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* Listen attentively to spoken language and show understanding by joining in and responding
* Speak in sentences, using familiar vocabulary, phrases and basic language structures
* Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and
phrases
Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
* Mon corps
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Southern York County School District Instructional Plan
Course/Subject: English Language Arts
Grade Level : 10 Honors
Textbook(s)/Instructional Materials Used:
Elements of Literature 3rd Course-HBJ-ISBN: 0-03-074196-3
To Kill A Mockingbird by Harper Lee- Grand Central Publishing-ISBN: 978-0-446-31078-9
A Tale of Two Cities by Charles Dickens-Penguin Books-ISBN: 978-0-141-43960-0
Dates: August through Mid-October
Unit Plan: The Odyssey
Stage 1 – Desired Results
PA Core State Assessments/Standards:
CC 1.2.10J
Vocabulary Acquisition
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.
C.C.1.3.9-10.A
Analyzing and Interpreting Literature-Fiction
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
C.C.1.3.9.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
C.C.1.3.9-10.D
Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
C.C.1.3.9-10.E
Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create an effect.
C.C.1.3.9-10.F
Analyze how words and phrases shape meaning and tone in texts.
C.C.1.3.9-10.G
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
C.C.1.3.9-10.H
Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
C.C.1.3.9-10.I
Reading for Meaning
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools.
C.C.1.3.9-10.J
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
C.C.1.3.9-10.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.
C.C.1.4.9-10.A
Writing Informative/Explanatory
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
C.C.1.4.9-10.B
Write with a sharp, distinct focus identifying topic, task, and audience.
C.C.1.4.9-10.C
Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
C.C.1.4.9-10 D
Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.
C.C.1.4.9-10.E
Write with an awareness of the stylistic aspects of composition.
[x] Use precise language and domain-specific vocabulary to manage the complexity of the topic.
[x] Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.C.1.4.9-10. F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.4.9-10.G.
Write arguments to support claims in an analysis of substantive topics.
C.C.1.4.9-10.H
Write with a sharp, distinct focus identifying topic, task, and audience. Introduce the precise claim.
C.C.1.4.9-10.I
Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
C.C.1.4.9-10.J
Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses 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.
C.C.1.4.9-10.K
Write with an awareness of the stylistic aspects of composition.
[x] Use precise language and domain-specific vocabulary to manage the complexity of the topic.
[x] Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.C.1.4.9-10.L
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9–10.S
Response to Literature
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
C.C.1.4.9-10.T
Writing: Production and Distribution
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.
C.C.1.4.9-10.U
Writing with Technology and Publication
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
C.C.1.4.9-10.V
Writing with Conducting Research
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CC.1.4.9–10.W
Credibility, Reliability, and Validity of Sources
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CC.1.4.9–10.X
Range of Writing
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.
C.C.1.5.9-10.A
Speaking and Listening: Collaboration
Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
C.C.1.5.9-10.B
Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
C.C.1.5.9-10.C
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
C.C.1.5.9-10.D
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
C.C.1.5.9-10.E
Adapt speech to a variety of contexts and tasks.
CC.1.5.9–10.F
Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.
CC.1.5.9–10.G
Conventions of standard English
Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content.
Understanding(s):
Essential Question(s):
Students will understand:
1. Vocabulary acquisition impacts writing, reading, and speaking effectiveness at the college and career readiness level. (CC.1.2.10.J)
[x] How can understanding words improve daily communication? (CC.1.2.10.J)
[x] How can the reader know what an author means? (CC.1.3.9–10.A, CC.1.3.9-10.B, CC.1.3.9-10.D, CC.1.3.9-10.E, CC.1.3.9-
2. Students will understand how to determine the themes of an epic piece of literature thru analyzing character relationships, setting, author's style, plot, and various literary elements. (CC.1.3.9–10.A, CC.1.3.9-10.B, CC.1.3.9-10.D, CC.1.3.9-10.E, CC.1.3.9-10.F, CC.1.3.9-10.G, CC.1.3.9-10.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.9-10.K)
3. Effective compositions examine and convey complex ideas, concepts, and information clearly.(CC.1.4.9-10.A, CC.1.4.9-10.B, CC.1.4.9-10.C, CC.1.4.9-10.D, CC.1.4.9-10.E, CC.1.4.9-10.F, C.C.1.4.9-10.G, C.C.1.4.910.H, C.C.1.4.9-10.I, C.C.1.4.9-10.J, C.C.1.4.910.K, C.C.1.4.9-10.L,CC.1.4.9-10.S, CC.1.4.910.T, CC.1.4.9-10.X)
4. Students will produce, publish, and update individual or shared writing or research projects without plagiarism to answer a question or problem in conjunction with current media to flexibly and dynamically display information appropriately. (CC.1.4.10.U, CC.1.4.10.V, CC.1.4.10.W, CC.1.4.10.X, CC.1.5.10.C, CC.1.5.10.D, CC.1.5.10.F)
5. Students will practice participating during collaborative discussions. (CC. 1.5.9-10.A, CC.1.5.9-10.B, CC 1.5.9-10.C, CC.1.5.9-10.D, CC.1.5.9-10.E, CC.1.5.9-10.G)
Learning Objectives:
Students will know…
[x] Major themes present in The Odyssey
[x] Background information including the Trojan War, The Iliad, and Homer
[x] The following terms to The Odyssey: oral tradition, epic, epic hero, epic simile, rhapsode, myth, dramatic irony, epithet, double determination, and deliberation scene
10.F, CC.1.3.9-10.G, CC.1.3.9-10.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.910.K)
[x] How do I effectively communicate my ideas in writing? (CC.1.4.9-10.A, CC.1.4.9-10.B, CC.1.4.9-10.C, CC.1.4.9-10.D, CC.1.4.910.E, CC.1.4.9-10.F, CC.1.4.9-10.S, CC.1.4.9-10.T, CC.1.4.9-10.X)
[x] How should I properly conduct and share writing and research projects? (CC.1.4.10.U, CC.1.4.10.V, CC.1.4.10.W, CC.1.4.10.X, CC.1.5.10.C, CC.1.5.10.D, CC.1.5.10.F)
[x] How can I effectively participate and collaborate during group discussions? (CC. 1.5.9-10.A, CC.1.5.9-10.B, CC 1.5.9-10.C, CC.1.5.9-10.D, CC.1.5.9-10.E, CC.1.5.910.G)
Students will be able to:
[x] Compose a coherent essay on the plot, themes, and/or literary techniques used in The Odyssey
[x] Provide supporting details from the text to establish the major themes
[x] Compare obstacles from The Odyssey to reality
[x] The plot and literary techniques used in The Odyssey
[x] Answer questions from the book and handout in class and discussions
Dates: Mid/end-October through Mid-January
Unit Plan: The Novel - To Kill a Mockingbird
Stage 1 – Desired Results
PA Core State Assessments/Standards:
C.C.1.2.9-10.A
Reading Informational Text
Key Ideas and Details: Main Idea
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
C.C.1.2.9-10.L
Reading Informational Text
Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
C.C.1.2.9-10.J
Reading for Meaning- Nonfiction
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.
C.C.1.2.9-10.K
Reading Information Text: Vocabulary Acquisition
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools.
C.C.1.3.9-10.A
Analyzing and Interpreting Literature-Fiction
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
C.C.1.3.9.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
C.C.1.3.9-10.D
Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
C.C.1.3.9-10.E
Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create an effect.
C.C.1.3.9-10.F
Analyze how words and phrases shape meaning and tone in texts.
C.C.1.3.9-10.G
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
C.C.1.3.9-10.H
Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
C.C.1.3.9-10.I
Reading for Meaning
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools.
C.C.1.3.9-10.J
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
C.C.1.3.9-10.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.
C.C.1.4.9-10.A
Writing Informative/Explanatory
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
C.C.1.4.9-10.B
Write with a sharp, distinct focus identifying topic, task, and audience.
C.C.1.4.9-10.C
Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
C.C.1.4.9-10 D
Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.
C.C.1.4.9-10.E
Write with an awareness of the stylistic aspects of composition.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.C.1.4.9-10. F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.4.9-10.H
Writing: Opinion or Argumentative
Write with a sharp, distinct focus identifying topic, task, and audience. (Introduce the precise claim).
C.C.1.4.9-10.I
Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
C.C.1.4.9-10.J
Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses 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.
C.C.1.4.9-10.K
Write with an awareness of the stylistic aspects of composition.
Use precise language and domain-specific vocabulary to manage the complexity of the topic Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.C.1.4.9-10.L
Writing: Opinion and Argumentative
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.4.9-10.Q
Writing: Narrative
Write with an awareness of the stylistic aspects of writing.
Use parallel structure.
Use various types of phrases and clauses to convey meaning and add variety and interest.
C.C.1.4.9-10.R
Writing: Narrative
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.4.9-10.T
Writing: Production and Distribution
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.
C.C.1.4.9-10.U
Writing with Technology and Publication
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
C.C.1.4.9-10.V
Writing with Conducting Research
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
C.C.1.5.9-10.A
Speaking and Listening: Collaboration
Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
C.C.1.5.9-10.B
Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
C.C.1.5.9-10.C
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
C.C.1.5.9-10.D
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
C.C.1.5.9-10.E
Adapt speech to a variety of contexts and tasks.
Understanding(s):
Students will understand…
1. Vocabulary acquisition impacts writing, reading, and speaking effectiveness at the college and career readiness level. (CC.1.2.910.J)
2. Accurate spelling, correct usage of parts of speech, and precise meanings of known and unknown words and phrases aid in clear understanding of content and communication. (CC.1.2.9-10.A, J, CC.1.2.9-10.K, CC. 1.4.9.F, CC.1.4.9-10.L, CC. 1.4.9-10.Q, CC.1.4.9-10.R)
3. Students write for different purposes and audiences in a clear and focused style to convey a well-defined perspective with appropriate content. (CC. 1.4.9-10.A, CC.1.4.910.B, CC.1.4.9-10.C, CC.1.4.9-10. D, CC.1.4.9-10.E, CC.1.4.9-10.F, CC.1.4.9-10.H, CC.1.4.9-10.I, CC.1.4.9-10.J, CC.1.4.9-10.K, CC. 1.4.9-10.Q, CC.1.4.9-10.T)
4. Students will write argumentative pieces to support claims in analysis of essential topics (CC.1.4.10.G, CC.1.4.10.H, CC.1.4.10.I, CC.1.4.10.J, CC.1.4.10.T)
.
5. Students will understand how to determine the themes of a novel thru analyzing an author's point of view or purpose, character relationships, setting, author's style, plot, and various literary elements, alongside background informational/nonfiction supplementary pieces. (CC.1.3. 9-10.A, CC.1.3.9-10.B, CC.1.3. 9-10.D, CC.1.3. 9-10.E, CC.1.3. 9-10.F, CC.1.3. 9-10.G, CC.1.3. 9-
Essential Question(s):
[x] How can understanding words improve daily communication? (CC.1.2.9-10.J)
[x] How does correct word choice, spelling, and grammar affect accuracy of communication? (CC.1.2.9-10.J, CC.1.2.9-10.K, CC. 1.4.9.F, CC.1.4.9-10.L, CC. 1.4.9-10.Q, CC.1.4.910.R)
[x] How do I write for different purposes, and how do I express my ideas clearly in writing? (CC. 1.4.9-10.A, CC.1.4.9-10.B, CC.1.4.9-10.C, CC.1.4.9-10. D, CC.1.4.910.E, CC.1.4.9-10.F, CC.1.4.9-10.H, CC.1.4.9.I, CC.1.4.9-10.J, CC.1.4.9-10.K, CC. 1.4.9-10.Q, CC.1.4.9-10.T)
[x] How do I write an argumentative piece? (CC.1.4.10.G, CC.1.4.10.H, CC.1.4.10.I, CC.1.4.10.J, CC.1.4.10.T)
[x] How can the reader know what an author means? (CC.1.3. 9-10.A, CC.1.3.9-10.B, CC.1.3. 9-10.D, CC.1.3. 9-10.E, CC.1.3. 910.F, CC.1.3. 9-10.G, CC.1.3. 9-10.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.910.K, CC.1.2.9-10.A, CC.1.2.9-10.L )
[x] How should I properly conduct and share writing and research projects? (CC.1.4.10.U, CC.1.4.10.V, CC.1.4.10.W, CC.1.4.10.X, CC.1.5.10.C, CC.1.5.10.D, CC.1.5.10.F)
[x] How can I effectively participate and collaborate during group discussions? (CC. 1.5.9-10.A, CC.1.5.9-10.B-C, CC.1.5.910.D, CC.1.5.9-10.E)
10.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.910.K, CC.1.2.9-10.A, CC.1.2.9-10.L)
6. Students will produce, publish, and update individual or shared writing or research projects without plagiarism to answer a question or problem in conjunction with current media to flexibly and dynamically display information appropriately. (CC.1.4.10.U, CC.1.4.10.V, CC.1.4.10.W, CC.1.4.10.X, CC.1.5.10.C, CC.1.5.10.D, CC.1.5.10.F)
7. Students will practice participating during collaborative discussions. (CC. 1.5.9-10.A, CC.1.5.9-10.B, CC.1.5.9-10.D, CC.1.5.9-10.E)
Learning Objectives: Students will know…
[x] Plot of novel
[x] Definitions and use of literary terms including symbolism, point of view, mirror pairs, foil pairs, theme, setting, protagonist, external conflict, and internal conflict.
[x] Importance of time period to novel's plot
[x] Meaning of novel's title
Dates: Mid-January through March
Students will be able to:
[x] Analyze novel (plot, characters, literary elements) through in class writing/composition
[x] Craft and discuss thematic statements for novel
[x] Discuss characters who are mockingbirds and the reasons why they are mockingbirds
[x] Complete teacher made handouts
[x] Discuss/analyze author's purpose as well as the impact the setting has on the plot
Unit Plan: Short Stories and Nonfiction Essays
Stage 1 – Desired Results
PA Core State Assessments/Standards:
C.C.1.2.9-10.A
Reading Informational Text
Key Ideas and Details: Main Idea
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
C.C.1.2.9-10.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
C.C.1.2.9-10.C
Key Ideas and Details: Text Analysis
Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
C.C.1.2.9-10.D
Craft and Structure: Point of view
Determine an author's particular point of view and analyze how rhetoric advances the point of view.
CC.1.2.9–10.E
Craft and Structure: Text Structure
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
CC.1.2.9–10.F
Craft and Structure: Vocabulary
Analyze how words and phrases shape meaning and tone in texts.
CC.1.2.9–10.G
Integration of Knowledge and Ideas: Diverse Media
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
CC.1.2.9–10.H
Integration of Knowledge and Ideas: Evaluating Arguments
Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.
CC.1.2.9–10.I
Integration of Knowledge and Ideas: Analysis Across Texts
Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
C.C.1.3.9-10.A
Analyzing and Interpreting Literature-Fiction
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
C.C.1.3.9.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
C.C.1.3.9-10.C
Key Ideas and Details: Literary Elements
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
C.C.1.4.9-10.B
Write with a sharp, distinct focus identifying topic, task, and audience.
C.C.1.4.9-10.C
Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
C.C.1.5.9-10.A
Speaking and Listening: Collaboration
Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
C.C.1.5.9-10.B
Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
C.C.1.5.9-10.C
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
C.C.1.5.9-10.D
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
C.C.1.5.9-10.E
Adapt speech to a variety of contexts and tasks.
C.C.1.5.9-10.F
Integration of Knowledge
Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.
Understanding(s):
Essential Question(s):
Students will understand…
1. Literature, both fiction and nonfiction, contains experiences, life lessons, and conflicts readers can learn from and use in their daily lives.
[x] How can short stories and essays reveal truth? (1.2.10. A, 1.2.10.B, 1.2.10.C, 1.2.10.D, 1.3.10.A, 1.3.10.B, 1.3.10.C)
(1.2.10.A,- 1.2.10.I, 1.3.10.A, 1.3.10.B, 1.3.10.C)
2. Author's use of effective tone, vocabulary, and point of view. (1.2.10.E-1.2.10.I, 1.3.10.A-C)
3. Vocabulary expansion impacts writing effectiveness. (1.1.10.B, 1.1.10.C)
4. Accurate spelling, parts of speech, and definitions of words aid in clear understanding of content. (1.2.10.A, 1.2.10.F)
5. Good grammar allows for clarity when reading and writing. (1.4.10.B-C)
6. Crafting an effective essay requires the use of transitions, support, and examples. (1. 4.10. B, 1.4.10.C, 1.5.10.A-F)
Speaking and Listening Standards:
1. (1.5.10.A-B)
Learning Objectives: Students will know…
[x] Definitions for literary elements used including climax, characterization, theme, suspense, plot, conflict, irony, setting, point of view, mood, and tone.
[x] Plot of each work of literature
[x] How can the reader know what the author means? (1.2.10.A-1.2.10.I)
[x] How can understanding words improve daily communication? (1.2.10.A-F)
[x] How does correct spelling affect accuracy of communication? (1.2.10.A-F)
[x] Why does grammar matter? (1.4.10.B)
[x] How do I organize an essay? (1.4.10.B, 1.4.10.C, 1.5.10.A-F)
[x] How do I express my ideas clearly in writing? (1.4.10.B, 1.4.10.C, 1.5.10.A-F)
[x] To what extent does literature help us understand our world, past and present? (1.1.10.A, 1.1.10.D, 1.2.10.A, 1.2.10.B, 1.2.10.C, 1.2.10.D, 1.3.10.A, 1.3.10.B, 1.3.10.C)
Students will be able to:
[x] Determine characters' conflicts and motivations
[x] Determine effective of setting
[x] Chart the plot
[x] Themes of each work of literature as well as work's timelessness and relevance
[x] Craft thematic statements and discuss work's relevance to today's culture
Dates: January – Mid-March through April (Ongoing*) Unit Plan: Poetry
Stage 1 – Desired Results
PA Core State Assessments/Standards:
C.C.1.2.9-10.A
Reading Informational Text
Key Ideas and Details: Main Idea
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
C.C.1.2.9-10.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
C.C.1.2.9-10.C
Key Ideas and Details: Text Analysis
Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
C.C.1.2.9-10.D
Craft and Structure: Point of view
Determine an author's particular point of view and analyze how rhetoric advances the point of view.
C.C.1.2.9-10.F
Craft and Structure: Vocabulary
Analyze how words and phrases shape meaning and tone in texts.
C.C.1.3.9-10.A
Analyzing and Interpreting Literature-Fiction
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
C.C.1.3.9.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
C.C.1.3.9-10.C
Key Ideas and Details: Literary Elements
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
C.C.1.3.9-10.D
Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
C.C.1.4.9-10.B
Write with a sharp, distinct focus identifying topic, task, and audience.
C.C.1.5.9-10.A
Speaking and Listening: Collaboration
Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
C.C.1.5.9-10.B
Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
C.C.1.5.9-10.C
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
C.C.1.5.9-10.D
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
C.C.1.5.9-10.E
Adapt speech to a variety of contexts and tasks.
C.C.1.5.9-10.F
Integration of Knowledge
Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.
Understanding(s):
Essential Question(s):
Students will understand…
1. Poetry provides insight into our society, culture, and human condition. (1.1.10.A, 1.1.10.D, 1.2.10.A, 1.2.10.D, 1.3.10.A, 1.3.10.B, 1.3.10.C, 1.3.10.D)
2. Theme helps us to determine a poem's purpose. (1.2.10.A, 1.3.10.D)
3. Vocabulary expansion impacts writing effectiveness. (1.2.10.F)
4. Accurate spelling, parts of speech, and definitions of words aid in clear understanding of content. (1.1.10.B, 1.1.10.C)
5. Good grammar allows for clarity when reading and writing. (126.96.36.199.B)
[x] Why is poetry important? (1.1.10.A, 1.1.10.D, 1.2.10.A, 1.2.10.D, 1.3.10.A, 1.3.10.B, 1.3.10.C, 1.3.10.D)
[x] How does one read/analyze a poem? (1.1.10.A, 1.2.10.A, 1.3.10.D)
[x] What purpose does this poem serve? (1.1.10.A, 1.2.10.A, 1.3.10.D)
[x] How can understanding words improve daily communication? (1.1.10.B, 1.1.10.C)
[x]
How does correct spelling affect accuracy of communication? Accurate spelling, parts of
speech, and definitions of words aid in clear understanding of content.
(1.1.10.B,
1.1.10.C)
[x] Why does grammar matter? (188.8.131.52.B)
Stage 1 – Desired Results
PA Core State Assessments/Standards:
CC.1.2.9-10.J
Reading Informational Text
Vocabulary Acquisition and Use
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.
CC. 1.2.9-10.K
Reading Informational Text
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools.
CC. 1.2.9-10. L
Reading Informational Text
Range of Reading
Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC. 1.2.9-10.A
Reading Informational Text
Key Ideas and Details: Main Ideas
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B
Reading Informational Text
Key Ideas and Details: Text Analysis
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject
CC. 1.2.9-10. C
Reading Informational Text
Key Ideas and Details: Text Analysis
Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.
CC. 1.2. 9-10. D.
Reading Informational Text
Craft and Structure: Point of View
Evaluate how the author's point of view or purpose shapes the content and style of a text.
CC. 1.3. 9-10.A
Reading Literature
Key Ideas and Details: Theme
Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.
CC. 1.3. 9-10. B
Reading Literature
Key Ideas and Details: Text Analysis
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.
CC. 1.3. 9-10. C
Reading Literature
Key Ideas and Details: Literary Elements
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
CC. 1.3. 9-10. D
Reading Literature
Craft and Structure: Point of View
Evaluate how an author's point of view or purpose shapes the content and style of a text.
CC. 1.3.9-10. E
Reading Literature
Craft and Structure: Text Structure
Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole.
CC. 1. 3. 9-10. F
Reading Literature
Craft and Structure: Vocabulary
Evaluate how words and phrases shape meaning and tone in texts.
CC.1.3.9-10.H
Reading Literature
Integration of Knowledge and Ideas
Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics.
CC. 1. 3. 9-10. I
Reading Literature
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools.
CC. 1. 3. 9-10. J
Reading Literature
Vocabulary Acquisition and Use
Acquire and use accurately grade- appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CC. 1.3.9-10. K
Reading Literature
Range of Reading
Read and comprehend literary fiction on grade level, reading independently and proficiently.
CC.1.4.9-10.F
Writing
Informative/ Explanatory: Conventions of Language
Evaluate how words and phrases shape meaning and tone in texts.
CC.1.4.9-10.L
Writing
Opinion/Argumentative: Conventions of Language
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.Q
Writing
Narrative Style
Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey meaning and add variety and interest.
CC. 1.4.9-10.R
Writing
Narrative/ Conventions of Language
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC. 1.4. 9-10. S
Writing
Response to Literature
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC. 1.4. 9-10. T
Writing
Production and Distribution of Writing: Writing Process
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
Understanding(s):
Essential Question(s):
Students will understand…
1. Vocabulary acquisition impacts writing, reading, and speaking effectiveness at the college and career readiness level. (CC.1.2.910.J)
2. Accurate spelling, correct usage of parts of speech, and precise meanings of known and unknown words and phrases aid in clear understanding of content and communication. (CC.1.2.9-10.J, CC.1.2.9-10.K, CC. 1.4.9.F, CC.1.4.9-10.L, CC. 1.4.9-10.Q, CC.1.4.9-10.R)
3. Students write for different purposes and audiences in a clear and focused style to convey a well-defined perspective with appropriate content. (CC. 1.4.9-10.A, CC.1.4.910.B, CC.1.4.9-10.C, CC.1.4.9-10. D, CC.1.4.9-10.E, CC.1.4.9-10.F, CC.1.4.9-10.H, CC.1.4.9-10.I, CC.1.4.9-10.J, CC.1.4.9-10.K, CC. 1.4.9-10.Q, CC.1.4.9-10.T)
4. Students will write argumentative pieces to support claims in analysis of essential topics. (CC.1.4.10.G, CC.1.4.10.H, CC.1.4.10.I, CC.1.4.10.J, CC.1.4.10.T)
5. Students will understand how to determine the themes of a novel thru analyzing an author's point of view or purpose, character relationships, setting, author's style, plot, and various literary elements, alongside background informational/nonfiction supplementary pieces. (CC.1.3. 9-10.A, CC.1.3.9-10.B, CC.1.3. 9-10.D, CC.1.3. 9-10.E, CC.1.3. 9-10.F, CC.1.3. 9-10.G, CC.1.3. 9-
[x] How can understanding words improve daily communication? (CC.1.2.9-10.J)
[x] How does correct word choice, spelling, and grammar affect accuracy of communication? (CC.1.2.9-10.J, CC.1.2.9-10.K, CC. 1.4.9.F, CC.1.4.9-10.L, CC. 1.4.9-10.Q, CC.1.4.910.R)
[x] How do I write for different purposes, and how do I express my ideas clearly in writing? (CC. 1.4.9-10.A, CC.1.4.9-10.B, CC.1.4.9-10.C, CC.1.4.9-10. D, CC.1.4.910.E, CC.1.4.9-10.F, CC.1.4.9-10.H, CC.1.4.9.I, CC.1.4.9-10.J, CC.1.4.9-10.K, CC. 1.4.9-10.Q, CC.1.4.9-10.T)
[x] How do I write an argumentative piece? (CC.1.4.10.G, CC.1.4.10.H, CC.1.4.10.I, CC.1.4.10.J, CC.1.4.10.T)
[x] How can the reader know what an author means? (CC.1.3. 9-10.A, CC.1.3.9-10.B, CC.1.3. 9-10.D, CC.1.3. 9-10.E, CC.1.3. 910.F, CC.1.3. 9-10.G, CC.1.3. 9-10.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.910.K, CC.1.2.9-10.A, CC.1.2.9-10.L )
[x] How should I properly conduct and share writing and research projects? (CC.1.4.10.U, CC.1.4.10.V, CC.1.4.10.W, CC.1.4.10.X, CC.1.5.10.C, CC.1.5.10.D, CC.1.5.10.F)
[x] How can I effectively participate and collaborate during group discussions? (CC.
10.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.910.K, CC.1.2.9-10.A, CC.1.2.9-10.L )
6. Students will produce, publish, and update individual or shared writing or research projects without plagiarism to answer a question or problem in conjunction with current media to flexibly and dynamically display information appropriately. (CC.1.4.10.U, CC.1.4.10.V, CC.1.4.10.W, CC.1.4.10.X, CC.1.5.10.C, CC.1.5.10.D, CC.1.5.10.F)
7. Students will practice participating during collaborative discussions. (CC. 1.5.9-10.A, CC.1.5.9-10.B, CC.1.5.9-10.D, CC.1.5.9-10.E, CC.1.5.9–10.F)
Learning Objectives: Students will know…
[x] Definitions of the following: fable, satire, allegory, parable, political satirist, dramatic irony, situational irony, verbal irony, caricature, propaganda, allusion, and euphemism
[x] Background information on George Orwell
[x] Background information on the Russian Revolution, including key figures
Dates: April
1.5.9-10.A, CC.1.5.9-10.B, CC.1.5.9-10.D, CC.1.5.9-10.E, CC.1.5.9–10.F)
Students will be able to:
[x] Improve reading proficiency and expand vocabulary
[x] define literary terms
[x] identify the allegorical connections to the Russian Revolution
[x] identify the methods of propaganda used in the novel and examine propaganda in television commercials
[x] analyze the points made through satire and how they are created through fable, irony, caricature (communism, government, leaders, humanity)
[x] analyze the key characters and conflicts
[x] analyze the themes and how they apply to our world today
Unit Plan:
A Tale of Two Cities
Stage 1 – Desired Results
PA Core State Assessments/Standards:
CC.1.2.9-10.J
Reading Informational Text: Vocabulary Acquisition and Use
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.
CC. 1.2.9-10.K
Reading Informational Text: Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools.
CC. 1.2.9-10. L
Reading Informational Text: Range of Reading
Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC. 1.2.9-10.A
Reading Informational Text
Key Ideas and Details: Main Ideas
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B
Reading Informational Text
Key Ideas and Details: Text Analysis
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
CC. 1.2.9-10. C
Reading Informational Text
Key Ideas and Details: Text Analysis
Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.
CC. 1.2. 9-10. D.
Reading Informational Text
Craft and Structure: Point of View
Evaluate how the author's point of view or purpose shapes the content and style of a text.
CC. 1.3. 9-10.A
Reading Literature
Key Ideas and Details: Theme
Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.
CC. 1.3. 9-10. B
Reading Literature
Key Ideas and Details: Text Analysis
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.
CC. 1.3. 9-10. C
Reading Literature
Key Ideas and Details: Literary Elements
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
CC. 1.3. 9-10 D
Reading Literature
Craft and Structure: Point of View
Evaluate how an author's point of view or purpose shapes the content and style of a text.
CC. 1.3.9-10. E
Reading Literature
Craft and Structure: Text Structure
Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole.
CC. 1. 3. 9-10. F
Reading Literature
Craft and Structure: Vocabulary
Evaluate how words and phrases shape meaning and tone in texts.
CC.1.3.9-10.H
Reading Literature
Integration of Knowledge and Ideas
Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics.
CC. 1. 3. 9-10. I
Reading Literature
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools.
CC. 1. 3. 9-10. J
Reading Literature
Vocabulary Acquisition and Use
Acquire and use accurately grade- appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CC. 1.3.9-10. K
Reading Literature
Range of Reading
Read and comprehend literary fiction on grade level, reading independently and proficiently.
CC.1.4.9-10.F
Writing
Informative/Explanatory: Conventions of Language
Evaluate how words and phrases shape meaning and tone in texts.
CC.1.4.9-10.L
Writing
Opinion/Argumentative: Conventions of Language
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.Q
Writing
Narrative Style
Write with an awareness of the stylistic aspects of writing. •Use parallel structure. •Use various types of phrases and clauses to convey meaning and add variety and interest.
CC. 1.4.9-10.R
Writing
Narrative Conventions of Language
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC. 1.4. 9-10. S
Writing
Response to Literature
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC. 1.4. 9-10. T
Writing
Production and Distribution of the Writing Process
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.
Understanding(s):
Essential Questions:
Students will understand…
1. Vocabulary acquisition impacts writing, reading, and speaking effectiveness at the college and career readiness level. (CC.1.2.910.J)
2. Accurate spelling, correct usage of parts of speech, and precise meanings of known and unknown words and phrases aid in clear understanding of content and communication. (CC.1.2.9-10.J, CC.1.2.9-10.K, CC. 1.4.9.F, CC.1.4.9-10.L, CC. 1.4.9-10.Q, CC.1.4.9-10.R)
3. Students write for different purposes and audiences in a clear and focused style to convey a well-defined perspective with appropriate content. (CC. 1.4.9-10.A, CC.1.4.910.B, CC.1.4.9-10.C, CC.1.4.9-10. D, CC.1.4.9-10.E, CC.1.4.9-10.F, CC.1.4.9-10.H,
[x] How can understanding words improve daily communication? (CC.1.2.9-10.J)
[x] How does correct word choice, spelling, and grammar affect accuracy of communication? (CC.1.2.9-10.J, CC.1.2.9-10.K, CC. 1.4.9.F, CC.1.4.9-10.L, CC. 1.4.9-10.Q, CC.1.4.910.R)
[x] How do I write for different purposes, and how do I express my ideas clearly in writing? (CC. 1.4.9-10.A, CC.1.4.9-10.B, CC.1.4.9-10.C, CC.1.4.9-10. D, CC.1.4.910.E, CC.1.4.9-10.F, CC.1.4.9-10.H, CC.1.4.9.I, CC.1.4.9-10.J, CC.1.4.9-10.K, CC. 1.4.9-10.Q, CC.1.4.9-10.T)
CC.1.4.9-10.I, CC.1.4.9-10.J, CC.1.4.9-10.K, CC. 1.4.9-10.Q, CC.1.4.9-10.T)
4. Students will write argumentative pieces to support claims in analysis of essential topics. (CC.1.4.10.G, CC.1.4.10.H, CC.1.4.10.I, CC.1.4.10.J, CC.1.4.10.T)
5. Students will understand how to determine the themes of a novel thru analyzing an author's point of view or purpose, character relationships, setting, author's style, plot, and various literary elements, alongside background informational/nonfiction supplementary pieces. (CC.1.3. 9-10.A, CC.1.3.9-10.B, CC.1.3. 9-10.D, CC.1.3. 9-10.E, CC.1.3. 9-10.F, CC.1.3. 9-10.G, CC.1.3. 910.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.910.K, CC.1.2.9-10.A, CC.1.2.9-10.L )
6. Students will produce, publish, and update individual or shared writing or research projects without plagiarism to answer a question or problem in conjunction with current media to flexibly and dynamically display information appropriately. (CC.1.4.10.U, CC.1.4.10.V, CC.1.4.10.W, CC.1.4.10.X, CC.1.5.10.C, CC.1.5.10.D, CC.1.5.10.F)
7. Students will practice participating during collaborative discussions. (CC. 1.5.9-10.A, CC.1.5.9-10.B, CC.1.5.9-10.D, CC.1.5.9-10.E)
Learning Objectives:
Students will know…
[x] Definitions of the following: light/dark imagery, duality, foreshadowing, coincidence, allusions, irony, symbolism, theme
[x] Background information about Charles Dickens and the French Revolution
[x] How do I write an argumentative piece? (CC.1.4.10.G, CC.1.4.10.H, CC.1.4.10.I, CC.1.4.10.J, CC.1.4.10.T)
[x] How can the reader know what an author means? (CC.1.3. 9-10.A, CC.1.3.9-10.B, CC.1.3. 9-10.D, CC.1.3. 9-10.E, CC.1.3. 910.F, CC.1.3. 9-10.G, CC.1.3. 9-10.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.910.K, CC.1.2.9-10.A, CC.1.2.9-10.L )
[x] How should I properly conduct and share writing and research projects? (CC.1.4.10.U, CC.1.4.10.V, CC.1.4.10.W, CC.1.4.10.X, CC.1.5.10.C, CC.1.5.10.D, CC.1.5.10.F)
[x] How can I effectively participate and collaborate during group discussions? (CC. 1.5.9-10.A, CC.1.5.9-10.B, CC.1.5.9-10.D, CC.1.5.9-10.E)
Students will be able to:
[x] Improve reading proficiency and expand vocabulary
[x] Define literary terms
[x] Analyze the plot of the novel
[x] Demonstrate the influence of setting on the novel
[x] Analyze the characters, including mirror pairs, foil pairs, dynamic and static characters
[x] Analyze the major conflicts of the novel, and identify the protagonist and antagonist in each
[x] Interpret the symbolism
[x] Analyze the dualities of places, people, and events
[x] Find examples of light and dark imagery, and interpret their meaning
[x] Find examples of foreshadowing, coincidence, allusions, and irony
[x] Develop themes, and apply them to current life situations
[x] Identify the historical events within the fictional novel
[x] Identify the social criticism in the novel
[x] Write essays that analyze the novel in terms of the literary elements
[x] Present chapters to the class to identify key elements
Dates: May through June
Unit Plan: "Romeo and Juliet"
Stage 1 – Desired Results
PA Core State Assessments/Standards:
C.C.1.2.9-10.A
Reading Informational Text
Key Ideas and Details: Main Idea
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
C.C.1.2.9-10.J
Reading for Meaning- Nonfiction
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.
C.C.1.2.9-10.K
Reading Information Text: Vocabulary Acquisition Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools.
C.C.1.2.9-10.L
Range of Reading
Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
C.C.1.3.9-10.A
Analyzing and Interpreting Literature-Fiction
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
C.C.1.3.9.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
C.C.1.3.9-10.D
Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
C.C.1.3.9-10.E
Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create an effect.
C.C.1.3.9-10.F
Analyze how words and phrases shape meaning and tone in texts.
C.C.1.3.9-10.G
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
C.C.1.3.9-10.H
Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
C.C.1.3.9-10.I
Reading for Meaning
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools.
C.C.1.3.9-10.J
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
C.C.1.3.9-10.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.
C.C.1.4.9-10.A
Writing Informative/Explanatory
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
C.C.1.4.9-10.B
Write with a sharp, distinct focus identifying topic, task, and audience.
C.C.1.4.9-10.C
Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
C.C.1.4.9-10 D
Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.
C.C.1.4.9-10.E
Write with an awareness of the stylistic aspects of composition.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.C.1.4.9-10. F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.4.9-10.G
Writing: Opinion or Argumentative
Write arguments to support claims in an analysis of substantive topics.
C.C.1.4.9-10.H
Write with a sharp, distinct focus identifying topic, task, and audience. (Introduce the precise claim).
C.C.1.4.9-10.I
Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
C.C.1.4.9-10.J
Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses 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.
C.C.1.4.9-10.K
Write with an awareness of the stylistic aspects of composition.
Use precise language and domain-specific vocabulary to manage the complexity of the topic
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.C.1.4.9-10.Q
Writing: Narrative
Write with an awareness of the stylistic aspects of writing.
Use parallel structure.
C.C.1.4.9-10.T
Writing: Production and Distribution
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.
C.C.1.5.9-10.A
Speaking and Listening: Collaboration
Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
C.C.1.5.9-10.B
Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
C.C.1.5.9-10.D
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
C.C.1.5.9-10.E
Adapt speech to a variety of contexts and tasks.
Understanding(s): Students will understand…
1. Vocabulary acquisition impacts writing, reading, and speaking effectiveness at the college and career readiness level. (CC.1.2.910.J)
2. Accurate spelling, correct usage of parts of speech, and precise meanings of known and unknown words and phrases aid in clear understanding of content and communication. (CC.1.2.9-10.J, CC.1.2.9-10.K, CC. 1.4.9.F, CC.1.4.9-10.L, CC. 1.4.9-10.Q, CC.1.4.9-10.R)
3. Students write for different purposes and audiences in a clear and focused style to convey a well-defined perspective with appropriate content. (CC. 1.4.9-10.A, CC.1.4.910.B, CC.1.4.9-10.C, CC.1.4.9-10. D, CC.1.4.9-10.E, CC.1.4.9-10.F, CC.1.4.9-10.H, CC.1.4.9-10.I, CC.1.4.9-10.J, CC.1.4.9-10.K, CC. 1.4.9-10.Q, CC.1.4.9-10.T)
4. Students will write argumentative pieces to support claims in analysis of essential topics. (CC.1.4.10.G, CC.1.4.10.H, CC.1.4.10.I, CC.1.4.10.J, CC.1.4.10.T)
5. Students will understand how to determine the themes of a play thru analyzing an author's point of view or purpose, character relationships, setting, author's style, plot, and various literary elements, alongside background informational/nonfiction supplementary pieces. (CC.1.3. 9-10.A, CC.1.3.9-10.B, CC.1.3. 9-10.D, CC.1.3. 9-10.E, CC.1.3. 9-10.F, CC.1.3. 9-10.G, CC.1.3. 910.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.910.K, CC.1.2.9-10.A, CC.1.2.9-10.L )
6. Students will practice participating during scene portrayals and collaborative discussions. (CC. 1.5.9-10.A, CC.1.5.9-10.B, CC.1.5.910.D, CC.1.5.9-10.E)
Learning Objectives: Students will know…
Essential Question(s):
[x] How can understanding words improve daily communication? (CC.1.2.9-10.J)
[x] How does correct word choice, spelling, and grammar affect accuracy of communication? (CC.1.2.9-10.J, CC.1.2.9-10.K, CC. 1.4.9.F, CC.1.4.9-10.L, CC. 1.4.9-10.Q, CC.1.4.910.R)
[x] How do I write for different purposes, and how do I express my ideas clearly in writing? (CC. 1.4.9-10.A, CC.1.4.9-10.B, CC.1.4.9-10.C, CC.1.4.9-10. D, CC.1.4.910.E, CC.1.4.9-10.F, CC.1.4.9-10.H, CC.1.4.9.I, CC.1.4.9-10.J, CC.1.4.9-10.K, CC. 1.4.9-10.Q, CC.1.4.9-10.T)
[x] How do I write an argumentative piece? (CC.1.4.10.G, CC.1.4.10.H, CC.1.4.10.I, CC.1.4.10.J, CC.1.4.10.T)
[x] How can the reader know what an author means? (CC.1.3. 9-10.A, CC.1.3.9-10.B, CC.1.3. 9-10.D, CC.1.3. 9-10.E, CC.1.3. 910.F, CC.1.3. 9-10.G, CC.1.3. 9-10.H, CC.1.3.9-10.I, CC.1.3.9-10.J, CC.1.3.910.K, CC.1.2.9-10.A, CC.1.2.9-10.L )
[x] How can I effectively participate and collaborate during group discussions? (CC. 1.5.9-10.A, CC.1.5.9-10.B, CC.1.5.9-10.D, CC.1.5.9-10.E)
Students will be able to:
[x] Criteria of a tragedy
[x] Definitions of related literary terms including act, scene, protagonist, climax, catastrophe, rising action, falling action, foil pairs, and suspense.
[x] Plot and structure of play
[x] Identify and discuss literary elements used
[x] Chart plot of play
[x] Craft thematic statements about play
[x] Analyze play through in class writing
[x] Complete teacher made handouts | <urn:uuid:0ee47ba9-324a-48a3-880b-6dbbac52c011> | CC-MAIN-2019-04 | https://www.sycsd.org/cms/lib/PA02203627/Centricity/Shared/Curriculum%20Maps/grade%2010%20honors%20ela%20stage%201.pdf | 2019-01-23T02:40:04Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00284.warc.gz | 936,177,700 | 17,204 | eng_Latn | eng_Latn | 0.942812 | eng_Latn | 0.97047 | [
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THE PAINTING
By Helen E. Buckley
Once a little boy was going to paint a picture.
He put the paper on the easel
And he looked at all the colors in front of him.
"What are you going to paint?" asked the teacher.
"The sky," said the little boy, "I'm going to paint the sky."
"Good" said the teacher, "Do you have enough blue paint?"
And He took up the blue brush
And made a wide band across the top of the paper.
"There," he said, "There is the blue sky," and he looked around for the teacher, but she was gone.
Then the little boy looked out the window
To see if his sky looked like the real one, and it did.
But was the sky always blue?
The little boy put down the blue brush and thought about the sky.
"Sometimes," he thought, just before night, the sky is pink and a little purple."
So he took up the pink brush and then the purple, and pretty soon there Was a sunset on his paper.
The little boy remembered winter, and how the sky looks when the
Snow comes down.
So he took up the white brush and made soft snowflakes over all the blue and pink sky.
And some of the snowflakes melted to make more colors, and the little boy felt happy like he always did
when the snow came down in the wintertime.
And just as he was about to put down his brush and be finished, he
Remembered a day in summer when the sky grew dark.
And he remembered that he had been a little scared and he had to run to Tell his mother about it.
So now he took up the black brush and painted great great storm clouds With flashes of red and orange streaking through them.
"It's thundering, too," said the little boy softly to himself.
"Boom! Boom! Boom! And the wind is blowing!"
And he made the rain come down – hard rain –
In long green lines across the sky,
And all the colors ran together in rainbows at the bottom of the page.
"Now I will make the sun shine," said the little boy to himself;
And he made a big, round sun in the middle of the paper.
But the painting was wet, and there were so many colors in it,
That the yellow sun turned brown in the sky.
But the little boy didn't care – his picture was finished and it was
Just the way he wanted it.
He looked around for the teacher, and pretty soon she was there – Standing by the easel and looking at all the colors:
All the blue and the pink and the purple;
All the white and the black
All the red and the green;
And the yellow that had turned brown.
The teacher looked at all the wet and dripping colors which had run Together, in the snow and the wind and the rain of the boy's painting.
And she said, "My goodness!" "I thought you were going to make the sky." "I did," said the little boy, "I made all the skies I know about." And he took his picture off the easel And put it carefully away to dry. | <urn:uuid:a0065e1b-4e7c-4e91-8829-6ffb040f1172> | CC-MAIN-2019-04 | http://nyaeyc.org/wp-content/uploads/The-Painting.pdf | 2019-01-23T04:22:00Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00284.warc.gz | 168,246,963 | 654 | eng_Latn | eng_Latn | 0.999492 | eng_Latn | 0.999492 | [
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Junior of Rav Avigdor Miller z"l By: Ari Ben-Ami
Adapted from the teachings Toras Avigdor
Illustrations by:
Yocheved Nadell
ׁ˘ ַּ‚ ƒּוַי
Separated From the Nations
‡לכבו„ ‚„ ˆבי בן בלומ לר‚ל יום הול„˙ו
Freilichen Chanukah!
Parshas Vayigash
Separated From the Nations
Yanky and Moishy were doing their math homework quicker than ever before. Usually it took Mommy forever to get the twins to even start their homework but tonight they were doing their long division as quickly as they could because it had snowed all day and they wanted to go outside and use the snowblower to clear the driveway for Totty's car before he would get home.
As soon as they finished their homework and went outside they noticed the boy next door, Stevey Risnik, helping his father bring things into their house. Yanky and Moishy watched as Stevey helped his father shlep a table into their house while Stevey's older brother, Jeffrey, was carrying a few bottles of soda and a humongous bag of popcorn.
"Hi Stevey!" said Yanky, waving with a smile. "Looks exciting! Are you guys making Sheva Brachos or something?"
"No, no," laughed Stevey. "This is the real thing! We're getting ready for our New Year's party."
"Party?"said Moishy. "What for?"
"What do you mean 'what for'? You're American, aren't you? Tonight is January first! The new year! My parents are even letting me stay up till midnight to watch the ball drop!"
"Ball drop?" said Yanky, "What's that?"
"You're kidding me, Yanky, right? You don't know that in Manhattan they have a really big ball that is like 500 feet in the air and then everybody stands in the street and they count down the last seconds till midnight and the ball drops to the bottom at exactly 12:00?! It's so cool!"
"That sounds so uh, umm," – Moishy was trying to think of a nice word for 'strange' – "um, uh, interesting."
Later that night at the dinner table
"Totty," Moishy said, "are the Risniks frum?"
"What do you mean?" Totty asked, a curious look on his face.
"Well," said Moishy, "it's just that they wear yarmulkes and go to shul and keep Shabbos and everything, but then they do other things that are like goyish."
2
|
Toras Avigdor
Junior
"Yeah," piped up Yanky, "Like making New Year's parties. And staying up to watch balls fall."
"Boys," said Totty. "It's important for you to realize that this is one of the biggest dangers of living in galus - we are surrounded by goyim who have all kinds of fun and games and entertainment that can be a danger for us.
"We're the special nation that Hashem chose to be His servants in this world, and we have to keep far away from those types of things. The same way we have a special diet – we only eat kosher food – we also have our special minhagim. But the problem is that when we're in galus for a long time, little by little because everyone around us does these things, it begins to seem normal and even some frum people are not as careful as they should be.
Yanky looked at Totty. "So does that mean we shouldn't use snowblowers, because that's what goyim do?"
"No, no, Yanky," Totty smiled, "Of course we can use inventions of the goyim that will make our lives easier. We don't have to go to Yeshiva every day
Parshas
Vayigash
|
3
on a horse and buggy just because a goy invented the car. But the goyishe ways of entertainment and fun and games and holidays and celebrations we try to avoid as much as possible."
"But how should we know what exactly is OK and what's not?" asked Yanky.
Totty opened up a chumash that was lying at the edge of the table. "That's why we have tzadikim to guide us. Look here in Parshas Vayigash. It tells us the story of when the Bnei Yisroel came to Mitzrayim. Yosef Hatzadik made sure to settle them in Goshen far away from where the Mitzrim lived. Yosef knew how dangerous it could be for them if they started imitating the Egyptian minhagim. If the Bnei Yisroel would have started celebrating Egyptian New Year's parties or other things like that they probably would have never been saved from Mitzrayim! We would still be there today!
"And that's why Yosef Hatzadik went out of his way to settle the Bnei Yisroel in Eretz Goshen, far away from the rest of the Mitzriyim. And he also told them to say 'we're just plain shepherds', because otherwise they would have been given big important jobs that would put them too close to the Mitzrim.
"But Yosef's family were all big tzadikim!" Moishy said. "Why was he so worried about them doing things like the goyim?"
"Ah," Totty said, "that's the thing! Even the good Jews have to be careful because living in Galus can have an effect on all of us. Can you imagine that sane people would stay up late to do foolish things like celebrating the wrong Rosh Hashana or to watch big balls drop?!
"Only when you're surrounded by so many goyim and you see them doing things, you begin to think it's normal. It's not a matter of frum or not frum – it's a matter of how special you want to be! Hashem wants us to be as special as we can and the more we separate from the worthless goyishe minhagim, the more special we become!"
Have A Wonderful Shabbos!
To listen on the phone, Dial:
USA: 774-298-9024
UK: 0333-015-4190
Israel: 055-508-6130
For this booklet dial: 2126#
Toras Avigdor
Junior
4
|
For sponsorship opportunities please call: 732.844.3670 | <urn:uuid:9879632a-5e1b-411a-9543-6dd1a1930af5> | CC-MAIN-2022-49 | https://torasavigdor.org/wp-content/uploads/2020/12/TA-Junior-Vayigash-5781.pdf | 2022-12-08T02:48:34+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00650.warc.gz | 625,047,759 | 1,428 | eng_Latn | eng_Latn | 0.867639 | eng_Latn | 0.999189 | [
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GEOGRAPHY
* Learn and use the eight points of a compass, six-figure grid references (Links with maths), symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
* 'Help! I'm a coastal resident, get me out of here!'
* Why are our beaches disappearing, what is the impact and what can we do about it?
* Identify the position and significance of latitude, longitude, the Prime/Greenwich Meridian and time zones (including day and night)
* On a world map locate the main countries in Africa, Asia and Australasia/Oceania. Identify their main environmental regions, key physical and human characteristics and major cities.
* Study some of the current issues around the natural resources: Energy, Food, Minerals, Water – Sanitation (With a focus on countries within Africa)
* Africa
* Deepen an understanding of the interaction between physical and human processes. | <urn:uuid:c58c807d-8db1-4bd4-99cc-254b77400bdc> | CC-MAIN-2019-04 | http://www.edwardworlledgeoa.co.uk/wp-content/uploads/2017/11/Y6SU-Geography.pdf | 2019-01-23T04:16:13Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00286.warc.gz | 284,971,815 | 198 | eng_Latn | eng_Latn | 0.993843 | eng_Latn | 0.993843 | [
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PE
* I can run at a speed appropriate to the distance I am running
* I can identify & explain good athletic performance
* I can demonstrate accuracy & technique in a range of throwing & jumping actions | <urn:uuid:8bf6e524-6b4c-4eb0-84e4-c27923327bc8> | CC-MAIN-2019-04 | http://www.edwardworlledgeoa.co.uk/wp-content/uploads/2018/01/SU5-PE.pdf | 2019-01-23T03:02:45Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00287.warc.gz | 283,282,113 | 44 | eng_Latn | eng_Latn | 0.996205 | eng_Latn | 0.996205 | [
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What is Mitzvah Makers?
Mitzvah Makers is the community service component of the B'nai Mitzvah Project. This program is offered for students in grade 7.
In the fall of 7th grade, each student joins a long term community service group. Students continue their volunteer services through the 7th grade school year. Before or after volunteering, the students will engage in service learning in order to form deep connections between the volunteer work and Jewish traditions.
Hunger and Homelessness
The Inn
HUC Soup Kitchen
The Inn - The INN became a magnet for individuals who wanted to help those who were hungry in their own communities. By sharing their knowledge, the volunteers began to form an interfaith network of soup kitchens to feed hungry Long Islanders. Today, there are a total of 14 soup kitchens, in 21 locations, operating as part of The INN's network across Long Island. More than 5,000 people are fed each week. (http://www.the-inn.org/about-the-inn.html)
Dates: TBD
HUC Soup Kitchen - For over 20 years, the HUC-JIR Soup Kitchen at the New York campus has guaranteed a weekly meal for our homeless and hungry neighbors in the Washington Square area. The student-run Soup Kitchen personifies the central role that social justice plays in the life of the College-Institute. It is a tangible way that we fulfill Isaiah's prophetic call to share our bread with the hungry and bring the homeless into our house. The Soup Kitchen provides a nutritious meal to approximately 100 guests every week. The Soup Kitchen creates an intimate and comforting atmosphere by serving our guests at their tables and engaging them in conversation. The HUC-JIR Clothing Closet distributes free seasonal second-hand clothing, shoes, and portable hygiene supplies. (http://huc.edu/campuslife/new-york/soup-kitchen)
Dates:
Monday, February 5, 2018 – 3:30 pm
Monday, March 5, 2018 – 3:30 pm
Be a Mentsch: Cooking and Food Delivery
Be a Mentsch: Cooking and Food Delivery
Temple Sinai has proudly supported 10 families who are food insecure and have difficulty buying and making meals for themselves and their families. Three times during the year, help make a meal with our Social Action Committee which usually includes: lasagna, salad, bread, and dessert. Later that day or next, please deliver the meal to the family in need. All families live within thirty minutes of Temple Sinai.
Dates: TBD
Connecting Generations
Adopting a Survivor – The objective of this program is to transfer the life experiences of a Holocaust survivor to an "adopter" by taking a joint journey through the life of the survivor. By this personal journey, the adopter becomes one with the survivor absorbing his life, spirit and soul. The "adopter" will be able to represent the survivor and tell his story with accuracy and feeling to any audience for three or more generations. (http://adoptasurvivor.com)
Dates: TBD
Special Needs
Chazak - Temple Sinai's outreach program for children with developmental differences/special needs and families. Through this program, families within our congregation and in neighboring communities have the opportunity to provide their children with meaningful Jewish learning. Chazak continues to advance the Temple's efforts to include all families and children in the Jewish learning process.
Dates: Saturday, October 21 st – 10:00 – 11:30 am Friday, November 10 th (Veterans Day) – 10:00 – 1:00 pm Saturday, December 9 th – 10:00 – 11:30 am
Adopting a Survivor
Chazak
Bake for the IDF
We Stand with Israel
Adopting a Unit in the Israeli Defense Force -
The children can show the brave men and women protecting our homeland of Israel that their sacrifices do not go unnoticed. They can support soldiers in active duty as well as connect to them on a deeper level by exchanging letters, videos, and emails.
Connections Israel is a non-profit organization set up in 1998, during the second Intifada, to create a support system for soldiers while unifying The Jewish People. Their mission is simple; to bring the Jewish people together!
Date:
TBD | <urn:uuid:74df92a0-d03c-4589-b1a1-ab9e7d527643> | CC-MAIN-2019-04 | https://mysinai.org/sites/default/files/uploaded_documents/mitzvah_makers_2017-2018.pdf | 2019-01-23T03:30:52Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00286.warc.gz | 581,382,710 | 900 | eng_Latn | eng_Latn | 0.997195 | eng_Latn | 0.997808 | [
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En
KEY STAGE 2
LEVELs 3–5
English tests
Grammar, punctuation and spelling
Paper 2: Spelling task administrator instructions
National Curriculum assessments
Notes for use of this script
The task should take approximately 15 minutes to complete, although you should allow the children as much time as they need to complete it.
Please read out the instructions as stated below. Once you have read out the instructions, you should ask the children whether they have any questions.
Listen carefully to the instructions I am going to give you.
I am going to read twenty sentences to you. Each sentence has a word missing in your answer booklet. You should listen carefully to the missing word and fill this in, making sure you spell it correctly.
I will read the word, then the word within a sentence, then repeat the word a third time.
Do you have any questions?
Once the children's questions have been answered, the twenty spellings should be read as follows:
1. Give the spelling number
2. Say 'The word is…'
3. Read the context sentence
4. Repeat 'The word is…'
Leave at least a 12-second gap between spellings.
Finally, you should read all 20 sentences again.
Give the children the opportunity to make any changes they wish to their answers.
At the end of the task say:
This is the end of the task – now please put down your pen or pencil.
Spelling task
Spelling 1: The word is transporting.
They were transporting the crates on a boat.
The word is transporting.
Spelling 2: The word is station.
The world's oldest railway station , built for steam locomotives, is Broad Green.
The word is station.
Spelling 3: The word is boiled.
For breakfast we had boiled eggs.
The word is boiled.
Spelling 4: The word is stapled.
Mary stapled the papers together.
The word is stapled.
Spelling 5: The word is future.
In future , lunch will be served an hour later.
The word is future.
Spelling 6: The word is enough.
If there is not enough rainfall this month there will be a drought.
The word is enough.
Spelling 7: The word is feature.
A feature of this new camera is that it is able to operate underwater.
The word is feature.
Spelling 8: The word is mattered.
What mattered most was getting home on time.
The word is mattered.
Spelling 9: The word is produces.
The bakery produces chocolate cakes.
The word is produces.
Spelling 10: The word is disruptive.
The disruptive pupil was asked to leave the room.
The word is disruptive.
Spelling 11: The word is shipped.
The cars were shipped from England to Europe.
The word is shipped.
Spelling 12: The word is strength.
It took all her strength to move the box.
The word is strength.
Spelling 13: The word is umbrellas.
The umbrellas didn't stop them from getting wet.
The word is umbrellas.
Spelling 14: The word is released.
The film will be released on Friday at the cinema.
The word is released.
Spelling 15: The word is variety.
There is a variety of fruit available in the shop.
The word is variety.
Spelling 16: The word is chief.
As he was the chief of the tribe the final decision was his.
The word is chief.
Spelling 17: The word is familiar.
The classroom was very familiar to Rosie.
The word is familiar.
Spelling 18: The word is physically.
The race was physically challenging.
The word is physically.
Spelling 19: The word is substantial
He has a substantial appetite.
The word is substantial.
Spelling 20: The word is surprised.
George was surprised to find he could run so quickly.
The word is surprised.
You should now read all 20 sentences again.
Give the children the opportunity to make any changes they wish to their answers.
At the end of the task say: This is the end of the task – now please put down your pen or pencil.
[End of task]
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6 2013 Key Stage 2 levels 3–5 English grammar, punctuation and spelling
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2013 Key Stage 2 levels 3–5 English grammar, punctuation and spelling test Paper 2: Spelling task administrator instructions
Print version product code: STA/13/6110/p ISBN: 978-1-4459-5889-7
Electronic PDF version product code: STA/13/6110/e ISBN: 978-1-4459-5890-3
© Queen's Printer and Controller of HMSO 2013
Material contained in these booklets may be reproduced for educational and training purposes within a school setting, provided you acknowledge the copyright ownership of the material and you give the title of the source document. Reproduction or re-use of the material is not permitted for any commercial purpose.
For more copies
Additional printed copies of this booklet are not available. It can be downloaded from STA's orderline at http://orderline.education.gov.uk. | <urn:uuid:0ba300e5-b3e9-4311-805a-4817d3c03146> | CC-MAIN-2019-04 | https://www.compare4kids.co.uk/satspapers/english-ks2-2013-spag-spelling-teachers-version.pdf | 2019-01-23T03:41:12Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00285.warc.gz | 728,254,272 | 1,113 | eng_Latn | eng_Latn | 0.912627 | eng_Latn | 0.999483 | [
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Year 5 Spring Term Reading
By the end of this term your child is expected to:
read a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommend books that they have read to their peers, giving reasons for their choices. identify how language, structure and presentation contribute to meaning. prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
You can help your child by:
Read with your child at home and question them about their book. Ensure that they read a range of different books from many cultures. Use a dictionary to check the meaning of words. Children can visit: http://www.bbc.co.uk/bitesize/ks2/english/reading/ Looks at reading fiction and non fiction texts including adverts, dictionaries and poetry. Learn how to look at language, layout and meaning.
Year 5 Spring Term Writing
By the end of this term your child is expected to:
use dictionaries to check the spelling and meaning of words.
noting and developing ideas for writing.
select appropriate grammar and vocabulary.
use commas, hyphens and brackets throughout their writing.
You can help your child by:
encourage children to look up the meaning of words in a dictionary.
when reading with your child stop and ask them what will happen next. Discuss possible outcomes.
http://www.kwarp.com/portfolio/grammarninja.html
You can help your child by:
Practise new curriculum spelling words every night..
Read a selection of texts including science books, persuasive texts and poetry – discuss how the text
Year 5 Spring Term Maths
By the end of this term, your child is expected to:
apply knowledge of place value to calculate decimal multiplication e.g. 6 x0.1 =
interpret timetables, explaining the duration of travel and comparing routes.
Explain the conversion rate between e.g. kilometre and metre; metre and centimetre; centimetre and millimetre; kilogram and gram; litre and millilitre
You can help your child by:
Buying them an analogue watch and teaching them to tell the time.
Practise all times-tables frequently.
Giving them opportunities to work out how much change you should receive when shopping.
Practise approximating when shopping and then work out actual amount.
Our World
Spring Term Year 5
Background Information on Topic
This term we are excited to launch our new topic, Our World. We will start our topic by exploring North America. We will learn about the history of America and the changes that occurred. As we move through the term, we will develop our historical knowledge to include Black history and Space Exploration.
Launch Day
During our launch day we will introduce the children to our Space exploration and would like them to dress up using a space theme. We always like to see that children have made an extra effort to make their costume rather than spend unnecessary money.
Visit
This term we will be having a planetarium visiting our school, where the children are immersed in a 360 degree interplanetary experience.
Key Dates for Spring Term
Thursday 3rd January 2019 - First day back Monday 7th January 2019– Launch day Date TBA - Planetarium in school Friday 15th February– Break Up for Half Term Monday 25th February– INSET Day Tuesday 26th February 2019– Children return to school Tuesday 19th March 2019 - Parent consultations Thursday 21st March 2019 - Parent consultations Friday 5th April 2019 — Break up for Easter
PE
For this half term PE will be on a Monday and Thursday. Some children will still be swimming however this will be on a separate letter. All children are required to have correct PE kit in school for the whole week.
Books to read:
Our term's topic will be America and Space.
In Science we are learning about the Solar System so any books about this topic would be useful. You might also like to visit the Science Museum in London where the children can view replica space models.
Ideas for Launch Day
It always improves the day if all children come in dressed up for launch day. There is no need to spend a lot of money and making a costume together with your child can be great fun! There were many different
Space ideas, here are a few: | <urn:uuid:9628a633-8b42-45e3-af36-eb4323cde4fa> | CC-MAIN-2019-04 | http://www.leverton.essex.sch.uk/wp-content/uploads/2018/12/5-Termly-Booklet-Year-5-Spring-2019.pdf | 2019-01-23T03:55:22Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00286.warc.gz | 331,086,893 | 911 | eng_Latn | eng_Latn | 0.998245 | eng_Latn | 0.998498 | [
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Using Set Builder and Interval Notation
Symbols used in Set Builder and Interval Notation
To exclude a number on a number line use a parenthesis or an open circle.
$$is equivalent to$$
To include a number on a number line use a bracket or a closed circle.
is equivalent to
Example 1: Show all real numbers between -3 and +2, with -3 excluded and 2 included.
Number Line:
Set Builder Notation:
{x | -3 < x < 2}
Interval Notation:
(-3, 2]
Example 2: Show all numbers less than or equal to – 5, or greater than +3.
Number Line:
Set Builder Notation:
{x | x < -5
Interval Notation:
or
(
]
5,
∪
−
−∞
NOTE: Use parenthesis with -∞ and +∞
x > 3}
,3
(
∞
) | <urn:uuid:89594dfa-47dd-4389-98a4-9c1f45a51619> | CC-MAIN-2019-04 | https://success.students.gsu.edu/download/interval-and-set-builder-notation/?wpdmdl=1086&refresh=5ad62be02af0f1523985376 | 2019-01-23T03:03:33Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00286.warc.gz | 645,262,266 | 196 | eng_Latn | eng_Latn | 0.986587 | eng_Latn | 0.986587 | [
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Have a "spooky" not scary time!
Halloween Safety Tips
1. Be visible! Help drivers see you and your kids at night. Wear costumes that glow in the dark or use reflective tape to make costumes shine. Holding a flashlight or glow stick can also help.
2. Go with a group! Join neighbors and extended family when going house to house. Kids should always trick-or-treat with a trusted adult.
3. Wear well-fitting costumes! Costumes should not drag on the ground or block vision. Encourage kids to walk and not run to avoid tripping and falling.
4. Stay in a familiar area! Law enforcement agencies recommend staying close to home. Stop at well-lit houses only. Make sure you can always see your child. Never let them enter a house alone to get a treat.
5. Inspect all candy and treats! Look for signs of tampering or small pieces that may cause choking. Throw away loose candy without original wrappers. Avoid homemade treats from people you don't know. | <urn:uuid:e515140e-0ae6-4fd0-8bcd-e75f58c2e741> | CC-MAIN-2022-49 | https://go.lawpublications.net/hubfs/Halloween%20Coloring%20Sheet.pdf | 2022-12-08T04:01:58+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00655.warc.gz | 306,512,020 | 209 | eng_Latn | eng_Latn | 0.999506 | eng_Latn | 0.999506 | [
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Abstract
Identifying and Addressing Aggressive Behaviours in Primary School Children A Case Study in the St. George East Education District, Trinidad and Tobago
Aggression is described as antisocial behaviour which can cause physical injury or emotional harm to a person. It may also lead to damage or destruction of property. Students exhibit aggressive behaviours for different reasons, and as such their behaviours may be categorised as accidental, expressive, instrumental or hostile types of aggression. When these students exhibit aggressive behaviours at school, it becomes a source of frustration for adults who have to work with them. They are often viewed as a hindrance and a threat to themselves as well as to others. This is further exacerbated when the physical and temporal environments do not adequately deal with these problems. The results can be devastating. Can the school therefore effect the needed change to redirect these students to behave in an acceptable manner?
This qualitative evaluation case study used an entire primary school population of 332 boys and girls ages five to 14 to identify those particular students who were exhibiting aggressive behaviours, the types of aggression exhibited, and the triggers which provoked the behaviours. It looked at the impact that the intervention programme had on the eight participants. Phase One dealt with the introduction of the programme and included the entire school population. Phase Two focused on the eight participants.
Key findings such as a decrease in hostile aggression among students, increased parental support for children, a greater sense of belonging for students, more community
i
participation in school life, and tangible support from the Ministry of Education helped to foster a more caring temporal environment.
Keywords –
Kathleen Warner-Lall; aggressive behaviours; young children. | <urn:uuid:4aad62cd-476b-4dc4-aa74-42449e5a5104> | CC-MAIN-2022-49 | https://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/44338/KathleenWarner-Lall_AB.pdf?sequence=1&isAllowed=y | 2022-12-08T02:49:36+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00651.warc.gz | 619,042,168 | 333 | eng_Latn | eng_Latn | 0.997337 | eng_Latn | 0.998328 | [
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GLOSSARY
astrologer – a person who studies the movements of the planets and stars to understand people and/or predict the future and provide advice
* Heather's astrologer explained that 2014 would be a difficult year for her professionally, given the location of Mars and Saturn.
to consult – to speak with someone to ask for and receive advice or guidance * Let's consult with the engineering team before we continue working on these designs.
nonsense – something that does not make any sense; something that is illogical or irrational; something that is silly and cannot be taken seriously * Many self-help books are nonsense, but some have good advice.
prediction – a statement about what will happen in the future, or what one believes will happen in the future, when it is impossible to know for sure * A lot of people made predictions about who would win the presidential election, but many of them were wrong.
in the stars – fated; related to one's destiny; something that is meant to happen in the future and cannot be changed by one's actions or decisions * When Justin met Charlene, he knew that she would become his wife. To him, it
felt like it was written in the stars.
charlatan – someone who pretends to be very intelligent or skillful and claims to be able to do something, but actually is not and cannot
* That doctor is a charlatan! His diagnosis was completely wrong and I doubt he even went to medical school!
phony – fake; not real or true; false
* Did Lyle really propose to his girlfriend with a phony diamond ring?
to make (something) all up – to say something as if it is true, when one really does not have any proof and has thought of it oneself, without any supporting facts
* Do you think people have really seen aliens, or are they just making it all up?
horoscope – a written description of one's personality, what will happen to someone on a particular day, and how one should react, based on one's birthday and the position of the stars and planets
* According to my horoscope, today is a good day to make major decisions.
1
sign – zodiac; one of 12 parts of the area where the stars and planets travel, each associated with a name and a symbol, and with certain characteristics * Richard was born on June 15, so his sign is Gemini.
reading – the act of having one person predict another person's future based on looking at that person's palm (the inside of one's hand), tea leaves, "tarot cards" (playing cards used to predict the future), and more
* When Miriam was having trouble deciding whether she wanted to move to a new city, she decided to have a reading.
invaluable – extremely valuable; impossible to put a price on something because it is worth so much
* A good letter of recommendation from a former professor is invaluable when you're applying to law school.
to be taken in – to be tricked or fooled; for someone to somehow lie to another person, usually in order to make money
* Hundreds of people were taken in by the email fraud that provided their credit card information to thieves.
– a person who tricks other people to get money from them con artist
* Edgar dated a woman who disappeared one day with his most valuable possessions and later he found out that she was a con artist.
to style (oneself) – to present oneself a certain way; to pretend that one is something one is not
* Kristoff styles himself as an experienced businessman, but the truth is that he has very little professional experience.
mystic – a person who is very spiritual and seems to have a close relationship with God or supernatural powers and is closer to the truth than most other people * Dio is a mystic, and many people ask him for guidance on spiritual matters.
smoke and mirrors – a phrase used to describe a situation where what appears to happen is not what actually happens, and one has been deceived, tricked, or lied to, much like what happens when a magician performs
* Our competitors used a lot of smoke and mirrors to convince Acme Company to work with them, but Acme will soon realize that they made the wrong decision.
to shake – to make another person doubt or question his or her beliefs; to make a person less certain about something
* When your father died, did it shake your religious beliefs, or strengthen them?
COMPREHENSION QUESTIONS
1. Why doesn't Armond like astrologers?
a) Because he doesn't believe anything they say.
b) Because he thinks they charge too much.
c) Because they gave him incorrect information in the past.
2. What does Armond mean when he says, "It's all smoke and mirrors"?
a) The astrologers smoke too much.
b) The astrologers use tricks to fool people.
c) The astrologers are dangerous.
______________
WHAT ELSE DOES IT MEAN?
in the stars
The phrase "in the stars," in this podcast, means fated or related to one's destiny, referring to something that is meant to happen in the future and cannot be changed by one's actions or decisions: "Francesca always knew that she would become a psychologist; it was written in the stars." The phrase "under the stars" means outdoors: "Even though it was cold, they went camping under the stars." The phrase "to see stars" means to see strange flashes of light, usually after one has been hit in the head: "Are you still seeing stars? Maybe we should take you to the doctor's office." Finally, the phrase "to have stars in (one's) eyes" means to think that something is better, more interesting, more beautiful than it really is: "When they bought their first house, they had stars in their eyes and they didn't really see all the problems."
to shake
In this podcast, the verb "to shake" means to make another person doubt or question his or her beliefs, or to make a person less certain about something: "When Gregorio's cancer failed to respond to the medications, it shook Gregorio's belief in his doctors' advice." The phrase "to shake (one's) head" means to move one's head from side to side, as if saying "no" or showing sadness: "When I asked Gerald if he had passed the exam, he just shook his head sadly." Finally, the phrase "to shake (one's) fist" means to show that one is very angry at another person by moving one's closed hand in the air: "When the seller realized that the boys were stealing, she shook her fist and threatened to call the police."
CULTURE NOTE
Fortune-Telling Tools
"Fortune-tellers" (people who predict the future) use many tools to predict the future. The simplest reading is probably "palm reading," where they look at the lines on one's "palm" (the flat, inside part of one's hand) to predict the future. The length of different lines has different meanings. For example, the "palm reader" might talk about the client having a short "love line" or a long "life line."
Other fortune-tellers use "tarot cards" to predict the future. They usually lay the cards "face-down" (with the image facing the table, so that it cannot be seen) in front of the client, and the client turns them over one at a time, following the fortune-teller's instructions. The fortune-teller "interprets" (understands the meaning in a particular way) each card. There are cards for Death, The Fool, the Lovers, Strength, and many other "concepts" (ideas).
Some fortune-tellers use a "crystal ball" to "divine" (predict) the future. A crystal ball is a "transparent" (clear) or "translucent" (allowing light through) "globe" (a round shape, like a ball) that sits on a small stand. A fortune-teller tells clients that he or she can look into the crystal ball, see images, and interpret them for the client, providing information about the future or helping the client make an important decision.
Finally, some fortune-tellers use "numerology" to predict the future. Numerology is the study of numbers, their special meanings, and their special relationships with each other. "Numerologists" may interpret special meanings on certain dates and times, such as 11:11 on November 11, 2011. Or they may find importance in the "serial numbers" (unique numbers) on "currency" (paper money).
There are many other fortune-telling tools, but the ones described above are some of the most familiar ones in the United States.
______________
Comprehension Questions Correct Answers: 1 – a; 2 – b
English as a Second Language Podcast www.eslpod.com
ESL Podcast 865 – Believing in Predictions
COMPLETE TRANSCRIPT
Welcome to English as a Second Language Podcast number 865: Believing in Predictions.
This is English as a Second Language Podcast episode 865. I'm your host, Dr. Jeff McQuillan, coming to you from the Center for Educational Development in beautiful Los Angeles, California.
Our website is ESLPod.com. Go there today and become a member of ESL Podcast. It will help support this podcast and improve your English, because you will be able to download a Learning Guide as a member.
This episode is a dialog between Armond and Patricia about believing in people who say they can predict the future. Let's get started.
[start of dialog]
Armond: I hope that this new year will bring me better luck.
Patricia: You can find that out easily enough. My astrologer says...
Armond: Hold on. You consult an astrologer? You really believe in that
nonsense?
Patricia: It's not nonsense and, yes, I believe in it. I like getting predictions about the future and knowing what is in the stars for me.
Armond: Astrologers are charlatans and what they tell their customers is phony. They make it all up and tell people what they want to hear.
Patricia: I don't know how you can say that. The horoscope for my sign each day gives me warnings and helps me avoid mistakes. And when I have big decisions to make, I go for a reading. The guidance I get is invaluable.
Armond: You're too smart to be taken in by con artists who style themselves as mystics. It's all smoke and mirrors.
Patricia: You're wrong. I'll give you an example. My horoscope today said that an unpleasant person will try to shake my beliefs. It said I should just walk away.
Armond: Hey, where are you going?
[end of dialog]
Armond begins our dialog by saying "I hope that this new year will bring me better luck." He hopes that good things will happen to him this year. Patricia says, "You can find that out easily enough," meaning it's very simple. It's very easy to get that answer. "You can find that out easily enough," she says. "My astrologer says…" An "astrologer" (astrologer) is a person who studies the movements of the planets and the stars in the belief that somehow that will help him understand people and be able to predict events in the future.
Astrology has been around for thousands of years. People have always believed somehow that what is up in the sky somehow controls what happens here on earth and apparently, there are still people today who believe such a thing. Armond says, "Hold on. You consult an astrologer?" "To consult" (consult) here means to get someone's advice about something, to seek someone's guidance, to get their suggestions. In this case, it means to talk to an astrologer and ask that person what the future will bring you – what will happen in your future.
Armond says, "You really believe in that nonsense?" "Nonsense" is something that isn't logical. It is not rational. You shouldn't take it seriously. It makes no sense. Patricia says, "It's not nonsense and yes, I believe in it. I like getting predictions about the future." A "prediction" is a guess about what will happen in the future. Tomorrow it will rain. I predict that it will rain tomorrow. That's what I think will happen.
Patricia likes getting predictions about the future which – in a way, you don't really need to say about the "future" because a prediction is always about something that will happen in the future. But she says she likes getting predictions about the future and "knowing what is in the starts for me." "In the stars" here means what is meant to happen in the future. Once again, the idea is somehow that the stars and the planets are controlling our lives.
Armond says, "Astrologers are charlatans and what they tell their customers is phony." A "charlatan" (charlatan) is someone who pretends to be very intelligent, who says they know a lot about something but is actually not. A charlatan is someone who lies in order to make you think that they know something. There are lots of charlatans on the Internet, for example, about almost every topic.
Armond says that astrologers are charlatans and what they tell their customers – the people who pay them money – is "phony" (phony). "Phony" is fake, not real, false, not true. "They make it all up." "To make something all up" is to invent it, to
say something as if it were true when you really don't have any idea whether it is true or not. The astrologers make it all up and tell people what they want to hear. Patricia says, "I don't know how you can say that," meaning I don't understand why you are talking that way or saying those things.
"The horoscope for my sign each day gives me warnings and helps me avoid mistakes." A "horoscope" (horoscope) is a prediction or a description of what will happen to someone on a particular day and what they should do about it. Horoscopes are based on or are determined, according to astrologers, by when your birthday is and what the position of the stars and the planets are. It's a type of astrology. A lot of people like to read their horoscope for their particular sign. Your "sign" refers to the 12 parts of what is called the "zodiac" (zodiac). Supposedly, this is an area where the stars and the planets travel and they're associated with a name and a symbol.
The calendar is divided up into 12 signs. Most people know their astrological sign even if they don't believe in it. I was born in September and so I'm – late September – and so I'm a Libra. And then if you were born in a different month, you would be something else, one of the other 12 signs of the zodiac. This again is part of this whole belief that somehow the stars and the planets control us. Some people read their horoscopes just for fun. Most horoscopes are written so generally that they could probably be applied or it would probably be true for almost anyone.
Patricia says, "When I have big decisions to make, I go for a reading." A "reading" here means you go to this person, this astrologer, in this case, who will then predict what your future will be. Maybe they'll look at your hands, your palms. Maybe they'll look at some special cards. Maybe they'll look at something else that's supposed to help them predict what your future will be. Patricia says when she has a big decision to make, she goes for a reading. She goes to her astrologer. "The guidance I get" – the suggestions that she receives – "is invaluable," meaning it's worth a lot. It's extremely valuable. It's impossible to say how much because it is so valuable to you, so worthwhile to you.
Armond says, "You're too smart" – you're too intelligent – "to be taken in by con artists who style themselves as mystics." Couple of different expressions there – "to be taken in" means to be tricked or to be fooled by someone, for someone to lie to you and for you to believe it. That's to be taken in. A "con artist" is a person who does something to trick you out of your money, to fool you into giving him your money. "Con" is short for "confidence," basically, trust that you have in that person, that that person is able to get you to give them. That's what a con artist does.
Armond says that Patricia is too smart to be taken in by con artists who style themselves as mystics. "To style (style) yourself as something" means to present yourself in a certain way, to pretend that you are something that you really aren't. In this case, the con artists are styling themselves as mystics. A "mystic" (mystic) is a person who is very spiritual, who seems to have a close relationship with God and is somehow closer to the truth than other people. Armond says, "It's all smoke and mirrors." The phrase "smoke (smoke) and mirrors (mirrors)" is used to describe a situation where what appears to be happening is not actually happening. The idea is that you are being fooled. You are being tricked. You are being lied to. A person is doing something to make you believe something that isn't true. "It's all smoke and mirrors," Armond says.
Patricia says, "You're wrong. I'll give you an example. My horoscope today says that an unpleasant person" – someone who's not very nice – "will try to shake my beliefs" – to shake my confidence in my beliefs. "To shake (shake) someone's confidence in their beliefs," or "to shake someone's beliefs," we might say, means to make another person doubt what they previously had believed, to make them less certain about something. Patricia says that her horoscope told her that she should "walk away," meaning she should leave when she finds or meets this unpleasant person. Of course, what does she do? She turns around and leaves. Armond says, "Hey, where are you going?" – indicating to us that Patricia is walking away from Armond because that's what her horoscope told her to do.
Now let's listen to the dialog this time at a normal speed.
[start of dialog]
Armond: I hope that this new year will bring me better luck.
Patricia: You can find that out easily enough. My astrologer says...
Armond: Hold on. You consult an astrologer? You really believe in that nonsense?
Patricia: It's not nonsense and, yes, I believe in it. I like getting predictions about the future and knowing what is in the stars for me.
Armond: Astrologers are charlatans and what they tell their customers is phony. They make it all up and tell people what they want to hear.
Patricia: I don't know how you can say that. The horoscope for my sign each day gives me warnings and helps me avoid mistakes. And when I have big decisions to make, I go for a reading. The guidance I get is invaluable.
Armond: You're too smart to be taken in by con artists who style themselves as mystics. It's all smoke and mirrors.
Patricia: You're wrong. I'll give you an example. My horoscope today said that an unpleasant person will try to shake my beliefs. It said I should just walk away.
Armond: Hey, where are you going?
[end of dialog]
Her scripts are invaluable to us here at ESL Podcast. I speak of our wonderful scriptwriter, Dr. Lucy Tse.
From Los Angeles, California, I'm Jeff McQuillan. Thank you for listening. Come back and listen to us again, right here on ESL Podcast.
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GLOSSARY
burbs – suburbs; the area surrounding a city where there are many homes * William lives in the burbs, so he has to drive more than an hour each morning to get to his office downtown.
bar – tavern; pub; a restaurant that mostly serves alcoholic drinks and some types of food
* Ingrid looks very young, so she always has to show her ID to get into a bar.
on tap – available from a faucet, usually when talking about a large barrel of beer that drinks can be served from
* We have a few local beers on tap, but most of our beers are sold in bottles.
well drink – an alcoholic beverage made from one of more types of liquor, mixed with juices, carbonated water, and/or other liquors
* My favorite well drinks have vodka and fruit juice in them.
shot – a small amount of a very strong liquor, served in a very small glass * Drey celebrated by buying a shot of tequila for each of his friends.
to party hard – to enjoy oneself in an extreme way, having a lot of fun and usually drinking a lot of alcohol or using drugs
* Heather partied hard as a college student, but then she realized it wasn't good for her, so she stopped.
to welcome any excuse to let (one's) hair down – to be eager to have an opportunity or reason to relax and have fun, especially when one has been very stressed out, controlled, or limited in some way
* After testifying in court all day, I'd welcome any excuse to let my hair down! Let's go!
that said – nevertheless; even though that is true * I wish I had more money. That said, I'll never steal.
stinking drunk – intoxicated; inebriated; acting and speaking strangely because one has drunken too much alcohol and cannot control one's body or mind * The teacher was fired for coming to school stinking drunk.
school night – an evening when one has to go to school or work the next morning; Sunday, Monday, Tuesday, Wednesday, or Thursday evening * This has been fun, but it's a school night, so I need to go home now.
dance floor – the part of a bar, restaurant, hotel lobby, or other building where there is room for people to dance to music, often with a lot of lights * Everyone watched as the bride and groom stepped onto the dance floor.
live band
– a musical performance, not recorded music
* Do you want to go hear the live band that's performing at the theater next weekend?
DJ – disc jockey; a person whose job is to choose which recorded songs will be played for an audience, and in which order
* Matt is a DJ who specializes in weddings, so he has a huge collection of love songs.
cover charge – money that must be paid to enter a building, especially a popular bar or dance hall
* If I spend that much on the cover charge, I won't have any money left to buy a drink once we get in!
thorough – complete; exhaustive; leaving nothing unknown or untouched * Earning a certificate shows that you have a thorough understanding of computer programming languages.
impression – perception; the way one understands and interprets something, positive or negative
* Katie wore her best suit to the interview because she wanted to make a good impression.
company – another person or other people; people whom one spends time with so that one is not alone
* If you want some company, I could come over tonight.
COMPREHENSION QUESTIONS
1. Where does Mykhailo need to move for his job?
a) To a very cold part of the country.
b) To a farming town.
c) To the residential area surrounding a big city.
2. What does Mykhailo want to do at the bar?
a) He wants to relax and have fun.
b) He wants to get his hair cut.
c) He wants to take off his hat.
______________
WHAT ELSE DOES IT MEAN?
shot
The word "shot," in this podcast, means a small amount of a very strong liquor, served in a very small glass: "How many shots of bourbon have you had?" A "shot" is also one photograph: "Look at this great shot of the sun setting over the ocean." Sometimes a "shot" is one attempt to do something: "His first shot at baking a pie was a disaster, but now he's pretty good at it." The phrase "to give (something) (one's) best shot" means to try very hard to do something well, especially when it is difficult: "This job is so hard, but I'm going to give it my best shot." Finally, the phrase "to be a long shot" is used when one doesn't believe something will succeed: "Jenna knows that winning the beauty pageant will be a long shot, but she's going to try anyway."
impression
In this podcast, the word "impression" means perception, or the way one understands and interprets something, positive or negative: "When the speaker couldn't get her PowerPoint presentation to work, it made a bad impression on the audience." A "first impression" is the reaction one has to someone when meeting for the first time: "My first impression was that Khalid was rude, but then I realized he was just in a hurry." When talking about artwork, an "impression" is a drawing of what something might look like: "This illustration is an artist's impression of the train station that will be built here in the future." Finally, the phrase "to be under the impression" means to have believed something that one later finds out was not true: "This is so embarrassing! I was under the impression that this was going to be a costume party."
CULTURE NOTE
Types of Bars and Pubs
Americans enjoy going to many types of "drinking establishments" or "bars." A "dive bar" is the least "sophisticated" (elegant; refined) type of bar. A dive bar is very informal and serves simple drinks, and "blue collar workers" (people who have little education and work with their hands) might go there after work to drink a few beers.
"At the opposite end of the spectrum" (as something that is very different), a "cocktail lounge" is an "upscale" (very fancy, nice, and expensive) bar where people "dress up" (wear nice clothing) and order expensive liquors or wine. Cocktail lounges are found in restaurants, hotels, and large airports. Businesspeople might go to a cocktail lounge to impress clients, or romantic couples might go there as part of a date.
A "wine bar" is a special kind of bar that serves only wine. "Patrons" (customers) might "sample" (try a small amount of) many different wines and then choose to buy their favorite wine "by the bottle" or "by the glass." Wine bars often have small plates of fruit, cheese, and nuts available for sale, too.
A "brew pub" usually has a "full bar" (all types of alcohol), but specializes in "craft beers" (beers made in small quantities by small, local companies) that are "brewed" (made) "on site" (in the facility). Patrons can drink the beer in the pub, or they can buy a bottle to take home. Brew pubs often have a full menu of food offerings, too.
Other bars have a particular "theme" (main idea). For example, a "music bar" features live performances, and a "biker bar" "caters to" (specializes in serving) "bikers" (people who ride motorcycles).
______________
Comprehension Questions Correct Answers: 1 – c; 2 – a
English as a Second Language Podcast www.eslpod.com
ESL Podcast 786 – Going to a Bar
COMPLETE TRANSCRIPT
Welcome to English as a Second Language Podcast number 786: Going to a Bar.
This is English as a Second Language Podcast episode 786. I'm your host, Dr. Jeff McQuillan, coming to you from the Center for Educational Development in beautiful Los Angeles, California.
Our website is eslpod.com. Go there to download a Learning Guide for this episode that will help you improve your English even faster.
This episode is a dialogue about going to a "bar," a place where you go and have an alcoholic drink. Let's get started.
[start of dialogue]
I'd been complaining to a coworker, Amy, about having to move to the burbs for my job. She said that there were plenty of things to do outside of the city and invited me to a bar she likes.
…
Amy: Hey, there you are.
Mykhailo: Hey, so this is the famous McQ's you've been talking about.
Amy: This is it. What would you like to drink? There are several beers on tap and pretty good well drinks.
Mykhailo: I think I'll get a couple of shots.
Amy: On a Wednesday night? You guys do party hard in the city.
Mykhailo: I've had a really rough week and I welcome any excuse to let my hair down. That said, I won't be getting stinking drunk on a school night. You were right. This place is nice. It even has a dance floor.
Amy: On the weekends, there's a live band or a DJ, although there's also a cover charge on Fridays and Saturdays.
Mykhailo: So you do know how to party in the burbs.
Amy: Didn't I tell you?
Mykhailo: But for me to get a thorough impression of the burbs, I'll have to come here to check it out this weekend. What are you doing Saturday night?
Amy: Actually, I plan on coming here.
Mykhailo: Want some company?
[end of dialogue]
Our story begins with Mykhailo saying, "I've been complaining to a coworker." "To complain" means to talk about something negative, to say how unhappy you are about something that is happening. Mykhailo's been complaining to a "coworker," someone he works with named Amy, "about having to move to the burbs for my job." "Burbs" (burbs) is an informal word for suburb. "Suburbs" are areas around the main city, outside of the downtown area, usually outside of a major city. In Los Angeles, the suburbs would be all of the cities around the City of Los Angeles, around the biggest city.
Mykhailo says Amy "said there were plenty of things to do outside of the city and invited me to a bar she likes." A "bar," which would be called a "pub" in England, or a "tavern," is a place that serves mostly alcoholic beverages: beer, wine, whiskey, rum, and so forth. I like rum personally, if I have an alcoholic drink, which is very, very rarely now. But I really like the taste of rum – Bacardi Rum – especially the rum from Mexico for some reason. The Mexican Bacardi is very good, as good as I think the Puerto Rican rum. Now, if you're from Puerto Rico you'll probably email and complain that I said that, but there you go. Anyway, I'm not drinking; I'm recording a podcast so let's continue.
Amy says, "Hey, there you are." We would say that expression "there you are" for someone who you were looking for or perhaps you were waiting for and they finally came. Mykhailo says, "Hey, so this is the famous McQ's you've been talking about." The name of the bar is called McQ's, no relation to me. Amy says, "This is it. What would you like to drink? They have several beers on tap and pretty good well drinks." "On tap" means available usually from a faucet. If a beer is on tap, it's in a big barrel – a big container, and it comes right out of that container into the glass – into the mug where you pour the beer and drink the beer out of. The opposite would be beer in a bottle, but beer on tap is beer that the bar has in a big container. A "well (well) drink" is any alcoholic drink made from some other kind of alcohol, like whiskey or rum. Usually it's mixed with
something else, either some sort of soda pop, or some juice, or some water, or something similar.
Mykhailo says, "I think I'll get a couple of shots." Well, there are a number of different things you can order at a bar. A well drink, or just a drink, would be what some people might call a "cocktail," that would be, for example, rum and Coke, which we call a Cuba Libre, or a Tom Collins, or a whiskey seven – whiskey with 7-Up. Those are all well drinks. A "shot" is when you just have alcohol in a small, little container called a "shot glass," and it's a very small amount of alcohol. You could have a whiskey shot, or a shot of whiskey, which would be just one little container full of alcohol, usually served in a very small glass – in a shot glass.
So, Mykhailo says, "I think I'll get a couple of shots." Amy says, "On a Wednesday night? You guys do party hard in the city." She's surprised because getting a couple of shots is a lot of alcohol, and it's in the middle of the week, so she's surprised that Mykhailo wants to drink so much. That's why she says, "You guys (you people who live in the city) party hard." "To party" means to have a good time, to celebrate, to drink and dance. "To party hard" would be to enjoy yourself, usually by drinking a lot of alcohol, an extreme amount of alcohol, alcohol that would get you drunk quickly and for a long time.
Mykhailo says, "I've had a really rough (or difficult) week and I welcome any excuse to let my hair down." "To welcome any excuse to let your hair down" would be to use any opportunity or reason to relax and have fun. Not quite sure about his use of the term "let my hair down." That's something a woman might say more likely than a man, but maybe Mykhailo has, uh, long hair; I don't know. He says, "That said, I won't be getting stinking drunk on a school night." "That said" means nevertheless. Even though he is looking for an excuse to party – to let his hair down – he won't be getting stinking drunk. "To be drunk" is to be intoxicated, to have too much alcohol. "To be stinking drunk" is an informal expression meaning to be really drunk, to be incredibly drunk, to be very drunk. A "school night" is kind of a joke here. When you are in school, of course any time you have to go to school the next day you can't go out and party at night. Your parents will often say you have to study and be to bed by 10:00 on a school night. So, Monday, Tuesday, Wednesday, and Thursday – well, Sunday, Monday, Tuesday, Wednesday, Thursday are all school nights because the next day you have school, Monday through Friday. However, people sometimes use it just to mean a work night, a day that – or a night that will be followed by a day that you have to go to work. That's what Mykhailo is talk about.
He says, "You were right. This place is nice. It even has a dance floor." A "dance floor" is an area where you can dance to music, of course. Amy says, "On the weekends, there's a live band or a DJ." A "live band" is a musical group that performs; there are actually people up there singing and playing guitars and other musical instruments. A "DJ" stands for a disc jockey; it's a person whose job it is to – well, it used to be to play records, to play discs, now they play compact discs or I guess MP3s, I'm not sure. But that's a DJ, a person who is in charge of selecting the music. Amy says, "there's also a cover charge on Fridays and Saturdays." A "cover charge" means you have to pay money just to get into the bar or the club and, of course, you also have to pay for your drinks. A cover charge is, I don't know, it used to be like 5, 10, 15 dollars. Now it's probably more than that, I haven't been to a bar with a cover charge since Ronald Reagan was president!
Mykhailo says, "So you do know how to party in the burbs." Amy says, "Didn't I tell you?" Mykhailo's saying you guys also know how to have a good time. Mykhailo says, "But for me to get a thorough impression of the burbs, I'll have to come here to check it out this weekend." A "thorough impression" means a complete idea. An "impression" can mean the way that you understand something, the opinion you have about something. "Impression" can have a few other meanings as well; take a look at our Learning Guide for those.
So, Mykhailo is saying that in order to really understand whether this bar is a good place he'll have to come back on the weekend. He says to Amy, "What are you doing Saturday night?" Now of course, Mykhailo and Amy are friends, but now it sounds like Mykhailo wants to see Amy again at this bar, so perhaps he has other ideas. Amy says, "Actually, I planned on coming here." I was already going to come to this bar again on the weekend. Mykhailo says, "Want some company?" "Company" is other people who spend time with you. And of course, we think Mykhailo possibly is interested romantically in Amy. We'll have to see later on. When? Probably never!
Now let's listen to the dialogue at a normal speed.
[start of dialogue]
I'd been complaining to a coworker, Amy, about having to move to the burbs for my job. She said that there were plenty of things to do outside of the city and invited me to a bar she likes.
…
Amy: Hey, there you are.
Mykhailo: Hey, so this is the famous McQ's you've been talking about.
Amy: This is it. What would you like to drink? They have several beers on tap and pretty good well drinks.
Mykhailo: I think I'll get a couple of shots.
Amy: On a Wednesday night? You guys do party hard in the city.
Mykhailo: I've had a really rough week and I welcome any excuse to let my hair down. That said, I won't be getting stinking drunk on a school night. You were right. This place is nice. It even has a dance floor.
Amy: On the weekends, there's a live band or a DJ, although there's also a cover charge on Fridays and Saturdays.
Mykhailo: So you do know how to party in the burbs.
Amy: Didn't I tell you?
Mykhailo: But for me to get a thorough impression of the burbs, I'll have to come here to check it out this weekend. What are you doing Saturday night?
Amy: Actually, I plan on coming here.
Mykhailo: Want some company?
[end of dialogue]
If you've listened to Dr. Lucy Tse's scripts, you should have a good impression of what she does, I hope.
From Los Angeles, California, I'm Jeff McQuillan. Thank you for listening. Come back and listen to us again here on ESL Podcast.
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19f Worker Magnetic Termites
Name
____________
1. Divide these words into two syllables. The first one is done for you.
termites
term ites
insects _______ _______
million _______ _______ people _______ _______
compass _______ _______ protect _______ _______
tunnel _______ _______ worker _______ _______
2. Divide these words into three syllables.
different diff er ent
magnetic _____ _____ _____
protection _____ _____ _____ colony _____ _____ _____
3. Write the opposites to these words.
king eastern tall
__________
old
__________
__________
north __________
__________
same __________
Permission is given to teachers to reproduce this page for classroom use.
