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The Fair Trading Act
Product safety standards – Children's toys
This product safety standard helps prevent young children injuring themselves by choking while playing with a toy, or swallowing batteries from battery operated toys. Children under the age of 36 months are less able to cough up anything they swallow and may choke if they inhale a part of a toy when they are playing with it; and batteries pose the risk of serious injury or fatality if swallowed.
The product safety standard regulations set the official safety standard for children's toys.
Who must comply with the product safety standard?
The Product Safety Standards (Children's Toys) Regulations 2005 (Regulations) set safety standard AS/NZS ISO 8124.1:2002 Safety of toys – Part 1: Safety aspects related to mechanical and physical properties with amendments as the official product safety standard that suppliers of children's toys must comply with.
We use the term 'product safety standard' in this fact sheet to refer to the official product safety standard AS/NZS ISO 8124.1:2002 (as amended) that is identified by the Regulations.
Failure to comply with the product safety standard is a breach of the Fair Trading Act and is illegal.
If you comply with the product safety standard, you will meet your legal obligations.
Standards NZ revise standards periodically. However, your legal obligations do not change until the Regulations are amended to refer to the revised standard. This may not happen at the same time. When the Regulations are amended, we will update our fact sheet. Even if the Regulations do not require you to comply with the most recent standard, we encourage you to look at the revised standard and adopt any additional or higher product safety protections, even if they are not required by law.
The Fair Trading Act
Product safety standards – Children's toys
Any person who supplies, offers to supply or advertises the supply of children's toys covered by the product safety standard (toys) must comply. This includes:
→ manufacturers, importers and distributors who supply toys to retailers
→ retailers who sell toys instore or online to customers
→ persons in trade who offer second-hand toys for sale at markets or on internet auction sites. Private sellers of second-hand toys are not required to comply with the product safety standard.
Offering toys as 'giveaways' such as prizes at side-show stalls, when buying other goods, or giving away in breakfast cereal packets is also considered an 'offer to supply'.
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What types of toys are covered by the product safety standard?
A toy is defined in the Regulations as any object manufactured, designed, labelled, or marketed as a plaything for use in learning or play by a child; and includes:
→ rattles, dummies, teethers, squeeze toys
→ toys that come attached to a crib, stroller, play-pen or baby carriage
→ push and pull toys, pounding toys, blocks and stacking toys
→ toys for use in baths, wading pools and sand
→ rocking, spring and stick horses or other figures
→ musical chime toys, jacks-in-the-box
→ stuffed, plush or flocked animals and similar articles
→ games and puzzles
→ dolls
→ toy cars, trucks and other vehicles.
The product safety standard applies to all toys manufactured, designed, labelled, or marketed for use by children up to and including 36 months of age. This applies whether or not the toys are also manufactured, designed, labelled, or marketed for use by children over that age.
How can I tell if the toy is for use by children up to and including 36 months of age?
This has to be decided on a toy-by-toy basis. The test is whether, viewed through the eyes of a reasonable person it can be said the toy in question was either manufactured, designed, labelled or marketing as a plaything for use by children up to three years?
Ask yourself "does this toy have characteristics that make it appealing for a child up to 36 months to play with?"
For a general guide, if a child up to 36 months:
→ is physically capable of using the toy as it is intended to be used
→ is intellectually capable of using the toy as it is intended to be used
→ is interested in playing with the toy
then the toy is likely to be within the scope of the product safety standard.
What types of toys are excluded?
The Regulations exclude the following types of toys:
→ balloons
→ bicycles with a wheel base smaller than 640 mm
→ books and other items made of paper
→ cassette tapes, compact discs, DVDs, and records
→ dummies and pacifiers (other than toy dummies and toy pacifiers)
→ paints, paint brushes, and other painting tools
→ flotation aid toys for use in water
→ marbles
→ modelling materials including clay, plasticine, and playdough
→ playground equipment for parks, schools, and domestic use – eg, swings, seesaws, slides, sand pits, sliding poles, and ladders
→ toys made solely from porous material such as cheesecloth
→ writing materials including crayons, chalk, pencils, and pens.
Unassembled toys, that when put together by an adult following the supplied written instructions will meet the requirements of the product safety standard are also excluded.
There are published guidelines that assist with determining the appropriate age at which children begin playing with certain types of toys, including:
→ Standards New Zealand: Technical Report on Safety of Toys, SA/NZ TR ISO 8124:82016, Part 8: Age Determination Guidelines, Published 7 November 2016.
→ Age Determination Guidelines: Relating Children's ages to toy characteristics and play behaviour 2002: produced by the US Consumer Product Safety Commission.
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What are the safety requirements?
The product safety standard specifies the acceptable criteria for the structural characteristics of toys, and that any batteries in a toy are not easily accessible. It sets out the tests to be carried out to determine whether a toy meets those requirements.
Toys must not:
→ be of a size and shape that creates a hazard if swallowed, inhaled or placed in the mouth
→ have small parts designed to be removed from the toy that will create a hazard if swallowed, inhaled or placed in the mouth
→ have pieces that can break off during normal use or during reasonably foreseeable abuse and that create a hazard if swallowed or inhaled.
→ allow batteries to be accessible without the use of a tool, or two independent movements that are carried out simultaneously to open the battery compartment
→ allow the battery compartment to become accessible if the toy is dropped.
The product safety standard contains more detailed requirements, some of which are very technical in nature. You should read the product safety standard to make sure you understand all the requirements.
How is normal use or foreseeable abuse of a toy tested?
The product safety standard provides guidance on testing the likely use or abuse a child will place on toys. This is to check that no part of the toy will come off that may be a potentially dangerous choking hazard.
The tests are designed to simulate normal playing with a toy that:
→ fits with the toy's instructions for use
→ has been established for that type of toy by tradition or custom
→ is evident from the toy's appearance.
The 'foreseeable abuse' tests are designed to simulate conditions where abuse conditions could occur. For example, a child drops a toy when playing.
What size of toy, or piece of toy, can create a choking hazard?
The product safety standard provides information and dimensions to measure whether toys or toy parts are too small. If a toy, or a part of a toy, is smaller than these dimensions, then it is too small and does not meet the product safety standard.
Generally, any toy or part of a toy which fits entirely in the 'small parts cylinder' will not meet the requirements of the product safety standard (see diagram below).
There are also minimum size and shape requirements set out in the product safety standard, for specific types of toys including:
→ squeeze toys, rattles, teethers and teething toys
→ legs of baby gyms (including removable parts)
→ small balls
→ pompoms
→ preschool figures
→ toy pacifiers.
You should check the product safety standard for the specific requirements for these types of toys.
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Can I label a toy "Not suitable for children under 36 months of age" to avoid having to comply?
No, if a toy has characteristics that appeal to a child up to 36 months, you cannot use a warning label to avoid complying with the product safety standard. For example, a baby's rattle labelled 'Not for children under 36 months of age' must comply as it is designed for use by an infant.
Unsafe Baby Buggies and Baby Rattles
An importer was fined $65,000 for selling 1200 units of a toy baby buggy and baby rattle that did not comply with the product safety standard. The toys failed to comply with the standard and were unsafe as during testing small plastic fragments broke free from the buggy and rattle, creating a choking hazard for children up to 36 moths of age.
Who is responsible for making sure the toys I supply are safe?
Although the manufacturer may carry out the required tests, distributors and retailers are also responsible for making sure the toys being offered for sale are safe.
You should not assume that toys comply with the product safety standard simply because a supplier has offered to supply them to you. If you have any concern about the safety of toys you have for sale, do not sell them. Confirm first with your supplier that the toys comply with the product safety standard. The best way to prove this is for your supplier to provide you with a copy of independent test results. You can also arrange your own testing.
Unsafe Baby Rattle
An importer was fined $20,000 for selling 271 baby rattles that did not comply with the product safety standard. When tested slivers of plastic broke from the rattle. Those slivers fitted inside the small parts cylinder, and they therefore created a choking hazard for children up to 36 months of age.
What can happen if I sell a toy that does not comply with the product safety standard?
It is an offence under section 30 of the Fair Trading Act to supply, offer to supply or advertise for supply a toy that does not comply with the product safety standard. The Commerce Commission, who enforces the Fair Trading Act, may take a prosecution against you in court.
There can be serious consequences for businesses that a court finds to have broken the law. Companies can be fined up to $600,000 for each breach and an individual up to $200,000. Where a company is a repeat offender, directors and those involved in the management of the company can be banned from involvement in the management of any company for a period of up to 10 years.
In addition to any action taken by the Commerce Commission, you may have to conduct a recall of any toys you have supplied which do not comply. Information on carrying out a product recall is available from Trading Standards at the Ministry of Business, Innovation and Employment. www.consumerprotection.govt.nz
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Are there any other relevant safety requirements for toys?
There are two "Unsafe Goods Notices" in force which relate directly to toys. These are:
→ Unsafe Goods (Lead in Children's Toys) Indefinite Prohibition Notice 2009 – This declares children's toys which contain more than a certain amount of lead in them to be unsafe.
→ Unsafe Goods (Small High Powered Magnets) Indefinite Prohibition Notice 2014 – This declares separable or loose magnets, which fit into the small parts cylinder (as above) and have a magnetic strength over a certain amount, to be unsafe.
It is an offence under the Fair Trading Act 1986 to supply, or offer to supply, or advertise to supply goods which have been declared to be unsafe. More information about these and other Unsafe Goods Notices can be found at www.standards.co.nz.
123 Mart Limited
A low cost retailer was fined for selling approximately 9,000 units of seven types of toys that did not comply with the product safety standard. The toys failed to comply with the standard and were unsafe as they had small parts that presented choking hazards for young children, or parts which might break off during reasonably foreseeable handling and become a choking hazard. The 123 Mart also sold 1,200 items of children's sleeping pants, which did not have the required fire danger labels and 11,000 items of clothing, which failed to comply with consumer information labelling requirements for care, origin and content. In total the company was fined $337,000.
ISBN 978-1-869454-88-3
Copyright in AS/NZS ISO 8124.1:2002 Safety of toys – Safety aspects related to mechanical and physical properties is owned by Standards Australia Limited and the Crown in right of New Zealand, administered by the New Zealand Standards Executive. Material from the standard has been reproduced with permission from Standards New Zealand, on behalf of the New Zealand Standards Executive, under copyright licence LN001290.
This fact sheet provides guidance only. It is not intended to be definitive and should not be used in place of legal advice. You are responsible for staying up to date with legislative changes.
You can subscribe for information updates at www.comcom.govt.nz/subscribe
Contact us with information about possible breaches of the laws we enforce:
Phone: 0800 943 600Write: Enquiries Team, PO Box 2351, Wellington 6140Email: email@example.com
Where can I get more information about the product safety standard?
The standard AS/NZS (ISO 8124.1:2002) Safety of toys – Part 1: Safety aspects related to mechanical and physical properties is available for purchase from Standards New Zealand by calling 0800 733 656, or via its website: www.standards.co.nz
You can access the Regulations and the Fair Trading Act online at the government's legislation website www.legislation.govt.nz. The information on this website is free.
Product safety standards – Children's toys
Product safety standards – Children's toys
FACT SHEET
FACT SHEET
FEBRUARY 2021
FEBRUARY 2021
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Scoring Rubric of Problem-Solving on Computing Science Learning
Chacharin Lertyosbordin 1 , Sorakrich Maneewan 1 , Sakesun Yampinij 1 & Kuntida Thamwipat 1
1 Faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi, Bangkok, Thailand
Correspondence: Chacharin Lertyosbordin, Faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi, Bangkok, Thailand.
Received: March 14, 2019 Accepted: April 30, 2019 Online Published: July 29, 2019
doi:10.5539/ies.v12n8p26 URL: https://doi.org/10.5539/ies.v12n8p26
Abstract
Office of basic education commission of Thailand firstly declared the indicator for computing science of the students in primary education and secondary education in 2018. The important of computing science is to develop the learners to solve the questions of computing science by using technology correctly. To gain the effective learning management in computing science, the method of evaluation is so important. This research aimed to create the test of solving on computing science for the teachers to use in school and applied in computing sciences in schools and improved better in the future. The evaluation on quality for validity of the test found that the test of solving in computing science gain the item of congruence (IOC) at 1.00 and reliability was show harmonization at the level of "much" (RAI = 0.94).
Keywords: scoring rubric of problem-solving, assessment of problem solving, test of problem-solving computing science learning, computational science
1. Background of the Study
The institute for the promotion of teaching science and Technology (IPST) specified the learning standard and indicator of computing science of science in primary education and secondary education in the core curriculum of basic education revised edition 2017 of science department. The curriculum concerned to develop the learners to gain the thinking skill, computing skill, analytical thinking, and problem-solving skill systematically and to apply the computing science, information technology and communication (IPST, 2018). The important skill for Computing science is the problem-solving skill of the learners in 21st century that composed of 7C (Partnership for 21st Century Skills, 2017). Problem-solving skill is a basic skill for other skill such as critical thinking, creative thinking and innovation skill (Canter, 2004).
The ability of problem-solving refers to the qualification of learners to apply the thinking process using knowledge and experience to reach the goal or objective by collecting information, connecting functions, using facts to successfully. The institute for the Promotion of Teaching Science and Technology (IPST, 2014) specified the behavior of problem-solving comprises 1) Understand the problem, 2) Plan to solve the problem, 3) Solve the problem and evaluation, 4) Checking for problem-solving and apply for problem-solving. The operation assessment on process of working is used to measure the problem-solving ability by the instrument for scoring the characteristics in terms of rubrics (Phuvipadawat, 2001). Rubrics are the instrument to reflex the ability of the learners in operating work. The teachers can assess the ability of learners easier and able to gain efficiency of the learning management.
As mentioned above, the researcher had studied the components of ability to solve problem and design the instrument for problem-solving skill in terms of rubrics for teachers to apply in the other courses, and use as an example in computing science learning management.
1.1 Research Objectives
To develop the scoring rubric of problem-solving on computing science learning
1.2 Research Limitation
a) The 5 experts to validate the rubric. The qualification of experts were at least senior professional teacher or assistant professor who experienced in learning management for thinking skill or computing science, derived from purposive sampling.
b) The 20 pre-cadet students of Armed Forces Academies Preparatory School who were the members of Mechatronics Club 2018.
c) The 5 rater to use rubric with empirical work of the students. The qualification of the assessors was to gain experience in computing science at least 5 years, derived from purposive sampling.
2. Operating Definition
a) Computing science referred to the specific course for computing in arithmetic and scientific method to gain the answer or result or the application of computer to do with something in process. (Cambridge Dictionary, 2018; Oxford Dictionary, 2018)
b) Computing science learning management referred to the learning process of computing science to develop the learners to gain the learning standard and indicator in the core curriculum of Thailand basic education commission 2008, revise edition 2017 in science department (IPST, 2018).
c) The ability of problem-solving in computing science referred to the qualification of learners that use the thinking process using knowledge and experience to gain the learning objectives by collecting information and connecting the functions and using facts to successfully composed of 4 steps; 1) analysis and specify the problem description, 2) planning for solving problem, 3) solving the problem, and 4) inspecting and evaluating the results (Bloom, 1956; Guilford & Hoepfner, 1971; Khammani, 2017; Weir, 1974; Jonassen, 2011).
d) Learning process of computing science using the process of engineering design and online simulation to enhance the ability of problem-solving referred to the process of learning management that learners got the problem as a question for writing program to control Micro bit board using engineering design which contained 5 steps as follow: 1) identify the problem, 2) collecting information to solve the problem, 3) design, plan and draft the flowchart of solving, 4) action on problem-solving, 5) evaluate the operation work for problem-solving. After the learners got the question of problem, the learners had to send back the project work to the teacher as follow; 1) mind mapping that reflected (1.1) the objective of writing program, (1.2) equipment in the process, (1.3) planning of the task, 2) precise flowchart for immediately use, 3) source code as flowchart designed, 4) result of program, 5) record of inspecting result and correction.
3. Research Methodology
This operation has divided the research process into steps as follows.
Step 1: Reviewed literature – to analyze and synthesize the components of developing the test of ability to solve problem using Rowley and Slack (2004) principle.
Step 2: Designed and created the rubric of problem-solving for computing science.
Step 3: Validation of the rubric of problem-solving for learning management in computing science. The 5 experts evaluate the validity of rubric of problem-solving for computing science by using the analysis of IOC: Index of Item-Objective Congruence (Wadeecharoen, 2017) and improved as the experts' suggestion.
Step 4: Managed the learning process of computing science using the engineering design and online simulation to enhance the problem-solving ability for the pre cadet students.
Step 5: Inspected the reliability of the rubric of problem-solving for learning management in computing science. The 5 rater the rubric with the empirical work of the pre cadet students by random selecting only 4 empirical works from 20 students by using the analysis of the RAI: Rater Agreement Index (Burry-Stock et al., 1966).
4. Research Findings
The test of ability on problem-solving for computing science was designed and created in scoring rubrics of 4 levels. The teacher observed the evidence of learning, empirical works, and behavior reflecting the practical work of the students. The evaluation was operated in any loop of learning on problem-solving and the criteria of evaluation on ability of problem-solving composed of 4 components:
1) Analysis and specification of problem description – this step was to understand the description, limitation of problem.
2) Planning for solving problem – this step was to think of the process of problem-solving step by step to gain the result.
3) Practical of problem-solving – this step was to do solving problem in action.
4) Inspecting and evaluating the results – this step was parallel with the step of problem-solving. If the problem was not solved, the students had to go back and repeat the step of problem-solving until reaching the complete
result.
After the validation of the rubric, the 5 experts evaluated the quality of the rubric was show in table.1 and the tryout of the reliability by 5 experts from the 4 empirical works was show in Table 2.
Table 1. The result of evaluating the validity of the rubric of problem-solving on computing science learning
From Table 1 the validation of the rubric score that evaluated by 5 experts has IOC = 1.00 meaning is the validity and harmonized to the objectives.
Table 2. The result of evaluating the reliability of the rubric score of problem-solving on computing science learning
From table 2 the reliability of the rubric score that evaluated by 5 rater has RAI = 0.94 meaning the harmonization at the level of "much".
5. Discussion
Measurement of problem-solving ability (high-order thinking skills) should be used to judge the skills of the
students by measuring the effect on the students to act out. Or in other words, call as "authentic assessment" (Xu et al., 2013) in which it is difficult to give the instructor to assess and judge the workpiece precisely. It is necessary to have scoring, quality standards (Gao & Grisham-Brown, 2011). Therefore, after scoring rubric of problem-solving on computing science has designed and created. It has to verify the validity and found that the index of item-objective congruence (IOC) was 1.00 can interpret the validity that is accepted, which implies that this scoring rubric has set the measurement issues correctly and appropriately. It can be used practically. According to Rovinelli and Hambleton (1976), commenting on the construction of any measure should be checked before being used. In addition, this scoring rubric of problem-solving on computing science has been evaluated for the rater agreement indexes that were 0.94. There is a very high consistency of the assessor. This indicates that scoring rubric is reliable in actual applications. Müller et al. (2005) explained that evaluating of measuring instruments by using multiple evaluators can tell the accuracy of the instrument. Which the accuracy of the measurement is very much needed to measure the ability of learners with authentic assessment (Burry-Stock et al., 1966). Consistent with Segal et al. (2003), who has used many evaluators to create learning behavior measurement tools which can provide reliable results in the measurement and evaluation of learners' reactions as well.
From the process of inspection until it appears that this scoring rubric of problem-solving on computing science has the straightness and reliability of this instrument. The researcher can explain which was caused by the researcher had synthesized the definition of computing science , limitation of in the core curriculum of thailand basic education commission 2008, revised edition 2017 of science department, and studied the definition and components of problem-solving skill and collecting the steps of problem-solving matching with the indicator of computing science (IPST, 2018) by applying the method of creating rubrics score for authentic assessment (Phuvipadawat, 2001) that composed of steps; 1) identifying the good results of empirical works by pro and cons, 2) discussion on the results or empirical works of the learners and summarized as a criteria 3) qualification level by description of the empirical works: best, average and poor. In addition, the rubric that researcher was created can be applied to evaluate the computational thinking (Supaluk, Khlaisang, & Songkram, 2018) that the composition is classified into parts as follows 1) Decomposition: Breaking down data, processes, or complex problems into smaller. 2) Pattern Recognition: Observing patterns, identifying similarproblems, and regularities in data. 3) Abstraction: Identifying the general principles that generate these patterns or focusing only on the details and 4) Algorithm Design: that are important, whilst irrelevant information is ignored. Moreover, this tool should be used as a part of the computing science project-based learning that also enhances the cognitive and critical thinking in engineering problem solving among students (Rahman et al., 2009), which is expected to show more efficiency of this kind of learning management.
Acknowledgments
This research article was supported form "Petch Pra Jom Klao Master's Degree Research Scholarship from King Mongkut's University of Technology Thonburi".
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Appendix A Table A1. Table of indicators of criteria for ability of problem-solving
Appendix x B
The empir the pre-cad to enhance for reliabil rical works of det students via e the ability on lity test by rate the students fo a computing sc n problem-solvi er agreement in or evaluating f cience learning ing. The samp ndex (RAI). for the reliabili g management les were 30 stu ity test were b using enginee udents but rese brought from th ering design an earcher random he project wor nd online simul m 4 empirical w rks of ation works
For rmula for Rate er Agreement I Index (RAI)
Rmnk
Rnk
K
N
M
I
represents the e score of the e expert m, empirical work n, i in the item of e evaluation k
represents the e mean score of f the empirical l work of stude ent n, in the ite em of evaluatio on k
represents the e number of all l item for evalu uation
represents the e number of em mpirical work o of all students
represents the numbers of ex xpert (assessor rs)
represents the e numbers of im mpossible scor re
Copyright ts
Copyright for this article e is retained by y the author(s), with first pub blication rights s granted to the e journal.
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Be Brave to Teach Brave
By Lynn Mendelsohn
Some concepts we want to teach young children seem much more elusive than others; the concept of bravery may be one of these. For instance, when we want to teach young children nice manners, as parents and caregivers, we monitor ourselves, making sure we intentionally use and model the appropriate "please, thank you and may I" messages. Young children in our home and classroom environments will pick up on these skills quickly and mirror them back quite easily. But teaching the concept of bravery seems…well…scary! How many of us feel brave enough to tackle the job of instilling bravery in our children and preschool students? And what does bravery look like? Undoubtedly bravery looks different for each person. It may be because teaching bravery and ultimately being brave is hard, even for us, and may not come along until children and adults have mastered other important cognitive and social-emotional skills like self-control, perspective-taking and task completion which becomes goal setting and goal achievement with maturity. Our uniqueness as people also means that the process we undergo and the decisions each of us begins to make regarding "becoming brave" will probably look different and be a refl ection of us as individuals.
So where do we begin this diffi cult journey toward "bravery" with our young children at home and in the early childhood classroom? Naturally, we continue to talk with our children at home and at school about different scenarios we are likely to face in life and how we've handled each situation, including positive and negative outcomes. Children can learn the basics of informed decision-making from each of us—that striving for the best decision requires drawing on prior knowledge and experience with family, friends, teachers and themselves. As our children's initial teachers, at home and at school, we can also rely on good books to broaden our own perspectives and provide opportunities for expanded discussion. be brave little one, written and illustrated by Marianne Richmond, is a book of soaring selfdiscovery through everyday experiences and encourages time for mindful refl ection along the way. It is a book for all ages, depicting diverse children making decisions in a variety of typically dangerous, frightening or diffi cult situations. Its universal appeal is validated by the author's book dedication to "me and you." As parents and teachers we must remember that although we are facilitating the learning process, we are also personally engaged in that process and, if open, can be enlightened too.
The story, be brave little one, begins with a simple premise—that we, as parents and caregivers, have a common wish for our children, which is for them to develop bravery going forth into the world. The author continues, "Be brave to begin to listen inside to the voice of your heart, so truthful and wise." She immediately indicates that becoming brave will be a journey that starts inside with a little mindfulness and introspection—"How far will I go? What things can I be? When I get to choose what brave is to me." She writes that each of us will be able to choose what "brave" means to us. Ms. Richmond's rhyming verses also include a very clever and delightful romp of oppositional words and phrases in the middle of the story when she describes many opportunities to be brave. She says there will be times to step up to meet challenges or step out if it's not right; to stand up to tell what you know or sit down to get to know someone. Bravery is to explore the unknown but also to return home. Brave is to keep going and brave is to be still.
As with all stages of human development, the mastery of bravery for each of us as children and adults happens along a continuum of quiet and refl ective self-discovery—knowing what's in our hearts, some of which happens early in life and some of which takes place years into adulthood. Since we are products of our environments, it clearly becomes our jobs as teachers and caregivers to lead by Ms. Richmond's examples—providing a safe, mindful environment in which we and our children can step up or step out, explore or retreat, keep going or be still. If we include meaningful literature, lead with our hearts and are brave to let our children develop their own hearts, we will esteem them individually and help them become their own people who will be "brave" on their own terms.
The story has an exciting energy and cadence, like going on an adventure throughout, as each situation unfolds. There are opportunities to introduce new vocabulary words too. This is a particularly good read for pre-k through fi rst grade. It outlines ordinary situations we've all encountered or are encountering and is a wonderful tool for prompting deep and meaningful discussions with young students. In addition to be brave little one, Marianne Richmond has written other stories which explore feelings. | <urn:uuid:f684fd88-c400-4556-95ed-9e611c2010f8> | CC-MAIN-2021-43 | https://bb736e9c-66a3-477a-b6fc-0bc3b38b60ca.filesusr.com/ugd/6d6c33_309f29f58b7d4f37910438a00b9de4f2.pdf | 2021-10-21T20:31:22+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00363.warc.gz | 206,362,754 | 1,013 | eng_Latn | eng_Latn | 0.998513 | eng_Latn | 0.998513 | [
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Math 60, Section 2.9-2.10 Class Prep Assignment
Name:__________________________________________
Section 2.9 Introduction to Exponent Rules
1. Expand each expression to find the answer.
$$a. 3 4 x x b. 4 3 x$$
c.
3
2
2xy
$$The Exponent Rules m n x x n m x m xy $$
2. Use the rules to simplify the expressions. You can always expand the exponents if that helps. It's ok to leave large numbers in exponential form.
$$a. 2 8 z z b. 3 5 2t$$
$$c. 6 2 3 d. 2 3 4 w w w $$
Section 2.10 Simplifying Expressions and Algebraic Properties
3. When does the order of two numbers in an operation matter?
a. ? 7 6 6 7
b. ? 2 18 18 2
c. ? 8 7 7 8
4. When does the placement of the parentheses matter?
a. ? (7 3) 9 7 3 9
b.
(4
6) 10
c. ? (6 4) 2 6 4 2
d.
?
4
?
6 10
5 100
d. ? 15 3 3 15
(100 10)
10
5
The Commutative and Associative Properties
5. Apply the properties listed. You do not need to simplify further.
a. Use the commutative property of multiplication to rewrite the expression 5z.
b. Use the associative property of multiplication to rewrite the expression 2 3b .
The Distributive Property
Can you simplify this expression in two different ways? Do they give the same answer?
We need the distributive property when we have a variable in our expression.
6. Use the distributive property to rewrite the expressions.
7. Use all the properties to simplify the following expressions.
Simplifying Expressions with Exponents
8. Find the product of the monomial and the binomial. | <urn:uuid:4d959632-7905-45bb-97e0-4f2849fa33ad> | CC-MAIN-2024-38 | https://www.caraleemath.com/uploads/2/8/4/0/28409927/section_2-9_and_2-10_class_prep_assignment.pdf | 2024-09-13T07:53:50+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651510.65/warc/CC-MAIN-20240913070112-20240913100112-00751.warc.gz | 651,096,867 | 635 | eng_Latn | eng_Latn | 0.951462 | eng_Latn | 0.974791 | [
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Name :
Matching Numbers
Score :
Sheet 2
Match the pairs of numbers which give a difference of 76. 1)
Match the pairs of numbers which give a difference of 94. 2)
PREVIEW
Match the pairs of numbers which give a difference of 82. 3)
4)
Match the pairs of numbers which give a difference of 40.
47 2 Gain complete access to the largest collection of worksheets in all subjects!
7
8 6 Members, please worksheet. log in to download this
49
45 43 Not a member? Please sign up to access. gain complete
6) www.mathworksheets4kids.com
Match the pairs of numbers which give a difference of 35. 5)
Match the pairs of numbers which give a difference of 29.
Printable Math Worksheets @
www.mathworksheets4kids.com
Name :
Answer key
Matching Numbers
Score :
Sheet 2
Match the pairs of numbers which give a difference of 76. 1)
Match the pairs of numbers which give a difference of 94. 2)
Match the pairs of numbers which give a difference of 82. 3)
Match the pairs of numbers which give a difference of 40.
Match the pairs of numbers which give a difference of 35. 5)
Match the pairs of numbers which give a difference of 29.
Printable Math Worksheets @
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Cultural Edition
PRESIDENT'S CORNER By Aarya Shah
Growing up in San Antonio, I have been surrounded by its diverse cultures and vibrant history, celebrating the Fiesta parade in downtown and going t o field trips at the Alamo. These were not only enjoyable experiences but ha ve also been instrumental in fostering a sense of connection to the city's pa st. Living here, I have gotten to explore other cultures outside of my own through enjoying a variety of Mexican foods and discovering a whole restaurant for waffles and fried chicken. Through participating in v arious volunteer projects with TIPS JVP, I've not only contributed to the co mmunity but also gained a unique perspective, allowing me to explore differen t facets of San Antonio and its diverse neighborhoods and areas. These ex periences collectively paint a rich portrait of my connection to this vibrant cit y, shaping my understanding of its past and fostering a continual explora tion of its dynamic present and diverse communities.
I am super excited for this new year and the many projects like the Basura Bash coming up, as well as getting new projects up and running. Finally, I present to you Volume 6, Issue 2 of the TIPS JVP Newsletter on San Anton io History and Culture. I hope you enjoy!
Texas Indo Physicians Society Junior Volunteer Program
Student Team
President: Aarya Shah
Communications Team
VP: Neel Mittal
Officer: Aanvi Goyal
Events & Activities Team
VP: Arpitha Kadaba
Officer: Neerja Bathla
@tipsjvp
@TipsJvp
firstname.lastname@example.org
Newsletter Highlights
President's Corner
Article on San Antonio Culture
Interview of Mr. Don Rios
Upcoming Events
SAN ANTONIO CULTURE
By Neel Mittal
Embracing a rich diversity of cultures, traditions, religions, and ethnicities interacting on a daily basis, San Antonio is widely regarded as a "melting pot." Throughout history, the centrality of San Antonio ha s made it a magnet for people from diverse backgrounds, creating a dynamic tapestry where individuals fr om anywhere around the world can feel involved and accepted. The "confluence of cultures" that has arri ved and lived in San Antonio since its establishment has developed an interesting and culturally rich herit age, directly contributing to the city's unique and vibrant cul
Expressing its cultural identity with pride, the city holds a deep affection for the San Antonio Spurs, its beloved NBA basketball team. Since their establishment in 1967, the Spurs have not only been a majo r attraction, bringing notability and fostering a sense of unity through their remarkable contributions to t he NBA, but even bringing pride and spirit. The team's mascot, the Coyote, serves as a vibrant and interact ive symbol, adding an extra layer of energy and excitement to spirited events and creating lasting memories for fans. From 2002 to 2016, the Spurs boasted a formidable trio of NBA players, affectionately known as "The Big Three" – Tim Duncan, Manu Ginóbili, and Tony Parker. Together, they clinched four NBA Champi onship wins, the most recent one in 2014. Nowadays, the Spurs have been celebrating earning the #1 Draft Pick of the NBA this past year, Victor Wembanyama, who was the best draft prospect of the Class
San Antonio is a vibrant mosaic woven from a myriad of cultural and ethnic influences, including the rich flavors of Mexican and Texan traditions, the historical imprints of German and Irish heritage, and th e diverse enrichments from African American communities. There are many events that encapsulate S an Antonio's rich culture, one of which many of us celebrate - Diwali. San Antonio was the first city in the Uni ted States to sponsor an official Diwali celebration, hosting more than 10,000 people per year. Other ev ents that San Antonio is notable for are the Fiesta, a city-wide festival in April, which honors the memory o f the lives lost in the Battle of the Alamo and San Jacinto, and Cinco de Mayo, a festival taking place in the Historic Market Square in Downtown San A
San Antonio derives its uniqueness from its rich and diverse history. Founded in 1718 as a Spanish mission and presidio, the city played a pivotal role in shaping the history of Texas. The Alamo (the site of th e Battle of the Alamo) became a symbol of resilience during the Texas Revolution against Mexico. The city 's history also characterizes its aptitude for the coexistence of various cultures. The San Antonio Missions are regarded as a UNESCO World Heritage site, displaying the blending of Spanish and Native Amer ican influences. Especially nowadays, historical districts like La Villita and the King William Historic Distric t can give an idea of the preserved architecture and features that show the story of San Antonio's evolutio n. The River Walk in Downtown San Antonio provides the charm and allure of a picturesque urban waterway. I t is an iconic destination for both locals and visitors, serving as a hub for cultural events and festivals and m aking it a central element in San Antonio's enchanting
San Antonio, with its quirks and compliments, weaves together diverse cultures, traditions, and a rich history. From the Spurs fostering unity to festive cultural celebrations like Diwali San Antonio and Fiesta, th e city thrives on promoting its multicultural identity. The numerous historic destinations like the Missions a nd the Alamo showcase a prominent history and a harmonious blend of influences. Places like the River W alk give the city a charm that is unique to only San Antonio, exemplifying its vibra
Texas Indo Physicians Society Junior Volunteer Program
INTERVIEW
Arpitha Kadaba and Aanvi Goyal
Mr. Don Rios is a United States History teacher at Clark High School. Mr. Rios has been teaching for over 10 years and has lived in San Antonio Texas his entire life.
1. First, can you highlight some key events that have played a pivotal role in shaping San Antonio' s histor
San Antonio has a fascinating history with several key events. One significant event was the Battle of th e Alamo in 1836, a pivotal moment during the Tex as Revolution. The city's Spanish colonial heritage and role as a gateway to the American West have also contributed to its unique historical tape
2. How would you describe the cultural fabric of San Antonio? Are there unique traditions that stand out
San Antonio's cultural fabric is incredibly diverse, reflecting its Native American, Spanish, Mexican, an d Western influences. One distinctive tradition is Fies ta San Antonio, an annual celebration that showca ses the city's multicultural heritage. The vibrant col ors, parades, and events during Fiesta truly captur e the essence of San Antonio's cultural ric
3. Are there any iconic dishes or culinary traditions associated with San Antonio that have historica l significanc
Yes, San Antonio is renowned for its Tex-Mex cuisine.
Dishes like chili, tamales, and the iconic breakfast taco have deep roots in the city's history, blendin g Mexican and American culinary traditions. T he historic Market Square, or El Mercado, is a fantas tic place to experience and savor these culi nary delights.
How has San Antonio evolved, especially in the context of urban development and growth?
San Antonio has undergone significant changes over the years. From its origins as a Spanish mission to it s role as a major military and trade hub, the city h as experienced substantial urban development. The River Walk, for instance, has transformed fr om a flood control project in the 1930s to one o f the city's most iconic and bustling attrac tions, showcasing the city's commitment to preserv ing its historical treasures.
5. Lastly, how do you incorporate San Antonio's history and culture into your history lessons? Ar e there specific aspects you find most engaging f or students?
Integrating local history into lessons is crucial for making history relevant to students. I often use fiel d trips to historical sites like the Alamo or missions to provide a tangible connection to the pa st. Additionally, exploring personal stories and cult ural traditions helps students connect with the mat erial more personally. The multicultural influences in San Antonio's history offer a diverse and e ngaging backdrop for classroom discussions.
Events
By Neerja Bathla
On January 27th, members of the TIPS JVP came together to support Book Buddies, an organization dedicated to enhancing the reading experiences of children in the San Antonio Independent School District (SAISD). The volunteers actively engaged in sorting through many of donated books, carefully categorizing them for various age groups, including PreK-Kindergarten, 1st - 2nd grade, 3rd - 5th grade, and 6th - 8th grade. They have also converted a school bus into a mobile library for schools who don't have one in which we helped stock books. Their great efforts ensured that the books were not only age appropriate but also in excellent condition, ready to be enjoyed by young readers. A sincere thank you is extended to all volunteers for their commitment to supporting their community and coming out to volunteer.
Upcoming: February 17- Basura Bash at the Coker United Methodist Church
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The European Green Deal, with its Zero Pollution ambition, puts emphasis on cutting air pollution, which is among the key factors negatively affecting human health. Full implementation of the air quality standards enshrined in EU legislation is key to effectively protect human health and safeguard the natural environment.
The Romanian legal system fails to guarantee the implementation of the key objectives of the directive, in particular that installations must only be allowed to operate if they have permits. On the one hand, the Romanian legal system, in its current state, introduces very low and inadequate penalties, which fail to ensure effectiveness, proportionality and dissuasiveness as required by the Directive. On the other hand, the Romanian authorities fail to implement the existing legislation in a coherent manner on an administrative level (e.g., suspend the operation of installations without permits), while the Romanian judiciary fails to enforce the sanctions, nullifying any effectiveness and dissuasiveness.
Therefore, the Commission is sending a letter of formal notice to Romania, which now has two months to address the shortcomings raised by the Commission. Otherwise, the Commission may decide to send a reasoned opinion.
'Moderate' quality air in Romania
At the start of 2021, Romania was experiencing a period of 'Moderate' quality air with a US AQI reading of 54. This follows the classification suggested by the World Health Organisation (WHO). The concentrate level of PM2.5 was 13.7 µg/m³. With pollution at this level, it is advisable to close doors and windows to prevent the ingress of dirty air. Those of a sensitive disposition should avoid outdoor activity until the air quality improves. If venturing outside is unavoidable, then a good quality face mask should be worn at all times. What are the main causes of air pollution in Romania?
The main sources of air pollution in Romania can come from any of the following, but generally speaking, the main source in any large city is vehicle emissions followed by industrial emissions.
Private cars are, according to a scientific document that the Bucharest City Hall has had at its disposal since 2014, the main culprits of the polluting emissions in the city. But here we do not only refer to cars, but also to heavy commercial vehicles, buses and other vehicles. Taken together, the latter are more polluting than all cars combined (52.8 per cent of the total compared to 47.2 per cent of cars).
Burning fossil fuels in electricity production, transportation, industry and households, industrial processes and the use of solvents, for example in the chemical and extractive industries are chief contributors. Agriculture, the treatment of waste products and
emissions from volcanic eruptions, airborne dust, sea salt dispersal and emissions of volatile organic compounds from plants are examples of natural emission sources.
In order to have a better understanding of the causes of air pollution, we must know that pollutants that enter the atmosphere can be divided into primary pollutants and secondary pollutants. Thus, primary pollutants are the direct result of an industrial process (such as sulphur dioxide emitted by factories) while secondary pollutants are caused by the reactions of primary pollutants, usually as a direct result of ultraviolet light from the sun. Due to the combustion of fossil fuels (such as coal or oil), sulphur dioxide is one of the main causes of air pollution whilst at the same time, cars with internal combustion engines, are major sources of pollutants with harmful effects on air quality because they collectively release tens of thousands of tons of harmful gases into the atmosphere every day. Agricultural activities can be a source of air pollution through the production of ammonia. It is a product often used in activities specific to the agricultural sector whilst being one of the most dangerous gases in the atmosphere. Moreover, the widespread use of insecticides and pesticides contributes to the pollution of the environment, including the atmosphere. Mining is a field in which large equipment is used. During the process, dust and chemicals are released into the air causing large amounts of air pollution. This is one of the reasons why this activity is responsible for the deterioration of the health of workers and residents near mining operations.
Even household activities can cause polluted air with household cleaning products or paint products which emit toxic substances into the air that cause environmental pollution.
What is the government doing about Romania's air quality?
Several measures are to be introduced by the local authorities in an attempt to reduce air pollution. Powerful washing of streets and pavements with water and/or their subsequent vacuuming (reduces suspended particles by about 70 per cent on the pavement). The planting of hedges and perennial bushes at the edge of boulevards and streets reduces suspended pollutants by 15-60 per cent on the pavement, depending on the pollutant, such as PM2.5, PM10 and carbon dioxide etc.
The prohibition of the use of gasoline-powered leaf blowers and lawnmowers and their replacement with electric blowers together with the prohibition, monitoring and punishment of burning of vegetable waste both in the city and in the surrounding villages will also contribute to cleaner air.
Careful monitoring of landfills, cement production plants, incinerators and the burning of any type of waste, as well as careful monitoring of factories in the city and all sources of gas
combustion (including residential blocks), are measures to be introduced as soon as possible. If the construction of incinerators is chosen to replace the current landfills, they should use state-of-the-art technology and not have to bring garbage from other areas. Construction sites need careful monitoring and infrastructure interventions, as the resulting dust remains in the atmosphere and is full of particularly toxic substances. Landscaping, planting trees and greenery all year round, is conducive to cleaner city air, especially those which are resistant to shade. They have the ability to retain and filter dust
much higher than ordinary trees, in addition, they help biodiversity.
The reduction of concrete spaces dedicated to surface parking is to be implemented and to increase the cost of parking to stimulate the construction of underground car parks replaced by surface parks are two measures to be introduced. The one million cars parked on the ground in Bucharest represent many sources of pollution, regardless of their technical condition.
It is hoped to begin construction of dedicated cycle lanes to cross the city on its axes, on the central and middle ring. These would reduce driving by distances of less than 5 kilometres. Cycling and walking short distances are to be actively encouraged.
Massive investment in electrified public transport and the gradual abandonment of diesel buses is strongly being considered. All new buses should be electric so that in a maximum of ten years there will be no more diesel buses in the city's car park or on the city's streets. Trams are the greenest means of urban public transport, but only if they are modernised and are powered by clean electricity with zero emissions.
The creation of green roofs on schools and other buildings, especially in densely populated areas has been suggested. There are 7 million square meters of terraces in Bucharest, which currently reach over 70C during the summer. The use of a combination of green roof (sedum type plants) and semi-transparent solar panels would increase the green area of the city by more than 30 per cent, with immediate effect on the phenomenon of 'heat island' above the city, which raises the temperature and exacerbates pollution.
Planting trees around the city and creating green corridors that cross the city. These axes can be 50-100 metres wide and can include cycle lanes and pedestrian spaces surrounded by greenery, thus becoming a much healthier alternative than the boulevards full of polluted air.
Investment in underground public transport and light surface metro as the main means of transport in the city need to be considered. The subway is the most efficient public transport solution both in terms of pollution and energy consumption.
Another aspect to be considered is the reconfiguration of transit traffic to bypass the city
EC asking Romania to update its industrial emissions rules
(park & ride, belt, commuter trains, etc.). Here a strategy of the Ministry of Transport is needed because the local authorities do not have the financial capacity to execute such projects on their own.
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Name :
Score :
Solving & Graphing Inequalities
Printable Math Worksheets @
www.mathworksheets4kids.com
Decimals: S2
Answer key
Score :
Solving & Graphing Inequalities
Decimals: S2
Solve each inequality and graph the solution.
Printable Math Worksheets @
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2016 PSBR High School Essay Contest Grand Essayist
Hannah L. Homeschool Perkasie, PA
Biomedical Research and My Life
In the spring of 2012, my grandfather's health began to decline. He was exhausted after walking a short distance, and he quickly became short of breath. His skin color was grayish, and his hearty appetite declined. After a doctor's examination and a Transesophageal Echocardiogram, they determined that his seventy eight year old mitral heart valve was worn out. His surgery was scheduled for July. Thankfully my grandfather lives in a time when much research has been done on the human body and the success rate for heart surgery is high. Amazingly, the animals he spent so much time with as a farmer, are used for research and even for the reproduction of the artificial mitral heart valve the doctor believed he needed. Cutting open my grandfather's chest, the cardiac surgeon determined that he would not need the bovine replacement valve for his heart. It would only need to be repaired. Our family was ignorant to the benefits biomedical research had in our lives. We took for granted that without it, my grandfather would not be alive today.
What is biomedical research? It involves the scientific investigation for the causes of diseases and the discovery of ways to heal humans and animals. Laboratory animals have successfully been used in biomedical research to solve medical problems and develop life saving vaccines. Tenaciously animal advocates oppose the use of animals in research, but they are blind to the fact that they have benefited from this research themselves. Because of biomedical research, life expectancy has grown drastically over the past few decades. The research requires a whole team of people and a plethora of trials before it can ever be used on humans. Biomedical research helps the world. It must continue!
An average of twenty million animals are used each year in biomedical research. Animals are essential to the development and findings of scientists, because they have similar organs and biological structures to humans and, they are susceptible to many of the same diseases. Although some argue it's animal abuse, the animals experience little to no pain at all. It would be unethical and illegal to do these experiments on humans. Because animals have short life cycles and scientists have the ability to control their environments, it is easier to experiment with them then it is with humans. The tiniest lab mice and the smartest primates are well cared for and kept in adequate housing. Animals have helped develop hundreds of vaccines. Before the 50's and 60's, polio was a widespread disease causing thousands of deaths per year. Thankfully it was brought under control and now it is a rare disease only occurring in about 16 countries. Diabetics have benefited greatly from dogs, who helped to discover the use and profits of insulin. Canines have also been used for breakthroughs in heart and circulatory diseases as well as high blood pressure. Although there has been remarkable progress made in biomedical research with animals, there is still much to be done.
Before the discovery of bypass surgeries and transplants, heart disease was a ruthless killer which claimed the lives of millions. Thanks to the hard work and advancements of many scientists, heart operations save half a million people each year. In the 1930's, a researcher, John Gibbon, used cats to experiment on bypass surgery. He even created a heart-lung bypass machine that kept a cat alive for twenty-six minutes. Later in the 1950's, he used dogs to experiment with a fake lung. There seemed to be one problem with the heart surgeries he performed on the dogs. The heart would continue to pump through the operation and they would lose a lot of blood. This needed to be fixed. With the help of dogs, rats, and rabbits, a team of researchers discovered that potassium could be used to arrest the heart. Michael Debakey, one of the world's most famous heart surgeons, who performed more than 60,000 operations, credits his success and developments to animal experimentation.
My grandfather celebrates his eighty second birthday next month. Yes, his body continues to slow down and wear out as one would expect at his age, but we are blessed to have him with us still. I am thankful for the advances in biomedical research and the personal effect it has had on my life and the lives of those I love.
Works Cited
"What is Biomedical Research?."
http://www.psbr.org/images/Educational_Materials/cbra_factsheet_biomedical_research.pdf
"Use of Animals in Biomedical Research: Understanding the Issues." http://www.psbr.org/images/Educational_Materials/aalas_use_of_animals.pdf
"John Heysham GibbonHeart Lung Machine."
http://inventors.about.com/library/inventors/blheartlungmachine.htm
"Heart Surgery and Transplants." http://hirnforschung.kyb.mpg.de/en/findings/medical-treatmentsand-therapies/heart-surgery-and-transplants.html | <urn:uuid:6daf0810-7546-4523-ab84-e1c85a6c7fd9> | CC-MAIN-2024-38 | https://psbr.org/images/Contests2016/Winning_Essays/2016_GE_Hannah_L.pdf | 2024-09-13T08:16:46+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651510.65/warc/CC-MAIN-20240913070112-20240913100112-00756.warc.gz | 439,812,433 | 1,019 | eng_Latn | eng_Latn | 0.998646 | eng_Latn | 0.99884 | [
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Board Foot Requirement Calculation
A Board Foot is defined as a board one foot long, one foot wide and one inch thick; or the equivalent. Therefore, a board 6" wide by 2' long by 1" thick is also one board foot. Or, a board 2" wide by 6' long by 1" thick is one board foot. Or, a board 6" long by 1' long by 2" thick is one board boot. You can also think of a board foot as being 12" by 12" by 1" or 144 cubic inches, or 1/12 (.08333) cubic feet.
Rough lumber is sold in thicknesses measured in quarters of an inch. Lumber rough sawn to one inch thick is referred to as 4/4; Rough sawn to 1-1/2" is 6/4 and that sawn to 2" thick is referred to a 8/4. If you buy wood that has already been surfaced, it will be priced based on the thickness or the rough lumber it was surfaced from (e.g. ¾" thick is priced as if it was 4/4).
1) In order to calculate the amount of wood required for a project you must have a drawing of the project with dimensions. From this drawing identify all of pieces that are the same thickness.
a) If the thickness is ½" up to 13/16", assume that you will be using 4/4 stock to make those pieces. Note that stock up to 7/8" thick can be obtained from 4/4 boards if the boards are not cupped or bowed or twisted appreciably.
i) Determine the rough cut size of each piece. Assume that each piece will be roughed out about ½" wider and 2" longer than the finished piece.
ii) Calculate the board foot requirements for each roughed out piece by multiplying the length (inches) x Width (inches) and dividing by 144.
iii) Sum the individual values to obtain the finished total board feet for 4/4 stock.
b) If the thickness of the piece is 3/8" or less, assume that you will be obtaining this material by resawing 4/4 stock. Note that 7/16" thick boards can be obtained from 4/4 boards if they are not cupped, bowed or twisted appreciably.
i) Determine the rough cut size of each piece. Assume that each piece will be roughed out about ½" wider and 2" longer than the finished piece.
ii) Calculate the board foot requirements for each roughed out piece by multiplying the length (inches) x Width (inches) and dividing by 144/2 (72).
iii) Sum the individual values to obtain the finished total board feet for 4/4 stock.
c) If the thickness is 1" to 1-1/8" thick, you will need to use 5/4 (or thicker) stock.
i) Determine the rough cut size of each piece. Assume that each piece will be roughed out about ½" wider and 2" longer than the finished piece.
Board Foot Requirement Calculation
ii) Calculate the board foot requirements for each roughed out piece by multiplying the length (inches) x Width (inches) and multiplying by 5/4 and then dividing by 144 (or just divide by 115).
iii) Sum the individual values to obtain the finished total board feet for 5/4 stock.
d) If the thickness is 1-3/16" to 1-3/8" thick you will need to use 6/4 (or thicker) stock.
i) Determine the rough cut size of each piece. Assume that each piece will be roughed out about ½" wider and 2" longer than the finished piece.
ii) Calculate the board foot requirements for each roughed out piece by multiplying the length (inches) x Width (inches) and multiplying by 6/4 and then dividing by 144 (or just divide by 96).
e) Sum the individual values to obtain the finished total board feet for 6/4 stock.
f) If the thickness is 1-1/2" to 1-7/8" thick you will need to use 8/4 (or thicker) stock.
i) Determine the rough cut size of each piece. Assume that each piece will be roughed out about ½" wider and 2" longer than the finished piece.
ii) Calculate the board foot requirements for each roughed out piece by multiplying the length (inches) x Width (inches) and multiplying by 8/4 and then dividing by 144 (or just divide by 72).
iii) Sum the individual values to obtain the finished total board feet for 8/4 stock.
2) Now get realistic. The boards that you buy will be random lengths and widths. That means that is you need a piece 6" wide, but you stock is 8" wide, you have paid for the 8" width but will only use 6" of it. Therefore, 2" of the 6" needed (33%) is wasted. Also, the lumber will likely have knots, wane, or other defects that make a portion of the lumber unusable. To account for these problems, I usually multiply the amount required by 1.5.
3) Now get even more realistic. I make mistakes once in a while. If you do too, you will need to remake some pieces. Therefore, I usually buy twice the calculated amount. Sometimes I have some wood left over for the next project. Not often, but sometimes I need to buy more wood (I made several mistakes). Remember, that you are still learning and part of that learning process is making mistakes.
4) Afterthoughts. At least 95% of all mistakes that I have seen in my classes are failure to read and/or follow the instructions or failure to read or understand the drawings.
a) If in doubt read the instructions and refer to the drawing.
Board Foot Requirement Calculation
b) Use caution is asking your classmate. The answer they give may not be the best answer.
c) Do not hesitate to ask the leader of the class or session. They should have the best answer to your question. After all, that is one of the reasons they are there. | <urn:uuid:52cdb3ff-189e-4c8d-acb7-88ada02ef060> | CC-MAIN-2024-38 | https://valleywoodworkers.org/wp-content/uploads/2022/02/Board-Foot-Requirement-Determination..pdf | 2024-09-13T09:10:54+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651510.65/warc/CC-MAIN-20240913070112-20240913100112-00754.warc.gz | 567,573,242 | 1,376 | eng_Latn | eng_Latn | 0.999254 | eng_Latn | 0.999148 | [
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Nishant eAcademy
CBSE Sample Paper Class 12 Mathematics 2021-22
Subject: Mathematics Class: 12 Maximum Marks: 100 Duration: 3 hours
Section A: Objective Type (20 marks)
1. Multiple Choice Questions: a) The value of ∫𝑥 2 1 0 𝑑𝑥 is: (A) 0 (B) 1/3 (C) 1/2 (D) 1
b) The equation of a line parallel to the x-axis is: (A) y = 0 (B) x = 0 (C) y = c (D) x = c
2. Fill in the blanks: a) The value of 𝑙𝑖𝑚 𝑥→0 sin𝑥 𝑥 is _______. b) The slope of the tangent to the curve y = x² at the point (2, _______).
Section B: Short Answer Type (40 marks)
3. Differentiate y = 1 √𝑥 with respect to x.
4. Find the value of cos 60° using the trigonometric identity.
5. Solve the equation x² − 5x + 6 = 0 using the quadratic formula.
6. Prove that the sum of the angles of a triangle is 180 degrees.
Section C: Long Answer Type (40 marks)
7. Find the area enclosed by the curve y = x² and the x-axis in the interval [0, 1].
8. Prove that the diagonals of a parallelogram bisect each other.
9. A particle moves along the x-axis such that its velocity is given by 3t² − 6t + 2, where t is the time in seconds. Find the acceleration of the particle.
10. A manufacturer finds that the cost of producing x units of a commodity is given by C(x) = 0.5x² + 20x + 1000. Find the number of units that should be produced to minimize the cost.
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Guest Expert Planner
Inquiry Resources
About: Have you ever experienced that moment with your students and a guest virtually, in person, or a field trip like this?
Guest: "Does anyone have any questions about what we learned?"
Student: "What's your favorite color?"
Just a little question prep BEFORE a visitor experience makes a HUGE difference!
Allow students to brainstorm together.
Create a class question list beforehand!
Eliminate statements and repetitive questions.
Use this guide to create and select questions before a visit with a guest expert. This will support Rock by Rock Virtual Visits that students attend and will offe r readiness support for the visit.
To start:
Fill out the 5 W's as a class for the expert guest students will meet. 1.
Next, complete a "think aloud". Ask students to think about questions the expert can give more information on related to the topic of their expertise o r the reason for the visit or field trip. 2.
Guide students away from irrelevant questions. 3.
Allow students to brainstorm together with the provided support document. 4.
Point out the question guides for students to use while brainstorming. 5.
Create a class list of questions after students brainstorm that aren't repetitive. 6.
Assign questions to students for the visit. 7.
Remind students that if a question is answered before it's asked, it doesn't need to be asked again during the visit. 8.
Teacher Tip: Allow students to brainstorm in their STEM or project journal that relates to the guest's expertise.
This guide can be used to prep for ANY Rock by Rock Virtual Visit.
Guest Expert Planner
Inquiry Resources
Guest Expert Information
Who?
What?
What?
When?
Why?
What do you want to learn from the expert?
What questions do you have for the expert you are wondering about? | <urn:uuid:5840476b-e2c4-4c4a-8d43-f9f30d840463> | CC-MAIN-2024-38 | https://rockbyrock.com/wp-content/uploads/2024/03/guest-expert.pdf | 2024-09-13T08:05:01+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651510.65/warc/CC-MAIN-20240913070112-20240913100112-00760.warc.gz | 454,253,971 | 373 | eng_Latn | eng_Latn | 0.999442 | eng_Latn | 0.999471 | [
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"You Are What You Learn"
Revolutionary Common Sense by Kathie Snow, www.disabilityisnatural.com
Check out this wisdom from the blog of Scott Adams, the creator of "Dilbert" (www.dilbert.com):
You are what you learn. If all you know is how to be a gang member, that's what you'll be, at least until you learn something else. If you go to law school, you'll see the world as a competition. If you study engineering, you'll start to see the world as a complicated machine that needs tweaking. A person changes at a fundamental level as he or she merges with a particular field of knowledge. If you don't like who you are, you have the option of learning until you become someone else. There's almost nothing you can't learn your way out of. Life is like a jail with an unlocked, heavy door. You're free the minute you realize the door will open if you simply lean into it.
disabilities. Imagine my shock when four-year-old Benj asked me if his same-aged cousin, Colin, still used his walker. I didn't know what he was talking about and had to ask, "What do you mean," a number of times before I understood.
Wow! His words leave me breathless; the message is so commonsense and so very profound, and—it seems to me—so doable!
Many of us have reinvented ourselves in employment: some by choice and some out of necessity, as we learn new skills and embark on a new career. Some people take something powerful in their lives—from a hobby to a life-threatening situation and everything in between—and turn it into a wage-earning career.
Because of his years in therapy, Benjamin thought all children were taken to therapists and were given a walker, and that's how they learned how to walk. He thought his classmates at the neighborhood preschool—along with his cousin—had "finished" with therapy and no longer needed their walkers. I was shocked to my core. This experience caused me to wonder what else my son was learning from the "abnormal" experiences that are inherent in "Disability World."
There's an enormous focus on the importance of "early learning." But what if that early learning is not what we want children to learn? What happens when children or adults of any age are learning not what they're "taught," but what they're learning
One does what one is; one becomes what one does.
experientially?
Robert vonMusil
Now let's think about children and adults with disabilities and the words of Scott Adams: "You are what you learn." What does one learn from interventions, therapies, special/segregated programs, and the usual "treatment" doled out to people with disabilities? Conversely, what does one learn from ordinary, inclusive, age-appropriate activities, classrooms, workplaces, community activities, etc.?
At the age of four months, my son, Benjamin, who has cerebral palsy, began receiving intensive physical and occupational therapies, and he was surrounded by other children with disabilities at the clinic. When he turned three, I enrolled him in a "regular" neighborhood preschool, where he was surrounded by children who did not have disabilities, instead of the special ed preschool for children with
"Natalie," a middle-school special ed teacher contacted me one spring. She was going to work hard to ensure her students with disabilities were included in general ed classrooms during the coming school year. She planned on using my book (Disability is Natural) as a guide, and we agreed to stay in touch. Months later she reported that things weren't going well: her students were in general ed classes, but the classroom teachers wanted them sent back to the special ed room. They said the students with disabilities didn't know to use their indoor voices; to hold up their hands and wait to be called on; to walk through the hallways quietly, in single file; and more—things students without disabilities routinely learn in kindergarten!
In Natalie's opinion (and I agree, based on hearing similar stories from many others), her students had not learned those things because they had been in selfcontained classrooms in elementary school—a very
2 - "You Are What You Learn"
different environment than general ed classrooms. Close to tears, she said, "I know my students can learn those things, but if the teachers don't give them a chance now, when will they be given the chance?"
Many adults with developmental disabilities had similar experiences as children. Being segregated in self-contained classrooms, they didn't learn the routine things students without disabilities learn in school. So when they're finished with public school, they're judged "not ready" for a normal adult life; they've been prepared only for continued segregation in residential facilities, sheltered workshops, etc., fulfilling the paradigm, "You are what you learn."
What do young children with disabilities learn in a self-contained special ed preschool? That not talking or not walking or whatever is the norm?
You cannot learn to "be" a 4th-grader if you've been in a self-contained K-5 classroom since kindergarten. You cannot learn to "be" a high school senior if you've been in life-skills classes since middle school. You cannot "be" a self-directed, responsible adult if you've never been allowed to be self-directed and responsible.
You are also what you do not learn. Thus, many children with disabilities (who become adults) have
If you're addicted to drugs or alcohol, you cannot "learn to be sober" if you continue to hang out with people who use drugs and alcohol. You can learn to be sober only in a sober environment with sober people. How do you learn to not be a gang member unless and until you get out of the gang?
learned helplessness and dependence (via segregation). They have not learned how to get along in the real world (via inclusion), nor reading, writing, and arithmetic!
The ability to learn is older and more widespread than is the ability to teach.
Margaret Mead
Let's look forward, and then go backward. We'll start with the big picture, that the outcomes for children with disabilities should be the same as for children without disabilities: that their family upbringing and public school education prepares them (1) to enter the workforce, post-secondary education, and/or both; and (2) to be responsible and active members of their communities.
Many people realize that skills learned in isolation can seldom be transferred. For example, we can try to teach a child with a disability "whatever" in a self-contained classroom, but it's unlikely that he can generalize that skill to a regular classroom—it's a totally different environment.
But how can you learn what you need to learn to achieve these outcomes if you're never given opportunities to do so? And what do children with disabilities learn from the "traditional" ways they're treated?
If, as a young child, you're spending most of your life in therapy sessions (PT, OT, Speech, etc.), you're learning that you're "not okay" the way you are, that the way you move your body parts is not "right." At some point, you might move your body in ways other people say is "right" (but you might have done that anyway, therapy or not), and you've also learned that you're not "good enough." (There are ways to provide assistance and help people learn without making them feel "less than.")
So let's ensure children and adults with disabilities have opportunities to learn to "be" who they're meant to be: a successful toddler or third-grader or college student or employee; a helpful big brother; a caring volunteer; a responsible citizen; or...[make the list longer]. Let's also ensure people with disabilities are not in settings where they learn to be helpless and dependent, or learn inappropriate behaviors from others, or learn that they're not okay, etc.
If children or adults with disabilities have learned things they need to unlearn, remember Adams' words: "...you have the option of learning until you become someone else. There's almost nothing you can't learn your way out of. Life is like a jail with an unlocked, heavy door. You're free the minute you realize the door will open if you simply lean into it. " As parents, teachers, service providers, etc., let's learn our way into better attitudes and actions so people with disabilities can lean into that door and be free. | <urn:uuid:0e5aff79-a710-4bb0-b29e-2d69651a52c8> | CC-MAIN-2024-38 | https://nebula.wsimg.com/4d7e00731faea5125af95745f8ac80b3?AccessKeyId=9D6F6082FE5EE52C3DC6&disposition=0&alloworigin=1 | 2024-09-13T07:16:45+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651510.65/warc/CC-MAIN-20240913070112-20240913100112-00759.warc.gz | 381,889,901 | 1,735 | eng_Latn | eng_Latn | 0.999251 | eng_Latn | 0.999311 | [
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GALATIANS
CHAPTER ONE
1. Who wrote this epistle? Who is the Author?
2.
What is the writer's role and how did he obtain that position?
3. Who joined the writer in sending this message?
4. Who were the recipients?
5. Locate the province on a map and identify the cities therein where Paul had preached. Describe what happened in those places.
6. Compare the introductory greeting to those Paul sent to other churches.
7. What did Paul find so surprising?
8. How was their departure personal?
9. How many gospels are there?
10. Is anyone authorized to alter what God has revealed?
11. Cite historical examples of angels allegedly preaching a different gospel.
12. How emphatic was Paul about the singular gospel?
13. What is Christ's bondservant obliged to do to men and to God, respectively?
14. Where did the gospel preached by Paul originate?
15. What did misplaced zeal motivate Paul to do?
16. Where was his zeal placed previously?
17. Whose choice was it that Paul became an apostle?
18. When God "called [Paul] through His grace," was the calling irresistible?
19. Who were the primary recipients of Paul's preaching?
20. Did Paul rely on man's advice to carry out his apostolic commission?
21. Where did Paul spend his first three years as a Christian?
22. How did he regard the twelve?
23. When Paul eventually got to Jerusalem following his conversion, what was his purpose?
24. How long did he stay in Jerusalem on that visit?
25. How is James identified?
26. How serious was Paul about his independence from his predecessor apostles?
27. Where did Paul spend his time following that initial Jerusalem visit?
28. How were the churches of Judea generally aware of his work?
29. What did those Christians who knew Paul's reputation do about him? | <urn:uuid:9ab01b97-fe0e-4e54-a90b-43e4ec2c298b> | CC-MAIN-2024-38 | http://www.rgvchurchofchrist.org/files/BibleClass/01_Chapter_One_-_STUDENT.pdf | 2024-09-13T08:25:11+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651510.65/warc/CC-MAIN-20240913070112-20240913100112-00758.warc.gz | 47,669,528 | 390 | eng_Latn | eng_Latn | 0.99869 | eng_Latn | 0.998972 | [
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Name_________________________
273 + C = K All temperatures must be in Kelvin
1) If you collected 137 mL of iodine gas at 33 o C, what volume will it occupy at 246 K?
