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Schooner Isaac H. Evans Historical Vessel
Rockland, ME
The Schooner Isaac H. Evans was built in Mauricetown, NJ in 1886 to carry oysters in the Delaware Bay. At the time, oystering was the largest segment of the fishing industry in America, and the schooner spent many years in service. In the early 1970's, the Isaac H. Evans was rebuilt, and in 1991 was designated a National Historic Landmark by the National Parks Service of the US Department of the Interior. Since 1973, the vessel has been carrying groups of people on 3, 4, or 6-day sailing vacations on Penobscot Bay in Maine. During the winter of 2004, the schooner's captain, Brenda Walker, noticed some rot in the fore cross trees when she was performing some routine maintenance. The captain stripped numerous layers of paint from the pieces, and consulted other schooner owners about how to preserve the custom pieces.
After receiving input from another captain and a nearby galvanizer, Captain Walker decided the best way to preserve the existing fittings, improve their appearance, and prevent corrosion, was to hot-dip galvanize the pieces. The metal bands, futtock shrouds (angled pieces that support the cross trees on each mast), and other small pieces were galvanized for corrosion protection in the oceanic environment. Many of the original parts were galvanized, and still exhibited corrosion-protective zinc, but after more than 100 years of ocean use, were in need of a new galvanized coating which will last another 100 years.
Using galvanized steel on the custom pieces helped restore the historic vessel to its original luster and strength. The hot-dip galvanized coating will be able to withstand the corrosive elements from the ocean and extreme climates of Maine, ensuring the Schooner Isaac H. Evans will set sail for many years to come.
American Galvanizers Association | <urn:uuid:fe7f0dc3-63ea-4b51-bda3-07596dc95329> | CC-MAIN-2024-33 | https://galvanizeit.org/uploads/default/Schooner_Issac_Evans_Historical_vessel.pdf | 2024-08-14T03:16:54+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641095791.86/warc/CC-MAIN-20240814030405-20240814060405-00559.warc.gz | 204,622,020 | 410 | eng_Latn | eng_Latn | 0.997601 | eng_Latn | 0.997601 | [
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DESCRIPTION
An interesting form of a small island, which was created for children aged 0-3. Musical instruments whose sounds can be experienced during outdoor activities are very popular among children. Thanks to various elements, it develops the motor skills of children, stimulates their curiosity about the surrounding world, teaches independence in overcoming various barriers. Climbing and descending from the island practicing balance, coordination of movements and strength of hands
| INFORMATION | |
|---|---|
| Number of users | 3 |
| Age range | 0 - 6 |
| Device dimensions [m] | 1.22 x 0.84 x 1.19 |
| Compliance with the norm | EN-1176-1:2017-12 |
| Spare parts | |
| SAFETY SURFACE | | | |
|---|---|---|---|
| Zone | Max height of fall [m] | Area [m²] | Perimeter of safety zone [m] |
| A | 0.52 | 14.6 | 13.6 |
| B | | | |
| C | | | | | <urn:uuid:505abcbc-771c-475f-b75f-83d0311c9023> | CC-MAIN-2024-33 | https://novum4kids.com/generator/technical/94 | 2024-08-14T05:00:52+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641095791.86/warc/CC-MAIN-20240814030405-20240814060405-00565.warc.gz | 331,545,302 | 259 | eng_Latn | eng_Latn | 0.997471 | eng_Latn | 0.997471 | [
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DESCRIPTION
An interesting form of a small island, which was created for children aged 0-3, encourages children to play. Exploring the relationship between the work of gears, fun manipulations, a bench on which you can sit comfortably, gives the island an unusual character. Thanks to various elements, it develops the motor skills of children, stimulates their curiosity, teaches them independence in overcoming various barriers. Climbing and descending from the island exercises balance and coordination of movements.
| INFORMATION | |
|---|---|
| Number of users | 3 |
| Age range | 0 - 6 |
| Device dimensions [m] | 1.22 x 1.02 x 0.95 |
| Compliance with the norm | EN-1176-1:2017-12 |
| Spare parts | |
| Zone | Max height of fall [m] | Area [m²] |
|---|---|---|
| A | 0.52 | 14.5 |
| B | | |
| C | | | | <urn:uuid:b9943b26-423e-46a6-8be3-bf43bf0ed80f> | CC-MAIN-2024-33 | https://novum4kids.com/generator/technical/92 | 2024-08-14T04:25:22+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641095791.86/warc/CC-MAIN-20240814030405-20240814060405-00563.warc.gz | 334,468,489 | 239 | eng_Latn | eng_Latn | 0.996741 | eng_Latn | 0.996741 | [
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HOMEWORK:
Homework refers to any work or activities which pupils are asked to do outside lesson time, either on their own or with parents or careers.
PURPOSE:
Effective homework will ensure opportunities are provided to apply skills taught in school, enhancing children's learning.
AIMS:
Our school hopes that regular homework will –
* Create an opportunity to consolidate and reinforce skills and understanding of literacy and numeracy
* Promote the importance, value and enjoyment of reading
* Provide opportunities for individual and independent work
* Extend pupils and give opportunities to explore ideas and topics
* Ignite enthusiasm
* Broaden individual horizons and encourage curiosity
* Develop good habits and self- discipline
* Encourage ownership and responsibility for learning
* Seek their co-operation and support
* Create further channels for home/school dialogue
WEEKLY HOMEWORK STRUCTURE:
Nursery:
* Seesaw is used to communicate the learning taking place in Nursery.
* Focus book of the week - parents are sent our focus book of the week to keep them up to date with the story that we are reading at nursery. Attached to the book are some key vocabulary that they may want to discuss with their child.
* Daily reading
Reception:
* Daily reading
* All children have log ins for Bug Club to read books online.
* Seesaw is used to communicate the learning taking place in Reception.
* Weekly Phonics messages are sent home including sounds covered and Read Write Inc link
Homework Policy
2021 – 2022
* Half termly Common Exception Words – reading and spelling
* Daily reading
* All children have log ins for Bug Club to read books online.
* Seesaw is used to communicate the learning taking place in class.
* Weekly Phonics messages are sent home including sounds covered and words to read and spell
* Termly "Family Challenge' – linked to theme work
Key Stage 2
* Daily reading
* All children have log ins for Bug Club to read books online.
* Seesaw is used to communicate the learning taking place in classes.
* Weekly spelling note is sent home on Seesaw with words being taught in class.
* Times Tables Rockstars / Multiplication practice
* Termly "Family Challenge' – linked to theme work
It is to be noted that additional homework may also be sent home as appropriate, for example:
* If a child requires further practice in an area of learning, perhaps with something they may have found challenging
* In the run up to Assessment periods – Year 2 and Year 6 SATs, or Year 1 Phonics Screening
THE ROLE OF PARENTS AND CARERS:
We would hope that parents and carers will: -
* Provide a reasonably peaceful and quiet place for their child to do his/her homework
* Work alongside their child, encouraging, helping and discussing
* Value homework and support the school in ensuring the homework is completed,
* Praise their child when he/she has completed the task
* Above all, homework should be a positive experience for children - if it becomes negative, it can have a detrimental effect on their learning.
* Refund the price of any lost reading books provided by school | <urn:uuid:08bbfc1b-dd6e-4143-a712-a7c341e2181e> | CC-MAIN-2024-33 | https://files.schudio.com/delph-side-community-primary-school/files/documents/Homework_Policy_2021_2022.pdf | 2024-08-14T04:47:53+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641095791.86/warc/CC-MAIN-20240814030405-20240814060405-00565.warc.gz | 192,843,194 | 652 | eng_Latn | eng_Latn | 0.997583 | eng_Latn | 0.997672 | [
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Healthy Eating Policy
Intent - At Delph Side Primary School, our intent is to educate pupils to have the knowledge and understanding about healthy eating, allowing them to make healthy choices.
Implementation - Pupils will gain the knowledge and understanding about making healthy choices through our curriculum. The importance of balanced nutrition and healthy food choices is explicitly taught through Science, PSHE (Jigsaw) and DT curriculum.
Impact - By giving pupils this information, it will impact their understanding of what healthy eating is and encourage them to make healthier choices. Pupils will have the skill to set the foundations for a healthy lifestyle in the future.
Snack
EYFS will benefit from snack time in the classroom encouraging and developing social skills. This costs £1 per week and snack will be provided by the EYFS team.
KS1 have access to free fruit for a morning snack or they can bring their own fruit snack.
School will provide free toast for all KS2 pupils, if they want it. Alternatively, pupils can bring fruit into school for snack.
No other snacks are permitted at break times. Pupils can have bottled water at snack times and in the classroom. Juice can be given for lunch.
We recognise that there may be children with medical conditions or SEN that require specific exceptions regarding snack. At times, we will ask for a letter from the paediatrician. Please speak to a member of staff if there are any concerns.
Lunches
Parents and carers are encouraged to provide their children with a healthy packed lunch. Find healthy lunchbox ideas here:
https://www.nhs.uk/change4life/recipes/healthier-lunchboxes
NOT permitted in packed lunches:
* Chocolate bars
* Sweets, polos, lollipops or hard-boiled sweets
* Fizzy drinks
* Anything containing nuts e.g. peanut butter, Nutella, hazelnut-based products
Please note, grapes are a choking hazard and should be cut in half lengthways.
Healthy Eating Policy
Nuts
We are a nut free school. Nuts and nut products (e.g. peanut butter, Nutella, hazelnut-based products) should never be sent to school because of allergy concerns.
Allergies and Food Intolerances
A record of allergies is kept in school; however, it is the parents' responsibility to inform the school of any changes relating to dietary requirements and food allergies.
Treats
Treats that are sent into school to celebrate birthdays are allowed.
If school have any concerns about pupils eating, they will contact parents via seesaw.
Date: June 2024
Written /Reviewed by: Mrs Littler | <urn:uuid:fabcb4f8-997e-4547-bca1-dbce2598b177> | CC-MAIN-2024-33 | https://files.schudio.com/delph-side-community-primary-school/files/documents/Healthy_Eating_Policy_24.pdf | 2024-08-14T04:16:06+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641095791.86/warc/CC-MAIN-20240814030405-20240814060405-00565.warc.gz | 192,763,547 | 545 | eng_Latn | eng_Latn | 0.998978 | eng_Latn | 0.998943 | [
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Need another word that means the same as "moreover"? Find 10 synonyms and 30 related words for "moreover" in this overview.
Table Of Contents:
Moreover as an Adverb
Definitions of "Moreover" as an adverb
Synonyms of "Moreover" as an adverb (10 Words)
Usage Examples of "Moreover" as an adverb
Associations of "Moreover" (30 Words)
The synonyms of "Moreover" are: furthermore, besides, what's more, in addition, also, as well, too, additionally, over and above that, more
Moreover as an Adverb
Definitions of "Moreover" as an adverb
According to the Oxford Dictionary of English, "moreover" as an adverb can have the following definitions:
As a further matter; besides.
In addition.
Synonyms of "Moreover" as an adverb (10 Words)
additionally
Used to introduce a new fact or argument.
Brokers finance themselves additionally by short term borrowing.
also
In addition; too.
A brilliant linguist he was also interested in botany.
as well
To the same degree (often followed by `as.
besides
Making an additional point; anyway.
I don t want to go to a restaurant besides we can t afford it.
furthermore
In addition.
Computer chess games are getting cheaper all the time
furthermoretheir quality is improving.
in addition
To or toward the inside of.
GrammarTOP.com
more
Forming the comparative of adjectives and adverbs especially those of more than one syllable.
For them enthusiasm is more important than talent.
over and above thatOver the entire area.
too
To a higher degree than is desirable, permissible, or possible; excessively.
She is a grown woman and a strong one too.
what's more
Comparative of much; to a greater degree or extent.
Usage Examples of "Moreover" as an adverb
The cellar was dark; moreover, mice nested there.
Moreover, statistics show that competition for places is growing.
Associations of "Moreover" (30 Words)
addition
The arithmetic operation of summing; calculating the sum of two or more numbers.
The addition of cinnamon improved the flavor.
additionally
As an extra factor or circumstance.
Additionally 50 hours of practical experience will be necessary.
advance
Pay in advance.
At that time the most advanced outpost was still east of the Rockies.
also
In addition; too.
Also a car is very expensive to run.
another
Any of various alternatives; some other.
Put it off to another or some other day.
anyhow
Used to indicate that a statement explains or supports a previous statement.
Two suitcases flung anyhow.
anyway
In any way whatsoever.
Anyway there is another factor to consider.
besides
In addition.
I don t want to go to a restaurant besides we can t afford it.
etcetera
Continuing in the same way.
His report was full of etceteras.
except
Take exception to.
Five classes of advertisement are excepted from control.
exclude
Lack or fail to include.
The unruly student was excluded from the game.
extra
Excessive or extravagant.
Need extra help.
far
Remote in time.
A far trek.
forth
From a particular thing or place or position forth is obsolete.
From that time forth.
further
In addition or furthermore.
They are furtheralong in their research than we expected.
furthermore
In addition.
Computer chess games are getting cheaper all the time furthermore their quality is improving.
increasingly
Advancing in amount or intensity.
She became increasingly depressed.
instead
On the contrary.
He didn t call rather or instead he wrote her a letter.
likewise
In like or similar manner- Samuel Johnson.
I stuck out my tongue and Frankie did likewise.
maybe
By chance.
Maybe I won t go back.
more
Forming the comparative of adjectives and adverbs especially those of more than one syllable.
More than a gallon.
over
A sequence of six balls bowled by a bowler from one end of the pitch after which another bowler takes over from the other end.
The affair is over ended finished.
probably
Easy to believe on the basis of available evidence.
He is probably out of the country.
really
Used as intensifiers real is sometimes used informally for really rattling is informal.
They re not really my aunt and uncle.
similarly
In like or similar manner- Samuel Johnson.
He was similarly affected.
superabundance A quantity that is more than what is appropriate.
too
To a higher degree than is desirable, permissible, or possible; excessively.
She is a grown woman and a strong one too.
undue
Not appropriate or proper (or even legal) in the circumstances. I didn t want to show undue excitement.
whatever
At all; of any kind (used for emphasis.
Give me whatever peaches you don t want.
wherever
In or to whatever place (emphasizing a lack of restriction.
Meet mewhereveryou like. | <urn:uuid:c5d9f6df-2c90-47f7-a93d-0526a6ffd3e7> | CC-MAIN-2025-05 | https://grammartop.com/moreover-synonyms/?pdf=7417 | 2025-01-13T13:00:05+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00356.warc.gz | 295,395,276 | 1,040 | eng_Latn | eng_Latn | 0.99811 | eng_Latn | 0.998841 | [
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Astronomers find smallest known planet — smaller than Mercury
Yale UniversityYale University
A team of scientists including two Yale University astronomers has discovered the smallest planet yet detected.
"With this discovery we now have an inventory of planets that are both much larger than Earth and also much smaller than Earth," said Sarbani Basu [1], professor of astronomy at Yale and a member of the team. "The detection of Earth-sized, and hopefully Earth-like, planets cannot be far behind."
In research published online Feb. 20 in the journal Nature, the scientists reported finding a planetary system, Kepler-37, with three planets. Two of them are smaller than Earth, and one of these is smaller than Mercury, the smallest of the eight planets in Earth's solar system.
Until now, astronomers had never found a planet smaller than Mercury. The discovery of one establishes that stars indeed host planets smaller than any in Earth's solar system, researchers said. They already knew that stars host planets much bigger than Earth.
The smallest planet in the Kepler-37 system is slightly larger than Earth's Moon and likely has no atmosphere or water, like Mercury itself, researchers said. The Moon has a radius of about 1080 miles, slightly more than one-quarter of Earth's.
The next largest of the Kepler-37 planets is also smaller than the Earth, while the third is more than twice Earth's size. The size of the two smaller planets suggests they are rocky. The planets are called Kepler-37b, c, and d.
The planets were discovered using data from NASA's Kepler satellite, which observes small amounts of starlight obscured by the planets.
To ascertain planet sizes, astronomers first determined the size of the host star, Kepler-37, through asteroseismology — the seismic analysis of stars. Basu, an expert in the sun and other stars, was involved in this aspect of the work. Debra A. Fischer [2], also a professor of astronomy at Yale and co-author of the research paper, analyzed the chemical composition of the star. Combined with seismic data, this information enabled scientists to characterize the planet.
The overall project was led by Thomas Barclay of the NASA Ames Research Center in California. For a complete list of authors, read the paper [3].
The work was supported by NASA, NSF, the European Research Council, and the Danish National Research Foundation.
Page 1 of 2
Astronomers find smallest known planet — smaller than Mercury
Published on Electronic Component News (http://www.ecnmag.com)
(Image via Shutterstock [4])
Source URL (retrieved on 03/29/2015 - 10:41pm):
http://www.ecnmag.com/news/2013/02/astronomers-find-smallest-knownplanet-%E2%80%94-smaller-mercury?qt-video_of_the_day=0
Links:
[1] http://www.astro.yale.edu/people/sarbani-basu
[2] http://www.astro.yale.edu/people/debra-fischer
[3] http://www.nature.com/nature/journal/vaop/ncurrent/full/nature11914.html
[4] http://www.shutterstock.com/pic-62233276/stock-photo-solar-
system.html?src=http://news.yale.edu/2013/02/20/csl_recent_image-1
Page 2 of 2 | <urn:uuid:1665675b-5b59-44b6-b437-ca86c6077e4f> | CC-MAIN-2015-14 | http://www.ecnmag.com/printpdf/news/2013/02/astronomers-find-smallest-known-planet-%E2%80%94-smaller-mercury?qt-video_of_the_day=0 | 2015-03-30T02:41:49Z | crawl-data/CC-MAIN-2015-14/segments/1427131298889.70/warc/CC-MAIN-20150323172138-00150-ip-10-168-14-71.ec2.internal.warc.gz | 473,784,827 | 701 | eng_Latn | eng_Latn | 0.875004 | eng_Latn | 0.997641 | [
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THINGS I SAW ON MY WALK – If you saw it, tick it!
What can you spot?
What two 'animals' can you find at the top of the High Street?
Fish Scale Tiles
Town Well
A Green Letterbox
A War Memorial
Produced by
------------------------------
Re-arrange these muddled names…
THROWPTE DROA
---------------------
GHIH TRETES
-----------------
LEWL ALEN
-----------------
PRESHEDSH LIHL
---------------------
Produced by Visit Haslemere
Can you draw them?
Has r & Local
Haslemere Town Trail No.1
High Street and Petworth Road
This trail is designed to be used by children in conjunction with the original 'Haslemere Town Trail No.1'.
Visit Haslemere
78 High Street, Haslemere, Surrey, GU27 2LA
at Haslemere Museum
Tel: +44 (0) 1428 645425 Fax: +44 (0) 1428 645234
Email: email@example.com
Website: www.haslemere.com/vic
WORDSEARCH
| L | A | I | R | O | M | E | M | E | J |
|---|---|---|---|---|---|---|---|---|---|
| P | N | M | V | U | D | R | E | X | O |
| H | G | A | B | L | E | D | T | O | B |
| F | E | H | Y | E | I | K | N | B | N |
| E | O | H | G | U | R | F | L | R | P |
| E | R | D | N | U | E | I | M | E | E |
| S | G | S | I | S | O | W | L | T | T |
| U | I | N | D | R | M | H | M | T | W |
| I | A | T | L | U | T | A | S | E | O |
| M | N | E | E | I | J | R | H | L | R |
| A | M | S | I | R | A | T | L | E | T |
| N | U | S | F | M | O | E | R | O | H |
| M | I | R | N | H | W | I | E | B | G |
| S | S | H | E | P | H | E | R | D | S |
| N | T | U | D | O | R | M | L | Y | I |
Test your knowledge of Haslemere!
1) When was Police Inspector William Donaldson murdered? ___________
2) Who was Hannah Oakford? _________________________________
3) What type of tree is found outside the Georgian House Hotel? _______
4) What colour is the letterbox under this tree? _________
Did you know…?
Help Arthur find his way home…
Answers can be found on:
www.haslemere.com/vic or www.haslemeremuseum/vicwalkandexplore.html | <urn:uuid:0e99fafc-a1ac-4f15-9abb-461d341c3221> | CC-MAIN-2025-05 | https://www.haslemere.com/vic/pdf/kidstrailno1.pdf | 2025-01-13T13:12:09+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00356.warc.gz | 858,695,366 | 692 | eng_Latn | eng_Latn | 0.974314 | eng_Latn | 0.982421 | [
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Potley Hill Primary School Food Policy
1.0 Introduction and Context
1.1 This school recognises the important connection between a healthy diet and a student's ability to learn effectively and achieve high standards in school.
1.2 We also recognise the role a school can play, as part of the larger community, to promote family health, and sustainable food and farming practices.
1.3 The school recognises that sharing food is a fundamental experience for all people; a primary way to nurture and celebrate our cultural diversity; and an excellent bridge for building friendships, and inter-generational bonds.
2.0 Vision
2.1 The educational vision is to improve the health of the entire community by teaching pupils and families ways to establish and maintain life-long healthy and environmentally sustainable eating habits. The vision shall be accomplished through food education and skills (such as cooking and growing food), the food served in school, and core academic content in the classroom.
3.0 Aims
3.1 To improve the health of pupils, staff and their families by helping to influence their eating habits through increasing their knowledge and awareness of food issues, including what constitutes a healthy and environmentally sustainable diet, and hygienic food preparation and storage methods.
3.2 To increase pupils' knowledge of food production, manufacturing, distribution and marketing practices, and their impact on both health and the environment.
3.3 To ensure pupils are well nourished at school, and that every pupil has access to safe, tasty and nutritious food, and a safe, easily available water supply during the school day.
3.4 To ensure that food provision in the school reflects the ethical and medical requirements of staff and pupils e.g. religious, ethnic, vegetarian, medical and allergenic needs.
3.5 To make the provision and consumption of food an enjoyable and safe experience.
3.6 To introduce and promote practices within the school to reinforce these aims, and to remove or discourage practices that negate them.
4.0 Objectives
4.1 To work towards ensuring that this policy is both accepted and embraced by:
* Governors
* School Leadership Team
* Teachers and support staff
* Lunchtime staff
* Pupils
* Parents
* Food providers
* The school's wider community
4.2 To integrate these aims into all aspects of school life, in particular:
* Food provision within the school
* The curriculum
* Pastoral and social activities.
5.0 Methods
5.1 Establish an effective structure to oversee the development, implementation and monitoring of this policy, and to encourage a participatory approach to meeting the objectives.
5.2 Develop an understanding and ethos within the school of safe, tasty, nutritious, environmentally sustainable food, through both education and example.
5.3 Create an environment, both physical and social, conductive to the enjoyment of safe, tasty, nutritious, environmentally sustainable food.
5.4 Help to promote and raise awareness of environmentally sustainable food production methods and socially responsible food marketing practices.
6.0 Structures and organisation
6.1 The PSHE Manager will take lead responsibility for the implementation of the policy. They will link up with senior Mental Health leader and School Council Leader.
6.2 A whole school approach will be used which will include consideration of curriculum, food service, pastoral and social care.
6.3 An annual report will be prepared by the school council which will address the following issues:
* Description of the level of service
* Meal uptake
* School meal promotion marketing plan
* Progress in meeting food policy goals
* Quality of food being served (hygiene, nutrition, sustainability)
This will be shared with parents and governors.
7.0 Integrating into the curriculum
7.1. Food topics covered within curriculum areas across the school include:
* Art e.g. observational drawing of food, healthy eating poster design
* PSHE e.g. healthy lifestyles
* Design and Technology e.g. cooking, healthy meals
* English e.g. food diaries, following instructions, recipes
* Geography e.g. what food grows where, transporting food, waste
* History e.g. past diets, discoveries
* Computing e.g. recording results of a food survey, data handling
* Maths e.g. weights and measures
* Physical Education e.g. links between healthy eating and exercise
* Science e.g. effects of heat on food, plant growth, nutrition
7.2. Cross-curricular topics could include:
* Nutrition
* Dining
* Cooking (in school and after school clubs)
* Menu planning skills
* Food hygiene (e.g. common food poisons, bacterial growth, contamination, washing hands, temperatures, storage, cleaning and disinfectant, pests)
* Cultural diversity
* Food production, marketing and labelling
* Recycling
* How plants grow
7.3. Examples of activities that could support curriculum work are:
* Relationships with local food businesses, e.g. farms, shops and restaurants
* Tasting sessions
* Cooking demonstrations
* Healthy eating drama activities
* Healthy eating projects
* School website with pages on food issues and links to other related sites
* Debates/guest speakers
* Eating experiences integrated into the curriculum for all subjects
* School gardens.
8.0 The school environment
8.1 Currently, all lunchtime meals meet all government nutritional standards. The meals are nutritionally balanced and vegetarian options are available. The school operates a 'nutaware' policy. All pupils choose their own meal option.
8.2 The dining area is a safe, pleasant and clean environment. We have sufficient lunchtime supervisors available in the lunch hall and playground. In the summer term, children are permitted to have a 'picnic lunch' outside. In order to give the children sufficient time to eat, lunchtimes are staggered. Pupils are encouraged to show good table manners, with stickers being awarded to those children and a weekly 'Star of the Week' chosen by lunchtime staff to be celebrated in a Friday celebration assembly. Ultimately, pupils can work towards their 'STEP' badge (sorry, thank you, excuse me, please). All children are encouraged to wash their hands before being dismissed for lunch. This is overseen by class teachers. Seating arrangements are regularly reviewed to ensure sufficient seating and ease of movement around the room. Children are expected to put any waste into the bin provided and stack trays. Water and beakers are provided for children at lunchtime
8.3 All kitchen staff have received appropriate training and qualifications.
8.4 All pupils are encouraged to bring in healthy morning snacks e.g. cereal bars, fruit, yoghurt.
8.5 Crisps, fizzy drinks, sweets and chocolate are not permitted as snacks at morning break.
8.6 The school council periodically carries out packed lunch surveys and aims to provide guidelines on healthy packed lunches.
8.7 The school does occasionally operate 'cake bakes' though these are strictly limited. The proceeds of these bakes are donated to the PTA or other local charities.
8.8 We do not permit children to hand out cakes and sweets on their birthday – this was historically a request from the Parent Council.
8.9 Each child has a beaker or bottle in class to access water during the school day. In PE sessions, children are able to take regular water breaks.
9.0 Raising Awareness
9.1 The school council will encourage caterers to use locally grown produce and organic produce where possible.
9.2 The school will aim to maximise the reduction of waste by recycling, reusing, composting and purchasing recycled products.
9.3 The school aims to ensure maximum uptake of meals and that all pupils entitled to a free meal receive one.
.
10.0 Food Hygiene
10.1 The Design and Technology subject leader, together with the Health & Safety Manager will be responsible for ensuring compliance with these requirements.
10.2 For cookery or food preparation in school, one member of staff participating in the cooking should hold a basic food hygiene certificate. They have the responsibility to oversee other members of staff and parent volunteers.
10.3 For the main catering kitchen, independent food hygiene inspections of the food storage, meal preparation and food serving areas are made regularly. A copy of the inspectors' reports should be provided to the school. The kitchen has a cleaning and disinfectant schedule that can be inspected.
10.4 Pupils are reminded to wash their hands every time they go to the toilet. All pupils are expected to wash their hands before going to lunch.
10.5 All adults who assist with cooking activities must be aware of the food hygiene guidelines, as set out in the file kept in the food technology room.
10.6 For any activity which involves food tasting, permission should be sought from parents. Each teacher should also keep a medical list in their assessment files showing any allergies.
10.7 In the event of an outbreak of food poisoning, the school kitchens would be closed, the
5
Department of Health, representatives of the catering company and representatives of
Hampshire County Council would all be called in.
11.0 Monitoring and Evaluation
11.1
School Council: Report on progress and review policy annually in light of improvements and changes.
11.2
CPD: Design and Technology subject leader disseminates materials from external training with other teachers.
11.3 Monitoring by PSHE subject leader.
Approved: March 2024
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education
For Examiner's Use
1
2
3
4
5
6
7
Total
CHEMISTRY
0620/02
Paper 2
October/November 2008
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
You may need to use a pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DONOTWRITE IN ANY BARCODES.
Answer all questions.
A copy of the periodic table is printed on page 16.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This document consists of 16 printed pages.
1 (a) The table gives some information about five elements, A, B, C, D and E. Complete the table by writing either metal or non-metal in the last column.
| A | shiny solid which conducts electricity |
|---|---|
| B | reddish brown liquid with a low boiling point |
| C | a form of carbon which is black in colour and conducts electricity |
| D | white solid which is an insulator and has a high melting point |
| E | dull yellow solid which does not conduct heat |
[5]
(b) Describe how metallic character changes across a Period.
[1]
(c) Sodium is in Group I of the Periodic Table.
(i) Draw a diagram to show the full electronic structure of sodium.
[1]
(ii) Complete the equation to show what happens when a sodium atom forms a sodium ion.
Na Na
+
+
(d) Complete these sentences about the properties of the Group I elements using words from the list.
acidic basic decrease hard increase lithium potassium soft
The Group I elements are relatively metals which in reactivity going down the Group. Sodium reacts more violently with water than . The Group I metals all form oxides. [4]
[Total: 12]
For
Examiner's
Use
2 (a) Match up the atmospheric pollutants on the left with their main source on the right. The first one has been done for you.
chlorofluorocarbons
car exhausts
sulphur dioxide
aerosol sprays
carbon monoxide
combustion of fossil
fuels containing sulphur
nitrogen oxides
incomplete combustion
of fossil fuels
[3]
(b) One stage in the manufacture of sulphuric acid involves the oxidation of sulphur dioxide by oxygen in the air to form sulphur trioxide.
$$2SO2 + O2 2SO3$$
(i) Explain how this reaction shows that sulphur dioxide is oxidized.
[1]
(ii) What is the percentage of oxygen in clean air? [1]
(iii) Sulphuric acid is used to make the fertiliser ammonium sulphate.
ammonia + sulphuric acid ammonium sulphate
What type of reaction is this?
[1]
For
Examiner's
Use
(iv) Why do farmers need to use fertilisers?
[2]
(v) Another fertiliser can be made by the reaction of ammonia with nitric acid. State the chemical name of this fertiliser.
[1]
[Total: 9]
For
Examiner's
Use
3 Calcium carbonate, CaCO3, is the raw material used in the manufacture of lime, CaO.
(a) (i) Describe how lime is manufactured from calcium carbonate.
(ii) Write a symbol equation for this reaction.
(iii) State one large scale use of lime.
[1]
(b) A student investigated the speed of reaction of calcium carbonate with hydrochloric acid using the apparatus shown below.
(i) Complete the labelling of the apparatus by filling in the three boxes. [3]
(ii) The equation for the reaction is
Write the word equation for this reaction.
[1]
(iii) The student carried out the reaction at 40°C using large pieces of calcium carbonate. The results of the experiment are shown below.
80
60
40
20
0
0
20
40
60
80
100
120
140
160
time / seconds
100
At what time did the reaction stop?
[1]
(iv) The student repeated the experiment using the same mass of powdered calcium carbonate. All other conditions were kept the same. On the grid above, sketch the graph for the reaction with calcium carbonate powder. [2]
(v) How does the speed of reaction change when
the concentration of hydrochloric acid is decreased,
the temperature is increased?
[2]
[Total: 13]
4 Iron is extracted from its ore in a blast furnace.
(a) State the name of the ore from which iron is extracted.
[1]
(b) The diagram shows a blast furnace.
A
B
C
D
coke + limestone
+ iron ore
firebrick lining
air in
(i) Which one of the raw materials is added to the blast furnace to help remove the impurities from the iron ore?
[1]
(ii) The impurities are removed as a slag. Which letter on the diagram shows the slag?
[1]
(c) Carbon monoxide is formed in the blast furnace by reaction of coke with oxygen.
(i) Complete the equation for this reaction.
C +
CO
[2]
(ii) State the adverse affect of carbon monoxide on human health.
(d) In the hottest regions of the blast furnace the following reaction takes place.
Fe2O3 + 3C 2Fe + 3CO
Which two of these sentences correctly describe this reaction? Tick two boxes.
The iron oxide gets reduced.
The reaction is a thermal decomposition.
The carbon gets oxidised.
The carbon gets reduced.
Carbon neutralises the iron oxide.
[1]
(e) Aluminium cannot be extracted from aluminium oxide in a blast furnace.
Explain why aluminium cannot be extracted in this way.
[2]
(f) (i) State the name of the method used to extract aluminium from its oxide ore.
[1]
(ii) State one use of aluminium.
[1]
[Total: 11]
For
Examiner's
Use
5 The apparatus shown below can be used to measure the energy released when a liquid fuel is burnt. The amount of energy released is calculated from the increase in temperature of a known amount of water.
(a) (i) Explain how this experiment shows that the burning of ethanol is an exothermic reaction.
[1]
(ii) Complete the word equation for the complete combustion of ethanol.
ethanol + oxygen
+
[2]
(b) Ethanol is a fuel containing carbon. State the names of two other commonly used fuels containing carbon.
and
[2]
(c) Give the formula of the functional group present in ethanol.
[1]
(d) The can contains water. Describe a chemical test for water.
test result
(e) The iron can used in this experiment rusts easily.
For
Examiner's
Use
6 The compound shown below is the first member of the alkane homologous series.
(c) Complete the table to show the structure and uses of some organic compounds.
(a) State two characteristics of a homologous series.
[2]
(b) Name and draw the structure of the next member of the alkane homologous series.
name
structure
[2]
| name of compound | molecular formula | structure (showing all atoms and bonds) |
|---|---|---|
| ethene | C H 2 4 | |
| ethanoic acid | C H O 2 4 2 | |
| dibromoethane | | Br Br H C C H H H |
| | CH 4 | H H C H H |
(d) Calculate the relative molecular mass of dibromoethane.
For
Examiner's
Use
[1]
[Total: 11]
(a) Use ideas about structure and bonding to explain the following:
(i) Calcium chloride conducts electricity when molten but not when solid.
[2]
(ii) At room temperature, calcium is a solid but chlorine is a gas.
(b) Calcium is manufactured by the electrolysis of molten calcium chloride.
calcium
–
+
molten calcium
chloride
water-cooled steel cathode
(i) State the products formed
at the anode, at the cathode.
[2]
(ii) Suggest a non-metal that can be used as an anode in this electrolysis.
[1]
(iii) A stream of inert gas is blown over the calcium as it is removed from the molten calcium chloride. Suggest why a stream of inert gas is blown over the hot calcium.
[1]
(iv) State the name of a gas which is inert.
[1]
(c) Aqueous sodium hydroxide or aqueous ammonia can be used to test for calcium ions in solution. Describe the results of these tests
with aqueous sodium hydroxide,
[2]
with aqueous ammonia.
[1]
[Total: 12]
For
Examiner's
Use
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
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Targeted support in Phases Two and Three
At the end of Phase Two, some children may still not have grasped the basic skill of blending or segmenting, or they may be struggling to retain the letter sounds introduced in Phase Two. These children are likely to struggle in Phase Three without additional support to develop these key skills.
The guidance below suggests strategies and activities that can be used in targeted, small-group (or one-to-one) sessions with a teacher or trained teaching assistant to help develop the specific skills of blending, segmenting or letter recognition.
Children who have difficulty recalling/retaining the letter sounds introduced in Phase Two
Some children may struggle to recall the Phase Two letter sounds or they may seem to know them for a time but then not retain them. These children need a great deal of repetition to link letters to sounds and ensure that this learning moves into their long-term memories. 'Little and often' is the best way to achieve this: five to ten minutes of practice every day will work better than one or two longer sessions a week.
First, use your ongoing Letter recognition record sheets and/or the Phase Two Letter recognition check to identify exactly which letters each child knows and which need to be secured. Select the letters they need to consolidate and set a clear target with a realistic timeframe for learning them.
Target: Children can consistently recognise the focus letters (list the letters) and say the sounds.
Practise the letters daily for about 5 to 10 minutes using the Mnemonics and the Quick-fire letters activity (p.64) as described below. You might start with some letters that the children seem already to know and just one or two of the focus letters. This will help build confidence and ensure the children are not overloaded with too much to remember at one time. Add a new focus letter to the set each day using the Mnemonic. (If the children start to struggle with retaining the letter sounds, stop adding new ones for a day or two and practise the ones already introduced until they are more secure.) Regularly return to practise other letters, even those they seem to have mastered, as this helps ensure information is properly retained.
Quick-fire letters: Show the letter side of each Mnemonic and ask the children to say the sound. If necessary, show the picture side as a visual prompt, encouraging the children to say the word and the sound (for example, Say rrrrrrocket /r/; Say d-d-d-d-duck /d/). Then continue, showing the letter side again. Change the order of the letters each time you practise to make sure the children are responding to the letters and not just saying the sounds rote. Focus on achieving an instant response to the letter side of all the Mnemonics.
My Letters and Sounds
For use with
© Schofield & Sims, 2022.
Phase Two and Phase Three Digital Resources
/
1
Multi-sensory activities: Multi-sensory activities can help to link letter shapes to their sounds and support their retention in the memory. You might ask the children to finger trace a focus letter shape on the Mnemonic, write the letter 'in the air' using large gestures, or finger write it on a rough/tactile surface such as the carpet. Say the letter formation patter as they do this, linking it to the picture Mnemonic and sound (for example, Round the e-e-elephant's face and down his trunk). Say the sound each time they complete the letter.
Each time a new focus letter is added, give the children a copy of the relevant Mnemonic to take home so they can practice at home as well.
Continued reinforcement: Keep practising the target letters every day, even when the children seem to know them, to ensure they are really secure and recognised instantly. You can vary the activity to keep the children engaged and motivated, for example, use the Stepping stones game (p.64) or another letter recognition activity from the teaching guidance, or use Grapheme cards in simple games such as Your turn (see Phonics practice at home in Reception). Keep the activities fast-paced, making sure there is a clear focus on the children instantly recognising the letters and saying the sounds.
Assess children's recognition of the letters and update the Letter recognition record sheets as they become secure. Use evidence from outside of these sessions to ensure the letters are recognised consistently, for example, in the daily phonics lessons, in other classroom activities and when reading the My Letter and Sounds Phonics Readers.
Children who have difficulty blending CVC words with single letters
Some children may still find blending CVC words with single letters difficult at the end of Phase Two or at the start of Phase Three. Children who are slow to develop this key skill will need additional daily practice to help them. Use the Phase Two Blending checks and your ongoing daily assessments to help you identify where the problem lies. For example, some children may say the sounds slowly, which makes it difficult to blend them, or they may have difficulty holding the three sounds in their head.
Note: If a child is actually having difficulty recognising the letters in a word (saying the correct sounds), they will need more practice at letter recognition before or as well as blending.
In the blending practice sessions, use words that include only letters that are secure so the focus is solely on blending. For example, the Phase Two Word cards provide lots of words that contain just the first eight letters that could be used to begin with.
Target: Children will be able to blend CVC words made up of single letters.
Use the following activities and strategies to develop blending to read words. Model blending words first so the children can hear how to say the letter sounds in a way that makes it easy to blend, for example, say each sound clearly (without adding /uh/) and at an appropriate speed. Pause to see if the children blend the sounds and say the word, and if not, say the sounds again, followed immediately by the word. Ask the children to copy what you did so they learn to say the sounds in a way that helps them blend.
My Letters and Sounds
For use with
© Schofield & Sims, 2022.
Phase Two and Phase Three Digital Resources
/
2
Start sessions with a quick oral blending activity to encourage the children to listen and blend together a sequence of sounds (for example, Tog says s-i-t). You will find ideas for oral blending activities in the teaching guidance (p.44 and p.65).
Use Grapheme cards or plastic letters to make words for the children to blend. Show three letters that will make a word (for example, d, i, p) and ask the children to say each sound. Push the letters or cards together to form the word and point to each letter, encouraging the children to say the sounds more quickly to assist blending. Run your finger under the word and check the children say the word. Model the process again, if necessary. Repeat, making more words for the children to sound and blend.
Use Grapheme cards to blend VC words and then CVC words. For example, use the cards to make the word 'an'. Ask the children to say the sounds and blend the word. Then add an extra letter to make 'man'. Ask the children to say the sounds and blend the new word. Try saying the first sound louder so the children remember to say it first. Repeat with other examples (for example, up and cup; in and pin or tin; it and sit or kit; at and mat or rat).
Practise reading the Phase Two Word cards, using the sound buttons. Touch each sound button as you say the sound and then run a finger under the word from left to right as you blend it. Give each child or pair a few words to read in this way. If they say the sounds too slowly, repeat the sounds, saying them in a way that assists blending.
Some children might find it easier to blend the first two letters, hold the middle vowel sound and then add on the last letter (for example, s a saaaaa d sad). Cover the last letter of a word on a Word card with your hand or finger until they have blended the first two letters and then quickly reveal the last letter so they can blend it onto the end.
Once children start to blend words successfully you could continue to practise using blending practice activities such as Matching words and pictures (p.67) or use Phase Two Word cards in simple games such as Pairs or In the pot (see Phonics practice at home in Reception).
You could also give the children copies of some of the Word cards to take home for additional practice.
Assess children's progress in blending CVC words using evidence from reading the My Letters and Sounds Phonics Readers as well as in the daily phonics lessons.
Children who have difficulty segmenting words
Many children find segmenting difficult and all children should continue to practise this skill in Phase Three. However, children who are still having difficulty with segmenting simple CVC words into Phase Three may need additional practice to develop this skill.
Target: Children will be able to segment words and spell CVC words with Phase Two letters.
Use the following activities to build up from oral segmenting to spelling CVC words.
Oral segmenting: Make sure the children can orally segment words as breaking spoken words into separate sounds is the first step in learning to spell them. Use 'Tog' and the Talk like a robot activity (p.44) to review orally segmenting CVC words. Then practise the skill using activities such as Tell Tog, Chop the word or Finger spelling (p.65).
My Letters and Sounds
For use with
© Schofield & Sims, 2022.
Phase Two and Phase Three Digital Resources
/
3
Use a Three-box phoneme frame and some counters to add a multi-sensory element when orally segmenting words. Say a CVC word for the children to orally segment. Ask them to push a counter onto the phoneme frame as they say each sound.
Building words: Once children begin to orally segment words, introduce choosing letters to represent the sounds. At this stage, use a Phoneme frame with Phoneme frame letters or plastic letters rather than writing the letters, as this allows the children to focus on choosing the right letters to represent the sounds without having to worry about how to form the letters or holding a pencil correctly. Moving letters onto a phoneme frame also adds a multi-sensory element to support the segmenting to spell process. Provide the children with a Three-box phoneme frame and a set of Phoneme frame letters that can be made into lots of words (for example, t, n, p, m, a, i). Say words for the children to orally segment and build on their phoneme frame (tip, tin, tan, tap, nap, nip, pin, pit, pat, pan, man, map, mat).
You could also use the Word chain activity (p.69) at this point.
Spelling and writing words: Once children can build CVC words on a phoneme frame, they can start to segment the sounds and write the letters on a phoneme frame. See the Whiteboard words activity (p.68 and p.153). The children should have the letter side of the Mnemonics to refer to when choosing and writing the letters. You could limit the choice of letters to begin with. For example, displaying just five letters (such as, l, i, t, n, p) and asking the children to segment and write the words (lip, pit, tin, pin, tip, lit).
Assess children's progress through these stages.
My Letters and Sounds
For use with
© Schofield & Sims, 2022.
Phase Two and Phase Three Digital Resources
/
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Meadowhead Juniors Primary School
Art and Design Progression of knowledge and skills - Drawing
Year 4 - Story telling through drawing.
High Aspirations, Bright Futures
Meadowhead Juniors Primary School Art and Design Progression of knowledge and skills - Drawing
Reflect upon the artists' work, and share your response verbally ("I liked… I didn't understand… it reminded me of…").
Present your own artwork (journey and any final outcome), reflect and share verbally ("I enjoyed… This went well… I would have liked… next time I might...). Talk about intention.
Work collaboratively to present outcomes to others where appropriate. Present as a team.
Share responses to classmates work, appreciating similarities and differences. Listen to feedback about your own work and respond.
Create owned narratives by arranging toys in staged scenes, using this as subject matter to explore creation of drawings using charcoal and chalk which convey drama and mood. Use light and portray light/shadow. Storytelling Through Drawing
Interpret poetry or prose and create sequenced images in either an accordian or poetry comic format. Work in a variety of media according to intention,
Understand that artists and illustrators interpret narrative texts and create sequenced drawings. Storytelling Through Drawing
Understand artists can work with pattern for different reasons: Understand Surface Pattern Designers work to briefs to create patterns for products: Artists work with pattern to create paintings or other works. Exploring Pattern
Meadowhead Juniors Primary School
Art and Design Progression of knowledge and skills - Drawing
Meadowhead Juniors Primary School
Art and Design Progression of knowledge and skills - Drawing
| Year 5 - Typography and Maps | Understand that designers create fonts and work with Typography. Typography & Maps Understand that some artists use graphic skills to create pictorial maps, using symbols (personal and cultural) to map identity as well as geography. Typography & Maps |
|---|---|
Meadowhead Juniors Primary School Art and Design Progression of knowledge and skills - Drawing
Meadowhead Juniors Primary School
Art and Design
Progression of knowledge and skills - Drawing | <urn:uuid:499d9927-7363-4c38-9cd7-66284f2c9402> | CC-MAIN-2025-05 | http://www.meadowheadjuniors.co.uk/attachments/download.asp?file=32&type=pdf | 2025-01-13T12:45:43+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00359.warc.gz | 53,788,724 | 450 | eng_Latn | eng_Latn | 0.906999 | eng_Latn | 0.990361 | [
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Community Health & Wellbeing
GRANT GUIDANCE Appendix
___________________________________________________________________
Appendix
Eligible Projects
We fund projects that align with one or more of the following key elements. Below are examples of projects that could be eligible for funding under each category:
* Environment & Climate Change: Initiatives that protect natural resources, reduce emissions, and promote sustainability.
o Example: A town council could launch a Community Tree Planting and Rewilding project to enhance local biodiversity and create green spaces, involving local schools and volunteers in planting and maintaining trees.
* Physical Activity: Projects that encourage movement and fitness through community activities.
o Example: A parish council might organise a Parkrun Programme that includes weekly 5km runs and walks in a local park, with volunteers coordinating the events and local businesses sponsoring refreshments.
* Transport: Efforts to improve local connectivity, such as community bus services or cycling paths.
o Example: Rural parish councils could establish a Community Transport Scheme providing a minibus service to connect isolated residents with nearby towns, ensuring access to essential services.
* Finance: Initiatives that provide financial education or support economic resilience.
o Example: A council could offer a series of Financial Literacy Workshops for low-income residents, covering budgeting, debt management, and accessing benefits, delivered in partnership with local credit unions.
* Culture & Creativity: Activities that enhance community life through arts and culture.
o Example: A council might create a Community Arts Festival, featuring local artists, musicians, and performers, offering workshops and exhibitions that celebrate local culture and heritage.
* Social Connections & Families: Projects that strengthen community ties and support families.
o Example: A town council could set up a Family Fun Day series, offering free activities in the local park, such as games, crafts and performances, aimed at bringing families together and fostering social cohesion.
* Equality & Diversity: Programmes that promote inclusivity and equal access to opportunities.
o Example: A council could run an Inclusive Community Sports Day, designed to be accessible to all, including those with disabilities, and offering activities that promote understanding and integration.
* Employment, Education & Training: Efforts that support job creation, skills development, and educational opportunities.
o Example: A council might develop a Youth Employment Skills Workshop series, providing local young people with training in CV writing, interview techniques, and career planning, in collaboration with local businesses.
* Health & Community Services: Projects that improve access to healthcare and social services.
o Example: A council could organise Pop-Up Health Clinics, offering free health checks and advice in community centres, focusing on areas with limited access to healthcare services.
* Housing & Infrastructure: Initiatives that ensure safe, affordable housing and improve community facilities.
o Example: A council could undertake a Community Hall Refurbishment project to create a modern, accessible space for local events and services, enhancing the community's social infrastructure.
* Food & Nutrition: Programmes that encourage healthy eating and improve food security.
o Example: A parish council might start a Community Allotment Scheme, providing residents with plots to grow their own food, along with workshops on sustainable gardening and healthy cooking. | <urn:uuid:45326037-b0ab-49c9-8db6-bcaea9345c71> | CC-MAIN-2025-05 | https://somerset-alc.org.uk/wp-content/uploads/2024/11/Grant-Guidance_Appendix-Eligible-Projects.pdf | 2025-01-13T13:47:33+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00363.warc.gz | 572,538,584 | 631 | eng_Latn | eng_Latn | 0.990941 | eng_Latn | 0.991558 | [
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Design Technology
Substantive and Disciplinary Knowledge
At Orchard Primary School, we recognise the importance of encouraging pupils to think, share ideas and creatively solve problems in the world around them. We strive to develop their technical understanding and skills so that they can learn about design methods and investigate their environment and its everyday materials.
Through our curriculum, we aim to build an awareness of the impact of Design & Technology on our lives and encourage pupils to become resourceful, problem- solving citizens who will have the skills to contribute to the ever-changing world. We acknowledge the link to other disciplines such as Mathematics, Science, Computing and Art.
A clear understanding of key substantive and disciplinary knowledge for Design & Technology ensures progression between year groups, and thus allows pupils to move forward in their learning and make necessary links in key concepts.
Knowledge in Design Technology:
Substantive knowledge concerns the key facts, concepts, principles and explanatory frameworks in a subject.
Disciplinary knowledge is needed in order to think, process and develop understanding with the subject.
At Orchard Primary School, substantive knowledge in Design &Technology is based on the knowledge of four key elements of the process of design: design, make, evaluate and gather technical knowledge.
All of these elements are taught in all year groups: | <urn:uuid:a024be8f-47b8-4487-a2cb-7e572f9f8009> | CC-MAIN-2025-05 | https://www.orchardprimary.org/user_uploads/files/6%20-%20Curriculum/Document%20Links/Documents%202023-24/DT%20Substantive%20and%20Disciplinary%20Knowledge.pdf | 2025-01-13T14:45:48+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00357.warc.gz | 984,903,786 | 253 | eng_Latn | eng_Latn | 0.993937 | eng_Latn | 0.993937 | [
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①September - October
This half term our language learning journey will allow us to talk about where we live in Spanish.
Assessment: Multiskill CAT
Support at Home – Word a Day
Support at Home – Word a Day
House & Town
My current home
AR verbs – activities at home
IR verbs – where I live
Rooms and floors
Furniture and prepositions
Places in town
Opinions on town
ER verbs – eating in town
What you can do in town
Near future – in town
Problems in town
Daily routine (reflexive verbs)
Role play card
Photo card
②November - December
This half term our language learning journey will allow us to talk about holidays in Spanish.
Assessment: 90 word writing task
Support at Home – Word a Day
Support at Home – Word a Day
Holidays
Countries I like to go to
Opinion on countries
Weather – present tense
Transport
Accomodation
Writing: 90 word task
Activities on holiday - present
Past holidays
Weather- past tense
Preterite: conjugation
Sequencing and irregular verbs
Disaster holidays
Future holidays
Ideal holidays - conditional
③January - February
This half term our language learning journey will allow us to talk about free time activities and technology in Spanish.
Assessment: Multiskill CAT
Support at Home – Word a Day
Support at Home – Word a Day
Free time & Technology
Opinion on sports
Jugar and hacer - present
Opinion on hobbies
Music: instuments & opinions
Opinions on technology
What I use Apps for +ves/-ves of technology
Celebrity culture: influencers
Opinions of TV programmes
Opinions of films
④March - April
This half term our language learning journey will allow us to talk about school in Spanish.
Assessment: N/A
Support at Home – Word a Day
Support at Home – Word a Day
School
Opinions on subjects
Complex opinions on subjects
Future studies
Perfect tense: I have decided
Dreams & hopes for the future
School rules
School facilities
My primary school - imperfect
Uniform
Uniform at primary school
My school day - present
At school yesterday
A recent school trip
Problems at school
⑤April - May
This half term our language learning journey will allow us to talk about family and relationships in Spanish.
Assessment: EOY Writing Paper
Support at Home – Word a Day
Support at Home – Word a Day
Family & Relationships
Writing Paper
Family members
Family relationships
Relationships & personality
Relationships: complex opinions
Relationships: complex reasons
Descriptions using ser
Descriptions using tener
Ideal partner - conditional
Uniform at primary school
Future relationships
Marriage
Extended opinions on marriage
⑥June - July
This half term our language learning journey will allow us to talk about festivals and celebrations in Spanish.
Assessment: EOY Reading, listening and speaking
Festivals & Celebrations
Día de los Muertos
Navidad en España
Last Christmas – past infinitive
Last Christmas - preterite
Birthday celebrations
Birthday celebrations - tenses
Semana Santa
La Tomatina
Las Fallas
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①September - October
This half term our language learning journey will allow us to talk about food and drinks in Spanish.
Assessment: reading
Support at Home – Word a Day
Support at Home – Word a Day
Food and drinks
Foods and drinks
Justified opinions
Present tense verbs
At the market
Future tense verbs
Ordering tapas
②October - December
This half term our language learning journey will allow us to talk about holidays in Spanish.
Assessment: writing
Support at Home – Word a Day
Support at Home – Word a Day
Holidays
Countries
Transport
Accomodation
Holiday activities
Future tense
Past tense verbs
Chores
③January - February
This half term our language learning journey will allow us to talk about our family in Spanish.
Assessment: listening
Support at Home – Word a Day
Support at Home – Word a Day
My family
Family members
Descriptions
Comparatives
Other people's opinions
Jobs my parents do
What job I would like to do
④March - April
This half term our language learning journey will allow us to talk about where we live in Spanish.
Assessment: speaking
Support at Home – Word a Day
Support at Home – Word a Day
Where I live
Types of home
Opinions on my area
Places in town
Where I go in town
Future tense
What I did in town recently
⑤April - May
This half term our language learning journey will allow us to talk about clothes in Spanish.
Assessment: translation
Support at Home – Word a Day
Support at Home – Word a Day
Clothes
Clothing items
Descriptions
Uniform
Hobbies
Talking about others
Future tense
Shopping for clothes
⑥June - July
This half term our language learning journey will allow us to talk about Madrid and to communicate in the tourist office or the train station in Spanish.
Assessment: writing
Support at Home – Word a Day
Support at Home – Word a Day
In Spain!
Writing revision
Tenses revision
Places in Madrid
At the tourist office
Directions
At the train station | <urn:uuid:c7cc629e-7400-4911-8345-ce271e081486> | CC-MAIN-2025-05 | https://www.harrogategrammar.co.uk/seecmsfile/?id=3086 | 2025-01-13T14:21:35+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00363.warc.gz | 862,351,638 | 445 | eng_Latn | eng_Latn | 0.992943 | eng_Latn | 0.993067 | [
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①September - October
This half term our language learning journey will allow us to talk about ourselves in Spanish.
Assessment: translation
Support at Home – Word a Day
Support at Home – Word a Day
All about me
Greetings
Where I live
In my pencil case
What I (don't) like
Numbers and age
Birthdays
②October - December
This half term our language learning journey will allow us to talk about our family in Spanish.
Assessment: reading
Support at Home – Word a Day
Support at Home – Word a Day
My family
Pets
Family members
Personality
Size
Hair and eyes
Describing a photo
③January - February
This half term our language learning journey will allow us to talk about school in Spanish.
Assessment: writing
Support at Home – Word a Day
Support at Home – Word a Day
School
School subjects
Justified opinions
Teachers
Future studies
School facilities
AR verbs in the present tense
④March - April
This half term our language learning journey will allow us to talk about where we live in Spanish.
Assessment: listening
Support at Home – Word a Day
Support at Home – Word a Day
Where I live
Locations
Rooms in my house
Furniture
Prepositions
Foods and drinks
ER verbs in the present tense
⑤April - May
This half term our language learning journey will allow us to talk about our free time in Spanish.
Assessment: peer speaking
Support at Home – Word a Day
Support at Home – Word a Day
My free time
Ball sports
Non ball sports
Time phrases
Hobbies
Justified opinions
Future tense conjugation
⑥June - July
This half term our language learning journey will allow us to talk about our daily routine in Spanish.
Assessment: writing
Support at Home – Word a Day
Support at Home – Word a Day
My daily routine
Irregular verbs
IR verbs in the present tense
Telling the time
Daily routine
Classroom language
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①September - October
This half term our language learning journey will allow us to talk about our school in Spanish.
Assessment: writing
Support at Home – Word a Day
Support at Home – Word a Day
School
School subjects
Justified opinions
Sophisticated opinions
Teachers
Facilities
Primary school
Future plans
②October - December
This half term our language learning journey will allow us to talk about sports and hobbies in Spanish.
Assessment: reading
Support at Home – Word a Day
Support at Home – Word a Day
Sports & Hobbies
Sports
Hobbies
Future tense
Past activities
What I used to do
Extreme sports
③January - February
This half term our language learning journey will allow us to talk about the digital world in Spanish.
Assessment: translation
Support at Home – Word a Day
Support at Home – Word a Day
The Digital World
TV programmes
Films
Justified opinions
A recent film
A trip to the cinema
Uses of technology
Positives and negatives of technology
④March - April
This half term our language learning journey will allow us to talk about health in Spanish.
Assessment: listening
Support at Home – Word a Day
Support at Home – Word a Day
Health
Body parts
Saying what hurts
Injuries
Illness
Medical advice
Healthy eating
Future health plans
⑤April - May
This half term our language learning journey will allow us to talk about our ideal life in Spanish.
Assessment: role play speaking
Support at Home – Word a Day
Support at Home – Word a Day
My Ideal Life
Conditional tense
Irregular verbs
Ideal school
Ideal house
Question words
Role play skills
⑥June - July
This half term our language learning journey will allow us to talk about the environment in Spanish.
Assessment: reading & translation
Support at Home – Word a Day
Support at Home – Word a Day
The Environment
Revision and skills
Environmental problems
Opinions
What I do to help
Future actions
Recycling in the past
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What are we learning about ?
①September - October
This half term our language learning journey will allow us to talk about environmental, social and global issues in Spanish.
Assessment: reading
Support at Home – Word a Day
Support at Home – Word a Day
The Environment
Environmental problems
Justified opinions
Solutions
Using different tenses
Role models
Social/global issues
Voluntary work
What are we learning about ?
②October - December
This half term our language learning journey will allow us to talk about health in Spanish.
Assessment: Mock exams All skills
Support at Home – Word a Day
Support at Home – Word a Day
Health
Opinions on food
Healthy eating
Bad habits
Sport and exercise
Future plans
Body parts
Illness
Medical advice
What are we learning about ?
③January - February
This half term our language learning journey will allow us to talk about the world of work in Spanish.
Assessment: writing
Support at Home – Word a Day
Support at Home – Word a Day
The World of Work
Jobs
The job I want & why
Pros and cons of different jobs
Chores
Part time jobs
Work experience
What are we learning about ?
This half term our language learning journey will allow us to consolidate our learning from the GCSE course over a variety of topics and skills.
Revision
Holidays
School
Festivals
Transactional skills
Free time
Technology
Family&relationships
Town and local area | <urn:uuid:40bf1432-5b97-44a4-bda4-feb17083fb78> | CC-MAIN-2025-05 | https://www.harrogategrammar.co.uk/seecmsfile/?id=3081 | 2025-01-13T13:05:55+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00358.warc.gz | 881,268,577 | 308 | eng_Latn | eng_Latn | 0.994058 | eng_Latn | 0.994373 | [
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Meadowhead Juniors Primary Curriculum Adaption Art and Design
Possible adaptations to provision for SEND learners in the classroom.
