text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Messier 80 Globular Cluster in the Constellation Scorpius Also known as M80 or NGC 6093, it is a globular cluster in the constellation Scorpius and was discovered by Charles Messier in 1781.
The star cluster is located midway between a Scorpii (Antares) and ß Scorpii in a field in the Milky Way that is rich in nebulae. It can be viewed with modest amateur telescopes as a mottled ball of light. With an apparent diameter of about 10' and at an estimated distance of 32,600 light-years, M80's spatial diameter is about 95 light-years. It contains several hundred thousand stars, and is among the more densely populated globular clusters in the Milky Way.
OBSERVATION DATA (J2000 EPOCH) Class II Constellation Scorpius Right ascension 16h 17m 02.41s Declination –22° 58' 33.9" Distance 32.6 kly (10.0 kpc) Apparent magnitude (V) +7.87 Apparent dimensions (V) 10'.0 Mass 5.02×105 M©
It contains a relatively large number of blue stragglers, stars that appear to be much younger than the cluster itself. It is thought these stars have lost part of their outer layers due to close encounters with other cluster members or perhaps the result of collisions between stars in the dense cluster. Images from the Hubble Space Telescope have shown districts of very high blue straggler densities, suggesting that the centre of the cluster is likely to have a very high capture and collision rate.
On May 21, 1860, a nova was discovered in M80 that attained a magnitude of +7.0. The nova, variable star designation T Scorpii, reached an absolute magnitude of -8.5, briefly outshining the entire cluster.
Scorpius is one of the constellations of the zodiac. Its name is Latin for scorpion. Scorpius is one of the 48 constellations identified by the Greek astronomer Ptolemy in the second century. It is an ancient constellation that pre-dated the Greeks. It lies between Libra to the west and Sagittarius to the east. It is a large constellation located in the southern hemisphere near the centre of the Milky Way.
Due to its location straddling the Milky Way, this constellation contains many deep-sky objects such as the open clusters Messier 6 (the Butterfly Cluster) and Messier 7 (the Ptolemy Cluster), NGC 6231, and the globular clusters Messier 4 and Messier 80. It was the site of a rare discovery in 1860 when Arthur von Auwers discovered the nova T Scorpii.
MYTHOLOGY
In Greek mythology, the myths associated with Scorpio almost invariably also contain a reference to Orion. When Orion boasted to goddess Artemis that he would kill every animal on the Earth, she offered protection to all creatures and sent a scorpion to deal with Orion. The pair battled and the scorpion killed Orion. That is why constellation Orion still flees the sky whenever the Scorpion appears in the East. AK, with EarthSky and Wikipedia Notes | <urn:uuid:275e6b87-81f7-4c07-9716-6087f56ebc6d> | CC-MAIN-2022-27 | http://auklanddrive.org/Astronomy/U3A/Messier%2080%20in%20Scorpius.pdf | 2022-07-01T14:58:14+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00597.warc.gz | 5,461,232 | 680 | eng_Latn | eng_Latn | 0.994392 | eng_Latn | 0.994392 | [
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Suggestions for Making Your Own Prepared Microscope Slides
Always begin with clean slides and cover glass. Handle slides carefully by the edges to avoid fingerprints. Use forceps (tweezers) to carefully handle cover glass.
! Extreme caution and adult supervision recommended when using the scalpel blade for cutting specimens. Keep scalpel covered and store in a safe place when not in use.
Temporary or "Wet" Mounts
Tissue-type specimens such as plant sections:
2. Place the specimen on the slide.
1. Use the scalpel to carefully cut the specimen as thin as possible.
3. Use the plastic dropper to place one drop of water on the specimen.
5. The cover slip should be flattened against the specimen and slide as much as possible, avoiding air bubbles. Use caution, the thin cover glass will break if too much pressure is applied!
4. Carefully place a cover glass over the specimen, allowing the water to spread under the glass.
6. Blot any excess water carefully with paper tissues.
8. Use the slide labels to identify your specimens.
7. Carefully place slide on the microscope (cover glass side up) and observe.
You may want to try reversing steps 2 & 3; place a drop of water on the slide first, then put the specimen on the water before placing the cover glass. Experiment with each method to find the best results for each specimen. (Keep in mind these are only temporary mounts.)
Tip: Slides may be carefully washed and re-used for future specimens. Cover glass is extremely fragile and not recommended for re-using. Carefully discard after use.
With the new My First Lab TM Duo-scope, you finally have the ability to observe both microscope slides and solid objects, such as plants, coins and insects. The key is in the dual, cool LED illumination that provides both sub-stage and overhead lighting. Battery power eliminates the need for electricity or power cords and allows for portable use "in the field". The new My First Lab TM Duo-Scope combines two separate applications into one fantastic package that promises hours of fun and learning.
Magnifications
Total magnification is calculated by multiplying the eyepiece magnification (always 10X) by the objective lens.
Note: the 40X lens is not suitable for use with the upper lighting due to the focusing distance required. The lens must be too close to the specimen and does not allow enough light to reach the specimen.
* 10X Eyepiece
Specifications
* Rotatable Head
* Dual LED illumination
* 4X, 10X, 40X Objectives
* Dual focusing knobs
* Real optical glass lenses
* Disc Diaphragm
Dimensions: 4½" x 6½" x 11½" high
Net Weight: 1.95 lbs.
*Instrument is powered by 3 AA Batteries, (not included)
Components of My First Lab TM Duo-Scope
Study the picture below to become familiar with the different parts of your microscope.
10X
Eyepiece
Eyepiece tube
Head
Clips
Overhead
Illumination
Nosepiece
Objectives
Stage
Illuminator
Focusing Knob
Disc Diaphragm
Some Ideas For Observation
Children: get adult's permission before trying any experiments!
1. Crystals: Place a few grains of dry salt or sugar on a slide to observe. Mix salt with a spoonful of warm water in the test tube and then use the plastic dropper to place a couple drops on a slide. Let it dry and observe the re-crystallized salt/sugar.
3. Hairs, including pet hair, or pieces of feathers, can be observed. Try comparing hairs from various animals. You can use a small piece of tape at each end of the hair to hold it on the slide.
2. Shake some grains of pollen from a flower onto a blank slide.
4. Observe fibers in different kinds of paper, printing from a newspaper or typewriter. Look at the color in comics. Threads or fibers from different types of fabric. Compare natural fibers such as cotton and wool to synthetics like polyester.
6. Very small insects may be seen completely under low power, or try looking at parts such as legs or wings of larger bugs. The teasing needle is useful for positioning or probing the specimen. Always handle insects with tweezers and wash hands thoroughly after working with your specimens.
5. Stagnant water from a pond will contain live organisms. Place a drop into the well of a concavity slide for observation.
7. Observe the mold on old bread or other food, or make your own mold by leaving a small piece of bread in the Petri dish for several days. A small amount of moisture will encourage the mold growth. (Again, be sure to wash hands thoroughly after.)
8. Many specimens may look transparent under the microscope. It's common to stain them to make the cells show up better. Iodine is a common stain. Or try soaking your tissue specimens in a solution of ordinary food color (included-add water to thin) for a couple of minutes to stain them. Use the tweezers to pick up the "stained" specimen. Allow the "stained" specimen to dry before using glue to mount it. Remember the stain will color anything else it touches, not just your specimen, so be careful with furniture and clothing.
Preparation
Please read this section completely before using your microscope. Study page 2 to learn the various parts of the instrument.
Remove the eyepiece from the tube and invert the microscope to reveal the battery compartment. Open the compartment and insert 3 AA Batteries (not included) as indicated. (Base of battery-negative end-goes against the spring.) Replace the battery compartment cover and the eyepiece.
Always set up your microscope on a smooth surface, such as a desk or table.
Before using the scope, practice slowly turning the focusing knob and watching the stage move without looking through the eyepiece, so as to familiarize yourself with the direction you should turn the knob, when moving the stage closer to the objectives.
The My First Lab TM Duo-scope has the capability to illuminate the specimen from the top or bottom. Notice the power switch, located at the back of the scope, operates both the top light and the bottom light (but not at the same time), depending on which way the switch is flipped. The eyepiece tube and head may be rotated to face the other side of the microscope if desired. If necessary, you may loosen the screw at the base of the head SLIGHTLY to allow the head to move with ease. For best results, only move the head when necessary.
Operation
Compound Microscope Use (for slides)
Begin with the stage platform at its lowest position. To observe specimens, check the objective lens, and if necessary, rotate the nosepiece so that the 4X objective lens is in position for viewing. The lens will "click" when in place. Always start viewing any specimen with the 4X objective and increase accordingly.
Begin by selecting a prepared slide and placing it carefully on the stage (labeled side up). Push gently on the back of the clips to lift the arm enough to slip the slide under and hold it in place. The main part of the specimen should be centered over the opening in the stage.
Turn on the lower illuminator to shine the light up through the stage and through the tissue specimen on the slide. Look through the eyepiece and SLOWLY turn the focusing knob until the image of the specimen becomes clear. Be careful not to let the slide touch the lens.
Focusing Tips When focusing your microscope turn the knob only until the stage stops moving. DO NOT FORCE IT.
The disc diaphragm, located directly below the stage, has six different apertures (openings), which allow various amounts of light to pass through. Rotating this disc allows you to modify the amount of light that is transmitted. Try experimenting with various settings to get the best effective view. (Usually most effective at the 400X magnification.)
After focusing you can move the slide left or right on the stage to observe different sections of the same specimen. As you adjust the slide or the aperture disc, be careful not to put weight against the stage as this could push it out of focus. If this occurs, simply readjust the focusing knobs slightly until you again have a clear view.
After observing with the 4X objective (which shows you the image magnified 40X), rotate the nosepiece to the 10X objective lens (leave the slide in place on the stage). SLOWLY turning the focusing knob will enable you to get a clear view of your specimen at 100X magnification. Always use caution since the focusing knob actually moves the stage closer to the objective lens.
Finally, you can turn the nosepiece to the 40X lens, giving you a 400X magnification of your slide. When increasing magnification, always remember that the higher the magnification, the closer the objective must be to the specimen being observed.
Focusing Tips The 40X lens will appear to be almost touching the slide, this is normal. Always move the focusing knobs very slowly
to avoid breaking the slide with the objective.
When changing slides, move the stage to its lowest position, lift the clips to remove and replace slides and begin observing with the 4X objective again.
Stereo Microscope Use (for solid objects)
Turn on the overhead illuminator to shine light onto the stage.
As with the compound microscope, always begin your observation with the 4X objective and increase magnification accordingly.
Note: Only the 4X and 10X objectives may be used when viewing solid specimens. The 40X lens is not suitable for use with the upper lighting due to the focusing distance required. The lens must be too close to the specimen and does not allow any light to reach the specimen.
For contrast, you may find it necessary to place certain specimens on an index card or small piece of paper before centering them on the stage. Since you are using the upper light, it is not necessary for the opening in the stage to be exposed for the lower light to shine through. Also, you do not want your specimen to fall through the hole!
This application can allow you to magnify countless everyday items: for examples, small rocks, leaves, insects, flower petals, coins, stamps, jewelry and more.
Focusing Tips You will notice that with a three dimensional specimen, for example, a small insect, you will have different levels to focus on; therefore the entire image may not seem clear at the same time. Compare to a flat field, such as a postage stamp, where the specimen is all at the same level which allows the microscope to focus on the entire field.
With a little practice, you can soon become an expert at observing all types of specimens with My First Lab TM Duo-scope.
Accessories
This microscope is equipped with the following accessories.
* 5 Blank Slides
* 4 Prepared Slides
* 1 Concavity Slide
* Slide Labels
* Cover glass
* Plastic Dropper
* 2 Bottles of non-toxic "stain"
* Scalpel
* Forceps
* Lens Paper
* Test Tube
* Petri Dish
* Straight Teasing Needle
* Vinyl dust cover
Note:
Contains glass, food coloring, and sharp instruments. *Adult supervision required for experiments and slide preparation.*
Simple Semi-Permanent Mounts:
Follow the same basic procedure as above but try using CLEAR GLUE instead of water to hold the specimen and cover glass to the slide. Allow the glue to dry before observing the specimen. Use the slide labels to identify your specimen.
Hint: You may enjoy keeping notes of your various observations or even sketching the magnified images you see in the scope.
Maintenance
To prolong the life of your batteries, turn off the power immediately when not in use (be sure both lights are off--switch in the center position.) Dust the unit with a soft dry cloth or soft brush. Fingerprints and debris may be removed with a damp cloth. If glass lenses require cleaning, try a cotton swab very slightly moistened with alcohol. Dry with a clean swab or lens paper.
Store your microscope in a cool dry place. Always cover with the vinyl dust cover provided or return to the box when not in use. If used "in the field" take care to keep the unit upright as the eyepiece can fall out if tipped. Eyepieces and lenses should remain in place to avoid dust in the tubes. Keep microscope slides in their proper storage unit when not in use. Always use care with real glass and sharp instruments and keep out of reach of young children.
When lights seem dim, replace the batteries with fresh AA batteries. The LED bulbs have a long life span and should not require replacing. If either bulb does not work, even after installing fresh batteries, please call for service.
Proper care and use of this product can result in years of scientific study and adventure. Enjoy!
LIMITED ONE YEAR WARRANTY
The manufacturer warrants this instrument to be free from defects in material and workmanship under normal use for one year from the date of purchase. It does not cover damage resulting form abuse or misuse, repairs or alterations performed by other than authorized repair technicians, or damage occurring in transit.
For warranty service, microscope should be well packed to avoid damage in transit, preferably in original box and packing. Include your complete return address and telephone number as well as a description of the difficulty, and ship, postage prepaid, to the address below. It will be repaired or replaced at no charge and returned. If misuse, alterations, accident or abnormal conditions of operation caused failure, an estimate for repairs will be provided for your approval prior to work being performed.
If you have questions concerning this product or warranty, contact the dealer from whom it was purchased.
Duo-Scope
Two Microscopes in One!
USER'S MANUAL
Model MFL-06
This microscope is intended for use by ages 9 & older. Parents are reminded this is a scientific tool and contains glass microscope slides and sharp instruments. Proper handling and parental supervision is required. Always follow the appropriate safety procedures. | <urn:uuid:35e2aabd-1e49-49c7-946b-9551e6c085e8> | CC-MAIN-2022-27 | https://www.chainsawjournal.com/wp-content/uploads/2015/08/MANUAL-My-First-Lab-Duo-Scope-Microscope-MFL-06.pdf | 2022-07-01T13:09:59+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00597.warc.gz | 752,435,907 | 2,933 | eng_Latn | eng_Latn | 0.998221 | eng_Latn | 0.998515 | [
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An operating system is software that manages a computer system.
Manage resources:
Manages peripherals such as input and output devices
* Communicates with and sends data input/output to a printer/monitor/other valid input/output device.
Manages printing using spooling
* Data is stored in a queue and is printed when printer is free. Can carry on working/ or log off when waiting for job to print.
Manages backing store
* Ensures that data is stored and can be retrieved correctly from any disk drive.
Manages memory (RAM)
* Ensures that programs/data do not corrupt each other and that all programs and data including itself is stored in correct memory locations.
Manages processes
* Ensures that different processes can utilise the CPU and do not interfere with each other or crash.
Manages security
* Allows creation and deletion of user accounts.
* Allows users to logon and change passwords.
Manages multitasking
- Allows a user to seemingly perform more than 1 task at a time
- Tasks are allocated a time-slice by the CPU
Manages Interrupts
* Hardware interrupts are generated when a key is pressed or when the mouse is moved
* Software interrupts are generated by a program requiring disk input or output.
Operating Systems Knowledge Organiser
Provides a user interface
The operating system provides a user interface by:
* allows copying/deleting/moving/sorting/searching of file or folders
* allows access to system settings such as hardware
* provides a command line interface
* allows users to have more than one window open
* provides a graphical user interface (Windows, Icons, Menus, Pointers)
* provides user with errors/help messages
* allows customisation of interface, e.g. change desktop background/layout
* allows user to switch between tasks (programs/windows)
Graphical User Interface (GUI)
* Windows/icons/menus/pointers
* Easy to navigate / uncomplicated
* Uses large amount of memory & disk space
Touch sensitive
* Very intuitive/ Easy to use
* Screens easily damaged
Command line interface (CLI)
* Quick to use if you know commands
* Little memory and storage needed
* Only suitable for experts
Menu driven
Voice driven
* Easy to navigate /Ideal for beginners
* Quick /Hands free
* Navigating can be long
* May misunderstand voice commands
Human-computer interaction (HCI) To allow a person and a computer system to communicate, an interface is required
Utility software
* File transfer - transfers data from one location to another. (e.g copying a file from one folder to another)
* Formatting - prepares a disk for use. All files may be erased ready for new data to be stored.
* Compression - making a file size smaller. Allows more data to be stored on the disk and speeds up data transfer (e.g via email).
* System backup – makes a copy of data to prevent data loss.
* System restore (roll back) – replaces lost or corrupt data with an earlier backup
* Defragmentation - Re-arranges/puts fragmented (split) files back together to speed up disk access.
* Control panel - gives the user control of software and hardware features. Enables the user to change settings e.g sound, device, display settings.
* Virus scanning -checks files for viruses
* Firewall-monitors incoming/outgoing network traffic
* System monitoring – monitors resources like CPU usage and amount of free RAM
* Task management – provides information about processes currently running
* Disc scanning and repair – detects and repairs physical errors on the disk
Must Know
Know it:
* Identify the 3 key ways an operating system manages a computer system
* List the key ways is which an operating system manages resources
* Explain what an interface is
* Explain what HCI is.
* Give examples of different user interfaces
Should know
Grasp it:
* Describe using keywords and with an example, the FOUR ways in which an operating system manages resources
* List 5 utility software programs
* Describe 2 utility software programs explaining their function
* State advantages and disadvantages of different user interfaces
Top of the class
Think it:
* Describe the functionality of the operating system in providing a user interface
* Describe the features provided by a GUI
* Describe 2 reasons for using a CLI.
* Describe 1 drawback of using a CLI.
* Describe 5 utility software programs explaining their function
* Explain advantages and disadvantages of different user interfaces | <urn:uuid:6cf7bca8-d87a-4406-ad65-87d909f740c7> | CC-MAIN-2022-27 | https://coleshill.warwickshire.sch.uk/files/2022/04/Operating-systems-KO.pdf | 2022-07-01T14:32:29+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00600.warc.gz | 222,071,537 | 914 | eng_Latn | eng_Latn | 0.984017 | eng_Latn | 0.992754 | [
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How do wheels work?
How do wheels move? What stops a wheel from turning? What makes a wheel and an axel work? How are wheels attached to an axel?
Wheel
A circular object that turns round. It can be fixed to a vehicle like a car or a bicycle to allow the vehicle to move easily over the ground. | <urn:uuid:fa7c9ed5-7a44-40ec-8d79-c8653febe0b6> | CC-MAIN-2022-27 | https://newnhamstpetersschool.org.uk/docs/learning2021/Spring%202%20-%20Year%202%20-%20DT%20Knowledge%20Organiser.pdf | 2022-07-01T13:13:57+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00599.warc.gz | 484,127,082 | 69 | eng_Latn | eng_Latn | 0.999759 | eng_Latn | 0.999759 | [
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NAME
_______________________________________________________________
DATE
________________________
ADDITION OR SUBTRACTION
Choose and explain solution strategies and record with a written addition or subtraction method.
Step - 1 :
My strategy:
862 690 subtract 90 from both numbers 772 600
Step - 2 (classmate strategy expected):
862 690 subtract 90 from both numbers 772 600
Explanation:
- In the problem 862 - ____ = 690
- We don't know the number that is subtracted from 862.
- But we know the result (answer) 690. So in this case to find the such number. We have to subtract 690 from 862.
- (Subtracted 90 from both the numbers).
- Then we have, 772 600 = ____
- Both strategies are effective.
edubuzzkids.com c 2015. All Rights Reserved. | <urn:uuid:de99926a-e7d1-4134-afea-f8e2a1b98325> | CC-MAIN-2022-27 | https://www.edubuzzkids.com/content/grade-2/worksheets/math/Mixed%20Operations/Addition%20or%20Subtraction/9_Addition-or-subtraction_8.pdf | 2022-07-01T14:36:14+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00598.warc.gz | 804,137,114 | 185 | eng_Latn | eng_Latn | 0.996522 | eng_Latn | 0.996522 | [
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Year 1 Geography - London Summer 2021/2022
What do we know about the geography of our capital city, London?
- Where is London?
- What are the geographical features in London?
- What landmarks are there in London?
- What is the weather like in London?
- What are the points of a compass?
- How can I use a map to help plan a trip to London? | <urn:uuid:6bffa1df-9cc7-4992-87cf-56ca8199748b> | CC-MAIN-2022-27 | https://newnhamstpetersschool.org.uk/docs/learning2021/Summer%201%20-%20Yr1%20-%20Geography%20Knowledge%20Organiser.pdf | 2022-07-01T14:01:28+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00598.warc.gz | 470,915,065 | 86 | eng_Latn | eng_Latn | 0.999475 | eng_Latn | 0.999475 | [
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David is Rewarded for Not Getting Even
(Psalm 57; 1 Samuel 24)
Pre Session Warm Up
Have you ever been so upset with someone that you wanted to get even? Maybe a friend did something to you that embarrassed you in front of others; maybe someone said things about you that weren't true. It is easy to want to get even when someone does mean things to you, isn't it? The Bible tells of a time when David was badly mistreated by someone. What do you suppose he did when his chance came to get even?
Today we are going to study a psalm that David wrote during the time he had to run for his life from King Saul, who wanted to kill David.
Opening Prayer
Lord, we want our lives to bring You honor in every thing that we think, everything that we say, everything that we do. Show us how You handled it when You were treated unfairly. In Jesus' name, I pray. Amen.
Memory Verse
Dear friends, never take revenge. Leave that to the righteous anger of God. For the Scriptures say, "I will take revenge; I will pay them back," says the LORD. (Romans 12:19)
Or
Never pay back evil with more evil. Do things in such a way that everyone can see you are honorable. (Romans 12:17)
Lesson
After Joshua died, the children of Israel had no strong leaders. For 200 years they were ruled by Judges. Then the people demanded that God give them a king. So God had Samuel, the last judge, appoint Saul to be the king of Israel.
Saul started out as a good king. But after awhile he became full of pride. He got to the point that he wasn't as interested in obeying God as he used to be. He seemed to want to do everything his own way instead of God's way.
Because Saul disobeyed God, God told Samuel to appoint David, a young shepherd boy, as the king. But because David was still only a boy, it would be years before he actually took the throne from Saul.
Meanwhile God used David, a shepherd boy, to kill the big, mean giant, Goliath. Does anyone remember how David killed Goliath? David shot him with his sling shot! And, it only took one stone!
After David's victory over Goliath, King Saul asked David to move into the palace and live with him and his family. It gave Saul such joy to hear David play his harp and sing praise songs to the Lord. There, in the king's household, David became one of Saul most loyal and helpful servants.
Then one time, there was a war between the Israelites and the Philistines. And David became an important war hero. When they came back from battle, there was a big parade. All the soldiers marched through town and all the people cheered loudest for David.
Let's read about it:
1 Samuel 18:6-11
When the victorious Israelite army was returning home after David had killed the Philistine, women from all the towns of Israel came out to meet King Saul. They sang and danced for joy with tambourines and cymbals. This was their song: "Saul has killed his thousands, and David his ten thousands!" This made Saul very angry. "What's this?" he said. "They credit David with ten thousands and me with only thousands. Next they'll be making him their king!" So from that time on Saul kept a jealous eye on David.
The very next day a tormenting spirit from God overwhelmed Saul, and he began to rave in his house like a madman. David was playing the harp, as he did each day. But Saul had a spear in his hand, and he suddenly hurled it at David, intending to pin him to the wall. But David escaped him twice.
Saul became insanely jealous of David's popularity with the people. He became so jealous, in fact, that he wanted to murder David.
So, David had to leave the palace, and run for his life.
Then, David lived a very hard life. He slept in the forest or caves in the
mountains. Wherever we went, Saul chased after him and who ever helped David was in terrible trouble.
1 Samuel 24:1-2
After Saul returned from fighting the Philistines, he was told that David had gone into the wilderness of Engedi. So Saul chose 3,000 elite troops from all Israel and went to search for David and his men near the rocks of the wild goats.
As David was hiding in a cave, he wrote this beautiful song to the Lord:
Psalm 57:1-2
Have mercy on me, O God, have mercy! I look to You for protection. I will hide beneath the shadow of Your wings until the danger passes by. I cry out to God Most High, to God who will fulfill His purpose for me.
Because he was in great danger, David cried out to God for protection. He knew that God was far stronger than his enemies. He had confidence in the Lord.
Psalm 57:3-4
He will send help from heaven to rescue me, disgracing those who hound me. My God will send forth His unfailing love and faithfulness. I am surrounded by fierce lions who greedily devour human prey—whose teeth pierce like spears and arrows, and whose tongues cut like swords.
To David Saul seemed like a ferocious lion whose bared teeth are as sharp as spears and arrows. He knew that Saul would tear him to pieces if he had a chance.
David hid in a cave. There is certainly nothing wrong with trying to stay away from people that are trying to mistreat us. In fact, that is what God wants you to do. If someone tries to harm you, you need to run and hide from them.
While David was hiding in the cave, something exciting happened.
1 Samuel 24:3-4
At the place where the road passes some sheepfolds, Saul went into a cave to relieve himself. But as it happened, David and his men were hiding farther back in that very cave! "Now's your opportunity!" David's men whispered to him. "Today the LORD is telling you, 'I will certainly put your enemy into your power, to do with as you wish.'" So David crept forward and cut off a piece of the hem of Saul's robe.
Saul walked right into the very cave that David and his men were in! This was David's chance to get Saul. David's men wanted to attack him right there and then. But even though Saul wanted to kill David; David did NOT want to hurt Saul. Quiet as a shadow, David slipped up to Saul, took out his knife, but instead of killing him, David just cut a piece off of Saul's robe.
Wow! Could you do that? If you had just spent the last few years of your life running and hiding from someone that was out to kill you, what would you do if that very person walked right into your cave?
When someone is being mean to you, it's easy to want to get even and be mean right back, isn't it? But David knew that wouldn't please God. David showed respect for Saul. After all, Saul was the King of Israel.
He let Saul leave the cave unharmed.
Have you ever been hurt by someone that you trusted? Maybe someone wrongly accused you. How do you feel when others are unfair to you? Have you ever wanted to get even with someone for hurting you?
When someone has wronged you, the natural response is to want to get even. God hates our desires for revenge because it shows we do not trust Him to take care of the situation.
God wants to help you control your anger. You can trust Him to handle the situation. Otherwise your anger will control you and cause you to do foolish things. God is pleased when you refuse to get even with your enemies. God has promised that He will deal with those who wrong you.
David had an important decision to make about getting even. But, rather than taking revenge, he chose to let God deal with his enemy.
After cutting off a piece of King Saul's robe, David felt guilty.
1 Samuel 24:5-6
But then David's conscience began bothering him because he had cut Saul's robe. "The LORD knows I shouldn't have done that to my lord the king," he said to his men. "The LORD forbid that I should do this to my lord the king and attack the LORD's anointed one, for the LORD Himself has chosen him."
As soon as David cut that piece of Saul's robe off, he realized he was wrong. He knew it was better to trust God than to get even. David knew that when we sin, we separate ourselves from God.
Isaiah 59:2
It's your sins that have cut you off from God. Because of your sins, He has turned away and will not listen anymore.
Thankfully, God sent Jesus to pay for your sin and mine by giving His blood on the cross. He didn't deserve to be punished for us, but He did it so our sins could be forgiven. Jesus died and came back to life again so that you could become His child by believing on Him and asking Him to be your Savior. God wants you to know Him. David knew God and wanted to do the right thing.
David respectfully told Saul that he was trusting God:
1 Samuel 24:8-13
David came out and shouted after him, "My lord the king!" And when Saul looked around, David bowed low before him. Then he shouted to Saul, "Why do you listen to the people who say I am trying to harm you? This very day you can see with your own eyes it isn't true. For the LORD placed you at my mercy back there in the cave. Some of my men told me to kill you, but I spared you. For I said, 'I will never harm the king—he is the LORD's anointed one.' Look, my father, at what I have in my hand. It is a piece of the hem of your robe! I cut it off, but I didn't kill you. This proves that I am not trying to harm you and that I have not sinned against you, even though you have been hunting for me to kill me. "May the LORD judge between us. Perhaps the LORD will punish you for what you are trying to do to me, but I will never harm you. As that old proverb says, 'From evil people come evil deeds.' So you can be sure I will never harm you.
God helped David know what he should do. Instead of getting even,
David spoke kindly to his enemy. He told Saul he was leaving matters with God.
If you belong to Jesus, God is pleased when you refuse to get even with your enemies. Instead of getting even, He wants you to trust Him to handle the situation in His own way and time. God may not deal with your enemies the way you think He should. He may even ask you to show kindness to those who have hurt you. But regardless of how God responds, we can know that He is always fair and right. He will perfectly judge your enemy. God says, "Don't try to get even." If punishment is needed, He will take care of it.
Romans 12:19
Dear friends, never take revenge. Leave that to the righteous anger of God. For the Scriptures say, "I will take revenge; I will pay them back," says the LORD.
When someone hurts you and you are tempted to take revenge, ask God to help you calm down. Then thank God that He will take care of this situation in the best way. Ask God to give you His love in your heart for the person who has wronged you. David allowed God to put love and respect in his heart for King Saul, and he trusted God to help him know what to do.
God delivered David by sending Saul home and David gave God all the glory.
Let's read the rest of this beautiful prayer that David wrote to God:
Psalm 57:5-6
Be exalted, O God, above the highest heavens! May Your glory shine over all the earth. My enemies have set a trap for me. I am weary from distress. They have dug a deep pit in my path, but they themselves have fallen into it.
All of David's men had seen the wonderful power of God to deal with their enemy, and they gave God glory for it. They saw the value of not getting even, and letting God deal with their enemy. And David was happy with his decision. He knew he had done the right thing by letting God judge those who hated him rather than getting even himself. David joyfully sang praise to God.
Psalm 57:7-11
My heart is confident in You, O God; my heart is confident. No wonder I can sing Your praises! Wake up, my heart! Wake up, O lyre and harp! I will wake the dawn with my song. I will thank You, Lord, among all the people. I will sing Your praises among the nations. For Your unfailing love is as high as the heavens. Your faithfulness reaches to the clouds. Be exalted, O God, above the highest heavens. May Your glory shine over all the earth.
David had learned that he didn't need to get even. Neither do you. You can pray and trust God to deal with those who have hurt you. If you belong to Jesus, God is pleased when you refuse to get even with your enemies.
This week when you are tempted to get even, remember Romans 12:19. Talk to God about that person and He will give you the power to lay down your angry feelings. Thank Him for taking care of the situation in the best way. Ask Him to give you His love for the person who's hurt you.
Closing Prayer
Father, forgive us when we let our angry feelings just fly. Help us to take control of our anger and to trust that You will take care of every situation in our lives. We want our lives to bring Your name glory and we want others to know that You are a God of love and grace. In Jesus' name, I pray. Amen.
Learning Activities
Activity Center
Act out 1 Samuel 24. Choose a David and a Saul. Have the remainder of the children be David's men in the cave.
Or, ask the students: Have you ever been bullied? Is there someone who is always picking on you? Have you ever been hurt by someone that you trusted? Maybe a friend did something to you that embarrassed you in front of others; maybe someone said things about you that weren't true. How do you feel when others do wrong things to you? Did you ever try to get even?
Have them get into small groups and come up with a scenario from life where one child treats the other one unfairly. Then have them act out how they would handle that situation.
Craft Corner
Kindness Cards
Supplies: blank index cards and art supplies such as markers, glitter pens, stamps, and stickers
Ask kids to think of kind actions they could do for people. For example, they could bring in an elderly neighbor's mail or newspaper, or they could help with the dishes on a day it's not their chore.
Help kids write or draw their ideas on the index cards and allow them to decorate the cards. Then encourage kids to give the cards to the recipients they thought of. (Be sure to tell kids to get their parents' permission before approaching a neighbor.)
Game Center
Use the following review questions in a game of your choice:
Review questions:
1. Where was David when he prayed this prayer in Psalm 57? (A Cave)
2. Why was David in the cave? (He was running for his life from King Saul.)
3. What would be someone's natural reaction to David's circumstances? (To fight back; get revenge)
4. What did David do when he was faced with this trail?
a. Verse 1: He looked to God for protection
b. Verse 2: He cried out to God
c. Verse 7: He had confidence in God
d. Verse 9: He thanked God & sang praises to Him
5. What do verses 5 and 11 say was most important to David during this trial? (That God would be exalted and glorified.)
6. Why is it important to remember that God is "exalted"? How should knowing that God is "above the highest heavens" affect our view of our problems? (It helps us to remember that He is bigger than our problems and that He can fix them.)
7. How did David's response to the trial demonstrate faith? (He trusted that God would take care of the situation.)
8. Re-read verses 9-10. How can the way we handle trouble and trials become a testimony to those who do not know God? (It shows other that God is trustworthy.)
9. Have you ever been bullied? Is there someone who is always picking on you? Did you ever try to get even?
10. When you try to get even, what does that say about your faith in God? (It is lacking!) | <urn:uuid:a40e7e6f-eea3-479b-8352-65e0decaa693> | CC-MAIN-2022-27 | http://freechildrensministrylessons.com/_KidsWorld/OldTestament/09Psalms/03PSM057_DavidIsRewarded.pdf | 2022-07-01T14:48:06+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00599.warc.gz | 27,973,551 | 3,581 | eng_Latn | eng_Latn | 0.998723 | eng_Latn | 0.999149 | [
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Exploring Climate Change in My Community:
Assessing Opportunities for Action
Youth Climate Change Community Assessment Toolkit
January 2017
For Northern Health and Well-Being Arctic Institute of Community-Based Research
Acknowledgments
The Arctic Institute of Community-Based Research would sincerely like to thank all the YIC4 youth for their passion, drive and dedication to serving their communities. We hold you up and honour you as our champions for change! A special thank you must also go to all the guest speakers, Elders, Indigenous knowledge holders, scientists, community leaders, and researchers who shared their knowledge with us all during the training.
We'd like to acknowledge all the members of AICBR's team and the project steering committee, who included members from Council of Yukon First Nations, Yukon Research Centre, Yukon Government's Climate Change Secretariat, and Kluane First Nation.
Last but not least, thank you to our generous funders who helped make this work possible, namely Yukon Government's
Environmental Awareness Fund for contributing to the development of this toolkit, in addition to our
overarching project funders, Indigenous Services Canada
(Climate Change Preparedness in the North Program) and
Polar Knowledge Canada.
Table of Contents
YIC4 –
Community Assessment Toolkit
3
4
Background: Yukon Indigenous Community Climate Change Champions Project
This Community Assessment Toolkit evolved out of a two-year training initiative called the 'Yukon Indigenous Community Climate Change Champions (YIC4) Project: Mobilizing Knowledge for Developing Indigenous Community Champions for Climate Change Adaptation in the Yukon' (2017-2019). Participants include 21 Yukon First Nations youth (aged 18-30 years), six First Nation and Inuit youth from Northern BC, Northwest Territories and Nunatsiavut as well as two Renewable Resource Council members from Yukon. The overall goal of this initiative is to build upon Indigenous communities' capacity to respond to complex issues related to climate change.
The following toolkit is written from the perspective of the YIC4 youth champions and is meant to share lessons learned in hopes of informing future communitybased assessment work related to climate change and its effects on First Nations' communities.
The YIC4 project was led by the Arctic Institute of Community-Based Research (AICBR), a unique northern non-profit organization, based in Whitehorse, Yukon. The AICBR works with communities to develop their own solutions to complex problems that are relevant, communitydriven and sustainable. Current organizational priorities include: climate change adaptation, food security/food sovereignty and healthy living. In all of AICBR's work, there is a focus on strengthening youth capacity and integrating Indigenous and western scientific knowledge systems, with an approach guided by the principles of respect, relevance, responsibility, and reciprocity.
YIC4 –
Community Assessment Toolkit opportunities for action on climate change. It describes the process we underwent in planning and we hope that it might help inform future work for your communities.
Between November 27-30th, 2017, 29 of us gathered in Whitehorse, Yukon to learn about climate change.
During the training, we learned about the global to local causes and effects of as well as community adaptation strategies to climate change.
We were taught by our Indigenous knowledge holders and Elders, outside scientists and local community-based researchers, and most importantly, we also learned from each other.
This toolkit is our guide to assessing our communities' needs, strengths and
"I can't stand by and watch the future generations lose everything we took for granted."
-YIC4 youth participant from Dawson City, YT
YIC4 –
Community Assessment Toolkit
5
6
YIC4 –
Exploring Climate Change Through the Four Elements of Mother Earth
"The land is who we are as a people"
Our Planet: She is our Mother, our healer and our guide. Within the four directions, she has Earth, Air, Fire and Water.
Throughout the training, these four elements of Mother Earth guided our teachings and our work.
This is how we explored our communities. Together within our Nations, we looked at the changes that are happening due to climate change. We also looked at adaptation and what our communities are doing already to adjust to the challenges we are faced with every day.
Community Assessment Toolkit
Climate change impacts our communities in many complex and interconnected ways. These are some examples of them.
When we started looking at our communities in the four elements, five themes evolved: Health, Social & Culture; Economy; Infrastructure & Transportation; Species & Habitat Areas; and Food & Water Security.
These are the themes that will guide us in assessing our communities today developing our priorities for future climate change adaptation projects and mitigation strategies.
Some Examples of Climate Change
Health, Social & Culture
* Shifting and declining species and altered landscapes threaten our traditional lifestyle and culture
* Natural disasters are becoming more common and more severe
* Mental health and wellness are negatively impacted as climate change threatens our intrinsic connections to our Homelands
Economy
* Our economy in Canada continues to be heavily tied to extractive industries (oil, gas & mining), which are key contributors to climate change
* Forest fires and natural disasters threaten our natural resources as well as the safety of our people, our animals, and our livelihoods
YIC4 –
Community Assessment Toolkit
7
8
Species & Habitat Areas
* Invasive species (plant, animal & insect) are altering the local habitat
* Glaciers are melting at an increasing pace, causing concern about the decreasing levels of water within our rivers and lakes
* Permafrost melt causes erosion and contributes to climate change and aquatic systems contamination
Food & Water Security
* Declining traditional food species heavily impacts our food systems
* Waterways are becoming contaminated due to warming temperatures and runoff from industrial development
* Our food system is largely made up of heavily processed market foods which have to travel a long ways; food costs are rising due to unstable harvests, droughts, floods, and fires.
Infrastructure & Transportation
* Highways/roads are more at risk of closure due to wash-out and forest fires causing food shortages
* Most houses/buildings are not able to resist flooding and shifting ground due to permafrost melt
* In northern regions of Canada, a majority of our communities are diesel dependent, which contributes to a high cost of living and further exacerbates climate change
YIC4 –
Community Assessment Toolkit
YIC4 Project Cycle
This diagram shows the different stages of the YIC4 project cycle (2017-2019) and how they connect. Follow along the arrows starting with Training 1.
Training 1: Introducing Climate Change Causes, Effects & Adaptation/ Mitigation – Global to Local Indigenous Knowledge & Science
During Training 1, we came up with questions that we should be asking our communities to explore climate change needs and priorities for action.
Community Assessment: Youth are supported to implement an assessment of their communities in the five key theme areas. We use these themes to choose which knowledge holders to interview in order to gather multiple diverse perspectives and give us a holistic understanding of what is going on related to climate change.
YIC4 –
Community Assessment Toolkit
Training 2: Developing Leadership and Advocacy Skills in Preparation for Future Adaptation to Climate Change
Once we have assessed our communities' needs, we can begin to prioritize various community-led project ideas
The information that we gather from the assessment describes what is going on now with regards to counteracting and adapting to climatic changes and what further opportunities there are for action.
9
Building a Community Inventory Map
We're also building a map!
We need to know what activities are going on across our communities in order to identify our strengths and build upon them, learn from each other, strengthen our network, and work better together.
Presently, AICBR is gathering important information on all the climate change related activities going on in the Yukon through the development of an online public inventory mapping tool.
It will list information about the various climate change adaptation, monitoring and mitigation projects, activities and entities that exist in our communities; including details on who runs these activities, who funds them, what some successes and challenges may be, as well as contact information.
We encourage you to help contribute to the map of information by answering some questions about the initiatives going on in your community.
Help us Build a Map: https://arcg.is/15Snfn
10
YIC4 –
Community Assessment Toolkit
Once the inventory is completed and we've gathered enough information about the various initiatives going on, we will develop a mapping tool that will look like this!
These images are of AICBR's Healthy Living Inventory (aicbr.ca/healthy-living-inventory), which is another mapping project that informs about programs which relate to our health. When you zoom in and click on the icons, you'll see specific program information.
You'll also be able to search by community or type of initiative and quickly see what is going on.
Visit AICBR's website for more information: aicbr.ca/climate-change-andfood-systems-inventories/
YIC4 –
Community Assessment Toolkit
Assessment Planning Framework
This framework summarizes some of our ideas for how to go about the community assessment. Use it as a guide to formulate your plan. Adapt it to your own language and way of speaking in your community.
Who? Who might you want to talk to during your assessment?
When & Where? When and where is a good time to connect with people?
* Chief/Council, municipality & informal community leaders
* Land & Resources, Capital Works, Heritage Departments
* Schools/youth, Elders, general community, friends and family
* Researchers, biologists & conservation/environment/wildlife officers/monitors, and Indigenous Guardians
* Renewable Resource Councils (RRCs)
* People who live on the land & hunters/gatherers
* Indigenous knowledge holders
YIC4 –
Community Assessment Toolkit
* Seasonal harvest and hunting times time
* Community gatherings, General Assemblies & Harvest Camps
* Radio-call in lines or social media
* School
* Archives and internet
* Executive Council and Heritage department and offices
* Ancestors – through oral teachings and stories
12
What?
What are the overall guiding questions to your assessment? What are you trying to find out? What is most relevant to your community? More specific questions are categorized under themes in the following pages.
* What are our main concerns with climate change (in the areas of health, species & habitat areas, food and water security, infrastructure & transportation, and economy)? What are the ways we are most vulnerable to the impacts of climate change?
* What are we doing now to adapt to and mitigate against climate change? What more could we do?
* What ways can we educate our people more and communicate what is going on to others outside our communities?
* What are our main sources of energy use/highest forms of carbon emissions in our community?
* Where do we start? What are our priorities?
How? How do you go about starting your assessment?
* Ensure you have local Research Protocol & Consent Agreements in place
* Interview/focus group with key Elders and knowledge holders (either face-to-face or on the phone)
* Present to and discuss with leadership, Natural Resources/ Heritage Department & RRCs
* Host a discussion/brainstorm session with flip charts in informal space or during community gathering
* Survey through social media
* Take pictures and make field notes
* Fill out online survey to contribute to the Inventory Map
* Sharing and storytelling
* Keep all the data within your First Nation office
YIC4 –
Community Assessment Toolkit
Some Example Assessment Questions
The following pages contain some of the interview questions we developed under each theme. You are likely to ask different questions to different people, depending on their knowledge and what you are looking to get out of the interview. Use the workbook to create your specific plan and develop your interview guides.
14
YIC4 –
Community Assessment Toolkit
Health, Social & Culture
Do you think the health of our people is changing due to climate change? If so, in what ways? (Probe for: mental, physical, spiritual, emotional)
Is our community vulnerable to the impacts from droughts, floods, and forest fires? How can we protect ourselves (especially the most vulnerable people in our community)?
How is climate change affecting our cultural traditions and language?
How are we protecting our waterways from contamination caused by mining and development?
What ways can we begin to educate our people about how climate change impacts our health?
YIC4 –
Community Assessment Toolkit
Food & Water Security
What are the main food sources (traditional and market foods) in our community? Where do most people in our community get their food from? Has the diet of people in our community changed due to climate change? If so, in what ways?
Infrastructure & Transportation
How is our water affected by climate change? Where does our community get our water from? Is it safe to drink? Do we have enough for long-term water security? What changes, if any have you noticed about our water? What strategies do we have to protect our water sources from flooding, drought, earthquakes, etc.?
What sorts of natural disasters are we most vulnerable to in our community? What is the community doing to adapt our housing and buildings to withstand flooding, shifting ground because of melting permafrost, earthquakes and/ or increased moisture issues (mold)? Do we have an emergency evacuation plan in the case of a major natural disaster? Do we have a fire safety plan or Fire Smart Program in place?
What are the main sources of emissions in our community? Home heating - how do most people heat their homes (i.e. propane, wood, oil, electric? What is the reason for this use)? Is there a plan to shift away from this type of heating?
Transportation – how do most people in our community get around?
Industry – what kinds of extractive industries surround our community (i.e. mining, oil and gas)?
How can we cut down on our use of diesel fuel and other emissions (i.e. transportation, home heating)? Do we have policies around emission targets and any plans for green energy projects?
YIC4 –
Community Assessment Toolkit
16
What is being done to protect our community food security? Does our community participate in community gardening or small-scale farming to increase food security? Do we have a food security strategy or an emergency food plan in place? If not, do you think we should have one?
YIC4 –
Community Assessment Toolkit
In what ways do we deal with waste in our community (i.e. garbage dumps and sewage)? How well is the sewage system working? Is it affecting the health of our water systems? Are there plans for waste reduction? How can we research and educate about waste reduction? Do we have a recycling facility in our community? How is it working? How could it be improved?
18
Economy
Species & Habitat Areas
What is the main economy in our community? Is there interest in exploring green/renewable energy systems? If so, what kinds (i.e. wind power, solar, run of the river projects, geothermal, biomass, wood)? Is there interest in developing eco, landbased and/or cultural tourism in the community?
What are the main jobs in the community? What kind of work training is offered to our citizens? Are there local hire policies for the companies that are working in our territory?
How is climate change affecting our air, land, species, and waterways?
Do we do any species and land monitoring? If so, in what ways do we monitor them? What are we doing to control invasive species (insect, plant, and animals)? Are we monitoring/ researching the health of our species?
How are we preserving our Traditional Knowledge about our species and habitat areas?
Where are the vulnerable habitat areas that might be impacted the most by climate change? How can we protect them?
Who in the community is responsible for wildlife and fisheries management? What kind of fisheries/wildlife policies do we have?
Are there possibilities for creating Indigenous Protected Areas and Land Guardians programs?