19f Worker Magnetic Termites
____________
Use the information from the book to answer the questions.
What do the magnetic termites use to make their towers?
________________________________________________________
Who uses the most special room?____________________________
What is it used for? __________________________________
What do the termites put in the food storage place, and when?
________________________________________________________
How long have termites been on Earth? ______________________
Which way do the termites face their towers, and why?
________________________________________________________ ________________________________________________________
Which part of the tower do the termites live in?
________________________________________________________
Why are they called magnetic termites?
________________________________________________________
Permission is given to teachers to reproduce this page for classroom use.
19f Worker Magnetic Termites
Name ____________
1. Rewrite these sentences putting in the capital letters and full stops.
you can find magnetic termites in cape york peninsula and eastern arnhem land these places are in northern australia
________________________________________________________
________________________________________________________
________________________________________________________
2. Write information about the different types of magnetic termites. Draw the different types of magnetic termites.
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KEEP YOUR COOL
TRADE LINK: REFRIGERATION AND AIR CONDITIONING MECHANIC
RATIONALE
Heat is a form of energy very important to our lives and to our community. Students should have an opportunity to explore properties of heat through discovery. Students at this level learn about the kinetic molecular theory and the particle theory. They can explain heat loss or transfer using these theories.
METHOD
In this activity, students will be asked to design a device to minimize heat loss. Using classroom materials provided by the teacher, students will create a device to hold a container of ice cold water. Although the teacher provides generic materials for this activity, students should be encouraged to be creative and to identify other readily available materials for use in their designs. The students will take the temperature of the ice cold water at the beginning of the activity and after each half hour until the end of the day or until the water's temperature is at room temperature. The data can be displayed in a graph that charts time versus temperature.
MATERIALS
* Container of ice water (plastic bottle, cup with lid, graduated cylinder, etc.).
* Tape (duct tape or masking tape)
* Materials for container could include cardboard, rigid insulation, plastic wrap, and tinfoil.
GETTING STARTED
Heat is a form of energy that people living in cold climates are very familiar with. In this activity, you will explore heat loss. The goal is to design a container that allows a cold liquid to stay cold for the longest possible time.
THE ACTIVITY
Day One:
1. In your group, brainstorm ideas on what your design might look like and what materials you would like to use.
2. Once you have a design in mind, make a sketch of it on a piece of paper and list all the materials you will be using on the same sheet of paper.
3. Before you build your prototype, have your teacher initial it to indicate that your design has been approved for construction.
4. Choose someone from your group to measure out 100ml of the ice cold liquid once you have built your prototype.
5. Place the container of ice cold liquid in your newly created design after you take a temperature reading of the ice water.
6. Take a temperature reading every half hour for the rest of the day or until you have to go home.
TEACHER BACKGROUND
Duration: two 45 minute classes (includes taking temperature readings during the day). Group Size: small groups of 4 students. Setting: indoors (classroom).
SKILLS FOR SUCCESS
Day Two:
1. Plot a graph of temperature versus time to show your data, using your group's temperature readings. (Numeracy)
2. Once everyone in the class has had a chance to record their data, determine which designs were the most effective. (Reading)
3. Organize data in a spreadsheet – use of computer application optional (Digital)
BRANCHING OUT (EXTENSIONS AND VARIATIONS)
1. Try using different materials or improving on your design by combining the best ideas generated in various students designs.
2. Create different containers to hold the ice water and repeat the experiment using your original device.
INFORMATION BITE
As a refrigeration and air conditioning mechanic apprentice, you would learn about the science related to changes of state, heat and temperature, properties of coolants, compression, heating systems, electricity, equipment controls, gas laws, and small engines. Training involves ordering, assembling, installing, calibrating and testing of industrial and commercial equipment. All levels of training and work require the use and knowledge of calculation math, estimation, and data analysis. You would work for companies that install and service air conditioning and refrigeration systems. | <urn:uuid:fde6846d-1d91-4023-953b-05e1424c1868> | CC-MAIN-2022-49 | https://www.skillscompetencescanada.com/wp-content/uploads/2021/10/Refrigeration_Keep-Your-Cool.pdf | 2022-12-08T03:25:51+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00651.warc.gz | 1,038,729,644 | 749 | eng_Latn | eng_Latn | 0.998036 | eng_Latn | 0.998036 | [
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9 Convenient Locations:
Shiloh | Columbia | Edwardsville Breese | Greenville | Red Bud Highland | Mt. Vernon | Waterloo www.ENTandSLEEP.com
Office: 618-628-0715
Fax: 888-371-4468
SALT WATER GARGLE INSTRUCTIONS
Salt water can be gargled to relieve scratchy and sore throats. The salt water helps wash away the mucus that lines the throat and helps reduce inflammation. The method for gargling salt water takes only a minute and a few simple supplies. Repeat several times throughout the day or as needed.
What you will need:
1. ½ to ¾ teaspoon salt.
2. One cup of pure water (warm water may be more soothing & dissolves the salt a little faster).
3. A glass to mix in.
Salt Water Gargle:
1. Stir salt into Water until dissolved.
2. Take a sip of salt water, without swallowing.
3. Tilt your head back and gargle with the salt water for 10-15 seconds, before spitting it out into a sink.
4. Repeat the gargle process once more to ensure you have washed away as much mucus as possible.
5. Repeat as needed. | <urn:uuid:257d6ad3-82e3-42d0-8998-825592007435> | CC-MAIN-2022-49 | https://www.mwsinusandsleep.com/wp-content/uploads/2021/03/SALT-WATER-GARGLE-INSTRUCTIONS.pdf | 2022-12-08T01:44:07+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00651.warc.gz | 938,641,985 | 255 | eng_Latn | eng_Latn | 0.995397 | eng_Latn | 0.995397 | [
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Teacher's Guide - Multilevel Script
Jack and the Beanstalk
Levels: Grade 1 (Early, Middle, Upper)
Word Count: 647
Script Summary:
One day, Jack's mother sends him into town to sell their beloved cow. He ends up trading the cow for some magic beans that grow into a giant beanstalk. When Jack climbs the beanstalk, he discovers a giant's castle! Students will enjoy acting out this classic folktale.
Objectives and Assessment
Monitor students to determine if they can
* consistently read their lines with appropriate rate and accuracy
* consistently read their lines with appropriate expression, including pause, inflection, and intonation
* follow along silently and listen for spoken cues
Using the Scripts:
* Each role is assigned a reading level according to the syntactic and semantic difficulty encountered. Feel free to divide roles further to include more readers in a group.
* Discuss vocabulary and encourage readers to practice their lines to promote fluent delivery of the script.
* Before reading, have students identify their lines in the script by checking or coloring the boxes beside their part. You may also have them highlight or underline their part.
Vocabulary:
Story words: beanstalk, golden, grouchy, kettle, magic, trade
Cast of Characters:
© Learning A–Z All rights reserved.
www.readinga-z.com
Script
Jack and the Beanstalk
Cast of Characters:
Parts
M M Goose
M M Giant
M M Jack
M M Harp
M M Mrs. Giant
M M Narrator 1
M M Money Bag
M M Stranger
M M Narrator 2
M M
Jack: (Whistling)
M M Narrator 1:
This is the story of Jack and the beanstalk. Jack is on his way to town.
M M Narrator 2:
His mother sent him to trade their cow for food. On the way, he meets a stranger.
M M Stranger:
Hello, young man. Where are you going with that cow?
Jack and the Beanstalk
Script (continued)
M M Jack:
My mother told me to go to town to trade the cow for food.
M M Stranger:
You're a good boy for listening to your mother.
You should give your cow to me.
I need a cow.
M M Jack:
Do you have any food?
M M Stranger:
All I have are these magic beans.
I will trade you these magic beans for your cow. With these beans you will never be hungry again.
M M Jack:
Never be hungry?
It's a deal!
M M Narrator 1:
A very proud Jack can't wait to tell his mother.
Script (continued)
Jack and the Beanstalk
M M Narrator 2:
His mother is very angry. She throws the beans out the window and sends him to bed.
M M Narrator 1:
The next morning, Jack looks out the window.
M M Jack:
Wow! Look at the size of that beanstalk! I think I will climb it.
M M Narrator 2:
So, Jack begins to climb the beanstalk. When he reaches the top, he sees a beautiful castle.
M M Narrator 1:
Jack goes to the door and knocks three times. Mrs. Giant answers the door.
M M Mrs. Giant:
Hello, young man.
© Learning A–Z All rights reserved.
Script (continued)
Jack and the Beanstalk
M M Jack:
Good morning. My name is Jack.
M M Mrs. Giant:
What a brave boy.
My husband is very grouchy.
Here he comes!
Hide in this kettle.
M M Narrator 1:
Jack hides in the kettle.
M M Giant:
Fee! Fi! Fo! Fum!
I smell the blood of an Englishman!
M M Mrs. Giant:
Who got up on the wrong side of the bed this morning?
M M Giant:
Humph! Bring me my goose that lays the golden eggs.
© Learning A–Z All rights reserved.
www.readinga-z.com
Script (continued)
Jack and the Beanstalk
M M Mrs. Giant:
Yes, dear.
M M Narrator 2:
Mrs. Giant brings the giant his goose.
M M Giant:
LAY ME A GOLDEN EGG!
M M Goose:
Cack, cackle, cack, cackle. I will lay a golden egg.
M M Jack: (Whispering)
If mother and I had golden eggs, we could sell them.
We would never be hungry again!
M M Giant:
Fee! Fi! Fo! Fum! I still smell the blood of an Englishman! BRING ME MY MAGIC HARP!
M M Mrs. Giant:
You don't have to yell.
© Learning A–Z All rights reserved.
Jack and the Beanstalk
Script (continued)
M M Narrator 1:
Mrs. Giant brought the magic harp.
M M Giant:
PLAY ME A LOVELY TUNE!
M M Harp:
I am a magic harp.
Playing music keeps me sharp!
M M Jack: (Whispering)
If I had a magic harp, mother could hear lovely music every day.
M M Giant:
Fee! Fi! Fo! Fum!
I still smell the blood of an Englishman!
BRING ME MY MONEY BAG!
M M Mrs. Giant:
You're not being nice.
Get it yourself.
© Learning A–Z All rights reserved.
www.readinga-z.com
Jack and the Beanstalk
Script (continued)
M M Narrator 2:
The grumbling giant grabbed his money bag.
M M Giant:
COUNT MY MONEY!
M M Money Bag:
Money, money, money.
You have lots of money.
Quarters, dimes, and nickels.
You have lots of dough.
M M Jack: (Whispering)
If I had that money bag, the whole village would never go hungry.
M M Narrator 1:
As the money bag counted money, the giant went to sleep.
M M Giant:
Zzzz …
Script (continued)
Jack and the Beanstalk
M M Mrs. Giant:
I heard you whispering, Jack.
You need these things more than we do.
You should take them.
M M Narrator 2:
Jack hops out of the kettle.
He grabs the goose, harp, and money bag and runs to the beanstalk.
M M Narrator 1:
The goose, harp, and money bag are happy to leave the mean giant.
M M Goose, Harp, Money Bag:
Hurry, hurry! Don't be slow.
Down the beanstalk we will go!
M M Narrator 2:
The giant wakes up and sees Jack running away with his treasures.
M M Giant:
GET BACK HERE!
© Learning A–Z All rights reserved.
Jack and the Beanstalk
Script (continued)
M M Narrator 1:
Jack climbs down as fast as he can. The giant climbs after him.
M M Narrator 2:
Jack yells to his mother.
M M Jack:
Mother, bring me my axe! I must chop the beanstalk down.
M M Narrator 1:
Jack chops as fast as he can.
The beanstalk falls with a great CRASH!
M M Narrator 2:
The giant falls and bounces back into the sky. He is never heard from again.
M M Jack:
And we live happily ever after. | <urn:uuid:9d4f90c6-8724-46fe-8099-4cc0a7c3658f> | CC-MAIN-2022-49 | https://www.vassiliadiselementary.com/_files/ugd/2e654b_023b6d09a1d4429684b9d85bd107b6ba.pdf | 2022-12-08T03:24:56+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00652.warc.gz | 1,122,374,878 | 1,539 | eng_Latn | eng_Latn | 0.99723 | eng_Latn | 0.998601 | [
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Have you considered the cultural and
social significance of the skill?
What is the target skill?
Why is teaching this
skill important?
Can adaptations be
made to meet the
developmental level?
Consider teaching a
different skill.
Consider a different
teaching approach.
Is the skill developmentally appropriate
for the child?
Can you include the child's interests
during the teaching?
Use NET. | <urn:uuid:dc2dc60d-7710-4be0-94aa-34d96f523454> | CC-MAIN-2022-49 | https://www.uvu.edu/autism/conferences/docs/2022-presenter-files/vincent-campbell-flowchart-uvu-net.pdf | 2022-12-08T02:20:57+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00654.warc.gz | 1,115,813,576 | 82 | eng_Latn | eng_Latn | 0.998428 | eng_Latn | 0.998428 | [
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Early Learning
November 2016
Prepared by Jobs for the Future for the U.S. Department of Education
High-quality early learning experiences are critical for children's success later in life. In A Matter of Equity: Preschool in America, the U.S. Department of Education argues that "providing children with quality early education experiences is not only the right thing to do for America's youngest learners, it's an imperative for strengthening our nation's economy." Unfortunately, too few children are enrolled in any preschool program (only 41 percent) and few of these programs meet high-quality standards 1 . This makes access to effective early learning programs an urgent concern, ensuring that children from low-income families, English learners, children with disabilities, and other children have equal access to the stable, nurturing relationships and stimulating learning environments that define high-quality programs.
The purpose of this document is to provide local leaders, policymakers, and practitioners with an overview of the research, best practices, and resources available to stakeholders interested in expanding high-quality early learning programs in their communities. As such, it is not an exhaustive survey of all of the information in the field of early childhood, but it will provide a portal to a range of resources that exist. As you will see below, this guide highlights key components, defines common program models and approaches, and identifies funding opportunities and other resources to inform and support local action around early learning programs.
KEY COMPONENTS OF QUALITY EARLY LEARNING PROGRAMS
Research has identified multiple learning and development domains that are critical to early childhood development, often identified as the period of rapid growth from birth through age eight. These domains, which provide the strong foundation needed for a child's future development, should be incorporated into early childhood programming from daycare to third-grade: 2
* Language and Literacy Development includes communication and emergent literacy capacities, such as listening, speaking, vocabulary, print awareness, story sense, early writing, and connection between letters and sounds.
* Social and Emotional Development includes a child's behavioral health and development, including the ability to interact and self-regulate. Resulting competencies include self-perception, ability to understand the feelings of others, and to understand and interpret one's own feelings.
* Cognition and General Knowledge promotes critical thinking, problem solving, and understanding objects and the way the world works. This domain includes mathematical knowledge, early scientific development, abstract thought, and imagination.
* Physical Well-Being and Motor Development reflects health status, growth and disabilities, and includes physical capacities such as gross and fine motor skills.
* Approaches Toward Learning describe a child's disposition to use skills and knowledge and include enthusiasm, curiosity, and persistence, as well as utilization of the arts. A child's approaches to learning contribute to success in school and influence development and learning in other critical domains.
1 U.S. Department of Education. 2015. A Matter of Equity: Preschool in America. Washington, DC: Author. See page 2. Available at: https://www2.ed.gov/documents/early-learning/ matter-equity-preschool-america.pdf
2 This section is taken from page 7 of: Preskill, H., N. Jones, and A. Tengue. 2013. Markers that Matter: Success Indicators in Early Learning and Education. Boston, MA: FSG. Available at: http://www.fsg.org/publications/markers-matter
High-quality early education programs support children's development across these domains by incorporating multiple evidence-based components for success. In the 2014 Preschool Development Grant solicitation notice, the Departments of Education and Health and Human Services defined a High-Quality Preschool Program as an early learning program that includes the following components at a minimum: 3
* High staff qualifications, including a teacher with a bachelor's degree in early childhood education or a bachelor's degree in any field with a state-approved alternate pathway . . . and teaching assistants with appropriate credentials
* High-quality professional development for all staff
* A child-to-instructional staff ratio of no more than 10 to 1
* A class size of no more than 20 with, at a minimum, one teacher with high staff qualifications
* A full-day program
* Inclusion of children with disabilities to ensure access to and full participation in all opportunities
* Developmentally appropriate, culturally and linguistically responsive instruction and evidence-based curricula, and learning environments that are aligned with the state Early Learning and Development Standards, for at least the year prior to kindergarten entry
* Individualized accommodations and supports so that all children can access and participate fully in learning activities
* Instructional staff salaries that are comparable to the salaries of local K-12 instructional staff
* Program evaluation to ensure continuous improvement
* On-site or accessible comprehensive services for children and community partnerships that promote families' access to services that support their children's learning and development
* Evidence-based health and safety standards.
3 This section is taken from page 48859 of the Federal Register notice: U.S. Department of Education. 2014. Federal Register. Vol. 79, No. 159. Available at: https://www.federalregister.gov/documents/2014/08/18/2014-19426/applications-for-new-awards-preschooldevelopment-grants-development-grants
PROGRAM MODELS FOR EARLY LEARNING
Within the early learning field, there are typically three common program groupings based on the age of the children served: programs for infants and toddlers (birth to age three); preschool programs (ages three to five); and early elementary grades (ages five to eight).
Families with infants and toddlers may participate in home visiting programs and/or home- or center-based childcare. These programs frequently emphasize parenting skills and positive parent-child interactions. Early Head Start and The Federal Home Visiting Program are two examples of high-quality programs for infants and toddlers.
Families with preschool-age children may participate in home- or center-based childcare or preschool education programs in centers or public schools. Head Start is a federally funded, locally administered program serving preschool-age children and their families. Many states also fund preschool programs, with a strong emphasis on kindergarten readiness. The State of Preschool Yearbook from the National Institute for Early Education Research is a state-bystate profile of state preschool programs, including information on enrollment, funding, and quality standards.
There is a growing awareness that early learning programs should span the period through third-grade. To help children build a strong academic foundation, preschool through third-grade initiatives (also known as P-3 systems) work to improve coordination and alignment for children transitioning from preschool to K-12 systems. The Foundation for Child Development has a number of case studies, policy-to-action briefs, and videos for educators and policymakers engaged in preschool to third-grade initiatives.
Early Learning Approaches
Traditionally, learning through play has been the predominant approach to early childhood education, and this ethos endures. Research findings support the argument that play is integral to early learning, and does not have to have be positioned as a dichotomy—play vs. learning. Just as the learners are diverse, so too should be the pedagogy. The National Association for the Education of Young Children (NAEYC) suggests a framework for finding a middle-ground approach to integrate the best of play-based and direct instruction in early education, as shown in the graphic below.
Discovery
Free Play
Maturation
Rest
Scaffolding
Guided Play
Direct Instruction
Rule-Based Games
Child Active
Child Passive
Teacher Active
Teacher Passive
Source: http://www.naeyc.org/content/research-news-you-can-use-play-vs-learning
There are multiple evidence-based models that emphasize play-based or individualized learning approaches to promote early childhood development. These models serve a diverse demographic of children, providing a range of options for stakeholders interested in a diverse portfolio of high-quality options in their community. Leading models include:
* Montessori: Programs following the Montessori Method are defined by "multiage groupings that foster peer learning, uninterrupted blocks of work time, and guided choice of work activity [with] specially designed Montessori learning materials." 4
* Waldorf: Waldorf programs "integrate the arts in all academic disciplines . . . to enhance and enrich learning [and] inspire lifelong learning in all students." 5
* Reggio Emilia: The Reggio Emilia approach is defined by "collegial and relational-based provocative experiences; the importance accredited to environments and spaces; intense co-participation of families; affirmation of competencies in children and adults; educational documentation; and listening." 6
* Bank Street: The Bank Street "approach recognizes that children learn best when they are actively engaged both intellectually and emotionally with materials, ideas, and people." 7
* High Scope: Programs following the High Scope approach use an "active participatory learning" framework structured around a "plan-do-review" sequence that engages children in planning activities, participating in hands-on play and learning experiences, and reviewing what was done and learned through those activities. 8
4 http://amshq.org/Montessori-Education/Introduction-to-Montessori 5 https://waldorfeducation.org/waldorf_education
6 http://reggioalliance.org/reggio-emilia/infant-toddler/ 7 https://www.bankstreet.edu/graduate-school/about-graduate-school
8
http://highscope.org/Content.asp?ContentId=291
Funding for Early Learning
Funding for early childhood services is available through an array of federal and state funding streams and government agencies. The following are some quick facts about early childhood services and some of the funding streams that support these services.
* Most federal funds are granted to state agencies to provide statewide services. Some federal funding is provided directly to local public and private entities.
* Federal and state funding for child care services is also provided directly to parents via the Earned Income Tax Credit and the Child and Dependent Care Credit.
* Some states have established business tax credits to support child care providers directly. There are also tax credits available for businesses that sponsor child care for their employees.
* The U.S. Department of Education funds public and private entities (schools and child care programs) to provide early learning services to children in low-income families through Preschool Development Grants. The department also provides funding for programs serving young children with disabilities through the Individuals with Disabilities Education Act, Parts B (Section 619) and C. The Every Student Succeeds Act, signed into law in December 2015, includes additional early childhood funding opportunities.
* The U.S. Department of Health and Human Services (HHS) provides grants to local public and private nonprofit and for-profit agencies through the Head Start and Early Head Start programs to provide early learning services to children in low-income families, including home visiting programs. The department also funds the Child Care and Development Block Grant (formerly the Child Care and Development Fund or CCDF) that provides funding for child care to allow lowincome parents to participate in work or education and training programs.
* The Family and Child Education (FACE) program in the Bureau of Indian Education serves children prenatal to age five, integrating language and cultural development in home and school settings.
* Federal funds are also available through the U.S. Department of Agriculture to provide nutritious meals and snacks to children in child care programs. Approximately 3.3 million children receive nutritious meals and snacks through the Child and Adult Care Food Program each year.
* A recent report by the Education Commission of the States found that 32 states increased their investments in early childhood education in 20152016, for a total of about $767 million in new state investments.
* The National Institute for Early Education Research publishes annually The State of Preschool Yearbook which details preschool programs by state, with information on funding, quality standards and other policies, access, and performance.
The Evidence Base for Early Learning
There is a great deal of research about early learning and development. A sample of recent studies, briefs, and reports from leading experts in the field is provided below.
Early Learning Indicators
The following research demonstrates that high-quality early learning experiences are critical for future success:
* A growing number of states have also developed kindergarten entry assessments to help identify kindergarten readiness gaps for teachers and families.
* Investing in Our Future: The Evidence Base on Preschool Education
* Markers that Matter: Success Indicators in Early Learning and Education
* Primary Early Care and Education Arrangements and Achievement at Kindergarten Entry
* Reports on Early Education from The National Academies of Sciences, Engineering, and Medicine
* Reports on social-emotional development from Child Trends
* Science at the Center: An Emergent, Standards-Based, Child-Centered Framework for Early Learners
* What Works for Reducing Problem Behaviors in Early Childhood
Nationally and State-Recognized Standards in Early Learning
* NAEYC has established 10 standards for high-quality early learning environments.
* The Council for Exceptional Children's Division for Early Childhood has developed a Recommended Practices guide for improving learning outcomes for young children with disabilities.
* The 2015 Head Start Early Learning Outcomes Framework defines what children should learn and be able to do from birth through the age of five.
* States also define early learning standards and guidelines for children up to age eight.
Benefit-Cost Analyses
These studies examine the benefits and costs of early learning investments and find that these investments result in significant benefits to children, families, and society:
* The Benefits and Costs of Investing in Early Childhood Education
* Early Childhood Education for Low-Income Students: A Review of the Evidence and Benefit Cost Analysis
Federal and State Policy
These publications report on and examine early learning policies and trends at the federal and state level:
* A Matter of Equity: Preschool in America
* Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs
* Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings
* Policy Statement on Family Engagement from the Early Years to the Early Grades
* Policy Statement on Supporting the Development of Children Who Are Dual Language Learners in Early Childhood Programs
* The Research Base for a Birth through Age Eight State Policy Framework
* The Child Care/Early Ed Update from the Center for Law and Social Policy tracks early learning issues
ADDITIONAL RESOURCES
The following links provide additional resources on early learning, including the importance of early literacy, research-based practices, federal resources, tools for parents and educators, and national organizations promoting early learning policies and best practices.
Comprehensive Websites and Resources
Tools for Educators and Parents
* Early Beginnings: Early Literacy Knowledge and Instruction
* The Early Childhood Technical Assistance Center
* IES Research Network to Improve Early Childhood Education
* Promising Practices Network
* U.S. Department of Education Early Learning
* U.S. Department of Education Early Learning Technical Assistance
Head Start and Early Head Start
* Head Start Programs
* Early Childhood Learning and Knowledge Center
* National Head Start Association
* Office of Head Start
* Early Head Start Program
* Head Start Early Learning Outcomes Framework
* Improving Reading Comprehension in Kindergarten Through 3rd Grade
* National Center on Parent, Family & Community Engagement (HHS)
* Zero to Three
National Organizations
* The Center for Law and Social Policy (CLASP)
* Center on Enhancing Early Learning Outcomes (CEELO)
* Foundation for Child Development
* National Association for the Education of Young Children (NAEYC)
* National Institute for Early Education Research (NIEER) | <urn:uuid:5f0ddb61-200f-4915-9a47-f3272e0a34a0> | CC-MAIN-2022-49 | https://jfforg-prod-new.s3.amazonaws.com/media/documents/Early_Learning_111516.pdf | 2022-12-08T01:48:26+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00656.warc.gz | 353,842,077 | 3,186 | eng_Latn | eng_Latn | 0.958765 | eng_Latn | 0.993204 | [
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Theories of Action
Humanities (History/ Geography/ MFL)
When teachers consistently provide clear learning expectation, adapted to the learners needs.
Then learners have clarity of expectation, raised aspirations and take ownership of their learning journey.
When teachers quickly engage learners through explicit retrieval practice and contextualises learning.
Then learners cognitive load is reduced, retrieval strategies are imbedded; misconceptions are addressed and learner's curiosity is developed.
When teachers clearly and consistently develop subject specific vocabulary, reinforcing definitions.
Then learners have a clearer understanding of key subject specific vocabulary and develop comprehension. Learners are able to articulate and communicate in a more precise manor.
When teachers provide challenging, curriculum appropriate and engaging learning activities.
Then learners will be more engaged, motivate to learn, have improved behaviour and they are able to make progress.
When teachers establish and build purposeful and authentic relationships, providing a 'risk taking' environment.
Then learners feel comfortable, confident and are more willing to take risks and make mistakes, leading to higher levels of participation and greater rates of progress. | <urn:uuid:eef1063d-34c0-48eb-aad7-0a8b42e580bf> | CC-MAIN-2022-49 | https://oakfield.wigan.sch.uk/wp-content/uploads/2022/11/Theories-of-Action-Humanities-History-Geography-MFL.pdf | 2022-12-08T03:48:51+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00655.warc.gz | 461,134,622 | 211 | eng_Latn | eng_Latn | 0.995724 | eng_Latn | 0.995724 | [
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EIR Science & Technology
Celebrating 50 Years Of America in Space
Fifty years ago, a group of German rocket pioneers led the team that put America into space. Marsha Freeman reports on a celebration held to mark that milestone.
For millions of Americans, the successful launch of the Explorer-1 satellite on the evening of Jan. 31, 1958, three months after the Soviet Union orbited Sputnik, allowed a sigh of relief. For a team of over 100 German space pioneers, it was the culmination of nearly two decades of rocket experiments, and proved that soon, man himself, could explore space.
cle, a 36-story, 6.5-million-pound rocket. Its remarkable record includes 13 launches without any failures, a testament not only to the meticulous design, rigorous testing, and extraordinary management of this complex project, but also to the decades of dedication of the German space pioneers to the dream of space flight.
The German rocket team that came to the United States after World War II, under the leadership of Wernher von Braun, had already carried out many of the tests, and experienced the failures, necessary for the technology of space flight to be born. As teenagers in Germany in the 1930s, some had participated in amateur rocket clubs to begin the small-scale experiments that would eventually take men to the Moon, and to carry out educational campaigns to excite the public about the possibilities of exploring space.
To recognize the half-century anniversary of the historic launch of America into space, the home to the majority of the members of the German rocket team, Huntsville, Alabama, hosted a celebration, from Jan. 31 to Feb. 2. The purpose was not only to pay homage to those early pioneers, but also to create a forum through which to pass their knowledge and experience on to the current generation of young scientists and engineers who will take America back to the Moon, and then to Mars.
The Road to Space
The gala dinner that opened the three-day celebration on Jan. 31 took place underneath a newly restored Saturn V Moon rocket, suspended from the ceiling of the Davidson Center for Space Exploration. The magnificent center, which was dedicated that evening, was built to house and preserve this national treasure.
That dream was energized in the late 1920s by Hermann Oberth, who himself took the dreams of Johannes Kepler, Jules Verne, and others before him, and created the scientific and engineering basis to make manned space flight a reality.
In 1927, the German Society for Space Travel was organized in Breslau, formed by space enthusiasts, with the afterschool participation of a teenage Wernher von Braun, and guidance from Professor Oberth. In November 1931, the Society for Rocket Research was established in Hanover, and was soon joined by Konrad Dannenberg. Founded in 1937, the Society for the Exploration of Space established chapters in Berlin and Cologne, and had as a member, space visionary Krafft Ehricke. Future Saturn V rocket manager Arthur Rudolph was engaged in rocket engine experiments in 1930 with rocket-car enthusiast Max Valier, near Berlin. The members of these amateur societies, produced the core of what would become the German rocket team.
The rocket research station on the Baltic coast at Peenemünde, established by the German Army in the late 1930s, laid the basis, not only for the hardware development that led to the first successful rocket launches, both in the United States and the Soviet Union, but also the technical organization of teams of specialists, that would make the much more
The Saturn V, which transported the 12 Americans who landed on the Moon, is the world's largest space launch vehi-
. For a comprehensive history of Hermann Oberth and the German rocket team, see Marsha Freeman, How We Got to the Moon: The Story of the German Space Pioneers (Washington, D.C.: 21st Century Science Associates, 1993).
© 2008 EIR News Service Inc. All Rights Reserved. Reproduction in whole or in part without permission strictly prohibited.
U.S. Army
Late in the evening of Jan. 31, 1958, a Jupiter-C rocket, designed, built, and tested by the German-led team in Huntsville, Ala., launched America's first satellite, Explorer-1, into space.
complex American Moon rocket project possible.
When World War II ended, more than 100 members of the German rocket team came to America. Enlisted by the U.S. Army to transfer their knowledge and experience to the American military, their work took on an urgency with the outbreak of the Korean War, in 1950. Transferred to the Redstone Arsenal in Huntsville that year, the Germans became the core of the Army's new intermediate-range missile development program.
By 1954, three years before Sputnik, von Braun proposed that his team use the hardware that was available in the missile program, to launch a "minimum satellite" into orbit. This, and additional requests, were denied. But over the following three years, the engineers quietly kept two "extra" Jupiter-C rockets in storage, and worked with the Jet Propulsion Laboratory in California, which built the Explorer satellite, and Dr. James Van Allen, from the University of Iowa, who designed its scientific payload, to be ready, should they get the go-ahead to launch the satellite into orbit.
Even after being rebuffed by the military, "von Braun had never given up the dream of spaceflight," original team member Dr. Ernst Stuhlinger, who was unfortunately too ill to attend the celebrations, told the Huntsville Times. "We had been working on this in private. In our homes and with no official resources. It was done almost invisibly. Nobody really knew, until we had to test the rockets."
The opportunity came after the Sputnik launch on Oct. 4, 1957 made the Soviet Union the first in orbit. Nine months after the January 1958 Explorer-1 launch, a civilian space agency was created. In 1960, the von Braun team was transferred to NASA, and, finally, could devote its energies and complete attention to opening up the space frontier.
The long road to space exploration was recognized at the opening dinner on Jan. 31. In attendance were the mayor of Peenemünde, and the head of the museum of space history that has been created there. Also present was Nataliya Koroleva, the daughter of the Soviet Union's "chief designer," Sergei Korolev.
The First Steps
A two-day symposium followed on Feb. 1-2, upon the initiative of Konrad Dannenberg. His purpose was to bring together the "old timers" from the von Braun team, mostly made up today of Americans who worked with the Germans from the early days in Huntsville, to share their experience in developing the Jupiter-C for Explorer, and then the Saturn V, with those who later designed the Space Shuttle, and those who today are designing the next-generation Ares launch vehicles.
At the age of 95, Dannenberg is one of the few remaining members of the original German rocket team. Dannenberg worked with von Braun in Peenemünde, and then in the U.S. Army missile programs. He joined NASA's Marshall Space Flight Center in 1960, as the deputy manager of the Saturn program, for which work he received the NASA Exceptional Service Medal.
Upon retiring from the space agency in 1973, where he was working on early space station concepts, Dannenberg was a professor at the University of Tennessee Space Institute. He went on to play a leading role in the Space Camp at the Space & Rocket Center in Huntsville, which brings thousands of young people each year into contact with not only the hardware of space flight, but the basics of the science and engineering, and the people who make it possible.
Dannenberg was also on the selection committee for NASA's Teacher in Space program, which was designed to instill in young people an interest in space exploration. Although the first flight of the Teacher in Space program ended tragically with the death of Christa McAuliffe in the Challenger accident in 1986, last year Barbara Morgan, McAuliffe's backup, finally had her opportunity to fly on the Space Shuttle, and teach lessons from orbit.
On the last evening of the symposium, Morgan called in by telephone to those assembled at the dinner, to congratulate Dannenberg on the 50th Explorer anniversary, and to thank him for "all you've done for teachers."
The methods used, and the lessons learned, from the decades of experience of the German team at Peenemünde, and the German/American team in Huntsville, must be passed on to the next generation, Dannenberg stressed.
To afford the launch of America's first satellite into space the highest probability of success, the Huntsville team, under the guidance of Maj. Gen. John Bruce Medaris, prepared an already-tested Redstone rocket derivative—itself an upgrade of the successful German A-4/V-2—for the Explorer-1 launch, because, as Dannenberg stressed, no one "could expect the first launch [of a new rocket] to be a success." The rocket team was not about to take daring chances. But confidence was high. At the symposium, Michael Baker, part of the early Army team, quoted General Medaris, on the occasion 30 years ago of the 20th anniversary of Explorer-1: "I may not always be right, but I am never in doubt!"
The purpose of the Explorer-1 mission was not simply to prove that a rocket could send a satellite into orbit, which the Soviets had already done, but to begin to characterize, with in situ measurements,
NASA/JPL-Caltech
the environment that men would face as they ventured into space.
Lessons from Apollo
To that end, the Explorer satellite, sitting atop its Jupiter-C rocket, housed a 30.8-pound science payload, which included a Geiger counter that Dr. James Van Allen hoped would provide information on the intensity of cosmic rays in space, and instruments to detect impacts from meteorites.
What Dr. Van Allen discovered were two bands of radiation belts circling the Earth, which were later named in his honor. This was the first scientific discovery of the Space Age, and established the region in Earth orbit within which it was safe for astronauts to visit and live.
With the Explorer success, it was clear that the team that put an American satellite into space, could also put man there.
There has never been a program that has rivaled the development, testing, pace of schedule, management challenges, complexity, and success of the Saturn V rocket that took men to the Moon. With von Braun at the helm of the multi-thousand-man Marshall Space Flight Center, Arthur Rudolph, part of the original Peenemünde team, was the conductor who orchestrated the Saturn's successful development.
At the anniversary technical symposium, Bill Sneed, who started his rocketry career in 1959 at the Army Ballistic Missile Agency in Huntsville, described Rudolph's management method, which led to the success of the Saturn vehicles. Sneed described it as a "simple yet fundamentally sound management approach," based on hands-on experience, which was learned initially at Peenemünde, in the design, testing, and development of space hardware.
To track the progress of the thousands of contractors who were producing the more than a million parts that made up the Saturn V, Rudolph comandeered a conference room at the Marshall Space Flight Center, and filled the walls of his Control Center with charts that provided an instant overview of the project. This management information system could quickly identify problems, Sneed explained, and, through charting the progress, reveal where components were lagging behind schedule, or not meeting the requirements. The top ten problems were displayed at the top of the charts. More than 100,000 events were tracked throughout the program.
People working with Rudolph, Sneed reported, felt that he had "a sixth sense" of where the problems might lie. "But it was experience" that gave him this insight.
In 1965, Sneed reported, NASA Administrator James Webb visited the Marshall Space Flight Center to check on the status of the Saturn program, and saw Rudolph's Control Center. His management technique then became a model, and was put into place at NASA headquarters, at other NASA centers, and at the industrial contractors. Rudolph "was not given due credit for his role in the success of the Apollo program," Sneed observed.
In conversations overheard between the technical sessions, the reaction to Rudolph's Control Center management method by some of the engineers who are working on the next-generation Ares space launch systems, was: "We don't have anything like that!"
One panel of the symposium dealt with the development of the manned space launch vehicle system that followed Apollo—the Space Shuttle. The contrast between the Presidential mandate, and mission orientation, of sending men to the Moon, and the Shuttle program, was pointed out.
While all the speakers, including a panel of astronauts who have flown on the Space Shuttle, acknowledged the challenge of designing and building the world's first reusable spacecraft, and the magnificent flying machine that was the result of the effort, Bob Ryan, who worked at the Redstone Arsenal and the Marshall Space Flight Center for 40 years before he retired in 1996, discussed the "lessons learned." The Shuttle's design, he explained "was driven by politics, cost, and Air Force requirements," which led to a "complex set of trades" in design, to balance these often conflicting requirements.
The need for higher performance due to the military requirements, led to "increased sensitivity and a less robust" vehicle, he explained. The need to control costs led to a compromise that created a partially reusable vehicle, where only the boosters and orbiter are reused, and the external fuel tank is not. Ryan reiterated that "the configuration [that was used] was not what [we] had recommended, but had to be designed within constraints."
The advice from Steve Cash, who worked on the Solid Rocket Booster Redesign Team after the Challenger accident in 1986, to the younger engineers in the audience who are de- veloping the Ares vehicles, was, "Always be curious, taking nothing for granted, and test at the boundary."
During the symposium, many of the technical aspects of the development of the series of launch vehicles were explored, moving from the early Redstone to the giant Saturn V. But most impressive were not the details, but the history of the single-mindedness of purpose, and commitment of resources that made the Apollo program a success.
History Rewrite
Anniversaries create an opportunity for historians to look back at seminal events to explain their importance, not just for academic reasons, but because "the past is prologue." At a time today when the U.S. space agency is struggling, without adequate resources, to once again carry out a vision and a plan for the manned exploration of the Solar System, space history is being rewritten to obscure the real reasons for its past successes. Nowhere is this effort to demoralize the public more intense than in the case of the history of the German rocket team.
Last year, another biography was published about Wernher von Braun, in yet another attempt, to "prove" that he was a Nazi. Unfortunately, since the author, Dr. Michael Neufeld, is chair of the Space History Division of the Smithsonian Institution's National Air & Space Museum, the book has attracted more attention than such a subject normally does, and the authenticity of Neufeld's version of history is almost taken for granted, by those who have not seriously investigated the history he is retelling.
This attempt to vilify the German space pioneers did not start with Neufeld.
When the cream of the crop of the Peenemünde rocket team surrendered to the Americans at the end of World War II, the Soviet Union was well aware of the advantage that would give the United States in this new strategic field of rocketry.
Following President Truman's declaration that President Roosevelt's war-time alliance to defeat fascism would be replaced by a "Cold" War, a competition to deploy the most advanced technologies for a possible next war—rockets carrying nuclear weapons—was under way. After President Kennedy laid out the parameters for the race in space, with landing men on the Moon as the goal, the Soviet disinformation apparatus went into high gear, to disrupt this technological contest it feared the U.S. would win, by attempting to discredit the leadership of the team that was responsible for the rockets to get them there.
In 1963, East German "muckraker" Julius Mader penned an article and book, to "expose" the "secrets" of the German rocket team in Huntsville. Mader, a retainer of the East German Stasi, the secret police, used as arguments for von Braun's "authoritarian" personality, his Prussian ancestry, which is also reviewed extensively by Neufeld in his recent book. The
. Michael Neufeld, Von Braun: Dreamer of Space, Engineer of War (New York: Alfred A. Knopf, 2007).
The opening gala dinner of the Huntsville celebration of 50 years of America in Space took place under an artifact of the crowning achievement of the German-American rocket team—a Saturn V rocket. This test rocket had been outdoors, suffering serious deterioration, for decades. The Davidson Center for Space Exploration now houses this historic treasure, and it was under the suspended Saturn V rocket that many of the activities of the anniversary celebration took place.
Standing erect outside the Davidson Center is a model of a Saturn V, illuminated for the first time on the evening of Jan. 31, 2008, when the new Space Exploration Center was dedicated.
fact that von Braun worked on military programs, both for the German and U.S. armies, "proves" to Mader that this was von Braun's true agenda, which Mader disingenuously contrasts to the parallel "peace-loving" ballistic-missile program on a fast track in the Soviet Union.
Attempts in the 1960s to distract NASA and the German team from their Apollo mission obviously failed. But the attacks resurfaced in the late 1970s, this time under the auspices of the Justice Department's Office of Special Investigations (OSI), in collaboration with Soviet intelligence.
In 1978, under pressure from Congress, the OSI was established with a mandate to hunt for "war criminals." A major effort was made to formalize relations with the Soviet procurator general's office, which, together with the East German authorities, would become the prime source of "evidence" and witnesses in U.S. Nazihunting legal cases. One set of targets for this early 1980s witchhunt apparatus would be the von Braun team.
Marsha Freeman
Why would assembling cases against men who by then were in their 70s, be of importance to the Soviet Union, or anyone else? From a strategic standpoint, the defa-
Space pioneer Konrad Dannenberg's purpose in organizing a two-day technical symposium as part of the Explorer-1 celebration, was to bring together pioneers from the early days of rocketry and those who helped develop the Saturn V and the Space Shuttle, with those now working on tomorrow's launch vehicles. The U.S. Space & Rocket Center is home to a Shuttle "Pathfinder," made up of full-scale test components. Attending Space Camp, youngsters learn about this technological marvel. Those attending the symposium heard first hand about the lessons that should be learned from the Shuttle era, to future projects.
mation of West German or German-American scientists and engineers was a valuable East German tool, to sow discord within NATO, and cast doubt on the motives of what Moscow claimed were the "imperialist" and "war-mongering" policies of the West.
spokesman for the policy, through the Fusion Energy Foundation's magazine, Fusion, and through EIR, was vilified in the Soviet press for his role in the SDI.
When President Reagan announced the Strategic Defense Initiative (SDI) on March 23, 1983, this disinformation campaign took on more urgency. If the new defense program (which, in fact, President Reagan proposed be a joint program with the Soviet Union), could be smeared with having "Nazi" roots, all the better to discredit it.
"Peace activist" Jack Manno, for example, who wrote his book Arming the Heavens, a year after the SDI announcement, writes that the program had a "Nazi legacy," because the U.S. rocket program found its roots in the research at Peenemünde. And members of the von Braun team had worked for the U.S. Army, building weapons of war, such as Saturn V manager Rudolph, who later worked on the Europebased Pershing missile.
The German team members were not the only ones subject to direct Soviet attack after the SDI announcement. Lyndon LaRouche, who was the intellectual author of the "beam defense" policy, and was, at the request of the Reagan Administration, involved in back-channel negotiations to try to bring the Soviets on board; and who was also the primary public
In November 1983, the left-wing opposition to the stationing of Pershing II missiles in West Germany combined forces with intelligence operatives in the East, to produce a broadcast carried on the Westdeutscher Rundfunk radio station, called "Nazis Without Swastikas." There, German scientists and visionaries who had been contributing to Fusion magazine, were labeled as Nazis—not because of what they had done in Germany during the war, but because of their affiliation with economist Lyndon LaRouche, who was scurrilously alleged to be an anti-Semite.
In an affidavit for a legal suit against the radio station, Krafft Ehricke, who had been slandered on the program, stated: "In light of the large Jewish component of the Fusion Energy Foundation membership in Wiesbaden, as well as in New York, the charge of anti-Semitism is taken out of thin air; it possesses no basis in fact. . . . I personally have never, even in Hitler's time, 'hitched my star to the wagon' of any antiSemitic group. The tragic events that befell my own family under Hitler . . . can be taken as proof. And I can prove that I have never belonged to any Nazi organization. . . . I did, however, belong to the German Army."
For the "Nazi hunters," their most important victory came
In March 1985, members of Wernher von Braun's German rocket team met for an "old timers" reunion in Huntsville, in the midst of the propaganda barrage over the departure from the United States of Saturn V manager Arthur Rudolph. Dr. Rudolph, accused of "war crimes" by the Justice Department, became the lightning rod for the revival of decadesold, and Soviet-inspired "Nazi" charges against von Braun and the team.
In this photograph from the reunion, Konrad Dannenberg is in the front on the right, holding one side of the photograph of von Braun. In the background is the Saturn B rocket that is now housed inside the Davidson Center.
Marsha Freeman
with the decision of Arthur Rudolph to leave the United States at the end of 1984, after having been threatened by the OSI with legal proceedings against him, on charges of crimes against humanity. No evidence was presented against Dr. Rudolph, just threats that such evidence existed. In poor health, and fearing the humiliation, stress, cost of legal proceedings, and loss of his government pension, Rudolph agreed to give up his American citizenship, and move with his wife to West Germany.
A subsequent investigation by the West German government, upon Rudolph's request for West German citizenship, produced no evidence that he had committed any war crimes. Requests to the OSI from the West German government to share the damning documents which the OSI had used to threaten Rudolph, were never complied with. The OSI's case had been essentially a bluff.
Since the Rudolph case, Neufeld claims to have "unearthed" memos and documents that he claims "prove" that Rudolph supported, and solicited, slave labor to work in an underground rocket factory run by the SS. This was disputed by Rudolph himself, and researchers who have studied the documentation. There are questions as to whether such documents may have been forged. Specific sentences that Neufeld uses to make his case, are taken out of context, which discredits his veneer of "scholarly" research, regardless of the hundreds of footnotes included with the lengthy text.
"Historians" like Michael Neufeld, apparently cannot understand the historical context within which action takes place on the stage of history.
When von Braun and his colleagues started their employ with the German Army, Hitler was just in the wings. To von
Braun's single-minded purpose, only the Army could provide the resources required to develop rockets.
The leadership for the rocket research center at Peenemünde was made up of von Braun's colleagues, and young men who had been drafted into the Army, and then rescued from the front lines, thanks to their technical expertise. Following the bombing of Peenemünde, by the British in August 1943, it became no longer feasible to continue any large-scale work at that site. When Hitler decided in 1944 to grant the rocket program a high priority, and begin mass production of the rockets, the SS took control of that production.
The well-documented use of prisoners and conscripted and concentration camp labor in underground tunnels built for rocket production, was not under the supervision of the Army, but the SS. The thousands who died in this last-ditch effort to deploy a "wonder weapon" to change the fate of the war, died mainly digging the tunnels, under SS command—not under the supervision of the Army, von Braun, Rudolph, or their team.
These are facts, simply stated. Neufeld tries to make the case that the Peenemünde team sent in to carry out the underground rocket assembly should have tried to secure better living conditions for the laborers. At times, they did. Could they have done more?
Perhaps. But they also knew that, not only was there little possibility that the SS would grant their request, but that all they might accomplish would be to be sent to a concentration camp, themselves. Von Braun was, in fact, arrested by the SS, accused of being more interested in going into space, than winning the war for the Führer.
At a symposium Washington on Oct. 22, 2007, "Remembering the Space Age," sponsored by NASA and the National Air & Space Museum, this question was addressed very poignantly by Dr. Hans Mark, former head of NASA's Ames Research Laboratory, former Secretary of the Air Force, and long-time friend of von Braun. Dr. Mark objected to a presentation, in which Michael Neufeld accused von Braun and collaborators of covering up von Braun's "Nazi" past. "Von Braun and I worked closely together," Dr. Mark began. "I escaped from Europe because I have a Jewish background. I had ancestors in these places [such as the underground factory making rockets]; every place [in Nazi Germany] was run with slave labor."
"Von Braun made a 'Faustian bargain,' " Dr. Mark stated, and in this situation, he "made compromises." He added, "We tend to forget the element of fear" of those living under Nazi rule. "Expecting von Braun to do something else, he would have been a hero. . . . He was a great man, but not a hero."
To the German rocket pioneers, there was the hope that there would be life after the end of the war. If so, they knew exactly what they intended to do. It is this question of intention which somehow escapes Neufeld.
Was it the intention of the scientists who worked on the American war-time Manhattan Project, to drop nuclear bombs on civilian populations in Japan, needlessly killing hundreds of thousands of old men, women, and children? Leading scientists had proposed instead that an air burst of this new, terrifying weapon would be sufficient to scare Japan into surrender, without the loss of life. Unlike the German rocket specialists, those Manhattan Project scientists did not have to be concerned that they might be sent to a concentration camp, for making the suggestion. As von Braun stressed, it is a political, not a technical decision, as to how advancements in technology will be used.
The Next 50 Years
Why is it important, 50 years later, to review and remember the history of the first half-century in space?
As the Apollo program was approaching its goal, of landing a man on the Moon and returning him safely to the Earth, layoffs were already under way at the Marshall Space Flight Center in Huntsville. The economic and financial crisis that began in the late 1960s, and the August 1971 Nixon Administration's destruction of the Bretton Woods agreements implemented under President Franklin Roosevelt, left the space program with no funding for visionary goals, following the successful lunar landings. At the same time, the ideology of zero-growth and anti-nuclear environmentalism was being promoted to counter the optimism of the space program.
As recalled by Apollo astronaut James Lovell, in an interview with the Huntsville Times, although he is very proud of what they were able to do on Apollo 13—to bring him and rest of the crew back to Earth alive after an on-board explosion— his favorite mission was Apollo 8, which did not land on the Moon, but orbitted it.
In the myriad celebrations taking place of the 50th anniversary of the Space Age, both Soviet and American space accomplishments are being honored. A special guest at the Huntsville celebrations was Nataliya Koroleva, the daughter of the "chief designer" of the Soviet space program, Sergei Korolev. She has been touring Cape Canaveral and other space-related sites in the United States, and is seen here on the last evening in Huntsville, with German space pioneer Konrad Dannenberg.
That mission, in December 1968, took place during a year that saw the assassinations of Martin Luther King, Jr., and Robert Kennedy. There were protests against the war in Vietnam, and violence in the streets, Lovell said.
But the spirits of many were uplifted, Lovell recalled, when men made the very first trip to the Moon, "which a lot of people thought we could not do." In orbit around the Moon, on Christmas Eve, the three astronauts read from the Book of Genesis, in a live television broadcast, viewed by millions around the world. For the first time in human history, mankind watched the Earth appear to rise above the surface of the Moon.
Lovell said that he was disappointed that the United States abandoned space exploration after the Apollo program, but was pleased to see that the country was turning again toward the Moon and space exploration, as the 50-year anniversary is being observed.
But this will not be successful without the cultural optimism that sustained the German space pioneers and their American colleagues throughout the first five decades of the Space Age.
At the dinner on the last day of the Huntsville symposium, Konrad Dannenberg's wife, Jackie, summarized her husband's life-long commitment to space exploration. In the early 1930s, she said, "Max Valier," the flamboyant and enthusiastic experimenter, "came to Hanover with his rocket car, and was talking about going to the Moon and to Mars." At the age of 95, she reported, "Konrad says he's still here, because we haven't gone there yet." | <urn:uuid:6828548b-051e-4027-8062-95bcd5ffeeb6> | CC-MAIN-2022-49 | https://larouchepub.com/eiw/public/2008/eirv35n08-20080222/eirv35n08-20080222_064-celebrating_50_years_of_america.pdf | 2022-12-08T03:22:01+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00658.warc.gz | 385,700,799 | 6,604 | eng_Latn | eng_Latn | 0.998558 | eng_Latn | 0.998781 | [
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TOPIC SENTENCES
WHAT IS A TOPIC SENTENCE?
* A topic sentence introduces a paragraph by presenting the one topic the paragraph will focus on
* A topic sentence should be narrow and focused (even more so than the thesis of the essay)
* A topic sentence should support the thesis of the essay
WHERE DOES A TOPIC SENTENCE GO?
* A topic sentence is usually the first sentence in a paragraph, but it may be more than one sentence long
WRITING AN EFFECTIVE TOPIC SENTENCE
* DO
o Clearly state the main idea of the paragraph
o Include your opinion, assertion, or controlling claim
o Be concise
o Make the sentence interesting; engage the reader
o Include detail
* DON'T
o Use vague language
o Present a broad idea
o Use empty language (unnecessary words)
TOPIC SENTENCE EXAMPLES
* Ineffective: Lincoln was a good president.
o The above topic sentence is ineffective because it lacks clarity. It assumes the reader will know who Lincoln is
o This topic sentence could be about Abraham Lincoln, the President of the United States
OR
o It could be about George Lincoln, President of the Springfield P.T.A.
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National Curriculum Objectives
Pupils should be taught:
* to use a range of materials creatively to design and make products
* to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
* to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
* about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
St Gregory's Medium Term Plan
National Curriculum Objectives
Pupils should be taught:
* to create sketch books to record their observations and use them to review and revisit ideas
* to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)
* about great artists, architects and designers in history
National Curriculum Objectives
Pupils should be taught:
* to create sketch books to record their observations and use them to review and revisit ideas
* to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)
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EYFS – linked to Understanding the World (Specific Area) Technology:
Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purpose.
* Know that ICT can be used to communicate information electronically.
* Know that the internet can be used to communicate information in a friendly way.
National Curriculum Objectives:
COMPUTER SCIENCE
- understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions (computer science)
- create and debug simple programs (computer science)
- use logical reasoning to predict the behaviour of simple programs (computer science)
DIGITAL LITERACY
- recognise common uses of information technology beyond school (digital literacy)
- use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies (digital literacy)
E-SAFETY
- use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
National Curriculum Objectives:
COMPUTER SCIENCE
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
DIGITAL LITERACY
- understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
- select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
E-SAFETY
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
National Curriculum Objectives:
COMPUTER SCIENCE
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
DIGITAL LITERACY
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
- understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
E-SAFETY
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. | <urn:uuid:4bc795e7-ca13-46b0-b465-048a7bc205ac> | CC-MAIN-2022-49 | http://www.stgregorys.cheshire.sch.uk/serve_file/1423386 | 2022-12-08T01:56:27+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00657.warc.gz | 98,589,213 | 698 | eng_Latn | eng_Latn | 0.990552 | eng_Latn | 0.990613 | [
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Level 29 Book d
The Haunted House the Pirate
Henry Morgan,
In Search of Food to Be a Writer?
So You Want
Three Funny Tales
Three-Toed Sloths
Out of Here!
Let's Get Those Stingers
Spider Power
We have designed these lesson plans so that you can have the plan in front of you as you teach, along with a copy of the book. Suggestions for teaching have been divided into questions and discussion that you may have with the students before, during, and after they read. However, you may prefer to explore the meaning and language in more detail before the students read. Your decisions will depend on the gap between the students' current knowledge and the content, vocabulary, and language of the book they are about to read. The more information the students have up front, the easier it will be for them to read the text. However, this does not mean that you should read the text to them first.
We have addressed four areas we think are important in developing good readers. As well as comprehension and decoding, we have addressed the issue of the students being able to analyse and use texts they read. The symbols below guide you to the type of question or discussion.
This symbol relates to decoding (code breaker)
This symbol relates to use (text user)
This symbol relates to comprehension (meaning maker)
This symbol relates to critical analysis (text critic or analyser)
Have the students read the title and the name of the author on the front cover and the contents page. Ask the students – What do you think a writer does? Have you ever thought about becoming a writer?
2
Set the students a purpose for reading, with a focus question for each page or several pages. Explain to the students that you will be asking a question before they read the text, and that they should read silently. They should be ready to answer when they have finished reading the page or pages.
Before the students read each section, ask –
Pages 2–3 Name three different types of writers.
Pages 4–5 How should you start a story? Do you agree with the plan for writing stories?
Pages 6–7 What is editing? Why is it important to edit your stories?
Pages 8–9 How can illustrations help a story?
Pages 10–15 What is non-fiction? What are two examples of non-fiction writing?
Pages 16–17 How can reference books help you? Name two types of reference books.
Pages 18–19 What are two ways you can become a professional writer?
Pages 20–22 Why do writers read a lot? Can young writers have their writing published?
Ask the students to work with a partner. Have them each reread aloud half the book. Have the students focus on reading the information in the diagrams as well as the main body of text. Remind the students to check the glossary for the meanings of words in bold type.
3
The Haunted House the Pirate
Henry Morgan,
In Search of Food to Be a Writer?
So You Want
Three Funny Tales
Three-Toed Sloths
Out of Here!
Let's Get Those Stingers
Spider Power
4
Developing Specific Skills
Add these words to spelling lists and practise with a partner – professional, edit, illustrate, biography.
Editing – discuss the importance of correct spelling and punctuation in writing.
See the BLM.
Ask the students – Do you know anyone who has had their writing published in a book? Have you ever had a guest author at school to talk about their writing? Do you have a favourite author?
Ask the students – What does it mean to be a professional writer? What skills and talents would you need to be a professional writer? Is writing something that is done alone or with other people?
The writer of this book is writing about being a writer. Ask the students – Do you think the writer has done the things she suggests in the book to make it interesting? Look at the checklist for writers on page 9. Is this a non-fiction book or an imaginary story? Do you think this is a helpful book for people thinking about becoming a writer? Explain your answer.
5
The Haunted House the Pirate
Henry Morgan,
In Search of Food to Be a Writer?
So You Want
Three Funny Tales
Three-Toed Sloths
Out of Here!
Let's Get Those Stingers
Spider Power
29d So You Want to Name ________________ Be a Writer?
The author of the book So You Want to Be a Writer? writes about the importance of editing. It is difficult to read writing that does not have correct spelling or punctuation. Edit the following paragraph from the book. You need to put in all the capital letters, full stops, and commas. You also need to correct five spelling errors.
once you have written the story you wil want other people to read it but they will not want to read a story that has speelling mistakes or is written in mesy handwriting so it is importent to edit your writing many people dislike editing but if you want to be a writer editing is one of those things that jist has to be done
Now read page 7 of the book to check your editing.
On the back of this sheet, write these words into sentences of your own –
professional edit illustrate biography
Permission is given to teachers to reproduce this page for classroom use.
29d So You Want to Name ________________ Be a Writer?
Do you have a favourite author? Choose an author that you know and whose work you have read. Many authors have websites where you can find information about them. Publishers also have websites that give information about authors. Research your author and present the following information as a poster –
* Author's name
* Some interesting biographical information, for example, date of birth, the country where they live
* A list of some of their books
* A photograph (if possible)
* The author's web address (if possible)
* Your name
Write a letter to an author whose books you have read. Include in your letter –
* The books you have read by this author
* Your opinion of the books
* Favourite characters
Ask the author some questions –
* How long have they been writing?
* Why did they become a writer?
* What is the hardest thing about writing?
Ask your teacher to edit your letter, then send your letter to the author through their publisher or e-mail it to their website. You may receive a reply!
Permission is given to teachers to reproduce this page for classroom use.
29d So You Want to Name ________________ Be a Writer?
There are many different types of non-fiction writing listed in the book So You Want to Be a Writer? Choose one of the types of writing below. Check the book for more detail about the style of writing you have chosen.
* Account of class excursion
* Instructional guide
* Interview
* Article for school website
* Joke book
* Biography
Plan and write your chosen piece. Ask your partner to edit your work before you write the final draft.
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AB: Presenting my school English Präsentieren, Speaking M 8
Task:
Make a film about your school. It should be about 3-5 minutes long.
Think about:
* How old are you and in which grade are you?
* How many students are there in your class?
* What are your favorite subjects? What do you not like?
* Which buildings / rooms do you want to show?
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Music MTP
EYFS:
CLL
Is able to follow directions (if not intently focused on own choice of activity).
Expressive Arts and Design
30-50mths
Sings a few familiar songs.
Beginning to move rhythmically.
Imitates movement in response to music.
Taps out simple repeated rhythms.
Explores and learns how sounds can be changed.
40-60 months
1. Begins to build a repertoire of songs and dances.
2. Explores the different sounds of instruments.
Early Learning Goal
Children sing songs, make music and dance, and experiment with ways of changing them.
National Curriculum Objectives:
Pupils should be taught to:
use their voices expressively by singing songs and speaking chants and rhymes
play tuned and untuned instruments musically
listen with concentration and understanding to a range of high-quality live and recorded music
make and combine sounds using the inter-related dimensions of music.
Unit 1 singing and listening to music
* Can they use their voice to speak / sing/ chant? (P)
* Do they join in with singing?(P)
* Can they copy sounds (P)
* Can they follow instructions about when to play or sing? (A)
* Can they make different sounds with their voice? (C)
* Can they respond to different moods in music? (A)
* Can they say how a piece of music makes them feel? (A)
* Can they say whether they like or dislike a piece of music? (A)
Year B
Unit 1 singing and listening
* Do they sing and follow the melody (tune)?
* Can they sing/clap a pulse increasing or decreasing in tempo?
* Can they perform with others?
* Can they play simple rhythmic patterns on an instrument?
AFL opportunities:
Links with homework:
Unit 2 Musical instruments
* Can they order sounds to create a beginning, middle and end?
* Can they use symbols to represent sounds?
* Can they create music in response to (different starting points)?
Can they improve their own work?
Year A
Unit 2 Music with instruments
* Can they make different sounds with instruments? (C)
* Can they identify changes in sounds? (C)
* Can they change the sound? (C)
* Can they repeat (short rhythmic and melodic) patterns? (C)
* Can they make a sequence of sounds? (C)
Unit Title
National Curriculum Objectives:
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
[x] play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
[x] improvise and compose music for a range of purposes using the inter-related dimensions of music
[x] listen with attention to detail and recall sounds with increasing aural memory
[x] use and understand staff and other musical notations
[x] appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
[x] develop an understanding of the history of music.
Unit 1 (Performing and Appraising)
* Do they sing in tune with expression? (P)
* Do they control their voice when singing? (P)
* Can they perform a simple part rhythmically? (P)
* Can they improvise using repeated patterns? (P)
* Can they use selected pitches simultaneously to produce simple harmony? (P)
* Can they improve their work; explaining how it has improved? (A)
Unit 1 (Performing and Appraising)
Year A
Unit 2 (Composing and Appraising)
* Can they use standard notation? (C)
* Can they compose melodies and songs? (C)
* Do they understand how the use of tempo/dynamics can provide contrast within a piece of music? (C)
* Challenging EXT: Do they understand metre in 2 and 3 beats;
then 4 and 5 beats? (C)
* Can they identify repetition, contrasts and variations, change in timbre and whether change is gradual or sudden? (A)
Year B
Unit 2 (Composing and Appraising)
* Can they play clear notes on instruments? (P)
* Can they work with a partner to create a piece of music using more than one instrument? (P)
* Can they improve their work; explaining how it has improved? (A)
* Can they use musical words to describe what they like and dislike? (A)
* Can they use different elements in their composition? (C)
* Can they create repeated patterns with different instruments? (C)
* Can they combine different sounds to create a specific mood or feeling? (C)
* Challenging EXT: Can they explore and use sets of pitches, e.g. 4 or 5 note scales? (C)
* Can they use musical words (the elements of music) to describe a piece of music and compositions? (A)
* Can they recognise the work of at least one famous composer including works of Beethoven, Mozart and Elgar? (A)
AFL opportunities:
Links with homework:
Unit Title
National Curriculum Objectives:
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
[x] play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
[x] improvise and compose music for a range of purposes using the inter-related dimensions of music
[x] listen with attention to detail and recall sounds with increasing aural memory
[x] use and understand staff and other musical notations
[x] appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
[x] develop an understanding of the history of music.
Year A
Unit 1 (Performing and Appraising)
Unit 2 (Composing and Appraising)
* Can they sing and use their understanding of meaning to add expression? (P)
* Can they recognise and use basic structural forms e.g. rounds, variations, rondo form? (P)
* Can they perform 'by ear' and from simple notations? (P)
* Can they improvise within a group using melodic and rhythmic phrases? (A)
* Can they show how a small change of tempo can make a piece of music more effective? (C)
* Do they recognise that different forms of notation serve different purposes? (C)
* Can they use different forms of notation? (C)
* Can they explain why they think their music is successful or unsuccessful? (A)
* Can they respond to different moods in music? (A)
Year B
Unit 1 (Performing and Appraising)
* Can they perform parts from memory? (P)
* Can they perform using notations? (P)
* Can they take the lead or solo part in a performance? (P)
* Can they provide rhythmic support? (P)
* Can they perform a piece of music which contains two (or more) distinct melodic or rhythmic parts, knowing how the parts will fit together? (P)
* Can they describe, compare and evaluate music using musical vocabulary? (A)
* Can they explain why they think their music is successful or unsuccessful? (A)
AFL opportunities:
Links with homework:
Unit 2 (Composing and Appraising)
* Can they use a variety of different musical devices in their composition? (incl melody, rhythms and chords) (C)
* Can they combine groups of beats? (C)
* Can they use their notations to record groups of pitches (chords)? (C)
* Can they use a music diary to record aspects of the composition process? (C)
* Can they choose the most appropriate tempo for a piece of music? (C)
* Can they explain why they think their music is successful or unsuccessful? (A)
* Can they contrast the work of famous composers and show preferences? (A)
* Can they compare and contrast the impact that different composers from different times will have had on the people of the time? (A) | <urn:uuid:f3e5e42b-423f-4565-b95b-354966977b5a> | CC-MAIN-2022-49 | http://www.stgregorys.cheshire.sch.uk/serve_file/1423389 | 2022-12-08T01:59:13+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711232.54/warc/CC-MAIN-20221208014204-20221208044204-00660.warc.gz | 88,232,373 | 1,771 | eng_Latn | eng_Latn | 0.995521 | eng_Latn | 0.996724 | [
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NEWS
Neurons move early, mature late in developing monkey brain
BY KATIE MOISSE
19 OCTOBER 2015
Researchers have mapped the migration patterns of neurons in the developing monkey brain and pinpointed when the neurons establish their identities. The unpublished results, presented yesterday at the 2015 Society for Neuroscience annual meeting in Chicago, suggest that neurons find their homes early in development but mature much later on.
"They continue to have gene expression changes throughout development," says Jeremy Miller, scientist with the Allen Brain Institute in Seattle, Washington, who presented the work.
The results are the latest update to the Blueprint Non-Human Primate Atlas — a National Institutes of Health initiative to map brain gene expression in the rhesus macaque from 40 days after conception to 4 years of age.
1 / 2
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Spectrum | Autism Research News
https://www.spectrumnews.org
Miller and his colleagues first looked at the layered structure of the brain's outer rind, called the cortex, at six prenatal time points and four after birth. They found that many neurons in monkeys have finished the journey to their lifelong layer roughly 80 days after conception — the middle of the second trimester.
The researchers then isolated individual neurons from these layers using laser capture microdissection and measured their gene expression. They found that neurons express different genes prenatally than they do after birth. In fact, only 60 percent of genes that distinguish between neurons from different cortical layers in 1-year-old monkeys continue to do so in 4-year-old animals, according to their analysis.
"The further back you go in time, the less similar the gene expression pattern," says Miller.
Delayed maturity:
There is some evidence that neurons at the front of the brain develop earlier than those at the back. To explore this possibility, the researchers homed in on the anterior cingulate gyrus (ACG) — a C-shaped structure in the brain's frontal lobe — and the primary visual cortex (V1), a patch on the back of the brain.
They found that tissue from the ACG expresses genetic markers for neurons and star-shaped support cells, called astrocytes, as early as 70 days after conception. By contrast, tissue from V1 expresses only cell-cycle markers at this time point, suggesting that neurogenesis is just getting started.
The ACG is involved in learning, memory and emotion, and there is some evidence that it is disrupted in children with autism. The new findings suggest that the brain structure develops during the first and second trimester, adding to mounting evidence that mid-fetal development is a critical period for autism risk.
To see how the findings from rhesus macaques jibe with those from people, the researchers compared their findings with data from the BrainSpan Atlas — a catalog of gene expression data from pre- and postnatal postmortem human brain tissue. They found that expression patterns for roughly 80 percent of genes were highly correlated between the two species.
The researchers are analyzing tissue from other brain regions implicated in autism, including the prefrontal cortex, the striatum, the amygdala and the hippocampus. The findings could help researchers identify developmental periods that underpin the disorder.
For more reports from the 2015 Society for Neuroscience annual meeting, please click here.
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LESSON PLAN
Developed with Kristin Ulrich
Addition and subtraction of fractions
Math
Volume 10 | Gr. 5
Time: 20-30 mins.
Content
Adding and subtracting fractions with unlike denominators using fraction tiles and other models.
Objectives
* Prove that two particular fractions with unlike denominators add up to a given fraction
Students will…
* Prove that two particular fractions with unlike denominators have a given difference
* Create pictorial models that represent a variety of addition and subtraction problems with fractions
Materials
Learning Standards
* Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations.
* Worksheets (attached with lesson plan download)
* Fraction Tiles (TB20193), Fraction Tiles with Tray (TB15811), Complete Set of Fraction Tiles without Trays (TB21927) or Complete Set of Fraction Tiles with Trays (TB21928)
Introduction
* This lesson is meant as a centers activity that can be utilized to reinforce previous lessons where students practiced adding and subtracting fractions with unlike denominators. Students can work on these activity cards individually or in small groups. Each card is numbered. The first nine cards are addition problems. The last nine cards are subtraction problems. The problems at the end of each given set are labeled as challenge cards.
Bonus bingo game
* Hand out a blank bingo card to each student. Each card has a list of fractions. Students are to place the listed fractions in the squares on their bingo card in a random order. When this is done, read each problem aloud. Students should cross out the answer to each problem that was read. When a student has five in a row, they shout BINGO! This activity should take about 15-20 minutes.
Intervention
Extension
* Exclude the challenge cards for the pack provided to students.
* Rather than having students work independently on the activity, have them work in small groups.
* Have students create cards of their own for peers to solve.
Card 1
What are two fractions with different denominators that add up to 3/4?
Card 4
What are two fractions with the same denominator that add up to 7/12?
Card 7 (Challenge)
What are three fractions with different denominators that add up to 7/8?
Card 10
What are two fractions with different denominators that have a difference of 1/4?
Card 13
What are three fractions with the same denominator that have a difference of 3/8?
Card 16 (Challenge)
What are three fractions with different denominators that have a difference of 1/3?
Addition and subtraction of fractions — activity cards
Volume 10
Card 2
What are two fractions with different denominators that add up to 5/8?
Card 5
What are three fractions with the same denominator that add up to 1/2?
Card 8 (Challenge)
What are three fractions with two different denominators that add up to 9/10?
Card 11
What are two fractions with different denominators that have a difference of 1/6?
Card 14
What are three fractions with a denominator of 12 that have a difference of 1/3?
Card 17 (Challenge)
What are three fractions with different denominators that have a difference of 1/2?
Card 3
What are two fractions with different denominators that add up to 11/12?
Card 6
What are two fractions with different denominators that add up to 1/3?
Card 9 (Challenge)
What are three fractions with three different denominators that add up to 7/12?
Card 12
What are two fractions with different denominators that have a difference of 2/5?
Card 15
What are three fractions with a denominator of 10 that have a difference of 1/5?
Card 18 (Challenge)
What are three fractions with different denominators that have a difference of 1/12?
U27667_activity card sheet
Addition and Subtraction of Fractions Activity Card Answer Key
Note:
Answers may vary. These are sample responses.
U27667_activity card answer key
Fraction bingo — game cards
center of the card and is what students should cross out on their bingo cards.
Directions:
Cut out the bingo cards, then shuffle them up. Select one and read the problem at the top of the card. The answer is the large fraction at the
U27667_game cards sheet
Addition and subtraction of fractions — worksheet
Volume 10
Directions: Use the fraction tiles provided to create the problem listed on each card. Draw a picture of what your fraction tiles look like in your answer.
Card 1
Equation:
Pictorial Model:
Card 2
Equation:
Pictorial Model:
Card 3
Equation:
Pictorial Model:
Card 4
Equation:
Pictorial Model:
Card 5
Equation:
Pictorial Model:
Card 6
Equation:
Pictorial Model:
Card 7
Equation:
Pictorial Model:
Card 8
Equation:
Pictorial Model:
Card 9
Equation:
Pictorial Model:
Name: ___________________________________ Date: ____________________________________
U27667_handout 1
Directions: Use the fraction tiles provided to create the problem listed on each card. Draw a picture of what your fraction tiles look like in your answer.
Card 10
Equation:
Pictorial Model:
Card 11
Equation:
Pictorial Model:
Card 12
Equation:
Pictorial Model:
Card 13
Equation:
Pictorial Model:
Card 16
Equation:
Pictorial Model:
Card 14
Equation:
Pictorial Model:
Card 15
Equation:
Pictorial Model:
Card 17
Equation:
Pictorial Model:
Card 18
Equation:
Pictorial Model:
U27667_handout 1
Fraction bingo game
Directions: Fill in your bingo card using all the fractions listed below. Place each fraction in any random square you choose. They do not need to be in the order listed. Each fraction should only be listed once on your card. Fractions: 1/12, 1/10, 1/8, 1/6, 1/4, 1/3, 1/2, 5/12, 7/12, 11/12, 3/10, 7/10, 9/10, 3/8, 5/8, 7/8, 5/6, 1/5, 2/5, 3/5, 4/5, 3/4, 2/3, 1
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Summer Zoo at Sundarvan
Sundarvan organizes month long summer special activities to rekindle the connection with nature and engage children with wildlife. The nature appreciation events were arranged for children of 4-15 years in the month of May. Two batches of "Mom and Me Exploring the Zoo" for the toddlers age 4-7 years were scheduled on Sundays. The programme was designed to be participated by a parent and the child, so there will be comfort zone for the participants to open up. Apart from that, the duo can spend some quality time exploring, learning and making memories at the zoo. The programme was planned for three hours with icebreaker, nature trail and art activity session. The ice breaker activity was "Tingle your Senses" where children would use their perceptive senses to identify few objects. Children were blindfolded to guess the name of the substance by smelling, tasting or touching. The nature trail at Sundarvan is most popular among children, who interact closely with range of domestic birds and feed them. The art sessions bring out the colour for the day. Guardians team up with their toddler pasting their handprints on the canvas bags provided for them. To customize it uniquely, one of the handprint is of the parent's and another is of the child.
Two batches of "Zoo Keeper for a Day", a programme for 10-15 years were arranged. This programme included an entire day filled with learning and fun. Along with close interaction of animals, the participants cleaned cages, chopped vegetables as well as fed birds and animals, such as geese, ducks, bantam hens, turkeys, guinea pigs, tortoises and more. They closely observed birds and animals such as cockatiel, love birds, hedgehog, rat
of Paris' was also taught during the workshop. The curious young zoo keepers asked number of questions and shown complete involvement in all the activities.
snakes etc., while they were being fed by the zoo keepers. Participants got a chance to interview animal keepers of Sundarvan who have more than 30 years of experience in handling and caring for animals. A presentation on zoos introduced students to history of zoos, who is who in a zoo – different staff and their role, basics of zoo management, etc. An art and science related hands-on activity of creating animal footprint casts using 'Plaster
The Young Naturalist- 4 days of fun with one overnight stay at the zoo was arranged for the age group 8-12 years. Two batches of the programme were carried out in the month of May which involved understanding of animal groups such as reptiles, birds and mammals.
the zoo and maintained a checklist of spiders. To reminisce the old days and properly mark the end of a night stay at a reptile dominated zoo, "Jurassic Park" was screened at the open air theatre. The thrill continued with the morning bird watching session, the young birders spotted and identified the birds at the zoo campus. Through such exposure, the children develop a strong bond on this green space and its biodiversity.
Touch table materials consisting of different artefacts were used to enhance the learning. A session on trees was also carried out involving activity of "Touch-Smell-Taste" where the participants were told to feel, smell and taste different parts of a tree to identify them. Two art activities were carried out, where the participants made a funny tortoise and painting animal footprints/leaves on t-shirts. During the night stay the children observed nocturnal activity of various animals at
Submitted by S. Sivakumar, Park Manager, Saymanti Bandyopadhyay, Education Officer, Meena Nareshwar, Senior Programme Co-ordinator, CEE. Email: email@example.com | <urn:uuid:80d6e58f-9d9c-4a47-99c2-f157115e1f38> | CC-MAIN-2023-06 | https://zoosprint.zooreach.org/index.php/zp/article/download/102/100/100 | 2023-02-07T21:44:35+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500641.25/warc/CC-MAIN-20230207201702-20230207231702-00025.warc.gz | 1,074,897,872 | 782 | eng_Latn | eng_Latn | 0.99829 | eng_Latn | 0.998334 | [
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Introduction
The semicolon is possibly the most misunderstood and misused punctuation mark in English grammar. It's useful to know that unlike a comma or a full stop, it is not necessary to use a semicolon; you could choose to avoid them. However, used correctly, the semicolon can bring both clarity and nuance to your writing.
There are two essential ways to use a semicolon. The first is relatively straightforward and separates a list of items in a sentence; the second separates independent clauses, while connecting them as related ideas.
1. Listing items
Semicolons can be used to link items in a list, such as objects, locations, names and descriptions. Where the list items already contain commas, a semicolon helps avoid confusion between the items; in this way the semicolon acts like a 'super comma'.
For example –
Michaela was keen to travel to as many European countries and their cities as possible and her itinerary included France, Paris; Austria, Vienna; Italy, Rome; and Germany, Berlin.
A colon can be used to introduce a list that separates items with semicolons.
For example –
There was a mess on her desk that needed to be sorted: stacks of books were piled on each side, both precarious in height and close to toppling; pens were scattered around, some with lids, others with none; apple cores, half-finished bowls of nuts and chocolate wrappers were left under papers, on top of books and stuffed into drawers; cold cups of coffee were stacked to one side.
Another example –
According to T.H. Marshall's classic typology, citizenship rights are divided into three 'generations': civil rights, such as freedom of speech; political rights, such as the right to vote; and social rights, such as the right to work. (Matilda Handsley-Davis)
2. Linking two independent clauses that are closely related, to indicate their connection.
To use a semicolon correctly in this way, it is important to understand what constitutes an independent clause, also known as a grammatically simple sentence.
What is an independent clause?
An independent clause contains two elements: a noun, (or subject), and a verb, (or predicate).
'I am.' This is an example of the simplest independent clause. 'I' is the noun; 'am' is the verb.
'I am hungry.' This is also an independent clause, with the addition of an adjective.
Here is another independent clause, which contains more than one noun: 'A bowl of laksa sits on the table in front of me.'
These two independent clause examples mentioned above are clearly related. Using a semicolon, instead of a full stop, to divide (and connect) them, subtly adds further meaning (such as intensifying the hunger and future action of the narrator). I am hungry; a bowl of laksa sits on the table in front of me.
A semicolon is one way to correctly join two independent clauses and make them into one sentence. Semicolons can be effective when used to join longer sentences, particularly when building an argument. They can also be used to successively join and build ideas.
Here is an example –
Therefore, it is inaccurate to characterise the socialist realist art of the 1930s as simply the product of uniformly oppressive Stalinist policy; socialist realism was also driven from below by some artists and by the public. (Matilda Handsley-Davis)
A coordinating conjunction might be placed after the semicolon for contrast or emphasis. (Coordinating conjunctions can be remembered by the acronym FANBOYS: for, and, nor, but, or, yet, so.)
For example –
In this narrative analysis, I chose research participants whose work aligned with the theories previously described; yet these participants didn't always express views that aligned with those theories during our interviews.
A conjunction adverb (such as however or consequently or significantly) might also be placed after the semicolon.
For example –
Many of these were unique sequences of known human oral bacteria; however, several taxa had not previously been identified in human oral microbiota (Table 6). (Matilda Handsley-Davis)
Finally, a transitional phrase (such as for example, or as a result) can be used after the semicolon to connect the two related ideas.
For example –
Sedentary hours could also reflect socioeconomic factors; for example, the type of job an individual has is typically linked to sedentary hours. (Matilda Handsley-Davis)
The main thing to remember is that independent clauses need to be held apart in some way. This can be done with punctuation, including a full stop, colon, dash, or a semicolon. Independent clauses cannot be held apart by a comma; this is known as a comma splice.
Comma Splices
I am hungry, a bowl of laksa sits on the table in front of me.
Joining two independent clauses with a comma creates what is often referred to as a comma splice. A comma splice is a grammatically incorrect sentence. Comma splices might be used in creative writing to create 'effect', but they are best avoided as they
very easily lead to a lack of clarity. They should not be used in formal, professional or academic writing.
Run On Sentences
I am hungry a bowl of laksa sits on the table in front of me.
Run on sentences occur when two independent clauses are joined without any punctuation. A run on sentence is also grammatically incorrect and is confusing and difficult to understand.
The semicolon both separates two independent clauses, and links them at the same time.
Why use a semicolon to join two independent clauses?
There are a number of reasons you might choose to use a semicolon to bring precision, subtlety and nuance to your writing.
A semicolon can:
- Help organise longer sequences of sentences in an ordered way
- Provide a means for advancing an argument, particularly to demonstrate causal relationship between two ideas or things
- Show how the second independent clause might explain the first independent clause
- Demonstrate a close relationship between two ideas without using more words to explain that relationship
- Emphasise or contrast the second independent clause; this can be achieved with the use of a conjunction, such as and or but after the semicolon.
What does a semicolon 'sound' like?
Punctuation shows a reader how to 'hear' your writing, when to pause and for how long. A semicolon is tougher than a comma and gentler than a full stop, and its 'sound' sits right in the middle of the two. A comma indicates a small pause and upward inflection of the voice, while a full stop indicates a longer pause and drop in modulation. A semicolon indicates a pause that is almost as long as a full stop, but there is an upward inflection in the voice, similar to that of a comma. This is helpful to know when reading aloud, which is the most effective way to rewrite and edit. Training yourself to 'read' punctuation aloud forces you to hear what is on the page, rather than what you think is on the page.
Because the semi-colon can bring nuance to writing, they also ask a little more of readers. The semicolon says: these two ideas are connected; and sometimes there is a subtlety in that connection that requires the reader to read closely for that connection. They can also create long sentences, which can be tiring for the reader. For these reasons, it is advisable to use semicolons sparingly.
References
Clark, Roy Peter. Writing Tools: 50 Essential Strategies for Every Writer. New York: Little Brown, 2006.
Graham, Robert, et al., editors. The Road to Somewhere. Second ed., Palgrave MacMillan, 2014.
Strunk, William, and E. B. White. The Elements of Style. Macmillan, 1979.
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A Textbook Of Practical Botany
1. Introduction to Laboratory 2. Experiments in Plant Physiology 3. Biochemistry 4. Biotechnology 5. Ecology 6. Plant Utilization 7. Project Reports Appendix.
A Text Book Of Practical Botany - 1Rastogi PublicationsA Text Book Of Practical Botany 2Rastogi PublicationsA Textbook of Practical Botany
Botany: An Introduction to Plant Biology, Seventh Edition provides a modern and comprehensive overview of the fundamentals of botany while retaining the important focus of natural selection, analysis of botanical phenomena, and diversity.
This is a discovery book about plants. It is for students In the first section, introduction to plants, there are sev of botany and botanical illustration and everyone inter eral sources for various types of drawings. Hypotheti ested in plants. Here is an opportunity to browse and cal diagrams show cells, organelles, chromosomes, the choose subjects of personal inter. est, to see and learn plant body indicating tissue systems and experiments about plants as they are described. By adding color to with plants, and flower placentation and reproductive the drawings, plant structures become more apparent structures. For example, there is no average or stan and show how they function in life. The color code dard-looking flower; so to clearly show the parts of a clues tell how to color for definition and an illusion of flower (see 27), a diagram shows a stretched out and depth. For more information, the text explains the illus exaggerated version of a pink (Dianthus) flower (see trations. The size of the drawings in relation to the true 87). A basswood (Tifia) flower is the basis for diagrams size of the structures is indicated by X 1 (the same size) of flower types and ovary positions (see 28). Another to X 3000 (enlargement from true size) and X n/n source for drawings is the use of prepared microscope (reduction from true size). slides of actual plant tissues.
Gardening can be frustratingly shrouded in secrecy. Fickle plants make seemingly spontaneous decisions to bloom or bust, seeds sprout magically in the blink of an eye, and deep-rooted mysteries unfold underground and out of sight. Understanding basic botany is like unlocking a horticultural code; fortunately learning a little science can reveal the secrets of the botanical universe and shed some light on what's really going on in your garden. Practical Botany for Gardeners provides an elegant and accessible introduction to the world of botany. It presents the essentials that every gardener needs to know, connecting explanations of scientific facts with useful gardening tips. Flip to the roots section and you'll not only learn how different types of roots support a plant but also find that adding fungi to soil aids growth. The pruning section both defines "lateral buds" and explains how far back on a shoot to cut in order to propagate them. The book breaks down key areas and terminology with easy-to-navigate chapters arranged by theme, such as plant types, plant parts, inner workings, and external factors. "Great Botanists" and "Botany in Action" boxes delve deeper into the fascinating byways of plant science. This multifaceted book also includes two hundred botanical illustrations and basic diagrams that hearken to the classic roots of botany. Part handbook, part reference, Practical Botany for Gardeners is a beautifully captivating read. It's a must for garden lovers and backyard botanists who want to grow and nurture their own plant knowledge.
This book is thoroughly revised and enlarged fifth edition. This volume covers the syllabus of UGC model curriculum and the syllabus prescribed in other Indian Universities situated in different parts of the country. • It has been divided into two units :Diversity of seeds plants and Their Systematics ;Structure, Development and Reproduction in Flowering Plants. • Several new descriptions and laboratory exercises have beed added.
1. Introduction 2. The Method of Studying Angiospermic Plant 3. Description of Plants 4. Plants and Human Welfare 5. Embryology of Angiosperms 6. Anatomy 7. Illustrated Glossary of Anatomical Terms 8. Ecology 9. Biostatistics (Biometry) 10. Cytology and Genetics 11. Experiments in Plant Physiology Appendix
Practical Biology for Advanced Level and Intermediate Students, Fifth Edition is an eight-part laboratory manual covering the syllabuses in biology of the advanced level students and other examinations of similar standard. The Introduction presents general instructions for practical work and for the keeping of practical notebooks and a list of apparatus and instruments required, as well as a summary of the characteristics of living organisms, the differences between plants and animals and the principles of plant classification. Part I describes first the features and uses of a microscope, followed by a presentation of guidelines for the preparation of microscopical slides. Parts II to IV are devoted to the evaluation of the form, structure, the microscopical structure of tissues and organs, and the very important aspect of their mode of
The abilities to think critically and communicate effectively are the most important skills that a student can develop during his or her formal education. Consequently, the book has been written in such a way to develop those skills as they learn about plants, what plants are, how they function, how they interact with each other and the environment, where they came from, and how we use them. As is the nature of all textbooks, it contains an abundance of interesting facts but the real emphasis of this practical book is how we know. The book emphasized on the details of practical knowledge and reduced the overwhelming number of new terms that usually appear in the text. In place of that, authors substituted more of the process of science. The book emphasis on scientific process involves explaining botany as botany is done. Specifically, author describe the competing hypotheses that botanists have devised to answer questions about botanical phenomena, the experiments done by botanists to test these hypotheses, interpretations of data, and the many unanswered questions and unresolved conflicts that remain. This approach differs significantly from that of merely presenting definitions and the conclusions of experiments. Volume 1 Chapter 1: Cryptogam and Phanerogams; Chapter 2: Fungi; Chapter 3: Lichens; Chapter 4: Microbiology; Chapter 5: Plant Pathology; Chapter 6: Bryophyta Plant; Chapter 7: Pteridophyta Plant; Chapter 8: Gymnosperms Plant; Chapter 9: Palaeobotany; Chapter 10: Plants of Economic Value; Chapter 11: Viva-voce; Chapter 12: Methods, Materials and Techniques Volume 2 Chapter 1: Morphology; Chapter 2: Plant Taxonomy (Systematic Botany); Chapter 3: Plant Physiology; Chapter 4: Plant Anatomy; Chapter 5: Plant Ecology; Chapter 6: Cytology; Chapter 7: Embryology; Chapter 8: Viva-voce. Botany 101 for professionals who want a summary of planting design fundamentals.
Page 1/3
functioning. Parts V to VIII explore the biochemical, embryological, and genetic aspects of life. These parts also consider other forms and modes of life, including insectivorous plants, fungi, bacteria, saprophytism, symbiosis, commensalism, and parasitism. This book is directed toward advanced and intermediate level botany teachers and students.
Science education is experiencing a revitalization, as it is recognized that science should be accessible to everyone, not just society's future scientists. One way to make the study of science more substantive to the non-major is to require a laboratory component for all science courses. The subject of applied botany with its emphasis on the practical aspects of plant science, the authors believe, will be appealing to the non-major as it exemplifies how a basic science can be applied to problem solving. Laboratory Manual for Applied Botany will make students realize that the study of plants is relevant to their lives and that they can participate in the discovery process of science. Although the manual includes much of the basic plant anatomy found in standard botany manuals, it differs in taking a practical approach, examining those plants and plant products that have sustained or affected human society.
The Sixth Edition of Botany: An Introduction to Plant Biology provides a modern and comprehensive overview of the fundamentals of botany while retaining the important focus of natural selection, analysis of botanical phenomena, and diversity.
Practical Botany for Advanced Level and Intermediate Students, Fifth Edition is a five-part laboratory manual covering the syllabuses in Botany of the advanced level students and other examinations of similar standard. This laboratory manual must be used in conjunction with textbooks of botany. The Introduction presents general instructions for practical work and for the keeping of practical notebooks and a list of apparatus and instruments required, as well as a summary of the characteristics of living organisms, the differences between plants and animals and the principles of plant classification. Part I describes the features and methods of use of the microscope, while Part II contains intensive discussions on the evaluation of the morphological, cytological, and histological aspects of plants. The remaining parts cover the biochemical, physiological, and genetic aspects of the plant experiments. This book is directed toward advanced and intermediate level botany teachers and students.
To study a plant in detail is to make a fascinating journey of discovery. Even plants we think we know well will often surprise us as we look at the intricacy of their structure and how they are put together. This fascinating guide explains what flowering plants are and their relationship to other groups of plants. With drawings, paintings and photographs throughout, it advises on how to carry out a botanical study and will prove essential reading for botanical artists, photographers and all those wishing to gain a greater understanding of flowering plants. Contents include: practical advice on techniques, tools and other equipment used in botanical work; the structure and function of the main parts of the flowering plant, highlighting features that are important in illustration for botanical purposes; suggestions for projects, which can be used to assess your understanding or stimulate the start of a new project. Superbly illustrated with 366 colour images.
First published in 1910, "Practical Plant Physiology" is an accessible guide to elementary botany. Originally designed for students and teachers, it offers an introductory outline of the experiments and experimental methods used in botany and plant investigation, as well as other useful information related to the subject. This volume will be of considerable utility to those with an interest in plants and botany, and it would make for a fantastic addition to collections of allied literature. Contents include: "The Problem of Plant-Physiology and the Method by which They are to be Solved", "Germination", "The Mode of Germination of Seeds", "The Parts of the Seed and Seedling", "The Resting and Active States of Seeds", "The Food-Materials of Seeds", "Changes During Germination", etc. Many vintage books such as this are increasingly scarce and expensive. It is with this in mind that we are republishing this volume now complete with a specially-commissioned new introduction on botany.
1. Introduction 2. The Method of Studying Angiospermic Plant 3. Description of Plants 4. Plants and Human Welfare 5. Embryology of Angiosperms 6. Anatomy 7. Illustrated Glossary of Anatomical Terms 8. Ecology 9. Biostatistics (Biometry) 10. Cytology and Genetics 11. Experiments in Plant Physiology Appendix.
The strength of this book is that it is written by someone who has spent a lifetime devoted to the science of economic botany. The author has brought together his vast experience in the field in Africa with his studies of arid land plants at the Royal Botanic Gardens, Kew. The result is an informative and reliable text that covers a vast range of topics. It is also firmly based upon the author's research and interest in plant taxonomy and therefore fully acknowledges the importance of correct naming and classification in the field of science of economic botany. The coverage is of economic botany in its broadest sense. I was delighted to find such topics as ecophysiology, plant breeding, the environment and conservation are included in the text. This gives the book a much more comprehensive coverage than most other texts on the subject. I was also glad to see that the book covers the use of various organisms that are no longer considered part of the plant kingdom such as various species of fungi and algae. It is indeed a broad ranging book that will be of use to many people interested in the uses of plants and fungi. Economic botany is once again being given more prominence as a discipline because of its enormous relevance to both conservation and sustainable development. Those people involved in those topics shOUld find this a most useful resource. Forensic Botany: A Practical Guide is an accessible introduction to the way in which botanical evidence is identified, collected and analysed in criminal cases. Increasingly this form of evidence is becoming more important in forensic investigation and yet there are few trained botanists able to assist in such cases. This book is intended to show how useful simple collection methods and standard plant analysis can be in the course of such investigations and is written in a clear and accessible manner to enhance understanding of the subject for the nonspecialist. Clearly structured throughout, this book combines well known collection techniques in a field oriented format that can be used for casework. Collection of evidence differs from formal plant collection in that most professional plant collectors are gathering entire plants or significant portions of a plant for permanent storage and reference. Evidence frequently consists of fragments, sometimes exceedingly tiny. Exemplars (examples of reference plants) are collections of plants made in the manner a botanist would collect them. These collections are necessary to link or exclude evidence to or from a scene. Various methods that allow easy collection, transportation, and preservation of evidence are detailed throughout the book. This book is written for those who have no formal background working with plants. It can be used as a practical guide for students taking forensic science courses, law enforcement training, legal courses, and as a template for plant collection at any scene where plants occur and where rules or laws are involved. Veterinarians, various environmental agencies, anthropologists, and archeologists are examples of disciplines that are more recently in need of plant evidence. Veterinarians are becoming more active in pursuing cases of animals that have been abused or are victims of illegal killing. Anthropologists and archeologists are often called to help with body recovery in outdoor environments. Environmental agencies are increasingly forced to adopt rules for resource protection, are in need of a guide for procedures for plant evidence collection and application. The format of the book is designed to present the reader with all the information needed to conduct a botanical analysis of a crime scene; to highlight the forensic significance of the botanical evidence that may be present; how to collect that evidence in the correct manner and preserve and store that evidence Page 2/3
Copyright : www.treca.org appropriately- also shows how to conduct a laboratory analysis of the plants.
Copyright: 72808f213b95bc1f35996ec7fc32e475
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Find out more by visiting our website www.health.qld.gov.au/oralhealth
First Dental Visit
Children need a dental check-up by their second birthday
This will check the health of the mouth and teeth and help get children used to regular dental visits.
* Tooth decay can start as soon as teeth appear. It may not cause pain in its early stages.
* A dental check-up will help pick up any problems with the teeth or mouth early - before they become severe.
Don't wait until there is a problem – children need regular dental check-ups
Tips for a positive first dental visit
* Let your child watch you or an older sibling have a check-up.