2) You calculate that you would get 1.48 L of H2 gas at 12 o C, however you only collect 1.30 L of gas, what is the temperature?
3) You have 32 mL of gas at 125 kPa, what pressure will give you 15 mL?
4) At 124 kPa a certain amount of gas takes up 29 mL of space, what volume will it occupy at 315 kPa?
5) If you have 34 mL at 22 o C and 745 torr, what volume of H2 gas will you have at 8.5 o C, and 784 torr?
6) If you have 26 L of gas at 22 o C and 1.24 atm, what pressure will cause it to take up 17 L at 15 o C?
7) If you have 159 mL of gas at 67 o C and 115 kPa, what temperature will cause it to take up 117 mL at 102 kPa?
8) If you have 63.4 mL of gas at 123 kPa and 5 o C, what volume will it occupy at 115 kPa and 17 o C? | <urn:uuid:4a34024b-8503-4dab-bb38-0ac02c2ae214> | CC-MAIN-2024-38 | https://www.copley-fairlawn.org/cms/lib/OH01001067/Centricity/Domain/78/HCBCCWS.pdf | 2024-09-13T07:41:47+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651510.65/warc/CC-MAIN-20240913070112-20240913100112-00757.warc.gz | 656,386,416 | 298 | eng_Latn | eng_Latn | 0.741209 | eng_Latn | 0.895941 | [
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CO 480 Week 5 Learning Goals
By the end of this week, students should be able to...
* Name the different political regimes in the second half of the 19th century and the events that led to the passage from one to the other.
* Explain the role of Louis-Napoleon Bonaparte.
* Explain how the political climate has influenced the French education system and how the state of the French educational system has influenced the course of the political climate.
* Explain who is Pasteur and his role in the restitution of the French educational system.
* Describe the life of Lucas.
* Explain the relationship between Pasteur and Lucas.
* Name and describe at least one of Lucas' important contributions to mathematics
* Explain the two types of Tower of Hanoi solutions.
* Explain the construction of the H n k graph and solve problems using it (for any regular position)
* Solve problems related to Mersenne prime numbers.
* Define σ(n) and use it to solve problems related to perfect numbers.
* Manipulate Lucas functions to prove identities using them.
* Use the chessboard method (and binary notation) to perform calculations.
* Use the different versions of the Lucas tests (including the Lucas-Lehmer test) to prove the primality of numbers.
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BAKER COLLEGE STUDENT LEARNING OUTCOMES
HLS 4050 Pandemics and Natural Disasters 3 Semester Hours
Student Learning Outcomes & Enabling Objectives
1. Explore the history of pandemics across the globe.
a. Compare the definitions and differences between a "pandemic," an "epidemic," and an "endemic."
b. Discuss how pandemics have shaped world history from the Middle Ages to the 21th century.
c. Examine the origins and effects of the COVID pandemic.
d. Describe the key components associated with preparing for, responding to, and recovering from, a pandemic.
e. Identify the three pillars of the U.S. National Strategy for Pandemic Influenza.
2. Explore the history of natural disasters throughout history and how the Federal Emergency Management Agency (FEMA) has evolved to address these incidents.
a. Explore major natural disasters and their effects.
b. Explain FEMA's National Protection Framework and the National Discovery Recovery Framework.
c. Explain the history and role of the Community Emergency Response Team (CERT).
3. Describe the circumstances under which FEMA declares a major disaster.
a. Explain the Stafford Act and how it helps states commit resources for natural disasters.
b. Explore the processes and effectiveness of early warning systems.
Discuss the challenges with developing effective emergency plans to serve special populations and groups.
a. Identify issues associated with emergency planning for people with disabilities, infants, children, and older adults.
b. Explore Disasters on Tribal lands and government response.
5. Compare the concepts of disaster "response" and disaster "recovery."
a. Discuss effective and ineffective post disaster recovery efforts.
b. Explain how State, local, and Tribal governments can prepare in advance to set the stage for necessary strategic, operational, and tactical post-disaster recovery.
c. Explain the role of private actors in community emergency recovery.
4.
6. Explore the effects of climate change on escalating natural disasters.
a. Explain the difference between "climate change" and "global warming."
b. Explain how climate changes impact different types of natural disasters.
c. Discuss what each person on Earth can personally do to stop global warming and climate change.
7. Discuss the differences between "biological warfare" and "bioterrorism" and the use of bioweapons.
a. Discuss future biological threats and how our government is preparing for future attacks.
b. Describe the four goals the Biden Administration has proffered to improve America's ability to respond to the next pandemic.
Big Ideas and Essential Questions
Big Ideas
* History of Pandemics
* History of Natural Disasters
* Government disaster declarations
* Emergencies and Special Populations
* Disaster response and recovery
* Future effects of climate change
* Biological warfare and future trends
Essential Questions
1. How have pandemics historically evolved and impacted world affairs?
2. How has FEMA evolved to address natural disasters?
3. What is a government disaster declaration and its criteria?
4. How do emergency operations and recovery plans support special populations and tribal governments?
5. How does effective disaster response aid in shortening the timeframe of recovery?
6. How will the escalation of climate change increase natural disasters?
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www.getpurpose.org/KPclass Questions
Chapter 1 Abandoning the Old
1. What does the heavy machinery represent?
2. What does the incomplete structure made of wood represent?
3. What warning did the Apostle Paul give regarding building with wood, hay, and stubble?
4. What do the nuts and bolts represent?
5. Why can it be difficult to abandon the old structure?
6. The Lion is a symbol of Christ. Other large cats may be a symbol of_____________________.
7. Man-made structures become a lair for what kind of spirit?
8. What did the metal structure represent?
9. According to Ps 94:11-13, how can we avoid the futility of trying to build according to man's thoughts, and what is the result?
10. Upon what did Jesus tell Peter that He would build the Church?
11. Describe the builder/warrior that is to come forth and what is this warrior's goal?
12. According to Psalm 102:16, when will Jesus appear?
13. Write out the Paradigm Builder for this chapter. | <urn:uuid:10d47f2b-fe3c-4d1a-9f81-b609346a7d34> | CC-MAIN-2024-38 | https://kingdomcore.org/KP-PDFs/Questions/1-Questions.pdf | 2024-09-13T07:34:01+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651510.65/warc/CC-MAIN-20240913070112-20240913100112-00766.warc.gz | 320,026,583 | 225 | eng_Latn | eng_Latn | 0.998721 | eng_Latn | 0.998721 | [
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Counting Money Grade 2 Spectrum
Counting by 7s
Spectrum Language Arts, Grade 2
Spectrum Math Workbook, Grade 6
Math, Grade K
Spectrum Math Workbook, Grade 4
Spectrum Algebra
Spectrum Reading Workbook, Grade 2
Writing, Grade 2
Spectrum Math Workbook, Grade 3
The Complete Book of Numbers & Counting, Grades PK - 1
In Our Teeny Tiny Matzah House
Time, Money and Fractions 1-2
Spectrum Writing, Grade 1
Spectrum Math Workbook, Grade 7
Counting Money, Grade 2
The Survival Guide for Money Smarts
Word Problems
Counting Money, Grade 2
Spectrum Critical Thinking for Math, Grade 1
Spectrum Hands-On Math , Grade PK
Spectrum Hands-On Math , Grade K
Spectrum Math Workbook, Grade 1
Model Rules of Professional Conduct
Spectrum Grade 2
Spectrum Manuscript Handwriting, Grades K - 2
Spectrum Math Workbook, Grade 8
Spectrum Language Arts, Grade 8
Spectrum Critical Thinking for Math, Grade 2
Spectrum Math, Grade K
Spectrum Spelling, Grade 2
The Ultimate Grade 2 Math Workbook (IXL Workbooks)
Spectrum Math Workbook, Grade 2
Spectrum Language Arts, Grade K
Spectrum Test Prep, Grade 1
Singapore Math, Grade 2
Word Problems, Grade 2
Spectrum Math Workbook, Grade 5
Reading, Grade 2
Spectrum Hands-On Math , Grade 2
Spectrum Reading Workbook, Grade 3
Counting Money Grade 2 Spectrum
AUBREE WILCOX
Counting by 7s Carson-Dellosa Publishing
Spectrum Math for grade 3 keeps kids at the top of their math game using progressive practice, math in everyday settings, and tests to monitor progress. The math workbook covers addition, subtraction, multiplication, division, fractions, and presenting data. A best-selling series for well over 15 years, Spectrum still leads the way because it works. It works for parents who want to give their child a leg up in math. It works for teachers who want their students to meet—and surpass—learning goals. And it works to help children build confidence and advance their skills. No matter what subject or grade, Spectrum provides thorough practice and focused instruction to support student success.
Spectrum Language Arts, Grade 2
Carson-Dellosa Publishing
Quarters, nickels, and dimes—preparing kids to make their first solo purchase is all a matter of dollars and cents. Counting Money for grade 2 provides practice in making change from a dollar, comparing coins and bills, adding and subtracting money, counting bills, and more. From piggy banks to Wall Street, money matters and understanding it is essential. Spectrum Counting Money for grade 2 offers engaging activities to help your child make sense of money. With the help of this best-selling series, your child can learn how to identify, compare, and count money with complete
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by guest confidence!
Spectrum Math Workbook, Grade 6 Carson-Dellosa Publishing
Spectrum Math for grade 4 keeps kids at the top of their math game using progressive practice, math in everyday settings, and tests to monitor progress. The math workbook covers multiplication, division, fractions, geometric figures, and preparing for algebra. A best-selling series for well over 15 years, Spectrum still leads the way because it works. It works for parents who want to give their child a leg up in math. It works for teachers who want their students to meet—and surpass—learning goals. And it works to help children build confidence and advance their skills. No matter what subject or grade, Spectrum provides thorough practice and focused instruction to support student success.
Math, Grade K
Carson-Dellosa Publishing
Spectrum(R) Math for grade 2 keeps kids at the top of their math game using progressive practice, math in everyday settings, and tests to monitor progress. The math workbook covers addition, subtraction, identifying shape components, and using measurement systems. A best-selling series for well over 15 years, Spectrum(R) still leads the way because it works. It works for parents who want to give their child a leg up in math. It works for teachers who want their students to meet—and surpass—learning goals. And it works to help children build confidence and advance their skills. No matter what subject or grade, Spectrum provides thorough practice and focused instruction to support student success. Spectrum Math Workbook, Grade 4 Carson-Dellosa Publishing
1
Spectrum Test Prep Grade 1 includes strategy-based activities for language arts and math, test tips to help answer questions, and critical thinking and reasoning. The Spectrum Test Prep series for grades 1 to 8 was developed by experts in education and was created to help students improve and strengthen their test-taking skills. The activities in each book not only feature essential practice in reading, math, and language arts test areas, but also prepare students to take standardized tests. Students learn how to follow directions, understand different test formats, use effective strategies to avoid common mistakes, and budget their time wisely. Step-by-step solutions in the answer key are included. These comprehensive workbooks are an excellent resource for developing skills for assessment success. Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students' learning achievement and success.
Spectrum Algebra Carson-Dellosa Publishing
An understanding of language arts concepts is key to strong communication skills—the foundation of success across disciplines. Spectrum Language Arts for kindergarten provides focused practice to help your child master grammar, capitalization, punctuation, and parts of speech. This comprehensive workbook doesn't stop with focused practice–it encourages children to explore their creative sides by challenging them with thoughtprovoking writing projects. Aligned to current state standards, Spectrum Language Arts for kindergarten includes an answer key and a supplemental Writer's Guide to reinforce grammar and language arts concepts. With the help of Spectrum, your child will build the language arts skills necessary for a lifetime of success.
Spectrum Reading Workbook, Grade 2 Carson-Dellosa Publishing
A New York Times Bestseller In the tradition of Out of My Mind, Wonder, and Mockingbird, this is an intensely moving middle grade novel about being an outsider, coping with loss, and discovering the true meaning of family. Willow Chance is a twelve-year-old genius, obsessed with nature and diagnosing medical conditions, who finds it comforting to count by 7s. It has never been easy for her to connect with anyone other than her adoptive parents, but that hasn't kept her from leading a quietly happy life . . . until now. Suddenly Willow's world is tragically changed when her parents both die in a car crash, leaving her alone in a baffling world. The triumph of this book is that it is not a tragedy. This extraordinarily odd, but extraordinarily endearing, girl manages to push through her grief. Her journey to find a fascinatingly diverse and fully believable surrogate family is a joy and a revelation to read. * "Willow's story is one of renewal, and her journey of rebuilding the ties that unite people as a family will stay in readers' hearts long after the last page."—School Library Journal starred review * "A graceful, meaningful tale featuring a cast of charming, well-rounded characters who learn sweet—but never cloying—lessons about resourcefulness, community, and true resilience in the face of loss."—Booklist starred review * "What sets this novel apart from the average orphan-finds-a-home book is its lack of sentimentality, its truly multicultural cast (Willow describes herself as a "person of color"; Mai and Quang-ha are of mixed Vietnamese, African American, and Mexican ancestry), and its tone. . . . Poignant."—The Horn Book starred review "In achingly beautiful prose, Holly Goldberg Sloan has written a delightful tale of transformation that's a celebration of life in all its wondrous, hilarious and confounding glory. Counting by 7s is a triumph."—Maria Semple, author of Where'd You Go, Bernadette
Writing, Grade 2 Carson-Dellosa Publishing
With the help of Spectrum Algebra for grades 6 to 8, your child develops problem-solving math skills they can build on. This standards-based workbook focuses on middle school algebra concepts like equalities, inequalities, factors, fractions, proportions, functions, and more. Middle school is known for its challenges—let Spectrum ease some stress. Developed by education experts, the Spectrum Middle School Math series strengthens the important home-to-school connection and prepares children for math success. Filled with easy instructions and rigorous practice, Spectrum Algebra helps children soar in a standards-based classroom!
Spectrum Math Workbook, Grade 3 Carson-Dellosa Publishing
Spectrum(R) Word Problems for grade 2 includes practice for essential math skills, such as adding and subtracting up to 100, place value, reading and writing numbers up to 100, telling and writing time, recognizing and drawing shapes and much more. Spectrum(R) Word Problems supplement to classroom work and proficiency test preparation. The series provides examples of how the math skills students learn in school apply to everyday life with challenging, multi-step word problems. It features practice with word problems that are an essential part of the Common Core State Standards. Word problem practice is provided for essential math skills, such as fractions, decimals, percents, metric and customary measurement, graphs and probability, and preparing for algebra and more.
The Complete Book of Numbers & Counting, Grades PK - 1 Carson-Dellosa Publishing
Spectrum Math for grade 8 keeps kids at the top of their math game using progressive practice, math in everyday settings, and tests to monitor progress. The math workbook covers rational and irrational numbers, solving equations, and interpreting statistical data. A best-selling series for well over 15 years, Spectrum still leads the way because it works. It works for parents who want to give their child a leg up in math. It works for teachers who want their students to meet—and surpass—learning goals. And it works to help children build confidence and advance their skills. No matter what subject or grade, Spectrum provides thorough practice and focused instruction to support student success.
In Our Teeny Tiny Matzah House Carson-Dellosa Publishing
GRADES PK–1: With age-appropriate activities, this beginning math workbook helps children build knowledge and skills for a solid foundation in number recognition and counting. INCLUDES: This elementary workbook features easy-to-follow instructions and practice on key topics such as place value, counting, comparing numbers, addition and subtraction, graphing, and more! ENGAGING: This numbers-based workbook features colorful photographs and illustrations with fun, focused activities to entertain children while they grasp concepts and skills for success. HOMESCHOOL FRIENDLY: This elementary workbook for kids is a great learning resource for at home or in the classroom and allows parents to supplement their children's learning in the areas they need it most. WHY CARSON DELLOSA: Founded by two teachers more than 40 years ago, Carson Dellosa believes that education is everywhere and is passionate about making products that inspire life's learning moments.
Time, Money and Fractions 1-2 American Bar Association
The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts. Spectrum Writing, Grade 1 Carson-Dellosa Publishing
7th Grade Math Workbook for kids ages 12-13 Support your child's educational journey with the Spectrum grade 7 math workbook that teaches essential math skills to seventh graders. Spectrum's 7th grade math workbook is a great way for seventh graders to learn essential math skills such as learning algebra equations, geometry, positive and negative integers, and more through a variety of problem-solving activities that are both fun AND educational! Why You'll Love This Math Book Engaging and educational math for 7th graders. "evaluating algebraic expressions", "solving word problems", and "number line practice" are a few of the fun activities that incorporate math in everyday settings to help inspire learning. Testing progress along the way. Pretests, posttests, a mid-test, final test, and an answer key are included in the 7th grade math workbook to help track your child's progress along the way before moving on to new and exciting math lessons. Practically sized for every activity The 160-page math workbook is sized at about 8.5 inches x 10.75 inches—giving your child plenty of space to complete each exercise. About Spectrum For more than 20 years, Spectrum has provided solutions for parents who want to help their children get ahead, and for teachers who want their students to meet and exceed set learning goals—providing workbooks that are a great resource for both homeschooling and classroom curriculum. The Spectrum Grade 7 Math Workbook Contains: 7 chapters full of vibrant activities and illustrations Pretests, posttests, mid-test, final test, scoring record, and answer key Perfectly sized at about 8.5" x 10.75"
Spectrum Math Workbook, Grade 7 Carson-Dellosa Publishing
An understanding of language arts concepts is key to strong communication skills—the foundation of success across disciplines. Spectrum Language Arts for grade 8 provides focused practice and creative activities to help your child master sentence types, grammar, parts of speech, and vocabulary. This comprehensive workbook doesn't stop with focused practice–it encourages children to explore their creative sides by challenging them with thought-provoking writing projects. Aligned to current state standards, Spectrum Language Arts for grade 8 includes an answer key and a supplemental Writer's Guide to reinforce grammar and language arts concepts. With the help of Spectrum, your child will build the language arts skills necessary for a lifetime of success.
Counting Money, Grade 2 Carson-Dellosa Publishing
PREKINDERGARTEN: Spectrum Hands-On Math offers multi-sensory strategies for learning grade-specific math skills, including counting, addition, subtraction, measurement, patterns, and shapes. INCLUDES: This 96-page kit-in-a-book includes 100+ cut-apart math manipulatives, 4 dry erase panels, 1 dry-erase pen, and storage pouch. PARENT-FRIENDLY: A Closer Look feature is included that offers tips for parents to help their child learn math in today's classroom and get ready for kindergarten. WHY USE SPECTRUM:This hands-on resource features the academic rigor of the teacherrecommended Spectrum® brand, but with a user-friendly layout and easy-to-follow instructions perfect for young students.
The Survival Guide for Money Smarts Carson-Dellosa Publishing
The standards-based Spectrum (R) Critical Thinking for Math for second grade guides children through problem-solving strategies including: -addition and subtraction -measurement -geometry Spectrum Critical Thinking for Math helps children apply classroom math skills to real-world scenarios. Spectrum Critical Thinking for Math provides problem-solving instruction, math reasoning questions, and word problems that encourage students to extend classroom learning to the real world. Complete with problem-solving instruction, reasoning questions, word problems, pretests, post-tests, and a completed answer key, this series helps children retain knowledge while introducing problem-solving methods for success. Providing comprehensive, grade-specific titles that encourages the skills and standards taught in today's classroom, Spectrum supports your child's educational journey every step of the way. Spectrum offers a variety of subject-specific practice to reinforce classroom learning, skill-specific titles to enhance educational concepts, and test prep titles to improve test-taking skills. Spectrum is here to help every child get ahead.
Word Problems Carson-Dellosa Publishing
GRADE 2: Spectrum Hands-On Math offers multi-sensory strategies for learning math standards, including addition, subtraction, beginning multiplication and division, place value, measurement, fractions, and shapes. INCLUDES: This 96-page kit-in-a-book includes 100+ cut-apart math manipulatives, 4 dry erase panels, 1 dry-erase pen, and storage pouch. PARENT-FRIENDLY: A Closer Look feature is included that offers tips for parents to help their child learn math in today's classroom and get ready for third grade. WHY USE SPECTRUM:This hands-on resource features the academic rigor of the teacher-recommended Spectrum® brand, but with a user-friendly layout and easy-to-follow instructions perfect for young students.
Counting Money, Grade 2
Carson-Dellosa Publishing
For 20 years, School Zone I Know It! books have set the standard for home learning materials. Each book is developed by professional educators to complement the curriculum at each grade. Each I Know It! book has clear instructions and fun-to-do exercises.
Spectrum Critical Thinking for Math, Grade 1 Carson-Dellosa Publishing
Illustrated with unique food faces art, the classic folktale of the crowded house is told from the family cat's point of view, and features a Passover seder.
Spectrum Hands-On Math , Grade PK Carson-Dellosa Publishing
Spectrum(R) Writing for grade 1 guides students through each step of the writing process as they write sentences, personal stories, descriptions, howto instructions, reports, opinions, and more. Spectrum(R) Writing workbooks guide students as they write for a variety of purposes, including writing to tell a story, writing to provide information, and writing to state an opinion. Lessons support current state standards. Step-by-step instructions help with planning, drafting, revising, proofreading, and sharing writing. A Writer's Handbook reinforces grammar and language skills, and a complete Answer Key is included. Engaging, open-ended writing projects combined with standards-based learning make these workbooks an essential resource
2
Counting Money Grade 2 Spectrum
2021-09-23
3
for school success. Spectrum(R), the best-selling workbook series, is proud to provide quality educational materials that support your students' learning achievement and success.
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NPA Knowledge Organiser: Year 3 Design & Tech – Summer
Rolling pin – A hard, smooth cylinder of wood or marble with handles at each end, used to roll out dough.
Bridge hold – Cutting technique whereby one hand is used to make a bridge over the vegetable or fruit with fingers on one side and thumb on the other.
Oven gloves – A padded glove or mitten used to handle cooking utensils and dishes when they are too hot to touch with bare hands.
Roll – Applying pressure to dough using a rolling pin to flatten dough and make it even in thickness.
Pinch – A pinch is the amount you can hold between your thumb and your forefinger. Combine – Bring or join together into a whole.
Cooling rack – A kitchen tool used to allow various cooked items such as breads, cakes, meats etc. to be placed and cooled or rested immediately after the cooking process. Bake – To cook by dry heat, usually in the oven.
tsp – Teaspoon tbsp – Table spoon
Do you know what these kitchen utensils are called? Find out!
An example of kitchen safety.
Monica Galetti is a famous chef on UK TV's Masterchef: The Professionals. She is also a world famous chef, born in New Zealand.
She has worked in famous restaurants, including Le Gavroche in London. She hopes to inspire young girls and boys to become great chefs in the future as well.
"I am always surprised by what people will buy online." – Sebastian Bergne
"Enjoy failure and learn from it." – James Dyson
NPA Knowledge Organiser: Year 3 Music – Summer
By the end of this unit, you'll know:
TOP CHEF TIPS
* How to use weighing scales and measuring jugs
* How to use the hob / microwave under supervision
* How to use the bridge and claw technique for cutting
* How to read and follow a simple recipe.
* The value of eating sociably.
* A bit about a balanced diet, and that nutrients in food keep a body healthy and active.
* How to keep hydrated.
* How to keep teeth healthy.
* Why eating regularly is important.
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No. 4 April 2018 ISSN: 2321-788X UGC Approval No: 43960 Impact Factor: 3.025
LEARNING STRATEGIES TO MASTER ENGLISH FOR EFFECTIVE COMMUNICATION THROUGH ACTIVE LEARNING METHOD
Article Particulars:
Received: 19.03.2018
Accepted: 04.04.2018
Published: 28.04.2018
Mr. K. GNANAKKANNU
Ph.D - Research Scholar (Part-Time), Department of English Guru Nanak College (Autonomous), Velavhery, Chennai, Tamil Nadu India
Dr. L.R.S. KALANITHI
Associate Professor of English, Research Supervisor, Department of English Guru Nanak College (Autonomous), Velavhery, Chennai, Tamil Nadu India
Abstract
English is one of the most beneficial languages for us to communicate next to our mother tongue. It can even be said to be the easiest link language. Other language are important as well, but not for the same reasons as English is important. It is the only language that truly links the whole world together in terms of education, Health, Technology and Commerce. If not for English, the whole world may not be as united as it is today. The other languages are nevertheless important for their unique values and culture. English can be used as a language for communication in any part of the world. Non – native speakers of English around the world actually outnumber the native speakers. Though these people might not have the same accent as others, the language at least will be understandable. There are various reasons for the importance of English Language. When a person travels to another part of the world either for the sake of business or even as a tourist, the languages may differ. In these conditions, English is the language that helps people to deal with the situation. It is like a universal language. In countries like India, where the land is so vast with people of various cultures live, the languages of each part of the country also differ. Moreover India was in the clutches of the British Colonies for many years during which English language had percolated into our life.Under the circumstances, English can be the only link as people in each place will not be able to learn all the other languages to communicate with the people. English bridges this gap and connects the people. The presence of English as a universal language assumes importance in the fact that more and more people leave their countries not only for the sake of business and pleasure, but also for studying. Education has expounded the role of English as people who go to another country to study can only have English as their medium of study. This is because the individual will not be able to learn a subject in the local language alone. This paper reinforces the fact that learning English language is very important in the current scenario.The strategies to master English for Effective communication.
Introduction
In countries like India, where the land is so vast with people of various cultures live, the languages of each part of the country also differ.After Independence there was rethinking on the place of English. The constitution of India adopted in 1950 gave a lease of 15 years to English as the official language of the country(A.L. Kohli,1997,Pg8-9) a Under the circumstances, English can be the only link as people in each place will not be able to learn all the other languages to
English is one of the most important languages in the world with regard to interpersonal communication. It can even be said to be the easiest link language. Other languages are important as well, but not for the same reasons. English is important because it links the whole world together. If not for English, the whole world may not be as it is today. The other languages may be important for their local values and culture. English can be used as a language in any part of the world. This is because at least a few people in each locality would know the language. Though these people might not have the same accent as others, the language at least will be understandable. There are various reasons for the importance of English Language. When a person travels to another part of the world, English is the language that helps people in getting connected to deal with the situations. It is like a Universal Language.
communicate with the people. English bridges this gap and connects the people. The presence of English as a universal language assumes importance in the fact that more and more people leave their countries not only for the sake of business and pleasure, but also for studying. Education has expanded the role of English as people who go to another country to study can only have English as their medium of study. This is because the individual will not be able to learn a subject in the local language of the country. This again reinforces the fact that English language is very important. All correspondences between offices in different countries are in English. This linking factor also tells of the importance of English language. In spite of the growth of Internet in various languages, English is the mainstay of the Internet users. This is the language in which most of the information and websites are available. It is very difficult to translate each and every relevant webpage into the language of various countries.
With Internet becoming very important in e-commerce and also in education, English language is bound to grow. Thus the importance of English as a language is emphasized. The future of English as a language is very secure. In this era of consolidation and trying to unify various aspects of life, it will not be long before English can be made as a single language of the world like the single currency and the union of various nations.
The Role of English in India
Perhaps the most striking indication of the continuing role of English, though, is simply the scale of its everyday use: approximately 3% of all Indian are English-using bilinguals, giving the language currency on a par with, say, Malayalam (4% of population) or Kannada (4% of population). And even this percentage only gains its full impact when projected as an actual number of speakers: 3% of the Indian population means about 20 million people (the equivalent of about one third of British English speakers, and one-tenth the number of speakers of English in the United States). The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world. Millions of people today want to improve their command of English or to ensure that their children achieve a good command of English. And opportunities to learn English are provided in many different ways such as through formal instruction, travel, and study abroad, as well as through the media and the internet.
Ever since India became independent, there has always existed opposition for English in India. Following the Official Languages Act of 1967, English joined Hindi as an 'additional' language. Subsequently, this policy of accommodation has been consolidated as the 'three language formula', combining use of Hindi, English as a 'link' language, and one regional language. The use of English in India is significantly great. It has recently been estimated, for example, that roughly one-fifth of Indian newspapers (accounting for well over one-fifth of circulation) and one third of all books published in India are in English. Besides Hindi, English is the only genuinely pan-Indian language available for use in broadcasting by All India Radio and in the rapidly developing field of television. Moreover, a considerable amount of creative writing in English has established major cultural claims for the language in the sub-continent, quite independently of further contact with the West.
The world-wide demand for English has created an enormous demand for quality language teaching and materials and resources related to it. Learners set themselves demanding goals. They want to be able to master English to a high level of accuracy and fluency. Employers too insist that their employees have good English language skills, and fluency in English is a pre- requisite for success and advancement in many fields of employment in today's world. In India also, the demand for an appropriate and apt teaching methodology is very strong.
English in Education
* Most of the times, the English lessons are taught in the regional language.
The Salient features of English in Education are as follows though English is made a part of the curriculum:
* Vocabulary is taught in the form of isolated words. Grammar pertaining to the lesson is explained at the end of the lesson.
* The lesson content in the form of prose, poetry or fiction is given.
* Syntax and semantics are directly or indirectly tested through exercises.
* Little or no attention is given to pronunciation.
So, the strategies closely associated for learning English can be tried as follows:
* Reading Comprehension Questions (Finding information in a passage, making inferences and relating to personal experience).
* Translation of a Literary Passage (Translating in to target language(English) from regional language).
* Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words used in the lesson)
* Deductive Application of Rule (Understanding grammar rules and their exceptions, then applying them to new examples).
* Cognates (Learning spelling/sound patterns that correspond between L 1 and the target language).
* Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type).
* Use Words in Sentences (Students frame sentences to illustrate that they know the meaning and use of new words).
* Memorization (Memorizing vocabulary lists, grammatical rules and grammatical paradigms).
* Composition (Students write about a topic using the target language here English).
Strategies to Master English for Communication
* Make real communication in different situations the focus of language learning.
Once it was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning than through a grammar-based approach. In order to train the learness to communicate in English effectively, let us
* Provide opportunities for learners to experiment and try out what they know to communicate in English.
* Provide opportunities for learners to develop both fluency and accuracy.
* Be tolerant of learners' errors as they indicate that the learner is building up his or her communicative competence.
* Link the different skills such as Listening, Speaking, Reading and Writing together, since they usually occur together in the real world.
Differences between activities that focus on fluency and those that focus on accuracy can be summarized as follows:
* Motivate students to discover grammar rules In applying these principles in the classroom, new classroom techniques and activities are required. Therefore new roles for teachers and learners have been created in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that require learners to negotiate meaning and to interact meaningfully are required. Fluency is natural language use occurring when a speaker engages in meaningful interaction and maintains comprehensible and ongoing communication despite limitations in his or her communicative competence. Fluency is developed by creating classroom activities in which students must negotiate meaning, use communication breakdowns. Fluency practice can be contrasted with accuracy practice, which focuses on creating correct examples of language use.
Activities focusing on fluency
* Focus on spontaneity communication.
* Reflect natural use of language.
* Require meaningful use of language.
* Produce language utterances that may not be predictable.
* Require the use of communication strategies.
*
Seek to link language use to context.
* Reflect classroom use of language with teacher or follow students.
* Activities focusing on accuracy.
* Focus on the formation of correct examples of language.
* Practice small samples of language.
* Practice language out of context.
* Do not require meaningful communication lest fluency should be difficult.
* Choice of language is controlled.
Strategies through Active Learning of English for Communication
2. Active Learning can be used in the English Classroom in an interesting manner through debates, quiz, group discussion, role play and so on.
1. To teach communication skills through interactive way (spoken skills and written skills on relevant topics.Examples:i)Role play between a Teacher and a student about Final Examination. (ii) Dialogue between friends about a current news.(iii) Imaginary interview with a National Leader through Role Play.(iv) Practice writing on Expansion of proverbs. (v) Story writing on a preferred theme.
3. Teaching through Active Learning is more effective than traditional method of teaching English to develop communication skills in English.What the students need to know is more important for effective communication.
5. Teaching communication skills involving the learness enables the average and below average students to narrow down the gap between them and above average students in developing communication skills.
4. Teaching the skills of speaking and writing in English by interactive way enables the students to learn communication skills more effectively.
6. Training the learners on Tongue twisters will keep them active to say in union and to learn the right proununciation and modulation.
8. Interested students may be trained for the conduct of functions in schools or Colleges comparing welcome address, Vote of thanks and Reporting to the Press.
7. Voice drill on similar sounding words using vowels and sonsonants done regularly for a few minutes will help the learners to shed their creativity.
9. Active Learning helps the learners to get rid of stage fright or audience fright in a public function like schoolday/College Day, Annual Sports Day, Cultural Day and so on.
10. Above all, Active Learning helps in building Confidence and courage to communicate within the learners groups and with strangers.
Conclusion
Practice is more important than theory. Constant practice inside the classroom and outside the classroom is quite necessary. To sum up, the Active Learning of teaching English makes the learners acquire a fluent command of the linguistic system. The learners are capable of using acceptable language which is acceptable. They acquire greater grammatical accuracy. Moreover, the learners
are encouraged to take into account of the social context in which interaction takes place and thereby they are trained in social interaction activities.
Internet comes handy now-a-days to learn effective communication. Both audio and video recordings are seen when we Google our desired topic or seen through the YouTube. Thus learners have to be engaged actively for meaningful and effective communication.
In fine, different strategies are to be devised periodically by the teachers according to the level of their students. Current topics, burning issues, and general topics could be chosen to make the classes lively. Communication becomes effective only when both the speaker and the listener have the similar wavelength need, purpose and time.
References
2. Purusothaman S. Shanmugasundaram T.S and Stella (2002) video Assisted Instrcution in English Language Teaching". Journal of Educational Research and Extension.
1. Krishna Rao A.V. "Communicative English and the second language learners". The journal of E.L.T,19.5, 1984.
3. Jane Willis.1981."Teaching English through English"-ELBS-Edition.
5. Dr.M.S.Sachdeva.2003."Teaching of English in India"-Tandon Publications.
4. Kholi.A.L.1997."Techniques of teaching English"-J.C. Kapur for Dhanpal Rai & Sons.
6. V.Shyamala.2012."Effective English communication for you"-Emerald Publishers. | <urn:uuid:f44573dc-611c-4cb5-b640-4035fcfaf31d> | CC-MAIN-2024-38 | https://www.shanlaxjournals.in/wp-content/uploads/ash_v5n4_067.pdf | 2024-09-13T09:31:54+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651510.65/warc/CC-MAIN-20240913070112-20240913100112-00765.warc.gz | 900,166,609 | 3,121 | eng_Latn | eng_Latn | 0.994696 | eng_Latn | 0.99731 | [
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Ask the children where they - or their parents - get most of their information about what is going on in the world? Get them to think about the information we receive through the news, and what kind stories we are told about the world through it. Let them think of examples of recent news they heard: what were they about?
Researchers have found that because stories selected by news media are very negative, we get an incomplete picture of the world. By magnifying problems and minimising solutions, problems often become all that we see. But this picture is not be an accurate reflection of the condition of the world today. Use the following exercise to demonstrate this.
Print out and give each child a copy (in colour) of the downloaded collage with lots of different pictures on it.
Finally, you can share the insights of this experiment with the children:
Make sure that it is given to the children face down and let them know that you will let them turn it over (when you say go) and give them just 25 seconds to count and memorise the names of all the green items on the piece of paper.
When 25 seconds is up, ask them to turn the paper over and ask them to write down how many green items there were and write a list of what they were.
Once this is concluded, ask them if they can tell you how many red items where on this piece of paper and ask if they remember what they were. Once you have done this, you can turn it over to see exactly how many red items there were on there.
finding and remembering the red items was much harder to answer because we were not looking for it. It was not the question we had asked. When faced with a picture with a lot of information on, we see most clearly the information that we've chosen to focus on, and our brains ignore everything else. The same is true for how we see the world: when we look at the whole world, we see most clearly what we have decided to focus on. This is often guided by the questions we are asking. This is because questions help us direct our focus. So what questions are we asking? Where are we placing our focus?
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DEHYDRATION AND THE IMPORTANCE OF WATER
STEAM Activity
The American Heart Association recognizes the importance of building healthy bodies and minds. This lesson is an introduction into combined concepts of Science, Technology, Engineering, Arts and Math; better known as STEAM.
Objective:
Students will be introduced to the concept of dehydration, which can have a serious impact on the human body. We'll explore the effect of dehydration on your body and why it's important to stay hydrated.
Dehydration can be a problem for adults and children alike. Since our bodies are made up of 50 to 70% water, it is essential to drink plenty of fluids to keep our bodies healthy. Water plays many important roles in keeping our body in peak performance by giving nutrients to our cells, muscles, joints, our brain, skin and kidneys. Water also regulates our body temperature and helps our heart function properly.
Materials Needed:
1 potato, small to medium size
2 shallow bowls or dishes
2 tablespoons of salt
Water
Knife
Cutting board
Stirring instrument, like a spoon
Piece of paper
Pen, pencil or marker
Instructions:
Learn about the importance of water and avoiding sugary beverages. 1.
Conduct the activity. 2.
Host a class discussion. 3.
Dehydration and the Importance of Water
Student Name:___________________________________________ Class:________________________ Date:_____________
Record your hypothesis of what will happen.
A hypothesis is an educated guess, or a guess you make based on information you already know. After you make a hypothesis, then comes the really fun part: doing the science experiment to see what happens! This lets you discover if your hypothesis was correct or incorrect.
What do you think will happen to the potato that's bathing in the plain water? What will happen to the potato that's bathing in the salted water? What if you were to use something other than salt, such as vinegar? What would be the effects on the potato? How about if you were to use a different vegetable?
Hypothesis:
___________________________________________________
___________________________________________________________ ___________________________________________________________ ___________________________________________________________
1. Start by cutting a potato in half with your knife and the cutting board. The two halves should be fairly equal in size.
2. Fill each dish with the same amount of water. The water level should be high enough to cover at least half of the potato slices, but not too high that it overflows. Ideally, you want the water to cover the entire potato.
3. Take your paper and mark it with the word "salted" and place one of the bowls on it. Pour about 2 tablespoons of salt into this bowl. Stir until the salt is completely dissolved and then place one of the half potato pieces in the bowl.
4. Take your paper and mark it with the word "water" and place the other bowl on it. Take the remaining half potato piece and place it in the dish with just water, flat-side down.
5. Let the potatoes sit in the dishes undisturbed for at least an hour, but you can also go longer. The longer you leave them, the more drastic the difference will be between the two slices.
6. Compare the two halves to see the difference in size and moisture content. You can pick them up and hold them up flat-side to flat-side.
Post Activity Group Discussion:
* What is dehydration?
_________________________________________________________ _________________________________________________________
* What are the causes of dehydration?
_________________________________________________________ _________________________________________________________
* What are the signs of dehydration?
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Class VI Science
Chapter 2: Components of Food
Book: Science Textbook for CLASS VI
General Instructions:
Question Answers and Notes to be done in Science notebook/ practice notebook/ loose sheets.
Refer to YouTube link https://www.youtube.com/watch?v=LiDPddiXWuc for explanation of the chapter.
Introduction:
* The ingredients in the food that we eat contain some components that are needed by our body. These components are called nutrients.
* The major nutrients in our food are carbohydrates, proteins, fats, vitamins and minerals. In addition, food contains dietary fibers and water which are also needed by our body.
* Balanced diet provides all the nutrients that our body needs in right quantities, along with adequate amount of roughage and water.
* Deficiency of one or more nutrients in our food for a long time may cause certain diseases or disorders.
Explanation:
What do different food items contain?
We know that each dish is usually made up of one or more ingredients, which we get from plants or animals.
The major nutrients are carbohydrates, proteins, fats, vitamins and minerals.
These ingredients contain some components that are needed by our body and are called nutrients.
Dietary fibres (roughage) and water are also important for our body.
Do all foods contain all these nutrients?
With some simple methods, we can test whether cooked food or a raw ingredient contains one or more of these nutrients.
The tests for presence of carbohydrates, proteins and fats are simpler to do as compared to the tests for other nutrients.
Test for Starch
The main carbohydrates found in our food are in the form of starch and sugar. We can easily test if a food item contains starch.
Take a small quantity of a food item or a raw ingredient.
A blue black colour indicates that it contains starch.
Put 2-3 drops of dilute iodine solution on it and observe if there is any change in the colour of the food item.
Test for Protein
Take a small quantity of a food item for testing. If it is a solid, we need to make a paste of it or powder it.
Put some of this in a clean test tube, add ten drops of water to it and shake it well.
Now add two drops of solution of copper sulphate and ten drops of solution of caustic soda to the test tube.
Shake it well and let the test tube stand for a few minutes.
If the colour of the solution turns violet, it shows the presence of protein in the given food sample.
Test for Fat
Take a small quantity of a food item and wrap it in a piece of paper and press it.
An oily patch on paper shows that the food item contains fat.
Now straighten the paper and observe it carefully.
What do various nutrients do for our body?
Carbohydrates and fats provide energy to our body.
Vitamins help in protecting our body against diseases.
Proteins are needed for growth and repair of our body.
Minerals are essential for proper growth of body and to maintain good health.
Roughage does not provide any nutrient to our body but it is an essential component of our food and adds to its bulk. This helps our body to get rid of undigested food.
Water helps our body to absorb nutrients from food and throwing out some wastes from body as urine and sweat.
Balanced Diet
The diet which contains adequate amount of all nutrients along with water and roughage is called balanced diet.
Food should also be cooked properly so that its nutrients are not lost. Cooking improves the taste of food and makes it easier to digest.
Many useful proteins and considerable amount of minerals are lost if excess water is used during cooking and is then thrown away.
Deficiency Diseases
Diseases that occur due to lack of nutrients over a long period of time are called deficiency diseases. They can be prevented by taking a balanced diet.
Some diseases/disorders caused by deficiency of vitamins and minerals
Question Answers
Q 1. Define the following terms:
a. Nutrient- A substance which is essential for maintaining life and for growth is called a nutrient. Our food has five major nutrients. They are carbohydrates, fats, proteins, vitamins and minerals. Water and roughage are also important part of our food.
b. Balanced Diet- The diet which contains adequate amount of all the nutrients along with water and roughage is called a balanced diet.
c. Deficiency Diseases- Diseases that occur due to lack of nutrients over a long period of time are called deficiency diseases. They can be prevented by taking a balanced diet.
Q 2. Write the factors on which balanced diet of a person depends.
Ans. Balanced diet of a person depends on the age and occupation of a person.
Q 3. State any three cooking practices which lead to the loss of nutrients in food materials.
Ans. Three cooking practices which lead to the loss of nutrients are:
b. Cooking food at high temperature.
a. Throwing away water in which food is first boiled.
c. Repeated washing of rice and pulses.
Notes
Carbohydrates- They provide energy to our body. The main carbohydrates found in our food are in the form of starch and sugar. Some sources are wheat, rice, potato etc.
Fats- They also give us energy. Some sources are til, groundnuts, coconut oil, meat, eggs, ghee etc.
Proteins- They are needed for growth and repair of our body. Some sources are beans, peas, pulses, paneer, fish, milk etc.
Vitamin A- It keeps our skin and eyes healthy. Some sources are fish oil, papaya, mango etc.
Vitamins- They help our body in protecting against diseases.
Vitamin C- It helps our body to fight against many diseases. Some sources are orange, amla, guava etc.
Vitamin D- It helps our body to use calcium for bones and teeth. It is made in our body when skin is exposed to sunlight. Some sources are butter, eggs, fish etc.
Minerals- They are needed by our body in small amounts. Each one is essential for proper growth of body and to maintain good health.
SOURCES OF SOME MINERALS
IODINE
PHOSPHOROUS
IRON
CALCIUM
seafood,
green chillies,
green leafy vegetables,
milk,
iodized salt etc.
bananas etc.
apples etc.
eggs etc.
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VOMITING/ GASTROENTERITIS
What is vomiting?
Vomiting is the forceful emptying ("throwing up") of a large portion of the stomach's contents through the mouth. Strong stomach contractions against a closed stomach outlet result in vomiting. In contrast, regurgitation is the effortless spitting up of one or two mouthfuls of stomach contents (which you may often see babies less than 1 year old do).
What is the cause?
Most vomiting is caused by a viral infection of the lining of the stomach (Rotavirus and Adenovirus are two of the most common) or if your child eats something that disagrees with him. Often, a child whose vomiting is caused by a virus also has diarrhea.
How long does it last?
The vomiting usually stops in 6 to 24 hours. Changes in the diet usually speed recovery. If your child has diarrhea, it will usually continue for several days and for even up to 2 weeks.
How can I take care of my child?
* Offer small amounts of clear fluids for 8 hours (no solid food)
Offer clear fluids (not milk) in small amounts until 8 hours have passed without vomiting. For infants less than 1 year old, use an oral electrolyte solution (such as Pedialyte or Kao Lectrolyte). Spoon feed your baby 1 teaspoon (5 ml) every 5 minutes. Until you get some Pedialyte, give formula by teaspoonful in the same way. For a child over 1 year old, water, ice chips, non-dairy Popsicles, half-strength, and lemon-lime soda without fizz are useful (stir the soda until no fizz remains as the bubbles inflate the stomach and increase the chances of continued vomiting). Gatorade (use half-strength by mixing with an equal amount of water) comes in many flavors and is also an effective fluid and electrolyte replacement for the child older than 1 year old.
Start with 1 teaspoon to 1 tablespoon of the clear fluid, depending on your child's age, every 5 minutes. After 4 hours without vomiting, double the amount each hour. If your child vomits using this treatment, rest the stomach completely for 1 hour and then start over but with smaller amounts. This one-swallow-at-a-time spoon-fed approach rarely fails. When older children are tolerating clear fluids, may then progress to a bland diet as below. When younger children less than 1 year are tolerating clear fluids, first try ½ strength formula for 1-2 bottles. If this is tolerated well then progress to full strength formula. Remember, when resuming full strength formula that an increased amount of diarrhea may be noticed- make sure to protect the diaper area against diaper rash.
* Offer bland foods after 8 hours without vomiting
After 8 hours without vomiting, your child can gradually return to a normal diet.
Infants can start with bland foods such as cereal. If your baby only takes formula, give 1 or 2 ounces less per feeding than usual.
Copyright© McKesson Health Solutions LLC
Older children can start with such foods as saltine crackers, cereals, white bread, bland soups like "chicken with stars," rice, and mashed potatoes. The easily remembered "BRAT diet" refers to bananas, rice, applesauce, and toast which are also considered bland foods.
Usually your child can be back on a normal diet within 24 hours after recovery from vomiting.
* Diet for breast-fed babies
The key to treatment is providing breast milk in smaller amounts than usual. If your baby vomits once, make no changes. If your baby vomits twice, continue breast-feeding but nurse only on one side for 10 minutes every 1 to 2 hours.
If your baby vomits 3 or more times, nurse for 4 to 5 minutes every 30 to 60 minutes. As soon as 8 hours have passed without vomiting, return to normal nursing on both sides.
Pedialyte and Kao Lectrolyte are rarely needed for breast-fed babies. If vomiting continues, switch to Pedialyte for 4 hours. Spoonfeed 1 to 2 teaspoons (5 to 10 ml) of Pedialyte every 5 minutes. If your baby is urinating less frequently than normal, you can offer the baby an electrolyte solution between breast-feedings for a short time (6 to 24 hours).
* Medicines
Avoid medicines by mouth for 8 hours. Oral medicines can sometimes irritate the stomach and make vomiting worse. If your child has a fever or crampy abdominal pain, Tylenol works best. Avoid Motrin as it can upset the stomach, particularly when empty. Avoid GI medications such as PeptoBismol or Lomotil which, although helpful in adults, can prolong symptoms and cause dangerous side effects in children. Call your doctor if your child needs to continue taking a prescription medicine.
* Common mistakes in the treatment of vomiting
A common error is to give as much clear fluid as your child wants rather than gradually increasing the amount. This almost always leads to continued vomiting. Small, frequent amounts of fluid are the key to treating vomiting and preventing dehydration.
Using adult GI medicines which can be harmful in children
When should I call my child's health care provider?
Call IMMEDIATELY if:
* Your child shows any signs of dehydration (such as no urine over a prolonged period, very dry mouth, no tears when crying)
* Your child vomits up blood
* Your child starts acting very sick
Call during office hours if:
* The vomiting continues for more than 24 hours if your child is under age 2 years or 48 hours if over age 2
* You have other concerns or questions
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IT'S A SIN
Watch the video to find the answers to the questions below.
1. Which British TV network makes 'It's a Sin'?
_________________________________
2. In which decade is the series set?
_________________________________
3. Which community is the show about?
_________________________________
4. How many people are estimated to have died from AIDS in the last 30 years?
_________________________________
5. What was the name of the AIDS leaflet distributed to UK households?
_________________________________
6. What did Section 28 try to stop schools and local authorities promoting?
_________________________________
7. In which UK city diid Switchboard first set up?
_________________________________
8. In which year did AIDS treatments first become widely available?
_________________________________
9. What is PrEP short for?
_________________________________
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Example Agendas For a Community Leader Training Online
Arrival Activity: Menti.com Survey
Goal: Set tone of training as interactive, and establish pre-training baseline understanding We're asking you to follow this link to Menti.com and gauge our comfort with some topics before we begin. We'll do it again at the very end of the second session. So, on a scale of 1 to 5, please rank your comfort level for each question.
Comfort with:
* talking about invasive plants to an audience
* teaching plant ID
* engaging with a difficult audience member
* finding information about invasive plants
* ideas to reach out to your community about invasive plants
Anchor Activity: L/R Eye Dominance
Goal
: Focus energy and demonstrate different perspectives
Let's warm up with a simple activity.
[screenshare PowerPoint slide with an image of a circle]
Activity Facilitator Notes:
1. Take a look at this circle on the screen. You may want to sit or step back slightly.
2. With both eyes open, cover the circle with your thumb.
3. Now without moving your hand, close your left eye. Where is your thumb? Still covering circle or moved?
4. Now without moving your hand, reopen left eye and close right eye. Where is your thumb? Still covering circle or moved?
5. The eye that keeps your thumb covering the circle is your dominant eye.
6. This activity is done to emphasize that we all have different perspectives, even on the same thing!
How we see things (physically or mentally) can be different than others.
We all have different perspectives on the same thing.
We're all looking at the same circle on this screen, but seeing and experiencing different things.
Effective communication comes from understanding and recognizing these differences, and we'll be talking today about perspective.
Arriving at Consensus Activity: What Does "Invasive Plant" Mean to You?
Goal: Come up with a common and agreed-upon definition of invasive plant
Activity Facilitator Notes:
1. Pose the question "what is an invasive plant?" to the group.
2. We're going to split up into breakout rooms with groups of 3-4 and a facilitator.
3. We'll use Padlet.com to record our thoughts, you'll find the link to that in the chat.
4. You'll have 5 minutes in your breakout rooms to discuss and write your ideas on the padlet.
5. Everyone will be using the same padlet so you can see what the rest of your cohort is thinking about. If you agree with something you see, feel free to reiterate it, or to give it a thumbs up.
6. When time is up, we'll close the breakout rooms, and we'll screen share the results on the Padlet, and work together to use these ideas to answer the question, what is an invasive plant?
Example Agendas For a Community Leader Training Online
Refocus Activity: Rebus Puzzles
Goal
: Refocus energy and think creatively
This is a puzzle game where words are represented by combinations of pictures and individual letters—a rebus puzzle!
Activity Facilitator Notes:
* Show images, and encourage along brainstorming to a solution.
Example Rebus Puzzles: https://kids.niehs.nih.gov/games/brainteasers/rebus-puzzles/index.htm
Brainstorming Activity: Ideas for engaging our communities
Goal: Create an idea/ideas for outreach/education events in their communities
Activity Facilitator Notes:
1. In small breakout rooms, pick one of the ideas from the list of ideas in "Engaging our Communities" and brainstorm how to make that work in your community.
2. Have facilitators in each breakout room.
3. Come back as a large group and share out ideas to everyone.
Refocus Activity: The Clapper
Goal: refocus energy and demonstrate "the curse of knowledge"
Activity Facilitator Notes:
1. Select a trainee to be the "Clapper"
2. Private chat the name of the song to the person
3. Everyone else are the "Listeners"
4. The Clapper will tap out melody to the group.
5. The listeners can shout out guesses as soon as they know.
6. The Clapper can choose another random song if no one guesses
7. Narrate the activity as it happens.
8. After first attempt of clapping out song, ask clapper if they can hear the song in their head?
9. Ask the Listeners what they were hearing.
10. The clapper is cursed with the knowledge of the song title. This is a bias that is held by the Clapper.
11. This activity is done to demonstrate the curse of knowledge, which is when an individual who is communicating with others, unknowingly assumes that the others have the background to understand.
12. The Clapper can hear the song as clear as day in their head, but the way they've chosen to communicate it is not effective.
13. Ask whole group, what are ways that you think might help us avoid the curse of knowledge when communicating about invasive plants?
Example List of Songs for Clapper/Listener Activity:
* Happy Birthday [Happy Birthday to you….]
* Old McDonald Had A Farm [Old McDonald had a farm, e i e i o…..]
* The Itsy Bitsy Spider [The itsy bitsy spider went up the water spout….]
* The Alphabet Song [A,B,C,D,E,F,G…..]
* Wheels on the Bus [the wheels on the bus go 'round and 'round…]
Example Agenda
For a Community Leader Training In-Person
Arrival Activity: Menti.com Survey
Goal: Set tone of training as interactive, and establish pre-training baseline understanding Activity Facilitator Notes:
1. As participants enter the room, give them 5 stickers. Have posters on the wall, separately labeled:
* Teaching plant ID
* Talking about invasive plants to an audience
* Engaging with a difficult audience member
* Finding information about invasive plants
* Ideas to reach out to your community about invasive plants
1. Explain that we are going to gauge our comfort with some topics before we begin, and that the bottom of the poster serves as a scale – from left to right, comfort level increases. Have people put their stickers along the bottom of the poster in a position they feel indicates their comfort with the topic.
2. When they're done, talk about the results and explain that we'll do it again at the very end of the training.
Anchor Activity: L/R Eye Dominance
Goal: Focus energy and demonstrate different perspectives
Let's warm up with a simple activity.
Activity Facilitator Notes:
1. Take a look at this object. You may want to sit or step back slightly.
2. With both eyes open, cover the object with your thumb.
3. Now without moving your hand, close your left eye. Where is your thumb? Still covering object or moved?
4. Now without moving your hand, reopen left eye and close right eye. Where is your thumb?
5. The eye that keeps your thumb covering the object is your dominant eye.
6. This activity is done to emphasize that we all have different perspectives, even on the same thing!
* How we see things (physically or mentally) can be different than others.
* We all have different perspectives on the same thing.
* We're all looking at the same object in this room, but seeing and experiencing different things.
* Effective communication comes from understanding and recognizing these differences, and we'll be talking today about perspective.
Arriving at Consensus Activity: What Does "Invasive Plant" Mean to You?
Goal: Come up with a common and agreed-upon definition of invasive plant
Activity Facilitator Notes:
1. Pose the question "what is an invasive plant?" to the group.
2. Split the group into smaller subgroups of 1-5 people.
3. Give people a set amount of time (5 min or so) to write their ideas on post-its.
4. When time is up (or they're done) everyone gets up and sticks their post-its someplace communal (like the wall), then returns to sit in one big group.
5. The facilitator reads them to the group, and everyone starts to clump them into similar categories.
6. Once the post-its are clumped, the group and facilitator decide on titles for each clump. These become the answer to the question (in this case, they will be the factors that make something an invasive plant).
7. With a common and agreed-upon definition, the group can move forward with the discussion.
ID Activity
Goal: Practice identification of plants, and teaching others how to identify plants.
1. Make a pile of leaves from different invasive plants in the middle of the table.
2. Have participants work together, in small groups, or individually to sort leaves into piles by species.
3. Talk through decision making and specific characteristics as intro to "How to ID" discussion.
Example Agenda For a Community Leader Training In-Person
Brainstorming Activity: Ideas for engaging our communities
Goal: Create an idea/ideas for outreach/education events in their communities Activity Facilitator Notes:
1. In small groups, pick one of the ideas from the list of ideas in "Engaging our Communities" and brainstorm how to make that work in your community.
2. Have facilitators with each small group, or moving from group to group.
3. Come back as a large group and share out ideas to everyone.
Sticky Scenarios Role Play
Goal: Gain experience with uncomfortable scenarios, and feel prepared with potential solutions.
1. Split into 3 groups, and within each group, read aloud the scenario, and either work together to come up with an answer, or take time to consider it individually, and share within your small group.
2. As a whole group we'll take turns hearing the scenarios and answers from each small group and discussing our approaches to outreach.
Sticky Scenario #1
At a talk you are giving at the library, someone raises their hand with a question. They are familiar with many different invasive plants, but as part of the lead up to their question for you, they misrepresent some facts about invasive plants. How do you set the record straight without offending the querent?
Sticky Scenario #2
You are working with a group of local students and their teacher during science class. The students have covered invasive plants in their last unit, and have lots of questions to ask. You answer several questions, but then one student asks a question that stumps you. What do you do?
Sticky Scenario #3
At your table display at the farmer's market, a family approaches you. You notice they are not speaking in English. After some interaction, it becomes clear their English language skills are limited. How do you share the information you have so that their experience is as rich as a primary English speaker?
Refocus Activity: The Clapper
Goal: refocus energy and demonstrate "the curse of knowledge"
Activity Facilitator Notes:
1. Select a trainee to be the "Clapper", and let them pick a song title from a hat or cup.
2. Everyone else are the "Listeners".
3. The Clapper will tap out melody to the group, and the listeners can shout out guesses as soon as they know. The Clapper can choose another random song if no one guesses
4. Narrate the activity as it happens.
5. After first attempt of clapping out song, ask clapper if they can hear the song in their head? And ask the Listeners what they were hearing.
6. The clapper is cursed with the knowledge of the song title. This is a bias that is held by the Clapper.
7. This activity is done to demonstrate the curse of knowledge, which is when an individual who is communicating with others, unknowingly assumes that the others have the background to understand.
8. The Clapper can hear the song as clear as day in their head, but the way they've chosen to communicate it is not effective. Ask whole group, what are ways that you think might help us avoid the curse of knowledge when communicating about invasive plants?
Example List of Songs for Clapper/Listener Activity:
* Happy Birthday [Happy Birthday to you….]
* Old McDonald Had A Farm [Old McDonald had a farm, e i e i o…..]
* The Itsy Bitsy Spider [The itsy bitsy spider went up the water spout….]
* The Alphabet Song [A,B,C,D,E,F,G…..]
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Sec 7.5 Solving Linear Trig equations
Learning goal
to solve linear trig equations algebraically
show how they can be solved graphically.
Dec 131:36 PM
Recall:
We have found the value ofθ from an equality like this...
Dec 131:51 PM
1
How would that look graphically?
Dec 131:54 PM
How would it change if you were given...
See that it's the same answer...
2
We can rearrange any trig equation to isolate for the given trig ratio (not isolating the angle, just the ratio) and then solve for the angle using trig rules
Dec 132:01 PM
Ex: Solve forθ
3
Sometimes we have to use our identities to solve.
Ex: Solve
Note: These are not identities so you may move things across the equal sign.
p426 #6ace, 8, 9ace, 10ace
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David A.W. Mitchell
Interviewed by Denzell Beasley, Tashia Ezell-Cuff, & Jenny Nguyen
"My name is David A.W. Mitchell. I was born in Boston, MA in 1940. My two middle initials come from a doctor who wanted to marry my mother in Washington DC. She didn't marry him, but she gave me his two initials.
My father, Rev. James W. Mitchell, was a minister, and my mother, Eleanor B. Mitchell was a schoolteacher. She graduated from Miner Teachers College in Washington, DC with very high honors. Later she continued her education at Boston State Teachers College. I think she got her Master's Degree there. She was also a licensed real estate broker.
Everyone in the family called my grandfather 'Pa.' Years ago, Pa had house on Joy Street on Beacon Hill. People used to burn a lot of wood and coal in the city in those days, so his doctor told 'Pa' to move the family out of Boston to the country. This was before my time, but I was told that he bought a house in West Stoughton and they owned the property across the street, too. When the family got bigger, he built a house at the intersection of Pleasant and Turnpike Streets in Stoughton. Today, you can still see the two big pine trees there.
This was all before my time, but I was told that he had 50 acres of land and he had a horse-drawn pump that he would use to pump out people's septic tanks and dump it on the land. So they had very rich land, and they used to grow crops in that. Also, before people had cars, Pa had a stagecoach. He would pick up the wealthy folks out there in Stoughton and some of the neighboring towns and take them into town on 138 when it was a carriage road. He would take them to the clubs downtown.
When the depression hit in the 1930's, people of color had very little employment, so you had to do for yourself. Pa was smart in a lot of ways and he had enterprises to support the family. He had trees on his land so they cut trees for lumber, and he bartered different things for food. My mother told my father that they should sell part of the land so they would have money to pay the taxes, but he wouldn't do it, so they lost the land. If you defaulted on your taxes, they would take your land, and that's what happened.
At that time, there was no welfare, so the family moved to a camp in Stoughton called Breezy Meadows. My mother told me later that after they moved out of Breezy Meadows Camp, there was a flash fire and 18 or 20 people were killed in the fire. So we were very lucky because if they had still been staying there, most of our family would have been wiped out.
Before we moved to Canton, we lived in the projects on Albany Street in Boston. I went to pre-school at Albany Street Development, and I went to first grade at the Aaron Davis School on Yeoman Street. Some of the older kids in the family went to the Dearborn School. Since we were a big family, the older kids taught us younger kids what they knew, and they would help me with my homework. There was also a recreational center down the street from the place where we lived. It was kind of like a community center today. We would go there to play until there were some incidents where kids were pulling knives, so we went back to playing at home. Living in the housing development, if you hung your clothes out on the line to dry, people might steal them. Also, if you had a car, people would break into the car and steal the radio. So that's why we moved out to the country.
My mother heard about a house for sale in Canton. The owner had died, and his wife didn't drive, so they decided to move. The house was about 600 feet off of Indian Lane, so my mother bought it. There were seven of us who lived there in Canton. Jewel, a child from my father's first marriage also lived with us for a while.
There was another Black family who lived there before we moved in—their name was McLean. We also had another neighbor, Mr. Sullivan, who didn't like us very much.
He had wanted to buy the land, before my mother got it. I remember that our electrical wires came across his land. In about 1950, he knocked down the power lines and we didn't have any electricity. So when I was going to school, we had no electricity! It was like living in a war zone. But, like I said, my mother was very smart. We had a well out back, so she would drop food down into the well to keep it cool. Eventually, we got an icebox to keep our food cool. Back then before people had refrigerators, you had to drive to the icehouse or have ice delivered to keep the icebox cool. Our routine was that we would have dinner, then after dinner we would take baths, then do our homework. We had to study by oil lamps. Oh yes, we had to do chores! We had to help out with taking care of the animals; we sawed wood, and lugged water from the well.
I grew up during World War II, when some things were hard to get, but I had a good life when I was small. My mother did a lot for our survival. She used to make the brown soap from scratch. I remember her with her apron on, making all kinds of things. She had planted trees around the property, so there were a lot of squirrels. She would shoot the squirrels then I would run out to get them. We also ate rabbits, blueberries, raspberries, and wild grapes. In the fall we would pick the wild grapes to make jam, jelly, and grape juice. My mother was a good cook, so we had a lot of the things that wealthy people had, and we had more than some people had.
There was a German farmer who lived in Canton where we lived. During the war years, food was rationed, so you couldn't buy steaks or chops or a lot of staples. Those things went to the troops. But this farmer liked my father, so once in a while so he would let us buy a 100 lb. sack of potatoes, and we would buy milk and eggs from him, too. Later on, we had our own goats and chickens so we had our own eggs and milk.
My mother was very strict and she was very smart. She taught us how to behave for survival. She taught us not to step out of line, even if people made fun of us. You didn't 'get smart with' anyone in authority for your own protection in those days. When I was younger, there was a community center on Route 138. My older brother and sister went there and they learned how to dance and things like that. I wanted to go too, but I was too young. Later, though, I went into the Boy Scouts. There was a family in the area that would give me a ride to scouts because they met on the other side of town.
I remember that we moved out there after I finished kindergarten, and I was suppose to go to first grade at the Ponkapoag School. I was just five years old. They said I couldn't start first grade until I was six, but my mother fought it. So I started school there when I was five. She knew a lot about the law, so she was willing to challenge things like that.