YIC4 –
Community Assessment Toolkit
What is the relationship like with mining companies and other extractive industries who operate on our lands? Do we have policies in place for ensuring environmental clean up and to promote environmentally sustainable development? Who is responsible for reclamation on our lands after mining/ oil and gas exploration projects are done?
YIC4 –
Community Assessment Toolkit
Draft Community Assessment Plan/Protocol & Training Overview
Present to Chief and Council
STEP 1: Fill out the workbook at the end of this toolkit to plan out your assessment
STEP 2: Invite inside and outside partners (if applicable) who will help you with your assessment and review your plan with them
Think of partners who have good research relationships in your community and those in your community who are well connected and respected to help you.
These will be the people who will help to mentor, train and guide you throughout your assessment and are knowledgeable about research protocols
STEP 3: Along with partners, review local research protocols and get training on how to conduct an interview, etc.
YIC4 –
Community Assessment Toolkit
STEP 1: Work on Powerpoint presentation and draft Research Agreements for Chief and Council to review
STEP 2: Meet with the Executive Director and Executive Assistant to Chief and Council, introduce yourself, explain the YIC4 project, ask to present to the Chief and Council and to discuss a Research Agreement
STEP 3: Set a date for this presentation
STEP 4: Do presentation:
* Introduce yourself (language and Traditional name)
* Explain the purpose of your project and why you think it is important
* Present the proposed assessment plan and draft protocol (gather feedback)
20
* Get recommendations for any other knowledgeable community interviewees that were not initially included in your plan
* Get signature on final Research Agreement (which is needed before you start the project)
* Get approval on the plan and make revisions on the protocol/ Research Agreements (with research partners/supervisors)
Visit Key Grandmothers and Grandfathers including Head of Elders Council
STEP 1: Meet with Head of Elders Council and request the possibility to do a presentation with the Elders Council
STEP 2: Introduce the project, what you will be doing in the community (with a gift)
Inform the Community
STEP 1: Share info on project (Option: in a community newsletter, local gathering, General Assembly, local radio, etc.)
Finalize Plan & Prepare for Assessment
STEP 1: Finalize the plan and interview list and consent forms (for interview and pictures)
STEP 2: Recruit people to participate and set up a time to meet
STEP 3: Finalize interview questionnaires for each group you are interviewing
STEP 4: Gather all materials you will need (notebook, recorders, consent forms, cameras, flip charts, pens/felts, Powerpoint presentations, computer/ projector, honoraria/gifts for participants)
Do Assessment Interviews/ Focus Groups
STEP 1: Explain consent and introduce the project. (Consent: needed for any interviews/focus groups – make sure to get consent forms signed or note verbal consent and give them a copy of the signed form)
STEP 2: Ask the questions, take notes, audio record, thank them and present gift
STEP 3: Collect all materials & notes, keep in central/secure place (i.e. First Nations office, or elsewhere, as decided upon in the Research Agreement.)
* All information collected should be analyzed and prepared for community validation before being published. Consider upfront how to publish the results of the assessment in the best way for your community (i.e. as part of a film, in a report, with infographics, etc.)
YIC4 –
Community Assessment Toolkit
22
Workbook: My Plan
The following pages are part of the workbook to help you outline your plan. Make sure to include the details (i.e. actual names and contacts) for who you will talk to, including when you'll talk to them and how you'll talk to them. Fill out the following questions for each group or person you will talk to during your community assessment. Individual workplan sheets can be downloaded at aicbr.ca/y1c4.
Who?
What?
Where?
When?
What actual questions that you want to ask them? Think of the overall questions guiding the interview as well as the detailed ones (according to themes) and any others that are of interest.
How?
YIC4 –
Community Assessment Toolkit
Things to Consider
Recording: How will you record the assessment activities (i.e. take notes, record on a tape recorder, videotape, etc.)?
Protecting: How will you ensure the confidentiality and anonymity of the person you are talking to? Make sure the consent form includes how you will protect the person's identify in all written files. If photographs are taken, make sure you have the person's consent to use their photos (and for what purpose you will use them).
Where will the raw data be kept (i.e. the notes, flip charts, recordings, etc.)?
Partners: Who will be helping to supervise or mentor you in your community? How are partners involved in the process?
Additional Things to Consider: Before starting the assessment, make sure the Chief has signed off on the Research Agreement. It is important to do ceremony before and after any kind of work you do in your traditional territory. Consider engaging a local spiritual elder or youth to help. Ceremony might include: making offerings to our ancestors and Mother Earth and asking for good guidance, safety and openness throughout the research process.
This is your community's assessment - your First Nation owns it and the data.
Make sure the plan is realistic and that you have the appropriate time and assistance you need to complete it.
If you are bringing in outside partners, you will need a partner and communications agreement signed.
YIC4 –
The following values and protocols should guide you in the research process:
- Tread lightly
- Be respectful
- Listen well by maintaining appropriate eye contact, sitting still and using nonverbal communication
Make sure also to follow any spiritual and cultural protocols that relate to your community.
To download aditional workplan sheets, please go to aicbr.ca/y1c4
* Ask your First Nation office or partners you want involved if they already have one for you to use as a guide
Community Assessment Toolkit
For Northern Health and Well-Being
Arctic Institute of
Community-Based Research | <urn:uuid:4fedd02a-2652-45bd-9699-7de9c765e870> | CC-MAIN-2022-27 | http://assets.yukonarchives.ca/PAM_2017_0058.pdf | 2022-07-01T13:06:38+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00599.warc.gz | 5,102,366 | 4,758 | eng_Latn | eng_Latn | 0.958907 | eng_Latn | 0.995829 | [
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GCSE English Literature Essay Plan
Answer the questions below to help you plan and structure your GCSE English Literature essay. You don't need to write your plan in full sentences but makes sure you include all the key quotes and points that you want to feature in your actual essay.
Introduction
A short summary paragraph that will let your examiner know what you will be writing about.
What is your overriding point or argument, or the bigger picture of your essay? Is there any context you can add?
Main Body
Generally made up of three main points. You can structure this however you please but we recommend using PETAL paragraphs.
How does the writer make his or her point? What evidence is there to support the point, in the form of a quote? Why is the evidence relevant? What techniques does the writer use, and why? How does your evidence illustrate the point? Is there any context you can add? Are there any alternative interpretations to your evidence?
Point 1
Point, Evidence, Technique, Analysis, Link
GCSE English Literature Essay Plan
Point 2
Point, Evidence, Technique, Analysis, Link
Point 3
Point, Evidence, Technique, Analysis, Link
Conclusion
A summary of your points and explanation of your overall stance on the question.
What were your main points? What is your overriding point or argument? Is there any context you can? Is that a wider social question that you can briefly explore?
Want more tips and tricks on how to ace your GCSE's?
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In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately. The three Characteristics of Effective Teaching and Learning are: playing and exploring - children investigate and experience things, and 'have a go'; active learning - children concentrate and keep on trying if they achievements; creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things. In Addition, the prime areas of learning (PSE, CL, PD) underpin and are an integral part of children's learning in all areas.
EYFS Science Skills
Everyday materials
similarities differences in
relation to materials
Seasons - see Geography knowledge and skills progression map
EYFS Science Knowledge
Autumn – Changing state – ice (seasons – see EYFS Geography knowledge and skills) body parts (PSHE link)
Working scientifically
- I know some important processes and changes in the natural world around them, including the seasons and changing states of matter.
- I know how to ask questions about the world the world through using my senses - feeling, hearing, seeing
Spring –Push and pull toys, habitats (farm), lifecycles , growing plants
Working scientifically
- I know about aspects of my familiar world such as the natural world, making observations and drawing pictures
Animals
Plants
- I know some of the features of my own immediate environment and how
- I know how to care for animals (trip)
- I know how to care for growing plants.
- I know about the life cycle of a plant
- I know about growth, decay and changes over time
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...Organically
How to De-Grub Your Lawn...
Monitor for White Grub Populations in Mid-August
* White Grubs damage turf by chewing off roots close to the soil's surface. Major damage is inflicted during drought conditions in late August through the fall months. By sampling in mid-August you will get a chance to survey grubs before they start to voraciously consume your lawn.
* Adult beetles lay eggs in sunny, well-managed & wellwatered lawns. This is the area you should focus on for your sampling survey.
* To sample for grubs, cut a foot square piece of your lawn and sample to three inches deep. Record #'s of grubs and species. (see pg. two for a guide to grub species)
* Grubs can be damaging in a range of 6-10 grubs per sq ft.
Organic Grub Treatments
* Milky spore© is a natural way to control Japanese Beetles and other grub species. Apply to your lawn mid-August to September.
* There are Insect Parasitic Nematodes that can be applied to your lawn that will attack certain varieties of grubs. Once you survey what types of grubs you have you can then go to a local gardening store to purchase various types of Insect Parasitic Nematodes.
* Apply these treatments to your lawn in mid-August to September will be most effective in killing grubs before they start to devour your lawn.
* Both Milky Spore and Insect Parasitic Nematodes are available at local gardening shops. Call before you go. If you have trouble locating a shop, go to www.ctnofa.org to find a local purveyor.
Keeping Your Lawn Free of Grub Damage
* Plant the right grass: Plant grasses that have deeper root systems, and resistance to heat and drought. Tall Fescue is known to be the most tolerant followed by Kentucky Bluegrass, Fine Fescue and Perennial Rye Grass
* Keep your lawn on a 'water diet' during adult beetle activity: Over-watering during adult beetle activity in summer will attract egg-laying females, especially if surrounding lawns are dryer. Your lawn should be able to survive on one inch of water a week (including rain water). An appropriately irrigated lawn will be more tolerant of feeding grubs.
* Are beetle traps right for you? Beetle Traps actually increase and attract larger numbers of females which then feed on surrounding foliage. Traps work better over larger land areas, such as a neighborhood. Get your neighbors involved if it is a regional problem.
*
Focus on Biodiversity: Ants, parasitic wasps and flies are natural predators of grubs. Keeping your lawn full of flowering plants attracts many different kind of insects.
* Don't Use Pesticides: Keeping your lawn free of broad-spectrum pesticides will result in a lawn thriving with beneficial insects that may be natural predators to beetles & grubs.
Sample on an grid so you can determine population size. Illustration by Karen English
Grub Life Cycle - A Story
White grubs are the lawn-damaging larvae of a large group of beetles called scarabs. Both as adults and as grubs (the larval stage), scarab beetles are destructive plant pests. Adults feed on the foliage and fruits of several hundred species of fruit trees, ornamental trees, shrubs, vines, and field and vegetable crops. Adults leave behind skeletonized leaves and large, irregular holes in leaves. The grubs develop in the soil, feeding on the roots of various plants and grasses and often destroying turf in lawns, parks, golf courses, and pastures.
In June and July, adult beetles emerge from the soil to feed on flowering plants, fruit trees and other vegetation. After mating, they lay their eggs just below the soil. The eggs go through three stages before they emerge from the soil and start
the cycle all over again. The first two stages, from egg to 1 st stage and 1 st stage to 2 nd stage, each last nearly three weeks. These stages are when the larvae, now known as grubs, are feeding the most and, if combined with summer drought weather, is when your lawn will show the most damage. The 3 rd stage grub moves deeper in the soil once the weather gets cooler and will emerge from the soil in the following summer.
Know Your Grubs:
Most grub species can be determined by their raster, located on the underside of their abdomen. (see image at right) A 10x to 15x hand lens will help you to identify which grubs are chewing your lawn.
European Chafer Beetle:
"Y" shaped raster. Adults are a reddish-brown with darker head, ½ inch long. Can be controlled with heterorhabditis nematodes.
Green June Beetle:
Crescent shaped raster. Adults are velvety green and dull brown and can be 1-inch long. Insect parasitic nematodes steinernema and heterorhabditis can control them.
Thanks to the NOFA Organic Lawn & Turf Handbook for all the information on Grubs, species and life cycles.
Asiatic Garden Beetle:
Crescent shaped raster. Adult beetles are a velvety brown and 1/4 inch long. They feed at night. Can be controlled with heterorhabditis nematodes.
Japanese Beetle:
"V" shaped raster. Adult beetles are metallic green with copper colored wings and ½ inch long. Can be easily controlled with milky disease.
Oriental Beetle:
"Parallel" shaped raster. Adults are a metallic green with copper colored wing covers and ½ inch long. Can be controlled with
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STUDENT SCORE REPORT GUIDE 3 rd GRADE READING SUMMATIVE ASSESSMENT
www.mde.k12.ms.us
Overview
Mississippi's Literacy-Based Promotion Act requires that a student scoring at the lowest achievement level on the 3 rd Grade Reading Summative Assessment be retained in 3 rd grade, unless the student meets the good cause exemptions specified in the law. The 2014-15 school year is the first year that a reading test is required for 3 rd graders to be promoted to 4 th grade.
How to Read Your Child's 3 rd Grade Reading Summative Assessment Student Score Report
Section A. This section reports your student's score on the assessment. It also informs you if it is a passing or falling score. Tests are scored on a scale of 600 to 1200. The passing score is 926.
Section B. This section lists what students should know and be able to do in order to be ready for 4 th grade reading instruction. These are the skills this test measures.
Section C. This section shows how well your student performed in the four main areas of reading. Each of these areas was measured on a scale of 0 to 99. Detailed descriptions of these four areas are listed on the back of the score report.
What Happens if My Child Fails the 3 rd Grade Reading Summative Assessment?
There will be two retest opportunities for students who fail the 3 rd Grade Reading Summative Assessment. The first retest window is May 18-22, 2015. The second retest opportunity will take place between June 29 and August 7, 2015. Local school districts will set the exact dates of the retests. Students who fail the test after three attempts will be retained in 3 rd grade and provided with intensive reading intervention and support.
How Do I Know if My Child Qualifies for a Good Cause Exemption?
Contact your child's teacher. Your child's teacher, principal and district superintendent will make this determination.
District: Mississippi District
School: Mississippi School
Teacher: Mrs. Smith
Doe, Jane
MSIS ID: 123456789
Grade: 3
Assessment Results:
Passing Scaled Score: 926
Test Attempts: 1 of (3)
Student Score Report
MKAS2 3rd Grade Reading Summative Assessment
Printed Wednesday, May 6, 2015 3:45:15 PM
Test Date: April 21, 2015 9:15 AM
Test Time: 28 Minutes
Jane's Scaled Score
Amber's Scaled Score: 1007
A student's MKAS² 3rd Grade Reading Summative scaled score is a measure of their performance on the test. On another occasion, they might obtain a slightly different score as a result of normal variation; the typical range of such variation is indicated by the standard error of measurement (SEM). The student's scores on different occasions should be within +/- the standard error of measurement of one another about two-thirds of the time. For more information about this score report and SEM, please visit http://tinyurl.com/Grade-3-Reading-Summative.
Jane meets 3 rd Grade Reading Summative Assessment benchmark.
When reading grade-level texts, students at the Ready level* can:
* Answer questions, referring explicitly to the text as the basis for the answer
* Determine the main idea and recount key details in informational text
‒‒ Identify and know the meaning of the most common prefixes and suffixes
* Know and apply grade-level phonics and word analysis skills in decoding words:
‒‒ Decode multi-syllable words
* Refer to parts of stories, dramas, and poems using terms such as chapter, scene, and stanza
* Determine the central message, lesson, moral in literary text
* Identify character traits as they relate to the story
* Locate information relevant to a given topic using key words, headings, bold print, etc.
* Determine and clarify the meaning of unknown or multiplemeaning words and phrases based on grade 3 reading and content
Congratulations, Jane, you passed the MKAS 2 3rd Grade Reading Summative Assessment.
The second page of this report lists the focus skills assessed on the MKAS² 3 rd Grade Reading Summative assessment.
Reading Standards: Foundational Skills
*
students that pass this assessment have the minimum skills needed to learn 4th grade standards with support.
Ready-level
1 of 2
For more information regarding the MKAS 2 3rd Grade Reading Summative Assessment, please visit the MKAS² website - http://www.mde.k12.ms.us/MKAS2
For parent resources, please visit the literacy website-http://www.mde.k12.ms.us/literacy
2 of 2
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WJEC Wales Physics GCSE
SP1.5: Water Waves
Practical Notes
www.pmt.education
Equipment
* Ripple tank
* Ruler
* Camera (or phone)
* Stopwatch
Diagram
Method
1. Set up the ripple tank and place a piece of paper and a ruler underneath the tank where the light and shadows of the waves are visible.
- The ruler must be perpendicular to the wavefronts – you can ensure this by using a set square or anything with a 90º corner.
2. Make the waves as slow as they can be whilst still being clearly visible.
3. Use the ruler to measure the wavelength of the waves.
- It may be helpful to take a photo of the waves with the ruler in the picture so that you can take your measurements without the waves moving.
- Remember the value for the wavelength must be in metres, not centimetres.
4. Use the stopwatch to time 10 seconds and count the number of wavefronts that pass a fixed point in that time (mark the point on the paper to make this easier). Divide this number by 10 to obtain the frequency of the waves.
5. Mark two points beneath the tank that are a set distance apart (e.g. the length of the ruler, 0.3 m) and use the stopwatch to determine the time it takes for one wave to travel between the two points.
6. Using the formula , you can calculate the value for the speed of the wave obtained λ v = f through the wavelength and frequency of the wave.
7. Using the formula , you can calculate another value for the speed of the wave v = t d obtained through the time it took to travel the distance you marked on the paper.
8. Compare the two values for speed. If they are similar, this method can be deemed a suitable investigation.
www.pmt.education
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Definition/Rationale:
Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned. However, transfer to long-term memory depends on students experiencing rich learning experiences.
(Paraphrasing from Ofsted School Inspection Handbook 2019. Para 182.)
'Memory is the residue of thought' – (Daniel T Willingham (2009) Why Don't Students Like School?)
'Deep learning' at Edgbarrow School refers to teaching practices that require students to 'think hard' about the content/skills to be learned. Tasks are designed to achieve more than a superficial understanding of unrelated facts or key terms but instead allow students to assimilate new skills and knowledge with their prior understanding. This, combined with the appropriate use of 'spacing', 'interleaving', 'low stakes testing' and 'narrative' will help to ensure subject content and skills successfully transfer into long-term memory. This whole process is thought to be much easier for students if we have designed tasks/resources in such a way that reduces 'cognitive load'.
Underpinning Pedagogy:
Thinking Hard The Importance of Narrative Spacing, Interleaving, Low Stakes Assessment Reducing Cognitive Load
Deep learning is:
* A focus on long term retention of key skills and knowledge.
* Helping students to develop and use specific techniques to memorise material.
* Designing tasks that require more than a superficial engagement with the material to be learned.
* Designing SOW/sequences of learning that facilitate and assess long term retention.
Deep learning is not:
* Simply rote-learning key terms (although this may be part of the process).
* Memorising disparate facts that the students are unable to apply to different contexts.
* Allowing tests to dominate the lesson leaving little time for teaching new material.
What evidence of 'Deep learning' might we see in a lesson or in student books?
* Students are actively engaged in their learning.
* Students are able to discuss prior learning in relation to their current learning.
* Evidence of systematic assessment (low and high stakes).
* Students can apply existing knowledge to new situations.
* High quality of student responses to questions (verbal and written).
How do we monitor this?
* Students' outcomes over time
* Learning Dives
* Work Sampling
* Student interviews
Suggested classroom activities:
* Quick Fact tests on previous topics.
* Linking random topic words and explaining how they link together.
* Jeopardy- writing questions to the answers- trickier than you expect.
* Posing controversial questions- what might happen if?
* Quizzes that require students to recall previously taught skills/processes.
* Use of self-marking online quizzes as homework to refresh the previous year's learning.
* Planning sequences of learning with a narrative thread.
* Using carefully considered stories to engage students and provide a common starting point for the topic.
* Listen to student responses to questioning
* Reviews of the scheme of work
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Year 5/6 RE Knowledge Organiser, Spring (Term 5)
Key Questions
* What does 'The Sermon on the Mount' tell us about Jesus' teaching?
* What is the story, 'A Healing Miracle: The Centurion's Servant?' (Luke 7: 1-10) How do Christians respond to the story of Jesus' healing miracle?
* What is the Parable of the Two Housebuilders and what makes for strong foundations of life?
* How does Christian Aid help some of the poorest people of the world? How does this connect to the stories of Jesus?
Key Vocabulary
Sermon moral advice that a person tries to give you in a long talk
Beatitudes Jesus' teachings about God's laws, which he expected his followers to uphold.
Gospel the life and teaching of Jesus as explained in the Bible
Christian Aid a British charity supported by most of the Churches in Britain. It was established in 1945 and provides help and money all over the world, especially in poorer countries.
teaching the ideas of a particular person (Jesus) that are taught to other people healing
the process of becoming or making somebody/something healthy again miracle an act or event that does not follow the laws of nature and is believed to be caused by God
parable a short story that teaches a moral or spiritual lesson, especially one of those told by Jesus as recorded in the Bible blessed holy
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Computer Science Curriculum, Outcomes and Assessment Diagram (April 18, 2011)
A – means that the measure is done annually (once it has been phased into the cycle)
2 – means that the measure done every two years (once it has been phased into the cycle)
5 – means that the measure done every five years (once it has been phased into the cycle)
* - means and elective
^ - means that the student must choose one in the list | <urn:uuid:833a8b10-fe26-4b03-9333-c74c6cd5e1ac> | CC-MAIN-2022-27 | https://assessment.pointloma.edu/wp-content/uploads/sites/9/2020/01/MICS_MAP_2010-2011_Curriculum-Diagram-Computer-Science.pdf | 2022-07-01T13:47:38+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00602.warc.gz | 157,885,259 | 96 | eng_Latn | eng_Latn | 0.997232 | eng_Latn | 0.997232 | [
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It Will Help If You Understand More About Where Your Parent Will Be Stationed
Your parent may be deployed thousands of miles away, probably in a place that is very different than where you live now. Where will your parent live? What will he or she eat? What kind of people will your parent meet? These all may be questions you are asking.
If you learn more about where your parent will be deployed and what your parent will do each day, it may help you feel closer to him or her. But remember, sometimes parents can't be too specific about the places they are going or what they are doing for security reasons. For this reason, your parent may not be able to answer every one of your questions.
You can find out more about your parent's deployment just by asking. Here are some questions to ask and fill-in:
Q. How long will it take for you to get there?
A.
_______________________________________________________________________________
Q. What kind of food will you eat?
A.
_______________________________________________________________________________
Q. Will they have television where you are going?
A.
_______________________________________________________________________________
Q. Will you have a computer?
A.
_______________________________________________________________________________
Q. What will the weather be like?
A.
_______________________________________________________________________________
Write down three other questions you'd like to have answered. Remember that your parent may not be able to answer all of your questions.
Q.
_______________________________________________________________________________
A.
_______________________________________________________________________________
Q.
_______________________________________________________________________________
A.
_______________________________________________________________________________
Q.
_______________________________________________________________________________
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COUNTY OF SAN BERNARDINO
HEAD START-PRESCHOOL SERVICES DEPARTMENT
250 South Lena Road, San Bernardino, CA 92415
(909) 387-2363 · FAX (909) 387-3313 · http://hss.co.san-bernardino.ca.us/psd/
Cytomegalovirus (CMV)
What is cytomegalovirus (CMV)? It is a very common infection in young children. It usually has:
*
No symptoms at all
-OR
* Fever, sore throat, swollen glands, tiredness for less than a week
Although CMV is usually mild, it can be dangerous for:
* Pregnant women-It can cause birth defects in the baby.
* People with immune problems (e.g., HIV/AIDS, cancer chemotherapy, organ transplants)-It can cause pneumonia and blindness.
How does CMV spread? CMV is mainly spread by:
* Touching urine when changing diapers
* Sharing food, eating utensils, and mouthed toys
* Kissing on the lips
When is CMV contagious? Some people with CMV are contagious for a very short time; others can spread the virus for months to years.
How do I know if my child has CMV? Most people with CMV never know it because they don't have any symptoms. Rarely, special blood or urine tests might be done to check for CMV infection.
What should I do if my child has CMV?
Treatment: Follow your doctor's recommendations. Usually, no special treatment is needed.
If your child or anyone at home has immune problems or is pregnant, call your doctor to discuss CMV.
Should my child stay home? A child with CMV does not need to stay home.
To limit the spread:
* Wash hands after diapering, toileting, or contact with saliva and blood.
* Don't share food, pacifiers, bottles, or toothbrushes.
* Wash eating utensils and drinking cups between uses.
* Clean and disinfect mouthed toys and dining tables after each use.
* Don't kiss children on the mouth. | <urn:uuid:6286d153-b65d-4761-97c5-141131ca26d9> | CC-MAIN-2021-21 | http://hs.sbcounty.gov/psd/Forms/Cytomegalovirus_Fact_Sheet.pdf | 2021-05-06T19:52:28+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00202.warc.gz | 20,814,762 | 437 | eng_Latn | eng_Latn | 0.997746 | eng_Latn | 0.997746 | [
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General Regulations
* Firehole River, Madison River, lower Gibbon River (downstream of Gibbon Falls)—possession of up to five brook trout is allowed. Catch and release all rainbow and brown trout. Whitefish are an important native species in the Madison River and they must be released.
* Lewis River system above Lewis Falls, including Lewis and Shoshone lakes and their tributar ies—possession of five combined brook, brown or lake trout; only one of which may be a brown trout.
It is the responsibility of the angler to be able to identify fish by species. Unintentionally killed fish should be returned to the water so they can be consumed by wildlife.
Evidence of species in possession
Skin must remain attached so the fish species can be visibly identified. Gills and entrails may be removed in the field, but must be discarded only within the waters where the fish were caught.
Disposal of fish and entrails
Dispose of fish and/or fish entrails within the waters where the fish
was caught but not within 100 feet (30.5 m) of boat ramps, docks, or backcountry campsites. Fish can also be disposed of in park trash cans.
Bridge and boat dock restrictions
No fishing from any road bridge or boat dock.
Boating
Vessel inspections & permits
All vessels—including float tubes— require a boat permit, a life vest for each passenger, and an emergency sound device such as a whistle or air horn. All vessels must be checked by National Park Service inspectors to ensure that they are free of aquatic invasive species before entering any park waters. See Yellowstone's Boating Regulations for details:
www.nps.gov
/yell/planyourvisit/boating.htm.
5 | <urn:uuid:f8581419-8713-4089-9def-de215b87d6cc> | CC-MAIN-2021-21 | https://www.yellowstone.co/pdfs/fishingregulations/reg7.pdf | 2021-05-06T20:05:51+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00200.warc.gz | 1,153,887,692 | 357 | eng_Latn | eng_Latn | 0.995244 | eng_Latn | 0.995244 | [
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Go Math Break Apart To Subtract
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Breaking Apart Numbers for Subtraction 2nd Grade Math 4.3, Break Apart Addends as Tens and Ones Chapter 3, Go Math: Break Apart to Add 3rd Grade Go Math Lesson 1.6 Lesson 4.1 Go Math grade 2 Lesson 4.3 Go Math 2.8 - Take Apart Numbers 2nd Grade Math 4.1, Break Apart Ones to Add Go Math, Chapter 4: Break Apart to Add 2nd Grade Go Math Lesson 5.1 Go Math Grade 2 Lesson 4.1
4th grade GO Math-Lesson 5.3 Problem Solving pages 209-2123rd grade GO Math-Lesson 3.6 Commutative Property of Multiplication pages 123-126 lesson 4.8 zeros in the product Take apart tens to add tutorial break apart to subtract 4th grade GO Math-Lesson 2.7 Multiply Using Partial Products pages 71-74 4th grade GO Math-Lesson 2.10 Multiply with Regrouping pages 85-88 2nd Grade Go Math Lesson 5.3 Module 3, Lesson 15
2nd Grade Go Math Lesson 4.1
2nd Grade Go Math Lesson 3.3
2nd Grade Go Math Lesson 4.3Go Math Break Apart To
Chapter 3: Go Math, Break Apart to SubtractA Slice of Evolving Science: A Story by Gautam Mukerjee Is the Bitcoin Model Broken - S2FX Go Math Lesson 5.1 3rd grade GO Math-Lesson 4.4 Distributive Property pages 151-154 Break Apart Ones to Add - Lesson 4.1
How we can break apart a number to subtract it from a minuend. Break apart a subtrahend to subtract. Using two ten frames to show subtraction, taking away a ...
Grade 1 Math 4.5, Break apart to subtract - YouTube
Color By Number Break Apart Strategy to Add - Color Your Answers Printables - Break Apart Strategy to Add Color By Number Printables to accompany 3rd Grade Go Math 1.6. *** Terrific Teacher Feedback! *** Sarah P. said, "My students LOVED this resource. We were learning how to add using the break-apart (expanded form) strategy to add three digit ...
3rd Grade Go Math 1.6 Break Apart Strategy to Add Color By ...
About Press Copyright Contact us Creators Advertise Developers Terms Privacy Policy & Safety How YouTube works Test new features Press Copyright Contact us Creators ...
Math G2 Break Apart to Subtract, Subtract by Borrowing ...
4.3 Break Apart Addends as Tens and Ones. 4.4 Model Regrouping for Addition. 4.5 Model and Record 2-Digit Addition. 4.6 2-Digit Addition. 4.7 Practice 2-Digit Addition. 4.8 Rewrite 2- Digit Addition. 4.9 Addition. 4.10 Write Equations to Represent Addition. 4.11 Find Sums for 3 Addends.
4.3 Break Apart Addends as Tens and Ones - GoMath - 2nd Grade
Students will break apart 1-digit and 2-digit numbers to subtract from another 2-digit number. They will also break apart the number being subtracted into a multiple of ten.How can we use place value to break apart 1-digit and 2-digit numbers to subtract?Each Cohesion Education video has been design
Break Apart To Subtract Worksheets & Teaching Resources | TpT
Page 1/3
Students will break apart addends to determine the sum. Students will draw quick pictures of the
Download Free Go Math Break Apart To Subtract
addends and break apart numbers by moving the ones ones from one number to the other. Students will...
2nd Grade Math - Break Apart Ones to Add - YouTube
Break Apart To Subtract. Break Apart To Subtract - Displaying top 8 worksheets found for this concept. Some of the worksheets for this concept are In the hundreds the break apart strategy, Addition subtraction within 20, Breaking apart three digit numbers, Another way to subtract, Addition, Math mammoth light blue grade 2 b, Mathematics performance tasks, Strategies for subtraction.
Break Apart To Subtract Worksheets - Kiddy Math
This unit is part of the Mental Math Strategy Collection.Breaking apart an addend by place value is a powerful mental math strategy for adding numbers with two or more digits. Although this is similar to left-to-right addition, some students prefer it because only one addend is decomposed by place v
Break Apart Addition Worksheets & Teaching Resources | TpT
The book provides engaging, quick activities to help students practice math concepts, skills, and processes in a variety of problem-solving contexts throughout the day. This sample offers two versions of an activity that focuses students on breaking numbers apart (decomposing), one version for kindergarten and first-grade students and another ...
Breaking Numbers Apart | Math Solutions
This is a Go Math! based game. This game mirrors the language and the concepts taught in the Go Math! series. This game is based solely on the break apart subtraction concept in the chapter. This game is self-checking and differentiated on 3 levels. There are 12 Self-Checking cards per Level. 3 Le
Break Apart Subtraction Worksheets & Teaching Resources | TpT
Below, you will find a wide range of our printable worksheets in chapter Break Apart Numbers to Add of section Addition - 2 Digits.These worksheets are appropriate for Second Grade Math.We have crafted many worksheets covering various aspects of this topic, and many more.
Break Apart Numbers to Add | Second Grade Math Worksheets ...
This tutorial, created by third graders, explains how to use the "Break Apart" strategy to solve an addition problem. Check out lots more student and teacher...
Tutorial: Break Apart Addition Strategy - YouTube
An explanation of the Break Apart Strategy and how it will help add larger numbers. Break larger numbers up into hundreds, tens, ones, then add.
Grade 3 Math #1.6, The Break Apart Strategy to Add - YouTube
Breaking apart arrays is another effective strategy for students who are learning multiplication, and helps model distributive property. For example: students usually learn their twos and their fives sooner than the larger times tables, so that when faced with a problem like 6 X 7, students can instead look at the 7 as a (5+2) instead. Like this: 6 X (5+2) OR (6 X 2) + (6 X 5) = 12 + 30 = 42.
Breaking Apart Arrays - multiplication
Lesson 4.3: Break Apart Addends as Tens and Ones 1. Add two-digit numbers without regrouping sums to 100 ... This document includes the IXL® skill alignments to Houghton Mifflin Harcourt's GO Math! 2015 Common Core Edition curriculum. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are ...
Page 2/3
Copyright : kidstocamp.org
Download Free Go Math Break Apart To Subtract
IXL skill plan | 2nd grade plan for GO Math! 2015 Common ...
Practice breaking apart big addition problems using place value. For example, 234+567 is the same as 200+500+30+60+4+7. Practice breaking apart big addition problems using place value. For example, 234+567 is the same as 200+500+30+60+4+7.
Break apart 3-digit addition problems (practice) | Khan ...
What Is The Break Apart Strategy In Mental Math Strategies? Mathematics. It is a strategy for multiplication. For Example: To multiply 35 and 6, break apart the 35 into 30 and... Find The Perimeter Of Each Triangle To The Nearest Centimeter. This Is Third Grade Math What Is The Perimeter? What Is An Centimeter? Geometry
Copyright code : 1501fce786591dec90de78e340de7242
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New England Aquarium Educational Field Trip Activity Series
Draw a Fish
Learning Level
Beginner
Subject Areas
Science, Art, Literacy
Preparation
* Preview Aquarium field trip orientation video
* Practice Draw a Fish activity with pictures, posters or videos of marine life (optional)
* Review vocabulary appropriate for your students
* Divide students up into field trip groups prior to visit so they know who the members of their team will be
Duration of Lesson
* Before your visit: One class period
* During your visit: 10-20 minutes
* After your visit: One class period
Lesson Standards Common Core (ELA)
* Reading Standards: Foundational Skills
* Language Standards
MA Science Standards
* LS. Characteristics of Living Things
Developed with support from
Objectives
* Familiarize students with the New England Aquarium prior to their field trip
* Incorporate an Aquarium-based activity into your teaching before, during and after your field trip
Students will be able to:
* Make observations about fish
* Draw a living animal with relative accuracy
* Label parts of a fish
* Think critically about why fish have different colors
Skills
Observation, descriptive writing, scientific drawing, critical thinking
Vocabulary
Camouflage, coloration, eyes, fins, fish, gills, mouth, tail
Materials
Aquarium website:
www.neaq.org
* Animals and Exhibits tab
* Visit Planning tab
Aquarium field trip web page:
www.neaq.org/schooling
Classroom Lesson Materials: Aquarium field trip orientation video (www.neaq.org/preview), colored pencils, student sheets, poster/video/pictures of marine life (www.neaq.org)
Field Trip Lesson Materials: Colored pencils, student sheets (printed on card stock) or clipboards (if student sheets are not on card stock). Please do not allow students to use the Aquarium glass as a writing surface, as pencils and pens can damage the acrylic.
Procedure
Before your visit:
Show students and chaperones the Aquarium field trip orientation video. Discuss expectations around the field trip and introduce the activity that the students will be responsible for during their visit. You can also download the Field Trip Planning Guide online. www.neaq.org/fieldtrips
Divide students up into their field trip teams so they know who will be in their group prior to leaving for the trip. Give the students enough time to ask questions and practice using the student sheets in class using mock exhibits with pictures or videos. Hand the student sheets out and go over the instructions. Encourage students to describe their drawing on the student sheet. This may help students who are apprehensive about their drawing abilities and it also encourages all students to develop their descriptive writing.
During your visit:
NOTE: Plan for no more than 5 to 10 students at one exhibit at one time.
The following suggested exhibits work best but you can use any that interest you and your students:
* Pacific Reef Community—Tropical Gallery, Level 1
* Blue Hole—Thinking Gallery, Level 2
* Flooded Amazon Forest—Freshwater Gallery, Level 3
* Boulder Reef Exhibit—Northern Waters Gallery, Level 3
Instruct students to observe the exhibit for a few minutes before selecting a fish to draw. Students should spend 10 to 20 minutes, depending on skill level, drawing, coloring and labeling their drawing. Depending on the level of your students, they can turn their sheets in to a chaperone or keep them to return at the end of their trip.
After your visit:
Use the assessment (attached) after your visit to see if your students remember the basic vocabulary they learned while at the New England Aquarium.
©2012 New England Aquarium
Draw a Fish | Page 2
Draw a Fish Glossary
Camouflage
Coloration and/or physical features that disguise or hide an animal in its natural habitat
Coloration
Pigments in an organism that allow it to either blend in or stand out in its environment
Eye
Organ found in animals that allows them to see
Fin
Body part found on animals that live in water that helps the animals move through the water
Dorsal fin –
Fin located on top of the animal
Caudal fin or tail fin – Fin located on the end of the animal opposite to its head Pectoral fins – Fins located on the underside (ventral) of the animal close to the head Anal or pelvic fins – Fins located on the underside (ventral) of the animal close to the tail
Fish
An animal that lives in the water that uses gills to breathe and has fins to swim and scales covering its body
Gill
An organ found in fish that allows them to get oxygen from the water, allowing fish to breathe
Mouth
Opening where animals take in food
Tail
A fish's caudal fin or tail fin, the structure that protrudes at the end of the animal and helps it move through the water
©2012 New England Aquarium
Draw a Fish | Page 3
Draw a Fish Answer Key
This guide can be used to assess the students' knowledge. The additional details are for your benefit. You do not have to require this detail from your beginner students.
1. Draw and label your fish.
2. Use the panels around the exhibit and write the name of your fish. Answer varies depending on the exhibit. You can always take a picture to confirm using an ID book or the internet.
3. Describe what makes your fish different from the other fish. Look for descriptions of color or size or behavior that show that your students compared their fish to others in the exhibit.
4. Write a question you have about your fish. Try your best to answer these questions when you return to school. You can use the Aquarium website or other reputable sites to find the answers to their questions. If your students come up with questions that are not answered, compliment them on coming up with good inquiries and acting like a scientist.
©2012 New England Aquarium
Draw a Fish | Page 4
Draw a Fish
Student Sheet
NAME
While in the Aquarium, choose a fish to observe carefully. Draw and color a picture of that fish in the box below. Use the word bank to help you label your fish. You will use the word fin twice.
WORD BANK:
Mouth Eye Fin(2) Tail Fin Gill
1. Draw and label your fish in the space below.
2. Find the name of the fish you chose from the panels near the exhibit. If you cannot find the name describe it below.
3. Describe what makes your fish different from the other fish.
4. Write a question you have about your fish.
©2012 New England Aquarium
Draw a Fish
Draw a Fish
Post-Trip Assessment
NAME
Using the word bank, label as many parts of the fish as you can. You will use the word fin twice.
WORD BANK:
©2012 New England Aquarium
Draw a Fish | <urn:uuid:d1b2bba7-76d4-4efb-b201-63ea19b2b8dc> | CC-MAIN-2021-21 | https://www.neaq.org/wp-content/uploads/2016/06/LEARN_3-5-2_activityguide_draw-a-fish.pdf | 2021-05-06T19:47:38+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00204.warc.gz | 958,554,891 | 1,437 | eng_Latn | eng_Latn | 0.994696 | eng_Latn | 0.996534 | [
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Scale Construction
The Chromatic Scale
This scale contains all of the notes available in Western music.
C
D
D#
E
F
F#
G
Eb
C# Db
Gb
The Major Scale (Ionian mode)
WWHWWWH
G Major Scale: G A B C D E F# G
Scale Degrees: 1 2 3 4 5 6 7 8/1
The Natural Minor Scale (Aeolian mode)
WHWWHWW
Major Scale with a b3, b6 and b7.
G Natural Minor Scale: G A Bb C D Eb F G
Scale Degrees: 1 2 b3 4 5 b6 b7 8/1
The Major Pentatonic Scale
Omits the 4 and 7 from the Major scale.
G Major Pentatonic Scale: G A B D E G
Scale Degrees: 1 2 3 5 6 8/1
The Minor Pentatonic Scale
Omits 2 and b6 from the Natural Minor scale.
G Minor Pentatonic Scale: G Bb C D F G
Scale Degrees: 1 b3 4 5 b7 8/1
G#
Ab
A
A#
Bb
B
C
The Blues Scale
Minor Pentatonic scale with added b5.
G Blues Scale: G Bb C Db D F G
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Lesson 3 — SOLOMON'S PRAYER FOR WISDOM — Selected passages from 1 Kings
1. (a) As you read Solomon's prayer from 1 Kings 3:5-9. What aspects of prayer do you notice? (Example: praise in verse 6, humility in verse 7) (b) What does Solomon ask God for? (c) Does God answer Solomon's prayer? See verses 10-14. (d) What does God promise to give Solomon besides wisdom?
2. What happened in verses 16-28 indicating that God answered Solomon's prayer for wisdom?
3. Read 1 Kings 10:1-13 and answer the following questions. (a) Who came to visit Solomon, and what was her motive? (b) What was her response as she observed the wisdom of Solomon? (c) What other quality seems to come with wisdom? See verse 8 and Proverbs 3:13. (d) Why is this true?
4. (a) From 1 Kings 11;1-8, what things did Solomon do that were unwise? (b) What was the Lord's response to this? See verses 9-43. (c) What does this teach you about man's responsibility when God answers prayer?
5. (a) How do you know if wisdom is from God or from the world? See James 3:13-18. (b) Would you say that your life manifests godly wisdom or earthly wisdom? How? (c) Recall a time when you know that God answered your request for wisdom.
6. (a) Why do you think it is important for believers to pray for wisdom? (b) What happens when we don't possess wisdom?
7. Define wisdom in your own words.
8. If God were to grant you one request, what would you ask him for and why?
9. Is there a situation you are facing today in which you need wisdom? Put your need in the form of a request to God. Why not ask Him for the "wisdom of Solomon?" | <urn:uuid:f8e9a741-7704-44b7-84b2-7ae81172a92e> | CC-MAIN-2021-21 | https://www.withthemaster.org/HomeworkP/on-our-knees-vol.-1/d161181.aspx | 2021-05-06T20:04:21+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00204.warc.gz | 1,134,248,325 | 434 | eng_Latn | eng_Latn | 0.990232 | eng_Latn | 0.990232 | [
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Angels Quiz Activity: Part One
1. What do these all have in common?
Cherubim Seraphim Spirit guides Archangels Demons
2. How many angels are there?
a) Ten
b) Ten hundred
c) Ten thousand
d) Millions
3. How do angels reproduce?
a) They marry and have baby angels called cherubs.
b) They split into two like amoeba.
c) They stand in a circle and sing a new one into existence.
d) They play a harp on a cloud until the cloud turns into a new ange.l
e) They don't!
4. What is a cherub?
a) A baby angel
b) A spirit that causes people to fall in love
c) A warrior angel
5. Spiritual beings are very intelligent.
True / False
6. Spiritual beings have emotions.
True / False
7. How many wings do angels have?
a) None
b) 6
c) 2
8. Spiritual beings can be visible or invisible.
True / False
9. Spiritual beings can appear in the form of men even though they have no physical body.
True / False
10. Spiritual beings fight spiritual battles.
True / False
11. The word 'angel' means
a) Messenger
b) Singer
c) Warrior
d) Protector
12. Which angels are named in the Bible?
a) Michael b) Daniel c) Oreo d) Gabriel e) Raphael
Angels Quiz page 2 of 2 | <urn:uuid:d7bc1731-390e-499a-9ba8-e8ede35b1670> | CC-MAIN-2021-21 | http://soulspace1014.com/wp-content/uploads/2021/02/Angels-Quiz-Sheet-part-1.pdf | 2021-05-06T19:27:53+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00208.warc.gz | 54,193,044 | 322 | eng_Latn | eng_Latn | 0.619936 | eng_Latn | 0.977858 | [
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Sort words into categories
First Grade Vocabulary Worksheet
Read the words in the box. Sort and write them in the category boxes.
Sort words into categories
First Grade Vocabulary Worksheet
Read the words in the box. Sort and write them in the category boxes. | <urn:uuid:fbdd839c-1c6f-40a1-a585-f272e9a756f8> | CC-MAIN-2021-21 | https://www.k5learning.com/worksheets/vocabulary/grade-1-word-sort-6.pdf | 2021-05-06T18:23:37+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00208.warc.gz | 871,757,146 | 52 | eng_Latn | eng_Latn | 0.98209 | eng_Latn | 0.961354 | [
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Soccer Points of Emphasis - 2020-21
By NFHS on May 06, 2020soccer
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Correct Field Markings and Appropriate Uniform. It is important that games are played on fields marked in a consistent manner, and players wear uniforms according to NFHS rules. If a field is improperly marked and/or if a team wears an illegal uniform the referee shall contact the state association, who will work with school administrators to make appropriate changes. In addition, during pregame communication with school administration, game officials are also encouraged to communicate these corrective actions directly to administrators.
Understanding the Difference Between Fair, Hard Play and a Foul. Soccer is a contact sport and understanding the differences between fair and hard play and a foul that is either reckless or serious is important to ensuring fair play and the safety of the players. When a player acts with disregard of the danger to, or consequences for, the opponent, he/she should be cautioned for reckless play. When a player uses disproportionate and unnecessary force against an opponent, he/she could be disqualified for serious foul play. It is critical coaches teach players about their own safety and the safety of their opponents, and officials recognize the differences between reckless and serious and the corresponding penalties. Safety, fair play and sportsmanship should be emphasized in the pregame meeting. Communication between officials, coaches and captains should continue throughout a match, especially as the intensity increases. And when reckless or serious foul play occurs, officials should deal with the situation immediately – this kind of play should not tolerated.
Education-Based Soccer. High school athletics is education-based, and some mechanics of our game are intentionally different from other levels of soccer. The pregame meeting, for example, is a time for officials to communicate expectations to both coaches and captains. This REQUIRED meeting for both head coaches and captains should cover pertinent rules, sportsmanship, the coin toss, and properly and legally equipped players. This meeting is a purposeful start to an educationbased interscholastic match. | <urn:uuid:2a6afa31-5dba-4bc5-b215-0e5993223c2e> | CC-MAIN-2021-21 | http://ocsoa.org/sites/default/files/Soccer%20Points%20of%20Emphasis%2020-21.pdf | 2021-05-06T19:22:11+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00207.warc.gz | 43,216,732 | 406 | eng_Latn | eng_Latn | 0.99814 | eng_Latn | 0.99814 | [
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Mesa Arts Academy Local Wellness Policy
Date Created:2014
Last Updated: 2019
The Mesa Arts Academy aims to provide a school environment that promotes and protects children's health, well-being, and ability to learn by supporting healthy eating and appropriate physical activity. The Academy recognizes that children need access to healthful foods and opportunities to be physically active in order to grow, learn, and thrive. We also know that good health fosters increased student attendance and involvement in education. We recognize that many of our students may be at-risk for a number of diseases later in life because of unhealthy eating habits, physical inactivity, and obesity. We also believe that education and modeling are the best methods of changing behavior and recognize the importance of involving all stakeholders, including community partners, in this process.
