healthcare and other programs.
How Do I Take the Census?
For the first time in census history, there are three ways to complete the census:
1. Online at 2020census.gov starting March 23.
2. Over the phone.
3. By mail.
IMPORTANT 2020 DATES
March 12-20, 2020 LOOK FOR YOUR CENSUS INVITE IN THE MAIL
March 23, 2020 ONLINE CENSUS SURVEY AVAILABLE
April 1, 2020 NATIONAL CENSUS DAY
August 1, 2020 CENSUS COMPLETED
In 2016, Texas received $59.4 billion in federal funding based on census data, or $2,132 per Texas resident. An undercount of 1% in 2020 could result in a loss of funding of at least $1,161 per Texas resident. 1
1 Source: Dr. Andrew Reamer, The George Washington University, Counting for Dollars 2020
For fiscal year 2019-2020, the city of Dallas received at least $35 million dollars in federal funding allocated using census data. 2
2 Source: City of Dallas
By current estimates, Texas could gain 3-4 seats in Congress after Census 2020. | <urn:uuid:1c7490e4-3fd9-4f99-a8ff-819129c28379> | CC-MAIN-2024-22 | http://uptowndallas.net/assets/2020-informational-overview.pdf | 2024-05-25T23:00:39+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00747.warc.gz | 33,183,733 | 357 | eng_Latn | eng_Latn | 0.992912 | eng_Latn | 0.992912 | [
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Publishing Date: 5-1-2020
The Inclusion of Reading Strategies in Action Pack 6 Textbook
By: Dr. Bilal Khalaf Ali Alzboun
English Language Supervisor- Directorate of Education in Marka District
Amman – Hashemite Kingdom of Jordan
Email:
email@example.com
Abstract:
This study investigated the inclusion of the reading strategies in Action Pack 6. A content analysis was conducted to answer the following question: To what extent do the reading activities in Action Pack 6 meet the reading strategies which are stated in Brown's classification (2001)? The content under study was the Pupil's Book (PB) and the Activity Book (AB) for sixth grade. The reading activities that were defined as units of analysis were classified according to the nine reading strategies in Brown's classification (2001) which were defined as criteria of analysis. The researcher calculated the frequencies and percentages for each reading strategy that appeared in the reading activities. The results of pilot study indicated that the research tool that used by the researcher was valid and reliable. The results of study showed that 56.8% of the reading activities used scanning text for specific information strategy, while 43.2% of the reading activities used the other reading strategies. Apart from skimming strategy, the results revealed that Action Pack did not provide students with appropriate, balanced and advanced reading activities to help them use varied reading strategies especially those strategies, which needs higher order thinking processes. This study would shed light upon the role of textbooks in developing student's abilities to use varied learning strategies.
Keywords: Action Pack textbooks, content analysis, literacy, reading, strategies.
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Introduction:
Reading plays a primary role in learning English. It is the first skill that ESL/EFL students need to enhance their information, increase their vocabulary knowledge and develop other language skills especially writing. It plays an essential role in the process of language learning and teaching (Ling, 2011). Recently, reading in a foreign language is not the same as the first or second language as readers have very few opportunities to read in English. Reading is difficult for foreign language readers but it seems that many foreign language readers suffer a lot to learn how to read adequately; EFL readers may face many problems while reading such text difficultly and lack of reading strategies (Alderson 1984).
Many teachers and parents feel that reading weakness is a realistic problem that might affect students' self-confidence and motivation as well as their reading later. Reading comprehension is considered the ultimate goal of reading, it is an ongoing process in which reader constructs the meaning from the printed text through an interactive process (Snow, 2002).
According to Snow, reading comprehension requires three main interactive components that vary in the phases of reading: pre-reading, while-reading, and post-reading. In this regard, developing students' reading comprehension is not a simple task; EFL textbooks may provide students with different reading strategies and techniques that might help in students' reading comprehension.
Language learning strategies in general and reading strategies in specific are conscious, planned and procedural actions or steps on the part of learners that facilitate the acquisition/ learning of a second or foreign language (Oxford, 1990). They can be effectively employed to enhance performance in reading comprehension on a variety of language tasks in the domains of listening, speaking, reading, and writing. Garner (1987, p.50) defines reading strategies "as an action or series of actions employed in order to construct meaning". While Brown (2001) defines learning strategies as the "specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information." Brown claims that these strategies vary within individuals from moment to moment as the specific problems and contexts change.
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The Brown's definition here highlights some aspects of learning strategies especially with reading:
1. They are conscious
2. They change from moment to moment
3. They are regarded as tactics (for attacking a problem)
4. Their use depends on the specific reading tasks
5. Context is a determinant factor
6. They are aimed at improving performance
7. They make up for the breakdowns in comprehension
Moreover, Rampur (2011) suggested various strategies to improve reading comprehension. He emphasized the importance of finding the appropriate place to read. At first, readers should preview the reading text such as looking into the title, introduction and sections. They might take notes, make predictions; games might play a great role in this respect since they should be selected according to the students' age. Such games might include storytelling, spelling test, and many other strategies which are beneficial to improve students' reading comprehension.
It is observed that EFL learners confront a variety of difficulties while reading. These difficulties comprise inadequate vocabulary, lexical inefficiency, structural complexity, language inaccessibility, poor reading skills, lack of schemata, and so on. Students' lack of interest is another major cause of their failure in reading. Using these strategies lead to target in a faster and clearer way over the past decade, increased attention has been given to measuring EFL students' language learning strategy use in specific skill areas, including reading. Reading is an integral part of academic affairs and it is equally important outside academic contexts.
Despite the fact that reading skill is the most basic skill in a foreign language learning and teaching, some foreign language teachers have continued to teach reading just as silent reading or reading aloud. For this reason, students are still weak in English reading. Using most appropriate reading strategies that can develop the students' abilities could be a solution to this problem.
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Several studies were conducted on the EFL Jordanian context. These studies found that Jordanian students face many problems during reading: their reading comprehension proficiency level is moderate and reading comprehension is also neglected by their teachers. They have difficulty in understanding what they read, lack knowledge of using reading strategies and activating them to find the meaning of the reading text. Jordanian students are poor comprehenders of reading texts. ( Al-Ansi, 1992; Fraihat, 2003).
According to the General Guidelines and General and Specific Outcomes for the English Language (2006) in Jordan, one of the main purposes of teaching reading is to use reading strategies to understand some authentic informational and literacy texts. Therefore, In light of the General Guidelines, Jordanian students are expected to use various reading strategies such as reading silently, taking notes, using context clues to find the meaning, using syntax clues, predictions, utilizing their background knowledge, skimming for general information, scanning for specific information, making judgments, describing information, drawing conclusions. However, most of students and teachers do not utilize these strategies in their classrooms and ignore them.
Several systems for classifying language learning strategies have been developed over the years, with Rebecca Oxford's (1990) being the most widely recognized and utilized. Oxford's taxonomy contains six major categories of strategies: (a) memory strategies, (b) cognitive strategies, (c) compensation strategies, (d) metacognitive strategies, (e) affective strategies, and (f) social strategies.
Brown (2001) points out nine reading strategies that could be used by EFL students to make a clear comprehension of reading texts, these reading strategies are:
1. Identify the purpose in reading.
2. Use graphemic rules and patterns to aid in bottom-up reading.
3. Use different silent reading techniques for relatively rapid reading.
4. Skim the text for main ideas.
5. Scan the text for specific information.
6. Use semantic mapping or clustering.
7. Guess when you aren't certain.
8. Analyze vocabulary.
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9. Distinguish between literal and implied meanings.
Brown (2001) mentioned a number of principles which should be taken into consideration when designing reading activities, one of these principles is to design these activities according to the three stages of reading progress: 1- Pre-reading (before reading) stage activities 2- While-reading (during reading) stage activities; and 3- Post-reading (after reading) stage activities. Each one of these activities uses one or more of the reading strategies which enables students to achieve the purposes of the given exercises. Brown's classification is used as the criteria of content analysis in this study.
Content analysis is a qualitative and quantitative instrument that is used to investigate the curricula, programs, media and others to show the extent to which these fields respond to the purpose that they were designed for. Holsti (1969) offers a broad definition of content analysis as, "any technique for making inferences by objectively and systematically identifying specified characteristics of messages". Under Holsti's definition, the technique of content analysis is not restricted to the domain of textual analysis and curricula, but may be applied to other areas such as coding student drawings or coding of actions observed in videotaped studies. Therefore, it can be a useful technique for allowing researchers to discover and describe the focus of individual, group, institutional, or social attention. It also allows inferences to be made which can then be corroborated using other methods of data collection like interviews and questionnaires. Krippendorff (1980) notes that much content analysis research is motivated by the search for techniques to infer from symbolic data what would be either too costly, no longer possible, or too obtrusive by the use of other techniques
Purpose of Study
This study aims at investigating the reading strategies which are used in the reading activities in Action Pack 6. Very few studies were conducted to evaluate the reading strategies that are used in Action Pack series. Content analysis is an accurate evaluative instrument that uses qualitative and quantitative procedures to investigate the main aspects and characteristics of textbooks under study.
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Question of Study
The present study is considered as an attempt to answer the following question:
- To what extent do the reading activities in Action Pack6 meet Brown's classification of reading strategies?
Significance of Study
The significance of study can be summed up in the following points:
- Curriculum designers and textbooks writers may benefit from this study to incorporate the reading strategies of the successful readers in Action Pack series.
- The results of the study can be helpful to the Jordanian EFL teachers through providing them with the most successful reading strategies that help in improving the students' reading comprehension.
Operational Definitions of Terms
- Reading Strategies: In this study, they are the tactics that are used by EFL readers to make a comprehension of reading materials and avoid any difficulties or troubles which may cause lack of understanding.
- Skimming: It is reading quickly to get the gist of text.
- Scanning: It is reading to get specific information
- Guessing: It is reader's ability to infer the word meaning using language cues.
- Prediction: It is the use of text to decide what happens next.
- Grapheme Rules: In this study, using grapheme which is the smallest unit used in describing the writing system in a language.
- Semantic Mapping: In this study, it is a visual strategy for vocabulary expansion and extension of knowledge in categories words related to another.
- Action Pack 6: It is a textbook taught in Jordan schools for sixth grade since 2010. It is divided into two books: Pupil's Book and Activity Book
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Review of Related Studies
Most studies that deal with analyzing the reading content in EFL textbooks did not study the learning strategies that are used. These studies dealt with the effect of using a specific reading strategy on reading comprehension or analyzing the reading activities according to their types or cognitive levels.
Some researchers agree that reading strategies play an important role in developing student comprehension and reading ability. At the same time, they found that many teachers are not
proficient enough in using such reading comprehension strategies (Shanahan, 2005). Therefore, the researcher believes that Jordanian foreign language teachers should be trained properly to use
these strategies and to teach their students how to use them..
Al-Shaihani (2002) investigated the effect of metacognitive strategies on the reading comprehension of Omani first secondary female students. The sample of study consisted of 140 female students. An instructional program was designed to collect the data. The experimental group was taught based on the metacognitive strategies instructional program whereas the control group was taught through the traditional way. The researcher concluded that using metacognitive reading strategies are helpful in comprehension f reading texts.
Al-Rahahala (2005) investigated the reading strategies that were used by tenth grade students in the city of Salt. The sample consisted of 20 male students from the tenth grade. He divided them into two groups (high and low achievers) according to their school records. His data were collected by a think aloud protocol. The findings of the study indicated that both groups used the same reading strategies such as rereading, restating, activating prior knowledge and fixing up strategies. The results revealed that the two groups differ in their use of reading strategies such as scanning, summarizing, predicting and key words.
Al-Tamimi (2006) investigated the effect of direct reading strategy instruction (DRSI) on enhancing reading comprehension among Yemeni secondary school students. 60 male students participated in the study and were assigned to a control and an experimental group. The control group was taught by the traditional method at the school and the experimental group was taught reading through using DRSI. Four instruments were used to collect the data: Reading comprehension test, metacognitive reading strategies questionnaire, think aloud protocol,
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And adult survey of reading attitudes. The findings showed that significant improvements took place in the reading comprehension of both groups compared to their pre-test performance. It is also revealed that the experimental group showed significant improvement in their awareness of the reading strategies.
Pesa and Somers (2007) studied the how to improve reading comprehension through the
Selection, application, and transfer of appropriate reading strategies with both fictional and informational texts by designing a teaching program for seventh and eighth grades middle
School students in a middle-class community in the western suburbs of Chicago, Illinois. The study revealed that students showed a needed improvement in reading comprehension related to the lack of application of reading strategies. Assessments and teams of teachers reported student difficulty in transfer of reading strategies to content area subjects. This may have been due to the absence of explicit instruction for reading strategies, in addition to unwillingness among teachers to work collaboratively in creating opportunities to use the reading strategies across curriculums.
Alsamadani (2008) investigated the relationship between Saudi EFL college-level students' use of reading strategies and their EFL reading comprehension. The participants of the study were 140 students who were selected from four Saudi universities. A reading questionnaire, a reading comprehension test and interview were used to collect the data. The results showed that EFL students in Saudi Arabia perceived significantly more the use of planning strategies than attending and evaluating strategies. They also indicated that Saudi readers are strategic and their background knowledge is an effective factor in their reading comprehension.
Al-Khawaldeh (2012) explored the reading comprehension strategies used by the secondary stage Jordanian students. A proposed multiple strategy-based instructional program was used to collect the data. The findings showed that Jordanian secondary students used many reading strategies. These strategies were: identifying the form and type of the text, reading the whole text to get the general idea, guessing, asking and answering, rereading, summarizing and drawing a picture of the text.
Solak and Altay (2014) attempted to investigate the types of reading strategies that prospective English teachers used to accomplish in their reading assignments and activities.
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130 prospective English teacher from different universities participated in this study. The researchers used The Metacognitive Awareness of Reading Strategies Inventory (MARSI) to collect the data. The results indicated that participants used each strategy effectively. As the most striking strategy, subjects underlined or circled information in the text to help them remember the information. While both genders preferred to take advantage of similar strategies in common, they mostly preferred to use problem solving strategies compared to other strategies.
Similarly, Hong-Nam (2014) investigated the metacognitive awareness and reading strategies use of high school-aged English Language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency. Participants were 96 high school students in grades 9 through grade 12 In two suburban high schools in the Southwestern United States. The statemandated Texas Assessment of Knowledge and Skills (TAKS) was used to measure students' reading proficiency. The results revealed that the participant use Problem-solving strategies, Global Reading strategies and Support Reading strategies were used more widely by advanced learners who got high scores in the test than with moderate participants. The study claimed these strategies helped the learners to be get high level of reading proficiency according to the results they achieved.
However, Huang & Nisbet (2014) discovered different finding about learners' use of strategies. Their study was on 121 ESL adult learners in order to explore the relationship between reading proficiency and reading strategy use. They examined the variables of reading strategy use and English proficiency through scores generated from the following instruments: (a) the Survey of Reading Strategies (SORS), (b) the Comprehensive Adult Student Achievement Systems (CASAS) Reading Test, and (c) the BEST Literacy Test. Huang & Nisbet found –differently from Hong-Nam- that high intermediate learners use the most strategies and advanced learners use the least strategies, while Hong-Nam found that the Advanced learners were using these strategies more widely and this could be because the participants were 99 females and 22 males, ranging in age from 19 to 67 at the time of data collection, while in Hong –Nam the participants were only seventh and eighth graders.
Previous studies examined a variety of issues with regard to reading strategies. However, the current study investigated the inclusion of the reading strategies in the Action Pack 6 and their effect on learner in reading comprehension.
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This study is different from the previous studies in the sense that it analyzes the reading materials for sixth grade (Action Pack6) and the reading strategies that are used in each reading activity on one hand, and show the effect of these strategies on the learners' performance in reading skill on the other hand.
Methodology and Procedures
The researcher used a qualitative and quantitative content analysis to investigate the Action Pack 6. Teacher's book 6 (TG) suggested some helpful reading strategies that should be used by students with the reading activities in the PB and the AB, but meanwhile the TG is not under analysis. These reading strategies mentioned in the TG are also taken into account while categorizing and analyzing the reading activities. Statistical procedures were purposefully applied to count the frequencies, percentages and rank of the reading strategies which are activated in the reading activities in the two textbooks and classify them into a table. The activities which asked students to read and speak, listen or write were included in the analysis. Some reading activities might use more than one reading strategy, so they were counted more than once according to the reading strategies they used.
Criterion of study
The Brown (2001)'s classification of reading strategies is used as the criteria of the present study.
Unit of Analysis
The reading activities in the (PB) and the (AB) are the units of analysis
Validity and Reliability of the Tool
The instrument of this study mainly based on Brown's classification of reading strategies which is published and widely accepted and used in different researches, so the instrument is valid to be used in this study.
Inter-Rater Reliability was established in two stages. During the first stage, the researcher and assistant analyst (EFL supervisor in the Directorate of Amman / Maraka District) categorized the activities as a pilot analysis according to the reading strategies in Brown's classification. A random sample consisted of two units (unit 3 and unit 13) was selected and analyzed.
Publishing Date: 5-1-2020
ISSN: 2706-6495
The frequency of agreement between the researcher and the assistant was then calculated and the reliability coefficient was determined using Holsti's equation (Holsti, 1969). The reading activities were 30. The number of coincident answers was 27. The consistency ratio was 91.6%. Therefore, the research tool was found to be reliable. In the second stage, the agreement coefficient was established as 89.6% after the total number of activities in the two books were calculated, categorized and computed by the two researchers. The inter-reliability of categorization according to Brown's classification was highly acceptable and consistent. For intra-reliability the researcher himself re-calculated and categorized the total number of reading activities after six days. The agreement coefficient was established as 92%. Therefore, the research tool used in this study was found to be reliable.
Data Collection
The researcher categorized all reading activities in the two books in a table. The number of activities listed for each reading strategy in the research tool was then calculated by each, and the frequency that each level of activity appeared was then calculated. The researcher
Re-ordered the reading strategies in hierarchical ranks according to their frequencies and percentages.
Results and Discussions
To answer the question of study, Table 1 below shows the frequencies and the percentages of all speaking activities throughout the twenty units in the two textbooks.
ISSN: 2706-6495
Table 1: Frequencies, Percentages and Rank for the Reading Strategies used in The Reading Activities in PB and AB.
The results show that the presentation of the reading strategies which are used in the two textbooks appeared differently in percentages and frequencies. The reading strategy number 1 is dominant in the PB and AB. 56.8% of the reading activities meet this strategy which mainly enables the students to scan the reading materials to extract specific information. This strategy is processing bottom-up model of reading which deals with the micro details of the reading activities. Throughout the twenty units of the two books, this reading strategy was used in reading activities which mainly started with WH question words. For example on page 11, exercise number 6 in the PB, students are asked to read a passage about Alia's diary and answer the following questions: How many books has she got? Why does she like books? Where does she sometimes go to borrow books? When is she going there? Which is more fun for Alia, going to the library or using the internet? Another example on page 22,
Publishing Date: 5-1-2020
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Exercise number 6 in the PB, students are expected to read four short passages about different places in Jordan and match these passages with the pictures beside them. Then, the students answer the questions below which need to locate specific information from the texts: How far is it from Amman to Madaba? How old is Madaba? How high is Mount Nebo? Where does the King's Highway start and finish? How old is the mosaic map of Madaba? It is noticed that these reading activities are more micro-detailed processing activities; the scanning strategy is activated in here by urging students to investigate the specific details and read between the lines to find out the right answers. Moreover, this strategy is also used on page 41 in the PB; exercise number 6 asks students to read a text about the kite- flying competition, then, the students are expected to use scanning strategy to find out the correct answers to the given questions.
All of these questions are Wh-question and require specific details from the reading passage such as where is the competition? When is it? What color is Ahmad's kite? What does Ahmad want to do? Consequently, this reading strategy is also used widely in the AB in different reading activities; for example on page 15, in exercise number 9; students are asked to read a text about teacher Amen Gawaba, then they match the sentences in the first column with the correct answer from the sentences in the second column. Students' answers based on their reading comprehension on one hand, and on scanning the reading text to locate the correct answer, on the other hand. Another example on this reading strategy is on page 52, exercises number 7 and 8; students read the passages and match with pictures and complete with the correct answers. It is observed that this reading strategy meets knowledge and comprehension level according to Bloom's Taxonomy; these two levels are regarded as lower order thinking levels on one hand, and text-driven processing strategy in the bottom- up Model which relies on the reading text to construct reading comprehension.
Action Pack focuses on the activities which use scanning strategy thoroughly in the two books, this might be to enable students how to analyze the texts in details and comprehend the specific relationships between the ideas inside the reading passages; this is aligned with the necessity of micro details in the reading activities for comprehension before expanding the use of reading strategies with macro reading comprehension.
The table reveals that the criterion number 8 appears in 26 reading activities (12.8%). Action Pack 6 provides students with appropriate and authentic reading activities that enable them to use "Analyze vocabulary" reading strategy.
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Learning vocabulary gains more concern from both learners and educators, so Action Pack 6 includes reading activities about the words that students need to know, gives many examples on these words, and holds students accountable for the words communicative and systematic practice activities. For example on page 19 in the AB, the exercise number 1 is entitled Read and complete and asks students to read a list of words and fill in the blanks with the correct answer. This activity is simple to design, but it urges students to analyze the given words, know their meanings, decide the word formation (verb, noun, adjective, adverb, and preposition) and choose the correct answer. Another example is exercise number 3 on page 43 in the AB.
In this activity, students spell the following words: everybody, anybody, everything, and anything. Spelling is analyzing words into letters. It is noticed that there is an interaction between reading, writing, speaking and grammar in this reading activity; students read the words. Understand their meanings, say them, write them and use them in a well- structured sentences. Students use "analyzing vocabulary" strategy to differentiate between the structure of everybody (affirmative) and anybody (negative) with people and the use of everything (affirmative) and anything (negative) with things. It is noticed that vocabulary and grammar are functionally used in this activity to enable students when and how to use these words communication.
According to the table, the criterion number 7 appeared in 21 reading activities (9.95%). Guessing strategy enables students to activate knowledge, comprehension, synthesis and analysis in Bloom's Taxonomy. It is not matter of "gambling"! Students are expected to use their prior knowledge, interact with the reading activity, and analyze the structure of this reading activity to guess what the answer should be. Action Pack 6 provides students with reading activities which enable them to use guessing and are appropriate to their level of proficiency and age. For example in the PB on page 22, exercise number 6 asks students to read 4 short texts about Madaba and match these texts with the correct pictures beside each one.
Students' needs to comprehend each text and guess which picture may represent which text. Another example is on page 52; exercise number 6 asks students to guess which picture represents the reading text. In the AB, there is another example on page 67 exercise 7 which asks students to read and complete with the correct word, so students may use guessing strategy to do this activity when they feel uncertain about the answer; they start analyze sentences, omitting some alternates to reduce the choices,
Publishing Date: 5-1-2020
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And using prior knowledge to interact with the current reading activity. Guessing strategy is an analytical and intuitive process that encourages students at this stage to think, analyze and guess logically.
Skimming is a strategy that helps students find out the main gist in the reading activity. The table reveals that Action Pack 6 presents 17 reading activities (8%) that meet this reading strategy, for example on page 4 in the PB, the title of the reading activity is a question: What does the computer do?. It is a general question used at the pre-reading stage to guide students' awareness to find out the main idea (gist) in the lesson, so students skim the reading activity to extract the mains idea in this activity which is the main uses of computer in the modern life. Another example is on page 64 in the PB, the reading activity also uses a question as a title of the reading lesson; the question is: What have you been doing today? And students are expected to skim the dialogue and find out what Saleem has been doing today in general.
It noticed that students are using present perfect continuous when doing this activity; there is an interaction between grammar and reading in this activity and the students are expected to use skimming in order to understand the main ideas. To clarify, skimming is a macro-dominant strategy which helps students to have a global overview while reading and extract the essence of the reading activity. Using advanced organizers such as optical organizer (e.g. pictures, quotations, questions,…etc) is necessary to activate skimming strategy because these organizers warm up students to know what the reading activity is about and pave the way to find out what the main idea is.
However, the table shows that the criteria numbers 3 and 6 appear in 11 reading activities (5.23%). The criterion number 3 is about silent reading. It is a strategy that should be used wisely in the classroom. Students are expected to use silent reading strategy at the pre-reading and postreading stages in order to provide a rapid and more focused reading to respond to the pre-reading or post-reading exercises. According to the TG, teacher urges students to read silently in order to scan, skim, guess, analyze and identify the purpose of the reading activities; silent reading is purposefully used with other reading strategies to enable students to comprehend the reading passages effectively. Silent reading is implicitly used in reading activities which starts with listen and read such as exercises on pages 8, 57 and 76 in the PB. In these reading activities, students interact with the reading materials either to answer pre-reading or post-reading activities like answering questions about Saleem's diary, or his family's visit to Madaba and so.
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However, the criterion number 6 urges students to use semantic mapping and clustering by connecting words in clusters according to their meanings, functions, or forms. This reading strategy mainly appeared with vocabulary in Action Pack 6 which provides students with suitable reading activities that enable them to develop their vocabulary. For example on page 12 in the AB, exercise number 1 asks students to read the list of words and divide them into two groups (clusters): Traditional skills and computer skills, so students make word mapping and classify the words accordingly.
Another example is on page 29, exercise 5 which asks students to read the words that are listed into four groups: Adjectives, age, colour, and materials. Action Pack 6 provides students with the reading activities that help students use the words which they learnt to build communicative oral and written language patterns that they can use functionally inside and/or outside the classroom boundaries.
The table reveals that the reading strategy number 1 which helps student identify the purpose in reading appears in 6 reading activities (2.88%). This strategy meets the students ability to identify the main purpose i.e. the main function of the reading activity such as complaining, planning for future, reporting past events, reading about national themes (people, places, events…etc). This strategy is interrelated with skimming which aims at finding out the gist; both reading strategies support the macro learning techniques which help students construct a global understanding of the reading activities based on top-down reading process. Action Pack presents reading activities that enable students to use this reading strategy such as exercise number 4 on page 48 in the PB which asks students to read the short paragraph and identify the main purpose of it which is about weekend plans. In this strategy, students should learn how to read in a top-down model before going down to the specific details.
The results of this analysis reveal that the reading strategies number 2 and 9 did not appear in any reading activity in Action Pack 6. Although the bottom-up process model of reading is activated in Action Pack 6 through scanning, analyzing vocabulary and clustering strategies, using grapheme rules strategy is lacked and that because this strategy needs a higher level of students' proficiency to be fulfilled in this stage and there wide variations of these rules which require special supporting courses and learning aids.
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However, the reading strategy number 9 helps students distinguish the deep meaning and the surface meaning, and this also need high order thinking and more specialized tasks that enable students to read beyond what is written and think logically about.
Inferences and Recommendations
The results show that Action Pack 6 includes many reading strategies that help students use them while doing the reading activities. However, the results reveals that though Action Pack 6 emphasizes the reading activities which need lower thinking processes of comprehension like scanning and analyzing vocabulary, it does not present any reading activity that enable students to use graphemic rules and patterns to aid in bottom-up reading. Therefore, Action Pack 6 succeeded in adapting varied reading activities which meet the reading strategies in Brown's classification, but there is a lack of balance among these activities which focus on macro reading strategies. The lack of balance and inclusion of all reading strategies among these activities causes a less effective distribution of the reading activities throughout the two books.
It is noticed that Action Pack 6 does not present these reading strategies explicitly; these strategies were activated implicitly and indirectly while students' interacted with the reading materials. The researcher claims that students may comprehend better if Action Pack mentions explicitly and directly the reading strategies that student could use during reading activities. Teachers are responsible to train their students when and how to use these strategies.
It is recommended for future research to investigate the other learning strategies in Action Pack series in speaking, listening, and writing skills to find out to what extent these textbooks include effective learning activities that help students use varied learning strategies.
Moreover, Teacher's Guide should be analyzed to investigate the main included learning strategies. The role of Teacher's Guide is very important for both teachers and students to help them use the most suitable reading strategies accurately.
To conclude, the authors of Action Pack 6 are invited in the future to vary in the reading activities and present more advanced, balanced and authentic activities that activate the reading strategies which need higher order thinking processes. These reading strategies should be explicitly and directly informed in the books.
Publishing Date: 5-1-2020
ISSN: 2706-6495
References
- Al-Ansi, H. (1992). The role of the dictionary in advanced EFL learners' vocabulary buldup and reading comprehension. Unpublished Master Thesis, Taiz Univesity, Taiz, Yemen.
- Alderson,J.C. (1984). Reading in a foreign language: a reading problem or a language problem? In J.C. Alderson & A.H Urquhart (EDs.), Reading in a foreign language (pp.1-24). London: Longman.
- Alkhawaldeh, A. (2012). The EFL reading comprehension challenge faced by secondary school students in Jordan. European Journal of Social sciences. (3), 454-465.
- Al-Rahahlah, F. (2005). An investigation of the reading strategies by tenth grade students in the city of Salt. Unpublished Master Thesis, University of Jordan. Amman, Jordan.
- Alsamadani, H. (2008). The relationship between Saudi EFL college- level students' use of reading strategies and their EFL reading comprehension. Unpublished Doctoral Dissertation. University of Ohio, U.S.A.
- Al-Shaihani, S, (2002). The effect of using metacognitive strategies on the reading comprehension of Omani first secondary female students. Unpublished Master Thesis, University of Jordan, Amman, Jordan.
- Al-Tamimi, N. (2006). The effect of direct reading strategy instruction on students' reading comprehension, metacognitive strategy awareness, and reading attitudes among eleventh graduate students in Yemen. Unpublished Doctoral dissertation, University Sains Malaysia, Malaysia.
- Brown, D.H. (2001). Teaching by principles: an interactive approach to language pedagogy 2 nd .NY: Longman.
- Fraihat, A. (2003). The effect of seen and unseen reading texts on the comprehension and reading strategies of tenth graders Irbid Second Directorate of education. Unpublished Doctoral Dissertation, Yarmouk University, Irbid, Jordan.
- Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Albex.
- Holsti, O.R. (1969). Content analysis for the social sciences and humanities. U.S.A: Addison Wesley Publishing Company.
Publishing Date: 5-1-2020
ISSN: 2706-6495
- Krippendorff, K. (1980). Content analysis: An introduction to its methodology. Newbury Park, CA: Sage.
- Ling, S. (2011). Investigating Chinese English majors' use of reading strategies: study on the relationship between reading strategies and reading achievements. Unpublished Master Thesis. Kristianstad University, Sweden.
- Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury, New York: House Publisher.
- Rampur, S. (2011). How to improve reading comprehension. Retrieved on April, 15, 2014 from http:// www.buzzle.com./articles/how-to-improve-readingcomprehension-.html.
- Shanahan, T. (2005). The national reading panel report: Practical advice for teachers. Chicago: Learning Points Association. Retrieved on October, 23, 2013 from http://www.learningpt.org/pdfs/literacy/nationalreading.pdf.
- Snow, C. (2002). Reading for understanding: Toward an R & D program in reading comprehension. Santa Monica, CA: RAND Corporation.
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March 2022
Stay Hydrated!
Staying hydrated, or getting enough fluid, is key to good health. Being hydrated helps regulate your body temperature, aids in the digestion of food and absorption of nutrients, lubricates joints, and improves cognition.
Despite these benefits, many older adults do not drink enough fluids to stay hydrated. This may be due to a loss of thirst sensation as well as concerns about bladder control. The general guidance is to get 6 to 8 cups of fluid a day. However, adults ages 60 and older tend to consume about 2 cups of fluid LESS than what is recommended!
The liquid found in all beverages and foods count toward your daily fluid intakes, not just water. To meet your fluid goals, try these tips:
* Make hydration an all-day event. Sip on water throughout the day rather than trying to drink large amounts at one time.
* Mix it up. All beverages count toward your daily fluid intake including coffee, tea, 100% juice, low-fat milk, soda, soup, etc.
* Enjoy high fluid foods. Many fruits and vegetables are good sources of fluid like melons, berries, pineapple, oranges, bell peppers, broccoli, celery, cucumbers, lettuce, and zucchini. Other fluid rich foods include soups, stews, and smoothies.
Remember to limit added sugars and sodium when making beverage and food choices.
Sources: Dietary Guidelines for Americans 2020-2025; Harvard School of Public Health
https://bit.ly/337ByXC; Cleveland Clinic, https://cle.clinic/3n0DIPY; Mayo Clinic,
https://mayocl.in/3qMnsTS,
Selection:
* Choose cans without obvious damage. This could mean the beef stew is unsafe to eat.
* Check the "Best by" or "Best if used by" date on the can.
* Look for "low-sodium" on the package.
Storage:
* Store unopened beef stew cans in a cool, clean, and dry place.
* Once opened, place beef stew in an airtight container and store in refrigerator for 3-4 days.
Nutrition:
1/2 cup canned beef stew
* Provides 10g of protein
Uses:
* Serve canned beef stew over whole grain rice or noodles for a simple and filling meal.
* Or include a slice of whole wheat bread as a side.
Safe Selections – What NOT to bring home
Grocery items are sometimes damaged from shipping or stocking the shelves. Many times, grocery stores will discount these items, but be weary. Damaged goods may indicate food safety concerns.
To keep you safe from foodborne illness, stay away from dented cans, torn bags, crushed boxes, faded or ripped labeling, or any other obvious damage to the package. Do not buy any item that is leaking or has a visible break in the seal.
The discount may be enticing but put your health first and opt for the undamaged product.
Whole Wheat Bread in a Bag
Serves: 12 | Serving Size: 1 slice (1/12 loaf)
INGREDIENTS
INSTRUCTIONS AND TIPS
2 cups all-purpose flour (plus extra for kneading)
1 cup whole wheat flour
3 Tbsp powdered milk
3 Tbsp sugar 1 tsp salt
1 Tbsp rapid rise yeast
3 Tbsp vegetable oil
1 cup water (warmed to
~120°F)
1. Combine flours, yeast, sugar, salt, and powdered milk in a one-gallon resealable freezer bag. Squeeze extra air out and seal the bag. Shake and work bag to blend ingredients.
2. Add oil and warm water to dry ingredients. Reseal bag. Work bag with fingers until dough is completely mixed and pulls away from bag.
3. On a floured surface, knead dough for 5 minutes or until smooth and elastic. Add flour as needed. Put dough back in bag and let rest for 10 minutes.
4. Put dough into a greased 4-inch x 8-inch loaf pan. Cover with a clean cloth and let rise until double in size.
5. Preheat oven to 350°F and bake for about 30 minutes or until golden brown.
6. Flip pan to remove bread and cool right side up on a wire rack or clean cloth.
Tip: Divide dough into 12 rolls before baking. Watch carefully as the dough may bake differently in smaller portions.
Storage: Store in an airtight container and keep in a cool, dry place. You can freeze the baked bread for up to 3 months.
Nutritional analysis (1 slice – 1/12 loaf): 199 calories, 4g fat, 1g saturated fat, 198mg sodium, 36g carbohydrates, 1g fiber, 3g sugar, 5g protein.
Recipe adapted from: https://www.myplate.gov/recipes/supplemental-nutrition-assistanceprogram-snap/bread-bag
Keep Moving in March!
Regular movement throughout the day benefits the entire body. Even your brain benefits from a short stroll around the house!
Keep your body moving by deep cleaning a part of your home, walking around, dancing, and stretching tight muscles.
Meet the physical activity guidelines by moving your body 150 minutes per week or exercising vigorously 75 minutes per week.
Helpful Resources
ISU Extension and Outreach AnswerLine 1-800-262-3804
PREPARED BY
Chandler Kendall Diet & Exercise Graduate Student; Iowa State University (ISU), Dept. Food Science & Human Nutrition firstname.lastname@example.org
ASSISTED BY
Sarah L. Francis, PhD, MHS, RD ISU Associate Professor & Human Sciences Extension and Outreach State Specialist, Nutrition and Wellness; email@example.com
Iowa State University Extension and Outreach does not discriminate on the basis of age, disability, ethnicity, gender identity, genetic information, marital status, national origin, pregnancy, race, color, religion, sex, sexual orientation, socioeconomic status, or status as a U.S. veteran, or other protected classes. Direct inquiries to the Diversity Advisor, 515-294-1482, firstname.lastname@example.org. | <urn:uuid:fcd31380-5189-47e5-b180-9322070863d1> | CC-MAIN-2024-22 | https://www.extension.iastate.edu/keokuk/files/documents/March%202022%20NEWS%20EXTENSION_0.pdf | 2024-05-26T00:02:36+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00743.warc.gz | 651,643,994 | 1,287 | eng_Latn | eng_Latn | 0.994609 | eng_Latn | 0.995336 | [
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Name: _________________________________________________ Period: ___________ Date:________________
Complete and Incomplete Combustion Assignment – Student Edition
I. Comparing Types of Combustion
The data table below shows an investigation conducted into the two types of combustion using a Bunsen burner to heat 100mL of water. In each test the water was heated for a total of 3 minutes (180 seconds) with the temperature of the water measured every 30 seconds.
Use the information to help you complete each of the tasks which follow.
1. What was the aim of this investigation?
___________________________________________________________________________________________ ___________________________________________________________________________________________
2. Describe three variables that would need to be measured or controlled in some way to ensure that this was a fair test.
___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________
3. Name the independent variable in this investigation.
___________________________________________________________________________________________
4. Name the dependent variable in this investigation.
___________________________________________________________________________________________ ___________________________________________________________________________________________
Name: _________________________________________________ Period: ___________ Date:________________
Complete and Incomplete Combustion Assignment – Student Edition
II. Analyzing Data
1. Using the information from the table, draw a graph of the results in the space below.
2. What do these results suggest about the amounts energy released during complete and incomplete combustion?
___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________
3. Propane is a common component of the gas used in Bunsen burners.
a) Give the formula for propane. _______________________________________________________________
Name: _________________________________________________ Period: ___________ Date:________________
Complete and Incomplete Combustion Assignment – Student Edition
b) Write the word equation for the complete combustion of propane.
________________________________________________________________________________________
c) Write the word equation for the incomplete combustion of propane.
________________________________________________________________________________________
d) Methane is another gas used in Bunsen burners. Complete the gaps in the equations below for complete and incomplete combustion of methane:
CH4 + _____O2 → CO2 + ________H2O
CH
4
+ 1 ½ O
2
→CO + ______
4. When using the yellow flame, a black residue was noted on the sides and base of the beaker.
a)
Name this residue ______________________________________________________________________
b) Explain why this residue forms
________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
5. Describe the dangers of the products the of incomplete combustion to the body.
___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ | <urn:uuid:53b80c19-8d48-4449-8030-08f4bb16c2cc> | CC-MAIN-2024-22 | https://iteachly.com/wp-content/uploads/2021/08/6-3-Assignment-SE-Complete-and-Incomplete-Combustion.pdf | 2024-05-25T23:27:11+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00745.warc.gz | 277,642,905 | 537 | eng_Latn | eng_Latn | 0.767481 | eng_Latn | 0.772318 | [
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PROTECT YOURSELF AND YOUR FAMILY FROM TICKS
The 5Ds of Tick-borne Disease Prevention
DEFEND yourself from ticks with an EPA-registered tick repellent.
DRESS PROTECTIVELY by covering exposed skin with clothing, wearing long pants and sleeves, and tucking pant legs into socks.
DISCOURAGE ticks from around your home by clearing debris and dense vegetation.
DO regular tick checks for several days after being in tick habitat and shower or bathe as soon as possible after being in a tick habitat.
DETACH ticks immediately using the proper technique.
Contact the District for questions or concerns at (916) 380-5444 or placermosquito.org
PROPER TICK REMOVAL
A localized reaction or infection can occur where the tick was attached. If redness or pain develops at the bite site, consult your doctor. Ticks should be removed promptly to help minimize tick-borne disease transmission.
* Do not squish, burn, smother or twist ticks.
* Use tweezers to grasp the head of the tick as close to the skin as possible and pull straight out.
* Use gloves, tissue or another barrier if you must use your fingers to remove the tick.
* Wash your
hands and the bite site with soap and water after tick removal.
OUR SERVICES
The Placer Mosquito and Vector Control District provides year-round services to the residents of Placer County through our comprehensive Integrated Vector Management program, which includes surveillance, control and public education. District technicians promptly respond to requests for service, conduct onsite inspections and provide information about vectors including but not limited to mosquitoes, ticks and yellowjackets and rodents.
