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Suggested Teaching Strategies Unit on Scientific method Use resource book E ARTHSCIENCE FOR
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| *Scientific Method | Student pages x-xxiv Reference RI-R6 | Inquiry: 1. Explain and use skills necessary to conduct scientific inquiry. (DOK3) 1.a-g (see framework) | 10-15 days (flexible) |
| Unit A-1 Lesson 1 | What are cells and what do they do? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3.f. Describe the structural | 5 days |
| Unit A-1 Lesson 2 | What are Animals? (vertebrate/invertebrate) | Review of 3rd : 3.a. Research and explain life forms (including vertebrates/invertebrates) that live in different environments. | 1-2 days |
|---|---|---|---|
| Unit A-1 Lesson3 | What are plants and with seeds? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3.c. Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment.(DOK2) | 1-2 days |
| Unit A-1 Lesson 4 | What are Fungi? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3. a. Describe the cause and effect relationships that explain the diversity and evolution of organisms over time. (DOK 2) • Observable traits due to inherited or environmental adaptations • Variations in environment (over time and from place to place) • Variations in species as | 1-2 days |
| Unit A-3 Lesson 1-3 | Plant Growth and Adaptations | 3. c. Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment. (DOK 2) | 5 days |
|---|---|---|---|
| Unit A-4 Lesson 1-3 | Human Body Systems | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3. b. Classify the organs and functions of the nervous, circulatory, and respiratory systems of the body. (DOK 1) 1. f. Explain why scientists and engineers often work in teams with different individuals doing different things that contribute to the results. (DOK 2) | 5-10 days |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit B-1 Lesson 2 &3 | What makes up an Ecosystem? What are Habitats | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. | 5-7 days |
| Unit C - 1 | Earthquakes and Volcanoes | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. b. Compare and contrast Earth’s geological features and the changes caused by external forces. (DOK 2) • Bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps • External forces including heat, wind, and water • Movement of continental plates | | 5 -7 days |
|---|---|---|---|---|
| Unit C-2 Lesson 1-3 | Fossils and Fossil Fuels | Review of 3rd: 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. g. Explain how fossil records are used to learn about the past, identify characteristics of selected | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. g. Summarize the process that results in deposits of fossil fuels and conclude why fossil fuels are classified as nonrenewable | 2 – 3 days |
| | Rocks | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. a. Classify sedimentary, metamorphic, and igneous rocks. (DOK 2) | 1-2 days |
|---|---|---|---|
| Unit D – 1 Lesson 1-3 | Weather Conditions | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. c. Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer, wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather events), and using past patterns to predict future patterns. (DOK 2) 1.c. Demonstrate the accurate use of simple tools to gather and compare information (DOK 1) • Tools (English rulers [to the nearest eighth of an inch], metric rulers [to the nearest centimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, rain gauges) • Types of data (height, mass/weight, | 9 days |
| | | temperature, length, distance, volume, area, perimeter) | | |
|---|---|---|---|---|
| Unit D-2 Lesson 1-3 | The Oceans | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. c. Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer, wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather events), and using past patterns to predict future patterns. (DOK 2) Review 3rd grade 4.c. | 5 – 7 days | ●Create the water cycle in a Ziploc bag ●Use technology to show the water cycle using MDE website(see slideshows) |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit D -3 Lesson 1 | How Do Earth and Its Moon Move? | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. e. Compare and contrast the seasons and explain why seasons vary at different locations on Earth. (DOK 2) | 3 days |
| Scientific Method (Review) | Inquiry | 1. Explain and use skills necessary to conduct scientific inquiry. a. Form hypotheses and predict outcomes of problems to be investigated. (DOK 3) | 4 days |
|---|---|---|---|
| Unit E –1 Lesson 1 | States of Mater | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 2 – 4 days |
| Unit E – 1 Lesson 2 | How Can Matter Be Measured and Compared? | 1.c. Demonstrate the accurate use of simple tools to gather and compare information (DOK 1) • Tools (English rulers [to the nearest eighth of an inch], metric rulers [to the nearest centimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, | 2 – 4 days |
| Unit E – 1 Lesson 3 | What Are Some Useful Properties of Matter? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 2 days |
|---|---|---|---|
| Unit E – 1 Lesson 4 | What Are Chemical and Physical Changes? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 3 days |
| E – 2 Lesson 1 -3 | Heat – Energy on the Move | 2. Use the properties of objects and materials, | 7 – 9 days |
| | | to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy | |
|---|---|---|---|
| Unit E – 4 Lesson 1 – 2 | Light | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy | 5 -7 days |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit F – 1 Lesson 3 – 4 | What is a Magnet? What Is an Electromagnet? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its | 5 days |
| Unit F – 2 Lesson 1 – 3 | Motion – Forces at Work | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. c. Determine the causes and effects of forces on motion. (DOK 2) • Force exerted over a distance causes work to be done and that the result (work) is the product of force and distance • Friction on moving objects and actions that increase or decrease friction • Momentum and inertia | 8 - 10 days |
|---|---|---|---|
| Unit F – 3 Lesson 1 -3 | Simple Machines | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. c. Determine the causes and effects of forces on motion. (DOK 2) • Force exerted over a distance causes work to be done and that the result (work) is the product of force and distance | 8 days |
| |
This policy is based on statutory expectations from the New Curriculum 2014. Year groups have not been included, to allow the School flexibility in deciding appropriate methods for different groups of children.
Mereworth Community Primary School Progression towards a standard method of Calculation January 2015
Introduction:
The National Curriculum 2014 provides a structured and systematic approach to the teaching of calculation. At Mereworth Community Primary School, we have developed a consistent approach to the teaching of written calculation methods in order to establish consistency, continuity and progression throughout the school.
Aims:
Children should be able to choose an efficient method, mental, written or ICT (calculator) appropriate to the given task. By the end of Year 6, children working at Age Expected or Exceeding will have been taught, and be secure with, a compact standard method for each operation.
General Progression:
- Establish mental methods, based on a good understanding of place value
- Develop use of empty number line to help mental imagery and aid recording
- Use of informal jottings to aid mental calculations
- Use partitioning and recombining to aid informal methods
- Develop expanded methods into compact standard written form
- Introduce expanded written methods
Before carrying out a calculation, children will be encouraged to consider :
- Can I do it in my head? (using rounding, adjustment)
- The size of an approximate answer (estimation)
- Could I use jottings to keep track of the calculation?
- Do I need to use an expanded or compact written method?
When are children ready for written calculations?
Addition and subtraction:
- Do they know addition and subtraction facts to 20?
- Can they add three single digit numbers mentally?
- Do they understand place value and can they partition numbers?
- Can they add and subtract any pair of two digit numbers mentally?
- Can they explain their mental strategies orally and record them using informal jottings?
Multiplication and Division:
- Do they know the 2,3,4,5,6,7,8,9,10,11 and 12 times tables and corresponding division facts?
- Do they understand 0 as a place holder?
- Do they know the result of multiplying by 1 and 0?
- Can they multiply two and three digit numbers by 10 and 100?
- Can they double and halve two digit numbers mentally?
- Can they use multiplication and division facts they know to derive mentally other multiplication and division facts that they do not know?
- Can they explain their mental strategies orally and record them using informal jottings?
These lists are not exhaustive but are a guide for the teacher to judge when a child is ready to move from informal to formal methods of calculation. It is also important that children's mental methods of calculation are practised and secured alongside their learning and use of an efficient written method for each operation.
Point to note:
The correct terminology should be used when referring to the value of digits to support the children's understanding of place value.
E.g. Tens and Ones and 68 + 47 should be read 'sixty add forty' not 'six add four' Teachers should refer to the key vocab document for key vocabulary for each year group.
Progression of Written Calculations
Progression in Addition
Stage 2 Develop pencil and paper methods for additions that cannot be done mentally
35 + 52
5 + 2 = 7
30 + 50 = 80
80 + 7 =87
(no formal layout, informal jottings)
- Continue informal partitioning, reinforce use of empty number line.
- Expanded written method, horizontal layout. (NO 'carrying').
Progression in Subtraction
Stage 1 Understand the operation of subtraction and use the related vocabulary
- Use of pictures and visual aids to record calculations
- Record simple mental subtractions in a number sentence using – and =
- Use jottings to support mental subtractions (empty numberline)
- Develop use of vocabulary
Children to decide how to set out numberlines i.e. the number of steps to use
34 - 27
Stage 2 Develop pencil and paper methods for subtractions that cannot, at this stage, be done mentally (two-digit numbers)
67 – 25
Counting on to find a difference
Using multiples of 10
-
Subtraction can also be recorded using partitioning to answer equivalent calculations that could then be carried out mentally
74 – 27 = 74 – 20 – 7 = 54 – 7 = 47
Children need to be introduced to the concept of the unknown number:
62 - = 27
Stage 3 Expanded written methods showing vertical layout but with no decomposition
- Expanded decomposition
- Extend to 3-digit number and hundreds to tens decomposition
Once children are aware that tens or hundreds are brought across, they can cross numbers out and write the adjusted amount in each column, to make this method less time consuming
Stage 4 Compact written methods involving decomposition
- Provide examples where children deal with 0 as a place holder
503 – 278
Here 0 acts as a place holder for the tens. The adjustment has to be done in two stages. First the 500 + 0 is partitioned into 400 + 100 and then the 100 + 3 is partitioned into 90 + 13.
- Extend written methods for subtraction, to include decimal numbers with up to 2 decimal places and larger numbers up to 10 000
- Choose the most efficient and appropriate method for each calculation
Stage 5
Progression in Multiplication and Division
Concepts in multiplication and division are very closely linked, and should be developed together
Stage
Progression in multiplication
Progression in division
| Foundation | Real life contexts and use of practical equipment to count in repeated groups of the same size: Count in twos, fives, tens | Share objects into equal groups Use related vocabulary |
|---|---|---|
| Stage 1 | Draw pictures to show equal sets: 3 sets of 3 make 9 2 sets of 4 make 8 Count in twos, fives and tens Identify patterns of 2s, 5s, 10s on a hundred square Solve practical problems that combine groups of 2s, 5s and 10s. | Draw pictures to show sharing and grouping: 9 shared between 3 How many groups of 4 in 8? Count in twos, fives and tens Solve practical problems sharing groups of 2, 5 and 10. |
Stage 3
Learn additional multiplication facts and work on different ways to derive new facts from those that they already know
- Know by heart multiplication facts for x2, x3, x4, x5, x6, x7, x8, x9, x10, x11 and x12.
- Understand effect of multiplying by 10
- Recognise multiples of 2, 5 and 10 up to 1000.
- Multiply a single digit by 1, 10, 100
- Double any multiple of 5 up to 50
- Derive related facts
7 x 5 = 35
5 x 7 = 35
355 = 7
357 = 5
Develop and refine written methods for multiplication, based on mental strategies:
- Multiply a 2-digit number by a single digit number, multiplying the tens first
- Using multiples of 10 (mentally) 4 x 30 = (4 x 3) x 10 = 120
- Use jottings to show stages of calculation e.g.
(Tens Ones x Ones) 32 x 3
NB: It is important that children continue to use jottings to support mental calculations for multiplication and division, throughout KS2
Derive quickly division facts corresponding to 2, 5, and 10 times table
- Continue to use empty number lines for division and introduce remainders.
- Divide a 3-digit multiple of 100 by 10 or 100
- Understand effect of dividing by 10
800100 = 8
30010 = 30
- Halve any multiple of 10 up to 100
502 = 25
- Given three numbers such as 4, 5, 20; say or write four different multiplication and division statements.
- Round remainders up or down depending on the context.
- Solve division calculations by using multiplication strategies
Develop and refine written methods for division, building upon mental strategies.
- Divide a 2-digit number by a single-digit, by using multiples of the divisor
Either:
- Use informal jottings
E.g.: 847=
70 + 14
7
10 + 2 =12
Or: use a method linked to the grid method for multiplication
As the mental method is recorded, ask: ‘How many sevens in seventy?’
and: 'How many sevens in fourteen?'
Or: Record mental division using partitioning:
Stage 4 Develop the extended written method of the grid method Tens Ones x Ones
Stage 5 Extend written methods, encouraging estimation first.
Grid method (HTOnes x Ones) e.g. 246 x 7
1400 + 280 + 42 = 1722
Grid method (TOnes x TOnes)
e.g. 62 x 36
This will then lead to a compact written method for multiplication;
Develop use of short division method
Short division
- short division giving quotient as fraction e.g. 90 7 = 12 6 /7
- giving quotient as decimal
- short division of numbers involving decimals (87.5 7)
Short division method can be used when children are confident to divide two and three digit numbers by a single digit.
Stage 6
Double digit multiplication
24 x17
Extend written methods for multiplication, encouraging estimation first.
- continue to use grid method as an expanded written method
- develop short multiplication
- leading to multiplication of numbers involving decimals
Pupils will be taught the more compact method of multiplication if and when the teacher feels they are ready for it.
27
35 x
Long Division:
Extend written methods, encouraging estimation first
So2 8 12/15 or 28.8
15 ) 4313 2
For fractions guidance please visit:
http://nrich.maths.org/2550/index?nomenu=1
Please contact the Maths Subject Leader for any clarification on any further methods to be used.
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Lesson: Two Carpets
Essential Questions: Why are carpets important in Islamic cultures? What are the basic characteristics of West Asian carpet design? What are the similarities and differences between the Ottoman Turkish and Iranian carpets discussed in this lesson?
Learning experience: Students will become familiar with two roughly contemporaneous carpets, one from Ottoman Anatolia and one from Iran. They will analyze their design and learn about some of the aesthetic priorities of the people who created them.
Anticipatory set: In your house, your apartment, or your room: what kind of objects do you surround yourself with? Which are useful? Which are decorative? Which are both?
Context: Carpets have been made for thousands of years throughout Central and West Asia. Flat-woven textiles (kilims—carpets without pile) were made in Turkey at least as early as 7000 BCE. The oldest surviving woolen pile carpet dates from the fifth century BCE, found in a burial site in the Altai mountains of southern Siberia.
For pastoral nomadic inhabitants of the Eurasian steppe, carpets served as "floor coverings, prayer mats, tent decorations, canopies, as symbols of power, privilege and riches" (Abas 2004: 11).
In the sedentary world of cities, towns, and farming villages, carpets were also more than floor covering. They were "an integral part of one's living arrangements, one which took the place of chairs, beds, and sometimes tables" (www: Erdmann).
Carpets, in short were necessities, not merely decorations, and so were worth the great care that was lavished on them. Those belonging to the wealthy never remained in one place all the time. At the Seraglio in Constantinople, for instance, they were changed every three months. The ones removed were first expertly cleaned and then sent to a treasure chamber for safekeeping. In Persia there were special "carpet houses" where the valuable carpets that needed a rest were stored. They were looked after by the house's own permanent staff and the director (custodian) also decided which carpets should be used, where and on which occasion (www: Erdmann).
An account of the visit of Byzantine ambassadors to the Abbasid dynasty's (750-1258) capital at Baghdad shows how carpets contributed to the display of royal wealth and power:
The number of the carpets and mats. . .was twenty-two thousand pieces; these were laid in the corridors and courts, being spread under the feet of the nobles, and the Greek Envoys walked over such carpets all the way from the limit of the new Official Gate, right to the presence of the Caliph—but this number did not include the fine rugs in the chambers and halls of assembly. . .spread over the other carpets, and these were not to be trodden with the feet (Grabar 1978: 168).
All three of the early modern Islamic empires—the Ottomans (1281-1924), the Safavids (1501-1739), and the Mughals (1526-1858)—developed thriving carpet industries.
Carpet weaving was transformed from a minor craft based on patterns passed down from generation to generation into a statewide industry with patterns created in court workshops. In this period [1600-1800], carpets were fabricated in greater quantity than ever before. They were traded to Europe and the Far East where, too precious to be placed on the ground, they were used to cover furniture or hung on walls. Within the Islamic world, especially fine specimens were collected in royal households (www: Sardar 2003).
Trade with Europe is reflected in the hundreds of paintings, both sacred and secular, where carpets appear. Such paintings are important to scholars, so much so that some carpet styles are labeled with the names of Western painters. Carpets such as the Ushak design (1) in this lesson "were being imported into Europe as early as the beginning of the sixteenth century" (Rogers 1995: 198).
Although individual domestic weavers and nomad households simplified the process, workshop production required considerable division of labor. One source lists the products of seven crafts—spinning thread and dyeing fabric, for instance—that were necessary before weaving could begin (Wulff 1966: 195).
Weaving itself was a complex process involving either a preparatory drawing or an actual knotted sampler. These indicated the sequence and density of knots. Sometimes a professional design caller was used to call out the knotting sequence (www: Ittig 1990).
Women played a central role in carpet-making:
In Anatolia and Iran, many women were employed as spinners, dyers, and knotters in a craft that tended to adhere to a strict gendered division of labor. While the precise assignment of tasks might differ from one locale to another. . .carpet making in general was a heavily feminized craft (Tucker 2006: 398).
Carpet-making shared the same visual vocabulary as the rest of Islamic art: vegetal design ("arabesque") and geometric patterning. Moreover, one writer suggests that carpets were central to the development of this aesthetic:
Carpets represented the most ancient and the most meaningful art form in the population that first embraced Islam. . .Long experience of carpet weaving gave tent dwellers skill and passion fortessellations [patterns made of interlocking parts fitting together with no gaps between them], interlaced patterns and the all-over covering of surfaces (Adapted from Abas 2004: 11).
Carpet patterns, with their wealth of vegetal decoration, have been compared to gardens. Some carpets were even made to look like stylized gardens.
The ruler of the last pre-Islamic dynasty to control Iran, the Sassanians (224-651), had a carpet called "The Spring Garden." It measured almost ninety feet to a side and was
embroidered with precious stones and gold. Victorious Arab soldiers found it too heavy to carry away, so it was cut up and the pieces awarded as booty (www: Morony).
The two carpets discussed here are different in style and visual impact. The Ottoman "Star Ushak" carpet is based on repetitions of an eight-pointed star design. The Safavid carpet has a central medallion surrounded by four lions and a calligraphic inscription. Both, however, encourage students to think critically about the importance of color and pattern in the arts of Islam.
Rationale: Carpets embody important aspects of Islamic visual culture. Also, since they are an art form admired for centuries in both East and West, they introduce students to a world of beauty that, on one hand, is specific to Islam and, on the other, transcends cultural boundaries.
Instructional resources: Two carpets, one from Turkey and one from Iran; four other carpets for comparison (1A, 1B; 2A, 2B); "Parts of a Carpet" (diagram); "Teacher's Background Sheet: Basic Carpet Terms."
(A) "Star Ushak" Carpet Ushak, Anatolia 1450-1500
(B) "Star Ushak" Carpet Ushak, Anatolia 16 th -17 th century
* Ushak was a carpet-producing center in northwestern Anatolia.
* These designs are believed to have been royal commissions.
* The multiple medallion design of (1) consists of an eight-pointed star repeating across the carpet's field. (1A) and (1B) are variations of this style.
* The eight-pointed star of (1) is simple: two superimposed squares.
* All three carpets are dominated by the deep blue of the star motifs and the red of the main field. The stars on all three are outlined in white.
* "Surprisingly, few Ushak carpets survive in Turkey compared with the numbers found in Western Europe, particularly in Italy" (Rogers 1995: 198).
* The stars of (1) and (1A) are filled with palmettes.
* Encourage students to look closely. Notice the subtle touches of color—tiny areas of white, pale blue, and yellow on the flowers in (1), for instance. These are probably translations in knotted wool yarn of a painted master design.
2. Safavid Medallion Carpet Iran, Kashan, Safavid 16 th century (KHAL.2006.0048)
Medallion Rug with a Field of Flowers
(A)
(Details)
Iran, Safavid Probably Kirman 17 th century
(B) The Sely Carpet Iran, Safavid Late 16 th century
* The Safavid dynasty was an important era in the arts of Islam:
The high point in Persian carpet design and manufacture was attained under the Safavid dynasty (1501-1739). It was the result of a unique conjunction of historical factors—royal patronage, the influence of court designers at all levels of artistic production, the wide availability of locally produced and imported materials and dyes. . .and commercial acceptance, particularly in foreign markets. . . Although there is no direct evidence that royal weaving workshops had yet been established [during the first century of Safavid rule], the influence of court designers on carpet weaving is clear. The two key design features of rugs in this period, the medallion design and figural elements, were borrowed directly from the arts of the book as practiced in the royal atelier (www: Walker).
* The carpet has a central medallion surrounded by four lions. The lions symbolize Ali (c. 600-661), the first Shi'ite caliph. Called the "Lion of God," he was a son-inlaw of Muhammad and the person Shi'ites believe is the Prophet's true successor. Shi'ism was established as Iran's state religion under the Safavids.
* Notice the pale blue stems of the vegetal scrolls in the main field and the use of gray in the border.
* A calligraphic inscription surrounds the carpet's medallion and central field.
* Carpet (2A) is a directional design. The medallion is couched in a garden-like spray of flowers.
* Carpet (2B) is dominated by the medallion and the four spandrels. Notice the prominent use of white in the border and inner stripe.
Procedure: Students will analyze and compare three Ottoman "Star Ushak" carpets (1), (1A), and (1B); and three Safavid medallion carpets (2), (2A), and (2B).
* Internet homework assignment: The class will (1) read about the two basic features of Islamic design that inform carpet-making: "Plant Motifs in Islamic Art" (Victoria and Albert Museum) and "Geometric Decoration"(Museum With No Frontiers); and (2) read the brief thematic essay on "Carpets from the Islamic World, 1600-1800" from the Heilbrunn Timeline of Art History. Students will be assigned to give brief reports on each of these readings.
* The class is divided into four groups. Groups can be assigned in advance of the homework assignment.
* In class, students give their reports on the homework readings. The teacher goes over some of the basics of carpet history and design.
* The teacher leads a whole class discussion about design formats and important motifs.
* The whole class then compares and contrasts (1) The "Star Ushak" carpet with (2) the Safavid medallion carpet.
* Each group reports. They compare and contrast carpets (1) and (2) with their respective related carpets.
| Group 1 | Group 2 | Group 3 | Group 4 |
|---|---|---|---|
| (1) Ottoman “Star Ushak” Carpet | | (2) Safavid Medallion Carpet | |
| Carpet (1A) | Carpet (1B) | Carpet (2A) | Carpet (2B) |
Whole group reflection: Islamic carpets share decorative styles with architecture, the arts of the book, painting, ceramics, and metalwork. What special characteristics do carpets have that distinguish them from these other arts?
Instructional modification: These activities may take more than one class session.
Application: Using the internet, students assemble "collections" of carpets. They create PowerPoints discussing the background of their chosen carpets and the reasons for their choices. This can also be done in groups.
Bibliography
Abas, S. Jan. Islamic Geometrical Patterns for theTeaching of Mathematics of Symmetry. Ethnomathematics Digital Library, 2004.
<http://www.ethnomath.org/resources/abas2001.pdf>
Erdmann, Kurt. "Carpets East Carpets West." Saudi Aramco World. March/April 1965. <http://www.saudiaramcoworld.com/issue/196502/carpets.east.carpets.west.htm>
Grabar, Oleg. The Formation of Islamic Art. Yale University Press, 1978.
Ittig, Annette. "CARPETS iv. Knotted-pile carpets: Designs, motifs, and patterns." Encyclopedia Iranica, 1990.
<http://www.iranicaonline.org/articles/carpets-iv>
Morony, M.G. "Bahar-e Kesra." Encyclopedia Iranica, 2011.
<http://www.iranicaonline.org/articles/bahar-e-kesra-the-spring-of-kosrow-tabari-fars-ezamestani-winter-carpet-balami-or-baharestan-spring-gar>
Rogers, J.M. Empire of the Sultans—Ottoman Art from the Collection of Nasser D. Khalili.Muséed'Artetd'Histoire, Geneva/The Nour Foundation, 1995.
Sardar, Marika. "Carpets from the Islamic World, 1600-1800." Heilbrunn Timeline of Art History. The Metropolitan Museum of Art.
<http://www.metmuseum.org/toah/hd/crpt/hd_crpt.htm>
Tucker, Judith. "Rescued from Obscurity: Contributions and Challenges in Writing the History of Gender in the Middle East and North Africa." In Teresa A. Meade and Merry E. Weisner-Hanks (eds.). A Companion to Gender History. Wiley- Blackwell, 2006.
Verde, Tom. "Threads on Canvas."Saudi Aramco World. January/February 2010. <http://www.saudiaramcoworld.com/issue/201001/threads.on.canvas.htm#sbbeginner>
Walker, Daniel. "CARPETS ix. Safavid Period." Encyclopedia Iranica.
<http://www.iranicaonline.org/articles/carpets-ix>
Wulff, Hans E. The Traditional Crafts of Persia. The M.I.T. Press, 1966.
Acknowledgements
This lesson was created by Eve Eisenstadt, its academic content approved by Kristina Richardson, and the final lesson edited by Martin Amster.
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Introduction to the School Power Naturally Solar Learning Lab™
Virtual Array Tour: Lesson II in the Series
TEACHER INFORMATION
LEARNING OUTCOME
After experiencing the second of four routes through the Heliotronics SunViewer™ software application, students are able to interpret data from and cite environmental advantages of their school's solar array system.
LESSON OVERVIEW
In this lesson, students continue to investigate the components and functions of a solar array system, and enhance that learning through interpretation of data that helps them answer the question, why choose solar?
GRADE-LEVEL APPROPRIATENESS
This Level II and III lesson is appropriate as an introduction to solar energy for students in grades 5–12.
MATERIALS
A computer or computer lab that has Heliotronics SunViewer™ software installed and receiving data from a Heliotronics Feynman™ data logger Protractors
Sufficient copies of Student Handouts One and Two
SAFETY
No safety precautions are necessary for this lesson.
ADDITIONAL SUPPORT FOR TEACHERS
There are 64 School Power Naturally (SPN) lessons available for downloading at www.SchoolPowerNaturally.org. Some of the lessons that would mesh well with this solar array tour are listed below, along with a brief description of content. (Note: In addition to this new lesson (lesson II), three other new lessons that are closely related to lesson II are described in the Teaching the Lesson section.)
* SPN Lesson #2, Our Dependence on Fossil Fuels (Through a simulation, students become aware of their dependence on fossil fuels.)
* SPN Lesson #3, To Go Solar or Not to Go Solar (Through participating in a role-play of a community meeting, students decide on the feasibility of photovoltaics as an alternative source of energy.)
* SPN Lesson #5, Energy Resources: Where Are They and How Do We Get Them? (Students learn, through models and interpretive skills, the nature of various energy resources, how they form, and the science that allows them to be discovered and extracted.)
* SPN Lesson #6, Energy Solutions: A Brochure (Students communicate to others the benefits of photovoltaic systems as an alternative source of energy, as evidenced by brochures they develop.)
* SPN Lesson #8, The Absorption of Solar Energy (Students interact with a simplified model of photosynthesis that explores the relationship between energy transfer and the chemical reactions that produce energy-containing foods in green plants.)
* SPN Lesson #10, Solar Energy in New York (Students decide if increasing the amount of energy from photovoltaic systems would be a wise investment in New York State.)
* SPN Lesson #19, What Is pH and Why Is It Important? (After using pH paper to test liquids and soluble solids, researching acid deposition, and checking DAS emissionsavoidance data, students explain the comparative relationship of fossil fuels and PV systems to acid deposition.)
* SPN Lesson #20, Using Environmental Models to Determine the Effect of Acid Rain on an Ecosystem (After completing a reading on acid precipitation and pH, and conducting small-scale investigations of the effect of acid on ecosystems, students predict the environmental effects of acid precipitation.)
* SPN Lesson #21, An Environmental Puzzle: The Carbon Cycle (Through completing readings on our ultimate energy source and completing a carbon dioxide puzzle, students are able to describe the operation of the oxygen–carbon dioxide cycle and relate the use of alternative forms of energy to maintaining levels of oxygen and carbon dioxide in the atmosphere.)
* SPN Lesson #30, Chemical Consequences of Burning Fossil Fuels (Students are introduced to the chemical consequences of burning fossil fuels, as they complete chemical reactions such as forming acids, and show that fossil fuel combustion produces acid-forming oxides.)
* SPN Lesson #31, Avoiding Carbon Dioxide Emissions from Burning Fossil Fuels (After performing stoichiometric calculations for various alkanes that comprise fossil fuels and working with the emissions-avoidance component of the school's DAS system, students cite quantitative evidence showing how nonfossil fuel sources help to reduce air pollution created by carbon dioxide.)
* SPN Lesson #36, Fossil Fuels (Part II), The Geology of Oil: Topographic Mapping, Crustal Deformation, Rock Porosity, and Environmental Pollution (As part of this lesson, students use emissions-avoidance data supplied by the school's DAS system to evaluate the environmental cost of our dependence on petroleum-derived energy.)
* SPN Lesson #37, Fossil Fuels (Part III), The Geology of Coal: Interpreting Geologic History (As part of this lesson, students use emissions-avoidance data from the school's DAS system to calculate the environmental cost of coal energy.)
* SPN Lesson #38, Temperature and the Tomato (Students are provided experiences that help them predict whether given sets of conditions are conducive to tomato growth. As part of this lesson, they also relate energy production in tomato plants to energy production in photovoltaic panels.)
* SPN Lesson #39, Where Do Plants Get Their Food? (In this lesson about the historical development of the scientific method, students replicate van Helmont's classic experiment, and describe the role of light in plant growth.)
* SPN Lesson #40, A Photosynthesis Timeline (Students are led to understand that van Helmont's work was limited by the thinking of society at the time and the equipment available to him. They see that even though his conclusion was incorrect, his approach to science and his experiment showing that plants do not obtain food from the soil were significant contributions to our understanding of photosynthesis.)
* SPN Lesson #42, Permit Trading (Through a simulation that involves infusing renewable energy resources into the "mix" for electricity generation by employing a "renewable portfolio standard," students explain market-oriented regulation and its impact on the transition to alternative energy sources.)
* SPN Lesson #44, Prospects for a Sustainable Energy Future (After exposure to the term sustainable as defined by Thomas B. Johansson and José Goldemberg, students are able to cite criteria that characterize a sustainable energy system. They also evaluate the degree of support for sustainability in the recommendations of Johansson and Goldemberg in Energy for Sustainable Development.
* SPN Lesson #45, Heat Pollution and Communities (Students examine the issue of thermal pollution in the broad context of environmental impact, and distinguish between opinions and claims as opposed to facts and data. As part of this lesson, they also collect and compare data from their school's and other schools' DAS systems, citing differences in waste heat amounts for contrasting environments.)
TEACHING THE LESSON
This is the second in a series of three tour lessons that make use of the Heliotronics SunViewer™ software application. (A fourth lesson makes use of inquiry teaching and learning, using the online School Power Naturally database [SunViewer.net™] developed by Heliotronics. This database presents and archives data from your school's solar array and that of other participating schools throughout New York State.)
The first lesson in the series features a virtual array tour that includes screen shots and commentary. In this, the second lesson, the software application is used to facilitate navigation through, and understanding of, the second of four pathways—"Why Choose Solar?"—which provides students their first look at data from an operational photovoltaic array and prompts them to see how their solar array is having a positive impact on the environment. The third lesson features pathways 3 and 4 and includes a projected set of images and pages that relate to data display. In the fourth lesson, such things as portions of the software application that display real time and stored operational data are explored.
Lesson I usually is completed before lesson II is begun.
In advance, run copies of the Student Handouts for the students in your classroom.
In some portions of this lesson, the information provided for teachers suggests that the students expand their learning using the Internet. Typically, ideas have been offered for criteria to be entered into search engines. When dealing with more advanced students, the teacher may not want to provide the search criteria, but rather allow the students to come up with their own. Search criteria in this section are identified with the following font style: SEARCH CRITERIA.
The third lesson in the series explores such things as portions of the software application that display real time and stored operational data. The pathways "What Is It Doing?" and "How Well Is It Working?" are included in this lesson.
If you did not launch the Heliotronics SunViewer™ software application as part of the initial tour, do so now. Find the SunViewer™ icon (see figure 1).
Click the icon to launch the Heliotronics SunViewer™ software application. Watch the home page pop up (see figure 2):
Locate the "end" button (see figure 3):
You may click "end" to end the program now, or if you have time, follow the pathway suggested for this lesson. Note that you may end the program at any time by clicking the "home" button and then "end." For now, let's go on. We see that there are four buttons (see figure 4) on the home page:
This lesson is limited to the "Why Choose Solar?" pathway (the other three pathways are for use in the other lessons in the series). So we will click the "Why Choose Solar?" button. This takes us to figure 5:
The text boxes on the "Why Chose Solar?" page provide data on the electrical energy production of your solar array and the pollution that it prevents:
* Cumulative system energy (energy production)
* Carbon dioxide (pollution prevented)
* Nitrogen oxides (pollution prevented).
* Sulfur oxides (pollution prevented), and
Since your school's solar array is producing some of the electricity used by your school, the school does not need to purchase that amount of electricity from the utility company. Therefore, the utilities' fossil fuel power plants do not need to produce quite as much electricity, and the noxious emissions from those plants are reduced by the amounts shown.
Distribute Student Handout One, and have your students copy the data from the screen graphic (figure 5) onto the appropriate locations. Either carry out the following discussion now, or come back to it after you complete the "Why Choose Solar?" pathway of the tour. Guide the students by asking the following questions:
Virtual Array Tour: Lesson II
* How was the quantity recorded beside "Cumulative System Energy in Kilowatt-Hours" arrived at? (See figure 5.1 note, page 12.) Will the quantity increase, decrease, or stay the same over time? (See figure 5.2 note, page 12.)
* How were the quantities for the next three items—carbon dioxide in kilograms, sulfur oxides in kilograms, nitrogen oxides in kilograms—determined? (See figure 5.3 note, page 12.)
Have students solve the three items listed on page 3 of Student Handout One to determine how much carbon dioxide (as well as sulfur oxides and nitrogen oxides) is saved by the production of one kWh of electricity from solar energy. (See item 3 below and figure 5.4 note, page 12.)
Discuss with your students how electricity is typically produced in your area. Follow these steps as you lead the discussion:
1. Use brainstorming and a chart, chalkboard, or overhead projector to generate a list of possible methods by which your electricity is generated at the present time. A site that will provide teachers and students with a useful overview of energy generation types is http://www.powerfrontiers.com/index.html. Have the students list the generation types (e.g., "fossil fuel plants") in three columns—Conventional, Renewable, Other—on Student Handout Two. (See electricity production note #1, page 12.)
2. Using the list generated by the students, discuss which of these are available now and which are still being researched or are in pilot use. Strive to find out from students which are available in your area, which are not, and why. (See electricity production note #2, page 13.)
3.
Have the students use the website http://www.epa.gov/cleanenergy/energy-and-you/how
clean.html
to determine the current mix of energy sources for generating electricity for your zip code.
4. Have your students use the circle provided on Student Handout Two, along with protractors, to make a pie chart that represents your energy mix for generating electricity. For a review of pie charts, go to http://bdaugherty.tripod.com/KeySkills/pieCharts.html. (See electricity production note #3, page 13.)
5. Now have your students think about some other areas of the country that might be of interest to them, and also might have different proportions in their mix of energy sources. Use the website listed in step #3 above to learn more. Compare the mix that is present in your area with that of other areas and see if the students can explain the differences. For instance, proximity to Hoover Dam or to Niagara Falls could explain an increase of hydroelectricity in the mix and reduced emission of pollutants. (See electricity production note #4, page 13.)
Now that the students have accumulated knowledge about electricity generation and the mix of energy resources for your region, you should be able to prompt them for the question, why choose solar?, and expect an enhanced response to the question,—percentage increases in the component alternative energies within the mix of resources used to generate energy lessens degradation of the environment.
When you are ready to return to the tour, there are three graphics on this window that serve as buttons to choose from (see figure 6):
Click the first graphic on the left (see figure 7):
That choice results in the following window, which relates how global warming occurs and describes the long-term effects of solar warming (see figure 8):
You may want to have your students research and report on the long-term effects of global warming (typically referred to as "global climate change") that are described in figure 8.
Click "close," and then choose the second graphic as the one to click (see figure 9):
Virtual Array Tour: Lesson II
The window that comes up provides a narrative on emissions from automobiles (see figure 10):
The narrative for figure 10 describes the typical emissions from an automobile. Help the students see that reducing carbon dioxide emissions by 4,800 kilograms through the use of solar energy is equivalent to taking one car off the road for a year.
You might want to have the students record the cumulative amount of CO2 avoided by your solar array (go back to figure 5 to get this figure). A month from now, have them record the amount again and determine the difference to reinforce the positive environmental impact of using renewable solar energy. (See figure 10 note, page 14.)
Click "close" to return to the previous window, and then select the third graphic to click (see figure 11):
Clicking that graphic will bring up figure 12, "Plants and Carbon Sequestration":
You might want to consider using the following SPN lessons, which deal with plants and carbon sequestration:
* SPN Lesson #8, The Absorption of Solar Energy
Temperature and the Tomato
* SPN Lesson #38,
* SPN Lesson #39, Where Do Plants Get Their Food?
Click "close" and then "home" to end this tour.
Invite the students into a classroom discussion about why this pathway is entitled "Why Choose Solar?" Some ideas that may help you guide the discussion follow:
* The use of solar energy might impact climate change.
* PV-generated electricity is usually two to three times more expensive than conventionally generated electricity.
* Use of PV doesn't pollute.
* PV systems are like flat-panel computer displays and other manufactured products, in terms of how production is related to expense: the more you produce, the less expensive each item becomes.
* Some areas offer subsidies to help pay for solar energy. What are the arguments for and against this? See whether students can name some industries that are vital to the economy that have or are receiving subsidies. (See subsidy note #1, page 14.)
BACKGROUND INFORMATION
Virtual Tour Notes for the Teacher
Figure 5.1 Note: A component of the photovoltaic array measures and records the amount of electrical energy produced by the solar array.
Figure 5.2 Note: It is a cumulative amount so it will increase.
Figure 5.3 Note: If students know the components of their solar array, they will realize that no component of the solar array directly measures and records quantities for these items. You might have to ask the students leading questions to get them to realize that, since the display states that these pollutants have been avoided due to electricity being generated by the solar array, the array's software must be able to mathematically estimate and record how much of each pollutant has been avoided. There is a direct relationship between the solar energy produced and the fossil fuels containing pollutants whose use has been avoided.
Figure 5.4 Note: If, in figure 1 of Student Handout One, the "Cumulative System Energy in Kilowatt-Hours" reads 34,567, and "Carbon Dioxide in Kilograms" reads 12,904, how much carbon dioxide would be saved by the next kWh of solar energy produced?
34,567 kWh are equivalent to 12,904 CO2 kg
1 kWh is equivalent to x kg CO2
Solving the equation for x gives an answer of .37 kg of CO2 per kWh.
Electricity Production Note #1: Older students should be able to come up on their own with lists that resemble the following:
a. CONVENTIONAL (Fossil fuel plants heat water to spin turbines, which turn generators. Such plants also burn gas to turn turbines similar to those that power jet planes. These turbines, in turn, turn electrical generators.)
i. Coal-fired power plant (COAL-FIRED POWER PLANT)
ii. Oil-fired power plant (OIL, ELECTRICITY)
iii. Gas-fired power plant (GAS ELECTRICITY GENERATION)
iv. Gas turbine (COMBINED CYCLE GAS TURBINE)
b. RENEWABLE
i. Wind (ELECTRIC WIND TURBINE MW MEGAWATT)
ii. Solar photovoltaic cells
1. Flat plate (GRID-CONNECTED PV)
2. Tracking (PV TRACKING ARRAYS)
3. Concentrating (PV CONCENTRATORS)
iii. Solar thermal
1. Parabolic trough (PARABOLIC TROUGH)
2. Dish Stirling (DISH STIRLING)
3. Power towers (SOLAR POWER TOWER)
iv. Biomass (BIOMASS POWER GENERATION)
c. OTHER
i. Nuclear (NUCLEAR POWER PLANT)
ii. Geothermal (GEOTHERMAL POWER GENERATION)
The classification of geothermal energy as "other" is debatable in that this kind of energy has been typically considered renewable. Discuss why the classification is debatable, asking questions such as the following: Where is the energy coming from? How does it renew? Can it be depleted? This likely will invite a discussion of physical geology.
Electricity Production Note #2: For example, dish Stirling engines are being deployed in commercial quantities in California but not in the East. In the East, the diffuse irradiance from frequent cloud cover renders such engines uneconomical. But in the Southwest, sparse cloud cover yields direct sunlight that is readily concentrated using mirrors; abundant sunshine makes the use of these engines very effective.
Electricity Production Note #3: Pie charts are circles sliced into segments whose areas represent proportions. Should you prefer not to work with protractors, have the students simply estimate and then check their estimates, or have them compare and correct each other's estimates. For instance, you might ask the question, approximately how much of our electricity is generated from nuclear energy? Then you could elicit that, for instance, 22% is a little less than one-fourth of the whole, and ask them to mark a little less than one-fourth of the circle as nuclear. Should oil and gas turn out to be 46%, which is a little less than half, they should make the oil and gas part a little less than half of the circle. Coal is likely to be most of the remaining part of the circle. Let's say that coal is 31%, which is a little less than one-third, so the coal wedge will be slightly less than one-third of the circle. Remind students to leave a little space for hydro, which might be 1%. If something is off, they can try again, adjusting the size of the wedges as necessary.
Electricity Production Note #4: For example, students might look up the zip codes 97221(Portland, OR), 02173 (Lexington, MA), or 80002 (Denver, CO). Expect your students to come up with other sites to check, and have them use search engines to look them up. You might want to prompt students with questions such as:
* Why does Portland have low CO2 emissions?
* What is a city name that interests you and what is its zip code?
* What are the relative proportions of the various power sources for that area?
* How do the emissions for that area relate to the national average? Why is this so?
Figure 10 Note: To determine the difference, subtract the two to determine how much CO2 has been avoided due to the power production from the solar array. Then have the students consider how many miles would have to be driven to produce that same amount of CO2.
Subsidy Note #1
Against Subsidies: Subsidies skew the market. Some say "let the market decide" and feel that subsidies are harmful to the economy. This assumes that we have a free market that monetizes all aspects of a purchase decision.
For Subsidies: In many cases, not all aspects of the purchase decision are monetized. For example, nuclear power producers only are required to insure for $500 million to cover accidents. In the unlikely event that a large accident were to occur, there could be $10s of billions in damages. Cleanup for larger accidents will be paid for by the federal government. So this risk is borne by the taxpayer even if they choose renewable energy that does not have this risk. In a fully monetized market, the nuclear power plant operator would be required to carry much more insurance and the cost of that insurance would be passed on to the ratepayer. And if someone chose a renewable energy source for their electricity, they would not need to pay for the insurance.
Those who favor subsidies point out that it is impractical to monetize all aspects of the purchase transition so it is typically easier to frame things differently and build in subsidies designed to achieve objectives such as cost reduction of clean energy. The majority of infrastructure industries that are of vital importance to our economy have been or are being subsidized. Examples include electric, aviation, rail, banking, farming, the Internet, housing, forestry, and auto.
SOURCE FOR THIS ADAPTED ACTIVITY
This activity is based on the Heliotronics SunViewer™ software that was provided to SPNparticipating schools.
LINKS TO MST LEARNING STANDARDS AND CORE CURRICULA
Standard 1—Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
M1.1b: Identify relationships among variables including direct, indirect….
M1.1c: Apply mathematical equations to describe relationships among variables in the natural world.
S1.1a: Formulate questions about natural phenomena.
S3.1a: Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships.
S3.2h: Use and interpret graphs and data tables.
T1.2: Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
Standard 4—Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
4.1a: The Sun is a major source of energy for Earth. Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.
4.1b: Fossil fuels contain solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.
4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy in the form of heat is almost always one of the products of energy transformation.
4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.
4.4d: Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.
4.5a: Energy can not be created or destroyed, but only changed from one form into another.
5.1d: The methods for obtaining nutrients vary among organisms. Producers such as green plants use light energy to make their food….
6.1c: Matter is transformed from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment.
6.2a: Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun's energy is converted into and stored as chemical energy in the form of sugar….
7.1e: The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of the environment and individuals requires the monitoring of soil, air, and water and taking care to keep safe.
7.2c: Industry brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems.
7.2d: Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth's resources.
Standard 5—Technology: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard 7—Interdisciplinary Problem Solving: Students will apply knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions.
1.1: Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems, determining the cost-benefit and risk-benefit trade-offs; and applying this knowledge to a potential purchase.
Produced by the Research Foundation of the State University of New York with funding from the New York State Energy Research and Development Authority (NYSERDA) www.nyserda.org
Special thanks to Heliotronics, Inc. for their contribution in developing the content for this lesson
Should you have questions about this activity or suggestions for improvement, please contact Bill Peruzzi at firstname.lastname@example.org
(STUDENT HANDOUT SECTION FOLLOWS)
Name__________________________________________
Date___________________________________________
Introduction to the School Power Naturally Solar Learning Lab™ Virtual Array Tour: Lesson II in the Series
STUDENT HANDOUT ONE
Background Information
Your school, which participates in the School Power Naturally (SPN) program, has been provided:
* a Solar Learning Lab™, which includes a solar array that generates electricity from sunlight
* an educational data-monitoring system that monitors and displays the energy and power production of the solar array, the meteorological quantities that affect its output and the emissions avoided by use of the solar array
* a site license for Heliotronics SunViewer™ educational data display software.
In addition, archived data has been displayed on the Internet for viewing by anyone in the world.
Your teacher has been introducing you to the Solar Learning Lab by conducting a virtual tour by means of the Heliotronics SunViewer™ software application. This lesson is a continuation of that tour.
DEVELOP YOUR UNDERSTANDING
Materials
A computer or computer lab that has Heliotronics SunViewer™ software installed
Protractors
Sufficient copies of Student Handouts One and Two
Procedures
1. When your teacher pauses in the tour and tells you to record the numbers displayed on the "Why Choose Solar?" screen graphic, use figure 1 on Student Handout One to do so. Then use those numbers to respond to the three other items on page 3 of Student Handout One.
2. When your teacher pauses in the tour and asks you to gather information to construct a pie chart, use Student Handout Two for that purpose. Your teacher will expect you to gather information on energy resources for generating electricity in your area and the percentages of that energy mix in order to construct the pie chart.
Name__________________________________________
Date___________________________________________
WHY CHOOSE SOLAR? Avoiding Pollutants
Figure 1
Use the array tour's figure 5 to fill in the blank areas on figure 1 above. Consider that recorded information in responding to these items:
1. 1 kWh is equivalent to _____kg CO2
Show your work here:
Then, use the actual figures you recorded in figure 1 to complete items #2 and #3 below. Again, show your work.
2. 1 kWh is equivalent to _____kg sulfur oxides
Work:
3.
1 kWh is equivalent to ______kg nitrogen oxides
Work:
Name__________________________________________
Date___________________________________________
STUDENT HANDOUT TWO
WHY CHOOSE SOLAR?
Renewable Energy
What are the ways by which electricity is generated in your area at the present time? List the generation types (e.g., "fossil fuel plants") for your area in the three columns below:
CONVENTIONAL RENEWABLE OTHER
Fossil Fuel Plants
Once you know how electricity is generated in your area, your teacher will help you determine the amounts for the energy mix that produces electricity in your area. Record those amounts below as percentages, arranging them from greatest to smallest. The energy mix percentages for your area are as follows:
(Note: You may need more or less than five sources and percentages.)
Source 1 and percentage:
Source 2 and percentage:
Source 3 and percentage:
Source 4 and percentage:
Source 5 and percentage:
Lesson II: Student Handout Two
4
Using those percentages for your various energy sources, convert the circle below into a pie chart that displays the sources and their percentages:
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Ages of Famous Personalities
Junior Level
Part 1: Data Collection:
You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
Name________________________________
Ages of Famous Personalities
Junior Level
Part 2: Analysis of the Data:
1. Using the grid below, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Be sure to label your axes and scale, and place a title on the graph.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
3. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?
Name________________________________
4. Based upon your scatter plot, did you, in general, overestimate or underestimate the ages? _____________________ Explain how you made this decision by examining the scatter plot.
5. a. What percent of your estimated ages were correct?
b. What percent of your estimated ages were above the actual ages?
6. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon your model equation from question #1?
7. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon your model equation from question #1?
8. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon your model equation from question #1?
9. a. What is your age? __________
b. Based upon the your model equation from question #1, what would have been your estimated age?
10. a. Which personality had the greatest difference between the estimated age and the actual age?
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities?
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AVIAN ETHOGRAM AND RESEARCH PROJECT AT THE ZOO
Mildred Sears Funk Department of Biology Roosevelt University Chicago, IL 60605
INTRODUCTION
This ethogram and behavioral research project will be enjoyable for you, if you are interested in animal behavior, and will also help you learn how to more closely observe behavior. Observational skills will be helpful in many careers (e.g., clinical psychology, medicine, law, public relations, to name a few) that require closely watching behavior, accurately describing it, and understanding it in its context. You will practice these skills in the first part of the exercise, constructing an ethogram (a listing and description of species behavior). In this exercise, you will choose a particular species and, together with another student, you will describe the species' activities. The second part of the project, the behavioral research, helps you gain a better understanding of how scientists use the "scientific method." Scientists get their information by observing, experimenting and analyzing. You will choose a research question about some behavior of interest that can be answered through more specific observations of one or two individuals of the species. After collecting and analyzing data, you will interpret the results for the class in a poster session in which you display and discuss your work. You need to actively participate, carrying out observations and designing your project and planning your time well.
LEARNING OBJECTIVES
You will:
* On the basis of the observation, construct a research question
* Practice skills of close observation and detailed description
* Design an experiment to answer this research question
* Graph experimental data and the research process on a poster
* Explain what you did and why to the class and what you'd do differently next time
MATERIALS
Field notebook and pen or pencil for observations and diagrams Timepiece (a second-hand is helpful but not necessary)
Optional: tape recorder, camera or camcorder, binoculars
2
2
METHODS
Getting started on your subjects
Choose an active species. Try to be unobtrusive and quiet because your behavior may affect the birds' activities. Stay close enough to see all the activities but not so close that you disturb your subjects by your proximity or staring at them or by any noise you make. They may flee or become immobile, neither of which is helpful for your data collection. They may become habituated to your presence after some time and then behave in their normal fashion even though aware of your presence. Describe the birds. Field guides in the library will be helpful. Diagram the habitat.
After your description of the birds, you need to familiarize yourself with the behavioral repertoire of your chosen species. Observing for an ethogram gives you the time and a framework in which to gain understanding of the animals by noting what they do and how they do it. To get started, watch the birds for an hour and take notes of their different activities. In your field notebook, note the date and time, conditions such as weather, crowd numbers, etc. and then keep track of the time and behavior you see. This is called AD LIB sampling, an informal note-taking procedure of as many behavior patterns as you see. You will be trying to describe at least a dozen. One student can describe the actions and the other can write them down and time them. The behavior may be motoric (e.g., flying and climbing, or concerned with body maintenance [feeding and elimination, bathing and preening] or exploratory, such as searching or scanning, or social: affiliative (friendly) or agonistic (threatening), or other behavior. Talk to the keepers. When are the birds most active? Consult two or three articles in scientific journals about the natural history of the species you have chosen. Then you are ready to begin your ethogram.
What is an ethogram?
An ethogram is a catalogue of the different action patterns of your species such as those listed above. When you think you are familiar with many of the species behavior patterns that are repeated in their daily routine, start listing these patterns as you watch the animals. Try not to be subjective or label the patterns at the beginning. Use descriptive names. Pretend that you are describing your chosen species and its behavior to a Martian who has never seen the species. Write down careful descriptions of the movements so that others could read your descriptions and recognize those exact same movements. Exactly how was the movement done? Was there any sound? (EXAMPLE: Open beak thrust. One bird is opening its beak and thrusting it in the direction of another bird.) Is there any movement of the rest of the body toward the other bird? Any change in the eyes or in the plumage? Any sound? Any other movement that goes along with the open beak? The above behavior could be a begging movement by young or by a mate for food or it may be a threat display. What was the context of the behavior? Your label for a behavior does not describe the behavior. If you call a behavior a "threat behavior" that label does not tell us what the actions were; it tries to tell us something about the situation, it passes judgment on the action. One must exercise care in labeling behavior patterns. Sometimes the movements may belong also to a different pattern of behavior and then they may be done for different reasons. So, try to keep a human bias out of your observations in the beginning. Simply note that one bird is opening its beak at another and describe what happens. Later, you can label the behavior when you are more familiar with it and the context in which it is performed.
Using your list of behavior patterns, you need to find out the frequency of those patterns in an hour's time. For this type of record, you will use FOCAL ANIMAL SAMPLING. You cannot record all activities of a group of animals at the same time, but you can get good behavior notes on one animal for a short period of time. Be sure you can identify the one subject --how does it differ from the rest? Choosing a time when the animals will most likely be active, simply note how the activity is done and when it changes. Again, write down date, time and conditions and then list behavior patterns and times. Abbreviations save time (feeding-FD), but provide a key to your abbreviations. Each person takes a turn at observing or recording activities until you have 3-4 hours of data so that you can calculate the time your subjects spend on the activities you have listed in their behavioral repertoire.
The teacher should check your ethograms before you begin the research question part of
the project. (No need to re-write all the descriptions if they are legible.) You may need a category for "Other" behavior, such as some activity done when your subject is out of sight. Be sure that all the behavior patterns you see will fit in one of your categories.
How will you display the data?
Using your data, make an activity chart with percentages of time devoted to each activity.
Add up the time spent on each behavior during the time you watched your subjects. Then divide the number of minutes spent in an activity by the total number of minutes spent in all the observations to get the percent of time spent on each activity. Make a Pie Chart of the percentages of time spent in various activities so that the observer can quickly understand the interrelationships of the behavior patterns and their relative frequency in the daily routine of the subject (Figure 2). The percentages on the Pie Chart should add up to 100%.
PERCENT OF T IME IN ACTIVITY
So far, you have 1) chosen a species, 2) observed group activities, 3) observed individuals for a time budget analysis, and 4) made activity charts and graphs. Now you are ready for the Research Project.
Research project: What is your hypothesis?
Figure out a question about behavior you have seen that you can eventually answer through tallying more observations. What question do you want to study about your subject? These observations will be taken on one or two animals and you will be looking for "ALL OCCURRENCES OF A SELECTED BEHAVIOR", another sampling method. Familiarized with your chosen species, you should design a simple research question, one that you will be able to answer with several more hours of data collection on the behavior in which you are interested. This question should be framed as a hypothesis, a statement that predicts a set of observations. You should be able to test your hypothesis with a limited set of data. Here are some possibilities:
(2) Another question might be comparative in nature: compare time spent on preening behavior (or other types of maintenance behavior) in two species. Null hypothesis: There is no difference in time spent preening in the ___ species and the ____species. Alternative hypothesis: There is a significant difference ................ Describe preening. What parts of the body are preened? Why do birds preen? When? Is there a precise timetable to preening? Do birds in your species allopreen (preen others)? Why would they do this? Does one species preen more often but for shorter periods?
(1) The question might concern time budgets: Is feeding intensity the same at noon as in late afternoon? You will then suggest a tentative or "null hypothesis" to be tested: There is no difference between feeding intensity at noon and in late afternoon. The alternative hypothesis: There is a significant difference between feeding intensities at noon and in late afternoon. In such a study, you may also want to consider comparing the zoo birds to what you observe of feeding behavior at your backyard feeder. Find out some of the factors that determine how long a bird in the wild remains in one spot to feed.
(3) There is no difference in vocal and motor activity between male and female (species)
(5) Juveniles are more exploratory (or playful or aggressive, etc.) than adults.
(4) Do juveniles stay closer to each other than to their parents? (There is no difference in proximity of the juvenile to the mother than in proximity to the other young.)
(6) _____- (Parrot) species is left-footed (or right-footed) when feeding.
Your hypothesis will be supported by your data or disproved. If it is rejected (still a result!), then the statement needs to be changed. Would more data be helpful? What is your new hypothesis?
DISCUSSION
The poster: How will you present the data?
After you collect your data, tabulate your results. You should calculate a statistical measure to determine if your findings can reject your null hypothesis. For help on statistics see Zar (1984) or Hailman and Strier (1997) for a short text on research writing and planning. Graph your data. Do sketches or take pictures of the area and the birds.
For the research project, you have (1) chosen your research question, (2) observed individuals to gather data, (3) analyzed that data. Now you are ready to design your poster. Your finished poster (22" X 28" is appropriate) should have 7 parts:
(1) Title.
(2) Abstract: a paragraph that summarizes your research question and findings.
(3) Methods: describe subjects, what you did for the project, where, how often, when.
(4) Results: what you found. Include ethogram: one or two sentences to describe each behavior. Draw the time budget graph and chart and give any other data.
(5) Discussion: Conclusions. What would you do differently next time?
(6) Brief natural history of subjects and bibliography of articles you read about your species.
(7) Picture of birds and a diagram of the habitat.
When you explain your poster to the class, you can tell them any other information you learned about your species in your research.
Special Terms
AD LIB (AD LIBITUM) sampling is an informal type of observation and note-taking; describing all the activity that is seen. This method is good at getting information on what leads up to an event and what happens during and after the event. It is a first step in finding out all you
can about the activities of various subjects.
FOCAL ANIMAL SAMPLING concentrates on getting all possible information about one subject's activities and how those activities are performed.
SAMPLING ALL OCCURRENCES OF A SELECTED BEHAVIOR gives the viewer data on just the one behavior of interest to the observer.
PIE CHART has each segment of the circle proportional to the frequency of a particular behavior.
ACKNOWLEDGEMENTS
I thank Bob Shonk for the illustration of morphological terms for birds and Rebecca Popovich and Ben Messmer for use of the activity charts of a mammal.
REFERENCES
Altmann, J. 1974. Observational study of behavior: sampling methods. Behaviour 49:227-267.
Hailman, J. P. and K. B. Strier. 1997. Planning, Proposing, and Presenting Science Effectively. Cambridge University Press, Cambridge.
Washington Park Zoo and Minnesota Zoological Garden. 1947. Research methods for studying animal behavior in a zoo setting: Parts 1 and 2 {VHS}. University of Minnesota film and video catalogue.
Zar, Jerrold. 1984. Biostatistical Analysis. Prentice-Hall, Englewood Cliffs, NJ.
ADDITIONAL SOURCES
Brooks, R. and K. Yasakawa. Laboratory exercises in animal behavior. K. Yasakawa: Department of Biology, Beloit College, Beloit, WI 53511.
DeCoursey, P. 1994, July. A laboratory exercise: zoo ethograms. Paper presented at the Animal Behavior Society, Seattle, WA.
SUGGESTIONS FOR INSTRUCTORS
The main campus of Roosevelt University is located a short bus ride from Lincoln Park Zoo in Chicago. Lincoln Park Zoo offers free admission to the public so students can return to observe their chosen subjects whenever they want. If the zoo closest to your school does not have free admission, the instructor can very likely work out arrangements for a free pass for students for a limited time.
This exercise could also be adapted for use in watching birds at bird-feeders or watching ducks on a pond or pigeons in a park.
Expenditures for this project consist of transportation and posterboard, perhaps some photos of the animals and their enclosure.
Students need to understand the time requirements of this exercise. Figuring on groups of 2, each pair should gather 3-4 hours of data to compile for the ethogram activities and then the same amount of time for the research question. They'll need to spend more time finding other information on their chosen species and putting the data and results together and deciding on statistics and the design of the poster.
Students should understand that the time budget of a captive animal is not the same as that of a wild animal. This can be a part of a general discussion on zoos: benefits zoos offer (preservation of rare and endangered species, the chance to view these rare animals) and problems (captivity and boredom, excess animals, breaking up mated pairs in order to increase their reproductive potential, etc.).
Methods of data gathering should be discussed. Would they prefer to keep a running count of all behavior of one animal or do a "behavior scan" every minute or 30 seconds and record what the animal is doing at that time? Interesting discussions could be based on which method is better for getting duration of a behavior or for getting unusual behaviors, or catching a stimulus for a behavior. This exercise can introduce the many ways of sampling behavior. See discussion in Altmann (1974).
A helpful video on ethograms is from Washington Park Zoo (1947).
Ethograms are often assigned in animal behavior courses and only that part of the exercise may be done if time is short. When only the ethogram is used in the short session, students may work individually. They try to get an exhaustive catalogue of behavior for their subject species and also locate resources on the natural history of that species. A semester offers sufficient time to combine the ethogram with the research question. This combined exercise is an easy and enjoyable way to acquaint the nonBiology major with scientific investigation. I find that the several parts of the project (the ethogram, research project, oral presentation, and the poster), also make it easier to grade.
Students have enjoyed this research at the zoo and everyone seems very interested in the poster session at the end of the class.
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Ages of Famous Personalities
Name________________________________
Algebra 1 Level
Supplies: Graphing Calculator, PowerPoint presentation
Task: You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
| 20 | |
1. Using your graphing calculator, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Sketch the scatter plot on the grid at the right. Be sure to label your axes and scale.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
Points: ( , ) & ( , ) Slope: __________
Equation:____________________________________
3. Using your graphing calculator, find the linear regression equation, the calculator’s line of best fit, for your data. _____________________________________________
4. What is the correlation coefficient? ___________ What does it tell you about the fit of the calculator’s linear regression?
5. What is an appropriate domain for graphing age data in general? _______________________
6. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?___________________________________________________________
7. Did you, in general, overestimate or underestimate the ages? ____________________________
8. a. What percent of your estimated ages were correct?__________________________________
b. What percent of your estimated ages were above the actual ages?______________________
9. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon the calculator’s model equation? ______________________________________________
10. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon the calculator’s model equation?____________________________________________
11. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon the calculator’s model equation?___________________________________________
12. a. What is your age? __________
b. Based upon the calculator’s model equation, what is your estimated age? _____________
13. a. Which personality had the greatest difference between the estimated age and the actual age?
___________________________________________________________________________
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities? ________________________________________________________
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BEAUMARIS PRIMARY SCHOOL BULLYING POLICY
(Student, Staff and Parent)
Definition:
A person is bullied when someone, or a group of people, deliberately upsets or hurts another person or damage their property, reputation or social acceptance on more than one occasion. There is an imbalance of power in incidents of bullying with the bully or bullies having more power at the time due to age, size, status or other reasons.
Rationale:
The school will provide a positive culture where bullying is not accepted, to ensure that all will have the right of respect from others, the right to learn or to teach, and a right to feel safe and secure in their school environment at all times.
Aims:
- To alert everyone within the school community about the signs and evidence of bullying and to ensure bullying is reported whether a person is a bystander or a victim.
- To reinforce within the school community what bullying is, and the fact that it is unacceptable.
- To ensure that all reported incidents of bullying are followed up appropriately.
- To seek parental and peer-group support and co-operation at all times.
Implementation:
- Bullying may consist of physical harm, harassment, verbal insults or hurtful remarks, or actions designed to hurt somebody's reputation, social standing or to cause humiliation. Bullying may be carried out directly or indirectly and may include the use of digital technologies such as social network sites, websites or on-line chat rooms.
- Our school has adopted a zero tolerance position on bullying.
- We have adopted a four-phase approach to bullying.
- Our school will combat bullying by providing a safe, secure and stimulating learning environment.
1. Primary Prevention:
- Each classroom teacher to clarify with students the types of bullying, as well as the consequences and impact of bullying.
- Professional development for staff relating to bullying, harassment and proven counter measures.
- Community awareness and input relating to bullying, its characteristics and the school's programs and responses, complemented by clear processes for reporting suspected bullying.
- Teachers will be trained in cybersafety. Cybersafety awareness programs will be provided for parents (biannually) and cybersafety will form part of each student's ICT curriculum.
- The provision of programs that promote inclusiveness, resilience, life and social skills, assertiveness, conflict resolution and problem solving will form an integral part of our curriculum. In particular, assertiveness training and bystander training that builds skills in students to challenge and/or report unacceptable behaviour will be central to our curriculum.
2. Less Serious Incidents:
- Parents are encouraged to contact the school if they suspect a bullying or behaviour problem.
- All instances of suspected bullying or inappropriate behaviour must be responded to by staff.
- The school will reinforce with students the importance of appropriately reporting incidents of inappropriate behaviour involving themselves or others, and it is imperative that staff respond appropriately and
proportionally to each allegation consistent with the school's Student Code of Conduct, including the proper reporting and recording of the incident on our on-line behaviour tracker.
- Parents are to be contacted if their child is alleged to have been bullied or experienced inappropriate behaviour, or if their child appears to have behaved inappropriately or bullied someone else.
- Appropriate and proportional consequences may include a verbal apology, writing a letter of regret, completing a Think Paper, loss of privileges etc.
3. Serious Incidents:
- Serious incidents and/or repetitive incidents of bullying or unacceptable behaviour must be reported, responded to by staff and documented.
- All such incidents or allegations will be properly investigated and documented. Depending upon the nature of each incident, they may also be reported to police, reported to the Student Critical Incident Advisory Unit, and/or reported to the Department's Emergency and Security Management Unit.
- Serious incidents are those that include physical assault, sexual assault, criminal activity involving theft or serious damage of property, serious threats, racial, religious or homophobic bullying etc.
- The school may contact support professionals such as Welfare officers, Welfare coordinators or Councillors and/or Student Support Officers for assistance and support.
- Both bullies and victims will be offered counselling and support.
- Students and staff and parents identified by others as bullies will be informed of allegations.
- All repetitive or serious incidents must be brought to the attention of the principal class members of the school.
- Regional Office will provide support as appropriate, and the Principal will monitor the investigation and review the situation until matters are appropriately resolved.
- The most appropriate staff member will contact parents of the targeted student. Principal class members will contact alleged bullies unless advised by police or other relevant authority not to do so.
- Consequences of repetitive or serious incidents may include criminal charges, suspension, expulsion, loss of privileges, counselling, conciliation or any other consequences consistent with the school's Student Code of Conduct.
- A management strategy for all parties will be developed in consultation with the students and parents involved.
- Parents or community members who bully or harass or abuse staff will be provided with official warnings, and if necessary referred to the police, and/or have trespass restrictions placed upon them by the Principal consistent with the Summary Offences Act.
4. Post Incident:
- conciliation meetings between all parties
It is important that appropriate strategies are put in place after the incident has been resolved for all students involved. Appropriate strategies may include:-
- ongoing monitoring of students involved.
- follow-up meetings regarding each student's management strategy.
- identification of an agreed key contact staff member for each student involved.
- ongoing communication with parents.
- reinforcement of positive behaviours and appropriate behaviour strategies.
- counselling from appropriate agencies of support officers etc for both parties.
- support and counselling will be offered in the event of malicious or fictitious claims.
Evaluation:
This policy will be reviewed as part of the school's review cycle.
Support materials: http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/students.aspx
Ratified by School Council:
2016
To be reviewed: 2019
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SEISMIC WAVES
Seismology is the study of earthquakes and seismic waves that move through and around the earth. A seismologist is a scientist who studies earthquakes and seismic waves. Seismic waves can be defined as, "the waves of energy caused by the sudden breaking of rock within the earth or an explosion" 1 . They are the energy that travels through the earth and is recorded on seismographs.
Types of Seismic Waves
There are several different kinds of seismic waves, and they all move in different
Body and surface waves
Source: http://eqseis.geosc.psu.edu/~cammon/HTML/Classes
/IntroQuakes/Notes/waves_and_interior.html ways. The two main types of waves are body waves and surface waves. Body waves can travel through the earth's inner layers, but surface waves can only move along the surface of the planet like ripples on water. Earthquakes radiate seismic energy as both body and surface waves. Recordings of seismic waves from earthquakes led to the discovery of the earth's core and eventual maps of the layers of the Earth's inside. Just as the prism below refracts light at its faces,
seismic waves bend, reflect and change speed at the boundaries between different materials below the Earth's surface 2 .
Body Waves
Traveling through the interior of the earth, body waves arrive before the surface waves emitted by an earthquake. These waves are of a higher frequency than surface waves.
P Waves
The first kind of body wave is the P wave or primary wave. This is the fastest kind of seismic wave, and, consequently, the first to 'arrive' at a seismic station. The P wave can move through solid rock and fluids, like water or the liquid layers of the earth. It pushes and pulls the rock it moves through just like sound waves push and pull the air. Have you ever heard a big clap of thunder and heard the windows rattle at the same time? The windows rattle because the sound waves were pushing and pulling on the window glass much like P waves push and pull on rock. Sometimes animals can hear the P waves of an earthquake. Dogs, for instance, commonly begin barking hysterically just before an earthquake 'hits' (or more specifically, before the surface waves arrive). Usually people can only feel the bump and rattle of these waves.
P waves are also known as compressional waves, because of the pushing and pulling they do. Subjected to a P wave, particles move in the same direction that the wave is moving in, which is the direction that the energy is traveling in, and is sometimes called the 'direction of wave propagation.
S Waves
The second type of body wave is the S wave or secondary wave, which is the second wave you feel in an earthquake. An S wave is slower than a P wave and can only move through solid rock, not through any liquid medium. It is this property of S waves that led seismologists to conclude that the Earth's outer core is a liquid. S waves move rock particles up and down, or side-to-side perpendicular to the direction that the wave is traveling in (the direction of wave propagation).
Surface Waves
Travelling only through the crust, surface waves are of a lower frequency than body waves, and are easily distinguished on a seismogram as a result. Though they arrive after body waves, it is surface waves that are almost entirely responsible for the damage and destruction associated with earthquakes. This damage and the strength of the surface waves are reduced in deeper earthquakes.
Love Waves
The first kind of surface wave is called a Love wave, named after A.E.H. Love, a British mathematician who worked out the
mathematical model for this kind of wave in 1911. It's the fastest surface wave and moves the ground from side-to-side. Confined to the surface of the crust, Love waves produce entirely horizontal motion.
Rayleigh Waves
The other kind of surface wave is the Rayleigh wave, named for John William Strutt, Lord Rayleigh, who mathematically predicted the existence of this kind of wave in 1885. A Rayleigh wave rolls along the ground just like a wave rolls across a lake or an ocean. Because it rolls, it moves the ground up and down and side-to-side in the same direction that the wave is moving. Most of the shaking felt from an earthquake is due to the Rayleigh wave, which can be much larger than the other waves.
Seismic Wave Speed
Seismic waves travel fast, on the order of kilometers per second (km/s). The precise speed that a seismic wave travels depends on several factors; most important is the composition of the rock 3 . Temperature tends to lower the speed of seismic waves and pressure tends to increase the speed. Pressure increases with depth in Earth because the weight of the rocks above gets larger with increasing depth. Usually, the effect of pressure is larger and in regions of uniform composition, the velocity generally increases with depth, despite the fact that the increase of temperature with depth works to lower the wave velocity.