I. Wellness Policy Goals
Goal for Nutrition Promotion: MAA will promotes fruits, vegetables, whole grain products, low-fat and fat-free dairy products, healthy food preparation methods, and health-enhancing nutrition practices (i.e. posters/displays)
Goal for Nutrition Education: We will provide nutrition education and physical education that fosters lifelong habits of healthy eating and physical activity, and will establish linkages between health education, school meal programs, and available community physical fitness programs.
Goal for Physical Activity: All students in grades K-8 will have opportunities, support, and encouragement to be physically active on a regular basis.
Goal for Other School-Based Activities that Promote Student Wellness: The Academy is aware that the movement toward a "Healthy Campus" will require on-going education and changes in procedures and practices over time. Parents, teachers, and community partners will be encouraged to look for affordable, healthy alternatives at events that currently include non-acceptable food or beverage items and to incorporate physical activities into planned events.
II. Nutrition Standards
School Meals
Mesa Arts Academy meal programs aim to improve the diet and health of school children, help mitigate childhood obesity, model healthy eating to support the development of lifelong healthy eating patterns and support healthy choices while accommodating cultural food preferences and special dietary needs.
a. All schools in the district will participate in the National School Lunch Program.
b. All meals will, at a minimum, meet the New Meal Pattern requirements.
c. Free, potable water will be available to all students during meal periods.
d. Meals served through the National School Lunch and Breakfast Programs will:
I. be accessible to all students;
II. be appealing and attractive to children;
III. be served in clean and pleasant settings;
IV. offer a variety of fruits and vegetables;
V. serve only low-fat (1%) and fat-free milk and nutritionally-equivalent non-dairy alternatives (to be defined by USDA); and ensure that half of the served grains are whole grain;
VI. Students will be given a minimum of 10 minutes to eat breakfast and 20 minutes to eat lunch;
VII. Students will special dietary needs will be accommodated as directed by appropriate medical professional guidance, within reason;
VIII. Meals will be served at reasonable and appropriate times of the day;
IX. Lunch will follow recess to better support learning and healthy eating
X. Students will have access to hand washing or sanitizing before they eat meals or snacks
XI. Staff will take steps to accommodate tooth-brushing regimens of students with special oral health needs (e.g., orthodontia or high tooth decay risk).
XII. Not permit students to share their food or beverages with one another during meal or snack times .
Competitive Foods and Beverages
Food and beverages served outside the school meal programs will meet the USDA Smart Snacks in School nutrition standards, at minimum, or not be provided at all.
Celebrations and Rewards
Arizona Law (ARS 15-242) states that all food and beverages served to students in grades K-8 must meet the USDA's Smart Snacks in Schools guidelines.
e. Academy staff will be discouraged from using foods or beverages that do not meet acceptable nutrition standards as rewards for academic performance or good behavior.
f. There are a few traditional events in place that allow non smart snacks ("Caught-Ya" ice cream parties, popsicles at "Field Days," "Party Boat" for junior high students, "Dr. Seuss's Birthday Party" at MCC, etc.).
g. Teachers, parents, and community partners will be encouraged to look for affordable, healthy alternatives to including non-acceptable food and beverages in these events.
h. Academy staff will encourage providing 1% milk or water at family events instead of sugared drinks, fruit parfaits or smoothies in place of ice cream, and frozen juice in place of popsicles.
i. If an after-school event traditionally features a banned food item, a healthy alternative will also be offered to families.
j. The Academy will disseminate a list of healthy party ideas to parents and teachers.
k. Classroom celebrations that feature food will not be offered in competition with scheduled lunches unless they meet the required guidelines for nutritional components and portion size.
Academy staff will not withhold food or beverages (including food served through school meals) as a punishment.
l. These guidelines apply to (check all that apply):
☒ School-sponsored events
☒ Celebrations and parties
☒ Classroom snacks provided by parents
Fundraising
m. To support children's health, Academy fundraising activities during regular school hours will only offer foods that meet acceptable standards for foods and beverages sold individually on elementary school campuses.
n. Healthy food, non-food items, and physical activity based school fundraising activities will be encouraged
o. Non-exempt fundraisers that promote health and wellness will be allowed with approval;
p. At this time, after-school fundraising activities may include donated food items that do not meet acceptable food standards; however, parents will be provided with a list of "acceptable food items" with every request for donations and teachers will be requested to promote healthy donations.
Food and Beverage Marketing in Schools
The Mesa Arts Academy aims to teach, encourage, and support healthy eating by students and will provide nutrition education and engage in nutrition promotion that:
q. is offered at each grade level designed to provide students with the knowledge and skills necessary to promote and protect their health;
r. is part of not only health education classes, but also classroom instruction in subjects such as math, science, language arts, social sciences, and elective subjects;
s. includes enjoyable, developmentally-appropriate, culturally-relevant, participatory activities, such as contests, promotions, taste testing, farm visits, and school gardens;
t. promotes fruits, vegetables, whole grain products, low-fat and fat-free dairy products, healthy food preparation methods, and health-enhancing nutrition practices;
u. emphasizes caloric balance between food intake and energy expenditure (physical activity/exercise);
v. links with school meal programs and nutrition-related community services;
w. Vending machines, a la carte items, concession stands, etc. are not used on campus
Physical Activity Opportunities and Physical Education
* All students in grades K-8th, including students with disabilities, special health-care needs, and in alternative educational settings, will receive a minimum of 40 minutes a week of structured physical education.
* Students will spend at least 50 percent of physical education class time participating in moderate to vigorous physical activity.
* In addition, students in kindergarten through 4 th grades will participate in a minimum of 35 minutes per week of structured dance classes that allow for moderate to vigorous physical activity.
Daily Recess.
* All students will have at least two 20 minute of supervised recess per day, preferably outdoors, during which the school will encourage moderate to vigorous physical activity verbally and through the provision of space and equipment.
III. School Wellness Committee
Committee Role and Membership
Mesa Arts Academy will convene a representative wellness committee that meets to establish goals for and oversee school health and safety policies and programs, including development, implementation and periodic review and update of this district-level wellness policy.
a. A representative wellness council will be convened at least two (2) times per year.
b. Representation will include the following:
a. Teachers
b. Parents/Caregivers
c. School Nutrition staff
d. PE instructional staff
e. Administration
f. Community partners, when feasible
c. The public will be notified of its ability to participate in the LWP process
d. The designated MAA leadership will convene and facilitate development of and updates to the wellness policy, and ensure compliance
Leadership
Mesa Arts Academy has designated one or more LEA and/or school official(s) who have the authority and responsibility to ensure each school complies with the local wellness policy.
e. The designated official for oversight of implementation at each school is: Miranda Koperno; Principal; email@example.com
f. The designated official for convening the wellness committee is: Arcelia Tovar; Resource Specialist; firstname.lastname@example.org
g. The person designated for informing the public about the wellness policy is: Joyce Oyer; Assistant Principal; email@example.com
IV. Wellness Policy Implementation, Monitoring, Accountability and Community Engagement
Implementation of the Wellness Policy
a. ADE's assessment tool will be used to complete a policy review prior to the development of an implementation plan.
b. The plan will outline specific steps for execution of the wellness policy, including roles, responsibilities, actions, and timelines.
Triennial Progress Assessments
At least once every three years, Mesa Arts Academy will conduct an assessment of their wellness policy. To accomplish this, MAA will evaluate compliance with their wellness policy and assess progress toward meeting the goals of the Wellness policy. Additionally, USDA requires that MAA compare their policy to the Alliance for a Healthier Generation's model wellness policy.
c. Mesa Arts Academy will assess compliance and progress of their local wellness policy at least once every 3 years.
i. A Triennial assessment will assess the following
- Site-specific compliance
- The extent to which the policy compares to the Alliance for a Healthier Generation's model policy
- A description of the progress made in attaining specific goals
ii. The Administrator or designee will ensure compliance with established school-wide nutrition and physical activity wellness policies.
iii. The person responsible for this assessment is: Arcelia Tovar; Resource Specialist; firstname.lastname@example.org
d. Mesa Arts Academy will assess how their wellness policy compares to model wellness policies provided by ADE.
i. The person responsible for this assessment is: Arcelia Tovar; Resource Specialist; email@example.com
Revisions and Updating the Policy
Mesa Arts Academy will update or modify the wellness policy as appropriate.
i. Updates and modifications of the policy, based on assessment tools, will be made at least once a year and as-needed.
Notification of Wellness Policy, Policy Updates and Triennial Assessment
Mesa Arts Academy will inform families and the public each year of any updates to the wellness policy and every three years their compliance with the written wellness policy.
e. Families and the public will be informed of the policy, its contents, updates, and implementation status on an annual basis through the school's website and parent handbook
i. Additional communication platforms include email, announcements on monthly menus, bulletin board notices, social media, and printed information sent home with students
f. Mesa Arts Academy will make the Triennial Assessment available at: https://www.mesaartsacademy.org/ | <urn:uuid:78499aae-12f4-4f44-a171-203f2aabefc2> | CC-MAIN-2021-21 | https://www.mesaartsacademy.org/wp-content/uploads/2020/09/Wellness-policy.pdf | 2021-05-06T19:23:07+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00206.warc.gz | 917,817,069 | 2,364 | eng_Latn | eng_Latn | 0.993074 | eng_Latn | 0.995981 | [
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Activity Ideas for Family Themes
____________________________________________________________________________________
Note: These activities support the sessions 'Ishmael – Unwanted Child?'; 'Who's up Your Family Tree?'; 'Parents Who'd Have Them!' and other similar topics.
Sticker game – who am I?
Give everyone a post-it note. Tell them to write on it the name of a real or fictional character and stick it on the forehead of the person next to them. Everyone then takes it in turns to ask a question to which the group will give a yes or no answer. They might ask 'Am I male?' 'Am I a real person?' and so on until they have guessed who they are.
Guess the celebrity
Someone in the group pretends to be a celebrity & the others ask yes or no question to find out who they are. This is similar to the sticker game but the other way around.
'Mom' songs
The Anita Renfroe version of the William Tell Overture is very funny. It can be found on YouTube. 3:12 minutes
There is also a 'Mom' version of 'Let it go' from frozen, 3:37 minutes
World's Toughest Job: Mom job description
I first encountered this as an e-mail circular, but it was written by Annette Clifford who has now published a collection of her writings on family life in 'World's Toughest Job'.
http://www.worldstoughestjob.com/Writings.html or search Google under 'Mom job description'. I usually read the job description to the group and ask them to guess which job it describes. It helps them to think about someone else's point of view.
Interview
Interview someone who is a parent. Ask questions such as …
* How did you feel about becoming a parent?
* Was it different to how you expected?
* What is difficult about being a parent?
* What is nice about being a parent?
This will need to be planned carefully beforehand. Try to include some humour.
Guess the celebrity couple
Make up a game giving a selection of famous people who are related to one another. The group has to pair up the names. They need to be people the group will have heard of so the game needs to be adjusted according to the group. They could be parent/ child; grandparent/ grandchild; uncle/ niece; husband/wife etc. You could use fictional characters as well as real ones if you wished e.g. Darth Vader and Luke Skywalker or even Peter Rabbit and Cottontail!
Family connections stories
When I was at school, a class mate was talking to an older friend one lunch time about a teacher she really did not like. She did not notice when her friend became uncomfortable with the conversation. She still did not notice when her friend tried to point out what her surname was! Finally her friend had to say "You're talking about my Mum!" It was rather embarrassing for both of them.
One evening I was driving the minibus for the local youth group. One of the girls seemed very surprised to see me as the driver. I think she thought that only men drove minibuses! We usually have "the man with the fluffy hair", she said. "That's her husband" commented her friend. We all thought it was funny but she was a little embarrassed.
Invite other similar stories.
Bible Parents
Can you think of a parent (or parents) in the Bible who…?
1. Embarrassed his children
2. Was extremely unfair and showed great favouritism towards one son
3. Threw his son out 'onto the street'
4. Gave her son up to be fostered
5. Never corrected his sons despite being a very spiritual man/king
6. Was a very godly king but whose son was the exact opposite
7. Had a misunderstanding with her son and blamed him for it.
Clues to the above for groups who are happy to look up Bible verses
1. Genesis 9:20-23
2. Genesis 37:3-4
3. Genesis 21:9-14
4. 1 Samuel 1:22
5. 1 Samuel 3:12-13 and 1 Kings 1:6
6. 2 Kings 18:5; 21:1-2
7. Luke 2:48-49
Alternatively display these names and ask "which of these embarrassed his sons" etc. You may need to give other clues.
* Noah
* Jacob
* Abraham
* Hannah
* David
* Hezekiah
* Mary
Does anyone have any relatives who …?
You could pick one idea from the list below to use as a light-hearted starter by asking them to share a funny story. Alternatively you could use the ideas to have a more serious discussion in a small group later in the session. You may need to be sensitive with this.
Does anyone have any relatives who
a) Embarrass them
b) Drive them up the wall
c) They wish didn't exist
d) They don't know if they exist!
e) They feel ashamed of
f) They don't know how to handle
My Family Shield
Every family has some negative/sad history events as well as some positive. Children can create a shield which will represent their family - taking into consideration both bad and good events. First, they can write down some features they want to be present on their family shield and then they can use different paper-colours, magazines, etc., to create their family shield. In discussion they can present their shields to others in the group, pointing out maybe only one feature they want to share. At the beginning or conclusion, the leader can show that is important to be aware of some weaknesses each family have, so we can learn from our own history and do better in the future.
A Flag of .......
Encourage them to discover more about some members of their family. Perhaps draw up a questionnaire they could use to dig out some of those interesting stories. Most people have something to tell that would surprise us if we just ask the right questions and listen. Either at home or the following week they can choose one person and create a flag which will represent the person and her/his character and actions. Allow time for them to show & explain their flags. This may create a few topics for a prayer time and worship.
Who are you?
Think of something about yourself that will never change.
What would you like people to say about you in say 50 years time or after you're dead.
Birth certificates
You could use this idea with them either for themselves or a relative or a Bible character. Try to have a real birth certificate to show them.
Draw a Family Tree
Aim: To look at our good and not such good qualities and to see if these qualities exist in any other family member. Identify what qualities we want to grow/axe. Materials: Paper and pens
Draw your family tree in the shape of a tree.
Write your name on the trunk, brothers and sisters as branches coming out of the trunk, mum and dad as main branches reaching upwards, their brothers and sisters (your uncles and aunts coming out of their branch and lastly your granddad and grandmother as branches reaching upwards out of dad or mum's branches. | <urn:uuid:74f653cb-fbe3-4c8a-b62b-765a12b4d001> | CC-MAIN-2021-21 | http://soulspace1014.com/wp-content/uploads/2020/12/Activity-Ideas-for-Family-Themes.pdf | 2021-05-06T19:18:09+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00206.warc.gz | 55,318,452 | 1,521 | eng_Latn | eng_Latn | 0.993994 | eng_Latn | 0.999112 | [
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Sort words into categories
First Grade Vocabulary Worksheet
Read the words in the box. Sort and write them in the category boxes.
word box
bear
fern
ant
beetle
squirrel
moss
pine tree
spider
snake
forest
plants
insects
animals
Sort words into categories
First Grade Vocabulary Worksheet
Read the words in the box. Sort and write them in the category boxes. | <urn:uuid:43954a38-3af7-4720-b7b2-4019d8da3ee1> | CC-MAIN-2021-21 | https://www.k5learning.com/worksheets/vocabulary/grade-1-word-sort-5.pdf | 2021-05-06T19:18:28+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00207.warc.gz | 878,777,318 | 88 | eng_Latn | eng_Latn | 0.982828 | eng_Latn | 0.973187 | [
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Vandalism vs. Art
Claim and Focus
This essay states a claim ("Graffiti should be considered vandalism because it is illegal and costly to remove") and maintains focus developing that claim throughout the entire essay ("A main point in graffiti is the fact that is it illegal to go on someone else's property").
Organization
The writer organizes a steady argument throughout the essay. An introduction, body, and conclusion are present. Clear transitions exist throughout ("Additionally," "On the other hand," and "In sum"), which connect ideas and smoothly move the essay from beginning to end.
Support and Evidence
Appropriate evidence is cited and provided to support some of the points of the claim. Multiple sources are referenced throughout the essay; however, more detailed explanations could have been used to strengthen the argument ("This quote explains that it can cost millions of dollars just to cover something that most people don't want").
Language and Style
In this essay, sentence structure begins to vary to enhance meaning. The essay incorporates language that shows an awareness of the reader's interests ("If graffiti artists were to put themselves in other's shoes, I am sure they would not like strangers to come on their property and draw") but could be more refined to add to the style.
Using Exemplars in Your Lessons
Exemplar essays are tools to take abstract descriptions and make them more concrete for students. One way to use them is to print the clean copies of the essays and allow students to use the rubric to make notes or even find examples of important elements of an essay - thesis statements, introductions, evidence, conclusions, transitions, etc. Teachers can also use exemplars to illustrate what each score point within a trait 'looks like' in an authentic student essay. For additional ideas, please see "25 Ways to Use Exemplar Essays" by visiting the Curriculum Resources page in Help.
Is It Art?
Vandalism vs. Art
Have you ever driven through a large city or community and seen large colorful tags everywhere? That is called graffiti, and it can be seen all over the world. While many consider graffiti to be colorful art, it is actually a form of vandalism that is taking over. Graffiti should be considered vandalism because it is illegal and costly to remove.
A main point in graffiti is the fact that is it illegal to go on someone else's property. Graffiti artists do this frequently. In the CBS video, Gary Culoti says that graffiti affects his business. Many people draw on his building, and that is illegal. Culoti pays for his business, and it is unfortunate that other people use it as a canvas for their tags. Additionally, this happens to many others. In "Is Graffiti Art?" it states, "most graffiti is placed on private property without the owner's permission." If graffiti artists were to put themselves in other's shoes, I am sure they would not like strangers to come on their property and draw. Graffiti is just an annoyance to property owners.
Next, in the article "Graffiti as Vandalism" it states in the first paragraph, "The cost for cleanup in the U.S. has not been documented definitively, but it is safe to assume that it is in the billions of dollars." This quote explains that it can cost millions of dollars just to cover something that most people don't want. In addition, if it were real art, then why would we pay that much money just to remove it? The money spent on graffiti cleanup could be used for something more productive. If graffiti were truly art, it would have more merit in museums than on the sides of buildings.
In sum, the reasons why graffiti is more vandalism than art are because it is expensive to cover, and wrong to go on other's properties. So the next time you feel like you want to express yourself through art grab a piece of paper instead.
Notes | <urn:uuid:9285d57d-c220-4d31-8508-2f44b3cb81c5> | CC-MAIN-2017-39 | https://guides.turnitin.com/@api/deki/files/23651/IsItArt_3Proficient_Exemplar_2017-08-14.pdf?revision=1 | 2017-09-23T14:27:42Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00373.warc.gz | 676,529,156 | 786 | eng_Latn | eng_Latn | 0.999291 | eng_Latn | 0.999393 | [
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I think the text will be about __________ because __________.
I predict ___________ will happen next.
From what I have read so far, I predict that ____________.
From what I already know about ___________ I predict __________.
The picture makes me think that ____________.
The style of the author is ____________ so I think ___________.
....revising our predictions
I thought ___________ but then I read that _________ so now I think _________.
I changed my first prediction because it said in the book __________.
My prediction was confirmed in the story because __________.
My prediction was partly right but ___________.
I assumed ______________ but ____________.
I wonder why, where, when, how, if, who ....? What is going to happen next? What is the author trying to tell me? Do I already know something about this topic? What do I think I will learn from this text? | <urn:uuid:ee0ec098-5e52-4dbc-a87c-0eafc9947bba> | CC-MAIN-2018-22 | http://readingcomprehensiondownloads.wikispaces.com/file/view/Cara%27s+comp+cards+1.pdf | 2018-05-28T09:25:16Z | crawl-data/CC-MAIN-2018-22/segments/1526794872766.96/warc/CC-MAIN-20180528091637-20180528111637-00124.warc.gz | 245,738,576 | 199 | eng_Latn | eng_Latn | 0.999556 | eng_Latn | 0.999556 | [
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Wake Up Students with Activities on the Genetics of Sleep Cycles
Hillary Lauren & Barbara Hug
University of Illinois at Urbana-Champaign
What is Project NEURON?
* At the University of Illinois
* Educators, scientists, and graduate students
* Curriculum development
– Inquiry-based
– Connect to standards
* Professional development
– Summer institutes
– Conferences
Project NEURON Curriculum Units
* Do you see what I see?
– Light, sight, and natural selection
* What can I learn from worms?
– Regeneration, stem cells, and models
* What makes me tick…tock?
– Circadian rhythms, genetics, and health
* What changes our minds?
– Toxicants, exposure, and the environment
– Foods, drugs, and the brain
* Why dread a bump on the head?
– The neuroscience of traumatic brain injury (TBI)
* Food for thought: What fuels us?
– Glucose, the endocrine system, and health
* What makes honey bees work together?
– How genes and environment affect behavior
* How do small things make a big difference?
– Microbes, ecology, and the tree of life
Available for FREE at neuron.illinois.edu
Think-Pair-Share
1. What are some examples of circadian rhythms?
2. What can alter circadian rhythms?
3. What causes genetic variation?
4. What is epigenetics?
5 minutes: Discuss with neighbors, then share with group
1. What is a circadian rhythm?
2. Why do scientists study fruit flies to understand what makes us "tick?"
3. How can genetics change your clock?
4. Tick tock…Broken clock
5. How do environment and modern society influence our rhythms?
6. What happens to humans when normal rhythms are disrupted?
7. How can epigenetics change your clock?
8. When should the school day begin?
How can epigenetics change your clock?
Previous knowledge
* PER2 gene regulates sleep cycles
* Careers and behaviors can affect circadian rhythms
* Disruptions to circadian rhythms can cause secondary health effects
Group Discussion
* What patterns in expression did you see?
* How did the level of expression change over time?
* Are higher levels of expression always better? Are lower levels always worse?
Challenge questions
* If one gene was mutated so that it did not produce a functional product, how would the expression level change?
* If you have a heterozygote (1 mutated, 1 normal) genotype, what would be a beneficial level of expression for the normal gene?
Think About I
1. What are some examples of circadian rhythms?
2. What can alter circadian rhythms?
3. What causes genetic variation?
4. What is epigenetics?
Hopefully this activity has expanded your awareness and knowledge of epigenetics!
Think-Pair-Share
1. How do you envision using this activity in your classroom?
2. What modifications would you make to the lesson?
5 minutes: Discuss with neighbors, then share with group
Acknowledgements
* NIH, SEPA
* University of Illinois
This project was supported by SEPA and the National Center for Research Resources and the Division of Program Coordination, Planning, and Strategic Initiatives of the National Institutes of Health through Grant Number R25OD011144. The contents of this presentation are solely the responsibility of Project NEURON and do not necessarily represent the official views of the funding agencies.
Thanks!
For additional information visit:
http://neuron.illinois.edu http://impactscied.illinois.edu
E-mail:
email@example.com
@ProjectNeuron #nsta16
Hillary's blog about Science, Education, Games, and Design:
The Science Slug: http://scienceslug.wordpress.com | <urn:uuid:a5827c45-bd9b-4414-bd3d-30d08ce16e66> | CC-MAIN-2017-39 | http://neuron.illinois.edu/files/sessions/590/WakeUpStudents_NSTA2016.pdf | 2017-09-23T14:52:42Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00374.warc.gz | 236,072,675 | 780 | eng_Latn | eng_Latn | 0.972746 | eng_Latn | 0.995659 | [
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Capture It!
When we discover who God is we also discover who we are.
SUPPLIES
Paper
Pencils
1. Write a title at the top of your page:
Who do you say I am?
2. Draw a straight line down the centre of a page
3. On one side, write who God is. What is He like? What does He do?
4. On the other side, write who God says you are.
5. Thank God for being so good and for all the good things He says about you.
Coronation Day!
Can you think of a movie where someone has become a King, Queen, Prince or Princess? This is a very special day to share with others.
SUPPLIES
Paper Plate
Scissors
Textas or Coloured Pencils
1. Follow Kate's Crazy Craft
2. Fold your paper plate in half
3. Draw a line down the centre. Then 2 more lines, making 4 triangles.
4. Cut along these lines being careful not to cut to the edge of the plate.
5. Unfold your plate and cut the other lines so there are even triangles.
6. Add some colour to your crown
7. Fold the triangles down so they stand up.
Share your crown with your family and tell them what it means to you.
You can also SHARE it will us: email@example.com
Sing it Again!
As you sing these words, think about what God says about you.
Who You Say I Am // Hillsong Worship https://www.youtube.com/watch?v=Y0LHTDVy5C0
What Do You See?
God has a plan and is building His Kingdom.
SUPPLIES
Paper Coloured pencils
1. Read 1 Peter 2:9
2.Draw a picture of God's Kingdom
3. Now draw yourself and your whole family inside the picture too | <urn:uuid:4d273b0b-b574-4557-980f-2ab21e49239c> | CC-MAIN-2020-50 | https://www.discoverychurch.com.au/wp-content/uploads/2020/10/Primary-Activities-Nov-1.pdf | 2020-11-29T22:52:29+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141203418.47/warc/CC-MAIN-20201129214615-20201130004615-00348.warc.gz | 616,165,463 | 389 | eng_Latn | eng_Latn | 0.956775 | eng_Latn | 0.998223 | [
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September is here and that means back to our regular routines including work, child care and school. All the hustle and bustle of summer vacation and out-of-town visitors - not mention the threat of this summer's wildfires can wreak havoc with your child's sleep schedule, making returning to a regular routine challenging. Check out our first article for some tips to help your toddler develop a sleep routine.
SEPTEMBER 2017
If your regular routine involves packing snacks and lunches for child care, we have some ideas in our second article to make this task easier and healthier.
Speaking of lunch and snacks, if you are one of the many parents who aren't sure if and when it's ok to introduce peanut butter to babies - you may find our third article helpful.
Last but not least, as you are preparing your to-do lists for getting back to routine - don't forget to check your child's immunization schedule. Find out what to look for in our final article.
HELPING YOUR TODDLER SLEEP WELL
PACKING FOOD FOR CHILD CARE
IF YOU ENJOY PEANUT BUTTER - YOUR BABY CAN TOO
TIME TO CHECK IMMUNIZATIONS
NEWS YOU CAN USE
SOURCES AND WHERE TO GO FOR MORE INFO
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HELPING YOUR TODDLER SLEEP WELL
Routines give toddlers a sense of safety and security and they also can help toddlers develop good sleep habits. Here are some tips to help develop a sleep routine in your home.
During the day:
Nap time: Try to keep a regular nap schedule even on weekends and days off. When naps are missed it can be harder for children to settle at night.
Snack and meal time: Hungry, cranky toddlers do not sleep well. Offering meals and snacks at regular times during the day helps keep hunger at bay and it helps children get used to other routines.
At night:
Wind down time: Slow down the activity level before bed time by giving your child a bath, reading together and cuddling. Avoid TV right before bed as this can be too stimulating.
One to one time: Make bed time special by having one to one time with your toddler to talk about their day.
Offer choices: Let your toddler be a part of the routine by offering choices about what story to read or which pajamas to wear.
Offer a kiss and a sleep time saying: As your child settles give him a kiss and say something that tells him it is time to sleep "goodnight - sleep tight", "now it's time to sleep", "have a good sleep" are just a few examples.
There will be times when your toddler has a hard time settling down at night. There are several things that can cause sleeping problems. Stress from being overtired, falling out of routine, or fear of the dark can all interfere with sleep. When this happens your child may need a little more help to settle. Try these ideas:
Don't sneak out. Instead, try patting him gently, singing a quiet song over and over, playing some relaxing quiet music and staying close by. When he is settling, say "goodnight" and then leave.
Make sleep time your relaxation time: Sit in a chair close by and read, listen to music, or just relax. Over a few days, move the chair farther and farther away until he is more independent.
Let in some light: If he seems afraid of the dark or is just more comfortable with some light, plug in a nightlight or leave the door open and turn on a light outside the room.
For more ideas on helping children sleep well read Toddlers First Steps pages 81-85.
PACKING FOOD FOR CHILD CARE
Looking for ideas and tips on packing lunches for child care? Checking your daycare's food guidelines is a great place to start. Licensed child care facilities are required to promote healthy eating and make sure children have healthy food and drink. Typically they will ask you to pack lunch and snack choices from the four food groups in Canada's Food Guide. Daycare guidelines will also tell you if there are any foods that are not allowed and if there are children who have severe food allergies.
It can be challenging to pack healthy
lunches that your child will enjoy. Here are some tips to help make it easier and to add variety:
- Invest in the right 'gear' such as reusable containers, an insulated lunch bag, small freezer packs, and leak proof drink containers.
- Instead of offering only one item for the main lunch meal (half a sandwich) try a mix of choices such as a quarter of a sandwich with hummus and veggies.
- Mix things up. Try tortilla wraps, pasta salads, bean dips, quesadilla, grilled cheese, tuna
melts, drumsticks, scrambled egg, mini quiches. The options are endless!
- Plan for leftovers. Make extra stew, chilli, soups and casseroles that can be frozen into individual portions and then easily thawed.
Snacks help fuel busy brains and bodies. The number of snacks to include in a packed lunch will depend on how long your child will be at daycare. For full days, you will typically need to pack two snacks - one for mid-morning and one for mid-afternoon.
Smart snacks have at least two food groups: 1) a veggie or fruit choice most of the time, OR a grain choice, and 2) a little protein or healthy fat for longer lasting energy (such as avocado, beans, egg, seed/nut butters, cheese, and yogurt). Here are some quick examples:
- Tender broccoli pieces and hummus dip
- Banana bread thinly spread with nut or seed butter
- Fruit pieces mixed in plain yogurt
Read labels of packaged snacks carefully. Many products that look healthy in photos can be high in added sugars, salt or processed fats. Examples of healthier packaged items include unsweetened applesauce/fruit cups, cheese strings, yogurt cups/tubes, graham wafers and fig bars.
For more information:
Meal and Snack Ideas for Your 1-3 Year Old Child
Pack and Go Lunches
Pack and Go Snacks
Also check out these great videos on packing lunches. Note that some of the examples listed in these resources will need to be adapted to prevent choking in young children. For more information see the HealthLink file Prevent Choking in Young Children.
IF YOU ENJOY PEANUT BUTTER - YOUR BABY CAN TOO!
YES it's true! Delaying the introduction of peanut is no longer recommended. In fact, all common food allergens, (including: peanut, tree nuts (i.e. walnuts, almonds, cashews), egg, milk products (i.e. yogurt and cheese), wheat, sesame, soy and seafood) can be introduced starting at about six months of age when your baby is ready for solid foods.
There is no benefit to delaying the introduction of these foods and delaying may actually increase the risk of food allergies. This is especially true for peanut and egg. Your baby can enjoy most of the same foods as the rest of the family and that makes family mealtimes easier and fun.
Consider the following when introducing common food allergens:
1. Your baby's first solid foods should continue to be high iron foods such as meat, meat alternatives and iron fortified infant cereal. Many common food allergens are also good sources of iron such as eggs, fish, and tofu.
2. Modify food textures when needed to reduce risk of choking.
3. When choosing which food allergens to offer first, choose foods your family regularly
enjoys. For example, if peanut butter is a food that your family eats often this would be a great choice to begin with. See below for how you can offer peanut butter safely.
4. Introduce common food allergens one-at-a time.
How can I make peanut butter safe to offer to my baby?
- Add 15 mL (1 Tbsp) warm water to 15 mL (1 Tbsp) smooth peanut butter. Mix until smooth and no lumps. Stir into 30 mL (2 Tbsp) prepared infant cereal, oatmeal, applesauce or other pureed or mashed fruit.
Attention: Parents of babies with severe eczema or egg allergy Talk to your doctor early on about the best time to offer peanut to your baby. A referral to a pediatric allergist may be recommended before offering peanut to your baby.
For information on reducing risk of food allergy in babies see this health file.
If you have questions or concerns about offering peanut and other food allergens to your baby, call Dietitian Services at HealthLinkBC by dialing 8-1-1 and asking to speak with the allergy dietitian.
TIME TO CHECK IMMUNIZATIONS
Lunch kit - check! Water bottle - check! Indoor shoes check! Immunizations...?
Whether your kids are going back to school, going to child care or just getting back into fall routine, now is the perfect time to make sure their immunizations are up to date.
The timing of immunizations is important. B.C's routine vaccination schedules identify key times for vaccinations and boosters. There are schedules for infants and pre-schoolers, for school-age children and for adults.
Vaccines are the best way to protect children against serious and sometimes fatal diseases. Vaccines, even combined doses, are safe. Side effects are only minor, if any. It's much safer to get the vaccine than to get the disease.
Information about accessing immunization records can be found at ImmunizeBC.
NEWS YOU CAN USE
Air quality and your health
Residents in communities affected by wildfires and resulting smoky skies should be aware that smoke conditions and local air quality can change due to the unpredictable nature of wildfires.
Sources and where to get more info
Interior Health - Search for Health Centres under "location type"
Interior Health
HealthLinkBC
ImmunizeBC
This e-newsletter is an Interior Health project to provide quick and easy health tips for new parents and caregivers of children ages 0 to 2 years. Your comments and topic suggestions are welcome! Simply email us at: email@example.com.
For more info or to attend a free child health clinic, contact your local Public Health Centre. You can find contact info online at: www.interiorhealth.ca or look it up under Interior Health in the blue pages of your local phone book.
Sincerely, Interior Health Authority | <urn:uuid:2859d409-196e-4b41-ae5c-39b76f8788de> | CC-MAIN-2017-39 | https://www.interiorhealth.ca/AboutUs/MediaCentre/PublicationsNewsletters/Documents/Health%20Matters%20Online%20-%20September%202017.pdf | 2017-09-23T14:26:44Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00373.warc.gz | 809,633,518 | 2,217 | eng_Latn | eng_Latn | 0.997393 | eng_Latn | 0.998714 | [
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Quebec - Achievements and Competencies
Learning Outcomes
The Quebec Achievements and Competencies are based on the Progression of Learning Outcomes derived from the Quebec Education Plan set by the Ministere de l'Education, du Loisir et du Sport.
Specific Expectations
MATHEMATICS - Technical and Scientific Option
Secondary 5
ALGEBRA: Understanding dependency relationships
```
B. Analyzing situations using real functions b. second-degree polynomial functions 2 2
```
```
iii) f(x) = ax + bx + c, f(x) = a(b(x – h)) + k, f(x) = a(x – x1)(x – x2)
```
Students will observe that the projectiles follow a parabolic path while in flight. Students can use three points along the path to derive the second-degree function that describes the rocket's motion. In order to do this, students must use the quadratic function in either factor form or convert it to the general form.
GEOMETRY: Analyzing situations involving measurements
H. Vectors in the Cartesian or Euclidean plane
6. Analyzes and models situations using vectors (e.g. displacements, forces, speeds or velocities)
Students may use vector calculations to discover the velocity, and the horizontal and vertical displacement of the rocket from each angle it was launched at.
MATHEMATICS - Science Option
Secondary 5
ALGEBRA: Understanding dependency relationships
B. Analyzing situations using real functions b. second-degree polynomial functions
2
iii) f(x) = ax + bx + c, f(x) = a(b(x – h))
2
+ k, f(x) = a(x – x1)(x – x2)
Students will observe that the projectiles follow a parabolic path while in flight. Students can use three points along the path to derive the second-degree function that describes the rocket's motion. In order to do this, students must use the quadratic function in either factor form or convert it to the general form.
ALGEBRA: Understanding and manipulating algebraic expressions
D. Analyzing a situation using systems of equations or inequalities
d. of second-degree equations in relation to conics using changing variables, if applicable
3. Solves a system
Because the projectile follows a parabolic path, students must understand that a second-degree function can describe the rocket's motion. Students can solve the model with respect to distance, or they can solve the model with respect to time.
GEOMETRY: Analyzing situations involving measurements
H. Vectors in the Cartesian or Euclidean plane 6. Analyzes and models situations using vectors (e.g. displacements, forces, speeds or velocities)
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Genogram Worksheet
I. Genogram History-Taking Questions
Preparation: Use graph paper and begin in the upper left corner
Questions:
1. Beginning with your Mother's Mother: what is/was her name? Deceased and cause or Age? Ethnicity?
2. What was your Mother's Father's name? Deceased or Age? Ethnicity?
3. Were your Mother's parents married to each other? Were either of them ever divorced, separated, remarried, or have children outside the marriage? If so, who, how many, etc.
4. How many children did your Mother's parents have together?
5. Your Mother was what number in the birth order? (Draw Mother's circle lower than the rank of her sibs, to distinguish her visually from the rest. Identify her sibs only if it seems useful at the time.)
6. In your Mother's lifetime, how many times has she been married? And children by how many men? (List all husbands and men with whom she became pregnant.)
7. What is/was your father's name? Age or year and cause of death?
8. Begin father's family history as with questions 1–6 above.
9. In your parents' lifetimes, were they ever divorced, separated, remarried, or have children outside the marriage? If so, who, what ages, etc.
10. How many pregnancies did your parents have with each other? Include miscarriages, stillbirths and/or abortions. (As before, draw the client's circle or square at a lower rank than the sibs to distinguish it).
11. In your lifetime, how many partners have you either lived with, married, or had pregnancies with? (List these chronologically.)
12. Establish custody and household membership of each child. Document marital or cohabitation partners for each child, and any offspring they may have (i.e., grandchildren).
II. Risk Factors
Preparation: Draw a 5 X 3 grid on the paper to indicate yes or no to the following:
1. Of everybody in the family that you have named, who does or did abuse drugs and or alcohol, including prescription medication? (Indicate on genogram)
2. Have you yourself ever had a problem with drugs and/or alcohol or medications? (If yes, then document details)
3. Repeat questions 1&2 for "Psychiatric illness, depression, anxiety, nervous breakdowns, 'bad nerves,' or suicide attempts.
4. Repeat questions 1&2 for "Physical abuse, or corporal punishment that would be considered excessive by today's standards?"
5. Repeat questions 1&2 for "Sexual abuse, or inappropriate sexual behavior, touching, or fondling."
6. Repeat questions 1&2 for "Emotional or verbal abuse, name calling or threats?
III. Relationship Assessment
Preparation: Use a red pen to indicate pathology, a blue or black pen to document data.
1. How would you describe your parent's marriage? (Document the quote, then ask for elaboration)
2. What did your parents do to be helpful to one another?
3. Did your parents show affection? To each other? The kids?
4. How did your parents settle their differences? (Ascertain the tactics and defenses used)
5. Did one or the other parent seem to have more say in decisions?
6. Did your parents have traditional gender roles?
7. Did either of your parents confide in you or one of your sibs about grievances with the other parent?
8. Did you ever feel you had to take sides with one parent over the other?
9. Which parent are you most like? With whom are/were you closer?
10. What did each parent do for you? How did they take care of you? What did they discuss, counsel or teach you?
11. How do things go now between you and your Mom? Dad? Who initiates contact?
12. What do you do to be helpful to your Mom? Dad?
13. Is your Mom/Dad pleased with you? How do you know? What do you do to please him/her?
14. Are you able to say "no" to your parents? When have you? What does it cost you?
15. Are you worried about your Mom/Dad? If so, why? What do you do with that?
16. Who is the favorite child of each parent? Are any of the sibs "black sheep"?
17. How do you get along with your sibs now and during childhood? How were
conflicts managed? What role did parents play in sib relationships?
18. What role do you play in your family?
19. What would you like to see change in your family? In your conduct with family members?
III. Relationship Assessment, Continued.
(Relationship with children of adult clients)
20. Establish the names, genders, ages, and custody status of each child For each child in turn:
21. Was this child planned? Was this child wanted?
22. Were there any complications around the pregnancy or delivery?
23. What challenges did you face in raising this child?
24. Who contributed to raising this child?
25. What concerns do you have for this child?
26. What role does this child seem to play in the family?
27. Who is this child most like?
28. What does this child do to show care or loyalty to you? To the family?
29. Does this child know you are seeking help in therapy? What has this child been told?
In the event of divorce or separation:
30. How does this child understand the reasons for the divorce/separation?
31. Who told the child what about this event?
32. Is this child expected to hold any secret information? From whom?
33. Who was/is available to this child to help cope with the event?
34. Does this child seem to take sides? Is the child expected to take sides?
In the event of a parent's death or illness:
35. How old was this child when the parent died/became ill?
36. How does this child understand the cause/circumstances of the event?
37. Who told the child what about the event?
38. Who is emotionally available to this child about this?
39. Has the child taken part in the funeral/ill parent's care?
40. How has this child been affected by this? | <urn:uuid:edcee29f-6397-461f-8d6e-99d169c7000f> | CC-MAIN-2017-39 | http://barrylittmft.com.p12.hostingprod.com/yahoo_site_admin/assets/docs/Genogram_Instructions.306150702.pdf | 2017-09-23T14:31:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00375.warc.gz | 37,695,453 | 1,329 | eng_Latn | eng_Latn | 0.998965 | eng_Latn | 0.999231 | [
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GUEST COMMENTARY Gordon Uno
Using COVID-19 to Reboot Biology Education
The novel coronavirus pandemic forced American educators to change the way we teach. Now, it's time for us to rethink what we teach. The old phrase "never let a good crisis go to waste" applies because COVID-19 has created incredible problems but also unexpected opportunities for us to seize the moment and change the focus of biology instruction. We should all ask why so many Americans choose to ignore or reject scientific information in favor of unsourced, speculative, and generally nonsensical disinformation that appears online. Our response must be to help students develop correct explanations regarding the natural world, or they will likely accept the commonly offered pseudoscientific explanations from nonexperts. As Carl Sagan noted in The Demon-Haunted World , "science can be a candle in the dark." The unscientific responses to the coronavirus make clear how important the use of valid evidence and the expertise of scientists and health professionals are to fight scientific illiteracy. While multiple factors, beyond the control of science teachers, contribute to current problems, we must do what WE can to emphasize the importance of science to the general public because failure to do so enables ignorance.
So, as biology teachers, how do we use a pandemic in a positive way? I suggest we make two major changes in what we teach: (1) use evolution as a theme in our courses and (2) help students become scientifically prepared citizens. Evolution – along with climate change – is often missing from educational standards and classroom instruction because some view it as a "controversial" topic and have concern about repercussions if it is taught. The pandemic crisis provides us with "cover" to elevate evolution to its rightful place in biology education because this viral spread is the result of evolution in action! Viruses mutate and evolve (this explains why we need a new flu shot every year), and pathogens evolve from benign organisms through the same natural, ongoing processes that can affect the form and function of all living things. Also, published reports show that climate change drives the evolution of emerging diseases as well as their release from nature because of human-caused deterioration of ecosystems. Thus, the coupling of climate change, genetic variation, natural selection, and evolution means that people will face other novel diseases affecting plants and animals (including humans) throughout their lives. Basic biological research targeting one organism leads to understanding of related organisms and the possible treatment of those that cause disease. Thus, a focus on emerging diseases is an easy and relevant way to interject evolution into instruction. However, we should infuse evolution into every major concept we teach and use it to help organize content for students, as recommended by every national science education reform effort. This may help us reach students before they shut out scientific knowledge about evolution and will reinforce the universal nature of evolution and its critical role in explaining the diversity of life on Earth.
THE AMERICAN BIOLOGY TEACHER
The current crisis reminds us that our job as biology educators is to prepare citizens who are ready to face challenges in a world greatly influenced by science, health, and environmental issues. Again, Sagan's words are relevant: "We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology." We must encourage students to ask, "How do you know that?" and "What is the evidence?" when someone makes a claim related to biological issues. Students must also question the source of the information; is it potentially biased, cherry-picked, or at odds with what is already known or with common sense? Students must come to recognize a flawed experiment and understand the difference between evidence from controlled investigations versus mere anecdotal evidence. We should help students develop a "BS detector" to identify false statements and "inoculate" them against strategies used to confuse the public. Students must also know how to interpret data presented in support of a claim, which requires incorporating more quantitative skills practice in our courses. Certainly, research on the coronavirus pandemic generates enormous amounts of data and many different experimental designs for students to investigate. We must avoid spending precious class time teaching a myriad of unconnected facts that students can find for themselves or that they will rarely use. Rather, use your time to correct misconceptions and help students apply and synthesize information. Sure, you should teach the essential content of major concepts and principles but limit the details and vocabulary that will be quickly forgotten and hinder understanding. If we do these things, we are much more likely to help students become scientifically prepared citizens – including those who will become journalists, politicians, and lawyers – armed with scientific thinking skills, with respect for the role of valid evidence in decision making.
The current virus crisis has created a unique opportunity for everyone to embrace teaching evolution, climate change, and related topics that should be included in a straightforward and integrated manner. We must encourage our colleagues who may be reluctant to teach such essential concepts and help them apply evidence-based teaching resources. We should develop young advocates of science and social media influencers for biology so they can talk to their families, text their followers, and become voices against ignorance. Let's hope that many of the most effective advocates for science will themselves become teachers. It is time to elevate science to its rightful and essential place in American life, discourse, and decision making. We can do that in part by teaching the science of biology.
GORDON UNO is David Ross Boyd Professor of Botany in the Department of Microbiology and Plant Biology, University of Oklahoma, Norman, OK 73019; e-mail: email@example.com.
DOI: https://doi.org/10.1525/abt.2020.82.7.437
GUEST COMMENTARY
437
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Brighter Futures Academy Trust Field Lane Primary School PE Policy
| | Name of Policy | Date Written/Amended |
|---|---|---|
| | Writer/Amendments | |
| Ruth Woodhead/V Dear | | January 2016 |
Introduction
At Field Lane Primary School we believe that physical education (PE) teaching develops the 'whole child' by increasing the children's knowledge, skills and understanding, so that they can perform with increasing competence and confidence in a range of competitive sports and physically-demanding activities.
We believe that PE should provide opportunities for children to become physically confident in a way which supports their health and fitness and promotes an understanding in children of their bodies in action. It involves thinking, selecting and applying skills, and it promotes positive attitudes towards a healthy lifestyle. Thus, we enable the children to make informed choices about physical activity throughout their lives.