ABOUT TICKS IN PLACER COUNTY
For inquiries or to request service, please call the District at (916) 380-5444, or visit us online at placermosquito.org
Scan me for more
2021 Opportunity Drive Roseville, CA 95678 (916) 380-5444 placermosquito.org
FACTS ABOUT TICKS
Ticks are blood-sucking arthropods that can transmit a wide variety of diseases such as Lyme disease, Rocky Mountain spotted fever, tick-borne relapsing fever, tularemia, babesiosis, anaplasmosis and ehrlichiosis.
Lyme disease is the most common tickborne disease in Placer County. Ticks can be found most commonly in grassy, brushy, or wooded areas, especially along sides of trails. Ticks do not fly, jump, or fall out of trees! Ticks wait on the tips of vegetation, leaflitter, logs, or rocks for people or other animal hosts to pass by. When a tick grasps a passing host, it will then crawl in search of a suitable location to attach to the skin.
Once attached, the tick will secrete a cement-like substance that helps it stay firmly in place to feed. Generally, the longer the tick stays attached the higher the risk of disease transmission. A feeding tick may remain attached for many hours or days, after which it will drop off the host.
A TICK'S LIFE CYCLE
Ticks have four distinct life stages:
1. Egg
2. Larva
3. Nymph
4. Adult
Both males and females in the last three stages require a blood meal.
TICK SPECIES OF CONCERN IN PLACER COUNTY
Western Black-Legged Tick
This tick is usually found in areas with high humidity from October to July but exposure to ticks can happen year round. Larvae and nymphs feed on small animals like rodents and lizards. Adults feed on larger mammals including humans and deer. This tick is the primary vector of Lyme disease in Placer County.
Pacific Coast Tick
This tick is usually found in areas with high humidity from November to June. Larvae and nymphs feed on small rodents while adults feed on large mammals, especially deer. This tick is a vector of Rocky Mountain spotted fever.
American Dog Tick
This tick is usually found from May to August. Larvae and nymphs feed on smaller mammals, while adults feed on larger mammals, especially dogs. This tick is a vector of Rocky Mountain spotted fever.
Ornithodoros hermsi
This tick looks different than the others because it is a member of the soft-tick family. This tick is usually found in mountain cabins and other dwellings. Their primary hosts are rodents, but these ticks will also bite humans, and may vector tick-borne relapsing fever.
Photo © 2002 William Leonard used with permission
TICK TESTING
During peak tick season, October-April, our staff collects ticks at designated tick surveillance sites in the foothills. We identify the different species of ticks found and test for tick-borne diseases like Lyme disease. This information helps us identify and communicate tickborne disease risk to the public.
The District will identify tick species but does not test ticks that are submitted by the public or that were found on people following the California Department of Public Health recommendations. CDPH does not recommend that ticks be tested for B. burgdorferi to determine if medical treatment is necessary because:
* The need for treatment should not be based on these test results since testing methods vary in accuracy.
* Tick testing results do not necessarily predict if the person bitten will get Lyme disease.
* Even if an attached tick tests "negative," other undetected ticks may have attached to a person and transmitted the agent of Lyme disease.
* The tick may not be a western black-legged tick (Ixodes pacificus) that transmits Lyme disease.
If a resident would still like to have a tick tested, the University of Massachusetts has a program to test your tick for a fee.
The Placer Mosquito and Vector Control District strives to reduce mosquito and other vector populations, promote awareness of vectors and vector-borne diseases, and decrease health risks to residents in Placer County. Since 2001, the District has worked diligently to:
* Inspect, reduce and eliminate mosquito breeding sources in Placer County
* Employ Integrated Vector Management strategies and techniques to reduce vector populations and protect public health from mosquitoes and mosquitoborne diseases
* Use public funds efficiently and responsibly to achieve the District's mission
* Educate and inform the public | <urn:uuid:6183ed8c-08b7-490b-b437-ccb0b7d302e3> | CC-MAIN-2024-22 | https://placermosquito.org/wp-content/uploads/2024/04/PM-Ticks-Brochure-2024-8.5x11.pdf | 2024-05-25T22:59:25+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00748.warc.gz | 395,174,624 | 1,278 | eng_Latn | eng_Latn | 0.99738 | eng_Latn | 0.998185 | [
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PROMOTING HEALTHY WEIGHT AND DEVELOPMENT IN EARLY CHILDHOOD
A collaboration of Oregon's state and local public health agencies
PUBLIC HEALTH DIVISION
Child Health Collaborative
COALITION OF LOCAL HEALTH OFFICIALS
BACKGROUND
The need for a public health agenda to promote healthy weight and development in early childhood emerged as a top priority from Oregon's Maternal and Child Health (MCH) leadership retreat in 2010. Following the retreat, state and local public health MCH leaders framed recommendations for preventing and reducing childhood obesity.
These recommendations are based on the 10 essential services of public health, and are grounded in primary prevention, the social determinants of health, and a life course perspective. To slow the obesity epidemic and prevent obesity before it starts for our children and generations to come, policy, systems and environmental changes, along with upstream, evidence-based interventions are needed.
KEY FACTS
* Many children are already carrying too much weight at a very young age. In Oregon, nearly 15 percent of children aged 2–5 years who participate in the Women, Infants and Children (WIC) Program are obese.
* Children who are overweight or obese are at risk of becoming overweight or obese adults.
* Being overweight or obese increases the risk for chronic diseases, including coronary heart disease, stroke, diabetes and some cancers, as well as decreasing social and emotional wellbeing, and increasing the risk for depression.
* Today's children are projected to have shorter life expectancies than their parents or grandparents due to overweight and obesity.
WHAT INFLUENCES CHILDHOOD OBESITY?
Obesity is a complex health issue, influenced by our genes, the social and physical environments in which we live, work, learn and play, and early life influences during the critical periods of preconception, pregnancy and early childhood.
HEALTHY WEIGHT DEVELOPMENT IN AND CHILDHOOD? WHAT SUPPORTS
1. Not using tobacco during pregnancy
2. Control of diabetes during pregnancy
3. A healthy pre-pregnancy weight
4. Healthy weight gain during pregnancy
5. Healthy birth weight (not too low and not too high)
6. Breastfeeding
7. Appropriate introduction of foods complementary to breast feeding
8. Parenting and feeding practices that promote healthy behaviors
9. Healthy diet, including a variety of fruits, vegetables and no sugar-sweetened beverages
10. Sufficient sleep
11. Daily physical activity, including active play
12. Limited or no screen time
13. Health-promoting practices in places where children spend time, such as early child care and education
FOR POTENTIAL ACTION STRATEGIES FOR POTENTIAL STRATEGIES ACTION
HEALTH PROMOTION AND PUBLIC EDUCATION:
Inform and educate the public about healthy weight and development using linguistically and culturally appropriate language.
* Inform and educate the public and stakeholders about population-based, upstream obesity prevention and the financial/community costs of the obesity crisis.
* Promote active peer-to-peer support in communities.
* Provide evidence-based health promotion, education, and interventions through MCH programs and services.
* Promote parents as partners for healthy weight and development in childhood.
* Identify education gaps in provider practice.
ASSESSMENT:
Assess healthy weight and development trends, risk factors, and health outcomes. Communicate findings.
* Assess state- and community-level needs to understand community priorities, identify barriers, strategies, and solutions and engage local support.
* Monitor trends (obesity rates, risk and protective factors, and health outcomes), describe child obesity, and identify disparities (including racial/ethnic, geographic, socioeconomic, mental health, and special health care needs).
* Review regulations and licensing standards for schools, early care and education and provider settings.
* Support research and demonstration projects to advance the evidence base.
PARTNERSHIP DEVELOPMENT:
Build strong state and local partnerships that promote healthy weight and development through policy, systems and environmental changes.
* Engage community leadership in prevention-focused coalitions and networks (county and/or regional).
* Coordinate and collaborate with state and local programs and system partners to support and/or expand upstream prevention strategies.
LINK AND ASSURE:
Strengthen services and interventions that promote healthy weight and development.
* Identify resources and supports for parent referrals to programs that address early childhood obesity issues and promote healthy weight in children, with a special focus on populations experiencing disparities.
* Describe the effect of adverse childhood experiences on obesity, and connect families with needed support.
* Assure linkages and continuity of care through health homes with a focus on preventive services for pregnant women with gestational diabetes or history of diabetes, and children at risk for obesity.
* Seek participation of leaders and community members of diverse race, ethnicity, culture and ability.
POLICY DEVELOPMENT, PROMOTION AND ENFORCEMENT:
Provide leadership for prioritizing, planning and policy development. Promote and enforce legal requirements and ensure public accountability. Promote health at every table.
* Educate state and local policymakers about primary prevention of childhood obesity for lifelong health and learning.
* Promote health in all policies, using partnership, collaboration and health impact assessment efforts. Assure special focus on built environment in policies and plans.
* Advance key state and local policies to support healthy weight and development in childhood and prevention of childhood obesity.
* Collaborate and promote local Healthy Communities objectives.
* Strengthen place-based obesity prevention policies and practices that address nutrition, physical activity, screen time and breastfeeding.
* Promote healthy worksites through awareness of organizational policies and practices.
* Enforce laws and regulations that promote healthy weight and development in childhood.
WORKFORCE DEVELOPMENT:
Assure the capacity and competency of the workforce.
* Provide resources, support and education on evidence-based practices to individuals who interact with parents and children (including health care providers in the context of a health home, early childhood learning and school personnel, and worksites).
* Promote quality training for the public health workforce on relevant laws and regulations, and on evidence-based interventions.
* Support personnel achieving professional certification, such as International Board Certified Lactation Consultant (IBCLC).
SUSTAINABLE FUNDING DEVELOPMENT
Identify, develop and secure sustainable funding and resources to support healthy weight and development efforts.
* Identify public and private funding and support for a comprehensive obesity prevention plan at state and local levels.
* Identify successful programs and interventions for use as funding strategies.
* Provide/assure flexible funding to support community engagement and capacity that is not tied to direct service, and to support coordination and collaboration efforts across programs.
WHERE DO WE GO FROM HERE?
Many local public health programs are already taking action in their communities. We offer these examples and recommendations as a menu of possibilities, to highlight opportunities to build on what is already working well, look for opportunities to enhance or expand efforts, and promote the exchange of ideas for what works at local levels.
Consider the following examples from local public health partners:
* Ensuring consistent messaging and uniform practices for topics that cross programs, such as breastfeeding and child care.
* Promoting workplace policies that support breastfeeding for staff and clients.
* Leveraging state-level priorities with local leaders to support community investment in obesity prevention.
* Convening a community-led process to prioritize and identify actions for local implementation.
GETTING STARTED — HELP START A MOVEMENT!
* Launch a multi-disciplinary discussion within your organization to create a common understanding of related work and partnership efforts across all programs and services.
* Take steps to coordinate and collaborate across programs that serve the same clients, or address the same or similar issues.
* Choose one or two actions, and commit to their implementation.
* Share information about your efforts and successes with your colleagues and peers across Oregon's state and local public health systems.
OUR VALUES
* Development of an integrated public health system of county, community-based, tribal, state, regional and national agencies working together to improve the health of Oregonians.
* Coordination, cooperation and collaboration with partners, stakeholders and our communities.
* Ongoing improvement of cultural sensitivity in all aspects of this work.
* Achievement of health equity for all Oregonians.
* Reduction of factors that negatively affect health.
* Recognition of families as partners for childhood obesity prevention.
* Implementation of evidence-based prevention efforts across the life span.
* Evaluation of activities and initiatives for effectiveness, accessibility and quality.
* Discussion and dissemination of findings and results to the public, partners, stakeholders and communities (including special populations affected by disparities).
Promoting Healthy Weight and Development in Early Childhood.
References
1. The Child and Adolescent Health Policy Center. 1995. Public MCH Program Functions Framework: Essential Public Health Services to Promote Maternal and Child Health in America. The Johns Hopkins University. Available at: http://www.jhsph.edu/research/centers-and-institutes/womens-and-childrens-health-policy-center/publications/pubmchfx.pdf
2. Centers for Disease Control and Prevention. Obesity Prevalence Among Low-Income Preschool-Aged Children—United States, 1998-2008. Morbidity and Mortality Weekly Report 58(28); 769-773. Data from the Pediatric Nutrition Surveillance System, 2006-2008. Obese is defined as ≥ 95th percentile BMI-for-age using the 2000 CDC growth chart for children aged 2 years or older. Available at: http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5828a1.htm
3. Institute of Medicine (IOM). 2011. Early Childhood Obesity Prevention Policies, Committee on Obesity Prevention Policies for Young Children. Washington DC: The National Academies Press. Available at: http://www.iom.edu/reports/2011/early-childhood-obesity-prevention-policies.aspx
4. Olshansky, SJ et al. A Potential Decline in Life Expectancy in the United States in the 21st Century. N Engl J Med 2005; 352:1138-1145. Available at: http://www.nejm.org/doi/full/10.1056/NEJMsr043743#t=articleTop
PUBLIC HEALTH DIVISION
Child Health Collaborative
www.healthoregon.org/chc
This document can be provided upon request in an alternate format for individuals with disabilities or in a language other than English for people with limited English skills. To request this publication in another format or language, contact the Maternal and Child Health Section at 971-673-0252 or Publications and Design Section at 503-378-3486, 711 for TTY, or email email@example.com.
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SCOIL DAIRBHRE
CODE OF BEHAVIOUR
SCHOOL ETHOS
Darver National School is a co-educational, Catholic primary school which strives to provide children with the basic training they need so that they will grow up to be an integrated member of the community and self-reliant individuals. This training is spiritual, moral, intellectual, emotional, physical and social.
Darver NS will strive to promote, both individually and collectively, the professional development of teachers through staff development programmes. We aim to create in our school a climate of trust and love, with staff supportive of each other and each child valued as an individual.
We welcome involvement in all aspects of school life from pupils, parents, parish, Board of Management, the school inspector, and the Department of Education and Science. We particularly value the role Darver NS Parents' Association has in the overall running of the school.
INTRODUCTION
The aims of Primary Education may briefly be stated as follows:
➔ To enable the child to live a full life as a child.
➔ To equip him/her to avail him/herself of further education so that he/she may go on to live a full and useful life as an adult.
So that these aims may be achieved it is necessary that the school should be a well-ordered and disciplined place. It should provide an environment where the child is physically safe and happy and where good relationships are fostered between pupils, teachers, parents/guardians and others involved in the running of the school. It should provide a curriculum and a working atmosphere to help each child develop his potential. It should help the child as he/she grows older to move away from an externally imposed discipline to become self-disciplined.
1
The Board of Management of the school has ultimate responsibility for behaviour in the school. Within the school, the overall day to day responsibility for behaviour rests with the Principal. Each teacher has the responsibility for the maintenance of good behaviour and good order within his/her classroom while sharing a common responsibility for good behaviour within the school premises.
The purpose of a Code of Behaviour, as we see it, is the creation of a positive learning environment in which a child may fully enter into the life of the school. In the context of the classroom the Code will offer a framework within which positive techniques of motivation, reward and encouragement are utilised. Many forms of positive reinforcement are used - praise, encouragement, plus marks, colour code, merit cards and merit stamps, prizes etc. Rules and Regulations have been drawn up to ensure the smooth running of the school and for the safety and protection of the children. While some apply directly to the children, others require the cooperation and assistance of parents, guardians, teachers and Board of Management. Parents/guardians can support the school by encouraging their children to understand the need for school rules, and by communicating any relevant concerns to the school.
The Code of Behaviour covers the following areas:
* Behaviour in class
* Behaviour in the playground
* Behaviour in the school environment
* Behaviour which may have a negative impact on our school community and or its reputation.
All pupils are expected to behave in a reasonable manner both to themselves and to others, showing consideration, courtesy and respect for other pupils and adults at all times. Respect must also be shown for the property of the individual and of the school at all times.
AIMS OF THE CODE
* To create a positive learning environment that encourages and reinforces good behaviour
* To promote self-esteem and positive relationships
* To encourage consistency of response to both positive and negative behaviour
* To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on care and consideration, courtesy and respect for the rights of others
* To facilitate the education and development of every child
* To foster caring attitudes to one another and to the environment
* To enable teachers to teach without disruption and pupils to learn without disruption
* To ensure that the school's expectations and strategies are widely known and understood through availability of policies and an ethos of open communication
* To encourage the involvement of both home and school in the implementation of this policy
RESPONSIBILITY OF ADULTS
A Code of Behaviour for staff, pupils and volunteers ensures that the rights of all are upheld. The adults encountered by the children at school have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has an important influence on the children.
As adults we aim to:
* Create a positive climate with realistic expectations.
* Promote positive behaviour, through example, honesty and courtesy.
* Provide a caring and effective learning environment.
* Encourage relationships based on the Christian values of kindness, respect and understanding of the needs of others.
* Ensure fair treatment for all regardless of age, gender, race and ability .
* Show appreciation of the efforts and contribution of all.
* To discourage physical aggression and encourage our school motto:
'Kind Words, Kind Heart, Kind Hands, Kind Feet'.
SCHOOL RULES
1. School uniform to be worn at all times. All items of school uniform must be labelled.
2. Appropriate footwear to be worn at all times - flip flops and sandals are not appropriate.
3. For health and safety reasons only small stud earrings are acceptable.
4. Pupils should not present to school with make-up on.
5. Pupils will be courteous and respectful to one another, to teachers and those with whom they come into contact with through school activities.
6. Pupils must walk on corridors at all times in a quiet manner.
7. Children may only leave school premises when collected by a parent/guardian with prior arrangement or with permission from a teacher.
8. If children are to be collected from school during the school day, parents should, where possible, give prior notice to the school by contacting the school office either by phone or email.
9. Rough play, at any time, is forbidden.
10. Climbing is forbidden at all times (on rails, benches, play houses).
11. Pupils may only re-enter school during break time with permission from the supervising adult on the yard.
12.At the end of play times pupils will move promptly and orderly to their designated lines.
13.Pupils are expected to help keep the school clean - keeping their seating area in class tidy and litter free.
14.Chewing gum is not permitted in school.
15.Homework, as given, must be completed and journal signed by parent. If not completed, a written note is required.
16. Proper use of facilities is obligatory (e.g.) toilets, taps etc.
17. Apart from Parent-Teacher meetings, a meeting with a teacher will take place at a time suitable to class teacher and by appointment only.
18.School lunches should adhere to the Healthy Eating Policy which is in place in School Dairbhre.
19.Mobile phones, iPods, electronic games and other similar devices are not permitted at school. Any infringement of this rule will involve the confiscation of the phone and any other electronic equipment by the principal. Confiscated items will only be returned to the parent or guardian of the pupil.
20.Smart watches are permitted but the use of smart watches to record videos or take pictures is not permitted at any time. Any infringement of this rule will involve the confiscation of the smart watch by the principal and it will only be returned to the parent or guardian of the pupil.
21.Any form of behaviour which interferes with the rights of others is unacceptable.
OUR SCHOOL MOTTO
'Kind Words, Kind Heart, Kind Hands, Kind Feet'.
This motto will be used throughout the school to encourage positive behaviour. School rules apply during school-time and during all school related activities on and off school premises.
ATTENDANCE/EDUCATION WELFARE ACT
Under the Education Welfare Act 200, absences or lateness must be explained by a brief note or written in school journal and signed by parent. Absences of 20 days or more must be referred by the school to the Education Welfare Board. Any child wishing to leave school early must have a note signed by their parent or parents must have communicated this with the school office. The Education Welfare Officer is available to
support parents with attendance issues. Children with hospital or dental appointments on an ongoing basis should give a copy of appointments to the office secretary.
Parents/Guardians who are collecting pupils early from school must collect them from the class teacher or office secretary. Daily attendance and punctuality are required from pupils. School opens to receive pupils at 9.10am each morning. After a pupil has been absent, parents must enter the reason for the absence on the Databiz Eolas App or provide a note to the class teacher explaining the absence. When a pupil has to leave school early (i.e. before 3.00pm) parents must give prior notice to the school office stating the time at which the pupil is to leave and the arrangements for collection.
BEHAVIOUR IN THE CLASSROOM
At the beginning of each academic year, the class teacher will draft a list of class rules in consultation with the children, based closely on the "Golden Rules". Class rules will be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community. Where possible they emphasise positive behaviour (e.g. 'Walk' and not, 'Don't run'). Rules will be applied in a fair and consistent manner, with due regard to the age of the pupils and to individual differences. Where difficulties arise, parents will be contacted at an early stage.
In general Classroom Rules will be based on the following:
Courtesy and respect are essential. Pupils must respect the right of other pupils to learn. Any behaviour which interferes with the right (e.g. constant disruption of the class, persistent distracting of others) is considered unacceptable behaviour. In order that pupils benefit from their work in class full cooperation is required at all times. Pupils must cooperate with instructions given by the teacher.
BEHAVIOUR IN THE PLAYGROUND
We have a Buddy Bench in the yard where a child can sit if they don't have someone to play with. Children will be aware that if a child is sitting at the Buddy Bench they are in need of someone to play with. Teachers and SNAs on yard will monitor the Buddy Bench and ensure that children sitting at the Buddy Bench are assisted in finding someone to play with.
Behaviour on the yard is recorded in the "Yard Record Book". We classify behaviours using yellow and red. Minor misbehaviours are classified as yellow. Serious misbehaviours are classified as red. Where a red behaviour occurs (or 2 yellow behaviours) parents will be notified by the school. Generally speaking the consequence for 2 yellow behaviours or 1 red behaviour is one lunch break off the yard. The Principal may decide to prescribe more than one lunch break off the yard in the case of more serious misbehaviours. If a
child receives a direct red card the school will contact parents via a phonecall to discuss the matter. We appreciate parents' support and cooperation in these incidents.
Pupils should treat others as they would like to be treated themselves. Any behaviour which endangers or offends others is not permitted. Rough behaviour e.g. fighting, kicking, spitting, pushing etc. is forbidden. Games or activities considered to be dangerous are not permitted.
Any behaviour which interferes with other pupils' play is not permitted. Pupils may not leave the playground for any reason during breaks without permission of the supervising teacher; this includes re-entering the school building.
Yard Rules
1. All children must leave the room before the teacher.
2. Children must get permission from the teacher on the yard to go to the toilet. Use the designated toilets only.
3. Play safely and fairly. Treat others fairly the way you would like to be treated.
4. If you bring play equipment outside you must bring it back inside.
5. Stay within the boundaries of the yard and the designated areas.
6. Children must remain seated in their classrooms on wet days and must ask the supervising teacher for permission to leave their seat.
BEHAVIOUR IN THE SCHOOL ENVIRONMENT AND ON SCHOOL OUTINGS
Respect and courtesy to others is essential. Any kind of verbal or physical abuse of other pupils is unacceptable. Use of foul language among pupils is unacceptable. Bullying or intimidation of other pupils is prohibited and is always regarded as a serious offence. Pupils must show respect for school property at all times. For reasons of safety and to minimise accidents, pupils should move about the school in an orderly manner.
Pupils are encouraged to be respectful of each other on their way to and from school. When on school outings pupils are expected to behave in an orderly manner and show respect for public property. Our Code of Behaviour also applies to special events such as school matches, school organised fundraisers, school walks etc.…Pupils should always cooperate fully with their teachers, SNA and other school staff.
INCENTIVES/REWARD SYSTEMS
Part of the vision of Darver NS is to help children achieve their personal best and thus prepare them for further education, life and work. We recognise that there are many different forms of intelligence and similarly that children use a variety of approaches to solve problems. Our reward system seeks to provide encouragement to all children of all abilities and talents. Children will be encouraged, praised and listened to by adults in the
school. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements. Rates of praise for behaviour should be as high as for work. All teachers operate their own reward systems within their own classroom.
The following are some samples of how praise might be given:
* A quiet word to show approval
* A comment in a pupil's exercise book
* Stars and stickers
* A visit to another member of Staff or to the Principal for commendation
* A word of praise in front of a group or class
* A reward from the reward box
* Delegating some special responsibility or privilege
* A mention to parent, written or verbal communication
* 'Bualadh Bos' in class or special mention at assembly.
Field trips, annual school tours and special events will be reserved for those who have consistently strived to behave well.
MISDEMEANOURS
Three levels of misdemeanours are recognised: Minor, Serious and Gross. The degree of misdemeanours will be judged by the teachers and/or Principal based on a common sense approach with regard to the gravity/frequency of such misdemeanours, as follows:
1. Examples of minor misdemeanours include:
Interrupting class work, not following instructions, bringing chewing gum to school, arriving late for school, running in the school building, disrupting the class line, leaving an assigned seat without permission at lunch time, leaving litter around the school, not wearing the correct school uniform, being discourteous/unmannerly, not completing homework without good reason, endangering self/fellow pupils in the school yard at break time.
2. Examples of serious and gross misdemeanours include:
Behaviour that is hurtful (including bullying, harassment, discrimination and victimisation), behaviour that interferes with teaching and learning, constantly disruptive in class, telling lies, stealing, damaging other pupil's property/school property, back answering a member of staff, inappropriate use of digital technology, bringing a mobile phone to school, frequenting school premises after school hours without appropriate permission, not working to full potential, using unacceptable language, bringing dangerous equipment to school, deliberately injuring a fellow pupil/staff member, threats of physical hurt to another person, leaving school/school activities without permission.
All everyday instances of a minor nature are dealt with by the class teacher, or the supervising teacher at break-times. In cases of repeated serious misbehaviour or single instances of gross misbehaviour parents will be involved at an early stage and invited to meet the teacher and/or the Principal to discuss their child's behaviour.
BULLYING
Refer to the Darver NS Anti-bullying Policy and Procedures
CHILDREN WITH ADDITIONAL EDUCATIONAL NEEDS
All children are required to comply with the code of behaviour. However the school recognises that children with special needs may require assistance in understanding certain rules. Specialised behaviour plans will be put in place in consultation with parents and the class teacher, learning support, and/or Principal will work closely with home to ensure that optimal support is given. Cognitive development will be taken into account at all times. Professional advice from NEPS and psychological assessments will be invaluable if available.
The children in the class/school may be taught strategies to assist a pupil with additional educational needs to adhere to the rules and thus provide peer support. This will be done in a supportive and safe way, acknowledging and respecting the difference in all individuals.
SANCTIONS
The use of sanctions or consequences should be characterised by certain features:
* It must be clear why the sanction is being applied.
* The consequence must relate as closely as possible to the behaviour.
* It must be made clear what changes in behaviour are required to avoid future sanctions.
* Group punishment should be avoided as it breeds resentment.
* There should be a clear distinction between minor and major offences.
* It should be the behaviour rather than the person that is the focus.
The purpose of a sanction is to bring about a change in behaviour by:
* helping students to learn that their behaviour is unacceptable.
* helping them to recognise the effect of their actions and behaviour on others.
* helping students (in ways appropriate to their age and development) to understand that they have choices about their own behaviour and that all choices have consequences.
* helping them to learn to take responsibility for their behaviour.
A sanction may also:
* reinforce the boundaries set out in the code of behaviour .
* signal to other students and to staff that their wellbeing is being protected.
In instances of more serious breaches of school standards, sanctions may be needed to:
* prevent serious disruption of teaching and learning.
* keep the student, or other students or adults, safe.
The following steps will be taken when a child behaves inappropriately. They are listed in order of severity. The list is by no means exhaustive. Teachers may put in place alternative measures bearing in mind the circumstances involved. The aim of any sanction is to prevent the behaviour occurring again and if necessary to help the pupil devise strategies for this.
1. Reasoning with pupil
2. Verbal reprimand including advice on how to improve
3. Temporary separation from peers within class and/or temporary removal to another class
4. Prescribing extra work/ writing out the story of what happened/copying out school rules/writing a relevant rule a number of times - all may be signed by a parent
5. Loss of privileges e.g.: school trips for grossly inappropriate behaviour, jobs of responsibility
6. Being kept in at break time/times
7. Minor misdemeanours are recorded in the Yard Book. The Yard Book is monitored by the Principal. Minor misbehaviours are classified as yellow. Serious misbehaviours are classified as red. The consequence for 2 yellow behaviours or 1 red behaviour is one lunch break off the yard. The Principal may decide to prescribe more than one lunch break off the yard in the case of more serious misbehaviours.
8. Communication with parents and letter home.
9. Referral to Principal
10. Exclusion (Suspension or Expulsion) from school (in accordance with Rule 130 of the Rules for National Schools as amended by circular and Education Welfare Act 2000)
SANCTIONS FOR SERIOUS MISBEHAVIOUR
Stage 1 – Warning
Referral to Principal
Stage 2 – Detention
Class/yard teacher recommends detention at break time or the Principal gives detention. A phone call to parents will accompany this stage.
Stage 3 – Detention and Note Home
Where a pupil receives more than one detention and the behaviour remains unchanged a note will be sent home for parents to sign and return. This note will detail the nature of the behaviour and the expected changes to be implemented to remedy the situation. A phone call to parents will also accompany this stage.
Stage 4 – Case Conference and Contract
Where a pupil continues to receive detentions and the behaviour remains unchanged, the child's parents will be asked to meet the class teacher and Principal. The child will be asked if appropriate, to give a written undertaking that he/she will behave in school (behaviour contract). This will be witnessed and signed by the parent(s) or guardian.
Stage 5 – Internal Suspension
Internal Suspension is when a pupil is removed from their base class and is placed in another class for up to three school days. This will be activated when stages 1-4 are exhausted or when a serious misbehaviour occurs.
Stage 6 – Suspension
This procedure is used in the case of gross misbehaviour and/or health & safety grounds:
a) If stage 4 is exhausted or there is a single incident of gross misbehaviour the Principal requests a meeting with the parents. In the case of a single incident of gross misbehaviour Stages 1-5 will be skipped and Stage 6 will be initiated. If considered warranted the Principal reserves the right to suspend the pupil for 3 days initially. This power of suspension is delegated to the Principal by the school Board of Management.
b) In certain circumstances the Principal with the approval of their Chairperson of the BoM may suspend a pupil for 5 school days.
c) A meeting of the BoM may authorise further suspension up to a maximum of 10 days. Suspension will be in accordance with Section 23 of the Education Welfare Act 2000.
Appeal
Parents of a pupil who has been suspended for 20 school days or more are entitled under Section 29 of the Education Act 1998 to appeal such a suspension.
Stage 7 – Expulsion
This procedure may be considered in an extreme case, in accordance with Section 23 of the Education Welfare Act 2000.
Grounds for Expulsion
* Behaviour is a persistent cause of significant disruption to the learning of others or to the teaching process
* Continued presence of pupil constitutes a real and significant threat to safety
* Pupil is responsible for serious damage to property.
Automatic Expulsion
BoM may sanction automatic expulsion for certain prescribed behaviours:
* Sexual Assault
* Possession of illegal drugs
* Supplying illegal drugs to other pupils in the school
* Extreme violence or physical assault
* Serious threat of violence against another pupil or member of staff
Procedures in Respect to Expulsion
1. Detail investigation by school Principal
2. Recommendation by Principal to BoM
3. BoM considers Principal's recommendation and holds hearing
4. BoM decision, is expulsion appropriate? If BoM recommends expulsion, the BoM will propose a date which will allow a 20-day cooling off period
5. Education Welfare Officer is informed of proposal to expel pupil and effective date of that proposal
6. Parents of the pupil are informed of rights to invoke a Section 29 appeal under the Education Act 1998
7. Education Welfare Officer arranges consultations
8. Confirmation of decision.
CONCLUSION
The essence of our code of behaviour is valuing people and encouraging them to accept responsibility for their own behaviour and to develop self-discipline.
REVIEW
This policy will be reviewed by the Board of Management once in every school year.
RATIFICATION
This Policy was ratified by the Board of Management in __________________.
Signed: _________________________
Signed: __________________________
Principal
Chairperson of Board of Management
Date: __________________________
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Public Safety
Keep Your Distance from All Fallen Wires
Stay Away, Stay Safe
Any downed or fallen wire should be treated as live and dangerous, and you should stay away. Fallen power lines are dangerous because they carry an electric current that can cause serious or even fatal injuries. If you encounter a fallen wire, keep yourself and others away, and call 911 and AEP Ohio immediately.
Distance is Your Friend
appear to be some form of insulation. It is not an insulating material and does not make the line safe to touch.
It is sometimes difficult even for professionals to tell the difference between energized power lines and other utility lines. Don't guess and stay away from all wires.
Keep Cars Clear, Too
If your vehicle comes in contact with a downed power line, stay put. If you can, honk and lower your windows to alert passers-by. Caution them to stay away from the vehicle and ask them to call the power company and emergency officials.
If you must exit the vehicle, remove all loose items or clothing and jump clear of the vehicle. Avoid touching the car and the ground at the same time. Land with both feet together; keep your feet as close together as possible; and shuffle away from the car.
Safety DVD Available
Visit www.aepohio.com/go/linesdown to view or order a video clip on the dangers of contacting energized power lines.
Under normal conditions, power lines are not supposed to lie on the ground. However, there are circumstances, such as high winds and storms, that can bring down power lines and other utility wires. Downed power lines can be danger ous because they carry an electric current that can instantly injure or cause death.
There is no way for you to determine whether fallen power lines are energized or not because you can't smell, see or hear electricity. Always keep your distance and pre sume a fallen wire is energized and dangerous.
Also, do not touch anything or anyone the line may be touching. Objects can become energized just by contacting a downed power line. Do not touch any wires because even telephone or cable lines can become energized.
Don't Guess, Stay Away
Never touch a fallen wire, no matter how harmless it may look. Power lines are not insulated or coated like power cords for home appliances. In some instances, power lines may have a coating of weatherproofing material that may
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History of Microbiology
1. Define:
Microbiology – Microbiology is the science or study of organisms too small to be observed with the naked eye. In this class, the organisms considered (microorganisms or microbes) will include bacteria, fungi, protozoa, microscopic algae and a variety of multicellular parasites. Viruses, viroids and prions are non-cellular microscopic entities that are also important to microbiologists.
Abiogenesis – The term abiogenesis, meaning literally (a=without, bio=life, genesis=beginnings), refers to a concept suggesting living organisms could arise spontaneously from non-living materials. Also referred to as spontaneous generation, this concept proposed that living organisms arose spontaneously from materials such as mud, dew, water and a variety of other substances. This concept, widely accepted prior to the work of Redi, Spallanzani and Pasteur, is not compatible with science.
Koch's postulates – Koch's Postulates are a series of experimental steps or procedures that can be used to demonstrate the causal relationship between a specific type of microorganism and a specific disease. Koch used these steps to demonstrate that the bacteria now identified as Bacillus anthracis were the etiological agents of anthrax. The steps include: 1) find the suspect causative agents in every case of the disease; 2) isolate the microorganisms involved and grow them in pure cultures, 3) inoculate normal healthy susceptible animals with the suspect causative agents and observe disease symptoms develop, 4) reisolate the microorganisms from the newly diseased animals.
Etiological – Etiological agents are disease causing. Etiology is the science dealing with the causes of disease. The use of Koch's postulates allowed investigators to demonstrate that several different types of bacteria were, or could be, etiological agents.
Magic Bullet – Magic bullet was terminology popularized by Paul Ehrlich (1810) with reference to chemical agents that could be taken internally to kill the microorganisms responsible for causing disease. The search for "magic bullets" led to the development chemicals that could be used as antimicrobial drugs, some of which were antibiotics.
2. Microorganisms were used for food processing and preservation. Examples include the fermentation of grains and fruit juices, the production cheese, yogurt and leavened bread. Fermented products would keep longer than fresh juice or milk, and fermentation occurred naturally where refrigeration was not available.
3. Microbiology/ Eukaryotic microorganisms include protozoa, algae, fungi and multicellular parasites. Prokaryotic microorganisms include bacteria and archaea. The viruses, viroids and prions are noncellular, but are often included in microbiology texts.
4. Microbiology/ Anton Van Leeuwenhoek
5. Anton Van Leeuwenhoek/ abiogenesis
6. He developed a crude form of microscope (magnified objects about 266x), observed living microorganisms, and documented his findings with an established scientific organization (British Royal Society or Royal Society of London).
7. Abiogenesis/ Louis Pasteur
8. Lazzaro Spallanzani and Louis Pasteur (Note - many other investigators conducted experiments designed to prove or disprove the concept of abiogenesis.)
9. Fermentation/ Pasteurization
10. Joseph Lister/ He washed his hands and his instruments between patients and used carbolic acid (phenol) as an antiseptic.
11. Koch's postulates provided strong evidence that bacteria could cause disease. Prior to this documentation, many people insisted that disease was punishment for sinful behavior or other transgressions as determined by supernatural beings. Koch provided scientific methods for demonstrating microorganisms were responsible.
12. Inoculate healthy, susceptible animals with the suspect microbes, and watch for the development of disease symptoms.
13. Petri developed the Petri dish, a flat container that would allow microorganisms to be grown, observed and manipulated easily without the contamination of microbial cultures.
14. Vaccine
15. Prevent disease (through vaccination)/ cure disease (antibiotics)
16. Hesse developed the use of agar as a solidifying agent in culture media.
17. Paul Ehrlich
18. Alexander Fleming/ Penicillin
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NITY
RIT
TEACHING
HONESTY RESPECT RESILIENCE CURIO
THROUGH SUBJECTS
CHARACTER
CE
MOTIVATION FOCUS OPTIM
PSHE
Ryan Hopton The Wellington Academy, Tidworth www.jubileecentre.ac.uk
Teaching Character Through Subjects – PSHE Suite 1 Key Information
Teacher
Ryan Hopton
School
The Wellington Academy
Character Focus
Lesson Activities
Lesson Three:
What influences me being a good neighbour?
- Influences and decision-making
Lesson Four:
- Cyber-Bullying
Bullying in the context of neighbourliness
Lesson Five:
How do Random Acts of Kindness affect others?
- Understanding emotions and feelings
Lesson One:
- Understanding what neighbourliness is (acquiring)
What makes a good neighbour?
Lesson Two:
How can I be a good neighbour?
- Understanding how personal qualities lead to being neighbourly (developing)
Lesson Three:
- How external factors can influence you being a good neighbour (developing)
What influences me being a good neighbour?
Lesson Four:
- How you can be a neighbor online
Online Bullying in the context of neighbourliness
Lesson Five:
How do Random Acts of Kindness affect others?
- How kindness contributes to neighbourliness (applying)
Lesson One:
Explanation: Study the image and write the first 5 words that you think of.
Starter
Intended impact: Students study a picture of a neighbourhood and start to think about the terminology associated with neighbourliness.
Main I
Main II
Explanation: Mind-map the different types of neighbours (people) you have in life. (Home, school, wider community) Intended impact: Students are analysing who their neighbours are, what qualities they have and how often they might encounter them. They are acquiring knowledge on who neighbours are.
Explanation: Students use a diamond 9 template to prioritise the qualities of a good neighbour.
Intended impact: Students have to evaluate which personal qualities are more important to them for a neighbour to have.
They are acquiring knowledge on what makes a good neighbour.
Plenary
Explanation: Look at an image of all of the different characters from Frozen and explain which character would be the best neighbour for them, and why.
Intended impact: Students are applying their learning of neighbourly qualities to a situation. They are acquiring/consolidating their understanding of neighbourliness.
Lesson Two:
Starter
Explanation: Students study a Wordle of words linked to peer pressure. They analyse it to write down which words appear the largest and the smallest. Students fill in a small table to analyse what it means and how it links to the topic of neighbourliness.
Intended impact: Students to think about how other issues, such as peer pressure, group dynamics and bullying could link to neighbourliness. They are developing their understanding of what neighbourliness is.
Main I
Explanation: Students read the story of Ilan (Alan) Halimi and discuss why people didn't help him and what they would have done in the situation.
Intended impact: This is a simplified version of the bystander affect and how things may start to influence you without you realising. Students are developing their understanding of when people may not be neighbourly.
Plenary
Explanation: Students choose a word from a choice of 5 random words and explain how each one links to the lesson. Intended impact: Students are developing and consolidating their learning of character virtues discussed in the lesson.
Lesson Three:
Main I
Explanation: Students read through Dennis' story. Highlight in negative influences in one colour and positive influences in another colour.
Intended impact: Students look at the positive and negative influences in Dennis' life and how these impact on him being a good neighbor to others.
Main II
Explanation: Using the donut diagrams, students analyse who influences them in both positive and negative ways and also how they can influence them as a neighbour.
Intended impact: Students reflect on the positive and negative influences in their life and how these impact on them being a good neighbor to others.
Plenary
Explanation: Students complete the Head, Heart, Bin, Bag grid with their thoughts, feelings, interests and key ideas from the lesson.
Intended impact: Students consolidate their learning of who influences them being a good neighbour.