References
1 http://www.geo.mtu.edu/UPSeis/waves.html
2http://www.colorado.edu/physics/phys2900/homepages/Marianne.Hogan/waves.ht ml
3http://eqseis.geosc.psu.edu/~cammon/HTML/Classes/IntroQuakes/Notes/waves_a nd_interior.html
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10 Science Lesson Plan
Lesson Title: History of the Periodic Table
Content Descriptor
Year Level: 10
The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU187)
Learning Outcomes / Target
I will understand the development and refinement of the periodic table over time
Real world connections in Learning Targets
Mixing fuels together, working with different metals around binding agents or chemicals, hairdressers use chemicals to change hair colours etc…
Other considerations – Indigenous students / medical/ students with disabilities
Equipment
Activity 1 : History of the periodic table info sheets, blank timeline (A3 size) – 5 copies
Activity 2 : Chemical Equations Worksheet, Molymods
Activity 3 : Element Flash Cards
Task cards 1, 2, 3 (Details of the activities – printed, laminated and left on the tables for students)
Exit tickets – printed and cut up
Safety procedures and risk assessment
N/A
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:00 | Welcome and settling • Use wait time and cueing with parallel acknowledgeme nt to settle class Revise last lessons content Learning target | “Good morning year 10, please take your seats” “Who can tell me what we did last lesson?” “Today’s learning target is… [read from board]” | Students to respond Students to copy learning target into their books |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:10 00:15 | Explain to students that there are 3 stations and they must rotate through them throughout the lesson. Organise students into 3 groups | “Today our lesson will work a little differently. We will be rotating through 3 activities.” “If there is any silliness then the activity will stop and we will copy pages from the textbook for the remainder of the lesson” | Students to get into groups |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:60 | Exit ticket questions: • Who is Mendeleev? | Checks students have packed up all equipment appropriately | Students to answer questions to get out of class |
Post-Lesson Reflection
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
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PHYSICS INTRODUCTION TO SIMPLE HARMONIC OSCILLATORS LAB
( CAPT STYLE!... work together, hand in individually!)
For each section:
(Be sure to indicate independent and dependent variables)
Design the experiment to measure
Write a procedure
Make a prediction
Make a data table
Carry out the experiment and collect the data Note any problems and/or difficulties Graph all results Make general conclusions
A) For a string pendulum: Find a mathematical relationship to predict the period of a pendulum. Find the determining factor (weight, length, angle <<15 degrees)
Measure its distance, height, or velocity vs time. Measure time accurately (10 swings, then divide by 10)
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
** In at least one of your trials try to measure distance,height, velocity vs. time
B) For a weight hanging off a spring, Find the determining factor (weight, spring size, initial distance).
Measure its height, velocity, acceleration vs. time. Measure time accurately (10 swings, then divide by 10)
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
** In at least one of your trials try to measure distance,height, velocity vs. time
C) Use a circular object to turn and measure displacement vs time. Try different rates and radii. Use your results to explain how this is simple harmonic oscillation.
1. In your own words, clearly state the problem you are going to investigate. Include a clear definition of the independent and dependent variables that will be studied.
2. Design an experiment to solve the problem. Your experimental design should match your statement of the problem, should control the variables, and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate. Show your design to your teacher before you begin your experiments.
3. After receiving permission from your teacher, work with your partner to carry out your experiments. Your teacher's approval does not necessarily mean that your teacher thinks your experiments are well designed. It simply means that in your teacher's judgement your experiments are not dangerous or likely to cause an unnecessary mess.
4. While conducting your experiments, take careful notes. Make sure to use appropriate charts, tables, or graphs. Your notes will not be scored, but they will be helpful to you later as you work independently to write about your experiments and the results. You must keep your own notes because you will not work with your lab partner when you write your report.
Directions for Writing Your Laboratory Report
Working on your own, summarize your experiments and results. You may use your own notes that you took previously while working with your partner. You may wish to write a first draft of your lab report on scratch paper.
Your report should include the following general sections:
* A clear statement of the problem you investigated. Include a clear identification of the independent and dependent variables that were studied.
* A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.
* The results of your experiment. Tables, charts, and/or graphs should be used where appropriate and should be properly labeled.
* Your conclusions from your experiment. Your conclusions should be fully supported by data, and include appropriate calculations and analysis.
* Comments about how valid you think your conclusions are. In other words, how much confidence do you have in your results and conclusions? Any factors that contribute to a lack of confidence in the results or conclusions should be discussed. Also, include the ways that your experiment could be improved if you were to do it again.
| |
Walker Books Classroom Ideas
Guinea Pig Town and other Animal Poems
*Notes may be downloaded and printed for regular classroom use only.
Ph +61 2 9517 9577
Fax +61 2 9517 9997
Author: Lorraine Marwood
ISBN: 9781922077424
ARRP: $16.95
NZRRP: $18.99
April 2013
Outline:
A beautiful collection of poems about animals.
Squawk! Snuffle! Bark! Roar!
Feathers, fins, scales, claws.
Running, hopping, crawling, soaring.
All creatures are celebrated in this new collection of poetry by Lorraine Marwood.
Author Information:
Lorraine Marwood was born and raised in rural Victoria and has lived for most of her married life on a dairy farm with her husband and their six children. Lorraine now lives in a rural town with plenty of bush around. Lorraine is an award-winning poet who has been widely published in literary magazines across Australia, as well as magazines in the UK, USA, New Zealand and Canada. She has also published several children's novels and collections of poetry. She loves to take writing workshops and encourages others to write their own poems.
Her titles with Walker Books Australia include A Ute Picnic and Other Australian Poems, Ratwhiskers and Me, Note on the Door and Other Poems about Family Life which recieved a Notable mention in the Children's Book Council of Australia Awards and Star Jumps, which was short-listed for the Speech Pathology Australia Book of the Year Awards 2010, Lower Primary Category; received a Notable mention in the Children's Book Council of Australia Awards, 2010; and won the Prime Minister's Literary Awards, Children's Fiction, 2010.
For more information about the author, please visit her website: www.lorrainemarwood.com.
How to use these notes:
This story works on many levels. The suggested activities are therefore for a wide age and ability range. Please select accordingly.
These notes are for:
Example of:
Themes/ Ideas:
National Curriculum Focus:*
Key Learning Areas:
* Primary years 2-4
* English
* Poetry
* English
* Ages 7+
www.walkerbooks.com.au/teachers
* Australia
* Animals
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English content descriptions include:
These notes were created by Steve Spargo. For enquiries please contact: email@example.com
Walker Books Australia Locked Bag 22 Newtown, N.S.W., 2042
Notes © 2013 Walker Books Australia Pty. Ltd. All Rights Reserved
Classroom Ideas
Lorraine Marwood on Guinea Pig Town
Inspiration comes in many forms. Here are some great moments that inspired some of the individual poems.
* A visit to the rooftop gardens of a restaurant in London to see the flamingos and ponds. Of course a poem resulted from observation.
* A castle in Scotland that had a narwhal tusk as the top of a long staircase, sent me off in a scurry to research the narwhal and its history.
In fact once an observation, or an idea came to mind, I researched until I knew the characteristics of that animal and could weave them poetically in a poem. Often the characteristics of the animal itself gave me the entry into the format of the poem itself.
For example, in the Cheetah poem on page 129, I use the animal's distinct markings and its characteristic speed to be the main focus the poem.
Some poems become the embodiment of a little observed incident and poems that fall into this category are While on Holiday and An Incident. These two poems are based on actual fact and I'm sure many children and adults could recall such an incident – this is ideal material for a poem.
See if you can find the acrostic poem in the collection or have a go at writing a two-word poem like Penguins in 2 on page 23. Strong nouns and verbs are the best to use in this poem. Two-word poems also make great read aloud poems.
Of course many poems come from experience like Having words with our Puppy or Routine. Now there's a challenge, see if you can write a one-word to one-line poem. Following the pathway of an action like a dog's walk is a great way to do this.
I love the diversity of ways to write poetry and the diversity of the animals we have been gifted in the world.
For me, observation, comparison and research are the forerunners to writing a poem. I am armed with material to allow the tone and emotion of the poem to work its magic.
My webite is www.lorrainemarwood.com
My blog site: http://lorrainemarwoodwordsintowriting.blogspot.com.au www.walkerbooks.com.au/teachers
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Discussion Questions and Activities
Classroom
Poetry
Ask students to visit the school library and find a short poem that they like. Have students write this poem on a piece of paper and then fold it in half (make sure that they record the title of the poem and the book that they found it in). Then ask students to put their chosen poems into a hat or box at the front of the classroom. Throughout the week select random poems from the box and read aloud. Ask students to discuss why they like/ dislike this poem and what type of poem it is. Choose interesting words from the poem for further discussion.
Discuss different forms of poetry with students. What style of poetry is used in Guinea Pig Town? Look at Lorraine Marwood's other titles: A Note on the Door, Ratwhiskers and Me and Star Jumps. How does this book differ?
Reading aloud
Locate the poetry section in your school or local library. Choose a poem that you like and practise reading it aloud. Read the poem aloud to your class and then explain what interested you about the poem.
Ask students to choose a poem from Guinea Pig Town to recite to the class. After they have recited the poem ask them to share why they chose this particular poem.
Ask groups of students to take turns reading a line each of a particular poem. When they have practised a few times ask the group to perform their poem to the class. How does a poem change with different voices reading it?
www.walkerbooks.com.au/teachers
3
Ideas
Discussing the book
What is the purpose of a table of contents? Why would one be included in this book?
Locate the contents then read the titles of the poems in your section of the book. Choose one title which intrigues you and write your own poem using that title. (You may like to use the words and phrases you have brainstormed as inspiration.) After you have written your poem, compare it with Lorraine Marwood's version. Was hers like you expected? How were the subjects, themes and poetic style similar and different to your poem?
Look at the section titles in the contents ("Bird Screech Street", "Aussie Animal Avenue", etc.) and write a poem that would fit a section of your choice. You can either write in Lorraine Marwood's style or your own unique style.
Create a collage or other visual representation of Guinea Pig Town. This should use pictures and found objects, font, colour and composition to reflect the main subjects and themes of the book. Display these in the classroom.
Choose one poem and rewrite as if it were prose (ordinary grammatical structure). Compare the poem and your prose adaptation and use it as a base for a class discussion on the difference between poetry and prose.
Write a poem about a pet that you own or someone else's pet that you know well. Think of interesting or funny things that this animal does to include in your poem.
Write a book review on Guinea Pig Town. Discuss what you liked about it, reference books that are similar and recommend who you think would like the book.
Research Lorraine Marwood and prepare a PowerPoint (or similar) presentation about her.
Have a class "scavenger hunt" and see who is first to locate the language techniques and types of poems listed below. (You may like to work in pairs for this activity – and make sure you remember to write down the quotes and/or page numbers!) After completing this activity, use the quotes you've found to create a memory card game where you match up the following techniques with examples from the book.
Language techniques
* rhyme
* rhetorical question (a question that doesn't really seek an answer)
* repetition
* pun (a play on words)
* hyperbole (extreme exaggeration)
* alliteration (where the first letters of words near each other are repeated for poetic effect)
* direct speech (something someone says aloud)
* onomatopoeia (where a word imitates the sound it represents)
* simile (a comparison using "like" or "as")
* metaphor (a comparison where one thing is said to be another)
* first person ("I")
* aural imagery (description which appeals to sound or hearing)
* visual imagery (description which appeals to how something looks)
* olfactory imagery (description which appeals to how something smells)
* tactile imagery (description relating to the sense of touch)
* italics
* enjambment (where a sentence continues from one line to the next without punctuation)
* ellipsis ( … )
* parentheses (brackets)
* sentences made of one word
* words written in CAPITAL LETTERS
* three verbs (action words) in a row
Other books by Lorraine Marwood
Ratwhiskers and Me 9781921150395 AU$15.95/NZ$17.99
Star Jumps
9781921150722
Classroom ideas available
AU$15.95/NZ$17.99
Classroom ideas available
www.walkerbooks.com.au/teachers
Types of poems
* a prose poem (a poem set out as if it was not a poem, with the lines stretching all the way across the page)
* a poem with stanzas
* a poem written in a child's voice
* a poem which uses different fonts (lettering)
* a humorous poem
* a sad poem
A Ute Picnic and Other Australian Poems
9781921529771
AU$15.95/NZ$17.99
Classroom ideas available
4
A Note on the Door and Other Poems about Family
Life 9781921720611 AU$15.95/NZ$17.99
Classroom ideas available
| |
Curriculum Guide for 5
th Grade English
Sentences
15 days
Curriculum Objectives – 5.3, 5.5, 5.6
Biblical Worldview Essential Questions
What has God said in His Word that relates directly or indirectly to our speech?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify sentences • Differentiate the four kinds of sentences • Compose a prayer using the four kinds of sentences • Recognize the subject and predicate of a sentence • Distinguish simple and complete subjects and predicates • Identify you as the subject of an imperative sentence • Recognize compound subjects and predicates • Recognize compound sentences • Identify sentence fragments and run-on sentences • Compose sentences avoiding sentence fragments and run- ons • Diagram simple sentences • Use context clues to understand unfamiliar words • Locate sentences in selected Bible passages | • Group work • Class games • Complete worksheets individually, in pairs, and as a class • Student writing • Board activities • Review games • Activities using overhead transparencies • Assign workbook pages • Scripture search | • Teacher’s text (HBJ Language, 1990 ed.) • Student text (HBJ Language) • Practice Workbook (instructional Fair, ed.) • Sentence strips – A Beka Books • Overhead projector transparencies • Review game materials • Teacher-made quizzes • Teacher-made test • Newspaper articles • Magazine articles • Restaurant menus • Church bulletins • Holy Bible • Index cards • Charts, posters • Hershey Kisses • Notebook paper • A Beka Books language charts |
14 Days
Curriculum Objectives – 5.2, 5.5, 5.8 Biblical Worldview Essential Questions
After God created the world, He said it was "good." What is still "good" about a fallen world?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify nouns • Use exact nouns in writing • Differentiate singular and plural nouns • Locate nouns in selected Bible passages • Form irregular plural nouns • Differentiate common and proper nouns • Capitalize proper nouns • Locate names of God in Scripture • Determine abbreviations for nouns • Form possessives of singular and plural nouns • Examine three types of compound words • Identify words in Psalm 119 that refer to the Word of God | • Take tour around the school • Plural noun spelling bee • Assign workbook pages • Group discussion • Review games completing worksheets, individually, in pairs and as a class • Board activities • Highlighting scripture • Activities using overhead transparencies • Compound word search • People/Things on Parade activity | • Teacher’s text (HBJ Language, 1990 ed.) • Student ext (HBJ Language) • Practice Workbook (Instructional Fair Grammar, Gr. 5 and 6, 1990 ed.) • Pictures from magazines • Newspapers • Holy Bible • Notebook paper • Index cards – noun • Cereal boxes • Bulletin board paper – 8 ft. • Art supplies • Sentence strips – A Beka Books • Overhead projector • Transparencies • Review game materials • Teacher-made quizzes • Teacher-made test |
Pronouns
12 Days
Curriculum Objectives – 5.2, 5.5, 5.8 Biblical Worldview Essential Questions
How does God describe himself in the Bible by using "I am?"
Verbs
24 Days
Curriculum Objectives – 5.2, 5.5, 5.8
Biblical Worldview Essential Questions
Where can we find passages where God uses verbs in the Bible?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify action and linking verbs • Use clear and exact action verbs in writing • Differentiate main verbs and helping verbs • Discuss the eternal nature of God • Recognize present, past, and future tense verbs • Spell verbs of all tenses • Determine correct subject-verb agreement • Identify forms of the verbs be and have • Distinguish synonyms and antonyms • Identify irregular verbs • Identify direct objects • Identify easily confused verbs • Identify contractions • Identify and use prefixes • Diagram sentences containing verbs • Locate verbs in selected Bible passages | • Group discussion • Complete worksheets, individually, in pairs, and as a class • Present mock TV newscast • Play “Simon Says” • Class games • Role play • Group work • Scan newspaper headlines • Window words activity • Fishing for contractions • Direct object scramble • Board activities • Review games • Activities using overhead transparencies • Scripture search | • Small red, blue, yellow dots for each student • 2” red, yellow, blue dots • Selected sentences • Class games • Construction paper • Scissors • Holy Bible • Coin labeled with H & M • Flashcards • Magazines • Newspapers • Index cards • A Beka Language charts • A Beka sentence strips • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ Language • Practice workbook – (Instructional Fair Grammar, Gr. 5 & 6, 1990 ed.) • Overhead projector • Transparencies • Teacher-made quizzes • Teacher-made test • Notebook paper |
Adjectives
13 Days
Curriculum Objectives – 5.2, 5.5, 5.6, 5.8 Biblical Worldview Essential Questions
How does God use adjectives in the Bible to describe Himself to us?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify adjectives • Understand that adjectives describe nouns and pronouns • Use clear and vivid adjectives in writing • Identify articles and demonstrative adjectives • Understand that articles and demonstrative adjectives tell which one about a noun • Identify proper adjectives • Understand that proper adjectives are formed from proper nouns • Use articles, demonstrative adjectives, and proper adjectives in writing • Identify adjectives that follow linking verbs • Understand that adjectives may appear in different places in a sentence • Identify adjectives that compare nouns • Understand that adjectives can be used to compare two or more people, places, things or ideas • Identify and use suffixes • Diagram sentences containing adjectives • Locate adjectives in selected Bible passages | • Group activities • Class games • Design greeting cards • Draw pictures of most/least favorite lunch • “hearing Things” activity • Board activities • Review games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies • Diagram sentences | • Cardboard box • Pens of various shapes, sizes and kinds • Hand-drawn map of classroom • Large coin • Magazines • Menus from different restaurants • Twist tie for each student • Index cards • Used greeting cards • Art supplies • Construction paper • Holy Bible • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • A Beka Language charts • A Beka sentence strips • Overhead projector • Transparencies • Review game materials • Teacher made quizzes • Teacher-made test • Notebook paper |
Adverbs
11 days
Curriculum Objectives – 5.2, 5.5, 5.6, 5.8 Biblical Worldview Essential Questions
What adverbs are used in the Bible to describe how sin affects us?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify adverbs • Understand that an adverb describes a verb, adjective, or other adverb • Identify adverbs that are used to compare • Identify negatives • Understand that negative means “no” or “not” • Discriminate between similar adjectives and adverbs • Identify and use homophones and homographs • Design a flyer describing a special event • Discuss how one’s words and actions affect others for good or bad • Diagram sentences containing adverbs • Locate adverbs in selected Bible passages | • Class games • Play Bingo Blast • Design a flyer • Diagram sentences • Class discussion • Board activities • Make lists of homophones/homo graphs • Group work • Review games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies | • Index cards • Masking tape • Newspapers • Bingo markers • Kitchen timer • Art supplies • Construction paper • Holy Bible • A Beka Language charts • A Beka sentence strips • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • Overhead projector • Transparencies • Review game materials • Teacher-made quizzes • Teacher-made test • Adjective/adverbs poster • Notebook paper |
Prepositions, Conjunctions, Interjections
13 Days
Curriculum Objectives – 5.2, 5.3, 5.5, 5.8
Biblical Worldview Essential Questions
Where can we find examples of interjections, prepositions, and conjunctions in the Bible? How do these parts of speech help us understand what God is saying in the Bible?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Memorize a list of common prepositions • Understand that prepositions relate nouns and pronouns to other words in a sentence • Identify prepositional phrases • Understand that a prepositional phrase includes a preposition, its object, and the words between them • Use vivid prepositions in writing • Determine whether a word is used as a preposition or as an adverb • Identify conjunctions and interjections • Understand that a conjunction connects words of groups of words in a sentence • Understand that interjections are words or groups of words that express strong feeling • Assess the importance of using self-control with our words • Identify and use word origins • Diagram sentences containing prepositions and conjunctions | • Play Charades • Diagram sentences • Draw/label park scene with characters and prepositions • ACSI visit story • Oral drill • Board activities • Bible search • Class games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies • Group discussion | • Photos from magazines/newspapers • Index cards • Conjunction cards • Slips of paper naming prepositional phrases • Illustrations for hiding in classroom • Stopwatch or timer • Holy Bible • A Beka sentence strips • A Beka language charts • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • Overhead projector • Transparencies • Teacher-made quizzes • Teacher-made test • Notebook paper |
Mechanics Wrap-up
25 Days
Curriculum Objectives – 5.2, 5.3, 5.5, 5.6, 5.8 Biblical Worldview Essential Questions
Where can we find examples of letters written in the Bible?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Discuss value of good grammar in communicating with others • Identify correct punctuation for all kinds of sentences • Correctly use capital letters, punctuation, and abbreviations in writing sentences • Understand that commas are used to separate parts of sentences • Identify proper nouns and proper adjectives • Understand that proper nouns, proper adjectives and the pronoun I are always capitalized • Associate abbreviations and the words from which they are formed • Understand that most abbreviations begin with capital letters and are followed by a period • Recognize parts of a friendly letter • Identify the return address and receiver’s address on an envelope • Write a friendly letter and address an envelope • Identify parts of an outline • Locate different kinds of titles • Identify direct quotations and dialogue • Summarize dialogue in selected Bible passages | • Pantomime • Group activity • Outline a section/chapter from a textbook • Compile a comma booklet • Student writing • Act out comma rules • Board activities • Class games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies | • Abbreviation cards • Punctuation cards • Index cards • Magazines • Construction paper • Cancelled envelopes from various addresses • Friendly letter cut into puzzle pieces • Outline parts labeled on index cards • Yarn • Copy of reproducible – Mailbox, 4/5, 1997, pg. 55 • Art supplies • Envelopes • Unlined paper • Overhead projector • Overhead transparencies • Holy Bible • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • Teacher-made test • Notebook paper • Friendly letter poster |
Persuasive Paragraphs
13 Days
Curriculum Objectives – 5.1, 5.4, 5.5, 5.6, 5.8, 5.9
Biblical Worldview Essential Questions
How can persuasive writing affect a Christian's view of the future?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Discuss harmful effects of smoking • Compare a Christian’s body to a temple • Read excerpts from Ramona and Her Father by Beverly Cleary • Analyze how effectively a write uses reasons to support opinions • Understand the different uses of business letters • Identify reasons that support an opinion • Recognize that writers of business letters use beginning and ending sentences to capture the reader’s interest • Brainstorm, select topic, gather and organize information for a persuasive paragraph in a business letter • Discuss tips on how to recognize propaganda techniques • Draft/revise a persuasive paragraph in a business letter • Proofread/publish a persuasive paragraph for capitalization, punctuation, grammar, and spelling | • Group discussion • Scan materials for information about smoking • Group and individual reading • Student writing • Proofreading written work • Brainstorming • Guest speaker • Board activities • Proofreading written work | • Leaflets, posters, etc. about smoking • Commercial clips • Ads from newspapers/magazines • Stationary/envelopes • Junk mail • Charts/posters • Ramona and Her Father by Beverly Cleary • Doctor or school nurse • Holy Bible • Teacher’s text (HBJ Language, 1990 ed.) • Student text • Notebook paper |
Paragraphs of Comparison & Contrast
14 Days Time Allotted
Curriculum Objectives – 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9
Biblical Worldview Essential Questions
If you were God, what would you say to society about cultural differences?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Recognize that paragraphs of comparison/contrast show similarities and differences • Evaluate things in order to compare and contrast them • Brainstorm, select topic, gather information, organize facts, draft, and revise paragraph • Analyze how writers change tone to fit audience purpose • Use conjunctions to combine two sentences into one compound sentence • Proofread paragraph for capitalization, punctuation, grammar, and spelling • Proofread paragraph to see if proper nouns have been capitalized • Proofread for correct use of apostrophes in possessive nouns • Discuss tips for giving and listening to an oral report • Research various cultures’ similarities and differences • Design a bulletin board depicting similarities and differences in various cultures • Practice listening and speaking in a response group • Prepare to explain to someone how they may be saved | • Group and individual reading • Conduct research using reference materials • Brainstorming • Compare/contrast selected Bible characters • Group work • Board activities • Proofreading written work • Group discussion • Student writing • Activities using overhead | • Reference materials • Library books • Art • Supplies construction paper • Holy Bible • Teacher’s text (HBJ Language, 1990 ed.) • Student text (HBJ Language) • Index cards • Notebook paper • Overhead projector |
News Story
13 days
Curriculum Objectives – 5.1, 5.4, 5.5, 5.6, 5.8, 5.9 Biblical Worldview Essential Questions
How do you think God feels about our news today?
If you were God, what would you do about some of the stories and words that are used in articles and songs today?
| Objectives | Methods | Resources | Assessment |
|---|---|---|---|
| The students will • Read and respond to news stories • Analyze how effectively writers include details that provide enough information • Recognize that a news story gives facts about a newsworthy event • Discuss how the Bible is God’s Good News to man • Identify parts of a news story (headline, lead, and body) • Classify facts and opinions • Recognize that facts, not opinions, should be presented in a news story • Recognize that writers of news stories use precise words to tell exactly what happened • Brainstorm, select topic, gather information, organize facts, draft, and revise a news story • Discuss tips on how to interview • Identify and revise sentences to delete wordy language • Proofread for capitalization, punctuation, grammar, spelling, and correct use of quotation marks • Create a class newsletter using completed news stories | • Role play an interview situation with a partner • Examine newspapers • Invite a guest speaker to class • Group and individual reading • Brainstorming • Student writing • Group discussion • Proofreading written work • Board activities • Group work | • Newspapers/news magazines • Holy Bible • Reporter from local newspaper • Teacher’s text (HBJ Language, 1990 ed.) • Student text (HBJ Language) • Notebook paper | • Class newsletter • Oral responses • Participation in the creation of class newsletter • Individual news stories • Teacher-made rubric for news stories • Responses to questions in text • Responses during interview with partner |
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Design and Technology Whole School Progression Document
Design and Technology in the Early Years
Nursery
Throughout the year, children will develop their own ideas and will decide what materials they need to express them. Children talk to adults about what they want to create and adults skillfully model and offer suggestions to extend/support the children as required. Children have free access to materials and tools, such as scissors, glue, paper clips and fastenings that they may need to make their ideas.
Skill
| | Term 1 | | Term 2 |
|---|---|---|---|
| To show a preference for a dominant hand. To use one handed tools and equipment. To join materials. | | To use one handed tools and equipment. To join different materials and explore different textures. To explore different materials freely, to develop their ideas about how to use them and what to do. | |
| To cut using tools. To join materials. To join materials in different ways. In weekly baking/cooking: To peel using tools to cut, spread, mix and peel food. | | To my imagination to build. To talk about my ideas. To cut using tools. To join materials. To join materials in different ways. To make a simple model In weekly baking/cooking: To peel using tools to cut, spread, mix and peel food. | |
| As Designers, hold scissors and a hole punch correctly. As Designers, make snips with scissors. As Designers, use scissors to cut along a straight line. As Designers, join paper together using glue and tape. | | As Designers, hold scissors correctly. As Designers, use scissors and a hole punch correctly. As Designers, use scissors to cut out a shape. As Designers, join 3D containers and boxes together using glue and tape to create a model. | |
Reception
Reception will continue to access their continuous provision where they can independently use resources, practise skills and display knowledge and understanding of design and technology principles. Adults in the foundation stage unit will facilitate and model skills, as well as providing the resources, materials and equipment the children require. Adults will continue to model how to use resources, materials and equipment accordingly through allocated provision time.
There will be some enhancement and focused teaching to ensure design and technology skills are being taught and implemented effectively. These adult-led projects will occur throughout the year and adults will teach by modelling the activity and provide support for the child to independently apply skills in their allocated provision time. In the EYFS, we often go with the child's interests and so children choose and select their own materials and resources, as well as identifying a product to create. Adults in the provision may also model and encourage skills/products to make , to move learning forward.
Skill
How does EYFS prepare for future learning in NC D&T Disciplines?
| | Term 1 | | Term 2 |
|---|---|---|---|
| To develop their small motor skills so that they can use a range of tools competently, safely and confidently. To explore different materials freely, to develop their ideas about how to use them and what to do. To return to and build on their previous learning, refining ideas and developing their ability to represent them. | | To develop their small motor skills so that they can use a range of tools competently, safely and confidently. To return to and build on their previous learning, refining ideas and developing their ability to represent them. | |
| To use my imagination to build. To talk about my ideas. To use my senses to explore different materials. To make models for specific purposes. To join materials in different ways. To choose the most effective materials, tools and techniques for a purpose. To explain my choices. To work with my friends. | | To hold mark making tools with increasing control. To plan and design a product. To talk about my ideas. To join materials in different ways. To explain my choices. To work with my friends. To choose the most effective materials, tools and techniques for a purpose. To choose techniques and apply them. To use cutting skills safely. To fold and join paper. | |
| As Designers, understand that strong and stable models need to have bigger and heavier blocks/boxes at the bottom. As Designers, learn the skill of overlapping to make structures strong and stable. As Designers, investigate different joining techniques to allow paper to be secure (glue, tape, staple) and to move (treasury tag, split pin) | | As Designers -share their ideas about how they will make a part of their puppet move. -draw a design of a puppet with a moving part and identify tools and resources needed to make it. -using drawing, cutting and joining skills to make a puppet that has a moving part. -apply finishing techniques to their puppet. - learn about Margaret Knight, the first woman to design a paper bag. Learn that she was from America and went on to founder the Eastern Paper Bag Company. Learn to fold and glue paper to make a paper bag. | |
| Join Build 3D Blocks Biggest Heaviest Bottom Strong Secure. Overlap Secure Move Glue Tape Staple Treasury tag Hole punch Split pin | | Join Move Cut Draw Design Hole punch Split pin Finishing techniques Paint Margaret Knight America Paper bag Fold Glue | |
Design, Make,
Evaluate
I can develop my own ideas about which materials to use and what to make. Gain some experience of designing, making and evaluating products for a specified user and purpose. I can share the purpose in mind before I create my product, with a friend or adult. I can confidently share my creation, explaining the process I have used to create it.
Progression in KS1 and KS2
Below is an outline of progression for the designing, making and evaluating process of D&T; as well as progression in technical knowledge. Underneath this progression plan, is a more in-depth breakdown of knowledge and skills for each year group in KS1 and phase cycle in KS2 with an overview of each project.
Health and safety –Risk assessments are carried out prior to undertaking D&T activities. All health and safety policy and guidance are followed.
| UKS2 |
|---|
| Understanding |
| contexts, users and |
| purposes |
Generating, developing, modelling and communicating ideas
Across UKS2 pupils should:
* generate innovative ideas drawing on research
* use a range of drawing skills, discussion, prototypes, pattern pieces and computer-aided design.
| Food |
|---|
| preparation, |
| | Autumnn | | Spring |
|---|---|---|---|
| Year 1 | | Food Preparing Fruit and Vegetables Why is a fruit salad a suitable snack for children? | |
| | Why should I use scissors correctly and | | |
| | safely? | | |
| | Revisit previous learning and ensure all can | | |
| | use scissors correctly | | |
| | | Structures Why do we need bridges? | |
| Textiles 2-D Shape to 3D Product Why is a small teddy bear a good toy for a child? | | Food Healthy and Varied Diet How do you make a healthy sweet snack? |
|---|---|---|
| Structures Shell Structures inc CAD How do gift boxes work? | | Food Healthy and Varied Diet cont... How do you make a healthy wrap? |
| | Textiles | Food Celebrating Culture and Seasonality How do you make a healthy energy snack? |
| | Combining Different Fabric Shapes | |
| | Why might we need a wallet? | |
| Mechanical Systems Gears or Pulleys Kapow – How can I make a toy vehicle move? | | Structures Structures CAD designs TBC |
| | Term 1 | | Term 2 |
|---|---|---|---|
| Why should I use scissors correctly and safely? | Why should I use scissors correctly and safely? | | Food Preparing Fruit and Vegetables |
| | | | Why is a fruit salad a suitable snack for |
| | | | children? |
| Reception: To use cutting skills safely. | | Baking skills in EYFS To peel using tools. To cut, spread, mix and peel food. | |
| Continue to access activities where they can independently practice skills and display knowledge and understanding of design and technology principles. Adults will facilitate and model skills, as well as providing resources, materials and equipment the children require. Adults will continue to model how to use resources, materials and equipment accordingly through allocated curriculum time. | | To know where fruits and vegetables are grown. To know which parts of fruits we eat. To handle, smell and taste fruit. To know basic food hygiene practices. To know how to use simple utensils and equipment: peel, chop, and slice. To know how to prepare a fruit salad. | |
| Recap Reception: Join Build 3D Blocks Biggest Heaviest Bottom Strong Secure. Overlap Secure Move Glue Tape Staple Treasury tag Hole punch Split pin | | Taste, texture, bitter, sharp, tangy, sour, juicy, leafy, smooth, hygiene | |
| Year 1 Summer sliders and levers | | Y2 – human diet LKS2 – preparing food hygienically UKS2 – use a heated appliance | |
| | Term 1 | | Term 2 |
| | Textiles Templates and Joining Techniques | Structures Why do we need bridges? | Structures Why do we need bridges? |
| | How do you turn a fabric into a hand puppet toy? | | |
| EYFS – threading beads and laces. Gained some experience of designing, making and evaluating products for a specified user and purpose. | EYFS – use of construction kits |
|---|---|
| To thread a metal needle and tie a knot. To complete a running stitch. To know how to finish off. To know what buttons are used for. To fasten a button on a piece of fabric. To attach two pieces of fabric using a simple running stitch. | To know the parts of a bridge – foundation, deck, towers, cables. To know and discuss how to make structures strong and stable. To evaluate existing famous bridges. To know how to use drawings to show ideas. To know how to make joints. To know how to make towers/ foundations. To know what will make a structure weaker or stronger. To know how to test the strength and evaluate their bridge. |
| Needle, thread, knot, seam, fabric | Freestanding, function, beam, weak, strong, stability, base, foundation, join, fix |
| LKS2 – cutting fabric, seam allowance and a range of stitches UKS2 – create a bag with a fastening, more complex stitches | UKS2 – make a 3D construction frame |
| | Term 1 | | Term 2 |
|---|---|---|---|
| Textiles 2-D Shape to 3D Product Why is a small teddy bear a good toy for a child? | Textiles 2-D Shape to 3D Product | Food Healthy and Varied Diet How do you make a healthy sweet snack? | Food Healthy and Varied Diet |
| | Why is a small teddy bear a good toy for a child? | | How do you make a healthy sweet snack? |
| Y2 – toy puppet unit learnt running stitch, threading needles, tying knots. | | Y1 - designing and making a healthy fruit salad PSHE and Science – healthy diets for wellbeing/growth | |
| To evaluate existing products. To know the intended user and purpose. To draw ideas and choose a design. To add labels to their chosen design. To produce and use a template. To understand seam allowance. To know how to join two pieces of felt with an overhand or simple stitch. To evaluate the product and discuss possible improvements. | | To design and make a sweet dish, such as fairy cake or fruit tarts, for a target audience and for a particular purpose e.g., party, celebration. Pupils will begin by investigating a range of food products containing wheat and comparing seasonal food in other areas of the world. We will then investigate a range of sweet dishes and evaluate them against what is essential for a healthy and varied diet, using our knowledge of the eatwell plate. They will consider how ingredients can be swapped or altered slightly to cater for a healthy and balanced dish. Pupils will explore a variety of fairy cakes and fruit tarts and their texture and taste, recording their results on a table. Pupils will also explore the ingredients needed to make these sweet dishes and the recipe they follow. Pupils can choose a sweet dish to create from a variety of recipes for fairy cakes or fruit tarts. | |
| Pattern, template, needle, thread, knot, stiffen, seam, allowance | | | |
Prepares for
UKS2 – create a bag with a fastening, more complex
LKS2 - Healthy wrap
Year 5 Mechanical Systems: Gears or Pull
| | Term 1 | | Term 2 |
|---|---|---|---|
| | Structures | Food Healthy and Varied Diet How do you make a healthy wrap? | |
| | Shell Structures How do gift boxes work? | | |
| Year 1 Mechanisms Sliders and Levers unit with moving parts | | Y1 - designing and making a healthy fruit salad PSHE and Science – healthy diets for wellbeing/growth | |
| To design and make a moving card/storybook, based on an imaginary storybook character and for a particular purpose. This topic will teach our children to bring stories to life. Children will begin by investigating, analysing and evaluating books and, where available, other products which have a range of lever and linkage mechanisms. Pupils will learn how to recreate some of these moving parts using a variety of tools and techniques before investigating different types of fonts and graphics. The children will design, create and evaluate their very own moving card/storybook with moving mechanisms. | | To design and make flatbreads/wraps for someone and for a particular purpose. Pupils will acquire the knowledge, skills and understanding about seasonal food in the UK and seasonal food around the world. Children will be able to differentiate between ingredients that are grown, reared, caught and processed and will combine these ingredients to make a meal with multiple processes and a variety of skills. When exploring food around the world, children will focus on creating flatbread/wraps and how the ingredients can be adapted according to and in line with the country they are made in (e.g. burrito, gyros, falafel tortilla wraps etc.) Pupils will create a design criteria and will adapt their design, ingredients and cooking method in line with the design criteria. Pupils will be expected to design, prepare and make a wrap containing meat/meat substitute filling, vegetables and relish/sauce. Pupils will evaluate their finished savoury meal against design criteria. | |
| series circuit, fault, connection, toggle switch, push-to- make switch, push-to-break switch, battery, battery holder, bulb, bulb holder, wire, insulator, conductor, crocodile clip control, program, system, input device, output device user, purpose, function, prototype, design criteria, innovative, appealing, design brief | | texture, taste, sweet, sour, hot, spicy, appearance, smell, preference, greasy, moist, cook, fresh, savoury hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested healthy/varied diet | |
in…
| | Term 1 | | Term 2 |
|---|---|---|---|
| Textiles Combining Different Fabric Shapes Why might we need a wallet? | | | Food |
| | | | Celebrating Culture and Seasonality |
| | | | How do you make a healthy energy snack? |
| LKS2 – basic stitching techniques, threading a needle, fastening a row of stitches. | | LKS2 – healthy wraps and snacks | |
Vocabulary
stiffen, strengthen,
reinforce, temporary,
| | Term 1 | | Term 2 |
|---|---|---|---|
| Mechanical Systems Gears or Pulleys Kapow – How can I make a vehicle move? | Mechanical Systems Gears or Pulleys | Structures Structures CAD designs | Structures Structures |
| | Kapow – How can I make a vehicle move? | | CAD designs |
| Yr2 | | Yr 4 Structures | |
| To design and make a controllable toy vehicle with gears or pulleys, for example a dragster, off-road vehicle, sports car, lorry etc. Pupils will begin by investigating, analysing and evaluating existing everyday products and existing or pre-made toys that incorporate gear or pulley systems. Year 5 will design, make and evaluate their toy vehicle with gears or pulleys against design criteria. Pupils will be encouraged to evaluate throughout and the final product in use, comparing it to the original design specification. Critically evaluate the quality of the design, the manufacture, functionality, innovation shown and fitness for the intended user and purpose. | | tbc | |
Function, pattern, template, reinforce, seam frame
structure,
| |
Improvise and Compose - Year A, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Participate in creating a dramatic group performance using kitchen-themed props. | Compose a pentatonic ostinato. |
| Compose music to march to using tuned and untuned percussion. | Create rhythm patterns using the durations crotchet, crotchet rest, pair of quavers. |
| Experiment with sounds (timbre) to create aquarium-inspired music and draw the sounds using graphic symbols. | Transfer rhythm patterns to tuned instruments to create rising and falling phrases using just three notes. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
1
Improvise and Compose - Year A, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Compose word patterns in groups and melodies in pairs using mi-re-do (E-D-C). | Compose a 4-beat rhythm pattern to play during instrumental sections. |
| Compose new lyrics and create short body percussion patterns to accompany the song. | Working in small groups, sing a call-and- response song with an invented drone accompaniment. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
2
Improvise and Compose - Year A, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Create rhythm patterns, sequencing them, and ‘fixing’ them as compositions using simple notation. | Invent simple patterns using rhythms and notes C-D-E. |
| Attempt to record compositions with stick and other notations. | Compose music, structuring short ideas into a bigger piece. |
| Create musical phrases from new word rhythms that children invent. | Notate, read, follow, and create a ‘score’. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
3
Sing and Play - Year A, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Sing a cumulative song from memory, remembering the order of the verses. | Sing a call-and-response song in groups, holding long notes confidently. |
| Play classroom instruments on the beat. | Play melodic and rhythmic accompaniments to a song. |
| Copy a leader in a call-and-response song, show the shape of the pitch moving with actions, and sing using mi-re-do. | Rap accurately and rhythmically with dynamic contrasts. |
| Sing a unison song rhythmically and in tune. | Perform crotchet and quaver actions (‘walk’ and ‘jogging’) on the beat and adapt these actions when the speed of the music changes. |
| Play percussion instruments expressively, representing the character of their composition. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
4
Sing and Play - Year A, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Chant together rhythmically, marking rests accurately. | Sing the syncopated rhythms in Latin dance and recognise a verse/chorus structure. |
| Play a simple ostinato on untuned percussion. | Play a one-note part contributing to the chords accompanying the verses. |
| Sing an echo song while tapping the beat, and clap the rhythm of the words, understanding there is one beat for each syllable. | |
| Sing familiar songs in low and high voices, recognising higher and lower. | |
| Play a partner clapping game while singing a song. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
5
Sing and Play - Year A, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Perform actions to music, reinforcing a sense of beat. | Perform call-and-response rhythms vocally, by ear, using word rhythms, then transfer rhythms to body percussion/instruments. |
| Sing and chant songs and rhymes expressively. | Perform vocal percussion as part of a group. |
| Sing either part of a call-and-response song. | Play the chords of Fly with the stars on tuned percussion as part of a whole-class performance. |
| Play the response sections on tuned percussion using the correct beater hold. | Sing solo or in a pair in call-and-response style. |
| Echo sing a line independently with teacher leading, then move on to pair singing in echo format. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
6
Listen and Appraise - Year A, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Listen and move in time to the song. | Listen and identify where notes in the melody of the song go down and up. |
| Respond to musical characteristics through movement. | |
| Describe the features of a march using music vocabulary (e.g. that it has a steady beat, that soldiers ‘march’ to music, naming the instruments playing in the clips). | |
| Listen to ‘Aquarium’, reflecting the character of the music through movement. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
7
Listen and Appraise - Year A, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Recognise the difference between a pattern with notes (pitched) and without (unpitched). | Listen to a range of Cuban pieces, undestanding influences on the music and recognising some of its musical features. |
| Listen to and copy short rhythm patterns by ear. Mark rests in the song with actions, their voices, and instruments. | Develop active listening skills by responding to musical themes through movement. |
| | Understand the structure of rondo form (A-B-A-C-A). |
| | Develop a sense of beat and rhythmic pattern through movement. |
| | Experience call-and-response patterns through moving with a partner. |
| | Listen and compare how different composers have approached creating word-based compositions. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
8
Listen and Appraise - Year A, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Respond to musical signals and musical themes using movement, matching movements to musical gestures in the piece. | Recognise and copy rhythms and pitches C-D-E. |
| Develop awareness of duration and the ability to move slowly to music. | Move in time with the beat of the music. |
| Create art work, drawing freely and imaginatively in response to a piece of music. | Talk about what they have learnt about Brazil and Carnival (e.g. samba batucada instruments, playing in call-and-response, samba schools, that in Brazil music helps communities thrive, that word rhythms are an important way to learn rhythm patterns, that you can freely express yourself at Carnival). |
| Listen to and copy rhythm patterns. | Respond to and recognise crotchets and quavers and make up rhythms using these durations to create accompaniment ideas for the song. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
9
Improvise and Compose - Year B, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Improvise rhythms along to a backing track using the note C or G. | Improvise with the voice on the notes of the pentatonic scale D-E-G-A-B (and B flat if you have one). |
| Compose call-and-response music. | Identify, play from, and combine rhythm patterns to make a sequence using crotchets, quavers, and crotchet rests. |
| Select instruments and compose music to reflect an animal’s character. | |
| Create, interpret, and perform simple graphic scores. | |
Improvise and Compose - Year B, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Compose 4-beat patterns to create a new rhythmic accompaniment, using a looping app. | ‘Doodle’ with voices over the chords in the song. |
| Create action patterns in 2- and 3-time. | Improvise and compose, exploring how timbre, dynamics, and texture can be used for impact in a fanfare. |
| Compose a soundtrack to a clip of a silent film. | Invent a melody. |
| Understand and use notes of different duration. | |
| Understand and use notes of different pitch. | |
| Understand and use dynamics. | |
Improvise and Compose - Year B, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| | Compose a pentatonic melody. |
| | Create ostinatos. |
Sing and Play - Year B, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Play the melody on a tuned percussion instrument. | Sing in a Gospel style with expression and dynamics. |
| Sing with good diction. | Play a bass part and rhythm ostinato along with This little light of mine. |
| Create, interpret, and perform simple graphic scores. | Sing Part 1 of a partner song rhythmically. |
| | Perform a whole-class ‘rondo’ made up of playing and singing. |
| | Sing a stepping melody accurately and with clear articulation and diction. |
Sing and Play - Year B, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Chant Grandma rap rhythmically, and perform to an accompaniment children create. | Sing swung rhythms lightly and accurately. |
| Chant and play rhythms using the durations of ‘walk’ (crotchet), ‘jogging’ (quavers), and ‘shh’ (crotchet rest) from stick notation. | Learn a part on tuned percussion and play as part of a whole-class performance. |
| Learn a clapping game to Hi lo chicka lo that shows the rhythm. | Sing Part 2 of a partner song rhythmically. Adopt a rhythmic accompaniment while singing. |
| Create action patterns in 2- and 3-time. | Play repeating rhythmic patterns. |
| Compose a soundtrack to a clip of a silent film. | Count musically. |
| Understand and use notes of different duration. | |
| Understand and use notes of different pitch. | |
| Understand and use dynamics. | |
Sing and Play - Year B, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Learn an interlocking spoken part. | Sing with expression and a sense of the style of the music. |
| Sing a rock ‘n’ roll-style song confidently. | Understand triads and play C, F, G major, and A minor. |
| Play an introduction on tuned percussion. | Play an instrumental part as part of a whole-class performance. |
| Demonstrate an internalised sense of pulse through singing games. | Sing a part in a partner song, rhythmically and from memory. |
| Sing confidently in Polish, and play a cumulative game with spoken call-and-response sections. | |
| Play an accompaniment on tuned percussion and invent a 4-beat body percussion pattern. | |
Listen and Appraise - Year B, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Recognise and play echoing phrases by ear. | Listen and move in time to songs in a Gospel style. |
| Listen with increased concentration to sounds/ music and respond by talking about them using music vocabulary, or physically with movement and dance. | Move to music, marking the pulse with action durations: ‘walk’ (crotchets), ‘jogging’ (quavers), ‘stride’ (minims), ‘skipty’ (dotted quaver/ semiquaver), and ‘shh’ (crotchet rest). |
| Identify different qualities of sound (timbre) e.g. smooth, scratchy, clicking, ringing, and how they are made. | |
| Recognise and respond to changes of speed (tempo), the length of notes (duration – long/ short), short/detached/smooth (articulation), and pitch (high/low) using music vocabulary, and/or movement. | |
| Recognise how graphic symbols can represent sound. | |
Listen and Appraise - Year B, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Show the following durations with actions ‘walk’ (crotchet) and ‘jogging’ (quavers). | Listen and identify similarities and differences between acoustic guitar styles. |
| Listen actively and mark the beat by tapping, clapping, and swinging to the music. | Listen and appraise, recognising and talking about the musical characteristics of a fanfare using music vocabulary. |
| Listen and move, stepping a variety of rhythm patterns (‘walk’, ‘jogging’, ‘skipty’). | |
| Understand and explain how beats can be grouped into patterns and idenitfy them in familiar songs. | |
| Move freely and creatively to music using a prop. | |
Listen and Appraise - Year B, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Listen actively and learn about rock ‘n’ roll music. | Compare music extracts and understand that the pentatonic scale features in lots of music traditions and cultures. |
| Listen and match the beat of others and recorded music, adapting speed accordingly. | Watch a film and analyse it in a musical context. |
| Listen to traditional and composed music from Poland. Begin to understand how music helps people share tradition and culture. | Identify similarities and differences between pieces of music in a folk/folk-rock style. |
Improvise and Compose - Optional units
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Explore using sound quality (timbre), dynamics, and pitch to tell a story. | Compose a simple song using symmetry to develop a melody, structure, and rhythmic accompaniment. |
| Compose new words for the greeting section of the song. | Improvise and compose, creating atmospheric music for a scene with a given set of instruments. |
| Invent simple patterns using voices, body percussion, and then instruments. | Create short sounds inspired by colours and shapes. |
| Follow signals given by a conductor/leader. | Structure musical ideas into a composition. |
| Structure compositional ideas into a bigger piece. | Create and read graphic scores. |
| Improvise solos using instruments. | |
| Improvise and compose, structuring short musical ideas to form a larger piece. | |
| Begin to understand duration and rhythm notation. | |
| Structure musical ideas into a whole-class composition. | |
| Improvise and compose a sequence of sounds in response to a given stimulus. | |
| Compose an accompaniment using tuned percussion, playing chords and, creating sound effects. | |
Sing and Play - Optional units
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Sing a simple singing game, adding actions to show a developing sense of beat. | Sing by improvising simple melodies and rhythms. |
| Change voice to suit different characters while performing appropriate actions. | |
| Play contrasting accompaniments to reinforce the verse structure. | |
| Sing a song that includes a time change from march to a jig. | |
| Play untuned percussion instruments and use movement to show the beat changing. | |
| Perform a song and dance simultaneously. | |
| Sing and play, performing composed pieces for an audience. | |
| Learn a simple rhythm pattern and perform it with tempo and volume changes. | |
| Learn about the musical terms crescendo, diminuendo, accelerando, ritenuto. | |
| Follow signals from a conductor. | |
| Sing small intervals accurately and confidently, and vary dynamic contrast. | |
| Play a piece, following a graphic score. | |
| Sing clearly articulated words, smoothly, and together in time. | |
| Match voices accurately in a singing game. | |
Listen and Appraise - Optional units
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Listen actively by responding to musical signals and musical themes using appropriate movement. | Begin to develop an understanding and appreciation of music from different musical traditions. |
| Create a musical movement picture. | Identify that the songs are from different places in the world, use different instruments, have a different beat, and are different speeds. Pupils can use some musical vocabulary to describe these things. |
| Identify a simple song structure and rhyme pattern. | Understand that a folk song is music that belongs to the people of a particular place. |
| Listen to a jig and move in time to the music. | Identify how the pitch and melody of a song has been developed using symmetry. |
| Listen and appraise, with focus and attention to detail, recalling sounds and patterns. | Listen and appraise, recognising elements of the music that establishes the mood and character e.g. the rhythm. |
| Listen to and analyse four pieces of music inspired by travel/vehicles. | Talk about the effect of particular instrument sounds (timbre). |
| Listen to and appraise music in a minor key, recognising small steps in the music. | Understand that instruments can be used individually and in combination to create different effects of timbre and texture. |
| Listen to the music and create a ‘minibeast’- inspired dance. | |
| |
BEEPS, CHIRPS & BLASTS
Science and Engineering Education Center
The University of Texas at Dallas
Challenge
Explore how bats use sound to communicate and to navigate their environments.
Activity 1
⚫clicker⚫bandana
Select one "bat" and one "mosquito" (bat prey). In an open space, blindfold the bat with a bandana. Give the mosquito the clicker. Let the remaining learners stand as "obstacles" who are allowed to clap only when directly faced by the bat. The obstacles do not move. The mosquito can move to avoid the bat, but must make sounds frequently. The objective is for the bat to avoid the obstacles and tag the mosquito. Repeat the activity with different bats and mosquitoes.
Activity 2
⚫ 2– 4 balls with bells
Go to an empty room (like a gym) or hallway. Holding to jingle bells, close your eyes and spin in a circle a few times. Keeping your eyes closed, stop and roll your bell in front of you. Listen how long it takes to hit the wall. Turn to the right and roll the other ball. Which wall is closer. How do you know? You just used echolocation!
Activity 3
⚫ Bandanas for all
Most female bats give birth to one or two pups at a time. A pup is born without fur; it stays warm by clinging to its mother when it nurses or by sharing body heat with other pups as they roost together in a nursery colony.
A female doesn't nurse just any pup. She locates her own pup by recognizing its unique call and scent. When she returns to the nursery colony after an evening flight, she calls her pup, listens for its call, and then sniffs her pup when united.
In an open area, divide the learners into 2 groups: mothers and pups. Create mother and pup pairs and assign each pup a distinct call. Allow for practice time for the mothers to listen to their pups calls, then blindfold and spread out the mothers. Have the pups call for their mothers using the assigned call. Continue until each pair is united.
Calls:
1) single hand clap, 2) 2 quick hand claps, 3)3 quick hand claps, 4) single snap of fingers, 5) 2 quick snaps of fingers, 6) 3 quick snaps of fingers, 7) single hand clap followed by a snap of fingers, 8) 2 hand claps followed by a snap of fingers.
Science Scoop
Bats are capable of making many different sounds. Pups often chirp, and roosting bats tend to squeak and squeal. Some bats emit warning calls, and others croak loudly during mating season.
Bats also emit sounds too high in frequency for people to hear. They are created in the bat's larynx and emitted through the mouth or nose. Called echolocation, these ultrasonic clicks bounce off objects in a bat's path and return to the bat's ears.
Many bats that eat insects have a piece of cartilage, or tragus, at the base of each ear thought to provide better sound definition.
By echolocating, a bat can create an image of its completely dark environment. With this image, it can avoid obstacles and locate food.
A bat flying and searching for insects might emit 10-50 ultrasonic sounds per second. A bat that has located an insect might emit 200 or more sounds per second!
Science and Engineering Education Center The University of Texas at Dallas 800 W. Campbell Road, FA 31 Richardson, Texas 75080 www.utdallas.edu/seec email@example.com
| |
TEXT SET TOPIC: Black and Native American Perspectives During the American Revolution
Grade Level Recommendation: Grades 4–5
Key Focus Areas for Design:
Counternarratives Current Events Identity Language Perspectives Social Justice
Topic: This text set is about Black and Native American perspectives during the American Revolution.
Curriculum Connection: This text set can be done as is but is also suggested as a companion resource for any grades 4–5 curriculum unit that focuses on the American Revolution, such as:
* Teachers College, Reading Workshop, Grade 4, Unit 3
* EL Education, Grade 4, Module 3
* Wit & Wisdom, Grade 4, Module 3
Context/Rationale/Reflections: In this unit, students build knowledge of the American Revolution, which often centers the dominant narrative of Loyalists vs. Patriots in published materials and resources. This narrative typically includes limited African American and Native perspectives (e.g., discussion of the enslavement of African Americans and the colonization of Native land).
Important teacher notes for this text set
* Consider language: Discuss with students using the term "enslaved" to acknowledge the humanity of enslaved people (see more from Anthony Bogues). Additionally, talk with students about Native peoples' language preferences (see more at Native Knowledge 360°),
* Consider how to engage students in conversation about these topics, especially for students who relate to the identities centered in this text set. See Let's Talk: Facilitating Critical Conversations with Students (Learning for Justice) for support.
Resources to build teacher background knowledge:
Teaching Hard History, Learning for Justice (formerly Teaching Tolerance): In particular, see Objective 5, which centers on the roles that slavery, Native nations, and African Americans played in the Revolutionary War.
An American Secret: The Untold Story of Native American Enslavement (NPR): Andrés Reséndez discusses the history of as many as five million enslaved Native Americans.
A note for multilingual students:
Text Sets are meant to support knowledge building! Support opportunities for student translanguaging while using this text set by encouraging students to write, discuss, and present in their home language(s), English, or a combination while they are learning.
Text set authors: Educator authors—Tawna Jordan, Tanya Hill; Additional author—Tori Filler
| Text/ Resource | Author/ Creator | Brief Description/Notes | Why use this resource? |
|---|---|---|---|
| The Untold Story of Black Patriots VIDEO | Kareem Abdul Jabar | 3-minute video centered on questioning why the dominant narratives about the American Revolution do not showcase the essential contributions or perspectives of African Americans. | Considers how which information is included or left out of historical retellings impacts our understanding of events. |
| Excerpt from Stamped: Racism, Antiracism, and You SHORT TEXT | Jason Reynolds and Ibram X. Kendi | Book excerpt questions who was included in Thomas Jefferson’s notion of “all men are created equal.” | Expands on the narrative about Thomas Jefferson and freedoms. |
| Created Equal (0:00–9:15 only) VIDEO (THEATER) | Colonial Williamsburg | A museum theater exploration of African American perspectives on the Declaration of Independence, including that “all men” were not really equal in the Founders’ eyes. | Complicates dominant narrative of the Founders/founding documents. |
| Text/ Resource | Author/ Creator | Brief Description/Notes | Why use this resource? |
|---|---|---|---|
| Invasion of America INTERACTIVE MAP | Claudio Saunt | Interactive map demonstrating the seizing of tribal land from 1776–1867. | Expands on the idea that “the United States continued to take Indians lands by treaty and by force” (included in one of unit texts). |
| Native Americans in Colonial America ARTICLE | National Geographic | Discusses native resistance to the seizing of tribal land and impact of disease and enslavement. | Counters the often-shared idea that Native Americans passively accepted colonizers or supported the seizing of their lands; explains the challenges that impacted their ability to engage in resistance. |
Options for culminating experiences:
* At the beginning of the unit, ask students to jot down things they may already think or believe about the American Revolution, in addition to surveying at least one family member, older sibling, or other member of the school community. Analyze the results of that initial survey as a class. After the unit/text set, ask students to create a "Did you know?" piece (e.g., writing piece, poster, podcast, presentation) to demonstrate some of their new understandings and reflect on which understandings from the initial survey were most present. Share these "Did you know?" pieces with families or school community members.
* Create a student-accessible bulletin board with the guiding question prompt:"How does which information is included or left out of historical retellings impact our understanding? Whose perspective is included? Whose perspective is being left out?" Invite students to post onto the bulletin board their ongoing reflections to this question/reactions to other students' ideas and then to reflect at the end of the unit/text set.
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Design and Technology Curriculum
Intent
At Holy Family R.C school we aim to provide all children with a broad and balanced curriculum which prepares them for life beyond primary education. We encourage children to use their creativity and imagination, to design and make products that solve and relevant problems within a variety of contexts, considering their own and other's needs, wants and values. Design Technology is an inspiring and practical subject. It can be found in many of the objects children use each day and is part of children's immediate experiences. It encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team.
At Holy Family R.C the design and Technology curriculum combines skills, knowledge, concepts and values to enable children to tackle real problems. It can improve analysis,
problem solving, practical capability and evaluation skills. We aim to where ever possible, link work to other subjects such as mathematics, science, topic, art and computing. The children are encouraged to become innovators and risk takers. High quality design and Technology education makes an essential contribution to the creativity, culture, wealth and wellbeing of the nation.
Aims
At Holy Family R.C the curriculum for Design Technology aims to ensure that all pupils:
* Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
* Build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality prototypes and products for a wide range of users
* Critique, evaluate and test their ideas and products and the work of others
* Understand and apply the principles of nutrition and learn how to cook
Implementation
Teachers need to plan the following:
* A bank of vocabulary all children can master
* A cycle of lessons for each subject, which carefully plans for progression and depth
* Challenge questions for pupils to apply to their learning
* Trips and visiting experts who will enhance the learning experience
* A means to display and celebrate the pupils work
Impact
Our Design Technology curriculum is well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum they are deemed to be making good or better progress. We measure the impact of our curriculum through the following methods:
* A reflection on standards achieved against the planned outcomes;
* A celebration of learning for each term which demonstrates progression across the school;
* Pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work.
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Geography Curriculum Map from September 2022
Through the study of geography, St Mary's children will have an understanding of the human and physical features of their local area and the wider world. They will be able to identify and name the countries and continents of the world, where to locate them and know how to care for it
relation to the Equator and the
1,2,3
| | North and South Poles. | | | | | |
|---|---|---|---|---|---|---|
| | 3 | | | | | |
| | Seasonal Changes – throughout the year (link to science) | | | | | |
| Year 2 | | Passport and compass | | Mexico – (Human and Physical | | Geography of London |
| | | direction – inc 7 | | geography – Place knowledge | | inc. ariel photographs |
| | | | | contrasting non-European | | |
| | | continents and oceans | | | | and mapping skills |
| | | | | location) | | |
| | | (Location knowledge, | | | | (Geographical skills and |
| | | | | 2, 3 | | |
| | | geographical skills and | | | | fieldwork) |
| | | fieldwork) | | | | |
| | | 1, 4 | | | | |
| | | | | | | 4 |
| LOWER KEY STAGE 2 | | | | | | |
| Year 3 | Region of the UK (Lake | | Europe – in trade | | Rainforests | |
| | District- Place knowledge) | | links (location knowledge) | | Skills- (Human Geography) | |
| | 1,2,3,4 | | | | | |
| | | | 1,2,3,4 | | 1,2,3 | |
| Year 4 | | Rivers, Mountains and | | Earthquakes and | | Italy – In depth |
| | | the Water Cycle | | Volcanoes (Physical | | European study- Place |
| | | (Physical geography) | | geography) | | knowledge (additional |
| | | 1,2,3,4 | | 1,2 | | |
| | | | | | | learning location of Arctic and |
| | | | | | | Antarctic Circles & 4 figure grid |
| | | | | | | references) |
| | | | | | | 1,2,3,4 |
| Year 5 | | Counties and cities of | | Crystal Palace - Local | | North American Study – |
| | | the UK, geographical | | geography inc. human | | Canada including |
| | | regions, rivers and land | | geography | | Volcanoes and |
| | | use activity inc. 6 figure | | 1,2,3,4 | | earthquakes. (Place |
| | | grid (Location knowledge) | | | | knowledge, physical geography) |
| | | | | | | 1,2,3,4 |
| | | 1,2,3,4 | | | | |
| Year 6 | Physical geography – | Geography – Human | Rivers and Mountains |
|---|---|---|---|
| | climate zones, biomes, | geography economic | (Geographical skills) |
| | | | 3,4 |
| | vegetation. (Focus on | activity – trade links | |
| | Tundra to arctic and world time | 1,2,3,4 | |
| | zones.) | | |
| | 1,3,4 | | |
National Curriculum Key Skills for Geography
| Skill Key | KS1 | Lower KS2 + (KS1) |
|---|---|---|
| 1. Locational knowledge | Name and locate the world’s seven continents and five oceans. Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. | Locate the world’s countries using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Identify human and physical characteristics: Mountains and rivers. Identify the position and significance of the Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic Circle. |
| 2. Place knowledge | Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European county. | Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country. |
| 3. Human and Physical Geography | Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. Use basic geographical vocabulary to refer to: Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. | Describe and understand key aspects of : Rivers, mountains, volcanoes and earthquakes, and the water cycle. Human geography including types of settlement and land use. |
| 4. Geographical skills and fieldwork | Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map. | Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. |
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English
Texts: One Snowy Night, Non Chronological Reports on Polar Animals, The Snow Queen
Reading: Children will take part in guided reading sessions and whole class reading sessions.
Writing: Children will learning to write and adapt stories. They will also be learning to write letters and their own non-chronological report about an arctic animal.
Grammar Year 2: Sentence types, Word classes,
Apostrophes, Tenses, Suffixes
Handwriting:
Form lower-case letters of the correct size relative to one another. Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
Cursive – Journey to cursive scheme
Geography
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting nonEuropean country.
History
* Learning about different arctic explorers
* Show an awareness of the past, using common words and phrases relating to the passing of time
* Sort artefacts from 'then' and 'now'
* Discuss the lives of significant individuals in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods
Robins Curriculum
Music
* Music Express units –
* Water, Our Bodies, Animals, Pattern
Computing
* Create a topic- based e-book
* Sequencing simple algorithms and programs
PE
* Invasion games skills (attacking and defending focus)/Basketball
* Health and Fitness
Polar Explorers Spring term
RE & PSHE incl diversity
RE-Families & Worship and Ceremonies PSHE- Happy and Healthy me, Me and my safety.
Maths
White Rose Maths Scheme
Multiplication & Division, Statistics, Properties of shape, Fractions
Science
Living things and their habitats
* Explore and compare the difference between things that are living, dead and things that have never been alive
* Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of animals and plants, and how they depend on each other.
* Identify and name a variety of plants and animals in their habitats, including micro- habitats.
* Describe how animals obtain their food from plants and other animal
Materials
* Describe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
* Identify and compare the suitability of a variety of everyday materials for particular uses
DT
Make a diorama:
* Create products using levers, wheels and winding mechanisms.
* Design products that have a clear purpose and an intended user.
* Make products, refining the design as work progresses. Explore and use mechanisms such as wheels, axels, levers and sliders.
Art
Draw lines of different sizes and thickness. Colour (own work) neatly following the lines. Show pattern and texture by adding dots and lines. Show different tones by using coloured pencils.
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Name:
Section:
Score: _____/5
Art History
Art of the Islamic World
Directions: Read the following article on Art in the Islamic World and answer the thought questions at the end.
What is Islamic Art?
The Dome of the Rock, the Taj Mahal, a Mina'i ware bowl, a silk carpet, a Qur'an; all of these are examples of Islamic Art. But what is Islamic Art?
Islamic Art is a modern concept, created by art historians in the nineteenth century to categorize and study the material first produced under the Islamic peoples that emerged from Arabia in the seventh century.
Today Islamic Art describes all of the arts that were produced in the lands where Islam was the dominant religion or the religion of those who ruled. Unlike the terms Christian, Jewish, and Buddhist art, which refer only to religious art of these faiths, Islamic art is not used merely to describe religious art or architecture, but applies to all art forms produced in the Islamic World.
Thus, Islamic Art refers not only to works created by Muslim artists, artisans, and architects or for Muslim patrons. It encompasses the works created by Muslim artists for a patron of any faith, including Christians, Jews, or Hindus, and the works created by Jews, Christians, and others, living in Islamic lands, for patrons, Muslim and otherwise.
One of the most famous monuments of Islamic Art is the Taj Mahal, a royal mausoleum, located in Agra, India. Hinduism is majority religion in India; however, because Muslim rulers, most famously the Mughals, dominated large areas of modernday India for centuries, India has a vast range of Islamic art and architecture. The Great Mosque of Xian, China, is one of the oldest and best preserved mosques in China. First constructed in 742 CE, the mosque's current form dates to the fifteenth century CE and follows the plan and architecture of a
contemporary Buddhist temple. In fact, much Islamic art and architecture was—and still is—created through a synthesis of local traditions and more global ideas.
Islamic Art is not a monolithic style or movement; it spans 1,300 years of history and has incredible geographic diversity—Islamic empires and dynasties controlled territory from Spain to western China at various points in history. However, few if any of these various countries or Muslim empires would have referred to their art as Islamic. An artisan in Damascus thought of his work as Syrian or Damascene—not as Islamic.
As a result of thinking about the problems of calling such art Islamic, certain scholars and major museums, like the Metropolitan Museum of Art, have decided to omit the term Islamic when they renamed their new galleries of Islamic Art. Instead, they are called "Galleries for the Art of the Arab Lands, Turkey, Iran, Central Asia, and Later South Asia," thereby stressing the regional styles and individual cultures. Thus, when using the phrase, Islamic Art, one should know that it is a useful, but artificial, concept.
In some ways, Islamic Art is a bit like referring to the Italian Renaissance. During the Renaissance, there was no unified Italy; it was a land of independent city-states. No one would have thought of one's self as an Italian, or of the art they produced as Italian, rather one conceived of one's self as a Roman, a Florentine, or a Venetian. Each city developed a highly local, remarkable style. At the same time, there are certain underlying themes or similarities that unify the art and architecture of these cities and allow scholars to speak of an Italian Renaissance.
Themes
Similarly, there are themes and types of objects that link the arts of the Islamic World together. Calligraphy is a very important art form in the Islamic World. The Qur'an, written in elegant scripts, represents Allah's (or God's) divine word, which Muhammad received directly from Allah during his visions. Quranic verses, executed in calligraphy, are found on many different forms of art and architecture. Likewise, poetry can be found on everything from ceramic bowls to the walls of houses. Calligraphy's omnipresence underscores the value that is placed on language, specifically Arabic.
Geometric and vegetative motifs are very popular throughout the lands where Islam was once or still is a major religion and cultural force, appearing in the private palaces of buildings such as the Alhambra (in Spain) as well as in the detailed metal work of Safavid Iran. Likewise, certain building types appear throughout the Muslim world: mosques with their minarets, mausolea, gardens, and madrasas (religious schools) are all common. However, their forms vary greatly.
One of the most common misconceptions about the art of the Islamic World is that it is aniconic; that is, the art does not contain representations of humans or animals. Religious art and architecture, almost from the earliest examples, such as the Dome of the Rock, the Aqsa Mosque (both in Jerusalem), and the Great Mosque of Damascus, built under the Umayyad rulers, did not include human figures and animals. However, the private residences of sovereigns, such as Qasr 'Amra or Khirbat Mafjar, were filled with vast figurative paintings, mosaics, and sculpture. Cairo, Egypt
Minarets of Al-Azhar Mosque, Cairo, Egypt (photo: Ahmed Al.BadawyThe study of the arts of the Islamic World has also lagged behind other fields in Art History. There are several reasons for this. First, many scholars are not familiar with Arabic or Farsi (the dominant language in Iran). Calligraphy, particularly Arabic calligraphy, as noted above, is a major art form and appears on almost all types of architecture and arts. Second, the art forms and objects prized in the Islamic world do not correspond to those traditionally valued by art historians and collectors in the Western world. The so-called decorative arts—carpets, ceramics, metalwork, and books—are types of art that Western scholars have traditionally valued less than painting and sculpture. However, the last fifty years has seen a flourishing of scholarship on the arts of the Islamic World.
Arts of the Islamic World
Here, we have decided to use the phrase "Arts of the Islamic World" to emphasize the art that was created in a world where Islam was a dominant religion or a major cultural force, but was not necessarily religious art. Often when the word "Islamic" is used today, it is used to describe something religious; thus using the phrase, Islamic Art, potentially implies, mistakenly, that all of this art is religious in nature. The phrase, "Arts of the Islamic World," also acknowledges that not all of the work produced in the "Islamic World" was for Muslims or was created by Muslims.
Macaulay-Lewis, Elizabeth. "Art of the Islamic World." Khan Academy. Arts of the Islamic World, 2013. Web. 26 Oct. 2014.
Thought Questions:
Name:
Score: _____/5
1. What type of art is actually categorized as Islamic Art? In the 19 th Century? Today?
2. Why is it so difficult to categorize Islamic art in only way? Explain why using an explanation of the Geographic and time factors.
3. How is the term “Islamic Art” similar to the term “Italian Renaissance”
4. What types of artistic patterns are most prevalent throughout the Islamic world? (list and explain 3 with examples.
5. For what reasons has Islamic art not been heavily studied in the past?
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Using speech marks
Name: .......................................................................... Date: .......................................