Art and Design
Possible Adaptations to ensure pupils access learning
1. Evidence of adaptation to curriculum
e.g. content, grouping
Mixed ability
Extension tasks for More Able
* Explanations for their choices within Art
* Linking ideas across other subjects
Seating for SEND (Art):
Pupils can see and hear clearly, including communication from the teacher, peers and interactive board/screens within the classroom. iPads are provided for those pupils for visual and hearing aids. Pupils have clear access for movement within the classroom to obtain resources, materials and equipment for that lesson.
2. Evidence of adaptation to teaching style / strategy
e.g. pre-teach, chunking
Pre-knowledge is introduced at the start of each lesson with SSA and Teacher.
Plans are produced to show high expectations from every pupil.
Make use of formative assessment strategies.
Provide opportunities for children to use their own ideas and show creativity
3. Evidence of adaptation of teaching materials and resources
e.g. font size, overlays, manipulatives
Interactive whiteboards are non-reflective to reduce glare.
Instructions are given clearly and reinforced visually, where necessary. Simple vocabulary is provided within Art lessons to allow all pupils to understand the outcome.
Questions are prepared in different styles/levels for different pupils − careful preparation ensures all pupils have opportunities to answer open-ended questions.
Now and Next boards, egg/digital timers, visual timetables should be evident in classrooms
4. Evidence of adaptation of recording
Meadowhead Juniors Primary Curriculum Adaption Art and Design
e.g. scribe, use of IT
Use of iPads for SEND pupils to give verbal explanations as an alternative for scribing in sketchbooks if necessary.
5. Evidence of adaptation of / innovative use of support e.g. focused use of support
Support from additional adults is planned to scaffold pupils' learning, allowing them, following their guidance to work independently.
Use support staff and teacher to check in with SEND children when working independently.
Staff to adapt tasks in the lesson if children are finding work too challenging. (Provide extra resources, restructure the task, provide scaffolding, recap instructions etc.)
The 'five a day principles: What is good for SEND is good for all. | <urn:uuid:8dd3ae7d-4194-4fd8-a4a1-31e7bc3ccb00> | CC-MAIN-2025-05 | http://www.meadowheadjuniors.co.uk/attachments/download.asp?file=218&type=pdf | 2025-01-13T12:26:32+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00359.warc.gz | 53,686,621 | 484 | eng_Latn | eng_Latn | 0.996774 | eng_Latn | 0.99662 | [
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Angelina Guluwulla Karadada Boona
Birth Year Language Group Region
1967
Wunambal
Kalumburu, WA
Biography
Angelina was born in Kalumburu and has lived in Kalumburu all her life.
Her mum is famous artist Lily Karadada and her father is Jack Karadada, who was a medicine man and would make artifacts like didgeredoo and spears for hunting.
"My mum used to paint on bark, bush baskets and Numarrga (bush cradle). I learnt two languages from my parent, plus other languages in my life."
Angelina is an excellent painter and is employed as the Arts Centre Manager at Kira Kiro Arts. Angie has recently graduated from the ANKA Arts Worker Foundation Training Program and the National Gallery of Australia Wesfarmers Indigenous Leadership Fellowship.
"I want to challenge myself to achieve my best. I think it is important for my whole community to have someone committed to the arts.
"I love doing art and running the art centre. The art centre is very important for the community, for the younger generation to come and learn if they want to be an artist. My goal is to run Kira Kiro Artists, so I am the main person responsible for daily activities. The younger girls come to me and ask for advice and how they can progress with their paintings and their art career. I enjoy providing them guidance and advice.
"I am training to run this art centre independently with a local Indigenous arts worker team. In five years time I will be there at the art centre but with my grandchildren and teaching them culture too. It will be my responsibility to look after the art centre and to teach all the young people making them go the right way."
Exhibitions
2021 Berrdalngtha Woorlang – Strong Stories, Mossenson Galleries, Subiaco WA
2021 Boonkaj – Emerging: Art from the Kimberley, curated by Sandra Murray, Flux Gallery,
Kings Street Art Centre, Perth WA
2021 Fair Isle, DADAA, Perth Festival, Fremantle WA
2020 Above and Below, Angelina Karadada and Louise Malarvie, Aboriginal Contemporary,
Bronte NSW
2020 Wandjina the Rainmaker, Mr Barval Wines, Margaret River, WA
2020 Connected to the Land, The Cross Art Projects, Kings Cross, Sydney NSW
2020 The Jury Art Prize, Courthouse Gallery, Port Hedland WA
2019 In Ochre, Artitja Fine Art, Fremantle, Perth WA
2019 Summer Salon - The Market Place, Artitja Fine Art, South Fremantle, Perth WA
2019 Water Talk, Mossenson Galleries, Subiaco, Perth WA
Collections
Art Gallery of WA National Museum of Australia St John of. God Hospital, Perth WA
Bibliograpghy
2020 Connected to the Land exhibition digital catalogue, essay by Jo Holder
Commissions
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Frequently Asked Questions about Christmas
Q: If Santa doesn't have to age, then why has he become old? A: He only appears to be old. He's an undercover kid.
Q: How can a sleigh possibly fly through the air?
A:
If you were being pulled by eight flying reindeer, wouldn't you fly too?
Q: Why do we wish people a "Merry Christmas" instead of a "Happy Christmas"?
A: The two are about the same, but with "Merry Christmas" an extra twinkle is seen in the eyes.
Q: Why is a Christmas tree that has been chopped down called a "live Christmas tree"?
A: It's dead but doesn't know it, and yet it's having the time of its life.
Q: Why do we wrap our Christmas gifts with paper?
A: Because we like to see surprise and joy (real or kindly faked) in the recipients.
Q: How many angels can dance on the head of a pin? A: Nowadays only four angels can dance there. Formerly there was no limit, but OSHA passed the Angel Safety Law recently, which also requires that the pin must be inspected twice each year for structural defects.
Q: How many gifts can Santa Claus's bag hold?
A: One less than infinity. Why one less? Because there's a limit to everything.
Q: How could a star that is high in the sky lead the Wise Men to a tiny manger on the ground?
A: Wisely, toward the end of their journey they asked directions from someone on the road. Had they not been so wise, they might have missed the manger by several hundred miles. (That person on the road has never been identified.)
Q: Is there really a Mrs. Santa Claus?
A: The best way to know for sure is to ask Santa Claus next time you see him.
Q: Why do we hear so many bells at Christmas time? A: Because so many people ring them.
Q: Why do so many people ring bells at Christmas time? A: For the poor, for the joy, and because a bell can say what words can't say.
Q: What can't words say?
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Printable Cursive Handwriting Practice
Cursive Handwriting Workbook
Cursive Handwriting Practice Workbook for Adults
Alphabet ABC
Better Handwriting for Adults
My Book of Cursive Writing Letters
Cursive Handwriting Workbook: ABC Bible Verses
Cursive Handwriting Workbook for Kids Ages 5-9
Cursive Handwriting Workbook for 3rd 4th 5th Grader
Beginning Cursive: Uppercase Cursive Letter Handwriting Practice Workbook
Italic Handwriting Series
Trace & Learn - Cursive Writing
Cursive Writing Practice - Inspiring Quotes
Power Practice: Cursive Handwriting, eBook
Cursive Handwriting Workbook for Kids
The Ultimate Penmanship Guide
Cursive Handwriting Workbook for Kids Ages 8-12
Comprehensive Handwriting Practice: Traditional Manuscript, Grades K - 1
Handwriting: Cursive Workbook
Cursive Handwriting Practice Workbook for 3rd 4th 5th Graders
Cursive Handwriting Workbook
Ready-Set-Learn: Modern Cursive Writing Practice Grd 2-3
Handwriting Practice Book for Kids Ages 6-8 and Adult
Handwriting Practice
Cursive Handwriting Workbook for Adults
Handwriting: Cursive Practice
Cursive Handwriting
Cursive Handwriting Workbook for Teens
Zaner-Bloser Handwriting
Cursive Handwriting Practice Book for Tweens Ages 10-12
Cursive Handwriting Workbook for Beginners Cursive Letter Connections
Spectrum Cursive Handwriting, Grades 3 - 5
Cursive Handwriting Workbook
Cursive Handwriting Worksheets (Book)
Ukrainian Cursive Handwriting Workbook for Kids.
Cursive Practice Learning Pad: Scholastic Early Learners (Learning Pad)
Cursive Handwriting Workbook For Kids
Cursive Handwriting Workbook For Kids Beginners Beginning Cursive for Confident and Creative Girls
Printable Cursive Handwriting Practice
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ANGEL JAQUAN
Cursive Handwriting Workbook Cartwheel Books HUGE 220 PAGES / RACE AHEAD IN CURSIVE HANDWRITINGFrom the trusted name in children's education comes Scholdener's Cursive Handwriting Workbook. BEGINNING CURSIVE PART 1: LETTERS OF THE ALPHABET Trace and then copy each letter of the alphabet - both lowercase and capital letters - until each one is mastered. PART 2: WRITING WORDS Bring together the skills you learnt in Part 1 by writing a selection of simple then more complex words. Each page features a fun joke. PART 3: JOKES AND RIDDLES Move on to writing sentences by copying the jokes and riddles provided in the workbook. This part will gently guide the child from beginner until they are happy and confidently writing sentences. PRACTISE SENTENCESOver 100 Pages Of Exercises To Improve Handwriting Skills We delve further into full sentences by copying the carefully selected words. If you don't get it right first time, don't worry! There's plenty of writing space, so just try again. This part will have your child confidently writing full sentences. THE QUALITY CHOICE + INCREDIBLE VALUE Filled with words of encouragement to motivate the child as they progress. 8.5" x 11" - Large size provides plenty of room for writing inside. 220 pages - with more than 200 pages of writing exercises - far more than most similar books. Made in the USA from the trusted education publisher Scholdener.
Cursive Handwriting Practice Workbook for Adults Independently Published Teaching students to write cursive script has never been easier. The Beginning Cursive: Uppercase Cursive Letter Handwriting Workbook presents lessons on uppercase cursive letter formation, containing more than 5,200 cursive tracing units. The Beginning Cursive workbook is for students just beginning to learn cursive handwriting as well as students familiar to cursive handwriting who would like extended cursive practice. The full-page letter format focuses on learning one uppercase cursive alphabet per page-a method proven to provide thorough and extensive practice when learning to write each cursive letter correctly.The Beginning Cursive Handwriting Practice Workbook presents students learning cursive with the opportunity to trace each uppercase cursive letter a minimum of 200 times before being presented with freehand cursive practice pages. Your student has adequately mastered a cursive letter when they are comfortable with cursive stroke formation as evidenced by the student's progress when writing freehand.When teaching cursive handwriting, student proficiency can be improved through daily cursive lessons. When teaching cursive, instructors can use the Beginning Cursive Handwriting Practice Workbook to utilize the hand-overhand guidance technique in order to assist students with making correct cursive letter strokes. The guided lines in this cursive handwriting workbook have been provided for those teaching cursive as well as those learning cursive to use as a tool to help learn correct cursive letter formation quickly and effectively.The Beginning Cursive Handwriting Practice Workbook is the perfect resource to improve cursive penmanship. It's useful in the homeschool classroom as well as public and private 1st grade, 2nd grade, and 3rd grade classrooms. This cursive script workbook is a great companion to alphabet handwriting programs such as Zaner-Bloser, D'nealian Traditional Cursive, and Kumon. The full-page (8.5x11) workbook format used in the Beginning Cursive Handwriting Workbook is the same used in classrooms, making it superior to traditional one-page printable cursive worksheets when it comes to learning to write cursive.This book only provides practice with individual cursive letters. Look at our more advanced cursive handwriting products for practice joining letters and writing cursive sentences.
Alphabet ABCKumon Publishing North America
Cursive Handwriting Workbook for Kids: Learning Cursive for 2nd 3rd 4th and 5th Graders, 3 in 1 Cursive Tracing Book Including over 100 Pages of Excercises with Letters, Words and Sentences Recommended by teachers Did you know that the learning process of writing by hand helps train up
1
the child's brain to practice and improve on several skills all at once: visual, touch, and motor. Learning cursive handwriting in children has been found to be vital for every child's spelling skills and fluency, as thorough practice enables them to recognize words as they read them later on. It's been suggested that cursive writing provides the brain similar benefits as when it learns to play a musical instrument. All the handwriting practices in this book are designed to encourage writing proficiency, while they learn the English language, at the same time. This workbook is great for writing beginners in 2nd, 3rd, 4th and 5th grade. It can also be fun for preschool and kindergarten kids who wants to learn cursive since the book has funny images of cats and dogs. What's inside?: Part 1 starts off with the alphabet where writing letters in both capital and lowercase forms are practiced through tracing and connecting the dots. Each letter is presented with directional arrows to guide the hand movements of the child as he or she learns to write. We've also added the numbers 1-10 to the first chapter. Part 2 consists of age-appropriate words to be traced and copied. Part 3 moves on to practicing sentences. Unlike other cursive workbooks this book has plenty of space with a whole page for practicing each letter. This is a fun cursive workbook choice for all parents who hope to begin teaching cursive to beginners and engage their kids in stimulating cursive handwriting practice. Do your kid a favour and Go to the top-right of the page and click "Add to Cart"
Better Handwriting for Adults Highlights Press
This workbook is for teens and young adults who are looking to build cursive writing skill. With over 100 pages of practice supported by easy illustrated dot to dot method, this book makes learning cursive fun and easy. The book starts with the basics and progressively advances to develop the muscle memory and understanding of how to form each cursive letter correctly and connect them. This book takes the writer on a skill building journey of Tracing the cursive letters Connecting two, three and four letter words in cursive Writing simple sentences in cursive The included thoughtful quotes and motivational sentences give a great foundation for writing cursive while helping young adults explore new concepts Buy this today to begin a journey into the beautiful world of cursive handwriting. On sale currently - Under $10
My Book of Cursive Writing LettersIndependently Published
This cursive handwriting practice pad, developed with handwriting experts Zaner-Bloser, combines Hidden Pictures® puzzles and activities with digital video tutorials that correspond to each page to make learning cursive easy and fun. While many schools no longer teach cursive, it is still an important life skill valued by parents. Highlights brings Fun with a Purpose® into learning cursive with this 80-page, full-color pad. It has easy-to-follow instructions and special QR codes on the pages which can be scanned with a mobile device to watch animated handwriting tutorials. The pad's horizontal format provides plenty of writing space for both left-handed and right-handed kids, and also has convenient tear-off pages.
Cursive Handwriting Workbook: ABC Bible VersesIndependently Published
Hi Everyone, YOUR WAY TO SUCCESS is HERE ! DESCRIPTION : What does this book include ? Size : (8.5 in by 11 in) Total of Pages : 35 pages Blank Lined Page. Uppercase And Lowercase Cursive Writing Page for Dot Grid. Uppercase And Lowercase Print Writing Page for Dot Grid. Uppercase And Lowercase Print Writing Page for Lined Page (Tracing). Uppercase And Lowercase Cursive Writing Page for Lined Page (Tracing). Please feel free to message me at any time if you have any questions or concerns. Thunks !
Cursive Handwriting Workbook for Kids Ages 5-9 Power Practice: Cursive Handwriting, eBook This book is perfect for kids of all ages who want to learn letters of the alphabet and improve their handwriting skills. These essential letter drills will help with letter recognition and sounding out the letters is also recommended. It also includes exercises using sight words. The Book Contains: Premium matte cover design Printed on high-quality interior stock Perfectly sized at 8.5" x 11" handwriting practice, handwriting for kids, handwriting, handwriting practice for kids, handwriting practice books for kids, writing practice for kids, cursive handwriting, print handwriting practice, cursive handwriting practice, handwriting for kids printable, cursive handwriting practice for kids, handwriting practice for beginners, cursive handwriting practice for beginners, writing practice, good handwriting, handwriting practice workbook, handwriting practice workbook, alphabet, alphabet book, book, alphabet song, the alphabet book, DIY alphabet book, my first alphabet book, toddler alphabet book, Usborne alphabet book, the ocean alphabet book, books, how to make an alphabet book, make alphabet book easy DIY, alphabet storybooks, an amazing alphabet book!,Usborne alphabet picture book, LMNO peas alphabet book read-aloud audio, ABC book, Usborne books to learn the alphabet, children's books to learn the alphabet.
Cursive Handwriting Workbook for 3rd 4th 5th Grader Creative Teaching Press Brighter Child Handwriting: Cursive helps students master legible writing in the cursive style. Practice is included for lowercase and uppercase letters, words and sentences, and more. School success starts here! Workbooks in the popular Brighter Child series are packed with plenty of fun activities that teach a variety of essential school skills. Students will find help for math, English and grammar, handwriting, and other important subject areas. Each book contains full-color practice pages, easy-to-follow instructions, and an answer key.
Carson-Dellosa Publishing
Cursive Handwriting Workbook For Kids Beginners: A Beginner's Practice Book For Tracing And Writing Easy Cursive Alphabet Letters And Numbers With the help of this workbook, your children will be writing in cursive in no time! What is so special about this handwriting book is that, learning how to write in cursive will no longer be boring. Surely, your children will find themselves having fun as they trace the easy to follow illustrated exercises. Inside You Will Find: Fun and simple writing exercises for letters and numbers. Learn new words and easily turn them into phrases. Lots of space for tracing, coloring, and even doodling. This workbook will be great for children aged three to five. Writing in cursive will no longer be a problem with continued practice with these creative exercises. Through consistent practice, your children will be able to write in cursive by themselves. Combine play with learning. Get this book NOW!
Beginning Cursive: Uppercase Cursive Letter Handwriting Practice Workbook Carson Dellosa Publishing Company
Cursive Handwriting Tracing Practice Workbook for Grades 3-5 These workbook is essential for beginners with Uppercase and Lowercase letters to practice from A-Z with step-by-step guide on how to draw pencil. Great cursive workbook for students grades 3-5 no prep needed. Very easy workbook to enhance cursive writing skills. Tags Printing Handwriting Workbook, Handwriting Workbook, Letter Tracing workbook, Cursive tracing letter, grade 3 workbook, grade 4 writing, grade 3 reading workbook, Cursive handwriting workbook for kids, basic concepts and readiness skills, ks3 english book, ks4 english, ks4 writing, ks3 writing book
Italic Handwriting Series Independently Published Use activity pages to enhance students' handwriting. The practical and creative activities provide students with practice in recognizing and forming capital and lowercase letters. As students complete the activities, they will improve their handwriting as well as practice a multitude of other skills including; states and capitals, compound words, parts of speech, alphabetical order, counting syllables, antonyms, and synonyms.
Trace & Learn - Cursive WritingCarson-Dellosa Publishing
Cursive Handwriting Practice Workbook for 3rd 4th 5th Graders -This Cursive practice workbook is essential for beginners with Uppercase and Lowercase letters to practice from A-Z with step-by-step guide on how to draw pencil. -Great cursive workbook for students grade 3rd 4th 5th, no prep needed. - Must have workbook to improve handwriting skill Handwriting Workbook, Letter Tracing workbook, Cursive tracing letter, grade 3 workbook, grade 4 writing, grade 3 reading workbook, Cursive handwriting workbook for kids,
Cursive Writing Practice - Inspiring Quotes Createspace Independent Publishing Platform Practice cursive with inspirational Bible verses! Perfect practice makes perfect, so ensure that your little one has only the best to practice and perfect their cursive handwriting skills! Practice writing full sentences and learn tons of Bible verses with this inspirational cursive workbook. It is filled with over 45+ practice pages of cursive Bible verses and quotes. STEP 1: Trace the Bible verse. STEP 2: Practice writing on your own! This cursive handwriting workbook is ideal for grades 3-5 (perfect for back to school).Why you'll love this book Large 8.5 x 11 inch pages Over 45+ pages of practice Inspirational Bible verses Reproducible for teachers, pastors and parents at school, church home use TAGS: back to school books for kids, cursive handwriting workbook, Cursive writing practice for kids, cursive handwriting practice for kids, cursive workbooks, cursive writing workbooks for kids, cursive handwriting workbook, cursive handwriting workbooks, cursive handwriting books,workbook cursive,
practice cursive writing,VBS
Power Practice: Cursive Handwriting, eBook Createspace Independent Publishing Platform This workbook, Cursive Handwriting Practice Workbook for Adults, offers adults (or teenagers) an age-appropriate opportunity to develop cursive handwriting skills. The phrases and sentences were specially selected with adults (or teens) in mind. Blank lines are narrower than standard children's practice worksheets. A relaxing theme may appeal to people of all ages. One chapter challenges you to rewrite printed sentences with cursive handwriting. This will test your mastery of the letters. The last chapter provides cursive handwriting prompts. A chart shows you how to write the cursive alphabet, and a couple of quick chapters at the beginning offer practice with letters and words. Cursive Handwriting Workbook for Kids Teaching Resources
This book is perfect for kids of all ages who want to learn letters of the alphabet and improve their handwriting skills. These essential letter drills will help with letter recognition and sounding out the letters is also recommended. It also includes exercises using sight words. The Book Contains: Premium matte cover design Printed on high-quality interior stock Perfectly sized at 8.5" x 11" handwriting practice, handwriting for kids, handwriting, handwriting practice for kids, handwriting practice books for kids, writing practice for kids, cursive handwriting, print handwriting practice, cursive handwriting practice, handwriting for kids printable, cursive handwriting practice for kids, handwriting practice for beginners, cursive handwriting practice for beginners, writing practice, good handwriting, handwriting practice workbook, handwriting practice workbook, alphabet, alphabet book, book, alphabet song, the alphabet book, DIY alphabet book, my first alphabet book, toddler alphabet book, Usborne alphabet book, the ocean alphabet book, books, how to make an alphabet book, make alphabet book easy DIY, alphabet storybooks, an amazing alphabet book!,Usborne alphabet picture book, LMNO peas alphabet book read-aloud audio, ABC book, Usborne books to learn the alphabet, children's books to learn the alphabet, handwriting practice book, handwriting practice book for kids, handwriting practice book for kids ages 6-8, handwriting practice book for adults, handwriting practice book for kids ages 3-5, handwriting practice books for teens, handwriting practice book kindergarten.
The Ultimate Penmanship GuideContinuing Education Press
Build a solid foundation of forming letters with Comprehensive Handwriting Practice: Traditional Manuscript for students in grades K–1. Introduce letter formation, placement, and spacing while providing writing practice in multiple curriculum areas. The writing activities cover upper- and lowercase letters and include sentences focusing on specific letters and short cross-curricular paragraphs. This 128-page ebook includes worksheets and a printable take-home alphabet tonguetwister booklet.
Cursive Handwriting Workbook for Kids Ages 8-12 Createspace Independent Publishing Platform A letter-perfect way to teach your students to write. Each book features comprehensive, stroke-bystroke, self-directed exercises with ample practice space provided. Numbered arrows show the correct formation of all letters and numbers, as well as methods of connecting cursive letters. Comprehensive Handwriting Practice: Traditional Manuscript, Grades K - 1 Teacher Created Resources
Give your child an advantage in communication by teaching them an important skill that gets left behind in today's busy classroom. Spectrum (R) Cursive Handwriting for grades 3-5 guides children through writing letters in isolation, connecting letters, and more. Technology may be a key player in today's classrooms, but there's nothing wrong with keeping a few old-school techniques. Being able to write legibly helps children take notes, complete homework, and communicate in a style that never needs recharging.
Handwriting: Cursive Workbook Independently Published
This cursive handwriting book can help you to teach the kids how to write in cursive. It is a perfect writing book for kids that can be used as cursive writing practice book. You can use this cursive handwriting book for kids to make their handwriting good. Kids would surely love practicing this handwriting book without tears. This book mainly includes: Different pages of upper and lowercase characters Word tracing cursive style Numerous sentences to copy This hand lettering workbook is available in 8.5x11 that makes it very easy for kids to practice in it. Indeed, it is a very best handwriting tool for kids. Grab copies of this cursive alphabet homeschool workbooks and give it as a gift to your friend's children.
Cursive Handwriting Practice Workbook for 3rd 4th 5th Graders Carson-Dellosa Publishing Suitable for Kids 6 and up Printed on high quality interior stock Cute and fun tutorials with easy to follow instructions Inspirational words, phrases and prompts! 8.5 x 11 - the perfect size! No cursive experience required!
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Grimsargh St Michael's C of E Primary School
Science Policy
Let your light shine before people so that they may see your good works and glorify your Father in heaven (Matthew 5: v.16)
Inspiring, believing and achieving in our loving Christian community
This policy reflects the school values and philosophy in relation to the teaching and learning of Science at Grimsargh St Michael's C of E School. It sets out a framework within which teaching and nonteaching staff can operate and give guidance on planning, teaching and assessment. This policy should be read in conjunction with the 2014 National Curriculum for Science which sets out in detail what pupils in different year groups should be taught.
This document is intended for all teaching staff and non-teaching staff with classroom responsibilities, and school governors. Copies of this policy will be available for parents who wish to see it; this can be requested at the school office.
This policy is to be read in conjunction with:
- Teaching and Learning Policy
- Assessment Policy
- Equality Policy
- Special Educational Needs (SEND) policy
Rationale
Science is a body of knowledge built up through experimental testing of ideas and a sound knowledge base. Science is also methodology, a practical way of finding reliable answers to questions we may ask about the world around us. Science in our school is about developing children's ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills and developing a sound knowledge base.
We believe that a broad and balanced science education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability.
Our aims in teaching science include the following.
- Preparing our children for life in an increasingly scientific and technological world.
- Fostering concern about, and active care for, our environment.
- Helping our children acquire a growing knowledge and understanding of scientific ideas.
- Helping develop and extend our children's scientific concept of their world.
- Developing our children's understanding of the international and collaborative nature of science and related issues.
Attitudes
- Encouraging the development of positive attitudes to science.
- Building on our children's natural curiosity and developing scientific approaches to problems.
- Encouraging open-mindedness, self-assessment, perseverance and responsibility.
- Building our children's self-confidence to enable them to work independently and as part of a team.
- Developing our children's social skills to work cooperatively with others.
- Providing our children with an enjoyable experience of science, so that they will develop a deep and lasting interest and may be motivated to study science further.
Skills
- Giving our children an understanding of scientific processes.
- Helping our children to acquire practical scientific skills.
- Developing the skills of investigation- including observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
- Developing the use of scientific language, recording and techniques.
- Developing the use of ICT in investigating and recording.
- Enabling our children to become effective communicators of scientific ideas, facts and data.
Aims
- Teaching science in ways that are imaginative, purposeful, safe, well managed and enjoyable.
- Giving clear and accurate teacher explanations and offering skilful questioning.
- Making connections between science and other subjects.
When planning and teaching science lessons it is important to ensure that children are carrying out investigations using the five types of enquiry. The National Curriculum for Science for England clearly lists five different types of enquiry that children should be familiar with across the primary school.
These are:
Pattern Seeking- Involves observing, measuring, and recording natural phenomena, or carrying out surveys. These may be biological investigations where it is not possible to control the variables. The children then look for patterns and relationships in the collected data.
Comparative and fair testing- Here children start thinking about variables and how they affect things. Children may compare two things, for example does icing sugar dissolve faster than caster sugar? They may start to think about developing a controlled test such as how the height of a drop affects the size of the crater made by a ball.
Observation over time- This type of enquiry occurs when children make careful observations of objects or events over a set time. This could be over any time period from short times such as minutes, hours etc up to over a whole year.
Identifying, classifying and grouping- This allows pupils to engage in activities to help them make sense of how the world is organised. They arrange a range of objects or events into manageable sets and then name them.
Research using secondary sources- This is an enquiry type that is useful when it is difficult to find out by testing for yourself. This could be finding out about different planets or what lives in a desert? It's also important to look at where they source the information and how accurate the sources may or may not be.
The programmes of study for each year group describe a sequence of knowledge and concepts. Children need to develop a secure understanding of the knowledge and concepts in order to progress to the next stage. 'Working scientifically' specifies the understanding of the nature, processes and methods of science for each year group.
Children in the Foundation Stage are taught the science elements of the Foundation Stage document through the Early Years Curriculum: Understanding the World.
Structure
Planning for science is a process in which all teachers are involved to ensure that the school gives full coverage of the National Curriculum for Science and science in the Foundation stage. Science teaching in the school is about excellence and enjoyment.
KS1 and Foundation stage teachers should be teaching science for a minimum of one hour each week. KS2 teachers should be teaching science for a minimum of two hours per week.
This may not be the case if teachers are blocking their science lessons.
We aim to include practical scientific enquiry which is backed up by the development of secure knowledge and understanding.
The school follows the programmes of study from White Rose which specifies what to teach in each year group. We use the overview, progression documents, including through vocabulary, to plan the units of work for each year group. This ensures progression between year groups and guarantees topics are revisited. Teachers are expected to adapt and modify the model plans to suit their children's interests, current events, their own teaching style, the use of any support staff and the resources available.
Approach
The essential elements describing how science is taught in our school are described below.
- Wherever possible, we teach science through acquiring knowledge and practical tasks to provide children with real experiences of planning, carrying out and evaluating the results of investigations.
- We actively teach science skills focusing on 'Working Scientifically'.
- We use educational visits to enhance the children's science study and visitors will be invited into school to support and enhance their learning.
- We encourage children to ask and answer their own questions as far as is practical to do so.
- We use cross-curricular links to science with design technology, mathematics, I.T., literacy and art.
- Our curriculum is under constant review in line with the needs of our children, our changing local community and environment and national directives.
Equal Opportunities
Science is taught within the guidelines of the school's equal-opportunities policy.
- We ensure that all our children have the opportunity to gain scientific knowledge and understanding regardless of gender, race, class, physical or intellectual ability.
- Our expectations do not limit pupil achievement and assessment does not involve cultural, social, linguistic or gender bias.
- We aim to teach science in a broad global and historical context, using the widest possible perspective and including the contributions of people of many different cultures and background (the study of significant people in the world of science).
- We draw examples from other cultures, recognising that simple technology may be superior to complex solutions.
- We value science as a vehicle for the development of language skills, and we encourage our children to talk constructively about their science experiences (curriculum ambassadors and pupil interviews).
- We recognise the particular importance of first-hand experience for motivating children with learning difficulties.
- We recognise that science should engage our gifted and talented children, and we aim to challenge and extend them.
- We exploit science's special contribution to children's developing creativity; we develop this by asking and encouraging challenging questions and encouraging original thinking.
Assessment and Recording
We use assessment to inform and develop our teaching and learning.
- Topics commonly begin with an assessment of what children already know (using grids or mind maps, for example).
- We use assessment for learning (AfL). Children are involved in the process of selfimprovement, recognising their achievements and acknowledging where they could improve.
- The school science lead monitors progress through the school by sampling children's work, talking to children, learning walks, class portfolios/books and displays.
- All staff assess children's levels of attainment at the end of each term and report levels achieved on the Lancashire tracker and with the science subject leader.
- Reports to parents are written once a year, describing each child's attitude to science, his/her progress in scientific enquiry and knowledge and understanding of the content of science. There are also two parents' evenings in the autumn and spring terms where verbal reports are given.
Health and Safety
Please refer to the school Health and Safety Policy and CLEAPSS 'Model Health and Safety Policy for Science in Primary Schools' which refers to the 'Be Safe Booklet'.
Role of the Subject Lead
The subject lead for science will monitor science throughout the school. Pupil books are monitored annually, a sample of children are interviewed as part of pupil voice and learning walks are made in discussion with class teachers in order to observe learning, not teaching.
Displays of work and discussions with children and staff assist the subject lead when monitoring.
Resources/Equipment
- Practical science equipment is stored in the P.E./maths/science cupboard in the hall or in classrooms. Equipment is constantly reviewed and items purchased annually.
- Staff can access resources (teaching slides/worksheets/key learning documents) online on White Rose Science.
- We are a member of ASE and all staff have access to this website.
- A budget is set annually and is outlined within a Subject Development Plan.
Signed: Mr Stuart Booth
Date: September 2024
Review Date: September 2025
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All Saints CE Primary School and Nursery Medium Term Planning
Class teacher: Mrs Cooke Year group: 3 Term: Spring 2 Subject: Science – How Plants Grow
Incorporate STEM science lessons if/where needed or necessary
| Lesson | Learning Goal (L.G.) | | Brief outline of lesson content |
|---|---|---|---|
| | | | (or where this can be found/unit found in, if for example it |
| | | | is a published scheme such as Science, Kapow French or |
| | | | Music, Purple Mash computing) |
| 1 | I can identify and describe the functions of the roots of flowering plants. | Plan Bee – How Plants Grow- Lesson 1 Growing Beans I can plan and carry out a simple scientific enquiry | |
| 2 | I can investigate the way in which water is transported within plants. | Plan Bee – How Plants Grow- Lesson 2 How water is transported using celery and food dye To plan and carry out a simple scientific enquiry, to make careful observations of an experiment, I can record my findings using scientific language | |
| 3 | I can identify and describe the functions of leaves in flowering plants | Plan Bee – How Plants Grow- Lesson 3 Lifecycle of a Plant and the function of the leaves | |
| 4 | Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. | Plan Bee - How Plants Grow - Lesson 4 The pollination and reproduction of flowering plants Draw and label a simple diagram of a plant, define what pollination means using scientific language, understand how pollination happens. | |
| 5 | Explore some of the ways in which flowering plants disperse their seeds. | Plan Bee – How Plants Grow - Lesson 5 Different ways that seeds can be dispersed. Describe the way seeds are dispersed using scientific language. Name 3 ways seeds are dispersed. Draw simple diagrams with labels to explain how seeds are dispersed. | |
| 6 | I understand the structure of seeds and their importance as a food source. | Plan Bee – How Plants Grow - Lesson 6 Seed tasting? The structure and function of the parts of seeds. Draw the internal structure of a seed. Identify and name the parts of a seed. Understand why seeds are an important food source for animals. | |
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INFOGRAPHIC 4 EPICURIOUS PERSONALISED SKILLS WHEEL
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The EPICURIOUS platform was tested internally and externally by participants in the seven partner countries.
The EPICURIOUS Personalized Skills Wheel is a learning moti vation environment with interactive educational modules the EPICURIOUS Skills Wheel Platform!
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English
Throughout this half term, we will be revisiting phonics through speed sound sessions at the beginning of our English lessons. Each Friday, we will have spelling, punctuation and grammar lessons.
Performance Poetry
The children will be looking at the poems 'Bully Night', 'Fight of the Year' and 'The Sound Collector', all written by Roger McGough. They will use these poems to create their own performances, considering intonation, volume and tone. They will look at the use of onomatopoeia and personification within these poems.
Quill soup
This retelling of the traditional "Stone Soup" tale stars a porcupine named Noko, hungry, tired, and seeking hospitality in a small village; and features animals of South Africa, who refuse to share their food and supplies. Noko encourages his fellow neighbours to share their supplies by offering his famous 'quill soup'. The children will be using the story to produce diary entries, letters, scripts and persuasive speeches.
What is the story of this pebble?
The children will be reading the wonderful story 'Pebble in my Pocket' by Meredith Hooper. It follows the 480,000,000 years of history around a pebble in a girl's pocket. We will use this book to create fact files, persuasive writing, poetry and news reports.
Information and Reminders
* Please ensure your child brings their reading books, diariy and a water bottle to school each day.
* Please read with your child frequently at home and record this in planners.
* The children will soon be given 'Bingo Homework' tasks to complete each half term.
* Spellings are taught as part of our English lessons and will be assessed through a spelling quiz each Friday beginning on week 2. Please support your child to learn these spellings by practising at home.
* Please ensure your child comes to school wearing their PE kit on specified days.
Design Technology
Maths
Addition and Subtraction Unit 3
This unit develops a depth of understanding of the key skills of formal addition and subtraction through place value, column methods, checking strategies and mental methods. Children will use their growing understanding to explore calculations which do or do not require exchange, developing fluency, accuracy and confidence in their ability to perform these calculations. They will be able to apply checking strategies to decide for themselves whether their answer is reasonable or likely to be an error.
Multiplication and Division (1 & 2) Unit 4 and Unit 5
Unit 4 is essential to recap the key messages around multiplication and division that children focussed on in Key Stage 1. It begins by asking children to show their understanding of equal groups. They then take time to look at arrays and how they can show two different multiplications. This unit also provides the opportunity to recap multiples of 2, 5 and 10 and explore if a given number is a multiple of one of these numbers.
Unit 5 builds on recognising equal groups. Three lessons are spent exploring in depth each of the times-tables that children need to know in Year 3, encouraging rapid recall. Children are reminded of the difference between equal sharing and equal grouping and then move on to look at when division problems may have a remainder of sorts. There are two lessons that focus on problem solving, and using the bar model to represent simple one-step multiplication and division problems. This reinforces multiplication as repeated addition. Children then move on to solve simple two-step problems that involve all of the four operations.
Year 3 Curriculum Map- Autumn 2
Miss Oliver
email@example.com PE Days: Monday (outdoor) and Wednesday (indoor)
Mr Freedman
firstname.lastname@example.org
PE Days: Monday (outdoor) and Friday (indoor)
Geography
PE and Sport
Why do people live near volcanoes?
This Extreme Earth unit will teach the children about the destructive powers of nature, from volcanoes and earthquakes to tsunamis. They will learn about the formation of mountains and volcanos and the movement of the tectonic plates.
PSHCE
Why is it important to value and respect one another? We will focus on resolving differences, appreciating differences and diversity within the UK and looking at values and customs around the world. Understanding respect and valuing ourselves and others. We will have an additional unit of fire safety within the half term.
DT: What is the tallest earthquake proof building you can make?
We link DT to our Volcanoes Geography topic where the children learn about earthquakes. In DT, the children will be asked to design, make, test and evaluate the tallest earthquake proof building they can make from a set of specific criteria. The children will explore creating their own shell structures using nets and add features to help it survive an 8 second shake test!
Fundamentals
The children will develop the fundamental skills of balancing, running, jumping, hopping and skipping
Dodgeball
The children will learn the throwing, catching and dodging skills required to play this invasion game. They will also be learning about the importance of teamwork and cooperation in this sport.
Science
Light
In this unit the children will recognise we need light in order to see things and that dark is the absence of light. We will learn how light from the sun can be dangerous and that there are ways to protect your eyes and skin. We will explore shadows and understand that shadows are formed when light from a light source is blocked by an opaque object. We will look closely at how patterns can be formed when shadows change.
RE
What is it like for someone to follow God?
Our big question this half term allows the children to explore stories from Genesis, the Old Testament, concentrating on Noah and Abraham. The children will explore 'promises and covenants' between God and his people additional to those made with Noah and Abraham which will help the children to develop an understanding of the correct beliefs, attitudes and behaviours that are appropriate for being in a relationship with God. We will look at promises that Christians make at weddings and compare a Christian wedding to non-faith wedding.
Computing
Stop-frame animation (3.2)
The children will capture and edit digital still images to produce a stop frame animation that tells a story
Additional Unit - Play Like Share (continued)
(Creating Media)
Encourage your child to discuss their use of technology in a safe manner, and to use technology to research the topics at home. The CEOP site is useful for this.
MFL
French: Les Animals
In this unit, the children will learn ten familiar animals and be introduced to the 1 st person singular high frequency verb 'I am' in French. By the end of the unit, pupils should be able to recognise, recall, remember and spell up to ten animals with their indefinite article.
Music
Music lessons will be led by our Music Partnership North specialist teacher, Mr Doyle, who will teach the children how to play ukulele. These lessons will take place each Tuesday and will run from Autumn to the end of Spring term. Ukuleles are provided from school for these lessons but your child may bring in their own in if they wish. | <urn:uuid:eed03e7e-7d68-4433-98ee-4814f163a496> | CC-MAIN-2025-05 | https://cragside.northumberland.sch.uk/wp-content/uploads/2024/11/Autumn-2-Year-3-Curriculum-Map-2024-.pdf | 2025-01-13T14:18:20+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00369.warc.gz | 193,662,427 | 1,479 | eng_Latn | eng_Latn | 0.998392 | eng_Latn | 0.998392 | [
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Potley Hill Primary School Design and Technology Policy
The policy for DT is based around our school vision and supplements/works in conjunction with the Learning and Teaching Policies of our school and in line with National Curriculum requirements and expectations.
Principles
Children will be given opportunities to:
* Develop their capability to create high quality products through combining their designing and making skills with knowledge and understanding
* Develop a sense of enjoyment and pride in their ability to make
* Nurture creativity and innovation through designing and making
* Develop an interest and understanding of the ways in which people from the past and present have used design to meet their needs
* Design and make, applying knowledge and skills of textiles, mechanisms, structures and electrical control
* Wherever possible children will be given opportunities to visit local museums, shops/restaurants and meet with designers, engineers, chefs and architects.
Resources
* Consumable resources will be ordered at the end of each term for specific planned units of work (A request for alternative or additional resources can be made at this time.)
* The consumable resources are stored in DT drawers located in the Key Stage 2 corridors
* Supporting materials are stored alongside consumable resources in the DT drawers
* Food will be always used within the 'use by' dates and stored appropriately
* Tools and equipment for food will be stored in the cookery area
Teaching
Teaching should be confident to work at an appropriate level through a planned scheme of work which identifies continuity and progression. It should include exploration and development of ideas with sharing and evaluation of work.
Teaching should also provide learning opportunities which are matched to the learning needs of all students including those with learning difficulties and special educational needs.
Food tech will be implemented by teachers or fully qualified LSAs with support from additional LSAs, parent helpers and DT lead. All children should have the opportunity to carry out at least one-half term unit, involving food hygiene, planning, preparation and evaluating.
Health and safety
* Teachers will always teach the safe use of tools and equipment and insist on good practice
* Children will be taught how to take steps to control risks
* Glue guns will be used by Key Stage 2 children under supervision, only where there is no other appropriate joining technique
Food-hygiene and safety
* Key adults leading cookery sessions will be expected to gain their Level 2 in Food Hygiene. These certificates will be displayed in the food tech area. These key adults will act as leading practitioners to other adults supporting cooking activities.
* Adults who use the cookery area will ensure that the area, utensils and cooker is cleaned after use, following the cleaning routine displayed.
* All adults will read the health and safety advice provided.
Policy Date: June 2022
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Potley Hill Primary School
Early Years Foundation Stage Policy
The Early Years Foundation Stage is the curriculum for children from birth, to the end of the Reception year. At Potley Hill Primary School, we offer a transition process into Reception which is designed based upon the cohort's needs and individual interests. We endeavour to ensure a smooth transition through consultations with children's previous settings alongside home visits to get to know each individual in their most familiar environment, as well as stay and play settling in sessions in school prior to their start into school in September.
The Early Years Foundation Stage allows children to form the foundations upon which all further learning is built. At Potley Hill Primary School we value this importance and aim to offer diverse experiences and support for pupils and families in a caring and safe environment. We develop children to be confident, life-long learners and compassionate, respectful members of their community and the world.
We believe that play allows children to develop a passion for learning. Through play, children learn to solve problems, think purposefully and relate to others. Both the indoor and outdoor environment offers tools, time and space alongside the support with play through high quality interactions with adults enables children to always learn at their very best.
As outlined in the Statutory Framework for the Early Years Foundation Stage, 'Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child's experiences between birth and age five have a major impact on their future life chances.'
The EYFS consists of four principles that shape the practice in our setting:
* Every child is a unique child, who is constantly learning and can be resilient, capable, confident and selfassured
* Children learn to be strong and independent through positive relationships
* Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
* Importance of learning and development. Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).
Our Curriculum
In Reception, children are provided with an environment in which they are given opportunities to express themselves using a variety of media and suitable material to stimulate and extend imagination and understanding. Through planned play and talking, young children learn about themselves and the world around them, they are given opportunities to socialise, make friends and therefore develop personal, social and emotional skills.
At Potley Hill Primary School, we acknowledge the potential for learning in every activity or experience that arises. Our aim is to provide a secure and stimulating environment in which children flourish and learn to make sense of the real world. We ensure children feel valued and give them the confidence to become active learners. Our curriculum provides first hand experiences through play and discussion, children are encouraged to interact with others, to move about and explore a wide variety of learning situations. There are tailored and purposeful areas of provision in both the indoor and outdoor environment. It is important to us that all children experience success, and develop a love of learning.
Areas of Learning and Development
There are seven areas of learning that shape our curriculum. These areas of learning and development are important and inter-connected.
Three of these are crucial for building a foundation, and are known as the prime areas. These are:
* Communication and language
* Physical development
* Personal, social and emotional development
The other four are known as specific areas, in which the prime areas are strengthened and applied. These are:
* Literacy
* Mathematics
* Understanding the world
* Expressive arts and design
Personal, Social and Emotional Development
The school fosters and develops relationships between home and school, in order to make links stronger for the good of the community as a whole. Children are encouraged to learn to work, share, take turns and co-operate with others. They are encouraged to be independent and make choices for themselves. They are also encouraged to be sensitive to the needs of others and to respect other cultures and beliefs. Children are enabled to become confident and develop a positive self-image.
Physical Development
Children are given opportunities to move to music, use equipment, develop and refine their fine and gross motor skills. They develop an increasing understanding of how their body works and what is needed to be healthy. This is in both indoor and outdoor environment through working with a wide range of resources.
Communication and Language
This covers all aspects of language development and provides the foundation for literacy skills. Children's developing competence in speaking and listening is focused on greatly. We aim to extend and enrich the children's vocabulary through story time, rhymes, role-play and group discussions. Children are encouraged to share their own experiences through speaking and acting out events in imaginative play and talking about their own ideas. They are encouraged to take part in class activities such as working with puppets, participating in music sessions and saying rhymes and singing songs together.
Literacy
We have a variety of resources for the children to use to help them develop early literacy skills. Children are encouraged to use the mark-making areas indoors and outdoors independently whilst also taking part in teacher-led activities. These activities include whole class shared reading, phonics sessions and small targeted group reading and writing sessions. Pre-writing activities encourage correct pencil control, left/right orientation and using the correct letter formation. Children have the opportunity to develop their writing skills in accordance with their age, ability and competence. We encourage children to treat books and other resources with respect and they are given many opportunities to listen to a wide variety of books read by a range of staff members.
Mathematics
We aim for children to achieve mathematical understanding and a firm foundation of number sense and fluency in numeracy through practical activities as well as ensuring that the children understand and use vocabulary. Prenumber work is covered through nursery rhymes, stories and number activities. Children are given the opportunity to develop a deep understanding of numbers to 10, the relationships between them and patterns within those numbers. Children will engage with activities to develop their spatial reasoning skills including; shape, space, position and measurement. We encourage all children to spot connections, patterns, relationships adopting a 'have a go' attitude.
Understanding the World
All children are given opportunities to make sense of their physical world and community through activities that include problem solving, investigating, making decisions and experimenting.
They will learn about cultures, religions, living things, their environment, the world around them and the people who are important in their lives. Children are also given opportunities to develop computing skills and to work with and use modern technology.
Expressive Arts and Design
We provide opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design, technology, music, drama. movement, dance and imaginative/roleplay activities. Children are given opportunities to make paintings, drawings, collages, models and use musical instruments. Children also learn new songs and rhymes and enjoy singing and performing them with each other. Colour recognition is taught through naming colours, mixing paints, sorting and matching. At various times during the year children are given the opportunity to participate in school productions and class assemblies.
Outside
Children have access to the outdoor learning provision each day. We strongly encourage all weather clothing and children are asked to bring in wellington boots so that they are protected and to avoid any barriers to learning. The outside area is designed as an extension of the classroom and there is a variety of resources to facilitate learning. In this area, staff provide planned activities for children as well as giving opportunities for them to make their own choices. We recognise the importance of outside play and we aim to create an outdoor area which is stimulating, exciting, takes account of the children's interests and is used throughout the year as a learning environment. Alongside this, children will attend weekly forest school sessions for 2 out of the 3 school terms. This enhances children's learning within all seven areas of the curriculum, particularly the prime areas.
Safeguarding Children
'Children learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them.' (Statutory Framework for EYFS 2021)
At Potley Hill Primary School, we understand that it is a legal requirement to comply with the Statutory Framework for Early Years Foundation Stage 2021. Through this we aim to:
* provide a safe and stimulating environment where children feel welcomed.
* promote good health.
* manage behaviour effectively in a manner appropriate for the children's stage of development and individual needs.
* ensure that all adults who look after the children, or who have unsupervised access to them, are suitable to do so.
* ensure that the setting is safe and suitable for the purpose intended.
* maintain records, policies and procedures required for the safe efficient management of the setting and to meet the needs of the children.
Equality, Inclusion and Special Educational Needs
All pupils in this school are entitled to a broad, balanced and relevant curriculum regardless of ability, gender, race and social circumstances. Both high achieving Pupils and those with Special Educational Needs are considered and the curriculum is adapted to suit all levels of ability. Staff work alongside children, parents and carers to ensure any barriers to learning are identified, supported or removed, to ensure every child can enjoy learning, participate in every aspect of school life and achieve their dreams! Specific details are included in our Equality Policy, Inclusion Policy and SEND Policy.
Intimate Care
We are aware that some learners may require assistance from members of staff for personal care, including toileting, either due to the age and developmental level of the student, or as a result of disability or medical need. The main aim of the school is to ensure that our learners are safe, secure and protected from harm.
'Intimate Care' can be defined as care tasks of an intimate nature, associated with bodily functions, bodily products and personal hygiene, which demand direct or indirect contact with, or exposure of, the sexual parts of the body. The Intimate Care tasks specifically identified as relevant include:
* Dressing and undressing (underwear)
* Helping someone use the toilet.
* Changing continence pads (faeces/urine)
* Bathing / showering
* Washing intimate parts of the body
* Changing sanitary wear
* Inserting suppositories
* Giving enemas
* Inserting and monitoring pessaries.
Seesaw and Tapestry
The recording applications used at Potley Hill Primary School are Seesaw and Tapestry, and they allow parents to view observations and photos of children's work from their own device or computer. Parents will be invited through a secure system to see their own child's information. Support Staff and teachers will record photos and observations, and teaching staff will be responsible for reviewing these before allowing parental access. All staff will be made aware of any children who should not appear in photos due to parental consent or other factors. Photographs and recordings can only be transferred to, and stored on a school computer to be printed. Data held in tapestry is secure and encrypted and backed up externally several times throughout the day.
Photographs/Videos
At the beginning of the year parents/carers are asked to give permission for their child to be photographed/videoed during their time at school. We use these images in the classroom and throughout the school, on displays, in the children's individual learning books, on the school website and on our learning platforms Seesaw and Tapestry. Only school cameras and iPads will be used to take photographs or videos of children. Personal mobiles, cameras or video recorders cannot be used to record classroom activities. ONLY school property can be used for this.
Home Visits
At Potley Hill Primary School, we understand that starting school can be daunting for everyone involved, with this in mind, we want to do our upmost to ensure the process as stress free and enjoyable as possible for families and their children. We will work in partnership with parents. As parents are a child's first educator, this will help ensure the best outcomes for the children. The first step of this partnership is a home visit for every family before a child starts school. We believe that this enables parents and children to meet members of staff in the place where they feel most at ease, at home.
Two members of our team, a teacher and an LSA, will carry out these visits. Parents will be notified of the visit in advance and a convenient time arranged. Potley staff will wear their ID badges and the support staff will take a small selection of toys or books for the child to choose from and will play with the child during the home visit while the teacher completes a getting to know you form. If a home visit is not possible, parents/carers will be invited to visit the class teacher at a mutually agreed time. If staff are aware of special circumstances or arrangements for home visiting, these must be discussed with the Headteacher in advance who will decide on the necessary additional arrangements required to carry out the visit.
Parents as Partners
We value the involvement of parents in school. Parental involvement with school begins even before children start Reception with an invitation to visit the school and meet their child's teacher, alongside home visits. A meeting will be held during the summer term for all the parents whose children are due to enter Reception in September of the following academic year. At this meeting the parents will meet the class teacher and other relevant staff, they find out about activities, routines and are given the opportunity to ask any questions. Parent consultation meetings are held in the autumn and spring terms, at which parents are invited to discuss their child's progress. A report is sent out at the end of the summer term and parents are invited into school to discuss this report if they wish. It is important to stress that if parents are concerned in any way about their child they should telephone or call into the school to make an appointment to discuss their concerns with the class teacher. Parents are informed via notices on Seesaw, Tapestry and Arbor. Parents are invited into school at various times throughout the year to deepen/assist with their child's learning.
Health and Safety
We have a Health and Safety policy which all staff and students are familiar with and members of staff have the relevant first aid training to work in the setting. Children are taught the safe and appropriate use of equipment and materials and to be mindful when moving around the school, with awareness of safety.
Allergies
Parents/carers are expected to inform us of any foods their children are allergic to or any foods they do not wish their child to eat as well as any other allergies to materials etc that we need to be aware of. From this information, suitable adjustments will be made to ensure the safety of each child.
Medical Needs
Staff are aware of any medical needs, allergies, asthma needs, Piriton, epi-pens etc within the class. For all needs requiring medical assistance parents/carers will be notified via Arbor and children are also given a notification sticker to wear during the school day. If we feel an injury is severe, we will contact the child's parents/carers via an immediate phone call.
Snack Times
We see snack time as a social and healthy event, a time where the children enjoy a piece of fruit provided from the school. This time of day is the ideal opportunity to develop and enhance the children's social skills and to encourage interaction and conversation with their peers as they sit together. We promote healthy eating by encouraging children to try their fruit each day.
Assessment
Within 6 weeks of the child starting, they will be given a 'baseline' assessment in line with government guidance. This allows staff to understand children's starting points of learning. As the year progresses children are monitored on their development and progress in all areas of development. Examples of children's learning, showing their individual level and stage of development are built up throughout the year. Provision is made for these observations and assessments through experience and play. Progress is recorded by observing and assessing children using tapestry and seesaw.
At the end of the year, we will assess the Reception Class children against the EYFS Profile Early Learning Goals, stating whether they are Emerging or Expected (see Appendix 1).
Transition into Year 1
We believe that best practice views learning as a continuum and that our role is to smooth the way between the child's home experience, EYFS Curriculum and the National Curriculum, ensuring that the curriculum we provide in Key Stage 1 reflects our understanding of the children as learners. We aim to fit the curriculum to the child and not try to fit the child to the curriculum. The Early Years Foundation Stage provides the firm foundations upon which all subsequent learning builds. Transition is managed in a thoughtful and planned way, taking account of the needs of each learner.
Our Aims are to ensure our children;
* Experience smooth transitions.
* Receive the EYFS curriculum for the duration of their Reception year
* Children with identified needs experience a curriculum suited to their needs.
* Continue to have opportunities for structured play in Year 1, as appropriate.
* Continue to experience teaching that reflects a variety of preferred learning styles.
Teacher Transition Meetings
Teachers will meet in the summer term to discuss the children they will be 'handing over'. Teachers will share information about the pupils' academic abilities, specific needs and any relevant family information or safeguarding concerns.
Taster Sessions
Children will be given the opportunity to have a taster session in the class they will be starting in September and will meet their new Year 1 teacher.
We would like our Year 1 staff to;
* Observe the Reception teaching area at different times during the year to increase their own understanding of the curriculum the children are used to.
* Identify opportunities for structured play in Year 1 curriculum through sharing of ideas and good practise with colleagues, both within and outside the school.
* Enjoy the freedom to provide a creative approach when delivering the National Curriculum so that children can continue to be actively involved in their learning.
* To fully consider the EYFS profile scores and how best to plan for individuals/groups of children.
We aim to plan and deliver lessons appropriately, in keeping with the school's wider teaching and learning policy. This should ensure that children are not sitting for too long of periods and should also ensure that the learning activities are appropriately challenging and delivered effectively, taking into account a range of learning styles. However, there are some guiding principles that are felt by the school to be important, particularly when children first enter the year 1 classroom in September.
* There should be an initial focus on children's personal, social and emotional development. (Some children settle more quickly than others and staff need to be flexible and allow for this in planning.)
* A strong focus will also be given to speaking, listening and attention.
* The layout of the Year 1 classroom should include space and resources so that children can undertake continuous provision.
Reviewed: January 2024
Next Review: January 2026
Appendix 1 – EYFS Profile and Early Learning Goals
Communication and Language
Children in reception will be learning to:
* Understand how to listen carefully and why listening is important.
* Learn new vocabulary.
* Use new vocabulary through the day.
* Ask questions to find out more and to check they understand what has been said to them.
* Articulate their ideas and thoughts in well-formed sentences.
* Connect one idea or action to another using a range of connectives.
* Describe events in some detail.
* Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.
* Develop social phrases.
* Engage in story times.
* Listen to and talk about stories to build familiarity and understanding.
* Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and some in their own words.
* Use new vocabulary in different contexts.
* Listen carefully to rhymes and songs, paying attention to how they sound.
* Learn rhymes, poems and songs.
* Engage in non-fiction books
* Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary.
Early Learning Goals:
Children at the expected level of development will:
* Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
* Make comments about what they have heard and ask questions to clarify their understanding.
* Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
* Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
* Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
* Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Personal, Social and Emotional Development
Children in reception will be learning to:
* See themselves as a valuable individual
* Build constructive and respectful relationships.
* Express their feelings and consider the feelings of others.
* Show resilience and perseverance in the face
* of challenge.
* identify and moderate their own feelings socially and emotionally.
* Think about the perspectives of others.
* Manage their own needs: Personal hygiene
* Know and talk about the different factors that
* support their overall health and wellbeing:
o regular physical activity
o healthy eating
o toothbrushing
o sensible amounts of 'screen time'
o having a good sleep routine
o being a safe pedestrian
Early Learning Goals:
Children at the expected level of development will:
* Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.
* Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
* Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
* Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.
* Explain the reasons for rules, know right from wrong and try to behave accordingly.
* Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
*
Work and play cooperatively and take turns with others.
* Form positive attachments to adults and friendships with peers.
* Show sensitivity to their own and to others' needs.
Physical Development
Children in reception will be learning to:
Revise and refine the fundamental movement skills they have already acquired:
o rolling
o crawling
o walking
o jumping
o running
o hopping
o skipping
o climbing
* Progress towards a more fluent style of moving, with developing control and grace.
* Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics, sport and swimming.
* Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons.
* Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
* Combine different movements with ease and fluency.
* Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group.
* Develop overall body-strength, balance, co-ordination and agility.
* Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming.
* Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball.
* Develop the foundations of a handwriting style which is fast, accurate and efficient.
* Further develop the skills they need to manage the school day successfully:
o lining up and queuing
o mealtimes
Early Learning Goals:
Children at the expected level of development will:
* Negotiate space and obstacles safely, with consideration for themselves and others.
* Demonstrate strength, balance and coordination when playing.
* Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
* Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.
* Use a range of small tools, including scissors, paint brushes and cutlery.
* Begin to show accuracy and care when drawing.
Literacy
Children in reception will be learning to:
* Read individual letters by saying the sounds for them.
* Blend sounds into words, so that they can read short words made up of known letter– sound correspondences.
* Read some letter groups that each represent one sound and say sounds for them.
* Read a few common exception words matched to the school's phonic programme.
* Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words.
* Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment.
* Form lower-case and capital letters correctly.
* Spell words by identifying the sounds and then writing the sound with letter/s.
* Write short sentences with words with known sound-letter correspondences using a capital letter and full stop.
* Re-read what they have written to check that it makes sense.
Early Learning Goals:
Children at the expected level of development will:
* Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
* Anticipate – where appropriate – key events in stories.
* Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
* Say a sound for each letter in the alphabet and at least 10 digraphs;
* Read words consistent with their phonic knowledge by sound-blending.
* Read aloud simple sentences and books that are consistent with their phonic
* knowledge, including some common exception words.