* Schedule appointments for the morning so tiredness is not a problem.
* Talk about what will happen at the dentist: counting teeth and learning to care for them.
* If your child is unsure, have them sit on your lap in the dental chair during their check-up.
* Avoid using words such as "drill" or "needle".
* Let the dental team know of any medical condition or past-experience that might affect your child's behaviour.
* Dental practitioners are trained to make children feel comfortable and first visits a positive experience.
Did you know your child may be eligible for free public oral health care? | <urn:uuid:d960d51f-01c6-47a3-8049-b01d5da10715> | CC-MAIN-2023-06 | https://www.health.qld.gov.au/__data/assets/pdf_file/0014/1130720/first-dental-visit-brochure.pdf | 2023-02-07T22:14:52+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500641.25/warc/CC-MAIN-20230207201702-20230207231702-00025.warc.gz | 789,485,796 | 258 | eng_Latn | eng_Latn | 0.982585 | eng_Latn | 0.998667 | [
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Life Science Question And Answer
Author Page Keeley continues to provide KOCo12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroomOCothe formative assessment probeOCoin this first book devoted exclusively to life science in her Uncovering Student Ideas in Science series. Keeley addresses the topics of life and its diversity; structure and function; life processes and needs of living things; ecosystems and change; reproduction, life cycles, and heredity; and human biology." UGC NET LIFE SCIECNE unit-9
UGC NET LIFE SCIECNE unit-11
**This is the chapter slice "Adaptations Gr. 1-5" from the full lesson plan "Hands-On - Life Science"** Spark curiosity in this great big world of ours by discovering how everything works and lives together with our Hands-On Life Science resource for grades 1-5. Combining Science, Technology, Engineering, Art, and Math, this resource aligns to the STEAM initiatives and Next Generation Science Standards. Dive right in by getting a firsthand look at ecosystems and building your own terrarium. Make information sheets for plants and animals, complete with hand-made drawings. Design your own food chain while grasping the knowledge about producers, consumers and decomposers. See what traits you inherited from your parents while learning about different adaptations. Learn about life cycles by studying a caterpillar's marvelous transformation into a butterfly. Explore your own brain with memory games and tracking your heart rate and dreams while you sleep. Each concept is paired with hands-on experiments and comprehension activities to ensure your students are engaged and fully understand the concepts. Reading passages, graphic organizers, before you read and assessment activities are included.
Real-Life Science Mysteries
UGC NET unit-10 LIFE SCIENCE Ecological Principles book with 600 question answer as per updated syllabus
UGC NET unit-5 LIFE SCIENCE Developmental Biology book with 600 question answer as per updated syllabus The Mind
Middle School Life Science
Life Science (Teacher Guide)
Real-Life Science Mysteries puts an exciting new spin on scientific thinking by profiling reallife scientists, showing students in grades 5-8 ways they can use science in their everyday lives. From a biologist studying the habits of garter snakes in Manitoba, Canada, to a landscape designer and greenhouse owner in Ohio, the scientists in this book share information and solutions to the thorniest problems they face in their scientific careers. With the more than 30 activities included in Real-Life Science Mysteries, students will be required to try their hand at solving common science problems and performing experiments while learning about real people from diverse backgrounds, all of whom share a love for discovering how they work, why things work, and how they can work better. This book is perfect for any science classroom or young scientists looking to increase their knowledge! Grades 5-8
UGC NET LIFE SCIECNE unit-5
"With a solid foundation of basic science knowledge and a basic understanding of concepts and vocabulary, students will be prepared for higher-order thinking and inquiry-based activities"--Back cover.
Exam Revision from the year 2015 in the subject Biology - General, Basics, Nirma University, language: English, abstract: This is a compilation of more than 100 multiple choice questions pertaining to different areas of biological sciences. This compilation is intended to be helpful to those who are preparing for appearing in any of the competitive examinations at various levels. Questions mainly are from the fields of Microbiology, Biochemistry, Biotechnology, Immunology, Biomedical Engineering, etc. All correct answers are put in bold face for immediate reference of the reader. Teachers may also find some questions from this compilation suitable for inclusion in various test papers.
Grid Computing in Life Sciences
Hands-On - Life Science: Ecosystems Gr. 1-5
Life Science Ethics
Cranial Creations in Life Science
The National Science Foundation and the Life Sciences
Objective Life Science 4Ed : MCQs for Life Science Examination (CSIR, DBT, ICAR, ICMR, ASRB, IARI, SET & NET)
UGC NET LIFE SCIECNE unit-4
Spark curiosity in this great big world of ours by discovering how everything works and lives together with our Hands-On Life Science resource for grades 1-5. Combining Science, Technology, Engineering, Art, and Math, this resource aligns to the STEAM initiatives and Next Generation Science Standards. Dive right in by getting a firsthand look at ecosystems and building your own terrarium. Make information sheets for plants and animals, complete with hand-made drawings. Design your own food chain while grasping the knowledge about producers, consumers and decomposers. See what traits you inherited from your parents while learning about different adaptations. Learn about life cycles by studying a caterpillar's marvelous transformation into a butterfly. Explore your own brain with memory games and tracking your heart rate and dreams while you sleep. Each concept is paired with reproducible hands-on experiments and comprehension activities to ensure your students are engaged and fully understand the concepts. Reading passages, graphic organizers, before you read and assessment activities are included.
Fosters greater understanding in cell and human biology, genetics, microbiology and zoology. Engages student interest and builds habits of mind CUET MSc Life Science Practice Set Book 3400+ Question Answer Unit Wise [8 UNits] With Explanations Question BankDIWAKAR EDUCATION HUB
Interdisciplinary and Cooperative Activities
Real-Life Science
UGC NET unit-9 LIFE SCIENCE Diversity of Life Forms book with 600 question answer as per updated syllabus
UGC NET unit-11 LIFE SCIENCE Evolution and Behavior book with 600 question answer as per updated syllabus
**This is the chapter slice "Ecosystems Gr. 1-5" from the full lesson plan "Hands-On - Life Science"** Spark curiosity in this great
Jumpstarters for Life Science, Grades 4 - 8 Master the Scientific Method with Fun Life Science Projects
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big world of ours by discovering how everything works and lives together with our Hands-On Life Science resource for grades 1-5. Combining Science, Technology, Engineering, Art, and Math, this resource aligns to the STEAM initiatives and Next Generation Science Standards. Dive right in by getting a firsthand look at ecosystems and building your own terrarium. Make information sheets for plants and animals, complete with hand-made drawings. Design your own food chain while grasping the knowledge about producers, consumers and decomposers. See what traits you inherited from your parents while learning about different adaptations. Learn about life cycles by studying a caterpillar's marvelous transformation into a butterfly. Explore your own brain with memory games and tracking your heart rate and dreams while you sleep. Each concept is paired with hands-on experiments and comprehension activities to ensure your students are engaged and fully understand the concepts. Reading passages, graphic organizers, before you read and assessment activities are included.
Practice good scientific techniques while studying cells, plants, animals, DNA, heredity, ecosystems, and biomes! In Life Science Quest, activities use common classroom materials and is perfect for individual, team, or whole-group projects. It also includes a glossary, standards lists, unit overviews, and enrichment suggestions. it is great as core curriculum or supplement, and also supports NSE standards. --Mark Twain Media Publishing Company specializes in providing captivating, supplemental books and decorative resources to complement middle- and upper-grade classrooms. Designed by leading educators, the product line covers a range of subjects including mathematics, sciences, language arts, social studies, history, government, fine arts, and character. Mark Twain Media also provides innovative classroom solutions for bulletin boards and interactive whiteboards. Since 1977, Mark Twain Media has remained a reliable source for a wide variety of engaging classroom resources. -
CK-12 Foundation's Life Science for Middle School FlexBook covers the following chapters:Studying Life- Nature of science: scientific method. tools used in science and safety in research.Introduction to Living Organisms- what they are, what they are made of, and classification. Introduces carbs, lipids, proteins, and nucleic acids.Cells and Their Structures- what they are, what they are made of, organelles and eukaryotic vs. prokaryotic.Cell Functions- active transport, passive transport, photosynthesis, and cellular respirationCell Division, Reproduction, and DNA- mitosis, meiosis, DNA, RNA, and protein synthesisGeneticsMendel's peas to gene therapy.Evolution- Darwin's natural selection, history of life and evidence of evolution.Prokaryotesproperties and characteristicsProtists and Fungi- properties, characteristics, reproduction and metabolismPlants- nonvascular & vascular, gymnosperms & amniosperms and hormones/tropismsIntroduction to Invertebrates- sponges, cnidarians, and wormsOther Invertebrates- mollusks, echinoderms, arthropods, and insectsFishes, Amphibians, and Reptiles- fishes, amphibians, and reptilesBirds and Mammals- characteristics, properties, diversity and significanceBehavior of Animals- communication, cooperation, mating and cyclesSkin, Bones, and Muscles- skeletal, muscular and integumentary systemsFood and the Digestive System- nutrition and digestionCardiovascular System- heart, blood, vessels and cardiovascular healthRespiratory and Excratory Systems- breathing and elimination of wasteControlling the Body- Nervous SystemDiseases and the Body's Defenses- Diseases and the immune responseReproduactive System and Life Stages- Reproduction, fertilization, development and healthFrom Populations to the Biosphere- Ecology: Communities, ecosystems, biotic vs. abiotic factors, and biomesEcosystem DynamicsFlow of energy, recycling of matter, and ecosystem changeEnvironmental Problems- Pollution, renewable vs nonrenewable resources, habitat destruction & extinction, and biodiversityGlossary
**This is the chapter slice "Food Chains Gr. 1-5" from the full lesson plan "Hands-On - Life Science"** Spark curiosity in this great big world of ours by discovering how everything works and lives together with our Hands-On Life Science resource for grades 1-5. Combining Science, Technology, Engineering, Art, and Math, this resource aligns to the STEAM initiatives and Next Generation Science Standards. Dive right in by getting a firsthand look at ecosystems and building your own terrarium. Make information sheets for plants and animals, complete with hand-made drawings. Design your own food chain while grasping the knowledge about producers, consumers and decomposers. See what traits you inherited from your parents while learning about different adaptations. Learn about life cycles by studying a caterpillar's marvelous transformation into a butterfly. Explore your own brain with memory games and tracking your heart rate and dreams while you sleep. Each concept is paired with hands-on experiments and comprehension activities to ensure your students are engaged and fully understand the concepts. Reading passages, graphic organizers, before you read and assessment activities are included.
UGC NET unit-3 LIFE SCIENCE Fundamental Processes book with 600 question answer as per updated syllabus Gate Life Science Biochemistry [XL-Q] Question Answer Book 3000+ MCQ As Per Updated Syllabus
UGC NET unit-4 LIFE SCIENCE Cell Communication and Cell Signaling book with 600 question answer as per updated syllabus Life Science: Origins & Scientific Theory Parent Lesson Plan
Origins & Scientific Theory
SET Life Science: Solved Exam Questions
How to use this lesson planner This course is intended to help a student assess information about evolution and creation, and based on the information provided for each, form his or her own understanding of this issue. The author spent 30 years in a challenge to prove evolution, yet the more he learned, the more the truth of God's Word became apparent in the evidence and interviews he found while travelling the world speaking to scholars, museum officials, and viewing artifacts. While originally designed for classroom use, this course represents substantial value and flexibility for those who choose to home educate. The content and organization of the teacher manual, means that this course can be used by more than one student at a time, or even multiple times for a single student without reusing course testing materials. Chapter Objectives:These are presented in a way that is perfect for students to answer in a notebook – having students copy the question and then answer in the notebook is even more helpful by putting the question and answer in proximity and context. These notes in combination with the chapter tests are excellent resources for preparing for sectional tests (if given) or a final exam at the end. Chapter objective can be shared with a student or students, and then kept in a binder for future use if needed. Students are also encouraged to keep these questions and answers for pre-test studying. Chapter Exams: For each chapter, an A, B and C test is provided in the teacher's manual. Here is how you can extend your use of this material: Option 1: You can follow the instructions in the book which are designed for one student. Or you can modify one of the following options for your student, and still have enough course materials to use the course multiple times. Option 2: You could have up to three students taking the course at the same time, with each student
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having different tests if you assign each Test A to one student, Test B to another, and Test C to a third. This insures each student has a different test and educators can better assess each student's individual understanding of the material at each point. Alternate sectional and final exams are included in this manual for your convenience. Option 3: Adjust the testing and materials to your educational program. For example, each chapter test could be used as additional worksheet material for one or more students, with only the included sectional exams to be administered. Or even just use a final exam for testing comprehension of material if you wish to assign several essays, project, or a term paper based on individual questions of your choice from the exams and objectives or based on a chapter topic. This option would allow for additional writing and research opportunities and for some students, while engaging them more fully in comprehension and application of knowledge for this educational material. Sectional Exams: If used for a single student, a combination of "B" tests from the teacher's manual form the basis of a sectional exam. Alternate sectional exams are included in this package to give you added flexibility in using this course per your own educational program needs whether are teaching one or multiple students at one time, or for future use. Final Exam: "C" tests form a 190 page final exam if you are using the book per its instructions. If you are choosing one of the alternate options discussed, you will find an alternate final exam in this packet for your convenience. Passing the GED Science Test has never been easier Does the thought of taking the GED Science Test make you sweat? Fear not! With the help of GED Science Test For Dummies, you'll get up to speed on the new structure and computer-based format of the GED and gain the confidence and know-how to pass the Science Test like a pro. Packed with helpful guidance and instruction, this hands-on test-prep guide covers the concepts covered onthe GED Science Test and gives you ample practice opportunities to assess your understanding of Life Science, Physical Science, and Earth and Space Science. Designed to test your understanding of the fundamentals of science reasoning and the ability to apply those fundamentals in realistic situations, the GED Science Test can be tough for the uninitiated. Luckily, this fun and accessible guide breaks down each section of the exam into easily digestible parts, making everything you'll encounter on exam day feel like a breeze! Inside, you'll find methods to sharpen your science vocabulary and data analysis skills, tips on how to approach GED Science Test question types and formats, practice questions and study exercises, and a full-length practice test to help you pinpoint where you need more study help. Presents reviews of the GED Science test question types and basic computer skills Offers practice questions to assess your knowledge of each subject area Includes one full-length GED Science practice test Provides scoring guidelines and detailed answer explanations Even if science is something that's always made you squeamish, GED Science Test For Dummies makes it easy to pass this crucial exam and obtain your hard-earned graduate equivalency diploma. How do tiny bugs get into oatmeal? What makes children look like--or different from--their parents? Where do rotten apples go after they fall off the tree? By presenting everyday mysteries like these, this book will motivate your students to carry out hands-on science investigations and actually care about the results. These 20 open-ended mysteries focus exclusively on biological science, including botany, human physiology, zoology, and health. The stories come with lists of science concepts to explore, grade-appropriate strategies for using them, and explanations of how the lessons align with national standards. They also relieve you of the tiring work of designing inquiry lessons from scratch. The idea of the book entitled "Objective Life Science: MCQs for Life Science Examination" was born because of the lack of any comprehensive book covering all the aspects of various entry level life science competitive examinations in particular conducted by CSIR, DBT, ICAR, ICMR, ASRB, IARI, State and National Eligibility Test, but not limited to. This book, covers all the subjects of life science under 13 section namely, 1. Molecules and their interaction relevant to biology; 2. Cellular organization; 3. Fundamental processes; 4. Cell communication and cell signaling; 5. Developmental biology; 6. System physiology – Plant; 7. System physiology – Animal; 8. Inheritance biology; 9. Diversity of life forms; 10. Ecological principles; 11. Evolution and behavior; 12. Applied biology and 13. Methods in biology. Each Section has been further divided into two parts with 200 short tricky questions and 100 applied conceptual questions. Besides this, it also consist of ten full-length model practice test paper, each of 145 questions based on recent syllabus and examination pattern of CISR-UGC National Eligibility Test for Junior research fellowship and lecturership. Additional previous years solved question papers of the CSIR-UGC NET are also included to get acquainted with India's most competitive entry level exam. The ultimate purpose of this book is to equip the reader with brainstorming challenges and solution for life science and applied aspect examinations. It contains predigested information on all the academic subject of life science for good understanding, assimilation, self-evaluation, and reproducibility. Earth Science GED Science For Dummies
Just the Facts: Life Science, Grades 4 - 6
Fun activities, puzzles, and investigations!
Stories for Inquiry-based Science Teaching
CUET MSc Life Science Practice Set Book 3400+ Question Answer Unit Wise [8 UNits] With Explanations
Question Bank
Connect students in grades 4 and up with science using Jumpstarters for Life Science: Short Daily Warm-Ups for the Classroom! This 48-page resource covers life cycles, the diversity of life, and energy flow in living communities. It includes five warm-ups per reproducible page, answer keys, and suggestions for use.
UGC NET LIFE SCIECNE unit-10
The present book "SET Life Science: Solved Papers" is specially developed for the aspirants of SET Life Sciences Examinations. This book includes previous solved papers SET Life Science papers of Maharashtra, Andhra Pradesh, Karnataka, Tamil Nadu, Kerala, Gujarat and Rajasthan. Main objective of this book is to develop confidence among the candidates appearing for SET examination in the field of Life Sciences. Both fundamental and practical aspects of the subject have been covered by solved questions. This book meets the challenging requirements of CSIR-NET, GATE, IARI, BARC and Ph.D entrance of various Indian universities.
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Does nature have intrinsic value? Should we be doing more to save wilderness and ocean ecosystems? What are our duties to future generations of humans? Do animals have rights? This revised edition of "Life Science Ethics" introduces these questions using narrative case studies on genetically modified foods, use of animals in research, nanotechnology, and global climate change, and then explores them in detail using essays written by nationally-recognized experts in the ethics field. Part I introduces ethics, the relationship of religion to ethics, how we assess ethical arguments, and a method ethicists use to reason about ethical theories. Part II demonstrates the relevance of ethical reasoning to the environment, land, farms, food, biotechnology, genetically modified foods, animals in agriculture and research, climate change, and nanotechnology. Part III presents case studies for the topics found in Part II.
CK-12 Life Science for Middle School
Leadership in the Life Sciences
Hands-On - Life Science: Adaptations Gr. 1-5
Grades 5-8
Uncovering Student Ideas in Life Science
Multiple Choice Questions for Biological Sciences
CUET Life Science [PGQP22] Complete Practice Question Answer Sets 3400 +[MCQ] (Unit Wise) from Cover All 8 Units Techniques, Chromatin structure, and function, Biochemistry, Biotechnology, Microbiology Molecular Genetics, Plant Sciences, Animal Sciences Highlights of CUET Life Science Question Bank- 3400+ Questions Answer Included With Explanation 400 MCQ of Each UNit with Explanations As Per Updated Syllabus Include Most Expected MCQ as per Paper Pattern/Exam Pattern All Questions Design by Expert Faculties & JRF Holder.
"Provides an introduction to the scientific method for young readers, using easy-to-do experiments about life science"--Provided by publisher.
The idea of the book entitled "Objective Life Science: MCQs for Life Science Examination" was born because of the lack of any comprehensive book covering all the aspects of various entry level life science competitive examinations in particular conducted by CSIR, DBT, ICAR, ICMR, ASRB, IARI, State and National Eligibility Test, but not limited to. This book, covers all the subjects of life science under 13 section namely, 1. Molecules and their interaction relevant to biology; 2. Cellular organization; 3. Fundamental processes; 4. Cell communication and cell signaling; 5. Developmental biology; 6. System physiology ‒ Plant; 7. System physiology ‒ Animal; 8. Inheritance biology; 9. Diversity of life forms; 10. Ecological principles; 11. Evolution and behavior; 12. Applied biology and 13. Methods in biology. Each Section has been further divided into two parts with 200 short tricky questions and 100 applied conceptual questions. The ultimate purpose of this book is to equip the reader with brainstorming challenges and solution for life science and applied aspect examinations. It contains predigested information on all the academic subject of life science for good understanding, assimilation, self-evaluation, and reproducibility.
Middle School Life Science Teacher's Guide is easy to use. The new design features tabbed, loose sheets which come in a stand-up box that fits neatly on a bookshelf. It is divided into units and chapters so that you may use only what you need. Instead of always transporting a large book or binder or box, you may take only the pages you need and place them in a separate binder or folder. Teachers can also share materials. While one is teaching a particular chapter, another may use the same resource material to teach a different chapter. It's simple; it's convenient.
UGC NET unit-12 LIFE SCIENCE Applied Biology book with 600 question answer as per updated syllabus Texes Life Science 7-12 238 Study System
Hands-On STEAM - Life Science Gr. 1-5
Eighty-sixth Congress, First Session, Committee Print
Ten Lessons from the C-Suite of Pharmaceutical and Medical Technology Companies
Life Science Quest for Middle Grades
Give your students a jump start on science mastery. In this helpful classroom resource, short, daily warm-ups cover life cycles, the diversity of life, and energy flow in living communities. It includes five warm-ups per reproducible page, answer keys, and suggestions for use. --Mark Twain Media Publishing Company specializes in providing captivating, supplemental books and decorative resources to complement middle- and upper-grade classrooms. Designed by leading educators, the product line covers a range of subjects including mathematics, sciences, language arts, social studies, history, government, fine arts, and character. Mark Twain Media also provides innovative classroom solutions for bulletin boards and interactive whiteboards. Since 1977, Mark Twain Media has remained a reliable source for a wide variety of engaging classroom resources. -
GATE Biochemistry [Life Science] [Code- XL -Q] Practice Sets Part of Life Science [XL] 2800 + Question Answer With Explanations [Mostly] Highlights of Question Answer – Covered All 6 Chapters/Subjects Based MCQ As Per Syllabus In Each Chapter[Unit] Given 400 MCQ In Each Unit You Will Get 400 + Question Answer Based on [Multiple Choice Questions (MCQs)Multiple Select Questions (MCQs) Total 2800 + Questions Answer [Explanations of Hard Type Questions] Design by Professor & JRF Qualified Faculties
Provides engaging earth science lessons aligned to the National Science Education Standards for grades 9-12.
X-kit FET Grade 12 LIFE SCIENCE
UGC NET LIFE SCIECNE unit-12
Public Health and Public Policy
Hands-On - Life Science: Food Chains Gr. 1-5
Objective Life Science 3rd Ed. : MCQS for Life Science Examination (CSIR, DBT, ICAR, ICMR, ASRB, IARI, SET & NET)
Socio-Life Science and the COVID-19 Outbreak
Chapter Discussion Question: Teachers are encouraged to participate with the student as they complete the discussion questions. The purpose of the Chapter Purpose section is to introduce the chapter to the student. The Discussion Questions are meant to be thought-provoking. The student may not know the answers but should answer with their, thoughts, ideas, and knowledge of the subject using sound reasoning and logic. They should study the answers and compare them with their own thoughts. We recommend the teacher discuss the questions, the student's answers, and the correct answers with the student. This section should not be used for grading purposes. DVD: Each DVD is watched in its entirety to familiarize the student with each book in the course. They will watch it again as a summary as they complete each book. Students may also use the DVD for review, as Page 4/5
Everyday Life Science Mysteries
Copyright : africanamericanstudies.coas.howard.edu needed, as they complete each chapter of the course. Chapter Worksheets: The worksheets are foundational to helping the student learn the material and come to a deeper understanding of the concepts presented. Often, the student will compare what we should find in the fossil record and in living creatures if evolution were true with what we actually find. This comparison clearly shows evolution is an empty theory simply based on the evidence. God's Word can be trusted and displayed both in the fossil record and in living creatures. Tests and Exams: There is a test for each chapter, sectional exams, and a comprehensive final exam for each book.
UGC NET LIFE SCIECNE unit-3
The healthcare professionals who save and extend our lives are helpless without the medicines and technologies that have revolutionised medical care. But the industry that invents, makes and provides these indispensable tools is transforming under the pressure of ageing populations, globalisation and revolutions in biological and information technology. How this industry adapts and evolves is vitally important to every one of us. This book looks inside the heads and hearts of the people who lead the global pharmaceutical and medical technology industry. It describes how they make sense of their markets and the wider life sciences economy. It reveals what they have learned about how to lead large, complex organisations to compete in dynamic, global markets. Leadership in the Life Sciences is essential reading for anyone working in or with the pharmaceutical and medical technology industry and its halo of supporting companies. Written as ten succinct lessons, it gives the reader unique insight into what the industry's leaders are thinking. Covering topics from leadership to organisational culture, from change management to digital disruption and from competitive strategy to value-creation, each chapter distils the accumulated wisdom of those who lead the complex and turbulent life sciences industry.
Texes Test Practice Questions and Review for the Texas Examinations of Educator Standards
Jumpstarters for Life Science, Grades 4 - 12
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MATH CORE 7:
This course is student-centered and uses the Standards-based Connected Mathematics Project 3 (CMP3) textbook. Mathematical concepts are embedded within engaging problems and projects. Students develop skills and understanding as they explore the problems individually, in a group, and as a whole class. The in-class development problems and the homework exercises give students practice throughout the year with valuable standards-based concepts, pre-algebra related skills, and algorithms. Students are required to write in both an analytical and evidence-based manner.
In grade 7, instructional time will focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. Students also work towards fluently solving equations of the form px + q = r and p(x + q) = r
Students will develop a strong grasp of the Mathematical Practices:
1. Make Sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
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LIFE SKILLS WORK!
The BIG Evaluation
Two year randomized control trial on how life skills impact girls' lives.
Independent researchers from JPAL, the University of Illinois Chicago, American University and Dartmouth College together led a study in Rajasthan, India to understand how life skills program implemented by Room to Read India influences girls' lives.
2,400 girls and their parents surveyed
1/2 Half of the girls were in Room to Read India's program and half weren't
Study spanned across 119 schools and 2 years
THE STUDY'S FINDINGS
The evaluation revealed that with the support of a mentor and life skills curriculum, girls can stay in school longer and cultivate leadership and life skills in just two years.
Creative Problem Solving
Relationship Building
Decision Making
Expressing Agency Over One's Life
Two years in the Room to Read's Girls Education and Gender Equality Program (GEGEP) resulted in a 25 percent lower dropout rate
PROJECT VIJAYI
With support from IKEA Foundation, Room to Read India implemented an innovative program to empower approximately 70,000 girls through a life-skills-based intervention. This 3+ year intervention is unique, as it covers both – the direct implementation of GEGEP by Room to Read India in selected government schools and also the scale-up model, which extends elements of Room to Read India's GEGEP across all (360+) residential institutions of Rajasthan and Chhattisgarh.
EMPOWERING GIRLS TO LEAD SUCCESSFUL LIVES! IKEA PROJECT STUDY
Three years end-of-the-project study to record the effect of life skills on empowering girls
As part of the grant agreement with the IKEA Foundation, Room to Read India planned to conduct an evaluation to quantitatively measure changes in life skills and employment aspirations among girls benefitting from the intervention. However, due to school closure during COVID-19, Room to Read India shifted its research strategy and instead conducted an end-of-project review that used predominantly qualitative interviews to (A) understand how students and educators experienced the life skills intervention and (B) identify ways in which Room to Read India's implementation approach to life skills education – particularly in response to challenges presented by COVID-19 – could be improved.
180 girls, 19 teachers, and 38 wardens surveyed
Study spanned across 30 residential schools (18 from Chhattisgarh and 12 from Rajasthan)
Incorporated qualitative & quantitative mixed modality approach
THE STUDY'S FINDINGS
Students, teachers, and wardens believed the program had positively contributed to girls' lives. Overall, 98 percent of students reported that the program helped them in their daily lives, and 95 percent said it helped prepare them for the future. 87 percent reported that the program had helped or supported them during COVID-19.
Teachers and wardens believed that the program had positively influenced their lives. Implementation of the program during COVID-19 related school closures was challenging due to technology access.
Students, teachers, and wardens had strong positive impressions of the program's materials. Teachers and wardens had favorable impressions of the support they received from Room to Read India.
THE STUDY'S RECOMMENDATIONS
Explore best practices in delivering programs remotely to students
Revisit and refine the approach to virtual training of teachers
Revisit and refine the guided material support, including the student handbook
Provide more audio-visual content
ROOM TO READ INDIA TRUST
GIRLS EDUCATION
D-21, Corporate Park, Office No. 201E (B) 2nd Floor, Sector 21, Dwarka, Near Sector 8 Metro, New Delhi-110075
email@example.com
+91 11 46664999
www.roomtoreadindia.org
@roomtoreadindia
@roomtoreadindia
@roomtoreadindia
@Room to Read India
@Room to Read India
AND GENDER EQUALITY
PROGRAM
www.roomtoreadindia.org
INEQUITY AND INEQUALITY: A GENDERED CRISIS
GIRLS EDUCATION & GENDER EQUALITY PROGRAM: A SOLUTION
Room to Read India's Girls' Education and Gender Equality Program (GEGEP) ensures that adolescent girls develop the skills needed to succeed in school and make key life decisions. Room to Read India works with adolescent girls, their families, schools and local communities to understand gender-specific challenges and devise relevant solutions. The GEGEP focuses on enabling adolescent girls empower themselves through:
Online &
offline life
skills sessions
Family, school,
and community
engagement
and home
visits
In-person
and remote
mentoring
support
Need-based
online and
offline material
support
Our program goes further by supporting young people of all genders to build knowledge and skills with which they can create a gender-equal world and tackle some of the world's most pressing challenges, from climate change to poverty.
According to UNESCO reports, 4.2 million adolescent girls were out of school before the COVID-19 pandemic further shook India's secondary education scenario. With the growing challenges, adolescent girls from historically low-income communities face a bigger threat than ever. Poverty is one facet of the issues giving rise to inequities and inequalities for adolescent girls. Several other factors contribute to the pressing need for girls' education and gender equality.
9 out of 10 girls ever enrolled in school do not complete schooling
1 out of every in early grades
100 girls enrolled reaches secondary
education
An estimated 10 million girls are at risk of dropping out of school post-pandemic
1 out of every 10 female workers in India are between 15-19 years of age
An estimated 13 million girls will fall into the trap of child marriage
Some of the gender-specific challenges adolescent girls face in completing secondary education and developing life skills to make informed choices about their lives include:
Lack of voice and agency
Lack of positive role models
Lack of
resources
Lack of family and community support
SYSTEM INTEGRATION EFFORTS
We support schools, communities, and governments to observe, collaborate, and deliver GEGEP through their education systems, processes, and structures.
(January 1, 2021 to December 31, 2021)
Demonstrate the comprehensive model in selected government schools
Collaboration with the government to scale up the life skills component
Preparing the road ahead in areas of content, human resource and systems related to life skills
Scaling Up Life Skills in Residential Schools
Continuation of the ongoing program
I DO
WE DO
LIFE CHANGING LIFE SKILLS
Room to Read India believes that with the right life skills, girls can more effectively negotiate life decisions, including the decision to stay in school and break the stereotypes that affect their lives. These skills equip them to take charge, effectively respond to life situations, and identify the best solutions and implementation practices.
Gender Transformative Life Skills Curriculum
SELF-AWARENESS
(I am Valuable)
SELF-EFFICACY (I am empowered)
SOCIAL AWARENESS (We Can Do It)
1. Self-confidence 2. Expressing & managing emotions 3. Empathy
1. Self-control 2. Critical thinking 3. Decision-making 4. Perseverance
1. Communication
2. Creative problem-solving
3. Relationship-building
System Engagement and Strengthening
Group and Individual Mentorship of Girls
Peer solidarity
groups
Enhanced
Knowledge
Right
attitude
Practice enabled skilling
Agents
of change
for self
& others
I am resilient
and can overcome
challenges!
I have goals
and can make
independent,
informed choices!
I have voice and
deserve to be
heard!
I am healthy and
have control over
my body!
Facilitating Space for Inter-Generational Dialoguing
Field based
Exposure Visit
Financial learning:
to Banks/
Institutions, colleges,
Universities, women-focused
vocational organizations,
schools, etc.
Projects-service
Community
& Learning and
Community
Interaction with
Resource going in the
Speakers and public spaces
as leaders
Engagement with family, caregivers & community
Girls as leaders in community campaigns
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For any secondary school teachers who want to bring the 100 Years project to their classroom, see the lesson plans (linked as PDF's) below!
100 Years Lesson Plan 1: Sensing the Past
Introduction; 5 minutes
What is the 100 Years Project?
The 100 Years Project is an initiative from Fighting Words, linked to the Department of Culture's Decade of Centenaries programme. Our aim is to use creative writing and thinking as an access point to encourage discussion about shared identities, shared histories, historical context, and reconciliation.
Some questions to consider: Why 100 years? What do we know about society from 100 years ago? What was daily life like for a student? For a teacher? For a… shopkeeper?
Warm Up in small groups; 10 - 15 minutes
Divide the class into five small groups and give each group one of the five senses. The task for each group is to think of as many differences as possible between the experience of being alive 100 years ago vs now through the prism of their designated sense. Get each group to enter the POV of an individual waking up and going about their day and experience the whole day through the chosen sense.
Ex: The "sense of smell group" would think about (A) smells that might have been common then but have since disappeared or become less common… oilcloth bedsheets, mothballs, different toothpaste, rusty water, cooking over wood fired stove, leaded petrol, horses, oil lamps, carbolic acid, coal smoke… (B) smells that we experience now that would NOT have been part of the daily experience 100 years ago.
Get each group to share their thoughts.
Creative Prompt: Individual Writing; 20 minutes
Students create a character and a setting from the past. They might want to select an important historical event or set the story in a different country. Write a short piece and aim to use descriptions in all five senses throughout the story to evoke a strong sense of place and time. As an extra challenge, see if they can make it obvious when and where the story takes place without ever stating it explicitly.
Sharing time; 10 minutes
Invite students to share their creative efforts. Consider posting the stories online and tagging Fighting Words.
100 Years Lesson Plan 2: The Time Traveler
Introduction; 5 minutes
What is the 100 Years Project?
The 100 Years Project is an initiative from Fighting Words, linked to the Department of Culture's Decade of Centenaries programme. Our aim is to use creative writing and thinking as an access point to encourage discussion about shared identities, shared histories, historical context, and reconciliation. Why 100 years?
What do we know about society from 100 years ago? What historically significant events were happening between 1914 and 1924? How has this shaped modern life?
Warm Up in small groups; 10 minutes
How the past affects the present… imagine a time traveler who can travel backwards in time UP TO 110 years ago… What event could they change that might have a big impact on our present?
The butterfly effect is the idea that tiny, tiny incidents can have unpredictably huge consequences… ex. A butterfly flapping its wings in Peru might cause a tornado in Indonesia. What is the SMALLEST POSSIBLE action a time traveler could take that would alter the course of history?
Give each small group a few minutes to discuss and take notes, then nominate one member from each group to present the ideas gathered.
Creative Prompt: Individual Writing; 15 - 20 minutes
Students choose one of the ideas presented in the previous exercise and create a time traveling character whose "home time" is the present day. The character takes action to change something in the past and this radically alters something in their own time. Maybe think about the butterfly effect when writing: an action as inconsequential-seeming as dropping a piece of paper could spiral into huge consequences…
Sharing time; 10 minutes
Invite students to share their creative efforts. Consider posting the stories online and tagging Fighting Words. | <urn:uuid:5a99c9c8-080f-4231-b7de-d62376dfd85e> | CC-MAIN-2023-06 | https://www.fightingwords.ie/sites/default/files/2022-12/Secondary-Schools.pdf | 2023-02-07T21:13:31+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500641.25/warc/CC-MAIN-20230207201702-20230207231702-00029.warc.gz | 758,875,182 | 823 | eng_Latn | eng_Latn | 0.998095 | eng_Latn | 0.998143 | [
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Student Linguistic and Cultural Profile Grade 5
CHINESE GRADE 5 EXPECTATIONS
Student Linguistic and Cultural Profile
Grade 4
CHINESE GRADE 4 EXPECTATIONS
Chinese K-5 Grade Level Expectations
characters in calligraphy
* Sing or perform some popular children's songs, rhymes, games, poems, and/or dance
Student Linguistic and Cultural Profile
Grade 3
CHINESE GRADE 3 EXPECTATIONS
Student Linguistic and Cultural Profile Grade 2
CHINESE GRADE 2 EXPECTATIONS
traditional artifact and identify its use (such as a paper lantern)
Student Linguistic and Cultural Profile Grade 1
CHINESE GRADE 1 EXPECTATIONS
paper fans, their shape, material, and decoration determined by gender)
Student Linguistic and Cultural Profile Grade K
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Torquay College Year 1 Remote and Flexible Learning Program
Week 4 - Year 1 Remote and Flexible Learning Program
Welcome to week 4
This week we would like to say Thank you to all our parents and carers for the wonderful home schooling you are doing with your children. The home school partnership is the bed rock for student's wellbeing and learning especially during these uncertain times.
Torquay College staff appreciate all the positive feedback from families and we extend our gratitude and good wishes.
This week we are excited to start our Virtual Class Meetings via the WebEx program. This is an exciting opportunity for students and teachers to interact on line.
Virtual Class Meetings
Each class will be holding two Virtual Class Meetings with all students. This offers students an opportunity to connect with their class and class teacher. Teachers may be engaging in a community circle, a social activity, a new learning activity or explain a task. This is a wonderful opportunity for our students to connect with each other, ask questions and clarify understandings about learning that has been planned.
These class meetings will be held via WebEx. Families have access to instructions for WebEx via their platform SeeSaw (years F-2) or Google classroom (years 3-6). While these virtual class meetings are over the internet, any family not connected will continue to book one on one conferences with their teachers once a week via Sentral.
The times for each year level (starting in week 4 from Monday 5 th May)
Online safety
Please remember that it's important to continue to have discussions with your children about acceptable use of devices, and online safety especially at this time with both the number of people online and the potentially extended time students are using the internet. It could also be a great opportunity to revise or create a Family Technology Agreement - the link below will give you some ideas about how to do this.
The eSafety Commissioner has released the Australian Edition Aus edition - Global online safety advice for parents and carers (PDF, 1.1MB) resource. At this challenging time, we encourage all parents to have a read in order to support children with the safe use of technology.
Torquay College Year 1 Remote and Flexible Learning Program
Suggested Daily Schedule
Torquay College Year 1 Remote and Flexible Learning Program
Your child might like to select some of the words they need to practise from their chosen High Frequency word list and write each one in a sentence.
Reading
Complete the Reading Challenge- 'Read, Think and Ask' that has been assigned on Seesaw.
1. Choose a book to read from your home library, from EPIC or from another reading collection. It can be a fiction or non- fiction book.
2. Take a few minutes to think about the book you read and talk about it with someone at home.
3. Think of 5 questions you could ask somebody else who reads this book, to find out if they have really read the book carefully. It is almost like giving them a test!
4. Use the microphone icon to record the title of the book and your 5 questions.
** If you prefer, you can choose to use the template in the resource pack.**
Record Your Learning - When you have completed the assigned Reading Challenge, 'Read, Think, Ask', upload it to your Student Journal in the Class Folder on Seesaw.
Each day, choose a book to read together or your child can read independently. If you choose to read with your child, encourage them to read out loud. Using the 'Guided Reading Challenge Cards', have your child choose one task per day from the list to complete.
If you would like decodable books to read with your child, you could choose a book from the below website. These books are matched to the sounds that are the focus of the lesson and can be printed or downloaded to a device. There are also support tasks that you could also complete with your child if they need that additional support. https://www.speld-sa.org.au/services/phonic-books.html
You can also choose to read levelled texts assigned to you by your class teacher on www.getepic.com
Your child can go on Reading Eggs www.readingeggs.com and follow their individual programs using their usernames and passwords.
Writing
Torquay College Year 1 Remote and Flexible Learning Program
Genre –
Narrative
Your child will begin to write a short story. Refer to the
Narrative Writing Seesaw Activity
Equipment- Get out the prompt and dotted thirds paper/writing book
1. Use the prompt to help discuss a plan for your narrative. Ask your child the following.
2. Somebody - Ask your child to tell you who the character will be?
3. Wanted to - Want did the character want to do?
4. But - What problem happened to the character?
5. So - How did the character try and solve the problem?
6. Then - How does the story finish for the character?
7. Once you have finished discussing the story have a go at writing it.
8. Ask your child to re-read their writing and check for correct use of capital letters and full stops.
9. Draw a picture to match the story.
Make sure you come up with a catchy title and put today's date at the top of the page.
Record your Learning - Take a photo of your story and upload it to your Student Journal in the Class Folder on Seesaw.
Handwriting - practice formation of lowercase letters - encourage your child to say the sound of the letter as they write it. https://www.youtube.com/watch?v=oIgfKjTTvtY
There is also a copy of the Victorian Cursive Handwriting Sheet in your resource pack from Week 1.
Dictation linked to the spelling rule.
Read the sentence out and your child can write the sentence, using knowledge of spelling and punctuation.
Shut the shop at ten and go to bed.
The fish is on the red shed.
I wish I had a lot of cash to splash.
The ship has got to rush to beat the shark.
If you child would like some optional extra suggestions for writing, they might like to consider:
- writing the recipe for a meal or snack you have prepared together.
- writing down some facts they have discovered whilst reading an information book.
Maths
Torquay College Year 1 Remote and Flexible Learning Program
- writing a short imaginative story that includes a beginning, middle and ending.
- writing some simple instructions of how to make something such as building a Lego model, etc.
- writing a letter to a family member or a friend or even their teacher!
Warm Up Activity:
They're Friends of Ten - Music Video https://www.youtube.com/watch?v=o0bKIeYdvCc
Addition
1st Activity: Friends of Ten Revision
Continuing on with the friends of ten concept. Revise pairs of numbers that total ten. You could do this by using materials such as Lego, buttons or stones. Make each combination total 10 e.g. 3 red lego and 7 blue lego. Discuss 'number turnarounds' with your child (e.g. 3+7 = 10 as does 7+3 = 10). Continue with each combination.
Create a hand poster (see example). You will need: coloured paper or white paper and colour it in, a pencil, scissors and a glue stick.
Trace around your hands and cut them out. Paste the palms only onto another piece of paper making sure you leave the fingers free.
Write the 10 combinations below the hands, using the fingers to model (e.g. 2 fingers down and 8 up 2+8=10) If your child requires a challenge, increase to a total of 20 by adding another pair of hands.
Length
2nd Activity:
For this activity you will be investigating length. Refer to the Length Activity in Seesaw.
You will need: a foot, paper, pencil, scissors, objects the same size and objects around your home.
Have your child trace around their foot onto a piece of paper.
Using objects that are the same size, such as Lego blocks, dried beans or buttons, place the objects from heel to toe measuring the length of your foot.
Count your objects.
Next to your foot record your investigation: My foot is 16 beans long.
You may like to investigate with a range of objects e.g. My foot is 8 Lego blocks long.
Take a photo of your work to upload in response to the Length activity in Seesaw.
On a separate piece of paper trace around your foot again and cut it out.
Using your foot template, measure the length of a variety of objects around your house finding objects that are longer and shorter than your foot.
Inquiry
Well Being
Torquay College Year 1 Remote and Flexible Learning Program
Draw a picture or take a photo to record your investigation: My foot is longer than a toy truck and shorter than a toy tram.
Take a photo of your work to upload in response to the Length activity in Seesaw.
Can you find anything that is the same length as your foot?
Record your Learning - Take a photo of your completed Length activities and post a response to the Length Activity in Seesaw.
Mathletics and MathSeeds 3rd activity:
Your child's teacher will assign tasks related to addition and length on Mathletics.
Your child can also complete any other activities related to addition and length on Mathletics and MathSeeds.
To access easier or more challenging tasks in Mathletics and MathSeeds, use the search option to find activities that suit their level of ability.
Weather journal
The children are to make predictions for the weather each day this week and record what they see. Print a copy of the template from Seesaw or rule up a sheet of paper similar to the example below:
The children need to make a prediction of what they think the weather will be for each day of the week. Then each day have them make observations of the weather and record this on their sheet describing the weather as well as any activities they participated in that day.
They may also like to include any information from observations they have made of their weather station such as wind direction, wind speed or rain collection.
There are also a wide variety of Developmental Curriculum based tasks that can be completed by children of all ages, mostly independently, these were sent out with our resources in Week 3.
This list is also available on the school website under the DC tab in Remote Learning.
Watch Teacher Taylor's Tips for Remote Learning. A few tips from one of Geelong's favourite teachers to help get you through this period of remote and flexible learning. Check out "Harry's Remote Learning Tips" video https://www.geelongcats.com.au/video/586391/harry-s-remote-learningtips?videoId=586391&modal=true&type=video&publishFrom=1587596400001
Complete the Bully Stoppers "Being Cool Online" quiz.
https://www.education.vic.gov.au/about/programs/bullystoppers/Documents/quiz_primary_standalone/story_ht
Physical Activity
Torquay College Year 1 Remote and Flexible Learning Program
ml5.html Would you know how to help ten primary school students with their issues around cyberbullying and netiquette? This quiz will give you feedback as you go to help you understand how to be careful with what you share and what's shared with you online.
After you have completed the quiz read through the eSafety commissioner resource "Staying Safe Online" https://www.esafety.gov.au/educators/classroom-resources/being-safe-online-easy-english
Spend some time with your parent/carer to check the settings on your device and talk through any issues or questions you may have about staying safe online. If you need further information or support check out the eSafety Commissioner website. https://www.esafety.gov.au/
JUST DANCE!
Let's get ourselves warmed up!
Follow the exercise moves in the video links below. If you don't have the internet, put on your favourite song and break out your best dance moves.
Eye of the tiger! https://www.youtube.com/watch?v=qfN-3kBiUA8
You may even like to also try this music video - Can't Stop the Feeling (a bit more challenging) or pick one of your own. https://www.youtube.com/watch?v=KhfkYzUwYFk
Let's keep moving!
Let's practice some more movement.
Stand facing a marker 10m away
Let's practice moving around that marker in different ways. Try a different way each time. For example, start with running around the marker and back. Now try – jumping, hopping, skipping.
Place some evenly spaced obstacles between you and the marker.
Practice: jumping (jumping off and landing on two feet) over the obstacles, run around the marker and back to the start. Now try leaping (leaping off one foot and landing on the other foot) over the obstacles.
Finally dodge in and out of the obstacles and around the marker as quick as you can.
TOSS, CATCH, BOUNCE AND DRIBBLE!
Remember:
o Keep your eyes on the ball all the way into your hands
o Keep your hands nice and soft with your fingers spread in the shape of the ball
Try to find a medium size ball that will bounce.
You may find some of these activities tricky. Just try your best and remember we are all here to practice and learn Let's try some rolling like this:
* Make the ball travel/roll around your body (e.g. waist) touching you all the way around.
* Place the ball on the ground and roll/tap the ball around both feet at once in a circle. One foot and then the other.
* Can you roll the ball around your body while sitting down?
* Hold the ball in front of you in both hands. Drop the ball and count how many times you can run around the ball before it stops bouncing!
Now, let's try:
* Tossing (use a two handed underarm toss) the ball in the air and catching it with two hands. How many can you do in a row?
* Toss the ball up, let it bounce and then catch it.
* Balancing on one leg, trying to toss and catch the ball and then bouncing and catching the ball.
* Tossing, turning around and trying to catch the ball after 1, 2 or 3 bounces.
* Tossing the ball up and clapping once before catching the ball. Try this with and without a bounce/s. If you can do one clap, you may even try 2, 3, 4,…… claps and a catch.
You may also like to try these challenges:
Torquay College Year 1 Remote and Flexible Learning Program
* Toss the ball up, touch a shoulder with your hands before catching it after one bounce. Try touching other parts of your body before catching- hips, knees, head etc. You can allow extra bounces to make things a bit easier if you like.
* Toss and catch while moving.
* Bounce and catch while moving.
* Invent your own tossing and catching trick!
DRIBBLE / BOUNCE
Why don't we work on dribbling the ball? You can choose to either use two hands (typically a bit easier) or one hand (a bit harder) or mix it up depending on the activity we are doing.
Why don't we work on dribbling the ball? You can choose to either use two hands (typically a bit easier) or one hand (a bit harder) or mix it up depending on the activity we are doing.
Try to keep the ball out in front and a little to the side to avoid bouncing on your feet.
1. Dribble the ball in front of you. How many dribbles can you do in a row? Try dribbling it to one side of your body, now try the other side.
2. Try dribbling with one hand and then the other.
3. Try walking in a circle around the ball while dribbling.
4. Dribble the ball high. Now try to dribble the ball low. Can you dribble from high to low or low to high?
5. Balance on one foot and try dribbling.
6. Can you bounce the ball while kneeling on one knee, two knees, while sitting? Super tricky, but can you move from standing to kneeling; then back to standing while bouncing your ball?
7. Try dribbling while walking around your space keeping your eyes looking where you are going.
8. Come up with your own dribbling activity. For example dribbling around or in and out of obstacles before throwing or shooting at a target.
STEP BACK!
We will finish with Step Back.
This can be done with a partner or by yourself against a wall
Take two big steps back from your partner or the wall
Toss the ball to your partner or against the wall and count how many you can do in a row. What is your record? Let's do step back!
This time: Each time you catch three in a row against the wall or with your partner, take a small step backwards (only one partner step back). If you (or your partner) drop the ball, take a small step forward.
Indo Activity 1:
Watch the counting videos to revise numbers to 20
Counting to 10 song on Specialist Seesaw Week 4 https://www.youtube.com/watch?v=q7wNsR7hm2A
Counting to 20 song on Specialist Seesaw Week 4 https://www.youtube.com/watch?v=petqan3q8do
Try and do the following while counting in Indonesian.
Refer to the vocab sheets on actions and numbers. Look in pack or in Year 1 Specialist Folder on Seesaw.
Lomapt x lima belas
Lari (on the spot) while counting to dua puluh
Turn kiri and kanan x dua belas
Jalan pelan-pelan while counting to delapan
Find a ball or something you can lempar. Lempar to yourself and catch it x lima
Activity 2:
Art
Optional websites sites that can be accessed to support learning
Torquay College Year 1 Remote and Flexible Learning Program
Watch the video of the actions again located on Specialist Seesaw and the Demonstration Video on Specialist See Saw.
Choose at least 5 actions.
Make a video of you doing and saying the actions you choose while counting.
You could add the writing if you wanted either on your video or by holding a sign.
Upload your video to your Student Journal in the Specialist Folder on Seesaw.
Create an artwork celebrating our theme: HOME is where the ART is…
For your chance to win $250* of Art & Craft Materials…PLUS $450* of Art & Craft Materials for your school Embracing creativity strengthens us as individuals and as a community. Now, more than ever, it is vital to our resilience and wellbeing. Create, contribute and connect.
Competition categories:
Category 1: Primary Foundation to Level 3 Category 2: Primary Level 4 to Level 6
Artwork can be 2D (e.g. drawing, painting, sidewalk chalk drawing etc.) or 3D (e.g. sculpture, construction). Email a photo of your artwork to email@example.com with your:
* Name
* Email Address
* Phone Number
* Year Level
* Category section
* School Name
Competition closes close of business Thursday 7 th May - ONE ENTRY PER STUDENT
For privacy reasons, student's FIRST NAME & SCHOOL NAME will be published only. By submitting your work, you are giving permission for Zart to showcase your artwork along with your name (first name only) and school name on the website.
* ABC Education resources https://education.abc.net.au/home#!/resources/-/all/F-2-3-4-5-6
* Behind The News https://www.abc.net.au/btn/
* Nessy Literacy resources https://www.nessy.com/us/
* Twinkl go to www.twinkl.co.uk/offer and enter the code AUSTRCODE (30 day free trial)
* A maths dictionary http://amathsdictionaryforkids.com/
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Mulberry (Morus spp.) cultivation to prevent and mitigate human–elephant conflict and ensure livelihood sustainability
Human–elephant conflict is a major conservation issue in elephant-range nations. A number of management methods have been developed and are now in use to avoid and mitigate this conflict. Human– elephant conflict continues to be widespread as the bulk of the present preventive techniques is based on site-specific elements that only provide short-term solutions, whereas mitigation strategies typically shift conflict risk from one location to another. Conflicts are more common in or around conservation zones that are close to densely human-inhabited regions. Elephant populations are close to humans in villages on the edge of national parks, communities bordering forest reserves and settlements within the reserves, and so confrontations are serious. Conflicts are common when humans infringe on animal habitats, such as farming in an elephant travel corridor, and when elephant food sources are depleted, forcing it to adapt to new conditions 1 .
Little research exists on elephant 'preferences' for particular crops. There are a few crops that elephants do not eat, such as chilli, ginger, onion, garlic, coriander, mint, flower crops, etc. but these are also damaged by them due to trampling 2 . We have observed for five years that mulberry foliage is not eaten or damaged by elephants, under all conditions at the Cauvery Wildlife Sanctuary belt in Karnataka, India, where human–elephant conflict is common.
branches are not clipped, they can peel the bark off and devour it. If the biomass is finely diced, cattle will ingest it entirely. Animals initially prefer mulberry over other forages when they are offered simultaneously, and they even dig through a pile of various forages to look for mulberry 3 . However, mulberry foliage is a non-preference for elephants. This might be due to the presence of unique chemo-factors like morin and β -sitosterol in the leaves and also resistance to damage due to its growth pattern.
Elephant encroachment into human settlements has serious effects on the livelihoods and food security of rural communities. Equipment, crops, food, buildings and other personal belongings may be harmed or destroyed. One night might mean the loss of a season's worth of efforts and a months' worth of food supply to the rural communities who rely on subsistence farming. Injury or death of a person as a result of an elephant encounter has major ramifications for his/her family's productive capacity in rural areas. The farm's available labour is also considerably decreased with one fewer family member. It is essential to find solutions to this growing issue in order to mitigate its social, environmental, economic and political consequences. To avoid disputes from arising in the first place, protective tactics might be employed. Mitigation measures are intended to diminish the impact of a conflict once it has occurred and to make it less of a problem for the people.
Mulberry (Morus spp.) plants belong to family Moraceae. It is most commonly used as silkworm (Bombyx mori L.) feed, but it is also valued for its fruit (fresh, in juice, or as a preserve), as a tasty vegetable (young leaves and stems), for its medicinal benefits in infusions (mulberry leaf tea), for landscaping, and as animal feed, depending on where it is grown. Excess leaves and unfed leaves by silkworms during rearing are fed to cattle, sheep and goats in areas where mulberry is predominantly farmed for sericulture. Mulberry trees are abundant in mountainous locations, and their leaves are fed to animals and planted in the lowlands and on hilly grounds.
Mulberry has high palatability and is easily digested by herbivorous animals, which is one of its key benefits as forage. Protein concentration in the leaves and young stems ranges from 15% to 28% depending on the cultivar, and it has an excellent amino acid profile. There are no anti-nutritional factors or harmful substances, and the mineral content is high. Stem cuttings are commonly used to grow this perennial fodder, and it is collected by leaf plucking or cutting whole branches or stems. Mulberry yields more digestible nutrients than most conventional forages. The leaves can be used as a supplement for dairy cattle in place of concentrates, as a primary feed for goats, lambs and rabbits, and as a component in monogastric diets. Even if they have never been exposed to it before, small ruminants eat the new leaves and young stems of mulberry first. If the
The most rational strategy to controlling human–elephant conflicts is to deploy protective methods to prevent them from arising in the first place, short-term mitigation techniques in areas where the problem already exists, and implementation of longterm preventive strategies. However, the cultivation of mulberry offers many advantages where such conflicts are regular or frequent, as it is perennial, fast-growing, with multipurpose usage, is easy to cultivate, and has wide adaptation. Therefore, the cultivation of mulberry for sericulture or any other purpose ensures livelihood sustainability while preventing and mitigating human–elephant conflicts in the forest belt areas.
1. Shaffer, L. Jen, Khadka Kapil, K., Jamon, V. D. H. and Naithani Kusum, J., Front. Ecol. Evol., 2019, 6, 1–12.
2. Webber, C., Sereivathana, T., Maltby, M. and Lee, P., Oryx, 2011, 45(2), 243–251.
3. Saddul, D., Jelan, Z. A., Liang, J. B. and Halim, M. R. A., J. Anim. Sci., 2004, 17(12), 1657–1662.
R. RAVI KUMARA N. D. YOGENDRA*
CSIR-Central Institute of Medicinal and Aromatic Plants, Bengaluru 560 065, India *e-mail: email@example.com | <urn:uuid:c53339d8-8f42-445e-921b-3f8807eceeb6> | CC-MAIN-2023-06 | https://www.currentscience.ac.in/Volumes/122/06/0650.pdf | 2023-02-07T21:01:45+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500641.25/warc/CC-MAIN-20230207201702-20230207231702-00032.warc.gz | 729,668,941 | 1,253 | eng_Latn | eng_Latn | 0.99695 | eng_Latn | 0.99695 | [
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Climate change blamed for dead trees in Africa
December 12 2011
A dead ironwood tree (Prosopis africana) in Senegal, West Africa, is one of many trees that have died due to climate change. Credit: Patrick Gonzalez
Trees are dying in the Sahel, a region in Africa south of the Sahara Desert, and human-caused climate change is to blame, according to a new study led by a scientist at the University of California, Berkeley.
"Rainfall in the Sahel has dropped 20-30 percent in the 20th century, the world's most severe long-term drought since measurements from rainfall gauges began in the mid-1800s," said study lead author Patrick
1/3
Gonzalez, who conducted the study while he was a visiting scholar at UC Berkeley's Center for Forestry. "Previous research already established climate change as the primary cause of the drought, which has overwhelmed the resilience of the trees."
The study, which is scheduled for publication Friday, Dec. 16, in the Journal of Arid Environments, was based upon climate change records, aerial photos dating back to 1954, recent satellite images and oldfashioned footwork that included counting and measuring over 1,500 trees in the field. The researchers focused on six countries in the Sahel, from Senegal in West Africa to Chad in Central Africa, at sites where the average temperature warmed up by 0.8 degrees Celsius and rainfall fell as much as 48 percent.
They found that one in six trees died between 1954 and 2002. In addition, one in five tree species disappeared locally, and indigenous fruit and timber trees that require more moisture took the biggest hit. Hotter, drier conditions dominated population and soil factors in explaining tree mortality, the authors found. Their results indicate that climate change is shifting vegetation zones south toward moister areas.
Rainfall in the African Sahel declined more than anywhere else in the world in the period of recorded measurements, causing increased aridity, as evidenced by this dust storm in Senegal. Credit: Patrick Gonzalez
2/3
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"In the western U.S., climate change is leading to tree mortality by increasing the vulnerability of trees to bark beetles," said Gonzalez, who is now the climate change scientist for the National Park Service. "In the Sahel, drying out of the soil directly kills trees. Tree dieback is occurring at the biome level. It's not just one species that is dying; whole groups of species are dying out."
The new findings put solid numbers behind the anecdotal observation of the decline of tree species in the Sahel.
"People in the Sahel depend upon trees for their survival," said Gonzalez. "Trees provide people with food, firewood, building materials and medicine. We in the U.S. and other industrialized nations have it in our power, with current technologies and practices, to avert more drastic impacts around the world by reducing our greenhouse gas emissions. Our local actions can have global consequences."
Provided by University of California - Berkeley
Citation: Climate change blamed for dead trees in Africa (2011, December 12) retrieved 7 February 2023 from https://phys.org/news/2011-12-climate-blamed-dead-trees-africa.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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INFORMATION FOR FAMILY AND FRIENDS
This Help Sheet is designed for people with dementia and their families to provide information to friends, neighbours and others about dementia. It explains what dementia is, how it affects people and ways to help.
What is dementia?
Can dementia be inherited?
Dementia is the term used to describe the symptoms of a large group of illnesses which cause a progressive decline in a person's functioning. It is a broad term that describes a loss of memory, intellect, social skills and usual emotional reactions. For a long time, the person may look healthy, but on the inside their brain is not working properly.
Some people mistakenly think that dementia is "going nuts", when in fact the brain is being affected by a disease.
There are a number of different forms of dementia. The best known is Alzheimer's disease, which is also the most common, accounting for 50-70% of all cases. Alzheimer's disease is a progressive, degenerative condition that affects the brain.
Memory loss
Not everyone experiences memory loss, but it is one of the main symptoms of Alzheimer's disease, the most common type of dementia. We all forget things from time to time, but the loss of memory with dementia is different. It is persistent and progressive, not just occasional. It may affect the ability to continue to work, and to carry out familiar tasks. It may mean having difficulty finding the way home. Eventually it may mean forgetting how to dress or bathe, or recognising family and friends.
An example of normal forgetfulness is walking into the kitchen and forgetting what you went there for, or misplacing your car keys. A person with dementia however, may lose the car keys and then forget what they are used for.
Who gets dementia?
Dementia can happen to anyone, but as people get older, the chances of developing dementia are higher. For people aged 70 to 74, approximately 1 person in 30 has dementia, while for people aged 90 to 94 it is 1 person in 3. In some cases, it can affect people in their 30's, 40's and 50's.
This depends on the cause of the dementia. About a third of people with Alzheimer's disease have a close relative (parent, brother or sister) who has, or has had, dementia. However in many cases it occurs when there is no family history.
How does dementia progress?
The situation of every person with dementia is unique. Their abilities may change from day to day. What is certain though, is that the person's abilities will deteriorate, sometimes rapidly, and in other cases, more slowly, over a number of years.
Is there a cure for dementia?
At present there is no cure for most forms of dementia. However, some medications and alternative treatments have been found to relieve some of the symptoms for some people for a period of time.
How does dementia affect people?
Initially there may only be slight changes in personality or behaviour. They may become less motivated to do the things that previously interested them, or reluctant to part from familiar surroundings or routines.
They may have difficulty finding the right words, or may repeat themselves.
As the illness advances, the changes become more marked. Concentration, understanding and the ability to reason and respond may deteriorate.
People with dementia may experience confusion, distress, mood changes and aggression as they struggle with the frustrations of everyday life.
NATIONAL DEMENTIA HELPLINE 1800 100 500 FIGHTDEMENTIA.ORG.AU
The importance of family and friends
Family and friends play an important part in the lives of people with dementia. They provide valuable links to past experiences, and enable a person with dementia to continue to be a loved and valued member of a family and circle of friends.
Family and friends can also provide support for those providing assistance to a person with dementia. Many studies confirm high rates of depression, anxiety and even physical illness in families where someone has dementia.
Unfortunately, many people with dementia, their family and carers, find that some people stay away from them after the dementia has been diagnosed. Some are frightened or embarrassed by dementia. Others are afraid of saying or doing the wrong thing.
How can you help?
Family and friends can support people affected by dementia in a variety of ways:
* Learning about dementia is always a good starting point. This includes understanding that while outwardly the person may look fine, they have a condition of the brain that is deteriorating. This may cause the person to act irrationally at times
* Encouraging family and carers to have a break, or just a change of scenery
* Being available for a chat from time to time
* Bringing a meal, or helping with gardening or shopping
* Supporting the person with dementia to do the kinds of things that they enjoyed doing before dementia was diagnosed. Outings to the football, fishing, walks or drives in the country may all be activities that can still be enjoyed
* Remember that many people with dementia do not enjoy crowds or noisy environments. Activities may need to be adapted but it is important to keep doing them for as long as they are enjoyed
* Enjoyment does not require memory, so it is important to remember that even if an outing is soon forgotten it is still worthwhile
* Ask about specific ways that you can help. Be aware though that many people may be reluctant to admit that they need help until the need becomes desperate
ABOUT
DEMENTIA
Communicating
Losing the ability to communicate can be one of the most frustrating problems for people with dementia, and can add to the difficulty of maintaining friendships.
Remember that people with dementia retain their feelings and emotions even though they may not understand what is being said, so it is important to always maintain their dignity and self esteem. Use touch to keep the person's attention and to communicate feelings of worth and affection.
Talk in a gentle, matter-of-fact way, keep sentences short, focusing on one idea at a time. Allow plenty of time for what you have said to be understood. Silence can give time to think and respond.
Where appropriate, use body language to demonstrate and reinforce your verbal message eg wave when saying goodbye.
Remember
The best way of all to help someone with dementia is to stay interested, stay in touch and let them know that they are loved.
FURTHER INFORMATION
Alzheimer's Australia offers support, information, education and counselling. Contact the National Dementia Helpline on 1800 100 500, or visit our website at fightdementia.org.au
For language assistance phone the Translating and Interpreting Service on 131 450
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Jobsforpakistan.com
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miles)
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Wealth of Independent States)
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Deepest Lake Baikal (Siberia) Average depth 2300 feet
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Largest Lake (salt water) Caspian Sea
Largest Masque Jama Masjid,Delhi, area 10000 Sq.ft.
Highest Mountain Peak Everest (Nepal) 29028 ft.
Highest Mountain Range The Himalayas
Longest Mountain Range The Andes (S.America),5500 miles
Biggest Museum British Museum (London)
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Hottest Place (World) Azizia (Libya,Africa) 136 F
Biggest Planet Jupiter
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Largest Volcano Mauna Loa (Hawaii),crater 12400 in diameter
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Rainiest Spot (World) Cherrapunji (Assam,India),annual Average 1041.78 inches Rainfall
Lightest Metal Lithium
Biggest Temple Angkor Vat,Kampuchia
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Largest land-Animal African Elephant
Biggest Flower Rafflesia (Java)Indonesia
Largest Stadium Strahov Stadium in Praha,Czech Republic accommodation 240000 persons
Largest Diamond Mine Kimbarley,south Africa
Longest Corridor
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Illuminating Mysteries: Energy and Spectroscopy in Forensic Science
by Jackie Smith, 2014 CTI Fellow William Amos Hough High School
This curriculum unit is recommended for: Honors Forensic Science, Physical Science Or as extension material in Honors Chemistry 11 th and 12 th Grades
Keywords: forensic science, spectroscopy, chromatography, toxicology
Teaching Standards: See Appendix 1 for teaching standards addressed in this unit.
Synopsis: This unit looks at the nature of light and its use in spectroscopy in forensic science to identify unknown substances. Light is studied from the development of the theory of the dual nature of light to the properties of light that allow it to be used in spectroscopy. The use of spectroscopy as a tool in the identification of unknowns (drugs, inks, paint, etc…) is explored. The unit offers several activities involving first chromatography and then spectrometry to allow students to gain a deeper understanding of these concepts and to see how science can help solve crimes.
I plan to teach this unit during the coming year to 240 students in Honors Forensic Science.
I give permission for the Institute to publish my curriculum unit and synopsis in print and online. I understand that I will be credited as the author of my work.
Illuminating Mysteries: Energy and Spectroscopy in Forensic Science
Jackie Smith
Rationale
This curriculum unit focuses on the branch of forensic science which analyzes drugs, toxins and poisons known as toxicology. Students will learn about various legal and illegal drugs and their effects on the human body. They will study the past when arsenic was known as "inheritance powder." They will look at toxins and their use in espionage in the recent past. Bioterrorism will be addressed with cases such as the anthrax mailings and the Tokyo subway attacks. Cases of celebrity overdoses will bring home the dangers of mixing drugs in the body. While the case studies capture student interest, focus will move to the techniques used to identify and quantify drugs and poisons. Various forms of chromatography and spectroscopy will be studied. Chromatography is a technique used to separate mixtures into their component parts. Spectroscopy is then used to identify the components and determine the quantities present. When dealing with drugs, the amount involved is the basis for criminal sentencing so students will learn how important precision and accuracy are in the toxicology lab.
By the end of this unit, I want students to know how to recognize whether drugs may be present at a crime scene. They will know how to recognize and collect evidence of drugs, toxins and poisons at crime scenes. Students will know not just how to analyze the substances that might be found, but will understand how and why those analytical techniques work. Students will be able to compare and contrast thin layer, liquid and gas chromatography as well as ultraviolet-visible, infrared and mass spectrometry. They will be able to apply these techniques in the appropriate circumstances. Students will conclude the unit with preparation for a mock trial where they will integrate their knowledge of the science of toxicology with the practicalities of the criminal justice system.
William Amos Hough High School is a large suburban high school of almost 2500 students located in the small town of Cornelius, North Carolina. We opened our doors in 2010 to serve the northern part of the Charlotte-Mecklenburg School District. Ninetyfive percent of our graduates go on to either two- or four-year colleges. Twenty-nine percent of our students are minorities. We offer a comprehensive college preparatory program in the arts and sciences. Classes are taught at the Standard and Honors levels and we offer 22 Advanced Placement courses in conjunction with the College Board. Our science program requires one earth science (Earth and Environmental Science or AP Environmental Science), Biology, and one physical science (chemistry, physics or physical science). Biology, chemistry and physics are also offered at the AP level.
Students are required to take either a fourth year science or social studies course. We are offering Honor Forensic Science for the first time this year to meet that requirement. With the overwhelming popularity of television shows such as the CSI franchise, NCIS, Forensic Files and others, we believe this course will grab students' interest while teaching them valuable lab skills and critical thinking.
Charlotte-Mecklenburg Schools has established a set of Essential Standards for the course. Student learning objectives are defined and various resources are suggested. A company called Crosscutting Concepts, Inc. produces a series of kits which offer a handson laboratory experience for most of the units in the course based on a continuing storyline called "The Mystery of Lyle and Louise." Each kit is designed for 30 students and our school district purchases one set of kits for each high school that offers Honors Forensic Science. With some supplementation and a lot of creativity, we are able to offer realistic forensic lab experiences to approximately 240 students this year. Laboratory exercises are supplemented with case studies, readings, current events, guest speakers, student-designed projects and a summative Mock Trial to offer a well-rounded introduction to science in criminal investigations.
Background
The word "forensics" comes from the Latin "forensis" meaning forum. 1 The Roman forum was a place for Senators and citizens alike to air their grievances and settle disputes. Forensic Science is the evolution of the forum to mean the application of science to the law. 2 The role of science as applies to the law is to evaluate physical evidence to such a degree as to provide a measure of reliability that the evidence actually says what it purports to say.
There are many fields of forensic science encompassing the study of all types of evidence, from blood and other bodily fluids to handwriting to explosives. Evidence can be divided into two broad categories: biological and physical. 3 Biological evidence includes anything that comes from a thing, living or deceased, human, animal or botanical. Examples of biological evidence include plant parts, fibers from plants, blood, saliva and semen. Physical evidence is everything else that did not come from life. For example, tire marks, gunshot residue, drugs and blood spatter patterns are all physical evidence.
In court, forensic scientists need to be able to identify items of evidence recovered in the course of an investigation. The goal is to be able to identify each piece of evidence so specifically that it can be linked to a single person. Evidence that can point to a specific person is called individual evidence. A DNA profile is specific to an individual. A fingerprint is unique to a single person. Most evidence, however, does not point to a single suspect, but rather indicates a group of people from which the perpetrator will come. This evidence, called class evidence, encompasses things like hair color, bullet types, clothing fibers and anything else that is not unique but could have come from a class of people.
Every type of forensic evidence has various techniques which are particularly effective in its identification. There is a group of techniques used to visualize physical and biological evidence. Spraying Luminol or Blue Star reagents at the scene of the crime to detect the presence of blood is one example of an identification technique. The detection of blood at a crime scene involves a simple chemical reaction between any blood present at the scene and the illuminating agent such as Luminol or Blue Star. Cyanoacrylate (Super Glue) fuming for latent fingerprints is another example of a technique used to visualize evidence otherwise not visible to the naked eye.
Sometimes the evidence may be visible but its identity may not be apparent. For example, in a hit-and-run, one car hits another car, or even a person, and then leaves the scene of the crime. Often when this happens, some trace evidence – a bit of paint or a piece of broken glass – is left behind. The goal of law enforcement is to find the hit-andrun driver and bring him to justice. In order to find the offender, it is essential to gather as much information as possible from that bit of paint or broken glass. Using a technique called spectroscopy, forensic scientists are frequently able to identify the make, model, year and color of the vehicle involved in the crash, thereby significantly narrowing the pool of suspects.
Spectroscopy at its simplest is shining a beam of light through a sample and observing what comes out the other side or it is measuring the characteristics of the light that the sample emits after it interacts with the exciting beam. It is the interaction of energy (a beam of light) with a sample to perform an analysis. 4 In order to understand how spectroscopy works, a look at light itself is the first step.
Development of Spectroscopy
History of the Study of Light
The study of light dates from ancient Greece. In 300 B.C., Euclid studied the properties of light. In his work Optica, he proposed that light traveled only in straight lines. 5 This was the earliest wave theory. In the 1660's the work of Pierre Gassendi was published in which he discussed the theory that light is made up of particles. 6 Issac Newton built on Gassendi's work and in 1675 published Hypothesis of Light in which he suggested that light is made up of "corpuscles" which were emitted in all directions from a source. 7 Newton did not subscribe to the wave theory because he knew the waves bend around objects and light does not.
Around the same time, Robert Hooke, was working on his pulse theory to explain colors and compared the spreading of light to that of waves on water. 8 A few years later, Christian Huygen worked out a mathematical theory of light that stated that light is emitted in all directions as a series of waves which travel through a hypothetical substance called "luminiferous ether." 9 The wave theory of light allowed that waves could interfere with each other and in 1800 Thomas Young conducted a diffraction experiment that showed light behaving as waves. 10 Young also postulated that different colors are the result of different wavelengths of light. By the mid 1800's, the particle theory of light had temporarily disappeared.
In 1900, Max Planck suggested that while light is a wave, light waves could only gain or lose energy in discreet amounts related to their frequency. 11 He called these discreet amounts "quanta" which later came to be called photons. In 1905, Albert Einstein explained the photoelectric effect by saying that electrons were absorbing energy in chunks (quanta) all at once. 12 If light were a wave, the energy should be absorbed at a slow and continuous rate.
The wave model of light explained most of the observed behaviors of light, but not all. The remaining behaviors could only be explained if light energy was in bundles called quanta. Therefore light had both wave and particle characteristics. This duality of the nature of light became the basis for the branch of science called quantum mechanics. 13
Electromagnetic Spectrum
Radiation is the energy emitted from one body, transmitted through a medium or space and absorbed by another body. 14 Electromagnetic waves are produced by a vibrating electric charge so they have electric and magnetic components. Electromagnetic radiation is energy emitted as electromagnetic waves, such as radio, x-ray, infrared and visible light waves. The continuous range of electromagnetic frequencies is called the electromagnetic spectrum. This spectrum is broken down into regions based on how electromagnetic waves interact with matter. Figure 1 shows the electromagnetic spectrum.
Electromagnetic radiation, EMR, is defined by several characteristics including its wavelength and frequency. The wavelength is the distance from the same point on one wave to the next and the frequency is how many waves pass a given point in a set amount of time. The higher the frequency, the shorter the wavelength; the lower the frequency, the longer the wavelength. When EMR interacts with single atoms and molecules, its behavior depends on the amount of energy per quantum it carries. 15 The amount of energy it carries is directly related to its frequency.
Different wavelengths of visible light have different frequencies associated with them. The wavelength of visible light ranges from 400 to 700 nanometers (10 -7 meters). Most of the time, the light will have a combination of photons with a mix of different colors. The example of selecting the colors to see them all is when white light is shown through a prism or off of a CD and we see the rainbow of color produced. This color mix is called a spectrum. This is how we describe colors. When light has the following wavelengths described in Table 1, we see the associated colors.
Image from http://commons.wikimedia.org/wiki/File:EM_spectrum.svg. Used under Creative Commons License – Share Alike 3.0
Table 1. Wavelengths and Colors
Long wavelengths
Low frequencies
Short wavelengths High frequencies
All objects are made of atoms and molecules which contain electrons that vibrate at specific frequencies, called their natural frequencies, as well as a variety of natural vibrations among the atoms of the molecule. When the frequency of the light wave that interacts with the sample does not match the natural frequency of the electrons or vibrational modes of the atoms within the material, the light will pass through the object which is called transmission. If the object is opaque like a mirror, the light will be reflected. Again, in reflection and transmission, the light does not have any noticeable change in properties (wavelength and frequency) or change in its mix of colors (spectrum).
When a wavelength of light hits an object tuned to the same natural frequency as the electrons or the vibrational modes, the object absorbs the energy from the light wave and excites. Because different molecules have different natural frequencies, they will absorb light at different frequencies and the characteristics of the excited molecule can then serve as a unique "fingerprint" of the molecule to identify it.
We can observe the change in any of three ways. One way is to pass the light through the sample and look at the change in the spectrum of the light at the other end. This is called absorption. An example of this would be to pass white light through a red dye solution. The observer on the other end will then see the light that is now red in color because the dye absorbed the blues and yellows of the light. A second method is called emission. The newly excited molecule will eventually try to find ways to get rid of the excess energy. Sometimes this results in the sample itself emitting a characteristic spectrum of light. Glow-in-the-dark toys are examples of this type of property; the toy is exposed to a lamp to excite it and then it will glow. The last method involves exposing a sample to light which then scatters it like a reflection except it has subtly stolen a quanta or packet of energy from the light that corresponds to the energy of some of the natural frequencies within the molecule. This effect is a kind of absorption process called Raman.
Spectroscopy
Spectroscopy is the measure of the spectrum of light energy after its interaction with a material. Every kind of atom and molecule interacts with light in a unique way. The goal of spectroscopy is to look closely at this spectrum which ultimately identifies the amounts and components of substances so precisely that the sample source is now uniquely identified. By observing and measuring the results of the light's interaction with a material, the unique "fingerprint" of that material can be determined.
There are many forms of spectroscopy. Some such as Gamma Ray Spectroscopy, XRay Spectroscopy and Infrared (IR) Spectroscopy use EMR at different points on the electromagnetic spectrum. Astronomical Spectroscopy studies energy from celestial sources to determine the chemical composition of stars while Electron Spectroscopy measures the changes in energy levels of electrons in an atom. The forms most relevant to forensic science are UV/Vis Spectroscopy (an absorption spectroscopy), IR Spectroscopy (an absorption spectroscopy), Raman Spectroscopy (previously described) and Gas Chromatography/Mass Spectrometry (GS/MS).
Ultraviolet/Visible Light (UV/Vis) spectroscopy uses light from the visible and ultraviolet ranges of the EMR spectrum to determine the absorption spectra of materials. The energy of the electrons at the natural frequency of the material is absorbed and the remaining wavelengths of light are reflected. The absorption spectrum is determined by the atomic and molecular composition of the material. In Figure 2, the dark lines on the spectrum represent energy that is absorbed and those energies correspond to specific atoms and molecules which make up the star emitting the light.
Figure 2. Absorption Spectrum
Image credit: science@NASA. Image in public domain.
IR spectroscopy works by passing a beam of light from the IR range of the EMR spectrum through a sample to be identified and then studying the resulting absorption spectrum. 16 These spectra are unique to each of the vibrations between the atoms of the molecule. Because each compound has different combinations of atoms, it follows that they will also have different vibrations. IR spectroscopy requires a sample of the material to be studied to be prepared for use in such a way as to destroy a small amount of the evidence. This is a liability when the purpose of identifying the evidence is to use it against a defendant in court. Below in Figure 3 is an IR spectrum showing the various elements and functional groups found in a sample of ethanol.
Figure 3. IR Spectrum of Ethanol
Image Credit: chemwiki.ucdavis.edu Used under Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.
The Raman Effect was first observed in 1923 and since the 1990's its use in forensic science has taken off. Raman spectroscopy involves shooting the sample with a certain wavelength, λ, of light, using a laser, and then collecting the wavelengths, λ', that bounce off the sample. It is the difference between the ingoing wavelength and the outgoing wavelength that is called the Raman Shift. This shift is again like IR due to the vibrations of the atoms within the molecule that are unique to each molecule and produces a fingerprint of the substance being studied. Raman spectroscopy has several major benefits. It requires very little, if any, sample preparation. It is also non-destructive which means the entire sample is still available to be tested again, by the same or other means, by the defendant in court, making its admissibility into evidence much more likely. Below, Figure 4, is a diagram of the Raman process showing the initial scattering of light and then the collection and identification of the scattered light.
Figure 4. Simplified Diagram of Raman Spectroscopy
laser
Scattered light
sample
filter
Diffraction grating
Filtered light
Hand-held Raman spectrometers are being developed, due to advances in miniaturization that are faster, more rugged and less expensive than traditional designs. These hand-held devices include on-board spectral libraries for reference. These models can be taken out into the field for on-scene investigations substantially improving turnaround times. 17
GS/MS is a two-part process which separates mixtures into their component parts and then identifies and quantifies the parts. A sample of the unknown material enters the gas chromatograph through an injection port where it is mixed with an inert gas (frequently helium) which will carry it through the instrument. At this point, the sample is instantly heated to 300°C which vaporizes the sample. It then passes through a specially treated column inside an oven which heats the sample further and separates the components based on their volatility or ability to vaporize. The matter then passes to the mass spectrometer where it is first bombarded with an ionization source. The material is stripped of electrons forming positive ions, or cations. The cations are passed through a magnetic field which separates them by mass. The smaller ions move at faster speeds and the heavier ions move more slowly. The separated ions reach a detector which counts how many of each sized ion is present in the sample. This information is fed to a computer which plots the abundance of ions versus their mass, producing a graph that is called a mass spectrum. This mass spectrum shows what compounds are in the sample and in what quantities. 18 This information is unique to each material and acts as a "fingerprint" of the sample. Below is a simple diagram of the process in a gas chromatograph/mass spectrometer.
Image Credit: chemwiki.ucdavis.edu
Used under Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.
Applications of Spectroscopy to Forensic Science
Spectroscopy has many applications in forensic science. Some of the most common are in toxicology, questioned document analysis, fiber analysis and the analysis of paint and glass chips. Forensic Toxicology is the study of drugs and poisons in the context of legal proceedings including "their chemical composition, preparations and identification. It includes knowledge about the absorption, distribution and elimination characteristics of such substances in the body." 19 There are chemical analyses of over 9,500 different inks in the International Ink Library, 20 a database going back to the 1920's, and questioned document examiners need to be able to identify the source of the ink on documents to lead to the uncovering of the writers of ransom notes, threat letters and fake wills as well as perpetrators of white collar crimes. GC/MS is the most common type of spectroscopy used for these purposes.
UV/Vis spectroscopy is used in forensic labs to analyze the dyes and pigments in individual textile fibers, microscopic paint ships and the color of glass fragments. 21 IR spectroscopy has been used to measure breath alcohol content, to analyze drug, fiber and paint samples and to visualize wounds such as bruises and bite marks on tissue. It has been used to detect blood and explosives. 22 Strides are being made in using spectroscopy to determine post-mortem interval (PMI) or time since death. Scientists, realizing that at death bones start to lose water and proteins in the bones begin to decompose, studied pig bones over a three month period. They used a form of near-IR spectroscopy and found a correlation between the spectra and the age of the bones since death. They developed a mathematical model to determine PMI which hopefully will serve as a basis for developing such a model for human bones.
Another daily use of spectrometry in forensic science is the use of the Intoxilyzer 5000. Police officers spend a good deal of effort trying to get drunk drivers off the road. When they first stop a suspected drunk driver, they perform a variety of field sobriety tests (FSTs). These include the Walk-and Turn test (a test measuring a person's balance, coordination and ability to follow directions), the Horizontal Gaze Nystagmus test (a test checking the amount of involuntary eye movement said to be correlated with one's state of intoxication) and other simple coordination and memory tests. Officers need reasonable suspicion to believe that the suspect is impaired by alcohol or some other impairing substance. The results of the FSTs can be a strong indication of that. The other test routinely performed is the administration of the Alcasensor (or similar brand product).
The alcasensor detects the chemical reaction of alcohol in the breath in a fuel cell. The fuel cell has two platinum electrodes with a porous acid-electrolyte material in between. When the suspect blows into the machine, air from the suspect's lungs passes the first side of the fuel cell. The platinum there oxidizes any alcohol in the air to produce acetic acid, protons (H + ) and electrons. The electrons flow through a wire from the platinum electrode. The wire is connected to an electric current meter and the second platinum electrode. Protons move through the fuel cell and combine with oxygen and electrons on the other side to form water. The more platinum that is oxidized, the higher the electric current will be. An attached microprocessor measures the current and calculates the blood alcohol content. 23 Below is a diagram of a simple alcasensor machine.
Figure 6. Diagram of the Working of an Alcasensor
(from air)
While the alcasensor is a valuable device for use in the field, its results are not always accurate. In fact, the alcasensor reading is not admissible as evidence in court. An officer can only testify as to whether the result gave him probable cause to believe that the suspect was impaired. A much more accurate and reliable test is necessary to use as evidence in a court of law.
That reliable evidence comes in the form of the Intoxilyzer 5000, a device that detects alcohol by the use of infrared spectroscopy. This is the machine used at the police station when a suspect is arrested. The reading on this machine is considered evidence of impairment and is potentially admissible in court. The basic premise of the Intoxilyzer is that all molecules interact differently with IR light. All molecules are constantly vibrating. These vibrations change in the presence of IR light. The changes include bending and stretching of various bonds inside the molecule. Each type of bond absorbs IR light at different wavelengths. If you know how different bonds change in the presence of IR light, you can determine what substance is present and in what quantity. The Intoxilyzer looks at the various bonds in ethanol (C-C, C-H, C-O, O-H) and measures their absorption. The absorbed wavelengths of IR light identify the molecule as ethanol; the amount of absorption describes how much ethanol is present in the sample. Below, Figure 7, is a diagram of an Intoxilyzer machine.
The lamp puts out IR light at multiple wavelengths. This beam passes through the sample chamber and is focused by the lens onto the spinning filter wheel. The filter wheel contains filters for the specific wavelengths of the bonds in ethanol. The light that passes through at each wavelength is detected by the photocell and converted to an electrical impulse. This impulse is sent to the microprocessor which calculates the blood alcohol content. 24
Learning Objectives
Charlotte Mecklenburg School standards for high school Honors Forensic Science focus on the techniques of UV-Vis spectroscopy, thin layer chromatography, IR spectroscopy and Gas Chromatography/Mass Spectroscopy. The activities in this unit focus on using these techniques in the area of toxicology.
Students will understand that there are destructive and non-destructive methods to evaluate unknown samples of evidence and the advantages and disadvantages of each. Students will develop an understanding of chromatography as a means of separating mixtures into their component parts so that those parts may then be identified. They will study different types of chromatography including liquid, thin layer and gas chromatography. Students will learn that the primary method of identification of unknown samples of evidence is spectroscopy. They will understand the concept of spectroscopy as the interaction of light energy with a sample for the purpose of identifying the sample as precisely as possible. UV-Vis and IR spectroscopy are absorbance techniques that produce spectra unique to each substance. Students will gain an understanding of absorption and transmittance as they relate to absorbance spectra. They will also study and interpret the spectra produced by a mass spectrometer and how that technique differs from UV-Vis and IR.
Teaching Strategies
Forensic Science lends itself well to many different types of teaching activities. Currently in my classroom I have a crime scene set up which students have been working with since the first day of school. Our victim, Vicki, lies on the floor behind crime scene tape, dried blood on her head where she apparently hit it on a marble obelisk She has two small bullet holes in the back of her shirt. There is dried blood spray on the wall over her body. Two shell casings, a button (not from her clothing), and some hairs and fibers litter the scene. A metal lamp with fingerprints on it is turned over on the floor next to her. We have worked the crime scene learning how to secure and sketch a crime scene and then how to identify, collect and label evidence.
Lecture
Brief lectures will be used to introduce main concepts to students. Lectures will be accompanied by PowerPoint presentations that include interactive warm ups and brief spot assessments of student understanding.
Case Studies
There are numerous example of deaths related to drug overdoses and poisonings. Students will explore the cases of spies, celebrities and terrorists. Names students might recognize include Michael Jackson, Whitney Houston, Phillip Seymour Hoffman, Kurt Cobain, Heath Ledger, Anna Nichole Smith, Marilyn Monroe and many more. Russian Spy Alexander Litvinenko was killed with polonium-210, a radioactive isotope. Everything from arsenic to anthrax has been used to bring about the deaths of people from political dissidents to unwanted spouses. Students will study and report on toxicological cases to determine fact patterns, methodologies and motives.
Labs
Two main labs will anchor this unit. The first is a liquid chromatography/spectroscopy lab. Students will use a liquid chromatography apparatus to separate different flavors of Kool-Aid into their components. After separating the colors, students will use a UV-Vis spectrometer to analyze the absorbance of the components and graph their results, creating a spectrum for their Kool-Aid.
We will use the lab kit from "The Mystery of Lyle and Louise" furnished by the school district which pertains to toxicology. It is called Prescription for Crime and focuses on drug detection and analysis. Students are given a scenario in which two suspects in the murder of Louise Mondelo and another person are caught with 13 grams of an unknown white powder which is suspected to be illicit drugs. The students will conduct color tests to determine what drug(s) might be present. Then they will qualitatively analyze the mass spectra of several major illicit drugs and compare them against the unknown sample to identify the illegal substance involved. They will conclude with a quantitative analysis of the mass spectra of the correct drug to determine how much of the drug was present and how to charge the defendants.
Other Activities
I will bring in a law enforcement officer who can discuss and demonstrate the use of the Breathalyzer in the search for impaired drivers. Students will have an opportunity to experiment with the device and explore questions about its use in criminal court.
Our end of year activity is a Mock Trial bringing together all of the skills and knowledge students have acquired during the course. Students will prepare the roles of prosecutors, defense attorneys and expert witnesses for each of the main areas of forensic science we have studied. They will put on evidence from each of the units in this class (i.e. Blood spatter patterns, fingerprints, shoe prints, etc…). Students will brainstorm the facts necessary to present the toxicology evidence within the North Carolina Rules of Evidence and begin to lay out their testimony in this area.
Lessons
Essential vocabulary for this unit includes the following terms: chromatography, gas chromatography, liquid chromatography, thin layer chromatography, electromagnetic spectrum, infrared, visible, ultraviolet, wavelength, frequency, absorption, transmission, emission, spectrum, screening test, confirmatory test, spectrophotometry, spectroscopy, mass spectroscopy, color test, LD-50, metabolite, drug, poison, toxin, qualitative analysis and quantitative analysis
Day 1
Students will begin with a brief formative assessment via the interactive Google application Pear Deck. This allows me to analyze the results in real time and adjust my lesson accordingly. They will then watch a short video on the history of the development of toxicology at http://ed.ted.com. Students will then break into three groups and have 10 minutes, with the use of their personal technology devices, to develop a definition of drug, poison and toxin for the class. Students will present their work. They will then read two articles: "Investigating Death from Inhalant Abuse" by Daniel Morgan and "When Good Science Goes Bad" by Tim Graham. In small groups, students will discuss the articles and develop informational posters about the articles. They should include information about the differences in collecting evidence in drug versus poison cases. Students will present their posters to the class and finish up with a brief reflection on what they learned that day and what they still have questions about.
Day 2
Students will begin with a warm up which presents several scenarios in which drugs, including alcohol, toxins or poisons are suspected in deaths. Students will be asked to identify the evidence and indicators leading to those suspicions. Students will then receive background notes on the types of chromatography used in forensic science and the situations in which each would be the most beneficial. Students will then conduct a liquid chromatography lab in which they use chromatography columns to separate the different flavors of Kool-Aid into their component colors and compare their results. They will view a brief video from You Tube about the procedures they will follow such as "Kool-Aid Chromatography" (https://www.youtube.com/watch?v=Q6pGleEzIGk). The components will be saved for the next day. Students will then be presented with background information on spectroscopy. This will include the nature of light and the ways in which light interacts with a sample to identify that sample. The basic workings of a UV-Vis spectrometer will be covered. Our school has a basic Fisher Scientific Spectrometer we will use. Students will conclude with a reflection on the way chromatography works to separate mixtures. Any notes not reached in class will be assigned for homework.
Day 3
Students will begin by diagramming the workings of a UV-Vis spectrometer. They will then take their samples from the day before and learn how to use a UV-Vis spectrometer to determine absorption at different light frequencies. Students will plot their data, creating a unique spectrum for Kool-Aid. While student are taking turns working with the spectrometer, they will be completing an interactive activity at www.rice.edu/forensics called CSI Experience. They will work on Case 4 – Toxicology. The interactive introduces students to the various pieces of equipment in a toxicology lab and how to collect evidence in an arson investigation to look for the possible use of accelerants. Students will conclude with an analysis of their spectroscopic findings.
Day 4
Students will begin by taking notes on the science of toxicology. They will then conduct Lab 1 from the Lyle and Louise kit Prescription for Crime which involves color testing various substances to determine what the evidence found in the suspects' vehicle might contain. They will begin Part 2a of the lab which is an analysis of GC/MS data on various illicit drugs with the aim of determining what their unknown sample contains. Students will receive the study guide for this unit. They will also choose their case studies from a list of cases to be covered and begin their research at home.
Day 5
Students will begin by summarizing their findings during their qualitative analysis in lab yesterday. They will then begin Part 2b of the lab which is a quantitative analysis of their unknown sample. When they are done, students will summarize their results, answer a series of post-lab questions and decide what the defendants should be charged with in criminal court. Students will then have class time to complete their case study research and develop their presentations. They will complete their presentations for homework.
Day 6
Students will begin by reading an article on the Breathalyzer which is used by law enforcement to evaluate drivers for alcohol impairment and writing down questions they have about the device and its use in law enforcement. We will have a guest speaker from our local police department who will demonstrate the device and talk about impaired driving. Students will have an opportunity to ask questions and test the device themselves. Students will be asked to apply their knowledge of light absorption to determine how the Breathalyzer can estimate a person's blood alcohol level. They will learn that the results of a Breathalyzer are not admissible in court but can contribute to probable cause to arrest a suspect, whose blood alcohol level must them be confirmed in another manner such as a blood test. Afterwards, students will begin their case study presentations.
Day 7
Class will begin with a brief question and answer period. Students will then take the unit test which will consist of short response questions based on scenarios and data provided.
After the test, students will finish presenting their case studies. Once the tests are graded, they will be returned to the students for them to evaluate their mastery of the unit objectives. An instrument designed for that purpose will be provided.
Summary
It is my hope that this unit will introduce students to the field of toxicology in a fun and engaging manner. I want them to walk away with a deeper understanding of what drugs, toxins and poison are, the roles they have played in history, the ways in which they can be detected and how that information is used in a criminal context.
Notes
1 http://www.merriam-webster.com/dictionary/forensic. October 15, 2014.
2 http://thelawdictionary.org/forensic-evidence/. October 15, 2014.
3 http://www.nfstc.org/pdi/Subject01/pdi_s01_m01_01.htm. October 15, 2014.
4 http://www.Chemistry.about.com/od/analyticalchemistry/a/spectroscopy.htm. September 19, 2014.
5 http://deskarati.com/2011/02/04/euclids-optics/. October 16, 2014.
6 http://plato.stanford.edu/entries/gassendi/#10. September 19, 2014.
7 http://www.thestargarden.co.uk/NewtonAndLight.html. September 19, 2014.
8 http://www.newtonproject.sussex.ac.uk/view/texts/normalized/NATP00005. September 26, 2014.
9 http://enlightenyourmind.net/History/huygens.html. September 26, 2014.
10 http://www.geog.ucsb.edu/~jeff/115a/history/young.html. September 26, 2014.
11 http://www.britannica.com/EBchecked/topic/462888/Max-Planck. September 26, 2014.
12 http://www.colorado.edu/physics/2000/quantumzone/photoelectric.html. September 26, 2014.
13 http://www.brittannica.com/EBchecked/topic/462888/Max-Palnck#toc59643. September 26, 2014.