Read the conversation below between the two characters. Can you write out the conversation using speech marks? Can you then continue the conversation?
... But we went to the park yesterday. OK. Let's go swimming instead. That's a good idea. Let's get our costumes. Great! I bet I can get changed before you!
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What do you think we should do today?
We could go and
play in the park.
Remember this handy rhyme: "66 and 99 each new speaker start a new line."
Using speech marks
Example answer
"What do you think we should do today?" she said to her friend James.
"We could go and play in the park," replied James.
"But we went to the park yesterday," complained Emily.
"OK," said James. "Let's go swimming instead."
"That's a good idea," said Emily quickly. "Let's get our costumes."
James gave a laugh. "Great! I bet I can get changed before you!" he shouted.
Rewrite this conversation in your book, adding the speech marks.
James and Emily got their swimming things together and set off for the pool.
I'm going to swim right to the bottom, said Emily, boasting.
I can't do that, replied James. You know the water stings my eyes.
Wear your goggles then, suggested Emily.
James thought for a while. They hurt my eyes a bit, he said. Maybe I should get some new ones.
I think you should, agreed Emily.
James asked in the swimming pool if he could buy some new goggles.
Of course, said the lady. What kind of goggles would you like?
I need some comfortable ones, said James. That don't hurt my eyes.
Try these on, suggested the lady.
James tried the goggles on. They feel great, he said. I'll buy those. Thank you.
That will be £2.50, said the lady.
Emily paid for the goggles and they went to get changed. I'll beat you into the water, shouted James. No you won't, yelled Emily.
They both jumped in together. Yippee, cried Emily. The water is warm. I'm going to go down the slide, said James. Are you coming? Yes, said Emily. I'm going to do a really fast slide. Bet you can't go as fast as me, thought James, but he didn't say it aloud. Whee! shouted Emily as she flew down the slide and into the water. Slowcoach, yelled James. Nowhere near as fast as me. It was, said Emily. You weren't even looking.
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STEM School Chattanooga 9 th Grade PBL
Unit Plan Template
Unit 1: Dynamics
Learning Target Topics
Art I: Plan and produce a work combining technologies, media, and processes of visual art with those of another discipline.
Algebra I: Solve quadratic equations in one variable. Geometry: Apply geometric concepts in modeling situations;
English I: Create/write narratives to develop experiences; Use digital media to enhance understanding and interest; Adapt speech to concept or task.
Physical World Concepts: Investigate and analyze the kinematics and dynamics of projectile motion in a gravitational field..
World History: Research historical information; Write an expository report to explain the history of the chosen method.
| Grade Level | 9th Grade | Unit Length |
|---|---|---|
| Unit Overview | | |
| Unit Essential Issue | | |
| Culminating Events | | |
The following items will be assessed by the appropriate content area teacher:
* Algebra I/Geometry: Correct use of the mathematical learning targets in the design and launch of the catapult in the Catapult Analysis Worksheet.
* Physical World Concepts: The research and analysis of the physics of the machines and projectiles in the Catapult Analysis Worksheet.
* English I: Use of the Weekly Prototype Videos and Final Documentary to document the building process, testing, and final design of the launching device.
* Art: Form and balance in the model and aesthetics in the launching device design plan.
* World History: Research, citation, and use of analysis of historical content in the research-based expository writing showing the history of their chosen launching device type.
Common Assessment
| | STEM PBL Rubric | | PBL Unit: _______________________ Student: _______________________ Date: ____________ |
|---|---|---|---|
| | Advanced | Proficient | Needs Improvement |
| Math Components: Algebra I | ● Students will predict the angles for release point that is optimal to achieve a launch covering the longest distance. ● Prediction must be graphed and supported using mathematical evidence and terminology. | ● Students will create data tables for 4 different catapult launch angles, recording time and distance for each. ● Students will use technology to graph each launch and use data to determine maximum height and initial velocity. | |
| Math Components: Geometry | ● Student can alter the scale of an existing catapult or trebuchet design. ● Completed design using TinkerCad. | ● Student can design to scale a catapult which satisfies specified physical constraints. ● Completed design using TinkerCad. | |
| Science Components: Physical World Concepts | ● Students will quantitatively predict the effects on their machine in a different gravitational field in the advanced portion of the worksheet. ● Students will suggest improvements to their machine that would increase their range and discuss the effects those improvements would have on the variables in both dimensions. | ● Students will create a catapult suitable for launching a payload. ● Students will build the machine base using no automated parts or kits. ● Complete PWC Catapult Analysis of kinematics and gravity in 2 dimensions. ● A written description of the displacement, velocity and acceleration of the projectiles in both X and Y dimension. ● Students will qualitatively predict the motion of their machine in a different gravitational field. | |
| Language Arts Components: English I | ● Video includes an analysis of the designs through reflections of results, adaptations, and predictions for the next prototype design. ● Videos will include personal interviews from team member(s) about roles, struggles, and/or successes. ● Videos are personalized and engaging, including analysis of learning through the processes. | ● Students will document the design and construction process, from first to final design, in the Weekly Prototype and Final Documentary Videos. ● Students will include testing, results, and next steps in the weekly prototype clips. ● Students will use speech and domain-specific vocabulary in | |
Unit Learning Targets
| | | the videos that is appropriate to the task and purpose. |
|---|---|---|
| Social Studies Components: World History | ● Accurately and effectively presents important details from reading materials to develop thesis or claim. ● Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. ● Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. | ● Accurately presents details from reading materials relevant to the purpose of the prompt to develop thesis or claim. ● Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. ● Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. |
| Art Components: Art I | ● Model must perform task effectively. ● Two or more different digital fabrication elements. ● Analyze the process of building the model as you use the fabrication processes in the documentary video. | ● Final model will be assessed on their use of form. ● Final model must be free- standing and visually balanced. ● Final model must have one element of digital fabrication. |
Minimum
Algebra:
Requirement Components: be graded
* Tables correctly labeled and graphs created using graphing technology
Must be included to
Geometry:
* A two-dimensional orthographic design of the graph must be completed using TinkerCad.
English I:
* Weekly Prototype Video Clips must be completed each week and added to FlipGrid BEFORE advancing to the next prototype step.
* Prototype and documentary videos must include ORIGINAL still images or live video of your launching device and processes.
* Videos should be no more than 5 minutes long.
PWC
:
* Machine must fit the size requirements mentioned in the pacing guide.
Art:
* Model must be sturdy and well put together within the size standards.
World History:
* Expository essay should be a minimum of 1.5 pages long.
* Must have at least one primary and/or secondary sources.
Algebra 1:
* I can interpret complicated expressions by viewing one or more parts as a single entity.
* I can interpret parts of an expression such as factors, coefficients and terms..
Geometry:
* I can apply geometric concepts in modeling situations.
* I can visualize relationships between two-dimensional and three-dimensional objects.
PWC:
* I can use kinematics in 2 dimensions to analyze motion.
* I can discuss possible differences in motion due to differences in the gravitational field.
English I:
Vocabulary
* I can create/write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
* I can make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Art:
* I can plan and produce a work combining technologies, media, and processes of visual art with those of another discipline.
* I can synthesize the use of expanded media, techniques, and processes to create a model form in a specific medium.
* I can analyze and employ different types of media, techniques, and processes used to create various art forms.
World History:
* I can write an expository paper of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
* I can gather information from multiple sources, assessing the usefulness of each source and integrating information into the text successfully, avoiding plagiarism and following a standard format for citation.
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C
ELL
C
YCLE AND
C
ELL
D
IVISION
CHAPTER 10
CELL CYCLE AND CELL DIVISION
MULTIPLE CHOICE QUESTIONS
1. Meiosis results in in diploid organisms
a. Production of gametes
b. Reduction in the number of chromosomes
c. Introduction of variation
d. all of the above
2. At which stage of meiosis does the genetic constitution of gametes is finally decided
a. Metaphase I
b. Anaphase II
c. Metaphase II
d. Anaphase I
3. Meiosis occurs in organisms during
a. Sexual reproduction
b. Vegetative reproduction
c. Both sexual and vegetative reproduction
d. None of the above
4. During anaphase-I of meiosis
a. Homologous chromosomes separate
b. Non-homologous chromosomes separate
c. Sister chromatids separate
d. Non-sister chromatids separate
5. Mitosis is characterised by
a. Reduction division
b. Equal division
49 49
49
49
49 49
49
49
49
49
49
49
c. Both reduction and equal division
d. Paining of homologous chromosomes
6. A bivalent of meiosis-I consists of
a. Two chromatids and one centromere
b. Two chromatids and two centromere
c. Four chromatids and two centromere
d. Four chromatids and four centromere
7. Cells which are not dividing are likely to be at
a. G1
b. G2
c. Go
d. S phase
8. Which of the events listed below is not observed during mitosis?
a. Chromatin condensation
b. Movement of centrioles to opposite poles
c. Appearance of chromosomes with two chromatids joined together at the centromere.
d. Crossing over
9. Identify the wrong statement about meiosis
a. Pairing of homologous chromosomes
b. Four haploid cells are formed
c. At the end of meiosis the number of chromosomes are reduced to half
d. Two cycle of DNA replication occurs
10. Select the correct statement about G1 phase
a. Cell is metabolically inactive
b. DNA in the cell does not replicate
c. It is not a phase of synthesis of macromolecules
d. Cell stops growing
VERY SHORT ANSWER TYPE QUESTIONS
1. Between a prokaryote and a eukaryote, which cell has a shorter cell division time?
2. Which of the phases of cell cycle is of longest duration?
3. Name a stain commonly used to colour chromosomes.
4. Which tissue of animals and plants exhibits meiosis?
5. Given that the average duplication time of E.coli is 20 minutes, how much time will two E.coli cells take to become 32 cells?
6. Which part of the human body should one use to demonstrate stages in mitosis?
7. What attributes does a chromatid require to be classified as a chromosome?
8. The diagram shows a bivalent at prophase-I of meiosis. Which of the four chromatids can cross over?
9. If a tissue has at a given time 1024 cells, how many cycles of mitosis had the original parental single cell undergone?
10. An anther has 1200 pollen grains. How many pollen mother cells must have been there to produce them?
11. At what stage of cell cycle does DNA synthesis take place?
12. It is said that the one cycle of cell division in human cells (eukaryotic cells) takes 24 hours. Which phase of the cycle, do you think occupies the maximum part of cell cycle?
13. It is observed that heart cells do not exhibit cell division. Such cells do not divide further and exit ___________ phase to enter an inactive stage called ___________ of cell cycle. Fill in the blanks.
14. In which phase of meiosis are the following formed? Choose the answers from hint points given below.
a. Synaptonemal complex
____________________________
b. Recombination nodules
____________________________
c. Appearance/activation of enzyme recombinase
____________________________
d. Termination of chiasmata
____________________________
e. Interkinesis
____________________________
f. Formation of dyad of cells
____________________________
Hints : 1) Zygotene, 2) Pachytene, 3) Pachytene, 4) Diakinesis, 5) After Telophase-I /before Meosis-II, 6) Telophase-I /After Meiosis-I.
SHORT ANSWER TYPE QUESTIONS
1. State the role of centrioles other than spindle formation.
2. Mitochondria and plastids have their own DNA (genetic material). What is known about their fate during nuclear division like mitosis?
3. Label the diagram and also determine the stage at which this structure is visible.
4. A cell has 32 chromosomes. It undergoes mitotic division. What will be the chromosome number (N) during metaphase? What would be the DNA content (C) during anaphase?
5. While examining the mitotic stage in a tissue, one finds some cells with 16 chromosomes and some with 32 chromosomes. What possible reasons could you assign to this difference in chromosome number. Do you think cells with 16 chromosomes could have arisen from cells with 32 chromosomes or vice versa?
6. The following events occur during the various phases of the cell cycle, Name the phase against each of the events.
a. Disintegration of nuclear membrane
_________________________
b. Appearance of nucleolus
c. Division of centromere
_________________________ _________________________
d. Replication of DNA
_________________________
7. Mitosis results in producing two cells which are similar to each other. What would be the consequence if each of the following irregularities occur during mitosis?
a. Nuclear membrane fails to disintegrate
b. Duplication of DNA does not occur
c. Centromeres do not divide
d. Cytokinesis does not occur.
8. Both unicellular and multicellular organisms undergo mitosis. What are the differences, if any, observed in the process between the two?
9. Name the pathological condition when uncontrolled cell division occurs.
10. Two key events take place, during S phase in animal cells, DNA replication and duplication of centriole. In which parts of the cell do events occur?
11. Comment on the statement – Meiosis enables the conservation of specific chromosome number of each species even though the process per se, results in reduction of chromosome number.
12. Name a cell that is found arrested in diplotene stage for months and years. Comment in 2-3 lines how it completes cell cycle?
13. How does cytokinesis in plant cells differ from that in animal cells?
LONG ANSWER TYPE QUESTIONS
1. Comment on the statement – Telophase is reverse of prophase.
2. What are the various stages of meiotic prophase-I? Enumerate the chromosomal events during each stage?
3. Differentiate between the events of mitosis and meiosis
4. Write brief note on the following
a. Synaptonemal complex
b. Metaphase plate
5. Write briefly the significance of mitosis and meiosis in multicellular organism.
6. An organism has two pair of chromosomes (i.e., chromosome number = 4). Diagrammatically represent the chromosomal arrangement during different phases of meiosis-II.
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3. UNDERSTANDING CONFLICT POSITION, INTEREST & NEED – PART 1.
Target group:
Group size:
Youth Council members aged 11 - 18 Youth workers aged 18+
Duration:
60-90 minutes
Resources:
Tables might be useful collected magazines, headlines, photos
10-20 participants
Type of activities:
Drama exercises Personal sharing Active involvement
Atmosphere needed:
Safe space for sharing
Special workshop note:
This workshop is designed to work best when used with part two. However, both parts could be used alone, and could also be adapted according to your own group, the length of time available, etc. Before you start – make sure you have read the "Definitions and examples" chapter that you will find in the Handbook after part 2. of the workshop.
Helping young people to discover what can cause conflict and introducing the terms "position", "interest" and "need".
Learning outcomes:
* Developing a clearer understanding of conflict.
* Exploring how common conflicts are caused by different values.
42
Intro to the workshop (5 min)
Welcome participants and explain the workshop, the aim and brief agenda.
Energiser (10 min)
Get participants into pairs using your own method or let them choose. Next, the pairs must face each other, palm-to-palm, and then try to push each other off balance without moving their feet. If either of them has to lift or move one of their feet off the floor then the person moving a foot loses. Swap pairs and see how this makes a difference.
Debrief (5 min)
Sometimes a conflict can feel a bit like this exercise: pushing and wrestling, one person winning and one losing!
Definition of Conflict (15 min)
One definition of conflict could be:
"An active disagreement between people with opposing positions or principles."
Brainstorm some words around the subject of conflict in small groups. Give a pack of a few words to each group and ask them to brainstorm the words and try to create some definitions. Allow a few minutes [or more if needed, depending on your participants] and then bring the groups together to compare their answers.
Line up Exercise (15 min)
Participants stand on an imaginary line on the floor. The line shows how much the statement is true about you. If you go to stand at one end of the line it means the statement is totally true 100%. At the other end
43
of the line, it means this is totally not true of me. Debrief each question in turn to identify some of the values involved.
Use the sample statements provided in the "Definitions and examples" chapter. An even better idea is to create your own and choose ones that reflect the real live situations of the participants in your group. If you feel confident, you can ask for example situations from group members.
Group debrief (5 min)
Return to circle and debrief. One frequent reason for conflict is when two sides have different values, such as ideas about the "right" way to do something, personal beliefs, etc. Values are deeply personal, and we hold on to them very strongly. They can provoke very strong emotional reactions if they are challenged or "crossed" by someone or something.
Pairs discussion (5 min)
In pairs or small groups, discuss some of the values that mean a lot to you. Can you share any time that you had a disagreement with someone or a strong reaction to something that challenged your values?
Bring everyone back together into the big group and ask if anyone would like to share one of the examples they were discussing. Ask one or two questions to explore each story further, for example, "How did you feel?", "How did you react?", "What did you say?", "Why did you do or say that?" Do not go too deeply into anything as this will be addressed more in the second part of this workshop.
Brief introduction to the terms "position", "interest" and "need" (5 min)
Introduce the idea and definitions of "position", "interest" and "need" (see further details in the chapter "Definitions and examples"). Use some of the stories and questions of the last exercise to help explain these terms.
44
Small group activity (20 min)
Get participants into small groups and then give them examples of conflicts from magazine articles, news headlines or pictures/photos that you have prepared. Each small group should talk about what they think are the underlying values involved in each conflict.
If you feel the group is confident enough then you could also start to talk about positions, interests and needs. Another idea would be to ask each small group to create a role play of a conflict suggested by the materials, and present it to the other groups.
Final group debrief/evaluation (5 min)
Write up the different values that participants have found at the heart of the various conflicts explored during the workshop. Ask some interesting, probing questions such as: "Is it always 'black and white' regarding who is right?" or "How might the conflicts be resolved?" or "What have you learned about conflicts, disagreements, fights, etc.?".
45
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ОЛИМПИАДНЫЕ ЗАДАНИЯ 7-8 КЛАСС АНГЛИЙСКИЙ ЯЗЫК
I READING (25 minutes)
PART 1
Read about the illness Norovirus. Choose the correct question (A-M) for each paragraph (1-13).
Questions:
B) Should I go and see my doctor?
A) How can I avoid dehydration?
H) Should I eat anything?
C) What if my children are infected?
E) What are the signs that I am dehydrated?
D) When should I see a doctor?
I) How can I stop the disease spreading?
J) How long should I stay at home?
F) Should I take any medication?
K) Can I get it again if I've already had it?
G) What is Norovirus?
L) What are the symptoms?
M)What are the risks?
1. Norovirus is a common stomach bug. It is also called the Winter Vomiting Bug because it is more prevalent in winter. It is caused by a very small virus and it is easily passed on from one person to another.
3. Norovirus causes sickness and diarrhea. You may also feel headaches, abdominal pains, or you may have a high temperature.
2. If you recover from norovirus, there is no reason why you should not catch it again. The virus changes constantly, so your body cannot build up resistance.
4. Although unpleasant, norovirus is not dangerous. Most people make a full recovery within a couple of days. The biggest danger is from dehydration.
6. Obviously, you will feel thirsty and your mouth will be dry. You may get headaches or feel dizzy. Your urine will be dark and the quantity of urine small.
5. Drink plenty of water. You should drink more than usual to replace fluids lost in vomit and diarrhea. An adult should drink around 1.2 liters per day.
7. You can take Paracetamol or other pain-killers for any aches and pains, but there are
8. No. Because it is highly contagious, you risk passing it on to other people who are already in a weak state. Stay at home and rest.
no drugs that eradicate the virus.
9. Take care to give them plenty of water or fruit juice. You can also use rehydration salts. Babies can drink milk as usual. Pregnant women needn't worry, as there is no risk to the unborn child.
11.Yes, but stick to foods which are easy to digest such as soup, bread, rice and pasta. Avoid spicy foods.
10.Only if your symptoms last longer than a few days, or if you are already suffering from a serious illness.
12.Wash your hands frequently, and avoid putting your fingers in your mouth. Be aware that the virus can also spread via towels and flannels, so don't share them. Keep all surfaces clean and disinfected, not just in the bathroom but in other areas too.
13. You will be infectious for a few days after your symptoms have passed, so avoid direct contact with people for at least 48 hours after your symptoms pass. Stay away from work and keep young children out of school.
PART 2
Read the text about the climate in Madagascar on a travel website. Then choose True or False for the sentences after the text (14-23).
Madagascar – When to go
Madagascar has two seasons, a warm, wet season from November to April, and a cooler dry season between May and October. However, different parts of the country have very different weather.
The east coast is hotter and wetter, with up to 4,000 mm of rainfall per year. In the rainy season, there are strong winds, and these can cause a lot of damage. Avoid visiting eastern Madagascar between January and March because the weather can make road travel very difficult. The dry season is cooler and more pleasant.
The high, central part of the country is much drier and cooler. About 1,400 mm of rain falls in the rainy season, with some thunderstorms, but the summer is usually sunny and dry, but it can be cold, especially in the mornings, with freezing showers,
and it may snow in mountain areas above 2,400 m, and even stay there for several days.
The west coast is the driest part of the island. Here, the winter months are pleasant with little rain, cooler temperatures and blue skies. The summers can be extremely hot, especially in the southwest. This part of the country is semi-desert, and only gets around 300 mm of rain per year.
14. Madagascar has four seasons: spring, summer, autumn and winter.
15. There is more rain in January than in June.
16. The wet season is colder than the dry season.
17. It hardly ever rains in central Madagascar.
18. The wettest part of the island is the east.
19. January-March is a good time to visit eastern Madagascar.
20. The centre of Madagascar is the coldest part.
21. Snow sometimes falls in Madagascar.
22. The west coast has the best weather in December.
23. The north-east is hotter than the south-east.
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
II USE OF ENGLISH (20 minutes)
PART 1 Read the text and decide which answer (A, B, C or D) best fits each gap (24 – 34).
Easter Island
Easter Island is a small triangle of rock situated in the Pacific Ocean. It’s about 2,000 miles 24) ______ the nearest city. Easter Island is 25) ______ for its statues. Hundreds of these huge, stone faces can be 26) ______ all over the island. Who made them? How 27) ______ they move these giant pieces of rock? What happened 28) ______ the people who lived there? Studies show that people 29) ______ arrived on the island about 1600 years ago. They had a very advanced culture. They made many objects and they had their 30) ______ written language. However, the number of people on the island grew and grew 31) ______ it reached about 10,000 people. Soon there were too many people and there wasn’t 32) ______ food to eat. A terrible war started and 33) ______ of the statues were broken. When western explorers 34) ______ the island on Easter Day in 1722, the huge rock statues were the only sign that a great society had once lived there.
24 A) for
B) from
C) on
D) by
25 A) important
B) interesting
C) famous
D) fascinating
26 A) found
B) located
C) situated
D) looked
27 A) have
B) were
C) had
D) did
28 A) to
B) with
C) about
D) for
29 A) once
B) already
C) just
D) first
30 A) only
B) own
C) clever
D) self
31 A) so
B) until
C) although
D) because
32 A) many
B) too
C) some
D) enough
33 A) few
B) enough
C) many
D) lot
34 A) invented
B) discovered
C) sailed
D) came
PART 2
Complete the sentences (35-41) using the prepositions given in the box. There is one preposition you do not need.
A) aside; B) away; C) in; D) on; E) out; F) up; G) up with; H) off.
35. I always put ______weight during the winter.
36. One thing I can’t put ______ is rudeness.
37. You shouldn’t put ______ the meeting with Mr. Brown.
38. Luckily the first brigade came quickly and put _______ the fire.
39. Every summer I put ______ my friends who come from Australia.
40. You can play with the toys as long as you put them ______ after you’ve finished playing with them.
41. I always put money _______ for the holidays.
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
III WRITING (25 minutes)
Read these two ways of telling the same story. Text A is a complete story and Text B is the beginning of the same story. Continue the story given in Text B.
Write 100-150 words. Base your story only on the events mentioned in Text A. Do not copy the beginning given.
TEXT A
One day Robert Barnes was in his garden and was planting flowers. He heard a voice behind him. The voice said 'Leave us alone'. He turned around. There was no one there. He looked into the history of the house and found that the house had a long history. Many bad things happened there.
TEXT B
One beautiful sunny day last week, I was at home, just relaxing in my garden. I knew that spring was on its way, and I felt like planting some flowers. I started digging the hole. It was hot work, but I felt happy and optimistic. Suddenly, even though I was hot, and the sun was burning down on my back, I felt the air around me go cold. The hairs on my arms stood up. I stood there, spade in hand, knowing with a feeling of dread, that I was not alone…
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
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Unit: Disciplinary Literacy
MSAD #54 Music Curriculum
Grade: Grade 9-12 Band
MLR Span: 9 - 12
MLR Content Standard: A: Disciplinary Literacy – Music Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.
*Assessment
Notation and Terminology
__________________
Listening and Describing
2.Students apply accumulated knowledge of musical notation, symbols, and terminology to perform music with greater complexity and variation including sudden dynamic contrasts.
a.Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 5/4, 6/4, 6/8, 5/8 and 3/8, Cut time meter signatures.
b.Read simple melodies in both the treble and bass clefs.
c.Apply notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression
_________________
3.Students listen to, analyze, and evaluate music using their understanding of pitch, rhythm, tempo, dynamics, form, timbre, texture, harmony, style, and compound meter.
Students will:
Demonstrate a fluent controlled tone quality, control of varying dynamics, extended range and where appropriate, vibrato.
Demonstrate the ability to make controlled changes in the tone quality of one's instrument based upon style, balance and ensemble size.
Play with expression and technical accuracy a varied repertoire of instrumental literature.
Percussion will show an ability to perform varied rudiments on the snare and proficiency on Auxilary percussion.
Play the Major and Minor scales up to 4 sharps and 4 flats within the practical range of the instrument.
Demonstrate a variety of tonguing techniques, with good control, at all ranges and at accelerated tempi.
__________________________
Students will:
Demonstrate a knowledge of the elements of music through listening.
Demonstrate a knowledge of the elements of music through creative writing.
Discuss listening examples and work to describe the musical elements.
Foundations for Superior Performances-Warm-up and Techniques for Band By Williams and King
Various concert band music ensemble pieces
Various rhythm, notation and style books for written lessons
Listen to various recording styles
______________________
Listen to various recording styles
Listen to various live performances
Unit: Creation/Expression
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: B:Creation, Performance, and Expression Students create, perform, and express through the art discipline.
*Assessment
| Creation/ Expression | MLR Performance Indicators | MSAD #54 Objectives |
|---|---|---|
| Style/Genre ________________ Composition | 1.Students perform music of various styles and genres that requires well- developed technical skills, attention to phrasing and interpretation and various meters and rhythms in a variety of keys, accurately applying the accumulated knowledge and skills of: proper posture and technique; musical notation; symbols; and terminology. _________________ 2.Students analyze and evaluate musical ideas expressed in their own compositions or the compositions of others. | Students will: Perform various styles of music through large and small ensembles. Demonstrate knowledge of phrasing, balance, musical notation, symbols, terminology, tempos, keys, and meters within the context of the genre performed in large and small ensembles ______________________ Students will: Describe specific music in a given aural example using appropriate terminology. Evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improv. by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement. |
Develop criteria for evaluating the quality and effectiveness of music performances and apply the criteria to their own performances.
Unit: Problem Solving
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: C: Creative Problem Solving Students approach artistic problem-solving using multiple solutions and the creative process.
*Assessment
Unit: Aesthetics
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: D: Aesthetics and Criticism
Students describe, analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).
*Assessment
| | MLR Performance Indicators PreK-2 | MSAD #54 Objectives |
|---|---|---|
| Aesthetics and Criticism | 1.Students analyze and evaluate Musical Forms a.Describe, analyze, interpret, and evaluate Music forms by applying grade span appropriate Music concepts, vocabulary, skills and processes as referenced in Standard A: Disciplinary Literacy. b.Analyze and evaluate varied interpretations of Compositions of music using evidence from observations and a variety of print and Listening sources. c.Demonstrate an understanding of the difference between a personal opinion and an informed judgment. d.Research and explain how music and musicians reflect and shape their time and culture. | Students will: 1.critique personal and group performances using planned evaluation. Develop criteria for evaluating the quality and effectiveness of music performances and apply the criteria to their own performances. a.fluency of the composition. b.flexibility of the composition. c.elaboration of the composition d.orginality of the composition 2.compare their critiques with those of other students. They will discuss in groups their findings. 3.discuss the effectiveness of multimedia critiques. 4.compare and contrast musicians of different genres and eras. |
Unit: Connections
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: E: Visual and Performing Arts Connections Students understand the relationship among the arts, history, and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.
*Assessment
_______________
Impact of the Arts on Lifestyle and Career
_______________
Interpersonal Skills
__________________
4. Students explain how their knowledge of the arts relates to school-toschool and school-towork transitions and other career and life decisions including the recognition that the arts are a means of renewal and recreation.
__________________
5. Students demonstrate positive interpersonal skills and reflect on the impact of interpersonal skills on personal success in the arts.
a.Getting along with others
b.Respecting differences
c.Working as a team/ensemble
d.Managing conflict
e.Accepting/giving/using constructive feedback
_________________________
Students will:
Do a creative writing project on how music may effect them in their future lives, in work and personal life.
__________________________
Students will:
Do a creative writing project on how they have been effected by music in their lives so far. Us the nine given samples to create and organize their presentation.
______________________
______________________
f.Accepting responsibility for personal behavior
g.Demonstrating ethical behavior
h.Following established rules/etiquette for observing/listening to art i.Demonstrating safe behavior
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Mathematics Model Teaching Unit
Pow wow Trails
Created by: Angel Greenley
Grade3
Stage 1 Desired Results
Established Goals:
Number Sense and Operation Mathematics Content Standard 1: A student, applying reasoning and problem solving, will use number sense and operations to represent numbers in multiple ways, understand relationships among numbers and number systems, make reasonable estimates, and compute fluently within a variety of relevant cultural contexts, including those of Montana American Indians.
- 1.2 Estimation and Operations: Estimate sums, differences, products, and quotients when solving problems. Add, subtract, multiply (three-digit by two-digit factors), and divide (two-digit dividends by one-digit divisors) to solve problems. Demonstrate fluency with basic facts.
IEFA Essential Understanding 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana.
IEFA Essential Understanding 3: The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.
Understandings:
Additionally, each tribe has its own oral histories, which are as valid as written histories. These histories pre-date the "discovery" of North America.
- Pow wows are an important part of some Native American lifestyles.
Essential Questions:
- Some families travel many miles across the state to attend different pow wows.
- What are the different reasons that families travel on the pow wow circuit?
Students will be able to…
- What is the history of pow wows in Native American culture?
- calculate the miles traveled on the pow wow circuit.
- locate different towns of Montana on the map.
- pow wows are still in existence and that families use them as a time of gathering and sharing with other families and friends.
Students will know…
- pow wows are a source of competition and there are many different types of contests at each pow wow.
Stage 2 Assessment Evidence
Performance Tasks:
- Students will complete a table that calculates the distance traveled on a particular pow wow circuit.
Other Evidence:
- Students will track the pow wow circuit on a map of Montana.
Stage 3 Learning Plan
Learning Activities:
1. Introduce the history of powwows and the different competitions held within a pow wow. Some American Indian families travel from pow wow to pow wow on what is called the "pow wow circuit" in Montana, using the time to camp and compete.
2. Today we are going to trace a circuit that will take us throughout the state of Montana. We will mark the places of the pow wows on a map, compute the miles traveled, the amount of gas used, and the total money spent on gas. Pow wows are typically held on the weekends, but people traveling the circuit do not go home between each celebration. Instead they travel from one town to the next. That is how we will find out the miles traveled.
3. Give students a map of Montana and introduce the circuit to be traveled. Ask students to locate each town on the map and trace the main highways between the cities. Start at your own town and travel from there. Students will need to fill in your town in the first cell of the table and the last stopping point of the table.
4. There are 3 options for finding the mileage – choose whichever one is appropriate for your class (or have different students use different methods)
b. Have students use the internet and Google maps (www.google.com) and have them fill in the table on their own.
a. Give the mileage information on a piece of paper
c. Use a map and using the scale, figure the mileage on their own
5. Have students complete the table. As they find the mileage between each town, have them look at the map so they can see the distance on the map in relation to the mileage reported. Also, at each stop, have students choose one competition to research and give a brief description of the event. Each powwow needs to have different competitions, so that students become more familiar with the competitions.
6. Once students have found the mileage, go to the next step of computing the amount of gas used on the trip.
7. The final step is to compute the amount of money spent on gas using a rounded amount. (For students that need differentiation, you can change the price of gas.)
Mathematics Grade 3 - Pow Wow Trails (continued)
Materials/Resources Needed:
- Your Guide to Understanding and Enjoying Pow Wows –
available at http://www.opi.mt.gov/pdf/IndianEd/Resources/PowWows.pdf
- Student worksheet
- Map of Montana
Mathematics Grade 3 - Pow Wow Trails (continued)
Name: ______________________________________________________________________________
| Stopping Town | Total Miles Traveled | Subtotal of Miles Traveled |
|---|---|---|
| Bozeman | | |
| Havre | | |
| Billings | | |
| Custer | | |
| Arlee | | |
The car you are traveling in gets 20 miles to the gallon. The gas tank holds 10 gallons. How many miles can you travel on one tank of gas? __________________________________________________________________
Gas costs $3.00 per gallon. What will the total cost of gas be for your powwow trip? ____________________
Explain how you got your answer. _____________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Mathematics Grade 3 - Pow Wow Trails (continued)
Answer Key: (answers are based on leaving from Great Falls, MT)
| Stopping Town | Total Miles Traveled | Subtotal of Miles Traveled |
|---|---|---|
| Bozeman | 188 miles | 188 miles |
| Havre | 301 miles | 489 miles |
| Billings | 247 miles | 736 miles |
| Custer | 55 miles | 791 miles |
| Arlee | 422 miles | 1213 miles |
The car you are traveling in gets 20 miles to the gallon. The gas tank holds 10 gallons. How many miles can you travel on one tank of gas? 200 miles
Gas costs $3.00 per gallon. What will the total cost of gas be for your pow wow trip? Approximately $210.00
Explain how you got your answer. You need to get gas every 200 miles. When you fill a tank, it costs $30. There are 7 groups of 200 in the total miles, so you will need to fuel up 7 times. 7 x $30 = $210
Mathematics Grade 3 - Pow Wow Trails (continued)
Dances:
Men's Traditional Dance: A traditional dance where war parties dance out the story of the battle or hunters dance their story of tracking an enemy or prey.
Men's Fancy Dance: Relatively new dance where dancers have colorful outfits
Men's Grass Dance: Popular dance where the outfits feature a colorful fringe, replacing the grass dancers originally tucked into their belts.
Sneak-up Dance: Follows the definite pattern of drum rolls. Dancers shake their bells and make gestures of either following or seeking out the enemy.
The War Dance: Demonstration of dancing ability and is a major contest dance category
Traditional Women's Dance: Consists of remaining stationary and bending the knee with a slight up and down movement of the body.
Women's Fancy Shawl Dance: Outfit consists of a decorative knee-length cloth dress, beaded moccasins with matching leggings, a fancy shawl, and various pieces of jewelry.
Jingle Dress Dance: The dress is made from cloth with hundreds of metal cones or jingles covering it.
Team Dancers: Three or four members make up a team and they all dance in the same style.
Owl Dance: Can be considered as the Indian version of the waltz.
Round Dance (Friendship Dance): Dance of friendship and is performed by all ages. Everyone is encouraged to dance.
The Crow Hop: Developed in the 1900s and done with a specific rhythm of the drum beat
Intertribal Dance: Everyone is welcome to dance in the Intertribal Dance – even tourists. Dancers move around the arbor sunwise – clockwise.
The Blanket Dance: Means of gaining contributions from the audience for certain causes.
Dropped Eagle Feather Dance: To most Native Americans, the eagle feather is sacred. So when a feather falls from the dancer's outfit, the powwow must stop and a special ceremony must be performed.
Honoring Veterans: Veterans are honored because they were willing to give their lives so people could live.
Definitions were taken from Your Guide to Understanding and Enjoying Pow Wows which can be found at www.opi.mt.gov/IndianEd.
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Science Model Teaching Unit Rocks as Tools
Created by Marne Oaas
Kindergarten - Approximate Duration: 150 minutes
Stage 1 Desired Results
Established Goals
Science Content Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
Science Content Standard 4 Benchmark 4.2: Describe and measure the physical properties of earth's basic materials (including soil, rocks, water and gases) and the resources they provide
Essential Understanding 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana.
Understandings
Essential Question
s
- How did people use rocks as tools long ago?
- Rocks are non-living (Western science define rocks as being non-living, however living and non-living is not defined in the same way for Indigenous science. Some cultures view rocks as living).
- Rocks have different textures, colors, weights, and uses as tools and structures.
Students will be able to…
- How do people use rocks as tools today?
- classify rocks by attributes: flaky, crumbly, hard, soft, smooth, rough, colors, weight, etc.
Students will know…
- demonstrate the use of rocks as tools; for scraping, mashing, crushing, sanding, cleaning, staining, etc.
- rocks have different textures, hardness, weight and uses.
- rocks have a variety of uses.
Stage 2 Assessment Evidence
Performance Tasks
- Students will play the Rock Counting Game
- Students will collect, sort, and chart samples of rocks.
Other Evidence
- Students will participate in class activities, discussions, and ask appropriate questions.
Science Kindergarten Rocks as Tools (continued)
Stage 3 Learning Plan
Preparations
- Collect pictures of tools made from rocks. A good place to find some is: http://mhs.mt.gov/education/footlocker/Prehistoric.pdf, on pages 4 and 5; you may also want to check this footlocker out from the Montana Historical Society. You may also find some appropriate images and resources at http://mhs.mt.gov/education/footlocker/ancientteachings.asp.
- Several weeks before beginning this lesson collect rocks you will need. You'll need a variety of assorted rocks. The teacher should crack open some rocks or find them split or cracked so the class can compare the inside to the outside.
- Set up your "cooperative learning groups." Groups should be no larger than four students.
- Assemble "Rock Counting Game," one for each cooperative learning group.
Learning Activities
Introduction: Read and discuss "Tunka-shila, Grandfather Rock" (Lakota [Sioux]-Great Plains story) or "Old Man Coyote and the Rock" (Pawnee-Great Plains story). Both Stories can be found in "Keepers of the Earth Native American Stories and Environmental Activities for Children" by Michael J. Caduto and Joseph Bruchac. Another option is a contemporary Crow story in the book I Am a Rock & My Name is Pop, distributed to all elementary school libraries by OPI.
1. Brainstorming activity: Ask and record answers from a discussion using the following questions as a guide. Record on a large poster or piece of paper.
"Do you think rocks are living or non-living?"
"What is a rock?"
"How have people used rocks in the past?"
"How do these Native American stories present rocks?"
"How do we use rocks today?"
"Are the rocks considered living or non-living within the stories?"
3. Vocabulary: With the students, make a list of words that describe rocks. Post the list in the classroom.
2. Extend the discussion on rocks as living or non-living things. Explain that in the Pend d'Oreille and Salish perspective, the Creator is present in all things. Everything has a purpose, and anything with a purpose is considered to be living. See pages 8 and 9 of "A Brief History of the Salish and Pend d'Oreille Tribes." (Available from the Salish & Pend d'Oreille Culture Committee.)
4. Display the gathered rocks and get student input on ways to describe the rocks. How are they the same or different? Discuss the properties of rocks (size, shape, texture, color). Referring back to the posted list. Give each child a brown lunch bag to bring to class 1-3 small (not too small) or medium-size rocks. They can also find rocks outside in the school yard. Add students' rocks to class collection.
6. Using a variety of objects (nails, plastic picks, cloth, small stiff brushes, etc.) let the students pick, poke, and explore the attributes of the rocks to determine if they are hard, soft, crumbly, smooth, rough, different on the inside when cracked open, etc. Add to the classroom list more ways to describe rocks.
5. Give each group of students a bin of rocks to explore and sort. They can sort by size, shape, texture, color. Have students chart and draw the sorted rock types, count, and label how many of each type they have in their container. Remind them to use the posted list as a reference. Walk around and monitor/discuss with the groups how they are sorting their rocks.
Science Kindergarten Rocks as Tools (continued)
7. Rocks as Tools – students will brainstorm and discuss the use of rocks as tools. Have pictures or actual tools for students to view. Pass around the pictures of indigenous' tools made from rocks or project the Montana History Societies' website photos. What were the tools used for and what type of rock would be best for that use? Hammering, pestles, scraping, mashing, scrubbing, cutting, cooking, etc.
9. Students will classify the tools by how they would be used.
8. Students will pick a rock and decide how it could be used as a tool. If possible have the children actually use the rocks as tools to scrape, mash, pound, etc.
10. Optional: Continue exploring the American Indian Traditional uses of the environment by inviting a tribal representative to demonstrate ancestral skills and technology.
Closing activity: Rock Counting Game(using pebbles as math tools)
Materials:
Five smooth pebbles. Paint a half moon shape on one side of each of four pebbles and a star shape on one side of the remaining pebble. Pea gravel and paper cups for keeping track of points.
Play:
Place the pebbles in a container (shoe box or a basket).
Let one child at a time hold the basket and give it a shake.
Then have the child count the number of shapes that turn up.
Scoring:
You can have a point system game by allotting one point for each moon and two points for the star. Children can use pea gravel placed in a paper cup to keep track of their points.
Who Wins:
After each child has five turns they count their pea gravel counters. The one with the most gravel wins. First one to a given number wins.
Materials/Resources Needed
- Large nails, plastic pick, cloth, small, stiff brushes, etc.
- A good mix of rocks for student use
- Plastic bins/boxes to hold sets of rocks
- Keepers of the Earth Native American Stories and Environmental Activities for Children by Michael J. Caduto and Joseph Bruchac
- Pictures of stone tools
- I Am a Rock & My Name is Pop, distributed to all elementary school libraries by OPI.
- Montana History Society "Prehistoric Life in Montana" resource trunk http://mhs.mt.gov/education/HandsonHistory.aspx
- "A Brief History of the Salish and Pend d'Oreille Tribes" by the Salish-Pend d'Oreille Culture Committee of the Confederated Salish and Kootenai Tribes, Salish-Pend d' Oreille Culture Committee, 81 Blind Barnaby Street, P.O. Box 550, St. Ignatius, Montana 59865
- Materials for one Indian counting game
- 1 container for the smooth pebbles
- 5 smooth pebbles: 1 with a star painted on one side, 4 with a moon painted in each side
- A handful of pea gravel for scoring
- 1 small container or paper cup for each player to put their pebbles in
Science Kindergarten Rocks as Tools (continued)
Extending the Lesson
This basic lesson can be extended to include exploration of sand and soil/dirt found in local landscapes as a place-based connection. Students could grind stones together to see if they can make sand. They could also use sand to scrub cloth and other materials to see the effects. Students could try dyeing cloth with red dirt. The extension on soil/dirt could also introduce the concept of how soil/dirt is made from rocks and sand.
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Time: 3 Hours
SCIENCE
CLASS IX (THEORY) SAMPLE QUESTION PAPER-I
Maximum Marks: 75
Multiple Choice Questions
1. On converting 25 °C, 38 °C and 66 °C to kelvin scale, the correct answer will be
(a) 298 K, 311 K and 339 K
(b) 298 K, 300 K and 338 K
(c) 273 K, 278 K and 543 K
(d) 298 K, 310 K and 338 K
(1)
2. Choose the correct statement of the following
(a) conversion of solid into vapours without passing through the liquid state is called vapourisation.
(b) conversion of vapours into solid without passing through the liquid state is called sublimation.
(c) conversion of vapours into solid without passing through the liquid state is called freezing.
(d) conversion of solid into liquid is called sublimation.
(1)
3. Rusting of an article made up of iron is called
(a) corrosion and it is a physical as well as chemical change
(b) dissolution and it is a physical change
(c) corrosion and it is a chemical change
(d) dissolution and it is a chemical change
Which of the following are homogeneous in nature?
(i) ice (ii) wood (iii) soil (iv) air
(a) (i) and (iii)
(b) (ii) and (iv)
(c) (i) and (iv)
(d) (iii) and (iv)
5. Following are a few definitions of osmosis
Read carefully and select the correct definition
(a) Movement of water molecules from a region of higher concentration to a region of lower concentration through a semipermeable membrane
(b) Movement of solvent molecules from its higher concentration to lower concentration
16-04-2018
4.
(1)
(1)
6.
8.
9.
11.
(c) Movement of solvent molecules from higher concentration to lower concentration of solution through a permeable membrane
(d) Movement of solute molecules from lower concentration to higher concentration of solution through semipermeable membrane.
Which among the following has specialised tissue for conduction of water?
(a) Thallophyta
(b) Bryophyta
(c) Pteridophyta
(d) Fungi
(1)
7. Which of the following is not a criterion for classification of living organisms? (a) Body design of the organism
(b) Ability to produce one's own food
(c) Membrane bound nucleus and cell organelles
(d) Height of the plant
Which of the following is not important for individual's health?
(a) Living in clean space
(b) Good economic condition
(c) Social equality and harmony
(d) Living in a large and well furnished house
Chromosomes are made up of
(a) DNA only
(b) protein only
(c) DNA and protein
(d) RNA only
(1)
10. A particle is moving in a circular path of radius (r). The displacement after half a circle would be
(a) Zero
(b) π r
(c) 2 r
(d) 2 π r
(1)
In case of negative work the angle between the force and displacement is
(a) 0°
(b) 45°
(c) 90°
(d) 180°
(1)
12. An object moving at a speed greater than that of sound is said to be moving at (a) infrasonic speed
(b) sonic speed
(c) ultrasonic speed
(d) supersonic speed
SAMPLE QUESTION PAPER-I
(1)
(1)
(1)
157
13. Before playing the orchestra in a musical concert, a sitarist tries to adjust the tension and pluck the string suitably. By doing so, he is adjusting
(a) intensity of sound only
(b) amplitude of sound only
(c) frequency of the sitar string with the frequency of other musical instruments
14. Ozone - layer is getting depleted because of
(a) excessive use of automobiles
(b) excessive formation of industrial units
(c) excessive use of man-made compounds containing both fluorine and chlorine
15. To solve the food problem of the country, which among the following is necessary?
(a) Increased production and storage of food grains.
(b) Easy access of people to the food grain.
(c) People should have money to purchase the grains.
16. Which one of the following nutrients is not available in fertilizers?
(a) Nitrogen
(b) Phosphorus
(c) Iron
(d) Potassium
(1)
Short Answer Questions
17. A student heats a beaker containing ice and water. He measures the temperature of the contents of the beaker as a function of time. Which of the following would correctly represent the result? Give justification for your choice. (1+1= 2)
158
EXEMPLAR PROBLEMS
18. An element is sonorous and highly ductile. Under which category would you classify this element? What other characteristics do you expect the element to possess? (½ + 1½ = 2)
19. What information do you get from the following figures about the valency, atomic number and mass number of atoms X, Y and Z? Give your answer in a tabular form. (1+ ½ + ½ = 2)
20. One electron is present in the outer most shell of the atom of an element X. What would be the nature and value of the charge on the ion formed if this electron is removed from the outer most shell? (1+1 = 2)
21. Cells of onion peel and RBC are separately kept in hypotonic solution, what among the following will take place? Explain the reason for your answer.
(a) Both the cells will swell.
(b) RBC will burst easily while cells of onion peel will resist the bursting to some extent.
(c) a and b both are correct
(d) RBC and onion peel cells will behave similarly. (½+1 ½ = 2)
22. Name the different components of xylem and draw a living component of it.
(1 + 1 = 2)
23. Classify the following organisms based on the absence/presence of true coelom (i.e. acoelomate, pseudocoelomate and coelomate)
Spongilla,
Sea anemone
Planaria,
Liver fluke
Wuchereria,
Ascaris
Nereis,
Scorpion
Earthworm,
Birds
Fishes,
Horse
(2)
24. Which cell organelle controls most of the activities of the cell?
(2)
159
160
25. Draw well labelled diagrams of various types of muscles found in human body
(2)
26. The following velocity-time graph shows the motion of a cyclist. Find (i) its acceleration, (ii) its velocity and (iii) the distance covered by the cyclist in 15 seconds.
27. A ball is dropped from a height of 10 m. If the energy of the ball reduces by 40% after striking the ground, how much high can the ball bounce back? (2)
28. Draw a graph for a wave representing wave disturbance and time for a sound changing from low pitch to high pitch, keeping the amplitude of the sound same. (2)
29. Why lichens do not occur in Delhi whereas they commonly grow in Manali or Darjeeling? (2)
30. Lichens are called pioneer colonisers of bare rock. How can they help in formation of soil? (2)
31. What is a GM crop? Name any one such crop which is grown in India.
(1+1= 2)
32. If there is low rainfall in a village throughout the year what measures will you suggest to the farmers for better cropping? (2)
33. In agricultural practices, higher input gives higher yield. Discuss how? (2)
Long Answer Questions
34. The mass of one steel screw is 4.11g. Find the mass of one mole of these steel screws. Compare this value with the mass of the Earth (5.98 × 10 24 kg). Which one of the two is heavier and by how many times?
(1½+ 2½ + 1= 5)
Or
In photosynthesis, 6 molecules of carbon dioxide combine with an equal number of water molecules through a complex series of reactions to give a molecule of glucose having a molecular formula C 6 H 12 O 6 . How many grams
EXEMPLAR PROBLEMS
of water would be required to produce 18 g of glucose? Compute the volume of water so consumed assuming the density of water to be 1 g cm –3 .
(4 + 1= 5)
35. Explain giving reasons
(a) Balanced diet is necessary for maintaining healthy body.
(b) Health of an organism depends upon the surrounding environmental conditions.
(c) Our surrounding area should be free of stagnant water.
(d) Social harmony and good economic conditions are necessary for good health. (1 + 1 + 1 + 2 = 5)
Or
Why is AIDS considered to be a 'Syndrome' and not a disease? (5)
36. (a) Explain the meaning of inertia with the help of an example.
(b) Two balls of same size but of different materials, rubber and iron are kept on the smooth floor of a moving train. The brakes are applied suddenly to stop the train. Will the balls start rolling? If so, in which direction? Will they move with the same speed? Give reasons for your answer.
Or
(a) A ball of mass m is thrown vertically upward from the ground with an initial speed v, its speed decreases continuously till it becomes zero. Thereafter, the ball begins to fall downward and attains the speed v again before striking the ground. It implies that the magnitude of initial and final momentum of the ball are same. Yet, it is not an example of conservation of momentum. Explain why?
(b) A bullet of mass 20 g is horizontally fired with a velocity 150 m s –1 from a pistol of mass 2 kg. What is the recoil velocity of the pistol?
37. (a) With the help of Second Law of Motion and the Universal Law of Gravitation derive an expression for acceleration due to gravity 'g'.
(b) The weight of any person on the moon is about 1/6 times that on the earth. He can lift a mass of 15 kg on the earth. What will be the maximum, mass, which can be lifted by the same force applied by the person on the moon? (1+1+1+2=5)
(a) Identical packets are dropped from two aeroplanes, one above the equator and the other above the north pole, both at height 'h'. Assuming all conditions are identical, will these packets take same time to reach the surface of the earth? Justify your answer.
(b) It is seen that a falling apple is attracted towards the earth. Does the apple also attract the earth? If so, we do not see the earth moving towards the apple. Why? (2 + 1 + 1 + 1 = 5)
38. A motor car, with its glass totally closed, is parked directly under the sun. The inside temperature of the car rises very high. Explain why? (5)
Or
What are the causes of water pollution? Discuss how can you contribute in reducing the water pollution. ( 2½ + 2½ = 5)
1. (a)
2. (b)
3. (c)
4. (c)
5. (a)
6. (c)
7. (d)
8. (d)
9. (c)
10. (c)
11. (d)
12. (d)
13. (c)
14. (c)
15. (d)
16. (c)
Short Answer Questions
17. The correct option is (d). Since ice and water are in equilibrium, the temperature would be zero. When we heat the mixture, energy supplied is utilised in melting the ice and the temperature does not change till all the ice melts because of latent heat of fusion. On further heating the temperature of the water would increase.
18. This element is a metal. Other characteristics that the element may possess are–lustre, malleability, heat and electrical conductivity.
| Valency | Atomic No. |
|---|---|
| X 3 Y 2 Z 3,5 | 5 8 15 |
SAMPLE QUESTION PAPER-I
ANSWERS
Multiple Choice Questions
20. + 1
21. (b), Onion peel has cell wall and RBC does not have cell wall
22. Hint—Xylem consists of tracheids, vessels, xylem parenchyma and xylem fibres.
23. Spongilla —Acoelomate
Sea anemone—Acoelomate
Planaria—Acoelomate
Liver fluke—Acoelomate
Wuchereria—Pseudocoelomate
Ascaris—Psudocoelomate
Nereis—Coelomate
Scorpion—Coelomate
Nucleus
Cytoplasm
Xylem parenchyma
Earthworm—Coelomate
Birds, Fishes and Horse—Coelomate
24. Hint— Nucleus
25.
Nuclei
Striations
(a)
Striated muscle
Spindle shaped
muscle cell
Nucleus
(b)
Smooth muscle
(c)
Cardiac muscle
Striations
Nuclei
26. (a) Since velocity is not changing, acceleration is equal to zero.
(b) Reading the graph, velocity = 20 m s -1
(c) s = area of the figure enclosed under v – t graph Distance covered in 15 s, s = u × t = 20 × 15 = 300 m
Energy with which it struck the ground = 60% of the total energy
∴ Height to which the ball will bounce back
29. Hint— It is a bio-indicator and sensitive to SO 2 pollution from automobiles. Delhi has maximum number of automobiles, hence has a highly polluted environment.
30. Lichens release chemical substances to break the rocks into smaller particles and hence make soil.
31. Crop which has been developed by introducing new gene from any other source, to obtain the desired character, is called as genetically modified (GM) crop. Bt Cotton is an example of GM crop which is made insectresistant by introducing a new gene from a bacteria.
32. Farmers of low rainfall area will be suggested to
(a) practice farming with drought resistant and early maturing varieties of crops.
(b) to enrich the soil with more humus content as it increases the waterholding capacity and retains the water for longer duration.
33 . In agricultural practices, higher input gives higher yield, means higher money input raise the yield. Financial conditions of the farmers allows them to take up different farming practices and technologies. The farmer's purchasing capacity for input decides cropping system and production practices.
165
Long Answer Questions
34. One mole of screws weigh 2.475 ×10 24 g
= 2.475×10 21 kg
Mass of earth is 2.4×10 3 times the mass of screw The earth is 2400 times heavier than a mole of screw.
Or
1 mole of glucose needs 6 moles of water 180 g of glucose needs (6×18) g of water
35. (a) Food is necessary for the growth and development of the body. Balanced the substances likes proteins, carbohydrates, fats, minerals etc which in
diet provides raw materials and energy in appropriate amount needed for turn are essential for the proper growth and functioning of the healthy body.
(b) Health is a state of being well enough to function well physically, mentally and socially and these conditions depend upon the surrounding environmental conditions. For example, if there is unhygienic conditions in surrounding area, it is likely we might get infected or diseased.
(c) This is so because many water borne diseases and insect vectors flourish in stagnant water which cause diseases in human beings.
(d) Human beings live in societies and different localities like villages or cities, which determines the social and physical environment and hence both are to be kept in harmony. Public cleanliness is important for individual health. For better living conditions lot of money is required. We need good food for healthy body and for this we have to earn more. For the treatment of diseases also, one has to be in good economic condition.
EXEMPLAR PROBLEMS
AIDS causing virus— HIV that comes into the body via, the sexual organs or any other means like blood transfusion will spread to lymph nodes all over the body. The virus damages the immune system of the body adversely. Due to this the body can no longer fight off many minor infections. Instead, every small cold can become pneumonia, or minor gut infection can become severe diarrhoea with blood loss. The effect of disease becomes very severe and complex, at times killing the person suffering from AIDS. Hence there is no specific disease symptoms for AIDS but it results in complex diseases and symptoms. Therefore, it is known as syndrome.
36. (a) Hint— Explain inertia with certain examples
(b) Yes, the balls will start rolling in the direction of the displacement of the train.
No, they will not move with the same speed, because their masses (inertia) are different. The lighter ball will move faster than the heavier ball.
Or
(a) Yes, it is not an example of conservation of momentum because momentum remains conserved when no external force is acting on the object. In this case, force of gravity is acting on the ball.
37. (a) Newton's Second Law of Motion F = m × a ; F = mg
Universal Law of Gravitation
Force applied to lift a mass of 15 kg, at the earth F = m g e .= 15 g e N Therefore, the mass lifted by the same force on the moon,
(a) We know that the value of 'g' at the equator of the earth is less than that at poles. Therefore, the packet falls slowly at the equator in comparison to the poles. Thus, the packet will remain in air for longer time interval, when it is dropped at the equator.
(b) The apple also attracts the earth with equal and opposite force (Newton's Third Law).
∴maga=mEgE
As the mass of the apple is negligible when compared to the mass of earth, the acceleration produced in the apple will be much greater than that produced in the earth.
38. Infra-red radiations in sunlight pass through the glass and heat the interior of the car. The radiation emitted by upholstry and other inner parts of the car cannot pass out of the glass, so the heat trapped inside raises the temperature of the interior. This is because glass is transparent to infrared radiation from the sun having smaller wavelength than that emitted by the interior of the car which are of longer wavelength to which the glass is opaque.
Or
Water pollution can be caused by addition of
(i) undesirable substances like fertilisers and pesticides or any poisonous substances.
(ii) sewage directly entering a water body.
(iii) hot water from the power plant that increases the temperature and reduces the dissolved oxygen in water thus killing the aquatic organisms.
(iv) industrial effluents or radioactive substances in water body.
We can take following measures to check water pollution
(i) The sewer lines should not be directly connected to the water body.
(ii) We should not throw our garbages or domestic wastes into the water body.
(iii) Prevent dumping of toxic compounds in the water bodies.
(iv) Washing of clothes should be avoided near water bodies as it adds a lot of detergents to it.
(v) Plant trees near the banks of the river to check soil erosion otherwise erosion leads to siltation of water body.
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Arithmetic
Understanding and writing numbers, pp. 5, 6, 7 and 8
A. Natural numbers, pp. 5-6
| | Cycle One | | Cycle Two | | Cycle Three | Reminder |
|---|---|---|---|---|---|---|
| Numbers covered: less than 1000 | | Numbers covered: less than 100 000 | | Numbers covered: less than 1 000 000 | | |
| p. 5, no. A-2 Counts collections (using objects or drawings) c. counts a collection by grouping or regrouping | | p. 5, no. A-2 Counts collections (using objects or drawings) c. counts a collection by grouping or regrouping d. counts a pre-grouped collection | | p. 5, no. A-2 Counts collections (using objects or drawings) c. counts a collection by grouping or regrouping d. counts a pre-grouped collection | | |
| p. 5, no. A-4 Represents natural numbers in different ways or associates a number with a set of objects or drawings | | p. 5, no. A-4 Represents natural numbers in different ways or associates a number with a set of objects or drawings | | p. 5, no. A-4 Represents natural numbers in different ways or associates a number with a set of objects or drawings | | |
| p. 6, no. A-5 Composes and decomposes a natural number in a variety of ways | | p. 6, no. A-5 Composes and decomposes a natural number in a variety of ways | | p. 6, no. A-5 Composes and decomposes a natural number in a variety of ways | | |
| | B. Fractions (using objects or drawings), pp. 6-7 | | | | | |
|---|---|---|---|---|---|---|
| | Cycle One | | Cycle Two | | Cycle Three | Reminder |
| p. 6, no. B-1 Identifies fractions related to everyday items (using objects or drawings) p. 6, no. B-2 Represents a fraction in a variety of ways, based on a whole or a collection of objects | | p. 6, no. B-2 Represents a fraction in a variety of ways, based on a whole or a collection of objects p. 7, no. B-3 Matches a fraction to part of a whole (congruent or equivalent parts) or part of a group of objects, and vice versa p. 7, no. B-6 Reads and writes a fraction p. 6, no. B-5 Distinguishes a numerator from a denominator p. 7, no. B-4 Identifies the different meanings of fractions (sharing, division, ratio) | | p. 6, no. B-2 Represents a fraction in a variety of ways, based on a whole or a collection of objects p. 7, no. B-4 Identifies the different meanings of fractions (sharing, division, ratio) | | |
| Cycle One | | Cycle Two | | Cycle Three |
|---|---|---|---|---|
| | Second year of the cycle (Grade 4) p. 7, no. B-9 Matches a decimal or a percentage to a fraction | | p. 7, no. B-9 Matches a decimal or a percentage to a fraction | |
| | p. 7, no. B-7 Compares a fraction to 0, or 1 Second year of the cycle (Grade 4) p. 7, no. B-10 Orders fractions with the same denominator | | First year of the cycle (Grade 5) p. 7, no. B-10 Orders fractions with the same denominator Cycle Three p. 7, no. B-11 Orders fractions where one denominator is a multiple of the other(s) p. 7, no. B-12 Orders fractions with the same numerator p. 13, no. D-1 Expresses a decimal as a fraction, and vice versa | |
| C. Decimals up to . . . ,pp. 7-8 | | | | | | |
|---|---|---|---|---|---|---|
| Cycle One | | Cycle Two | | Cycle Three | | Reminder |
| | Numbers covered: up to the second decimal place | | Numbers covered: up to the third decimal place | | As they move from one cycle to the next, students add to their repertoire of decimals studied, which they will use to perform the mathematical actions indicated in nos. C-1, C-2, C-3, C-5, C-6, C-7, C-8, C-9, C-10 and C-11 on pp. 7-8. | |
| Decimals are not covered in Cycle One. | | | | | | |
| D. Integers, p. 8 | | | | | | |
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | p. 8, no. D-1 Second year of the cycle (Grade 4) Represents integers in a variety of ways (using objects or drawings) (e.g. tokens in two different colours, number line, thermometer, football field, elevator, hot air balloon) | | p. 8, no. D-1 Represents integers in a variety of ways (using objects or drawings) (e.g. tokens in two different colours, number line, thermometer, football field, elevator, hot air balloon) | | Grade 4 students are introduced to the concept of representing an integer using everyday situations that involve objects or drawings. Students are asked to represent, locate on a number line, compare and order positive integers (natural numbers) and their opposites as well as negative integers. They do not work with negative rational numbers (negative fractions and decimals). | |
| Integers are not covered in Cycle One. | | | | | | |
Meaning of operations involving numbers, pp. 9-10
A. Natural numbers, pp. 9-10
| | Cycle One | | Cycle Two | | Cycle Three | | Careful |
|---|---|---|---|---|---|---|---|
| Numbers covered: less than 1000 | | Numbers covered: less than 100 000 | | Numbers covered: less than 1 000 000 | | As they move from one cycle to the next, students add to their repertoire of natural numbers studied, which they will use to perform the mathematical actions indicated in nos. A-1 to A-6, p. 9. | |
| p. 9, no. A-2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) | | p. 9, no. A-2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) | | p. 9, no. A-2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) | | Using all these concepts of addition and subtraction is essential. Students should develop their own representations of these structures, but are not required to know what they are called. | |
| p. 9, no. A-3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) N.B. (using objects and drawings) | | p. 9, no. A-3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) N.B. (using concrete objects, diagrams or equations) | | p. 9, no. A-3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) N.B. (using concrete objects, diagrams or equations) | | In Cycle One, students only use objects or drawings to represent situations (concepts s of multiplication and division). Only in Cycle Two do students begin to use equations to represent situations. Using all these concepts of multiplication and division is essential. Students should develop their own representations of these structures, but are not required to know what they are called. | |
| | | | | p. 9, no. A-6 Translates a situation using a series of operations in accordance with the order of operations | | Order of operations is introduced in Cycle Three using simple sequences of operations with only one level of parentheses. | |
| A. Decimals up to . . . ,p. 10 | | | | | | |
|---|---|---|---|---|---|---|
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | Numbers covered: up to the second decimal place | | Numbers covered: up to the third decimal place | | As they move from Cycle Two to Cycle Three, students add to their repertoire of decimals studied, which they will use to perform the mathematical actions indicated in nos.B-1 to B-4, p. 10. | |
| Since decimals are not covered in Cycle One, | | | | | | |
| they are not used to represent situations. | | | | | | |
| | | | p. 10, no. B-4 Translates a situation into a series of operations in accordance with the order of operations | | Cycle Three students represent situations using simple sequences of operations (only one level of parentheses) containing decimals, but they do not use processes for written computation* to solve the sequence of operations. *They may use technology (calculator). | |
| C. Fractions, p. 10 | | | | | | |
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | | | p. 10, no. C-1 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition, subtraction and multiplication by a natural number) | | Students do not multiply and divide fractions until secondary school. | |
| Fractions are not used to represent situations in Cycles One and Two. | | | | | | |
| Integers | | | | | | |
| | | | | | In elementary school, students simply develop their understanding of integers and learn to write them. | |
| Integers are not used to represent situations in Cycles One, Two and Three. | | | | | | |
Operations involving numbers, pp. 11, 12 and 13
A. Natural numbers, pp. 11-12
| | Cycle One | | Cycle Two | | Cycle Three | Careful |
|---|---|---|---|---|---|---|
| Numbers covered: less than 1000 | | Numbers covered: less than 100 000 | | Numbers covered: less than 1 000 000 | | |
| p. 11, no. A-2 Builds a repertoire of memorized* addition and subtraction facts a. Builds a memory of addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts, using objects, drawings, charts or tables *terms less than 11 b. Develops various strategies that promote mastery of number facts and relates them to the properties of addition c. Masters all addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts | | p. 11, no. A-2 First year of Cycle Two (Grade 3) Builds a repertoire of memorized addition and subtraction facts b. Develops various strategies that promote mastery of number facts and relates them to the properties of addition c. Masters all addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts | | | | |
| | Cycle One | | Cycle Two | | Cycle Three |
|---|---|---|---|---|---|
| | | p. 12, no. A-6 Builds a repertoire of memorized multiplication and division facts a. Builds a memory of multiplication facts (0 0 to 10 10) and the corresponding division facts, using objects, drawings, charts or tables b. Develops various strategies that promote mastery of number facts and relates them to the properties of multiplication c. Masters all multiplication facts (0 0 to 10 10) and the corresponding division facts | | p. 12, no. A-6 First year of the cycle (Grade 5) Builds a repertoire of memorized multiplication and division facts b. Develops various strategies that promote mastery of number facts and relates them to the properties of multiplication c. Masters all multiplication facts (0 0 to 10 10) and the corresponding division facts | |
| p. 11, no. A-3 Develops processes for mental computation | | p. 11, no. A-3 Develops processes for mental computation | | p. 11, no. A-3 Develops processes for mental computation | |
| | | p. 12, no. A-7 Develops processes for written computation (multiplication and division) | | p. 12, no. A-7 Develops processes for written computation (multiplication and division) | |
| | Cycle One | | Cycle Two | | Cycle Three | Careful |
|---|---|---|---|---|---|---|
| p. 12, no. A-13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes: a. non-numerical patterns (e.g. series of colours, shapes, sounds, gestures) b. numerical patterns (e.g. number rhymes, tables and charts) c. series of numbers and family of operations | | p. 12, no. A-13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes: c. series of numbers and family of operations | | p. 12, no. A-13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes: c. series of numbers and family of operations | | |
Fall 2011
| B. Fractions (using objects or diagrams), p. 12 | | | | | | |
|---|---|---|---|---|---|---|
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | | | p. 12, no. B-3 Adds and subtracts fractions when the denominator of one fraction is a multiple of the other fraction(s) p. 12, no. B-4 Multiplies a natural number by a fraction | | The multiplication and division of fractions is not covered in elementary school. | |
| Operations involving fractions are not covered | | | | | | |
| in Cycle One. | | | | | | |
| C. Decimals, p. 13 | | | | | | |
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | Numbers covered: up to the second decimal place | | Numbers covered: up to the third decimal place | | As they move from Cycle Two to Cycle Three, students add to their repertoire of decimals, which they will use to perform the mathematical actions indicated in nos. C-1 to C-3, p. 13. | |
| Operations involving decimals are not covered | | | | | | |
| in Cycle One, because decimals are not | | | | | | |
| studied in Cycle One. | | | | | | |
| | p. 13, no. C-2 Develops processes for mental computation | | p. 13, no. C-2 Develops processes for mental computation | | In each cycle, students develop processes for mental computation using the numbers appropriate for their cycle. The computations must be “doable” using the mental computation strategies developed by the students. | |
| | p. 13, no. C-3 Develops processes for written computation | | p. 13, no. C-3 Develops processes for written computation | | Even if students understand decimals up to the third decimal place and are able to write them, their answer must not go beyond the second decimal place when they perform computations that involve the addition, subtraction, multiplication and division of decimals. | |
Mathematics Program Team
10
a
| In Cycles One, Two and Three, integers are not used when performing mathematical operations. | | |
|---|---|---|
| Cycle One | Cycle Two | Cycle Three |
Fall 2011
11
| |
| Diocese of Wheeling-Charleston | |
|---|---|
| CASE Unit Planner | |
| Name of Teacher: Erika Maynard | Grade Level: 5th Grade |
| Subject Area: Reading/Language Arts | Cross Curricular Opportunities: Social Studies, |
| | Spelling |
| Unit Title: Learn from the past, to have the ability to take action in the future! | Estimated Duration of Unit (between 2-9 weeks): |
| | 5 weeks |
Overview of Unit: Students will read the novel Number the Stars by Lois Lowry within cooperative learning groups. As students read the book within their designated groups, students will complete the job description of their assigned role. Every four chapters, students will rotate their responsibility (Discussion director, Travel tracer, Content connector, Vocabulary enricher, etc.) so as to increase understanding. A portfolio of the work completed will be compiled to serve as a review for the students to refer back to. Students will apply critical thinking skills to connect the story with what occurred during World War II and how the time period and setting impacts the novel. Literary elements, such as figurative language, will be addressed within the text. Students will take a deeper look at the history of World War II, the causes, and those involved. Timelines and maps will also be utilized to allow students to comprehend the time period and the places that were affected during the events of World War II. Primary sources, such as FDR's address to congress and quotes of Anne Frank, and propaganda elements will be reviewed as well. The novel allows for students to see a small glimpse into unfortunate circumstances of the Jewish community in Europe.
Forms of Text (nonfiction/fiction): Number the Stars by Lois Lowry, The Diary of Anne Frank, Grandpa's Angel by Jutta Bauer, The Yellow Star: The Legend of King Christian X of Denmark by Carmen Agra Deedy, The Boy in the Striped Pajamas by John Boyne, War Boy: AWartime Childhood by Michael Foreman, The Churchill Factor: How One Man Made History by Boris Johnson, The Greatest Generation Speaks: Letters and Reflections by Tom Brokaw, World War II Eyewitness Books by Dorling Kindersley
Teaching Strategies: Literature Circles, Student-led activities, Project-based, Direct Instruction, Researchbased, Cooperative groups, Technological skills, Hands-on activities, Critical thinking approach, Discussion, Read-alouds, and Vocabulary enrichment
Catholic Identity Connections: The idea of equality is brought to life when discussing the topic of the Holocaust. Morals and the idea of treating others as one would want to be treated associated with Catholic Identity. The concept that we are all equal in God's eyes is another imperative element addressed throughout the duration of the unit. The idea of all people living together with one another in peace is an essential element. No one person is better than another. War is also another topic that enables students to show compassion for mankind. It allows the opportunity for students to discuss other alternatives, as opposed to instant violence.