Aims
At Field Lane Primary School we aim to:
- Develop children's competence to excel in a broad range of physical activities
- Ensure that children are physically active for sustained periods of time
- Engage in competitive sport and activities
- Lead healthy, active lives.
The National Curriculum 2014 states that, 'A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physicallydemanding activities.'
Objectives
Our objectives in the teaching of PE are to:
- Enable children to develop and explore physical skills with increasing control and coordination
- Encourage children to work and play with others in a range of group situations
- Develop the way in which children perform skills, and apply rules and conventions, for different activities
- Show children how to improve the quality and control of their performance
- Teach children to recognise and describe how their bodies feel during exercise
- Develop the children's enjoyment of physical activity through creativity and imagination
- Develop an understanding in children of how to succeed in a range of physical activities.
Early Years
In the Early Years Foundation Stage PE learning forms one of the three prime areas of learning – Physical Development. This prime area of learning involves providing opportunities for young children to be active and interactive; and to develop their coordination, control, and movement. Children are also helped to understand the importance of physical activity, and to make healthy choices in relation to food. We give all children the opportunity to undertake activities that offer appropriate physical challenge, both indoors and outdoors, using a wide range of resources to support specific skills.
Key stage 1
In Key Stage 1 pupils build upon the skills acquired in EYFS and continue to develop fundamental movement skills. These skills enable children to become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, both individually and with others. They learn to engage in competitive (both against self and against others) and co- operative physical activities, in a range of increasingly challenging situations.
Pupils will be taught to:
- Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
- Participate in team games, developing simple tactics for attacking and defending
- Perform dances using simple movement patterns.
Key stage 2
In Key Stage 2 Pupils will continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They will enjoy communicating, collaborating and competing with each other. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils will be taught to:
- Use running, jumping, throwing and catching in isolation and in combination
- Play competitive games, modified where appropriate, (for example badminton, basketball, cricket, football, hockey, netball, rounders and tennis), and apply basic principles suitable for attacking and defending
- Develop flexibility, strength, technique, control and balance (for example through athletics and gymnastics).
- Perform dances using a range of movement patterns
- Take part in outdoor and adventurous activity challenges both individually and within a team
- Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Swimming and water safety
At Field Lane Primary School, we provide swimming lessons using a local sports centre in Year 4 for 45minutes per week. Those children who are still not confident swimmers continue to attend lessons in year 5/6 until they can swim proficiently. Occasionally year 3 children may have the opportunity to attend swimming lessons depending on numbers overall and available places.
Pupils will be taught to:
- Swim competently, confidently and proficiently over a distance of at least 25 metres
- Use a range of strokes effectively such as front crawl, backstroke and breaststroke
- Perform safe self-rescue in different water-based situations.
Planning
EYFS
Physical development is a prime area in the EYFS curriculum so is being developed in the indoor and outdoor learning environment all the time. For timetabled PE lessons, teaching plans are drawn up by the class teacher in accordance with the Early Years Foundation stage Curriculum. EYFS Medium Term Planning Sheets are used by the class teacher to identify the objectives for each term. The short term planning outlines each week's activities, identifying the knowledge, concepts, skills, attitudes and values that will be developed, and details differentiation, deployment of staff/volunteer support and resources. The class teacher keeps these individual plans, and the subject leader monitors and reviews them regularly.
Key Stage 1 & 2
PE is planned by each class teacher in accordance with the National Curriculum. Medium term plans are drawn up by class teachers at the beginning of each term. They ensure an appropriate balance and distribution of work across each half term with ample opportunity to revisit and extend children's learning. During each half term, specific learning objectives, tasks and activities are recorded on short term weekly planning sheets. Sheets for weekly planning specify organisational details, including teaching modes, differentiation, deployment of staff/volunteer support and resources. The class teacher keeps these individual plans in their planning file, and the subject leader monitors and reviews them regularly.
Progression and Continuity
At Field Lane Primary School we plan the activities in PE so that they build on the children's prior learning. While we give children of all abilities the opportunity to develop their skills, knowledge and understanding, we also plan progression into the scheme of work, so that there is an increasing challenge for the children as they move up through school. Individual learners are able to make progress in the acquisition of concepts, knowledge and skills at the rate most appropriate to their ability and stage of development.
Teaching Methods and learning style
The teaching of PE is predominately a 'hands on' experience due to the nature of the subject. All lessons are well structured and maintain a good pace. Lessons provide opportunities for individual, paired and group work. Teachers share the lesson objectives and success criteria with the class, and through assessment by teachers and children's own self-assessment and peer assessment, the next steps in learning are planned for effectively.
Children are also provided with the opportunity to participate in PE delivered by outside agencies throughout the school year in timetabled PE sessions, extra- curricular activities and specialist workshops.
We recognise that in all classes, children have a wide range of ability in PE, and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.
Curriculum Links
Effective teaching of PE involves making connections across other curriculum areas such as:
English
PE contributes to the teaching of English in our school by encouraging children to describe what they have done, and to discuss how they might improve their performance. Big Books can also be linked to a performance in dance e.g. Handa's Surprise. Poetry can also be an important stimulus for dance lessons.
Mathematics
PE contributes to the teaching of mathematics in many ways. For example by encouraging the use of number, counting and calculation in games, the use of shape and space in dance, sequencing and pattern in gymnastics, orienteering in outdoor adventurous activities and measuring and timing in competitive events.
Science
PE contributes to a variety of topics in science, such as in a topic about animals, children learn that all animals, including humans, move using skeletons and muscles and they experience these movements in PE lessons. They also learn about the importance of exercise and staying healthy.
Personal, social and health education (PSHE) and citizenship
PE contributes to the teaching of personal, social and health education and citizenship. Children learn about the benefits of exercise and healthy eating, and how to make informed choices about these things.
Spiritual, moral, social and cultural development
The teaching of PE offers opportunities to support the social development of our children through the way in which we expect them to work with each other in lessons. Groupings allow children to work together, and give them the chance to discuss their ideas and performance. Their work in general enables them to develop a respect for other children's levels of ability, and encourages them to cooperate across a range of activities and experiences. Children learn to respect and work with each other, and develop a better understanding of themselves and of each other.
Music
Through PE, Children learn to explore actions in response to musical stimuli and use a variety of basic actions to create dance to music.
Equal Opportunities
Ensuring equality of opportunity does not mean that all learners are treated the same. At Field Lane Primary School, in accordance with the Learner's Act 1989, children are considered as individuals with particular needs and potential. Each child is given encouragement and the opportunity to develop their full potential in PE, with appropriate support provided as necessary, whatever their gender, race, religious belief, cultural background or disability.
Recognising Pupils' Achievements
Pupils' achievements in PE are recognised and celebrated through:
- Display of learners' work in classrooms and public areas
- Showing work to the class, other classes, and to the whole school in assemblies
- Extra-curricular awards and achievements are also recognised and celebrated in assemblies.
Assessment, Recording and Reporting
Teachers assess children's work in PE by making assessments as they observe them working during lessons. Teachers record the progress made by children using the PE assertive mentoring sheets. Teachers record this information and use it to plan the future work of each child. These records also enable the teacher to make an annual assessment of progress for each child.
The PE subject leader keeps evidence of monitoring PE in their Coordinators file. This demonstrates the levels of achievement in each area of PE throughout the school. The PE subject leader keeps samples of children's work including photographic evidence.
Health and safety
A general teaching requirement for health and safety applies to PE. We encourage the children to consider their own safety and the safety of others at all times. We expect them to change for PE into the agreed clothing for each activity area. The teachers at Siddal set a good example by wearing appropriate clothing and footwear when teaching PE.
Uniform for PE
- A white tee shirt, black shorts/jogging bottoms and black pumps or trainers.
- Long hair should be tied back, this is a requirement for boys and girls.
- Jewellery is not allowed and any pierced earrings should be removed for P.E. lessons.
Winter outdoor:
- White tee shirt, jogging bottoms, a sweatshirt and black pumps or trainers.
The role of the PE Subject Leader
The PE Subject Leader is responsible for:
- Developing the PE Policy
- Modelling good practice in the teaching of PE
- Advising and supporting teachers and support staff in relation to PE, including contributing to in-service training
- Monitoring PE, in conjunction with the Head teacher, through discussion with staff, by checking the Medium Term Planning of individual teachers to ensure coverage and progression, and through analysis of learners' work
- Keeping up-to-date with developments in PE teaching and learning, and disseminating information to colleagues as appropriate
- Completing an annual review of PE for the School Development Plan
- Maintaining an organised PE Curriculum Leader file | <urn:uuid:095b8487-fcef-464f-a51f-198a1d6869a0> | CC-MAIN-2017-39 | http://www.fieldlaneprimary.org.uk/files.php?force&file=Policies/FL_PE_Policy_360354702.pdf | 2017-09-23T14:48:01Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00376.warc.gz | 458,359,827 | 2,485 | eng_Latn | eng_Latn | 0.932441 | eng_Latn | 0.996037 | [
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Name:
Teacher:
Date:
Class:
Geometry
1) Select the shape that is SIMILAR to the shape on the left:
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www.math4children.com
Contact: firstname.lastname@example.org
1+
3
Name:
Date:
Teacher:
Class:
Geometry
1) Select the shape that is SIMILAR to the shape on the left:
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b.
c.
d.
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www.math4children.com
Contact: email@example.com
1+
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Answers | <urn:uuid:32d9b607-ffa3-470a-8aee-f1f25a79d2fa> | CC-MAIN-2017-39 | http://math4children.com/Grade4/worksheets/Geometry/Geometry%20similar%20shapes.pdf | 2017-09-23T14:42:30Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00380.warc.gz | 210,531,928 | 265 | eng_Latn | eng_Latn | 0.718812 | eng_Latn | 0.664455 | [
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Lesson Logistics
Learning Outcomes
Grades 10-12
Energy and momentum
Class Organization
The first part of the activity can be done for the entire class. The second part, Climbing Dominoes, can be done with the entire class or in groups, depending on the number of cereal boxes and the amount of standing room near the stairs. Students can be broken up into groups of three or four to complete the handout after the demonstration.
Ensure that each student has a Student Handout and a pencil.
Notes
The large dominoes are very heavy—the largest one in the WOW Lab set weighs nearly 50 pounds. Care must be taken that the dominoes do not hit students or objects when they are set in motion.
Further Exploration
Depending on the resources available, the teacher can build more dominoes. In any pair, it must be kept in mind that the bigger domino can only be 1.5 times bigger in any dimension than the smaller domino.
If there are an excess of cereal boxes, more interesting paths of falling dominoes can be created. For example, an arc can be created so that the domino chain goes up the stairs, turns back at the landing and then falls back down the stairs. | <urn:uuid:8c7926e9-b2c5-416f-9221-dc76ec050111> | CC-MAIN-2017-39 | http://wowlab-blueprints.mcgill.ca/en/pdfs/dominoes/LESSON_dominoes.pdf | 2017-09-23T14:30:53Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00379.warc.gz | 370,970,639 | 256 | eng_Latn | eng_Latn | 0.999058 | eng_Latn | 0.999058 | [
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Stand Often, Move More, Feel Better
Physical Activity Guide
"A lot of people never get to know how 'feeling good' feels. They don't know what they are missing." Dr. Wayne H. Osness, Lawrence, KS
People of all ages, body types, and physical abilities can benefit from moving and being active each day. While the benefits of physical activity have been proven, 52% of adults in Kansas do not get enough physical activity to provide health benefits.
Why physical activity?
How much, what kind of activity?
Physical activity means moving your body to use energy. Ideally, energy you take in as calories is balanced with energy your body uses while moving during the day. Being active throughout your lifetime can help you live a longer, healthier, and happier life.
There are two categories of activity and both are important. Aerobic and strengthening activity recommendations are identified through the 2008 Physical Guidelines for Americans. These should be done for at least 10 minutes at a time.
Take a moment to consider benefits of physical activity that are important to you and check the ones that you hope to get from being physically active.
The other category is lifestyle activities, or small bouts of activity that you weave throughout the day. It is especially important to break periods of sitting that last longer than one hour.
□ Increase chances of living longer
□ Lower risk for a heart attack
□ Help control blood pressure □ Lower risk for chronic disease
□ Have more energy
□ Improve posture and flexibility
□ Help maintain bones and joints,
manage pain and stiffness
□ Reduce your feelings of stress, anxiety and depression
□ Increase muscle strength
□ Reach and maintain a healthy weight
□ Slow functional decline from aging
□ Sleep better at night
□ Improve fitness level
□ Manage symptoms of chronic disease
□ Spend time with friends, family
□ Feel better about yourself
Physical Activity Guidelines for
Americans Aerobic and Strengthening Activities
Physical movement that is very beneficial to your health includes both aerobic and strengthening activities. Aerobic activities speed your heart rate and breathing as they help improve heart and lung fitness. Strengthening activities help build and maintain bones and muscles. As we age, we naturally lose muscle strength unless we make a conscious effort to slow down this process.
Walking is a type of aerobic activity that most people can do, however, there are other options. Physical activity guidelines recommend 2 hours and 30 minutes a week (minimum) of moderate activities, such as biking, canoeing, tennis (doubles), walking briskly, water aerobics, ballroom or line dancing, using your manual wheelchair, some gardening (mowing with push mower, raking), and sports where you catch and throw (volleyball, softball, etc.) Do the Talk Test : During moderate activity, you should be able to talk, but not sing.
If possible, you should also include some vigorous activity. A good test for vigorous activity is if you can only say a few words without stopping to catch your breath. If you are not active now, start with a moderate level and include vigorous activities when you are able. These include jogging, jumping rope, biking faster than 10 miles per hour, aerobic dance, tennis (singles), hiking uphill, fast dancing, and sports with a lot of running (basketball, soccer, etc.)
Strengthen Your Muscles
In addition to aerobic activity, the Physical Activity Guidelines for Americans also recommend that you do muscle strengthening exercises at least 2 days each week. Try to include all major muscle groups such as legs, hips, back, chest, stomach, shoulders, and arms. When reporting for Walk Kansas, include minutes of aerobic (moderate and vigorous) and strengthening activities that you perform for a minimum of 10 minutes at a time.
Caution – Know when to stop
Always pay attention to your body and the signs and symptoms of overexertion. If any of the following symptoms occur, stop exercising immediately and see your doctor before you start to exercise again:
* Pain or pressure in the chest, abdomen, neck, jaw or arms
* Nausea or vomiting
* Dizziness or fainting
* Extreme fatigue
* Unaccustomed shortness of breath
* Slow recovery from exercise
If you have pain from a chronic disease, start slow and keep record of any changes in pain levels as you become more active. Walking and other appropriate forms of physical activity can help you manage pain.
Break Prolonged Sitting
Lifestyle and work patterns have changed over the years and many of us now devote a good portion of the day to screen time -- at computers, watching television, and driving/traveling. This pattern of prolonged sitting has been associated with increased risk of developing heart disease, Type 2 diabetes, some types of cancer, and can cause back and shoulder pain.
Even if you exercise 30 minutes or more every day, your health could still be at risk from prolonged sitting. During every hour that you sit, try to move for several minutes. If you have a desk job, think of ways to add some movement. Keep files out of reach so you have to get out of your chair, and keep the coffee pot, printer, or waste basket as far away from your desk as possible. Even standing for a few minutes every hour makes a difference. Some people find that computer alarms or phone apps are helpful in reminding them to move every hour.
At home -- cook meals, mow your lawn, do your own house cleaning, etc. Break up prolonged sitting while you watch television or while involved in other screen time activities. All of these small lifestyle movements are meaningful. Even fidgeting while sitting could be a good thing, according to some studies.
Physical Activity for Life
Staying active throughout life means doing things you enjoy and are appropriate for your age and physical condition.
Children can learn basic skills through games and activities. The emphasis should be on enjoyment rather than competition so a child develops a positive attitude towards physical activity that can last a lifetime.
Group activities and team sports provide fun and social time during adolescent and teen years. Weight bearing exercise such as running and walking are important to develop bone density.
Adults often struggle to find time for exercise so scheduling physical activity time is helpful. You can expect agerelated muscle and bone loss as you get older, so add strengthening exercises several times a week.
Older adults should stick to a comfortable physical activity routine. Water exercise is good as it can strengthen muscles and provide heart healthy activity with minimal impact on joints.
A supportive environment of family and friends can make all the difference when it comes to staying active throughout life. Adapt activities as needed and continue to move everyday!
Helpful Resources
- Walk Kansas: http://www.walkkansas.org You'll find a variety of videos under "Steps to Fitness" including: Walking basics, strength training with resistance bands, light hand weights, and a stability ball. "Healthy Eating for Life" provides tips for making good nutrition choices and videos that guide you through preparing healthy recipes, reading nutrition labels, and understanding portion sizes.
- Physical Activity Guidelines for Americans: http://www.health.gov/paguidelines/ Includes "Be Active Your Way: A Guide for Adults" (ages 18 – 64).
-"Exercise and Physical Activity: Your Everyday Guide from the National Institute on Aging": http://www.nia.nih.gov/HealthInformation/Publications/ExerciseGuide/ Order a print copy or download pdf.
- National Institute on Aging: http://www.NIHSeniorHealth.gov Health and wellness information for older adults. Includes videos, articles and stories.
- Walk with Ease: A walking program to encourage people with and without arthritis to keep active. Contact the Kansas Arthritis Program, http://www.kdheks.gov/arthritis 785-296-1917; or Arthritis Foundation, Kansas Office at 1-800-362-1108.
Sources:
1. United States Department of Agriculture, MyPlate. 2011. http://www.choosemyplate.gov/foodgroups/physicalactivity.html
2. U.S. Department of Agriculture Center for Nutrition Policy and Promotion. Dietary Guidelines for Americans 2010.
http://www.cnpp.usda.gov/DGAs2010-PolicyDocument.htm
3. Centers for Disease Control and Prevention (CDC). 2009. http://apps.nccd.cdc.gov/cdi
4. U.S. Department of Health and Human Services. Physical Guidelines for Americans. 2008. http://www.health.gov/paguidelines
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States Department of Agriculture Cooperating, Gary Pierzynski, Interim Director. | <urn:uuid:1f99a063-5df8-46f6-82a0-c1ca2ccd9985> | CC-MAIN-2017-39 | http://www.maraisdescygnes.k-state.edu/health-nutrition/walk-kansas/walk-kansas-files/more-information/PhysicalActivityGuide2013.pdf | 2017-09-23T14:50:57Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00379.warc.gz | 500,637,139 | 1,855 | eng_Latn | eng_Latn | 0.992106 | eng_Latn | 0.995922 | [
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BGS NATIONAL PUBLIC SCHOOL
Hulimavu, Bannerghatta Road,Bangalore-76
Periodic Test - 1
Subject : MATHEMATICS
Name : ______________________
Date : 26 July-2017
Class 3 / Section ______
Roll No : _________
Time: 1 hour 15 min
Max Marks : 25
I.
Fill in the blank [ 5 x ½ = 2 ½ ]
i. 3 centuries is equal to _____________runs
ii. 400+20+7 = ________________
iii. If you add 3 to me, you will get smallest 2 digit number. Who am I? Ans:___
iv. There are ____________ tens in one hundred.
v. The place value of 5 in 458 is _____________.
II.
Complete the pattern [ 5 x ½ = 2 ½ ]
i.
26, 31, 36, 41 , ______, _______.
ii. 88, _____, 96 , 100 ,______.
iii. 105, 107, 109,______.
III. Do as directed
[ 8 x 1= 8 ]
i. Write the number name for the following numbers
a.
108 :_____________________________
b. 143:______________________________
ii. Write the expanded form of following numbers
a. 134 :_____________________________
b. 267:______________________________
iii. Arrange the following numbers in ascending order and descending order.
5. Color the square in blue, triangle in red, rectangle in brown and circle in yellow
a. 83, 78, 45, 95, 63
Ascending Order: ______, _______, _______, ________, ________
Descending Order: ______, _______, _______, ________, ________
b. 172, 385, 217,437, 425
Ascending Order: ______, _______, _______, ________, ________
Descending Order: ______, _______, _______, ________, ________
iv. Draw the top view and side view of the following objects
a. Tea cup
b. Car
IV. Solve
[ 6 x 2= 12 ]
1. Add the following
a. b.
9
4
8
6 5
2 1
+
+
2. Who am I?
a. My one’s digit is zero, my ten’s digit is 6 more than my one’s digit, my hundred digit is 2 more than my ten’s digit.
I am _____________________________
b. My one’s digit is 6, my ten’s digit is 2 less than my one’s digit, my hundred’s digit is 1 more than my one’s digit.
I am ____________________________
3. Draw the line of symmetry for the following pictures
a. b. c. d.
4. Skip count in four and write
174, ________, ________, _________, ________, ________.
Skip count in five and write
135,________, ________, _________, ________, ________.
6. Draw & color the following shapes with the help of rangoli dots given below.
a.
triangle b. square c. rectangle d. kite | <urn:uuid:d677d5e5-cc1d-4c42-88b9-29901c12c7fb> | CC-MAIN-2017-39 | http://bgsnps.com/downloads/Periodic%20Test%201/day3/Class%203%20%20Maths.pdf | 2017-09-23T14:47:01Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00380.warc.gz | 37,142,462 | 710 | eng_Latn | eng_Latn | 0.976548 | eng_Latn | 0.986811 | [
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Essential Agreements 2017
Essential Agreements are a powerful way of bringing out the best in individuals, small groups, year levels and the entire school. Essentially, they are a collection of positively framed statements devised by those who will be directly affected by them. Each class or grade begins the year by writing their own class Essential Agreement. It allows the students to discuss the type of actions and attitudes they need to have to achieve success in their learning both individually and collaboratively.
Below are the statements your child helped develop in their classroom and agreed to follow in 2017.
In 1/2SM we will:
never give up and always try our best
keep our room clean
learn from our mistakes
help each other
respect EVERYONE and be openminded
concentrate on our work | <urn:uuid:26094ac5-d13b-4338-b9ff-e3c9cd165d53> | CC-MAIN-2017-39 | http://heanyparkps.vic.edu.au/wp-content/uploads/sites/72/2015/01/12SM-Essential-Agreement.pdf | 2017-09-23T14:35:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00378.warc.gz | 155,302,510 | 183 | eng_Latn | eng_Latn | 0.998454 | eng_Latn | 0.998454 | [
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INVESTIGATING HOT SPRINGS
LESSON 5 - TEACHER'S GUIDE
LESSON SUMMARY
(Estimated time ~ 70 minutes)
Students will examine a simulated Yellowstone hot spring to determine temperature values of points at varying distances from the source. They will explore how the environmental factors of pH and temperature influence the growth of organisms in Yellowstone hot springs as well as various other organisms found in different environments.
LESSON OBJECTIVES
* • Students will be able to define pH and learn about the pH scale.
* • Students will learn how temperature and pH are critical variables that impact where certain types of life can thrive.
* • Students will collect, organize, and record data.
* • Students will graphically compare and analyze data points.
NEXT GENERATION SCIENCE STANDARD
* • MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
* • MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
LESSON PREPARATION
This lesson can be conducted in a variety of ways depending on the availability of resources, size of the class, and physical setup of the classroom. Students can do the lab in small groups or it can be done by the instructor with student assistance. Preparing simulated hot spring water in advance saves time and reduces the chance of spilling. Have clean-up materials available as necessary.
Thermal
Biology
Institute
MATERIALS
* Student worksheets "Extreme Yellowstone Expedition – Lesson 5: Investigating Hot Springs Student Activity Book"
* Hot spring mat
* Large glass beakers - 4
* Hotplates - 3
* pH test strips
* Thermometers or infrared digital thermometer
* Glass stirring rod
* Water
* Borax
* Food coloring (blue, green, and orange)
* Three different colored pens or markers for students to use during the graphic exercise (ideally blue, green, and orange to match the colors of the spring)
Teacher Note: Students should use proper lab safety precautions including eye protection, aprons/ lab coats, and gloves.
TEACHER INSTRUCTIONS FOR THE LAB
1. Before class follow these instructions to set up for the lesson.
a. Print out the following file in color: tbi.montana.edu/eye/lessons/docs/virtualspring.pdf Assemble the sheets and tape them to the floor just like puzzle pieces to create a virtual hot spring (or you can print them out and have the students assemble the pieces on the floor when you start class).
b. Mix 50 mL of borax with 350 mL of water in a glass beaker.
c. Add 5 to 10 drops of blue food coloring to the beaker, and stir. The borax should be dissolved in the water.
d. Pour some of the blue mixture into an additional beaker from which students can take pH measurements.
e. Set up three hot plates in an area of the room where students will not be able to knock them over.
f. Place the first beaker of the blue mixture onto a hot plate on the high setting. If the liquid begins to boil, back off the heat slightly.
g. Pour water into two more beakers and place green food coloring in one beaker and orange food coloring in the other beaker. Place the green beaker on medium heat and the orange beaker on low heat.
h. Test the pH of the blue mixture using pH strips before students conduct the experiment. Variables such as type of water, strength of borax, etc. can affect pH value. Try to ensure that the pH level is between 8 and 9 to match the pH of the actual spring in Yellowstone.
i. Ask your students to bring a liquid from home in a sealed container in order to test its pH.
When class begins…
2. Distribute worksheets and lab materials to students (safety equipment, pH test strips, and thermometers or infrared digital thermometer).
3. If students need a background on acids and bases, refer to Yellowstone ABC's Activity Guide (http://www. abrc.montana.edu/outreach/). As a part of measuring pH, have students bring a sealed liquid in from home to test its pH and plot it on a scale. Sample liquids can include drinking water, local pond water, local river water, drinks, etc. Have them plot the pH on the scale in their workbook.
2|MONTANA STATE UNIVERSITY THERMAL BIOLOGY INSTITUTE
4. Explain to students they will be collecting temperature and pH data from a virtual hot spring. Give them specific directions on how they will be getting temperature readings from the liquids on the three hot plates. Ideally, they will be using infrared thermometer guns to take the temperatures and will not have to touch the liquids. Review safety with students for when working with extremely hot liquids. Students should stand at a safe distance from the hot spring stations when taking a measurement.
Teacher Note: If using an infrared thermometer, note that they only give you the surface temperature of an object, not the internal temperature. Also, not all materials are created equally. Different surfaces yield different amounts of emitted infrared energy, called emissivity. Emissivity is measured on a scale from just about 0.00 to just below 1.00. The closer a material's emissivity rating is to 1.00, the more that material tends to absorb reflected or ambient infrared energy and emit only its own infrared radiation. Most organic materials, have an emissivity rating of 0.95. These are ideal surfaces for accurate temperature readings. Highly-polished metals tend to have low emissivity ratings because they reflect ambient infrared energy and are not very effective at emitting their own electromagnetic waves. For example, spraying a shiny metal pan with cooking oil before you measure its temperature with an infrared thermometer will yield a more accurate reading because you have compensated for its emissivity.
5. Ask the students which part of the hot spring they think will be warmest and which part will be coolest. Have students measure the temperature of the three parts of the hot spring (blue, green, and orange). Explain that the temperatures they take will not reflect the actual temperature of the hot spring but will mimic which parts of the spring are hottest and coolest, show that the temperature decreases as the distance increases from the source of the spring.
6. Turn off each hotplate and allow each hot spring to cool.
7. Students should fill in the table on their worksheets with the temperature values of each hotplate station.
8. Have students follow pH test strip instructions to test prepared blue liquid that is not on hotplates. Note: Students only need to determine the pH value of the blue sample. In the hot spring the pH values change very little in the different color zones.
9. Have students answer the relevant questions on their worksheets.
10. Have students return their safety materials before moving on.
11. Have students walk around the virtual hot spring image on the floor and collect and graph the real temperature data for each different color channel in the hot spring. Tell the students this data was collected by Gabby Michael, a student from Lone Peak High School in Big Sky Montana who went on a scientific expedition with researchers from Montana State University.
12. Have students answer the questions on their worksheets and discuss their answers with them when they are done.
Teacher Note: Help students understand that data is not perfect, and point out that the data in the orange channel increases at 5 meters from the center of the spring in temperature.
13. Clean up all the materials.
14. Have the students answer the questions in the Zones of Life and Exploring for Life sections of their worksheets.
15. Discuss their answers.
EXTENSION ACTIVITIES
Heat Transfer
You may wish to try some or all of these demonstrations of heat transfer:
.
1. Bring a beaker of water to a boil on a hot plate or Bunsen burner. Place a piece of copper tubing in the water with one end sticking out. Ask the students how many forms of heat transfer are happening in the demonstration?
(Answer: Three. 1) Convection. Convection is occurring as water transfers heat through itself and hot water rises and cold water falls. 2) Conduction. Heat is conducted through the copper pipe from the submerged end to the exposed end. 3) Radiation. Heat is being radiated from the burner and out from the beaker.
2. Place equally spaced marbles onto a copper pipe using candle wax. Suspend the copper pipe over a candle, with the candle in the middle and equal lengths of the pipe on each side of the candle. Have the students predict what will happen and explain their answer. As the candle heats the pipe, heat will be conducted and cause the marbles to fall off each side of the pipe in sequence.
3. Give a group of students a bowl of hot water with three spoons sticking out of the water: one metal, one plastic, and one wooden. Have the students predict which spoon will get warm first and which will get warm last. Then ask them to explain their answers.
Yellowstone ABCs
This three-part lesson ties together the concepts of pH, Yellowstone extremophiles, and the search for life beyond the Earth.
In Part 1, students conduct a laboratory activity in which they test several substances to determine pH.
In Part 2, students plot the pH values of Yellowstone National Park thermal features on a pH scale, then learn about extremophiles and the types of environments in which they are found.
In Part 3, a brief reading connects the concepts learned in Parts 1 and 2 and expands on this content. Mars and Europa are discussed as possible sites where extraterrestrial life may be found. Lastly, an exit quiz assesses student knowledge of the lesson and its major themes.
http://www.abrc.montana.edu/outreach/
Planet in a Bottle / Extreme Planet Project
In this activity, students learn the basic principles behind the Goldilocks zone, extremophiles, and astrobiology through a reading, two experiments, and a project.
In Part 1, students conduct experiments on three simulated planets in bottles and collect data on each planet's suitability for life.
In Part 2, students build their own simulated planet and explore changes variables to make planets more or less hospitable to life.
Lastly, students can design their own planet using NASA web resources then create an extremophile that would live on the planet.
Grades 5-12
http://www.abrc.montana.edu/outreach/
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Lesson Plan for Teaching Particle Physics/Preparing for Soudan Underground Lab Field Trip
Target: H.S. Physics
History:
In 1931 theorist Wolfgang Pauli noticed that the experiments he had been performing on beta decay (neutron into an electron and proton) were losing energy. To keep with known physics Pauli theorized that there was an unseen neutral particle, which was able to escape without detection. In 1933 Enrico Fermi took equations and experimental data from radioactive decays and devised a comprehensive theory that included Pauli's particle, which Fermi latter called neutrino or "little neutral one." When Fermi included the particle into the theory, it then explained many experimentally observed results. In 1956 Clyde Cowan and Fred Reines discovered a particle that fit the expected characteristics of the neutrino, this neutrino is associated with a formation of an electron. 1962 scientists find that the neutrino that is created with a muon does not act in the same way as a neutrino that is created in juncture with an electron. Thus a new neutrino was discovered.
Materials:
* Textbook (note: your textbooks may be out dated. If so look to text revisions on the last page.)
* The four videos that were sent in the "video" CD (or folder).
* Some way to play the videos on the CD (requires Windows Media Player)
* An understanding of the videos is recommended for you to explain the videos to your students
Objectives/Outcomes
The objective of this lesson is: 1) to give your students a basic understanding of particle physics 2) to educate them on what is happening in the field today and what implications it will have on there lives in the future and 3) to get students to appreciate the time and effort that is needed to find these particles. This lesson can also be a great way to show your students the different types of careers in physics.
Day One
* Ask them, "How many stars do you think would be in this galaxy?"
* Show your students a picture of a universe. A good spiral universe can be found at http://www.spaceref.com/tools/vi.html?id=2&cat=galaxies&imgs=smallimage.
* Looking for trillions
* The sun contains 99.89% of the solar systems mass.
* Continue asking them about our sun and how big it is to the rest of the solar system.
* The sun has a mass of 1.989x10 30 kg. The mass of the sun is almost the mass of the solar system.
* Then one galaxy has an observed mass of 1.989x10 42 kg.
* But this is only between 1 and 5 % of the mass that is needed to allow the galaxy to move in the fashion that it does.
* The purpose of this information is to give an idea of the large quantities involved.
* Therefore the amount of mass that physics are looking for is 1.96911x10 44 Kg in each galaxy.
Day Two
* What are elementary particles? You may have gone over this in a previous class, but it is still good review.
* Today we are going to talk about elementary particles (write "elementary particles" on the board).
* Encourage the students to give the desired response, "Something that is made up of nothing else, and are the building blocks of all matter."
* You should get quarks, and electrons. It is very doubtful you'll get a student that knows what leptons are?
* Ok what are some of the elementary particles that are out there?
* Explain leptons; what an Electron, Muon, and Tau particles are.
*
* Neutrinos are the sister particle to each of these and are also found in the lepton family, and every particle has its antimatter twin!
Make a table on the board that looks like this
* Show Beta decay and muon decay videos. Take time to describe what is happening in each video.
* There are many different ways in which a neutrino is created, solar, cosmic, Big Bang.
* If your book has information regarding neutrinos have the students turn there. If the book says that the neutrino has no mass, explain that MINOS and two other experiments have shown
this to be incorrect, they do have tiny masses.
* Ask the students; "How could this be?", "How could something that has mass be undetectable?"
* Take this time to explain about Wolfgang Pauli and how he came to hypothesize neutrinos must exist or Beta decay violates the conservation of energy and momentum laws.
* It would have to have no charge, very little spin, and be VERY small indeed
Ask then; "What do you think it would take to see this thing?" depth.
* Encourage them to say something along the lines of "a bunch of things" then go further in
* When a muon neutrino "hits" an atom's nucleus it creates a muon, which is like a big fat electron, about 200 times the mass of an electron with a negative charge. As the muon passes through the detector it causes electron excitation in the iron atoms in the detector. As the electrons return to the ground state they release energy as a photon of light, which is channeled to electronics and the computer by way of the scintillator strips.
Day Three
* Show fourth clip of oscillation
* Perform a quick review about what happened the day before remind them that they ended with a lack of mass in the universe.
* Explain that scientists cannot measure the mass of neutrinos directly but they need to detect if it can change flavors over time.
* Review superposition of waves of the same frequency, same amplitude, both constructive and destructive interference.
* Tell them how a neutrino is expected to change from a muon to a tau neutrino in 2.5 millisecond trip from Fermilab to the Far Detector at Soudan. If this happens they must have mass!
* Review DeBroglie matter, or matter probability waves.
* Remaining time: go to computer lab and have students perform research on the sites listed in this lesson plan.
* Ask what happens when two waves of different frequency mix. Look for sometimes constructive, sometimes destructive interference, but never zero amplitude. This is a good analogy to what must happen in neutrino oscillation. A neutrino of indeterminate mass, or two masses mixed each having a unique probability wave, will oscillate. This instant a muon neutrino (constructive) a moment later an electron neutrino (destructive) and so on.
* If you are not going on the field trip I encourage you to send your students to the Soudan mine page and look at some of the pictures that they have down there.
* If you are going to the mine I still encourage them to look at the site for it will give them a better what is happening when they are down there.
Student Modifications:
You know your students; if the class is more geared to hands on learning then please make full use out of the videos that have been provided. You may choose to use one day or all days of this lesson plan. If the class learns better from you just putting the material on the board then emphasize the mechanics behind the collisions and imitations. A mixture of both of these techniques should help to better convey the desired message. Again I say you know your class, please use what is best for your students.
Resources:
Some of the sites that I used are as follows:
http://www.soudan.umn.edu (Soudan Lab Website)
http://www-numi.fnal.gov/
http://www.ps.uci.edu/~superk/neutrino.html http://particleadventure.org/
http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html
Teacher Notes
I encourage you to look at these web sites because something is changing every day in the neutrino world. Also you may find information that would be more useful for your class then what has been provided to you.
Application to Life
Everyday physics is going deeper and deeper into finding more about how observed things work; almost every day another discovery is made that will impact your lives. Because your students are the next generation they will see things that scientists can't even fathom. The next generation will build off of our information, which can bring a change to the world that we live in and maybe even others. | <urn:uuid:c3b75eba-fc68-411c-bc94-4d054be47e96> | CC-MAIN-2017-39 | http://soudan.umn.edu/outreach/9-12/PDF_files/lesson%20for%20intro%20to%20lab.pdf | 2017-09-23T14:26:05Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00378.warc.gz | 322,309,266 | 1,749 | eng_Latn | eng_Latn | 0.998692 | eng_Latn | 0.998904 | [
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KS1 Autumn term 2 – Buildings
In Literacy Y1/2 will be studying "Home" by Alex Smith and "You Choose" by Pippa Goodhart, focusing on describing our homes, diary writing and using drama to increase our speaking skills.
In Maths we will focus on measuring and comparing, patterns and 2D and 3D shapes using the buildings topic to help us as well as continuing our addition, subtraction. We will also look at multiplication and division.
In Science we will be looking at different materials and their strengths and experimenting by building things using different materials, seeing if we can strengthen them.
In RE we will be discussing Christmas and learning about why we have Christmas and what it was like in Bethlehem at the time.
In History we will learn about the life of Florence Nightingale and Guy Fawkes.
In Art we will look at pattern and shade focusing on buildings and make our own gingerbread houses.
In computing / geography we will focus on Google Earth and how we can use computers to find out more about the buildings all over the world, including locating Moor Row and our own homes.
In Music we will look at Christmas carols and music and work on different rhythms.
In DT we will try to build 3D models of buildings including houses and castles, looking at structure and design.
In PE we will be using games to increase fitness and practise team work and turn taking. | <urn:uuid:8644c8ad-62de-4077-9970-b3d8bd2dba76> | CC-MAIN-2017-39 | http://moor-row.cumbria.sch.uk/year_1&2_3_3101866043.pdf | 2017-09-23T14:34:39Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00381.warc.gz | 223,985,566 | 288 | eng_Latn | eng_Latn | 0.998497 | eng_Latn | 0.998497 | [
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Government of Western Australia School Curriculum and Standards Authority
Information for parents
2017
NATIONAL ASSESSMENT PROGRAM LITERACY AND NUMERACY 2017
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment of all students in Years 3, 5, 7 and 9. All students are expected to participate in the testing. They will be assessed in language conventions (spelling, grammar and punctuation), writing, reading and numeracy.
What will be tested?
The content of each test is informed by the Australian Curriculum (English and Mathematics).
Language Conventions: students identify and correct spelling errors and answer questions on aspects of grammar and punctuation.
Writing: students write a text in response to a given stimulus. They are assessed on the quality and organisation of ideas, structuring of sentences and use of correct spelling and punctuation.
Reading: students read a number of short texts and answer questions to show understanding of the texts.
Numeracy: students solve problems across Number and Algebra, Measurement and Geometry and Statistics and Probability.
The NAPLAN tests are designed to complement the regular assessments made by teachers throughout the year.
What are the benefits of a national test?
The test results provide a snapshot of a student's achievement in comparison to all students of the same year level across the country. They assist teachers to better identify students who require additional support or enrichment. Students and parents can use individual results to discuss achievement with teachers. The tests allow the progress of each student to be monitored over time.
The results support schools to identify strengths and weaknesses in teaching programs. State and territory departments of education gain information to help them evaluate programs and allocate resources.
Who administers the tests?
NAPLAN tests are conducted at schools and administered by classroom teachers, school deputies or the principal.
Will the tests be online?
Although some schools will be doing online NAPLAN tests in 2017, your school will be using pencil and paper as in previous years.
When will the tests be held?
The tests are scheduled for the mornings of Tuesday 9 May, Wednesday 10 May and Thursday 11 May 2017. All schools across Australia must complete the tests on the same days.
The times shown below are student working times. Additional time is allocated for instructions.
| Year group | Tuesday 9 May | Wednesday 10 May | Thursday 11 May |
|---|---|---|---|
| | | | Numeracy 60 minutes Part A: Calculator allowed 50 minutes Part B: Non-calculator 10 minutes |
| | | | Numeracy 60 minutes Part A: Calculator allowed 50 minutes Part B: Non-calculator 10 minutes |
What happens if my child is absent from school on test days?
Wherever possible, schools will organise another time between 9 – 12 May for individual students who are absent at the time of testing to complete missed tests. Students are not permitted to sit tests before or after these dates.
Students who are travelling within Australia during the testing week may be able to arrange to sit the tests at a local school. For more information contact the principal of your school.
Can I help my child prepare for the tests?
The provision of comprehensive teaching and learning programs is the best preparation that schools can provide for their students. Schools will ensure students are familiar with the format, language, response types and time constraints of the tests.
Sample questions can be accessed at nap.edu.au/naplan/the-tests on the national NAPLAN website.
The best way you can help your child prepare for NAPLAN is to reassure your child that NAPLAN tests are just one part of their school program and to urge them to simply do the best they can on the day.
What additional support can schools provide to enable students to participate?
All students are encouraged to participate in NAPLAN. Students with disability or who have a temporary injury will be provided with assistance during the tests as specified in the National Protocols for Test Administration.
Formal exemptions may be granted for students with disability, or who have recently arrived in Australia and are from a non-English-speaking background.
Parents also have the right to withdraw their child from the tests. If you wish to withdraw your child from the tests, you must sign a parent or carer consent form. Please contact your school principal for more information.
Will I receive a report on my child's performance?
Your child's NAPLAN report will be issued through your school in mid-August. The report will be accompanied by an information brochure. All students' individual results are strictly confidential.
If you have not received your child's report, please contact the school.
Where can I get more information?
You can get more information on the NAPLAN testing process, as it relates to your child specifically, by contacting your child's school.
For general NAPLAN information you can access the:
* NAPLAN website and the My School website nap.edu.au myschool.edu.au
* School Curriculum and Standards Authority website http://k10outline.scsa.wa.edu.au/home/assessment/testing/naplan
* office of your school's sector or system Public Schools (including IPS): 9442 9461
Catholic Schools : 6380 5200 Non-Government Independent Schools: 9441 1678 | <urn:uuid:c53bf20f-a7ef-40e3-b6c8-c374af18ac8d> | CC-MAIN-2017-39 | http://sdps.wa.edu.au/sites/default/files/NAPLAN-2017-Information-for-parents-FINAL-approved-version.pdf | 2017-09-23T14:24:59Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00383.warc.gz | 312,531,851 | 1,096 | eng_Latn | eng_Latn | 0.906436 | eng_Latn | 0.998518 | [
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FOR IMMEDIATE RELEASE:
Franklin Tercentenary Exhibit at the Penn Library
On January 17th 2006, the University of Pennsylvania Library opens a stunning new exhibit on education in the Delaware Valley during age of Franklin. The exhibit, Educating the Youth of Pennsylvania: Worlds of Learning in the Age of Franklin, is part of the University of Pennsylvania's contribution to the Tercentenary of Benjamin Franklin's birth. The show runs through May 2006 and is free and open to the public.
#############
Philadelphia, PA - January 3, 2006 - University of Pennsylvania Library - More than 250 years ago, Franklin published his Proposals for the Education of Youth in Pensilvania, the pamphlet that led to the creation of the school that became the University of Pennsylvania. In it, Franklin envisioned a new kind of school, one that was secular, practical, and socially engaged. However, neither Franklin's vision nor the school it helped found existed in a vacuum. The exhibit puts Franklin's vision into perspective by presenting a series of glimpses onto a richly diverse set of educators, teachers, students, and schools operating in the Delaware Valley during the 18th century. What did students really do in school? How did they learn? What did they learn? And what didn't they learn?
Even before the Age of Franklin, the Philadelphia area was alive with innovative and inventive schools and school opportunities. The Quakers had already established a series of schools in the region (they were, in fact, called "public schools") that taught children as young as four to those well into their teens and were open to the poor as well as to the rich. Schools for women – some of them run by women – opened along with numerous evening schools for servants and artisans who worked during the day, and numerous church-run "charity schools." The area of Old City, now full of upscale galleries, restaurants, and apartments, may once have been literally crawling with schoolchildren young and old. There were schools for Germans and for African-Americans, Presbyterians and Catholics, and a variety of options for those choosing Franklin's own path, selfeducation.
The exhibit includes an amazing gallery of recently photographed buildings that once functioned as schooling sites. Although the site of the original Academy and College of Philadelphia (Fourth Street near Arch) is now occupied by a Holiday Inn, dozens of structures from the 18th century remain standing today and are on view in the gallery. Examples include the humble "Beggarstown School" on Germantown Avenue and several octagonal buildings, providing maximum lighting for the one-room school house. During the Age of Franklin there may well have been more than one hundred such structures, all of which suggests the value our forefathers placed on education.
The exhibit makes it clear that, during the age of Penn's founding, colonial Philadelphia was a vibrant urban center teeming with educational opportunities for its diverse and ambitious population.
Educating the Youth of Pennsylvania represents a major collaborative effort bringing together books, manuscripts, and artifacts from dozens of local libraries, archives, historical societies, religious groups, and schools themselves. Over one-hundred items are on display including:
The first editions of Franklin's Proposals Relating to the Education of Youth in Pensilvania (1749) and his Idea of the English School (1751).
A never-before seen book printed by Franklin and recently acquired by the Penn Library, The Friendly Instructor (1750), which aimed to instruct young men and women in good manners and proper behavior. [See separate Press Release.]
The original manuscript notebook in which Franklin recorded his ideas for the "Junto," his famous club of tradesmen devoted to self-education.
Beautiful examples of "fraktur" calligraphy from the German schools of the area.
Extraordinary samplers made by schoolgirls, including a very rare globe sampler made at the Westtown School in Chester County.
Original student notebooks and examples of student satire and humor.
Scientific instruments and documents from the period, designed for school use.
A photographic gallery of extant 18th-century school buildings in the greater Delaware Valley.
General Information:
##################
The exhibit has been curated by John Pollack and the staff of the Rare Book & Manuscript Library at Penn.
A printed catalogue and a web site will be available later in the winter.
Exhibition dates: January 17 – May 31, 2006.
Location: Rosenwald Gallery, sixth floor, Van Pelt-Dietrich Library, 3420 Walnut Street, Philadelphia PA 19104.
Hours: Mon-Fri, 9:00 AM – 5:00 PM; Saturdays, noon – 4:00 PM (photo ID required for admission to building; Saturday visitors must make advance arrangements).