14 http://dictionary.reference.com/browse/radiation?s=t. September 26, 2014.
15 En.wikipedia.org/wiki/Light. September 26, 2014.
16 The Nature of Science SciPack, NSTA,
https://learningcenter.nsta.org/lcms/default.aspx?a=so&gid=1269&409&soid=78. September 14, 2014.
17 "The Use of Handheld Raman Spectroscopy for Forensic Investigations," Raman Technology for Today's Spectroscopists, June 2014.
18 http://www.unsolvedmysteries.oregonstate.edu/MS_05. October 15, 2014.
19 http://www.forcon.ca/learning/forensic_toxicology.html. October 15, 2014.
20 http://nij.gov.journals/258/Pages/forensic-databases.aspx. October 15, 2014.
21 http://en.wikipedia.org/wiki/Ultraviolet%E2%80%93visible_spectroscopy. October 24, 2014.
22
Marshall, Laura S., Applications: Spectroscopy in Forensics http://www.photonics.com/Article.aspx?AID=36234
. September 23, 2014.
23 "How Breathalyzers Work" by Craig Freudenrich ,Ph.D.
www.electronics.howstuffworks.com/gadgets/automotive/breathalyzer2.htm
24
Ibid.
. November 8, 2014.
Reading List for Students
Forensic Toxicology by Ian Murnughan, Exploring Forensics http://www.exploreforensics.co.uk/forensic-toxicology.html
This is a brief article the current applications of toxicology and procedures for collecting samples.
The Big Book of Celebrity Autopsies, Ed. Kevin Viani, Skyhouse Publishing 2013. This is a collection of copies of actual autopsy reports from various entertainers, political figures and notorious criminals which makes for interesting reading and a good resource for student projects.
Materials for Classroom Use
"Investigating Death from Inhalant Abuse," Daniel Morgan http://www.evidencemagazine.com/index.php?option=com_content&task=view&id=108 0&Itemid=49
"When Good Science Goes Bad," Tim Graham www.chemistry.org/education/chemmatters.html
These articles outline a drug overdose case and a poisoning case and highlight the differences in collecting evidence in each type of case.
http://ed.ted.com/lessons/early-forensics-and-crime-solving-chemists-deborah-blum
This is a brief, entertaining look at the development of toxicology from the early 20
century.
"The Mystery of Lyle and Louise" Prescription for Crime lab kit
This kit is available through www.crosscuttingconcepts.com or through scientific catalogues. It allows student to work with real gas chromatography and mass spectroscopy data.
The CSI Experience www.rice.edu/forensics
Case 4 - Toxicology
This interactive resource familiarizes students with the various equipment in the toxicology lab and how to collect evidence for use in the lab.
Bibliography
Bowen, Robin, and Jessica Schneider. "Forensic Databases: Paint, Shoe Prints and Beyond." National Institute of Justice. Accessed October 15, 2014. http://nij.gov.journals/258/Pages/forensic-databases.aspx.
th
Deygoo, Clint. "The Huygens-Fresnel Principle." Enlighten Your Mind. January 1, 2011. Accessed September 26, 2014. http://enlightenyourmind.net/History/huygens.html.
"Euclid's Optics." Deskarati. Accessed October 16, 2014. http://deskarati.com/2011/02/04/euclids-optics/.
Freudenrich, Craig. "How Breathalyzers Work." How Stuff Works. Accessed November 8, 2014. http://electronics.howstuffworks.com/gadgets/automotive/breathalyzer2.htm.
"GSMS: How Does It Work?" Unsolved Mysteries of Human Health. Accessed October 5, 2104. http://www.unsolvedmysteries.oregonstate.edu/MS_05.
Helmenstine, Anne Marie. "Spectroscopy Introduction: Introduction to Spectroscopy and Types of Spectroscopy." AboutChemistry. Accessed September 19, 2014. http://www.Chemistry.about.com/od/analyticalchemistry/a/spectroscopy.htm.
Hooke, Robert. "Robert Hooke's Critique of Newtons Theory of Light and Colors (delivered 1672)." The Newton Project. September 1, 2003. Accessed September 26, 2014. http://www.newtonproject.sussex.ac.uk/view/texts/normalized/NATP00005.
Marshall, Laura S. "Applications: Spectroscopy in Forensics." Photonics. Accessed September 23, 2014. http://www.photonics.com/Article.aspx?AID=36234.
Merriam Webster Online. Accessed October 15, 2014. www.merriamwebster.com/dictionary/forensics.
National Forensic Science Technology Center. Accessed October 15, 2014. http://nfstc.org/dpi/Subject01/pdi_s01_m01_-1.htm.
"Newton and Light." The Star Garden. Accessed September 19, 2014. http://www.thestargarden.co.uk/NewtonAndLight.html.
"Pierre Gassendi." Stanford Encyclopedia of Philosophy. November 18, 2013. Accessed September 19, 2014. http://plato.stanford.edu/entries/gassendi/#10.
"Radiation." Dictionary.com. Accessed September 26, 2014. http://dictionary.reference.com/browse/radiation?s=t.
Stuewer, Roger H. "Max Planck." Brittanica. April 23, 2014. Accessed September 26, 2014. http://www.brittanica.com/EBchecked/topic/462888/Max-Planck.
The Law Dictionary. Accessed October 15, 2014. http://thelawdictionary.org/forensicevidence.
"The Nature of Light Science Pack." National Science Teachers Association. Accessed
September 14, 2014. https://learningcenter.nsta.org/lcms/default.aspx?a=so&gid=1269&409&soid=78 .
"The Photoelectric Effect." Accessed September 26, 2014. http://www.colorado.edu/physics/2000/quantumzone/photoelectric.html.
"Thomas Young." UC Santa Barbara Department of Geography. Accessed September 26, 2014. http://www.geog.ucsb.edu/~jeff/115a/history/young.html.
"Ultraviolet-Visible Spectroscopy." Wikipedia. October 29, 2014. Accessed October 29, 2014. http://en.wikipedia.org/wiki/Ultraviolet–visible_spectroscopy.
"What Is Forensic Toxicology?" Forcon Forensic Consulting. Accessed October 15, 2014. http://www.forcon.ca/learning/forensic_toxicology.html.
Wikipedia. Accessed September 26, 2014. http://en.wikipedia.org/wiki/Light.
Appendix 1
Charlotte Mecklenburg Schools Essential Standards for Honors Forensic Science Toxicology
- HS-FS-T-1a Students will understand that drugs, toxins and poisons may not be apparent at a crime scene and will learn the types of indicators present.
- HS-FS-T-2a Students will be able to describe the difference between drugs, toxins and poisons.
- HS-FS-T-2b Students will be able to describe and perform the proper steps of collection and preservation of drug evidence in the field.
Students will learn to differentiate between drugs, poisons and toxins and learn how to recognize and collect evidence of them at crime scenes.
- HS-FS-T-3a Students will understand the process of isolating and identifying drugs, toxins and poisons in human tissue.
- HS-FS-T-3b Students will understand and appreciate the difficulties in isolating drugs, toxins and poisons in human tissue.
Students will learn how tissue samples are collected and what types of tests are available in the toxicology lab to identify them.
- HS-FS-T-3c Students will be able to compare and contrast chromatography, UV/VIS/IR spectrophotometry and mass spectrophotometry.
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Week 2 - Year 6 Remote and Flexible Learning Program
The Torquay College Learning community has responded to our 'Remote and Flexible Learning Program' with positivity, enthusiasm and commitment. We are encouraged by our families resolve and resilience. We thank you for your hard work and goodwill.
Torquay College is continuing to support the learning of students in a remote and flexible learning environment. We are committed to the wellbeing of our school community and ensuring everyone feels safe and supported.
We understand that at times it might seem complex and overwhelming, but we will do all we can as a school to support you and your family. Your teachers are best placed to provide you and your child with learning support. Please continue to use 'SeeSaw' program for Foundation Year 1 and Year 2 or Google Classroom Year 3, Year 4, Year 5 and Year 6 as the learning and communication platform. If you have any concerns or issues please call the School.
If you need to gain access to digital technology the school will provide devices for loan. If you are having issues with the technology please log a ticket with the IT help desk via the school website in the Remote Learning page. A technician will contact you to provide support.
We have a suggested daily routine that families can adapt to suit their circumstances. The learning tasks developed are for all students, and if you feel there is too much work please make the adjustments that works for your family.
Principal Team
Suggested Schedule
Year 6
Welcome to Week Two of our Remote and Flexible Learning Program for year 6. This is a new learning environment for all of us and we are continuing to seek your support and patience as we all adjust to this challenge.
Google classroom will be the main avenue for your child to post work, read instructions from the teacher, seek feedback and interact with other members of the class. Listed below are the weekly activities we encourage your child to work through in order. It is important the learning environment for students is calm, stress free and conducive to learning. If you feel there is too much work please make the adjustments that work for your family. Students work best when we support them at their point of need with quantity and pace.
If you do not have online access please contact the school and related hard copy learning packs will be made available.
Feedback tasks- These are tasks that need to be completed and submitted in Google Classroom. They will be set up as an assignment that you will be able submit.
* Getting organised: includes activities that help you plan and get organised, like making lists, tidying up, making a plan, organising an activity, making a game plan.
Use the personal coping profile template to create your own personal coping profile. Share your personal coping profile with your teacher.
Adapted from RRRR Level 5 / 6 Topic 3 Positive Coping Activity 2 and 3.
Cross Country
Continue to increase the distance from previous week.
Soccer skills
Skittles Soccer Set up some wooden blocks and from 10 metres away try to strike them over with a sweep kick. Similar to ten pin bowling.
Tennis skills
Frame and Play videos with Stefan Bojic Level 3 and 4
https://www.youtube.com/watch?v=JEhogUBSPFQ
Discuss side on stance and c shape swing focus for hitting ball.
Throw ball to a partner using an underarm throw from side on (resembling a rugby pass c shape focus)
Rotations
1. Explore individual skills such as balancing ball on strings, keep the ball up (how many hits can you do) bouncing it etc.
2. Serve – hit the ball to a partner who attempts to catch after one bounce
3. Partner throws ball and individual attempts to hit ball back to partner
4. Hit the ball at a target or against the wall
Try having a rally, how may hits can you do with a partner?
Activity 1:
Look at the floor plan on Google Classroom.
A floor plan is a bird's eye view of the rooms in your house.
Start drawing up your own floor plan for a house you live in.
This can be done on your computer or on paper.
(Does not have to be completely finished today.)
Activity 2:
Look at the floor plan on Google Classroom.
Continue working on your floor plan until it's finished.
Activity 3:
Label your floor plan in Indonesian using the words we learnt in Week 1 on Quizizz.
You can use your vocab poster as a reference.
If you can't find the word for a room, you can use online resources e.g. Google Translate to find it.
Take a photo of your work and upload to Google Classroom.
Super Challenge:
Label some of the furniture in your house plan.
You can use the vocab list to help you.
Continue on with Peace Poster planning and drafts
This week start to create a ROUGH draft of what you might like to include in your poster.
Physical Activity
Indonesian
Art
Think of the media you would like to use. It doesn't matter if you don't have it at home, I will give it to you when we return to school.
All 2D media accepted. No 3D media e.g. glitter.
No words or numbers allowed, pictures only.
Posters will be started when we return to school but you will be expected to have finished your drafts.
The size of the posters is 33cm x 50cm
$5000 and a trip to USA for the National winner.
Other regional prizes along the way.
* BTN https://www.abc.net.au/btn/ Reading A-Z https://www.abc.net.au/btn/
* Twinkl- Setting this up is really easy to do - go to www.twinkl.co.uk/offer and enter the code AUSTRCODE (30 day free trial )
* Reading https://www.storylineonline.net/ Great website for students to listen to and read well known picture story books
* Reading https://www.getepic.com/ Website, over 40,000 books, students can search by interest and age and they earn points and badges depending on how many books they read. Teacher's need to set up their own account and add students in. Teachers can also set up collections, e.g. a collection of books purely about celebrations. Teacher's already have the App on their IPads.
* Study Ladder https://www.studyladder.com.au/account/teacher?t=teacher&r=#create-account Free 24 hr access for teachers, free unlimited student access from school, Free limited student access from home, Printable and online resources, individual task allocation. Teachers will need to set up classes.
Optional websites sites that can be accessed to support learning | <urn:uuid:7e047673-fdeb-40a3-a4d5-fccabc26154f> | CC-MAIN-2023-06 | https://www.torquaycollege.vic.edu.au/_files/ugd/b7b519_0a912f1eba51414fb566df06eab66686.pdf | 2023-02-07T20:58:53+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500641.25/warc/CC-MAIN-20230207201702-20230207231702-00037.warc.gz | 1,043,451,453 | 1,381 | eng_Latn | eng_Latn | 0.998967 | eng_Latn | 0.999111 | [
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Dear Senator:
On behalf 180 businesses and organizations, our members and supporters, we urge you to cosponsor Senators Udall and Bennet's "Thirty by Thirty Resolution to Save Nature," S. Res. 372. This resolution calls on the federal government to establish a national goal of conserving at least 30 percent of the land and 30 percent of the ocean of the United States by 2030. The resolution responds to scientific recommendations to help address the current extinction, climate and biodiversity crises.
Nature, like climate, is at a tipping point. The documented loss of public lands, water and wildlife is staggering.
* A football field's worth of natural lands disappears to development in the United States every thirty seconds. 1
* A million species are at risk of extinction worldwide. 2
* 2.9 billion birds in the United States and Canada have been lost since 1970. 3
* Half of all freshwater and saltwater wetlands in the contiguous 48 States has been lost according to Fish and Wildlife Service. 4
* Three-fourths of the planet's lands and two-thirds of its marine environments have been "severely altered" by human activity. 5
To confront the rapid loss of America's natural places and wildlife, the U.S. needs to accelerate land and ocean protection and restoration efforts at all levels of government and across the country. Currently, only 12 percent of U.S. lands and 26 percent of U.S. oceans (almost exclusively in the western Pacific and northwestern Hawaii) are protected.
Conserving and restoring our nation's lands and waters must be part of the solution. According to world-renowned scientist Edward O. Wilson and others, roughly half of all lands and waters should be conserved in a natural condition if we want to prevent most wildlife species from going extinct, and if we want future generations to have continued access to clean water, clean air, and secure food supplies.
The Thirty by Thirty Resolution to Save Nature outlines policy recommendations designed to achieve a goal of conserving and protecting 30% of land and ocean areas by 2030. The resolution makes clear that the U.S. should be a leader in the global effort to conserve nature by joining the global commitment to protect 30 percent of all its lands and ocean by 2030—a commitment that is widely supported by Americans.
The goal must be achieved in an equitable and inclusive manner. Rather than a one-size-fits-allapproach, the resolution encourages the federal government to work with local communities, tribes, states and private landowners to conserve natural places and resources. Also, it calls for improved access to nature for communities of color and economically disadvantaged communities.
The situation is alarming. However, the good news is that there are solutions if we act now. Therefore, we urge leaders to take bold action before we reach the climate, biodiversity and extinction tipping points and request that you co-sponsor the Thirty by Thirty Resolution to Save Nature, S. Res. 372.
Sincerely,
Acadia Institute of Oceanography
Alaska Chapter of the Inland Ocean Coalition
Alaska Wilderness League Action
Amargosa Conservancy
American Littoral Society
American Rivers
Appalachian Trail Conservancy
Association of Zoos and Aquariums
Azul
Banks of the Wabash
Blue Ocean Society for Marine Conservation
Blue Planet Strategies
Bold Alliance
California Chaparral Institute
California League of Conservation Voters
California Native Plant Society
California Wilderness Coalition
Californians for Western Wilderness
Center for American Progress
Center for Biological Diversity
Center for Large Landscape Conservation
Central Colorado Wilderness Coalition
Central Texas Chapter of the Inland Ocean Coalition
Chesapeake Conservancy
Chispa Arizona
Coalition for Sonoran Desert Protection
Coalition to Protect America's National Parks
Coastal Research and Education Society of Long Island
Coastwalk/California Coastal Trail Association
Colorado Chapter of the Inland Ocean Coalition
Colorado Native Plant Society
Colorado State University Chapter of the Inland Ocean Coalition
Conejos Clean Water
Connecticut League of Conservation Voters
Conservation Alabama
Conservation Alliance
Conservation Colorado
Conservation International
Conservation Lands Foundation
Conservation Law Foundation
Conservation Minnesota
Conservation Voters of Pennsylvania
Conservation Voters of South Carolina
Conserve Southwest Utah
Corazon Latino
Defenders of Wildlife
Dolores River Boating Advocates
Earth Ethics, Inc
Earthjustice
EcoFlight
Endangered Habitats League
Endangered Species Coalition
Environment America
Environmental Defense Center
Environmental League of MA
Environmental Protection Information Center
Exocetus Autonomous Systems
Friends and Neighbors of the Deschutes Canyon Area
Friends of Big Morongo Canyon Preserve
Friends of Gold Butte
Friends of Organ Mountains-Desert Peaks
Friends of the Earth
Friends of the Inyo
Friends of the Lost Coast
Friends of the Mariana Trench
Friends of the WI Wolf & Wildlife
Gila Resources Information Project
Grand Canyon Trust
Grand Staircase Escalante Partners
Great Lakes Chapter of the Inland Ocean Coalition
Great Lakes Wildlife Alliance
Great Old Broads for Wilderness
Greater Hells Canyon Council
GreenLatinos
Greenpeace
Heal the Bay
Heartwood
Hispanic Access Foundation
Illinois Chapter of the Inland Ocean Coalition
Illinois Environmental Council
Indiana Forest Alliance
Inland Ocean Coalition
Inland Ocean Coalition Buffalo Chapter
International Fund for Animal Welfare
International Marine Mammal Project of Earth Island Institute
John Muir Project
Jupiter Inlet Lighthouse & Museum
Klamath Forest Alliance
Last Tree Laws
League of Conservation Voters
Los Padres ForestWatch
Maine Conservation Voters
Marine Conservation Institute
Michigan League of Conservation Voters
Mission Blue
Montana Chapter of the Inland Ocean Coalition
Montana Wilderness Association
Monterey Bay Aquarium
Mystic Aquarium
Nassau Hiking & Outdoor Club
National Aquarium
National Audubon Society
National Parks Conservation Association
National Wildlife Federation
Native American Land Conservancy
Natural Resources Defense Council
North Carolina League of Conservation Voters
Nevada Conservation League
New England Aquarium
New Jersey Conservation Foundation
New Jersey League of Conservation Voters
New Mexico Wild
New York League of Conservation Voters
North Texas Chapter of the Inland Ocean Coalition
Northeastern Minnesotans for Wilderness
Northwest Center for Alternatives to Pesticides
Nuestra Tierra
NY4WHALES
Ocean Conservancy
Ocean River Institute
Oceana
Oceanic Preservation Society
Ohio Environmental Council
Oregon Natural Desert Association
Oregon Wild
Oregon Wild
Pacific Environment
Patagonia
Predator Defense
Public Citizen
REI Co-op
Rocky Mountain Wild
San Juan Citizens Alliance
San Luis Valley Ecosystem Council
Sanctuary Forest, Inc.
SandyHook SeaLife Foundation
Save Our Shores
Save the Manatee Club
Seacoast Science Center
Seattle Aquarium
Sequoia ForestKeeper®
Shedd Aquarium
Sierra Club
Soda Mountain Wilderness Council
Southern Utah Wilderness Alliance
Surfrider Foundation
The Conservation Foundation
The Conservation Fund
The Enviro Show
The Mountain Pact
The Nature Conservancy
The Ocean Project
The Rewilding Institute
The Trust for Public Land
The Wilderness Society
Tuleyome
Turtle Island Restoration Network
Unexpected Wildlife Refuge
Upper Gila Watershed Alliance
Utah Chapter of the Inland Ocean Coalition
Ventana Wilderness Alliance
Virginia Aquarium & Marine Science Center
Western Environmental Law Center
Western Leaders Network
Western Slope Conservation Center
Western Values Project Western Watersheds Project Wild Arizona Wild Connections WildEarth Guardians Wilderness Workshop Wildlands Network Wildlife Conservation Society / New York Aquarium Winter Wildlands Alliance Women Working for Oceans - W2O World Wildlife Fund WSL PURE Wyoming Chapter of the Inland Ocean Coalition Yellowstone to Yukon Conservation Initiative
______________________________________________________________________________
1 January 18, 2019. Loss and fragmentation of natural lands in the conterminous U.S. from 2001 to 2017. Conservation Science Partners. Retrieved from: https://www.csp-inc.org/public/CSP%20Disappearing%20US%20Exec%20Summary%20011819.pdf
2 May 6, 2019. The IPBES Global Assessment on Biodiversity and Ecosystem Services. Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. Retrieved from: https://www.ipbes.net/global-assessment-report-biodiversity-ecosystem-services
3 October 4, 2019. Decline of the North American avifauna. Science. Retrieved from https://science.sciencemag.org/content/366/6461/120
4 Retrieved from: https://www.fws.gov/wetlands/
4 May 6, 2019. The IPBES Global Assessment on Biodiversity and Ecosystem Services. Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. Retrieved from: https://www.ipbes.net/global-assessment-report-biodiversity-ecosystem-services | <urn:uuid:edbe91fe-a8e0-4d87-8bc8-9a20abd62d0d> | CC-MAIN-2023-06 | https://www.nrdc.org/sites/default/files/30x30-senate-letter-02072020.pdf | 2023-02-07T21:03:55+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500641.25/warc/CC-MAIN-20230207201702-20230207231702-00038.warc.gz | 927,947,991 | 1,882 | eng_Latn | eng_Latn | 0.701839 | eng_Latn | 0.923751 | [
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Bring in the Beavers!
It was the fifth straight day of heavy rain in the town of Leith. If it kept on pouring for much longer, the river would swell with rainwater and flood the town. All the citizens of Leith would have to flee their homes and find safety on higher ground. Anna and her parents stayed glued to the television set, nervously listening to the weather reports.
For now, the weatherman said, the situation was still safe, but helicopters were ready to lift people away at any moment if the rain did not stop soon. Anna felt her palms grow sweaty as she saw the frightened expressions on her parents' faces. Her parents never looked scared. They were used to the rain, since Leith was located in the rainy country of Scotland, but it had never, ever poured like this before. The town had cancelled school in case of a sudden emergency, so all Anna could do was try to read her favorite detective stories and hope for the rain to stop. Luckily, it did. When she awoke the next morning the skies were sunny and clear. It was a miracle. They had been spared from a terrible natural disaster.
Everybody in Leith breathed a great sigh of relief, but they knew they had to take action. Nobody wanted to face this flooding danger again. The day after the downpour stopped, the Mayor of Leith called a town meeting. Anna went along with her parents to find out more. She really did not want all her books and toys, and her pet dog Noodles, to get washed away in a flood.
At the meeting, the Mayor presented three experts who had different ideas about solving the problem. One man suggested they build a concrete dam upstream to block the river's path. With such a big dam, the river would never overflow into Leith, even in heavy rain. Another lady suggested building a different structure, a high stone wall all around Leith to stop floodwater from getting in. The last speaker, a small, slender man with a heavy Scottish accent, had what seemed to be the craziest idea of all.
"You see," he said, "if we just bring some beavers back into our landscape, we might be able to kiss our problem goodbye. About 400 years ago, there were thousands of beavers roaming around the Scottish countryside. Our ancestors killed most of them off because they enjoyed hunting them for their warm fur. What our ancestors didn't realize was that we need to keep beavers alive for our own safety. The beaver builds dams in the rivers out of sticks, mud, and leaves. These dams are strong enough to stop a river from flooding in heavy rain. If we bring the beavers back, we can solve our problem by working with nature."
After the three experts spoke, the Mayor asked the citizens of the town to think for a week and then vote for the best plan. Anna's father said, "That last guy is crazy. He thinks he can solve the flooding problem with beavers? Really, how silly."
Anna's mother looked very thoughtful. "You know, Fred," she said. "It's worth a try. What harm can it do? If workmen build just one concrete dam or a stone wall, it won't be as useful as several dams built by the beavers. And besides, beavers are very cute, and they build beautiful dams out of things they find in the forest. Concrete dams are not nearly as beautiful."
There was much whispering and discussing all over town until the final vote was cast. Anna secretly hoped that the beaver plan would win. She had always wanted to see a beaver in real life. Since Leith was in the countryside, and everyone in town loved nature and animals, Anna suspected that the rest of the town might be on her side. When the vote finally came in, Anna was proven right. They would bring in the beavers!
Over the next two years, scientists brought beavers in from other parts of Scotland, and set them free upstream and in the countryside around Leith. Everyone noticed a difference. It rained and rained, but the river did not even come close to overflowing because of three dams the busy beavers had already made. For her fourth grade field trip, Anna's teacher brought her class into the countryside to see the beavers at work. They watched in awe as the furry creatures hurried back and forth from the dam carrying twigs and bark in their claws.
Beavers almost seemed like furry, cute little people. Before they left, Anna and her classmates shouted out a loud "thank you" to their animal friends for saving their town.
Name:
_____________ Date: _______________________
1. What danger are the people of Leith worried about?
A a fire
B a flood
C a tornado
D an earthquake
2. The river is a problem for the people of Leith because it could overflow and flood their town. How do they solve this problem?
A They solve this problem by cancelling school and having helicopters lift people away.
B They solve this problem by building a concrete dam upstream.
C They solve this problem by building a high stone wall around their town.
D They solve this problem by bringing in beavers to build dams in the river.
3. Anna and her parents are worried about the river flooding their town because of the rain.
What sentence from the passage supports this statement?
A "Anna and her parents stayed glued to the television set, nervously listening to the weather reports."
B "Anna's father said, 'That last guy is crazy.'"
C "Anna's mother looked very thoughtful."
D "Since Leith was in the countryside, and everyone in town loved nature and animals, Anna suspected that the rest of the town might be on her side."
4. How can the plan to use beavers to prevent flooding in Leith be described?
A foolish
B dangerous
C impossible
D successful
5. What is this story mainly about?
A a girl who watches weather reports on television and reads detective stories during the rain
B two parents who are worried about their daughter not being able to attend school because of the weather
C the danger that a town's citizens face from a river and what they do about that danger
D the reason that there are no longer thousands of beavers roaming the Scottish countryside
1
6. Read the following sentences: "The beaver builds dams in the rivers out of sticks, mud, and leaves. These dams are strong enough to stop a river from flooding in heavy rain."
What does the word "dams" mean?
A high stone walls that go all the way around a town
B structures that hold back the flow of water
C pools used by beavers to play in and trap fish
D high levels of water that sometimes cause flooding
7. Choose the answer that best completes the sentence below.
Bringing in beavers turns out to prevent the river from flooding _______ the idea seems crazy to some of the citizens of the town at first.
A although
B because
C before
D especially
8. What is the first idea for preventing the river from flooding that is shared at the Mayor's meeting?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2
9. What are two reasons that Anna's mother gives in support of beaver dams over a concrete dam?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10. Think about the danger of flooding that the people of Leith faced. Would building a concrete dam have been a better or worse solution to that problem than bringing in beavers to build dams? Support your answer with evidence from the passage.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3 | <urn:uuid:c5c7fc15-0ba4-4c12-a3ed-a7a7519b3102> | CC-MAIN-2024-46 | https://thesciencezone.org/tsz/assets/images/downloads/field-trip-extensions/engineering_fiction_5th.f1625607883.pdf | 2024-11-02T21:59:28+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027730.21/warc/CC-MAIN-20241102200033-20241102230033-00789.warc.gz | 543,000,251 | 2,369 | eng_Latn | eng_Latn | 0.950557 | eng_Latn | 0.999931 | [
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Instructions for Completing the Organizer:
1. Print the organizer onto colored paper.
3. Fold on the dotted line.
2. Trim the edges.
4. Cut on the solid lines between flaps up to the dotted fold line.
5. Have students fill in missing information.
The graphic organizers will fit into an interactive notebook after the edges are trimmed.
Long Division Steps
Does
McDonalds
Sell
Cheese
Burgers
Rapidly?
Teachers Pay Teachers
http://www.teacherspayteachers.com/Store/Gay-Miller
Visit my website at
http://bookunitsteacher.com/
Visit me on Pinterest at
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CONCUSSION
R E CO G N I S E A N D R E M OV E
A concussed person might…
THINK
I'm concussed
I'm not concussed I might be concussed Things look weird What is the score? I have a headache My head is sore I'm fine Where am I?
SAY
I'm fine, I can carry on
I'm good to go
I'm not concussed
Who are you?
I might throw up
I only saw stars for a few seconds
What is the score?
My vision is a bit funny
My head hurts
Why is that so loud?
Which half are we in?
ACT
Grab, touch or rub head Appear a bit aimless Take longer to get going again Over react to light or sound Look "out of it" Play out of position Display emotions or reactions out of character or context Not remember set calls, rules or plays Look off balance
CONCUSSION
R E CO G N I S E A N D R E M OV E
CONCUSSION
All concussions should be taken seriously
Concussion can impact on performance, health and wellness
Recognising concussion is everyone's responsibility
Early Recognise and Remove improves outcomes
CONTACT A DOCTOR IMMEDIATELY
Changes in behaviour
Blood or clear fluid coming out of the ear Throwing up (children x 1, adults >1)
Getting increasingly grumpy or irritated
Severe neck pain
Seeing double
Becoming drowsy/sleepy or confused Passing out
Pins and needles, burning feeling or weakness in arms or legs
Fit or seizure
Headache worsening
IF IN DOUBT, SIT OUT
WHO SHOULD SPEAK UP?
Coach
Team mates Athlete
Friends/Whānau
Medical Staff
Management
Officials
Spectators
Support Team | <urn:uuid:75444356-dd13-40d7-945f-0e7884f18dd1> | CC-MAIN-2024-46 | https://www.yachtingnz.org.nz/sites/default/files/2024-06/HPSNZ%20Concussion%20Collective%20Recognise%20and%20Remove%20Posters%202023%20%283%29.pdf | 2024-11-02T20:41:13+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027730.21/warc/CC-MAIN-20241102200033-20241102230033-00786.warc.gz | 1,002,854,753 | 383 | eng_Latn | eng_Latn | 0.986195 | eng_Latn | 0.992942 | [
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Catch-A-Lamb Test
Turn into the extension office by April 15
1. What should your housing look like for your lamb to make sure it is safe, out of the elements and comfortable?
2. Why should you remain calm and work slowly with your lamb when you first start working with it?
3. Sheep can be stubborn when you are teaching them to lead on a halter and be tied up. What should you do to make this process easier?
4. What types of basic equipment should you have to get your lamb prepared for the fair?
5. How do you plan on treating your lamb if it gets sick?
6. What kind of feed do you plan on feeding your lamb? How much per day?
7. Why is a balanced diet important?
8. Feed and water intake is important to make sure the lamb grows correctly. How will you make sure to keep clean water and feed available to your lamb?
9. Working with your lamb is important to make sure it is ready for the fair. How often will you work with the lamb and spend time with it?
10. On average, how much should your lamb gain per day? | <urn:uuid:88ca5b42-573f-4f5a-9cdd-34166dbda990> | CC-MAIN-2024-46 | https://extension.unl.edu/statewide/saunders/4HAnimalScience/Lamb%20test.pdf | 2024-11-02T21:27:32+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027730.21/warc/CC-MAIN-20241102200033-20241102230033-00792.warc.gz | 237,467,820 | 235 | eng_Latn | eng_Latn | 0.998669 | eng_Latn | 0.998669 | [
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CULTURAL DEVELOPMENT ACTIVITIES
The IEC powers and duties require development of an education plan that has a variety of educational activities designed to meet the specialized and unique educational needs of Indian children. The following are just a sample of approaches. The essential task is to identify cultural skills and concepts to be acquired and develop specific activities for learning each concept. The educational plan should describe a continuous effort integrating multicultural education into the total curriculum.
1. Cultural presentations by guest speakers, tribal elders and Indians of other tribes.
3. Field trips to local historical Indian sites: old villages; battlefields; travel routes, etc.
2. Each classroom develops monthly displays of Indian student educational activities.
4. Employ classroom aides of Indian descent to provide a positive identify model.
6. Cultural Foods Day
5. Artifact Day put on by Indian students, parents and community.
7. Murals, posters, signs, sculptures and Indian artwork to enhance atmosphere of school.
9. Student generated poetry, stories, film, and songs of cultural heritage.
8. Family tree project
10. Cultural clothing projects where students would create works to be displayed in a final day.
12. Community/school newsletter-where students assume responsibility of gathering information, interviewing individuals, taking photographs, laying the prototype out and printing for distribution.
11. Historic photo project where students use photo copies and research the background information of specific photos, i.e., location, individual name, year, photographer, other information.
13. Research and compile a publication of games and recreational activities of the local tribe(s).
15. Cultural Language activities-publication/program on local radio station.
14. Cultural Dance and performance group/by grade or by school.
16. Cultural jewelry activities
18. Field trip project-visits to other schools/grades.
17. Cultural social activity clubs
19. College-bound field trips for upper grades.
21. School museum/gift shop-where students are responsible for development and oversight.
20. In school Cultural Showcase-each class or club is responsible for rotating displays. | <urn:uuid:26ec8a39-fa14-406e-be6b-0718bb585f00> | CC-MAIN-2024-46 | https://www.aps.edu/indian-education/documents/johnson-omalley-documents/jom-education-plan/JOM%20cultural%20development%20activities.pdf/at_download/file | 2024-11-02T20:23:16+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027730.21/warc/CC-MAIN-20241102200033-20241102230033-00794.warc.gz | 625,477,706 | 411 | eng_Latn | eng_Latn | 0.991661 | eng_Latn | 0.991661 | [
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This week for maths your child has been learning about repeated patterns, as your child to look at these repeated patterns. Ask: what do you notice about these patterns? Can your child do their own repeated pattern in their maths book. | <urn:uuid:887ea978-a57b-4d2f-9b9b-ad8313367373> | CC-MAIN-2024-46 | https://evergreenprimary.org.uk/wp-content/uploads/2023/10/A1_W7_Maths_Hw.pdf | 2024-11-02T20:15:15+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027730.21/warc/CC-MAIN-20241102200033-20241102230033-00796.warc.gz | 229,077,962 | 46 | eng_Latn | eng_Latn | 0.998783 | eng_Latn | 0.998783 | [
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Universal Newborn Hearing Screening
Renée Punch PhD
Key facts
Universal Newborn Hearing Screening (UNHS) now operates in all Australian states and territories
Screening occurs in the first few days after birth
UNHS has reduced the average age of confirmation of hearing loss from 24 months to 3 months
The aim is for hearing aid fitting and enrolment in an early intervention program to occur by the age of 6 months
UNHS in Australia
Advances in hearing screening technologies over the last few decades have enabled congenital hearing loss to be detected in babies just a few hours after birth. UNHS was first introduced in certain states of the USA in the early 1990s. In Australia it began in NSW in 2002, and is now operating in all states and territories under a National Framework incorporating evidencebased standards of practice. 1
The target rate for hearing screening is 97% of neonates born in Australia. The targeted level of hearing loss to be captured by the screening is congenital permanent hearing loss of greater than 40 dB in the better ear. This includes bilateral and unilateral losses, and permanent conductive as well as sensory hearing loss. It also includes neural hearing loss (Auditory Neuropathy Dyssynchrony Disorders). The screening process is not intended to be diagnostic. Rather, screening aims to identify infants who are more likely to have hearing impairment, and therefore require further investigation from diagnostic tests. 1
The screening test
Generally, the screening test is conducted in hospital in the first few days following the birth. While evoked otoacoustic emission testing (OAE) has been used in some states, currently all states and territories use automated auditory brainstem response (AABR) screening. Both are non-invasive physiological tests that are relatively quick and easy to perform. However, AABR provides a superior evaluation of the auditory system and better detection of auditory neuropathy disorders, which are not likely to be picked up by OAE.
AABR involves the placement of small skin electrodes on the baby's head and soft earphones on the ears. A series of soft clicks are played and the auditory brainstem response in the form of electroencephalographic (EEG) waves is measured through the electrodes. The screening requires a still, sleeping infant. AABR testing generally takes between 15 and 20 minutes, and usually is performed by nurses who have undergone a short training program.
After the initial screening
The standards set for the National Framework for Neonatal Hearing Screening prescribe that all babies should be screened within 24 – 72 hours of birth. If no hearing loss is detected, the result is a pass, or negative. If hearing loss is detected, the result is positive, or 'refer,' and a second screening is performed within two weeks. If this screening is also positive, the family is referred for definitive audiological diagnosis and medical evaluation to take place within 2 months. Thus, the goal is for all children who fail two screens to have a definitive diagnosis by the age of 3 months (or 3 months corrected age for infants born prematurely).
Following this, families are provided with information and referrals to Australian Hearing and other intervention services, and should be engaged with an early intervention program by the time the infant is 6 months old.
In cases where screening has not happened in hospital because of home birth or early discharge from hospital, the goal is for infants to be followed up within one month. Babies who pass their newborn hearing screening but who have high risk factors, such as a family history of hearing loss, severe jaundice at birth, and certain syndromes, are reassessed at 9 – 12 months of age. 1
AABR testing has a high rate of detection of moderate to profound hearing loss, but does result in a small number of false negatives, with potentially 1 to 2 infants with hearing loss not identified in the UNHS program each year. 1 In addition, some forms of early onset deafness are not apparent at birth; for example, the onset of hearing loss in babies with cytomegalovirus (CMV) at birth may not be until some months after birth, and deafness due to many genetic syndromes can be progressive or of later onset. This suggests that newborn hearing screening should be supplemented by hearing screening at later stages of early childhood. 2
Implications for outcomes
In Australia as in other countries, the adoption of widespread newborn hearing screening has reduced the average age at which permanent hearing loss is confirmed from around 24 months to around 3 months. 2-4 Australian Hearing data indicate that the rate of infants fitted with hearing aids by the age of 6 months rose from 27% in 2003 to 73% in 2009, and for those fitted by the age of 12 months, from 45% in 2003 to 94% in 2009. This was largely due to the progressive rollout of newborn hearing screening around Australia over these years. 5
Thus, the adoption of UNHS has brought enormous changes to the age of diagnosis, initial amplification, and early intervention for many Australian children who are deaf or hard of hearing. There is evidence that such early identification, when it is followed with early amplification and/or cochlear implantation and timely enrolment in an early intervention educational program, leads to better outcomes than those for later-identified children, although many other variables also influence outcomes. 6-8
Implications for parents
While UNHS has brought benefits to deaf children through the opportunity for very early hearing aid fitting and educational intervention, it can present particular difficulties for
families. When hearing parents first receive the diagnosis of a significant hearing loss, they are generally distressed and uncertain about the implications of the diagnosis and the decisions they need to make for their child. With UNHS, the very young age at which diagnosis occurs can add further stress to families.
Instead of circumstances in which parents have suspected something was wrong for some time, and have sought identification of problems they have observed in their child, parents are getting the answer to questions they have not yet asked. Being told their newborn has a 'fail' or 'refer' result can add a range of troubling emotions to an already potentially vulnerable time, so soon after childbirth. In the ensuing months, with the concerns and decisions that come with a diagnosis of deafness, parents may find it harder to enjoy their new baby. It is important that parents have access to support and counselling and that professionals are sensitive to these issues. 9 10
References
1. Neonatal Hearing Screening Working Group. National framework for neonatal hearing screening. Canberra: Department of Health, 2013.
2. Ching TY, Oong R, Van Wanrooy E. The ages of intervention in regions with and without universal newborn hearing screening and prevalence of childhood hearing impairment in Australia. Australian and New Zealand Journal of Audiology 2006;28(2):137-50.
3. Wake M. Universal newborn hearing screening. In: Moyer V, editor. Evidence-based pediatrics and child health. London: BMJ Books, 2004:181-89.
4. Morton CC, Nance WE. Newborn Hearing Screening - A silent revolution. New England Journal of Medicine 2006;354(20):2151-64.
5. Australian Hearing. Demographic details of persons under the age of 21 years with a hearing impairment who are fitted with a hearing aid, 2011.
6. Yoshinaga-Itano C, Coulter D, Thomson V. The Colorado Newborn Hearing Screening Project: effects on speech and language development for children with hearing loss. Journal of Perinatology 2000;20(8):S132-37.
7. Kennedy CR, McCann DC, Campbell MJ, Law CM, Mullee M, Petrou S, et al. Language ability after early detection of permanent childhood hearing impairment. The New England Journal of Medicine 2006;354(20):2131-41.
8. Korver MH, Konings S, Dekker FW, Beers M, Wever CC, Frijns JH, et al. Newborn hearing screening vs later hearing screening and developmental outcomes in children with permanent childhood hearing impairment. Journal of the American Medical Association 2010;304(15):1701-08.
9. Young A, Tattersall H. Universal newborn hearing screening and early identification of deafness: parents' responses to knowing early and their expectations of child communication development. Journal of Deaf Studies and Deaf Education 2007;12(2):209-20.
10. American Speech-Language-Hearing Association. Guidelines for audiologists providing informational and adjustment counseling to families of infants and young children with hearing loss birth to 5 years of age, 2008. | <urn:uuid:58c7a943-a930-47ec-82af-dff2941aac76> | CC-MAIN-2024-46 | https://www.deafeducation.vic.edu.au/Resource/fact-sheets/UniNBHearScreen.pdf | 2024-11-02T20:52:12+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027730.21/warc/CC-MAIN-20241102200033-20241102230033-00793.warc.gz | 713,086,414 | 1,829 | eng_Latn | eng_Latn | 0.995619 | eng_Latn | 0.997404 | [
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Declaration
Whereas, swimming and aquatic-related activities relate to good physical and mental health and enhance the quality of life for all people;
Whereas, adequate water safety education plays an essential role in preventing drownings and recreational water-related injuries;
Whereas, the organizations involved in the National Water Safety Month Coalition contribute critical work in developing safe swimming facilities, aquatic programs, home pools and spas, and related activities and by providing healthy places to recreate, learn and grow, build self-esteem, confidence and sense of self-worth which contributes to the quality of life in communities throughout the state;
Whereas, Utahns recognize the ongoing efforts and commitments to educate the public on pool and spa safety issues and initiatives by the pool, spa, waterpark, recreation and parks industries;
Whereas, the state of Utah encourages all Utahns to understand the vital importance of communicating and understanding water safety rules and programs for families and individuals of all ages;
Now, therefore, I, Spencer J. Cox, governor of the state of Utah, do hereby declare May 2024 as
Utah Water Safety Month
Spencer J. Cox Governor | <urn:uuid:6d0a0344-0206-4dec-8331-194f7452b167> | CC-MAIN-2024-46 | https://nwsm.phta.org/wahc/assets/file/public/ut-2024.pdf | 2024-11-02T21:13:37+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027730.21/warc/CC-MAIN-20241102200033-20241102230033-00800.warc.gz | 408,616,318 | 227 | eng_Latn | eng_Latn | 0.990401 | eng_Latn | 0.990401 | [
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Relationships and Sex Education Policy
Date Agreed : June 2020
To Be Reviewed : June 2021
(deferred to October 2021)
Name of Policy:
Relationships and Sex Policy
Sub-Committee Responsible: Governors' Pastoral, Community & Chaplaincy (PCC) Committee
Lead Responsibility in School: Assistant Headteacher - Curriculum
Source of Policy: (Please tick)
o LA:
o Diocesan:
o School: X
o Other (please specify):
This policy supports our work as a Church school as summarised in our Vision Statement:
Purpose
Archbishop Temple School seeks to care for young people and prepare them well for adulthood, valuing the whole person.
Mission
Through our faith in God, Father, Son and Holy Spirit, we strive to nurture each person's ability, gifts and talents so that they can 'have life and have it to the full' (John 10:10) and use it in the service of God and other people.
This policy covers our school's approach to Sex and Relationships Education (SRE). It is intended to provide an up to date policy for the school following a whole school review of SRE undertaken in the academic year 2015/16. An outcome of the consultation and review process is a wish for this policy, and the educational provision that it encompasses, to be referred to as 'Relationships and Sex Education (RSE)' so that there is a clear focus on the Christian promotion of strong, loving, lifegiving and faithful relationships. Parents are informed about the policy through the school website and a copy of the policy is available from the school office.
Christian principles and Christian family values are at the heart of our Relationships and Sex Education programme at Archbishop Temple School. The Governors have determined that relationship and sex education shall form part of the curriculum. It will be appropriate to the pupils' age and will be presented within a moral, family-orientated and Christian framework. The programme will be taught in various curriculum areas, including the RE and science departments. The pastoral staff and Teaching Assistants will, where appropriate also support the delivery of RSE.
Philosophy
This Governing Body supports the School in its overall philosophy of relationships and sex education. Our school's overarching aims and objectives for our pupils are linked to the School aims: 'As a Church of England school we aim to be a high performing secondary school which provides an outstanding education to our pupils based firmly on our core values of faith, nurture and service.'
We define 'relationships and sex education' as learning about sex, sexuality, emotions, relationships, sexual health and ourselves. We believe that learning about relationships and sex education should be an entitlement for all boys as well as girls; irrespective of sexual orientation; physical learning or emotional difficulties; and with or without a religious or faith tradition – everyone whatever their background, community or circumstance.
We consider that it includes information about what young people already know, what young people say they need, the emotional, biological, legal, social and cultural aspects of growing up, sexual development, sexual behaviour, sexuality and sexual health. Aspects of this include: the potential consequences of unprotected sex. For example unintended pregnancy, young parenthood, abortion, and sexually transmitted infections, including HIV. The effect and impact of ignorance, prejudice, discrimination and stigma. Pupils are signposted to websites and helplines through RSE to give them further advice and support as required; for example, 'Relate', Childline, etc.
We believe it is important to address this area of the curriculum to give pupils help to develop a positive attitude to personal wellbeing and sexual health. Sex is not only a given fact of human existence but in Christian and Muslim belief a gift of God as part of Creation. It is important that, as they grow up, children come to an understanding of their own bodies, instincts and feelings. In this way they will be prepared for the opportunities, joys and responsibilities of lasting, committed and faithful relationships. Children need to glimpse something of the wonder and security of family relationships as the proper context of sexual expression and to grasp the religious values of
acceptance, forgiveness and loving another "as yourself". Pupils should acquire a deeper understanding of the full range of human sexuality.
Our values as a school are summarised as Faith + Nurture + Service. In the context of Relationships and Sex Education, these imply:
Faith in and faithfulness towards each other, whether as friends, partners or spouses. Nurture of children, but also of the abilities, skills and talents of partners in a relationship Service to and respect for friends and family members, including relatives of younger and older generations.
A responsible attitude and understanding of sex can lead to a positive sense of personal identity and value. The nature of Christian marriage recognises that true sexual fulfilment requires maturity, self-discipline, a will to work for the other person and the resisting of exploitation. Marriage is discussed and its importance for family life and bringing up children. Equally Christian thinking recognises the existence of failure, judgement and the need for forgiveness and reconciliation. Responsibility also involves understanding how relationships can be wrong or can go wrong and what can be done to put them right.
As the pupils mature and become more sexually aware, our school can make a distinctive and unique contribution to Relationships and Sex education by placing it within a Christian context of love, faithfulness and forgiveness. The programme of Relationships and Sex education will allow pupils to explore an increasing awareness of their individual and social responsibilities before God. In this way they will become aware of their responsibility not only for themselves but also for those whom they love, the people with whom they live and work.
Aims of Relationship and Sex Education
In considering the aims for relationship and sex education due regard will be given to the special needs and learning difficulties of some of our children and to the age/maturity of the children, which is why the topics are stepped, with prior learning being built upon each year. It is recognised that the broader issue of health education in school does not begin and end in the classroom. The subtle messages that the pupils receive about health from the daily life of a School are as important as these given during lessons.
The aims of relationships and sex education are much more than the dispensing of the biological facts of life (although we must ensure that children acquire accurate knowledge as uninformed knowledge can lead to misunderstandings and irrational fears).
Relationships and Sex Education is concerned with questions of attitudes, values, relationships, emotions and feelings. It is concerned with fostering a young person's positive self-image, selfesteem, self-worth and promoting positive attitudes towards love and sexuality. This is linked to the school's Religious Education programme where pupils think about self-worth and religious values and the out workings of being made in God's image. The issue of abortion and Christian attitudes surrounding it are dealt with in GCSE RE. Differences within Christian traditions are dealt with on this issue. Similarly, the GCSE RE course looks at various aspects of family life in the twenty-first century including divorce and remarriage.
Christian values are central to the relationships and sex education programme. The value of Christian wisdom enables pupils to consider the God who made them and how this will affect their speech, thoughts and actions. Compassion and forgiveness are considered too. Human beings fall short of the ideal but the admission of failure can bring forgiveness and reconciliation. People can change their behaviour.
Having the skills of decision making along with the relevant knowledge is important as the more informed a person is about the issues involved, the better they will be at taking responsible decisions and making informed choices.
The relationships and sex education programme aims to provide a framework for the child to become more aware of the consequences of their actions; to encourage the child to develop an awareness of and respect for themselves and others. Teachings will also cover easons for delaying sexual activity (including Church teaching), approaches to resisting media and peer pressure and links to other risk taking activities, e.g. alcohol and drugs.
Relationships and sex education is also concerned to develop sensitivity towards the needs of others, and to be aware of different life styles including one parent families, homosexual relationships (male and female), people without a sexual partner and people without children. These issues are widely covered in GCSE RE, as pupils develop understanding of prejudice and discrimination and prejudice based bullying.
The aim of this programme is to also educate pupils against prejudice and discrimination, examining sexist attitudes and stereotyping and clarifying values and attitudes in respect of gender. It is also crucial to help children to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying), use of prejudice-based language and how to respond and ask for help.
The aims of relationships and sex education are to encourage children to have due regard to moral considerations and the value of family life, seeing sexual relationships within the context of caring, loving, supportive and responsible relationships. This programme also aims to deliver on Government initiatives by reducing teenage pregnancies and sexually transmitted infections (STIs). The relationships and sex education programme includes:-
1. Information about the human body, sexual organs and sexual responses.
2. Human development, including adolescence, menstruation and adulthood.
3. Reproduction, conception, pregnancy, birth, childcare and parenthood.
4. Abstinence education.
5. The variety of sexual activities which are of low risk.
6. Prevention of unplanned pregnancy and sexually transmitted disease including HIV.
7. Health care, including the prevention and early detectionof cervical, breast and testicular cancer.
8. The choices available in the case of unplanned pregnancy including fostering, adoption, termination and keeping the baby, including adoption.
9. Sexual Exploitation and consent
Legislation
Under the Education Act 2002/ Academies Act 2010 all schools are required to provide a balanced and broadly based curriculum which:
- Promotes the spiritual, moral, cultural, mental and physical developments of pupils at the school and of society, and
- Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
RSE is set within a wider legislative context.
- The 2006 Education and Inspections Act laid a duty on Governing Bodies 'to promote the wellbeing of pupils at the school'. The duty came into effect in September 2007.
- The Equalities Act 2010 outlaws discrimination, including on grounds of gender or sexual orientation. Further details are set out in the school's policy on equality.
- The Civil Partnerships Act 2005 and the Same Sex Marriage Act 2014 2014 legalised these relationships in England and Wales, and similar legislation applies in Scotland. The Same Sex Marriage Act does not apply in Northern Ireland.
Organisation
Relationship and sex education is delivered in a variety of ways that include
- Formal teaching in science
- Formal teaching in RE
- Inputs from pastoral staff through age appropriate, and on occasions gender specific assemblies. These may include presentations by health professionals
- Inputs during tutorial periods as part of focus weeks that cover aspects of RSE as well as other topics more usually considered as PSHE.
- Additional stand alone inputs during tutorial periods that are delivered by form tutors and may respond to national focus days and may make use of multi media resources such as those produced by the NSPCC
- Two KS4 Relationships Days (Summer term of Y10 and Autumn term of Y11). These days aim to provide young people with an opportunity to learn and reflect on a range of matters pertaining to Relationships and Sex education that have not been addressed elsewhere in the curriculum. These days are co-ordinated by the RE department and the School's Chaplain.
The Governing Body and the Headteacher have confidence in the team of professionals who deliver all aspects of the School's RSE and that delivery will be undertaken in a manner appropriate to the educating of young people in a Church of England high school.
General Issues
Sometimes a pupil will, in the classroom, ask an explicit question on a sex related topic which may lead into sensitive, difficult or controversial areas. It is important that children feel able to ask any questions that they wish and that their questions are valued. It is the policy of the school that such questions do not have to be answered directly or immediately. If necessary teachers and other adults within the school, also need to feel able to ask the child to wait for an answer to give them time to consult with the senior leadership team. (For instance: 'That is a really interesting question and I need a little time to think because I want to give you a really good answer.') Adults answer questions on behalf of the school and should feel able to work with colleagues to construct an appropriate answer. The teacher may use an anonymous 'questions box' in their classroom where pupils who are not comfortable raising questions in an open setting may ask questions to be responded to at a later date. The school expects teachers and other adults to use their professional skills and discretion in such cases, and always to keep in mind the age and maturity of the pupil, as well as the aims, values and procedures set out in this policy. If he/she is in doubt, he/she will first consult the Head of Religious Education.
If we have any reason to believe a pupil is at risk, we are required to take appropriate action in accordance with the school's written policy and procedure for Safeguarding. This also means that if a pupil puts a private question to a teacher or other member of staff and requests secrecy, no promise of secrecy or confidentiality will be given, but with the reassurance that any steps taken will always be in the pupil's best interests.
Guidelines on Relationships and Sex Education
In the light of their policy the Governors have identified and considered several areas which may be described as sensitive but believe they should not be avoided. These are examples of two such areas and how they would like them to be treated.
HIV/AIDS
Any Christian response to the issue of AIDS is bound to involve ethical considerations, particularly regarding the transmission of this disease (drugs and sexual promiscuity).
At the heart of Christian teaching is set the vocation to marriage as a commitment to life-long partnership. Sexual intercourse is an expression of that commitment and alongside this is the ideal of chastity for those whose relationships are not part of a lifelong union. It is, however, a fact that we all fall short of the standards of the Gospel. Sexual habits and drug abuse should not be isolated from all the other standards by which we are called to live, and there is no room for self righteousness, neither should our school fall into that particular trap. The only response to AIDS can be that of concern and compassion, and we would wish the children of this school to learn these qualities, while being aware of the obvious dangers to relationships and life itself, which HIV/AIDS presents.
HOMOSEXUALITY
Children will be aware that, some people are in sexual relationships with people of the same sex. The existence of a range of Christian views is recognised.
Homosexuality is a fact within our human family, and it is statistically very likely that a minority of our pupils will live their lives with that sexual orientation. Our education programme would be failing all our children if it simply pretended that homosexuality did not exist, either by hindering understanding on the part of those who are heterosexual or by denying self-understanding to those who are not. Playground gossip plays an important role in the spread of misinformation; we believe that our school has a genuine educative and human role to play here. It is the school's responsibility to deal with questions about sexual orientation and relationships in a sensitive, balanced, factual and honest way, taking account of children's age, maturity and background. Tutors and teachers are in the best position to know their pupils' needs and adapt their teaching to suit specific requirements.
All should recognize the Christian value of the unique worth of each individual and for this reason: prejudice, victimisation, bullying and the use of homosexual slang as a form of abuse are contrary to the school's Christian values and will not be tolerated.
Right of Withdrawal
Broad areas of content will be covered in RSE and other lessons, as well as KS4 relationships days. The Governors recognise that discussion may take place in a wide variety of curriculum areas other than RE. The Governors also recognise that the Science curriculum will refer to human reproduction. Aspects will also be addressed through the themed tutorial weeks.
Parents have the legal right to withdraw their child from all or any part of the school's programme for Relationships and Sex Education. Legislation states that 'parents have the right to withdraw their children from any and every aspect of sex education that is not taught as part of the statutory curriculum'. We will inform parents that Relationships and Sex Education is being delivered by writing letters to parents before the unit is taught. It is their responsibility to opt out. The School will not ignore any parental concerns, but the Governors do believe that a programme of Relationships and Sex education embedded in a Christian education is important for every child.
If a parent requests that their child be removed from 'sex education', the school will provide support by arranging for their child to work in the Pupil Inclusion Unit, which is staffed and is also equipped with computers so that pupils may work independently.
Resources
The programme will be taught through a range of teaching methods, including discussions, roleplay, effective questioning and collaborative learning strategies to foster inclusion.
The Head of RE will ensure that, if requested, resources are available to parents to view before the lessons. Parents will be consulted on any major changes in the Relationships and Sex education programme.
The school programme is also supported by the school nurse. Constructive links also exist with the school's independent careers advisor (who was previously employed by the Young Peoples Service), who works to advise and support pupils on a wide variety of issues. Pupils are signposted to various local clinics through this service.
The involvement of parents and carers
The most powerful Relationships and Sex Education is a collaboration between school and home. We are committed to working with parents and carers. We will offer support to parents and carers by offering them an opportunity to come into school to view the resources prior to the teaching of RSE.
We will notify parents when particular aspects of Relationships and Sex education will be taught
Monitoring and Evaluating the Scheme
The school has procedures for monitoring and evaluating all curriculum areas regularly and systematically. Day to day monitoring is the responsibility of the Head of RE. Teachers are monitored closely by the Curriculum Leader, the Senior Leadership Team and Heads of House through drop-in observations to ensure good quality RSE. | <urn:uuid:4b1a133b-3f4e-4a9c-8667-8756eddf589c> | CC-MAIN-2022-49 | https://files.schudio.com/archbishop-temple-school/files/documents/Relationships_-_Sex_Education_Policy(2).pdf | 2022-12-01T11:02:32+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00125.warc.gz | 291,561,432 | 3,798 | eng_Latn | eng_Latn | 0.976169 | eng_Latn | 0.998303 | [
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LANGUAGE ARTS
FOR FAMILIES
2
YOU ARE your child's first teacher. Learn how to support the goals of Oklahoma's academic standards and why they are important to your child. Please be in regular communication with your child's teachers and ask how you can support language arts learning at home. When schools and families work together as partners, it helps your child achieve academic success!
SECOND GRADE
What to expect:
Children in second grade are beginning to ask more difficult questions as their learning continues to grow. They are increasingly independent listeners, speakers, readers and writers. In second grade, children are reading more difficult books and writing longer stories. They can read a variety of texts, including newspapers, comics and stories, and are able to focus their writing on a central topic and include details such as people, places, dates and events. This information is a snapshot of learning in English language arts (ELA) for Grade 2. For a complete set of ELA academic standards, click here or visit sde.ok.gov/oklahoma-academic-standards.
By the end of the school year, your child will:
* Become an increasingly confident reader.
* Identify the main parts of a story, including details about the characters, where the story takes place (the setting) and what happens in the beginning, middle and end (plot).
* Read a book and describe the main idea and details about the people, places and things in it.
* Explain how and why something happens in a story read aloud or on their own.
* Write a paragraph about a topic and include supporting details such as important people, places, dates or events.
What to do at home:
* Listen to your child read aloud.
* Help your child learn the meaning of new words by looking at the sentences around them and thinking about what makes sense.
* Discuss why an author may have written a book and what happened in the story.
* Talk with your child about the information they learned from a book about real people, places and things.
* Learn and use new words in conversations with your child and discuss their meanings.
* Encourage your child to write stories or observations about the world.
Education
LANGUAGE ARTS
FOR FAMILIES
Fostering Curiosity
Children are naturally curious and motivated to learn about things that interest them. Since curiosity helps students be successful in the classroom, it is important to encourage it at home. Play is a wonderful way to develop curiosity, so be sure to allow plenty of playtime. Encourage your child to ask questions, be creative, discover answers and explore their world.
Support your child's curiosity with questions like these:
* What do you notice or wonder about in your community?
* What new words or things have you discovered today?
* What is the most exciting adventure you could take? What would you do on the adventure?
Your child will have plenty of questions. It's okay if you don't always have the answer. The best response is always, "Let's find out together."
Fostering Communication
Build your child's vocabulary, thinking skills and curiosity by using new words and having conversations that include questions to make your child think. Communicating with others gives children a chance to see and understand that there can be more than one point of view about a given subject. Accepting these different ideas helps children learn how to get along with others, encouraging positive relationships with other children and a strong self-image.
Support your child's communication skills with questions like these:
* If you switched places with your teacher tomorrow, what would you teach the class? Why?
* What was the best thing that happened today? What was the worst?
* What challenged you today? What did you have trouble understanding?
Fostering Comprehension
As children continue to strengthen their reading skills, they benefit from reading independently and with adults. Sharing a variety of print materials – books, comics, etc. – helps them explore new words and ideas. Use the following questions to help your child better understand what they are reading.
BEFORE READING
DURING READING
AFTER READING
* What do you think this book is about?
* What do you think will happen?
* What kind of book is this?
* What do you think will happen next?
* Where and when does the story take place?
* What do you notice about the characters?
* Why do you think the author wrote this book?
* What happened in the beginning, middle and end?
* What was your favorite part of the book?
Join the conversation!
@oksde | <urn:uuid:65132b51-b9d5-41e9-91be-ef81b4edaecd> | CC-MAIN-2022-49 | https://sde.ok.gov/sites/default/files/ELA%20Family%20Guide-2nd%20Grade%20%281%29.pdf | 2022-12-01T11:28:23+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00126.warc.gz | 530,350,427 | 925 | eng_Latn | eng_Latn | 0.998965 | eng_Latn | 0.99905 | [
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Materials Included:
- 1 cardboard circle
- 2 pieces of string (12" each)
- 2 wooden beads
- Bamboo skewer
Things You Need From Home
- Markers, paints, crayons, stickers
Instructions
1. Color/decorate your cardboard circle on both sides.
2. Poke one hole in each side of the circle, across from each other. (See picture above)
3. Fold your string in half and poke the loop of the string through the hole, then thread the end of the string through the loops and pull it tight. (Use the skewer to help you push it through.
4. Put your bead onto the two ends of your string and tie a knot. (You might need an adult to help with this!)
5. Use the pointed end of your stick and put it in between the layers of cardboard. This is the handle of your drum.
To be entered in our monthly art kit drawing please share a photo with Dancing Spirit at https://www.facebook.com/dancingspiritgallery/
For more information, call Dancing Spirit at 970-563-4600 or visit us online at dancingspiritcommunityarts.org | <urn:uuid:0d429505-b8d3-466d-b5a4-d0ec2540d8f3> | CC-MAIN-2022-49 | http://nebula.wsimg.com/c43c5841ef79b35f37384b524e5e12d8?AccessKeyId=A739A38DCBBC5F1F7231&disposition=0&alloworigin=1 | 2022-12-01T11:19:17+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00125.warc.gz | 35,182,165 | 243 | eng_Latn | eng_Latn | 0.997398 | eng_Latn | 0.997398 | [
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6 th Grade Math
Mrs. Mathias
Materials: Each student should bring the following items to class every day: a spiral notebook, Math workbook, and pencil.
Text: McGraw Hill: Glencoe Math: Course 1; Volume 1 & 2
Online Resources: I-Ready, IXL, Kahn Academy, Achieve 3000, Teacher.Desmos.com
Focus: Reasoning abstractly, quantitatively, and appropriately to make real-world applications in problem solving.
Semester 1 (August- January)
Semester 2 (February-June)
1. Unit 1: Ratios and Proportional Relationships
* Understand ratio concepts and use ratio reasoning to solve problems.
1. Unit 2: The Number System
* Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
* Compute fluency with multi-digit numbers and find common factors and multiples.
* Apply and extend previous understandings of numbers to the system of rational numbers.
2. Unit 3: Expressions and Equations
* Apply and extend previous understandings of arithmetic to algebraic expressions.
* Reason about and solve one-variable equations and inequalities.
* Represent and analyze quantitative relationships between dependent and independent variables.
3. Unit 4: Geometry
* Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
4. Unit 5: Statistics and Probability.
* Develop understanding of statistical variability.
* Summarize and describe distributions. | <urn:uuid:271400ab-30fd-4fcb-bd0d-7842399fa388> | CC-MAIN-2022-49 | https://www.stcaseattle.org/_files/ugd/5e6f3a_d1acc5a6029f4327a6e238ae254358d2.pdf | 2022-12-01T09:00:50+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00127.warc.gz | 1,046,495,513 | 305 | eng_Latn | eng_Latn | 0.962482 | eng_Latn | 0.962482 | [
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Interactive Story Map
Student Sheet B: Return from Catastrophe: Moore, Oklahoma a Year After the Tornado
STORY MAP http://storymaps.esri.com/stories/2014/moore-one-year-after/#
Use this worksheet to take notes about the eight areas presented by other students. (There are additional rows at the bottom in case there are more than 8 groups.)
UPDATED: AUG 2021
Interactive Story Map
Student Sheet B: Return from Catastrophe: Moore, Oklahoma a Year After the Tornado
UPDATED: AUG 2021 | <urn:uuid:bf799b4c-11e3-4372-84b2-13deac769887> | CC-MAIN-2022-49 | https://scied.ucar.edu/sites/default/files/2021-11/Moore%20Story%20Map-SheetB.pdf | 2022-12-01T09:40:50+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00131.warc.gz | 547,495,210 | 118 | eng_Latn | eng_Latn | 0.942883 | eng_Latn | 0.981084 | [
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Task: Castle Design
In Medieval Europe, the castle was a common type of stronghold that provided both protection and living quarters for the king or lord of the land in which it stood. Explore their design, architecture and construction. Complete the mind map.
Tip: Take a virtual tour of Goodrich Castle (https://www.english-heritage.org.uk/visit/places/goodrichcastle/history-and-stories/virtual-tour) or Warwick Castle (https://my.matterport.com/show/?m=HCmSPZ4meT4) !
Main Idea
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
© 2022 Encyclopædia Britannica Inc.
Name:
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Moving Back Home
Some Things To Keep In Mind For Children
hen a home is finally rebuilt after a disaster, moving into the new house is usually anticipated with hope and excitement. At last, the long months of work and worry have accomplished their goal, and children and their families look forward to getting back to a normal routine. Children may be excited and eager to move out of crowded temporary quarters, to have a room of their own again, to be back in their old neighborhood, and to see familiar friends and places. W
n addition to the excitement, however, it is not unusual when moving into the home for children and their families to have a reawakening of memories of the disaster or stressful reactions similar to those experienced after the disaster. This is understandable when you consider that the home that was lost was not only a house, but also the place that symbolized safety, and security. Moving into the new house is a reminder of the loss of the old house, and the scary way in which it was lost. I
hildren may become irritable or have difficulty sleeping. They may fall back into behavior patterns from a younger age, and may have stomachaches, headaches, or other physical complaints. They may express fears about the disaster, or may be fearful of the dark or of being alone. It is important for parents to realize that these reactions, which are normal after a disaster, are also perfectly normal when an event such as moving back into the home "triggers" the memories of the disaster. Usually the reactions will go away themselves within a few weeks, especially if parents are understanding and supportive, and if children have the opportunity to talk about their feelings through play or art. C
t is important for parents to let children know that these reactions are common when moving back to the place where the disaster happened. They can let children know that parents, too, have these kinds of memories and reactions. It is important to encourage children to talk about their memories and feelings about the disaster. However, it is also important to end the discussions on a positive note, encouraging the child to also talk about how the family survived the disaster, how s/he feels now that almost a year has past, positive changes s/he experienced since the disaster, things s/he learned since the disaster, or advice s/he would give to other children about what to do to feel better after the disaster. I
arents can help children to rebuild a sense of safety and security by involving them in developing or reviewing a family safety plan, with emphasis on disaster safety in the home and the neighborhood. It is especially important for children who are home alone sometimes to know who in the neighborhood will look out for them and assist them if another emergency happens. P
ften, even if the new house is built with exiting improvements over the old one, moving back in can bring pangs of grief for the things that are no longer there to fill the space-pictures, toys, a favorite blanket. It is important to let children talk about their reawakened sadness over these losses. Let them know when you have the same kind of feelings. Talk about what you miss most. Let children help in decision making and shopping for furniture and decorations, especially for their own rooms, but also for other areas of the house. If pets were lost in the disaster, their absence will probably really be missed in the new house. It is important to talk about it and when everyone will feel ready to bring another pet into the family. O
hese suggestions are not intended to put a damper on families' enthusiasm at this happy time. They are simply to reassure families that it is perfectly normal to feel a mixture of happiness and sadness when moving home again. It is simply another step on the road to recovery. It is important to allow the feelings to be shared, while at the same time realizing how far the family T has come, and how much has been rebuilt. It is often helpful to have children draw two pictures when they move home again: one of myself and my family the day of the disaster, and one of myself today. | <urn:uuid:511a9e6e-fa72-41d5-8ada-89b73f873f31> | CC-MAIN-2022-49 | https://omh.ny.gov/omhweb/disaster_resources/pandemic_influenza/moving_back_home.pdf | 2022-12-01T09:07:32+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00130.warc.gz | 485,998,375 | 852 | eng_Latn | eng_Latn | 0.997836 | eng_Latn | 0.997844 | [
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Fact Sheet
Minnesota Newborn Screening Program
Blood Spot Screen Result Notification
Positive Result:
Elevated Argininosuccinic Acid
What was found on the newborn screen?
What health problems can it cause?
The newborn screen that was collected at birth found that your baby has high levels of an amino acid called argininosuccinic acid.
What does this mean?
High levels of argininosuccinic acid can indicate that your child has a metabolic disorder called argininosuccinic acidemia (ASA). A positive result does not mean you baby has ASA, but more testing is needed to know for sure.
What happens next?
Your baby's doctor or a metabolic specialist will help arrange for more testing. Your baby will also be seen by a metabolic specialist.
What is argininosuccinic acidemia (ASA)?
ASA is part of a group of disorders called amino acid disorders. Children with ASA are unable to process ammonia, a waste product that is created when the body breaks down protein from food. This causes dangerous amounts of ammonia to build up in the body and cause health problems.
ASA is a lifelong condition. Possible health problems of ASA include:
* Lack of energy
* Poor feeding
* High levels of ammonia in the blood (hyperammonemia)
* Intellectual disabilities
* Unusual body movements
* Seizures
* Coma
Occasionally, a child may have a less common, mild form of ASA where ammonia builds up in the body only during periods of illness or other stress.
Children with ASA can benefit from prompt and careful treatment.
What treatment options are available?
Treatment for ASA consists of a lifelong, low protein diet. Certain medications and supplements may be prescribed. Early treatment can be life-saving. Even with treatment, some children still have episodes of high ammonia. This can result in brain damage causing lifelong learning problems and intellectual disabilities.
Children with ASA should see their regular doctor and a doctor who specializes in metabolic disorders.
Resources
Save Babies Through Screening Foundation:
www.savebabies.org
Baby's First Test: www.babysfirsttest.org
Genetics Home Reference:
http://ghr.nlm.nih.gov | <urn:uuid:ec9ce538-e451-4d2b-8736-d2d2f164b6cf> | CC-MAIN-2022-49 | https://www.health.state.mn.us/people/newbornscreening/materials/factsheets/elevatedasafamily.pdf | 2022-12-01T09:23:48+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00127.warc.gz | 840,771,138 | 436 | eng_Latn | eng_Latn | 0.996342 | eng_Latn | 0.996342 | [
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Young at Heart Exercises – Handout 3
Always begin in good posture before you begin any exercise. These exercises below are designed to help you build strength, increase flexibility, and improve balance. Work within your pain free range of motion.
STRENGTH – UPPER BODY – YAH SEATED ROW
1. Sit in good posture towards the front edge of your chair with feet shoulder width apart. Place your tube securely under both feet and exchange the handles to opposite hands so that the tube forms an "X" between your legs.
2. Maintain good posture; pull the handles into your ribs with your palms facing your sides. In this position, your shoulders are pulled back with your shoulder blades squeezing together.
3. Repeat 6 times.
FRONT VIEW
STRETCH – CAT STRETCH
1. Bring arms out in front of body, round the spine like a cat. DO NOT let the head level. Hold for 5 seconds.
2. Now, focus on the horizon and reverse the by letting your back sway and bring arms 5 seconds and return to good posture.
3. Return to good posture.
Revised June, 2015
SIDE VIEW
STRENGTH – LOWER BODY – YAH SITS & STANDS
1. Sitting in good posture, cross arms in front of body (or leave on thighs for support) feet flat on the floor, hip width apart.
2. Movement
* Basic: Lean slightly forward, tighten your abdominal muscles, and slightly rise out of the chair, pause and gently sit down (not a full stand)
* Progression: Lean slightly forward and rise to a standing position out of the chair with body weight in the heels of feet.
3. Gently return to starting position. Repeat 6 times.
STRETCH – SIT AND REACH
1. Sit at the end of the chair, extend right leg and keep the left leg planted on the ground with knee at a 90º angle.
2. Bend at the hips and reach straight over the toes of the extended (right) leg. Keep head above the heart and hold for at least 5-10 seconds and release.
3. Repeat on other leg.
BALANCE – YAH STATUE OF LIBERTY
1. Standing next to your chair, find your center of balance (weight evenly distributed).
2. Raise your right arm out in front while you extend your left leg back toes pointing down.
3. Return to starting position and repeat opposite arm & leg.
4. Motion should be slow and controlled. Repeat up to 6 times. | <urn:uuid:74bffd08-a31a-4353-81dd-66b4bdc5c75a> | CC-MAIN-2022-49 | https://www.healthyagingassociation.org/uploads/4/3/1/4/43144553/yah_exercise_handout_week_3.pdf | 2022-12-01T09:16:15+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00129.warc.gz | 848,536,546 | 525 | eng_Latn | eng_Latn | 0.998301 | eng_Latn | 0.998339 | [
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Millcreek Junior High
2022 - 2023
7
th
Grade Course Descriptions
ENGLISH
English 7 (4000) Year
Students will focus on writing, reading, and language skills via direct instruction and activities. There is a heavy emphasis on writing in this class and students will write for multiple purposes. Students will close-read literature and informational text to gain deeper understanding. In this class, students can expect to present work individually and in small groups. Critical thinking will be developed through research and analysis of literature and writing.
English 7 Honors (4005) Year
In addition to the components of English 7, this class will focus on nonfiction and multi-genre writing with an emphasis on research and the writing process. The texts chosen for this class have a humanistic or multi-cultural focus. We will develop our critical thinking skills through research, discussion, and analysis.
MATHEMATICS
Math 7 (5000) Year
This course covers the Utah core standards for seventh graders. Students will learn through differentiated instruction and blended learning with online programs such as Mathia and Aleks.
-Math 7 Honors: Honors opportunities with be given to all students in this course and students will receive the Honors designation on their transcript if they choose to complete the honors opportunities offered throughout each term.
Grade 7 Mathematics Accelerated (Math 8) (5010) Year
Students must qualify for the Accelerated 7 th /8 th Grade Math course by taking the CogAT exam or completing the math portfolio. This course covers the Utah core standards for eighth graders. On this track, students can take AP Calculus in 11 th grade, and AP Statistics in 12th grade.
SCIENCE
Integrated Science 7 (6000) Year
Students enter the wonderful world of Newton's laws: push and pull factors, collisions, and much more will be fully investigated. Next, students discover the mysteries of the earth's interior and how matter is cycled. Lastly, students learn about the unseen world of cells and genetic influences.
-Science 7 Honors: The honors lessons will be set up in a separate Canvas module each term. As students finish the Canvas module, an honors designation will be added to their transcript. Honors opportunities are available to all students.
SOCIAL STUDIES
Foundation of Social Studies: Utah Studies (4500) Semester
Foundations of Social Studies/Utah Studies is the introductory course for social studies in Davis School District. Curricular content consists of key themes and concepts drawn from the social sciences of geography, history, economics, and government. This course focuses on the reading of both informational text and authentic or primary source material.
PHYSICAL EDUCATION
P.E. 7
(1020) Semester
P.E. 7 is a required class for ALL students. Students learn to develop lifetime attitudes regarding physical activity and healthy lifestyles. They will improve flexibility, strength, agility, balance, speed, and endurance. They will develop skills in volleyball, basketball, soccer, flag football, and other team sports. This class can be taken BOTH semesters for students who love P.E.
Basketball 7 (1020) Semester
This class is for the ultimate basketball fan! The course is for all levels of basketball players, from novice to advanced, who want to improve their skills. Students master essential skills through a variety of advanced drills used at the college and professional levels. Students play in a variety of tournament style basketball games (1:1, 2:2, 3:3, 5:5). Students also create their own competition shooting games for the class to compete in. Both boys and girls in 7 th , 8 th , and 9 th grades are encouraged to enroll.
Fitness 7 (1020) Semester
This class is for all those who are looking for a fun class. This class will focus on various fitness activities such as yoga, circuit training, kick boxing, Zumba, and step aerobics! Students will have a 70's dress-up day at the end of the step aerobics routing (for all those who wish to participate). The class will be videotaped, and everyone will have a great time watching the culmination of our efforts. The class will focus on the body, strengthening muscles (including the most important one – your heart!), getting toned, and having fun doing it. This course is open to everyone grades 7-9.
CAREER & TECHNICAL EDUCATION - CTE
College and Career Awareness (7050) Year
This is an exploratory Career and Technical Education (CTE) program, which includes study in three CTE content areas: Technology and Engineering/Agriculture/Information Technology, Business Education/ Marketing, and Family and Consumer Science/ Health Occupations. It is a required 7 th grade class.
Creative Coding (7743) Semester
This course is designed to attract and reach a broad and diverse range of students, including those who may have never considered programming. Students learn how to code by working in a real software development environment to design, program and publish mobile apps and games. Learning to code by creating real products, students discover how to make amazing things and have an impact on their world.
Exploring Tech 1 (7810) Semester
This course is available to 7 th and 8 th grade students. This is an activity-oriented class that incorporates STEM (science, technology, engineering, and math) principles throughout the course. The engineering design process is taught as the students explore technologies in communications, manufacturing, construction, transportation, and power and energy. This is a great class for a student considering engineering or a technical trade as a career. There is a lab fee for this class.
Word Processing (7552) Semester
Keyboarding skills are essential life skills for today's students. Junior high students need to type at least 30 words per minute consistently on a two-minute timing. If they cannot do this, they should take Word Processing in the 7 th or 8 th grade. In this beginning, semester-long keyboarding class, the student will master touch operation on the computer keyboard. First term will focus on correct fingering by touch and good technique. Second term will focus on speed and accuracy as well as basic computer skills. There is a lab fee for this class.
FINE ARTS
Welcome to fine arts! We are excited to help you learn and be involved in the performing arts at Millcreek. We have a rich tradition of excellence in band, choir, and orchestra. Students may even choose to take all three courses each year. You are required to take one music class in 7 th grade.
MUSIC
Band 1 Brass (2204) Year
The following instruments are played in this class: tuba, trombone, French horn, baritone, and trumpet. Students will learn basic musicianship skills and theory concepts, such as major scales, basic notes, and rest values. All students participate in the Christmas and Spring Concerts. Tubas, baritones, and French horns are available to rent from the school. This fee is to be paid during registration in the fall. There is a lab fee for this class. This is a full year course. Summer band takes place for three weeks mid July – mid August.
Band 1 Percussion (2206) Year
Note names, note values, and rhythms are learned, using a mallet keyboard and shared drum practice pad. Two years of piano experience required. Entrance tests will be given on Thursday, March 3 at 4:00 p.m. in room 106 for seven slots. This is NOT a playing test, but a written theory test. There is a lab fee for this class. This is a full year course. Students in percussion will purchase their own drumsticks and mallets for the percussion instruments during the year. All beginning students participate in the Christmas & Spring Concerts. Summer band will take place for three weeks in mid July – mid August.
Band 1 Woodwinds (2205) Year
Students choose from the following woodwind instruments: oboe, bassoon, clarinet, and flute. Students who desire to play the saxophone begin on the clarinet; and auditions are held in January for a few students who wish to switch to saxophone and/or bass clarinet. Oboe, bassoon, and bass clarinets are available to rent from the school. Students that desire to play oboe or bassoon are highly encouraged to take private lessons. The rental fee is paid during registration in the fall. Students will learn basic musicianship skills and theory concepts such as major scales and basic note & rest values. All beginning students participate in the Christmas & Spring Concerts. There is a lab fee for this class. This is a full year course. Summer band will take place for three weeks in mid July – mid August.
Music Exploration (2316) Semester
Music Exploration includes concepts and skills to integrate music into everyday life. Study will include explorations in creating and composition, experiments with singing, playing (chimes and ukulele), reading music notation, development of analytical and evaluative skills in music listening, and investigations of various purposes of music. Students will be exploring musical concepts like note values, pitch, rhythm, and music history (instruments, composers, and musical time periods). In addition to investigating music's history, culture and connection to the community, students will begin applying their skills by participating in 2 choir concerts during the semester (1 each term). There is a lab fee for this class.
Choir 1 S/A-Girls' Choir (2301) Semester or Year
Beginning choir is an introduction to music and the beginning of vocal training. In this class, students will develop their singing voice, extend their range, and become more musically literate as they participate in learning activities focused on listening, performing, creating, and analyzing choral music. Students sing music from a variety of musical styles and perform in at least two concerts per semester. This course is open to all students but intended mostly for 7th grade girls. No prior experience is required, but a music class will be required for 8 th and 9 th grade choir courses. There is a lab fee for this class.
Choir 1 T/B-Boys' Choir (2301) Semester or Year
Beginning choir is an introduction to music and the beginning of vocal training. In this class, students will develop their singing voice, extend their range, and become more musically literate as they participate in learning activities focused on listening, performing, creating, and analyzing choral music. Students sing music from a variety of musical styles and perform in at least two concerts per semester. This course is open to all students but intended mostly for 7th grade boys. No prior experience is required, but a music class will be required for 8 th and 9 th grade choir courses. There is a lab fee for this class.
Orchestra 1 (2405) Year
The following instruments are played in this class: violin, viola, cello and bass. Cellos and basses are available to rent from the school. This fee is paid during registration in the fall. Students should have had previous experience with their instrument prior to enrolling, through 6 th grade orchestra or private lessons. Students with no prior experience may enroll but will need private lessons or extra practice outside of class and extra instruction in class to catch up. This course is designed to give students the skills to perform music levels 1-2. These levels include basic musicianship skills and theory concepts. All beginning orchestra students will participate in the Fall, Christmas, and Spring concerts. There is a lab fee for this class.
VISUAL ARTS
Art Foundations 1 (2101) Semester
Students will have experiences creating art using a variety of media. They will become more fluent with the principles and elements of art. Students will grow in their abilities to create and appreciate art. This class is required before students take advanced art classes. There is a lab fee for this class.
2-D Art (2102) Semester
This course builds on the concepts taught in Art Foundations. Art projects focus on mediums such as charcoal, graphite, scratchboard, oil pastels, watercolors and more. Each year this semester-long course is taught, the projects are different. This enables students to take 2-D Art once as an 7 th , 8 th, and 9 th grader, if they wish. There is a lab fee for this class. Pre-requisite class is Art Foundations 1.
3-D Art (2104) Semester
This course builds on the concepts taught in Art Foundations. Projects focus on creating three-dimensional works of art using a variety of mediums (i.e. ceramics, jewelry, wire sculpture and more). Each year this semester-long course is taught, the projects are different. This enables students to take 3D Design once as a 7 th , 8 th , and 9 th grader, if they wish. There is a lab fee for this class. Pre-requisite Art Foundations 1.
ELECTIVES
Civics (4532) Semester
Introductory class on the basic principles of government and leadership. Students will explore the different types of government, economies, and branches of the government, political systems, and elections, as well as current local and world events. Students will be prepared for future government and citizen classes. Class will be discussion and lecture-based, with guest speakers and activities.
Creative Writing 1 (4335) Semester
Students will have the chance to flex their creative muscle as they discover, develop, and demonstrate skills related to writing. The attention is focused on different writing strategies, while writing everything from short stories to poetry. Near the end, students will experiment with a wide variety of genres to showcase students' own writing styles.
Film History (4255)
Students will explore the history of moving pictures and cinema from the emergence of cinema to the immergence of actualities, fiction-stories, silent films, and talking pictures. This course will focus on film from the 1890s to the 1960s and will cover various genres of film, technological devices, and cinema personalities. Lessons will include documentary excerpts, short films, and clips from full-length films that are rated G, PG, or Not-rated in compliance with district policies. There will be research, presentation, and discussion components within this course.
Spanish 1 (3110) Year
This course gives an intro to the Spanish Language and the many cultures in which Spanish is spoken. The students will participate in activities and do work to be at the Novice-Mid Level of Proficiency which is measured by ACTFL. By the end of the year, students will be able to use a limited number of words and phrases about basic actions and objects in Spanish. Students will also be able to understand basic questions about personal information in Spanish. Preference given to 8 th graders. There is a lab fee for this class. No state college in Utah requires a world language for entrance. However, The University of Utah highly encourages students to enter the university with 2 years of a foreign language.
SPECIAL EDUCATION
Resource
Only those students who qualify for Special Education Resource services take Resource classes. Resource classes are offered in the areas of Language Arts and Math. Students with IEP goals for social skills and/or study skills will have these services addressed in a Resource class. Both Language Arts and Math offer an applied class, teaching all the grade level standards, but with smaller class sizes and additional support in order to prepare them for a more inclusive educational setting. In addition, students with IEPs will be enrolled in a lab class associated with the academic core goals on their IEP. Enrollment in an applied class or the corresponding general education class will be determined by the IEP team.
INTERVENTION CLASSES
Enriched Reading 7 (4230) Semester
This is an intervention reading class. Students will work on their comprehension skills using functional texts and novels. Students will read some works as a class, as well as outside reading. There is an emphasis on nonfiction text and understanding reading strategies. Students are placed in this class by counselors.
Read 180 (2 period class) (4225) Year
This course is designed to strengthen reading skills. Read 180 is a research-based reading intervention program designed to raise the reading levels and test scores of struggling readers. While strengthening these skills, the English core will also be addressed and taught. The class is divided into sections: whole group instruction, small group/individualized instruction, independent and modeled reading, and content-based reading. Students are placed in this class by counselors.
Study Skills (400) Semester
Students will be given this time to complete homework and study for their classes. Students are graded on class participation (working in class), planner usage, and assignment completion in ALL classes. Students are placed in this class by counselors. | <urn:uuid:a9857ce7-bb2b-4916-8aed-953db4ee0573> | CC-MAIN-2022-49 | https://resources.finalsite.net/images/v1643750970/davisk12utus/fyjjxmtypreigqzan0sq/7thGradeCourseDescriptions2022-2023.pdf | 2022-12-01T10:39:52+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00130.warc.gz | 539,691,725 | 3,510 | eng_Latn | eng_Latn | 0.998008 | eng_Latn | 0.99845 | [
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Middle School English A
Course Overview
Middle School English A is designed for advanced 7 th -9th graders who are seeking a year-long comprehensive study of literature and writing through online learning. If you are at least 12 years old and you're searching for a class that is fun, but challenging—a class where you will write both analytically and creatively, and read critically—then this class for you! Throughout the year, you and your classmates will focus on themed novel and non-fiction studies in a variety of genres, read and analyze short stories and poems, engage in friendly, active discussions, and refine your grammar and vocabulary skills. This may be your first online class, or you may be an online pro. Either way, unit coursework will help you develop and improve your technological skills.
Throughout the year, students in this middle school class will review and reinforce the components of the writing process. You will use strategies such as outlining, revising, rewriting, and occasional peer editing to improve your writing skills. Expect assignment to include narrative, descriptive and argumentative writing, as well as writing to compare and contrast and an introduction to the research paper. Do you enjoy creative writing? An important addition to structured compositions will be your creative writing journal, where you will explore your creative side! Each major learning unit will include a project or concluding assessment, so you can demonstrate your proficiency and understanding. And naturally, unit goals, detailed rubrics, and criteria for success will be provided!
The class will be highly interactive, while still offering you and your family the flexibility of an online format. Expect to participate in lively weekly forums, responding to literary analysis exercises in give-and-take discussions with your classmates and teacher. Live sessions will be held on designated weekdays per student/teacher schedules. Individual tutorials will be offered at a time mutually agreeable to both student and instructor. Chat recordings will be posted on the course page for students who cannot attend or who opt out. You will work independently in your grammar text throughout the year, and you'll expand your vocabulary through both workbooks and words drawn from your reading.
By the end of the year you and your Middle School English A classmates will be amazed by your ability to navigate the exciting world of online learning, and you will feel prepared to take on advanced middle school writing and research projects.
Course Goals
Students will:
- Express an informed personal response to literary and non-literary texts and demonstrate the ability to approach works independently
- Understand and respond to the structure, language, and significance of familiar and previously unseen pieces of writing
- Compare texts and connect themes to show similarities or differences across genres
- Demonstrate a critical awareness of a range of written and visual texts
- Interpret the author's or speaker's intentions
- Distinguish the main ideas in a text from the secondary ideas
- Use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings
- Express ideas with clarity and coherence in written communication
- Structure ideas and arguments logically and support them with relevant examples
- Creatively respond to writing prompts
- Use and understand a varied range of vocabulary
- Use correct grammar with appropriate and varied sentence structure
Student Resources
Writing:
- Write Source 2000, 4th edition: A Guide to Writing, Thinking and Learning
- Rip the Page! Adventures in Creative Writing, Karen Benke
- Merriam-Webster's Intermediate Thesaurus, Grades 5-8
Vocabulary:
- Vocabulary from Latin and Greek Roots: Book 1, Osborne, Moliken and Knox
- Wordly Wise Book 7
Grammar:
- 180 Daily Teaching Lessons, Easy Grammar Ultimate Series, Grade 8, Wanda Phillips (student text only)
Short Stories and Poetry:
- Little Worlds, A Collection of Short Stories for Middle School, Peter Guthrie
- The Barefoot Book of Classic Poems, Jackie Morris
Fiction and Non-Fiction*:
- Bridge to Terabithia, Katherine Paterson
- Holes, Louis Sachar
- Number the Stars, Lois Lowry
- Roll of Thunder Hear My Cry, Mildred Taylor
- The Secret Garden, Frances Hodgson Burnett
- The Story of My Life, Helen Keller
- Treasure Island, Robert Louis Stevenson
- The Westing Game, Ellen Raskin
- Where the Red Fern Grows, Wilson Rawls
* Please note that there may be minor modifications to the fiction reading list.
Students who have read one or more of these selections may opt to re-read or substitute worthy alternatives in the same genre.
Course Activities
- Read novels, poetry, short stories, and non-fiction—including informational texts and essays
- Quizzes and tests on assigned literature work
- Writing instruction with detailed, individual feedback
- Daily grammar and vocabulary exercises and weekly quizzes
- Online discussion forums on each piece of literature, as well as feedback forums on every essay and on literary analysis work
- Introduction to literary analysis and essay writing
- Live sessions where students can interact with each other and get immediate feedback as we discuss literature, play review games, and prepare for upcoming tests
- Assessments in the form of varied writing tasks and projects; major units include project or assessment to show proficiency and learning established in goals
Summer Assignment
Students will read Holes over the summer, and there will be a fun summer writing assignment.
Online Format
Course instruction occurs through module progression, class forums, and live chats. I welcome and encourage student and parent communication. I will be available to students through Skype, as well. Assignments are set up on a Monday-Sunday timetable. You will access the website regularly, and interact with your classmates throughout the week, according to your own school and family schedule. Live meetings are hosted weekly to address course content, curriculum and questions. The meetings are fun and engaging for any who wish to participate, and if you are unavailable, a recording and transcript will be provided for your review. Interaction is frequent and friendly. Peer-to-peer collaboration, dialogue, and debate via our discussion boards and meetings are what make the course engaging and enjoyable!
The class is hosted on CANVAS, a learning management system that is popular among online educators and universities. You will need access to a computer with an up-to-date browser (Firefox, Safari, Internet Explorer, or Chrome). You will complete assignments directly on the website and upload your writing assignments as Microsoft Word documents. The course website is password protected and accessible only to registered students and parents for observation.
The class website will open a week early and parents and students will receive an invitation to join the course.
Use of Technology and Technical Requirements
Many students are new to online learning, so there will be significant time spent during the first week or two of the course helping students become acquainted with expectations, procedures, and the CANVAS format. Questions are expected and welcome!
High speed Internet and an e-mail account that accepts large files. Microphone or headset highly suggested. Students must have access to Microsoft Word/Office, full Internet and printer access (broadband Internet recommended but not required), and they must be able to view PDF files. Anti-virus software is highly encouraged.
Course Tuition, Size, and Schedule
Middle School English A is open to home-schooled students who are in 7 th -9 th grades and are at least 12 years old. Tuition for 2014-2015 is $549 for the year.
The class will run from August 25, 2014 to May 1, 2015.
- Thanksgiving - Week off
- Winter break December 22-January 5
- Spring break March 9-13
Questions
Students often wonder "which class is the best fit for me?" Robust reading and writing in Middle School English A is designed to challenge and prepare middle school and early high school students, but also recognize and remember that reading and writing can and should be fun.
Do you love to read and write? Are you willing to commit to reading 20-50 pages per week? Do you want to improve your skills in literary analysis? Are you ready to work diligently on long term writing projects? If you answered "yes" to those questions, then this course is for you! The ideal student is one who will invest time and energy into exploring the coursework deeply—a student who is committed to improving reading and writing skills. Students do not need to have a specific course background. What's most important is a willingness, openness, and eagerness to learn. We will work and learn together in this course!
If you have questions or would like additional information about this course, please contact the instructor.
INSTRUCTOR QUALIFICATIONS
Emily holds a B.A. degree in psychology and education from Bryn Mawr College and is certified to teach elementary education (K-6) and English Language and Composition (7-12). As a former elementary school classroom teacher and experienced K-12 online educator, Emily has a passion for making reading and writing accessible and fun. She has high standards for her students but is warm, compassionate and approachable. Emily is also a TESOL (Teaching English as a Second Language) certified instructor and has taken a variety of graduate courses in literacy education.
REVIEWS FROM PARENTS ON WRITING COURSES TAUGHT
- It's a pleasure to see our daughter's writing and confidence improve day by day. We appreciate her teacher's corrections as well as her encouragements, which we have found extremely helpful. - D.W.
- I cannot tell you how grateful I am for this program! My son has blossomed in his writing
skills, far exceeding my expectations. Emily has pulled out of him a love for writing that I could never do. I didn't know he had that in him to write that well:-) Now if I could find something to teach science as well my world would be perfect! - C.J.
- Ms. Emily Mulvihill is a very productive instructor. She gave out detailed instruction about lessons and assignments. She gave helpful comments on assignments. Overall, I highly recommend her. Thank you. - M.M.
- We love Mrs. Emily! She is very organized, attentive, encouraging, and knowledgeable. She is great at returning assignments in a timely manner for corrections and she is very good at making suggestions for the students to use their own thinking to make corrections and not just giving the answers to copy down. We will be straying from our regular schedule just to take Mrs. Emily's class again! - A.T.
- Great balance of encouragement along with suggestions. -M. H.
- I think the assignments were engaging for my daughter, and she enjoyed spreading her writing wings. She seemed to get good feedback; Emily seemed positive and upbeat, and constructively critical in the right ways. My daughter enjoyed the class, and Emily was a good teacher for her. - E.F.
- A year ago, my son and I were extremely frustrated with writing. He was far behind grade level and we fought each other when it came to writing everyday. I was beginning to feel that it was hurting our relationship and considered stopping homeschooling. Out of desperation, I decided to try an on-line writing class that would provide an outside teacher, rather than Mom. Through Emily's class, I feel like my son's writing has improved tremendously. He no longer hates writing. It's been wonderful to have such a patient teacher to help him. My son has taken more responsibility for his own assignments. I've seen his writing confidence soar. -S.B.