Assessment (authentic/published - summative/formative): Authentic, Summative, and Formative -- throughout the duration of the unit, comprehension activities are pulled from various resources: group work, discussion, PowerPoint presentations, and writing samples to name a few. These activities are generally completed in class, or for homework. Students are given a passage on a certain Lexile level and they are expected to be able to go within the text and find the correct answer. Students are then expected to write the correct answer in a complete sentence. Scholastic
Newspapers are utilized as well. Students will be able to constantly recall information as we work through the unit. Each class will start with reviewing information taught the previous day. Being repetitive with facts and encouraging students to repeat the information allows for them to remember crucial details. At the end of each week, students will also take a teacher created spelling tests generated from cross-curricular terms and words utilized in all subject areas. Students will not only be responsible for knowing the appropriate spelling of each word, but the definition of each term as well.
| Standard | Standards | Description of Activity | Resources | Date of |
|---|---|---|---|---|
| Number | | | | Completion |
| ELA.5.SL.C1 | Engaged | To engage student interest in the upcoming unit, allow | | |
| 3.1 | effectively in a | students to utilize the mini iPads, computers, | US War Monuments | |
| | range of | Encyclopedias, and their textbook to examine war | | |
| | collaborative | | | |
| | | memorials with a partner. Students are encouraged to look | | |
| | discussions (one- | | | |
| | on-one, in groups, | at various monuments from the various wars and discuss | | |
| | and teacher-led) | how these war memorials commemorate soldiers, our | | |
| | with diverse | nation, and the community. Does this justify the sacrifices | | |
| | partners, building | that were made? Once students have had a few minutes to | | |
| | on other’s ideas | browse the web on their own and partake in discussion, | | |
| | and expressing | | | |
| | | give each pair a specific monument to look at and | | |
| | their own clearly. | | | |
| | | research. Students will then take turns telling a different | | |
| | [Ongoing | | | |
| | throughout the | partner about their monument and sharing what they | | |
| | entire unit]. | have learned (smaller version of the Jigsaw method). | | |
| | Draw on | | | |
| ELA.5.R.C3. | | The class will then come together as a whole and share | | |
| | information from | | | |
| 3 | | their information, while pictures of the various war | | |
| | multiple print or | | | |
| | | memorials are displayed upon the Smart Board. As | | |
| | digital | | | |
| | informational | discussion ensues, have students compare memorials | | |
| | sources, | from different wars. What materials are the monuments | | |
| | demonstrating the | made of? Size of the monument? Surroundings? | | |
| | ability to locate an | Inscriptions? Why do you think some wars have been | | |
| | answer to a | | | |
| | | better remembered than others? Do all of the memorials | | |
| | question quickly or | | | |
| | to solve a problem | seem to have fulfilled their purpose, are they | | |
| | efficiently. | appropriate? | | |
| | [Ongoing | | | |
| | throughout the | Students will complete an Exit slip to share three things | | |
| | unit] (CCSS RI.5.7) | | | |
| | | they have learned and one thing they are still interested | | |
| | | in learning. | | |
| | Write opinion | | |
|---|---|---|---|
| ELA.5.W.C9 | pieces on topics or | | |
| .1 | texts; supporting a | | |
| | point of view with | | |
| | reasons and | | |
| | information. | | |
| SS.5.E.4 | Assess the | Before getting started, refer back to the previous day(s) | |
| | resources (e.g., oil, | discussion, specifically focusing on WWII. Talk about the | |
| | land, gas, etc.) of | | WWII History Channel Short |
| | | significance of the monument. | |
| | the geographic | | |
| | regions (e.g., | | WWII Timeline |
| | | Within their cooperative learning groups, students will | |
| | Midwest, Middle | | |
| | East, etc.) of the | complete a KWL chart about WWII. Students will then | |
| | United States and | watch a short video from the History Channel about the | |
| | the world and | history of WWII and observe if any of their questions | |
SS.5.G.2
explain their impact on global economic activities.
Summarize the significance of large-scale immigration and the contributions of immigrants to America in the early 1900s, (e.g., the countries from which they came, the opportunities and resistance they faced when they arrived and the cultural and economic contributions they made to this nation, etc.).
have been answered.
Students will then review a timeline of events with WWII. The Britannica Kids site will provide a deeper insight to the chief occurrences during World War II. The related articles listed will be review as well. Students will be asked to pay attention to terms such as, Allies, Axis, surrender, invasion, evacuation, etc. (for spelling/vocabulary test purposes).
ELA.5.R.C1. 5
ELA.5.W.C1 1.1
Determine two or more main ideas of an informational text and explain how they are supported by key details; summarize the text. (CCSS RI.5.2)
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of
Using the Smart Board, students will observe and take notes on WWII. Students will learn the causes of World War II through acronyms. Students will make specific note of terms such as appeasement, fascism, totalitarianism, and dictatorship. The Axis powers: Germany, Italy, and Japan along with their rulers will be addressed. Hitler’s reign in Germany and his invasion of Poland was the lead cause of WWII. Hitler’s tactics were overwhelming to the nations and the Allies declared war on Germany.
With all of the new vocabulary terms, each student will complete a vocabulary booklet complete with a definition and example of how to use the term or a picture. Students will share their work with one another to help build understanding (continuous activity that will be done throughout the duration of the unit to keep adding new
World War II PowerPoint
WWII Mapping Activity and
SS.5.G.4
SS.5.G.9
ELA.5.R.C1. 6
a topic. (CCSS W.5.7)
Measure distances in latitude and longitude using a scale on a variety of maps and globes, and transfer the concept of cardinal and intermediate directions to describe the relative location of countries by hemisphere and proximity to the equator.
Display information on maps, globes, geographic models and in graphs, diagrams and charts (e.g., designing map keys and legends, etc.).
Using an informational text, explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific or terms learned).
Students will then complete the Map Activity assignment. Students will read the information at the top of the sheet independently, then with a partner, students will fill out the blank map to label the various countries involved in WWII and more specifically, the Axis and Allie members.
Using the activity, discussion from the past few days, and any other resource students will complete the five questions with the mapping assignment on a separate sheet of paper.
Displayed on the ELMO will be a map with the correct answers, students will check the work on their map to ensure they have completed it accurately. The questions completed will be done so in complete sentences, and students will share their answers with one another and later the whole class.
When discussing WWII and Hitler's rise to power, the Holocaust is a solemn subject that must be addressed. Children recognize prejudices at an early age, but that can quickly turn into hate. Students will look up the term prejudice and explain what it means to them. Discussion should ensue. Why do certain prejudices exist? Can it lead to hate? Can this hate turn to violence? As Christians, how can we ensure this behavior doesn't occur? We should share messages of love and acceptance. We are called to love one another as He loves us.
Questions
Holocaust PowerPoint
Holocaust Survivor Stories
Holocaust Encyclopedia
Copies of the story of the Holocaust (Holocaust Encyclopedia) will be read aloud in groups. Student-led discussion will occur, with higher-level thinking questions being presented. Examine how the Holocaust affected the world. Devise a plan to stop the atrocities. Explain how something like this could happen.
With the Smart board, students will observe the Holocaust Power Point that gives a brief overview of the treatment of Jewish individuals in Europe during WWII. Because of intolerance for a specific religious group, terrible atrocities occurred during the duration of WWII. Students will answer the essay question at the end of the Power Point in paragraph form.
Students will research the idea of victims, perpetrators, bystanders, and rescuers. What do these terms mean, and how do they apply to the Holocaust? In this instance, is being a bystander a bad thing? (Add these terms to the vocabulary booklet).
Holocaust survivor stories will be read by students as well. Students will come together to share what they have read and create a whole class Venn Diagram. This will allow students to compare and contrast the stories that they have read.
Anne Frank is a famous Holocaust survivor. Allow students to look up her quotes about happiness. Students will create a 3x5 essay explaining how one could have such a positive outlook on life with facing unbelievable adversity. Students will choose their own quote, explain what it means, and how they can apply it to their own life (this will be an ongoing assignment throughout the duration of the unit as well). The writing process will also be reviewed (with the document students will be given at the beginning of the year
Writing Process Document
| | defined in | to keep in their binders and continuously refer back to) to | |
|---|---|---|---|
| | objectives 1–3 in | reiterate expectation and proper writing tools. | |
| | Text Types and | | |
| | Purposes.) (CCSS | | |
| | W.5.4) | | |
| ELA.5.W.C | | | |
| 10.2 | With guidance | | |
| | and support from | | |
| | peers and adults, | | |
| | develop and | | |
| | strengthen | | |
| | writing as | | |
| | needed by | | |
| | planning, | | |
| | revising, editing, | | |
| | rewriting, or | | |
| | trying a new | | |
| | approach. | | |
| | (Editing for | | |
| | conventions | | |
| | should | | |
| | demonstrate | | |
| | command of | | |
| | Language | | |
| | objectives up to | | |
| | and including | | |
| | grade 5.) (CCSS | | |
| | W.5.5) | | |
| ELA.5.R.C2. | Determine the | When explaining how something, such as the Holocaust, | Nazi Propaganda |
| 4 | meaning of | could occur the idea of propaganda should be addressed. | |
| | general academic | | Children of Genocide Script |
| | and domain- | Students will analyze WWII posters from a variety of online | |
| | specific words | collections. These posters will help students to understand | Children of Genocide Power Point |
| | and phrases in an | how persuasion and propaganda differ and relate. How do | |
| | informational | the ideas of propaganda relate to the Holocaust? Was this | |
| | text relevant to | | |
| | | one of Hitler’s methods to become elected? Students will | |
a grade 5 topic or subject area. (CCSS RI.5.4)
then read about Nazi propaganda from the Holocaust Encyclopedia.
To ensure students fully understand the concept, students will create their own propaganda posters.
Referring back to the terms of victims and bystanders, students will be assigned various parts to complete in Readers' Theater. The pieces are centered on children of genocide and their literal roles played. Before students carry out their parts, a Power Point will be reviewed to show students that the characters they are playing are actual individuals. It allows for the student to put a face with a name to make the experience more meaningful. The Power Point refers to the multiple instances of genocide that have occurred throughout the world, but the Holocaust will be specifically highlighted. Instances such as Rwanda and Darfur will be mentioned to stress the importance of learning from he past and being informed citizens.
Being that is was a World War, students will learn about America's involvement. Peal Harbor will be the next topic of study.
Students will take notes on the Power Point about Pearl Harbor, while questioning occurs. Students will refer to what they have learned in previous classes to help understand the reasoning behind this attack. Students will then pretend that they are a reporter and it is their job to describe the event to the American public. How will they be able to describe such an enormous loss? What information
Pearl Harbor Power Point
Pearl Harbor Information
FDR's Message to Congress
World War II Information
| | | should they provide about the sinking of the USS Arizona? |
|---|---|---|
| ELA.5.R.C1. | Quote accurately | What about casualties? Students may work in pairs to come |
| 4 | from an | up with a couple paragraphs describing the occurrence. |
| | informational | |
| | text when | Students will also analyze FDR’s message to Congress |
| | explaining what | |
| | | (review process of declaring war: see Constitution unit). |
| | the text says | |
| | | What does he mean by, “a day that will live in infamy?” |
| | explicitly and | |
| | | Why is this primary source document? Should America |
| | when drawing | |
| | | have gone to war with Japan? How does this carry over into |
| | inferences from | |
| | | the war that had been going on? |
| | the text. (CCSS | |
| | RI.5.1) | |
| ELA.5.SL.C1 | Include | To conclude the study on WWII, in pairs, students will read |
| 4.2 | multimedia | the closing information about the end of the war. Some of |
| | components | the information provided will be a review to reiterate |
| | (e.g., graphics, | several points made throughout the unit. |
| | sound) and visual | |
| | displays in | Referring back to the World War II Power Point, students |
| | presentations | will discuss the cost of war (billions of dollars – discuss |
| | when | |
| | | place value) and the number of casualties several countries |
| | appropriate to | |
| | | faced. Why is this information important? What was the |
| | enhance the | |
| | | overall impact/affect of WWII on the United States, and the |
| | development of | |
| | | world? Students will also look at the pictures from these |
| | main ideas or | |
| | | years of war and discuss what the mean. What are they |
| | themes. (CCSS | |
| | | portraying? |
| | SL.5.5) | |
| ELA.5.W.C1 | Draw evidence | To enable students to have a deeper insight into the | |
|---|---|---|---|
| 1.3 | from literary or | occurrences of WWII and what was happening to the | |
| | informational texts | | |
| | | citizens of European countries, students will be placed into | |
| | to support analysis, | | |
| | | cooperative learning groups to read the novel Number the | |
| | reflection, and | | |
| | | Stars. Students will meet with their literature groups every | |
| | research. | | |
| | | couple of days to discuss their readings and complete the | |
| ELA.5.R.C1. | Determine a | various activities assigned. To keep conversation and | |
| 2 | theme of a story, | discuss occurring throughout the novel, each student will be | |
| | drama or poem | given a job to carry out when the group meets (Discussion | |
| | from details in a | director, Travel tracer). Each time the students meet, the job | |
| | literary text, | will change. | |
| | including how | | |
| | characters in a | | Literature Circle Roles Sheet |
| | story or drama | | |
| | respond to | | |
| | challenges or | | |
| | how the speaker | | |
| | in a poem | | |
| | reflects upon a | | |
| | topic; summarize | | |
| | the text. (CCSS | | |
| | RL.5.2) | | |
| ELA.5.L.C15 | Demonstrate | Spelling words will come from the vocabulary booklet | Number the Stars Activities |
| .1 | command of the | created during the unit study and vocabulary terms learned | (The above activities must be |
| | conventions of | | |
| | | from the novel. For example, sabotage, ration, and | purchased before use.) |
| | Standard English | | |
| | | devastating are just a few words used for the twelve to | |
| | grammar and | | |
| | | fifteen word lists. | |
| | usage when writing | | |
| | or speaking. | | |
| | [Ongoing | Comprehension quizzes will be given after every few | |
| | throughout entire | chapters are completed and discussed. | |
| | duration of the | | |
| | unit]. | | |
| | | Students will take into consideration the atmosphere, | |
| | | setting, and time. Why/How does this matter for the story? | |
| ELA.5.R.C3 | Explain how an | | |
| .4 | author uses | | |
| | | Character analysis will occur, as well as literary element | |
ELA.5.R.C1.
3
ELA.5.R.C3.
5
evidence to support particular points in an informational text, identifying which reasons and evidence support which point(s). (CCSS RI.5.8)
Compare and contrast two or
more characters, settings or
events in a story or drama,
drawing on specific details in
the literary text
(e.g., how characters
interact). (CCSS
RL.5.3)
Integrate information from
several informational
texts on the same topic in
order to write or speak about the
subject knowledgeably.
CCSS RI.5.9)
(
review. The reasoning behind the title of the book will also be addressed. Predictions, tone, theme, conflict, climax, and mood are also parts that will be reviewed. Grammar will be brought into the lesson through DOL (Daily Oral Language (Color the Rainbow)/A teaching strategy that is carried out at the beginning of every class). Students will correct sentences that are generated from or about the book. Figurative language will be reviewed as well.
The various activities (besides the quizzes), will be compiled into a portfolio for students to refer back to while the unit study continues and further on.
Upon completion of the novel/unit study, students will complete a project of their choice from the approved list to show their understanding of this time period in history. If a student would like to do a different project, it must first be cleared by the instructor.
Students will create a booklet with four pages. One page will be a facts and opinions page. The top half of the page will include five facts that the students have learned from the unit and the bottom half of the page will require five opinions that the student personally has about the
WWII Unit Study Project
| | Read and interpret | Holocaust, Nazis, Hitler, and Europe during the time period, |
|---|---|---|
| SS.5.G.8 | information from | etc. The remaining pages of the book will be filled with a |
| | photographs, | |
| | | diary entry, novel review, comic strip, etc. The students |
| | maps, globes, | |
| | | may focus solely on Number the Stars or do a compilation |
| | graphs, models and | |
| | | of the unit. The goal is for students to depict their |
| | computer | |
| | programs. | understanding and have the ability to share their finished |
| | | product with their classmates. |
| | | Work completed will be graded by a rubric. |
| | | The final assessment will be a student created test. Every |
| | | student must create a test based off of the information they |
| | | have learned during the unit. The test must contain at least |
| | | twenty questions (this will also be graded with a rubric). |
| | | Students will then trade their test with a peer and once the |
| | | test is returned back to them, they will grade it. |
Differentiated Instruction Opportunities/Overview: Placing students in ability groups will allow for extensions and revisions of what is to be expected. For example, an extension could be having students create a five paragraph essay; while other groups construct a three paragraph essay. The same expectations are present; the only element of change is the required length. Multiple choice questions could have fewer options for some students, also additional tools can be provided to aid the students in finding the correct answer. When given the study guide, an adjusted version can be provided, or a list of the answers and the students must decide where to place them on the study guide. Extra time may also be given to complete assignments. Allowing pacing for certain reading material also provides a great way to differentiate instruction. Accommodations do not equal lower expectations.
Teaching Strategies Checklist
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| Technology |
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| Differentiated Instruction |
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| Assessment |
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| X | Presentation |
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| X | Journal |
| X | Think, pair, share |
| X | Summary |
| X | Oral questioning |
| | Analogy |
| | PowerPoint, or movie maker |
| Authenticity | |
| X | Various activities |
| X | Inquiry, research and evidence |
| X | Evidence of time management and planning |
| X | Problem solving strategies |
| Summary of unit upon completion: | |
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Learning Material Covered in Each Elementary School Cycle
| | Geometry, pp. 14, 15 and 16 | | | | | |
|---|---|---|---|---|---|---|
| | A. Space, p. 14 | | | | | |
| | Cycle One | | Cycle Two | | Cycle Three | Reminder |
| p. 14, no. A-3 Locates objects on an axis (based on the types of numbers studied) p. 14, no. A-2 Locates objects in a plane p. 14, no. A- 4 Locates points in a Cartesian plane a. in the first quadrant | | p. 14, no. A-3 Locates objects on an axis (based on the types of numbers studied) p. 14, no. A-2 Locates objects in a plane p. 14, no. A- 4 Locates points in a Cartesian plane a. in the first quadrant | | p. 14, no. A-3 Locates objects on an axis (based on the types of numbers studied) p. 14, no. A- 4 Locates points in a Cartesian plane b. in all four quadrants | | |
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Learning Material Covered in Each Elementary School Cycle
| | B. Solids, pp. 14-15 | | | | | | |
|---|---|---|---|---|---|---|---|
| | Cycle One | | Cycle Two | | Cycle Three | | Reminder |
| p. 15, no. B-8 Second year of Cycle Two (Grade 2) Matches the net of a. a prism to the corresponding prism and vice versa b. a pyramid to the corresponding pyramid and vice versa | | p. 15, no. B-8 Matches the net of a. a prism to the corresponding prism and vice versa b. a pyramid to the corresponding pyramid and vice versa p. 15, no. B-7 Constructs a net of a prism or a pyramid | | p. 15, no. B-8 Matches the net of c. a convex polyhedron to the corresponding convex polyhedron | | There is a difference between matching the net of a solid to the corresponding solid and constructing the net of a solid. When I match, I associate the representation of the net with the representation of the solid, or the corresponding solid. When I construct, I use plane figures to represent the faces of a solid. To develop spatial sense, students must first manipulate and observe objects. | |
| | C. Plane figures, p. 15 | | | | | | |
| | Cycle One | | Cycle Two | | Cycle Three | | Reminder |
| p. 15, no. C-1 Compares and constructs figures made with closed curved lines or closed straight lines | | p. 15, no. C-5 Identifies and constructs parallel lines and perpendicular lines p. 15, no. C-4 Describes convex and nonconvex polygons | | | | In Cycle One, students construct figures free hand, imprecisely or using graph paper. In Cycle Two, students construct parallel and perpendicular lines using grids, set squares, rulers or tracing paper. Cycle Two students describe and name polygons they see in their environment (e.g. a stop sign is an octagon). Students are expected to be able to identify polygons with 3, 4, 5, 6, 8 and 10 sides. | |
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Learning Material Covered in Each Elementary School Cycle
| | Cycle One | | Cycle Two | | Cycle Three |
|---|---|---|---|---|---|
| p. 16, no. D-2 Observes and produces patterns using geometric figures | | p. 16, no. D-2 Observes and produces patterns using geometric figures | | | |
| | | p. 16, no. D-3 Observes and produces frieze patterns and tessellations a. using reflections | | p. 16, no. D-3 Observes and produces frieze patterns and tessellations b. using translations | |
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Documents #1 (d), (e), and (f): Remembering Slavery
In the 1930s, the Federal Writer's project of the Works Progress Administration sent people throughout the South to interview former slaves. These interviews, written in the dialect of the ex-slaves, are invaluable sources of information about slavery as remembered by those who experienced slavery firsthand.
Document #1 (d) is an interview with Herndon Bogan, who grew up on a plantation in Union County, SC, about 40 miles southwest of Charlotte . Bogan later moved to Charlotte and recalls "witchin'" among the Mecklenburg slaves. Document 1 (e) is an interview of B. E. Rogers of Raleigh, NC, which points out some of the horrors of the slave system. Document 1 (f) is an excerpt from a book by Dr. John Brevard Alexander. Alexander was a Mecklenburg County slaveholder, whose world fell apart after the Civil War. Alexander's memories of slavery are quite different than the memories of Bogan and Rogers.
Suggestions for the classroom:
These documents will show students that history is often written from sources that contradict each other. The historian needs to interpret sources and try to reconstruct the past. These documents will allow students to act as historians and draw heir own conclusions about slavery based on these reminiscences. The following questions can be discussed:
1. According to Rogers, what were some of the abuses of slavery?
2. Sum up Bogan's memories of slavery.
3. According to Alexander, how did blacks benefit from slavery?
4. Is one of these documents more accurate that another? Can they be reconciled? Do you believe one person more than another? If so, why?
5. Are there any dangers in writing history based on people's memories? What are the advantages of using memories in helping historians to write
history?
Document #I(d)
Ex -Slave Story
An interview with Herndon Bogan, 76, of State Prison, Raleigh, NC.
"I wus bawned in Union County, South Carolina on de plantation o' Doctor Bogan, who owned both my mammy Issia, an' my pap Edwin. Dar wus six o' us chilluns, Clara, Lula, Joe, Tux, Mack an' me.
"I doan 'member much 'bout slavery days 'cept dat my white folkses was good ter us. Dar wus a heap o' slaves, maybe a hundert an' fifty. I 'members dat we wucked hard, but we had plenty ter eat an' w'ar, eben iffen we did w'ar wood shoes.
"I kin barely recollect 'fore de war dat I'se seed a heap o' cocks fightin' in pits an' a heap o' horse racin'. When de marster winned be wud give us niggers a big dinner or a dance, but if he lost, oh!
"My daddy wus gived ter de doctor when de doctor wus married an' day shore loved each other. One day marstar, he comes in an' he sez dat de Yankees am aimin' ter try ter take his niggers way from him, but dat day am gwine ter ketch hell while dey does hit. When he sez dat he starts ter walkin' de flo'. 'I'se gwine ter leave yore missus in yore keer, Edwin,' he sez.
"But pa 'lows, 'Wid all respect fer yore wife sar, she am a Yankee too, an' I'd rutlier go wid you ter de war. Please sar, massa, let me go wid you ter fight dem Yanks.'
"At fust massa 'fuses, den he sez, 'All right' So off de goes ter de war, massa on a big hoss, an' my pap on a strong mule 'long wid de blankets an' things.
"Dey tells me dat ole massa got shot one night, an' dat pap grabs de gun 'fore hit hits de earth an' lots de Yanks have hit.
"I 'members dat dem wus bad days fer South Carolina, we gived all ol' de food ter de soldiers, an' missus, eben do' she has got some Yankee folks in de war, l'arns ter eat cabbages an' kush an' berries.
"I 'members dat on de day of de surrender, least-ways de day dat we hyard 'bout hit, up comes a Yankee an' axes ter see my missus. I is shakin', I is dat skeerd, but I bucks up ant I tells him dat my missus doan want ter see no blue coat.
"He grins, an' tells me ter skedaddle, an' 'bout den my missus comes out an' so help me iffen she doan hug dat dratted Yank. Atter awhile I gathers dat he's her brothers but at fust I aint seed no sense in her cryin' an' sayin' 'thank God' over an' over.
"Well sar, de massa an' pap what had gone off mad an' healthy an' ridin' fine beastes comes back walkin' an' dey looked sick. Massa am white as cotton an' so help me, iffen my pap, who wus black as sin, ain't pale too.
'Atter a few years I goes ter wuck in Spartanburg as a houseboy, den I gits a job wid de Southern Railroad an' I goes ter Charlotte ter nightwatch de tracks.
"I stays dar eighteen years, but one night I kills a white hobo who am tryin' ter rob me ol my gol' watch an' chains an' dey gives me eighteen months. I'se been hyar six already. He wus a white man, an' jist a boy, an' I is sorry, but I comes hyar anyhow. "I hyard a ole 'oman in Charlotte tell onct 'bout witchin' in slavery times, dar in Mecklenburg County. She wus roun' ninety, so I reckon she knows. She said dat iffen anybody wanted ter be a witch he would draw a circle on de grount jist at de aidge ol dark an' git in de circle an' squat down.
"Dar he had ter set an' talk ter de debil, an' he say, 'I will have nothin' ter do wid "ligion, an' I wants you ter make me a witch.' Atter day he mus' bile a black cat, a bat an' a bunch of herbs an' drink de soup, den him wuz really a witch.
"When you wanted ter witch somebody, she said dat you could take dat stuff, jist a little bit of hit an' put hit under dat puson's doorsteps an' dey'd be sick.
"You could go thru' de key hole or down de chimney or through de chinks in a log house, an' ride a puson jist lak ridin' a hoss. Dat puson can keep you outen his house by layin' de broom 'fore de do' an' puttin' a pin cushion full of pins side of de bed do', iffen he's a mind to.
"Dat puson can kill you too, by drawin' yore picher &an' shootin' hit in de haid or de heart too.
"Dar's, a hwap o' ways ter tell fortunes dat she toll me but I'se done forgot now 'cept coffee groun's an' a little of de others. You can't tell hit - wid dem do', case hit takes konwin' how, hit shore does.
Document #I(e)
Story told by B. E. Rogers Raleigh, North Carolina
Worker: Mary E. Hicks
Editor: Daisy Bailey Waitt
April 20, 1937
"Once, in the month of October, my father and I were gathering the shocks of corn from the low grounds on the river when I, looking over the big meadow, said, 'I bet it was short work for the Negroes to get a crop like this housed in slavery days.'
"Father stopped, sat down on a stump, and mopped his brow before answering.' Yes,' he said, 'it was short work, to be sure, but on some plantations any number of negroes would be beaten bloody before the crops were in.'
"'Then you're glad it's over?' I asked.
"Yes, indeed,' he said indignantly, 'it was a shame to work the Negroes, that is, the way some folks worked them.'
"After a little persuasion he told me a number of his experiences as a slave. "'Once, right here on this plantation I saw a Negro man who was sick beat until he dies because he couldn't chop cotton as fast as the others. Once on a neighboring plantation I saw two Negro boys hanged up on the smoke house by the thumbs and beat for leaving the plantation without permission. Their shirts were so bloody they had to be greased before they would come off. Negroes were treated like cows, the weakly ones ruthlessly destroyed. Yes, sir, I have known of a number of deformed Negro babies being killed shortly after they were born. There was very little marrying among the slaves, one big husky Negro being the father of most of the slave children. Another thing was pretty girls bearing children for the white masters, thus mixing white aristocrat blood with Negro blood.'
"'What about the sales, did you ever attend one?'
"'Yes, I saw one at Raleigh once. About half a dozen Negroes being sold, mostly to women. There was one Negro woman who clutched a child of two or three years in her arms and I will never forget the look of agony and terror on his face.
"'Some one bid on the woman but didn't want the child, thereupon the master snatched the child from the Negroes arms and ordered her to step off the block. "'The woman screamed and the other Negroes sobbed in sympathy. A young man pushed from the crowd, I later learned that he was William Holden, and he asked the new owner how much he would take for the mother. "'The owner answered that he would not part from her, neither would he buy the child.
"'The young man bought the child and with the owner's permission gave it to the Mother as a free child. "'Years later the owner, who lived in Beaufort County, tried to sell the Negro boy, now nearly grown. I heard later when I was in Raleigh where Mr. Holden, an editor, afterwards governor of North Carolina, employed him."'
Document #I(f)
This was the time there was affected a wonderful change in the general health of the negro race. All the restraint that was thrown around the race in slavery, was cast aside; a complete metamorphose was effected in him when freedom was thrust upon the race. They no longer had a master or mistress to look after their well-fare. As cold weather approached there was no one to have him supplied with comfortable quarters; wood to keep him warm at night, good clothes to keep him comfortable doing his necessary daily work, suitable food to supply the waste of the body and nourish the tissues that have become exhausted. In slavery they were fed on fat bacon, corn bread, cow peas, buttermilk and all the vegetables they could eat. They were prevented from all manner of dissipation, and required to be in their beds by nine o'clock. A system of patrolling kept them from running about after night, exposing themselves to all kinds of weather, losing sleep, rendering them unfit for work; this system was essential for the welfare of the Negro's health, and for the financial interest of the master.
Yes, the spiritual interests of the negroes were not overlooked. The masters who were godly men, would frequently collect their servants with the children of the household, around one common family altar at the evening hour of prayer. It was a common custom to assemble them on a Sunday afternoon and teach them the fundamental plan of salvation, as taught in the Bible. The laws of the State forbade teaching slaves to read and write, but quite a number were taught to read by their master's children, and nothing was said about it. I never knew but one who could not sing, and he was deaf and dumb; but he was a most devoted worshiper of the Supreme Being; and he often reproved members of his own race for misconduct, especially for desecrating the Sabbath.
From Reminiscences of the Past Sixty Years by Dr. John Brevard Alexander (Charlotte: Ray Printing Co., 1908).
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Linking Verbs
A linking verb connects the subject to a word or word group that identifies or describes the subject. The most commonly used linking verbs are the forms of the verb be. Other frequently used linking verbs are appear, become, remain, seem, turn, smell, taste, feel, look, and sound.
EXAMPLES
Tyler ismy best friend. [The verb is connects the subject Tyler to the noun friend, which identifies Tyler.]
The ice-covered branches seem fragile and glasslike. [The verb seem connects the subject branches to the adjectives fragile and glasslike, which describe the branches.]
EXERCISE In each of the following sentences, draw one line under the linking verb and two lines under the words that the verb connects.
Example 1. This yogurt smells sour.
1. Mother felt ill this morning.
2. Shirley is the secretary and the treasurer of the class.
3. The bread on the counter smelled delicious.
4. Connie grew bored and restless toward the end of the movie.
5. Affie seemed confused by the directions that you gave him.
6. Are we still friends?
7. The new student looks familiar to me.
8. Are all deserts hot and dry?
9. The scout leader was proud of her troop.
10. What is the problem?
11. During this time of year, the weather often becomes stormy in the late afternoon.
12. My voice sounds hoarse from all that cheering at the game.
13. The salesperson seemed annoyed by the shoppers who crowded the store.
14. The captain of the ship remained calm and optimistic.
15. This fabric turned white from exposure to the sun.
16. Do you know whether the library is open on Saturdays?
17. The lights grew dimmer in the theater.
18. The tourists were curious about the mysterious cave.
19. A few of the tomatoes on the vines are already ripe.
20. I absolutely have to say that I think the costume for my character in the play looks ridiculous!
Answer Keys:
1. Mother felt ill this morning.
2. Shirley is the secretary and the treasurer of the class.
3. The bread on the counter smelled delicious.
4. Connie grew bored and restless toward the end of the movie.
5. Affie seemed confused by the directions that you gave him.
6. Are we still friends?
7. The new student looks familiar to me.
8. Are all deserts hot and dry?
9. The scout leader was proud of her troop.
10. What is the problem?
11. During this time of year, the weather often becomes stormy in the late afternoon.
12. My voice sounds hoarse from all that cheering at the game.
13. The salesperson seemed annoyed by the shoppers who crowded the store.
14. The captain of the ship remained calm and optimistic.
15. This fabric turned white from exposure to the sun.
16. Do you know whether the library is open on Saturdays?
17. The lights grew dimmer in the theater.
18. The tourists were curious about the mysterious cave.
19. A few of the tomatoes on the vines are already ripe.
20. I absolutely have to say that I think the costume for my character in the play looks ridiculous!
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Materials Needed
o STEAM Journal
o Learning Activity Butterfly Outlines
o 6 different colored pencils, markers, crayons, etc.
o Pencil or pen
Grade Range
K-2
3-5
6-8
Topics/Skills
Traits, Biology, Phenotypes, Shapes, Patterns
Learning Standards
Biological Evolution
Duration
15-20 minutes
Prep Time
2 minutes
Beautiful Butterflies
Designing the Next Generation of Beautiful Butterflies
Butterflies have beautiful and intricate designs and colors on their wings. They use the shapes, patterns and colors to send messages to other butterflies and to hide from predators. Can you design a new generation of butterflies?
Activity Challenge
Design a butterfly offspring that incorporates its parents' visible traits.
Preparation
1. Gather materials and select a workspace.
To Do
1. Color Butterfly A with two different colors. One butterfly must have blue.
2. Color Butterfly B with two different colors as well.
3. Now, butterfly A and B have distinct shapes and colors, choose any 2 shapes/patterns and 2 colors from butterfly A or B.
4. Draw and color Butterfly C with the chosen shapes/patterns and colors.
Observations
* Label the different parts of the butterfly including the antenna, eyes, head, thorax, abdomen, wings, and legs.
* In your STEAM Journal, explain why you chose some pattern or color over another color for butterfly sees design. Think about a flowering bush, a street corner, or the side of a tree. What design and color of butterfly do you think would blend in best in any of those settings?
Extensions
* Attempt to identify and label the forewing, hindwing, proboscis, and wing veins. If the butterfly does not have those anatomical parts, then draw them in and label.
* Cut out your butterfly offspring and make a tiny kite out of it.
* Attempt to reproduce the blue color on your offspring with markers on plastic wrap by combining to colors that make blue.
The Content behind the Activity
Butterfly wing patterns and colors are passed down from generation to generation in genetic code called DNA. DNA is a biological messenger that tells cells how to specialize. The DNA in specialized cells contains the code for an organism's traits, such as wing colors, that can be observed and measured. Observable traits are called phenotypic traits. Phenotypic traits like color, pattern, and wing size are the expression of genetic messages in the DNA. Offspring in a generation will commonly display (express) one or more of the phenotypic traits of the parent organism.
Butterfly A
Butterfly B
Butterfly C
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Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Raj buys 20 cupcakes priced £2.40 each and a chocolate cake priced £5.50. How much did he spend altogether?
I got £48.50 for my birthday. I spent £8.67 on Saturday and £19.49 on Sunday. How much spending money have I got left?
Mabel has 360 stickers. She shares them equally between four friends. Out of one of her friend’s share, she gives her sister 54 stickers. How many stickers does her friend have remaining?
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
I think of a number. I divide it by 25 then multiply the answer by four. The answer is 128. What was my starting number?
On Sunday, I spend 114 minutes on my art project, and 45 minutes on my numeracy homework. On Thursday evening, I spent a total of 111 minutes on my homework. What is the difference between the time I spend doing homework on Sunday and Thursday evening?
Helena has £50. She buys eight CDs priced £4.60 each. How much money will she have remaining?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
27 1094
954
153
328
485
3284
95
Problem Solver Answers
Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
Sarah completed her marathon raising £551.20. She shares her raised money between her four chosen charities. Her mum insisted on giving £43 to each chosen charity as well. How much did each charity receive?
I think of a number. I divide it by 25 then I subtract 45.5 The answer is 128. What was my starting number?
Lex has £95.27. He wants to buy eight DVDs priced £8.67 each. How much money will he have left?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
4.5
10 343
594
148
6.8
6.90
209
701
I think of a number. I multiply the number by 100 then add 3.9. My answer is 7.85. What was my starting number?
Each table in a classroom is 100cm long and 50cm wide. There are 16 tables in a classroom. What is the total area of the tables in the classroom in square metres?
Ruby has 1.096l of juice. She shares it equally between eight cups. Her sister drinks two cups. How much juice does she have remaining?
Problem Solver Answers
Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
I think of a number. I divide it by 25, add 14.56 then halve the answer. My answer is 14.28. What was my starting number?
A bakery sells 19 types of muffins. They make seven of each type in every batch they bake. How many muffins does the shop bake in 40 batches?
At the fabric shop, I bought 245.67 metres of orange fabric, 94.35 metres of yellow fabric and 294.05 metres of purple fabric. I have used 144.59 metres of orange fabric, 58.74 metres of yellow fabric and 59.97 metres of purple fabric. How many metres of fabric do I have left in total?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
61 9
549
271
369
204
4.5
1180
For breakfast, Helena bought a croissant for £1.86 and a glass of orange juice for £2.34. At lunch, Helena spent £4.70 on a sandwich and £1.09 on a bottle of water. How much more money did Helena spend on lunch than on breakfast?
A carpet costs £7.80 per square metre and underlay costs £3.25 per square metre. A bedroom measures 4m by 3m. How much will it cost to lay underlay and carpet in the bedroom?
45.9 x 8 = - 83.24
Problem Solver Answers
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Teaching Scissor Skills
(Adapted from articles by Anne Zachry and Meredith Corporation)
Cutting with scissors requires the skill of hand separation, which is the ability to use the thumb, index, and middle fingers separately from the pinkie and ring fingers. This can be challenging for a youngster with small hands. Although many 3- or 4-year-olds have the skills needed to snip and cut, scissor skills are not fully developed until around age 6.
Select Good Scissors. Scissors come in a variety of sizes, so search for a pair that fits your child's hand. For an inexperienced cutter, select scissors with a blunt point, and give them a trial run to make sure the blades are sharp enough for cutting. Dull scissors can fold the paper instead of cutting it.
Left-handed children should always use left-handed scissors. The upper blades on true lefthanded scissors are on the left side so that children can see the cutting line. Beware of scissors that are supposedly ambidextrous; although these can easily be held with the left or right hand, the upper blade is still on the right side, which makes it difficult for lefties to see the cutting line.
Children with special needs, hand weakness, or coordination problems may need special or adaptive scissors to start, though many are able to progress to regular scissors over time. There are various types of adaptive scissors that work well for children with physical limitations. One is spring scissors, which automatically spring open after being squeezed closed. These are useful for a child with limited strength or coordination. Mounted tabletop scissors are suitable for children with one functional hand. "A pair of very small Benbow Learning Scissors, designed by an occupational therapist, can also make correct positioning easier," says Barbara A. Smith, M.S., an occupational therapist and author of From Rattles to Writing: A Parent's Guide to Hand Skills.
Blunt-tipped Fiskar scissors are preferred by schoolteachers. "The reason I have come to love the Fiskar brand is that it works," says Carol Welch, a kindergarten teacher with 23 years experience. "As parents we often think 'safety scissors' are the best option for beginners, but all too often these scissors have dull blades, which makes it harder to cut. Children who try are often unsuccessful and they become discouraged or give up. Fiskar scissors actually cut the paper successfully in a short amount of time," she says.
Stress Scissor Safety. Scissor safety is critical and should always be emphasized at the beginning of each cutting activity. Welch reveals her two "golden scissors safety rules" for her kindergarten class.
1. Scissors are only for cutting paper. Nothing else! (This includes shirts, crayons, fingers, hair, and lips.) If a child feels the need to cut something other than paper, he loses the privilege of having scissors until he is ready for another chance. If the problem happens again, the scissors are taken away.
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-usescissors/
http://drannezachry.com/
2. Avoid walking with scissors. Discourage children from walking around the classroom while holding scissors. On the rare occasion that they must do so, the students know the proper way to hold them is with the blades closed, gripping the blade end in the hand, forming a fist around the blades, and leaving the handles exposed. The scissors should be held close to one's side when walking. By following this rule, there is no risk of children walking around while opening and closing the blades.
Work on Fine Motor Skills First. Before teaching your child to use scissors, have him participate in some fun activities that will strengthen his hand and finger muscles and improve bilateral coordination. Tong activities are an entertaining option. Have your child use kitchen tongs to stack small blocks or to move cotton balls from one container to another. Or jump-start his fine motor skills with these activities:
* Tear paper into small pieces to improve the ability to use both hands in a coordinated manner.
* Spin a top to exercise the muscles in the thumb, index, and middle finger.
* Punch holes on index cards with a handheld puncher to strengthen the hand muscles and improve bilateral skills.
* Squeeze water out of squirt-toys in the bathtub so hand muscles get a workout.
* Use an eye dropper filled with watercolor paints to challenge fine motor skill.
* Finger puppet play is entertaining and addresses finger isolation and dexterity.
* Place clothespins or kitchen clips on the edge of a paper plate to strengthen small hand and finger muscles and encourage bilateral skills.
Steps to Perfect Scissor Development
Start the Snipping Process. Once your child's hand muscles have strengthened and her bilateral and coordination skills have improved, introduce the scissors. Follow these simple instructions for holding scissors correctly.
1. Position the wrist so that the thumb is turned upward, the thumb joint resting inside the thumb loop.
2. Make sure the tip of the middle finger is inside the opposite loop. Some scissors have enough space for the middle and ring fingers to be positioned inside this loop. There may even be adequate space for both fingers.
3. Place the index finger outside the loop, in front of the middle finger serving as a "guide."
4. The ring finger and pinkie should be curled into the palm (unless the ring finger is inside the loop with the middle finger). "Many children need frequent help positioning the wrist correctly in the 'thumbs up' position," Smith advises. "A helpful strategy is to hold the paper above eye level or tape it to the wall so that the child is cutting upwards. Cutting in this position automatically positions the wrist correctly."
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-usescissors/ Showcase Your Own Skills. Teach your own scissor skills to your child. "Modeling, while sitting beside your child instead of across, is easier, especially for kids who are challenged with body position and space," says Sunita Murty-Gami, an occupational therapist and Clinical Coordinator for PediaStaff. Be sure to explain what you are doing at each step. For example, say, "Look, I am using my thumb to open and close the scissors." Provide a visual cue, such as, "The http://drannezachry.com/
scissor blades are opening and closing like a crocodile's mouth." If your child has a difficult time manipulating the scissors, there are "two-person" training scissors available in many craft stores or online. These are excellent because they have an extra set of loops. You can hold and manipulate the outside loops while your child holds the inside loops, allowing your little one to "feel" the movement of the blades opening and closing.
Encourage Independent Cutting. Once your child can hold and manipulate a pair of scissors with ease, she is ready to cut on her own. She can start by snipping several colorful straws into small pieces. Thread a colorful piece of string or yarn through the pieces to make a bracelet or necklace. Once she has mastered snipping, offer her one-inch-wide strips of card stock, construction paper, or old file folders. The firmness of these materials makes cutting easier for a beginner because the paper doesn't flop around and the short width of the paper allows for cutting the strips in half with one snip. Never let the scraps of paper go to waste. "I often have a child snip pieces of green, yellow, and orange paper into small pieces to make leaves for a tree or sprinkles for an ice cream cone picture," Murty-Gami says.
Have your child attempt to snip sequentially by cutting across a 4-inch piece of paper and progressing to an 8-inch piece. With practice, he will learn to cut on straight lines, curved lines, angled lines, and simple shapes with skill. The cutting lines should be thick and bold in the beginning; as your child's skills improve, progress to thinner lines. If your child has difficulty staying on the lines while cutting, make a practice sheet by outlining the cutting line with two thin strips of school glue. Once the glue dries, have your child cut on the line between the ridges of glue. If he veers off of the line, he will feel a bump as he cuts across the glue strip. After completing several practice sheets, the sensory feedback should help him understand how to stay on the lines.
Encourage Scissor Skill Development. Don't worry if your child is a messy cutter at first. Kids progress at their own pace, so prepare his little hands with fun games and activities that challenge fine motor skills. Keep this development progression in mind as your kid begins using scissors:
1. The child begins to show an interest in cutting.
2. The child holds the scissors correctly.
3. The child opens and closes the scissors in a coordinated manner.
4. The child uses an entire hand to snip paper.
5. The child uses scissors to cut forward across a piece of paper with two or more consecutive snips.
6. The child cuts a piece of paper in half.
7. The child follows straight lines, with the scissors (not the paper) moving to stay on the line.
8. The child manipulates scissors and paper to cut out shapes with curves.
9. The child cuts squares.
10. The child cuts more complex shapes.Remember that using scissors efficiently is a complicated skill that improves with practice and, as we all know, practice makes perfect.
Copyright © 2012 Meredith Corporation.
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-use- scissors/
http://drannezachry.com/
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SCIENCE: The science program instills and reinforces a sense of curiosity and discovery in the investigation of the world. Students are encouraged to learn scientific principles, vocabulary, inquiry, experimentation, and reporting at the appropriate skill level for the age. Whole class/small group instruction, verbal and visual presentations, journal keeping, and making real world connections help this subject to come "alive" for the students.
Overview: across the grades levels, introduces, refines, and masters the following:
* Earth science
* Geology
* Astronomy
* Water, weather and climate
* Oceanography
* Life Science o Cells, structure, function, processes
* Plants o Animals o Ecosystems and the diversity of living things
* Health o Body Organs
* Physical Science
* Matter
* Motion and forces
* Energy
* Waves o Light
* Electromagnetic Systems
* Scientific Method
* Lab Reports
* Science Fair
Sampling of topics covered:
Grades 1 – 3
* Comparing and contrasting living and non-living things.
* Understanding that there is interdependence among living organisms within a geographic area which calls for mutual care and nurturing within an environment, specifically the Arctic and rainforest.
* Recognizing the similarity in familiar animals and plants.
* Studying the life cycle of a plant · Introduce the five senses and their functions · Develop and understanding of proper nutrition and hygiene
* Understand the necessity for personal safety · Looking at fossils that give evidence of prehistoric life
* Recycling
* Understanding that sun, water, and air are major factors in weather
* Recognizing fair weather and storm clouds.
* Understanding the movement of the major bodies in our solar system
* Understanding the concept of rotation; why the sun appears to rise and set
Grades 4 – 6
All of the above, as well as:
* Classifying geologic eras.
* Identifying the earth's surface and interior make-up.
* Classifying rocks using characteristics of each type.
* Studying volcanoes, earthquakes, movements of continents, creation of mountains.
* Examining fossils, their type and formation.
* Recognizing constellations, visible planets · Identifying the three states of water: solid, liquid, gas
* Distinguishing between weather and climate
* Understanding condensation, precipitation, evaporation, freezing, and melting
* Understanding how clouds form
* Comparing and contrasting the parts of plant cells and animal cells.
* Describing how cells are organized.
* Understanding that plants and animals go through predictable life cycles: growth, development, reproduction, and death.
* Classify living things by kingdom, phylum, class, and order, family, genus, and species.
Jr. High
All of the above, as well as:
* Executing the process of scientific inquiry and reporting, including clearly stating the purpose or question, planning the experiment, collecting the necessary materials, formulating a hypothesis, perform an experiment to test the hypothesis, executing the systematic and precise collection and reporting of date, and formulating conclusions based upon the data.
* Encouraging students to take responsibility for their own learning.
* Devising procedures for carrying out independent investigations within the framework of the Science Fair project.
* Developing awareness of environmental issues and the global impact of human actions.
* Learning the parts of and learning to use a compound microscope.
* Using the microscope to identify and differentiate the parts of the cell.
* Understanding the difference between self and cross-pollination.
* Identifying the types of leaves and their classifications.
* Comparing groups of organisms in terms of their diversity and analyze and compare the theories of Lamarck and Darwin.
* Learning the levels of classification for: kingdom to species; living things; vertebrates, and invertebrates.
* Analyze the effects of inertia in everyday experience.
* In Newton, estimate the force needed to lift an object; measure the size of a force.
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Bugs & Other Arthropods
EXHIBITION EDUCATIONAL SUPPLEMENT
This guide is a supplement to the exhibition. Its aim is to help teachers, parents, caregivers, and children visiting Staten Island Children's Museum to further explore topics and ideas about insects and other arthropods. Use it to help further your discussions, to make connections, and to spark creativity and curiosity before and after visiting the gallery.
Bugs & Other Arthropods | Educational Supplement
Contents
Bugs & Other Arthropods| Educational Supplement
Big Ideas
Why an Exhibition About Bugs?
People often ask why Staten Island Children's Museum has an exhibition about insects and other arthropods. There are many good reasons to learn about this group of animals. Some people fear or avoid every bug, spider, or centipede—because of its unusual appearance or because they're concerned about being injured. However, the more you know about insects and related organisms, the more you will come to appreciate them. Insects and other arthropods are essential to the health of Earth's ecosystems, and whether you know it or not, we all rely on them to help sustain us.
Here are some surprising facts about insects and other arthropods:
* Arthropods and insects live on land, in water, and in air.
* There are more than a million known species of arthropods, and we are still discovering new species every year!
* Arthropods first appeared in the fossil record 500–600 million years ago, long before there were humans. (The earliest fossils of human (hominoid) ancestors only date back 67 million years.)
Why Do We Need Insects and Other Arthropods?
Insects are one category of arthropods, and they are largest single group of animals in the world. Insects include many beneficial organisms like pollinators. E.O. Wilson, a wellknown insect scientist or entomologist once wrote, "Every third bite of food you take, thank a bee or other pollinator." Arthropods are an essential part of every ecosystem in which they live. We humans rely on the roles they fill within those natural systems. This group of organisms does more than simply pollinate plants! Arthropods, like ants, help turn over and aerate the soil. Arthropods, like pill bugs and termites, help to break down and recycle nutrients from dead wood and leaves. Spiders, harvestmen, and dragonflies eat potential insect pests like mosquitoes and flies. We rely on insects and other arthropods for much more than most people know.
Visiting the Exhibition
Learning Through Observation
We invite you to enter the world of Bugs and Other Arthropods and learn about these wonderful creatures and what makes them so cool!
The exhibition is for everyone. It supports making observations, asking questions, and using all the senses. While you are visiting, help your children understand first that science is a way of thinking about and understanding the world. Second, that insects and other arthropods are organisms that you can learn more about beyond your visit to the Staten Island Children's Museum (SICM).
Organization of the Exhibition
SICM has selected five subjects to help you better understand and appreciate the fascinating world of insects and other arthropods. During your visit, these icons will help you navigate:
Taxonomy
Understanding Arthropod Groups
How do scientists know so much about the history of arthropods? They are following a trail of evidence found in fossils. Fossils are the recognizable remains, such as shells, bones, tracks, and impressions, of plants and animals preserved in rocks formed from sediments. By studying both fossils and modern animals, scientists have pieced together the evolutionary relationship among different groups and species. Connected by a common ancestor, this family tree is called their taxonomic relationship.
Arthropods, both those known from prehistoric fossils and those alive today, can be classified into five major subgroups (or subphyla) based on their characteristics:
Insects (subphylum Hexapoda) and several closely related groups are six-legged organisms that include bees, beetles, and butterflies.
Crustaceans (subphylum Crustacea) are in a large, diverse group of segmented animals that includes crabs, lobsters, shrimp, krill, barnacles.
Millipedes and Centipedes (subphylum Myriapoda) are in a group of arthropods that live on land and have many legs.
Arachnids and Horseshoe Crabs (subphylum Chelicerata) are part of a diverse group that includes spiders, scorpions, and mites.
Trilobites (subphylum Trilobitomorpha) were ancient marine animals that are known from fossils; the group is now extinct.
Adaptations
Arthropod Anatomy
Arthropods have evolved to include a wide variety of shapes, sizes, colors, and habits that make them suited to the environments where they live. They have a set of five characteristics in common:
(1) segmented bodies
(2) hard external skeleton or exoskeleton
(3) jointed legs
(4) many pairs of limbs or legs
(5) right/left symmetry
Over time, insects and other arthropods have evolved to develop characteristics like camouflage, specialized diets, and some unusual styles of living. These adaptations are a part of what makes them interesting.
Typical Arthropod Bodies
| A body divided into 3 parts: • head • thorax • abdomen | A body divided into 2 parts: • cephalothorax • abdomen | A body divided into 2 parts: • cephalothorax • abdomen |
|---|---|---|
| 1 pair of antennae | No antennae | 2 pairs of antennae |
| 3 pairs of legs | 4 pairs of legs | Usually 8 pairs of walking and feeding legs |
Bugs & Other Arthropods | Educational Supplement
Amazing Skeletons
Arthropods don't have bones, but they do have amazing skeletons! Their hard layer or shell is like a skeleton on the outside of their body. It is called an exoskeleton and made from a protein called chitin.
Because the exoskeleton is made of a rigid material, it does not grow when the animal does. To overcome this, an arthropod periodically sheds its hard-outer layer in a process called molting. When the animal has outgrown its exoskeleton, the older layer cracks open and the animal pulls itself out. It has a new soft exoskeleton that will expand and harden.
Symmetry
The left and right sides of an insect or other kind of arthropod body look the same. This trait is a defining characteristic of arthropods. Each side is the mirror image of the other; this is called bilateral symmetry. Looking at butterflies, moths, dragonflies, and other winged insects is a great way to see symmetry in action.
Protective Coloration
Colors, patterns, or features that hide an animal, protecting it from being eaten by predators, are known as camouflage. Some species also add behaviors and movements to complement their protective coloration. What looks like a leaf swaying in the breeze may be a giant leafshaped insect. Successful camouflage helps an animal blend into its background, whether that is a colorful flower, green leaves, brown bark, or speckled sand.
Bugs & Other Arthropods | Educational Supplement
There are other forms of protective coloration. When one species looks like an animal that a predator would choose to avoid—something dangerous, poisonous, or bad tasting—that is called mimicry. Some species, like milkweed bugs and monarch butterflies, absorb bad tasting toxins from the plants they eat. Their bright colors warn off potential predators. Eyespots, large colorful spots found on the wings of some moths or butterflies, are another way to avoid being eaten. These bright markings, or warning coloration, may help to scare hungry predators like birds.
Insect Communication
Insects and other arthropods use many forms of communication from scent to sound. Why do insects make sounds? Most have a purpose—to attract a potential mate, establish a territory, or send a warning. (For example, the sound the museum's hissing cockroach makes is intended to frighten off a predator).
Insects produce sound by rubbing body parts together, which is called stridulation. Katydids and crickets rub the rough inside edges of their wings together, while grasshoppers make sound by rubbing their hind legs against their front wings. The classic summertime sound of cicadas is made by the insects vibrating air across a pair of "drums" on the sides of their abdomen.
Insect sounds / © Staten Island Children's Museum
Environment
Role of Arthropods in Ecosystems
Insects and other arthropods make up 90% of the animal kingdom, and their biology and ecology are critical to the healthy functioning of Earth's ecosystems. Species in this group provide essential services, including pollination, pest control, wildlife nutrition, and decomposition. Their lives directly impact human lives in many positive ways. Removing arthropods from an ecosystem would be an environmental disaster. Yet we are in danger of doing just that with many species, especially our native bees.
Pollination
Plants and pollinators have evolved together. Flowers attract insects and communicate through scent and color. To reproduce, or make seeds, flowering plants must be fertilized. Bees, butterflies, and other types of insects gather sweet flower nectar, accidentally collecting male pollen grains on the hairs that cover their body. With each successive flower visited, the pollen is spread, it brushes off onto the female part of the next flower.
Most foods come from flowering plants. Pollen movers, or pollinators, like bees, butterflies, flies, and moths are essential to plants. Most of our flowering plants and nearly 75% of all our food crops are pollinated by these hard-working animals. Without pollinators, we would not have the varieties of food we enjoy today!
Imagine not having each of these arthropods around:
Bugs & Other Arthropods | Educational Supplement
Insects in Winter
One of the wonders of nature is the seemingly complete disappearance of insects once the temperature drops below freezing. Where do insects go in the winter? Some species, like monarch butterflies, move south or migrate. Other species like praying mantis reproduce and leave eggs, the adults die. Still others hide underground or in the leaves to hibernate. Hibernation is a special, very deep sleep in which an insect's metabolism remains just high enough for it to stay alive. Tree bark, dead logs, and brush piles can be a wonderful winter homes for insects. The first insects you see in the spring, like the mourning cloak butterfly, overwinter as adults in tree holes or other shelters until the temperature rises above freezing.
Use this diagram to help you find the hibernating insects:
Life Cycle
Metamorphosis
There are two distinct life cycles for insects: The first begins with a fertile egg that hatches into a larva. The young may not look much like the adult. The juvenile insect eats, grows, molts, and then gets bigger until it is ready transform, or undergo complete metamorphosis, and become an adult. The larva starts out very small but grows quickly due to the large amount of food it eats. A butterfly or moth is a good example; the larva called a caterpillar looks very different from the adult.
Complete metamorphosis
Other insects take a different path. The egg hatches as a nymph, or larva that looks a lot like a miniature adult. With each molt, the nymph becomes bigger and looks more like an adult. A grasshopper is a good example of this type of insect growth and development. This second type of life cycle is called incomplete metamorphosis.
Incomplete
metamorphosis
Complete Metamorphosis
Incomplete Metamorphosis
Bugs & Other Arthropods | Educational Supplement
Social insects
Ant Colony
There are over 12,000 known species of ants. Ants play an important role in every ecosystem where they are found. Ants are remarkable social organisms. When you see an ant mound in a crack in the sidewalk, you're only seeing a tiny portion of the animals' home and only a fraction of the number of individuals living there.
An ant colony may be less than a few feet or hundreds of feet across. Each colony is made up of rooms called chambers, and these are connected by tunnels. In a colony, each ant has a role to play. The soldiers guard and defend the colony. Workers clean, feed, build, remove garbage, and move the eggs from chamber to chamber depending on temperature and humidity. The queen is the only ant in the colony that lays eggs. The workers, soldiers, and the queen are all related females.
Bugs & Other Arthropods | Educational Supplement
Bugs & Other Arthropods | Educational Supplement
Bee Hive
The SICM has a colony of bees on exhibit in Bugs and Other Arthropods. A clear plastic tunnel allows the bees to move from their home, or hive, out through the window to the outdoors to find their food: flower nectar and pollen.
Like most insects, bees are active only when the air temperature is warm enough. When the temperature is above 50˚F (10˚C), it is warm enough for the bees to forage for their food. When the weather is below that, the bees will stay in the hive and feed on stored honey. If the temperature gets very warm, you may see the bees flapping their wings near the entrance of the hive. They fan their wings to move warmer or cooler air. They are like live heaters and air conditioners
As with most social insects, the bee hive has a queen bee. She lays the eggs and is the mother of all the bees that you see here. She is almost always surrounded by worker bees that help to feed, clean, and protect her.
The hive may contain the following types of bees:
Bugs & Other Arthropods | Educational Supplement
Helpful Resources
Helpful family-friendly set of websites for basic background information about insects and other arthropods:
American Museum of Natural History Explore Ology
http://www.amnh.org/explore/ology/search/(keyword)/insect
Animal Diversity Web
http://animaldiversity.org/
Bug Guide
http://bugguide.net
Accessible information about protecting our essential pollinators:
The Great Pollinator Project http://greatpollinatorprojec t. org /
Xerces Society for Invertebrate Conservation https://xerces.org/
Other useful information with links to resources:
Acorn Naturalist
http://www.acornnaturalists.com/
New York Entomological Society, Inc.
http://www.nyentsoc.org/
Scholastic Insects and Bugs
https://www.scholastic.com/teachers/collections/teaching-content/insects-and-bugs/
Understanding Evolution
http://evolution.berkeley.edu/evolibrary/home.php
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Lexical Approach Classroom Activities
Carlos Islam, The University of Maine Ivor Timmis, Leeds Metropolitan University
In our first THINK article – Lexical Approach 1 of language from a Lexical Approach perspective.
(www.teachingenglish.org.uk/think/methodology/lexical_approach1.shtml) - we explained a theory
Before reading our second article – Lexical Approach 2 (www.teachingenglish.org.uk/think/methodology/lexical_approach2.shtml) - we would like you to look at two TRY activities. Lexical Approach Classroom Activity 1 and Lexical Approach Classroom Activity 2
Lexical Approach Classroom Activity 1
The materials in this article aim to achieve the following goals:
General Goals
To develop students' reading skills
To increase students' store of lexical chunks
More Specific Goals
To motivate students to read by
providing texts with universally engaging themes providing activities that allow students to personalise texts encouraging meaningful and authentic initial reactions to texts
To raise student awareness of the idea of lexical chunking by
directing students' attention to specific lexical chunks already encountered in the text helping students analyse these chunks directing students to different means of analysing lexical chunks
To help students develop skills for independent learning by
providing opportunities to experience lexical chunks in authentic texts encouraging students to analyse, generalise, research and experiment with lexical chunks providing students with opportunities to discover chunks for themselves
TEACHER'S TASK 1
1: Read through this unit of classroom materials as if you were preparing to use them for a group of high intermediate to advanced learners and decide how you would need to adapt the materials.
2: If appropriate adapt and use these materials with your students. After using the materials think about these questions:
- Which goals do I think the materials achieved?
- Did I notice students doing anything differently with these materials than with other materials I've been using?
- Which goals do I think the materials fail to achieve?
- Did my students have a positive, negative or indifferent response to the materials?
- Did I, as a teacher, have a positive, negative or indifferent reaction to these materials?
- Did I, as a teacher, do anything differently using these materials?
Reading 1 - Away Day
Before you read
1: You are going to read a story about a young teenage boy from England. The boy has upset his parents.
Read these sentences from the story and decide whether you think they come at the beginning, in the middle or at the end of the story.
"I got slapped three times with the sole of her shoe. Three times. That was it. Then she left my room. She never said a word."
2: The story is called Away Day and the first sentence reads, "The only time I ever bunked off school, I was thirteen years old."
What do you think the story is about? Write down some guesses and share them with other students.
As you read
1: As you read the story from the point of view of a teenage school boy, try to see pictures of the boy in your mind and decide if the boy deserved the punishment.
After you read
Reaction
1: Tell a partner, if you think the boy's punishment was appropriate and what you would have done if you were the parents.
2: Think about the following questions:
How do you feel about the boy in the story?
Why do you think the boy's mother reacted in the way she did?
Why do you think the boy went with the twins?
At the beginning of the story the author tells you the twins were always in trouble. Why do you think he tells you that?
Discuss your thoughts about the questions in a small group.
3: Discuss your answers to the following questions with a partner:
In paragraphs 1 and 2, what words tell you the housing estate is poor/working class? In paragraphs 3 and 4, how do you know the weather is hot and has been hot for some time? In paragraphs 5 and 6 the boy is becoming more and more frightened. What do you think frightens him?
The boy was punished in the final paragraph. Was it the punishment he expected? Was the punishment effective?
Away Day
The only time I ever bunked off school, I was thirteen years old. It was break time and I hadn't done my history homework. The Grant brothers convinced me to go with them. The Grants were twins and were always in trouble with the teachers. We went to the bike sheds at the back of the playground. The twins took two shiny new bikes and I took a rusty old bike, which was lying on the floor. We got on the bikes and headed straight for the school gates. I pedalled as fast as I could to keep up with the twins, but my bike was so big for me I had to pedal standing up. My heart was pounding, partly from the pedalling but mostly because I was scared of getting caught.
We rode through the neighbouring housing estate. We raced between grey concrete houses with broken windows and graffiti walls, around broken bottles and over ripped magazines. It was the beginning of summer. The sky was clear, the sun had been out for days and the housing estate was quiet. We came out the other side of the estate onto a narrow country road. I'd never been this far from school or home on a bike before and I'd never been on this road.
After about half an hour, we reached the River Lea. I didn't know what we were doing here or where we were going. I was just following the twins. We hardly spoke and we definitely didn't discuss what we were going to do. The River Lea ends in London and flows into the Thames. That was common knowledge. Mark led the way down to the riverbed. The long hot summer had completely dried the river. Older people said it was the hottest July they could remember.
By lunch time we were hungry. The twins hadn't brought any lunch, so I offered to share mine. They took my melting Mars bar and left me with a sweaty cheese and tomato sandwich. The only thing I hated more than cheese was tomato.
We explored the river, finding dead frogs, crushed beer cans and empty cigarette boxes, until we got bored. Mark got on his bike saying, "Let's find London." Off he went with us in his wake. He rode the left edge of the riverbed beside the grassy bank and Ian rode the right edge. I rode straight down the middle. I don't know why I didn't just go home. I had no idea how long it would take to get to London, but I was sure it was a long way and I knew I was going to get in trouble.
Time flew by, I was getting tired and the sun was setting. We didn't seem to be any closer to London. As it got darker, the twins started to disappear ahead of me and I was beginning to forget what they looked like. Terrible thoughts entered my head. What would happen when I finally got back home. I could see my Mum screaming at me, pulling me by the hair and my Dad's angry face, very angry face. I couldn't see the twins any longer. I was becoming more and more frightened of being lost in the middle of nowhere than of my mum and dad. I began to hate the twins for getting me into this trouble although I knew it was really my own fault.
The sun had set when I reached Tring, a small town I had never heard of. I could see the twins had stopped. They were talking to a couple out walking their dog. To my surprise seeing the twins was comforting. My panic began to disappear.
We were in the couple's living room having a nice hot cup of tea when the police rang the doorbell. They were serious and treated us like suspects. "What are your names? Where do you live? Do your parents know where you are?"
They telephoned our parents and drove us home. As the police talked to my mum and dad, I quietly slipped up to my bedroom. I heard the police drive away and my Mum thumping up the stairs towards my room. I got slapped three times with the sole of her shoe. Three times. That was it. Then she left my room. She never said a word.
Look at the Language
1: Look at the lexical chunks below. All the expressions are from the story, Away Day.
For each chunk try to write an equivalent in your language. Are they lexical chunks in your language too?
Tell a partner about the lexical chunks in your language.
Lexical chunks (frozen or fixed)
in the middle of nowhere
I had no idea
Lexical Chunks (semi-frozen or semi-fixed)
She never said a word
I didn't know what we were doing
I didn't know where we were going adjective plus noun partnerships/collocations (words that naturally go together)
2: What other nouns can you use after the adjective 'shiny new'? e.g. shiny new shoes shiny new bike
3: What other nouns can you use after the adjective 'broken'? e.g. broken heart broken
window
What nouns can't you use after 'broken'? e.g. broken house
Examples of verb plus noun collocations (words that naturally go together)
I didn't do my homework. (do / homework)
They were always in trouble with the teachers. (be / trouble)
4: Underline the weakest verb and noun collocation.
Example:
Exam
take / pass / fail / study for / sit /revise
homework do / forget / lose / prepare / finish / hand in
trouble
be in / expect / make / discover / get into / ask for
School Days – student materials
Reading 2 - My Best Friend Kyle
As you read
1: Read the story about two friends who met at an American high school. The story is called My Best Friend Kyle.
As you read decide why Kyle is the writer's best friend.
After you read
Reaction
1: Explain to a partner: why you think Kyle is the writer's best friend. who you admire most in this story, Kyle or the writer.
2: Retell the story to a friend in another class and ask them why they think Kyle was the writer's best friend and who they admire most.
Look at the Language
1: Read the story again and make a list of collocations you think are useful to know.
Using English
1: Think of a time you were punished by your parents.
2: Tell a partner why you were punished and how you were punished.
3: With your partner decide if the punishment was fair.
4: Write about the time you were punished for other students in your class to read.
OR
1: Think about a time you helped a friend.
2: Tell a partner who your friend was and how you helped your friend.
3: Write about the time you helped your friend for another friend to read.
My Best Friend Kyle
One day, when I was a first year in high school, I saw a kid from my class walking home from school. His name was Kyle. It looked like he was carrying all of his books and I thought to myself, "Why would anyone bring home all his books on a Friday? He must really be a nerd." I had quite a weekend planned (parties and a football game with my friends tomorrow afternoon), so I shrugged my shoulders and went on.
As I was walking, I saw a bunch of kids running toward him. They ran at him, knocking all his books out of his arms and tripping him so he landed in the dirt. His glasses went flying, and I saw them land in the grass about ten feet from him. He looked up and I saw this terrible sadness in his eyes.
My heart went out to him. So, I jogged over to him and as he crawled around looking for his glasses, I saw a tear in his eye. As I handed him his glasses, I said, "Those guys are jerks. They really should get lives." He looked at me and said, "Hey thanks!" There was a big smile on his face. It was one of those smiles that showed real gratitude.
I helped him pick up his books, and asked him where he lived. As it turned out, he lived near me, so I asked him why I had never seen him before. He said he had gone to private school before now.
I would have never hung out with a private school kid before, but we talked all the way home, and I carried some of his books. He turned out to be a pretty cool kid. I asked him if he wanted to play a little football with my friends. He said yes. We hung out all weekend and the more I got to know Kyle, the more I liked him, and my friends thought the same of him.
Monday morning came, and there was Kyle with the huge stack of books again. I stopped him and said, "Boy, you are gonna really build some serious muscles with this pile of books everyday!" He just laughed and handed me half the books.
Over the next four years, Kyle and I became best friends. When we were seniors, we began to think about college. Kyle decided on Georgetown, and I was going to Duke. I knew that we would always be friends, that the miles would never be a problem. He was going to be a doctor, and I was going for business on a football scholarship.
Kyle was valedictorian of our class and he had to prepare a speech for graduation. I was so glad it wasn't me getting up there to speak. On graduation day, I saw Kyle. He looked great. He was one of those guys that really found himself during high school. He filled out and actually looked good in glasses. He had more dates than I had and all the girls loved him. Boy, sometimes I was jealous.
Today was one of those days. I could see that he was nervous about his speech. So, I smacked him on the back and said, "Hey, big guy, you'll be great!" He looked at me with one of those looks (the really grateful one) and smiled.
"Thanks," he said.
As he started his speech, he cleared his throat, and began. "Graduation is a time to thank those who helped you make it through those tough years. Your parents, your teachers, your siblings, maybe a coach, but mostly your friends. I am here to tell all of you that being a friend to someone is the best gift you can give them. I am going to tell you a story."
I just looked at my friend with disbelief as he told the story of the first day we met. He had planned to kill himself over the weekend. He talked of how he had cleaned out his locker, so his Mom wouldn't have to do it later, and was carrying his stuff home. He looked hard at me and gave me a little smile.
"Thankfully, I was saved. My friend saved me from doing the unspeakable."
I heard the gasp go through the crowd as this handsome, popular boy told us all about his weakest moment. I saw his mom and dad looking at me and smiling that same grateful smile. Not until that moment did I realize its depth.
| |
Comparing Linear and Exponential Functions MATH NSPIRED: ALGEBRA 1
Math Objectives
- Use a table and a graph to compare the changes in linear and exponential expressions as x is increased
- Recognize that as x increases a linear expression increases at a constant rate (additively) while an exponential function increases multiplicatively
- Recognize that an exponential function with a base greater than 1 will never be less than or equal to zero, but will get smaller and smaller as x decreases
- Determine whether a graph represents a linear or exponential function
- Use appropriate tools strategically (CCSS Mathematical Practice)
- Construct viable arguments and critique the reasoning of others (CCSS Mathematical Practice)
Vocabulary
- exponential function
About the Lesson
- Students will move a point that changes the value of x and observe and compare the values of a linear expression and an exponential expression.