Lesson Four:
Starter
Explanation: Students read the quote from Princess Diana on Random Acts of Kindness and interpret what they think it means.
Intended impact: Students develop their knowledge on what kindness is and how random acts can make someone a good neighbour.
Main I
Explanation: Give students the 4 different scenarios and ask them to rate them out of 10 for how kind and neighbourly they are.
Intended impact: Students are evaluating acts of kindness and explaining what could make an act of kindness more or less kind in the eyes of both parties.
Plenary
Explanation: Ask students the questions, "What can you take from today's lesson to help you?", "What can you take from today's lesson to help others?" and "How can we be kinder in today's society?"
Intended impact: Students are consolidating their learning in terms of how kindness benefits themselves and others as well as thinking of practical ways they can apply this in society.
Lesson Five:
Starter
Explanation: Students watch the Harry Potter clip and explain what they would do if they had a cloak of invisibility.
Intended impact:
Main I
Explanation: Discuss with students how being online and their behavior can be similar to being invisible. Which virtues would they like people to be able to see that they have or don't have? Do neighbours always have to be angels?
Intended impact: Students explore the practicalities of being a good neighbor when no influences can be seen. They have to consider the virtues of a good neighbor in the context of online presence.
Main II
Explanation: Give students the definition of trolling and ask them whether they have ever experienced this in their internet usage. Show them the 3 high-profile cases and ask how they demonstrate non-neighbourliness. How could someone being a good neighbor help the situation?
Notes on Differentiation and Adaptability
Intended impact: Students explore neighbourliness and online identity within the context of the personal qualities given in the first lesson.
Plenary
Explanation: Take a blind vote with students on their behaviours and what they will change in the future to be more neighbourly online.
Intended impact: Students are consolidating and applying their learning of the difficulties when faced with situations online.
Lesson One:
- Students can be given key terms to help them to describe the picture
- Stretch and Challenge questions/activities supplement the main activities.
- Sentences starters have been given as a scaffold. A further word bank could be used to supplement.
Lesson Two:
- The story could be simplified or made more complicated depending on reading ages.
- Students could be given the words, meaning and links as a card sort or match up.
- A word bank could be given for the analysis sheet to help fill in potential gaps.
- Stretch and Challenge question/activities supplement activity 2.
Lesson Three:
- The story could be simplified or made more complicated depending on reading ages.
- Scaffolding and modelling MUST be given for Main Activity 2. Weaker students could be given specific examples to talk about instead of coming up with their own.
- Challenge activity is available for Main Activity 2.
Lesson Four:
- Stretch and Challenge questions/activities are throughout the lesson.
- A different quote about kindness could be used to simplify or make the starter more complicated.
Lesson Five:
- Stretch and challenge questions/activities available throughout.
- Different definitions of trolling could be given to make it simpler/more complex
- A phrase bank could be given to weaker/less confident students when discussing. | <urn:uuid:cf1601d4-7d16-49b9-869e-96e8d81fb273> | CC-MAIN-2024-22 | https://www.jubileecentre.ac.uk/wp-content/uploads/2023/07/PSHE_Suite_1_Key_Information.pdf | 2024-05-25T22:31:16+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00750.warc.gz | 706,594,459 | 1,620 | eng_Latn | eng_Latn | 0.847722 | eng_Latn | 0.997701 | [
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Site Name: Hafan Mine
Grid Ref: SN 730880
RIGS Category: Educational & Scientific
Earth Science Category: Mineralogy
1:50,000 Geological: BGS Sheet 163, Aberystwyth
RIGS Statement of Interest:
Hafan Mine, which can be considered in conjunction with the nearby proposed RIGS at Henfwlch Mine, provides an excellent opportunity to examine in situ exposures revealing early and late aspects of the Central Wales mineralisation, in the form of two mineralised fractures running side-by-side. In addition there are large spoil heaps which provide abundant samples for both field and laboratory study. Hafan Mine is set amidst spectacular mining scenery and an important archaeological feature is the great stone incline which formerly carried a railway up to the quarries at Carn Owen during the 1880s. The host rocks at the mine and also the stone worked at the quarry consist of massive, locally slumped, indurated sandstones belonging to the Drosgol Formation of Upper Ordovician (Ashgill) age.
At Hafan Mine, the earlier and later mineralised fractures, belonging to the Hafan Lode, are only separated by a small distance, whereas at Bwlchglas Mine, 1.75 km to the west, the same early and late components are seen underground to be tens of metres apart. The early mineralisation is exposed along a series of open stopes showing ferroan dolomite-rich breccias carrying a mineral assemblage comprising quartz, sphalerite, galena and chalcopyrite, which has been re-brecciated and cemented by large amounts of rustyweathering ferroan dolomite. Later mineralisation comprises quartz and very minor galena with traces of calcite. An assemblage of secondary minerals is also present in small amounts; it includes small specimens of pyromorphite, cerussite, linarite, malachite, hemimorphite, aragonite, native sulphur and anglesite.
Surveyed by: J.S. Mason | <urn:uuid:019bb617-9c35-4a2c-ad32-03e6660a962d> | CC-MAIN-2024-22 | http://www.geologywales.co.uk/central-wales-rigs/PDFs/hafan_mine.pdf | 2024-05-26T00:01:55+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00750.warc.gz | 38,472,494 | 429 | eng_Latn | eng_Latn | 0.993145 | eng_Latn | 0.993145 | [
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Year 1 - Online safety
Lots of devices can connect to the internet such as laptops, desktops, mobile phones, games consoles and tablets.
Key facts
Once we share or post information online we leave a 'digital footprint'.
People can find out information about us if we share things online.
Staying safe online
People you do not know on the internet are strangers.
Be nice to people just like you would in the real world.
Keep your personal information private.
If you are unsure about anything, tell an adult you trust. | <urn:uuid:7851e505-f17c-49d8-9e1d-452a28c590e4> | CC-MAIN-2024-22 | https://wavendongateschool.co.uk/wp-content/uploads/Y1-Online-safety-Knowledge-organisers-1.pdf | 2024-05-25T23:26:33+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00753.warc.gz | 524,421,406 | 109 | eng_Latn | eng_Latn | 0.997889 | eng_Latn | 0.997889 | [
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2.3 Inclusion and Exclusion of Immigrants and Refugees in Hungary
The historical evolution of minorities and migration in Hungary
Hungary was established as an independent state by the Treaty of Trianon a peace agreement between the Allies and the Kingdom of Hungary that ended World War I, in 1920. The treaty also defined the new borders of Hungary, which thus lost more than 2/3 of its territory, and more than half of its population. These "lost" areas possessed a majority of non-Hungarian population, but a considerable number of Hungarians were also left outside the border under a foreign authority (around 30%) 7 . Within the old borders numerous ethnic minorities were present: 16% Romanians, 10% Slovaks, 10% Germans, 2,5% Ruthenians, 2,5% Serbs and 8% others. Although the 1910 census, which produced a record of these minorities was criticised, because native people were classified as such on the basis of language and religion, it provided proof of a multi-ethnic and multi-cultural society.
tical terms. After decades of introspection, the borders of Hungary were opened after 1990, and a new period of migration was experienced in the country. The immigration processes after the democratic transition can be divided into four periods or waves. The first wave was the immigration of Hungarians from Romania, who spoke the same language, and had the same culture and religion. The second wave was triggered by the Balkan war, but most of the refugees returned to their countries after the war. The third wave consisted of economic immigrants from, mainly, western European countries. The fourth wave can be referred to as "real" migration, motivated by the prospect of a better life, escaping from wars or political harassment. However, Hungary basically remained a homogenous nation, as ethnic minorities still form a fraction of 7-8% of the country's population, according to the last census of 2011, with the biggest minority group being Roma, and Germans being the second.
The peace treaty had numerous political, economic, social consequences. After the border changes, the percentage and number of non-Hungarians declined sharply. According to the 1920 census, 10% of the population belonged to a minority group, (mostly Germans, but also Slovaks, Croatians, Romanians, Serbians, Slovenians). In the next decade, the percentage -and absolute numbers- of all non-Hungarian nationals decreased even further, reaching 8% in 1930 and 7% in 1940.
Thus, Hungary became quite a homogenous nation after World War I and the peace treaty. After World War II, during the communist regime, the borders of Hungary were closed and there was not an issue of migration in prac-
7 Kocsis – Kocsis-Hodosi, 1998.
The integration process and the role of NGOs
The case studies that follow this chapter present two different instances of migrants' relations with the host communities. The conclusions from these instances are that the attitudes of the host communities are of vital importance for the integration of the newcomers, as well as the local inhabitants' perception of the benefits the newcomers bring to the community. The intention of the migrants to settle to the host community for good is a significant factor for their integration, but alone it is not enough The sharing of the local life and the use of local facilities, especially education, seem to be an important factor.
Therefore, it is important to examine how the relationship between the newcomers and the local residents develops, whether the newcomers want to be integrated in the local
society and how such integration can take place, so that the community's cohesion is maintained and strengthened. Being integrated in a local society means more than just knowing each other's values and adapting to the community's norms: it means establishing interaction, cooperation, trust and solidarity between the indigenous members of the community and the newcomers.
When integration is achieved, the newcomer wins a place in the community and its future becomes important for the newcomer. The newcomers take part in the life of the community and become included in it. We can also talk in this case about empathy with the community and the formulation of local identity. This process cannot be realised within a short period; developing a local identity can take many years. Factors that determine this process are the will to be integrated from the side of the newcomers, and the readiness to include them in the community from the side of local residents. There are many aspects that can influence the social integration process and make it faster or slower, such as:
* the size of the local community (population)
* the ratio of immigrants vis-a-vis the local population
* the "social distance" between immigrants and locals
* the presence of family relations and friends of immigrants
* he structure of the local community
* the use of the social infrastructure and services of the community by the immigrants (education, health services, etc.)
* the reticence or openness of the local community
* the differences in culture, languages, ethnicity
* the existence of former stereotypes and preconceptions among the members of the local community.
Local NGOs can play a particular role in the identity-building and integration process, as a community-organising force, capable of bringing together people who share common values, aims and goals. They can also play a significant role in building the civil society, by mobilising and activating people; by strengthening the ties amongst the community members, emphasising civic responsibility, solidarity and trust.
To encourage integration, local NGOs usually embark in two types of activities:
* Firstly, they organise cultural events and social activities which mobilise and bring together the members of the community (locals and newcomers too). These activities help to raise the awareness of the community members, regarding the responsibilities they all have to share; and give the community space to meet, to get to know each other, build trust, and formulate relations and cooperation.
* Secondly, NGOs can provide a starting point for identity building. Inviting newcomers to join them as members or volunteers can strengthen social bonding between the old and new members of the community and create an opportunity for becoming involved in issues that concern the community. 8
Case Study 2.3.1:
A particular example: the extended suburban zone of Bratislava in Hungary
The existence of urban agglomeration zones near big cities, and the suburbanisation process is not a new phenomenon. However, it is rare for a large city's agglomeration zone to cross a border as well. In this example, we are going to examine the case of the capital city of Slovakia, Bratislava, the agglomeration zone of which crosses the Hungarian-Slovak border. As a consequence, many Slovaks have settled n Hungarian villages and smaller cities, being literally immigrants. This case study focuses on how the Slovaks (as incoming immigrants) have (or have not) been integrated in the life of the Hungarian settlements 9 .
did not state any communication problems. It is also interesting to note how they felt about their integration in the local communities, and the reaction of the host community: 80% stated that they were positively received in their new environment, and only 5% had negative experiences in this regard. 13% of the newcomers do not have any contacts with the local residents. (Figure 2)
The suburbanization of Bratislava started in the late 1990s, but the nearby Hungarian settlements only became a migration target after 2004, when the two countries joined the EU, and the borders between the countries opened. Most migrants moved to Hungarian settlements during the years 2007-2009. The main motivation why Slovaks chose these settlements is very simple: the reasonable, more affordable prices of real estate (mainly family houses), and the cheaper life, as well as the attractive environment and the proximity to nature.
The results of a survey carried out in 2010 in the cross-border zone of Bratislava's urban sprawl appear below.
Source: Nárai, 2012
The figure above shows limited knowledge of the migrants about their new place of residence, thus refuting a common belief that a decision to move to another country is based on conscious and planned decisions. The majority of the newcomers are Slovak, and half of them, who moved to Hungary, did not even speak the language. However the immigrants did not see the language as an obstacle, and about 60%
Source: Nárai, 2012
According to the opinions of mayors of the host settlements, most immigrants do not really want to be integrated. Some of them, who enrolled their children in the Hungarian nursery or school system, have made the first big step towards integration. However, most of them still go to work in Bratislava, and take their children to Slovak educational institutions, or use the Slovak healthcare system.
The above show that the integration process has been partially successful. Those who still work and use the services of Bratislava/ Slovakia, do not really take part in the life of their new community. Those who use the local school system, have made a significant step towards integration. However, it also needs to be stressed that, for the integration process to show results, several years are needed.
9 This example is based on the study of Márta Nárai: Inclusion – Social integration of newcomers settling in suburban settlements, 2012. Original title: "Beilleszkedés, befogadás – A szuburbán települsekre beköltözők társadalmi integrációja".
Case Study 2.3.2:
A refugee centre in Hungary – an example of lack of trust from the local community
Since the emergence of the European refugee crisis, Hungary has had to face a large flow of immigrants. Although, in most cases, the immigrants do not want to stay in Hungary, the country had to prepare for and handle the situation. As thousands of people arrived to Hungary, waiting for the onward journey to Western Europe (mainly to Germany or Sweden), the government designated "transit zones" at the big railway stations in Budapest, as well as established 12 refugee centres. One of the refugee centres is in Vámosszabadi. The following case study is based on an interview made with the mayor of the settlement.
The village is located in the suburban zone of Győr, and lies close to the Slovak border. The village currently has 1600 inhabitants, and during the last 20 years the population has grown three-fold. There was a military camp outside the village used by border guards before 1990, but after the democratic transition and the opening of the borders it was abandoned. Five years ago, the Ministry of the Interior decided to establish a refugee camp in the village using this building. Before making the decision, there was no communication between the ministry and the local government or the citizens. Demonstrations started against the refugee camp: the mayor collected 1300 signatures, and protested against the camp. Despite all these actions, the camp opened five years ago.
The refugee camp can host 216 people. However, it has become overcrowded, and nowadays there are more than 700 people living in the camp. The centre is open, and refugees can move without any restrictions. The refugees arriving to Vámosszabadi do not want to stay in Hungary, and generally they stay in the camp for 3-5 days. As a consequence, they do not want to be integrated in the community. The local residents constantly protest against the camp, and they do not want the centre and the refugees in their neighbourhood. They do not want any communication or any connection with the refugees and they also are afraid of them. The local inhabitants are mainly afraid of unknown diseases and they are worried for their children.
As the mayor of the village declared, the local government does not build any connections with the refugees, although they do feel sympathy for them, especially for the families. There are several civil organisations operating in the village. However, they have never looked for any opportunities to cooperate. The situation can be described by the lack of confidence, from both sides, and this prevents any kind of approach or integration process.
Regarding the operation of the refugee camp, one negative and several positive outcomes can be established from the viewpoint of the village. It is a negative fact that community transport is overcrowded due to the many people living in the camp. Although, the number of crimes, burglaries, and robberies did not increase in the examined period, the mayor sees the growth of the refugees' number as a potential threat. Positive outcomes also occurred for the village: the police station was strengthened, a security camera system was installed, and the village received more financial support.
There is another side to the integration, as the mayor of the village said: "we are an inclusive community. Several Ukrainians, Slovaks live in our village, who have been integrated in the community, and they also participate in the events organised by the village. They speak Hungarian, and some of them are members of civil organisations. They live here, they have their job and their home here."
As the case study of Vámosszabadi shows, the lack of confidence between the immigrants and the local community can be the main obstacle of the integration process. As long as the local society is not open, there are very little opportunities for communication between the two groups. The confidence should be increased, and rural civil organisations could play a decisive role in this regard. | <urn:uuid:223815f7-d6c1-46ee-a4fd-54b690d1a3a1> | CC-MAIN-2024-22 | https://regscience.hu/server/api/core/bitstreams/d43f0ea7-ceaf-4640-80fe-6671b064bdd4/content | 2024-05-25T23:44:10+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058858.81/warc/CC-MAIN-20240525222734-20240526012734-00750.warc.gz | 398,534,359 | 2,796 | eng_Latn | eng_Latn | 0.998363 | eng_Latn | 0.998586 | [
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6-Digit by 2-Digit Multiplication (B)
Name:
Date:
Calculate each product.
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Elm Class Activities w/b: 19.11.18
Dear Parents and Carers,
This week the children will be learning to:
- Count and represent numbers 1-10 by printing with numicon blocks.
- Learn the letter sound (phoneme) for letter t. The character for this letter is a tower. The rhyme for the formation of this letter is 'Down the tower, across the tower'. It would be great if you could bring in something beginning with t for our sound box!
- Sing the songs for our Nativity Performance of 'Away in a Manger.' We will also be reading Nativity stories so that children understand the reason for the songs.
Please remember to look at your child's learning diary on line and add observations of your own. We would love to know what the children have been saying about their learning at home.
PEEP group this week: Friday mornings from 8.50 – 9.30am.
This week we will be making bird feeders to take home and hang in the garden to help feed the birds during the winter. This activity is part of our theme about the seasons.
We hope you can join us! | <urn:uuid:254f663a-1dea-435b-97aa-f844f5a53eec> | CC-MAIN-2021-21 | https://kingfisher-school.s3.amazonaws.com/uploads/lettershome/Nursery-Parent-letter-week-3.pdf?t=1542628276 | 2021-05-09T00:57:11+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00508.warc.gz | 381,664,087 | 238 | eng_Latn | eng_Latn | 0.997658 | eng_Latn | 0.997658 | [
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Challenge Guide
The fish model below is a representation of a fish living today in the following environment:
- Clear shallow waters with nearby reef.
- Quick prey that normally travel just above the ocean floor.
- Quick predators that attack from behind.
Fast forward 500,000 years and the environment has gradually changed. The fish lives in an environment with the following characteristics:
- Murky, shallow water with minimal light and no reef.
- Slow, armored prey living just beneath the sand on the ocean floor.
- Slow predators that attack from above.
Your challenge is to design a new fish model with external structures common in the type of environment described above. The model's purpose is to assist you in explaining how particular external structures function in order to help the organism to survive in this environment. Below are your tasks:
Iteration 1
1. Each person in your group brainstorms ideas and draws a diagram (paper and pencil) of the model.
2. Discuss your models with your small group. | <urn:uuid:24b962ba-1179-4cbe-8421-8f58f4cd9b1b> | CC-MAIN-2021-21 | https://static.nsta.org/connections/elementaryschool/201701McConnellChallengeGuide.pdf | 2021-05-09T01:28:52+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00509.warc.gz | 554,542,359 | 199 | eng_Latn | eng_Latn | 0.998701 | eng_Latn | 0.998701 | [
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Elm Class Activities w/b: 11.6.18
Dear Parents and Carers,
The children are really excited about our new enquiry Can we build it?' They are really keen to finish the sentence with 'Yes we can!'
They enjoyed looking at building materials and so we set up the outdoor area as a building site and even added some 'cement' made from mixing flour, water and sand together. Children have been applying this mixture to the foam bricks to build a wall!
This week the children will be able to:
- Play in our role play area (now the house of the Three Little Pigs). Children will have opportunities to act out and re-tell the story.
- Order, count and represent numbers – our sensory tray has different examples of numbers and mark making tools so children can practice writing them.
- Investigate building materials at the Investigation Station.
- Use the outdoor area to develop large motor skills – riding bikes, using the climbing apparatus, moving and building with large blocks.
- Learn how to segment and blend sounds in words e.g. sounding each individual sound in words such as cat, hat, zip.
- Please remember to keep practising name writing at home – the children are trying very hard at school to develop this skill, but it would really support them if they can continue this at home.
There is just one rhyme to learn this term and it's an alphabet song. We are learning this song to perform at our class assembly on Thursday, 5 th July. You are invited to come and join us as we sing the song to the rest of the school!
PEEP group this week Friday 9-9.45am:
Come and join us as we make the characters from the story the Three Little Pigs for children to take home. | <urn:uuid:0c2964d1-f9e1-4e31-ab37-28289be06fa7> | CC-MAIN-2021-21 | https://kingfisher-school.s3.amazonaws.com/uploads/lettershome/Nursery-Letter-Term-6-Week-2.pdf?t=1528989920 | 2021-05-09T01:27:25+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00512.warc.gz | 367,036,831 | 362 | eng_Latn | eng_Latn | 0.998271 | eng_Latn | 0.998271 | [
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A SURVEY OF THE OLD TESTAMENT: Nehemiah
"A Final Stand"
Title: Nehemiah
Summary: "Nehemiah, with God's assistance in overcoming challenges, leads the Jews in rebuilding the walls of Jerusalem
* Nehemiah– "Jehovah ______________________"
* Nehemiah was originally combined with Ezra.
o Josephus
o Some early Christian authorities
o The LXX also grouped them together as "Esdras B".
* The books were split again into 1 and 2 Ezra by the Vulgate.
Author:
* Nehemiah's book is developed from his own first-person perspective.
* But ______________________ might have done the actual writing.
o Jewish and Christian traditions record Ezra as the author and combined Ezra and Nehemiah into one book.
o The "hand of the Lord" theme that is reflected throughout both books may point to a single author.
* What was Nehemiah's role as Artaxerxes' cup-bearer?
o It may have been a hereditary station for a _________________ family.
o He could control access to the king and influence the king's disposition toward their requests.
o Cup-bearers were the ______________________ people to the king.
* Ezra: a scribe
o He was qualified to write since he was a "man of letters."
o Scribes could access the government's administrative documents.
o Scribes were responsible for recording ______________________.
* The book of Nehemiah was probably written by Ezra at Nehemiah's request (and possibly with his dictation) to serve as a record of his actions that he would present to ________________________ when he returned to Persia.
Date:
* Nehemiah's book was written during his governorships of Jerusalem from 446 – 424 BC.
Key People:
* Nehemiah
* Ezra
* Sanballat
* ___________________
* Geshem
Background and Setting:
* Zerubbabel and Joshua led the first return to Israel.
* Ezra led the second return to Israel.
* Nehemiah's _______________ returned to Persia and told him about the situation in Jerusalem.
o The remnant was in great affliction and approach.
o The _________________ were broken down and the gates were burned.
Overview:
* Nehemiah in Persia (1:1-2:8)
o The state of Israel and Jerusalem
o Nehemiah's prayer of ____________________
o Nehemiah's petition to King Artaxerxes
* Nehemiah in Jerusalem the first time (2:9-12:47)
o Nehemiah arrives and scouts the city
o _______________________ and Tobiah begin their opposition
o Beginning the wall
o Opposition continues
o Construction continues in the face of ________________ threats.
o Complaints of financial oppression.
o The wall is completed.
o Continued intimidation and opposition.
o A genealogical record of the people.
o ________________ leads a religious service and observing the Feast of Tabernacles.
o The reinstitution of the priestly order.
o Bringing people to ____________________.
o The Levites come and reinstitute worship.
* Nehemiah in Jerusalem the second time (13)
o Nehemiah returns to Israel from Persia.
o Tobiah's _____________________ of the temple.
o Dealing with Sabbath breakers.
o Dealing with those who had married ___________________ women.
Key Word:
_______________________
* Used for protection and defense.
* Nebuchadnezzar built three walls forty feet high around ____________________. These were wide enough for chariots to race on.
* Jerusalem's walls were destroyed by Nebuchadnezzar.
* Without a wall, Jerusalem was weak and ________________________.
Key Word:
_________________________
* Most summaries of the book of Nehemiah focus on the word "build."
* The book teaches about building God's work.
* But it is especially targeted to those who are building God's work in the face of _______________________.
* When we read Nehemiah, we learn how to build God's work, even under heavy opposition.
Key Theme:
* God placed His __________________ upon Nehemiah specifically for a specific task.
o God put him into a key place of leadership in Persia.
o He gave him determination and the ability to lead people.
o God blessed His desire to work for Him.
* God still places His hand on people to do a specific work.
* _________________________ amidst opposition
o Nehemiah's project was continually opposed by Israel's enemies.
- Nehemiah was mocked.
- The Israelites received violent threats.
- The Israelites were invited to _______________________.
- Nehemiah was tempted to sin out of fear.
* Every time opposition came, Nehemiah was able to resist and counter effectively because he trusted in God.
Key Doctrines:
* Nehemiah's perseverance through opposition demonstrates a key doctrine: God loves _______________________.
* God's perspective on obedience has not changed since Nehemiah's time.
Application: Let us continue forward in our work regardless of the opposition that comes our way. | <urn:uuid:6c53f880-e418-4e7b-86cb-32343aa752d5> | CC-MAIN-2021-21 | http://www.calvaryottawa.org/content/sermons/notes/OTSurvey/2018_0321_A_Survey_of_the_Old_TestamentNehemiah.pdf | 2021-05-09T02:37:48+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00511.warc.gz | 64,000,478 | 1,019 | eng_Latn | eng_Latn | 0.988156 | eng_Latn | 0.993343 | [
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Earth's future in being written in fast-melting Greenland
03:35, Aug 21 2019
Before and after pictures show Greenland's rapid ice melt from space
The scale of the melt in Greenland during the August heatwave is difficult to comprehend but satellite imagery shows the true extent of the thaw.
This is where Earth's refrigerator door is left open, where glaciers dwindle and seas begin to rise.
New York University air and ocean scientist David Holland, who is tracking what's happening in Greenland from both above and below, calls it "the end of the planet." He is referring to geography more than the future. Yet in many ways this place is where the planet's warmer and watery future is being written.
It is so warm here, just inside the Arctic Circle, that on an August day, coats are left on the ground and Holland and colleagues work on the watery melting ice without gloves. In one of the closest towns, Kulusuk, the morning temperature reached a shirtsleeve 10.7 degrees Celsius.
FELIPE DANA
Brian Rougeux, NYU Field Safety Officer, walks after installing a flag to help identify a GPS position at the Helheim glacier, in Greenland.
The ice Holland is standing on is thousands of years old. It will be gone within a year or two, adding yet more water to rising seas worldwide.
Summer this year is hitting Greenland hard with record-shattering heat and extreme melt. By the end of the summer, about 400 billion metric tons of ice - maybe more - will have melted or calved off Greenland's giant ice sheet, scientists estimate. That's enough water to flood Pennsylvania or the country of Greece about 35 centimetres deep.
In just the five days from July 31 to August 3, more than 53 billion metric tons melted from the surface. That's over 40 billion tons more than the average for this time of year. And that 58 billion tons doesn't even count the huge calving events or the warm water eating away at the glaciers from below, which may be a huge factor.
FELIPE
DANA
A helicopter flies over hundreds of icebergs floating near the Helheim glacier, in Greenland.
And one of the places hit hardest this hot Greenland summer is here on the southeastern edge of the giant frozen island: Helheim, one of Greenland's fastest-retreating glaciers, has shrunk about 10 kilometres since scientists came here in 2005.
Several scientists, such as NASA oceanographer Josh Willis, who is also in Greenland, studying melting ice from above, said what's happening is a combination of man-made climate change and natural but weird weather patterns. Glaciers here do shrink in the summer and grow in the winter, but nothing like this year.
Summit Station, a research camp nearly 3200 metres high and far north, warmed to above freezing twice this year for a record total of 16.5 hours. Before this year, that station was above zero for only 6.5 hours in 2012, once in 1889 and also in the Middle Ages.
This year is coming near but not quite passing the extreme summer of 2012 - Greenland's worst year in modern history for melting, scientists report.
"If you look at climate model projections, we can expect to see larger areas of the ice sheet experiencing melt for longer durations of the year and greater mass loss going forward," said University of Georgia ice scientist Tom Mote. "There's every reason to believe that years that look like this will become more common."
A NASA satellite found that Greenland's ice sheet lost about 255 billion metric tons of ice a year between 2003 and 2016, with the loss rate generally getting worse over that period. Nearly all of the 28 Greenland glaciers that Danish climate scientist Ruth Mottram measured are retreating, especially Helheim.
At Helheim, the ice, snow and water seem to go on and on, sandwiched by bare dirt mountains that now show no signs of ice but get covered in the winter. The only thing that gives a sense of scale is the helicopter carrying Holland and his team. It's dwarfed by the landscape, an almost imperceptible red speck against the ice cliffs where Helheim stops and its remnants begin.
Those ice cliffs are somewhere between 70 metres and 100 metres high. Just next to them are Helheim's remnants - sea ice, snow and icebergs - forming a mostly white expanse, with a mishmash of shapes and textures. Frequently water pools amid that white, glimmering a near-fluorescent blue that resembles windshield wiper fluid or Kool-Aid.
Summer 2019 is hitting Greenland hard with record-shattering heat and extreme melt.
As pilot Martin Norregaard tries to land his helicopter on the broken-up part of what used to be glacier - a mush called a melange - he looks for ice specked with dirt, a sign that it's firm enough for the chopper to set down on. Pure white ice could conceal a deep crevasse that leads to a cold and deadly plunge.
Holland and team climb out to install radar and GPS to track the ice movement and help explain why salty, warm, once-tropical water attacking the glacier's "underbelly" has been bubbling to the surface
"It takes a really long time to grow an ice sheet, thousands and thousands of years, but they can be broken up or destroyed quite rapidly," Holland said.
Holland, like NASA's Willis, suspects that warm, salty water that comes in part from the Gulf Stream in North America is playing a bigger role than previously thought in melting Greenland's ice. And if that's the case, that's probably bad news for the planet, because it means faster and more melting and higher sea level rise. Willis said that by the year 2100, Greenland alone could cause more than 1 metre of sea level rise.
So it's crucial to know how much of a role the air above and the water below play.
"What we want for this is an ice sheet forecast," Holland said.
FELIPE DANA
Brian Rougeux, NYU Field Safety Officer, installs a GPS antenna at the Helheim glacier.
In this remote landscape, sound travels easily for miles. Every several minutes there's a faint rumbling that sounds like thunder, but it's not. It's ice cracking.
In tiny Kulusuk, about a 40-minute helicopter ride away, Mugu Utuaq says the winter that used to last as much as 10 months when he was a boy can now be as short as five months. That matters to him because as the fourth-ranked dogsledder in Greenland, he has 23 dogs and needs to race them.
They can't race in the summer, but they still have to eat. So Utuaq and friends go whale hunting with rifles in small boats. If they succeed, which this day they didn't, the dogs can eat whale.
"People are getting rid of their dogs because there's no season," said Yewlin, who goes by one name. He used to run a sled dog team for tourists at a hotel in neighbouring Tasiilaq, but they no longer can do that.
FELIPE DANA
New York University air and ocean scientist David Holland, left, and field safety officer Brian Rougeux, right, are helped by pilot Martin Norregaard as they carry antennas out of a helicopter to be installed at the Helheim glacier.
Yes, the melting glaciers, less ice and warmer weather are noticeable and much different from his childhood, said Kulusuk Mayor Justus Paulsen, 58. Sure, it means more fuel is needed for boats to get around, but that's OK, he said.
"We like it because we like to have a summer," Paulsen said.
But Holland looks out at Helheim glacier from his base camp and sees the bigger picture. And it's not good, he said. Not for here. Not for Earth as a whole.
"It's kind of nice to have a planet with glaciers around," Holland said.
At the bottom of a glacier in Greenland, climate scientists find troubling signs
By Mary Ilyushina andFrederik Pleitgen, CNN
Updated 1530 GMT (2330 HKT) August 19, 2019
Kulusuk, Greenland (CNN) On one of the hottest days this summer, locals in the tiny village ofKulusuk, Greenlandheard what sounded like an explosion. It turned out to be a soccer field's worth of ice breaking off a glacier more than five miles away.
Greenland lost 12.5 billion tons of iceto melting on August 2, the largest single-day loss in recorded history and another stark reminder of the climate crisis.
Kulusuk is also base camp forNASA's OMG (Oceans Melting Greenland)program. OMG scientists traveled to the world's biggest island this year after aheatwave scorchedthe United States and Europe, smashing temperature records andtriggeringthe mass melting of its ice sheet.
NASA oceanographer Josh Willis and his team are investigating how the ice is being attacked not only by rising air temperatures but also by the warming ocean, which is eating it away from underneath.
A remodeled World War II DC-3 plane, now called Basler BT-57, takes a group of OMG researchers around the coast of Greenland. From the air the crew launch special probes through the ice floor, which then transmit data on temperature and salinity, which is used to plot possible sea level rises and what they would mean for humanity in the future.
"There is enough ice in Greenland to raise the sea levels by 7.5 meters, that's about 25 feet, an enormous volume of ice, and that would be devastating to coastlines all around the planet," said Willis. "We should be retreating already from the coastline if we are looking at many meters [lost] in the next century or two."
NASA took CNN on a dramatic flight over Helheim -- one of the largest glaciers on Greenland and the fastest flowing on the eastern edge of the island. Helheim, named after the realm of the dead in Norse mythology, is majestic, standing at more than four miles wide and roughly the height of the Statue of Liberty.
As our plane approached Helheim, the scientists spotted an ice-free "lake" at the very front of the glacier, something they said they don't see often. The probes also brought back troubling data -- Helheim was surrounded by warm water along its entire depth, more than 2,000 feet below the surface.
"It's very rare anywhere on the planet to see 700 meters of no temperature variation, normally we find colder waters in the upper hundred meters or so, but right in front of the glacier it's warm all the way up," said Ian Fenty, climate scientist at NASA. "These warm waters now are able to be in direct contact with the ice over its entire face, supercharging the melting."
Ice-free "lake" at the front of Helheim glacier seen from a DC-3 plane.
Helheim has become famous in recent years as it has been retreating at a stunning rate. In 2017, the glacierlost a whopping two miles, and a year later scientists from New York University captured a miles-long ice column break off the glacier's front. The melt doesn't seem to be slowing this year either.
"It retreats by many meters per day, it's tens of meters per day. You can probably set your iPhone on timelapse and actually see it go by," Willis says as the data flashes up on his phone screen.
Glaciers like Helheim, and even the much smaller ones around villages like Kulusuk, are powerful enough tomakethe global sea level rise by half a millimeter in just a month -- something NASA researchers say cannot be ignored.
"Greenland has impacts all around the planet. A billion tons of ice lost here raises sea levels in Australia, in Southeast Asia, in the United States, in Europe," Willis said. "We are all connected by the same ocean."
Even though most still think of rovers and other planets when they think of NASA missions, in the 50 years since the moon landing, the public perception of what the agency should pour its resources into seems to be shifting. According to a recentstudy from the Pew Research Center, a majority of Americans now think that NASA's top priority should be monitoring key parts of Earth's climate system rather than sending a man to Mars.
And the OMG is just one of the projects looking at our home planet that NASA has been bulking up in the past few decades. As the budget of NASA's Earth Science Division increases, the agency is lining up at least two new satellites and exploration programs to track natural hazards. | <urn:uuid:1ec24321-47f6-4d82-9138-845aa9f91571> | CC-MAIN-2021-21 | https://dhushara.com/Biocrisis/19/8/fastmelt.Reduce%20to%20300%20dpi%20average%20quality%20-%20STANDARD%20COMPRESSION.pdf | 2021-05-09T01:31:57+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00511.warc.gz | 221,056,056 | 2,684 | eng_Latn | eng_Latn | 0.999145 | eng_Latn | 0.999368 | [
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Counting to/from 100 Sequences (5)
Name:
Date:
* Complete the 'Counting to 100' sequences... | <urn:uuid:f601ad69-592d-4569-9617-548b51a90b30> | CC-MAIN-2021-21 | http://www.snappymaths.com/counting/counting2/resources/counttofrom100seq5.pdf | 2021-05-09T01:38:48+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00513.warc.gz | 85,173,573 | 27 | eng_Latn | eng_Latn | 0.674197 | eng_Latn | 0.674197 | [
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Rivers Instructional Case: A series of student-centered science lessons
Lesson 3
Vocabulary Card Sort
Suggested Timeline
25 minutes
Materials
* Pictures of stream vocabulary
* Vocabulary cards
* Index cards
Prep
1. Print, laminate and cut out a set of cards.
2. Create one set for each group of four students.
Summary
A vocabulary card sort introduces the geologic features they may observe in a stream table lab. Students experience a model of a stream table to form an understanding of the different variables that can shape a river and its surroundings. The teacher administers a card sort to review/introduce vocabulary pertaining to stream table. This card sort will be used as a guide to identify features the student may see during the stream table lab activity. The students will then question and review each other using the Quiz, Quiz, Trade protocol.
Objective
* Students will match the stream vocabulary to a picture
* Students formulate questions and review key terms from the previous lessons in this instructional case.
Teacher Background Knowledge
Research has shown that implementing a systematic and principled approach to teaching and learning vocabulary is a vital component in language learning and reading development. Notice that the vocabulary has not been "front-loaded" but rather fits into lesson 3 after the students have completed two hands-on inquiry activities. This is because the students have had the opportunity to interact with the vocabulary terms doing an activity and seeing the vocabulary in context. The students have received indirect vocabulary instruction through the interaction of the vocabulary words in context with the activities. Direct instruction must also be provided in order to encourage quantity of receptive word knowledge before quality growth will occur. 1 This handson activity allows students to see the pictures with the vocabulary word and definitions. Note that these cards can also stay on the table as a resource for students when participating in the Stream Tables activity in lesson 4. The Quiz, Quiz, Trade protocol 2 is an academic discourse strategy to review the vocabulary learned in this instructional case. This student-centered technique allows students to craft questions and check the answers with their peers.
1 Beck, I. L., M. G. McKeown & L. Kucan. (2002).Bringing Words to Life. New York:The Guilford Press
2 Beauchamp, A., Kusnick, J., & McCallum, R. (2011) Success in science through dialogue, reading and writing. Davis, CA: The Regents of the University of California, Davis.
Lesson 3
Standards 34
NGSS Performance Expectations:
This lesson supports students in progressing toward the NGSS Performance Expectation.
MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth's materials.]
Assessment Boundaries: Assessment does not include the identification and naming of minerals.
3 NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, D.C.: The National Academies Press.
4 National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
Down by the River
Lesson 3
Down by the River
Prior Knowledge
In grades 3-5, students have learned that wind and water change the shape of the land and that rainfall helps to shape the land and affects the types of living things found in a region. Moreover, students have learned that water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around.
In the previous two lessons, students have generated questions and made predictions regarding river movements. Students then make predictions and use a model of sediment tubes as a way of making predictions about river movements from the mountain ranges to the flatlands and to the ocean.
Lesson
1. Distribute the vocabulary cards and pictures
2. Explain to the students that they are to pair up a vocabulary card with its picture
3. Debrief with the students and verify correct responses to the card sort. Here are some questions to debrief with the students:
a. Why did you put that picture with that word?
b. Which was the hardest picture to match?
c. What does the mouth of a stream mean?
First Round
4. Have students write one question about the vocabulary material on an index card. Students will write the answer on the other side. At this time, students can use their own knowledge, the book, or other resources to help them write a thoughtful question and to double check their answer.
5. Have each student find a partner and the student will ask the question then waits for the partner to try and answer the question.
6. The opposite student then asks their question and waits for the other partner to answer the question. Go over with your students the different levels of questioning:
Page
4
of
4
Lesson 3
Down by the River
Second Round
7. Students now repeat the process but move on to higher order questions such as "application/synthesis" questions.
Potential Pitfalls
Students may mix up alluvial fan and delta. Students may also not know what the mouth of a stream is. Students also have to know the different levels of questioning and it is important for the teacher to differentiate the levels of questioning for students. Students will also have trouble coming up with different higher order questions. | <urn:uuid:d9feeb84-2606-485a-a808-304785c849b4> | CC-MAIN-2021-21 | https://teachearthscience.org/Resources/Rivers_3%20Lesson.pdf | 2021-05-09T02:12:46+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00512.warc.gz | 583,858,792 | 1,172 | eng_Latn | eng_Latn | 0.981464 | eng_Latn | 0.997536 | [
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Elm Class Activities w/b: 5.3.18
Dear Parents and Carers,
The weather was a bit of a distraction last week, but we hope the children were able to take the opportunity to enjoy safely playing in the snow! Now that the weather has returned to normal we will be able to continue with our activities.
This week the children will be:
- Counting and comparing groups of objects by counting 'magic beans'. Children are also learning to write numbers.
- Playing in our outdoor role play area which is set up as a garden centre. Children will be learning about number by 'buying' things from the garden shop and developing their understanding of letters and sounds by writing shopping lists. We also have some seed potatoes and cress seeds to plant this week.