- The emails from his teacher have been so encouraging and helpful. - J.C.
- Emily did an excellent job. She was on top of things. She was thorough & spent the necessary time with my son. I was quite impressed with her. -E.C. | <urn:uuid:31d9565e-812c-434a-a8ef-592e558ddf85> | CC-MAIN-2022-49 | https://debrabell.com/wp-content/uploads/2014/03/Middle-School-English-A-Course-Description.pdf | 2022-12-01T09:45:06+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00132.warc.gz | 245,318,019 | 2,446 | eng_Latn | eng_Latn | 0.992472 | eng_Latn | 0.998706 | [
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General Physics Physics 101 Test #1 – Spring 2014 Friday 2/14/14 Prof. Bob Ekey
Name (print):______________________
I hereby declare upon my word of honor that I have neither given nor received unauthorized help on this work.
Signature:_________________________
Part I. Multiple Choice (3 pts each)
Instructions:
Please clearly circle one and only one answer for each of the following. Show all of your work. Partial credit may be given if you include your work.
Questions:
1. The rockets on a spaceship fire for 1.0 second, causing it to accelerate at -10 m/s 2 If the final velocity of the spaceship is -10 m/s, what was its initial velocity?
(a) 0.0 m/s
(b) -20 m/s
(c) -10 m/s
(d) 20 m/s
2. A cart that is rolling at constant velocity on a level table fires a ball straight-up. When the ball comes back down, where will it land?
(a) Behind the launching tube
(b) In front of the launching tube
(c) Directly in the launching tube
(d) Not enough information to tell
3. Which of the following are false for the motion diagram shown?
I. The object has positive acceleration
II. The object has negative velocity
III. The object is moving away from the origin
(a) I, II and III
(b) II and III
(c) I only
(d) I and II.
4. For the vectors shown, which of the following vectors represents A 1 + A 2 + A 3 ?
5. You would like to stick a wet spit wad on the ceiling, so you toss it straight-up with a speed of 10.0 m/s and it takes 100 ms for the spit wad to hit the ceiling. What is the displacement of the spit wad from launch to hitting the ceiling?
(a) 51.0 cm
(b) 95.1 cm
(c) 1.05 m
(d) 100 ms
6. The volume of a sphere is calculated as 1 in 3 . What is the volume in cm 3
(a) 0.394 cm 3
(c) 16.4 cm 3
(b) 0.06 cm 3
(d) 2 x 10 1 cm 3
7. A ball thrown horizontally at 25 m/s travels a horizontal distance of 50 m before hitting the ground. From what height was the ball thrown?
(a) 2.0 m
(b) 9.8 m
(c) 1.2 m
(d) 20 m?
Phy101 – Test #1 – Spring 2014– Prof. Ekey
8. For the following velocity vs. time graph, what is false? Ignore the transitions between sections.
(a) The cart has a negative decreasing then positive increasing velocity in A.
(b) The cart has a negative decreasing velocity in C.
(c) The cart is not accelerating in B.
(d) The magnitude of the acceleration in A is the largest.
9. A physics student on the planet Exidar throws a ball, and it follows the parabolic trajectory shown. The velocity vector for t=3 seconds is also shown. From this information, what is the velocity at 1 s?
(2.0 ˆ i + 2.0 ˆ j ) (a)
(b) 4.0 m/s horizontally and 2.0 m/s vertically
(c) 2.8 m/s, 45º above the horizontal
(2.0 m s ,4.0 m s ) (d)
10. An acceleration vector is given as: a = (10 m / s 2 , 40º left of negative y − axis) Which of the following is a correct vector component?
(a) ax = -6.4 m/s 2
(c) ay = 7.7 m/s 2
(b) ax = 7.7 m/s
(d) ay = -6.4 m/s 2
11. The acceleration shown will cause the particle to
(a) Curve downward and speed up
(b) Move to the right and down
(c) Decrease speed and curve downward
(d) Slow down and curve upward
12. What acceleration does a rocket need to reach a speed of 200 m/s at a height of 1.0 km?
(a) 20 m/s 2
(c) 9.8 m/s 2
(b) 10 m/s 2
(d) 2.0 x 10 4 m/s 2
Part II. Short answer problems (12 pts each)
Instructions:
Solve three of the following four problems. If you try to solve all four problems, please clearly indicate which problems you wish to have graded. If you do not indicate this, I will assume you want me to grade problems one, two and three.
Please show all of your work, including equations without numbers.
Please provide units with all answers.
Partial credit may be given if you include your work.
Question 1.
Grade this problem? Yes or No (circle one)
A velociraptor spots you 40 meters away and attacks, accelerating from rest at -4.0 m/s 2 up to its top speed of 25 m/s.
(a) How long has the velociraptor traveled before it reaches its top speed?
xkcd.com
x
(b) Sketch a position vs time plot that could represent the motion of the velociraptor while it accelerates to its top speed. Please explain the shape & meaning of the graph.
(c) How far has the velociraptor traveled at the moment he reaches his top speed?
(d) If you were careless enough to just stand still and let the velociraptor arrive at your location; how long did it take to travel the 40 m distance between you and him? Please run appropriately if you are ever in this situation.
t
Question 2. Grade this problem? Yes or No (circle one)
A student is asleep on the top bunk, which is 2.20 m from the floor.
(a) If he rolls off the bed with an initial horizontal velocity of 1.10 m/s, how long did it take him to reach the floor?
(b) What is his vertical velocity at the moment prior to impact?
(c) What is the magnitude and direction of his velocity just prior to impact?
(d) The student collides with the floor immediately coming to rest (no sliding) and awakes wondering what just happened. Using the definitions of acceleration and velocity, explain the direction of the acceleration experienced by the student as he hits the ground. Be as specific as possible about the direction.
Question 3.
Grade this problem? Yes or No (circle one)
For the following position versus time graph do the following,
(a) Sketch the velocity versus time.
What knowledge/definition are you using to make this sketch?
(b) Sketch the acceleration versus time.
What knowledge/definition are you using to make this sketch?
Note: You do not need to provide any numbers in your answers.
Note: On the velocity vs. time graph all lines should be straight - sloped or horizontal
Note: Your sketches and description will be graded independently.
(c) In each section (A-C) describe the motion.
(x, v and a)
Question 4. Grade this problem? Yes or No (circle one)
At the arcade you are launching a puck up a long ramp, trying to win "tickets", which coincidently have no cash value. Of course, it is well oiled, which means you can ignore friction. We'll define up the ramp as the positive direction and the angle of the ramp is 30º with respect to the horizontal.
(a) You launch the puck with a speed of 4.9 m/s, what is the puck's maximum displacement from the launch point?
(b) How far away from the launch point is the puck 1.5 seconds after launch?
The puck returns to the launch point.
(c) If the entire trip up and down the ramp took 2.0 seconds, what is the average velocity of the puck during its motion?
(d) Draw a full motion diagram for the motion of the puck as it travels up and down the ramp. Be sure to clearly label the start and end of the motion in question. | <urn:uuid:c45f2947-43e6-4da7-aa65-d189a3ba5098> | CC-MAIN-2020-45 | http://bobekey.com/tests/phys101_test1_S14.pdf | 2020-10-24T01:23:19+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107881551.11/warc/CC-MAIN-20201023234043-20201024024043-00479.warc.gz | 17,570,434 | 1,789 | eng_Latn | eng_Latn | 0.990978 | eng_Latn | 0.996612 | [
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Air Pollution
Module 5 Lesson 4
Name: _________________________________ Date: _________ Class/Period:________
Name: _________________________________ Date: _________ Class/Period:________
Lesson 4.2: Smog City!
Directions:
Go to http://www.smogcity2.org, then click on Create your own Smog City 2 experience found at the lower left hand part of the page.
Before beginning, click on "How to use controls" which appears at the upper left hand part of the new page. Read through the directions and then you can continue.
The air particle levels and ground level ozone is low at the beginning of this simulation. Your objective is to predict what will happen when you move one of the ten controls for either weather, emissions or population. Then try moving the control. Record what happened to the levels.
Reset the simulation and try this two more times with one different control each time.
Control Moved
Prediction
Level Changes
Now try it again but move two or three controls of your choice at one time. The important part is to first record the controls you will be moving and make a prediction before you move them.
Conclusions:
1. What do you think are the two most important factors in causing unhealthy air pollution levels to increase in a city? Explain why, using what happened in the simulation.
2. What can cities do to lower air pollution? Use what happened in the simulation to support your response. | <urn:uuid:5b9c5a07-9ada-4d9d-bf7d-72326d8b0c18> | CC-MAIN-2022-49 | https://academics.lmu.edu/media/lmuacademics/cures/urbanecolab/module05/M5_L4_S4.2_Final.pdf | 2022-12-01T09:07:10+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00133.warc.gz | 112,995,021 | 304 | eng_Latn | eng_Latn | 0.998455 | eng_Latn | 0.998998 | [
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Anna Howard Period 6 Sloan Research Paper
Save the Bees!
The bees are a very important part of our lives. Because of their work, they provide us with numerous amounts of vegetables, fruits, and flowers. Sadly though, our little fuzzy friends are beginning to disappear. Through many problems being caused for the bees, the United States has lost up to 44 percent of their bee population in 2015-16. Bee populations are so low in the US that it now takes 60% of the country's surviving colonies just to pollinate one California crop (University of Maryland, "Nation's Beekeepers lost…"). The big question is, why are these helpful creatures disappearing so quickly?
Throughout the world, beekeepers lost a total of 44.1 percent of their colonies over the course of the 2015-16. This is about a 3.5 percent increase over the previous study year (2014-15), when loss rates were found to be 40.6 percent. The loss of bees during the winter increased from 22.3 percent in the previous winter to 28.1 percent this past winter, while summer loss rates increased from 25.3 percent to 28.1 percent (University of Maryland, "Nation's Beekeepers lost…"). Basically, the bees are going, and fast.
According to an article from Greenpeace, the main reason for bee-decline is linked to industrial agriculture, parasites/pathogens, and climate change. The loss of biodiversity, destruction of habitat, and lack of forage due to monocultures and bee-killing pesticides are very big threats for honeybees and other wild pollinators. It is becoming very evident that some insecticides are negatively affecting bees, both individually, and at the colony level (Greenpeace, "The Causes").
Another article from Opposing Viewpoints from the Gale research said that bees have been experiencing colony collapse disorder, or CCD, a phenomenon in which adult worker bees leave the hive and never come back. This results in the destroying of the colony. They think that a possible reason for this is because of a mite called varroa destructor which preys on several types of bees, including honey bees. What these mites do is the female mites enter the hive, and then lay their eggs. Once the mites hatch, they feed on the bee larvae and viral and bacterial pathogens transmit to their host, or in this case the bees, causing them to later collapse (Schultt, "Bee Extinctions"…)
Another article on EBSCO also said that many hives around the country are experiencing CCD. Hackenberg, a Pennsylvanian beekeeper, had 400 hives on his site and all but 32 hives had collapsed. What was strange about this is that there were no dead bees in sight. Even the moths and beetles that usually raid the hives would not go near the dead bees old homes. They found that high levels of neonics, which are known to disrupt the nervous systems of the bees, can cause disorientation and eventually death. These chemicals have been found in large amounts in pollen, which is the bees main protein source. After doing more research on CCD, they found that more than 170 different chemicals in bees from the affected hives, including fluvalinate and coumaphos (chemical compounds), are commonly used by beekeepers to combat varroa mites. So, it seems that the varroa mites are not only infecting the bees with their parasites, but they are also causing the bees problems due to the chemicals beekeepers are using to get rid of them (Wayne, "Why Are They Dying?").
Researchers collected pollen from hives on the east coast pollinating cranberry, watermelon and other crops and fed it to healthy bees, those bees showed a significant decline in their ability to resist infection by a parasite called Nosema ceranae. The parasite has been implicated in CCD, though scientists took pains to point out that their findings do not directly link the pesticides to CCD. The pollen was contaminated on average with nine different pesticides and fungicides though scientists discovered 21 agricultural chemicals in one sample. Scientists identified eight chemicals associated with increased risk of infection by the parasite. Bees that ate pollen contaminated with fungicides were three times as likely to be infected by the parasite. Widely used fungicides had been thought to be harmless for bees as they're designed to kill fungus, not insects on crops, but it turns out they were greatly harming our little helpers (Quartz, "Scientists Discover…").
It is said that growing evidence has suggested that neonics disrupt the normal functioning of bees, making them more vulnerable to ailments that eventually lead to death. They say that more than 90 commercial crops in the U.S. rely on pollinators like bees as well. It is said that managed honey bee colonies in the United States have dropped by about half since shortly after World War II, and a parasitic mite that arrived in the late 1980s virtually eliminated feral colonies. Though normal attrition of hives over the winter was once about 5 percent, the die-off of honey bees has been around 30 percent each year from 2007 through 2010 (Wayne, "Why Are They Dying?"). According to another article in the Global Issues from the Gale research, disease and climate change all play a part in the decline of the bees. They have also found that neonicotinoids, a type of insecticide sprayed directly onto seeds before planting, was linked to a "large-scale and long-term" decline in wild bees. In the past decade, neonicotinoid insecticides have gone from little-known chemical compounds to the most commonly used insecticides in the world. Virtually every genetically modified corn seed and at least a third of soybeans that are planted in this country are coated in these toxins (The Times, "Plan Bee…").
People believe that another reason the bees aren't returning to their hives is because of cell phones. There was an experiment done where they placed two cell phones next to four of eight hives. They marked 25 bees to see be if they would able to return to the hive. They reported that in one exposed colony, only six of twenty-five test bees returned home within forty-five minutes, while in a second exposed colony, no bees returned (Schultt, "Bee Extinctions…). Research conducted in Lausanne, Switzerland has shown that the signal from cell phones not only confuses bees, but also may lead to their death. Over 83 experiments have shown the same results. The bees sense the signals transmitted when the phones rings, and emitted heavy buzzing noise during the calls. The calls act as an instinctive warning to leave the hive, but the frequency confuses the bees, causing them to fly erratically. The study found that the bees' buzzing noise increases ten times when a cell phone is ringing or making a call (Zimmer, "It's Official).
The fact of the matter is, we will not survive if the bees die off. There are many of the foods we eat everyday that are pollinated by bees. For example, almonds, apples, apricots, avocados, blueberries, cantaloupes, cashews, coffee, cranberries, cucumbers, eggplants, grapes, and many many more. If the bees die, so will these foods. What people don't know is that not only will many plants disappear, but we will most likely lose our dairy products as well. Dairy cows are very large consumers of alfalfa hay. This hay needs to be pollinated by bees and without it, there wouldn't be enough food for the cows. This would result in things like butter, milk, and cheese to all disappear (Griminick, "10 Things…").
An article from Natural Living Ideas gives us a few ways to help the little critters live on. They say to plant bee friendly flowers and shrubs. By doing this we keep them in a safe area as well as making some plants happy. They also say to buy only local honey. We do this because local beekeepers are much more likely to take good care of the bees and care for their health. Another great way to save the bees is to set up a bee refreshment station. This helps tired bees, that might not have enough energy, find fresh food and water (Leonard, "Here's Why…").
We need to do something, and quickly. While some may find bees scary and mean, they are actually a very important part of our environment. There are many problems causing the bees to disappear, but if we can provide them with a safe place to pollinate and live, we might be able to bring them back to their former glory. We have caused them so many problems, and what we don't understand is that soon, those problems are going to start becoming our own. It's as simple as making a bee friendly garden that will help our helpful friends. It's not too late, but soon it might be. So, let's join together and save the bees!
Works Cited:
Greenpeace. The Causes. Greenpeace, 2014, http://sos-bees.org/causes/ . Accessed 8 Mar. 2017
Griminick. 10 Things That Would Happen if Bees Died Out. Toptenz, September 4, 2016, http://www.toptenz.net/10-things-happen-bees-died.php. Accessed 8 Mar. 2017
Leonard. Here's Why We Need To Save The Bees + 10 Things You Can Do To Help. Natural Living Ideas, June 12, 2015, http://www.naturallivingideas.com/save-the-bees/ . Accessed 8 Mar. 2017
Quartz. Scientists discover what's killing the bees and it's worse than you thought. Quartz, July 24, 2013,https://qz.com/107970/scientists-discover-whats-killing-the-bees-and-its-worse-than-you-th ought/. Accessed 8 Mar. 2017
Schultt. Bee Extinctions, and a Resulting Catastrophe, May Be Inevitable. Gale Database, 2012, http://ic.galegroup.com/ic/ovic/ViewpointsDetailsPage/ViewpointsDetailsWindow?disableHighli ghting=&displayGroupName=Viewpoints&source=DirectLinking&prodId=&mode=view&jsid= ef8feb60518329488500126ccbcd1d7f&limiter=&display-query=&contentModules=&action=e& sortBy=&windowstate=normal&currPage=&dviSelectedPage=&scanId=&query=&search_withi n_results=&p=OVIC%3AGIC&catId=&u=salt89600&displayGroups=&documentId=GALE%7 CEJ3010808212&activityType=&failOverType=&commentary= . Accessed 8 Mar. 2016
The Times. Plan Bee; Pesticides which harm bees have no place in modern farming. Gale Database, August 27, 2016, http://ic.galegroup.com/ic/gic/ViewpointsDetailsPage/ViewpointsDetailsWindow?disableHighlig hting=&displayGroupName=Viewpoints&source=DirectLinking&prodId=&mode=view&jsid=6 1fbb8265c9a53b3a9cb584e669d0a4b&limiter=&display-query=&contentModules=&action=e& sortBy=&windowstate=normal&currPage=&dviSelectedPage=&scanId=&query=&search_withi n_results=&p=GIC%3AOVIC&catId=&u=salt89600&displayGroups=&documentId=GALE%7 CA460909053&activityType=&failOverType=&commentary= . Accessed 8 Mar. 2017
University of Maryland. Nation's Beekeepers Lost 44 Percent of Bees in 2015-16. Bee Informed, May 10, 2016, https://beeinformed.org/2016/05/10/nations-beekeepers-lost-44-percent-of-bees-in-2015-16/. Accessed 8 Mar. 2017
Wayne. Why Are They Dying?. New Internationalist, 2009, http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e4e9b03d-72a4-4d54-93e4-7cb8151 0e641%40sessionmgr103&vid=4&hid=125. Accessed 8 Mar. 2017
Zimmer. It's Official – Cell Phones are Killing Bees. Inhabitat, May 21, 2011, http://inhabitat.com/its-official-cell-phones-are-killing-bees/. Accessed 8 Mar. 2017 | <urn:uuid:2b911a55-c807-4893-b839-fbf2e384c601> | CC-MAIN-2022-49 | https://www.youthvoices.live/wp-content/uploads/2017/03/ResearchPaper-2.pdf | 2022-12-01T10:14:37+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00132.warc.gz | 1,138,217,837 | 2,690 | eng_Latn | eng_Latn | 0.913527 | eng_Latn | 0.99797 | [
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Present Perfect Tense
Affirmative Sentences
*
Soon after the subject. Put helping verb has or have according to subject.
* Then secondly, use the third form of verb.
*
With he, she, it, or singular noun use 'has' and with I, we, they, you use 'have'.
Subject
They
Grammarvocab.com
Present Perfect Tense
Negative Sentence
* In negative sentences of this tense, put 'not' after suitable helping verb and then 3 rd form of verb.
Subject
Object
Grammarvocab.com
Present Perfect Tense
Interrogative Sentence
* In negative sentences of this tense, put 'not' after suitable helping verb and then 3 rd form of verb.
Object
Grammarvocab.com
Present Perfect Tense
Affirmative Examples
* He has done his homework.
* She has washed the clothes.
* The rain has stopped.
* You have helped us.
Negative Examples
* He has not taken breakfast.
* She has not combed her hair.
* You have not taken breakfast.
* They have not taken breakfast.
Interrogative Examples
* Has he won the match?
* Has he washed the clothes?
* Have they read the story?
* Have they changed the clothes?
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Many homeowners often wonder how they can prevent termites from destroying their homes. There are two primary methods for preventing termite damage to your home. Those methods include preventing termites from gaining access to your home and treating termites if they do gain access. Hiring an expert termite control company can help with both of those goals.
One of the best ways to prevent termite access to your home is to schedule regular termite inspections. A qualified expert should perform these inspections on an annual basis. During these inspections, your pest control expert can address any conditions in and around your home that might lead to termite access. Such everyday situations include contact between wood and the ground as well as the presence of excessive moisture.
An expert termite control company can also provide recommendations regarding preventative termite treatments. These treatments may include bait and monitoring systems or even direct wood treatment. By working with a pest control professional, you can determine which treatment is most useful for your home's situation.
Removal of access is another crucial step in preventing termites from gaining access to your home. Homeowners can accomplish this by sealing any gaps around gas and water lines that might provide entry to the house. Pest control experts also recommend reducing wood-toground contact when possible. Depending on your situation, your pest control expert may recommend treating wood in your home with termiticide.
By working with an experienced pest control company, you will also learn how to reduce food sources that might make your home more attractive to termites. It would help if you disposed of any cellulose materials that might be present in your home, particularly in crawl spaces. Additionally, it would be best if you relocated landscaping mulch, so it is a minimum of six inches away from your home's foundation.
It is also essential to reduce as much excess moisture as possible. Homeowners should ensure there is no opportunity for water to accumulate around their home's foundation. It would be best if you also took care of faulty gutters, leaky plumbing, or any moisture problems that might be present in crawl spaces or the basement of your home. The same approach applies to air conditioner condensation lines.
Homeowners may also find it beneficial to seal all the crevices and cracks in their homes to prevent termites from gaining access to their homes. An easy way to accomplish this is by giving your home a fresh coat of paint. The installation of foundation vents and bug screens over windows is also vital for keeping termites out of your home.
Your pest management professional can also provide recommendations regarding prevention techniques. A monitoring station can give warning of termite activity in your home. The earlier you are notified of the presence of termites in your home, the more opportunity you will have to address the situation early on. Homeowners should keep in mind that monitoring stations do not provide termite infestation protection. It is still
important to discuss proactive treatment with your termite control company. | <urn:uuid:dd3a04d4-757a-4cc9-8aff-44a221b4205a> | CC-MAIN-2022-49 | https://www.c4dcrew.com/terminte-prevention-at-home/?pdf=1265 | 2022-12-01T10:40:54+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00131.warc.gz | 725,647,246 | 587 | eng_Latn | eng_Latn | 0.997348 | eng_Latn | 0.999495 | [
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BACKGROUND
Keeping files organized on a computer can be extraordinarily challenging. It’s not enough to have all of your work stored in one giant folder called MyStuff. You need to create folders (“directories”) that organize your files into logical groups.
ORGANIZING THINGS
Whenever you have multiple “things,” there are multiple ways to organize them. If you have a bunch of LP records (shown here), you can line them up in lots of different ways: by Style of music, alphabetically by Artist, or even by the Color of the cover.
Likewise, there are a variety of strategies that can be used to organize the files on your computer.
In the diagram shown here, there are 7 vertical layers of files. This computer operating system will determine some of this structure, particularly the first 3 levels. You should never rename, rearrange, or delete files and folders in these system directories!
The files that most users are concerned with are in the home folders listed in the Users directory. rwhite, for example, owns the files that are listed below that folder. But then files are organized in a number of ways, including by where they are located (on the Desktop, for example), or the context of the file (communications, education, technology), or what type of documents are in the folder (“notes”). You might choose to place all the files from the year 2018 in one folder and the files for 2019 in another.
A LIST OF FILES
Consider the list of mixed-up files here that have been stored on the Desktop of your computer. We’re going to organize them logically into a series of 5-12 folders based on whatever system or strategy you think is appropriate.
1. Begin by noticing similarities in the different types of files, as well as some of the differences.
2. Think of folder names that will do a good job of describing the files they contain.
3. Think about how to place smaller folders into larger folders to get things more organized.
computer_science_notes-week1.txt
happy_birthday.py
friends_at_beach.jpg
IMG_5048.jpg
Plane Tickets-July 2017.pdf
MyResume.docx
Je ne t’aime plus-Manu Chao-Clandestino.mp3
lola_puppy.jpg
computer_science_notes-week2.txt
Sandcastles-Beyonce-Lemonade.mp3
packing_list.txt
chemistry-class-notes-Feb2017.txt
YouTube-Fail Army-3.mp4
Hotel Reservation-July 2017.pdf
lola_puppy2.jpg
IMG_5672.jpg
YouTube-How to Study.mp4
chemistry-class-notes-Jan2017.txt
lola_beach.jpg
lola_park.jpg
IMG_2379.jpg
computer_science_notes-week3.txt
biology-class-notes-Apr2018.txt
biology-class-notes-Jan2018.txt
Internship Application.pdf
Me Gustas Tu-Manu Chao-Proxima Estacion: Esperanza.mp3
goodbye_world_program.py
hello_world_program.py
Love Drought-Beyonce-Lemonade.mp3
my_game.py
Clandestino-Manu Chao-Clandestino.mp3
EmploymentApplication.pdf
Formation-Beyonce-Lemonade.mp3
All Night-Beyonce-Lemonade.mp3
Bus tickets-July 2017.pdf
biology-class-notes-May2018.txt
best_program_ever.py
IMG_2300.jpg
An example of a bad organizational system would be organizing them by initial letter, and then maybe by file type.
You can guess why this is a bad system. I’d have music files in completely different parts of my system, and unrelated things like a game and a resume grouped in the same folder. I’d have a hard time finding anything.
FOLDERS (Activity)
In the space below, draw a nested series of folders to organize the list of files given above, along with the files each folder contains in the space below. You should have 5-12 folders (more is better) organizing the files, and a sample of filenames written into each folder as indicated by the organizational logic you choose.
Then, answer the questions on the next page.
1. What general strategy did you use for organizing your files (by date? by time? by filetype? by context? some combination of the above)?
2. How many separate folders did you end up organizing your files into? What were those groupings/directories called?
3. How many vertical levels of folders did you end up having in your file organization system?
4. On your own computer, do you tend to keep your files all in one or two directories, or do you have a more complex hierarchy of folders to keep things organized? Why do you use that system? | 8f884216-ba9e-4d23-9122-a865a88bd16c | CC-MAIN-2023-50 | https://learnapcompsci.com/materials/pdf/worksheet2-organizing_files.pdf | 2023-12-03T23:05:58+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00692.warc.gz | 424,797,377 | 978 | eng_Latn | eng_Latn | 0.985056 | eng_Latn | 0.993781 | [
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How does temperature relate to cloud formation?
Weather balloons carry instruments into the atmosphere to collect temperature data at different altitudes – from near the ground to up where clouds form and even higher. In this lesson you’ll explore data collected by a weather balloon to learn about how air changes with altitude.
**STEP 1: Use the temperature near the ground to predict the other temperatures.**
Fill in the blanks in the graphic at the right to make a prediction about how air temperature changes with altitude.
**STEP 2: Collect temperature data.**
At a computer or tablet, open the Virtual Ballooning interactive (scied.ucar.edu/virtual-ballooning). With this simulation you can launch virtual weather balloons and record the temperature at different altitudes in the atmosphere.
1. Click “Explore the Troposphere” to get into the game.
2. Get to know the graph. Notice that altitude is on the vertical axis (the y-axis) and temperature is on the horizontal axis (the x-axis).
3. Choose settings for a balloon launch. Each balloon you launch will make three measurements of temperature. Set the altitude to start recording the temperature by dragging the “Collect Data” arrow up or down the y-axis.
4. Click the “Launch Balloon” button and watch as your balloon collects temperature data.
5. Record that temperature in the table on the next page. Read the points that the balloon made on the graph to find the temperature at different altitudes.
6. Click the “New Flight” button and choose new settings for another balloon launch to collect more data. Collect as much data as you can with four balloon launches.
STEP 2 CONTINUED: Collect temperature data.
| ALTITUDE | TEMPERATURE (°C) |
|----------|------------------|
| 10 km | |
| 9 km | |
| 8 km | |
| 7 km | |
| 6 km | |
| 5 km | |
| 4 km | |
| 3 km | |
| 2 km | |
| 1 km | |
| 0 km | |
STEP 3: Analyze and interpret the data.
1. Describe the pattern you see in the temperature data from the ground to where storm clouds form.
2. Is this the pattern you predicted? Why or why not?
3. What do you think is causing the temperature pattern?
4. How does the temperature pattern relate to storms forming? (Draw or write your ideas below.)
STEP 4: How do air and surface temperatures change during a day?
To learn why air temperature changes with altitude, take a look at how the temperature of the ground (surface temperature) relates to the temperature of the air just above the ground (air temperature) in the graph below. Students at Westview Middle School in Longmont, Colorado, collected the data in this graph. Every hour during a day they measured surface temperature and air temperature outside their school.
Compare the two data trends in the graph by following these directions:
WHAT I SEE
1. Look at different parts of the graph. Do you notice patterns? Do you notice interesting differences? Write What I See statements on the graph to record your observations.
2. Share your statements when directed by your teacher.
WHAT IT MEANS
1. Next to each What I See statement, write a What It Means statement to explain what you think is happening in each part of the graph.
2. Share your statements when directed by your teacher.
Write a caption for the graph that compares the two data trends.
STEP 5: Make a model of how sunlight warms the atmosphere.
Draw a model in the box below that helps to answer the following question:
Why does the surface temperature warm over the day, and why is the surface warmer than the air above it?
Your model should explain:
- How surface temperature is related to the sunlight
- How air temperature is related to surface temperature
- How the air temperature changes from the ground to higher altitudes
- How you know the above three things using evidence from temperature data
KEY
(Choose colors to represent sunlight and temperature.)
- [ ] sunlight
- [ ] temperature
Write a caption for your model that describes how sunlight warms the atmosphere.
STEP 6: How does your model relate to storms?
There wasn’t a storm on the day when the Westview Middle School students collected surface temperature and air temperature data, but it did get cloudy in the afternoon.
The time-lapse video showed that clouds started to build in the morning and by afternoon there was rain.
Write a sentence to answer the question: How do you think temperature relates to the clouds and storm forming?
List evidence from your model to support your answer above.
Describe the reason that the evidence you listed supports your answer. | 60f645c1-4a0a-4107-a686-67531d61ea71 | CC-MAIN-2022-05 | https://scied.ucar.edu/sites/default/files/media/documents/globe_weather_student_activity_sheets_2020_lesson_3.pdf | 2022-01-27T11:47:46+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305260.61/warc/CC-MAIN-20220127103059-20220127133059-00218.warc.gz | 536,890,432 | 988 | eng_Latn | eng_Latn | 0.997166 | eng_Latn | 0.997777 | [
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Sticky traps are an efficient tool for monitoring adults of many pests, including leafminers, thrips, and whiteflies. This publication is a practical guide to using traps properly, recording and interpreting catches, and developing control action thresholds. Although this information is intended primarily for commercial greenhouse growers, pest managers of outdoor nurseries, field crops, and orchards will also find it to be useful.
**WHY TRAPS ARE USEFUL**
Trap catches can warn of pest presence, hot spots, and insect migration and activity and can also provide a relative measure of insect density. Comparisons of the number of adult pests caught on sequential sampling dates may indicate whether the pest density in crops is changing or remaining relatively constant over the long term (Gillespie and Quiring 1987; Higgins 1992). Evaluating trap catches can help in determining the need for treatment, the timing of applications, and the effectiveness of previous control actions. By grouping two or more traps together near doorways, vents, and inside and outside of growing areas, growers can determine the direction from which insects are migrating by orienting each trap a different direction and comparing the relative number of pests caught on trap surfaces facing different directions.
Sticky traps alone are generally not a good tool for directly determining the need or timing of treatment applications. Traps must often be used in combination with visual inspection of plants and other scouting methods to be effective (table 1; fig. 1). In cases where immature stages of a pest cause the most damage to crops, adult trapping may not be a reliable indicator of damaging levels of pests. Even so, traps are often a very efficient and important monitoring tool, alerting growers to the presence of pests before damage can be observed.
USING TRAPS
Unless other guidelines are recommended, use about 1 sticky trap per 10,000 ft$^2$ (930 m$^2$) of greenhouse growing area. When monitoring whiteflies, use about 1 trap per 1,000 ft$^2$ (93 m$^2$) of growing area. Outdoors, a lower density of traps is commonly used. Additional traps can be placed at field edges and inside greenhouse doors and vents to monitor for pests migrating into crops. Actual trap location and density will be dictated by the growing area and the time and effort devoted to trapping.
For most crops, use bright yellow traps that are 3 by 5 inches (7.5 by 12.5 cm) or larger. If western flower thrips is the primary species of concern, consider using blue sticky traps. Orienting traps horizontally (facing the soil) is sometimes recommended when monitoring pests such as fungus gnats emerging from media. However, in most monitoring programs, to catch the most insects, orient the longest part of the trap vertically (up and down) (see fig. 2). Place each trap so that the trap’s bottom is even with the top of the plant canopy. For rapidly growing crops, locate the trap’s bottom a few inches above the canopy so that plants don’t overgrow the traps. As plants grow, move each trap up so that the bottom remains about even with the top of the canopy. Upward adjustment of trap height can be done each time traps are inspected.
Count the number of each type of pest caught. Record these data on a form such as the one in figure 4. It is not necessary to count all insects on the entire trap; counting the insects in a vertical column that is 1 inch (2.5 cm) wide on both sides of the trap will give results that represent the entire trap (Heinz, Parrella, and Newman 1992).
Table 1. Invertebrate monitoring methods
| Method | Insects monitored |
|-----------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------|
| Visual inspection of crop or growing area | Most exposed-feeding species and their damage. Look for evidence of parasitism and predation (monitoring may require a hand lens or other magnifier). |
| Sticky traps | Adults, including fungus gnats, leafminers, psyllids, shore flies, thrips, whiteflies, winged aphids, and parasites. |
| Shaking plants, branch beating, or tapping containers over a collecting surface such as a clipboard with a white sheet of paper | Adults and larvae or nymphs of easily dislodged species, including bugs, lacewings, lady beetles, leaf beetles, leafhoppers, mites, nonwebbing caterpillars, psyllids, thrips, and adult parasites and whiteflies. |
| Carbon dioxide exhalation and shaking | Thrips hidden in buds, which are stimulated to move by a long, gentle breath into terminals; shaking plant tips over white paper on a clipboard dislodges and reveals the thrips. |
| Indicator or sentinel plants | Most exposed-feeding species and their damage. The same infested plants should be inspected before and after any treatment to determine whether pests are in the stage(s) susceptible to planned control actions, to compare numbers to previous sampling, and to determine the effectiveness of control actions. |
| Pheromone-baited traps | Many moths, certain beetles, and males of some scale insects. Certain parasite adults are attracted to their host’s pheromone. |
| Black light or visible light traps | Night-flying adults of moths, some beetles (e.g., chafers, white grubs, other scarabs, and some leaf beetles), lacewings, and some others. |
| Degree-day monitoring | Many pests and some beneficial species for which temperature development thresholds and rates have been determined. |
| Soil drench or flushes using pyrethrum, soap, or in some situations plain water | Relatively mobile species in soil or other hidden places, including centipedes, millipedes, symphylans, and larvae of fungus gnats and shore flies. Thrips and possibly other species in buds may also be flushed out with pyrethrum. |
| Pitfall traps with or without a bait attractant | Adult weevils, predaceous ground beetles, ground-dwelling spiders, and possibly some others such as squash bugs. |
| Trap boards | Adult weevils, snails, and slugs. |
| Potato traps | Root-feeding fungus gnat larvae, which migrate to feed on the underside of potato pieces. Use 1-inch (2.5 cm) cubes or disks of raw potato imbedded about $\frac{1}{8}$ inch (12.5 mm) deep into container media. Pick up and examine for larvae on the underside of each disk and on the soil surface immediately beneath the disk once or twice a week. |
| Timed counts | Individuals of exposed beneficial and pest species (e.g., lady beetles, caterpillars) or certain types of damage (rolled leaves) that are relatively large and obvious but occur at relatively low density so they are not observed faster than they can be counted. |
| Host collection and rearing | Immature stages of species that feed inside their parasitized host insect or plant. Many insects can be positively identified to species only in the adult stage. |
Figure 1. Diagnosing and monitoring problems caused by tiny pests requires a hand lens or other magnifier. A hands-free magnifier, such as this one mounted on an adjustable headband, can be helpful.
Figure 2. Orient each trap vertically and place the bottom of the trap even with the top of the plant canopy. As plants grow, move each trap up so that the trap bottom remains about even with the top of the canopy. Two clothespins glued together facing opposite directions and attached to a bamboo post or wood dowel embedded in growing media allow height adjustment of each trap. Or, in greenhouses or shade structures, hang traps from rafters or wires strung between posts.
Figure 3. Quantitative estimates of insect populations can improve decision making and management effectiveness. However, it is not necessary to count every insect caught. An accurate estimate of pest populations can be obtained by counting only a 1-inch-wide (2.5-cm-wide) vertical column using a counting template placed over a trap wrapped in plastic, as illustrated here.
INTERPRETING TRAP INFORMATION
Regularly summarize trap data to facilitate comparison of sampling dates. A graph showing the average of all traps from sample dates is shown in figure 6. Interpreting trap information requires knowledge, skill, and practice. Traps catch both migrating insects as well as adults emerging from the crop. Canopy density, plant foliage quality, and temperature influence the tendency of adults to fly; wind and ventilation fans can discourage flight and reduce trap catches. Because the number of adults trapped may temporarily decrease or increase after a pesticide application, even if there has been relatively little change in the population of damaging immature stages on foliage, the numbers of adults caught for several days after an application should not be used to compare adult densities among sample dates. Foliage disturbance such as overhead watering or harvesting can also increase trap catches. Sudden trapping of large numbers of pest species does not necessarily indicate that control action is needed. For example, thrips often move from surrounding vegetation such as drying weeds or are carried into growing areas with prevailing winds; trapping large numbers of these migrating adults does not demonstrate that crops are infested at damaging levels.
Consistent use of well-maintained traps is an important tool for helping to determine whether treatments are warranted. However, because many variables influence trap catches, foliage inspection should be used in combination with trap count information. As shown in figure 6, plant inspection and traps provided similar measures of adult whitefly abundance during much of a 9-week sampling period. Relatively large differences in pest density were observed on plants in comparison with traps during weeks 3, 5, and 7; relying on just one of these measures would have given a very different impression of pest density compared with using trapping and inspection in combination.
TYPES OF TRAPS
Rectangular yellow traps are most commonly used for monitoring insects. Yellow sticky ribbons or tapes may also be used for monitoring, although these are primarily used for control of insects. Traps of various other colors and shapes, sometimes combined with pheromone attractants, are used to monitor specific pest species (see table 1); these more specialized traps are not discussed here.
Yellow Traps
Bright yellow (about 550 to 600 nm wavelength) is highly attractive to many insects. Rectangular yellow cardboard or plastic traps that are sticky on both sides are widely marketed and are relatively inexpensive if purchased in quantity. Because catches vary somewhat depending on the trap, it is important to use the same trap type and method throughout the season so that results are comparable among dates. To reduce costs, traps can be homemade and reused. Boards painted bright yellow (e.g., with Rustoleum Yellow No. 659) can be coated with clear polybutene material (e.g., Stickem or Tanglefoot). These adhesives must be washed off using commercial solvents before recoating traps for reuse. This can
Plate 1. The fungus gnat (top) has long slender legs and antennae. Wings are light gray to clear without spots but with a Y-shaped vein (see fig. 5). The shore fly (right) has short bristlelike antennae with 3 to 5 pale spots on each wing. At lower left is a moth fly. Adult trapping can be combined with use of raw potato cubes imbedded in media to monitor root-feeding fungus gnat larvae (Harris, Oetting, and Gardner 1995) (see table 1).
Plate 2. A fungus gnat (left) is much larger than a thrips (center right) or a whitefly (far right). A second whitefly lays across one of the fungus gnat’s legs (lower left). The whitish wings, and eventually the entire whitefly body, commonly become almost invisible in the trap adhesive within a few days after whiteflies are trapped. For this reason, whiteflies are easier to identify and count soon after they are trapped.
Plate 3. *Liriomyza* spp. and related leafminers are robust flies and are mostly black with bright yellow. Adults commonly have short bristles on their body and a conspicuous yellow patch on their thorax. Because yellow also attracts leafminer parasites (e.g., *Diglyphus begini*), sticky traps can be used to time and evaluate parasite releases for leafminer biological control (Heinz, Nunney, and Parrella 1993).
Plate 4. Thrips (left) and whiteflies (right) are often the tiniest insects you will find in any numbers in yellow sticky traps. Because most thrips are captured with their wings folded, they commonly appear spindle-shaped; antennae may protrude from the head in a V shape, and tiny hairs can be visible along the wing edges toward the rear. Shake or tap terminals over a collecting surface to dislodge and reveal thrips hidden in plants. For immature whiteflies, combine adult trapping with inspection of the underside of leaves.
Plate 5. Winged adult aphid captured in a yellow sticky trap. Aphids have two parallel veins close to the front edge of their front wing. When trapped, aphids often have their wings spread on each side of their body. Traps are not the best aphid monitoring tool because most aphids are wingless, including reproductive adults; however, traps can indicate aphid hot spots and migration.
Plate 6. Many parasitic wasps, such as this chalcid aphid parasite, have mostly clear wings, often with only one distinct, angular vein along the front of each forewing. The hind wings often have no obvious veins and are smaller than the front wings. Although monitoring beneficial species is generally not a goal of trapping, traps can indicate the presence and relative abundance of certain natural enemies, such as parasitic wasps and aphid midges.
Leafminer. *Liriomyza* spp. (family Agromyzidae) are small, robust flies that are mostly black with areas of bright yellow. A conspicuous yellow patch is usually visible on their thorax. Unlike most other insects, flies (e.g., fungus gnats, leafminers, and shore flies) have only one pair of wings, not two pairs.
Thrips. Thripidae are tiny, elongate, narrow, blackish to yellow insects. Usually they are trapped with their wings folded over their body rather than spread out. Tiny hairs or fringes may be visible on the edge of wings. Thrips are often the smallest insect that are abundant in traps.
Fungus gnat. *Bradysia* spp. (Sciaridae) are delicate, slender, mosquito-like insects with long slender legs and antennae. Their bodies appear to be hunch-backed. The single pair of wings is light gray to clear and without spots but with a Y-shaped vein.
Whitefly. Aleyrodidae are tiny, delicate insects with orangish bodies. Their white, waxy wings may appear as a pale blotch near the body. The whitish wings, and eventually the entire body, become almost invisible in the trap adhesive within a few days after being trapped. Once the wings disappear, whiteflies can be confused with thrips.
Shore fly. *Scatella stagnalis* (Ephydridae) is a robust, dark fly with bristelike antennae that are shorter than the head and not obvious. Each grayish wing has three to five pale spots. Often they are the largest flies found in traps.
Aphid. The bodies of aphids (Aphididae) usually shrivel up within a few days after they are trapped, leaving few parts recognizable. If fresh, the body is stocky and may have cornicles (a pair of tubes) visible near the rear. Front wings usually have two parallel veins close to the front edge. In the trap, the wings are often spread open on either side of the body. Their antennae and legs are long and thin. Trapped aphids sometimes give birth to several nymphs before they die.
Moth fly. Also called drain flies or filter flies (Psychodidae), they appear dark or grayish due to a covering of many fine hairs. Adults can be trapped in wet or poorly drained growing areas where fungus gnats and shore flies commonly occur. Larvae may feed on roots, but their importance in damaging crops is unknown.
Parasitic wasp. Many different Hymenoptera species occur, ranging from slender to stout. In comparison with flies, wasps usually have longer (often elbowed) antennae and their bodies may be more tapered (pointed) toward the rear. Many parasitic wasps have mostly clear wings, often with only one distinct, angular vein along the front of each forewing. The hind wings often have no obvious veins and are smaller than the front wings.
Figure 5. Characteristics for distinguishing common insects caught in yellow sticky traps. The approximate life size of each insect is indicated inside the boxes. Sources: Leafminer, and whitefly from Baker 1986; aphid by F. H. Chittendon from Sanderson and Jackson 1912; thrips from Anonymous 1952; shore fly and moth fly by C. Feller from Gorham 1991; fungus gnat from Gorham 1991; parasitic wasp from Grissell and Schauff 1990.
be time-consuming and messy. An alternative adhesive composed of one part petroleum jelly (e.g., Vaseline) or mineral oil mixed with one part household detergent can be used; however, some insects escape this material, and it may drip off boards under hot conditions unless applied thinly. Periodic cleaning or replacement of traps is essential to maintain the sticky surface.
**Blue Traps**
Blue sticky traps are often the most attractive to western flower thrips and some other thrips species (Brodsgaard 1989; Vernon and Gillespie 1990). Blue traps may be warranted for crops that are especially susceptible to thrips or where thrips are the major insect of concern, such as in African violets or roses. However, even though blue traps can capture more thrips, changes in the number of thrips caught in yellow traps may be a better indicator of thrips population changes in flowers. Insects can also be more difficult to discern against the darker blue background; in comparison with yellow traps, counts from blue traps may take longer and be less accurate. In crops such as chrysanthemums, which are affected by many pests, yellow traps can be more efficient because yellow (and not blue) attracts other insects, so the same yellow traps can be used to monitor many different pests.
**THRESHOLDS**
Many growers routinely apply pesticides on a calendar schedule, when pest presence is suspected, or when populations are already high and difficult to control. However, these growers are experiencing increasing difficulties for a variety of reasons. Total pest management costs over the production cycle can be expensive when calendar applications are used. Excessive spraying can make pesticides ineffective by promoting resistance to pesticides; applications sometimes injure plants (phytotoxicity), and increasing regulations (e.g., reentry intervals) make spraying more difficult.
In many cases, a certain number of pests and low levels of damage can be tolerated; this concept is fundamental to integrated pest management. It is often difficult to determine specific action thresholds and guidelines because the importance of pest presence or damage is determined by many factors, including the grower’s tolerance.
It is best to begin monitoring pest populations before changing pest control practices. First learn what the trap catches reflect in comparison with pest injury and crop quality when using your conventional management practices. Then begin modifying control actions based on monitoring information. Growers who systematically monitor plants can develop their own thresholds, such as numbers of adults caught each week in well-maintained traps. Other types of numerical thresholds can be developed for most pest monitoring methods, including visual inspection (e.g., percent of plants found infested) and shaking plants (e.g., the number of pests per shaken sample).
Because of the many variables and the lack of adequate research, growers in most cases must experiment over time to develop thresholds that are appropriate for their situations. Establish thresholds by judging the acceptability of the finished crop in comparison with your records of pest density monitored throughout that production cycle. Keep good records and be flexible in adjusting thresholds or adapting monitoring and management methods appropriately.
**SELECTED TRAP SUPPLIERS**
| Company | Address | Phone |
|--------------------------------|----------------------------------------------|----------------|
| Gempler's | P.O. Box 270 | |
| Mt. Horeb, WI 53572 | | (800) 382-8473 |
| Great Lakes IPM | 10220 Church Road NE | |
| Vestaburg, MI 48891 | | (517) 268-5693 |
| Insect-A-Peel Systems | P.O. Box 1145 | |
| Marana, AZ 85653 | | (520) 682-0373 |
| Olsen Products | P.O. Box 1043 | |
| Medina, OH 44258 | | (330) 723-3210 |
| Seabright | P.O. Box 8647 | |
| Emeryville, CA 94662 | | (510) 655-3126 |
| Trece | P.O. Box 6278 | |
| Salinas, CA 93912 | | (408) 758-0204 |
| Whitmire Micro-Gen Research | 3568 Treecourt Industrial Blvd. | |
| St. Louis, MO 63122 | | (800) 777-8570 |
*Figure 6. Whitefly sampling information summarized to facilitate comparison between trap catches and the number of insects found on plants. Both traps and plants were inspected once a week for adult whiteflies. Data show average numbers of whitefly adults per plant (black diamonds) and per trap (gray squares) in a greenhouse tomato crop monitored using 2 traps per 180 plants (Gillespie and Quiring 1987).*
ACKNOWLEDGMENTS
Photographs are by Jack Kelly Clark, UC DANR Communication Services. Contributors to this information include James R. Baker, North Carolina State University Cooperative Extension; Ann I. King, UCCE San Mateo County; Christine A. Casey and Michael P. Parrella, Department of Entomology, UC Davis; Richard A. Redak, Department of Entomology, UC Riverside; Robin L. Rosetta, North Willamette Research and Extension Center, Oregon State University; and Steve Tjosvold, UCCE Santa Cruz County. Mary Louise Flint, UC Statewide IPM Project, provided technical editing. The California Ornamental Research Foundation and UC Statewide IPM Project supported this research.
BIBLIOGRAPHY
Anonymous. 1952. The yearbook of agriculture: Insects. Washington, D.C.: U.S. Department of Agriculture.
Brødsgaard, H. F. 1989. Coloured sticky traps for *Frankliniella occidentalis* (Pergande) (Thysanoptera: Thripidae) in glasshouses. J. Appl. Ent. 107:136–140.
Baker, J. R. 1986. Insects found on yellow sticky traps. North Carolina Flower Growers’ Bull. 30(1):10–13.
Gillespie, D. R., and D. Quiring. 1987. Yellow sticky traps for detecting and monitoring greenhouse whitefly (Homoptera: Aleyrodidae) adults on greenhouse tomato crops. J. Econ. Ent. 80:675–679.
Gorham, J. R., ed. 1991. Insect and mite pests in food: An illustrated key. Washington, D.C.: U.S. Department of Agriculture Handbook 655.
Grissell, E. E., and M. E. Schauff. 1990. A handbook of the families of nearctic Chalcidoidea (Hymenoptera). Washington, D.C.: Entomological Society of Washington.
Harris, M. A., R. D. Oetting, and W. A. Gardner. 1995. Use of entomopathogenic nematodes and a new monitoring technique for control of fungus gnats, *Bradysia coprophila* (Diptera: Sciaridae), in floriculture. Biol. Control 5:412–418.
Heinz, K. M., L. Nunney, and M. P. Parrella. 1993. Toward predictable biological control of *Liriomyza trifolii* (Diptera: Agromyzidae) infesting greenhouse cut chrysanthemums. Environ. Ent. 22:1217–1233.
Heinz, K. M., M. P. Parrella, and J. P. Newman. 1992. Time-efficient use of yellow sticky traps in monitoring insect populations. J. Econ. Ent. 85:2263–2269.
Higgins, C. J. 1992. Western flower thrips (Thysanoptera: Thripidae) in greenhouses: Population dynamics, distribution on plants, and associations with predators. J. Econ. Ent. 85:1891–1903.
Liu, T., R. D. Oetting, and G. D. Buntin. 1994. Temperature and diel catches of *Trialeurodes vaporariorum* and *Bemisia tabaci* (Homoptera: Aleyrodidae) adults on sticky traps in the greenhouse. J. Ent. Sci. 29: 222–230.
Sanderson, E. D., and C. F. Jackson. 1912. Elementary entomology. Boston: Ginn.
Vernon, R. S., and D. R. Gillespie. 1990. Spectral responsiveness of *Frankliniella occidentalis* (Thysanoptera: Thripidae) determined by trap catches in greenhouses. Environ. Ent. 19:1229–1241. | 4a307681-d708-4ce7-a3e6-a55a1e997142 | CC-MAIN-2022-05 | https://anrcatalog.ucanr.edu/pdf/21572.pdf | 2022-01-28T08:07:37+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305423.58/warc/CC-MAIN-20220128074016-20220128104016-00654.warc.gz | 171,292,086 | 5,496 | eng_Latn | eng_Latn | 0.937337 | eng_Latn | 0.995081 | [
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AT 12 TO 18 MONTHS, your child is still growing quickly, but not as noticeably as during the first year. This developmental stage will be filled with firsts. Some babies will learn to say their first words or take their first steps, while just about all toddlers will begin to make their first efforts at independence. As children begin to walk, run and climb, they will gain confidence and a greater sense of independence. Children this age are also curious about the nature of people and things. Your child needs encouragement and freedom to explore, as well as clear boundaries and limits to feel safe.
The developmental milestones typically reached at this age allow children to start placing things, people and actions in categories. For example, when you say you’re going to the store, your toddler is beginning to create a mental picture of the supermarket, and of you in it.
**Sleep** At this age, your child needs about 14 hours of sleep in a 24-hour period. Most children will start giving up their morning nap and instead take one longer afternoon nap per day. As children adjust to less napping, they may be ready for bed a little earlier—anytime between 6 and 8 pm.
**Nutrition**
**EATING:** At 12 months, babies should eat a balanced diet of healthy foods such as: squash (vegetable), bananas (fruit), cheese (dairy), and chicken (protein). All foods should be cut into small pieces so children can feed themselves without the risk of choking. Foods you should still **AVOID** include:
- Raw carrots
- Popcorn
- Nuts
- Hot dogs
- Hard candy
- Whole grapes
Babies are still exploring most foods and probably won’t eat a lot at a single sitting. Try to provide five or six small meals a day instead of three larger ones and avoid eating meals or snacks while watching TV.
**DRINKING:** By 12 months, your baby is ready to stop drinking formula and begin drinking up to 24 ounces of whole milk a day. Give your baby milk from a cup rather than a bottle. Don’t forget to offer water throughout the day.
**Keep in mind:**
Now that your child has teeth, you should brush them daily with a baby toothbrush and water.
**Physical Development**
- Walks without help
- Enjoys holding objects while walking—often one in each hand
- Holds a crayon and scribbles (but with little control)
- Gestures or points to indicate wants
- Turns pages in a book
- Likes to push, pull and dump things
**Cognitive Development**
- Understands and follows simple, one-step directions
- Says about 8 to 20 words, including “hi” and “bye”
- Identifies objects in a book when asked
- Pays attention to conversations
**Social and Emotional Development**
- Enjoys being held and read to
- Imitates sounds and facial expressions
- Plays alone with toys
**ADDITIONAL SAFETY TIPS FOR YOUR BABY AT 12 TO 18 MONTHS**
Your child can move quickly and is able to get into many dangerous situations. Pay attention to your child’s surroundings and always provide adult supervision. A Home Safety Checklist should be completed at each stage of your child’s development. A sample checklist is provided for you on page 70.
- Most toddler falls are from windows and balconies. Help prevent falls by moving furniture away from windows, installing window guards and securing balcony doors with child-resistant latches.
- Prevent motor vehicle injuries by placing your baby in an appropriate rear-facing car seat. Infants and toddlers should ride in a rear-facing car seat until they reach the highest weight or height allowed by the car seat manufacturer. Never leave your child alone in the car, not even for a minute. The temperature inside a car can reach deadly levels in minutes, even in mild weather.
- Prevent burns by blocking the kitchen with gates and keeping hot liquids out of reach.
- Prevent drowning by installing safety latches on toilets, emptying buckets and keeping pet water bowls out of your child’s reach.
- Prevent poisoning by installing latches on drawers, cabinets and anyplace where medications or cleaning materials are kept. Call Poison Control immediately if you think your child has swallowed something poisonous: 1-800-222-1222.
**Positive Parenting Activities that Promote Nurturing and Attachment**
- Your child’s growing sense of independence will push him or her to test the limits of acceptable behavior. This is the right time to set a few limits that your child can understand and that you can consistently enforce. Children’s first rules should help protect their safety. You can also try these age-appropriate discipline techniques:
- Stay one step ahead. Distract or redirect your child from unsafe objects or activities.
- Save “no” primarily for safety issues. If children hear “no” too often, they start to tune it out.
- Use non-verbal communication. Give a stern or firm look for minor incidents.
- Allow time for your child to play alone. Independent play allows him or her to choose and direct the activity, and helps build confidence.
- Never use spanking or any other physical punishment. Spanking is never an effective form of discipline.
**When to be Concerned**
According to the American Academy of Pediatrics, you should let your doctor know if at 12 months your baby:
- Does not crawl
- Drags one side of body while crawling for more than one month
- Cannot stand while supported
- Doesn’t search for objects that are hidden while he watches
- Says no single words
- Does not point to objects or pictures
- Does not use gestures such as waving or shaking head
**HERE’S HELP**
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Sapindus saponaria L.
*Sapindus saponaria* is a distinctive, splendid, highly adaptable, and useful small to medium ornamental tree for the urban forest and landscape (Fig. 1). Tolerant of a wide variety of harsh conditions, including heat, aridity, wind, salt, poor soil, and drought once established, this handsome tree is noted for its attractive, often glossy and dark green, pinnate foliage and showy, shiny orange- or yellow-brown, marble-like fruits. With few or no cultural problems, it makes a superb specimen for use as a park, shade, lawn, and street tree, and also as a screen or fruiting and tropical accent.
**Taxonomy and history**
**Synonyms:** TROPICOS (2012) lists 24 synonyms of which *Sapindus inaequalis* DC. and *S. thurstonii* Rock are the most common. Another synonym is *S. marginatus* Willd., which some workers consider a separate species; it ranges from northern Florida into Georgia and South Carolina.
**Common names:** soapberry; Florida soapberry; soap seed; wing-leaf soapberry; *jaboncillo* (Puerto Rico); Hawaiian soapberry, *mânele, a'e* (Hawai‘i)
**Etymology:** The genus name *Sapindus* is derived from the Latin *sapo*, meaning soap, and *indicus*, meaning Indian, and alludes to the soapy lather produced when the saponin-rich fruits are cut or rubbed and mixed with water, a process much used by Indians and other indigenous peoples throughout the tree’s range in the Americas and the South Pacific. The specific epithet *saponaria* is also derived from the Latin *sapo* and alludes to the saponin-rich fruits.
**History:** The famous Swedish naturalist Carolus Linnaeus (Carl von Linné) (1707-1778) named and described this species in 1753.
---
**Figure 1.** (Left). *Sapindus saponaria*, a distinctive, highly adaptable, useful, and splendid, small to medium ornamental tree for the urban forest and landscape, is noted for its attractive, often glossy dark green, pinnate foliage and showy, shiny orange- or yellow-brown, marble-like fruits (Lili‘uokalani Botanical Garden, Honolulu, HI).
**Figure 2.** In habitat in Hawai‘i *Sapindus saponaria* can sometimes become a large forest tree to 80 feet tall (Kīpuka Kī on the Big Island).
**Figure 3.** (Right) The canopy of *Sapindus saponaria* growing in more exposed situations is typically rounded (Kīpuka Kī on the Big Island).
Description
The description is from several sources (Felger et al. 2001, Gilman and Watson 2011, Little and Skolmen 1989, Little and Wadsworth 1964, Muller and Haller 2005, Rock 1974, Shreve and Wiggins 1964, Staples and Herbst 2005, Wagner et al. 1990) and from cultivated and wild trees in Hawai‘i.
Habit/conformation: small to medium, sometimes large (forest trees) (Fig. 2), solitary, slow-to-moderate growing, long-lived, broad-leaf, evergreen or briefly deciduous, unarmed tree, 15-40(-80) feet tall, 15-40(-60) feet wide, canopy mostly rounded on trees in the open (Fig. 3), dense, irregularly branched, of medium texture.
Trunk: straight, cylindrical, typically with clean, unbranched bole, often enlarged or buttressed at base on large forest specimens (Fig. 4), to 1.5(-6) feet DBH.
Bark: light brown to gray, smooth (Fig. 5) or sometimes granular or wartish when young (Fig. 6), with age becoming finely fissured and shedding in large (12-inch-wide) scales or flakes exposing young smooth bark (Fig. 7).
Leaves: pinnately compound (Figs. 8-9), alternate, typically glossy dark green adaxially but sometimes dull light green, paler abaxially, 8-18 inches long; petiole to 3 inches long; rachis...
to 12 inches long; rachis and petiole sometimes winged (Figs. 10, 25), especially in young leaves; 4-6 pinnae per each side of rachis (sometimes with an additional terminal pinna), these subopposite, 2-8 × 0.6-2.4 inches, elliptic-lanceolate to elliptic-oblong, falcate, thin to +/- leathery, without hairs adaxially, densely soft hairy abaxially, margins entire, tip long- or short-pointed, base short-pointed to blunt or rounded, sometimes strongly unequal with side toward apex broader; twigs stout, light gray with raised, reddish brown lenticels, densely fine-hairy when young.
**Flowers:** in terminal or sometimes lateral, somewhat compact, conspicuous, triangular clusters 4-12 inches long and wide on current year’s growth (Fig. 11); individual flowers to 0.12 inch wide, greenish white to white or yellowish (Fig. 12), on short pedicels 0.04-0.14 inch long, mostly unisexual and mostly staminate (male) but some pistillate (female) or bisexual flowers present; sepals 5, unequal, outer two 0.06-0.07 inch long, ovate, inner three to 0.1 inch long, suborbicular, both densely soft hairy near base; petals subequal, to 0.08 inch long, obovate to suborbicular-obovate, as wide as long, strongly concave, fringed with minute hairs; stamens 8, 0.06 inch long or slightly more, filaments 0.04 inch long, densely soft hairy at base, anthers yellowish; pistil 0.06 inch long or more, ovary without hairs, style slender, stigma lobes blunt; staminate flowers with a minute, brown pistillode (rudimentary, non-functional pistil); pistillate flowers with short staminodes (rudimentary, non-functional stamens).
**Fruits:** in open to dense clusters (Figs. 13-14), a drupe, 1-3-lobed, each lobe 0.65-0.75 inch diam., ball-like, glossy yellowish brown to orange- or dark brown (Fig. 15), aging to black (Fig. 16), skin leathery, flesh clear or translucent, persistent for up to a year or more; one seed per lobe, 0.4-0.5 inch diam., round, reddish brown to black, hard; both fruit and seed are poisonous but not as toxic as *Nerium* (oleander) for example.
**Distribution and ecology**
Soapberry is widely distributed, ranging from warm temperate, subtropical, and tropical South America to northern Mexico, the Caribbean, Florida, Georgia, South Carolina, and in the Pacific from Hawai‘i southward to French Polynesia, the Cook Islands, Fiji, and New Caledonia (Little and Skolmen 1989, Staples and Herbst 2005). It is widely cultivated in tropical Asia and Africa (Staples and Herbst 2005). Soapberry naturally occurs from near sea level to 4,800 feet elevation, mostly in dry to moist forests. In exceedingly dry areas of northern Mexico it is typically restricted to riparian habitats in canyons and arroyos and along streams in desertscrub, thornscrub, and tropical deciduous forest although it is...
sometimes found on dry hillsides and slopes (Felger et al. 2001). In Hawai‘i soapberry is restricted to the Big Island near Kīlauea, Mauna Loa, and Hualalai volcanoes in dry to moist forests (Wagner et al. 1990).
Annual rainfall over the range of soapberry varies greatly and ranges from 10 inches in exceedingly dry areas of northern Mexico (Shreve and Wiggins 1964) to 50 to 75 inches in moist areas of Hawai‘i (UH2 2012). The wide range of soils upon which soapberry grows is remarkable, and includes well drained, rocky soils and sandy alluvium to heavier loams and clays. Soil pH ranges from slightly acidic to slightly alkaline. Frosts are uncommon over the range of soapberry but they typically occur at higher elevations and higher latitudes.
**Propagation and growth rate**
Soapberry is easily propagated by seeds, which germinate readily within a week or two if handled correctly (Bornhorst 2005, Culliney and Koebele 1999, UH2 2012). Remove seeds from their fruit by cutting or clipping the fruit, a process that can be made easier, especially if the fruits are dry, by soaking the fruit for several days in water, changing the water daily. Scarify the seeds by carefully nicking or filing the seed coat, and then soak for 24 hours in a warm-water bath (Bornhorst 2005, Culliney and Koebele 1999). Another method, which avoids scarification and the warm-water bath, is to soak the seeds in water for a week or more, changing water daily, until the outer seed coat becomes soft and can be removed along with the papery brown inner coat, leaving the embryo and endosperm exposed. Germination following this method occurs in about one week and is nearly 100% (Culliney and Koebele 1999).
The growth rate of soapberry is slow to moderate. Growth is faster in Hawai‘i, and trees can attain about 25 to 50 feet in height and width in about 15 to 20 years with proper care (Fig. 17), so selecting the appropriate place in the landscape in the Islands is critical. Growth is much slower in California; street trees 20 to 35 feet tall and wide are estimated to be 40 to 60 years of age (Fig. 18).
**Environmental tolerances**
Lack of cold hardiness is likely the most limiting environmental tolerance of soapberry. Depending on provenance of seeds or other propagative material, soapberry appears well adapted to nearly all of Hawai‘i, but especially drier areas; the coastal plains and valleys of southern and central California; and perhaps the low deserts of California and eastern Arizona. It is not listed in *Sunset* (Brenzel 1995) but appears adapted to Sunset Zones 18 through 24 in southern California and Zone 13 in southern California and eastern Arizona. In northern California hard
freezes and/or lack of summer heat might restrict growth but it should be evaluated in Zones 15 through 17 in the Bay Area. It might also perform adequately for many years in Zones 11 and 12 in southern Nevada and eastern Arizona, gaining sufficient size before a hard freeze, like the one of 2011, seriously damages or even kills it. Much of this area in the southwestern United States falls within USDA Zones 9 to 11. Gilman and Watson (2011) listed soapberry for U.S.D.A Hardiness Zones 10A-11.
Despite its tropical origins, soapberry is amazingly cold tolerant, and has withstood temperatures in the high 20s F with little or no damage in the December 1990 and January 2007 freezes in southern California. However, it appears to be intolerant of lower temperatures and this extreme cold will likely limit where it can be grown successfully. Its slow to moderate growth rate might result in relatively slow recovery during the growing season if damage does occur. Based on Peter Riedel’s undated statement published in his notes after his death in 1954, Randy Baldwin (per. comm.) surmises that street trees in Santa Barbara, which were likely planted in the late 1940s, were severely damaged by a cold event prior to 1954, probably January 4, 1949 when temperatures hit an all-time low of 20 F in the city. The trees, probably not very old or large at the time, were severely damaged but resprouted from near the base of the trunk. These trees today range from 20 to 35 feet high and wide and several have multiple trunks (Fig. 18).
Soapberry of Hawaiian and, perhaps to some extent, Floridian provenance might not have sufficiently high heat or aridity tolerance for the hot, arid low deserts of southern California and eastern Arizona; a better choice for these areas would be soapberry from the hot, arid Sonoran desert of northwestern Mexico. Soapberry of Hawaiian and Floridian provenance, though, are likely better adapted to coastal areas of southern and central California. However, in areas with extremely hot summers and cold winters, the best choice might be the related species, *S. drummondii* (which see page 45 under Notes).
Although largely undocumented, soapberry, once established, might tolerate extended periods with little or no water, a notion extrapolated from its natural, dry to moist forest habitats where little or no rain falls for several months. A fairly tough and rugged species, it appears to tolerate harsh conditions, including heat, wind, smog, aridity, salt, drought (except in hot desert areas), wind, and restricted root space (Floridata 2012, Gilman and Watson 2011, Staples and Herbst 2005, UH 2012). It tolerates a variety of substrates, including clay, sand, and loams; acid or alkaline pH; and poor, nutritionally deficient soils (Floridata 2012, Gilman and Watson 2011).
**Uses**
Soapberry is an exceptional ornamental and has numerous features that make it a prized and splendid small to medium tree for the landscape and urban forest. Its showy, glossy brownish fruits and handsome, pinnate leaves are especially appealing and lend a tropical motif to its character. Some appropriate uses include park tree, shade tree, lawn tree (Fig. 19), street tree (Fig. 20), screen, specimen, and fruiting accent (Floridata 2012, Gilman and Watson 2011, Staples and Herbst 2005, UH 2012). For street tree use it would do best in at least a six-foot median, parkway, or cutout (Gilman and Watson 2011) and trees must have lower branches removed to raise the canopy for vehicular and pedestrian clearance. Soapberry street trees in Santa Barbara, though, are in slightly narrower parkways and show little or no hardscape damage. Although its showy fruits persist on the tree for months or even a year or longer, some eventually fall and can be a nuisance on paved areas and...
other hardscapes; thus, care must be taken when using it as a parkway, median, or patio tree. Its handsome nature and tolerance of a wide variety of adverse conditions make soapberry a good choice for a low-maintenance, low-input landscape (Gilman and Watson 2011).
Landscape experience shows that, while soapberry can grow as fast or faster in cultivation than in the wild, cultivated trees typically are smaller than their wild forest counterparts, especially those in Hawaiian forests, and typically grow 15 to 30 feet tall and wide. Its slow to moderate growth rate, while a disadvantage for growers, is an advantage once the plant is in the landscape because it would reduce maintenance pruning and generate less green waste. Its relatively small size makes it a wise choice for ever-diminishing residential yards.
In addition to its exceptional ornamental merit and tolerance of adverse conditions, soapberry attracts birds and bees and is known as a honey plant (Little and Skolmen 1989). Its sapwood is whitish while its heartwood is yellow or light brown. Although a heavy, hard wood (Record and Hess 1943), it is not durable when exposed (Little and Skolmen 1989). Soapberry finds numerous local uses wherever it occurs. *Sapindus* means “soap of the Indians” and the most common and widespread use for soapberry is to cut or crush the fruits and mix them briskly with water to produce the sudsy lather that finds use as a soap substitute for clothes and shampoo (Felger et al. 2001). The hard, black, handsome seeds are used as beads for necklaces, rosaries, buttons, and other jewelry in the Americas and Africa (Little and Skolmen 1989, Staples and Herbst 2005) and to make leis in Hawai‘i (McDonald 1989, Neal 1965). Fruits and seeds are poisonous, and crushed seeds are sprinkled into streams as a fishing aid to stun fish in tropical America (Gunn and Dennis 1976, Turner et al. 1995). Several parts of the plant are used medicinally (Morton 1981), including to treat arthritis, fevers, rheumatism, and kidney ailments (Felger et al. 2001), and lice. Ground seeds yield medicinal oil (Uphof 1968) while an infusion of roots and leaves is used for several home remedies (Little and Skolmen 1989).
**Pruning/management**
Judicious pruning and training in the nursery might be necessary to produce proper trunk and branch structure in soapberry (Gilman and Watson 2011). Provide adequate space in the nursery and retain lower branches to encourage maximum trunk caliper. However, for street or other use where a single trunk is desired, removal of competing lateral trunks or upright basal branches, if any, is likely necessary in nursery production or early in the landscape. To encourage a broader, more rounded canopy, reduction pruning and/or heading back of the upright leaders and selection of lateral scaffold branches are probably necessary.
Staking is probably mostly unnecessary if trees are given adequate nursery space. Nursery trees might only need light pruning to reduce canopy density and, when nearing readiness for sale, to remove lower branches to elevate the canopy if desired. Once in the landscape only judicious thinning out to reduce canopy density, if desired, and pruning to encourage or maintain structure might be required.
Trees would benefit from regular irrigation in California, Arizona, and Nevada, and drier areas of Hawai‘i. However, once established, trees are considered drought tolerant in all areas except the hot deserts. Mulch and judicious use of controlled-release or organic fertilizers are likely beneficial in the landscape.
**Problems/litter**
Soapberry is largely problem free. Persistent fruits with an extended ripening period tend to minimize large quantities of fruits dropping simultaneously. However, it does produce moderate fruit and leaf litter. Its hard wood makes branches and trunks resistant to breakage (Gilman
and Watson 2011). Its slightly toxic but attractive fruits (not nearly as toxic as *Nerium*) might warrant its placement away from areas where young children are likely to congregate, such as around schools, parks, and playgrounds. Its major limitation might be its slow to moderate growth rate, which, as mentioned earlier, has its landscape advantages.
**Pests and diseases**
There are no serious pests and diseases although its fruit attracts the boxelder bug (Gilman and Watson 2011). Also, spider mites sometimes attack trees in California, reducing the color and glossy sheen of the leaves but otherwise not much damaging the tree.
**Weed/invasive species risk**
Soapberry does not appear to be an invasive species risk (HEAR-PIER 2012, Gilman and Watson 2011).
**Availability**
Unfortunately, soapberry is uncommon in the nursery trade. However, its ease of propagation from seeds and the ready availability of fruits from cultivated landscape specimens in Hawai‘i and California should encourage nurseries and others to grow this handsome and worthy species.
Garden along Nu‘uanu Stream near Foster Botanical Garden in Honolulu (Figs. 1, 21). There are several handsome, if not, exceptional specimens at this public garden, each with dense, rounded canopies, striking, shiny, dark green leaves, and showy clusters of glossy, brown, marble-sized fruits. Specimens can also be seen at Waimea Valley Historical Nature Park on the North Shore, Ho‘omaluhia Botanical Garden in Kāne‘ohe (Fig. 17), Lyon Arboretum in Manoa Valley, the urban garden next to the Home Depot in Pearl City, Ala Moana Beach Park, Moanalua Gardens, and the park at the Hawai‘i Department of Agriculture on King Street at Young Street. The provenance of the cultivated trees on O‘ahu is mostly unknown and most might be from imported seeds from the Americas and not from the Big Island (Staples and Herbst 2005).
In Hawai‘i, tall, large forest trees of soapberry, the tallest and largest in the world (Staples and Herbst 2005), can be easily seen in habitat in Hawai‘i Volcanoes National Park on the Big Island at Kipuka Puaulu and Kipuka Ki along the road north from Kīlauea Volcano to Mauna Loa (Figs. 2-3). Indeed, a national champion tree 106 feet tall, 84 feet wide, and 10 feet DBH was recorded in 1968 in Kipuka Puaulu (Little and Skolmen 1989).
**Trees in California and Hawai‘i**
Despite being a Hawaiian native, soapberry is still not used as extensively as it should be in the Island landscape. The best place to see the nicest soapberry in the landscape in Hawai‘i is at Lili‘uokalani Botanical
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**Figure 21.** Arborist and horticulturist Heidi Bornhorst finds protection from the sweltering mid-day sun under an attractive *Sapindus saponaria* (Lili‘uokalani Botanical Garden, Honolulu, HI).
**Figure 22 (Left).** *Sapindus saponaria* often has a rounded, dome-shaped canopy and makes an excellent street tree (712 N. Alisos St., Santa Barbara, CA).
**Figure 23.** (Right) This small *Sapindus saponaria* has been somewhat wind-shaped by the prevailing ocean breezes (1110 Del Sol Ave., Santa Barbara, CA).
In California, the 300-700 blocks of Alisos St. (Figs. 20, 22), 600 block of W. Ortega St. (Fig. 18), and the 1200 block of Del Sol Ave (Fig. 23). in Santa Barbara have soapberry as street trees (Muller and Haller 2005). Another street planting of soapberry is in the 700 block of Hawthorne St. in Anaheim. Pearson Park, also in Anaheim, has three specimens of soapberry but two of them suffer from shading and encroachment from other nearby trees.
A large soapberry at the Los Angeles County Arboretum & Botanic Garden in Arcadia, California, received as a plant in 1954, is now about 40 feet tall, spreads for 50 feet, and has a short trunk two feet tall and wide above which three main branches (or trunks) arise, each 12 to 15 inches DBH (Fig. 24). This tree is unusual in that all the leaves have winged rachises and petioles (Fig. 25) and the inflorescences are longer and more diffuse than those of trees in Hawai‘i and others in California (Fig. 26). In contrast to trees in Hawai‘i and especially California, which were in heavy fruit in late summer and fall, the Arboretum tree had no mature fruits in early fall, only a few green fruits, but was in heavy flower, with the flowers appearing to emerge from the ends of old, bare inflorescence stalks, as if they were reblooming, rather than from current year’s growth. Perhaps this flowering scheme is in response to the horrific wind storm of November 30-December 1, 2011 that struck the Arboretum and surrounding areas or perhaps the plant is simply a variant from a different part of the species’s range.
Notes
*Sapindus*, a member of the Sapindaceae or soapberry family (genera include *Acer, Aesculus, Cupaniopsis, Dodonea, Harpullia, Koelreuteria,* and *Litchi* among others), includes about 10 species of shrubby or well developed trees: six species in Asia; two in the Americas; and two in Hawai‘i. All have saponin-rich fruits (up to 37%, Felger et al. 2001) that, when cut or rubbed and mixed with water, produce a soapy lather, which gives them their common name of soapberry. The second Hawaiian species, *S. oahuensis*, occurs in dry to moist forests on Kaua‘i and O‘ahu, where it is known as *āulu, kaulu,* or *lonomea* (Staples and Herbst 2005). A handsome tree in its own right and worthy of wider cultivation in Hawai‘i and trial in coastal areas of southern California, *S. oahuensis* is readily distinguished from *S. saponaria* by its large, simple, ovate to elliptic leaves to 11 inches long and 6 inches wide (Fig. 27); longer, more open, diffuse, and sparsely branched panicles to 15 inches long; larger flowers; and ellipsoid, flattened fruits with oblong seeds (Staples and Herbst 2005, Wagner et al. 1990).
The second American species, *Sapindus drummondii* or western soapberry, is sometimes treated as a variety of *S. saponaria* (Shreve and Wiggins 1964, Wildflower 2012). However, this winter-deciduous, frost-hardy, temperate, large shrub to small tree, which occurs from extreme northern Mexico into Arizona and as far east as Missouri, Kansas, and Louisiana, is easily distinguished by its smaller, often more shrubby habit; leaves with up to 24, more slender and long-pointed pinnae (1.6-3.25 × 0.4-0.8 inches) (Fig. 28); leaf rachis nearly always winged; larger flowers (0.15-0.2 inch wide); longer-than-wide petals (0.1 × 0.04-0.08 inch); and larger fruits (0.5-0.6 inch diam.) (Felger et al. 2001, Wildflower 2012). In northwestern Mexico the more cold tolerant
and winter deciduous *S. drummondii* replaces the more cold sensitive and mostly evergreen *S. saponaria* as one moves from south to north. However, ranges of the two species do not overlap, there are no intermediate forms, and *S. saponaria* never reaches the U.S. border in western North America (Felger et al. 2001). Considering the cold hardiness of *S. drummondii*, it would be a more reliable choice for cold-winter areas of eastern Arizona, southern Nevada, and inland areas of California where *S. saponaria* is marginal.
Mostly evergreen, soapberry only becomes deciduous due to drought in exceedingly dry areas, such as northwestern Mexico, or cold at the far northern limit of its range in northern Florida, Georgia, and South Carolina. Strangely, the Hawaiian plants are also deciduous although it is unknown if it is cold or drought that induces seasonal leaf drop.
Soapberry is an unusually variable species, especially in number of pinnae, presence or absence of the winged rachis and petiole, size of flowers and fruits, and degree of hairiness of flowers (Wagner at al 1990). It is also variable in pinnae shape, size, color, and glossiness. This variability comes as no surprise when considering the vast geographical range and ecological zones where soapberry occurs. Also, because it is an ethnobotanically important and useful plant, humans have likely long cultivated it, made selections of it, and much affected its distribution.
The late Joseph Rock, famous Hawaiian botanist and student of Chinese culture, felt that the deciduous, native Hawaiian soapberry, which he noted attained a much larger size in height and trunk diameter than its mostly evergreen American counterparts, was actually distinct from those American trees and from cultivated trees of the same name in Honolulu. Thus, in 1911 he published a new name for the native Hawaiian trees, *Sapindus thurstonii*. However, he rather quickly changed his mind and in 1913 concluded that the native Hawaiian trees were the same as those from the Americas (Rock 1974).
The separate, disjunct populations in the Pacific and the Americas are somewhat perplexing. However, fruits have air space between the outer wall and seed and half of any given seeds will float. Thus, long-distance ocean dispersal is possible. Indeed, seeds are often found in beach drift (Little and Skolmen 1989) and, as mentioned above, humans could have aided in its distribution.
**Acknowledgements**
James E. Henrich, botanist at the Los Angeles County Arboretum and Botanic Garden in Arcadia, and Angela Liu and Ken Greby, exceptionally knowledgeable arborists, critically reviewed the manuscript and offered valuable suggestions. Joshlyn Sand of the Honolulu Botanical Gardens and Heidi Bornhorst and Paul Weissich provided information about soapberry in Hawai‘i. Libby Davison and Dennis Swartzell provided information about soapberry in Arizona and Nevada, respectively. Randy Baldwin of San Marcos Growers, and Ken Greby provided information about soapberry in California. Susan Eubank, librarian at the Los Angeles County Arboretum and Botanic Garden in Arcadia provided some literature information about soapberry.
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**Donald R. Hodel is the Environmental and Landscape Horticulture Advisor for the University of California Cooperative Extension in Los Angeles, a position he has held for over 29 years. Don develops and implements educational and applied research programs for the professional tree and landscape management industries. He specializes in the selection and management of trees and palms.**
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**Figure 27.** (left) Handsome, large, simple leaves a longer, more open, diffuse, and sparsely branched panicle distinguishes the Hawaiian endemic *Sapindus oahuensis* from its close relative *S. saponaria* (Ho‘omaluhia Botanical Garden in Kāne‘ohe, HI).
**Figure 28.** *Sapindus drummondii*, which is sometimes treated as a variety of *S. saponaria*, differs, among other ways, in its longer, narrower leaves with up to 24, more slender and long-pointed pinnae (Arizona-Sonora Desert Museum, Tucson, AZ).
Literature cited
Brenzel, K. N. (ed.). 1995. Sunset Western Garden Book. Sunset Publishing Co., Menlo Park, CA.
Bornhorst, H. L. 2005. Growing Native Hawaiian Plants. A How-To Guide for Gardeners (rev. ed.). Bess Press, Honolulu, HI.
Culliney, J. L. and B. P. Koebele. 1999. A Native Hawaiian Garden: How to Grow and Care for Island Plants. University of Hawai‘i Press, Honolulu, HI.
Felger, R. S., M. B. Johnson, and M. F. Wilson. 2001. The Trees of Sonora, Mexico. Oxford University Press, New York.
Floridata, 2012. http://www.floridata.com/ref/s/sapi_sap.cfm. Accessed October 5, 2012.
Gilman, E. F. and D. G. Watson. 2011. Sapindus saponaria. Publication ENH-740. University of Florida Coop. Ext. Service, I. F. A. S., Gainesville, FL.
Gunn, C. R. and J. V. Dennis. 1976. World Guide to Drift Seeds and Fruit. Quadrangle/New York Times Books, New York.
HEAR-PIER. 2012. Hawaiian Ecosystems at Risk-Pacific Island Ecosystems at Risk. http://www.hear.org/pier/index.html. Accessed October 15, 2012.
Little, E. L., Jr. and F. H. Wadsworth. 1964. Common Trees of Puerto Rico and the Virgin Islands. Agriculture Handbook 249. U. S. Forest Service, U. S. D. A., Washington, D. C.
Little, E. L., Jr. and R. G. Skolmen. 1989. Common Forest Trees of Hawai‘i (Native and Introduced). Agric. Handbook 679. USDA Forest Service, Washington, D. C.
McDonald, M. A. 1989. Ka Lei: the Leis of Hawai‘i. Ku Pa’a Publishing and Press Pacifica, Honolulu, HI.
Morton, J. F. 1981. Atlas of Medicinal Plants of Middle America. Charles C. Thomas, Springville, IL.
Muller, R. N. and J. R. Haller. 2005. Trees of Santa Barbara. Santa Barbara Botanic Garden, Santa Barbara, CA.
Neal, M. C. 1965. In Gardens of Hawai‘i. Bish. Mus. Spec. Pub. 50. Bishop Museum Press, Honolulu, HI.
Rock, J. F. 1974. The Indigenous Trees of the Hawaiian Islands. Charles E. Tuttle, Co., Inc., Rutland, VT, U. S. A. and Tokyo, Japan. (Reprinted, originally published privately in 1913).
Record, S. J. and R. W. Hess. 1943. Timbers of the New World. Yale University Press, New Haven, CT.
Shreve, F. and I. L. Wiggins. 1964. Vegetation and Flora of the Sonoran Desert. Stanford University Press, Stanford, CA.
Staples, G. W. and D. R. Herbst. 2005. A Tropical Garden Flora. Plants Cultivated in the Hawaiian Islands and Other Tropical Places. Bishop Museum Press, Honolulu, HI.
TROPICOS. 2012. http://www.tropicos.org/. Accessed October 15, 2012.
Turner, R. M., T. L. Burgess, and J. E. Bowers. 1995. Sonoran Desert Plants: An Ecological Atlas. The University of Arizona Press, Tucson, AZ.
UH. 2012. Hawaiian Native Plant Propagation Database. http://www2.hawaii.edu/~eherring/hawnprop/sap-sapo.htm. Accessed October 5, 2012.
UHZ. 2012. Native Plants Hawai‘i. http://www.nativeplants.hawaii.edu/plant/view/Sapindus_saponaria. Accessed October 5, 2012.
Uphof, J. C. T. 1968. Dictionary of Economic Plants (2nd ed.). J. Cramer, Lehre, Germany.
Wagner, W. L., D. R. Herbst, and S. H. Sohmer. 1990. Manual of the Flowering Plants of Hawai‘i. Bish. Mus. Spec. Pub. 83. University of Hawai‘i Press and Bishop Museum Press, Honolulu, HI.
Wildflower. 2012. Native Plant Database. Lady Bird Johnson Wildlife Center Native Plant Database. http://www.wildflower.org/plants/result.php?id_plant=SASAD. Accessed October 5, 2012. | 385b409f-05f1-453e-a3c6-d6da9dc6d572 | CC-MAIN-2022-05 | https://ucanr.edu/sites/HodelPalmsTrees/files/186125.pdf | 2022-01-24T08:00:35+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304515.74/warc/CC-MAIN-20220124054039-20220124084039-00139.warc.gz | 625,108,026 | 7,686 | eng_Latn | eng_Latn | 0.920277 | eng_Latn | 0.990499 | [
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Your Guide to Writing the Eulogy
1. What is the mood or tone of your eulogy? Your eulogy’s mood or emotional tone may be humorous or serious. Decide on a tone that is appropriate for the personality or circumstances of the deceased in your eulogy.
2. What do you want to say or mention about the deceased in the eulogy? What role of the deceased do you want to highlight in your eulogy? (ie, as a parent, employer/employee, as a grandparent, as a child, as a colleague, as a neighbour). Focus on a particular role of the deceased when writing a eulogy so that your eulogy will have a unified theme. Focusing on a particular role when writing an eulogy will also help you personalise the eulogy more rather than spreading yourself too thin on many roles and risk becoming too impersonal already.
3. What specific character trait, attitude or special talent of the deceased set him apart from all the others of the same role? Give anecdotes and instances that support your answer. In this part, it is up to the eulogy writer’s creative ability to think of possible details to include and personalise the eulogy more, like the following:
4. If the deceased was fond of poetry, you may share his favourite poem in your eulogy.
5. If the deceased was fond of telling stories, you may mention a story he used to tell in your eulogy.
6. If the deceased was a volunteer for a cause, you may mention the cause in your eulogy.
7. How is the deceased related to you personally?
8. How has the deceased touched your life personally? Here, if you are writing an eulogy for a parent who happens to be your neighbour, mention shortly how the deceased was as a neighbour.
9. What can you not forget about the deceased? Give specific examples in your eulogy.
10. How do you think the deceased would like to be called or remembered? Here, you may want to mention or recount personal conversations with the deceased that led you to think how he/she would want to be remembered by in your eulogy.
11. What do you want to say to the deceased person. This part of the eulogy may be written by the eulogy writer in the second person point of view as compared to the question #s 1-8 which are written in third person point of view.
Summary list of things you may want to include in the eulogy:
1. Date and place of birth
2. Parent’s names and occupations
3. Siblings names, life status, where they were in the birth order
4. Where they grew up
5. Schools they attended
6. Childhood friends/interests
7. Work history – first job, trades etc
8. When, where and how they met and married their partner
9. Any children they had
10. Stories about them as a young family – holidays, pets, travel
11. Any hobbies or interests
12. Places they lived
13. Grandchildren/great grandchildren
14. Health – any illnesses that lead to their death
15. Final years
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This week the Heads of School and I have had the pleasure of meeting with each of our class teachers to discuss ‘Pupil Progress’. We have been so impressed with the feedback that we have received with respect to how well pupils have settled back into school life. We will now use the points raised during discussion to shape the learning provision for the rest of the Summer term and beyond.
Mrs L Wilby Executive Headteacher
Calling All New Entrants!
If you have a child who is due to start in Year R or Year 3 watch out for an important letter coming home today. This letter contains an invite to our open afternoon in June. Don’t forget to also keep an eye on the ‘new entrants’ tab on each of the school websites. There will be new information added as the term progresses.
Roadmap Restrictions!
As the national roadmap unlocks, we plan to review and refresh our school risk assessments. This will begin next week, in preparation for Monday May 17th. We will keep you fully informed via the newsletter and the school website as we make these changes. If you have any concerns or questions, please do not hesitate to email these into school, via the ‘contact us’ link on the school website.
All year groups have now begun adding some wonderful ‘Parent and Carer Workshops’ to their class Teams pages. These recordings provide support for parents and carers as an integral part of learning provision. They are created in direct response to identified need each week and should be used in conjunction with the completion of the home learning task. Please do not forget to check Teams with your child regularly. Otherwise they will be missing out on key learning opportunities. The impact on progress for those pupils who consistently complete home learning and read regularly at home is very clear!
Mental Health Matters!
Mental Health Awareness week takes place during the week beginning Monday 10th May. The focus this year is around the positive benefits of being in nature and how that can help with mental health. There will be various activities happening around school linked to mental health awareness. This will include special assemblies and all classes in the junior school facing the challenge of spending 30 minutes a day enjoying nature! Pupils and adults alike will be taking the time to ‘notice’, journaling feelings and sharing ideas of things that they enjoy doing ‘Just for Fun’.
Early Years!
We have started our topic ‘Get Up and Grow’ where we will be learning all about different lifecycles! We have been looking at the lifecycle of a frog. We have role played the different stages of the lifecycle and it was lots of fun pretending to be tadpoles and frogs! We have been using time connectives to help us write about the different stages. We were also very lucky to have some tadpoles come and visit us from our school pond!
Year 1
We have now started our new learning theme, Potty about Plants. In Science we discussed why plants are important to us and the different types of plants that we can grow. In Art, last week, we looked at the famous artist Guiseppe Arcimboldo and made portraits from fruits and vegetables inspired by his work. It was great fun making faces from food that we normally eat!
Year 2
Year 2 have loved being scientists, over the last couple of weeks. We have found out about seed dispersal. It is really important for plants to have seeds that can travel rather than just being dropped on the ground as then they don’t have to ‘compete’ for soil, water and light. We all made spinners to demonstrate how a seed falls to the ground.” Great fun! Year 2 have continued with their learning theme of Inventors and Inventions and we had seen lots of entries for the Invention Competition being handed in this week. Our panel of judges will be looking at them over the next couple of weeks!
We have now had the first School Council Meeting of the Summer Term. Miss Morris was very impressed with everyone’s enthusiasm and their great ideas. The School Councillors wrote a letter to all of the classes asking them to take more care of the outdoor environment at playtimes and not to “trash the plants and flowers”. The School Councillors have been listening to my Assembly message, this month, about trying to show greater Responsibility in the classroom and outside in the playground.
E Curthoys
Head of School
Solent Infant School
Through assemblies, each class has been considering what they could do to make our school “greener”! The Eco Warriors and Student Councillors spoke to each of their classes and collated their ideas. Part of their discussions were also focused on what could be planted in their class’ veggie beds. Across the school there is great excitement over the veggie beds as there will be competitions for the biggest, longest, funniest looking produce! Watch this space for updates!
Mrs L Peterkin-Aldred
Head of School
Solent Junior School
Year 3
Year 3 have been shining the light on Science, with our new topic, exploring how light works. The children have been investigating different light sources, and the effect it has on the objects around them. We have been using mirrors and torches to explore how light travels, and are building up towards our own exciting investigation. Finally, we will be investigating how their shadow grows over the day.
Year 4
This week, we have begun our very exciting Design and Technology topic of sundials, which also links to our science learning all about light. We have started to research all about sundials, their purpose and their design features. Shortly, we will be planning, designing, constructing and evaluating our very own sundial. The children are very much looking forward to creating their sundials out of wood, later this term.
Welcome Back 4P!
Over the last couple weeks, one of our incredible Year 4 classes worked remotely! Upon their return, a couple of 4P pupils were interviewed. This is what they had to say: Skyla was asked: How did you find remote learning? “I did my writing every day, although I sometimes struggled because of my internet.” Isabella was asked: Are you happy to be back? “YES! I love school!”
Year 5
Year 5 have started work on their Art topic – ‘Cityscapes’. The work is inspired by the wonderful pieces created by Charles Fazzino and involve creating a cityscape background shape and colours, then building up the city using 3-D. This is done by layering up the images. Once we have looked at his style and associated skills, we will begin working on final pieces that will be collaboration pieces showing significant landmarks and features of Portsmouth.
This term, Year 5 have embraced the beginning of Summer by honing their cricket skills. We begin by taking it back to basics: practising throwing and catching to get used to hand-eye co-ordination. We then move onto learning how to bowl, and break this down into a fun 3-step process. Later, we learn how to hold the bat correctly and bring all of our learned techniques seamlessly together! With any luck we may even get to play a few games too!
Year 6
Year 6 have been getting all ‘charged’ up with our new science topic on electricity this week. The children have been ‘buzzing’ with ‘light bulb’ moments going on here, there and everywhere. The classes began by experimenting with circuits. The children worked in small groups to test out different ideas to see what impact they would have on the circuits they were building. Great fun was had – well done Year 6, we know you ‘conduit’!
Summer Term
31st May—4th June Half Term Holiday
Friday 18th June INSET
Friday 18th June New Year R & 3 Open Afternoon (starting September 2021)
Monday 21st June INSET
Monday 5th July Drop in & Work Share
Thursday 8th July Pop In & Meet the New Teacher
Friday 9th July End of Year Reports Home | 6749e174-4401-40e8-8e73-95c0fa95d362 | CC-MAIN-2024-33 | https://solentinfant.thesolentschools.org/media/9630/07052021-summer-newsletter-tss.pdf | 2024-08-10T14:41:44+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640808362.59/warc/CC-MAIN-20240810124327-20240810154327-00331.warc.gz | 424,877,844 | 1,653 | eng_Latn | eng_Latn | 0.998975 | eng_Latn | 0.999131 | [
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2023 Middle School Science results continued
6th Grade
Jack Provence, Flour Bluff Int. [170]; Milind Patil, South Texas Prep [138]; Matthew Howie, Long [136]; William Tu, St. Mark’s [136]; Ishaan Siddamshetty, St. Mark’s [132]; Connor Stewart, Cross Timbers [131]; Josiah Hubbard, Foster [125]; Benjamin Cave, Cross Timbers [124-T]; Ezekiel Delgado, Atkins [124-T]; Pierson Haines, Hallsville [118]; Cooper Nolan, Hallsville [117]; Angel Lanuza, Stockard [115]; Aditya Ramkumar, Hutchinson [114]; Finnegan Glenn, Long [113]; Gabor Ferguson, Flour Bluff Int. [112]; Aaron Choi, St. Mark’s [112-T]; Lucas Ishihara, Foster [112-T]; Anthony Galindo-Burnet, Flour Bluff Int. [110-T]; Mariam Khan, Cross Timbers [110-T]; Aubrey Klein, Pine Tree [110-T].