Related Lessons
- After this lesson: Domain and Range of Exponential Functions
TI-Nspire TM Navigator TM
- Using Class Capture to compare linear and exponential expressions.
- Students will compare and contrast linear and exponential functions using a Notes page and Class Capture.
- Use the Teacher Software or Live Presenter to review student documents and discuss examples as a class.
- Use Quick Poll to assess student understanding throughout the lesson.
TI-Nspire™ Technology Skills:
- Download a TI-Nspire document
- Open a document
- Move between pages
- Grab and drag a point
Tech Tips:
- Make sure the font size on your TI-Nspire handheld is set to Medium.
Lesson Files:
Student Activity
- Compare_Linear_Exponential _Student.pdf
- Compare_Linear_Exponential _Student.doc
TI-Nspire document
- Compare_Linear_Exponential .tns
Visit www.mathnspired.com for lesson updates and tech tip videos.
Comparing Linear and Exponential Functions
M
ATH
N
SPIRED
: A
LGEBRA
1
Discussion Points and Possible Answers
Tech Tip: If students experience difficulty dragging a point, check to make sure that they have moved the cursor until it becomes a hand (÷) getting ready to grab the point. Also, be sure that the word point appears. Then press / x to grab the point and close the hand ({).
Teacher Note: This lesson can be used to probe more deeply into the behavior of exponential functions by changing the base in the .tns document, using numbers such as 2 or 0.5 for the base.
Move to page 1.2.
1. Complete the table below by moving the point. Which column is growing faster?
Answer:
The 3 x column is growing faster.
| x | 3x | 3x |
|---|---|---|
| 0 | 0 | 1 |
| 1 | 3 | 3 |
| 2 | 6 | 9 |
| 3 | 9 | 27 |
| 4 | 12 | 81 |
| 5 | 15 | 243 |
2. a. As x increases from 2 to 3 in the table, how does the value of 3x change?
Answer: The value of 3x increases by 3.
Comparing Linear and Exponential Functions
M
ATH
N
SPIRED
: A
LGEBRA
1
b. As x increases by 1, describe the pattern you notice in the numbers in the 3x column of the table.
Answer: The numbers increase by 3 each time.
Teacher Tip: Check for student understanding of the repeated operation of the addition of 3 at this point.
3. a. As x increases from 2 to 3 in the table, how does the value of 3 x change?
Answer: It triples; it increases 3 times as much.
b. As x increases from 3 to 4 in the table, how does the value of 3 x change?
Answer: It triples; it increases 3 times as much.
c. As x increases by 1, describe the pattern you notice in the numbers in the 3 x column of the table.
Answer: The numbers are always being multiplied by 3. The values triple.
Teacher Tip: Since the rate of change for 3x is constant, students might initially examine the values of 3 x in terms of rate of change. For instance, a student could respond "the value of 3 x increases by 18." In this case, you might ask the student if this pattern holds true for all changes in the value of 3 x . Since it does not, encourage the student to search for another pattern in the table.
4. Complete the bottom row of the table for x = 6. How did you determine the values for 3x and 3 x ?
Answer: Students might say that they added 3 to 15 (previous row) to get 18 and multiplied 243 by 3 to get 729; or any other acceptable method.
| x | 3x | 3x |
|---|---|---|
| 6 | 18 | 729 |
Comparing Linear and Exponential Functions MATH NSPIRED: ALGEBRA 1
5. Why are the values for 3 x increasing faster than the values for 3x?
Answer: The values of 3 x are increasing faster than 3x because you multiply the previous number by 3 instead of adding 3 to the previous number. When you have a whole number greater than 1 repeatedly multiplied by 3, the result gets larger faster than when you repeatedly add 3.
For example, if the whole number were 2, 2 ∙ 3 = 6 while 2 + 3 = 5. The product is larger at the beginning, and the sum will never catch up. 2 ∙ 3 ∙ 3 = 18 while 2 + 3 + 3 = 8.
Teacher Tip: While multiplying whole numbers greater than 1 by a positive integer greater than 1 makes the product increase, students should recognize that when a fraction between 0 and 1 is multiplied by a constant multiplier greater than one, the results get smaller and smaller. Ex: 1/3, 1/9, 1/27,…
You might want to have students reflect on how multiplication works as repeated addition, that is 3 ∙ 2 means two 3s or 3 + 3. Thus, comparing 3 x to 3x going from x = 5 to x = 6 means for 3x you have five 3s or 3 + 3 + 3 + 3 + 3 and the next term would have six 3s or (3 + 3 + 3 + 3 + 3) + 3 where you added a 3. With 3 5 , the next term would be found by multiplying three sets of 3 5 by 3. Or, 3 ∙ 3 5 = (3 5 + 3 5 + 3 5 ). Two 3 5 s were actually added to the previous term
6. The function f(x) = 3 x is called an exponential function, while the function f(x) = 3x is a linear function. Describe the difference in the two functions.
Answer: A linear function has the variable as a factor in defining the function. In an exponential function, the variable is part of the exponent.
Move to page 2.1.
7. Drag the point on the arrow to the right to produce two graphs—one red and one blue. Use the information from the table in question 1 to identify which graph represents an exponential function and which graph represents a linear function. Justify your answer.
Answer: The dashed graph remains closer to the x-axis and is f(x) = 3x because it is increasing at a slower rate than the graph f(x) = 3 x . f(x) = 3x increases at a constant rate, 3 units vertically for every 1 unit horizontally. The solid graph, f(x) = 3 x , increases at an increasing rate.
Comparing Linear and Exponential Functions MATH NSPIRED: ALGEBRA 1
8. How do the graphs of f(x) = 3x and f(x) = 3 x support your response to question 5?
Answer: When comparing the y-values, for f(x)=3x, each time x increases by 1 unit, the y-value increases by 3 units. For f(x) = 3 x , each time x increases by 1 unit, the new y-value is 3 times the previous y-value.
9. Aaron says that the values of f(x) = 5 x will increase faster than the values of the linear function f(x) = 5x. Do you agree or disagree? Support your answer.
Answer: I agree with Aaron, because for f(x) = 5 x , the y-values be multiplied by 5 every time the x-value is increased by 1. For f(x) =5x, 5 will be added to the previous y-value each time the x-value increases by 1.
Teacher Tip: This might be a good time to ask students to give you examples of other linear or exponential functions.
TI-Nspire Navigator Opportunity: Quick Poll and Class Capture See Notes 1 and 2 at the end of this lesson.
Wrap Up:
Upon completion of the discussion, the teacher should ensure that students are able to understand:
- Expressions of the form 3x increase by repeated addition.
- Expressions of the form 3 x increase by repeated multiplication.
- Graphs of linear functions increase at a constant rate.
- Exponential functions of the form y = b x where b is greater than 0 will never have values for f(x) that are 0 or negative.
- Graphs of exponential functions of the form y = b x where b is greater than 1 increase faster than graphs of linear functions of the form y = bx.
TI-Nspire Navigator Opportunity: Quick Poll and Class Capture See Note 3 at the end of this lesson.
Comparing Linear and Exponential Functions
MATH NSPIRED: ALGEBRA 1
TI-Nspire TM Navigator TM
Note 1
Question 9, Quick Poll and Class Capture
Use Quick Poll to determine the number of students agreeing with the statement in Question 9.
Have student press / G to show the function entry line on page 2.1. Then, press the £ on the Nav Pad twice to move to f1(x) and press the ¡ until the cursor is between the base and the exponent. Press . and change the base from 3 to 5. Press ·.
Have student press / G again and press the £ on the Nav Pad once to move to f2(x). Move the cursor until it is to the right of 3 and press .. Change the 3 to a five. Press ·.
Students then drag the point on the arrow to the right to see the 2 graphs. Use Class capture to view the screens. Was Aaron correct?
You might want to have different groups of students change the coefficient of the linear equation and the base on the exponential equation to other numbers greater than one and use Class Capture to compare the results. Numbers between 0 and 1 can be used, but you will need to press Menu > Window > Zoom Out, and · before moving the point on the arrow to the left.
Note 2
Question 9, Quick Poll
1. Have students enter a linear function.
2. Have students enter an exponential function.
Note 3
Question Wrap Up, Class Capture
Have student press / + I and choose Notes page to add a new page to the file. Have students compare and contrast linear and exponential function on the page. Capture their screens and discuss their responses.
| |
Revised Assessment Syllabus(2020-21)
Class: IV
ASSESSMENT - I
English
Literature
Chapter 1-Take firm hold of the Nettle
Chapter 2-Tiddler Mouse
Chapter 3-A Champion (poem)
Chapter 4-Dolphins
Grammar
Chapter 1- Sentence
Chapter 4- Nouns
Chapter 5- Singular and Plural
Chapter 10- Tense (Simple present)
Chapter 13- Present Continuous
Chapter 18 Synonyms (pg no. 82)
Chapter 19- Antonyms (pg no. 86)
Writing skills
Unseen Passage
Chapter 1- Roman Numbers
Chapter 2- Large Numbers
Chapter 3- Addition and Subtraction
Chapter 4- Multiplication and Division
APTITUDE– A BRAIN BOOSTER SERIES
Ch. 1 - Word Maker
Ch. 2 – Jumble Letters
Ch. 3 – Alphabet Test
Tables-2 to10
Chapter 1 - The Green Plants
Chapter 2 - Adaptation in Plants
Chapter 3 - Adaptation in Animals
MATHS
SCIENCE
SOCIAL SCIENCE
Chapter 1- India – Location and Its Neighbors
Chapter 2- The Northern Mountains
Chapter 3- The Great Northern Plains
Chapter 7- Weather and Climate
Chapter 14- Our Rich Heritage
Page No. 5 to 20
Current affairs
COMPUTER
Ch-1 History of Computers (Assessed Practically)
Practical Activities-
1. Open MS Word program on the computer and type the description of-
a) Napier Bones
b) Pascaline
c) ENIAC
Ch-2 Know Your Computer (Assessed Practically)
Practical Activities-
1. Draw Block Diagram of INPUT-PROCESS- OUTPUT (MS-WORD)
2. Type a short note on System software and Application software (MS-WORD)
3. Type name of any two Input devices in WordPad
4. Type name of any two Output devices in Wordpad
साहित्य-
HINDI
पाठ- 1. जी होता है चिड़िया बन जाऊँ
पाठ -2 ईदगाह
पाठ - 3. मेरा बिपन
पाठ-4 अनोखी खोज
व्याकरण-
पाठ-1 भाषा और व्याकरण
पाठ -2 वणण ववचार रिनात्मक लेखन –
पाठ - 19 अपहठत गदयांश
पाठ -22 निबांध लेखि
G.K.
Chapter 1- The Four Harmonious Friends Chapter 2- The Copper Coins
CLASS ACTIVITY
English:- Students will make a card :- Topic ‘My Mother’
Maths : - Students will make a decorative clock by using an old C.D.
Science: -
Students will be taken to the school’s garden. They will learn about various plants and their adaptation.
S.SC: - Quiz: - On the topic -“Indian States, Union Territories and their capitals”.
G.K:- Group discussion: - On the topic - Monuments of Rajasthan.
Hindi : -
“ चिड़ियों का उिता संसार ” विषय पर कक्षा में विचार विमर्श वकया जायेगा।
INTEGRATED PROJECT TOPIC-UNITY IN DIVERSITY
English : Write a letter to your best friend Topic: India the land of Unity in Diversity.
G.K:
Make a collage of different cultures of the world .
Maths :
List the total number of official languages, festivals, states of India (multiply each by 36 and then divide the same by 12.
Science : Monsoon is an unifying bond between the farmers of India. In the given format make a table show how crops are depended on it .
| Crops | State | Soil | Climate | Rainfall |
|---|---|---|---|---|
| Wheat | | | | |
| Rice | | | | |
| Coffee | | | | |
| Sugarcane | | | | |
S.Sc : 'India is a land of different caste ,culture, language, religion but yet it is Unite'.
Make a table in the given format to show this .
| State | language | culture | Staple Food | Dresses | Main festivals |
|---|---|---|---|---|---|
Hindi : ककन्ही छः धर्मो के चिन्हो के चित्र चिपका कर उनका संक्षिप्त वर्णन कीजिये।
Assessment -2
ENGLISH
Literature
Chapter 6-The Snare (Poem)
Chapter 8- How Daddy decided what he wanted to be
Chapter 9- Daddy fell into the Pond (Poem)
Chapter 10- The King with dirty feet
Grammar
Chapter 6- Nouns Gender
Chapter 7- Nouns Possessions
Chapter 8 – The Verb
Chapter 9 –Subject- Verb Agreement
Chapter 18 – Synonyms (Pg. 83)
Chapter 19- Antonyms (Pg. 87)
Writing skills
Advertisement
Diary writing
Chapter 5 - Multiples and Factors
Chapter 6 - Estimation
Chapter 7 - Fractions
Chapter 8 - Decimals
MATHS
APTITUDE– A BRAIN BOOSTER SERIES
Ch.7- Series
Ch.8- Classification
Ch.10- Coding
Ch.11- Coded Relations
Tables-2 to14 (Addition and Subtraction)
SCIENCE
Chapter 4 - Reproduction in Animals
Chapter 5 - Teeth and Digestion
Chapter 6 - Our Food
SOCIAL STUDIES
Chapter 5- The Southern Plateau
Chapter 6- The Coastal Plains and The Islands
Chapter 8- Soil- Our Natural Resource
Chapter 9- Our Natural Resources, Forests and Wildlife
G.K
Page No. 21 to 35 Current Affairs
Current Affairs
CH-3 MORE ON MS WINDOWS XP
Practical Activities-
1. Using WordPad write short note on MS Windows Operating System.
2. Save this file on Desktop by name Operating System.
3. Create a new folder on desktop with your name.
4. Move Operating System file to the folder.
Ch-4 LOGO COMMANDS
Practical Activities-
1. Type the steps to start MSW LOGO in WordPad .
COMPUTER
3. Draw following alphabets on LOGO Screen.
M W A
M.SC
Chapter 3- Ramakrishna's Vision
Chapter 4- Birbal caught the Thief
साहित्य -
पाठ - 5 मैं तैयार ह ँ
पाठ - 6 झरना
पाठ -7 रोबोट मेरा दोस्त पाठ -8 लाज़वाब उत्तर
व्याकरण –
पाठ -3 संज्ञा
पाठ -6 सववनाम रिनात्मक लेखन –
पाठ - 17 चित्र लेखन
पाठ - 19 अपहठत गदयांश
CLASS ACTIVITY
ENGLISH : Students will make Hand Puppets with old socks and will narrate an incident.
MATHS : Paper activity topic- Fractions.
SCIENCE : Making of 'First Aid Box'.
S.Sc :
‘Tour Diary’ Students will make a list of places they want to visit in Northern Mountains.
G.K :
Rakhi Making Activity Topic: Bond between brother and sister.
HINDI
HINDI: बच्िो द्वारा हहंदी हदवस के उपलक्ष्य पर एक सुन्दर उजतत ललखवाई िाएगी।
Assessment -3
ENGLISH
Literature
Chapter 12- Where go the Boat's (Poem)
Chapter 13- Pongal: A Rice Harvest Festival
Chapter 14- Birbal goes to Heaven
Chapter 15- Laughing Song (Poem)
Grammar
Chapter 12- Simple Future Tense
Chapter 15- Future Continuous Tense
Chapter 16- Conjunctions
Chapter 18 – Synonyms (pg. 83- 84)
Chapter 19 – Antonyms (pg. 87-88)
Writing skills
Notice Writing
Informal letter
Chapter 09 - Measurement
Chapter 10 - Unitary Method
Chapter 11 - Money
Chapter 12 - Time
APTITUDE– A BRAIN BOOSTER SERIES
Ch.12- Grouping of Figures
Ch.13- Pattern
Ch.14- Embedded Figures
Ch.15- Images
Ch.16- Counting the Relations
Ch.17- Guess the Word!
(Addition, Subtraction, Multiplication, Division)
SCIENCE
Chapter 7 - Our Clothes
Chapter 8 - Being Safe
Chapter 9 - Solid, Liquid and Gas
S.SC
Chapter 4- The Western Desert – The Thar
Chapter 10- Agriculture
Chapter 11- Our Industries
MATHS
Chapter 12- Our Human Resources
Page No. 36 to 49
Current Affairs
Ch-6 MORE ON MS WORD
Practical Activities-
1. Type in WordPad- Steps to start MS Word
2. Type the poem given on page no.68 in MS Word.
3. Use Thesaurus and search the meaning of following words-
Thought, encouraging, travelling
Ch-7 WORD FORMATTING-
Practical Activities-
1. Write the functions of the following keyboards shortcuts using MS Word-
a) Ctrl + B
b) Ctrl + U
c) Ctrl + I
d) Ctrl + Shift +C
e) Ctrl + Shift + V
f) Ctrl + D
2. Type Leave Application to your class teacher regarding leave in MS Word.
M.SC
Chapter 5- Sushant's Determination
Chapter 6- Aarav and his brother
HINDI
साहित्य -
पाठ - 9 सबका साइबर कैफ़े
पाठ - 10 शुतुरमुगव
पाठ -11 बुद्चि का कमाल
पाठ-12 खेलो -क दो , खुश रहो
व्याकरण –
पाठ -7 ववशेषण
पाठ - 8 क्रिया
रिनात्मक लेखन -
G.K
COMPUTER
पाठ -20 किािी लेखि
पाठ -21 पत्र लेखि (औपचाररक )
CLASS ACTIVITY
ENGLISH :
Speaking Skills: Conversation between students about the positive and negative effects of social media.
MATHS : Activity to understand symmetry by using paper folding.
SCIENCE:
Bring few grains of four different types in a small pouch/ polybag, Paste and label them on a sheet.
S.SC :
Crossword puzzle on topic ‘ Desert’ .
G.K :
Quiz on topic ‘ Superlatives of India.’
Hindi :
"रोबोट की दुननया" ववषय पर बच्िो द्वारा रंगीन कागि, गत्त्ते व धागो द्वारा सुन्दर रोबोट बनवाये िायेंगे।
Integrated project
Topic-Entertainment
English :
Write an entertaining short story while keeping a famous actor/actress in your mind .
Science :
List the inventions /gadgets that science and technology has given to mankind for entertainment. Also mention its one merit and one demerit.
S.SC :
‘Dances are a way of Entertainment’ . Write about any 5 different dance forms of India also paste pictures for the same.
Maths : List the total no. of movies of the following actors and complete table.
| Name | No.of movies b/w 1999-2010 (a) | Year of First movie (b) |
|---|---|---|
| Amithabh Bacchan | | |
| Akshay Kumar |
|---|
| Salman Khan |
| Madhuri Dixit |
| Kareena Kapoor |
G.K :
Paste pictures of any five politicians who are also great entertainers.
Hindi :
लसनेर्मा कलाकारों के अनेक स्तरो पर ककये गए कायों पर प्रकाश डालते हुए एक अनुच्छेद ललखखए। ( सर्माि सेवा व रािनीती िेत्र )
Assessment -4
ENGLISH
Chapter 16- Alexander Graham Bell
Chapter 17- The Blue Jeans Story
Chapter 18- My sister's Ice Cream Cone (Poem)
Chapter 20- Evening by the Fireside (Poem)
Grammar
Chapter 3- Parts of Speech
Chapter 11- Simple Past
Chapter 14 Past Continuous Tense
Chapter 20 - Phonics
Chapter 18- Synonyms (pg. 84)
Chapter 19 – Antonyms (pg. 88)
Writing skills
Unseen Poem
Biography
MATHS
Chapter 14 - Perimeter and Area of Rectilinear Figures
Chapter 16 - Data Handling (Addition, Subtraction, Multiplication, Division)
APTITUDE– A BRAIN BOOSTER SERIES
Ch.18 – Logical Puzzles
Ch.19 – Age Puzzles
Ch.20 - Relations
Ch.21 - Ranking Ch.22 - Directions Tables-2 to20
Science
Chapter 10 - Force, Work and Energy
Chapter 11 - Weather, Air and Water
Chapter 12 - The Solar System
S.SC
Chapter 13- Our Water Resources
Chapter 15- Minerals and Energy Resources
Chapter 16- Our Fundamental Rights and Duties
Chapter 18- People Who Won Fame
COMPUTER
Ch- 8 COMPUTER NETWORK ANDD INTERNET
Practical Activities-
1. Describe Internet in short using MS Word.
2. Search for the information on "COVID 19 VIRUS PRECAUTIONS"
3. Type any 5 popular search engines in Word Documents.
4. Write about main parts of Internet Explorer in Word document.
Ch-9 MS POWERPOINT
Practical Activities-
1. Write down the steps to start PowerPoint in MS WORD.
2. Create a presentation on the topic "Save Our Earth". It should have appropriate pictures.
3. Create a presentation on the topic "My Self". The presentation should have at least 3 slides.
G.K.
Page No. 50 to 62 Current affairs
Chapter 7-Angry Amit
M.Sc.
Chapter 8- How to win and lose gracefully
Chapter 9- Importance of Yoga
HINDI
साहित्य -
पाठ - 13 मिुछत्ता
पाठ - 14 साडकेन का त्योहार पाठ- 15 पररश्रम का महत्त्व
व्याकरण –
पाठ-9 अशुद्चि शोिन पाठ -13 ववराम चिह्न
रिनात्मक लेखन –
पाठ -21 पत्र लेखि (अिौपचाररक )
*अपठठत पद्यांश
CLASS ACTIVITY
English :
Students will narrate any funny incident which they have seen or experienced while eating an ice- cream or gol-gappa
Maths :
Students will learn bar graph expression by showing the no. of boys and girls in classes 3 rd to 5 th .
Science :
Students will make any one simple machine eg. Incline plane, axe etc.with waste material.
S.SC :
Speak about your favourite king in ancient India. (Ashoka, Porus,
Akbar etc.)
G.K :
Group discussion :Topic 'Save Energy.'
HINDI :
नाटकीय अलिव्यजतत :(पाठ आठ के आधार पर )
| |
Stepping Stones for Stepfamilies
Understanding a Child's Realities
Charlotte Shoup Olsen, Ph.D., CFLE, Professor and Family Studies Specialist
Children look at the world differently than adults. Much of what they understand depends on their age. At each age, there are certain feelings and reactions children will experience.
Being a part of a stepfamily can be exciting. Because of all the changes, children need support to handle the stresses of their new situation. Forming a stepfamily may feel like a loss. Children who have experienced separation and divorce always hope their parents will get back together.
The new stepfamily shatters their hopes and forces them to deal with the divorce being final. This can be difficult.
Even when the children know and like the stepparent and are looking forward to the new family, they cannot forget the loss of their old family.
The relationship between a parent and their children will change. The parent's time, affection, attention, and finances will be shared with the new partner. If the stepparent has children, even more sharing will occur.
For some children it is a happy event to have a new family with more brothers and sisters. For others, the many changes and uncertainties are difficult and challenging.
Lesson 4
Children will experience changes in their routines and responsibilities with the formation of a stepfamily. The parent who involved children in decision making and expected them to help with household responsibilities prior to the stepfamily may now turn to the partner.
This change may leave children, especially teenagers, feeling rejected and unimportant. This may also cause tension and resentment to build toward the stepparent. Changes may make the children feel sad or angry. As a parent, you can recognize these feelings. Encourage them to talk about their feelings, rather than act them out.
A counselor or support group can be helpful for children who experience a great deal of difficulty.
Living space becomes an issue. The child may wonder, "Is there room for everyone in our house?" Children may worry about fitting into this new household.
Whether the new household is the primary home, the home where they visit, or the home where they stay for short periods of time, there are many questions and fears that will cause stress.
Children need their own space. Making room for each child's belongings is important and will help the child feel more a part of the family. The space might be:
* A bedroom.
* A drawer.
* A closet.
* A shelf.
* The corner of a room.
Personal and private space is especially important for children who visit part-time. They need to feel part of the household and not just a visitor.
Children need to be involved in planning and helping with family chores and daily activities. This too will make them feel more a part of the family.
Roles and rules will be challenged and changed when a stepfamily is formed. The addition of new family members brings confusion and conflict.
2
K-State Research and Extension —
Two families with different habits and values must decide how to function. Decisions must be made about everything including schedules, eating routines, and even recreational choices.
These decisions do not have to be made all at once.
If differences in styles and values between members of the new family are not discussed and dealt with, they will become constant sources of stress.
Deciding on "names" can be troublesome. Stepchildren often do not know what to call the stepparent.
* What does the stepparent want to be called?
* How does the parent feel about what the stepparent is called?
* Is the stepchild comfortable with the name?
Many names are possible. Sometimes the stepparent is referred to as:
* My other mother or father.
* My second mom or second dad.
* Mom or Dad.
* Their first names.
Research shows the name used for the stepparent is no indicator of the quality of the relationship.
If the child seems a bit uncertain, it might be helpful to talk together to help the child decide. Communicating with the child and agreeing on a name comfortable
Understanding a Child's Realities for the stepchild and stepparent is a positive step in building a new relationship.
Children also want to know what to call this new family. As Lesson 1 indicated, a family discussion and agreement on what to call your new family will be helpful to all family members. This means different persons can use different names and it is okay with everyone. Mutual agreement upon names for stepfamily members and for the family unit builds family unity and identity.
Stepping Stone: Understanding Changes Children Experience in Stepfamilies
Stepfamilies vary greatly when it comes to the number and ages of children. With the addition of other children to the family, a child may experience a change in birth order. For example, the youngest child may become a middle child overnight.
An only child may become the oldest child with younger stepbrothers and stepsisters. This shift in birth order causes many changes for the child.
Sibling rivalry is common to all families, but the stepfamily will likely experience a great deal of conflict during the first 18 to 24 months. It takes time to work out the new relationships.
Children's ages are important in stepfamilies. Children at various ages respond differently to family changes. Research indicates that children ages 9 to 15 may have the hardest time adjusting to stepfamily living. Children ages 15 and older are concerned about a growing independence from the family. They might even welcome the thought that their parent will shift attention from them to a new partner.
It is important, therefore, for parents and stepparents to learn the developmental changes naturally occurring in children. Children of different ages require different approaches.
Becoming knowledgeable of these natural changes will help you cope and not feel responsible for all the conflicts that occur.
K-State Research and Extension —
Young Children
They may experience guilt over the breakup of the first family, fear the loss of a parent, or may spend time thinking about putting Mommy and Daddy back together. To them, nothing is ever final.
Yet young children adapt to stepfamilies with fewer conflicts and less hassles than older children. They tend to adjust easily to two homes and two sets of rules.
However, it is not unusual for young children to revert to baby-like behaviors. This happens when they are under stress or their schedules are disrupted. They may cry more. They may not sleep through the night. They may cling to a parent.
To help young children:
* Talk about what is happening in their lives and what they should expect.
* Use simple language and explanations.
* Reassure the child both parents love them.
* Try establishing a routine. Young children need things that are predictable. Prepare the child for changes in the routine ahead of time. Talk to them about details. For example, tell your child that a step-sibling will be coming to dinner tonight. Tell your child what your family will do while the stepsibling is there. If the two are both young, talk to your child about sharing toys and playing together.
* Let the child know it is okay to love the stepparent. A child should not be forced to choose between parents, stepparents, or other important people in their lives. This can be very difficult for the child.
* Remember crying and clinging are normal for young children who are confused and upset. Comfort and reassurance are important in helping them adjust.
School-aged Children from 6 to 12
They express their feelings more openly than younger children. School-aged children tend to sense family tensions very easily. The following behaviors may be
Understanding a Child's Realities
3
signs they are having difficulties dealing with the changes:
* Having problems in school.
* Doing poorly in subjects in which they normally do well.
* Isolating themselves from friends.
* Withdrawing from activities.
Encouragement from parents and stepparents will help children talk about their problems and fears.
To help school-aged children:
* Involve them in family discussions and decisions whenever possible. Tell children about plans that affect them.
* Make sure they know and understand they did not cause their biological parents to separate or divorce.
* Let your children know even though you get angry at them for their actions or behavior, you still love them. Help them understand you will accept their feelings, but not their behavior.
* Keep plans and promises you make with your children. This helps them feel more secure.
* Invite your children to share their thoughts and feelings. Listen to them and reassure them their feelings are okay.
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4
The Teen Years
They can be stressful in any family. Teenagers are learning to break away and become more independent. They often switch back and forth between wanting to be looked after and wanting to be independent.
Conflicts with stepparents are more common with teens than with younger children. Now that there is another adult in the family, teenagers may feel they are being pushed back into childhood. This can cause resentment toward the stepparent.
The parent and stepparent should try and involve teens in many family decisions. When a teenager's responsibilities are changed, it should be discussed.
For instance, if the teenager is no longer expected to babysit their natural brothers and sisters, the parent and stepparent should talk to him or her about the reasons for the change. If teens feel their contributions to the family and opinions on family matters are valued, it will help reduce the number of conflicts.
Teens turn to their peer group for support rather than parents or other family members. Teens may never establish a close relationship with stepparents. This distant relationship does not mean you have failed as a stepparent or as a family.
Resist blaming yourself for the lack of a meaningful relationship with teen stepchildren. This is often a stepfamily reality.
Stepfamilies with teens will benefit if:
* Teens are given some options when to be involved with the stepfamily. Allow teens the opportunity to help define their role and expectations in certain stepfamily activities. For instance, they may have no interest in going to a school activity for a stepbrother or stepsister. Forcing the issue might create more conflict than family unity.
* Teens are included in decision making and establishing stepfamily roles and rules. This will help them feel important and valued.
* Teens are given time to themselves. Try not to shower them with attention and affection. They will only resent it.
Understanding a Child's Realities
* Teens are given privacy. They can be assured that step or biological siblings or parents will not bother their things and will honor a closed bedroom or bathroom door.
* Teens are encouraged to respectfully share their viewpoints and observations on family issues. Accepting these views and feelings is important. However, it doesn't mean parents and stepparents have to accept rude and inconsiderate behaviors. Furthermore, parents and stepparents need to be respectful to the children, even when disagreeing.
Stepping Stone: Accept the Fact that Parenting Stepchildren is Different
Studies rank child rearing among the highest sources of difficulty in stepfamilies. Conflict and stress will exist regardless of the ages of the children, but they can be reduced by:
* Allowing children the opportunity to vent their frustrations.
* Keeping promises and plans that involve the children.
* Developing consistent expectations for behavior.
Disciplining children is hard. Disciplining stepchildren is even harder. In most stepfamilies, two systems of discipline must be combined and adjusted.
This situation is especially true when there are older children or teenagers familiar with one particular approach. Making discipline changes and establishing new roles and rules in a stepfamily is no easy task and will take time.
Stepparents are advised to leave much of the disciplining up to the biological parent at first. The stepparent's role is supporting the partner in discipline situations.
Time is needed for children to learn to respect and trust a stepparent before accepting discipline from them. The stepparent and parent also need time to discuss their differences on child discipline. They need to agree on what will work best for them.
However, if a stepparent is left alone with the stepchildren, the stepparent needs to discipline. This
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will be more effective if the biological parent, prior to leaving, has transferred authority to you with the children present.
For example, "Jan and Scott (children), you know that I will be gone for five days. While I'm gone, we have agreed Susan (stepparent) will be in charge. If there is a problem while I'm gone, Susan will handle it."
The stepparent should also respond to stepchildren's misbehavior directed at them. If a child makes a mess of the stepfather's personal desk drawer, the stepfather should respond and not wait for or expect the parent to discipline.
Stepping Stone: Present a United Front
Just as in any family, dealing effectively with discipline requires a unified approach. Parents and stepparents must reinforce each other and be consistent with their discipline practices.
Children who are able to use one adult against the other will soon have control of the situation. If the rules and consequences have been agreed upon by everyone, the whole family will feel more secure.
The lives of children in stepfamilies are much like life in any family. The changes that come when a stepfamily is formed bring opportunities to grow and learn. A parent and stepparent who care and can talk things out together and with the children are taking the necessary first steps for building a strong stepfamily.
Week 4 Activities
1 — Sharing Family Chores
Dividing household chores equally among family members helps children to learn responsibility.
This activity makes sure children get to do every chore at least once. This is a fair way to distribute chores and a good way to introduce children to all household tasks.
* You will need a cookie jar or screw top jar, two colors of construction paper, and pencils or pens. Schedule a family meeting to:
Understanding a Child's Realities
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6
* Make a list of chores (inside and outside) family members can help to do.
* Mark a "W" next to weekly chores.
* Mark a "D" next to daily chores.
* Cut construction paper into "chore" strips. Write one daily chore on a strip of the same color and one weekly chore on each strip of the other color. Put chore strips into the jar. Have the family decide how long each chore duty period should be (one week, two weeks, or a month).
* Decide how many slips of each color family members should draw for each chore duty period. Discuss how the number of individual assignments should reflect the different ages and abilities of family members. Your family may agree to make a separate jar for the very young children filled with easier tasks.
* Have family members draw from the jar at the beginning of each chore-duty period.
* Review each person's chores to make sure the more time-consuming and strenuous chores are distributed fairly.
* At the end of each chore-duty period, evaluate the process and repeat the drawing. You may decide to assign chores for longer periods so that family members develop more expertise on the job.
2 — Building a Sense of Belonging
Think about how many people there are in your stepfamily. The actual number may vary as noncustodial children visit and custodial children go to visit the other parent.
* Think about the names of all these people, both first and last names and what the parents/ stepparents are called by different children. List all of these names on paper.
* Using a large piece of paper and markers or crayons, draw a house with enough spaces for "rooms" to include all the family members listed. If custodial children share rooms with noncustodial
K-State Research and Extension —
children when they visit, put their names in the same room.
* Include noncustodial children's names to show they are sometimes a part of the household. Use whole names of each family member in their "room." In the parents' room, put in parentheses what they are called by the noncustodial children and custodial children.
* After placing everyone in his or her "room," place the stepfamily name on the roof or under the picture of the house so everyone is included. (i.e. "The Brown/Smith Family") Next, stepfamily members draw in their favorite possessions in their own rooms. The completed picture can be placed on the refrigerator or in a special place.
3 — Determining Family Rules
Family rules can be a special challenge in stepfamilies. Rules may have been different in previous families. Some children move back and forth between two households with different rules.
This activity will help stepfamilies clarify family rules and increase the likelihood all family members understand them.
* Make a copy of the worksheet from the last page of this lesson for each family member or write out the questions so each person can answer the questions independently. Follow the directions on the worksheet. (If you have young children, you might want to do the worksheet and discuss it at a level appropriate to the children's understanding.)
* After everyone has finished with the worksheet, discuss your answers as a stepfamily. This needs to be done in an accepting and understanding way. Remember people are sharing the way they see things.
* After each person has an opportunity to share, discuss the differences. If these differences are few, try to agree about what you want the rule to be.
* If there are many differences of understanding, work on only one easy rule now and schedule time to talk about and work out others at later times.
Understanding a Child's Realities
Be sure to schedule a specific time and honor that commitment.
It is important parents let the children know it is acceptable to have one set of rules at one house and another set of rules at another.
References
Ganong, L. H., & Coleman, M (2004). Stepfamily relationships: Development, dynamics, and interventions. New York: Kluwer Academic/Plenum Publishers.
Gottman, J. (2012). Why marriages succeed or fail… and how you can make yours last. New York: Simon & Schuster.
Pasley, K., & Garneau, C. (2012). "Remarriage and stepfamily life." In F. Walsh (Ed.), Normal family processes: Growing diversity and complexity. New York, New York: The Guilford Press.
The activities were taken from Renew for Strengthening Stepfamilies, a five-part publications by Stephen F. Duncan and Geneva Brown, Montana State University Extension Service.
Acknowledgments
Building Strong Stepfamilies, a seven-part letter series written by Judith J. Winckler, Cornell University Cooperative Extension, Broome County, New York, 1992, was used as a primary resource for the original publication series which was supported by a grant from the United Methodist Health Ministry Fund, Hutchison, Kansas.
Thanks to Gayle Price, the original author of this lesson. Stepping Stones for Stepfamilies, Lesson 4: Understanding a child's realities. (1997) Manhattan, KS: Kansas State University Agricultural Experiment Station and Cooperative Extension Service.
Thanks to Elizabeth Brunscheen-Cartagena for reviewing this lesson and translating it into Spanish.
Author
Prepared by Charlotte Shoup Olsen, Ph.D., CFLE, Extension Specialist, K-State Research and Extension and Kansas State University School of Family Studies and Human Services.
K-State Research and Extension — Understanding a Child's Realities
7
Family Rules Worksheet
Family rules may cover a lot more than you ever thought about.
This worksheet is a way to help understand some of the rules that may exist in your family.
Think carefully about the following questions and statements, and then fill in the blanks or choose the answer that fits the way you think it is in your family.
Be sure to answer the way you see it, not the way you think it ought to be or the way you think someone else in the family thinks it should be.
Questions
1. Something we do as a family every week is__________________________________.
2. The way we usually make family decisions is _______________________________.
3. I know what my chores or duties are. I am supposed to________________________.
4. If I don't do my chores or carry out my duties . . . (write what will happen) ______________________________________________
________________________
5. If I got hurt or had a problem, I would know I could go to_______________ for help.
6. When it's meal time in my family, we … (choose one of these answers or write down your own to fit your family)
* ___ All sit down and eat together.
* ___ Each eat what we want when we're hungry.
* ___ Do different things at different times.
* ______________________________________________________________
7. (For children) I usually know, before I ask, what I will be allowed to do or not be allowed to do. Yes No
8. (For children) My ________________is the one I ask for permission to do something special, like spend the night with a friend or have a friend over.
9. (For parents) When the children ask, I usually make decisions without feeling the need to first talk with my partner about ________________________________________________.
10. (For parents) I consult with my partner before giving an answer if the decision involves ______________________________. (Your responses may vary depending on which child you are dealing with.)
Publications from Kansas State University are available at: www.ksre.ksu.edu
Publications are reviewed or revised annually by appropriate faculty to reflect current research and practice. Date shown is that of publication or last revision. Contents of this publication may be freely reproduced for educational purposes. All other rights reserved. In each case, credit Charlotte Shoup Olsen, Ph.D., CFLE, Extension Specialist, Stepping Stones for Stepfamilies, Lesson 4: Understand ing a Child's Realities, Kansas State University, October 2014.
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States Department of Agriculture Cooperating, John D. Floros, Director. MF2238D rev. October 2014
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Grade 7
Civics and Economics
Civic and economic education also must emphasize the intellectual and practical skills required for responsible citizenship. Students will learn to consider their own talents, aptitudes, personalities, and market demand as they explore future decisions. Students will practice these skills both inside and outside the classroom as they extend their understanding of the essential knowledge defined by the standards for Civics and Economics.
Standards for Civics and Economics examine the roles citizens play in the political, governmental, and economic systems in the United States. Students will examine the foundational documents and principles with which the constitutions of Virginia and the United States were established, identify the rights, duties, and responsibilities of citizens, and describe the structure and operation of government at the local, state, and national levels. Through the economics standards, students will compare the United States economy to other types of economies and consider the government's role in the United States economy. Students will investigate the process by which decisions are made in the American market economy and explain the government's role in the United States economy. The standards identify personal character traits, such as patriotism, respect for the law, willingness to perform public service, and a sense of civic duty, that facilitate thoughtful and effective active participation in the civic life of an increasingly diverse democratic society.
Skills CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues;
a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;
h) i) j)
using a decision-making model to analyze and explain the costs and benefits of a specific choice; applying civic virtue and democratic principles to make collaborative decisions; and
d)
determining the accuracy and validity of information by separating fact and opinion and recognizing bias;
defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.
Thinking Map Images for Copying and Pasting
VUS Curriculum Framework, Additional icivics resources,
In top row, click the number of the CE # to go to that SOL
Q2 Ce 5, 2, 3
international borders.
Q3 Ce 9, 10, 11
Q4 Ce 12, 13
| Q1 Ce 14, 6, 7, 8 | Q2 Ce 5, 2, 3 | Q3 Ce 9, 10, 11 | |
|---|---|---|---|
| Essential Understandings | Essential Knowledge | | Skill Focus and Exemplars |
| | | | Ce 1 Skills in ( ) |
| | | | (Instructions for linking to a Google |
| | | | Doc) |
| CE.14 The student will apply social science skills to understand personal finance and career opportunities (2 weeks) | Human capital Career planning starts with self- assessment. A strong work ethic. Higher skill and/or education levels generally lead to higher incomes. Supply and demand also influence job income. Keep pace with technological changes by updating skills. Technological advancements create new jobs. Technology and information flows permit people to work across international borders. | a) identifying talents, interests, and aspirations that influence career choice; b) identifying human capital such as attitudes and behaviors that strengthen the individual work ethic and promote career success;(1h) c) identifying human capital such as abilities, skills, and education and the changing supply of and demand for them in the economy; d) examining the impact of technological change and globalization on career | |
globalization on career opportunities;(1d)
How a Bill becomes a law - 6c
Presidential T-Shirts project- 6d
CE.7 The student will apply social science skills to understand the American constitutional government at the state level (2 weeks)
The Virginia Constitution distributes power.
The legislative branch is the General Assembly, a bicameral legislature.
The executive power is exercised by the governor.
The lieutenant governor and the attorney general.
The judicial power is exercised by a court system that consists of four levels of courts.
The Constitution of the United States of America establishes a federal form of government.
The powers reserved for the states.
Certain powers denied to both the national and state governments.
Concurrent powers.
a) describing the structure and powers of the state government;(1c)
b) explaining the relationship of state governments to the national government in the federal system;(1c)
c) explaining and/or simulating the lawmaking process; (1j)
d) describing the roles and powers of the executive branch and regulatory boards. (1a)
Ce 7a Vocabulary definitions
Ce 7b Vocabulary definitions
- 7b Federalism (Venn Diagram)
Primary responsibilities of each level of government.
Tensions exist when federal mandates require state actions without adequate funding.
CE.5 The student will apply science skills to understand the political process at the local, state, and national levels of government (3 weeks)
funding from its ability to raise revenue in addition to money that the state provides.
Differences between parties.
An elected board of supervisors is responsible for passing laws (ordinances) in counties.
Strategies for evaluating campaign speeches, literature, and advertisements for accuracy.
Third parties (ex. Green Party, Constitution Party, Libertarian Party, etc.).
Mass media roles in elections.
Legislation and constitutional amendments.
Rising campaign costs.
Campaign finance reform.
Qualifications to register to vote in Virginia.
How to register to vote in Virginia.
Reasons why citizens fail to vote.
Electoral College Process. The Electoral College casts the official vote for president and vice president.
Factors in predicting which citizens will vote.
a) describing the functions of political parties; (1d)
c) analyzing campaigns for elective office, with emphasis on the role of the media;(1a,b)
b) comparing and contrasting political parties;(1d)
d) evaluating and explaining the role of campaign contributions and costs;(1c,e)
f) describing the role of the Electoral College in the election of the president and vice president.(1e)
e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections;
Create campaign posters for candidates and/or issues - 5ab
Propaganda Techniques lesson -5c
Political Party Brochure -5ab Political Party Brochure rubric
Honest Politician Video - 5cd
Propaganda Techniques gallery walk -5c
Electoral College interactive maps 270towinit.com -5f iCivics -Win the White House - 5ef
Mock Election/Debate
-5b
(Venn Diagram)
CE.2 The student will apply social science skills to understand the foundations of American constitutional government (3 weeks)
Fundamental political principles.
Purposes of United States government.
Influence of earlier documents on the Constitution of the United States of America.
The Preamble to the Constitution of the United States of America.
Constitution of Virginia (amending).
Constitution of the United States (amending).
a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government;
c) describing the purposes for the Constitution of the United States as stated in its Preamble; and
b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights;(1a)
d) describing the procedures for amending the Constitution of Virginia and the Constitution of the United States.
icivics games - 2a
Anatomy of the Constitution -icivics - preamble, articles, amendment process
Brace map of the Constitution
Just Right Govt -Articles of Confederation -2b -lesson icivics - You got Rights - 2b
Just Right Govt -Articles of Confederation -2b -sheets(ppt)
View excerpts from primary sources--2b
Tree map of the Founding documents- 2b
Illustrate the principles of the earlier documents--2b
Preamble in 52 parts -2c
Schoolhouse Rock Preamble song 2c
CE.9 The student will apply science skills to understand the judicial systems established by the Constitution of Virginia and the Constitution of the United States (5 weeks)
Terms to Know: jurisdiction, original jurisdiction, appellate jurisdiction, felony, and misdemeanor.
Virginia, like each of the other 49 states, has its own separate court system whose organization and jurisdiction are derived from Virginia's constitution and state laws.
The United States has a court system whose organization and jurisdiction are derived from the Constitution of the United States and federal laws.
Judicial Review.
Marbury v. Madison.
Criminal case (definition).
The Constitution of the United States of America is the supreme law of the land.
Civil case (definition).
Procedure for civil cases. Due process of law definition and
Procedure for criminal cases.
e) evaluating how civic and social duties address community needs and serve the public good.(1i)
b) describing the exercise of judicial review;
a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction;
c) comparing and contrasting civil and criminal cases; (1j)
d) explaining how due process protections seek to ensure justice.
SpongeBob civil trial video - 10c You, the Jury-trial video - 10c
Show the 1957 movie "Twelve Angry Men" - use the questions in civics resource folder- 9c
- 9c
Students Perform scripted trials: Stolen computer Scripted trial
Texting while driving scripted trial protections.
Command economy. Mixed economy.
CE.12 The student will apply social science skills to understand the United States economy (4 weeks)
CE.13 The student will apply social science skills to
Characteristics of the United States economy.
Government intervenes in a market economy when the perceived benefits of a government policy outweigh the anticipated costs.
The United States economy has characteristics of a free market economy; but because it has some aspects of command and traditional economies it is characterized as a mixed economy.
Terms to know: price, demand, supply,and equilibrium price. Basic types of business ownership.
Entrepreneur.
Private financial institutions.
Entrepreneurs increase competition by bringing new goods and services to market or delivering products in innovative ways. They often foster technological progress and economic growth. Economic flow (circular flow).
Reasons that states and nations trade.
Global economy (definition).
Impact of technological innovations.
Ways the government promotes marketplace competition.
a) describing the characteristics of the United States economy, including limited government, private property, profit, markets, consumer sovereignty, and competition;(1c,h,f)
c) describing the types of business organizations and the role of entrepreneurship;
e) explaining how financial institutions channel funds from savers to borrowers
b) describing how in a market economy supply and demand determine prices;
-12a
Fear the boom and bust-Rap anthem-12b
Fear the boom and bust II-12b
Circular Flow 12d
13e- Warning labels page
d) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact;
f) analyzing the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.
a) examining competition in the marketplace;
understand the role of government in the United States economy (5 weeks)
Government agencies that regulate and promote competition in the marketplace.
Government agencies establish regulations that protect public
b) explaining how and why government provides certain goods and services;
13bc - Monty Python video - What have the Romans done for us?
health and safety, and promote competition.
Three types of money generally used in the United States.
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HS.Matter and Energy in Organisms and Ecosystems
HS.Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.]
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar
molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
[Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include
the details of the specific chemical reactions or identification of macromolecules.]
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.]
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Developing and Using Models
Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.
[x] Use a model based on evidence to illustrate the relationships between systems or between components of a system. (HSLS1-5),(HS-LS1-7)
[x] Develop a model based on evidence to illustrate the relationships between systems or components of a system. (HS-LS2-5)
Using Mathematics and Computational Thinking Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
[x] Use mathematical representations of phenomena or design solutions to support claims. (HS-LS2-4)
Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent studentgenerated sources of evidence consistent with scientific ideas, principles, and theories.
[x] Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS1-6),(HSLS2-3)
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Connections to Nature of Science
Scientific Knowledge is Open to Revision in Light of New Evidence
[x] Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. (HS-LS2-3)
LS1.C: Organization for Matter and Energy Flow in Organisms
[x] The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5)
[x] The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6)
[x] As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. (HS-LS1-6),(HS-LS17)
[x] As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7)
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
[x] Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2-3)
[x] Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4)
[x] Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5)
PS3.D: Energy in Chemical Processes
[x] The main way that solar energy is captured and stored on Earth is through the complex chemical process known as
May 2013
and reprinted with permission from the National Academy of Sciences.
©2013 Achieve, Inc. All rights reserved.
Systems and System Models
[x] Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between systems at different scales. (HS-LS2-5)
Energy and Matter
[x] Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-LS1-5), (HS-LS1-6)
[x] Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems.(HS-LS1-7),(HS-LS2-4)
[x] Energy drives the cycling of matter within and between systems. (HS-LS23)
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HS.Matter and Energy in Organisms and Ecosystems
4),(HS-LS2-5);
LS2-5);
SL.11-12.5
MP.2
MP.4
HSN-Q.A.1
HSN-Q.A.2
HSN-Q.A.3
photosynthesis. (secondary to HS-LS2-5)
Connections to other DCIs in this grade-band: HS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3),(HS-LS2-5); HS.PS2.B (HS-LS1-7); HS.PS3.B (HS-LS1-5),(HS-LS1-7),(HS-LS2- 3),(HS-LS2-4); HS.PS3.D (HS-LS2-3),(HS-LS2-4); HS.ESS2.A (HS-LS2-3); HS.ESS2.D (HS-LS2-5)
Articulation across grade-bands: MS.PS1.A (HS-LS1-6); MS.PS1.B(HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3); MS.PS3.D(HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3),(HS-LS2-
MS.LS1.C(HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3),(HS-LS2-4),(HS-LS2-5); MS.LS2.B(HS-LS1-5),(HS-LS1-7),(HS-LS2-3),(HS-LS2-4),(HS-LS2-5); MS.ESS2.A
MS.ESS2.E(HS-LS1-6)
Common Core State Standards Connections:
ELA/Literacy –
RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-6),(HS-LS2-3)
WHST.9-12.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1-6),(HS-LS2- 3)
WHST.9-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience. (HS-LS1-6),(HS-LS2-3)
WHST.9-12.9
Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-6)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-LS1-5),(HS-LS1-7)
Mathematics –
Reason abstractly and quantitatively. (HS-LS2-4)
Model with mathematics. (HS-LS2-4)
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-LS2-4)
Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-4)
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-LS2-4)
May 2013
©2013 Achieve, Inc. All rights reserved.
2 of 2
(HS-
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Shincliffe CE Primary School PSHE and RSE Programme
| Year | Health and Wellbeing - Autumn | | Relationships - Spring |
|---|---|---|---|
| Reception | • The importance of and how to maintain | • To identify their special people (family, friends, carers), and what makes them special and how special people should care for one another. • To listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation). • To recognise how their behaviour affects other people. • The difference between secrets and nice surprises (that everyone will find out about eventually) and the importance of not keeping any secret that makes them feel uncomfortable, anxious or afraid. | • To identify their special people (family, friends, |
| | personal hygiene. | | carers), and what makes them special and how |
| | • About growing and changing and new | | special people should care for one another. |
| | opportunities and responsibilities that | | • To listen to other people and play and work |
| | increasing independence may bring. | | cooperatively (including strategies to resolve |
| | • To recognise that they share a responsibility for | | simple arguments through negotiation). |
| | keeping themselves and other safe, when to say, | | • To recognise how their behaviour affects other |
| | ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’. | | people. |
| | • The names for the main parts of the body | | • The difference between secrets and nice |
| | (including external genitalia) the similarities and | | surprises (that everyone will find out about |
| | differences between boys and girls. | | eventually) and the importance of not keeping |
| | • What is meant by ‘privacy’; their right to keep | | any secret that makes them feel |
| | things ‘private’; the importance of respecting | | uncomfortable, anxious or afraid. |
| | others’ privacy. | | |
| | • To judge what kind of physical contact is | | |
| | acceptable, comfortable, unacceptable and | | |
| | uncomfortable and how to respond (including | | |
| | who to tell and how to tell them). | | |
| Year 1 | • About the process of growing from young to old | • To communicate their feelings to others, to recognise how others show feelings and how to respond. • To identify and respect the differences and similarities between people. • To recognise what is fair and unfair, kind and unkind, what is right and wrong. • To recognise and challenge stereotypes | |
| | and how people’s needs change. | | |
| | • About people who look after them, their family | | |
| | networks, who to go to if they are worried and | | |
| | how to attract their attention, ways that pupils | | |
| | can help these people to look after them. | | |
| | • Rules for and ways of keeping safe on the roads | | |
| | • Introduction to mental health. About good and | | |
| | not so good feelings, a vocabulary to describe | | |
| | their feelings to others and simple strategies for | | |
| | managing feelings. | | |
| | • What constitutes, and how to maintain, a | | |
| | healthy lifestyle including the benefits of | | |
| | physical activity, rest, healthy eating and dental | | |
| | health. | | |
Year 2
Year 3
* Know how to make a clear and efficient call to emergency services if necessary
* To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them).
* How some diseases are spread and can be controlled and the responsibilities they have for their own health and that of others.
* That household products, including medicines, can be harmful if not used properly.
* To recognise what they like and dislike, how to make real informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences.
* What is meant by 'privacy'; their right to keep things 'private'; the importance of respecting others' privacy.
* To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them).
* To recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet. (Covered in Science lessons in Spring1)
* That bacteria and viruses can affect health and that following simple routines can reduce their spread.
* School rules about health and safety, basic emergency aid procedures, where and how to get help.
* The importance of protecting personal information, including passwords, addresses and images of themselves and others.
* Know how to make a clear and efficient call to emergency services if necessary
* To explore and use the 'zones of regulation'
* That there are different types of teasing and bullying, that these are wrong and unacceptable.
* That people's bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable).
* How to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help.
* To recognise when people are being unkind either to them or others, how to respond, who to tell and what to say.
* To recognise and respond appropriately to a wider range of feelings in others.
* The concept of 'keeping something confidential or secret', when we should or should not agree to this and when it is right to 'break a confidence' or 'share a secret.'
* To recognise what constitutes a positive, healthy relationship.
* That their actions affect themselves and others.
* To recognise ways in which a relationship can be unhealthy and whom to talk to if they need support.
* How to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media).
* About the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices.
* That money comes from different sources and can be used for different purposes, including the concepts of spending and saving.
* To explore the value of rule of law
* To think about the lives of people living in other places, and people with different values and customs.
* That there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment.
* To explore the value of individual liberty
Year 4
* What is meant by the term 'habit' and why habits can be hard to change.
* To recognise and challenge stereotypes.
* About the role money plays in their own and others' lives
| | | | strengthened, and that resorting to violence is |
|---|---|---|---|
| | | | never right |
| Year 6 | • To recognise how their increasing independence | • To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice based language, ‘trolling’, how to respond and ask for help). • That differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation and disability (see ‘protected characteristics’ in the Equality Act 2010). • To know where to seek advice or help and where and how to report concerns • To explore how relationships change as we get older (Secondary transition link) | • To realise the nature and consequences of |
| | brings increased responsibility to keep | | discrimination, teasing, bullying and aggressive |
| | themselves and others safe. | | behaviours (including cyber bullying, use of |
| | • How to make informed choices (including | | prejudice based language, ‘trolling’, how to |
| | recognising that choices can have positive, | | respond and ask for help). |
| | neutral and negative consequences) and to | | • That differences and similarities between |
| | begin to understand the concept of a ‘balanced | | people arise from a number of factors, |
| | lifestyle.’ | | including family, cultural, ethnic, racial and |
| | • How pressure to behave in unacceptable, | | religious diversity, age, sex, gender identity, |
| | unhealthy or risky ways can come from a variety | | sexual orientation and disability (see |
| | of sources, including people they know and the | | ‘protected characteristics’ in the Equality Act |
| | media. | | 2010). |
| | • About menstrual wellbeing including the key | | • To know where to seek advice or help and |
| | facts about the menstrual cycle | | where and how to report concerns |
| | • To explore and use the ‘zones of regulation’ | | • To explore how relationships change as we get |
| | • The facts and science relating to immunisation | | older (Secondary transition link) |
| | and vaccination. | | |
| | • How to recognise early signs of physical illness, | | |
| | such as weight loss, or unexplained changes to | | |
| | the body | | |
| | • How their body will and their emotions may | | |
| | change as they approach and move through | | |
| | puberty. COVERED IN SUMMER TERM | | |
| | • About human reproduction. COVERED IN | | |
| | SUMMER TERM | | |
| | • Rules for and ways of keeping physically and | | |
| | emotionally safe (including road safety, safety in | | |
| | the environment, safety online, the responsible | | |
| | use of ICT, the difference between secrets and | | |
| | surprises and understanding not to keep adults | | |
| | secrets.) COVERED BY SAFETY CAROUSEL | | |
| | SUMMER TERM | | |
Appendix 5
Outline of Sex education
Sex Education, aside from what is taught through the National Curriculum for Science, is only taught in Year 6. The content of Sex Education in Year 6 is planned for, and based around, preparing our children for the statutory Sex Education objectives which will be taught in secondary schools, as outlined in the statutory government guidance (2019).
Year 6
Exploring the human life-cycle The main external parts of the male and female bodies and their functions Puberty and how it affects both males and females How a baby is conceived and born
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Worksheet: Grade 1 Reading
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 1 Reading Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student reads short, simple illustrated selections; rereads familiar selections independently.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • phonics • predict and confirm meaning • letter and word recognition • print conventions | • usually confident; uses various strategies to figure out meaning • uses phonics to sound-out new words • uses illustrations and prior knowledge to predict and confirm meaning • recognizes many common sight words (e.g., family, they) • uses basic print conventions (e.g., question marks) to support meaning |
| Comprehen- sion • predict • retell • locate details • make inferences | • predicts story events • retells most key events or ideas in sequence; identifies main characters • locates some specific, relevant details • makes simple inferences about characters |
| Response • personal connections • opinions | • can compare a story to own experiences if given a simple frame to complete • expresses like or dislike for a story; can give a reason |
Worksheet: Grade 3 Reading Literature
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 3 Reading Literature Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read simple, direct fiction and poetry, and complete compre-hension or response activities independently. Work is accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • adjust for purpose • word skills • compre- hension strategies | • uses phonics, word structure, and context clues (may need prompting) • makes logical predictions using prior knowledge and story structure • rereads and skims for details needed |
| Comprehen- sion • accuracy, complete- ness • characters • events • retell; explain relation- ships • inferences | • responses to questions or tasks are accurate, clear, and complete • accurately describes main characters and events • retells events in correct general sequence • makes some inferences; may need prompting |
Worksheet: Grade 3 Reading for Information
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 3 Reading for Information Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read simple and direct information passages and procedures, and complete related tasks independently. Work is accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • adjust for purpose • word skills • compre- hension strategies | • uses phonics, word structure, and context clues (may need prompting) • uses text features (e.g., headings, diagrams); may need prompting • rereads and skims for details |
| Comprehen- sion • accuracy and complete- ness • main ideas • details • note-making, information organiz- ation • inferences | • responses to questions or tasks are accurate, clear, and complete • identifies main ideas • gives relevant details • tries to organize information; may create logical categories |
| Analysis • connections to other information | • tells some ways new information is like or unlike other information about the topic |
Worksheet: Grade 5 Reading Literature
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 5 Reading Literature Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read straightforward fiction and poetry, and complete assigned tasks independently. Work is generally accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • adjust for purpose • word skills • compre- hension strategies | • checks for understanding; adjusts strategies • uses various strategies to understand unfamiliar words • uses story structure or genre to predict or confirm meaning • skims and rereads for details |
| Comprehen- sion • accuracy and complete- ness • characters • events • retell; explain relation- ships • inferences | • answers are clear, complete, accurate • describes main characters and events in some detail • retells events in sequence; explains how they are related • makes some logical inferences |
| Response and Analysis • connection to experi- ences and other selections • opinions | • connections to own experiences or other selections often focus on feelings or ideas • offers reactions and opinions with some supporting reasons or examples |
BC Performance Standards: Reading/ Worksheets
Worksheet: Grade 5 Reading for Information
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 5 Reading for Information Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read straightforward information and procedures and complete assigned tasks independently. Work is generally accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • adjust for purpose • check understand- ing • word skills • compre- hension strategies | • checks for understanding; adjusts strategies • uses various strategies to figure out unfamiliar words • uses text features effectively • skims and rereads for details |
| Comprehen- sion • accuracy and complete- ness • main ideas • details • note-making • inferences | • work is clear, detailed, and complete • identifies main ideas • makes organized notes • may make some inferences |
Worksheet: Grade 7 Reading Literature
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 7 Reading Literature Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read generally straightforward fiction and poetry and complete assigned tasks. Work is accurate and complete.
| Strategies • check understand- ing • word skills • knowledge of genres • figurative language | • checks for understanding; adjusts strategies • uses a variety of strategies for new words • uses knowledge of familiar genres to predict or confirm meaning • recognizes and tries to interpret figurative language |
|---|---|
| Comprehen- sion • story elements • predictions • inferences • details • theme | • describes story elements in own words; explains some relationships • makes logical predictions and inferences; when asked, can provide specific evidence • identifies relevant details in responses • interprets obvious themes |
Worksheet: Grade 7 Reading for Information
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 7 Reading for Information Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read straightforward information and procedures that include some specialized language and complex ideas. Work is accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • check understand- ing • word skills • predictions • text features | • adjusts strategies for the material • uses variety of strategies for technical language • makes logical predictions • uses text features |
| Comprehen- sion • accuracy, complete- ness • main ideas • details • note-making • inferences | • work is accurate, clear, and complete • identifies main ideas and restates in own words • locates specific, relevant details • makes accurate, organized notes • supports inferences or interpretations if asked |
| Analysis • connection to prior knowledge • evaluation | • compares key ideas with prior knowledge and beliefs |
Worksheet: Grade 9 Reading Literature
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 9 Reading Literature Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read literature with some complexity. Work is clear and well developed; shows some insight.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • knowledge of genres • literary techniques | • uses genre knowledge to predict and interpret • recognizes and interprets some literary techniques and figurative language |
| Comprehen- sion • characters • events • setting • inferences • themes | • accurately and thoroughly describes setting, characters, and events, and their relationships • makes inferences supported by specific evidence • offers and supports logical interpretations of themes |
| Response and Analysis • connections to experiences and other selections • reactions | • makes logical connections to own beliefs, other selections, or universal themes • offers reactions or judgments supported by reasons and examples |
Worksheet: Grade 9 Reading for Information
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 9 Reading for Information Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student reads elaborated materials with specialized language. Work is clear, specific, and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • word skills • compre- hension strategies | • uses text features • uses appropriate strategies to figure out technical words |
| Comprehen- sion • main ideas • details • note -making • inferences | • accurately identifies and restates main ideas • locates relevant, specific details • makes logical inferences and interpretations; specific evidence |
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Level 18 Book h
We have designed these lesson plans so that you can have the plan in front of you as you teach, along with a copy of the book. Suggestions for teaching have been divided into questions and discussion that you may have with students before, during, and after they read. This is not an arbitrary division. You may prefer to explore the meaning and the language in more detail before students read. Your decisions will depend on the gap between students' current knowledge and the content, vocabulary, and language of the book they are about to read. The more information students have up front, the easier it will be for them to read the text. However, this does not mean that you should read the text to them first.
We have addressed four areas we think are important in developing good readers. As well as comprehension and decoding, we have addressed the issue of students being able to analyse and use texts they read. The symbols below guide you to the type of question or discussion.
This symbol relates to decoding (code breaker)
2
This symbol relates to use (text user)
This symbol relates to comprehension (meaning maker)
This symbol relates to critical analysis (text critic or analyser)
Share the front cover of the book with students. What is a mudskipper? Ask if they know about mudskippers. What information can students predict from the name and photograph?
Explain to students that the book is a factual description about mudskippers.
Use the table of contents to help students preview the text. Ask students what they expect to read in the Introduction. Tell them it is an orientation providing information about what and where.
Model how to use the table of contents by asking students to tell you what page they will find information, e.g. What Else Is Amazing About Mudskippers? Have students turn to this page in the text. Discuss the heading and how it gives an overview of the main idea of the chapter. Turn to the glossary and discuss its purpose. Find a particular word such as gills and read the information. Find the word in the index and add to the information by referring to the listed page.
Ask students to read the Introduction and then give information that answers who and where? On page 5, use the key to interpret the map.
Explain to students that you will ask a question before they read a page, and that you expect them to be able tell the group the answer after they have read to the end of the page.
Pages 8–9 Read and then be prepared to tell the group how mudskippers move.
Pages 10–11 Read and then explain how mudskippers skip.
Pages 12–17 Read this chapter and then recall three facts about mudskippers' eyes.
Pages 18–19 How do mudskippers breathe in water?
Continue through the book, guiding students' reading for information by setting a focus to read for in each sample of text.
Monitor and support reading strategies as necessary.
Ask students to compare the information about mudskippers they now have, with what they knew before they read the book.
Discuss with students why the book's title is Amazing Mudskippers.
Have students reread the book independently, and then work with a partner to recall amazing information from the text.
Introduce the Amazing Information Web and ask students to use their book and work with their partner to complete the BLM.
3
Developing Specific Skills
Silent final letters – climb (page 2)
Three-letter blends – str – stray, straighten, thr – through
Commas – (page 8)
Possessive apostrophe – mudskippers' fins (page 10), frogs' eyes (page 12), divers' oxygen tanks (page 22)
Suffix – en – straighten
Prefix – sur – surroundings
Genre – factual description – analyse the introduction as an orientation providing information about who and where. Interpret the accompanying world map using a key.
Make predictions about text.
Locate and extract relevant information from this description.
4
Draw lengths – 15, 20, 30, 60 cm.
Discuss the meaning of these words and confirm with the dictionary – surroundings, amazing, sockets, view, submarines, devices, usual, storing.
On a BLM, draw and label a mudskipper.
Ask students if they liked this book. Have them consider the information and features of the book before they answer.
Have students reflect on whether they would be able to visualise a mudskipper if the photographs hadn't been so clear and lifelike.
Would you like to discuss amazing information about mudskippers with someone who hasn't read the book?
5
18h Amazing Mudskippers
Name______________
1. Make a list of words beginning with these blends.
2. Punctuate the text with commas, question marks, apostrophes, and full stops.
thr
str
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
You think of animals that have gills not lungs
But do you know that there are fish that can live out of water
Mudskippers are not very good swimmers but when they are out of the water they can skip jump crawl and climb In fact they can move faster out of water than in water
The front pair of mudskippers fins look like little arms
Permission is given to teachers to reproduce this page for classroom use.
18h Amazing Mudskippers
Name______________
1. Draw and label a mudskipper. Tick the boxes after you write the labels.
Checklist –
fins
tail
eyes
mouth
gills
2. Write two sentences about your mudskipper.
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
Permission is given to teachers to reproduce this page for classroom use.
Amazing Information Web
Use the information from the book to fill in the boxes.
Mudskippers
Use their tail
How they skip
Use their fins
Breathe in water
Eyes
Breathe out of
water
Permission is given to teachers to reproduce this page for classroom use.
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Julie Jackson, Gail Dickinson, and Danielle Horton
“Study the science of art. Study the art of science. Develop your senses—especially learn how to see. Realize that everything connects to everything else.”
—Leonardo da Vinci (Adair 2007, p. 99)
C urrent research encourages science teachers to connect new learning with prior knowl- edge, student interests, cultural experiences, and classroom activities across disciplines (Donovan and Bransford 2005; Bransford, Brown, and Cocking 2000). Field-note poetry is the product of our efforts to combine current research in learning and cognition with integrated geoscience and language arts activities. In this article, we present a fun and effective instructional activity that teaches students how to record detailed field notes and sensory observations that become the framework and inspiration for poetry.
A geoscience activity combining field notes and poetry
January 2010
27
Looking at the world: Observation
Making observations is an important science-process skill, and gathering evidence from observations is a key element of inquiry (NRC 2000). The National Science Education Standards state that when direct experimentation is not possible, "it is important to maintain the spirit of inquiry by focusing the teaching on questions that can be answered . . .using observational data" (NRC 2000, p. 189). Because many geoscience concepts are not accessible via experimentation, geoscientists value observational evidence. As a result, students must move beyond simply looking at objects and learn to make high-quality observations. In observation activities, this transition occurs when teachers begin a lesson with basic tasks and gradually include more complex visualization tasks in combination with open-ended questions and qualitative expressions.
Journaling in nature
Recordkeeping is a fundamental element of scientific investigations, and scientists use field notes to record their observations while working outside. Field notes can range in style from structured to free form, and they should include the date, time, weather conditions, and location in each entry. They also frequently include lists of observations, measurements, and sketches.
The field-note poetry exercise in this article uses semistructured field-note entries and can be used in any outside location that supports instruction, such as a pond, field, local park, or flower garden.
Scaffolding observation opportunities
The art of observation begins when we immerse ourselves in the surrounding textures and tones of life (Dunleavy 2008). Observational skills improve with practice, and teachers should strive to provide students with opportunities to make observations. We start with a familiar locale for students: our school grounds. Students begin the field-note poetry activity by recording basic information in their field notes—such as site location, date, time of day, temperature, and weather conditions—and noting anything unusual.
Next, we ask students to describe the topography, types and distribution of vegetation, location and types of water sources, and the flow rates and quantity of water. We also ask them to note the
u location and types of human influences;
u location, types, and interactions of wildlife;
u evidence of wildlife (e.g., prints, scat); and
u types of rocks and evidence of their weathering and erosion.
Students then draw a "T" chart in their notebooks. One side of this chart is labeled "What I see" and the other is
28
The Science Teacher labeled "What I hear" (Figure 1). We give students 5–10 minutes to record their visual observations and another 5–10 minutes to record their auditory observations.
Beginning with a well-known location highlights the difference between a casual glance and scientific observations. Students are generally surprised by the details they notice when given an opportunity to study a place that they encounter daily. After this experience on campus, students are better prepared to make observations off school grounds.
When students are given structured opportunities that allow them to observe nature and record their findings, their perceptions evolve and change. Following several observation activities, one student said:
The ability to see and feel the geology of the natural world has changed the way that I look at landforms. When I see a mountain range, I now think of the millions of years of plate collisions that formed the chain and the millions of years necessary to completely erode the mountains.
Sketching in nature
As Barrett Klien, a preparer and display maker in the Exhibition Department at the American Museum of Natural History, said:
The best way for any scientist to understand his or her science is through visualization…Close observation is the first step in any scientific inquiry, and to my mind, there is no better way to observe than to try to draw what you are looking at (AMNH 2001).
Fi g ur e 1 Sample "T" chart.
| What I see | What I hear |
|---|---|
| Flowing river People Leaves blowing The Sun A water snake Mountains Columnar basalt Dirt Rocks and pebbles Clouds Blue sky Bugs Grass Weeds | Flowing water Wind blowing leaves Rocks being stepped on Birds chirping Cars moving (traffic) People talking Leaves rustling |
Scientists use field sketches to enhance their observations and to develop ideas about the processes that have shaped the environment—we encourage our students to do the same in this activity. After they have completed their T charts, they sketch their observations. For example, one student may draw a broad landscape picture showing his or her position within the setting, and another may draw a rock or a plant. Sketching exercises should allow sufficient time for students to concentrate on and interpret their surroundings without input from other sources, such as their textbooks, teacher, or peers.