- Learning about measures through building beanstalks with the construction sets and measuring each other using our class height chart.
- Recognising and writing the letter w as we continue learning about letters and sounds. The character for this letter is a worm (please refer to your alphabet sheet) and the rhyme for the formation of this letter is 'down and up, down and up'. Please remember to support your child in writing the letters and also writing their first name.
Our rhyme of the week is '5 little ducks went swimming one day'.
PEEP group this week Friday 9-9.45am:
Come and join us as we make height charts (disguised as beanstalks!). This activity has been carried over from last week.
Baby photos:
As part of our growth/change over time theme, can I ask that your child brings in a photo of when they were a baby. We would like to give the children the opportunity during key group times to talk about how they have changed. We will endeavour to take very good care of the photos, but it will help if the photos are named. | <urn:uuid:2183cddf-b72f-44b0-a9cf-64161da92fe0> | CC-MAIN-2021-21 | https://kingfisher-school.s3.amazonaws.com/uploads/lettershome/Nursery-Parent-Letter-Week-3.pdf?t=1520329499 | 2021-05-09T01:03:28+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00513.warc.gz | 370,508,691 | 380 | eng_Latn | eng_Latn | 0.999392 | eng_Latn | 0.999392 | [
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Dear Parents and Carers,
This week the children will be learning to:
- Name and describe shapes through playing with and arranging them.
- Observe change over time as they plant turnip and cress seeds. We are hoping to be able to eat our produce in time!
- Learn the letter sound (phoneme) for letter g. The character for this letter is a girl. The rhyme for the formation of this letter is 'Round her face, down her plait and give it a curl.' It would be great if you could bring in something beginning with g for our sound box!
I am also going to send home the rhymes so that children can practice at home. Some of the children are showing an interest in writing their names so the sheet will help you to support them with letter formation.
With 'change over time' in mind, please can your child bring in a baby photo? We find that this activity is good for developing language around how the children have grown, similarities and differences from when they were babies.
Our rhyme of the week is 'Share the Turnip.' A song to the tune of Row, Row, the Boat!
Please remember to look at your child's learning diary on line and add observations of your own. We would love to know what the children have been saying about their learning at home. If you do not have access to your child's diary at home, please ask to use one of our school I pads. You could add your observations during PEEP group time.
PEEP group this week: 8.50-9.30am.
We are planning to make turnip soup (with other vegetables!) and we will need lots of help chopping the ingredients. Our school cook will then cook it for us in the kitchen. A member of staff from the Children's Centre will also join us each week and you can talk to them about the services they provide. Many of these services are accessible all year round.
Just a reminder:
There will be class photos on Wednesday so please make sure your child is in the correct school uniform. | <urn:uuid:c2c68871-fb61-4d4b-aa7a-829793b7017f> | CC-MAIN-2021-21 | https://kingfisher-school.s3.amazonaws.com/uploads/lettershome/Nursery-Parent-letter-Week-4-Term-4.pdf?t=1552993097 | 2021-05-09T00:36:46+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00512.warc.gz | 367,126,831 | 419 | eng_Latn | eng_Latn | 0.999125 | eng_Latn | 0.999125 | [
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Make a Hot Air Balloon
A hot air balloon can be used to demonstrate how hot air rises in the atmosphere by buoyancy. This document describes how to make a hot air balloon. There are hazards associated with making the balloon including a burn hazard with a heat gun and outgassing from melting plastic. The balloon should be made prior to class. The balloon is sturdy and can be used many times.
Materials
* Hot air gun (heat gun)
* Painters tarp, ~0.3 mil thick plastic sheet
* Meter sticks
* String
* Permanent marker
* Hair dryer (with hot and cool settings)
Instructions for Making the Balloon
1 Cut a piece of the painter's tarp about twice the size of the finished balloon that you want to make.
2 Lay the plastic sheet flat on a large table and fold in half. You will have a rectangular shape where one of the edges is the fold. The other three edges will need to be sealed. Since a heat gun will be used to seal the edges, the table top must be protected and noncombustible.
3 Fold one of the unfinished edges about 1 inch from the edge and secure with a meter stick.
4 IT IS IMPORTANT THAT THIS STEP BE DONE IN A SPACE WITH GOOD VENTILATION. With the heat gun on high, seal the edge that you just folded and secured with the meter stick by quickly moving the heat along the edge. The plastic sheet will quickly melt and seal the edge. It is important to keep the heat gun moving so that you don't overheat or burn the plastic.
5 Repeat with the other two unsealed edges. In one of the edges, leave a section about 3-4 inches unsealed in a corner so that the hair dryer may be inserted to inflate the balloon.
6 Mark the unsealed corner with a marker to make it easy to find to inflate.
7 Tie a string around one of the corners as a tether so that the balloon does not fly away when you fill it.
To demonstrate how hot air rises, it is good to have two balloons so that you can fill one with room temperature air and the other with hot air. Have students predict what will happen before you fill each balloon. It is important to fill the balloons with a hair dryer – do not use the heat gun since that will melt your balloon.
When the air is heated, the average kinetic energy of the air molecules increases. The energy of the collisions between the molecules causes the distance between the molecules/atoms to increase and result in the expansion of the gas. The higher volume of the gas results in it having a lower density than the surrounding air and the balloon rises buoyantly.
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Your Standards of Integrity
These are your personal keys to excellence.
Your Standards of Integrity are your core values.
Your Standards of Integrity are the basic desirable qualities you possess that give your life meaning and relevance. You don't have to invent them because, like your power to be willing, they already exist within you. Your job is to uncover them and then contribute them to others. "Standards" has a double meaning. First, it means values. A second meaning is that it is a flag or banner that you fly in front of you. It's what you "stand" for.
A) To Do: List in the box below or on a separate sheet people who have qualities you admire. Write their names on the left. Take your time and reach back into your past. You may know these people or just know of them. They may be living or dead. Real or from stories.
B) To Do: Survey your list. Look at each name, starting with the first and working down. In the box below, record the qualities or traits you admire about the person on the right. A quality is something that inspires you, such as loyal, intelligent, adventurous, courageous, creative, truthful, and so on. Go to the next person on the list. If that person shares qualities with the first, simply put a check mark next to that attribute. List any additional traits not found in the first person. As you proceed you will develop a list of qualities, with check marks that indicate when that quality was noted more than once.
C) To Do: Starting from the top of your list, look at each trait. Spend a few moments contemplating each attribute. Ask yourself— does reading this word, aloud or to myself, warm my heart, if only for a moment? Do I like being in the presence of people who have this quality?
Repeat this process until you have contemplated each word on your original list. Write the ones that resonate with you in the 1 st box on page 2. You may find you have transferred all or just a few of them. Quantity is not important. What matters is that you are willing to see what touches your heart. If one or two other traits occur to you as you do this, write them down as well.
3380 Trickum Road Bldg. 1300/ Suite 100 • Woodstock • GA • 30188 • (770) 726-1256
Qualities That Warm My Heart
D) To Do: Each trait you list in the box above has significance and meaning for you. That is because you possess the receptor site for it in your heart. What you have before you—the list of your Standards of Integrity—is the blueprint for your personal power. You possess the qualities you listed. They are part of your nature. You can't get rid of them, no matter what you do.
Take this list and print it on a three-by-fiveinch card (example follows).
At the top of this list, write: "These are my Standards of Integrity." At the bottom of the list, write: "I know these are mine because I see them in others." Keep this card with you and look at it often.
Follow-up Practices:
To Do: Take your integrity card with you and read it at least once a day for one week. Become familiar with Your Standards. Get used to the possibility that they really do describe your authentic nature. After a week, ask yourself if you have noticed any changes in your relationships with others. You may see a subtle shift in your behavior, mood, and conversations.
To Do: Record your observations about yourself in your notebook. When you are aware of your
Standards of Integrity, is it easier to communicate with others? Do you think before you speak? Do you let them "in" a little closer? Observe yourself. If you do, you will be practicing a skill that is essential to the hero's journey.
These are my Standards of Integrity:
I know these are mine because I see them in others!
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Science: Electricity
Children will identify common appliances that run on electricity and construct a simple series electrical circuit. Through this they will identify and name its basic parts, including cells, wires, bulbs, switches and buzzers. Children will also work scientifically to develop their understanding of electricity and circuits.
PE Rugby SAQ and Fitness
Maths
Languages
Art
The children will participate in weekly Italian sessions leaning greetings and introducing themselves, the purpose of which is to fine tune fluency and intonation. Pair work will be a major feature of each lesson to ensure children have the maximum time possible to develop their speaking and listening skills.
Children will use their sketchbooks to record their observations and use them to review and revisit ideas. They will continue to develop their mastery of art and design techniques including drawing. Throughout this topic, children will begin to learn about great artists and architects in history.
Year 4 Autumn 1
Number – place value & Calculations
Children will learn to understand and represent the value of each digit within a four digit number and order and compare these numbers.
Children will count in various multiples of given numbers and count backwards through zero.
Children will learn the Roman number system.
Children will perform various operations using skills and knowledge they have learned.
R.E.
What do we know about the Bible and why is it important to Christians?
English
Linked to text – The Boy in the Dress – David Walliams
Poetry – War Girl – George Layton
Reading focus – Apply their growing knowledge of root words, prefixes and suffixes to read aloud and understand the meaning of new words.
Writing focus – Use further prefixes and suffixes and understand how to add them. Write from memory simple sentences that include words and punctuation taught so far.
SP & L focus – To participate in discussions by listening to others and building on from what has been said.
Computing
Using Espresso coding children will design, write and debug programs that accomplish specific goals. They will begin to use logical reasoning to explain how some simple algorithms work and detect and correct simple errors.
Children will also learn the importance of using technology, safely, respectfully and responsibly.
Music
Whole Class Brass
RRSA
Article 1: Everyone under the age of 18 has all the rights in the Convention
History
Why did the Romans march through County Durham?
Looking at local history, children will begin to identify features of Roman army and British campaign. They will develop an understanding chronology, causation and consequence, using information texts and representations of the past to support this. | <urn:uuid:1565273b-7b8d-44d4-9338-786886dee880> | CC-MAIN-2021-21 | https://www.wingateprimaryschool.durham.sch.uk/wp-content/uploads/sites/245/2020/09/Y4-Autumn-1-Half-Term-2020.pdf | 2021-05-09T02:27:08+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00513.warc.gz | 1,121,490,519 | 514 | eng_Latn | eng_Latn | 0.996705 | eng_Latn | 0.996705 | [
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Food waste diary
Use your first week to track how much food you throw away, and your second week to see how much you can save.
How much food was thrown away?
Be creative with how you record the amount of food thrown away. You could draw pictures, take photos or simply use numbers. Keep it simple to make it easy for you to add up how much of this food has been thrown away at the end of this week.
When was it thrown away?
Make sure to note down the meal when the food was wasted. We've added the first letter of each meal time at the top of these columns:
* L is for Lunch
* B is for Breakfast
* D is for Dinner
* O is for Other
* S is for Snacks
Asto-nosh-ing food facts:
Get inspired to cut down on food waste with these asto-nosh-ing facts:
* Every day 20 million slices of bread are thrown away in UK homes. This could have fed breakfast to 10 million people and, a year's worth of wasted bread slices, laid end-to-end, could circle the Earth from pole-to-pole 28 times.
* Around 3 million glasses of milk are chucked away in the UK each day. This is enough to fill 110 Olympic-sized swimming pools every year.
* At least 1/3 of all edible food produced across the world never gets eaten. This is enough to feed 2 billion people – just over 1/4 of the world's population.
* An average British family can save £840 a year if they stopped throwing their food in the bin. This could go towards a holiday, buy 28 winter coats for young people, or pay for 32 family trips to the cinema.
Track your food footprint
Bread
The amount of bread thrown away in UK homes in 2012 weighed the same as three adult blue whales!
Did you know?
Track your food footprint
Milk
Around three million glasses of milk are chucked away in the UK each day!
Did you know?
Track your food footprint
Potatoes
Enough potatoes were thrown away in UK homes in 2012 to make roast potatoes for the whole country on Christmas Day for 48 years (half a century!)
Did you know?
Track your food footprint
Meat, fruit, vegetables and others
Nearly 1 million bananas were thrown away each day in UK homes in 2012 - enough to make 460,000 banana breads!
Did you know?
How much can you save?
Bread
Why not pop your spare bread in the freezer and never bin a slice again?
How much can you save?
Milk
A lot of milk is chucked away as it's gone off and and not been used in time. Keep your fridge at a cool 5 °C or below to make it last longer.
Chill the fridge!
How much can you save?
Potatoes
There are many ways to cook and eat potatoes – why not vary your dish? Try mash, gratin, fries, frittata and more.
Bring diversity to your plate!
How much can you save?
Meat, fruit, vegetables and others
Then you can buy what you need rather than buying a huge bag and chucking half of it in the bin!
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Year 7 Music Ark Globe Academy Remote Learning Spring Term Pack 4
1 –
2 –
WEEK 1
Date: _________
Complete the table with your own research on the different steel pans
Stretch: Describe how the steel pans work together and how the sounds work.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
WEEK 2
Date: _________
Create a poster that explain what syncopation is and what a syncopated rhythm looks.
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What is learning
Lesson structure
Learning involves a change in long-term memory.
We need to constantly retrieve previously learned information to strengthen the memory.
Quadrant Vocabulary I do We do Hinge Point We do Exit Tickte
Key principles
MATHEMATICS
OUR PRINCIPLES OF MASTERY
1. A belief that all children can succeed in Maths.
2. A commitment to high quality teaching.
3. An insistence on moving children together – catch up Maths afternoon sessions during assembly.
4. An investment in teachers' subject knowledge. Planned CPD
Each unit will show developments through the essential areas of the national curriculum; developing fluency, problem solving and reasoning across all concepts.
Each day there will be an additional maths meeting to support and develop mathematical fluency.
5. A passion to ensure children understand what they learn. This is key to moving children on so there is the ability to apply the knowledge.
Manipulatives will be used alongside carefully selected representations and worked examples to tackle misconceptions.
National Curriculum
W
Teachers present subject matter clearly.
Development of reasoning through:
- Mathematical vocabulary used
- Children discuss their learning in complete sentences
Instructional approach:
- Explicit modelling using conceptual variation
- Questions planned carefully, making links to procedures and concepts
- Small learning steps
- Practice makes permanent
Responsive teaching
- No opt out
-
Right is Right
- Progressive questioning to scaffold
- Cold calling
- Spaced quizzing using quadrants
- Hinge point questions and exit tickets
- I do/We do/You do
- Weekly testing using Times Table Rockstars.
- Pre and post quizzes inform next steps before/after a unit's completion.
Same day interventions for children to catch up before the next day. | <urn:uuid:db766b42-4640-4128-9021-4a3586066060> | CC-MAIN-2021-21 | https://benedictacademy.org/wp-content/uploads/2020/12/Maths-approach.pdf | 2021-05-09T01:35:44+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00515.warc.gz | 150,082,581 | 359 | eng_Latn | eng_Latn | 0.994096 | eng_Latn | 0.996025 | [
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Grade Level(s): 6-8
STEM-ulating Activities for People and the Planet
Connect students' growing math and critical thinking skills to trends shaping the world around them from population growth to carbon emissions to resource management. Discover digital tools to engage students in simulations, modeling, measurement and data analysis using real-world data.
Speaker: Tanzeem Ali
University of Wisconsin - Superior
103
Grade Level(s): PK-2, 3-5
Using Real-World Data for Elementary Problem Solving
Show elementary students real-world applications for their emerging math skills with activities that use data sets on wildlife habitat, land and water use. Discover digital tools for working with fractions, ratios, large numbers, growth patterns, measurement, and data analysis.
Speaker: Tanzeem Ali
University of Wisconsin - Superior
PRE RECORDED
104
Grade Level(s): PK-2, 3-5
Building Bridges - An Adoption Story
We will share the journey of our district math adoption - from the groundwork laid in preparation to the implementation of the selected curriculum. We will also share resources that guided our work.
Speakers: Lynn Billett, Melissa Beyer, Margaret Williams Anoka-Hennepin ISD 11
105
PRE RECORDED
Grade Level(s): General Session
Intro to Creating Activities in Desmos
What makes a great math activity on technology? How can you create custom activities? Come explore the answers to these questions as we dive into Desmos Activity Builder! This session is for teachers who are new to creating their own Desmos Activities. Computational Layer and self-checking activities will not be addressed.
Speaker: Jessica Breur
Mounds View Public Schools/Desmos Certified Presenter
PRE RECORDED
106
Grade Level(s): 3-5, Teacher Coaching K-5
Multiplication: How is it unique from Addition
Multiplication as an operation is distinct from addition. This session separates the issue of the formats by which we represent the operation to thinking deeply about the mathematical concepts and properties of operations students need to develop.
Speaker: James Brickwedde
Project for Elementary Mathematics
PRE RECORDED
Grade Level(s): PK-2, 3-5, 6-8
Place Value through the lens of Multiplication
Place value, at its core, is a rate of ten. This session looks at guiding students to develop this multiplicative understanding starting in the primary grades. Work in grades 3-5 in multiplication and division will be a central focus.
Speaker: James Brickwedde
Project for Elementary Mathematics
Grade Level Color Bands
College
Elementary
(Pk-2; 3-5)
General Session
Adult Learners
Secondary
(6-8; 9-12)
Grade Level(s): 6-8
Developing Conceptual Understanding and Procedural Fluency in Middle Grades Mathematics
Too often students can "do" in the moment but later cannot recall the process. Developing robust concept images and analyzing ways of thinking about mathematics can facilitate flexible procedural knowledge and understanding of ideas such as ratio or linear equations.
Speaker: Gail Burrill
michigan
109
Grade Level(s): 3-5
Routines That Support Voice and Empowerment for All
We will look at beliefs and specific routines that develop an intermediate math classroom where all students have access, status and voice. Resources will be shared.
Speakers: Elisabeth Carlson, Margaret Williams
Anoka Hennepin Isd 11
PRE RECORDED
110
Grade Level(s): 9-12, College
Favorite Resources for Teaching AP Statistics
AP Statistics has numerous resources that teachers have shared with me or I have discovered in the last few years that help to make teaching statistics more engaging for students. Several ideas will be demonstrated and shared in this session.
Speaker: Lisa Conzemius
Detroit Lakes Public Schools
111
PRE RECORDED
Grade Level(s): PK-2, 3-5, Teacher Coaching K-5
Story Cards: Finding Personal Connections
Story cards are 5 by 8 inch cards created with themes that include manipulatives. In this session, we will share our experience of using the cards, created by the parents/families, to help bring personal interests/cultures to the math we were teaching.
Speakers: Eileen Cook, Jessica Strom
Win-E-Mac
PRE RECORDED
112
Grade Level(s): PK-2, Teacher Coaching K-5
How to Teach Math without Counting to 100
Counting is unnecessary for learning math and burdensome, especially for ESL and minorities. Japanese children do not count in math class; they use visualizing through subitizing and grouping in fives. Learn how this alternative approach makes learning math a joy.
Speaker: Joan Cotter
NA
PRE RECORDED
Grade Level(s): PK-2, 3-5
Connecting the Dots - Elementary Domino Math Games
Come prepared to play and learn easy to implement domino math games that teach the following concepts: early operations and multi-digit practice, 2 - 4 digit place value and decimals, multioperations, mulitplication, advanced place value, fractions, multiplication, graphing, and more. Dominoes are easy to integrate into your classroom in centers, socially distanced play, or in home settings. Participants will receive gameboards and ideas for differentiating the activities. PARTICIPANTS NEED TO BRING A SET OF 28 DOUBLE-SIX DOMINOES.
Speaker: Jane Felling
Box Cars and One-Eyed Jacks
Grade Level Color Bands
Grade Level(s): PK-2, 3-5
Shuffling into Math - Primary Math Games
Come prepared to play easy to implement math games that use a regular deck of cards - easy to implement into your classroom, or at home if you are still teaching in a virtual setting. Games will focus on the following concepts: Place value to 100 and to 1000, addition & subtraction early fluency games, double digit addition/subtraction, multioperations, mulitplication, and problem solving. Participants will receive gameboards, concept skill checklists and ideas for differentiation throughout the workshop. PARTICIPANTS NEED TO BRING A DECK OF CARDS....ALL HANDS ON DECK FOR AN ENGAGING HOUR OF PRACTICAL ACTIVITIES.
Speaker: Jane Felling
Box Cars and One-Eyed Jacks
115
Grade Level(s): 3-5, 6-8
Math Fun"die"Mentals - Place Value Games
Come prepared to play math games that incorporate the use of dice that teach the following place value concepts: whole numbers to millions, rounding and expanded notation, decimals to thousandths, fraction equivalency. Ideas to differentiate the activities for remediation and assessment will be shared throughout. Handout with gameboards, student work samples will be shared. Come prepared to play, learn and engage in activities that will meet the needs of your students - whether they are being taught in virtual or in person settings.
Speaker: John Felling
Box Cars and One-Eyed Jacks
PRE RECORDED 116
PRE RECORDED
Grade Level(s): General Session
Grade Level(s): 9-12, College
Little Things Can Make a Difference Solving part of an unsolved problem
There's not always time for additional activities, but little things can make a difference, whether it's timing, questioning, learning cycles, metacognition, etc. Connecting neuroscience and education, we will discuss some practices that can make a positive difference and why.
The Graceful Tree conjecture was posed in 1967 and is an excellent problem to engage middle and high school students in generalizing algebra. In a graduate mathematics course at Bemidji State several graduate students made progress on the class of graceful trees known as lobster graphs. We will share our progress in this presentation.
Speaker: Tammy Fitting
Minnesota State University Moorhead
117
Speakers: Todd Frauenholtz, Wei Chen, James Bettin, Charles Huju, Dale Marleau
Bemidji State University
PRE RECORDED
118
Grade Level(s): PK-2, 3-5, Teacher Coaching K-5
Desmos for 1st-5th grade students
Reaching students where they are at during distance learning through Desmos. A collection of activities will be shared along with how these lessons can be customized based on students' AVMR levels or constructs.
PRE RECORDED
Grade Level(s): General Session
The Benefits of Teaching in Small Rural District
There are many amazing aspects to teaching in a rural district. Whether you are starting your career, looking for a change, or just curious, these are my reasons why you should consider applying to a small school.
Speaker: Tim Harms
Minnesota State University Moorhead
Speaker: Kristen Helland
ISD 91 Barnum Public Schools
Grade Level(s): General Session
Data Literacy (MCA focus)
Ever wonder about "data driven decisions" for the classroom? In this session we'll discuss the collection, management, and interpretation of student data (including, but not limited to, MCA data) and it's appropriate uses.
Speakers: Michael Huberty, Angela Hochstetter
Minnesota Department of Education
121
Grade Level(s): General Session
Minnesota Standards Review Process
The Minnesota standards for mathematics will be reviewed during the 2021-22 school year. Learn about the review process and how you can be involved!
Speakers: Susan Ingvalson, Doug Paulson
Minnesota Department of Education
PRE RECORDED
122
Grade Level(s): 3-5
Enhancing Student Voice: Choral Counting Gr. 3-5
Student engagement matters. Choral Counting promotes an equitable classroom where student voice is prominent and encouraged in learning. In the upper grades, Choral Counting lends itself well to exploring a variety of mathematical ideas.
Speaker: Sarah Johnston
Roseville Area Schools ISD 623
123
PRE RECORDED
Grade Level(s): Teacher Coaching K-5, 6-8, 9-12
Reasoning and Problem Solving Through Coaching
Experience will be shared from a series of math coaching opportunities in rural schools. Attention to reasoning and flexible problem solving techniques are promoted through the use of effective mathematics teaching practices.
Speakers: Mike Jordahl, Lisa Pingrey, Amy Tervola Hultberg
Sourcewell Education Solutions
PRE RECORDED
124
Grade Level(s): PK-2, 3-5, 6-8
Using Classwide Intervention to Raise Math Achievement
Choral Counting promotes an equitable classroom where student voice is prominent and encouraged in learning. In the upper grades, Choral Counting lends itself well to exploring a variety of mathematical ideas.
PRE RECORDED
Grade Level(s): PK-2, 3-5, 6-8
Examining Common Math Myths
Examine and debunk the common math myths in today's classrooms. We will look at current research to untangle three common myths about math instruction, and discuss changes you can make in your classroom to boost student achievement.
Speaker: Lynn Lamers
Sourcewell Technology
Speaker: Lynn Lamers
Sourcwell Technology
Grade Level Color Bands
Grade Level(s): General Session
Fractions: Misunderstood by Most
Fractions are often misunderstood and feared by children. Let's find a better and clearer way of teaching fractions. Fractions are, dare I say, fun when they are taught the right way. Come and uncover the beauty and simplicity of fractions.
Speaker: Kathleen Cotter Lawler
n/a
127
Grade Level(s): PK-2, 3-5, Teacher Coaching K-5
Teaching Math with Card Games? Yes, You Can!
Are your students tired of flashcards? Are you frustrated because they don't remember the multiples of 7? Use games to teach and review math facts. Learn effective math games that will have your students asking to practice their math facts!
Speaker: Kathleen Cotter Lawler n/a
PRE RECORDED 128
Grade Level(s): General Session
#MathWithMeMN - 1 Year of Creating Equity with Math
Last year SPPS launched the community engagement initiative 'MathWithMeMN'. Students and teachers, collectively, created math installations and experiences in their homes and communities designed to connect people to each other and to mathematics. A year later, we look to relaunch.
Speaker: Collin Malaney
St Paul Public Schools
129
PRE RECORDED
Grade Level(s): 9-12, Teacher Coaching 9-12
Creating Mathematics Curriculum with Equity and Social Justice
A conversation about the process of creating curriculum for high school mathematics courses using a culturally relevant framework and social justice standards. Examples will be provided from the SPPS CRI Geometry curriculum, written by SPPS teachers for SPPS students.
Speakers: Kimberley Nichols, Peggy Nayar
St. Paul Public Schools
PRE RECORDED 130
PRE RECORDED
Grade Level(s): General Session
Using Released MCA Questions to Identify Student Misconceptions
Participants will: 1.) Access released test questions and examine how the MCA questions reflect the rigor and complexity of the Minnesota K–12 Academic Standards, 2.) Use the data that comes with released test content to identify student misconceptions, and 3.) Learn about a new tool coming soon where teachers will be able to search for released questions by benchmark.
Speaker: Kendra Olsen
MDE
Grade Level(s): General Session
New Resources Available for Educators on Testing 1, 2, 3
New resources have been added to MDE's assessment and data site for teachers: Testing 1, 2, 3. Participants will learn about the newest resources added, including where to access the new Benchmark ALDs and a new training module about writing multiple choice test questions. Come sharpen your assessment and data skills!
Speaker: Kendra Olsen
MDE
Grade Level(s): PK-2
CGI: Algebraic Thinking in the Primary Classroom
We will dig into a 2nd grade math classroom to explore the range of student understandings of algebraic concepts. The presenters will then share instructional strategies and tasks that will advance thinking organically.
Speakers: Emily Payan, Margaret Williams
Anoka-Hennepin ISD 11
133
Grade Level(s): PK-2, 3-5, 6-8
The Arc from Arithmetic to Algebra
The foundations of number sense and algebraic thinking developed in K–2 are essential for upper elementary, middle school, and high school mathematics, yet they are often misunderstood. We will explore the progression of learning spanning from kindergarten to high school to experience how math skills developed in the early years prepare students for Algebra 1. No matter what grade you teach, you will find something to use with your students to propel them forward, as well as how to incorporate digital manipulatives for e-learning.
Speaker: Elizabeth Peyser
Curriculum Associates
PRE RECORDED
134
Grade Level(s): 6-8, 9-12, College, Teacher Coaching 9-12
Leverage Classroom Instruction and Technology for ACT Success
Focus on conceptual understanding of "big ideas": linear equations, slope, percents, quadratics, multiple representations, area and perimeter, thinking graphically, solve systems using creative technology integration. Obtain activities and strategies that augment what you do. Address how differently ACT asks questions.
Speaker: Tom Reardon
Austintown Local School DIstrict (Ohio)
135
PRE RECORDED
Grade Level(s): 9-12, Teacher Coaching 9-12
Curriculum Workshop: Exeter Math in Distance/Hybrid Learning
The well-curated problem-based high school math curriculum from Phillips Exeter Academy is available free online, but with minimal support materials. I'll share best practices for using Exeter Math in online/distance learning, and share materials I've created.
Speaker: Mike Reiners
Christ's Household of Faith School
PRE RECORDED
136
Grade Level(s): 3-5, 6-8, 9-12
Desmos - The Computation Layer for Immediate Feedback
While in distance learning we learned how to use the Computation Layer to give immediate feedback and next steps when a student enters their answer. We hope to give you an overview of what we created and our Desmos Activities that you can make your own. Note- these desmos activities were made for topics around simplifying exponents, the distributive property and equations and could be applied to any problems that involve simplifying and solving equations.
PRE RECORDED
Grade Level(s): PK-2
Early Addition and Subtraction Ideas
Time spent on building mathematical understanding in the early grades will benefit the students in the later years. This session will share ideas and strategies that you can use immediately in your classroom.
Speakers: Jessica Rice, April Baden, Allie Guidish
Bloomington Public Schools
Speakers: Jenina Rothstein, Christy Eckenrode
Buffalo-Hanover-Montrose ISD #877
Grade Level Color Bands
Grade Level(s): 3-5
Teaching Multi-Age Math OUTDOORS in Minnesota
It's time to explore 'Teaching Multi-Age Math OUTDOORS in Minnesota.' You're going to take the info. you learn and head outside with your students. Teaching outdoors guides us in answering the age old question: When will we use math in real life?
Speaker: Stacey Schultz
Multi age 3.4.5 outdoor classroom teacher
139
Grade Level(s): 3-5, 6-8, 9-12
Launching Tasks for Maximum Engagement
Math should be surprising and spark curiosity. Unfortunately, kids perceive school math as dry and boring! We will reconnect with how amazing math can be as we explore *simple* strategies to supercharge the curiosity factor of your lessons.
Speaker: Raj Shah
Independent consultant
PRE RECORDED
140
Grade Level(s): General Session
Cultural Interviews
Cultural interviews are ways to discover the mathematics found in any culture, hobby, or experience. In this session, we will learn about the Bishop 6 (the mathematical characteristics found in all cultures), what a cultural interview entails and how to use them in the classroom.
Speaker: Jessica Strom
Win-E-Mac
141
PRE RECORDED
Grade Level(s): General Session
Thinking Classroom: Student Engagement, Discourse, and Thinking
The Thinking Classroom promotes student engagement, discovery, discussion, and more. Learn how to transform your class into a thinking classroom. Leave with lesson ideas, resources to create your own lessons, and places to learn more about the thinking classroom.
Speaker: Jessica Strom
Win-E-Mac
PRE RECORDED
142
Grade Level(s): College, Adult Learner (ABE)
North Hennepin CC and ABE Partnership
Learn how the math department at North Hennepin Community College has been working with our ABE partner to teach our lowest level, non-financial aid eligible, math course - Math Foundations
Speaker: Sara Van Asten
PRE RECORDED
Grade Level(s): 3-5, 6-8, 9-12
Low-floor, High-ceiling Tasks Every Day
How do you incorporate low-floor, high-ceiling routines in your lessons? Let's talk about how to build lessons and units that include notice/wonder, which one doesn't belong, same but different, and problem strings. They are not just good bell work routines but can be used to create discourse and a growth mindset in your everyday lesson.
Speaker: May Vang
North Hennepin Community College
St. Paul Public Schools
Grade Level Color Bands
Grade Level(s): PK-2
Building Financial Literacy For All
Financial literacy lessons were created for urban, high poverty, high second language learners. This presentation will showcase primary units created to teach currency value, entrepreneurs, and keeping money within a community. Learn about our increased student engagement and academic achievement.
Speakers: Stacy Waskosky, Ishmael Robinson
St. Paul Public School
145
Election Math, Congressional Representation, Gerrymandering, and Voting Methods
Representation, Gerrymandering, redistricting, and vote counting have been big topics of debate in recent election years. This session provides examples on how to address these in your classroom with Desmos activities for your students to explore and come to their own conclusions.
Speaker: Meredith Webster
St. Louis Park
PRE RECORDED
146
Grade Level(s): 3-5
CGI: Algebraic Thinking in the Intermediate Classroom
We will dig into the intermediate math experience to explore the range of student understandings of algebraic concepts. The presenters will then share instructional strategies and tasks that will advance thinking organically.
Speakers: Margaret Williams, Lynn Billett
Anoka-Hennepin ISD 11
147
PRE RECORDED
Grade Level(s): 3-5, 6-8
The Power of Being Curious (part 1)
What's next after selecting student work for discussion? In this session, we share specific teacher moves that grow conversations and the ways teachers can use curiosity as a tool to encourage sense-making. Join us for part 2 on Saturday.
Speakers: Terry Wyberg, Christy Pettis, Janee Rivard-Johnson University of Minnesota
PRE RECORDED
148
Grade Level(s): College
But Does it Work?: Leveraging Learning Science to Engage and Support Student Success
Join us as we explore what implementing research-based digital tools really looks like and whether they work. The webinar features a professor who is currently using Lumen courseware as she shares what it's really like to use our courseware and whether she has seen success with her students. The Lumen team and guest speaker Sophia Georgiakaki (Professor Mathematics, Chair, Construction and Environmental Technology, Chair, Applied Science and Technology, Tompkins Cortland Community College | Lumen OHM user) as we share and discuss research-based courseware tools and practices, explore whether those tools really work, and share how you can leverage learning science to help all students succeed.
Speakers: Brandon Iafrate, Sophia Georgiakaki
Lumen Learning
Grade Level Color Bands
College
Elementary
(Pk-2; 3-5)
General Session
Adult Learners
Secondary
(6-8; 9-12) | <urn:uuid:656b16b3-8012-4416-93d2-613aed75e805> | CC-MAIN-2021-21 | https://www.mctm.org/resources/Documents/2021%20MCTM%20Pre%20Recorded%20Sessions.pdf | 2021-05-09T01:09:26+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00514.warc.gz | 904,585,809 | 4,698 | eng_Latn | eng_Latn | 0.987614 | eng_Latn | 0.988876 | [
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The Realm of Fire
Unknown
1 Introduction
The Realm of Fire is a Magical place that can only be entered under certain conditions. The realm of fire is an extension of the Valley of Fire, and if successfully traversed, will allow the characters to bypass the middle and inner regions and proceed to the Valley of Fire. Some characters, however, may find it much more appealing to appraoch the Crown of Command in the traditional manner.
2 Entering the Realm of Fire
The entrance to the Realm of Fire is through the Volcano. When this card is drawn, leave it on the space– it does not count toward the card total in the space. Once placed, the volcano cannot be destroyed.
Alternatively, if Mephisto is drawn, he no longer changes character alignment; Good or Neutral = you are immediately transported to the entrance of the Realm of Fire. Evil = Gain a craft, you may, if you choose, go to the entrance of the Realm of Fire.
Characters may also enter the Realm of Fire via the Valley of Fire in the inner region, though this is ill-advised.
Characters who enter the Realm of Fire without a talisman suffer from the hostile environment. Each round, they must roll a d6. On a roll of 1, they lose a life.
3 Spaces
3.1 The Pit
This place runs alongside the inner region and is the place from which the pit fiends spring in that space. A character who makes it to the Pit Fiends can enter the Pit. Draw 3 fire cards. Characters cannot encounter each other on this space, which is to say that a group cannot be formed or disbanded, nor can one use a special ability against another, to include attacking, assassination, casting a combat spell on another, etc. Any weapons or enemies drawn assist the pit fiend in its fight against the characters. Roll 3d6 for the pit fiend's craft. If you enter this space and do not have a talisman, roll 1d6. 1-3 = your mind is controlled. Lose a turn (and a craft) and attempt to break free next round. 4-6 = You have a strong will and are free to fight as normal.
3.2 Polychromatic Dragon
The Queen of Dragons has made her nest here. Draw 5 adventure cards, ignoring any enemies. The Polychromatic Dragon has 5 heads, each Strength 10, and 5 lives. The heads can be faced off against. If a united effort is used, fight a combat against Strength 50. Every turn, roll a die to see which dragon head breathes:
1 = Fire: Roll under your craft on 2 dice or lose a life.
2 = Frost: Roll under your craft on 2 dice or lose a life. Roll under your strength on 2 dice or be frozen (miss the next turn of combat).
3 = Lightning: Roll under your craft on 2 dice or lose a life. If any metal weapon or amour is held, lose an additional life.
4 = Acid: Roll under your craft on 2 dice or lose a life. If a shield, helmet, or armour is used to save your life, lose the item.
5 = Poison: Roll under your craft on 2 dice or lose a life. Roll under your strength on 2 dice or lose an additional life.
6 = Spell: Draw a spell from the spell deck and use it against the characters.
You may remain on this space without moving the following round. If you leave the space, you may not return until all characters have left, during which time the Polychromatic Dragon heals its 5 lives. Defeating the Polychromatic Dragon is considered a heroic deed.
3.3 The Valley of Fire
Characters who battle up to the inner region but do not have a talisman may enter the Realm of Fire through the Pit via the Pit Fiends. You must have a talisman to enter the Valley of Fire. If you enter the valley of fire without a talisman, your character falls into the chasm. | <urn:uuid:503735a9-eeb9-4480-a8c3-09619c7bb19c> | CC-MAIN-2021-21 | http://talisman.edwebb.net/rules/rules-215.pdf | 2021-05-09T01:29:11+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00517.warc.gz | 56,522,848 | 854 | eng_Latn | eng_Latn | 0.99781 | eng_Latn | 0.99781 | [
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Tips For Avoiding Toxic Flame Retardants
In the new report, Hidden Hazards, toxic flame retardants were found in 85% of baby products tested, including nursing pillows and car seats. These chemicals have been linked to cancer, hormone disruption, and nervous system harm.
By being mindful with certain purchases, you can try to limit your family's exposure to these dangerous chemicals and reduce your toxic body burden.
1. When shopping for furniture, look for companies who avoid chemical flame retardants and instead use naturally fire-resistant materials.
2. Avoid all products containing polyurethane foam with a label reading TB117, which means it has likely been treated with toxic flame retardants.
3. Buy nursing pillows, car seats, and baby carriers made without Tris – better brands for baby items include Baby Bjorn, Orbit Baby, and Boppy.
4. Because flame retardant chemicals accumulate in household dust, regularly use a wet mop to clean and remove dust particles and use a vacuum with a HEPA filter to clean your home. This will keep dust from being inhaled or ingested.
5. Wash hands, especially those of little children, often, to keep dust from attaching to food or fingers and being consumed.
6. Tell your legislators to support policies that will eliminate toxic flame retardants from consumer products, especially products intended for kids. Even the most conscientious consumer can't avoid every toxic chemical— which is why we need policies that eliminate these chemicals once and for all.
For more information on the report, Hidden Hazards, and on how you can protect yourself from toxic chemicals, visit www.watoxics.org. | <urn:uuid:07eaea96-f66b-43c8-8eb3-250a228e98f7> | CC-MAIN-2024-33 | https://publicinterestnetwork.org/wp-content/uploads/2012/02/ToxicTrisTips.pdf | 2024-08-10T10:00:44+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00517.warc.gz | 361,249,249 | 331 | eng_Latn | eng_Latn | 0.99785 | eng_Latn | 0.99785 | [
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Music Development Plan Summary: Ashby Hastings Primary School
Overview
This is a summary of how our school delivers music education to all our pupils across three areas – curriculum music, co-curricular provision and musical experiences – and what changes we are planning in future years. This information is to help pupils and parents or carers understand what our school offers and who we work with to support our pupils' music education.
Part A: Curriculum Music
This is about what we teach in lesson time, how much time is spent teaching music and any music qualifications or awards that pupils can achieve.
Curriculum
At Ashby Hastings Primary School, we use the Leicestershire Music Service Scheme which is based on the Model Music Curriculum non statutory guidance.
Intent
Our scheme of work fulfils the statutory requirements of the National Curriculum (2014). The National Curriculum for Music aims to ensure that all pupils:
- Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Our music curriculum encourages children to develop a love of music which increasing skills, self-confidence and a sense of achievement. Children will gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing and composing across a wide variety of musical genres. Children will foster a lifelong love of music by exposing them to diverse musical experiences and igniting a passion for music.