* Write recognisable letters, most of which are correctly formed.
* Spell words by identifying sounds in them and representing the sounds with a letter or letters.
* Write simple phrases and sentences that can be read by others.
Mathematics
Children in reception will be learning to:
* Count objects, actions and sounds.
*
Subitise.
* Link the number symbol (numeral) with its cardinal number value.
* Count beyond ten.
* Compare numbers.
* Understand the 'one more than/one less than' relationship between consecutive numbers.
* Explore the composition of numbers to 10. Focus on composition of 2, 3, 4 and 5 before moving onto larger numbers.
* Automatically recall number bonds for numbers 0–5 and some to 10.
* Select, rotate and manipulate shapes to develop spatial reasoning skills.
* Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.
* Continue, copy and create repeating patterns.
* Compare length, weight and capacity.
Early Learning Goals:
Children at the expected level of development will:
* Have a deep understanding of number to 10, including the composition of each number;
* Subitise (recognise quantities without counting) up to 5.
* Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
* Verbally count beyond 20, recognising the pattern of the counting system.
* Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
* Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Understanding of the world
Children in reception will be learning to:
* Talk about members of their immediate family and community.
* Name and describe people who are familiar to them.
* Comment on images of familiar situations in the past.
* Compare and contrast characters from stories, including figures from the past.
* Draw information from a simple map.
*
Understand that some places are special to members of their community.
* Recognise that people have different beliefs and celebrate special times in different ways.
* Recognise some similarities and differences between life in this country and life in other countries.
* Explore the natural world around them.
* Describe what they see, hear and feel whilst outside.
* Recognise some environments that are different from the one in which they live.
* Understand the effect of changing seasons on the natural world around them.
Early Learning Goals
Children at the expected level of development will:
* Talk about the lives of the people around them and their roles in society.
* Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
* Understand the past through settings, characters and events encountered in books read in class and storytelling.
* Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
* Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
* Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
* Explore the natural world around them, making observations and drawing pictures of animals and plants.
* Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
* Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Expressive arts and design
Children in reception will be learning to:
* Explore, use and refine a variety of artistic effects to express their ideas and feelings.
* Return to and build on their previous learning, refining ideas and developing their ability to represent them.
* Create collaboratively, sharing ideas, resources and skills.
* Listen attentively, move to and talk about music, expressing their feelings and responses.
* Watch and talk about dance and performance art, expressing their feelings and responses.
* Sing in a group or on their own, increasingly matching the pitch and following the melody.
* Develop storylines in their pretend play.
* Explore and engage in music making and dance, performing solo or in groups.
Early Learning Goals
Children at the expected level of development will:
* Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
* Share their creations, explaining the process they have used.
* Make use of props and materials when role playing characters in narratives and stories.
* Invent, adapt and recount narratives and stories with peers and their teacher.
* Sing a range of well-known nursery rhymes and songs.
* Perform songs, rhymes, poems and stories with others, and – when appropriate try to move in time with music. | <urn:uuid:9e501ea7-08d4-479d-84cb-5e5d3e292c0e> | CC-MAIN-2025-05 | https://www.potleyhill.hants.sch.uk/attachments/download.asp?file=40&type=pdf | 2025-01-13T13:00:19+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362169.0/warc/CC-MAIN-20250113121635-20250113151635-00370.warc.gz | 1,024,187,053 | 6,374 | eng_Latn | eng_Latn | 0.996455 | eng_Latn | 0.997269 | [
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All Saints CE Primary School and Nursery Medium Term Planning
Class teacher: Mrs Korzeniewski Year group: 4 Term: Autumn 2
Subject: PE - Tag Rugby
| Learning Goal (L.G.) | | Brief outline of lesson content (or where this can be found/unit found in, if for example it is a published scheme such as Science, Kapow French or Music, Purple Mash computing) |
|---|---|---|
| LG: pass and receive the ball with accuracy | | PE Hub, Year 4, Tag Rugby, Lesson 1 |
| LG: Run with the ball using the correct technique | | PE Hub, Year 4, Tag Rugby, Lesson 2 |
| LG: Keep possession of the ball in small groups unchallenged | | PE Hub, Year 4, Tag Rugby, Lesson 3 |
| | LG: run with the ball and | PE Hub, Year 4, Tag Rugby, Lesson 4 |
| | evade being tagged | |
| | LG: receive ball and run | PE Hub, Year 4, Tag Rugby, Lesson 5 |
| | into space | |
| | LG: use different length | PE Hub, Year 4, Tag Rugby, Lesson 6 |
| | passes to attack | |
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3
Starter Sessions
Following in the footsteps of Christ
Aim of session:
Procedure:
* To reflect on the places they identified in the second meeting where help might be needed.
* To think about what help might be needed in those places and come up with ideas of possible projects.
* Consider what Jesus would do in these areas where help is needed.
What you will need:
* Following in the footsteps of Christ worksheet (1 copy per child)
* Copy of scripture: John 13: 1-20 (Ideally, the Children's Bible)
* The map of the local area that the children made in Session 2
* Pens and pencils
* Minutes of the Meeting template for the Secretary (see website)
The President starts the meeting with the opening prayer from the handbook. Invite the children to read the story of Jesus washing his disciples' feet as today's reflection - John 13:1-20.
Some things to think about and discuss:
* Why did Jesus wash his disciples' feet? In these times, the washing of guests' feet was usually carried out by servants, but Jesus wanted to show his disciples that we should serve each other and not think of themselves as greater than others.
* Why didn't he ask a servant to do this? Because he wanted to set an example to his friends.
* How do you think they felt? Shocked. This isn't what they were used to.what they did in their session.
ACTIVITY
Bring back the map of the community that the children made in the last meeting. Think about who might need help in each of the places they identified, and talk about what Jesus would do if he were here today in person. Remind the children that we are showing Jesus to others in the act of kindness we do. We are walking in the footsteps of Christ.
3
Starter Sessions
Following in the footsteps of Christ
Procedure continued:
* Give out the worksheet to each Vinnies Youth member. They can write some ideas down for each place they identified and share these with the group.
* Before the end of the meeting, as a group, decide what their first call to action will be from their list.
* Ensure the Secretary has taken down the minutes of the meeting and confirm when the next meeting will be.
* The President can close the meeting with a prayer. Why not focus on help in reaching out to those in need.
Sample prayer
Holy Spirit, be with us as we reach out to those in need. Father, we can do nothing without you, so be in our hearts, minds, words and actions this day. Lord, help us to recognise you in the people we help and in those we meet. Amen.
Worksheet
FOLLOWING IN THE FOOTSTEPS OF CHRIST
Think about the 5 places you identified in your last meeting where your help might be needed. What would Jesus do to help? Write your ideas in the footprints below.
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1
2023-2024 Parent Handbook
The Sarah Lawrence Early Childhood Center is a school for children ages two to six, as well as a field placement site for Sarah Lawrence students interested in child development and teaching. Established by a foundation grant in 1937 as a setting for research and observation of child development, it was originally known as the Sarah Lawrence Nursery School and was open to children three and four years of age.
Change and expansion over the years has resulted in what is now the Early Childhood Center, with additional classes for two-year-olds, who attend with a parent present, and multi-age classes for threes/fours, fours/fives and fives/sixes. We welcome families from all backgrounds and cultures. We seek to reflect the world community and are committed to diversity among both staff and families.
Today the Center continues to serve as a laboratory school for the college. To date, we are the longest running laboratory setting in the United States. Our lead teachers are scholars of contemporary viewpoints and research in child psychology and early childhood education.
2
How Young Children Learn
Developmental Considerations
At all ages and stages children are learning as they grow. In our classrooms, you will see in action the importance of a developmentally appropriate curriculum and of each child's right to move through this curriculum at their own pace.
Children begin as egocentric literal thinkers, and move gradually toward a larger view of other people's feelings and attitudes. They develop a newfound ability to transform their concrete experiences into abstract thoughts.
The philosophy of early childhood education that you see in action at the Early Childhood Center is called Developmental-Interaction. DevelopmentalInteraction, conceptualized by psychologists and educators at the Bank Street College of Education, takes into account the developmental stages (intellectual, social and emotional) through which children move, and considers these stages as guides in designing appropriate curriculum for children of different ages. Within this general framework, a child's individual interests and multiple talents are recognized, listened to, and utilized by teachers who work as supporters and partners in the learning process of both individual children and the class as a whole.
We think of intellectual, social, and emotional development as being interrelated, as well as interactive. For instance, when you feel good about yourself, you tend to take on intellectual challenges more creatively, and approach social situations with more confidence.
Another way of thinking about interaction concerns the young child's ability to cooperate with and learn from the environment. This has educational implications for the interactive possibilities inherent in physical surroundings and suggests the rich intellectual potential and social stimulation that await children who have opportunities to talk with and challenge each other.
At the Early Childhood Center you will see children playing and working in classrooms set up to respect a range of developmental levels and to offer many "invitations" for interaction. The daily schedule will have a clear structure, but within that structure there will be stretches of time (both indoors and outdoors) during which children are free to make choices, interact with each other, and seek help from teachers to further their many ideas and interest.
Our teachers are aware that children learn best when they are allowed to be active, to be investigators, and to interact with others. The pioneering work of John Dewey, the research of Swiss psychologist Jean Piaget, the developmental theories of Lev Vygotsky, and the work of Howard Gardner, along with other major educators and researchers support this premise. As in the schools of Reggio Emilia, Italy, we see young children as powerful learners who deserve an environment that is not only aesthetically pleasing but that also can play a "teaching" role. Documenting and monitoring children's work helps us to see their growth. It is important that children are "allowed" to be children; to be a three year old when three, a four year old when four, and not to be rushed on to the "next".
The Importance of Pretend Play
Pretend play is the basis upon which interest and capabilities and imaginative and intellectual strengths are formed. It is the most fertile area for the development of the child's mind.
4
Child-initiated imaginative play is losing out to academic training and programmed activities in young children's lives. This is in part because many adults are unaware of the direct links between children's play and their healthy emotional, social, and intellectual development. We know now from brain research that the experiences children have during play helps to strengthen and expand neural connections in their rapidly developing brain.
When children pretend, they are deeply engaged in many kinds of learning. Actively involved with other children and adults, they explore materials and discover possibilities, confront problems and find solutions, and create narratives that reflect and extend their experience of themselves and the world. In this way, they learn without being directly taught. This type of exploration is critical to human development and to a child's mental health and well-being.
Too often, pretend play is seen simply as a child's entertainment: a pleasurable activity, perhaps beneficial for a sense of well-being, but not relevant to intellectual development. In fact, when children pretend, they are involved in focused intellectual work grounded in observation, exploration and experimentation.
Learning that first takes place in pretend play forms the basis for later intellectual and social development, such as:
§ Academic work as it draws on reasoning and the capacity to represent experience through the use of symbols, especially with regard to literacy
§ The ability to think hypothetically and test out ideas; to imagine what does not yet exist in both aesthetic and scientific realms
§ The development of narrative construction in storytelling
§ All forms of collaborative work that involve the sharing of ideas, planning, negotiation, and compromise
The Classroom as a Community
The result of our understanding that each child's individual areas of competence develop over time is the concept of "classroom as community." In our classrooms we provide opportunities for children to accomplish the goals of the curriculum in a manner and at a pace most satisfying and exciting to them within the context of a classroom community defined by safety, order and humanity. Classrooms become reflections of the children and adults and change and grow over time.
Structure
The Early Childhood Center is located in two buildings.
The Kober building holds classes in the morning. The building address is 12 Wilgarth Rd
§ Twos and Parents Tuesday and Thursday
§ Threes Tuesday and Thursday and Threes Monday, Wednesday and Friday
§ Fours am
The Wilford building holds classes in the morning and full day. The building address is 123 Boulder Trail
§ Fours/Fives am
§ Five /Sixes
The two houses of the Early Childhood Center operate as one coordinated facility. Bi-weekly staff meetings are held, and all members of the staff attend to discuss
curriculum and other important child development and educational issues relevant to a college laboratory school.
Our director, Lorayne Carbon, maintains her office in Kober but spends time in both the Kober and the Wilford buildings. Our administrative assistant, Angelines Alba Lamb, coordinates between buildings from her office on the first floor of Kober.
Communication and Conferencing
Communication between teachers and parents is vital for understanding and best serving children's needs. Our getting to know you and your family enhances your child's experience in the classroom as a whole.
It is important that you share with teachers any information that may affect your child's experience at school. This helps them to understand your child's particular style and ways of thinking, and current life experiences.
Although we always welcome an exchange of information, the teachers ask that your conversations be brief when your child is present. In cases where a note or a short chat is not adequate, staff can always be reached by telephone at school, or by email.
Regular conferences between teachers and parents will be scheduled twice a year, once in the fall and once in the spring. In addition, teachers will be glad to meet with you at your request. Please be sure to make childcare arrangements for conferences. Children may not be present at conferences so parents and teachers may speak freely
Small group meetings for parents and evening meetings are organized by Early Childhood Center staff as well as the Parents' Association and are held at various times throughout the year.
Lorayne is available to parents, either informally or by appointment, and always appreciates your questions and comments. Her email is firstname.lastname@example.org.
Separation
Settling into school should be as comfortable and natural as possible. While some children separate quickly from their parents, for others the process will be more gradual. There is no "best" timing. In this, as in all else, each child and family are different and have our respect. Separation is not a race, nor is it an in indication of good or better parenting. The logistics vary from class to class, but ALWAYS include a gradual start. Our teachers have a great deal of experience in supporting both children and parents to accomplish this task. Children will never be allowed to be simply "dropped off," nor will a parent be allowed to leave without saying goodbye. Children are always served best by honest and open good-byes, even when distressed.
Arrival
We recognize that some days are more challenging than others when trying to leave home with children. Please make every effort to arrive at the start of school. Arriving late takes the teacher out of the classroom, as well as potentially affecting other children who have already said goodbyes and have just settled into the day. If you are going to arrive late, please communicate that to the main office. Messages can be left on machines. Teachers do not check their personal emails or texts during class times, with the exception of just before dismissal. The main number is 914 395 2353.
Student Assistants
One of the most unique and appealing aspects of the ECC is the staff-to-child ratio that is accomplished by the presence of college students in the classroom.
8
Students work as "participant observers", taking part in the life of the classroom. They work under the direction of the classroom's lead teacher. Student assistants are graduate and undergraduates fulfilling their fieldwork requirements for education, child development or psychology courses. These students add to the diversity and "flavor" of the ECC by bringing their own blend of enthusiasm and ideas. Part of their responsibility as students is to meet before and after class time with their lead teacher to discuss questions, share observations and receive feedback.
Social Media
In this time of easy access to photography, we ask that you remember privacy issues of other families. Just as students are prohibited from posting pictures of the children on social media sites, we ask the same courtesy from you. You are welcome to post pictures of your own child, but please do not post pictures of other people's children. Please do not tag the ECC as a location in your photos. Video recording is not allowed at any time without the knowledge and permission of the classroom teacher.
Babysitting Guidelines
Sarah Lawrence College students are a wonderful resource for babysitting, and while you are welcome to approach students to ask, you may not employ students who currently work in your child's class. It is a conflict of interest for the student, and causes confusion for the child. Students who do not follow this guideline will be terminated from their field placement, so please do not put a student in an awkward position by asking them to sit. The office will compile a list of potential sitters and you can reach out to Angelines for names
Class Parents and Parents Association
Each class will have an assigned class parent who will help the teacher coordinate things like snacks, messages, material collections etc.
The Parents Association helps to identify and meet the needs of parents, and to support and enhance the Early Childhood Center's work in whatever ways seem appropriate in a particular year. Activities include planning meetings open to everyone in the school community, evening events related to parenting issues, and fund-raising for needed equipment, special programs, and scholarships. All parents of children at the Early Childhood Center are members of the Parents Association. We look forward this year to moving back into a more visible format!
Practical Information
Absences should be called in to (914) 395-2353
Twos and Parents 9:30-11:30 (The move to the full two hours is gradual over the first semester)
Please notify your child's teacher in writing if there is a change in your pick up person. We will not dismiss a child to anyone unless we have written permission. This includes someone who is on your emergency pick up. We still need permission to dismiss to someone other than the regular pick up permission
Clothing
Your child should wear clothing that allows for comfy movement, easy bathroom access and some opportunity to develop and practice self-help skills in dressing. Please do not send your child in a costume or fancy dress clothing.
It is especially important that you dress your child suitably for all kinds of weather. We use the outdoor play spaces in all but the coldest and wettest weather. Our outdoor curriculum is a vital part of the total program and we want children to be able to participate fully and with comfort!
Your child must have a complete change of clothes including shoes or sneakers, underwear, socks, and a sweater, packed for storage in their cubby. In the winter months, snow pants, boots and mittens are essential. All items must be labeled clearly with your child's name.
**To facilitate optimal outdoor play we are also requesting all children have rain pants that have a bib and suspenders for easy access and maximum coverage. Our playground gets muddy and wet and so do the children!
**All children must keep a pair of "indoor shoes" to wear in the classroom. Slippers are fine as long as they have a non-slip bottom.
Nut Free Policy/Allergies
The Early Childhood Center maintains itself as a nut-free school to the extent that is reasonably possible. All reasonable precautions will be taken in and around the classrooms, common areas and play areas to maintain a nut-free environment. However, it is impossible to completely control the environment and we cannot guarantee that the school or its grounds are entirely free of any nuts.
Please inform your child's teacher if they are allergic to any particular food or other substances. All allergies are posted prominently in the classrooms along with a photograph of your child so all staff are familiar with and aware of the signs and symptoms of an allergic reaction.
Medication Policy
We cannot dispense over-the-counter or prescription medication. Permission will be granted for allergy medication to be kept on the premises to administer in the case of an emergency. We must have a doctor's note giving dispensing information as well as the prescription on file to administer medication. All medications must be in original containers and updated as per prescription guidelines.
Sunscreen must be applied prior to coming to school. Teachers are not permitted to put sunscreen on children and children are not permitted to bring and apply sunscreen themselves.
Emergency/Illness Procedures
Health and safety is always prioritized at the Early Childhood Center. We know handwashing is key. Children will be asked to wash their hands or hand sanitize as they enter the classrooms, during transition times, before and after snack time and before going home.
Children must be fever free 24 hours without the use of fever reducing medication before returning to school.
Children must be 24 hours post vomit or diarrhea without the assistance of medication before returning to school.
Colds are always tricky. Some children never stop having a runny nose all winter. The general rule of thumb is first, the child's general wellbeing. A child can be fever free but still should remain home when they are tired or show signs of sickness. Think about how you as an adult feel when you have a cold! When
mucus is all over and can't be contained, children should remain home. Coughs too can be problematic and signs of other things. If a cough can't be contained we may call you to pick up. Signs of illness, such as a sore throat, congestion with thick mucus, headache or earache, or unusual fatigue are all signs that a child must be kept home for their well-being as well as for that of the other children and teachers. The health and safety of the entire community is our responsibility and we take it seriously.
An emergency form must be on file so that we may locate you in the event of an emergency. Our procedure is to first call a parent(s) and then work our way down the list of people on your emergency form. The person listed as an emergency pick up must be someone that can actually come to pick up- not grandma and grandpa in Florida!
Birthdays
We support the desire of some children to recognize their birthday. Not all children wish to have their birthday acknowledged in the group. Please discuss with your child's teacher an appropriate way to recognize.
Holidays
We take a very low key approach to holidays in general, as they can be overwhelming to children, as well as to families. We want to be respectful of the many ways that families observe (and don't) and therefore we don't do any recognition as a whole. We underplay the more stimulating aspects of holidays (for instance, children may not bring masks or costumes at Halloween or Valentine's cards etc). We leave all that fun to you!
Snack
13
Snack (and lunchtime for the 5/6's) is an important part of the classroom routine. It is a time to build community in the sharing of food and conversation. It helps children begin to learn to take turns, share space and wait, all within the context of eating something yummy. Snacks should be fruits or vegetables perhaps along with something simple like rice cakes or crackers (nothing sugary) and be in reusable containers to limit waste. Please also send in a filled, reusable/refillable water bottle as well, and clearly label both items. Your teacher will let you know if there are any food allergies and restrictions of what can be brought to the classroom.
Weather Related School Closings
If we close in the event of a winter storm warning or other emergency, a voice message will be left on the main Kober number (914) 395-2353 by 7:30 am. Be aware that the ECC may close even if the College remains open, however, if the college closes we are automatically closed as well. You can also choose to enroll for messages on the REMIND app.
Emergency Evacuation
In the event of an emergency, children and staff in the Kober building will evacuate to the Campbell Sports Center directly across from the ECC, and children and staff in the Wilford building will evacuate to the Sarah Lawrence Library, which is adjacent to the Wilford house. If is not possible to leave the buildings, the children and staff will go to the basement or upstairs area of the buildings, depending upon the emergency in question. The ECC has a written emergency plan. Staff continues to be trained in the most current emergency procedures to meet the challenges of today's world.
Fire Drills
Fire drills are conducted in accordance with Yonkers Fire Department regulations throughout the year.
Our buildings are regularly inspected by the Yonkers Fire Department and the Sarah Lawrence College Fire Inspector.
Parking Regulations
All families will receive a temporary parking pass that must be displayed in the rear window of your car. Additional passes can be distributed as necessary.
Kober Parking
Kober is a busy main parking lot for the College. You may park in any space not allocated for faculty or staff. Cars that park directly in the front of the building in the fire lanes will be ticketed and booted by the College's safety and security officers. Do not park in the differently abled spaces unless you have a dangler allowing you access to these spaces. The small lot adjacent to Kober is not to be used for drop off or pick up unless arrangements have been made specifically with Lorayne. The ECC is part of the larger college community thus we must all be respectful of the parking regulations.
Wilford Parking
Wilford does not have a dedicated parking lot, and for that reason a "drop-off" and "pick-up" system has been organized by the ECC in conjunction with the College. Please follow directives given by the teachers. The drop off and pick up is coordinated with other departments of the college and therefore it is important that procedures are followed. The ECC is part of the larger college community thus we must all be respectful of the parking regulations.
This is such a special time in your child's life, and we are grateful to be a small part of preserving that time. | <urn:uuid:c3fdb4b0-dba4-431e-ac50-4b85fb9e305c> | CC-MAIN-2024-38 | https://img1.wsimg.com/blobby/go/648957a9-8c7d-47aa-804e-f813d5545414/downloads/Parent_Handbook_revised_July2023%20(1).pdf?ver=1702643643981 | 2024-09-15T22:45:58+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651668.26/warc/CC-MAIN-20240915220324-20240916010324-00607.warc.gz | 279,510,616 | 4,190 | eng_Latn | eng_Latn | 0.99895 | eng_Latn | 0.999143 | [
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Define the desired change.
The group must determine that a change is necessary and define what that change must be in a group setting. Team meetings are the perfect place for this.
Decide on group roles.
Mediators keep the meeting on track, documenters take down ideas, referees encourage everyone to share, devils advocates think outside the box, and cheerleaders motivate and raise possibilities. Don't forget your role!
GROUP PROBLEM SOLVING MUSTS
Brainstorm individually, then share.
We can determine the best possible solutions when we have as many ideas as we can produce. The best solutions will likely be combinations of several ideas.
Everyone must believe in the solution.
For the solution to be most successful, each member must feel as if they've contributed to it. Ensure that each person contributes an idea that makes it to the final solution.
Check in with the group.
Make sure the group still believes in the solution after weeks, months, etc. Ask if any member has experienced positives or negatives since the changes were made. Do this regularly until the changes have become the new norm.
JB Partners, LLC 904.420.0434 JBPartners.com email@example.com | <urn:uuid:03402ebb-95ff-499e-a7c4-25fd1f04820c> | CC-MAIN-2024-38 | https://jbpartners.com/wp-content/uploads/2020/09/Group-Problem-Solving-Musts.pdf | 2024-09-16T00:21:41+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651668.26/warc/CC-MAIN-20240915220324-20240916010324-00604.warc.gz | 298,876,287 | 241 | eng_Latn | eng_Latn | 0.998679 | eng_Latn | 0.998679 | [
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Password Managers
What is a password manager?
A password manager is a technology tool that helps internet users create, save, manage and use passwords across different online services.
Many online services require a username and password to create an account and gain access to a specific service. Over time, users face a recurring choice: create unique passwords for each site, a challenge to remember, or reuse a single password repeatedly, a challenge to secure.
If a site is breached, exposing usernames and passwords, attackers try those passwords on other sites. These tactics accounted for nearly half of the cyber-attacks in the past few years. Of course, sometimes, users simply forget a password, and the password reset cycle takes time, diminishing a user's overall experience.
A password manager is an attempt to improve password usability and security, enabling users to create unique, complex passwords for every online account without needing to remember them. All information is securely stored in a password vault and accessible via the password manager.
Password managers also help users manage accounts for online services and include the site or service name, web address, user account name and password. This makes a password manager crucial, even essential to users dependent on a variety of services requiring usernames and passwords.
How does a password manager work?
The first time a user visits a site that requires a username and password while using a password manager, various outcomes can occur.
If the user has not previously created a username and password for the site, the password manager can help create a highly randomized and unique password. When the user puts the cursor in the input field for the password, the password manager prompts the user to create a new, strong password. Once the username and new password have been entered, the password manager typically prompts the user to save the information. The username and password are then securely stored in the password manager. The next time the user visits the same site, the password manager opens a prompt window, typically above where the user input is required, asking if the user wants to input the previously saved information.
On the other hand, when the user already has a username and password but visits a site for the first time with a password manager installed, it prompts the user to save account information for future visits.
How does a password manager detect if a password is needed?
Websites generally use a standard Hypertext Markup Language form for the username and password fields. Password manager technologies detect that username and password fields are present. The password manager also identifies the web address visited, matching it to a list of known credentials and determining if a password credential can be input or if a new password is needed.
Browser developers and third-party password managers have different mechanisms for detecting username and password fields. Google has published a set of best practices to help developers build reliably detected username and password forms. Third-party password manager tools, including both 1Password and LastPass, have also published information to help developers build compatible forms.
How does a password manager secure access to passwords?
Password managers themselves need to be secured as well, typically with a master password used to access the password manager. Additionally, the best password managers use multifactor authentication (MFA) or two-factor authentication (2FA), such as a second password or a biometrics measure, like facial recognition. All username and password information in the password manager is typically secured with Advanced Encryption Standard 256. | <urn:uuid:83f1cd69-cf59-4017-8cce-f995c5f80ebe> | CC-MAIN-2024-38 | https://help.archatl.com/hc/en-us/article_attachments/28764245002772 | 2024-09-16T00:37:12+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651668.26/warc/CC-MAIN-20240915220324-20240916010324-00599.warc.gz | 269,463,569 | 696 | eng_Latn | eng_Latn | 0.998656 | eng_Latn | 0.999021 | [
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PROPOSITION 5
Allows Local Bonds for Affordable Housing and Public Infrastructure With 55% Voter Approval. Legislative Constitutional Amendment.
ANALYSIS OF MEASURE
BACKGROUND
Housing Is Expensive in California. A typical California home currently costs around twice the national average. Similarly, renters in California typically pay about 50 percent more for housing than renters in other states.
Local Programs Help Pay for Housing. Some programs help low-income Californians afford housing. For example, governments help pay for housing reserved for low-income residents. Other programs provide housing and services to specific groups. Examples of such groups include people with disabilities or those at risk of chronic homelessness. We refer to affordable and supportive housing programs as "housing assistance."
Local Governments Also Pay for Public Infrastructure. Examples of infrastructure projects paid for by local governments include roads, hospitals, fire stations, libraries, and water treatment facilities.
Local Governments Often Use Bonds to Pay for Housing Assistance Programs and Public Infrastructure. Bonds are a way for local governments to borrow money and then repay it plus interest over time. Similar to the way a family pays off a mortgage on their home, bonds allow governments to spread costs over a few decades.
Certain Bonds Require Two-Thirds Approval of Local Voters. For cities, counties, and special districts, bonds paid for by increased property taxes typically require two-thirds of local voters to approve them. These are called general obligation bonds.
PROPOSAL
Proposition 5 changes the rules in the California Constitution for approving certain local government general obligation bonds. It also requires local governments to monitor the use of revenues in specific ways.
Lowers Voter Approval Requirement for Certain Bonds. Proposition 5 lowers the voting requirement needed to approve local general obligation bonds if they would fund housing assistance or public infrastructure. Specifically, Proposition 5 lowers the voter approval requirement from two-thirds to 55 percent.
Requires Specific Oversight Activities. Proposition 5 requires local governments to take specific steps to monitor the use of bond funds supporting housing assistance and public infrastructure. For example, local governments would need to conduct annual independent financial and performance audits. Citizens' oversight committees also would be appointed to help supervise spending.
FISCAL EFFECTS
Certain Local Bonds More Likely to Pass. A lower voter approval requirement would make it easier to pass local general obligation bonds for housing assistance and public infrastructure. Recent local election results suggest that an additional 20 percent to 50 percent of local bond measures would have passed under Proposition 5's lower voter approval requirement. Those measures would have raised a couple billion dollars over many years. A lower voter approval requirement also could mean local governments propose more measures.
Increased Local Funding for Housing Assistance and Public Infrastructure. An increase in the approval of local bonds could increase funding available for housing assistance and public infrastructure. The amount of this increase is not clear. Based on recent trends, it could be at least a couple billion dollars over many years. The amount of the increase would vary across local governments. If local voters approve more bonds, local governments also would have more borrowing costs. These costs would be paid with higher property taxes. Ultimately, any future bond approval would depend on decisions by local governments and voters.
YES/NO STATEMENT
A YES vote on this measure means: Certain local bonds and related property taxes could be approved with a 55 percent vote of the local electorate, rather than the current two-thirds approval requirement. These bonds would have to fund affordable housing, supportive housing, or public infrastructure.
A NO vote on this measure means: Certain local bonds and related property taxes would continue to need approval by a two-thirds vote of the local electorate.
SUMMARY OF LEGISLATIVE ANALYST'S ESTIMATE OF NET STATE AND LOCAL GOVERNMENT FISCAL IMPACT
* Increased local borrowing to fund affordable housing, supportive housing, and public infrastructure. The amount of increased borrowing would depend on decisions by local governments and voters. Borrowed funds would be repaid with higher property taxes.
BALLOT LABEL
Fiscal Impact: Increased local borrowing to fund affordable housing, supportive housing, and public infrastructure. The amount would depend on decisions by local governments and voters. Borrowing would be repaid with higher property taxes. | <urn:uuid:eb9d9cc6-c120-4eb3-9bcc-8e7e34997d33> | CC-MAIN-2024-38 | https://lao.ca.gov/ballot/2024/prop5-110524.pdf | 2024-09-15T23:41:02+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651668.26/warc/CC-MAIN-20240915220324-20240916010324-00615.warc.gz | 331,105,913 | 838 | eng_Latn | eng_Latn | 0.997473 | eng_Latn | 0.997856 | [
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A DETAILED GUIDE TO KET
Paper 1: Reading and Writing
Paper Format
This paper contains 9 parts.
Number of questions
56
Task Types
Matching, multiple choice, multiple-choice cloze, open cloze, spelling, information transfer and guided writing.
Sources
newspaper and magazine articles, simplified encyclopedia entries.
Answering
Candidates indicate answers either by shading lozenges (Parts 1–5) or writing answers (Parts 6–9) on a machine markable answer sheet.
Timing
1 hour 10 minutes.
Marks
Each item carries one mark, except for question 56 which is marked out of 5. This gives a total of 60 marks, which is weighted to a final mark out of 50, representing 50% of total marks for the whole examination.
Authentic and adapted-authentic real world notices,
| Part | Task Type and Format | Task Focus |
|---|---|---|
| 1 | Matching. Matching 5 prompt sentences to 8 notices, plus one example. | Gist understanding of real- world notices. Reading for main message. |
| 2 | Three-option multiple-choice sentences. Six sentences (including one integrated example) with connecting link of topic or story line. | Lexical. Reading and identifying appropriate vocabulary. |
| 3 | Three-option multiple-choice. Five discrete three-option multiple-choice items (plus an example) focusing on verbal exchange patterns. Matching. Five matching items (plus an integrated example) in a continuous dialogue, selecting from eight possible responses. | Functional language. Reading and identifying appropriate response. |
| 4 | Right/Wrong/Doesn't say OR Three-option multiple-choice. One long text or three short texts with maximum word length of 230 words adapted from authentic newspaper and magazine articles. Seven three-option multiple-choice items or seven Right/Wrong/Doesn't say items, plus an integrated example. | Reading for detailed understanding and main idea(s). |
| 5 | Multiple-choice cloze. A text adapted from an original source, for example encyclopedia entries, newspaper and magazine articles. Eight three-option multiple-choice items, plus an integrated example. | Reading and identifying appropriate structural word (auxiliary verbs, modal verbs, determiners, pronouns, prepositions, conjunctions etc.). |
| 6 | Word completion. Five dictionary definition type sentences (plus one integrated example). Five words to identify and spell. | Reading and identifying appropriate lexical item, and spelling. |
| 7 | Open cloze. Text of type candidates could be expected to write, for example a short letter or postcard. Ten spaces to fill with one word (plus an integrated example) which must be spelled correctly. | Reading and identifying appropriate word with focus on structure and/or lexis. |
Page 9
| Part | Task Type and Format | Task Focus |
|---|---|---|
| 8 | Information transfer. One or two short input texts, authentic in nature (notes, adverts etc.) to prompt completion of an output text (form, notice, diary entry etc.). Five spaces to fill on output text with one or more words or numbers (plus an integrated example). | Reading and writing down appropriate words or numbers with focus on content and accuracy. |
| 9 | Continuous writing. Either a short input text or rubric to prompt a written response. Three messages to communicate. | Writing a short message, note or postcard of 25–35 words. |
Preparing for the Reading and Writing Paper
Introduction
The reading and writing part of the test together take 1 hour and 10 minutes with a total of 56 questions. Candidates have a question paper and a separate answer sheet on which they record their answers. Efforts are made to keep the language of instructions to candidates as simple as possible, and a worked example is given in every part of the test.
Reading texts are authentic texts, adapted where necessary so that most of the vocabulary and grammatical structures are accessible to students at this level. However, candidates are expected to be able to make use of interpretation strategies if they encounter unfamiliar lexis or structures.
Candidates do not need to follow a specific course before attempting KET. Any general English course for beginners of approximately 200 learning hours which develops reading and writing skills alongside instruction in grammar and vocabulary will be suitable.
In addition to course-book reading texts, teachers are advised to give their students every opportunity to read the type of English used in everyday life, for example short newspaper and magazine articles, advertisements, tourist brochures, instructions, recipes, etc. In dealing with this real life material, students should be encouraged to develop reading strategies to compensate for their limited linguistic resources, such as the ability to guess unfamiliar words, and the ability to extract the main message from a text. A class library consisting of English language magazines and simplified readers on subjects of interest to students will be a valuable resource.
Students should also be encouraged to take advantage of real-life occasions for writing short messages to each other and their teacher. They can, for example, write invitations, arrangements for meeting, apologies for missing a class, or notices about lost property. Here the emphasis should be on the successful communication of the intended message, though errors of structure, vocabulary, spelling and punctuation should not be ignored.
To ensure that candidates fully understand what they will
Page 10
have to do in the Reading and Writing paper, it is advisable for them to become familiar in advance with the different types of test tasks. They should also make sure that they understand how to record their answers on the answer sheet (pages 29 and 30).
Part 1
In Part 1, candidates are tested on their ability to understand the main message of a sign, notice or other very short text. These texts are of the type usually found on roads, in railway stations, airports, shops, restaurants, offices, schools, etc. Wherever possible these texts are authentic and so may contain lexis which is unfamiliar to the candidates, but this should not prevent them from understanding the main message. This is a matching question, requiring candidates to match five sentences to the appropriate sign or notice.
Part 2
In Part 2, candidates are tested on their knowledge of vocabulary. They are asked to fill the gap in each of five sentences with one of the three options provided. There is a completed example sentence at the beginning. The six sentences are all on the same topic or are linked by a simple story line. Candidates should deal with each sentence individually but be aware that the overall context will help them find the correct answer.
Part 3
In Part 3, candidates are tested on their ability to understand the language of the routine transactions of daily life.
Questions 1–15 are multiple-choice (3 options). Candidates are asked to complete five short conversational exchanges.
Questions 16–20 are matching exercises. Candidates are asked to complete a longer dialogue, by choosing from a list of eight options. These dialogues take place in shops, hotels, restaurants, etc., and in various work, study and social situations.
Part 4
In Part 4, candidates are tested on their ability to understand the main ideas and some details of longer texts (about 230
words). These texts come from authentic sources, such as newspaper and magazine articles, but are adapted to make them accessible to candidates. Texts may include vocabulary which is unfamiliar to the candidates, but this should not interfere with their ability to complete the task.
The questions in this part may be multiple-choice comprehension questions (with 3 options). Alternatively, candidates may be asked to decide whether, according to the text, each one of a set of statements is correct or incorrect, or whether there is insufficient information in the text to decide this.
Part 5
In Part 5, candidates are tested on their knowledge of grammatical structure and usage in the context of a reading text. As with Part 4, texts are adapted from newspaper and magazine articles, encyclopedia and other authentic sources. Words are deleted from the text and candidates are asked to complete the text by choosing the appropriate word from 3 options. Deletions mainly focus on structural elements, such as verb forms, determiners, pronouns, prepositions and conjunctions. Understanding of structural relationships at the phrase, clause, sentence or paragraph level is also required.
Parts 6–9 focus particularly on writing.
Part 6
In Part 6, candidates are asked to produce five items of vocabulary and to spell them correctly. The five items of vocabulary will all belong to the same lexical field, for example jobs, food, things you can find in a house, etc. For each word they have to write, candidates are given a 'definition' of the type you can find in a learner's dictionary, followed by the first letter of the required word and a set of dashes to represent the number of the remaining letters in the required word. There is a completed example at the beginning.
Part 7
In Part 7, candidates are asked to complete a gapped text. Texts are short and simple and are of the type candidates at this level may be expected to write, for example notes and short letters. A text may take the form of a note plus a reply to that note, or may be a single letter. Deletions in the text focus on grammatical structure and vocabulary. Candidates are only asked to produce words which students at this level can be expected to actively use. Correct spelling of the missing words is essential in this part.
Part 8
In Part 8, candidates complete a simple information transfer task. They are asked to use the information in one or two short texts (note, e-mail, advertisement, etc.) to complete a form, notice, diary entry or other similar type of document. Candidates have to understand the text(s) in order to complete the task, and the focus is on both writing and reading ability. Candidates are expected to understand the vocabulary commonly associated with forms, for example surname, date of birth, etc. The required written production is at word and phrase level, not sentence level. Correct spelling and use of capital letters is essential in this part.
Part 9 – Question 56
In Part 9, candidates are given the opportunity to show that they can communicate a written message (25–35 words) of an authentic type, for example a note or postcard to a friend. The instructions indicate the type of message required, who it is for and what kind of information should be included. Candidates must respond to the prompts in all three bullet points. All must be addressed in order to complete the task fully. Alternatively, the candidates may be asked to read and respond appropriately to three elements contained within a short note from a friend.
Assessment
There are 5 marks for Part 9. Candidates at this level are not expected to produce faultless English, but, to achieve 5 marks, a candidate should write a cohesive message which successfully communicates all three parts of the message, with only minor grammatical and spelling errors. A great variety of fully acceptable answers is possible.
Mark scheme for Part 9
| Mark | Criteria |
|---|---|
| 5 | All three parts of message cl Only minor spelling errors o errors. |
| 4 | All three parts of message co Some errors in spelling, gram |
| 3 | All three parts of message attempted. Expression may require interpretation by the reader. |
| 2 | Only two parts of message c Some errors in spelling and g The errors in expression may interpretation by the reader. |
| 1 | Only one part of the messag |
Candidates are penalised for not writing the minimum number of words (i.e. fewer than 25) and for ignoring the conventions of note-writing by not signing their notes. They are not penalised for writing too much, though they are advised not to do so.
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West Meadows Primary School Foundation Knowledge Organiser
What should I be able to do by the end?
I can listen with concentration to a range of high-quality live and recorded music.
I can reflect on a piece of music and say how it makes me feel.
I can identify an instrument being played.
I can describe the differences in sound of two instruments.
I can describe the dynamics and pitch in a piece of music.
I can compare the dynamics of one piece/note to another.
I can compare the pitch of one piece/note to another.
What should I know by the end?
Music makes us feel different emotions.
I can explain why a piece of music makes me feel a certain way.
A fast piece of music makes you feel rushed or busy. Instruments may include a piano or drums.
A slow piece of music makes you feel relaxed or calm. Instruments may include a harp or a flute.
Dynamics is the volume of a piece/ note.
The pitch is how high or low notes are.
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Fundamentals of Software Engineering
Week 6 Lab
The first task in this Lab is based on the material previously covered on Use Cases. You are also required to develop Use Cases as part of your assignment. The second task is to work in your project groups to review the progress on your assignment. You should be thinking about what your use case diagrams will look like.
Task 1
You should spend no more than one hour on task 1.
Identify Actors and Use Cases
The purpose of this exercise is to identify actors and use cases for a simulated project.You have been introduced to the online Course Registration System that is the case study throughout this module. For this exercise, use information and artifacts from the Course Registration System case study. First identify the actors in the example system. "Student" is identified as an actor. Who or what else interacts with this system? Refer to the questions for identifying actors.
For each of these actors, identify the types of interactions each might have with our system. Refer to the questions for identifying use cases and the guidelines for naming use cases.
Objectives
In this exercise, complete the following tasks:
- Identify the actors who interact with the system.
- Identify the use cases.
- Sketch a use-case diagram for the system.
You have just been assigned the job of lead system analyst for a new system. You have been given a problem description ("Initial System Requests" below). Your first task is to understand the requirements for the new system. From the Initial Requests, you develop a use-case model of the requirements. In this first part of the modelling process, you identify actors and use cases and develop a use-case diagram.
As you look at the initial requests for the system, note that the requirements are far from complete. Note what assumptions you make, as well as what other information you want to ask your customer.
Directions
1. Read the Initial System Requests document. As a whole class with the instructor leading the activity:
Run a short use-case workshop to decide on actors and use cases.
2. Draw the use-case diagram on easel paper or the board.
* Show actors,
* use cases,
* and communicates-associations.
3. Compare the diagram with the sample solution.
Initial System Requests
Wylie College is planning to develop a new online Course Registration System. The new Web-enabled system replaces its much older system developed around mainframe technology. The new system allows students to register for courses from any Internet browser. Professors use the system to register to teach courses and to record grades. Because of a decrease in federal funding, the college cannot afford to replace the entire system at once. The college will keep the existing course catalogue database where all course information is maintained. This database is an Ingres relational database running on a DEC VAX. The legacy system performance is poor, so the new system accesses course information from the legacy database but does not update it. The registrar's office continues to maintain course information through another system.
Students can request a printed course catalog containing a list of course offerings for the semester. Students can also obtain the course information online at any time. Information about each course, such as professor, department, credit hours, and prerequisites assists students in making informed decisions. The new system allows students to select four course offerings for the coming semester. In addition, each student indicates two alternate choices in case the student cannot be assigned to a primary selection. Courses have a maximum of ten and a minimum of three students. The registration process closes on the first or second day of classes for the semester. Any course with fewer than three students enrolled on the day registration closes is cancelled. All courses without an instructor on the day registration closes are cancelled. Students enrolled in cancelled classes are notified that the course has been cancelled, and the course is removed from their schedules. The registration system sends information about all student enrolments to the Billing System so that the students can be billed for the semester. For the first two weeks of the semester, students are allowed to alter their course schedules. Students may access the online system during this time to add or drop courses. Changes in schedules are immediately sent to the Billing System so that an updated bill can be sent to the student.
At the end of the semester, the student can access the system to view an electronic report card. Since student grades are sensitive information, the system must employ security measures to prevent unauthorized access. All students, professors, and administrators have their own identification codes and passwords. Professors must be able to access the online system to indicate which courses they want to teach. They also need to see which students signed up for their course offerings. In addition, professors can record the grades for the students in each class.
Identify Actors
Who uses the system? Who gets information from the system? Who provides information to the system? Where in the organization is the system used? Who supports and maintains the system? What other systems use this system?
Identify Use Cases
What are the goals of each actor?
* What will the actor use the system for?
* Will the actor create, store, change, remove, or read data in the system?
* Will the actor need to inform the system about external events or changes?
* Will the actor need to be informed about certain occurrences in the system?
Does the system supply the business with all of the correct behaviour?
Create the Use Cases as a pen and paper exercise first and then create it electronically using StarUML
Task 2
In this task you should turn your attention to your assignment and look at producing a Use Case diagrams to support the requirements elicitation process. Spend the remaining hour looking for appropriate use cases from the text in your assignment.
Complete an Appendix B meeting report by the end of this lab. In this report you should report explicitly on the work that you have done and demonstrate how you have been storing your files on line to allow sharing of the documents that you have been producing.
NB
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How drought impacts soybean yields
By ANDY LENSSEN
WIDESPREAD drought across an entire state rarely occurs in the Midwest. However, the 2012 growing season is one of those rare years. Normally there is more
concern with draining excess water. This year has put more focus on conservation of water for crop production.
pathway for soybean yield, and N fi xation can be severely limited or stopped during moderate drought stress. Soybean is an annual plant, and unlike related perennial legumes such as alfalfa, N fi xation is rarely reinitiated once it stops. Halting N fi xation in the soybean plant essentially fi xes yield to the N previously stored in roots, stems and leaves for subsequent seed development. The large impact of available stored water in soil on N fi xation and subsequent yield in soybean cannot be understated.
Precipitation has been below-normal for much of the Midwest, and extraordinarily high daytime and nighttime temperatures have put many corn and soybean plantings at risk for below-normal yields.
Soybean plants are most susceptible to yield loss from drought stress at two key developmental stages: germination and reproduction/seed development.
For germination to occur in soybeans, seed must imbibe 50% by weight in water. Seed coat swelling occurs during imbibition, causing the coat to rupture. If soil water is insuffi cient for radicle (root) and hypocotyl (shoot) development and emergence, the plant will die.
When seeds are planted in dry soil, or not placed into soil, germination is not initiated. As long as seed coat integrity is maintained, seed can survive until adequate moisture is received. Recently germinated seedlings can undergo drought stress as early as two days following imbi- bition. Water defi cit at this time results in poor hypocotyl growth, but root growth and elongation may be unaffected. This evolutionary response in soybeans allows the seedling to search for additional soil water while having overall low water use, promoting survival and development.
Soybeans in the Midwest may undergo relatively short-term drought stress at planting, but typically, adequate rainfall occurs shortly thereafter, and the soybean plant responds to reinitiate shoot growth. Shoot growth after short-term drought stress can occur at a faster rate than what was observed prior to the stress. This is called compensatory growth.
Moderate, short-term drought stress during vegetative growth stages does not typically impact soybean yield.
When crop is most vulnerable
Soybean yield is most impacted by drought stress during reproductive phases. Soil water deficits during reproduction increase fl ower abscission, abortion of embryos and reduced pod number; surviving seeds are smaller.
Nitrogen fi xation is a key biochemical
Numerous research studies have tried to replace or augment N fi xation by applying N fertilizer. However, fertilizer N use by the plant requires adequate water for root uptake. Water uptake simply is inadequate during periods of drought stress, and fertilization will be ineffective unless rainfall is very timely and substantial, and soil water infi ltration rate is adequate.
Manage to conserve moisture
At this point in time, there are few options for soybean farmers to improve available soil water status for the current crop, unless irrigation systems are already in place. However, soil management decisions to improve available soil water content should be carefully considered by soybean farmers following this year's harvest. High-intensity tillage systems are not a solution to improve soil water content.
Lenssen is the Iowa State University Extension soybean systems agronomist at Ames. Email him at email@example.com. | <urn:uuid:28a680b0-aaa8-4b17-ac7d-631026178d3f> | CC-MAIN-2024-38 | http://heartlandaggroup.com/_img/newseventspdfs/How%20drought%20impacts%20soybean%20yeilds%20-%20Prairie%20Farmer%20-%20Aug%202012.pdf | 2024-09-16T00:22:49+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651668.26/warc/CC-MAIN-20240915220324-20240916010324-00612.warc.gz | 11,738,025 | 761 | eng_Latn | eng_Latn | 0.997764 | eng_Latn | 0.997764 | [
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Air Quality and Outdoor Activity Guidance for Schools
The table below shows when and how to modify outdoor physical activity based on the Air Quality Index. This guidance can help protect the health of all children, including teenagers, who can be more sensitive than adults to air pollution. Check the air quality daily at www.airnow.gov or at www.rapca.org
*Air pollution can make asthma symptoms worse and trigger attacks. Symptoms of asthma include coughing, wheezing, difficulty breathing, and chest tightness. Even students who do not have asthma could experience these symptoms.
If symptoms occur:
The student might need to take a break, do a less intense activity, stop all activity, go indoors, or use quick-relief medicine as prescribed. If symptoms don't improve, get medical help.
Keep in mind that other pollutants such as pollen can compound poor air quality especially for sensitive groups.
Air Quality and Outdoor Activity Common Questions and Answers
How long can students stay outside when the air quality is unhealthy?
There is no exact amount of time. The worse the air quality, the more important it is to take breaks, do less intense activities, and watch for symptoms. Remember that students with asthma will be more sensitive to unhealthy air.
Why should students take breaks and do less intense activities when air quality is unhealthy?
Students breathe harder when they are active for a longer period of time or when they do more intense activities. More pollution enters the lungs when a person is breathing harder. Reduce the amount of time students are breathing hard (e.g., take breaks; rotate players frequently). Reduce the intensity of activities so students are not breathing so hard (e.g., walk instead of run)
Are there times when air pollution is expected to be worse?
Ozone pollution is often worse on hot sunny days, especially during the afternoon and early evening. Plan outdoor activities in the morning, when air quality is better and it is not as hot.
Particle pollution can be high any time of day, but especially right now with the Canadian wildfires. Since vehicle exhaust contains particle pollution, limit activity near idling cars and buses and near busy roads, especially during rush hours. Also, limit outdoor activity when there is smoke in the air.
How can I find out the daily air quality?
Go to www.rapca.org or www.airnow.gov. Clark County and our surrounding area has an Air Quality Index (AQI) forecast that tells you what the local air quality will be later today or tomorrow, and a current AQI that tells you what the local air quality is now. Both of these websites can tell you whether the pollutant of concern is ozone or particle pollution.
If students stay inside because of unhealthy outdoor air quality, can they still be active?
It depends on which pollutant is causing the problem:
1. Ozone pollution: If windows are closed, the amount of ozone should be much lower indoors, so it is OK to keep students moving.
2. Particle pollution: If the building has a forced air heating or cooling system that filters out particles then the amount of particle pollution should be lower indoors, and it is OK to keep students moving. It is important that the particle filtration system is installed properly and well maintained. Check the air filtration equipment to see if it filters to the fine particulate matter (PM) level we are concerned about on the AQI websites.
What physical activities can students do inside?
Encourage indoor activities that keep all students moving. Plan activities that include aerobic exercise as well as muscle and bone strengthening components (e.g., jumping, skipping, sit-ups, pushups). If a gymnasium or open space is accessible, promote activities that use equipment, such as cones, hula hoops, and sports balls. If restricted to the classroom, encourage students to come up with fun ways to get everyone moving.
What is an asthma action plan?
An asthma action plan is a written plan developed with a student's doctor for daily management of asthma. It includes medication plans, control of triggers, and how to recognize and manage worsening asthma symptoms. See www.cdc.gov/asthma/actionplan.html for a link to sample asthma action plans. When asthma is well managed and well controlled, students should be able to participate fully in all activities. | <urn:uuid:c6e0cc8b-1b6b-4ea2-ba40-3c0768f64835> | CC-MAIN-2024-38 | https://ccchd.com/wp-content/uploads/2023/07/Air-Quality-and-Outdoor-Activity-Guidance-for-Schools.pdf | 2024-09-16T00:27:52+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651668.26/warc/CC-MAIN-20240915220324-20240916010324-00618.warc.gz | 144,969,027 | 856 | eng_Latn | eng_Latn | 0.997709 | eng_Latn | 0.998145 | [
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Department of Commerce
Prof. Rajendra Singh (Rajju Bhaiya) University, Prayagraj
Vocation Course: Soft Skills Development
Credits:03
Course Code: I010014T
Objectives:
*To encourage all round development of the students by focusing on soft skills
*To make the students aware of critical thinking and problem-solving skills
*To develop leadership skills and organizational skills through group activities
*To function effectively with heterogeneous teams
Course Outcomes:
By the end of the program students should be able to
*Memorize various elements of effective communicative skills
*Interpret people at the emotional level through emotional intelligence
*apply critical thinking skills in problem solving
*analyze the needs of an organization for team building
*Judge the situation and take necessary decisions as a leader
*Develop social and work-life skills as well as personal and emotional well-being
UNIT – I
Know Thyself / Understanding Self Introduction to Soft skills, Self-discovery Developing positive attitude, Improving perceptions, Forming values.
UNIT – II
Interpersonal Skills/ Understanding Others Developing interpersonal relationship, Team building, group dynamics, Networking, Improved work relationship. Time management & Stress management.
UNIT – III
Communication Skills / Communication with others - Art of listening, reading, speaking, writing, writing e-mails & e mail etiquette. Corporate Skills / Working with Others Developing body language- Practicing etiquette and mannerism.
UNIT – IV
Selling Self / Job Hunting Writing resume/CV - interview skills - Group discussion - Mock interview - Mock GD – Goal setting - Career planning.
Suggested Reading:
1. Personality Development and Soft Skills (English, Paperback, Mitra Barun K.)Publisher: Oxford University Press; Pap/Cdr edition (July 22, 2012)
2. Personality Development and Soft Skills: Preparing for Tomorrow, Dr Shikha KapoorPublisher : I K International Publishing House; 0 edition (February 28, 2018)
3. Alex K. (2012) Soft Skills – Know Yourself & Know the World, S. Chand & Company LTD, Ram Nagar, New Delhi- 110055.
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Integumentary System Project: Writing a Clinical Case Study
Task:
Select on Moodle and research one of the following disorders of the integumentary system. Once you have researched your disorder, write an original case study in a narrative format. A case study is an indepth presentation of detailed information about a particular subject (medical patient), which frequently includes the accounts of subjects themselves. Case studies typically examine the interplay of all variables affecting the patient in order to provide as complete an understanding of the disorder as possible.
**Type up your case study using a word processing program. Save your file and then upload it to Moodle when you are finished. Ask Mrs. Roach for help with this step if you need.
Disorders:
What Makes a Good Case Study?
* A good case tells a story. It must have an interesting plot that relates to the experiences of the audience. It must have a beginning, a middle, and an end.
* A good case creates empathy with the central characters. We should create empathy not only to make the story line more engaging but because the personal attributes of the characters will influence the way a decision might be made.
* A good case includes quotations. There is no better way to understand a situation and to gain empathy for the characters than to hear them speak in their own voices. Quotations add life and drama to any case. Quotations provide realism.
* A good case is short. It is easier to hold someone's attention for brief moments than long ones. Cases must be long enough to introduce the facts of the case but not so long as to bore the reader. If one must introduce complexity, let it be done in stages. First, give some data and then a series of questions and perhaps a decision point before more information is introduced. After all, that is the way life plays out...little bits at a time.
Above information taken from http://ublib.buffalo.edu/libraries/projects/cases/teaching/good-case.html.
Suggested Steps:
1) Create a "real life," believable patient, and determine the initial facts about this patient. These would be name, age, marital status, ethnicity where relevant, gender, family, background taking the disorder into consideration.
2) Determine the patient's initial problem/symptoms, and subsequent issues that could arise as a result of the disorder or progression of the disorder.
3) Plan where the "actions" will take place. Home? Hospital? ER? Vacation? Work? Doctor's office? School?
4) Present facts in an iterative style (e.g. chronologically, as they present, or as the patient describes them, or with complications arising).
Facts to include:
* Initial presentation, crisis or catalyst for problem
* Drugs prescribed for treatment, response to drugs, any side effects
* Results from tests, examinations
* Differential diagnoses that may have initially presented (different diseases that could result in similar symptoms)
* Sources of the Disease: Congenital, Infectious, Traumatic, Metabolic
5) Generate questions around each section of the case study (approximately 2-4 questions per section/paragraph) for students to answer at a later date.
Possible questions:
* Identify the body structures/organ systems affected by this condition.
* Explain how symptoms show a direct relationship between the cause and the effects on the body structures.
* Name possible causes for this disorder.
* Identify similar or other possible diagnoses and confusing symptoms.
* Present patient's future treatment and prognosis.
* Discuss meaning of test results.
6) Include 1-2 pictures per section to enhance the reader's understanding of the concepts presented. You can insert an image into your document before you save & then upload to Moodle.
Total: 50 Points
Needs
Not
Advanced
Proficient disorder.
Improvement disorder, but not all.
Demonstrated disorder, but not all.
| Required Information – Disease Facts (Definition/Cause, Symptoms, Tests Treatments, Prognosis) | All five facts are presented in the case study. Facts are accurate and reliable. | Four of the facts are presented in the case study. Facts are accurate and reliable. | Three of the facts are presented in the case study. Facts have inaccuracies and the information in some cases is not reliable. | Only one or two of the facts is presented in the case study or facts are completely inaccurate. |
|---|---|---|---|---|
| Engages the Reader | Establishes a situation to engage the reader which includes a description of a “realistic” patient and relevant medical history, initial presentation/catalyst to current problem, and setting. | Establishes a situation which includes a description of a “realistic” patient and relevant medical history, initial presentation/catalyst to current problem, and setting. The writing is not necessarily engaging. | Establishes a situation or context, but is lacking at least one of the following: a description of a “realistic” patient and relevant medical history, initial presentation/catalyst to current problem, and setting. Writing is not necessarily engaging. | Situation presented is incoherent or causes confusion. Lacks two or more of the following: a description of a “realistic” patient and relevant medical history, initial presentation/catalyst to current problem, and setting. |
| Organization (Progression and Transitions) | Logical progression of patient and disease process. Includes necessary details to assist in the transitions in time. | Progression of patient and disease process, but in some instances details are missing for transitions in time. | Patient is presented in various situations that imply the passage of time, but there is no logical progression of the disease process or sections seem unrelated. | Writing is not organized. There is no evidence to demonstrate the progression of the patient or the disease process. Situations are out of order. |
| Word Choice | Precise, vivid, natural language creates a clear and complete picture in the reader’s mind. Medical terminology is used correctly and explained when necessary. Dialogue sounds natural and is appropriate to the situation. | Correct, adequate word choice creates a clear picture in the reader’s mind. Medical terminology is used correctly, but not defined or explained where necessary. Dialogue sounds appropriate. | Ordinary word choice attempts to create a picture in the reader’s mind. Very little medical terminology is used, but is used correctly. Dialogue sounds forced. | Limited vocabulary prevents the reader from creating a picture in his or her mind. No medical terminology is used or it is used incorrectly. Dialogue is limited or not used. |
| Writing Mechanics | The text is written with no errors in grammar, capitalization, punctuation, and spelling. | The text is clearly written with one or two errors in grammar, punctuation, and/or spelling. | Three or more errors in spelling, punctuation, and/or grammar distract or impair readability. | Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader. | | <urn:uuid:de813576-50b1-4990-9ad1-d134147202cd> | CC-MAIN-2024-38 | https://www.astephensscience.com/uploads/4/0/7/3/40734789/integcasestudy.pdf | 2024-09-16T00:09:23+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651668.26/warc/CC-MAIN-20240915220324-20240916010324-00620.warc.gz | 590,429,192 | 1,422 | eng_Latn | eng_Latn | 0.993524 | eng_Latn | 0.998167 | [
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Script for If a Tree Falls… powerpoint New Community Project
) ( title slide
Forests are an important part of Godʼs creation.