I also remember that there weren't many people of color. From what my mother told us, we were just the third family of color in Canton. There was a lot of discrimination, but my mother emphasized education as a way to succeed. I remember that my mother took us out to the library and showed us how to find the books so we could read.
We had a quiet life in Canton. We used to go swimming at Glen Echo Lake, which was half-in-Canton and half-in-Stoughton. My Aunt Helen lived in Stoughton, and my cousin Jimmy Fisher lived there, too. After graduating from Stoughton High, he went into the service and became one of the Tuskegee Airmen during World War II. He's still alive and lives in Brockton.
So I went to the Ponkapoag School, then I went to the Elliot School on Washington St. for sixth through eighth grades, then I went to Canton High School. There was one boy at school who rubbed my hand and said, 'Oh you're chocolate. Does the chocolate come off?' So one time I got real mad at him, and when I got off the bus, I punched him up the side of his head and stuck his face in a muddy puddle of water. Eventually, though, we became friends.
At Canton High they had a tracking system — a fast track and a slow track— and I was in the fast track. We used to play baseball or football out in back of the school. There was this one Italian kid who would always call me names — Black this, and Black that. So finally one day I got so mad that I beat the c__p out of him! I still have a scar on my hand from that fight because he had long fingernails and he dug them into me.
Then there was this other kid, Eddie – he was really tall. In school we used to have to sing the old Black spirituals like 'Old Black Joe,' and when we did, he'd look down at me, and just laugh. He was too big for me to fight, but he had these two beautiful twin sisters, Loretta & Lorraine. So one day I said, 'Eddie, I got something good to tell you and show you.' So we went around to the back schoolyard where the girls were. I put my arms around the shoulders of both of his sisters and said, 'You know Eddie, I just really love your sisters.' He was so mad he stormed off, but he never bothered me again after that.
I took up the flute in grade school, and when I got to high school, I played trumpet in the Canton High School band for two years. When I was in my first year of high school I also took woodworking. There were some Portuguese kids in my class who used to call me 'nigger' because they thought of themselves as White. So one day I smacked one of the kids in the head because I got tired of this. My older brothers had taught me about Judo and things like that for self-defense. Gerry Souza, who I knew from middle school, was good with his 'dukes,' so we fought into the second year of high school. My older brothers Peter and Michael used to look out for me, and they had Black Belts in Judo. One time Gerry came after me, and my brother was waiting for him and threw him against the side of the building. Then HIS brothers got into it so that went on for a while.
Like I said, we didn't have much money, but education was a really important thing for my mother, so she taught us that. She taught us a lot of important things like she would say, 'People can call you names and beat you up, but they can't steal your knowledge from you.' She also told us that 'Society doesn't owe you a living,' and she encouraged us to keep on learning and continue our education. We learned never to just walk into someone's office. Always knock on the door first and wait until they ask you to come in. She told us to go to the top person — try to go to the president of a company or office, and if you can't see them, go to the vice-president. We learned manners and how to deal with people. She taught us well.
My parents got divorced in 1950. My sisters and brothers were all going to Canton High then. It was a very good school system, but they all did better than me. I went to Canton high when I was a freshman, then my mother got a house in Boston again, so we moved back here. First, I went to Boston Technical High, and then I transferred over to English High, where I got in a fight with this White guy. I was eating my lunch and he just whacked me and knocked my food on the floor, so I went around the corner and knocked him out. But, it turned out he was an epileptic, so they threw me out. He had started it, but we didn't have the money to get a private lawyer, so I couldn't fight it. From there I went to Brighton High where the White kids sat with the White kids and the Black kids sat with the Black kids. I mixed and sat with everyone because I grew up color blind. But, I was in a class with this one little White kid who jumped on me one time, and bit me in the chest. My mother took me to the doctor and she filed a report. Someone at school said to her, 'Your big old son picked up this little White kid and hit him.' But my mother came in with the doctor's report and said, 'My son doesn't bother anyone. You're nothing but a big liar!' So, that was Brighton High!
This was all after the family had split up, and my father had moved down South. So I spent my last six months of high school in Tappahannock, Virginia, at an all Black school. That's where I graduated from finally. I wasn't used to that kind of segregation. I remember going to a movie with my father where the whites sat up top, and the people of color sat down below. I went there once or twice, and then I didn't want to go there anymore. I also remember waiting in line at a little ice cream place there in Tappahannock and this White man turned around and whacked me! This was around 1956 or 1957. I wasn't used to living a segregated life, so I wasn't very happy there.
At first my father didn't want me to go out, but finally he got me a car so I could go out to dances. I was about 16 or 17. Then I used to go with him to his church service in
Miller's Tavern, and then we would drive to West Point. We would stay over night at a young couple's house in West Point. There was a lady named Sadie who would cook us an evening meal, and then we'd have our breakfast at another house. What I remember most about West Point was that there was this big industrial plant. And, there were no screens on the chimneys so there was this white ash that blew up out of the chimneys and covered everything— cars, houses, everything! I wondered why the people didn't fight to change it, but they said most of the people there worked for the company.
When I lived there, we would go to youth activities at some of the White churches, but that's all I remember. So, I learned a lot about the South and what was going on then. It was depressing to see how people were treated because of discrimination. But, I survived that, and after graduation I came back to Massachusetts. My mother signed me up to go to a radio & TV school over on Huntington Ave., so I did that for a while, then I went into the service.
I think I was lucky that I went in the service. When you turned 18, you had to register with the Selective Service system. If you didn't, you would never be able to get a government job. So when I turned 18 — all of the other kids were drinking, hanging out, and smoking marijuana and I didn't see any future in that, so I joined the Air Force. I think that joining the Air Force was one of the best things I ever did. I was in the Air Force for four years, stationed at Scott Air Force Base in Illinois. I was in the Air Missile Maintenance Unit, and then I was assigned to the Transportation Unit. That was great because I love to drive! In fact, I used to drive the 'recreation run.' That was a bus that shuttled women to and from the base for visits and dances and things like that.. So that's how I met my wife, Georgia.
We got married while I was still in the service. You had to get permission from the military to get married, and they even required pre-marital counseling for couples. So we got married and my daughter Angela was born while I was still in the service. I got out in 1964, and my son, David, was born in 1965. But Georgia and I ended up getting a divorce. We came back to Boston and lived at my mother's house at first. There was still a lot of racism in Boston at that time so it was hard to find a job. And people didn't like Vietnam Veterans either. We had a hard time, but eventually, I drove a taxi. Later on, I was in the plumbers union (Local #12). Some of my closest friends are people from that union, and also people at the Shelter for Homeless Veterans downtown. I worked there for eight years when I didn't have union work. I got to know and really like a lot of the people there.
My brothers and sisters are: Michael, Peter C. (deceased,) Jacqueline, Pamela, and Jean. My mother had wanted my brothers to go to Stonehill College because they were interested in aeronautics. But they decided to go Lowell Tech instead, and from what I know, they were the first students of color to go there. They got their degrees in electrical engineering. Michael became an engineer and worked in a lab at MIT. He was one of the engineers who worked on the first moon landing. He was also a flight instructor who taught pilots to fly four engine planes. Later he went to Lesley College and became a schoolteacher in Cambridge. He's retired now.
After we moved back from Canton, my sister Pam came back into Boston and stayed in the apartment we had on Wombeck Street. She continued her education at Boston Business School, which was a two-year school. Then my mother advised her to try to get into Northeastern University. But here she was a woman, and Black, so basically they told her, 'You'll never go here!' So my mother went to the President of the University and she managed to get Pam accepted. So, she graduated from there with high honors, and then she got accepted to Tufts Medical School. At the time she graduated, there were only about 14 people of color. That was in 1979. Then she went to Chicago to do her internship, and she's a doctor there now.
My sister Jean has been running the METCO Program for more than 25 years. She was the first woman of color on the Boston School Committee, and she has an Honorary
Doctorate from Salem State College.
One thing I learned from my father was that life goes on. He told me that when you're working a job, every week you take out the money for all of your bills before you do anything else. Then you take another 15 or 20% and set that aside, so if you ever have to go on unemployment, you'll have some money set aside to make up the difference. I still go by that today! Another thing he told me was never to leave one job for another job unless you're absolutely sure that the person is going to hire you. His saying was something like 'don't get off a horse in mid-stream.' So I learned a lot of things like that from both my mother and my father about how to make the most out of life and survive.
My mother taught me that if you associate with bad people, others will judge you the same way, so choose your friends wisely. Learn to think ahead and know how to do things for yourself. So I was raised to have respect and get an education and I still believe in those things today. We were raised in the church because our father was a minister. When I was young, I went to visit the prisons with my mother because those were the jobs that a minister's wife was suppose to do.
What has been the happiest moment of my life? Well I always loved the last day of school before summer. And, when I turned 16 and got my license! My oldest brother lived out in Brockton, and he had a 1949 Ford with dual exhausts and extensions on the mufflers — glasspacks. That's when they used to drill holes in the muffler and stuff a lot of steel wool in there to baffle the sound. But when I was taking my driving test, I was backing up a hill and the wire on the muffler let go. There was this loud boom, boom, boom sound, and the Trooper said, 'What was that?' So he gave me a ticket, but I got my license anyhow, because my brother knew him, so I guess that helped.
What makes me happy now? Keeping my health together makes me happy, and being able to advise people on how to live a good life through prayer. Taking care of your health is really important. If I can get up in the morning and see straight, and get around, I say, 'Praise the Lord.' That's a blessing.
What's my greatest accomplishment in life? Well, being able to adapt and to relate to any kind of person is important. I was raised to be color blind — I wasn't raised with prejudice. That was one of the best things I've learned. My advice is to you is to stay with your education and stay out of trouble. Don't hang around with bad people because they will just bring you down with them. If you see people trying to pull you down, leave! What's the Bible say? 'Shake the dust under your feet and leave them be.' My best advice is to stay away from drugs and alcohol and stay out of trouble, and you'll enjoy a better life." | <urn:uuid:b3b471b8-7feb-4259-b818-38f449faf013> | CC-MAIN-2022-40 | http://tribal-rhythms.org/David_A_W_Mitchell.pdf | 2022-09-25T20:51:04+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334596.27/warc/CC-MAIN-20220925193816-20220925223816-00307.warc.gz | 64,090,270 | 4,797 | eng_Latn | eng_Latn | 0.999399 | eng_Latn | 0.999569 | [
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The American School in London
Grade 3: Semester 1 Curriculum Guide
By the end of the first reporting period, these are the ideas, concepts, and skills your child will have learned. We acknowledge that all children learn at different paces, and that it takes the students different lengths of time to master skills and concepts.Your child's teacher will update you on their initial social, emotional, and academic progress at October conferences and provide a more formal report card in February.
Approaches to Learning
Grade 3 students are encouraged to practice kindness, respect, responsibility, integrity and to demonstrate the courage to act. They learn to consider multiple perspectives and solve problems as they arise. Collaborative skills are fostered through partnerships, small groups, whole class activities and grade level gatherings. Through self-reflection, Grade 3 students continue to develop both a sense of personal identity and a growth mindset.
Reading
Grade 3 students participate in a reading program that aims to develop independent and engaged readers. They select just right books across a variety of genres to practice reading fluently with accuracy and expression. Students learn to apply comprehension strategies to deepen understanding. They use context clues to connect, question, predict and infer independently, with partners, and within small groups.
Writing
Grade 3 students write within a workshop model to develop the craft and skills of writing. They practice living the writerly life by gathering ideas, planning for writing and building stamina. Students write in a variety of genres, including personal narrative and informational writing. They learn to revise and edit their writing using rubrics, checklists and conferences. Students in Grade 3 work to develop an identity as an author.
Speaking and Listening
Grade 3 students develop listening and speaking skills by engaging in meaningful experiences with a variety of audiences. Students practice listening and speaking across the curriculum in order to communicate ideas and deepen understanding. Through class discussions, oral presentations and group activities, students work toward developing confidence to speak in a variety of contexts. Active listeners are expected to embody the core values of kindness and respect as they demonstrate whole body listening.
Math
Grade 3 students apply multiple strategies to solve problems and are expected to model and explain their mathematical thinking fully and clearly. Based on the Common Core State Standards and with an emphasis on conceptual understanding, students are engaged in practices that help them to draw connections between big mathematical ideas, make sense of problems and persevere in solving them. This semester, students broaden their understanding of addition, subtraction, and place value up to 1,000. They are introduced to the concepts of rounding, multiplication and division, and will use a strategy-based approach to build math fact fluency. Accuracy, efficiency and flexibility are developed through math games, the use of manipulatives and experiences with meaningful contexts.
Social Studies
Grade 3 students develop cultural competency while building research skills to seek information about the world. They explore their roles and responsibilities in the classroom community. Third graders continue to develop different facets of their personal and social identities within a variety of communities. Students analyze and interpret various maps to uncover the stories that a map can tell. Students also learn geography-related vocabulary and read maps to orient themselves in our community.
Science
Grade 3 students use the science practices of questioning, developing models, planning and conducting investigations to identify evidence and create explanations. Through observations, analysis and interpretation of data, students investigate the relationships between forces and motion and the differences in organism survival caused by acquired and inherited traits. Student-led investigations focus on cause and effect, structure and patterning to enable the application of scientific ideas. For example, students will use a design process to build a magnetic toy. Students have three, 60-minute lessons every eight days.
Art
Grade 3 students develop their craft skills in a variety of art techniques, art mediums and purposes in creating art. They continue to look at and learn through the work and materials of a variety of artists and different art forms. Students collaborate on group work as well as on their own individual work by explaining the thinking behind the artistic choices they make. Grade 3 students explore the historical context of artworks and learn to combine different techniques and mediums in their own art. They are encouraged to stretch, engage, envision and express original ideas. Students have two, 50-minute lessons every eight days.
Music
Grade 3 students continue to develop a deeper understanding of both rhythmic and melodic notation by playing a variety of tuned and untuned percussion instruments including xylophones and hand chimes. Recorders are introduced. Students use a variety of notation forms including conventional notation on a five-line stave when they compose for the recorder. Through listening activities and movement, students learn about form and structure in music while occasionally following listening maps. Ringing techniques and reading from a large score are further developed while using hand chimes. There are three, 35-minute lessons every eight days.
PE
Grade 3 students develop their motor skills and movement patterns, application of concepts and strategies, and social skills through a variety of diverse learning experiences in the first semester. They engage in activities that help them work in groups to organize tasks, communicate their ideas, and offer support and encouragement to their classmates. Students develop the foundational movements of running, jumping, twisting, rolling, and spinning through a gymnastics unit. They explore tracking, catching, throwing, and hitting with a racket in a modified net games unit that includes variations of volleyball, badminton, and short tennis. Grade 3 also completes a modified invasion games unit where students learn to use tactics and strategy to improve their team performance in scenarios like handball and basketball. In the aquatics unit, students learn how to be safe in water and improve their swimming technique and endurance. Grade 3 students have PE every other day for 40 minutes.
Spanish
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Educational Research (ISSN: 2141-5161) Vol. 6(12) pp. xxx-xxx, February, 2015 Available online@ http://www.interesjournals.org/ER Copyright © 2015 International Research Journals
Full Length Research Paper
Availability and access of extensive reading resources for teaching and learning English: The Kenyan case
1 Kennedy Indembukhani, 2 *Paul Onsare Onchera (PhD) and 1 Selina Alonya Kulo
1 Moi University, School of Education, P. 0 Box 3900-30100, Eldoret, Kenya. 2 University of Kabianga, School of Education, P. O. Box 2030-20200, Kericho, Kenya
*Corresponding author's Email: firstname.lastname@example.org
ABSTRACT
This paper examines extensive reading as a method recommended for teaching English as a second language. Specifically the paper investigated the availability of extensive reading resources for teaching and learning and examined how extensive reading is used in the teaching of English in Kenyan primary schools. The study used questionnaires, interview schedules and observation schedule to collect data. The results revealed that there are inadequate extensive reading resources, few schools have library facilities and that extensive reading materials available in libraries are few. It was also found that pupils were told to read many story books, magazines and newspapers without being informed on how this would impact on their learning of English. In light of the findings the study recommends that ministry of education should ensure library lessons are time tabled; school administration should establish libraries; purchase and develop a variety of extensive reading materials.
Keywords: Extensive reading, reading resources, library facilities, library lessons.
INTRODUCTION
The place of English in the world cannot be overlooked. In Kenya, English is an official language. It is used in offices, court rooms and even parliament among many others. It is also the language of instruction from primary to university. More importantly is the fact that English is an examinable subject both in Kenyan primary schools (KCPE) and secondary schools (KCSE). Training and job placement in Kenya requires that individuals have good scores in English. Good mastery of English language also enables candidates perform well in other subjects. Therefore, any aspect that affects English language performance becomes a major concern for language educators.
Reading is an important skill that not only helps learners in the mastery of English but also enhances their performance in other subjects in school curriculum (KIE, 2006). Emma (2010) argues that reading is a key skill that enables students to function efficiently and successfully apart from its use in exams. Reading is one of the receptive skills alongside listening by which learners acquire language. It is taught as a skill and at the same time is an important component of content subjects in the school curriculum. Horning (2007) avers that refocused emphasis on reading as the process of getting meaning can address students difficulties, the goals of teachers and the need of the nation for an educated, informed and fully participatory democratic population.
Extensive reading (ER), a sub set of reading is generally associated with reading large amounts with the aim of getting an overall understanding of material (Julian and Richard, 1997). Extensive reading as an approach to teaching may be thought of in terms of purpose or outcome. Julian and Richard refer to it as pleasure reading. They observe that as a consequence of traditional intensive approaches to foreign language reading instruction, students do not read much. This points to the fact that over emphasis on intensive reading in teaching and learning of English may not promote fluency. Reading, it is argued, is like any learned human abilities; the more you do it the more fluent and skilful you become (Julian and Richard, 1997). In support of extensive reading, Gathumbi and Masembe (2005) contend that fluency is an important by-product of reading for pleasure, which is a component of extensive reading. They added that unless a reader gains fluency, reading of any material for whatever purpose is likely to be tedious, which in turn decreases motivation to read anything other than materials that are essential for survival.
In Kenyan primary schools, especially with the introduction of free primary education, resources such as text books should be provided to make the work of the teacher easy (UNESCO, 2005), however the provision is only limited to text books which do not address the need for extensive reading. The purpose of this study was to investigate the availability of extensive reading resources for teaching and learning and examine how extensive reading is used in the teaching of English in Kenyan primary schools.
Study Objectives
The main purpose of this study was to establish the availability of extensive reading resources for teaching and examine how extensive reading is used in the teaching of English in Kenyan primary schools.
Related Literature
Reading and Types of Reading
Reading can be described as a means of language acquisition, communication and of sharing information and ideas. It is thus a complex interaction between the reader and the text that is shaped by prior knowledge, experiences attitude language community. Pang et al (2003) defines reading as a complex activity that involves both perception and thought. It consists of two processes, word recognition and comprehension. Where recognition refers to the process of perceiving how written symbols correspond to ones spoken language while comprehension is the process of making sense of word sentences and connected texts. Learning to read is an important educational goal for both children and adults, the ability to read opens up new worlds and opportunities. It enables people to gain new knowledge, enjoy literature and enjoy everyday things that are part of modern life (ibid).
Reading is therefore a very useful skill in the education and life of an individual. Pangs, et al. (2003), draw the relationship between reading and various aspects of language. They contend that there is a close connection between oral vocabulary and early reading ability. They also indicated that phonological phonemic awareness and reading mutually reinforce each other. They found out that reading of texts with high frequency words encourage fluency. Many studies indicate that good readers have good vocabulary knowledge. Vocabulary however is taught directly or indirectly. There are other principles that are cited by (Pang, et al., 2003) which include prior knowledge of the word, comprehension, the choice of texts, provision of feedback and reading more generally which aid learning and teaching of reading. They aver that both research and classroom practices support the use of balanced approach in instruction. Reading is a skill that empowers everyone who learns it. Good teaching enables students to learn to read and read to learn.
Types of Reading
Reading is a complex and huge subject (Ayot, 1984). Therefore, there are different kinds of reading skills involved, for purpose of management and convenience Ayot divides them into three categories; Intensive reading skills, applied reading skills and extensive reading. Intensive reading refers to reading shorter texts for specific details with a lot of concentration. Barret in Ayot (1984) refers to these skills as reading the lines, reading between the lines and reading beyond the lines. These skills need to be trained by means of suitable questions. Reading lines and reading between lines are normally tested in examinations. It should be noted that most teachers concentrate on intensive reading. This is what they do with the students when reading passages.
Applied reading skills refer to the approaches to training of intensive reading. These skills refer to access skills, skimming, scanning, reading for study and reading faster. Skimming refers to looking over a text quickly in order to get general or superficial idea of the context. Access skills include how to locate a book in the library, how to use the reference book, using of the contents page, index, appendices. They include sub skills like alphabetical order. Scanning on the other hand refers to carefully reading to find out specific, clear and detail information.
Extensive reading refers to reading for pleasure. It involves learners reading a lot of books, newspapers, magazines and any other material for enjoyment. This exposes learners to new vocabulary and new language usage. Ayot (1984) suggests that ER can be approached using class readers and through individual reading scheme (IRS) based on either the school or class library.
Individual reading scheme (IRS) is measured in terms of quantity read while class reader is in general used to help learners improve on their quality of reading. However, in extensive reading sub skills such as silent reading and reading aloud are also used to achieve the purpose of reading therefore an integrated approach is suggest.
The Use of Extensive Reading in Teaching and Learning of English
Warring (2003) while examining the role of textbooks in teaching and learning of English says that textbooks introduce a piece of language and then learners analyze it and find out how it works. This introduction phase is followed by a stage to check that the feature is understood and can be manipulated and controlled by giving some kind of drill, a gap-fill, a sentence completion activity or a test, to see if the learners have learnt the items correctly. This procedure as much as it is widely used, Warring tends to disagree and he feels this approach is inadequate.
Loafer (1989) and Nation (2001) in Warring (2003) say that unless we have about 98-99% coverage of the vocabulary in the text the chance that unknown word will be learnt is minimal. This means that at minimum there should be one new word in 40 words, or 1 in 50 for the right condition for learning unknown language from context. The course books deal with initial meetings with words, they are not designed to recycle or re-visit the features taught. Thus it is only through extensive reading that re-visiting the words and structures taught will be possible.
In demonstrating the inadequacy of the use of the textbook, Warring (2003) looks at a number of aspects of language. He points out that English is made up of very few common words that make up the bulk of the language we meet. Written texts of about 2000 word families cover about 85-90% of general texts (Nation, 2001) in Warring, 2003). He argues that vocabulary learning is more than just learning words. There are the shades of meaning, the nuances and the punctuation to learn as well. To learn words well, the learner must also learn the words collocations and colligations.
The learners also need to pick up the tens of thousands of useful phrases and chunks of language that characterize much of native language (Warring, 2003). In grammar, for example various forms mark the present perfect tense, in its various guises. It comes with differing uses, differing subjects and objects, as questions, negatives or declarative; in active or passive; in continuous or simple, with irregular and regular past participle and so on. To be able to induce the rules underlying the forms, let alone the different uses and nuances of the present perfect tense, one must take thousands and thousands of meetings. Each chapter of the course book has something new- new vocabulary, new grammar, new reading skills, and new punctuation and so on. Thus the structure of course books shows us that they are not concerned with deepening knowledge of a given form. They do not concentrate on the amount of revisiting and revising necessary for acquisition. The assumption according to Warring (2003) is that learners have met or done that we do not have to go back to. Adopting this view of language teaching is a mistake as we have seen we need to meet language features a lot in order to learn them.
Elley (1991) also reports about the research conducted in Singapore, The Singapore REAP program (1985-1989) where as a result of positive results the program was extended by the Ministry of Education. The pupils who participated in the programs Performed well in the National Exams. It is important to note that Singapore pupils performed well in the recent IEA survey of reading literacy, conducted in 32 countries (Elley, 1991). He reports that the study conducted in Sri Lanka proved that abundant supply of high-interest illustrated storybooks could have a strong impact on children's language growth provided the teachers ensure the children interact with the books daily and productively.
Warwick et al (1997) who evaluated the book based literacy programs in South African schools says that the program has been widely rated by teachers and principals. The project is highly successful in making their pupils more fluent readers and confident users of English. Attendance records and enrolment figures had increased in schools in the program and pupils who had been through the program achieved above expectation at secondary school.
Nation (2001) in Warring (2003) suggests that our brains do not learn things all at once, we are destined to forget things we learn and we tend to pick up complex things like language in small incremental pieces rather than as whole chunks of language. The argument is that it takes between 10-30 meetings of a word respectively for the form (spelling or sound) of an average word to be connected to its meaning. A greater number of meetings will be needed to deepen the knowledge of the word.
In the light of the above Warring (2003) suggests any program that does not support learners to develop their comfort zone of language is denying them the chance to progress to productive language use Gathumbi and Masembe (2005) argue that reading in a formal school system is the core of the syllabus because of a number of reasons. Firstly, content provided in text books provide little reading for pleasure. Where there is little reading there will be little development of reading skills. Providing direct experience of language used as part of real life in the way a native learner gets his first language is not possible in second language situation. Secondly, only by reading can a learner acquire the speed and skills she will need for practical purpose when she leaves school. Thirdly, education depends on quality and quantity of reading. Fourthly, general knowledge depends on reading. Fifthly, in most schools there is a desire and need to read texts of literary work for their own sake. Lastly, reading in English offers the only means of accessing materials.
Bluntly stated, language programs that do not have extensive reading component of massive comprehensible and sustained silent individualized language practice will hold back their learners (Warring, 2003). Extensive
reading is the only way in which learners can get access to language at their own comfort and read something they want to read, at the place they feel comfortable with, which allow them meet language enough times to pick up sense of how language fits together and to consolidate what they know.
From the above reviews, it can be deduced that extensive reading is very important in teaching and learning English. It is also clear that extensive reading is lacking in many of the English language programs examined at the same time experimental studies done showed that ER had positive impact on the respondents.
STUDY DESIGN AND METHODOLOGY
The study was carried out in selected primary schools in Nyakach district. Nyakach district is one of the districts in Kisumu County. Like many other parts of the country, the performance in English language at the national examination level has been worrying (KNEC Reports, from 2010 to 2012) and this guaranteed the selection of the district for this study. Descriptive survey research design was used to gather data in this study. Kasomo (2006) defines descriptive research as a method concerned with conditions of relationships that exists. The population from which the sample for this study was drawn consisted of 351 class seven pupils and 45 teachers of English and 45 schools selected from 144 primary schools in Nyakach district. The study sample was arrived at after considering Kasomo (2006) who recommended that a sample size of 30% of the total population is desirable. This helped arrive at 45 primary schools while the sample size for pupils was arrived at using a table for determining sample size developed by (Krecie and Morgan, 1970 in Kasomo, 2006), which suggests that for a population of 4000, sample size should be 351. Therefore for a population of 3640 the researchers used the table to arrive at 351 pupils. The research instruments included: Questionnaire for class 7
pupils: where the questionnaire sought to establish the kind of reading materials that were available in libraries, if not in the library, where were they kept and how they were used? The observation checklist was used to observe and record on existence of libraries and reading materials while the interview guide was used for standard 7 teachers of English to gather details in relation to material in the libraries. All the instruments were tested for validity and reliability before administration.
STUDY FINDINGS
The availability of Extensive Reading Resources
Results from the questionnaire
Question one sought to find out the availability of a Library. The analysis of data showed that among the sampled schools (10) which represents 22.2% had libraries while 35 which represents 77.78% did not have libraries. These findings are presented in Figure 1 above.
The study then sought to find out the kind of reading materials found in the schools that had libraries. The Table 1 below captures the kind of reading materials that were available in schools.
For the primary schools that did not have libraries the findings revealed that the reading materials available included: textbooks, dictionaries, bibles, storybooks and past exam papers. However, it was noted that the story books, newspapers, magazines were very few and mostly owned by few pupils.
The study also sought to find out where the reading materials are kept especially for schools that do not have libraries. It was revealed that 33.1% of primary school that did not have libraries kept their reading materials at the head teacher's office while 41.3% kept the books in the staffroom and 25.6% kept the books in the deputy head teacher's office.
Table 1: Kinds of Reading Materials found in Schools Libraries
Results from the interview schedule
The data collected from the teachers interview schedule revealed that (9) of the 45 teachers who represent 22% indicated that their schools had libraries while 36 teachers who represent 78% said that there were no libraries in their schools. All the teachers interviewed concurred that they did not have enough copies of storybooks. Out of 45 teachers, 10% indicated that their schools purchased newspapers everyday while 90% indicated that their schools do not have any provision for newspapers and magazines. For those who purchased the newspapers, the newspapers were used by the teachers; the pupils only accessed the newspapers after a week. The data from teacher's interview schedule also revealed that for extra reading, 10% of the teachers gave the pupils story books only, eight percent 8% indicated that they used newspapers while 5% used magazines.
On whether pupils read at home the teacher's responses revealed that very few pupils read at home for pleasure. In school 36 the teacher said that most of the pupils use their time at home to help their parents and complete their homework and assignments. In school 33 the teacher said that the pupils do not relate good result in English to reading a lot of story books. The pupils are much concerned with passing examinations.
The teachers further explained that through Free Primary Education (FPE) funding, their schools had adequate text books in almost all subjects. Little funds had been set aside for purchase of story books, newspapers and magazines. FPE provides funds for running of public primary schools. It is stipulated that only text books in the subject areas that is English, Kiswahili, mathematics, science and social studies should be purchased. No provision is given for story books, newspapers and magazines which the study considers the commonly available materials for ER.
The teachers interview schedule further sought to find out how often teachers gave their pupils an opportunity to read story books, newspapers and magazines in the class apart from comprehension passages in text-books. The findings revealed that 12 out of 45 teachers offered their pupils opportunity to read story books, newspapers and magazines in class. The teachers utilized library lessons while others allowed pupils to read during one of the lessons. 9 out of 45 teachers said that some of their pupils read story books and newspapers in class but they read on their own initiative. While 24 out of 45 teachers said that they only read comprehension passages with their pupils in class.
The interview schedule also sought to establish whether the teachers had put in place programs to ensure that learners read a lot of storybooks, newspapers and magazines after class. The data collected showed that 8 out of 45 teachers had devised different ways to enable pupils read many story books, newspapers and magazines. A teacher in school 1 said that there was a record kept by both the pupils and the teacher which showed the number and titles of story books read by each pupil. Those who do not read many story books are advised and encouraged to read more.
In school 1 the teacher said that he organizes forums once in a term where pupils narrate the stories they have read before the class. Those who narrate the stories well are then rewarded. In school 8 the teacher said that he offers the pupils more reading materials, magazines and story books to encourage the pupils to read more.
The data revealed that in school 1 the teacher talked to the pupils about the benefits of extensive reading. The teacher provided the pupils with newspaper cuttings from different newspapers on different topics and distributed them to the pupils.
How extensive reading (ER) is used in Teaching and Learning of English
Results from the questionnaire
In section B of the pupils' questionnaire, question 1 (a) sought to find out whether teachers explained to the pupils the importance of ER. The findings of data revealed that 54 pupils who represent 15.3% of the pupils were informed of the importance of ER while 297 pupils who represent 84.7% were not informed of the importance of ER by their teachers.
Data collected from question 1 (b) showed that teachers explained to the pupils that ER helps the pupils improve on spelling, vocabulary and gives the pupils ideas to write interesting compositions. They also indicated that their teachers informed them that ER makes pupils get informed. The pupils explained that they had found out that ER enabled them learn English in a better way.
Question 2 sought to establish whether pupils were offered a variety of story books, newspapers and magazines to choose from in what to read. Findings from the data revealed that 81 pupils who represent 23% of the pupils were provided with a variety of reading materials while 270 pupils who represent 77% were not provided with a variety of reading materials.
Question 3 sought to find out whether teachers guide the pupils on the choice of reading materials to read. The findings from the data collected revealed that 281 pupils who represent 80% of the pupils in the study were not guided on the choice of reading materials to read. While 70 pupils who represent 20% of the pupils said that they are guided. Those who are guided said that the teachers asked them to look at the title and read about the author and summary of the story in the blurb of the story book to determine whether the story would be of interest to them.
The pupils who were not guided said that they also look at the title and start reading, if they find the story not interesting they select another one. A pupil in school 13 said that there was no need to be guided since there is no choice, "When I get any newspaper or story book, I read it. I cannot choose because there are no books."
Question 4 sought to establish how pupils use reading of story books, newspapers, and magazines in learning, listening, reading and writing. Data collected showed that 46 pupils who represent 13% of the pupils use information they get through reading a lot of newspapers, magazines and story books when contributing to discussions in classrooms and even out of the classroom. Forty-two pupils who represent 12% of the pupils said they use information from ER to answer questions when asked by teachers a question that relate to what they have read. Two hundred and sixty-three pupils who represent 75% of the pupils did not relate ER to speaking.
The data collected also revealed that 28 pupils who represent 08% of the pupils explained that their teachers took some excerpts from newspapers, magazines and story books that they have read and use them for listening tasks. 323 pupils who represent 92% of the pupils said that ER they carried out was not used for learning listening skills.
Question 5 sought to find out whether pupils enjoyed their reading. The analysis of the findings showed that 344 pupils who represented 98.1% of the pupils in the study enjoyed reading while 7 pupils who represented 1.9% of the students did not enjoy reading.
Question 6 (a) sought to find out the frequency of borrowing books and it is worthwhile to note that this section was meant for schools that had libraries. The analysis of the findings showed that 145 pupils who represented 41.2% of the pupils never borrowed books for reading, 67 pupils who represented 18.8% of the pupils hardly borrowed books, 64 pupils who represented 18.2% borrowed books once a month, 58 pupils who represented 16.4% borrowed books once a week while 19 pupils who represented 5.4% borrowed books more than once a week. Question 6 (b) (i) sought to find out the frequency of reading of different kinds of books including storybooks, textbooks in science, mathematics, English, social studies, Kiswahili, reference, encyclopaedia and workbooks at school. The findings are presented in Table 2.
Question 6 (b) (ii) sought to establish how frequently the pupils read different kinds of books at home. From data collected it is clear that pupils do read a lot of textbooks in specific subject areas than reading materials for ER such as story books. The findings obtained from the data are presented in Table 3.
Question 7 in this section sought to find out the approaches used in extensive reading especially in classrooms in the primary schools under the study. The analysis of the results revealed that 309 pupils who represent 88.3% of the pupils in the primary schools in this study undertook silent reading, 145 pupils who represented 41.2% said teachers read aloud to pupils in class, 138 pupils who represented 39.3% of the pupils read aloud, 71 pupils who represented 20.1% of pupils read in groups while 36 pupils who represented 10.3% pupils read their own stories. These findings are presented in Figure 2.
The analysis of the results on the preferred approach to extensive reading by pupils showed that they preferred reading silently.
Question 8 (a) sought to find out whether pupils kept a record of the storybooks, newspapers, magazines they read. The analysis of the results indicated that 10.2% of the pupils kept a record of what they read while 89.8% did not keep a record. The inquiry further revealed that of the pupils that kept a record 5% of their records were checked by the teacher.
Question 8(b) (i) sought to establish whether the teachers asked pupils about what they were reading. The study also found out that 8.2% of the pupils are asked questions about what they are reading by teachers while 91.8% were not asked anything about their reading.
Question 8 (b) (ii) sought to find out whether parents asked pupils about what they read. The study established that 6.7% of the pupils were asked about what they read by their parents, while 93.3% of the pupils were not asked about what they read by their parents.
Table 2: Frequency of Reading Different Kinds of Reading Materials at School
Table 3: Frequency of Reading Different Kinds of Reading Materials at Home
Figure 2: Approaches to Extensive Reading
How Extensive Reading is used in Teaching and Learning of English
Results from the interview schedule
In section B of the interview schedule for teachers, question (a) (i) sought to establish from the teachers of English whether ER improves learning of English. All the teachers (45) interviewed said that ER improves pupils learning of English. The teachers explained that by reading extensively pupils are able to learn new vocabulary on their own. Spelling of words is reinforced when the pupil come across the same word many times. The teachers also explained that the pupils were able to come across different writing styles that improve their writing skills.
Question (b) (i) sought to find out from teachers of English whether ER improves teaching of English. The finding from the data revealed that all the teachers interviewed held the view that when pupils read extensively teaching of English is enhanced. They explained that pupils who read extensively are more informed and therefore participate in class discussions actively. In such cases the teaching of listening and speaking is enhanced unlike pupils who do not read extensively.
Question (c) (i) sought to establish from teachers whether they explained to the pupils the importance of reading extensively. The finding from the data revealed that 12 teachers who represent 26.7% explained to their pupils the importance of extensive reading in classroom and even on assembly. A teacher in school 1 explained that he had written a one page statement highlighting why it is important to read extensively and a copy is posted on the school notice board and in every class. Twenty (20) of the teachers explained that they tell the pupils to read extensively in order to improve in their English, however, they have not told them how, 13 of the teachers explained that they occasionally remind the pupils to read story books, newspapers, and magazines on assembly.
Question (d) (i) sought to find out whether teachers give pupils an opportunity to choose reading materials for ER. The findings from the data collected revealed that five (5) of the teachers interviewed provided the pupils with an opportunity to choose reading materials. The pupils are given time to go through a set of story books, newspapers and magazines, retell the stories they have read before choosing what they read next. In school 16, the teacher explained that after every month the pupils are asked to collect all the story books they have. The story books are then displayed for the pupils to choose the ones that they have not read. Forty (40) of the teachers however said they do not offer the pupils an opportunity to choose story books, newspapers and magazines. A teacher in school 22 said that she collects newspapers from the library and distributes them to the pupils.
Question (e) sought to find out how teachers incorporate ER in the teaching of the four skills (listening, speaking, reading and writing). The findings showed that through reading aloud to pupils the teachers enabled pupils learn proper pronunciation and rhythms of English language. The teachers also explained that they use vocabulary pupils learn in their ER to engage them in conversation where they practice listening and speaking. The teachers also said that they ask pupils to retell the stories they have read. The teachers also said that occasionally, they take excerpts from stories the pupils have read for comprehension exercises. The teachers interviewed also said they use ER to teach writing by asking pupils to write compositions about what they have read. A teacher in school 1 said that every term he gives the pupils a composition about the most interesting story I have read. However, (25) of the teachers interviewed said that they were not aware of what their pupils read and therefore were not able to use their ER in teaching the four skills.
Question (f) sought to establish the role teachers play while the pupils are engaged in ER. Five (5) of the teachers interviewed said that they occasionally sat in the classroom or library with their own story book and read it while the pupils read. The data also showed that 6 of the teachers said that they occasionally sit in the classroom but use the time to mark exercise books. Thirty-four (34) of the teachers said that they do not at all go to class to participate.
The study sought to establish the extent to which the teachers allowed pupils to read their own composition stories to fellow pupils. The analysis of data collected indicated that 3 who represent 6.6% of the teachers asked pupils to read their own composition stories to other pupils, while 42 who represent 93.3% of the teachers did not. The teachers indicated that this exercise does not involve each pupil but only those that have written the best compositions. Those who do not allow pupils to read their own composition indicated that it was time consuming and most of the pupils don't write interesting stories.
The study then sought to find out how often pupils read aloud story books and other reading materials to the pupils in class. The analysis of data collected showed that 22.1% of teachers allowed pupils to read aloud to fellow pupils. Those teachers who allowed pupils to read aloud said that they did so to enable learners practice pronunciation and enable them to be corrected. Data collected also revealed that 77.9% of the teachers who did not allow pupils to read aloud said that some of the pupils are too slow while others have difficulties in pronunciation making the pace of their reading slow.
The study also sought to establish how often teachers read aloud story books and other extensive reading materials, analysis of the findings indicated that 6 who represent 13.4% of the teachers read aloud to pupils twice a week, 9 who represent 20% read aloud to pupils once a week, 14 who represent 31% read to pupils aloud sometimes while 16 who represent 35.5% never read aloud to pupils. Those teachers who read aloud cited factor such as: providing role model for correct pronunciation, and adapting a captivating tone while reading to create interest in the pupils. Those who did not read aloud explained that it is time consuming and for large classes it was difficult to ensure each pupil concentrates.
DISCUSSION OF FINDINGS
The Availability of Extensive reading Resources
The study established that there are very few libraries. Inadequate library facilities make it difficult to carry out ER which is based on either class library or school library (Ayot, 1984). The available libraries have very few extensive reading materials. These libraries have more text books than storybooks, newspapers and magazines which are essential for carrying out extensive reading. The scenario is similar in schools that do not have libraries. Inadequate extensive reading materials affect negatively the use of extensive reading, yet Elly (1996) reports that abundant supply of high interest story books has a strong impact on children's language growth. The findings of this study also revealed that for the schools that did not have libraries, books and other reading materials are kept in the head teacher's office, deputy head teacher's office and in staffrooms. The storage of these books makes it impossible for the pupils to access them thus further hampering extensive reading. These findings agree with MOEST report (2006) which noted that most store rooms are untidy and mostly locked.
From the findings, the study revealed that only a few schools had library lessons. The teachers and the school can only verify that pupils are reading extensively if they offer them opportunity to read as a matter of policy in the school program. It was also revealed that the number of library lessons are not only few but also had been allocated little time. This is contrary to Elly (1996) who suggested that teachers should ensure that children interact with books daily and productively. Therefore pupils are not offered adequate opportunity to read extensively.
Another aspect was on whether pupils read extensively at home. The findings of the study revealed that pupils were hardly assigned extra work on reading by both the teachers and parents. Similarly very few pupils were found to carry out extensive reading at home or during their free time. Further, the findings showed that many pupils (71.3%) together with all the teachers are dissatisfied with the amount of reading undertaken.
These findings do not concur with Warring (2003) who said that learners have to meet language features a lot in order to learn them. Thus ER is not satisfactorily used in teaching and learning of English in primary schools.
The use of Extensive reading in Teaching and Learning of English
In using ER in teaching and learning of English the teacher has to explain to the pupils the benefit of reading extensively (Wilkinson, 2011). The current study established that very few teachers explained to their pupils the importance of reading extensively. The pupils were told to read many story books, magazines and newspapers without informing them how it would impact on their learning of English. In absence of class explanations as to how ER would benefit the pupil, the pupil does not therefore give ER the seriousness it deserves.
The study established that all the teachers were aware of extensive reading and its benefits. The teachers explained that the pupils who read extensively participated in class discussion actively. They also read comprehensions and answered questions better than those who do not read at all. The teachers agreed that ER makes their teaching of English easier. The teachers also explained that ER enhances pupils learning of English language. The pupils learn vocabulary easily and continuously through ER. This was found to be in agreement with Grabe (1991) and Paran (1996) who said that ER increases pupil's knowledge of vocabulary.
Wilkinson (2011) said that pupils should be provided with a variety of reading materials to choose from. Since ER is reading for pleasure, its success can be ensured through pupils, choosing reading materials that interest them (Julian and Richard, 1997). However, this study established that pupils in primary schools are not offered adequate opportunity to choose reading materials for ER. This undermines the use of extensive reading in teaching and learning of English in primary schools.
The study also established that pupils were not guided in choice of reading materials yet Julian and Richard (1997) suggested that teachers should guide, suggest, recommend and avail reading materials to the pupils to facilitate ER. The teachers do not therefore play their role in guiding the pupils on which reading materials to read for ER. Therefore, in such a case the few pupils who carry out ER do so without the guidance of the teachers which affect the use of ER in teaching and learning of English negatively.
The study sought to establish how ER is used in the teaching and learning of the four skills. The study found out that few teachers use ER in teaching the four skills, (listening, speaking, reading and writing). This is contrary to what Julian and Richard (1997) who said that ER can be used in teaching and learning of English by engaging pupils in classroom activities and post reading activities that support learning of the four skills. When ER is used in teaching the four skills, the pupils are able to appreciate the relationship between ER and the four skills they study every day. However a few of the teachers interviewed and the pupils questionnaires showed that activities such as reading aloud, narration and dialogue are used in teaching, listening and speaking. The teachers also indicated that they use excerpts from the stories pupils read in teaching comprehension. While in teaching writing, the teachers asked pupils to write compositions on the stories they have read.
The study established that pupils enjoyed reading; however, the frequency of borrowing books is very discouraging. Very few pupils borrow books, 21.8% of the pupils borrow a book every week. At the same time close scrutiny of the kind of reading materials indicated that most pupils read text books for class work which was not what the study considered ER yet Gathumbi and Masembe (2005) aver that content provided in textbooks, offer little reading for pleasure.
The study also found out that of the five approaches to ER (Cutting, 1996; Elley, 1991) that is; silent reading, teachers reading aloud, pupils reading aloud, group reading and pupils reading own stories were in place in varying proportions. Most schools adopted silent reading. This was partly because it was easy to administer and manage. Many schools did not have enough reading materials of the same kind; therefore silent reading enabled pupils to read whatever they have unlike other approaches which would require pupils to read the same kind of storybook. However, over reliance on silent reading denies the pupils the benefits of other approaches. For example, reading aloud which offers pupils time for enjoyment, broadening pupils horizons and stimulating imagination (Elley, 1991) is missing. The pupils miss out on the valuable practice at listening to sounds and rhythms of English language.
CONCLUSIONS
Based on the findings above, it can be concluded that Basic ER facilities and resources were not adequately available. These included libraries, story books, newspapers and magazines. The pupils read text books and notes in core subjects which is only helpful in intensive reading. The few libraries available in a few schools were not in good condition. The chairs and tables were not well arranged and not comfortable for carrying out ER. For the schools that do not have libraries the books were not accessible to the pupils as they were kept in staffroom and offices under lock and key. Most of the schools do not have library lessons and in cases where there were, they were a few in number and the time allocated was not sufficient.
RECOMMENDATIONS
The Ministry of Education should direct all schools as a matter of policy to include library lessons on the timetable to ensure that pupils read extensively. The Ministry should also allow primary schools to purchase story books, newspapers and magazines alongside text books to ensure that primary schools have adequate reading materials for ER.
REFERENCES
Ayot OH (Ed) (1984). Language for Learning: A methodology book for English Language Learning in Secondary schools. Nairobi: Macmillan (K) Ltd.
Emma M (2010). Reading across the Curriculum, Inspiring Teachers, http: // www.Inspiring teachers. Com / classroom, resources / articles / curriculum and instruction retrieved 24/6/2010.
Elley WB (1991). Acquiring Literacy in Second Language: The effect of Book-based Programs. Language Learning. 41(3): 375-411.
Githumbi WA, Masembe SC (2005). Principles and Techniques in Language Teaching: A text for Teacher Educators, Teachers and Pre-service Teachers, Nairobi: JKF
Horning AS (2007). Reading Across the Curriculum as the Disciplines, Interdisciplinanary Perspectives on Language, Learning, and Academic Writing, http: // was colostate. Edn / atd / articles / horning 2007.cfm, retrieved 24/6/2010
Julian B, Richard RD (1997). Extensive Reading; What is it? Why Bother? The Language Teacher, http://www. Jolt – publications. Ova / tilt / files /97 / May / extensive.Html retrieved.23/6/2010
Kasomo D (2006). Research Methods, Egerton: Egerton University Press.
KIE (2006). Secondary English, Teachers Hand Book, Nairobi: KIE. KNEC (2010). KCPE, Examination Release statistics, Nairobi: KNEC.
MOEST (2006). Staying at School Consultation Report. Http://www.educationcounts.govnt.nz/publications/schooling/24/36. retrieved 15/4/2010
UNESCO (2005). Challenges of Implementing Free Primary Education in Kenya. Experience from the Districts Report, Nairobi: UNESCO.
Pang SE, Bernhardt BE, Kamil CM (2003) Teaching Reading. Retrieved October 14 th 2010, http://www.ibe.unesco.org /publications/EducationalpracticePdf/prac12e.pdf
Warring R (2003). Why Extensive Reading should be an Indispensable part of all Language programs Norte Dame Seishin University, Japan http: langue Hyper. Chubu. Ac. Jp. Pub/tit/97/ May.
Warwick E, Cutting B, Mangubhei F, Hugo C (1997). Lifting literacy level with Story book evidence from the south pacific, Singapore, Sri – Lanka and South Africa, proceedings of the 1996 world conference on literacy. http: // www. Literacy on line org retrieved 17 / 9 2010 at 9: 30 am
Wilkinson D (2011). Implementing an Extensive Reading Program and Library for Reading ESL and EFL Learners in a Small Academic Setting within Japan, Japan: Soka University, http//www/Wilkinson. | <urn:uuid:03505e4b-f7e0-4e5c-8098-512dd62738c7> | CC-MAIN-2022-40 | http://ir-library.kabianga.ac.ke/bitstream/handle/123456789/247/Indembukhani%20et%20al.pdf?sequence=1&isAllowed=y | 2022-09-25T20:55:53+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334596.27/warc/CC-MAIN-20220925193816-20220925223816-00311.warc.gz | 24,312,599 | 9,126 | eng_Latn | eng_Latn | 0.965208 | eng_Latn | 0.999306 | [
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Federalist Paper Number One
After the Constitution was written, it had to be ratified by all the states. The Federalist Papers were written to persuade and inform people of the content and merit of the Constitution. Federalist Paper Number One was written by Alexander Hamilton. Notice his language about the importance of philanthropy, or citizen action for the common good.
1. After an unequivocal experience of the inefficiency of the subsisting federal government, you
2. are called upon to deliberate on a new Constitution for the United States of America. The
3. subject speaks its own importance; comprehending in its consequences nothing less than
4. the existence of the UNION, the safety and welfare of the parts of which it is composed, the
5. fate of an empire in many respects the most interesting in the world. It has been frequently
6. remarked that it seems to have been reserved to the people of this country, by their conduct
7. and example, to decide the important question, whether societies of men are really capable or
8. not of establishing good government from reflection and choice, or whether they are forever
9. destined to depend for their political constitutions on accident and force. If there be any truth
10. in the remark, the crisis at which we are arrived may with propriety be regarded as the era in
11. which that decision is to be made; and a wrong election of the part we shall act may, in this
12. view, deserve to be considered as the general misfortune of mankind. This idea will add the
13. inducements of philanthropy to those of patriotism, to heighten the solicitude which all
14. considerate and good men must feel for the event. Happy will it be if our choice should be
15. directed by a judicious estimate of our true interests, unperplexed and unbiased by
16. considerations not connected with the public good. But this is a thing more ardently to be
17. wished than seriously to be expected. The plan offered to our deliberations affects too many
18. particular interests, innovates upon too many local institutions, not to involve in its
19. discussion a variety of objects foreign to its merits, and of views, passions and prejudices
20. little favorable to the discovery of truth
Questions
What was Hamilton referring to in line 1, when he mentioned the, "inefficiency of the subsisting federal government" How did the Constitution rectify these issues?
In lines 4 and 5, Hamilton refers to the American union as, "in many respects the most interesting in the world". What aspects of the Constitution make America an interesting place?
1
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Common Exception Words covered
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* climb
* find
* kind
* mind
*
behind
* beautiful
* every
* everybody
* great
* break
* steak
* class
* grass
* pass
* Mr
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ELA-Change (Internal vs. External)
Enduring Understandings
Change is both a choice and a natural progression in life. Change happens gradually over time or quickly. Our actions changes ourselves and others.
Essential
Questions
How is change necessary for growth? How do the changes we make affect the people we become? Are all changes either good or bad?
How does the author show changes in the characters? How can the use of the writing process change the quality of writing? How do linking words and phrases help you change from one idea to the next in your writing?
Standards
IL.SEL.3-5.1.A.2a - Describe a range of emotions and the situations that cause them.
IL.SEL.3-5.1.A.2b - Describe and demonstrate ways to express emotions in a socially acceptable manner.
IL.SEL.3-5.1.B.2b - Explain how family members, peers, school personnel, and community members can support school success and responsible behavior.
IL.SEL.3-5.1.C.2a - Describe the steps in setting and working toward goal achievement.
IL.SEL.3-5.2.A.2b - Describe the expressed feelings and perspectives of others.
RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.6 - Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 - Describe the relationship
Knowledge & Skills
Relate change to growth
Explain how key details support the main idea.
Understand the cause and effect relationship between action and consequences
Ask questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Describe characters in a story (e.g., their traits, motivations, or feelings)
Explain how characters' actions contribute to the sequence of events
Distinguish their own point of view from
Academic Language
Word Level
change, actions, choice, growth, character, trait, develop, personality, words, feelings, describe
Sentence Level
The character has changed by... Before, the character was
Now the character is
________________.
____________.
The character showed how they felt when... Some evidence of words, feelings, or actions that the character demonstrates are... I can describe the character as...
Discourse Level narrative, paragraphs, dialogue, flashbacks
between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.8 - Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons.
L.3.5b - Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.1e - Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f - Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1g - Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1h - Use coordinating and subordinating conjunctions.
L.3.1i - Produce simple, compound, and complex sentences.
L.3.2a - Capitalize appropriate words in titles.
L.3.2b - Use commas in addresses.
L.3.2c - Use commas and quotation marks in dialogue.
L.3.2d - Form and use possessives.
L.3.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.5 - Demonstrate understanding of word relationships and nuances in word meanings.
L.3.6 - Acquire and use accurately gradeappropriate conversational, general
that of the narrator.
Distinguish their own point of view from that of the characters.
Determine the main idea of a text;
Recount the key details of a text
Write opinion pieces on topics or texts that includes:
Introducing the topic or text they are writing about
Stating an opinion
Creating an organizational structure that lists reasons.
Providing reasons that support the opinion.
Using linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Providing a concluding statement or section.
Describe the logical connection between particular sentences and paragraphs in a text
Introduce a topic and group related information together;include illustrations when useful to aiding comprehension.
Develop the topic with facts, definitions,
academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
L.3.1a - Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1b - Form and use regular and irregular plural nouns.
L.3.1c - Use abstract nouns (e.g., childhood).
L.3.1d - Form and use regular and irregular verbs.
L.3.2e - Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2f - Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2g - Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.3a - Choose words and phrases for effect.*
L.3.3b - Recognize and observe differences between the conventions of spoken and written standard English.
L.3.4a - Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b - Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4c - Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4d - Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5a - Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5c - Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
SL.3.1a - Come to discussions prepared, having read or studied required material;
and details.
Use linking words and phrases (e.g.,also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Demonstrate mastery of lower case cursive writing. Demonstrate basic knowledge of upper case cursive. By the end of 3rd grade, trasnlate a five sentence paragraph written in cursive into print.
explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1b - Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1c - Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d - Explain their own ideas and understanding in light of the discussion.
SL.3.6 - Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
RL.3.8 - (Not applicable to literature)
Trimester 1 Writing-Personal Narratives
Enduring Understandings
Essential Questions
Standards
Writers understand the structure of a personal narrative.
Writers develop powerful leads and meaningful closings.
Writers narrow focus.
Writers build up stamina and write for longer periods of time.
Writers write several drafts.
What is writer?
How do I become a better writer?
How do I select a topic and zoom in on a small moment?
How do I brainstorm for personal narrative writing?
How do I hook my audience?
How do I include details that create a picture in the reader's mind?
W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.2a - Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b - Develop the topic with facts, definitions, and details.
W.3.2c - Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2d - Provide a concluding statement or section.
W.3.3a - Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b - Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show
Knowledge & Skills
How to vary the structural pattern,length and complexity of sentences.
How to focus writing by identifying audience, point of view, and format based on purpose.
How to include relevant details to develop plot, characters, and setting of narrative text.
How to correctly spell words used often in reading and writing using a variety of strategies.
Academic Language
Word Level
topic sentence, lead, sequence, dialogue, sensory, editing, conclusion, introduction, main idea, beginning, middle, end, publish, revise, transition, statement, hook
Sentence Level
I felt ____ when ____ happened.
I think... I believe... In the past... First, In the beginning, Later, After, Following, Finally,
Writers employ a range of strategies while writing; e.g., peer conferencing, adding or deleting content, using descriptive language, writing more than one draft, thinking of audience, editing for conventions.
Writers exhibit individual style and voice to enhance the written message; e.g., in narrative text:strong verbs, figurative language, and sensory images; precision,established importance, and transitions.
Writers spell words in context using multiple strategies and resources; e.g., spelling patterns,word lists, dictionaries.
Writers proofread for capitals, punctuation, words that have been omitted, runon sentences and conventional spelling.
How do I create a meaningful ending?
How do I edit and revise?
the response of characters to situations.
W.3.3c - Use temporal words and phrases to signal event order.
W.3.3d - Provide a sense of closure.
How to, with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,and clear event sequences. (CCSS.ELALiteracy.W.4.3)
Demonstrate mastery of lower case cursive writing. Demonstrate basic knowledge of upper case cursive. By the end of 3rd grade, trasnlate a five sentence paragraph written in cursive into print.
In conclusion, I knew that...
DIscourse Level narrative, dialogue, introduction, conclusion, paragraphs
Enduring
Essential
Knowledge
Understandings
Questions
Standards
& Skills
Academic Language
myth or fable.
Myths, folktales, and fables are related to each other and have similarities and differences.
stories to enhance our own relationships?
What is the relationship between traditional literature and the cultures that create them?
How do the actions of characters contribute to the events of a myth or fable?
What do myths or fables from across the world have in common?
fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
IL.SEL.3-5.2.B.2a - Identify differences among and contributions of various social and cultural groups.
IL.SEL.3-5.2.C.2a - Describe approaches for making and keeping friends.
L.3.1f - Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1g - Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1h - Use coordinating and subordinating conjunctions.
L.3.1i - Produce simple, compound, and complex sentences.
L.3.2a - Capitalize appropriate words in titles.
L.3.2b - Use commas in addresses.
L.3.2c - Use commas and quotation marks in dialogue.
L.3.2d - Form and use possessives.
L.3.2e - Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a moral or a myth.
Students will be able to identify a character's traits in a myth, fable, or folktale.
Demonstrate mastery of lower case cursive writing. Demonstrate basic knowledge of upper case cursive. By the end of 3rd grade, trasnlate a five sentence paragraph written in cursive into print.
folktale
Sentence Level This _______ relates to me, because... The message of the _______ is... The characters in the _______ contribute to the sequence of events by... The central message/lesson/moral is conveyed by... The message in the story relates to my life, because... The message in the story teaches me...
Discourse Level
moral/lesson, explanatory, personification, hyperbole, historical events pertaining to myths
L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.5 - Demonstrate understanding of word relationships and nuances in word meanings.
L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
L.3.1a - Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1b - Form and use regular and irregular plural nouns.
L.3.1c - Use abstract nouns (e.g., childhood).
L.3.1d - Form and use regular and irregular verbs.
SL.3.1c - Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d - Explain their own ideas and understanding in light of the discussion.
SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Explanatory Writing
ELA Relationships (Positive vs. Negative)
Enduring Understandings
Essential Questions
Standards
Students will be able to character's actions
understand that a contribute to the sequence of
Students will be able to events
understand that a motivations and feelings
character's traits, contribute to the sequence of
events
How can we and differences in
identify similarities various stories by the
same author?
How do life experiences influence an author's writing?
Where do authors writing?
get their ideas for
How do illustrations in a book help me understand the story?
How do characters change over time through the story or stories?
RL.3.9 - Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RF.3.4a - Read on-level text with purpose and understanding.
RI.3.6 - Distinguish their own point of view from that of the author of a text.
RI.3.9 - Compare and contrast the most important points and key details presented in two texts on the same topic.
IL.SEL.3-5.1.B.2b - Explain how family members, peers, school personnel, and community members can support school success and responsible behavior.
IL.SEL.3-5.2.D.2a - Describe causes and consequences of conflicts.
IL.SEL.3-5.3.B.2a - Identify and apply the steps of systematic decision making.
IL.SEL.3-5.3.B.2b - Generate alternative consequences for a range of academic
solutions and evaluate their and social situations.
RF.3.4c - Use context to confirm or selfcorrect word recognition and
Knowledge
& Skills
Compare and contrast themes of stories written by the same author.
Describe the relationship between an author's background and their writing.
Identify and analyze where themes from an author's work are derived.
Utilize illustrations their understanding of
in order to support a story and it's theme.
Demonstrate mastery of lower case cursive writing. Demonstrate basic knowledge of upper case cursive. By the end of 3rd grade, trasnlate a five sentence paragraph written in cursive into print.
Academic Language
Word Level
sequence, plot, compare, contrast, evidence, character trait, character motivation, theme, author, illustrator, illustration, similar, different, patterns, behavior
Sentence Level
The author's understand the story
background helps me by...
happened.
The character's personality developed when ______
The character has by...
changed over time
These characters are because... The following event affected the character, because... Patterns that exist in the text are... Patterns that I noticed are...
similar/different,
understanding, rereading as necessary.
L.3.1e - Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f - Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1g - Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1h - Use coordinating and subordinating conjunctions.
L.3.1i - Produce simple, compound, and complex sentences.
L.3.2a - Capitalize appropriate words in titles.
L.3.2b - Use commas in addresses.
L.3.2c - Use commas and quotation marks in dialogue.
L.3.2d - Form and use possessives.
L.3.1d - Form and use regular and irregular verbs.
L.3.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.5 - Demonstrate understanding of word relationships and nuances in word meanings.
L.3.6 - Acquire and use accurately gradeappropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
L.3.1a - Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1b - Form and use regular and irregular plural nouns.
L.3.1c - Use abstract nouns (e.g., childhood).
Discourse Level narrative, dialogue, paragraphs, flashbacks
Opinion Writing
Enduring Understandings
Essential Questions
Standards
W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
W.3.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing
Knowledge & Skills
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Home Reading
Parental support is extremely valued at Walton Primary Academy and we recognise the impact it has on children's progress and attainment in reading. Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practise at home. As a school, we expect children to read at home 5 times per week and at least 3, where 5 is not possible. Research shows that reading regularly at home has a significant positive impact on children's development in reading. Teachers will regularly monitor reading records to ensure that children are reading at home. Please may we ask that you sign and date your child's reading records each time they have read – this includes the shared reading book and any other additional books you may have read at home.
EYFS and Key Stage One
There are two types of reading book that your child may bring home throughout the year: A reading practise book - This will be at the correct phonic stage for your child. They should be able to read this fluently and independently as they will have already practised reading this book with an adult in school three times during the week before taking it home. This book has been carefully matched to your child's current reading level based on most recent assessments. If your child is reading it with little help, please don't worry that it's too easy – your child needs to develop fluency and confidence in reading. Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can't read a word, read it to them. After they have finished, talk about the book together. Reading/listening to the same book multiple times, will allow children to develop fluency, allows children to pick up new information, dive deeper into the meaning of the book, and make connections between themselves and the book — as well as between the book and other books they've heard.
A sharing book - Your child will not be able to read this on their own. This book is for you both to read and enjoy together. In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together. Please remember that you shouldn't expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!
Key Stage Two
All children will take a reading book home daily. Each class will have allocated book changing days and if they are reading regularly at home the children can change these books under the guidance of the class teacher. In Key Stage Two the children are regularly benchmarked so that their progress in word reading and comprehension can be closely monitored and book levels closely match to their reading ability. We want our children at Walton Primary to develop a love for reading, therefore as well as reading their school book we also encourage the children to read their own books at home. The children are also welcome to borrow books from the school, class and that local library should they wish to do so. | <urn:uuid:8d323c1b-716e-46ba-94c3-71f00f3ca419> | CC-MAIN-2022-40 | https://waltonprimary.org/wp-content/uploads/sites/2/2022/02/Home_Reading.pdf | 2022-09-25T21:29:41+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334596.27/warc/CC-MAIN-20220925193816-20220925223816-00315.warc.gz | 668,601,103 | 650 | eng_Latn | eng_Latn | 0.999362 | eng_Latn | 0.999362 | [
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6th Grade Social Studies Worksheets With Answers
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6th Grade Social Studies Worksheets
6th Grade Social Studies. Showing top 8 worksheets in the category - 6th Grade Social Studies. Some of the worksheets displayed are So you think you know social studies, Social studies reading and writing activities, Sixth grade, Grade six, Tennessee social studies standards, 6th grade, , Hiset social studies practice test.
6th Grade Social Studies Worksheets - Printable Worksheets
6th Grade Social Studies Worksheets and Study Guides The big ideas in Sixth Grade Social Studies include World History: Ancient Civilizations. Students expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations.
Printable Sixth Grade Social Studies Worksheets and Study ...