Implementation
In accordance with the National Curriculum, we ensure that coverage of knowledge and skills is developed sequentially throughout the school. We have adopted Leicestershire Music Service Curriculum, to ensure that children receive quality music lessons throughout the year. We cover one unit per half-term. Music is taught as a discrete lesson usually lasting 1 hour. Our lessons are taught in a combination of weekly sessions and/ or focus days at teachers' discretion.
Each unit of work across an academic year is set out in the following way. Concepts and ideas are interwoven and built upon year on year in a clear sequence to aid pupils in knowing more and remembering more:
* Pulse
* Voice
* Rhythm
* Pitch
* Technology -form and structure
* 20th Century music
The following concepts are interwoven throughout the curriculum:
* Listening
* Composing
* Performing
* Appraising
Our scheme is based on the values and principles of the National Curriculum for Music and is designed to encourage all children to be creative, self-confident and self-disciplined and most importantly to develop a deep love of music. Units are progressive where children will build on their prior knowledge and musical skills as they move up through school ensuring that they become confident and talented musicians.
During music lessons, children are given opportunities to learn music-specific vocabulary in a meaningful context. The elements of music are taught in classroom lessons so that children are able to use the language of music to discuss it, and understand how it is made, played, appreciated and analysed. They will learn to recognise and name the interrelated dimensions of music - pitch, duration, tempo, timbre, structure, texture and dynamics - and use these expressively in their own improvisations and compositions.
Music in EYFS
We teach music in EYFS as an integral part of the topic work covered during the year and as part of the specific area, Expressive Arts: Being Imaginative, identified in the Foundation Stage Framework. We relate the musical aspects of the children's work to the objectives set out in the Early Learning Goals (ELGs).
Music contributes to a child's personal and social development. 'Counting Songs' foster a child's mathematical ability and songs from different cultures increase a child's knowledge and understanding of the world.
Children's standards and achievements in Music are assessed against clear curriculum end points.
Model music curriculum
As part of our commitment to providing a high-quality music curriculum and experiences for pupils, in line with the non-statutory guidance of the Model Music Curriculum, we teach 1 term of whole class music tuition in Class 2 and Class 4. Class 2 learn the Recorder and Class 4 will learn the Glockenspiel.
Planning
Our medium-term plan shows which of the units cover each of the National Curriculum attainment targets, as well as the strands within it, and which units cover which development matters statements and early learning goals for both prime and specific areas in EYFS. The medium-term plans also detail the progression of substantive and disciplinary knowledge within each year group to ensure that attainment targets are securely met by the end of EYFS, Key Stage 1 and Key Stage 2.
Supporting Pupils with SEND or who require adaptations:
We teach Music to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties. Inclusive practice should enable all children to achieve their best possible standard regardless of their ability and irrespective of any additional needs.
All pupils should be able to feel able to participate, contribute and achieve. Alongside Quality First teaching, we use a range of approaches to address the four areas of SEND. These adaptations will meet the needs of most children with some individuals needing further support.
Some of these adaptations are outlined below:
* Consider the practical layout of the room and positioning of individual learners who may find the sensory input overwhelming. Some children may benefit from working in a smaller group or even individually away from the main class.
* Allow children time to investigate and experiment with alternative resources eg. different size or shape beaters or types of instruments to find what works best for them. Ensure that a selection of resources are available that suit the dexterity of individual learners.
* Adapted instruments may be available through Leicestershire Music Service and requests can be made on an individual basis if required.
* Provide support to initiate work to ensure ideas are specific and the child is not overwhelmed by the open-ended freedom of the subject.
* Provide a multi-sensory approach when teaching to help consolidate the auditory learning required for this subject; use techniques to stimulate as many different senses as possible in lessons.
* Create opportunities for physical contact with instruments and/or sound sources to aid those with hearing difficulties and as part of a multi-sensory approach.
* Ensure technical terminology is used correctly, but support learners by pre teaching this new vocabulary or provide pictorial or visual aids to support understanding where possible.
* Allow children alternative ways to record their work eg. using graphic notation or stick notation instead of traditional musical notation.
* Some children may benefit from the use of ear defenders in lessons.
Assessment
On-going Assessment for Learning practices within class and group sessions, including the sharing of and reference being made to Learning Objective and Success Criteria and self and peer assessments of understanding, outcomes and progress. The first and last lesson in each unit is filmed to ensure teachers can assess the children progress. Children who are showing a greater depth understanding are also pushed further and signposted to external musical programmes.
Assessments are used diagnostically by teachers to evaluate learning and inform teaching and by teachers and senior leaders within the Accountability Process to evaluate individual and groups of children's standards and achievements and provision and to inform future provision and school development.
At the end of the year, the teacher makes a summary judgement about the musical skills and development of each pupil in relation to the National Curriculum or Foundation Stage Framework which is recorded in the end-of-year report. Formative assessments are recorded on our foundation subject assessment trackers.
Pupils in the Foundation Stage each have a Foundation Stage Profile where teachers record their progress in the Expressive Arts specific area.
Part B: Extra-curricular Music & Enrichment
This is about opportunities for pupils to sing and play music, outside of lesson time, including choirs, and how pupils can make progress in music beyond the core curriculum.
Pupils sing as an ensemble in assemblies and concerts, both inside and outside of school. This is free of charge.
The following experiences are enabled for pupils to perform individually and in in ensembles across the academic year:
- Class assemblies once a year for each class
- Whole school assemblies
- Residential home visits
- Annual whole school Christmas concert
- Reception Nativity
- Year 1 and 2 annual Christmas production
- Summer school fete
During the course of the year, pupils in Key Stage 2 will have the opportunity to perform with our school choir.
Part C: Musical Experiences
This is about all the other musical events and opportunities that we organise, such as singing in assembly, concerts and shows, and trips to professional concerts.
In addition to planned curriculum time for music, children also have additional musical experiences, which occur during the school year and contribute to the overall planning and time allocation for music.
On a weekly basis, all pupils take part in a singing assembly, using materials from 'Out of the Ark.' These songs are performed as a whole school at other assemblies throughout the year.
All pupils have an annual visit from a live band from Leicestershire Music Service.
Children also have a range of opportunities to watch each other perform live.
Music is incorporated into a variety of activities and events within school, such as weekly assemblies, singing assemblies, classroom routines and special celebrations.
The overall provision is diverse, valuing all musical styles, genres and traditions equally; this is reflected in the clubs and enrichment programme and drawing on the skills, talents and interests of staff and local stakeholders through specialist tuition. Parents and carers actively support music making, through support at events and through home learning.
In the future
- Engage with peripatetic teachers to offer individual tuition to pupils.
- Further enhance school music resources.
- Set up a school choir for KS2 pupils.
- Increase opportunities for pupils to watch live performances through Leicestershire Music Service.
Further information (optional)
Collaboration - The school is part of Symphony Learning Trust. The Music Subject Leader participates in termly Subject Development Group meetings.
CPD - We value the importance of quality first teaching and recognise the need for teachers to have a strong subject knowledge in music. Ongoing CPD is provided to teachers in the form of teacher videos for each music unit throughout the scheme. Teachers of classes who receive whole class instrumental tuition will take part in the music lessons and develop their subject knowledge through learning a musical instrument alongside the class. Staff are able to access training via National College Online. | <urn:uuid:95c4920e-6016-487e-8c98-b629f9daf01d> | CC-MAIN-2024-33 | https://ashbyhastingsprimary.co.uk/user_uploads/Parental_Information/Curriculum_Overview/Curriculum_by_Subject/Subjects_Mar24/Music_Development_Plan_24-25.pdf | 2024-08-10T11:18:58+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00517.warc.gz | 79,868,832 | 2,211 | eng_Latn | eng_Latn | 0.998 | eng_Latn | 0.998148 | [
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Subject – English. Spring 1 – Writing to entertain Spring 2 – Writing to persuade
Curriculum Coverage
Pupils should be taught to: Year 4 Year 5 (including year 4 statements above) plan their writing by:
- identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
- noting and developing initial ideas, drawing on reading and research where necessary
- discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
- discussing and recording ideas
draft and write by:
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
- selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
- using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
- organising paragraphs around a theme
- composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
- in narratives, creating settings, characters and plot
- in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
evaluate and edit by:
- proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
- assessing the effectiveness of their own and others' writing
- ensuring the consistent and correct use of tense throughout a piece of writing
- ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
- proof-read for spelling and punctuation errors
- assessing the effectiveness of their own and others' writing and suggesting improvements
- proof-read for spelling and punctuation errors
- proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Handwriting
- increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
- use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
- write legibly, fluently and with increasing speed by:
- choosing the writing implement that is best suited for a task.
- choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
Reading
- read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
- apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet
- develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- using dictionaries to check the meaning of words that they have read
- reading books that are structured in different ways and reading for a range of purposes
- increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
- identifying themes and conventions in a wide range of books
- discussing words and phrases that capture the reader's interest and imagination
- preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
Rational
Pedagogy
Enhancements
- recognising some different forms of poetry [for example, free verse, narrative poetry]
- asking questions to improve their understanding of a text
- understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
- drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
- predicting what might happen from details stated and implied
- identifying main ideas drawn from more than one paragraph and summarising these
- retrieve and record information from non-fiction
- identifying how language, structure, and presentation contribute to meaning
- participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
- recommending books that they have read to their peers, giving reasons for their choices
- apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
- identifying and discussing themes and conventions in and across a wide range of writing
- learning a wider range of poetry by heart
- making comparisons within and across books
- distinguish between statements of fact and opinion
- participate in discussions about books that are read to them and those they can read for themselves
- retrieve, record and present information from non-fiction
SPaG
- spell words that are often misspelt (English Appendix 1)
- use further prefixes and suffixes and understand how to add them (English Appendix 1)
- use the first two or three letters of a word to check its spelling in a dictionary
- extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
- write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
- choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
- using conjunctions, adverbs and prepositions to express time and cause
- learning the grammar for years 3 and 4 in English Appendix 2
- using fronted adverbials
- using commas after fronted adverbials
- use further prefixes and suffixes and understand the guidance for adding them
- using direct speech and punctuating correctly
- use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
- use a thesaurus.
- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
- spell some words with 'silent' letters [for example, knight, psalm, solemn]
- using expanded noun phrases to convey complicated information concisely
- continue to distinguish between homophones and other words which are often confused
- using modal verbs or adverbs to indicate degrees of possibility
- using relative clauses beginning with who, which and use brackets, dashes or commas to mark parenthesis.
- Use bullet points and a colon to introduce a list
At the start of term children will first complete a unit on poetry. Pupils have the opportunity to write for different purposes to develop their writing style. Writing is linked to other curriculum areas to enhance their learning of the wider curriculum (The Railway Revolution and British investors). For the first half term (writing to entertain) pupils writing will be closely linked to the class novel 'The Highland Falcon Thief ' by M G Leonard and Sam Sedgman where the children will explore the genre of adventure and Mystery. They will focus on the development of character. For the second half of the term the pupils writing will be initially closely linked to our DT Topic of British inventors. They will persuade people that certain inventions are the most significant and present a persuasive piece on their own invention.
Grammar is taught within writing units to allow children to explore a range of texts and observe how authors use language features for effect. Children will create their own box success criteria for each writing style by analysing a range of example texts for these genres (chosen by the teacher). A Success criterion examines text type, audience and purpose, layout features and language features. Children know how to succeed and can use their success criteria to improve their own writing as well as suggesting improvements to their writing buddies. It is very important that the SPAG content in earlier years is revisited to consolidate knowledge and build on pupils' understanding. Reading will also be taught discretely through our class novel.
Writing is linked to other curriculum areas to enhance their learning of the wider curriculum. Writing as well as reading is closely linked to class novels (Topic linked and PSHE linked)
-compare numbers with the same number of decimal places up to two decimal places - solve simple measure and money problems involving fractions and decimals to two decimal places.
use place value counters to partition
Children subtract fractions with different denominators for rounding.
Subject – Science. Topic - Animals including humans – Digestion – Why do I have different kinds of teeth?
Curriculum Coverage
Content - Pupils should be taught to:
- Identify the different types of teeth in humans and their simple functions.
- Describe the simple functions of the basic parts of the digestive system in humans.
- Construct and interpret a variety of food chains, identifying producers, predators and prey.
Working scientifically:
- Asking relevant questions and using different types of scientific enquiries to answer them.
- Setting up simple practical enquiries, comparative and fair tests.
- Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
- Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
- Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
- Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
- Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
- Identifying differences, similarities or changes related to simple scientific ideas and processes.
- Using straightforward scientific evidence to answer questions or to support their findings
This unit focuses on the digestive system in humans and animals and the functions of teeth and follows on from the previous unit focusing on diet and nutrition as well as the skeleton and muscles. Children will learn more about herbivores, carnivores and omnivores in the context of teeth, digestion and the food chain. In addition, they will extend their understanding of food chains to more complex chains and food webs. They will also have the opportunity to complete investigations using different types of inquiry and practise working scientifically.
In lesson children will gather information from books as well as using IT to research online. To help support learning and inspire the children illustrations, photographs, online sources and films will be used in lesson. Where possible, during every topic, the children will have the opportunity to conduct each of the five types of inquiry to support the development of their working scientifically skills. Every experiment will focus on an area of an investigation e.g. Fair testing, predictions, conclusions etc, to help develop their understanding of the investigation process. Children will work with learning partners or small groups to help discuss key questions and develop their critical thinking skills. In class the children will have an opportunity to answer a key question that the topic is based around.
Children will be able to use a variety of scientific apparatus when conducting investigations. Where possible a scientist will be brought into school or the children will visit a science centre e.g. Magna to support their ongoing learning.
Children should be able to:
- Put forward own ideas about how to find the answers to questions recognise the need to collect data to answer questions carry out a fair test with support recognise and explain why it is a fair test with help; pupils begin to realise that scientific ideas are based on evidence.
- Use pictures, writing, diagrams and tables as directed by their teacher use simple texts, directed by the teacher, to find information record their observations in written, pictorial and diagrammatic forms select the appropriate format to record their observations.
- Make relevant observations measure using given equipment select equipment from a limited range.
- Begin to offer explanations for what they see and communicate in a scientific way what they have found out begin to identify patterns in recorded measurements suggest improvements in their work evaluate their findings.
Children should be able to:
- With help, pupils begin to realise that scientific ideas are based on evidence show in the way they perform their tasks how to vary one factor while keeping others the same decide on an appropriate approach in their own investigations to answer questions describe which factors they are varying and which will remain the same and say why.
- Record observations, comparisons and measurements using tables and bar charts begin to plot points to form a simple graph use graphs to point out and interpret patterns in their data select information from a range of sources provided for them.
- Carry out measurement accurately make a series of observations, comparisons and measurements select and use suitable equipment make a series of observations and measurements adequate for the task.
- Predict outcomes using previous experience and knowledge and compare with actual results begin to relate their conclusions to scientific knowledge and understanding suggest improvements in their work, giving reasons.
Children should know:
- How to describe the basic parts of the digestive system in humans by explaining the functions of the different parts of the digestive system.
- How to describe the simple functions of the basic parts of the digestive system in humans in the context of identifying the parts of the digestive system.
Rational
Pedagogy
Enhancements
Skills developed
Knowledge acquired
Rational
Pedagogy
- How to use straightforward scientific evidence to answer questions by reading an explanation text and answering questions.
- How to identify differences, similarities or changes related to simple scientific ideas and processes by comparing human and animal teeth.
- How to identify the different types of teeth in humans and their simple functions by learning about different types of teeth.
- How to ask relevant questions and use different types of scientific enquiries to answer them by distinguishing between scientific and non-scientific questions and choosing between types of scientific enquiry.
- How to set up simple practical enquiries, comparative and fair tests by setting up an enquiry or test to understand what causes tooth decay.
- How to make systematic and careful observations by observing the changes that occur in their enquiry or test.
- How to construct and interpret a variety of food chains, identifying producers, predators and prey by understanding food chains and the role of different plants and animals within them.
- How to use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions by presenting findings, making predictions and raising questions about results.
Vocab learnt
Observation over time, pattern seeking, identifying, classifying, grouping, comparative, fair test, secondary sources, predication, conclusion, mouth, jaw, saliva, enzymes, oesophagus, stomach, acid, large intestine, absorb, small intestine, bowl, rectum, anus, molar, incisor, canine, tooth decay, bacteria, food chain.
Subject – Science. Topic – Living Things and their Habitats – Can a fish live in a cave?
Curriculum Coverage
Content - Pupils should be taught to:
- Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
- Recognise that living things can be grouped in a variety of ways.
- Recognise that environments can change and that this can sometimes pose dangers to living things.
Content - Pupils should be taught to:
- Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
- Identify common appliances that run on electricity.
- Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.
- Recognise some common conductors and insulators, and associate metals with being good conductors.
- Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
Working scientifically:
- Asking relevant questions and using different types of scientific enquiries to answer them.
- Setting up simple practical enquiries, comparative and fair tests.
- Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
- Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
- Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
- Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
- Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
- Identifying differences, similarities or changes related to simple scientific ideas and processes.
- Using straightforward scientific evidence to answer questions or to support their findings
In this unit children explore a variety of ways to identify, sort, group and classify living things as it links to the class topic looking at the environment. They will learn how animals are split into 'vertebrates' and 'invertebrates' and begin to consider the differences between living things within these classifications. They will use and create classification keys to group, identify and name living things from the local habitat and beyond. This unit also introduces children to the idea that environments are subject to man-made and natural changes, and that these changes can have a significant impact on living things. Throughout the unit children work scientifically by gathering, recording and presenting information in different ways.
In lesson children will gather information from books as well as using IT to research online. To help support learning and inspire the children illustrations, photographs, online sources and films will be used in lesson. Where possible, during every topic, the children will have the opportunity to conduct each of the five types of inquiry to support the development of their working scientifically skills. Every experiment will focus on an area of an investigation e.g. Fair testing, predictions, conclusions etc, to help develop their understanding of the investigation process. Children will work with learning partners or small groups to help discuss key questions and develop their critical thinking skills. In class the children will have an opportunity to answer a key question that the topic is based around.
Subject – History Topic – Railway Revolution
Curriculum Coverage
Pupils should be taught:
- Continue to develop a chronologically secure knowledge and understanding of British history, establishing clear narratives within and across the periods they study by learning about the first trains and railways
- a study of an aspect or theme in British history that extends pupils' chronological knowledge beyond 1066. The first Railways.
Rational
Pedagogy
Enhancements
Skills developed
(transferable)
Knowledge acquired (Subject specific)
- Address and sometime devise historically valid questions about change, cause, similarity and difference and significance by learning about some of the most iconic steam trains of Britain
- Understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this by studying examples of railway art and considering what the pictures tell us about the railways of the past and present.
- Note connections, contrasts and trends over time and develop the appropriate use of historical terms by learning how the railway network in Britain grew and spread over time.
- Construct informed responses that involved thoughtful selection and organisation of relevant historical data by investigating the impact of the first railways on existing industries, the environment and people in society
- Note connections, contrasts and trends over time and develop the appropriate use of historical terms by learning how and why locomotives have changed over time
This topic will teach the children about the development of the Railways in Great Britain giving them the opportunity to find out about the history of the railways and significant early locomotives. They will also investigate some important historical events, such as the opening of the first passenger carrying railway lines and the Rainhill Trials and they will learn about some of the key people who were influential in the development of the railways. In addition to this they will learn about the development of locomotive technology and examine the differences between steam, diesel and electric locomotives. The children will also learn about the growth and development of the railway network in Great Britain and use their geographical skills to map out some key routes. They will learn about the impact the Railways had locally in Selby, York and about the old railway station in Cliffe. They will also use their speaking and listening skills to debate the positive and negative effects of the railways on different aspects of society.
This unit will be linked to children's own experience and the Railways which are local to them. They will develop chronological awareness and knowledge through an investigative approach. This topic will link with our DT and Art for the Spring term. Walk along the old Railway line in Cliffe and the old station house.
Children should be able to:
Chronological understanding:
Place events from period studied on time line
-
Use terms related to the period and begin to date events
-
-
-
Understand more complex terms eg BC/AD
Know and sequence key events of time studied
Use relevant terms and period labels
-
Make comparisons between different times in the past
Range and depth of historical knowledge:
Use evidence to reconstruct life in time studied
Identify key features and events of time studied
-
-
Look for links and effects in time studied
-
Offer a reasonable explanation for some events
Study different aspects of different people - differences between men and women
-
Examine causes and results of great events and the impact on people
Interpretations of History:
Look at the evidence available
-
Begin to evaluate the usefulness of different sources
Use text books and historical knowledge
-
Compare accounts of events from different sources – fact or fiction
-
Offer some reasons for different versions of events
Historical enquiry:
Use evidence to build up a picture of a past event
Choose relevant material to present a picture of one aspect of life in time past
-
-
Ask a variety of questions
-
Use the library and internet for research
Begin to identify primary and secondary sources
Children should know:
- Why some steam locomotives are historically significant, how and why steam locomotives changed over time and the similarities and differences of different steam locomotives
- How the first trains and railways were developed and compose a timeline of important events in the history of rail travel
- How and why the railway network in Britain grew and changed over time.
- How to identify different features within a piece of artwork and explain what the artist was trying to tell us about life on the railways in the past.
Rational
Pedagogy
Enhancements
Skills developed (transferable)
Knowledge acquired (Subject specific)
Vocab learnt
- How Railways impacted their local area
- About the technology of different locomotives and explain how and why they have changed over time.
- How to find out about and debate the positive and negative impact of the first railways on different aspects of society.
Vocab learnt
Locomotive, railroads, Thomas Savery, James Watt, horsepower, engineer, George Stephenson, technologies, Rocket, Rainhill trials, Flying Scotsman, Mallard, Evening Star, steam, nationalisation, regions, privatisation, atmosphere, opinion, viewpoint, diesel, electric,
Subject – Art and Design Landscapes / animals (paint, pencil, charcoal, collage)
Curriculum Coverage
Pupils should be taught:
- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
- to create sketch books to record their observations and use them to review and revisit ideas
- about great artists, architects and designers in history.
The beginning part of this unit will link with our Railway Revolution topic. We will look at classical Railway art and discuss these in groups before recording our own feelings about the artwork. We will use our observation skills to draw steam trains in pencil and charcoal before using water colours to compose our own railway landscape. We will then focus on animals to link with our science topic and will create animal collage. We will look closely at animals eyes and record our ideas. We will look at local artists work on animals before completing our own collages and paintings.
The children will investigate and research the art as well as experiment with different styles, techniques and materials. This unit will see them using pencil, charcoal, paint and paper collage. There will be the opportunity to evaluate their own and others work as well as their peers. They will use their sketch book to record ideas.
Local artist visit (e.g. Nikki Whattom, Neil Spielman)
Children should be able to:
Generating ideas
- Enjoy looking at artwork made by artists, craftspeople, architects and designers. Discuss artist's intention and reflect upon your response.
- Continue to develop a "sketchbook habit", using a sketchbook as a place to record individual response to the world.
- Use digital media to identify and research
Making
- Combine artforms such as collage, painting
- Explore the relationship of line, form and colour.
Evaluating
- Think about why the work was made, as well as how.
- Enjoy listening to other peoples' views about artwork made by others. Feel able to express and share an opinion about the artwork.
- Make suggestions about other people's work, using things you have seen or experienced yourself.
- Talk to a peer or teacher about the artwork made and share what you have enjoyed during the process, and what you like about the end result.
- Discuss problems which came up and how they were solved. Think about what you might try next time.
- Take photos of work made so that a record can be kept, to be added to a digital folder/presentation to capture progression. Use documenting the artwork as an opportunity for discussion about how to present work, and a chance for pupils to use digital media
Children should know:
- Know how materials and mediums act (poster paint, watercolour, charcoal. Wax crayon)
- Examples of classical railway art
- How to use a sketchbook to experiment and explore (e.g. with colour)
- How to create perspective in drawings
-
- How to describe artwork and talk about what they like and don't like
Evaluate their own and others' work
- Know about and describe some of the key ideas, techniques and working practices of a variety of artists
- Know the names of tools, techniques and formal elements
- Be able to know and describe the work of some artists
- How to combine and layer different materials
- How to use charcoal to create different lines and tones
Perspective, landscape, classical, collage, line, tone, tint, technical
Enhancements
Religious (non) visitors, replica artefacts brought into class and the use of religious (replica) texts
Religious (non) visitors, replica artefacts brought into class and the use of religious (replica) texts in class.
in class.
Knowledge acquired (Subject specific)
Vocab learnt
Controlling pulse and rhythm:
- Recognise rhythmic patterns.
- Identify and recall rhythmic and melodic patterns.
- Perform a repeated pattern to a steady pulse.
- Identify repeated patterns used in a variety of music. (Ostinato).
Exploring sounds, melody and accompaniment:
- Identify ways sounds are used to accompany a song.
- Explore and perform different types of accompaniment.
- Analyse and comment on how sounds are used to create different moods.
- Explore and select different melodic patterns.
- Recognise and explore different combinations of pitch sounds.
Control of instruments:
- Identify melodic phrases and play them by ear.
- Choose instruments on the basis of internalised sounds.
- Select instruments to describe visual images.
Composition:
- Create textures by combining sounds in different ways.
- Improvise simple tunes based on the pentatonic scale.
- Create music that describes contrasting moods/emotions.
- Compose music in pairs and make improvements to their own work.
- Create descriptive music in pairs or small groups.
- Create an accompaniment to a known song.
Reading and writing notation:
- Perform long and short sounds in response to symbols.
- Play and sing phrase from dot notation.
- Create long and short sounds on instruments.
- Record their own ideas.
- Make their own symbols as part of a class score.
Performance skills:
- Perform in different ways, exploring the way the performers are a musical resource.
- Perform with awareness of different parts.
Evaluating and appraising:
- Recognise how music can reflect different intentions.
Children should know:
- How to sing using a wide range of notes; how to sing with a repeated pattern and recall songs sung to them.
- The names of instruments, which family they belong to and the names of each string on their instrument.
- How to listen for different notes in live pieces of music.
- How to read simple musical notation.
.
Pizzicato, bow, position, bowing, plucking, string, accent, bar, chant, choir, clef, crescendo, decrescendo, duet, dynamics, ensemble, flat, forte, harmony, key, major, minor, notation, octave, off beat, orchestra, pulse, rest, rhythm, scale, sharp, tempo, semibreve, minim, crotchet, quaver & semiquaver.
- Know how to improve the accuracy and precision of their movements.
- Use knowledge of composition to create short motifs.
Knowledge acquired (Subject specific)
* Know how to safely send an email.
* Know how to safely receive an email.
* Identify online communities they are a part of.
* Identify different forms of online communication.
* Discuss the positive and negative aspects of online communities.
* Discuss the differences between communication in real life and online.
* Discuss what they have learnt about online safety.
* Communicate their ideas with a group clearly and listen to others' contributions.
* Use what they know about online safety to plan a party using online methods.
Children should be able to:
* Define cyberbullying.
* Know how to respond to a hurtful message or comment online.
* Access a trusted search engine.
* Understand that different search terms give different results.
* Know what plagiarism is.
* Identify which information to keep private online.
* Explain what digital citizenship is.
* Tell someone else at least one way to stay safe online.
* Understand why other people may be hurt by messages or comments.
* Consider the differences and similarities between online and real-life communication.
* Identify factors that affect the ranking of search results.
* Use strategies which improve results when searching online.
* Look for citations online.
* Write a citation.
* Understand why some websites ask for registration information.
* Explain how being a good digital citizen is linked to being a good citizen in real life.
* Advise others on the key ways to stay safe online.
Children should:
* To know what cyberbullying is and how to address it.
* To understand how websites use advertisements to promote products.
* To create strong passwords and understand privacy settings.
* To safely send and receive emails.
* To explore different ways children can communicate online.
* To use knowledge about online safety to plan a party online.
Children should:
* I can identify how a message can hurt someone's feelings.
* I can say how I should respond to a hurtful message online.
* I can use a search engine accurately.
* I understand the term 'plagiarism' and how to avoid it.
* To create a safe online profile.
* To explain how to be a responsible digital citizen.
* To create an online safety superhero character.
Vocab learnt
Cyberbullying, computer network, passwords, privacy, settings, communication, collaboration, emails, sending, receiving, plagiarism, digital citizen.
Subject - MFL.Topic – Les animaux
Curriculum Coverage
Pupils should be taught to:
- Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
- Listen attentively to spoken language and show understanding by joining in and responding.
* Fill shapes in different colours.
* Draw arcs of different sizes as required.
* Create sophisticated algorithms and procedures.
* Include procedures with variables.
Children should know:
* I can create and debug an algorithm using the move, rotate and repeat commands.
* I can create and debug algorithms using penup and pendown.
* I can create and debug algorithms that draw regular polygons.
* To create and debug algorithms that draw shapes.
* To create and debug algorithms that draw regular polygons.
* To create and debug algorithms to draw patterns.
Children should:
* I can create and debug an algorithm to create a procedure.
* I can create and debug an algorithm that uses setpos to draw shapes.
* I can create and debug an algorithm with different colours.
* I can create and debug an algorithm to fill areas with colour.
* I can create and debug an algorithm to produce text.
* I can create and debug an algorithm to draw arcs.
Design, write, debug, programme, simulating, physical systems, decomposing sequence, selection, repetition, variables, input, output.
Subject - MFL.Topic – Au marche
Curriculum Coverage
Pupils should be taught to:
- Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
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Curriculum Development
In the Fairfield Public Schools
FAIRFIELD PUBLIC SCHOOLS
FAIRFIELD, CONNECTICUT
GRADE 7 SCIENCE
GRADE 7 SCIENCE
Statement Of Purpose
Grade 7 science has its emphasis on living things and their interactions with their environment. It focuses on developing an understanding of the human body starting from the cellular level. An understanding of these concepts is essential for individuals to make informed choices with regard to their environment and advancing scientific technology.
Audience
Grade 7 students
Prerequisites
None
Design and Description
Grade 7 science is a heterogeneous class that meets one period per day. The major topics are: characteristics of living things, structures and interactions of organisms, systems of the human body, and cellular reproduction.
Course Objectives
Students will:
- develop scientific inquiry, literacy and numeracy skills.
- identify characteristics of living things.
- describe factors that affect the survival of living things.
- differentiate between animal and plant cells.
- describe the structures and functions of each major organelle in plant and animal cells. describe the structures and functions of the human digestive, respiratory, circulatory, musculo-skeletal and nervous systems.
- describe both the helpful and harmful relationships between microbes and humans.
- identify common strategies to prevent food spoilage due to microbes.
- describe the processes of mitosis and meiosis.
- describe the role of meiosis in gender determination.
- distinguish among DNA, genes and chromosomes and describe their interrelationships.
- compare and contrast the functions of mitosis and meiosis.
Science Standards
Matter and Energy in Ecosystems
An ecosystem is composed of all populations that are living in a certain space and the physical factors with which they interact.
Students will describe how abiotic factors, such as temperature, water, and sunlight, affect the ability of plants to create their own food through photosynthesis.
Students will explain how populations are affected by predator-prey relationships.
Students will describe common food webs in different Connecticut ecosystems.
Structure and Function
Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.
Students will describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria and cell membrane, and how they function to support life.
Students will describe the structures of the human digestive, respiratory and circulatory systems, and explain how they function to bring oxygen and nutrients to the cells and expel waste materials.
Students will explain how the human musculo-skeletal system supports the body and allows movement.
Science and Technology in Society
Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations.
Students will describe how freezing, dehydration, pickling and irradiation prevent food spoilage caused by microbes.
Heredity and Evolution
Reproduction is a characteristic of living systems and it is essential for the continuation of every species.
Students will explain the similarities and differences in cell division in somatic and germ cells.
Students will describe how genetic information is organized in genes on chromosomes, and explain sex determination in humans.
Information and Technology Standards (to be added)
Essential Questions
- How do matter and energy flow through ecosystems?
- How are organisms structured to ensure efficiency and survival?
- How do science and technology affect the quality of our lives?
- What processes are responsible for life's unity and diversity?
Focus Questions
- What are the characteristics of living things and the factors that affect their survival?
- What are the structures and functions of animal and plant cells?
- What are the processes and functions of mitosis and meiosis?
- What are the interrelationships among DNA, genes and chromosomes?
- How do the structures of living things allow them to carry out their life functions?
- How do the interactions between microbes and humans affect our daily lives?
UNITS of STUDY
Unit 1: Introduction to Life
Science Standards
Matter and Energy in Ecosystems
An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact.
Students will describe how abiotic factors, such as temperature, water and sunlight, affect the ability of plants to create their own food through photosynthesis.
Essential Question
- How do matter and energy flow through ecosystems?
Focus Question
- What are the characteristics of living things and the factors that affect their survival?
Core Topics
- Characteristics of living things
- Factors that affect the survival of living things
Unit Objectives
Students will be able to:
- identify characteristics of living things.
- describe factors that affect the survival of living things.
Sample Assessment
- Create an Organism Project
Pacing
5 weeks
Unit 2: Cell Structure and Reproduction
Science Standards
Structure and Function
Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.
Students will describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria, and cell membrane, and how they function to support life.
Heredity and Evolution
Reproduction is a characteristic of living systems and it is essential for the continuation of every species.
Students will explain the similarities and differences in cell division in somatic and germ cells.
Students will describe how genetic information is organized in genes on chromosomes, and explain gender determination in humans.
Essential Questions
- What processes are responsible for life's unity and diversity?
- How are organisms structured to ensure efficiency and survival?
Focus Questions
- What are the structures and functions of animal and plant cells?
- What are the processes and functions of mitosis and meiosis?
- What are the interrelationships among DNA, genes and chromosomes?
Core Topics
- Structures and functions of nucleus, cytoplasm, mitochondria, and cell membrane of plant and animal cells
- Cellular respiration vs. photosynthesis
- Gender determination
- Cell division in somatic and germ cells
- Interrelationship among DNA, genes and chromosomes
Unit Objectives
Students will be able to:
- differentiate between animal and plant cells.
compare the processes of cellular respiration and photosynthesis.
-
- describe and locate the structures of major organelles in plant and animal cells. including the nucleus, cytoplasm, mitochondria, and cell membrane, and explain their functions.
- outline the processes of mitosis and meiosis.
- explain the role of meiosis in gender determination.
- compare and contrast the functions of mitosis and meiosis.
- distinguish among DNA, genes and chromosomes and describe their interrelationships.
Sample Assessment
- Cell Analogy PowerPoint Project
- Cell Travel Brochure
Pacing
9 weeks
Unit 3: Structures and Interactions of Living Things
Science Standards
Structure and Function
Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.
Students will describe the structures of the human digestive, respiratory, and circulatory systems, and explain how they function to bring oxygen and nutrients to the cells and expel waste materials.
Students will explain how the human musculo-skeletal system supports the body and allows movement.
Science and Technology in Society
Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations.
Students will describe how freezing, dehydration, pickling and irradiation prevent food spoilage caused by microbes.
Essential Question
- How are organisms structured to ensure efficiency and survival?
Focus Questions
- How do the interactions between microbes and humans affect our daily lives?
- How do the structures of living things allow them to carry out their life functions?
Core Topics
- Structures and functions of major human body systems, including:
1. Digestive System – major components, digestive processes, role of digestion to provide nutrients to cells.
2. Respiratory System – major components, role of respiration to provide oxygen to cells and remove carbon dioxide.
3. Circulatory System – major components, role of circulatory system to transport life-sustaining materials to cells and remove waste from cells.
4. Musculo-Skeletal System – role of musculo-skeletal system to support the body and allow movement.
5. Nervous System – major components, role of nervous system to regulate all body functions.
- Interrelationships among human body systems
- Healthy lifestyle practices
- Current medical topics in the media
- Preventative strategies for food spoilage
- Helpful and harmful microbes
Unit Objectives
Students will be able to:
- identify and describe the structures and functions of the human digestive, respiratory, circulatory, musculo-skeletal and nervous systems.
- apply knowledge of human body systems to:
1. analyze current medical topics in the media.
2. practice healthy lifestyle choices.
- explain both the helpful and harmful relationships between microbes and humans.
- identify common strategies to prevent food spoilage due to microbes including freezing, dehydration, pickling, and irradiation.
Sample Assessment
- "We Got the Beat" Inquiry Lab
- Diaphragm Model Building Activity
Pacing
20 weeks
3 weeks per body system
1 week inquiry activity
4 weeks enrichment time for additional labs and activities relating to the human body | <urn:uuid:c1e91010-0c85-4f90-b238-24198be502a4> | CC-MAIN-2024-33 | https://archive.fairfieldschools.org/downloads/pdf/Science%20Grade_7.pdf | 2024-08-10T11:38:37+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00523.warc.gz | 82,435,952 | 1,867 | eng_Latn | eng_Latn | 0.832704 | eng_Latn | 0.990682 | [
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April 27, 2011
The storms of April 27th, 2011 were historic; it was an event which affected all of Alabama, directly or indirectly. Every life lost was tragic. Even so, the fact that a greater number of lives were not lost reflects upon the awareness and preparedness of many individuals and communities across Alabama. This event also highlighted the importance of an effective relationship between the National Weather Service, Media, and Emergency Management. Then as now, these partners are committed to working together to ensure you are prepared and can make informed decisions when it is time to act.
Although overshadowed by April 27th, there were five other severe weather episodes in April 2011. Even if you were not hit directly by any one of these series of events, the need for awareness and preparedness for all Alabamians was certainly made clear in this month of weather disasters.
As Alabamians continue to heal and rebuild from these storms, the lessons learned will be carried forward. The need to be prepared for disasters, of any type, has never been clearer. Use the information on the following pages to learn how to prepare for disasters and how to remain safe both during and after the storm. It could make the difference the next time disaster strikes!
The photos to the left are only a few examples of the destruction which occurred on April 27th and the rebuilding that has occurred over the last 2 years.
The damage photos were taken as part of National Weather Service Storm Assessment Surveys. Other photos courtesy of Eric Jones, Elmore County EMA; Tammy Bain, Calhoun County EMA; Billy Green, Tuscaloosa County EMA; and Tara Goggins, NWS Birmingham.
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Introducing the Grand Tour – Where am I?
"For these ten days past have I been traversing a 'lapland': winds whistling in my ears, and cones showering down upon my head from the wilds of pine through which our route conducted us. Often were we obliged to travel by moonlight, and I leave you to imagine the awful aspect of the mountains buried in snow. I scarcely ventured to utter an exclamation of surprise, though prompted by some of the most striking scenes in nature, lest I should interrupt the sacred silence that prevails, during winter, in these boundless solitudes. The streams are frozen, and mankind petrified, for aught I know to the contrary, since whole days have we journeyed on without perceiving the slightest hint of their existence. I never before felt the pleasure of discovering a smoke rising from a cottage, or of hearing a heifer lowing in its stall…"
Place a circle on the map marking the place you think the writer is describing.
What clues from the text have led you to choose this place?
………………………………………….
…………………………………………..
…………………………………………… …………………………………………..
…………………………………………… …………………………………………..
When do you think the text might have been written?
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Animal Attraction and Pretty Plants
Learning outcomes
» Plants and animals have predictable life cycles. (Life Sciences – Grade 2)
» Adaptations in physical structure or behavior may improve an organism's chance for survival. (Life
Sciences – Grade 3)
» Students know many plants depend on animals for pollination and seed dispersal. (Life Sciences – Grade 4)
From: California's Science Content Standards
Books we read
Hello, Hello! by Miriam Schlein
The Hungry Hummingbird by April Pulley Sayre
Activities we did
» We learned about how elephants communicate with each other and then put on elephant ears and "trunks" to act this out ourselves from Elephants and Their Young: Science and Math Activities for Young Children. Nat. Ctr. QL737 .P97 E25 2001, p.51.
» We looked at different flowers and talked about what adaptations they have to attract pollinators.
Today's craft: Heart-Shaped Butterfly
You will need:
» Pencils
» Red and white construction paper
» Heart templates
» Scissors
» Glue
» Sticky tape
» Googly eyes
» Pipe cleaners
» Yarn
Directions:
1. Fold red and white paper in half. Draw round templates on indicated color.
2. To make the wings, glue large heart onto very large heart and medium heart onto large heart.
3. To make the body, glue 4 small hearts together in line. Lay it so hearts are upside down.
4. Glue medium red heart onto body – this is the head.
5. Tape on pipe cleaners as antennae and stick on googly eyes.
6. Lay out wings slightly overlapping and glue body to wings.
7. Tape a small loop of yarn onto butterfly to hang it up.
Adapted from http://www.dltk-holidays.com/valentines/mbutterfly.htm
Want to find out more?
Here is a selection of further resources to explore in the Naturalist Center, in the public library or at home. Please ask if you can't find what you're looking for.