. They are home to millions of species of plants
And lots of creatures—from the colorful toucan…
… . to these ponderous pachyderms—otherwise known as elephants
! Plants in the worldʼs forests are a major source of the planetʼs oxygen—thanks plants
! Forest also store and release water for rainfall—and waterfalls —like this one in the rainforest in . Ecuador
Plus plants take in a good chunk of the carbon dioxide we produce through our factories, cars, . power plants and farming—they store the carbon and keeping it out of the atmosphere The . Amazon rainforest itself stores 2 billion tons of CO2 a year.
Forests are also home to millions of native people—like Delio from the Ecuadorian Amazon Heʼs a leader of the Siona people and friend of the New Community Project
- You might say trees are big in the rainforest, with the tallest ones reaching 100 150 feet above . - . the forest floor Altogether, forests cover about one third of the worldʼs land Sounds like a lot— . but they used to cover half of the land Where did they go?
This is slash and burn agriculture—cut it down, burn it off, put in cattle or corn or other crops.
. Cutting trees for paper and lumber is another cause of deforestation In our country, we each . . use over 700 pounds of paper each year It all came from trees
- Raising food is responsible for clearing of about one third of the worldʼs forests—like this cocoa plantation in the Ecuadorian Amazon
. There are lots of these animals in the rainforest Do they belong there? There are 57 million of . them on ranches where there used to be rainforest
And large companies cut the rainforest to raise crops like soy beans to feed cattle or palm oil to . add to our foods
Along the worldʼs coasts, like here in Burma in Asia, mangrove forests are cut for golf courses . and shrimp production—and this causes lots of problems
Drilling for oil also leads directly to removing and polluting forests; here in the Amazon over four . million gallons of poisonous oil waste goes into the rainforest every day
Poverty is also a cause of deforestation, as poor people clear land to grow food or to gather . firewood This nine year old girl has to walk four hours a day to get wood for her family to cook . its food
For all these reasons, there go the forests.
Does that scare you? It scares the creatures God made, since cutting forests takes away the . homes for the worldʼs plants and animals With tropical forests disappearing at an acre a - . … second, the earth loses 50 100 species a day Yes, be very afraid
. Another consequence of deforestation is a changing climate With fewer forests around to . absorb CO2, the earth is heating up
As it gets warmer, glaciers are melting all around the world—if they ever all melt, it will raise . global sea levels by 219 feet
Humans arenʼt escaping the heat—millions of Africans people will have less to eat as the . climate heats up
. And of course climate change is affecting polar bears and lots of other creatures Half of all species of plants and animals could be gone by the end of the century as the earth heats up.
. And a warmer world brings more tornadoes and hurricanes—and people suffer … So, guess weʼd better get busy and the If a Tree Falls… program is doing just that!
One place the If a Tree Falls… . is planting trees is in the Southeast Asian nation of Burma These boys have something on their faces called thanaka —itʼs made of tree bark and protects them from . sunburn
See anything missing on these mountainsides? Trees!
. NCP director David Radcliff sits talking to villagers about the problems of deforestation As they - talked, the idea came up for planting fast growing native trees
NCP now helps Jimmy, a Burmese friend of NCP, plant and distribute thousands of seedlings . every year
One of them is the pin sein tree—when its limbs are cut for firewood, they grow back—making life easier for young women who have to walk to get the wood—and for the forests
Jimmy is known and respected by local villagers, who work with him to reforest the areas around their communities
Letʼs visit the African nation of South Sudan
Theyʼve had war going on for many years, and itʼs just ended
But many challenges remain—like how to preserve forests when there is still so much need for basic things like firewood
Meet Paskwale Ben—a man on a mission to plant trees all over his part of South Sudan … The If a Tree Falls program of NCP supports several tree nursery sites, where heʼs raising tens of thousands of seedlings
The seedlings grow into trees that offer shade, food, medicines, and lumber, keep the soil from blowing away, and help keep the rains from stopping
$ Paskwale is a man with big dreams—and we can help them come true—only 10 plants 100 trees
. Hereʼs Delio again He has great knowledge of the forest, and can tell you what plants fixes . which problem Got a headache? Stomach ache? Problem with your math homework? Thereʼs … … a plant that can take care of it well, maybe not the math
But as we saw earlier, the rainforest is going fast—20 percent of the Amazon is already cut or . degraded Someone had begun to farm this 137 acres in the rainforest, but NCP saved it by buying it
. Most of it hasnʼt been cut, and weʼre beginning to reforest the part that was cut It takes only $ ! 200 to save an acre of rainforest—a little money, a lot of good
NCP Learning Tours go to the Amazon, Burma and Sudan to learn about the problems, but also . to see whatʼs being done to make things better That young man in the middle? His name is . Stephen and he sends NCP the money he earns bagging groceries to help save the rainforest $ ! ! Heʼs sent 2000 so far Then he went to visit the forest heʼs helping to save
By caring about the forests and helping to save them, we can let the native people know theyʼre not alone in caring for and trying to preserve these special parts of Godʼs creation
```
) ( ) ( no text footprints
```
We need to act now—these places are fading fast, but thereʼs still time to make a difference
-- And what a wonderful world it could be end slide
)
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Travelers' Diarrhea
What is it?
Travelers' diarrhea (TD) can be defined with the passage of at least 3 unformed stools in a 24-hour period and at least one of the following symptoms of the disease: abdominal pain, nausea, vomiting or fever. Untreated TD can be expected to last 3-4 days. Travelers' diarrhea responds to antibiotics.
Travelers visiting developing nations are at the highest risk. Travel to rural areas and tropical climates are at higher risk than compared to travel to urban settings and cooler climates. Travelers staying with families or friends are most likely to develop TD.
Protective measures:
1. Drink bottled or boiled water. Heating water to the boiling point (212 degrees) for one minute removes most bacteria, viral and parasitic pathogens. Boiling for 5 minutes should remove all pathogens.
2. Ice can be a source of bacteria. A void iced beverages.
3. Eat foods freshly cooked and served hot on dry dishes. Make sure eating utensils are completely dry. One drop of contaminated water can make you sick!
4. Avoid eating salads. Eat fresh fruits that you wash and peel yourself
5. Avoid unpasteurized milk and milk products.
6. Be cautious of food from street vendors.
Treatment:
1. Replacement fluids are essential: Sipping on clear beverages or drinking a rice based oral electrolyte solution (CeraLyte) is the best fluid replacement.
2. Antibiotics (Cipro or Zithromax taken as directed are effective treatments.
3. An anti-diarrheal agent such as Imodium (loperamide) may be taken according to package direction to slow diarrhea until the antibiotic becomes effective. Early treatment can often control TD within 24 hours. Do not use anti-diarrheal alone. It will not kill the offending pathogen and can't slow intestinal motility.
4. For trips of shorter duration (3 wks. or less), Pepto Bismol tabs can be taken to reduce susceptibility to pathogenic bacteria by approximately 65%. Two tablets should be taken before meals and at bedtime. Tablets must be taken at specified times and consistently for the duration on the trip to be effective.
Make a Diarrhea Kit to carry with you of the following items:
1. Anti-diarrheal agents (loperamide)
2. Prescribed antibiotic (Cipro or Zithromax)
3. Oral electrolyte replacement (purchase in powder form)
4. Hand sanitizers (alcohol based) | <urn:uuid:b3721ed2-7779-4a74-beca-f1b5eeb0661d> | CC-MAIN-2017-39 | http://healthservices.appstate.edu/files/filecabinet/folder19/Travelers_Diarrhea.pdf | 2017-09-20T07:37:27Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00217.warc.gz | 147,165,232 | 515 | eng_Latn | eng_Latn | 0.997309 | eng_Latn | 0.997309 | [
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An Apple a Day Lesson Plan
Adapted from the Lesson Study by: Cindy Cooper George Mason University, COMPLETE Math Fall 2015
The Task
Have you ever heard someone say, "An apple a day keeps the doctor away"? At a local grocery store, you can buy a bag of 8 apples for $5.00. If everyone in your family ate one apple every day, how much money would your family spend in one year on apples?
Materials
Facilitating Task
- Extra paper for students to sketch out ideas
- Manipulatives, such as cubes or chips
- Although the task is written for individual students to consider their own respective families, you could allow students could work with a partner.
- Students will need to consider their own family size, and the number of days in a year in order to answer the question.
- As students work, circulate around the class, listening for places students may be stuck, and for strategies you may want to be shared with the class
- Whole class discussion: Select a few students to share their approaches. Because student family sizes vary, call attention to the strategies used to generalize methods regardless of family size.
Misconceptions
- Students may need to discuss that different family sizes will result in different answers, since many problems they have experienced have only one answer.
- Students may have trouble coordinating quantities and keeping track of what each number represents in the context of the problem (apples, bags, money, days)
- Students may have different approaches (focusing on apples, bags, or money) and may struggle to understand someone else's approach when sharing with the whole group.
Suggested Prompts or Questions Supporting thinking:
- How many people are in your family? How will you use that information?
- What have you done so far? What will you need to figure out next?
- How will you know if your answer makes sense?
Extending thinking:
- What if there were people in your family? How could you use what you've already figured out to solve that problem quickly?
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Introduction to Cognitive Psychology: PSY 200
Greg Francis, PhD
Department of Psychological Sciences
Psychological Sciences Building, Room 3186
(765) 494-6934
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Study Guide for Final Exam
Exam Date: To be determined
This exam makes up 15% of your class grade. It will consist of 100 multiple choice questions each worth one point.
University policy allows you to reschedule a final exam of your choosing if you have more than two exams on the same day or there is a direct conflict for two final exams. If you are in this situation, please contact Dr. Francis soon to arrange for an alternative day/time.
The final exam covers all the material in the class, so the following study guide questions largely repeat what was presented earlier for the section exams. If you understand all of the following topics well, then you should be able to answer a variety of questions on the topics. If a researcher's name is given here, you should be certain that you know the name and the associated experiment or theory.
Lecture 2: Brain parts
1. Know the difference between the fore-brain and hind-brain. Know the parts of the hind-brain that are related to cognition.
2. Know what contralateral processing refers to in the brain. Be sure to be able to describe contralateral processing of visual perception.
3. Be able to describe the effects of cutting the corpus callosum between the left and right brain hemispheres. Be able to describe both the general behavior and the experiment that reveals the fundamental differences between the hemispheres.
4. Be able to describe the key stimuli, methods, and data from the CogLab Brain Asymmetry experiment. Be able to explain why left-handed and right-handed people were expected to have different data.
5. Know the basic anatomical structure of the cortex. Be able to list the lobes of cortex and describe some of their properties related to cognition.
6. Be able to describe the properties of the primary sensory area.
7. Know what Broadman's areas are.
Lecture 3: Brain scans
1. Understand the terms spatial and temporal resolution as they relate to brain scans. How does poorer resolution limit the use of a tool? Be able to describe the advantages and disadvantages of EEG and fMRI in terms of spatial and temporal resolution.
2. Be able to describe what is measured with EEG brain scans.
3. Be able to describe (in general terms) how an MRI operates and what information it provides about the brain.
4. Be able to describe (in general terms) how a fMRI operates and what information it provides about the brain and cognition.
5. Know what the BOLD signal is in fMRI (in general terms).
6. Be able to explain why the difference map is important for identifying the function of brain areas. Be to explain why one must contrast the right types of scans.
7. What is the relationship between the colors drawn on a fMRI scan result and brain activation?
8. Be able to describe some of the limitations and misconceptions about brain scanning techniques.
9. Be able to discuss some misconceptions about brain scans that you may hear in the popular press.
Lecture 4: Brain scans
1. Be able to describe (in general terms) how a brain scan is used to identify the relationship between cognitive events and brain events.
2. Understand how a difference in brain activity (as measured by fMRI, for example), may not correspond to cognitive differences.
3. Be able to describe the basic properties of the tongue display unit (TDU) and how it is used. What does a brain scan tell us about its use?
4. Be able to describe (in general terms) the method of reading the mind of someone who adds or subtracts numbers. What are some limitations to this method?
5. Be able to describe (in general terms) the method of thought reconstruction. Be able to describe the limits of all the brain scan mind reading techniques.
6. Be able to describe (in general terms) the difficulties with statistics in brain scans.
7. Know the basic anatomy of a neuron: dendrite, soma, axon, myelin sheath. Know the basic role of each part in the neuron's purpose.
Lecture 5: Neurons and Neurotransmitters
1. Be able to describe, in general terms, an action potential. Be able to describe the relationship between the chemical (sodium and potassium) and electrical characteristics of an action potential.
2. Be able to explain the difference between excitatory and inhibitory inputs to a neuron. Know how the different types of input affect the likelihood of the neuron having an action potential.
3. Be able to explain (in general terms) why inhibitory cells are necessary in the brain. Reference to epilepsy might be useful here.
4. Be able to describe a synapse: axon, dendrites, synaptic cleft, neurotransmitters, receptors. Be able to explain what happens when an action potential comes to the end of an axon.
5. Understand how a receptor–neurotransmitter pair are linked by molecular shape(s).
6. Understand how the neurotransmitter dopamine is related to brain diseases like Tourette's syndrome and Parkinson's disease. Understand, in general, how drugs like Haldol and L-DOPA help treat these diseases by affecting dopamine.
7. Be able to explain what Prozac does to the brain at the neurotransmitter level.
8. Know how LSD, curare, cocaine and morphine affect certain neurotransmitters. For curare, cocaine, and morphine be able to explain why this affects behavior like it does.
Lecture 6: Receptive fields
1. Understand the term firing rate. Understanding why firing rate is more important than a single action potential.
2. Know the definition of a receptive field. Understand why it is defined as changes.
3. Be able to describe the CogLab Blind Spot experiment and results.
4. Be able to describe an experiment that would demonstrate the presence of an inhibitory surround for the on-center, off-surround cells.
5. Be able to explain the properties of on-center, off-surround receptive fields of neurons found near the retina of the eye.
6. Understand what kinds of spatial patterns of light will produce a good response for an on-center, off-surround cell.
7. Understand the receptive field of "simple cells". Understand what kinds of spatial patterns of light will produce a good response for a particular simple cell.
8. Understand, in general, how more complex receptive fields are built up from less complex receptive fields. (e.g. simple cells from center-surround cells, or complex cells from simple cells). This is sometimes called a receptive field hierarchy.
9. Know the properties of complex cells and how they are created by combinations of simple cells.
10. Be able to describe the properties of the receptive field of neurons in the inferior temporal cortex of monkeys.
11. Be able to argue against the idea that there is a single cell that exclusively responds to the presence of your grandmother's face.
Lecture 7: Neural networks
1. Be able to explain the resonance hypothesis. What does it mean in terms of the relationship between neural behavior and cognition?
2. Understand the terms: activation, connection weight, update. Know what they are most closely associated with in real neural systems.
3. Understand the update rule for the network we discussed in class. You do not have to memorize the mathematical equation, but be able to describe the basic mechanisms of the rule.
4. Understand what it means for the network activities to "settle down."
5. Understand how a network can have "error correction capabilities."
6. Understand how a network can "tolerate the loss of some cells."
7. Understand how feedback in the network is related to expectation through the pattern of connection weights.
8. Understand how network behavior creates illusory contours.
Lecture 8: Neural learning
1. Understand that learning in a neural network corresponds to changing connection weights.
2. Understand the concept behind Hebb's rule for neural learning.
3. Understand how Hebb's rule is applied to the neural network discussed in class.
4. By able to explain how a network that learns can remember things it has previously experienced.
5. Understand why this type of learning might be important for things like eye-hand coordination.
6. Understand how some aspects of virtual reality may demonstrate this type of learning.
Lecture 9: Visual perception
1. Be able to explain why the inability of on-center, off-surround neurons to respond to homogeneous fields of light means our percepts of brightness are based on edges.
2. Be able to explain how the center-surround cells behave in the brightness contrast illusion. You need to be able to explain the behavior of cells in at least two different positions and for two different stimuli
3. Be able to explain how the center-surround cells behave in the Hermann grid illusion. Be able to relate the cells' behavior to the perceptual experience of the illusion.
4. Understand the role of filling-in in illusions like the water color effect, the CraikO'Brien-Cornsweet effect, and the disappearing pink circle.
5. Be able to describe the color-competition (gated dipole) circuit that produces color afterimages.
6. Be able to predict what color of afterimage you would see after looking at certain colors (e.g., red, blue, green, black).
7. Be able to describe the orientation-competition gated dipole circuit that produces oriented afterimages.
Lecture 10: Visual dynamics
1. Understand what the critical flicker frequency is. Be able to explain how it relates to the characteristics of some electronic devices (lights, computer screens).
2. Understand what is meant by persistence. Be able to describe an experiment (Bowen, Pola, & Matin, 1973) that would measure persistence. Be able to summarize the findings of the experiment, especially as the duration and intensity of the stimulus increases.
3. Be able to explain how excitatory feedback in a neural network could be responsible for persistence. Be able to explain how after-responses could shorten this persistence and how this relationship might explain the findings of the persistence experiment involving the duration and intensity of the stimulus.
4. Be able to explain what is meant by masking and how masking effects are related to persistence and performance for detecting very brief stimuli.
5. Be able to describe the properties and behavior of a Reichardt motion detector. Be able to explain why a given Reichardt detector is sensitive only to motion of the proper direction and speed.
6. Know what apparent motion is and how it differs from real motion. Be able to describe Korte's laws of apparent motion.
7. Be able to describe the circuit responsible for producing a motion aftereffect. Be able to describe a motion aftereffect.
Lecture 11: Attention
1. Understand how attention is related to information processing and processing resources. Be able to explain how not processing information is the same as ignoring it, in some contexts.
2. Be able to describe one of the demos in class (magic trick, basketball video, flashing images) and explain how it tells us something about attention.
3. Be able to describe the attentional paradox and perceptual experience. Be able to describe a situation where attention does change perceptual experience.
Lecture 12: Attention
1. Be able to describe the CogLab attentional blink experiment, the expected data, and the conclusions.
2. Understand how the attentional blink is related to information processing and processing resources.
3. Be able to describe the CogLab visual search experiment, the expected data, and the conclusions. Be able to discuss what pattern of results indicates the use of attention. What varies as the number of distracters is increased?
4. Be able to explain the results of a visual search experiment in terms of feature maps.
5. Be able to explain why search for a target absent with conjunctive stimuli has a slope twice as sleep as for target present.
6. Understand the idea of automaticity.
7. Understand the Stroop task and the basic explanation.
Lecture 13: Sensory memory
1. Understand the methods of the whole-report and partial-report experiments. Understand the key differences between the partial-report and whole-report experiments. Understand why the partial-report method indicates that more items are stored by some sensory memory than the whole-report method indicates.
2. Be able to explain the iconic memory experiment that can be used for both adults and infants.
3. Be able to explain how masking effects influence iconic and echoic memory.
4. Know what is involved in an immediate serial recall experiment.
5. Know the different properties of iconic and echoic memory.
6. Be able to explain the hypothesized role of iconic and echoic memory on the serial position curves produced under immediate serial recall (modality effect).
7. Be able to describe the suffix effect and explain how the properties of echoic memory account for the suffix effect. Be able to explain how phone operators avoid the problems of the suffix effect.
Lecture 14: Two-store model
1. Be able to describe Ebbinghaus' experiment and results.
2. Understand how Ebbinghaus' results suggest the existence of a long-term memory (LTM) system. Know the properties of the LTM system.
3. Be able to describe the Peterson & Peterson (also called the Brown-Peterson experiment) memory experiment. Know the general findings of the study. Know how it suggests a short-term memory (STM) system with certain properties.
4. Know the procedure and results of Miller's memory span study. Know how it suggests a short-term memory (STM) system with certain properties.
5. Be able to explain why the properties of STM make it challenging to win a pizza.
6. Be able to describe the modal model of memory.
7. Be able to explain how the STM and LTM system might offer an account of the u-shaped serial position curve that is seen in some memory experiments.
Lecture 15: Working memory
1. Be able to describe the three types of hypothetical searches of STM considered by Sternberg. Be able to describe the predicted pattern of experimental results for the different search types.
2. Be able to describe Sternberg's experiment on the search of memory. Be able to describe the details of the experiment (e.g., as on CogLab). Be able to describe the results found by Sternberg and what the results mean.
3. Be able to explain why it might make sense for search of memory to be serial exhaustive instead of serial self-terminating.
4. Be able to describe the procedure and general findings of the study by Brooks. Understand how the existence of separate visuo-spatial sketchpad and phonological loop systems is consistent with the results.
5. Understand the similarities and differences between STM and working memory.
Lecture 16: Working memory
1. Know the two subsystems of the phonological loop: articulatory control process and phonological store. Know the characteristics of each.
2. Understand how loop capacity is related to both the time needed for items to decay from the phonological store and the rate at which the articulatory control process can rehearse items.
3. What aspect of the phonological loop seems to vary with development?
4. Know the word-length effect. Understand the explanation provided by working memory. Understand why the rate of rehearsal is very important for this explanation.
5. Understand how the properties of working memory explain some aspects of digit span for different languages. Understand how these properties may affect measured IQ scores.
6. Know what the subject must do in a study of articulatory suppression. Understand why the articulatory suppression reduces memory performance. (What happens to the articulatory control process?)
7. Know the basic effect of phonological similarity on memory performance. Know how the working memory theory accounts for the data. Understand what subsystem of the phonological loop is hypothesized to be involved in the effect (you have to understand articulatory suppression effects).
8. Know the basic results of the irrelevant speech effect. Understand how the phonological loop accounts for those results. Why does the model say that even foreign languages can cause an irrelevant speech effect?
Lecture 17: Encoding specificity
1. Understand the procedure and typical results of a part-set cuing experiment. Be able to explain why it is important.
2. Be able to explain how discrimination makes memory (in some ways) similar to visual search.
3. Know what the encoding specificity principle is. Be able to describe (in detail) at least two experiments (general procedures and general results) demonstrating this principle. Know the basic properties and findings of all of the encoding specificity type of experiments.
4. Be able to explain why the encoding specificity principle makes it very difficult to determine if something is forgotten.
5. Be able to explain why the encoding specificity experiments imply that forgetting is often a retrieval problem. Why must forgetting (or memory) be defined relative to a particular task?
6. Be able to describe the effect of classrooms on memory.
Lecture 18: Memory discrimination
1. Be able to describe the CogLab False memory experiment, the expected results, and the conclusions. Be able to explain how the effect is related to memory discrimination and source monitoring.
2. Know the meaning of the terms "retroactive" and "proactive" interference. Be able to give at least one example of each.
3. Understand how proactive interference (PI) might cause subjects in a memory experiment to do worse on later trials. Be able to explain how this would be shown in the data and also why it might happen.
4. Know what release from PI is. Be able to give at least one example.
5. Be able to explain what kind of interferences operate in the phonological loop and whether the influence storage or retrieval.
6. Be able to describe the experiment (indoor vs. outdoor sports) that demonstrates that proactive interference operates at memory recall rather than memory storage.
Lecture 19: Constructive memory
1. Be able to explain some of the difficulties of eye-witness testimony. Why is memory on such tasks constructive?
2. Be able to describe the memory reports from studies by Penfield (1959). Be able to describe the problems with this line of research.
3. Know the characteristics of "flashbulb" memories. Know some of their limitations as indications of really good memory. Be able to describe the experimental study of flashbulb memories compared to memories of ordinary events.
4. Understand the characteristics of memory misattribution in the case of Donald Thomson.
5. Be able to describe the Loftus & Palmer (1974) experiment that shows how easily memories can be influenced by subsequent questions. Understand the significance of these studies for trusting eye-witness testimony.
6. Understand, in general, how memory misattribution can allow for memory "implants" and potentially cause problems for patients undergoing therapy.
Lecture 20: Amnesia
1. Be able to discuss how memory and memory confidence are cognitive events, and why this matters when judging properties of memory.
2. Know what amnesia is. Know the terms anterograde and retrograde amnesia.
3. Know the general scope and duration of retrograde amnesia (for most cases). Understand some of the difficulties in studying retrograde amnesia.
4. Be able to describe the difference between declarative (explicit) and nondeclarative (implicit) memory systems in LTM.
5. Know the type of amnesia suffered by patient HM. Know the basic limitations of his amnesia, and understand the studies that show he (and other amnesics like him) could learn some new information.
6. Be able to discuss the behavior of anterograde amnesiacs on tasks like the memory span experiment or a recall task that produces a serial position curve.
7. Know what infantile amnesia is. Know the basic explanation of it.
8. Know what repression is. Understand why memory researchers are skeptical of the evidence used by clinicians to support the idea of memory repression.
Lecture 21: Improving memory
1. Be able to describe the methods (in general) and results of studying in different contexts and how it affects memory of recall in a neutral context. Understand that similar effects exist for temporal context.
2. Understand how level of processing effects memory recall.
3. Understand the study that shows that level of processing is more important than intent to learn. Why is this important when studying material that you know will be tested?
4. Understand what is meant by a judgment of learning (JOL) and how to make it more accurate.
5. Understand the role of recall practice on memory. Be able to describe the experiment that demonstrates this effect.
6. Understand the findings about learning styles. Be able to explain what kind of data is needed as evidence that different students have different learning styles.
Lecture 22: Improving memory
1. Be able to describe, in general terms, how subject SF increased his memory span to 81 digits. Know the limitations of this approach.
2. Understand the method of loci for improving memory. Be sure to understand the role imagery plays in this method.
3. Understand the peg word and link word methods for improving memory. Be sure to understand the role imagery plays in these methods.
4. Understand, in general, why S had an excellent memory and how it was related to his synesthesia.
5. Understand the claims about brain training techniques and the warnings about these claims.
6. Understand the importance of sleep for certain types of memory. Be able to describe the experiment that demonstrates this importance.
Lecture 23: Mental representation
1. Understand why the definition approach to concepts has problems.
2. Understand the prototype theory of concepts.
3. Be able to describe the CogLab version of the Posner & Keele (1968) experiment on concept formation. Know the methods and typical experimental results. Also be able to discuss how the typical results suggest the existence of a prototype.
4. Be able to explain why the prototype theory has difficulties with some concepts (e.g., ad hoc concepts).
5. Understand the exemplar theory of concepts.
6. How do prototypicality effects appear in an exemplar model?
7. Understand the properties and characteristics of propositions.
8. Understand the graphical (network) representation of propositions.
9. Understand the methods and results of the study by Ratcliff& McKoon (1978). (Within proposition priming.)
Lecture 24: Mental imagery
1. Understand the conflict between memories of perceptual events being represented as propositions or concepts or as some kind of imagery.
2. How do the limitations of what we can do with mental images imply that mental images are not identical to real images?
3. How does the demo that asked you to identify relative positions of cities indicate that propositional information influences mental images?
4. Be able to describe Kosslyn's (1976) experiment on size effects in mental images. Why does this suggest that mental images are not only propositions?
5. Be able to describe the CogLab version of the mental rotation experiment. Be able to describe the typical results and to explain how the typical results indicate that mental images are (at least somewhat) like real images.
6. Be able to describe the basic properties and findings of the fMRI experiment on mental rotation.
Lecture 25: Language instinct
1. Be able to describe (in general terms) the influence of culture on language. Be able to give some examples of how the Norman invasion of Britain continues to influence modern spoken English. Understand that this influence is different from the issue of how people have the ability to work with language at all.
2. Understand what it means (and does not mean) to say that language is an instinct.
3. Understand why the way children learn language suggests that they are not simply mimicking other speakers.
4. Know what a pidgin is. Know what a creole is. Know their properties relative to languages. Understand how the development of a creole from a pidgin suggests that language is re-invented by children.
5. Understand the relation between dialects and languages.
6. Be able to explain word dropping in AAVE and it's relationship to contractions in SAE.
7. Understand why there is really no "correct" English speech.
Lecture 26: Phrase trees
1. Know the two key aspects of language: symbols and grammar.
2. Understand what a grammar is.
3. Understand why there are an infinite number of possible sentences and essentially no limit to the length of sentences. Understand why this is important.
4. Understand what we mean when we say we can recognize a grammatically correct nonsense sentence.
5. Understand what it means to say that knowledge of grammar is distinct from meaning and understanding. How can we be sure that they are distinct?
6. Be able to explain what a long-term dependency is. How do long-term dependencies cause problems for statistical learning of language?
7. Know what re-write rules are. Understand how a phrase tree corresponds to re-write rules.
8. Understand how a phrase tree produces grammatically correct sentences (even nonsense sentences).
9. Recognize the advantage of learning phrases versus learning multiple uses of a word.
10. Understand, in general, how phrase trees deal with long-term dependencies.
11. Understand, in general, what is involved in language universals. Be able to describe the two examples of language universals that were discussed in lecture.
Lecture 27: Words
1. Recognize that while many words must be memorized, there are many rules for the creation of words.
2. In what sense are words arbitrary symbols for concepts?
3. Be able to describe the CogLab word superiority experiment, and explain the significance of the typical results.
4. Understand how the behavior of pre-schoolers with the wug-test demonstrates the existence of a rule for pluralizing nouns.
5. Know that morphology is the study of words. Know what morphemes are.
6. Be able to contrast English morphology of verbs with other languages. How does English discuss things that are treated by verb forms in other languages?
7. Know what suffixes and prefixes are, and how they relate to words in the lexicon.
8. Be able to describe some of the rules for word creation: e.g., compound nouns and pluralizing nouns. Be able to discuss the importance of a root for some suffixes.
9. Know what types of information must exist in the lexicon.
10. Understand how the exceptions to morphology rules usually derive from other languages. Be able to explain why only common words can be exceptions to the rules.
11. Understand, in general, how the head of a word indicates what the word is about. Know that in English it is the right-most morpheme.
12. Understand why walkman is a headless noun. Understand why this makes creating the plural form complicated.
Lecture 28: Parsing
1. Know the basic characteristics of the Eliza example. Understand why we concluded that it does not really understand language.
2. Know how interpreting language corresponds, in part, to parsing. How does the phrase tree structure convey some information?
3. Understand how two different thoughts can give rise to the same sentence. Understand why this indicates that we do not think only by "speaking to ourselves." What is mentalese?
4. Understand, in general, how a parser would go through a simple sentence to build up a phrase tree.
5. Know the two basic problems of parsing: word order, multiple meanings.
6. Understand how difficulty in parsing corresponds to difficulty in understanding sentences with complex word order.
7. Understand the problems of word ambiguity for a parser.
8. Be able to generally describe the experiment that demonstrates the parser initially preserves the ambiguity of words (it depends on the lexical decision task).
9. Be able to describe the effect of ambiguity for the Time flies like an arrow. sentence.
10. Be able to describe the properties and significance of the Buffalo buffalo... sentence.
11. Understand why the problems with parsing indicate that words and grammar are not enough to always ensure communication.
12. Understand, in general, how schemas help us understand language. Understand why it is difficult to provide computers with schemas.
Lecture 29: Speech
1. Recognize that human speech is much more blurred than we usually perceive. Understand how the properties of the ear require this blurring.
2. Know what a phoneme is.
3. Understand how we "hear" more than 20 phonemes per second. How is speech packed by the speaker and unpacked by the listener?
4. Understand, in general, how the shape of the vocal tract controls the sounds of speech.
5. Know why you can "hear" someone smile.
6. Know that every consonant can be described through three variables: voicing, manner of articulation, and place of articulation. Know what each variable refers to.
7. Know that all languages define consonants in the same way, but not all languages use the same consonants.
8. Be able to describe the rule that makes us say razzle-dazzle instead of dazzle-razzle.
9. Know what coarticulation is. Understand why it forces spelling to deviate from pronunciation.
10. How is coarticulation related to computer speech and to computers being able to understand human speech?
11. Be able to briefly explain how Korean hangul is a sensible written form of language.
Lecture 30: Language development
1. Know what kinds of linguistic skills infants possess. Understand, in general, how to measure these skills.
2. Understand the importance of babbling for infants.
3. Know the stages a child goes through as it starts to learn language.
4. Understand the methods and conclusions of the CogLab Age of Acquisition experiment.
5. Understand how many of the mistakes made by children correspond to the most confusing parts of language. Be able to give at least one example. How do you know these are the most confusing parts?
6. Be able to explain the similarities and differences between children and adult overgeneralizations.
7. Know the problem with trying to learn a second language when you are older.
Lecture 31: Language and Brain
1. Know the basic characteristics of patients with Broca's aphasia, Wernicke's aphasia, and anomia. Know the corresponding neurophysiological problem for each of these conditions (which part of the brain is damaged).
2. Understand the characteristics and problems with the research that claimed to teach chimps language.
3. Understand why the limitations of chimp language do not argue against the evolution of language in humans.
Lecture 32: Consciousness
1. Understand the basic issues of Cartesian dualism and materialism. Know what the mind-body problem refers to.
2. Understand the implications of distributed processing in the brain for theories of consciousness. In particular be able to explain how distributed processing makes the concept of a place or moment of consciousness meaningless.
3. Be able to describe the Turing test for consciousness/intelligence. Be able to discuss its adequacy at determining whether a machine (or a person) is intelligent.
4. Understand the Chinese room problem. Be able to describe my objection to the problem.
5. Basically understand the issues around qualia.
Lecture 33: Decision Making
1. Know that the way a set of choices is presented has a big impact on the decisions people make (framing effect).
2. Understand the difference between a risky choice and a non-risky (certain) choice. Know that people generally are risk averse when contemplating gains and are risk seeking when contemplating loses. Understand what these terms mean.
3. Know that rarely picked alternatives can strongly affect your choices of other options. Know why it should matter to a consumer.
4. Know what loss aversion is, and how it can affect decision making.
Lecture 34: Problem Solving
1. Be able to explain how the difference between an expert problem solver and a novice problem solver is mostly one of knowledge and methods of describing problems.
2. Be able to describe the methods and results of the Chase & Simon (1973) study of expert chess players. How can you explain the results in terms of expert schemas?
3. Know that analogies are rarely used to solve problems. Understand why this might be so.
4. Know what a "set effect" is. Be able to give at least one example of an experiment demonstrating a set effect.
5. Know what functional fixedness is.
6. Know that the "aha" feeling during problem solving is real, but doesn't seem to correspond to true insight into a problem. Be able to describe the experiment that shows this. | <urn:uuid:9cbf22f9-39c0-4e8a-9024-bd0f8f0aeec8> | CC-MAIN-2017-39 | http://www1.psych.purdue.edu/~gfrancis/Classes/PSY200/SGF.pdf | 2017-09-20T07:32:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00218.warc.gz | 610,975,069 | 7,258 | eng_Latn | eng_Latn | 0.996613 | eng_Latn | 0.996958 | [
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Circles - Ms Buerckner
a. an ark
b.
a. A square
b. A rectangle
c. A parallelogram
d. A regular hexagon
Question 1
Part of a circumference is called:
an arc
Question 2
The of a circle is 6 cm long. diameter
Therefore, its is cm long. radius
Question 3
A triangle is drawn inside a circle so that each vertex of the triangle touches the circumference of the circle.
Which of these shapes could be drawn so that all vertices touch the circumference? not
Question 4
The circumference of a circle measuring 21 mm is divided into 4 equal arcs.
If one of the arcs is removed, what is the length of the remaining section?
Give your answer in decimal form.
mm
Question 5
The circumference of a circle is its:
a) perimeter
b) radius
c) diameter
d) area
Question 6
The circumference of this whole circle is approximately long. 100 m
What is the perimeter of the quadrant?
m
Question 7
A circle has a radius of 30 cm. Which of the following is the exact perimeter of a of this circle? quadrant
a) 30 + 60
b) 60 + 60
c) 15 + 60
d) 15 + 30
Question 8
The fence around a rectangular field 400 m by 700 m is removed and used to enclose . a circular field
What is the diameter of the circular field?
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Catalyst Teaching Hawker Brownlow Education
Authors: Rob Jensen
Date Available: May 2008
ISBN:
1 74170 673 4
Code:
HB6734
RRP:
27.95
Format:
A4, 76 pages
Age Range: P–6
Category:
Professional Development
Subject:
Science, Study skills,
Summary:
What makes teaching effective? Lessons are so much more powerful when we apply techniques to make lessons work well. Catalyst Teaching will spark and accelerate the reactions of learners, and reduce the amount of energy required for them to occur, helping teachers make lessons more engaging and more memorable for their students, making learning faster and easier. It incorporates an introduction to Catalyst Teaching Concepts and effective instruction, and fun sample lesson plans – all guaranteed to spark students interest! Lesson plans include:
* Novel ways of interacting in the classroom
* Measuring the distance to the stars
* Fun lab experiments to engage learners in a practical way
* A gross demo of fat content in fast food
* Use of ratio and estimation to extrapolate animal populations
* Kinesthetic activities to model science subjects such as chromosomes
* A "cookbook" lab on enzymes
* Humour in the mathematics classroom
* Sealing children in plastic bags!
Catalyst Teaching, with it's brain-friendly lesson plans, shows hands on ways to demonstrate many science concepts from physics, chemistry, biology, and more!
Supporting Resources:
Ø C04774 – Engage the Brain: Middle Years, Science
Ø CO5479 – Activities for the Differentiated Classroom: Middle Years, Science
Ø HB6718 – Calculated Success in Mathematics
PO Box 8580 Heatherton VIC 3202
Tel: +61 3 8558 2444
Fax: +61 3 8558 2400
Web: www.hbe.com.au
Email: firstname.lastname@example.org | <urn:uuid:bca881ba-a376-4ec4-9c72-5a6f6978b19c> | CC-MAIN-2017-39 | http://files.hbe.com.au/infosheets/HB6734.pdf | 2017-09-20T07:31:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00218.warc.gz | 117,382,834 | 393 | eng_Latn | eng_Latn | 0.981316 | eng_Latn | 0.981316 | [
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Hawker Brownlow Education
Activities for the Differentiated Classroom: Book 2
Authors: Gayle H. Gregory, Carolyn Chapman
Date Available: 29 January 2008
ISBN:
1 74170 542 8
Code:
CO5428
RRP:
$24.95
Format:
A4, 96 pp
Age Range: Primary School – P-6
Category:
Differentiation
Subject:
English, Health, Phys Ed, Social Skills,
Maths, Science
Key Selling Points:
Summary:
In today's highly diverse classrooms, differentiated instruction enables teachers to plan strategically so they can meet the individual needs of all their students. Now this unique resource makes the challenge of reaching all learners easier by providing teachers with a wide array of practical activities for the differentiated classroom. Teachers can adjust learning based on individual students' knowledge, skills, experience, preferences and needs by using tested, research-based strategies such as choice boards, cubing, graphic organisers, learning centres, problem-based learning and cooperative learning.
Supporting Resources:
Ø CO705X
Ø CO4476
Ø CO5754
Ø CO5770
PO Box 8580 Heatherton VIC 3202
Tel: +61 3 8558 2444
Fax: +61 3 8558 2400
Web: www.hbe.com.au
Email: firstname.lastname@example.org | <urn:uuid:4f549b21-ea53-4fb1-a3b0-75c3882bbfca> | CC-MAIN-2017-39 | http://files.hbe.com.au/infosheets/CO5428.pdf | 2017-09-20T07:30:03Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00223.warc.gz | 121,881,200 | 288 | eng_Latn | eng_Latn | 0.927254 | eng_Latn | 0.927254 | [
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How to report an upsetting YouTube video
* Report it to the social media site.
* YouTube relies on the YouTube community to report (flag) inappropriate content.
* Flagged videos are not automatically taken down by the flagging system.
* If a video doesn't violate YouTube's guidelines, the video may stay on the site.
* Advice on YouTube and other popular sites can be found on the Games, apps and social networking webpage.
Think before you 'like'
* Liking a post says that you agree with a nasty comment or think it's funny.
* Liking a fake page made to upset someone may add to the cyberbullying.
Be a helpful bystander
* Ask your friend if they are ok.
* Tell them to tell an adult.
* Help them collect evidence by taking a screenshot and copying the URLs (the address of the webpage. For example www.esafety.gov.au).
Dealing with cyberbullying
* Tell a trusted adult.
* Take a screenshot.
* Give support to each other.
* If not removed by the social media site within 48 hours, report to the Office of the Children's eSafety Commissioner.
* Watch the video on how to make a cyberbullying complaint.
* Serious cyberbullying can be reported by the child being targeted, their mum or dad, or another trusted adult the child gives permission to.
* Ring Kids Helpline for support and to speak to a counsellor.
Types of cyberbullying complaints
Some of the complaints received by The Office of the Children's eSafety Commissioner include:
* serious name calling and nasty comments
* fake accounts
* upsetting pictures and videos
* hate pages.
Complementary activities
* Follow the journey of three more acts by downloading the presentation from the X–Factor section of the Virtual Classroom webpage.
Help us improve (teachers only)
Complete the survey and help us by suggesting new topics and ways we can improve your experience.
esafety.gov.au | <urn:uuid:028336a4-b83f-45eb-9d8f-b37c99d04f36> | CC-MAIN-2017-39 | https://www.esafety.gov.au/-/media/cesc/documents/virtual-classroom-resources/virtual-classroom-teacher-summary-sheet-xfactor.pdf?la=en | 2017-09-20T07:24:45Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00225.warc.gz | 774,384,520 | 395 | eng_Latn | eng_Latn | 0.998957 | eng_Latn | 0.998957 | [
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Name:____________________________________________ Date: ________________ Period: _____ LAB# ____
BEACH EROSION
Introduction: Water waves are one of the principal causes of shoreline changes. When waves break along the shore, they release their energy and momentum and give rise to a longshore current. The longshore current, along with the stirring action of the waves, is the primary mechanism for longshore sediment transport. The longshore sand transport rate is an essential factor determining erosion along a coast.
Problem: How does the direction of incoming waves effect the movement of sand along a beach and the direction of the associated longshore current?
1. Complete the diagram below showing the natural movement of sand along the coast by the process of longshore drift. After you have completed the labeling of the diagram, color the beach yellow and the ocean blue.
Write each label from the list below in the appropriate space on the diagram above:
* Title: The process of longshore drift
* Direction of sand movement along the coast
* Waves approach coast at an angle
* Broken waves, or swash, wash up the beach at an angle
* Waves wash back down the beach perpendicular to the coast
Beach Erosion
PAGE 1
Fill in the following terms: Longshore Current; Erosion; Deposition.
Show the direction of the longshore current by placing an arrowhead on the dark lines.
Summarize the key concepts in this lab in one paragraph or less.
Beach Erosion
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Kansas 4-H Project Talk Scoresheet
4-H Communication Fact Sheet Series
Contestants 7 to 11 years old
Name ______________________________________________ Age_ ______________________________
Club _______________________________________________ Time Finish:_ ______________________
Extension Unit_______________________________________ Start:_________________________
Total:________________________
Title_____________________________________________________________________________________
| Points to Consider | Percent |
|---|---|
| Subject Matter • Can be covered in 7 minutes • Worthwhile and practical • Related to 4-H project • Information accurate, complete and up to date | 40 |
| Appearance • Well groomed • Good posture | 10 |
| Presentation • Attention gained in introduction • Voice natural, words distinct • Poised, friendly, confident • Originality shown • Convincing, interest held • Visual aids (if used) – neat, attractive, easily seen, efef ctively used • Well-organized, words well chosen, not memorized, not read • Personal experience related • Important points stressed in summary | 50 |
Final Rating:
Top Blue ____
Blue ____
Red ____
Judge's Initials: ___________
Use of copyrighted and trademarked materials in 4-H presentations and posters:
A copyright and/or a trademark are legal methods used by artists, photographers and writers to protect original creative works such as photo graphs, books, music, recipes, sports logo insignias, brand names and art work. The copyright symbol does need to appear on a work for it to be protected by copyright. Copyrighted materials cannot be reproduced without permission and proper crediting of the source. 4-H members need to be aware of copyright restrictions and take steps to obtain permission to use copyrighted materials and trademarks. Full details cannot be covered in a short paragraph, but additional helpful information can be found on K-State's Intellectual Property site: www.k-state.edu/ academicpersonnel/intprop/. Look for the upcoming Communication Fact Sheet, Use of Copyrighted and Trademarked Materials in 4-H Presentations and Posters.
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
White ____ | <urn:uuid:07ae8eff-53ac-4a5d-a82f-62eb58f4fb35> | CC-MAIN-2017-39 | https://www.bookstore.ksre.ksu.edu/pubs/4H975.pdf | 2017-09-20T07:15:07Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00222.warc.gz | 753,546,353 | 431 | eng_Latn | eng_Latn | 0.989792 | eng_Latn | 0.989792 | [
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Identifying the 3Es and Writing Criteria Language Arts/Social Studies
Goal: Students will identify and classify the 3Es of sustainability as they relate to the possible climate change affects on a country and then develop criteria that will be used to evaluate potential solutions.
Objectives: Students will …
- Identify and classify the 3Es of sustainability
- Determine criteria for each E identified
Materials (for a class of 30):
- 10 sets of highlighters (3 different colors per set)
- 1 set of Identifying the 3Es and Writing Criteria-Country Descriptions
- 30 copies of Identifying the 3Es and Writing Criteria-Student Sheet
Time Required: 45-60 minutes
Standards Met: LA1, LA7, G1, G2, G3, G4, G5, G6,
Procedure:
PREP
- Before class begins, cut out each of the Identifying the 3Es and Writing CriteriaCountry Descriptions for distribution to the assigned groups.
IN CLASS
- Have the class divide into 10 groups of three.
-
Pass out a set of highlighters to each of the groups.
- Distribute a copy of Identifying the 3Es and Writing Criteria-Student Sheet to each student.
- Allow time for the class to read the description of Underalia.
- Explain to the students that the country of Underalia is encountering many affects potentially related to climate change. These affects can be broken down into their relationship to the 3Es of sustainability.
- Tell the students that within the description one example of each of the Es has already been highlighted using the following color scheme Environment, Economics and Equity.
- Explain to the students it is their job to identify at least one more affect/relationship to each of the 3Es of sustainability using the same color scheme.
- Using the affects that have been classified, have the class list in Table 1 of their student sheet one criteria that they will use to rate their potential solution they will develop later in the course of the unit.
- Explain that criteria are usually no more than taking a potential affect of climate change and changing it to a "positive outcome." This is usually accomplished through the use of a quantifier – example: maximizes, increases, improves, reduces, assures, etc. One example has been supplied for each of the affects that were originally highlighted as examples in Table 1.
- After the students have completed this exercise, spend some time discussing their criteria to make sure they understand the concept.
- Pass out one country's description to each of the groups.
- Explain to the groups that they must repeat the above process using the description of the country that was assigned to them. They are to list 2 criteria for each of the 3Es (6 total criteria) in Table 2.
Assessment:
- Successful identification of the 3Es
- Completion of criteria
Identifying the 3Es and Writing Criteria Teacher Answer Key
Name__________________________________________________________Date__________________
Read the description of Underalia below. Using your highlighters and the color key below, identify the affects of climate change as they relate to the 3Es of sustainability. One example for each of the Es has been done for you already.
Key:
3Es of Sustainability
Environment
Economics
Equity
Some answers are open for discussion and may be classified by the students in different ways. These are only examples.
Underalia Land has warmed by 0.7°C between 1910 and 1999, with most of the increase occurring since the 1950s. And although Underalia Land is historically prone to droughts and flash floods, the recent ones have been particularly severe. These changes are contributing to alterations in migratory patterns, geographical ranges, breeding and feeding of many forms of animal life. In 2002, abnormally high seasurface temperatures on the reefs that are offshore of Underalia Land have caused coral bleaching which has disrupted the food chains for a variety of animals. Death of the reefs has also had an adverse affect on tourism in the area. Increases in cyclones and storm surges have caused coastal erosion forcing many inhabitants to lose property and move inland.
Summer temperatures, and droughts in Underalia Land, have increased in severity during the last 10 years. During recent summers, there has been an increase in heat related deaths in the elderly population. Vector borne disease, such as malaria has also been on the rise. These increases in health related issues are beginning to influence the cost of health care. The indigenous population of Underalia Land is more subject to climate change because their health status in general is worse than the average inhabitant of Underalia Land.
With the increase in summer temperatures, the demands for and costs of energy production for such things as air conditioning have rose dramatically. Agricultural lands and the supply of freshwater for irrigation and drinking are also declining in many areas of the country, especially for the indigenous populations. Existing social disadvantage of indigenous people reduces their coping ability and may restrict adaptive capacity to these temperature extremes. Also, extreme changes to mangroves and increases in bush fires will cause problems to many indigenous groups.
**Criteria for Tables 1 and 2 will vary depending upon the Es that have been identified and the country that has been assigned.**
Identifying the 3Es and Writing Criteria Student Sheet
Name ____________________________________________________________ Date_____________
Read the description of Underalia below. Using your highlighters and the color key below, identify the affects of climate change as they relate to the 3Es of sustainability. One example for each of the Es has been done for you already.
Key:
3Es of Sustainability
Environment
Economics
Equity
Underalia Land has warmed by 0.7°C between 1910 and 1999, with most of the increase occurring since the 1950s. And although Underalia Land is historically prone to droughts and flash floods, the recent ones have been particularly severe. These changes are contributing to alterations in migratory patterns, geographical ranges, breeding and feeding of many forms of animal life. In 2002, abnormally high seasurface temperatures on the reefs that are offshore of Underalia Land have caused coral bleaching which has disrupted the food chains for a variety of animals. Death of the reefs has also had an adverse affect on tourism in the area. Increases in cyclones and storm surges have caused coastal erosion forcing many inhabitants to lose property and move inland.
Summer temperatures, and droughts in Underalia Land, have increased in severity during the last 10 years. During recent summers, there has been an increase in heat related deaths in the elderly population. Vector borne disease, such as malaria has also been on the rise. These increases in health related issues are beginning to influence the cost of health care. The indigenous population of Underalia Land is more subject to climate change because their health status in general is worse than the average inhabitant of Underalia Land.
With the increase in summer temperatures, the demands for and costs of energy production for such things as air conditioning have rose dramatically. Agricultural lands and the supply of freshwater for irrigation and drinking are also declining in many areas of the country, especially for the indigenous populations. Existing social disadvantage of indigenous people reduces their coping ability and may restrict adaptive capacity to these temperature extremes. Also, extreme changes to mangroves and increases in bush fires will cause problems to many indigenous groups.
CSI: Climate Status Investigations-High School REPRODUCIBLE
Criteria: A standard on which a judgment or decision is made. In this case, determining which action is the most sustainable.
Take into consideration that criteria are:
√
Tied to the 3Es of Sustainability
√Factors to weigh or measure your action ideas to help you decide which is the most sustainable
Table 1 -- Underalia
CSI: Climate Status Investigations-High School REPRODUCIBLE
Table 2 – Your Country's Name is____________________________________________________
Criteria for Evaluating the most Sustainable Action Plan
Environmental:
1.
2.
Equity:
1.
2.
Economic:
1.
2.
CSI: Climate Status Investigations-High School REPRODUCIBLE
WORKSHOP COPY
Identifying the 3Es and Writing Criteria Student Sheet
Name ____________________________________________________________ Date________________________
Read the description of Underalia below. Using your highlighters and the color key below, identify the affects of climate change as they relate to the 3Es of sustainability. One example for each of the Es has been done for you already.
Key: 3Es of Sustainability Environment Economics Equity
Underalia Land has warmed by 0.7°C between 1910 and 1999, with most of the increase occurring since the 1950s. And although Underalia Land is historically prone to droughts and flash floods, the recent ones have been particularly severe. These changes are contributing to alterations in migratory patterns, geographical ranges, breeding and feeding of many forms of animal life. In 2002, abnormally high sea-surface temperatures on the reefs that are offshore of Underalia Land have caused coral bleaching which has disrupted the food chains for a variety of animals. Death of the reefs has also had an adverse affect on tourism in the area. Increases in cyclones and storm surges have caused coastal erosion forcing many inhabitants to lose property and move inland.
Summer temperatures, and droughts in Underalia Land, have increased in severity during the last 10 years. During recent summers, there has been an increase in heat related deaths in the elderly population. Vector borne disease, such as malaria has also been on the rise. These increases in health related issues are beginning to influence the cost of health care. The indigenous population of Underalia Land is more subject to climate change because their health status in general is worse than the average inhabitant of Underalia Land.
With the increase in summer temperatures, the demands for and costs of energy production for such things as air conditioning have rose dramatically. Agricultural lands and the supply of freshwater for irrigation and drinking are also declining in many areas of the country, especially for the indigenous populations. Existing social disadvantage of indigenous people reduces their coping ability and may restrict adaptive capacity to these temperature extremes. Also, extreme changes to mangroves and increases in bush fires will cause problems to many indigenous groups.
WORKSHOP COPY
Criteria: A standard on which a judgment or decision is made. In this case, determining which action is the most sustainable.
Take into consideration that criteria are:
√Tied to the 3Es of sustainability
√Factors to weigh or measure your action ideas to help you decide which is the most sustainable
Table 1 -- Underalia
Criteria for Evaluating the most Sustainable Action Plan
Environmental:
1. Reduces erosion
2.
Equity:
1. Provides adequate healthcare to all inhabitants
2.
Economic:
1. Improves tourism
2.
CSI: Climate Status Investigations-High School
REPRODUCIBLE
WORKSHOP COPY
Table 2 – Your Country's Name is ____________________________________________________________
Criteria for Evaluating the most Sustainable Action Plan
Environmental:
1.
2.
Equity:
1.
2.
Economic:
1.
2.
Identifying the 3Es and Writing CriteriaCountry Descriptions
Napinsany
This year in Napinsany it hasn't rained all spring and summer and because of the lack of water farmers have lost close to 100% of their leguminous and cereal harvest. This has seriously impacted the potential income in the rural areas of the country. Farmers all across the country have been hit by the drought. Small sustenance farms are incurring more of a financial impact than larger commercial farms.
But it's not the first time Napinsany has suffered from climate change. They have been noticing climate impacts for many years now. Unfortunately, the problems have increased massively over the past few years and nowadays it's not only affecting the agriculture but also tourism due to the excessively hot and dry summers.
Over the last few years, the seasonal cycle has changed: it goes directly from summer to winter and from winter to summer. Spring and autumn seem to have disappeared completely. These changes have occurred so suddenly that they are affecting Napinsany's farming cycles. It is difficult to adjust the farming cycle to all these unexpected frosts that occur at the most unusual dates or to unexpected heat waves that arrive much earlier than they used to. It seems that the weather has gone crazy: summer and winter get mixed up when you have snow in May and extreme heat in February like this year. That's just not normal.
In 2005, Napinsany underwent the worst drought since the beginning of data registration 120 years ago. Water rationing has been implemented in large parts of the country. Many small villages have to travel long distances to obtain drinking water. Napinsany has asked for aid in needed cereals because Napinsany farmers haven't been able to cover the country's demand this year. Climate modeling suggests that if global greenhouse gas emissions continue at the current rate, by 2020 one in two summers in Napinsany is likely to be as hot as the record-breaking summer of 2003.
Napinsany is warming faster than other parts of the world. If global average temperatures rise by 2ºC above pre-industrial levels, Napinsany summer inland temperatures are likely to rise by an average of 4 to 5ºC. The center of Napinsany will potentially experience an extra six weeks of days with temperatures over 35ºC. Napinsany coastal areas could experience an average of two extra weeks above 35ºC. In June 2005, the Napinsany government suggested that a third of the country could become desert-like as climate change exacerbates the loss of topsoil caused by overgrazing.
Westmoasa
Westmoasa has begun to notice that the fish and shellfish that used to be gathered so easily are getting harder to find. There also used to be colorful, live coral from the edge of the beach out to the reef, but now everything has gone white. The destruction of the reefs has lead to a decrease in tourism.
The sea is slowly eroding the coastline affecting small native habitats as well as beachfront resort areas. Local fishermen used to catch enough fish in the shallows but now they have to go further out, and the women are spending longer and longer helping the men fish in the seawater. Fish used to bite quickly – now fisherman can spend more than an hour in the seawater before they get a single bite.
The fish are often tiny, barely enough for a meal for the local fishermens' families much less enough to sell commercially. One of Westmoasa's great delicacies, the gera shellfish, is now very difficult to find.
The sea is slowly eroding Westmoasa's coastline and spreading the sand over fishing grounds. The seagrass beds have also spread quickly which is clogging up the natural flow of water within the fishing grounds and burying the coral.
Westmoasa is also experiencing severe sea flooding. As the sea levels continue to rise, several king tides have hit the island. Saltwater intrusion affects the quality of water in wells, floods agricultural lands, gardens, and puts stress on plants/trees, which are very important to the life and culture of Westmoasa. Increased sea levels and saltwater intrusion have reduced mangrove tree populations. Mangrove roots protect coastlines from erosion, but as sea levels rise over time mangroves migrate toward the land. If they eventually reach a sea wall or other barrier, they may be reduced to a narrow strip of trees or may disappear altogether. Westmoasa depends on rainfall and natural filters such as mangroves to maintain a clean supply of freshwater. Rising sea levels cause salt water to move farther inland often contaminating drinking water sources.
Mangroves act as natural filters preventing sediment and toxins from reaching Westmoasa's water sources. Reduction of the mangrove habitat from rising sea levels would allow more sediments and pollutants to move inland polluting fresh water sources. Loss of mangrove and coral reef habitats means reduced food resources for the inhabitants of Westmoasa. Mangroves provide habitats for many types of seafood, including crabs, clams, and fish. Coral reefs likewise provide habitat for many fish.
The potential socio-economic impacts of climate change on Westmoasa have been estimated in a series of vulnerability studies. Depending on the worst-case scenario (one meter sea level rise), the studies suggest that sea level rise will have negative impacts on tourism, freshwater availability and quality, aquaculture, agriculture, human settlements, financial services and human health. Storm surges are likely to have a harmful impact on low-lying structures.
Ebaliza
Weather patterns in Ebaliza have changed. It's very unpredictable now. The cold weather comes in spurts - it used to come in early December and stay for weeks. Now, cold, rainy weather stays only a day or two. April weather appears in June, for example. June is the beginning of the rainy season in Ebaliza, and there is usually significant rainfall within this month up until the ending of the season in November. It's all mixed up now. Ebaliza used to know what to expect at certain times of year but since the past three years or so, it has become very unpredictable.
Storms in general, such as big "southwesters," have changed a lot. These used to occur mainly during the rainy season (June-November) but now they are unpredictable occurring at different times within the year. Heavy rainfalls associated with these storms have caused flash floods and mudslides in the northern part of the country. Sediment runoffs from the north affect fishing and diving for lobster, an important economic base for the area. Floodwater flushes down from the rivers carrying heavy sediment making it hard to fish.
The northern coast is undergoing coastal erosion, as are the islands off the coast. Some of these off shore islands are almost under water resulting in the migration of the local natives of these islands to the coast. The water level seems to be rising over the past five years or so.
The impact of hurricanes, which seem to be increasing in intensity and frequency and human development is destroying mangrove habitats along Ebaliza's mainland and outer cayes (small, low islands consisting mostly of coral). Rising sea levels are also affecting mangrove populations. Mangroves act as natural filters, preventing sediment and toxins from reaching Ebaliza's water sources. Reduction of mangrove habitats from rising sea levels would allow more sediments and pollutants to move inland polluting fresh water sources. Loss of mangrove and coral reef habitats means reduced food resources for the inhabitants of Ebaliza. Mangroves provide habitat for many types of seafood, including crabs, clams, and fish. Coral reefs likewise provide habitat for many fish.