Free Social Studies worksheets, Games and Projects for preschool, kindergarten, 1st grade, 2nd grade, 3rd grade, 4th grade and 5th grade kids
Sixth grade social Studies worksheets, Games and Projects
Grade Level: Fourth Grade, Fifth Grade, Sixth Grade; Subject: Social Studies; Skill: Geography, Maps; Free ... This Needs and Wants Reading Comprehension Worksheet will help your students build their reading comprehension skills while reading about the differences between needs and wants.
Sixth Grade Social Studies Worksheets | Have Fun Teaching
Social Studies Worksheets and Printables. ... And because these social studies worksheets are grade-specific, all students have access to ageappropriate material designed to stimulate their brains and bolster their creative-thinking skills. That means first graders can print out a worksheet about senses and feelings, followed by a Harriet ...
Social Studies Worksheets & Free Printables | Education.com
Grade 1: Grade 2: Grade 3: Grade 4: Grade 5: Grade 6: Grade 7: Grade 8: American History: Attendance Forms: Biography Workbooks: Brain Teasers: ... Topical Reading Note-taking Worksheet : Printable Social Studies Three-Ring Binder Cover with Spine Label : Social Studies Standards Vocabulary Crossword Puzzle #1 :
Free Social Studies Reproducibles & Worksheets | Student ...
SOCIAL STUDIES is the integrated study of the social sciences, humanities and history. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, jurisprudence, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities ...
Printable SOCIAL STUDIES Worksheets with Answer Keys and ...
Whether it's 1st grade social studies or 5th grade social studies you're interested in, you will be able to find printable social studies worksheets that meet your needs at JumpStart. Excel at Social Studies with Our Worksheets. Social studies is a fascinating subject with lots to learn about oneself and others.
Social Studies Worksheets - Free Online Printables - JumpStart
Spelling Grade 1. Spelling Grade 2. Spelling Grade 3. Spelling Grade 4. Spelling Grade 5. More Spelling Worksheets. Chapter Books. Bunnicula.
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Charlotte's Web. Magic Tree House #1. ... Social Studies Worksheets. Social Studies Worksheets. Explorers. Learn about Columbus, Magellan, Cortez, and other famous explorers.
Social Studies Worksheets
What do students learn in the Sixth Grade (6th Grade)? Choose the subject of Grade 6 worksheets you wish to view below. Grade 6 Graphic Organizers Grade 6 Holidays Grade 6 Language Arts Grade 6 Mathematics Grade 6 Science Grade 6 Social Studies Grade 6 Time Savers Grade 6 World Languages
Grade Level 6 Worksheets - Printable Worksheets for ...
So You Think You Know Social Studies… 6th grade Social Studies Pre-Assessment Directions: Please complete the pre-assessment below to the best of your ability. You will receive credit for every answer that you complete. Incomplete answers will not receive credit. Part 1: Geography Skills
So You Think You Know Social Studies
Sixth grade social studies IXL offers more than 100 sixth grade social studies skills to explore and learn! Not sure where to start? Hover your mouse over any skill name to preview it, then click to practice! IXL offers more than 100 sixth grade social studies skills to explore and learn! Not sure where to start?
IXL | Learn 6th grade social studies
5th Grade Social Studies A New Frontier & The Industrial Revolution Crossword: Answer Key : 5th Grade Social Studies Unrest & The Need for Reform Crossword: ... When using worksheets to learn social studies, students practice reading, spelling, definitions, and maybe even time management. Social studies printables are easy to find or create and ...
Social Studies Worksheets - Printable-Worksheets
Social Studies Reading Comprehension Topics for 3rd grade, 4th grade, 5th Grade and 6th and 7tg grade
Social Studies Reading Comprehension - Softschools.com
These worksheets above have been listed by topic. If you'd rather browse through grade-wise listing of Social Studies worksheets, please go to this link. Fun Fact: According to Wikipedia, in the United States education system, social studies is the integrated study of multiple fields of social science and the humanities, including history ...
Social Studies Worksheets - TheWorksheets.com
Using this Using Latitude and Longitude Worksheet, students use the lines of latitude and longitude to write the approximate coordinates of each shape. ... Grade Level: Fourth Grade, Fifth Grade, Sixth Grade; Subject: Social Studies; Skill: Geography, Maps; Free View. Landform Definitions Worksheet. Using Landform Definitions Worksheet ...
Sixth Grade Geography Worksheets | Have Fun Teaching
6th Grade Social Studies; Music; H.S. Cheerleading. Ch. 4 Test will be on Thursday December 11 !!!!! Finals will be December 18 and 19!!! ... Start Unit 1-Read page 6 and do sequencing worksheet.-Homework: vocabulary page Read Lesson 1-Homework: Lesson 1 worksheet Read Lesson 2-Homework: Lesson 2 worksheet
6th Grade Social Studies - ~*Ms. Zilm's Classroom!*~
Unit 3, Activity 5, Ancient Technology Worksheet Blackline Masters, Social Studies, Grade 6 Page 18 Louisiana Comprehensive Curriculum, Revised 2008 Ancient Technology Worksheet 1. What form of ancient technology has your group chosen to research and make? _____ 2.
Grade 6 Social Studies - Richland Parish School Board
Social Studies Worksheets Listed By Specific Topic Area From cultures to governments we cover a wide range of social studies topics. We are added new sections of world history. World history is our focus for the coming year. Africa Worksheets - We look at the people, the land, the wildlife, and cultures of this wonderful continent.
Social Studies Worksheets - Worksheets, Lesson Plans ...
And because these social studies worksheets are grade-specific, all students have access to age-appropriate material designed to stimulate their brains
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Copyright : cambioclimatico.tm.org.mx and bolster their creative-thinking skills. That means first graders can print out a worksheet about senses and feelings, followed by a Harriet Tubman coloring page. ...
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WAL to describe a character.
Must Use expanded noun phrases to describe both characters.
Should Describe the character's movement, sound and smell as well as their appearance.
Could Use similes and metaphors to add further description.
Think about Arthur and describe what he looks like. What is he like as a person? Is he brave and courageous? What has he done to make you think that? How would you describe how he moves?
Think about Fenrir and describe what it looks like. What kind of creature is he? Is it a friendly beast? How would you describe how itmoves? How would you describe the sounds it makes? | <urn:uuid:c621452f-d480-4c67-83f5-59d505f05d7d> | CC-MAIN-2021-17 | https://4fe0cn1ts5792s82ratbklaa-wpengine.netdna-ssl.com/wp-content/uploads/2021/02/Friday-Writing-Prompt.pdf | 2021-04-12T03:12:11+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00202.warc.gz | 197,772,788 | 128 | eng_Latn | eng_Latn | 0.998472 | eng_Latn | 0.998472 | [
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Good evening! This is Dr. Moore-Lawrence, proud Principal of Bethesda Elementary with the Principal's Weekly Spotlight for the week of February 1st. This week begins the National Celebration of Black History Month. This month is designated to celebrate the contributions that African Americans have made to American history in their struggles for freedom and equality and deepens our understanding of our Nation's history. Perhaps there would be no need to designate a single month if black history was taught year-round, in conjunction with other histories, as part of a regular curriculum and as a central part of the American story. Unfortunately, we are not there yet. At Bethesda, we are committed to utilizing the designated Black History Month as a critical opportunity to broaden students' knowledge and help them see how the past connects with their lives today and how it has inspired movements for change. Our theme for this week is "Let's Celebrate Black History Month" A quote that echoes the importance of celebrating history comes from Marcus Garvey, "A people without the knowledge of their past history is like a tree without roots."
Bulldog Share and Care Starts This Week
Kindergarten--Favorite Super Hero Share Day: It's a bird, It's a plane! No, It's your favorite Superhero! Dress like your favorite superhero or make a mask or share a book or picture.
Starting this week, Our Bulldog Share and Care Initiative begins. For this Monday, teachers have organized an activity during morning meeting that will promote the building of culture and community within the classroom.
First--Scavenger Hunt: Can you Beat the Clock? Students and teachers will race against the clock to find various scavenger hunt items. Can you beat the Clock? Ready, Set, Go!!!!!!!!
Third--Virtual Field Trip – Third grade is going on a trip in their favorite rocket ship. Zooming through the sky, Little Einsteins. Climb aboard, get ready to explore. They are going to DISNEY WORLD!!!
Second--Winter Items Scavenger Hunt - 2nd grade will go on a Virtual Scavenger Hunt! They will look for winter items such as scarves, mittens, and favorite books or movies about snow.
Fourth-Mystery Box- What's in the box? Students will work together with clues to determine what is inside the box. Hurry before time runs out!
Fifth--Show & Tell Pet Day Pets are good companions, especially in these difficult times, so show your companions and share how they make your days a bit easier. If you don't have a pet, don't fret! Show a picture of what you would like to have as a companion and how you can persuade your family to allow you to get a pet.
This week is National School Counseling Week. We are thankful for our dedicated and hard-working counselors Ms. Hardiman, Ms. Morman, and Mrs. Smith.
Monday, February 1 st
* Fourth and Fifth grade students will participate in a virtual field trip to watch a performance of The Greensboro Four. This performance will recognize the four NC A&T college students who held a sit-in protest at the downtown Greensboro Woolworth because of its policy of segregating lunch counters. The sit-in protest was a significant event in the Civil Rights Movement.
* It's the 100th Day of School. Let's celebrate 100 successful days by dressing up as if we were 100 years old! We will also incorporate other activities throughout the 100th day. Prizes will be awarded for the best dressed 100-year-old!
Wednesday, February 3 rd
* Extra-Curricular Clubs (Each Club Has a Schedule of Dates; Please Note That All Clubs Don't Meet Every Week)
* Don't forget that students are to attend Morning Meeting every day, including Wellness Wednesday activities. This week's Wellness Wednesday Topic is "An Introduction to Black History Month". Please check out the school website for the Zoom information and additional details.
Thursday, February 4 th
* All students will be in asynchronous learning. Your child's teacher will post assignments via Class Dojo on Thursday morning. Morning Meeting will still on Thursday morning so teachers can take attendance and touch base with students to ensure they know where to find asynchronous assignments.
Now it's time for me to shout out some terrific Bulldogs. To learn more about why these Bulldogs were recognized, please check our website for full details.
Mrs. Skillman recognized 3rd grade student Kensie C. Kensie is very responsible! She always comes to class on time and prepared to be actively engaged. She also completes all of her iReady lessons each each!
Mrs. Gitlis recognized 4th grade student Cesia R. Cesia took it upon herself to help another student in her class, with kindness and excitement to have a job. I am thrilled with her intrinsic motivation and caring nature.
Mrs. Gitlis recognized 4th grade student Leon G. Leon always completes his homework in Canvas, and goes above and beyond to work on all external tools of education, including but not limited to I-Ready and ALL assigned work in Khan Academy! He is also always ready to share his screen and to help others when asked in class.
Mrs. Lee recognized her entire 4th grade class! Teaching is a challenge, however you all make it so much easier. Thank you for showing up each day, for participating in our lessons, sharing your opinions on topics, sending me a smiley face in the chat, or asking how my day is. You are a wonderful bunch and I am happy that you all belong to me. Sending lots of love from Ms. Lee!
Mrs. Shakinovsky recognized 5th grade student Kimberly BR. Kimberly is a member of the Bethesda Math Club. She recently received a certificate for knowing ALL of her addition facts in under 6 seconds on XtraMath! Congratulations, Kimberly!
Mrs. Green recognized 5th grade student Javier SG. Javier is a new student and has hit the ground running! He shows up everyday ready to learn, participates throughout class and tries his best on all of his assignments. Thank you Javier for being an awesome student! | <urn:uuid:9b49e21f-8ca4-4e50-9125-3d1d5a5005e6> | CC-MAIN-2021-17 | https://www.dpsnc.net/cms/lib/NC01911152/Centricity/ModuleInstance/1363/Family%20message%20for%20February%201.pdf | 2021-04-12T03:14:05+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00203.warc.gz | 845,956,396 | 1,253 | eng_Latn | eng_Latn | 0.999109 | eng_Latn | 0.999122 | [
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January 2021
Wood County Educational Service Center
Generosity feels good
Inspire your child to give to others by pointing out what happens when she is generous. If she gives her cousin a coat she has outgrown, you might say, "This coat will keep Molly nice and warm this winter." Soon she'll begin to notice the results on her own. ("My little brother is so happy I gave him my toy!")
Hear the rhyme
Classic nursery rhymes boost your youngster's literacy skills by calling his attention to sounds in words. Read some to him from a library book or website, then reread—this time replacing a word with a different rhyming word. Example: "Jack and Jill went up the spill to fetch a pail of water." Can he catch and fix your "mistake"?
"Will you play with me?"
Your little bundle of energy wants to play, but you're tired after a long day. Now what? You might pretend to order pizza from her restaurant—she can make it out of play dough and deliver it to you. Or offer to be her audience while she puts on a show.
Worth quoting
"Today a reader, tomorrow a leader." Margaret Fuller
Just for fun
Q: What's black, white, and green?
A: A seasick penguin.
© 2020 Resources for Educators, a division of CCH Incorporated
Number of the day
"I have 8 grapes on my plate." "Look—it's 8 o'clock!" Have your youngster pick a number to explore each day. Then, use it to help him develop number sense— the ability to understand and use numbers.
Spot it
Ask your child to point out his number of the day wherever he sees it. For instance, if today's number is 2, he might notice 2 on a license plate (LSJ492). Suggest that he carry a small notebook and pencil and make a tally mark each time he spots the number. At the end of the day, he can count the tally marks to see how many times he saw his number.
Count groups
When your youngster counts, he is learning that each number stands for a specific amount. Have him count people or objects that equal the number of the day. If the number is 5, he could count 5 ants crawling on the ground, 5
people around your dinner table, or 5 bushes in your yard.
Play
Fit the number of the day into your child's playtime. If he's drawing, and the number is 7, you might ask him to give his monster 7 eyes. Or when he plays with his railroad track, tell him to show you 7 trains. Idea: Have him separate the 7 trains into groups to see what numbers make up 7 (for instance, 5 trains + 2 trains or 3 trains + 4 trains).♥
Healthy meals fuel learning
Helping you plan nutritious meals, shop for ingredients, and cook teaches your child about healthy eating. Here's how to involve her in each step.
1. Plan. Together, discuss healthy meals you will cook this week. Your youngster can draw the foods for each day's menu on a sheet of paper to post on the fridge.
list together. Let her add the items to your grocery cart (even an online cart!)
2. Shop. Use your child's menus to make a shopping and check them off your list.
3. Cook. Give your youngster jobs like finding and measuring ingredients, tearing lettuce for a salad, and spreading sauce on pizza dough.♥
Go, team!
Family projects let you bond with your child while teaching her to be part of a team. Try these activities.
Paint a mural. Making art can be even more rewarding when your family uses teamwork. Tape together several sheets of poster board or construction paper to create a large canvas. Agree on a topic for your mural—will you draw a fairy tale kingdom, a rain forest scene, or an undersea world? Now each person can decide what to add. You
Little ones and current events
Q: We try to shield our daughter from all the scary stuff in the news these days, but she overhears things sometimes. What should we do?
A: You're right to be careful about what your child hears and sees. Little ones can be frightened by scary images or words on the radio or TV—without understanding exactly what's going on.
Try to watch and discuss the news when your daughter isn't home or is asleep. Or listen in the car when she's not with you, or just read the news silently. If your child asks questions
about the pandemic or another worrisome topic, offer a calm, simple explanation. You might say, "Yes, Grandma and Grandpa are still staying home to be healthy," and then remind her of steps you take to keep her safe.♥
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S
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To provide busy parents with practical ways to promote school readiness, parent involvement, and more effective parenting.
Resources for Educators,
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© 2020 Resources for Educators, a division of CCH Incorporated and your youngster might work on a castle while her little brother paints rolling green hills in the background.
Create a hideaway.
Your child will see that she can make a bigger fort
if everyone works together. Gather sheets and blankets, and brain-
storm ideas. Your youngster may suggest using the back of the
couch to hold up one side. And you might propose draping a blanket
over a card table to make a "tunnel"
between sections. As you build, communicate with each other: "I'll hold this side of the sheet while you get heavy books to put on it." Celebrate your teamwork by hanging out in your fort.♥
I'm an author
Creating these mini homemade books will give your youngster early writing practice and help him see himself as an author.
Materials: scissors, paper, pencil, crayons or markers, stapler
Cut paper into fourths to make pages for his books. Together, brainstorm simple books he could write, and make a list of ideas. Examples: book of colors, alphabet book, counting book, animal "encyclopedia."
Now your child can draw pictures on separate pages. Maybe he will draw something of a different color (red apple, yellow sun, green dragon) on every page. If he makes an animal encyclopedia, he might fill the pages with his favorite animals (dog, koala, dolphin). Help your youngster label each picture—he could say the words and write letters for the sounds he hears.
Finally, he can make a cover with a title and his name as the author. Staple the pages together, and invite him to read his book to the whole family and to himself at bedtime.♥
Teachers ♥ volunteers
Volunteering with your child's school may look different this year, but his teacher will still appreciate your help. Consider these ideas.
1. Ask the teacher what she needs, and choose a job that's a good fit for you.
If you're tech-savvy, for instance, maybe you could work on the class website. Share your ideas, too. You might offer to do a curbside pickup at the public library or send in cleaned recyclables for craft projects.
2. Recruit more volunteers. Many parents would be happy to help but don't know where to start or think it's not possible this year. Ask the teacher if she'd like you to email other parents and suggest ways they can volunteer if they are able. You'll likely find parents with a variety of skills and interests that the teacher could use.♥ | <urn:uuid:99c2c52b-341d-4c04-ab28-6d56d5db0a0a> | CC-MAIN-2021-17 | https://www.wcesc.org/media/Preschool/EY_Jan2021.pdf | 2021-04-12T03:05:33+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00199.warc.gz | 1,192,692,414 | 1,631 | eng_Latn | eng_Latn | 0.998779 | eng_Latn | 0.998794 | [
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ECONOMIC OPPORTUNITIES OF CUTTING CARBON POLLUTION AND CLIMATE CHANGE IN Arkansas
THE IMPACT OF POLLUTION AND CLIMATE CHANGE IN ARKANSAS
Recent incidents in Arkansas provide a reminder of the economic and public health impacts of extreme weather. Although we cannot say that climate change is directly responsible for any individual event, such change is already increasing our risks from these events.
n Arkansas has been declared a disaster area 23 times since 2000 due to severe storms, winter snowstorms, tornadoes, flooding, and damage from Tropical Storm Ike. 6
n In 2011, Arkansas's power plants and major industrial facilities emitted 38 million metric tons of carbon dioxide, ranking the state 25th in carbon pollution among all the states. 4
n In 2012 in Arkansas, excessive heat broke records in 22 counties, and heavy rainfall broke precipitation records in 5 counties. The state saw heavy snowfall break records in 19 counties, and during dry months the state endured 51 large wildfires. 5
Kelly Henderson email@example.com
(202) 289-2401
switchboard.nrdc.org/
blogs/khenderson
n Climate change will worsen smog and will cause plants to produce more pollen, increasing respiratory health threats, particularly for people with allergies and asthma. Fifty-five Arkansas counties have ragweed pollution, six have unhealthy smog levels, and three counties suffer from both. 7
n The American Lung Association gave Pulaski County—the most populous county in the state—a failing grade for ozone pollution in 2009. 8,9
n Statewide, asthma sickens an estimated 60,000 Arkansas children and 212,000 adults a year. 10
www.nrdc.org/policy www.facebook.com/nrdc.org www.twitter.com/nrdc
CLIMATE CHANGE: THE KEY ENVIRONMENTAL CHALLENGE OF OUR TIME
$1,100 per taxpayer
Rising Temperatures Are a Health
It is driving extreme weather.
Concern. In Arkansas, asthma sickened 60,757 children and 212,590 adults in 2011, according to the American Lung Association. 1 Climate change, driven by rising pollution levels, leads to higher concentrations of ground-level ozone, a chief component of smog, which aggravates asthma.
In 2012, there were 3,527 monthly weather records broken for heat, rain, and snow in the United States, according to information from the National Climatic Data Center (NCDC). That's even more than the 3,251 records smashed in 2011—and some of the newly broken records had stood for 30 years or more. 2
It is imposing grievous and growing costs. In 2012 alone, crop losses, flood damage, wildfires, and other climate-related disasters cost our country more than $140 billion. The American public picked up the lion's share of the tab, to the tune of $1,100 per taxpayer. 3
…BUT WE CAN ADDRESS IT, WITH GREAT BENEFIT TO OUR FUTURE GENERATIONS AND ECONOMY
ARKANSAS LEADS ON CLEAN ENERGY, AND ECONOMIC Opportunity LIES AHEAD
Already, Arkansas's clean energy policies and growing energy efficiency and renewable energy industries have provided big benefits to the state. And there are tremendous economic opportunities that lie ahead from cutting carbon pollution. 11
n There is untapped solar energy potential in the state's best-known business, Walmart. It has more solar capacity than 38 states. 17
n Arkansas was home to 33,420 green energy jobs in 2011, according to the Bureau of Labor Statistics. 12
n The pace of green job growth continues. The state received more than $830,000 in grants from the U.S. Department of Agriculture to make energy efficiency improvements. 13
n More than half of Arkansas's land is covered by commercially owned forests, and the state's forest industries already generate 50 percent of their energy from wood waste and mill residues. 14
n The Arkansas Energy Office estimates that local biomass power could generate 19.8 billion kilowatt-hours of electricity each year. That's enough to power nearly 2 million average homes—a whopping 50 percent more than the electricity currently consumed by all of Arkansas's homes put together. 15
n While Arkansas has significant untapped wind power potential, it is sharing in the economic benefits of the growing wind energy industry. Little Rock is home to LM Wind Power, the world's leading supplier of rotor blades for wind turbines. As of the end of 2012, the company employed 5,122 people worldwide. 16
BENEFITS FOR ARKANSAS FROM ACTING ON CARBON POLLUTION
The carbon reductions are possible under a plan in which Arkansas and other states and their power companies meet national carbon standards using flexible approaches to conform to state-specific limits on carbon pollution in a way that best fits their energy needs and resources. NRDC selected a respected firm, Synapse Energy Economics, to analyze the impact of its power plant plan on jobs, electricity costs, and GDP. Synapse found that NRDC's proposal could create 210,000 new jobs nationwide, mainly in clean energy, while helping Americans save an average of $.90 per month on their electricity bills and helping the economy. 19
Because the bulk of investment in energy efficiency focuses on making our buildings and homes more efficient, such investment creates a lot of jobs that require a broad range of homegrown expertise, in industries that have been especially hard hit by the recent recession. There will be greater demand for electricians, heating/air conditioning installers, carpenters, construction equipment operators, roofers, insulation workers, industrial truck drivers, construction managers, and building inspectors.
"We have to act with more urgency—because a changing climate is already harming western communities struggling with drought, and coastal cities dealing with floods. That's why I directed my administration to work with states, utilities, and others to set new standards on the amount of carbon pollution our power plants are allowed to dump into the air. The shift to a cleaner energy economy won't happen overnight, and it will require tough choices along the way. But the debate is settled. Climate change is a fact. And when our children's children look us in the eye and ask if we did all we could to leave them a safer, more stable world, with new sources of energy, I want us to be able to say yes, we did."
—President Barack Obama, 2014 State of the Union Address
With those words, the president made it clear that Arkansas residents and all Americans have an obligation to future generations to address the key environmental challenge of our time. The president has laid out a comprehensive National Climate Plan to curb pollution, expand clean energy, and make our communities more resilient. The plan also presents a tremendous economic opportunity for businesses, communities, states, and our country.
THE PRESIDENT'S CLIMATE PLAN AIMS AT THE HEART OF THE PROBLEM
NRDC'S CARBON POLLUTION SOLUTION HELPS CURB CLIMATE CHANGE
Electric power plants are the largest source of the dangerous carbon pollution that is driving climate change and extreme weather. Each year in the United States, these plants release about 2.4 billion tons of carbon pollution into the air, accounting for about 40 percent of our nation's carbon footprint. Today we limit the amount of arsenic, mercury, and soot these plants emit. But, astonishingly, there are no limits on carbon pollution. That is wrong and it must change. The president has directed the U.S. Environmental Protection Agency to end the limitless dumping of carbon pollution from these power plants. Under the Clean Air Act, the EPA has both the authority and the responsibility to reduce carbon pollution, and it should move forward to help protect future generations. 18
In December 2012, the Natural Resources Defense Council unveiled a proposal showing how the EPA can cut carbon pollution from the nation's power plants 26 percent by 2020 and 34 percent by 2025. These carbon reductions would generate between $25 billion and $60 billion in benefits through avoided climate change impacts and avoided pollution-related illnesses and deaths. They would cost industry about $4 billion, or just 1 percent of revenues. That means we could see up to $15 in climate and health benefits for every $1 invested. These reductions, at low cost with big gains, are achieved through a program that:
n Sets carbon intensity–based emissions standards for all large fossil-fueled power plants, taking into account differences in emissions starting points among the states.
n Allows states to choose what policies to implement in order to meet the standards, including cleaning up existing power plants, shifting power generation to plants with lower emissions or none at all, and improving the efficiency of electricity use.
n Charts a path to affordable and effective emissions reductions by tapping into the ingenuity of the states and leveraging their existing efforts to reduce pollution and provide more clean energy options.
n Can be implemented using the authority the EPA has now under the Clean Air Act.
ENDNOTES
1 American Lung Association, 1 "Estimated Prevalence and Incidence of Lung Disease," American LungAssociation, April 2013, http://www. lung.org/finding-cures/our-research/trendreports/estimated-prevalence. pdf.
2 NRDC, "Extreme Weather Map Shows 3,527 Monthly Weather Records Shattered in 2012," NRDC, January 2013, http://www.nrdc. org/media/2013/130115.asp. NRDC, "Extreme Weather Map 2012," andhttp://www.nrdc.org/health/extremeweather/.
3 "Who Pays for Climate Change,?" NRDC, May 2013, http://www. nrdc.org/globalwarming/taxpayer-climate-costs.asp.
4 Van Atten, C., Saha, A., and Reynolds, L., "Benchmarking Air Emissions of the 100 Largest Electric Power Producers in the United States," M.J. Bradley & Associates, May 2013, page 33, http://www. mjbradley.com/sites/default/files/Benchmarking-Air-Emissions-2013.pdf.
5 NRDC, "Extreme Weather and Arkansas," www.nrdc.org/health/ extremeweather/default.asp.
6 Federal Emergency Management Agency, "Disaster Declarations for Arkansas," http://www.fema.gov/disasters/grid/state-tribalgovernment/61?field_disaster_type_term_tid_1=All.
7 NRDC, "Climate Change Health Threats in Arkansas," www.nrdc.org/health/climate/ar.asp.
8 Ibid.
9 Harvard Center for Health and Global Environment., "Climate Change and Health in Arkansas," 2009.
10 American Lung Association, "Estimated Prevalence and Incidence of Lung Disease, April 2013; http://www.lung.org/finding-cures/ourresearch/trend-reports/estimated-prevalence.pdf.
11 NRDC, "Renewable Energy for America: Arkansas:," http://www. nrdc.org/energy/renewables/arkansas.asp#footnote2
12 Bureau of Labor Statistics., "Green Goods and Services (GGS) Employment by State, Annual Averages," http://www.bls.gov/news. release/ggqcew.t04.htm.
13 Clean Energy Works for UsS, "How Clean Energy Works for website: Arkansas,": http://cleanenergyworksforus.org/states/arkansas/.
14 Langholtz, M., et al., Arkansas biomass potential, Wood to Energy"Arkansas: Saline and Union Counties," Wood to Energy, Community Economic Profile: http://www.interfacesouth.org/products/ wood-to-energy/biomass-ambassador-guide/community-profiles/CEP_ Arkansas.pdf.
15 Arkansas Economic Development Commission Energy Office, "Biomass,": http://arkansasenergy.org/solar-wind-bioenergy/bioenergy/ biomass.aspx.
16 LM Wind Power profile: "More Than 160,000 Wind Turbine Blades in 30 Years," LM Wind Power, http://www.lmwindpower.com/About-Us.
17 Richard, M.G., "Walmart Has More Solar Capacity Than 38 U.S. States," Treehugger.com:, October 28, 2013, http://www.treehugger. com/renewable-energy/walmart-more-solar-power--capacity-38-us-states. html?utm_campaign=2013-11-01-CEBN.html&utm_medium=email&utm_ source=Eloqua.
18 NRDC, "Using the Clean Air Act to Sharply Reduce Carbon Pollution from Existing Power Plants," December 2012, www.nrdc.org/air/pollutionstandards/.
19 Johnson, L.T., and Lashof, D., "Less Carbon, More Jobs, Lower Bills," NRDC, July 2013, http://www.nrdc.org/globalwarming/files/lesscarbon-more-jobs-IB.pdf. | <urn:uuid:4f69b601-8ef7-4a0b-9144-7fb221f8616c> | CC-MAIN-2021-17 | https://www.nrdc.org/sites/default/files/carbon-pollution-state-jobs-AR.pdf | 2021-04-12T05:13:44+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00197.warc.gz | 1,029,078,379 | 2,745 | eng_Latn | eng_Latn | 0.868302 | eng_Latn | 0.989417 | [
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Week of January 17 th , 2021 - Discussion Questions for Ohana Groups Ears To Hear "Compassionately" l Luke 10:25-37
Overview
One of the greatest challenges to "hearing" God's Word is "obeying" God's Word. There is often a "mission gap" between our heart and hands. The parable of the Good Samaritan teaches us how to live out God's Word in a tangible and powerful way.
OHANA TIME!
Icebreaker: Have you ever helped a stranger in distress? What happened?
Ohana Time! (this is an opportunity to be creative and to try out new things as an Ohana Group! Feel free to include children): Act out the parable!
BIBLE: Read Luke 10:25-27
1. Identify all the people and characters in the parable that appear in this passage.
2. Why does Jesus answer the question with a story instead of a straight answer?
3. Why did the priest and Levite pass by without helping the beaten man?
4. How does the Good Samaritan go above and beyond to help the beaten man?
5. Given the divisions between Jews and Samaritans, what is unusual about the plot twist in this story?
6. In light of this parable, who would you say is your "neighbor?"
7. If the Good Samaritan came to your city or neighborhood, what would he do about the problems in the community?
8. Who has been a Good Samaritan in your life? Share testimony.
9. How does this passage relate to the preceding passage (Luke 10:1-24), where Jesus sends out the seventy-two disciples?
APPLICATION
Jesus' response to the question, "Who is my neighbor?" is "be a neighbor to all." Loving God equals loving showing compassion to all, however different they may be from you. Think outside the box and consider those who are most unlikely to be your neighbors. What kind of prejudices might you hold? Have you become "numb" towards certain kinds of neighbors? To whom will you be a Good Samaritan this week?
How can you Ohana Group function as a Good Samaritan? What is one way you can serve together as a group this semester?
PRAYER
1. Pray that "listening" to God's Word will always result in "obeying" God's Word, however challenging or costly.
2. Pray for your "neighbors" and pray for opportunities to be a Good Samaritan this week.
3. Pray for obedient faith that is able to bridge the "mission gap."
Got questions or need help? Call or Email John Barrow
(808)-841-7022 or firstname.lastname@example.org | <urn:uuid:16eaafb9-a919-4930-a1cd-45b884f37d4c> | CC-MAIN-2021-17 | https://www.kalihiunion.org/wp-content/uploads/2021/01/2021-A3_Hearing_Compasson_ohana.pdf | 2021-04-12T02:51:03+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00203.warc.gz | 959,083,812 | 565 | eng_Latn | eng_Latn | 0.997681 | eng_Latn | 0.997681 | [
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Decision Structure and Boolean Logic
Python
If Statement
The if statement is used to create a decision structure, which allows a program to have more than one path of execution. The if statement causes one or more statements to execute only when a Boolean expression is true.
General Format of Decision Structure
Simple Decision Structure
Relational Operators
```
1) Check the Operators x=1 x>=1 This is an expression True Use of if sales=5000 if sales==5000: print(sales) 2) Perform the problem. Calculate the average Test Score. high score=95 test1 = int(input('Enter the score for test 1:' )) test2 = int(input('Enter the score for test 2:' )) test3 = int(input('Enter the score for test 3:' )) # Calculate the average test score. average = (test1 + test2 + test3) / 3 # Print the average. print('The average score is', average)
```
```
# If the average is a high score, # congratulate the user. if average >= high_score: print('Congratulations!') print('That is a great average!')
```
3) If-else statement
An if-else statement will execute one block of statements if its condition is true, or another block if its condition is false.
General format of if-else Structure
Eg.
sales=5000
if sales==5000:
print(sales)
else:
print("this is alternative")
4)
Comparing Strings
Python allows you to compare strings. This allows you to create decision structures that test the value of a string.
>>> name1='mary'
>>> name2='mark'
>>> if name1==name2:
print('the names are the same')
else:
print('the names are not same')
Nested if-elif-else statement To test more than one condition, a decision structure can be nested
```
inside another decision structure. number = int(input('Please input a number in the range of 1 through 7: ')) if number == 1: print('Monday') elif number == 2: print('Tuesday') elif number == 3: print('Wednesday') elif number == 4: print('Thursday') elif number == 5: print('Friday') elif number == 6: print('Saturday') elif number ==7: print('Sunday') else: print('Error') Examples: mass = float(input('Please enter an object\'s mass: ')) weight = mass * 9.8 if weight > 500: print('It is too heavy.') elif weight < 100: print('It is too light.') else: print(weight, 'N', sep='')
```
5) Logical operators
```
>>> if not(temp>100): print("this is true") 6) Short Circuit Evaluations If ist sub expression if false other sub expression will not checked But in OR if ist expression is true other will not checked. Boolean Variable A Boolean Variable can reference one of two values: True or False A flag is a variable that signals when some condition exists in the program. When the flag variable is set to False, it indicates the condition does not exist. When the flag variable is set to True, it means the condition does exist. Sales=4000.0 if Sales>=5000.0: sales_quota=True else: sales_quota=false 7) Nested Loops A condition-controlled loop uses a true/false condition to control the number of times that it repeats. A count-controlled loop repeats a specific number of times number = float(input('Enter a positive number or enter a negative number ' 'if you want to end: '))
```
total = 0
while number > 0:
```
total += number number = float(input('Enter a positive number: ')) print('The sum is', total) Example to perform # This program assists a technician in the process # of checking a substance's temperature. # Create a variable to represent the maximum # temperature. max_temp = 102.5 # Get the substance's temperature. temperature = float(input("Enter the substance's Celsius temperature: ")) # As long as necessary, instruct the user to # adjust the thermostat. while temperature > max_temp: print('The temperature is too high.') print('Turn the thermostat down and wait') print('5 minutes. Then take the temperature') print('again and enter it.') temperature = float(input('Enter the new Celsius temperature:')) # Remind the user to check the temperature again # in 15 minutes. print('The temperature is acceptable.') print('Check it again in 15 minutes.') 8) For Loop : Count controlled Loop Example print('I will display the numbers 1 through 5.') for num in [1, 2, 3, 4, 5]: print(num) 9) Using Range functions with for loop >>> for x in range(5): print(x) Eg. for number in range(1,11): square=number**2 print(number, '\t', square)
```
>>> for num in range(1,10,2):
print(num)
Highest to Lowest range(10,0,-1)
10, 9 , 8, 7, 6 ,5,4,3,2,1
10) Nested Loops A loop inside another loop is nested loop
>>> for hours in range(24):
for minutes in range(60):
for seconds in range(60):
print(hours,':', minutes,':', seconds)
11)
Perform the Problem
Print the following
12)
Functions
>>> def message():
print('hello')
print('Friend')
message() | <urn:uuid:cebb0075-656b-4419-8a47-61d043b80164> | CC-MAIN-2021-17 | https://www.ekaim.in/wp-content/uploads/2020/06/Decision-Structure-and-Boolean-Logic.pdf | 2021-04-12T03:15:40+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00197.warc.gz | 855,145,429 | 1,165 | eng_Latn | eng_Latn | 0.895377 | eng_Latn | 0.957335 | [
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Isaac Charles Parker
The youngest son of Joseph and Jane Parker, Isaac Parker, was born on October 15, 1838, in a log cabin outside of Barnesville, Ohio. He attended the local schools and taught himself law. He was admitted to the Ohio bar in 1859 at the age of 21. Shortly thereafter he relocated to St. Joseph, Missouri, There, in 1861, he met and married Mary O'Toole and together they had two children. He earned a reputation as an honest attorney and in 1861 was elected to the office of city attorney.
Parker began a campaign for appointment as judge of the Western District of Arkansas in Fort Smith. On March 18, 1875, President Ulysses S. Grant appointed him to the position. This was a large district which included not only Arkansas, but also the Indian Territory, now known as Oklahoma.
Four days after he took the office, the Civil War broke out. The war caused him to rethink his political positions and he broke with the Democrats and enlisted in the 61st Missouri Emergency Regiment, a home guard unit serving the Union. In 1864, he was elected as a Republican to the position of county prosecutor for the Ninth Missouri Judicial District. In the fall of that year, he cast a vote for Abraham Lincoln as a member of the Electoral College. In 1870, he was elected to the U.S. Congress and easily reelected in 1872. By 1874, the political atmosphere in Missouri had changed to the point he knew he could not be reelected.
At this stage of the Old West this was probably the most lawless section of the country. He arrived in Fort Smith on May 4, 1875, and held court for the first time on May 10, 1875. In his first term, eight men were found guilty of murder and six of them were hung at the same time on September 3, 1875. Of the other two, one was killed during an escape attempt and the other was commuted to life in prison because of his youth.
He was supposed to hold court four terms each year – in February, May, August, and November – but the caseload was so great the terms ran together. He was holding court six days a week and each day lasting up to ten hours. He tried 91 defendants in his first eight weeks. He soon earned the nickname of "The Hanging Judge" from his critics. The people in the Indian Territory loved him and with the help of his 210 deputy U.S. marshals, the territory was being rid of its organized gangs and violent criminals. In actuality, the judge was an opponent of the death penalty, but he was a strict adherent to the letter of the law and when the law required hanging for an offense, the offender hung. In his 21 years on the bench, Judge Parker tried 13,490 cases, 344 of which were capital crimes. Guilty pleas or convictions were handed down in 9,454 of the cases. He sentenced 160 people (156 men and four women) to hang, though only 79 men and no women were actually hung. The rest either died in prison, appealed, or were pardoned. Over half, 109, of his deputies were killed in the line of duty, while they killed more than that many outlaws.
Parker did sometime show sympathy for the criminals who appeared before him. In 1882, Belle Starr was found guilty of horse stealing and only received a sentence of one year in prison. John Overton, found guilty of fraud, was told by Parker: "Go home and sin no more." However, Overton was 98 years old.
In 1889 the Supreme Court judged that people sentenced to death could appeal. Of the 46 people convicted by Parker, who took their cases to Washington, 30 were judged to have been victims of unfair trials. Parker complained that the "appellate courts exist mainly to stab the trial judge in the back." Parker defended himself by arguing "I never hanged a man. The law hanged him. I was only its instrument."
Parker was also ordered by Washington in 1891 to bring an end to public executions. This was followed five years later by the death penalty being abolished.
When the August term of 1896 began, the Judge was too sick to preside over the court. Twenty years of overwork had contributed to a variety of ailments, including Bright's disease. He died on November 17, 1896, of Bright's Disease.
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ARDUINO BASED UV CARE SYSTEM WITH GSM MODULE
Daw Thandar Htwe
Faculty of Computer System and Technology University of Computer Studies, Taunggyi firstname.lastname@example.org
Abstract: As Ozone layer depletes in the stratosphere, the harmful ultraviolet rays are entering to the Earth's atmosphere. As the UV rays are increasing, the dangers of them are greater. So, we need to take care of ourselves much better. The system "Arduino UV Care" acts as a measurement tool and sends the information to the users. This system is designed with the use of the Arduino, the ultraviolet sensor (UVM30A), Nokia 5110 LCD is used to display the UV index from the sun being experienced in a particular place and at a particular time and GSM Sim 900 A Module for sending and receiving messages. The purpose of the system is to prevent people from the dangers caused by high UV index rays as it could lead to things like sunburn, skin cancer etc. It is also measured to guide people, so they can take adequate protective measures, like the use of sunscreens, sunglasses, hats etc. on a day out.
Keywords:
Arduino Uno; UV Sensor; Nokia LCD; GSM Module
1. INTRODUCTION
Nowadays, the numbers of population are increasing day by day. According to the population more space, factor, vehicle, etc are needed for their life. Our world is protected from penetrating of the Sun's UV radiation through the atmosphere. Today the Ozone layer is getting depleted by the chemical and air pollution caused by human activities. The Ozone layer is important because it is just like sunscreen it protects us from a lot of sun.
2. OVERVIEW OF THE SYSTEM
The Arduino UV Care system is about for measuring the UV index in a particular place at a particular time to prevent people from the danger caused by high UV index rays, People are rightly concerned the UV index. It is also measured to guide people, so they can take adequate protective measures, like the use of sunscreens, sunglasses, hats etc. on a day out.
The product is connected with GSM module. By installing the item, many people can take advantages of information concurrently. This system is designed by using Arduino Uno microcontroller, GSM Module (SIM 900A), Nokia 5110 LCD and UV detection sensor. The block diagram of the UV care system is shown in Figure1.
3. SYSTEM REQUIREMENTS AND DESIGN
The components of the system are mainly divided into two types: hardware and software requirements.
3.1. Hardware Requirements
Hardware requirements of the system are shown in Table1:.
Table 1. Component Lists
3.2. Software Requirements
The system requires a program that must be the implement to the microcontroller. Programming language for the Arduino microcontroller is C language. To run the program to the microcontroller needed software that is Arduino IDE.
3.3. System Design
The system design includes software implementation and hardware implementation. Arduino Uno microcontroller, UV Sensor UVM 30A, Nokia 5110 LCD display, GSM SIM 900A Module are used for hardware implementation. C programming language is used for software implementation.
3.3.1. Arduino Uno Microcontroller Board
It is an open source platform used for building electronics projects. It consists of both a physical programmable circuit board and a piece of software, or IDE that runs on your computer, used to write and upload computer code to the physical board. The Arduino platform has become quite popular with people just starting out with Electronics, and for good reason. Unlike most previous programmable circuit boards, the Arduino does not need a separate piece of hardware in order to load new code onto the board you can simply use a USB cable. Additionally, the Arduino IDE uses a simplified version of C++, making it easier to learn to program. Finally, Arduino provides a standard from factor that breaks out the functions of the microcontroller into a more accessible package. An Arduino Uno board is shown in Figure2.
3.3.2. UV Sensor
The UV Sensor show in Figure3 is used for detecting the intensity of incident ultraviolet (UV) radiation. This form of electromagnetic radiation has shorter wavelengths than visible radiation. This module is based on the sensor UVM-30A, which has a wide spectral range of 200nm-370nm. The module outputs electrical signal which varies with the UV intensity.
Specification:
Operating voltage: DC 3-5V
Output voltage: DC 0-1V
Test accuracy: 1 UV INDEXES
Operating Current: type 0.06mA maximum value of 0.1 mA
Response wavelength: 200nm-370nm
It is designed specifically for the needs of high reliability and precision of measuring UV Index (UVI) occasion. It is suitable for measuring the total amount of sunlight UV intensity. It controls the grading standards of the World Health Organization UV Index. This UV sensor is an analog sensor with almost liner output, so it does not output the UV index directly. It's output voltage depends on the UV radiation it detects. So, the higher the UV radiation, the higher the output voltage on its output pin.
3.3.3 Nokia 5110 LCD
The Nokia 5110 display show in Figure 4 is basically a graphic LCD display useful for a lot of applications. It was intended originally to be used as screen for cell phones and was used in lots of mobile phones during the 90's. It displays UV index in digit according to the detect of UV sensor. It uses a low powered CMOS LCD controller/driver PCD8544, which drives the graphic display of size 84x48. In a normal state, the display consumes about 6 to 7mA which makes it quite ideal for low power usage.
Display-Arduino Pin 1 (RST)-D12
Pin 2(CE) – D11
Pin 3(DC) – D10
Pin 4(DIN) – D9
Pin 5(CLK) – D8
Pin 6(VCC) – VCC
Pin 7(LIGHT) – GND
Pin 8(GND) – GND
3.3.4 GSM SIM 900A Module
This module is a breakout and minimum system of SIM900A Dual-band GSM/GPRS module. It can communicate with controller's vis AT commands (GSM 07.07, 07.05 and SIMCOM enhanced AT Commands). This module supports software power and resets. It is a GSM/GPRS based device used for sending and receiving of the messages. A GSM Sim 900A Module is described in Figure 5.
Features
- Based on SIMCOM SIM900Achip
- Dual band GSM/GPRS module
- Serial port circuit with protection
- Control via AT command
- SMS text or PDU mode
- Signal and RING LED indicator
- Compatible with Arduino, Raspberry pi, etc
- Can be directly connected to computer via Serial Port (Use GSM Tester or write your own Software)
Rated operating voltage:5V DC
Package Included
1xSIM900A
- 1xPower Cable
- 1xAntenna
Pin out
- VCC5=5V supply in
- GND=Ground
- 3VT=TXD (Output, 3.3V)
- 3VR=RXD (Input, 3.3V)
- 5VT=TXD (Output, 5V)
- 5VR=RXD (Input, 5V)
- VCC=Unused
- DB9-2=RS232 TX(Output)
- DB9-3=RS232 RX(Input)
4. IMPLEMENTATION OF THE SYSTEM
In this paper, C Programming language is used for implementation the software program to interface the hardware circuit. Proteous Design Suite is just used to implement this paper for simulation before interfacing the C program and hardware circuit design must be interfaced practically by using Proteous compiler to test the operation of the system.
4.1. Flow Chart of the Software System
The "Arduino UV Care" system is a device that measure UV rays from the sensor. The sensor senses UV rays under the sunlight and display the UV Index on the LCD. So that the users can easily know how much the UV rays are increasing. If the device is placed on the public construction, the user can make a phone call to know the UV Index. And then the device can give the information that the basic ways of how to protect themselves.
4.2 Implementation System Design
To build a circuit, we connect Arduino pin 12 to RST pin, pin 11 to CE pin, pin 10 to DC pin, pin 9 to DIN pin, pin 8 to CLK pin of the Nokia LCD. We give 5V to VCC pin of the Nokia LCD.
The BL pin and GND pin of the Nokia LCD are connected to the GND pin of the Arduino. And then we connect GND pin of the UV Sensor to the GND of the Arduino and VCC pin join to the 5V of the Arduino. The A out pin of the UV Sensor is connected to the A0 of the Arduino. Finally, we connect GSM Module (RX, TX) pin to the Arduino pins of 5 and 6. The schematic diagram of the system is shown in Figure 7 using the simulation tool Protecus.
When the user desires to know the UV index, they make the phone call to the device. The current UV index is replied with the SMS message to user's mobile phone as shown in Figure 8.
5. CONCLUSION
It's a good choice to design UV care to prevent from UV's dangers. By using this system, we can be aware of skin cancer, corneal damage, muscular degeneration, suppression of immune system to diseases and DNA damage etc. By using our system, they can take necessary precaution before going out in the UV rays. Health is the most important part for human. Our system is about using with GSM SIM 900A module, which can send message to our users.
6. ACKNOWLEDGEMENTS
The author thanks Dr. Nang Kaythi Hlaing for useful discussions. This research was supported in part by grant Dr. Hsu Mon Maung.
7. REFERENCES
[1] Gunther Gridling.and Bettina Weiss,Introduction to microcontroller (Courses 182.064& 182.074)Vienna University of Technology Institute of Computer Engineering Embedded computing Systems Group,February 26,2007,Version 1.4.
[2] Mike McRoberts, Arthshine Design Arduino Starts Kit Manual-A Complete Beginners Guide to the Ardino, Published 2009 by Earthshine Design.
[3] Theme, This version of our tutorials in English language is a new one (April 2016)
[4] Bruce Bugbee, UV SENSOR, Apogee Instruments, Inc, June 2013.
[5] Dr.Longmont, GSM/GPRS Module (User Manual), Link Sprite Technologies, Inc.1410 Cannon Moutain, email@example.com,September 2008.
[6] Lady ada, Nokia 5110/3310 Monochrome LCD, Adafruit Industries, https://learn.adafruit.com/ nokia5110-3310-monochrome, Aug 2018
[7] Deva Kumar, Pusan National University, Shyam Akashe, ITM University, Implementation of GSM Based Security System with IOT Application, http://www.4shared.com/file/rwyHmtGOba/GSM_ utility.html
[8] Jeremy Blum, Exploring Arduino Tools and T echniques for Engineering Wizardry 1st Edition | <urn:uuid:1281d499-05d3-4bef-9d42-970aa2973d15> | CC-MAIN-2021-17 | https://www.ucstgi.edu.mm/storage/2020/10/UJSER_ThandarHtwe.pdf | 2021-04-12T04:07:44+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00204.warc.gz | 1,160,801,480 | 2,431 | eng_Latn | eng_Latn | 0.862198 | eng_Latn | 0.992143 | [
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Doll making: yarning with Elders about motherhood
Loretta Weatherall 1,2 , Pearl Slater 2 , Jessica Bailey 2 , Kym Rae 2,3
1Mothers and Babies Research Centre, Faculty of Health, University of Newcastle; 2Gomeroi gaaynggal Centre, Faculty of Health, University of Newcastle; 3 Department of Rural Health, Faculty of Health, University of Newcastle
Introduction: The Gomeroi gaaynggal centre offers an Artshealth program that is designed for young Aboriginal mums. The centre is a cultural space and a safe environment to make the mums feel comfortable. Respect of the Elders and their knowledge is an important part of Aboriginal traditions and spiritual practice. The mums that attend the Gomeroi gaaynggal Centre often don't have their Elders around because they have either moved here from their own community or all of their Elders have passed on. These women miss the presence of Elders in their lives.
Aim: To make an educational DVD about female Aboriginal cultural practices.
Methods: All Elders groups in Tamworth and Walgett were consulted and all agreed it was a good idea. We thought that instead of just sitting and yarning, we could to yarn while making dolls that had stories. The doll making project gave Elders a starting point to telling their own stories. Their doll represented a person in their own lives and Elders were interviewed and filmed about their doll and lives in order to make an educational DVD about Aboriginal cultural practices. Doll making occurred weekly over a period of time with both Elders and mums together.
Results: The Elders and mums reported that they really enjoyed making the dolls and many have continued their doll making. The doll making project opened up a lot of the discussion of their upbringing, motherhood, what bush medicine and food they used and ate. The DVD will be used as a cultural learning tool for all of our young mums, school and health students.
Conclusion: Elders and mothers have requested the continuation of the doll making. Video from the doll making will be presented at this conference. | <urn:uuid:36d71685-37a4-4022-a6ff-a62aa86a4713> | CC-MAIN-2021-17 | http://www.ruralhealth.org.au/13nrhc/images/abs_Weatherall%2C%20Loretta.pdf | 2021-04-12T04:25:58+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00206.warc.gz | 166,492,450 | 439 | eng_Latn | eng_Latn | 0.997211 | eng_Latn | 0.997211 | [
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Church History 101 Lesson 13 Early Missions
Key Concepts: From the moment that the church was born on Pentecost it understood its mission to be that of telling the story of God's love shown in and through the Good News of Jesus Christ. This mission led to the conversion of people both inside and outside of the Roman Empire.
The Story: in this article we will take a very cursory look at the manner in which Christianity spread not only throughout the Roman Empire but also throughout the world. Between the end of Paul's life (around 64 CE) and the legalization of Christianity in 313 estimates are that almost 10% of the population of the Roman Empire had become Christian. We can see this in that by the year 100 there are reports of Christians in Monaco, Algeria and Sri Lanka. By the year 200 there were Christian communities in Portugal, Morocco, Britain, Austria, southern France, India, the Persian Empire, China, North Africa and Japan. By the year 500 there are bishops and churches in what is now Afghanistan, Uzbekistan and Yemen.
There are some remarkable stories of the earliest missionaries and we will examine a few of them. The first is woman named Nino (now St. Nino) who lived around 296-340). Nino was the child of a Roman family and was related to St. George (yes of the dragon killing fame). She went to what is now the nation of Georgia (ancient Iberia) where the people worshiped the Persian gods. While there she converted the queen, Nana. This led to the conversion of the King, who according to tradition, while lost prayed to Nino's god and was saved. The King, Mirian III eventually declared Christianity to be the religion of his empire. An interesting fact is that in the nation of Georgia, Nino is one of the most popular names for girls.
The second was a man by the name of Ulfilas (311-383). He was born to parents who were Greek but were taken as captives by the Goths (a Germanic tribe that ranged from Sweden into Greece). Raised as a Goth, we are not sure when he became a Christian, but when he did he became an Arian Christian (meaning he did not believe in the divinity of Jesus). He was also fluent in Greek and Latin and used that knowledge to create a written language for the Goths and then translate the Bible from Greek into Gothic (fragments of his original work still exist). During that time he was ordained as a bishop and converted many of the Goths to Arian Christianity.
The next three are Ninian who lived in the 4 th to 5 th century, Palladius (408-431) and Columba (521-597). They are credited with taking the Gospel to the Pictish people. The Picts were a tribal confederation that lived in what is now northern Scotland from the Iron Age until about the 10 th century. Their religion had been a Celtic polytheism. Under these missionaries the Picts slowly become Christian. Columba is also the founder of the Presbyterian? training center on Iona.
The last of the missionaries we will look at is Patrick who is considered to be the founder of Christianity in Ireland. There are no firm dates for his life but he lived in the mid fifth century. As a child he was not an active Christian. At the age of 16 he was captured and enslaved by Irish Pirates. After six years he made his escape and returned to Britain. He began to develop his faith, ultimately studying in Europe before returning to Ireland. As an outsider his life was constantly at risk, yet he managed to baptize thousands of converts and ordain priests to found new communities. There are some wonderful legends about Patrick including his using the shamrock to teach about the Trinity and his banishing all the snakes from Ireland.
Questions:
1. How do these stories help you better understand the spread of Christianity?
2. Does any of this information surprise you? Why or why not?
3. How have you made an effort to share your faith with someone else? | <urn:uuid:5803d931-31a2-4ec3-bc2e-ad77f40f5dd6> | CC-MAIN-2021-17 | https://www.fpcbirmingham.org/uploads/2/2/3/0/22303298/lesson_13_early_missions.pdf | 2021-04-12T04:15:35+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00204.warc.gz | 881,416,882 | 871 | eng_Latn | eng_Latn | 0.998753 | eng_Latn | 0.998753 | [
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Park View High School Semester Economics Syllabus 2019-2020
Instructor Information
Names: Nicholas Bailey, Christine Ramsis, Michael Vereb
Email Addresses: firstname.lastname@example.org, email@example.com,
firstname.lastname@example.org
1. Course Description:
This course provides an understanding of the basic principles, concepts, terminology and policies in economics. The primary focus is on the American economic system and its relationship to the goals and values of the American society.
Attention is given to a basic understanding of the principles of the free enterprise system and its necessary limited government regulation. An awareness of macroeconomics and economic analysis and reasoning through the examination of such topics as scarcity, production, the market system, the essential characteristics of capitalism, supply and demand, business, labor, money and banking, the measurement of economic activity and government economic policy. Also, the relationship of government and economics will be described in terms of multiple types of economic systems.
The Textbook for this course is:
Understanding Economics
2. Curriculum objectives to be covered:
Students need a strong foundation in economics and personal finance to function effectively as consumers, workers, savers, investors, entrepreneurs, and active citizens. The Standards of Learning for Economics and Personal Finance present economic concepts that help students interpret the daily news, understand how interdependent the world's economies are, and anticipate how events will impact their lives. The understanding of how economies and markets operate and how the United States' economy is interconnected with the global economy, prepares students to be more effective participants in the workplace. On a personal level, students learn that their own human capital (knowledge and skills) is their most valuable resource and that investing in education and training improves the likelihood of their future economic success.
The Standards of Learning for Economics and Personal Finance also help students develop thinking skills that include analyzing real-world situations, economic reasoning, decision making, and problem solving. The topics of economics and personal finance teach that resources are limited; thus, people must make choices that may include substitutions or alternatives. Students practice using a set of tools for analyzing choices of all types, including those related to personal finance. Students learn the benefits of compound interest over time and that poor money management can lead to difficulty in obtaining credit. Students practice weighing costs and benefits of options when making choices about such things as careers, insurance, housing, investments, savings, automobiles and health care. Students practice these skills as they extend their understanding of the essential knowledge defined by the Standards of Learning for Economics and Personal Finance.
3. Course Outline by Quarter:
First Quarter:
* Economic Principles - Costs vs. Benefits, Scarcity Forces Tradeoffs, Thinking at the Margin, Future Consequences Count, Markets Coordinate Trade, Trade Makes People Better Off, and Incentives Matter
* Production Possibilities Frontier - examining the marginal costs and marginal benefits of movement along the Production Possibilities Frontier
* Economic Systems - Traditional Economy, Command Economy, Market Economy, and Mixed Economy
* Gains From Trade - Voluntary Exchange, Specialization, Absolute Advantage, and Comparative Advantage
* Measuring the Economy - understanding and interpreting Gross Domestic Product, Unemployment Rate, and Inflation
Second Quarter:
* Supply & Demand - understand the relationship between price, quantity supplied, and quantity demanded.
* Markets, Equilibrium, & Prices - explain how the interaction of supply and demand determines equilibrium price.
* Market Structures - Perfect Competition, Monopolistic Competition, Oligopoly, and Monopoly.
* Money and Banking - three functions and six characteristics of money.
* OTTW Project, Post-High School Blueprint
o Students will make a decision about whether attending college is the best choice for them and justify their choice.
o Students will create a presentation that compares all of the costs and all of the benefits of a college education.
* Business Organizations - Sole proprietorship, Partnership, Corporation, Franchise, and Nonprofit.
* Government & the Economy - understand the role of government in a market economy and apply knowledge of economic goals to the role of government in our economy.
* Globalization – Advantages and disadvantages of the worldwide trend.
4. Common Cohort Grading Policy:
Grades are determined on a straight point system based on the following items:
* Homework, classwork, activities/simulations: 5-10 points
* Quizzes: 50 points
*
Unit Tests: 100 points
* Projects: 50 points
Retake Policy:
Students will be provided multiple opportunities, if needed, to demonstrate mastery through a variety of assessments. There will be a quiz every 2 chapters, and a unit test covering 4 chapters. The unit test is divided into two sections covering the earlier quizzes, and counts as an automatic retake. If the unit test grade shows a improvement or mastery of the earlier chapters and course content, the unit test score on that particular section will replace the earlier quiz score and count as a retake.
5. LCPS Grading scale:
A+ 98-100 C 73-76
A 93-97 C- 70-72
A- 90-92 D+ 67-69
B+ 87-89 D 63-66
B 83-86 D- 60-62
B- 80-82 F 59 and below
C+ 77-79
Classroom Procedures and Expectations:
It is an expectation that all students will treat their teacher and classmates with respect. Students must follow all rules as prescribed in the LCPS Student Rights and Responsibilities Book
(http://lcps.org/Domain/3414). If students are having issues with appropriate conduct and interaction they may be asked to stay with the teacher to review appropriate behavior. Further inappropriate conduct may require a referral to the administration.
7. Materials needed for class:
* Laptop
* Writing utensil
8. Contact information:
Teachers will respond to email within 24 hours and can be reached through the school phone from 8:30 am - 4:00 pm on school days at (571) 434-4500.
Mr. Bailey- email@example.com
Ms. Ramsis- firstname.lastname@example.org
Mr. Vereb- email@example.com
9. Extra Help:
Before and After school tutorial sessions are available by appointment with individual teachers. After school activity buses are provided on Tuesday, Wednesday, and Thursday.
10. Late Work Policy:
Late work will be accepted through the end of the quarter in which it was assigned. It is in the best interest of the student to complete all missed work upon returning to school. Content moves quickly and making up work late can prove difficult. Work will be accepted until 4:15 pm on the last day of each quarter. Late work will be graded at full value if pre-approved by teacher.
11. Make-up Work Policy per LCPS:
Whenever a student is absent, whether an excused or unexcused absence or a suspension absence, if the principal requires make-up work, a reasonable amount of time, consistent with the length of the absence, will be given the student to make up the work missed. Upon return from absence, the student is responsible to initiate immediate action to make up the work. Upon such request of the student, the teacher is responsible to provide assignments, tests, and other work that must be made up and to inform the student clearly when make-up work for which grades will be given is due. Failure to complete such make-up work within the time allowed will result in a failing grade for those assignments, tests, or other work. Make-up work turned in within the time allowed will be graded on the same basis as other work.
12. Academic Honor Code:
Park View's goal is to promote a community of trust that will enhance student achievement and learning. Students who accept responsibility for their own academic integrity learn and take pride in genuine achievement. As members of the Park View community, we are dedicated to honesty, integrity, and doing the right thing, even when no one is watching. The Park View Honor Code represents expectations of behavior that are aligned with effectively preparing community members for success in a global society.
The Park View Honor Council oversees all Honor Code violations. Students have the right to appeal any violations, as long as their appeal is submitted to the Honor Council within seven calendar days of violation notification. The entirety of the Honor Code can be found on the PVHS homepage under Site Shortcuts and/or Our School at: http://www.lcps.org/pvhs | <urn:uuid:89eba4fa-c849-44b6-93ef-c78d2f7087f7> | CC-MAIN-2021-17 | https://www.lcps.org/cms/lib/VA01000195/Centricity/Domain/15172/PVHS%20Semester%20Econ%20Syllabus.pdf | 2021-04-12T03:52:36+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00203.warc.gz | 978,757,090 | 1,774 | eng_Latn | eng_Latn | 0.983659 | eng_Latn | 0.99431 | [
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STRATFORD PUBLIC SCHOOLS
Stratford, Connecticut
"Tantum eruditi sunt liberi" Only the Educated Are Free
English IV: AP English Language and Composition / UCONN ECE English
Jill Marie Veteri
Dr. Janet Robinson Superintendent of Schools
Elaine Watson Assistant Superintendent
COURSE DESCRIPTION
* ENGL 1010, Seminar in Academic Writing, offers instruction in academic writing through interdisciplinary reading. This course emphasizes interpretation, argumentation and reflection and includes revision of formal assignments and instruction on grammar, mechanics, and style.
* English 1010 emphasizes the intellectual purposes and discursive formations of academic writing. The course will engage students in the work of academic inquiry through the interpretation of difficult texts, participation in the issues and arguments that animate the texts, and reflection on the significance for academic and general culture and for themselves of the critical work of reading and writing. Assignments in this course highlight the work that writing does in academic, literary, and general culture, and they are arranged in sequences as a series of intellectual tasks.
* In addition to achieving some specific writing goals, such as the ability to write critical essays that demonstrate a thoughtful engagement with complex readings of some length that reflect points of view on material new for the students, this class is designed to help students develop, through revision and reflection, an understanding of themselves as writers and thinkers. Consequently, no matter how strong or weak students may be as readers and writers when the begin the class, they should all be more powerful and self-aware writers, readers, and thinkers by the end of the course.
* This course stresses the value of revision as a means of achieving depth of understanding in reading and coherence, clarity, and control in writing. Revision is, so to speak, where the action is in writing for it is through revision that we develop a more nuanced understanding of the texts under consideration and the shared world the texts draw us into. We might think of reading and writing as a kind of conversation between the text and the reader about a world that both text and reader are in the process of understanding. Rather than promoting an adversarial or exclusively evaluative model of writing, with such questions as "What are the weaknesses of the author's argument?" or "Do you agree or disagree with the author's position?" (although such questions could certainly be part of a series of questions), the seminars should encourage students to think of themselves as participants–as they, in fact, are–in a collaborative process of questioning and discovery, at times working with and at other times working against the views and voices in the readings and among other students in the class.
* This is a college course designed to meet the requirements of UConn's "English 1010: Seminar in Academic Writing through Nonfiction." Students who successfully complete this course (earning a grade of C or better) will receive credit for completing Freshman English at UConn.
WRITING EXPECTATIONS
* Students will frequently be called upon to edit and revise (both independently and in peer groups) their work and that of their peers.
* The writing process is a crucial element of this course. One draft is never enough. To that end, students are required to engage in frequent reflection on their writing and maintain writing portfolios that reflect their developing understanding and mastery as writers.
* Conferences with the instructor and with peer editors, as well as revisions and re-writes, are required elements of this course.