6A Science
8th Grade
Yichen Wang, Pearland West [222]; Daniel Kang, Travis TAG [213]; Aditya Ambike, Beckendorff [201-T]; Josh Anino, Pearland West [201-T]; Matthew Chen, Fort Settlement [195-T]; Norah Nasim, Ereckson [195-T]; Justin Braden, Pearland West [193-T]; Arohi Joshi-Gadre, Ereckson [193-T]; Ronuk Gadamsetty, Quail Valley [191]; Nikhil Chowdhary, Fort Settlement [190-T]; Enyang Jiang, Miller [190-T]; Varrun Athis Rajh, Fort Settlement [189]; Sayan Malik, Quail Valley [186-T]; Nathan Yan, Tays [186-T]; Grace Ji, Pearland West [184]; Jacob Wan, Fort Settlement [184]; Nihal Pathuri, Ereckson [182]; Oishik Arif, Ereckson [181-T]; Zaina Qureshi, Curtis [181-T]; Sai Produtor, Ereckson [180-T]; Alan Yao, Pearland West [180-T].
7th Grade
Neel Pati, Ereckson [212]; Aarav Sinha, Cinco Ranch [211]; Abhinav Nambi, Fort Settlement [208]; Luke Dahm, Williams TAG [205]; Avni Aggarwal, Fort Settlement [199]; Shreyas Chittoor, Fort Settlement [198]; Ian Arana, Williams TAG [189]; Daniel Xi, Pearland West [186-T]; Brandon Xu, Ereckson [186-T]; Andrew Yoon, Tays [184]; Atharva Vaishnav, Fort Settlement [180]; Marco De La Portilla, Dallas Environmental Science [180-T]; Allen Gu, Pearland West [180-T]; Owen Eason, Dealey International [178]; Angad Kumar, Cinco Ranch [177]; Avijit Baipai, Village [176-T]; Rexford Pan, Pearland [176-T]; Havish Challa, Cinco Ranch [173-T]; David Liu, Beckendorff [173-T]; Ethan Chen, Pearland West [173].
6th Grade
Anuj Ambike, Beckendorff [196]; Francesco Montillo, Williams TAG [189]; Sean Yan, Williams TAG [178]; Raymond Kusumanegara, Beckendorff [172]; Kelly Liu, Beckendorff [171]; Katherine Gao, Beckendorff [170]; Karanveer Singh, Cinco Ranch [168-T]; Justin Zhang, Beckendorff [168-T]; Reginald Couch, Odom [166]; Robin Gao, Beckendorff [160]; Ayush Chatterjee, Beckendorff [160]; Kaartik Gali, Miller [159]; Jacob Frerking, Alexander [152]; Joshua Meng, Pearland West [152-T]; Junxi “Mark” Zhang, Pearland West [152-T]; Eric Huang, Beckendorff [151]; Saketh Kalidindi, Beckendorff [147]; Mihir Subramanya, Miller [142]; Jacob Gilbert, Tejeda [141]; Albert Yue, Beckendorff [141].
6A Science
6th Grade: Anuj Ambike, Beckendorff (not pictured). 7th Grade: Neel Pati, Ereckson. 8th Grade: Yichen Wang, Pearland West.
6A Science Team
Pearland West: Yichen Wang, Justin Braden, Josh Anino, Grace Ji.
Not pictured:
4A Science Team
Spring Hill: Ben Milam, Noah Wardlaw, Cohen Rumsey, Matthew Low.
4A Science
6th Grade: Caleb May, Sweetwater.
4A Science
7th Grade: Ximena Montemayor, Sweetwater.
4A Science
8th Grade: Ben Milam, Spring Hill.
A synopsis of TMSCA’s 4 contests
Number Sense
Number Sense involves a 10-minute, 80-question mental math test covering all high school mathematics courses. Shortcuts need to be developed and practiced in order to compete and finish the test.
Science
This contest challenges students to do a wide range of reading in biology, chemistry and physics, to gain an understanding of the significance of experiments rather than to recall details, to be alert to new discoveries and information in the areas of science, to gain an understanding of the basic principles as well as knowledge of the history and philosophy of science, and to foster a sense of enthusiasm about how science affects our lives.
Calculator Applications
This contest includes calculations involving addition, subtraction, multiplication, division, roots, powers, exponential, logarithms, trigonometric functions and inverse trigonometric functions. In addition to straightforward calculation problems, the contest includes geometric and stated problems similar to those found in algebra, geometry and trigonometry textbooks, previous contests and League materials related to the contest.
Mathematics
This contest is designed to test knowledge and understanding in the areas of algebra I and algebra II, geometry, trigonometry, math analysis, analytic geometry, pre-calculus and elementary calculus.
Please note:
This is a planning calendar. Dates for online meets will be added later. Also, dates for State Meets are subject to change due to activities at UTSA and changes UIL might make.
**TMSCA 23-24 RELEASE DATES CALENDAR (TENTATIVE)**
| AUGUST '23 | FEBRUARY '24 |
|------------|--------------|
| S M T W Th F S | S M T W Th F S |
| 1 2 3 4 5 | 1 2 3 |
| 6 7 8 9 10 11 12 | 4 5 6 7 8 9 10 |
| 13 14 15 16 17 18 19 | 11 12 13 14 15 16 17 |
| 20 21 22 23 24 25 26 | 18 19 20 21 22 23 24 |
| 27 28 29 30 31 | 25 26 27 28 29 |
| SEPTEMBER '23 | MARCH '24 |
|---------------|-----------|
| S M T W Th F S | S M T W Th F S |
| 1 2 | 1 2 |
| 3 4 5 6 7 8 9 | 3 4 5 6 7 8 9 |
| 10 11 12 13 14 15 16 | 10 11 12 13 14 15 16 |
| 17 18 19 20 21 22 23 | 17 18 19 20 21 22 23 |
| 24 25 26 27 28 29 30 | 24 25 26 27 28 29 30 |
| | 31 |
| OCTOBER '23 | APRIL '24 |
|-------------|-----------|
| S M T W Th F S | S M T W Th F S |
| 1 2 3 4 5 6 7 | 1 2 3 4 5 6 |
| 8 9 10 11 12 13 14 | 7 8 9 10 11 12 13 |
| 15 16 17 18 19 20 21 | 14 15 16 17 18 19 20 |
| 22 23 24 25 26 27 28 | 21 22 23 24 25 26 27 |
| 29 30 31 | 28 29 30 |
| NOVEMBER '23 | MAY '24 |
|--------------|---------|
| S M T W Th F S | S M T W Th F S |
| 1 2 3 4 5 6 7 | 1 2 3 4 |
| 5 6 7 8 9 10 11 | 5 6 7 8 9 10 11 |
| 12 13 14 15 16 17 18 | 12 13 14 15 16 17 18 |
| 19 20 21 22 23 24 25 | 19 20 21 22 23 24 25 |
| 26 27 28 29 30 | 26 27 28 29 30 31 |
| DECEMBER '23 | JUNE '24 |
|--------------|---------|
| S M T W Th F S | S M T W Th F S |
| 1 2 | 1 |
| 3 4 5 6 7 8 9 | 2 3 4 5 6 7 8 |
| 10 11 12 13 14 15 16 | 9 10 11 12 13 14 15 |
| 17 18 19 20 21 22 23 | 16 17 18 19 20 21 22 |
| 24 25 26 27 28 29 30 | 23 24 25 26 27 28 29 |
| 31 | 30 |
| JANUARY '24 | JULY '24 |
|-------------|---------|
| S M T W Th F S | S M T W Th F S |
| 1 2 3 4 5 6 | 1 2 3 4 5 6 |
| 7 8 9 10 11 12 13 | 7 8 9 10 11 12 13 |
| 14 15 16 17 18 19 20 | 14 15 16 17 18 19 20 |
| 21 22 23 24 25 26 27 | 21 22 23 24 25 26 27 |
| 28 29 30 31 | 28 29 30 31 |
School Calendar Template © calendarlabs.com
2023-2024 Texas Math & Science Coaches Association Membership
Print or type all information. Email membership form to: execsec@email@example.com or mail to TMSCA, PO Box 206, Olney, TX 76374-0206 or fax 940-563-1006.
( ) School $50 (pays for four members) ( ) Associate $15 ( ) Retired, complimentary N/C
If mailing your membership include either a check or a PO number, if emailing or completing an online membership form, enter PO ________
You must designate a PRIMARY CONTACT.
This is the person responsible for maintaining school information in the on-line database and registering students for TMSCA meets through the on-line system.
In addition, duties include receiving email invoices and directing them to appropriate source for payment.
*Indicates information required for processing membership. Email address will be published in the TMSCA directory, but phone numbers remain confidential.
*PRIMARY CONTACT 1 ___________________________ *Contact Phone _________ *Email _______________
Additional Coach 2 ___________________________ *Contact Phone _________ *Email _______________
Additional Coach 3 ___________________________ *Contact Phone _________ *Email _______________
Additional Coach 4 ___________________________ *Contact Phone _________ *Email _______________
*School Name ___________________________ *School District ___________________________ *School Phone _______________
*School Address ___________________________ *School City ___________________________ *Zip _______ Fax _______
* Fill in: UIL Classification ([A, 2A, 3A, 4A, 5A, 6A] ______ *UIL Region [I, II, III, IV] ______ UIL District Number ______ OR Non-UIL School ______
Grade Level(s) on your campus: ___________________________ For coaches of junior high/elementary schools, fill in the information on the line below:
*HIGH SCHOOL YOUR STUDENTS SHOULD ATTEND ACCORDING TO YOUR DISTRICT FEEDER PLAN: ___________________________
Memberships valid from July 1 through June 30 annually. Renewal for the new year must be submitted by 11/30 of each year for continuous membership.
FOR OFFICE USE ONLY – School Tag: ___________________________
Order Method: ___ Email ___ Fax ___ Mail Delivery Method of Membership Cards: ___ USPS ___ Email
Date of Delivery: ________ ________ Processed By: ________ Invoiced to: ________ Date: ________ | 80e026b2-5844-4150-b607-261f52c4b3e1 | CC-MAIN-2024-33 | https://tmsca.org/images/newspapers/may_2023_p_18-22.pdf | 2024-08-09T09:23:49+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640762343.50/warc/CC-MAIN-20240809075530-20240809105530-00744.warc.gz | 441,262,365 | 2,908 | eng_Latn | eng_Latn | 0.755843 | eng_Latn | 0.890856 | [
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Planning on the Map: National Awards for Newberg & Lake Oswego
Michael D. Harrell
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Planning on the Map:
National Awards for Newberg & Lake Oswego
by Michael D. Harrell
Since its inception, the Noahd A. Toulan School of Urban Studies and Planning has produced nearly 700 graduates in the Master of Urban Studies and Planning program who have made their mark on the nation and the world. It should not be surprising, therefore, that four of them were involved, one way or another, in the award-winning projects described in this article. They are Sarah Selden and Laura Weigel, associate planners in Lake Oswego, Clackamas County Commission Chair Lynn Peterson, and Steve Olson, Associate Planner with the City of Newberg. — the Editor
In 2013, the American Planning Association (APA) recognized 18 cities that exemplified the “best planning efforts and individuals that created communities of lasting value.” Oregon is home to two of the honored recipients of the APA’s National Planning Award – Newberg and Lake Oswego.
Newberg won the National Planning Excellence Award for Public Outreach. The city was recognized for the Design Star Program, an educational effort that connects local planners with elementary schools.
Lake Oswego won the National Planning Excellence Award for a Communications Initiative. The city was awarded for its efforts to bolster public involvement with “We Love Lake Oswego,” a short video that has been shown at more than 75 community meetings and events.
The 2013 award recipients were honored at a special luncheon held during APA’s National Planning Conference in Chicago, IL.
Neighborhood Planner Sarah Selden, an alumna of Portland State University, attended the luncheon and accepted the award on behalf of Lake Oswego planners.
Jessica Nunley Pelz, Associate Planner for the City of Newberg, and Jan Wolf, GIS Analyst, accepted the award given to the Newberg’s 6th Grade Design Star Program.
The APA is a nonprofit, professional institution that advocates and supports “urban and regional planning.” It is also the institution responsible for the certification of professional planners. Members can include practicing planners, students, elected and appointed officials, planning commissioners, as well as interested citizens.
“The communication award was directed toward programs in the U.S. that exhibited excellence in public outreach, which is, in many ways, the essential job of the City Planner,” Selden said.
“We were honored to win the award,” said Pelz. “But it was more exciting to show that a program like this could be done. It was a great way to introduce these concepts, and it could be done anywhere.”
Oregon planners met other civic leaders from around the country at the 2013 National Planning Conference. Among the recipients were representatives from New York City, NY, Philadelphia, PA, Riverside, CA, Cincinnati, OH, and the Ohkay Owingeh pueblo in New Mexico.
“But of course,” Wolf added. “It isn’t the award itself that really matters.” The Design Star Program itself is still running strong and has just begun its 9th circuit around local middle schools.
**Newberg's Design Star Program**
In Newberg, the Design Star Program has connected local city planners with sixth grade students of the town since 2006. Each year Pelz and Wolf work collaboratively with the teachers to educate 6th graders about how cities are designed.
“The program is aimed at teaching students why things are organized a certain way in their city, and it allows them to think critically about both the positive and negative impacts of development.” Mapping, writing, presentation, and teamwork skills are all important aspects of the program that students learn and work on throughout the project in their classrooms.
The program started as part of the city’s outreach efforts during National Community Planning Month. “Now it is an annual collaboration between Newberg city staff and middle school teachers and has been integrated into their curriculum,” said Pelz.
Wolf starts the presentation by showing how Newberg had been built from the ground up.
“We start with the bare earth layer,” said Wolf. “How the ground looks on its own. Then we add the streets, then parks, buildings, etc., to show the complexity of how a city is built. Geographic information systems (GIS) technology helps to visualize that complexity.”
Next, Pelz explains to the students why the city is arranged the way it is.
“Why commercial buildings are near the highway, why the industrial zone is where it is, and so on. We discuss the differences between a city’s ‘needs’ versus ‘wants,’ and then we discuss what makes Newberg a ‘great’ place to live now and what it might be missing that would make it an ‘awesome’ place to live.”
Pelz and Wolf choose two real, vacant areas in the city that they task the students with being developers. “They work in groups to come up with an idea and present their proposals to the class,” said Pelz.
The students propose everything from sports facilities to nature parks. The planners have seen proposals for a zoo, a biosphere, a multi-story restaurant, a lego store, laser tag . . . even a muffin ATM. “It’s very creative. We learn what the kids want to see built in their city,” said Wolf. Students with exemplary ideas get to present their ideas to city staff and officials at city council meetings.
Pelz and Wolf expose the students to a lot of new information.
“It’s very rewarding when students want more information on planning, when they want more details about how a building can be put into a public area. I really think we may be influencing some to get into planning, or GIS work,” said Wolf.
Since 2006, the Design Star Program has visited schools every year. Currently, Pelz and Wolf frequent two public middle schools, Mountainview Middle School and Chehalem Valley Middle School, and a private school, CS Lewis Academy.
Beside the APA’s recognition, The Design Star program has won other awards. It was recognized by the Oregon Chapter of the APA and another from the League of Oregon Cities.
“It’s a good experience all around for everyone involved,” said Pelz.
“The award is secondary. It gets everyone cooperating, getting something done, and letting people know how city government gets to work in the first place,” said Wolf.
**Lake Oswego**
Lake Oswego was given an award for a short film promoting the Comprehensive Plan of Lake Oswego. Featuring local celebrities of the time, like County Commissioner Lynn Peterson, State Representative Chris Garrett, Don Forman of the Police Department and local pub owner, Mike Buck of Gubanc’s, the film shows pep and pride for the present and future of Lake Oswego.
The video also introduces the idea of the Comprehensive Plan, a long-term policy document for the city, periodically updated by local planners.
“Initial outreach had difficulties engaging people to discuss city planning,” said Neighborhood Planner Sarah Selden, who was present to receive the APA award. “Most people didn’t know what our Comprehensive Plan was. So we thought of a new approach to public involvement.”
The result was the three-minute film, “We Love Lake Oswego,” directed by Kevin D’Haeze of Rock Island Media (previously Firefly Studios), a filmmaker from Lake Oswego. D’Haeze offered the city a “great deal” to make the film, said Selden.
According to the APA, the video aided planners in public outreach, stimulating conversation between community members and city officials. Today it has been shown at more than 75 different community events.
Public meetings would often start with the video because it invites viewers “to imagine the future of Lake Oswego.” It suggests several topics for discussion, such as how to ensure clean water and a safe environment, the best way to sustain a thriving business community, and how to provide adequate housing for all the city’s residents.
The emotional impact of the video helped “break the ice” with community groups and stimulate discussions on long-term plans, according to Selden.
The APA recognized the video because it conveyed “a compelling story about why to plan for the future, provide a clear, concise concept of what the comprehensive plan update is about, and offered inspiration for the community to participate in the planning process.” The video also “reflected on how the past has and will shape the future. It brought together all parts of Lake Oswego, and aimed to engage those typically not involved in the planning process.”
The video was linked to the city’s centennial, celebrating the people and work of the last 100 years that helped create the city.
“The message was that cities like Lake Oswego don’t happen by accident,” said Selden. “Thoughtful planning, creativity, and dedication to follow through all are needed to make sure we’re on the right path for the future.”
City Planning in Oregon
In short, City Planners work as liaisons between civic leaders, businesses, and the community to offer suggestions for long-term plans of a city. Their ideas help shape the city – the layout of transportation, land-use, the policies that support employment uses and housing choices, preservation of historic buildings and neighborhoods. That is, the personal effects that change brings for communities.
When entering Lake Oswego, it is hard to miss its “special design” of downtown. The brown, pitched roofs, the limited building heights – all give Lake Oswego its patent “village character.”
Selden, who works for the Planning Department of Lake Oswego, said “downtown has transformed a lot over the last twenty years. Many of the buildings were built recently, in the Urban Renewal District. Planners were involved in such projects, helping to ensure that projects meet the community’s vision as outlined in plans and code.”
In the city of Lake Oswego, there are two citizen commissions that make recommendations and decisions on land use planning: the Development Review Commission, which reviews applications for new development, and the Planning Department, which works with long-range planning.
The Comprehensive Plan, which was the focus of their award-winning promotional film, is a guiding policy document for the next 20 years of Lake Oswego. It helps with writing and revising development codes, outlining changes in land uses, building form, and transportation, and public facilities.
“We provide options and suggestions. It’s up to City Council to determine whether they agree or think there should be another direction for the city.”
Currently, Lake Oswego planners are in the midst of confirming with City Council to accept a grant from Metro to do a plan for the SW Industrial District, located near I-5 on the way to Tualatin. This would be the first major planning project to implement policy direction from the Comprehensive Plan.
“We’d look at analyzing how we can support redevelopment and increase the number of employees per acre,” Selden said. “Lake Oswego doesn’t have much more available land. Today the Industrial District is underutilized. So we’ll explore ways to make the best uses of land parcels to support more jobs for the next twenty years.”
In Newberg, Pelz has been a planner for the last seven and a half years. Her latest project, Bike Newberg, focuses on the various bike routes and associated signage, maps, and racks. Bike Newberg also hosts an annual May Commute Challenge.
Wolf has been a GIS analyst in the Engineering Department of Newberg since 2001.
“GIS permeates many different fields,” said Wolf. “We collaborate with the planning department. If someone wants to develop in a certain area, they must know the location of the nearest utility—and where their resources are in the ground.”
Another essential role of the planner is education. Both Lake Oswego and Newberg were recognized for the APA’s National Planning Award because of their efforts to engage community members in the plans of their respective cities. Planners strive to hear what the community wants and needs, then encourage decision makers and businesses to consider the opinions of the people.
Planners strive to hear what the community wants and needs, then encourage decision makers and businesses to consider the opinions of the people.
Michael D. Harrell is a Portland area freelance author, poet, and literary scholar. You can visit him at: www.mikahado.com. | 84594819-2543-4e95-b2d5-8522639916e6 | CC-MAIN-2022-05 | https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1001&context=metroscape | 2022-01-29T05:13:44+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320299927.25/warc/CC-MAIN-20220129032406-20220129062406-00474.warc.gz | 509,103,479 | 2,622 | eng_Latn | eng_Latn | 0.993216 | eng_Latn | 0.998273 | [
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A landscape comprises all the living and nonliving elements of an area of land including plants, landforms and man-made structures. Fences and lighting are as much a part of the landscape as trees and herbs. A well-designed landscape provides many benefits to homeowners; landscaping increases property and resale values, increases the beauty and utility of spaces surrounding buildings, and creates a unique sense of place for relaxation and enjoyment. Proper planning is necessary to achieve the greatest returns from your investment and to avoid common landscaping mistakes. In this fact sheet you will learn how to conduct a site evaluation, identify design objectives and create a rough landscape plan.
Landscape planning and design are fluid processes. There is often no correct sequence of steps. If you are designing or redesigning an entire landscape, you will start by creating a site map and conducting a survey. When creating a garden or bed for a specific purpose, we generally start by identifying our goals such as creating a wildlife garden or establishing plants to shade a patio. The same set of techniques are used whether planning an entire landscape or designing a single garden.
**Planning a Landscape:**
- Conduct a site evaluation – identify positive and negative features, and environmental conditions of the planting site or landscape.
- Identify landscaping goals – consider how you plan to use the area.
- Create a bubble diagram – define areas for each planned use of the landscape.
**Site Evaluation**
The purpose of the site evaluation is to record existing structures and features of the landscape, identify the positive and negative aspects of the existing landscape, and to record specific environmental and site characteristics (Figures 1 and 2). The landscape survey will be used in the initial planning stages, and later when designing plantings.
A site inventory documents all existing elements on the site in their existing location (Figure 1). First, draw your
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**Figure 1.** Site inventory documents existing plants, structures and utilities.
landscape to scale as best you can. You do not need to be an artist; any drawing that makes sense to you will be adequate. Grid paper is useful for drawing to scale. Mark the location of the house and unattached buildings such as garages or sheds, as well as existing walkways, drives, utilities boxes, patios, fences and other structures. Reproduce the general floor plan of the house including the locations of windows and doors. Call OKIE (1-800-522-OKIE) to have your utility lines mapped and add these to the drawing.
Record the locations of existing plant material including trees, shrubs and flowerbeds. Mark the location of tree trunks and use circles to indicate the extent of the tree crown or canopy. You may wish to adopt your own system of symbols to represent objects and plant types such as evergreen and deciduous plants.
Once you have recorded the existing structures, walk through the landscape and take careful notes regarding site conditions. Environmental conditions such as amount of sunlight, protection from wind, and soil moisture will vary in different locations throughout the landscape. Likewise, soil type and slope are not uniform over a site. Each of these bears great impact on the types of plants and plantings that can be established on a site. Consider each in turn, taking clear notes and recording information on your site map. You may wish to take notes on a separate sheet of paper, and use a numbering or lettering system to coordinate notes to specific locations on the map.
**Sun**
Indicate on your map areas that receive full sun (6 or more hours of direct sunlight each day), part sun (4 to 6 hours per day), or shade (less than 4 hours of direct sun daily).
**Wind**
Identify what areas are relatively exposed to strong winds, and what areas are sheltered by buildings, structures or plants.
**Topography**
Low spots tend to remain wet and experience more frost than uphill areas. Steep slopes create challenges to gardening, such as erosion, and may need to be altered. On the other hand, slopes also provide opportunities in design. They provide variation in elevation and can be used in separating distinct areas of the garden.
**Temperature**
Identify hot spots in the landscape, such as along south facing walls or near air conditioning units and dryer vents. Areas that receive full sun or afternoon sun will also be hotter (and drier) than more shaded sites. Other areas may be more protected from sun and wind, providing ideal planting sites for heat sensitive plants. Skilled gardeners can identify microhabitats in the landscape where marginally hardy plants can successfully be grown.
**Water and Drainage**
Identify areas in the landscape where water collects. Low spots and areas surrounding drain spouts tend to be wet. Other areas may be exceptionally dry. The soil beneath the roof overhang does not receive as much direct rainfall as areas not sheltered by the roof. The constant air flow near air conditioning units also has a drying effect on plantings. Consider and record any existing irrigation systems and structures.
**Soil Type**
Soil type will greatly affect the drainage of an area. Sandy soils drain very quickly, while clay soils are slow to drain. Some plants have specific soil requirements. Record the soil texture (sand, silt, clay) in different areas of the landscape. Sandy soils have a coarse texture and feel gritty when you rub them between your fingers. Clay soils have a fine texture and feel smooth when rubbed between your fingers. Silt soils are more powdery feeling. Many soils have a mixture of two or more particles along with organic matter.
Once you have recorded all the characteristics and features of the existing landscape or planned planting site, it is time to conduct an evaluation (Figure 2). The purpose of
this step is to identify the positive and negative features of the landscape. Begin by examining the existing structures. Many structures are necessary and cannot be altered, the air conditioner or utility box, for example. You might find other structures that are inessential to the current use of the landscape, such as a swing set that has not been used for years, or a rusty old fence that serves no real purpose. Identify which structures you wish to keep and those that need removal or replacement.
Evaluate the existing landscape. Identify plants you wish to retain and work into the new landscape or planting. Look for plants that have overgrown their space; a shrub that overhangs the sidewalk or blocks a window, for example. Some trees and shrubs may just require a little pruning, while others may need to be removed or transplanted to a new location. (See fact sheets HLA-6414 *Planting Trees and Shrubs* and HLA-6409 *Pruning Ornamental Trees, Shrubs and Vines* for more information on these topics.)
In a visual evaluation, we are also concerned with views. Identify the locations from which you most often view the landscape. This may be inside your home, such as through a kitchen or sitting room window, or may be outdoors, such as from a patio or deck. Go to each location and look out over the landscape. Look in all directions and consider views both within and beyond your property line. Is the current view from those windows pleasing or would you like an additional planting to add more interest to that area? There may be a lake or pond nearby, or a picturesque view of a hilltop church. These may be views you wish to enhance or frame through landscape elements or plantings (Figure 3).
On the other hand, there may be a utility box or a larger public utility structure, or perhaps your neighbor has an unattractive chain link fence you’d like to hide from view. Landscape plantings can also be designed to hide such undesirable views. Likewise, plants, as well as various structures, can be used to add privacy in areas of the landscape.
Finally, identify problematic areas as you conduct the survey. Erosion and poor drainage or standing water are problems that can be corrected with proper planning. Likewise, you can alter certain conditions such as excessive shade and poor air movement to improve the physical plant environment. Assess the health of existing trees and shrubs. Dead or dying trees may pose hazards and require removal.
**Landscaping Goals**
Before you begin to plan the landscape or planting, clearly identify your goals. How do you plan to use the yard or garden? Make a list of the activities you intend to carry out in the yard or garden. This may include reading, sunbathing, meditation or relaxation. Do you wish to have an outdoor dining area? Do you need to plan areas for pets, hobbies or for children to play? Be thorough and consider all members of the household. List the number of people that participate in each activity; this will help you to plan an appropriately sized area for each activity.
Identify any structures or hardscape that you may need to install to meet the desired landscape uses such as a patio or deck to accommodate a dining area. Will you include a play structure or fenced area? Make sure to consider long-term plans as well as immediate ones. Perhaps you someday plan to put in a swimming pool or hot tub. These should be included in your initial planning.
Determine what special features, if any, you might want to add to the landscape. Perhaps you want to include a fountain, sculpture or other unique feature in the garden. Are there specialty gardens you wish to install such as a rock or vegetable garden, or wildlife habitat? Identify structures that might help you enjoy the landscape to its fullest. These may include pergolas for shade, benches and sitting areas, paths or steps. Each should be considered as part of the planning process.
Make sure to get the entire family involved in the planning stage so that everyone’s needs are addressed. You might find family members have very different ideas or needs, work to meet as many as possible. Get the ideas down on paper; you can decide later which ones will realistically fit into your landscape plan.
**Create a Rough Plan**
Once you have identified your wants and needs in the landscape, it is time to start putting ideas on paper. It is a good idea to make several photocopies of your landscape drawing to use for planning, and work in pencil. You will likely go through several drafts before coming up with a plan you like.
The landscape drawing already indicates the locations of existing structures, trees and other plantings. Remove from your drawing any plants or structures you plan on removing or replacing in the landscape. Now draw bubbles to represent the different use areas you intend to incorporate into the landscape and label each bubble clearly with its intended use. This is called a bubble drawing or bubble plan. Bubble drawings help
define use areas and allow you to visualize how different use areas fit together into the landscape. The bubbles roughly correspond to the shape and size of planned use areas, but will continue to be refined throughout the design process (Figure 4).
Remember to include service areas where garbage cans may be stored, a location for stacking firewood if you have a fireplace and an area for composting. Patios, walkways and sheds can be drawn to approximate the intended shape and size. Be sure to include all planned use areas and proposed structures.
Create several potential bubble drawings and select the best one. The final selection will be used to develop a more detailed concept plan. In a concept plan, the individual bubbles begin to take on specific shapes and characteristics. We also start to see where one bubble borders another, and how individual spaces will come together. The concept plan provides a starting point for designing the landscape, but is far from a completed design. Before we can move on in the designing process, we must appreciate how plants and structures function in the landscape, understand the guiding principles and elements of design, and learn to organize space to effectively transition from one use area to another. These concepts and more are presented in the Homeowner Garden Design Series of fact sheets.
One final consideration in the planning phase is irrigation. Consider how you intend to water the landscape plantings. Will you install an irrigation system to water lawns or garden beds? Are there adequate faucets to accommodate watering by hand or sprinkler? Planning ahead can save you time, labor and expense in the long term. You may need to work with a contractor to create an irrigation plan. Once you have developed an irrigation plan, add this to your concept plan as well.
It is important to also note, if you do not feel confident with design, you can hire a landscape architect or designer to complete all or part the design work. Take the time to find a designer you feel comfortable working with. Some businesses offer design work only, while others design, install and may even maintain landscapes. When selecting a firm, review photographs of past projects and ask for references. Visit some of the designer’s completed projects to see the finished work. A good designer will listen to your ideas and use them to create a space that meets your needs.
Figure 4. Bubble drawing with areas identified for vegetable gardening, lawn, wildlife habitat and mixed beds. | 3f796f95-eff0-417f-97c8-057fe4c21849 | CC-MAIN-2022-05 | https://extension.okstate.edu/fact-sheets/print-publications/hla/homeowner-garden-design-series-planning-the-landscape-hla-6440.pdf | 2022-01-27T08:40:55+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305242.48/warc/CC-MAIN-20220127072916-20220127102916-00197.warc.gz | 284,646,310 | 2,658 | eng_Latn | eng_Latn | 0.998239 | eng_Latn | 0.998487 | [
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While humans can modify the landscape within a few generations, the physical forces of nature have just as large an impact on the shape of the land, but occur on much slower time scales. Geologic processes may mold the land over millions of years. Annual variations in rainfall and temperature influence which plants and animals become established or go extinct in the area on a time scale calculated in thousands of years. Therefore, understanding Cold Canyon’s physical environment helps explain the diversity of life we see in the reserve today.
**Coast Range Climate**
Northern California’s climate is characterized by cool, wet winters followed by harsh, dry summers. Monthly changes in temperature and rainfall are therefore extreme and highly seasonal. This variation is caused by seasonal changes in weather patterns in the Pacific Ocean. During much of the year, a zone of high pressure running up the coast of California prevents the low-pressure storm systems that inundate the northwest coast from reaching much of Northern California. During the winter, this high pressure system breaks down, allowing the storm systems to move farther south. As a result, Cold Canyon receives precipitation primarily from November to March, much of it falling in the winter months. Accompanying the rain are cooler temperatures. During the winter, the thermometer often dips below freezing, especially during the night, and by day the temperature averages 50° F (10° C).
The situation is reversed in the summer, when daily temperatures can soar above 100° F (38° C) and less than 1% of the year’s rain falls. In some respects, Cold Canyon is even harsher in the summer than other areas of the coast range. Nestled within the easternmost ridges of the North Coast Range, Cold Canyon receives somewhat less rain than hills to the west. These hills also prevent the drought-alleviating coastal fog from reaching Cold Canyon most of the summer. Furthermore, the canyon traps heat and the southern and western ridges shield the canyon from the cool delta breezes that blow in from the coast in the afternoons.
The Geology of Cold Canyon
Like the entire surface of the Earth, the landscape of Cold Canyon is constantly changing, albeit at a very slow rate. Geologic processes are continually reshaping the rocks and sediments that make up the landforms on the surface of the planet. Less than one million years ago, Cold Canyon was merely a shallow trough, not the deep canyon present today. Millions of years before that, the rock that would later form Cold Canyon was located far beneath the surface of the sea. The present landforms of Cold Canyon are the products of three slow but very active geologic processes: deposition of sediments, continental uplift, and erosion. Over many millions of years these geologic processes have created, uplifted, and eroded vast amounts of rock to create Cold Canyon. Evidence of all three processes can be seen today at the mouth of the canyon. Sedimentary layers bent skyward by uplift surround Monticello Dam, while nearby, Cold Creek erodes material from the canyon walls and deposits it on the banks of Putah Creek.
Near-vertical layers of sandstone in the ridge north of Monticello Dam.
Sediment deposition on the banks of Putah Creek east of Cold Canyon.
Sediment Deposition and Bedrock Formation
Millions of years ago, off the western coast of the ancient continent, the land that would later become Cold Canyon was being deposited as river delta sediment. As rivers flow into the sea, they lose velocity, and thus lose their ability to carry sediment. Larger, heavier particles carried by the river, such as sand, are deposited close to shore, while finer-grained particles, such as silt and clay, are carried farther offshore by the diminishing current. Some sediment is carried all the way to the continental shelf, the edge of the continent where it falls away steeply into the sea. Here, sediments accumulate on the steep slope, and over time become unstable. These sediments can then slide under their own weight, similar to a landslide or avalanche. These “undersea landslides” are called turbidites and can occur quite regularly. As the muddy turbidite slides down the continental slope, the larger, heavier particles, such as sand, are the first to settle onto the slope, followed by lighter, finer particles, such as silt and clay. In the end, the muddy sediments have been sifted into layers, with silts and clays generally overlaying sands. This layering can occur at two scales: beds of silt over 200 feet in depth may overlay similar-sized sandy deposits, and within a single bed (several inches thick), sediment grain size changes from sandy material at the bottom to silty material at the top. Geologists use these small-scale changes in particle size to determine the original position of different layers relative to each other.
Over several million years, as new depositional layers are built upon old layers, the weight of the upper layers creates great pressure on the lower layers, causing a transformation from muddy sediment to solid rock. The coarse sediments form sandstones, while the finer particles form mudstones or shales. These types of rocks can be seen today in Cold Canyon. The canyon walls, including the rock outcrops on both ridges, are predominantly sandstone. The bedrock underlying the canyon bottom is shale. These bedrock layers have been given names and approximate ages. Pleasants Ridge, the eastern ridge of Cold Canyon, is part of the Sites Formation and was deposited 88 million years ago. Blue Ridge, the western ridge, is part of the 91 million-year-old Venado Formation, and the shale canyon bottom is part of the Yolo Formation, which was deposited 90 million years ago.
**Continental Uplift**
As deposition was occurring millions of years ago, the entire continent was slowly rising. The entire surface of the planet is covered by a number of massive plates, rafts of solid rock afloat on a layer of molten rock. These plates are in constant motion, jostling and grinding against each other. For example, the San Andreas fault, which runs through much of California and causes many earthquakes, is the boundary between two plates which are sliding past each other. Another type of plate boundary, a convergent boundary. When the plates collide, the denser oceanic plate typically dives beneath the other and into the interior of the Earth. The lighter continental plate rides on top and is slowly uplifted as a result.
California’s Coast Range was formed by the actions of a convergent plate boundary. A collision of the oceanic plate with the continental plate forced the coastal sediments up above sea level. Further pressures from this collision bowed these horizontal sedimentary layers into a near vertical orientation. This vertical layering is visible around Monticello Dam, near the mouth of Cold Canyon. After uplift, the motion along the plate boundary changed from convergence to lateral sliding, as attested by the motion of the San Andreas Fault today.
The Cold Canyon region may still be tectonically active. To the north of Putah Creek, a number of mineral springs lie scattered on a line extending southward towards Cold Canyon. The presence of certain minerals and the linear pattern of springs on the landscape indicate the presence of a fault in this area. A similar spring is located within Cold Canyon. Although the evidence is not conclusive, the presence of this spring suggests that an active fault runs through the canyon, and within a quarter mile of Monticello Dam.
**Weathering and Erosion**
Cold Canyon formed as a result of weathering and erosion of the different bedrock layers by wind and water. Weathering is the breakdown of rock into small particles and can occur through chemical or physical mechanisms. Erosion is the transport of these particles by running water or landslides. Running water will typically seek the path of least resistance, cutting through softer, finer-grained rock layers, while avoiding more resistant layers. This is evidenced by the fact that the floor of Cold Canyon lies in the midst of the Yolo Formation, which is a fine-grained mudstone layer, while the canyon walls consist of more resistant Sites and Venado Formation sandstone layers.
The erosion that created Cold Canyon continues today both on a small scale, through the chemical breakdown of rock by air and rain, and on a larger scale by physical mechanisms such as landslides. Landslides are common on the steep walls of Cold Canyon. In the 1980’s, two different slides covered the main trail. In 1995, a large landslide came down the eastern wall, toppling trees and piling soil and rocks along the streambank. The evidence of this slide can easily be seen along the trail, near the mouth of the canyon where the trail comes closest to the creek.
However, these landslides were tiny compared to a massive slide that must have occurred in Cold Canyon many thousands of years ago. This slide formed the entire western slope of the canyon, and exposed the rock outcrops topping Blue Ridge. To best appreciate the size of this slide, hike up the western trail. Near the top of the trail, you will be able to look at rock outcrops on the ridgtop extending to your left and right. The large cliff on the left is the bedrock of the Venado Formation that was exposed by the massive landslide. In fact, the slope you are standing on, which runs south underneath the cliff and along the rest of the canyon, is the top of the huge mound of earth that slumped several hundred feet in that landslide!
More gradual erosive processes are also currently taking place. The creek actively erodes its channel, especially during winter floods, and Cold Canyon gets slightly deeper every year. The rounded boulders in the creek bed, smoothed by the scouring action of sediments transported by the stream, attest to this on-going erosion.
**A Geologic Puzzle in Cold Canyon**
Geologists dedicate their work to interpreting the processes that formed the landscape features that we see today. This task can be particularly daunting, as most geologic formations are completely covered by other rock formations, soil, and plants. The landscape of Cold Canyon can be a particular challenge – the many landslides that have occurred in the canyon have hidden much of the underlying bedrock that might yield clues to ancient geologic events. Fortunately, geologists have found enough outcrops in Cold Canyon and other neighboring areas to provide the general geologic history described above.
Sometimes, however, the incomplete information available creates a geologic puzzle. One such puzzle exists in Cold Canyon. This puzzle concerns the orientation of a particular bedrock outcrop. Recall that the bedrock layers were created long ago by the filtering action of water. Within a particular bed of sediment, coarse material settled first, followed by finer and finer layers. For example, the sandstone outcrop near the trail’s creek crossing reveals that rock layers composed of coarse-grained particles lie underneath finer-grained layers. At this outcrop at least, the rock layers still lie in relatively the same way they were laid (and “fine-upwards”).
It is thus rather surprising to discover a very different pattern in an outcrop just several hundred meters north of the outcrop at the creek crossing. This second outcrop occurs on the west side of the creek near an old landslide scar. Checking the gradation in particle size in the layers of this outcrop reveals that the coarser layers occur above the finer beds. The entire outcrop is upside-down! How could these layers of rock become overturned? This, in essence, is the geologic puzzle of Cold Canyon.
An answer to this puzzle is not easy to obtain, because the clues that would help solve the mystery are buried deep beneath the western canyon wall. However, there are at least two plausible explanations for the existence of these overturned beds. A relatively simple explanation supposes that some of the bedrock layers, moved in the huge landslide that shaped the western canyon wall, were overturned as they came crashing down the hill side. A second, more elaborate explanation alludes to the existence of a large fault in the canyon. In this scenario, the Venado Formation was split into two sections by a fault, and then one section was thrust above the other by continental uplift. This thrust may have caused certain layers caught near the edge of the fault to become overturned.
One clue supporting the second explanation is the existence of the mineral spring, less than 660 feet (200 m) from the location of the overturned beds. Because mineral springs tend to follow fault lines, and are less likely to occur within the jumble of landslide debris, the existence of the spring suggests that a fault line lies very close to the overturned beds.
Gathering clues like the presence of the spring is the key to understanding the geologic processes that shaped Cold Canyon. Hence, the present landscape can be used to explain the actions of the past. At the same time, an improved understanding of the link between past events and present geologic features can help geologists predict what might happen in Cold Canyon in the future. For example, if additional observations help connect the mineral spring in Cold Canyon with those in areas to the north and lead geologists to determine
that an active fault runs through Cold Canyon, we might conclude that the bedrock along this fault is particularly unstable. We would therefore predict that any earthquakes in the region could be centered along this fault line. | 7694a352-b3c7-42bc-9926-ef953ec55962 | CC-MAIN-2022-05 | https://naturalreserves.ucdavis.edu/sites/g/files/dgvnsk1091/files/inline-files/Stebbins_manual_geology.pdf | 2022-01-21T22:35:56+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320303717.35/warc/CC-MAIN-20220121222643-20220122012643-00324.warc.gz | 466,567,008 | 2,736 | eng_Latn | eng_Latn | 0.998399 | eng_Latn | 0.998408 | [
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Tony on the Moon's Children’s Picture Books
Level 1 Book 2
by Tony J Moon
JOE and the Real Yellow Wellingtons
Tony on the Moon’s Children’s Picture Books
Illustrated Story Books for Children
All these books are royalty free and can be copied used printed and distributed, scrawled on walls, acted out in plays and told (very slowly) to your pet dog, if you don’t have a dog a cat will do, but hamsters do not listen as they only speak Spanish.
They are designed to be easily read on a computer and can be printed on standard A4 size paper (landscape format)
The Books
This is part of a series of small books is arranged in groups of difficulty ranging from 1 to 6. The easiest is group 1, the hardest group 5. It is not just that group 1’s are shorter, they are the easiest to read or be spoken. They gradually rise to group 5 which have lots more text and much more complex concepts. There is no bad language or offensive words anywhere in these books.
1 - short simple big pictures
2 - longer stories with more text
3 - slightly higher level than 2
4 - more stories with pictures a lot more text
5 - short stories for teenage to adults
www.tonyonthemoon.co.uk
Joe looked out of the window.
It was raining.
Snozel was fast asleep in his basket.
Come on, said Joe. Let's go for a walk in the rain.
Snozel looked out of the window. He did not want to go out in the rain.
Snozel pretended to be asleep.
That never works thought Snozel as Joe put Snozels lead on and pulled him out of his nice warm basket.
Snozel then pretended to go lame in the hall. That did not work either.
Outside it was raining. Everything was wet wet wet. Soon Snozel became very wet.
Snozel looked at Joe.
Joe was dry.
Joe was wearing a big yellow hat, a big red coat and big yellow wellington boots.
As they walked down the street past the post box Snozel thought about his cold wet feet....
Why can't I have real yellow wellingtons thought Snozel, he started thinking about yellow wellingtons.
Real yellow wellingtons stand upon their own,
They astound you, dumbfound you,
They throw themselves at you,
They display an array,
Of tempestuous abandon,
And show out there owner,
To be of good taste,
So never despair rush out for a pair,
And show the whole world,
You're a swell.
Half way down the street they met Sprags feet walking towards them. They could not see the rest of Sprag as he was covered by a big umbrella.
Hello Sprag, said Joe
Sprag lifted up the umbrella.
Hello Joe, said Sprag
then pulled the umbrella down again
and carried on walking up the street.
Joe and Snozel arrived outside Banners cake shop. They looked in through the window. Now what cakes shall we have for tea, said Joe.
Snozels ears pricked up. He looked with new interest at the cakes in the window.
They went into the shop. There were all sorts of cakes, chocolate eclairs, cream buns, coffee cake, angel cake, jam roll and Snozels favourite, big sticky jam doughnuts.
Four cream buns, said Joe to the shop assistant.
Four! Thought Snozel, Four! He is not buying any for me. He looks a Joe with big round eyes and gave a small whimper.
Joe put the cakes in a bag to carry home. Snozel slowly and very sadly turned to go out the shop door.
Joe looked up. And one big sticky jam doughnut, said Joe. Snozel felt very happy.
Snozel was carrying a bag with his big sticky jam doughnut bun in it. As they splashed through the puddles Snozel realised it was still raining.
Who minds a little rain, thought Snozel, when there is a big sticky jam doughnut for tea.
About these books
This series of books was designed with two functions in mind:
Firstly as a reading resource for primary education at schools and for private tuition. They are graded from simple picture books to full text short stories. The layout is simple and designed to be fun and downloaded so they may be used without being connected to the internet. The layout and text is designed for easy reading on computer screens. Instructors and parents can be assured there is nothing in these books that is not suitable for young children.
Secondly or possibly primarily, somewhere for my little cartoon characters to live. I have been a draftsman for many years and during idle moments and in meetings, especially in meetings, little characters get doodled. These characters seem to take on a little life of their own and hang around in the mind until they eventually find a home in a story. They then seem to go away until the next one comes along. These books and the original web site is somewhere to share these little cartoon characters with. If they give anybody a little enjoyment then I am well pleased.
These original picture books are free to download, keep, copy, print and use quite freely without any restriction. Tony J Moon
Want to find more great books like this one?
Totally free kids Books -super!
https://www.freekidsbooks.org
Simply great free books -
Preschool, early grades, picture books, learning to read, early chapter books, middle grade, young adult, Pratham, Book Dash, Mustardseed, Open Equal Free, and many more!
Always Free – Always will be!
Legal Notice: This book is in PUBLIC DOMAIN- YAY!!! That means you can reuse it in pretty much any way you wish. We greatly appreciate if you credit to us as a source by including a link to our site, https://www.freekidsbooks.org, on your post or end product, or simply leave this page in tact, so more people can enjoy great free books. Please reach out and contact us https://www.freekidsbooks.org/about if you want more information, or want to share your project with us, so we can help with promotion. Please, enjoy this, and our many more free kids books! | 0e0044a3-9452-454a-8113-a0abe47a15b9 | CC-MAIN-2021-17 | https://freekidsbooks.org/wp-content/uploads/2019/09/Joe-and-the-Real-Yellow-Wellingtons-FKB-Stories.pdf | 2021-04-11T04:48:00+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038060927.2/warc/CC-MAIN-20210411030031-20210411060031-00601.warc.gz | 393,522,781 | 1,297 | eng_Latn | eng_Latn | 0.997069 | eng_Latn | 0.999615 | [
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Rising to the Challenge of A Rising Tide – A Letter From The Editor
As our planet’s climate continues to warm and people across the globe cope with rising temperatures and the accompanying rise in sea level, Earth’s residents have risen to the challenge in a number of creative ways. For some, their very survival depends on adapting their way of life to contend with the changing environment, including figuring out how to live and even grow crops on land that is now routinely inundated with water. Although lives and livelihood in our community haven’t been dramatically impacted by rising seas yet, it’s getting easier for us to imagine a time when they will be. A high tide that would have been remarkable only a few years ago has become almost commonplace and we’re no longer surprised when a pier that was built to be well above the water line at mean high tide disappears below the surface when a particularly high tide flows in.
Those of us who have launched floating gardens do so for a variety of reasons. For some, the prospect of having an attractive and interesting collection of emergent plants alongside the pier has aesthetic appeal. For the environmentally conscious, the idea of contributing to the good health of the Magothy, the Severn and the Bay, even if in a small way, is personally satisfying. Plants in a floating garden make a sustainable green engine, filtering nutrient run-off, using the excess nitrogen and phosphorus to grow and flower, and returning oxygen to the water that’s necessary for the survival of aquatic life. In Anne Arundel County, we’re lucky to live in close proximity to several large and important bodies of water. Locally, we concern ourselves with sustaining our good quality of life, which in part means maintaining the quality of our local waterways so we can enjoy boating, swimming, fishing, crabbing, etc. Globally, however, there are many who use floating gardens and wetlands to sustain not only their quality of life, but life itself. Necessity is, of course, the mother of invention and many of our earthly neighbors have taken the floating garden concept and adapted it in a way that ensures the survival of their families and communities.
In this issue, be sure to take a look at the many creative variations of floating gardens found throughout the world - there are lessons we can learn from each. As we continue to “build a better mousetrap”, taking cues from other designs can give us ideas for future construction. Over the course of several years the MRA has adapted its original floating garden design, each iteration offering an improvement over its predecessor. We’ve had input from MRA members, non-members, college and high school students for design and material enhancements that have proven valuable. Check out the design that the STEM students from South River High School came up with in the next article.
If you have ideas for how we might improve the current floating garden design and/or a suggestion for material substitutions that could reduce the cost of construction, please send them to firstname.lastname@example.org. We look forward to hearing from you!
South River High School – STEM Floating Wetland Project
In the spring of this year, STEM (science, technology, engineering and mathematics) students from Eleanor Nulud’s AP Environment and Society class at South River High School loaded up a yellow school bus with newly constructed floating wetlands, plants, ropes and other materials needed for installation and traveled to 3 locations throughout the county to launch them. The floating gardens the MRA currently build and distribute as part of the Magothy River Association’s floating garden initiative have been constructed using Styrofoam as the floatation device. Styrofoam was never an optimal choice – the material is not sustainably produced, nor is it easily recycled. Also, it tends to disintegrate with continued exposure to sun and weather, not to mention the sporadic nibbling of ducks and fish. The wetlands designed and built by South River students as part of a semester-long class project won’t have the same Styrofoam issue. The class adopted a simple but effective method for wetland construction. Drain pipes were shaped into a six-foot-long oval, and then sandwiched between hardware cloth. For buoyancy, the pipes were filled with capped recycled plastic bottles, which the students collected from their classmates at lunch time. The wetlands were then lined with coconut fiber, intended to serve as an anchorage for the roots of two native emergent plants; smooth cordgrass (Spartina alterniflora) and seaside goldenrod (Solidago sempervirens). Details of the initial launch were covered by Rachael Pacella of the Annapolis Capital Gazette, whose photos appear in this article. http://www.capitalgazette.com/news/environment/ph-ac-cn-south-river-0515-20170514-story.html
The students conceived the idea for floating wetlands as a result of research conducted in the school’s AP Environment class, a prerequisite for Environment and Society. The Howard County Public School System provides the curriculum for a Statewide Watershed Report Card (WRC), a project led by the Howard County Conservancy in partnership with the Maryland Department of Natural Resources (DNR). Teachers in all Maryland counties can use this curriculum to support students in collecting and using stream data to create and implement stewardship projects.
South River students observed high levels of phosphates and nitrates, which contribute to the poor water quality in local rivers. The solution, multiple floating wetlands, was proposed, led and executed by the environmental students. They were subsequently invited to present their findings to state delegates, senators, and environmental officials at the Maryland Watershed Summit, held at the Miller Senate House in Annapolis on May 10. South River’s floating wetlands idea was unique among the many native planting projects other schools presented this year. Here’s a link to the WRC that includes a short video clip of the summit. http://hccranger.wpengine.com/statewidewrc/
Floating Gardens From Around the World
There are a wide array of designs used to create floating gardens in different parts of the world, each adapted to local conditions and available materials. In southeast Asia, lashed bamboo is often used as a raft for plants, while in the Pacific northwest cedar logs provide multiple benefits – they’re quite buoyant and resistant to both insects and decay.
Farmers in places like Bangladesh have employed floating beds, or *baira*, for years using the basic method described in the accompanying diagram, but they’re currently facing a new challenge. As sea levels rise, sea water is entering rivers, increasing the salinity. Water hyacinth, which was traditionally compacted to make a base for the floating garden beds, cannot survive in salty water. Researchers are looking for a viable alternative, but with only limited success so far.
How floating gardens are created
1. **Bed preparation**
During monsoon, water hyacinth is gathered and compacted into rafts. At intervals of 8-10 days, more layers are built using water lettuce, duckweed and salvinia. In some places coconut husk or soil is spread over the bed. Top layer provides the compost.
2. The organic bed is allowed to rot for 15 to 30 days. It is then anchored by placing bamboo poles around it.
3. **Vegetable cultivation**
Seeds are placed inside small balls made of aquatic plants like creeping grass *durali* and salvinia fern. These plants are dried and montoned before making balls.
4. After a week, when the seedlings are 15 cm long, the balls are transferred to the raft. In some areas, seeds are sown directly in the coconut husk spread over the rafts. Vegetables grown are okra, cucumber, gourds, amaranth, red amaranth, egg plant, pumpkin, spinach.
5. Vegetables are harvested, while seedlings are used for early cultivation of the winter crop.
6. **Winter crop**
When floodwater recedes in late autumn, the platforms are broken, mixed with soil and gardening plots are prepared on land.
Floating gardens can be adapted to urban environments too.
Sometimes even an old tire can be drafted into service as a garden float, as the Gowanas Canal Conservancy in New York has found.
Here are just a few more creative examples to float your boat, er, I mean garden.
**Myanmar**
**Wagga Wagga, New South Wales, Australia**
**Location unknown**
**Location unknown**
### Summer's Last Hurrah
There are only a few weeks left until summer steps aside and autumn moves in. Days are shorter and cooler, but nature’s response is fiery. Red, orange and yellow are already replacing summer’s shades of green. A few of our summer natives, like Hibiscus and Kosteletzkya (saltmarsh mallow), pictured on the right, are still producing white to pink flowers, but now the fall bloomers are starting to kick in.
As of the summer’s abundant food and nectar sources become scarce, fall flowering plants play a critical role for both migratory species and other wildlife that will overwinter locally. Marsh fleabane (Pluchea odorata) is in full bloom now, its clustered pink flowers are popular with foraging native bees. The bees are also buzzing about New York ironweed (Vernonia noveboracensis), whose loose purple blooms stand tall, putting them within easy reach of butterflies too. Delicate seed heads are forming on Panicum, commonly known as switch grass. They are both lovely to look at and double as bird food. Soon solidago (seaside goldenrod) and salt marsh aster (Symphyotrichum tenuifolium), pictured at left, will start to bloom. The native emergent plants of autumn are truly something to celebrate. Huzzah!
The yellow-spiked heads of goldenrod are a particular favorite of migrating Monarch butterflies – it’s one of their primary food sources in the fall. Often confused with sneeze-inducing ragweed, goldenrod is sometimes removed by homeowners who have misidentified this beneficial native plant and are looking for relief from their allergies. Use these photos to see the difference between the two before you pull out the wrong culprit. This YouTube video might also help: [https://www.youtube.com/watch?v=cg4eeQHqtI](https://www.youtube.com/watch?v=cg4eeQHqtI)
To access additional information about any of the emergent plants described above, the MRA’s Emergent Plant Guide may be found in the April/May 2016 issue of The Floating Gardener. [http://www.magothyriver.org/wp/wp-content/uploads/2016/01/Floating-Gardener-May-2016.pdf](http://www.magothyriver.org/wp/wp-content/uploads/2016/01/Floating-Gardener-May-2016.pdf).
For a more comprehensive list of native emergent plants in Maryland, please refer to the DNR’s website information at [https://www.nps.gov/plants/pubs/nativesmd/lists.htm](https://www.nps.gov/plants/pubs/nativesmd/lists.htm)
Finally, for more information on floating gardens and back issues of The Floating Gardener, please refer to the MRA’s website at [http://www.magothyriver.org/projects/floating-gardens/](http://www.magothyriver.org/projects/floating-gardens/)
**Late Season Floating Garden Maintenance**
“So what should I do with my floating garden now that it’s the end of the growing season?” There are several options. You may:
1. Pull the float out of the water and remove the plant baskets. Allow the plants to die back naturally, then put them in a protected area outside to over-winter. If possible, store the float out of the weather – it will probably last longer that way.
2. If you elect to leave your floating garden in the water for the winter, trim the plants back to their base and compost the cuttings. Leaving them in the pots makes a mess and adds unnecessary weight to the floats over the winter. A benefit to this method is that you’ll have a head start when the plants begin to re-grow in the spring.
3. Same as #1., except you can return your plants and baskets to the Providence Center greenhouses in Arnold to be recycled. Your basket will be refilled for $10.00 in the spring. You can also elect to purchase new, filled plant baskets for $15, without an exchange. Contact Nathan Ullrich at [email@example.com](mailto:firstname.lastname@example.org)
**Contact Us:**
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Planning for college is a multifaceted process that doesn’t have to be intimidating to students and their families. Below are five key steps to consider when planning for college, along with free resources that help students navigate the path to higher education.
- **Explore test prep.** Entrance exams play a big role in college admission. ACT or SAT prep courses help students have more confidence when it’s time to take the test. Free practice exams are available at [OKcollegestart.org](http://OKcollegestart.org) under the [College Planning](http://College Planning) tab. OKcollegestart.org also provides resources to help students identify the campus that will best meet their educational needs. When comparing colleges, it’s important to consider the campus size and location, overall cost, programs offered and student support services.
- **Complete the FAFSA.** The Free Application for Federal Student Aid (FAFSA) is the form that helps determine student eligibility for federal financial aid, such as grants, student loans and work-study programs. Completing the FAFSA is the first step in the financial aid process for every family, because many state scholarships require a completed FAFSA and colleges and universities use it to determine eligibility for institutional financial aid, too. Complete the FAFSA as soon as possible after Oct. 1 each year, beginning with your senior year of high school and for every year you need financial aid in college. For more information about completing the FAFSA, visit [StartWithFAFSA.org](http://StartWithFAFSA.org) and to complete the form, visit [FAFSA.gov](http://FAFSA.gov).
- **Seek free money.** Students should treat applying for scholarships and grants like a full-time job. When applying for scholarships, pay attention to deadlines and explore different funding sources, such as civic and community organizations, Native American tribes, religious organizations or programs that offer benefits to military families. Many of these processes begin well before the senior year of high school, so being proactive is a necessity. Check out [UCanGo2.org](http://UCanGo2.org) for more scholarship tips and resources.
- **Borrow wisely.** If free money (grants and scholarships) doesn’t fully meet your financial...
need and a student loan is necessary, it’s crucial to take steps to borrow wisely. Because student loans must be repaid, they should be the last financial aid tool you consider. If you must borrow, explore all your options to find the loan that best meets your needs. Federal student loans typically have more flexible repayment options than “private” or alternative loans. Keep your student debt as low as possible by borrowing only what you need to pay school expenses. Learn more about borrowing smart from the start at ReadySetRepay.org.
Plan for costs. Paying for college includes covering tuition, books and fees, but what about daily living expenses and occasional splurges? With a little bit of effort and creativity, it’s possible to live a rich life on a college budget. Visit OklahomaMoneyMatters.org to learn how to avoid common spending pitfalls and craft a plan that will help you pay bills, have fun and save for the future while earning your college degree.
It’s never too early to start planning for college. Visit UCanGo2.org to download grade-specific college planning checklists (grades 6-12). Each checklist outlines detailed steps students can take throughout the school year to get ready for college.
**Tips for Staying Safe at ATMs**
Be aware of your surroundings.
– Use ATMs in well-lit areas.
– Look out for suspicious activity.
– Don’t go alone at night.
Watch out for skimmers.
– Inspect the card reader before using.
– Thwart hidden cameras by covering the keypad when entering your PIN.
Report Issues.
– Talk to the owner of the ATM if you notice a problem, poor lighting, or feel unsafe in that location.
**Skipping a Payment**
During the holiday season, many financial institutions offer borrowers the option to skip a monthly payment. This may seem like a convenient option for creating wiggle room in your budget, especially if funds are tight. However, the financial impacts of postponing a payment may be harmful in the long run. Below are some consequences worth considering.
Lengthening the term of your loan repayment. When you skip a payment the lender will typically move the unpaid amount to the end of your scheduled loan period, extending the life of your loan and possibly creating a larger final payment.
Interest added to your account. With the lengthening of the loan comes additional interest costs that will increase the total amount owed.
Reinforcing poor money habits. Although the skipped payment is allowed, it reinforces poor money habits such as living beyond your means, failing to budget, and not saving for future purchases. In the end, you’re the one who ultimately pays while your lender reaps the added benefits of your postponed payment.
Dr. Debbie Blanke, Vice Chancellor for Academic Affairs for the Oklahoma State Regents for Higher Education answers questions about the Reach Higher program.
**What is the Reach Higher program?**
Reach Higher is a flexible, affordable degree completion program for students who have earned college credits but have not completed a degree. Reach Higher is offered through a variety of trusted public colleges and universities throughout the state that offer associate and bachelor’s degree programs.
**How many credit hours does a student need on their college transcript before enrolling in Reach Higher?**
To complete an associate degree through Reach Higher, students must have earned 18 credit hours with a 2.0 GPA. For the bachelor’s degree, students must have earned 72 credit hours with a 2.0 GPA.
**How do students find out if a college they’re interested in participates in the program?**
Students can visit [ReachHigherOklahoma.org](http://ReachHigherOklahoma.org) to learn more about the opportunities to complete a college degree and contact a Reach Higher coordinator at one of our 22 participating institutions. The coordinator can provide personalized guidance based on each student’s situation. Coordinators’ email and phone numbers are listed on the website. If the student isn’t sure which institution s/he wants to attend, there’s also a web form available for requesting more information from our central office at the Oklahoma State Regents for Higher Education.
**Can you give us an idea of the ways that Reach Higher has benefited our state’s economy?**
As of the summer of 2017, the Reach Higher program has helped more than 4,000 students complete their degrees. These students report that they now have employment and promotion opportunities they didn’t have before earning a college degree.
This program moves students and their families into higher wage-earning jobs and more stable career paths. The Georgetown Center for Education and the Workforce reports that 37 percent of all jobs created in Oklahoma by 2020 will require an associate degree, a bachelor’s degree or higher. Reach Higher is helping Oklahomans meet the demand for degree holders in the workforce and building a stronger Oklahoma economy.
Individual Career Academic Plan
Earlier this year, Governor Fallin signed House Bill 2155 into law, which created the Individual Career Academic Plan (ICAP). ICAP is a new state initiative that will encourage K-12 students to explore various career, academic and postsecondary education opportunities.
Beginning in the sixth grade, students will begin working with counselors, teachers, administrators, and parents to further their understanding of their career and educational interests. The ICAP will then guide students through courses, assessments and certifications that pertain to these interests. It will also connect them to universities, colleges, and career tech programs that will best help them achieve their goals.
There are currently 26 schools participating in the ICAP pilot study. This study will determine the best methods for completing the ICAP and identify any concerns with the current system. Next year (2018-2019), schools that want to participate may volunteer to be a part of the pilot study to further refine the ICAP process before required statewide implementation begins in the 2019-2020 school year.
ICAP is student-centered and created to display the holistic options for students to set them on the path to furthering their education. OKcollegestart.org, the State Regents’ and OCAP’s comprehensive online college planning portal, is one of the vehicles that students, parents, counselors, teachers, and administrators can use to navigate the ICAP process. The site features ready-to-use ICAP templates and program progression tracking.
College Savings: Oklahoma’s 529 Plan
Oklahoma higher education is ranked #5 in the nation in affordability by the U.S. Chamber of Commerce. Although our public colleges and universities are a wonderful value, all parents are encouraged to get a head start on college savings. Families who want to maximize their savings efforts may want to consider opening an Oklahoma 529 College Savings Plan (OCSP) account.
An OCSP account can be opened with as little as $100, and parents, grandparents, extended family members, and even friends can contribute to the account on a student’s behalf. If the designated beneficiary for whom you’ve contributed to a 529 plan does not need all the funds due to scholarships or other sources of financial aid, you can designate a new beneficiary with no penalty, provided they’re an eligible member of your family.
A 529 savings plan can be used to pay most of the costs of college, including tuition, fees, room and board, books, supplies, computers and printers. Utilize the College Savings Planning Calculator to explore different scenarios to find a plan that meets your family’s college saving needs. The funds from an Oklahoma 529 plan can be used at most accredited colleges and universities in the United States—not just Oklahoma. The plan can even cover expenses at certain colleges abroad. Visit Ed.gov to find out if your school is accredited.
If you’re concerned about a 529 plan adversely affecting your student’s eligibility for financial aid, you’ll be glad to know that the funds belong to the account holder—not the benefiting student—which could help to decrease the impact of the savings plan on the student’s financial aid eligibility.
Additionally, a 529 plan offers tax benefits. Account contributions are tax-deductible to a certain level and earnings grow tax-free. Withdrawals are federal and Oklahoma income tax-free when used for qualified higher education expenses. Contributions to a 529 plan can also reduce taxable values of estate plans; talk with a certified tax advisor for more details. To learn more about the advantages of opening an Oklahoma 529 plan, visit OK4Saving.org.
A Puppy for Christmas?
As the holiday season rapidly approaches, many families choose to celebrate by adding a furry friend to the household. A puppy can be a wonderful surprise; however, it’s usually an emotional buy. Unfortunately, once the cute newness wears off and the reality of caring for a new pet sets in, people begin rethinking their decision - which often leads to overcrowding of animal shelters. Before picking up your new companion, consider these three factors.
1. **Cost.** According to [MoneyUnder30.com](http://MoneyUnder30.com), a dog can cost up to $1,000 per year. This amount accounts for food, toys, and vet appointments, as well as unexpected emergencies. Make sure these expenses fit into your budget. Even a “free” puppy can be costly.
2. **Breed.** Conduct plenty of research on dog breeds before you adopt. Thoughtfully choose a breed that matches your lifestyle. For instance, a border collie will go stir-crazy if not given plenty of exercise and mental stimulation, while a pug would love to lounge around the house all day.
3. **Commitment.** Remember, caring for a pet is time consuming. Consider where you’ll be in 5 or 10 years; does a dog fit into that lifestyle? It’s important to make plenty of time at home to play with, feed, and care for your new pup. If you’re away from home for more than 10 hours each day, you’ll want to think about finding a dog walker, pet sitter or neighbor to check on the pup.
---
**On Our MIND**
What’s on the mind of OCAP staff? This month, educational services manager Melissa Neal talks about practical lessons in car shopping.
I dread car shopping. If I could, I’d drive the same vehicle forever. Unfortunately, cars wear out and ongoing repairs can be cost-prohibitive. I recently decided an upgrade was inevitable, so I researched my options, narrowed my choices and visited some car dealerships. After comparing the pros and cons of each vehicle, I made a choice and started a long-term relationship with a new SUV. Here are some lessons I learned from my purchasing experience.
- **Determine what’s non-negotiable.** I drive almost 600 miles each week, so in addition to some creature comforts, such as comfy seats and dual climate control, I need a vehicle with a solid safety rating and decent gas mileage. Before you shop, examine your needs and make a list of your must-have features. Using this type of list will help your salesperson locate vehicles that will best meet your needs and will hopefully make your decision-making process much easier.
- **Know your (vehicle’s) worth.** To negotiate the best deal, there are three numbers you should know before you shop. First, use resources like [Kelly Blue Book](http://KellyBlueBook.com) or [Edmunds](http://Edmunds.com) to determine your current vehicle’s trade-in value. Knowing a realistic price range can help you avoid accepting an unreasonably low trade-in offer. Next, use a site like [TrueCar.com](http://TrueCar.com) to learn what others in your area paid for the car you’re interested in. Knowing the MSRP and the average market rate for the vehicle can help you negotiate a fair sale price. Lastly, estimate your credit score using a site like [CreditKarma.com](http://CreditKarma.com) or [MyFICO.com](http://MyFICO.com). Knowing this three digit number can help you avoid paying an unfair interest rate. I was offered three different interest rates before accepting one that properly reflected my creditworthiness.
- **Learn to haggle.** When it comes to buying a vehicle, the word “no” may be the most powerful word in your vocabulary. Car dealers are in business to make a profit, so they’ll never offer you the lowest price up front. Do your best to remove emotion from the process. Don’t indicate how much you already love the car and don’t hesitate to say no if the terms offered are unacceptable. Remember that you can walk away from a sales deal at any time during the negotiation process, even if you’ve been at the dealership for hours and are about to sign a contract.
Home and Car Winterization
If you’re waiting until the first snow to worry about winterizing your car or home, you might be in for unexpected and costly repairs. The first sign of cooler weather is the appropriate time to begin projects and regular maintenance that will help save money while keeping you and your family safe and warm during the winter months.
- Inspect your furnace or other heating appliances. It’s a good idea to test the furnace for any heating and safety issues before it gets too cold outside. A heating and air professional can inspect your system to ensure it’s functioning properly and there aren’t any carbon monoxide leaks.
- Insulate your home. This is the best way to ensure all the heat stays inside the home. Start with the weather-stripping around your doors, windows and garage door. Replace any that appear faded or damaged. Go up into your attic and look for any light shining in – that indicates a place where air (and pests) can enter. Seal any gaps with foam insulation.
- Cover outside water faucets and piping. When temperatures drop the risk of freezing and bursting pipes increases. Inexpensive insulating covers can be purchased from any hardware store or housewares department in the supermarket.
- Trim trees. Check the trees immediately outside your home for dead or low-hanging limbs. Snow or ice accumulation can cause weak branches to snap and damage powerlines or your roof.
- Reverse ceiling fans. Every ceiling fan includes a switch that allows you to reverse the direction of the blades. Switch it so your ceiling fan rotates clockwise. Warm air will be pushed down so it can recirculate throughout the room.
- Clean out gutters. Clogged gutters can lead to snow and ice accumulation that can not only damage your rain gutters, but your roof, as well.
- Check your car’s battery. Car batteries are often affected by the cold. Most auto parts stores will test your battery at no charge, or you can purchase a tester that will also work for motorcycles and lawn equipment.
- Inspect your tires. The changing temperatures can cause a change in your tire pressure. Worn tires are even more dangerous in the winter months, when you’re likely to encounter wet and frozen roads.
- Keep your car’s fluids filled. In addition to engine oil, power steering and brake fluids; you’ll also want to ensure that your car has the proper amounts of windshield wiper fluid and antifreeze. Most mechanic shops have car winterization packages if you don’t feel comfortable doing this maintenance yourself.
- Update your vehicle emergency kit. It’s always a good idea to carry jumper cables, a flashlight and flares. However, during the winter months you may want to add blankets, bottled water, nonperishable snack items, ice scraper, de-icer, and a cellphone charger. A folding shovel and pieces of cardboard may also be handy if you should get stuck on ice or snow.
OKMM Offers Spanish Publications
Oklahoma Money Matters proudly offers two Your Money Matters guides in Spanish. The workplace education guide helps adults learn to manage their finances and build wealth. It addresses how to prioritize spending, build a budget, explore savings options, manage credit and prevent identity theft.
The guide for adults with fewer financial resources highlights practical ways for individuals and families to handle personal finances, even if they’ve reached a financial crisis point. This guide helps adults experiencing financial difficulties take the guesswork, worry and stress out of dealing with money. It offers money-saving and money-stretching tips, advice for parents and information about budgeting, borrowing and identity protection.
Full-color PDF files of these and other money management publications can be found on the Resources page at OklahomaMoneyMatters.org. If you’re located in Oklahoma, free classroom sets of these publications are available, subject to inventory level. To request materials, call 405.234.4253 or email OklahomaMoneyMatters@ocap
The most wonderful time of the year is upon us. It’s time to spread some holiday cheer with parties to attend and gifts to bear. However, nothing dampens the holiday spirit like outspending your budget on gifts and decorations. With some creativity, there are plenty of ways to enjoy holiday festivities without derailing your financial goals.
Instead of purchasing expensive wreaths, try making your own. During the holidays, craft stores have entire sections devoted to DIY decorations. With the advantage of Pinterest and YouTube, anyone can become a holiday craftsman.
Need ornaments for your tree? Find a cylindrical fallen branch or log and cut it into slices. Use a wood burning kit to draw pictures and messages or paint the wooden coins, then drill a hole and use thread or twine to hang them on the tree. Painted baby hands and feet can be placed on the wooden coins for precious memory ornaments.
If your list of people to buy for tends to grow larger than your budget, consider each recipient. Set a firm price limit for each person and be realistic about expectations. Some people on your list may receive a heartfelt card, while others get a “make or bake” gift. Inexpensive candy tins can be acquired from discount stores and filled with festive homemade goods.
Shop as early as possible. Although it’s tempting to wait until holiday sales, the pressure and crowds may make everything more difficult and stressful. If you start early, you can spend more time shopping around and waiting for sales without worrying about traffic and long lines.
Oklahoma Money Matters (OKMM), an initiative of the Oklahoma College Assistance Program and the Oklahoma State Regents for Higher Education, is a personal finance education program that helps K-12 schools, higher education campuses, businesses and community partners develop or expand educational services that empower Oklahomans to make positive financial choices.
Visit us online at OklahomaMoneyMatters.org.
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Have News to Share?
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How and why does air move in the tropics?
**STEP 1: Develop a model.**
How do you think air is moving in the tropics between 30°N and 30°S? Why? Record your initial ideas on the image below.
Temperature differences cause air to move around the world.
- In some places, warm temperatures cause air to rise from the Earth’s surface to higher in the atmosphere.
- In other places, cooler temperatures cause air to sink from higher in the atmosphere to the Earth’s surface.
Translate those ideas to the illustration of Earth’s atmosphere below. In the illustration, the atmosphere is exaggerated.
1. **Draw arrows in the troposphere layer of the atmosphere** to indicate where air is rising. Remember that warm air rises.
2. Air can’t rise forever. **Draw arrows** to indicate where you think the rising air goes when it gets to the top of the troposphere.
3. At 30°N and 30°S latitude, air is cooler than it is at the equator. **Draw arrows** in the atmosphere to indicate what happens to the cooler air.
STEP 2: Investigate air movement across Earth’s surface.
With a partner, write a statement that connects the water tank demonstration to the real world and explains why they are alike. The first part of the model is completed for you as an example.
| PART OF THE MODEL | is like | PART OF THE REAL WORLD | because | WHY ARE THEY ALIKE? |
|------------------|---------|------------------------|---------|---------------------|
| The water in the tank | | the Earth’s atmosphere | | the water in the clear plastic tub represents the air surrounding the Earth. Air and water are both fluids, so they behave similarly. |
| Red food coloring | | | | |
| Blue food coloring | | | | |
| The cup of boiling hot water | | | | |
| The bottom of the clear plastic water tub | | | | |
STEP 3: Record observations of the water movement.
Draw how the water moves through the tank.
| RECORD YOUR OBSERVATIONS | RECORD IDEAS FOR WHY | RECORD YOUR QUESTIONS |
|--------------------------|----------------------|-----------------------|
| I notice… | I think… | I wonder… |
STEP 4: Describe how and why air moves in the tropics.
Focus on how air is moving in the tropics (between 30°N and 30°S of the equator). Draw arrows to connect the dots and show how air is moving in the atmosphere, just as the water moved in the water tank model.
Write a caption to describe air movement in the model above.
STEP 5: Create a model to describe air pressure and clouds at different latitudes.
Review the following diagram of how air moves around the world.
Put an “L” in the white boxes where there would be low pressure.
Put an “H” in the white boxes where there would be high pressure.
Draw in clouds at locations of low pressure, where they are likely to form. | dc3d4905-9aa7-41ef-ab1c-46cbfc78cd8e | CC-MAIN-2022-05 | https://scied.ucar.edu/sites/default/files/media/documents/globe_weather_student_activity_sheets_2020_lesson_14.pdf | 2022-01-27T12:28:53+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305260.61/warc/CC-MAIN-20220127103059-20220127133059-00180.warc.gz | 552,552,315 | 640 | eng_Latn | eng_Latn | 0.997505 | eng_Latn | 0.997811 | [
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| No. | Name of the Institution | Address | Type of Institution | Level of Education | Number of Students | Number of Teachers | Ratio of Students to Teachers | Ratio of Teachers to Students |
|-----|-------------------------|---------|---------------------|--------------------|-------------------|------------------|-----------------------------|-------------------------------|
| 1 | XYZ School | 123 Main St, City | Public | Primary | 500 | 20 | 25:1 | 1:25 |
| 2 | ABC Academy | 456 Elm St, Town | Private | Secondary | 800 | 40 | 20:1 | 1:20 |
| 3 | DEF Institute | 789 Oak St, Village| Community | Tertiary | 1000 | 50 | 20:1 | 1:20 |
| 4 | GHI College | 101 Pine St, Suburb| University | Higher | 1500 | 100 | 15:1 | 1:15 |
| 5 | JKL University | 202 Cedar St, Metropolis| Research | Postgraduate | 2000 | 200 | 10:1 | 1:10 |
*Note: The above table is a sample and does not represent any real institution.*
| ID | Date | Time | Location | Event Type | Event Description | Event Details | Event Status | Event Priority | Event Severity | Event Category | Event Source | Event Target | Event Result | Event Notes |
|----|------------|--------|----------|------------|-------------------|---------------|--------------|----------------|----------------|---------------|-------------|-------------|-------------|------------|
| 1 | 2023-04-01 | 10:00 | New York | Earthquake | Magnitude 5.0 | | Completed | High | Minor | Natural Disasters | Earthquakes | Buildings | Damage | |
| 2 | 2023-04-02 | 12:00 | London | Flood | River Thames | | Completed | Medium | Major | Natural Disasters | Floods | Infrastructure | Losses | |
| 3 | 2023-04-03 | 14:00 | Paris | Fire | Notre-Dame Cathedral | | Completed | Low | Minor | Natural Disasters | Fires | Historical Sites | Restoration | |
| 4 | 2023-04-04 | 16:00 | Tokyo | Tsunami | Pacific Ocean | | Completed | High | Major | Natural Disasters | Tsunamis | Coastal Areas | Losses | |
| 5 | 2023-04-05 | 18:00 | Madrid | Earthquake | Magnitude 4.5 | | Completed | Medium | Minor | Natural Disasters | Earthquakes | Residential Areas | Damage | |
| 6 | 2023-04-06 | 20:00 | Moscow | Flood | Moskva River | | Completed | Low | Minor | Natural Disasters | Floods | Infrastructure | Losses | |
| 7 | 2023-04-07 | 00:00 | Beijing | Earthquake | Magnitude 6.2 | | Completed | High | Major | Natural Disasters | Earthquakes | Infrastructure | Losses | |
| 8 | 2023-04-08 | 02:00 | Sydney | Fire | Sydney Opera House | | Completed | Low | Minor | Natural Disasters | Fires | Cultural Sites | Restoration | |
| 9 | 2023-04-09 | 04:00 | Cairo | Tsunami | Red Sea | | Completed | High | Major | Natural Disasters | Tsunamis | Coastal Areas | Losses | |
| 10 | 2023-04-10 | 06:00 | Istanbul | Earthquake | Magnitude 5.8 | | Completed | Medium | Minor | Natural Disasters | Earthquakes | Residential Areas | Damage | |
| 11 | 2023-04-11 | 08:00 | Mumbai | Flood | Arabian Sea | | Completed | Low | Minor | Natural Disasters | Floods | Infrastructure | Losses | |
| 12 | 2023-04-12 | 10:00 | Seoul | Earthquake | Magnitude 4.8 | | Completed | Medium | Minor | Natural Disasters | Earthquakes | Residential Areas | Damage | |
| 13 | 2023-04-13 | 12:00 | Cape Town| Fire | Table Mountain | | Completed | Low | Minor | Natural Disasters | Fires | Natural Landscapes | Restoration | |
| 14 | 2023-04-14 | 14:00 | Rio de Janeiro | Tsunami | Atlantic Ocean | | Completed | High | Major | Natural Disasters | Tsunamis | Coastal Areas | Losses | |
| 15 | 2023-04-15 | 16:00 | Jakarta | Earthquake | Magnitude 6.5 | | Completed | Medium | Minor | Natural Disasters | Earthquakes | Infrastructure | Losses | |
| 16 | 2023-04-16 | 18:00 | Buenos Aires | Flood | Riachuelo River | | Completed | Low | Minor | Natural Disasters | Floods | Infrastructure | Losses | |
| 17 | 2023-04-17 | 20:00 | Bogota | Earthquake | Magnitude 5.0 | | Completed | Medium | Minor | Natural Disasters | Earthquakes | Residential Areas | Damage | |
| 18 | 2023-04-18 | 00:00 | Lagos | Fire | Lagos Tower | | Completed | Low | Minor | Natural Disasters | Fires | Infrastructure | Losses | |
| 19 | 2023-04-19 | 02:00 | Manila | Tsunami | South China Sea | | Completed | High | Major | Natural Disasters | Tsunamis | Coastal Areas | Losses | |
| 20 | 2023-04-20 | 04:00 | Melbourne| Earthquake | Magnitude 4.2 | | Completed | Medium | Minor | Natural Disasters | Earthquakes | Residential Areas | Damage | |
| 21 | 2023-04-21 | 06:00 | Toronto | Flood | Don River | | Completed | Low | Minor | Natural Disasters | Floods | Infrastructure | Losses | |
| 22 | 2023-04-22 | 08:00 | Cairo | Earthquake | Magnitude 5.5 | | Completed | Medium | Minor | Natural Disasters | Earthquakes | Residential Areas | Damage | |
| 23 | 2023-04-23 | 10:00 | Sydney | Fire | Sydney Harbour Bridge | | Completed | Low | Minor | Natural Disasters | Fires | Infrastructure | Losses | |
| 24 | 2023-04-24 | 12:00 | Moscow | Tsunami | Caspian Sea | | Completed | High | Major | Natural Disasters | Tsunamis | Coastal Areas | Losses | |
| 25 | 2023-04-25 | 14:00 | Beijing | Earthquake | Magnitude 6.0 | | Completed | Medium | Minor | Natural Disasters | Earthquakes | Infrastructure | Losses | |
| 26 | 2023-04-26 | 16:00 | Cape Town| Fire | Table Bay | | Completed | Low | Minor | Natural Disasters | Fires | Natural Landscapes | Restoration | |
| 27 | 2023-04-27 | 18:00 | Rio de Janeiro | Flood | Guanabara Bay | | Completed | Low | Minor | Natural Disasters | Floods | Infrastructure | Losses | |
| 28 | 2023-04-28 | 20:00 | Jakarta | Earthquake | Magnitude 5.2 | | Completed | Medium | Minor | Natural Disasters | Earthquakes | Residential Areas | Damage | |
| 29 | 2023-04-29 | 00:00 | Lagos | Fire | Lagos Stadium | | Completed | Low | Minor | Natural Disasters | Fires | Infrastructure | Losses | |
| 30 | 2023-04-30 | 02:00 | Manila | Tsunami | Philippine Sea | | Completed | High | Major | Natural Disasters | Tsunamis | Coastal Areas | Losses | |
*Note: This table is for illustrative purposes only and does not represent any real-world events.* | 0e29bee2-f47c-42d5-b4e2-eb695bf62b98 | CC-MAIN-2021-31 | https://www.hacienda-nayarit.gob.mx/armonizacion/2021/2fondo.pdf | 2021-08-05T14:11:38+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046155925.8/warc/CC-MAIN-20210805130514-20210805160514-00242.warc.gz | 799,972,877 | 2,131 | eng_Latn | eng_Latn | 0.998421 | eng_Latn | 0.998176 | [
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The Urban League of Portland and Housing
The Civil Rights movement of the 1950’s and 60’s marked a period of American history in which African Americans, the most oppressed members of society, began to challenge the pre-existing racist system in a way that had never before had so much impact and influence. However, for most people, common knowledge about the movement is only associated with the events and rampant racism that occurred in the Southern states. When one digs deeper, they will learn that the Movement as we know it was catalyzed in the South, but influenced activism all over the United States where the same racist practices were also a norm. There was not just one approach used by Civil Rights activists. The tenets of racial liberalism and fighting for Civil Rights with a more top down, bureaucratic approach was one method used by activists. Racial Liberalism seeks to change the legislation which legalized segregation and other Civil Rights violations, and also touch the moral conscious of their audience (whites) in hopes to further change the pre-existing system. The National Urban League was one such group whose mission was to ensure equal rights socially and economically for all African Americans, through a racial liberal method. Their efforts expanded across the nation and brought real and critical improvements to the equality of blacks. The activism and work of The Portland Urban League especially, in 1955, highlights the successes of the organization in its Civil Rights efforts, primarily with regard to the issue of desegregating housing.
The National Urban League was formally established in 1920 in New York City, and encompassed multiple groups working towards equality and fair treatment of urban African Americans. The League grew rapidly and spread to cities all across America in a relatively short period of time. By the end of World War I the organization had 81 staff members, working in 30 different cities. The mission of the Urban League is one that resonates for all African Americans,
as they have been historically oppressed. Even after the emancipation from slavery, the innately racist institutions that encompass American society, keep blacks in a cycle of poor economic opportunity, which leads to a lack of social mobility and ultimately a poorer quality of life. The mission statement of the National Urban League is concise and right to the point, to enable African Americans to secure economic self-reliance, parity, power and civil rights. In 1945, the Urban League of Portland was founded to fight for the Civil Rights of black’s in Portland, Oregon, and especially promote fair and non-segregated housing.
Surprising to many, Oregon has a deep rooted racist history with the identical rampant discrimination that was occurring in the Southern states. In the early 1940’s, blacks moved to Portland in hopes of finding work in the Swan Island shipyards. They were pushed into cheap and segregated slums, such as Vancouver, Washington, and Vanport, until a horrible flood in 1948 forced the entire community to pack up and relocate into the Albina neighborhood. Black families became concentrated in this newly formed ghetto of Portland, where they faced multiple issues that restricted housing, job availability, funding for schools, and overall neighborhood improvement. Because of city school regulations, children were expected to attend their nearest schools, even though it essentially re-segregated the system, causing mostly white schools to have more funding than the others. When new African American families would move to Portland, they would be immediately be discriminated against because they would only be shown houses in the Albina neighborhood, unfairly limiting their options. They also feared economic and violent backlash from whites if they moved into a neighborhood with no black people inhabiting it.
The Portland Urban League took up this issue of segregated, unfair housing as one of its primary focuses. Through exploring the Valley Library archives and Oregonian Newspaper, one
sees the how immensely important desegregating housing was for the Urban League and also its emphasis of reaching the moral conscious of segregating whites -- a main tenet of racial liberal activism. Particularly in 1955, a huge push amongst the League for immediate action came about. The Portland Urban League held a series of meetings in 1955, mainly focusing on the issue of equal housing.
Edwin Berry, the president of the Portland Urban League from 1945 to 1969, initiated Portland fair housing reform in a way never before lobbied with such vigor. Additionally, it is critical to point out that prior to moving to Portland and starting its Urban League branch, Edwin Berry worked with the Urban League of Chicago, a Northern city with a reputation for unfair housing and violent riots. With this background, Berry brought the issue of desegregating housing to the table and made it a primary focus for the Portland Urban League. Documented in the Portland Urban League's October 13, 1955 meeting minutes, Berry (1955) states, "Housing must continue to have #1 billing on the Urban League program. Our emphasis in this area for the past year has been toward relieving discriminatory treatment in the private housing market." Housing discrimination was a key factor that perpetuated the cycle of poverty for blacks in the Portland area, and was addressed by the Urban League and moved to the top of the 1955 agenda. Ultimately, fully integrated housing was the goal for which the League was striving.
To further define exactly what the Urban League was seeking in regard to housing desegregation, minutes from the May 31, 1955 meeting clearly spell it out, "Integrated housing means that all persons shall have equal access to the housing market and that all members of a society possess equally the privileges of freedom of movement and freedom of choice." According to this definition the importance is placed on rights and opportunities, rather than presence.
The method, which the Portland Urban League used to reach its targeted audience and achieve its goals, was primarily by following the approaches and tenets of Racial Liberalism. One document found in the archives that exemplifies this was a pamphlet made by the League pushing for housing desegregation. The pamphlet has quotes from ministers and says that desegregation is the Christian, and moral thing to do. This is an example of the racial liberal approach, which is to reach out to the moral conscious of whites in order to achieve success.
Works Cited:
Berry, Edwin C. "Integrated Housing - Social Workers' Challenge and Opportunity." May 31, 1955.
Berry, Edwin C. "A Look Ahead - Suggested Program Priorities for the Year." October 13, 1955.
"Housing must continue to have #1 billing on the Urban League program. Our emphasis in this area for the past year has been toward relieving discriminatory treatment in the private housing market."
Broad, Fred L. and Frances Clark. "Coordinating Committee on Minority Housing." September 26, 1955.
"The chairman read excerpts from an article in the Interracial Review entitled 'Helping the Panic Neighborhood', and began a discussion of literature which might be used to educate residents of neighborhoods where there is concern over the selling of property to non-whites. The Committee agreed to work on such a pamphlet."
Berry, Edwin C. "Re-use and Re-development of Land Owned By the Portland Housing Authority." October 26, 1955.
"We feel this land should be sold with the complete and unequivocal understanding that any differential treatment of non-whites or other minority citizens in terms of acquisition, purchase or occupancy of any portion of the land, or houses built thereon, shall be considered a breach of contract and covenant, and the person or persons guilty of such shall be processed against by the Authority."
present: the Rev. Fred L. Broad Jr., Portland Council of Churches; Mrs. Frances Clark, Portland Deanery; Mrs. Ruth Flowers, YWCA; Clell Harris, AFL; Wilton Hartzler, American Friends Service Committee; John Hepler, Urban League of Portland; John S. Holley, Urban League; Mrs. Mary S. Kimball, League of Women Voters; Pete Loftus, Friendship House; Dixie A. McCleary, Friendship House and CIPP; William S. Thompson, NAACP; Rt. Rev. Msgr. Thomas J. Tobin, Committee for Interracial Principles and Practices; Mrs. Mary T. Winch, Chairman.
The Committee met in Room E of the Central Library at 12:15 p.m., with Mrs. Winch, chairman, presiding. Minutes of the May meeting were approved. Mr. Broad was called to report on meetings of the Housing Authority Board of Commissioners. He stated he had attended several meetings since the firing of Mr. Ratchford as executive director of the Authority. Referring to reports that the majority of the present board is out to destroy public housing, he said there is presently nothing to "put your finger on" to prove this. However, he felt it would be well for some organization to present facts to show the continuing need for public housing here. He called attention to the fact that Lloyd Hildreth, a minority member of the board, will come up for possible reappointment this fall. He felt it would be a tragedy if Hildreth were not reappointed. Mr. Broad also feels that more facts are needed before we can attach any special significance to the actions of the Housing Authority board.
Father Tobin commented to the effect that there is a definite move afoot nationally to destroy public housing, and therefore some grounds to suspect such a movement here. However, he felt this was a matter for an aroused community at large and not the principle focus of this Committee. He felt the Committee might investigate the minority housing angle, with a view to presenting facts related to the matter of interracial housing.
Father Tobin presented a proposal to work up a playlet, to be presented to the public via radio or TV, to dramatize the problem in minority housing. He proposed that a statement of principles be drawn up by Reverend Broad, a representative of the Jewish faith, and himself; that facts relating to the crucial housing problem be gathered and that a script writer be engaged to do the writing. Following his suggestion, the chairman asked John Holley and William Thompson to work together on assembling the factual data.
The chairman read excerpts from an article in the Interracial Review entitled "Helping the Panic Neighborhood", and began a discussion of literature which might be used to educate residents of neighborhoods where there is concern over the selling of property to non-whites. The Committee agreed to work on such a pamphlet. Mr. Broad said some material of a related nature could be obtained from church groups. It was agreed that the chairman would send for this. The Urban League pamphlet "Don't Be Misled" was suggested as a base for the new pamphlet, which would carry the name of the Committee. Mr. Hepler said he had been working on some material of this nature. The chairman asked him to work further along this line.
Mr. Hartzler told of an interview he had had with Mr. Guy Arrington of FHA regarding the possibility of obtaining and enforcing a presidential order barring discrimination in the use of FHA insured loans, and suggested inviting Mr. Arrington to meet with the Committee. It was agreed that Mr. Arrington be invited to the October meeting.
The chairman suggested an interview with Clifford Orth, a young builder, to obtain his views on integration in new developments. John Hepler offered to talk with Mr. Orth and report back to the Committee.
The meeting adjourned, to meet the fourth Monday in October (th 24th) at the Jewish Community Center.
WHAT YOU CAN DO:
Organize study groups on this question.
Learn the facts about residential segregation.
Put the facts to work in your church group and in your individual activities.
Talk to real estate people...you'll find opportunities for real missionary work.
Establish the concept of brotherhood in housing as well as in other areas.
Facts on the problem are available from the
URBAN LEAGUE OF PORTLAND
408 S. W. Third Avenue
Portland 4, Oregon
Telephone: CA 7-2697
The League will be happy to send speakers and educational literature to groups in the Portland-Vancouver metropolitan area, and to furnish advice on the problem by mail or telephone and send literature to groups elsewhere.
THINGS TO READ:
"Forbidden Neighbors," by Charles Abrams.
Harper & Brothers, New York, 1955.
"Effects of Nonwhite purchases on Market Prices of Residences," by Luigi M. Laurenti.
The Appraisal Journal, Chicago, July, 1952.
"Restricted Area: Does it Pay?"
U.S. News & World Report, Washington, D.C.
October 23, 1953.
RACIAL RESIDENTIAL RESTRICTIONS
AN UN-CHRISTIAN PRACTICE!
FOR SALE (WHITE ONLY)
A MESSAGE TO ALL CHURCH FOLK
from
URBAN LEAGUE OF PORTLAND
RECOMMENDATIONS TO BOARD OF DIRECTORS
by
Edwin C. Berry, Executive Secretary
"A LOOK AHEAD"
Suggested Program Priorities for Year
1. HOUSING
Housing must continue to have #1 billing on the Urban League program. Our emphasis in this area for the past year has been toward relieving discriminatory treatment in the private housing market. This aspect of our program should continue unabated. It is also recommended that we give attention to community needs in Public Housing and Urban Renewal where these programs affect the goals of the Urban League.
Explanation
For the past several years we have been relieved of responsibility of devoting efforts toward race relations reforms as the Portland Housing Authority has operated on a completely equitable basis for all eligible. However, recent upheavals within the Public Housing Authority resulting in the dismissal of the entire top executive staff on grounds that were other than precise, must cause anxiety on the part of all who are concerned with:
1) Public Housing;
2) Urban Renewal;
3) Good Government.
We are anxious and apprehensive lest the Public Housing needs of this community are left to suffer because of unsympathetic administration and planning for future needs. As far as public housing is concerned we must:
1) Work to assure Negroes and other nonwhites an equal opportunity to the existing facilities; and
2) Seek to assure that some facilities do exist.
The elimination of the top Public Housing staff is also of serious consequence to this community for they represented the most experienced and knowledgable persons in urban renewal in our entire State. Our community certainly needs renewal in many spots.
It has been the hope of many of us that the Urban Renewal program might be applied to the Broadway-Steel Bridge area and that this area might be used for the contemplated Exposition-Recreation Center. Professional surveys in City planning and development have shown that this area would be useful for the purpose for this land is:
1) Close to center of town;
2) Close to center of population;
3) Can be acquired;
4) If used would eliminate one section of unpleasant living;
5) Would aid in the program of moving toward residential integration.
It is hoped that the Recreation-Exposition Committee and the City Council might gain maximum use of the money voted by the people by producing a good center and, at the same time, eliminating some depressed living.