During April and May, Ebaliza used to have a lot of birds migrating throughout the country. The increase in annual temperatures is having a detrimental effect on their natural nesting grounds. It is getting much warmer now. Both the air and waters are getting warmer. The warming of the sea is believed to be causing the bleaching of the corals. The corals, for example, were greatly affected in late 1998 by bleaching due to warming sea temperatures. This has a very adverse affect on local fishing and tourism.
Whenever there is heavy rain downfall, there are agricultural chemicals run-offs to sea. Besides warmer sea temperature, corals are also dying from pesticides washing down the coast. An important economic crop for locals of the area, Lobsters and conchs are become very scarce. Some species of amphibians have disappeared in the cloud forest regions of Ebaliza, and climate change may have been a factor in their extinction.
Infirdiddy
In Infirdiddy the sea level is rising - partly as a response to climate change. Low lying coastal areas are vanishing from the map. This is the home of millions of inhabitants. Many of these people are living in poverty and will find it very difficult to move inland to find new land for their families. The problem is compounded by rapid population growth in this area.
These coastal areas, as well as the small islands offshore of Infirdiddy, are hard to access because of poor infrastructure yet more and more families are flocking into these very vulnerable areas to make a living from the sea. As the waters rise, it is expected that they will submerge the entire coastal region, home to many animal species and destroy the main source of food and income to millions of individuals.
The effects of climate change are being felt in cities too. Heavily populated urban areas are running short on sources of potable freshwater. Increases in average temperatures are contributing to an increase in parasitic diseases. In rural areas, villagers are sucking the ground dry with the tube wells they use to irrigate their crops. Many of these crops are failing due to insufficient irrigation. Farmers are now taking water directly from the river to supplement the wells but if the glaciers in the northern mountainous areas of the country continue to recede, so will the summer flow of the river.
Typically mild in temperature, Infirdiddy is experiencing a decline in rainfall and experiencing more intense weather conditions such as cyclones. Scientists predict that by the end of the century the country will experience a 3 to 5 0 C temperature increase.
The livelihood of a vast population in Infirdiddy depends on agriculture, forestry, wetlands and fisheries and land use in these areas is strongly influenced by waterbased ecosystems that depend on monsoon rains, which are becoming unpredictable. Changes to the water cycle may also cause an increase in water borne diseases such as cholera and hepatitis, as well as diseases carried by insects such as malaria.
Yanikia
Yanikia has witnessed remarkable changes in the climate in the last few decades. The rainy season in Yanikia was known to start in mid-April, but it has shifted to June when it used to end. The rainfall pattern has become unpredictable and unreliable. This has made it more challenging to plan any agricultural activities.
Changes in temperature are also occurring. Although daytime temperatures seem to have gone up, the number of cold nights appears to have increased as well occurring in different months. The type of cold has changed as well. The month of July used to be cold and misty. However, nowadays the cold is much drier. This has caused an increase in the number of children suffering from pneumonia.
Malaria has long been endemic to Yanikia's humid coast and swampy lowland regions, but it is now spreading to normally cooler, higher elevations. Many medical and environmental experts attribute the spike in malaria to climate change, in the form of warmer temperatures and variations in rainfall patterns.
Since 1996, agricultural production has been declining in Yanikia. Warmer and drier weather has affected agriculture in the region. Some of the edible insects that people used to depend on when food was scarce are now extinct. People are now even more dependent on the food crops they grow, which are vulnerable to changes in rainfall.
The ice on the tallest mountain in Yanikia is drying up. Increases in temperature are melting the ice and snow that has crowned Yanikia's highest peak for more than 11,000 years, dramatically altering the surrounding ecosystem. Scientists have already started seeing a decrease in the amount of water supply to the remote lowland areas around the mountain, which will likely generate a whole range of impacts on rural and economically stressed communities. Yanikia's economy is overwhelmingly agriculture-based and highly susceptible even to minute variations in temperature and rainfall.
Yanikia farmers often labor without the most basic of irrigation systems. Burdened by decades of underdevelopment and impoverishment, the agricultural industry is now increasingly crippled by periodic droughts.
Unstattica
Climate change is beginning to affect Unstattica throughout the country. In the northern areas, permafrost thawing has caused the ground to subside 16-33 ft. since the 1960's, which limits the range for animal's movement, increases insect populations and has caused havoc to manmade structures. It is becoming more dangerous for local natives of the northern regions of Unstattica to travel across the land by snowmobile or dog team and more difficult for them to hunt for food in the wintertime. Lakes are draining into the thawed ground and many have dried up completely. The beavers have had to move from the lakes to the rivers, and there has been a drop in the population of muskrats. While there used to be hundreds of geese flocking in the springtime, hunters now see only five or six geese at a time. Some fish populations are also disappearing causing problems for both bears and people who rely on them as a food staple.
Shorelines have been retreating in much of Unstattica for well over a century. In areas with gradually sloping coasts, shore lines are likely to recede as much as 200 times the amount of the sea level rise. A one-foot rise in sea level might well translate to a 200-foot retreat of shoreline with loss of several rows of homes.
If sea level rise accelerates as climate change scenarios project, the losses of property will be even greater than anticipated. Extensive losses of coastal wetlands and beaches seem likely. In past eras of sea level rise, wetlands and beaches could retreat naturally inland but roads and coastal structures have closed off this option of natural retreat in much of Unstattica's coastline. The result is that the total area of beaches and wetlands may diminish greatly over this century. This could have a dramatic affect on the coastal tourism industry.
Climate change may also increase the risk of some infectious diseases, particularly those diseases that appear only in warm areas. Deadly diseases often associated with hot weather, like the West Nile virus, Cholera and Lyme disease, may increase throughout Unstattica because increased temperatures in these areas allow disease carriers like mosquitoes, ticks, and mice to thrive. For instance, the number of cases of West Nile in Unstattica has ballooned exponentially since 1999.
Some scientists believe that algal blooms could occur more frequently as temperatures warm--particularly in areas with polluted waters. Diseases such as cholera that tend to accompany algal blooms could become more frequent. Malaria is rare in Unstattica, even in warmer regions where the mosquito that transmits the disease is found, because this country has the ability to rapidly identify and contain outbreaks when they appear. However if temperatures continue to increase, containment and control may become very difficult especially in lower income areas that do not have ready access to medical facilities.
Gamtulala
Gamtulala is being plagued by mudslides that are brought on by excessive rain. Other parts of the country are becoming almost desert-like. Severe storms are not uncommon and are becoming stronger every year. It is expected that climate change will exacerbate the vulnerability of people and pose new threats such as availability of fresh water supplies and efficiency of local sewerage systems; availability of food; distribution and seasonal transmission of vector-borne infectious diseases.
Climate change in Gamtulala has exposed inhabitants to new or intensified health threats, particularly from infectious diseases. Dengue fever and malaria are likely to spread as mosquitoes and other vectors move into areas that were previously too cold or dry. In 2001, the Intergovernmental Panel on Climate Change report on impacts, vulnerability and adaptation to climate change found that the incidence of water-borne diseases, such as cholera and diarrhea, would increase in geographical areas similar to Gamtulala.
Gamtulala is particularly affected when extreme weather events such as hurricanes, which appear to be on the increase, damage health and sanitary infrastructure. Vulnerable groups such as the elderly and the very young are experiencing higher heat related morbidity and mortality, and are disproportionately affected by increased ozone and smog formation in higher temperatures. Allergies are also increasing. Rising ambient temperatures increase risks associated with aquatic pathogens in important fisheries and accelerate the spoiling of food and meat.
Security of food supply is a fundamental determinant of human wellbeing. Food production is a major source of employment and export earnings. The adverse affects of climate change on agriculture are disproportionately burdening poor inhabitants. Much of the population of Gamtulala experiences inadequate food security, from malnutrition to the extreme of intermittent famine. This is multiplied by climate change related extreme weather events.
Climate change has also reduced commercial farming and fisheries yields upon which Gamtulala relies on for export earnings. Grain cropping production and forestry are starting to show a decline. On the coast, sea level rising is affecting natural barriers such as mangroves, which are then threatening coastal farmlands. Valuable estuarine fisheries may be lost.
Many rural populations in Gamtulala are already very poor and have few resources with which to adapt their farm practices or endure more frequent bad seasons. The World Bank notes that at least 70% of the rural population in Gamtulala lives in poverty.
As farmlands fail, people in Gamtulala will migrate to urban areas. The major longterm impact is likely to be severe housing shortages and overcrowding as rural populations are displaced by drought and flooding. The lack of safe water and sanitary infrastructure in emergency camps or slum areas could seriously increase the incidence of mortality and morbidity from transmissible diseases.
Ziralia
Ziralia has already started to show the effects of climate change. Tropical cyclones have increased and rises in sea levels are covering some coastal areas, causing coastal inhabitant to migrate inland. Coastal resort areas are also be forced to make adaptation to assure the sustainability of a strong tourism industry. A disastrous 2005 drought in Ziralia's main river basin killed crops, kindled forest fires, dried up transportation routes, caused disease and wreaked economic havoc. An estimated 40% of the biodiversity of the area was put at risk.
The freshwater fishing industry of the river basin, an economic factor for local natives, is beginning to show signs of stress. Recently, the first hurricane reported in history caused heavy damage on Ziralia's southeast coast. Tornadoes have also shown a dramatic increase in recent years having devastating affects on poorly constructed rural housing that offer little or no shelter in the event of severe storms.
Minimum temperatures are elevating in many regions of Ziralia. This elevation varies from 1°C to 3°C, depending on the proximity to the coast. The maximum temperatures have also risen but in much smaller variations.
If temperatures continue to increase, grain production could become unfeasible in the south of Ziralia, stimulating more rural exodus. The migration of crops northward could cause greater deforestation of the rainforest of Ziralia, which would reduce the transportation of humidity and rains to the Southern Ziralia.
Increasingly intense rains are beginning to affect the cities, with great social impact in the poorer districts, especially on hillside habitats prone to flash floods and mudslides. Higher temperatures are increasing the incidence of sicknesses and infant and senior mortality.
Coolandria
In past centuries, climate variability has had dramatic effects on the lives of Coolandrians. Recently, yearly changes in temperature have led to substantial variation in agricultural yields, including hay for livestock. For example, a 1°C change in annual temperature can alter hay production by 20% in the most fertile regions. Small farms are being forced out of production.
Deteriorating climate is beginning to reduce the capacity of the vegetation to support livestock grazing, resulting in widespread erosion. Given the harsh environment, small temperature changes in the future could affect the balance between re-growth and erosion in many parts of the country. Lack of vegetation could affect the population of Coolandria's few native species.
One of the greatest concerns for Coolandria is the potential effect of climate change on ocean circulation, because of the importance of the fishing industries. Even small changes could substantially affect fish stocks in the seas around Coolandria, though predicting future change is difficult. It is clear, however, that primary productivity (by photosynthetic algae), distribution of fish stocks and the location of spawning grounds all depend on currents and ocean temperature.
In the mid-1960s, large-scale physical changes took place in the seas north of Coolandria. These physical changes had ecological consequences that led to the loss of the herring's main food supply. Severe environmental stress, combined with heavy fishing pressure, drove the herring stocks toward collapse. Over fishing alone was sometimes the culprit, but over fishing during times of adverse climatic conditions has been particularly lethal.
Glaciers cover about 10% of Coolandria. Warmer temperatures have increased meltwater from these glaciers, increasing the flow in glacial rivers. Sea level rise is also a concern, as the population of Coolandria is primarily located in settlements along the coast. Coolandria is assessing the potential increase in flooding and land erosion, along with available measures to minimize consequent damages to roads, harbors and property. Potential sea level rise will also necessitate rebuilding harbor infrastructure.
Nichicia
Early in 2005, a comprehensive assessment of environmental and climate change in Nichicia showed that the effects of climate change in Nichicia are similar to those in the rest of the world. During the past century, the average temperature in Nichicia increased by 0.6-0.8 degrees Celsius. In the past 50 years, sea levels rose by between 1-2.5 millimeters each year.
Climate change is making Nichicia more vulnerable to damage caused by rising sea levels, drought, flooding, tropical cyclones, sand storms, and heat waves. Although a warmer climate will increase the amount of land available for farming, extreme weather could reduce agricultural yield by 10%. This will have a dramatic effect on the small sustenance farmers in many rural areas. In 2004 alone, drought and floods damaged more than 37 million hectares of arable crops, leaving more than four million of them barren. Agricultural economies in certain parts of the country are declining causing many inhabitants to migrate into large urban areas looking for jobs to support their families.
Nichicia has several climatic zones and a varied physical environment. Northwest Nichicia is a largely arid and semi-arid, fragile environment that is highly vulnerable to climate change. In northeast Nichicia, a warmer climate might increase agricultural production, but extreme weather events, such as storms and flooding, would cause serious damage to rice crops.
In central and eastern Nichicia, winters are cold and summers are hot. The building industry in these regions is using more and more energy. Coastal areas in the south and east are densely populated and a rise in sea levels could greatly damage the economically dynamic and prosperous delta areas of Nichicia.
The far northern mountainous areas of Nichicia, which has one of the most diverse temperate ecosystems on Earth, is threatened by rising temperatures that are double the average global trend. One of the biggest indicators of this warming trend in has been the receding glaciers of the high plateau areas. Several large rivers in Nichicia are showing a decline in flow, threatening major shipping lanes. | <urn:uuid:9ff40d37-ae4f-4e96-a4c4-4d603c3414f9> | CC-MAIN-2017-39 | http://stc.umsl.edu/essj/unit3/04-Identifying%20the%203Es%20and%20Writing%20Criteria.pdf | 2017-09-20T07:35:00Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00223.warc.gz | 324,731,041 | 7,362 | eng_Latn | eng_Latn | 0.982874 | eng_Latn | 0.99897 | [
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Bonjour!
Last week our yr.4 and 5 students were treated to a French incursion presented by CARROUSEL THEATRE. Carrousell Theatre is a puppetry theatre company based in Melbourne.
It originated in Paris and has been performing in Australia since 2000.
Their objective is to encourage and promote the study of languages via the medium of puppetry.
The story of Cinderella / Cinreillon they presened for our students was based on the original tale with adaptation for puppetry.
Here are some of the students comments about the show:
"It was the most best and funniest play I have ever seen" Sonny.
" I really loved the play, I loved the puppets and the backdrops,
I wish it could go for longer" Abiya
"The play was very funny. I loved it even though I could not understant all the words" Ethan
" I learnt some words and could understand it, it was very good" Kenneth.
" I think it was pretty funny when Izidor ( the monkey) put on Cinderella's clothes and did her work" Nick
" The show was amazing! I liked Izidir and Pearl" Paige.
A bientôt.
Mme Chamberlin. | <urn:uuid:8af12734-3fe8-48df-a756-b87fb68d255a> | CC-MAIN-2017-39 | http://nedlandsps.wa.edu.au/files/Bonjour%20newsletter%2022.3.2017.pdf | 2017-09-20T07:40:00Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00221.warc.gz | 217,450,017 | 251 | eng_Latn | eng_Latn | 0.999479 | eng_Latn | 0.999479 | [
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The Middle Ages A Study Unit to Promote Critical and Creative Thinking
Author: Rebecca Start
Date Available: 1 June 2010
ISBN:
978 1 74239 358 2
Code:
EIM3582
RRP:
$32.95
Format:
A4 book and A3 poster
Age Range: Year/Grade Levels 4–9
Category:
Humanities
Subject:
History
Key Selling Points:
* Promotes critical and creative thinking.
* A fun interactive teaching tool about the Middle Ages.
* Poster included.
Summary:
Teach your students in Years 4 – 9 about the society, practices and beliefs of the middle ages. With the help of this easy-to-understand guide to the feudal system, castle life, medieval characters, knighthood and much more, your students will acquire an in depth understanding of the period. A variety of activities encourage divergent thinking, fl exibility, fl uency, elaboration and other higher-level thinking skills. A colourful poster is included, and is perfect for putting up in the classroom for reinforcing knowledge and enhancing student interest.
Supporting Resources:
* Archaeology Student Book (EIM5142)
* Anthropology Student Book (EIM5135)
* Mythology Student Book (EIM5159)
* Discovering Ancient Civilisations (EIM7023)
PO Box 580 Moorabin VIC 3189
Tel: +61 3 8558 2444
Fax: +61 3 8558 2400
Web: www.hbe.com.au Email: email@example.com | <urn:uuid:cb85d743-728c-4a09-88a5-e73003c1052d> | CC-MAIN-2017-39 | http://files.hbe.com.au/infosheets/EIM3582.pdf | 2017-09-20T07:28:41Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00223.warc.gz | 122,082,603 | 332 | eng_Latn | eng_Latn | 0.963079 | eng_Latn | 0.963079 | [
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Math 131 Graphing Using Transformations
Name: ________________________________
Show scale. Label one point on each graph. Label graphs (which equation goes with which graph)
(1) On the axes below, graph:
(2) On the axes below, graph:
c) y = − 1 2 x 2
c) y = x − 2 | <urn:uuid:deaa3ea0-397a-4920-82d7-559e18a46ef9> | CC-MAIN-2017-39 | http://pccmathuyekawa.com/classes-taught/math_131/131_worksheets/Graphing%20Worksheet.pdf | 2017-09-20T07:34:15Z | crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00225.warc.gz | 245,742,103 | 129 | eng_Latn | eng_Latn | 0.952678 | eng_Latn | 0.952678 | [
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Water Conservation Tips
1. Replace your old toilets and save money with every flush
The City of Burlingame offers a rebate of up to $100 when you replace your old toilet with a qualifying high efficiency toilet. Eligible toilets must be on the MaP Premium HET list and use less than 1.1 gallons per flush. For program details and application, please visit http://bayareaconservation.org/rebates/toilets.
2. Test your toilets for leaks at least once a year.
Toilet leaks can be silent! To test your toilet, put a dye tablet (or food coloring) in the tank. If color appears into the bowl without flushing, then there is a leak.
3. Use a WaterSense® labeled showerhead.
They're inexpensive, easy to install, and can save you up to 750 gallons a month. Need a new showerhead? Check out the Home Energy and Water Saving Toolkit at the Burlingame Public Library for free water conservation devices.
4. Always wash a full load of dishes in your dishwasher.
Dishwashers typically use less water than washing by hand. In the market for a new dishwasher? Buy a certified Energy Star dishwasher to save even more water and energy.
5. When upgrading your clothes washer machine, purchase an Energy Star model.
For a list of certified Energy Star products, visit www.energystar.gov. In the meantime, continue washing your clothes in full loads and wash your dark clothes in cold water to help keep your clothes retain their color.
6. Reduce the amount of turf grass in your lawn.
Convert your water-intensive turf lawn into a beautiful, California native garden. The California Department of Water Resources is offering a rebate of up to $2,000 (while funds last), visit www.SaveOurWaterRebates.com for program rules.
7. Convert your sprinkler system to a drip irrigation system.
Installing a drip system is more efficient than a sprinkler system since it efficiently delivers water straight to your plants' roots. If you aren't able to install a drip system, consider replacing your sprinkler heads with micro-spray heads that use less water.
Follow us on social media!
@burlingame_sustainability
@BurlingameCityHall
Water Conservation Tips (continued)
8. Install a rain barrel to store water for future use.
Don't let good water go to waste! The City offers a rebate of up to $100 off a qualifying rain barrel. Visit http://bawsca.org/conserve/rebates/barrels for complete rules and application. If you're new to rain barrels, attend a free landscape workshop. Upcoming classes are posted at www.bawsca.org/classes.
9. Spread a layer of organic mulch on your plants.
Applying a minimum of 2 inches of mulch to your shrubs helps reduce the need for frequent irrigation, increases plant health, and discourages weed growth.
10. Monitor your water bill for unusually high water use.
Your water bill and water meter are tools that can help you discover leaks.
More Ways to Save Water, Energy, and Money
Use an irrigation controller and set it properly.
Watering twice a week will satisfy most gardens. Make sure to adjust your irrigation scheduler based on the garden's water requirements and to turn it off during the winter. If you don't know how to operate your irrigation controller, attend a free workshop that can help you. Visit www.bawsca.org/classes for irrigation-related classes.
Equip all kitchen and bathroom faucets with aerators.
Installing a faucet aerator is as easy as screwing in a lightbulb. Visit the Burlingame Public Library and check out the Home Energy and Water Saving Toolkit for free supplies, including faucet aerators.
Remove turf lawn through the sheet mulching method.
Do you have a turf lawn that you're looking to replace with a drought-tolerant landscape? If so, did you know that you don't need chemicals to kill your lawn? Sheet mulching is an easy process of layering cardboard and mulch right on top of the grass. Plus, you can plant your new garden straight into the mulch. Visit www.LawnToGarden.org for step-by-step directions on how to sheet mulch.
Laundry-to-Landscape Graywater Program
Imagine reusing water from your clothes washer to help grow the plants in your garden. Using graywater can reduce the amount of drinking water used for irrigation. For upcoming workshops, visit www.bawsca.org/classes. For examples of graywater systems or a directory of trained installers, visit www.greywateraction.org.
Attend a Free Landscaping Workshop
Learn how to garden beautifully while reducing water use. For a list of upcoming workshops and to register online, visit www.bawsca.org/classes. For additional free landscaping classes, visit the UC Master Gardeners of San Mateo and San Francisco website at https://ucanr.edu/sites/MGsSMSF | <urn:uuid:9f486529-d1cf-4d63-81e0-ef7dda43619b> | CC-MAIN-2019-43 | https://www.burlingame.org/document_center/Water/Water%20Conservation%20Top%20Tips.pdf | 2019-10-21T03:04:18Z | crawl-data/CC-MAIN-2019-43/segments/1570987751039.81/warc/CC-MAIN-20191021020335-20191021043835-00056.warc.gz | 816,030,714 | 1,007 | eng_Latn | eng_Latn | 0.997445 | eng_Latn | 0.997465 | [
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Jude Jude 1:1-25
Younger Verse
Only God can keep you from falling. Jude 1:24 (CEV)
Older Verse
Welcome Time
Bible Story
Only God can keep you from falling. Jude 1:24 (CEV)
How many of you remember when we talked about James? Does anyone remember who his brother was? (Jesus!) Well, James had another brother. We will talk about him this week.
The following is a summary of the Bible story to help you with your preparation. Please do NOT read to the children. Instead, study your Bible, using this summary as a guide, and make a note page to help you remember your plans for the lesson or questions you want to ask.
The Bible tells us that, after Jesus was born, Mary and Joseph had four sons and some daughters (Matthew 13:55-56). James was one of those sons and he wrote the book of James that we have already studied. Another son was Jude. And just like James, Jude wrote a letter that later became a book of the Bible, the book of Jude. Do you know that there is a fancy word for those letters that are in the New Testament? The word is epistle - e-p-i-s-t-l-e and it is just a fancy word that means "letter!" James and Jude both wrote "epistles," or letters, to those who believed in God. They both wanted to encourage these believers to do the right thing, even when it's hard. But these epistles (letters) can also encourage us, too.
Jude told us in verse three that the reason for his letter was to make sure the believers fought hard for what they believed. There were people sneaking in among them who were trying to make them believe something other than what the Bible says. Jude didn't mean they had to beat these people up, but he did mean that it would be hard, it would be a struggle sometimes to stand up for the right thing. Doing the right thing isn't always easy, is it? Sometimes doing the right thing is harder than just doing what everyone else is doing.
But what usually happens when we choose the wrong thing? We sometimes get caught and punished. We don't get caught every time because there isn't always someone around who sees us, but God sees everything - even the things our teachers and parents miss. God wants us to be obedient and will sometimes punish us if we keep doing bad things. Jude talks about the true stories of the Bible where people were punished by God because they tried to do things their way instead of asking God what to do and then following Him. Do you remember our lesson from 1st, 2nd and 3rd John when we talked about not just saying we love God, but showing Him with our actions. That is love!
Memory Verse Activities
Prayer Time
Clean Up/Snack time
Love means being obedient. We should not be arrogant just because we believe in God. The Bible tells us in 1st Corinthians 10:12 that " if you think you are standing strong, be careful, for you, too, may fall into the same sin. " We need to be careful that in knowing we belong to God because of His Son, Jesus, we don't think we know it all. We always need to remember that it is God who keeps us from falling into things we shouldn't do. So what should we do that will help us fight for the right things. Jude told us that we should build our lives on what we believe about Jesus as our Savior. When someone is building a house, do they just put up a few boards and then say they are finished? NO! In that same way, we should keep "building," or learning from the Bible and walking in obedience, until we are perfect! Jude also said to pray. What is prayer? Why, it is talking to God. You can do that, there are no magical words, just do it and ask Him to keep you from stumbling and falling. Jude even said to "keep in step with God's love, as you wait for our Lord Jesus Christ to show how kind he is by giving you eternal life." Don't walk away from God and just leave Him for your Sunday's, stay close to Him every day. Jude also told us to "be helpful to all who may have doubts and to rescue any who need to be saved, as you would rescue someone from a fire." You know what, if someone doesn't know who Jesus is and doesn't believe in Him, they are in danger and need to be saved! And you get the opportunity to do that, to tell them about God and that He loved us enough to make a way for us to spend forever with Him, Jesus.
If you have never done that yourself, let yourself be rescued by God. You are in danger of spending forever and ever away from Him and He wants to save you to be with Him forever. Will you do that today? Come and talk to me.
Practice the following with your students. Begin in a soft voice and continue until you are as loud as is acceptable in your classroom. Teacher: "Who can keep you from falling?" Students: "Only God can keep you from falling!"
Pray for your students that they will fight for what is right. Also pray asking God that he will keep them from stumbling and falling.
As you are cleaning up and sharing snack, encourage each student to chose, right now, what they know is right. Share with them that it is something they need to practice doing.
Planning for December 19th Revelation
Preschool Lesson for Jude
God Helps Me
Begin by singing: I like to go to church.
I like to go to church.
I like the happy songs we sing.
I like to go to church.
Who do we talk about at church? God!
What do we know about God? What have we talked about the last few weeks? God loves us. God cares for us. We can talk to God. And we must obey the rules.
With your Bible opened to the book of Jude and with everyone's hands folded together, open your hands as if opening a book and say:
I open my Bible book and read, God helps me.
The book of Jude, the next to the last book of the Bible, talks a little bit about all of those other things we just mentioned, but it also tells us the God helps us. Because God loves us and cares for us, He helps us.
What does God help us with?
God helps us learn about Him. He helps us stay warm in the winter and He helps us have food to eat.
And in the book of Jude, we find out that God helps us to do the right thing. Let's say thank you to God for helping us do the right thing. (Take time to pray for each of your preschoolers, that they will do the right things this week.)
Activities for Jude
Be sure to continue practicing the books of the Bible, adding books as you learn them. (Only one remains, Revelation.)
Play Bingo with the books of the Bible.
Make an acrostic with the letters of Jude's name. For example:
J - Jesus' brother
U - Ungodly people want you to do the wrong thing
D - Do what is right
E - Epistle writer
Provide word puzzles to reinforce this week's lesson as well as the memory verse.
Make "Stop" signs from red octagonal construction paper. Instead of printing "STOP," print this week's Bible verse, making "ONLY GOD" in large letters with the rest of the verse to follow in small letters. Have students post them on their walls or doors at home to remind them to trust God to help them. | <urn:uuid:cc067a8f-51a2-4152-b568-b0b8933b623e> | CC-MAIN-2019-43 | https://secureservercdn.net/184.168.47.225/580.1b4.myftpupload.com/wp-content/uploads/curriculums/ACTSTOREV-L50-EN.PDF?time=1565708295 | 2019-10-21T02:37:54Z | crawl-data/CC-MAIN-2019-43/segments/1570987751039.81/warc/CC-MAIN-20191021020335-20191021043835-00061.warc.gz | 687,516,288 | 1,656 | eng_Latn | eng_Latn | 0.996337 | eng_Latn | 0.997903 | [
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Page #: _______ Name of piece: _____________________________________________________________
____ How many beats are there in each measure?
Line 3 , treble clef:
____ Without touching or looking at the keys, say the letter names for each note – make sure to say “X-flat” or “X-sharp” when appropriate.
____ [Without consideration for fingering] Play all of the notes
____ Play all of the notes – use the correct fingers
____ Name the note value (how many beats it is worth) of each note
____ Clapping your hands, practice the rhythm of the notes
____ Play the notes – use the correct fingers while counting the beat out loud
----------------------------------------------------------------------------------------------------------------------------------
Line 3 , bass clef:
____ Without touching or looking at the keys, say the letter names for each note – make sure to say “X-flat” or “X-sharp” when appropriate.
____ [Without consideration for fingering] Play all of the notes
____ Play all of the notes – use the correct fingers
____ Name the note value (how many beats it is worth) of each note
____ Clapping your hands, practice the rhythm of the notes
____ Play the notes – use the correct fingers while counting the beat out loud
----------------------------------------------------------------------------------------------------------------------------------
Line 2, treble clef:
____ Without touching or looking at the keys, say the letter names for each note – make sure to say "X-flat" or "X-sharp" when appropriate.
____ [Without consideration for fingering] Play all of the notes
____ Play all of the notes – use the correct fingers
____ Name the note value (how many beats it is worth) of each note
____ Clapping your hands, practice the rhythm of the notes
____ Play the notes – use the correct fingers while counting the beat out loud
----------------------------------------------------------------------------------------------------------------------------------
Line 2, bass clef:
____ Without touching or looking at the keys, say the letter names for each note – make sure to say “X-flat” or “X-sharp” when appropriate.
____ [Without consideration for fingering] Play all of the notes
____ Play all of the notes – use the correct fingers
____ Name the note value (how many beats it is worth) of each note
____ Clapping your hands, practice the rhythm of the notes
____ Play the notes – use the correct fingers while counting the beat out loud
----------------------------------------------------------------------------------------------------------------------------------
Line 1, treble clef:
____ Without touching or looking at the keys, say the letter names for each note – make sure to say “X-flat” or “X-sharp” when appropriate.
____ [Without consideration for fingering] Play all of the notes
____ Play all of the notes – use the correct fingers
____ Name the note value (how many beats it is worth) of each note
____ Clapping your hands, practice the rhythm of the notes
____ Play the notes – use the correct fingers while counting the beat out loud
----------------------------------------------------------------------------------------------------------------------------------
Line 1, bass clef:
____ Without touching or looking at the keys, say the letter names for each note – make sure to say "X-flat" or "X-sharp" when appropriate.
____ [Without consideration for fingering] Play all of the notes
____ Play all of the notes – use the correct fingers
____ Name the note value (how many beats it is worth) of each note
____ Clapping your hands, practice the rhythm of the notes
____ Play the notes – use the correct fingers while counting the beat out loud
----------------------------------------------------------------------------------------------------------------------------------
Line 3 (if applicable), hands together:
____ Play all of the notes – use the correct fingers
____ Play the notes – use the correct fingers while counting the beat out loud
----------------------------------------------------------------------------------------------------------------------------------
Line 2, hands together:
____ Play all of the notes – use the correct fingers
____ Play the notes – use the correct fingers while counting the beat out loud
----------------------------------------------------------------------------------------------------------------------------------
Line 1, hands together:
____ Play all of the notes – use the correct fingers
____ Play the notes – use the correct fingers while counting the beat out loud
----------------------------------------------------------------------------------------------------------------------------------
Entire piece, hands together:
____ Play all of the notes – use the correct fingers
____ Play the notes – use the correct fingers while counting the beat out loud
____ Attempt to play from memory | <urn:uuid:4918d29c-fe8b-436d-8088-0c135cee6b4b> | CC-MAIN-2019-43 | http://nancyfrasepianolessons.com/Mini-steps.pdf | 2019-10-21T03:33:47Z | crawl-data/CC-MAIN-2019-43/segments/1570987751039.81/warc/CC-MAIN-20191021020335-20191021043835-00056.warc.gz | 132,457,045 | 887 | eng_Latn | eng_Latn | 0.971593 | eng_Latn | 0.980179 | [
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Honors English I: Summer Reading Project
OBJECTIVES:
*Student will read two summer reading novels.
*Student will write a literary analysis on one novel.
*Student will present a "life lesson" speech, based on the other novel.
PROCEDURES:
Follow the steps below in order to complete the entire project.
PART ONE:
1. Choose ONE of the two novels to analyze the effect of the author's diction on the tone of a novel.
2. Annotate as you read in a journal or in the book (side/margin notes) in order to examine key passages. Better to have copious notes, than insufficient. Annotate effectively.
3. Draft a well written, thought-provoking, concise thesis statement which argues the result of the diction on the tonal effect of the novel. Bring this typed thesis statement to class the VERY FIRST DAY OF SCHOOL.
4. Once your thesis statement is approved, you will write an in-class short essay (3-5 paragraphs) with a sound conclusion that expresses how your understanding of the text improved after analyzing the literary element.
**Be sure to write a THESIS STATEMENT ONLY. Be concise in this one sentence and present the original argument you concluded from your notes (analysis).
Helpful Hint:
*Annotation: While reading, mark the passage and comment in the margins.
! = new information/example of significant diction
? = confusing or do not understand
*= section you liked or made you think
The point of annotating a text is to give you a lot of places to revisit in your analysis.
PART TWO:
1. Choose the SECOND novel and prepare a speech to deliver the first week of school.
2. As you read this novel, note significant excerpts which are significant to you in some way.
3. Prepare a 2-minute speech by which you enlighten the class with the life lesson you gleaned from this novel and a song to which the novel connects. Use a visual aid to enhance your presentation.
4. Rehearse your speech!
**Be sure to present, NOT READ your speech. Also, provide insight, NOT A SUMMARY.
Thesis Statement
5- Concise, well-written and thought-provoking sentence; no errors in grammar/mechanics.
4- Well-written sentence may contain grammatical errors.
3- Vague assertion and/or several grammatical errors.
2- More or less than a sentence; vague; and/or grammatical errors present
1- Unacceptable; varied errors; did not follow directions
____________________________________________________________
Summer Reading Speech Rubric
Content: lesson and song explained 10 points ______
Delivery: strong volume 5 points ______
clear enunciation
5 points _____
varied eye contact
5 points _____
Visual Aid (creative or symbolic) 5 points _____
Total 30 points _____
Addendum: Honors English I Summer Reading Projects
Not sure what, when and/or how much? Read and follow these directions.
1) There are two projects: a literary analysis and a speech. You will use one novel for the speech; you will write the literary analysis on the other novel (the approved list can be found on the school website). In other words, you will not be able to complete both the speech and analysis on the same novel (you would forfeit your grade).
2) The literary analysis thesis statement is collected the very first day of school. (Note Well: thesis statement only). Follow the directions and rubric on the handout in order to assist you to draft a thought-provoking, concise thesis statement. Later, once classes begin, you will use your notes to write the complete analysis in class the first couple of weeks of school. Bring notes and any questions you have about writing the literary analysis to class and/or pre-Session at the opening of school. FYI: There will be mini lessons and pointers/tips provided in class in order to assist you (especially anyone unfamiliar with the literary analysis process).
3) The speech will be delivered beginning week of 8/26/19.
4) The speech is worth 25 points (see attached rubric for presentation).
5) The thesis statement is worth 5 points (see rubric).
6) The literary analysis is worth 50 points.
7) Familiarize yourself with the specifics of the projects by rereading the original assignment.
Breakdown:
* THESIS STATEMENT (Novel #1) due August 26, 2019 worth 5 points.
* SPEECH (Novel #2) due week of August 26, 2019 worth 30 points
* LITERARY ANALYSIS (Novel #1) due approximately September 12, 2019 worth 50 points.
Good luck!
I look forward to meeting you on the first day of school.
Mrs. Kane | <urn:uuid:34637b2b-c919-40ed-acff-0bf289cf5eda> | CC-MAIN-2019-43 | https://4.files.edl.io/acf7/06/03/19/182214-1438d206-4735-451d-9fc2-86f9b7af6864.pdf | 2019-10-21T03:28:44Z | crawl-data/CC-MAIN-2019-43/segments/1570987751039.81/warc/CC-MAIN-20191021020335-20191021043835-00066.warc.gz | 342,150,800 | 1,001 | eng_Latn | eng_Latn | 0.996773 | eng_Latn | 0.998561 | [
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THE CHEMISTRY OF DISHWASHERS
SALT & WATER SOFTENING
ENZYMES, BLEACH & RINSE AID
Salt prevents limescale from building up inside your dishwasher. It provides sodium ions for the dishwasher's ion exchange resin, which traps the calcium and magnesium ions in hard water that lead to limescale.
Compounds known as builders remove calcium and magnesium ions during the wash. Phosphates, citrates, and polycarboxylates are used; use of phosphates is limited due to concerns about their ecological effects.
Enzymes help break down starch and protein in food remnants. They are denatured and stop working at higher temperatures, so they act first in the dishwasher's wash cycle.
TEMPERATURE
BLEACHES ACTING
ENZYMES ACTING
DETERGENTS & CLEANING
Anionic and nonionic surfactants help remove grease and soiling from dishes. One end of these molecules dissolves in water, while the other end dissolves in oils and greases, helping to remove them.
oil/grease
water
surfactant molecules
Alkalis react with grease to form soluble compounds that can be washed away. They also protect the metal parts of the dishwasher from acid corrosion.
CYCLE TIME
Bleaches oxidise coloured substances, rendering them colourless. Peroxide-releasing compounds are commonly used. Activators help bleaches work at lower temperatures.
WITHOUT RINSE AID
HIGH SURFACE TENSION
SLOWER EVAPORATION
WITH RINSE AID
LOW SURFACE TENSION
FASTER EVAPORATION
Rinse aid contains surfactants which reduce the surface tension of water, letting it drain and dry quicker at the end of the wash cycle. | <urn:uuid:d6cfd7e9-8c2b-4dfe-8606-d8cdb2f08c48> | CC-MAIN-2019-43 | https://www.compoundchem.com/wp-content/uploads/2018/05/The-chemistry-of-a-dishwasher.pdf | 2019-10-21T02:16:06Z | crawl-data/CC-MAIN-2019-43/segments/1570987751039.81/warc/CC-MAIN-20191021020335-20191021043835-00061.warc.gz | 840,187,619 | 373 | eng_Latn | eng_Latn | 0.993271 | eng_Latn | 0.993271 | [
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National Park Service U.S. Department of the Interior
New River Gorge National River
Sandstone Visitor Center: A Green Design
New River Gorge National River's Sandstone Visitor Center serves as a model for state-of-the-art green design and construction. The site, building, and educational exhibits illustrate ways people can practice an eco-friendly lifestyle, plus enhance their knowledge of the park, its resources and heritage, and the New River watershed.
Located in Sandstone, West Virginia, this 11,800-square-foot complex opened in September 2003 and represents a commitment to environmental sustainability. The design and materials used at this National Park Service facility will reduce both the energy and maintenance required for operation. The building itself will use an estimated 60% less energy than the current industry standard. Landscaping with native plants will reduce the amount of longterm maintenance required of the grounds, as well as restore wildlife habitat.
The Site:
* Recycling this land, by building the Visitor Center on the site of a former quarry and school, means that undeveloped park lands remain as natural areas.
* Storm water runoff from the roof, road, and parking area is caught in planted islands and depressions where it is filtered and then seeps into the ground as natural irrigation.
* Native plants require less water, fertilizer, and pesticides than non-natives. Watering them with roof and storm water runoff eliminates using clean water out-of-doors.
* Downward-pointing, low wattage lights used outside the building minimize energy use and reduce light pollution of the night sky that affects nocturnal creatures.
The Building:
* The south-facing building allows for maximum daylight and heating by the winter sun to minimize the use of energy for lighting and heating.
* Using local materials required less fossil fuel for shipping. Many of the building materials used are from regional sources.
Green signs placed throughout the site identify sustainable design features.
* The light-colored roof of the Visitor Center reflects sunlight, eliminating the need to cool hot air that would be absorbed through a dark-colored roof.
* The insulation within the walls is ground up newspaper and other recycled cellulose, which traps air to insulate and control sound.
* A geothermal system circulates water underground to reach the Earth's constant temperature, then returns the water to the Visitor Center to heat or cool the building.
* Lighting within the Visitor Center is controlled by the sun. Sun sensors dim interior lights on bright sunny days to reduce the amount of electricity used.
* Recycled plastic was used to make the carpet. The wall panels are made from aspen trees, which are rapidly-growing renewable resources.
* Certified wood, which comes from trees cut down in a manner that does not destroy the forest, has been used throughout the Visitor Center.
The Educational Exhibits:
Designed to highlight the entire New River watershed, as well as New River Gorge National River, the educational exhibits at the Sandstone Visitor Center offer visitors opportunities to learn and grow. The interactive displays, touch-screen computer learning centers, and media program interpret the rich resources of this watershed, discuss human impacts upon the land, plus review simple ways that each person can lessen impacts on our environment.
Taking the LEED™
The Sandstone Visitor Center is obtaining certification through the Leadership in Energy and Environmental Design (LEED™) Green Building Rating System. This voluntary point-rating system was developed by the U.S. Green Building Council. The council rates sites on water efficiency, materials and resources, site sustainability, indoor environmental quality, and energy and atmosphere.
New River Gorge National River
P.O. Box 246, Glen Jean, West Virginia 25846
304-465-0508 phone www.nps.gov/neri
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Jesus Feeds a Big Crowd Jesus Feeds a Big Crowd
Matthew 14:13-21
Learn about Jesus’ compassion for people Recognize that Jesus has the power to do anything See that we need to give God all of our lives
God is able to do much more than we ask or think.
Ephesians 3:20
God is able to do much more than we ask or think through His power working in us. Ephesians 3:20
Have you ever received a gift that was much more than you expected? How did you feel? Today we will learn how Jesus turned a little into a lot, and He blessed a lot of people.
Please note: This portion of the lesson is given to help in teaching the lesson. Please read through the story and read it in the Bible before teaching it. Do NOT read from this piece of paper. Instead, make a note sheet and place it next to the story in the Bible.
Welcome Time
Bible Story
Lesson Goals
Younger Verse
Older Verse
In our last lesson, we learned that Jesus was sad about John the Baptist being killed. He had gone away from the crowd to be alone. But the crowd followed Him. Instead of running away or telling the people to leave, Jesus had compassion for the people. He healed them and taught them many things about God.
Ask: Do you know what compassion is? Compassion is a feeling of pity for someone who is hurting. It causes you to want to help the person. Jesus said that we are to have compassion for other people. This shows them that we care about what they are going through.
It began to get late in the day. The sun was going down. The people were not close to home; they had come from all over the area to see Jesus. So Jesus' disciples began to worry about what the people would eat. They told Jesus to send all the people away to get food.
But Jesus told His friends that they should feed all the people! The Bible says that there were about 5,000 men, not counting women and children! This means there may have been around 20,000 people there! The disciples saw all the people. All they had was a little boy's lunch: five loaves of bread and two fish. That wouldn't even feed the disciples!
But Jesus had a plan. He told the disciples to bring Him the bread and fish. Then He directed the people to sit down in groups on the grass. He took the small meal and prayed to God, thanking Him for the food. Then He split up the food and gave some to His friends. Then they passed it out to the people.
Do you wonder how far they got before running out of food? They NEVER ran out of food! The Bible says that every person ate until they were filled up!!! And they
1
Prayer Time
even had twelve full baskets of food left over! Jesus had performed a great miracle that day.
Jesus could have just given the people enough for a small snack and sent them home. But He did more than that. He gave them all they needed and more. And He does that for us, too! Jesus looked at us and had compassion. He knew that all people have a hunger for God. So He made a way for everyone to have a relationship with God.
Jesus gave His life so that we can live with Him forever. His death on the cross became the sacrifice for the sins of all people. When we believe in Jesus as our Lord and Savior, He gives us a new life. He takes the little that we have and makes it into something great, just like He did with the little boy's lunch!
What are you waiting for? Do you want Jesus to make your life into something great? Give Him all of your heart, and He will give you so much more in return. He gives forgiveness from our sins, the Holy Spirit to guide us, and the fruit of the Spirit: love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control. And that is just the beginning! We begin an adventure with Jesus that lasts a lifetime!
Review Questions
1. What is compassion? (feeling pity for someone and helping them)
2. What did the disciples tell Jesus to do? (send the people away to get food)
3. What did Jesus say to the disciples? (He told them to feed the people)
4. What did Jesus use to feed the huge crowd? (5 loaves of bread & 2 fish)
5. Was there food left over? (yes) How much? (12 full baskets)
Thank God that He has the power to do anything. Pray that we will give Him everything we have so that He can do amazing things through our lives.
Life Application
Jesus turned a food shortage into an all-you-can-eat buffet! He can change things in our lives, too! Maybe you think you are no good at anything. You feel like everyone has more talent than you. Jesus wants to take the little ability you think you have and turn it into something great.
The Old Testament is full of examples of ordinary people who did extraordinary things for God. You know how? They gave themselves to God and allowed Him to work through them (Moses, David, Gideon, Joshua, etc.) God is waiting for us to give Him our lives so He can do extraordinary things through us.
Notice that before Jesus multiplied the food, He praised God. He wanted all the glory for the miracle to go to God. When we have success, we need to remember that everything good in our lives comes from God. Give Him the glory!
Planning for Next Lesson Jesus Walks on Water Matthew 14:22-36
2
Preschool Lesson for
Jesus Feeds a Big Crowd
Jesus was traveling and many people came to hear Him talk about God. It was a special time to listen and hear how much God loved people and cared for everyone.
When Jesus saw the crowd, He knew that they were far from home and that they were probably hungry because it was supper time. He might have heard their stomachs rumbling (make a rumbling sound). It was a long way from home and there were many, many people.
Jesus' friends told Him that He needed to send the people away so they could find food.
Jesus replied, "You give them something to eat."
Another of Jesus' friends told Him that a little boy had brought five loaves of bread (count to 5) and two little fishes (count to 2). (Have a paper sack with some bread and tuna in it as a prop.) Jesus asked His friends to bring Him the lunch.
Jesus knew what He was going to do. He told His friends to tell the people to sit down. They did this. All the people sat in groups like we are. When they counted them, they found out that there were about 5,000 people there (that's more people than a school or these apartments!)
Next, Jesus prayed, thanking God for the food. Then He broke the bread and the fish into pieces and had His friends pass it out to the people. Every person received as much as they could eat. They all ate and ate until they were stuffed. (Teacher: you may want to bring goldfish crackers to pass out to everyone or even make tuna fish sandwiches.)
After the supper, Jesus had His friends pick up the leftovers. The lunch had fed many, many people, AND it took twelve baskets to hold all the leftovers! (Count to twelve) The people were amazed at the miracle Jesus did. He made one little lunch feed lots and lots of people!
The little boy shared his lunch with lots of people. We need to share too. We can share our toys and be nice to others like the little boy did.
Sing this cute song to the tune of "Happy Birthday."
One boy had two fish (hold up 2 fingers) and five loaves of bread (hold up 5 fingers) He shared them with Jesus (hold hands out palms up) Lots of people were fed (wiggle fingers to show lots of people)
3
Hands-on Activities For Jesus Feeds a Big Crowd
Play a fishing game using a stick, some yarn and cut-out fish. Write one word of the Bible verse on each fish. Once all of the fish have been "caught," have the group work together to put the verse in the right order.
Bring sardines and bread. Let the kids try the sardines if they want to.
Have kids make paper baskets. Put goldfish crackers in them. Tell them they can share their snack with others. Then they can come back and get more for themselves. (Make sure you have plenty!)
Make a paper chain of hearts. Talk about how when we give Jesus our hearts, He is able to multiply our lives. He can use us to help others know Him. Then His kingdom grows!
Bring in large bowls and dump in fruit loops, miniature colored marshmallows, Cheerios, raisins, (chocolate chips is also a possibility) or other snack foods. The children all have a turn stirring the mixture. Put a plastic bag inside a small Styrofoam cup. The children scoop some of the mixture into the bag inside the cup. Attach a card with a "TO" and "FROM" and the verse from the lesson on the back. The children color and decorate the card. They get to fill another sandwich bag for themselves and so leave church with one for a friend and one for themselves.
Sing, "My God is so Big, so strong and so mighty, there's nothing my God cannot do."
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KEEP CALM AND MARCH ON!
Marching through the book of Joshua: Lesson 10
The Israelites entered Canaan in approximately 1405 BC. The victory at Jericho began their military campaign to take possession of the Promised Land. Joshua first established the Israelites in the central part of Canaan and then launched a campaign to the southern and northern parts. These military strategies are laid out for us in Joshua chapters 1-11. It took the Israelites about 7 years to do this, from 1405 to 1398 BC.
This week we will be reminded about the dangers of hiding sin "in the camp," and how serious it is to disobey God. I pray that as we read and study this chapter together, we will understand how our own personal sin affects all those around us, as well as the entire body of Christ!
We ended our last lesson in Joshua chapter 6 with an incredible victory at Jericho. Unfortunately, chapter 7 begins with the word "but." That's not a good sign! This "but" warns us that their victory didn't last too long.
First Day
1. Read Joshua 7:1-26. Give this chapter a title and then give each section a subtitle.
2. What is the main theme of this chapter?
3. Are we introduced to any new characters? Who are they?
4. Read part of the genealogy of the sons of Judah in 1 Chronicles 2:3-7. How do they describe Achan or Achar?
a. Section 1: Verses 1-5
b. Section 2: Verses 6-15
c. Section 3: Verses 16-26
5. What city did Joshua send the spies to?
6. What else happened near this city? Read Genesis 12:8, 13:3
The name "Ai" means "ruin." This city was located two miles north of Jericho, east of Beth-Aven (which means "House of Vanity, or nothingness"). It was considered a smaller city than Jericho, having a population of about 12,000 people (Joshua 8:25).
7. Describe the writing style of this chapter. For example, does the author use a delayed climax? Is it mainly facts? Is it dramatic, humorous, etc.?
8. How does the word "but" in 7:1 tie chapters 6 and 7 together?
9. Write your thoughts after reading this chapter. Also, list any questions you may have.
In chapter 6, the Israelites learned that complete victory only comes by total dependence on God. After a victory like the one at Jericho, it's easy to become self-confident or puffed up with pride, thinking that the victory was due to something you did. Christians seem to be very vulnerable after a victory or a time of blessings and prospering. Tomorrow we will see what happens when we get distracted by the things of the world. How quickly we can fall when we focus on the victory, rather than the Victor, Jesus Christ!
Memory Verse of the Week: "The eyes of the Lord are in every place, keeping watch on the evil and the good." Proverbs 15:3
Second Day
Review this week's memory verse. Meditate on it throughout the day.
1. Read Joshua 7:1-5. What did you title this section?
2. What was Achan's sin? Why was it so serious?
3. If Achan is the one who committed the sin, why does God hold all the children of Israel responsible? (Joshua 7:1, 11-13)
4. What did the spies report after they came back from Ai?
5. Compare the report of these two spies with that of the two spies in Joshua 2:22-24. What was the difference? (I wonder if they were the same guys?)
6. Explain the philosophy of these two spies. Why did they give Joshua the counsel that they did? What do you think their attitude was? Should they have been telling Joshua what to do?
7. Did Joshua receive their counsel? What does it seem like he forgot?
8. How many men went to Ai? What was the result?
In Joshua 2:11 we read that it was the hearts of the Canaanites that were melting. Now, the hearts of the Israelites were doing the melting.
9. Why do you think this defeat scared the children of Israel so much? What had Joshua assured them of in Joshua 3:10?
4
One man's sin turned away God's presence from a whole nation. Corporately, God regarded Israel as one unit, not a group of individual tribes. God dwelt in the midst of their camp which made the Jews God's chosen people. This camp was to be kept holy (Deuteronomy 23:14). Because Achan defiled the camp, his sin was considered a sin of the nation. God had also told Joshua that He wanted ALL of Israel to present a united front before the enemy until the victory was complete (Joshua 1:12-15). Later, in 8:1, God again told Joshua to take ALL the people of war to Ai.
10. Why was it so important that all of Israel be together as they moved forward?
11. How are we all held responsible for one man's sin? Read Romans 5:12-19. What is the result of one Man's obedience?
This ends our lesson for today. We will look more closely at the reasons unity is so important later on. For now, let's rejoice that through the person of Jesus Christ, we can have the free gift of eternal life. Adam brought sin into the world, but Jesus provided the way to be forgiven! What a "Reason to Rejoice"!
Third Day
What's your memory verse? Are you hiding it in your heart? Are you hanging it on your fridge?
In yesterday's lesson, Joshua received some bad counsel from his men. He acted on it before he prayed about it. (Or at least it appears that way.) We can learn a valuable lesson from Joshua. We need to be careful when we receive counsel from others, whomever they are. Although there is wisdom in a multitude of counselors (Proverbs 11:14), God is the only counselor who is all-knowing. He is our "Wonderful Counselor" (Isaiah 9:6). Romans 11:33-34 says, "Oh, the depth of the riches both of the wisdom and knowledge of God! How unsearchable are His judgments and His ways past finding out! For who has known the mind of the Lord?
Or who has become His counselor?" We must always receive our final instructions from Him!
1. What does Psalm 62:5 say about this?
2. Have you ever acted on bad counsel from a well-meaning friend? What was the result?
3. Have you ever given bad counsel to someone? What was the result? What did you learn from it?
We are accountable for every word that comes out of our mouth (Matthew 12:36-37). We need to be careful not to be "wise in our own opinions" (Proverbs 3:7). We should make sure the counsel we are giving comes from God's Word, not our experience and our personal opinions. Proverbs 10:19 says, "In the multitude of words sin is not lacking, but he who restrains his lips is wise." Proverbs 16:23 tells us that "the heart of the wise teaches his mouth." My mouth could do some learning; how about yours?
4. Read Joshua 7:6 -15. How did Joshua respond to the defeat?
5. Who did Joshua run to?
The tearing of clothes and putting dust on their head was a sign of grief or distress.
6. What three questions did Joshua ask God in verses 7-9?
7. What three statements did Joshua make in verses 7-9?
Joshua calls Him "Lord God" in verse 7. This title stresses God's Lordship over all events and over all of Israel.
8. What was God’s response to Joshua? What way did God provide for Israel to cleanse themselves?
9. Do you see anything that Joshua may have done wrong, or neglected?
10. In your opinion, would you consider Joshua’s prayer whining and complaining to God or just honestly pouring out his heart? Read the murmurs of the Israelites in Exodus 14:11-12, 16:2-3, 17:3. What seems to be the difference ?
11. What does David say about pouring out your heart in Psalm 61:1 and 62:8?
12. What seems to be Joshua’s greatest concern, in verse 9?
13. Is your greatest concern when you, or someone else sins, the reputation of God? When you see others sin are you simply disgusted or are you grieved because that sin will affect the entire body of Christ?
14. What does Paul say about the body of Christ in 1 Corinthians 12:12-27? How does the whole church suffer when one is suffering?
15. What does Paul compare sin to in 1 Corinthians 5:6-7? Why? How is sin dangerous to the whole body? How do the private sins of individuals affect their whole family, church, and community?
16. Do you think that it is possible to commit a sin that affects no one but yourself? Why or why not? If so, name that sin.
17. The sin of Achan prevented victory for Israel. Is there any sin in your life that is preventing victory in your life or the lives of your family and friends? Sin spreads like leaven. It starts small, then grows. Is there any "small" sin in your life that is beginning to affect your family?
18. What can you do about it? Read 1 John 1:9.
Sin not only affects those around us, it obviously affects our relationship with God. F.B. Myer said that we should strive for "unclouded fellowship with God." Is your fellowship with the Lord unclouded?
God was angry because of sin in the camp. Some commentators commend Joshua for his diligence and trust in God. Others suggest that Joshua is responsible for the defeat because of his self-confidence and his neglect of prayer. It has also been suggested that had Joshua been in closer fellowship with God, through prayer, that he would have been able to discern that Achan was in sin. Although this may be true, it is important to note that God rebuked Israel for the sin of Achan, rather than rebuking Joshua. Our text doesn't show God blaming Joshua for the defeat or His anger. John Calvin makes a good point: "God meant this defeat to show a sign of His anger towards Israel. He allowed the number of killings to be small in order that the loss may not be so serious."
Even though the spies gave Joshua bad counsel and Israel moved forward, God is still in control of everything. Remember, He is sovereign. Nothing happens that He has not allowed for His divine purposes! Proverbs 19:21 says, "There are many plans in a man's heart, nevertheless the Lord's counsel -- that will stand."
Fourth Day
What's your memory verse?
1. Read Joshua 7:6-26. What did God say would be the punishment to the one who was guilty? (vs 15)
In verse 15, God calls the act a "disgraceful" thing. Joshua, Navpress Lifechange Series, says this: "Elsewhere in the Old Testament, this Hebrew phrase is used only of sexual sins (Genesis 34:7, Deuteronomy 22:21, 2 Samuel 13:12). Achan had prostituted himself with the gods of Canaan, especially with the lust for wealth, and so had committed adultery against his covenant Lord. Violating the covenant was equivalent to breaking marriage vows."
God was going to take tribe after tribe, family after family, household after household, man after man. Exactly how God was going to do this is not clear in our text. Casting lots may have been used. This was a common way to seek God's will because God was the one who would guide the lots (Proverbs 16:33).
2. According to verse 19, what did Joshua ask Achan to do?
3. Did Achan admit to his sin? What had he taken?
Verse 21 tells us that Achan "saw," "coveted," and "took." We all "see" things around us, but as we continue to look, we begin to sin.
4. What does "covet" mean? Read the parable of the rich fool in Luke 12:13-21. What does God think of covetousness?
Achan cared more about wealth than about obedience to God. He followed the lust of the flesh and the lust of the eyes. Luke 12:31 says to "seek the Kingdom of God, and all these things will be added to you." Luke also says that "where your treasure is, there your heart will be also."(12:34)
5. We know where Achan's heart was; we can tell by the treasure he was seeking. What about you? Where is your heart? Is there something that you're coveting? Are you seeking the things above or the things below: money, possessions, success, fame, etc.? Is obeying God more important to you than doing well in this life?
6. Do you think that Achan really believed no one would ever find out? How do we swallow that same lie?
7. Is there anything that God doesn't know, or see? Is anything hidden from God? What do the following verses say about this?
a. 2 Chronicles 16:9
c. Numbers 32:23
b. Job 34:21
d. Hebrews 4:13
e. Psalm 139:7-12
8. You know I have to ask … is there anything that you "think" you are hiding from God? I pray that God uses each of these verses to remind us to walk honestly and uprightly before Him.
God reveals sin so that our fellowship with Him may be restored. God desired Israel, His chosen people, to be restored to His favor.
9. In 2 Samuel 12:1-14, who did God send to David to point out his sin? Why was it so important that this sin be brought out in the light?
10. What did Jesus say about sin in Matthew 5:29-30? What did He mean?
Sin is a serious thing; we should be alarmed over it. Jesus basically says to go to any extreme to avoid sin! God will not let His people remain comfortable in their sin. He loves us so much, He wants our relationship with Him to be pure and holy. We can learn from Achan's sin that God will never look the other way at sin. I rejoice in that! I don't want to serve a God that I can snowball … do you?
Fifth Day
Write out your verse by memory. How has this verse ministered to you this week?
Today we will finish our study of Joshua chapter 7 by looking at Achan's judgment. As you read, remember that God is a just God. Deuteronomy 32:4 says, "He is the Rock, His work is perfect; for all His ways are justice, a God of truth and without injustice; righteous and upright is He!"