Once students have completed their individual sketches, they choose their own small groups and work with their
Photos courtesy of the author
group members to compare notes and produce a consolidated description and sketch. We have found this produces more detailed site descriptions and makes students aware of details they may have failed to observe individually.
We then ask student groups to explain their drawings in a class discussion. We like to have individual students explain what they have observed through their sketches. Continually asking students broad questions—such as, What processes have contributed to this landscape? What patterns do you see? Are there relationships between the distribution of the rocks, soils, and plants?—forces them to carefully observe their surroundings and look for evidence to answer these questions.
After grading the groups' site descriptions, we provide students with anonymous examples that illustrate novice- and expert-level observations. We then ask them to compare and contrast the two examples—further reinforcing the skills needed to produce high-quality work.
Writing poetry
Once students have made their observations, created a journal entry, and drawn their field sketches, they then construct poems using these various pieces. Because there are many styles of poetry and different types of poetic structures, we discuss acceptable parameters before beginning our field-note poetry assignment. Figure 2, "Poetry 101," contains a list of common poetry styles that may be used to support field-note poetry activities. Student poems do not have to include large words or
Fig ure 2
Poetry 101 (Ghare 2007; Poetry Magic 2009).
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sophisticated vocabulary to be accepted (Linaberger 2004). We do not specify a particular format for our poetry assignment—they do not need to follow a fixed meter, rhythm, or pattern. As a result, students turn in poems that range from simple, four-sentence rhymes to complex, multiverse constructions.
A quick conversation with a language arts teacher can easily focus the poem structure on a type of poetry taught in students' English classes. This alignment of expectations and assignments across content areas may increase student participation while providing time to develop high-quality poems. Students can also choose to publish their poetry online or enter it in the annual science poetry contest sponsored by the Science Education Review (see "On the web").
Putting it all together
One of our field-note poetry activities took place off campus, just east of the Cascade Mountains, in a picnic area facing an outcrop that exposes several layers of columnar basalt. This field site borders a small stream to the west and a two-lane state highway to the east. This was the first time our students had been here. They drew T charts in their field notebooks; made sensory observations; and drew sketches of the outcrop. Using their observations, they then wrote their own poems; a sample student poem is shown in Figure 3.
Poetry is the creative expression of thought—and a medium for students to organize their thoughts and impressions. Field-note poetry provides teachers with insight into their students' content knowledge development, while showcasing emergent perceptions and evolving attitudes about scientific concepts and processes. For example, one of our students came to recognize that Earth scientists view the world differently—and value that difference:
Take a normal person with normal views Turn on the mind of a geologist And the Earth breathes life… Ignorance is not always bliss.
William Cullen Bryant (Wilson 1991; p. 121) said that "poetry is that art which selects and arranges the symbols of thought in such a manner as to excite the imagination the most powerfully and delightfully." The National Science Education Standards encourage students to showcase science in "a variety of ways, such as orally, in writing, and in other forms" (NRC 2000, p. 192). Student poems reveal levels of creativity and depth of understanding that cannot be expressed in traditional science reports or structured science notebooks.
Fi g ur e 3 Sample student poem.
The Story
I see debris on the outcrops
Columnar joints of basalt like nature's art sculptures
I see the easy flow of a river
Tiny rocks between my feet
Patches of yellow and green grass
Little shrubs struggling for sunshine in the heat waves
Radiating through
I hear the beat of running water
Bugs chirping
Nature at work
I hear my feet cracking underneath
The rocks as I try to figure out the story of what happened here
I ask myself…
A lava flow, what caused it?
Geothermal heat? An earthquake?
I see the clues of the past in the rocks
In the banks
In nature all around
Then I hear the roar of cars
Breaking my serene silence
My story of the land disappearing
My concentration broken
But not my will to do this job
Not my will to help the world
Nor discover its hidden mystery
Figure 4 Field-note poetry rubric.
| | 3 points | 2 points | 1 point |
|---|---|---|---|
| Science content knowledge | Excellent understanding and application of science content | Good understanding and ap- plication of science content | Poor understanding and application of science content |
| Sensory images | Vivid, detailed sensory images | Clear use of sensory images | Some use of sensory image |
| Use of language | Uses rich and imaginative language | Appropriate choice of language | Imprecise or inappropriate choice of words |
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The Science Teacher
Assessing the activity
Formative assessments are embedded in daily instructional activities, such as field notes, sketches, sensory observations, and answers to open-ended questions. These flexible assignments are used for immediate insight into students' developing ideas and to determine whether learning objectives have been achieved. Poems are interpreted in light of previous formative assessments. For example, the student's ability to distinguish rhyolite from basalt, or identify columnar joints is measured in a lab practical. Students learn to analyze and predict the sequence of events in the rock cycle. Poems are also assessed using a rubric (Figure 4) to gauge three key poem attributes: science content knowledge, sensory images, and the use of language.
A new way to see the world
Poetry is a unique and powerful way of exploring and knowing the world. It is a creative vehicle that students can use to "explore and express…the qualitative dimensions of experience" (Wilhelm 2009), while deepening their understanding. Because poems frequently rely on imagery and word association, they provide students with a creative and imaginative application of observational data. They also reinforce science vocabulary (Cabrera 2008).
Field-note poetry forges interdisciplinary connections by combining knowledge of poetry structures and science content. Supporting activities provide opportunities for students to make observations and qualitatively express
developing knowledge through semistructured field notes, sketches, and sensory observations. In combination, these engaging, cross-curricular, instructional techniques facilitate learning and engage students while transforming the classroom experiences of both teachers and students. ■
Julie Jackson (email@example.com) and Gail Dickinson (dickinson@ txstate.edu) are assistant professors at Texas State University– San Marcos; Danielle Horton (firstname.lastname@example.org) is a program coordinator for the Jackson School of Geosciences at the University of Texas at Austin.
Acknowledgment
The authors would like to thank GeoFORCE Texas for supporting field-note poetry activities.
On the web
Science Education Review 2010 International Science Poetry Competition: www.scienceeducationreview.com/poetcomp.html
References
Adair, J. 2007 The art of creative thinking. Philadelphia: Kogan Press.
American Museum of Natural History (AMNH). 2001. Drawing as a way of looking at the natural world. www.amnh.org/ education/resources/rfl/pdf/drawing_as_a_way.pdf
Bransford, J.D., A.L. Brown, and R.R. Cocking, eds. 2000. How people learn. Washington, DC: National Academies Press.
Cabrera, M. 2008. The poetry of science: The effects of using poetry in a middle school ELD science classroom. The Electronic Journal of Literacy through Science 7 (1): 1–42. http://ejlts. ucdavis.edu/article/2008/7/1/poetry-science-effects-using-poetrymiddle-school-eld-science-classroom
Donovan, S.M., and J. Bransford, eds. 2005. How people learn: Science in the classroom. Washington, DC: National Academies Press.
Dunleavy, D. 2008. Mastering the art of observation. http://rising. blackstar.com/mastering-the-art-of-observation.html
Ghare, M. 2007. Types of poetry: All the different types of poems. http://buzzle.com/articles/types-of-poetry-all-the-differenttypes-of-poems.html
Linaberger, M. 2004. Poetry top 10: A foolproof formula for teaching poetry. The Reading Teacher 58 (4): 366–372.
National Research Council (NRC). 2000. Inquiry and the national science education standards. Washington, DC: National Academies Press.
Poetry Magic. 2009. Imagery in poetry. www.poetrymagic.co.uk/ imagery.html
Wilhelm, J.D. 2009. Poetry as a 21st century problem-solving pursuit! Voice From the Middle 16 (3): 40–42.
Wilson, R. 1991. American sublime: The genealogy of a poetic genre. Madison, WI: University of Wisconsin Press.
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Kindergarten Standards
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. [KCC4a]
[K-CC4]
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [K-CC4b]
c. Understand that each successive number name refers to a quantity that is one larger. [K-CC4c]
5. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]
Essential Understandings (Mathematical Goals) • Counting includes one‐to‐one correspondence, regardless of the kind of objects in the set and the order in which they are counted.
* When counting objects in a group/set, the last number stated names the total number of objects in that group/set
Represent and solve problems involving addition and subtraction.
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1-OA2]
Understand place value.
11. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1-NBT3]
Essential Understandings (Mathematical Goals)
* Addition equations can be used to describe situations that involve combining quantities.
* The addition of whole numbers is based on sequential counting.
Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2-OA1]
Relate addition and subtraction to length.
18. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. [2-MD5]
Essential Understandings (Mathematical Goals)
* Understand how addition and subtraction relate to one another.
* Missing numbers in a math sentence/equation or word problem can be found using addition and subtraction.
* Subtraction is the inverse operation of addition and is used for different reasons:
o to compare one amount to another; and
o to remove one amount from another;
o to find the missing quantity when the whole quantity and part of the quantity are known.
Represent and solve problems involving multiplication and division.
1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. [3-OA1] Example: Describe a context in which a total number of objects can be expressed as 5 × 7.
2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. [3-OA2]
Example: Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 2.) [3-OA3]
Understand properties of multiplication and the relationship between multiplication and division.
Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication)
5. Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3-OA5]
3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 ×
Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5)
10 = 30. (Associative property of multiplication)
+ (8 × 2) = 40 + 16 = 56. (Distributive property)
Essential Understandings (Mathematical Goals)
* When multiplying two factors, either factor can be partitioned or both. Example: 4 x 16 = 4 x (10 + 6) or (2 + 2) x 16.
* Multiplication can be used to find the total number of objects when there are a specific number of groups with the same number of objects.
* Division can be used to find how many equal groups (measurement – repeated subtraction) or how many are in each group (partitive –sharing).
* Multiplication and division have an inverse relationship and can be used to find division or multiplication facts.
Extend understanding of fraction equivalence and ordering.
13. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2]
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 14.
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. [4-NF3d]
Essential Understandings (Mathematical Goals)
* Comparison to known benchmark quantities can help determine the relative size of a fractional piece because the benchmark quantity can be seen as greater than, less than, or the same as the piece.
* The interpretations of the operations on rational numbers are essentially the same as those on whole numbers, but some interpretations require adaptation, and the algorithms are different.
* A rational number is an operator when it changes or transforms another number or quantity to magnify or shrink it.
* A scalar definition of multiplication is useful in representing and solving problems beyond whole number multiplication and division.
11. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. [5-NF1]
Use equivalent fractions as a strategy to add and subtract fractions.
12. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers. [5-NF2]
Essential Understandings (Mathematical Goals)
* The interpretations of the operations on rational numbers are essentially the same as those on whole numbers, but some interpretations require adaptations and the algorithms are different.
* Estimation and mental math are more complex with rational numbers than with whole numbers.
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To Fret or…
NAME
___________________________
1. The precision of a measuring tape is the smallest unit marked on the tape. The accuracy of the tape is equal to half the precision. Identify the precision and accuracy of your U.S. and metric measuring tapes and record the results in the table below.
2. The most precise tool is the one that has the smallest unit (or partial unit) of measurement. Which measuring tape is more precise — the metric measuring tape or the U.S. measuring tape? Explain your answer.
3. The strings on a fretted instrument extend from the nut to the bridge, as shown below. Of the two tools considered above, choose the one that is more precise. Then, use it to measure the distance from the nut to the bridge on the instrument that your group has chosen.
| | PRECISION |
|---|---|
| Metric Measuring Tape | |
| U.S. Measuring Tape | |
4. Measure each of the lengths listed below. For each pair of consecutive lengths, calculate the ratio of the shorter length to the longer length. Express each ratio in decimal form to two places.
| SEGMENT OF INSTRUMENT | LENGTH | RATIO OF CONSECUTIVE LENGTHS (RATIO OF SHORTER TO LONGER, ROUNDED TO TWO DECIMAL PLACES) |
|---|---|---|
| Nut to Bridge | | |
| 1st Fret to Bridge | | |
| 2nd Fret to Bridge | | |
| 3rd Fret to Bridge | | |
| 4th Fret to Bridge | | |
| 5th Fret to Bridge | | |
| 6th Fret to Bridge | | |
| 7th Fret to Bridge | | |
| 8th Fret to Bridge | | |
| 9th Fret to Bridge | | |
| 10th Fret to Bridge | | |
| 11th Fret to Bridge | | |
| 12th Fret to Bridge | | |
5. What do you notice about the ratios of consecutive measurements? How similar are they?
6. If you measured the same segments on other fretted instruments, do you think you would get similar results?
7. Did other groups get approximately the same measurements as your group? Why were the measurements similar or different?
8. Did other groups get approximately the same ratio as your group? Did the size of the instrument matter? Did it matter if metric or U.S. measurements were used?
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CSSC Mercier - English First Peoples - Grade 11/12
Unit 1: Who defines us? How do we define ourselves?
Key questions:
How is our sense of self formed? What are the influential factors that help shape our sense of self?
How do our family and community affect how we define who we are?
What is meant by "authentic" First Peoples' voices?
How can we determine whether a text is authentic?
How are First Peoples often represented in popular culture?
Why is authentic First Peoples' voice necessary?
How can creating an authentic text help foster justice?
Key texts: Short fiction and film excerpts
Summative assessment: Learning journal entries, essay (grade 11/12)
Unit 2: First Peoples' Oral Traditions
Key questions:
What are First Peoples' Oral Traditions?
What purposes do oral traditions serve?
What are the relationships between the oral tradition, oral history, and the land?
How do stories by First Peoples writers reveal/respond to some of the shared experiences of First Peoples?
Key texts: oral stories and short films; interviews with community members
Summative Assessment: Learning journal entries, interview assignment/presentation (grade 11)
Unit 3: Understanding Character
Key questions:
What factors influence development of identity?
How can an examination of character development in stories influence my understanding of who I am?
Key text: Monkey Beach by Eden Robinson (grade 11 and 12) Keeper'n Me by Wagamese (grade 12)
Summative Assessment: Literary essay (grade 11) comparative literary essay (grade 12)
Unit 4: Steps toward Reconciliation - Understanding Residential Schools through Text
Key Questions:
How have Indian Residential Schools affected First Peoples in Canada, and how does their legacy continue to affect Canada today?
Why is it important for all Canadians to be a part of reconciliation? How can all Canadians be part of the process of reconciliation?
Key texts: Rabbit Proof Fence, non-fiction and graphic novels on Canadian residential schooling
Summative Assessment: Learning journal entries; student-designed reconciliation project (grade 11 and 12)
Unit 5: What Creates Family?
Key questions:
What does "family" mean? How is the sense of family created? How is family depicted in First Peoples texts?
Key texts: Whale Rider, Literature circle novel options
Summative assessment: Learning journal entries, literature circle portfolio (grade 11 and 12)
Unit 6: Digital Trickster: The Complex Interaction of New Media and First Peoples
Key Questions:
What effects can new digital media have on First Peoples' cultures?
How do we navigate the differences between cultural appreciation and cultural appropriation with respect to First Peoples' cultures?
How do increased digital media potentially impact opportunities for self-representation in, and misrepresentation of, Indigenous cultures?
How can social media and digital technologies be used to support cultural resistance and political advocacy for First Peoples?
Key Texts: non-fiction articles, music and other media texts
Summative assessment: Student-created media text (grade 11 and 12)
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'Grammar Hammer'
Skill Check 6
Name: ______________________________________
Class: _________ Date: ______________
1. Underline the suffix that turns the noun into a verb.
2. Underline the suffix that turns the noun into a verb.
crystal
ize
en
horror
en
ify
3-4. Underline any silent letters in these words.
echo
sound
school
shop
5-6. Underline the correct word to use in each sentence. Use a dictionary if you need to.
Can you ( alter / altar ) my dress?
I put the rubbish down the ( shoot / chute )
7. Use a dictionary to find the meaning of this word.
customary
8-9. Number these words to show their alphabetical order.
friend
frank
flinch
frame
10-11. Underlinetwo connectivesthat can be used tocompareandcontrast
nevertheless
luckily
including
in contrast
unexpectedly
12-13. Underlinetwo sentence openersthat might help showtimeandsequencein a piece of writing
In contrast,
Before long,
Because,
Firstly,
14-15. Underline thecorrectverb tensesto complete the sentences.
I just ( saw / seen ) a squirrel in the tree.
Did you ( saw / see ) it?
16. Underline thecorrectverbtoagreewith thesubject.
17. Underline the correctverbtoagreewith thesubject.
There ( is / are ) some butter left.
But there ( is / are ) no eggs.
18-19. Underline the correct verb to make these sentences correct.
He ( took / taken ) the boys ice-skating. He has ( took / taken ) the boys ice-skating.
20-21. Circle the adjective in this sentence and underline the expanded noun phrase.
The small child returned the crab to the deep, cool rock pool.
22. Underline the correct modal verb to complete the sentence.
For my birthday, I ( can / would / might ) be getting a bicycle.
23. Underline the relative clause in this sentence.
The small boy, whose bike had been stolen, was crying loudly.
24. Use a comma to punctuate this sentence and make the meaning clear.
When the lightning struck the tree caught fire.
25. Punctuate this sentence with dashes - to show parenthesis.
I passed my test I cheated but I passed.
Total:
Red (0 – 9)
Yellow (10 – 19)
Green (20 – 25)
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Maths Assessment Year 4: Multiplication and Division
1. Recall multiplication and division up to 12 x 12.
2. Use place value, known and derived facts to multiply and divide mentally, including: dividing by 1; multiplying together three numbers.
3. Recognise and use factor pairs and commutativity in mental calculations.
4. Multiply 2 digit and 3 digit numbers by a 1 digit number using formal written layout.
5. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Maths Assessment Year 4: Multiplication and Division
1. Recall multiplication and division up to 12 x 12.
Answer the questions your teacher reads out loud. Just write the answer.
| | 6 | 11 | 16 |
|---|---|---|---|
| 2 | 7 | 12 | 17 |
| 3 | 8 | 13 | 18 |
| 4 | 9 | 14 | 19 |
| | 10 | 15 | 20 |
2. Use place value, known and derived facts to multiply and divide mentally, including: dividing by 1; multiplying together three numbers.
a) Answer the questions your teacher reads out loud. Just write the answer.
b) Multiply these numbers together:
| | 6 |
|---|---|
| 2 | 7 |
| 3 | 8 |
| 4 | 9 |
| | 10 |
| 4 x 6 x 3 |
|---|
| 7 x 2 x 8 |
| 125 x 1 |
| 5 x 8 x 3 |
c) For each multiplication, write 1 related division fact:
example:
Total for
6 marks
1 mark
2 marks
4 marks
a) Two factors of 12 add up to 8. What are they?
6 x 4
12 x 7
11 x 9
4 x 8
9 x 5
6 x 8
8 x 7
56 ÷ 7 = 8
3. Recognise and use factor pairs and commutativity in mental calculations.
b) Tick the calculations that have the same answer to 3 x 4 x 5.
Use written methods to complete these calculations. Show your working out:
4 x 5 x 3
20 x 3
6 x 4 x 2
6 x 12
3 x 20 x 1
4. Multiply 2 digit and 3 digit numbers by a 1 digit number using formal written layout.
85 x 3
62 x 4
132 x 5
264 x 3
5. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Solve the following problems:
a) Ella needs 20 cupcakes for her birthday party. The following shops sell them at the following prices:
Which shop would it be cheapest to buy the cakes at? Show your working out.
b) She also wants to buy 6 margarita pizzas and 4 pepperoni.
Which shop would it be cheapest to buy the pizzas at? Show your working out.
c) There are 7 guests coming to the party. She estimates that each guest, plus herself, will drink 500ml of lemonade each. How many litre bottles of lemonade will she need to buy. If each litre costs £1.50, how much will it cost altogether? Show your working out.
how many bottles of lemonade?
total cost
5
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Teacher Script: Maths Assessment Year 4: Multiplication and
1. Questions for teacher to read aloud. Read each question twice and leave 5 seconds for the pupils to answer. Children should just write down the answer.
2. Tell the children to use the multiplication facts they already know and place value to answer the following questions. Read each question twice and leave 10 seconds for them to write the answer.
| 1 | 6 x 9 | 6 | 9 x 8 | 11 | 7 x 12 | 16 |
|---|---|---|---|---|---|---|
| 2 | 32 ÷ 8 | 7 | 12 x 12 | 12 | 81 ÷ 9 | 17 |
| 3 | 7 x 5 | 8 | 40 ÷ 8 | 13 | 8 x 6 | 18 |
| 4 | 11 x 9 | 9 | 3 x 7 | 14 | 80 ÷ 8 | 19 |
| 5 | 36 ÷ 6 | 10 | 45 ÷ 9 | 15 | 9 x 0 | 20 |
| 1 | 80 x 5 | 6 | 7 x 20 |
|---|---|---|---|
| 2 | 5 x 40 | 7 | 540 ÷ 9 |
| 3 | 210 ÷ 3 | 8 | 500 x 7 |
| 4 | 60 x 6 | 9 | 80 x 30 |
| 5 | 240 ÷ 8 | 10 | 30 x 60 |
Answer Sheet: Maths Assessment Year 4: Multiplication and
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Educator's Guide
Jewish Priorities
After viewing the seven videos about different Jewish priorities, use the following programming activities, discussion questions, and reflection questions to further engage your students or participants.
Link to videos
PROGRAMMING ACTIVITIES
1. TACHLIS - What are your Jewish priorities?
In small groups, give your students the following list of seven Jewish priorities:
- Tikkun Olam
- Arts and Culture
- Community
- Holidays/Rituals/Shabbat
- Learning and Education
- Identity
- Safety and Security
Tell your students to read through the list of values and explain why each one is important. Then, ask them to rank them in order of importance. Once they have ranked them in order of importance, ask them to cut down the list by eliminating four values and maintaining what they believe are the three most important Jewish priorities. Each decision needs to be backed up with rationale. Finally, ask the groups to choose their number one priority from the list. Once each group has chosen their priority, ask them to share with the rest of the group what they chose and why. Finally, as a group, ask all of your students to vote (preferably anonymously so you can get genuine answers) for their top Jewish priority. If there is time, lead a discussion to debrief the activity.
2. 'Build your own Jewish community' activity — click HERE
1
3. Barometer — Taking a Stance
In your programming space, place a "strongly agree" sign on one wall and a "strongly disagree" sign on the opposite wall. Make clear rules about respecting diversity of opinions and call for students to display honesty while being kind to each other.
Next, read the following statements to your students and then ask them to stand along the line that represents their opinion. They can stand anywhere between the two extremes depending on how they feel about the statement. Once your students have chosen where to place themselves, ask them to explain why they chose to stand where they are standing.
Encourage students to keep an open mind and remind them that they are allowed to move along the barometer at any time, depending on the arguments they hear and their own thought process. After hearing a handful of opinions from different students, move on to your next statement and start the process over.
Statements:
* Judaism is a religion and not a nation.
* Antisemitism is the biggest challenge facing the Jewish community.
* Jews should be defined solely by Halakha (Jewish mother or conversion.)
* The best way to strengthen and preserve Judaism is by keeping the mitzvot/commandments.
* Tikkun Olam is the best expression of Judaism.
* My Jewish identity is my primary identity.
* There is nothing that all Jews have in common.
* It is a priority for my descendants to have a Jewish education, regardless of cost.
DISCUSSION QUESTIONS
1. Of the following seven Jewish pillars, which do you think should be Judaism's number one priority? Explain.
- Tikkun Olam
- Arts and Culture
- Community
- Holidays/Rituals/Shabbat
- Learning and Education
- Identity
- Safety and Security
2. In 1970, the State of Israel extended its immigration rights to anyone with a single Jewish grandparent (based on antisemitic Nazi era laws) so that anyone who fled the Nazis would have a place of refuge. Some critics asked, "are we letting Hitler define our definition of who is Jewish?" Do you agree with this decision by the State of Israel? Why or why not?
3. The Talmud says:
"These are the things for which you now enjoy the benefit of (in this world), and the principle remains for you (in the world to come), namely: honoring parents, doing acts of lovingkindness, going to pray night and day, welcoming guests, visiting the sick, celebrating with a bride, burying the dead, studying prayer, peacemaking between people including husband and wife; and the study of Torah is "k'neged kulam" (equal to all of them)."
Some interpret the phrase "k'neged kulam" to mean that the study of Torah is equal to all of the righteous deeds listed such as welcoming guests, burying the dead and making peace between people combined. Alternatively, others argue that "k'neged kulam" means that the study of Torah should lead to each of these good deeds and always be in mind when performing them. How do you interpret "k'neged kulam"? Is the study of Torah equal to all of these good deeds combined or do they go hand in hand?
4. In the Torah, there are two different ways of framing Shabbat within the Ten Commandments. Shemot (Exodus) focuses on the idea of "zachor" (remember it, be mindful of it and actively commemorate it). Dvarim (Deuteronomy) on the hand presents the idea of "shamor" (to guard) the Shabbat. Shamor has more of an emphasis on the ritual observance of Shabbat. With these various
perspectives of Shabbat in mind, explain which one resonates more with you and consider how you can incorporate either or both aspects into your life.
REFLECTION QUESTIONS
1. Rank your various identities in order of importance to you (ie. gender, nationality, political views, family, sports, religion). Determine where your Jewish identity ranks on the list and explain why.
2. What was your most meaningful Jewish educational experience? Describe it and explain why you think it was so impactful.
3. What are the three most important Jewish rituals in your life? What role do these rituals play for you?
4. The thought of Tikkun Olam, or repairing the world, can be overwhelming. If you had to choose one issue that is important to you that you wanted to fix or improve, which one would it be and why?
5. Have you ever experienced antisemitism in your own life? Please share your experience and how it impacted you.
6. Community is ultimately about a feeling of belonging. Where do you feel the most belonging?
7. Static and Ben El are popular Israeli artists. Drake (inappropriate language) is a popular Canadian Jewish hip hop artist. Listen to both artists and answer the following question: What makes music or art Jewish? Is it the artist, the content or something else? When listening to Static and Ben El and Drake, does one feel more Jewish than the other?
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Maths Assessment Year 3: Number and Place Value
1. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.
2. Recognise the place value of each digit in a three-digit number.
3. Compare and order numbers up to 1,000.
4. Identify, represent and estimate numbers using different representations.
5. Read and write numbers up to 1,000 in numerals and in words.
6. Solve number problems and practical problems involving these ideas.
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1
Maths Assessment Year 3: Number and Place Value
1. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.
a) Continue these sequences:
b) Write the correct number in each box:
2. Recognise the place value of each digit in a three-digit number.
| 58 |
|---|
| 136 |
| 257 |
|---|
| 3154 |
What is the value of each digit in this number?
3. Compare and order numbers up to 1,000.
Write these numbers in order of size, starting from the smallest.
4. Identify, represent and estimate numbers using different representations.
a) Circle the calculation which has the answer closest to 1000:
395 + 697 =
265 + 742 =
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2
413 + 506 =
2 marks
3 marks
1 mark
1 mark
b) Represent the number 523 by drawing the correct number of counters in each column.
Total for
this page
1 mark
1 mark
1 mark
1 mark
1 mark
a) Write the number four hundred and five in digits:
a) Look at the cm on the ruler; circle the number 4 on the ruler, then circle the number 10 more than 4.
b) Write the number 527 in words:
5. Read and write numbers up to 1,000 in numerals and in words.
6. Solve number problems and practical problems involving these ideas.
b) How much liquid is in the measuring cylinder?
ml
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3
Answer Sheet: Maths Assessment Year 3: Number and Place Value
question answer
marks notes
Hundreds
Tens
Ones
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Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 1. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
DRAWING EVALUATION FORM
PAINTING EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 2. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials and color |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
PHOTOGRAPHY EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 3. Weak 2. Fair 3. Average 4. Very Good 5. Excellent | RATING 1 2 3 4 5 |
|---|---|
| 1. Quality. Photo technically well done (Balance, proportion, focal point) | |
| 2. Project appropriate to the category entered or skill of participant | |
| 3. Creativity | |
| 4. Composition (Simplicity, used rule of thirds, good use of lines, good use of balance, minimal distraction from the focal point) | |
| 5. Overall neatness and presentation of finished project | |
| Comments: | |
| TOTAL SCORE: | |
____________________________________________________
ARTS AND CRAFTS EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 4. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
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Yenton Primary School
SCIENCE POLICY
1 Aims
1.1 Science teaches an understanding of natural phenomena. It aims to stimulate a child's curiosity in finding out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate creative thought. Children learn to ask scientific questions and begin to appreciate the way in which science will affect the future on a personal, national, and global level.
.
1.2 The objectives of teaching science are to enable children to:
* ask and answer scientific questions;
* actively explore the environment;
* plan and carry out scientific investigations, using equipment (including computers) correctly and safely;
* know and understand the life processes of living things;
* know and understand the physical processes of materials, electricity, light, sound, and natural forces;
* know about the nature of the solar system, including the earth;
* evaluate evidence, and present their conclusions clearly and accurately.
2 Teaching and learning style
2.1 We use a variety of teaching and learning styles in science lessons. Our principal aim is to develop children's knowledge, skills, and understanding. Sometimes we do this through whole-class teaching, while at other times we engage the children in an enquiry-based research activity. We encourage the children to ask, as well as answer, scientific questions. They have the opportunity to use a variety of data, such as statistics, graphs, pictures, and photographs. They use ICT in science lessons because it enhances their learning. They take part in role-play and discussions, and they present reports to the rest of the class. They engage in a wide variety of problem-solving activities. Wherever possible, we involve the pupils in real scientific activities, for example, investigating a local environmental problem, or carrying out a practical experiment and analysing the results.
2.2 We recognise that in all classes children have a wide range of scientific abilities, and we ensure that we provide suitable learning opportunities for
all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways:
* setting tasks which are open-ended and can have a variety of responses;
* setting tasks of increasing difficulty (we do not expect all children to complete all tasks);
* grouping children by ability in the room, and setting different tasks for each ability group;
* providing resources of different complexity, matched to the ability of the child;
* using classroom assistants to support the work of individual children or groups of children.
3 Science curriculum planning
3.1 The school uses the national scheme of work for science as the basis of its curriculum planning. The national scheme has been adapted to the local circumstances of the school in that we make use of the local environment in our fieldwork, although we choose a locality where the physical environment differs from that which predominates in our immediate surroundings.
3.2 We carry out our curriculum planning in science in three phases (longterm, medium-term and short-term). The long-term plan maps the scientific topics studied in each term during the key stage. The science subject leader works this out in conjunction with teaching colleagues in each year group. In some cases we combine the scientific study with work in other subject areas, especially at Key Stage 1; at other times the children study science as a discrete subject.
3.3 Our medium-term plans, which we have based on the national scheme of work in science, give details of each unit of work for each term. The science subject leader keeps and reviews these plans.
3.4 The class teacher is responsible for writing the weekly lesson plans for each lesson (short-term plans). These plans list the specific learning objectives and expected outcomes of each lesson. The class teacher keeps these individual plans, and s/he and the science subject leader often discuss them on an informal basis.
3.5 We have planned the topics in science so that they build on prior learning. We ensure that there are opportunities for children of all abilities to
develop their skills and knowledge in each unit, and we also build progression into the science scheme of work, so that the children are increasingly challenged as they move up through the school.
4 The Foundation Stage
4.1 We teach science in reception classes as an integral part of the topic work covered during the year. As the reception class is part of the Foundation Stage of the National Curriculum, we relate the scientific aspects of the children's work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. Science makes a significant contribution to developing a child's knowledge and understanding of the world, for example through investigating what floats and what sinks when placed in water.
5 The contribution of science to teaching in other curriculum areas
5.1 English
Science contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. Some of the texts that the children study in the Literacy Hour are of a scientific nature. The children develop oral skills in science lessons through discussions (for example of the environment) and through recounting their observations of scientific experiments. They develop their writing skills through writing reports and projects and by recording information.
5.2 Mathematics
Science contributes to the teaching of mathematics in a number of ways. When the children use weights and measures, they are learning to use and apply number. Through working on investigations they learn to estimate and predict. They develop accuracy in their observation and recording of events. Many of their answers and conclusions include numbers.
5.3 Personal, social and health education (PSHE) and citizenship
5.4
Science makes a significant contribution to the teaching of PSHE and citizenship. This is mainly in two areas. Firstly, the subject matter lends itself to raising matters of citizenship and social welfare. For example, children work collaboratively in the Earth, Sun and Moon work where they incorporate the key principles of the Personal Capabilities Project. Secondly, the subject gives children numerous opportunities to debate and discuss. In upper Key Stage 2 for example, there is a focus on making decisions and choices with regards to Health matters such as smoking and taking drugs, also looking at the peer pressures associated with it. Science thus promotes the concept of positive citizenship.
5.4 Spiritual, moral, social and cultural development
Science teaching offers children many opportunities to examine some of the fundamental questions in life, for example, the evolution of living things and how the world was created. Through many of the amazing processes that affect living things, children develop a sense of awe and wonder regarding the nature of our world. Science raises many social and moral questions. Through the teaching of science, children have the opportunity to discuss, for example, the effects of smoking, and the moral questions involved in this issue. We give them the chance to reflect on the way people care for the planet, and how science can contribute to the way we manage the earth's resources. Science teaches children about the reasons why people are different and, by developing the children's knowledge and understanding of physical and environmental factors, it promotes respect for other people.
6 Science and ICT
6.1 Information and communication technology enhances the teaching of science in our school significantly, because there are some tasks for which ICT is particularly useful. It also offers ways of impacting on learning which are not possible with conventional methods. Software is used to animate and model scientific concepts, and to allow children to investigate processes which it would be impracticable to do directly in the classroom. Data loggers are used to assist in the collection of data and in producing tables and graphs in Key Stage 2. Children use ICT to record, present and interpret data, to review, modify and evaluate their work, and to improve its presentation. Children learn how to find, select, and analyse information on the Internet and on other media.
7 Science and inclusion
7.1 At our school we teach science to all children, whatever their ability and individual needs. Science forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our science teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language, and we take all reasonable steps to achieve this. For further details see
individual whole-school policies: Special Educational Needs; Disability NonDiscrimination; Gifted and Talented; English as an Additional Language (EAL).
7.2 When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, differentiation – so that we can take some additional or different action to enable the child to learn more effectively. Assessment against the National Curriculum allows us to consider each child's attainment and progress against expected levels. This ensures that our teaching is matched to the child's needs.
7.3 Intervention through School Action and School Action Plus will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to science.
7.4 We enable all pupils to have access to the full range of activities involved in learning science. Where children are to participate in activities outside the classroom (a trip to a science museum, for example) we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
8 Assessment for learning
8.1 Teachers will assess children's work in science by making informal judgements during lessons. On completion of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide his/her progress. Older children are encouraged to make judgements about how they can improve their own work.
8.2 At the end of a unit of work s/he makes a summary judgement about the work of each pupil in relation to the National Curriculum levels of attainment. The teacher records the attainment of learning objectives on assessment sheets. We use these grades as the basis for assessing the progress of each child, and we pass this information on to the next teacher at the end of the year.
8.3 Teachers make an assessment of the children's work in science at the end of Key Stage 1. Children take the national tests in science at the end of Key Stage 2. We report the results of these tests to parents, along with
the teacher assessments which we make whilst observing children's work throughout the year.
9 Resources
9.1 We have sufficient resources for all science teaching units in the school. We keep these in a central store, where there are cupboards of equipment for all units of work. The library contains a good supply of science topic books and computer software to support children's individual research.
10 Monitoring and review
10.1 It is the responsibility of the subject leader to monitor the standards of children's work and the quality of teaching in science. The subject leader is also responsible for supporting colleagues in their teaching, for being informed about current developments in the subject, and for providing a strategic lead and direction for science in the school. The subject leader gives the headteacher an annual summary report in which s/he evaluates strengths and weaknesses in science, and indicates areas for further improvement. The subject leader has specially-allocated time for fulfilling the vital task of reviewing samples of children's work, and visiting classes to observe science teaching.
10.2 This policy will be reviewed at least every two years.
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Suggested Curriculum Areas
Civics
Social Studies
Environmental Studies
Suggested Grade Levels 2 –12
Key Concepts
Watershed Non-Point Source Pollution Natural Heritage
Key Skills
Map Reading Scientific Inquiry Philosophical Analysis
Discovering
labama
Teacher's Guide
Bear Creek Watershed
Synopsis
his video presents the natural qualities of the Bear Creek
Watershed in northwest Alabama and tells the story of how local residents rallied together to address pollution problems affecting the creek. The success of this effort, known as the Bear Creek Watershed Project, has gained wide recognition as a model partnership in correcting "non-point source" water pollution problems. T
The video features many of the local landowners, agency representatives, and others who participated in the Bear Creek Watershed Project as they describe their concerns for the Bear Creek area. The video also highlights the assistance made available to the
project via Section 319 of the Clean Water Act.
Discovering Alabama is a production of the Alabama Museum of Natural History in cooperation with Alabama Public Television. For a complete list of titles in the Discovering Alabama series, as well as for information about ordering videos and accompanying Teacher's Guides, contact us at either: Discovering Alabama, Box 870340, Tuscaloosa AL 35487–0340; phone: 205–348–2036; fax: 205–348–4219; or email: firstname.lastname@example.org. Also visit our website: www.discoveringalabama.org.
This program was produced with support from the following organizations:
The Solon and Martha Dixon Foundation
A
Before Viewing
Consider the many environmental issues (local, state, and national) that are often marked by angry conflict between different interest groups—environmental groups against industry groups, preservationists battling developers, private-property owners versus government regulatory agencies, etc. Such conflict is often fueled by human difficulties in achieving effective communication. Therefore, the Bear Creek Watershed Project is a special story, not only because of its environmental success, but also because of the project's uncommon level of local cooperation among interest groups. This presents an opportunity to actively engage students in exploring the environment and the human dimensions of the Bear Creek story.
Conduct a role-play simulation in which your students can experience difficulties that often hinder communication and cooperation between differing interests. Begin by preparing written descriptions of such key roles as, for example, a) a landowner/farmer committed to guarding his/her "private property rights" and "freedom to make a living," and opposed to "costly environmental regulations"; b) an environmental activist committed to "the rights of nature" and "saving endangered species," and opposed to profiteers that "poison the Earth"; c) a politician committed to "growth" and "economic development," and opposed to "tree-hugger extremists"; and d) an agency official committed to "helping the community" and "following the law," and opposed to "opposing anyone." Develop the written descriptions to amplify each role's stereotypical beliefs/attitudes such that each role is devoted entirely to expressing and defending its own special interests. Distribute the role descriptions to the class so that no one knows another's assigned role and so that the number of students representing each role is roughly equal. 1.
Next, arrange the class in small groups, taking care that all the various roles are represented in each group. Explain that each group of students should pretend that 2.
they are a mix of people who live in a large rural area with lots of wild woodlands, pleasant countryside, and a beautiful stream flowing for miles through the heart of the area. The water in the stream has become badly polluted and a solution must be found to the problem. Ask the students in each group to assume their assigned roles and spend 10–15 minutes a) discussing their concerns about the problem and b) trying to reach consensus on what should be done about the problem.
This simulation is, of course, designed to pose built-in obstacles to cooperation among the different roles. Predictably, students should feel a sense of frustration over the difficulties experienced in trying to communicate and reach consensus. Discuss with the class their thoughts regarding why real-life situations are often plagued by similar difficulties and how these barriers to cooperation might be overcome. 3.
While Viewing
Have students a) identify people featured in the video who fit such careers as farmer, landowner, agency official, etc. and b) watch for how these people have dealt with their local pollution problems.
Video Mystery Question: The video reveals that, for many years, Bear Creek suffered from serious water pollution. Why then did this problem require a land solution? (Answer: As the video explains, the quality of water in a stream is directly affected by the environmental quality of the land in the surrounding watershed. To correct pollution affecting Bear Creek, landowners sought to improve land practices pertaining to soil retention, crop production, and animal waste disposal.
After Viewing
List the different roles/interests represented in the video. Discuss how and why they put aside immediate selfinterests to seek a solution to Bear Creek's pollution problems. 1.
Discovering
Return students to small groups. This time, however, ask them to work cooperatively in trying to understand each other's concerns and in developing a written step-wise plan for addressing their stream's pollution problem. Have each group present its plan to the class. 2.
Extensions
Invite representatives of local interest groups and organizations, similar to those in the video, to visit the class and present their perspectives on environmental quality and economic development. Help the class be prepared with a list of probing (even difficult) questions.
Philosophical Reflections
There are different philosophies of how best to protect lands with appealing natural qualities. For example, one view maintains that property held in common, i.e., property that is publicly owned rather than privately owned, inevitably meets with deterioration and ruin. This view suggests that property "owned" by everyone is, in effect, owned by no one, and therefore susceptible to neglect and even to public vandalism and abuse. Such perspective is often shared by interest groups who argue against designating special lands to the public domain as parks, nature preserves, etc.
Countering this perspective is another view maintaining that native, natural lands, when left entirely to the free market system, are often of little worth until these lands and their natural values become diminished or in short supply, whereupon the opportunity to secure their protection is no longer available. This view is frequently central to the arguments of interest groups working to add special lands to the public domain.
In the US, our way of life is based on a free-market system, yet our national policies have historically enabled public domain protection for lands of special natural qualities. How might this seeming philosophical contradiction be justified? Is this justification reflected in the Bear Creek Watershed Project?
Nature in Art
The video presents several natural settings— mountainous terrain, valleys, lakes, forestlands, creek scenes, waterfalls, etc.—that are among popular subjects for photographers and landscape artists. Also shown in the video are various settings shaped by human presence—fields, pastures, roadways, farm buildings, homesites, etc.—that can often provide additional richness and appeal to artistic renderings of local landscapes. In fact, much art is inspired either by nature itself or by human relationships with nature. Have your class organize and conduct a photography project capturing both aspects of your local area/community.
Community Connections
Obtain a topographical map for your school area (see Additional References and Resources). Determine the primary stream associated with the watershed in which your school is located. Invite the assistance of local agencies in helping the class assess the environmental conditions of the land in the watershed and the environmental quality of the water in the stream.
Complementary Aids and Activities
Project Learning Tree: Environmental Education Pre-K–8 Activity Guide: activities: early elementary: "Pollution Search"; upper elementary and middle students: "Every Drop Counts?", "We Can Work it Out." Contact: Alabama Forestry Association, 555 Alabama Street, Montgomery AL 36104; also visit their website: www.ptl.org; email: email@example.com
Project WET: activities: elementary students: "A-maze-ing Water"; upper-elementary/ middle-school students: "Rainy Day Hike," Sum of the Parts"; secondary students: "Color Me a Watershed." Project Aquatic WILD: activities: elementary students: "Wetlands Metaphors"; middle school to secondary students: "Living Research: Aquatic Heroes and
Heroines," "Facts and Falsehoods." Project WILD: activities: middle students: "Water's Going On?"; middle and secondary students: "Riparian Zone." For all three, contact: Alabama Department of Conservation & Natural Resources, 64 N. Union Street, Montgomery AL 36130; website: www.dcnr. state.al.us/administrative/ie/edprograms.html
Additional References and Resources
* Legacy, Inc. Lots of water and environmental information; see their Water Sourcebooks (for different age groups), and water-related posters. Contact: Legacy, Inc., P.O. Box 3813, Montgomery, AL 36109; website: www. legacyenved.org
* Geological Survey of Alabama. Topographical maps and "Special Map #241: Rivers and Streams of Alabama including Mobile Basin Tributaries in Adjacent States," 1998. Contact: GSA, Box 869999, Tuscaloosa AL 35486–6999; (205) 349–2852; website: www. gsa.state.al.us/
* Discovering Alabama. Related videos and Teacher's Guides: "Cahaba River Watershed," "Locust Fork River," "Village Creek," "Sipsey River Swamp," and others (check www. discoveringalabama.org for a complete list).
River and Watershed-Related Websites
Alabama Environmental Education Resource Database www.alenviroed.com
Cahaba River Society www.cahabariversociety.org
Environmental Protection Agency www.epa.gov/owow/index.html
National Wildlife Federation www.nwf.org/wetlands
US Army Corps of Engineers, Mobile District Water Management Section water.sam.usace.army.mil
US Geological Survey (USGS) ga.water.usgs.gov/edu/index.html
Discovering
Parting Thoughts
As the video presents, the restoration of water quality in Bear Creek is an impressive story of local leaders and landowners working together to correct pollution problems affecting the creek. However, a complete portrayal of change in the Bear Creek Watershed involves additional concerns that could not be fitted into the limited time available for the video.
For example, there are the painful recollections of landowners like Larry Bailey, who endured great anguish as portions of his family farm were taken by government condemnation to meet Tennessee Valley Authority (TVA) plans for the region. Anguish was again experienced by these landowners as they watched their confiscated farmlands and woodlands inundated to become government-controlled impoundments.
Also missing from the video are the private apprehensions of area residents such as Dale Baker. Mr. Baker is representative of local folks who feel a personal bond with the untamed landscapes of Bear Creek and who worry that modern trends of growth and development might eventually erode a special way of life enriched through daily closeness to the native wilds.
These concerns, though missing from the video, are nevertheless of significant relevance to the future of the Bear Creek Watershed. Protecting the native qualities and native landscapes in the watershed will require enlightened government leadership, aided and informed by the values and insights provided through citizen participation. Congratulations to those who have demonstrated the effectiveness of such collaboration in correcting past problems in the Bear Creek Watershed. May local officials, landowners, and residents be equally successful in addressing new challenges that lie ahead.
Oh yeah, I almost forgot. Every Alabama community is within a watershed of a nearby creek or river. And, every Alabama community has access to the expertise of the US Natural Resources Conservation Service, the Alabama Department of Environmental Management, and local conservation districts. Therefore, every Alabama community can pursue opportunities to organize partnerships similar to the successful Bear Creek Watershed Project. Contact local conservation district officials to learn more about such opportunities.
Happy outings,
Discovering
A
labama
Activity/Information Sheet
Bear Creek Watershed
As you have seen in the video, Bear Creek is a model of how a community, even one with very diverse viewpoints, can band together to solve a mutual problem. The key, of course, is communication—actually talking to one another and helping each other solve a complicated problem.
Discovering Alabama recognizes the special contributions and support of the following organizations in the production of "Bear Creek Watershed."
Alabama Department of Environmental Management Bear Creek Development Authority Bear Creek Millennium Group Franklin County Water Service Authority Russellville Water & Sewer Board USDA Natural Resources Conservation Service Colbert County Soil & Water Conservation District Franklin County Soil & Water Conservation District Marion County Soil & Water Conservation District Winston County Soil & Water Conservation District US Environmental Protection Agency Tennessee Valley Authority
If you are considering a watershed project, the lead agency for soil and water conservation projects is the Natural Resources Conservation Service (NRCS, formerly the Soil & Water Conservation Service). Contact them through your local Soil & Water Conservation District.
To find out where your nearest district office is, look in your local telephone book under:
US Government–
Agriculture Department of– Natural Resources Conservation Service– Area Office
Conservation Districts are also listed on the Alabama Soil and Water Conservation Committee website at www.swcc.state.al.us/directory.htm. Those Alabama districts that have websites are also listed on the National Association of Conservation Districts website at www.nacdnet.org/resources/ al.htm and on the Alabama Association of Conservation District website at www.swcc.state.al.us/ aacd.htm. You may also contact the Alabama state NRCS office at:
US Department of Agriculture Natural Resources Conservation Service P.O. Box 311 Auburn AL 36830 telephone: 334–887–4500 www.al.nrcs.usda.gov
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Eight styles of Learning
| Likes to | Is good at |
|---|---|
| Read, write, tell stories | Memorizing names, dates, places, trivia |
| Conduct experiments, figure things out, work with numbers, ask questions, explore patterns and relationships | Math, reasoning, logic, problem solving |
| Draw, build, design and create daydream, look at pictures, watch movies play with machines | Imagine, sensing things, mazes and puzzles, reading maps and charts |
| Sing, hum tunes, listens to music, play an instrument, respond to music | Picking up sounds, remembering melodies, noticing pitches and rhythms, keeping time. |
| Move around, touch and talk, use body language | Physical activities, sports, dancing, acting, crafts |
| Have lots of friends, talk to people, join groups | Understanding people, leading others, organizing, communicating, manipulating, mediating conflicts |
| Work alone, pursue own interests | Understanding self, focusing inward on feelings and dreams, following instincts, pursuing interests and goals, being original |
| Physically experience nature, conduct observations, respond to patterning in nature | Exploring natural phenomena, seeing connections, seeing patterns, reflective thinking |
What is "Differentiated Instruction"?
Essentially, the aim of differentiation instruction is to maximize each student's growth by meeting each student where he or she is and helping the student to progress. In practice, it involves offering several different learning experiences in response to student's varied needs. Learning activities and materials may be varies by difficulty to challenge students at different readiness levels, by topic in response to students' preferred ways of learning or expressing themselves.
This is not the individual education program-IEP- approach where there are different experiences for all 20-30 students in the class. Typically two to four different learning experiences are offered by the teacher, or students are given opportunities to make their own choices. Teachers undertake differentiation in a variety of ways.
As a teacher, you can use numerous strategies and tools to differentiate instruction. Regardless of the specific combination of techniques you might choose, there are several key characteristics or elements that form the foundation of effective differentiated learning environments:
*
* Teachers and students accept and respect one another's similarities and differences.
Assessment is an ongoing diagnostic activity that guides instruction. Learning tasks are planned and adjusted based on assessment data.
* All students participate in respectful work-work that is challenging, meaningful, interesting, and engaging.
* The teacher is a coordinator of time, space, and activities rather than a provider of information. This helps students become self-reliant learners.
* Students and teachers collaborate in setting class and individual goals.
* Time is used flexibly in the sense that pacing is varied based on student needs.
* Students work in a variety of group configurations, as well as independently. Flexible grouping is evident.
* Students have choices about topics they wish to study, ways they want to work, and how they demonstrate their learning.
* Students are assessed in multiple ways, and each student's progress is measured at least in part from where that student begins.
* The teacher uses a variety of instructional strategies to help target instruction to student needs.
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Introduction
Part 1:
Understanding transformations requires students to use spatial reasoning skills. The activity discussed in this article is a task that challenges students to visualize slides, flips, and turns of a shape using electronic pattern blocks. As identified by Clements and Sarama (2000), the use of on-screen manipulatives ensures that all students have enough pattern blocks to use and encourages students "to act on manipulatives in ways that are more in line with the mental actions that we want students to learn" (p. 460). During this task, students used an electronic set of Pattern Blocks created by Jacobo Bulaevsky and made available here with his permission. When using this electronic set, students determine how moving a piece at a time will situate the shape instead of clicking on a button to do the desired move.
Several teachers tried this activity with their students. After the task is presented, we will discuss the trends identified by our examination of teachers' reflections and their students' results.
The Activity - Virtual Shape Turning
Students begin the activity by creating a shape using at least three pattern blocks. They use multiple representations of the shape as they record their pattern-block creation on isometric grid paper. Students will record their transformed shape on grid paper and on the electronic mat. To facilitate their exploration, teachers should make sure that students practice using the electronic pattern blocks before attempting the problem. To work with the blocks, click on them and drag them to a place on the grid. Click on buttons at the top to see what they will do. The instructions button at the bottom of the page also describes how each button is used.
Using at least three different pattern blocks, create a solid shape by placing each block next to another block so that they share an edge. Make the shape irregular so that not all the opposite sides will match if shapes are folded over on each other. Draw the shape on isometric grid paper.
* Transformation ONE: On your grid paper, draw what your shape would look like if you moved it halfway across the paper from its original place. After drawing it, create the figure on the electronic mat. Does your drawing look like the figure on your electronic mat? Why or why not?
The kind of move you just made is called a slide. Label your drawing "slide." Now slide your shape back to its original position.
* Transformation TWO: On your grid paper draw what the shape would look like if you turned it over. After drawing it, create the figure on the electronic mat. Does the drawing look like the figure on your electronic mat? Why or why not?
The kind of move you just made is called a flip. Label your drawing "Flip." Now flip your shape back to its original position.
* Transformation THREE: On your grid paper, draw what the shape would look like if you turned it 180 degrees or if the top was turned to where the bottom was and vice versa. After drawing it, create the figure on the electronic mat. Does the drawing look like the figure on your electronic mat? Why or why not?
The kind of move you just made is called a turn. Label your drawing "Turn." Now turn your shape back to its original position.
Part 2:
Fool a friend! Create a move with your shape that combines both a flip and a turn. Have a friend tell you which transformations were used and in what order. How did they do? Is there more than one way to describe how it was moved? Hint: You may want to try different turns, not just a 180 degree turn.
Lessons from students' work
Part 3:
Are there shapes that are harder to manipulate? Are there shapes that are easier to manipulate? What makes some harder than others to slide, flip, and turn?
Thoughts on writing such a problem
As the authors wrote this activity, some questions arose:
* Would the amount of reading required to do this activity limit its availability for use by some of the children?
* Would the children be comfortable with the technology?
* Is the technology being used in a meaningful way or just as an add-on?
* Is this a meaningful activity situation that helps children develop a better understanding of transformations or just an excuse to use some fun technology?
* Would we know more about students' thinking with regard to transformations as a result of the interaction?
We hoped to have answers to these questions after having students try the activity.
To gain a better understanding of how this scenario would proceed, we asked twelve teachers in New York and Iowa to use this activity in their classrooms during June. Several of the questions above were answered as the teachers and students shared their many valuable insights. A summary of the answers and insights are included here.
Students in grades 1 through 7 completed this investigation. Their work showed that an activity posed electronically could be accessible to different-aged students. Several teachers expressed that the students caught on much more quickly than the teachers thought they would. Students confidently determined how the program worked and explored the activities posed with the applet. The students appeared to be comfortable with the technology. Some of the students said that they would like the software to do the transformation for them and thus allow them to check their work. Other students were confident that their solutions were correct without having the computer check their solutions. It would be interesting to have the students who felt the need to have their work checked talk with those who knew they were right. A discussion of the reasoning behind knowing if the transformation was right could prove meaningful for those who were unsure.
The reading did prove to be an issue with some of the students. For some the amount of reading was overwhelming. Where there was a need for support, the teacher stepped in and helped the children with reading. Other children chose to skip some of the reading. A further conversation with the students would help in rethinking the wording of the activity.
One interesting result came from the language the children chose to use in discussing the activity. While the terms slide, flip, and turn were included, some children chose to use other rich language to describe the movements their shapes were doing. For example, one teacher commented that a child in her class was comfortable using the language of the 180 degree turn that they were doing with the shape. Although the half turn was referred to alternately as a 180 degree turn in the activity, the teacher was surprised that the child used the language so comfortably. Another child brought some descriptive language of motion into the conversation as he used the term "tipping" when he was doing a slide. That child was talking about how there were times when he was supposed to be sliding and instead he was envisioning tipping the shape on its side. His language nicely captured the notion of turning the shape. Some of the older students discussed vertical symmetry or using a line of symmetry as an important characteristic of the figure that helped in flipping the tile. Lindquist and Clements (2001) describe how the Principles and Standards for School Mathematics "call for even the youngest children to be introduced to mathematical language but in a natural way that connects with their informal language" (p. 411). The teachers and authors were able to see some examples of children being able to incorporate the
language of geometry into their discussions and writing while inventing their own language and attaching meaning to it based on the activity. They were connecting the language of transformations to their own informal language.
The use of a visual pattern was beneficial when doing transformations. One group of younger students described using a "blue wave" to help them focus on how the tile would move during a flip or a turn. In this situation, there was a snake of blue rhombi (create this model here) through the tile. The snake helped with orientation. If the blue rhombi were placed correctly, the other pieces were relatively easy to place.
Two aspects of the activity interfered with students' understanding or generated alternative solutions. One aspect involved what was meant by a flip. One error made by some of the students was to interpret a flip as meaning that each piece was flipped separately instead of flipping the whole shape. Another thing that interfered was the labeling. Some students drew the flips and turns in the right way but labeled them backward, perhaps indicating some confusion over which was which. If students labeled the drawings after the fact, it may have been harder to distinguish between the two movements. In those instances, further conversation with the students about their understanding would have been very helpful.
Lessons from the teachers
Before the students worked on the activity, the teachers expressed their concern that students would have difficulty figuring out the technology. Some teachers were surprised with how quickly students became comfortable with it. In some cases, the students were more comfortable with the technology than their teachers.
Teachers' misconceptions surfaced in their reflections about using this activity. Some felt that the flip needed to be done in one particular way. They were not comfortable with the range of flips that were generated. Some teachers said that a button that would do the transformation would be preferable, thus not seeing the need for the students to model what the transformation would look like.
Teachers' comments also provided suggestions for future use of this activity. One teacher stated that indicating a specific range for the number of tiles would have helped her class finish the drawing task. They had a limited amount of time to work on this activity. Some students' interpretation of "at least three" meant fifteen tiles. Students spent so much time drawing and coloring their elaborate figures that they did not have time to do the entire activity. Another teacher felt that having students use colors to draw their figures and to record the results facilitated the students' work with the activity.
Lessons from looking at several sets of work
Examination of several sets of students' work found that this activity gave students opportunities to communicate mathematically, use various mathematical representations, reason mathematically, and problem solve. Students communicated their thinking as they drew pictures and used their own language as they wrote about the activity. The use of isometric grid paper by some students made it easier for them to represent their tiles when drawing. Had others had the grid paper, instead of plain paper, it might have led them to be able to compare their drawings with the electronic tiles more easily. Tied to this was the importance of using various forms of representations—pattern-block manipulatives, paper drawings, and electronic drawings. Each representation required the use of spatial reasoning.
The degree to which students engaged in problem solving depended on students' previous experiences and teachers' comfort level. The students' prior knowledge determined whether this activity was new and different or not. For some students, this activity was an investigation. For others, it was an application of previously learned information. Some teachers were more comfortable letting the students try things on their own. Their students, in turn, seemed to be more comfortable with experimenting and were more confident about their results without needing to check them. The teachers who wanted to give more guidance viewed this experience as being much less successful. The teachers who wanted to provide more guidance were not necessarily those at the lower grades.
Conclusions and opportunities
Students' work also generated interesting variations of the original activity. One group of students created a treasure hunt with the electronic pattern block board. They hid pieces behind others, and students had to figure out what pieces were hiding. The students talked about how you could use strategies to figure out which pieces were hidden from what was known about the shapes.
One sixth grader used the pattern blocks to create a shape that actually appeared to be a threedimensional figure. Positioning the tan rhombi was the key for highlighting the three-dimensional nature of the picture. The student's ability to model and draw this connection produced a powerful illustration of her knowledge.
To build a shape: move the pattern blocks into the shape you desire on the electronic mat. Now select pairs of blocks by either dragging a rectangle that selects two blocks or by pointing with the arrow tool to a block, holding down the shift key, then pointing to the next block and releasing the shift key. Once a pair of blocks is selected, click on the GLUE tool and the blocks become one shape. Keep doing this until all blocks are connected into your shape. If you want to start over, erase your shape using the lightning tool.
We saw again, as in the past, that when students were in control of the situation rather than having the teacher guide them, the students did well, were creative, and were successful. Students were also more independent in their reasoning about results when they were in control.
The information from students' exploration of this activity and the creation of the Illuminations Shape Tool (http: illuminations.nctm.org/mathlets/ shapetool/index.html) provide us with opportunities to further explore the activity posed in this article. We would like you to try this activity with your students using the Shape Tool applet and the following guidelines.
Practice using the Shape Tool applet: select a pattern block by clicking it, and then clicking again at the place on the grid where you want the block to appear. (If you keep clicking on blocks, new ones will appear.) To erase a block, click on the lightning bolt tool, then click on the block you want erased. To move a block around the grid, click on the arrow tool, < then click on the block you wish to move. Place one or more blocks on the electronic mat. Try some of the action tools along the left column of the applet to see how they transform the blocks.
To help students understand and visualize different transformations, have them create a shape and then try sliding, flipping, and turning the shape. First, students should predict how the transformation works on paper, then, using the Shape Tool applet, they can see it work dynamically on the computer's screen.
As your students are working, when possible, let them figure out what they think is being asked with little help from you. It would be fine if they worked with a partner. If you would, share the following information after you observe the children solving the activity by emailing firstname.lastname@example.org.
* What went well as the children solved this activity?
* What did they seem to struggle with?
* Describe whether the children liked the interactive Shape Tool mat.
* What surprised you about how the children solved the activity?
* This activity involved a good deal of reading. Did that seem to be problematic?
* What recommendations would you give to change or improve the activity?
For other opportunities to explore problems using electronic pattern blocks, see the references section.
about the authors
Lynae Sakshaug
Kay A. Wohlhuter
Lynae Sakshaug is invovled in research on learning mathematics through meaningful problem solving. She is also involved in action research in urban education in the Rochester City School District, Rochester, NY. Lynae teaches mathematics education at SUNY Brockport.
references
Clements, Douglas H., and Julie Sarama. "Tech Time: Predicting Pattern Blocks on and off the Computer." Teaching Children Mathematics 6 (March 2000): 458–62.
Lindquist, Mary M., and Douglas H. Clements. "Principles and Standards: Geometry Must Be Vital." Teaching Children Mathematics 7 (March 2001): 409–15.
National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathematics. Reston, Va.: NCTM, 2000.
Sakshaug, Lynae. "Problem Solvers: The Mathematics of Motion." Teaching Children Mathematics 6 (December 1999): 250–51.
Kay Wohlhuter, email@example.com, teaches at the University of MN Duluth, Duluth, MN 55812. Her professional interests include the teaching and learning of geometry, the examination of the use of technology in the mathematics classroom, and the professional development of preservice and inservice teachers.
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Geography of Canada
Grade 9 Academic & Applied CGC1D/CGC1P
Activity – Design a Sea Turtle Pamphlet
Ontario Curriculum Expectations
Activity/Lesson Plan Sequence
Specific Expectations
Understanding Concepts
By the end of the course, students will SSI.01B - demonstrate an understanding of the terms and concepts associated with regions (e.g., bioregion, ecozone, ecological footprint, boundaries, transition zone, ecumene);
SSI.02B - demonstrate an understanding of the characteristics of natural systems (e.g., climate, and forms, soils, natural vegetation, wildlife);
SSI.03B - demonstrate an understanding of how natural and human systems interact within ecozones;
Human-Environment Interactions Overall Expectations
By the end of the course, students will: HEV.01D - analyse the ways in which natural systems interact with human systems, then make predictions about the outcomes of these interactions;
Classroom Resources Required for Activity/Lesson:
Activity Handout (photocopies for the class), Evaluation Rubric
Assessment Strategy
Diagnostic Assessment – addressing class questions & concerns about material Formative Assessment - examining research materials & pamphlet rough sketches
Evaluation
Summative Evaluation – submitted pamphlets are evaluated using the poster rubric, students must be able to address questions posed about their pamphlet
Homework/Class Reminders: Complete a rough sketch of the pamphlet, begin research
CANADIAN ORGANIZATION FOR TROPICAL EDUCATION AND RAINFOREST CONSERVATION
-Begin the lesson by distributing the student handouts and the evaluation rubric
-Assign a due date (approximately one to two weeks from the handout distribution date)
-Students can work individually or in pairs. You may decide to assign species of sea turtle to the students randomly (e.g. draw for the name) or to allow them to conduct research about various species of sea turtle. Some possibilities include:
Hawksbill sea turtle, Green sea turtle, Leatherback sea turtle, Loggerhead sea turtle, Flatback sea turtle, Olive Ridley sea turtle, Kemp's Ridley sea turtle
-Address any questions posed by the students
-If time permits, a library research period would allow students to conduct independent research on their particular sea turtle.
Design a Sea Turtle Pamphlet
Save Sea Turtles!
Name:__________________________________________
Assignment Due Date:______________________________
Time is running out. Sea turtles from around the world are facing a habitat crisis. Increased development, climate change, hunting and pollution are hurting these beautiful creatures. It is your job to help them by designing an inspirational pamphlet to get the word out. The sea turtles do not have a voice to speak for themselves, so it is up to you to speak for them!
Pamphlet Design:
1. Be creative and compelling. How would you feel if your home was slowly disappearing before your eyes? Think from the sea turtle's perspective. Use colour and illustrations to analyse what is happening to sea turtles around the world.
2. Describe, using proper geographic terms, where your sea turtle is found (e.g. ecozone, climate, habitat, etc.).
3. What does your turtle need to survive (what does it eat, where does it reproduce, etc.)
4. How do humans impact or interact with the turtle's ecozone? Are these interactions helpful or harmful to the turtle?
5. Make future predictions about human-turtle interactions in the ecozone.
6. What can be done to help the turtle?
In addition to making your pamphlet, you must be prepared to address any questions that your teacher may pose about the information or organization of your assignment. Properly reference any information sources or illustrations used.
Good Luck!
**Please note that the clip art present is from Microsoft Word.
CANADIAN ORGANIZATION FOR TROPICAL
EDUCATION AND RAINFOREST CONSERVATION
| | Criteria | | Level 4 | | Level 3 | | Level 2 | Level 1 |
|---|---|---|---|---|---|---|---|---|
| Knowledge | | Student(s) can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. | | Student(s) can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. | | Student(s) can accurately answer some questions related to facts in the brochure and to technical processes used to create the brochure. | | |
| | | All facts in the brochure are accurate. | | 90-99% of the facts in the brochure are accurate. | | 80-89% of the facts in the brochure are accurate. | | |
| Communication | | The brochure has exceptionally attractive formatting and well-organized information. | | The brochure has attractive formatting and well-organized information. | | The brochure has well-organized information. | | |
| Sources | | Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure. | | Careful and accurate records are kept to document the source of 85-94% of the facts and graphics in the brochure. | | Careful and accurate records are kept to document the source of 75-84% of the facts and graphics in the brochure. | | |
Activity – Sea Turtle Research & Presentation Project
Ontario Curriculum Expectations Specific Expectations Understanding Concepts
By the end of the course, students will SSI.02B-demonstrate an understanding of the characteristics of natural systems (e.g., climate, landforms, soils, natural vegetation, wildlife); SSI.03B-demonstrate an understanding of how natural and human systems interact within ecozones;
Human-Environment Interactions Overall Expectations
By the end of the course, students will: HEV.01D-analyse the ways in which natural systems interact with human systems, then make predictions about the outcomes of these interactions;
Specific Expectations Understanding Concepts
By the end of the course, students will: HEI.02B-demonstrate an understanding of how human activities (e.g., agricultural and urban development, waste management, parks development, forest harvesting, land reclamation) affect the environment;
HEI.03B-demonstrate an understanding of how natural systems (e.g., climate, soils, landforms, natural vegetation, wildlife) influence cultural and economic activities (e.g., recreation, transportation, employment opportunities);
Methods of Geographic Inquiry Developing and Practising Skills
By the end of the course, students will: MI2.01D-use geographic terms correctly in written and oral communication (e.g., location, place,region, pattern, urban, suburban, rural, wilderness);
CD-ROMs, Internet) to research a geographic issue;
Activity/Lesson:
Activity Handout (photocopies for the class),
Evaluation Rubric
Assessment Strategy
Diagnostic Assessment – addressing class questions & concerns about material Formative Assessment - examining research materials at set check points
Evaluation
Summative Evaluation – Presentations are evaluated using rubric
Activity/Lesson Plan Sequence
-Assemble students into groups of three to four
-Assign each group one the following sea turtles found in the Caribbean:
Green Sea Turtle, Leatherback Sea Turtle, Hawksbill Sea Turtle, Loggerhead Sea Turtle, Olive Ridley Sea Turtle, Flatback Sea Turtle, Kemp's Ridley Sea Turtle
-Read out loud the handout and assign a due date for the presentations
MI2.02B-develop and use appropriate questions to define a topic, problem, or issue, and use these questions to focus a geographic inquiry; MI2.03D-locate and use effectively geographic material from primary sources (e.g., field research, surveys, interviews) and secondary sources (e.g., mainstream and alternative media,
-Assign Formative Assessment Checkpoints to examine student group progress with project
-You may decide to designate one or more library research periods
**Please note that the clip art present is from Microsoft Word.
CANADIAN ORGANIZATION FOR TROPICAL EDUCATION AND RAINFOREST CONSERVATION
Email:
Sea Turtle Presentation Project
Name:____________________________________
Group Members:____________________________
Sea Turtle:_________________________________
Presentation Due Date:_______________________
Sea turtles are one of the most fascinating and beautiful creatures found in the ocean. In many parts of Central America, sea turtles come ashore to nest on beaches. You will prepare a well-researched presentation for your class about your assigned sea turtle. The following research aspects must be incorporated:
1. A detailed ecological description of your sea turtle and its habitat using proper geographic terms
2. How do humans impact your sea turtle's range/habitat?
3. What are the outcomes of human-sea turtle interactions? Can they be minimized?
4. What is the economic value of your sea turtle? For example, is the turtle hunted for food? Is it used for some other purpose? Does ecotourism revolve around your sea turtle? Can the presence of this turtle somehow create employment?
5. Your research information must come from at least one primary data source and at least two secondary data sources.
6. Your presentation will be evaluated for proper vocabulary, detailed information and creative approach.
7. Your group must also prepare a one page summary about your sea turtle (include your references, highlight the one primary data source).
Good luck and have fun!!
**Please note that the clip art present is from Microsoft Word.
CANADIAN ORGANIZATION FOR TROPICAL
EDUCATION AND RAINFOREST CONSERVATION
Email:
| | Criteria | | Level 4 | | Level 3 | | Level 2 | Level 1 |
|---|---|---|---|---|---|---|---|---|
| Knowledge | | Shows a full understanding of the topic. Presentation is very creative. | | Shows a good understanding of the topic. Creativity evident. | | Shows a good understanding of parts of the topic. Some creativity is evident. | | |
| | | Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. | | Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. | | Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. | | |
| Communication | | Speaks clearly and distinctly all (95-100%) the time, and no mispronunciations. | | Speaks clearly and distinctly all (95-100%) the time, but mispronounces some words. | | Speaks clearly and distinctly most (85- 94%) of the time. Mispronounces no more than one word. | | |
| | | Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. | | Stands up straight and establishes eye contact with everyone in the room during the presentation. | | Sometimes stands up straight and establishes eye contact. | | |
| | | Presentation is 5-6 minutes long. More than two primary & secondary data sources included | | Presentation is 4 minutes long. One primary and two secondary data sources included | | Presentation is 3 minutes long. One primary and one secondary data source | | |
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Technology Subjects Support Service
Sample L.C. Technology Classroom Control Project
Sample L.C. Technology Classroom Control Project
(c) Galway Education Centre 2011
Leaving Certificate Technology – Classroom Control Project
Pick and Place 3 Axis Robot
Design Brief
Design and make a 3 Axis Pick and Place Robot which is capable of moving a small load from one position to another.
1. Introduction.
This project is a 3-Axis Servo controlled Robotic Arm which is capable of moving an object from one position to another.
The key focus areas of this project are:
1 The introduction of robotic control and applications.
2 The use of control software to:
- control a number of servo motors
- respond to feedback from sensors
3 The use of CAD/CAM systems in support of design development.
2. Year Group/Term
This project would be suitable for the end of fifth year / start sixth year.