Books
Animal Communication by Janet McDonnell. Nat. Ctr. Juv. QL776 .M38 1989
DVDs
Presents how different species each convey the different messages animals might send each other (e.g. "Danger!" "Off my property!" "Supper time!").
Animal Talk: Barks, Growls, Hisses, Howls by Janet McDonnell. Nat. Ctr. Juv. QL776 .M384 1990
Learn from Professor Facto why a cat might purr, a crow might caw and a gorilla might beat his chest.
Bees Dance and Whales Sing: The Mysteries of Animal Communication by Margery Facklam. Nat. Ctr. Juv. QL776 .F33 1992
Discusses how a variety of animals communicate, including cross-species communication.
The Clover and the Bee: A Book of Pollination by Anne Ophelia Dowden. Nat. Ctr. Juv. QK926 .D68 1990 Covers pollinators and flower adaptations in depth.
Pollinating a Flower by Paul Bennett. Nat. Ctr. Juv. QK926 .B42 1994
Large color photos help to explain pollination and pollinators such as insects, animals, the wind and humans.
First Flower. Nat. Ctr. Media QK653 .F57 2007 Older children may enjoy this NOVA feature about the world's earliest plant.
The Life of Birds, Part 2. Nat. Ctr. Media QL698.3 .L53 2002 Shows how birds use sounds, color and other signals to attract others and keep safe.
Zoboomafoo: Chirp and Chatter Double Feature. Nat. Ctr. Media QL776 .Z62 2003
PBS kids' beloved wildlife series explores how animals communicate.
Websites
How Wolves Communicate
A guide to the meanings of posture and sounds. Some links are no longer active.
http://www.units.muohio.edu/dragonfly/com/
NatureWorks: Communication
Includes an overview of different types of animal communication: visual, auditory, chemical and tactile. http://www.nhptv.org/natureworks/nwep3.htm
Pick the Pollinator
An interactive game from the BBC
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Thursday, April 18, 2002
FAMILY
Concerts and cleanups will mark the event, but it's often the more mundane things that count.
To Activists, Every Day Should Be Earth Day
By BRENDA REES, SPECIAL TO THE TIMES
In honor of Earth Day 2002, Jennifer Scott-Lifland wishes everyone would visit a dump for an eye-opening experience.
"If everyone saw all that trash and waste, they might begin to realize how little actions can have big effects," says Scott-Lifland, a certified arborist for TreePeople.
If there's a universal lesson to teach kids on Earth Day, leaders from local environmental groups agree, that's it: Small changes add up to big differences. This weekend, activities ranging from concerts to beach cleanups will mark the 32nd anniversary of Earth Day. But just as important, these environmentalist say, are the examples adults set every day.
Founded in 1970 by U.S. Sen. Gaylord Nelson of Wisconsin, Earth Day started as a nationwide environmental protest to draw attention to industrial pollution and conservation issues. It was part of the political movement that led to the creation of the U.S. Environmental Protection Agency, and the passage of the Clean Air, Clean Water and Endangered Species acts.
Scott-Lifland, who regularly meets with schoolchildren to talk about ecology, says youngsters sometimes have already absorbed save-the-planet ideas.
Students from Horace Mann get help planting a tree. JENNIFER SCOTT-LIFLAND
"Little kids seem to get this, but it's the parents who oftentimes need the education," she says. "Many people think it's too much work."
Conservation doesn't have to be complicated, time-consuming or costly. Just go back to the basics: Take only what you need and clean up after yourself. And it's easy to involve young ones in the effort.
"Tell kids not to leave the water running when they brush their teeth, wash their faces or play in the pool," says Hallie Jones of Heal the Bay. "And always sweep instead of hosing down the sidewalk."
L.A.'s 250,000 storm drains are a major source of water pollution in the Pacific.
"Whatever goes in here flows out there," Jones says. "We need everyone to pick up after their pet so dangerous bacterium doesn't get into the water system. And if you see a gutter drain clogged with trash, take a moment to clear it up."
To reduce local landfills, Jones stresses reuse of materials. Kids' lunches are full of disposable plastic bags and over-packaged foods. "Why not pack lunches and other items in reusable containers like Tupperware? Think of what you'll save not buying Baggies."
Indeed, eco-changes can be a cost-effective benefit to the environment, says Lori Shimonishi of the Coalition for Clean Air. Turning off light switches, TVs and computers is an important lesson to learn and also saves money. "Switch from incandescent lightbulbs to compact fluorescent ones," she also suggests, explaining that one 15-watt fluorescent bulb is comparable to a 60-watt incandescent one. "You're going to use less energy, have a reduced electric bill, and these bulbs last seven to nine years."
Although today's youngsters might have more of an eco-edge than their parents, they still need adults to be good examples. Parents can demonstrate clean-air behavior by tuning up engines, carpooling, not topping off gas tanks, and even seeking out dry cleaners that use less harmful "wet-cleaning" chemicals.
http://www.calendarlive.com/top/1,1419,L-LATimes-Print-X!ArticleDetail-56465,00.html? (1 of 3) [4/18/02 12:34:43 PM]
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"The only way kids are going to see an appreciation of the environment is for adults--parents and teachers-to show them nature," says Martin Schlageter of the Sierra Club. Children and young adults need to have firsthand experience with Mother Earth.
Hike through the surrounding wilderness areas, beaches and mountains of Southern California, suggests Schlageter, then "come back home and realize that your home is part of the natural environment around you."
"Landscape with native plants instead of plants that need lots of water. Compost your yard trimmings. Plant a garden. Be aware of all the living things right in your backyard or park."
Scott-Lifland agrees, adding that despite its concrete reputation, Los Angeles is an urban forest, bustling with trees, shrubbery and wildlife--assets we should all care for every day, not just on Earth Day.
"Don't wait or think it's someone else's job," she says. "If you see, for example, a little street tree that's not looking so hot, go over and give it some water, cut it back, help it. Our Earth, much less our trees, needs champions. Let's all be those champions."
Earth Day Activities
* * *
The Whole Earth Festival 2002--Musical performances, celebrity storytelling, puppet shows, speakers, environmental displays and eco-friendly marketplace. Saturday and Sunday, 11 a.m. to 6 p.m. Free. Lake Balboa, 6300 Balboa Blvd., Van Nuys, (310) 455-2497.
Earth Day Fair at Cabrillo Beach--Children's activities, guided walks and environmental booths. Saturday only. Beach cleanup, 8 to 10 a.m.; fair, 10 a.m. to 3 p.m. Free; $6.50, parking. Cabrillo Marine Aquarium 3720 Stephen White Drive, San Pedro. (310) 548-7562.
,
Earth Day Celebration at the Los Angeles Zoo--Music, recycled art projects, insect displays, educational displays and appearances by Recycle Rex. Saturday and Sunday, 10 a.m. to 5 p.m. Zoo admission: $8.25; $3.25, 12 and younger; free, under age 2. Los Angeles Zoo, 5333 Zoo Drive, Griffith Park, L.A., (323) 6641100.
Earth Day Rubble Removal and Nature Walk--Rubble removal on Saturday, 9 a.m. to 5 p.m.; nature walk, Sunday, 4 p.m. Free. Madrona Marsh Preserve, 3201 Plaza del Amo Blvd., Torrance. (310) 326-2774.
South Bay Earth Day Concert and Celebration--Kids' activity walk, entertainment, eco-quizzes and Earthfriendly vendors. Saturday, 11 a.m. to 4 p.m. Free. Polliwog Park, Redondo Avenue and Manhattan Beach Boulevard, Manhattan Beach, (310) 226-2927.
The Aquarium of the Pacific's Earth Day Celebration--Live music, educational booths and an alternative transportation vehicle display. Saturday and Sunday, 9 a.m. to 6 p.m. Aquarium admission: $16.95; $9.95, ages 3 to 11; free, 2 and younger. Aquarium of the Pacific, 100 Aquarium Way, Long Beach, (562) 5903100.
Earth Day Extravaganza--Tours of the ECO Station, moon bounce, experimental activities and ecological booths. Sunday, 10 a.m.-4 p.m. Free. ECO Station, 10101 W. Jefferson Blvd., Culver City, (310) 842-8060.
Earth Day 2002: A Celebration for Youth and Family--Ecological activities for children and adults, live music, guest speakers. Sunday, 10 a.m.-2 p.m. Free. Clover Park, 2600 Ocean Park Blvd., Santa Monica, (310) 458-8540.
Earth Day 2002: Spring Beach Cleanup--Beach cleanup, snacks and music. Saturday, 9 a.m. to noon. Free. Beach Maintenance Yard, 4320 Olympic Plaza, Long Beach, (562) 570-1471.
Earth Day 2002--Beach cleanup, live sea creatures, games, mural painting. Saturday, 10 a.m.-4 p.m. Free. 1021 N. Harbor Drive, Redondo Beach, (310) 318-0686.
Los Angeles Audubon Society Earth Day 2002--All activities Saturday. Bird walk at 8 a.m. followed by cleanup and planting projects until 11 a.m. Informative displays and kid's activities until 3 p.m. Free. Kenneth Hahn Recreational Area, La Cienega Boulevard between Rodeo Road and Stocker Street, Baldwin Hills. (323) 876-0202.
Earth Day Celebration--Canoe relay race, nature and wildlife exhibits, helicopter rides, bird-watching walks. Sunday, 11 a.m. to 5 p.m. Free, but some events require a fee. Ken Malloy Harbor Regional Park, 25820 Vermont Ave., Harbor City, (310) 548-7728.
http://www.calendarlive.com/top/1,1419,L-LATimes-Print-X!ArticleDetail-56465,00.html? (2 of 3) [4/18/02 12:34:43 PM]
Earth Day Celebration and Health and Safety Fair--Trail cleanup and habitat restoration, mobile skate park, arts and crafts, and live music. Saturday, 10 a.m. to 4 p.m. Free. Yosemite Recreational Center, 1840 Yosemite Drive, Eagle Rock, (323) 257-1644.
Copyright 2002 Los Angeles Times
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Remember, you're not just washing your car
Practice good car care
Did you know there are over four million vehicles in Southeast Michigan? Practicing good car care helps protect our lakes and streams.
How? Storm drains and roadside ditches lead to our lakes and streams. If dirty water from washing our cars or motor fluids are washed or dumped into the storm drain or roadside ditches, it pollutes our local waterways.
What can you do? Follow the simple tips on the back of this card for a clean, well-running vehicle that also protects our lakes and streams.
Practice good car care
Make a date. Car wash facilities treat their dirty water before discharging it to our lakes and streams. So, make a date to take your car to a car wash.
Wash it – on the grass. If you wash your car at home, consider washing it on the lawn. Or, if you can't use the lawn, try to direct the dirty water towards the lawn and away from the storm drain.
Minimize it. Reduce the amount of soap you use or wash your car with plain water.
Maintain it. Keep your vehicle properly tuned. Use the owner's manual to guide decisions about how often it is necessary to change fluids such as oil and antifreeze.
Take advantage of business expertise.
Consider taking your vehicle to the shop to have the oil and other fluids changed. These businesses have the ability to recycle the used materials and clean up accidental spills.
Recycle. If you choose to change your oil and other fluids yourself, label the waste containers. Then, take them to your community's household hazardous waste collection day or to a business that accepts used oil. Never dump used oil, antifreeze, or other fluids on the ground or down the storm drain.
Soak it up. Use kitty litter promptly to absorb small amounts of spilled vehicle fluids. Then sweep it into a bag and throw it in the trash.
Do it under cover. Perform vehicle maintenance in a well-ventilated, but covered location (e.g., garage). This minimizes rainfall from washing those inevitable spills and drips into our waterways.
Find out more at www.semcog.org
Brought to you by the Southeast Michigan Partners for Clean Water
Support provided by SEMCOG, the Southeast Michigan
Council of Governments (313-961-4266) and the
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4-H BEEF CATTLE PROJECT
WHAT IS THE BEEF CATTLE PROJECT?
The beef cattle project teaches production methods of the current beef cattle industry. The beef cattle project allows youth to explore the areas of animal husbandry, livestock selection and evaluation, health management, and meat science. Beef cattle projects focus on market steers (terminal meat-based production), breeding beef (purebred production) and commercial heifers (crossbred commercial production).
OBJECTIVES
RESOURCES
* Develop life skills through project participation essential for becoming a skilled, productive and responsible citizen.
* Develop quality leadership skills that promote positive youth development.
* Cultivate skills and interest from 4-H project experiences that can assist in future career preparation.
* Learn the value of and apply ethical industry accepted practices and research findings in specific project areas.
VOLUNTEER OPPORTUNITIES
* 4-H Beef Club leader
* Hosting/assisting with shows
* Hosting/assisting with clinics
* Master Cattleman training program
* Beef quality assurance training
PROJECT OPPORTUNITIES
* Beef Premier Exhibitor
* Beef Cattle Exhibition
* NAILE Beef/Sheep Award Trip
* LBIC 4-H/FFA Beef Poster Contest
* Agricultural Demonstration Speeches
* State Fair Quiz Bowl
* Livestock Judging
* LSU Grazing Project
Beef – Group Activity Helper's Guide
National 4-H Curricula:
Beef 1 – Bite into Beef
Beef 3 – Leading the Charge
Beef 2 – Here's the Beef www.n4hccs.org
North American Meat Institute Beef Book www.meatinstitue.org
National Cattlemen's Beef Association www.beefusa.org
Louisiana Cattlemen's Association www.labeef.org
National Beef Checkoff www.beefboard.org
Louisiana Beef Industry Council www.labeefcouncil.org
CAREER OPPORTUNITIES
* Beef cattle breeder
* Feed sales/nutritionist
* Veterinarian
* Veterinary pharmaceutical sales
* Research scientist
* Equipment manufacturing and sales
* Reproductive consultant and technician
* Meat I.D. & Evaluation
* USDA grader/inspector
* Animal welfare specialist
Prepared by: Crystal Ahrens, Instructor (4-H Livestock Specialist), 4-H Youth Development
For more information about this project, or 4-H in general, contact your local parish LSU AgCenter Office or visit the Louisiana 4-H website: www.LSUAgCenter.com/4H
William B. Richardson, LSU Vice President for Agriculture, Louisiana State University Agricultural Center Louisiana Agricultural Experiment Station, Louisiana Cooperative Extension Service LSU College of Agriculture
Pub. 3730 (online only) 4/20 The LSU AgCenter and LSU provide equal opportunities in programs and employment.
LIFE SKILLS DEVELOPED THROUGH 4-H BEEF CATTLE PROJECT
HEAD
Managing
Goal setting Keeping records Wise use of resources
HEAD
Critical thinking
Thinking
Decision making Problem solving Learning to learn Service learning
HEART
Empathy Nurturing Relationships
Caring
HEART
Communication Cooperation Social skills
Relating
HANDS
Community service Volunteering Leadership Responsibility
Giving
HANDS
Marketable skills Self-motivation
Working
HEALTH
Healthy lifestyle choices Stress management Disease prevention Personal safety
Living
HEALTH
Self-esteem Self-responsibility Character Managing feelings Self-discipline
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第一天
吉隆坡-金边 (晚餐)
集合于吉隆坡国际机场,起程前往柬埔寨-金边市.抵达波成通机场,由专业导游接往参观独立记念碑和四臂 湾等旅游景点.晚餐后，前往柬埔寨最大的国际赌场.
第二天
金边-暹粒 (早/午/晚餐)
早餐后,参观波尔布罪恶馆,柬埔寨皇宫和银塔.午餐后乘车(约五个小时的车程)前往暹粒.抵达后,晚餐于当 地餐馆并欣賞文化及歌舞表演.
第三天
暹粒(吴哥窟) (早/午/晚餐)
早餐后,参观大吴哥的南城门,之后进入小吴哥的巴杨庙,空中宫殿,塔普倫殿,斗象台和悦兵台等,午餐于当 地餐馆.餐后参观周薩神殿,塔瑪儂廟,古代法院和古代聖池吴哥庙-世界七大奇观之一.傍晚时份,乘车前往 巴肯山欣赏美丽夕阳,吴哥窟美景一览无遗.晚餐于当地餐馆.
第四天 暹粒-吉隆坡
(早餐)
早餐后送往机场启程回国.结束四天愉快旅程.
DAY 01 KUALA LUMPUR-PHNOM PENH
(D)
Meet at KLIA and depart to Phnom Penh.Upon arrival meet by our representative and transfer to Independence Monument and Chaktomuk River. After dinner at local restaurant, visit to Naga Resorts which is the Cambodia biggest International Casino.
DAY 02 PHNOM PENH-SIEM REAP
(B/L/D)
After breakfast, tours begin with visit to Toul Sleng museum which is displays items of the inhuman acts of Pol Pot, Royal Palace and Silver Pagoda. After lunch, proceed to Siem Reap by coach. This five hour drive will show you the diversity of the Cambodia villages and rice fields along the journey. Upon arrival meet and greet by the local tour guide. Buffet dinner at local restaurant with cultural show.
DAY 03 SIEM REAP (ANGKOR WAT)
(B/L/D)
After breakfast, visit the South Gate of Angkor Thom – Bayon, Phimeanakas, Taprohm Temple, Elephant Terrance and Terrance of the Leper King. After lunch, continue visit to Chao Say Devoda, Thommanon, Banteay Kdey, Srah Srong and the Angkor Wat - one of the seven wonder in the world. In evening, Continue proceed to Bakeng Hill and for sunset view and beautiful scenery of Angkor Wat. Dinner at local restaurant.
DAY 04 SIEM REAP-KUALA LUMPUR
(B)
Bid farewell to Cambodia today. After breakfast, transfer to airport for departure flight and bringing with you sweet memories of an enjoyable holidays with us. | <urn:uuid:3d2124db-2070-4d19-b7e3-f2d39c6834b3> | CC-MAIN-2024-33 | https://nanyangtours.com/data/2009/4D3N_Siem_Reap_and_Phnom_Penh.pdf | 2024-08-10T11:15:23+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00518.warc.gz | 336,532,115 | 689 | eng_Latn | eng_Latn | 0.928542 | eng_Latn | 0.928542 | [
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STRESS IN YOUR DOG
How to recoginise it and how to deal with it
We all have the ability to get stressed - our dogs included. So what is stress? Stress is defined as the body's response to any physical or mental demand. It is a genetically predetermined reaction over which the individual, whether it is a dog or a person, has no control. When stressed, the body becomes chemically unbalanced. To deal with this imbalance the body releases chemicals into the bloodstream in an attempt to rebalance itself. The reserve of these chemicals is limited. You can dip into it only so many times before it runs dry and the body loses its ability to rebalance. Prolonged periods of imbalance result in neurotic behaviour and the inability to function. Both dogs and people can succumb to phobias, followed by situation anxiety, which can lead to obsessive compulsive disorders.
Stress lowers the body's immune response so, any ongoing stressful situation or environment will result in making the dog ill in some way, plus more susceptible to virus etc.
So, how do you recognise stress?
Stress is characterised as 'positive' – manifesting itself in increased activity, and 'negative' – manifesting itself in decreased activity. Stress in our dogs triggers the fight or flight response. Positively stressing dogs will be seen to be running around, bouncing up and down or jumping on you, whining, barking, mouthing – in fact any time you think your dog is just being silly or tiresome.
Negatively stressing dogs will be seen to be slinking behind you, freezing, running away or responding slowly to a command. You may think your dog seems tired, sluggish or disinterested. These are not signs of relaxation, but are coping behaviours for negative stress.
What you may see
a) in positive stressing dogs
Wrinkling of upper corners of mouth (seen in Retrievers and Rottweilers)
Red eyes - in the eye itself and in the whites of the eyes
Very pink gums - seen in springers, boxers and white dogs, also chocolate labradors
b) in negatively stressing dogs
A dog that lies quietly on the floor at your feet – even if there is a lot going on around him. Averting his gaze/turning his from whatever is in front of him. Whining or shivering
c) With both kinds of stress
Excessive panting or drooling Muscle tremors Sweating pads Dilated pupils
What causes stress in our dogs?
Stress may be intrinsic or extrinsic. Intrinsic sources are all the things that come with the dog, including conformation and health. They are inherited and come within the dog. Dogs vary in coping abilities and stress thresholds, and what you see is what you get. Realistically there is not much you can do to change your dog, such as training a dog to deal better with stress. You can use stress management techniques to mitigate the impact of the stress.
Extrinsic sources range from the diet you feed to even the relationship you have with your dog. They come from outside the dog and are introduced externally. These can include:
A lack of adequate socialisation
Training or even the appropriateness of the training method being used
Diet - incorrect or change of
Inconsistency - in routine or in dealing with the dog on a daily basis
Travelling
Change of environment
Family problems
Position of rank within a multi-dog household (lower ranking individuals can get stressed)
Boredom
Smothering - giving too much love or attention
Exercise - lack of or too much
These are just a few examples. Coming to classes, meeting new dogs, the environment plus having to learn new exercises will cause stress to a lesser or greater degree in all your dogs. Fortunately, all the above are under your control!
Dealing with stress in our dogs when training
Become aware of how your dog reacts to stress i.e. positively or negatively, plus the circumstances under which the dog stresses. It could be location or something you are doing. Let's say your dog stresses in a positive way, by getting bouncy or overexcited. It is important to keep your hands still and off your dog, and keep your voice quiet, or you will excite him even more. Every behaviour has a time frame and experience will tell you how long it takes for your dog to calm down under different circumstances. During times of severe stress, your dog is unable to learn or respond to commands, even those he knows well, until his body rebalances itself. Your goal is to restore your dog's breathing pattern and body posture to normal. If the stress is linked to your location, it may be prudent to remove your dog from the situation and give him somewhere quiet to calm down.
If your dog stresses in a negative way, take him for a walk to get the circulation going and redistribute the chemicals that have been released, so his breathing can return to normal. If in a class situation, massaging the top of his shoulders may help, just because he is quiet does not mean he is calm. Try to turn him on with food or a toy. Under no circumstances should you try to pull or drag him to get him up – use encouragement and a food lure if necessary. Please understand that your dog has no control over his response to stress – he inherited this behaviour- and it is your job to manage it as best you can. Through proper management, your dog will become accustomed, with every successful repetition, to coping with new situations and handle them like an old trooper.
Other ways to help control stress generally
1. Use medication – either or both conventional medicines or homeopathic – seek professional advice
2. A proper balanced diet is very important
3. An increase in exercise has been proved to help lower stress levels
4. Mental stimulation is very important
5. Increase feelings of security and safety (i.e. routine)
6. Do not over indulge
7. Use a behaviour modification programme | <urn:uuid:e85d9036-482c-4830-8499-66de6ac8db39> | CC-MAIN-2024-33 | https://www.cdts.co.uk/wp-content/uploads/2021/04/STRESS-IN-YOUR-DOG-6April21.pdf | 2024-08-10T09:59:05+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00525.warc.gz | 556,811,329 | 1,255 | eng_Latn | eng_Latn | 0.999053 | eng_Latn | 0.999115 | [
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Activity Type
Grammar and Speaking Game: unscrambling, asking and answering questions from prompts (group work)
Focus
Noun clauses
Aim
To practice forming and using noun clauses to give noncommittal responses.
Preparation
Make one copy of the game board for each group of three or four. You will also need a dice and counters for each group.
Level
Upper-intermediate (B2)
Time
25 minutes
Introduction
Here is a noun clauses board game to help students practice forming and using noun clauses to give noncommittal responses. In the game, students ask questions and score points by forming and using noun clauses to give noncommittal responses.
Procedure
Divide the class into groups of three or four.
Give each group a copy of the game board, a dice and counters.
Each student will also need a pen and paper for writing.
Students take turns rolling the dice and moving their counter along the board.
When a student lands on a square that contains a scrambled question, they unscramble the question and ask it to the group members, e.g. 'Who is that?'
The other group members then race to form a noncommittal response to the question using one of the sentence frames in the bank and a noun clause.
The first student to write an appropriate and grammatically correct response on their paper and say the reply wins, e.g. 'I don't know who that is.'
If it is the first time the winner has used that particular sentence frame, they score two points.
If the winner has used that sentence frame previously, they score one point.
Students are not allowed to repeat the same reply if a question is asked twice.
The first student to reach the 'finish' square scores an extra three points.
When a student reaches the finish, the game ends and everyone counts up their points.
The student with the highest score wins the game.
(answer key and example responses on the next page)
Teach-This.com © 2021 Permission granted to reproduce for classroom use.
Activity Type
Grammar and Speaking Game: unscrambling, asking and answering questions from prompts (group work)
Focus
Noun clauses
Aim
To practice forming and using noun clauses to give noncommittal responses.
Preparation
Make one copy of the game board for each group of three or four. You will also need a dice and counters for each group.
Level
Upper-intermediate (B2)
Time
25 minutes
Procedure continued
Answer key and example responses
1. Who is that? I don't know who that is.
3. Is this the correct answer?
2. When will you arrive? I'm not sure when I'll arrive.
I can't remember if
that's the correct answer.
You should spend your day off
4. How should I spend my day off?
5. Why did the chicken cross the road? I'm not sure why the chicken crossed the road.
however you like.
6. Who should get this assignment?
7. Who should I invite to the party? Invite whoever you like.
Give the assignment to whoever
you think is best.
8. Where is the car parked?
9. Is it going to rain tomorrow?
I can't remember where
the car is parked.
I don't know if
it's going to rain tomorrow.
11. Would you like to stay up until 6 a.m. watching movies? I'm not sure whether I would.
10. He isn't in love with her, is he? I don't think that he's in love with her.
12. Should we order a pizza or go to a restaurant? We can do whichever you like.
I can't remember
13. When does the meeting start?
14. Would you like to try this bacon and jam sandwich? I don't know whether I would.
when the meeting is.
15. Who did you say sent the message?
16. Why are you carrying that tuba? I'm not sure why I'm carrying this tuba.
I can't remember who
I said sent the message.
17. You didn't lose your phone again, did you? I don't think that I did.
19. Would you like tea, coffee or water? I'd like whichever is easiest.
18. Where should we meet? We can meet wherever is easiest.
20. How do you get to the station from here? I don't know how you get to the station from here.
Teach-This.com © 2021 Permission granted to reproduce for classroom use.
Teach-This.com © 2021 Permission granted to reproduce for classroom use. | <urn:uuid:e7e00694-79fb-42f5-9b8d-4d8fe0c84283> | CC-MAIN-2024-33 | https://www.teach-this.com/images/resources/i-am-not-sure.pdf | 2024-08-10T10:22:10+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00526.warc.gz | 788,612,443 | 943 | eng_Latn | eng_Latn | 0.980737 | eng_Latn | 0.999517 | [
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Student Activity Sheet - Virus Maximus
Virus Growth and Vaccine Production
Hemagglutinin (HA) is an antigenic glycoprotein found on the surface of influenza viruses. It is responsible for binding the virus to the cell that is being infected.
Overview: Below are sets of data showing viral HA protein percent yield for three different virus strains being considered for use in the upcoming flu vaccine production process, and a control. Seqirus needs to maximize the yield of the virus in order to use it to create as many doses of vaccines as possible. Calculate which strains, if any, showed a significant difference (p<0.05) in HA percent yield compared to the control. Based on the results, make a recommendation to manufacturing on which strain(s) to use, or to stick with the control strain. The sample for each run is 100.
Part 1:
1. Look at the data and compare each strain to the control. Estimate which strain you think is the least effective. Why do you think it is the least effective?
2. Estimate the strain that you think will be the most effective. Why do you think it is the most effective?
3. What would be used as the population parameter for this situation?
4. Using the median values for the control and each strand, what is your null hypothesis and what alternate hypothesis will you be testing?
5. Using the median values for the control and each strand, complete the following table.
6. Based on your calculated probability, which strain do you feel can be discarded? Why?
7. Looking at the other two strains, does the differences in their probability justify using one over the other or do you feel that they are both similarly effective? Explain your conclusion with complete sentences.
8. In the context of this question, why would a probability of 0.03 be considered significant when 0.20 is not?
Part 2:
Seqirus wants to produce the maximum amount of virus cells so they can use them in their vaccines. When counting the amount of virus cells, which is called calculating viral titer, dilution is necessary to get a countable number. Shown below is an image of a sample of a virus showing the stages of dilution from a high concentration of the white virus cells to a low concentration of the cells. (The white is the virus cells and the purple is the dilution agent)
1. Which dilution sample do you think would be the best to count the number of cells? Why? Reminder: Dr. Johnstone gave parameters in the video for how many cells needed to be present in a sample. (Video Link should say the number of cells should be between 30 and 300)
Pictured below is the experimental overview and results of stocks using the control and three strains from Part 1. Each dot in the dish represents one virus unit called a "plaque forming unit (PFU)".
Calculate the amount of PFUs per milliliter (PFU/mL) for each viral stock being tested. μL means 1 microliter. A microliter is a unit of volume equal to 1/1,000,000th of a liter. Note: 1mL=1000µL. You will notice that on the diagrams the units are sometimes in mL and other times in μL. Make sure you convert to mL when necessary.
Calculations for Strain A:
First you must calculate the dilution factor- To do this you are starting with your virus stock and taking a small amount of the Strain A Stock, placing it into Tube B and mixing it together. You then will take a small amount of the sample in Tube B and mix it into Tube C. Finally you take a small amount of sample from C and count the virus cells. You will then use this number to calculate how many virus cells were in the original Stock.
Take 100 μL from the stock and place in Tube 2:
0
First convert 100μL into mL: 1𝑚𝑚𝑚𝑚 1000𝜇𝜇𝑚𝑚 = 𝑥𝑥 100𝜇𝜇𝑚𝑚 Solve the proportion to get x = 0.1 mL
Find the total amount of solution in Tube 2: 9.9 mL + 0.1mL = 10mL
In Tube 2 there was 0.1 mL of stock so the total ratio of stock to solution is
0.
1
10
=
.
𝑜𝑜𝑜𝑜
−
2
01
10
Take 1mL from the Tube 2 and place in Tube 3:
Find the total amount of solution in Tube 3: 9mL + 1mL = 10mL
In Tube 3 there is 1mL from Tube 2 so the total ratio of Tube 2 to Tube 3 is 1 10 = 0 . 1 𝑜𝑜𝑜𝑜 10 −1
Total Dilution and Final Count
The total dilution is then 10 −2 ⋅ 10 −1 ⋅ 1 = 10 −3
Count the virus cells in your diagram above: 39 cells
Final count: 39 PFU ÷ 10 -3 = 39,000 PFU
Convert to scientific notation: 39,000 = 3.9 x 104 PFU/mL
Take 1mL from the stock and place in Tube 2:
No need to convert since you start with mL.
Find the total amount of solution in Tube 2:
The total ratio of stock to solution is:
Take 1mL from the Tube 2 and place in Tube 3:
Find the total amount of solution in Tube 3:
The total ratio of Tube 2 to Tube 3 is:
Total Dilution and Final Count
The total dilution is:
Count the virus cells in your diagram above:
Final count:
Convert to scientific notation:
Take 100 μL from the stock and place in Tube 2:
First convert 100μL into mL:
Find the total amount of solution in Tube 2:
The total ratio of stock to solution is:
Take 1mL from the Tube 2 and place in Tube 3:
Find the total amount of solution in Tube 3:
The total ratio of Tube B to Tube 3 is:
Total Dilution and Final Count (Note: there is not 1 mL of tube C used, but 100μL and you must convert to mL)
The total dilution is:
Count the virus cells in your diagram above:
Final count:
Convert to scientific notation:
Conclusion:
Seqirus produces a flu vaccine that requires maximal viral HA protein yield and virus production for manufacturing the vaccine efficiently. Using the information from part #1 and #2, make a recommendation to Dr. Johnstone for which strain Seqirus should use to produce the vaccine. Remember that you are presenting your written conclusion to a scientist and you should use complete sentences and proper grammar in your explanation of why you picked a certain strain and support your recommendation with the mathematics. | <urn:uuid:0c9cc2c0-28c7-4937-81fe-6ca861ee1ce5> | CC-MAIN-2024-33 | https://www.waketech.edu/sites/default/files/page-file-uploads/NSF-Virus-Maximus-Student-Activity-Sheet.pdf | 2024-08-10T10:43:55+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00525.warc.gz | 838,312,487 | 1,500 | eng_Latn | eng_Latn | 0.98785 | eng_Latn | 0.994604 | [
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Environmental
Places and spaces that are safe, pleasant, and calming or stimulating as needed
PLAN TO
* Spend time in places that feel good
* Go outside, even for short periods of time
* Go to places and spaces that feel comforting
* Be in nature and listen to the sounds
* Clean and organize personal spaces | <urn:uuid:363f0311-ce78-4072-935d-5e5beabbeb8b> | CC-MAIN-2024-33 | https://alcoholstudies.rutgers.edu/wp-content/uploads/Environmental_Wellness_.pdf | 2024-08-10T11:22:04+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00526.warc.gz | 72,031,377 | 75 | eng_Latn | eng_Latn | 0.994667 | eng_Latn | 0.994667 | [
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Subject Theme Overview
Subject
English
What punctuation should I already know?
- that capital letters and full stops should be used consistently - that capital letters are used for proper nouns (ie. names) - that capital letters are needed for the personal pronoun 'I' - that apostrophes show contraction and use these as needed - that apostrophes can also show possession (ie. belonging) and use these for singular regular nouns, ie. John's book - that question marks show a question, exclamation marks show an exclamation and use these correctly when writing - that commas are needed after adverbs and prepositional phrases when they are used at the start of sentences - that inverted commas (ie. speech marks) are used to show direct speech, ie. when someone is speaking in a text
- that commas can be used alongside inverted commas to correctly punctuate speech, using these when needed
What grammar should I already know?
- be increasingly secure in knowing different functions of words, ie. noun, adjective, verb, adverb
- how to identify the subject and verb within an active sentence (ie. when the subject is 'doing' the action)
- how to use present, simple past, present and past progressive verb tenses (incl. most irregular forms) to show the difference in time when relating events in written pieces
- how to use most coordinating conjunctions:
and, but, or, yet, so
- how to use increasing range of subordinating conjunctions: if, since, as, when, although, while, after, before, until, because
- how to write a range of sentences with more than one clause by using a wider range of these conjunctions
- how to choose nouns/ pronouns so that meaning is clear, with links where needed by choosing varied vocabulary
- how to use adverbs and 'fronting' to the sentence start - how to use prepositions as part of a prepositional phrase to express time, also 'fronting' these to the sentence start
- how to create expanded noun phrases with two well-matched adjectives to suit the noun they are describing
- how to create and use verb inflections, ie. was/were, etc.
Year 4
Term
What punctuation will I know by the end of term?
- that capital letters and full stops must be used consistently - that capital letters are used for proper nouns (ie. names) - that capital letters are needed for the personal pronoun 'I' - that apostrophes show contraction and use these as needed - that apostrophes also show possession (ie. belonging) and use these for singular regular nouns, ie. John's book - that question marks show a question, exclamation marks show an exclamation and use these correctly when writing - that commas are needed after adverbs and prepositional phrases when they are used as fronted adverbials - that inverted commas (ie. speech marks) are used to show direct speech, ie. when someone is speaking in a text - that commas, exclamation and question marks can be used alongside inverted commas to correctly punctuate speech
What grammar will I know by the end of term?
- be increasingly secure in knowing the following grammatical features used in various narrative and non-narrative texts: - different functions of words, ie. noun, adjective, ad/verb - the function of subject and verb within an active sentence - how to use present, simple past, present and past progressive verb tenses (incl. most irregular forms) to show the difference in time when relating events in written pieces - how to use coordinating conjunctions: and, but, or, yet, so - how to use increasing range of subordinating conjunctions: if, since, as, when, although, while, after, before, until, because - how to write a range of sentences with more than one clause by using a wider range of these conjunctions - how to choose nouns/ pronouns so that meaning is clear, with links where needed by choosing varied vocabulary - how to use adverbs and 'fronting' to the sentence start - how to use prepositions as part of a prepositional phrase to express time, also 'fronting' these to the sentence start - how to create expanded noun phrases with two wellmatched adjectives to suit the noun they are describing - how to create and use verb inflections, ie. was/were, etc.
Texts to be read and styles of writing to be explored during this term
When the Giant Stirred by Celia Godkin
The Firework Maker's
Hedgehogs
Daughter by Philip Pullman
The Great Kapok Tree
Mountain Survival Guide
Charlton Kings Junior School
Spring
Writers' Knowledge to support me in writing my own texts
- Discuss writing similar to that which is going to be written in order to understand and learn from its structure, vocabulary (ie. use of persuasive devices- direct address, emotive language, rhetorical questions) and grammar
- Discuss and record ideas using squiggle map or boxing it up planning formats - Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary (including use of figurative language) and an increasing range of sentence structures
- Organise paragraphs around a theme/topic with different paragraphs showing a shift in time or to move the action forward, knowing Time, Person, Topic, Place
- In narratives, create imaginative settings, characters and create a developed plot structure when writing with integrated dialogue to move a story forward (speech
correctly demarcated and speaker stated)
- In non-narratives, use headings and sub-headings to organise ideas
- Propose changes in grammar and vocabulary, including accurate use of pronouns | <urn:uuid:4c5e4058-942b-4381-9522-017160eb2e33> | CC-MAIN-2024-33 | https://www.ckjs.org.uk/Curriculum-Year-4-Spring/Year_4_Subject_Theme_Overview_-_English_-_Spring.pdf | 2024-08-10T10:56:49+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00526.warc.gz | 561,115,592 | 1,190 | eng_Latn | eng_Latn | 0.997985 | eng_Latn | 0.997985 | [
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Quotations
Questions
ESLTalkingPoints.com
Crime
"Never think that war, no matter how necessary, nor how justified, is not a crime."
- Ernest Hemingway
"You can learn all about the human condition from covering the crime beat in a big city - you don't need to go to Beirut for that - but a foreign correspondent begins to understand poverty from a different perspective."
- P. J. O'Rourke
* Would you describe your country as being a dangerous place?
* What are the most common crimes in your country?
* What is the safest country in the world? How do you know?
* Can you define, shoplifting, fraud, identity theft and perjury?
* What is the "black market" and how is it connected to the Mafia or serious organised crimes?
* Can criminals be reformed?
* Have you ever witnessed a crime? (you don't have to talk about it)
* How do you keep yourself safe at night?
* Are people born criminals?
* If you could commit a crime and knew you could get away with it, would you?
* How do you protect yourself from crime?
Presentation Create a presentation on how your country could better fight crime? Illustrate the largest issues and find solutions for them. | <urn:uuid:30af57e5-1c86-4d6b-86bc-a69282092f5f> | CC-MAIN-2024-33 | https://www.esltalkingpoints.com/wp-content/uploads/2016/07/Crime.pdf | 2024-08-10T10:20:10+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00525.warc.gz | 601,948,234 | 259 | eng_Latn | eng_Latn | 0.998748 | eng_Latn | 0.998748 | [
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The Life of Jesus (Pt 1) Lesson 10: Matthew 11
Introduction:
The setting for chapter 11 is after Jesus had sent His 12 apostles to teach in the cities of Israel. Jesus himself is teaching and preaching in their cities as well with multitudes around Him. In this chapter, we will see rebuke sandwiched between comfort and Jesus' association with the lowly.