1. Read the entire chapter once more.
2. What did Joshua's men do with the items they found under Achan's tent?
3. Did Joshua demand a private confession or a public confession from Achan? Why?
4. Where did Joshua and the people of Israel take Achan and his family?
5. What did Israel do to Achan, his family, and all his possessions?
6. Why do you think they included Achan's family in his judgment?
7. Read Deuteronomy 5:9. On the other hand, read Deuteronomy 24:16. How does this relate to our text?
It is quite possible that Achan's family knew about the taking of the "accursed" thing. After all, he had to dig up his tent to bury them. Maybe Achan's sin had already infected his entire family. Even though we don't know the answer to these questions for sure, we know that God is just. And when in doubt, hold on to what you know to be true! For whatever reason, God judged that Achan's family should also be held responsible.
8. What lesson should Israel (and us!) learn from Achan about:
b. God?
a. sin?
c. judgment?
d. themselves?
You may still be asking yourself, why was the judgment so severe? Warren Wiersbe points out that "at the beginning of a new period in Bible history, God sometimes revealed His wrath against sin in some dramatic way."
9. How did God deal with sin at the beginning of the church age? Read Acts 5:1-11. What was He trying to teach the church then?
10. What about in Leviticus 10:1-3? What was God teaching the priests?
Achan and his family were buried in the Valley of Achor, which means the "Valley of Trouble." Appropriate name, don't you think?
11. Why do you think they raised up a "great heap" of stones? Remember what they did with stones in Joshua 4:9, 20-24?
God had Israel set up monuments of His saving help and of His destroying wrath. He would also one day restore Israel by turning the Valley of Achor to a Valley of Hope. (Hosea 2:14-15) God can take your "Achor" and change it to hope as well.
12. Has God restored any "Achans" in your life once you've confessed them to Him?
13. Achan was drawn away by his own desires (James 1:14-15). How can we resist the temptations of the flesh, as well as the world? Give verses to support your answer.
14. Achan stole from God Himself. Anytime we steal, we, too, are stealing from God. It is even possible to steal time away from God as we neglect our devotion time with Him. Ask the Holy Spirit to search your heart, revealing any areas that could be considered stealing.
15. What was the most important lesson you learned this week as:
a. a mother?
b. a wife?
d. a representative of Christ?
c. a working woman?
Alan Redpath posed these questions in his book, Victorious Christian Living. He says, "Somebody says to me, I have never been guilty of Achan's sin. I say, Haven't you? Have you ever touched the life of another child of God and marred it? Has your influence on some friend been so shattering that he will never be the same again? Have you ever taken property of the Lord for yourself?"
These are great things to think about. We should never be quick to point our fingers at the sin of others, even Achan's. We can always say, "There, by the grace of God, go I."
When God purges our hearts, or our families, or even our churches, it hurts. But let's rejoice that God loved this world so much that He gave His only begotten Son for us, that whosoever believes in Him should not perish but have everlasting life! (John 3:16) That's my "Reason to Rejoice"! What's yours? | <urn:uuid:4590f270-1a3b-4ebe-9857-e1f6a3c5d5ff> | CC-MAIN-2019-43 | https://calvarymurrieta.com/assets/studies/womens/Joshua-10.pdf | 2019-10-21T03:15:40Z | crawl-data/CC-MAIN-2019-43/segments/1570987751039.81/warc/CC-MAIN-20191021020335-20191021043835-00073.warc.gz | 411,786,845 | 4,257 | eng_Latn | eng_Latn | 0.99794 | eng_Latn | 0.998877 | [
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For all questions, answer E. "NOTA" means none of the above answers is correct. Also cis(x) = sin(x) + isin(x) where 1 − = i .
1. The centrifugal force acting on a mass traveling in a circular path varies directly as the square of its speed and inversely as the radius of the circle. If the centrifugal force is 1,200 pounds when the mass is traveling 40 ft/s along a path 6 ft in diameter, for what speed (in feet per second) will the centrifugal force be 900 lb on the same mass traveling along the same circular path?
A. 3 20
B. 6 20
C. 6 10
D. 3 40
E. NOTA
2. Dudley is going on a road trip from Washington, DC to Dayton, Ohio and back in his Batmobile. Luckily, this is exactly a 500 mile drive. He completed the Washington, DC to St. Louis leg of his trip going 50 mph exactly the entire time. His speedometer died on the way back, but miraculously, Dudley is a genius and knows that his average speed for the entire trip was 60mph. How fast was Dudley going on the way back, assuming he traveled at a constant speed?
A. 75 mph
B. 300 mph
C. 70 mph
D. 100 mph
E. NOTA
3. The Richter scale measures the intensity level of earthquakes. The Richter scale is a base 10 logarithmic scale. This means that an earthquake that measures 5 on the Richter scale is10 times more powerful than an earthquake that measures 4 on the scale. On October 1, 1987, there was an earthquake in Whittier, California that registered a 5.9 on the Richter scale. Three days later, a magnitude 5.6 aftershock occurred. How many times stronger was the original earthquake than the aftershock?
A. 10 3
B. 56 59 10
C. 10 1000
D. 10
E. NOTA
4. The whispering gallery in the Capitol building is in the shape of an ellipse! Because of this, there is an amazing application that occurs. If you and a friend each stand on the location of the one of the two foci of the ellipse, you will be able to hear one another talk while you are far away from each other. Anisha and Paula, who both love to talk, decide to go to the Capitol Building to take part in this phenomenon. Suppose the equation for the whispering gallery is given by:
where x, y and all terms of the equation are in feet. How many feet away from each other should Paula and Anisha stand so they can hear each other whisper?
A. 34 20
B. 34 40
C. 80
D. 160
5. Euler Airlines is trying to determine the best location for their hub airport. Three of their biggest US cities where they fly to are Denver, New York and New Orleans. They want to place their hub equidistant from these three cities. John Q. Thales (the CEO of Euler Airlines) makes a triangle connecting the three cities and determines the location that meets the above criteria. At which point in the triangle is Mr. Thales going to place the hub?
A. Orthocenter
B. Incenter
C. Circumcenter
D. Centroid
E. NOTA
6. Suppose that vector R models the amount of rainfall in inches and the direction in which it falls. Also, vector A models the area in square inches and orientation of the opening of a rain gauge. The total volume V of water collected (in cubic inches) in the rain gauge is given by A R • = V . If R = i – 2j and A = 0.5i + j, what is the volume of rainwater collected in the gauge in cubic inches?
A. 1.5
B. 0
C. 2
D. -1.5
E. NOTA
7. To help predict eruptions from the volcano of Mauna Loa on the island of Hawaii, scientists keep track of the volcano's movement using a "super triangle" having vertices at the volcanoes of Mauna Loa, Hualalai and Mauna Kea. For example, Mauna Loa one year moved 6 inches as a result of building up internal pressure. If the distance between Mauna Loa and Mauna Kea is 23 miles, the distance between Mauna Kea and Hualalai is 29 miles and the angle with vertex at Mauna Kea is 43 degrees, what is the distance between Mauna Loa and Hualalai?
A. ) 43 cos( 1334 1370 ° +
B. ) 43 sin( 1334 1370 ° −
C. ) 47 cos( 1334 1370 ° −
D. ) 47 sin( 1334 1370 ° −
E. NOTA
Use the following information for problems 8-9: There is a rectangular lawn that has a perimeter of 100 meters.
8. Suppose (for this problem), the length of the rectangle is 10 less than 2 times the width. Now suppose you make a garden in the lawn by connecting the midpoints of the sides of the rectangle and planting inside the quadrilateral formed. If a pack of seeds will plant 50 m 2 , how many packs will you need to buy to completely fill the garden?
A. 2
B. 4
C. 8
D. 10
E. NOTA
9. Suppose the lawn was in the shape of a square. Now, you go and mow x% of the lawn, where 100 . The next day, you mow x% of the remaining lawn. The day after, you mow x% of the remaining lawn, and so forth. What percent of the lawn gets mowed after an infinite number of days? 0 < < x
10. For any real numbers x and y, exactly one of the following relations holds:
x<yx=yx>y
This statement describes:
A. The Edict of Thales
B. The Rule of Equality
C. The Frisian Corollary
D. The Law of Trichotomy
E. NOTA
11. The current I in a circuit with voltage E, resistance R, capacitive resistance XC, and inductive resistance XL is given by:
$$i X X R E I C L ) ( − + = , where 1 − = i$$
If E = , R = 3, XL = 4 and XC = 6, determine the value of I ° 30 12cis.
$$A. 13 ) 3 3 2 ( 6 ) 2 3 3 ( 6 i − + + B. 13 ) 3 3 2 ( 6 ) 2 3 3 ( 6 i + + − C. 5 ) 3 3 2 ( 6 ) 2 3 3 ( 6 i − + + D. 5 ) 3 3 2 ( 6 ) 2 3 3 ( 6 i − + + E. NOTA$$
Use the following information for problems 12-13 : At a viewing party for the “America’s Next Top Model” Season Finale, 6 friends are playing a game to determine which two people get to be “Tyra Banks for a day.” They are doing this by playing the most boring game in the world – they decide to draw a name from a bag. There are 4 females and 2 males at this particular party.
12. What is the probability a female name gets drawn first and then a male name gets drawn.
A. 9 2
B. 15 8
C.
9
4
D. 15 4
E. NOTA
13. Robert (a male) gets his name chosen first and is just thrilled that he gets the honor of being Tyra for a day! If his name is not placed back in the bag, and the next name is chosen at random, what is the probability the other male at the party will be chosen?
A. 0
B. 5 1
C. 3 2
D. 1
Use the following information for problems 14-15: A flagpole is centered perpendicular to a rectangular slab of concrete whose length and width are 10 meters and 15 meters. It is tethered to the ground by four wires, each of length 12 meters, and attached from the midpoint of the flagpole to a vertex of the rectangle. The angle the wire makes with the flagpole will be known as θ.
14. How tall is the flagpole in meters?
A. 4 13 5
B. 2 13 5
C. 4 251
D. 2 251
E. NOTA
15. Which of the following trigonometric statements is correct?
A.
251
251
24
csc = θ
B. 65 13 24 sin = θ
C. 65 3263 cot = θ
D. 251 tan = θ
E. NOTA
16. Joe is an artist of geometric art. His newest creation is going to be made by building a tessellation on his canvas. While Joe is not sure which shapes he will be using to make his art, which of the following is NOT going to be an option for him to use?
A. Isosceles Trapezoids
B. Regular Octagons and Squares
C. Regular Hexagons
D. Regular Pentagons
E. NOTA
17. In physics, destructive interference refers to the canceling of two waves. This occurs whenever the two waves intersect each other on a certain interval. Suppose one wave has equation ) 2 sin( 2 x and a second wave has equation ) cos( 3 x . How many times will destructive interference occur with these two waves on the interval ] 2,0 [ y = y = π ?
A. 2
B. 4
C. 6
D. 8
E. NOTA
18. If two resistors, R1 and R2, are connected in parallel in an electric circuit, the net resistance, R, is given by 2 1 1 1 1 R R R + = . If R1=9 ohms, what values of R2, in terms of ohms, will result in a net resistance of less than 8 ohms? Assume that resistance is only positive.
A. ] 72 , ( − −∞
B. ] 72 , (−∞
C. ) , 72 [ ∞ −
D. ) , 72 [ ∞
E. NOTA
19. The hour hand on Big Ben in London is 9 feet long. What is the length of the arc swept by the tip of the hour hand from 3:00 PM to 3:40 PM (in feet)?
A. 18 23 π
B. π
C. 6 7π
D. 12π
Use the following information for problems 20-21: Math is critically important in the planning of many networks, including road construction. If roads are planned as Euler Circuits it is possible for someone to traverse every edge exactly once and start and end at the same spot! This greatly reduces the time needed to return to the same spot while still travel along all of the roads in the network.
20. Marisol the meter maid is very knowledgeable in mathematics and chooses her routes carefully based on whether or not they represent Euler Circuits. By doing this, she is able to park at one location, walk all of the streets and end at the same location she began – not wasting any unnecessary time or energy. If Marisol is given the option of the following road systems, which should she pick if she only picks networks that represent Euler Circuits?
A.
B.
C.
D.
E. NOTA
21. A few months later, Marisol is given a new assignment. However, she was not given the option of choosing her route. She is given the route below. Marisol notices that the network does not represent an Euler Circuit and knows that by traveling this route she will be wasting energy. She plans on going to her boss to suggest changing the number of roads in her route to less than the present route so that it can become an Euler Circuit. What is the least number of roads that can be removed so that Marisol can make the path an Euler Circuit?
A. 0
B. 1
C. 2
D. 3
22. Newton's Law of Cooling models the cooling (or heating) of an object placed in a surrounding medium (for example, a hot pizza that is taken out of the oven and allowed to cool on the kitchen counter).
Newton's Law is defined as kx e T I , where T x u ) ( ) ( − + =
u(x) = Temperature at time x (where x is defined as the minutes elapsed since time x = 0)
I = Initial Temperature
T = Temperature of the surrounding medium
K = a cooling/heating constant determined by the nature of the object
A can of Mountain Dew is left out on a table for 10 minutes. If the Mountain Dew was 35˚F to start, the temperature of the room was 70˚F, and the temperature after the ten minutes had elapsed is 40˚F, then according to Newton's Law of Cooling, what is Mountain Dew's constant of heating?
A. ) 7 6 ln( 10
B. ) 7 6 ln( 10 1
C. ) 6 7 ln( 10 1
D. ) 6 7 ln( 10 E. NOTA
23. An ecologist goes to Lake Okeechobee to run an experiment to determine the number of fish present in the lake. She initially goes out on day 1 and randomly tags 120 fish. She goes out on day 2 and collects 550 fish, of which 80 have been tagged the previous day. Using this information, what is the best estimate for the total number of fish in the lake?
A. 367
B. 590
C. 825
D. 200
E. NOTA
Use the following information for problems 24-25: An air traffic controller in a radar station is using a polar coordinate system to track the route of Waldo Air Flight 1340. At 1:30pm, the plane was exactly 4 miles away from the radar station and was 60 degrees east of north. At 1:40pm, the plane was exactly 6 miles away from the radar station and was 60 degrees west of north.
24. Assuming the plane travels in a linear route, what is the rectangular equation of the line describing the plane's path? (Assume x, y and all constants are in miles)
C. 5 12 15 3 + − = x y
D. 5 18 15 3 + − = x y
E. NOTA
25. Assuming the plane travels in a linear route, what is the polar equation of the line describing the plane's path?
A.
36
54
15
θ θ cos 3
sin −
= r
B. = r
C. θ θ cos 3 sin 15 54 + = r
θ θ cos 3
sin 15 −
D. θ θ cos 3 sin 15 36 + = r
26. On the picture below (not to scale, adapted from an actual Chinese drawing from around 1000 B.C.) the area of the large square ABCD is 25, and the area of the small square A'B'C'D' is 1. What is the length AA'?
27. Global Recycling Company recycles aluminum widgets by melting them down and molding them into aluminum doodads. Aluminum widgets are in the shape of a cone, with the base diameter of 4 centimeters and a slant height of 5 2 centimeters. Aluminum doodads are in the shape of spheres with a radius of 1 centimeter. If the recycling process turns 100 aluminum widgets into exactly 150 aluminum doodads, what percent of aluminum is lost in the recycling process?
A. 81.25%
B. 37.5%
C. 62.5%
D. 18.75%
Use the following information for problems 28-30: The IS/LM model is a macroeconomic tool that demonstrates the relationship between interest rates and real output in the goods and services market and the money market. The model consists of two curves: the IS curve and the LM curve. The IS curve is determined by the formula Y = C + I + G where Y represents income, C represents consumption, I represents investment and G represents government purchases. The LM curve is determined by the formula MS = MD where MS represents the money supply and MD represents the money demand. Income (Y) boils down to a function of r, where r represents interest, measured in percent. For example, if 6 = r , the interest rate would be 6%. Assume the following model of the economy:
28. Which of the following is a numerical formula for the IS curve, showing Y as a function of r alone?
A. r Y 100 3000 + =
B.
r
Y
100
5000−
=
C. r Y 16 480 + =
D. r Y 4 200 − =
E. NOTA
29. Which of the following is a numerical formula for the LM curve, showing Y as a function of r alone?
A. r Y 100 3000 + =
B. r Y 100 5000 − =
E. NOTA
C. r Y 16 480 + =
D. r Y 4 200 − =
30. If government purchases were to double, in which direction would the IS curve shift?
A. Up
B. Left
C. Down
D. Right | <urn:uuid:3c1d09e7-b3a2-4de2-9270-34914ccceff5> | CC-MAIN-2019-43 | https://mualphatheta.org/useruploads/files/pasttests/2010_National_Convention/TopicTests/alpha_Apps_test.pdf | 2019-10-21T02:17:20Z | crawl-data/CC-MAIN-2019-43/segments/1570987751039.81/warc/CC-MAIN-20191021020335-20191021043835-00071.warc.gz | 591,356,577 | 3,869 | eng_Latn | eng_Latn | 0.990051 | eng_Latn | 0.995254 | [
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TOPIC WEB – Year 2 – Africa - Spring 1 Term 2018
RE
Science
COMPUTING
Customs of different cultures.
Exploring importance of prayer and worship.
MUSIC
- African tribal music.
- Creating simple compositions inspired by the wildlife of Africa.
- British role models.
- Respect.
Tolerance.
-
Using IT to research topic.
Odizzi – exploring the African continents
Animals including
humans
Learning the importance of a healthy lifestyle.
Animal life cycles.
MATHS
- Multiplication and division.
- Bar Charts, Block Graphs and Tally Charts.
- Properties of shape.
ENGLISH
- Non-fiction writing – creating a fact file about African animals, information leaflet about healthy eating and an explanation text about the life cycle of familiar animals.
GEOGRAPHY
ART/DT
- Exploring Kenya.
- Finding out more about the African continent.
- Locating the world's oceans.
- African masks.
- Painting.
- Collage.
- Sketching.
Spelling
- Contracted forms, e.g. couldn't for could not.
- ed, ing, est, er and y endings.
- Common exception words (move, prove, improve, should, would, could, most, both, only)
PE AND GAMES
- African dance.
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INDIAN SCHOOL DARSAIT GRAMMAR REVISION WORKSHEET EVALUATION II FEBRURARY-2017 ENGLISH
Date:…………….
Grade: II Div: ….
Name :………………………………………
Roll No :………
I. Fill in the blanks using (has/have):
1. John _______________________ a big ball.
2. You ________________________ a pretty doll.
3. The camel _____________________ a big hump on its back.
4. The zebra ___________________ white and black stripes on its body.
5. It is a caterpillar. It ___________________ many tiny legs.
6. We ______________________ many books in our school library.
7. A bee ______________________stung me on my arm.
8. The last month of the year ______________________ thirty one days.
II. Write the correct form of past tense using the helping verb given in the bracket:
1. Pinky ________________ her keys while she was at the supermarket. (lose)
2. Salma and Fathima ______________________ together in the park. (play)
3. Farha ______________________ hard for her exam.(work)
ISD/English/II/SD/2016-17
1
4. The thirsty crow_____________________ the water from the pot.(drink)
5. Minu __________________________ her lost earings. (find)
6. Rohini _____________________________ her friends to her house yesterday. (invite)
7. Ravi ________________________________to Delhi with his parents. (travel)
8. Tarun _______________________________a comic book from the book shop.(bring)
III. Join the sentences using the conjunction "and":
1. Please take this jug. Give it to my mother.
_________________________________________________________________________________
2. Sana took the flute. She played the merry tune.
_________________________________________________________________________________
3. I am reading. My brother is sleeping.
_________________________________________________________________________________
4. The worm is small. It is brown in colour.
_________________________________________________________________________________
5. Neeraj ate noodles.Yashmin ate rice.
_________________________________________________________________________________
6. All the students stood. They sang the national anthem.
_________________________________________________________________________________
7. The little boy planted roses in the pot. Then he watered it.
_________________________________________________________________________________
8. Sayan went to Delhi first. He then went to Mumbai.
_________________________________________________________________________________
ISD/English/II/SD/2016-17
2
INDIAN SCHOOL DARSAIT
GRAMMAR REVISION WORKSHEET EVALUATION II FEBRURARY-2017 ENGLISH
Date:…………….
Grade: II Div: ….
Name :………………………………………
Roll No :………
I. Pick up the appropriate adverb from the bracket and fill in the blanks:
1. Jasmine was unhappy. She looked at us _______________________.(sadly/politely)
2. Karim parked the car __________________.(gently/brightly)
3. The children laughed ______________________ at the joke.(warmly/loudly)
4. The soldiers fought ______________________ for our country.(bravely/silently)
5. The dog gobbled up the loaf of bread______________________.(quietly/hungrily)
6. Manoj fell off his bicycle._____________________ he was not hurt(luckily/joyfully)
III. Fill in the blanks using the correct form of present continuous tense.
1. I __________________________ (do) my assignment.
2. The peon __________________________ (ring) the bell.
3. The monkeys ______________________________ (hide) behind the wall.
4. The farmers _______________________________ (plough) their field.
ISD/English/II/SD/2016-17
3
5. Rahim ____________________________ (hit) the ball with his bat.
6. The stars__________________________ (shine) in the sky.
7. The ship _______________________________ (sail) on the sea.
8. The birds and monkeys ________________________ (eat) the juicy fruit.
III.Punctuate the following sentences wherever necessary:
1. Oh look at the pretty butterfly.
________________________________________________________________________________
2. My favourite colours are red pink and green.
________________________________________________________________________________
3. What a lovely drawing
________________________________________________________________________________
4. The tree is very tall old and green.
________________________________________________________________________________
5. Hurray I won the first prize.
________________________________________________________________________________
6.I am just trying to save time replied kamal
________________________________________________________________________________
7. There is a big red butterfly on the sunflower.
________________________________________________________________________________
8.She will love it told Rahim.
________________________________________________________________________________
9.I am storing food for the winter said the ant.
________________________________________________________________________________
4 | <urn:uuid:880edd46-5af3-48b3-9e82-b0bfe3341c2c> | CC-MAIN-2018-05 | http://ict.isdoman.com/wp-content/uploads/2016/05/GRA-REV-WS-EVA-2.pdf | 2018-01-22T21:40:03Z | crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00402.warc.gz | 170,394,024 | 938 | eng_Latn | eng_Latn | 0.916601 | eng_Latn | 0.956667 | [
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Kids' Rules for Online Safety
St. Dominic School
1. I will not give out personal information such as my address, telephone number, parents' work address/telephone number, or the name and location of my school without my teacher's (parents') permission.
2. I will tell my teacher (parents) right away if I come across any information that makes me feel uncomfortable.
3. I will never agree to get together with someone I "meet" online without first checking with my parents. If my parents agree to the meeting, I will be sure that it is in a public place and bring my mother or father along.
4. I will never send a person my picture or anything else without first checking with my teacher (parents.)
5. I will not respond to any messages that are mean or in any way make me feel uncomfortable. It is not my fault if I get a message like that. If I do I will tell my teacher (parents) right away so that they can contact the service provider.
6. I will talk with my teacher (parents) so that we can set up rules for going online. We will decide upon the time of day that I can be online, the length of time I can be online, and appropriate areas for me to visit. I will not access other areas or break these rules without their permission.
7. I will not give out my Internet password to anyone (even my best friends) other than my teacher (parents.)
8. I will be a good online citizen and not do anything that hurts other people or is against the law.
9. I will learn to tell the difference between important information and advertising on Web sites.
10. I will hit the BACK button immediately if I get to a Web site that makes me feel uncomfortable or contains information that is not for kids to see. I will tell my teacher (parents) about the site right away. | <urn:uuid:362c1f47-cb4a-4019-b964-3663533e8c4b> | CC-MAIN-2018-05 | http://mrsheilmann.com/PDF/Internet%20Safety.pdf | 2018-01-22T22:12:01Z | crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00400.warc.gz | 244,992,694 | 386 | eng_Latn | eng_Latn | 0.999191 | eng_Latn | 0.999191 | [
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YEAR 1
| Planned half term | Year 1 | Memorable experience | Innovate challenge | English | Art & Design | Computing | D&T | Geography | History | Mathematics | Music | PE | PSHE |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Memory Box - What makes me special? | Teddy bears' picnic | Special memories box | Descriptions, oral retelling, captions, sentences, adjectives. | Drawing and painting; Collage; Family portraits | Using a mouse and keyboard. | Making picnic foods; Celebration cards; | Fieldwork in the local area making maps. | Changes within living memory | Counting forwards and backwards. Sequences. One more/one less. Addition. | Songs that help us remember; Writing a class song | Atheletics and sports day. | SEAL: New beginnings |
| 2 | There's no place like space! | Alien crash scene investigation | Help the alien home | Posters; Character profiles; Science fiction. Nursery rhymes and poems.. Talk for writing story maps. | Models of the moon. | Drawing software | Design and make space-themed vehicles; Evaluating toys; Using mechanisms | Satellite images | Significant people - Astronauts; Changes within living memory | Number bonds. Addition. Subtraction. Missing number problems. | Space sounds; Space-themed songs | Gymnastics | SEAL:Getting on and falling out |
| 3 | Paws, Claws and Whiskers - Amazing Animals | Visit from an animal owner / Visit a zoo, wildlife park or rescue centre | Look after a mystery animal | Lists and instructions. Recounts. Story writing. | Talking about art; Drawing; collage; Model making; Painting; Sculpture; Animal masks and products | Posters. | Designing labels; Designing and making animal enclosures | Using and making maps; Describing physical features | N/A | Measurement of capacity and volume. Sequencing events in chronlogical order. Dates, days and months. 2D and 3D shapes. | Animal songs | Animal movement and dance | SEAL: Getting on and falling out. |
| 4 | Dinosaur Planet | Visit a natural history museum/ dinosaur hunt | Dinosaur museum | Fact files, non fictions books. | Large and small-scale modelling | Programming a floor robot; Stop-frame animation | Designing and making | Locating continents and oceans | Events beyond living memory; Significant individuals - Mary Anning | Measurement of time. Coin and notes and their denominations. Geometry; position and direction. | Percussion | Ball skills | SEAL: Going for goals |
| 5 | Towers, Tunnels and Turrets | Visit a local castle | Make a fortress for the Three Little Pigs | Recounts, posters, question marks, exclamation marks. | Sculpture using natural materials | Create castles using drawing software | Making models of towers, bridges and tunnels | Amazing structures around the world; Towers and bridges in the local area | Castles and castle life; Significant individuals - Isambard Kingdom Brunel | Time. Measurement of length and height. Practical problems. Word problems. | Dragon songs. | Ball games | SEAL: Relationships |
| 6 | The Enchanted Woodland | Visit a local woodland | A woodland party for Mr Fox | Recounts. Information books. Lists and instructions. Narratives. Plurals. Spelling patterns. | Working with natural materials; Drawing and painting | Creating a power point. | Building structures; Making party food | Making maps | N/A | Count in 2's, 5's and 10's. Multiplication and division. | Woodland sounds | Team games | SEAL: Changes |
These materials are protected by copyright law. Reproducing them, either in whole or in part, in print or in digital form (sharing electronically or posting online), is strictly prohibited without the written consent of Cornerstones Education Limited. | <urn:uuid:1fc00dd6-fb2f-4f9b-9d46-cd62f32c3a53> | CC-MAIN-2018-05 | http://longwood.staffs.sch.uk/files/B/f5928902.pdf | 2018-01-22T22:07:05Z | crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00400.warc.gz | 219,496,880 | 832 | eng_Latn | eng_Latn | 0.997346 | eng_Latn | 0.997346 | [
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Climate change and lake temperature in the Sierra Nevada:
There's no business like snow business
Water temperature regulates a broad range of fundamental ecosystem processes in lakes. While climate can be an important factor controlling lake temperatures, in many lakes, water temperatures are responding differently than air temperatures. We analyzed multiple decades of climate and water temperature data from a high-elevation catchment in the southern Sierra Nevada to illustrate the magnitude of warming taking place and to demonstrate the role of winter snow-pack in regulating lake temperatures.
The Tahoe Environmental Research Center (TERC) is a global research leader providing the science for restoring and sustaining Lake Tahoe and other treasured lakes worldwide. TERC educates the next generation of leaders and inspires environmental stewardship. | <urn:uuid:27e0cc33-bd22-4946-8a8c-0b9c407ea060> | CC-MAIN-2018-05 | http://terc.ucdavis.edu/events/archive-events/2017/laketemp.pdf | 2018-01-22T21:53:45Z | crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00400.warc.gz | 340,696,823 | 144 | eng_Latn | eng_Latn | 0.988139 | eng_Latn | 0.988139 | [
"eng_Latn"
] | false | docling | [
863
] | [
2.21875
] | 1 | 0 |
Stone Fox by John Reynolds Gardiner
Book Report by Mrs. Heilmann
Main Characters
Little Willie, a ten year old boy His Grandpa, who is sick and can't seem to get better, His dog Searchlight, who can pull Willie on a dog sled, Stone Fox, a Shoshone Indian from Utah who was forced off his land and settled on a reservation in Wyoming.
Setting
Jackson, Wyoming, in the early 1900's. On Grandpa's farm and in the town of Jackson.
Problem
Little Willie's grandpa cannot pay the taxes on the family farm. Grandpa is sick and cannot help get the money he needs to save his farm. Willie must find a way to help.
Resolution
Little Willie and Search win a dog sled race against Stone Fox and his powerful team of white huskies. With the prize money, Grandpa is able to pay the taxes and save the farm.
Theme
Where there is a will, there is a way.
My Rating
This is a great, but sad, book. You should read it. | <urn:uuid:7592ea69-7d15-47dd-aec0-3ca107c4ef70> | CC-MAIN-2018-05 | http://mrsheilmann.com/PDF/Book%20Report%20Poster.pdf | 2018-01-22T22:05:09Z | crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00398.warc.gz | 236,462,266 | 221 | eng_Latn | eng_Latn | 0.998328 | eng_Latn | 0.998328 | [
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Objectives
♦ Interpret bar graphs.
♦ Create bar graphs.
♦ Create tables.
♦ Interpret tables.
♦ Draw and interpret line plots.
Vocabulary
♦ Table
♦ Bar graph
♦ Tally chart
♦ Survey
♦
Line plot
Notes
In Primary Mathematics 2B, students learned to read and interpret bar graphs. In this chapter, they will learn to construct simple bar graphs. They will also learn to present data in tables, tally charts, and line plots.
Tallies are an easy way to keep track of things as you are counting them; they are not a particularly helpful way of presenting data. Once the data have been collected, they can be organized into a table that makes it easy to find and compare specific pieces of data.
A bar graph uses the length of solid bars to represent numbers and compare data. A single glance at a bar graph can tell you how quantities compare. Pictographs are similar to bar graphs but more eye-catching.
Line plots are often used to show the spread of data. They are used for small numbers or pieces of data. They can be used in simple probability experiments to record how often an event occurs. In later levels of Primary Mathematics, they will be used to easily identify the range, mode, and any outliers.
Your student will be constructing simple bar graphs and line plots. Provide plenty of help in determining what scale to use for the graph and keep it simple. Collecting data and drawing graphs does not have to be restricted to math class and once your student has the general idea, he can practice the skills in other areas, such as science or social studies.
You might want to show your student how to put the data into a spreadsheet application on the computer and have the program create graphs.
Material
♦ Graph paper
Unit 5 – Data Analysis
Chapter 1 – Presenting Data
(4) Subtract a number close to a ten
Activity
Write the following expressions and discuss their solutions.
35 – 10: Ask your student to solve.
35 – 9: Ask your student which one is easier to solve, 35 – 9 or 35 – 10. 10 is just one more than 9, but it is easier to subtract 10 than it is to subtract 9. Ask her how she could use 35 – 10 to solve 35 – 9. Lead her to see that she can subtract 10 and add back in 1. If needed, use placevalue discs to illustrate. To subtract 9, we need to trade in a ten for ten ones and take away 9 ones. We are left with 1 one. This is the same as subtracting 10 and then adding 1.
80 – 19: Point out to your student that 19 is one less than 20. We can solve this problem by subtracting 20, then adding back 1. Illustrate with place-value discs if needed.
80 – 17 : 17 is close to 20, but is 3 less. So we subtract 10 and add back 3.
83 – 17: Again, we can subtract 20 and add back 3.
83 – 38: This time we need to subtract 40 and add back 2.
Discussion
Tasks 16-17 p. 32
Practice
Task 18, p. 32
Workbook
Exercise 2, #3-4, p. 29 (answers p. 31)
Reinforcement
Mental Math 12
Game
Material: 4 sets of number cards 1-9.
Procedure: Deal out all cards. Each player turns over three cards. The highest card is a ten. The player forms a 2-digit number out of the other two cards and subtracts it from the 10. For example, a 5, 8, and 2 are turned over. The 8 is used as 80. The player uses the 5 and 2 to make 52 and subtract it from 80 to get 28. The player with the lowest difference gets all the cards that have been turned over. Play continues until all cards have been turned over. The player with the most cards wins.
35 – 10 = 25
35 – 9 = 26
35 – 9 = 35 – 10 + 1
= 25 + 1 = 26
80 – 19 = 80 – 20 + 1
= 60 + 1 = 61
80 – 17 = 80 – 20 + 3
= 60 + 3 = 63
83 – 17 = 83 – 20 + 3
= 63 + 3 = 66
83 – 38 = 83 – 40 + 2
= 43 + 2 = 45
16. (a) 37 (b) 24
17. 72
18. (a) 2 (c) 5 (e) 11 (g) 24 (i) 51
(c) 44
(b) 4 (d) 33 (f) 22 (h) 23 (j) 12 | <urn:uuid:8ef74606-730a-4a16-a7be-469d1e8873b0> | CC-MAIN-2018-05 | http://corebutte.org/downloads/curricula/singaporeTeacher.pdf | 2018-01-22T22:03:39Z | crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00398.warc.gz | 80,511,265 | 1,090 | eng_Latn | eng_Latn | 0.994868 | eng_Latn | 0.997326 | [
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Alex Stands Tall Guided reading level K (20)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | “What’s this?” said Alex, as she flipped through her grandpa’s old scrapbook. “It’s a photo from my basketball days,” said Grandpa. “Wow, you were good,” said Alex. “I want to play basketball for the Sharks at school, but Nina says I’m too short. She’s the best player on the team.” | | | |
| 5 | “Don’t listen to her,” said Grandpa. “Speedy Smith was the best player on my team and he was the shortest player.” | | | |
| 6 | Later that week, Alex tried out for the Sharks. Mr. Hall blew his whistle. “Let’s get started,” he said. “Show us your stuff, Nina.” Nina took off, dribbling up the court. 100 words “Well done, Nina,” said Mr. Hall. “Next!” | | | |
Flying Start to LiteracyAlex Stands TallGuided reading level K (20) © 2016 EC Licensing Pty Ltd
1
Record of Reading Behaviors analysis sheet
Alex Stands Tall Guided reading level K (20)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What did Mr. Hall tell Alex after the tryouts? (Literal)
Do you have to be tall to be a good basketball player? Explain your answer. (Inferential)
What does the phrase “Alex Stands Tall” mean? Do you think this is a good title for the book? Why? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyAlex Stands TallGuided reading level K (20) © 2016 EC Licensing Pty Ltd
2
Animal Show-offs Guided reading level K (20)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Sometimes, animals show off. They use loud sounds or make themselves look big and strong. Some animals show off by decorating the places where they live. Animals show off for different reasons. Some animals show off to protect the places where they live. Other animals show off to find a mate, and some show off to scare away other animals. | | | |
| 6 | Sometimes animals want to keep other animals out of their territory. They show off in many different ways so other animals stay out of their territory. A lion’s roar is one of the loudest sounds on Earth. When a lion roars, it is 100 words letting other animals know to stay away from its territory. A lion roars to show that it is fierce and strong. | | | |
| Total | | | | |
Flying Start to LiteracyAnimal Show-offsGuided reading level K (20) © 2016 EC Licensing Pty Ltd
and self-corrections
3
Record of Reading Behaviors analysis sheet
Animal Show-offs Guided reading level K (20)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
How do lions protect their territory? (Literal)
How does showing off help animals to survive? (Inferential)
What have you learned from this book? What other information could the author have included? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyAnimal Show-offslGuided reading level K (20) © 2016 EC Licensing Pty Ltd
4
Surviving the Flood Guided reading level K (20)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | A flood happens when there is too much rain in the one place at the one time. There are different types of floods. Some floods happen quickly. These floods happen when there is sudden, very heavy rain. The water level in rivers and behind dams rises quickly and the water flows over their banks. Some floods happen slowly. These floods happen when there is a lot of rain over many days or weeks. The water in rivers and dams rises and overflows. The water can spread into towns and cities. Sometimes, it takes days or even weeks for the slow-moving floodwaters to reach towns. 100 words | | | |
| Total | | | | |
Flying Start to LiteracySurviving the FloodGuided reading level K (20) © 2016 EC Licensing Pty Ltd
and self-corrections
5
Record of Reading Behaviors analysis sheet
Surviving the Flood Guided reading level K (20)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
Why did the family have to use candles and flashlights? (Literal)
Why did the family have time to move their belongings and get to higher ground? (Inferential)
What extra information do the photos add to this book? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracySurviving the FloodGuided reading level K (20) © 2016 EC Licensing Pty Ltd
6
The Crocodile and the Plover Guided reading level K (20)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Many years ago, there was a mother crocodile. She watched her nest, day and night, keeping her eggs safe from animals that wanted to eat them. One hot day, she went to the river. While she was gone, a lizard crept toward the nest. | | | |
| 5 | Suddenly, the crocodile burst out of the water. She chased the lizard. Her strong jaws were open wide and her sharp teeth were gleaming. Snap! The lucky lizard escaped. The crocodile’s eggs were safe in their nest . . . all except for one! | | | |
| 6 | This one egg rolled all the way to the edge of the river. The egg lay on the edge of the 100 words river all by itself. | | | |
| Total | | | | |
Flying Start to LiteracyThe Crocodile and the PloverGuided reading level K (20) © 2016 EC Licensing Pty Ltd
7
Record of Reading Behaviors analysis sheet
The Crocodile and the Plover Guided reading level K (20)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
Why did the crocodile and the plover have to say goodbye at the end of Chapter 2? (Literal)
Why didn’t the crocodile eat the plover? (Inferential)
Did the author’s note help you to understand why this story was written? If so, how did it do this? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyThe Crocodile and the PloverGuided reading level K (20) © 2016 EC Licensing Pty Ltd
8
Amazing Gardens Guided reading level K (20)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | A garden is a place where people grow plants. People grow all sorts of plants in their gardens. They grow grasses and shrubs, fruit trees, flowers, and herbs. People have created some amazing gardens. | | | |
| 6 | There is an amazing floating garden in Mexico. This garden was built on a lake by the Aztec people over 500 years ago. The Aztecs dug up weeds and mud, and used them to make garden beds that floated on the lake. Then they planted vegetables in the floating garden beds. | | | |
| 8 | Maze gardens are puzzle gardens. Maze gardens have tall hedges that you cannot see over or through. 100 words | | | |
| Total | | | | |
Flying Start to LiteracyAmazing GardensGuided reading level K (20) © 2015 EC Licensing Pty Ltd
and self-corrections
9
Record of Reading Behaviors analysis sheet
Amazing Gardens Guided reading level K (20)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What is a maze? What is a butterfly garden? Why are plants grown on the sides of buildings? (Literal)
Why do many people enjoy gardening? What benefits do gardens give us? (Inferential)
What might the author have needed to know in order to write this book? How might the author have found out about different types of gardens? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyAmazing GardensGuided reading level K (20) © 2015 EC Licensing Pty Ltd
A Bear Called Trouble Guided reading level K (20)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | “Whoopee!” yelled Dad. “We’ve been invited to Grandpa’s birthday – and it’s a costume party. I love costume parties.” | | | |
| 5 | “That’s wonderful,” said Mom. “I’ll go as a mermaid. What will you all go as?” “I’ll go as a seal,” said Hannah. “I will dress as a polar explorer,” said David. “What will you dress up as, Dad?” | | | |
| 6 | “It’s a secret,” said Dad. “You will have to wait and see!” “Can you give us a clue?” asked David. “I’ll need a warm costume,” said Dad. “It’s cold all the time where Grandpa lives, even in the summer.” | | | |
| 7 | “That’s because Grandpa lives near the North Pole,” said Mom. 100 words | | | |
| Total | | | | |
Flying Start to LiteracyA Bear Called TroubleGuided reading level K (20) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
A Bear Called Trouble Guided reading level K (20)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What costumes did the family members wear to the costume party? What happened to Dad on the way to the party? What did Dad do at the party? (Literal)
Why did the park rangers shoot Dad with a tranquilizer dart when they thought he was a real polar bear? Was Trouble a good name for the bear? Why? (Inferential)
What factual information would the author have needed to know to write this story? (Critical)
Planning
Focus
What the student needs to learn
next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyA Bear Called TroubleGuided reading level K (20) © 2015 EC Licensing Pty Ltd
The Smart Little Crab Guided reading level K (20)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | On the rocky shore next to the sea, there was a tide pool. In the tide pool lived many plants and animals. | | | |
| 5 | It was a good place to live because the tide pool was clean and healthy. All the animals lived happily with each other in their tide pool. That was, until the sea star got bored. | | | |
| 6 | “I’m bored with our tide pool,” said the sea star. “It’s always the same. The tide comes in. The tide goes out. Day after day. Our tide pool is boring and I’m bored, too!” | | | |
| 7 | The animals looked around and started nodding. “I h ave an idea,” said the sea star. 100 words | | | |
Flying Start to LiteracyThe Smart Little CrabGuided reading level K (20) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
The Smart Little Crab Guided reading level K (20)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
Why did the sea star want to change the tide pool? How did the animals know that their tide pool was dying? (Literal)
Why didn’t the little crab agree with what the animals were doing? ( Inferential )
Have you ever felt like one of the animals in the book? What made you feel this way? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyThe Smart Little CrabGuided reading level K (20) © 2015 EC Licensing Pty Ltd
Driver Ants Guided reading level K (20)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Driver ants are the largest ants in the world. They are also called killer ants. Driver ants kill all living things that they find as they march across the forest floor and through the grasslands looking for food. They kill more animals than any other animal in their habitat. Millions of driver ants go hunting together. They terrify all animals. Animals run to escape when they hear driver ants coming. | | | |
| 6 | Driver ants live together in colonies in huge nests underground. Driver ants have the largest colonies of any ants. Up to 20 million driver ants or more can live in 100 words one colony. | | | |
| Total | | | | |
Flying Start to LiteracyDriver AntsGuided reading level K (20) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
Driver Ants Guided reading level K (20)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What types of ants are in a driver ant colony? What job does each type of ant do in their colony? What is swarming? What is a living bridge? (Literal)
Why are swarming driver ants so terrifying to other animals in the jungle? (Inferential)
How might the author have found the information she needed to write this book? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyDriver AntsGuided reading level K (20) © 2015 EC Licensing Pty Ltd
A Tale of Two Squirrels Guided reading level L (24)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Narrator: Once there was a squirrel named Sid who lived in a tall tree. In the tree next door lived another squirrel. Her name was Pippa. Sid: What a beautiful day! I think I’ll play all day. Who wants to play with me? Pippa: I’ll play with you. The sun’s shining and there’s lots of food to eat. Let’s play together. | | | |
| 6 | Narrator: Sid and Pippa had other friends who lived nearby. Pika: I like to play on sunny days. I can roll down the hill through the grass. Beaver: I like to play in the water on a hot day. 100 words | | | |
| Total | | | | |
Flying Start to LiteracyA Tale of Two SquirrelsGuided reading level L (24) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
A Tale of Two Squirrels Guided reading level L (24)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What were the animals all doing during Act 1: Summer fun? Why wouldn’t Pippa play with Sid during Act 2? ( Literal )
Why didn’t Sid have enough food for the winter? Why did Pippa share with Sid? How do you know that Sid learned a lesson? ( Inferential )
Would this story be different if it was written as a narrative, rather than as a play? Why? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyA Tale of Two SquirrelsGuided reading level L (24) © 2015 EC Licensing Pty Ltd
Anwar, The Very Bright Meerkat Guided reading level L (24)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Once, a mob of meerkats lived in the desert in Africa. One day, four new pups were born. Three of the pups looked just like all the other meerkats, but one pup looked different. His name was Anwar and his fur was bright red with golden stripes. | | | |
| 5 | Nia, the oldest and wisest meerkat in the mob, held Anwar in her arms. “You are different,” she said, “but you will find your place.” | | | |
| 6 | Anwar and the pups grew quickly. They spent their days playing with each other and exploring. The days and weeks passed. Soon, the pups were ready to help the mob hunt for food. 100 words | | | |
| Total | | | | |
Flying Start to LiteracyAnwar, The Very Bright MeerkatGuided reading level L (24) © 2016 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
Anwar, The Very Bright Meerkat Guided reading level L (24)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
Why did Zula tell Anwar that he could no longer go hunting with the mob? (Literal)
How was being a different color difficult for Anwar? How did it help him in the end? (Inferential)
What message did you get from this story? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyAnwar, The Very Bright MeerkatGuided reading level L (24) © 2016 EC Licensing Pty Ltd
Protect the Oceans: Act Locally Guided reading level L (24)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Did you know that if you drop a piece of trash in a street it could end up in the ocean? How does this happen? Trash dropped in the street is often washed along gutters and into stormwater drains. These drains empty into rivers or the sea. The trash pollutes the oceans. Many people around the world are working to stop this from happening. | | | |
| 6 | When trash ends up in the ocean, it gets moved around by winds and currents. Huge amounts of trash end up in the same place in the middle of the ocean. It becomes a garbage patch. 100 words | | | |
| Total | | | | |
Flying Start to LiteracyProtect the Oceans: Act LocallyGuided reading level L (24) © 2016 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
Protect the Oceans: Act Locally Guided reading level L (24)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What is the “Great Pacific garbage patch?” (Literal)
Why do people not pick up their trash? (Inferential)
Does everyone want to help look after the environment? Explain. (Critical))
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyProtect the Oceans: Act LocallyGuided reading level L (24) © 2016 EC Licensing Pty Ltd
My Faraway Home Guided reading level L (24)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Many people around the world live in towns and cities where there are lots of other people. Most of the things that they need are close by – stores, schools, and hospitals. | | | |
| 5 | But some people live in places that are a long way from towns and cities. Living in these places can be difficult because there are no schools, hospitals, or stores close by. But people who live in these places have ways of getting the things that they need. | | | |
| 6 | My name is Gus. I live on a cattle station in Australia. Our cattle station is a long way from everything, 100 words i n c l u d i n g school. | | | |
Flying Start to LiteracyMy Faraway HomeGuided reading level L (24) © 2016 EC Licensing Pty Ltd
and self-corrections
Record of Reading Behaviors analysis sheet
My Faraway Home Guided reading level L (24)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
How are supplies delivered to Carla’s village? (Literal)
What do the four children have in common? How are they different? (Inferential)
How could the author have found out about these places? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyMy Faraway HomeGuided reading level L (24) © 2016 EC Licensing Pty Ltd
The Sleeping Prince Guided reading level L (24)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | The prince was in the garden when it happened. Suddenly he cried, “Ouch! Ouch! Ouch!” The prince ran to the king. “Something has bitten me!” he said. With that, he fell into a deep sleep. | | | |
| 5 | “Wake up!” said the king. “Wake up! What has bitten you?” But the prince did not wake up. | | | |
| 6 | Days passed, and still the prince slept. The king called all the wise men and all the wise women together. “You must help the prince to wake up,” he said. “He has been asleep too long and he is getting weaker and weaker.” | | | |
| 6 | But the wise men and women could not 100 words wake the prince. | | | |
| Total | | | | |
Flying Start to LiteracyThe Sleeping PrinceGuided reading level L (24) © 2016 EC Licensing Pty Ltd
and self-corrections
Record of Reading Behaviors analysis sheet
The Sleeping Prince Guided reading level L (24)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What three things did Mira collect to help the prince? (Literal)
Why did the wise men and women laugh at Mira’s idea? (Inferential)
Why might the author have chosen Mira to be an old woman?
How might the story have been different if she was a younger woman? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyThe Sleeping PrinceGuided reading level L (24) © 2016 EC Licensing Pty Ltd
I Am an Inventor Guided reading level L (24)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | This is Don Morgan. Don is a teacher and a scientist, and he is also an inventor. He has invented an amazing new bicycle helmet. This story is about how Don became an inventor and the steps he followed to get there. | | | |
| 6 | Twenty years ago, Don worked on a research project at a university. He was researching what happened to bicycle helmets when riders crashed. Don set up experiments in his laboratory to test more than 100 different types of helmets. | | | |
| 7 | Don also visited crash sites to see what happened to helmets when people crashed. It was part of his job to take the helmets 100 words | | | |
| Total | | | | |
Flying Start to LiteracyI Am an InventorGuided reading level L (24) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
I Am an Inventor Guided reading level L (24)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Name:
Date:
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
When did Don first start experimenting with bike helmets? What did he find out? (Literal)
Did Don think of the idea for his safer helmet right away? Was it easy for Don to complete his invention? Why did it take him a long time to finish this invention? (Inferential)
What sort of questions would the author have needed to ask Don in order to write this book? (Critical)
Planning
Focus
What the student needs to learn
next
Problem-solving strategies
Fluency
Comprehension
Phonics
Vocabulary
Flying Start to LiteracyI Am an InventorGuided reading level L (24) © 2015 EC Licensing Pty Ltd
The Right Tools for the Job Guided reading level L (24)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | All animals need food to survive. Getting food is not always easy, but animals have the body parts they need to get food and to eat it. They use these body parts as tools. | | | |
| 6 | Many animals eat plants. Some eat leaves, others eat fruit and seeds. Some animals eat the wood and bark from plants. But some plants can be hard to eat and hard to reach. The animals that eat them have the right body parts to help them. | | | |
| 7 | Beavers eat the bark from trees. They also eat grass and leaves. They have long, sharp front teeth that help them gnaw through the hard bark 100 words on small trees. | | | |
Flying Start to LiteracyThe Right Tools for the JobGuided reading level L (24) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
The Right Tools for the Job Guided reading level L (24)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What helps the giraffe eat the food it needs? Spiders and anteaters don’t have teeth. How do they eat their food? ( Literal )
Why do animals have body parts that are different shapes and sizes? How does the way an animal looks give you clues about what that animal might eat? (Inferential)
What would the author have needed to know in order to write this book? (Critical)
Planning
Focus
What the student needs to learn
next
Problem-solving strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyThe Right Tools for the JobGuided reading level L (24) © 2015 EC Licensing Pty Ltd
The Balloon Adventure Guided reading level L (24)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count and self-corrections
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | None of the animals at the farm liked Flash the racehorse. He was always boasting about how famous he was and how many races he had won. | | | |
| 5 | “Look at all my medals,” said Flash, as he pranced around the farm. The other farm animals tried to ignore Flash, but they were annoyed by his boasting. | | | |
| 6 | One morning, the rooster was very excited. “The King and Queen are coming today!” he crowed. “They must be coming to see me,” said Flash proudly. | | | |
| 7 | “No, they are coming to see a huge balloon fly in the sky for the first time ever,” said the sheep. 100 words | | | |
Flying Start to LiteracyThe Balloon AdventureGuided reading level L (24) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
The Balloon Adventure Guided reading level L (24)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
Why did the King and Queen come to the farm? How did the animals get the balloon to land? Why were the sheep, duck, and rooster famous all over the world? (Literal)
Why were the sheep, the duck, and the rooster chosen to go in the balloon instead of Flash? (Inferential)
How did the author get the idea for this book? What parts of this story might be true? What parts are made up? (Critical)
Planning
Focus
What the student needs to learn
next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Name:
Date:
| Problem-solving strategies |
|---|
| Fluency |
| Comprehension |
| Phonics |
Flying Start to LiteracyThe Balloon AdventureGuided reading level L (24) © 2015 EC Licensing Pty Ltd
Atka's Ice Adventure Guided reading level M (28)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Atka was half asleep. It was nighttime, but the sun was still high in the sky. Her little sister, Nukka, was fast asleep beside her. | | | |
| 6 | Atka could hear Father and Grandfather talking. “Our friend Ootek had a lucky escape,” said Father. “What happened?” asked Grandfather. “He was fishing out on the sea ice. The ice broke away from the land and drifted out to sea,” said Father. “But luckily he drifted back when the tide changed. And that’s when he saw polar bear cubs.” Polar bear cubs! Now Atka was wide awake. She wanted to see polar bear cubs more 100 words than anything, but the only place you could see them was out on the sea ice. | | | |
Flying Start to LiteracyAtka's Ice AdventureGuided reading level M (28) © 2016 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
Atka's Ice Adventure Guided reading level M (28)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
How did Atka follow Nukka? How did she know where to go? (Literal)
Why did Atka think that her father and grandfather would be angry with her? Would you have been angry with her? (Inferential)
Would the story have been different if Atka’s character was a boy? If so, how? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
SC
Flying Start to LiteracyAtka's Ice AdventureGuided reading level M (28) © 2016 EC Licensing Pty Ltd
Hummingbirds Guided reading level M (28)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Hummingbirds are the smallest birds in the world. Like most birds, they can fly, but they are the only birds that can fly in any direction. As well as flying forward, they can fly backward and even upside down. Also, hummingbirds are the only birds that can stay in the one place in the air. This is called hovering. | | | |
| 5 | Hovering is very important for hummingbirds because it is how they get food to stay alive. | | | |
| 6 | Hummingbirds have small, light bodies and strong, fast-moving wings to help them fly. They have long, thin bills and long tongues to help them get food. 100 words | | | |
| Total | | | | |
Flying Start to LiteracyHummingbirdsGuided reading level M (28) © 2016 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
Hummingbirds Guided reading level M (28)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
How did the hummingbird get its name? (Literal)
Why are hummingbirds remarkable animals? (Inferential)
What do you think is the author’s opinion of hummingbirds?
What makes you think that? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyHummingbirdsGuided reading level M (28) © 2016 EC Licensing Pty Ltd
The Great Railroad Race Guided reading level M (28)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Once, the only way people could travel across the USA was by riding a horse or in a wagon pulled by horses. | | | |
| 5 | People had to travel across deserts and over mountains. They could be attacked and killed by wild animals, and there were no towns to stop at and get food. It was a long journey that took about six months and it was very unsafe. | | | |
| 6 | Then, about 150 years ago, a railroad track was built to connect the western part of the USA to the eastern part. Two teams worked on the railroad. One started on the west coast, and the other 100 words started in the east. The two teams raced each other to lay the most railroad track. | | | |
Flying Start to LiteracyThe Great Railroad RaceGuided reading level M (28) © 2016 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
The Great Railroad Race Guided reading level M (28)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
Why was it so difficult for the team from the west at first? (Literal)
Why is this railroad considered one of America’s biggest achievements? (Inferential)
Would all of the workers have been brave? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyThe Great Railroad RaceGuided reading level M (28) © 2016 EC Licensing Pty Ltd
The Smallest Smudger Guided reading level M (28)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | “Psst! Thomas, wake up.” Thomas’s eyes flew open. It was the middle of the night, but someone was shaking him. “It’s the first really cold night of winter,” said Papa. “And there will be a frost. The oranges on the trees are in danger of freezing.” | | | |
| 5 | “I’m going to help Papa,” said Thomas’s older brother, Mario. “They don’t have enough workers to light the smudge pots in the orange groves.” “We need your help, too, Thomas,” said Papa. “But if you want to help, you must hurry.” | | | |
| 6 | Thomas scrambled out of bed. Quickly he pulled on his clothes over his pajamas and 100 words rubbed the sleep out of his eyes. | | | |
| Total | | | | |
Flying Start to LiteracyThe Smallest SmudgerGuided reading level M (28) © 2016 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
The Smallest Smudger Guided reading level M (28)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
Why was Thomas woken up in the middle of the night? (Literal)
Why did Thomas sneak off to the truck? (Inferential)
Could this story be a true story? Why? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyThe Smallest SmudgerGuided reading level M (28) © 2016 EC Licensing Pty Ltd
The Mystery Trip Guided reading level M (28)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors and self-corrections
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Greta and Griffin Grizzlegrot could never agree on anything. “Today is too cold,” said Griffin Grizzlegrot. “No, it’s not,” said Greta. “The air feels great. It’s fresh.” “Speaking of ‘fresh’, this fruit salad is not very fresh!” she said. “Yes, it is!” said Griffin. “It’s perfect. It’s the best fruit salad I’ve ever eaten.” | | | |
| 6 | The Grizzlegrots could not stop arguing. They argued all night and all day. “The sun is too hot,” said Greta. “Too hot? Ridiculous!” said Griffin. “The weather is perfect. I love sunshine. I hate cold, dark nights.” “I don’t,” said Greta. “I love dark nights because I can look at the moon. 100 words | | | |
Flying Start to LiteracyThe Mystery TripGuided reading level M (28) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
The Mystery Trip Guided reading level M (28)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What did the Grizzlegrots have to do to be allowed to go to the moon? (Literal)
Why would the winner of the contest need to pass a fitness test? Why would it be important to be fit if you were going to travel to the moon? (Inferential)
Why did the Grizzlegrots disagree on everything? Do all brothers and sisters disagree like the Grizzlegrots? (Critical)
Planning
Focus
What the student needs to learn
next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyThe Mystery TripGuided reading level M (28) © 2015 EC Licensing Pty Ltd
Built By Hand Guided reading level M (28)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | Long ago, before the machines of today were invented, people built everything using simple tools. They used tools such as hammers and materials such as mud and stone to build things. | | | |
| 5 | Many of the things that were built were huge. It took many, many people to build them. Some of these buildings have survived for thousands of years. Some are the greatest buildings that have ever been made. | | | |
| 6 | Pyramids were built thousands of years ago. People built them by stacking millions of stones in a pyramid shape. Some of these pyramids are very big. | | | |
| 7 | The Pyramid of Khafra (kar-fra) is as tall as a 47-story building. 100 words | | | |
Flying Start to LiteracyBuilt By HandGuided reading level M (28) © 2015 EC Licensing Pty Ltd
and self-corrections
Record of Reading Behaviors analysis sheet
Built By Hand Guided reading level M (28)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Name:
Date:
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What is a pyramid? How big is the biggest pyramid ever built? How much did the biggest stone weigh? What is the name of the longest wall ever built? (Literal)
Why are these structures so amazing? Why did they take so long to build? Why were so many people needed to build them? (Inferential)
What sort of information would the author have needed to know in order to write this book? (Critical)
Planning
Focus
What the student needs to learn
next
Problem-solving strategies
Fluency
Comprehension
Phonics
Vocabulary
Flying Start to LiteracyBuilt By HandGuided reading level M (28) © 2015 EC Licensing Pty Ltd
Space Camp Guided reading level M (28)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 4 | “Wow!” said Calvin, as he charged into the room. “You’ve already got your space suit on. Where do I get mine?” | | | |
| 5 | “It’s in your closet,” said Mark. “I’ll put it on while you read about what we’re going to do at space camp,” said Calvin. “Well,” said Mark, “today at dinner we get to eat space food.” “Great,” said Calvin. “I can’t wait to try space food. I wonder what it tastes like.” “And then each day we get to do the same things astronauts do,” said Mark. | | | |
| 6 | “Look at this,” said Calvin, looking over Mark’s shoulder. “Tomorrow we get to do a special activity.” 100 words | | | |
Flying Start to LiteracySpace CampGuided reading level M (28) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
Space Camp Guided reading level M (28)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
E + SC = 1 :
SC
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
Why didn’t Mark do the underwater challenge? How did this make him feel? Why did Calvin go back to the pool? ( Literal )
What did the underwater challenge have to do with space? (Inferential)
Have you ever felt the way Mark did in this story? What made you feel this way? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracySpace CampGuided reading level M (28) © 2015 EC Licensing Pty Ltd
Marathon Journal Guided reading level M (28)
Read the title to the student. Ask the student to tell you what the book is about.