For further information and to arrange for tours, contact:
Michael Ryan, 215-898-7552, or John Pollack, 215-746-5825
Email: firstname.lastname@example.org
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"Take me to your reader"
Do this with a friend, and be ready to laugh at the results!
Fun Sheet
Parents & teachers
O ne day, a kid named _____________________________ blasted into person outer space on a rocket ship. Outside, there was an alien with a head shaped like a _____________________________ . The alien said, thing “ _____________________________ !” So, the kid said,“Take me to your funny sound reader!” Together they flew on a _______________________________ favorite food until they saw another alien with ___________________________ eyes. number He was reading ______________________________________________ . your favorite book “You humans have good books,”the alien said with a smile. “They’re all so down-to-earth.”
Check www.ReadingRockets.org for all the latest tips, activities, and information about reading! | <urn:uuid:ba95083a-ee29-4505-a3ea-b5b643bf9942> | CC-MAIN-2017-39 | http://www.colorincolorado.org/sites/default/files/fun2.pdf | 2017-09-23T14:48:44Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00384.warc.gz | 430,953,328 | 176 | eng_Latn | eng_Latn | 0.999348 | eng_Latn | 0.999348 | [
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Designing Fashion
Gr. 9+ Illustrates how fashion designers turn their concepts into finished products. See how fashion designers visually develop their ideas, how they use CAD to enhance and support their work, and the steps involved in sampling, pattern-making, and production. Interviews with industry insiders Vanessa Rochman of Metalicus, Nadiele Kolb of Since Grey, and world-renowned designer/artist Kaffe Fassett are featured. Instructor's guide available online. 19 minutes. ©2011. Sh. wt. 0.25 lbs.
WA30080H DVD — $129.95
Gr. 8+ Anytime you create something, a sketch or a skyscraper, you are designing. Explore the elements of design (color, line, shape, form, pattern, and texture) in the usual design disciplines: interior, clothing, landscape, and architecture, as well as more unusual venues. Additional teaching materials available online. 19 minutes. ©2000. Revised for 2006. Sh. wt. 0.38 lbs.
Design I — The Elements
WA26258H DVD — $79.95
Design II — The Principles
Gr. 8+ Takes students on a whirlwind tour of the natural world, fashion, ancient times, childhood, interiors, exteriors, and everything in between for a thorough grounding in the principles of design. Additional teaching materials available online. 23 minutes. ©2000. Revised for 2006. Sh. wt. 0.38 lbs.
WA26259H DVD — $79.95
Clothing Fibers
understanding of cotton, linen, wool, silk, rayon, acrylic, nylon, and polyester. 25 minutes. ©2008. Sh. wt. 0.31 lbs.
WA27417H DVD — $99.00
Understanding Fabrics
Clothing Design
DVDs
A Tour of a Fabric Store
WA27002H DVD — $49.95
Gr. 6+ From fiber and fabric, to patterns, notions, and understanding the pattern envelope and more, a high school student explains the basics. Includes teaching materials. 20 minutes. ©2002. Sh. wt. 0.31 lbs.
Flattering Fashions
weight, and create illusions; how to use color to attract attention or minimize size; how to create pleasing proportions; keys to balanced dressing; and how texture and sheen influence appearance. 22 minutes. ©2007. Sh. wt. 0.31 lbs.
WA26964H DVD — $98.95
Why We Wear Clothes
to wear. 23 minutes. ©2011. Sh. wt. 0.31 lbs.
WA29327H DVD — $109.00
Gr. 6+ The six classic principles of design are shape, line, color, balance, proportion, and texture. Understand how they apply to clothes and develop a personal style that highlights your best features. Features current styles and "real people" to teach young men and women how to select clothes. Shows students: how the body's shape or silhouette controls what others see; how to use the power of lines to emphasize height, conceal
Gr. 6+ In this program, students explore functional, social, and psychological aspects of clothing. Viewers learn how clothing provides more than just protection from the elements — it offers comfort, helps us to fit in with our peers, and encourages us to follow trends. Examine the fashion industry, as well as the influential role that marketing and advertising play in our daily decision of what
Clothing Care
WA25719H DVD — $99.00
Gr. 6+ Teach the basics of cleaning and caring for clothing. Go behind the scenes at a dry cleaner, learn some secrets of spot removal, explore detergents and laundry additives, and see how to interpret care labels on garments. 25 minutes. ©2007. Sh. wt. 0.38 lbs.
Clothing Care: Laundry & Stain Removal
stains and multiple procedures for stain removal. Everyone can make their wardrobe last longer and look better by knowing and using proper clothing care. 18 minutes. ©1997. Sh. wt. 0.31 lbs.
WA26166H DVD — $89.95
Marketing's 4 Ps: The Consumer Angle
by high-speed computerized machines. 21 minutes. ©2008. Sh. wt. 0.31 lbs. WA26963H DVD — $99.00
and branding meet profit. 25 minutes. ©2009. Sh. wt. 0.31 lbs.
Gr. 6+ A Clothing & Textiles 101 overview of the elements of fabric and clothing fibers. Introduces students to the basic differences between natural and synthetic fibers, the primary types of fibers, and how their qualities — from shape and origin to size and luster — make them unique, influence clothing appearance, and factor into comfort. Learn why fiber properties determine how we use particular fabrics. Get a close-up view and
Gr. 6+ This program is a lively, fast-paced introduction to fabric science. Students will learn about fabrics that repair broken hearts, stop bullets, fight fire, stop water, protect against outer space, and enable people to fly. Viewers tour a modern textile mill and watch raw acrylic become fabric. They see yarn spun by a traditional spinning wheel and by modern technology. They see fabric created by both a traditional hand loom and
Gr. 7-12 Most of us become responsible for clothing care early in life, and have a vested interest in knowing useful laundry tips. This program is divided into three informative segments: 1) covers basic clothing care such as hanging things up and repairing minor problems; 2) includes sorting, and choosing appropriate water temperature and wash cycle; 3) explains different types of clothing
Gr. 9+ Learn the four Ps of marketing strategy — product, place, price, and promotion — and more importantly, how a focus consumer is at the core of them all. With pertinent examples from popular, everyday brands, students gain an understanding of how pricing strategies really work, how marketers target different consumers with identical products, and where positioning
WA27458H DVD — $98.95
1.800.558.9595 • Shop for more online at eNasco.com/fcs
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Countryside Education
Introduction
The National Trust is committed to promoting the understanding and enjoyment of its properties through educational use by people of all ages. Increasingly the Trust is developing learning opportunities to meet the needs of all. Properties run a wide range of programmes supporting both formal and informal learning which aim to stimulate understanding, develop skills and encourage creative responses. The scale and variety of landscapes, buildings and habitats in National Trust ownership offer a tremendous resource for environmental education and studies looking at sustainable development as well as many other areas of the curriculum.
The importance of countryside education
The countryside can be inspiring and life changing if barriers to its enjoyment and understanding are removed. People need open spaces and yet every year more habitats and species are disappearing for good because the pressure on the countryside is so intense. Education encourages appreciation and care of the countryside. Engaging the mind and the heart through the experience of learning in the countryside enhances enjoyment and arouses a determination to protect the countryside for the future. Countryside Education helps people to understand their own place in the world.
The Trust's role in environmental education
The National Trust's education programme is designed to meet the needs and raise the awareness of environmental education and countryside issues of children, families and adults from a variety of backgrounds.
Many National Trust properties provide themed school visits, tailored to fulfil the requirements of the national curriculum, led by education officers or education wardens. The day is spent at a site learning about management and issues of sustainability and rural areas, often through hands-on or issue-based activities. All ages are catered for, from reception to university level. Trust staff are also available to help teachers plan their own visits to properties. While the Trust has a range of countryside properties where countryside education can be delivered, it should be noted that many of the built properties can also be studied in relation to the estates around them.
What the Trust would like to see
Amendments to the national curriculum
The National Trust recommends that the national curriculum should include more direct reference to farming, food production, land use and the countryside in general. As many schools find it difficult to justify countryside visits on time grounds, the National Trust recommends that time should also be included in the curriculum for such positive experiences.
Transport
A major obstacle for many schools is the cost and logistical problems of transporting schoolchildren to countryside venues. More funding should be made available to enable school visits to take place. In the Lake District the National Trust has developed a minibus service for schools providing transport from school to countryside sites, where they spend time with Wardens undertaking a range of environmental activities or studies. Minibuses allow us to use sites, which would not necessarily be accessible by coach. Through sponsorship, 50 tours are offered free of charge each season to schools in Cumbria. Otherwise there is a subsidised cost. Feedback from schools has welcomed this initiative and the tours are over-subscribed.
Health and safety
The Trust would like to see LEAs providing more guidance for teachers on health and safety issues arising from countryside visits.
Teacher training
Although there is scope for the national curriculum to be delivered at countryside properties across a wide range of subjects, there is a need for appropriate teacher training in the area; teachers themselves require countryside experience. The National Trust is willing to be involved in initial teacher training courses, covering how to deliver the national curriculum through visits to countryside and heritage properties.
There is also a need to address countryside education issues in continuing development of teachers. The National Trust education staff currently deliver relevant in-service training for teachers at a number of sites. Examples of current and previous in-service training courses are included in the annex. A range of resource books is also available to teachers, detailing ideas for activities in the countryside and a number of projects supporting countryside education.
Examples of good practice
Guardianships
The national scheme of Norwich Union Guardianships involves local schools working in partnership with National Trust properties. Although individual guardianships vary in content they are generally based on a mixture of national curriculum work and opportunities for practical conservation, developed by the National Trust warden and school. Current National Trust Guardianships are run on the coast and in the countryside, and more are planned in urban locations. Details of Guardianships can be found on the National Trust education website: http://www.nationaltrust.org.uk/education.
Trust in the Future
The National Trust's Trust in the Future programme aims to introduce children and young people to the concept of sustainability through the work and properties of the Trust. A series of themed fact sheets provides information about the Trust's management approach to issues such as water, transport and waste. These are supported by resource, activity and work-sheets which encourage children to look at their own lifestyles and environment and to consider strategies to implement positive change for the future.
Fun & Leaning in the Countryside
The Fun & Leaning in the Countryside activity book is a compilation of many successful educational activities offered by the Trust, and is designed to be applicable to any site. The book focuses on interactive activities, stimulating learning through experience and direct participation.
Whose land is it anyway?
This is a participatory educational and environmental theatre performance for primary school children, run by the National Trust. Children arrive in the role of journalists from local papers and are invited to explore the site. They come across a variety of characters including the local farmer, a dog walker and an eco-warrior, becoming involved in debate over issues such as dogs in the countryside, the plight of farmers, dangerous trees and access/ conservation. A workshop then explores the issues raised in the performance. | <urn:uuid:9348e237-cafa-4106-91b3-90dd36175cad> | CC-MAIN-2017-39 | http://tourisminsights.info/ONLINEPUB/NATIONAL%20TRUST/POSSTATE/NATIONAL%20TRUST%20(2001),%20Countryside%20Education%20-%20A%20Position%20Statement,%20NT,%20London.pdf | 2017-09-23T14:44:23Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00380.warc.gz | 340,439,594 | 1,145 | eng_Latn | eng_Latn | 0.998862 | eng_Latn | 0.998873 | [
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Armathwaite School Anti bullying Policy Revised May 2013
Aims
* We aim to provide a safe and happy environment within which everyone feels secure and learning is a pleasure
* We aim to make our school friendly, welcoming and inclusive so that bullying is far less likely to be part of children's behaviour
* We encourage children to be respectful of others and we actively promote good behaviour through positive modelling and positive behaviour reinforcement
* We aim to do every thing we can to prevent bullying happening in our school
* We value and respect each child and adult as a member of our community by positively promoting equality and diversity
What do we mean by bullying?
"Bullying … involves dominance of one pupil by another, or a group of others, is premeditated and usually forms a pattern of behaviour" (DfE Circular 8/94 Pupil Behaviour and Discipline) This distinguishes bullying from other kinds of unacceptable behaviour.
Bullying is therefore-
* Deliberately hurtful
* Repeated, often over a period if time
* Difficult for victims to defend themselves
It can take many forms but the main types are-
* Physical- hitting, kicking, taking another's belongings
* Verbal- name calling, insulting, making offensive remarks
* Indirect- spreading nasty stories about some one, exclusion from social groups, being made the subject of malicious rumours
* Cyber bullying
Some forms of bullying are attacks not on the individual, but also the group to which he or she may belong. Within school we will pay particular attention to –
* Racial harassment and racist bullying
* Sexual bullying
* The use of homophobic language
* Bullying of pupils who have special educational needs or disabilities
CREATING AN ANTI BULLYING CLIMATE IN SCHOOL
Our schools Behaviour Policy explains how we promote positive behaviour in school to create an environment where pupils are well behaved; where pupils take responsibility for each others emotional and social well-being and include and support each other. We draw on Cumbria's Behaviour Curriculum and promote appropriate behaviour through direct teaching, and by creating an emotionally and socially safe environment where these skills are learned and practised. Our aim is to create a climate where bullying is not accepted by anyone within the school community.
Our curriculum will be used to
* Raise awareness about bullying and our anti-bullying policy
* Increase understanding for victims and help build an anti bullying ethos
* To teach pupils how constructively to manage their relationships with others.
Good news/issues assembly takes place every week, providing an opportunity for children to express any fears and concerns they may have and agree action plans. These assemblies provide student voice for all pupils and provides positive opportunities for children to model and imitate positive language, strategies for positive behaviour and solutions to conflict/disagreement/issues. All of these things actively and positively support our antibullying policy through prevention. Role-play and stories are used to show pupils what they can do to prevent bullying and to create an anti-bullying climate in school.
The creation of a weekly nurture group provides the opportunity for children to discuss their own feelings and emotions and those of others. It provides discreet opportunities for children to build confidence, develop empathy, learn positive behaviour and vocabulary (verbal and nonverbal)
Bullying will not be tolerated.
This information is made clear to all members of the school community. Children are reminded regularly in class and in assembly times. We explain to children what they should do if they are bullied, or if they see another person being bullied. Parents are encouraged to alert us of any signs of bullying either to their child or to any other child. We ask children to alert staff to any times and place where bullying may occur. We supervise and try to eliminate any unsafe areas, which are reported to us. All members of staff are made aware of the schools policy and they take action to reduce the likelihood of bullying happening.
Cyber Bullying
Cyber-bullying is a type of bullying which we actively work to prevent by providing e-safety training for staff and e-safety meetings for children. Although we have had no incidences at school the staff are aware of and procedures are in place;
* Pupils are not allowed mobile phones at school
* Internet blocking techniques are continually updated and harmful sites are blocked
* All e communications activities are monitored
* Security systems are in place to prevent images and information about staff and pupils being accessed improperly from outside school
RESPONDING TO INCIDENTS WHEN THEY OCCUR
Pupils who have been bullied should tell any adult in school or another child who will inform an adult. There is a box outside the office which children can use to communicate in a note any issues they feel unable to talk to an adult about. This box is checked daily and any notes are discretely followed up.
Pupils who have seen others being bullied should report this to a member of staff Members of staff who receive reports that a pupil is being bullied should report this to the Headteacher.
Reports of bullying will be logged by the Headteacher.
Where bullying is of a racist nature we will report this to the LA using the Racial Incident Report Form
All reports are taken seriously and are followed up immediately by the Headteacher.
SUPPORT FOR PUPILS WHO HAVE BEEN BULLIED
Any pupil who has been bullied will be reassured that they do not deserve to be bullied and this is not their fault.
We will assure them that it is right to report the incident
We will encourage them to talk about how they feel.
We will try to ascertain the extent of the problem.
We will engage them in making choices about how the matter may be resolved.
We will try to ensure that they feel safe.
We will discuss strategies for being safe and staying safe.
We will ask them to report any further incidents to us.
We will affirm that bullying can be stopped and that our school will persist with intervention until it does.
We will interview the pupil(s) involved in bullying separately
We will listen to versions of events.
We will talk to anyone else who may have witnessed the bullying.
We will reinforce the message that bullying is not acceptable and that we expect bullying to stop.
We will seek a commitment to this end
We will affirm that it is right for pupils to let us know when they are being bullied.
We will adopt a joint problem solving approach and involve pupils in finding a resolution to the problem work together on strategies and action plans which we will regularly review. This will encourages pupils involved to take responsibility for the emotional and social needs of others.
We will consider sanctions under our schools Behaviour policy.
We will advise pupils involved that we will be checking to ensure the bullying stops.
We will ensure that those involved know that we have done so.
When bullying occurs, we will contact the parents /carers of those pupils involved at an early stage.
We will keep records of incidents and how we have responded to them.
A key member of staff will follow up after incidents to check that bullying has not started again. We will do this within 2 weeks and again within the following half term.
If necessary, we will invoke the full range of sanctions that are detailed in the Schools Behaviour policy. These include
* Withdrawal from the group
* Withdrawal of playtimes
* Withholding participation in school events that are not an essential part of the curriculum
* Fixed term and permanent exclusion from school.
OUR RESPONSIBILITIES
Everyone within school is expected to
* Act in a respectful and supportive way towards one another
* Adhere to and to promote the objectives of this policy
* Take all forms of bullying seriously and intervene to prevent incidents from taking place
* Establish a climate of trust and respect for all. By praising , rewarding and celebrating the success of all children, we aim to prevent incident of bullying.
* Through positive and consistent modelling of respect by staff and helpers in school.
Pupils are expected to
* Report all incidents of bullying
* Report suspected incidents that victims may be afraid to report
* Support each other and seek help to ensure that everyone feels safe and nobody feels excluded or afraid in school.
Parent/Carers can help by
* Supporting our anti bullying policy and procedures and to actively encouraging their child to be a positive member of the school community
* Discussing with staff any concerns that their child may be experiencing bullying or involved in some other way
* Helping to establish an anti bullying culture outside of school.
Bullying outside the school premises
Where a pupil or parent informs us of bullying off the school premises we will
* Talk to the pupils about how to avoid or handle bullying outside of school
* Talk to the Headteacher of another school whose pupils are bullying
* Talk to the transport company about bullying on the school buses
* Talk to the police
If a parent felt that we have not dealt well with an incident of bullying we would ask that this was brought to the attention of the Headteacher. If the Headteacher cannot resolve these concerns informally, parents can raise their concerns more formally through the schools complaints procedure.
We would also be pleased to receive Compliments – feedback from parents/carers when things have gone well.
Evaluation
We evaluate our policy using the following measures: Staff are vigilant and responsive to bullying Fewer/no pupils report being bullied or that they would bully others More/all pupils say that they would not join in bullying someone else Pupils tell a member of staff if they are bullied.
This policy applies to all staff and to all pupils
The named person with regard to Anti-bullying is Mrs Helen Hepworth The Headteacher is responsible for the introduction and implementation of this policy All staff, pupils and parents have an active part to play in the development and maintenance of the policy, and in its success.
The Headteacher is responsible for informing the Governors of any incidents.
This policy will be reviewed in 2015 | <urn:uuid:e1c0bb4f-4158-488b-aaaa-f432c9746634> | CC-MAIN-2019-04 | http://www.armathwaite.cumbria.sch.uk/wp-content/uploads/2014/07/Anti-bullying-Policy-20131.pdf | 2019-01-18T09:28:29Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00232.warc.gz | 267,194,351 | 2,018 | eng_Latn | eng_Latn | 0.998565 | eng_Latn | 0.998839 | [
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Painting by nature
Materials:
* Anything from nature: leaves, seed heads, feathers, sheep's wool…the more fluffy/spiky the better
* Short lengths of garden twine, string or raffia (plain or coloured); approximately 6" long
* Small cut twigs – roughly between 5" and 8" (can be any thickness)
* Blank card approximately A4 size
* Wipeable or old tablecloth (to keep work surface clean)
* Variety of paint colours (acrylic paints would be best but can use other types too)
* Jar of water
What to do:
Take a twig and remove any leaves, smaller twiglets from them so that the twig is relatively smooth and easy to grip.
Using the raffia/string/twine, attach items such as feathers, and seed heads by binding them to one end of the twig to make your 'paint brush'.
Make sure your work surface is covered to protect it from paint splashes and away you go! Paint whatever you like on the card; it doesn't have to be a picture, it can be abstract.
It's not about what you paint but the lines and patterns that you make with your nature paint brush. Try using your 'brushes' in different ways, with different strokes and colours or apply a small amount of paint on the card and see what patterns you can make with your brush.
It's not about creating a picture of nature but exploring the patterns that nature can help you make. There is no right or wrong way of doing this activity.
Useful notes
We have found that pine cones and seed heads dipped in paint make great patterns; Feathers are useful for fine details (dipping the quill end in the paint) or long strokes (dipping the vane in the paint), whilst leaves can be painted on and pressed onto the card or attached to the twig to create the paintbrush.
Twigs: different thicknesses of twigs will help people with varying degrees of dexterity so vary the twigs to allow people to choose the most comfortable one for them to hold. You don't want them too short or too long.
You can extend this activity by the following:
See keepsake brushes (the used brush heads make great hanging ornaments; click here to find out how to keep them)
See adding a frame (see how a little extra work adds a great finish to this activity) | <urn:uuid:3b8a2984-7279-4ca2-ad96-21898e88ff21> | CC-MAIN-2019-04 | https://creativeactivitiesforcarers.files.wordpress.com/2017/03/painting-by-nature_original.pdf | 2019-01-18T10:15:54Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00230.warc.gz | 488,526,278 | 492 | eng_Latn | eng_Latn | 0.998309 | eng_Latn | 0.99832 | [
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Year Two Home Learning 27.9.18
What a great start to Year Two! Highlight for this week was our hero workshop where we explored being a hero through drama. In English we have extended our knowledge of similes and started implementing this into poetry. A month in we are proud of how the children are applying themselves to their learning. Maths was all about strategies for addition. Again their setting out is really impressive! In History we did an investigation into the Olympics, looking at artefacts and clues to find the answer, and the life of Usain Bolt.
Spellings
Up until half term we are examining what children already know for spelling by looking at the expected words list for Year Two:
Words we are looking at next week are:
every everybody eye fast father find floor friend full go
Maths
We have been thrilled with how hard the children have been working in their maths. This week we have looked at strategies for addition. Part of this is looking at how to add three numbers. Strategies we use are:
There are example sums on the back of the sheet.
Have a great weekend!
Miss Bowery, Miss Chambers and Mr Taylor
Year Two Home Learning 27.9.18
Hey Maths Masters, can you solve 5 of these sums? What strategies did you use?
Top Tips | <urn:uuid:d1e38b9e-2c3f-4f27-9b38-3d30e17aefbb> | CC-MAIN-2019-04 | https://rhodesavenue.school/wp-content/uploads/2018/09/Year-2-Homelearning-27.9.18.pdf | 2019-01-18T09:32:21Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00229.warc.gz | 627,468,847 | 271 | eng_Latn | eng_Latn | 0.998938 | eng_Latn | 0.999431 | [
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7TH GRADE SUMMER READING 2018-2019
Please read two of the following selections below. The required book in each section will be discussed in class and a graded evaluation will be assigned during the first week of school. Each student will also choose one additional book from the list below.
The student is expected to also read a free choice book from the list below and complete the reading evaluation form found on page 3 and 4 at the end of this packet. The form is due by the first day of school. In addition to these two selections students will read The Epistles of James.
Honors 7 th Grade Language Arts: Slave Dancer by Paula Fox
CP 7 th Grade Language Arts: Where the Red Fern Grows by Wilson Rawls
Free Choice Book (Choose one):
A Single Shard (Linda Sue Park) Tree-ear, a thirteen-year-old orphan in medieval Korea, lives under a bridge in a potters' village, and longs to learn how to throw the delicate celadon ceramics himself.
Across Five Aprils (Irene Hunt) Young Jethro Creighton grows from a boy to a man when he is left to take care of the family farm in Illinois during the difficult years of the Civil War.
Amos Fortune, Free Man (Elizabeth Yates) When Amos Fortune was only fifteen years old, he was captured by slave traders and brought to Massachusetts, where he was sold at auction. Although his freedom had been taken, Amos never lost his dignity and courage. For 45 years, Amos worked as a slave and dreamed of freedom. At age 60, he finally began to see those dreams come true.
Canyons (Gary Paulsen) Finding a skull on a camping trip in the canyons outside El Paso, Texas, Brennan becomes involved with the fate of a young Apache Indian who lived in the late 1800s.
Catherine, Called Birdy (Karen Cushman) The thirteen-year-old daughter of an English country knight keeps a journal in which she records the events of her life, particularly her longing for adventures beyond the usual role of women and her efforts to avoid being married off.
The Devil's Arithmetic (Jane Yolen) Hannah is tired of hearing about the Nazis during the Holocaust, but when she opens the door for Elijah at the Passover Seder, she is transported in time to 1940s Poland. She is captured and put in a death camp. A girl named Rivka befriends her, teaching her how to fight the dehumanization of the camp and hold onto her identity.
Hoot (Carl Hiaasen) Roy, who is new to his small Florida community, becomes involved in another boy's attempt to save a colony of burrowing owls from a proposed construction site.
Island of the Blue Dolphins (Scott O'Dell) Left alone on a beautiful but isolated island off the coast of California, a young Indian girl spends eighteen years, not only surviving through her enormous courage and self -reliance, but also finding a measure of happiness in her solitary life.
Kingdom Series (Chuck Black) This series was first written to inspire children to read the Bible with renewed zeal. It is Chuck's desire to serve the Lord through his work and to inspire people of all ages to study the scriptures in order to discover the hope and love of a truly majestic King and His Son. (any from the series is acceptable)
Percy Jackson and the Olympians (Rick Riordan) This series of books takes the ancient Greek pantheon of gods and goddesses and imagines them as real-world characters. Percy is the son of Poseidon and a human woman who, along with his friends, face trials and journeys of epic proportions. (any of the series is acceptable)
Ruby Holler (Sharon Creech) Thirteen-year-old fraternal twins Dallas and Florida have grown up in a terrible orphanage but their lives change forever when an eccentric but sweet older couple invites them each on an adventure, beginning in an almost magical place called Ruby Holler.
The Big Field (Mike Lupica) For Hutch, shortstop has always been home. It's where his father once played professionally, before injuries relegated him to watching games on TV instead of playing them. And it's where Hutch himself has always played and starred. Until now with the summer league championship on the line, just how far is Hutch willing to bend to be a good teammate?
The Westing Game (E. Raskin) The mysterious death of an eccentric millionaire brings together an unlikely assortment of heirs who must uncover the circumstances of his death before they can claim their inheritance.
Treasure Island (Robert Louis Stevenson) While going through the possessions of a deceased guest who owed them money, the mistress of the inn and her son find a treasure map that leads to a pirate fortune as well as great danger.
Walk Two Moons (Sharon Creech) After her mother leaves home suddenly, thirteen-year-old Sal and her grandparents take a car trip retracing her mother's route. Along the way, Sal recounts the story of her friend Phoebe, whose mother also left.
Any Christian or missionary biography, over 150 pages is also acceptable. | <urn:uuid:d058f7d9-260a-4379-8408-ffed4b61a9f7> | CC-MAIN-2019-04 | https://b47388dc6c5291da89b3-c3fd95f7c781ad1c797fc1d7a38ac097.ssl.cf2.rackcdn.com/uploaded/s/0e7159974_1522263438_summer-reading-7th-grade-2018-2019.pdf | 2019-01-18T09:32:47Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00230.warc.gz | 457,490,020 | 1,077 | eng_Latn | eng_Latn | 0.998325 | eng_Latn | 0.99831 | [
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The Golden Years
An increase in age doesn't have to mean a decrease in oral health.
Do continue to brush twice a day and floss daily.
Do increase calcium intake to maintain good bone health.
Do discuss your options if you need to replace teeth.
Do continue regular dental appointments.
Do get screened for oral cancer and other dental diseases.
Don't assume that dry mouth or tooth loss is a natural part of aging – and know there are many ways to remedy these problems. | <urn:uuid:9469bc18-90e2-46ba-91f7-902ec1f72823> | CC-MAIN-2019-04 | https://www.nedelta.com/SiteMedia/SiteResources/downloads/Life%20Stages/LifeStages-65plus-InfoGraphic.pdf | 2019-01-18T10:35:22Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00234.warc.gz | 885,943,687 | 96 | eng_Latn | eng_Latn | 0.999692 | eng_Latn | 0.999692 | [
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Vitamin D: Deficiencies?...Disease?...Danger?
As most of you know, at least the eight of you that have read my last two rants on cholesterol; I'm not a big believer in Statin drugs nor am I fully convinced that Cholesterol is the boogey man it has been out to be. Like most things in health maybe an understanding of balance and how we have evolved is necessary for an understanding of how we can achieve optimal health.
Are you really concerned about your cholesterol levels, how about scrapping the Statins and hanging out on the beach in Maui to strengthen your bones and lower your LDLs?
We all know that the sun is the beginning of existence on earth, life would cease without the sun. The sun can also be a problem too much and we experience drought. On an individual level the sun plays no less of an important role. Too much sun and we may increase our chances for certain types of skin cancer, and speed the ageing of our skin. Too little sunlight and we weaken our bones, increase our risk of neurological disorders, depression, disease, and compromise our immune system. So it seems the sun is a lot like relationships can't live with them can't live with out them.
It all starts with vitamin D. Vitamin D is crucial for human development and health. This vitamin helps us avoid rickets as children, and osteoporosis as adults. Vitamin D deficiencies have been shown to play a part in a wide variety of diseases including cancer, diabetes, heart disease, psoriasis, arthritis and mental illness. The importance of Vitamin D is nothing new and in America milk was fortified with vitamin D virtually wiping out rickets in the United States. But guess what Vitamin D isn't only found in your morning drink, when conditions are correct we produce our own vitamin D. Strictly speaking a vitamin has to be obtained from an outside source and is needed for survival, Vitamin C is an example. Vitamin D is like a hormone in the sense that we produce it, and what do humans use to make this vital nutrient? If you've been paying attention you guessed it cholesterol. That's right that evil horrible substance that is flowing through your body is once again shown to be necessary for survival.
And how does your body manufacture vitamin D from cholesterol? Once again you know the answer the SUN. That's right sun exposure is the process by which our body manufactures Vitamin D.
Not only is it the sunlight it's the UVB or ultraviolet B waves that are required to convert cholesterol to Vitamin D. Those UVB waves are the strongest when the sun is over head, the exact time we have been told to avoid. Lucky for us our bodies are effective at storing vitamin D.
Recent research from Australia has that the use of sun block reduces vitamin D. The Aussies began a war on skin cancer called "Slip-Slop-Slap" leave it to those blokes to come up with a cleaver campaign. What they found was as sun exposure went down Vitamin D deficiencies went up.
Another aspect of this conversion is Folic Acid, as sunlight converts cholesterol to Vitamin D it uses and destroys folic acid or folate. Folic acid has to be replaced and is very important for health, as all pregnant women have been told by their OBGYN. Women with low levels of folate are at higher risks of delivering children with serious birth defects including spinal bifida. For this reason all neonatal formulas have added folic acid, and hardly a doctor today doesn't recommend their pregnant patients to supplement during pregnancy. If you're pregnant, and enjoy indoor tanning or sitting in the sun regularly be sure to add folic acid to your daily diet and help ensure a healthy child.
Everything in life is about balance. The sun is life giving and life promoting; mankind has known this for tens of thousands of years, the reason why there are "Sun Gods" in every culture. Primitive man recognized the life giving properties of the sun. But too much of any one thing can cause disease. Completely eliminating exposure to the sun can also cause disease it is all about moderation.
If you have recently been told you have "high cholesterol" and the recommendation is to begin a lifetime of highly toxic, disease promoting, quality of life destroying Statin drugs you may have another option, have you considered……. Maui?
References
"Sunlight and vitamin D for bone health and the prevention of autoimmune diseases," 1678S-1688S; J.M. Pettifor, G.P. Moodley, F.S. Hough, et al. 1996 cardiovascular diseases, and cancers. Am J Clin Nutr 80(6 suppl)
" Tanning is associated with optimal vitamin D status ( serum 25-hydrxyvitamin D concentration) and higher bone density. Am J Clin Nutr 80(6) 1645-1773; P.T. Liu, S. Stenger, H.Li.
Vitamin D in preventive medicine: are we ignoring the evidence? British Journal of Nutrition 89(5) 552-572; R. Roelandts 2002. | <urn:uuid:58332562-a97b-4e29-a191-4f9dc1bcab6f> | CC-MAIN-2019-04 | https://damswim.com/patten_unplugged_vitamin_d.pdf | 2019-01-18T10:03:24Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00234.warc.gz | 492,162,353 | 1,051 | eng_Latn | eng_Latn | 0.858987 | eng_Latn | 0.998209 | [
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When I predict, I: Guess Infer Believe Estimate Speculate Forecast Prediction Questions / Statements: · What do you think will happen? · What clues tell you what will happen? · What will the author do or tell you you remember what has happened? Q UESTIONING When I question, I: Search Doubt Ask Explore Investigate Inquire Challenge Probe Quarrel with Dispute Examine Seek Questioning Questions / Statements: · What questions do you have about the topic? Sample Contents
words mean. · Use different words to fi gure out the meaning. · Read ahead or reread to fi gure out V ISUALISING When I visualise, I: Imagine See Dream Picture Pretend Envision · When I read this, I image that ... · As I read, in my mind I see ... S UMMARISING When I summarise, I: Sum up Review Deduct Conclude Surmise Rundown Judge Decide Organise Wh I Sample Contents | <urn:uuid:119171a4-6f5d-4fe2-9e8c-0ce431abd6fe> | CC-MAIN-2019-04 | http://files.hbe.com.au/samplepages/RB4299.pdf | 2019-01-18T10:13:21Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00234.warc.gz | 85,659,139 | 200 | eng_Latn | eng_Latn | 0.986254 | eng_Latn | 0.988927 | [
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K-2 nd Grade Memory Work for 2018-2019
August
24- Genesis 1:1- In the beginning God created the heavens and the earth.
28- Psalm 139:14a- I praise you because I am fearfully and wonderfully made.
31- The First Commandment: You shall have no other gods.
September
7- John 3:16- For God so loved the world that He gave His one and only Son, that whoever believes in Him shall not perish, but have eternal life.
11- Romans 3:23- For all have sinned and fall short of the glory of God.
14- Isaiah 43:11- I, even I, am the Lord, and apart from me there is no Savior.
18- Hebrews 11:1- Now faith is being sure of what we hope for and certain of what we do not see.
21- The Second Commandment: You shall not misuse the name of the Lord your God.
25- Hymn 432 v.1
28- Proverbs 3:5- Trust in the Lord with all your heart and lean not on your own understanding.
October
2-Psalm 50:15- Call upon me in the day of trouble, I will deliver you, and you will honor me.
5- Matthew 22:37- Love the Lord your God with all your heart, and with all your soul, and with all your mind.
9- 1 John 1:7b- The blood of Jesus, His Son, purifies us from all sin.
16- 1 Peter 5:7- Cast all your anxiety on him because he cares for you.
19- Hymn 200 v.1
23- Matthew 26:41a- Watch and pray so that you will not fall into temptation.
26- The Third Commandment: Remember the Sabbath day by keeping it holy
30- Genesis 39:9- How then could I do such a wicked thing and sin against my God?
November
6- Ephesians 3: 20- God is able to do immeasurably more than all we ask or imagine.
9- Romans 8:28- And we know that in all things, God works for the good of those who love him.
13- Hymn 334 v.1
16- Ephesians 4:32- Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you.
20- The Fourth Commandment: Honor your father and your mother, that it may go well with you and that you may enjoy long life on the earth.
27- Psalm 124:8- Our help is in the name of the Lord, the Maker of heaven and earth.
30-1 Peter 5:8- Be self controlled and alert. Your enemy the devil prowls around like a roaring lion, looking for someone to devour.
December
4- Psalm 14:1a- The fool says in his heart, "there is no God."
7- Luke 11:28- Blessed are those who hear the word of God and obey it.
11- John 1:29b- Look, the Lamb of God who takes away the sin of the world.
14- Isaiah 41:10a- Do not fear, for I am with you; do not be dismayed, for I am your God.
18-The Fifth Commandment: You shall not murder
January
8- Psalm 118:1- Give thanks to the Lord for He is good; his love endures forever.
11- Psalm 145:15- The eyes of all look to you and you give them their food at the proper time.
15- Ephesians 2:8a- For it is by grace you have been saved, through faith.
18- 2 Timothy 3:16a- All scripture is God breathed.
April
25- The Sixth Commandment: You shall not commit adultery.
29- Matthew 4:10b- Worship the Lord your God, and serve Him only.
February
1- Romans 6:23- For the wages of sin is death, but the gift of God is eternal life in Christ Jesus our Lord.
5- Revelation 2:10b- Be faithful, even to the point of death, and I will give you the crown of life.
8- Matthew 28:20b- Surely I am with you always, to the very end of the age.
12-Psalm 119: 105- Your word is a lamp to my feet and a light for my path.
15- 1 Corinthians 10:31- Whether you eat or drink, or whatever you do, do it all for the glory of God.
22- The Seventh Commandment: You shall not steal.
26- Matthew 6:33- Seek first his kingdom and his righteousness, and all these things will be given to you as well.
March
1-Psalm 56:11a- In God I trust; I will not be afraid.
5- The Eighth Commandment: You shall not give false testimony against your neighbor
8- Luke 18:13b- God have mercy on me, a sinner.
19- Ephesians 2:8a- For it is by grace you have been saved, through faith.
22- Matthew 7:7- Ask and it will be given to you, seek and you will find, knock and the door will be opened to you.
26- Galatians 5:13b- Serve one another in love.
29- The Ninth Commandment: You shall not covet your neighbor's house.
2- 1 John 4:19- We love because He first loved us.
5- 1 John 3:15a- Anyone who hates his brother is a murderer.
9- The Tenth Commandment: You shall not covet your neighbor's wife, workers, animals, or anything that belongs to your neighbor.
12- Matthew 26:41a- Watch and pray so that you will not fall into temptation.
16- 2 Timothy 3:15- From infancy you have known the holy scriptures which are able to make you wise for salvation through faith in Christ Jesus.
26-Acts 5:29b- We must obey God rather than men!
30- Hymn 422 v.1
May
3- John 14:19b- Because I live, you also will live.
7- The Lord's Prayer: Our Father, who art in heaven, hallowed be thy name, thy kingdom come, thy will be done on earth as it is in heaven. Give us this day our daily bread; and forgive us our trespasses, as we forgive those who trespass against us; and lead us not into temptation, but deliver us from evil. For thine is the kingdom and the power and the glory forever and ever. Amen.
10-Matthew 28:19- Therefore go and make disciples of all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Spirit.
14- 1 Timothy 2:3, 4- God our Savior wants all men to be saved and to come to the knowledge of the truth.
17- Hymn 588 v.1
All memory verses are due every Tuesday and Friday unless we have no school the day of or the day before. Each child is allowed 3 helps before he/she is asked to stay in from recess to learn it. If you would lose this packet, you can find a copy of it on the school's website. Otherwise, it will be $2.00 to replace the paper copy. | <urn:uuid:7920399f-a404-4aec-b51d-dde42682875f> | CC-MAIN-2019-04 | http://shepherdlutheranschool.com/download/i/mark_dl/u/1505066/15279508/Memory_Work_2018-2019%5B1%5D.pdf | 2019-01-18T10:12:35Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00234.warc.gz | 211,793,914 | 1,603 | eng_Latn | eng_Latn | 0.996048 | eng_Latn | 0.996708 | [
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UNITED WE FIGHT FOR EDUCATION
Approaches – School Readiness and Early Grade Literacy
identifying barriers to student success).
* Equip families to support the optimal development of their children through knowledge of early childhood benchmarks and parenting strategies
* Ensure families receive children's books/ literature and read with their children at least 15 minutes a day
* Ensure families receive information/ resources to support student success (eg. attendance, homework completion), early learning, and development at home
* Improve quality of early learning environments, both formal and informal
* Improve training and qualification of teachers and caregivers
* Increase availability of high quality programs for at-risk children
Approaches – Community and School Partnerships
* Inform and connect families with knowledge and resources to best support their children's success in early grades (e.g. attendance, homework assistance,
* Support schools in efforts to implement family engagement activities
* Provide classroom resources and professional development for teachers and administrators
* Support schools to deliver supplemental services for students performing below grade level, especially in reading and mathematics, with tutors, reading volunteers, and homework assistance.
* Partner with schools to deliver extended day and summer programming options that support academic success, enrichment, and overall development.
* Work with schools and organization to identify and deliver timely supports to students at risk of academic failure based on attendance, grades, and behavior.
raised in North Idaho to support education and youth success 2016-2018
UNITED WE FIGHT FOR EDUCATION
Approaches – Youth Development and Life Skills Transitions
* Connect struggling students with apprenticeships, volunteering, internships, job shadowing, service learning, or mentoring to further develop career aspirations and relevant experiences
* Provide transition supports for incoming freshman that are "off track" (e.g. peer mentoring, academic expectations, soft skills development including study/ organizational skills, time management, and notetaking)
decisions related to student progress towards HS graduation and postsecondary entrance requirements, post-secondary test preparation (SAT, ACT), school and district offerings (AP, CTE, alternative education, and work-based learning opportunities), post-secondary options, course and admission requirements, and postsecondary financial aid options.
* Develop and use early warning systems to identify students that are at risk of dropping out based on attendance, grades, and behavior
* Provide college prep supports (financial aid counseling, application assistance, SAT prep)
* Provide postsecondary transition support for incoming students (registration, financial support, onboarding)
* Provide students with enhanced advising services (course selection, career counseling, internships/ employment assistance)
* Provide or connect students with ongoing financial aid and support for basic needs (transportation, childcare, healthcare)
* Connect families of struggling students with community-based resources (e.g. family counseling, food assistance, transportation, heath services)
* Equip families to help their students make informed
* Ensure student access to rigorous coursework (aligned to coon core and high school/college/ advanced training entry requirements) including career and technology training
* Align high school curricula with education requirements for postsecondary education and technical training programs
* Offer extended day, dual enrollment, distance learning, and other alternative schedule options. | <urn:uuid:c132a077-1c6f-4434-9d8e-4163e3e78dda> | CC-MAIN-2019-04 | http://www.unitedwayofnorthidaho.org/sites/unitedwayofnorthidaho.org/files/ccf%20education%20strategies.pdf | 2019-01-18T10:45:04Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00236.warc.gz | 380,006,054 | 647 | eng_Latn | eng_Latn | 0.990321 | eng_Latn | 0.990903 | [
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Day-6 Activity Newspaper Search Date:-3.12.18 Class-1
----Joseph Addison
To promote and inculcate the habit of newspaper reading, the students of class 1 asked made to read the newspaper articles to find describing words in it. They look enthusiastic and curious while hunting for the describing words and strengthen their power of reading. The students discussed in pairs and tried searching for maximum words they could get in the newspaper. This activity not only helped them become an active learner but also enhanced their vocabulary as they got to know many new words in the newspaper. It is rightly said that "Today a reader, tomorrow a leader". | <urn:uuid:8dcfb510-5cef-4b8a-b506-af528b74675a> | CC-MAIN-2019-04 | http://mapsashokvihar.net/doc/Newspaper_activityclass1.pdf | 2019-01-18T09:17:54Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00237.warc.gz | 145,255,122 | 130 | eng_Latn | eng_Latn | 0.998669 | eng_Latn | 0.998669 | [
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Smart Sprinkler
Worksheet No. 1 - Historical Data and Short Simulations
Objective: This worksheet explores the impact of different years of historical data on garden health. Your task is to develop a set of operating rules for a smart sprinkler that minimises the amount of water used and ensure at least 80% garden health.
1. Make sure you are familiar with the smart sprinkler app and have read the introduction on the 'About' page. Move to the 'Simulation' tab and select a scenario from the drop down menu (e.g. 2016 historical). Choose a scenario (rain, temperature and evaporation) to begin your investigation.
2. Try five to ten different years of data. Is the garden health always above 80%? Adjust your rules to make sure garden health is always above 80% but also using minimum water.
3. Compare your rules to others' in the class. Do you think your rules give the best possible performance?
5. List three additional pieces of information that might be useful in developing operating rules for your smart sprinkler.
Scenario Selected:
Working out (use this space to record different rules you have tried):
Use this space to record your final best rules:
Garden Health:
Water Usage: | <urn:uuid:35464fb5-098c-408d-9724-a11a45b51d7a> | CC-MAIN-2019-04 | http://www.algorithmik.org.au/dat/1_SmartSprinklerWorksheet_HistoricalDataAndOneYearSimulation.pdf | 2019-01-18T10:18:16Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00237.warc.gz | 263,150,219 | 255 | eng_Latn | eng_Latn | 0.998538 | eng_Latn | 0.998538 | [
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Oscar Franklin Stauffer Private First Class U.S. Army 27 August 1941 – 8 November 1945
Oscar was born on 15 February 1915 in Fogelsville, Pennsylvania, but grew up on a farm in Lower Macungie Township near East Texas. He attended grade school at Kiechel's School, a one-room Civil Warera schoolhouse located on Lower Macungie Road. Prior to entering the Army, Oscar worked for L.F. Grammes & Sons in Allentown, Pennsylvania, as a polisher and buffer of metal products. The company was founded about 1875 and remained in business for over a century, manufacturing a wide variety of metal products, including box-making machines and tablesaws. Oscar was one of the first draftees from Lower Macungie Township to be inducted into the Army prior to the Japanese attack on Pearl Harbor on 7 December 1941. He was drafted on 27 August 1941 and reported for active duty at Camp Lee, Virginia, where he underwent basic training until August 1942 when he was shipped to Annette Island, Alaska. Annette is an island at the southern tip of the Alexander Archipelago in southeastern Alaska. An airfield had been built on Annette Island for American and Canadians to protect the nearby port of Prince Rupert. The aircraft were flown and maintained by the Canadians, while U.S. personnel were responsible for all other matters on the island. Oscar was stationed on the island for 18 months with the 159th Infantry Regiment, 7th Army, during which time he performed guard duty. He was then transferred to Fort Hood, Texas, where he underwent training as an automatic rifleman. While stationed at Fort Hood, Oscar returned home on furlough and married Dorothy S. Crouthamel (26 October 1915 – 10 December 1986) from Allentown. Dorothy returned to Texas with Oscar where they took residency near Fort Hood. However, within weeks, Oscar was shipped to the European Theater where he served in Northern France from March 1945 to October 1945 as a clerk in Headquarters Company of the 159th Infantry Regiment until the end of World War II. He was discharged from the Army on 8 November at Indiantown Gap, Pennsylvania, after serving for over four years. Oscar and Dorothy then established residence in Allentown, and Oscar returned to work for L.F. Grammes & Sons as a Polisher and Buffer. He worked there for more than 38 years. Oscar and Dorothy never had children. She died of multiple sclerosis. Oscar died on 16 May 2001 in the Mosser Nursing Home in Trexlertown, Pennsylvania. He and Dorothy are buried alongside each other at Grandview Cemetery in Allentown. Oscar's parents were Henry Peter Stauffer (29 August 1892 – 13 August 1953) and Mary Alice Eisenhard (4 May 1893 – 12 November 1977), who had eight children. Two of Oscar's brothers, Stanley S. Stauffer and Elmer H. Stauffer, also served during World War II; Stanley in the Navy and Elmer in the Army. Another brother, Kenneth H. Stauffer, served in the Army during the Korean Conflict. | <urn:uuid:842f7a16-babc-4004-adc8-a304689d9875> | CC-MAIN-2019-04 | https://www.lmthistory.org/uploads/1/4/0/9/14099309/stauffer_oscar_franklin.pdf | 2019-01-18T09:54:14Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00235.warc.gz | 852,590,680 | 677 | eng_Latn | eng_Latn | 0.998514 | eng_Latn | 0.998514 | [
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NEWS RELEASE
August 16, 2013
Contact: Jim Winchester
Communications Director
New Mexico Environment Department
(505)231-8800 / firstname.lastname@example.org
Private Water Well Advisory for Corrales Residents
Private Well Owners Urged To Take Water Precautions
(Santa Fe, NM) — Some private domestic water wells in Corrales were inundated by floodwater caused by recent heavy rain. Flood water can be tainted by sewage leaked by flooded septic systems, and the floodwater can contaminate water wells. For private domestic water well users whose wells were inundated by the floodwater, the New Mexico Environment Department (NMED) recommends the following actions:
1. The well water should be vigorously boiled for 5 minutes before use for drinking, cooking, dishwashing or bathing, until a well water test shows no contamination.