* Students will also maintain a writing portfolio that provides an organized collection of drafts (preliminary and final). Students will be asked periodically to assess their progress as writers based on the evidence they collect in the portfolio.
* Early in the year, students will be required to develop a "List of Five," a list of five writing issues they will focus on in all writing assignments. This list may change periodically to reflect student progress or alternate expectations.
* Each folder should contain, at a minimum, all formal assignments. Assignments should include preliminary and conference drafts as well as a final, polished draft.
Unit Name: What's It All About?
Stratford Public Schools Unit
Interrogating a Text *This unit must be the first unit taught in the course.
STUDENT LEARNING GOALS
Synopsis: Based on a re-examination of the texts (fiction and nonfiction) they have read and responded to over the summer, and the critical writing they themselves have produced, students will begin to scrutinize their own work for basic elements of rhetoric, including logical organization, coherence, and mechanics; mastery of the assigned text; and effectiveness of analysis. Students will undertake a review of grammatical conventions and common errors in grammar and composition. Finally, they will practice "making meaning" themselves through analyzing and creating texts.
Common Core English Language Arts Standards: Reading Literature
* RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
* RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
* RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Writing
* RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American texts, including how two or more texts from the same period treat similar themes or topics.
* W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
− Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
− Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
− Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
− Provide a concluding statement or section that follows from and supports the argument presented.
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
* W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
− Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
− Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
− Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
− Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
− Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
* W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
* W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
* W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
* W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
− Apply grades 11–12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S.
− Apply grades 11–12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and earlytwentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").
texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").
Speaking and Listening
* W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
* SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
− Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
− Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
− Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
* SL.11-12.3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
− Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Language
− Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
* L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
− Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
− Observe hyphenation conventions.
* L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
− Spell correctly.
* Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
* L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
* L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
− Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
− Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
− Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
* L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
− Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
− Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
* L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
− Analyze nuances in the meaning of words with similar denotations.
Enduring Understandings
* Understanding a sophisticated text requires multiple readings and multiple perspectives.
* The cycle of reading, writing, and textual analysis is an on-going, recursive one.
* Readers and critics help make a text "mean" something.
* Grammar and logic are essential in conveying sophisticated understandings of the text.
* Good writing requires editing on a number of levels.
Essential Questions
* What rhetorical strategies and style choices help a writer convey his or her message?
* What does it mean to interrogate a text?
* How does a writer create a persona to help achieve his/her purpose?
* How does one become a more effective editor?
* How does one identify the effect of a writer and how does that effect serve the purpose of the writing?
Learning Objectives / Grade Level Expectations
* Develop an understanding of a text that is based first on the words themselves and then on the larger ideas those words suggest.
Students will:
* Identify various ways recognition and knowledge of various literary terms and devices (symbolism, ambiguity, foreshadowing, etc.) contribute to the meaning of a text.
* Develop a "List of Five," a list of five self-identified writing issues the student will continue to work on throughout the year.
* What words in what arrangement are most likely to create the desired effect in the audience?
Unit Name: Rhetoric: How Meaning Is Conveyed *This unit will be taught concurrently with the first unit in this course, What's It All About? Interrogating a Text.
Synopsis: This introduction to rhetoric will seek to demystify the way texts work. Students will continue close reading and annotation of both fiction and nonfiction, as well as editing and revision of their own writing.
STUDENT LEARNING GOALS
Common Core English Language Arts Standards:
* RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Reading Literature
* RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
* RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
* RL.11-12.3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
* RL.11-12.5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Reading Informational Text
* RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
* RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
* RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
* RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
* RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
* RI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
* RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
* RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
* W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Writing
− Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
− Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
− Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
* W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
− Provide a concluding statement or section that follows from and supports the argument presented.
− Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
− Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
− Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
− Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
− Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
* W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
* W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
* W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
* W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
* L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Language
− Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
* L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
− Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
− Observe hyphenation conventions.
* L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
− Spell correctly.
* Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
− Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
* L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
− Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
− Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
− Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
* L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
− Analyze nuances in the meaning of words with similar denotations.
− Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
* L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
* Good writing does not happen by chance; therefore, editing and revision are essential to good writing.
Enduring Understandings
* The choices authors make in writing affect their audience and help to convey meaning.
Essential Questions
* Annotating a text document's the reader's evolving understanding.
* What is expository writing?
* What is argumentative writing?
* What is analytical writing?
* What is rhetoric?
* How can an understanding of rhetoric improve our writing?
* How can an understanding of rhetoric improve our understanding of the text we read?
* How do annotations enrich textual understanding?
Unit Name: Analyzing Arguments
STUDENT LEARNING GOALS
Synopsis: This introduction to argument will seek to break down the way an argument is constructed as well as to help students develop an effective argument of his/her own. Students will continue close reading and annotation of both fiction and nonfiction, as well as editing and revision of their own writing.
Common Core English Language Arts Standards: Reading Literature
* RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
* RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
* RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).
* RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
* RL.11-12.5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Reading Informational Text
* RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
* RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
* RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
* RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
* RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
* RI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
* RI. 11-12.9. Analyze seventeenth-,eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes and rhetorical features.
* RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Writing
− Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
* W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
− Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
− Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
* W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
− Provide a concluding statement or section that follows from and supports the argument presented.
− Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
− Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
− Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
− Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
− Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
* W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
* W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
* W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
* W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
* L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Language
− Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
* L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
− Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
− Observe hyphenation conventions.
* L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
− Spell correctly.
* Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
− Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
* L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
− Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
− Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
− Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
* L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
− Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
− Analyze nuances in the meaning of words with similar denotations.
Enduring Understandings
* L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
* The choices authors make in writing affect their audience and help to convey meaning.
* The organization of an argument has an impact on the effectiveness of the argument. This includes a claim, developed thesis statement, and effective evidence.
* Reading the viewpoints of others and considering a range of ideas on an issue will help readers develop a clearer understanding of one's own beliefs.
Essential Questions
* What makes an effective claim?
* What is argument and argumentative writing?
* What makes an effective thesis statement?
* How does one identify the claim, thesis statement, and evidence of a text?
* How does one select effective evidence to support one's claim?
Unit Name: Synthesizing Sources *This unit will be taught concurrently with the Analyzing Argument unit in this course. Synopsis: This unit will help students develop an understanding of what it means to synthesize (to consider various viewpoints in order to create a new and more informed viewpoint). Students will continue close reading and annotation of both fiction and nonfiction, as well as editing and revision of their own writing.
STUDENT LEARNING GOALS
Common Core English Language Arts Standards:
* RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Reading Literature
* RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
* RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
* RL.11-12.3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
* RL.11-12.5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
* RL. 11-12.9. Demonstrate knowledge of eighteenth, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
* RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Reading Informational Text
* RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
* RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
* RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
* RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
* RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
* RI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
* RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Writing
− Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
* W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
− Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
− Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
− Provide a concluding statement or section that follows from and supports the argument presented.
− Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
* W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
− Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
− Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
− Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
* W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
− Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
* W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
* W.11-12.9. Draw evidence from literary or informationl texts to support analysis, reflection, and research.
* W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
* W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
* L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Language
− Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
* L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
− Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
− Observe hyphenation conventions.
* L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
− Spell correctly.
* Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
− Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
* L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
− Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
− Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
* L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
− Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
− Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
* L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
− Analyze nuances in the meaning of words with similar denotations.
Enduring Understandings
* It is important to identify and consider reliable sources when developing an informed position.
* It is important to develop an informed opinion that considers multiple perspectives and possibilities.
Essential Questions
* How does one identify a bias that a source brings to the topic?
* What does it mean to synthesize sources?
* How does one use sources to develop an argument?
* How do annotations enrich textual understanding?
* How does one use sources to appeal to an audience?
Unit Name: Accounting for Purpose, Deepening Appreciation of Rhetorical Strategies, and Indications of Argument Synopsis: Students will learn to notice, identify, and track thesis statements, rhetorical devices, imagery, motifs, etc. that writers use to create meaning. Students will build on knowledge built from previous units by continuing to use close reading techniques for successful textual analysis and by continuing to develop and apply their vocabulary of rhetorical and literary devices. This unit includes suggested texts for a thematic unit on "Gender: What is the impact of gender roles that society creates and enforces" and a thematic unit on "Community: What is the relationship of the individual to the community."
STUDENT LEARNING GOALS
Common Core English Language Arts Standards:
* RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Reading Literature
* RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
* RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
* RL.11-12.3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
* RL.11-12.5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
* RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
* RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Reading Informational Text
* RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
* RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
* RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
* RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
* RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
* RI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing
how style and content contribute to the power, persuasiveness or beauty of the text.
* W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Writing
− Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
− Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
− Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
* W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
− Provide a concluding statement or section that follows from and supports the argument presented.
− Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
− Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
− Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
− Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
− Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
* W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
* W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
* W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
* W. 11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening
* W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
* SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
− Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
− Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
− Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
* SL.11-12.3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
− Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Language
− Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
* L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
− Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
− Observe hyphenation conventions.
* L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
− Spell correctly.
* Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
* L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
* L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
− Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
− Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
− Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
* L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
− Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
− Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
* L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
− Analyze nuances in the meaning of words with similar denotations.
Enduring Understandings
* Skilled readers/writers ask questions of a text and read/write to answer those questions.
* Skilled readers/writers set a purpose for reading/writing and choose strategies to help meet their purpose.
Essential Questions
* How do visual images relate to written texts and/or how do visual images serve as alternative forms of texts?
* Does every text pose an argument?
* How does an author's style influence understanding of a text?
* How does a writer's language reveal about who he or she is?
Unit Name: Understanding and Developing Argument
STUDENT LEARNING GOALS
Synopsis: Students will move beyond considering how meaning is created to why meaning is created. Students will build on knowledge built from previous units by continuing to focus on bias, assumptions and elements of argument with the goal of evaluating the accuracy of claims in a text. This unit includes suggested texts for a thematic unit on "Politics: What is the relationship between the city and the state" and a thematic unit on "Popular Culture: To what extent does pop culture reflect our society's values?"
Common Core English Language Arts Standards: Reading Literature
* RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
* RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
* RL.11-12.3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
* RL.11-12.5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
* RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
* RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Reading Informational Text
* RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
* RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
* RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
* RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
* RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
* RI.11-12.6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
* RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Writing
− Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
* W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
− Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
− Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
− Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
− Provide a concluding statement or section that follows from and supports the argument presented.
− Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
* W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
− Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
− Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
− Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
−
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
− Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
which they are writing.
* W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
* W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
* W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
* W. 11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening
* W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
* SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
− Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
− Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
− Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
* SL.11-12.3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
− Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Language
− Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
* L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
− Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
− Observe hyphenation conventions.
* L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
− Spell correctly.
* Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
* L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
* L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
− Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
− Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
− Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
* L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
− Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
− Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
* L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
− Analyze nuances in the meaning of words with similar denotations.
Enduring Understandings
* Conducting research in addition to provided information is an important part of developing an informed evaluation of an argument.
* It is important to read critically in order to understand a bias or an assumption brought to a text by an author.
Essential Questions
* How do visual images relate to written texts and/or how do visual images serve as alternative forms of texts?
* How does one evaluate the credibility sources when researching a given topic?
* How does an author's bias influence the argument of a text and its effect on the audience?
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ST MATTHEW'S CHURCH OF ENGLAND PRIMARY SCHOOL PACKED LUNCH POLICY
Aims and Objectives
At St Matthew's C of E Primary School our aim is to ensure that all packed lunches brought from home and consumed in school (or on school trips) provide pupils with healthy and nutritious food that is similar to food served in schools, which is now regulated by national standards.
Context
St Matthew's C of E is a one form entry school in Nechells, Birmingham. We are a primary school serving the education of pupils aged between four and eleven years old. We believe in whole school approaches and work in partnership with pupils, parents, staff and governors. We are committed to giving all our pupils consistent messages about all aspects of health to help them understand the impact of particular behaviours and encourage them to take responsibility for the choices they make.
Rationale
St Matthew's C of E Primary School is a healthy school. It is important that we continue to consider all elements of our work to ensure that we promote health awareness in all members of the school community. By working in partnership with pupils, parents, staff and governors we can provide a valuable role model to pupils and their families and promote healthy eating patterns.
We support the '5 a day' campaign to encourage children to eat 5 portions of fruit and vegetables a day, which has been shown to reduce the onset of certain life-threatening conditions as well as being helpful in tackling and preventing childhood obesity.
We have used the following approach to identify what areas we need to change to develop a more healthy approach to the issue of food in our school:
- How well are we doing?
- What more should we aim to achieve?
- How well should we be doing?
- What must we do to make it happen?
- What action should we take and how do we review progress?
We are commitment to:
- Making a positive contribution to children's health and Healthy School Status
- Promote consistency between packed lunches and food provided by schools which must adhere to national standards set by the government
- Encouraging a happier and calmer population of children and young people
Where, when and to whom the policy applies
To all pupils and parents providing packed lunches to be consumed within school or on school trips during normal school hours.
Assessment, evaluation and reviewing
Packed lunches will be regularly reviewed by teaching staff and lunchtime supervisors on a regular basis.
Healthy lunches will be rewarded with stickers and regularly celebrated in Celebration Assembly.
Parents and pupils who do not adhere to the Packed Lunch Policy will receive a leaflet in the packed lunch informing them of the Policy. If a child regularly brings a packed lunch that does not conform to the policy then the school will contact the parents to discuss this.
All children who adhere to the 'Dining Room' rules will have an opportunity to be awarded a Lunchtime certificate and sit, with a friend on the 'Golden Table'.
NB pupils with special diets will be given due consideration.
Involvement of parents and Carers
We believe in free choice and have obtained the services of Direct Services to provide healthy school meals. (Direct Services already complies with the Statutory National Standards.) Pupils and parents there have the option of purchasing a healthy hot meal or providing their own healthy packed lunch. We expect all parents and carers to provide their children with packed lunches that conform to the packed lunch policy. In turn, the school will keep parents informed as per the methods detailed below
under the 'Dissemination of the Policy'.
Linked policies
- Food Policy
- Science Policy
Dissemination of the policy
The school will write to all new and existing parents and carers to inform them of the policy and provide a guidance leaflet on healthy food options and food to avoid.
The school will use opportunities such as parents consultation days and Health weeks to promote this policy as part of a whole school approach to healthier eating.
All school staff, including teaching and catering staff and the school nurse, will be informed of this policy and will support its implementation, via the school website.
Food and drink in packed lunches Policy guidance for Parents and Carers
- The school will provide facilities and ensure that free, fresh drinking water is readily available at all times
- The school will work with the pupils to provide attractive and appropriate dining room arrangements
- The school will work with parents to ensure that packed lunches abide by the standards listed below
- As fridge space is not available in school, pupils are advised to bring packed lunches in insulated bags with freezer blocks where possible to stop the food going off
- Where ever possible the school will ensure that packed lunch pupils and school hot dinner pupils will be able to sit and eat together
Packed lunches should include:
- At least one portion of fruit and one portion of vegetables every day
- Oily fish, such as salmon, at least once every three weeks
- Meat, fish or other source of non-dairy protein (eg lentils, kidney beans, chickpeas, hummus, peanut butter and falafel) every day
- A starchy food such as any type of bread, pasta, rice, couscous, noodles, potatoes or other type of cereals every day
- Dairy food such as milk, cheese, yoghurt, fromage frais or custard everyday
- Only water, still or sparkling, fruit juice, semi-skimmed or skimmed milk, yoghurt or milk drinks and smoothies
Packed lunches should not include:
- Snacks such as crisps. Instead, include nuts, seeds, vegetables and fruit (with no added salt, sugar or fat). Savoury crackers or breadsticks served with fruit, vegetables or diary food are lso a good choice
- Confectionary such as chocolate bars, chocolate-coated biscuits and sweets.
- Cakes and biscuits.
- Meat products such as sausage rolls, individual pies, corned meat and sausages/chipolatas should only be included occasionally.
Special diets and allergies
The school also recognises that some pupils may require special diets that do not allow for the standards to be met exactly. In this case parents are urged to be responsible in ensuring that packed lunches are as healthy as possible.
Due for review:
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ST MATTHEW'S CHURCH OF ENGLAND PRIMARY PUPIL PREMIUM STATEMENT 2018 (APRIL)
For the financial year 2018-19 St Matthew's CE Primary School has been allocated £171.600.00 Pupil Premium funding. Primary schools receive £1,320 for each child registered as eligible for free school meals at any point in the last 6 years. Primary Schools receive £1900 for Children who are Looked After.
Summary of the barriers to learning:
Deprivation - The school serves a community, which reflects extreme social and economic challenges. 86% of children eligible for free school meals (ever 6). The school's deprivation indicator is 0.44, which is more than double the national average of 0.21.
Behavioural, Mental and Social health and wellbeing needs- Many of our children and families have challenges with routines, parenting capacity, mental health, and managing emotions.
Diversity – 94% children from minority ethnic families, 69% speak English as an additional language. Some of the children need targeted support in order to catch-up with their peers in terms of language and oracy.
Start Points – Assessment on entry to the foundation stage, show many children have poorly developed communication skills, little or no english, poor personal, social and emotional development. Attainment on entry is substantially below developmental milestones for the majority of children. In 2016 baseline to Nursery showed 75% of children coming in below or significantly age related expectations in language and communication.
Mobility - the school has 79% mobility putting the school in the second from bottom quintile for stability.
learn important life skills, such as how to relate to others, how to work as a team and appreciate the rewards that come from working together.
Patience - In a world of instant gratification, learning to play an instrument is not something that can happen overnight. It is the daily efforts of everyday practice that can help a musician learn how to play without mistakes. Most musicians go through years of regular practice that includes daily musical exercises and the tackling of progressively difficult musical pieces, which in turn helps them conquer the virtue of patience.
Resilience - Choosing to take music lessons can help build confidence. Once you are aware that you are able to do something well, like play the flute for instance, you naturally become more confident of your skills.
Achievement - Extensive research done in this area has proved that children who learn to play a musical instrument do better in academics. Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, explored the link between music and intelligence. They reported that music training is far superior to computer instruction in dramatically enhancing children's abstract reasoning skills, the skills necessary for learning math and science.
the Violin. Children have a weekly lesson with a specialist tutor and have access to a violin to take home to practice.
All children in Year 4 have a weekly flute and singing lesson. Children who demonstrate an aptitude continue with flute lessons in Years 5 and 6.
Children in KS2 have an opportunity to audition for the school choir, who are active within the local community.
Music Medal Exam, by the end of KS2.
All children play, as part of their class assemblies.
Termly concerts are held. Children have an opportunity to play together with older pupils.
Increased musical skills for all children.
Widen opportunities for all pupils to participate in whole school initiatives such as: performing in the school concert and attending the Symphony Hall to watch concerts.
identified students. The Learning Mentor also organises parental work alongside these interventions.
The EEF toolkit suggests that targeted interventions matched to specific students with particular needs or behavioural issues can be effective.
Experience fewer behavioral difficulties. Increase in parents attending parent consultation days (96% 2017 93% 2018) and parents' to school days.
Results of questionnaires show that parents feel they receive help from school to support their child's education. (93% of parents reported that the they received valuable information from the school about their child's progress)
Re-establishing and reinforcing a positive perception of school and learning and improved self-efficacy for the whole family (96% of parents reported that the school responds well to any concern that they raise)
Providing additional support for children with a learning. This is being achieved by: Creating a welcoming environment (Parents room and outside court yard areas have been developed)
Arrange: workshops, Parent Consultation Days, Parent to School Days and basic skills workshops for parents Supporting the school to respond to wider societal issues such as childhood obesity, extremism, gang violence and poor parenting by organizing workshops around: healthy eating, oral health, Street 'Clear up' sessions, Fundraising projects, Baby Saver and Stay and Play sessions. Some of these workshops are open up to the wider community
Provide a program of out of hours learning opportunities for parents and children.
Support parents with budgeting and contacting relevant agencies, when parents struggle to families. Greater support for Pupils and families in Early Help strategies. We have witnessed increased enjoyment levels of the pupils through using online books, and access to the library.
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ECONOMIC OPPORTUNITIES OF CUTTING CARBON POLLUTION AND CLIMATE CHANGE IN iowa
iowa
THE IMPACT OF POLLUTION AND CLIMATE CHANGE IN IOWA
Recent incidents in Iowa provide a reminder of the economic and public health impacts of extreme weather. Although we cannot say that climate change is directly responsible for any individual event, such change is already increasing our risks from these events.
n In 2012 in Iowa, excessive heat broke records in 35 counties, and heavy rainfall broke precipitation records in 28 counties.
n Iowa ranks among the most coal-dependent state in per capita spending, with $590 million per year spent on coal imported from outside the state, which costs each Iowan $193. 4
n In 2011, Iowa's power plants and major industrial facilities emitted 44 million metric tons of carbon dioxide, ranking the state 21st nationally in terms of carbon pollution. 5
Kelly Henderson firstname.lastname@example.org
(202) 289-2401
switchboard.nrdc.org/
blogs/khenderson
n Climate change is already taking a toll on communities and the state's economy. From 2008 to 2012, tornadoes, floods and damage to crops caused economic losses exceeding $5.6 billion in Iowa, according to the Climate Science Program at Iowa State University. 6
n Iowa has been declared a disaster area 21 times since 2000 due to severe storms, winter snowstorms, tornadoes, and flooding. 7
CLIMATE CHANGE: THE KEY ENVIRONMENTAL CHALLENGE OF OUR TIME
$1,100 per taxpayer
Rising Temperatures Are a Health Concern. In Iowa, asthma sickened 41,694 children and 193,727 adults in 2011, according to the American Lung Association. 1 Climate change, driven by rising pollution levels, leads to higher concentrations of ground-level ozone, a chief component of smog, which aggravates asthma.
It is driving extreme weather.
In 2012, there were 3,527 monthly weather records broken for heat, rain, and snow in the United States, according to information from the National Climatic Data Center (NCDC). That's even more than the 3,251 records smashed in 2011—and some of the newly broken records had stood for 30 years or more. 2
It is imposing grievous and growing costs. In 2012 alone, crop losses, flood damage, wildfires, and other climate-related disasters cost our country more than $140 billion. The American public picked up the lion's share of the tab, to the tune of $1,100 per taxpayer. 3
…BUT WE CAN ADDRESS IT, WITH GREAT BENEFIT TO OUR FUTURE GENERATIONS AND ECONOMY
IOWA LEADS ON CLEAN ENERGY, AND ECONOMIC Opportunity LIES AHEAD
Already, Iowa's clean energy policies and growing energy efficiency and renewable energy industries have provided big benefits to the state. And there are tremendous economic opportunities that lie ahead from cutting carbon pollution.
In 1983 Iowa approved one of the country's earliest renewable-generation laws, requiring its major utilities to own or contract a specific amount of renewable energy.
n In 1983 Iowa approved one of the country's earliest renewable-generation laws, requiring its major utilities to own or contract a specific amount of renewable energy.
n The goal has been significantly expanded in the years since. Today, one quarter of Iowa's energy comes from wind power, the highest proportion in the nation. 8
n Iowa boasted 43,000 green energy jobs in 2011, according to the Bureau of Labor Statistics. 9
n The pace of green job growth continues. Siemens Energy received a 1,050-megawatt wind turbine order in December 2013 from MidAmerican Energy Co., the largest single energy supplier in the state, which provides electric service to 734,000 customers and natural gas service to 714,000 customers in Iowa, Illinois, Nebraska, and South Dakota. The wind project will employ more than 800 people. 10
n New jobs are emerging: Alcoa Development Works recently hired more than 300 workers in Davenport to help meet demand for its lightweight aluminum parts for fuelefficient vehicles. 11
Wind energy, in particular, is booming in Iowa.
n The wind power already installed in Iowa will prevent more than 8.7 million metric tons of carbon dioxide from being emitted annually, the equivalent of taking 1,550,000 cars off the road. In 2012, wind power provided 24.5 percent of Iowa's electricity. Enough electricity is produced by wind in the state to power more than 1.3 million average Iowa homes. 12
Wind Projects in Iowa
n Installed wind capacity: 5,133 megawatts (MW). Iowa ranks third in the nation for total MW installed.
n Wind projects online: 100
n Wind capacity added in 2012: 814.2 MW
n Wind capacity added in 2011: 646.7 MW
"We have to act with more urgency—because a changing climate is already harming western communities struggling with drought, and coastal cities dealing with floods. That's why I directed my administration to work with states, utilities, and others to set new standards on the amount of carbon pollution our power plants are allowed to dump into the air. The shift to a cleaner energy economy won't happen overnight, and it will require tough choices along the way. But the debate is settled. Climate change is a fact. And when our children's children look us in the eye and ask if we did all we could to leave them a safer, more stable world, with new sources of energy, I want us to be able to say yes, we did."
—President Barack Obama, 2014 State of the Union Address
With those words, the president made it clear that Iowa residents and all Americans have an obligation to future generations to address the key environmental challenge of our time. The president has laid out a comprehensive National Climate Plan to curb pollution, expand clean energy, and make our communities more resilient. The plan also presents a tremendous economic opportunity for businesses, communities, states, and our country.
Wind Generation Potential
n According to data from the National Renewable Energy Laboratory, Iowa's onshore wind potential at 80 meters hub height is 570,714 MW. This ranks Iowa seventh nationally in terms of wind resources.
n Iowa's potential wind power is capable of meeting more than 44 times the state's current electricity needs.
n Total direct and indirect jobs support in 2012: 6,001 to 7,000. This ranks Iowa third nationally in the number of wind-related jobs.
n Capital investment: More than $9.8 billion.
Des Moines area trails, parks, and other environmental offerings accounted for more than 5,200 green jobs in 2010, according to the report "A Greener Greater Des Moines." Those are among the findings of the environmental section of Capital Crossroads, an effort to plan future development in central Iowa. "Central Iowa's natural resources have served as critical contributors to the region's economy and quality of life for over a hundred years," said Robert Riley, CEO of Feed Energy and the co-leader of the panel that developed the report. "We lead the nation in wind energy, agricultural, ethanol, and biodiesel production," Riley said. "We strive to draft good policies that enable growth and innovative development in a sustainable fashion." 13
BENEFITS FOR IOWA FROM ACTING ON CARBON POLLUTION
The carbon reductions are possible under a plan in which Iowa and other states and their power companies meet national carbon standards using flexible approaches to conform to state-specific limits on carbon pollution in a way that best fits their energy needs and resources. NRDC selected a respected firm, Synapse Energy Economics, to analyze the impact of its power plant plan on jobs, electricity rates, and GDP. Synapse found that NRDC's proposal could create 210,000 new jobs nationwide, mainly in clean energy, while helping Americans save an average of $.90 per month on their electricity bills and helping the economy. 15
In Iowa, the impacts would be substantial. By using the Clean Air Act to slash carbon pollution, Iowa could:
n Create 5,100 new jobs, largely through investments in energy efficiency.
n Save an average Iowa $1.06 per month on his or her electricity bill.
n Stimulate significant growth in the state's energy efficiency industry.
Because the bulk of investment in energy efficiency focuses on making our buildings and homes more efficient, such investment creates a lot of jobs that require a broad range of homegrown expertise, in industries that have been especially hard hit by the recent recession. There will be greater demand for electricians, heating/air conditioning installers, carpenters, construction equipment operators, roofers, insulation workers, industrial truck drivers, construction managers, and building inspectors.
THE PRESIDENT'S CLIMATE PLAN AIMS AT THE HEART OF THE PROBLEM
Electric power plants are the largest source of the dangerous carbon pollution that is driving climate change and extreme weather. Each year in the United States, these plants release about 2.4 billion tons of carbon pollution into the air, which is about 40 percent of our nation's carbon footprint. Today we limit the amount of arsenic, mercury, and soot these plants emit. But, astonishingly, there are no limits on carbon pollution. That is wrong and it must change. The president has directed the U.S. Environmental Protection Agency to end the limitless dumping of carbon pollution from these power plants. Under the Clean Air Act, the EPA has both the authority and the responsibility to reduce carbon pollution, and it should move forward to help protect future generations. 14
NRDC'S CARBON POLLUTION SOLUTION HELPS CURB CLIMATE CHANGE
In December 2012, the Natural Resources Defense Council unveiled a proposal showing how the EPA can cut carbon pollution from the nation's power plants 26 percent by 2020 and 34 percent by 2025. These carbon reductions would generate between $25 billion and $60 billion in benefits through avoided climate change impacts and avoided pollution-related illnesses and deaths. They would cost industry about $4 billion, or just 1 percent of revenues. That means we could see up to $15 in climate and health benefits for every $1 invested. These reductions, at low cost with big gains, are achieved through a program that:
ENDNOTES
1 American Lung Association, "Estimated Prevalence and Incidence of Lung Disease," April 2013, www.lung.org/finding-cures/our-research/ trendreports/estimated-prevalence.pdf.
2 NRDC, "Extreme Weather Map Shows 3,527 Monthly Weather Records Shattered in 2012," January 2013, www.nrdc.org/ media/2013/130115.asp. NRDC, "Extreme Weather Map 2012," www. nrdc.org/health/extremeweather/.
3 NRDC, "Who Pays for Climate Change?" May 2013, www.nrdc.org/ globalwarming/taxpayer-climate-costs.asp.
4 Union of Concerned Scientists, "Burning Coal, Burning Cash: Ranking the States That Import the Most Coal, 2014 Update", http:// www.ucsusa.org/assets/documents/clean_energy/Burning-Coal-BurningCash-2014-Update-National-Findings.pdf.
5 Van Atten, C., Saha, A., and Reynolds, L., "Benchmarking Air Emissions of the 100 Largest Electric Power Producers in the United States," M.J. Bradley & Associates, May 2013: http://www.nrdc.org/air/ pollution/benchmarking/files/benchmarking-2013.pdf.
6 Anderson, C.J., "Extreme Weather and Climate Change in Iowa: Now and Future Trends," Iowa State University Climate Science Program, December 11, 2013, ppc.uiowa.edu/sites/default/files/anderson.pdf.
7 Federal Emergency Management Agency, "Disaster Declarations for Iowa," www.fema.gov/disasters/grid/state-tribal-government/65?field_ disaster_type_term_tid_1=All.
n Sets carbon intensity–based emissions standards for all large fossil-fueled power plants, taking into account differences in emissions starting points among the states.
n Allows states to choose what policies to implement in order to meet the standards, including cleaning up existing power plants, shifting power generation to plants with lower emissions or none at all, and improving the efficiency of electricity use.
n Charts a path to affordable and effective emissions reductions by tapping into the ingenuity of the states and leveraging their existing efforts to reduce pollution and provide more clean energy options.
n Can be implemented using the authority the EPA has now under the Clean Air Act.
8 Clean Energy Works for US, "How Clean Energy Works for Iowa," cleanenergyworksforus.org/states/iowa/.
9 U.S. Bureau of Labor Statistics, "Table 4. Green Goods and Services (GGS) Employment by State, Annual Averages," www.bls.gov/news. release/ggqcew.t04.htm.
10 MidAmerican Energy, "Siemens Energy Announces World's Largest Onshore Wind Turbine Order Is Placed by MidAmerican Energy Company," www.midamericanenergy.com/NEWSROOM/aspx/ newsdetails.aspx?id=665&type=current.
11 Clean Energy Works for US, "How Clean Energy Works for Iowa," cleanenergyworksforus.org/states/iowa/.
12 American Wind Energy Association, "Iowa Wind Energy," www.awea.org/Resources/state.aspx?ItemNumber=5224.
13 Beeman, P., "Report: 'Green' Jobs Up by 8% in Iowa," Des Moines Register JobBook, August 19, 2013, news.jobbook.com/2013/08/reportgreen-jobs-up-by-8-in-iowa/#sthash.Npmo3YrL.dpufapps1.eere.energy. gov/states/renewable_energy.cfm/state=IA#total.
14 NRDC, "Using the Clean Air Act to Sharply Reduce Carbon Pollution from Existing Power Plants," December 2012, www.nrdc.org/air/pollutionstandards/.
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Tel:
(01388) 762 858
E-mail: email@example.com
Web site: www.stanleycrook.durham.sch.uk
Stanley Crook Primary School
Headteacher: Mr. David Christie
OUR MISSION: TO TRY OUR BEST, TO TELL THE TRUTH, TO LOOK AFTER EACH OTHER AND THE COMMUNITY
"Pupils' personal development, behaviour and welfare is OUTSTANDING" (Ofsted, 2019)
Forest Schools Policy
Completed by:
Approved by:
Mr D Christie/ Mrs D Martin
Mrs C Lawes
Date Implemented: October 2020
Stanley Crook Primary School is committed to improving outcomes for all pupils
Contents
Forest School rules and Countryside Code
Toileting Considerations
Travel policy / Walking to the woodland
Forest School Routines
Health and Safety
Forest School Accident / Emergency Procedures
Risk assessment and Risk Management of Site
Sessional Safety Sweep Evidence
Designated Person
Appropriate Clothing / Footwear
Appendix:
Insurance
Health and safety school policy
Copies of Ecological Assessment of our Woodland Site
Tool Talks / Handling of Tools Documents
Fire Lighting Procedures
What is Forest School?
The Forest School movement originated in Denmark. It has been an integral part of Early Years education since the 1980's, when it was introduced as part of an expansion of nursery provision. It is based on the idea that young children can develop enthusiasm for education through the appreciation of nature. In Denmark, Forest schools have been found to boost pupils' confidence and improved their behaviour and social skills. Forest school is holistic learning through play and exploration - children learn about the environment, how to handle risks and use their initiative to solve problems and to co-operate with others.
Where?
Our Forest school site is set securely within the school grounds in the area directly outside Team Morpurgo classroom. The site is accessible via the Early Years outdoor area or externally via a secure gate along the path to the front of school. The gate is to be locked at all times and the key located in the school office.
The space contains a range of different learning areas as well as exercise equipment, benches to relax and socialise and space to work. The area also has a fully resourced and functional Forest School Classroom.
Who?
Designated person responsibility: Mrs Danni Martin. Mrs Martin is a member of the SLT/ teaching staff at Stanley Crook Primary School and is the Team Dahl Teacher as well as Special Educational Needs Coordinator.
Mrs Shields and Mrs Kyle will act as Forest School Coordinators for EYFS/ KS1 (Mrs Shields) and KS2 (Mrs Kyle) and will assume leadership of planning, provision and monitoring of Forest Schools and the area/ resources within it.
Mission statement:
Through weekly visits to our Forest schools site every child will access learning and development within the natural world around them. Every child will succeed through inspirational, stimulating, hands on experiences, developing their self-esteem, confidence and responsibility.
Forest School Code of Conduct
Children will always be made aware of how far they can explore before a session begins. If we are unable to see all the children, shout '1, 2, 3, eyes on me' The child should reply '1, 2 eyes on you.' This will have been introduced through ongoing and normal classroom practice and will be practised many times.
Picking up and playing with sticks.
Children will be allowed to carry sticks shorter than their arm's length but made sure they think about how close they are to other children. Longer sticks can be dragged or carried with a child at both ends. Sticks must not be thrown, nor should children be allowed to pull them from living trees.
Tree climbing
Children are not to climb trees within the Forest School Area.
Rope and string use
Children will be encouraged to connect and transport materials but prevented from tying up other children or themselves! If a child has a good idea and wants, for example, to try and build a rope swing, staff can help and support them and use the opportunity to model appropriate knot tying. All string and rope must be collected up at the end of the session.
Carrying and transporting materials
The children should be encouraged to roll, lift, drag and pull materials either by hand or using ropes. The safe way to lift, by bending your knees and keeping your back straight should be modelled by all adults. Heavier objects will be rolled, dragged or carried by more people.
Digging
There will be a designated area for digging. Children will be shown how to look after the tools. Children will be shown how to look carefully for insects and their habitats and look after them when they have found them.
Toileting
Children will always use the toilet before leaving school and going to the Forest Schools Area. However, in the case of an emergency, staff are to accompany children back into school for use of the toilet and then supervise their return to the Forest Schools Area.
Eating and Drinking
Children will be taught not to eat anything found in the woods through 'stop, no pick, no lick'. We will discuss this together so that children are secure in their knowledge. If we take drinks or snacks outside, we will ensure children use antibacterial wipes to clean their hands before eating their snack or drinking.
Fire circle
At our forest schools site we have a fire circle with a fire pit in the middle. Children will be seated on other logs approx. 1.5 metres from the fire. There must be no running within the fire area and anything being carried must be placed on the ground behind the seating. We then step over the logs to sit down. The fire is never left unattended at any time and an adult is always there until it is extinguished. Only 4 people are allowed in the fire circle at any one time and they have to be invited in by an adult. You must walk around the fire circle in an anti-clockwise direction and there is a designated entrance and exit to the circle. When tending to the fire you must always adopt the 'respect position' with one knee on the ground and then other for firmly on the ground. Children will be taught that before eating anything cooked on the fire they must wait at least 20 seconds before eating and must stay seated until finished.
Collecting Wood
Wood can only be collected from the ground layer of our Forest Schools Area.
Leaving the site
The site must always be left as it is found and must be ready for use at the next Forest School session.
If artefacts are made using 'found materials' these may be taken off the site and back to school. Shelters should normally be demolished and imported materials taken back into school at the end of each session.
The logs which form the Fire Circle must be placed back in formation, the fire pit must be placed in the centre of the Fire Circle after any use of the area so that the space is ready for use by the next group.
Any resources which have been used from the Forest School Classroom must be returned and the classroom must be left clean and tidy ready for next use.
Forest School Rules
* Look after your Forest School
* Respect the resources and equipment of Forest School
* Always leave Forest School tidy and ready for 'next use'
* Do not pick anything growing
* Stay within the boundaries of Forest School
* Do not put your fingers or anything else in your mouth
* Stay outside of the fire circle.
* Look above, below and around for hazards.
Walking to and from the Forest School Area
Forest schools takes place every day of the week with each Team having at least two timetabled sessions. Children are to wear appropriate clothing and footwear to school on days when they are participating in Forest School.
Children have forest school partners which remain the same each week for walking to and from Forest School. A minimum of 2 adults will accompany the children to and from the area and remain on site throughout the entire session.
In case of an emergency, the adults must contact the school immediately or contact the appropriate emergency services, giving them details of location and grid reference.
Stanley Crook Primary School
Wooley Terrace
Stanley Crook
DL15 9AN
The school travel Policy should be adhered to at all times as if the children were to be leaving the school.
Forest School Routines
Procedures to be carried out before each session
* A thorough sweep of the site will be done half termly and then before each session to check for litter, glass, animal faeces, etc. Any such items should be collected using disposable gloves and a plastic bag.
* At the same time, boundary ropes, fences, gates and hedges should be checked to ensure that they are secure and safe.
* Trees should be checked for any broken or dead branches which may fall.
* Checks should be made that no dead twigs, etc. protruding at eye-level from bushes etc.
* Check weather conditions. If it is unduly windy or a thunder storm is imminent or has commenced, then it is not advisable to carry out a Forest school session.
Procedures to be carried out at the end of each session.
* Clear away everything.
* Ensure if used that the fire is completely extinguished.
* Count all the tools back into the storage bags and boxes.
* Ensure the fire circle/ logs in back in formation.
* Check the Forest School Classroom to ensure resources have been returned and the area is clean and tidy.
* Count children and adults and ensure that all are accounted for.
* Collect any assessment sheets or observations from adults. Discuss next steps/ideas with adults back at school site present.
Insurance
The children Act 2004 and the Health and Safety Work Act 1974 place a number of legal responsibilities on the school. Stanley Crook Primary School has insurance cover appropriate to its duties under this legislation, including Employer's and Public Liability Insurance. Responsibility will in most cases rest with the school but staff will take reasonable care, both for themselves and other people who may be affected by their acts or omissions at work.
Health and Safety
Stanley Crook Primary School sets out a clear statement of intent regarding the schools' approach to the health and safety of the children, staff and visitors to the school. The following list is additional measures relating directly to Forest School sessions.
1. However, many adults/ staff accompany Forest School sessions, the person in charge is always the class teacher.
2. The Forest School Leader has overall duty of care for the children in his/her charge, but all adults are required to take all reasonable steps to ensure children are safe.
3. All adult helpers must read this handbook and appropriate risk assessments and understand and agree to comply with the general operating procedures for Forest School.
4. The Forest School Leader or assistant will carry a first aid kit.
5. The Forest School leader will always carry a mobile in the case of an emergency.
6. In the event of an emergency, the Forest School leader will ensure that the school contacts the emergency services.
7. The Forest School leader will review the risk assessments before every trip to the Forest site.
8. When tools are used, the Adult/child ratio will be always be 1:1
Equal Opportunities, Inclusion and Forest School
Stanley Crook Primary School is committed to the idea that there should be equal opportunity for all. Our policies help to ensure that we promote the individuality of our children, irrespective of ethnicity, attainment, age, disability, gender or background.
We undertake that all children:
* Feel secure and know that their contributions are valued
* Appreciate and value the differences they see in others.
* Are able to participate safely in clothing that is appropriate to their religious beliefs.
* Are taught in groupings that allow them to experience success
* Use materials that reflect a range of social and cultural backgrounds
* Have a common curriculum experience that allows for a range of different learning styles
* Are set challenging targets that allow them to succeed
* Participate fully, regardless of disabilities or medical needs.
Safeguarding Children, Confidentiality and Forest School
Stanley Crook Primary School recognises its responsibilities for Child Protection and for confidentiality. The school recognises that effective Child Protection work requires sound procedures, good inter-agency cooperation and a workforce that is competent and confident in responding to child protection situations. A full copy our Safeguarding Policy is held in the school.
Emergency Incident Procedures during Forest School
* Children with minor injuries will go back into school with a member of staff to receive first aid.
* Major injuries will be dealt with by Forest School Leader. Nominated assistant will phone through to school so that the emergency services can be advised. Assistant(s) will support other children bringing them back to school.
* Evacuation of site children will be called back to school (1, 2, and 3) counted and then lined up and walked back into school.
* Record full details through school incident procedure back at school.
* Missing child. Children will be taught '123 eyes on me'?
1. Search vicinity
2. Assemble rest of children
3. Call into school to alert and school calls police(parent/guardian)
4. Follow school critical incident procedure.
Risk assessment guidelines and forms:
A site risk assessment will be carried out half termly and a check made before every Forest school session will take place. In addition, an activity risk assessment will be in place for any activity that may require it.
The risk assessment process is as follows.
* We look for hazards
* We decide who might be harmed and how this might happen
* We evaluate the risks and decide whether the existing precautions are adequate or whether more should be done.
* We record our findings
* We review our assessments and revise them if necessary
* We inform all adults accompanying the group.
* We have a copy with us on an observation board.
Designated person responsibility: Mrs Danni Martin. Mrs Martin is a member of the SLT/ teaching staff at Stanley Crook Primary School and is the Team Dahl Teacher as well as Special Educational Needs Coordinator.
Mrs Shields and Mrs Kyle will act as Forest School Coordinators for EYFS/ KS1 (Mrs Shields) and KS2 (Mrs Kyle) and will assume leadership of planning, provision and monitoring of Forest Schools and the area/ resources within it.
Risk Management of Tools and Equipment
General rules for tool use:
* All tools must have additional risk assessment in the Forest Schools Folder.
* All tools to be stored in school/ Forest School Classroom, with Forest School leader having overall responsibility and access.
* Forest School Leader has responsibility and safe storage of tools at Forest School site.
* A designated area will be used for activities involving tools.
* Adults and children to sit when using tools.
* Never walk around with tools.
* Children will be taught to ensure they have 'a blood bubble' around them, when using tools.
* Tools are to be clean and sharp before use. Children can only use tools with Forest School Leader.
Forest School Emergency Kit
In addition to tools/resources suited to the planned activity. The Forest School leader will always take an emergency bag.
* First Aid kit
* Emergency procedures
* Risk assessments
* Mobile phone
* Clean water
* Accident sheets
* Individual medication
* Blanket
* Wet wipes
* Tick remover
* Spare clothing
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Digital Citizenship 101: How to act appropriately Online
I was taught the Golden Rule: "Treat others as you wish to be treated." This is an adage that is (arguably) as old as written history. It is a core value in every religion. I challenge you to find someone who has never heard of the Golden Rule.
…and apparently the Golden Rule, like many of our star athletes and politicians, has an asterisk attached to it. The asterisk says, "EXCEPTION: Online, virtual communication." The Golden Rule works because the thought of saying, or doing something untoward to, another- in personhas a deterrent effect not realized when saying or doing the same thing Online.
The Internet provides a cloak of anonymity which permits people to write things they would otherwise never say in-person. It is the absent, face-to-face communication which serves to frustrate the deterrent effect.
SO we may have taught our children the Golden Rule. We may live by the Rule ourselves. I live by it and never recall having an elementary school class to learn it; I simply learned by trial, error, and observation of others. In fact, I do not recall having a class about necessary life skills, such as how to balance a checkbook and why it is important to timely pay federal taxes.
I learned these skills like countless others before me- through 'the school of hard knocks'. I figured that these classes were never created because there were not enough people who lacked these skills i.e. people learned sufficiently through cultural interaction.
…yet do you know what school-aged children are lacking in the public schools throughout our country? NETIQUETTE, or rather 'Online etiquette'. Pre-teens and teenagers cyber-bully, troll, and seek to wreak havoc Online as a favorite pastime. They target peer schoolmates- and sometimes to a devastating outcome- such as when we read the (sadly) often news story where a teen commits suicide attributable to negative social media attacks and cyber-bullying.
This 'unreal', digital communication can have disastrous real-world outcomes, so much so that many public schools are implementing a 'Digital Citizenship' class as mandatory curriculum. The intent is to teach children ethical, safe, and responsible technology use; how to navigate cyberbullying, Internet safety, and other digital dilemmas; and the appropriate tone and word usage in written communication.
A Digital Citizenship (type) class is created when there is a societal demand for it. The demand might not be a direct consumer request per se, yet the demand takes tangible form when there are consistent, negative real-world outcomes resulting from inappropriate and irresponsible digital citizenship. The class concept is to teach behavior and refrain, which when replicated, reduces the incidence of real-world outcomes attributed to inappropriate and irresponsible digital citizenship.
Why would someone write something Online that they would otherwise not say in-person? Because there is not an immediate, carnal reaction where thoughts, feelings, and actions are formed based upon how the listener receives and reacts to the words. This is an uncomfortable, stressful place for many people, so they avoid situations where they would have to go to 'that place' (this is the deterrent).
A cyber-bully's actions receive no immediate feedback. This means that the real-world outcome, for how the reader reacts to the message, is not realized by the cyber-bully…so there is no disincentive to not continue the activity. The disincentive may vest when a cyber-bullying victim commits suicide, yet there are often numerous cyber-bullies involved (in one incident) so responsibility is largely diffused- thereby abrogating the deterrent effect.
The perception factor (my term) further substantiates why cyber-bullies should not be prosecuted. We forget that digital words are, well…simply words. Two people may read the exact same thing yet perceive its meaning differently; this is common because we filter incoming information through the sum of our life experiences and beliefs.
Words, by themselves, are subject to interpretation- whereas one may ignore cyber-bullying, another may ruminate on it so severely that the result is suicide.
…so how do we encourage the former reaction to cyber-bullying (above) where the target ignored it? Maybe by teaching children Digital Citizenship. Maybe teaching children how to appropriately act (and react), in the virtual landscape, where there is no immediate feedback to their actions. Maybe by teaching children skills that their parents 1. Did not know are needed; or 2. Thought the school was teaching them. Maybe by showing children there are real-world consequences for their Online actions.
I have a suggestion: Tell children to not do, say, write, post, or share anything that they would not want said, written, posted, or shared about them. Like the Golden Rule, live this by example; if children watch you model rule violations, then they have impliedly been granted permission to do the same. | <urn:uuid:f596520e-5437-4d20-bdef-d23d511e5c5b> | CC-MAIN-2021-39 | http://nebula.wsimg.com/4c7aafca6a97c18e6896c4d6a3a5004f?AccessKeyId=24D6BBADC438BF978BA2&disposition=0&alloworigin=1 | 2021-09-28T08:39:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00676.warc.gz | 45,716,396 | 1,025 | eng_Latn | eng_Latn | 0.998897 | eng_Latn | 0.998928 | [
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Year 5
Year 5 Curriculum Overview 2021-2022
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Conditions for learning
ATL Skills
ATL
Topic
Driving
Question
Hook
Final Product
Employability
Link
Gatsby 2, 4, 5
Reading
Writing purpose
Oracy
Maths
Science
Humanities
(History/RE/
Geography)
Forest School
PSHE
RSE
DT /STEM
Art
MFL
Computing
Music
PE
Safeguarding
Autumn 1
Belonging
*Gatsby: 2-Learning from career and labour market information.
4-Linking curriculum learning to careers.
5-Encounters with employers and employees
Spirit of adventure
4: Kingfisher Barn / Council environmentalist
Combining different fabric shapes | <urn:uuid:ec07fc7c-5354-424d-b982-b38263bfb9c9> | CC-MAIN-2021-39 | https://jewell.academies.aspirationsacademies.org/wp-content/uploads/sites/5/2021/07/Year-5-Curriculum-Overview-2021-2022.docx-1.pdf | 2021-09-28T07:55:47+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00675.warc.gz | 361,928,470 | 192 | eng_Latn | eng_Latn | 0.855204 | eng_Latn | 0.855204 | [
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Piano
by Lori Lindstrom
I was nine, sprawled on my bed writing in my five-year diary when I heard the first five notes (alternating E and D-sharp) of "Fur Elise" by Beethoven. Oh good, Cindi's playing again. I opened my bedroom door to allow her music to enter, awestruck at the sound of her fingers flying across the keyboard, never missing a note, never missing a beat.
Lord, can she play. She even plays better than dad.
Cindi played the classics—Bach, Mozart, Tchaikovsky. But her favorite piano book—a red cover with a boy and a girl dancing on the fire escape stairwell—was music from West Side Story, a modern-day remake of Romeo and Juliet starring Natalie Wood and Richard Beymer. If she wasn't playing show tunes from West Side Story, she was listening to the film soundtrack, flitting around the living room singing, "I feel pretty, oh so pretty/I feel pretty, and witty and bright."
Like Natalie Wood, Cindi was a petite brunette, pretty enough to be a teenaged model at a local department store, popular enough to be on the student council, commencement and prom committees, and honor society treasurer. My sister was thriving despite her juvenile diabetes. Diagnosed at age thirteen, she did not seem to be affected by the disease.
I wanted to be like her when I grew up. Not petite—I was already the tallest in my class—but I wanted to be pretty, popular, adored by all.
~
1
bio
S
tories sharing the extraordinary in ordinary lives
When I turned nine, I rushed home from school every Tuesday and headed straight to the piano. I played frantically, trying to squeeze a week's worth of practice into one hour, then slid my books into my black plastic briefcase and raced down the hill to my piano teacher's house.
Mrs. Cannon was skillful, no-nonsense, and popular with many of my classmates. Whenever I played a song well, she placed a coveted little gold star—sometimes two— at the top of the page, adding, "If you keep up the good work, you can be a church organist like me one day."
I didn't want that. I wanted to play like my sister.
Half way through the first year, Mrs. Cannon held an informal recital at her house. At the end of the year, her students played in a piano festival at a nearby school.
On the day of the festival, I stared at my music, hoping for a photographic memory while my mother drove. When we arrived, my mother introduced me to a woman sitting behind a table by the stage, then wished me luck and stepped outside. I handed the judge my music, climbed three steps, and walked centerstage to the shiny, black grand piano. I sat on the luxuriously cushioned bench, aligned my feet with the pedals, wiggled my fingers, and began. After I played the first song, I looked at the judge. She nodded, I continued. At the end of the second piece, I walked off stage, wiping my sweaty hands on my skirt. The judge finished writing her remarks and handed me my music. "You play very well," she said.
One week later, Mrs. Cannon presented me a certificate with an "Excellent" rating along with a gold pin in the shape of a piano.
That was how it went for four years, each passing year bringing me one step closer to playing like Cindi.
At age thirteen, the rules changed: the festival became a competition. That year, I played in a classroom before fellow pianists, parents, and a judge sitting at the teacher's desk.
When the judge called my name, I squirmed out of my desk and handed her my music. Next to the green chalkboard stood a worn, brown upright piano. I pulled out the hard bench, sat down, and aligned my feet. I turned to the audience and announced the name and composer of the song. I started strong, but in the middle of the song—the part where the piece turns in a different direction—my mind went blank. I panicked. I stared at my hands, willing them to continue, but they felt separate from me. Stiff. Uncooperative.
I looked to the judge for help.
"It's okay. You can start again," she said.
I took a deep breath, shook out my hands, and began again. Halfway through the song, my mind went blank at the same exact spot.
The judge looked at me. "It's all right. You can go to your seat."
Head down, I walked to my seat, avoiding my fathers' eyes.
Why I didn't run out of the room, I'll never know. I'd never felt so humiliated. Instead, I sulked. The last student played, and the room emptied.
"What happened?" Dad asked in the hall.
"I don't know. My mind just went blank."
"Sorry that happened," he said, patting my shoulder.
We entered the gym that echoed with anxious chatter. Dad spotted my teacher. "Stay here."
While they talked, I wondered how it all went so wrong. Did I have less time than usual to prepare for the recital? Was I over-confident because I played well in past recitals? Was the new format the problem? Was I lazy? Had I played the song enough times— memorized—for my teacher? For my parents? For myself?
What was different that year?
That year was unlike any other. I could not focus on anything. Not even a piano competition.
~
In eighth grade Home Economics class, my teacher read recipes aloud for us to write down. "Girls, at the top of your index card, write 'Breakfast cake.'"
Long pause.
"Now go down two lines, and on the left side, write two cups flour. Use a little c period for cups."
Another long pause.
"On the next line, write one cup sugar." She listed the remaining ingredients agonizingly slow, reminding us again and again to "use a capital T period for tablespoon" and "a small t period for teaspoon."
I hated being spoon-fed. It was like being back in grade school. I huddled with a few classmates, and together we came up with a plan. One afternoon Mrs. Manning stepped out of the classroom. Giddy with the thrill of doing something we knew we shouldn't, we ran to the window and threw it open. Grabbing fistfuls of spoons, we hurled them as hard as we could, howling at the shining silver pieces as they flew through the air, doubling over with laughter as they clattered on the ground two stories below.
I was summoned to the principal's office—a first. One glance at Mr. Blake and I wanted to bolt. He was a big, heavy man with a flat, grey crewcut; a flat, downcast face with jowls and heavy wrinkles; a thick, short neck and massive, broad shoulders. He looked just like a bulldog—the only thing missing were two incisors poking up from his lower jaw.
"Did you throw spoons out of the window?"
"Yes."
"Don't ever do that again. Now get back to class," he growled.
I stood and opened the door.
"Wait a minute."
I stopped. What now?
"Are you Cindi Johnson's sister?"
"Yes." Did he remember my sister after ten years? Boy, am I in trouble.
Mr. Blake had been a Guidance Counselor at Cindi's high school before becoming the junior high principal and likely remembered she was voted "the most studious senior." He shook his head, didn't say a word, but I knew what he was thinking: "Cindi would never have done that.
~
Months before the competition, I woke to the sounds of distress and leaped out of bed. My parents dressed hurriedly in their room across the hall.
Moaning sounds came from the living room. Cindi, home for the weekend, was slumped in a chair, wrapped in a blanket, her head hunched over a trash can.
"What's wrong?" I asked.
"Ugh…get me a glass of water," she asked faintly.
Hearing this, my mother yelled down, "DON'T GIVE HER ANY WATER!"
I didn't know what to do. Cindi wanted water. My mother was likely following doctors' orders from similar situations. Confused, I did nothing. I stood by her side.
My parents came downstairs—bleary-eyed—and threw on their coats. Dad helped Cindi stand and slowly guided her, still shrouded in a blanket, carrying a trash can, to the car. My mother, upset over another night of disrupted sleep, huffed out after them. "Go back to bed," she said.
The next day, my teachers' lessons fell on deaf ears. All I could do was think about Cindi and watch the clock. She sure was lucky to be home visiting when she got sick. How long will she be in the hospital? Would she pull through this—she'd done so before—or would this time be different?
I rushed home after school and called my mother.
"Cindi's feeling better. We'll visit her tonight."
"Oh, good." I hung up the phone, exhaling fully for the first time that day.
After dinner, my parents, brother, and I drove downtown to Washington Hospital. Cindi was sitting up, watching tv, wearing a faded hospital gown, and attached to an IV. Her face lit up when she saw us. With her blood sugar back to normal, she was chatty and happy—a far cry from the night before.
"We brought you something to cheer you up," my mother said, handing her a box. Cindi removed the lid and held up a two-piece silky, animal print pajama set. "I love it! Thank you!"
A few days later, my sister returned to her apartment in fashionable Georgetown. She resumed island-hopping in the Caribbean with her female roommates, taking and developing pictures of her many adventures. To give us a taste of her travels, she invited us to dinner and served Jamaican curried beef and rice and peas on square, hand-carved, wooden plates like those she ate from during her carefree jaunts. Cindi was on top of the world.
Then she wasn't.
~
That year, my twenty-three-year-old sister had lived with diabetes for a decade, using tools now considered archaic: urine tests instead of blood tests, long-lasting insulin instead of quick-acting insulin. She had difficulty keeping her blood sugar levels in a
normal range and was hospitalized with uncontrolled blood sugar levels so many times I lost count.
When Cindi received a ticket for driving the wrong way on a one-way street in DC, we were startled. Did she simply miss a one-way sign? Or was she having vision problems? She'd had eye hemorrhages in the past, but we didn't know how many. And we didn't know if they were affecting her vision.
One afternoon Cindi returned to her office holding a bag of groceries she'd bought during lunch hour, and someone called her name as she unlocked her door. She turned her head at the sound and cut her eye on the paper bag.
The eye doctor told her, "I have bad news. You cut your cornea. And…" he added, swallowing hard, "You're going blind—not from the cut—but complications from diabetes."
The next day I went to my friend Tina's house for a birthday party sleepover. A dozen girls played miniature golf, ate pizza, danced in the basement. I went through the motions, pretending to have fun, but my mind was elsewhere. Towards the end of the night, I couldn't keep up the act any longer, and I started crying, sobbing.
"What's wrong, Lori?" Tina asked. "Is it a boy?"
I shook my head, unable to speak.
"Turn off the music," Tina said to a girl. Girls with concerned puzzled looks gathered around me. "Come on; you can tell me," Tina said.
I wanted to tell her, but I didn't know how to say what was bothering me. I had never been in this situation before. After a few minutes of Tina's dogged persistence, I blurted out, "My sister is going blind!"
"Oh no!" The group tried to console me, but I was beyond consoling.
Soon after Cindi got the awful diagnosis, she sold her beloved baby blue VW bug, packed her belongings, and moved home.
~
Cindi, somber and sullen, moved into her big, normally-bright corner bedroom; only this time, the shades were drawn. We tried to cheer her up, but we were incapable. Her situation was dire, hopeless, and there was nothing we could do to bring back her sight. We were all depressed.
All this happened around the time of my last recital.
I began to steer clear of the piano. I figured if I played, I'd be doing a disservice to anyone within earshot—especially Cindi. Playing would only serve as a reminder of all that once was. My talented, gifted sister—whom I looked up to—would never play the piano again.
Dad, a talented pianist, and accordionist felt the loss too. He was the only one who played anymore, but he rarely did.
~
In the '60's, there was no technology available to treat eye hemorrhages. Laser treatment had yet to be developed. Cindi rolled the dice and had a risky, experimental procedure done on one eye. I don't know what the procedure was, just that it failed, and she went totally blind in that eye.
In another last-ditch effort to save her sight, she had yet another risky experimental surgery. Surgeons removed her pituitary gland, thinking its absence would reduce the pressure on her eyes, and she'd keep her vision. We held our breaths in the days and weeks that followed.
The surgery failed. My sister went blind at the prime of her life.
Conversations I never thought I'd hear became commonplace.
"Do you want to walk with a cane or get a seeing-eye dog?" my father gently asked.
"I hate dogs!"
I wasn't surprised. We'd always had cats—all named Smokey.
Cindi, distraught and resigned, packed her bags and headed to the Pittsburgh Guild for the Blind. After a few months, my parents, brother, and I visited her in the cold, dark city in the dead of winter.
Cindi greeted us, surprisingly upbeat. "Follow me." She tapped her cane back and forth on the long, tiled hallway, introducing us to staff and fellow students along the way. "Here's my room," she said, leading us into a room with six single beds, three on each wall. "You can put your coats here." She patted the metal footboard of her bed, then tapped her way across the room to a sink. "Check this out." She began filling a glass with water, and when the glass was nearly full, she turned off the water.
"How'd you know when to stop?" I asked.
"I listened to the changing sound the water made as it rose. I'm learning to rely on my other senses."
"Amazing," I said.
Cindi sidled along her bed towards the nightstand and picked up a thick book. She opened to a random page, ran her fingers over the small raised dots, and read aloud. I gasped; dad wiped a tear. She closed the book, tapped her way across the room to a typewriter, and sat before it. She put a piece of thick white paper into the machine and hit the return key a few times. "Dad, pretend you're dictating a letter to me."
He cleared his throat and said, "Okay. January 21st, 1969…"
She typed as if she were typing on her beloved portable blue Remington. This time when she hit the return key, instead of black letters, the paper revealed row after row of raised dots.
After several months, her smiling face appeared on the Guild's newsletter front page, and below was an article describing their stellar student's graduation.
She returned home a different person. Not upbeat and chipper but resigned and accepting of her fate. She strived to be independent using her new skills, yet there were times she needed help, times she needed our eyes.
We explained the location of food on her plate as if it were on the face of a clock. "Chicken is at three o'clock, potatoes are at six, and a salad is at ten."
I filled her syringes with insulin and read her the labels on prescription bottles. I looked for spots on her clothes to see what needed washing or to be dry-cleaned. I read to her, and if something wasn't intended for my eyes, she snatched it out of my hands. When she bought two pairs of shoes of the same style, but in different colors, I sorted them out. If conversation ceased in the middle of a TV show, she asked what was happening, and I told her.
My heart broke watching Cindi walk with a cane, a cane that folded up. The elderly walked with them—my grandfather walked with a wooden one—but my sister was twenty-four. I grappled with Cindi's losses, and I wrestled with our reversed roles. I felt like the older sister.
~
After a long absence, Cindi returned to work. No longer able to read detailed contract clauses, she switched from the Procurement to Personnel department. Our father, then retired, helped her transition by reading aloud the Office of Personnel Management's manual, from nine to five, for months.
Dad did everything in his power to help his legally-blind daughter. He drove her for lab work and doctor appointments and took her shopping. If she didn't answer his call on a weekend, he'd drop everything and go to her apartment. More than once, he found her passed out on the floor from low blood sugar and revived her. He spent more time with her than my mother, who was still working. I grew accustomed to seeing Cindi clutching Dad's bent arm, Dad guiding her path as they walked. And I grew used to Dad spending more and more time with Cindi and less and less time with me.
~
While Cindi adjusted to her new world, I adapted to mine.
I became aware of things I could do, but she could not. I could see my parents' worried faces, differentiate subtle colors, scan a room and find something I misplaced. I could glance at a clock or a watch to check the time. I could set the oven temperature and the timer and tell if food was moldy. I could read books, letters, newspapers, recipes, and entries in my diary. And I could read sheet music.
But I had no desire to play. I felt guilty I could play, and Cindi couldn't.
A few times, I worked up the courage to play. I got out my piano books and opened them to a familiar song. My hands hovered over the keys, about to play, when in my head I heard Cindi playing "I Feel Pretty." I couldn't play.
Another day, feeling brave, I took out the piece I choked on. I closed one eye and squinted the other. All I saw was one big blur. I moved my head up and down, left and right; nothing helped. The music sat right in front of me, but I could not make out the clefs, the lines, the notes, the sharps, the flats, the rests, the dynamic, the accents, the octave marks. I bent my head down towards the keyboard. I couldn't find middle C. Then I opened my eyes. At the top of the page was the prophetically-titled recital piece: "First Loss" by Schumann. Next to the title were two tiny gold stars.
~
My first husband's father was a gifted pianist, as were all five of his children. My husband said his mother set a timer for thirty minutes every day that he and his siblings practiced when they were young.
When his father heard I took lessons, he grew animated. "How many years did you take lessons?"
"Four," I gulped, knowing my husband's lessons lasted years longer.
"Four? That's not enough. You should have taken lessons for longer than that!"
I was taken aback, not yet used to his direct manner. While I stood there thinking of a reply, it all came flooding back. I thought of what I wanted to say.
But I didn't say anything. There was too much to explain. And I wasn't quite ready to tell the story.
bioStories
"I wish I had," I said instead.