Messengers Sent From John (1-6)
1. What prompted John to send two of his disciples to Jesus? (2)
2. What do they want to know about Jesus? (3)
3. What did Jesus tell them to tell John? (4-6)
a. The things they _________ and ________ (4)
b. The dead are raised (5)
c. The __________ have the gospel preached to them (5)
d. Blessed are those who are not ______________________ because of Me (6)
4. What would this message from Jesus do for John and his disciples?
Jesus Describes of John (7-14)
1. Jesus brings up that the people went out to see John, who? (cf 3:5)
2. What might be some of the motivations to go out and see John?
3. John wasn't in a king's house at this time but rather in the king's __________. (cf 11:2)
4. What does Jesus say John was? (9-10,14)
a. A _____________…________ than a prophet (11)
b. The LORD's ______________ preparing the way for the LORD (10 cf Mal 3:1)
c. No one born of man ______________ than him (11)
d. ___________ (14 cf Mal 4:5-6)
5. Who does Jesus say is greater than John? (11)
6. Since John began teaching what has been happening to the kingdom of heaven? (12)
7. Other prophets told of the kingdom, but what did John say about the kingdom? (cf 3:2)
8. What did Jesus encourage the people to do? (14-15)
Jesus Describes the Generation (15-19)
1. What was their reasoning for not accepting John & his message? (18)
2. What was their reasoning for not accepting Jesus & His message?
3. What does this show about the generation?
Jesus Rebukes the Cities (20-24)
1. What kind of cities did Jesus begin to rebuke? (20)
2. Chorazin & Bethsaida are in contrast to Tyre & Sidon…who was from Bethsaida? (Jn 1:44)
3. Who lived in Capernaum? (cf 4:13; 8:14)
Jesus Offers Comfort (25-30)
1. What does Jesus recognize about the Father, He is? (25)
2. What had been delivered to Jesus by His Father? (27)
3. How can someone know the Father? How does this happen? (27)
4. Who did Jesus call to Himself? (28)
5. What did He offer? (29)
6. How did Jesus describe Himself? Does this seem fitting for a King? (29 cf Mt 21:5) | <urn:uuid:0a97658e-d455-46f0-9d62-08c76a783227> | CC-MAIN-2024-33 | https://www.eococ.com/downloads/classmaterials/class-27/Lesson10Worksheet.pdf | 2024-08-10T09:34:15+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00523.warc.gz | 594,485,755 | 674 | eng_Latn | eng_Latn | 0.983435 | eng_Latn | 0.994258 | [
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PRESS RELEASE
Peace Pals – IUCN, DiversEarth and Peace Pals International unite to celebrate peace education and Nature for All
Release date: 21 November 2017
Media Contact: Divya Venkatesh, DiversEarth, firstname.lastname@example.org, Twitter: @Divers_Earth
Gland, Switzerland, November 21, 2017
'May Peace Prevail on Earth' – Not just a slogan, but a real aspiration for the thousands of children from 62 countries who entered this year's Peace Pals 1 art competition.
For its twentieth anniversary, Peace Pals International – an initiative of the World Peace Prayer Society 2 – has joined forces with IUCN 3 and DiversEarth 4 to inspire peace education around the globe in relation to environmental protection, with the theme of Nature for All – Loving the Earth.
"Nature for All is a global movement to inspire people from all sectors of society to connect with nature and take action to support its conservation. At its core is a very simple idea: the more people experience, connect with, and share their love of nature, the more support there will be for its conservation." said Sean Southey, Chair of the Commission on Communications and Education (IUCN CEC).
Liza Zogib, Director of DiversEarth added: "Children have such power because they can ignite the flame of compassion in even the hardest of hearts. Environmental and climate concerns that we adults seem to get easily bored with are a real worry for our children. It's simply not possible to ignore their voices any longer."
On November 21, 2017, the Awards Ceremony for this year's winners will be held in La Cité du Temps, Geneva, Switzerland. With keynotes from IUCN President, Zhang Xinsheng, and Director General, Inger Andersen, and a highly anticipated performance by Kenji Williams of Bella Gaia 5 , the evening promises to
1 Peace Pals International invites children around the world to actively reflect on peace and submit artwork to the annual International Art Exhibition and Awards Program.
2 World Peace Prayer Society is a non profit organization associated with the UN Department of Public Information working globally to spread the universal message, May Peace Prevail On Earth.
3 IUCN, the International Union for the Conservation of Nature, with headquarters in Gland, Switzerland 4 DiversEarth is an international organisation based in Switzerland focussing on the special interface between Nature, Culture and Spirit
5 "Bella Gaia" is a globally recognized immersive experience created by award winning director, composer, and violinist Kenji Williams.
be a noteworthy celebration. Central to the event will be the announcement of the winners and runners up in each age category.
"We are honoured to work together with our partners, IUCN and DiversEarth, to hold this special event in Geneva, Switzerland, the heartland of global nature conservation efforts" said Fumi Johns Stewart, Executive Director of the World Peace Prayer Society.
"Honouring the children who have worked so hard in creating their artistic visions for a healthy and peaceful planet in such an important way is a real acknowledgement that we are listening to our young global citizens" added Jules Lamore, Director of Peace Pals.
For more information: http://wppspeacepals.org; www.diversearth.org; www.iucn.org | <urn:uuid:fdc75211-fa63-4eeb-94cf-8213a805014b> | CC-MAIN-2024-33 | https://www.diversearth.org/wp-content/uploads/2017/11/Peace-Pals-Press-Release-21-NOV.pdf | 2024-08-10T10:47:22+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00533.warc.gz | 556,130,225 | 696 | eng_Latn | eng_Latn | 0.993039 | eng_Latn | 0.991861 | [
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Checklist for Delivering Presentations Accessibly
Delivering your presentation in an accessible manner is just as important as creating accessible slides. For example, describing the content of slides aloud helps those with visual impairments and speaking clearly and not too quickly will help those with cognitive processing differences, ADHA, anxiety, etc.
Delivery Best Practices
Presentation file: provide presentation file and materials ahead of time to your audience whenever possible.
o If sharing as a PDF (Portable Document Format), be sure to convert it to ensure accessibility is preserved.
- See Appendix A – Converting Accessible PPT to Accessible PDF
Always use the microphone. Even if you think you are speaking loud enough…use the microphone, always. This includes those in the audience speaking.
Images: If you have an image that is contextually important to what you are speaking about, VERBALLY DESCRIBE the image aloud. Example: "The cute cat on this slide is winking and giving you a high five with their paw!"
Speed: Avoid speaking too quickly. Speak very clearly.
Acronyms: When using acronyms, be sure to VERBALLY STATE what they stand for.
References: Be careful of using humor or references that not everyone will understand. Unless you plan to explain it.
Describe Transitions: Work VERBALIZING slide transitions into your speech. For example: "Moving on to the next slide... (read the title of the slide)"
Quotes: If you have a quote (short or long in length) on your slide, be sure to READ the entire quote aloud.
Captioning: For online presentations, turn auto captioning on if possible. | <urn:uuid:859bf859-85c7-46d5-b8f7-8796f6e7e97c> | CC-MAIN-2024-33 | https://www.lwtc.ctc.edu/about/digital-accessibility/guides-and-training/quick-guides-and-tutorials/docs/lwtech-da-guides-presentations-delivering-presentations-checklist.pdf | 2024-08-10T10:56:00+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00531.warc.gz | 687,392,095 | 353 | eng_Latn | eng_Latn | 0.996827 | eng_Latn | 0.996827 | [
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The Mystery of the Mixed-Up Scarecrows
The residents of Sunnyside Village have a wonderful scarecrow competition every year, and everyone gets involved. This year is no exception, with the pupils of Sunnyside Primary School having made a wonderful Dorothy from the Wizard of Oz, and Dr Campbell has created a fabulous Red Mummy Bear scarecrow! Mr and Mrs Beasley have made a lifelike scarecrow of Peter Rabbit and the Singh family have made a cheeky looking clown scarecrow.
However, disaster has struck!
Some naughty person has swapped all the scarecrow heads around! Peter Rabbit has Cinderella's head, Cinderella has a clown's head, and poor old Dorothy has Mummy Bear's hairy head attached!
As Chief Inspector, it is your job to look at all the character descriptions and the five clues left behind, and unmask the Scarecrow Head Swapper!
Name
Male/
Tall/
Type of
Favourite
Favourite
sweets
Female
Short headphones
drink
Clue 1 Backwards and Forwards
Fill in the missing numbers on the number lines.
Colour in the last numbers in each row, in the table below.
Then, rearrange the words to make a sentence and solve the first clue.
Answer to Clue 1:
Clue 2
Multiple Sort Out
Sort these numbers into multiples of 2 or 5. If there are more numbers in the multiples of 5 group, the culprit is male.
(Circle the correct option)
Answer to Clue 2: The culprit is male / female.
Clue 3 Match the Times Up
Match up the correct written times with the clock faces.
Then order the words to make a sentence to solve Clue 3.
half past one pair
quarter past ten headphones half past three
jellies
Answer to Clue 3:
half past four found half past one
pair one o'clock
Samsung
quarter to two were
eleven o'clock
Sony
quarter to ten bottle
half past nine
a
quarter past eight lemonade five o'clock
of
Clue 4
Most to Least Amounts
The scarecrow head swapper dropped their drinks bottle near one of the scarecrows!
Find the totals of the amount of money in each purse. Order the amounts in the purses from the most to the least. Use the table to work out what type of drinks bottle was found, to solve the clue.
Answer to Clue 4: The drinks bottle was
.
Clue 5
Sharp Faces
A few sweets were found beside the Mummy Bear scarecrow, where the head muddler had dropped them.
These faces have been made from 2D shapes.
Add together all the sides of the shapes used in each face.
Whichever face is made from 14 sides, will tell you which type of sweets were found beside the Mummy Bear scarecrow.
Laces
Sherbert dip
Jellies
Lollipops
Answer to Clue 5:
Have you solved the mystery?
The scarecrow mischief maker was
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Keith Gordon Campbell
The Mermaid and the Shoe
United States (2014)
TAGS: Calypso Clio Neptune Sirens Thetis
We are still trying to obtain permission for posting the original cover.
Elizabeth Hale, "Entry on: The Mermaid and the Shoe by Keith Gordon Campbell", peer-reviewed by Elżbieta Olechowska and Lisa Maurice. Our Mythical Childhood Survey (Warsaw: University of Warsaw, 2020). Link:
http://omc.obta.al.uw.edu.pl/myth-survey/item/1004. Entry version as of August 10, 2024.
Creators
Keith Gordon Campbell , b. 1966 (Illustrator)
K. G. Campbell grew up in Kenya and was educated in Scotland. He studied Art History at the University of Edinburgh. After graduation, he worked as an interior designer in California, before returning to illustrating and writing full time. He lives in California.
Sources:
Official webiste (accessed: April 7, 2020).
Profile at kidscanpress.com (accessed: April 7, 2020).
Bio prepared by Elizabeth Hale, University of New England, email@example.com
Elizabeth Hale, "Entry on: The Mermaid and the Shoe by Keith Gordon Campbell", peer-reviewed by Elżbieta Olechowska and Lisa Maurice. Our Mythical Childhood Survey (Warsaw: University of Warsaw, 2020). Link:
Additional information
Summary
Analysis
King Neptune has 50 daughters (mermaids), each with a distinctive ability. He likes to boast about them: about Clio's ability as a gardener, Thetis's ability as a fish-trainer, Calypso's singing voice. But Minnow, his youngest, does not know her skill yet – her garden is limp, the fish don't do what she asks them, she can't sing. She is curious, however, and asks lots of questions. One day, a red shoe drops into her path – she is fascinated by it and tries to work out its purpose. Clio, Thetis do not know, and Calypso doesn't care. "It's junk. Useless like you." But Minnow is determined to find out. 'This thing was made with care. It has a purpose and I will discover it!' She sets out to ask other sea creatures – an octopus, a whale, some crabs. Her journey takes her to the seashore, where she sees a lighthouse, and a little girl coming out of it. To Minnow's eyes, the girl is half mermaid, and half octopus (with two legs), and on her octopus legs are shoes. The little girl sits at the edge of the sea to play, and one of her shoes comes off. Minnow sees that at the end of her legs are feet – or what Minnow calls 'leg hands. 'She understands what shoes are for, and excitedly rushes home, where she tells everyone what she has seen and learned.Everyone is pleased, except for Calypso, but King Neptune boasts: "My Minnow is a daring explorer!".
This picture book uses a common fairytale format to show the youngest and smallest of a large family finding her powers, to tell the story of a young mermaid (or siren) who feels overshadowed by her older sisters, but who discovers her own individual talent when her curiosity about a mysterious 'red shoe' leads her to explore new parts of the ocean. While the story is not strongly Classical in nature, being influenced by the concept of mermaids established by Hans Christian Andersen, some elements show that Campbell is drawing on his knowledge of myth. The mermaids' father is King Neptune, the ruler of the deep; Minnow's oldest sisters have classical names: Thetis, Calypso, and Clio. These first two, Thetis and Calypso, are names of sea nymphs, and their characteristics (caring for sea creatures, singing beautifully) are typical of mermaid lore. Clio, named after the Muse of History, does not have an obvious mermaid precedent, but her name relates to her 'know-it-all' nature. The motif of a King with 50 daughters has precedent in Classical myth: e.g. see the daughters of King Thespius of Thespiae in Boeotia, and the daughters of King
Elizabeth Hale, "Entry on: The Mermaid and the Shoe by Keith Gordon Campbell", peer-reviewed by Elżbieta Olechowska and Lisa Maurice. Our Mythical Childhood Survey (Warsaw: University of Warsaw, 2020). Link:
http://omc.obta.al.uw.edu.pl/myth-survey/item/1004. Entry version as of August 10, 2024.
Danaus of Libya.
The red shoe, the quest of a mermaid to find out about humans, have links to two Hans Christian Andersen stories: 'The Red Shoe', and 'The Little Mermaid'. Both stories are cautionary tales about the results of excessive curiosity. The motif of feminine curiosity, of course draws from the Pandora myth, but where Pandora releases the ills of the world, The Mermaid and the Shoe, on the other hand, rewards Minnow for her curiosity – she finds out about the world above water and is praised by her father for her daring. Campbell's exquisite illustrations capture an underwater world full of movement and sinuous shapes, and the story as a whole offers a clever and thoughtful approach.
Calypso Clio Neptune Sirens Thetis
Adventure Character traits Environment Gaining understanding Individuality Initiation Knowledge Names
4
Classical, Mythological, Traditional Motifs, Characters, and Concepts
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NEWS RELEASE
Holley Salmi Communications and Public Affairs Manager Lincoln Public Works and Utilities 402-441-7537, email@example.com
Erika Hill Public Relations Director Nebraska's Natural Resources Districts 402-471-7672, cell 402-570-2283, firstname.lastname@example.org
Mike Mascoe Public Information Specialist Lower Platte South Natural Resources District 402-476-2729, email@example.com
Jim Bunstock Public Information Officer Nebraska Dept. of Environmental Quality 402-471-4243, firstname.lastname@example.org
ANTELOPE CREEK REMOVED FROM IMPAIRED WATERS LIST
Partnerships and projects decrease E.coli levels
City, State and federal officials today announced that Antelope Creek, which runs for 11 miles through Lincoln, has been removed from the U.S. Environmental Protection Agency's (EPA) Impaired Waters list. Only 90 creeks in the nation have been removed from the list in the last 15 years, and only 14 of those are in urban areas.
Antelope Creek was first added to the Clean Water Act List of Impaired Waters by the Nebraska Department of Environmental Quality (NDEQ) in 2004. At that time, levels of E.coli bacteria were more than 25 times the water quality standard. A creek, stream, river, pond or lake can be removed from the Impaired Waters list only if they meet water quality standards set by the NDEQ and approved by the EPA.
Improving Antelope Creek and the surrounding area has been a collaborative project for more than 20 years involving the City, Lower Platte South Natural Resources District (LPSNRD), University of Nebraska, NDEQ, Nebraska Environmental Trust and other partners and local businesses. The Antelope Valley Project, which reduced flooding, improved traffic flow and spurred revitalization in the core of the City, also exposed the creek water to more sunlight, which helped break down the E.coli bacteria.
NEWS RELEASE
Antelope Creek October 18, 2018 Page Two
"The Antelope Creek project symbolizes the kind of can-do spirit that energizes Nebraskans to work together to solve tough problems and be good stewards of our natural resources," said Nebraska Governor Pete Ricketts. "Because of this project, homes and businesses are protected from floods, traffic flows more smoothly, new projects are flourishing along the stream corridor, and new venues for recreation were created. Thank you to the numerous partners who helped make today a reality."
E.coli, which can be found in any body of water, is a species of bacteria specific to fecal material from people and warm-blooded animals and can occur naturally. Since the mid-2000s, Antelope Creek has benefitted from about 15 stormwater quality improvement projects and two major flood control projects with funding from local, state and federal sources. Residents and businesses along and near Antelope Creek have installed sustainable landscaping projects, including the installation of 119 residential rain gardens. Permeable pavers and rain gardens have been installed in key locations throughout the creek area. Other projects have included Assurity Life Insurance Company's green roof and the Lincoln Children's Zoo's installation of rain gardens and special storm drain inlets designed to filter animal waste and sediment.
"Improving and preserving our environmental resources for future generations is difficult, but it is essential," said Lincoln Mayor Chris Beutler. "Every single one of us must commit to changing our routines. And if you've ever wondered if your small actions on a daily basis make a difference, remember Antelope Creek. Consistent effort by many parties has made a huge difference. As a result, residents who come in contact with Antelope Creek won't have to worry as much about E. coli infections. Pets are safer if they accidentally drink from the stream. And one more waterway that feeds our recreational water system just got cleaner."
"The removal and de-listing of Antelope Creek for E.coli contamination is a tribute to the vision, courage and tenacity of the many local, state and federal partners who coordinated efforts to create a safe, healthy and vital resource for the City of Lincoln," said NDEQ Director Jim Macy. "This is a historic accomplishment for Nebraska and among only a handful of similar successes in the Nation."
"The removal of Antelope Creek from the U.S. EPA Impaired Waters list is a result of strong commitment to the environment by many agencies and groups and the Lower Platte South NRD is proud to be involved in keeping Lincoln a safe and healthy place to live," said LPSNRD Board Chair Ray Stevens.
NEWS RELEASE
Antelope Creek October 18, 2018 Page Three
"Success stories like this don't happen without partnership," said EPA Region 7 Administrator Jim Gulliford. "Local solutions and partnership can lead to big changes in water quality. The City of Lincoln, the Lower Platte Natural Resources District, NDEQ, and the University of Nebraska the whole team should be proud of what they've accomplished in Antelope Creek."
Antelope Creek runs from 84 th and Highway 2 north to 14 th Street and Cornhusker Highway. The City has about 11 miles of bike paths along the creek that connect to more than 131 miles of trails in Lincoln. The Creek is a major feature of Union Plaza, a linear park east of downtown.
Nebraska's water quality standards describe the desired condition of a body of water. Water bodies are assigned beneficial uses such as recreation, aquatic life and water supply. Antelope Creek has a recreation water quality standard which is used to protect human health, aquatic life and all beneficial uses of the creek.
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Reducing the Risk with the Understanding Self-Identity Supplement
Reducing the Risk is an evidence-based, 16-session curriculum designed to help high school students delay the initiation of sex or increase the use of protection against pregnancies and sexually transmitted infections (STI) if they choose to have sex. The major focus is developing attitudes and skills that will help teens prevent pregnancy and the transmission of STIs, including HIV. This research-proven approach addresses skills, such as risk assessment, communication, decision making, planning, refusal strategies, and delay tactics.
The greatest emphasis of Reducing the Risk is on teaching students the interpersonal or social skills they can use to abstain or protect themselves. Abstinence is presented as the safest, most effective, and most common choice for high school students. Reducing the Risk also recognizes that some students are sexually active. For this reason, students are given clear guidelines and rationales for using protection during sex. Young people do not find these messages contradictory, and lessons reviewing protection do not increase the likelihood that students will become sexually active. Students learn they must consult with their parents/guardians and think through their own values to decide what to do.
The general description of the curriculum was adapted from information provided on the publisher's website.
Reference
ETR. (2020). Reducing the Risk. Retrieved from https://www.etr.org/ebi/programs/reducing-the-risk.
Opt-Out Process
For information about sexual health education and the opt-out process, visit https://www.hawaiipublicschools.org/TeachingAndLearning/HealthAndNutrition/sexed.
For information about controversial issues and the opt-out process, visit https://www.hawaiipublicschools.org/ConnectWithUs/FAQ/Pages/Parent-opt-out-for-child.aspx. | <urn:uuid:9b07512d-ece1-463c-9e3c-fe0908d81554> | CC-MAIN-2024-33 | https://www.hawaiipublicschools.org/DOE%20Forms/Sexual%20Health%20Education/ReducingtheRisk.pdf | 2024-08-10T10:25:58+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00530.warc.gz | 615,355,626 | 369 | eng_Latn | eng_Latn | 0.994926 | eng_Latn | 0.994926 | [
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The Role of the FDA in Cosmetics
The job of our government is to keep the public safe. The FDA is meant to perform this duty through the regulation of foods and drugs allowed onto the market for citizens to consume. Cosmetics is another widely used group of products. People use them every day, and many assume that they have been proven safe before they can be sold. Due to the FDA's inability to regulate these products, this is far from the case. Cosmetics are being sold that have not been tested for safety. Cancer rates are also going up. There is a potential correlation between these two facts. Ultimately, potentially harmful products are being sold and consumed by Americans and currently the FDA has little power to regulate this. The products being sold in the U.S. need to be safe for its citizens and the only way to promote safety is to give the FDA the ability to regulate cosmetic products. Thus, the Federal Food, Drug, and Cosmetic Act needs to be modified to allow for cosmetics to be regulated to promote the safety of the products being sold to Americans.
Without regulation, companies can sell almost whatever they want in the cosmetics industry. This allows for them to use cheap, potentially harmful ingredients in their products. Furthermore, because there are no rules, these companies have no incentives to test the safety of their products; there is no need for them to prove that they are safe before they can sell them. This coupled with the fact that most people believe that the government regulates these products and tests them for safety, most of the population is a risk without even realizing it. They are unknowingly using potentially harmful products that could be increasing their risk for cancer and disrupting their hormones. The FDA needs to be better equipped to protect American citizens. By allowing the regulation of cosmetic products, companies will be forced to prove that their products are safe before they are available for purchase. This will protect the health and safety of U.S. citizens.
Currently, there is little regulation of the cosmetic industry. The FDA lacks the power to control what companies sell and the ingredients in their products. Safety testing is not required to sell a product because the FDA has little regulation abilities. By giving the FDA the power to regulate the cosmetic industry, the safety and health of U.S. citizens will be the most important factor considered in the industry. Modifying the Federal Food, Drug, and Cosmetic Act is essential to give the FDA the power it needs to properly protect American citizens from potentially dangerous cosmetic products.
By Rachael Cleveland University to Oregon | <urn:uuid:5be4470b-1d6c-4030-8fdc-933bf8e230cc> | CC-MAIN-2024-33 | https://www.minnesotainjury.com/wp-content/uploads/2016/12/Rachael-Cleveland-The-Role-of-the-FDA.pdf | 2024-08-10T10:53:26+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00529.warc.gz | 690,034,039 | 506 | eng_Latn | eng_Latn | 0.999196 | eng_Latn | 0.999196 | [
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Subject Theme Overview
Subject
Art
Theme
Year 4
Charlton Kings Junior School
Roman Britain
Term
Autumn
Links with other subjects
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year
This data is for North Dakota.
# of tornadoes
# of counties affected
Tornado deaths 27. Tornado injuries 388. (1950 through 2022).
Earliest tornado (calendar year) March 26, 2003 Stutsman County.
Latest tornado (calendar year) November 1, 2000 Bismarck/Mandan area.
Most tornadoes in a year is 61 in 1999. Least tornadoes in a year is 2 in 1950, 1951, and 1961.
Most tornadoes in a calendar day is 24 on June 11, 1976. Most tornadoes in any 24 hour period is 29 on June 11-12, 1976. There were 30 tornadoes, 24 on June 11 and 6 on June 12. One occurred outside the 24 hour window.
NCDC web site is missing June 1993 (11 tornadoes in 12 counties) and July 1993 (22 tornadoes in 23 counties) data. There were 5 tornadoes in 5 counties in August for a total of 38 in 40 for the year.
NCDC web site is missing 3 tornadoes in Kidder County, 07-01-1952, 06-17-1956, and 07-041960. They are listed for Burleigh County and based on LAT/LON most likely crossed into Kidder County.
This data was compiled from several sources and contains the best information available.
Due to difficulties inherent in the collection of weather data it may not be all inclusive.
John Paul Martin-Warning Coordination Meteorologist Bismarck, ND | <urn:uuid:12152bd5-79ab-4480-9fe5-25682aea4a77> | CC-MAIN-2024-33 | https://preview.weather.gov/media/bis/North_Dakota_Tornado_Details_2023.pdf | 2024-08-10T10:17:34+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00530.warc.gz | 369,114,766 | 354 | eng_Latn | eng_Latn | 0.994669 | eng_Latn | 0.992619 | [
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Squadron Line School: School Climate Plan 2017-2018
Squadron Line School creates a positive, inclusive school climate through several proactive means. The plan below in accordance with Bullying Legislation, Act 11-232 for the State of Connecticut and the Board of Education Policy 5131.911.
School Climate Coordinator: Neil Sullivan, Director of Human Resources
The Safe School Climate Coordinator will be responsible for:
Implementing the district's Safe School Climate Plan;
*
* Collaborating with Safe School Climate Specialists, the Board, and the Superintendent to prevent, identify and respond to bullying in district schools;
* Meet with Safe School Climate Specialists at least twice during the school year to discuss issues relating to bullying in the school district and make recommendations concerning amendments to the district's plan
* Provide data and information, in collaboration with the Superintendent to the Department of Education regarding bullying;
School Climate Specialist: Meg M. Evans (Principal)
The Safe School Climate Specialist will be responsible for:
* Meet with the Safe School Climate Committee Coordinator at least twice per year.
* Investigate or supervise the investigation of reported acts of bullying and act as the primary school official responsible for preventing, identifying and responding to reports of bullying in the school.
* Form a Safe School Climate Committee.
School Climate Committee Membership:
* Two types of committee meetings: (see potential meeting times below):
1. Committee w/o Parent Rep: Discussions of investigations with student identifying information redacted.
2. Full Committee: Discussions about general school climate, culture, trends/patterns, and improvements surrounding bullying prevention.
* Must include at least one parent (not an employee of the school).
* Parents not invited to portion of meetings utilized to discuss investigations.
* Committee is charged with reviewing investigations, discuss general school climate, culture, trends/patterns, and improvements surrounding bullying prevention.
* All investigation reports reviewed should have any student identifying information redacted for all committee members.
Actions and Measures to Address School Climate at SQL:
Action #1: Continue to implement the successful character education program at Squadron Line School (SHINE) that incorporates and celebrates the characteristics of respect, responsibility, and kindness. Squadron Line Suns are distributed to students who demonstrate these desired traits by all staff members, bus drivers, and student council members.
Action #2: Implement a lesson in the beginning of the year, facilitated by homeroom teachers in their classrooms, that reviews the three tenets of the SHINE character education program and discusses conflict resolution and related strategies to proactively address student behaviors.
Action #3: To implement three SHINE lessons on conflict resolution/anti-bullying and Growth Mindset. The first lesson focuses on the identification of conflict resolution/bullying behaviors and related strategies to address that behavior proactively and appropriately. The second lesson utilizes the format of read-alouds, to promote a positive Growth Mindset in our students. The third lesson, tailored to meet the needs of individual classes, is conducted by the classroom teacher and focuses on how to address challenging social situations.
Action #4: A sociogram will be done in class when requested by the teacher.
Action #5: Examine and refine the data collection process on office referrals to more efficiently monitor the effectiveness of the character education program and target tier II and tier III students in need of individualized support.
Action #6: Conduct periodic SHINE reviews to identify the aspects of SHINE that are effective at the different grades within the school and to discuss feedback on revisions to the program and opportunities for improvement.
Action #7: Conduct lessons for the upper elementary students (grades 4,5,6) that focus on "cyber citizenship" and "relational bullying". In grades K-6 lessons on internet safety and proper use of technology are done through the media specialist.
Action #8: Ongoing, targeted instruction by the entire SQL community with the focus on respect as indicated by the stakeholder feedback surveys. | <urn:uuid:d64a1dfa-3724-4a3c-bde0-0c50fdb2145c> | CC-MAIN-2019-04 | http://www.simsbury.k12.ct.us/uploaded/District_Content/files/Bullying/School_Climate_Plans/Squadron_School_Climate_Plan.pdf | 2019-01-21T07:18:47Z | crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00535.warc.gz | 377,114,076 | 809 | eng_Latn | eng_Latn | 0.99121 | eng_Latn | 0.99313 | [
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(We're sorry, but resources cannot be mailed.)
101 Ideas for the Best-Ever Christmas
BK. G.924
Caryl Waller Krueger
1992
Includes ways to emphasize the spiritual side of Christmas, stories of the season, gift projects, menus, recipes, and family activities.
101 Things to Do for Christmas
BK. G.927
Debbie Trafton O'Neal 1995
This book has many activities for children and adults. Colorful illustrations and easy-to-follow diagrams help families create a puppet Nativity, make greeting cards and bake treats among many other activities.
Advent Alphabet
BK. G.915
P. Vos Wezeman & J. Fournier
1989
For each letter in the alphabet, a unique method or a fresh focus on a familiar technique is developed. These creative ideas provide a rich resource of activities for children to use during Advent.
Advent Attitude
BK. G.9148
M.K. Boyle
Contemporary Drama Service
Four sketches for lighting the Advent wreath candles. 2-4 players. 3-5 minutes each.
Advent Banner, The
BK. G.9100
Gordon and Ruth Bennett
Contemporary Drama Service
Patterns and instructions to make an Advent banner. Includes eight booklets of liturgies.
Advent Calendar on DVD DVD G.9115
Vision Video 2007
25 mini-documentaries (each 3-4 minutes long) tell how Christmas features such as the wreath and nutcracker came about. Also has a PDF coloring book, Bible reading, music, more.
Advent Conspiracy
KIT G.9143
R. McKinley, C. Seay, G. Holder
2009
Zondervan
This DVD group study shows how to substitute consumption with compassion by practicing four simple concepts: worship fully, spend less, give more, and love all. Four sessions. Includes a book with discussion guide.
Advent Instructor: Reflections on Christmas Symbolism
BK. G.957
Kenneth A. Mortonson
1995
This collection will help enrich readers and listeners awareness of the symbols that surround them during the seasons of Advent and Christmas.
Advent Services
BK. G.9144
David G. Rogne
2007
Abingdon Press
Ready-to-use worship and preaching resources for the four Sundays of Advent, Christmas Eve and Christmas Day. Includes litanies for lighting the Advent wreath.
Advent Worship Service, An
BK. G.997
Eulonda A. Dreher
2001
CSS
An Advent program that weaves together informative readings, scripture, and familiar hymns with the lighting of the Advent wreath and the hanging of the greens.
All I Want for Christmas
BK. G.999
James A. Harnish
2003
Abingdon Press
A four-week Advent study on separating what we want from what we need. Each week's lesson contains a key Scriptural passage, a brief reflection, questions, a suggested carol and a prayer.
Angel, the Spider, and the Christmas Tree, The
BK. G.941
Alice Dare
1996
Bridge Resources
A tiny, humble spider with a very large heart offers her beloved human family a gift that only she can provide in this delightful retelling of a charming children's folktale.
Angels We Will Hear on High!
BK. G.962
Arthur F. Fogartie
1999
Geneva Press
Eight Christmas stories written by longtime pastor Arthur F. Fogartie – stories of love, faith, and the wonder of the holiday season, each originally presented to his congregation as a story-sermon for Christmas Eve.
Be My Guest
BK. A.452
C. Thomas Hilton
1991
Abingdon Press
Special sermons for Holy Communion are organized according to the seasons of the church year. The book includes four Advent, four Lenten, four ordinary, five New Year's Eve and two world communion sermons, plus 18 extraordinary sermon illustrations.
Best Christmas Pageant Ever, The
DVD G.9134
Television Representative Inc. 1986
60 minutes
The Herdmans are the nastiest dirtiest kids you could ever meet and they've just decided they belong in this year's pageant. The town thinks they belong in the care of the local police. Then the curtain goes up and a miracle begins.
Best Christmas Pageant Ever, The
VT 243
Ecufilm
1995
25 min.
Best (Worst) Christmas Pageant Ever, The
BK. G.9138
The outlaw Herdman family has taken over this year's Christmas pageant and it maybe the worst – or best – one ever. 108 pages.
Biblical Origins of Christmas
VT G.9108
Dr. Bruce Metzger
Princeton Seminary
How did the Biblical narratives of Jesus' birth come about and why are there differences in the accounts? For individual or small group study. In two segments: 23 minutes per segment.
Birth of Jesus, The
VT G.987 and DVD G.1053
Tommy Nelson/Visual Bible for Kids
1998
30 min.
It's a tree trimming night for the Barnes family – and a young guest who thinks the Bible is "just another story." Then, a favorite uncle reads the Christmas story and the Bible comes to life. (DVD version also contains the 30minute story, The Story Behind the Cross.)
Boys Can Be Angels Too
BK. G.9120
2003
Abingdon Press
Boys Can Be Angels Too & Three Other Christmas Dramas contains 4 different dramas for the Christmas season. Dramas run 20 to 30 minutes and include non-speaking parts for younger children.
Brightest Star of All
BK. G.9128
Carrie Papa
2008
Abingdon Press
Christmas stories for families. This small book uses the power of simple stories to bring readers to a new understanding of the Nativity. Includes stories about animals, light, tradition, flowers, more.
Case for Christmas, The
BK. G.9104
Lee Strobel
2005
Zondervan
Consulting experts on the Bible, archaeology and messiance prophecy, a journalist searches out the true identity of the child in the manger. He looks for eyewitness evidence, scientific evidcence, profile evidence, and "fingerprint" evidence.
Causes of Hunger: A User's Guide
BK. J.911
Bread for the World
1995
Companion Guide to Causes of Hunger: Hunger 1995. This guide has nine sessions for individuals, families and congregations to use for C.E. meetings, youth meetings, Lenten and Advent series, or weekend retreats. Includes dozens of activities and approaches you can use.
Celebrate Christmas: Easy Dramas, Speeches, and Recitations for Children BK. G.9118
Peg Augustine
2002
Abingdon Press
Celebrate Christmas begins with three poems for Thanksgiving that can be said by one or more young children followed by six poems for Christmas. Prayers for Advent and an explanation of some of the names for Jesus round out the end of the book.
Celebrate Video VT.206
1994
PC(USA)
25 min.
Age 2-5 th Grade
Explores in simple terms: 1)The Church Family, 2)The Church Year, 3)Marriage, Church Leaders, Funerals, 4)Baptism, 5)The Lord's Supper, 6)What is a Christian Steward, 7)Advent Christmas, 8)Lent, 9)Pentecost.
Celebrating the Advent/Christmas Season
BK. G.917
Anne Neufeld Rupp
1989
This Christmas resource contains ideas and suggestions for church school teachers, superintendents, families and pastors as well as for those who plan the annual Christmas program.
Charlie Brown Christmas, A
VT G.988
1965
United Features Syndicate, Inc.
The classic holiday special from the Peanuts gang.
Chrismon Service, A
BK. G.952
Ellen and James Edgar
1981
CSS Publishing Company
A Chrismon Service is a worship service for Christmas time, designed to incorporate the meaning of Chrismons. It portrays the drama of redemption through the use of Crismons-symbols of Christ. These symbols are presented, explained, and then hung on the Chrismon tree.
Chrismons – They Point to Jesus
BK. G.956
Diane L. Gibson
1996
CSS Publishing Company
This book provides patterns, instructions and background information for twenty different Chrismons, or "monograms of Christ." It also includes a church program for presenting and explaining the meanings of these Christian symbols. The program includes children and adults and incorporates the singing of the Christimas hymns.
Christian Christmas Tree
BK. G.936 (volume 1) BK. G. 937 (volume 2)
1990
Abingdon Press
These books contains full-size, easy-to-use patterns to make ornaments for your Christian Christmas tree. Each ornament is a symbol taken either from the Bible or from church history.
Christmas Across America
VT.106
Bridgestone Production Group
40 minutes
A musical portrait depicting some of the ways Christmas is celebrated in the United States. Some of the carols: Hark the Herald Angels Sing, Good King Wenceslas, Joy to the World.
Christmas Bells and Blessings
BK. G.946
Hazel Jaycox Brown
1996
Abingdon's Press
Enrich your advent and Christmas worship services with this collection of services and dramas – a very special way to involve the whole church in celebrating the birth of God's only begotten Son.
Christmas Carol, A BK. G.9151
Charles Dickens, with notes by Stephen Skelton
The complete text of Dickens' classic, with running notes by Skelton, revealing how the story was influenced by the teachings of Christ.
Christmas Carol Bible Study DVD G.9111
2006
Entertainment Ministrry
25 min.
A DVD-based Bible study featuring the classic film with relevant scriptures for presenting the teachings of Jesus. In four parts: Selfishness, Regret, Repentance, and Salvation. Each video segment is approximately 15 minutes. Includes a leader book.
Christmas Comes But Once a Year
BK. G.9145
Melvin R. White
Contmporary Drama Service
A Readers theater presentation in three parts. Part 1: Bible Quotations – Christmas Defined Part 2: The Rainbow and the Star by George P. McCallum Part 3: The Night Before Christmas by Clement C. Moore. 10-16 readers each section.
Christmas Customs Around the World
BK. G.980
Herbert H. Wernecke
2002
WJK
A variety of Christmas miscellanea intended to supplement, not duplicate, other books on Christmas customs. Also has recipes and suggestions for a Christmas program based on world-wide customs.
Christmas Dramas
BK. G.943
John and Nina Bates
1993
Abingdon's Press
Five programs especially for children use a variety of ways to present the Christmas message: songs, poems, playlets, and narration.
Christmas Is
VT.137
1987
Family Films
22 min. 4-11 years old
Benji is excited when he discovers how important the second shepherd really was at that very first Christmas. But even more exciting is Benji's discovery that Christmas is Jesus!
Christmas Pageants and Plays: 12 Complete Plays
BK. G.918
Evelyn Minshull
1990
Flexibility is a factor in this collection of twelve complete Christmas pageants. Use the pageants as they are outlined here or choose alternative groupings from other pageants.
Christmas Programs for the Church
BK. G.9125
Elaine Meyer, compiler
2008
Standard Publishing
Poems, dramas, skits, prayers, and readings for Christmas and Thanksgiving.
Christmas Programs for the Church
BK. G.9127
Brynn Robertson, compiler
2006
Standard Publishing
Poems, dramas, skits, prayers, and readings for Christmas and Thanksgiving.
Christmas Recitations
BK. G.944
Evelyn Minshull
1985
Abingdon Press
Flexibility is the key in this collection of thirteen complete Christmas pageants. Through creative mix-and-match, its eighty-plus recitations, songs, skits, and plays offer limitless potential for additional productions.
Christmas Scene Revisited, The
BK. G.929
Phyllis Vos Wezeman
1990
Educational Ministries
The children portray nativity characters, and are photographed in costume in several scenes. These slides are then combined with songs, narration, scripture, and finger plays to create a special program or worship service. The script uses children in grades 1-6, however it can be adapted to any age group.
Christmont Tree, The
BK. G.938
Elaine Clanton Harpine
1954
A tree-trimming workshop and program using Christ-centered ornaments.
Cloth for the Cradle
BK. G.9123
2005
Wild Goose Publications
The Iona Community
Out-of-the-ordinary worship resources for Advent, Christmas, and Epiphany from the Iona Community. Provocative prayers, litanies, dramas, and other worship resources.
Come to Christmas
BK. G.951
Upper Ohio Valley Presbytery – Advent & Christmas Resources
Compiled by Pat Floyd
1993 & 1998
Abingdon Press
The customs of the Christmas and Advent season.
Countdown to Christmas
BK. G.954
Lucille Mewhorter
1997
CSS Publishing Company
Youth of any age
Very little preparation time is required. Scripture, tradition, and the lighting of the Advent Wreath are combined to provide an enlightening, inspiring worship program.
Creative Ideas for Advent
BK. G.901, G.902, G.903 (Vol. 1, 2, 3 & 4)
Robert G. Davidson, Editor
1980/1986/1990
Contains creative planning for Church, Children's and Youth activities.
Destination Christmas!
BK. G.967
Laura and Billy Echols-Richter 2001
Abingdon Press
Advent Programs and practices for youth. Seven programs to help youth learn about Advent, plus practices such as the Advent wreath and caroling. Also includes a floppy disk with handouts, journal pages, newsletter copy and publicity flyers.
Discovering Christmas
BK.G.960
Jeron Ashford Frame
1998
Judson Press-Valley Forge
A treasury of useful resources for churches and families.
Double Take!
BK. G.9130
Dennis Martin
2008
Abingdon Press
A Christmas pageant as told by Matthew and Luke. The story of the birth of Christ told with humor, mystery and awe. Includes reproducible song texts, an audio CD, flexible staging, and a reproducible script. Written for children, but appeals to adults.
Drama of Christmas, The
BK. G.922
Morton Kelsey
1994
Readers of this heartening book will discover how to open their own lives to God by probing the hearts of Mary, Joseph, the innkeeper, Herod, and others who participated in the drama two millennia ago.
Eureka Christmas Recitations
BK. G.945
Abingdon
Classic program material for beginner, primary, and junior children, including exercises, recitations, short pageants and songs.
Everything Christmas
BK. G.9141
2010
Waterbrook Press
A book full of Advent and Christmas ideas. Includes stories, hymns, recipes, poems, trivia, and more.