2. The water well should be disinfected with the procedure detailed below.
3. After the disinfection procedure is complete, the well water should be tested for total and fecal coliform bacteria. Laboratories certified by NMED to test drinking water for bacteria are listed here http://www.nmenv.state.nm.us/dwb/Labs/documents/Certifiedlablistforweb_062013.pdf
4. The well can be returned to normal domestic use after the test results show no bacterial contamination.
Disinfection Procedure:
- Unscented household bleach containing 5.25% chlorine can be used to disinfect wells. One gallon of bleach will treat up to an 8-inch diameter well containing 100 feet of water.
- Avoid direct skin contact with bleach. Wear rubber gloves and goggles when handling bleach. If skin or eye contact occurs, flush immediately with clean water.
- Mix 2 quarts of bleach in 10 gallons of water; pour into well.
- Connect a garden hose to a nearby faucet and wash down the inside of the well.
- Open each faucet and let water run until a strong chlorine odor is detected, then turn it off. Do this for each indoor and outdoor faucet and hydrant. Drain the water heater and let it refill with chlorinated water. If a strong odor is not detected at all outlets, add more chlorine to the well. Also flush the toilets.
- Mix an additional 2 quarts of bleach in 10 gallons of water. Pour it into the well without pumping.
Environment Department
USANA
S M
ARTINEZ
, G
OVERNOR
Ryan Flynn, Cabinet Secretary-Designate Butch Tongate, Deputy Secretary
- Allow chlorinated water to stand in the well and pipes for at least 8 hours (preferably 12 to 24 hours).
- Run water from outdoor faucets to waste (away from desirable vegetation) until the chlorine odor is slight or not detected at each faucet. Then run indoor faucets until there is no chlorine odor. Minimize the amount of chlorinated water flowing into the septic tank.
Some chlorine may persist in the system for 7-10 days. Water with a slight chlorine smell should be usable for most purposes including drinking.
### | <urn:uuid:872bea6c-c300-4fde-9191-497e37e2d9d5> | CC-MAIN-2019-04 | https://www.env.nm.gov/OOTS/PR/2013/PR081613%20Private%20Water%20Well%20Advisory%20for%20Corrales%20Residents.pdf | 2019-01-18T10:15:44Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00236.warc.gz | 764,040,650 | 653 | eng_Latn | eng_Latn | 0.994881 | eng_Latn | 0.99386 | [
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National 5 Chemistry
Lesmahagow High School
Unit 3: Chemistry in Society
Key Area: Properties of Plastics
| | Learning Statement | | | |
|---|---|---|---|---|
| Most plastics and synthetic fibres are made from crude oil. • Synthetic means that the fibre has been made by scientists and is not naturally occurring. • Both natural and synthetic fibres are examples of polymers. | | | | |
| There are advantages and disadvantages of using natural or synthetic materials. | | | | |
| Some plastics release toxic gases when they are burned. | | | | |
| A biodegradable plastic is one that can be broken down by organisms such as bacteria. | | | | |
| There are 2 types of plastic: thermoplastic and thermosetting. • Thermoplastics melt on heating, as their polymer chains are not cross- linked. • Thermosetting plastics keep their shape on heating, as their chains are cross-linked. | | | | |
| Polymers are large molecules made from smaller molecules called monomers. | | | | |
| There are 2 types of polymerisation: • Addition • Condensation | | | | |
| Addition Polymerisation In addition polymerisation small unsaturated monomers containing a C=C undergo addition reactions to form a saturated polymer. e.g. | | | | |
| The polymer name starts with poly and then has the name of the monomer in brackets, for example ethene monomers polymerise to make poly(ethene). | | | | |
Condensation Polymerisation
In condensation polymerisation monomers with functional groups at each end of the molecule undergo condensation reactions to form a polymer and water.
Making Polyester
Polyesters are chains of polymers that contain an ester functional group. They are made from a carboxylic acid monomer and an alcohol monomer.
Creative and Smart Materials Made from Polymers
* Polyvinyl Alcohol (PVA) is a soluble plastic that can be used to make laundry bags.
* Kevlar is made by condensation polymerisation and is used in bullet proof vests. It is a very strong fibre but is lighter than any other material with the same strength.
* Poly(acrylate) is a hydrogel that has special water absorbing properties which allows hydrogels to be used in a variety of applications such as nappies, contact lenses and as medical bandages.
* Conductive plastics are currently being researched which allow the development of flexible touch screens and e-paper in the near future.
* Colour changing plastics can be used in food packaging to let consumers know the condition of food inside. | <urn:uuid:60a2f2e7-b876-4913-9ef5-df70b139b9d3> | CC-MAIN-2019-04 | http://www.lesmahagow.s-lanark.sch.uk/wp-content/uploads/2013/06/Plastics-Summary-File.pdf | 2019-01-18T10:32:58Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00238.warc.gz | 349,913,094 | 603 | eng_Latn | eng_Latn | 0.622471 | eng_Latn | 0.996014 | [
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Sample Case Study Rubric Teacher Preparation Standards in Gifted Education (2013)
Select a student who has gifts and talents and is also identified as exceptional and/or at-risk (e.g., twice exceptional, gifted student from low income background, etc.)
| The beginning gifted education professional ... | Developing | Competent | Proficient |
|---|---|---|---|
| Assessment for Identification and Services Selects and uses quantitative (formal) assessments that minimize bias to identify students for gifted programs and services (GT Standard #4, 4.1) | The purpose of the assessment is described; however, the assessment may not be appropriate for gifted students because of possible ceiling effects. Limitations of the assessment are not described. The summary of the educational implications for the student with gifts and talents is not related to the assessment’s purpose or the student. | The purpose of the assessment, its technical qualities, scores, and range of student performance as outlined in the technical manual or a review of the tests are summarized. The educational implications for the student with gifts and talents are based on the quantitative data and interpretation of the test results. | The purpose of the assessment, its technical qualities, scores, and range of student performance as outlined in the technical manual or a review of the tests are summarized. The educational implications for the student with gifts and talents are based on the quantitative data and interpretation of the test results. Equity and bias issues that might influence the student’s performance are included within the summary as suggested by the validity studies in the technical manual and the target student’s characteristics. * |
| Assessment for Identification and Services Selects and uses qualitative (informal) assessments that minimize bias across settings to identify students for gifted programs and services and identify the ways of promoting the well-being of the student (GT | Characteristic checklists are collected from parents and teachers but are summarized quantitatively—not qualitatively. Anecdotal summaries of observations are made during the instructional process but are not descriptive of the interactions between the candidate and the student. | Characteristic checklists are collected from parents and teachers that provide qualitative information about the student’s strengths and needs. Anecdotal summaries collected across two weeks of observations in one classroom are made during the instructional process and describe objectively the interactions between | Characteristic checklists are collected from parents and teachers in multiple settings that provide qualitative information about the student’s strengths and needs. Anecdotal summaries collected across two weeks of observations across settings are made during the instructional process and describe objectively the interactions between the candidate and the student and the |
Standard #4, 4.1; Standard ;7, 7.3)
Collaboration
Collaborates with colleagues and families in using qualitative (informal) assessments to make decisions and to promote student well-being across settings and experiences (GT Standard #4, 4.3; Standard #7, 7.1, 7.3)
Curricular Content Knowledge
Use assessments and their reflections to select, adapt, and create materials to differentiate instructional strategies to challenge
Summary is unclear regarding student characteristics and services.
Interviews with teachers are completed describing the student's achievements but not social interactions and emotional strengths/needs. Summary relates to the interviews but does not describe similarities and differences among the perspectives. Collaboration is apparent among teachers in supporting the student's academic needs within the school only.
A random set of lesson plans show standards, objectives, materials, procedures, and assessments that clearly differentiate for the student in academic areas. Effectiveness and reflections are the candidate and the student and the student's responses to the interactions. A summary of student characteristics and recommendations for services relate to the observations and to the anecdotal information derived from the checklists.
Interviews with the student, teachers, and parents or guardians are completed and relate to information that describes the student's achievements, social interactions, emotional strengths/needs or interests. Summary describes similarities and differences among the perspectives. Collaboration is apparent in supporting the student's academic needs in both school and outside-of-school activities.
A sequence of lesson plans show standards, objectives, materials, procedures, and assessments that clearly differentiate for the student in academic, affective, and social areas and address some of the assessment data. Effectiveness and student's responses to the interactions. Equity and bias issues that might influence the student's performance are included within the summary. A summary of student characteristics and recommendations for services relate to observations and progress records.
Interviews with the student, teachers, and parents or guardians are completed and relate to information that describes the student's achievements, social interactions, emotional strengths/weaknesses and interests. Summary describes similarities and differences among the perspectives and educational implications and future opportunities for collaboration. Collaboration is apparent in supporting the student's academic and social and emotional needs in both school and outside-ofschool academic activities.
A sequence of six lesson plans show standards, objectives, materials, procedures, and assessments that clearly differentiate for the student in academic, affective and social areas and address the qualitative and quantitative assessment data. Effectiveness and
* Student characteristics include cognitive, affective, aesthetic, social, and linguistic differences as well as differences of culture, language, sexuality, socio-economic status, gender, disability, and ethnicity.
Note that all of the characteristics for this case study may or may not be used depending on course requirements and the context for data collection. This particular case study was used with candidates who were interning in classrooms with gifted education mentor teachers. They were collected data on a gifted student who might be viewed or was labeled at-risk for performing at potential based on different characteristics such as poverty, ethnicity, race, disability, linguistic difference, behavior challenge, gender. They collected both qualitative and quantitative data and shared the results with their mentor teacher, parents, and/or the student. Quantitative data consisted of assessments that were available in the school setting such as identification instruments, state-required assessments, grades, reading and math inventories, etc.; qualitative data included interviews and reflections made regarding the targeted student's responses to a series of differentiated lessons—a more dynamic assessment. Your candidates may be in different settings such as clinics, their own classrooms, or a variety of settings and may not have opportunities to collect information derived from implemented lessons over a two-week period. Moreover, the program may address some of these standards in other assessments. | <urn:uuid:35fc34ea-f6de-4fde-8ec3-ebdd86b907fe> | CC-MAIN-2019-04 | https://cec.sped.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Developer%20Resources/GT%20Developer/GT%20Case%20Study%20Sample%20Rubric%202013%20Standards.pdf | 2019-01-18T10:29:22Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00239.warc.gz | 467,663,424 | 1,288 | eng_Latn | eng_Latn | 0.995424 | eng_Latn | 0.995392 | [
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There are three major species of squash that are grown worldwide – Cucurbita pepo, C. maxima, and C. moschata. The species C. moschata includes calabaza or tropical squash, round to oval pumpkins grown in the Midwest for pie processing, and the popular butternut varieties, highly regarded for excellent shelf life. The species C. maxima includes the large show pumpkins, Golden Delicious type processing squash, Hubbard varieties, and buttercup/kabocha varieties, the latter esteemed for their exceptional eating quality. Lastly, C. pepo is the species having the greatest variation in type, including hard-shelled gourds, summer squash, ornamental pumpkins, and squash. In North America, acorn is the most popular C. pepo squash, but striped Delicata and Sweet Dumpling varieties are known for having good eating quality. Cultural methods for the above species of squash are similar; however, harvesting schedules and post-harvest handling may vary considerably.
Components of eating quality:
People differ in their preference for flavor components and degree of moisture in squash. Nonetheless, connoisseurs of squash usually prefer a relatively dry squash that has a pasty, slightly moist texture after cooking and a high level of sweetness. High sugars not only contribute to a desirable sweet taste, but also mask undesirable flavor components associated with certain varieties and that may be acquired during cooking. Sugar levels can be estimated easily by freezing small tissue samples and then pressing a drop of clear juice from the thawed samples, and measuring soluble solids in the juice with a hand-held refractometer. Relative sugar content is given in units of percent soluble solids (or o Brix). Soluble solids levels of 10% are passable, but generally levels of 11% or greater are considered necessary for good eating quality in squash. The pasty texture of squash is attributable to starch. At harvest starch comprises about 45 to 55% and sugars about 10 to 15% of the dry matter of squash, so a squash with high dry matter also has high starch content. Other minor constituents of the dry matter (dried flesh) are proteins, fats, cell wall constituents (crude fiber), and minerals (called ash). Starch provides substrate for conversion to sugars during the latter stages of squash maturation and during subsequent storage. Squash with low dry matter, generally less than 16%, lack sufficient starch levels to produce a combination of pasty texture and degree of sweetness for acceptable eating quality. In varieties with low dry matter, starch is depleted during storage by conversion to sugars, and the texture of the squash becomes excessively moist and fibrous.
Stages of squash development:
To understand how harvest period, storage and variety selection can affect eating quality, it is necessary to understand basics of squash development and maturation. This process includes not only the development of flesh quality, but also the effect of seed development on maintaining flesh quality. A general outline of development is shown in Figure 1. Small-fruited varieties of squash, such as acorn, reach close to full size within 15 to 20 days after pollination (DAP). Dry matter and starch accumulation begins shortly after fruit set, but is most rapid between 10 and 20 DAP and reaches a maximum content at 30 to 35 DAP. In acorn and other related squash
in Cucurbita pepo, sugar levels begin to increase rapidly between 25 to 30 DAP, and usually reach a maximum between 50 to 60 DAP (Figure 2). Increases in sugar content and maximum sugar content will vary among varieties. In varieties with low dry matter, sugar levels usually
accumulate slowly and maximum levels are lower than in varieties with high dry matter and therefore higher starch content. In kabocha and buttercup squash (Cucurbita maxima) sugars will usually reach acceptable levels (11% soluble solids) between 60 and 70 DAP. In butternut squash, the situation is more extreme. Soluble solids levels are often only 8 to 9% at 60 DAP, and storage at room temperature for 25 to 40 days may be necessary to elevate sugar levels.
Even though the dry matter of the flesh (mesocarp tissue) peaks at about 30 days after pollination, seed development takes much longer. If a squash is cut open at 20 DAP, the seeds appear to be full size. This is because the seed coat, the leathery covering over the embryo, reaches full size by this time. But if the seed is cut in half, the embryo is actually barely visible at this time, being about an eighth to a quarter of an inch in length. The embryo expands rapidly and largely fills the seed coat cavity by 35 days after pollination. However, dry seed biomass (seed fill) continues almost linearly until about 55 DAP. Thus, a squash fruit can be considered to reach full maturation when seed development is complete at about 55 days after pollination.
Post maturation changes occur in stored fruit. There is a progressive moisture loss during storage, so fruit fresh weight decreases. Respiration consumes carbon in the form of sugars, and starch conversion to sugar continues to replace the sugar consumed by respiration. The eating quality of squash varieties with low sugar at harvest will initially be enhanced in storage because sugar levels increase. Eventually, however, long storage time will deplete starch levels to a point where the texture of the squash is compromised.
Harvest period and eating quality:
Because seed maturation is not complete until 7 to 8 weeks after fruit set, it is important to maintain a healthy plant until at least the earliest harvest date or about 50 days after fruit set. This insures a continuous supply of photosynthates (organic carbon source produced from photosynthesis) to the developing fruit. Seeds are the primary sink for assimilates such as sugars and nitrogen compounds, so if photosynthesis is impaired by disease or insect feeding, nutrients required for the developing seed are withdrawn from the flesh, depleting starch levels and lowering eating quality. If fruit are picked immature, seed development continues in stored fruit at about the same rate as in fruit left on the plant. Seed development in an immature, detached fruit occurs at the expense of depletion of nutrient reserves in the fleshy tissue, thereby reducing dry matter (mostly starch) and lowering eating quality.
Because fruit and seed development are similar in all three species of squash, their recommended harvest periods are somewhat similar. However, with kabocha or buttercup varieties, it is actually desirable to harvest them before complete seed maturation, about 40 to 45 days after fruit set when the fruit are still bright green. New Zealand studies indicate that rind hardness is maximum around 40 DAP, so fruit harvested at 40 days suffer less damage to the fruit surface, and in turn, less chance for disease entry during subsequent storage, than fruit picked during later stages. Kabocha squash are also susceptible to sunburn damage as leaf canopies senesce (die back), resulting in changes in rind color from green to brownish and bronze colorations. Extreme sunburn and heat damage can cause the rind to turn white. Therefore, it is best to harvest the squash before fruit are exposed to direct sun as the vines die down. Kabocha squash have a high dry matter content, usually 20 to 30%, and a small seed cavity, so that any seed maturation following harvest has a minimal effect on depleting starch reserves in the flesh. If kabocha squash are harvested between 40 and 50 DAP, they will need to be stored for 10 to 20 days at room temperature to allow for elevation of sugars to acceptable levels for good eating quality.
Acorn squash present the most difficult problem with respect to determining harvest time. Most modern acorn varieties not only reach near full size within two weeks after fruit set, but also develop a dark green to black mature color. For this reason, acorn squash harvested for the large wholesale markets are often picked immature. Immaturity can be easily recognized by observing rind color on the ground side of the squash. Immaturity is indicated if the ground color is light green or light yellow rather than having the dark orange coloration of mature fruit. If these immature squash are sampled, they are found to have low sugar levels and may have low starch levels as well. If such immature squash are left in storage, sugar content will increase, but starch will be depleted both by respiration and remobilization of sugars from the flesh to the developing seed. This has a negative impact on eating quality. The problem of poor quality in prematurely harvested squash is further exacerbated because many commercial acorn varieties and many of the newer striped varieties have inherently (genetically determined) low dry matter and starch levels.
In contrast to acorn squash, butternut squash do not reach their characteristic tan color until relatively late in development (35 or more days after fruit set), so premature harvest before starch accumulation and seed fill are complete is generally not a serious problem. The biggest problem in butternut squash is that sugar levels are usually not sufficient for good eating quality when squash are harvested, especially in parts of New England where the growing season is marginally short for butternut squash. This year, for example, we harvested fruit from six breeding lines and three open pollinated cultivars, Ponca, Puritan and Waltham butternut, at 60 to 62 days after pollination. Levels of soluble solids were mostly 8 to 9%, with a few as low as 7%. In an adjacent trial, experimental hybrids and some standard varieties were harvested and sampled between 67 to 78 days after fruit set. Other than one sample at 10.6% soluble solids, the levels ranged from 7.4 to 9.8%, well below the 11% or higher preferred for good eating quality. To increase sugar levels sufficiently for satisfactory consumption, butternut squash harvested at 55 to 60 DAP may have to be stored at room temperature for another 30 or more days. Can this process by accelerated? Studies with kabocha squash have shown that storing squash for short periods at high temperatures (ca. 80-85 o F) can accelerate post-harvest increases in sugar levels. In preliminary studies at UNH, we harvested butternut squash at about 55 to 60 days after pollination and stored squash for three weeks in a greenhouse where daytime temperatures ranged from 75 to 85 o F. Out of 28 fruit sampled, 20% had soluble solids between 10 to 11% and 80% had soluble solids between 11 and 14%. Eating quality ranged from good to excellent for most samples. It would have been preferable to store the squash under shaded conditions, because some light discoloration of the rind was observed on some fruit.
For long term storage, temperatures between 50 and 60 o F and relative humidity (RH) between 50 to 70% are recommended. Higher temperature and lower humidity result in more weight loss of fruit and can accelerate the development of hollow neck in butternut squash. The higher temperature also increases respiration rate and loss of dry matter. Even though some squash, particularly butternut varieties, may store reasonably well beyond three months without disease problems, the texture and overall eating quality of the squash will be compromised after long storage.
How do you determine when to harvest?
Most acorn varieties are semi-bush and set most of the crown fruit within about a week period. Modern hybrids tend to produce some female flowers before male flowers appear and these usually abort unless there are other varieties of C. pepo nearby supplying pollen. But this is shortly followed by a period of both male and female flowering and fruit set. Some later fruit sets will occur on runners, but these fruit are usually undersized and lack quality, and so should not be harvested and sold. These late set fruit are a drain on photosynthates, and pruning these fruit off of the plant can actually increase quality of the crown set fruit.
By noting the initial flush of male and female flowers on a semi-bush squash cultivar, a grower can estimate the approximate time when most fruit set occurs, and delay harvest until about 50 days or more from the fruit set period. Another approach is to check the ground spot on the fruit, and not harvest fruit until the spots turns orange. Some of the newer striped varieties of C. pepo will show some color changes with maturation, but the color change, say from white to tan between the stripes or stripes changing from green to orange, may occur well after the fruit are ripe enough to harvest. In addition, some varieties may have a dark yellow rather than dark orange ground spot at maturity. So with these, I think that it is better to keep track of the approximate date of fruit set. However, if you observe a color change that correlates with maturity in a particular variety, then you can use that as a harvest indicator.
How about variety selection? That is a tough call. I have found that most modern hybrids being commercially sold lack the eating quality of a good Sweet Dumpling or Delicata squash. UNH has developed some high quality acorn and sweet dumpling type varieties that are being released to the seed industry. High Mowing Organic Seeds offers a UNH-developed, sweet dumpling hybrid, Sugar Dumpling, which also has intermediate resistance to powdery mildew. Johnny's Selected Seeds is in the process of producing seed of one of my PMR mini-acorns, and currently sells an acorn hybrid, Tip Top, that has good eating quality. Cornell Bush Delicata is another variety in this class with good eating quality and powdery mildew resistance. There are several other varieties available that have reasonably good eating quality, so growers will just have to evaluate them to determine if they fit into their particular farm and marketing situation. | <urn:uuid:abd734a9-e272-452e-9e3b-eb1fa732617e> | CC-MAIN-2024-46 | https://agsci.oregonstate.edu/sites/agscid7/files/horticulture/attachments/Managing%20winter%20sq%20for%20fruit%20quality%20and%20storage%20Loy.pdf | 2024-11-10T21:23:32+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00460.warc.gz | 70,951,159 | 2,941 | eng_Latn | eng_Latn | 0.997977 | eng_Latn | 0.998206 | [
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Name:___________________ Date:________________
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Name:___________________ Date:________________
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Eco-Life
Youth Exchange enez, Turkey
PLACE AND DATE: 21-30 JUNE 2021, enez, Turkey
PARTICIPANTS: 60 people (8 youth + 2 group leaders from each countries)
COUNTRY: Partner countries will be from Denmark, Estonia, Poland, Lithuania, Czech Republic and Turkey.
LANGUAGE: The working language will be English.
summary
Sustainable development, recycling and similar key actions that we have to take to secure our future. Participants are interested in carrying out this activity because they realize the importance of environmental science which they would like to share by education. We found out Erasmus+ program as a very interesting way to share and disseminate environmental awareness. The implementation of the activity will help raise awareness of global problems. By the activities we will bring zero waste to the idea of "waste recycling" and sustainable development. This program can provide significant opportunities such as the involvement of
several countries in youth exchanges. Thanks to the Erasmus+ program, participants will get to know each other and learn to work together in a multicultural team. The diversity of countries and participants will create a working group with different opinions, backgrounds and attitudes. This is a unique opportunity for project participants to share their opportunities, experiences and attitudes with other countries. Participants from different countries will also be an inspiration in preparation of the environmental project for the community.
The main activity of the project is youth exchange. Youth exchange will take place in the Enez, Turkey on 21-30 June. The number of participants is 60. The number includes 10 people from each country.
The group are : group leaders - a youth worker or person with experiences with youth work in the age 18+.
Participants will be required to learn how to work alone or with people from different countries. Participants will be in situations where they will be required to discuss in foreign language (by using it they will be better in it). In group works they will learn how to learn new things. Every participant will gain 8 key abilities. Right choice of participants and leaders will make the best possibility to gain the best result in accomplishing the objectives.
ACTIVITIES AND METHODS
Working Methods
The organizing group will consist of volunteers working on the project, facilitators, coordinators of the project, staff ensuring logistics and project continuity. Organisers of the project and facilitators will work 10 days before the beginning of the project to create activities. Every activity (workshop) will be done in non-formal education – discussion, roleplay, interactive presentation, self-reflection, educational games, video, workshops, etc. Participants will present their personally created wares and possibilities of Erasmus+ program to local people. Every participant can learn new things from different areas by these activities. Participants will work also with non-national minorities. Participants will be required to learn how to work alone or with people from different countries. Participants will be in situations where they will be required to discuss in foreign language (by using it they will be better in it). In group works they will learn how to learn new things. Every participant will gain 8 key abilities. Right choice of participants and leaders will make the best possibility to gain the best result in accomplishing the objectives.
Who can participate in the youth exchange?
The participants of our project will be young people at the age of 15 - 30 years old. Above all, we want to engage them in this topic to help them develop personal skills, teamwork, critical thinking and managerial skills. We want to prepare them for their future decisions on global issues and environmental science. Last but not least, the group leaders and young people have
the opportunity to get to know the Erasmus + programme. Within this age category, participants have the possibility undertake projects or activities at a similar basis in the future with their ambitions, visions and acquired knowledge. Our goal is also to facilitate friendships between participants that can encourage recruitment
skills and encourage their desire to learn more within the group.
To ensure gender balance, we have communicated beforehand with our partners so that we can ensure equality at the time of our project. The partners agreed to send an equal number participants from each gender. The project will maintain the balance of activities creating groups of different sexes and nationalities. By this, we can ensure active intercultural dialogue during the activities.
PARTNERS
The project will host 60 participants from the following 6 organisations. Denmark, Estonia, Poland, Lithuania, Czech Republic and Turkey.
TRAVEL COSTS
According to new Erasmus Plus rules, the reimbursement of travel costs will be calculated used a specific program called Distance Calculator:
| Country of Origin | Country of Destination | Distance Band | No. of Participants |
|---|---|---|---|
| Czech Republic | Turkey | 500-1999 km | 10 |
| Lithuania | Turkey | 500-1999 km | 10 |
| Denmark | Turkey | 2000 - 2999 km | 10 |
| Poland | Turkey | 500-1999 km | 10 |
| Estonia | Turkey | 500-1999 km | 10 |
AFTER SENDING their tickets and boarding cards, participants will receive the reimbursement of their travel costs. Travel (flights, other means of transport) expenses are compensated (up to 100%), based on the actual expenses incurred and the distance from your location of residence to the location of the project (ENEZ). These distances must be calculated using the distance calculator supported by the European Commission. We don't send money to each participant. We send only money to sender organization and sender organization will pay to participants. It may be that money from European Commission will be late; in that case, as mentioned, you will get your reimbursement after the course by bank transfer (be ready for that).
Keep your bus / train tickets as well! Travel by cars / taxis is not reimbursed.
Please note any extra days you wish to stay will be your own responsibility and your food etc. Visa costs will be covered by participants.
THE VENUE
Enez is a town and a district of Edirne Province, in Thrace, Turkey. The pre-Turkish name of the town was Ainos (Greek: Αίνος), Latinized as Aenus.
The town is located on the left (eastern) bank of the river Hebrus, where its estuary broadens to flow into the Gulf of Saros, the ancient Melas Gulf, and so into the Aegean Sea. Enez occupies a ridge of rock surrounded by broad marshes. In ancient Greek times, it lay on a land route for trade from the Black Sea to the Aegean and was a port for the corn, wood and fruit produced in eastern and central Thrace.
Note: Organisers will not provide accommodation for any additional stay in Turkey. If participants plan to arrive a few days earlier or depart a few days later, they are kindly requested to inform us and we will be glad to offer assistance with booking a hotel
COVID-19 SPECIAL MEASURES AT CAMPING:
Beside the rules that we all know, and are respecting in our own countries, the following rules are necessary for the creation of a safe and productive learning environment:
- All persons coming to the youth exchange will need to take an RT-PCR test before the trip as it is mandatory to show a negative test upon entering Turkey. The costs related to the test are supported by the participant directly, if their country does not provide free testing. The list of acceptable tests is constantly being reviewed as government continues to seek the most accurate alternatives to the PCR test. If you cannot present the correct test result, you may not be allowed to board your flight.
- Before traveling, please ensure the rules to return home to your country. Will you need to be tested? Will you need to quarantine? If you need to test before returning home, this must be indicated on arrival so that testing can be scheduled within the specified time.
- All participants need to bring along face masks that you will use at all times in all common areas inside the accommodations. We will be using masks inside the activity room and other common areas. You will not need to wear the mask inside your sleeping rooms or outdoors, as long as you maintain proper physical distance. If it is not a reusable mask that you can wash every evening before going to bed, you should bring one mask for each working day. Additional disposable masks may be provided on site.
- Every bedroom, bathroom and common area will be equipped with disinfectant spray,
disinfecting wipes and paper towels. The participants are responsible for disinfecting their room and the toilet inside the rooms. The youth center team will be disinfecting common surfaces several times during the day.
- Before each session, the participants will need to wash their hands and use hand disinfectant that will be available at the entrance to the workshops room. The same procedure is necessary before each meal.
- We will have two non-contact digital thermometers. Every morning, group leaders will need to check the temperature of all participants from their team. If someone has a high temperature, the person will need to skip the morning session and self-isolate in the room arranged for these situations.
- After each session, facilitators will gather all materials (such as scissors, glue, markers etc.) that were used by participants and disinfect it for the next session.
- In order to avoid the use of many glasses during the day, all participants should bring one bottle from which they will be able to refill and drink water during the exchange. Disposable plates, cutlery and cups for coffee, tea or juice will be available.
- The breakfast, lunch and dinner will be served for each participant. We will explain the procedure to everyone after you arrive at the venue.
- For safety reasons, alcohol will not be allowed during the exchange. You are allowed to bring one bottle per team of your traditional drink for your cultural night, but don't bring any other alcohol to the exchange. Please don't bring vodka, whiskey or other alcohol that is not a part of your culture and cultural night.
- Please note that the wearing of masks is mandatory in all public spaces in Turkey. This includes shops, restaurants, nightclubs and public transportation.
Our main priority is the safety of everyone, and we are sure that these rules and regulations will not stop us from having a good time and meeting amazing people from other countries. If anything is not clear to you or you have any questions, please feel free to contact us at any time.
ACCOMMODATION PLACE
Başakşehir Belediyesi Enez Gençlik Kampı
Photos and videos about our accommodation place and workshop place;
https://www.youtube.com/watch?v=B18ioR2JeG0 https://www.facebook.com/bbgenclikkampi/photos
Rooms: Participants will be accommodated in 3 or 6 people each rooms. Bed linen and towels will be provided. The main activity room is located in the hotel. Wifi internet connection is available. Organisers will provide participants with three meals per day. Food will be served.
We strongly recommend each participant to inform the organizers about any special dietary needs in advance.
HOW TO REACH THE HOTEL
Two weeks before the project, we will send you infopack about travel.
We would like to collect all of you in Istanbul and drive to camping place.
More discussions can be done in facebook group.
WHAT TO BRING
Since there is going to be an international evening, we will ask you to bring something traditional, famous or delicious from home - that you would like to represent your country with, and share with the others, it can be any kinds of food, drink...
HEALTH INSURANCE
Health insurance is not provided and will not be reimbursed by the organisers. All participants are strongly advised to purchase private travel insurance, as costs of private health care in Turkey are quite high if you don't have.
The organizers will not provide the participants with any kind of insurance! Therefore, we strongly recommend every participant to acquire travel insurance at their own expense for the whole duration of the course. Also, please have a valid EU healthcare insurance card (if applicable).
Each of the participating countries should;
[x] Bring all your travel documents as presented above. Print out all your documents even if they are online. We don't have printing opportunities.
[x] Prepare a presentation about the sending organization (initiatives they have previously participated in, non-formal learning methods used, etc.). We want to get to know each other, to find out how people work with youth in other countries, and maybe to cooperate in the future.
[x] Prepare a presentation on diversity in their country.
[x] Find interesting videos / games / exercises / educational activities on diversity.
[x] Prepare energisers that could be done in the morning.
[x] Prepare for your country's cultural evening. Please, try to be fun and creative for this! :) No one likes regular .ppt presentations! Any kind of activities are welcome (e.g. video presentations, dances, songs, games, quizzes, posters, flyers etc.). Don't forget to bring your national drinks, dishes or snacks to share with others. Also, please prepare a mini (and, of course, fun) language course for the others. We count on you to make these evenings as interactive and fun as possible.
[x] check the weather forecast before arrival and bring adequate clothes. Please also bring clothing and shoes that can be used for strenuous activities (such as dancing).
[x] Bring good spirit, joy and happiness!!!
Whenever possible, bring your laptops, digital cameras, smart phones and tablets – we will be doing some multimedia work that requires mobile equipment!
CONTACTS!
If you have any questions, please contact us via email or Facebook.
Mehmet Altuntop
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SCIENCE
Chapter-9
1. Which life process ensures that a plant or animal species will not disappear from the earth?
Ans. Reproduction
2. Name two animals which reproduce sexually.
Ans. Dog and human
3.Name two animals which reproduce asexually.
Ans. Amoeba and hydra.
4. Which type of reproduction involves gamates?
Ans. Sexual reproduction
5. Give another term for a fertilised egg.
Ans. Zygote
6. Name the process of the fusion of gamates.
Ans. Fertilisation
7. Do all animals give birth to individuals like humans ?
Ans. No
8. What is the other name of sex cells?
Ans. Gamates.
9. What are the organs in humans which produce the gamates?
Ans. Male organ-Testes
Female organ -Ovary
10. What are the male gamates in humans called?
Ans. Sperm
11. What are the female gamates in humans called?
Ans. Ovum
12. Name the technique which is used to help a woman with blocked oviducts to have a baby.
Ans. In vitro fertilisation technique(IVF)
13. Name the process in which parent organism splits to form two or more new organisms.
Ans. Fission
14. Which type of fertilisation takes place in a hen?
Ans. Internal fertilisation
15. Which type of fertilisation takes place in a fish?
Ans. External fertilisation
16. Define sexual reproduction.
Ans. The production of a new organism from two parents by making use of their sex cells is called sexual reproduction.
Eg. Reproduction in human, dog, cat
17. What is asexual reproduction?
Ans. The production of a new organism from a single parent without the involvement of sex cells is called asexual reproduction.
Eg. Reproduction by binary fission
18. What are gamates?
Ans. The cells involved in sexual reproduction are called gamates.
Eg. Sperm and ovum
19. Define fertilisation.
Ans. The fusion of a male gamate with a female gamete to form a zygote during sexual reproduction is called fertilisation.
20. What is internal fertilisation?
Ans. The fertilisation which takes place inside the female body is called internal fertilisation.
21. What is external fertilisation?
Ans, The fertilisation which takes place outside the female body is called external fertilisation.
22. Write the different organs of the male reproductive system.
Ans. Testes, scrotum, epididymis, vas deferens or sperm duct, seminal vesicles, prostate gland, penis, urethra.
23. Write the different organs of the female reproductive system.
Ans. Ovaries, Fallopian tubes or oviducts, uterus, vagina, cervix.
24. Define metamorphosis.
Ans. The transformation of a young one into an adult through a series of changes in form and appearance. | <urn:uuid:88ac25e2-2afb-40f9-a203-94d88aa251be> | CC-MAIN-2024-46 | https://nebula.wsimg.com/bb401366d73fa09b91e244a734bc8508?AccessKeyId=BBF9C5773C483270E677&disposition=0&alloworigin=1 | 2024-11-10T21:33:32+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00459.warc.gz | 377,377,814 | 629 | eng_Latn | eng_Latn | 0.984343 | eng_Latn | 0.990241 | [
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COPING SKILLS
Take 10 deep breaths
Slowly count to 10
Squeeze hands together
Imagine a happy place
Push hands together
Think of a happy memory
Pull hands apart | <urn:uuid:68eb65e8-3cff-4e7a-b110-acd152ddcc5f> | CC-MAIN-2024-46 | https://oakgrove.capousd.org/documents/All-Star-Staff/Counselors-Corner/Coping-Skills.pdf | 2024-11-10T22:42:02+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00462.warc.gz | 403,939,917 | 43 | eng_Latn | eng_Latn | 0.989802 | eng_Latn | 0.989802 | [
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Student's name:
Current Grade:
Work Habits
Is attentive in class
Follows directions
Is self-motivated
Works carefully and neatly
Stays on task
Number Concepts
Recognizes numerals 1-10
Recognizes Shapes
Uses one-to-one correspondence
| Reading Readiness | Above age level | At age level | Below age level |
|---|---|---|---|
| Recognizes alphabet: upper case | | | |
| Recognizes alphabet: lower case | | | |
| Auditory discrimination: can hear differences in beginning sounds | | | |
| Writes name with upper case | | | |
| Writes name with lower case | | | |
THE SAGEMONT SCHOOL
Student Profile for Preschool-1 st Grade
Please complete and return to:
Felicia Myers, Director of Admissions & International Programs
Email: email@example.com
Mail: 1570 Sagemont Way, Weston FL 33326
Date:
Current School:
Above age level
At age level
Above age level
At age level
Below age level
Below age level
N/A
N/A
| Language Development | Above age level | At age level | Below age level |
|---|---|---|---|
| Speaks clearly | | | |
| Participates in group discussions | | | |
| Takes part in imaginative play | | | |
| Parent/child separation is smooth |
|---|
| Shares with others |
| Dresses Him/herself |
| Emotional Growth | Above age level | At age level | Below age level |
|---|---|---|---|
| Adjusts to new situations | | | |
| Displays self confidence | | | |
| Obeys classroom rules | | | |
| Exhibits verbal self-control | | | |
| Exhibits physical Self-control | | | |
| Shows kindness towards peers | | | |
| Shows respect for adults | | | |
| Physical Development | Above age level | At age level | Below age level |
|---|---|---|---|
| Takes part in group games | | | |
| Practices good health habits | | | |
| Goes up and down stairs on alternating feet | | | |
| Developing large muscle control | | | |
| Developing small muscle control | | | |
Has this student experienced disciplinary difficulties? If yes, please comment:
The school has found the parents to be:
Extremely Cooperative ____ Cooperative ____ Uninvolved ____ Uncooperative ____
Does this family meet its financial responsibilities to the school? Yes____ No ____ N/A
Would this student be eligible to return to your school next year? Yes____ No ____ N/A
This school recommends this student:
Academically: Without reservation ____ With reservation ____ Not at all____
Character/Behavior: Without reservation ____ With reservation ____ Not at all ____
Signature/ position
Date
Phone
Email
Note to school administrators and teachers: The information provided by you is held in the strictest of confidence and will not be shared with the applicant. Thank you for your honesty and time.
The Sagemont School
Lower School Campus—Pre School 3–Grade 5
1570 Sagemont Way | Weston, FL 33326 | 954.384.5454
Upper School Campus—Grades 6–12
2585 Glades Circle | Weston, FL 33327 | 954.389.2454
Accredited by AdvancED | <urn:uuid:23af8ab7-2668-4c32-a421-04e85ee8ee51> | CC-MAIN-2019-04 | https://www.sagemont.com/wp-content/uploads/sites/29/2017/05/Teacher-Recommendation-PK-1.pdf | 2019-01-18T10:45:33Z | crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00238.warc.gz | 939,277,645 | 820 | eng_Latn | eng_Latn | 0.970573 | eng_Latn | 0.974707 | [
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TD's Tips!
Employer Partnerships
What can I do?
1. Make a list of 2-4 careers you're interested in.
2. For one of the careers you're interested in, make a list or web of different businesses in your community that are directly related to that career.
3. Pick 2-3 businesses that you think could be good partners for you.
4. With your transition team brainstorm the different ways these business could become partners in your career exploration and work-based learning, as a part of your transition plan. Involve other youth with your same interests in this brainstorming process. You all can benefit from business partnerships!
Pro Tip!
There are many different ways to ask a business to become a partner. You could contact them through email, phone, video call, or on social media. Ask your family, teachers, and team to help you to find the best way to contact them!
How about an ultimate challenge?
Stuck at home? See if a businesses leader is willing to set up a Zoom call with you. Learn about the daily life of an employee and what skills and knowledge they recommend you know before graduating.
Copyright © 2020 The George Washington University and Pennsylvania Developmental Disabilities
Council. Permission to reprint, copy and distribute this work is granted provided that it is reproduced
as a whole, distributed at no more than actual cost, and displays this copyright notice. Any other
reproduction is strictlyprohibited.
This tip sheet is aligned to the "Employment" lesson plan. You can search in the "resources" page on transitiondiscoveries.org to download it! | <urn:uuid:b0b83606-9675-439a-9f15-de5c37080803> | CC-MAIN-2024-46 | https://transitiondiscoveries.org/wp-content/uploads/docs/08.12_tip-sheet_employer-partnerships_TD.pdf | 2024-11-10T21:33:35+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00465.warc.gz | 538,871,926 | 331 | eng_Latn | eng_Latn | 0.999305 | eng_Latn | 0.999305 | [
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Redefining Possible:
Students from Texas’ Most Disadvantaged Neighborhoods Succeed at Public Charter Schools
For students growing up in poverty, there are always obstacles to learning — from food insecurity to housing instability.
In 2019, the Texas Legislature passed historic school finance legislation to help schools identify these children and provide them the support they need. House Bill 3 assigns every census block group a "tier" based on its level of economic need, then uses that data to allocate additional funding to public school students from the most disadvantaged neighborhoods in the Lone Star State.
Five years later, it's time to answer a crucial question. Where are those dollars making an impact?
To our knowledge, no one has used this data to analyze students' academic outcomes by their specific level of economic need — until now. We find that public charter schools are particularly effective at paving the way to future success for the state's highest-need students.
Key Takeaways
Compared to other public schools, Texas charter schools educate a higher rate of students from the most profoundly disadvantaged neighborhoods — both statewide (36% vs. 24%) and in almost every metropolitan area.
At public charter schools, the state's lowest-income students are more likely to pass STAAR assessments — as well as take, and succeed in, advanced courses. In fact, they pass rigorous Advanced Placement and International Baccalaureate exams at three times the rate of their peers.
When students with the greatest economic need attend public charter schools, they're more likely to be prepared for college, career, or the military (76% vs. 69%) and enroll in higher education (49% vs. 35%).
Texas leads the way on funding for the highest-need students.
Ideally, public school funding formulas direct resources to students with the most need. House Bill 3 made Texas a national leader in this area by adopting a sophisticated approach to account for economic disadvantage.
Traditionally, economic disadvantage in schools has been measured by eligibility for free or reduced-price lunch alone. This paints an incomplete picture. Students with a wide range of household incomes qualify for these programs — but a child facing deep poverty requires more support than someone living just below the poverty line.
House Bill 3 recognized these degrees of need for the first time. It provides additional funding to public schools for every student eligible for free or reduced-price lunch, but the amount increases along a sliding scale based on where the student lives. Here's how that works:
For every census block group in the state, Texas calculates a composite score for economic need. The score reflects household income, but also metrics such as home ownership and adults' educational attainment — so it captures many potential challenges students might face.
All block groups are ranked and placed in five tiers, with Tier 1 representing the top 20% for economic well-being (lowest need) and Tier 5 representing the bottom 20% (highest need).
The home address of every student who qualifies for free or reduced-price lunch is mapped to their census block group. Texas then provides additional funding for these students on a sliding scale where each successive tier means an additional $75. This means students who live in a Tier 5 neighborhood receive about $300 more than those who live in a Tier 1 neighborhood.
These funds go a long way toward providing support such as tutoring, access to technology, and counseling. This system also gives us visibility into the true picture of economic disadvantage at every public school — a valuable tool for assessing student needs. Texas is among the first states in the country to adopt this kind of approach for all school districts.
"One reason I'm so proud of House Bill 3 is that it helps Texas identify and support students with the greatest need while helping break the cycle of generational poverty.
Children growing up in poverty rely on public schools to help them realize their full potential and achieve security for themselves and their families. The more we do that, the more we can change the trajectory not only of the individual students, but also their families and communities."
Dennis Bonnen, former Speaker of the Texas House
Charter schools serve more students from the highest-need neighborhoods.
Socioeconomic Census Block Tiers for Economically Disadvantaged Students: 2022–23
Texas public charter schools have long educated a higher percentage of economically disadvantaged students — according to the traditional definition — than other public schools statewide.
Until House Bill 3, however, there was no way to gauge the true level of poverty for those students. We now know that public charter schools also educate a larger share of students living in the most disadvantaged neighborhoods — those in Tier 4 and Tier 5.
At public charter schools, 36% of students live in the state's lowest-income neighborhoods.
You might wonder whether this difference results from the fact that public charter schools are disproportionately located in urban areas with higher poverty rates. But the data provides a different explanation. The lowest-income families in Texas are simply more likely to choose public charter schools — many of which were created and designed to meet those families' needs.
That compares to 24% at traditional public schools.
Even within the same metropolitan areas, public charter schools nearly always enroll larger shares of the lowestincome students. This includes double-digit gaps in Houston, Dallas-Fort Worth, and Austin, as well as many smaller metro areas.
At charter schools, students from the highest-need neighborhoods thrive.