Name:
Date:
Count and self-corrections
Analysis of errors
| Page | Text | E | SC | |
|---|---|---|---|---|
| | | | | Error MSV |
| 2 | I saw my friend Annie at the park today. She is a Junior Marathon runner. A marathon is a really long race. Annie said it’s exactly 26.2 miles. I asked her how she runs 26 miles without getting tired. That is such a long way! | | | |
| 3 | Annie said she doesn’t run the 26 miles in one race. She’s been running nearly every day for eight weeks, and she’s already run 25.2 miles. She just needs to run the last mile. Annie said that’s what a Junior Marathon is – running between half a mile and a mile nearly every d ay for eight weeks 100 words | | | |
Flying Start to LiteracyMarathon JournalGuided reading level M (28) © 2015 EC Licensing Pty Ltd
Record of Reading Behaviors analysis sheet
Marathon Journal Guided reading level M (28)
Information sources used
Errors – What did the student use?
Meaning
Structure
Visual cues
Self-corrections –
What did the student use?
Meaning
Structure
Visual cues
Accuracy rate
Errors %
Level of difficulty
1
99 Easy
2
98
3
97
4
96
5
95 Instructional
6
94
7
93
8
92
9
91
10
90
11 + 89 or less Hard
Self-correction ratio
(E + SC) + SC = 1 :
Fluency
Reads smoothly at an appropriate rate
Uses appropriate phrasing
Reads expressively
Attends to punctuation
Comprehension
After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.
What did the girl want to achieve? Did she do this? What sort of things did she do to train for her run? What tips did you pick up about running? (Literal)
Did the girl have moments where she thought the junior marathon was too hard for her? How did she feel when she completed the marathon? (Inferential)
Why do you think this book was written as a journal? Do you think this was a good way to learn about running a marathon? Why or why not? What other information would you have liked to know? (Critical)
Planning
Focus
What the student needs to learn next
Problem-solving
strategies
Fluency
Comprehension
Phonics
Vocabulary
Name:
Date:
Flying Start to LiteracyMarathon JournalGuided reading level M (28) © 2015 EC Licensing Pty Ltd | <urn:uuid:9ed8891f-cc4e-4c98-bcba-b111f96b43c4> | CC-MAIN-2018-05 | http://flyingstarttoliteracy.com/wp-content/uploads/2017/03/Records-of-Reading-Behavior-Levels-K-M-US.pdf | 2018-01-22T21:45:51Z | crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00407.warc.gz | 137,830,174 | 14,898 | eng_Latn | eng_Latn | 0.979937 | eng_Latn | 0.984981 | [
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The Rivington Foundation Primary View: At Rivington Foundation Primary we know that effective learners are:
- Are resilient learners and never give-up.
- Reflect on their performance.
- Demonstrate reciprocity to others.
But we know that effective learners are happy learners. One of our key values is to demonstrate politeness and kindness to everyone. Rembering this value will :
* Ensure that we have happy learners.
* Prevent bullying from taking place in our school. We don't have a bullying problem at Rivington Foundation Primary and by working together we intend to ensure that it remains that way.
* Ensure that we have happy learners.
* Prevent bullying from taking place in our school. We don't have a bullying
At Rivington it's easy to remember our AntiBullying code—it's as simple as ABC!
Always tell someone
Tell a responsible adult or a friend. Someone to resolve the situation. You WILL be taken seriously.
Be positive
Try not to let the bully see that you're upset. Say no and walk away confidently.
Care for each other
You have a responsibility to tell an adult if you know some one is being bullied. Don't be a bystander!
Bullying can be any of the following:
- Verbal
Name calling,
taunting, teasing or threatening (including racial abuse).
- Cyber-bullying
Abusive, threatening or upsetting text messages or e-mails through ALL electronic communications: the internet, the creation or membership of a hate group and inappropriate photography or video.
- Physical
Pushing, punching, hitting, kicking or in any way causing physical harm.
- Social Exclusion The deliberate isolation of a person from a group.
SO REMEMBER…
If you are being bullied or are concerned that someone else is being bullied tell an adult and they will take you seriously. If you don't feel confident write down your concern and place it in the 'Worry Box' in your classroom.
___________________________
I agree to the Rivington Foundation Primary Anti-Bullying Policy.
I understand that bullying will not be tolerated at Rivington Foundation Primary.
I know that it is my responsibility to be kind and polite to everyone I meet.
Name: _____________________
Class: _____________________
Class:
BULLYING BEHAVIOUR IS:
When an individual or group deliberately repeatedly threatens, harms or frightens someone else.
Bullying can also be persistently rude gestures, deliberate damage to property, taking property without permission, malicious gossip or forcing someone to do something against their will.
BULLYING BEHAVIOUR IS NOT:
Teasing behaviour between friends without the intention to cause hurt and where this happens in a single incident. It is not falling-out after a disagreement or quarrel (although in some instances this can be bullying). It does not include activities that all parties have consented to.
Rivington Foundation Primary Anti-Bullying Contract | <urn:uuid:c5a145cf-fccd-4f16-8549-9f421870e7b6> | CC-MAIN-2019-26 | https://www.rivingtonprimaryschool.co.uk/wp-content/uploads/2018/12/Anti-Bullying-Contract-2.pdf | 2019-06-27T00:15:53Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00180.warc.gz | 875,013,246 | 592 | eng_Latn | eng_Latn | 0.99759 | eng_Latn | 0.998283 | [
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| Planned half term | Year 6 | Memorable experience | Innovate challenge | English | Art & Design | Computing | D&T | Geography | History | Mathematics | Music | PE | PSHE |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | A Child's War | Evacuees | Street party | Letters; Diary writing; Persuasive writing; Narrative dialogue; Speeches | Chalk images, Construction | Using search technologies; Using presentation software | Following recipes; Building structures | Human geography; Cities of the UK | The Second World War | Place Value, Number, Calculation | Listening, performing and composing | Games; Dance | Empathising with people in different times |
| 2 | Frozen Kingdom | Investigate ice | Polar rescue mission | Chronological report; Short narrative; Diaries; Haiku poetry; Letter writing | Photography; Painting; Block printing | Collecting, evaluating and presenting information | Building an igloo | Features of the polar regions | Emigration and exploration in the early 1900s | Measurement (temperature); Negative numbers | Soundscapes | Outdoor adventure; orienteering | Care of the environment |
| 3 | Peasants, Princes & Pestilence | Meet 'Pestilence' | Prevent a plague outbreak | Narrative using personification; Journals; English poetry; Persuasive speech; Letters | Drawing from observation | Collecting, evaluating and presenting data and information | Sketch books; Printmaking; historical recipes | Europe | 14th century England | Position and direction | Composing and singing | Dance; Historical games; Battle re- enactment | Rules and Democracy |
| 4 | Blood Heart | Sheep's heart dissection | Heart charity fundraiser | Non-chronological reports; Shape poetry; Slogans and adverts; Biography; Narrative using personification | Modelling and sculpture; Abstract art | Using websites; Flow diagrams | Selecting tools and equipment; Healthy recipes; Product packaging; Working models | Regions of UK | Recent history | Pie charts | Pulse; Heart raps | Cardiovascular exercise | Harmful substances; Caring about others |
| 5 | ID | Meet John Doe | Forensic crime scene | Descriptions/ Narrative; Non-chronological reports; Adverts; Facts and opinions/Tributes; Calligrams | Portraiture and figurines | Select, use and combine a variety of software; Photo stories; E-safety | Using tools; Design; Fashion and clothing | Local community/ Where I live | Social reformers | Ratio and percentages; Data and statistics | Appraising; listening to voices | Physical challenges | Identity, personal views and opinions; My place; Recognising strengths |
| 6 | Darwin’s Delights | Animal specimen observation | Morphing animation | Labelling and journals; Diaries; Letters; Explanations; Newspaper reports | Creating sketchbooks; Observational drawing | Online research; Morphing animations; Understanding computer networks | Sketch books; Printmaking; historical recipes | Using maps; Geographical similarities and differences; Islands of the world | Significant individuals - Charles Darwin, Mary Anning | Geometry | Performance | Athletics | Taking responsibility |
These materials are protected by copyright law. Reproducing them, either in whole or in part, in print or in digital form (sharing electronically or posting online), is strictly prohibited without the written consent of Cornerstones Education Limited. | <urn:uuid:aef599d7-fda1-400d-8711-cb21bac422e5> | CC-MAIN-2018-05 | http://longwood.staffs.sch.uk/files/B/f6035398.pdf | 2018-01-22T22:07:22Z | crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00405.warc.gz | 230,694,165 | 716 | eng_Latn | eng_Latn | 0.99779 | eng_Latn | 0.99779 | [
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Smart Ways to Use Smartpens: Personalizing Online Classes
Lawanna S. Fisher
Middle Tennessee State University firstname.lastname@example.org
Joan M. Raines
Middle Tennessee State University email@example.com
Abstract
Research shows most students prefer that instructors incorporate their personalities into online classes. Previously, this has been accomplished using such technologies as videos and voice-over PowerPoints. This article describes a newer tool – the smartpen. This tool easily captures the written word along with accompanying audio. Additionally, the authors discuss how to create pencasts and integrate them into online classes as a way to provide more meaningful communication between instructors and students.
Keywords: pencast, smartpen, technology, elearning, online education
Traditional course delivery typically involves a variety of activities occurring in the classroom, but regardless of what these activities are, it is necessary for both the teacher and the students to be in the same place at the same time. This allows for face-to-face communication between the two. In contrast, distance learning allows the teacher and the students to be separated by both physical distance and time while engaged in the course (Belanger & Jordan, 2000). This separation, however, makes personal communication more difficult. Although online classes are now a more common method of course delivery, many educators still have valid concerns about communications between online teachers and their students. In many online classes, teachers limit their interactions with students to word documents, emails, and online discussions. While these are useful means of communication, they all focus on the written word, and it can be difficult for instructors to reveal their personalities through these avenues of communication. Students receiving these types of communications may not feel a connection with the instructor because they are not able to hear the instructor's voice.
1
While some students prefer to have little or no contact with the instructor, many others prefer that their teachers exhibit a distinctive online persona (Reupert, Maybery, Patrick, and Chittleborough, 2009). In a study of twelve course components in online classes, Coombs-Richardson (2007) found that students ranked instructor's personal touch as the third most important component in an online class. This placed the instructor's personal touch higher than flexibility of assignments, instructor feedback, content, technical assistance, schedule, written assignments, readings, and exams. Reupert, Maybery, Patrick, and Chittleborough (2009) suggest including voice-over PowerPoint slideshows and videos as a means of enhancing the instructor's personality in online classes. Another benefit of communication presented both visually and audibly is that the student is more likely to recall information when it is presented using more than one of the senses (Banikowski, 1999).
As technologies continue to be developed, teachers of online classes have more tools available for creating high touch learning materials. One such tool is a smartpen. This advancement in technology allows teachers to easily create a pencast—an interactive document that combines recorded conversation with synchronized handwriting (Van Schaack, 2009). Most research on the use of smartpens and student achievement has been conducted using survey data. Powers, Bright, and Bugaj (2010) reported nearly half of the students responding to a survey in a pharmaceutical calculations class stated they viewed pencast lectures, and of those, 92.6% felt the pencasts enhanced their learning. Additionally, students who viewed the pencasts indicated they believed pencasts could also enhance learning in other courses. Czocher, Tague, Baker, and Roble (2013) conducted a survey in a differential equations course, and 107 students responded to questions regarding the use of pencasts. The students indicated pencasts were easy to follow and guided them when solving problems. The researchers found the pencasts had value as instructional aids and students viewing the pencasts were looking for more than "just an answer" (p. 4).
Currently Livescribe offers three versions of the smartpen: the Echo, which connects to a laptop or desktop using a USB cable to transfer notes and audio; the Sky, which uses Wi-Fi to transfer notes and audio to an Evernote account; and Livescribe 3, which uses Bluetooth technology to transfer notes and audio to smartphones and tablets. Smartpens
range in price from a 2 gigabyte Echo, which costs approximately $120, to an 8 gigabyte Sky, which can be purchased for approximately $250.
The smartpen described in this article is the Livescribe Echo pen, which is the most economical of the smartpens. It is similar in appearance to a ballpoint pen and only slightly larger (see Figure 1). In the same way that you would use a ballpoint pen, you can use the smartpen to write on special paper that is purchased from Livescribe. The smartpen contains a built-in camera capable of capturing handwriting along with a microphone that records the instructor's spoken words. Echo smartpens are available with 2, 4, and 8 gigabytes of internal memory and can store up to 800 hours of recording time. The smartpen comes with instructions for downloading the Livescribe Desktop software, which provides the interface between the pen and computer. This software also allows pencasts to be emailed directly to a student, embedded in a course management system, or posted on a blog, website, or social media.
The smartpen supplies the technology for a teacher to provide a quick response, including both visual and audio components, to a student. For example, Figure 2 shows a homework problem that a college algebra student might have trouble completing. Prior to the development of smartpen technology, an instructor could call a student and try to explain the problem over the phone or type out steps in an email and hope the student could interpret them. A really industrious online teacher might write the steps for the problem, scan them, and email them to the student. The student would then receive an
email which contained a PDF file similar to the one shown in Figure 2. Compare that to the pencast created with the smartpen for the same problem. To view the pencast for this problem click here [requires Internet Explorer or Safari]. The inclusion of audio provides the student with a much better explanation of the problem and the steps necessary to complete it, including pointers on using a calculator to solve the problem. This pencast can be created and sent to a student in approximately 5 minutes following some very simple steps.
Steps for creating a basic pencast for solving a problem:
1. Turn on the smartpen. Begin by writing the problem on the page.
2. Tap the record button (see Figure 3) at the bottom of the notebook page. You can now solve the problem by writing the steps and including the voice explanation.
3. When you have finished recording, tap the stop button (see Figure 3) at the bottom of the notebook page. If a problem takes more than one page, continue writing on the next page without stopping the recording.
A slightly more sophisticated pencast might include images such as graphs or calculator screen shots. Livescribe makes available a video as well as an article in their education blog detailing the process for embedding images and text into a pencast (Glascoe, 2011; Livescribe Training, 2012). An example of this type of pencast is shown in Figure 4. You may click here to view this pencast [requires Internet Explorer or Safari].
Both of the authors of this article teach math and use the smartpen in their own classes to provide initial instruction, explain assignments, and provide other assistance for students. The smartpen can also be integrated into other disciplines. For example, the
smartpen can be used to provide feedback about student writing. Figure 5 shows an instructor's pencast response to a student's paragraph, containing both the written comments from the teacher and the audio explaining why these changes should be made. To view this pencast click here [requires Internet Explorer or Safari].
After a pencast is created, it can be made available to the student in a variety of ways. First, the pencast must be transmitted to the computer and saved as a PDF file with audio. Steps for doing this are as follows:
1. Connect the smartpen to your computer using the USB cable provided with the pen.
2. The recording will be transmitted from the pen to the Livescribe Desktop.
3. In the Livescribe Desktop, find the page you created and click on it. You will then have to choose where to send this page.
4. You now have the option of saving the page as a pencast PDF file with audio.
This file can be emailed directly to a student or, if it is of interest to the entire class, it can be posted into a course management system such as D2L or MyMathLab. To view pencasts, students need only a computer with the latest version of Adobe Reader, which is a free download. The smartpen is extremely easy to use, and the instructions with the pen are easy to follow; there is additional help online if it is needed. Within a matter of minutes after receiving the smartpen, the authors had created a rough pencast.
One concern regarding the smartpen is that currently there are no editing capabilities. If you make a mistake while recording, the choice is to correct it by restating or rewriting or to start again and re-record the entire session. Because of the lack of editing capabilities, we suggest that pencasts be relatively short. You should draw any figures and write any lengthy passages before you begin to record the audio to minimize dead air time. You may also find it helpful to work from a script. If you want to highlight text and objects, you must circle or draw a box around them, so leave room to accommodate these markings. Color cannot be added unless you change the ink cartridge in the pen or add typed text or images containing color.
As online education continues to expand, providing a personal touch for students becomes more important. Smartpens can help take the "distance" out of distance learning by infusing an instructor's personality into an online class. With writing and audio linked, pencasts also provide students with additional information while providing a personal touch from an instructor. The authors of this article use smartpens in their online math classes, and students' responses are very positive. In course surveys, students indicate that the pencasts are very helpful. One student stated, "When you're not in a classroom watching an instructor on a white board, it is helpful to see the steps laid out on how to solve problems." Upon receiving a pencast from her online math instructor, another student commented that it was unexpected. She added, "I can't imagine how many students she must have at any given time and yet she took the time to do that for me."
Compared with other technologies that accomplish this type of communication, such as voice-over PowerPoints, the time and effort required for using the smartpen is substantially less, and pencasts are a cost effective way for teachers to quickly and easily assist online students. The only limitation to the ways pencasts can be created and used is in the imagination of the teacher.
References
Banikowski, A. K. (1999). Strategies to enhance memory based on brain-research. Focus on Exceptional Children, 32(2), 1-16.
Belanger, F., & Jordan, D. (2000). Evaluation and implementation of distance learning: Technologies, tools and techniques. Hershey, PA: Idea Group.
Coombs-Richardson, R. (2007). Personalizing distance learning. Kappa Delta Pi Record, 43(2), 71-75.
Czocher, J. A., Tague, J., Baker, G., & Roble, A. (2013). Successful collaboration among engineering, education, and mathematics. Retrieved from http://people.cst.cmich.edu/yelam1k/asee/ASEE_North_Central_Section/Events_fil es/papers/23.pdf
Glascoe, S. (2011, September 22). How to embed text behind a Livescribe pencast pdf. Retrieved from http://www.livescribe.com/blog/education/2011/09/22/guestblog-how-to-embed-text-behind-a-livescribe-pencast-pdf/
Livescribe Training (2012, March 31). Pencast pdf watermark. Retrieved from http://www.youtube.com/watch?v=wzFk_jnzI5s
Powers, M. F., Bright, D. R., & Bugaj, P. S. (2010). A brief report on the use of paper-based computing to supplement a pharmaceutical calculations course. Currents in Pharmacy Teaching and Learning, 2(3), 144-148.
Reupert, A., Maybery, D., Patrick, K., & Chittleborough, P. (2009). The importance of being human: Instructors' personal presence in distance programs. International Journal of Teaching and Learning in Higher Education, 21(1), 47-56.
Van Schaack, A. (2009). A review of scientific evidence demonstrating the effectiveness of smartpen technologies for improving teaching and learning. Retrieved from http://www.livescribe.com/en-us/media/pdf/education/Livescribe_K 12_Research_Support.pdf
Acknowledgment
The authors would like to thank Jennifer Wilson for creating the pencast in Figure 5. | <urn:uuid:abbbd687-ca5e-4c01-b720-1af06dfaf0a7> | CC-MAIN-2018-05 | http://www.jossr.org/wp-content/uploads/2014/10/Fisher_and_Raines_Smartpens.pdf | 2018-01-22T22:17:25Z | crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00407.warc.gz | 479,171,793 | 2,765 | eng_Latn | eng_Latn | 0.968786 | eng_Latn | 0.997941 | [
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EASTERN ARIZONA COLLEGE
Office Procedures/Office Transcription
Course Design
2018-2019
Course Information
Division
Business
Course Number
AIS 213B
Title
Office Procedures/Office Transcription
Credits
1
Developed by
Derek Rich, PhD
Lecture/Lab Ratio
1 Lecture/0 Lab
Transfer Status
ASU
NAU
UA
Non Transferable Elective Credit
Non Transferable
Activity Course
No
CIP Code
52.0400
Assessment Mode
Final Exam (45 Questions/45 Points)
Semester Taught
Fall
GE Category
None
Separate Lab
No
Awareness Course
No
Intensive Writing Course
No
Diversity and Inclusion Course No
Prerequisites
None
Educational Value
Develops skill in basic transcription methods needed to ensure the effectiveness of transcribing material. Enhances employability by developing and refining transcribing procedures, which are in high demand by the medical and legal fields.
Description
One of three office procedures modules designed to give the student real-world, hands-on experience while developing knowledge and skills necessary for work in the business office. In this module, students develop skills in the use of transcribing equipment to produce mailable documents in various business entities, including the medical, legal, government, education, and general business field. Emphasizes listening techniques, English fundamentals, proofreading, and proper formatting. Keyboarding skill necessary.
Supplies
None
Competencies and Performance Standards
1. Operate a computer program (such as Media Player) to produce transcriptions on a word processing program.
Learning objectives
What you will learn as you master the competency:
a. Operates standard media player and a word processing program.
b. Keyboards dictated words and phrases.
Performance Standards
Competence will be demonstrated:
o in the completion of transcription assignments
Criteria - Performance will be satisfactory when:
o learner practices listening to a phrase or meaningful word group, keyboards those words, and listens again before completing the first group of words
o learner analyzes what is being dictated and listens to the dictator's tone of voice as a guide to aid in correct punctuation
2. Evaluate transcriptions.
Learning objectives
What you will learn as you master the competency:
a. Accurately proofreads transcripts.
b. Produces accurate transcripts.
Performance Standards
Competence will be demonstrated:
o in the proofreading of other assigned text
Criteria - Performance will be satisfactory when:
o learner demonstrates accurate proofreading of keyed dictation
3. Produce clear, accurate documents from transcriptions, using a word processor.
Learning objectives
What you will learn as you master the competency:
a. Produces mailable correspondence from transcripts.
Performance Standards
Competence will be demonstrated:
o in the completion of assigned transcription activities
Criteria - Performance will be satisfactory when:
o learner accurately completes dictation assignments
o learner produces accurate transcripts
Types of Instruction
Online Presentation
Simulated Work Experience
Grading Information
Grading Rationale
Transcribed Documents--245 pts. (54%)
Transcription Tests--160 pts. (36%)
Final Exam--45 pts. (10%)
Total Points Possible = 450 pts.
Grading Scale
A 90-100
B 80-89
C 70-79
D 60-69
F Below 60 | <urn:uuid:61971e0a-4707-40e8-994b-d6bbc5f3e8b6> | CC-MAIN-2019-26 | http://www.eac.edu/Academics/wids/AIS213B.pdf | 2019-06-27T00:42:02Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00186.warc.gz | 228,747,013 | 698 | eng_Latn | eng_Latn | 0.742811 | eng_Latn | 0.945663 | [
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BHARATIYA VIDYA BHAVAN'S V M PUBLIC SCHOOL VADODARA
HOW TO SCORE GOOD MARKS IN ENGLISH CLASS X
Teacher-Mr Arjun Raval (English)
You will be appearing for your 10th board exams this year. Till now you have been competing with classmates but now for the first time you will be exposed to greater competition, with numerous students across the country appearing for exam. This will be your first step towards achieving the goal you have set in life. This is because the 10th board marks will be a decisive factor for most of your future endeavors.
English as a language is something that we all should fluently know as it helps in the long run when it comes to cracking interviews or simply conversing with someone who is not from our state. CBSE English is simple if you know the rules and understand the language well. Unlike, ICSE English, you do not need to learn and memorize long verses but in order to get good marks, it is really important that you have a strong base in English and that you understand the language well. Here we discuss some useful tips so that you get good marks in your Class X board exam.
Important Things to Remember:-
Here are a few tips on how to make the subject of English your strength.
Know the syllabus clearly:
English Communicative (Code No.101)
Syllabus
Class X (2017-18)
Section wise weightage in English Communicative
| Section | Skills |
|---|---|
| A | Reading Skill |
| B | Writing skill with Grammar |
| C | Literature and Extended Reading Text |
|---|---|
| | Total |
Follow your class lessons properly to cover your syllabus in a systematic manner. The class lessons are probably the first introduction of the topics to you. After coming home, revise whatever is taught in the class, as the topics will be still fresh in mind. In case of confusion, clarify with your teacher the next day.
START PREPARING EARLY
Most students tend prepare for English examination shortly before the exam date! Especially in case of 10th and 12th Board students, this statement holds true! This situation has to change. Instead of ignoring this subject, one must start preparing it early.
Doing so will have many advantages. First of all, it will reduce load. Starting early will ensure that one will be dealing with small portions of the subject. While starting preparation late, a student will have to deal with huge portion of subject in very less amount of time. This leads to unnecessary stress. And under stress, most students crack and gets depressed. This negatively affects exam preparation and leads to low marks.
Start early and you'll be able to prepare well, spot your weaknesses early on and work on them.
Solve questions: Try and solve the questions at the end of each topic and also the last ten years' papers. If you are stuck, make sure you have it resolved by the next day at the maximum. Take help from teachers and seniors, as needed.
Maintain separate notebooks for each subject: Jot down important notes and formulae that you come across during your studies. This will help before the exams as
you can just grab the subject notebook and revise the portions you want.
Highlight important points: Highlight important points and formulae on textbooks and reference books to locate them easily. Revise the points as and when you get time.
Plan your studies: Chalk out a time table for board exam preparation and allocate ample time for each subject. Choose the time that you think is best for study. It can be early in the morning or late at night. Do not allow distractions to mar your studies. Select a study space that you feel is most suitable and convenient.
Know your strengths and weaknesses: Hone your strengths but do not ignore your weaknesses. Concentrate more to improve on them. Take guidance from your teachers.
Revise Well: Do not study anything new or from a new book right before exams, as you may get confused. Revise what you have studied and glance at important notes and formulae. Make note of important formulae and keep them handy so that you can take a look at them as an when you want. Make a weekly revision plan once you have completed the entire syllabus.
Keep fit: Eat healthy and take ample rest. Make sure you are also spending some time playing and re-energizing yourself as mental health depends on physical heath too.
Section A – Reading:
Paper pattern:-
Read the passages and comprehension at least twice and remember the questions framed after the passages are always in sequence; meaning the answer to question 1 would appear before answer to question 2 in the passage.
Section B – Writing & Grammar:
Show off your language prowess in this section. Write in 'flowery' language, without losing meaning, and make use of quotes by famous authors, phrases and your rich vocabulary skills in this section to create a good impression. Be careful in the area of gap filling, editing - omission and sentence rearranging.
Section C – Literature & Extended Reading:
For this section, you need to have a thorough understanding of the stories and poems of your literature book. Make sure that you read all the chapters thoroughly. In order to answer long questions, you would need deep understanding of the chapters. Do not mug up answers or the poem. Instead read the chapter well and understand the basic concepts. Coherent and lucid answers are what the paper checkers accept.
On the Day of Your Exam:-
Reach the examination hall a little earlier. Ensure that you have the important documents such as admit card, pen, pencil, etc., with you. Locate your seat and settle down comfortably, keeping everything in place.
Read the questions carefully, as any silly mistake of understanding the question can be damaging.
After you get the question paper, spend five minutes to glance through it. It is better to solve those questions that you are more confident with, instead of wasting time with the difficult ones.
Do not waste time if you get stuck with a question. Move forward with the others. Once the easier and moderate ones are done with, attempt the relatively tougher ones if you have the time.
Revise the paper carefully, provided time permits. In order to score good marks in 10th class Boards exams, it is important to learn from the basics. You should give equal importance to all the subject areas. You can learn by writing down the most important points. This will help you during revision time. Try to practice by referring previous year CBSE question papers. This will help you to identify the areas where in you are strong and weak. You can improve further on the basis of that. You should give more weightage to those topics which carry maximum marks.
Finally Stay motivated and study hard.
Exams are beautiful things it helps us to grow and push ourselves so that we can achieve our greatness. You are so close to the finish line. Just keep pushing, keep studying, keep reading and keep working hard. All the studying you are doing will be worth it in the end! Good Luck! Believe in yourself and I know you will make your parents, teachers and Bhartiya Vidya Bhavan's feel proud definitely. | <urn:uuid:86d01400-ca15-48d0-8ebd-ccdfcaba5e51> | CC-MAIN-2019-26 | https://www.bhavansbaroda.org/fxconsult1/userfiles/ENGLISH%20CLASS%20X_PREPRATION.pdf | 2019-06-27T00:31:28Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00184.warc.gz | 674,333,996 | 1,540 | eng_Latn | eng_Latn | 0.998276 | eng_Latn | 0.998925 | [
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2017 Upper Potomac River Smallmouth Bass Summary
Smallmouth bass are one of the most popular sportfish targeted by anglers on the upper Potomac River. Often considered one of the hardest fighting freshwater fish, smallmouth bass can be found throughout the river and its larger tributaries. The Maryland Department of Natural Resources, Freshwater Fisheries Program monitors the condition of the smallmouth bass fishery through a combination of juvenile, adult, and angler surveys.
Reproduction
Assessing the number of new fish entering the population is a key factor for the smallmouth bass fishery. Natural reproduction of smallmouth bass is monitored through summer shoreline seine surveys targeting juvenile fish. Monitoring stations from Paw Paw, WV downstream to Dam 2 (Seneca) have been sampled annually since 1975. The average number of young-of-year (YOY) smallmouth bass from these seine surveys are used as an index of recruitment for that particular year-class. Recruitment index scores have been down for both 2017 and 2016. The 2017 recruitment score of 0.4 juvenile smallmouth bass/seine haul was below the long-term (1975-2017) median score of 1.1 smallmouth bass/seine haul (Figure 1). High flow events in May have been linked to lower recruitment index scores. High river flows either during or shortly after smallmouth bass spawning will negatively impact that year's juvenile recruitment. Upper Potomac River flows for May 2017 were well above the long-term average and were probably a major cause of the low recruitment index score. Stronger year-classes observed in the 2015, 2012 and 2011 index scores have helped maintain a productive adult population in the river.
Median young-of-year
per seine haul (1975-2017)
Figure 1. Average yearly smallmouth bass recruitment score (young-of-year/seine haul) for upper the Potomac River (1975-2017)
Juvenile smallmouth bass (left); conducting a shoreline seine survey (right)
Fall Electrofishing Survey
The adult smallmouth bass population is assessed during annual fall boat electrofishing surveys. 10 stations were sampled from Little Orleans downstream to Edwards Ferry to gather data on smallmouth bass size distribution and abundances. A total of 618 smallmouth bass were collected during 7.1 hours electrofishing effort. The average length of adult smallmouth bass collected was 11.1 inches. Several fish greater than >18 inches were collected including a 22 inch smallmouth bass from the Shepherdstown section of the river (see photo below). This is one of the largest smallmouth bass sampled by the department during the course of these surveys. In general, upper river stations (Little Orleans to McCoys Ferry) had a high abundances of bass 8-12 inches in size (Figure 2). The middle river section (Williamsport to Harpers Ferry) had good numbers of smallmouth bass in the 10-14 inch range and the lower river section (Brunswick to Edwards Ferry) had bass with an average length of 11.2 inches and 10 percent of the sample >15 inches.
Twenty-two inch smallmouth bass collected in boat electrofishing sample from Shepherdstown section of upper Potomac River
Trends in smallmouth bass abundance are assessed using boat electrofishing catch rates (number of bass/hour). An estimate of relative population abundance, a high electrofishing catch rate indicates a large population size. A low electrofishing catch rate indicates a small population size. The average catch rate for smallmouth bass >11 inches in the upper Potomac River for 2017 was 39 fish/hr (Figure 2). This is above the long-term median (1988-2017) catch rate of 23 fish/hr. The average catch rate for smallmouth bass >14 inches was 14 fish/hr, well above the long-term median value of 6 fish/hr. When examined by river section, the highest smallmouth bass electrofishing catch rates (fish >11 inches/hr) were in the middle section (Williamsport to Harpers Ferry) with an average of 54 fish/hr. The upper river section (Little Orleans to McCoys Ferry) had an average catch rate of 40 fish/hr and the lower river section (Brunswick to Edwards Ferry) had an average catch rate of 21 fish/hr.
Nineteen inch smallmouth bass collected from Edwards Ferry section of upper Potomac River
Another useful measure of smallmouth bass abundance comes from catch data submitted from bass tournaments conducted on the upper Potomac River. As part of the tournament permitting process, organizers are required to submit information such as total number of bass caught, number of participants, and hours on the water to the department. This information can be used to generate tournament angler catch rates. For 2017, 11 bass tournaments were conducted on the upper Potomac River with an average catch rate of 0.16 bass >12 inches/hr. This exactly matches the long-term (2010-2017) bass tournament catch rate of 0.16 bass >12 inches/hr. It is interesting to note that when average annual bass tournament catch rates are plotted with department fall boat electrofishing catch rates, they have similar patterns over time (Figure 4). An increase or decrease in bass tournament catch rate (bass >12 inches/hr) for a given year is matched by the same response in department fall boat electrofishing catch rate (bass >12 inches/hr).
All of the information collected and gathered by the Freshwater Fisheries Program is used to help assess and manage the multiple fisheries on the upper Potomac River. Based on 2017 results, smallmouth bass fishing for 2018 should remain good with catchable size fish being plentiful throughout the river.
Smallmouth bass regulations in Maryland
- Minimum Size – 12 inches
- Season – Closed March 1–June 15 (Catch and Release is permitted at all times)
- Creel Limit – 5
- Catch-and-Return Bass Fishing Area – Dam 2 (Seneca Breaks) upstream to mouth of the Monocacy River
For more information of question regarding the upper Potomac River fisheries, please contact Michael Kashiwagi (firstname.lastname@example.org). | <urn:uuid:f6c76675-21cf-4186-b87a-05f9c2771ca3> | CC-MAIN-2019-26 | http://dnr.maryland.gov/fisheries/Documents/2017_SmallmouthBass_Summary.pdf | 2019-06-27T00:26:05Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00191.warc.gz | 46,735,516 | 1,305 | eng_Latn | eng_Latn | 0.974567 | eng_Latn | 0.991041 | [
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Half Past Bedtime Bashford H H
telling time – o'clock and half past - 3p learning - telling time – o'clock and half past 1 2 draw a line to connect each of these clocks to the matching times: 3 draw the hour and minute hands on each clock to show the correct time: 4 o'clock half past 10 5 o'clock 1 o'clock half past 2 half past 3 7 o'clock half past 8 half past 9 the hour hand is _____. it shows the _____. the minute hand is _____. it shows how many minutes ... let them stay up past bedtime - emirates - let them stay up past bedtime kids fly half-price, get free meals and accommodation and everyone gets great discounts and more. emirates hello tomorrow name: date: reading o'clock and half-past times - talk with your child about the times at which everyday events take place, for example, bedtime at 7 o'clock, or dinnertime at half past 5. ask your child to draw pictures of two different events from time & elapsed time (nearest five minutes) - title: grade 2 time word problems - 5 minute increments author: k5 learning subject: grade 2 time word problem worksheets keywords: grade 2 time problems telling time and elapsed time complete the times with the correct missing words - © macmillan publishers ltd 2005 downloaded from the vocabulary section in onestopenglish complete the times with the correct missing words: in, on, at dominoes - prepositions of time - bedtime on a minute at tuesday in half past two on 1969 at 14th february in midday on summer at new year's eve in 7 o'clock on may at . written by paul adams for teach-this ©2012. title: in, on, at dominoes - prepositions of time subject: in this teaching activity, students are divided into pairs and given a set of dominoes. keywords : matching activity, elementary, prepositions, esl ... prepositions of time answers - learnenglish kids - prepositions of time – answers 1. read and find. find the prepositions and write them in the boxes. today is my birthday! i was born in 2005, on the 7th of july, at 2 o'clock in it's about time - the curriculum corner - problem solving 1 chaleen went to the park at 4:00. she stayed for one hour. what time did she leave? keller went to the movies at 1:00. the movie was two hours long. unit 1 homes and habits - cambridge university press - 8 unit 1 unit 1 homes and habits starting off 1 with a partner, look at the two pictures and the photo of julia. which do you think is her room? why? year 3 | summer term | week 4 to 6 - children tell the time to the nearest 5 minutes on an analogue clock. they focus on the language of "past" and "to", and will recognise and use roman numerals on a clock face. center for effective parenting - allowed to stay up a half hour past bedtime. prizes can be awarded daily or weekly. for younger children, it is probably best to have daily rewards. for older children, rewards can be given weekly. once children are consistently doing their chores, the reward/chart system can be discontinued. *provide logical consequences. instead of, or in addition to, a reward/chart system, parents can apply ... year 2 maths - burlingtoningstonh - past and quarter to times (e.g. half past 7 in the morning is time to get up, 9 o'clock is school, 12 o'clock midday is lunchtime, half past 7 in the evening is the diary of a voyage across atlantic in the year 1855. - until bedtime. april lst - got up at half past five expecting to leave gravesend about 10 o'clock but at 7 the owner came on board and ordered the anchor to be got up at once. the tug boat came along side and at 8 o'clock we were off. the scenery being to quite new it had a good deal of interest. it was a lovely day but not like the quiet sabbath i had been accustomed to, the work of the ... telling time - the curriculum corner - write the room. record the time the digital clock says. draw the hands to match.
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page 2 / 2 | <urn:uuid:f5c73e3e-423e-4273-8ea7-603d319aae77> | CC-MAIN-2019-26 | https://recyclenb.ca/-half-past-bedtime-bashford-h-h.pdf | 2019-06-27T00:39:58Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00188.warc.gz | 563,283,957 | 2,457 | eng_Latn | eng_Latn | 0.890666 | eng_Latn | 0.977611 | [
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19 January 2016
Dear Parent/Carer,
Our Lady's Catholic College is committed to educating young people about internet safety and healthy relationships. We know it is crucial to alert them to the risks of exploitative relationships, and ensure they know where to get help if they need it.
As part of teaching your child about internet safety and healthy relationships, they may view and discuss a film called Exploited, or other internet safety films, which has been produced by CEOP. CEOP is part of the National Crime Agency, and its role is to protect children from sexual exploitation and abuse.
The film aims to help young people learn:
* That in a good relationship, both people want what's best for each other.
* That some people make young people feel special (e.g. giving them gifts or paying them compliments) in order to gain control over them.
* That some people make you think they are your friend, boyfriend or girlfriend, but really they are using you e.g. for money, status or sex.
* That some people use pressure and threats to try to gain control over others.
* How to tell when a situation is unsafe, and set boundaries about what you do and don't want to do.
* How to tell if someone wants a relationship with you for the right or wrong reasons.
* That there are many people who can support you if you feel at risk, including teachers, parents/carers, and organisations like CEOP and Childline.
Please note: films and resources will be shown/used that are age/content appropriate
Help keep your child safe from exploitative relationships
As a parent/carer, you have a vital part to play in helping your child stay safe in relationships. We would encourage you to discuss this film and its key messages with your child to keep them safer in future.
Conversation starters
- Emphasise that if someone is treated badly in a friendship or relationship, it is NEVER their fault.
- Ask your child what they thought of the film and what they thought its main messages were.
- Tell them that they can always talk to you about any worries they have.
For more support with helping your child stay safe in relationships, sex and the internet, visit CEOP's website: www.thinkuknow.co.uk/parents.
If you are concerned about your child's safety...
If you are worried that your child is in a harmful relationship, please consider contacting their Pastoral Leader, Pastoral Support Officer or Mrs Loxam, Head of Pastoral at Our Lady's to share your concerns.
If your child is at direct risk of being sexually exploited, you should report this to the police, or report to CEOP by visiting thinkuknow.co.uk and clicking on the ClickCEOP button, pictured.
Our Lady's Support on Internet Safety
Internet Safety lessons start on Monday 1 February and will run until Friday 12 February. Assemblies will be led and lessons taught by teachers who are CEOP trained. Please keep up to date with advice from Internet Safety Week on our website www.olcc.lancs.sch.uk/ and 'Like' the new Digital Leaders Facebook page.
Miss Bell is our E-Safety officer and is leading Internet Safety Week. If you have any questions feel free to email her on firstname.lastname@example.org
Yours sincerely, | <urn:uuid:8502e0bd-a214-47d2-8e1d-36325f7a1422> | CC-MAIN-2019-26 | https://www.olcc.lancs.sch.uk/_site/data/files/6932FB18B7F6452FDD2CB4427216B280.pdf | 2019-06-27T00:31:38Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00188.warc.gz | 834,601,051 | 679 | eng_Latn | eng_Latn | 0.99877 | eng_Latn | 0.99877 | [
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Volume: 06 Issue: 05 | May 2019www.irjet.net p-ISSN: 2395-0072
PREVENTION OF SALT WATER INTRUSION TO COASTAL AREA WELLS BY BIOMATERIAL LINING
Anju M 1 , Chinnamma M A 2
1M. Tech Student, Department of Civil Engineering, Malabar College of Engineering and Technology Desamangalam, Thrissur, Kerala, India
2Professor, Department of Civil Engineering, Malabar College of Engineering and Technology Desamangalam, Thrissur, Kerala, India
---------------------------------------------------------------------***---------------------------------------------------------------------
Abstract - Next to air, the most important requirement for human to existence is water, which is the gift of nature, the demand for drinking water and other purpose are increasing day by day. So we have to protect fresh water source. There is entry of salt water into coastal areas and other fresh water system. It will appreciable to prevent salinity from saltwater like sea water enter into the fresh water system .In my project salt water intrusion into fresh well water has been tried to arrest by biomaterials lining. Coconut shell Activated Charcoal(CSAC) and Bentonite clay(BC) powder selected as lining material. The effect of different parameters such as contact time, mix proportion and pH were studied. Various mixing proportion were studied and it was observed that 1 part bentonite clay: 1.5part coconut shell activated carbon: 1 part Sand is better proportion for lining material. An additional inner layer of coconut shell Activated carbon of thickness 20mm is provided to prevent salt intrusion. Prevention of leachate entry of salt water to fresh water system is obtained above 85%.The above proposed protection lining system is seem to be more effective and affordable to low income groups facing freshwater scarcity due to intrusion of salt water especially in coastal regions.
are commonly defined as the interface or transition areas between land and sea, including large inland lakes. In coastal region max salt water present. Many of the world's major cities are located in coastal areas, and a large portion of economic activities. At present, about 1.2 billion people live in coastal areas globally, and day by day increasing population. Saltwater intrusion from Sea water into coastal freshwater wells has to be monitored, arrested and managed for water conservation.
Key Words: Bentonite Clay, Coconut Shell Activated Carbon, Salinity, Salt Water Intrusion
1.INTRODUCTION
Next to air, the most important requirement for human to existance is water, which is the gift of nature. With growing population, the demand for drinking water is increasing day by day and hence preventive measures are to be taken to prevent the pollution and contamination by various minerals. 70% of Earth's surface is water of which 97.5% is salt water and 2.5% is freshwater. Less than 1% of this 2.5% amount of freshwater is accessible the majority is frozen in ice caps or exists as soil moisture.
Almost two thirds of the world's population lives within 400 km of the ocean shoreline; Most of these coastal regions rely upon groundwater as their main source of fresh water for domestic and agricultural purposes. As the world's population continues to grow at an alarming rate and fresh water supplies are constantly being depleted. Coastal areas
Various conventional methods used for the removal of chloride Electro chemical method, Desalination process etc. Providing people with safe drinking water is a human need of universal relevance. Therefore, efficient but affordable technologies are needed as the communities in need (small municipalities and villages) are characterized by their lowincome. Various technologies for safe drinking water provision are available but they are either cost intensive or not applicable without electricity and require frequent maintenance and replacement of filter media. Therefore, saltwater intrusion should be prevented or at least controlled to protect groundwater resources. Recently, considerable attention has been focused on models to study the control of saltwater intrusion in order to protect local groundwater. Various models have been developed to investigate saltwater intrusion.
2. MATERIALS AND METHODS
The main material used in this project are activated charcoal from coconut shell and Bentonite clay is used as the lining material to control and prevent salt water intrusion into coastal area wells.
2.1 Activated Charcoal from Coconut Shell
Green Coconut Shells were collected from nearby and then cut into small pieces, by using harmer or heavy tools followed by washing with simple tap water for removal of dust adhere to it. Then it was dried in the sunlight for 7-15 days. Dried materials were kept inside the furnace at 150°C for 24 hours for removal of moisture and other volatile impurities. After that it was crushed with a locally made crusher and sieved to 300-700 μm size range. Chemical activation of powdered Coconut shell was done by soaking
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powdered coconut shell in 1 part calcium chloride and 3 part Distilled water solution for 24 hours and washed it thoroughly and heated in 150 0 C for 1 hour. Activated carbon is a form of carbon species that is processed and prepared to have high porosity and very large surface area available for adsorption shown in fig-1.
2.2 Bentonite Clay
Bentonite clay provides a great medium as a detoxification treatment, because it is safe and highly effective. Clay has an alkaline pH and high negative ionic charge that act as powerful antioxidants. These attributes allow bentonite clay to help alkalize the body and pull toxic pathogens and environmental toxins out of the body cleanly.Clay are a grouping of super charged minerals that are lying inert. They get their negative electromagnetic charge from the thermodynamic heat that created the clay many years earlier. When combined with water, the clay gains strength and energizes the body. It also has the ability to absorb an enormous amount of toxins as a sponge-like magnet and carry them out of the body. It is buying from chemical store.
2.3 Experimental Set Up
The next step involved the planning and designing of the experimental set up using 4mm Acrylic sheet which would work as a filter unit for the removal of chloride from water. A preliminary set up was prepared to check the feasibility of the filter unit. A fixed-bed tank with dimensions 60 X 15 X 30 cm was fabricated with acrylic plastic. It is divided into 3
compartment. To get facility as in a well first layer is filled with 20cm height and 20 cm length as good quality liner sand which is completely free from impurities. First is filled with inert sand layer of 20 cm thickness and other is lining material and last one is 30 cm long and water is collected in this chamber and some tubing's to connect each of the units. The bed was filled with the soil upto the specified height of the tank and different dosages of the absorbent was used with varying thickness of layer as specified for each experiment.
Due to lack of Coastal area wells, Salt water directly collected from sea near Chavakkad, Thrissur District in 5L containers. Sea water collected around 2 feet from seashore and 1.5 feet depth from surface. For doing experiments water is diluted with Distilled Water. Sample water collected directly from sea and following parameters are founded and tabulated in Table1.
The various experiments were done by different concentration of CSAC and BC particles. By varying Combined Dosages of CSAC and BC the effect of dosage of liner material were found. The mix proportion of liner mix obtained as 1:1.5:3 as BC:CSAC: Sand. By varying the thickness of liner mix, the efficiency for preventing salt water intrusion was determined, by varying thickness of liner mix the chloride content decreases but not get the permissible limit. So it is decided to introduce an extra layer of CSAC layer in front of liner mix. This CSAC prepared with bigger coconut shell which is retained on 1.86 mm sieve. And varying thickness the efficiency of prevention salt water determined. The salt water was filtered experimental set up and the obtained filtrates were taken for Chloride Analysis.
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Volume: 06 Issue: 05 | May 2019www.irjet.net p-ISSN: 2395-0072
The sea water collected is directly passed through the barrier and the following observations are made and tabulated in table2 for synthetic sample and table 3 for sea water. After passing the sea water through the biomaterial barrier of total thickness 45 mm salt Content entry is prevented. And the liner is Efficient to prevent salt water intrusion more than 85%.The pH of water brought to potable limit and 665ml/min filtered water get outside through the liner of mix proportion 1:1.5:2 ,BC:CSAC:Sand respectively and thickness of liner 25mm and an additional layer of CSAC of thickness 20mm Fig-5 showing final experimental set up.
3. RESULTS AND DISCUSSIONS
The initial characteristics of sea water were found all the parameters are found above limit for Drinking Stanadards and following were obtained as shown in table 1.
Table -1: Water Quality Parameters of Sea Water
| Sl.No | Parameters | Sea water |
|---|---|---|
| 1 | pH | 8.4 |
| 2 | Turbidity(NTU) | 16 |
| 3 | TDS(mg/L) | 29300 |
| 4 | Acidity(mg/L) | 48 |
| 5 | Alkalinity(mg/L) | 190 |
| 6 | Coliform (MPN) | 944 |
| 7 | Chloride(mg/L) | 11600 |
| 8 | Total Hardness(mg/L) | 7130 |
| 9 | Sulphate(mg/L) | 2670 |
| 10 | Calcium(mg/L) | 509 |
| 11 | Magnesium(mg/L) | 1123 |
| 12 | EC(µs/cm at 250C) | 54000.0 |
| 13 | Iron(mg/L) | 0.09 |
| 14 | BOD(mg/L) | 530 |
| 15 | COD(mg/L) | 1630 |
Table -2: Reduction in chloride content for synthetic sample
| Parameters | Chloride content (mg/l) | |
|---|---|---|
| Initial | 1000 | 500 |
| After Filtration | 108 | 56.5 |
| Removal Efficiency (%) | 89.2 | 88.7 |
Chart -1: Reduction in Chloride content through final Experimental set up
Table -3: Removal Efficiency of Liner system for salt water and water quality parameters of filtered samples
| Sl. No | Parameters | Sea water | After filtration | Removal Efficiency (%) |
|---|---|---|---|---|
| 1 | pH | 8.4 | 7.1 | …… |
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| 3 | TDS(mg/L) | 29300 | 190 |
|---|---|---|---|
| 4 | Acidity(mg/L) | 48 | …… |
| 5 | Alkalinity(mg/L) | 190 | 34 |
| 6 | Coliform (MPN) | 944 | Nil |
| 7 | Chloride(mg/L) | 11600 | 244 |
| 8 | Total Hardness(mg/L) | 7130 | 210 |
| 9 | Sulphate(mg/L) | 2670 | 113 |
| 10 | Calcium(mg/L) | 509 | 47 |
| 11 | Magnesium(mg/L) | 1123 | 11.9 |
| 12 | EC (µs/cm at 250C) | 54000 | 98 |
| 13 | Iron(mg/L) | 0.09 | .01 |
| 14 | BOD(mg/L) | 530 | 1.3 |
| 15 | COD(mg/L) | 1630 | 18 |
4. CONCLUSIONS
In this project an attempt is made for preventing saltwater intrusion by using lining of biomaterial absorbents. The coconut shell Activated Charcoal and Bentonite clay powder used for this purpose. Separate Experiments by each materials has trailed. In addition combined lining process was made to test the intrusion of salt into wells.
The obtained results can be summarized as follows:
As the thickness of Biomaterial liner increases the prevention rate of saltwater also increases. The effective thickness of lining is found to be 25 mm and mixing proportion found to be 1:1.5:2 of BC:CSAC:Sand respectively. An additional layer of CSAC of thickness 20mm is provided in front of the liner mix to prevent salt intrusion. The preventive efficiency of saltwater entry into fresh water system is obtained as above 85%.
Prevention is better than treatment for the removal of salt. The above protective system for the prevention of salt water entry into wells is good method for preventing the entry of saltwater into freshwater system.
This project resulted a remediation technology for the prevention of salt water intrusion into wells, which is less costly & environment friendly. This proposed system will be affordable to low income groups especially near coastal regions facing water scarcity problems due to salt water intrusion into wells.
REFERENCES
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BIOGRAPHY
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[24] Sherif, MM, Singh, VP, (1999). "Effect of climate change on sea water intrusion in coastal aquifers." Journal of Hydrological processes, 13: 1277-1287.
[25] Todd, DK, (1974). "Salt-water intrusion and its control." Water Technology/Resources. Journal of American Water Works Association, 66(3): 180-187.
[26] You, S. H.; Tseng, D. H.; Guo, G. L.; Yang, J. J.(1999): The Potential for the Recovery and Reuse of Cooling Water in Taiwan, Resources,Conservation and Recycling, 26- 53.
Anju M received B.tech in Civil Engineering from SCMS college of engineering and technology ,Karukutty Ernakulam,in 2015 and currently pursing M.tech Environmental engineering from Malabar College of Engineering and Technology. | <urn:uuid:a731df76-8c77-47bd-bbc3-e35886af96b2> | CC-MAIN-2019-26 | https://www.irjet.net/archives/V6/i5/IRJET-V6I5429.pdf | 2019-06-27T00:30:24Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00187.warc.gz | 782,899,096 | 4,535 | eng_Latn | eng_Latn | 0.857739 | eng_Latn | 0.98195 | [
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Deciding Where to Start
Decision Matrix / Selection Matrix
Evaluating Alternative Choices
A decision matrix is a chart that allows a team or individual to systematically identify, analyse, and rate the strength of relationships between sets of information. The matrix is especially useful for looking at large numbers of decision factors and assessing each factor's relative importance.
A decision matrix can be used for multiple purposes. It may be used when trying to identify what decisions or solutions are the most viable, or it may be used to help select a problem to work on. It is frequently used during quality planning activities to select product or service features and goals and to develop process steps and weigh alternatives.
A decision matrix or selection matrix is essentially an array that presents on one axis a list of alternatives, options or solutions. These are evaluated with respect to a list of criteria which are weighted by their respective importance in the final decision. These criteria and their weights are shown on the other axis.
How to use the tool
This tool may be utilised using the COWS method as follows:
C – Criteria. Develop a hierarchy of criteria, also known as decision model. Place these on one axis.
O – Identify the options, also known as solutions or alternatives. Place these on the second axis.
W – Assign a weight to each criterion based on its importance in the final decision.
S – Rate each option on a ratio scale by assigning it a score or rating against each criterion. The score is calculated as Ratings x Weight
* The scores are then evaluated, and solutions with the highest scores are the ones that best meet the criteria.
An example is shown below.
Example of Decision or Selection Matrix Tool
| | | Alternatives | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| | | Option A | | Option B | | Option C | | Option D | |
| Criteria | Weight | Rating | Score | Rating | Score | Rating | Score | Rating | Score |
| Criterion 1 | 1 | 3 | 3 | 1 | 1 | 2 | 2 | 3 | 3 |
| Criterion 2 | 2 | 1 | 2 | 2 | 4 | 2 | 4 | 1 | 2 |
| Criterion 3 | 3 | 2 | 6 | 3 | 9 | 1 | 3 | 2 | 6 |
| Criterion 4 | 4 | 3 | 12 | 2 | 8 | 2 | 8 | 1 | 4 |
| Total | 10 | 9 | 23 | 8 | 22 | 7 | 17 | 7 | 15 |
Palliative and End of Life Care: A Blueprint for Improvement – Tools
2a | <urn:uuid:d055faef-f58c-4efe-bf7f-91fc5eaf6650> | CC-MAIN-2019-26 | https://www.aci.health.nsw.gov.au/__data/assets/pdf_file/0007/298762/Deciding_Where_to_Start.pdf | 2019-06-27T00:11:30Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00187.warc.gz | 636,989,223 | 612 | eng_Latn | eng_Latn | 0.997413 | eng_Latn | 0.997413 | [
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"Why do you want to join this initiative - what is your motivation - and why do you think public discussions about key moments in the history of American democracy are valuable to your students?"
My educational goal is to help students build skills to navigate the real world after graduation. First, do they have the interpersonal skills to hold constructive and meaningful conversations with peers and the community as a whole? Second, do they have enough situational awareness to make decisions in the moment? Third, can they find and decipher information that can help them solve problems? I believe an active and dynamic classroom with an instructor that identifies more as a facilitator of learning than an expert of content can serve as a lab for these skills, and that the Harvard Case Study method can be an on-ramp for students to fast track their skill development in a government classroom.
The Harvard Case Study pedagogical approach mirrors the experiential approach that guided my personal journey to teaching. My first teaching experiences with the curriculum at the Colorado Outdoor Education Center involved the use of several instructional strategies I've been able to apply to the walled classroom environment. The use of role playing in the field was core to the COEC method. For example, students studied the local geology of the Pikes Peak region by 'becoming' miners. Teaching staff dressed as miners, students were hooked in with a 'quartz-rush' activity, heard stories of cripple creek culture in the 1870's and concluded by digging for crystals. The design of the curriculum is based on active participation, cooperative group work and supported leadership opportunities, all of which lead to high student engagement and a unique intellectual experience. Since my work in the outdoor education field, I've been able to transfer the methods used on the trail to the classroom but have also been seeking a formal way to use the stories of history to lead student engagement. In the high school classroom, storytelling is a powerful tool. When I relate personal experiences connected to content and concepts we study all eyes are on me. To put students into the shoes of important people during key historic events in our time builds on the students' instinct to engage with the story. When students engage with the narrative they start to build their own story, and will be motivated to share that story with others. We need students who can engage with constructive discussion to solve the big problems our world faces.
The most recent pedagogical focus I've adopted in the classroom is project-based learning (PBL). PBL focuses on student-choice to increase engagement. Randy Sherer and Tom Fehrenbacker, in the book, "Hands and Minds - A guide to project based learning for teachers by teachers", describes PBL as 'an educational approach that engages educators and students in authentic work that is grounded in real-world contexts, and demands real-world solutions. Work of this nature necessarily continues for an extended period of time...pursuing a complex, challenging question.' The Harvard Case Study model has the potential to complement the PBL strategy very harmoniously. The key words for me in the Hands and Minds authors definition are 'authentic' and 'real world', which are the core components to deeper learning for high school students. I have an idea about how the Case Study and PBL methods could work hand in hand. What if students select and design their own cases based on stories from US History and Government that inspire them? PBL requires good models. I will use the models provided by the Harvard group to teach the skills, then students create their own case to be presented at an end of the year exhibition. This will require them to understand deeply not just the content but the process of learning.
Students don't communicate directly as often as they need, which hurts their ability to hold healthy discussions. Constructive discussion is key to democracy. Students need the skill to use evidence-based rationale in their discussions as argument based on opinion becomes very diluted, and often is counter-productive. The Case Study method builds a scaffold for students in the development of the use of evidence and primary sources to build their argument. However I've also witnessed a disconnect in the new age of media, especially with high school age students, in their ability to be discerning readers. How do we decide what information is true, right or valid? How can they be decent fact checkers?
The study of history helps students identify key moments in the development of our nation's character and challenges them to recognize and discuss the era in which they currently live. As I seek to constantly learn and refine my skills, I hope to be a model of life-long learning for students as they decide what problems of the future to tackle. I believe creating a classroom that is student-centered, creative and connected will help inspire them to actively participate in our democracy. | <urn:uuid:1e09c937-f4d7-4d27-a45e-44db75ab3b88> | CC-MAIN-2019-26 | https://s3.amazonaws.com/ClubExpressClubFiles/320226/documents/Chris_Tholl_Harvard_response_1687240747.pdf?AWSAccessKeyId=AKIAIB6I23VLJX7E4J7Q&Expires=1561595236&response-content-disposition=inline%3B%20filename%3DChris_Tholl_Harvard_response.pdf&Signature=hZNxV0AZDSRieEUAY5XiM3qXMSM%3D | 2019-06-27T00:22:17Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00189.warc.gz | 551,463,029 | 991 | eng_Latn | eng_Latn | 0.999094 | eng_Latn | 0.999232 | [
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TIITTLLEEICOONNNNEECCTTIIOONNSS
Kent City School District
May 2017 Volume 12, Issue 9
Parent Resource Newsletter
Three Ways to Prevent Summer Slide
WHAT PARENTS CAN DO
Many children, especially struggling readers, forget some of what they've learned or slip out of practice during the summer months. Try these strategies to help your reader improve his/her reading during the summer and beyond:
1. Six books to summer success: Research shows that reading just six books during the summer may keep a struggling reader from regressing. When choosing the six, be sure that they are just right — not too hard and not too easy. Take advantage of your local library. Ask for help selecting books that match your child's age, interests, and abilities. Libraries often run summer reading programs that motivate kids to read, so find out what's available in your area. Also check our book lists for recommendations.