Expecting the Unexpected
BK. G.9124
Blair Gilmer Meeks
2006
Upper Room Books
An Advent devotional guide. Use this daily guide to reconnect with the Christmas story.
Feasting on the Word – Worship Companion
BK. C. 238
Kimberly Bracken Long, editor
2012
WJK
Year C, Volume 1 Advent through Pentecost. Includes a CD.
First Christmas, The
DVD G.982 (also VT G.982)
1998
Gateway Films
21 minutes
An award-winning, clay-animated production narrated by Christopher Plummer, telling the traditional story of Jesus' birth.
From Advent's Alleluia to Easter's Morning Light
BK. C.752
Ann Weems
2010
WJK
A collection of poems to be used in worship, personal devotions and in discussions. It is organized to follow the liturgical year from Advent through Easter.
God Is in the Manger
BK. G.9140
Dietrich Bonhoeffer
2010
Westminster John Knox
Forty-one devotions for Advent and Christmas through Ephiphany.
God Is in the Manger
BK. G.9140B [hard back]
Dietrich Bonhoeffer
2012
Westminster John Knox
Reflections on Advent and Christmas.
Good News of Advent, The
BK. G.932
Henry R. Rust
1994
Educational Ministries
This adult Advent study emphasizes the message of the Prophet Isaiah, Second Isaiah, and a brief glance at the other Isaiahs. The intent of this study is to penetrate our hardened hearts and discover the divine purpose of our lives, just as the prophets sought to do.
Great Light, A
BK. C.239
J. B. Quisenberry
1992
CSS Publishing Co.
Services for Advent wreath lighting and Christmas Eve candlelighting.
Hallelujah: The Bible and Handel's Messiah
BK. G.9107a Leader's Guide
BK. G.9107b Participant's Guide
Carol Bechtel Reynolds
1995
Kerygma
Hallelujah explores the Scriptural texts of Handel's Messiah and includes musical commentary. With four sessions on the Advent texts and six sessions on the Lenten texts, it may be offered as two seasonal courses or as one ten-week course. A recording of Messiah is recommended for class use.
Holiday Ideas for Youth Groups
BK. F.217
Wayne Rice and Mike Yaconelli
1989
Presents knock-'em-dead activities for youth of every age, secular and Christian. Every major holiday from Christmas and New Year to Easter and Thanksgiving is included. (Even some less celebrated holidays- Groundhog Day, for example).
In Advent
BK. G.916
Elaine M. Ward
1993
The goal of this book is to emphasize the importance of establishing Advent traditions in the church and home.
Over 100 ideas are presented toward that end, divided into sections on storytelling, activities, writing, poetry, music and prayer.
In Search of Christmas
BK. G.994
Various authors
2002
CSS
An anthology of holiday material provides a collection of resources for drama, worship and young people. Worship services, dramas, and a Thanksgiving event.
Journey to Christmas
KIT G.9150
2011
Tyndale Entertainment
Five diverse people experience the Holy Land for the first time to discover the true meaning of Christmas. Guided by local Bible scholar Nizar Shaheen, they search for answers to their questions about the Nativity account. Four episodes, 180 minutes.
Joy of Christmas, The
CD G.989
A CD of Christmas songs and an accompanying book of stories, poems and prayers.
Kneeling in Bethlehem
BK. G.965
Ann Weems
1980
Westminster Press
Twenty-six poems and selections from earlier works reflecting on the mystery of Christmas. Weems leads the reader to think about the season's events in a creative and powerful way.
Legend of the Candy Cane
VT G.992
Zonderkidz
2001
60 min.
Upper Ohio Valley Presbytery – Advent & Christmas Resources
A story of hope and the hidden meaning of a favorite Christmas candy – the candy cane. Based on the bestselling book.
Legends and Traditions of Christmas
BK. G.959
Trudie West Revoir
1998
Judson Press-Valley Forge
Devotional ideas for family and group use during Advent.
Let's Make a Jesse Tree! (Banner)
BK. G.919
Darcy James
1987
This booklet offers step-by-step instructions for making a Jesse Tree Advent calendar. But that's not all – it also offers 25 accompanying Bible readings, to help children learn the Christmas story as they add each new symbol to their Jesse Tree Advent calendar.
Lighting the Way
VT.339
Ecufilm
1998
25 min. Children/Youth/Adults
A half-hour, multi-cultural video featuring four young people and their family celebrations of Kwanzaa, La Posada, Hanukkah, and Christmas.
Lion & the Lamb, The
VT G.9113
Rabbit Ears
2005
24 min.
The touching story of how an escaped lion and a newborn lamb teach a brother and sister the true spirit of Christmas.
Little Brown Burro
VT.214
Embassy
30 minutes
Children
A musical Christmas story of a rejected burro's journey to self-confidence.
Little Troll Prince, The
VT.138
Hanna-Barbera Productions, Inc.
1987
46 min.
4-11 year olds
Follow Bu, the Little Troll Prince, as his frozen heart melts into joy because of the great Christmas gift of God's love. The Troll world (where no word for love exists) is turned upside down by the Christmas message.
Living with Hope
BK. G.986
John Polkinghorne
2003
WJK
A scientist looks at Advent, Christmas and Epiphany. This book illuminates biblical thinking with new insights from the author's twin disciplines of theology and science. Includes daily readings for the seasons. Suitable for individual and small group study.
Mary's First Christmas
BK. G.991
Walter Wangerin Jr.
1998
Zondervan
A storybook. The bedtime story Mary may have told a five-year-old Jesus about the night of his birth.
Miracle of Christmas, The
BK. G.9110
James W. Moore
2006
Abingdon Press
A four-week Advent study that explores the miracle of Christmas. Chapter titles: "The Miracle of Good News," "The Miracle of Hospitality," "The Miracle of Giving," and "The Miracle of Christmas." Each lesson includes questions to discuss, a brief prayer and a focus for the coming week.
Mouse's Tale, The
BK. G.9102
C. Hansen and B. Latchaw
1992
Group
An instant Christmas pageant. Spoken dialogue, sound effects and music are prerecorded on compact disc so children can concentrate on gestures and stage movement. For ages 4-12, but can be performed by anyone. Christmas story narrated by Grandma Mouse.
Mouse Tales: Things Hoped For
BK. G.9101
Ruth Boling
2005
Westminster John Knox
Children's stories that take place during the Christmas season in the mouse town Hillsborough and their church, the Least of These. The stories show community and how to care for one another.
Mr. Krueger's Christmas
VT.242 and DVD 242
1991
Ecufilm
30 min.
This is a story of a lonely, poor, elderly man on Christmas Eve. Mr. Krueger is remembering many Christmas times of the past and hears a group of carolers outside. They sing for him and go on, returning later. The message shared is one of deep love which makes Christmas truly meaningful. (DVD version is the 25th anniversary version with additional features, such as a 25-minute concert from the Mormon Tabernacle Choir.)
Nativity
VT.01
1987
Ecufilm
11 min.
children to adults
The excitment of Christmas is conveyed through dozens of colorful manger scenes. Handcrafted from the 17th. to the 20th. centuries, these creches have been collected from around the world. They range from elegant to simple, humorous to sophisticated, and reflect the international uniqueness of the Christmas story.
Nativity
DVD G.9137
Vision Video
30 minutes
A Christmas special about the history, art and spirituality of the crèche. The program shows an array of nativity scenes collected from across the globe.
NaTiVity Dramas
BK. G.9116
Keith Hewitt
2007
CSS Publishing
Four popular television shows – Blue's Clues, CSI, Cops, and Trading Spaces – are transferred to the events in Bethlehem. The roles cover a wide range of ages. Each runs 45 min., except "Ewe's Clues," which runs 30 min.
Nativity, The
VT.136
Hanna-Barbera Series
1987
30 min.
3-12 years old
All roads lead to Bethlehem as God fulfills a prophecy and a promise to mankind and a Child is born in a stable beneath a shining star.
Night the Animals Sang, The
BK. G.9146
Katherine Babb
Contemporary Drama Service
A children's Christmas play based on the tradition that animals learned to speak on the first Christmas Eve. Includes carols. 8 speaking parts plus extras. 15 minutes.
Operation Baby King – An Instant Christmas Pageant
BK. G.964
Bob Latchaw
2000
Group
This pageant is instant because there are no lines to be memorized – so, no hassles, no headaches…and only a simple set to be assembled. Use the accompanying compact disk with its prerecorded soundtrack, including every line, song and sound. Young actors need only to follow along.
Origins of Christmas, The
BK. G.9131
Joseph F. Kelly
2004
Liturgical Press
The author answers questions such as, Why did artists so requently portray Joseph as an old man? And, When did the first Christmas music appear?
Our Family Memories of Christmas
BK. G.9103
Patricia Williamson
2003
Contemporary Drama Service
A participation program for children and senior citizens. Children interview their church's elder members and share the stories with the congregation. Includes 10 copies of the program.
Privileged Conversations
BK. G.973
Richard P. Olson
1996
United Church Press
Dramatic stories for Christmas. Wonder-filled Christmas stories, written as simple narrative dramas. These stories are written for individual readers or families and small groups or for worship leaders to use for services.
Programs for Advent and Christmas
(1) BK. G.921; (2) BK. G.922A; (3) BK. G.921B
Vincie Alessi, Editor
1978
See how other churches have made Christmas in the church and church school a season of joyous celebrations. Try them in your church; these creative plans and innovative ideas can put new spirit and inspiration into your Advent and Christimas programs.
Purpose of Christmas
KIT G.9142
Rick Warren
2008
Zondervan
What is God's purpose for Christmas is the theme of this three-session DVD small group study be spiritual leader Rick Warren. Each video lesson is 15 minutes. Includes study guide.
Reaching for Rainbows: Resources for Creative Worship
BK. C.215
Ann Weems
1980
Westminster Press
Always full of joy and hope, these litanies and poems are ideal for individuals looking for devotional readings they can use privately or share with a group. They offer pastors fresh worship and sermon material covering such specific events as Christmas, weddings, Pentecost, and Communion.
Rough Edges
VT.244
1994
Ecufilms
24 min.
Two women from opposite sides of the track meet in the city's park. With a vandalized manger scene in the back the two engage in conversation about life and the meaning of Christmas.
Sampson's First Christmas
BK. G.9117
Carlene Morton
2006
CSS Publishing
A children's play perfect for small congregations. It can be adapted to accommodate any number of actors and can be presented as a play, puppet show or a readers' theater. Sampson is a squirrel who attempts to discover Christmas.
Savior Is Born, A
KIT G.9139
Pete Briscoe
2009
Bluefish tv
Four Advent sessions allow viewers to experience cinematic short films that caputre events surrouding the birth of Jesus Christ. Each video session runs approximately 15 minutes. A leader's guide and workbook are included.
Savior Is Born, The
VT G.9109
Rabbit Ears Production
2005
28 min.
This poignant retelling of the Nativity weaves together the gospels of Matthew and Luke as it follows Mary and Joseph on their journey to Bethlehem. An awe-inspiring musical score captures the power and beauty of the birth of Jesus.
Scriptures Sing of Christmas, The
BK. G.9105
J. Ellsworth Kalas
2004
Abingdon Press
A four-week study that examines songs of praise found in the Scriptures of Christmas: the Magnificat, the shepherds and the angels, Simeon with the infant Jesus, and "In the beginning was the Word…" Each lesson includes a brief reflection, questions, a prayer and focus for the coming week.
Services for the Advent Wreath
BK. G.955
Robert Jarboe 1998
CSS Publishing
Based on Lectionary Years A, B, and C
This resource covers all three years of the lectionary cycle. It provides bulletin inserts, litanies, prayers, scripture readings, and original choral introits, which could be sung by a choir, ensemble, duet, or as a solo.
Services for the Advent Wreath Cycle B
BK. G.9149
Robert S. Jarboe
2005
CSS Publishing
A selection of adaptable resources that place the Advent candles in the context of the day's Scripture readings, following the lectionary.
Seven Advent Programs for Children
BK. G.995
Doris Wells Miller
2002
CSS
For preschool through sixth grade students. Seven programs with step-by-step worksheets, stage direction and cover sheets for a program.
Silent Mouse
VT.147
1991
Bridgestone Group (Ecufilm)
60 min.
All ages
The true story of the famous carol "Silent Night" starts in a little town in Austria where a chain of strange events happened on Christmas Eve 1887. In "Silent Mouse" Lynn Redgrave reveals a curious story of mice and men told in live action, and remarkable photography with a real mouse.
Simplify and Celebrate BK. G.949
Alternatives
1997
Northstone Publishing Inc. Kelowna, British Columbia
This resource is filled with useful ideas you can use to reclaim the joy and peace of the Christmas season. It offers activities and reflections based on the biblical story.
Simply Christmas
BK. G.975
2001
Abingdon Press
Easy dramas, speeches and recitations for children. Includes four 20 minute programs, a 10 minute program, readings and music.
Stableboy's Christmas, The
VT.144
Family Films
1990
30 min.
4-11 years olds
This Emmy Award-winning drama special finds 10 year old Tammy traveling back in time to the first Christmas to David, a stableboy in Bethlehem. When Mary and Joseph find no room in the inn, David offers his bed in the stable.
Star Over Bethlehem
VT G.970
1986
Biblical Productions Ltd.
Filmed on the actual locations in the Holy Land, this film tells the Christmas story, including the rites, ancient traditions, Biblical sights and ancient chants. 30 mins.
Step-by-Step Crèche
BK. G.9121
2000
Abingdon Press
Children will make their own Christmas crèche step by step and learn the importance of the figures they are making. Each step tells, in rhyming couplet, a part of the story of the first Christmas.
Things to Make and Do for Advent and Christmas BK. G.948
(2 copies)
Martha Bettis Gee
1997
Bridge Resources, Louisville, KY
This activity book is designed specifically to delight and engage children as they experience and explore the wonder and mystery of the real Christmas story.
Three Christmas Classics
DVD G.9133
Envoy Productions
2002
Three classics on one DVD:
Christmas Is – An animated story about a little boy who is disappointed to be a shepherd yet again in the Christmas pageant. 22 minutes.
The City that Forgot about Christmas – A woodcarver's teaching of the birth of Jesus transforms an uncaring village. Animated. 22 minutes.
The Stableboy's Christmas – Ten year old Tammy travels back in time to the first Christmas to witness a stableboy's act of unselfish love. 27 minutes.
Three Christmas Programs for Elementary Children BK. G.942
John and Nina Bates
1984
Abingdon
This exciting resource weaves music, drama, and art into short, fun, easy-to-produce programs that help younger and middle elementary children bring the special spirit of the season to others. Parts for children; cast can be expanded or shortened.
Tomorrow We Go to Bethlehem
BK. G.912
John McTavish, Editor
1986
Contains five plays for the Christmas season.
Traditional Christmas Pageant, A
BK. G.9147
Nancy Seale
Contemporary Drama Service
A Scripture-based program with carols. 14-30 children; 20-30 minutes.
True Christmas Story, The
Focus on the Family
1999
VT G.981 and DVD G.981
VHS: 25 minutes (plus bonus segment of 20 mins.)
DVD: 25 minutes (37 minutes of bonus)
Travel to Israel to discover truths about the events surrounding the birth of Jesus. Archaeological evidence woven together with biblical teachings and historical record to contrast two kings: Herod and Jesus.
Twas the Fight Before Christmas
VT.103
McGee and Me Series
1990
30 min.
Ages 7-12
It's Christmastime! And Nicholas is doing everything he can to take part in it. From playing a wise man in the school Christmas play to finding the perfect gift for his mom. But Nick will make a dramatic discovery that help him look beyond the carols and decorations - to find the real meaning of the season.
Twas the Month Before Christmas
BK. G.977
Martha H. King
1999
Morehouse Publishing
A coloring and activity book for children and families, church school teachers and students. Crafts, puzzles and word games.
VeggieTales
VT.295
Big Idea Productions
1997
Time: 25 min.
The Toy That Saved Christmas (meaning of Christmas)
VeggieTales' The Star of Christmas
DVD G.9114
2002
Big Idea Productions
45 minutes
Bob and Larry are putting the finishing touches on their first Christmas musical, a lavish production that will compete with a simple church pageant, opening the same night.
Very Opinionated Christmas Tree, A
BK. G.9119
Abingdon Press
2005
A Very Opinionated Christmas Tree presents three short plays along with monologs, reader pieces and skits for the Christmas season. The title drama will help your church see what makes a real Christmas tree – not just a decorated tree.
Waiting for Christmas: Stories and Activities
BK. G.926
Carol Greene
1987
Filled with creative stories and activities, this book will help make your season of Advent a time of joyful expectation.
Walking in His Footsteps
KIT F.424
2004
Group Publishing
A multimedia journey through Jesus' last week. Participants are guided by dramatic narrative on CD as they move through 12 interactive multi-sensory stations. Can use at retreats, camp, as outreach, special events or a Christmas/Easter event. Includes CDs, videos, leader's guide and 10 participant booklets.
We Rejoice in the Light: Candlelighting Ceremonies for Advent
BK. G.9152
Sandy Dixon
1988
CBP Press
Ceremonies for lighting of Advant candles during public worship for the four Sundays of Advent and the Sunday after Christmas, for the three year cycle.
Were They Wise Men or Kings?
BK. G.978
Joseph J. Walsh
2001
Westminster John Knox
Walsh answers the season's most commonly asked questions, such as, "Why are candles so much a part of Christmas?" "When was Jesus born?" Why does Santa travel by sleigh and reindeer?" and, "Is Christmas dangerous to your health?" The book is broken into eight sections.
While We Wait
BK. G.998
Mary Lou Redding
2002
Upper Room Books
An Advent group study that looks at some biblical figures on whom we don't always focus – Tamar, Ruth, Mary, Zechariah, Elizabeth and the Magi. Includes a fifth session for the week of Ephiphany.
Why Christmas Trees Aren't Perfect
VT.175
1993
Abingdon Press
25 min.
Children
Come share the story of a young tree named Small Pine who had big hopes. One very special Christmas he and his friends learned that real joy comes from giving of ourselves to help others.
Who Me? Do A Program?
BK. C.504 / BK. C.504A
Cynthia E. Cowen
CSS Publishing Company, Inc.
Volume 1 & 2. Program Resources For Congregational Events.
These programs are designed for easy implementation at women's meetings, youth gatherings, and congregational events. These collections are reflective, at times humorous, and includes skits, meditations, and other suggestions to fit the season, including Lent, Spring and Advent.
Why Christmas Trees Aren't Perfect
BK. G.9122
1988
Abingdon Press
A beautifully illustrated story of a warm-hearted Christmas tree.
Wrappings: A Contemporary Christmas Script Anthology BK. G.985
Lawrence Enscoe
1999
Lillenas
Five scenes and monologues, each running 8-10 minutes, and 2 plays, each running 55-60 minutes, for adults to perform. Includes humorous and serious presentations. | <urn:uuid:1c52e0cd-740a-4b08-a72a-1a298ee5795a> | CC-MAIN-2019-04 | https://uovpresby.org/docman/resource-center/82-advent-christmas-resources/file | 2019-01-21T08:41:41Z | crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00533.warc.gz | 676,242,528 | 8,145 | eng_Latn | eng_Latn | 0.98833 | eng_Latn | 0.989835 | [
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NGSS Standards
Overview
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
Crosscutting Concepts
Scale, Proportion, and Quantity In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
Related Resources
Websites
https://www.pwsrcac.org/progr ams/maritime/
We need creative solutions to the challenge of safely transporting oil around the world.
Objectives
* Students will form an opinion about double-hull tanker requirements.
* Students will understand why it is challenging to transport oil.
* Students will design their own tanker and develop ideas for safer transport.
Materials
£ Articles from Anchorage Daily News about Tanker Safety Features or Student Access to Archives
£ Drawing or Drafting Paper
£ Pencils
£ Colored Pencils
£ Long Measuring Tape or Piece of String Marked to 967 Feet and 166 Feet
£ Tanker Crew Member as Guest Speaker
Background
Measuring 967 feet, the Exxon Valdez was just a midsized tanker. The largest tanker in the world, the Seawise Giant was1,504 feet (broken up in 2009). As of 2019, the largest tankers in operation are the 4 TIclass tankers at 1,247ft. Since the Exxon Valdez oil spill, issues of tanker safety have become very important. For example,
Notes
2
some argue that if the Exxon Valdez had had a doublehull, the grounding on Bligh reef would have punctured much fewer containers, thus greatly reducing the size of the oil spill in Prince William Sound.
Preparation
Visit the Anchorage Daily News archive or other trusted media sources and print out articles related to oil tanker safety and security and double-hulled tankers. You can also find information about some of these safety features from PWSRCAC:
https://www.pwsrcac.org/programs/maritime/
Introducing the Lesson
Ask students what are the biggest things they can imagine? Oil tankers are some of the largest ships and they carry a cargo that is very hazardous to our oceans, coastlines, and the people, plants, and animals that inhabit these waters and shores. Yet oil is one of our most valuable resources and one that all of us use daily. In this activity we will be studying one way that oil reaches our homes and schools by tanker.
Ask students if any of them know someone who works on a tanker. If possible, have a crew member from a tanker come into the class to talk about their job and experiences.
>>Educator Tip: If a tanker crew member cannot visit your class, consider asking someone else who works in the oil industry to talk about their job. You could also ask someone who captains boats (but not tankers) to describe their job and the challenges they face in safely navigating the ship.
Activity
1. Show students pictures of tankers and their crews. Trace the route of tankers from Alaska to the West Coast on a map of North America.
2. Look up marine weather predictions for the area through the National Weather Service (http://www.nws.noaa.gov/om/marine/zone/alaska/akcstmz.htm) and current ocean conditions at the Alaska Ocean Observing System (http://data.aoos.org/maps/sensors/#).
3
3. Show students how some tankers go through the Panama Canal and on up to the East Coast. Look at past records of the wintertime weather in the Gulf of Alaska. Ask students to imagine what it would be like to drive a 1,000-foot boat full of oil in 100 mph wind.
4. Take a piece of string and measure out the length of the Exxon Valdez, 967' long and 166' wide, on the playground. Is the tanker larger than your playground? Explain that tankers are so big, some crew members ride bicycles ON THE BOAT to get back and forth to their jobs.
5. Role play some of the crew duties on your playground tanker. Load up oil in Valdez and run the tanker down to Seattle or another port, then unload the oil and get ready to head back up to Alaska.
6. Conduct a class debate on tanker safety. Have the students read the articles in the Anchorage Daily News about safety features and single versus double hulls. Encourage students to do additional research in the library. Encourage students to find information not just about safety features, but which community(s) or people originated and support the idea. Have students prepare a written opinion about safety features and give each student a chance to share their opinion with the class. Ask them to respond to the following prompts:
* Do you support requiring double hulls? Why or why not?
* What feature do you think is most important to prevent oil spills? Why? What are the trade-offs (costs) of this safety feature?
* Are there any safety features you learned about that you think are not a good idea? Why?
7. After all students have presented, have the class discuss the different safety features highlighted. Challenge students to prioritize the list, choosing the top 1-2 safety features they think are most important. Guide this conversation so that students are. supported to build on each other's ideas and respectfully disagree.
8. Have students design and draw the ultimate tanker including safety features that are based on science ideas. Encourage creativity and brainstorm possible features for preventing or minimizing the impact of oil spills. Have students present their tanker to the class, highlighting at least three safety features supported by science ideas.
Wrap-up
Discuss how preventing oil spills is many times easier than cleaning them up. Ask students if they think transporting oil by pipeline is less dangerous than bringing it by tanker. Explain that Congress was trying
4
to decide whether to run Alaskan oil by pipeline to Valdez and then by tanker to the West Coast and through the Panama Canal to the East Coast or by pipeline through Canada. The vote in the U.S. Senate was tied 50 to 50 and Vice President Spiro Agnew broke the tie vote, so the pipeline went to Valdez and then took the ocean route. Ask the students how they would have voted. Teachers may also want to research and discuss with students any current oil transportation topics in the news, such as new pipelines or rail transport of oil. Explain that if we conserve energy, then less oil will need to be transported. Ask students to list 10 ways they can conserve energy today. Every little bit helps.
Assessment
Evaluate student engagement, suggestions, and consideration of their peers' ideas during the debate. Listen during discussion and assess their tanker designs and presentations for evidence that they are trying to use science ideas to protect Earth's resources and the environment. Students who successfully meet the performance expectation demonstrate that they understand that many different communities use science ideas to protect Earth's resources and the environment. | <urn:uuid:2fa6d0b5-855a-48fe-94b2-e1232b39c689> | CC-MAIN-2024-33 | https://www.pwsrcac.org/wp-content/uploads/How-Big-is-a-Tanker.pdf | 2024-08-10T11:39:26+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640805409.58/warc/CC-MAIN-20240810093040-20240810123040-00534.warc.gz | 732,732,552 | 1,439 | eng_Latn | eng_Latn | 0.997531 | eng_Latn | 0.998593 | [
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Jr Snowboard 6 – 12 yrs old
(Start) Students have never been Snowboarding or may have tried it once or twice.
Level 1 (Fundamentals)
(End) Heel side sideslipping with the ability to move left and right across the hill. Able to sideslip straight on toe edge.
(Start) Heel side sideslipping with the ability to move left and right across the hill. Able to sideslip straight on toe edge.
Level 2 (Learn to Turn)
(End) Turning down discover, old road, and bottom half of snowflake (green terrain).
(Start) Turning down discover, old road, and bottom half of snowflake (green terrain).
Level 3 (Mastering the Turn)
(End) Confidently turning down Cascade (blue terrain). Starting to vary turn shape to suit terrain/avoid things.
(Start) Confidently turning down Cascade (blue terrain). Starting to vary turn shape to suit terrain/avoid things.
Level 4 (Shredding)
(End) Constantly varying turn shape to adapt to situations using lower body movements. Able to ride every slope at Snow Valley.
(Start) Constantly varying turn shape to adapt to situations using lower body movements. Able to ride every slope at Snow Valley.
Advanced (Ripping)
(End) Carving, basic freestyle. Level 2 instructor. | <urn:uuid:71626759-740d-4908-9bee-08b2d8340514> | CC-MAIN-2019-04 | https://www.snowvalley.ca/ski-hill/docs/JrSnb.pdf | 2019-01-21T08:19:40Z | crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00533.warc.gz | 930,299,991 | 284 | eng_Latn | eng_Latn | 0.984946 | eng_Latn | 0.984946 | [
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HEALING THE EARTH, ONE PLACE AT A TIME
A RITUAL TO BLESS A PLACE AND MAKE IT SACRED.
After each speech, pause with low drum or rattle.
Opener
We have come to bless this place, to make it holy, to make it whole.
We open our hearts to love, and we open our mouths to bless.
We begin here to heal our Mother Earth.
Invoker of the spirits of the Four Directions
Facing East: We welcome the energy, the beginning way, the rising sun at the beginning of the day and the light of illumination. We welcome the energies of the East.
Facing South: We welcome the energy of service to all my relations, the heat of the noonday sun and the spirit of action in the world. We welcome the energies and spirits of the South.
Facing West: We welcome the energy of looking deep within to find the gifts of healing and renewal. We welcome the energies and spirits of the West.
Facing North: We welcome the energy of wisdom and blessing the Grandmothers and Grandfathers who teach us. Teach us to be generous and honor all that we receive from the Earth.
Invoker of nature spirits:
We invite the spirits of the ground, spirits of the soil.
We invite the spirits of the plants and the standing people.
We invite the spirits of the elementals, the little people.
We invite the spirits of the animals, the furred and four-legged.
We invite the spirits of the insects, the many-legged.
We invite the spirits of the birds, the winged ones.
We invite the spirits of all living creatures in the web of life to be here with us, to bless this place.
Invoker of the ancient spirits of the place:
We ask the spirits who have lived, worked, prayed and played in this place to be here now with us, to bless this place.
We ask the spirits of native peoples who were here for thousands of years to be here now with us, to bless this place.
We ask the spirits of peoples who came here from other lands to make this their home, who learned to love this place, we ask them to be here now with us, to bless this place.
Invoker of the Divine:
We ask the Holy One, the Nameless One called by a thousand names to speak and act through us, to bless this place.
Pledger:
We regret any harm which has been done to this place by our human kind.
We pledge to refrain from harm to this place or to any other place on our Earth.
We pledge to teach our children to feel gratitude to our Earth and treat her and all her creatures with reverence.
We pledge to teach that we are all part of the web of life, that all beings are our relatives.
Earth Blesser: We come with this corn meal (handful of grain or seed) to bless the Earth and make it sacred.
Air Blesser: With loving Energy, we move the air (feather or paper fan, waved in all directions) to bless this place and make it sacred.
Fire Blesser: With fire (smudge bowl or candle or incense sticks) we bless this place and make it sacred. Go around the circle, smudging each person.
Water Blesser: (in a bowl or cup, with feather to disperse), we bless this place and make it sacred. We share this blessing with all gathered here.
Everyone: Holding out hands to bless:
A leader may speak and everyone repeat, phrase by phrase:
With our hearts and minds voices and hands we bless this place and make it sacred. May this place thrive and be protected from harm.
May this place give peace and joy to all who come here.
Disperser: We call for blessing upon all who are gathered here. We ask you to take this blessing to other places. Go forth and open hearts. Teach reverence for our Sacred Earth to people everywhere.
Closer: It is done! This place on Earth is now healed and blessed. Let us rejoice! Cheer, drum, shake rattles, applaud, embrace.
Note: If any onlooker is curious and asks about this ritual, give them a copy of this script and ask them to use it. Tell them to gather a group to bless some other place. This ritual will be owned by nobody and everybody. It is a give-away. It may be changed in any way as long as the intent and effect is to bless a place and bring healing to Mother Earth.
Resource: http://www.waterblessings.org/ceremonies_general.html | <urn:uuid:6c63a91f-2daa-4f73-a59e-9b812abc689a> | CC-MAIN-2019-04 | http://nursehealer.com/Blessings/HealingTheEarth.pdf | 2019-01-21T08:03:29Z | crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00537.warc.gz | 165,632,462 | 934 | eng_Latn | eng_Latn | 0.996576 | eng_Latn | 0.996743 | [
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PBI's Squirts program is designed for the "rookie" baseball player. The program explains the fundamentals of hitting off of a tee, throwing a baseball, fielding ground balls and running the bases. Squirts is an organized non-competitive series designed to teach players and their parents the role of baseball in a young one's life. competitive series designed to teach players and their parents the role of baseball in a young one's life. Parents learn side-by by-side with their future all side with their future all-star players. Doug Cinnella, founder of PBI says, "This is a once star players. Doug Cinnella, founder of PBI says, "This is a oncein-a-lifetime opportunity to be with your child as they establish stronger motor skills and develop a great sense lifetime opportunity to be with your child as they establish stronger motor skills and develop a great sense of accomplishment. To be able to share these special moments with your child is priceless." of accomplishment. To be able to share these special moments with your child is priceless."
Topics of the Squirts Program Include…
THROWING & CATCHING THROWING & CATCHING
Throwing & Catching is one of the most crucial skills in the game of baseball. PBI will teach players to throw with proper mechanics in order to not only make good throws, but also create a good base for arm strength in the future. Players will also catch various types of throws which will enhance their hand-eye coordination in order to develop good catching skills.
HITTING HITTING
Basic skills are taught including initial set up, grip, swing plane and overall swing mechanics. We break down the hitting mechanics step-by-step. Our hitting stations, when performed properly, create positive muscle memory, effectively creating good habits.
FIELDING FIELDING
Learn the basic fielding skills that are essential to becoming a good fielder. Specific drills are designed to create confidence and build a solid fielding foundation. Your child will field various types of ground balls & and fly balls. Our step-by-step approach will have your child ready to play with confidence.
BASERUNNING & SLIDING BASERUNNING & SLIDING
A player with good baserunning skills is always a plus. Learning baserunning properly at a young age will give you great advantages, and put you ahead of the pack as you get older. We will also teach your children the proper sliding techniques. The patented Slide-Rite makes learning to slide safe, fun and easy.
Also Included for Squirts Students
Matching T-Shirts For The Student & Their Parent
At the conclusion of the program all students will receive a certificate, suitable for framing, commemorating your participation in the PBI Squirts Baseball Program. | <urn:uuid:54ac965a-ccfe-4272-a1fd-bb85c40026d3> | CC-MAIN-2019-04 | https://www.baseballclinics.com/squirtsfeatures.pdf | 2019-01-21T07:10:52Z | crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00536.warc.gz | 747,392,052 | 572 | eng_Latn | eng_Latn | 0.998809 | eng_Latn | 0.998809 | [
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About
Who?
Students who need changes to regular programming.
What?
When?
Adapted Program - when a student shows what they know in a different way; for example, an oral test instead of a written test. These students still cover the same material as everyone else in the classroom.
Modified Program - when different material is provided for students so they can learn at their individual levels.
A student can be changed to an adapted or modified program as
soon as he/she shows signs of requiring one.
Where? Adapted or modified programs are carried out, for the most part, in a classroom with everyone else (inclusion).
Why?
Adapted and modified programs are here to make sure every child has the opportunity to succeed.
About
This brochure tells you about new and exciting ways teachers measure your child's learning.
Accurate assessment of students' work can be done in many ways.
Teachers Do Know How Your Child is Doing. Ask Them!
About
1. Have a spot where your child can empty his/her backpack and provide a specific spot for parent information. Use your child's homework log for communication between home and school.
2. Make sure your child has a regular, well lit spot for completing homework with the necessary supplies. The first 30 minutes after school is often the best time.
3. Giving your child regular chores at home helps with his/her success in school.
4. Help your child manage time. Teach him/her to list responsibilities and organize.
5. Teens need 9 hours of sleep per night. Less than 9 hours leads to irritability and difficulty storing information. Younger children need 9 - 12 hours of sleep per night.
6. Breakfast eaters are likely to:
* achieve higher grades
* pay closer attention
* participate more in class discussions
* manage harder school work
7. Be active: walking oxygenates the brain and improves memory.
* physical activity helps children sleep well at night and stay alert by day.
* active play improves school performance, concentration, mood and behaviour.
8. Limit television time and computer time to 1 hour per day. This includes limiting video games.
9. Stay involved in your child's learning.
10. Talk to your child's teacher.
A project of...
" Knows Child's Your "
Information to help you understand how
your child's teacher knows...
About
About
About
Authentic assessment equals meaningful assessment.
Authentic assessment is when teachers use different ways to measure what your child has learned. Teachers use formal and informal ways to keep track of students' progress. Some of these include:
* teacher observations - teachers watch your child learn, play and talk to each other
* portfolio - a collection of a child's work
* reading records - a reading record tells what a reader says or does while reading - these records allow a teacher to know at what level a child is reading
* rubrics - scoring guides
* group work - children work as a team to get a job done; everyone plays a part
* oral presentations - children speak in front of the class
* projects - work that takes more than one class to complete
* research papers - written work where your child has to find information from different places
* book reports - any assignment that shows a child has read and understood the book
* resource-based learning - learning by using many different things
* students' self-evaluations - students mark themselves
* classroom meetings - conversations about learning and working as a team
* experiments - hands-on learning; learning by doing
* checklist - a list of what a child does
* conferencing - talking with the teacher
* journals - writing about their lives
* work stations - going to different places within the class to do different activities
* role playing
* homework - learning at home
* pre-testing - seeing what a child already knows about a topic
Teachers put a lot of time and effort into figuring out what type of assessment will be helpful, based on how your child learns, and the subject being taught. All forms of assessment help us know how students are doing.
Learning never stops.
About
Question:
What is the purpose of a provincial curriculum?
Answer:
Identify the skills and knowledge that all students are to learn.
Question:
What is curriculum?
Answer:
In education, curriculum is an organized structure of outcomes for all grade levels/subjects.
Question:
What are outcomes?
Answer:
Outcomes tell teachers what students should know by the end of a certain grade level. | <urn:uuid:0882878b-2cc5-4f5d-9fae-2f7df90851c5> | CC-MAIN-2019-04 | http://www.edu.pe.ca/gray/main/docs/peitf_assessment_brochure.pdf | 2019-01-21T07:48:16Z | crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00538.warc.gz | 286,072,440 | 920 | eng_Latn | eng_Latn | 0.998891 | eng_Latn | 0.998987 | [
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Earthshots
Hubbard Glacier, Alaska, USA
Hubbard Glacier, Alaska, USA 1985-1986
An unusual event on the coast of Alaska was observed with satellite imagery in 1986. A glacier slid down a valley and blocked a fiord from the rest of the bay. The fiord then turned into a temporary lake. The water's level rose 25 meters before the glacier dam gave way a few months later.
Earthshots: Satellite Images of Environmental Change
The U.S. Geological Survey Earth Resources Observation and Science (EROS) Center archives data from the Landsat satellites (1972–present). Earthshots presents environmental changes using Landsat images.
http://earthshots.usgs.gov
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FASHION/3 (180 Hours)
Course No.: 74-55-70
COMPETENCY CHECKLIST
Student Name __________________________________________________________________________
Teacher Name _________________________________ School Site _______________________________
Start Date ________________ Completion Date _________________ Certificate Date________________
Teacher Signature ___________________________ Student Signature ____________________________
(Signatures verify completion of course competencies)
A. INTRODUCTION AND SAFETY (2 hrs)
_____ 1. Scope and purpose of class
_____ 2. Course as part of Linked Learning Initiative
_____ 3. Class policies and procedures
_____ 4. First aid/emergency procedures
_____ 5. Occupations in fashion/design industry
_____ 6. Opportunity for gender equality/non-trad
_____ 7. EPA impact on fashion & design practices
_____ 8. MSDS as applies to fashion industry
_____ 9. Cal-OSHA & fashion design industry
____ 10. Employee/employer safety responsibility
____ 11. Safety test
B. RESOURCE MANAGEMENT REVIEW (1 hr)
_____ 1. Resource management in fashion/design
_____ 2. Management of time, materials, personnel
_____ 3. Effective resource management examples
_____ 4. Profitability in resource management
_____ 5. Managing environmental resources
C. COMPUTER APPLICATION (8 hrs)
_____ 1. Components of a PC hardware system
_____ 2. Powering-up & powering down computers
_____ 3. Define aspects of computer terminology
_____ 4. Demonstrate use of computer components
_____ 5. Ability to start, to run, & to end a program
_____ 6. Use of a cursor
_____ 7. Proper labeling & use of backup devices
_____ 8. Explain a menu
_____ 9. Explain error messages
____ 10. Use proper finger placement
____ 11. Type using correct keystrokes
____ 12. Locate all keyboard keys
____ 13. Drill/practice to increase speed/accuracy
____ 14. Use the ten-key numeric pad correctly
____ 15. Demo a simple "print" program
____ 16. Computer programs used in this industry
D. COMPUTERIZED DESIGN & ILLUSTRATION (55 hrs)
_____ 1. Illustration vs. flat sketch
_____ 2. Demonstrate design/illustration techniques
E. TAILORING & PRODUCTION SEWING (55 hrs)
_____ 1. Use of tailoring trade tools
_____ 2. Demonstrate tailoring & sewing techniques
_____ 3. Tailoring vs. production sewing
_____ 4. Quality sewing techniques
F. COMPUTERIZED PATTERNMAKING (55 hrs)
_____ 1. Discuss/demo drafting techniques
_____ 2. Discuss/demo digitizing techniques
_____ 3. Purpose & tools for marker marking
_____ 4. Special marker info to get accurate cutting
_____ 5. Marker making techniques in patternmaking
_____ 6. Production tech packs
G. EMPLOYABILITY SKILLS REVIEW (2 hrs)
_____ 1. Employer requirements in employee
_____ 2. Update list of potential employers
_____ 3. Electronic social networking in job search
_____ 4. Update sample resumes
_____ 5. Importance of accurate/complete job app
_____ 6. Sample job application
_____ 7. Importance of job enthusiasm
_____ 8. Importance of appropriate job appearance
_____ 9. Importance of upgrading one's job skills
____ 10. Customer service in building relationships
____ 11. Appropriate interviewing techniques
____ 12. Resources to use for successful interview
____ 13. Appropriate follow-up procedures
H. ENTREPRENEURIAL SKILLS (2 hrs)
_____ 1. Entrepreneurship
_____ 2. Contributions to fashion design/industry
_____ 3. Characteristics of successful entrepreneurs
_____ 4. Variables to becoming an entrepreneur
_____ 5. Personal goals prior to starting a business
_____ 6. Purpose of a business plan
_____ 7. Money investment in business opportunity
_____ 8. Scenario with student as business owner
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