Across almost every grade level and subject, Tier 4 and 5 public charter school students are outperforming their peers at traditional public schools statewide. This is especially pronounced in high school end-of-course assessments, with doubledigit gaps in Biology, English I, and English II. 4
Strikingly, public charter school students from the most profoundly disadvantaged neighborhoods are completing advanced coursework at nearly double the rate of their peers at traditional public schools statewide (78% vs. 41%).
They're also three times as likely to pass rigorous Advanced Placement and International Baccalaureate exams (42% vs. 13%). 1
Public charter school students are three times as likely to pass Advanced Placement and International Baccalaureate exams.
"As lawmakers, it's incumbent upon us to guarantee that every child in Texas, particularly those with the greatest needs, have access to a toptier education. Public charter schools are instrumental in fulfilling that commitment."
3x
Texas Rep. Brad Buckley House Public Education Committee Chairman
Public charter schools open doors to success in advanced courses.
Advanced Placement (AP) and International Baccalaureate (IB) courses allow students to experience the rigor of college while still in high school. Passing AP and IB exams signifies excellent preparation for higher-level academics, in addition to allowing students to receive actual college credit — a time and money-saving head start on their postsecondary degrees.
Public charter schools are helping more of the state's highest-need students not only access these courses, but succeed in them. The impact is dramatic. While around three-quarters of both public charter schools and traditional public high schools offer AP and IB courses, a significantly higher rate of public charter school students are succeeding on the exams.
There are 104 public charter high schools included in our analysis. 2 At 56 of them, the percentage of Tier 4 and 5 students who pass an AP or IB exam is triple the statewide average for traditional public schools (39% vs. 13%). That's nearly as many as all other public high schools combined (63).
If we focus on non-selective schools, excluding magnet programs where enrollment criteria are applied, the difference is even clearer. In fact, 41 of the top 50 non-selective public high schools in terms of AP and IB success are charter schools.
| Public Charter Schools | 104 |
|---|---|
| Traditional Public Schools | 686 |
Harmony Science Academy - El Paso is proving there are no limits for students from the highest-need neighborhoods. More than 80% take advanced courses, for example, and 95% achieve college and career readiness — far surpassing statewide averages forallstudents.
HSA prepares and inspires students to truly excel in STEM. Nineteen students advanced to the finals of the Insights Regional Science and Engineering Fair, for example, and racked up special awards from Microsoft, NASA, and U.S. Air Force — among many others.
SCHOOL SPOTLIGHT
The public charter school even shined on the global stage. Gwen R. represented the United States in the Vilnius International Project Olympiad, held in Lithuania, and took home a gold medal and the Best Project award for her study of climate change in the Upper Rio Grande Basin.
Harmony Science Academy - El Paso
Charter schools redefine possible for students facing serious challenges.
Ultimately, preparing students for the future — success in college, career, and the rest of their lives — is what truly matters. Once again, the data shows that Texas public charter schools shine.
Graduates from Texas public charter schools are more likely than their peers statewide to graduate prepared for college, career, or the military. This holds true for both standard 3 and dropout recovery high schools. 4
Public charter schools are also opening the door to college for more of the highest-need students. Statewide, about 48% of all high school graduates enroll in a postsecondary degree program at an institute of higher education. For students in the most profoundly disadvantaged neighborhoods (Tiers 4 and 5), that rate is only 35%.
However, at Texas public charter schools, students in the most profoundly disadvantaged neighborhoods are enrolling in college 49% of the time — exceeding the overall statewide performance for all students. 4
SCHOOL SPOTLIGHT
Cedars Academy Next Generation High School in Austin
At Cedars, 64% of graduates from Tier 4 and Tier 5 neighborhoods enroll in higher education — nearly double the statewide average. That's partly driven by personal, one-on-one college counseling that includes support on filling out the FAFSA and submitting applications. But it goes deeper.
Graduates Enrolled in Higher Education (2022–23)
Students from Tier 4 and 5 Neighborhoods
49%
35%
Public Charter Schools
Traditional Public Schools
real-world connections, and present their work. (There's even a "store" on campus where they can acquire formal clothes for $1 if they need them.)
Every year, students complete 40 projects that require them to think critically across subjects, make
Students are evaluated using a rubric that includes agency and selfadvocacy, skills that alumni describe as crucial for college success. "They can argue a point with meaning," says Dr. Leslie Sparacello, the superintendent. "And they can do it with flair."
Questions? Contact firstname.lastname@example.org
Endnotes
1. TEA Public Information Request: TAPR 2022-23 Data disaggregated for Tier 4 and 5 students in standard accountability schools
3. TEA Public Information Request: TAPR 2022-23 Data disaggregated for Tier 4 and 5 students in standard accountability schools
2. TEA Public Information Request: TAPR 2022-23 Data disaggregated for Tier 4 and 5 students in standard accountability schools. Note: Around 25% of both public charter schools and traditional public schools offering AP/IB were masked due to small counts of participating students.
4. TEA Public Information Request: TAPR 2022-23 Data disaggregated for Tier 4 and 5 students in alternative accountability schools | <urn:uuid:d140eab5-14bc-4ddf-99ec-ccf597cc04d9> | CC-MAIN-2024-46 | https://txcharterschools.org/wp-content/uploads/2024/10/Redefining-Possible.pdf | 2024-11-10T21:06:22+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00464.warc.gz | 536,830,948 | 2,368 | eng_Latn | eng_Latn | 0.998567 | eng_Latn | 0.998803 | [
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Nursery News
Our topic is
This week in Nursery
We have enjoyed being back at school this week! We have started our topic on space and enjoyed making our own wooden rockets.
We have also been making repeating patterns and reading lots of stories.
Literacy
We will be reading 'Abigail'.
Expressive Arts and Design
Next week we will be printing stars using kitchen rolls and making our own rockets and telescopes.
Songs, Rhymes and Poems
Zoom, zoom, zoom Twinkle, twinkle 5 little men in a flying saucer
Next week in Nursery
Maths
Next week we will be matching numerals to quantity. We will also be making patterns.
Understanding of the World
We will be looking at different materials. We will look at spacesuits made from shiny materials.
Messages
Remember to send any photos of your chil‐ dren's learning at home tonurserypho‐ tos@kingsgate‐pri.camden.sch.uk | <urn:uuid:03740237-efeb-4095-921e-9b51dc62bcf8> | CC-MAIN-2024-46 | https://www.kingsgateprimaryschool.org.uk/newsletters/2021_2022/2022_01_07_Nursery.pdf | 2024-11-10T22:49:58+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00464.warc.gz | 766,124,689 | 326 | eng_Latn | eng_Latn | 0.998749 | eng_Latn | 0.998756 | [
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Watercolor Kaleidoscope Designs
Important vocabulary words:
* Kaleidoscope- small tube containing bits of colored glass that change patterns as the tube is turned. (Patented by Sir David Brewster in 1817.)
* Geometric Shapes-mechanical looking, include circles, rectangles, squares, triangle, etc.
Examples:
* Organic Shapes- irregular and soft-edged, having quality that resembles living things. Examples:
* Radial Balance/ Symmetry- a kind of balance, which center lines or shapes spread out from a center point.
* Opaque-not allowing light to go through, opposite of transparent.
* Transparent- allowing light to pass through so that objects behind the surface can be clearly seen.
* Washes-a very thin coat of paint, paint has been thinned with water, the paper or board below can still be seen after a wash is applied
Watercolor Kaleidoscope Designs
Things to include in my sketches are:
* Closed lines and shapes (like a coloring book)
* Large and small designs
* Geometric and organic shapes and designs
* Optional: Try creating images from a picture wedge or your own creation... see examples!
Things not to include in my sketches are:
* Cliché images (I.e. hearts, stars, names, Mickey mouse, etc.)
* Tiny shapes
* Lines that are too close together, or to small to paint
Sketching Directions:
.
* Complete at least 6 different sketches illustrating your designs
* Test the images with mirrors!
* Choose your favorite design and add colored pencil using the correct color scheme.
* Discuss designs with teacher
* You will also be graded on neatness and development of ideas. (5 pts. for each wedge sketch, 5 pts. for colored pencil) | <urn:uuid:6e9a04f4-839c-46d8-bba4-3976c0e6e4bf> | CC-MAIN-2024-46 | http://mrslandry.com/8th_grade/kaleidoscope_assignment.pdf | 2024-11-10T20:52:34+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00465.warc.gz | 19,896,709 | 362 | eng_Latn | eng_Latn | 0.997812 | eng_Latn | 0.998243 | [
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Top 10 Study Skills, By Cindy & Justin Muchnick
1. Use your short-term memory to help you in tests. Right when a test is passed out, flip yours over and write down that hard-to-remember formula or helpful mnemonic so that you don't forget later in the test.
2. Build great relationships with your teachers. If you take the time to get to know them and build a positive rapport, teachers will be your greatest allies both in and out of the classroom. And someday you will be relying on them for a great college or job recommendation.
3. Have a clean, well-lit study space that is free of distractions. Shut down social networking, distracting music, and don't do homework on your bed but rather in a desk area conducive to good learning.
4. Be polite in classroom discussions. Sometimes teachers will open up the classroom discussion for a spirited debate or some sort of argumentative discourse. Even if you are arguing points in class, don't forget to be courteous and polite, because the last thing teachers want is a mean, bossy, know-it-all as a student.
5. Say thank you to your teacher after every class. This tip is similar to the previous one, but never underestimate the power of a simple thank you gesture. Even if it's just a, "Thank you, Mr. Smith," or, "Have a nice weekend, Mr. Jones," your teacher will certainly appreciate your friendliness.
6. Plan ahead and map out each week/deadline. Don't rely on a school loop or on-line calendar that your teacher posts assignments on. Be responsible for your own deadlines and both short- and long-term assignments.
7. When you are writing a paper, check in with your teacher often to update her on your ideas and progress. First of all, teachers will be impressed that you have your paper mapped out and organized well and they like to be part of the writing process. Moreover, checking in with your teachers is a great way to see if your essay is on the right track.
8. If anyone happens to be visiting your class – whether it's a teacher's friend, a prospective teacher, or the superintendent – make sure to be a lively and active participant and student. You can be certain that any classroom visitor is going to talk with your teacher after the class, and it would be great if in that conversation you were singled out as an intelligent contributor to that day's lesson.
9. When you are studying for tests, consider forming a focused study group or finding a partner to study with. Discussing the material out loud, whether your teaching it to a peer or asking a classmate questions, helps you learn it even better than if you were to study silently alone.
10. Do every single extra credit opportunity. Even if you already have a good grade in the class. Even if you'd rather be spending time with your friends. Extra credit is seriously like the teacher is handing you free money, so why wouldn't you take it?
© 2024 Cynthia Clumeck Muchnick | <urn:uuid:ccbcaa45-1d22-4d9c-a7a2-061fbcc35836> | CC-MAIN-2024-46 | https://www.cynthiamuchnick.com/_files/ugd/c90f2f_b85980c3c25d44c2a3083783dc5559ce.pdf | 2024-11-10T20:57:01+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00467.warc.gz | 661,107,715 | 620 | eng_Latn | eng_Latn | 0.999118 | eng_Latn | 0.999118 | [
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Holt Geometry Review With Answers
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The new Holt McDougal Mathematics for middle school provides complete and comprehensive coverage of the Common Core State Standards with content and standards of mathematical practices documented throughout every lesson. The unique integrated assessment and intervention features, Are You Ready and Ready To Go On, demonstrate if the students have the prerequisite depth of knowledge to proceed with the chapter content. In order to be a good problem solver, students need a good problemsolving process. The
process used in this book is: understand the problem, make a plan, solve, look back. Publisher. Prealgebra 2e Cambridge University Press The images in this book are in color. For a lessexpensive grayscale paperback version, see ISBN 9781680923254. Prealgebra 2e is designed to meet scope and sequence requirements for a one-semester prealgebra course. The text introduces the fundamental concepts of algebra while addressing
the needs of students with diverse backgrounds and learning styles. Each topic builds upon previously developed material to demonstrate the cohesiveness and structure of mathematics. Students who are taking basic mathematics and prealgebra classes in college present a unique set of challenges. Many students in these classes have been unsuccessful in their prior math classes. They may think they know some math, but their core knowledge is full of holes. Furthermore, these students need to learn much more than the course content. They need to learn study skills, time management, and how to deal with math anxiety. Some students lack basic reading and arithmetic skills. The organization of Prealgebra makes it easy to adapt the book to suit a variety of course syllabi. Educational Review Copyright Office, Library of Congress In this astonishing and profound work, an irreverent sleuth traces the riddleof existence
from the ancient world to modern times.
Star Dad of the Galaxy Houghton Mifflin Geometry Questions Bank gives you the most effective methods, tips, and strategies for different geometry problems in both conventional and unconventional ways. The techniques taught in this book allow students to arrive at geometry solutions more quickly and to avoid making careless errors. Perfect in all high school grades students, 555 Geometry teaches lessons, that strengthen geometry skills by focusing on points, lines, rays, angles, triangles, polygons, circles, perimeter, area, and more. The material in this book includes: * 555 Geometry Questions with Answers In addition this book helps students and teachers with ACT and SAT preparations at 90 pages. Readers find a comprehensive review of the most important geometry topics taught in high school specifically. The practice tests presented in this book are
based upon the most recent state level tests and include almost every type of geometry question that one can expect to find on high school level standardized tests. Geometry Independently Published Essentials of geometry -Reasoning and proof -Parallel and perpendicular lines -- Congruent triangles -- Relationships within triangles -Similarity -- Right triangles and trigonometry -Quadrilaterals -Properties of
transformations -Properties of circles -Measurement of figures and solids -- Probability. Educational Review R. R. Bowker Geometry Common Core AlabamaHolt McDougalGeometry for SAT and ACTCreatespace Independent Publishing Platform Why Does the World Exist Createspace Independent Publishing Platform Vocabulary from Classical Roots is a thematically organized vocabulary program based on Greek and Latin roots. Each of the 16 lessons features 2 3 roots and 8 15 words derived from these roots. Words are presented with dictionary-style definitions, and all words are used in example sentences. Lists of Familiar Words and Challenge Words are provided for each root to help all students activate prior knowledge and keep advanced students on task. Exercises include synonym/antonym, fill in the blank, identification of incorrect usage, and analogies. Review activities including writing
extensions, discussion questions, and other exercises are provided after every two lessons. The themes presented in Book A include: Numbers, All or Nothing, More or Less, Before and After, Creativity, Travel, Sports, and Animals. Some of the words presented in this book include: trilogy, monarch, monolith, unilateral, quatrain, panacea, posthumous, nihilism, magnate, copious, artisan, salient, and decimate. Grade 7." Mathematical Reviews W. W. Norton & Company
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* Rich Dad Poor Dad: What The Rich Teach Their Kids About Money That The Poor And Middle Class Do Not! | <urn:uuid:587b10a1-321d-4c69-8da6-4d47e72bf442> | CC-MAIN-2024-46 | http://business.itu.edu/viewport?docid=A34m921&FilesData=Holt+Geometry+Review+With+Answers.pdf | 2024-11-10T22:06:09+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00468.warc.gz | 7,661,164 | 1,422 | eng_Latn | eng_Latn | 0.936008 | eng_Latn | 0.990968 | [
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The role of stories in humanist ceremonies
Everybody loves stories. They connect us, they reveal us, and they bind us.
'What's the story?' asks the archetypal news editor. And if it's good enough, that story will go on the front page, or lead the bulletin – because stories sell newspapers and win viewers and listeners. In every walk of life, stories sell. That's why businesses spend millions sending their staff on storytelling courses: so that they can learn to communicate more effectively with each other and with customers.
How fortunate we are, as humanist celebrants, that we can concentrate on the real human story and get our audience gripped early on, so that by the time a couple comes to make their vows, all their friends and relatives are rooting for them, ready to erupt in spontaneous applause at the moment when you pronounce them married, and they embrace.
Humanist ceremonies are no different. Whether we're honouring the dead, celebrating romance, or marking a new life, we need stories to engage people, prompt tears and laughter, and create that bond among families and friends that makes a ceremony precious and memorable.
I remember walking across a car park after a funeral and hearing the people ahead of me discussing a story they had just heard. I had found the story fascinating myself – which is why I had included it in the script. And it's why, when I go to see a bereaved family, I always ask what kind of home the person grew up in. What did their parents do, at home and at work? Did they have siblings, family traditions, a garden, pets? With a little bit of prompting, you can usually unearth stories, often long forgotten, that add crucial threads to the tapestry of a person's life.
Then, of course, you hope you'll have friends or family members who will tell more stories – funny, touching, revelatory stories that you might even be able to refer to at the end of the ceremony as you try to leave everyone with what William Wordsworth described as 'a consciousness… deposited upon the silent shore of memory, images and precious thoughts that shall not die, and cannot be destroyed'.
There will be other stories that are passed on from generation to generation. At my own wedding, I told a story that my father had told me many years earlier. Who knows, maybe my grandchildren will tell that same story many years hence – I've told it to them often enough!
Which brings me to weddings – and the couple's story. This is the bit that traditional church weddings often miss out: in my experience, you rarely find out how the couple met and how their relationship developed, let alone the circumstances of the proposal or the ways in which they now feel they complement each other.
So what's the best way to get the story, or stories? Whether it's a funeral, wedding, or naming, I always ask myself round to their place. You want them to be at home, where they feel most relaxed, and where there will probably be photographs, maybe other people, living things, or objects with stories attached. Glean what you can, run it past the people concerned, and everyone will think you've known them for ages.
It's a bit different with a naming, of course. The child's story has yet to be told, so everyone has to use their imagination and look ahead. You may still remind everyone how we got to this point, tell some of the parents' story, the family's story so far, and probably some little vignettes from the infant's early months, travels, struggles, and encounters. Thereafter, you can make the point that as humanists we have nothing pre-ordained or laid down for us. We are free to make our own stories. It is an exhilarating prospect, and an unfinished story is no less compelling.
Let's be honest, though. Even humanist ceremonies can be duds. The things we are inclined to criticise about religious ceremonies – that they concentrate on ritual and pious platitudes instead of the real people involved – well, we can fall into that trap too. It's all very well to light candles, recite poetry, and offer your reflections on life, death, and morality. Just keep those elements to a minimum. Concentrate on the stories that give meaning to our lives, glean as much colour and detail as you can, and tell them for all you're worth.
Rupert Morris, humanist celebrant | <urn:uuid:49779dab-5ec4-4629-b1d9-51bbb5e9528c> | CC-MAIN-2024-46 | https://understandinghumanism.org.uk/wp-content/uploads/2021/12/The-role-of-stories-in-humanist-ceremonies.pdf | 2024-11-10T22:35:36+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00469.warc.gz | 555,351,980 | 912 | eng_Latn | eng_Latn | 0.999083 | eng_Latn | 0.999083 | [
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Curriculum Statement for Harleston Sancroft Academy
Curriculum Intent
At Harleston Sancroft Academy, we are a community that flourishes through God's love to live 'Life in All its Fullness' and aspire to provide high-quality religious studies in a knowledge rich, vocabulary driven and skills based curriculum that will support pupils' religious literacy. Religiously literate means that pupils will have the ability to hold balanced and well-informed conversations about religion and worldviews. Our teaching acknowledges the importance of Religious and non-religious worldviews in all human life and Humanist/Atheist views and Humanist beliefs are taught in our curriculum.
Curriculum Implementation
Religious Studies at Harleston Sancroft Academy is taught in accordance with the new Norfolk Agreed Syllabus (2020) and reflects the Statement of Entitlement. In both the primary and secondary phases our Religious Studies curriculum is designed around a discussion-based format, encouraging each student to share their perspectives while maintaining respect for differing viewpoints. This approach not only fosters a deeper understanding of various beliefs but also promotes critical thinking and empathy. Students are given ample opportunities to explore and learn from multiple religions, which aids in broadening their awareness and appreciation of diverse faiths. Through guided reflection and thoughtful analysis, they engage in meaningful exploration of the world's religious landscapes. In both the primary and secondary phases students are trained to investigate beliefs and practises through the disciplines of theology, philosophy and social human sciences. As students move into the secondary phase there is greater emphasis on the conventions of writing in theology and philosophy; techniques of written analysis and evaluation are more explicitly taught. This builds on the teaching of these skills through the discussion based format in the primary phase. In the Secondary Phase students study for a GCSE in Religious Studies that includes topics such as: Religious, Philosophical and Ethical Studies in the Modern World; Study of a World Religion: Christianity and Study of A World Religion: Islam. This builds on philosophical and ethical enquiries and the study of Christianity and Islam encountered throughout KS2, and KS3.
Curriculum Impact
Pupils will be able to make sense of religion and worldviews around them and begin to understand the complex world in which they live. RS is primarily about enabling pupils to become free thinking, critical participants of public discourse, who can make academically informed judgements about important matters of religion and belief which shape the global landscape. | <urn:uuid:d397d27a-8818-49de-bb44-4a91d5f40582> | CC-MAIN-2024-46 | https://www.sancroft.stbenets.org/wp-content/uploads/2024/09/RS-Curriculum-Statement.pdf | 2024-11-10T20:24:15+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00469.warc.gz | 895,652,956 | 493 | eng_Latn | eng_Latn | 0.996761 | eng_Latn | 0.996761 | [
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my unit guidebook
name:
topic:
As you work through your unit on Duolingo, document your learning here.
sentences practiced
questions
reflections
grammar learned
new words learned | <urn:uuid:f34d4ece-bd5e-4cdd-a5b0-3123c1c03aab> | CC-MAIN-2024-46 | https://www.firststepstogether.online/_files/ugd/3f580a_b5557879f89947caafd2c787f6850097.pdf | 2024-11-10T20:57:07+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00468.warc.gz | 698,998,268 | 40 | eng_Latn | eng_Latn | 0.995263 | eng_Latn | 0.995263 | [
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Week 5 WB 23 rd March 2020
Spellings homework
Practise our class spellings so that you can confidently spell them. Then for each word, write one sentence using it in your home learning book.
| Spelling word | Practise 1 | Practise 2 |
|---|---|---|
| it’s | | |
| know | | |
| thought | | |
| through | | |
| were | | |
| children | | |
| can’t | | |
| couldn’t | | |
| I’ll | | |
| didn’t | | | | <urn:uuid:3bafaa9b-76c4-449b-a732-2836aeb4e7f9> | CC-MAIN-2024-46 | https://nurslingprimary.co.uk/wp-content/uploads/Task-1-English-spellings-2.pdf | 2024-11-10T20:23:47+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00471.warc.gz | 414,743,871 | 154 | eng_Latn | eng_Latn | 0.99843 | eng_Latn | 0.99843 | [
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Pat Chin
The Godmother of Reggae
by Chris Kwok
Focus Question
How did the legacy of colonialism lead to new cultural identities?
Jamaica's English name comes from "Xaymaca," the Taino Indian name for the island, meaning the "land of wood and water." Christopher Columbus was the first European to write of Jamaica in 1494. Shortly thereafter, the Spanish established Jamaica as a colony, and brought slavery and sugar production to the island. Sugar production was extremely lucrative and required dangerous and backbreaking labor. European nations vied for control of each other's Caribbean colonies, and the English defeated Spain in 1655 to take control of Jamaica.
Enslaved Africans were the primary source of labor during this period, as Europeans could not convince their own people to populate Jamaica. The successful revolution in Haiti, which defeated
the French, frightened the English, as they feared the same would occur in Jamaica; so much so that an English administrator in Jamaica wrote back to the home office in 1803 suggesting the introduction of other people groups to the island, so as to create greater social stability and stave off enslaved people from rebelling.
Thus, the flow of Indians (South Asians) and Chinese (East Asians) would come to the Caribbean after the abolition of slavery via the system of indentured servitude. They came on the same ship that had carried formerly enslaved Africans, to work on the same plantations under much the same harsh conditions. Among this wave were the ancestors of Vincent and Pat Chin.
The Chinese and Indians intermingled, married, and had children with the whites, Native Taino Indians, and African Jamaicans. Unlike the U.S., where laws forbade marriage between people of different races, Jamaica had no such restriction. Pat Chin's father was Indian and her mother was Chinese. Vincent Chin's father
Randy's Record Mart began by supplying the Kingston community with vinyl records and turntables. At the same time that the store was growing in popularity, the Jamaican music scene was also growing following the country's independence from Great Britain in 1962. By the mid-1960s, Vincent and Pat Chin built Studio 17 above the record shop. The new studio was used by many of the island's leading artists including Lee "Scratch" Perry, Dennis Brown, and Gregory Isaacs. According to journalist Reshma B, "Even if you hadn't recorded at Studio 17, you could sell your records at Randy's. Miss Pat would say: 'Leave what you have, if we sell it, we sell it. If we don't, you can take it back.' That didn't happen at other studios."
was Chinese, and his mother was mixed race. Indeed, population growth in a far-flung colony was a net positive for colonial powers. For the formerly enslaved and indentured workers, this gave them a chance to have a family, bear children and leave a legacy behind.
Vincent's job was to change records in jukeboxes across the island of Jamaica. Records taken out of the jukebox rotation from Vincent's work would now be sold at their shop, "Randy's Records," which Vincent and Pat opened in 1959. As their business grew, they opened a recording studio upstairs. Studio 17, as it came to be known, was where seminal reggae albums would be recorded by emerging stars, most
In 1959, Pat and Vincent Chin opened Randy's Record Mart—popularly known as Randy's Records—in what was an ice cream shop in Kingston, Jamaica. Randy's Records became a foundational location in the Jamaican music efflorescence of the 1960s that would eventually give rise to ska, rocksteady, reggae, dub, and dancehall.
notably Bob Marley & the Wailers. It became a gathering place for artists and helped create Jamaican music culture. Jamaica would become an independent country in 1962, and Jamaica's unique music culture would capture that critical moment in history. The record store and studio were well timed to capture the cultural and political revolutionary ethos of the era. That unique music culture was spurred on by the community that the store and recording studio nurtured. Over the next two decades, Randy's Records would become a gathering place and town hall for Jamaican musical artists to develop their craft, record it, and eventually become a worldwide phenomenon.
Political independence also brought societal and economic instability. Eventually, the Chins decided to emigrate to America. The Chins moved to Jamaica, Queens, in 1977 and opened "VP Records," named for Vincent and Pat Chin's first initials. They would continue to
In 1977, Pat and Vincent relocated what was formerly Randy's Records in Jamaica to a small shop on Jamaica Avenue in Queens. They later moved the store down to its current location pictured below at 170-21 Jamaica Avenue.
Citation: Ira Berger, "The exterior of VP Records, a retail store for indie reggae label, on Jamaica Avenue in Jamaica, Queens New York," September 16, 2021, Alamy, Ira Berger / Alamy Stock Photo, 2GMYDCF.
nurture another generation of Caribbean artists including Sean Paul, Maxi Priest, Lady Saw, and Beenie Man.
VP Records is now the world's largest independent distributor of reggae and dancehall music. Vincent Chin passed away in 2003, but Pat Chin, along with her two sons and numerous other family members are still at work at VP Records. Their retail store is still open and going strong in Jamaica, Queens.
Reggae singers Devonte, Tanto Metro, VP founder Patricia Chin, VP CEO Randy Chin, and the Consul General of Jamacia Basil Bryan attend the 25th anniversary party for VP Records at Sirius Satellite Radio on April 14, 2004 in New York City.
Embodied in the story of Pat Chin's life is the legacy of colonial empire, slavery, indentured labor, business savvy, and cross-racial love, respect, and cooperation. Pat saved old records that were to be tossed away as garbage and fashioned it into a record store, and then eventually a musical empire that would change world music. Now the next time you hear a reggae, ska, or dance hall beat, remember that the music you hear is a freedom song, a legacy of cultural and racial cooperation, crossing boundaries meant to constrain them.
Citation: Bryan Bedder, "VP Records Celebrates Its 25th Anniversary," April 14, 2004, Bryan Bedder/Stringer, Getty Images, 3370017.
Passport to Social Studies Curriculum Connections
Grade 8
Grade 11
■ Unit 6: America After World War II: The Changing Nature of the American People
■ Unit 6: Social and Economic Change:
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1.8 Sun safety policy and procedures
Policy statement
At Village Montessori Nursery School we acknowledge the importance of sun protection and want staff and children to enjoy the sun safely. The school is concerned about protecting staff and children from sunburn and from skin damage that can be caused by the harmful ultra-violet rays in sunlight. Skin cancer is the most common form of cancer in the country. As sunburn and almost all skin cancer is caused by the sun, it is possible to prevent this happening. The school believes that by encouraging sun safe behaviour at school and teaching children about the risks of sunlight, we can prevent them burning and contribute towards preventing skin cancer.
EYFS key themes and commitments
| A Unique Child | | Positive | Enabling | Learning and |
|---|---|---|---|---|
| | | Relationships | Environments | Development |
| | -keep children safe | | | |
The school would like your help and support in this matter. We will be encouraging children to avoid sunburn and overexposure to the sun through the following procedures and practice:
Procedures
[x] Sun safety is discussed interactively with all children through books and pictures
[x] Seats and equipment are moved to shady area, particularly during the middle of the day
[x] Outdoor activities and events are planned outside of 11am-3pm where possible; if this is sometimes unavoidable, the staff will ensure hats, clothing and sunscreen are worn to minimise sunburn
[x] Wearing suitable hats e.g. wide brimmed or legionnaire style
[x] Wearing clothing that protects the skin, particularly for outdoor activities and school trips; vest and strappy tops are discouraged.
[x] Using a high factor sunscreen (SPF 15+) and is applied adequately and regularly e.g. two teaspoonful for the head, arms and neck or two tablespoonfuls if in the swimming costume
[x] All children being supervised applying their own sunscreen with help of mirrors, only if they are old enough to do so
[x] Staff will be encouraged to set an example
[x] Teachers and support staff on outdoor duties or in charge of school outings will remind those most at risk of burning to cover up in the sun and use sunscreen.
[x] Letters are sent home asking for parental permission for staff to apply sunscreen to children
Reference:
[x] www.nice.org.uk
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November 2019 challenge
MIND-Xpander puzzle
Twelve Dot Challenge – Connect the 12 dots with 5 straight lines without lifting your pen or pencil off the paper or going through any dot twice. There may be several starting points with similar results.
Can-U-Figure-It-Out puzzle
How many squares, of any size, are there in the following diagram?
EQUATE-Sums Puzzles
The numbers in each row add up to the totals on the right and the numbers in each column add up to the totals along the bottom. The sum of the numbers in the two diagonals are also given. Using the numbers 1 to 9 to satisfy each sum as shown, solve the puzzles. (Note: Each number can be used only once.) | <urn:uuid:f66373d1-65df-462e-b24f-db5d14c95d40> | CC-MAIN-2020-16 | https://gordonburgin.com/wp-content/uploads/2019/10/November-2019-challenge.pdf | 2020-04-04T17:51:36+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00371.warc.gz | 481,441,093 | 161 | eng_Latn | eng_Latn | 0.999474 | eng_Latn | 0.999474 | [
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Baslow St-Anne's C of E BEHAVIOUR POLICY
Growing healthy minds and hearts together
"Life in all its fullness"
| Date/Minute no. | Author |
|---|---|
| 3/9/18 | M Clark |
| 4/9/19 | M Clark |
| 5/10/20 | M Clark |
| 28/9/21 | M Clark |
| 1/9/22 04/phss/09/22 | M Clark |
Approved by:
Mrs Marie Clark (Headteacher)
Chair of Governors: Tony Mottram
Principles and Values
At Baslow St. Anne's Church of England Primary School we believe that it is vitally important that everybody is safe, confident and happy in our school community. We aim to provide an environment in which our children feel safe, secure and confident, are respectful citizens in and out of school and nurture the Christian values that underpin all that we do. We believe that our children and staff should lead 'a life in all its fullness', nurturing our vision of growing healthy minds and hearts together. We strive to ensure this is in place to enable every child to achieve their full potential and be prepared for their next step in life.
Covid-19 – Support and guidance is on hand via the school website, class e-mail, Google Classroom for behaviour whilst navigating through this unprecedented time. The same level of expectation of behaviour is firmly grounded whilst in school and also for remote learning.
Setting and nurturing good habits early
We strive to help our children establish good manners, etiquette, good behaviour and respect from the start, by involving parents and children in the process. This includes drawing up class rules, a School Behaviour Charter, Home/School Agreement and reinforcing policy and procedure from the very beginning in the Reception class. These expectations are set and upheld by all staff and positively role modelled on a daily basis. They are shared with all and we involve the pupils in drawing up key documents. We do our best to nurture each child to become a respectful individual, with strong morals and a solid understanding of what is right and what is wrong, preparing them to play a full, positive and active part in modern British society.
Rewarding achievements
Rewarding the children for following our School Behaviour Charter and class rules, and for being respectful citizens, is important in maintaining their motivation and sense of self -worth. The school has implemented a 'Behaviour Ladder' which is consistent throughout the school and gives instant reward (or sanction), which is visual and progressive (see appendix 1). This links in with other reward systems such as: credits, table points, house points and the PHD system (see appendix 2) which rewards children for being good citizens.
Supporting behaviour management
All at Baslow St. Anne's Church of England Primary work hard as a team, and we also liaise closely with outside agencies as necessary in dealing with children with behaviour problems. Staff support one another by sharing advice on strategies and by applying the school's Behaviour Policy and systems consistently. Our older children also support with roles of Nurture and Social Buddies which empowers our young leaders to support our younger children by helping to develop their social skills and integrate with others alongside having a buddy to support with the nurture and well-being.
Working with parents
2
To be successful in helping a child to improve his/her behaviour, we work closely with parents, and see this as a partnership to nurture and support the child. The Headteacher and staff communicate regularly with parents and a dialogue is maintained to monitor progress in behaviour improvement. A behaviour log is kept and a graduated response is used to assess the level of support needed.
Pupil involvement
The involvement of children in revising and refining the different systems in place for behaviour is important at Baslow St. Anne's Church of England Primary. For example, the School Council has been instrumental in drawing up the school's Behaviour Charter. We encourage all the children from Reception to Year 6 to be responsible for their actions and to discuss any issues. Discussion of behaviour often takes place in Collective Worship and Personal, Social, Health Education (PSHE) lessons, but it is certainly not limited to timetabled sessions. Behaviour is often discussed in class, in small groups or individually with children, in order to promote the spiritual, moral and social development of the child. As well as promoting positive choices and decision making, as a matter of course, whenever inappropriate behaviour occurs we discuss the underlying reasons and strategies for improving.
Commitment to equal opportunities
We are committed to equality of opportunity for all of our children and the effectiveness of this policy is monitored by our Governing Body and any issues are acted upon immediately.
Our aims:
Create a calm, purposeful, safe and happy learning environment
Ensure that no learning is impeded by the behaviour of others
Foster positive, caring attitudes towards everyone, where achievements at all levels are acknowledged and valued
Encourage each child to take responsibility for his/her behaviour, leading to increasing independence and self-discipline
Create a consistent approach to behaviour management throughout the school, celebrating and praising good acceptable behaviour and enforcing firm boundaries for unacceptable behaviour
Work in partnership with parents in dealing with any behavioural issues
Encourage respect for all
Lead by example in treating each other with respect and having high expectations for behaviour throughout the school
To achieve these aims all staff should:
Actively promote and consistently follow our rewards systems (Behaviour Ladder, credits, house points, PHD, table points, stickers) and enforce the hierarchy of sanctions
Encourage and instil our key values
Make children aware of appropriate behaviour in all situations
Have high levels of expectations
Be aware of all children's behaviour in class and around school, dealing with every incident appropriately, giving mutual support to colleagues
Work in partnership with parents in dealing with any behavioural issues
Act as a positive role model for desired behaviour, treating all adults and children with respect
Focus on good behaviour and positive reinforcement to raise self-esteem; giving praise for good behaviour
Be punctual in collecting/meeting the class off the playground
Ensure children are not left unattended
Create a calm working atmosphere in the classroom, with access to resources and with wellestablished routines
Ensure that each child has work that is suitable to his/her ability
Deal with problems swiftly and calmly
Be as consistent and as fair as possible in the use of rules, sanctions and rewards, taking into account each child's needs
Work closely with the headteacher, implementing advice and strategies in dealing with a child with behavioural difficulties
Remind children that they are representatives of Baslow St. Anne's, in and out of school
Pupils should:
- Follow the Behaviour Charter and class rules at all times
- Grow and develop individual characters embraced by our key values
- Co-operate with and respect all school staff
- Work towards the positive behaviour rewards, e.g. moving up on the 'Behaviour Ladder'
Parents should:
- Support the school's system of rewards and sanctions
- Encourage and support our key values
- Help the children understand the rules and the need for them in an ordered society
- Work in partnership with the school to promote high standards of behaviour at all times
- Ensure their child attends school regularly/punctually and notify the school of reasons of absence
- Be responsible for their children when on school premises before 8:45am and after 3:20pm
Rewards system for appropriate behaviour (and good work):
Verbal praise, body language (smile, thumbs up, nod) appropriate to the child (sometimes overt praise can embarrass a child)
Stickers
Credits
40 = certificate
60 = rubber
80 = pencil
100 = pen
120 = book voucher
House points – each time a child is rewarded a credit they can also put a house point in to encourage working together as a team, alongside individual recognition
Class 1 & 2 Kindness Jar
Gold Book Collective Worship
Headteacher's stickers, rewards and certificates
Parent/teacher dialogue, consultation
PHD – award for citizenship – badges: bronze, silver and gold
Hierarchy of sanctions for inappropriate behaviour: (see Behaviour Pathway appendix 1)
1. Reflection time verbal recognition of inappropriate behaviour
2. Time out from playtime – in class recorded in class behaviour log -in log 3 times in one week – see Mr Osborn
- if continues sees Mrs Clark recorded central Behaviour Log
3. Parents informed
4. Behaviour management plan written, in conjunction with the parents, child and teacher
5. Fixed term exclusion
6. Permanent exclusion
Appendix 1 – Behaviour Pathway
- Outstanding
This is for the extra special achievements that are shared with Mrs. Clark – rewarded with a sticker and text home
- Ready to learn
The old 'green for go' starting point
- Reflect
Instead of grumble we are encouraging children to reflect and think
- Consequences
A zone that is less public as to what the sanctions are following order of hierarchy: Children will be kept in class 5 minutes during break and this needs to be written in a classroom log.
If a child is in the behaviour log 3 times in one week then they have to see Mr. Osborn. If the inappropriate behaviour continues they see Mrs. Clark.
Anything that is considered urgent and/or serious goes straight to Mrs. Clark.
Appendix 2 - PHD Award
A 'PHD' in Citizenship
| | | Standard | Signed | Reviewed |
|---|---|---|---|---|
| Polite | Speaks politely and always shows respect | | | |
| Happy | Has fun at school and helps others to enjoy school | | | |
| Determined | Is unrelenting in school work and completes tasks set | | | |
| Congratulations | | Collect a Bronze Award | | |
| Positive | Is keen to discover new things and have a go at everything | | | |
| Healthy | Eats healthily and takes part in exercise with enthusiasm | | | |
| Duty | Is caring towards others and school property | | | |
| Congratulations | | Collect a Silver Award |
|---|---|---|
| Personal Development | Sets personal targets and discusses how to achieve them | |
| Helpful | Takes on a very active role in school | |
| Celebrating Difference | Shows exemplary behaviour towards others | |
You are now an exemplary citizen –well done and keep it up.
Policy written in conjunction with the School Council and staff adhering to Section 89 of the Education and Inspection Act 2006.
Appendix 3 – Ambassador Award
Baslow St. Anne's Primary School
Ambassador Award
| | | Standard |
|---|---|---|
| Excellent role model | Be an excellent role model in and out of school | |
| Mature | Be sensible, mature and try their best to do the right thing | |
| Enthusiastic | Try their hardest in every school subject and all they do | |
9
| Trustworthy | | Always tell the truth to pupils and teachers |
|---|---|---|
| Sensible | | Be polite and help people when they need it in and out of school |
| Leadership | | Be a leader and offer to do a club, mini leaders, dinner duty or show visitors around school |
| Responsible | | Use their time to make sure something gets done |
| Citizenship | | Take on an active role and be an excellent citizen both in and out of school |
| | Congratulations | |
You are now an exemplary citizen and School Ambassador
Well done and keep it up!
Policy written by: M Clark/Staff/School Council
September 2015
Reviewed September 2018
Reviewed September 2019
Reviewed September 2020
Reviewed September 2021
Reviewed September 2022 | <urn:uuid:6967675a-67c0-4eee-a9a1-ea8d757c4f49> | CC-MAIN-2024-46 | http://www.baslow.school/_site/data/files/key-information/safeguarding/behaviour-policy-sept.2022-v6.pdf | 2024-11-10T20:54:03+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00477.warc.gz | 39,808,306 | 2,611 | eng_Latn | eng_Latn | 0.992335 | eng_Latn | 0.997039 | [
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ADULT ADD
SOURCE: www.adultadd.com FROM ELI LILLY and COMPANY
What is Adult ADD?
Adult Attention-Deficit Disorder (Adult ADD) symptoms are similar, but not identical, to those seen in children and adolescents. The basic categories of symptoms in children are inattention, hyperactivity, and impulsivity. People often refer to the adult from of the disorder as ADD, because symptoms of hyperactivity tend to diminish with age, often taking the form of restlessness or fidgetiness (e.g., persistent pencil tapping and/or foot tapping) and difficulty engaging in quiet activities. However, the medical community uses ADHD for both children and adults, and this term is becoming more widely accepted.
Until the 1970s, it was believed that Attention-Deficit/Hyperactivity Disorder (ADHD) was strictly a childhood disorder, and that children outgrew it in adolescence. Only gradually was it realized that while the hyperactivity component may diminish, the attention and impulsive aspects may persist into adulthood.
Symptoms commonly associated with Adult ADD include:
Lack of focus
Disorganization
Restlessness
Difficulty finishing projects
Losing things
These symptoms interfere with success at work and get in the way at home or with friends. Many adults do not realize that they have Adult ADD until their own child is diagnosed with the disorder. Only then do they recognize the pattern of problems they have faced since childhood. They are relieved that there is a name for the frustration they have felt all their lives, and there are therapies and treatments designed to help.
Recognizing Adult ADD
Fidgeting, interrupting conversations, losing things, forgetting the reason for a trip to the grocery store - everyone acts this way once in a while. But a long and persistent history of restless, impulsive, or inattentive behavior may be a sign of Adult ADD. This is especially true if these behaviors have existed since childhood and result in problems at work, home, and/or in social situations.
If you think you may have Adult ADD, here are several questions you may want to ask yourself. These are some of the questions that can help doctors and healthcare professionals screen for Adult ADD.
Ask yourself these questions and think about how long you have experienced these symptoms and how often they occur. If these symptoms are interfering with your success at home, at work, or with friends, you may
1
want to talk with your doctor or healthcare professional about a clinical evaluation.
Do you have difficulty concentrating or focusing your attention on one thing?
Do you often start multiple projects at the same time, but rarely finish them?
Do you have trouble with organization?
Do you procrastinate on projects that take a lot of attention to detail?
Do you have problems remembering appointments or obligations?
Do you have trouble staying seated during meetings or other activities?
Are you restless or fidgety?
Do you often lose or misplace things?
Treatment of ADD
Current Adult ADD treatment practices focus on management of symptoms through a combination of treatment methods:
Behavior modification (including coaching and therapy)
Medication
Combination therapy (medication and behavior therapy) Treatment should be individualized for each patient.
The treatment process has three basic stages:
Baseline evaluation: As part of the diagnostic evaluation, the physician or healthcare professional determines the target symptoms and the baseline degree of impairment.
Treatment strategy: The physician or healthcare professional forms a treatment strategy by prioritizing the target symptoms and determining which treatment methods are best suited to reduce them.
Symptom monitoring and strategy adjustment: A key part of Adult ADD treatment is monitoring of symptoms in various areas (such as learning, academics, family interactions, and peer relationships) and settings (such as home, workplace, social context).
Living with Adult ADD
Counselling, treatment, and medication can be valuable tools in treating Adult ADD. Also, many skills and coping strategies that are designed to help adults in everyday life can also help people with ADD achieve their goals. | <urn:uuid:81712312-50d9-46d5-9199-eb2d9955cd9b> | CC-MAIN-2024-46 | https://moodmb.ca/wp-content/uploads/2022/09/Adult-ADD.pdf | 2024-11-10T21:09:06+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00477.warc.gz | 376,668,103 | 800 | eng_Latn | eng_Latn | 0.9972 | eng_Latn | 0.997945 | [
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English
Our aims in English this term cover reading, writing and grammar.
Grammar: Identifying word classes, developing more creative sentence structures, cohesive devices and adverbials.
Writing: Our writing will cover narrative and non-fiction including pieces based on our class texts and our National Parks topic.
Reading: Pupils will read independently alongside class comprehensions and the class books (Romeo and Juliet, Danny the Champion of the World).
Maths
We begin the year by cementing ideas surrounding place value, encompassing both large numbers and smaller decimals. Within this, we will consider the value of specific digits in numbers, build arithmetic skills and consider how we round numbers.
This builds nicely into measurement and developing advanced skills in addition and subtraction (particularly column addition and decomposition).
Alongside this, we will be taking a journey though the Solar System of maths targets.
Science
This half term our topic is Animals including Humans. We will discuss the changes humans experience through life. Next, we will learn how the human circulatory system works and begin to recognise the impact of diet, exercise and drugs on the way bodies function.
Art
During art this term, we will be linking how colour and shape link to music through the work of Kandinsky. We will listen to various pieces of music and experiment with ways to express them pictorially.
Music
Pulse
Singing, expressing, performing and playing musical patterns within the structure of a steady pulse. Evaluating and improving our performances. Listening to and appreciating a wide range of music.
First Half Autumn Term 2024
Geography
Year 5 and 6
Our Project:
Religious Education
During this term's module, we will be considering how Christians can apply their values in the modern world. We'll link teachings with some of our own values and reflect on the core values of Christianity.
Our topic this half term is National Parks, something particularly relevant to our locality. Pupils will consider how they started, why they are important and where in the UK/USA certain parks can be found. There will also be time considering the life of John Muir. In addition, we hope to have a Q+A session with a local park ranger.
Physical Education
Our PE this half term includes hockey and football. We will spend Monday afternoons on hockey skills and Fridays developing footballing ability with a focus on key techniques and teamwork. Some of the class will also complete 6 weeks of swimming on Monday mornings.
Computing
Within our computer science topic, we will be using a programme called Scratch to help develop our coding skills. We will learn how to create algorithms and debug mistakes in a program.
Personal, Social, Health and Economic Education
Pupils will focus on themselves and their future, appreciating how all of their achievements will help them towards a chosen career. Pupils will learn the values of a range of career/life options.