3. Syllabus Topics & Learning Outcomes.
The Project may be used to cover elements of the following syllabus areas:
Design:
Using a model to test a design and plan a sequence of manufacture.
Communication:
Using computer graphics software (SolidWorks) to develop and visually represent ideas
Materials:
Developing skills in marking out and/or cutting using CNC Router. The assembly of components and finishing acrylic.
Structures:
Describe and analyse the effects of forces acting on a structure and also to carry out some simple calculations of moments.
Robotics:
Identify robot types, understand what is meant by degrees of freedom, work envelope, end effectors and understand the principles of controlling servo motors.
Quality Management:
Identify, estimate and classify the costs associated with a product and the relationship between cost and quality.
Manufacturing Systems:
Devise work cells for simple processes of manufacture, assembly and packaging.
Aims:
To introduce students to robotics and robotic control using servo motors and control
- software.
- To design and select suitable materials for construction of robot, and to perform calculations to determine moments of force.
- To develop an understanding of analogue signals, and how to utilise them to provide feedback when controlling robotic movement.
Learning Outcomes:
- Students should be able to identify robotic structures and configurations suitable for specific tasks.
- Students should be able to programme a robotic device to do specified tasks and to be able to modify outputs in response to sensed conditions.
- Students should be able to perform simple calculations of forces and moments.
- Students should be able to select/design suitable grippers for various automated processes.
- Students should be able to identify industrial applications of robotics.
4. Prerequisite Knowledge:
Experience of manufacture and assembly of various projects, including circuit boards. Use of CAD/CAM systems and a basic understanding of PIC's and programming software.
5. Specific Equipment.
3 servo motors and a suitable PIC control board.
6. Materials Required
3mm & 5mm acrylic sheet, 1.5mm diameter brass/ steel rod. 3 servo motors with attachments. PIC Board and components, download cable and programming software.
7. Suggested methodology:
There are a number of approaches to this project depending on the ability of the students and the time available.
Option 1.
Basic control of servo motors using control software to programme a 3 axis robot arm. The arm is to move to various locations and provide pick and place capabilities.
Option 2.
Design a separate control panel to provide manual control
- of two axis using two potentiometers.
- to operate a gripper using an LDR
Option 3.
Challenge students to design a robotic system which will separate different coloured balls / blocks into various containers.
8. Procedure/instructions/ information.
See attached drawings for constuction/assembly details
9. Health & Safety:
The Technology room Health & Safety rules and regulations apply.
Hazards specific to this project include the following:
- Hot Tips associated with the use of the soldering. The risk of burns or damaging surfaces can be mitigated by the use of suitable stands.
- Soldering to be carried out in a well ventilated area.
- Potential bonding of body tissue due to the use of Super Glue Gel.
- Possible cutting from metal swarf on the end of 2mm diameter rods. Students' attention should be drawn to this hazard and the mitigation of the risk by removing the swarf with a file immediately after cutting.
- Sharp end of rod, should be protected at all times to prevent eye injuries etc.
10. Integration of Options.
Applied control systems, levers / linkages/ mechanisms, moments of force, degree's of freedom, hybrid manufacturing systems, material selection and properties, assembly and application of control circuits, use of CAD/CAM systems.
11. Assessment:
Quality of working drawings and presentation.
The successful use of control software in programming a 3 axis robot arm. The integration of analogue sensors to provide feedback.
The functionality, quality and finish of the final product could be assessed by the teacher.
Portfolio Integration:
Alternative designs of robotic arms - 5 axis robot etc.
Various designs of grippers for a range of applications.
Robotic applications in industry, home, medical, space etc.
Walk through programming and its applications.
SolidWorks drawings and animation
The use of sketching / rendering.
12. Suggested Links:
T4 Resource CD/Website Resources by Topic/Core: Gears, Intro. to Structures & Mechanisms etc. Assembly, Finishing materials. Applied Control option
Useful Websites:
www.t4.ie www.technologystudent.com
www.flyingpig.com www.robives.com/mechs
www.Arexx.com http://www.servoshop.co.uk/
www.lynxmotion.com www.mindsetsonline.co.uk
http://www.sparkfun.com/products/9032
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Art Words
Art Words
The following words are commonly used in art and in art classes.
Teachers and students can include new words or variations of words as they are discovered and used.
A
abstract art
Art which stresses elements of composition, rather than subject. The subject usually is unidentifiable or, if identifiable has been simplified or rearranged.
accent
A distinctive feature that accentuates or complements the overall design of a work of art.
acrylic
Paint composed of pigments bound by acrylic resin, a type of plastic. Acrylic paints are water soluble before they dry.
actual texture
A texture that can be perceived through the sense of touch.
additive sculpture
Process of creating a three-dimensional artwork by adding separate parts to create a whole. Materials could include paper, wood, clay, found objects, metal, etc.
aesthetics
The theory of the artistic or the beautiful; pertaining to work philosophically pleasing to the emotional nature of humans.
amorphous
Without definite form.
analogous colors
Colors that are next to each other on the color wheel (for example, yellow, yellow-orange, and orange). Also called related colors; similar or alike.
architect
Structural design professional who designs buildings and supervises their construction.
architecture
The art and science of designing building and other largescale, aesthetically pleasing, functional structures.
armature
A frame made of wire or other materials and used to hold up a sculpture.
art criticism
Process of thinking and learning (making discriminating judgments) about a work of art in order to be able to draw informed conclusions about its quality or meaning.
art history
Study of the historical and cultural contexts of art.
artifact
An object created by human beings. Most artifacts are originally produced to serve a function. They acquire aesthetic value over time.
artist's intention
An artist's purpose or reason for creating a particular artwork; often difficult to know.
artistic elements
Visual properties of color, line, shape, form, texture, and value. Sensory properties are immediately visible in a work of art.
artistic perception
Using awareness, sensitivity, and intuition to gain insight and knowledge regarding natural and human-made environments.
artwork
An object or image resulting from imaginative conception and creation that invokes a feeling of pleasure or another emotional response in the viewer and that may convey meaning.
assemblage
Type of three-dimensional art built by combining and connecting a variety of objects and found materials to create
a unified whole.
asymmetrical balance
Type of balance in which two sides of an artwork are not alike, but carry equal or nearly equal visual weight. Also known as informal balance.
B
background
Part of an artwork that appears to be farthest from the viewer, or in the distance of the scene.
balance
The impression of equilibrium in a pictorial or sculptural composition. Balance can be symmetrical, asymmetrical, or radial. Balance is a principle of design.
bird's-eye view
View from above or from a high vantage point.
bisque
Unglazed fired ceramic clay.
block printing
Method of printing in which a raised design or image is created on a flat surface. The design is covered with ink or color and then paper is pressed onto it.
book designer
An artist who designs and creates the layout of a book's cover and its pages.
border design
Design that creates a framelike edge around a shape.
brayer
In printing, a hand-held rubber roller used to spread ink over a surface. A small hand roller used to spread printmaking ink thinly and evenly.
C
calligraphy
The art of beautiful handwriting, often for decorative purposes.
cartoon
The term has two well-defined meanings. Originally a cartoon was a full-scale and detailed preparatory rendering for a painting, tapestry, or fresco. Now a cartoon is a drawing that shows people or things in a humorous situation and that is often accompanied by a caption.
carving
Creation of a three-dimensional artwork by cutting away unwanted parts of a block of hard material, such as wood or stone. This is the subtractive method.
centre of interest
Part of an artwork the viewer notices first; most important part of an artwork.
ceramic clay
Type of clay that, after being formed, is fired at a high temperature in a kiln to harden and produce ceramic artworks.
cityscape
An artwork showing a view of a city or skyline.
classical
Term applied to artwork that exhibits the characteristics of ancient Greek and Roman art, such as proportion, balance, and idealized forms and themes.
clay
Substance found in the earth that is pliable when moist and hardens when baked. Clay is used to create artworks such as sculpture and pottery.
close-up
Point of view in which objects in an artwork appear to be very near the viewer.
collage
A two-dimensional artwork created by arranging and gluing pictures or photographs, or pieces of paper, fabric, or other materials onto a flat surface.
colour
Also referred to as hue, color is the appearance of an object created by the quality of light it reflects or emits. Colours all come from the three primaries and black and white. Colour has three properties – hue, value, and intensity. The term colour can also refer to a paint, dye, pigment, or other substance that imparts color. Colour is an element of art.
colour family
A group of related colours, for example, warm colours and cool colours are colour families.
colour scheme
A plan for combining colours in a work of art.
colour wheel
Circular chart that shows primary, secondary, and intermediate colours in an order that illustrates progression through the spectrum and relationships among coluors.
complementary colour scheme
Colour scheme made from colours that are directly across from one another on the colour wheel.
complementary colours
Colours that are directly across from one another on the colour wheel. These colours contrast strongly with one another.
compose
To plan or create an artwork so all parts are arranged to make a unified whole.
composition
The arrangement of the elements of art. Composition may also refer to any work of art using the principals of art to create a unified artwork.
computer-assisted art
Artworks created with the help of computer software.
construct
To build or make something by putting materials together; additive art.
context
The varied and interwoven circumstances in which a work of art is or was created. These can include factors that pertain to the artist, the intended function of the work of art, the historical period when the art work was produced and its reception and interpretation at that time.
contour
Outline of a shape or the surface of a form. A line that represents such an outline.
contour line
Lines that represent the outer edge and undulating surfaces within a form, such as shapes or wrinkles and folds.
contrast
Difference between two unlike things, such as a dark color and a light color.
converging lines
Actual or implied lines that move toward one another and conjoin at a point in space.
cool colors
Greens, blues, purples, and related colors; cool colors suggest cold and seem to move away from the viewer. Cool colors suggest cool objects, places, and feelings.
creativity
Simply stated, the ability to create. However the word has connotations of originality, productivity, imagination and
innovation.
credit line
Information that accompanies a reproduction of a piece of fine art. It usually includes the artist's name, title of the artwork, date the artwork was completed, medium used, and the artwork's current owner or location.
critique
A close examination; a critical review.
cross-hatched lines
Parallel, crossed lines drawn in more than one direction gradually creating a denser and denser pattern; often used to create a darker value in drawings or printmaking.
culture
Customs, beliefs, arts, and a way of life of a community or a population.
curator
Administrative director of a museum. A person who conducts research for a museum. Curators select artworks among a museum's permanent collection for display and recommend additional artworks for purchase by a museum.
D
depth
Perception of spatial distance between objects in a twodimensional work of art.
design
The creative, organized, and methodical arrangement of lines, spaces, colors, shapes, textures, and other elements in an artwork. Also, the act of planning and arranging the parts of an artwork using the principals of design.
detail
The small parts of a larger structure, object, or image.
diorama
A three-dimensional, often miniature scene. In a diorama, modeled figures are displayed against a realistic, painted background.
distance
In art, the illusion of the third dimension (depth, or near to far) created in a two-dimensional artwork.
distortion
The twisting or exaggerating forms from their normal shape, often done to express strong emotion.
drawing
An artwork consisting of lines and shapes sketched on paper with materials, such as pencils, pens, chalk, or pastels. Also, the process of creating a line or shape on paper using a drawing implement.
Type of art in which the completed artwork is made from and becomes an important part of the environment in which it was created. Also called earthwork.
elements of art
Basic components of an artwork, including line, shape, form, color, value, texture, and space.
embossing
A designed surface in which parts are raised.
emphasis
Refers to the created center of interest, the place in an artwork where your eye first lands. Emphasis is a principal of design.
engrave
To use a sharp tool to carve letters or pictures into hard materials, such as metal or wood. Also called etching.
etching
Printmaking process in which a metal place is coated with wax or a like substance, a design is cut into the coating, and the metal place is submerged in acid. The acid burns the metal long the lines of the designs, creating grooves that hold the ink for printing.
exaggeration
Showing something in a way that enlarges or overemphasizes its importance.
express
To communicate one's thoughts or feelings through words, gestures, or art.
fantasy
Art inspired by the creative imagination; unrestrained fancy.
femmage
Type of collage that includes fabric art traditionally made by women.
fiber arts
Artworks created out of yarn, thread, or cloth (for example, stitchery and weaving).
fired
Hardened by great heat; usually refers to clay. For example, in ceramics clay objects are fired in a kiln.
firing
Process of using extreme heat to harden objects made of clay.
fixative
A substance that is sprayed over charcoal, pastel, or pencil drawings to make those materials adhere permanently to the paper and to prevent smearing.
focus
The central aspect of an image or that which draws the viewers attention.
foreground
The part of an artwork that appears to be nearest the viewer, or in the front of the scene.
form
Form has depth, length, and width, and resides in space. It is perceived as three-dimensional. Form is an element of art.
formal balance
Type of balance in which the visual properties or features on both sides of a center line (vertical, horizontal, ore diagonal) are similar or identical. Also known as symmetrical balance.
found object
Any item that an artist finds and uses in an artwork. Found objects can be manufactured items, such as clock parts or natural objects, such as tree bark.
fresco
Painting technique, often used for murals, in which waterbased paint is applied to wet plaster. As it dries, the plaster absorbs the paint and the painting becomes part of the wall.
functional
Something that is designed with a specific purpose in mind.
G
galleries
Buildings or areas devoted to the exhibition of artworks for viewing or for sale.
geometric
Term used to describe shapes or forms that are mathematically defined or regular in appearance, such as circles, spheres, squares, or cubes (shapes that have names).
gesture drawing
A drawing done quickly to show main action lines or paths of movement.
glaze
Melted glass coating fired onto pottery; applied as liquid.
graphic art
Design and production of commercial artworks, such as signs, posters, advertisements, book jackets, and computer software.
greenware
Any clay form that has not been fired.
H
handbuilding
Working the clay with hands only; coiling, pinching, and slab building are three basic techniques.
heritage
History, culture, and traditions of a group of people.
hieroglyphics
System of writing, such as that of the ancient Egyptians, that uses pictures or symbols rather than words or letters.
horizon line
The line created in an artwork by the meeting of sky and ground, usually on the viewer's eye level.
horizontal
Moving straight across rather than up and down. For example, the top edge of a piece of paper is horizontal.
hue
Another word for color.
I
illusion
An image that tricks the eye or seems to be something it is not.
illustrate
To create or design pictures for books, magazines, or other printed works.
illustrator
An artist who creates pictures for books, magazines, or other printed works.
imaginary
Of or having to do with the imagination; not realistic.
implied
Something that is suggested or inferred, rather than directly apparent.
impression
Indentation in a material. A single copy of a print done in a set.
informal balance
Type of balance in which two sides of an artwork are not alike but carry equal or nearly equal visual weight. Also known as asymmetrical balance.
intensity
Brightness or dullness of a color. A color's intensity is highest, or most pure, when it is not mixed with another color. Colors that contain traces of other colors or of black or white have lower intensity.
intermediate colors
Colors created when a primary color (red, yellow, or blue) is mixed with a secondary color (orange, green, or violet).
irregular
Term used to describe shapes and forms that are not geometric. Also known as organic or amorphous (shapes that do not have a name).
K
kiln
In art, an oven which reaches very high temperatures used to harden clay.
landscape
An artwork depicting an outdoor scene or scenery.
line
Line is the path of a point moving through space. Lines vary in width, length, direction, color, and degree of curve and can be two-dimensional or implied. Line is an element of art.
linear perspective
Technique that makes use of line to create the illusion of depth on a two-dimensional surface. If the lines in an artwork created with this technique are extended, they converge on an imaginary point on an imaginary line that represents the eye level of the viewer. This point is called the vanishing point.
loom
Tool or device used to create fabric by weaving fibers together.
M
medium
Material with which an artwork is created (for example, charcoal, pastels, oil paints, or clay). Medium also refers to the technique used to make an artwork, such as painting, sculpture, or etching. (plural – media or mediums)
middle ground
The part of an artwork that appears to lie between objects in the foreground and background.
mixed media
An artwork created by using more than one medium. For example, a collage mixing drawing and painting can be a mixed-media artwork.
model
Someone or something that serves as a subject for an artist. Small replica of another larger object, usually built to scale. Also, to create an artwork by shaping a malleable substance such as clay.
modeling clay
Plastic material used for making forms. It usually comes in a variety of colors and can be reused since it does not harden. It cannot be fired and should not be used for permanent artworks.
monochrome
Color scheme limited to different values of one hue. Also, an artwork that is monochromatic.
monoprint
A single printing made from a plate, after which the plate needs to be reworked in order to pull another monoprint.
mood
The feeling or emotion created in a work of art.
mosaic
An artwork created by setting tesserae (small pieces of glass, tile, stones, paper, or similar material) into mortar or onto another adhesive background to create a unified pattern or image.
motif
An element that is repeated often enough to be an important feature of a design.
movement
Refers to the suggestion of motion through use of various elements in an artwork.
mural
A large artwork, usually a painting, applied directly to a wall or ceiling. Murals often appear on or in public buildings.
museum
An institution designed for the acquisition, presentation, study, and exhibition of works of artistic, historical, and cultural value.
N
negative space
An enclosed empty space which helps define forms and makes an essential contribution to the composition.
neutrals
Term used for black, white, tints, and shades of gray. Some designers also consider browns to be neutrals.
nonobjective
Style of art that does not represent actual objects, scenes, or figures; nonrepresentational.
nonrepresentational
Term used to describe art in which the artist expresses ideas, thoughts, or feelings without depicting a realistic object; nonobjective.
O
objective art
Representational; has recognizable subjects.
oil pastels
Oil-based drawing crayon.
opaque
Not allowing light to pass through; the opposite of transparent.
organic
Term used to describe irregular shapes, particularly those resembling objects found in nature.
original
An artwork that is singular and distinctive from other artworks. Also, the actual, authenticated artwork, rather than a reproduction or copy of it.
painting
An artwork created by using a brush or other tool to apply tempera, watercolor, oil, acrylic, or another kind of paint to a surface. Also, the process of creating an artwork with paint.
palette
A flat board on which an artist mixes colors.
papier-mâché
Process of creating forms by covering an armature or other base with strips of paper that have been soaked in watery paste, and then molding the strips. The form hardens as it dries.
pastel
Drawing tool, similar in shape to a crayon, made from a paste of finely ground pigment. Also refers to a tint of a color.
pattern
Refers to the repetition or recurrence of a design element, exact or varied, which establishes a visual beat. Pattern is a principle of design. Also, a plan or model to be followed when making something.
perspective
Techniques for showing three-dimensional objects or scenes on a flat or nearly flat surface.
photograph
An image recorded by a camera on film and then printed on photosensitive paper. An image recorded digitally, and read and printed by a computer.
photorealism
An international movement in painting and sculpture arising in the late 1960s and early 1970s characterized by the precise, observation of subject matter, such as street scenes or portraits, often taken from actual photographs.
pictograph
A highly simplified symbol of an object or action, i.e., Egyptian hieroglyphics.
picture plane
A term used to describe the surface of the picture that can be imagined like a plane of glass behind which the elements of the image are arranged. Through the use of various techniques such as perspective and overlapping of objects the artist creates an illusion of depth receding away from the picture plane.
pigment
Very fine, colored powder that is mixed with a liquid base such as oil or water to make paint.
pinch method
Method of shaping clay into pottery by pinching, pressing, and pulling it with the fingers and hands.
plane
A flat surface.
plate
In printmaking a piece of flat material, such as metal, stone, clay, or wood, with a design on its surface used to print an impression of the design.
portfolio
Collection or sampling of an artist's artwork, arranged in a protective cover or folder for review or display.
portrait
An artwork that features a person, an animal, or a group of people, usually placing emphasis on the face.
positive space
The space that a form or shape occupies in an artwork.
pottery
Functional objects such as vases, bowls, pots, and dishes that are modeled from wet clay. Pottery is usually fired in a kiln.
primary colors
The three colors (blue, red, and yellow) from which other colors are made. The primary colors cannot be made from other colors.
principals of design
Set of guidelines for the arrangement of the elements of art. Principals of design include unity, emphasis, balance, proportion/scale, pattern, and rhythm/movement.
print
An artwork created by pressing a design onto paper or another flat surface using a block or other object coated with wet color. Multiple copies of a print can often be made by reinking the block and repeating the process. See printmaking.
printing block
In printing, a piece of material, such as clay or wood, into which a design has been carved. Ink or paint is applied to the surface of the block, paper is pressed onto the block, and an impression of the design is created. Also known as a plate.
printmaking
Process of creating prints, or multiple copies of a single image, using one of several techniques or media, i.e., a woodcut, an engraving or etching, transfer paper, photograph, or a monoprint.
proportion
Relationship between the size of a part when compared to that of another part or of the whole. For example, an artist drawing a head will keep in mind the size relationship of the nose to the face, an architect the door to the building. Proportion is a principle of design.
Q
quilt
In art, a bedcover made from two layers of cloth which have been arranged and stitched together in a colorful design. Also, the process of creating a quilt.
quiltblock
A square, usually of fabric, that is decorated in some way and combined with other quiltblocks to create a quilt.
radial balance
A sense of balance created when lines or shapes spread out from a center point in regular patterns.
radial design
Circular design radiating from a center.
raku
A fast firing, spontaneous clay method derived from the Japanese Raku dynasties of potters (1500 to present).
realism
Style of art that seeks to reproduce reality exactly, rather than to idealize or interpret them.
related colors
Colors that are next to each other on the color wheel (for example, yellow, yellow-orange, and orange). Also called analogous colors.
relief print
A print made by covering a printing block with ink and then pressing paper onto the block.
representational
Term used to describe art that depicts a subject as it appears.
reproduction
Copy or replica of an original artwork; photograph of print of an artwork.
resist medium
Material applied to a surface to protect it from liquids such as paint or dye.
rhythm
Refers to the suggestion of motion or beat through the use of the elements in an artwork. Rhythm is a principle of design.
rubbing
Copy of a textured or raised surface made by placing paper over the surface and rubbing the paper with chalk, pencil, or crayon.
S
scale
Proportional relationship between an object represented in an artwork and the real object. Something drawn 1/3 scale means all parts are drawn 1/3 the size of the original.
score
To use an instrument to roughen or scratch joints of a clay sculpture prior to joining them. To scratch a line in order to easily bend a paper.
scoring
Inscribing or scratching with a tool in any medium.
sculptor
An artist whose primary medium is three-dimensional art or sculpture.
sculpture
An artwork made by modeling, carving, casting, or joining materials into a three-dimensional whole. Also, the process of making such an artwork. Clay, wood, stone, and metal are common materials used for sculpture.
seascape
An artwork that represents the sea, ocean, or shore.
secondary color
A color created by mixing two primary colors in equal proportions. The secondary colors are orange (made from red and yellow), green (made from blue and yellow), and violet (made from red and blue).
self-portrait
An artwork showing a likeness of the artist who created it.
senses
The faculties of hearing, sight, smell, touch, and taste. An artwork may appeal to one or more of the senses.
shade
A dark value of a color created by adding black to the color.
shading
A way of showing gradual changes in lightness or darkness in an artwork. Shading helps make an artwork appear more threedimensional.
shape
Implies spatial form and is usually perceived as twodimensional. It is distinguished from its surroundings by its outline. A shape encloses space and can be geometric (such as a circle or square) or organic (having an irregular outline). Shape is an element of art.
silhouette
Images showing no interior detail set against a contrasting background.
sketch
A quick drawing that contains little detail but captures the main features of a subject. A sketch is often used to explore a theme or to plan another, more detailed work.
slip
Creamlike mixture of clay and water that acts as glue to join scored pieces of clay.
space
Refers to the area in which art is organized. Shapes and forms are defined by the empty space surrounding them (negative space) and by the space they occupy (positive space). Space is an element of art.
stencil
Piece of paper, cardboard, plastic, or another material with a cutout design; an image is made when paint or ink is applied through the design to a surface underneath.
still life
An artwork showing an arrangement of inanimate objects.
story quilt
A quilt showing pictures that tell a story.
style
An artist's unique way of creating is referred to as his/her particular style. Style can also be characteristic of a group of artists, a culture, or a period in time. An artwork's style includes all the features that make it different from or similar to other works.
subject
Person, object, or scene represented in an artwork; the recognizable topic of an artwork.
subtractive
Removing material from the starting form to create a sculpture.
subtractive method
Process of creating a three-dimensional artwork by removing, or subtracting material, as in carving a form from a plaster block.
symbols
A form, image, icon, or subject that represents an idea or meaning other than its outward appearance.
symmetrical balance
Type of balance in which the visual properties or features on both sides of a center line (vertical, horizontal, or diagonal) are similar or identical and feels balanced. A human face, for example, is symmetrically balanced (although not identical) along a vertical line. Also known as formal balance.
tempera
Water-soluble paint, also known as poster paint.
texture
Refers to the tactile qualities of a surface (actual) or to the visual representation of such surface qualities (implied). Texture is an element of art.
theme
The artist's particular interpretation of a broad or abstract topic such as nature, love, or beauty.
three-dimensional
A form in space which can be measured in three directions; having height, width, and depth; not flat. Also, the illusion of depth.
tint
A light value of a color created by adding the color to white.
tradition
Knowledge, beliefs, or activities handed down from one generation to the next.
translucent
Allowing the passage of light but not the perception of distinct images.
transparent
Able to be seen through clearly; the opposite of opaque.
two-dimensional
Flat, on one plane; can be measured in two directions.
U
unity
Appearance of oneness; it is the design continuity that eliminates confusion. Unity is a principle of design.
utilitarian art
Art created primarily for a practical purpose. A quilt, for example, can be a utilitarian artwork.
V
value
Relative lightness or darkness of a color and is perceived in terms of contrast. For example, pink is a light value of red, while navy is a dark value of blue. Value is an element of art.
vanishing point
In an artwork using linear perspective, the point at which converging lines meet.
variety
Use of different elements of art to add interest to an artwork. Variety is a principle of design.
vertical
Upright, at right angles to the horizon.
viewpoint
An angle or side from which an object can be seen or depicted in an artwork.
visual texture
Texture that is perceived by sight rather than by touch, as in an artwork (implied texture).
W
warm colors
Reds, oranges, and yellows; warm colors suggest warmth and seem to move toward the viewer. Warm colors suggest warm objects, places, and feelings.
warp
In weaving, fibers stretched vertically on a loom and across which the weft is woven.
watercolor
Paint composed of a water soluble pigment. A painting with watercolors plays with levels of transparency.
weaving
Process of interlacing strands of fiber, such as thread or yarn, on a loom to create a piece of fabric or an artwork.
weft
In weaving, fibers woven from side to side and through the warp on a loom.
wet on dry
A watercolor technique in which a wet paintbrush on dry watercolor paper which causes sharper and dark edged brush strokes.
wet on wet
A watercolor technique in which the pigment is applied to wet paper resulting in undefined shapes and slightly blurred brush strokes.
woodcut
A print made by inking a carved block of wood and pressing it onto paper or another flat surface. Piece of wood into which a design is cut and from which prints are made.
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EYFS
Curriculum Overview
In EYFS our curriculum is child led where we follow the interests of the children. We do not have set topics however we do have key objectives that are taught throughout the year. These objectives underpin the children's learning through a range of different learning activities and through continuous provision. Our curriculum is split into seven core areas;
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
- Literacy
- Mathematics
- Understanding of the World
- Expressive Arts and Design.
Below you will find more information on each area, the skills that we focus on as well as some sample activities.
Communication and Language
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. It is split into three key areas;
- Listening and Attention
- Understanding
- Speaking
Listening and Attention
The children will be given lots of opportunities to develop their listening skills through various activities. The children will focus on maintaining their attention in different situations and be able to respond appropriately to questions, when listening to stories or instructions as well as responding with relevant comments. The children will engage in conversations with adults and their peers through 1:1 sessions, group work and whole class discussions.
Understanding
All children will develop their understanding skills by following instructions, as well as answering 'how' and 'why' questions in different situations. The children will interact with others through their play and during conversations and will be asked to follow instructions and requests. The children will answer questions about their own experiences and respond to stories and events.
Here are some sample activities:
- Key person time (talking about feelings, sharing news and listening to stories).
- Floor books (asking and answering questions as well as sharing what we would like to learn about).
- Taking registers and messages to the office/other classes.
- Providing instructions to make a model, programme toys, washing hands.
- Whole class learning inputs such as Phonics.
- Memory games.
- Listening games such as musical statues, corners, Chinese whispers and Simon Says.
Speaking
Throughout the year the children will develop skills to help them express themselves effectively and will work on being aware of the listeners needs. We will help the children to use past, present and future forms when talking about things that have/are going to happen. The children will work on developing their vocabulary and understand the meaning of new words. The children will develop skills to help them clarify their thinking and be able to give reasons and explain their ideas.
Physical Development
Physical development involves providing opportunities for children to be active and interactive; to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices in relation to food. It is split into two key areas;
- Moving and Handling
- Health and Self-Care
Moving and Handling
The children will be provided with activities to develop their coordination in large and small movements. The children will develop running, jumping, hopping, balancing skills as well as practising throwing and catching. The children will be able to move confidently in a range of ways as well as safely negotiate space by changing direction and being aware of their own space. They will develop skills to handle equipment and tools safely including pencils for writing. The children will work on strengthening muscles in their shoulder, elbow, wrist and fingers and hold writing tools with the correct grip. The children will practise forming letters correctly ensuring that they start each letter from the correct point.
Health and Self-Care
Throughout the year we will talk about the importance of good health, physical exercise, a healthy diet and learn about ways to keep healthy and safe. Children will manage their own basic hygiene and personal needs such as dressing and undressing themselves for PE and going to the toilet independently. A big focus will be put on self-care where the children will develop being responsible for their own belongings and ensure that they keep themselves and others safe when using and transporting tools, equipment and resources. Children will be taught about road safety and will develop skills to communicate their own needs in relation to toileting, being thirsty/tired as well when they need help from others.
Here are some sample activities:
- PE lessons linked to balancing, developing fundamental movement skills (e.g. jumping, running, throwing, hopping etc)
- Exploring movement through dance activities.
- Construct and build models using lego, stickle bricks.
- Using tweezers to pick up objects.
- Obstacle courses.
- Hand washing
- Opportunities to try different foods.
- Observing the effects of exercise on our bodies.
Personal, Social and Emotional Development
Personal, Social and Emotional development involves helping children to develop a positive sense of themselves and others as well as form positive relationships and respect for others. Children will develop social skills and learn how to manage their feelings and understand what behaviour is and is not appropriate. It is split into three key areas;
- Self-confidence and Self-awareness
- Managing Feelings and Behaviour
- Making Relationships
Self-confidence and Self-awareness
Children will develop a sense of what they like and do not like as well develop skills to talk about their opinions, interests and share their achievements with others. Activities will be planned to develop their independence by selecting their own resources and carrying out tasks without support. We will also focus on developing the children's confidence when making choices and trying new activities and taking responsibility for themselves and their belongings.
Here are some sample activities:
- Sharing achievements, qualities and skills.
- Taking responsibility for their belongings at different times of the day.
- Have classroom jobs.
- Children to make choices at snack-time, making their own snack and talk about their likes and dislikes.
- Take on the role of characters from different stories
- Talk about what makes a good friend and why.
Managing feelings and behaviour
Children will develop their ability to express their feelings in a range of situations. A focus will also be put onto understanding different feelings and explain why they are feeling a particular way. All children will develop their communication skills by making choices, communicate what they need and listen to others. A big focus is also put on children understanding and following rules, sharing with others and understand how others may be feeling.
Making Relationships
Throughout the year, children will build friendships with adults and peers. They will also develop skills to work together, to share, to take turns and be considerate to the needs of others. The children will develop their use of language to negotiate, co-operate, plan and organise play as well as resolve conflict. Children will also develop communication verbally and nonverbally. They will develop the use of facial expressions, body language, listening and recalling events, making suggestions and respond to experiences.
Literacy
Literacy development involves encouraging children to link letters and sounds and begin to read and write. It is split into two key areas;
- Reading
- Writing
Reading
Reading is split into Phonics, Word Reading and Comprehension. During the year children will be taught how recognise sounds, and will use this knowledge to develop skills to decode and blend sounds together to develop their reading ability. They will also be taught to recognise a variety of tricky words where phonics cannot be used. We will work with the children to help them read simple sentences and recognise some capital letters and lower case letters. Focus will also be put onto the children's comprehension skills. During carpet sessions and group tasks we will learn how to hold books correctly and recognise key features within a text. Children will also make predictions and talk about events of stories.
Here are some sample activities:
- Retelling stories.
- Interviewing 'characters' from stories.
- Matching word cards to pictures.
- Word hunts.
- Talk about what characters are thinking and feeling.
- Making signs, cards, recipes, writing letters etc.
- Draw pictures and mark make.
- Handwriting sessions.
- Picture hunts to record initial sounds/letters.
Writing
Throughout the year we focus on mark making, children will be encouraged to give meanings to the marks they make, use writing in their play as well as use recognisable letters. Children will also be encouraged to write the initial sounds in words and supported to build words using letter sounds. The children will build up to writing simple words through segmenting into sounds and writing simple sentences that make sense. We will work with the children to help them orally compose their sentences before writing and teach them about the use of capital letters and full stops. The children will learn how to accurately write her name and spell taught tricky words accurately. The children will focus on forming letter correctly, starting and finishing in the right place.
Mathematics
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers. They will also be taught to calculate simple addition and subtraction problems and to describe shapes, space and measures. It is split into two key areas;
- Number
- Shape, Space and Measure
Number
Children will be able to count forward and backwards from a given number up to 20 as well be able to recognise numerals 0-20. Activities will be planned to develop counting skills and the children will predict how many are in a group of objects and then use 1:1 correspondence to count objects. Children will be taught to solve simple addition and subtraction sentences, up to 10, and identify one more and one less from a given number. We will focus on developing children's skills when doubling and halving, both quantities and numbers, as well as learning to count in groups of 2s, 5s and 10s.
Here are some sample activities:
- Counting songs and rhymes.
- Outdoor hunts to collect objects and count (can also be used for adding and subtracting).
- Pegging numbers on a numberline.
- Bingo games.
- Number hunts.
- Shop role play.
- Shape hunts.
- Make potions.
- Measuring ingredients.
Shape, Space and Measure
Children will be taught to recognise and name some 2d and 3d shapes and use them to create patterns and make models. Children will also sort the shapes into different groups. We will focus on using language to describe position and understand and carry out activities linked to length, height and weight. We will teach the children about weight and distance and encourage children to compare and order items using the terms longer, shorter, taller, shorter, heavy and light. Children will also learn about money and recognise a 1p coin and use this to pay for items. The children will be taught the days of the week and use language linked to time.
Understanding the World
Understanding of the World involves helping children to make sense of their physical world and their communities. This is through providing opportunities to explore, observe and find out about people, places, technology and the environment. It is split into three key areas;
- People and Communities
- The World
- Technology
People and Communities
The children will learn to express their feelings and opinions about events in their own lives, as well as talking about their families and the lives of those around them. They will look at the lives of others and learn to respect themselves as well as the ideas, feelings, beliefs and possessions of others. The children will talk about key events as well as finding out about the lives of themselves and their family members which will also include ordering simple experiences.
The World
Children will develop skills when observing and talking about changes in the world around them. The children will be encouraged to ask questions and learn how to explain why things happen or occur. Over the year, we will work on developing skills to help children test out their own ideas, whilst using different equipment. The children will also talk about the features of different places and even start to make simple comparisons by identifying similarities and differences.
Here are some sample activities:
- Have a circle time to share successes with the class.
- Learn about celebrations and share photographs of their own experiences of celebrations.
- Look at objects from the past and present.
- Explore objects that can pushed/pulled, float/sink.
- Explore seasonal weather changes and test out objects during this time e.g. using a kite, making umbrellas etc
- Planting and going on plant and tree hunts.
- Using computer programmes.
Technology
Throughout the year, children will develop basic skills linked to IT for example knowing what a mouse and keyboard are. Children will also use an interactive board to play selected activities, mark-make and will be taught how to make something happen on the screen using simple tools. The children will be given the opportunity to use a variety of electronic communication tools e.g. walkie talkies and learn how to record sounds and speech using a recording device.
Expressive Arts and Design
Expressive arts and design involves providing opportunities for the children to explore and play with a variety of media and materials as well as giving the children chance to share their thoughts, ideas and feelings through art, music, movement, dance, role-play and design and technology. It is split into two key areas;
- Exploring Media and Materials
- Being Imaginative
Exploring Media and Materials
Children will learn to observe the world through their experiences and objects. They will talk about colours, patterns, shapes and textures as well as manipulate and control a range of tools and equipment. All children will be given the opportunity to use a range of construction resources and to build and make models. The children will evaluate their work by talking about what they like/dislike and identify how they would change them. On top of this, a focus will be put on listening to sounds in the environment and instrumental sounds. They will follow a steady beat, follow rhythms and patterns and learn familiar songs and make their own music.
Here are some sample activities:
- Colour mixing.
- Printing with different materials e.g. wool, sponge, net, bubble wrap, hand, finger etc.
- Making decorations out of salt dough.
- Creating collages using a variety of materials.
- Den building.
- Making models such as boats, cars etc
- Ring games and learning songs.
- Role Play areas.
- Puppet making.
Being Imaginative
All children will be given the opportunity to explore media and materials and to communicate their own ideas, thoughts and feelings in a variety of ways such as talk, gestures, actions and performance. Children will also be shown how to recreate familiar experiences, familiar activities and familiar stories. The children will be taught how to represent their own ideas through making choices and decisions. This will be through using objects, media, materials, their own voice, dance, instruments and props.
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Tìtìtòrea
Equipment
> Tìtìtòrea (make sticks out of rolled magazines).
> Tàku Papawira (available online).
Fundamental skill
> Balancing.
Achievement objectives
> Practise movement skills and demonstrate the ability to link them in order to perform movement sequences. (2B1)
> Describe how individuals and groups share characteristics and are also unique. (2C2)
Learning outcomes
> Keep in time to rhythm and beat.
> Demonstrate and practise hand and eye co-ordination.
> Work co-operatively to learn simple action songs/movements.
> Discuss elements of their own culture that are the same as others' and unique.
> Appreciate another culture and own.
Suggested assessment
> Students demonstrate Tàku Papawira song and tìtìtòrea actions.
> Students assess themselves using a smiley face chart (big smile – did well, straight smile – okay, slight downturn smile – could do better):
– How well did I keep in time to the beat?
– How was my hand/eye co-ordination?
– How well did I work co-operatively with others?
– What could I do to improve next time?
Health & Physical Education Activity Card
Level 2 (easily adaptable for other levels)
Notes
> Learning tìtìtòrea actions and song will take practice and can be developed over a series of lessons.
Before this lesson
> Focus on tikanga and understanding the origins of tìtìtòrea (See Traditional Màori and Pàkehà Games and Pastimes activity card). Students could learn actions to words/instructions such as:
– Ki runga – up
– Ki raro – down
– Ki mua – front
– Ki muri – back.
Teaching and learning
> Share learning intentions with students and together discuss success criteria.
> Make own sticks with rolled magazines and tape.
> Students learn the song Tàku Papawira by repeating the words after the teacher.
> Discuss the meaning of the words.
> Learn tìtìtòrea actions (see below). Break the movements down and teach small elements at one time. Model actions or get students to model.
> Discuss games from own culture and compare to tìtìtòrea such as the beats, co-ordination, skills, keeping in time/rhythm, hand and eye skill.
Tìtìtòrea actions
Students are in pairs, in rows or two circles (inner circle and outer circle), and with their two sticks lying in an 'A' shape on the ground. A leader calls 'tìmata!' ('begin!').
Students pick up sticks.
Actions to match the tune Tàku Papawi ra could include:
Tap the floor (one beat)
Tap together (one beat)
And
Tap alternately the right and left of own sticks (two beats).
Chorus
Tap the floor (one beat)
Tap together (one beat)
And
Tap alternately the right of their stick with their partner's right and then the left of their stick with their partner's left (two beats).
Repeat the above for the duration of the chorus (three times).
(Activity based on Kimihia Resources, Te Reo Kori, Volume 1, 1990)
What to watch for
> Are students watching the stick as they throw and as they catch?
> Do they have their hands open ready to catch the stick?
> Can they throw the stick at an appropriate height and speed?
> Do they keep in time with the music?
Ways to adapt
> Learn other songs and create tìtìtòrea actions such as Kei te Ako Au (Kiwi Kidsongs, 14).
> Adapt actions, for example tapping more slowly, for those less able students.
> Make poi and learn poi action songs.
> Mahi whai (string games). Learn basic patterns: two to four diamonds and design own string game and teach another person.
> Elastics. Learn a basic pattern and design own movement patterns.
> For more ideas see Te Ao Kori resource available on www.health.tki.org.nz/ key-collections/exploringte-ao-kori
Tìtìtòrea
Health & Physical Education
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Key Assessment Criteria: Being a speaker
A year 4 speaker
A year 5 speaker
* I ask questions to clarify or develop my understanding.
* I can sequence, develop and communicate ideas in an organised and logical way, always using complete sentences.
* I show that I understand the main point and the details in a discussion.
* I adapt what I am saying to the needs of the listener or audience (increasingly).
* I show that I know that language choices vary in different contexts.
* I can present to an audience using appropriate intonation; controlling the tone and volume so that the meaning is clear.
* I can justify an answer by giving evidence.
* I use Standard English when it is required.
* I cam perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone.
© Focus Education UK Ltd. 2014
* I can engage the listener by varying my expression and vocabulary.
* I adapt my spoken language depending on the audience, the purpose or the context.
* I can develop my ideas and opinions, providing relevant detail.
* I can express my point of view.
* I show that I understand the main points, including implied meanings in a discussion.
* I listen carefully in discussions. I make contributions and ask questions that are responsive to others' ideas and views.
* I use Standard English in formal situations.
* I am beginning to use hypothetical language to consider more than one possible outcome or solution.
* I can perform my own compositions, using appropriate intonation and volume so that meaning is clear.
* I can perform poems and plays from memory, making careful choices about how I convey ideas. I adapt my expression and tone.
* I begin to select the appropriate register according to the context.
A year 6 speaker
* I talk confidently and fluently in a range of situations, using formal and Standard English, if necessary.
* I ask questions to develop ideas and take account of others' views.
* I explain ideas and opinions giving reasons and evidence.
* I take an active part in discussions and can take on different roles.
* I listen to, and consider the opinions of, others in discussions.
* I make contributions to discussions, evaluating others' ideas and respond to them.
* I can sustain and argue a point of view in a debate, using the formal language of persuasion.
* I can express possibilities using hypothetical and speculative language.
* I engage listeners through choosing appropriate vocabulary and register that is matched to the context.
* I can perform my own compositions, using appropriate intonation, volume and expression so that literal and implied meaning is clear.
* I can perform poems and plays from memory, making deliberate choices about how to convey ideas about characters, contexts and atmosphere.
Key Assessment Criteria: Being a reader
A year 5 reader
Word reading
* I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
* I can read further exception words, noting the unusual correspondences between spelling and sound.
* I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
* I can re-read and read ahead to check for meaning.
© Focus Education UK Ltd. 2014
Comprehension
* I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each.
* I can read non-fiction texts and identify the purpose, structure and grammatical features, evaluating how effective they are.
* I can identify significant ideas, events and characters; and discuss their significance.
* I can recite poems by heart, e.g. narrative verse, haiku.
* I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
Key Assessment Criteria: Being a writer
A year 5 writer
Transcription
Spelling
* I can form verbs with prefixes.
* I can convert nouns or adjectives into verbs by adding a suffix.
* I understand the rules for adding prefixes and suffixes.
* I can spell words with silent letters.
* I can distinguish between homophones and other words which are often confused.
* I can spell the commonly mis-spelt words from the Y5/6 word list.
* I can use the first 3 or 4 letters of a word to check spelling, meaning or both in a dictionary.
* I can use a thesaurus.
* I can use a range of spelling strategies.
Handwriting
* I can choose the style of handwriting to use when given a choice.
* I can choose the handwriting that is best suited for a specific task.
© Focus Education UK Ltd. 2014
Composition
* I can discuss the audience and purpose of the writing.
* I can start sentences in different ways.
* I can use the correct features and sentence structure matched to the text type we are working on.
* I can develop characters through action and dialogue.
* I can establish a viewpoint as the writer through commenting on characters and events.
* I can use grammar and vocabulary to create an impact on the reader.
* I can use stylistic devices to create effects in writing.
* I can add well chosen detail to interest the reader.
* I can summarise a paragraph.
* I can organise my writing into paragraphs to show different information or events.
Grammar and punctuation
Sentence structure
* I can use relative clauses.
* I can use adverbs or modal verbs to indicate a degree of possibility.
Text structure
* I can build cohesion between paragraphs.
* I can use adverbials to link paragraphs.
Punctuation
* I can use brackets, dashes and commas to indicate parenthesis.
* I can use commas to clarify meaning or avoid ambiguity.
Key Assessment Criteria: Being a mathematician (full version)
A year 5 mathematician
Number, place value, approximation and estimation/rounding
* I can read, write, order and compare numbers to at least 1,000,000.
* I can count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000.
* I can determine the value of each digit in numbers up to 1,000,000.
* I can round any number up to 1,000,000 to the nearest 10, 100, 1000, 10000 and 100000.
* I can read Roman numerals to 1,000 (M) and recognise years written in Roman numerals.
* I can interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero.
* I can solve number problems and practical problems with the above.
Calculations
* I can add and subtract whole numbers with more than 4 digits, including using formal written methods.
* I can add and subtract numbers mentally with increasingly large numbers.
* I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
* I can identify multiples and factors, including finding all factor pairs or a number and common factor pairs of two numbers.
* I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
* I use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.
* I recognise and use square numbers and cube numbers, and the notation for squared and cubed.
* I can establish whether a number up to 100 is prime and recall prime numbers up to 19.
* I can multiply and divide numbers mentally drawing on known facts.
* I can multiply numbers up to 4 digits by a 1-digit or 2-digit number using a formal written method, including long multiplication for 2-digit numbers.
* I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
* I can divide numbers up to 4 digits by a 1-digit number using the formal written method of short division and interpret remainders appropriately for the context.
* I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.
* I can solve problems involving multiplication and division including using knowledge of factors and multiples, squares and cubes.
* I can solve problems involving multiplication and division including scaling by simple fractions and problems involving simple rates.
Fractions, decimals and percentages
* I can write mathematical statements >1 as a mixed number.
* I can recognise mixed numbers and improper fractions and convert from one form to the other.
* I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths.
* I can add and subtract fractions with the same denominator and denominators that are multiples of the same number.
* I can compare and order fractions whose denominators are multiples of the same number.
* I can multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams.
* I recognise and can use thousandths and relate them to tenths, hundredths and decimal equivalents.
* I can read and write decimal numbers as fractions.
*
I can round decimals with 2 decimal places to the nearest whole number and 1 decimal place.
* I can solve problems involving numbers up to 3 decimal places.
* I can read, write, order and compare numbers with up to 3 decimal places.
* I recognise the percent symbol and understand that percent relates to 'number parts per hundred'.
* I can solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those fractions with a denominator or a multiple of 10 or 25.
* I can write percentages as a fraction with denominator hundred, and as a decimal.
© Focus Education UK Ltd. 2014
Measurement
* I can convert between different units of metric measure.
* I can solve problems involving converting between units of time.
* I understand and use approximate equivalences between metric units and common imperial units, such as inches, pounds and pints.
* I can calculate and compare the area of rectangles (incl squares), and including using standard units (cm 2 and cm 3 ) to estimate the area of irregular shapes.
* I can measure and calculate the perimeter of composite rectilinear shapes in cm and m.
* I can estimate volume and capacity.
* I can use all four operations to solve problems involving money using decimal notation, including scaling.
Geometry – properties of shapes
* I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles.
* I can use the properties of rectangles to deduce related facts and find missing lengths and angles.
* I can identify 3D shapes, including cubes and other cuboids, from 2D representations.
* I can estimate and compare acute, obtuse and reflex angles.
* I know angles are measured in degrees.
* I can identify angles at a point and one whole turn.
* I can identify other multiples of 90º.
* I can identify angles at a point on a straight line and ½ a turn.
* I can draw given angles and measure them in degrees.
Geometry – position and direction
* I can identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.
Statistics
* I can solve comparison, sum and difference problems using information presented in a line graph.
* I can complete, read and interpret information in tables, including timetables.
Key Assessment Criteria: Being a mathematician (consolidated)
A year 5 mathematician
Number
* I can count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.
* I recognise and use thousandths and relate then to tenths, hundredths and decimals equivalents.
* I recognise mixed numbers and improper fractions and can convert from one to the other.
* I can read and write decimal numbers as fractions.
* I recognise the % symbol and understand percent relates to a number of parts per hundred.
* I can write percentages as a fraction with denominator hundred and as a decimal fraction.
* I can compare and add fractions whose denominators are all multiples of the same number.
* I can multiply and divide numbers mentally drawing on known facts up to 12 x 12.
* I can round decimals with 2dp to the nearest whole number and to 1dp.
* I recognise and use square numbers and cube numbers; and can use the notation 2 and 3 .
* I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
* I can multiply numbers up to 4-digit by a 1 or 2-digit number using formal written methods, including long multiplication for a 2-digit number.
* I can divide numbers up to 4-digits by a 1-digit number.
* I can solve problems involving multiplication and division where large numbers are used by decomposing them into factors.
* I can solve addition and subtraction multi-step problems in context, deciding which operations and methods to use and why.
* I can solve problems involving numbers up to 3dp.
© Focus Education UK Ltd. 2014
Measurement, geometry and statistics
* I know that angles are measured in degrees.
* I can estimate and compare acute, obtuse and reflex angles.
* I can draw given angles and measure them in degrees.
* I can convert between different units of metric measures and estimate volume and capacity.
* I can measure and calculate the perimeter of composite rectilinear shapes in cm and m.
* I can calculate and compare the areas of squares and rectangles including using standards units (cm 2 and m 2 ).
* I can solve comparison, sum and difference problems using information presented in a line graph.
Key Assessment Criteria: Being a scientist
A year 5 scientist
Key Assessment Criteria: Being an historian
A year 4 historian
A year 5 historian
* I can plot events on a timeline using centuries.
* I can use my mathematical skills to round up time differences into centuries and decades.
* I can explain how the lives of wealthy people were different from the lives of poorer people.
* I can explain how historic items and artefacts can be used to help build up a picture of life in the past.
* I can explain how an event from the past has shaped our life today.
* I can research two versions of an event and explain how they differ.
* I can research what it was like for children in a given period of history and present my findings to an audience.
© Focus Education UK Ltd. 2014
* I can draw a timeline with different historical periods showing key historical events or lives of significant people.
* I can compare two or more historical periods; explaining things which changed and things which stayed the same.
* I can explain how Parliament affects decision making in England.
* I can explain how our locality has changed over time.
* I can test out a hypothesis in order to answer questions.
* I can describe how crime and punishment has changed over a period of time.
A year 6 historian
* I can place features of historical events and people from the past societies and periods in a chronological framework.
* I can summarise the main events from a period of history, explaining the order of events and what happened.
* I can summarise how Britain has had a major influence on the world.
* I can summarise how Britain may have learnt from other countries and civilizations (historically and more recently).
* I can identify and explain differences, similarities and changes between different periods of history.
* I can identify and explain propaganda.
* I can describe a key event from Britain's past using a range of evidence from different sources.
* I can describe the features of historical events and way of life from periods I have studied; presenting to an audience.
Key Assessment Criteria: Being a geographer
Key Assessment Criteria: Being an artist
Key Assessment Criteria: Being a designer
Key Assessment Criteria: Being a musician
Key Assessment Criteria: Being a sports person
A year 4 sports person
A year 5 sports person
Games
* I can throw and catch accurately.
* I can catch with one hand.
* I can hit a ball accurately with control.
* I can vary tactics and adapt skills depending on what is happening in a game.
* I can keep possession of the ball.
Gymnastics
* I can include change of speed and direction.
* I can work in a controlled way.
* I can include a range of shapes.
* I can work with a partner to create, repeat and improve a sequence with at least three phases.
Dance
* I can use dance to communicate an idea.
* I can take the lead when working with a partner or group.
Athletics
* I can sprint over a short distance.
* I can run over a long distance.
* I can throw in different ways.
* I can jump in different ways.
* I can hit a target.
Outdoor and adventurous
* I can follow a route within a time limit.
* I can follow a map in a (more demanding) familiar context.
© Focus Education UK Ltd. 2014
Games
* I can pass in different ways.
* I can gain possession by working a team.
* I can use forehand and backhand with a racket.
* I can choose a tactic for defending and attacking.
* I can field.
* I can use a number of techniques to pass, dribble and shoot.
Gymnastics
* I can combine action, balance and shape.
* I can make complex extended sequences.
* I can perform consistently to different audiences.
Dance
* I can perform to an accompaniment.
* I can compose my own dances in a creative way.
* My dance shows clarity, fluency, accuracy and consistency.
Athletics
* I can throw with accuracy.
* I cam controlled when taking off and landing.
* I can combine running and jumping.
Outdoor and adventurous
* I can use clues and a compass to navigate a route.
* I can follow a map in an unknown location.
* I can change my route to overcome a problem.
* I can use new information to change my route.
A year 6 sports person
Games
* I can explain rules.
* I can play to agreed rules.
* I can umpire.
* I can lead others in a game situation.
* I can make a team and communicate plan.
Gymnastics
* I can link sequences to specific timings.
* I can combine my own work with that of others.
Dance
* I can choose my own music and style.
* I can develop sequences in a specific style.
Athletics
* I can demonstrate stamina.
Outdoor and adventurous
* I can plan with others taking account of safety and danger.
* I can plan a route and a series of clues for someone else.
Key Assessment Criteria: Being a computer user
A year 4 computer user
A year 5 computer user
Algorithms and programming
* I can give an on-screen robot specific instructions that takes them from A to B.
* I can experiment with variables to control models.
* I can make an accurate prediction and explain why I believe something will happen (linked to programming).
* I can de-bug a program.
Information technology
* I can collect and present data.
* I can select and use software to accomplish given goals.
* I can produce and upload a pod cast.
Digital literacy
* I recognise acceptable and unacceptable behaviour using technology.
© Focus Education UK Ltd. 2014
Algorithms and programming
* I can use technology to control an external device.
* I can combine sequences of instructions and procedures to turn devices on and off.
* I can design algorithms that use repetition & 2-way selection.
Information technology
* I can evaluate information.
* I can analyse information.
* I understand how search results are selected and ranked.
* I can edit a film.
Digital literacy
* I understand that you have to make choices when using technology and that not everything is true and/or safe.
A year 6 computer user
Algorithms and programming
* I recognise that different solutions can exist for the same problem.
* I can design a solution by breaking a problem up.
* I can use logical reasoning to detect errors in algorithms.
* I can work with variables.
* I can use selection in programs.
* I can explain how an algorithm works.
* I can explore 'what if' questions by planning different scenarios for controlled devices.
Information technology
* I can use a range of technology for a specific project.
* I can select, use and combine software on a range of digital devices.
Digital literacy
* I can identify how to minimise risks.
* I can discuss the risks of online use of technology.
Key Assessment Criteria: Being a computer user
Key Assessment Criteria: Being an international speaker
Reading
Writing
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Language for ...
informal conversations
Age: Adult
Level: Intermediate
Time: 45–60 minutes
Language focus: types of informal conversations and key phrases within them
Skills: speaking, listening
Materials: audio and worksheets, internet access Aims: to provide students with language to describe and participate in short informal conversations
What are red words?
Ninety per cent of the time, speakers of English use just 7,500 words in speech and writing. These words appear in the Macmillan Dictionary in red and are graded with stars. One-star words are frequent, two-star words are more frequent, and three-star words are the most frequent. 'Language for' lessons are based on red words and encourage students to improve their English through communicative tasks using collocation and commonly used phrases.
1 Ask students to look up the word conversation in the Macmillan Dictionary , read the whole entry carefully, and find three key verbs that this noun often occurs with. NB. steps 1 and 2 in the lesson could easily be given to students to carry out individually before class, as an alternative to doing them at the start of the lesson.
Teaching Tip: Students could be invited to note their findings in a word cloud platform (e.g. https:// answergarden.ch/), which could be displayed as the class begins – do they all agree on the three verbs conversation regularly occurs with? (= have, make and get into)
2 Ask students to follow the thesaurus link within the same entry: (www.macmillandictionary. com/thesaurus-category/british/informalconversation-about-other-people-or-
unimportant-things) and look at the words for describing different kinds of informal conversation – are there equivalents in their own languages? How might they translate them?
3 Hand out copies of the worksheet to each student.
4 Exercise 1 consolidates the three phrases students should have found when preparing for the lesson. Start by reading the sentences and asking students how they think the bold phrases differ in meaning (see the Key. Return to the Macmillan Dictionary entry for conversation if necessary, though if students have looked at it in advance, they should have an idea). Then explain that, following on from what they've also read in the thesaurus, the lesson is going to look at different types of informal conversation in English.
5 Tell students that they're now going to listen to four speakers describing different types of informal conversation. Ask them to read the questions in exercise 2a and circle the answers they think are correct. Then play the audio. Do they now want to change any of their answers? Check the answers as a class. You might like to point up some fixed phrases the speakers use: behind someone's back = without someone knowing; someone's business = something that involves a particular person and no one else; make fun of = make jokes about.
6 Play the audio again, and ask students to complete exercise 2b. As a class activity, invite four pairs of students to role-play each of the short conversations as shown.
7 Ask students to look at the phrases in exercise 3a and then work in pairs to complete the exercise. Encourage them to first complete any answers they immediately know so that they can be eliminated. Check the answers as a class. Take a
1
Language for ...
informal conversations
moment to explore students' own experiences – have they heard these short phrases in informal conversations? Have they used them themselves? Can they think of any others? Elicit ideas and if necessary add a few other common examples (e.g. Of course; Cool; That's great/terrible; How awful/exciting; I see/know what you mean; What a shame; Oh dear). Some other suggestions are also given in exercise 4.
8 Before starting exercise 3b, explain to students that it's important to know which of these conversational phrases is appropriate in a particular situation. For instance, if someone said to you, 'My grandfather's very ill,' and you replied, 'Oh well' or, 'Never mind' then you'd be considered impolite. Ask students to complete the exercise in pairs and then check the answers as a class.
Teaching Tip: As an extension activity, ask students to look again at the incorrect options in each case and think of simple conversational statements for which they could be (part of) a response, e.g. for Q.1: A: I've got a new job. B: Cool, where? — A: I think I've lost my keys. B: Oh no! When did you last see them?
9 Exercise 3c is a vocabulary exercise which returns to the Macmillan Dictionary thesaurus panel from step 2 of the lesson, putting some of the words there into context. Tell students to first re-read the panel, paying careful attention to the definitions and also remembering what they learnt about some of the words in earlier exercises. Ask them to complete the exercise and check answers as a class. (NB. though conversation can plausibly fill more than one gap, it's the only correct option for question 7; i.e. it might be helpful to point out that, unlike conversation, chat cannot be used with get into, or make).
10 Divide students into pairs for exercise 4. Tell them to spend a few minutes noting down ideas and to then take it in turns to informally tell their partner a
piece of news, or to respond to their partner's news. Remind students to look at the conversations and phrases in earlier exercises to help them, as well as the useful phrases box.
11 As a brief wind-up activity, play a charades-type game in which two students are secretly given the words gossip, banter or small talk. These students then act out a short conversation (e.g. no more than six turns), and the rest of the class have to guess which of the three conversation types the students are attempting to illustrate.
Answer key:
1 make conversation = to talk to someone you don't know well in order to be polite (and not because you really want to talk to them) have a conversation = to talk with one or more people, usually privately and informally get into conversation = to start talking to someone you haven't met before
2a 1 friendly; anytime
2 other people
3 friends; the same
4 don't know; serious
4, 5 students' own answers
2b 1c
2d
3a
4b
3a1a
4b
7d
2e
5c
3g
6f
3b 1 Oh well.
4That's great. 7Sure.
2Oh no!
5Take care.
3Really?
6Never mind.
3c1banter
4gossip
7conversation
2chatter
5chat
3 small talk
6repartee
2
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Year 4: Saving Our World
1. Key Vocabulary
English — dystopian, utopian, society, adventure, instructions, poetry, literary device, water cycle apparatus, percent, notation, continuous, totality, rectilinear,
Maths —
polyhedron, improper, prime, scaling, non-unit fraction, watch
Humanities — industry, consequence, revolution, mill, impact, factory, transportation, effect, Industrial Revolution, groundwater, consume, conserve, non-renewable energy, renewable energy, solar energy, turbine, food miles, import, produced, turbine, fertile, precipitation, evaporation
Science— sustainable, disposal, classification, hibernate, environment, consequences, objective, boiling point, consistent, state change, evaporation, water cycle.
PSHE — intermediate, framework, military, corporate , concentration, published, attributed, deduction, conference
DT — reuse, synthetic, repurpose, brand, renew, seam, reduce, hem, canvas, running stitch, woven, lining
Art — wood cut, harsh, controlled , removed, comparison, jagged, monochrome, blurred, faded, slanted, edition, relief print
Spanish — hace, abrigo, calor, chaqueta, frio, camisa, viento, vestido, sol, botas, las estaciones, zapatos, lluvia, falda imagery, animation, HTML, URL, websites
Computing —
PE —
Music — medieval, musical detail, renaissance, soundscape, pace, pentatonic, baroque, transition, classical, impact, tribal celebrate
Elevated, confined, banned, respiration, kinaesthetic, tense.
3. English
Fiction Units:
In Summer 1, children will learn/study stories set in real places,. In Summer 2, children will learn about dystopian literature, and study such written as adventure stories.
Non-Fiction Units:
In Summer 1, children will learn about The Water Cycle, by writing nonchronological reports. Following this, in Summer 2, they will be learning instructional writing, and will learn how to create a reusable bag.
Poetry:
Across the two terms, children will be studying poems by a significant poet, Jamaican poet Valerie Bloom. They will learn her techniques and attempt to emulate them in their own poems.
2.
Curriculum Knowledge
- To write and perform poetry inspired by Valerie Bloom.
- To read, write and partition decimals up to two decimal places.
- To use knowledge of addition and subtraction to solve problems.
- To investigate different nets that will make an open cube.
- To build and evaluate series and parallel circuits.
- To identify the importance of evaporation and condensation in the water cycle.
- To locate and follow the routes of key rivers in the United Kingdom using different mapping skills.
- To investigate the impact of pollution on the water cycle.
- To use a range of primary and secondary sources to find out what occurred during the Industrial Revolution.
- To explore the social impact of the Industrial Revolution.
- To experiment different printing techniques.
- To identify what healthy relationships look like.
4. Maths
5. Science
- Children will be taught number bonds to 10 &100 to support understanding of decimals
- Children will be taught how to use words to describe the time and be confident at telling the time as half past/to or quarter past/to the hour
- Children will add or subtract amounts of money (using £ and p) using whole multiples of £1 and 10p ( i.e. 50p+20p=70p £14.50 +£5=£19.50)
- Children should understand and recall the relationship between hours, days, months, years
- Children should be confident reading pictograms where one picture represents 1, 2, 5 or 10 , as well as tally charts.
- Children should be able to calculate how many minutes to the next hour using mental methods or the inverse operation by subtracting from 60
- Children should be able to recognise and name 2D and 3D shapes, types of lines and angles
- Children will be learning how to read and write co-ordinates in the first quadrant.
- Children should be able to identify the x and y axis on a graph from learning statistics
Through research, investigations and enquiries the children will:
- Recognise that living things can be grouped in a variety of ways
- Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
- Recognise that environments can change and that this can sometimes pose dangers to living things.
- Find out how to group different materials together, according to whether they are solids, liquids or gases.
- Observe that some materials change state when they are heated or cooled.
- Identify the importance of evaporation and condensation in the water cycle.
6. History/ Geography
History
Children will be learning more about the Industrial Revolution, how this developed and its impact on the world. They will consider how the world's climate has changed over time.
Children will look in depth at:
The timeline of the Industrial Revolution; an understanding of British, local and world history. Children will explore how the Industrial Revolution was a significant turning point in British history and the impact the Industrial Revolution had on climate change.
Geography
For their topic "Saving Our World", the children will learn about the Water Cycle and will think about the needs of the planet as a whole. The children will find out where resources such as power and food come from, and look at ways in
which natural resources can be conserved. Children will think about the carbon footprint and consider how their actions impact others in the world and the changes they could make to try and ensure natural resources are shared and there is enough for everyone.
10. Spanish
The weather/ the seasons
Children will learn the Spanish words to describe the weather. They will also use the names of the seasons and the weather associated with each season.
The clothes and the seasons
Children will recap the names of the seasons and the weather for each season. They will look at names of clothes and what they will wear in the different seasons.
7. RE
Buddhism.
This term, the children will learn all about Buddhism. They will start by looking at The Buddha, and understand what is a Buddha? They will look at how the Buddha taught people how to live and what is the importance of a temple or
a Buddhist centre? They will also focus on, why
do Buddhists have images of the Buddha?
8. PSHE
Summer 1: Managing mental wellbeing
Pupils will be taught the facts about legal and illegal harmful substances and associated risks, specifically focusing on alcohol. They will also be focusing on mental wellbeing, understanding it is a normal part of daily life, in the same way as physical health. They'll learn that there is a nor-
mal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. They'll learn how to recognise and talk about their emotions, including having simple selfcare techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
Summer 2: Changes
Children will discuss the concept of change and understand the different kinds of change that they may experience. They will discuss their own personal experience of change, different emotions that they may feel in response and learn different coping strategies. In upper KS2, pupils will identify and discuss different physical and emotional changes through puberty, as well as learning the scientific names for all body parts.
11. Computing Digital Imagery
Children will be learning how to animate digital images to create short animations that show how climate change has affected the planet .
Programming, Coding and Controlling
Devices (Computer Science) Children edit websites using HTML
9. Art/ DT
This term in Art the children will be learning about Print making. They will be exploring a range of prints from the printmakers Katsushika Hokusai, Elizabeth Catlett and Pablo Picasso. Children will be working towards practicing techniques, planning, designing and evaluating their own personal print on a bag for life
In DT they will be focusing on creative processes and mastering techniques, children will be safely exploring a range of sewing techniques and having a go at attaching textiles and components. They will be applying all the skills learnt and attempt to create their own personalised bag for life.
12. Music
Music History 1 (Up to Mozart) / Visual Music 2
Children will begin to identify and describe the different purposes of music and the history of music, including Mozart.
13. PE
Cricket
Children will be taught how to bowl and bat and the basic rules of circlet.
Rounders
Children will be taught how to be the pitcher, batter and fielder. Children will learn the basic rules to rounders, building up to playing a full game.
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First Grade Resource Guide for Manu, the Boy Who Loved Birds by Caren Loebel-Fried
Manu, the Boy Who Loved Birds is a story about extinction, conservation, and culture, told through a child's experience and curiosity. Readers learn along with Manu about the extinct honeyeater for which he was named, his Hawaiian heritage, and the relationship between animals and habitat. An afterword includes in-depth information on Hawaiʻi's forest birds and featherwork in old Hawai'i, a glossary, and a list of things to do to help. Illustrated with eye-catching, full-color block prints, the book accurately depicts and incorporates natural science and culture in a whimsical way, showing how we can all make a difference for wildlife.
Overarching Understandings:
Students will become aware of how our actions have helped cause extinctions and what actions we can do now to help birds thrive.
Overarching Essential Questions:
How am I impacting the native species around me?
How can I help our native species?
Content Standard Connections and Classroom Connections:
| Nā Hopena Aʻo | | CCSS | NGSS |
|---|---|---|---|
| Belonging | Key Ideas and Details: RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their | | |
| Know who I am and where I am from | | | |
| Care about my relationships with others | | | |
| Manu‘ō‘ōmauloa’s name was an | | | |
important part of his identity. Have you ever wondered about your name? Ask your family to tell you more about your name!
o What is the story behind how you were given your name?
o What is the meaning behind your given (first) name?
o What is the meaning behind your family name (surname)?
o What special traditions are associated with names in your family?
Hawaiʻi
Learn the names, stories, special characteristics and the importance of places in Hawai'i
Share the histories, stories, cultures and languages of Hawai'i
o Why are names important?
o What are the names of the native birds that live on your island?
o Why are/were these birds important?
o Why are native Hawaiian Birds different from other birds?
o Listen to the Symphony of birds https://www.youtube.com/watch? v=zvpBAipoyPc&feature=emb_logo
central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
Pre-Reading:
o What do you see on the cover?
o What do you think the book is going to be about?
o When you look at Manu's face, what do you think he is thinking?
o Title Page-Have you ever seen a bird like this?
Reading the Book:
o Dedication Page-What does the author mean when she writes "forests full of diverse birds"?
o Pg. 1-Where in Hawaii do you think Manu lives?
o What clue/s did you get from looking at the pictures?
o What does extinct mean?
o Pg.2-How were bird feathers used?
o Where do you think all the ʻōʻō went?
o Pg. 5-What did Manu and his dad learn about the ʻōʻō?
o Pg. 7- Why do the birds on this page look different?
o Pg. 9-What is Manu dreaming about?
o Have you ever had a dream that
organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
o Inspired by Nature Video
o What did Manu and his father find out about the habitats and habits of the ′Ō′ō bird? What did they learn about their tongue?
o Students can build a beak like the ʻōʻō (straw shaped with a small brush) and see how to suck up nectar (water in a glass).
o How can you use external part of a bird to solve a human problem Lesson
o Structure and Function Matching Gamewhat structures match the function? Show different pictures with the name of the function.
o Students can take a virtual huakaʻi to Hawaii Volcanoes National Park to see a rainforest
o https://artsandculture.withgoogle.co m/en-us/national-parksservice/hawaii-volcanoes/nahukulava-tube-tour
o Listen to the birds in their habitat at Hakalau Forest National Wildlife Refuge
o https://www.youtube.com/watch? v=8sZ5dRwJfVI
o Students can create their own art project about their favorite native bird
o Students can take a virtual huakaʻi to Hawaii Volcanoes National Park to see a rainforest
o https://artsandculture.withgoogle.co m/en-us/national-parksservice/hawaii-volcanoes/nahukulava-tube-tour
seemed real and when you woke up you were confused?
o Pg. 16-Why is Manu so excited about traveling to Hawaiʻi Island? What do you think he is feeling in the picture?
o Pg. 18-19-How do the birds look different on these pages?
o Pg. 21- How did Manu feel once we realized that the ʻōʻō were really gone?
o Pg. 26-What did Manu learn about himself?
After Reading:
o Who are the characters in this book?
o What do we know about them?
o What happened in this story?
o What was the problem in this story?
o Describe the setting of this story.
o
What was the outcome of this story?
o If you told a friend about this story, what will you say?
o Why do you think the author wrote this story?
o What might the author want you to know?