Lori Lindstrom rekindled her love of writing after retiring from a thirty-year career in financial management. She is currently working on her memoir, which, when finished, will include "Piano." Her work has appeared in Potato Soup Journal. | <urn:uuid:8fb12482-9219-4715-af0a-2def1089708f> | CC-MAIN-2021-39 | https://biostories.com/wp-content/uploads/2021/08/Piano.pdf | 2021-09-28T08:29:46+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00674.warc.gz | 178,566,246 | 4,354 | eng_Latn | eng_Latn | 0.999636 | eng_Latn | 0.999786 | [
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Hedgerows and Treelines F3
DEFINITION
Hedgerows are generally classified as continuous linear scrub less than 4m high. Within the context of this Habitat Action Plan hedges will include boundary features such as hedgerow trees and treelines. Extended hedges are lengths of hedgerow adjoined by wide grassy margins left unploughed in arable areas and fenced off in areas grazed by livestock.
CURRENT STATUS AND EXTENT OF HABITAT
Hedgerows remain an integral part of the lowland farm landscape in Tayside. Whilst important for cultural and landscape reasons, hedges play a vital part in maintaining the biodiversity of Tayside. Significant lengths of hedgerow exist throughout the region, although the length of hedge lost between 1940 and 1980 was around 1,000km - 25% of the estimated total of 4,000km.
Whilst conservation management techniques for hedgerows are generally well known, neglect and decline in the quality and quantity of hedgerows still occurs in Tayside and throughout the UK.
KEY SPECIES
P
= UK Priority Species
C
= UK species of conservation concern
Tayside Biodiversity Partnership
17
NATURE CONSERVATION IMPORTANCE
Lengths of hedgerow play an important role in the maintenance of species diversity. Much of the land in Tayside consists of cultivated arable or intensively managed grassland. These land use types provide only a limited amount of habitat for invertebrate, bird and mammal species. Therefore field boundary features have an extremely important role to play in terms of maintaining farmland biodiversity. Over 600 species of plant, 1,500 of insects, 65 birds and 20 species of mammals have been recorded feeding or living in hedgerows at some point in their life cycle.
Sympathetic management also determines the conservation importance of hedges. Large, wide, bushy hedges support about 19 different species of bird whilst mechanically tidy, frequently cut hedges support only about 8 breeding species.
Hawthorn
Our word for hedge derives directly from the Saxon "haeg"; hawthorn means "hedge-thorn" having been intrinsically part of our hedgerow tradition for well over a millennia. Many plants and animals are eponymously associated with hedges – Hedgehog Erinaceus europaeus and Hedge parsley Torilis spp. to name but two. There are in fact over forty traditional hedge names used for a wide variety of species throughout the UK including the 'hedge sparrow', a name once commonly used for the Dunnock Prunella modularis.
Much planted during the 18 th century, the hawthorn is still used as the main shrub in our hedges today as its spiny character deters livestock from straying. Left to grow on, the hawthorn becomes a small bushy tree much loved for its 'may blossom'. There are over 1,000 different species of Hawthorn throughout the world.
"The Bread and Butter" Tree has long been used by man not only to stave off hunger, but since the 19 th century it has been widely used on a global scale as a heart tonic to regulate circulation. It also helps lower cholesterol, aids digestion and has a mild sedative action. Over 200 European commercial medicines use hawthorn as their main constituent.
Hedgerows can offer nest sites for UK Biodiversity Action Plan species such as Song thrush Turdus philomelos and Linnet Pyrrhula pyrrhula, whilst Grey partridge Perdix perdix and Yellowhammer Emberzia citrinalla often nest on the ground in the bottom of hedges, particularly where there is a wide grass margin. Yellowhammers and Song thrushes also rely on hedgerow trees as song posts, whilst Kestrels Falco tinnunculs and Barn owls Tyto alba often use them for hunting.
Old trees often found in hedgerows and treelines provide important roost sites for bats such as Pipistrelle Pipistrellus pipistrellus, Natterer's Myotis nattereri and Daubenton's Myotis daubentoni. Birds, including the Tree sparrow Passer montanus, whose numbers have plummeted to only 11% of their original population, use holes in dead trees for nesting. Many invertebrate, lichen and fungi species are associated with old hedgerow trees, especially oak.
Tayside Biodiversity Partnership
LORNE
GILL
/
SNH
Hedgerows and Treelines F3
Hedges are also excellent ways of linking different wildlife sites providing 'wildlife corridors'. Bats use hedges as navigation aids and prefer flying along hedges and treelines than to flying across large fields. Other species, particularly invertebrates such as spiders, ground beetles and hoverflies are often found in hedge bottoms and tussocky field margins. All these insects are significant in assisting with pest control, the hoverflies also playing an important role as pollinators.
Whilst hedgerow trees and treelines can enhance biodiversity there are some situations where their introduction is less desirable. Ground nesting birds such as the Grey partridge will avoid areas where trees are present. Wading birds such as Lapwing Vanellus vanellus and Redshank Tringa totanus and songbirds such as Skylark Alauda arvensis need open areas for nesting: they avoid wooded areas in order to reduce their risk of nest predation. In areas of Grey partridge habitat hedgerow trees should be no closer than one every 100 metres.
Yellowhammer
The Yellowhammer is found on farmland throughout the UK. Slightly larger than a chaffinch it is notable for its yellow head and rusty red rump. It generally nests in hedges, scrub, grassy margins and small plantations and feeds on seeds and berries. Together with the Song Thrush, it relies on mature hedgerow trees which it uses as song posts to reinforce its territory during the breeding season. The population has seen a decline of 5% in the last 25 years.
NATIONAL BIODIVERSITY CONTEXT
"The UK Biodiversity target for hedgerows is to halt all loss of ancient and species-rich hedgerow by 2005. A target has been set for the favourable management of 50% of species-rich and ancient hedgerows by 2005."
ECOLOGY AND MANAGEMENT
Poor management of hedgerows is a contributory factor in the decline of the length and quality of hedgerows in Tayside. A recent survey of farmers in England suggests that hedges are not managed to best effect and anecdotal information suggests the same is true of hedgerows in Tayside. In England 80% of hedges were trimmed annually although most land managers were aware that less frequent trimming is better for wildlife. Only 6% of hedges were trimmed in January / February the recommended month for carrying out work.
The greatest variety of birds will be found in dense hedges at least 2m tall, although for birds to breed successfully hedges need to be 1.4m tall and at least 1.2m wide so that nests can be hidden from predators. A good mix of shrub species will provide winter food for a variety of birds, provided the hedges are trimmed every second year and in late winter. Hedges also provide cover for flocks of finches feeding on winter stubble. Tall roadside hedges on upland habitats and grassland will also deter Barn owls flying into the path of traffic.
CURRENT FACTORS CAUSING LOSS OR DECLINE
G Field enlargement has been the main factor resulting in loss of boundary features.
G Current economic factors in farming mean that the majority of new hedge planting will be carried out only with financial assistance.
G The almost universal use of stock fencing as a means of retaining stock has meant that hedges as stock-proof barriers are no longer necessary and therefore may be lost.
Tayside Biodiversity Partnership
RSPB
19
G The majority of farmland hedges are cut on a yearly basis, generally in late summer. This management results in a gradual decline in the quality of hedgerows as well as greatly reducing the number of berries left as food for birds throughout the winter months.
G Farm operations can often have an impact on hedgerows. Spray drift and fertilisers in hedge bottoms can often encourage undesirable species such as Cleavers Galium aparine. Ploughing too close to the hedge can damage roots thus weakening plants and hedgerow trees.
G Lack of replacement of fallen hedgerow trees.
Case Study
Cockerstone Farm
Cockerstone Farm is a mixed farm 7 miles northwest of Perth. The 131 hectare farm has a range of livestock and arable crops. It is part of the SNH / Eagle Star Strathord Estate Initiative, a project set up to demonstrate good practice in the creation and management of on-farm habitats for conservation.
LORNE
GILL
/
SNH
It was agreed that the farm would provide an opportunity to demonstrate how an agrienvironmental scheme could benefit an average family farm and to test different management options and prescriptions which could inform future replacements for existing schemes. The project, starting in late 2002, will also look at alternative methods and criteria for the payment to farmers for environmental management and any training requirements that may be required to achieve this.
One of the aspects the project will focus on is hedgerows and their management. As part of the scheme 360m of old 'gappy' hedge will be coppiced to provide young vigorous stems to rejuvenate the hedge. Other work will include 450m of new hedge planting. Different techniques of establishment and management will be tried and demonstrated.
MAIN THREATS TO KEY SPECIES
Hedgerows and Treelines F3
OPPORTUNITIES AND CURRENT ACTION
The Rural Stewardship Scheme (RSS) introduced in 2001 to replace the Countryside Premium Scheme includes options for:
G the planting of new hedgerows
G management of existing hedgerows
G management of extended hedges
The Scheme, given adequate funding, provides the best opportunity to improve the amount and quality of hedgerows throughout Tayside.
If agreement holders under the previous Countryside Premium Scheme are given the option of continuing the positive management of options they have already started (including hedgerow creation and management), the biodiversity benefits will continue.
Both FWAG and SAC employ advisers who can provide farmers with advice on how to manage hedgerows for biodiversity. Some of this advice is available free of charge to the farmer or landowner.
OBJECTIVES AND TARGETS
21
Stakeholders
G Landowners (including commercial landowners), land managers, contractors, road and rail consultants, advisory bodies, government bodies, general public.
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NEWSLETTER ISSUE 110
IN THIS ISSUE
IN HONOR OF BLACK HISTORY
HADITH OF THE WEEK
DR SALAH AL-SAWY: TAFSIR AND FATAWA
GIVING OUR YOUTH A HEADSTART
IN HONOR OF BLACK HISTORY
Black History Month is observed every February and reflects on the history of African Americans in the United States, celebrating their contributions and achievements in shaping our society.
As a people, African Americans have built a legacy of endurance - persisting through the horrible scourge of slavery, the isolation of segregation and the Jim Crow Era, and perpetual inequalities cemented by institutionalized racism and prejudice. However, their story is about so much more than just overcoming, it is about contribution. In all arenas, from science to politics, to arts and culture, they have defined and left their mark.
Black activists were at the forefront of the civil rights movement that paved the ways for change for so many minority communities - this work continues to this day as they stand shoulder to shoulder with Muslims in combating hate and Islamophobia. When we hear the names of those who have found their place in history books - Rosa Parks, Sojourner Truth, Malcom X, Martin Luther King Jr, Muhammad Ali, Katherine Johnson, and others - we must remember there are many more unnamed whose drive and sacrifice made a difference in communities across America.
Black history is not just for black people - As Muslims living in the West, we all have a responsibility to learn about the people around us regardless of race, ethnicity or national background. When we look at the society of our beloved Prophet (saw), not all his companions were Arab. In fact, black people in preIslamic times faced similar challenges of prejudice to those faced now. The Prophet, however, made no distinction based on race, and several of those near and dear to him like his close companion Bilal ibn Rabah (ra) or his adoptive mother Umm Ayman (ra), were black. Islam brought about a spirit of equality where no preference was given to skin color. In our own time and practice of our deen, we need to ensure that we follow in the same footsteps of our Noble Prophet when it comes to our treatment of those who may be different.
From an Islamic perspective, there are several distinct areas of Black History where we can seek enlightenment. First is through the life of the black companions who lived in the time of Prophet (saw) such as Bilal, Umm Ayman and Usama, may Allah be pleased with them all. Then, as Islam spread out beyond Arabia into North and Western Africa, comes the illustrious history of the black Muslims of Africa who built up empires and key centers of Islamic learning like Timbuktu. In this era, black Muslim kings like Mansa Musa shone their light with both their power and their piety. Then comes a more tragic time, when during the slave trade, Islam was carried in the hearts of the slaves across the Atlantic - some of them resisted by all means from losing their deen, continuing to practice it covertly in the Americas despite the slave masters' attempts to obliterate all aspects of their past identity. There is the remarkable account of Ayubba Suleiman Diallo, for example, a noble from Senegal who was enslaved and who wrote down the whole Quran by hand three times from memory. And now, of course is the story of the contemporary black Muslims who work to shape both the black and Islamic narrative. We continue to find among them sources of inspiration such as Imam Siraj Wahhaj and Sh Abdullah Hakim Quick.
In recognition and celebration of black history and presence as a valuable part of our Ummah and larger community, let us educate ourselves. When we know more, we become
AyubbaSuleiman Diallo
more capable of embracing those around us, and standing up against the prejudice that exists within and outside our Muslim communities.
HADITH OF THE WEEK
DR SALAH AL-SAWY: TAFSIR OF SURAH AN NISAA AND FATAWA
Each week we will be featuring two of our dear Dr Salah Al-Sawy's ongoing series. Below are the lectures from this week: his weekly fatawa session where he addresses various questions from the community, and his ongoing tafsir series which is now on Surah An-Nisaa ayat 100, where Allah (swt) says, "And whoever emigrates for the cause of Allah will find on the earth many [alternative] locations and abundance. And whoever leaves his home as an emigrant to Allah and His Messenger and then death overtakes him - his reward has already become incumbent upon Allah . And Allah is ever Forgiving and Merciful."
Be sure to also listen to his other lectures which are shared on our Facebook page.
100 اﻟﻨﺴﺎءﺳﻮرة - اﻟﺼﺎويﺻﻼحﻟﻠﺪﻛﺘﻮراﻟﺘﻔﺴﯿﺮﻣﺤﺎﺿﺮات Surah An-Nisaa 100
GIVING OUR YOUTH A HEADSTART : DUAL ENROLLMENT
The Prophet (saw) had many youth among his close companions. He taught them, nurtured their intellect and even entrusted them in positions of leadership. We should do the same for our youth.
Our Dual Enrollment High School program gives high school students access to authentic knowledge while they are still in school. Students take Mishkah courses and work towards their Associates Degrees.
We want to ensure our Muslim youth have the Islamic tools available to be successful adults and community members.
With partnerships across the country, our goal is to continue impacting the lives of youth around the region. If you'd like to learn more about how your Islamic High school students can also benefit from our Dual Enrollment College Prep Program, please email us at email@example.com.
INVEST IN AUTHENTIC ILM
The cost for exemplary online Islamic education is high, so we invite you to increase your support to Mishkah by spreading the word about us and by donating generously.
Remember you can also double your impact by checking if your employer matches donations.
ZAKAT
SADAQAH
ACCREDITATION
NEW BUILDING
STUDENT SPONSORSHIP
ACADEMIC CALENDAR 2020
Spring Break
March 7
Spring Classes Resume
March 14
Mishkah University
(866) 808-0813 | |
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Lifesaving Society Canada
287 McArthur Avenue, Ottawa, Ontario K1L6P3
Telephone: 613-746-5694
E-mail: email@example.com: www.lifesaving.ca
Safety Standards for Canadian Swimming Pools and Waterfronts Swimming Pool Standard
Bather Admission Standard
Standard
Every public pool shall implement the Lifesaving Society bather admission standard for all general open, public or unstructured recreational swim periods, and should include:
- Preschool children should be directly supervised by a parent or caregiver who remains within arm's reach of the child.
- Children who are non-swimmers, or who cannot pass the facility swim test, should be directly supervised by a parent or caregiver who remains within arm's reach.
- Individuals who self-determine or are determined to be weak or non-swimmers by the lifeguard staff should be advised to remain in shallow water, and in the case of children, be directly supervised.
Definitions
Bather: a person whose intent is to use the swimming facility.
Caregiver: an individual, such as a parent, foster parent, teacher or babysitter, fully responsible for attending to the needs of a child or dependent adult.
Direct supervision: maintaining continual eye contact on deck and in water; able to alert lifeguards.
Recreational swim periods: open public swims, birthday parties, day camps, rentals, etc.
Swim test: a measure of swimming competence determined by the facility owner/operator and supervised by aquatic personnel or staff member.
Within arm's reach: able to render immediate assistance and make immediate physical contact.
Rationale
- Preschool children are generally not of sufficient height to stand unassisted in most public pools.
- Children lack the judgment and experience to understand the dangers of water.
- Drowning statistics from unsupervised and supervised settings point out that children between the ages of 6 and 9 years of age, who cannot swim and are unaccompanied, are at highest risk of drowning.
- Aquatic safety of children is a responsibility that must be shared by pool operator, lifeguard, caregiver, parents and manager/organizer of a group of children. The pool operator shall educate everyone who is responsible for children safety.
- In addition to lifeguards, the parent, guardian and caregiver need to be responsible for applying admission standard and pool safety regulations; lifeguards are mainly responsible for safety supervision.
Implementation
Owner/operators should implement a system to identify at-risk bathers.
To implement a bather admission standard for recreational swim periods, owner/operators should evaluate the level of risk posed by the facility. The following criteria should be considered:
- maximum depth of pool
- size of swimming pool
- design of swimming pool, i.e., blind spots, distractions, water features
- maximum number of bathers during recreational swim
- number of lifeguards on duty
- ratio of caregivers to children
- swim skill level of children
- PFD availability (number and size)
Admission standard could include the following:
- minimum age to be accompanied in facility
- criteria for direct supervision by caregiver
- when to stay in the shallow end of pool
- ratio of caregivers to children
- guidelines for PFD use
- swim skill level required
- admission procedure for a group of children
- identification system for non-swimmers and children not able to pass swim test
- tracking system used
A sign posted at facility entrance shall inform public of bather admission standard.
Facility staff, lifeguards and aquatic personnel must be trained in bather admission standard procedure and swim test evaluation.
For group admissions, the group leader shall be informed of the bather admission standard, facility safety rules, emergency and evacuation procedures
References
- Coroner's Inquest recommendations regarding the provision of an admission standard in public swimming pools: Neave Inquiry, Alberta, 2008; Emun Inquest, Ontario, 2009; IIunga Inquest, Ontario, 2011; Audette Inquest, Ontario, 2012
- Drowning Review – A review of all accidental drowning deaths in Ontario from May 1st to September 30th 2010, Office of the Chief Coroner for Ontario
- Alert: Lifeguarding in Action, Lifesaving Society Canada
- Encadrement sécuritaire des groupes d'enfants en milieu aquatique, Gouvernement du Québec, Ministère de l'éducation du loisir et du sport, 2006
Approval
- Approved by the Lifesaving Society Canada Board of Directors on 9 March 2015.
Disclaimer
Lifesaving Society Canada's National Safety Standards are developed using Coroners' recommendations, the latest evidence-based research, and reflect the aquatic industry's best practices at the time the publication was approved or revised.
The purpose of these standards is to encourage swimming pool, waterpark and waterfront owners, managers, operators and regulators to adopt these standards in order to prevent drownings in aquatic environments.
Lifesaving Society Canada's National Safety Standards do not replace or supersede local, provincial/territorial or federal legislation or regulations, but they are considered the standard to which aquatic facility operators should work towards in order to enhance safety within their operations and to prevent drowning and aquatic-related injury. | <urn:uuid:6ce9fe50-ed01-453a-ad79-4b0374ac0edb> | CC-MAIN-2021-39 | https://www.lifesavingsociety.sk.ca/fileadmin/lifesavingsociety/storage/education/safety_standards/Bather_Admission_-_March_2015.pdf | 2021-09-28T06:28:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00677.warc.gz | 880,306,461 | 1,080 | eng_Latn | eng_Latn | 0.986944 | eng_Latn | 0.992466 | [
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Geography
Year 1 – Spring 1
"Cultures"
English
Key Terms
Carnival – a festival in Brazil that happens once every year.
Brazil – a country in South America. It is a long way from England. On a plane, it would take you about 12 hours to get there!
Rio de Janeiro – a huge seaside city in Brazil.
Favela – the name for the shantytowns found in Brazil. A shantytown is on the edge of a city and has many cheaply made houses.
Rainforest – a forest with tall trees, lots of rain and lots of warmth.
Amazon River – a huge river in Brazil.
Climate – this means the typical weather we expect in a place.
Equator - The equator is a line (that is not real) drawn around the Earth. The equator is halfway between the North Pole and the South Pole. Countries closer to the equator are hotter.
Key Knowledge
Traditional Tale – a fairy story that has been passed down from person to person for a long time and is very well-known.
Adjective – words that describe and give more information.
Time Connectives – words that tell us when something is happening.
Characters – a person, animal, being or creature in a story.
Setting – where the story takes place. For example, in a dark forest or an enchanted castle.
Key Sentence Starters
Once upon a time ________________
In a kingdom far away __________________
One day _________________
Suddenly ________________
Maths
Key Knowledge
3D Shapes
Time
o'clock half past | <urn:uuid:784acdeb-a7e4-409a-ac5b-ada17d183bf8> | CC-MAIN-2021-39 | https://www.oasisacademylimeside.org/uploaded/Limeside/Curriculum/Knowledge_Maps/Spring_one_2020/Spring_1_-_Year_1_Brazilian_Carnival_Knowledge_Organiser.pdf | 2021-09-28T07:13:40+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00677.warc.gz | 932,657,980 | 326 | eng_Latn | eng_Latn | 0.998933 | eng_Latn | 0.998933 | [
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PERSONAL BEST
Wellbeing activities to try :
- Skipping — How many two footed skips can you complete in 1 minute (Reception—Year 1), 2 minutes (Years 3-6) or 3 minutes (Year 7+)
- Speed bounce — How many times can you jump from 2 feet to 2 feet across a line in 20 seconds (Reception—Year 1), 40 seconds (Years 3-6) or 60 seconds (Year 7+)
- Running — Can you run without stopping for 7 minutes (Reception—Year 1), 10 minutes (Years 3-6) or 12 minutes (Year 7+)
Other places to get ideas:
Click herefor the School Games Personal Challenge Playlist
Click herefor the School Games Multi Skills Playlist
Click herefor the Complete PE Home Learning Playlist
Cheshire & Warrington School Games NETWORK | <urn:uuid:9d24858b-4c6c-4d7a-9a1e-27f74e7749d4> | CC-MAIN-2021-39 | https://www.chesterssp.co.uk/wp-content/uploads/2021/01/CMHW-Personal-Best-Activities.pdf | 2021-09-28T07:22:08+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00682.warc.gz | 712,381,378 | 193 | eng_Latn | eng_Latn | 0.980979 | eng_Latn | 0.980979 | [
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Solid Liquid And Gas Read And Do Science
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Solid Liquid And Gas Read
SOLIDS, LIQUIDS AND GASES DEFINITION. The three main forms of matter are called solid, liquids and gases. Matter is anything that takes up space and has weight. A solid keeps it shape, a liquid takes the shape of its container and a gas fills its container. To better understand solids, liquids and gases…
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Solids, Liquids, and Gases Matter is basically a substance that takes up space. All matter is a solid, liquid, or gas, and they are called the states of matter. Everywhere a person looks, there are examples of solids: desks, chairs,
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Solids, Liquids, and Gases Reading Comprehension
Solid, Liquid, and Gas (Lilly, Melinda. Read and Do Science.) This edition published in July 2003 by Rourke Publishing
Solid, Liquid, and Gas (Lilly, Melinda. Read and Do ...
Students read an incomplete passage and fill in the missing words based on the context of the passage. Home Teachers Students Games Videos VA SOL Programs. Properties of Solids, Liquids, and Gases. A solid has a definite . and a . shape. The particles in a solid are . Particles in a solid move by . solids soften before melting. The particles in ...
Reading Comprehension Properties of Solids, Liquids, and ...
Key Differences Between Solid, Liquid and Gas. The difference between solid, liquid and gas can be drawn clearly on
the following grounds: A substance having structural rigidity and has a firm shape which cannot be changed easily is called solid. A water-like fluid, that flows freely, having a definite volume but no permanent shape, is called liquid.
Difference Between Solid, Liquid and Gas (With Comparison ...
The atoms and molecules in gases are much more spread out than in solids or liquids. They vibrate and move freely at high speeds. A gas will fill any container, but if the container is not sealed, the gas will escape. Gas can be compressed much more easily than a liquid or solid.
Solids, liquids and gases — Science Learning Hub
On the other hand, increasing temperature and decreasing pressure allows particles to move father apart. Solids become liquids; liquids become gases. Depending on the conditions, a substance may skip a phase, so a solid may become a gas or a gas may become
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List 10 Types of Solids, Liquids, and Gases
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Matter Worksheets - Solid, Liquid, and Gas
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Solids, Liquids, and Gases All things on Earth consist of matter, and matter exists in many forms. The most common states of matter are solids, liquids, and gases. This unit addresses how matter
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Science A-Z Solids, Liquids, & Gases Grades 3-4 Unit
Solids, Liquids, and Gases Questions. 1. Under what conditions is the ideal gas law most accurate? Under what conditions does the ideal gas law break down? Why? 2. What are the properties of a gas? 3. What are the main assumptions of the kinetic molecular theory of gases? 4. Explain the difference between evaporation below the boiling point of ...
Solids, Liquids, and Gases
Questions | Shmoop
A vapor can exist in equilibrium with a liquid (or solid), in which case the gas pressure equals the vapor pressure of the liquid (or solid). A supercritical fluid (SCF) is a gas whose temperature and pressure are above the critical temperature and critical pressure respectively. In this state, the distinction between liquid and gas disappears.
State of matter - Wikipedia
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States of Matter : Let's explore the 3 States of Matter: Solid, Liquid and Gas. Properties such as shape and volume, compressibility, rigid or fluid are disc...
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Contraction and Expansion of Solids, Liquids, and Gases. from lesson 1.5 . Heating and Cooling; Solids, Liquids, and Gases ... Student Reading. for chapter 1. Standards Alignment. NGSS. for chapter 1. CCELA. for chapter 1. Test Bank Questions. Chapter 1 ; Sample Multimedia. Heating and Cooling a Solid from Chapter 1, Lesson 4; Heating and
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Download File PDF Solid Liquid And Gas Read And Do Science
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https://www.patreon.com/homeschoolpo p In this first and second grade video for kids learn about solid and liquid properties and how to classify matter as eit...
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Experiment #9: The Preparation and Properties of Oxygen
Objectives
We will observe the thermal decomposition of several oxygen-containing compounds called oxides. We will collect molecular oxygen and demonstrate its reactivity with several chemical elements.
Safety glasses are required for this experiment.
Discussion
Oxygen is a plentiful and highly reactive element on the earth. Oxygen comprises about 21% of the earth's atmosphere. In its elemental form oxygen is a gas and diatomic.
The earth's crust contains a large amount of oxygen as well, primarily in the form of silicates.
Many metals react with oxygen to form compounds called oxides. For example, iron reacts with oxygen to form iron(III) oxide (rust).
Metalloids will also react with oxygen. Silicon forms silicon dioxide, the main component of sand, when it reacts with oxygen: Si(s)+O (g) SiO (s) ⎯⎯→
Just as with metals and metalloids, the product of the reaction of oxygen with a nonmetal is an oxide. With nonmetals, the oxides formed are sometimes gaseous. For example, elemental sulfur (S8) reacts with oxygen to form sulfur dioxide, a poisonous gas that can be used as a food additive to sterilize dried fruit and wine.
Whether a metal oxide compound decomposes easily depends to a large extent on the strength of the metal-oxygen bonds. If the bonds are strong, a large amount of energy (high temperature) is required to break them. If they are relatively weak then the amount of energy required to break the bonds is smaller, and the temperature at which the compound decomposes is relatively low.
Part 1: Decomposition of oxygen-containing compounds
Your instructor will demonstrate this part.
Each oxide listed below will be heated using a Bunsen burner. Describe the physical properties of these oxides. Physical properties include color, texture, and state of matter. Observe any changes that occur. Any changes in color, texture, gas formation, melting, etc., should be written in the data sheet.
In the space below, write chemical equations for each substance that released oxygen
Part 2: Collection of Oxygen over Water
You will be collecting 3 bottles of oxygen which will be produced by the decomposition of hydrogen peroxide (H2O2). The following equation expresses the chemical change that occurs.
The oxygen is collected by a method known as downward displacement of water. The gas is conducted from a generator to a bottle of water inverted through a water-filled trough. The oxygen, which is only very slightly soluble in water, rises and forces the water out.
The rate of decomposition is accelerated using a catalyst, manganese dioxide.
Procedure:
Your apparatus will consist of a collecting trough that is connected by rubber tubing to a generator bottle with a thistle tube. The reaction will take place in the generator bottle and then the oxygen gas will move through the tubing into the collecting trough where the collection bottles will be.
1. Partly fill the collecting trough with water, making sure that the shelf is covered with water.
2. Fill three collection bottles with tap water and place all three in the collection trough upside down. The glass plate can be used to cover the opening of the bottles as you place them under the surface of the water in the trough. Each bottle should be filled with water and positioned upside down in the trough.
3. The generator bottle already contains the catalyst. You will be given 40 mL of hydrogen peroxide which you will add once you are ready to begin.
4. Once the peroxide has been added and bubbles start forming in the trough, wait a few seconds for all the air to be purged from the generator bottle and tubing.
5. Slide one of the collection bottles over the hole that the bubbles are passing through and hold the bottle down with one hand. As oxygen enters the bottle, it will displace the water, and the bottle will become buoyant. This could cause it to flip over.
6. Once almost all of the water in the bottle has been completely displaced, use one of the bottle lids to trap the oxygen in the bottle. You want to have a small amount of water (2-3 mL) in the bottle before you cap it. Slide a second bottle over the hole and collect more oxygen. Fill it with oxygen as you did with the first bottle. Continue with the third bottle.
The bottles will be used in part 3 of this procedure.
Part 3: Preparation of Oxides, Formation of Acids and Bases from Oxides
As stated earlier, oxygen is a reactive element. To demonstrate this idea we will use the oxygen collected in Part 2 to react with elemental sulfur, phosphorus, magnesium, iron and charcoal. In each case, the reaction will produce an oxide.
Procedure
1. Label one of your collection bottles "sulfur." Label the second bottle "phosphorus." The third bottle will be used for class demonstrations.
2. Bring the bottle labeled "sulfur" to a fume hood. Your instructor will place a small amount of sulfur in a deflagrating spoon. Using the Bunsen burner, the sulfur will be heated until it starts to burn. Quickly open the bottle containing oxygen, and quickly place the spoon into the bottle. Allow the sulfur to burn in the oxygen-enriched atmosphere. Replace the lid onto the bottle. Shake the solution in the bottle. Take the bottle back to your work station.
3. Repeat the same procedure using phosphorus and the bottle labeled "phosphorus."
4. Place two drops of universal indicator solution (UIS) in each of the bottles labeled "sulfur" and "phosphorus". Record the color of the solution in each bottle.
5. Your instructor will demonstrate the remaining three elements.
Complete the following table:
Oxide
Color of Solution with UIS
Color of solution with
Phenolphthalein
Fe
2
O
3
CO
2
SO
2
P
4
O
10
MgO
In the space below, write balanced equations for the reaction of each element with oxygen.
Write equations for each oxide with water:
Can you suggest a generalization for acids and bases, based on your observations?
a) Oxides of metals, if dissolved in water, produce _____________
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Lesson plan created by Julie Bowman on behalf of Sunderland Culture
Resource Overview
Who is this for? Teachers to deliver to Year 1 pupils What you'll need
Scheme of work (see below).
Powerpoint attached to this resource.
Video tutorial attached to this resource.
Board or screen to display the powerpoint/video.
Music player and speakers.
A large space to dance in, dependent on the number of pupils.
Pupils will need to wear their PE kit or clothes appropriate for dancing.
Chinese dragon or something similar (optional).
Aim of the topic
Pupils will explore Chinese Dragon Dance. They will learn a basic dance inspired by Chinese Dragon Dance movements. They will develop their movement memory and performance skills to be able to perform their finished dance with minimal support from the teacher.
Curriculum areas
Dance, Geography, PE and Music.
Resources
There are two resources in this activity pack:
1. Scheme for teachers
The following activities have been aimed at pupils in Year 1, but can be adapted to suit other Year groups. The content has been designed to be delivered over a period of 6 weeks, where each lesson lasts for thirty-minutes.
This scheme of work includes a lesson outline for each lesson as a suggested guide. A more detailed lesson plan should be written by the teacher to meet the needs of their individual school/class.
2. Powerpoints
The powerpoint resource attached to this scheme of work has been designed to project through the lesson to guide pupils through their learning (please select the appropriate slide per lesson, depending on the pace of pupils' learning).
Scheme of Work Overview
Key Stage: 1
Year group: 1
Duration: 6 lessons (30 minutes per lesson)
Ability: Mixed
Learning objectives
In this unit pupils will explore Chinese Dragon dancing. They will develop knowledge, understanding, technical ability and appreciation of dance.
Chinese Dragon
KS1 Dance Scheme of work
Learning outcomes
By the end of this unit, pupils will be able to perform a substantial piece of choreography. This choreography could be performed to the rest of the class, another class within the same Year group or at a larger gathering such as a school assembly.
Opportunities for differentiation
All pupils will: perform simple dances that attempt to focus on the style of the dance; take part in group dances; take part in discussions about the dance or performance; with help, choose movement material for their choreography; show some understanding of how to perform safely in dance; use simple dance terminology to talk about their own and other people's work.
Most pupils will: perform dances confidently; use their understanding of composition to create simple dance phrases for themselves and in collaboration with others in their group; use their knowledge of dance to adapt their skills to meet the demands of the choreographic task; show expression in their dances and sensitivity to music; identify the form and structure of a dance; make suggestions on how to improve their own and other people's work.
Some pupils will: compose movement sequences creatively and collaboratively in groups; use dynamics, space and musicality in their dances to express themselves in performance; perform movement material clearly and fluently; show an understanding of safe execution of movement; recognize and comment on dances, showing an understanding of the use of constituent features; suggest ways to improve their own and other people's work.
Assessment
* Baseline assessment (first lesson)
* Formative assessment (continually) through question and answer and observation
* Self, partner and group evaluations of compositional skills and quality of performance (continually)
* Summative assessment (last lesson)
Curriculum links
* Literacy: key words
* Citizenship and British values: co-operation, teamwork, tolerance, inclusivity, acceptance, equality.
* Numeracy: counting beats in music
* Music: experiencing the style of music, gaining experience in counting different rhythms.
* ICT: use of powerpoints, videos and music for teaching.
* Cultural: learning key facts about this style of dance.
Resources
Suggested Teaching Resources:
* Powerpoint resource attached.
* Video tutorial resource attached.
* Whiteboard/interactive whiteboard/projector
* Stereo player / music system
* Chinese Dragon or something similar (optional)
Suggested music:
* Album- Traditional Chinese Music
* Dragon Dance by Chinese Music
Chinese Dragon
KS1 Dance Scheme of work
Curriculum overview
To be completed by the individual school based on their KS1 Dance/PE curriculum map.
Key Skills
Acquire and develop
Explore ideas for dances using a range of choreographic devices. Pupil will be expected to work collaboratively in a group or pair.
Perform dances expressively, using a range of performance skills.
Perform specific skills and movement patterns accurately.
Select and apply
Compose dances by using, adapting and developing taught sequences. Explore and choose appropriate material to create phrases inspired by the style of dance.
Knowledge and understanding
Learn key subject specific terminology in relation to performance, composition and appreciation.
Demonstrate an understanding of key terminology through correct application in practice, evident in practical work.
Evaluating and improving
Describe, interpret and evaluate dances, showing an understanding of some aspects of the constituent features of dance.
Identify and describe different constituent features in their own and others' dances using dance terminology.
Make informed interpretations, judgments and opinions of the work being analysed. Identify areas for improvement in their own work and others' and articulate clear goals and strategies in order to bring about improvement.
Key words
Actions, Space, Level, Size, Facing, Direction, Pathways, Speed, Timing, Unison, Group formation, Phrase, Sequence
Lesson content overview
Lesson 1: Introduction to the style of dance and movement.
Lesson 2: Finish teaching the movement sequences.
Lesson 3: Arrange the movement for a whole class performance.
Lesson 4: Group choreographic task to add their own Chinese Dragon sequence in groups/pairs.
Lesson 5: Complete group choreography, perform and receive feedback.
Lesson 6: Improve choreography and rehearse for final performance.
Chinese Dragon
Outline of lesson content
The following is to be used as guide to assist the writing of complete lesson plans appropriate for your school.
For the health and safety of the pupils, each lesson must include a teacher-led warm before physical activity begins and a cool down at the end of the lesson.
Please use the powerpoint to help guide you through the content and project the appropriate slide depending on the pace of pupils' learning.
Teachers will need to make up a Chinese Dragon dance to teach pupils in lessons 1-3. Please see the tutorial video attached to this resource pack for guidance and suggestions. The complexity of the sequence will depend on pupils' prior learning. Teachers may also wish to take a collaborative approach with the class in making up the dance by asking pupil to suggest a movement to add to the dance.
Lesson 1 - Outline of lesson content
(Slides 1-7 on the powerpoint)
Introduce the topic.
Go through key facts about the dance style and associated culture.
Watch the YouTube clip of the dance style and discuss as a class.
Teach the first few movements of the sequence (see video tutorial attached to this resource to help).
Summary discussion checking knowledge learnt so far.
Cool down.
Lesson 2 - Outline of lesson content
Recap knowledge learnt in lesson 1.
Finish teaching the dance sequence.
Rehearse so that the pupils are building their movement memory. The teacher should gradually reduce the level of support from full demonstrations of the movement to visual prompts and then verbal prompts only.
Lesson 3 - Outline of lesson content
Teacher to arrange the class in a group formation and adapt the movement sequence to suit a whole-class choreography. For example, half the pupil might perform the first few movements while the others freeze in a position and then swap over. Traveling movements (such as the walks and runs) could be adapted so that pupils walk in a small circle with a group of 3 other children so that there are several smaller dragons in the dance as a whole. Rehearse so that pupils gradually require less support during performance.
Summary discussion about learning so far and learning next lesson.
Lesson 4 - Outline of lesson content
(Slides 8-11 on the powerpoint)
Introduce new key terms.
Watch YouTube clip of dance style and discuss as a class.
Group choreographic task to start creating their own Chinese Dragon sequence. Pupils should be encouraged to use movements from the teacher-taught dance as well as movements from the video.
Summary discussion checking understanding of key words.
Chinese Dragon
Lesson 5 - Outline of lesson content
(Slides 11-12 on the powerpoint)
Class discussion recapping learning from last lesson.
Groups recap and finish their Chinese Dragon dances.
Perform for the class and receive peer feedback.
Lesson 6 - Outline of lesson content
Recap the whole-class dance.
Add the group dances to the end of the whole-class dance.
Rehearse the completed dance.
Perform for the teacher. (This final performance could be in front of another class or in an assembly).
Summary discussion about what they have learnt during this topic.
Chinese Dragon
KS1 Dance Scheme of work
Want to know more about the artist that designed this resource? Contact us and we'll happily introduce you!
www. sunderlandculture.org.uk email@example.com
@sunderlandculture @SundCulture
@sunderlandculture | <urn:uuid:0c1cb84d-df41-4bad-af56-8e737d5a998e> | CC-MAIN-2021-39 | https://sunderlandculture.org.uk/wp-content/uploads/2021/07/Sunderland-Culture-School-project-Year-1-Chinese-Dragon-Dance.pdf | 2021-09-28T07:29:11+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00682.warc.gz | 569,055,490 | 1,925 | eng_Latn | eng_Latn | 0.987005 | eng_Latn | 0.996795 | [
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Parent Plus AAP News
INFORMATION FROM YOUR PEDIATRICIAN
Staying safe on the job: tips to help teen employees
Is your teen looking to save some money for college or hoping to buy a car? By around the age of 14 or 15, many teens are ready for their first job, either during the summer or after school.
Having a job is a big responsibility for a teenager, but it can be a great learning experience as long as the employer follows laws to keep their young employees safe. Working teens can learn how to add and subtract money, keep track of supplies, follow orders and even lead others.
Following are tips to consider when looking for a part-time job.
Jobs to avoid
Most employers do their best to follow rules and age limits. However, about 70,000 teens are hurt on the job each year and must go to the hospital. Another 70 teens die from work injuries each year. Teens are more likely to be hurt when doing a job that they are not supposed to be doing, according to the Centers for Disease Control and Prevention.
Some examples of jobs that teens under age 18 should not do include:
* riving a motor vehicle as a regular part of the job, or operating a forklift or powered equipment like a circular saw, box crusher, meat slicer or bakery machine;
* working on wrecking, demolition, excavation, roofing, mining, logging and sawmill jobs;
* being exposed to radiation; and
* working where explosives are made or stored.
Ages and rules
Most children are not ready to have a job until about age 14, the minimum age set by the U.S. government. But younger children can have simple jobs, according to the U.S. Department of Labor. Examples include delivering newspapers, working in businesses owned by their parents, babysitting or doing minor chores like mowing with a walk-behind lawnmower (age 12 or older).
Employers must follow federal and state child labor laws. Hours vary, based on age. The federal government does not restrict the number of hours or times of day that teens ages 16 and older may be employed, but many states do.
The American Academy of Pediatrics advises parents to keep an eye out for stress. If their child is not able to manage schoolwork, after-school activities and job responsibilities while still getting enough sleep, it may be time to cut back on working hours.
Parents can find more information about teen employment rules at http://www.youthrules.dol.gov/know-thelimits/index.htm.
— Trisha Korioth
©2014 American Academy of Pediatrics. This Parent Plus may be freely copied and distributed with proper attribution.
Volume 35 • Number 7 July 2014 www.aapnews.org | <urn:uuid:a21989e8-bf72-42b1-84c5-1a490325a9ba> | CC-MAIN-2021-39 | https://www.aappublications.org/content/aapnews/35/7/29.5.full.pdf | 2021-09-28T08:28:53+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00681.warc.gz | 651,817,931 | 568 | eng_Latn | eng_Latn | 0.998484 | eng_Latn | 0.998484 | [
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Experiment #10: Liquids, Liquid Mixtures and Solutions
Objectives: This experiment is a broad survey of the physical properties of liquids. We will investigate solvent/solute mixtures. We will study and try to distinguish between polar and nonpolar substances, miscible and immiscible mixtures that produce a two-phase system. We will examine the difference between true solutions and colloidal suspensions. We will examine the difference in physical properties, such as melting point and boiling point, between pure water and a solution of salt in water. We will examine dialysis and investigate which classes of materials will dialyze.
Safety glasses are required for this experiment
Textbook Reference: pp 411-414, 421-432
Discussion:
Solutions are mixtures of as solute in a solvent. The solute is the substance that is dissolved or goes into solutions, while the solvent is the medium that does the dissolving.
Suspensions are mixtures of finely divided substances in a suspending medium. Colloidal dispersions lie in the range between true solutions and suspensions in terms of size of the particle being dissolved. Colloids do not settle out on standing.
A common solubility rule is sometimes summarized "like dissolves like", which means that ionic or polar substances dissolve in polar solvents and nonpolar covalent substances dissolve in nonpolar solvents. Water and alcohol are examples of polar solvents, whereas toluene and benzene are nonpolar.
The presence of a solute affects the boiling point and freezing point of the solvent. Solutions boil at a temperature that is higher than the normal boiling point of the pure solvent, and freeze at a temperature that is lower than the freezing point of the pure solvent. In this experiment you will examine the effect of salt on the boiling point and freezing point of water.
In the dialysis process solution particles are separated from colloidal particles by means of a selectively permeable membrane. You will recall that colloidal particles do not pass through a membrane. The principal of dialysis is very important in hemodialysis in an artificial kidney machine, where certain body wastes that are dissolved in the blood are removed.
PROCEDURE
Part 1
: Demonstrations – Write down all your observations!
Properties of Colloids Compared with Solutions
A. 1% colloidal solution of starch.
B. Iodine indicator can be used to test for the presence of starch. The solution will be filtered and the filtrate will also be tested for starch. This type of test is known as a destructive test since the molecule is not destroyed.
C. Tyndall Effect – The instructor will shine a strong light through two test tubes (one which contains 1% starch solution and the other with 5% sugar solution). This will demonstrate the Tyndall Effect which is the phenomenon by which colloidal particles, which are larger than solution particles, reflect and scatter a light beam so that it becomes visible. Compare the passage of light through the two. This type of test is considered non-destructive since the molecules are not destroyed.
Dialysis
Before the dialysis, three samples of pure water will be tested for barium and chloride ions and the starch molecule.
Barium Ions: 5 drops of dilute sulfuric acid is added to 5 mL of water. The development of a white ppt of BaSO4 indicates the presence of barium ions in the water.
Chloride Ions: 5 drops of silver nitrate solution is added to 5 mL of water. A while ppt of AgCl indicates the presence of chloride ions.
Starch: A few drops of iodine solutions is added to 5 mL water. The development of a blue or blue-black color indicates the presence of starch in the water.
A dialysis setup has been prepared in which a semi-permeable membrane casing will be filled with 2 mL of starch solution and another solution of barium chloride in boiling water. The filled and tied membrane casing is placed in a large beaker almost full of water, so that the top level of the water covers the suspended and tied casing.
After heating for 30 minutes, three potions of water from the beaker (dialysate) will be removed and tested for barium ions, chloride ions and starch using the same procedure as before.
Barium Ions:
Chloride Ions:
Starch:
2
Dialysis of Iodine
In the previous part of the experiment, it was shown that only small ions (barium and chloride) could migrate through the semipermeable membrane, but the large starch molecule did not dialyze.
A solution of iodine in a beaker has been placed in a bag made of semipermeable membrane containing starch. The purpose of this part of the experiment is to determine whether small molecules can migrate like small ions and if something could dialyze from the outside into the bag. Include all observations in the space below.
At the start, what is the color inside the bag?
How can you tell where the iodine is and where the starch is?
After 30 minutes, observe the colors again:
What substance dialyzed? Starch or iodine?
Based on this result, does dialysis occur only from inside the semipermeable membrane or can it take place from the outside as well?
What are some applications of dialysis?
Part 2: You will now split up into six groups. Each group will perform one of the following experiments and then present their findings to the rest of the class.
Group 1: Filtration
You will have two samples, water with powdered chalk as an insoluble impurity and water with cupric sulfate, CuSO4 (aq), as a dissolved impurity. You will perform a filtration on each of these samples to determine which impurity can be removed by filtration. Name the physical phenomenon that aids you in this type of filtration.
Group 2: Comparing the solubility of various solutes in water
Set up 5 test tubes in your test tube rack and place 5 mL of water in each test tube. Add the following substances to the test tubes and gently shake the tubes to dissolve the soluble substances. Those substances that do not dissolve in cold water are to be placed in a hot water bath and re-evaluated for solubility in hot water.
A) pinch of sodium chloride – ionic substance
B) pinch of sucrose (sugar) – polar substance
C) 2 drops vegetable oil – covalent substance
D) pinch of gelatin – protein with some polar groups
E) a few iodine crystals – nonpolar covalent substance.
Group 3: Comparison of the solubility of iodine in various solvents
Set up 4 dry test tubes in your rack. Add 5 mL of one of the following solvents to each test tube: water, ethyl alcohol, chloroform, and toluene. Water and alcohol are polar, chloroform is very slightly polar and toluene is non-polar. Add one or two crystals of iodine to each test tube. Stopper the tube and shake. Record your observations.
Observations
Iodine and water
Iodine and ethyl Alcohol
Iodine and chloroform
Iodine and toluene
Group 4: Comparison of solubility of liquids in liquids
Set up six dry test tubes and place them in a test tube rack. Add 2 mL of each of the following liquids to the tubes. Put a stopper over each test tube and shake vigorously for at least 10 seconds. Decide if the substances are miscible, partly miscible or immiscible, homogenous or heterogeneous. What effects might the polarity have on miscibility?
Group 5: Preparation of a saturated solution
Place 10 mL of water in a large test tube. Add sugar (Sucrose) in small portions of about 2 grams each. (Each portion is about 1 inch in the test tube). Stopper and shake after each addition. Keep adding sugar until no more dissolves. Estimate and record the total amount of sugar that you added.
Approximate solubility of sugar per 10 mL of water is _____________________ What factors affect the solubility?
** The instructor will show you a supersaturated solution.
Group 6: Determination of boiling point and freezing point of a solution
A. Boiling point: Pour 100 mL of distilled water into a 250 mL beaker and heat it to boiling. Record the temperature at which it boils. Then add 10 grams NaCl to the hot water. Reheat the salt solution and record the temperature at which it boils.
Pure water: _____________________ Salt Solution:_____________________
B. Freezing Point: Fill a clean 250 mL beaker with crushed ice up to the 100 mL mark. Add to the ice about 50 mL distilled water. Stir the solution with a thermometer. Record the temperature, making sure the thermometer bulb is in the iced area and ice and water are both present in the mixture. This is the freezing point of pure water. Pour 50 mL of the hot salt solution from the previous part into the ice-water mixture. Add more ice if necessary. Record the lowest temperature obtained.
Pure water: _____________________ Salt Solution:_____________________
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Read at home with your family. Here are some questions that they could ask you to test your understanding of the text.
Reading Task:
Write an in-depth book review about a book you have read.
You must include the following:
- Author of the book
- Genre of the book
- Summarise the key events
- Your personal response to the book, including reasons
- Themes that are evident in the text, providing examples
- A short analysis of the main character
Challenge: What makes the author of your book successful?
Remember to refer to the text in your responses.
Writing Task One:
Recap on key events
You will be turning the poem of The Lady of Shalott into a narrative. First, you need to recap on the key events of the poem. Order the following events in the order in which they appear in the poem:
a) Sir Lancelot, a handsome knight, rides past. He is brilliantly dressed on a wonderful horse, and he is singing.
b) A description of the city of Camelot. It has a river surrounded by fields. There are willow trees and flowers. On the river there are large barges drawn by horses. In the fields, workers are cutting the barley. There is a large grey building with towers.
c) The Lady sings as she floats down the river. As she drifts down to Camelot, she slowly dies.
d) The Lady disobeys what she has been told. She looks out of the window. The mirror cracks. She knows her final punishment has come.
e) A woman sits alone in a room. She is weaving a magic web. She is cursed and is not allowed to look out of the window. She sits in front of a mirror and watches in it reflections of what is happening outside the window. She sees many different sights.
f) In Camelot, people gather to look at the Lady in the boat. Sir Lancelot sees her. He says sadly that she was very beautiful. He hopes God will bless her now that she is dead.
g) The weather is dark and stormy. The Lady finds a boat tied up by the river. She lies down in it.
Challenge: Which key event is the most important? Justify your response.
Identify Features
The key events will form the 'bare bones' of your narrative. Before you start planning, it is important to identify the features of a story. Bullet point the key features of a story (you can refer to your own storybooks and give examples).
Challenge – What is the purpose of including dialogue in a narrative?
Planning
Record the key events of The Lady of Shalott onto the following planning template:
ICGIAG – Include words and phrases to describe settings and characters IAC – Include techniques to engage the target audience on a personal level
Opening
Introduce characters and settings
-------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- --------------------------------------------------------------------
------------------------------------------------------------
Build Up
Develop the characters and setting
Include the points that lead up to the conflict/dilemma
-------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- --------------------------------------------------------------------
------------------------------------------------------------
Dilemma
The conflict in the narrative
How do the characters react?
-------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- --------------------------------------------------------------------
------------------------------------------------------------
Resolution
How the conflict is resolved
The ending of the story
-------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- -------------------------------------------------------------------- --------------------------------------------------------------------
------------------------------------------------------------
Writing your narrative
Once you have completed your plan, you need to start writing your story.
INH – Include a range of figurative language features to describe settings and characters
ICGAIG – Develop empathy for the Lady of Shalott
IAC – Include literary techniques to engage the target audience
Remember to include high level punctuation in your writing as well.
Writing Task Two:
The Lady of Shalott believes that she is cursed, but how did she end up this way? Your task is to write a story, which explains the mystery of how she became cursed.
Planning
Plan your new narrative.
ICGIAG – Include words and phrases to describe settings and characters IAC – Include techniques to engage the target audience on a personal level
Opening
Introduce characters and settings
------------------------------------------------------------------- ------------------------------------------------------------------- ------------------------------------------------------------------- ------------------------------------------------------------------- ------------------------------------------------------------------- ------------------------------------------------------------------- ------------------------------------------------------------------- -------------------------------------------------------------------
Build Up
Develop the characters and setting
Include the points that lead up to the conflict/dilemma
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Dilemma
The conflict in the narrative
How do the characters react?
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Resolution
How the conflict is resolved
The ending of the story
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Writing your narrative
Once you have completed your plan, you need to start writing your story.
INH – Include a range of figurative language features to describe settings and characters
ICGAIG – Develop empathy for the Lady of Shalott
IAC – Include literary techniques to engage the target audience
Remember to include high-level punctuation in your writing as well.
Writing Task Three:
Write a diary entry from the point of view of The Lady of Shalott.
Identify Features
Before you start planning, it is important to identify the features of a diary. Bullet point the key features of a diary/ recount. How many are you able to recall?
Challenge – What is the purpose of including thoughts and feelings in a recount?
Planning
Plan your diary entry using the template below:
ICGIAG – Include emotive language to evoke certain emotions IAC – Include techniques to engage the target audience on a personal level
Writing your recount
Once you have completed your plan, you need to start writing your recount.
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Nature Activities for Preserves
Games and challenges for any age, any number of people, and any number of preserves are all yours for the downloading. You need add only a digital camera, tablet, smartphone or sketch pad. You are the sleuths using your powers of observations to solve these puzzles.
In any form of nature study or scientific research, there is material to be studied before an investigation, a visit, and there is information, data, to be digested afterward. We have included some suggestions for resources for those phases. For almost all of these family activities, you do have to actually go out and visit the preserves. You will find that these activities compliment the Self-Guided Nature trails and Species Almanac sections of deeriNature.
Adults, you know you are supposed to model the behavior you want to see in the young. You must ooh and ah over every discovery the child brings you, no matter how smelly or yucky it may be. You may however find yourself rediscovering the joy of personal exploration.
#1 Using your Mobile
For a youngster, finding the next QR code, using the Google Earth Interactive map, and locating Points of Interest is as good as an Easter egg hunt, treasure hunt and scavenger hunt all in one.
#2 Merlin Magic: Who is that bird?
With the free app from Cornell Laboratory of Ornithology on your mobile device, even a very young child can make the choices that will probably result in an accurate ID. See www.birds.cornell.edu or download their free app, below.
Using it works like a game the whole family can play. What size is that bird? Is it more like a turkey, a chicken, robin, a chickadee, a humming bird? Where are you? What color is the bird, mostly?
The whole family is apt to be charmed by playing the bird song; but do remember, the birds on their territories out on our preserves are NOT charmed. They are alarmed. Where is that intruder? Can I tell him off? Now that thousands - yes, thousands - of visitors come to our preserves in a season that makes every individual's behavior matter more than they might ever guess. Day after day other innocent visitors repeat the action and the poor resident birds wear themselves out reacting to the phantoms. (That is also essentially the problem caused by dog visitors, even those on a leash.)
#3 The Case of the Royal Rainbow
This is perhaps a classic scavenger hunt; you cross the colors off your list once you have "captured" an image of something that shows off each color. The youngest members can scout out the colors; the next oldest can wield the camera. No one need feel above the challenge - see the advanced version, the challenge of the Tale of Two Newtons. All your images are treasures. It is quite obvious how to tailor this challenge to any age.
1. Red Yellow Blue : for beginners:
2. Tale of Two Newtons: the Advanced challenge:
Use your camera or smart phone to take photographs from land and sea or sky for each of the colors of the rainbow. You know the names of the primaries: red, yellow, and blue, but what about green and orange and purple and brown? How about the Richest Red, Awesome Orange, Yummiest Yellow, Greatest Green? Best Blue? Inimitable Indigo? Very Violet, also known as Prettiest Purple? Hint: what are often called the secondary colors, orange, green and violet, are the easy ones to find. True red and yellow and blue? Now there's a challenge.
Mozart perhaps had perfect pitch and seems also to have had such a good sound memory that he was able to go home after listening to the choir in the Sistine Chapel and write down from memory Allegri's Miserere. Similarly, some of us are so good with colors that we do not have to take that sweater with us to the store when we want to buy matching socks.
Western musicians have divided the audible (that humans can detect) range of sound waves into whole and half steps, black and white keys, on a piano tuned to 88 different pitches, or notes. We have assigned names to these notes based on the alphabet letters a-g and sharps and flats.
What is the equivalent for the range of the electromagnetic spectrum, the part that humans can see?
http://physics.tutorvista.com/light/visible-light-spectrum.html?view=simple
For the beginner's Royal Rainbow we used traditional names (from Isaac Newton) for the rainbow colors, but the well-known British watercolour firm, (Winsor Newton) produces an array of 96 named pigment colors for painters.
See http://www.winsornewton.com/products/water-colours/artists-water-colour/colourchart/
(Suppose you are more interested in the color palette as it relates to digital imaging and the RGB color space, Red, green and blue. See http://www.centerkey.com/colors/ for words associated with HTML and hex codes and color swaths on your digital device screen.)
Why do this? Just as musicians improve with practice and training, your color training might make you a better naturalist. You are also likely to find that your enjoyment of the sea vistas of Penobscot Bay is magically enhanced once you are sensitive to Prussian Blue. After you know Alizarin Crimson, our sunsets will never look the same. And just what do you call that color red of those bunchberries?
#4 The Case of the Deer Isle Dinner Party
Now this is a Treasure Hunt; one clue leads you on to the next. The treasure? You end up with the knowledge of how to read the signs along a trail. Your collection of images proves your point and is a pleasant keepsake from your journey.
As you walk around the preserves see what signs you can find to draw or photograph as evidence to answer these questions:
Who came to dinner?
* for appetizer?
What did they eat?
o nuts, seeds? flowers?
o nectar, water?
* for drinks?
* for salad course?
* for veggies ?
o can you name the leaves? Birds, insects, or mammals did the eating?
o can you name any twigs or buds and tell whether deer or hare or grouse did the deed?
o any piles of fur or feathers that indicate a hawk?
* any meats?
o or have you found a pile of bones left by a fox or coyote?
o or a pellet coughed up by an owl?
* seafood ?
o any odor? A fox often leaves a very distinctive smell on the trail.
o crab or shell fragments from a gull or otter?
o fruits? Can you name the berries?
* dessert
* and after dinner
o can you identify any scats left behind?
o who set the table and left their middens?
#5 The Case Of The Deaths At The Shore:
Here is family fun forensics at its finest!
You, the forensic examiner, are presented with the following six photographs of the dead bodies that washed up with the tides. What do you deduce was the cause of death of each victim?
1. A shell dropped onto a rock to break it exhibiting a clean fracture:
2. The lip or turret of a snail shell has been sheared off leaving edges that look as if scissors or tin snips were used:
3. A number of small same-sized holes in a hen clam shell. See also #5; we could have gang operating here…
4. A single sizable hole with neatly beveled edges in a clam:
5. Shallow grooves trailing over a shell that look as if they were made by some sort of minirouter:
6. A small round hole, not beveled edges, in a mussel shell:
Now that you know what the evidence looks like, can you photograph some cases of your own, develop your evidence and make your own deductions? What's your verdict: was this murder or just breakfast, lunch, or dinner? You might consult the "judge" about your verdicts, i.e. see the Nature Almanac section on shore creatures for answers.
P.S. Don't be fooled by the hermit crabs in their disguise. They have backed into the shell of a mollusk but that does not make them a snail. Their shell may even be covered with pink "fur" a growth of hydroids - but don't let that "fake mustache" equivalent fool you. Furthermore, these crabs are principally scavengers so they are not your perpetrators. They did not kill those periwinkles.
#6 Tiny Treasures
The gold standard of magnifiers has long been the Hastings Triplet 10x pocket lens. These are available at the IHT Nature Store and on line from various suppliers. You can also turn your binoculars around and use them as magnifiers.
Have you noticed that in some ways you can see better with your digital camera? They are wizards at light gathering and at focusing. And they are quick! Welcome to the macro world. Digital cameras are also now incorporated in binocular microscopes at (almost) reasonable price. Just as binoculars have evolved to be better and less expensive, so too microscopes. Ever more amazing horizons are now a possibility for the dedicated amateur.
The reproductive parts of plants have long fascinated scientists. Linnaeus even made it rather respectable to study them in mixed company. Seriously, close-ups of even the most humble flowers take on a new and fascinating beauty when viewed magnified.
View insect parts close up for a scientific horror show no fantasy can match. Lepidoptera on the other hand look gorgeous when their wings are viewed highly magnified. The web site www.butterfliesandmoths.org will even direct you to LepWingID, the recognition software for your digital camera close-ups.
Scoop up a handful of beach sand and study the jewel-like grains of sand. You will be amazed at how different the sands of our beaches are one from another. But you won't know if you don't look.
#7 GeoQuestions
1. Glacial Grooving - photograph and measure the scratches and use a hand compass or your smart phone compass app. What is the alignment of the grooves, the striae? What do you think might be the relationship between that direction and what you can deduce about glaciers in Maine by looking at the profile of the Camden Hills to the west of Penobscot Bay? You may wish to gather your data from
b) the Bowcat Overlook, at the Little Deer end of the Causeway
a) Settlement Quarry
c) the top of Pine Hill
e) Are these all relatively the same?
d) the far shore of the Tennis Preserve.
2. Sort-a-glacia
a) how many rocks are the size of a watermelon?
Go to the beach at the far shore of Mariners Park. Walk south (toward Stonington) and look back up at the face of the bluff. You should not climb the face. It is not necessary to take accurate measurements but you can organize your estimates as follows.
b) of a softball?
c) of a golf ball?
Photograph or draw a chart of the relative positions of these rocks. What sort of order do you perceive? How might you account for that? How might that relate to the profile of Camden Hills to the west of Penobscot Bay? Look at the gravels on the beach at the foot of the bluff. How are they sorted? How do you account for that?
3. Rock Around Barred Island
Go to Barred Island at low tide. Starting at the north end of the bar, walk the entire perimeter of the small island, about 10 feet below the line of vegetation. You will end up at the south end of the bar, towards Stonington.
Determine what you think bedrock looks like. Then make a data sheet for your categories and collect 15-20 photographs of rocks that are about the size of a watermelon or larger. Are most of these rocks the same as the bedrock? What types do you see?
1. How many are grey-green and foliated, like crushed puff pastry?
3. How many are shaped blobs like a spoonful of hardened pudding?
2. How many are fine-grained dark grey or black with or without bands of white?
4. How many are like fruitcake with various large additions in them?
6. What other colored stripes have you found?
5. How many have white stripes around them?
7. Where around Barred Island are there beaches of rocks smaller than baseballs? Why might that be?
Now that you have taken a good look at the rocks, you might try matching some of the following terms with your photographs: Stonington granite, Ellsworth schist, conglomerate, inclusion, basalt, quartz, aplite, diabase
4. Dike Detectives- Find the Intrusions
A dike, or dyke, is formed when molten rock is squeezed into cracks in existing rock. When the molten magma cools and crystallizes, a stripe of a different color may form in the rock. White stripes are common here and pink stripes are possible. Black stripes are likely farther downeast. Can you guess what mineral names you might assign to these colors? See the list in #2.
At Barred Island, Settlement Quarry and Scott's Landing see if you can find and photograph lines of light-colored rock that cut through the darker main body of rock. If the rocks are still attached to the bedrock, you might record color, how wide and how long the dikes are. If your rocks are not attached to the bedrock, you might say the stripes go "around" the rock. Think back to the bedrock with stripes. Are these stripes horizontal, slanted diagonally, vertical, or nearly so? If magma is squirting out from the central core of the earth globe, what direction do you call this? Now think about those stripes. Has the rock changed position since the magma intruded and the dike crystallized?
#8 PLANTS - The Botany Bottle
also known as Parlez-vous chlorophyll ? or Walking the PLANK.
This activity requires commitment. You need some bottles and jars, some water, and the book The PLants of Acadia National Park. Not least of all, you need resolve - and a generous space of time before and after frosts. However, this is one of the most rewarding activities for an individual or a family. For the rest of your life you will enjoy the landscape around you with increased perception of the awe-inspiring diversity of the natural world.
The dedicated botanists who compiled and edited the guide to plants of Acadia, PLANK if you will, urged that the users carry the book into the field rather than that they pick the flower and bring it home to the book. A wise admonition for a national park with two and a half million visitors a season!
However, if your personal goal is learning to recognize plants, to make them your friends, a different tactic is required. Plants belong in your daily life. We urge you to put them there. Below is the Flower Table that the Fairbanks Museum in St Johnsbury, Vermont, has maintained for over a century. Every day, volunteers bring in a specimen and display it in a glass container with the plant's common and scientific name on a label.