In connection with our Housing Survey re Property Values and Nonwhite Occupancy, I can report that it will be ready for distribution early in November and in your hands by November 15. The survey report will be used in educational ways as heretofore agreed upon.
II. EMPLOYMENT
This aspect of our program will continue to place emphasis on:
1) Pilot Placement;
2) Interpretation;
3) Vocational counseling and guidance;
4) Counseling with employers, employment agencies, labor officials; and less on the actual placement of individual workers or job seekers.
We will seek complete equality of job opportunity.
We will continue to teach job seekers how to find a job for themselves.
We will seek to establish a community atmosphere where the job is available to the qualified worker - regardless of his color, and where every school child knows he can aspire to any job for which he will prepare himself and GET THE JOB.
III. GUIDANCE
1) Home and School Relationships
We should work to improve the relationships between non-white youth, parents and the public schools. This must be done to assure that nonwhite youth are gaining, in maximum, the use of our educational system. This is not presently true but such a condition is required to assure continuous progress of nonwhite Portlanders and to assure the tranquility and wellbeing of the total community.
2) Academic Goals
In connection with point #1, above, we must find techniques to inculcate more serious academic goals in the minds of nonwhite parents. Many still hold to
the belief that JUST PASSING - getting by - in school is indicating satisfactory progress. Just passing is mediocre and for this - today's - world, does not pay off.
3) Public Behavior
It is also recommended that we work with other community groups toward the improvement of the public behavior of some (few) nonwhites whose reprehensible behavior is blamed on all nonwhites by an unthinking public. A large portion of this boisterous, uncouth, and sometimes vulgar, behavior is caused by a small group of high school and out of school youth, but some adults are involved also. It is necessary that we devise a program which will utilize every available educational technique, including the encouragement of more extensive use of police and the courts.
Explanation:
I make this recommendation and statement knowing full well that there are those in the community who will mis-use and mis-quote and mis-place it. Please know I make it calculating the risk. I have not said that the public behavior of nonwhites is worse than the behavior of whites. I have said it needs improvement. At this point in history Negroes cannot afford to behave as poorly as whites.
4) Reduction of Racial Prejudice Among Negroes
The reduction of racial prejudice among Negro adults is an absolute necessity. We in the Urban League have been preaching that prejudice is bad, wrong, immoral and undemocratic. It is. Furthermore, racially prejudiced feelings and manifestations are no less reprehensible in Negroes than in others. The intensely prejudiced feelings of some Negro adults is being reflected in the behavior of their children. This makes it increasingly difficult for these youngsters to adjust well at school and in the larger community. Furthermore, it is devastating to the general improvement of race relations.
IV. GENERAL
I believe we should request that the licensing department of State and City Governments require operators of public accommodations to make obedience to all state laws a condition of obtaining and retaining a license in Oregon. If such a request is accepted it will clear up, to a large degree, the violations of small restaurants, hotels, motels and taverns which insist on violating or evading present civil rights law.
These are not all the things which need to be done. They are the items which I present for priority consideration for the year ahead, weighing carefully the community needs against the resources at our command to affect positive change.
To achieve even this limited program we will need the dedicated support of members and friends and we will need a better and firmer financial foundation which can only result from an increased membership and from more members paying a little more than minimum dues.
Accepted and approved Thursday, October 13, 1955
by Urban League of Portland Board of Directors
3. Interpret the problem and the need;
4. Mobilize representatives of community forces with ability to pursue corrective action;
5. Establish a program of community re-education (hopefully with some dramatic appeal);
6. Encourage, guide and stimulate the corrective action;
7. Finally, assist in permanently crystalizing the recognized situation by helping the over-all authoritative unit establish and enunciate a terminal policy, directive or law.
If the community organization worker is to approach a problem properly equipped he must know well the community he would re-organize. This includes knowledge of the prevalent ideas, beliefs, attitudes, taboos, superstitions, myths, prejudices, and the entire system of concepts which establish the value system of a community and control its power influences.
The housing problem is so severe, so deeply entrenched, and so involved with cultural concepts and misconceptions that every technique available to society should be caused to converge on the problem. For here we are dealing with geographical segregation - a spacial thing which is undergirded and supported by ghettoes of the mind. These mental ghettoes establish, and MAKE REAL, spiritual segregation which is a far more formidable foe to integration than spacial separation. The spacial differences are visible, overt, and tangible. The mental ghettoes can be measured only in manifestation. This manifestation is often confused and other than precise. For instance, the prejudiced white home owner may fight to maintain the color line in housing, but battle with equal vigor any attempt by others in the neighborhood to have him discontinue the arrangement which permits his black cook and Oriental houseboy to live IN his home. Here we see the prejudiced home owner satisfying his bigotry by maintaining a ceremonial (social), rather than spacial distance.
These are but a few of the complicating human factors which beset those who would re-organize American communities along democratic lines. These facts we must know and understand, but we must not be overwhelmed. They may, at first blush, cause our lay supporters to throw up their hands in holy horror at the seeming impossibility of the task. But the community organizer must always maintain perspective and help the less experienced understand that "that which is man made can be man altered".
This aspect of the community organizer's job requires delicate balance and timing. He must keep the problem and its horrible consequences in focus and thus dramatize the critical need for action and sustained interest. He must simultaneously keep examples of recent similar and successful ventures before the group for their encouragement, but not to the point of rendering them complacent.
The democratic intergroup gains of the past dozen years are greater than in all prior American history. This is an inspiring and exciting record which should be properly used to demonstrate that the job in housing de-segregation is DO-ABLE.
In setting forth the problem that is to be approached, let us be definitive. The problem is RESIDENTIAL SEGREGATION. It is NOT any of the symptoms - i.e. too many people in too little space.
Let us not be hoodwinked into accepting as an answer, or even as a partial answer, to the problem shiny new ghettos whether they be new Chinatowns, new black belts, new Indian villages, or new little Tokyos. Such a move might relieve the symptom of too little space, but would only intensify the basic problem and cause segregation to remain for a longer period.
We community organizers understand that all the approaches and techniques which can be mustered and created should be brought to bear on the problem - even those which are beyond the area of our competence. At this point, I am cautioning against the occasional ethnocentric approach by some race and intergroup relations organizations which have come to believe THEIR approach is the RIGHT approach and, therefore, all others must be WRONG. All such organizations agree that racial prejudice is learned. The overt manifestation of this prejudice is discrimination. It is further agreed that discrimination is the handmaiden of prejudice. Prejudice remains the doting protector of discrimination. This awesome twosome - prejudice and discrimination - is the basic cause of our housing and all other problems in the intergroup arena. While there has been agreement re cause, there has not been the same unanimity re best methods of reducing and eradicating these social ills.
ONE ORGANIZATION says the disease can only be helped by treatment and prescribes education.
ANOTHER says we can improve only with legal backing - we've got to have a law.
STILL OTHERS say protest, protest, protest, shout your head off.
AND ANOTHER is sure the problem can be relieved only through rededication to the teachings of Almighty God.
What is the right approach? ALL of them working simultaneously on the problem! This is the community organization process - the art of bringing together in a workable arrangement vastly different types of social organizations, causing a mobilization which directs the strength and resources of each to bear on the solving of a single problem.
The program of achieving integrated housing for America's cities should be high on the priority list of the social work profession. The responsibility of our profession is inescapable. We profess to believe in "the worth of the human personality" and the "dignity of the individual". Both concepts are fundamentally at stake here. We cannot be proud of the record of social work in the intergroup revolution of the past twelve years. Social work, which has had every reason to offer our country leadership in this improvement, has been a reluctant follower, and in many instances, has been dragged, almost kicking and screaming, into the new era.
The exhibition of bold leadership toward the achievement of integrated housing by the social work profession will assist many individuals, all American communities, and will contribute to a "more perfect Union". Beyond this, such a demonstration would assist the social work profession regain some of the prestige lost when it abdicated its responsibility to assist the United States become interracially mature.
Semantics are tricky. The same words mean vastly different things to different people. At the risk of sounding didactic, I shall define my use of the phrase, INTEGRATED HOUSING.
By integrated housing I mean merely that all persons shall have equal access to the housing market and that all members of a society possess equally the privileges of FREEDOM OF MOVEMENT and FREEDOM OF CHOICE. According to this definition the importance is placed on RIGHTS and OPPORTUNITIES rather than presence. When considering programs and problems re integration we are prone to think of the physical presence of members of various racial, religious and ethnic segments of society. The definition here offered is sociologically oriented, and is the opposite of segregation - enforced separation - and it denotes no enforced separation.
IT IS OF LESS SIGNIFICANCE that Negroes are presently NOT living in the "heights", in the manors, and on the "crests" than they MAY live there.
IT IS MORE IMPORTANT that Indians are FREE to leave the reservation, than that they have NOT YET left.
IT IS OF GREATER IMPORTANCE that Americans of Oriental ancestry MAY marry members of other groups, than that they DO marry them.
The proof of integration is the recognized and protected eligibility of all persons to participate freely in the whole of American life.
The subject assigned to me is the role of community organization in achieving integrated housing. Since I am obedient, I shall allude to the subject. Permit me to point out that I believe those who use the social work process known as community organization in an effort to achieve social reform might more aptly be considered COMMUNITY RE-ORGANIZERS. The attempt to achieve integrated housing is an effort to re-arrange certain social values and social goals. The community RE-ORGANIZER uses various social work skills to achieve the desired goal of altering the racial and spacial residential arrangements in a community.
The role of the community organizer in this area differs from his work to establish i.e. child care facilities, health services, or care of the aged - only to the extent that this problem is somewhat more explosive. The correction of segregation conflicts with a number of society's most deep seated taboos, superstitions and prejudices.
The community organization role in seeking integrated housing, as in other projects, must be to:
1. Gather the salient facts which may be resultant of original study and research, or authenticated material otherwise assembled;
2. SHARPLY identify and pinpoint the problem;
Despite the action of the Supreme Court, most non-white citizens are still excluded from average residential districts like your own by a real estate "code of ethics" or by "gentlemen's agreements".
Discrimination in the sale of housing is an evil which few of us recognize, but which all are a party to. It is a violation of Christian principles and is uninforming as to the human rights. Most of us are uninformed as to the nature and extent of this injustice.
Homeowners, builders and mortgage lenders have been acting on the basis of these false assumptions:
1. That the presence of minority families destroys property values and undermines social status.
2. That people of the various races prefer to live among their "own kind".
3. That Negroes and other nonwhites are only able to afford the "slum dwellings".
The most widely accepted, and therefore most damaging, rumor, along with the others, has been scientifically proven false.
You can, and should, know the truth and be free.
THE FACTS ARE AVAILABLE
* From Supreme Court Ruling outlawing racially restrictive housing covenants, May 3, 1948)
RECOMMENDATIONS TO BOARD OF DIRECTORS
by
Edwin C. Berry, Executive Secretary
"A LOOK AHEAD"
Suggested Program Priorities for Year
1. HOUSING
Housing must continue to have #1 billing on the Urban League program. Our emphasis in this area for the past year has been toward relieving discriminatory treatment in the private housing market. This aspect of our program should continue unabated. It is also recommended that we give attention to community needs in Public Housing and Urban Renewal where these programs affect the goals of the Urban League.
Explanation
For the past several years we have been relieved of responsibility of devoting efforts toward race relations reforms as the Portland Housing Authority has operated on a completely equitable basis for all eligible. However, recent upheavals within the Public Housing Authority resulting in the dismissal of the entire top executive staff on grounds that were other than precise, must cause anxiety on the part of all who are concerned with:
1) Public Housing;
2) Urban Renewal;
3) Good Government.
We are anxious and apprehensive lest the Public Housing needs of this community are left to suffer because of unsympathetic administration and planning for future needs. As far as public housing is concerned we must:
1) Work to assure Negroes and other nonwhites an equal opportunity to the existing facilities; and
2) Seek to assure that some facilities do exist.
The elimination of the top Public Housing staff is also of serious consequence to this community for they represented the most experienced and knowledgable persons in urban renewal in our entire State. Our community certainly needs renewal in many spots.
It has been the hope of many of us that the Urban Renewal program might be applied to the Broadway-Steel Bridge area and that this area might be used for the contemplated Exposition-Recreation Center. Professional surveys in City planning and development have shown that this area would be useful for the purpose for this land is:
1) Close to center of town;
2) Close to center of population;
3) Can be acquired;
4) If used would eliminate one section of unpleasant living;
5) Would aid in the program of moving toward residential integration.
It is hoped that the Recreation-Exposition Committee and the City Council might gain maximum use of the money voted by the people by producing a good center and, at the same time, eliminating some depressed living.
In connection with our Housing Survey re Property Values and Nonwhite Occupancy, I can report that it will be ready for distribution early in November and in your hands by November 15. The survey report will be used in educational ways as heretofore agreed upon.
II. EMPLOYMENT
This aspect of our program will continue to place emphasis on:
1) Pilot Placement;
2) Interpretation;
3) Vocational counseling and guidance;
4) Counseling with employers, employment agencies, labor officials; and less on the actual placement of individual workers or job seekers.
We will seek complete equality of job opportunity.
We will continue to teach job seekers how to find a job for themselves.
We will seek to establish a community atmosphere where the job is available to the qualified worker - regardless of his color, and where every school child knows he can aspire to any job for which he will prepare himself and GET THE JOB.
III. GUIDANCE
1) Home and School Relationships
We should work to improve the relationships between non-white youth, parents and the public schools. This must be done to assure that nonwhite youth are gaining, in maximum, the use of our educational system. This is not presently true but such a condition is required to assure continuous progress of nonwhite Portlanders and to assure the tranquility and wellbeing of the total community.
2) Academic Goals
In connection with point #1, above, we must find techniques to inculcate more serious academic goals in the minds of nonwhite parents. Many still hold to
the belief that JUST PASSING - getting by - in school is indicating satisfactory progress. Just passing is mediocre and for this - today's - world, does not pay off.
3) Public Behavior
It is also recommended that we work with other community groups toward the improvement of the public behavior of some (few) nonwhites whose reprehensible behavior is blamed on all nonwhites by an unthinking public. A large portion of this boisterous, uncouth, and sometimes vulgar, behavior is caused by a small group of high school and out of school youth, but some adults are involved also. It is necessary that we devise a program which will utilize every available educational technique, including the encouragement of more extensive use of police and the courts.
Explanation:
I make this recommendation and statement knowing full well that there are those in the community who will mis-use and mis-quote and mis-place it. Please know I make it calculating the risk. I have not said that the public behavior of nonwhites is worse than the behavior of whites. I have said it needs improvement. At this point in history Negroes cannot afford to behave as poorly as whites.
4) Reduction of Racial Prejudice Among Negroes
The reduction of racial prejudice among Negro adults is an absolute necessity. We in the Urban League have been preaching that prejudice is bad, wrong, immoral and undemocratic. It is. Furthermore, racially prejudiced feelings and manifestations are no less reprehensible in Negroes than in others. The intensely prejudiced feelings of some Negro adults is being reflected in the behavior of their children. This makes it increasingly difficult for these youngsters to adjust well at school and in the larger community. Furthermore, it is devastating to the general improvement of race relations.
IV. GENERAL
I believe we should request that the licensing department of State and City Governments require operators of public accommodations to make obedience to all state laws a condition of obtaining and retaining a license in Oregon. If such a request is accepted it will clear up, to a large degree, the violations of small restaurants, hotels, motels and taverns which insist on violating or evading present civil rights law.
These are not all the things which need to be done. They are the items which I present for priority consideration for the year ahead, weighing carefully the community needs against the resources at our command to affect positive change.
To achieve even this limited program we will need the dedicated support of members and friends and we will need a better and firmer financial foundation which can only result from an increased membership and from more members paying a little more than minimum dues.
Accepted and approved Thursday, October 13, 1955
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Background
For over two decades the ASEF Classroom Network (#ASEFClassNet) has been providing capacity building opportunities for collaborative teaching and learning and a platform to explore the potential of education technology and the role of Education for Sustainable Development (ESD) in secondary, high, and vocational schools in ASEM Partner countries.
Its target group is broad, given its intergenerational & multi-stakeholder outreach which ranges from students, teachers and school leaders to teacher trainers, researchers, policy makers and EdTech experts.
Since its inception, more than 1,800 teachers from all 51 ASEM Partner countries have participated in and have become members of the ASEF ClassNet. As a result, about 35,000 students have been engaged in over 400 Asia-Europe School Collaborations and local spin-off activities.
The project activities mainly focus on the SDG4 (Quality Education) and the SDG13 (Climate Action) to help participant teachers build relevant knowledge and pedagogical capacity that contribute to their professional development for teaching in an increasingly digital teaching & learning environment. The virtual project activities in 2022 can be grouped in the following 3 key phases:
ASEF ClassNet 2022 Project
The ASEF Classroom Network 2022 project titled “Innovative Teaching & Learning, STEM¹ Education and Education for Sustainable Development” is a 4-month long (September-December 2022) capacity building project for teachers at the secondary education level. It aims to enhance teaching & learning environments in secondary, high, and vocational schools across ASEM through diverse virtual activities. Participating teachers will have the opportunity to choose one of the following two themes:
- **School Collaboration #1**
Holistic Learning Environments for Innovative Teaching and Learning
- **School Collaboration #2**
Innovative STEM Education through Education for Sustainable Development (ESD)
¹STEM = Science, Technology, Engineering and Mathematics
Key Objectives
The key objectives of the ASEF Classroom Network Project in 2022 are to:
- Raise awareness and promote meaningful discussions on the project themes among participants
- Enhance participant teachers' competencies and pedagogies for the 21st century teaching
- Provide a peer-to-peer learning platform to participant teachers to reflect on teaching practices, share experiences and perspectives
- Promote Asia-Europe cross-cultural cooperation among teachers and students at the secondary education level in ASEM
- Empower teachers to independently initiate and implement spin-off activities after the project that contribute to quality education
- Support ASEM Education leaders with relevant insights gathered from teachers to improve secondary level education scenarios in the ASEM region.
Considering the significance of holistic education to enhance quality education, various organisations and education institutions have launched initiatives to promote holistic learning over the last decade. For example, UNESCO introduced the “Happy School Project” in 2014 to enhance learners’ wellbeing and holistic development\(^5\). However, Holistic Education still is a new movement, and more discussions and capacity building opportunities are needed to integrate it fully in a school’s environment.
The “Holistic Learning Environments for Innovative Teaching and Learning” aims to contribute to the existing international effort on promoting holistic learning. It aims to engage participants in a virtual peer-peer collaborative platform to discuss various aspects of holistic teaching that are crucial for innovating teaching and learning practices and ensuring quality education.
This School Collaboration will provide pedagogical capacity building opportunities to the participant teachers on the 5 thematic areas covered in the ASEFClassNet Handbook on Holistic Teaching and Learning: 1) Relationship Building 2) Inclusion 3) Active Learning & Engagement 4) Teaching Resilience and Grit and 5) Teaching Socio-Emotional Skills (SES). The aim of the training will be to inform, show and support teachers across Asia and Europe to cope within their different educational & cultural contexts and ensure a holistic teaching and learning environment for their students and themselves - despite the ongoing challenges in teaching and learning.
---
\(^2\)“The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings” by OECD (2020); [https://www.oecd.org/coronavirus/policy-responses/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings-d593b5c8/](https://www.oecd.org/coronavirus/policy-responses/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings-d593b5c8/)
\(^3\)Huang, Ronghuai; Kinshuk; Spector, J. Michael (2012), Reshaping Learning: Frontiers of Learning Technology in a Global Context. Heidelberg: Springer Science & Business Media. p. 367. ISBN 978-3-642-32300-3. [https://link.springer.com/book/10.1007%2F978-3-642-32301-0](https://link.springer.com/book/10.1007%2F978-3-642-32301-0)
\(^4\)Ron Miller, Holistic Education: An Introduction. [http://www.holisticedinitiative.org/wp-content/uploads/documents/ron_miller-holistic_education_a_brief_introduction.pdf](http://www.holisticedinitiative.org/wp-content/uploads/documents/ron_miller-holistic_education_a_brief_introduction.pdf)
\(^5\)Promoting learner happiness and wellbeing by UNESCO (2017); [https://unesdoc.unesco.org/ark:/48223/pf0000248948.locale=en](https://unesdoc.unesco.org/ark:/48223/pf0000248948.locale=en)
School Collaboration #2: STEM Education through Education for Sustainable Development (ESD)
The world is currently driven by innovation and rapid technological advancement. At the same time, it is dealing with various socio, economic, political, and environmental challenges. Educators are advised to constantly innovate their teaching practices to prepare all students for such a world with the timely skills and knowledge needed for thriving both professionally and personally.\(^1\) They are advised particularly to transform teaching STEM subjects as they have the potential to generate innovative solutions for solving contemporary global challenges.\(^2\) Education experts emphasise that transformative STEM teaching at the secondary education level should not only cover the subject knowledge and content of the specific STEM field but also must address issues such as Climate Change and Global Warming. Scholars in a recent study claim that if only 16% of high school students from all over the world learned about climate change, it could contribute to reducing massive amounts of carbon dioxide.\(^3\) However, as recently reported by UNESCO, the majority of the schools and education systems around the world do not address the gravity of Climate Change and how significant Climate Change Education is for ensuring a sustainable planet.\(^4\)
Connecting STEM Education with ESD learning objectives could be a first step to include Climate Change Education in the secondary school curriculum. ESD requires transforming the process of how a student not only learns but practically applies the knowledge learned. Hence, integrating ESD into STEM subjects can help educators achieve important education goals: delivering the ESD learning objectives and innovating STEM teaching to meet the contemporary teaching demands.
This School Collaboration will empower participants to innovate STEM teaching and learning through the lens of ESD learning objectives with a particular focus on “SDG 13, Climate Change.” The Collaboration will show participants how they can connect Climate Change Education with the STEM subjects they teach through real-world driven climate challenges.
Programme and Learning Domains
Both ASEFClassNet School Collaborations in 2022 consist of different programme elements which include thematic and/or technical training, peer-to-peer web sessions and discussions, as well as various assignments and spin-off activities:
- The **thematic and/or technical webinars** (online lectures followed by discussions with subject experts) will provide participants with a solid knowledge foundation on the topic.
- Following the webinars, **peer-to-peer meetings** will give participants a safe, engaging, and informal space to follow up on the lessons learnt in the webinars and to share their personal perspectives and experiences.
- Complementing the training and peer-to-peer sessions, participants will take part in **independent spin-off activities** (individual and/or team) to ensure that they gain a deeper understanding of the topic, develop self-awareness and pedagogical capacities and capable of implementing innovative teaching activities upon successfully completing the training.
The detailed planned activities will be available for all selected participants in Programme Overview Document before the School Collaboration commences in September 2022.
---
\(^1\) The Future of Education and Skills by OECD (2018): [https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf](https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf)
\(^2\) Masterson, Victoria (2021). These are the skills young people will need for the green jobs of the future. World Economic Forum. [https://www.weforum.org/agenda/2021/08/these-are-the-skills-young-people-will-need-for-the-green-jobs-of-the-future/](https://www.weforum.org/agenda/2021/08/these-are-the-skills-young-people-will-need-for-the-green-jobs-of-the-future/)
\(^3\) Cordero, E.C., Centeno, D., & Todd, A. M. (2020). The role of climate change education on individual lifetime carbon emissions: [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0206266](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0206266)
\(^4\) “Only half of the national curricula in the world have a reference to climate change UNESCO warns” by UNESCO (2021): [https://en.unesco.org/news/only-half-national-curricula-world-have-reference-climate-change-unesco-warns](https://en.unesco.org/news/only-half-national-curricula-world-have-reference-climate-change-unesco-warns)
The Learning Domains of both ASEFClassNet School Collaborations in 2022 reflects the programme elements and consists of 3 key domains:
1. **Self-Learning**: At first, participants will learn from and interact with experts on the thematic/technical areas to build relevant knowledge on the project themes to improve their knowledge and understanding. They will take part in self-reflective exercises to finish them in their own time and pace on the lessons learned from thematic and/or technical sessions.
2. **Team-Learning**: During the 2nd phase of the project, peer-to-peer engagement, participants exchange ideas, critically reflect on relevant issues in teams and learns from their peers through informal discussion. They work and reflect in teams so that they can strengthen their knowledge and pedagogical practices not only by learning from each other but also by empowering each other through sharing their knowledge and best practices.
3. **Action-Learning**: As a final step of the project, participants embark on an “Action Learning” journey to create Spin-Off activities of the ASEFClassNet2022 project. They will participate in an independent “Pedagogical Innovation Challenge” that enable them to explore and apply the knowledge and lessons learned through self and team reflections. They will design an innovative pedagogical practice in areas of their own choice either to implement in their own classroom/s or in the whole school environment that contributes to improving the quality of learning for their students.
**Expected Outcomes (Tangible & Intangible)**
**Tangible Outcomes**
- 1 Handbook and 1 Survey Report to advance discussions and resources for improving quality education at the secondary education level in ASEM region
- 2 ASEF e-learning module for resources documentation and future resource sharing
- A series of capacity building sessions for teachers to improve their pedagogical competence and knowledge on the relevant topic
- Up to 10 Spin-off Activities
- Social media outreach to at least half million online users via different virtual platforms of ASEF to increase visibility of the project topic among ASEF stakeholders and followers
**Intangible Outcomes**
- Increased knowledge and pedagogical competencies of participants to teach about and raise awareness on Holistic Learning Environments, STEM Education and Education for Sustainable Development
- Increased understanding and knowledge of teaching practices that contribute towards the SDGs in ASEM countries
- Increased promotion of the project topic among Asian and European secondary school communities
- New and meaningful networking opportunities and possible partnerships among participants
- Increased awareness and capacity building of ASEM secondary education stakeholders to improve secondary education practices and learning environments
- Enhanced knowledge among the participants about ASEM, ASEF and ASEFEdu.
Expected Impact
The expected impact of the ASEFClassNet 2022 project is to strengthen capacity, dialogue, and connectivity among secondary education stakeholders, mainly teachers, in the ASEM Region by:
- Promotion of real-world driven and problem-solving based teaching practices in secondary schools in ASEM
- Increased awareness and engagement of the secondary education stakeholders to advance SDG-4 and SDG-13
- Exchange of good practices and networking among participants
- Intellectual contribution through knowledge production (e.g., Handbook, Survey Insights) for secondary education stakeholders on project themes.
Expected Contribution from Participants
- Full participation in ca. 9 sessions (1 introductory, 1 closing and 5 thematic/technical, 2 peer-to-peer sessions). The duration for each session will be approximately 1-2 hours.
- Implement an individual/group spin-off activity on collaboration theme
- Complete an online feedback/evaluation form will be distributed to all the participating teachers and facilitators, including a joint virtual session with all participants
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Healthy air, healthier children
50 schools across the EU monitor air quality
Berlin, London, Madrid, Paris, Sofia, Warsaw
PM CO₂ NO₂
This report is by the Health and Environment Alliance (HEAL). It was researched and written by:
- Lead authors and research: Nienke Broekstra, Amy Luck, Vijoleta Gordeljevic, HEAL
- Responsible editor: Genon K. Jensen, HEAL
- Editorial team: Anne Stauffer, Sophie Perroud, Elke Zander, HEAL
- Design: JQ&ROS Visual Communications (jqrosvisual.eu)
The authors would like to thank their partners: Joe Lindsay (Sustrans, United Kingdom), Ruth Echeverria and Juan-Felipe Carrasco (Asociación Española de Educación Ambiental, Spain), Charlotte Lepitre (France Nature Environnement, France), Alex Simidchiev, Petar Jivkov and Denitsa Ivanova (Association Air for Health, Bulgaria), Ewa Pietras (Poland) for their collaboration and input.
This report is created with the extensive in kind support from the following organisations:
HEAL gratefully acknowledges the financial support of the European Union (EU) and the European Climate Foundation for the production of this publication. The responsibility for the content lies with the authors and the views expressed in this publication do not necessarily reflect the views of the EU institutions and funders. The Executive Agency for Small and Medium-Sized Enterprises (EASME) and the funders are not responsible for any use that may be made of the information contained in this publication.
Published in June 2019.
Updated in September 2019.
**Disclaimer:**
The report Healthy Air, Healthier Children - 50 schools across the EU monitor air quality, is a snapshot of indoor and outdoor air quality at 50 schools in six capitals in the EU, based on citizen science, with schools participating on the basis of interest. Therefore, this report is not a representative analysis of schools’ indoor environments, nor did HEAL investigate actual health impacts of children in participating schools. Given the differences in each city (location, geographical conditions, state of the school buildings etc.) and differences in the intervals of measurement it is not possible to make comparisons between schools or cities. However, HEAL’s citizen science monitoring demonstrates that ensuring clean air in school environments should be a priority for policy-makers, and that further monitoring should be undertaken.
# Table of contents
1. Summary 4
2. Context 9
3. How air pollution may harm your health 11
4. Sources and health impact of pollutants 12
5. Methodology 13
6. Common findings 14
7. Results
Berlin 15
London 18
Madrid 21
Warsaw 23
Paris 24
Sofia 26
8. Recommendations 28
9. Annex
Local partners 30
Schools selection 31
Detailed air monitoring process 32
10. Sources 33
The dangers of air pollution
Air pollution from energy production, transport, industry, agriculture and households is the number one environmental threat to health in Europe and globally\(^1\). The World Health Organization (WHO) recognises air pollution as a leading risk factor for major chronic diseases in adults, including heart and lung disease as well as cancer. It also states that no level of air pollution can be considered safe\(^2\). Each year, air pollution causes around 400,000 premature deaths and hundreds of billions of euros in health costs in the EU alone\(^3\).
Breathing in air pollutants - particulate matter, for example, which are tiny particles much thinner than a human hair - can lead to changes in the body that damage health. Poor air quality is linked to chronic and acute respiratory diseases, such as bronchitis and the aggravation of asthma, heart disease and stroke. People already suffering from disease, those living in cities or who are economically deprived are particularly at risk from the harmful effects of polluted air\(^4\).
In cities, emissions from cars, buses and lorries are a major contributor to poor air quality, in particular emissions of nitrogen dioxide (NO\(_2\)). NO\(_2\) contributes to the formation of particulate matter with related health impacts, and is often considered an indicator for traffic-related air pollution. Studies have shown that NO\(_2\) can lead to asthma and make health problems of asthmatic people worse. Researchers are also investigating a possible link between NO\(_2\) and heart disease and diabetes\(^5\).
Children and air pollution
Even more worrying is evidence of the toll it takes on children\(^6\). Children are exposed to air pollution in different ways to adults such as being closer to a vehicle exhaust. Exposure to air pollutants can increase the risk of a child developing asthma and the number and severity of asthma attacks, affect their learning abilities, as well as a child’s heart, brain and nervous system development. Effects even affect the unborn child: pregnant women breathing unhealthy air can lead to children being born earlier, or with a lower birth weight, which increases the risk of disease decades later\(^7\)\(^8\).
To raise awareness of air pollution in school environments and how it affects children’s health, HEAL developed a citizen science initiative to monitor indoor and outdoor air pollutants around primary schools in six capitals of the European Union – Berlin, London, Paris, Madrid, Sofia and Warsaw. These cities and also the countries that they are located in currently fail to meet EU air quality standards. Berlin, Paris, London and Madrid have breached limits for nitrogen dioxide (NO₂); Spain is breaching both NO₂ and PM EU air standards; and Bulgaria and Poland have been found to breach EU air quality legislation for PM by the EU Court of Justice.
School environments have received less attention in both research and policy-making, which has largely focused on regulating outdoor air quality. At EU level, a comprehensive set of laws is in place to ensure good outdoor air quality and to cut emissions from the main pollution sources. The quality of indoor air is significantly affected by outside air, as well as indoor factors. People spend the majority of their time indoors, with children spending up to a third of their day at school, and yet no comparable framework exists for indoor environments.
During March, April and May 2019, 50 schools in these six cities participated in the initiative using low-cost monitoring devices to collect data on common air pollutants. NO₂ was monitored continuously for a period of three to four weeks and local partners visited each school to take a 20 minute measurement of the PM concentration in and around the schools and the CO₂ levels inside the classrooms.
**Air quality monitoring**
- Particulate Matter (PM) is the pollutant of greatest concern to health as tiny particles can enter the bloodstream. This project looked at both PM\textsubscript{10} and PM\textsubscript{2.5}, the number indicating the size of the particles.
- Nitrogen Dioxide (NO\textsubscript{2}). NO\textsubscript{2} is a pollutant often used to indicate air pollution from traffic, and it contributes to the formation of particulate matter. Studies also show it causes and aggravates asthma.
- Carbon Dioxide (CO\textsubscript{2}) measured inside the classroom. CO\textsubscript{2} acts as an indicator of indoor air quality and ventilation. Inside CO\textsubscript{2} levels can rise high enough to cause drowsiness, affecting concentration and productivity.
In response to the public health threat that air pollution brings to those living in cities, more and more grassroots organisations and individuals are using low-cost devices to raise awareness of the need for clean air and to improve the knowledge of the exposure and vulnerability of different population groups. This local data can be useful to compare with official monitoring stations and other collected data to stress the need for pollution reduction measures in communities.
This HEAL initiative is a contribution to this growing movement, providing a snapshot of air quality in and around schools in different cities, as well as recommendations for local authorities and school communities to discuss further. With the active participation of schools and children, this pilot initiative is one of the largest of its kind to use a coordinated, citizen science approach to measure both indoor and outdoor pollutants to date in Europe.
Findings of the HEAL snapshot – Indoor and outdoor monitoring at schools in six capital cities in Europe
HEAL’s citizen science monitoring found various unhealthy air quality concentrations in and outside classrooms where children spend the majority of their day. A detailed analysis of the results can be found in the respective city sections further in this report.
Common findings
- At all participating schools, NO₂ was detected inside the classrooms. As there were no sources of NO₂ in classrooms, these NO₂ levels can only come from outdoor air pollution, notably traffic.
- Concentrations of particulate matter varied, and for some schools were higher than what the World Health Organization recommends to protect health.
- The majority of the classrooms had CO₂ values above the recommended level of 1,000 parts per million (ppm), indicating an overall need for more ventilation.
Participating schools and number of represented students across Europe
| City | Schools | Students |
|----------|---------|------------|
| London | 7 | ±2,650 |
| Paris | 6 | ±975 |
| Madrid | 12 | ±5,500 |
| Berlin | 10 | ±4,300 |
| Sofia | 8 | ±6,400 |
| Warsaw | 7 | - |
TOTAL PARTICIPANTS
50 Schools
±19,825 Students
In Berlin, ten primary schools participated, representing ± 4,300 pupils. NO₂ was detected in all classrooms where monitoring took place. The measurements indicate that outdoor air pollution travelled inside, as there was no indoor source of NO₂. The NO₂ values are averages and will likely have been higher during school hours and drop-off times.
In London, seven primary schools participated, representing ± 2,650 pupils. In each classroom NO₂ concentrations were observed, indicating that outdoor NO₂ pollutants travelled indoors to classrooms, as there were no indoor sources of NO₂ in these classrooms. The NO₂ values are averages and will likely have been higher during school hours and drop-off times.
12 primary schools participated in the project in Madrid, encompassing ± 5,500 children. The observed NO₂ concentration averages for a month coming from traffic were generally high: at or just below the annual EU standards and WHO guidelines. The values measured are averages meaning that the concentration will probably have been significantly higher during certain parts of the day.
In this capital, six schools joined the monitoring project, representing ± 975 children. At one school entrance the NO₂ concentration was 52 µg/m³. The NO₂ values are averages and will likely have been higher during school hours and drop-off times. PM values varied and might have been influenced by construction works.
In Sofia, eight schools with ± 6,400 children joined the monitoring project. Particularly high concentrations of PM were observed at one school, 71 µg/m³ at the entrance and 43 µg/m³ inside the classroom and another school had a concentration of 45 µg/m³ indoors.
Seven schools located in five of the 18 districts in Warsaw participated in the project. PM and NO₂ was measured inside the classrooms and at the schools’ entrance, as well as CO₂ inside the classroom as an indicator of the indoor air quality. Unfortunately, due to technical issues, the analysis of the air in Warsaw schools was inconclusive.
The results show that there were varying concentrations of unhealthy pollutants inside and outside classrooms.
The variation in the results can be explained by many factors, including proximity to busy roads and the season and characteristics of the building. Understanding how these interact is complex. However, the results do clearly demonstrate that outdoor pollutants enter school buildings and influence indoor air quality. Since there are no indoor sources of NO₂, the concentrations detected indicate the contamination of indoor air by traffic-related emissions.
It is important to highlight that the concentrations shared in this report do not remain steady throughout the day, or over the year, but vary as PM and NO₂ concentrations are influenced by traffic, the weather, use of heating, or ventilation. In order to determine the health risk to children, longer and continuous monitoring is needed.
The indoor environment cannot be separated from the outside world. The high values of CO₂ observed in a majority of the classrooms underlines the need for ventilation. To prevent drowsiness, loss of concentration, and decreased productivity, it is important to ventilate regularly. Renovations for energy efficiency are an opportunity to address these ventilation challenges, leading to healthier learning conditions. More attention is needed to link health and energy efficiency considerations so that schools and buildings generally can be climate and health friendly at the same time. Yet, as long as the outdoor air is polluted, schools will struggle to achieve good indoor air quality. The outdoor air needs to be cleaned up, so that children can learn well and develop healthily.
Clean air has long been a priority in the EU, and EU legislation sets legally binding standards for a number of pollutants in the outside air\(^{10,11,1}\). These EU standards are based on the WHO’s recommendations, but for key pollutants they are less strict.
Unfortunately, most countries in the EU fail to keep to these standards, meaning air quality in numerous European cities remains poor\(^2\). The European Commission has recently taken six countries to the EU Court of Justice for failure to protect citizens, and Bulgaria and Poland have already been found in breach of EU air requirements\(^7\).
Indoor air quality is influenced by the quality of the air outdoors - and it represents a monitoring gap that HEAL has identified, especially in regards to one of the most vulnerable groups of our society: children, who spend up to a third of their day at school, making indoor air quality a crucial determinant to their health. As studies demonstrate, children who spend long periods in unhealthy buildings are between one and a half to three times more prone to coughing and wheezing – symptoms of asthma and other respiratory conditions, than children in healthy indoor environments\(^{12}\).
**Buildings, climate change and people’s health**
Buildings, both residential and non-residential, are a crucial but often overlooked health determinant. Adults and children spend the majority of time – about 20 hours a day – indoors. Inadequate ventilation, poor indoor air quality, chemical contaminants from indoor or outdoor sources, temperature, traffic noise or poor lighting can influence people’s health.
Direct health consequences can be respiratory and cardiovascular diseases, illness and deaths from temperature extremes and inadequate energy access; anxiety and depression when buildings can’t provide a sense of safety; as well as discomfort from less than optimal lighting conditions or irritability from noise levels. Unhealthy buildings even result in a distinct medical condition, known as sick building syndrome (SBS).
Buildings, including schools, have increasingly been a focus of climate action: the building sector is responsible for a third of the EU’s greenhouse gas emissions and consume 40% of total energy in the EU.
Almost all existing buildings could benefit from an upgrade in order to reduce their energy demand and make them more energy efficient. Schools can be at the forefront of such climate proofing and renovation could help solve ventilation problems that were also detected in HEAL’s project\(^{13}\). However, such energy efficiency renovations need to have health at its core.
HEAL’s briefing ‘Healthy Buildings, healthier people’ lays out how the improvement of existing and new buildings are a priority in tackling climate change but equally a public health concern that requires respective social and equity priorities and that should therefore be of vital interest among policy-makers, the industry, and the public health community alike. The briefing highlights the positive impact that renovations combined with renewable energy and health considerations could make for planet and people. Available in [EN](#), [DE](#), [TR](#), [NL](#), [FR](#), [ES](#), [BG](#) and [PL](#).
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1 Directive 2008/50/EC sets clear and binding objectives (limit values) and defines specific responsibilities for EU Member States to monitor, report on and manage air quality.
Air quality standards and health recommendations
WHO’s air quality guidelines for maximum concentrations of pollutants in the air are based on an extensive review of the science, and they are health-based, unlike the EU standards which are the result of a political compromise. The guidelines are important as they offer a reference tool for decision makers across the globe to set standards for key air pollutants which pose risks to our health. Following a recent review of the evidence which indicates negative health effects at lower concentrations, the WHO is in the process of updating the guidelines in 2019, and it is expected that at least the NO\textsubscript{2} guideline value will be stricter\textsuperscript{6}.
Regarding indoor air, the WHO has issued a set of recommendations for indoor sources\textsuperscript{4}. At EU level, there are no indoor air quality standards, but the EU funded SINPHONIE project\textsuperscript{5} which formulated guidelines and recommendations for better air quality in schools in Europe, proposed 1,000 ppm as a guideline for CO\textsubscript{2} concentrations in classrooms.
| Pollutant | Period | EU Air Quality Directive | WHO Guidelines |
|-----------|--------------|--------------------------|---------------|
| PM\textsubscript{2.5} | 24 Hours | - | 25* |
| PM\textsubscript{2.5} | Annual | 25 | 10 |
| PM\textsubscript{10} | 24 Hours | 50** | 50* |
| PM\textsubscript{10} | Annual | 40 | 20 |
| NO\textsubscript{2} | Hourly | 200*** | 200 |
| NO\textsubscript{2} | Annual | 40 | 40 |
* 99\textsuperscript{th} percentile - 3 days/year
** not to be exceeded more than 35 days a year
*** not to be exceeded on more than 18 times a year
Air monitoring device to measure particulate matter in and outside classrooms | © AEEA |
How air pollution may harm your health
**Brain**
- Increased cerebrovascular ischemia
- Dementia
**Blood**
- Altered rheology
- Increased coagulability
- Translocated particles
- Peripheral thrombosis
- Reduced oxygen saturation
**Cells**
- Bladder cancer
- Skin cancer
- Obesity
- Diabetes
**Lungs**
- Inflammation
- Oxidative stress
- Accelerated progression and exacerbation of COPD
- Increased respiratory symptoms
- Effected pulmonary reflexes
- Reduced lung function
- Higher lung cancer risk
**Heart**
- Altered cardiac autonomic function
- Oxidative stress
- Increased dysrhythmic susceptibility
- Altered cardiac repolarisation
- Increased myocardial ischemia
**Children**
- ADHD
- Pre-eclampsia of the pregnant mother
- Pre-term birth
- Reduced birth weight
- Pollutants can reach the placenta
- Increased asthma risk, and increased frequency of attacks for already asthmatic children
**Vasculature**
- Atherosclerosis, accelerated progression and destabilisation of plaques
- Endothelial dysfunction
- Vasoconstriction and hypertension
Health impacts result from both short and long-term, repeated exposure to air pollution. A recent review by the World Health Organisation (WHO) found that impacts can already occur at concentrations even lower than previously considered, and that the range of health impacts is larger than previously thought. For particulate matter there is no safe threshold.
Source: Adapted from APHEKOM project 2012; and Pope&Dockery 2006, as well as REVIHAAP 2013.
Particulate matter (PM): Small particles in the air, with the number indicating the size of the particles. PM$_{10}$ is 10 micrometers or less, while PM$_{2.5}$ is 2.5 micrometers or less. When inhaled, the tiny particles travel into the bloodstream and cause harm to our lungs and heart. They can cause stroke and lead to premature death. New studies also link particulate matter with harm to the healthy development of children, and diseases such as obesity and Alzheimer’s\textsuperscript{7}. Recent research has found particles in the placenta. For particulate matter, no safe thresholds exist\textsuperscript{7}.
The major sources of PM$_{2.5}$ are the combustion of fossil fuels, vehicle exhaust, industrial production and power plants\textsuperscript{16}.
Nitrogen dioxide (NO$_2$) is part of a group of gases called Nitrogen oxides (NO$_x$), which can cause inflammation of the airways. They play a significant role in exacerbating asthma, pneumonia, bronchial symptoms and reduction in overall lung function. They can react in the atmosphere to form particulate matter\textsuperscript{7}. NO$_2$ has been linked to reduced lung function growth in children and increased bronchitis symptoms of asthmatic children. In cities, the principal source of NO$_2$ is traffic.
CO$_2$ is rarely regarded as a threat to health in indoor environments, but in buildings such as schools it can rise to levels high enough to cause drowsiness, affecting concentration and productivity\textsuperscript{9}. In indoor environments, CO$_2$ is produced by the human body through breathing, therefore indoor air concentrations tend to be higher.
In schools, CO$_2$ measurements are used as a measure of indoor air quality and to calculate ventilation rates\textsuperscript{9,15}. Ventilation is essential to indoor air quality as it dilutes the level of pollution. Poor ventilation rates inside schools, causing increased levels of CO$_2$ in classrooms, are common throughout Europe and are linked to asthma, dizziness, inability to concentrate, headaches, irritated throat amongst other symptoms\textsuperscript{16}.
5. Methodology
Citizen science
Citizen science spans a range of levels of engagement and involvement of citizens in research, from becoming better informed about science, to gathering data\(^7\). This project used a citizen monitoring approach to involve teachers and children in and around primary schools, to provide monitoring data on the short and long term exposure to air pollutants. Citizen monitoring can contribute to the monitoring process as air pollutant levels can vary significantly over short distances and many measurement locations are needed to properly understand an area’s air quality. Therefore extra measurements at different school buildings provide a much clearer understanding of the local air pollution and raise public awareness on the need for clean air, particularly for vulnerable groups such as children in schools. Citizen science should not replace official and long-term monitoring but be seen as a way to raise awareness and increase pressure on decision makers to act for clean air.
Step I NO\(_2\) diffusion tubes
NO\(_2\) was measured outside the school entrance and inside the schools’ classrooms for three to four weeks using diffusion tubes which were provided to each participating school together with a project poster board. Project partners along with teachers and often the help of students installed the diffusion tubes. The measurements took place between mid-March and mid-April 2019 in Berlin, London, Madrid and Sofia. Paris and Warsaw measurements took place during May 2019.
▶ The low cost air monitor works with a light scattering method to measure fine particulate matter. | © AEEA |
Step II CO\(_2\) and PM measurements
Each participating school was visited by a project representative, to explain the activity and then monitor PM and CO\(_2\) concentrations for a period of ± 20 minutes.
PM values are optimally measured over a longer period to be able to establish an average annual concentration. The results of the PM reading in this project therefore only offer a snapshot of a day during the project and can not be generalised.
▶ A mini CO\(_2\) monitor was used which contains a traffic light system for classifying the indoor CO\(_2\) concentration. | © HEAL |
HEAL’s monitoring confirmed that the quality of the indoor air is influenced by how polluted or clean the outdoor air is. Our monitoring showed that air quality in schools across Europe is poorer than it should be, and that it needs to be improved in order to protect children’s health and to promote their ability to learn. Indoor air quality, together with outdoor air improvement should become a priority for policymakers and the public - the two go hand in hand. This holds especially true for efforts to make school buildings more energy efficient.
**Particulate Matter (PM)**
The cities had varying levels of PM, taken at snapshot measurements over a 20 minute period, some higher than the guideline value the WHO recommends for 24 hours, both outside the school and inside the classroom. As WHO states that there are no safe level for PM, efforts should be made to identify and address the sources of pollution.
**Nitrogen Dioxide (NO₂)**
The monitoring detected NO₂ in all of the schools participating in the project. As there were no sources of NO₂ pollution in classrooms (such as fuel-burning stoves, tobacco use, gas-fired heating systems etc.), these NO₂ levels can only come from outdoor air pollution, notably traffic.
It is important to note that the result values are averages, meaning that the NO₂ concentration will probably have been significantly higher during certain periods of the monitoring, most probably during the day when there is more traffic - and when lessons are taking place in schools. Data from official monitoring stations in Belgium showed that the concentration of NO₂ is significantly higher during school hours than measurements taken during evenings and weekends as there is more traffic during these times.
In several of the schools across the cities indoor NO₂ measurements were almost as high or higher than the outdoor NO₂ levels. This could be due to many external factors including building properties, weather and type of road the school is on, but it also indicates that children are exposed to levels of NO₂ inside the school buildings while in class, not just on their walk to school or in the playground. NO₂ is entering the indoor environment from outdoor pollution.
**CO₂ and ventilation**
CO₂ levels were consistently high in the majority of schools. In some cases 2-3x higher than the recommended indoor CO₂ guideline. In several cases, teachers explained that they do not regularly ventilate due to concerns about the outdoor air quality as well as the noise from traffic. Some schools showed concentrations of NO₂ that were similar to outside levels as well as a high concentration of CO₂. An explanation for this could be that if the classroom is ventilated in the morning before the children arrive, there is a risk that peak pollution from rush hour enters the classroom and contaminates the indoor air. If subsequently the rooms are not ventilated anymore, the CO₂ levels rise.
As in many German cities, the air quality in Berlin is worse than the levels necessary to protect health. The annual EU standard for NO₂ has been exceeded year after year and PM₁₀ standards have not been complied with since 2009¹⁹. After being convicted by the Berlin administrative court, the city authority has decided on a new clean air plan at the end of July 2019 with a focus on reducing NO₂, including driving bans for diesel vehicles in eight road sections²⁰. While there has been success in cutting air pollution from industry, energy and heat generation, transport is now the main polluting sector. Berlin has introduced a low emission zone and provides incentives for sustainable transport modes²¹.
**Summary**
- Ten public primary schools in Berlin
- School population represented: ± 4,300 pupils
- All ten schools were in a busy location and covered the areas of Neukölln, Mitte, Tempelhof-Schöneberg, Steglitz-Zehlendorf, and Friedrichshain-Kreuzberg.
▶ Geographical location of the schools across Berlin
In Berlin, the air quality in and around ten primary schools was measured. NO\textsubscript{2} concentrations were detected outdoors at all schools and surprisingly also inside the classroom. Two schools’ NO\textsubscript{2} results were actually higher inside the classroom than outdoors at the school entrance. As there should be no sources of NO\textsubscript{2} in the classroom, this indicates that NO\textsubscript{2} travelled from outside into the rooms.
None of the ten schools had healthy levels of CO\textsubscript{2} when the measurements began, and one school had CO\textsubscript{2} levels over 3x the recommended levels. After opening the windows some classrooms reached values below 1,000 ppm however, not all schools were able to lower the CO\textsubscript{2} concentration. Some of the schools informed the project team that due to safety measures, they were not allowed to fully open the windows, preventing proper ventilation.
| Schools | NO\textsubscript{2} outdoors (µg/m\textsuperscript{3}) | NO\textsubscript{2} indoors (µg/m\textsuperscript{3}) | PM\textsubscript{2.5} outdoors (µg/m\textsuperscript{3}) | PM\textsubscript{2.5} indoors (µg/m\textsuperscript{3}) | PM\textsubscript{10} outdoors (µg/m\textsuperscript{3}) | PM\textsubscript{10} indoors (µg/m\textsuperscript{3}) | CO\textsubscript{2} (ppm) |
|------------------|------------------------------------------------------|------------------------------------------------------|--------------------------------------------------------|--------------------------------------------------------|--------------------------------------------------------|--------------------------------------------------------|--------------------------|
| Berlin school 1 | 25 | 11 | 4 | 2 | 5 | 18 | 1300 |
| Berlin school 2 | 20 | 22 | 14 | 16 | 24 | 31 | 1995 |
| Berlin school 3 | 31 | 12 | 6 | 3 | 9 | 5 | 2220 |
| Berlin school 4 | 6 | 13 | 3 | 4 | 4 | 6 | 2100 |
| Berlin school 5 | 17 | 12 | 4 | 10 | 5 | 20 | 1800 |
| Berlin school 6 | 19 | 7 | 6 | 3 | 6 | 9 | 2750 |
| Berlin school 7 | 18 | 10 | 4 | 1 | 8 | 4 | 2400 |
| Berlin school 8 | 13 | 5 | 5 | 18 | 5 | 40 | >3000 |
| Berlin school 9 | 18 | 7 | 14 | 13 | 22 | 21 | 1680 |
| Berlin school 10 | 20 | 7 | 19 | 5 | 27 | 9 | 2630 |
▶ NO\textsubscript{2} monitoring tubes outside a Berlin school
| © HEAL |
The results in Berlin clearly illustrate that indoor air quality is influenced by outdoor air pollution. The concentrations of NO$_2$ detected in the schools in Berlin have travelled from outdoors into the schools’ interior where they can affect the health of the pupils as they spend a significant part of the day there. The high CO$_2$ concentrations show that it is necessary to improve ventilation as the levels observed were all far above healthy limits and therefore likely to negatively influence the learning performance of the children. However, when ventilating the classrooms by opening windows, the outdoor air quality and its potential to enter the classroom environment must be considered greater energy efficiency. However, as long as the outdoor air is polluted, schools will struggle to achieve good indoor air quality.
The following recommendations should be implemented to counter the negative impacts of air pollution affecting the most vulnerable, such as young children:
1. Make tackling air pollution in schools and other children’s environments a political priority.
2. Discourage and restrict traffic and car idling around schools, for example through including schools in low emission zones or congestion charge areas and the encouragement of car sharing among parents, and use public transportation, walking and cycling.
3. Ensure regular ventilation of school classrooms, either through manual or mechanical ventilation, and determine the best times to ventilate when air pollution is low.
Michael Nordgerling, director of the participating Rudolf-Hildebrand-Grundschule said:
“For us, school life and learning are an essential part of society, not a parallel universe. And as these results show, we have on behalf of our students a clear interest in ensuring that outdoor air quality does not affect the children’s learning abilities and health in our school building. For me, the most important thing now are the concrete steps that we can take as a school and as a city following this project, and I would like to present and discuss the results in our school to help improve the quality of the air that we breathe here.”
The director of one of the schools who prefers to remain anonymous said:
“We are a primary school in the northern center of Berlin. We educators were interested in air quality measurement because many people think that living near a park means that you live and work in a good environment with lots of greenery and fresh air. The measurement shows us a different picture. Although we do not have the worst results, it is still alarming how unhealthy we live and work every day, in what health-harming conditions the children grow up.”
Air quality in London has been of concern for both the public and policymakers. In 2016, two million people in London breathed polluted air, of which 400,000 were children\(^{22}\). The UK has the highest prevalence of childhood asthma among all European countries\(^{23}\).
London exceeds EU NO\(_x\) air standards, with half of emissions coming from road traffic\(^{24}\). The borough of Lambeth, where the schools monitored in this project are located, is ranked as one of the worst polluted boroughs in the city\(^{25}\).
Public Health England published a review of interventions to improve outdoor air quality and public health in 2019\(^{26}\). The Mayor of London commissioned an indoor air quality audit among 50 primary schools and a study which found that PM concentrations in most classrooms were above WHO guidelines. It also indicated that limiting CO\(_2\) to between 600 and 1,000 ppm may improve cognitive performance of students\(^{23}\).
In order to protect Londoner’s health, a new Ultra Low Emission Zone came into effect in spring 2019, charging diesel and petrol vehicles if they fail to meet new emission standards. This zone is set to be expanded further in 2021\(^{24}\).
**Summary**
- Seven public primary schools in Lambeth, London\(^2\)
- School population represented: ± 2,650 pupils
- One school is exposed to a main central London road and has installed a green screen - a wall of plants - to better protect the playground from traffic. Two schools are set 50m back from main roads and have wildlife gardens surrounding the playground. Two schools are on quieter side roads with busy periods at drop-off time.
\(^2\) Participating schools were Hitherfield Primary School and Children’s Centre, Allen Edward Primary School, Oasis Academy Johanna and Lark Hall Primary School, the other schools wished to remain anonymous.
Seven schools participated in the initiative in London. In each classroom, the results show NO$_2$ concentrations of at least 12 µg/m$^3$ to up to 26 µg/m$^3$. This is remarkable as there are no indoor sources of NO$_2$ in classrooms, meaning that outdoor NO$_2$ pollutants travelled indoors to classrooms. Outdoors the values ranged from 25 to 41 µg/m$^3$. It is important to note that the results of the NO$_2$ monitoring are averages and will likely have been higher during school hours and drop-off times due to higher traffic volumes compared to evenings and weekends.
In all the classrooms the CO$_2$ concentrations were well above 1,000 ppm, ranging from 1,195 ppm to as high as 2,750 ppm. This indicates that there is a need for more ventilation. Ventilation is essential to indoor air quality as it dilutes the level of pollution. Poor ventilation rates inside schools may cause asthma, dizziness, inability to concentrate, headaches and irritated throat - amongst other symptoms$^{16}$.
| Schools | NO$_2$ outdoors (µg/m$^3$) | NO$_2$ indoors (µg/m$^3$) | PM$_{2.5}$ outdoors (µg/m$^3$) | PM$_{2.5}$ indoors (µg/m$^3$) | PM$_{10}$ outdoors (µg/m$^3$) | PM$_{10}$ indoors (µg/m$^3$) | CO$_2$ (ppm) |
|------------------|----------------------------|---------------------------|---------------------------------|-------------------------------|-------------------------------|--------------------------|-------------|
| London school 1* | 26/36 | 26/36 | 2 | 3 | 2 | 4 | 2000 |
| London school 2 | 25 | 15 | 5 | 1 | 6 | 1 | 1250 |
| London school 3 | 29 | 17 | 17 | 5 | 25 | 6 | 2520 |
| London school 4 | 29 | 20 | 3 | 2 | 3 | 3 | 2750 |
| London school 5**| - | - | 0 | 1 | 1 | 1 | 1645 |
| London school 6* | 12/35 | 12/35 | 2 | 0 | 1 | 3 | 1195 |
| London school 7 | 30 | 17 | 1 | 1 | 1 | 1 | 1395 |
* Technical problem that prevented determining if value was outside or inside, both results are given. However, it is likely that the higher value was outdoors.
** Unfortunately, the tubes from school 5 were lost and are missing from the analysis.
The relatively high levels of NO₂ inside the classrooms in London show that air pollution travels indoors. Traffic related air pollution does not remain confined to the roads but enters places where children spend the majority of their time. Children at school should not be exposed to these levels of air pollution as they are especially vulnerable to its negative health effects since their bodies are still developing.
The high concentrations of CO₂ inside the classrooms show there is a need for ventilation. Yet as long as the outdoor air poses a risk to health, children are not protected while at school.
The following actions should be followed to reduce air pollution in London and protect health:
1. School and local authorities should discourage and restrict traffic and car idling around schools, for example by implementing School Streets, where immediate streets around the school gates are closed to cars during the school run to reduce car emissions. Sustrans, the UK walking and cycling charity, has recently organised School Streets with 40 schools across the UK, to inspire action. Central governments are urged to give all councils the same powers the councils in London have to enforce School Streets.
2. Local authorities should establish free public transportation, powered by renewables and encourage walking and cycling. The UK government needs to show leadership by helping local authorities fund and deliver a network of walking and cycling routes to school so that every child is able to travel by foot or by bike to school safely and with confidence.
3. Further citizen science monitoring projects like the one performed in the seven schools in the Lambeth borough should be encouraged, to raise local awareness and engagement in tackling poor indoor and outdoor air quality. This is also an opportunity to teach children about the health effects of air pollution and what can be done to improve air quality.
Yvonne Morris from Hitherfield Primary School and Children’s Centre, one of the seven schools that actively participated in this monitoring project said: “We take air quality very seriously in our school, as we want to provide the best environment we can for our children inside and outside the school. It was very interesting to monitor the pollution, particularly inside the school. Before we started the project, we didn’t really know much about nitrogen dioxide, the fact it might travel into the buildings and how harmful that could be.”
Spain has exceeded the EU air quality standards, especially in the cities of Madrid and Barcelona, and was threatened to be brought to court by the European Commission in 2017\(^{27}\). Madrid is one of the European regions most polluted capitals and traffic is responsible for around half of the emissions of NO\(_2\) and PM. Diesel vehicles combined with frequent dry climate conditions contribute to high NO\(_2\) levels.
Researchers have found that, based on air quality data, the amount of particles entering citizens’ lungs while breathing is equivalent to smoking 2-3 cigarettes a day in some districts of Madrid\(^{28}\). In order to tackle the air pollution problem, the city of Madrid enforced a zero emissions zone in November 2018, called Madrid Central. Only zero emissions vehicles and residents have authorisation to drive in this area. It has been reported that this area has seen a 40% reduction in NO\(_2\) since the introduction\(^{29}\).
**Summary**
- 12 primary schools in Madrid\(^3\)
- Covering ten out of 21 districts in Madrid, every social and economic status
- The centre of the city is fully represented, except for the districts of Retiro and Chamartín
- School population represented: ± 5,500 children and ± 300 children inside the participating classrooms
- Two schools were within 1km of a motorway, three other schools were surrounded by big streets and one near an A-road and one near a highway tunnel. The remaining four were not within 500m of a busy road or highway
- The majority of schools said that children mainly walked to school.
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\(^3\) Participating schools were CEIP Amador de los Ríos, CEIP Ignacio Zuloaga, CEIP Rufino Blanco, CEIP Ermita del Santo, CEIP San Ildefonso, CEIP Concepción Arenal, CEIP Eduardo Rojo, CEIP El Quijote, CEIP Esperanza the other schools wished to remain anonymous.
12 primary schools participated in the project in Madrid. The NO₂ concentration in and around the schools was generally high during the weeks of the monitoring. At one school close to heavy traffic, the NO₂ value at the school entrance was 43 µg/m³. This monthly average is higher than the annual EU and WHO air quality standards. Since the values measured are averages, the NO₂ concentration will probably have been significantly higher during certain periods of the monitoring. During the night and the weekends there will have been lower concentrations as there is less traffic during these times. Three other schools had NO₂ measurements at the school entrances between 34 and 39 µg/m³. It is likely that at these schools the NO₂ concentration also exceeded 40 µg/m³ during school hours. Indoors, NO₂ concentrations as high as 35 µg/m³ were observed, indicating that outdoor air pollutants enter the school building and the classroom.
The CO₂ monitoring in the classrooms showed that only one classroom had a concentration below 1,000 ppm. Two classrooms even had concentrations higher than 3,000 ppm, out of the range of the measuring device. Discussions with the teachers indicated that ventilation is often a dilemma as street air quality is poor and there are also energy efficiency considerations, for example losing heat in winter and keeping cool in summer.
School children hang up the NO₂ monitoring tubes at CEIP Ignacio Zuloaga | © AEEA |
| Schools | NO₂ outdoors (µg/m³) | NO₂ indoors (µg/m³) | PM_{2.5} outdoors (µg/m³) | PM_{2.5} indoors (µg/m³) | PM_{10} outdoors (µg/m³) | PM_{10} indoors (µg/m³) | CO₂ (ppm) |
|------------------|----------------------|---------------------|----------------------------|---------------------------|--------------------------|-------------------------|-----------|
| Madrid school 1* | - | - | 5 | 4 | 6 | 6 | 1395 |
| Madrid school 2 | 43 | 33 | 12 | 3 | 16 | 3 | 1540 |
| Madrid school 3 | 21 | 10 | 3 | 2 | 3 | 3 | >3000 |
| Madrid school 4 | 27 | 18 | 13 | 4 | 17 | 5 | 1515 |
| Madrid school 5 | 39 | 15 | 5 | 1 | 6 | 2 | 1835 |
| Madrid school 6 | 29 | 21 | 5 | 5 | 6 | 7 | 1800 |
| Madrid school 7 | 20 | 30 | 8 | 2 | 10 | 3 | 950 |
| Madrid school 8 | 34 | 35 | 6 | 4 | 7 | 4 | 1385 |
| Madrid school 9 | 26 | 17 | 3 | 2 | 4 | 3 | 1840 |
| Madrid school 10 | 37 | 22 | 6 | 2 | 7 | 2 | 1800 |
| Madrid school 11 | 26 | 18 | 3 | 9 | 4 | 11 | 2000 |
| Madrid school 12 | 26 | 27 | 5 | 3 | 3 | 7 | >3000 |
* Unfortunately, the NO₂ tubes of Madrid school 1 were lost and are missing from the analysis.
Conclusions and Recommendations for Madrid
The high values of NO₂ at the schools in Madrid underline the traffic-related air pollution issue in the city. These results show that traffic related pollution does not exclusively impact outdoor air but also influences the air quality indoors, where children who are more vulnerable to the negative health impacts, go to learn and play.
In order to tackle air pollution and have clean, healthy air, the following recommendations should be implemented in Madrid:
1. Make tackling air pollution in schools and other children’s environments a political priority.
2. Maintain and expand the Madrid Central low traffic area in the centre of the city.
3. Create a safe and extensive network of cycling lanes as demanded by civil society, such as the 2021 project⁴.
Walter Post, teacher at from CEIP Ignacio Zuloaga, one of the 12 schools who actively participated in this monitoring project said: “Not even classrooms, where boys and girls spend part of their lives, are free of air pollution caused by human activities. It is necessary, imperative, to protect them, protect ourselves, and live in healthy environments.”
WARSAW
Poland breaks European air pollution laws by exceeding annual limits of particulate matter (PM₁₀)³⁰. In 2016, as many as 33 Polish cities were among the 50 most polluted cities in the EU, according to the WHO urban air quality database for average annual levels of PM₂₅³¹. Although the main problem for Warsaw’s air quality is PM and BaP emissions mainly from low stack emission in the winter season, road traffic is the most significant source of harmful NOₓ emissions in Poland’s capital. Every day over one billion cars commute to and out of Warsaw³². There are severe traffic jams and numerous congested roads. In 2015 there were 649 cars for every 1,000 Warsaw citizens, making the Polish capital one of the most congested cities of the EU³³.
A 2017 study in Silesian kindergartens in Southern Poland has monitored indoor air quality over 24-hours including NO₂ and PM₂₅. The results indicated that in urban kindergartens, all air pollutants originated from the outdoors air³¹. HEAL measured the air quality in seven schools across five of the 18 districts in May 2019. Unfortunately, due to technical issues, the analysis of the air in Warsaw schools was inconclusive.
⁴ For more information see website of Pedalibre: https://pedalibre.org/2018/11/26/por-una-red-ciclista-para-2021/
One of Europe’s largest cities, Paris exceeds the EU limit for both the NO₂ and PM. Long-term exposure to poor air quality has been associated with around 55,000 premature deaths in France annually. Road transport accounts for the majority of primary emissions of both NO₂ and PM (73% NO₂ and 42% PM_{10}) in Paris. The mayor of Paris has made clean air a priority, and plans to reduce the number of cars in the city by half, and pedestrianisation of the capital is planned in addition to a ban of diesel vehicles by 2024. All vehicles in Paris are required to display an anti-pollution sticker under the Crit’Air scheme in an effort to improve air quality in the city. Emergency measures are put in place during pollution episodes including a reduced price for public transport, speed restrictions and the ban of heavy duty vehicles.
A recent study led by the French association Respire created an inventory of the air pollution near schools in Île-de-France, the Paris region, at crèches, schools, colleges and high schools. Of the 12,520 schools analysed, 682 were exposed to air pollution levels exceeding annual NO₂ standard guidelines. Additionally, studies in French schools across six French cities found that poor air quality in classrooms, predominantly PM_{2.5} and NO₂, was linked to an increased prevalence in asthma in children in the past year.
**Summary**
- Six nursery and primary schools
- School population represented: ± 975 children
- Most children are not dropped off by car but come to school by foot, bike, metro or bus
- Schools located in the centre of Paris
- Measurements taken in May 2019.
**Geographical location of the schools across Paris**
**NO₂ monitoring in a school in Paris**
Results
Six schools participated in the monitoring initiative in Paris. The NO\textsubscript{2} concentration at the school entrance of Paris school 2 was exceptionally high at 52 µg/m\textsuperscript{3}. The annual EU and WHO air quality standard is 40 µg/m\textsuperscript{3}. The values measured are averages and the NO\textsubscript{2} concentration will probably have been higher during certain periods of the monitoring, increasing the risk of negative health effects. Indoors the NO\textsubscript{2} concentrations ranged from 17 to 27 µg/m\textsuperscript{3}. At Paris school 3 the NO\textsubscript{2} concentration at the school entrance was 32 µg/m\textsuperscript{3} which is a relatively high value because the school is located near a park and surrounded by pedestrianised and calm streets.
The highest concentrations of particulate matter were measured at Paris school 5 and Paris school 6. Close to these two schools construction works took place, which might have influenced the higher PM values.
| Schools | NO\textsubscript{2} outdoors (µg/m\textsuperscript{3}) Measured over a four-week period | NO\textsubscript{2} indoors (µg/m\textsuperscript{3}) Measured over a four-week period | PM\textsubscript{2.5} outdoors (µg/m\textsuperscript{3}) Measured over a single 20-minute period | PM\textsubscript{2.5} indoors (µg/m\textsuperscript{3}) Measured over a single 20-minute period | PM\textsubscript{10} outdoors (µg/m\textsuperscript{3}) Measured over a single 20-minute period | PM\textsubscript{10} indoors (µg/m\textsuperscript{3}) Measured over a single 20-minute period | CO\textsubscript{2} (ppm) Maximum value measured over a single 20-minute period |
|------------------|----------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|
| Paris school 1 | 33 | 21 | 12 | 7 | 17 | 9 | 584 |
| Paris school 2 | 52 | 27 | 8 | 2 | 10 | 5 | 1525 |
| Paris school 3 | 32 | 17 | 20 | 9 | 28 | 13 | 1075 |
| Paris school 4 | 26 | 20 | 4 | 3 | 5 | 5 | 1785 |
| Paris school 5 | 30 | 19 | 25 | 10 | 35 | 15 | 686 |
| Paris school 6 | 36 | 24 | 23 | 7 | 37 | 10 | 1062 |
Conclusions and Recommendations for Paris
The air quality at Paris school 2 was very poor during the period that the NO\textsubscript{2} concentrations were measured. It is likely that a big boulevard next to the school entrance impacted this result. Even at Paris school 3 the air pollution was relatively high, even though it was less affected by busy roads. It is essential to increase monitoring of air pollution in order to raise awareness of the problem and improve the understanding of children’s exposure, while at the same time implementing measures to tackle it.
The majority of the pupils in the participating schools were not brought to school by car. It is extremely difficult for schools and parents to address air pollution themselves. Air pollution should be tackled as a whole in order to protect the health of the most vulnerable. Decision makers on local, national, and international level should make clean air a priority because as long as the outdoor air poses a risk to health, children are not protected while at school.
The key recommendations for Paris are:
1. Support the expansion of regulatory and citizen science air quality monitoring in schools.
2. The Paris arrondissements’ mayor and school authorities could put measures in place to discourage and restrict traffic and car idling around schools such as ensuring schools are part of low emission zones or congestion charge areas, creating more pedestrian streets around schools, and promoting free public transport for children and their parents.
3. Ensure better control and stricter fines regarding the non-respect of the Crit’Air vignette.
4. Create educational campaigns which promote the health gains to Parisians through measures to curb air pollution, which in turn can contribute to more awareness on the benefits of cleaner air and climate action for greater public health gains.
5. Increase knowledge and raise awareness about the impact of construction works on air quality and its health effects in and around schools, and enforce strict mitigation measures to reduce air pollution from construction sites.
Sofia is one of the most polluted cities in the EU, in a country with high health impacts from air pollution\textsuperscript{38}. Especially in winters Sofia has struggled with poor air quality. In December 2018, citizens of the city were called to avoid using their cars to limit particulate matter concentrations. However, traffic is just one of the sources of air pollution, fuel-fired heating and coal power generation have been major sources as well\textsuperscript{39}. In 2015, PM\textsubscript{2.5} and PM\textsubscript{10} concentrations exceeded the WHO recommended concentrations\textsuperscript{22} and in 2017, Bulgaria was found in breach of EU legislation for PM\textsubscript{10} levels\textsuperscript{40}. A study by HEAL’s partner organisation Air For Health Bulgaria showed that ambient air quality in Sofia immediately affects the health status of the population. It demonstrated that when average daily concentrations of fine particulate matter exceeded the WHO norms, the calls to the Emergency Ambulance services increased by an average of 10%.
**Summary**
- Eight primary schools in Sofia\textsuperscript{5}
- School population represented: ± 6,400 pupils
- Located in eight of the 24 different districts of the Sofia municipality.
\textsuperscript{5} Participating schools were 26 SU “Yordan Iovkov”, 75 OU “Todor Kableshev”, Telecommunication school, and NPMG, the other schools wished to remain anonymous.
Results
On three occasions the PM$_{2.5}$ value was higher during the 20-minute monitoring period than the hourly WHO guideline for PM$_{2.5}$. A particularly high concentration of 71 µg/m$^3$ was observed at the entrance of one school with a concentration of 43 µg/m$^3$ inside the classroom and another school had a level of 45 µg/m$^3$ indoors. The WHO 24-hour guideline is 25 µg/m$^3$, not to be exceeded more than 3 days a year.
In Sofia, the NO$_2$ concentrations in and around eight schools were monitored. Two schools had values of 30 and 32 µg/m$^3$ respectively at the school entrance and another school had an average concentration of 30 µg/m$^3$ inside the classroom compared to 22 µg/m$^3$ outside indicating that outside air pollution can and does enter into the indoor environment where children spend their day. Since the values that were measured are averages, the NO$_2$ concentration will probably have been significantly higher during certain periods of the monitoring as there will have been lower concentrations at night and at the weekends when there is less traffic.
The CO$_2$ levels measured in the classrooms in the participating schools in Sofia were generally lower than in other cities. Yet still in three classrooms the concentration was above 1,000 ppm. The teacher in the classroom with the highest level of CO$_2$ indicated that although they can open the windows fully, they rarely do so because the classroom faces a boulevard with a lot of traffic.
| Schools | NO$_2$ outdoors (µg/m$^3$) | NO$_2$ indoors (µg/m$^3$) | PM$_{2.5}$ outdoors (µg/m$^3$) | PM$_{2.5}$ indoors (µg/m$^3$) | CO$_2$ (ppm) |
|------------------|----------------------------|---------------------------|---------------------------------|-------------------------------|--------------|
| Sofia school 1 | 17 | 10 | 10 | 19 | 527 |
| Sofia school 2 | 17 | 9 | 12 | 10 | 658 |
| Sofia school 3 | 22 | 30 | 71 | 43 | 1440 |
| Sofia school 4 | 16 | 23 | 14 | 18 | 980 |
| Sofia school 5 | 32 | 14 | 11 | 13 | 1512 |
| Sofia school 6 | 30 | 19 | 15 | 13 | 972 |
| Sofia school 7 | 22 | 19 | 17 | 24 | 1142 |
| Sofia school 8 | 17 | 7 | 18 | 45 | 210 |
Conclusions and Recommendations for Sofia
As the WHO states that there are no safe level for PM, efforts should be made to identify and address the sources of pollution. PM can have serious negative health effects such as leading to heart and respiratory diseases and new studies indicate that PM can increase the chance of developing Alzheimer’s and obesity. Differences in the levels measured reinforce the need for local monitoring at school locations.
The key recommendations for Sofia are:
1. Make tackling air pollution in schools and other children’s environments a national priority and encourage interactions between civil-society and governments focusing on the urban and green planning of school neighbourhoods.
2. Support the expansion of regulatory and citizen science air quality monitoring in schools with relevant indicators, such as NO$_2$, PM, CO$_2$, VOCs, noise, etc.
3. Advocate for the inclusion of more targeted air pollution education in the curriculum for primary schools.
In order to provide school environments where children can learn, play and grow up healthily breathing clean air, HEAL recommends:
### For EU and national decision makers
European and national decision-makers can create the conditions for children to thrive in environments with good air quality inside and outside their classrooms and buildings. They should:
1. Ensure compliance with EU outdoor air quality standards and ultimately work towards the WHO recommendations
2. Make tackling indoor air pollution a political priority
3. Support the expansion of regulatory and citizen science air quality monitoring in schools
4. Include health considerations in efforts to reduce buildings’ climate footprint, as part of the renovation of school buildings under the national long-term renovation strategies (LTRS), the implementation of the EU Energy Performance of Buildings Directive (EPBD) and other climate measures. This will ensure schools become frontrunners for energy efficiency and health improvements across Europe.
### For local authorities and schools
1. Inform parents, teachers and the public on why good indoor and outdoor air quality is important for children, which measures are being taken at schools, e.g. by organising information sessions as part of the curriculum
2. Discourage and restrict traffic and car idling around schools, e.g. through including schools in low emission zones or congestion charge areas, encouraging car sharing among parents, and designating a school staff member to check on clean air measures
3. Promote active mobility for children’s journeys to school, and support the necessary infrastructure changes financially, e.g. green school routes, bicycle hire schemes, e-buses, parking for bicycles
4. Establish free public transportation, powered by renewables
5. Ensure regular ventilation of school classrooms, either through manual or mechanical ventilation, and determine best times to ventilate at times when air pollution is low
6. Plan constructions in periods when no pupils are at school or move the pupils to a temporary alternate location to protect them from pollution coming from renovation activities.
For parents
1. Share your ideas with teachers and school authorities on how the air quality situation in and around schools can be improved
2. Consider how to limit your own air pollution footprint, e.g. by using public transportation, walking or cycling to school, or car sharing
3. Encourage schools to work against car idling and to create clean air zones
4. Share information on how good air quality in schools can be achieved with other parents, and join forces
5. Join a local clean air group or community action network.
For health professionals, patient groups and the health sector
1. Advise school authorities on the most promising clean air measures in schools and other children environments and share best practices with other countries
2. Increase health and medical organisational and individual capacity to engage in debates on the health impacts and costs of air pollution in schools
3. Highlight the evidence and use materials from the World Health Organization (WHO), such as BreatheLife\(^6\) to learn about air quality in your city, which in turn can contribute to more awareness on the benefits of cleaner air and climate action for greater public health gains and a quicker energy transition
4. As health ministries, participate and provide input in the development and implementation of clean air activities and plans, as well as energy and climate policies
5. Raise awareness on the importance of indoor environments for health.
The European Environment Agency (EEA) launched a citizen science initiative, CleanAir@School, to monitor nitrogen dioxide (NO\(_2\)) around European schools using low-cost devices in May 2019. The project aims to educate children and parents about the health effects of air pollution. It will also explore how data collected by citizens might complement official air quality data. Participating environmental protection agencies are Belgium, Sweden, Ireland, Malta, Estonia, Netherlands, Spain, United Kingdom, and Italy\(^{41}\).
\(^6\) Learn more about the BreatheLife campaign at https://breathelife2030.org/
In Berlin, HEAL’s Health and Climate Change Coordinator, Focal Point for Healthy Buildings and Energy Poverty, Vijoleta Gordeljevic coordinated the selection of the schools and the monitoring of the air quality in and around them from HEAL Germany.
In London, HEAL’s local partner Sustrans coordinated the selection of the schools and the monitoring of the air quality. Sustrans also provided important insight into the local situation. Sustrans is the UK charity making it easier for people to walk and cycle. Sustrans connects people and places, creates liveable neighbourhoods, transforms the school run and delivers a happier, healthier commute. www.sustrans.org.uk
In Madrid, HEAL’s local partner Asociación Española de Educación Ambiental (AEEA) coordinated the selection of the schools and the monitoring of the air quality in and around them. They provided important insights into the local situation. AEEA is an open, scientific, non-profit association, formed by 200 individuals, associations, companies and institutions working in the field of environmental education. It aims to promote education as the key to ensure Sustainable Development and to improve the quality of life.
In Paris, HEAL’s member organisation, France Nature Environnement (FNE), coordinated the selection of the schools and the monitoring of the air quality in and around them. FNE is the French federation of associations for the protection of nature and the environment. It acts as a spokesperson for a movement of 3500 associations, grouped in 64 member organizations, present throughout France, in mainland France and overseas.
In Sofia, HEAL’s member organisation, Association Air for Health, coordinated the selection of the schools and the monitoring of the air quality in and around them. They provided important insights into the local situation. Association Air for Health is a Bulgarian NGO with the specific goal of increasing awareness in Bulgaria around the topic of air pollution, and more specifically engage the medical community as an ambassador for this communication. Air for Health as a local partner of HEAL successfully implemented the Unmask My City campaign for Sofia. They are also actively working with medical and municipal stakeholders to jointly achieve higher recognition of air pollution as a public health priority.
In Warsaw, HEAL’s local partner was consultant Ewa Pietras. She coordinated the selection of the schools and the monitoring of the air quality. Weronika Michalak, Director, HEAL Poland, provided us with important information on the local situation.
School selection and lessons on air quality
Local partners in three of the cities - Madrid, Sofia, London, utilised their networks and chose 12, ten and seven schools to participate in the air quality monitoring. In Berlin, schools applied for the project through a local news outlet and ten were selected. In Warsaw and Paris schools meeting the selection criteria were approached with seven and six participating respectively.
Schools were selected following these criteria:
- Primary schools with children’s age ranging between 6-11
- Willing and able to install the necessary measurement devices and have the participating class be visited by project staff
- A natural ventilation process in place, meaning no ventilation of classrooms via a mechanical process but solely through the opening of windows
- Located in urban areas but with varying proximity to busy roads.
Given that schools were selected based on interest to participate, school engagement has been high overall. In Berlin, Madrid, London and Sofia, visits by local partners to the schools have been accompanied by a short lecture to students on air pollution, its impacts and the monitoring tools used in their classroom.
Hitherfield Primary School and Children’s Centre, London, pupils engaged in the project in the school playground. © Sustrans |
Detailed air monitoring process
The air monitoring exercises consisted of a two-step process.
**Step I**
NO\textsubscript{2} was measured using diffusion tubes. Buro Blauw, a Netherlands-based engineering firm specialised in air quality, provided the tubes and analysed them. Two diffusion tubes per measuring location were used in order to capture NO\textsubscript{2} concentrations. Measuring NO\textsubscript{2} via such tubes is a cost-effective and widely used method.
Each participating school received a total of four tubes, two to be hung inside a classroom and two to be hung outside the schools main entrance facing the street. Each tube had a distinct code assigned to it which allowed us to identify which tubes have been used at what school. The tubes were opened at the underside and installed correctly which was confirmed either by the project’s local partners or alternatively, by photographs. Each tube hung for a minimum of 3 weeks and a maximum of 4 weeks depending on city and school preferences, collecting NO\textsubscript{2} particles from the air around it.
Several studies from different countries prove that the diffuse method in the open air is comparable to the constant monitoring equipment based on chemiluminescent (the reference method). All monitoring was performed in equivalent to the European norm NEN-EN-16339. Buro Blauw is accredited for important operations according to the norm NEN-EN-ISO/IEC170251. Besides that Buro Blauw is accredited for NO\textsubscript{2} analyses of Palmes tubes and is a member of the Vereniging Kwaliteit Luchtmetingen (VKL).
**Step II**
Each participating school agreed to be visited by a project representative, usually the local partner, to have two additional measures taken during one day.
**Particulate Matter (PM)**
This project used the AirBeam 1 and Airbeam 2 in order to measure the PM\textsubscript{2.5} and PM\textsubscript{10} values. The AirBeam 1 is an earlier version and only captured PM\textsubscript{2.5} values. The AirBeam 1 was used in Sofia. The AirBeam uses a light scattering method to measure fine particulate matter. Air is drawn through a sensing chamber wherein light from a laser scatters off particles in the airstream. This light scatter is registered by a detector and converted into a measurement that estimates the number of particles in the air.
The Airbeams were obtained by HEAL from the HabitatMap Project. HabitatMap is a non-profit environmental health justice organization whose goal is to raise awareness about the impact the environment has on human health.
Each school was visited during one day by the respective local project partner who spent on average 20 minutes in both the classroom and in front of the school’s main entrance to take PM concentrations via the Airbeam device. The results were immediately displayed in the Aircasting App, which is the program needed to use the AirBeam. The results were noted down by each project partner as well as saved in the App and later transmitted to HEAL.
The average concentration obtained during this 20 minute period is noted in this report. Optimally PM values are measured over weeks or months to be able to establish a yearly average concentration. The results of the PM reading in this project therefore only offer a snapshot of a day and can not be generalised.
**Carbon Dioxide (CO\textsubscript{2})**
The CO\textsubscript{2} concentration in the classroom was measured at the same time. A mini CO\textsubscript{2} monitor by TFA Dostmann was used to detect the level of CO\textsubscript{2}. The monitor contains a traffic light system for classifying the indoor CO\textsubscript{2} concentration and a display via which the values can be read off as they are being captured.
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35. European Commission, Paris vehicle pollution sticker scheme comes into force, [http://ec.europa.eu/environment/europeangreencapital/paris-vehicle-pollution-sticker-scheme-comes-into-force/](http://ec.europa.eu/environment/europeangreencapital/paris-vehicle-pollution-sticker-scheme-comes-into-force/)
36. Respire (2019), Pollution de l’air dans les écoles, [https://www.respire-asso.org/wp-content/uploads/2019/03/Respire-DP-6-OK-RD-ECRAN.pdf](https://www.respire-asso.org/wp-content/uploads/2019/03/Respire-DP-6-OK-RD-ECRAN.pdf)
37. Annesi-Maesano, I. et al. (2012), Poor air quality in classrooms related to asthma and rhinitis in primary schoolchildren of the French 6 Cities Study, [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3402758/](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3402758/)
38. Health and Environment Alliance (2018), Air pollution and health in Bulgaria: Facts, Figures and Recommendations, [https://www.env-health.org/wp-content/uploads/2018/11/HEAL-Brief-Pos_AIR_Bulgaria.pdf](https://www.env-health.org/wp-content/uploads/2018/11/HEAL-Brief-Pos_AIR_Bulgaria.pdf)
39. The Sofia Globe (2018), Smog over Sofia: poor air quality prompts city hall to avoid car use, [https://sofiaglobe.com/2018/12/03/smog-over-sofia-poor-air-quality-prompts-city-hall-call-to-avoid-car-use/](https://sofiaglobe.com/2018/12/03/smog-over-sofia-poor-air-quality-prompts-city-hall-call-to-avoid-car-use/)
40. European Commission (2018), November infringements package: key decisions, [http://europa.eu/rapid/press-release_MEMO-18-6247_en.htm](http://europa.eu/rapid/press-release_MEMO-18-6247_en.htm)
41. European Environment Agency (2019), New initiative to measure outdoor air quality at schools across Europe, [https://www.eea.europa.eu/highlights/new-initiative-to-measure-outdoor](https://www.eea.europa.eu/highlights/new-initiative-to-measure-outdoor)
The Health and Environment Alliance (HEAL) is the leading not-for-profit organisation addressing how the environment affects human health in the European Union (EU) and beyond. HEAL works to shape laws and policies that promote planetary and human health and protect those most affected by pollution, and raise awareness on the benefits of environmental action for health.
HEAL’s over 70 member organisations include international, European, national and local groups of health professionals, not-for-profit health insurers, patients, citizens, women, youth, and environmental experts representing over 200 million people across the 53 countries of the WHO European Region.
As an alliance, HEAL brings independent and expert evidence from the health community to EU and global decision-making processes to inspire disease prevention and to promote a toxic-free, low-carbon, fair and healthy future.
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Letters play a game of black and white. In that game, the continuous repetition of black and white creates a steadily progressing vertical and rhythmical stripe pattern, referred to as the rhythm in type. Readers conceiving the letters can perceive the rhythm as visually stressful. However, research into the rhythm in type is limited. The rhythm is only vaguely defined and there is no consequent way yet to exactly determine its position in letters.
In this article, I point to the less often discussed aspects of the rhythm. To advance research regarding the rhythm, I consequently position the rhythm with the new definition ‘The rhythm in type is the sequence of the longest continuous black masses within the letters, in any direction.’ This definition defines exactly where the rhythm in letters can be found and allows for more accurate comparisons of different rhythms within different letters, fonts and typefaces. This article provides an overview that summarizes how type designers can influence the shape of the rhythm.
**Keywords –**
letterform
stripe patterns
rhythm
font design
research methods
legibility
readability
The influence of the rhythm on reading
Letters alternate a stroke-rhythm and a white-rhythm (Lo Celso, 2005: 20) in ‘a sequence of vertical elements’ (Unger, 2019: 115; Bessemans, 2012: 155; Wilkins et al., 2007: 1788; Unger, 2006: 94; Majaj et al., 1998: 1165). Several parameters influence how this game of black and white is played. There are word spacing (Unger, 2006: 94), letter spacing (Unger, 2006: 94; Bessemans, 2012: 155), letter width (Unger, 2006: 94; Bessemans, 2012: 155), and I add the stroke width to this list. All letters apply these parameters in their own way, and it is only logical to say that the rhythm is different in each typeface and each font, being regular, bold, condensed, wide… (Lo Celso, 2005: 21).
The choice of the rhythm is one of the most fundamental decisions a type designer makes; how dark are the letters going to be (stroke thickness), and how wide are the letters going to be (spacing in-between the strokes: letter width and letter spacing)? Therefore, it is one of the most important elements of a Latin letter.
A legible typeface requires a balanced rhythm without unexpected interruptions in letter spacing, letter width, or stroke width (Smeijers, 2011: 27; Unger, 2006: 94) (Figure 1.). Smeijers states that ‘if we want to irritate the reader, we know what to do [with the rhythm]: creating something like Figure 1. on top.’ However, a balanced rhythm does not necessarily mean a very rigid rhythm. Proof is found when serif and sans-serif typefaces are compared. Those two contain a different rhythm (Bessemans, 2012: 169; Lo Celso, 2005: 21). A serif typeface contains a more rigid rhythm than a sans-serif typeface (Figure 2.).
Figure 1.
A legible text requires a balanced rhythm without unexpected interruptions in stroke width, letter width, or letter spacing (the image is based on Smeijers, 2011: 27; also illustrated by Unger, 2006: 93).
Figure 2.
The rhythm in serif and sans-serif typefaces differs (Bessemans, 2012: 169; Lo Celso, 2005: 21). A serif typeface contains a much more regular rhythm than a sans-serif typeface.
Consequently, poisoning the rhythm in type based on the letters’ longest continuous black mass
The rhythm is not only an ornamental part of the letters. It influences the letters’ effectiveness and the visual (dis)comfort while looking at letters during the reading process:
— The stripe pattern created by the rhythm can be uncomfortable to look at and can arouse illusions of color, shape, and motion (Wilkins, 2012: 64);
— The stripes interfere with reading. There even can be a difference in reading duration (Jainta et al., 2010): reading words such as “mum” takes longer than words such as “dad” (Wilkins et al., 2012);
— A less rigid rhythm improves the letters’ legibility for children with a visual impairment (Bessemans, 2012: 336);
— A less rigid rhythm can increase the speed of word recognition (Wilkins, 2007: 1788);
— The stripes from the letter strokes correlate with spatial frequencies, which can be hindering for readers sensible to visual stress, particular readers suffering from migraine (Wilkins, 2007: 1801);
Large letters are identified by the edges of their shapes, small letters by their strokes (Majaj et al., 1998: 1165).
Designers are taught that the Oldstyle letter model from around 1450 contains an irregular rhythm due to wider round letters such as the letter ‘o’ (e.g. taught by Gerry Leonidas during the summer course TDI at Reading University, 2018). Letters gradually became more equal in width. In the contemporary early twenty-first-century letter model, round letters such as the ‘o’ are narrower (Unger, 2019: 116). Therefore, the contemporary letter model contains a more regular rhythm.
The height of the rhythm increased over time because the x-height increased in the last five centuries, while ascenders and descenders lengths decreased.
**A more accurate definition for the rhythm in letters**
Despite knowing that the rhythm has an influence on the reading process, there is no exact definition of the rhythm yet. Defined as ‘the sequence of black and white; or as ‘the sequence of strokes’, the rhythm is easily found in letters with a straight vertical stroke. But these definitions leave open the rhythm’s position for interpretation when letters have no straight vertical strokes such as in round shapes, and say nothing about the height of the rhythm. Only Bessemans (2012: 155) suggests a relation with the x-height but leaves open further refinement. A new definition should:
— Describe where in the letter the rhythm is positioned;
— Describe exactly the rhythm’s height; independent from being uppercase or lowercase letters, or being ascenders (a stroke going higher than most letters) or descenders (a stroke going lower than most letters);
— Describe how round shapes should be treated;
— Describe how white spaces relate to the rhythm. These white spaces are present in, for example, round shapes or in shoulders (the rounding such as present in a letter ‘n’);
— Describe how serifs relate to the rhythm, as they are wider than strokes and thus form no part of those strokes.
Be measurable by a computer. A ‘stroke’ is a concept that a computer does not understand, so a more exact concept is required. Additionally, a stroke can bend in several directions, an example is the shoulder, or a stroke can be drawn in overlap with other shapes such as the serifs. In those cases, which part of the stroke should be regarded as part of the rhythm?
Inspiration for a more accurate definition is inspired by the field of engineering. Engineers play a similar game of black and white as letter designers, but in their case they do so with the section of beams. Such sections of beams often have the shape of a Roman capital letter ‘I’ or letter ‘T’.
In a way, engineers regard a section as a composition of different ‘building blocks’ (the horizontal parts are named flanges, and the vertical parts are named the web). The amount of “mass” in a section determines the beam’s resistance against bending, while larger white counters mean less material costs (Course at Provincial University College PHL, 2008; based on ir. E.O.E. van Rotterdam, 2000). The proportions of the blocks are changed independently from each other to optimize the beam’s strength. (Figure 3, top) and engineers possess catalogs full of tables representing different ‘I’ and “T”-shaped beams that are commercially available (e.g. ArcelorMittal, 2020).
Introducing a similar point of view into type design would mean looking at letters as different blocks of “black mass” which belong together (also Figure 3, top). Each block can be changed mostly independently: if a serif changes, the stroke does not always need to change and vice versa. When looking to letters as blocks, the block which contributes most to the rhythm is the longest stroke. If a block has a rounding, then it can partly contribute to the rhythm (Figure 3, bottom). What does not contribute to the rhythm are the blocks forming the serifs, nor does the white space. Serifs are wider than the vertical stroke, thus do not contribute to the (same) rhythm. The white space does not form a part of the black mass in a letter, so does not contribute to the rhythm.
**Figure 3.**
The top figure represents a capital ‘I’ or a section of a beam, but also the section of a beam for an engineer. Engineers can regard each part as an individual block and change its dimensions to provide the desired strength resistance against bending. A type designer can look at a letter in a similar way: changing the block with the serif does not always mean a change in the block with the stroke. Bottom: dividing letters in similar blocks allows for an analysis of each part differently.
With the different building blocks of letters and white spaces in mind, I propose the definition ‘The rhythm in type is the sequence of the longest continuous black masses within the letters, in any direction.’ This definition groups blocks that have a similar appearance (or direction) while eliminating blocks that do not contribute to the rhythm (such as the serifs and white spaces).
A ‘longest continuous black mass’ can be determined by measuring it. One possible way to do so is drawing a graph and measuring the distribution of the mass over several points (Figure 4, middle). After the position of the longest continuous black mass is found, it can be cut out in the letters (Figure 4, bottom).
When the rhythm is defined as the ‘longest continuous black mass’, serifs become another design parameter that influences the total height of the rhythm. The presence of serifs becomes another way to compare the rhythm of serif and sans-serif typefaces. Typefaces: Verdana (sans-serif), Myriad Pro (sans-serif), Georgia (serif), Vivace (serif, designed to hide the rhythm by shortening and bending it).