French
'Cher Zoo'
Our French module sees pupils build phrases and vocabulary based on a trip to the zoo. This will not simply be animal names, but also the characteristics (adjectives) associated with them!
Helping at home
* PE will be on Mondays and Fridays (weather permitting). Swimming will take place on Monday for those who are involved.
* Homework will be set each Friday and will be due the following Wednesday.
* Spellings will be issued each Wednesday and tested the following Wednesday (I would encourage looking at them each day and ensuring that definitions are understood).
* Pupils should be aiming to read at least 4 times a week at home (and will join the reading tree if they manage this!). Please record this in the front of the purple books.
* Pupils will often know their writing topic for the following week ahead of the weekend, they could be encouraged to use the time!
* Our maths target system is an excellent way to improve fluency in a range of areas, please spend some time on this if you can find it. | <urn:uuid:a2eb8a5c-cee9-4156-b0c6-2fae6d94d2ad> | CC-MAIN-2024-46 | http://reethandgunnerside.org.uk/wp-content/uploads/2024/10/Autumn-1-2024-curriculum-overview-Years-5-and-6.pdf | 2024-11-10T21:16:16+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028191.83/warc/CC-MAIN-20241110201420-20241110231420-00474.warc.gz | 25,884,903 | 809 | eng_Latn | eng_Latn | 0.999016 | eng_Latn | 0.99864 | [
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Helping You Navigate Your Journey Through Parenting
Building Strong Families Through Resilience Strategies
accessible every day throughout your child's life? AND....it's free? Would you give the serum to your child? The "serum" I'm referring to is called Building Resilience.
BYKIM D
E
MARCHI
What if there was a "serum" to prevent the effects of trauma and chronic stress, would you give it to your child? What if it had no side effects, only positive outcomes? What if it was confidence. Explain what unconditional love means and play the game: I love you no matter what. Let the child use their imagination and really test the boundaries with questions such as, "Would you love me if I told you I didn't like you anymore?" Your response would be something like, "I'd still love you even if you told me you didn't like me." Child: "Would you love me if I stole a car?" You:
As much as we want to protect and shield our children from stress and adversity, we can't. We know our children are going to experience stress, disappointment, failure, frustration, and sadness in their lives. We can't prevent all bad things from happening to our children, but we can teach them resilience.
What is resilience? It's the ability to recognize, face, and manage or overcome challenges, and to be strengthened, rather than defeated, in the process. We are all inherently born with resilience to bounce back. Resilience can also be taught, modeled and improved upon.
There are three things that must be present in a family for resiliency skills to be taught and effective.
1. Children require unconditional love from their parents. You want to communicate to your child, "No matter what, nothing you say, nothing you do behaviorally, will ever change my love for you."
2. Children regulate their behavior based on the expectations from the adults, experiences and environments they are in. It's okay to have high expectations, goals and consequences. You can love your child and know that they will definitely make mistakes.
3. Parents are the primary role models for their children. It's not a "Do as I say" world. It's most definitely a "Monkey See, Monkey Do" world. You are their first and most influential teacher.
Connection is a huge resilience factor as you will see. The following are several resilience interventions to do regularly with your children:
1. Build daily rituals into your routines to connect with your child to build their
Author's Note:
I've been grateful to be a member of this community for twelve years and raised my twins through the Tigard Tualatin school district. I'm happy to report they are both off at University busy "adulting"!
I've had the privilege and pleasure of writing my monthly Passport to Parenting column for this newspaper for seven years. With a very heavy heart, this month will be my last article, and I'd like to give a huge shout out to past publisher Jonathan Crane and current publisher Michael Antonelli. Their dedication to our community is unwavering and I'm grateful they afforded me the opportunity to help the families in Tualatin and Tigard by offering support in raising children.
I'm thrilled to announce an exciting change! I'm embarking on a new adventure! I'm relocating to London, England in January! I plan on continuing as a Certified Family Coach and will serve my clients internationally via WhatsApp using text, phone and video. Please don't hesitate to reach out to me. I plan on coming home to Oregon several times a year as well. You can also access my podcasts, TV parenting segments and newspaper articles at EmpoweredParenting.com. Thank you from the bottom of my heart for embracing me and my services over the years.
"I'd still love you if you stole a car. I'd visit you in jail on Sundays, and I’d still love you.”
2. Make sure your kids have some PSO's in their lives: Present Supportive Others. Don't underestimate the power of other important adults in your children's lives. It just takes one adult that cares for the child and that can really make a difference.
your child regularly. This is time that is unstructured....not board games with rules and roles. This is all about connection and getting into your child's world. Let them lead it whatever it is. It's not a teachable moment; it's about connecting. Make sure all screens are removed and there are no distractions.
3. Listen. Really listen. Really be present. Many parents today are great at giving Continuous Partial Attention. We are on our phones all the time, looking for recipes, writing emails, paying bills, texting, etc..... Make a commitment that you will be 100% there with your child and really listen. Give non-verbal whole body listening cues, validate them, empathize, support. Active listening goes a long way.
4. Ensure that your children have different levels of support in their circle. They should have a couple of people in their primary circle who they can call at 3am no matter what. They should have a few more people in their secondary circle that they could call, but the next day. Finally, they should have some additional people in their systemic circle of support, such as their doctor, a teacher, a coach.
5. Have special time, floor time, or GEMS (Genuine Encounter Moments) with
Building resilience in our children is the inoculation for stress and trauma. Building these strategies into your family on a daily basis will help your children bounce back from adversity. You may also see other benefits such as academic improvement, optimism, problem solving skills, supportive relationships, and less anxiety. Remember, it is never too late to implement these strategies and every single day you get to wake up, start fresh and do it all over again in a better way. Keep seeking improvement, not perfection.
Kim DeMarchi, M.Ed., Certified Parent Educator and Certified Family Coach, is a Tualatin resident with 18 year old boy/girl twins, and has been an educator for almost three decades. Kim is trained and certified through Positive Discipline, as well the International Network for Children and Families in a program called Redirecting Children's Behavior. Kim is active in supporting her local parenting community by providing workshops, coaching families and writing articles
for our newspaper. Kim is a monthly guest on KATU's Afternoon Live and AM Northwest. She also blogs twice a month for Knowledge Universe's Kindercare online community. Kim's goal for you is to help reduce conflict, foster mutual respect, and create deeper communication and connections with your loved ones. She can be reached through EmpoweredParenting.com. | <urn:uuid:9359beb0-8d90-4eed-a356-3fa18c736234> | CC-MAIN-2020-16 | http://empoweredparenting.com/newsarticles/113%20Building%20Strong%20Families%20Through%20Resilience%20Strategies.pdf | 2020-04-04T16:58:19+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00373.warc.gz | 50,136,952 | 1,379 | eng_Latn | eng_Latn | 0.998972 | eng_Latn | 0.998972 | [
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NAME:
MY LEARNING CHART
Put a sticker or check mark in each box as you complete that activity!
| PHONICS: ABEKA VIDEO LESSON 121 | NUMBERS: ABEKA VIDEO LESSON 121 PAGE 133 LESSON 121 |
|---|---|
| PHONICS: Abeka video phonics Lesson 122 | NUMBERS: Count groups of 15objects; for example, 15 blocks, 15 cars, 15 grapes, etc. |
| PHONICS: ABEKA VIDEO LESSON 123 PHONICS review Abc123 p.137&138 | NUMBERS: ABEKA VIDEO LESSON 122 PAGE 135 LESSON 122 |
| PHONICS: LESSON 124 Phonics review Abc123 p. 139&140 Abc123 p.141&142 | NUMBER ACTIVITY: Take 15 marching steps, take 15 baby(tiny) steps, and clap your hands 15 times. |
| PHONICS: LESSON 125 Phonics review Abc123 p.143&144 | READINESS SKILLS: PAGE125 COLOR THE PICTURE PAGE 121&123 CUTE AND GLUE | | <urn:uuid:3a7b900d-a290-454b-b136-d6bfffe9cc0b> | CC-MAIN-2020-16 | https://www.lcany.org/wp-content/uploads/2020/03/K4B-Learning-Chart-March-23.pdf | 2020-04-04T19:03:49+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00372.warc.gz | 1,009,238,666 | 259 | eng_Latn | eng_Latn | 0.995034 | eng_Latn | 0.995034 | [
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Monday
MARCH 2020
Tuesday
Wednesday
| Maple syrup Festival Letter: N | 2 Where maple syrup come from? Love our country! | 3 | 4 Canada’s forest *Benjamin/William | 5 |
|---|---|---|---|---|
| Australia Letter: K | 9 Let’s travel to Australia Watch for ostriches and koalas! Happy Birthday Fisher (10) | 10 | 11 Montrer-Parler Yoga *Isaac P. | 12 |
| Africa Number 7 | 16 Let’s do a Safari in Africa Giraffes, lions, monkeys, zebras and snakes Happy Birthday Isaac V. | 17 | 18 GREY DAY Elephant’s parade *Maxime | 19 |
| MARCH BREAK NO SCHOOL ALL WEEK | 23 No school | 24 | 25 No school | 26 |
| Farm Animals Letter: A | 30 Who lives on the farm? “The three little pigs story” Happy Birthday Amelia (27) | 31 | 1 Giddy up horsey! Come dress as a Cowboy or Cowgirl *Jasper | 2 |
Thursday
*Basile/Balou's visit
Friday | <urn:uuid:0dfbc2ab-6fb6-4c6c-9ad4-55559e751a4f> | CC-MAIN-2020-16 | http://la-coccinelle.ca/wp-content/uploads/2020/02/March-2020.4.pdf | 2020-04-04T18:55:38+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00374.warc.gz | 103,411,511 | 263 | eng_Latn | eng_Latn | 0.999517 | eng_Latn | 0.999517 | [
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What is it?
ARISTOTLE
(born 384 B.C.) once said, "The essence of life is to serve others."
Sample Service Projects
Helping with the Food Pantry
Assisting Habitat for Humanity
Helping the local animal shelter
Visiting nursing homes
Assisting community organizations
Cumberland County Public Schools
Service Learning :
Learning that actively involves students in a wide range of experiences, which often benefit the community and support the curriculum.
25%
Only 1 in 4 Americans volunteer. (Corporation for National & Community Service)
27%
(University of Birmingham)
Those who volunteer regularly have a 27% better chance of gaining employment.
60%
60% of hiring managers see the act of volunteerism as a valuable asset when making recruitment decisions.
86%
(Career Builder)
86% of millennials, who rarely or never volunteer, believe that business success should be measured by more than profitability. 77% of them cite citizenship as important (Deloitte Insights survey)
CuCPS Volunteerism Goals
Grades 2-4 5 service hours per year
Grades 5-8 8 service hours per year
Grades 9-12 10 service hours per year*
*CHS students who accumulate 100 or more hours in their high school career will be awarded a red, white, and blue cord for graduation.
Student Benefits of Volunteerism
- Provides opportunity to earn a digital badge.
- Helps build a professional portfolio.
- Gives students an opportunity to help their community.
- Allows for the development of leadership, time management, and social skills.
- Makes students more desirable to colleges and increases eligibility for scholarships.
- Provides an opportunity to get involved outside of school and make new contacts.
- Increases self-confidence and feelings of selfworth.
New Course: "Dukes Discover"
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Winner - Middle School
Leila Sherriff, 8th, Greenwich Academy
Even in 2020, women are still fighting to be seen as equal citizens alongside their male counterparts. However, the passing of the 19th Amendment in 1920 greatly advanced this cause, and without it, there would be no basis from which women could advocate for feminism. In a modern world where the United States government is solely influenced by male opinion, women would have no autonomy over their bodies and be subject to gender discrimination.
Before women were allowed to propose and vote on legislation regarding female health care, they had virtually no freedom to choose what happened to their bodies and had many of their medical issues overlooked by the male government. This reality would still be true if women weren't able to vote. In a study published by Michele Swers, a political scientist who focused on women in government, she discovered that in the mid-1990s, liberal female legislators co-sponsored an average of 10.6 bills related to women's health — an average of 5.3 more than their liberal male colleagues. Roe v. Wade , the Shepard Toward Act , and Griswold vs. Connecticut were all advancements of women's rights in abortion, maternity care and access to contraception, respectively. These events were proposed and largely supported b y women. Without the ability to provide input in government, women wouldn't have the right to control what happened to their bodies.
While women are as important to the American workforce as men, without adequate legislation, they would suffer from gender discrimination and lower salaries. In 1944, New York Congresswoman Winfred Stanley introduced H.R. 5056, Prohibiting Discrimination in Pay on Account of Sex, a work bill that proposed closing the gender wage gap. It did not pass initially, but the issue lingered until the passing of the Equal Pay Act of 1963. If Winifred Stanley (or any other woman) didn't have the ability to be elected to Congress, it's likely that the issue wouldn't have been rectified. Another decisive moment for workplace gender discrimination was the passing of Title VII of the Civil Rights Act of 1964. While it had initially been focused on ending discrimination of race and religion, after extensive lobbying by The National Women's Party, "sex" was added. Without women having input, this easily could not have been the reality and a wage gap could not be contested in court.
Women make up roughly 50.6% percent of American citizens; by contrast, only 23.6% of members of Congress are female. However, despite this difference, that 23.6% is crucial to the legislation that allows women to exercise the same American rights as the men around them. Without them, the women of America would be reduced to the subordinates and property of men as we were before the passing of the 19th Amendment in 1920. While the United States still has a ways to go to achieve true gender parity, giving women the right to vote largely upset the scales of power between men and women for the better.
Winner - Elementary School Elizabeth Galgano, 4th, Sacred Heart (*)
Women were given the right to vote in 1920 when the Nineteenth Amendment of the Constitution was passed. Before that time women suffered in many ways when they protested for their right to vote. Some of them were beaten by police and told to leave their homes and families. The world would be horrifying if women could not vote.
If women could not vote, they would not be able to elect Presidents, governors, mayors, and Congress people. If they could not vote in elections, then the people they would want to win would never be elected and never protect the women's views.
Without votes, women would not be able to make laws and protect things that were important to them. They could not change laws that stopped them from raising a child by themselves or change laws that did not allow them to spend their own money. Before being able to vote, women had to give their money to their husbands or brothers if they were not married. Without votes, women would not be able to change laws that did not allow them to own their own property or let them go to school. If women could not vote, they would not be able to change laws that stopped them from being doctors, lawyers, president, mayors, governors, or astronauts. Without voting, women would not be able to change laws that make them get paid less than men or receive fewer good things from their jobs even though they worked longer and HARDER. Before getting to vote, women could not go to some meetings which would be important to the women so they could talk about their ideas.
Without being able to vote and change laws, women could not own a business or get money from family members if they died, which is way different from today. Without voting to change laws, women could not wear what they wanted to wear, and they could not work at night. Without voting, women could not be in the military, and they were not allowed to be on juries. Without voting to change laws, women could not have their name written on credit cards and have their own name printed on passports. The worst thing is they could not take a quick bathroom break if they were working because there were no girls' bathrooms. Without voting and changing laws, women could not get divorced unless they were abused or left alone which is rude. Without voting to change laws, women could not have their own bank account without their husband's name on the account. Unlike now where women can do many sports, women could not do that many sports because the laws stopped them from playing in the same games as men. Without women's votes, half of the votes of the population would be lost. I'm thankful for the women who fought for the right for women to vote because now I can do and be everything I want to be, including being an astronaut! | <urn:uuid:91d1c201-e24e-4ace-a18b-8e78d34bc0c4> | CC-MAIN-2020-16 | http://lwvg.org/files/lwvgwinning_essays2020.pdf | 2020-04-04T18:20:06+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00373.warc.gz | 100,783,430 | 1,222 | eng_Latn | eng_Latn | 0.99906 | eng_Latn | 0.999187 | [
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PRESS RELEASE
1
The Four Seasons of Japan
~Twenty-four Divisions of the Old Calendar~
Second Exhibition: Calendars and Dai-shō ~The Changes in Long and Short Months~
November 26(Tue.) 2019 ~ February 2(Sun.) 2020
Part1 November 26 (Tue.) ~ December 27 (Fri.) 2019
Part2 January 5 (Sun.) ~ February 2 (Sun.) 2020
Organizer: Shizuoka City Tokaido Hiroshige Museum of Art
Designated Manager: NPO Hexaproject
Cooperation: DASOKUAN
Outline
Since the calendar reform in 1872, Japan has used the solar calendar to recognize the months and dates; however, prior to the change, the standard was a lunisolar calendar, which was a Chinese calendar based on moon phases and solar movements. This exhibition will introduce the lunisolar calendar as well as Ukiyo-e paintings capturing moments that shine with the four seasons of Japan.
HOURS
Hours: 9:00 ~ 17:00
(Last admission; 30mins. Before closing time)
Closed: Mondays
(If it falls on a holiday, then the following Weekday)
December 28 ~ January 4
F E E
ACCESS
Adults: 520 (410) yen
University / High School Students: 310 (250) yen
Junior high students and younger: 130 (100) yen
* ( ) indicates prices for groups of 20 or more
* Persons with proof of disability and one accompanying person are admitted free of charge.
* Shizuoka City residents, junior high students and younger, as well as Shizuoka City residents over 70 are admitted free of charge.
Access by train: Take the JR Tokaido Line and get off at Yui Station. It is a 25-minute walk or 5-minute taxi ride from there.
Access by car: There are 21 parking spaces at the museum (Yui Honjin Park Parking)
297-1 Yui, Shimizu-ku Shizuoka City 421-3103 Phone.054-375-4454 Mail: email@example.com www.tokaido-hiroshige.jp
PRESS RELEASE
Exhibition Hall
The Four Seasons of Japan ~Twenty-four Divisions of the Old Calendar~
This exhibition will introduce the seasonal divisions used in the lunisolar calendar of the Edo period, as well as sceneries and social customs of the four seasons depicted in Ukiyo-e.
Lunisolar calendar
It was based on the moon's period of revolution around the earth (29.5 days) and consisted of 12 "months" that repeats months with 29 and 30 days (approximately 354 days). The 11 day gap due to the solar year (the time it takes for the sun to make one revolution from and to the vernal equinox on the celestial sphere - approximately 365 days) was adjusted by setting an intercalary month once every three years.
Nijūshi-sekki
The lunisolar calendar's gap was critical to the farming industry as it was heavily dependent on seasons; therefore, they borrowed the method that was used during the Chinese civil war era, which was to separate the year into 24 divisions.
Such as Risshun (First Day of Spring) and Shumbun (Vernal equinox) are called a part of Nijūshi-sekki and originally used to correct the calendar and the gap in seasons.
2
PRESS RELEASE
Exhibition Room
Calemdars and Dai-shō ~The Changes in Long and Short Months~
As there are approximately 29.5 days in the Moon's period of revolution around the Earth, the lunar calendar which is based on the monthly cycles of moon phases has a short month in which a month is 29 days and a long month that is 30 days. This exhibition will introduce the "Dai-shō" concept so the combinations of long (Dai) and short (Shō) months can be easily remembered.
■ Dai - Shō of 1789
You can find the short months in the tail of the hen.
・ 三(3rd month)
・ 五(5th month)
・ 六(Intercalary 6th month)
・ 七(7th month)
・ 九(9th month)
・ 十一(11th month)
Related Event
EVENT1 Lecture "The Calendar of Edo and Intellectual Games / Dai-shō: Long and Short Months ~The Origins of the Nengajō~"
□：ADMISSION
Free *museum entrance fee is required.
□ ： REGISTRATION
Applications accepted by telephone (054-375-4454) or through our website.
□ ： PRESENTER
Hitoshi Iwasaki (Shizuoka City Tokaido Hiroshige Museum of Art curator)
□ D A T E：
January 18 (Sat.) 13:30 ~ 15:00
Space are limited to the first 30 people (pre-registration recommended)
Gallery Talks by a Museum Curator EVENT2
□：LANGUAGE
Japanese
□ ： D A T E
December 8 (Sun.) , January 19 (Sun.) 13:00 ~ 13:30
□：ADMISSION
Free *museum entrance fee is required.
Meeting place is the entrance hall of the museum.
No pre-registration needed; unlimited enrollment.
3
Press Images
High-resolution data for the following 6 images are available for editorial coverage of exhibitions. Please send your request by email or fax after reading the usage conditions on the following page.
2
□ Title and Credits
4
Press Image Date Request
TO: Tokaido Hiroshige Museum of Art Press Desk
E-mail: firstname.lastname@example.org
FAX.054-375-5321
■ Check the box for image data to be requested.
Company :
Publication' s Name :
Your Name :
Phone :
E-mail :
Desirable time to receive Image ( month / date / time ) * Office hours: 10:00 ~ 16:00 (JST)
Planned publishing date ( sectiontitle )：
1. □Poster image
2. □Utagawa Hiroshige
3. □Utagawa Hiroshige
4. □Utagawa Hiroshige
5. □ Utagawa Hiroshige
6. □ Unknown
©Shizuoka City Tokaido Hiroshige Museum of Art
One Hundred Famous Views of Edo
"Suijin Shrine and Massaki on the Sumida River"
One Hundred Famous Views of Edo “Suid ō bashi Bridge and Surugadai”
One Hundred Famous Views of Edo
"Maple Trees at Mama, Tekona Shrine and Tsugihashi Bridge"
One Hundred Famous Views of Edo
"Kinryūzan Temple in Asakusa"
Dai-Shōof 1789
FAX :
【 Notes 】
*The images may be used only for editorial press purposes in conjunction with this exhibition and may not be used after the exhibition is over.
*Images must be reproduced with notice of at tribution.
*Images may not be altered ( trimmed, combined with other images or text, etc…).
*When an image is used, please email us a review copy.
*Please send a finalcopy for our records ( publicationcopy, URL, DVDvideo, CD, etc…).
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Last month we finished with Laughter…I want to continue with this amazing and inspiring article.
Laughter is the Best Medicine
What you can do:
1. Share funny moments-even if they are embarrassing-with friends.
2. Host a game night for friends.
3. When you hear laughter, move towards it.
4. Seek out playful people who laugh easily.
5. Learn to laugh at yourself.
Laughter is good for your health
Laughter relaxes the whole body. A good, hearty laugh relieves physical tension and stress, leaving your muscles relaxed for up to 45 minutes after.
Laughter boosts the immune system. Laughter decreases stress hormones and increases immune cells and infection-fighting antibodies, thus improving your resistance to disease.
Laughter triggers the release of endorphins, the body's feel-good chemicals. Endorphins promote an overall sense of well-being and can even temporarily relieve pain.
Laughter protects the heart. Laughter improves the function of blood vessels and increases blood flow, which can help protect you against a heart attack and other cardiovascular problems.
Laughter burns calories. OK, so it's no replacement for going to the gym, but one study found that laughing for 10 to 15 minutes a day can burn about 40 calories-which could be enough to lose three or four pounds over the course of a year!
Laughter lightens anger's heavy load. Nothing diffuses anger and conflict faster than a shared laugh. Looking at the funny side can put problems into perspective and enable you to move on from confrontations without holding onto bitterness or resentment.
Laughter may even help you live longer. A study in Norway found that people with a strong sense of humor outlived those who didn't laugh as much. The difference was particularly notable for those battling cancer.
How laughing together can strengthen relationships
Shared laughter is one of the most effective tools for keeping relationships fresh and exciting. All emotional sharing builds strong and lasting relationship bonds, but sharing laughter also adds joy, vitality and resilience. And humor is a powerful and effective way to heal resentments, disagreements and hurts. Laughter unites people during difficult times.
Humor and playful communication strengthen our relationships by triggering positive feelings and fostering emotional connection. When we laugh with one another, a positive bond is created. This bond acts as a strong buffer against stress, disagreements, and disappointment. Using humor and laughter in relationships allows you to:
Be more spontaneous. Humor gets you out of your head and away from your troubles.
Let go of defensiveness. Laughter helps you forget resentments, judgments, criticisms, and doubts.
Release inhibitions. Your fear of holding back and holding on are set aside.
Express your true feelings. Deeply felt emotions are allowed to rise to the surface.
- Seek out funny people
- Read the funny pages
- Share a good joke or a funny story
- Check out your bookstore's humor section
- Host a game night with friends
- Play with a pet
- Go to a "laughter yoga" class
- Good around with children
- Do something silly
- Make time for fun activities (bowling, miniature golfing, karaoke)
–Lawrence Robinson, Melinda Smith, M.A., and Jeanne Segal, Ph.D. https://www.helpguide.org/articles/emotional-health/laughter-is-the-best medicine.htm
Creating opportunities to laugh:
- Watch a funny movie, TV show, or YouTube video
- Invite friends or co-workers to go to a comedy club
Did you know?
- Red blood cells live for about four months
- White blood cells live on average more than a year
- Skin cells live about two or three weeks
- Colon cells have it rough; they die off after about four days.
- Sperm cells have a life span of only about three days.
- Brain cells typically last an entire lifetime (neurons in the cerebral cortex for example, are not replaced when they die.)
Your body is designed to heal itself! It is in a constant state of change and repair! In order to do this, your body must follow a precise program. Your nervous system (your brain, spinal cord and peripheral nerves) is the thing that runs that program; it is your computer central command center, and as long as it is functioning normally everything works at it's best…you have optimal health and that is normal. If something interferes with the function of your nervous system your body won't be able to do what it is programmed and designed to do…it will fail, it will break down, it will compensate, and it will never be as good as optimal. Chiropractors are the only ones who are trained to assess and improve the function of the nervous system.
So…no matter the age, everyone deserves to have optimal function and to live life at it's fullest. Make sure that you have a chiropractor as part of your wellness team and see them regularly so you live life at it's fullest and raise your kids at their highest potential. | <urn:uuid:0d7232fa-33c8-46af-b696-d41903a908f3> | CC-MAIN-2020-16 | https://www.poweronchirocenter.com/wp-content/uploads/2019/04/April-2019-Newsletter.pdf | 2020-04-04T17:57:31+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00375.warc.gz | 1,118,981,682 | 1,034 | eng_Latn | eng_Latn | 0.998453 | eng_Latn | 0.998862 | [
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Dragonz 1: 3-5 years
Parent/carer is required in the water until swim etiquette is established.
This includes:
1. Able to follow instructions
2. Able to wait for their turn
3. Not run away (stay with the teacher)
4. Happy to be in water without parent/carer
Dragonz 2: 3-5 years
To familiarize the beginner with the water by the introduction of confidence, safety and survival activities.
Dragonz 3: 3-5 years (Level 1)
To familiarize the beginner with the water by the introduction of confidence, safety and survival activities
Dragonz 4 3-5 years
To familiarize the beginner with the water by the introduction of confidence, safety and survival activities
Dragonz 5 3-5 years
To familiarize the beginner with the water by the introduction of confidence, safety and survival activities
Dragonz 6: 3-5 years (Level 2)
To familiarize the beginner with the water by the introduction of confidence, safety and survival activities
| Skill | Must sees |
|---|---|
| Glide forward and kick 3m. | Near horizontal position. Face in water, exhaling. Flutter kick without excessive knee bend |
| Freestyle 5m. | Flutter kick. Face in water, exhaling Arm recovery clear of water. |
| Glide backward, kick and recover. No set distance. | Near horizontal body position. Flutter kick without excessive knee bend |
| Backstroke 2m (desirable) | Near horizontal body position. Arms straight. Flutter kick without excessive knee bend |
| Sculling/treading water – assisted | Back scull - outward & inward sculling hand action. Tread water - basic alternating hand & leg action. Ability to gain some support |
| Dolphin Body | Arms extended forward (desirable) – 2 metres |
| Water safety sequence | 1. Glide forward and recover to a standing position - unassisted 2. Float for 30 sec. Be pulled to safety – reach rescue 3. Confident entry & exit – side of pool |
Dragonz 7: 3-5 years
To increase awareness of the water by means of activities which develop water confidence, water safety, swimming and survival activities.
Dragonz 8: 3-5 years (Level 3)
To increase awareness of the water by means of activities which develop water confidence, water safety, swimming and survival activities | <urn:uuid:b03dead1-a4e0-4446-bb95-4b0fb1b5d83c> | CC-MAIN-2020-16 | https://seadragonz.com.au/wp-content/uploads/2017/05/Dragonz-Competencies-1-8-2016-1.pdf | 2020-04-04T17:46:39+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00378.warc.gz | 677,798,395 | 521 | eng_Latn | eng_Latn | 0.992103 | eng_Latn | 0.991173 | [
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Name : _____________ Date : _________________
Match each number word to the correct number.
Zero2
Five8
Two7
Eight5
Seven0 | <urn:uuid:78dd6f0b-a4b4-406b-b8bc-ad8f018cebc6> | CC-MAIN-2020-16 | https://www.basic-mathematics.com/support-files/number-words.pdf | 2020-04-04T19:09:21+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00379.warc.gz | 805,598,433 | 35 | eng_Latn | eng_Latn | 0.96987 | eng_Latn | 0.96987 | [
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How can you help your child in Mathematics?
Building on success is important
Create the impression that being successful in mathematics is desirable. Reward effort and try not to criticise errors. Stay positive about mathematics your negativity can influence your child's thoughts about math's.
People learn, not so much by being told things but by working things out for themselves
Exploring and investigating can allow students to link new ideas to ideas they already have. You can help by asking children questions, letting them work out answers for themselves, and then discussing their answers with them. There is not one way to solve a problem, encourage different approaches.
Children need time to think and time to answer
When asking your children questions or talking to them about mathematics give them time. Be patient. Wait for them to answer. Also, explain to older children that they need to give younger children time to answer questions, rather than always answering for them.
Encourage children to talk
Talking about mathematics is an effective way of learning and the family is one of the best places to talk, especially when the mathematical situation arises naturally.
Use mathematical words when you describe things
Instead of saying "the big red bucket," you might say "the 10 liter bucket".
Instead of saying "the large packet of rice", you might say "the 2kg packet of rice".
In this way, children get to hear quantities being stated as an everyday way of describing things.
More information can be found at
The Birth to Level 10 Numeracy Guide (Numeracy at home tab)
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Trout anglers often talk about two kinds of trout streams, spring creeks and freestone streams. The primary advantage of limestone streams is their trout food production. A trout angler and scientist called the minerals in the water dissolved from limestone bedrock, "trout fertilizer." Growth rates of trout in the mineral rich limestone streams can be astonishing, from one-half to one inch per month. Brown trout swimming in the average freestone (soft water) stream will not grow to 20 inches in a lifetime. That same trout swimming in a rich spring creek can grow to 20 inches in four years.
"Trout Central" is a region of limestone bedrock, located within the driftless region of Southwestern Wisconsin. Limestone bedrock streams are usually referred to as spring creeks that are rich in minerals. It's the minerals, dissolved from limestone, and suspended in the hard water streams that are the basis for the food chain.
The water supply for a spring creek comes from an underground source. Therefore, the water flow in a spring creek is dependable year round. A two to three months drought will have little impact on the water flow in a spring creek. However, the drought will cause a shortage of water flow and high water temperatures detrimental to the survival of trout in a freestone stream. It took me approximately three years of research, and a lifetime of Wisconsin trout fishing, to identify the 100 best Wisconsin trout streams that are listed in order of priority in SPRING CREEK TREASURE Wisconsin's 100 Best Trout Streams.
Within sixty miles of Viroqua, Wisconsin, (my home and a place I call "Trout Central") you have access to 34 of the 100 best trout streams in Wisconsin. It's a peaceful country of verdant hills and valleys, where you are at ease and feel welcome, with miles of streams to wade and trout to catch.
Thirty-four of the 100 best are spring creeks located in the following six counties of Southwestern Wisconsin; Vernon (11), Richland (9), Monroe (4), Grant (4), Crawford (3), La Crosse (3).
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OXYGEN OPTODE
Related lesson plan
Hypoxia and the Oxygen Squeeze
What is this sensor?
This sensor is used to detect dissolved oxygen and oxygen saturation levels in a given body of water[i]. Oxygen sensors detect dissolved oxygen, often abbreviated to DO. Although water is made of hydrogen and oxygen, the sensor only measures "free" oxygen, or oxygen that is not bound to another molecule[ii]. The sensor also measures the saturation of oxygen in the water. This is the amount of oxygen the water can hold relative to the atmosphere. Oxygen saturation is usually expressed as a percentage, but it is possible for this number to be over 100% saturation. Oxygen, like other elements and compounds can be mixed into and dissolved in water. A good analogy for dissolved oxygen is when sugar is added to hot tea. Like the sugar, the oxygen present in the water will be invisible, but is an important factor in the end result. The sensor is referred to as an optode, because it uses the properties of light, (opto: "vision", "light"; -ode: "way", "path") rather than another method such as a chemical reaction or electricity to take measurements.
How does an oxygen optode work?
Detecting oxygen in water can be done in a number of ways, including chemical titrations or with the use of electrodes. Optodes, in very general terms, create their measurements by emitting light and measuring the luminescence (similar to a glow) given off by the oxygen in the water[i]. To take a measurement, the optode emits a specific wavelength of light which excites the molecules of the substance being measured. These molecules then emit a slightly different wavelength of light in response to excitation, which the sensor detects. Using various calculations, the sensor then determines how much of the substance (in this case oxygen) is present in the water around the sensor.
How is oxygen measured?
(ml/l), (mg/l) or (ppm)
Oxygen can be measured in milligrams per litre of water (written as mg/l), millilitres per litre (written as ml/l) or as parts per million (written as ppm). For example, if the oxygen sensor gives a reading of 8.3mg/l, this would mean that there are 8.3 milligrams of oxygen in a litre of water. Since this measurement is in grams, it reflects the mass of the oxygen in a volume of water. Using ml/l, this measurement would be 5.7ml/l; this is the approximate volume of the oxygen in the water, rather than the mass. The volume of oxygen is more dependent on the temperature and pressure of the surrounding water, as the volume of a gas can be different depending on the overall temperature and salinity. Ocean Networks Canada observatories measure the volume of oxygen in a litre of water, and thus data is written ml/l, though you may find mg/l in some publications. To convert between mg/l and ml/l, you can use these conversions. These conversions assume certain values for temperature, salinity, and pressure, but are reasonably accurate.
Convert mg/l to ml/l
ml/l = mg/l X 0.7 mg/l= ml/l X 1.39
Occasionally, oxygen may be written as parts per million. In the above example, a reading of 8.3ppm would mean that water contains 8.3 parts of oxygen per million parts of water.
Oxygen water sampling bottles used during a marine expedition.
What is the normal range for these data? What variables influence it?
Quick general reference:
| Anoxic | 0.35 ml/l |
|---|---|
| Hypoxic | <1.4 ml/l |
| Normal/favourable | 5–7 ml/l |
| High | >10 ml/l |
Detailed explanation
Dissolved oxygen in salt water is generally lower than in fresh water, and has a relatively small numeric range. For example, water with less than 1.4 ml/l of oxygen is referred to as hypoxic, which means 'low oxygen'[i]. Water with less than 0.35 ml/l is termed as anoxic water, and is an acute or extreme example of hypoxia. Water with 10–11ml/l of oxygen has a relatively high concentration of oxygen, though it can reach near or above 15 ml/l in very favorable conditions. Oxygen levels generally associated with healthy biological process are in the 5–7ml/l range. Bear in mind, dissolved oxygen is only one indicator of health and what is normal for one area may be very unusual for another. Furthermore, it is normal for oxygen levels to fluctuate throughout the year, perhaps due to seasonal changes in currents, biological activity or even human interference (e.g. pollution).
Oxygen may vary or show patterns based on these parameters:
* Temperature: Cold water can hold more oxygen than warm water.
o ↓ temperature = ↑ oxygen
* Salinity: Salty water contains less oxygen than freshwater.
* Depth: Shallow water can exchange gases with the atmosphere, resulting in a greater variability of oxygen.
* Primary production: the process of photosynthesis by phytoplankton can cause an increase in oxygen.
* Decomposition: decay can diminish the amount of oxygen present in water.
* Location of the sensor: location, in terms of both geography and depth, can affect the oxygen reading.
* Biology: animals in an environment will consume the available oxygen through respiration.
* Seasons: Oxygen levels can change seasonally because of the combination of seasonal changes of the factors above, such as a seasonal plankton bloom.
* Pollution: Human activity can introduce additional factors which may alter and often lead to deterioration of oxygen levels.
Applications of principles and variables
Dissolved oxygen concentrations are an important parameter for understanding a body of water and can be used to determine seasonal trends, identify a parcel of water (and where it originated), determine the overall health of a body of water, and can contribute to our general understanding of cycles and processes in the ocean. Variables and trends affecting dissolved oxygen (and their general significance in the ocean), are discussed below. These are in alphabetical order. Bear in mind, many of these factors interact and trends or variations in dissolved oxygen are often attributed to more than a single factor or variable.
Biology
Many organisms within an ecosystem depend on dissolved oxygen, and their presence, absence, or even death can be linked with dissolved oxygen levels. For example, animals which require oxygen are called aerobic and use oxygen from water in the process of respiration. In the oceans, some organisms take in oxygen through pores and moist membranes on their body surface; other organisms, such as fish, obtain their oxygen
through membranes in the special structures of the gills. Different animals will require different levels of dissolved oxygen to live comfortably in an environment. If dissolved oxygen concentrations become too low, animals may be forced to move to other locations. This may, in turn, cause a population shift or overabundance of other species in an area. If the animals are unable to move to areas of higher oxygen concentration, this may result in a die-off of particular species. If the water becomes anoxic, it may result in a die-off of all species found in that area.
These data may be supported with visual data from cameras.
Depth
Oxygen concentrations vary with depth. Dissolved oxygen can enter water through passive exchange with the atmosphere at the surface and also through wind and wave action. Measurements taken at shallow depths are often more variable than those taken at greater depths, because the oxygen in the water may change depending on action at the surface. Equally, oxygen can be affected by tidal action, which is more exaggerated in shallow areas. Although this increased mixing action often results in considerable variability, there is generally a higher concentration of oxygen in the topmost layers of the ocean.
Water at depth is generally lower in oxygen as there are fewer available mechanisms to replace oxygen lost due to respiration or decomposition. For example, water at depth is not able to exchange gases with the surface, nor is it able to gain oxygen through primary production (plants). Furthermore, the processes of decomposition (which uses oxygen) usually occurs on the sea floor and thus, it is not able to regain oxygen that is lost through natural processes. When studying dissolved oxygen at depth, instrument readings are generally lower and more consistent. In addition, differences in dissolved oxygen values at different depths are also due to differences in the composition of the water column. In some areas, such as Saanich Inlet, a seasonal "refresh" occurs as large oxygenated water masses enter the inlet at certain times a year. Oxygen can represent a "signature" of where water masses originated.
Decomposition
Decomposition can also greatly affect oxygen concentrations. Bacteria use up oxygen (through respiration) when they decompose organic matter. If there is little or no renewal of oxygenated water, the process of decomposition can lead to rapid and significant oxygen depletion.
In some situations, an excess of nutrients can cause a large bloom of phytoplankton. The phytoplankton can start to die and sink down from the surface when the nutrients are used up. Bacteria decompose this sinking phytoplankton in deep water and at the sea floor causing an overall loss of oxygen to the water (hypoxia). For example, many bodies of water have become contaminated with fertilizers containing nitrates and phosphate from farm and agricultural run-off. This excess of nutrients (called eutrophication) causes
plankton to bloom in excessive amounts, which then die in a number of days and then begin to decompose. This causes all the available oxygen to be used by bacteria, rendering the water hypoxic or even anoxic. This can result in large die offs of marine animals (e.g., fish, crabs) or the displacement of species.
In the data, you may notice an upswing in oxygen levels (e.g., produced during a phytoplankton bloom), followed by a steady decline in oxygen levels over time (e.g., due to animals respiring or decomposing). This conclusion can also be supported with data from the fluorometer, which will indicate a large plankton bloom is occurring.
Location
Location can contribute to dissolved oxygen readings. Although certain dissolved oxygen levels are favourable, all bodies of water will have a 'normal' oxygen range for that area. This means that an area may have a consistently high or low reading, but the animals in this area are adapted to that level of oxygen. When comparing oxygen levels, it is important to have a baseline of 'normal' data for that area, as what may be extreme in one area may be normal in another location.
Primary production
Oxygen is a by-product of photosynthesis. Plants within a body of water generate oxygen that contributes to the overall amount of oxygen found in the water. Often, the largest contributors are microscopic phytoplankton. Phytoplankton usually appear in seasonal blooms that contribute a significant amount of oxygen to the surrounding water.
In the data, you will notice seasonal blooms that generally appear within a 6–8 week window during the spring and fall. The actual time of the bloom will vary from year to year, and can be supported with data from the fluorometer.
Pollution
Agricultural run-off, sewage, and other human-induced nutrient influxes can create unseasonal or large blooms of phytoplankton. These can cause fluctuations in oxygen levels as the phytoplankton generate oxygen as a by-product of photosynthesis. Alternatively, the death and decomposition of phytoplankton can create depleted oxygen levels.
In the data, you may be able to extrapolate changes from pollution, due to proximity to shore and human and agricultural activities. These data could be supported with data from the fluorometer.
Salinity
Salty water contains less oxygen than fresh water, and thus the overall salinity will cause water to have different oxygen levels. Near the surface, evaporation can cause salt concentrations to increase, resulting in water that is lower in dissolved oxygen. Equally, water in cold, salty arctic seas may have a lower concentration of oxygen during the winter when much of the fresh water is captured in ice. Surface sensors may detect higher levels of oxygen during spring melt, when the water has a lower level of salinity. Finally, large freshwater influxes from streams and rivers can result in reduced salinity, allowing the water to hold more oxygen.
Within the data, you may notice changes in relation to salinity which may also be related to temperature and seasonal changes.
Seasons
Dissolved oxygen can also vary due to seasonal factors. Season and location are often tied together as a factor in determining changes or patterns in dissolved oxygen. For example, in many areas, the seasonal plankton bloom renews the oxygen that has been removed from the water. Equally, during winter months, there may be little or no primary production, but significant wind mixing. This will result in a seasonal pattern of oxygen cycling that can be observed over the long term. Equally, as temperatures drop the solubility of oxygen increases, but water trapped below seasonal ice also loses oxygen to decomposition. Oxygen concentrations are often impacted by a number of factors that can occur at the same time, depending on the seasons.
Within the data, you may notice trends that follow seasonal plankton blooms and temperature changes.
The amount of light, phytoplankton biomass (expressed as chlorophyll-a concentration) and oxygen concentration during the 2012–2013 winter in Cambridge Bay, Nunavut.
Temperature
Dissolved oxygen levels are highly dependent on water temperature. Cold water can hold considerably more oxygen than warm water because of the compression of the gases at lower temperatures. In the data, it is possible to see higher oxygen levels in the winter months when the water is colder and is able to accommodate a larger volume of dissolved oxygen.
As depth increases, the temperature of the water decreases, but oxygen concentrations at depth may become slightly skewed due to other factors such as respiration and decomposition. Although the water can hold more oxygen because it is colder, there may not be oxygen available for uptake, thus readings remain low.
In the data, you will notice trends related to temperature. These trends can occur on a daily, weekly, monthly, or seasonal basis.
Ideas for classroom explorations
This section is intended to inspire you and your students to explore different ways of accessing, recording, and interpreting data. These suggestions can be used 'as is', or can be freely modified to suit your needs. They can also be used to generate discussion and ideas, or as potential staring points for projects.
* Record the oxygen levels and temperature on a daily basis. Watch for seasonal trends to appear. Inquire, are atmospheric changes reflected in the water data at the same time, or is there a delay?
* Monitor oxygen levels, chlorophyll, and atmospheric conditions. What is their relationship over time? Can your data help you make further predictions?
* Compare oxygen and temperature readings after specific atmospheric events. For example, do the data change during or after a heavy rain?
* Compare local readings to those in other locations. Will one predict or precede the trend of another? What other factors may account for the change in your data?
* Explore the local biology and using the camera, determine which animals are more or less tolerant of low oxygen.
* Determine, if possible, human impacts on the local ecosystems that may account for changes in oxygen.
Ideas for projects
This section contains suggestions for long-term projects you and your students may be interested in investigating using the data. These projects may require support from multiple data sources, experts in the field or additional experimentation.
* Compare the data and inquire about relationships among other seasonal trends. For example, during fish migrations is there a trend in the data? In successful spawning or fishing years, are there differences observed from unsuccessful spawning or fishing years?
* Compare data from several years. Can a seasonal or annual trend be determined? Can this trend be attributed to something using additional data, anecdotal evidence, or both?
* Compare multiple stations using the same variables.
* Explore how oxygen levels change over an hourly basis. Do we see biological responses over short time-scales as well?
* Investigate man-made corrections to human-caused low oxygen. For example, if low oxygen is suspected to be caused by farm run-off, what measures could be put in place or invented to correct or prevent the problem?
Common misconceptions or difficult concept elements
This section is intended to help you anticipate where students may struggle with difficult concept elements or ideas. We've noted content that may require additional support for students to fully understand, or content that may lead to misconceptions.
* Oxygen levels can reach more than 100% saturation. Saturation is not the same as the amount of dissolved oxygen. Saturation is the amount of oxygen the water could hold in relation to the atmosphere. Thus, oxygen may be supersaturated and have more oxygen than the atmosphere, but the dissolved oxygen could still be relatively low or high, depending on the variables affecting the dissolved oxygen level.
* Too much oxygen can be as bad or worse as too little oxygen for some fish and other organisms. More oxygen does not, necessarily, mean better living conditions for the endemic species in that area.
* Oxygen can be measured in volume and mass, and they are not the same thing. As gases are compressible, a given mass of gas will have a greater or smaller volume depending on temperature.
* Conversions between volume and mass generally assume a certain temperature, so some variability in accuracy may result from conversions.
* Although a large bloom of phytoplankton will contribute to an upswing in oxygen in the short term, after they die, this can result in a depletion of oxygen in the long term. An extreme example of this phenomenon is eutrophication, caused by an excess of nutrients from human activity.
* Deeper water is typically cooler than surface water, and cooler water can hold more oxygen. Keep in mind though, as material from the surface (e.g., sinking phytoplankton) sinks through layers of water, oxygen in each of those deeper and deeper layers of water can be lost to decomposition; thus, as material sinks through the water causing depletion, the level of oxygen in the water becomes lower.
Footnotes
[i] Oxygen Optodes. (2013, January 1). . Retrieved July 4, 2014.
[ii] Fondriest Environmental, Inc. "Dissolved Oxygen." Fundamentals of Environmental Measurements. Fondriest Environmental, 19 Nov. 2013.
[iii] Scott, E. (2007). Luminescence based measurement of dissolved oxygen in natural waters [PowerPoint Slides].
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