Here is the Botany Bottle challenge: Every day that you have available, go out and get a plant specimen and bring it home to a bottle of water and display it prominently with its label. Of course that means you have to identify it and that is where "walking the PLANK" comes in. By the time your plant wilts, surely some of you will have learned its names. Your specimen is almost surely in that PLANK book. But are you likely to be decimating a population of rare plants? They are rare, so it is not likely, but do use your good judgment when you consider taking a specimen of anything. Maine does have a rare plant list and you can find a 40KB
download with fine descriptions and photographs at http://www.maine.gov/dacf/mnap/features/rare_plants/plantlist.htm. Many of the plants on the list are grasses and sedges, identification of which is a fairly specialized enterprise.
Maine does not have an official list of invasive plant species. Because you are indeed likely to encounter these species, the Plants of Acadia National Park botanists have included this list and we include it as well: amur maple, Acer ginnala; Norway maple, Acer platanoides; garlic mustard, Allaria petiolata; barberries, Berberis xottawensis B. thunbergii, B.vulgaris; narrowleaf bittercress, Cardamine impatiens; Asiatic bittersweet, Celastrus orbiculatus; Canada thistle, Cirsium arvense; winged euonymus, Euonymus alatus; Japanese knotweed, Fallopia japonica; alder buckthorn, Frangula alnus; shrubby St. Johns-wort, Hypericum prolificum; nonnative honeysuckle species, Lonicera spp.; privet, Ligustrum spp.; forest woodrush, Luzula luzuloides; purple loosestrife, Lythrum salicaria; ninebark, Physocarpus opulifolius; black locust, Robinia pseudoacacia; multuflora rose, Rosa multiflora; bittersweet nightshade, Solanum dulcamara; coltsfoot, Tussilago farfara.
These plants are characterized by their ability to proliferate. They may make fleshy fruits that birds eat and distribute; they may produce thousands of seeds, or they may be able to grow from root fragments of just a few cells. Some of these plants are familiar garden plants that, for reasons that scientists do not fully understand, in some places, in some times become nuisances by "going rogue". Eradicating them while they are in small numbers, well before they manage to take over, is worth the effort.
Parlez-vous Chlorophyll? Make a checklist for your FIRST 50 PLANTS that you are familiar with, the "friends" that you have learned to recognize. Document them by "collecting" camera or sketch book images.
#9 The Nature Selfie Riddles
For the preserves with trails there are riddles to challenge your powers of observation in the field and your ability to guess the coded meanings. (Clues to solve the riddles are included in the e-book and mobile version as well as in the Nature Species Almanac.) Since it is likely that you have a camera or smart phone with you, why not take a photograph of yourself with the object that is the solution? A Nature Selfie.
When you have guessed the answer to the riddles you might take a photograph of yourself and your party posed with the natural feature that is the answer to the riddle. Post your answer photo as your own riddle: "For which IHT preserve riddle is this the answer?"
RIDDLES
Here are the riddles for Barred Island:
1. Landlubbers come down the trail too late Right by me they have to wait My bare white teeth too hard to chip Flash a smile with my rosy lips. Who am I?
2. Climate change may make me drown Even the jewels in my nice crown Until sunset you may clamber Touch me gently, not with hammer. Who am I?
Here are the riddles for Crockett Cove Woods
1. My namesake and I might not be to your taste. Unless you are starving Pick at leisure, regret in haste Who am I?
2. Not Snaggletooth, Sweet tooth, but definitely three Ever since dinosaurs, damp-footed knew me Who am I?
Here are the riddles for Scott's Landing:
1. Though I sunbathe, I don't turn pink. This egg won't hatch as you might think. Not from the island; don't take me for granted. I just sit here, where I was planted. Who am I?
2. Some say I am a messy broom. A clean sweep I am not. Above the trees when dark clouds loom Dramatic skyline you have got.
:
Who am I?
Here are the riddles for Settlement Quarry:
1. How odd a table the host has set; just how divisive can you can get? my split personality as a guest – on wall or floor, whatever's best. Who am I ?
2. When the oven cools I have some fun into every crack I quickly run Quartz and feldspar crystals look so fine But finer yet those stripes of mine Who am I ?
Here are the riddles for Shore Acres:
1. Who pulled out from under I ask you to wonder; what once was my chair now is only a lair Who am I?
2. What a story we can tell being not just where we fell an explanation that they say goes indeed a quite long way Who am I?
Here are the riddles for Tennis Preserve
1. Though tides may rise and fall I sail the same through seasons all Who am I?
2. Look and down for carpet brown. All day long when I was young in full sun my songs I sung:
SPOILER ALERT: The answers to the riddles are found at the end of this PDF.
#10 The Century Checklist Club
A century is a hundred. How about a hundred Deer Isle plants and a hundred animals - or a hundred of just the bird species? - that you have seen and learned to recognize? (We offer a separate PDF so you can print out a paper sheet for recording your checklist candidates.)
100 PLANTS
You may be surprised at how many plants you recognize from the photographs and descriptions in the PLANK, Plants of Acadia National Park. By now you should have recognized how important it is to acquire that good book.
100 ANIMALS
Because it is an island, Deer Isle has fewer species than the adjoining mainland. If you are willing to include invertebrates on your list, you will have no trouble filling out a "century". Consider especially adding marine invertebrates. Although the sea shows seasons, there are species to be found all year.
100 BIRDS
Dedicated birders here regularly log about 120 species of birds in a single day when they are raising money for Birdathons. Of course, these birders live here year round, they have gone out in advance and staked out areas where a certain species is likely to be found, and they work in teams. However, you might make this a personal challenge for a year: your own Big Year. (Some rainy day you might want to watch the funny movie called The Big Year, starring Jack black, Owen Wilson and Steve Martin, based on the book by Mark Obmascik called The Big Year: A Tale of Man, Nature and Fowl Obsession. A Big Year is a competition to see who can see and identify the greatest number of species of birds in North America north of Mexico in a calendar year.
To start any youngster off right in appreciating and identifying birds, you can't do better than downloading Cornell Laboratory of Ornithology's free app:
This amazing offering is so simple that any novice can handle it. You choose from 4 silhouettes to approximate the bird's size and then click on color swatches. You enter where you are seeing the bird and what it is doing, and CLICK! the answer pops up with range maps and audio. Absolutely wonderful!
#11 Phenomenal Phenology - your own deeriNature Almanac
Phenology is the study of the sequence of natural events. An almanac is a calendar of those events. Across the nation, there is rising interest in phenology as it casts light on climate changes. Citizen scientists, amateur naturalists, are being recruited by USA-National Phenology Network at www.usanpn.org. You may wish to join this exciting enterprise and subscribe to their e-mail Nature's Notebook.
Think local and join the Signs of the Seasons program coordinated by the University of Maine Cooperative Extension and the Maine Sea Grant. Help scientists document the local effects of global climate change through the work of volunteer citizen scientists. They offer webinars and training sessions for monitoring key species on land and sea. See http://umaine.edu/signs-ofthe-seasons/.
Why not make your own calendar of natural events for Deer Isle? It would help you plan your outings for your year or for your vacation here.
January and February - arctic ducks wintering here in our coves, chickadees begin spring courting "fee-beee" song
May - warblers return, shadbush, rhodora blooms, baby seals; orioles, indigo buntings and rose-breasted grosbeaks pass through, early butterflies and moths
March - Mourning doves bill and coo, salamander Big Night on first warm rain, wood frogs quack, peepers peep after three days (more or less) of 50 F, woodcock displays may begin April - Scott's Landing: full moon woodcock skydance may go on all night, sunset/moonrise simultaneity may be observed
June and July - just after dusk our meadows will be an enchanting sight with lightning bugs, aka fireflies, rising from the grasses. Worth seeking out!
September and October - clear bright days with the winds from the north bring us Sharpshinned hawks – as the crows will tell you!
August - Noctiluca and other species of bioluminescent organism glow when the water is agitated—by your hand, oars, or motor or simply wave actions. Go out to our coves on a warm night and be delighted.
November and December - arctic ducks arrive; humans are busy with their own celebrations
See www.me.usharbors.com/monthly-tides/Manie -Downeast/Stonington/2014 for tide tables with sun and moon rise and set.
FURTHER RESOURCES:
A very fine – attractive, readable and trustworthy online and paper magazine version— available from Northern Woodlands. See www.northernwoodlands.org.
Maine Nature News offers both an interesting web site, www.mainenaturenews.com , and a free weekly e-mail newsletter.
The local chapter of Audubon, Downeast Audubon, offers a great way to keep in touch with area a nature enthusiasts and opportunities for outings. See www.downeastadubon.org . The photographs alone are worth the look.
Plain paper and snail mail are the hallmarks of the Guillemot, the amateur bimonthly newsletter concerning natural history in Maine, for what is called somewhat humorously the Sorrento Natural History Society. This covers astronomy and animal observations collected from area naturalists by former educator and park naturalist William Townsend. To subscribe send $5.00 to Guillemot, Newsletter of the Sorrento Scientific Society, 12 Spring Street, Bar Harbor ME 04609-1330, preferably with a donation to support this amazing effort. This would be your membership fee to the society. As to membership obligations, "…we have not yet held a meeting, incorporated, elected officers, written by-laws or formed any committees."
#12 JUST GET OUT!
1. The Green RX
If your physician suggests that you begin walking for your heart, your lungs, your knees, your weight, your outlook on life, etc, we have some trail options just for you. Enlist a friend and you get your "social calories" while you walk. Just being out in nature seems to be good for us. Use the deeriNature PDFs to learn plant or bird species as you go and discover a joy that is almost like stamp collecting as you acquire each species on your list. Get yourself a pair of trekking poles, also called Nordic walking poles, from a sporting goods store or on line to make your upper body workout more effective and to help you deal with any balance issues.
The following trails are arranged according to difficulty. The challenges are described so you can make accurate choices about when you are ready for each trail. Your doctor can tell you how many repetitions to do and in what time.
1. Deer Run-Lily Pond
Here is a level special surface trail approximately .15 miles
(750 feet) in length from parking lot to pond. Do that walk back and forth twice and you have a good mile. This is pleasant mixed forest, great songbird habitat. The view of the pond is lovely in early spring when shadblow is in bloom, in fall glory, and even in fog or light rain. There is a bench at the parking lot and another at the pond. You almost certainly can handle this trail.
2. Settlement Quarry
If you are ready to add a little uphill challenge to your walk, the old truck road to the face of the quarry is just right with its graded and hard-packed granite gravel surfaces. The bonus here is a geology lesson and a selection of granite-floored wanderings. There is a sheltered alcove with a great view of Isla au Haut for picnicking even in winter. Figure a generous quarter mile up to the alcove viewpoint so you can calculate how many times to do the round trip up and down the quarry road to meet your RX. Side trips around the quarry floor are a practical bonus, but know that the Glacial Erratic trail skirting the quarry is a more challenging trail (some roots and planks), with no short cuts.
3. Mariners Memorial Park
When you are ready to extend your distances, consider Mariner's Park. This little park has a mowed perimeter path of exactly .5 mile. Do the walk one way and then turn around and retrace your steps for a mile and enjoy quite different views as you do so. The pathway is quite flat and level overall but the mowed grass is not as quite as smooth a surface as the packed stoneways of the previous two preserves. There are picnic tables and benches. The park is not open in winter.
4. Crockett Cove Woods
Crockett Cove offers an attractive forest option, especially appreciated when elsewhere the trails are broiling in the summer sun. Attractive as it is in the rain, you had better have waterproof footwear here when the trail might be soggy. This preserve offers you a chance to try out coping with roots, rocks and planks - the hazards of our other trails all in one place without getting stranded in an overly-ambitious outing you did not reckon on. A walk of some 200 yards takes you to a small bog - with pitcher plants no less - as a reward. If you feel up to negotiating the planks across the bog, another 250 yards of pleasant walking through the woods will bring you out to a private road for a total of a quarter mile. You can then return to your parking place by walking another quarter mile at a brisk pace with a moderate hill. Pace yourself and get your heart rate up. (You will observe that you can only park at the place where you entered since leaving your car at the far end would block the private road.)
5. Scott's Landing
Much of the preserve here is gently contoured. However, to get there you have to cross a short stretch - a few hundred feet - of roots across the trail. If you have invested in walking poles, that won't deter you. That's the only real challenge; there are many options for following trails to make up your own mileage and time targets.
CAUTIONS
For the other preserves a few cautions will help you plan your outings.
The black haze on many of the rocks at the shore at Barred and Tennis Preserves is a coating of cyanobacteria which is very slippery when wet. Similarly, rock faces anywhere on the trails where there are nearly invisible seeps of water can be hazardous when the temperature is below freezing.
With the exception of the first three described above, most preserves have at least a few planks laid across wet spots. At Shore Acres there are many to be negotiated.
Consult the suite of deeriNature PDFs at www.deerisle.com for more complete descriptions of the preserves as well as maps.
2. Healthy Island Hike Five
Hike Five is a new effort by Healthy Island Project to encourage folks to get out, walk a bit and see our beautiful island. If you visit five of the locations on the island, and send a "selfie" of you at each of those spots, you will be eligible for a prize. Email your five photos to firstname.lastname@example.org and we will email you a gift certificate for an island ice cream cone!
3. A Natural Marathon
The Appalachian Trail is something like 2,200 miles long and 11,000 people have logged those miles. The Great Smokey Mountains 900 Miler Club boasts more than 300 members. The total of Island Heritage Trust Preserve trails total only half of something like a Marathon, 26 miles; but the number of people who can say that they have traveled that distance on our trails is remarkably small.
Here is our challenge. It is one challenge to hike all those miles and yet another to keep track of them. How do you keep from losing that piece of paper for a whole year? We hope your sheets will find a place on your refrigerator or pinned up on your bulletin board so you can enjoy the satisfaction of logging your miles and observations.
We can be proud of our trail culture. Although we have a paid steward who clears blown downs and oversees other trail maintenance tasks, it is primarily our hikers who keep our trails free of litter. Are the trails treacherously icy? Tinder dry? Our dedicated hikers can share their knowledge about such things as avoiding ticks, not stepping on slippery waterbars, and avoiding yellowjackets in addition to alerting the stewards about situations needing attention.
Recognize that walking all our trails in both On and Off seasons on all our preserves is a Natural Marathon. This is a way to acknowledge that you have made a contribution to our preserve system and to value your nature observations.
You decide whether you wish to approach your goal season by season or preserve by preserve. You decide whether your data are considered as winter or summer; are there any green shoots or just snow patches? When does summer become fall, become bleak November? You decide. Not only that, you decide whether you will tell us - Island heritage Trust, the Chamber of Commerce, or your friends, but we hope that you will. We are interested in recognizing the fact that you value all of our Island preserves, all the year round. IHT might decide to hand out certificates at their summer annual meeting; a patch could even be designed. Your achievement deserves to be celebrated. Perhaps in the newspaper, in the IHT newsletter or on our various web sites your name could be listed as a Nature Marathon CHAMP. Whatever you can do to encourage others to JUST GET OUT!
4. Letterboxing
is not a challenge in the sense of a scientific exploration, but it is a way to encourage youngsters to get out onto the preserves.
Letterboxing - an Introduction
IHT has set up a letterboxing trail through all its preserves, as well as Tennis Preserve, Barred Island, Crockett Cove Woods and Mariners Park. Somewhere along the trail you will find a "letterbox" with an official stamp and a notebook. Use the stamp in your "Passport to the Preserves" and write us a note in the booklet. Come to the IHT office (420 Sunset Road, Deer Isle) to get your official "Passport to the Preserves" - collect all the stamps and come back to IHT for a prize and get your name entered into the drawing for the grand prize (a Field Guide) to be drawn in September. The letterboxes come in two styles a large deep box with a lid and a smaller open-faced box inside is a plastic container with the stamp, etc. They are located along a trail on each preserve - they are not hidden, but they may not be obvious at first.
There are other Letterboxes on Deer Isle - though IHT cannot guarantee that they are actively maintained.
For more information visit:
www.letterboxing.org
***
***
deeriNature
download the full suite of PDFs for Self-Guided Nature Trails DeeriNature Species Almanac Nature Activites www.deerisle.com
at
Text by Dr. Kenneth L. Crowell and Marnie Reed Crowell with information from the series of Walks and Talks by geologist Dr. Roger LeB. Hooke and marine biologist Dr. Robert E. Knowlton
Photo Credits Marnie and Ken Crowell
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Activity 9b: Duration of Unemployment
This activity focuses on the labor market component of the Great Recession, and you will use FRED ® to find data that pertain to the employment and unemployment picture. FRED ® is a great and simple tool for finding, viewing, and manipulating official data.
1. Go to https://fred.stlouisfed.org/ and sign in to your personal FRED ® account.
2. In the search bar, type in "duration of unemployment." One of the first few results should be Average (Mean) Duration of Unemployment. Click on this.
3. Mouse over the graph. You will see a pop-up displaying a value for the average duration of unemployment at each of the data points. By what frequency are the periods changing? In what units are the values?
4. Mouse over the most recent point to find a current value for the average duration of unem ployment. What is the current mean length of unemployment? In what month/year is this reported?
5. What is the maximum mean duration of unemployment since December 2007? In what month/year is this reported?
6. How does this most recent maximum mean duration of unemployment compare with that of the recessions since 1950? Cite some numbers to make your comparison. How does the 2007-09 recession differ from the others?
7. Look at the upper right of the screen for an orange button that says EDIT GRAPH. Click it and make sure the ADD LINE tab is highlighted. In the search bar, type in "median duration of unemployment." One of the first few options should be Median Duration of Unemployment, Monthly, Weeks, Seasonally Adjusted. Click on this, and then click the Add data series button. Look at the graph now. What is the frequency of the new line? What are the units?
8. How does the median duration of unemployment compare with the mean duration of unemployment? What does this suggest about some of those who are/have been counted as unemployed?
9. Save the graph to your FRED ® account: Find the Account Tools button under the graph and click it. Select Save Graph. Select an Observation Range. The middle choice—Always chart from YYYY-00-00 to the last value available—will ensure that your graph updates when ever new data are added to the series. Type in a title and click Save Graph. You may create a Category folder first, if you wish, and save the graph in the folder.
10. Dashboard option: Finish by adding the completed graph to your FRED ® dashboard. Click the Account Tools button under the graph and select Add to Dashboard. Select your dash board and in the Graph Name box, type "Activity 9b-Duration of Unemployment." Select an Observation Range. Click Add to Dashboard. For additional instructions, see Activity 1. | <urn:uuid:3314786e-8aa9-4318-a84d-191cef2fb57e> | CC-MAIN-2021-39 | https://www.stlouisfed.org/~/media/Education/Tools/pdf/APMacro_Activity9b_student.pdf?la=en | 2021-09-28T08:13:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00680.warc.gz | 989,905,547 | 584 | eng_Latn | eng_Latn | 0.998486 | eng_Latn | 0.998519 | [
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Facts about bumblebees – ANSWERS
1. Fill it in!
Complete the sentences.
bumblebee crops
pollen
rely on
nectar spread
seed
feed
a. When farmers grow big amounts of fruit, vegetables or grains, we call these crops
b. We can't live without insects and need their help, so we rely on them.
c. A big bee that is covered with short hairs is called a bumblebee .
d. When insects, animals or birds eat something, we say that they feed .
e. A sweet liquid that is made by flowers is called nectar .
f. A dry powder that is made by flowers is called pollen .
g.
A small object that makes a new plant grow is called a seed .
h. When things go from one place to a bigger area, we say they spread .
2. What's the order?
Watch the video and put the sentences in order.
4 Some pollen from the bee sticks to the new flower.
6 New plants grow from the seeds in the fruit.
1 A bee goes to a flower to get food.
5 The pollen helps make the new flower become a fruit.
3 The bee flies to the next flower.
2 Some pollen sticks to the hairs on the bee's body.
.
3. What's the order?
Watch the video. Put the words in the correct order.
a. very Pollination important. is Pollination is very important.
b. helps to grow. Pollination and crops plants, flowers Pollination helps plants, flowers and crops to grow.
c. bees. pollinated by our food A lot of started off as crops A lot of our food started off as crops pollinated by bees.
d. and blueberries Food rely on such as bees. tomatoes, aubergines Food such as tomatoes, aubergines and blueberries rely on bees.
e. bumblebees. rely on the world all over Farms Farms all over the world rely on bumblebees.
f. pollen spread Bees around crops. Bees spread pollen around crops.
4. Write and draw!
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DEUTSCHE SCHULE KUALA LUMPUR SEKOLAH JERMAN KUALA LUMPUR
DaZ exercises for home:
Reading
(Status: November 2020)
Reading in German never hurts! It is also perfectly normal for children to start by reading books in an unfamiliar language that are actually written for younger children. With more practice, this usually adapts automatically, as the desire to read more interesting books develops as the skills increase. Looking at or reading books together is also helpful.
* Under the following link you will find various online newspapers for children: https://www.blinde-kuh.de/sammeln/kinderzeitungen.html
* Children also read a lot when researching on the Internet on German sites. One of the best known German search engines for children is: https://www.blinde-kuh.de/index.html
* A well-known German weekly newspaper is "Die Zeit". Every week there is also a children's page: "Zeit Leo". On the corresponding website you can read some articles from it here in Malaysia:
https://leo.zeitverlag.de/das-magazin.html
* The magazine "Geolino" also offers plenty of reading material on the Internet: https://www.geo.de/geolino
* Every student has access to Antolin. Here the children can answer questions about books they have read and collect points. There is also a quiz on English books. Every week there are also new news online for reading. https://antolin.westermann.de/
* Book exchange among classmates
* Some websites also offer free e-books for download. All you have to do is register on the respective websites.
https://www.hugendubel.de/de/category/browse?nav=90592&sort=2&pagerOffset=15
https://www.ebook.de/de/category/62239/kinder_jugendbuecher.html https://www.thalia.de/bz/kostenlose-ebooks/201564-202144-
215471/?allayout=FLAT&filterPATHROOT=4893&filterPATHROOT%2F4893=18536&sort
=sfva&allayout=FLAT
© Deutsche Schule Kuala Lumpur
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Fireplace Safety
* Have your chimney annually cleaned, and inspected for damage and obstructions.
* Do Not use flammable liquids to start the fire.
* Never burn charcoal in your fireplace. Burning charcoal gives off deadly carbon monoxide.
* Use a fire safety screen in front of fireplace for protection of ashes and sparks.
* Do not leave fire or smoldering ashes unattended.
* Never, dispose of ashes in a trash can or paper bag. Use a metal container and place ashes outside away from building.
* Do not close damper until you are certain the fire is out.
* Be careful handling partially burned wood. The wood may still be smoldering and cause a serious burn.
Please call the Gilroy Fire Department at 846-0372 for more information. | <urn:uuid:4120d8e5-4c74-4dcc-8448-085bbfb8045b> | CC-MAIN-2021-39 | http://cityofgilroy.org/DocumentCenter/View/310/Fire-Place-Safety-PDF?bidId= | 2021-09-28T08:01:20+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00684.warc.gz | 11,738,181 | 160 | eng_Latn | eng_Latn | 0.998839 | eng_Latn | 0.998839 | [
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SAMPLE ESSAY PROMPT FOR THE CSN ENGLISH PLACEMENT EXAM
1. Prepare a multiple-paragraph writing sample of about 300-600 words on the topic below. Plan, write, review and edit. Read the prompt carefully before you begin to plan and write.
Many people are philanthropists, giving money to those in need. Also, many people believe that those who are rich—those who can afford to give–should contribute the most to charitable organizations. However, others disagree. Why should those who are more fortunate than others have more of a moral obligation to help those who are less fortunate? Write an essay about whether people who are more fortunate than others have more of a moral obligation to help those who are less fortunate.
(Adapted from Ron McDonald, The Spirituality of community Life: When We Come 'Round Right')
SAMPLE ESSAY PROMPT FOR THE CSN ENGLISH PLACEMENT EXAM
2. Prepare a multiple-paragraph writing sample of about 300-600 words on the topic below. Plan, write, review and edit. Read the prompt carefully before you begin to plan and write.
Some believe that society puts entirely too much emphasis on popular entertainment. Although people need to be distracted occasionally, if people spend a lot of time browsing their favorite websites, watching television, playing video games, or updating our social networking accounts, they are merely avoiding life's more important realities. Moreover, none of these activities help people develop any of the skills or acquire any of the knowledge they need to succeed in the real world. Write an essay about whether popular entertainment offers society anything of value or is it just a worthless distraction.
(Adapted from Ron McDonald, The Spirituality of community Life: When We Come 'Round Right')
SAMPLE ESSAY PROMPT FOR THE CSN
ENGLISH PLACEMENT EXAM
3. Prepare a multiple-paragraph writing sample of about 300-600 words on the topic below. Plan, write, review and edit. Read the prompt carefully before you begin to plan and write.
Many are concerned that the state's requirements for core courses in mathematics, English, science, and social studies may prevent students from taking important elective courses like music, foreign languages, and vocational education. Many believe that electives like music, art and languages create a well-rounded individual. Others are worried that students aren't getting the basic education they need to be successful in life because there is not enough time in the school day to focus on the basics and electives. Write an essay about whether students should be required to take electives during the school year or they should only concentrate on basic education.
(Adapted from act.org, 2009)
SAMPLE ESSAY PROMPT FOR THE CSN ENGLISH PLACEMENT EXAM
4. Prepare a multiple-paragraph writing sample of about 300-600 words on the topic below. Plan, write, review and edit. Read the prompt carefully before you begin to plan and write.
In some high schools, many teachers and parents have encouraged the administration to adopt a dress code that sets guidelines for what students can wear to school. Some teachers and parents support a dress code because they believe that such policies will improve the learning environment. Other teachers and parents do not support a dress code; they think it restricts an individual student's freedom of expression.
Write an essay about whether schools should adopt a dress code or students should be allowed to wear what they choose.
(Adapted from The Real Act Prep Guide, 2008) | <urn:uuid:2fb2ca61-5d69-4a6f-afd6-5d2d2dcad234> | CC-MAIN-2021-39 | https://www.csn.edu/sites/default/files/u11981/csn-ept-sample-essay-prompts.pdf | 2021-09-28T07:30:45+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00684.warc.gz | 720,485,838 | 728 | eng_Latn | eng_Latn | 0.997276 | eng_Latn | 0.997935 | [
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Diverse Picture Books with Transgender, Non-Binary and Gender Expansive Characters
10,000 Dresses. Marcus Ewert. (1 – 3) A modern fairy tale about becoming the person you feel you are inside. While Bailey dreams of beautiful dresses, no one wants to hear about it because he is a boy. Then an older girl comes along who is inspired by Bailey and they make beautiful dresses together.
WelcomingSchools.org
The Adventures of Tulip, Birthday Wish Fairy. S. Bear Bergman. (K – 2) Follow Tulip as he helps out with birthday wishes. When Tulip receives a wish from a child known as David who wishes to live as Daniela, he seeks the wise counsel of the Wish Fairy Captain.
Annie's Plaid Shirt. Stacy B. Davids. (Pre-K – 2) Annie loves her plaid shirt and wears it everywhere. One day her mom tells her that she must wear a dress to her uncle's wedding. While Annie protests, her mom insists. Annie is miserable. She feels weird in dresses. Why can't her mom understand? Annie has an idea. But will her mom agree?
The Answer. Rebecca Sugar. (2 – 6) Set in the "Steven Universe", an animated series on Cartoon Network. It explores the meaning of love as Ruby and Sapphire look to build a new life on a strange planet called Earth. One of many books set in the Steven Universe. Includes non-binary characters.
Are You A Boy Or Are You A Girl? Sarah Savage. (Pre-K – 1) Follow Tiny, a nonbinary child who prefers gender-neutral pronouns and loves dressing up and playing football (soccer). When they start school, the other kids ask, "Are you a boy or are you a girl?" Tiny's graceful answer introduces kids (and adults) to gender diversity and respecting those around you.
Auntie Uncle. Ellie Royce. (Pre-K – 2) The young narrator thinks it's awesome that his Uncle and his Auntie are the same person. Uncle Leo is an accountant and is great at helping with math homework. Auntie Lotta is a fabulous performer and loves to sing and dance with her nephew. This book spotlights a courageous drag queen who saves the day by bringing two communities together.
HRC.org
© 2021 Human Rights Campaign Foundation Welcoming Schools. All rights reserved.
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Backwards Day. S. Bear Bergman. (K – 1) Andrea looks eagerly forward to Backwards Day every year, so she can turn into a boy for one day. But one year she doesn't turn along with everyone else. She's miserable. The next day, however, she turns into a boy and stays that way!
Be Amazing: A History of Pride. Desmond Napoles. (K – 3) Twelve year old drag kid Desmond is Amazing walks you through LGBTQ history with courageous people like Marsha P. Johnson, Sylvia Rivera, and RuPaul have paved the way for a safer, more inclusive society for LGBTQ individuals, and it's thanks to them that people just like Desmond can be free to be who they really are.
Benny's True Colors. Norene Paulson. (Pre-K – 1) Benny may look like a bat, but Benny doesn't like flying at night, or eating bugs, or hanging upside down. Benny does like sunshine and fluttering and colorful wings. On the inside, Benny knows he is a butterfly! "I want my outside to match who I am inside!"
Born Ready: The True Story of a Boy Named Penelope. Jodie Patterson. (K – 2) Penelope knows that he's a boy. (And a ninja.) The problem is getting everyone else to realize it. Patterson shares her son Penelope's frustrations and triumphs on his journey to share himself with the world.
The Boy & the Bindi. Vivek Shraya. (Pre-K – 2) A five-year-old South Asian boy becomes fascinated with his mother's bindi, the red dot commonly worn by Hindu women and wishes to have one of his own. Rather than chastise her son, she agrees to it, giving him permission to be more fully himself.
Bunnybear. Andrea J. Loney. (Pre-K – 1) Although Bunnybear was born a bear, he feels more like a bunny. The other bears don't understand him, and neither do the bunnies. Will Bunnybear ever find a friend who likes him just the way he is?
Call Me Max. Kyle Lukoff. (Pre-K – 2) As Max starts school, he begins to live as a boy making new friends and revealing his feelings about his identity to his parents. Written as an introduction to what it means to be transgender. Also see Max and the Talent Show and Max on the Farm.
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Call Me Tree / Llámame Árbol. Maya Christina Gonzalez. (Pre-K – 2) Inspires readers to dream and reach and to be as free and unique as trees. Tree's gender is purposely not named so that all can relate to the story and discussions can be had. Bilingual.
Charlie & Mouse. Laurel Snyder. (Pre-K – 2) Follow the adventures of Charlie and Mouse, two brothers in four short and funny stories. Mouse is gender creative in his play, wearing both cowboy boots and a tutu.
From the Stars in the Sky to the Fish in the Sea. Kai Cheng Thom and Kai Yun Ching. (Pre-K – 1) Miu Lan can change into any shape they can imagine. A boy or a girl? A bird or a fish? A flower or a shooting star? At school, they must endure inquisitive looks and difficult questions. But one thing's for sure: no matter what this child becomes, their mother will love them just the same.
Ho'onani: Hula Warrior. Heather Gale. (Pre-K – 2) An empowering celebration of identity, acceptance and Hawaiian culture based on the true story of a young girl in Hawaiʻi who dreams of leading the boys-only hula troupe at her school. Ho'onani feels in-between. She doesn't see herself as wahine (girl) OR kane (boy). She's happy to be in the middle.
A House for Everyone: A Story to Help Children Learn about Gender Identity and Gender Expression. Jo Hirst. (Pre-K – 2) At lunchtime, all of Tom's friends gather at school to work together building their house. Each one of them has a special job to do, and each one of them has a different way of expressing their gender identity.
I am Jazz. Jessica Herthel and Jazz Jennings. (K – 5) From the time she was two years old, Jazz knew that she had a girl's brain in a boy's body. She loved pink and dressing up as a mermaid and didn't feel like herself in boys' clothing. Based on the real-life experience of Jazz Jennings.
I'm Jay, Let's Play. Beth Reichmuth. (Pre-K – K) Jay loves playing with friends. Jay loves playing in the kitchen, driving dump trucks, twirling in skirts and crashing tall towers. Rather than gendered pronouns, the characters in this book are referred to by their names. Their styles and interests are equally open-ended.
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Introducing Teddy: A gentle story about gender and friendship. Jess Walton. (Pre-K – K) Introduces the youngest readers to understanding gender identity and transition in an accessible and heart-warming story about being true to yourself and being a good friend.
Is That for a Boy or a Girl? S. Bear Bergman. (K – 2) Meet some awesome kids who have gotten pretty tired of being told that certain things are for girls and others just for boys. See how they mix and match everything they like to get what suits them best!
It Feels Good to Be Yourself: A Book About Gender Identity. Theresa Thorn. (Pre-K – 3) Some people are boys. Some people are girls. Some people are both, neither, or somewhere in between. A straightforward exploration of gender identity, providing young readers and adults with the vocabulary to discuss this topic with sensitivity.
It's Me. Nina Benedetto. (Pre-K – K) A wordless picture book: Beyond he or she. Something is taken from you when a pronoun defines who you are, and you do not fit one of the two genders. Also see About Chris.
It's Okay To Sparkle. Avery Jackson. (K – 2) The story of 7-year-old Avery Jackson, told in her own words. Assigned male at birth, she has now transitioned into a young girl. Covering themes of friendship, bullying and self-esteem, it lets readers know that it's okay to be who you want to be.
Jacob's New Dress. Sarah and Ian Hoffman. (Pre-K – 2) Jacob loves playing dressup, when he can be anything he wants to be. Some kids at school say he can't wear "girl" clothes, but Jacob wants to wear a dress. Can he convince his parents to let him wear what he wants?
Jacob's Room to Choose. Sarah and Ian Hoffman. (K – 2) After being chased out of the bathroom for what he was wearing, Jacob and his friend Sophie with the support of their teacher and administration, lead change at their school as everyone discovers the many forms of gender expression and how to treat each other with respect.
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Jack (Not Jackie). Erica Silverman. (Pre-K – 1) A big sister realizes that her little sister, Jackie, doesn't like dresses or fairies-she likes ties and bugs! Will she and her family be able to accept that Jackie identifies more as "Jack"? A sweet story about change and acceptance.
Jamie is Jamie: a book about being yourself and playing your way. Afsaneh Moradian. (Pre-K – K) There are so many fun things to play with at Jamie's new preschool— baby dolls to care for, toy cars to drive—and Jamie wants to play with them all! But the other children are confused . . . is Jamie a boy or a girl?
Jamie and Bubbie: A Book About People's Pronouns. Afsaneh Moradian. (Pre-K – 2) JJamie is excited to spend the day walking around the neighborhood with greatgrandma Bubbie. They meet so many friends and neighbors throughout the day along the way. Jamie helps Bubbie understand that it's important not to assume a person's pronouns based on appearance, and to always use the name and pronouns they go by: he, she, they, or something else.
Julián Is a Mermaid. Jessica Love. (Pre-K – 2) While riding the subway with his abuela. Julián notices three women spectacularly dressed up. When Julián gets home all he can think about is dressing up just like them. But what will Abuela think about the mess he makes — and even more importantly, about how Julián sees himself? A story about the power of been seen and affirmed.
Julián at the Wedding. Jessica Love. (Pre-K – K) When Julián and his abuela go to a wedding, Julián finds a new friend, Marisol. Together they set off for some magic and mischief of their own, and when things take an unexpected turn, the pair learns that everything is easier with a good friend by your side.
Love Remains: A Rosh Hashanah Story of Transformation. Rabbi Ari Moffic and Jessica Leving. (Pre-K – 2) It's Rosh Hashanah, and that means one thing. The family is headed to the grandparents' house for a special holiday dinner! Take a seat with this family over the years and see what changes and what stays the same. This is a story about love, transformation, and acceptance
Morris Micklewhite and the Tangerine Dress. Christine Baldacchino. (Pre-K – 2) Morris loves wearing the tangerine dress in the dress-up center, but the others don't understand. When Morris feels all alone and sick from their taunts, he stays home. With help from his mom and his imagination, he returns to school and begins to connect with others.
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My Awesome Brother: A children's book about Transgender Acceptance. Lisé Frances. (K – 2) The book centers around a child whose adored older sister is pretransitioning. We follow the child's efforts to bring a smile to their sister's face, and then revel in the joy both feel after the transition.
My Maddy. Gayle Pitmam. (Pre-K – 1) Most mommies are girls. Most daddies are boys. But lots of parents are neither a boy nor a girl. Like my Maddy. Some of the best things in the world are not one thing or the other. They are something in between and entirely their own. Includes a note with more information about parents who non-binary or otherwise gender diverse people.
My Princess Boy. Cheryl Kilodavis. (Pre-K – 1) Dyson loves pink, sparkly things. Sometimes he wears dresses. Sometimes he wears jeans. He likes to wear his princess tiara, even when climbing trees.
My Rainbow. Trinity and DeShanna Neal. (Pre-K – 2) And on one quiet day, playtime leads to an important realization: Trinity wants long hair like her dolls. She needs it to express who she truly is. A dedicated mom puts love into action as she creates the perfect rainbow-colored wig for her transgender daughter, based on the real-life experience of mother-daughter advocate duo Trinity and DeShanna Neal.
Narwhal and Jelly. Ben Clanton. (K – 3) Narwhal is a happy-go-lucky narwhal. Jelly is a no-nonsense jellyfish. The two might not have a lot in common, but they do they love waffles, parties and adventures. Join Narwhal and Jelly as they discover the whole wide ocean together. The first book in an early graphic novel series. Note: There are no pronouns used for Jelly.
Neither. Airlie Anderson. (Pre-K – 1) In the Land of This and That, there are only two kinds: blue bunnies and yellow birds. But one day a funny green egg hatches, and a little creature that's not quite a bird and not quite a bunny pops out. It's neither! When not accepted in the Land of This and That, Neither searches and finds a place where all are welcome.
One of a Kind, Like Me /Ú Como Yo. Laurin Mayeno. (Pre-K – 2) Tomorrow is the school parade, and Danny knows exactly what he will be: a princess. A sweet story about unconditional love and the beauty of individuality.
|
Peacock Among Pigeons. Tyler Curry. (Pre-K – 1) Peter, the peacock, tries to blend in with the pigeons but he can't no matter how hard he tries. Finally, he meets colorful birds that accepted him and themselves for the ways they were unique, helping him accept himself.
Peanut Goes for the Gold. Jonathan Van Ness. (Pre-K – 1) Peanut, a non-binary guinea pig does everything with their own personal flare. So when Peanut decides to be a rhythmic gymnast, they come up with a routine that they know is absolutely perfect, because it is absolutely, one hundred percent Peanut.
Phoenix Goes to School: A Story to Support Transgender and Gender Diverse
Children. Michelle and Phoenix Finch. (K – 1) Phoenix is excited to go to school but scared of being bullied because of her gender identity. When she arrives at school she finds help and support and finds she is brave enough to talk to other kids about her gender.
The Rabbit Listened. Cori Doerrfeld. (Pre-K – K) When something sad happens, Taylor doesn't know where to turn. All the animals are sure they have the answer. Finally, rabbit arrives. All the rabbit does is listen…which is just what Taylor needs. Note: there are no pronouns used for Taylor.
Red: A Crayon's Story. Michael Hall. (Pre-K – 1) A blue crayon mistakenly labeled as "red" suffers an identity crisis. Almost everyone tries to "help" him be red until a friend offers a new perspective. He's blue! About finding the courage to be true to your inner self.
Sam! Dani Gabriel. (Pre-K – 2) Nobody knew Sam was a boy except for him. He feels a sense of relief when he finally confides in his annoying but caring sister Maggie, and then his parents, even though it takes them a while to feel comfortable with it. With lots of love and support, Sam and his family embrace his true self.
Sam is My Sister. Ashley Rhodes-Courter. (K – 1) Evan loves being a big brother to Sam and Finn. Over time, Evan comes to understand why Sam wants to look like a girl because Sam is a girl. Sam is transgender. Based on one family's real-life experiences, this is a heartwarming story of a girl named Sam and the brothers who love and support her.
|
Sparkle Boy. Lesléa Newman. (K – 2) Casey loves to play with his blocks and dump truck, but he also loves things that sparkle and glitter. A story about acceptance, respect, and the freedom to be yourself in a world where any gender expression should be celebrated.
Teddy's Favorite Toy. Christian Trimmer. (Pre-K – K) Teddy has a lot of cool toys. But his very favorite doll has the best manners, the sickest fighting skills, and a fierce sense of style. Then one morning, something truly awful happens. And there's only one woman fierce enough to save the day. Can Teddy's mom reunite Teddy with his favorite toy?
They Call Me Mix / Me Llaman Maestre. Lourdes Rivas. (K – 1) Lourdes shares their journey of being non-binary and what it all means. Join them as they learn to change and play with words to make them fit just right. Not "she". Not "he". They! Not Ms. Not Mr. Mx! Bilingual (Spanish and English)
They, She, He easy as ABC. Maya and Matthew Smith-Gonzalez. (Pre-K) Inclusive pronouns are learned alongside the alphabet. Shows that including everyone is all part of the dance. Meet 26 kids showing us their dance moves. "No one left out and everyone free."
They She He Me: Free to Be! Maya and Matthew Smith-Gonzalez. (Pre-K – 2) Looks at pronouns and gender fluidity by featuring many smiling people, with different skin colors and unique styles. Minimal text with the pictures. Includes a guide for adults to help with discussion and understanding in the back.
What Riley Wore. Elana K. Arnold. (Pre-K – 1) Gender-creative Riley knows just what to wear for every occasion during a busy week with family and friends. A gentle exploration of self-expression and a source of encouragement for being true to oneself despite the expectations of others.
When Aidan Became a Big Brother. Kyle Lukoff and Kaylani Juanita. (Pre-K – 2) When Aidan was born, everyone thought he was a girl, but as he grew older, he realized he was a trans boy. When he finds out he is going to be a big brother, he learns the most important thing about being an older sibling: how to love with his whole self. | <urn:uuid:a30b22a9-6ebe-4184-9bc0-8a333dd77677> | CC-MAIN-2021-39 | https://hrc-prod-requests.s3-us-west-2.amazonaws.com/welcoming-schools/documents/WS-Diverse-Picture-Books-Transgender-Non-Binary.pdf?mtime=20210501080020&focal=none | 2021-09-28T07:30:36+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00684.warc.gz | 334,964,569 | 4,098 | eng_Latn | eng_Latn | 0.998459 | eng_Latn | 0.998558 | [
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Thanks to the OSAF Special Projects Grant Program, over 350 middle school students were supported and served at the Hopkins Demonstration Forest last fall 2015 that otherwise would not have.
Boring Middle School was the first school and pilot program that brought nearly 150 students and 15 chaperones to the Hopkins Demonstration Forest to study 'Science in the Forest'. Students were given background information about Hopkins prior to their visit back in their classrooms along with training with basic tools used to collect data in the forest environment. In addition, a standardized data collection sheet was provided that would allow them to gather information to compare different forest management techniques and their associated forest characteristics/structure.
Students developed a science inquiry question and used their data sheets and tools to gather information that would allow them to answer their questions. When returning back to the classroom, students analyzed their data and prepared reports about their findings.
Besides Boring Middle School, two other middle schools followed a similar model of learning for their students. Sunnyside Environmental and Bridger Middle Schools—both from Portland— brought more than 200 students and 35 teachers and chaperones over a seven-day period. In addition to these participants 13 faculty and mentors helped with the filed activity from Oregon State University and Portland State University. | <urn:uuid:a21cdbdf-3da6-464e-8a36-45081e282864> | CC-MAIN-2021-39 | http://www.oregon.forestry.org/sites/default/files/or/Hoplinks_summary.pdf | 2021-09-28T07:17:32+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00683.warc.gz | 101,178,753 | 261 | eng_Latn | eng_Latn | 0.998069 | eng_Latn | 0.998069 | [
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TST SMART Goal Form Davis Elementary
Student Name: ______________________________________ Grade: ______ Teacher: ______________________
GOAL GENERATOR
Specific
What are your seeking to accomplish with the student? (Answer who, what, when, where & how):
Measurable
How will you know your are making progress toward attaining the goal:
Attainable
How is this attainable? What research-based approach will you utilize?
Relevant
Why is this an important goal for the student?
Time-Bound
When will this goal be completed?
Teacher Signature: ________________________________________ Date:_______________________________
Parent Signature: _________________________________________ Date:_______________________________
Student Signature: ________________________________________ Date: ______________________________ | <urn:uuid:842f5ff6-bf5b-487b-b2db-469c62e0cf1a> | CC-MAIN-2021-39 | https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/1377863/Davis_TST_-_SMART_Goal_Generator.pdf | 2021-09-28T07:46:46+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00683.warc.gz | 218,757,306 | 141 | eng_Latn | eng_Latn | 0.949362 | eng_Latn | 0.949362 | [
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Basic Homework Expectations for Reception
English- Writing
To learn their action words.
To be able to hold and use a pencil correctly.
Give them the opportunity to experience fine motor skills. E.g. tracing patterns, working with play dough, Lego, following the correct letter formation, writing their own name.
Reading
To read your child's school reading book at home at least2-3 times a week and record when appropriate in their reading record.
To share books from home or from the library with your child.
To go on listening walks- what sounds can you hear?
Maths
To sing a number of common nursery rhymes.
Talking about and looking for numbers within the environment. E.g. counting out oranges at the shop.
Extra -Curricular Activities
To give them the opportunity to explore real life experiences. E.g. writing a list and going to the shop, baking, paying to go on a bus, going to the beach.
Playing board games where the children have to take turns and share.
Encourage independence – getting dressed on their own.
To talk to your child to find out what they have been learning about.
Homework books are given out on a Friday and are due back on the following Monday. Please ensure they complete it as independently as possible.
Your child's Education City log in details will be attached here soon.
Purple Mash Log in Details www.purplemash.co.uk/myton Username: reception Password: reception
Purple Mash and Education City are fantastic educational websites for the children to access to support their learning in class. | <urn:uuid:8683166d-837c-4754-82a3-5ba538444b51> | CC-MAIN-2021-39 | https://www.mytonpark.org.uk/wp-content/uploads/2014/09/Basic-Homework-Expectations-Reception-1.pdf | 2021-09-28T06:48:06+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00683.warc.gz | 916,552,066 | 315 | eng_Latn | eng_Latn | 0.998925 | eng_Latn | 0.998925 | [
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University of Texas Rio Grande Valley
ScholarWorks @ UTRGV
Spring Workshop March 2021
3-27-2021
Lesson Plan, World Geography
Lauro Luera ECISD Economedes High School
Follow this and additional works at: https://scholarworks.utrgv.edu/histammar2021
Part of the Curriculum and Instruction Commons, and the History Commons
Recommended Citation
Luera, Lauro, "Lesson Plan, World Geography" (2021). Spring Workshop March 2021. 8. https://scholarworks.utrgv.edu/histammar2021/8
This Article is brought to you for free and open access by the Historias Americanas at ScholarWorks @ UTRGV. It has been accepted for inclusion in Spring Workshop March 2021 by an authorized administrator of ScholarWorks @ UTRGV. For more information, please contact firstname.lastname@example.org, email@example.com.
Historias Americanas
Teacher: Mr.Lauro Luera
Date: 3/27/2021
Subject / grade level: World Geography
Materials:
RGV Land Grants Map, Photos drawings of the early Vaqueros, maps of early cattle drive trails that include the Chisholm Trail, Quiz over concepts
TEKS (Texas Essential Knowledge and Skills):
(6) Geography. The student understands the types, patterns, and processes of settlement. The student is expected to: (A) locate and describe human and physical features that influence the size and distribution of settlements; and
(B) explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.
(9) Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to: (A) identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region.
Lesson objective(s):
1. Learner will identify how the Rio Grande Valley grassy plain contributed to the growth of the Cattle Industry.
2. Learner will analyze how the culture of the Vaquero stabilized the development of the cattle industry in the Rio Grande Valley
Differentiation strategies to meet diverse learner needs:
Land grant maps that can be colored to show different ranches and photos and drawings of Vaqueros
ENGAGEMENT
- What kind of questions should the students ask themselves after the engagement?
- Describe how you will use place-based and/or culturally relevant pedagogies to promote student engagement?
I will have the students study the maps of the old land grants (primary source) and have them read the dates.
Is there still Cattle Ranching in the RGV today?
Are any of the original families still owners from the Land Grant days?
EXPLORATION
- Describe what place-based hands-on activities you could use to encourage students to engage the content.
- List "big idea" conceptual questions related to the content you can use to encourage students' exploration of the lesson.
Hamburger Restaurant ads,
Steak Restaurant ads.
Grocery Store ads.How
Did the original ranch owners think that Cattle raising would become as big of an economic factor as it is?
Will people always want to eat beef?
EXPLANATION
- What questions or techniques will you use to help students connect their own knowledge to the main topic and/or key concepts under examination?
- What questions could you pose to students before you precede to introduce the topic, themes or key terms?
- List higher order thinking questions you could use to solicit participation and engage students in discussion and provide their own interpretations.
How many of them love a hamburger or fajitas from a Bar-B-Que pit? Do you think that the beef you eat is fresher in the Valley than in New York City? What kind of environmental and geographic factors contribute to the growth of Cattle in the Rio Grande Valley?
Do you think cattle ranching is easier today than in the early days of Ranching?
ELABORATION
- What vocabulary will be introduced and how will it connect to students' observations and/or personal knowledge?
- Describe how students will develop a more sophisticated understanding of the topics, themes or key concepts.
- How will this knowledge be applied in their daily lives?
The learner will analyze how Ranching began and how it has evolved into the big business of today.
Voc: Land Grants, Vaquero (Cowboy), Cattle Drive, Cattle Trail, Grasslands The learner will appreciate where the food they eat comes from.
EVALUATION
- How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson.
The student will answer oral questions throughout the lesson and then will be given a multiple choice quiz to give a final evaluation of the student understanding the concepts. | <urn:uuid:88782e9f-1e6c-4131-8bc6-87a7a1f8cbf8> | CC-MAIN-2021-39 | https://scholarworks.utrgv.edu/cgi/viewcontent.cgi?article=1007&context=histammar2021 | 2021-09-28T07:41:36+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00683.warc.gz | 542,242,662 | 1,019 | eng_Latn | eng_Latn | 0.951446 | eng_Latn | 0.995005 | [
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Save The River ® / Upper St. Lawrence RIVERKEEPER ®
Protecting the St. Lawrence River now, and for generations to come
Reading Russell the Mussel
A Vocabulary Guide for Students and Educators
Attached
Connected or joined to something.
Biologist
A professional scientist who studies biology, such as the plant and animal life of a region or environment.
Bobbing
To move up and down in short movements.
Boulder
A large rock, usually rounded.
Clumsy
Lacking nimbleness or grace.
Darter
A small North American freshwater fish.
Distinct
Identifiable to the eye or mind as being not the same.
Erosion
The process of moving soil or rock by wind, water or ice.
Freshwater
Water that is not salty.
Gaping
Wide open.
Goggles
Protective lenses set in a flexible frame that fit snugly on the
face over the eyes.
Fish Hatchery
A place for hatching fish eggs.
Hellbender
A large aquatic salamander, usually brownish-grey.
Heron
A long-necked, long-legged wading bird.
Knobs
A small rounded lump or handle.
Laboratory
A place for experimental study, observation or testing.
Mussel
A shellfish with two shells enclosing a soft body.
Ornate
Elaborate or excessive decoration.
Peering
To search or look curiously at something.
Pesticides
A substance (usually chemical) used to destroy insects or other
organisms harmful to cultivated plants or animals.
Pollution
Man-made waste that contaminates the environment.
Predator
An animal that kills and consumes other animals for food.
Puzzled
To think over a problem or situation.
Riffle
A small wave or succession of small waves.
Scurry
To move at a brisk pace.
Shiner
A small silvery fish.
Shoal
A sandbank or sandbar that makes the water shallow.
Slurp
To make a sucking noise while eating or drinking.
Save The River ® / Upper St. Lawrence RIVERKEEPER ®
Protecting the St. Lawrence River now, and for generations to come
Smother Undulating
To be overcome or killed through lack of air. Having a wavy surface, edge, or markings.
REFERENCES
Oxford Languages Dictionary: https://languages.oup.com/ Merriam-Webster Dictonary: https://merriam-webster.com/ | <urn:uuid:b10e1d6b-b021-4daa-a5f3-0cf2b700fb89> | CC-MAIN-2021-39 | https://www.savetheriver.org/wp-content/uploads/2020/12/Russell-the-Mussel-Vocabulary-List.pdf | 2021-09-28T07:32:51+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00682.warc.gz | 978,014,166 | 510 | eng_Latn | eng_Latn | 0.8589 | eng_Latn | 0.986143 | [
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Issue 1 of Captain Cullet's Activity Time!
spring is here & summer is near!
Spring is a time of rebirth for plants.
to grow and many people are spending more time in their gardens. Even during the summer months you'll see colors popping up all around us.
Captain Cullet loves colorful things, so when he's working at the glass manufacturing facility, he especially likes seeing the colorful glass containers. Some glass containers can be blue or green or other pretty colors, but did you know that some colors can protect what's inside the container? It's true!
And, did you know glass bottles and jars are made from things found in the ground called raw materials? Yep! This summer, if you go to the beach or dig up rocks, you may be touching two of the main ingredients of glass: Sand and Limestone.
To make colorful glass, glass manufacturers add natural ingredients like copper, iron and nickel to molten glass (when it's reeeeally hot). They make brown and green glass bottles and jars for food and drinks that are sensitive to sunlight. So, these colored glass containers
Brown and green glass containers protect food & drinks from getting too much direct sunlight; kinda like umbrellas give us shade!
How you can help!
When you recycle glass, it helps the earth! Here are some things you can do to be a good glass recycler:
When you're at a park, school or sporting
Ask an adult to help you locate glass-
When you're recycling colored glass, try to separate the colors. Greens with the greens, browns with the browns, and clear with clear!
Help Unscramble These Words
We help the earth when we: CCLEERY
NUSTHIGL gets blocked by colored glass.
Glass container that holds drinks:
BELTOT
Answers are at the bottom left of this page!
Learn more and have fun at:
www.captaincullet.com
Enjoy our animated adventures, online games and other fun why recycling glass containers is very important. Ask an
Craft Time with the Little Gob o' Glass!
After you recycle glass containers, they are crushed into cullet and melted to make new But you know what? Finding ways to reuse your glass bottles and jars is also a good idea, as long as they don't get thrown in the trash! Here is a fun thing to do with used jars:
A special Flower vase
What you'll need:
An empty glass jar. A tall one would be good.
Craft paint that sticks to the jar, like acrylics from the craft store that clean up with water.
Marbles or smooth little pebbles.
Flowers (Just don't pick them from someone's
How to make the vase:
Let these dry according to the paint's instructions.
4. Next, using a darker color, paint little hearts
5. Now, tip the jar sideways and gently place the marbles or small pebbles into the jar.
6. Fill the jar with a small amount of water, so
other plants for more color and decoration.
Thoughts: show you care about them and the environment. | <urn:uuid:b88cf0ae-b4be-4aa1-8627-c8b481715435> | CC-MAIN-2019-22 | https://captaincullet.com/PDF/ActivityMay.pdf | 2019-05-21T07:25:27Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00070.warc.gz | 421,473,244 | 636 | eng_Latn | eng_Latn | 0.998787 | eng_Latn | 0.998672 | [
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BBC LEARNING ENGLISH
English In A Minute While vs during
This is not a word-for-word transcript
Kee
Hi! This is Kee from BBC Learning English, and today, I'm going to tell you the differences between while and during.
We can use while and during to say that a shorter event happened within a longer event. They mean the same, but the grammar's different.
After while, we have a clause. A clause is a group of words containing a subject and a verb. So we can say: While I was having lunch, my phone rang. Remember that the verb in the while clause is usually in an ING form.
We can also use while with just an ING form. So we can say: While having lunch, my phone rang. So we remove the subject and the 'be' verb.
However, during is different because it can only be used with a noun phrase. So we can say: During lunch, my phone rang. We cannot use a clause or just the ING form.
So, same meaning, but different grammar! | <urn:uuid:2cac2017-957c-4007-8b3c-8c423d4be84e> | CC-MAIN-2019-22 | http://downloads.bbc.co.uk/learningenglish/eiam/unit-1/181130_while_vs_during.pdf | 2019-05-21T07:25:51Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00073.warc.gz | 62,081,691 | 220 | eng_Latn | eng_Latn | 0.99881 | eng_Latn | 0.99881 | [
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األسبوع الرابع
2.4 Effect of radiation on Environment and Life
The effect of radiation on living organisms, including humans, appears mostly at cell level, since ionizing radiation can potentially affect the normal operation of cells. The biological effect of radiation lies in the ionization of atoms and molecules in the tissue.
Ionizing radiation absorbed by human tissue has sufficient energy for ionization of atoms; this may subsequently lead to breaking chemical bonds and thus molecules. This is a basic model for understanding radiation damage. For a deeper understanding of the effect of ionizing radiation on cells, one needs to consider damage to critical parts of the cell, such as chromosomes that contain genetic information and instructions required for the cell to function, as well as to make copies of it for reproduction purposes. On the other hand, the cells have very effective repair mechanisms, which operate permanently and repair cellular damage - including chromosome damage.
Ionization may form chemically active substances that in some cases alter the structure of the cells. These alterations may be similar to those changes that occur naturally in the cell and may have no negative effect. Some ionizing events produce substances (such as amino acids or enzymes) not normally found in the cell. These can lead to a breakdown of the cell structure and its components. Cells can repair the damage if it is limited. Even damage to chromosomes is usually repairable; thousands of chromosome aberrations occur constantly in our bodies and the majorities are repaired spontaneously.
If a damaged cell needs to perform a function but does not have sufficient time to repair itself, it will be either unable to perform the repair function or perform the repair function incorrectly (incompletely). This could be damaging to other cells. These altered cells may become unable to reproduce themselves or may reproduce at an uncontrolled rate. Such cells can be the underlying causes of cancers. The cell may die if a cell is broadly damaged by radiation or if the damaged in such a way that the reproduction is affected.
Radiation damage to cells may depend on the sensitivity of these cells to radiation. Not all cells are equally sensitive to radiation damage. In general, cells that divide rapidly and/or are relatively non-specialized tend to show effects at lower doses of radiation then those which divide less rapidly and are more specialized. Examples of such radiation sensitive cells are those involved in the production of blood, this system (called the hematopoietic system) is the most sensitive biological indicator of radiation exposure. Radiation doses can be grouped into two categories: acute and chronic. An acute radiation dose is defined as a large dose (10 rad or greater to the whole body) delivered during a short period (about a few days at most). If the dose is large enough, the negative effects may appear within a short period (hours, days, or weeks). Acute doses can cause a pattern of clearly identifiable symptoms (syndromes). These conditions are referred to as Acute Radiation Syndrome. Symptoms of radiation sickness are apparent following the acute doses of more than 100 rad. acute doses of more than 450 rad may result in a statistical expectation of 50% of the exposed population to die within 60 days, without medical attention. As in most illnesses, the specific symptoms, the therapy that a doctor might prescribe, and the prospects for recovery vary from one person to another and are generally dependent on the age and general health of the individual.
The syndrome of bone marrow (blood-forming organ) which normally appears at doses higher than100 rad is characterized by damage to cells that divide at the most rapid pace (such as bone marrow, the spleen, and lymphatic tissue). Symptoms include internal bleeding, fatigue, bacterial infections, and fever.
Central nervous system syndrome at doses higher than 5000 rad is associated with the damage of nerve cells that are not reproducible. Symptoms include loss of coordination, confusion, coma, convulsions, shock, etc.
Other effects from an acute dose include 200 to 300 rad to the skin can result in the reddening of the skin. Similar to mild sunburn, and may result in hair loss due to damage to hair follicles; 600 rad to the ovaries or testicles can result in permanent sterility; and 50 rad to the thyroid gland can result in non-cancerous tumours. The effects caused by acute doses are called deterministic.
Humans and other organisms are continuously exposed to ionizing radiation from natural background sources in the environment, including cosmic radiation and Rn-222, alongside K-40 and C-14. This unavoidable exposure is not without consequences, as ionizing radiation exposure has been known to deliver a variety of injuries to DNA. Unfortunately, natural background is not the only source of ionizing radiation to which organisms are exposed. Numerous sites around the world have been contaminated with radionuclide, because of anthropogenic activity. Human exposure can be minimized by limiting access to contaminated areas, but this is generally not feasible for other species, and resulting exposures can be significantly higher than those from natural background sources. In general, radiation exposure may be internal or external.
Internal exposure comes from eating or drinking contaminated food or water, or from breathing contaminated air. A radioactive substance can also enter the body through cuts in the skin. Alpha- and beta- radiations contribute to internal exposure. External exposure can come from beta, gamma and X- ray; both internal and external radiation exposure can directly harm cells. When the body is exposed to radiation, the following events on the cell-level may occur:-
1- Radiation may pass through the cell without detectable damage.
2- It may damage the cell, but the cell may be able to repair the damage before producing new cells.
3- It may damage the cell in such a way that damage is passed on when new cells are formed.
4- It may kill the cell.
If the radiation passes through the cell without causing damage or the cell repairs itself successfully (number 1 and 2 above), there is no lasting damage or health effect. If the damage is passed on when new cells are formed (number 3 above), there may be a delayed health effect, such as genetic effects. When radiation kills a cell, there will be an acute (immediate) health effect if the dose is high and many cells die. Death may occur within days or weeks from the moment of exposure to radiation. Ionizing radiation acting on living system can result in biological endpoints, including tissue injury, carcinogenesis and death. The initial step in this interaction of radiation with biological material is the deposition of energy into atoms and molecules that results in ionization and excitation. Small quantities of energy from radiation exposure result from the non-uniform deposition of energy and through biochemical processes that amplify damage.
There are two actions of ionization radiation on cell. Firstly, the direct action, when a molecule is ionized and/or excited by the incident of radiation, as has already been stated, the extra portion of energy of the ionizing particle is used to remove an electron from a molecule. The remaining energy excites the molecule and can actually break molecules into smaller units that are identical because many larger molecules are composed of a chain of smaller molecules bonded together chemically. It appears that damage occurs at the same bond.
Direct action occurs within milliseconds of irradiation. This type of action causes a number of physical events that bring about the death of the cell. The radiation risk level depends on several factors, namely 1. The type of radioactive isotopes; 2. The radiation intensity and exposure period. Living organisms are affected differently by high or low levels of radiation sources; while, 3. The period of exposure also has a crucial effect on living cells. The effect of a low level of radiation (particularly with long time exposure) causes changes in DNA structure, which can result in different types of cancer and/or genetic transformations, called indirect action.
Free radicals result from radiation exposure; these are electrically neutral, having an unpaired electron in there outer orbits. Free radicals are formed by radiation when an atom is left with one of its outer orbital electrons unpaired with respect to spin. Free radicals are usually very reactive since they have a great tendency to pair the odd electron with a similar one in another free radical or to eliminate the odd electron by an electron transfer reaction. Free radicals can therefore be electron acceptors (oxidizing species) or electron donors (reducing species).
The simplest free radical is the hydrogen atom, which contains one proton and one electron. The most important radicals that may be involved in disease processes are species that maybe derived from molecular oxygen, and certain oxides of nitrogen, especially nitric oxide. An unpaired electron can be associated with almost any atom, but oxygen and carboncentered free radicals are of the greatest biological relevance.
Sources of radicals are alcohol, cigarette smoking, stress, strain, anger, air pollution, and solar radiation. | <urn:uuid:5ea7f3b4-89a2-4764-a73c-324827194840> | CC-MAIN-2019-22 | http://sci.uobasrah.edu.iq/images/%D9%85%D8%AD%D8%A7%D8%B6%D8%B1%D8%A9_%D8%B1%D8%A7%D8%A8%D8%B9%D8%A9_%D9%8A370.pdf | 2019-05-21T07:09:00Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00074.warc.gz | 186,412,662 | 1,799 | eng_Latn | eng_Latn | 0.997208 | eng_Latn | 0.997839 | [
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Encouraging Participation: Mini-Publics
Mini-publics
A mini-public is a forum in which residents are selected at random, to reflect the diversity of the community in which they live. The forum is brought together (with support) to form opinions, or make judgements on the issues presented to them.
Traditional consultations typically require people to choose to get involved, so it is limited to those who have the time or interest. A mini-public gets a representative sample of a community through random selection and offering a reward or incentive to encourage their involvement.
A mini-public is normally led by a neutral chairperson, who should be skilled in leading discussions and debates. Evidence is offered from a range of sources in order to inform the discussion and debate. The chairperson guides discussion and debate in order to reach a consensus on a particular issue.