2. Read something every day: Encourage your child to take advantage of every opportunity to read. Find them throughout the day:
* Morning: The newspaper - even if it is just the comics or today's weather.
* Daytime: Schedules, TV guides, magazines, online resources, etc. For example, if your daughter likes the food channel, help her look for a recipe on the network's Web site — then cook it together for more reading practice.
* Evening: End the day by having your child read to you from the book he is currently reading (one of the six books, above). Have him rehearse a paragraph, page, or chapter before reading to you. Rereading will help him be more fluent — able to read at an appropriate speed, correctly, and with nice expression.
Helping Your Child Succeed in School
Everyday Ways to Learn Math This Summer While Having Fun
ath is everywhere, and not just in
M
the classroom. Summer is a great time to learn how math relates to
the real world. It's more than just addition and subtraction worksheets—
it's everywhere you look. Keep your
child learning this summer with this fun way to find
math in the everyday.
Lemonade Stand
A lemonade stand is the classic summertime activity for kids, and math is needed to keep it up and running! Younger kids can work on their measuring and moneycounting by mixing the lemonade and making change for customers. Older kids can be in charge of setting the price by determining the cost per serving and setting a profit margin.
By using these math skills, your kids will have a successful business serving thirsty consumers all summer long!
Resource: by Lindsay Hutton; Read more on FamilyEducation:
http://school.familyeducation.com/summer- learning/math/70200.htmlcommunity classmates.
Did You Know ?
3. Keep reading aloud: Reading aloud benefits all children and teens, especially those who struggle. One benefit is that you can read books your child can't, so she will build listening comprehension skills with grade-level and above books. This will increase her knowledge and expand her experience with text, so that she will do better when she reads on her own.
It's hard to keep up a reading routine in a season packed with distractions and diversions. These suggestions will fit into a busy schedule and make reading fun!
Resource: Scholastics.com
Thinking of Summer Vacation?
Summer's popularity can be found in the absence of school, long hot days, swimming pools, barbecues, and much more. After months of cold winter months and wet spring rains, summer time invites everyone to go outside and enjoy the weather.
The top 5 most popular Summer Vacation Activities in the United States are 1. shopping (54 %), 2. visiting historical sites (49 %), 3. swimming/water sports (49 %), 4. going to a park or national park (46 %), and 5. sightseeing tours (46 %).
Summer camps are also a popular destination for school age children, combining child care with structured outdoor activities.
No matter what your summer choice…we hope you enjoy it.
Ideas for Parents
Top 10 Ways to Have Fun with Your Kids this Summer
Summer is a great time to reconnect with your kids and create those lasting memories you'll cherish for a lifetime. Not sure what to do or where to get started? Try these fun activities.
1. Rate the Parks in Your Area. Check out the free parks in your area. Together, map out the parks you plan to visit and create a system for ranking them. Then, create a schedule for visiting each park this summer. This is a great activity because it costs nothing and gives your child something to look forward to each week.
2. Read books together. Kids of all ages love being read to! It's an activity that requires our attention and our time – two of the things our kids crave! Depending on your child's age and interests, you might pick a certain theme or author to focus on this summer. This is also a great way to get to know your child better and share one another's interests.
3. Take Regular Walks. Or bike rides...or scooter rides...This is another great way to spend time together. It allows you to take in the scenery, set aside the concerns of the day, and be present with one another.
4. Play in the Water Together. Whether you're playing in the sprinkler or your community pool, being in the water feels great. It reduces tension and provides a great opportunity to laugh and play together.
5. Visit a Museum Together. At least once this summer, visit a local museum. Why? First, taking the time to visit a place of learning together demonstrates the value you place on education. And, second, it gives your child a wonderful opportunity to tell you what he or she knows about history and the arts!
6. Visit a Petting Zoo Together. Most children enjoy visiting a petting zoo and touching the animals. It's a special activity for you to enjoy together because it gives your child an opportunity to "be brave" in your presence! Just remember to use the antibacterial hand gel or good old soap and water on your way out!
7. Share an Ice Cream Treat! Summer is a great time to enjoy ice cream! Cool off together during those hot summer days.
8. Share Your Artistic Talents. Art is a wonderful way to express our feelings and have fun at the same time. Whether you're simply drawing outdoors with sidewalk chalk or creating a family collage of your favorite things, or photographs of your summer activities; sharing yourself through art is a great way to deepen your relationship with your children.
9. Cook Together. Cooking is a fun and simple way to spend time with one another. Whether you're making spaghetti sauce with fresh tomatoes or mixing up a box of brownies, time together in the kitchen is a collection of moments your child will recall fondly. It's time to talk, to share, and to simply be together.
10. Write to One Another. Is there a time this summer when you'll be apart from one another? Maybe it's for a day or a month. In any case, use the opportunity to write a short letter to your child about how your time together means to you. Even a few short sentences will be a sacred treasure to your child!
Resource: By Jennifer Wolf, About.com Guide
This is our last Title I This is our last Title I
Connection newsletter for
Connection newsletter for
Connection newsletter for Connection newsletter for
the 201 the 2016666----201 201 2017777 School Year. School Year. School Year. We hope you enjoyed reading We hope you enjoyed reading
it as well as found it helpful. We also would like it as well as found it helpful. We also would like it as well as found it helpful. We also would like
to wish you a Safe and Happy Summer. We are aaaalready looking forward to the start of the next lready looking forward to the start of the next school year....
The Title I Staff The Title I Staff The Title I Staff ☺
Kids' Corner
Mother's Day is a holiday celebrated annually as a tribute to all mothers and motherhood. It is celebrated on various dates in many parts of the world, however; in the United States, we celebrate it on May 14 th , this year.
Honor your mother, step-mother, grandmother or aunt with a homemade card from the heart. Mothers are sure to flip for these kid-made cards.
Directions:
1. Fold a 9" x 12" sheet of construction paper in half lengthwise.
2. Write "Mother, May I..." at the top and draw a special picture for your mother below.
3. Then cut the top layer of the paper from the edge to the fold to make five equal-size flaps.
4. To complete the project, add a second sheet of paper folded underneath and write under each flap a different task that you could do to help your mother.
5. Invite Mom to open a different flap every day until all tasks are completed.
Here are our 201 Here are our 2016666----201 201 2017777 Title I Contacts Title I Contacts Title I Contacts for for our Title our Title our Title I Program at your school: I Program at your school:
Literacy Coach; Mrs. Rachel Yohn:
Davey School (330-676-7409)
Longcoy School (330-676-8379)
Literacy Coach, Mrs. Kristin Garner:
Holden School (330-676-8400)
Walls School (330-676-8300)
Parent Involvement Coordinator,
Ms. Pam Bose: All Schools (330-676-7425)
Federal Grants Coordinator, Mrs. Karen Rumley Director of Instructional Program: All Schools (330-676-7600)
,
Parents plus Schools equals Success | <urn:uuid:a959bd21-ceaf-4892-9c2c-8ed08418b741> | CC-MAIN-2019-26 | http://www.kentschools.net/files/2009/08/Parent-Involvement-Newsletter-17-5.pdf | 2019-06-27T00:11:40Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00193.warc.gz | 262,361,929 | 2,069 | eng_Latn | eng_Latn | 0.998615 | eng_Latn | 0.998661 | [
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Rosanne Pugh
KU Ourimbah Preschool and Children's Centre, NSW
Rosanne has 34 years of teaching experience. These years have influenced her philosophy of the teaching-learning process. She believes that teaching can build selfbelief in children and widen the way grownups understand children.
She approaches teaching by accompanying children in projects that build knowledge by probing their theories and becoming a 'co-conspirator' in exploring and learning together. Rosanne says she values children as capable citizens, and makes sure that her respect for them is felt and seen in the ways in which grownups are known and heard, acknowledged, welcomed and cherished.
She is proud to be associated with her children's latest project—drawing up an alternative bio-topic map of the Ourimbah Campus of the University of Newcastle, where her preschool and children's centre is located. The map has been admired for its artistry, which depicts their relationship with the landscape and concerns for wildlife and has since been commissioned for the Parent Room in the campus library.
Rosanne is a strong advocate of early education, calling it "an investment that pays back generously to society". She calls the early childhood stage 'a fascinating arena' that crosses the boundaries of science, human development, social policy, economics and politics.
Rosanne is deeply interested in contributing to Australian research on how 'education for sustainability' benefits child outcomes, positively influencing children's physical, mental and emotional development so that children are stronger and more agile, happier and less anxious and more considered and caring citizens. | <urn:uuid:082eae32-46ec-4dff-b964-b2113980fb00> | CC-MAIN-2019-26 | https://www.asg.com.au/doc/default-source/NEiTA/neita-2018-award-winners/rosanne-pugh_hi-res.pdf?sfvrsn=2 | 2019-06-27T01:17:46Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00194.warc.gz | 646,392,715 | 308 | eng_Latn | eng_Latn | 0.998431 | eng_Latn | 0.998687 | [
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Sodium Reduction in Communities
Eating too much sodium (salt) can cause high blood pressure. High blood pressure (hypertension) increases the risk of heart disease and stroke. Your body only needs a small amount of sodium to work properly; too much sodium is bad for your health. Heart disease and stroke are the first and fifth leading causes of death in the United States. (https://www.cdc.gov/heartdisease/ )
The Sodium Reduction in Communities Program is working with early childhood centers and higher education institutions to reduce the amount of sodium in the foods that are served. Modifying the way young people eat today will improve their health later.
Reducing Sodium in Children's and Young Adults Diets
Nearly 9 in 10 US children eat more sodium than recommended, and about 1 in 9 children has raised blood pressure, which is a major risk factor for
heart disease and stroke. (http://www.heart.org/HEARTORG/ ). Lowering sodium in children's diets today may help prevent heart disease tomorrow. Small changes now can make a big impact on our future health.
Most of the sodium that we eat is in the form of salt and is in many processed and restaurant foods. It is important for you to pay attention to food labels when shopping and dining out.
Look for low sodium foods when you are food shopping:
- Buy fresh, frozen (no sauce), or no salt added canned vegetables.
- Use fresh poultry and lean meat, rather than canned or processed meats.
- Buy low sodium, lower sodium, reduced sodium, or no salt added versions.
- Limit your use of sauces, mixes, and "instant" products, including flavored rice and ready-made pasta (because they are often high in salt).
- Compare Nutrition Facts labels on food packages for Percent Daily Value (%DV) or amount of sodium in milligrams and choose foods with lower sodium content.
Look for low sodium foods when you are dining out:
- Check online for nutritional information before you eat at a restaurant.
- Ask your server for information about the amount of sodium in your selection. Sometimes this information is printed on the menu.
- Request that no salt be added to your food.
- Beware of hidden sources of sodium such as sauces and dressings, and ask for these toppings on the side.
Source: Center for Disease Control and Prevention
January 2017 | <urn:uuid:d0849c87-b2c0-4802-91e7-dfd66c9be202> | CC-MAIN-2019-26 | https://healthyliving.ongov.net/wp-content/uploads/2019/04/Sodium-web-page.pdf | 2019-06-27T00:19:15Z | crawl-data/CC-MAIN-2019-26/segments/1560628000609.90/warc/CC-MAIN-20190626234958-20190627020958-00192.warc.gz | 450,304,444 | 484 | eng_Latn | eng_Latn | 0.997621 | eng_Latn | 0.997621 | [
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Did you know...
Sauerkraut, German for "sour herb" or "sour cabbage," actually originated in China. It was introduced to Eastern Europe, and has become most associated with German cooking.
During preparation, proper sanitation practices must be followed to prevent contamination by spoilage or harmful microorganisms. This includes proper hand washing as well as using clean equipment, utensils, and surfaces throughout all preparation steps.
Understanding and Making Sauerkraut
What is Sauerkraut?
Sauerkraut is a naturally fermented cabbage product made with cabbage and salt. It is most commonly used as a condiment, but can also be used in recipes—from main dishes to desserts. Sauerkraut is a source of dietary fiber and vitamin C and when consumed raw (has not been heat treated), it is known to be rich in healthful bacteria.
How is sauerkraut made?
The bacteria needed for fermentation are on the cabbage; a starter culture is unnecessary. The fermenting bacteria convert carbohydrates in the cabbage to lactic acid, which creates the sour taste, and carbon dioxide, which produces the bubbles seen in the first few days of fermentation
Ingredients:
Cabbage, red and/or green: Start with fresh, whole cabbage to limit contamination. Seasonal variations may impact cabbage size and quality.
The bacteria needed for fermentation are on the cabbage; a starter culture is unnecessary.
Salt: Use non—iodized salt with no added anti—caking agents for best quality. Salt helps form the brine and acts as a preservative. Salt causes the cabbage cells to release fermentable sugars and inhibits growth of undesirable yeasts, molds, and bacteria. The bacteria needed for safe fermentation tolerate higher concentrations of salt.
© Colorado State University Extension. 2020
Quick Facts The best way to determine the amount of salt to use is to weigh the cabbage and calculate 2—2.5% salt by weight— approximately 3 Tbsp. of salt per 5 pounds of shredded cabbage.
Equipment:
Shredding equipment. Any of the following can be used: large sharp knife and cutting board, food processor, mandolin, or kraut cutter.
Kitchen scale. Use to weigh prepared cabbage.
Measuring spoons.
Large mixing container. Use a non— reactive bowl or container, such as glass, food—grade plastic, or stainless steel.
Food—grade fermenting container(s). Use clean ceramic crocks, wide—mouth glass jars, or plastic buckets that will hold the amount of sauerkraut being prepared. Do NOT use metal or containers with cracks or chips.
Cover and weight. Choose one of the following to keep cabbage submerged under the brine and away from oxygen: a commercially made airlock system; a brine—filled food—grade plastic bag; a plate that fits inside the container; or plastic wrap smoothed over the top and along sides of container. (A plate or plastic wrap may need to be weighed down—use a clean weight such as a small jar or brine—filled food—grade plastic bag.) For a brine —filled bag, dissolve 6 Tbsp. salt in 1 gallon boiled water. Cool before using.
foodsmartcolorado.colostate.edu/
Lid or cloth. Secure a clean fine—weave towel, paper coffee filter, or non—airtight plastic container lid over container to limit contamination from dust, insects, and undesirable microorganisms.
Wooden tamper (optional).
Food—grade plastic disposable or reusable gloves (optional).
During preparation, proper sanitation practices must be followed to prevent contamination by spoilage or harmful microorganisms. This includes proper hand washing as well as using clean equipment, utensils, and surfaces throughout all preparation steps.
Ingredients: (to make about 1 gallon of sauerkraut)
1—3 heads cabbage, to total 5 pounds when clean/trimmed/shredded
3 Tbsp. salt (non—iodized, no added anti—caking agents)
Procedure:
1. Prepare cabbage:
1. Discard outer leaves, then rinse heads under cold water and drain.
2. Cut away any spoiled or damaged spots, then cut heads into quarters and remove core from each quarter.
3. Slice or shred cabbage into uniformly—sized pieces. This increases surface area and releases natural sugars for efficient fermentation.
2. Salt cabbage:
1. Layer cabbage with salt in large mixing container.
2. Using clean hands (and gloves, if desired) thoroughly mix cabbage and salt.
3. Allow salted cabbage to sit 5—10 minutes to begin wilting and pulling out juices.
4. Using clean hands, massage vigorously, pressing down on the chopped cabbage until it gets soft and a large amount of juice is drawn out of the cabbage. The juice, along with salt, will help form the brine used to cover the cabbage. 5. Create enough brine to cover the sauerkraut by
at least one inch once packed.
3. Pack container:
1. Using clean hands or optional tamper, pack a handful of the cabbage into the fermenting container(s). Pack it down as tightly as you can to minimize air bubbles. Repeat this procedure, layer by layer, continuing to draw out brine, until cabbage is about 2—4 inches from the top of the container.
2. Pour remaining brine over cabbage and make sure cabbage is completely covered with at least 1 inch of brine. Keep at least 1 inch of air space above brine. If there is not enough brine from the cabbage, add boiled and cooled brine as needed (1 1/2 Tbsp. non—iodized salt to 1 quart of water).
3. Cover and weigh down the cabbage using a method listed under 'Equipment.'
4. Ferment:
1. Place packed container on a tray or plate to catch liquid that may leak out during fermentation due to carbon dioxide bubbling. If liquid leaks out, do NOT pour leaked juice back in, but clean immediately to limit potential contaminants.
2. Place container in a well—ventilated location (it will have a sour odor) with a relatively constant temperature of 68—72°F, for about 7—14 days. Sauerkraut will ferment faster in warmer temperatures and slower in cooler temperatures.
3. After bubbling stops (usually about 2—3 days) check that the cabbage is fully submerged under brine. If needed, with clean hands, push cabbage down to draw out more brine. If there is not enough brine to cover the cabbage, stop fermenting at room temperature and refrigerate.
4. A white or pink yeast scum can appear on the surface at any point in the sauerkraut fermentation process which can be removed and discarded. The sauerkraut below is still edible. 5. Sample the sauerkraut after about 7 days, store or continue fermenting, as desired.
5. Store:
1. Sauerkraut is perishable but can store long— term if maintained safely. Oxygen exposure, contamination from handling, or warm temperatures will decrease the safety and quality of the product.
1. In jars: Remove cover and weight, tighten lid, wipe the outside of the jar, and store airtight in refrigerator.
2. In crock or bucket: If the surface of the sauerkraut is not exposed to air, it can be stored in a cool storage area. Keep covered and weighted down after removing portions. A small amount of spoilage may occur and can be skimmed off.
6. Enjoy!
Serve sauerkraut with brats or in a Reuben sandwich, or use it to add crunch and a unique flavor to other sandwiches, salads, entrées or desserts, such as chocolate sauerkraut cake! | <urn:uuid:39215fc2-a929-4bd2-8a23-ff7be6502bb2> | CC-MAIN-2022-33 | https://foodsmartcolorado.colostate.edu/wp-content/uploads/2020/12/Understanding-and-Making-Sauerkraut_PDF-1.pdf | 2022-08-10T20:49:19+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00464.warc.gz | 246,450,259 | 1,600 | eng_Latn | eng_Latn | 0.998116 | eng_Latn | 0.997986 | [
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Devon Partnership
NHS Trust
1. Connect...
With the people around you
With family, friends, colleagues and neighbours
At home, work, school or in your local community
Think of these as the cornerstones of your life and invest time in developing them
Building these connections will support and enrich you every day
A review of the most up-to-date evidence suggests that building the following five actions into our day-to-day lives is important for wellbeing:
1. Connect...
With the people around you. With family, friends, colleagues and neighbours. At home, work, school or in your local community. Think of these as the cornerstones of your life and invest time in developing them. Building these connections will support and enrich you every day.
2. keep Learning...
Try something new. Rediscover an old interest. Sign up for that course. Take on a different responsibility at work. Fix a bike. Learn to play an instrument or how to cook your favourite food. Set a challenge you will enjoy achieving. Learning new things will make you more confident as well as being fun.
3. be Active...
Go for a walk or run. Step outside. Cycle. Play a game. Garden. Dance. Exercising makes you feel good. Most importantly, discover a physical activity you enjoy and that suits your level of mobility and fitness.
4. take Notice...
Be curious. Catch sight of the beautiful. Remark on the unusual. Notice the changing seasons. Savour the moment, whether you are walking to work, eating lunch or talking to friends. Be aware of the world around you and what you are feeling. Reflecting on your experiences will help you appreciate what matters to you.
5. Give...
Do something nice for a friend, or a stranger. Thank someone. Smile. Volunteer your time. Join a community group. Look out, as well as in. Seeing yourself, and your happiness, linked to the wider community can be incredibly rewarding and creates connections with the people around you.
The messages identified are intended to have generic appeal, while offering concrete activity-based ideas on how to improve personal wellbeing. They aim to prompt people into thinking about those things in life which are important to their wellbeing and perhaps should be prioritised in their day-to-day routines. It is almost certainly the case that people will, to some extent, already be involved in specific activities under the over- arching themes of connecting, being active, learning, taking notice and giving.
Taken from the report presented to the Foresight Project on communicating the evidence base for improving people's wellbeing. Written by: Jody Aked, Nic Marks, Corrina Cordon, Sam Thompson from the Centre for wellbeing, nef (the new economics foundation).
For more information visit: www.neweconomics.org/projects/five-ways-well-being
Devon Partnership
NHS Trust
Five ways to wellbeing
2. keep Learning...
Try something new
Rediscover an old interest
Sign up for that course
Take on a different responsibility at work
Fix a bike
Learn to play an instrument or how to cook your favourite food
Set a challenge you will enjoy achieving
Learning new things will make you more confident as well as being fun
A review of the most up-to-date evidence suggests that building the following five actions into our day-to-day lives is important for wellbeing:
1. Connect...
With the people around you. With family, friends, colleagues and neighbours. At home, work, school or in your local community. Think of these as the cornerstones of your life and invest time in developing them. Building these connections will support and enrich you every day.
2. keep Learning...
Try something new. Rediscover an old interest. Sign up for that course. Take on a different responsibility at work. Fix a bike. Learn to play an instrument or how to cook your favourite food. Set a challenge you will enjoy achieving. Learning new things will make you more confident as well as being fun.
3. be Active...
Go for a walk or run. Step outside. Cycle. Play a game. Garden. Dance. Exercising makes you feel good. Most importantly, discover a physical activity you enjoy and that suits your level of mobility and fitness.
4. take Notice...
Be curious. Catch sight of the beautiful. Remark on the unusual. Notice the changing seasons. Savour the moment, whether you are walking to work, eating lunch or talking to friends. Be aware of the world around you and what you are feeling. Reflecting on your experiences will help you appreciate what matters to you.
5. Give...
Do something nice for a friend, or a stranger. Thank someone. Smile. Volunteer your time. Join a community group. Look out, as well as in. Seeing yourself, and your happiness, linked to the wider community can be incredibly rewarding and creates connections with the people around you.
The messages identified are intended to have generic appeal, while offering concrete activity-based ideas on how to improve personal wellbeing. They aim to prompt people into thinking about those things in life which are important to their wellbeing and perhaps should be prioritised in their day-to-day routines. It is almost certainly the case that people will, to some extent, already be involved in specific activities under the over- arching themes of connecting, being active, learning, taking notice and giving.
Taken from the report presented to the Foresight Project on communicating the evidence base for improving people's wellbeing. Written by: Jody Aked, Nic Marks, Corrina Cordon, Sam Thompson from the Centre for wellbeing, nef (the new economics foundation).
For more information visit: www.neweconomics.org/projects/five-ways-well-being
♥
Devon Partnership
NHS Trust
Five ways to wellbeing
3. be Active...
Go for a walk or run
Step outside
Cycle
Play a game
Garden
Dance
Exercising makes you feel good. Most importantly, discover a physical activity you enjoy and that suits your level of mobility and fitness
A review of the most up-to-date evidence suggests that building the following five actions into our day-to-day lives is important for wellbeing:
1. Connect...
With the people around you. With family, friends, colleagues and neighbours. At home, work, school or in your local community. Think of these as the cornerstones of your life and invest time in developing them. Building these connections will support and enrich you every day.
2. keep Learning...
Try something new. Rediscover an old interest. Sign up for that course. Take on a different responsibility at work. Fix a bike. Learn to play an instrument or how to cook your favourite food. Set a challenge you will enjoy achieving. Learning new things will make you more confident as well as being fun.
3. be Active...
Go for a walk or run. Step outside. Cycle. Play a game. Garden. Dance. Exercising makes you feel good. Most importantly, discover a physical activity you enjoy and that suits your level of mobility and fitness.
4. take Notice...
Be curious. Catch sight of the beautiful. Remark on the unusual. Notice the changing seasons. Savour the moment, whether you are walking to work, eating lunch or talking to friends. Be aware of the world around you and what you are feeling. Reflecting on your experiences will help you appreciate what matters to you.
5. Give...
Do something nice for a friend, or a stranger. Thank someone. Smile. Volunteer your time. Join a community group. Look out, as well as in. Seeing yourself, and your happiness, linked to the wider community can be incredibly rewarding and creates connections with the people around you.
The messages identified are intended to have generic appeal, while offering concrete activity-based ideas on how to improve personal wellbeing. They aim to prompt people into thinking about those things in life which are important to their wellbeing and perhaps should be prioritised in their day-to-day routines. It is almost certainly the case that people will, to some extent, already be involved in specific activities under the over- arching themes of connecting, being active, learning, taking notice and giving.
Taken from the report presented to the Foresight Project on communicating the evidence base for improving people's wellbeing. Written by: Jody Aked, Nic Marks, Corrina Cordon, Sam Thompson from the Centre for wellbeing, nef (the new economics foundation).
For more information visit: www.neweconomics.org/projects/five-ways-well-being
Devon Partnership
NHS Trust
Five ways to wellbeing
4. take Notice...
Be curious
Catch sight of the beautiful
Remark on the unusual
Notice the changing seasons
Savour the moment, whether you are walking to work, eating lunch or talking to friends
Be aware of the world around you and what you are feeling
Reflecting on your experiences will help you appreciate what matters to you
A review of the most up-to-date evidence suggests that building the following five actions into our day-to-day lives is important for wellbeing:
1. Connect...
With the people around you. With family, friends, colleagues and neighbours. At home, work, school or in your local community. Think of these as the cornerstones of your life and invest time in developing them. Building these connections will support and enrich you every day.
2. keep Learning...
Try something new. Rediscover an old interest. Sign up for that course. Take on a different responsibility at work. Fix a bike. Learn to play an instrument or how to cook your favourite food. Set a challenge you will enjoy achieving. Learning new things will make you more confident as well as being fun.
3. be Active...
Go for a walk or run. Step outside. Cycle. Play a game. Garden. Dance. Exercising makes you feel good. Most importantly, discover a physical activity you enjoy and that suits your level of mobility and fitness.
4. take Notice...
Be curious. Catch sight of the beautiful. Remark on the unusual. Notice the changing seasons. Savour the moment, whether you are walking to work, eating lunch or talking to friends. Be aware of the world around you and what you are feeling. Reflecting on your experiences will help you appreciate what matters to you.
5. Give...
Do something nice for a friend, or a stranger. Thank someone. Smile. Volunteer your time. Join a community group. Look out, as well as in. Seeing yourself, and your happiness, linked to the wider community can be incredibly rewarding and creates connections with the people around you.
The messages identified are intended to have generic appeal, while offering concrete activity-based ideas on how to improve personal wellbeing. They aim to prompt people into thinking about those things in life which are important to their wellbeing and perhaps should be prioritised in their day-to-day routines. It is almost certainly the case that people will, to some extent, already be involved in specific activities under the over- arching themes of connecting, being active, learning, taking notice and giving.
Taken from the report presented to the Foresight Project on communicating the evidence base for improving people's wellbeing. Written by: Jody Aked, Nic Marks, Corrina Cordon, Sam Thompson from the Centre for wellbeing, nef (the new economics foundation).
For more information visit: www.neweconomics.org/projects/five-ways-well-being
Devon Partnership
NHS Trust
Five ways to wellbeing
5. Give...
Do something nice for a friend, or a stranger
Thank someone
Smile
Volunteer your time
Join a community group Look out, as well as in
Seeing yourself, and your happiness, linked to the wider community can be incredibly rewarding and creates connections with the people around you.
A review of the most up-to-date evidence suggests that building the following five actions into our day-to-day lives is important for wellbeing:
1. Connect...
With the people around you. With family, friends, colleagues and neighbours. At home, work, school or in your local community. Think of these as the cornerstones of your life and invest time in developing them. Building these connections will support and enrich you every day.
2. keep Learning...
Try something new. Rediscover an old interest. Sign up for that course. Take on a different responsibility at work. Fix a bike. Learn to play an instrument or how to cook your favourite food. Set a challenge you will enjoy achieving. Learning new things will make you more confident as well as being fun.
3. be Active...
Go for a walk or run. Step outside. Cycle. Play a game. Garden. Dance. Exercising makes you feel good. Most importantly, discover a physical activity you enjoy and that suits your level of mobility and fitness.
4. take Notice...
Be curious. Catch sight of the beautiful. Remark on the unusual. Notice the changing seasons. Savour the moment, whether you are walking to work, eating lunch or talking to friends. Be aware of the world around you and what you are feeling. Reflecting on your experiences will help you appreciate what matters to you.
5. Give...
Do something nice for a friend, or a stranger. Thank someone. Smile. Volunteer your time. Join a community group. Look out, as well as in. Seeing yourself, and your happiness, linked to the wider community can be incredibly rewarding and creates connections with the people around you.
The messages identified are intended to have generic appeal, while offering concrete activity-based ideas on how to improve personal wellbeing. They aim to prompt people into thinking about those things in life which are important to their wellbeing and perhaps should be prioritised in their day-to-day routines. It is almost certainly the case that people will, to some extent, already be involved in specific activities under the over- arching themes of connecting, being active, learning, taking notice and giving.
Taken from the report presented to the Foresight Project on communicating the evidence base for improving people's wellbeing. Written by: Jody Aked, Nic Marks, Corrina Cordon, Sam Thompson from the Centre for wellbeing, nef (the new economics foundation).
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We Share the Air
More than ¼ of Americans suffer health problems due to fragrances and other common chemical vapors in the air,* indoors & outdoors.
____________area residents & business owners:
Please join us in learning about this issue and taking steps to improve air quality and access for all. Together, we can make a difference!
Tiny amounts of fragrance and other chemicals in the air can cause these health conditions or worsen them: Asthma! Allergies! Multiple Chemical Sensitivities! Mast cell disorders!
How to get safer products:
The symptoms may include...
Learn about a wide range of safe and unsafe ingredients and product choices at www.ewg.org and womensvoices.org.
Look for products labeled "Fragrance-Free" (Read closely, because"free & clear" or "scent-free" may have fragrances).
Ask local healthcare facilities, schools, stores, and wholesale suppliers to offer fragrance-free soap and other products.
Read ingredients and avoid "Fragrance," "Perfume," or "Parfum" which can contain hundreds of unlisted chemicals.
Products that often cause trouble:
Difficulty breathing
Headache
Body aches
Difficulty concentrating
Mood swings
Chest pain & wheezing
Dizziness
Post-nasal drip
Severe fatigue
Rash
Laundry products Air fresheners, candles, incense Perfume & aftershave Hand soaps, sanitizers & lotions Cosmetics & deodorants Sunscreen & bug repellent Cleaning supplies
Painful glands
Stinging sensation in eyes/throat Excess mucous production
Plastic or vinyl items that off-gas
Anaphylaxis...and more
For decades, chemists have been inventing petrochemicals and other new molecules to add to products like detergents, shampoos, and air fresheners. The problem is, most of these chemicals are not tested for safety. Also, the labels can be misleading, and full ingredients are rarely listed because these products are not regulated the same way foods and drugs are.
The health effects are increasing, and if we want healthy air for ourselves and our children, we must educate ourselves and choose safer products.
Resources for education, support and advocacy: Fragrance Free Friends on Facebook
For more copies of this flyer, or to get a digital file that you can customize and print, contact:
email@example.com
Or search for Fragrance Free Friends groups on Facebook | <urn:uuid:006373b6-e6ec-4c99-bff1-85a77ea52f10> | CC-MAIN-2022-33 | http://fragrancefreefriends.com/wp-content/uploads/2022/05/We_Share_the_Air_8.5x11Dblank.pdf | 2022-08-10T19:40:21+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00466.warc.gz | 15,862,552 | 515 | eng_Latn | eng_Latn | 0.99616 | eng_Latn | 0.99495 | [
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Student Make Up Work
October 20- Lesson "Joseph"
Parents this make-up work should be done together with you and your student. There will be questions to discuss verbally and question to answer in written format. Please sign the bottom of the sheet and return to the sermon note drop off box.
Main Idea: When we Can't. God Can. God walks with us in our Brokenness.
Joseph's Family Tree
Jacob had 12 sons who became the 12 tribes of Israel Using the Family Tree from above fill out the sons of Israel
Leah: __________________, __________________, ___________________,
__________________, __________________, ___________________
Rachel: _________________,
__________________
Bilhah (Rachel's maid): _________________,
__________________
Zilpah (Leah's maid): __________________,
__________________
Read Genesis 37: 1 - 4 Joseph was Israel's (Jacob) favorite
Read Genesis 37: 5 - 11 Joseph was a Dreamer, it was his gift from God
Read Genesis 37: 12 - 28
Joseph was betrayed by his brothers and sold into slavery Joseph was sold to Potiphar, Pharaoh’s official, the captain of the guard. Joseph was blessed and successful because the Lord was with him
Read Genesis 40
Joseph has his gift of dream interpretation
Read Genesis 41
Pharaoh had dreams and were disturbed by them and they called Joseph to interpret. Joseph gained favor and rose to power in Pharaoh’s palace charge of the grain, and those that come in / out of the land
Parents and Students Discuss
Joseph rose to power in Egypt, through many obstacles and betrayals. He eventually gained favor in Pharoah's eyes and became governor.
Why did God want Joseph in Egypt?
Famine was in all the land, including Canaan. Israel sent his sons to Egypt to get food.
His brothers did not recognize him, but he recognized them. Joseph revealed himself to them and forgave his brothers.
Read Genesis 50:15 - 21 & Discuss
Joseph forgave his brothers for the harm they did to him and says, "Even though you intended to do harm to me, God intended it for good, in order to preserve a numerous people, as he is doing today."
What do you think Joseph meant by this?
Do you ever see God bringing good out of bad things in your life or in the world?
Joseph went through many hardships in his life. What do you think helped Joseph weather all those changes in his life?
Israel and his people stayed in Egypt
There were 70 in all - his sons and their children
They were prosperous there and multiplied and became strong
After many Generations past, a new Pharaoh came into power, one that did not know Joseph. He was afraid of the Israelites because of their number, and so enslaved them.
What do we learn from the story of Joseph?
Joseph's brothers hated him. That hatred led to brokenness, brokenness in relationships with family and with God. Brokenness can be caused by many things besides hatred…hurt, betrayal, sickness.
List some brokenness that you experience in your life...things that tear you away from your faith and your relationship with others and God.
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Where do you see God in that brokenness?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
How do you experience God in your life before / during / after that brokenness?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Close in Prayer with one another.
Parent Signature: _____________________________________________________________ | <urn:uuid:b2b3897c-c1ec-41f3-85ea-2ddf18a0326c> | CC-MAIN-2022-33 | http://cross-of-christ.org/wp-content/uploads/2021/10/Joseph-Make-Up-Work.docx.pdf | 2022-08-10T20:09:44+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00465.warc.gz | 12,952,080 | 757 | eng_Latn | eng_Latn | 0.987722 | eng_Latn | 0.99865 | [
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Honors English III Summer Reading/Writing Assignments 2022
J. Grayson
Welcome to Honors English III! You have a few assignments to complete this summer. Expect a quiz on the books on the first day of class, and all assignments are due on the first day of English class. All assignments are to be typed, double spaced, and use proper MLA format (including headings and titles).
I. Read the two required books
1. Read The Color of Water by James McBride.
2. Read The Catcher in the Rye by J.D. Salinger.
II. Written assignments for The Color of Water
1. While reading, highlight passages throughout the book that you find interesting and intriguing. Think about the course of someone's life and how that course shapes a person's identity. Then choose three quotes from the book – one from James, one from Ruth, and one that reflects an event from your life – that depict identity discovery.
2. Copy each quote at the top of the page. Include the page number. Then write an analysis of the James and Ruth quotes. For the quote that reflects an event in your life, please tell me the story of the event; think of it as a chapter in your own memoir. You may use first person.
3. The James and Ruth responses should be one page in length. The writing about your own life should be two pages in length.
III. Written assignment for The Catcher in the Rye
1. In many works of literature, past events can affect, positively or negatively, the present actions, attitudes or values of a character. How does Holden Caulfield contend with events in his past? Write an essay in which you show how his relationship to the past contributes to the meaning of the novel as a whole.
2. Your essay should be well-organized with a clear introduction, body paragraphs with evidence, and a conclusion.
3. You must include quotes from the novel to serve as your evidence. However, use short quotes, and make sure to integrate all of your quotes. | <urn:uuid:130f2607-e1c6-48c3-b66a-02dbd3778f70> | CC-MAIN-2022-33 | https://www.ccsdschools.com/cms/lib/SC50000504/Centricity/Domain/4594/11th%20grade%20Honors%20English%203%20Summer%20Reading_Writing%20Assignments%202022.pdf | 2022-08-10T20:29:27+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00468.warc.gz | 633,740,760 | 422 | eng_Latn | eng_Latn | 0.998932 | eng_Latn | 0.998932 | [
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Plastic-eating enzyme could eliminate billions of tons of landfill waste
27 April 2022
circular plastics economy."
The project focuses on polyethylene terephthalate (PET), a significant polymer found in most consumer packaging, including cookie containers, soda bottles, fruit and salad packaging, and certain fibers and textiles. It makes up 12% of all global waste.
The enzyme was able to complete a "circular process" of breaking down the plastic into smaller parts (depolymerization) and then chemically putting it back together (repolymerization). In some cases, these plastics can be fully broken down to monomers in as little as 24 hours.
Credit: Unsplash/CC0 Public Domain
An enzyme variant created by engineers and scientists at The University of Texas at Austin can break down environment-throttling plastics that typically take centuries to degrade in just a matter of hours to days.
This discovery, published today in Nature, could help solve one of the world's most pressing environmental problems: what to do with the billions of tons of plastic waste piling up in landfills and polluting our natural lands and water. The enzyme has the potential to supercharge recycling on a large scale that would allow major industries to reduce their environmental impact by recovering and reusing plastics at the molecular level.
"The possibilities are endless across industries to leverage this leading-edge recycling process," said Hal Alper, professor in the McKetta Department of Chemical Engineering at UT Austin. "Beyond the obvious waste management industry, this also provides corporations from every sector the opportunity to take a lead in recycling their products. Through these more sustainable enzyme approaches, we can begin to envision a true
Researchers at the Cockrell School of Engineering and College of Natural Sciences used a machine learning model to generate novel mutations to a natural enzyme called PETase that allows bacteria to degrade PET plastics. The model predicts which mutations in these enzymes would accomplish the goal of quickly depolymerizing post-consumer waste plastic at low temperatures.
Through this process, which included studying 51 different post-consumer plastic containers, five different polyester fibers and fabrics and water bottles all made from PET, the researchers proved the effectiveness of the enzyme, which they are calling FAST-PETase (functional, active, stable and tolerant PETase).
"This work really demonstrates the power of bringing together different disciplines, from synthetic biology to chemical engineering to artificial intelligence," said Andrew Ellington, professor in the Center for Systems and Synthetic Biology whose team led the development of the machine learning model.
Recycling is the most obvious way to cut down on plastic waste. But globally, less than 10% of all plastic has been recycled. The most common
1 / 3
method for disposing of plastic, besides throwing it in a landfill, is to burn it, which is costly, energy intensive and spews noxious gas into the air. Other alternative industrial processes include very energyintensive processes of glycolysis, pyrolysis, and/or methanolysis.
Biological solutions take much less energy. Research on enzymes for plastic recycling has advanced during the past 15 years. However, until now, no one had been able to figure out how to make enzymes that could operate efficiently at low temperatures to make them both portable and affordable at large industrial scale. FAST-PETase can perform the process at less than 50 degrees Celsius.
Up next, the team plans to work on scaling up enzyme production to prepare for industrial and environmental application. The researchers have filed a patent application for the technology and are eying several different uses. Cleaning up landfills and greening high waste-producing industries are the most obvious. But another key potential use is environmental remediation. The team is looking at a number of ways to get the enzymes out into the field to clean up polluted sites.
"When considering environmental cleanup applications, you need an enzyme that can work in the environment at ambient temperature. This requirement is where our tech has a huge advantage in the future," Alper said.
Alper, Ellington, associate professor of chemical engineering Nathaniel Lynd and Hongyuan Lu, a postdoctoral researcher in Alper's lab, led the research. Danny Diaz, a member of Ellington's lab, created the machine learning model. Other team members include from chemical engineering: Natalie Czarnecki, Congzhi Zhu and Wantae Kim; and from molecular biosciences: Daniel Acosta, Brad Alexander, Yan Jessie Zhang and Raghav Shroff.
More information: Hal Alper, Machine learningaided engineering of hydrolases for PET depolymerization, Nature (2022). DOI: 10.1038/s41586-022-04599-z. www.nature.com/articles/s41586-022-04599-z
Provided by University of Texas at Austin
2 / 3
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APA citation: Plastic-eating enzyme could eliminate billions of tons of landfill waste (2022, April 27) retrieved 10 August 2022 from https://phys.org/news/2022-04-plastic-eating-enzyme-billions-tonslandfill.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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Y9 Spanish Unit 3 Week 6
Vocabulary Learning Homework
Access your audio file via the school website.
Then follow all 7 steps. This homework should take about 20 minutes.
Step 1. Listen to the new words and their meanings.
Tick once completed:
Step 2. Say with me (3 times – just say the Spanish).
Tick once completed:
Step 3. I say the Spanish, you write the English.
Tick once completed:
⃝
| No. | English word | No. |
|---|---|---|
| 1 | | 6 |
| 2 | | 7 |
| 3 | | 8 |
| 4 | | 9 |
| 5 | | 10 |
Step 4. I say the Spanish, you write the Spanish. Check answers at Step 6 – the order is as in Quizlet.
| No. | Spanish word | No. |
|---|---|---|
| 1 | | 6 |
| 2 | | 7 |
| 3 | | 8 |
| 4 | | 9 |
| 5 | | 10 |
Now turn your sheet over so that you cannot see the Spanish words.
Step 5. I say English, you say Spanish.
Tick once completed:
Step 6. Now go to Quizlet to check your answers to Step 4.
Tick once completed:
Step 7. Practise onQuizletfor10 minutes
. Do the following Tick once completed:
tasks on Quizlet: Write (both translation into English and into Spanish); Spell (hear & type): Test (all questions).
Quizlet link: https://quizlet.com/_ann606?x=1qqt&i=32adj9
⃝
⃝
Y9 Spanish Unit 3 Week 6
Vocabulary Learning Homework
Access your audio file via the school website.
Then follow all 7 steps. This homework should take about 20 minutes.
Step 1. Listen to the new words and their meanings.
Tick once completed:
⃝
Step 2. Say with me (3 times – just say the Spanish).
Tick once completed:
Step 3. I say the Spanish, you write the English.
Tick once completed:
⃝
| No. | English word | No. |
|---|---|---|
| 1 | | 6 |
| 2 | | 7 |
| 3 | | 8 |
| 4 | | 9 |
| 5 | | 10 |
Step 4. I say the Spanish, you write the Spanish. Check answers at Step 6 – the order is as in Quizlet.
| No. | Spanish word | No. |
|---|---|---|
| 1 | | 6 |
| 2 | | 7 |
| 3 | | 8 |
| 4 | | 9 |
Now turn your sheet over so that you cannot see the Spanish words.
Step 5. I say English, you say Spanish.
Tick once completed:
Step 6. Now go to Quizlet to check your answers toStep 4.
Tick once completed:
Step 7. Practise on Quizlet for 10 minutes tasks on Quizlet: Write (both translation into English and into Spanish); Spell (hear & type): Test (all questions).
. Do the following Tick once completed:
Quizlet link: https://quizlet.com/_ann606?x=1qqt&i=32adj9
⃝ | <urn:uuid:1d0a7f09-474a-4648-9c41-c913691a1cf4> | CC-MAIN-2022-33 | https://cockburnjohncharles.org/wp-content/uploads/2022/01/Y9-U3-Wk6.pdf | 2022-08-10T20:07:36+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00467.warc.gz | 189,931,988 | 796 | eng_Latn | eng_Latn | 0.994244 | eng_Latn | 0.993446 | [
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Year 11 Linear Algebra Notes
Equations
An equation is a formula where some values are equal to some other values. That allows someone to calculate any value when given the other values. The unknowns are often called variables (because they vary) and are represented by letters in the equation.
For example: Area = π r 2 is an equation that allows us to calculate the area of a circle if we are given the radius.
Without an equals sign you do not have an equation.
A linear equation is when there are only two variables and neither of them is raised to any power. The standard form is written:
value = rate × variable + constant
But the order of the terms can be rearranged, so that we can say value = constant + rate × variable without any effect on the maths.
```
If H = 5 d + 7, then we could also say H = 7 + 5 d We can also swap sides, so P = ½ g + 9 is the same as ½ g + 9 = P
```
While it does not matter which order an equation is written, it is always rate × variable and the constant is never multiplied.
The rate and constant can be any number, including fractions and decimals.
If the constant or rate are negative (including subtractions) then the negative stays with them when the equation is rearranged.
```
If Y = 1.2 f – 8, then it is also true that Y = – 8 + 1.2 f If K = 1.5 – 3 g, then it is also true that K = – 3 g + 1.5
```
Writing equations
This is mostly just a matter of identifying the rate and the constant and stating what the letter variable represents and putting them into:
```
value = rate × variable + constant
```
.
* The constant will be the minimum amount or the starting amount (when the variable = 0).
* The rate will be the charge for each unit of the variable. Often give by "for each metre" or "per hour" or similar in the question.
* Any letter or symbol can be used for the variable, but it usually helps to make it the starting letter of the variable name or whatever unit it is measured in.
When writing equations it is important to make all the units the same. One has to be particularly careful with money:
If a photocopy card is $2 and 10 cents a page, then the formula is Cost = 0.10 × pages + 2.00
If the rate is zero, the equation is of the form y = number, perhaps with a condition such as "for x less than 20" (or mathematically, x < 20).
Using equations
The value which the equation is written to give can be obtained by putting in the numbers and calculating.
```
If K = 5 x + 20 then when x = 3 we get K = 5 × 3 + 20 = 35 If P = 12 + 1.2 k then when k = 20 we get P = 12 + 1.2 × 20 = 36
```
Solving
More complicated problems need to be answered by algebraic solving, especially if you want Merit, though sometimes guess and check will give the answer.
The basic rule of solving is that each step simplifies the equation by removing terms. To remove a term you need to do the opposite to both sides of the equation.
The order that this is done is:
* Expand any brackets and group all terms.
* Cancel out the variables so that they remain only on one side
* Cancel out any number on the side with the variable
* Divide by the number in front of the variable.
The answer can be checked by seeing if it works, or by looking at the matching graph.
```
If K = 0.2 p + 12 and we want to find the value of p that gives K = 40. 40 = 0.2 p + 12 40 – 12 = 0.2 p (+ 12 – 12) 28 = 0.2 p 28 ÷ 0.2 = (0.2 ÷ 0.2) p p = 140 If C = 5 p + 2 and also C = 3 p + 14 they are both true when C = C. 5 p + 2 = 3 p + 14 5 p – 3 p + 2 = (3 p – 3 p) + 14 2 p + 2 = 14 2 p (+ 2 – 2) = 14 – 2 2 p = 12 (2 ÷ 2) p = 12 ÷ 2 p = 6
```
Care must be taken to answer the question in the context that it is asked.
* Sometimes decimal or fraction answers make no sense and must be rounded up or down.
* If the question is asked in terms of when is a value greater or less than something, then the answer must reflect that.
Graphs
Linear equations always give a line when drawn on a standard co-ordinate axis system. Normally both axes start at zero (even if this makes no sense in terms of the real life context) as this makes drawing the lines and checking them against the equations much easier.
The value that the equation is written to give goes on the y axis (vertical) whereas the variable in the equation goes along the x axis (horizontal).
When a line is drawn representing the equation, it starts at the value of the constant in the equation, and goes up (down if negative) by the amount of the rate for every one unit across on the x axis.
Drawing lines
To draw a line: plot a few known points from using your equation, taking care to get the right axes. If done correctly they should form a straight line, with the start point being the constant in the equation, and the rate in the equation being the slope of your graph.
It does not matter which values are entered into the equations. Generally it is best to use round numbers to make plotting the points easier. If you already have some calculated values it makes sense to use those.
The more points you calculate the more likely you are to spot a mistake. The wider your points are apart, the more accurate your line will be.
If a value goes off your grid you cannot use it. Select another point.
If the equation is a constant with no rate component (e.g. K = 30) then the line is horizontal.
Occasionally a graph will be given in pieces, in which case each section is drawn separately. Sometimes those pieces may not even connect.
Using a graph
Graphs can be used to solve problems.
.
We can see that for Y = 1.5 x + 2 (dotted line) that for Y to be 8, x must be 4.
We can also see that Y = 1.5 x + 2 crosses Y = 0.5 x + 5 (solid) when x = 3.
Lines cross when they are both true in the real world context, and gives the answer for the "simultaneous equation".
Graphs can also be used to find ranges for which equations give the largest or smallest values for a particular value of the variable. Often that will have a useful meaning.
The dotted line of y = 1.5 x + 2 is below the line of y = 0.5 x + 5 for x < 3 (x is less than 3).
This means 1.5 x + 2 is less than 0.5 x + 5 for any value of x under 3.
Likewise, for values of x greater than 3, we can see that 1.5 x + 2 is greater than 0.5 x + 5. | <urn:uuid:bd9b9c6d-240a-4072-80fd-ba1fa110d988> | CC-MAIN-2022-33 | https://manvsmaths.com/11/Y11_linear_algebra_notes.pdf | 2022-08-10T21:25:24+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00465.warc.gz | 370,866,367 | 1,727 | eng_Latn | eng_Latn | 0.99481 | eng_Latn | 0.997706 | [
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Getting SMART about Resolutions
Hit the ground running as soon as you get back in the new term – by promoting pupil-led, positive attitudes to learning from the outset!
Get in touch and let us know about your experiences of using this resource with your pupils at: firstname.lastname@example.org or tweet us @ascreatives
Activity Overview:
Hit the ground running as soon as you get back in the new term – by promoting pupil-led, positive attitudes to learning from the outset. And don't forget to give pupils a chance to assess their progress at the end of the month!
Target Audience:
KS1 - KS4
Resources:
* Paper
* Pencils
* SMART PowerPoint slide
* Downloadable Resolutions Record sheet
Instructions (Whole class approach):
(1) Lead a discussion on the notion of New Year Resolutions – exploring how easy it can be to quickly forget these once made.
(2) Introduce the SMART PowerPoint slide as a way of testing whether a resolution is worthwhile …
* Is it Specific?
* Is it Measurable?
* Is it Achievable?
* Is it Relevant?
* Can it be achieved in a reasonable Timescale?
3) Introduce the downloadable Resolutions Record sheet. Agree and record SMART-tested resolutions for …
* Science
* Maths
* Attendance and Punctulality
* Reading and Writing
* Teamwork
(4) Display your Class Resolutions Record.
read on for the small group approach...
email@example.com
Instructions (Small-Group Approach):
(1) Lead a whole-class discussion on the notion of New Year Resolutions – exploring how easy it can be to quickly forget these once made.
(2) Introduce the SMART PowerPoint slide as a way of testing whether a resolution is worthwhile …
* Is it Specific?
* Is it Measurable?
* Is it Achievable?
* Is it Relevant?
* Can it be achieved in a reasonable Timescale?
(3) Introduce the downloadable Resolutions Record sheet.
(4) Divide the class into small groups. Instruct them to agree and SMART-tested resolutions, recording their responses on paper. The five categories are …
* Science
* Maths
* Attendance and Punctulality
* Reading and Writing
* Teamwork
(5) Once you have seen and approved a group's resolutions, they can be recorded on the downloadable Resolutions Record sheets.
(6) Display each groups' Resolutions Record.
Follow-Up Work:
At agreed points in time, return to the Resolutions Record/s, exploring how successfully (or not) they have been kept – and strategies for improvement. Peer Assessment is a great way of achieving this!
www.as-creatives.com
Get in touch and let us know about your experiences of using Getting SMART about Resolutions with your pupils at: firstname.lastname@example.org or tweet us @ascreatives
email@example.com
@ascreatives | <urn:uuid:f0a82755-f7df-4467-9b12-efd9d49f95f9> | CC-MAIN-2022-33 | https://www.ascreatives.com/wp/wp-content/uploads/2018/01/Getting_SMART_about_Resolutions_resource.pdf | 2022-08-10T20:19:31+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00467.warc.gz | 591,523,844 | 601 | eng_Latn | eng_Latn | 0.995122 | eng_Latn | 0.995103 | [
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What can you be doing with your child at home to start preparing for the ISEB pre-tests?
English 11+ pre-test
1. Your child should read a wide range of texts non-fiction and fiction. The texts should challenge your child's vocabulary. It is a good idea to read short stories, poems and quality newspaper articles.
2. Keep a notebook of new words your child has learnt when reading the range of texts. (Aim for 5 new words per text.)
3. Ensure that your child is secure with the main parts of speech:
Nouns, verbs, adjectives, adverbs, conjunctions and prepositions (You can use flashcards to help with this).
4. Revise and learn the figurative language techniques:
Metaphors, similes, personification, onomatopoeia, alliteration, repetition (You can use flashcards to help with this).
5. Write out index cards for punctuation rules:
Commas, apostrophes (contraction and possessive), speech marks, parentheses, compound sentences.
6. Make synonym flashcards for:
a) Ask
b) bad
c) big d) small e) good
f) happy g) sad
Mathematics 11+ pre-test
1. Practise times tables until they can be recited perfectly – you can play games doing this.
2. Practise mental arithmetic skills – help your child by testing them.
3. Ensure that your child knows the definition of each term and also knows the relevant formula.
4. Practise questions that involve problem solving and words. Write out the word formula as an equation and then solve it to find the solution.
Non-verbal reasoning for 11+ pre-tests
The skills needed are very similar to some of the mathematics' skills.
The spotting of changes in patterns and relationships of between:
* shapes, lines, arrows, shading, patterns and line styles
* numbers, scale and proportion and angles
* positions and directions, rotations, reflections and translations
Useful skills
* Learn times tables off by heart.
* Know number bonds.
* Practise mental maths whenever the opportunity arises. For example, add and subtract numbers on car number plates.Play games that require concentration and thought: Jenga, building blocks, Lego and card towers.
* Jigsaw puzzles – have a puzzle race, talk through the options with your child.
Mathematics 11+ pre-test continued
Assisting with logical thinking
* Talk through the questions: find the similarities with each option and spot the difference
* Practise drawing shapes and then drawing their mirror images. You can do this with emojis to make it more enjoyable
* Playing games such as chess, draughts, quizzes, spot the difference, Sudoku. All these games help to illuminate options and reach logical conclusions which are vital skills.
Verbal reasoning for the 11+ pre-tests
Verbal reasoning is all about solving word and language-based problems.
This is not just about spelling and words it also involves code breaking.
Questions fall into the following categories
* constructing words (English)
* understanding word meaning (English)
* working with numbers and algebra (maths and English)
* applying algebra skills (maths and English)
* developing logic skills (critical thinking in maths and English)
Useful skills
1. Knowing what the terms mean that will come up in verbal reasoning
a) A compound word
b) Suffix
c) Prefix
d) Synonym
e) Antonym
f) Homonym
BEWARE OF HOMOGRAPHS – these are words that are spelt in the same way but have different meanings and may or may not be pronounced in the same way.
Examples: close, content, invalid, object, sow, use
2. Keep reading
This will improve language skills and will be an exposure to lots of new ideas.
3. Activities and games to boost skills
a) Improving pattern and relationship skills
- Mental arithmetic – it will help to spot patterns and relationships between numbers.
- Times tables – it will help to spot connections between numbers quickly and accurately.
- Quick fire addition, subtraction, multiplication and division questions - this can be done in the car on the way to school or on the way to the supermarket or you could do this on a walk.
b) Improving the ability to analyse and think logically
Play word games.
* Bananagrams, Boggle and Scrabble all help with anagram questions. They will improve vocabulary and spelling and problem-solving skills, develop memory and improve concentration.
* Crosswords are good for learning new words and improving spellings
* 'Spot the odd word out' which encourages logical thinking
* Play word joust – choose a word then each person takes it in turns to say another word that has the same meaning (synonym). The game comes to an end when no more words can be found.
* Look at the letters on car number plates and try to make a word out of the letters. A further challenge is to try to make words using the letters in the same order. | <urn:uuid:4f6fe081-5449-419a-ba3c-438b39e7c763> | CC-MAIN-2022-33 | https://portal.windlesham.com/wp-content/uploads/2021/08/Preparing-for-the-ISEB-pre-tests.pdf | 2022-08-10T21:03:51+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00466.warc.gz | 459,933,170 | 1,076 | eng_Latn | eng_Latn | 0.996701 | eng_Latn | 0.998136 | [
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Tracking Student Contributions to Discussion
You may need ways to track the contributions students make during discussion. Perhaps you need to keep a record of several book clubs at once and need to know what topics they are discussing and what key points they have made. Perhaps you wish to chart levels of participation in order to encourage those students reluctant to add their voices to the conversation. Here is a charting strategy that you may find useful.
Roster Chart
Date: __________________
Create a chart such as this with your students' names listed and the Comments column blank. Make copies, date the chart, and add brief summaries of student contributions in the Comments column. | <urn:uuid:b0fa178a-d707-45fe-a82a-452faea2d524> | CC-MAIN-2022-33 | https://www.learner.org/wp-content/uploads/2019/06/track.pdf | 2022-08-10T20:19:10+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00471.warc.gz | 763,354,349 | 129 | eng_Latn | eng_Latn | 0.999584 | eng_Latn | 0.999584 | [
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BILLY BRAIN BUSTERS – JULY 28, 2022
*PLEASE DON'T GOOGLE! *
NAME: _________________________________ Phone: _______________________________
1. British Columbia draws many visitors from its natural attractions. Which common natural attraction includes Harrison, Radium, and Fairmont? Hot Springs
2. What is the largest city in British Columbia? Vancouver
3. What is the capital of BC? Victoria
4. What is another name for the Iron Worker's Memorial Bridge? The Second Narrows
5. Fruit is a well-known export from the Okanagan Valley. What new export has become important in the 21st century? Wine
6. Who was W.A.C. Bennett? Premier of the Province of BC 1952-1972
7. What international competition is held in Vancouver during the summer months that consistently draws in crowds in the hundreds of thousands? The Celebration of Light
8. Name the three major professional sports teams in BC. Vancouver Canucks/BC Lions/Vancouver Whitecaps
9. BC has what natural feature for most of its eastern border? The Rocky Mountains
10. What are the world-famous gardens that are found on Vancouver Island? Butchart Gardens
11. What was the most important industry during the 20th century to the economic development in British Columbia? Lumber
12. How many states border British Columbia? 4 - Washington, Idaho, Montana & Alaska
13. Which town is at Mile 0 of the Alaska Highway? Dawson Creek
14. What is the floral emblem for BC? Dogwood
15. When did BC enter the Dominion of Canada? July 20, 1871
16. How old is the Province of BC this year? 151 years old
17. Penticton, Kelowna, and Vernon are three cities on a large lake in the interior of B.C. What is this lake? Okanagan Lake
18. What parallel of latitude forms most of the southern boundary of B.C.? The 49th Parallel
19. Which BC town has recorded the highest summer temperature in all of Canada? 49.6 C in Lytton in 2021
20. What is the official bird of BC? The Stellar's Jay | <urn:uuid:a6f395e0-d3d6-46e7-ae10-28dc3216582e> | CC-MAIN-2022-33 | http://www.billybishoplegion.org/files/2022/08/BBK-Trivia-Questions-July-28-2022.pdf | 2022-08-10T20:11:00+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571210.98/warc/CC-MAIN-20220810191850-20220810221850-00470.warc.gz | 57,268,133 | 461 | eng_Latn | eng_Latn | 0.997026 | eng_Latn | 0.997026 | [
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