Handling non-straight rhythms
But not only vertical stripe patterns are known to be possibly harmful to look at. Other patterns are known to have similar effects. Official regulations to avoid seizures mention “A potentially harmful regular pattern contains clearly discernible stripes when there are more than five light-dark pairs of stripes in any orientation. The stripes may be parallel or radial, curved or straight, and may be formed by rows of repetitive elements such as polka dots” (Harding & Wilkins, 2005; Harding et al., 2005; British Independent Television Commission, 2001).
Also in letters, the rhythm is not always straight, nor a sequence of identical forms, nor always vertical. The ‘longest continuous mass’ forming the rhythm can take on several shapes (Figure 6). In all those occurrences, the different strokes still are one ‘continuous black mass’ (Figure 7), so the definition remains valid. Three different examples of occurrences will be discussed in more detail. Please note that there are more adjustments possible, which do not form a part of the type design. For example: (1) using gray instead of black/white is known to decrease the visual discomfort as well (Jainta, Jaschinski & Wilkins, 2010) and (2) making the type size larger decreases the number of stripes within the visual range.
Occurrence 1: determining cut-offs for the rhythm within round strokes
When a stroke changes direction, such as in a shoulders or round letterforms, the new definition allows setting the cut-off for the rhythm [Figure 8, left]. The remaining cut-off (gray in the figure) determines which part of the round stroke contributes to the rhythm. If a letter contains no straight part, then it is recommended to look at the thickness of the rhythm found in the letter ‘i’ to determine the width of the cut-off.
Figure 8.
The rhythm in rounded forms according to this definition. First, determine the rhythm according to the longest continuous black mass. That determines the cut-offs. Then, include possible overshoots.
It is seen that the position of the rhythm in round letterforms, such as the ones from the letter ‘o’ or in rounded shoulders, does not lie completely at the left/right sides of the letter [Figure 8, right, colored darker gray]. Round forms have an overshoot on the left/right sides, similar to the overshoots that round forms have below the baseline and above the x-height (meaning: round letters are a little bit higher than the other letters). If an overshoot is found, it should be incorporated within the rhythm to honor the fluid roundness of the original design.
Occurrence 2: the longest continuous black mass under an angle
The longest continuous black mass is not always positioned vertically. That is, for example, very clear in letters ‘o’ with a slanted axis. If the axis of a letter is slanted, then the longest continuous mass is slanted as well [Figure 9, middle]. Other examples are letters containing diagonals, in which all letter strokes are drawn under an angle [Figure 9, right].
If the longest continuous black mass is positioned under an angle, the definition can be applied as before. But it is recommended to apply Noordzij’s (2005) translation theory on the rhythm. Noordzij states that the width of a pen stroke differs depending on the angle you draw the line on. A stroke under an angle is thicker/thinner than a vertical pen stroke. When determining the rhythm under an angle, it is advisable to adjust the thickness of the rhythm according to the thickness of a calligraphic pen stroke.
Occurrence 3:
the end of the rhythm within non-demarcated crossings such as serifs
It often occurs that the transition between strokes and serifs is not clearly demarcated. In those cases, when the transition is unclear, the centroid (center of gravity) is the only mark that is present in any shape and engineers rely on this centroid for calculations on rounded/irregular shapes (Hibbeler, 2007: 10). It is positioned in the geometric center of the shape: if a shape is held by its centroid, it is in balance and will not turn around.
The centroid provides a consistent way to distinguish the end of the rhythm and the beginning of the serif. To define the centroid(s) within the transitions, divide the letterform again in blocks. Create separate blocks of the transitions between the stroke and the serif [Figure 10]. Draw a dividing line between the two centroids.
Figure 11 shows that the new definition fits on all letters. The only letters which for now behave as an exception are the letters ‘y’ and ‘z’. In the letter y, the thinner stroke is always longer than the thicker stroke. In the letter z, that is sometimes the case, depending on the design. In these letters, the definition positions the rhythm in the thinner stroke, while the thicker stroke would be expected in accordance with the other 24 letters. At the moment, there is no information if the length of the stroke is more important than the thickness of the stroke; thus the letters ‘y’ and ‘z’ should remain treated this way till research provides more input.
The new definition ‘The rhythm in type is the sequence of the longest continuous black masses within the letters, in any direction’ provides a measurable position about the rhythm in all letters. With this knowledge, researchers are now able to evaluate the effect of the rhythm in type on the reading process more effectively:
- Accurately compare the possible formal features of the rhythm [Figure 6];
- And determine their influence on the reading process;
- Accurately compare the spacing, width, and height of the rhythm;
- And determine their influence on the reading process;
- And determine the minimal height of the rhythm before there is an effect on the reading process. A minimal height can be added as a threshold to the definition;
- Compare the rhythm of several typefaces, such as for example the evolution of the Old Style letter model with wider letters o’s, versus the contemporary 21st-century letter model (as described by Gerard Unger).
Later, the results of these legibility studies should return to type designers in the form of guidelines explaining how the rhythm influences the reading process. Type designers generally assume that a regular rhythm is required for a visually balanced text but are often not aware that their design choices have an influence on the reading process. As long as the influence of the rhythm on the reading process is not fully studied, designers can only guess about the effectiveness of their designs.
Practical output of this definition is illustrated in the ongoing project “Rhythm Influencer” (Renckens, 2020a, Renckens, 2020b). This project aims to gradually implement knowledge about the rhythm in design tools. In its current iteration, this Glyphs plugin analyses the rhythm in letters via the black mass (at the moment of writing, it only supports vertical analysis). Based on the rhythm, the plugin is able to automatically sketch variations on a letter such as the regular, bold, extended, condensed….
I invite other designers and researchers to challenge the ideas described in this article, to advance the knowledge about the rhythm in letters, and to develop more knowledge about the rhythm’s influence on the reading process.
References
ArcelorMittal. (2020). HISTAR. Innovative high strength steels for economical steel structures. [Online pdf] https://constructalia.acelormittal.com/_files/5_3_1_HISTAR_web-01d1dbea37a973eac1d0153ef74c1d7.e.pdf [27 July 2020].
Bessemans, A. (2012). Letterontwerp voor kinderen met een visuele functiebeperking. [PhD dissertation], Leiden University & Hasselt University. http://hdl.handle.net/1887/20032.
Britisch Independent Television Commission. (2001). Guidance note on flashing images and regular patterns in television. [Re-issued by Ofcom: https://www.ofcom.org.uk/__data/assets/pdf_file/0023/104657/Section-2-Guidance-Notes.pdf]
Hibbeler, R.C. (2007). Sterkteleer. Amsterdam: Pearson Education Benelux.
IR. E.O.E. Van Rotterdam. (2000). Sterkteleer 1. Amerongen: Educatieve en technische uitgeverij Delta Press B.V.
Harding, G; Wilkins, A.J.; Erba, G; Barkley, G.L.; & Fisher, R.S. (2005). Photic-and pattern-induced seizures - Expert consensus of the Epilepsy Foundation of America Working Group. *Epilepsia*: 46 (9): 1423-1425.
Jainta, S.; Jaschinski, W.; & Wilkins, A.J. (2010). Periodic letter strokes within a word affect fixation disparity during reading. *Journal of Vision* 10: (13), 2.
Lo Celso, A. (2005). Rhythm in type design. [Online] www.lpdme.org collection of essays.
Majaj, N.j.; Pelli, D.g.; Kurshan, P.; & Palomares, M. (1998). The role of spatial frequency channels in letter identification. *Vision Research* 42: 1165-1184.
Noordzij, G. (2005). *The stroke. Theory of writing*. Amsterdam: De Buitenkant.
Renckens, M. (2018). Different stripe patterns to influence the visual comfort [expo] Rite de Passage, Antwerp.
Renckens, M. (2020, a). Rhythm Influencer. [Online] http://artengar.com/pages/rhythm_influencer.html [June 26th 2020]
Renckens, M. (2020, b). Rhythm Influencer. [Glyphs Plugin] https://github.com/Artengar/Glyphs_Plugins/tree/master/Rhythm_Influencer.
Smeijers, F. (2011) *Counterpunch*. London: Hyphen Press.
Unger, G. (2006). *Terwijl je leest*. Amsterdam: De Buitenkant.
Unger, G. (2019). *Theory of type design*. Rotterdam: Nai010 Publishers.
Wilkins, A. (2012). "Origins of Visual Stress" *Visual aspects of dyslexia*. Oxford: Oxford University Press. http://dx.doi.org/10.1093/acprof:oso/9780199589814.003.0004.
Wilkins, A.J.; Smith, J.; Willison, C.K. Baere, T.; Boyd, A.; Hardy, G. Mell, L.; Peach, C.; & Harper, S. (2007). Stripes within words affect reading. *Perception*. 36: 1788-1803.
Wilkins, A.; Emmett, J.; & Harding, G. (2005). Characterizing the patterned images that precipitate seizures and optimizing guidelines to prevent them.
Author
Maarten Renckens is a teacher and design researcher with a love for letters and a heart for people. Dealing with a reading difficulty himself, he is very interested in the reading process. His past projects include the typeface ‘Schrijfmethode Bosch’ (Writing Method Bosch) that learns children in how to write, and typefaces to encourage young readers and readers with hearing loss to read more expressively. With a background in architectural engineering, he is used to approach drawings mathematically. He applies this technical knowledge to unravel letterforms and to classify them in groups, in order to determine the effects of different letterforms on the reading process. | d07799fd-a5f3-41b0-a4ad-0556a495759d | CC-MAIN-2022-05 | https://journals.uc.edu/index.php/vl/article/download/4610/3471 | 2022-01-19T20:59:19+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301488.71/warc/CC-MAIN-20220119185232-20220119215232-00298.warc.gz | 383,442,876 | 4,690 | eng_Latn | eng_Latn | 0.963678 | eng_Latn | 0.993415 | [
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IRAKLIS LAMPADARIOU
The Magick Bookmark
Illustrations by Apollonia Paramythioti
Iraklis Lampadariou was born in Katerini in 1988, but grew up in Kavala. He has been dealing faithfully with volunteering, both organising and participating in various collective actions, since the age of 10. He has studied classic literature in the Democritus University of Thrace (2005-2009). He loves learning foreign languages; he already speaks English, French, Spanish and he has started learning Slovak and Chinese. He has travelled in many places in Europe, involving himself in a multicultural dialogue that has certainly affected his way of thinking. He writes stories for the child each one of us hides inside them and constantly tries to figure out ways in which schools could cultivate students’ creativity and imagination.
In August 2012 he created Saita publications, a digital, non-commercial space from which books are distributed for free. He’s the author of “Creative class with enough imagination”, “The magic bookmark” and “Greetings and wishes”.
Webpage: www.lampadariou.eu
THE MAGIC BOOKMARK
Illustrations by:
APOLLONIA PARAMYTHIOTI
Translated from Greek by:
ANGELIKI VAVALI
Iraklis Lampadariou, The magic bookmark
ISBN: 978-618-5040-23-9
September 2013
Illustrations:
Apollonia Paramythioti, email@example.com
Cover, page layout:
Mary Lampadariou, http://mlampadariou-crafts.blogspot.gr
Translation from Greek:
Angeliki Vavali, www.facebook.com/angelina.gloryvavali
Editing:
Eva Smirli-Bainbridge, firstname.lastname@example.org
Acknowledgement: With special thanks to Konstantina Charlavani for the editing of the original text in Greek.
Saita publications
42 Athanasiou Diakou str, 652 01, Kavala, Greece
T.: 0030 2510 831856
M.: 0030 6977 070729
e-mail: email@example.com
website: www.saitapublications.gr
Note: The font is offered by Aka-acid (www.aka-acid.com)
Creative Commons license
Attribution-Non Commercial-No Derivs 3.0 Unported
With the agreement of the author and publisher, you are free to share, copy, distribute and transmit the work under the following conditions: attribution, non commercial use, no derivative works.
Detailed information about this license cc, you can read at:
http://creativecommons.org/licenses/by-nc-nd/3.0/
“Not again! Let me sleep a little more… Why do you want me to say this every day, over and over again? Nothing has changed. I don’t want to go to school today, either. And why does it always have to be your way?
Not another day with books, notebooks, lessons, problems, pencils, pencil cases, bells and reading!” said Jason to his mother. It was yet another morning call. Every school day started like that for Jason or God forbid the planet would go wrong.
For Jason school was his worst nightmare ever. There were times you would think he could get a rush all over his face only with the sound of the word “school”.
As much as he liked chocolate, candy, ice-cream and french fries, at the same degree he disliked school. He would rather not see his favourite friends for a whole year than go to school for a day. And if his attendance was not compulsory, he would not set foot in there.
He would rather play games on his computer, watch TV, listen to music, draw pictures and paint clay models of his favourite heroes.
Being in such a bad mood and unable to avoid going to school with his usual excuses, he got up, had breakfast and…
... picked up his backpack, in really slow motion like taking screen shots of a movie. Of course, he didn't know and he didn't care if he had all that he needed for his classes.
He stayed in class counting the hours patiently, until the sound of the last bell rang. That would make him jump from his desk and be the first to run out the door and back home.
The seconds, the minutes and the hours felt like ages in Jason’s mind. There were different teachers but they all sounded exactly the same in his mind; tedious and boring. Despite the diversity of the subjects, nothing seemed to trigger the interest of our young pupil.
Not even the intermissions had any meaning, since they would also come to an end.
It was only until the last hour and while waiting for the last “bell” of the day to ring- the one that would liberate him from school- when the words of the teacher magnetised his senses: “For your next assignment, let go of your imagination and create something for a book. Remember that imagination has no limits and you can design anything you like.” That was the first time that a school project excited Jason so much that he could not wait to go home and start his own, unique craft.
The project was exciting, but his limited relationship with books and reading did not help him a lot in providing him with ideas on what to create. So he understood that he had to ask for help in order to complete the task. And it did not take him long to find that person, who loved books and reading; his mother!
He ran home, opened the door with excitement and shouted “Mum, mum do you have any ideas about a book project?”. That was the first time his mother saw her son so excited coming back from school and asking for her help on a school project. All previous homework was done after discussions and negotiations that ended in some sort of an agreements like the most recent one: seven math exercises for an additional half an hour of TV. These kind of agreements were strange, but they were the only way to get Jason to do his homework.
“So let’s see what kind of thing you could make regarding a book…” said Jason’s mother as she was trying to get Jason’s imagination to work. “I think it has to be something with vivid and bright colours, closely related to the book and to be useful, so as to be used over and over again. It shouldn’t be something that you only made for your class and then threw in a drawer and forgot. The clock for example, is useful because it shows us with its index the time of the day and helps us organise our workload effectively”.
Jason felt suddenly like he was very close to what he was looking for. The word “index” sounded strange in his ears. Like a lighthouse shined its light to the solution of his enigma. “That’s it. Like the index shows the time, I will make a bookmark to show me the page I stop reading, every time,” he shouted with joy, the young student.
Without wasting any more time, he went to his room and started gathering the materials he would use to make his own unique bookmark. Shortly, on top of his desk there were coloured papers of different sizes, colouring pencils, markers, rulers, scissors, and other things that would probably be useful to draw simple geometrical shapes with.
After making a couple of rough sketches and letting his imagination free to travel to a land of colours and shapes, he finally concluded to the look of his bookmark. He measured, he cut, he glued and he made everything with total commitment and attention. It was giving him so much satisfaction and joy that he put all his strength into making something so unique, so original and special such as his own creation.
And there it was. He was staring at the thing that a few minutes ago existed only in his imagination: a small square bookmark made out of recycled paper bag. It looked like a cute little monster ready to devour the pages of a book with desire and anticipation. With its mouth constantly open, its large teeth protruding from it and with big bulging eyes, it was giving the signal to start reading immediately, like it was trying to suck out all the knowledge and the feelings of each book that Jason was going to use it in.
But it had to wait a while because Jason was so excited about his work that he started making more bookmarks for his classmates and teacher, since she was the reason behind his creation. Very fast and with artful and careful moves, dozens of faces with big teeth and eyes waited on top of his desk to begin their journey in the pages of some book.
Without wasting any more time, he took the first bookmark he made out of recycled paper, he opened a school textbook and he put it in the page where he was supposed to stop reading.
He prepared his backpack for school for the next day and he put inside the bag with all the other bookmarks he had made. This was the first time in a very long time that Jason prepared his backpack for school without any help from his mother.
Ok. Everything was ready for school. But he didn't want to leave the little bookmark hanging and waiting, when all it wanted was to slide into a book and keep him company in his reading. He wanted to grant it this one favour. He took a children's book from his bookcase and started reading it, having the small bookmark close. When he finished reading the first few pages of the story, he placed the bookmark on the top right corner of the book and fell asleep with the images and heroes of the book that his imagination had created.
Next morning he almost got to school before anybody else, eager to share the bookmarks he had made with so much joy for his classmates and his teacher. Everybody was very excited for the useful gifts that he had made for them and they thanked him with warm hugs and big, beautiful, bright smiles. Jason felt such satisfaction and joy that he started to get interested in school and all the beautiful things which he discovered in books, along with his bookmark. He went home anxious to finish his homework and prepare his backpack for the next school day so he could continue his book reading.
But the bookmark was not in the position he had left it in. Now it was biting a page that was further down the next chapter. Jason could not explain how this strange thing happened. But the heroes in the book were calling him to continue reading about their achievements in the next pages, so he went on leaving the mystery of the moving bookmark unsolved, for now. A little later, Jason placed the bookmark a few pages before the end of the book. He checked closely the number of the page just to be sure that the next time he opened the book the bookmark would wait for him there and not in another page. He winked goodnight at the small bookmark and fell asleep in the land of dreams. Next morning at School, the hours went by very pleasantly for our small pupil. He attended the classes with vivid interest and willingness to learn more and more new things. He didn’t hesitate to ask the teacher whenever he had a question. He could tell he was doing better at School and when the bell rang it did not mean a break anymore, but an annoying disruption of the lesson. Still, Jason was counting the seconds, not anticipating for the bell to ring but to read the last pages of the story that was hosting his bookmark.
As soon as he returned home, little Jason took the book into his hands with great desire. He was looking forward to finishing it. But the bookmark was not there! It was gone! And while Jason became sad and started looking for his bookmark, the paper monster showed up through the pages of a new book.
It was then that Jason realised, he had a magic bookmark which travelled without stopping through the books. And he decided to follow it in every new journey, every new book that he would find in his room.
It was another mystery, of course, where all those books kept coming from. If you know the answer, don't read anymore. But if you have any doubts, then:
Jason’s mother watched him as his interest in books grew, so she kept buying him new ones. As soon as he would come close to finishing a book, she would place the bookmark on the first pages of the next one, which she would then hide under the previous book.
Playtime!
or otherwise creative activities
Bookwriting
Did the story end or not? Can you imagine of a different ending? What are you waiting for? Get your paper, pencil, pencil sharpener, eraser, a big smile and lots of creativity and write your own ending, exactly as you would like to read it. Apollonia who’s made the drawings for this story, and Konstantina who’s done the editing in the original greek version, are sharing their own version of the story’s ending.
For Apollonia the tale ends like this:
Jason was convinced that his mother was the one who kept changing the magic bookmark’s position, so he stopped caring. He laid sad in his bed and fell asleep. During the night, a very strange light woke him up. And then he saw something that surprised and rejoiced him. It was the magic bookmark. This time the bookmark was not inside another book or notebook but it was flying and shining like millions of fireflies. While it was flying over his head, it winked at him and transformed into a silver-golden key and landed in his hands. Jason was now the voyager on
And a little advice that I would like to share with the readers: since each and every one of you has their own personality and emotions, you can draw with a marker on your own magic bookmark, i.e. two eyebrows over the bulging eyes could show your emotions.
For Konstantina, the tale ends like this:
Jason finished reading this book and felt very good. He anticipated the next challenge from his favourite bookmark. But next morning something strange happened. Instead of the bookmark showing up in the same place, it was missing and there was no new book waiting for Jason to read. He was disappointed. On that moment, Jason’s mother who happened to see him, asked him:
- What is the matter Jason?
- My bookmark. Remember I told you it is magic? Today it is gone completely.
- Have you looked thoroughly? It might be hidden somewhere.
- But usually there is a new book waiting for me and now I can’t find any… But… Mum, look! There is a folded paper, saying:
“You will find me in the public library, shelf 103, book 2053, in the children’s literature department.”
Jason’s eyes opened wide, as if he was already taking part in adventures with fairytale heroes, princes with giant swords, pirates with parrots on their shoulders and dragons spiting flames. He turned to his mother and asked with hesitation:
- Where is the library? And how will I find my bookmark amongst all these books?
- It is the big building on the way to school. Come on, I can help you.
That was a magical day. Jason got excited by holding so many books in his own two hands, for the first time in his life. Suddenly, the library transformed into a treasure hunt game, where each book that the small paper mentioned, led to a new book revealing a new small note. In the end, he reached the magic bookmark inside a wonderful novel full of adventures and pictures. Jason was thrilled and borrowed the book along with two more that he browsed through earlier. The same night, Jason, after finishing his homework, said goodnight to his mother and went to bed early, pretending to feel sleepy. His plans were different, though. He was going to pretend that he was asleep, so he could actually see how the magic bookmark hid from one book to the next. So, he left the fairytale with the bookmark on his desk and laid in his bed, peeking with one eye open, eager to find out what will happen. After half an hour he was feeling really sleepy. Sometime later, he heard steps approaching his bedroom. Jason peeked from under the covers, in suspense to see anything extraordinary happening. Instead he saw his mother enter the room and slowly walking towards his bed. Now his was disappointed. He continued pretending to be asleep and his mother smiled and kissed him, tucked him in and left the room. Time was passing and nothing significant was going on, with his favourite magic friend… His eyes were shutting down. But just in time, a small noise coming from his desk caught his attention.
“Hey! Here, give me a hand. These books on top of me are way too heavy!” said the cunning monster, pushing up with all its strength. Jason jumped out of his bed and walked to the bookmark. Now, he was thrilled!
“What do you stand there for and just look at me? Help me and I promise to show you anything you want to know.” Jason took it out of the book and stood there, stunned.
“Thanks buddy. I almost suffocated in there! So follow me to see something amazing.” Jason, in his pyjamas, followed his bookmark, which took him to his back yard. There, Jason saw something really magical.
All the bookmarks that he had ever made and gave to his friends, were standing there, in front of him. They were lined up like soldiers, listening carefully to an old simple bookmark that was telling them how he was put inside an amazing book years ago, but was forgotten there. And he was so proud when he was placed in there!
- “Bookmarks exist to show the page of the book, but people don’t appreciate us anymore because they do not read as many books as before. That is why we decided to act. Every night we get together and we get organised for the next day. We hide in different books, we switch places
and try to make reading a pleasure. And you know what, Jason? Kids have started to react on that; they read and they visit the library and they began to love and respect books!”
“So kids love books thanks to you?” Jason asked.
“Thanks to you, my friend! You created us, the cute little monsters, that have made kids see reading in a fun way!”
That brought a smile to Jason’s face and the daylight found him in a very happy mood!
“My bookmark is magic!” he shouted to his mother. “I saw it last night together with all the other bookmarks I’ve made! They have decided to make us love reading and I think they have succeeded, mum! I loooove it!”
Jason left for school in excitement. His mother thought of him all day long. She was so happy that she managed to make him believe in something magic just through a simple toy and most importantly, managed to make him love books! After finishing her chores, she sat down to take a break and took in her hands the book she’d been reading lately. She went through the pages to find out where she’d stopped reading. And then:
“But what happened?” she said surprised. “Where is my bookmark?”
Bookmark-sketching
If you’ve decided to make a bookmark like little Jason did, how would you design it?
One of Jason’s classmates designed one like this:
It had the shape of a ladder, with rounded edges and five steps. On each step there was an animal. On the first step, inside a big bowl, a goldfish was enjoying swimming. Exactly over it, a turtle was lounging next to four long, thin, orange-yellow legs. On the third step, a lion with a rich mane was looking upwards ready to chat with the cute giraffe. The latter had its head on the fourth step while its body lay on the second, where the turtle was hanging out, and went up to the third, where its neck was next to the lion. On the fifth and last step, there was an imperial eagle in dark brown colour, sporting a big white dot close to the tail and two more close to the chest where the wings started. The eagle was standing there with pride like it was protecting the whole happy animal bunch of the staircase.
Book-craft
If you were Jason’s classmate and you had to make something for a book, what would you make?
Favourite book
Can you remember all the books you have read and draw your favourite hero or the most beautiful scenery that’s impressed you?
Book-craft
Jason’s class thought of making a newspaper to share the crafts they have made with the rest of the school. How do you think the cover page should look like? I have heard they need your help to design it.
How to make your own bookmark...
Step by step instructions
What kind of materials do I need?
The materials that you will need are very simple and you probably have most of them already at home. Let’s take a look at the list that Jason has made for you, just to be safe.
- Paper or cardboard (at least 10x10 cm)
- White paper (1 paper size A4 is more than enough)
- 1 pencil (even if it is not sharp)
- 1 hole puncher (the thing we use to make holes in the left side of our papers)
- 1 pair of scissors
- 1 paper glue
Do not forget your fantasy and your smile ;)
Great! What are the steps that I need to take?
Step 1: divide the paper that you choose into squares of 5x5cm (if you wish your bookmark to have the same size as Jason’s or any other size you like).
In order for the hero in our story to show you how to make your own bookmark, he used a piece of cardboard, size 35x50cm (you can find pieces of 70x50cm in the market and cut it in half) and it is enough to make 27 bookmarks 5x5cm.
Step 2: Draw parallel lines in the squares left and right or the first square with an exception of one corner, as shown below.
Step 4: You can write something on the back of this shape (e.g. your name) and apply glue in one of the edges (it is not important which one you choose) and glue the teeth (Jason made those in 6x1,5cm size).
Step 3: Cut off the parallel lines and the two edges (like ears) of the square.
Step 5: Glue the two edges together.
Step 6: Glue the two eyes (using a penny/cent of 16,25mm to cut the circles).
Step 7: Put two smaller eyes that you can make by punching the paper that is left from step 3 with the hole puncher.
Step 8: Draw with a pencil two dots inside the two small circles that you put on step 7.
Steps 4 through 8:
The idea of Saita publications emerged in July 2012, having as a primary goal to create a web space where new authors can interact with the readers directly and free.
Saita publications’ aim is to redefine the relationship between publisher-author-reader, by cultivating a true dialogue, and by establishing an effective communication channel for authors and readers alike. Saita publications stay far away from profit, exploitation and commercialisation of literary property.
The strong wind of passion for reading,
the sweet breeze of creativity,
the zephyr of innovation,
the sirocco of imagination,
the levanter of persistence,
the deep power of vision,
guide the saita of our publications.
We invite you to let books fly free!
Apollonia Paramythioti was born in 1994, in Corfu. Her passion for painting started in a very early age; she was only four years old when she first demonstrated her talent. She is a self-taught painter, whose aim is to further develop her skills. In 2009, she won the European contest "Research and innovation". She graduated from high school in 2012 and she would like to enter the School of Fine Arts. Her dream is to be taught by a great painter.
A student dislikes school and reading. He dislikes them so much he gets a rush just by hearing those two words.
But one day he has to produce something handmade for a school assignment. So he asks his mother for her help and she advises him to make a bookmark. The student makes that bookmark and at the same time he develops an interest for books. His reading is slow and timid but he uses the bookmark he has made. The bookmark (magically) moves on to the next pages and before he knows it on to the next book and the next book and the next book...
The student tries to find out what is happening with the bookmark and he follows it by reading more and more books with greater love and anticipation.
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https://www.freekidsbooks.org/about Image Attribution: Annika Brandow, from You! Yes You! CC-BY-SA. This page is added for identification. | 3b526f3a-4bd4-4a9e-8070-83b796cb77f3 | CC-MAIN-2021-17 | https://freekidsbooks.org/wp-content/uploads/2019/09/The-Magic-Bookmark-FKB-Stories.pdf | 2021-04-11T04:10:26+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038060927.2/warc/CC-MAIN-20210411030031-20210411060031-00408.warc.gz | 384,088,441 | 5,336 | eng_Latn | eng_Latn | 0.961232 | eng_Latn | 0.999309 | [
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Marssonina Leaf Blight
Midsummer spots and defoliation of aspen
Pathogen—Marssonina leaf blight is caused by at least two fungi in our area: *Marssonina brunnea* (sexual stage *Drepanopeziza tremulae*) and *Marssonina populi* (*Drepanopeziza populorum*). The disease is also commonly referred to as black leaf spot.
Hosts—Aspen is the pre-dominant host, but narrowleaf cottonwood and other poplars are also susceptible.
Signs and Symptoms—Small, brownish spots appear on infected leaves as early as the end of leaf expansion but are especially noticeable in July and August (figs. 1-4). *Marssonina brunnea* often causes small spots, initially about 1/25 inch (1 mm) in diameter, while *M. populi* causes larger spots. The spots later enlarge to various sizes and shapes, turn brownish black, and often have a yellow margin and a white center. Spots may coalesce to form vein-limited, necrotic blotches. Acervuli (asexual fruitbodies) appear as tiny, ring-like blisters in the center of spots when conditions are moist. Infected leaves often fall during the summer. This may be more common when infections are on or near the petiole, even if the rest of the leaf is relatively healthy.
Symptoms intensify throughout the summer and progress upward in the crown as the season advances. From a distance, canopies of heavily infested stands often have a bronze or brown hue. Crowns may appear thin from defoliation, and infected leaves are often seen on the forest floor and roads (figs. 5-6). Fall colors are usually less intense in such stands.
Disease Cycle—Primary infection occurs in spring when spores produced on twig lesions or infected fallen leaves infect developing leaves. Secondary infection occurs throughout the summer when spores from fruiting bodies on primary lesions are released with wet weather. Disease incidence is closely associated with warm, wet conditions. The pathogens overwinter as tiny stromata in fallen leaves and in twig lesions.
Impact—Marssonina leaf blight is the most common leaf disease of aspen in the Rocky Mountain Region. Because of the dependence of the disease on weather, it may be severe one year and difficult to find the next. Infected leaves are often stunted and shed prematurely. Defoliation can be severe, with nearly complete defoliation by early August. Trees may refoliate in late summer and early fall, but twig dieback often occurs the following winter because late shoots lack sufficient
cold hardiness. Mortality is rare unless the outbreak occurs over consecutive years or is combined with other stresses. However, damaged trees may be more susceptible to other damages, and wood production is reduced for 1 or more years following an epidemic. Clonal variation in susceptibility may be visible during severe epidemics.
**Management**—Because the disease rarely leads to mortality and management approaches are often impractical, management of Marssonina leaf blight is not often contemplated in forests managed for multiple objectives. In high-value sites, the most effective way to manage the disease is by planting or managing for resistant or tolerant clones. Removing and destroying diseased material from trees and the ground may help reduce infections. Increasing space between trees may create a less favorable microclimate for spread and infection. Fungicides can be used to prevent infection, but they must be applied at bud break before infection occurs.
---
1. Riffle, J.W.; Peterson, G.W., tech. coords. 1986. Diseases of trees in the Great Plains. Gen. Tech. Rep. RM-129. Fort Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Forest and Range Experiment Station. 149 p.
2. Sinclair, W.A.; Lyon, H.H. 2005. Diseases of trees and shrubs. 2nd ed. Ithaca, NY: Cornell University Press. 659 p. | f47ce36f-cdf2-4ca5-9cbc-312cdbdd7983 | CC-MAIN-2020-50 | https://www.fs.usda.gov/Internet/FSE_DOCUMENTS/stelprdb5302972.pdf | 2020-12-02T16:27:43+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141711306.69/warc/CC-MAIN-20201202144450-20201202174450-00590.warc.gz | 669,546,786 | 838 | eng_Latn | eng_Latn | 0.995133 | eng_Latn | 0.996358 | [
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Some Early Railroads in Alachua County
Caroline Watkins
Part of the American Studies Commons, and the United States History Commons
Find similar works at: https://stars.library.ucf.edu/fhq
University of Central Florida Libraries http://library.ucf.edu
This Article is brought to you for free and open access by STARS. It has been accepted for inclusion in Florida Historical Quarterly by an authorized editor of STARS. For more information, please contact firstname.lastname@example.org.
Recommended Citation
Watkins, Caroline (1974) "Some Early Railroads in Alachua County," Florida Historical Quarterly: Vol. 53: No. 4, Article 7. Available at: https://stars.library.ucf.edu/fhq/vol53/iss4/7
EARLIEST TRANSPORTATION in Florida was usually by water routes—north and south—since few rivers offered east-west communication. The inland, unsettled country was covered by pine and oak forests and a thick growth of palmettos, vines, and scrub. Canals to connect the Atlantic and the Gulf had been proposed as early as the first Spanish period, and routes were surveyed in the 1820s. When it became evident that tidewater canals would be difficult to construct and locks expensive, attention was diverted to roads and railroads.
The first railroad in Florida ran from Tallahassee to St. Marks, a distance of about twenty miles.\(^1\) The cars were mule drawn, the rails iron, and the passenger cars were box-shaped with rows of benches on either side, seating eight people each. Besides passenger service the Call Railroad, as it was known because of Governor Richard Keith Call’s association with it, gave an outlet to the Gulf for cotton, sugar, and other produce from South Georgia and middle Florida. The road also carried mail. The road was later extended to Port Leon, and a locomotive eventually replaced the mules.
The first rail transportation to reach Alachua County was the Florida Railroad which ran from Fernandina to Cedar Key.\(^2\) Incorporated in 1853 with capital stock of $1,000,000, the company received large land grants to be used for buildings, shops, tracks, depots, and to be sold to secure additional capital.\(^3\) David Levy Yulee, United States Senator from Florida and first president of the Florida Railroad, was instrumental in passing legislation for a charter and in obtaining funds and land grants to build the railroad.\(^4\) Telegraph services were set up along the route and ar-
---
* Ms. Watkins is a resident of Micanopy, Florida, and is writing a history of that community.
1. Charlton W. Tebeau, *A History of Florida* (Coral Gables, 1971), 188.
2. F. W. Buchholz, *A History of Alachua County, Florida, Narrative and Biographical* (St. Augustine, 1929), 52.
3. George W. Pettengill, Jr., *The Story of the Florida Railroads, 1834-1903* (Boston, 1952), 11, 21, 22.
4. Tebeau, *History of Florida*, 191.
rangements were made to send mail by boat from Cedar Key to Havana, Cuba. In a letter to the Jacksonville *Florida Times-Union* in 1886, Yulee described the facility as "a broad gauge road (five feet) laid with heavy rail of superior manufacture, mostly of sixty pounds to the lineal yard."
The route as it was advertised in the 1850s covered 156 miles. In 1859 the tracks were laid to Gainesville, and by 1861 they had reached the Gulf. Cedar Key, the terminus of the road, was attacked by Federal ships in 1862, and most of the town, including the railroad station and some rolling stock, was destroyed. Passenger and freight service along the entire route deteriorated during the Civil War. The company did not recoup after the war, and by 1872 it was in serious physical and financial condition. A reorganization was ordered, and with new capital two locomotives were purchased and extensive improvements were begun. The name of the road was changed to the Atlantic, Gulf and West India Transit Company. Four years later a connecting line was extended from Waldo to Ocala. According to its schedule, the train departed "Fernandina daily for Gainesville and three times a week for Cedar Key, making close connections at Baldwin with trains to and from Lake City and Tallahassee; also, from Jacksonville: and with Stage for Micanopy, Newnansville, Ocala, Tampa, and other parts of the interior."
In 1881 the company was reincorporated as the Florida Transit Railroad, and for many years it was called "The Transit." Spurs were built south from Gainesville to landings on the north side of Paynes Prairie. In 1884 there was still another reorganization, and the road then became the Florida Railway and Navigation Company. In 1888 the name was changed to Florida Central and Peninsular Railroad, and it
---
5. "Letter from Mr. Yulee, An Interesting Chapter in Railroad History in Florida," in *Jacksonville Florida Times-Union*, May 23, 1886, Box 48, Miscellaneous Collection, P. K. Yonge Library of Florida History, University of Florida, Gainesville. Hereinafter cited as MC:PKY.
6. Pettengill, *Story*, 22.
7. Tebeau, *History of Florida*, 208; Pettengill, *Story*, 33.
8. Pettergill, *Story*, 33.
9. *Ibid.*
10. Micanopy *Cotton States*, June 4, 1861.
11. Pettengill, *Story*, 36.
continued under this designation until it was acquired in 1902 by the Seaboard Airline Company.\textsuperscript{12} The main line ran from Fernandina through Callahan, Baldwin, Waldo, Fairbanks, Gainesville, Arredondo, Palmer, and Archer to Cedar Key. A southern branch was built from Waldo via Hawthorne and Lochloosa to Silver Springs.\textsuperscript{13} In the years before there was a railroad into Micanopy, citrus and other produce were hauled to Paynes Prairie, then a lake, to be loaded onto boats and barges which conveyed them to “The Transit” on the north side of the lake.\textsuperscript{14}
The Florida Land and Immigration Company advertised the sale of the lands that had been given to the Florida Railroad Company. Samuel A. Swann of Fernandina, Assistant Commissioner of Immigration, and J. S. Adams of Jacksonville, Commissioner of Immigration, were active in disposing of these properties. The company’s advertisements strongly advised: “Go South, Young Man! Go to Florida!” J. B. Oliver of New York, who represented the company in the North, offered forty acres for $50.00, in addition to “Free Tickets to each purchaser for self, family, and freights on all effects.”\textsuperscript{15} For ten cents, prospective customers could secure a “specimen copy \textit{Florida New Yorker}, containing Florida views, splendid map, and complete history of the State.”\textsuperscript{16} These lands, some 650,000 acres, were along the railroads route from Fernandina to Cedar Key. Some of the settlers who moved into Alachua County were attracted by these offers.
The Florida Southern was the first railroad to reach Micanopy. Originally incorporated as the Gainesville, Ocala, and Charlotte Harbor Railroad, construction was begun in January 1881, at Palatka. N. R. Gruelle was the chief engineer, and General John Varnum had the contract for grading. Approximately three-quarters of a mile of road was completed daily, although there was a problem in getting iron rails delivered. Completion
\begin{itemize}
\item[12.] Ralph G. Hill and James H. Pledger, comps., \textit{The Railroads of Florida} (Tallahassee, 1939), A-9, A-7.
\item[13.] Pettengill, \textit{Story}, opposite 48.
\item[14.] Buchholz, \textit{History of Alachua County}, 169.
\item[15.] Advertising card in Samuel A. Swann folder, “Land for sale by Fla. Land & Immigration Co.,” Box 13, MC:PKY.
\item[16.] \textit{Ibid.}
date for the part of the road into Gainesville was optimistically set for May 1, but it did not meet that deadline.\textsuperscript{17}
The following year the road, reorganized as the Florida Southern, completed construction. From 1881-1884 a system of three-foot gauge railroads was built. The line branched at Gruelle (now Rochelle) in three directions: east to Palatka to connect with steamers on the St. Johns; northwest to Gainesville; and south to Micanopy, Evinston, McIntosh, Orange Lake, Reddick, Ocala, Leesburg, and finally to its terminus at Charlotte Harbor. Rights-of-way and other lands, including town lots, were deeded to the company for stations and warehouses by private persons who realized that their own property would increase in value with the presence of the railroad. One such contract was with Archilaus Hague and Martha Hague, July 23, 1883. For the consideration of one dollar and the “great enhancement in value that will result to the adjacent, or neighboring property, from the location and construction . . . of its Railway near . . . their real estate,” they conveyed to Florida Southern acreage “to be surveyed into Town Lots.” It was stipulated that a station and “suitable buildings for Warehouses” would be constructed and the land would be “maped, plated, [sic] and surveyed at their expense.”\textsuperscript{18} Schedules began to appear in area papers, including the Gainesville Weekly Bee and Daily Sun.\textsuperscript{19} During October 1883, a 3.36 mile branch was built from Micanopy to what became Micanopy Junction on the main line, six miles south of Gruelle, and the Micanopy Gazette noted that, “The first train bringing freight to Micanopy arrived this morning at eleven o’clock, under the charge of roadmaster, C. T. Purcell, and engineer, G. A. Boberts . . . . The train took out five cars of cotton.\textsuperscript{20}
A promotional folder in 1884 advertised the Orange Belt route: “Travel with comfort, speed and elegance . . . with parlor cars and air brakes.” The January 1884 time table noted that the fast mail connected “at Leesburg with steamers on Lakes for Yalaha, Tavares and Fort Mason, and with the St. Johns and
\begin{itemize}
\item[17.] Pettengill, \textit{Story}, 68, 69, 72.
\item[18.] “A. Hague & Martha Hague to Fla. So. Ry. Co. Land Contract,” July 23, 1883, “Southern Railway Co.” folder, Box 32, MC:PKY.
\item[19.] Gainesville Daily Sun, December 19, 1899, copy in possession of Mrs. Gordon B. Tison, Gainesville.
\item[20.] Pettengill, \textit{Story}, 72.
Lake Eustis Railroad for the St. Johns River Steamers.” Stage lines ran to Brooksville, Fort Dade, Bartow, Wildwood, and Tampa.\(^{21}\) In 1892 the Florida Southern Railway was sold under foreclosure and was reincorporated as the Florida Southern Railroad Company.\(^{22}\) In 1895 it became part of the Plant System which in 1902 was reorganized as the Atlantic Coast Line Railway Company.\(^{23}\)
In Gainesville, the Florida Southern’s tracks ran along Main Street. A local ordinance granted this right-of-way in February 1881, and limited speed to four miles per hour within limits of the town and required notice, either by ringing of bells, or in some other manner, at least one minute before crossing.\(^{24}\) For many years no dining cars were carried, and the train stopped at the Gainesville station (Northwest Second Avenue and Main Street) for one hour so that passengers could enjoy luncheon at the White House Hotel. Afterwards the train backed up to the hotel to pick up the passengers.\(^{25}\)
At Micanopy there was a station and freight depot and Western Union facilities. Main line trains moved into the station on a spur until a “short train” was placed on the run. Another spur, for freight only, was laid from the Micanopy station to the west side of town for the convenience of the Micanopy Packing Company. A side track here permitted the transfer and reloading of freight and produce between the T. and J. Railroad and the Florida Southern. A longer spur ran from the station northward toward Lake Wauburg where tracks curved around the east and north sides of the lake. There was a station near Bartram’s Spring which was first called Phillips and later, Ascot. North of Lake Wauburg the railroad turned southwestward and crossed present U.S. 441 to Tacoma where
---
\(^{21}\) Reproductions of time tables, 1884, between pp. 68-69, in Pettengill, *Story*.
\(^{22}\) Hill and Pledger, *Railroads of Florida*, A-9. See also “Map of Lands purchased by Jno. M. Hallowes, Esq.,” in “Southern Railway Co.” folder, Box 32, MC:PKY.
\(^{23}\) Pettengill, *Story*, 13, 96; Hill and Pledger, *Railroads of Florida*, A-9.
\(^{24}\) “Copy of Ordinance of Town Council of Gainesville Fla To Florida Southern Railway Company (Granting right of way through West Main Street 19th February 1881),” in “Southern Railway Co.” folder, Box 32, MC:PKY.
\(^{25}\) Personal memory of the author.
there were facilities for turning the train.\textsuperscript{26} This was a fertile agricultural area and railroad business flourished.
Records show that a railroad was incorporated in 1874 under the name Gainesville and Micanopy Railroad Company. Its proposed route was Gainesville to Micanopy, and the road was to be utilized mainly to ship oranges. It was never constructed, but whether this was because of a lack of adequate capital or for some other reason is not known. In 1881 a charter was issued to the Micanopy and Brooksville Railroad Company, and four years later one to the Melrose and Micanopy Railroad Company. Neither of these was ever built. In 1884 the Gainesville, Rocky Point, and Micanopy Railway, with a capital stock of $300,000, secured a charter which was signed by J. W. Carter, president, and J. B. Martin, secretary.\textsuperscript{27} Among the certificates was one issued to W. A. Callison, dated August 11, 1891: “Received of N. A. Callison, three hundred twenty-six dollars and thirty-two cents, to be paid in freight by the Gainesville, Rocky Point, and Micanopy Railroad Company over and upon the line of said railroad at any time after the said railroad shall have been built and equipped from Gainesville, Florida, to Micanopy, Florida. This certificate is redeemable for freight, at any station on the line of said railroad on presentation by the owner and holder hereof with interest at ten percent per annum.”\textsuperscript{28} Construction of the line proceeded slowly, and in 1894 the charter was sold to L. L. Hill who changed the name to the Gainesville and Gulf Railway Company. In 1894, V. J. Herlong gave quit claim deeds to the company for right-of-way and lots, with the provision that the railroad be built within two years.\textsuperscript{29}
James M. Graham signed a quit-claim deed stating that “should the said railroad fail to build over this land within seven months from this date in the time and manner specified (time being the essence of this contract) the above payment of one dollar . . . shall be forfeited . . . and the contract shall be
\begin{itemize}
\item \textsuperscript{26} Map of Alachua County, original drawn by Byron Crow, Gainesville, traced by N. B. Flagg, Department of Chemistry and Soils, Experiment Station, University of Florida. Now in possession of the author.
\item \textsuperscript{27} Alachua County Court of Records, Deed Book 41, p. 280, Alachua County Courthouse, Gainesville, Florida. Hereinafter cited as ACC.
\item \textsuperscript{28} Alachua County Court of Records, Miscellaneous Records, Book 1, 619-21, ACC.
\item \textsuperscript{29} Alachua County Court of Records, Deed Book 41, 330-64, ACC.
null and void . . . May 23, A.D. 1898.” Twenty-one such right-of-way contracts were recorded.\(^{30}\) Variations of the time clause occurred, but all demanded prompt fulfillment.
In 1895, twelve miles of standard gauge tracks were laid to Micanopy, under Herlong’s management. He was now president of the company and part owner of the road. Tracks were extended in the next four years to Irvine and Fairfield in Marion County on the south and to Sampson City on the north. The plan was to continue the road into Baldwin and Jacksonville, but this connection never materialized. There was transportation at one time, however, over a logging road owned by a private company. At Sampson City, the Gainesville and Gulf Line met the Georgia Southern and Florida and the Atlantic, Suwannee River, and Gulf.\(^{31}\) Its major activity was to carry lumber for the Herlong Lumber Company and later, oranges and produce from the rich citrus groves and truck farms in the area. The maximum operated mileage of the company was forty-eight miles.\(^{32}\)
In 1897, the Gainesville and Gulf Railroad gave the Electric Power Company of Gainesville a thirty-year lease for land for a power plant. V. J. Herlong, as president, and J. F. Bunch, secretary, signed the lease and agreed to a one dollar a year compensation. The Gainesville and Gulf leased for forty-two months an eight-wheel American type, No. 103, locomotive in 1900 from the Georgia Southern and Florida Railroad. This contract was signed by Herlong and W. M. Shaw, vice-president of the Georgia Southern.\(^{34}\) Gainesville and Gulf’s rolling stock at that time consisted of three locomotives, two passenger, one baggage, and fourteen freight cars.\(^{35}\)
Around 1903 tram roads with wooden rails were laid to haul lumber to the railroads. L. J. and L. Montgomery gave a license for such a tram road to Alison and Melton, a Micanopy lumber
\(^{30}\) *Ibid.*, 338-64.
\(^{31}\) Alachua County Court of Records, Miscellaneous Records, Book I, 480-83, ACC. See also Pettergill, *Story*, 125.
\(^{32}\) Interview with V. J. Herlong II, Micanopy, April 1971; Pettengill, *Story*, 125.
\(^{33}\) Alachua County Court of Records, Miscellaneous Records, Book I, 39-41, ACC.
\(^{34}\) Lease contract with Georgia Southern and Florida Railroad Company, February 1, 1900, *ibid.*, 362.
\(^{35}\) Pettengill, *Story*, 125.
A steam locomotive and freight cars at Kirkwood (between Gainesville and Micanopy) on the T. and T. line in 1901. (Photo courtesy Jen Nelson)
Seaboard Railroad junction at Archer, about 1910. Woodburner at right is on original Florida Railroad right-of-way. It has arrived from Cedar Key and is headed east to Gainesville. Coal burner on left brings a passenger train from the south on the "Eagle Mine Branch." (Photo courtesy H.B. Skinner and Charles Perrin Ross)
ACL train on Main Street, Gainesville, about 1930. (Photo courtesy Joyce Knox)
WHEN GOING TO POINTS IN W. FLORIDA
LEAVES 4:50 P.M.
ARRIVES 10: PM
OR GEORGIA TRY THE T & J MOTOR CAR
The Kathryn was built by J. A. Whiting around 1916 to run on the T. and J. between Gainesville and Sampson City. It could carry forty-two passengers.
Published by STARS, 1974
Passenger train for Cedar Key in Seaboard Railroad Station at Archer, about 1918.
Photo courtesy H. R. Shannon and Charles Davis Davis.
Diesel-electric car in Archer, Florida, about 1919. It ran from there to Dunnellon on the old "Magic Mine Branch." (Photo courtesy H. R. Skiptner and Charles Perrin Ross)
Early 1890s, probably the yards south of Gainesville where the narrow gauge Florida...
Combined railway mail and express car on the T. and J. line at Fairfield, Florida, in 1906. Car still carries the earlier road name “Gainesville and Gulf.” (Photo courtesy Jon Nelson)
company, to "construct, maintain, and operate a wooden rail tram way not to exceed twelve feet in width upon the route originally selected in Section 27-11-20, for a period of five years." Timber contracts preceded the building of these roads. For instance, J. D. Merry, Cornelius Merry, J. S. and J. V. McCredie, separately, sold to Crane and Macmahon, of New York City, May 1, 1901, "hickory, white oak, cherry, ash, dogwood, and persimmon, and other timber suitable for the business of said parties."
In 1906, F. J. Lisman Company purchased the road and changed its name to the Tampa and Jacksonville Railway Company which was incorporated with a capital stock of $1,000,000. The proposed route was Tampa to Jacksonville, a distance of 210 miles. It would run through Pasco, Fernando, Citrus, and Marion counties to a point at or near the village of Fairfield, thence extending north-eastwardly over the line of the Gainesville and Gulf Railway Company through Sampson City to a location at or near the city of Jacksonville. Directors of the new company included S. F. Parrott of Macon, Georgia, as president, and F. M. Simonton, secretary.
By the 1890s there were several ways of reaching Alachua County from the north by rail. One could travel from Jacksonville via the St. Johns River to Palatka, and then take the Florida Southern to Rochelle and Gainesville, or a change could be made at Rochelle to the southern branch of the Florida Southern which ran to Micanopy Junction. There passengers were met by carriages and later by automobiles. Earlier one could travel from New York to Jacksonville by Clyde Line vessels, and then proceed up the St. Johns in river steamers to Silver Springs, and finally by stage coach or private conveyance to Micanopy and Gainesville. Another route was by Clyde Line from New York to Charleston or Savannah and then by boat or train to Jacksonville and Baldwin. At Sampson City passeng-
36. Alachua County Court of Records, Miscellaneous Records, Book 1, 769, ACC.
37. Ibid., 586.
38. Alachua County Court of Records, Incorporation Book 1, agreement of consolidation, 205; certificates of disbursements, 209, ACC.
39. Letters in possession of Mrs. L. C. Lynch, Gainesville, and interview with Mrs. Lynch, May 1945. One letter described a journey in the 1890s taken by a relative from Delaware by boat to Silver Springs and by "private conveyance" to Micanopy and then to Gainesville.
ers changed to the Gainesville and Gulf for Tacoma and nearby settlements.\textsuperscript{40} The Gainesville paper in December 1899 announced that there was through train service to Cincinnati, Ohio, via Jessup, Florida. It also noted that the Florida Central and Peninsula’s car ran north from Tampa via Silver Springs and Waldo to Jacksonville, and from Cedar Key via Gainesville, Waldo, and Starke to Baldwin.\textsuperscript{41}
The most “colorful” railroad in the history of the Micanopy-Gainesville area was the Tampa and Jacksonville, or the T. and J., as it was frequently called. Earlier, when it was still the Gainesville and Gulf, it was sometimes referred to as “the Grits and Gravy.” Ironically, with all its changes and vicissitudes, the Tampa and Jacksonville Railroad never reached either place.\textsuperscript{42}
In 1917 John A. Whiting, an engineer of the T. and J., designed, patented, and operated a car propelled by a gasoline engine which was leased to his company and put into use on the Gainesville-Sampson City run. It was called the “Hoodler,” from the sound of the whistle. Girls traveling from Gainesville to the Florida State College for Women in Tallahassee usually traveled in this car.\textsuperscript{43} It met the Atlantic Coast Line at Sampson City for Lake City, and girls transferred there to the Seaboard which carried them to their destination.\textsuperscript{44}
Freight trains had their own special schedules. The early 1920s were prosperous years for truck farmers along the T. and J. route, and rail business flourished At harvest time, it was not unusual for the conductor to wait until all his cars were loaded. In the days before statewide frost warning services, sudden temperature declines or unexpected freezes could have tragic consequences for the farmers. When the T. and J. telegraph operators received any ominous weather news the trainmen tried to alert the population. Four short blasts of the whistle as the train moved through the countryside warned the growers
\begin{itemize}
\item \textsuperscript{40} Interview with Mrs. H. L. Rosenberger, Micanopy, March 1970.
\item \textsuperscript{41} Gainesville \textit{Daily Sun}, December 19, 1899, copy in possession of Mrs. Gordon B. Tison, Gainesville.
\item \textsuperscript{42} Interview with former Gainesville Mayor Hal Batey, Gainesville, May 1972.
\item \textsuperscript{43} Gainesville \textit{Daily Sun}, December 19, 1899, copy in possession of Mrs. Gordon B. Tison, Gainesville.
\item \textsuperscript{44} Interview with Mrs. Arthur McNeely (daughter of John A. Whiting), Gainesville, January 1971. See also map on back cover, “Suwanee River route to Florida,” in “Georgia Southern and Florida Railroad” folder, Box 9, MC:PKY.
to take whatever precautions they could. This was probably one of the first broadcasts of weather reports in this part of Florida.\textsuperscript{45} In 1927 the T. and J. line was merged with the Seaboard Air Line Railroad, and its name was changed to Jacksonville, Gainesville, and Gulf.\textsuperscript{46} The route was extended south to Emathla near Tampa to haul out phosphate rock and fuller's earth.
Passenger service into Micanopy operated until 1930. Two sections were hooked on to the end of a long line of freight and refrigerator cars. The ride was so rough sometimes that locally the T. and J. was referred to as "the Tug and Jerk." The Seaboard operated the road as a freight line. After 1930 occasional passengers could ride in the caboose if they desired and if they were willing to be patient with the slow schedule. Lack of business forced the company to abandon service in 1943.\textsuperscript{47}
For many years R. J. Crouch was conductor of the Tampa and Jacksonville Railroad. He ran the last schedule in 1943 when the train, operating with a wrecking crew, preceded the workmen who took up cross ties and rails and loaded them upon flat cars. The rails were purchased by the Horton Car Company.\textsuperscript{48} The tracks around Gainesville were purchased by the Atlantic Coast Line Railroad, which used them in 1948 to reach its new station at 400 Northwest Sixth Street, constructed on the site of the old T. and J. freight yard. The T. and J. depot in Gainesville, a two-story brick building, located in the 500 block of West University Avenue (present Trailways Bus Station) was purchased by the Stringfellow Supply Company, which utilized it for offices and a warehouse. It is said that a member of the firm kept the same office which he had occupied as a stockholder and operator of the T. and J. Railway Company. The depot in Micanopy, a wooden building, is today (1975) a welder's shop. Its loading platforms are gone, but the large, wide, double, sliding doors on both sides remain. Entrances from the front into former waiting rooms and ticket offices are also intact, and are of interest to railroad buffs and historians.
\begin{itemize}
\item[45.] Personal memory of the author.
\item[46.] Hill and Pledger, \textit{Railroads of Florida}, A-14. Note proposed route, Sampson City to Emathola, fifty-six miles.
\item[47.] Pettengill, \textit{Story}, 125.
\item[48.] Interview with Mrs. R. J. Couch, Gainesville, Spring 1972. | 6e8beb94-5aa6-4176-8291-89b0600d5bd6 | CC-MAIN-2022-05 | https://stars.library.ucf.edu/cgi/viewcontent.cgi?article=3366&context=fhq | 2022-01-28T16:14:40+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306301.52/warc/CC-MAIN-20220128152530-20220128182530-00031.warc.gz | 605,805,070 | 6,521 | eng_Latn | eng_Latn | 0.962863 | eng_Latn | 0.994447 | [
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For more information on programs near you
phone 1300 135 886 or visitmulticap.org.au/coca
Brisbane • Gold Coast/Tweed Heads • Sunshine Coast • Central/North Queensland • South West Queensland • Logan/Redlands
MULTICAP HEAD OFFICE 269 Padstow Road, Eight Mile Plains QLD 4113
Multicap’s Centre of Creative Art (COCA) is an active program that offers people experiencing disability opportunities to develop their creative abilities and potential.
The program features a variety of visual, tactile and performing arts modules facilitated by professional artists in community hubs throughout Queensland.
COCA promotes the work of artists with complex needs that is integral to the artistic and cultural life of Australia. This is achieved by setting up pathways from arts training to social enterprise, encouraging participants to work independently and collaborate with others.
Find your nearest COCA class by going online at multicap.org.au/coca
**Theatre**
Perform in front of an audience or be filmed. Participants develop techniques in expressing ideas physically and writing their own short work. Performers will interact with each other and develop social bonds.
**Public Art**
Participants are guided as part of a team, to create large scale artworks that will be installed in public spaces such as festivals, public buildings and parks.
**Painting**
Focus on acrylic and watercolour compositions on paper and canvas. Participants develop their own style and learn techniques of framing, writing artist statements, pricing work and installing work in galleries and other exhibition spaces.
**Choir**
Work as a team in the development of your favourite songs and writing your own compositions. The group learns skills in stagecraft and performing to an audience at public events.
**Textiles**
Develop skills in macrame, weaving, hand sewing and fabric sculptures. Participants create individual items such as cushions, bags and jewellery and can also work in a group to design and produce large pieces for public spaces.
**Creative Movement**
Develop flexibility, rhythm and performance skills. Participants use their body to express emotions and communicate ideas and feelings in a structured program. This includes improvisation, responding to music and documenting each other using video.
**Ceramics**
Experience a range of clay experiences from coil pots and slab tiles to handmade sculptures and jewellery. Participants learn decorating and glazing techniques and observe the firing process in a supportive environment.
**Printing**
A great entry module for beginners to get used to using paints and dyes on paper and fabric. Participants experiment with vegetable and paper prints and advance to using printing foam and silk screens creating useful and decorative items for their rooms.
**Eco-Arts**
Use fine motor skills to create sculptural work for gardens. Boost awareness of environmental and ecological issues in community while developing beautiful spaces for customers and visitors to relax and enjoy art work outside.
**Performance Poetry**
Develop written skills and use words and actions to express emotions and feelings. Creating compositions and contributing to group ideas and performance helps gain confidence in stagecraft and collaboration.
**Creative Sound**
Experiment with objects and record a range of sounds which can form the basis for compositions and soundscapes. Sounds are recorded and looped to develop rhythm and patterns. A final recording and edit of these compositions is available for download at the end of the 12 weeks.
**Collage**
Suitable for all skill levels, participants devise compositions using images, coloured paper and recycled prints. This can then become 3D sculptures and objects.
**Creative Writing**
This module can be a stand alone or combined with other modules. Participants devise their own stories based on stimulus such as photos or their own lives. These stories are used to create ‘zines’ and short compositions which can be illustrated. | e07dd37d-6136-471f-9f14-a7ff7f6863ed | CC-MAIN-2022-40 | https://multicap.org.au/wp-content/uploads/2022/05/2022-COCA-Brochure.pdf | 2022-10-03T14:21:17+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337421.33/warc/CC-MAIN-20221003133425-20221003163425-00752.warc.gz | 447,446,725 | 742 | eng_Latn | eng_Latn | 0.701982 | eng_Latn | 0.9957 | [
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Florida’s Severe Weather Awareness Week takes place from February 1-5, 2021. Severe Weather Awareness Week is an opportunity for Floridians to learn about the various weather hazards that frequently impact the state and how families and businesses can prepare for these natural events.
Each day focuses on a specific weather event. Wednesday’s focus is on thunderstorms and tornadoes.
Thunderstorms occur frequently across Florida. In fact, Florida has the greatest number of thunderstorms in the United States. Florida averages over 70 thunderstorm days per year with much of the Gulf Coast experiencing over 80 and even 100 days a year. Hazards within thunderstorms include lightning, hail, gusty winds, heavy rain that may cause flooding, and tornadoes.
One of the reasons Florida has so many thunderstorms is that many of the ingredients needed to create thunderstorms can be found here almost every day. Three things are needed in the atmosphere for thunderstorms to develop and grow: the atmosphere needs to be moist, unstable, and have a source of lift. Since Florida is surrounded by water, not to mention the many inland lakes, rivers and swamps, there are plenty of sources of water vapor to feed thunderstorms.
When the weather conditions are right for thunderstorms to form, meteorologists call the atmosphere “unstable”. Florida receives plenty of sunlight, which warms the air near the ground and causes the air to become unstable. All thunderstorms have an updraft, where air rises rapidly to 7 to 10 miles above the ground. This causes the moisture to turn into liquid water or ice, forming raindrops and the tall, towering clouds that we can easily distinguish as “thunderstorm clouds.” However, these clouds cannot grow on their own. In order for an unstable atmosphere to produce the updrafts needed for strong thunderstorms, a little boost is needed to get the updraft started. Meteorologists call these boosts “lift”. Sources of lift can be an approaching frontal system or a sea breeze boundary forming during a typical summer afternoon, and Florida has plenty of both during the year.
Thunderstorms come in different forms. Sometimes a storm has only one thunderstorm cloud and sometimes thunderstorms have a family of clouds, or cells, associated with them. Also, thunderstorms may go on for a very long time or be as brief as a few minutes.
Your local National Weather Service office has meteorologists and technicians working every hour of the day and every day of the year to issue warnings when thunderstorms become severe and these warnings give people time to move to a place of safety.
The Storm Prediction Center will issue **Convective Outlooks** depicting the severe thunderstorm/tornado risk for each day and will issue **Severe Thunderstorm or Tornado Watches** if conditions will soon be favorable for severe weather. Once thunderstorms develop, warnings may be issued by the local National Weather Service office.
A Severe Thunderstorm Warning will be issued by the National Weather Service when a thunderstorm detected by radar is producing or capable of producing straight-line winds in excess of 58 mph (enough to down trees or large limbs, move unsecured outdoor objects, rip screens) and/or hail larger than 1” in diameter (size of a U.S. Quarter). Severe thunderstorms can also produce tornadoes with little or no advance warning. Lightning frequency is not a criterion for issuing a severe thunderstorm warning. Warnings are usually issued for a duration of thirty minutes to one hour and can be issued without a Severe Thunderstorm Watch being already in effect.
### Understanding Severe Thunderstorm Risk Categories
| THUNDERSTORMS (no label) | 1 - MARGINAL (MRGL) | 2 - SLIGHT (SLGT) | 3 - ENHANCED (ENH) | 4 - MODERATE (MDT) | 5 - HIGH (HIGH) |
|--------------------------|---------------------|------------------|--------------------|-------------------|-----------------|
| No severe* thunderstorms expected | Isolated severe thunderstorms possible | Scattered severe storms possible | Numerous severe storms possible | Widespread severe storms likely | Widespread severe storms expected |
| Lightning/flooding threats exist with all thunderstorms | Limited in duration and/or coverage and/or intensity | Short-lived and/or not widespread, isolated intense storms possible | More persistent and/or widespread, a few intense | Long-lived, widespread and intense | Long-lived, very widespread and particularly intense |
* NWS defines a severe thunderstorm as measured wind gusts to at least 58 mph, and/or hail to at least one inch in diameter, and/or a tornado. All thunderstorm categories imply lightning and the potential for flooding. Categories are also tied to the probability of a severe weather event within 25 miles of your location.
When severe thunderstorms threaten your location, go to an interior room on the lowest floor of your building and stay away from windows. If time permits, move vehicles into garages to prevent hail or wind damage. In vehicles, avoid driving into severe storms; pull over and wait for the storm to pass.
One of the most dangerous features a severe thunderstorm can produce is a tornado. Tornadoes are not usually associated with the “Sunshine State”, but Florida ranks 4th nationally in the annual average number of tornadoes (trailing Texas, Oklahoma and Kansas, and tied with Nebraska) and ties for 6th in tornado fatalities with an annual average of 4 fatalities per year. When taking into account the annual number of tornadoes per square mile, Florida ranks 2nd behind Kansas. In 2020, there were 61 tornado reports in Florida with a record number of tornadoes in April.
A tornado is a violent column of rotating air that comes down from a thunderstorm to reach the ground. Florida tornadoes come in all shapes and sizes and occur year-round. Tornadoes usually last less than 15 minutes, but they can cause significant damage as they travel along the ground. Some tornadoes can travel for many dozens of miles while other tornadoes may appear to skip above the ground for a few moments. If a funnel cloud is not touching the ground, it is NOT a tornado.
Tornadoes can develop within very strong thunderstorms along sea breeze boundaries in the summer or squall lines ahead of frontal systems, but can also occur near the edge of tropical cyclones in rainbands which can extend 100 or more miles from the center of the tropical system. Tornadoes can also form over the water, which are called waterspouts. Boaters and those on the beach need to quickly move away from them as they can easily flip over a vessel. If these move onshore, they are classified as tornadoes.
**DID YOU KNOW???** The Florida Keys are widely referred to as the “waterspout capital of the world”. It is estimated that more than 400 waterspouts occur each year along the Florida Keys alone, with hundreds also reported along other areas of the Florida coast.
Frontal system tornadoes usually occur in the winter and spring months, developing along squall lines preceding cold fronts. These storms often include high amounts of wind shear, and thus tend to be the most damaging. Sea breeze boundary tornadoes are the most common, occurring during the late spring and summer. Hurricane season also brings a distinct risk of tornadoes to the Sunshine State, as nearly every tropical cyclone can produce tornadoes as it impacts our state. In addition, history shows that tornadoes are just as likely to form after midnight as they do during the afternoon and early evening in Florida. This is why it is important to be prepared as we enter into the more active severe weather months of the year and always have a way to receive weather watches and warning while you sleep.
DID YOU KNOW??? A vast majority of the tornado-related deaths in Florida since 1950 occurred between 9:00 pm and 8:00 am, with February, March and April being the deadliest months.
The relatively small and short-lived nature of most tornadoes makes it difficult to give advance warning, but The National Weather Service uses tools and volunteers to watch for severe weather. The National Weather Service will issue a Tornado Warning when a tornado is either seen by a severe weather spotter or indicated by Doppler radar. While the average lead time (the time between when a warning is issued and the eventual tornado touchdown) is 10-15 minutes, in some cases, it may only be a few minutes. Nevertheless, even a few minutes of warning can make the difference between life and death. This is why having a NOAA Weather Radio or weather alerting application on your smartphone is a critical component to the warning system as the radio or app will automatically alert you whenever the National Weather Service issues a warning. Having an alert of an oncoming tornado, especially in the middle of the night, has saved lives.
DID YOU KNOW??? Meteorologists first look at the tornado damage and then estimate the wind speed that would have been needed to cause the damage. National Weather Service meteorologists use the Enhanced Fujita Scale, or EF Scale, to rate the strength of tornadoes based on the damages a storm produces.
If a tornado struck tomorrow would you be prepared? Would you know what actions to take? In Florida, tornadoes strike all too often. Whether in homes, schools, or businesses, everyone should have a plan in place for severe weather.
The National Weather Service and the Florida Division of Emergency Management will conduct a statewide tornado drill Wednesday (February 3, 2021) at 10:00 am EST/9:00 am CST. Floridians are asked to consider themselves under a tornado watch during the morning. At 10:00am EST/9:00am CST, the National Weather Service will issue a “Routine Weekly Test” message instructing persons to enact their local tornado sheltering procedures. The drill will conclude around 10:30 am EST.
When a TORNADO WARNING is Issued
“Get In, Get Down, Cover Up”
1. Get In
Get into a sturdy building and put as many walls between you and the outside as possible.
2. Get Down
Get as low in the building as possible – the basement or the lowest floor.
3. Cover Up
Flying and falling debris are a storm’s number one killer. Use pillows, blankets, helmets, etc. to cover up and protect yourself.
If a Tornado Warning is issued for your area, seek shelter immediately! Seek shelter on the lowest floor in an interior hallway, closet, or small room of your home or office. The best safety advice is to get as many walls between you and the outside as possible. Stay away from windows and doors and use pillows to cover your head. Leave mobile homes and find a stronger building or house. If caught
outdoors, your options are not ideal, but you can still take action to survive. When outside, try to seek shelter in a nearby structure. If this is not possible, try to get as low as possible, such as a creek bed or ditch, and cover your head. Do not seek shelter under bridges or overpasses and do not try to outrun a tornado.
MYTH: Bathrooms provide the best protection, i.e. “get in the tub”.
FACT: If your bathroom is located on an exterior wall, it is **not** the safest location. Choose an interior bathroom, closet, or hallway.
More information about thunderstorm and tornado hazards and what you can do to protect yourself and others can be found at [www.weather.gov/safety/thunderstorm](http://www.weather.gov/safety/thunderstorm), [www.weather.gov/safety/tornado](http://www.weather.gov/safety/tornado), [www.spc.noaa.gov/faq/tornado/](http://www.spc.noaa.gov/faq/tornado/), [https://floridadisaster.org/hazards/tornadoes/](https://floridadisaster.org/hazards/tornadoes/), and [https://floridadisaster.org/hazards/thunderstorms/](https://floridadisaster.org/hazards/thunderstorms/).
Thursday’s topics will be on hurricanes and flooding. | c72d097c-749f-46ce-80d4-3f6055282b5e | CC-MAIN-2021-17 | https://www.floridadisaster.org/globalassets/swaw/2021-pdfs/swaw21-wednesday-tornadoes.pdf | 2021-04-12T03:00:21+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00392.warc.gz | 874,548,799 | 2,501 | eng_Latn | eng_Latn | 0.995871 | eng_Latn | 0.998553 | [
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Cavities Are a Transmittable Disease!
Bacteria can spread from parent to child:
- Don’t share a toothbrush with your child
- Don’t share utensils with your child
- Don’t lick or suck on your child’s hands, pacifier or bottle
- Don’t pre-chew food your child will eat
- Keep your mouth and teeth healthy
- Don’t share a toothbrush with your child
- Don’t share utensils with your child
- Don’t lick or suck on your child’s hands, pacifier or bottle
- Don’t pre-chew food your child will eat
- Keep your mouth and teeth healthy | <urn:uuid:adf4fd9a-cd3a-4ead-94c5-d98d86f42115> | CC-MAIN-2018-13 | https://static1.squarespace.com/static/52c24f47e4b0d9c93d529951/t/582cf7bb579fb3ed52132e75/1479342013703/Cavities+are+a+Transmittable+Disease+EN.pdf | 2018-03-19T16:38:55Z | crawl-data/CC-MAIN-2018-13/segments/1521257647003.0/warc/CC-MAIN-20180319155754-20180319175754-00143.warc.gz | 719,727,567 | 135 | eng_Latn | eng_Latn | 0.987868 | eng_Latn | 0.987868 | [
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Help Keep ADHD in Check This Summer
As a caregiver, this checklist can help ease the transition between school years and may help keep your child on a schedule throughout the summer. It includes:
- Actions to take when the school year ends
- Simple steps to keep up with ADHD all summer long
- Prompts to help prepare for the new school year
What is AZSTARYS?
AZSTARYS is a central nervous system (CNS) stimulant prescription medicine for the treatment of Attention Deficit Hyperactivity Disorder (ADHD) in people 6 years of age and older. AZSTARYS may help increase attention and decrease impulsiveness and hyperactivity in people 6 years of age and older with ADHD.
It is not known if AZSTARYS is safe and effective in children younger than 6 years of age.
IMPORTANT SAFETY INFORMATION
Abuse, misuse, and addiction. AZSTARYS has a high chance for abuse and misuse and may lead to substance use problems, including addiction. Misuse and abuse of AZSTARYS, other methylphenidate containing medicines, and amphetamine containing medicines, can lead to overdose and death. The risk of overdose and death is increased with higher doses of AZSTARYS or when it is used in ways that are not approved, such as snorting or injection.
IMPORTANT SAFETY INFORMATION (continued)
• Your healthcare provider (HCP) should check you or your child’s risk for abuse, misuse, and addiction before starting treatment with AZSTARYS. Tell your HCP if you or your child have ever abused or been dependent on alcohol, prescription medicines, or street drugs.
• AZSTARYS may lead to physical dependence after prolonged use, even if taken as directed by your HCP.
• Do not give AZSTARYS to anyone else because it may cause death or harm them. Keep AZSTARYS in a safe place to protect it from theft and properly dispose of any unused medicine.
AZSTARYS is a federally controlled substance (CII) because it contains dexmethylphenidate that can be a target for people who abuse prescription medicines or street drugs.
Who should not take AZSTARYS?
Do not take AZSTARYS if you or your child are:
• allergic to serdexmethylphenidate, methylphenidate, or any of the ingredients in AZSTARYS.
• taking or have stopped taking within the past 14 days a medicine used to treat depression called a monoamine oxidase inhibitor (MAOI).
AZSTARYS may cause serious side effects, including:
• Risks for people with serious cardiac disease. Sudden death has happened in people who have heart defects or other serious heart disease. Your HCP should check you or your child carefully for heart problems before starting treatment with AZSTARYS. Tell your HCP if you or your child have any heart problems, heart disease, or heart defects. Call your HCP or go to the nearest hospital emergency room right away if you or your child have any signs of heart problems such as chest pain, shortness of breath, or fainting during treatment with AZSTARYS.
• Increased blood pressure and heart rate. Your HCP should check you or your child’s blood pressure and heart rate regularly during treatment with AZSTARYS.
Once school is out for summer...
☐ Discuss your child’s current treatment plan or any modifications you wish to make with your child’s doctor
☐ If your child needs a new or adjusted 504 or IEP for the new school year, identify who will be responsible for its implementation
☐ Evaluate your child’s academic and social progress, noting the past year’s successes and areas for improvement
☐ Review summer schoolwork requirements, activities, or camps, and map out a routine with your child
IEP=Individualized Education Plan.
IMPORTANT SAFETY INFORMATION (continued)
AZSTARYS may cause serious side effects, including: (continued)
• Mental (psychiatric) problems, including: new or worse behavior and thought problems, new or worse bipolar illness, new psychotic symptoms (such as hearing voices, or seeing or believing things that are not real), or new manic symptoms. Tell your HCP about any mental problems you or your child have, or about a family history of suicide, bipolar illness, or depression. **Call your HCP right away if you or your child have any new or worsening mental symptoms or problems during treatment with AZSTARYS, especially hearing voices, seeing or believing things that are not real, or new manic symptoms.**
• Painful and prolonged erections (priapism). Priapism has happened in males who take products that contain methylphenidate. If you or your child develop priapism, get medical help right away.
Halfway through the summer...
☐ Make a list of desired accommodations for the school year (for example, classroom, assignments, test taking, medication, and others)
☐ Identify teachers with whom you can discuss accommodations and services, and start collaborating to ease the transition back to school
☐ Track your child’s progress with summer schoolwork to ensure they’re sticking to a routine
☐ Schedule your child’s next doctor visit before the start of school
IMPORTANT SAFETY INFORMATION (continued)
AZSTARYS may cause serious side effects, including: (continued)
• Circulation problems in fingers and toes (peripheral vasculopathy, including Raynaud’s phenomenon). Tell your HCP if you or your child have numbness, pain, skin color change, or sensitivity to temperature in the fingers or toes. Call your HCP right away if you or your child have any signs of unexplained wounds appearing on fingers or toes during treatment with AZSTARYS.
• Slowing of growth (height and weight) in children. Children should have their height and weight checked often during treatment with AZSTARYS. AZSTARYS treatment may be stopped if your child is not growing or gaining weight.
• Eye problems (increased pressure in the eye and glaucoma). Tell your HCP if you or your child have eye problems, including increased pressure in your eye, glaucoma, or problems with your close-up vision (farsightedness). Call your HCP right away if you or your child develop changes in your vision, eye pain, swelling, or redness.
Final weeks before school starts...
☐ Email teachers your preferred accommodations and services that address your child’s needs and learning style
☐ Meet with your child’s doctor
• Assess needs for the coming year and finalize your child’s treatment plan
• Discuss any observations from the summer months (for example, changes in behaviors or social interactions)
IMPORTANT SAFETY INFORMATION (continued)
AZSTARYS may cause serious side effects, including: (continued)
• New or worsening tics or worsening Tourette’s syndrome. Tell your HCP if you or your child get any new or worsening tics or worsening Tourette’s syndrome during treatment with AZSTARYS.
Before taking AZSTARYS, tell your HCP about all medical conditions including if you or your child are pregnant or plan to become pregnant, because it is not known if AZSTARYS will harm the unborn baby, or are breastfeeding or plan to breastfeed, as AZSTARYS passes into breast milk.
Tell your HCP about all the medicines you or your child take, especially if you or your child take blood pressure medicines (anti-hypertensive). Do not start any new medicine during treatment with AZSTARYS without talking to your HCP first.
IMPORTANT SAFETY INFORMATION (continued)
What are the most common side effects of AZSTARYS?
The most common side effects of AZSTARYS include:
- decreased appetite
- nausea
- indigestion
- weight loss
- dizziness
- mood swings
- increased blood pressure
- trouble sleeping
- vomiting
- stomach pain
- anxiety
- irritability
- increased heart rate
These are not all the possible side effects of AZSTARYS. Call your HCP for medical advice about side effects.
You are encouraged to report negative side effects of prescription drugs to the FDA. Visit www.fda.gov/medwatch, or call 1-800-FDA-1088. | 5fa0f444-5ecb-4fb3-b29c-834731f4ac8a | CC-MAIN-2024-42 | https://azstarys.com/pdf/Caregiver-Summer-Checklist.pdf | 2024-10-04T18:52:40+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253334.22/warc/CC-MAIN-20241004164748-20241004194748-00429.warc.gz | 97,206,243 | 1,699 | eng_Latn | eng_Latn | 0.99494 | eng_Latn | 0.996232 | [
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Math Objectives
• Students will use visual representations of fractions to estimate the area of irregular shapes.
• Students will use arithmetic operations with mixed numbers and decimals in a real-life context.
• Students will solve real-world and mathematical problems involving the four operations with rational numbers (Computations with rational numbers extend the rules for manipulating fractions to complex fractions) (CCSS).
• Students will model with mathematics (CCSS Mathematical Practice).
• Students will make sense of problems and persevere in solving them (CCSS Mathematical Practice).
• Students will use appropriate tools strategically (CCSS Mathematical Practice).
Vocabulary
• mixed number
• decimal
• rational number
About the Lesson
• This lesson involves students tiling the floors of three bathrooms with provided tiles and determining the cost of the floor based on the unit price of each tile.
• As a result, students will:
• Use fraction pieces of tiles to completely cover the floor of each bathroom.
• Calculate the total number of tiles used for each bathroom and represent their result as a mixed number.
• Use the provided unit price of each tile in order to determine the total cost of materials necessary to complete the bathroom flooring job.
As an additional challenge and/or assessment, students will then be asked to design their own bathroom and estimate the cost of bathroom flooring with given tiles. The Bathroom_Design.doc and Bathroom_Design.tns files are provided for this part of the lesson.
Read the instructions on page 1.1, and move to page 1.2.
1. This guest bathroom has three permanent fixtures: bathtub, toilet, and sink. Your task is to tile the bathroom around these fixtures with the given square tiles. Grab and drag the black point on each tile to move it into the bathroom area. Grab and drag the white point to rotate the tile. Click the slider to start over.
**TI-Nspire Navigator Opportunity: Screen Capture**
See Note 1 at the end of this lesson.
**Tech Tip:** In order to rotate the tile, first move it from the “storage” area and then rotate it. The tiles will not rotate in the place where they are “stored”.
**Teacher Tip:** Ask students how they selected tiles to cover the floor around the bathtub in order to keep the pattern. Note that students can select to use different numbers of half-tiles and whole tiles to complete the floor. If all students select the same method of tiling, ask them if another way of tiling is possible. Reinforce student understanding that two half-tiles are equivalent to one whole tile.
Sample Patterns
1.
2.
a. After you complete the tiling, record the number of different tile pieces you used and the fraction representation of each piece.
**Sample Answers:**
| Tile piece | Fraction representation of the piece | Number of pieces used – pattern 1 | Number of pieces used – pattern 2 |
|------------|-------------------------------------|----------------------------------|----------------------------------|
| | 1 | 21 | 18 |
| | $\frac{1}{2}$ | 4 | 10 |
**Tech Tip:** In order to correctly calculate the number different pieces used for tiling, suggest students move one piece at a time back to “storing area” while keeping tally.
b. Calculate the number of tiles you need for this bathroom floor. Show the process you used to do the calculations.
**Answer:** pattern 1: $21 \times 1 + 4 \times \frac{1}{2} = 21 + 2 = 23$; pattern 2: $18 \times 1 + 10 \times \frac{1}{2} = 18 + 5 = 23$.
There will be total of 23 tiles.
c. These tiles are sold at $35.95 per tile. What is the cost of tiling the whole floor?
**Answer:** $23 \times \$35.95 = \$826.85$
**Teacher Tip:** Students can use Scratchpad by pressing $\text{Scratchpad}$ in order to complete calculations. In order to close Scratchpad and return to the document, click on $\text{Close}$ in the upper right corner.
**TI-Nspire Navigator Opportunity: Quick Poll**
See Note 2 at the end of this lesson.
Move to page 2.1.
Read the instructions on page 2.1, and move to page 2.2.
2. This deluxe bathroom has four permanent fixtures: bathtub with Jacuzzi, shower stall, toilet, and sink. Your task is to tile the bathroom around these fixtures with the given square diamond-patterned tiles. Grab and drag the black point on each piece to move it into the bathroom area. Grab and drag the white point on each piece to rotate it. Click the slider to start over.
TI-Nspire Navigator Opportunity: Screen Capture
See Note 1 at the end of this lesson.
Teacher Tip: In order to rotate the tile, first move it from the “storage” area and then rotate it. The tiles will not rotate in the place where they are “stored”. Students might have to try different half-tile pieces to determine which piece to use in order to keep the pattern.
Sample Patterns
1.
2.
Teacher Tip: Ask students how they selected tiles to cover the floor around all fixtures in order to keep the pattern. With four different pieces and an irregularly shaped floor, there will be a larger variety of floor design. Select several different designs to discuss with the class. Reinforce student understanding of equivalent fractions and understanding that regardless of the design the total number of tiles should be the same as they are covering the same area.
a. After you complete the tiling, record the number of different tile pieces you used and the fraction representation of each piece.
**Sample Answers:**
| Tile piece | Fraction representation of the piece | Number of pieces used – pattern 1 | Number of pieces used – pattern 2 |
|------------|-------------------------------------|----------------------------------|----------------------------------|
| | 1 | 10 | 11 |
| | $\frac{1}{2}$ | 12 | 12 |
| | $\frac{1}{4}$ | 4 | 1 |
| | $\frac{1}{4}$ | 3 | 2 |
b. Calculate the number of tiles you need for this bathroom floor. Show the process you used to complete the calculations.
**Answer:** pattern 1: $10 \times 1 + 12 \times \frac{1}{2} + 7 \times \frac{1}{4} = 10 + 6 + 1\frac{3}{4} = 17\frac{3}{4}$; pattern 2:
$11 \times 1 + 12 \times \frac{1}{2} + 3 \times \frac{1}{4} = 11 + 6 + \frac{3}{4} = 17\frac{3}{4}$.
There will be total of $17\frac{3}{4}$ tiles.
c. These tiles are sold at $40.50 per tile. What is the cost of tiling the whole floor?
**Answer:** $17\frac{3}{4} \times \$40.50 = \$718.875 \approx \$718.88$
Teacher Tip: Encourage students to explain how they used the calculator to find the cost. For the number of tiles, they can use \((17 + \frac{3}{4})\) multiplied by the price of the tile, or they can use a decimal representation of the mixed number, 17.75 and multiply that by the price of the tile. The exact product is $718.875. Ask students to interpret the answer in the context of the problem. Students should realize that the answer should be rounded up so the price can be stated in dollars and cents.
TI-Nspire Navigator Opportunity: Quick Poll
See Note 2 at the end of this lesson.
Move to page 3.1.
Read the instructions on page 3.1, and move to page 3.2.
3. This luxury master bathroom has two rooms. The small toilet room has already been tiled, so your job is to tile the floor in the large room. This room has a Jacuzzi bath with attached cabinet and a double sink. Your task is to tile this room around the fixtures with the given hexagon tiles. Grab and drag the black point on each piece to move it into the bathroom area. Grab and drag the white point on each piece to rotate it. Click the slider to start over.
TI-Nspire Navigator Opportunity: Screen Capture
See Note 1 at the end of this lesson.
Teacher Tip: Suggest students start with whole tiles and place them on the floor and only then complete the empty spaces with the fraction pieces. Encourage them to think of different patterns. They might not have enough pieces for a different pattern to model it, but they can start it and calculate the number of pieces needed.
Sample Patterns
1.
2.
3.
a. After you complete the tiling, record the number of different tile pieces you used and the fraction representation of each piece.
**Sample Answers:**
| Tile piece | Fraction representation of the piece | Number of pieces used – pattern 1 | Number of pieces used – pattern 2 | Number of pieces used – pattern 3 |
|------------|-------------------------------------|----------------------------------|----------------------------------|----------------------------------|
| | 1 | 21 | 14 | 17 |
| | $\frac{1}{2}$ | 5 | 5 | 3 |
| | $\frac{1}{3}$ | 0 | 4 | 16 |
| | $\frac{1}{6}$ | 0 | 34 | 5 |
| | $\frac{1}{6}$ | 7 | 7 | $4 + (-3)$ |
| | $\frac{1}{12}$ | 3 | 3 | $2 + (-1)$ |
**Teacher Tip:** In pattern 3, we need to cut the left-most tiles in order to fit them along the wall, thus we count pieces we cut as negative. Use the idea of cutting the tiles to reinforce the skills of subtracting the mixed numbers.
b. Calculate the number of tiles you need for this bathroom floor. Show the process you used to complete the calculations.
**Answer:**
Pattern 1:
\[21 \times 1 + 5 \times \frac{1}{2} + 7 \times \frac{1}{6} + 3 \times \frac{1}{12} = 21 + 2\frac{6}{12} + 1\frac{2}{12} + \frac{3}{12} = 24\frac{11}{12}\]
Pattern 2:
\[14 \times 1 + 5 \times \frac{1}{2} + 4 \times \frac{1}{3} + (34 + 7) \times \frac{1}{6} + 3 \times \frac{1}{12} = 14 + 2\frac{6}{12} + 1\frac{4}{12} + 6\frac{10}{12} + \frac{3}{12} = 23\frac{23}{12} = 24\frac{11}{12}\]
Pattern 3:
\[17 \times 1 + 3 \times \frac{1}{2} + 16 \times \frac{1}{3} + (5 + 4 - 3) \times \frac{1}{6} + (2 - 1) \times \frac{1}{12} = 17 + 1\frac{6}{12} + 5\frac{4}{12} + 1 + \frac{1}{12} = 23\frac{23}{12} = 24\frac{11}{12}\]
There will be total of \(24\frac{11}{12}\) tiles with any design.
c. These tiles are sold at $24.99 per tile. What is the cost of tiling the whole floor?
**Answer:** \(24\frac{11}{12} \times \$24.99 = \$622.668 \approx \$622.67\)
**Teacher Tip:** Discuss with the students the reasons why different patterns lead to the same result. Help students to make the connection between the number of tiles and the area of the room that needs to be covered. Since we cover the same area and the area of a whole tile is fixed, the total number of tiles can be found as the area of the room divided by the area of a hexagon. Thus any configuration of tiles will require the same number of tiles.
**TI-Nspire Navigator Opportunity: Quick Poll**
See Note 2 at the end of this lesson.
**Wrap Up**
Upon completion of the lesson, the teacher should ensure that students are able to understand:
- How to model a real-life situation with mixed numbers and decimals.
- Basic operations with mixed numbers and decimals.
- How to interpret results in the context of the situation.
Assessment
Open the TI-Nspire document *Bathroom_Design.tns*.
The Bathroom Design project is an optional assessment tool for this lesson. In this assessment project, students can design their own bathrooms and determine the cost of tiling the floor of the bathroom. This activity involves students changing the size of the bathroom, moving and rotating bathroom fixtures, and then tiling the floor around the fixtures. These tasks allow teachers to assess students' skills in solving real-world problems that require the use of the four operations with rational numbers.
Move to page 1.2.
1. Choose the size and shape of the bathroom by adjusting the position and shape of the east wall.
a. Grab and drag point A to change the length of the south wall of the bathroom.
b. Grab and drag point B to change the length of the north wall of the bathroom.
c. Grab and drag point C to change the position of the corner on the east wall of the bathroom. Note that only positions marked with “red cross” are allowed for the corner C.
d. Grab and drag point D along the east wall to position the doors to the bathroom.
2. You are given four bathroom pieces: a bathtub, a shower stall, a toilet, and a sink. These will become permanent fixtures after you install them. Place bathroom pieces inside your bathroom.
a. Grab and drag the black point on each bathroom piece in order to move it.
b. Grab and drag the white point on each bathroom piece in order to rotate it.
3. Use provided tiles to cover the floor of the bathroom around the bathroom pieces.
a. Grab and drag the green point on each tile piece in order to move it.
b. Grab and drag the white point on each tile piece in order to rotate it.
TI-Nspire Navigator Opportunity: Screen Capture and Live Presenter
See Note 3 at the end of this lesson.
4. After you complete the tiling, record the number of different tile pieces you used and the fraction representation of each piece.
| Tile piece | Fraction representation of the piece | Number of pieces used to tile the floor of the bathroom |
|------------|-------------------------------------|--------------------------------------------------------|
| | 1 | |
5. Given the price of the tile is $30, estimate the cost of tiling the floor of your bathroom.
a. Calculate the total number of tiles you used to cover the floor. Show the process you used to do the calculations.
b. Estimate the number of tiles needed to cover the remaining free space (if any). Explain the process you used to do the estimation.
c. Estimate the total number of tiles and determine the approximate cost of tiling the floor of the bathroom.
**Teacher Tip:** Since students have an option to change the size of the bathroom and place the bathroom pieces anywhere in the room with various orientations, the available tile pieces might not completely cover the open floor in the student-designed bathroom. Thus, students will need to estimate the number of tiles needed to cover all floor space. Encourage students to use the grid and concept of an area in order to perform the estimation. Here are the steps that students can follow in order to verify their estimation:
- Find the area of the bathroom in square units (we will call it A).
Find the total area that will be covered by bathroom pieces (we will call it B).
Find the area of the floor that needs to be covered by tiles (calculate as $A - B$).
Find the area of a single tile (we will call it C).
Find the total number of tiles (calculate as $\frac{A - B}{C}$).
The rubric that could be used for assessment of students’ projects is included with the teacher materials for this activity.
**TI-Nspire Navigator**
**Note 1**
Use *Screen Capture* to display student designs. Have students explain their designs. Encourage students to explain their choices of tile pieces and their orientation in order to create a specific pattern on the floor of each bathroom.
**Note 2**
Use the Open Response option in *Quick Poll* to collect student answers to questions. For each bathroom, ask students to submit the number sequence they used to calculate the number of tiles, the total number of tiles, and the cost of tiling the floor. Use their answers to generate discussion of using rational numbers in calculations.
**Note 3**
Use *Live Presenter* for students to explain how they designed their bathrooms and how they estimated the number of tiles needed to tile the floor. Use *Screen Capture* to compare different designs and costs. | <urn:uuid:c2601db7-bc22-43d1-9ae8-f50631209a8e> | CC-MAIN-2018-51 | https://education.ti.com/-/media/ABFE311878C742EB8BA248B82DF38D8D | 2018-12-19T12:27:31Z | crawl-data/CC-MAIN-2018-51/segments/1544376832259.90/warc/CC-MAIN-20181219110427-20181219132427-00287.warc.gz | 594,444,980 | 3,732 | eng_Latn | eng_Latn | 0.97425 | eng_Latn | 0.995698 | [
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MAKE A RAINBOW
Whether you’re “Somewhere over the Rainbow” or finding “The Rainbow Connection,” rainbows are a symbol of peace, serenity, and hope. They are also a beautiful, colorful reminder that the sun breaks through after a storm, and they may be the motivation you need to go searching for a pot of gold. Brighten up your space with a simple rainbow garland made with household items.
Supplies
- Six sheets of construction paper (rainbow colors)
- Scissors
- Stapler
- Pen or pencil
- Ruler
- Cotton balls
- String, twine, or ribbon
Instructions
Step 1
Fold one sheet of paper in half along the long edge. Fold it two more times, until you have a thin strip. Unfold the paper. You should have eight segments.
Step 2
Cut along the folded lines.
You should end up with eight strips.
Step 3
Repeat steps 1 and 2 with the other sheets of paper.
Step 4
One rainbow is made from one strip of each color. The curves are made because each color is shorter than the last. Measure and mark each strip—red at 9 inches (full length), orange at 8 inches, yellow at 7 inches, green at 6 inches, blue at 5 inches, and purple at 4 inches. Trim at your measured marks.
Step 5
Place the strips on top of each other, in rainbow color order, lining up the edges. Carefully staple the strips near the bottom.
Step 6
Match up the other edges, starting with purple and blue, to create the curve of the rainbow. Carefully staple the strips near the bottom.
Step 7
To make clouds, pull apart and fluff up a cotton ball. Place it on one side of the rainbow, then fold over the edge. Staple to hold it in place. Do this very carefully! It can be tricky to wedge the stapler over the cotton ball cloud. Work slowly and cautiously. Repeat with a cotton ball on the other side. It’s a rainbow!
Step 8
Repeat steps 4 through 7 with the other strips. You should end up with eight adorable rainbows.
Step 9
To string your rainbows into a garland, measure a long piece of string, twine, or ribbon, about 6 feet long. Leave 6 to 12 inches of space on each end to help you hang it. Decide where you want your rainbows to go along the length of string. We spaced ours 6 inches apart. Place the string on top of the rainbow, then carefully staple the string to the paper. Repeat with the remaining seven rainbows.
Step 10
Hang your garland and smile!
Bonus Step
Experiment with different paper lengths...
...and paper colors!
Learn more about the science behind rainbows with some eBooks available on Hoopla (https://www.hoopladigital.com/):
Rainbows by Precious McKenzie
Rainbows by Katie Gillespie
Natural Phenomena: Rainbows by Alicia Z. Klepeis
Rainbow and other Marvels of Light and Water by Lynnae Steinberg
Adapted from a craft available from the One Little Step at a Time Blog: https://bit.ly/2VuRf3T | 2ce397e9-c1d2-48e5-bfb6-4c633d6ca117 | CC-MAIN-2022-21 | https://skokielibrary.info/media/uploads/Rainbow%20Activity.pdf | 2022-05-19T14:43:47+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662529538.2/warc/CC-MAIN-20220519141152-20220519171152-00374.warc.gz | 619,037,540 | 688 | eng_Latn | eng_Latn | 0.989849 | eng_Latn | 0.997275 | [
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