Sometimes mini-publics are used to inform a decision to be taken by another body; in others the mini-public itself is tasked with making a decision. Mini-publics are sometimes known as "citizens' panels" and used to settle disputes between two differing viewpoints.
There are a number of points to consider when organising a mini-public:
- Representation – the membership of the mini-public should reflect the demographics of the affected community
- Information – detailed and robust information will be required from a variety of sources to inform the discussion and debate
- Outcome – it is important to have a clear outcome for the mini-public, are they making a decision or a recommendation? All participants need to be clear on this and what will happen as a result of their involvement
- Accessibility – given the mix of people involved, it will be important to ensure that the process is open and accessible. Consider expenses, travel, other commitments, disabilities, language and culture. | <urn:uuid:cda0b9dc-5506-470a-9195-18e1c0c4e979> | CC-MAIN-2019-22 | https://www.pkc.gov.uk/media/43626/Mini-Publics-Guidance/pdf/Mini_Publics_Guidence.pdf?m=636843622781000000 | 2019-05-21T07:15:23Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00072.warc.gz | 921,163,674 | 358 | eng_Latn | eng_Latn | 0.998277 | eng_Latn | 0.998277 | [
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Tudors
MARTYRS & THE PLAYHOUSE
Lesson plan
Learning intention 'We are learning to…' We are learning to understand usage of the English language in the Tudor era.
Assessment criteria 'What I'm looking for…' As an outcome I am looking for a collection of effective Shakespearian insults.
Share and discuss a listening focus for each episode by asking the key question and instructing the children to make notes.
MARTYRS
Duration of audio = 08 35
Click to download the programme
Resources needed: Note-making paper and pencil.
Before listening: one key fact to discuss
* Although people spoke English in Tudor England, the Bible and other important books were often only available in Latin. Discussion question: 'How would you feel if you couldn't read a book that was important to you?' (Annoyed, confused, angry if the book was very important, stuck.)
* Reminder from previous programme: 'Protestant' is a word describing groups within the Christian religion that 'protest' against the idea that Christian churches have to follow the instructions of the Pope, the leader of the Catholic church in Rome.
During listening: one question to focus on
* Key question: 'What rules were there about books and beliefs in Tudor England?'
* (Answers: Bibles have to be written in English, people were punished and even executed for having different beliefs.)
* Instruction: 'Make a note of rules about books and beliefs in Tudor England.'
THE PLAYHOUSE
Duration of audio = 07 32
Click to download the programme
Before listening: one key fact to discuss
* Many jobs and activities were forbidden to women in Tudor England. Which jobs and activities do you think were not allowed? (Acting, going to a tavern, joining the army, going to sea as a sailor, etc).
1
School Radio
www.bbc.co.uk/schoolradio
© BBC 2017
During listening: one question to focus on
* Key question: 'What do you notice about the way the actors in the playhouse speak?'
* (Answers: Unusual words, some of the sentences rhyme, sentences are put together in strange ways.)
* Instruction: 'Make a note of unusual words and sentences that the actors use.'
After listening: follow up and extension activity: create some 'Shakespearian insults'
During the Tudor Era more people learned to read and write in English. Some kings and queens allowed important books like the Bible to be translated into English for the first time. People could be punished or even executed for breaking rules like this. Shakespeare wrote plays in English but he made up a lot of extra words himself. Being poetic and having the right sound was important to Shakespeare so he made up a lot of extra words himself.
Can you write some insults in his style? Some examples of Shakespearian Insults might read...
* Thou art a beslubbering, gorbellied, beefwitted boar-pig!
* Indeed, sir. But in truth, I see thou art nothing but a bootless, clay-brained, clotpole.
* That may be so, sir. But thou art a puny, tickle-brained, onion-eyed, minnow.
School Radio www.bbc.co.uk/schoolradio
Differentiation and teacher support for S.E.N. / Focus group / Whole class:
Use copies of the worksheet provided to support writers after listening. Or display information from the top half of the worksheet on an interactive whiteboard. Teacher to create additional examples as necessary.
Challenge for gifted and talented learners:
Shakespeare created words of his own to explain what he was describing. Can you create your own new insulting words? Take care not to use anything that would be impolite to others. You will need to explain what your new words mean - eg:
* Fizzlefrip - a person who forgets what they are doing because they are rushing too much
* Moochobunch - someone who is very gloomy
* Gettlestoppe - somebody who stops you getting something you want
Plenary and assessment:
Share and compare insults, politely, with the rest of the class. What makes a good Shakespearian insult?
© BBC 2017
Create 'Shakespearian insults'
During the Tudor Era more people learned to read and write in English. Some kings and queens allowed important books like the Bible to be translated into English for the first time. People could be punished or even executed for breaking rules like this.
Shakespeare wrote plays in English but he made up a lot of extra words himself. Being poetic and having the right sound was important to Shakespeare so he made up a lot of extra words himself. Can you write some insults in his style?
Some examples of Shakespearian insults might read…
Thou art a beslubbering, gorbellied, beef-witted boar-pig! That may be so, sir. But thou art a puny, tickle-brained, onion-eyed, minnow. Indeed, sir. But in truth, I see thou art nothing but a bootless, clay-brained, clotpole.
Helpful spellings…
Sentence starters: Thou art… Nay sir, I see that ye be… Indeed man, but ye be nothing but a… Why thou art a… Speak not, thou… I hear thee not, thou…
Adjectives to use in lists with commas: warped, roguish, puny, bootless, spleeny, droning, unmuzzled, fawning, jarring, tottering, gleeking, goatish, wayward, villainous, surly, loggerheaded, dankish, craven, churlish, beslubbering, clouted, bawdy, errant, full-gorged, elf-skinned, folly-fallen, dizzy, idle, onion-eyed, weather-bitten, frothy, lumpish.
Nouns to finish with: miscreant, lout, minnow, pigeon-egg, mumble-news, pignut, varlot, measle, malt-worm, lewdster, hedge-pig, harpy, haggard, gudgeon, giglet, fustilarian, death-token, clotpole, clack-dish, apple-john, baggage, barnacle, boar-pig, bugbear, canker-blossom.
My Shakespearian insults:
_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
School Radio www.bbc.co.uk/schoolradio
© BBC 2017 | <urn:uuid:90750bac-3315-4d4d-9852-7dce1ce4d9be> | CC-MAIN-2019-22 | http://downloads.bbc.co.uk/schoolradio/pdfs/history/martyrs_playhouse.pdf | 2019-05-21T07:22:14Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00074.warc.gz | 63,631,143 | 1,375 | eng_Latn | eng_Latn | 0.998505 | eng_Latn | 0.999487 | [
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An innovation based on sensors aims to fix the problem of food waste
Sensor technology could help both consumers and the food industry reduce unnecessary waste, benefitting the environment and creating cost efficiencies. The PASTEUR research project is a case in point.
'Studies consistently report that between 30% and 50% of food is thrown out, most of the time, before it reaches the consumer,' says Romano Hoofman, principal scientist at NXP Semiconductors and coordinator of the PASTEUR research project. For this specialist in micro-electronics the cost, economic and environmental, of such waste is largely avoidable.
Pushing for a new approach
in the sector, for example identified food as an area where resource efficiency could be improved. 'The question is: who will benefit financially and who will lose?' says Dr Hoofman. 'The problem we have is that food waste is currently integrated into business models. It is accepted. We therefore need a change of mentality.'
With a team of scientists from Austria, Belgium, Netherlands and Spain, including experts from the agroalimentary industry, Hoofman set out to address the problem by developing an accurate means of measuring food quality throughout the supply chain and capable of giving a continuously updated estimate of how long food will stay fresh. By combining radio frequency identification (RFID) with multiple sensors – for pH, temperature and humidity – a tag was developed using the latest advancements in flexible electronics, a technology that allows electronic products such as printed circuits to bend. The tag can be glued on a box of strawberries, and readings downloaded when within range of a reader, thanks to an RFID chip. A red flag on the reading device indicates if something has gone wrong in transit.
Project participants
'We are happy with the outcome,' says Hoofman, whose project was supported by CATRENE, a programme allowing major European companies, SMEs and research institutes in the field of electronics to collaborate. 'We have proven that this system can work and bring added value to the cold chain'. For the meat sector, sensory tags were applied to beef cuts immediately after slaughter, with pH sensors capable of identifying tenderness and carrying out measurements in cold rooms, where the environment is unsuitable for humans.'
While the application of new sensor technology has the potential to dramatically cut food waste, such
NXP Semiconductors is now at the stage of exploring interest from external companies in acquiring the technology. 'Currently many companies try to enter the market of the monitoring of perishables,' says Dr Hoofman, 'however the food sector remains highly fragmented, making the launch of the new product difficult.'
Each year, perishables suppliers ship over five billion pallets valued at 1.9 trillion euros of chilled meats, seafood, cheese, as well as temperature sensitive pharmaceutical products.
innovation must be accompanied by industry's willingness to adapt. Hoofman points out that the EU government is increasingly talking about food waste: the 2011 Roadmap to a resource-efficient Europe, a key document mapping future investments
The technology developed could also be used by the pharmaceutical industry, which has similar issues when it comes to monitoring temperature. As in the food sector, more accurate monitoring of shipments could preserve stocks, and ultimately save businesses money.
Duration
36 months
The Netherlands, Austria, Belgium, Spain
Doing business through technology
Contact
NXP Semiconductors Eindhoven, The Netherlands www.eurekanetwork.org | <urn:uuid:add7273e-296f-4e18-b0b9-b42814a25415> | CC-MAIN-2019-22 | https://www.rvo.nl/sites/default/files/2013/12/Press%20Release%20-%20An%20innovation%20based%20on%20sensors%20aims%20to%20fix%20the%20problem%20of%20food%20waste%20-%20EUREKA%20Cluster%20Success%20Story.pdf | 2019-05-21T07:46:58Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00074.warc.gz | 921,957,828 | 702 | eng_Latn | eng_Latn | 0.998278 | eng_Latn | 0.998278 | [
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Level
www.XtremePapers.com
DESIGN AND TEXTILES
Paper 3 Textile Applications and Textile Technology
Additional Materials: Answer Booklet/Paper
READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer four questions in total.
Section A
Answer both questions.
Section B
Answer two questions.
Illustrate your answers with clear, well-spaced diagrams.
You may, if you wish, use the silhouette on page 4 to produce outlines for your sketches. Place the silhouette under a single sheet of script paper and trace the outline in pencil.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This document consists of 4 printed pages.
9631/03
October/November 2011
2 hours
2
Section A
Answer both questions.
1 Designing suitable clothing for children is important.
(a) Explain four factors which need to be considered when choosing fabrics for children's clothing.
[4]
(b) Describe three fabric finishes which would improve the performance characteristics of fabrics used for children's wear. [6]
(c) Sketch an outfit for a young child and explain how the following have been considered:
(i) colour;
(ii) fabric(s);
(iii)
safety;
(iv) construction techniques.
[3]
[4]
[3]
[5]
[Total: 25]
2 Creative techniques are frequently used to embellish textile items.
(a) Sketch a design for a wall panel/hanging, and show two ways of applying or painting colour onto fabric in an interesting way. Label clearly. [4]
(b) Choose a suitable fabric for your design in (a) and explain, using labelled sketches, how to:
(i) apply one of the colour techniques in (a);
[6]
(ii) use surface decoration to further embellish the wall panel/hanging.
[4]
(c) Produce an estimated cost for textile materials, components and notions needed for the wall panel/hanging. [6]
(d) Assess the risks and safety issues involved in the use of dyeing and printing equipment. [5]
[Total: 25]
3
Section B
Answer two questions.
3 Yarns are used on their own or as part of woven and knitted fabrics.
(a) Explain the difference between staple fibre yarns and filament fibre yarns, giving examples of fibres used in each case. [4]
(b) Compare the following performance characteristics of staple fibre yarns with filament yarns.
(i) absorbency;
[2]
(ii) warmth;
[2]
(iii) lustre.
[2]
(c)
Assess the range of textured synthetic filament yarns available for fabric production. [6]
(d) Discuss ways in which woven fabrics can be made more interesting with the use of speciality or decorative yarns. [9]
[Total: 25]
4 The selection of appropriate materials for making textile items needs to be considered carefully.
(a) (i) Sketch one garment which has been decorated using either appliqué or quilting. Label the style features on the garment. [5]
(ii) State five reasons for the choice of fabrics for the garment in (a) (i).
[5]
(iii) Write a detailed design specification for the garment in (a) (i).
[10]
(b) Discuss the benefits to a manufacturer of having detailed written design specifications for textile items. [5]
[Total: 25]
5 Shaping is often used in garment construction.
(a) Explain three reasons for using 'shaping' in garment construction.
[3]
(b) (i) Sketch five ways of shaping dresses. Label clearly.
[5]
(ii) Choose two of the sketches in (b) and explain the stages in working the shaping techniques. Include labelled sketches. [10]
(c) Discuss some of the environmental issues related to the textile industry, with particular
reference to pollution. [7]
[Total: 25]
4
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. | <urn:uuid:a679cfb8-bc79-4e88-a39e-294ceadef58d> | CC-MAIN-2019-22 | https://www.dailybased.com/cie-cambridge-international-as-and-a-level-past-papers/design-and-textiles-(9631)/9631_w11_qp_3.pdf | 2019-05-21T06:52:28Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00074.warc.gz | 751,607,492 | 1,025 | eng_Latn | eng_Latn | 0.987038 | eng_Latn | 0.988886 | [
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Keep The Lights Burning, Abbie
Authors: Peter and Connie Roop
(GPN #37/PBS #407)
Illustrator: Peter E. Hanson
Program Description:
This true story is of a young girl who keeps her lighthouse burning during a tremendous storm. LeVar travels to the rocky mid-coast of Maine for a tour of a modern-day lighthouse. He also takes a trip on a 100-foot Maine coastal schooner and joins an authentic sailing family for a day at sea. As a final highlight, we learn about the mystery of putting a ship in a bottle.
Social Studies Concepts:
* history
* monuments
* family
* geography
* transportation
Classroom Activities:
History
Before viewing the video, discuss how a lighthouse warns a ship's captain to steer clear of land or rocks that aren't easily seen at night or during storms. After viewing show the class pictures, photographs, or small models of different kinds of lighthouses [see appendix for suggested Internet sites]. As students study the pictures or models of lighthouses, have them compare and contrast sizes, shapes, and colors--and name common characteristics. Find out where these lighthouses are located and use self-stick notes to mark them on a map.
Family
Keep the Lights Burning, Abbie is a true story about a girl who keeps the light burning in the lighthouse during a tremendous storm. Have students share a time when their family worked together on a project or during a disaster. For instance picking up branches in the yard after a storm, during a family emergency, helping on a project in the community, or helping out around the house. Suggest that students create a Venn diagram to compare and contrast their experiences to Abbie's time in the lighthouse. What parts of each experience are similar and which are quite different?
Monuments/Geography
Memorials and monuments help us honor and remember those who have made sacrifices for us. Discuss what a lighthouse memorial would be honoring. Brainstorm a list of monuments and memorials in your area and mark their locations on a map. Provide students individual area maps so they can mark these locations for their families, who may be interested in visiting these historical places.
Transportation
Brainstorm the different types of boats (i.e. fishing boat, schooner, sloop, kayak, freighter, tugboat, ferry, yacht, motorboat, houseboat, cruise ship, aircraft carrier, etc). Have partners choose one type of vessel to research. The research should include what the vessel looks like and its use.
Do-At-Home Activity:
Mapping It Out
Send home the "Mapping It Out" activity and encourage families to create a map of their own.
Suggested Reading:
Review Books:
Sailing With The Wind by Thomas Locker
Very Last First Time by Jan Andrews The Little Red Lighthouse And The Great Gray Bridge by Hildegarde H. Swift and Lynd Ward
Other Suggestions:
Stay Away From Simon by Carol Carrick Brave Irene by William Steig The Worry Week by Anne Lindbergh The Blue-Eyed Daisy by Cynthia Rylant To Space And Back by Sally Ride with Susan Okie Flossie And The Fox by Patricia C. McKissack Who Sank The Boat? by Pamela Allen
Mapping It Out
We have been using maps in class to locate famous lighthouses and national monuments. Maps are important for locating where we are and where we want to go. Use the space below to make a map with your child, showing how to get from your home to a place your family enjoys visiting. | <urn:uuid:92d4e7ac-1cda-4e76-bfb3-d73b42a1124c> | CC-MAIN-2019-22 | http://shopgpn.com/guides/rr/ss/126_0037ss.pdf | 2019-05-21T06:46:49Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00076.warc.gz | 182,790,310 | 755 | eng_Latn | eng_Latn | 0.997364 | eng_Latn | 0.997706 | [
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PROFICIENCY LEVEL DESCRIPTORS
Pre-Emergent
The student at this level has a limited ability to write in English. The student recognizes that spoken words are represented by written language. The student relays short messages using pictures, imitative writing, or dictating key words to an adult.
Emergent
The student at this level has a limited ability to write in English. The student recognizes that spoken words are represented by written language. The student relays short messages by using pictures, imitative writing, or dictating key words to an adult. The student may be able to write upper and lower case letters of the alphabet.
Basic
The student at this level has a limited ability to write in English. The student applies sound/symbol relationships to spell high frequency words in sentences and short phrases. The student uses correct subject/verb agreement in a variety of writing applications. The student uses writing conventions to write one or more paragraphs in a variety of writing applications. Errors in writing conventions may impede reader's comprehension.
Low Intermediate
The student at this level has an ability to write in English. The student uses standard writing conventions to write one more detailed paragraphs in a variety of writing applications. The student uses correct subject/verb agreement in a variety of sentence types. Errors in writing conventions may impede reader's comprehension. .
High Intermediate
The student at this level has an ability to write in English. The student uses standard writing conventions to write multiple detailed paragraphs in a variety of writing applications. The student uses correct subject/verb agreement in a variety of sentence types. Errors in writing conventions do not impede reader's comprehension. | <urn:uuid:d431572d-b433-43f2-b5d5-98882f97b558> | CC-MAIN-2019-22 | https://www.cusd80.com/cms/lib/AZ01001175/Centricity/domain/4562/eld_standards/ELD_6-8_Stage-4_Writing.pdf | 2019-05-21T07:18:59Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00076.warc.gz | 756,715,746 | 345 | eng_Latn | eng_Latn | 0.999361 | eng_Latn | 0.999361 | [
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Contagious Generosity: Where Generosity Begins (1.07.18)
O Observation
S Scripture
A Application
P Prayer
Main Point: You were created to give, not to keep.
* What's one idea from the message that stood out to you? Why do you think it grabbed you?
* Share a time from your childhood when you naturally responded with generosity. Or perhaps a time when you saw a child in your life naturally want to give generously.
* Why do you think children lose that sense of generosity?
Read: Luke 12:13-15
* Why do you think we sometimes struggle with feelings of envy and unfairness?
* Why did Jesus refuse to perform a function – settling a dispute between two people – that was something a first-century rabbi would normally do?
* What are some ways that work for you, or that you would recommend others can use to defend against greed taking root in their lives?
Read: Luke 12:16-20
* What surprises you about this parable? Where do you see yourself in this story?
* On Sunday Frank offered three reasons why the farmer might have acted this way: he might have been fearful his grain would run out, forgetful that God was the source of his wealth and/or prideful in his accomplishments. How are these three enemies of generosity?
Read: Luke 12:21
* What are some practical ways you can be rich toward God?
* What is your reaction to Sunday's Big Idea: You were created to give, not to keep.
Prayer: Pray for your heart to grow more generous!
Action: Talk about a way your group can engage in contagious generosity this month. | <urn:uuid:de8c4ca0-7573-4b86-ad1f-7b4d6728d19a> | CC-MAIN-2019-22 | http://www.southlansingcc.org/sermons/contagiousgen/cgLG1.pdf | 2019-05-21T07:41:18Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00077.warc.gz | 349,584,751 | 343 | eng_Latn | eng_Latn | 0.998415 | eng_Latn | 0.998415 | [
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Write a letter to your future self.
Where is the best place you've ever visited?
Make a list of books you could read or songs you could hear over and over again.
Write about the most surprised you've ever been.
What's the sweetest way someone could show they love you?
As a kid, what did you want to be when you grew up?
If you could change one thing from your past, what would it be?
What is your earliest memory?
Describe a time when you knew someone loved you.
If you had to move abroad, what country would you choose?
Write a letter to your past self.
What is the yummiest meal you've ever had?
Something nobody knows about me is…
If you could only have 3 nonessential things in your life, what would you choose?
Write about your favorite tradition.
What's the funniest thing that's ever happened to you?
Who was your very first crush?
What was happening the last time you laughed so hard you cried?
Describe your best friend in elementary school.
If you had a theme song, what would it be?
What is your biggest fear and when did you become afraid of it?
Do you believe in soulmates?
If there were no obstacles, my biggest dream is…
What do you do when you're angry?
If you could meet any fictional character who would you meet? Write a letter to someone you need to forgive.
If you could become an expert on anything, what would it be?
What do you wish you could say when someone says, "Tell me about yourself" ?
What's your most impressive talent?
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LOURDES CENTRAL CATHOLIC 8 th GRADE 2019 SUMMER READING
"Reading a lot is one of the most powerful methods of increasing fluency, vocabulary, and comprehension." (Stanovich)
I have always liked the summer reading requirements for the middle school Language Arts program at Lourdes because they produce results. Many students have maintained the reading level they ended the school year with, but better than that, many students actually increased their reading levels. There has been a direct correlation between the amount of reading a student has done over the summer and the reading level they have at the beginning of the new school year.
Think about it. Reading is a skill, and like any skill, a person gets better only with practice. If your child is to participate in a certain sport or in playing a musical instrument, you know that the only way he or she will be good is if he or she has regular and consistent practice time. It is the same with reading! Reading is the only skill that can help children in so many aspects of their lives.
This summer, students will be asked to read a certain amount of pages, but will be given the freedom to choose what they read. The following are the requirements for Lourdes Middle School Summer Reading 2019:
1) Students must each read 1,000 pages or more over the summer.
2) The items read must be book-length stories (no collections of stories). All books must be fiction or biographies.
3) No abridged versions are acceptable – only the unabridged.
4) No partial books will be counted.
5) No magazines will be accepted.
6) Graphic novels are fun to read and are acceptable; however, you need to keep in mind that some have very few words per page. Therefore, if you read a graphic novel it will be counted for only ½ the total pages. In other words, if you read a graphic novel that is 150 pages long, write down 75 pages on your reading log.
7) The reader may choose what to read, but students are encouraged to read books of good quality at their own reading level.
IMPORTANT: The list of books you read is DUE on Monday, August 19th. No late reading forms will be accepted. Your reading list must be VERIFIED and SIGNED by both the student AND a parent or guardian.
All students who complete the summer reading program with 1,000 pages or higher will receive ice cream treats and a recess some time during August. For those that do not complete the reading they will spend the 45 minutes reading.
In order to partake in the ice cream ALL guidelines must be followed:
- The list of books must be properly filled out with title, author, month completed, and number of pages.)
- The 1,000-page goal must be reached or surpassed.
- The list must be turned in by Monday, August 19 th . (NO LATE FORMS WILL BE ACCEPTED). Everyone is encouraged to turn in a list whether or not they reach 1000 pages.
- The list of books must be VERIFIED AND SIGNED by you AND your parent/guardian.
If you need another form for keeping track of books this summer or lose this one, you may access the Lourdes website and download it from there: www.lourdescentralcatholic.org
We will also have a contest to see who can get the most A.R. points in the month of August using their summer reading books. There will be prizes awarded to the 1 st , 2 nd , and 3 rd place 8 th grader who gets the most points for just that month.
Please sign the form and return to school to verify that you received the information about the Lourdes 8 th Grade Summer Reading Program. Everyone must return the signed form. Please return by Thursday, May 17 th , 2018.
Thank you,
Mrs. Buggi – 7 th & 8 th Grade Reading/Writing Teacher
I have received the information about the required summer reading program for 2019.
Student's name________________________________
Parent's signature______________________________
Date _________________________________________
I have received the information about the required summer reading program for 2019.
Student's name________________________________
Parent's signature______________________________
Date _________________________________________
I have received the information about the required summer reading program for 2019.
Student's name________________________________
Parent's signature______________________________
Date _________________________________________
I have received the information about the required summer reading program for 2019.
Student's name________________________________
Parent's signature______________________________
Date _________________________________________ | <urn:uuid:91bd3ff6-9206-45bc-899e-ff871f671aae> | CC-MAIN-2019-22 | http://lourdescentralcatholic.org/images/2018-2019/SummerFun2019/Summer_Reading_Note_8th_Grade.docx.pdf | 2019-05-21T06:35:46Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00077.warc.gz | 129,234,903 | 949 | eng_Latn | eng_Latn | 0.976332 | eng_Latn | 0.999739 | [
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NASM Goal Setting Worksheet
List three goals for fitness:
1.
2.
3.
Rate each of the goals on the five principles listed below by placing a checkmark in the appropriate column if the goal conforms to that principle.
Based on the above analysis what are potential goal-setting strengths and weaknesses?
Strengths:
_____________________________________________________________________________________
_____________________________________________________________________________________
Weaknesses:
_____________________________________________________________________________________
_____________________________________________________________________________________
NASM Goal Setting Worksheet
Below are three opportunities for planning general fitness goals based upon the previous goals discussed. After each one write two specific, measurable goals that lead to reaching the general goal. In the final space specify one other general goal and two specific goals to reach it.
1. To improve my _________________
a. _____________________________________________________________________
b. _____________________________________________________________________
2. To improve my _________________
a. _____________________________________________________________________
b. _____________________________________________________________________
3. To improve my _________________
a. _____________________________________________________________________
b. _____________________________________________________________________
4. _________________________________
a. _____________________________________________________________________
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Adult Teaching Resources December 11, 2016
Season of Advent (November 27-December 25)
Psalm 122– "Pray for the Peace of Jerusalem"
Matthew 3:1-12 – "Starving for Hope"
Matthew 11:2-11 – "The Real McCoy"
Matthew 1:18-25 – "The Invisible Man"
Season of Christmas
(December 25 – January 1)
Titus 3:4-7 – "Why Christmas Matters"
www.nurturingfaith.net
Subscribe to Nurturing Faith to access the core Bible content for this lesson. Find links and videos related to this lesson.
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FIT Teaching Guide by David Woody
The Real McCoy
Matthew 11:2-11
This adult teaching outline is designed to support The Bible Lesson by Tony Cartlege, printed in Nurturing Faith Journal. You can subscribe to either the digital or print edition of Nurturing Faith Journal to access the lessons. Please also ensure that each person in your class has a copy of Nurturing Faith Journal so they can prepare before the lesson.
Bible Background
textual information and definitions to help with your understanding of the passage to assist with your teaching
John in prison—Matthew reported of John's imprisonment in Matthew 4:12, but tells the complete story in Matthew 14:1-5. Make sure to read about John's imprisonment, both from our lesson writer and from those passages.
Messiah—simply means, "anointed one," and is found in both the Old and New Testaments.
John's disciples—John ministered around the same time as Jesus. As he taught, preached, and baptized, others began to follow him, much like others followed Jesus. They wanted to learn more about what he had to say about God and the one that was to come. John's disciples were his closest followers and spoke for him when he could not—like when he was in prison.
Prophet—a prophet was in individual who had been sensitized by the voice and the spirit of God who proclaimed God's word in their specific situation. John proclaimed powerful words and images about the one who was to follow him and through his proclamation, prepared the way for Jesus.
Verse 10—This Old Testament reference comes from Malachi 3:1. The actual quote (from the NRSV) is, "See, I am sending my messenger to prepare the way before me, and the Lord whom you seek will suddenly come to his temple. The messenger of the covenant in whom you delight—indeed, he is coming, says the Lord of hosts." The messenger will prepare for the day of the Lord's coming. John, Jesus claimed, was the one who prepared the way for him.
Opening
How well do you know each other in your group? You might have a good relationship with each other, but you might not know each other very well. Play this fun game to open the lesson about knowing each other better.
Which is True about Me?
Give each person two index cards and a pen. On one card, ask each person to write down something true about themselves that the rest of the group might not know. For example, if you played in the high school band and marched in the Macy's Thanksgiving Parade—that would be a great "truth" to write down.
On the other card, write down a lie about you that people might think could be true about you. For example, if you played in the high school band but never marched in the Macy's Thanksgiving parade, write down, "In high school, I marched in the Macy's Thanksgiving Parade."
After everyone has one Truth and on Lie, go around the room and ask each person to read both of their statements. The goal of the rest of the group is to guess the true statement. Hopefully this game will lead to much laughter and a better understanding of each person in the group. And, it might reveal something about each other that the group did not know before.
Reading the Bible
In today's scripture, we have the story of John wanting to know if Jesus was the Messiah. John had proclaimed that one "greater than he" was to come. John knew it was Jesus and prepared the way for him. However, Jesus didn't fulfill John's idea of what a messiah should be or do. John was ready for Jesus to be a powerful messianic figure who would confront the Romans and make his presence known in a physical, judgmental way. Jesus was different.
While in prison, John learns the truth about Jesus and God's idea of the Messiah. Ask someone to read today's passage, Matthew 11:2-11, and then ask these questions for a basic understanding of the story.
Why was John in prison? Do you think his imprisonment was justified? How was his imprisonment significant for the larger story?
What was Jesus doing that John heard about? Why did that prompt his question to Jesus? What did John expect from Jesus?
How did John and Jesus talk to each other while John was in prison? Even though it might not have been the most efficient method, what made it work?
What was John's question? Why do you think John asked the question, since he knew who Jesus was?
Reading the Bible continued
What was Jesus' response? Is this the responses John expected? Why do you say that?
What did Jesus tell the crowds? Why did he say what he did? How do you think the crowds understood John after Jesus' explanation?
What did Jesus say about John in verse 11?
Making Connections
When you think of the word "messiah" what images come to mind? Where did you formulate those ideas?
How did you describe Jesus to someone when you were younger? How do you describe Jesus to someone today? Has your understanding and description of Jesus changed? How? Why?
What do you think people today expect from Jesus? Why do you think that? What do you think people today need from Jesus? Why do you think that?
Who would you say is a modern-day prophet or prophetess? What have they done or said that would lead you to that conclusion? How would you describe that person to someone else?
Our lesson writer states that "John's problem wasn't with Jesus or his actions, but with his perception of Jesus' mission. Do you have any problems with Jesus? What are they? What is your perception of Jesus?
So What?
John had a certain expectation of what Jesus would be like, but Jesus was actually something very different. How do you think that affected John's understanding of God and his faith?
How often do we have certain ideas about the way something in religious life/church/faith should be, and then we experience something completely different? What affect does that have on your faith?
How much do we try to make God conform to our image and fit into our descriptions? How much do you really, truly, trust and let God be God?
As a large group, make a list of all the ways from scripture you can point to Jesus as the Messiah. What did Jesus do that is an example or witness of bringing hope and joy to the world? Then, make a list of all the ways from your own experiences where Jesus brought hope and joy to the world, and to you specifically. Discuss the similarities. Discuss the differences. What does each list reveal about the way Jesus relates to us?
What words of hope and comfort would you share with someone who expected one thing from God, but got something different? What would you say about God? What would you say about our expectations?
So What? continued
Our lesson writer explains that John, in Jesus' reference to "the least in the kingdom," is at the juncture between the old and new age of the kingdom. It could be argued that church and the Christian culture are currently at another juncture. What role will you play as Christ's disciple? How will Jesus' arrival this Advent season push you forward to proclaim the Messiah?
The Challenge
As people of faith, especially during this season of Advent, we are aware of the coming of the Christ. The stores have been decorated for a long time. The advertisements for gifts have been in front of us since Halloween. But, we know something bigger than opening presents is happening.
John proclaimed the coming of the Messiah. He prepared the way for Jesus. His message wasn't easy, and from today's lesson, we learned that what he thought he was proclaiming, was different than the actual incarnation of the Messiah.
This week, you will have conversations and interactions with others who need a messiah. Who are those individuals? What can you say to them to give them a word of hope? When will you do it? How will you let the rest of this group know about your conversation?
Prayer
Close your class with a prayer, thanking God for the coming of Jesus this Advent season and the opportunity we have to share the message of hope and joy. Pray for opportunities and courage for each of the class members this week as they step out on faith to tell someone else about Jesus.
Digging Deeper by Tony Cartlege
Digging Deeper is designed to support The Bible Lesson by Tony Cartlege, printed in Nurturing Faith Journal. Watch for the "shovel" icon in the The Bible Lesson, and then reference that item in this Digging Deeper resource. You can subscribe to either the digital or print edition of Nurturing Faith Journal to access the lessons. Please also ensure that each person in your class has a copy of Nurturing Faith Journal so they can prepare before the lesson.
A new section—Matthew 11:1 marks a new section in Matthew's gospel. We know this, in part, because of a structural cue. Matthew's structure includes five major sections of Jesus' teachings, each section ending with the phrase "When Jesus had finished . . .." That phrase is found here, as in 7:28, 13:53, 19:1, and 26:1.
The Herod brothers—"Herod" was a family name shared by Herod Antipas and his two brothers, Phillip and Archelaus. Their father, commonly known as Herod the Great, had ruled as king over all of Palestine, but upon his death the Romans divided the territory between the brothers. Archelaus was given control of the southern territories of Judea, Samaria, and Idumea. He was such a poor and cruel ruler that his territory was later made into a procuratorship and given over to Pontius Pilate. Antipas was given charge of Galilee (an area west of the Sea of Galilee) and Perea (a larger southern territory east of the Jordan River). Their brother Phillip was entrusted with the northern border territories of Iturea and Tracheonitis, also east of the Jordan.
Worth pondering—Do people in our world see Jesus in different ways? What are some different images of Jesus of which you are aware? Are they all legitimate? Who is Jesus to you?
When our life or religious experience does not live up to our expectations, is it okay to have doubts and ask questions of God?
Luke's version—The gospel of Luke includes a parallel account of John's question and Jesus' response (Luke 7:18-23). It is slightly longer, because Matthew tends to abbreviate, while Luke includes a fuller account, with added detail about John's interaction with his disciples and their conversation with Jesus (vv. 18-20), and an editorial note before Jesus' response: "Jesus had just then cured many people of diseases, plagues, and evil spirits, and had given sight to many who were blind" (v. 21).
This gives added emphasis to Jesus' response to the messengers: "Go and tell John what you have seen and heard: the blind receive their sight, the lame walk, the lepers are cleansed, the deaf hear, the dead are raised, the poor have good news brought to them. And blessed is anyone who takes no offense at me" (vv. 22-23).
This is one of many parallel texts found in Matthew and Luke, but not in Mark. They are thought to derive from an early collection of Jesus' sayings that was known to Matthew and Luke, but not to Mark. Scholars refer to this source as "Q," from the German word "Quelle," meaning "source."
Digging Deeper continued
Beatitudes—Jesus' comment in v. 6: "Blessed is anyone who takes no offense in me" takes the same form as the beatitudes that open the Sermon on the Mount in 5:3-11. Note that it also follows Jesus' reprise of his ministries to the blind, the lame, the lepers, the deaf, and even the dead – all examples of how "the poor have good news brought to them" in deed as well as in word. The poor can be thought of as both poor in possessions and poor in spirit. It does not bother or offend them that Jesus has not conquered the world and judged the wicked: they accept Jesus for who he is and rejoice in the blessings he has brought to them.
The Hardest Question by Tony Cartlege
The Hardest Question is designed to support The Bible Lesson by Tony Cartlege, printed in Nurturing Faith Journal. You can subscribe to either the digital or print edition of Nurturing Faith Journal to access the lessons. Please also ensure that each person in your class has a copy of Nurturing Faith Journal so they can prepare before the lesson.
Why was John confused about Jesus as the Messiah?
Donald Hagner, in the Word Biblical Commentary, notes that John's puzzlement is understandable: while John had expected Jesus as Messiah to separate the wheat from the chaff and judge the wicked (3:12), he himself was being held captive by the wicked Herod Antipas, who had yet to be judged. While Jesus proclaimed "liberty to the captives" (Isa. 42:7, 61:1) among the sick and afflicted, John remained a captive in the rustic fortress of Machaerus, in a wilderness area east of the Dead Sea.
John had heard of Jesus' mighty works, but they were not what he had expected, causing him to doubt his earlier sense of certainty that Jesus was the long-awaited "coming one." Thus, he wonders if "another one" was yet to come.
Hagner makes a significant observation for modern believers who can learn from John's confusion:
There is an important lesson to be learned here for those inclined to a triumphalism of an over-realized eschatology. Without question the kingdom brought by Jesus involves the experience of wonderful things, even if one does not experience the more spectacular miracles mentioned in v 5. Nevertheless, for all the joy and fulfillment available to the recipients of the kingdom in the present, there is at the same time the undeniable reality of the continued experience of the effects of evil in this world. When confronted by the latter, it is possible for Christians to "take offense" at Jesus and the nature of the salvation he has brought. If Jesus has brought the kingdom and if Christians have begun to experience eschatological blessings through the ministry of the Holy Spirit, it is perhaps natural to expect and want the eschaton now. But that is precisely what Jesus does not offer. And thus in the present the disciple of Jesus must be prepared for something less—indeed, for the reality of suffering and death—while even confessing the messianic identity and authority of Jesus (cf Acts 7:55–56), thereby expressing faith in the good news he has announced. John the Baptist was the first person who had to learn this paradox, and since John, the paradox of existence in an era of fulfillment that is nevertheless short of the consummation has had to be learned by the apostles, by the members of Matthew's church, and by each Christian of every generation. (Matthew 1–13, vol. 33A of Word Biblical Commentary [Grand Rapids: Zondervan, 1993], 301-302).
Like John, we may think the coming of Jesus and the inbreaking of the Spirit should bring us a trouble-free life, or the answer to every prayer. John had hoped the Messiah would introduce a new age for the righteous and execute judgment on the wicked at the beginning of his ministry. Sometimes we may wish for the same, but this story is a reminder that such things will take place in God's time, not ours. | <urn:uuid:98dff873-09df-4d79-ac02-976318a967f6> | CC-MAIN-2019-22 | https://baptiststoday.org/wp-content/uploads/2016/11/collection121116.pdf | 2019-05-21T06:45:27Z | crawl-data/CC-MAIN-2019-22/segments/1558232256281.35/warc/CC-MAIN-20190521062300-20190521084300-00078.warc.gz | 398,106,168 | 3,408 | eng_Latn | eng_Latn | 0.953298 | eng_Latn | 0.997937 | [
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COVID-19
GUIDANCE FOR SCHOOLS WHICH DO NOT HAVE COVID-19 IDENTIFIED IN THEIR COMMUNITY
To prepare for possible community transmission of COVID-19, the most important thing for schools to do now is plan and prepare. As the global outbreak evolves, schools should prepare for the possibility of community-level outbreaks. Schools want to be ready if COVID-19 does appear in their communities.
Childcare and K-12 school administrators nationwide can take steps to help stop or slow the spread of respiratory infectious diseases, including COVID-19:
- Review, update, and implement emergency operations plans (EOPs). This should be done in collaboration with local health departments and other relevant partners. Focus on the components, or annexes, of the plans that address infectious disease outbreaks.
o Ensure the plan includes strategies to reduce the spread of a wide variety of infectious diseases (e.g., seasonal influenza). Effective strategies build on everyday school policies and practices.
o Ensure the plan emphasizes common-sense preventive actions for students and staff. For example, emphasize actions such as staying home when sick; appropriately covering coughs and sneezes; cleaning frequently touched surfaces; and washing hands often.
[x] CDC has workplace resources such as posters with messages for staff about staying home when sick and how to avoid spreading germs at work.
[x] Other health and education professional organizations may also have helpful resources your school can use or share. For example, the American Academy of Pediatrics provides information on germ prevention strategies and reducing the spread of illness in childcare settings.
o Ensure handwashing strategies include washing with soap and water for at least 20 seconds or using a hand sanitizer that contains at least 60% alcohol if soap and water are not available.
[x] CDC offers several free handwashing resources that include health promotion materials, information on proper handwashing technique, and tips for families to help children develop good handwashing habits.
o
Reference key resources while reviewing, updating, and implementing the EOP:
[x] Multiple federal agencies have developed resources on school planning principles and a 6-step process for creating plans to build and continually foster safe and healthy school communities before, during, and after possible emergencies. Key resources include guidance on developing high-quality school emergency operations plans, and a companion guide on the role of school districts in developing high-quality school emergency operations plans.
[x] The Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center's website contains free resources, trainings, and TA to schools and their community partners, including many tools and resources on emergency planning and response to infectious disease outbreaks.
o Develop information-sharing systems with partners.
[x] Information-sharing systems can be used for day-to-day reporting (on information such as changes in absenteeism) and disease surveillance efforts to detect and respond to an outbreak.
[x] Local health officials should be a key partner in information sharing.
o Monitor and plan for absenteeism.
[x] Review the usual absenteeism patterns at your school among both students and staff.
[x] Alert local health officials about large increases in student and staff absenteeism, particularly if absences appear due to respiratory illnesses (like the common cold or the "flu," which have symptoms similar to symptoms of COVID-19).
[x] Review attendance and sick leave policies. Encourage students and staff to stay home when sick. Use flexibility, when possible, to allow staff to stay home to care for sick family members.
[x] Discourage the use of perfect attendance awards and incentives.
[x] Identify critical job functions and positions, and plan for alternative coverage by cross-training staff.
[x] Determine what level of absenteeism will disrupt continuity of teaching and learning.
o Establish procedures for students and staff who are sick at school.
[x] Establish procedures to ensure students and staff who become sick at school or arrive at school sick are sent home as soon as possible.
[x] Keep sick students and staff separate from well students and staff until they can leave.
[x] Remember that schools are not expected to screen students or staff to identify cases of COVID-19. The majority of respiratory illnesses are not COVID-19. If a community (or more specifically, a school) has cases of COVID-19, local health officials will help identify those individuals and will follow up on next steps.
[x] Share resources with the school community to help families understand when to keep children home. This guidance, not specific to COVID-19, from the American Academy of Pediatrics can be helpful for families.
o Perform routine environmental cleaning.
[x] Routinely clean frequently touched surfaces (e.g., doorknobs, light switches, countertops) with the cleaners typically used. Use all cleaning products according to the directions on the label.
[x] Provide disposable wipes so that commonly used surfaces (e.g., keyboards, desks, remote controls) can be wiped down by students and staff before each use.
o Create communications plans for use with the school community.
[x] Include strategies for sharing information with staff, students, and their families.
[x] Include information about steps being taken by the school or childcare facility to prepare, and how additional information will be shared.
o Review CDC's guidance for businesses and employers.
[x] Review this CDC guidance to identify any additional strategies the school can use, given its role as an employer.
Childcare and K-12 administrators can also support their school community by sharing resources with students (if resources are age-appropriate), their families, and staff. Coordinate with local health officials to determine what type of information might be best to share with the school community. Consider sharing the following fact sheets and information sources:
- Information about COVID-19 available through state and local health departments
- General CDC fact sheets to help staff and students' families understand COVID-19 and the steps they can take to protect themselves:
o What you need to know about coronavirus disease 2019 (COVID-19)
o What to do if you are sick with coronavirus disease 2019 (COVID-19)
o Stop the spread of germs – help prevent the spread of respiratory viruses like COVID-19
- CDC Information on COVID-19 and children
- CDC information for staff, students, and their families who have recently traveled back to the United States from areas where CDC has identified community spread of coronavirus:
o A list of countries where community spread of COVID-19 is occurring can be found on the CDC webpage: Coronavirus Disease 2019 Information for Travel
For questions about students who plan to travel, or have recently traveled, to areas with community spread of COVID-19, refer to CDC's FAQ for travelers. Schools can also consult with state and local health officials. Schools may need to postpone or cancel trips that could expose students and staff to potential community spread of COVID-19. Students returning from travel to areas with community spread of COVID-19 must follow guidance they have received from health officials. COVID-19 information for travel is updated regularly on the CDC website. | <urn:uuid:767602d6-0f04-4869-962b-15b951b0fa4d> | CC-MAIN-2024-22 | https://www.childcarewestchester.org/pdf/covid19/03-10-coronavirus.pdf | 2024-05-24T01:31:13+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00182.warc.gz | 619,033,458 | 1,401 | eng_Latn | eng_Latn | 0.997184 | eng_Latn | 0.997386 | [
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2020 Rowell Ranch Rodeo Art & Essay
Entries Due May 9th
This Year's Theme:
"Centennial Celebration"
The Castro Valley Rotary Club invites all elementary students in Castro Valley (public, private or home school) to participate in an Art and Essay. COVID-19 has changed the game and physically separated us. This year will an effort to bring us together and display what make us strong as a community. If you do something as a team, group or family that is OK, but the student(s) at the age level entered must be the leader(s) & primary presenter(s). Your submission will be shown on the Castro Valley Rotary website (& perhaps others) & announce in the Castro Valley Forum – for all the world to see.
Artwork and Essays are submitted in three levels: K-1, 2-3, and 4-5. There are no prizes or special recognition, but your entry will be posted online for all to see. The benefactors are all of us. Guidelines for submission are below. Have at it!
Kindergarten and 1st Grade
It must be hard for a young person to even imagine what a 100 years looks like! It is even rare to be able to celebrate a loved one's 100 th year Birthday or realize that the house you live in might even be 100 years old! So, instead of thinking in terms of 100 years, we can celebrate a "milestone" in your life that was very special to you. Perhaps it was the first time you were able to ride a two-wheeler bike on your own, or swim across the pool. Maybe you got a new puppy, and you taught him how to roll over and sit. Did you lose your first tooth, and hope for the tooth fairy to come? Whatever you remember as being very special to you can be considered a milestone in your life, and something you can be thankful for. Think of something that you will always remember and celebrate as something special in your life.
2nd and 3rd Grade
This year we are celebrating a time honored tradition of the Rowell Ranch Rodeo, which has been going on for 100 years! This is amazing! Is there a tradition in your family or town that you look forward to every year, like the rodeo or parade? Perhaps you can't wait for the opening day of your favorite sports team, or the 4 th of July fireworks your family enjoys on your summer vacation. Does your family have a traditional favorite camping spot you like to go to each year? Is there a special dinner or birthday cake made just for you, or a special T.V program your family watches together? Although you haven't been around for 100 years, you can always start our own tradition with your family and friends. Can you think of a tradition you would like to start that would make you happy, and one your friends and family will remember for years to come?
4th and 5th Grade
"Centennial" means 100 years. It is fun to think about what your town may have looked like 100 years ago! Perhaps you have seen in pictures what the old buildings looked like, or how the streets were filled with horses and buggies, or the new Model T Ford cars! What do you think the old schoolhouse looked like? Since there were no televisions or computers, what kind of games do you think you and your friends would have played? It must have been important to have a nice garden and some chickens so you could have fresh vegetables and eggs to collect each morning. Maybe you even had a cow that you could milk each day! Do you suppose you used lanterns and candles for light, since most families did not have electricity in their homes? It almost sounds like camping! How fun!!!
Essay: Submit an essay of 125 words or less. Essays over 125 words will not be judged. PDF format is preferred, but an image is OK (jpeg) as well
OR
ART: Your creation can be anything you want: drawing, sculpture, photo or even a short video. Show your stuff! Submit images in jpeg or png formats.
SUBMIT your essay or art work along with the name of your school, your name, grade, address, phone number and parent's email to email@example.com Note: This information is for internal purposes. We will only identify the first name and school on any posting unless otherwise directed.
All entries must be received by May 9th. All entries become the sole property of the Castro Valley Rotary Club.
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Composting Partnership
Northern Nevada Correctional Center
Carson City, Nevada
KEY FINDINGS
- The Northern Nevada Correctional Center's ranch holds approximately 1,500 Mustangs for the BLM. The ranch is also home to a herd of cattle.
- A 1,000 pound horse can produce roughly 50 pounds of manure per day, or 9.1 tons of manure per year.
- NNCC rents 30 acres of land to an organic composting business called Full Circle Compost.
A wild horse auction at the NNCC. Photo from BLM.gov
- Each year, NNCC and FCC recycle 3,700 cubic yards of horse and cow manure, along with excess, expired materials from local food distributors.
Composting Business and Correctional Facility Form Unlikely Relationship
In 2008, the Nevada Department of Agriculture relocated their Saddle Horse and Burro Training Program to the Northern Nevada Correctional Center, a medium custody facility in Carson City, Nevada. Under this program, inmates care for a herd of 1,500 Mustangs that have been removed from overpopulated public lands by the Bureau of Land Management, and train 60-75 horses for public adoption each year. Initially, the program seemed beneficial to all parties: inmates received work experience, the NNCC profited from horse adoptions, and public lands were relieved of an excess of Mustangs. Two years later, however, the
NNCC was faced with an uncomfortable situation: an overabundance of horse manure.
Tim Bryant, a Saddle Horse Training Program coordinator at NNCC, approached Craig Witt of Full Circle Compost to negotiate a solution to this problem, in the hopes that Witt would purchase the manure and remove it from the site. The result of their discussion? Rather than taking the manure to the composting facility, the compost came to them; Full Circle Compost moved its entire business from Minden, Nevada to the correctional center in Carson City.
"We are there to take lemons and make them into lemonade. Rather than create a pollution problem, we combine horse manure with other ingredients to make good compost." -Craig Witt, Full Circle Compost
Full Circle Compost
Craig Witt, owner of Full Circle Compost in Carson City, Nevada, has perfected the art of using leftovers. Witt recycles material that would otherwise be thrown into landfills and turns it into high quality compost. Pine needle green waste from the Lake Tahoe Basin is incorporated into a unique Full Circle Compost product called "Tahoe Pine Peat" and mixed into soils as a replacement for traditional peat moss. In Vermicompost, bacteria and worms reprocess nutrients into nutrient-rich soils. Thermal composting also occurs on site – an aerobic ten-week process in which bacteria energy and movement maintain the compost at an internal temperature of 135˚ F. Full Circle sells its compost to local farmers and gardeners in the region and beyond, shipping compost to locations as far away as New York. They also recycle green waste from the community, including grass clippings, sod, branches and weeds.
Managing compost at the Northern Nevada Correctional Center. Photo from Craig Witt.
Today, the NNCC rents out close to 30 acres of land to Full Circle Compost, where Witt has built an efficient composting facility and a 2,000 square foot greenhouse. Some of the compost is used to fertilize the NNCC's 1,200 acres of farmland, and the rest is sold by Full Circle. "We are there to take lemons and make them into lemonade," said Witt. "Rather than create a pollution problem, we combine horse manure with other ingredients to make good compost."
groundwater or nearby waterways posed a definite threat.
A Solution to Pollution
A 1,000-pound horse produces roughly 50 pounds of manure per day, or 9.1 tons per year. Horse manure is rich in nutrients such as nitrogen and phosphorus, which can act as pollutants if they reach waterways as surface runoff or by leaching into the groundwater. In waterways, excess nutrients can lead to eutrophication: algae growth, reduction in oxygen content, and eventually fish kills. The NNCC is located approximately 0.1 miles from a waterway called Clear Creek, and 1.1 miles from the Carson River. With 1,500 mustangs and a herd of cattle on site, nutrient pollution of
Full Circle helps the NNCC manage these manure-based nutrients properly, preventing pollution by incorporating 2,500 cubic yards of horse manure and 1,200 cubic yards of cow manure from the correctional center's cow herds into its potent compost. The Atlantis, a local casino and hotel, contributed 1,500 cubic yards of food waste in 2012, which Witt mixed into his compost recipe along with expired Odwalla juice and other community green waste, in order to keep "happy" and healthy bacteria. This, Witt maintains, is the key to good compost.
that they complete the extensive application process that he requires of any employee. After completing the hiring process, inmates are taught the various methods of composting that Witt employs, and then put to work.
Benefits of the Composting Partnership
The revenue that NNCC receives from rent helps to finance the correctional center's ranch, which is self-funded. Inmates, working under a state program called Silver State Industries, receive valuable work experience in horse training and exposure to the composting industry. Eighteen inmates work with the wild horse training program, and three to five inmates work with Witt, who insists
An ideal circle of benefits has formed between the Northern Nevada Correctional Center, the Bureau of Land Management, and Full Circle Compost – one which Witt hopes will inspire the community to be more environmentally conscious with their waste. By incorporating creative thought, all three parties have succeeded in not only meeting the goals of their organizations, but providing a community model for effective collaboration in sharing resources.
For more information, contact:
Nevada Department of Corrections http://www.doc.nv.gov
Full Circle Compost
http://www.fullcirclecompost.com
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"If you want to go fast, go alone. If you want to go far, go together." African Proverb
No 2 – 2023/2024 The British School of Lomé 25 September 2023
Dear Parents and Guardians,
The African proverb quoted above "If you want to go fast, go alone. If you want to go far, go together." Is all about teamwork, collaboration and working together. Last week's 40 th Anniversary celebrations were an amazing example of our whole community coming together to celebrate 40 years of this esteemed establishment. The planning for this event began a year ago. A small committee of Alumni, Teachers and the Administrator began to meet and put together plans and ideas. I hope you really enjoyed the culmination of all that teamwork. If you would still like to buy any of the merchandise such as mugs or T-shirts, please come to the front desk.
Politeness and Good Manners are very important here at BSL. We expect our learners to greet us every time they see us and to be dressed smartly, with the correct uniform too. Also in the lunch room everyone should behave in the correct way. All this should also be put into practice at home too.
Even though we have been working towards the Anniversary event for quite some time, the term has also had a lot of teaching and learning happening in the classrooms, students have been assessed, new resources have arrived and much more besides. Some of our teachers have also done some very successful training courses, such as Phonics training and IELTS Teacher training.
Here are a few snippets from our classrooms:
Nursery and Crèche News
This term our topic has been about ourselves. We have learnt about our bodies and talked about our feelings and families.
This week we are learning about people who help us. We went to visit the nurse and learnt all about her role in our school. We will be going around the school meeting the other people in our community that help us.
Year 3
Have been applying their PSHE theme of Collaboration to their subject led classroom activities.
Year 1
Last week Year 1 visited the Secondary Biology laboratory. They are learning about the human body and bones, so they were looking at a skeleton
It was very exciting and interesting.
Year 2
We have been retelling stories to improve reading comprehension using first, next and last.
They have collaborated on creating a Text Collage of the Brain and also had fun with activities utilising the different functions of their brains such as Problem Solving, how to create the tallest structure out of spaghetti and blu-tak.
We used adjectives and transition words in our narrative writing drafts. In Maths, we explained key terms of adding and subtracting in word problems and solving one and two digit numbers.
We were scientists, making predictions and testing how erosion changes landforms. We had so much fun with sand and water.
Year 4
The students strengthened their knowledge of various aspects of the curriculum. The students developed a deeper understanding of addition We continued developing our mental maths skills for 4 and 5 digit addition. While strengthening our knowledge of noun phrases. We continued exploring the human eye, and for our stem science lesson, the students created a model of the eye.
In English, we have been reenacting scenes from our class novel 'Escape from Pompeii'. We used adventurous vocabulary and punctuated dialogue to imagine the fear and dread that the eruption of Mount Vesuvius would have had on our main characters.
A Message from The Head of School
CHANGE YOUR QUESTIONS
'When I picked my son up from his first day of 4th grade, my usual (enthusiastically delivered) question of "how was your day?" was met with his usual (indifferently delivered) "fine."
Come on! It's the first day, for crying out loud! Give me something to work with, would you, kid? I suppose the problem is my own. That question doesn't really do much for our kids. Far from a conversation starter, it's uninspired, overwhelmingly open-ended and frankly, completely boring.' (Ref: Sara Goldstein)
Have you ever asked your child 'How was your day at school?', only to get a one-sentence answer, 'It was fine'? A better way to elicit more information is to change your question. For example, ask your child What was one thing you learnt at school today? or What was the best thing about school today?
Other questions you might want to ask:
* Did you catch anyone doing something funny?
* What games did you play at break time?
* What was the funniest thing that happened today?
* Did anyone do anything nice for you?
* What was the nicest thing you did for someone else?
* Who made you smile today?
What is one thing you did today that was helpful?
This small change in questioning has been shown to be much more effective in getting your child to give you a much more detailed response. It also helps a child to become more reflective on her/his own learning.
Take good care of yourself.
Mr Akif Naqvi
Head of School
Have you joined ClassDojo yet? Have you used it to communicate or look at your child's work?
In BSL Primary School we use ClassDojo as our main way to communicate with our parents. ClassDojo is a free App. for smartphones and tablets as well as a website that "connects teachers with students and parents to build amazing classroom communities." The App aims to give students a voice, share moments with parents, and create a positive culture in the classroom. Teachers have the ability to give students digital high-fives or reward students with points for a job well done, and parents can get immediate feedback on the projects their child worked on in class or their child's behavioural needs. All messages can also be translated into many different languages at the touch of a button. Here are two videos that may help:
ClassDojo Parent tutorial: https://youtu.be/ZGsKw_rXnJg
How to change languages on ClassDojo: https://youtu.be/DoKvfdvIX3c
Don't forget though the best way to communicate is still face to face. So I would really encourage you to use this App to keep abreast of your child's work and communicate with your child's teacher.
In one of the Dr Seuss books it says "The more that you read, the more things you will know. The more that you learn the more places you will go"
Have a good week everyone and stay safe,
Kind regards,
Mr Gareth Jones Head of Primary
Up-Coming Events
Oct. 5 - World Teacher's Day Oct. 12 - Parent/Teacher Meetings Oct. 13 - School closes for Half Term Oct. 23 - School Reopens Nov 1. - Public Holiday Divali Remembrance Day | <urn:uuid:772d1a7b-0f2e-48ad-9053-5611c054959b> | CC-MAIN-2024-22 | https://www.bsl.tg/_files/ugd/fb8748_62d75e08f2964b3b97751923909a3b38.pdf | 2024-05-24T00:44:00+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00187.warc.gz | 592,198,722 | 1,416 | eng_Latn | eng_Latn | 0.998713 | eng_Latn | 0.999141 | [
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Rules for Oratorical Declamation
Purpose
To develop skills in interpreting, understanding, and adapting an oration given by someone else.
Rules
1. A selection used in Oratorical Declamation must have been originally delivered in the form a speech by its author, a person other than the present speaker. The speaker should have an introduction which is at most one minute and names the work, author, and describes the circumstances under which the speech was originally presented. The original speaker's words must not be altered for the presentation with the exception that cutting is permitted. Selections may include professional speeches, public orations, eulogies, and sermons.
2. The selection must be memorized.
3. No particular style should be demanded of the speaker; rather, the contestant should be free to select and to develop a personal style and be judged according to the degree of perfection attained and the effectiveness in influencing the listeners.
4. This event is limited to 9 th and 10 th grade students.
5. No properties or costumes of any kind may be used. Using "properties" means manipulating articles of clothing or objects to enhance the performance.
6. Maximum time limit: 10 minutes, with allowable 30 second grace period. There is no minimum time requirement. Any entry exceeding the time limit may not be ranked first in the round.
Criteria for Evaluation
1. Introduction: The introduction should name the work and author, provide necessary background information and establish the mood. If using a teaser or if lines from the selection are used in the introduction, the speaker must adhere to the rules of the event.
2. Presentation Style: The speaker should convey the message in a sincere, honest, and realistic attempt to recreate the spirit of the original presentation. Although the style of delivery chosen by the speaker should be judged in light of the purpose of the speech, artificiality is to be discredited. The message should be conveyed credibly and convincingly as if the words were the speaker's own. This event is an interpretation, not an impersonation.
3. Vocal Delivery: The speaker should be articulate and fluent. The speaker should make use of contrast, making use of the elements of vocal variety: pitch, volume, rate, pausing, phrasing, stress, and tone. The speaker should sound confident and self-assured, and seem eager to enlighten the audience. The speaker should convey the message in a sincere, honest, and realistic style in an attempt to recreate the spirit of the original presentation.
4. Physical Delivery: The speaker should be physically open to the audience and use body language that invites the audience into the world of the declaimer. The speaker should vary facial expression to accentuate the natural flow of thoughts and feelings. The speaker should make eye contact with the audience. The speaker's stance should be erect and controlled without distracting movements. Movement, if used, should be motivated by transitions in thought or mood. Gestures should be visible, effectively used for emphasis, and varied.
5. Overall Effect: The speaker should project an understanding of the speech's message. The speaker should instill in the audience a concern for the speech's content. The original speaker's message should not be overshadowed by the delivery. Consideration should be given to the oratorical merit of the selection. | <urn:uuid:580fac36-4782-4f17-b728-859d986a8913> | CC-MAIN-2024-22 | https://www.speechwire.com/files/15056-15055-Rules%20for%20Oratorical%20Declamation.pdf | 2024-05-24T01:34:25+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00183.warc.gz | 865,303,804 | 672 | eng_Latn | eng_Latn | 0.99788 | eng_Latn | 0.99788 | [
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KS2 SRP Spring Term Newsletter
Hello everyone,
Welcome to the Spring term newsletter. We are excited to welcome the New Year and look forward to more enjoyable learning experiences. Significant celebrations and events which we will mark this term include Chinese New Year (Feb 10th), Holi (March), Ramadan (March) and Easter.
This term we will embrace a healthy attitude and focus on mindfulness and our wellbeing. We will take part in relaxation activities including yoga and colouring in therapy and will regularly check in with our feelings and emotions. We will continue to integrate with our respective mainstream classes and take part in weekly sensory circuit workouts, typing, handwriting, reading and phonics.
In English we will be using colourful semantics to develop comprehension and forming sentence structures. Stories and topics this term include Beegu, The Leaf Thief and The Great Fire of London. In Maths we continue to follow a mastery programme to develop mathematical thinking and will also take part in weekly Maths life skills related activities.
Computing
We will look at simple algorithms and create and follow a simple set of rules. The children will also continue to use touch-type applications to support them with their muscle memory, word building and spelling.
RE
We will learn about different festivals and how they are celebrated. In Spring term 2 we will review Sikhism.
History
9 As Historians we are excited to be learning about Ancient Egypt. We will research who the Egyptians were including how they lived and entertained themselves.
Science
We are very excited to be learning about Space. We will look at and learn facts of different planets closest to the sun. We will consolidate prior learning on materials by designing and making insulated spacesuits.
Geography
We will look at Polar Regions and explore climates and environments including different animals from the Arctic and Antarctica.
Enrichment
We will continue to visit the local supermarket to procure ingredients to cook and look forward to making a range of dishes comprising of different tastes and textures.
To further deepen our learning, we have a SEND workshop planned at the Hampton Court Palace Tudor Kitchen in March.
School values
This term we are focussing on kindness. We will continue to reflect on our actions and be encouraged complete kind acts for others in and out of school. | <urn:uuid:1cfaf917-a4ed-4ca1-b016-5ca5defb58a6> | CC-MAIN-2024-22 | https://www.darell.richmond.sch.uk/attachments/download.asp?file=1804&type=pdf | 2024-05-24T02:09:03+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00189.warc.gz | 636,575,530 | 452 | eng_Latn | eng_Latn | 0.99834 | eng_Latn | 0.99834 | [
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Wren's News
WB 22 nd January
This week we have been learning about vets and pets. We have been talking about what animals need to be healthy and looked after. We have talked about the job of the vets and how they can help when your pet is sick. We have been comparing the weight of different animals, looking at coins to pay for the vets bills and writing labels for different pets.
We also had some pets come in to class to visit.
Following on from last week we were very lucky to have a first responder come in to talk to us, he showed us his vehicle, some of the equipment and how to put someone into the recovery position. We also had some pets into visit, Mrs Duhig brought in one of her dogs and I brought in my tortoise.
Friday 2 ND February- Parent Celebration assembly. Come and join us after drop off to celebrate all the children's achievements.
This week in phonics we have been learning the sound: ure (pure) er (litter) and ow (snow)
We have been learning the tricky words: ball and tall.
This week in maths we have been exploring 2D shapes, making new shapes with other shapes, as well as using lolly sticks to create 2D shapes. We have also been using red and blue counters and a tens frame to explore different ways of making 10. | <urn:uuid:ae012e76-d51b-4326-9c63-a4e0a35f2ea1> | CC-MAIN-2024-22 | https://barham.kent.sch.uk/assets/documents/class-pages/Wrens-Class-Overview-Term-3-Week-4.pdf | 2024-05-24T01:32:44+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00190.warc.gz | 101,691,336 | 281 | eng_Latn | eng_Latn | 0.99926 | eng_Latn | 0.99926 | [
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