Students can create a Flow Map to retell the story with pictures and sentences. Then they can take it off the map by describing their thinking orally. Students can create a short
o https://www.facebook.com/watc h/?v=910332879415292
o What is the function of the bird song?
o Protecting Native Forests Lesson
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
o LS3.B: Variation of Traits: Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.
o Introduction to Traits
o Compare and contrast how birds look different depending on which island they live.
o How do birds from different islands look similar or different?
o Why might they look different?
o How do baby birds look like their mother and how do they look different? Show pictures of the same species, mom and young and have them match. Read "Are You My Mother?" (by P. D. Eastman)
o If you lived in a different area, how would you be different? Compare different areas/habitats and decide how you would be different.
video on Flipgrid.
Students can also use pictures to put the story in chronological order to show beginning, middle, end. Students can act out the story to show their understanding. Puppets could be made for props.
Craft and Structure:
RL.1.6 Identify who is telling the story at various points in a text.
o Who are the characters in this story?
o Who is telling the story at this part?
o Who is talking?
o Which character is sharing their thinking?
Play a game, where they must identify who is speaking. Is it Manu, Mom, Dad, Teacher, ʻōʻō singing?
Integration of Knowledge and Ideas:
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
o What is an illustration?
o What do you learn about the character in this picture?
o What is going on in this illustration?
o What did the author choose to use this illustration?
o What might Manu be thinking in this picture?
o Pg. 7-Why do the birds on this page look different?
o What structures do we see in the illustrations of the bird?
o What might the functions of those structures be?
Students can draw a picture of the ʻō’ō (scientific drawing) and label the parts of the bird and tell the function of each structure.
Text Types and Purposes
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
o Write an opinion piece to give an opinion about the book. What was your favorite part? What was your favorite illustration?
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
o Write an informational text about native Hawaiian Birds. Describe their structures and functions.
o Why do some birds of the same species look different depending on where they live?
Educational Guides Developed by: Joanna Philippoff, Seanyelle Yagi, Maria DaSilva, Vera Glushenko, College of Education Curriculum Research & Development Group, University of Hawaiʻi at Mānoa
Laura Warner, Volcano School of Arts and Sciences
Compiled, edited, and designed by Leayne Patch-Highfill, Instructional Coach & Curriculum Designer
Manu, the Boy Who Loved Birds is published by: University of Hawai'i Press https://uhpress.hawaii.edu/title/manu-the-boy-who-loved-birds/ with assistance from Conservation Council for Hawai'i https://www.conservehawaii.org/
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Common Core State Standards in K-12 Mathematics
For specific information about each grade level and more specific objectives, visit http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
For objectives for Language Arts and other subject areas, visit http://www.ncpublicschools.org/acre/standards/
Grade K Overview
Counting and Cardinality
* Count to tell the number of objects.
* Know number names and the count sequence.
* Compare numbers.
Operations and Algebraic Thinking
* Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
* Work with numbers 11–19 to gain foundations for place value.
Number and Operations in Base Ten
Measurement and Data
* Classify objects and count the number of objects in categories.
* Describe and compare measurable attributes.
Geometry
* Analyze, compare, create, and compose shapes.
* Identify and describe shapes.
Grade 1 Overview
Operations and Algebraic Thinking
* Understand and apply properties of operations and the relationship between addition and subtraction.
* Represent and solve problems involving addition and subtraction.
* Add and subtract within 20.
Number and Operations in Base Ten
* Work with addition and subtraction equations.
* Extend the counting sequence.
* Use place value understanding and properties of operations to add and subtract.
* Understand place value.
Measurement and Data
* Tell and write time.
* Measure lengths indirectly and by iterating length units.
* Represent and interpret data.
* Reason with shapes and their attributes.
Geometry
Grade 2 Overview
Operations and Algebraic Thinking
* Add and subtract within 20.
* Represent and solve problems involving addition and subtraction.
* Work with equal groups of objects to gain foundations for multiplication.
* Understand place value.
Number and Operations in Base Ten
(Grade 2 Overview continued)
* Use place value understanding and properties of operations to add and subtract.
* Measure and estimate lengths in standard units.
Measurement and Data
* Relate addition and subtraction to length.
* Represent and interpret data.
* Work with time and money.
Geometry
* Reason with shapes and their attributes.
Grade 3 Overview
Operations and Algebraic Thinking
* Understand properties of multiplication and the relationship between multiplication and division.
* Represent and solve problems involving multiplication and division.
* Multiply and divide within 100.
* Solve problems involving the four operations, and identify and explain patterns in arithmetic.
* Use place value understanding and properties of operations to perform multi-digit arithmetic.
Number and Operations in Base Ten
Number and Operations—Fractions
Measurement and Data
* Develop understanding of fractions as numbers.
* Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
* Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
* Represent and interpret data.
* Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Geometry
* Reason with shapes and their attributes.
Grade 4 Overview
Operations and Algebraic Thinking
* Gain familiarity with factors and multiples.
* Use the four operations with whole numbers to solve problems.
* Generate and analyze patterns.
* Generalize place value understanding for multidigit whole numbers.
Number and Operations in Base Ten
* Use place value understanding and properties of operations to perform multi-digit arithmetic.
Number and Operations—Fractions
* Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
* Extend understanding of fraction equivalence and ordering.
* Understand decimal notation for fractions, and compare decimal fractions.
Measurement and Data
* Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
* Geometric measurement: understand concepts of angle and measure angles.
* Represent and interpret data.
Geometry
* Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Grade 5 Overview
Operations and Algebraic Thinking
* Analyze patterns and relationships.
* Write and interpret numerical expressions.
Number and Operations in Base Ten
* Perform operations with multi-digit whole numbers and with decimals to hundredths.
* Understand the place value system.
Number and Operations—Fractions
* Apply previous understandings of multiplication & division to multiply & divide fractions.
* Use equivalent fractions as a strategy to add and subtract fractions.
Measurement and Data
* Convert like measurement units within a given measurement system.
* Geometric measurement: understand concepts of volume; relate volume to multiplication and to addition.
* Represent and interpret data.
Geometry
* Graph points on the coordinate plane to solve real-world and mathematical problems.
* Classify two-dimensional figures into categories based on their properties.
Grade 6 Overview
Ratios and Proportional Relationships
The Number System
* Understand ratio concepts and use ratio reasoning to solve problems.
* Apply previous understandings of multiplication and division to divide fractions by fractions.
* Compute fluently with multi-digit numbers and find common factors and multiples.
Expressions and Equations
* Apply and extend previous understandings of numbers to the system of rational numbers.
* Apply and extend previous understandings of arithmetic to algebraic expressions.
* Represent and analyze quantitative relationships between dependent and independent variables.
* Reason about and solve one-variable equations and inequalities.
Geometry
* Solve real-world and mathematical problems involving area, surface area, and volume.
* Develop understanding of statistical variability.
Statistics and Probability
* Summarize and describe distributions.
Grade 7 Overview
Ratios and Proportional Relationships
* Analyze proportional relationships and use them to solve real-world and mathematical problems.
* Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
The Number System
Expressions and Equations
* Use properties of operations to generate equivalent expressions.
* Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
* Draw, construct and describe geometrical figures and describe the relationships between them.
Geometry
* Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
* Use random sampling to draw inferences about a population.
Statistics and Probability
* Draw informal comparative inferences about two populations.
* Investigate chance processes and develop, use, and evaluate probability models.
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Nursery Long Term Planning 2022 - 2023
Autumn 1
Autumn 2
PE
Spring 1
Spring 2
Summer 1
Summer 2
The Wonky Donkey
The Longest Breakfast
Handa's Surprise
Owl Babies
Aliens Love Underpants
Jack and The Beanstalk
'pointy', 'spotty', 'blobs'
etc.
language like 'pointy', 'spotty', 'blobs' etc.
| Nursery Rhymes Number rhymes | Musical Express- making music with things around us. Learning new songs for Christmas performance. | Musical Express Music from other cultures -China | Musical Express 3 Singing Pigs Easter Songs | Musical Express Listening to patriotic music -Jubilee Celebrations . Brass/Military bands, National Anthem |
|---|---|---|---|---|
| •Explore colour and colour mixing. Create closed shapes with continuous lines and begin to use these shapes to represent objects. | Draw with increasing complexity and detail, such as representing a face with a circle and including details •Explore colour and colour mixing. Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’). | •Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. •Draw with increasing complexity and detail, such as representing a face with a circle and including details. •Explore colour and colour mixing. | Draw with increasing complexity and detail, such as representing a face with a circle and including details •Join different materials and explore different textures. Play instruments with increasing control to express their feelings and ideas. Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’). | •Explore different materials freely, to develop their ideas about how to use them and what to make. •Explore colour and colour mixing. Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. |
| Use all senses in hands on exploration of natural materials. Explore collections of materials with similar | •Understand ‘why’ questions like “why do you think the caterpillar got so fat?” | •Make healthy choices about food, drink, activity and toothbrushing. •Explore how things work | •Plant seeds and care or growing plants •Begin to understand the key features of a plant and animal’s life cycle. | •Make healthy choices about food, drink, activity and toothbrushing. •Plant seeds and care or growing plants |
| and/or different properties Talk about what they see, using a wide vocabulary Begin to understand the need to respect and care for the natural environment | •Talk about what they see, using a wide vocabulary | •Talk about what they see, using a wide vocabulary Talk about the difference between materials and changes they notice. | •Understand ‘why’ questions like “why do you think the caterpillar got so fat?” •Talk about what they see, using a wide vocabulary | •Begin to understand the key features of a plant and animal’s life cycle. •Talk about what they see, using a wide vocabulary |
|---|---|---|---|---|
| Begin to make sense of their own life story and their family history. | Begin to make sense of their own life story and their family history. | Finding out about a country different to England -China •Know that there are different countries in the world and talk about the differences they have experienced or seen in photos. | Looking at a farm environment. | Looking at a seaside Environment Jubilee Celebrations – London |
| |
Magnificent Monarchs
These activities are for you to do at home with an adult. You can do all of them or choose the ones that you find most interesting.
Activities
1. Write a sentence to explain the meaning of each of the following words.
2. Read these statements about monarchs. Decide whether each statement is true or false and give reasons for your answers. Write your answers in sentences.
* A monarch has to be a woman.
* William the Conqueror had absolute power and could do whatever he wanted.
* Queen Victoria was the first female monarch of the United Kingdom.
* Parliaments were set up because the monarch wanted a holiday.
* England has always had a monarch.
* Elizabeth II will be the last monarch of the United Kingdom.
3. Use a range of sources to find out about Balmoral Castle, Buckingham Palace and Osborne House. Describe what each of these royal residences are like, who lives or lived there and where they are found.
4. Use the internet or information books to find out about Elizabeth I, then write a short information leaflet about her life. Include details about her personal life, her time as a monarch and some of her achievements. Remember to organise information under headings. You might also like to add a glossary.
castle
monarch
ruler
palace
reign
5. Look at these photographs of members of the Royal Family. Use research to name them and write some facts about each person.
6. Find out when the following significant monarchs reigned. Then, draw a timeline putting them in the correct order. Record some key facts about each monarch on the timeline.
* Alfred the Great
* Henry VIII
* Elizabeth I
* Queen Victoria
* Elizabeth II
* William the Conqueror
7. Look carefully at some portraits of past and present British monarchs. Think about who the monarch is, what their clothes tell you about when they lived, how the portrait makes the monarch seem powerful and what objects are in the portrait. Then, choose a person in your house or a famous person that you like. Draw a portrait of them that shows others what that person is like and why they are important.
8. Finish your home learning by writing some sentences or explaining to an adult what you know about the monarchy, royal palaces and significant British monarchs.
Useful websites
BBC Bitesize – Famous monarchs The home of the Royal Family
Good reads
| Title | Author |
|---|---|
| 100 Facts Kings and Queens | Miles Kelly |
| The Usborne Kings and Queens Picture Book | Sarah Courthauld and Kate Davies |
| People in History: Henry VIII | Stephen White-Thompson |
| History Heroes: Elizabeth I | Damian Harvey |
| Info Buzz: Queen Victoria | Izzi Howell |
| |
VISUAL ART
FOR FAMILIES
You are your child's first teacher. Learn how to support the goals of Oklahoma's academic standards and why they are important for your child. Please be in regular communication with your child's teachers and ask how you can support visual art learning at home. When schools and families work together as partners, it helps your child achieve academic success!
5
What to expect:
FIFTH GRADE
In fifth grade, your child's ability in drawing, painting, sculpture, graphics and other forms of creative expression is growing, and they have greater confidence and skill with art media such as still life and collage. Students will also take greater satisfaction in creating art and be better able to express themselves, both in their own artwork and when discussing the artwork of others. They are also continuing to develop an understanding of why people create art and its importance throughout human history.
By the end of the school year, your child will:
* Use more than one of the ideas they have learned about art to come up with a new type of art or way to make art (for example, creating a photomontage with digital images, found objects and traditional art supplies such as paint and fabrics).
* Practice new approaches and techniques that could be used to make art (for example, gathering soil of several colors from different locations and using it to paint).
* Use materials and tools with care to show the importance of high-quality craftsmanship.
* Write artist statements using art vocabulary correctly to explain why they created a given work of art.
* Be able to explain how a museum or gallery exhibition presents an idea about a concept or topic, using information from the exhibition to do so.
What to do at home:
* Display your child's artwork at home and take pictures of it to share with family.
* Look for art in the world around your child, such as murals, statues, billboards, etc.
* Make art together at home. Ask your child to design cards for special occasions like birthdays and holidays, then share them with friends and family.
* Ask questions about the design of furniture in your home or another place familiar to your child, such as "Why do you think it was made this way?" and "What would you change?"
Education
FOR FAMILIES
Fostering Curiosity
Children are naturally curious and are motivated to learn about things that interest them. Since curiosity helps students be successful in the classroom, it is important to encourage it at home. Play is a wonderful way to develop curiosity in young children, so be sure to allow plenty of playtime. Encourage your child to ask questions, discover answers and explore their world.
Support your child's artistic curiosity with questions like these:
* When you look at this picture, what do you like about it? What do you not like about it?
* How would you make a picture like this?
If your child seems to be interested in drawing and creating, encourage them by providing supplies (paper, crayons, pencils, etc.) and draw with them. You can also use cardboard from shipping or cereal boxes to create sculptures and other things kids are interested in, like spaceships, animals, robots, etc. Find videos of how to make art online (such as Lunch Doodles with Mo Willems or Bob Ross videos) to watch together.
Fostering Communication
Build your child's vocabulary, thinking skills and curiosity by using new words and having conversations that include questions to make your child think. Communicating with others gives children a chance to see and understand that there can be more than one point of view about a given subject. Accepting different ideas helps children learn how to get along with others, encouraging positive relationships with other children and a strong self-image.
Support your child's art communication skills with questions like these:
* What kinds of things do you notice the artist used in this picture? Do you see particular shapes, lines, colors or other things that went into making it?
* Which element is the most obvious? Why do you think the artist chose to highlight that element, and what could that mean?
Fostering Connections
Making connections between different school subjects helps build your child's overall knowledge and learning. It's also important for your child to make connections between what they are learning at school and in the real world. Point out these connections to your child and encourage them to make them, too.
* Connect art with reading and writing. Ask your child to create three drawings and then think of a story that links them together. Add to the story with more drawings, then write the story on the drawing pages. Create a finished book by stapling or fastening the pages together and adding a cover.
* Connect art with history. Look at old family photos and talk about why they look the way they do. Search online for old photos of presidents or other famous Americans to examine the history of the nation through the history of photography.
Join the conversation!
@oksde
| |
Art Curriculum
| Autumn Term | | Spring Term | |
|---|---|---|---|
| Mini Beasts & The Lion, the Witch & The Wardrobe The aim of these initial projects are to introduce pupils to a range of art skills through an engaging and stimulating series of outcomes, inspired at first by insects and then moving into a cross- curricular imaginative mask project linked to their novel study in English. | | | Ancient Greeks |
| | | | The aim of this project is further develop pupils’ |
| | | | skills in 3D design using a variety of media. Art |
| | | | links once again to another subject, this time their |
| | | | learning in History. |
| | | | Pupils apply their knowledge of Ancient Greece |
| | | | and create their own Greek coin, made first from |
| | | | card, then from clay. |
| Visually observe: pencil and pen drawings of insects in glass and cut out silhouettes of insects using card. These designs are then inspiration for a final 3D insect, created using card, metallic oil pastel and coloured acetate. Research and analyse: Exploring colour theory and researching the work of other artists using tablets and presenting a personal response. Make and Experiment: Pupils use their developing drawing skills to design ideas for a final outcome linked to the novel The Lion, the Witch and the Wardrobe. Working with the class, their Art teacher will discuss possible outcomes such as a illustrative print inspired by the text or a shoebox wardrobe. Review and Respond: To the work of artists who have used insects as their inspiration, from Jan Van Kessel in the 17th Century to Damien Hirst and Anna Collette-Hunt. | | Visually observe: Observed self-portraits in profile, drawings of Greek vases and coins inspired by images from their research. Research and analyse: Responding to the visual art of Ancient Greece, both 2D and 3D. Make and Experiment-Experiment with using a range of new media, including cardboard relief, acrylic paints and clay. Review and Respond: Review and modify their own work and others’ artwork as it progresses and respond using their own knowledge and opinion, to the art and culture of Ancient Greece. | |
| | KEYWORDS AND TERMS: | | KEYWORDS AND TERMS: |
| | Sketch, detail, tones, texture, decoration, tonal ladder, | | Portrait profile, card relief, tone and texture, engraving, |
| | primary and secondary colours, silhouette, design, | | mould and shape, clay slip |
| | upcycling, annotation (labelling) | | |
Year 6 (45 minutes a week)
Autumn Term
Pop Art: Food & Drink
The aims of this project are to develop all pupils' observed drawing and graphic design skills while learning about the colourful and fun Pop Art period of the 1960's onwards, particularly in America.
Visually observe: pencil and felt pen drawings of cans and their own favourite objects.
Research and analyse: Research and select their own familiar object which will form the basis of their final piece. Analyse the work of Andy Warhol and Roy Lichtenstein.
Make and Experiment-Experiment with a range of media and techniques, such as monoprinting and 3D modelling with card and paper.
Review and Respond:
To the work of famous Pop Artists from the 1960’s: Andy Warhol, Roy Lichtenstein, Claes
Oldenburg and Wayne Thiebaud.
KEYWORDS AND TERMS:
Popular culture, familiar, everyday, repeat pattern, lettering, mono and screen printing, packaging net, graphic design, guidelines, logo.
Spring Term
Tribal masks
The aim of this project is to develop pupils' knowledge of masks and tribal headgear their uses in different cultures. Focusing on African and Aztec culture, pupils apply their new found knowledge of the Aztecs from their History lessons and African music from their Music lessons.
Visually observe: Observed drawings from secondary source materials and artefacts from both cultures. Research and analyse: Continuing research into the use of masks and different pattern and decoration and their meaning.
Make and Experiment-Experiment with card, cardboard and papier mache to obtain 3D shape and textures, as well as colour mixing ot obtain authentic colours and tones. Review and Respond: Compare and contrast the masks of the Aztec and African cultures.
KEYWORDS AND TERMS:
Pattern, decoration, shape, tribal, carving, symbolism, construction, layering, depth.
Summer Term
Cranborne Views
The aim of this project is to develop pupils' observational skills and painting techniques when depicting landscapes first from images and outside in the open air. A visit to Cranborne Manor gardens or the Ancient Technology Centre by the whole year group at the start of the project is the inspiration for a final 2D picture exhibited in school, hosted by Images Art
Visually observe: Observed drawings and paintings which take place outside in the school grounds, as well as during the trip to Cranborne Manor. Introduction to photographic techniques to improve composotion and used as inspiration for final piece.
Research and analyse: Learn techniques from great masters, such as Cezanne, Turner and Van Gogh. Make and Experiment-Experiment with using a range of wet media, including watercolour, acrylic and silk paint. Review and Respond: Responding to their own and others' work, developing a vocabulary of art specific words and phrases to help them express their feelings and opinions about artwork.
KEYWORDS AND TERMS:
Sketch, back/mid/foreground, landscape, cityscape, composition, depth, perspective, proportion, shadow, texture.
Year 7 (45 minutes a week + occasional homeworks)
Autumn Term
Gargoyles
The aims of this project are for pupils to develop their observational drawing skills, particularly in pencil and charcoal, in order to design and create their own design for a gargoyle. Pupils learn about the real history behind gargoyles, spanning many centuries and how they have influenced modern fantasy film makers today.
Visually observe: pen and pencil studies of faces and expressive features, designs of gargoyles drawn using shading techniques.
Research and analyse: Research own gargoyle images needed to develop their ideas and make their own, original clay gargoyle.
Make and Experiment-Experiment with a range of pen and ink techniques, journaling different clay techniques while creating in clay over the span of 2-3 lessons.
Review and Respond: To review their own work as it progresses and to collaborative and respond weekly to the artwork of others.
KEYWORDS AND TERMS:
Pencil, blending shading, layering, 3D form, wrinkles, expression, mark making, texture. Clay construction, clay slip, texturise, bisque firing.
Spring Term
Graphic Design
The aim of this project is for pupils to learn different low tech graphic design techniques, using a combination of photography and photo editing to create a redesign of their own favourite book or music album. The graphic designer, Saul Bass is one of their influences for their final piece.
Visually observe: observed drawings of objects related to a range of symbolism, connected to lyrics and book titles. Graphical lettering techniques taught and practised.
Research and analyse:
Research into objects and images symbolising their question and analysis of their ideas as they
progress.
Make and Experiment-Experiments with card cut out techniques, photography and photo editing using photos, text and effects.
Review and Respond: Develop a knowledge of the life and work of the graphic designer, Saul Bass and the designers of some of the most famous album covers of all time, such as Peter Blake.
KEYWORDS AND TERMS:
Ultimate question, paper cut out, low tech, layering, detail, lettering, font, serif, sans serif, graphic design, photo montage
Summer Term
Mixed Media Natural forms
The aim of this project is for pupils to apply their knowledge of photographic techniques to take a landscape photo which is used as a basis for an abstract composition, inspired by the contemporary printmaker, Angie Lewin
Visually observe: Pupils take own photographs of landscapes, applying basic photographic principles. Research and analyse: Learn techniques from local Dorset artist Dick Hewitson and analyse a range of his paintings. Make and Experiment-Experiment with a range of collage and relief techniques using: papier mache, string, organic materials such as sand and rice. Experiment with different painterly techniques to add tone, texture and depth. Review and Respond: Responding to their own and others' work, developing a vocabulary of art specific words and phrases to help them express their feelings and opinions about Lewin's work and those of others'.
KEYWORDS AND TERMS:
Photography, composition, Golden Section, rule of thirds, focal point, viewpoint, abstract, contemporary, colour mixing, mixed media, depth, perspective.
Year 8 (45 minutes a week + weekly homeworks)
Autumn Term
Little things LARGE
The aims of this project are for pupils to develop and extend their observational drawing skill, using a variety of small objects in a range of media. Different enlarging techniques are taught and pupils' research and analyse the work of a chosen artist who also explores scale and viewpoint.
Review and Respond: To review their own work as it progresses and to collaborative and respond weekly to the artwork of others.
Visually observe: small objects with a range of textures, enlarging using a grid method and zooming in using a viewfinder.
Research and analyse: Research a chosen artist from a selection who use the theme of enlargement or abstraction and analyse their work. Artists range across time and places, from Karl Blossfeldt to Georgia O'Keeffe and Rachael Whiteread.
Make and Experiment-Experiment with a range of media, including: pencil, oil and chalk pastel, fineliner, paint and photography.
KEYWORDS AND TERMS:
Composition, proportion, enlargement, grid enlargement, viewfinder, texture, tone, shading
Spring Term
Animation: a Journey through Time
The aims of this project are to learn about and explore techniques from a variety of early animation technique, culminating in a simple stop motion animation challenge using low tech props using Zu3D in our Computing suites.
Visually observe: Different types of animation device and to draw objects that work well on these devices. These drawings are from a range of different sources.
Research and analyse: Analyse the workings of different animation devices and own ideas (with a partner) for a stop motion animation.
Make and Experiment-Experiment while making own animation devices: thaumatrope, zoetrope, praxinoscope, flick book, as well as designing backdrops and props for stop motion photos, taken on a tablet.
Review and Respond: Develop a knowledge of the history of animation and understand the persistence of vision: the ability for the eye to hold on to images to enable a series of still images to become animated.
KEYWORDS AND TERMS:
Thaumatrope, zoetrope, praxinoscope, flick book, persistence of vision, backdrop, scene, storyboard, frame, frames per second, cut outs, edit.
Summer Term
Summer Transfer-Animals in Art
This final Art project at Cranborne Middle allows the pupils to develop and show off their skills in a range of media, using animals in Art as a primary influence. Bringing together all of the middle schools in a project like this means that the Upper Schools can see the potential of each student, when they show them their final piece at the start of Year 9.
Visually observe: Pupils are given a range of animals to draw from observation, including their own pets, in homework.
Research and analyse: Pupils research artists who depict animals and art, from a broad range given to them by their Upper School.
Make and Experiment-Pupils experiment with different media and create pastiches of artists like Jake Winkle. Review and Respond: Responding to their own and others' work, developing a vocabulary of art specific words and phrases to help them express their feelings and opinions about their own and others' work.
KEYWORDS AND SKILLS:
Formal elements of art: line, tone, 3D form, mark making, pattern, texture, pastiche
| |
Smart Living Activity Sheets
WASTE ACTIVITY 1: Household hazardous waste audit (page 15)
Go around your house noting down any of the above hazardous materials. Turn to Practical Steps on page 24 of the Smart Living Handbook to explore what alternatives you could replace these with when you next go shopping. The garage and kitchen where you store cleaning chemicals is a good place to start.
| Hazardous material | Alternative |
|---|---|
| e.g. drain cleaner | baking soda and white vinegar |
WASTE ACTIVITY 2: Household waste audit
Take a week during which you look at the products that you usually throw away and see what products can be recycled or composted. Keep all the recyclable/ compostable products to one side and measure this at the end of the week to determine the volume per type of product. Find your closest recycle centre where these products can be dropped off and see if you can make a compost heap at home.
Global Change - Green Audit Toolkit
ENERGY ACTIVITY 1: Households using mainly electricity (pages 45 – 47)
This exercise will help you understand where you use electricity in your home and where savings could be made.
Step 1: Collecting the data
- In Column 1 of the Table, list the appliances you have in your home.
- In Column 2 note the electricity power (W) of each appliance. Appliance power is usually given on the appliance itself. However, this often indicates maximum power use, which can be much higher than average power use. Refer to the 'Typical Home Appliance Electricity Consumption' table on page 47, which provides estimates for common appliances.
- In Column 3 record (in hours) how long each appliance is used per day (consider differences in weekday and weekend use, summer and winter use, and work out an average for yourself).
Note: Some appliances switch on intermittently, such as fridges and hot water cylinders. Again, in these instances the table 'Typical Home Appliance Electricity Consumption' may be used to estimate the consumption.
- If you have more than one of any appliance, such as light bulbs, write this in Column 4.
Step 2: Doing the calculations
- To find out your daily electricity consumption by using this simple formula:
(Watt x hours used per day)/1000 = daily consumption.
Note: 1 kilowatt (kW) = 1 000 watt.
What you are doing here is multiplying Column 2 by Column 3 and then by Column 4 (more than one appliance). This final figure is then divided by 1 000 in order to convert from watt hours to kilowatt hours. Fill in this total in Column 5.
- To get your monthly consumption figure multiply your total daily figure by 30 days and fill this in Column 6.
- Add up your total kWh usage for all appliances to reach your grand total electricity consumption.
Step 3: Identify priority action areas and potential for savings
Examine your results. Which areas of the home use most electricity? Identifying this and taking simple, effective and cost-saving actions will help you to reduce your electricity consumption.
Global Change - Green Audit Toolkit
| 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|
| Appliance | Power use (Watt) | Hours/day in use | Number of appliances | Average kWh per day (Watt x hours x no/1000) | Average kWh per month |
| e.g. light bulb Incandescent | 60W | 4 hours | 7 lights | 60x4x7=1680/1000 =1,68 kWh per day | x30=5,04 kWh/month |
| Electricity consumption total | | | | | |
Note: Typical mid-income electrified homes use around 774 kWh/month (around R250/month) electricity. The majority of this – up to 60% – is used in heating water in the geyser. Lighting is often the second largest consumer of electricity. Solar Water Heaters and switching to compact fluorescent light bulbs (CFL's) provide opportunities to make a substantial
saving in household energy. Page 47 of the Smart Living Handbook provides a list of electricity consumption of typical home appliances, indicating the power use (Watt) and average hours used in a day.
Global Change - Green Audit Toolkit
ENERGY ACTIVITY 2: Households using a mixture of fuels (page 48)
This exercise will look at the amount of money spent on fuel, rather than total energy consumed. Understanding what uses most energy (and money) will help you to identify where you could make savings.
Step 1: Collecting the data
- In Column 1 of the Table, list the fuels you use, such as paraffin, gas, batteries, electricity and wood.
- In Column 2 note the different services for which you use each fuel, such as cooking, lighting, music, heating, fridge or ironing.
- In Column 3 write down how much of each fuel you use in a week.
- In Column 4 write down the price of that fuel for each unit, such as a litre, or kilogram of fuel.
Step 2: Doing the calculations
To find out the cost of each fuel per week and multiply the amount you use (Column 3) by the cost per unit (Column 4). Write down the result in Column 5. If you wish to get a monthly figure, then multiply this again by four weeks.
Step 3: Identify priority action areas and potential for savings
Think about where you spend the most money on fuel every week. Explore this chapter for helpful advice on better energy choices you could be making. Also look at the Safety section at the end of this chapter to see if you can improve your safety in the home.
| Household energy cost per week | | | | |
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 |
| Fuel type | Service | Amount per week (litres, kg, number) | Cost per unit (litres/kg/number) | Fuel cost/week (amount x cost per unit) |
| Paraffin | Cooking | 1 litre | R3,55 | R10,60 |
Global Change - Green Audit Toolkit
ENERGY ACTIVITY 3: Estimate your family's household carbon emissions (page 49)
Different fuels have different carbon dioxide emission levels. Electricity generation from coal in South Africa emits a substantial amount of carbon dioxide as it is derived from the burning of fairly low-grade coal. For a quick estimate of your energy consumption and related carbon emissions follow the steps below. Note: This does not include transport fuel.
Step 1: Using the audits you have completed, or a record of your electricity and/or fuel bills, fill in the amount of fuel you use each month in Column 1 according to the type of fuel (electricity, LP Gas, paraffin).
Step 2: Multiply this by the ratio provided in Column 2 (e.g. for electricity this is 1,08). This will give you your kilograms of carbon dioxide emitted per month. Write this into Column 3.
Step 3: For your annual carbon dioxide emission, multiply by 12 months (Column 4) and calculate a total for all fuels. To determine your emissions in tonnes instead of kilograms you need to divide the amount by 1000. Note: 1000kg is one tonne.
| | 1 | 2 | 3 |
|---|---|---|---|
| | Amount of fuel | Ratio | Kg CO /month 2 |
| If electricity (kWh) | | x 1,08 kg CO per 2 kWh | |
| If LP Gas (kg) | | x 3,09 kg CO per 2 kg | |
| If paraffin (litre) | | x 2,58 kg CO per 2 litre | |
| Total energy related household emission from your home per month and per year in kg | | | |
| Total energy related household emission from your home per month and per year in tonnes | | | |
Compare your household's carbon emissions with typical annual CO2 emissions from Cape Town homes (note that this excludes transport).
Global Change - Green Audit Toolkit
5
ENERGY ACTIVITY 4: Home safety quiz (page 64)
Answer the questions below with a YES or NO.
| Electric wires in our home are kept far from any sources of heat, such as fires and stoves or candles. |
|---|
| All wires are well insulated with no copper wiring exposed. |
| Our electric wires do not run under carpets in our home. |
| There are never more than three appliances in one plug socket at one time. |
| We do not have electrical appliances in our bathroom or near wa- ter. |
| All members of our household know that they must never pull a plug out from the socket while it is still switched on, or pull on the electric cord. |
| All members of our household know that the appliance must be removed from the plug socket (with the socket switched off) be- fore fixing an appliance. |
| We always switch off the light before changing a light bulb. |
| TOTAL SCORE |
If you answered NO to some of the questions, you need to consider the following actions:
- Move wires away from heat as they could burn and cause a fire.
- Remove cords running under carpets as damaged and exposed wires can start a fire.
- Buy insulation tape and cover any exposed copper wires by winding the tape around the wires a couple of times.
- If you have too many appliances using one socket, pull out some of the plugs and only plug in when you are actually using that appliance. Try and make sure you are never using more than three appliances from one plug at a time.
- Water conducts electricity and using electricity in the bathroom or near water may result in an electric shock.
- Always switch off an appliance before removing a plug from the socket and always switch a light off before replacing the bulb.
- Never put bare wires or fingers into sockets. Touching the wires of an appliance that is still plugged into a socket can give you an electric shock.
Global Change - Green Audit Toolkit
| Paraffin | YES | NO |
|---|---|---|
| Our paraffin stove and lamps are clean and burn clearly. | | |
| Paraffin in our home is stored safely in a cupboard or in a plastic packet on a hook high enough to be out of the reach of children. | | |
| Our paraffin bottles are clearly labelled and not kept in cooldrink or milk bottles that could confuse children. | | |
| We use a funnel (or the top of a cooldrink bottle) and not a cup to pour paraffin into the lamps and stove. | | |
| Our paraffin stove and lamps are always on level, sturdy surfaces and out of the way of children. | | |
| Our paraffin lamps are always covered with a glass lamp shade and never burn with an open flame. | | |
| Our paraffin is kept in a clean container and we never mix it with other fuels, such as meths, oil or petrol. | | |
| TOTAL SCORE | | |
If you answered NO to some of the questions, you need to consider the following actions:
- Keep your appliances clean at all times. Dirty or faulty appliances will burn with a lot of smoke that can cause asthma, bronchitis, coughing or pneumonia for members of your household.
- Always store paraffin in a safe place out of the reach of children. Containers need to be clearly marked so that children will know not to drink it. Funnels used to pour paraffin into stoves and lamps should be stored with the paraffin. Do not use a mug or cup that someone may drink from by mistake.
- A level and sturdy surface will prevent a stove or lamp from falling over and starting a fire. Also make sure appliances are out of the way of children who may knock them over by accident.
- A large pot on a small stove may also cause a stove to be unstable and fall over causing a fire.
- Making sure the flame in the lamp is protected will prevent fires and burns.
- Always use a clean container for paraffin. Dirty paraffin causes dirty, harmful smoke.
- NEVER be tempted to mix paraffin with any other fuels, such as oil and methylated spirits (meths). Mixing fuels can be very dangerous and cause explosions. Petrol mixed in with paraffin can be particularly dangerous. Sometimes paraffin is accidentally mixed with a bit of petrol that may be left at the bottom of a transport tank. Smell your paraffin to check that it does not have petrol in it. If it has a pinkish colour immediately return it to the place where you bought it and get them to contact their suppliers. Petrol burns even more quickly than paraffin and a mix of the fuels can cause explosions.
- Fuel gel provides a far safer option and should be considered. Although more expensive than paraffin, as it is a gel it cannot be drunk and will not spill, reducing the chances of poisoning and fires.
Global Change - Green Audit Toolkit
| Candles, coal and wood | YES |
|---|---|
| Candles in my home stand securely in candlesticks at all times. | |
| Candles are placed well away from open windows and curtains. | |
| When we make a fire indoors we have a chimney for the smoke from our fire to travel out of. | |
| We always use dry wood for fires and/or low-smoke coal. | |
| When making a fire outdoors we make sure it is well sheltered and that the fire is extinguished before we leave it unattended. | |
| TOTAL SCORE | |
If you answered NO to some of the questions, you need to consider the following actions:
- Buy or make secure candlesticks for burning candles rather than standing them up in their own wax on a plate or directly on the table where they may easily fall over.
- Place candles in safe places. Window sills are bad places for candles as the wind may blow the candles over. The flame may also cause curtains to catch alight.
- Smoke from fires can be very dangerous – many people die every year from indoor air pollution, particularly young children. Always make sure there is a chimney for smoke to travel out of the house. Burn dry wood or make sure you ask for low-smoke coal for your coal dealer.
- Make sure the house is well ventilated if you are using an mbawula (coal stove) indoors. Always light the mbawula outside and bring it indoors once the coals are red. An upside -down fire – putting the coals at the bottom and paper and wood on top – makes less smoke.
- A shelter will prevent a fire from getting out of control.
Global Change - Green Audit Toolkit
| Gas | YES |
|---|---|
| When lighting our gas stove or lamps I always light the match first before turning on the gas. | |
| Our gas cylinders are stored far from any direct source of heat, such as a fire, lamp, heater or stove. | |
| We buy our gas from a supplier that has a safety rating. | |
| We check our gas appliances with our gas dealer if we are worried about them. | |
| We regularly check the connecting pipes, rubber seals (washers), bottles and appliances for breaks or leaks and replace or fix the appliance when we detect a leak. | |
| The gas bottle ‘key’ is kept safely away from children. | |
If you answered NO to some of the questions, you need to consider the following actions:
- Make sure your gas cylinder and connections are in good condition by checking for leaks and replace or fix immediately if leaks are detected.
- Do not use a gas cylinder that has been involved in a fire. If you are ever uncertain about your cylinder or appliances, check these with your gas dealer before using.
- Always buy gas from a registered supplier with a safety rating. This should be shown on the outside of the supply centre.
Global Change - Green Audit Toolkit
WATER ACTIVITY 1: Conduct a mini audit of water use in your home (page 84)
How much water is your household using? Where do you use the most water in your home? Are there areas where you could make water savings? Increase your knowledge and awareness of water use in your home through the exercise below.
| 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|
| Activity | Average litres of water used per activity (litres) | Number of times activ- ity is done each day | Total water used by a person each day (litres) | Number of people in the house- hold |
| Example: Wash hands and face | 1.5 litres | 3 times a day | 1.5 litres x 3 times a day = 4.5 | 4 people |
| Wash hands and face | 1-3 | | | |
| Bath | 80 – 150 | | | |
| 5-minute shower | 80 | | | |
| Teeth cleaning (tap on) | 4 | | | |
| Toilet flushes | 6-21 | | | |
| Drinking (cup) | 0.25 | | | |
| Washing dishes (hand) | 18 single basin 36 double basin | | | |
| Dishwasher | 17-45 | | | |
| Washing machine (one 3 kg load) | 80 | | | |
| Hand washing (1 tub load) | 40 | | | |
| Leaking/dripping tap (1 drop/ second each day) | 30-60 | | | |
| Food garden (per m2 per day) | 4 | | | |
| Cooking (meal for 5 people) | 3 | | | |
| Using the garden hose for an hour | 600 | | | |
Global Change - Green Audit Toolkit
Step 1: Collecting the data
- In Column 1 of the Table, different activities are indicated, with the estimated water consumption indicated in Column 2.
- In Column 3 write down how often these activities are done by each person living in the house.
- In Column 5 write down the number of people in the household per activity. Some people might generally bath, while other shower.
Step 2: Doing the calculations
To find out the estimated amount of water used for each activity per day you need to multiply the amount of water used per activity (Column 2) by the number of times the activity is done each day (Column 3) by the number of people in the household (Column 5). Write down the result in Column 6. If you wish to get a monthly figure, then multiply this again by 30 days.
Step 3: Identify priority action areas and potential for savings
Think about where you use the most water every day. Explore this chapter for helpful advice on better water choices you could be making.
Work out what your consumption breakdown looks like. This will make you see where your biggest areas of water use are and will help you to make choices about where water efficiency improvements can be made in your home. Often as much as 35 percent to 50 percent of household water is used for non-essential purposes, such as watering gardens.
For a more detailed water audit, do the fun and interactive Household Audit Challenge that can be found on www.capetown.gov.za/water
Global Change - Green Audit Toolkit
BIODIVERSITY ACTIVITY 1: How biodiversity-friendly are you? (page 110)
Answer YES or NO to the following questions:
| Question | Yes | No |
|---|---|---|
| Do you always make sure that a burning cigarette is never thrown out of your car window? | | |
| Do you always take your rubble or garden refuse to an established dump and not leave it in the veld? | | |
| Do you always make sure that oil and other chemical products are disposed of in established dumps and not thrown on the veld or into your water drains? | | |
| Do you have a variety of local indigenous plants in your garden and/or neighbourhood? | | |
| Do you have local indigenous birds visiting your garden regularly? | | |
| Do you have lizards, frogs or local indigenous insects such as praying mantis or moths in your garden and/or neighbourhood? | | |
| Have you removed all invasive alien weeds, notably Rooikrans, Port Jackson, Kikuyu, Fountain Grass, Lantana and Chromolaena, from your garden? | | |
| Does your cat have a collar or bell to alert and thus protect local indigenous small animals? | | |
| Do you avoid using harsh pesticides or herbicides on your garden? | | |
| Do you support local initiatives to conserve the natural areas in your area or ’green’ your local spaces? | | |
If you answered YES to three or more of these questions you are on the way to having a healthy amount of 'backyard' biodiversity! If not, there are many suggestions in Practical Steps on page 111 of the Smart Living Handbook will help you get started.
Global Change - Green Audit Toolkit
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ROCKS AND SOILS
Rocks
* The earth's crust (Lithosphere) is composed of rocks. An aggregate of minerals on the Earth's crust is called 'rock'. It may be hard and compact like 'granite' or soft as 'clay' or loose as 'sand'.
* The scientific study of rocks is called petrology.
* Based on formation, rocks are classified as:
o Igneous
o Sedimentary o M etamorphic
Igneous Rocks
* The igneous rocks are formed by the solidification of molten magma. These rocks are also called as the 'Primary Rocks' or 'Parent Rocks' as all other rocks are formed from these rocks.
* They do not contain fossils.
* They are associated with the volcanic activities.
* These rocks are useful for construction work.
* Granite, pegmatite, basalt, etc are some of the examples of igneous rocks
Sedimentary Rocks
* It is formed due to the aggregation and compaction of sediments derived from the older rocks, plants, animals and contain fossils of plants.
* The bodies of plants and animals that fall on the deposits get embedded in the layers and form Fossils. Sandstone, limestone, chalk, gypsum, coal and conglomerate are examples of sedimentary rocks.
Metamorphic Rocks
* These are changed form of igneous and sedimentary rocks.
* When Igneous or sedimentary rocks are subjected to extreme heat and pressure, they undergo a complete change in their form and character.
* Rocks are useful for making – Cement, Writing chalk, Fire, Building materials, Bath scrub, Kerb stone, Ornament, Roofing materials, Decorative materials.
* Rocks are valuable source of minerals such as gold, diamond, sapphire etc.
Soils
* Soil is a mixture of organic matter, minerals, gases, liquids and organisms that together support life. It is known as the 'skin of the earth'.
* Soils are produced from rocks (parent material) through the processes of weathering and natural erosion.
* World Soil Day is observed on 5th December.
* The basic components of soil are mineral, organic matter, water and air. It consists of about 45% mineral, 5% organic matter, 25% of water and 25% air.
* Soils are classified on the basis of their formation, colour, physical and chemical properties.
* Based on these, soil is classified into six major types. They are: Alluvial soil, Black soil, Red soil, Laterite soil, Mountain soil, Desert soil.
Alluvial Soil
* Alluvial soils are found in the regions of river valleys, flood plains and coastal regions.
* These are formed by the deposition of silt by the running water. It is the most productive of all soils.
* It is suitable for the cultivation of sugarcane, jute, rice, wheat and other food crops.
Black Soil
* These soils are formed by weathering of igneous rocks.
* Black soil is clayey in nature. It is retensive of moisture.
* It is ideal for growing cotton.
Red Soil
* These soils are formed by weathering of metamorphic rocks and crystalline rocks.
* The presence of iron oxide makes this soil brown to red in colour.
* It is suitable for millet cultivation.
Laterite Soil
* These are the typical soils of tropical regions. These soils are found in the regions which experienced alternate wet and dry condition.
* It is suitable for plantation crops of tea and coffee.
Mountain Soil
* Mountain soils are found over the slopes of mountain.
Desert Soils
* These are sandy soil found in the hot desert regions. These soils are porous and saline.
* Since it is infertile, agriculture in these soils are not so successful.
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PSHE and Citizenship | KS1 | Planning Overview
Living in the Wider World Diverse Britain
About the Topic
Assessment Statements
This unit is inspired by the idea that individuals can have a positive impact on groups and communities to which they belong. It aims to enable the children to identify that they belong to various groups and communities and ways in which they contribute positively to these. In this unit, children learn about community, being good neighbours and looking after the environment. They will also learn about Britain, what it means to be British, about diversity and the importance of celebrating and being respectful of our differences.
Home Learning
Helping My Community: In this activity, the children draw a picture of a community to which they belong and write a sentence to describe how they can help this community.
Living in the British Isles: In this activity, the children draw or stick pictures that show how they feel about being British and living in Britain.
Wider Learning:
Why not arrange a 'Celebrating Differences Week' in school? This could include sharing favourite recipes, wearing traditional dress and inviting people from various community groups to come into school.
All children will be able to…
* identify groups and communities that they belong to;
* explain how to be a good neighbour;
* pick out things that harm and things that help a neighbourhood;
* describe what it is like to live in Britain;
* identify similarities and differences between British people;
* talk about what makes them feel proud of being British.
Most children will be able to…
* describe how they can help groups and communities they belong to;
* recognise choices can have negative and positive consequences;
* explain some consequences of negative and positive choices;
* talk about why helping their neighbourhood is important;
* describe different aspects of living in Britain;
* give reasons why it is important to have differences;
* identify famous British people, places and events;
* explain what famous British people, places and events tell them about being British.
Some children will be able to…
* talk about the benefits of helping a community;
* describe how other people are affected by choices they make;
* give more detailed reasons why it is important to help their neighbourhood;
* describe how they can make all people feel happy and welcome;
* begin to understand the idea of respect;
* identify that people have different opinions.
.
Lesson Breakdown
1. My School
L1. about what rules are, why they are needed, and why different rules are needed for different situations
L4. about the different groups they belong to
I can describe ways that I can help my school community.
2. My Community
R21. about what is kind and unkind behaviour, and how this can affect others
L4. about the different groups they belong to
L5. about the different roles and responsibilities people have in their community
I can describe ways that I can be a good neighbour.
3. My Neighbourhood
L2. how people and other living things have different needs; about the responsibilities of caring for them
L3. about things they can do to help look after their environment
I can identify things that help and harm my neighbourhood.
4. My Country
R25. how to talk about and share their opinions on things that matter to them
L6. to recognise the ways they are the same as, and different to, other people
I can describe what it is like to live in the British Isles.
5. British People
R23. to recognise the ways in which they are the same and different to others
L2. how people and other living things have different needs; about the responsibilities of caring for them
L6. to recognise the ways they are the same as, and different to, other people
I can explore how people living in the British Isles can be different and how they are the same.
6. What Makes Me Proud of Britain?
R25. how to talk about and share their opinions on things that matter to them
L4. about the different groups they belong to
Resources
* Coloured pens and pencils
* Glue
* Scissors
* 'Dinosaurs and All That Rubbish' by Michael Foreman
* Large sheets of paper
* Coloured pens or pencils
* Coloured pens or pencils
* Large sheets of paper
* Coloured pens or pencils
* Large sheets of paper
* Coloured pens or pencils
I can talk about being British and living in the British Isles.
This resource is fully in line with the Learning Outcomes and Core Themes outlined in the PSHE Association Programme of Study.
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AFRICAN INSTITUTE FOR MATHEMATICAL SCIENCES
SCHOOLS ENRICHMENT CENTRE (AIMSSEC)
AIMING HIGH
THE GAME OF PIG Inclusion and Home Learning Guide is part of a Learning Pack downloadable from the AIMING HIGH website https://aiminghigh.aimssec.ac.za/years-5-10-gam e-ofp i g/
It provides related activities for home learning for all ages and learning stages from pre-school to school-leaving, together with guidance for home-learning and also for inclusion in school lessons, all on the Common Theme: PROBABILITY
Guidance for school lessons is given in the separate Notes for Teachers document.
Choose what seems suitable for the age or attainment level of your learners.
PIG
You will need 2 dice, or you can throw one die twice, or instead make your own spinner.
PLAY
Both players start with zero points and take turns to throw the dice as many times as they like, adding to their running total at each throw as long as they don't throw a one. See the rules on the left.
LEARN AND WIN
If you throw a double one, is your chance of throwing a double one at the next throw, the same, more likely or less likely?
On each throw, which of the following 3 options is most likely and which is least likely? How do you know?
(A) 1 and some other number
(B) A double 1
(C) Two numbers other than 1.
Can you work out a strategy so that you can win more often than you lose?
You will need a pair of dice or a spinner for each pair of learners.
To make your own spinner as shown in the picture you will need a paper clip and a pin. Straighten out one end of the paper clip, cut out the template and then pin the paper clip and the hexagon on a flat surface so that the spinner spins freely. Now you are ready to play the game.
NEXT
The game described on page 1 is sometimes called Piggy Ones and there is a Piggy Sixes version of the game. Would it make much difference to the game if the number 1 was the same as the numbers 2, 3, 4 and 5 and instead, throwing a double six would take the score down to zero and throwing a six and another number would end the turn without adding anything to the total score?
Throw two dice 50 times and record the results. What percentage of the throws gave a double one, what percentage one and another number, and what percentage two numbers other than one?
Compare your experimental probability with the theoretical probabilities of 28% for one and another number, 3% for a double one and 69% for two numbers neither of which is a one.
Why are these two sorts of probability different?
INCLUSION AND HOME LEARNING GUIDE THEME: PROBABILITY
Early Years and Lower Primary
PIGGY ONE DIE
Take turns to throw the die and keep the score adding 3, 4, 5 or 6 when those numbers come up on the die. You can throw as many times as you like when it's your turn, but you go back to zero if you throw a 1 and you lose the score for that turn if you throw a 2.
The first player to get to 20 points or more is the winner.
Upper Primary
Just play the game with 2 dice as described on page 1. Play for fun at first then discuss the answers to some of these Key Questions:
* Does a double 1 come up more often or less often than a single 1?
* Which is more likely - a double 1 or a single 1?
* Is it worth the risk of throwing again?
* Are you winning at the moment?
* Why would you want to go on and throw again?
* Why would you want to stop now?
Lower Secondary Years 7 - 10
Make a spinner if you don't have dice available. Play the game a few times so that everyone learns the rules. If you are working with a group, divide them in two teams and have a representative from each team take turns to throw the dice or spin the spinner. With one die or a spinner they will need to throw or spin twice at each throw. Each time the teams have to decide whether to stop or to throw again. Write the scores on a board or large sheet of paper so everyone can see.
Then get learners to play the game in pairs as many times as they want to do so, and to come back to the game again on another day.
Ask the learners if they want to know a good way of increasing their chances of winning.
If they say yes, then ask the question: "On each throw, which of the following 3 options is most likely and which is least likely? How do you know?
(A)
1 and some other number (B) Double 1 (C) Two numbers other than 1.
Ask: should their decision to throw again depend on whether they are ahead or behind? Suggest they think of a strategy and play a few games to see what happens.
Misconceptions about a 'run of good or bad luck' are common. Learners should understand that, whatever has happened in the past, all the probabilities are the same on the next throw.
An essential and fundamental idea in probability is counting the number of possibilities that make up the sample space.
With a younger class it is enough to understand that 'there are more ways of getting a single one than there are of getting a double one, so a single one is more likely than a double one. And similarly, there are more ways of getting other scores than throwing 1 or 2 ones, so getting a positive score is more likely than scoring zero.
Older learners can go on to listing and counting the 36 possibilities and working out the probabilities.
For older learners only: You may like to use the Diagnostic Quiz to assess the learning at the end of the session.
Key questions
* Does a double 1 come up more often or less often than a single 1?
* Which is more likely - a double 1 or a single 1?
* Does a double 1 come up more often or less often than a pair of numbers without a 1?
* Which is more likely - a double 1 or a pair of numbers without a 1?
* Are you winning at the moment?
* Is it worth the risk of throwing again?
* Why would you want to go on and throw again?
* Why would you want to stop now?
Upper Secondary
Study the analysis of this game and the strategies for giving yourself a better chance of winning. Explain some of the ideas to your classmates and try out the strategies.
http://www.durangobill. com/Pig. html
Why do this activity?
This activity provides an enjoyable introduction to probability for younger learners. For other learners it provides a context in which to review some of the basic concepts of probability. Because they will want to win the game, learners can be motivated to understand what will give them the best chance and to do this they will be interested in counting all the possible outcomes (members of the sample space). To count the number of outcomes which lead to a particular event is both fundamental to probability, and to understanding how to find probabilities. The activity can also provide a context in which to introduce 2-way tables.
SOLUTION
The table below, called a two-way table, shows all the possible outcomes when 2 dice are thrown. The columns, labelled at the top in green, relate to all possible throws of one die.
The rows, labelled at the left in blue, relate to all possible throws of the second die. The 36 possible outcomes from the combined scores on the two dice, according to the Piggy-Ones rules, are shown in the white cells.
Secondary age learners meet two-way tables in school by Year 8, or earlier in many countries. This game provides a good way to gain a better understanding of how to use two-way tables.
Younger learners, especially those age 10 and up, could be introduced to this table, but it is important to avoid doing so until they have played the game many times and only after they have talked about strategies for winning and how likely it is to lose all their score by throwing a double 1.
| Table showing scores for all possible throws. | | | | | | |
|---|---|---|---|---|---|---|
| | 1 | 2 | 3 | 4 | 5 | 6 |
| 1 | | 0 | 0 | 0 | 0 | 0 |
| 2 | 0 | 4 | 5 | 6 | 7 | 8 |
| 3 | 0 | 5 | 6 | 7 | 8 | 9 |
| 4 | 0 | 6 | 7 | 8 | 9 | 10 |
| 5 | 0 | 7 | 8 | 9 | 10 | 11 |
A good strategy is only to throw once if you are ahead. That way you are most likely to stay ahead and avoid the disaster of throwing a double 1.
For a detailed analysis of the game and more about winning strategies, see Durango Bill's website http://www.durangobill.com/
Learning objectives
In doing this activity students will have an opportunity:
Primary:
* to learn and appreciate the meaning of the concepts of 'most likely', 'least likely' and 'equal chances'.
Lower secondary:
* to practise counting all the possible outcomes (members of the sample space) and counting the number of outcomes which lead to a particular event;
* to review of the basic concepts of probability;
* to learn to how to use, and practise using, two-way tables.
Generic competences
In doing this activity students will have an opportunity to:
* to play a game in a thoughtful way with consideration for others.
* think flexibly, be creative and innovative and apply knowledge and skills;
Suggestions for teaching
Diagnostic Assessment This should take about 5–10 minutes.
1. Write the question on the board, say to the class:
"Put up 1 finger if you think the answer is A, 2 fingers for B, 3 fingers for C and 4 fingers for D".
2. Notice how the learners responded. Ask a learner who gave answer A to explain why he or she gave that answer and DO NOT say whether it is right or wrong but simply thank the learner for giving the answer.
3. It is important for learners to explain the reason for their answer to develop their oral communication skill and because putting ideas into words encourages mathematical thinking.
4. Then do the same for answers B, C and D. Try to make sure that learners listen to these reasons and try to decide if their own answer was right or wrong.
5. Ask the class again to vote for the right answer by putting up 1, 2, 3 or 4 fingers. Notice if there is a change and who gave right and wrong answers.
6. If learners get the wrong answer, explain the right answer or give a remedial task.
The correct answer is D because there are 3 events out of 16 that give a score of 4. https://diagnosticquestions.com
Follow up
For more ideas see: https://en.wikipedia.org/wiki/Pig_(dice_game)
Go to the AIMSSEC AIMING HIGH website for lesson ideas, solutions and curriculum links: http://aiminghigh.aimssec.ac.za
Subscribe to theMATHS TOYSYouTube Channel
https://www.youtube.com/c/mathstoys
Download the whole AIMSSEC collection of resources to use offline with the AIMSSEC App see https://aimssec.app Find the App on Google Play.
Note: The Grades or School Years specified on the AIMING HIGH Website correspond to Grades 4 to 12 in South Africa and the USA, to Years 4 to 12 in the UK and school years up to Secondary 5 in East Africa. New material will be added for Secondary 6.
| | Lower Primary Approx. Age 5 to 8 | Upper Primary Age 8 to 11 | Lower Secondary Age 11 to 15 |
|---|---|---|---|
| South Africa | Grades R and 1 to 3 | Grades 4 to 6 | Grades 7 to 9 |
| East Africa | Nursery and Primary 1 to 3 | Primary 4 to 6 | Secondary 1 to 3 |
| USA | Kindergarten and G1 to 3 | Grades 4 to 6 | Grades 7 to 9 |
| UK | Reception and Years 1 to 3 | Years 4 to 6 | Years 7 to 9 |
For resources for teaching A level mathematics (Years 12 and 13) see https://nrich.maths.org/12339 Mathematics taught in Year 13 (UK) & Secondary 6 (East Africa) is beyond the SA CAPS curriculum for Grade 12
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ORNITHOLOGY
LESSON PLAN
Meets the following 5 th Grade Science Standards:
Life Science:
2a: Students know many multicellular organisms have specialized structures to support the transport of materials.
2c: Students know the sequential steps of digestion and roles of teeth and the mouth, esophagus, and stomach
Investigation and Experimentation:
6a: Classify objects
6b: Develop a testable question
6f: Use tools and make observations
6g: Record data
6h: Draw conclusions and indicate if more evidence is needed
Meets the following 6 th Grade Science Standards:
Ecology:
5a: Students know energy enters the ecosystems as sunlight by producers into chemical energy through photosynthesis and then from organism to organism through food webs. 5b:
ORIENTEERING
TEACHER'S NOTES
Scripture References:
Proverbs 16:9 – "The heart of man plans his way, but the Lord establishes his steps."
I. Directions and Degrees
A. An understanding of directions and degrees is an essential foundation to a student's development in basic navigation.
B. The four basic directions can be easily remembered with a mnemonic phrase "Never Eat Soggy Waffles" (North East South West).
1. Have students share other mnemonic phrases they may have been taught, and then have them record at least one of those phrases in their notebooks; make sure they are appropriate.
C. These directions always remain the same relative to each other, which means if you find one direction, you can find the other three directions.
1. As a result, students can use the sun to help them figure out directions. The sun rises in the East and Sets in the west. When it is later in the day, they can find the position of the sun, know that they are looking west, and thus find North, South, and East as well. This basic understanding can equip them to succeed if/when they are lost.
D. Every direction can also be represented by a degree. Degrees help us to be more precise in navigating.
1. There are 360 degrees in a circle.
2. North = 0 or 360 degrees.
3. North East = 45 degrees.
4. East = 90 degrees
5. South East = 135 degrees.
6. South = 180 degrees
7. South West = 225 degrees.
8. West = 270 degrees.
9. North West = 315 degrees.
10. Have students record these degrees in their curriculum.
II. The Parts of a Base Plate Compass
A. Base plate: The base plate holds all of the compass parts. The base plate must be held level and horizontal for the compass to work. The base plate has inches on one side and millimeters on the other so that you can use it with your map to determine the length of your trip. You do this by measuring the distance and using the map scale to convert the inches or millimeters to miles.
B. Compass Housing with Degree Dial: This circle contains the magnetic needle. The dial has degree numbers on it as well as directions. You turn the dial to find and follow directions. This dial can be moved. The model shown above only shows degrees in 10 –degree intervals; other compass models may show 2-degree intervals or more than 10-degree intervals.
C. Magnetic Needle: This is painted red and is on a rotating pivot. It always points to magnetic north UNLESS there is something interfering (such as a large metal object).
D. Index Lines: This is a stationary white line that identifies your bearing, which is the degree you are trying to follow or find.
E. Orienting Arrow: This is the red outlined arrow on the bottom of the compass housing. It can be moved with the compass housing so that you can orient or point yourself in the right direction. We call this "the shed". We put Fred (the magnetic needle) in the shed and then follow "Mr. Dot" which allows us to take or follow that bearing.
F. Mr. Dot/ Direction of Travel Arrow: This arrow will point straight in front of you and point in the direction you should travel. By following "Mr. Dot" after you have put "Red Fred" in the "Shed," you will travel in the correct direction.
G. Depending on the model, compasses may also have a lanyard hook, east and west declination points, extensions for straight-edge work, whistles, or other features.
III. How to Use a Base-Plate Compass
A. To use a compass, it must be level and horizontal. It also must not be near any iron or steel objects (or magnets). Stay away from pocket knives, belt buckles, railroad tracks, trucks, electrical lines, etc. when using a compass in the field. It is also a good idea, if you are depending on a compass for navigation, to carry an extra one with you in case the first one gets broken.
B. To make compass use simple, we call the magnetic needle Red Fred. Have students identify Red Fred. We call the red outlined orienting arrow "the Shed." Have students identify "the shed". We call the direction of travel arrow "Mr. Dot". Mr. Dot should always be pointed in the direction you want to go (away from your body).
C. Taking a Bearing (Degree)
1. Point Mr. Dot at the direction or object you want to go
2. Put Fred in the shed by rotating the compass housing.
3. Read the bearing at the index line/the degree at Mr. Dot.
D. Following a Bearing (Degree)
1. Set the degree you want to face at the index line/Mr. Dot.
2. Put Fred in the shed by slowing rotating your whole body.
3. Find an object that lines up with Mr. Dot and walk directly to that object, counting your paces. YOU DO NOT look at the compass as you walk. (This is because you could walk sideways and still keep Fred in the shed.
E. Optional Student Challenge: Point to several objects in the distance, and have students take a bearing to that object. The angles will all be different, so answers will also be different.
IV. Paces
A. The origin of the word "pace" comes from Roman soldiers who used 1,000 paces (double steps) to go 5,000 feet…almost a mile. "Mille passus" is Latin for 1,000 paces and that is where word mile comes from.
B. A pace when defined as two steps is about five feet. Because of the ambiguity of the definition and length, paces are either defined clearly or not used in orienteering or letterboxing sports. We define a pace as a double step and will teach students how many of their paces equal smaller set distances in feet.
C. We will set up four distances to test a student's pace. The distances will be 10 feet, 25 feet, 50 feet, and 100 feet.
D. Have students walk and count their paces for each distance three times. They should record their average number of paces for each distance in their handbook.
V. Scavenger Hunt with Compass
A. Allot 30 minutes for students to use their newfound skills in a scavenger hunt. The instructions are on the last page of the Orienteering section.
B. Split them into groups. Have them record their answers and award the winning team(s) a prize.
VI. Extra Resources
A. Suggested spiritual applications:
1. If we don't know where we are going, then we obviously cannot plan a route to get there.
2. In order to navigate, we must have a point of stable reference (magnetic
north). In order to navigate life, we must have Christ as a point of reference.
3. The Bible is a spiritual map. It tells us boundaries as well as the "contour" of the land. With the Holy Spirit as the compass pointing to Christ, the "true north", we can reach our destination of Heaven.
4. If we are lost, we need to take inventory to determine what we need to survive. What do lost people and unsaved people have in common? What do unsaved people need to do to get what they need in order to survive (live forever)?
B. Magnetic Declination
1. Because of fluctuations in the Earth's inner and outer core, magnetic north is in flux. Maps are oriented to True North as it is too expensive to make a new map every time the magnetic north changes. The difference between true north and magnetic north is called magnetic declination or just declination. Declination not only changes yearly; it changes depending where you are. In general, the Mississippi River in the U.S. is at 0 declination. As you travel east or west of this, the declination increases or decreases. Maps have the declination for their area for THE YEAR THE MAP WAS PRINTED. In order to find the CURRENT declination, you can contact gdc.noaa.gov/
2. From the map above, you can see that the magnetic declination (sometimes called variation) for Angeles Crest is about 12 East according to current declination maps.
3. At the lower left-hand corner of topographical maps there is a symbol called the magnetic declination. The symbol is used in conjunction with a compass for navigational purposes. The center line with the star above represents the direction of true geographic north. The line coming off to the right represents the direction of magnetic north. When using a compass, the needle always points to magnetic north. The symbol tells you that for the area this map covers, the magnetic compass needle will always point 13.5 degrees to the east of true geographic north. To the left of the true north line is the grid north line. This tells you how much the UTM grid and zone lines are offset from true north.
4. The difference between magnetic north and true north varies with location (where you are) and is called magnetic declination. Most maps are oriented to True North (the axis on which the Earth turns) so you must correct the compass bearing to get an accurate direction. Maps will indicate what this correction is for the year the map was printed.
5. To make the correction, you adjust the orienting arrow on the compass to whatever the declination is. If you can't adjust the arrow, then you SUBTRACT east declinations and ADD west declinations. {To remember this, think East is Least and West is Best (or more)}.
6. Angeles Crest declination is 12 degrees east. Therefore, if you have a 90degree bearing, you go 78 degrees (subtracting 12 degrees from 90). True = Magnetic + Declination. If you use the magnetic north arrow on a map, then adjust your orienting arrow on your compass; this automatically takes the declination into account.
C. Using a Compass with a Map
1. Maps are aligned with true north (the North Pole). Compass needles, however, point not to true north but to magnetic north. (See explanation which follows). If you are using the compass and a map to find your way, then you will have to adapt to the difference in magnetic and true north (assuming there is a difference). Some parts of the U.S. do not have a difference. In general, the farther away you are from the Mississippi River; the more difference (called declination) you will have between true and magnetic north. True north does not change; magnetic north, because of fluctuations in the Earth's core, is in constant flux. (As a side note, some scientists believe the magnetic poles will reverse in the near future. The rate of change in magnetic north has increased in the last 10 years).
2. To use a compass with a map you must: Lay your map on the ground or a level surface.
3. Set the compass to North by putting N at 0 degrees.
4. Find the compass rose (see below) or direction indicator on the map and line up the long edge of the compass with the magnetic north line with Mr. Dot pointing to magnetic north. Make sure the dial is still set to north. If the map has a magnetic north arrow, use it…not the true north arrow as this automatically compensates for the declination.
5. If the map does not have a magnetic north arrow, then you need to know the declination and adjust the compass accordingly. Declination for ACCC is 12 East so you subtract 12 degrees from your bearing.
6. With the compass lined up with magnetic north, turn the MAP (not the compass) so that Fred is in the shed. This aligns the compass with real direction.
7. DO NOT move your map as it is now oriented to true direction. Find where you are on the map….and where you want to go. Draw a faint, straight line between the two, using the long edge of the compass.
8. Lay the compass down so the straight right-side lines up with the line you have drawn on the map. Mr. Dot should line up with the direction you want to travel.
9. Put Fred in the Shed by moving the compass housing. DO NOT move the compass itself or the map.
10. Read the bearing (degree) that is lined up with Mr. Dot. This is the bearing you will follow.
11. Now, put the map away. To follow the bearing, you……find an object at that degree angle and walk towards it, holding the compass in your hand horizontally. Look at the object, not the compass.
12. When you get to that object, check your bearing. Find another object at that degree setting, and walk to it as in #9. Continue this until you reach your intended destination.
13. Congratulations! You did it!
D. How to Make a Home-Made Compass
1. Magnets come in a variety of shapes, such as horseshoe and rectangular. All magnets have north and south poles. If you have a rectangular magnet, tie a thin thread to the center of the magnet and tie the opposite end of the thread to any stationary object (chair, tree limb, etc.). Adjust the string on the center of the magnet until it is evenly balanced and then wait for the magnet to stop moving. It will be aligned to the north and south poles of the Earth. If you know which direction is north, then you can mark the north end of the magnet for future reference. However, remember that opposites attract. The south end of the magnet will be pointing to the North Pole. The north end of the magnet will be pointing to the South Pole.
2. If you have a magnet and a sewing needle (this works with a metal paper clip or a small nail, too), then stroke the north end of the magnet along the surface of the sewing from its eye to its point. Remove the magnet from the point of the needle, lift it up, and put in on the eye of the needle again. Stroke the needle 30 times from its eye to its point, always in the same direction. Then put a small cork or a piece of wood or Styrofoam in a bowl of still water. Put the needle on top of the cork, wood, or Styrofoam. Wait until the needle stops moving and the head of the needle will be pointing north. (Make sure there are no large objects nearby or the needle will point to them instead). If you use a paper clip, mark one end so you will know which is the "top" (where the eye of the needle would be).
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The Intent, implementation and Impact of our Curriculum – Computing.
Intent
When planning and teaching computing at St John's, we believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning. Computing, in general, is a significant part of everyone's daily life and children should be at the forefront of new technology, with a thirst for learning what is out there. Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.
Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum. Children must be taught in the art form of 'Computational Thinking' in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates.
Implementation
In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Each of these skills will be taught through exciting half termly units. In Key Stage 2 the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Even our children in Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
Impact
After the implementation of this robust computing curriculum, children at St John's will be digitally literate and able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.
As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.
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Stamford Green Primary School and Nursery
Geography Compendium
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"The study of geography is about more than just memorising places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it's about using all that knowledge to help bridge divides and bring people together."
Barack Obama
What is the vision for Geography at Stamford Green?
It is our vision that our children:
* See themselves as geographers demonstrating the knowledge about diverse places, people, resources and natural and human environments
* Have a curiosity and fascination about the natural world and relate to their own experiences
* Think about their own place in the world and how this impacts their rights and responsibilities to others and the environment
* Use practical resources to ask and answer questions through investigations and field studies
* Develop a range of practical fieldwork skills that they can apply within other areas of the curriculum and their lives
Our Geography curriculum is brought to life by our seven commitments:
HAPPINESS
We want our children to be happy and enjoy their geography lessons as we know that happy children learn well. Our carefully planned curriculum intends to inspire the children to have an awe, wonder, appreciation and enjoyment for the world we live in, through their deepening understanding of knowledge and skills. We ensure that the children learn and develop fieldwork skills, alongside their deepening knowledge to enable children to use the skills in context for their learning. Our curriculum ensures that carefully planned activities and experiences bring the subject alive to allow the children to have a love of learning the subject.
INSPIRING
Geography helps to provoke and provide answers to questions about the natural and physical aspects of the world. Through our carefully planned curriculum, we intend to inspire the children to have a curiosity and fascination about the world we live in. We want the children to ask questions and have the skills and knowledge to investigate further, through learning about places, people and natural and physical processes. We also inspire the children to want to make a difference and to respect and look after our environment through the role of Eco Warriors. These children are elected by their peers and meet regularly to discuss school wide issues and are also responsible for the school's recycling initiatives.
LEARNING
Our geography curriculum allows the children to develop a wide range of geography skills and knowledge which can be utilised together for the children to become geographers. Our curriculum is built around three enquiry questions per year, where the children build the skills and
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knowledge throughout the term to be able to answer those questions. We ensure that the children have a secure locational and place knowledge to articulate their understanding of the world. Children develop an understanding of their own locality and learn to contrast and compare it with places around the world. Children gain a solid understanding of physical processes, such as volcanoes and the water cycle and can confidently use associated vocabulary when discussing these processes.
TOGETHERNESS
Throughout our curriculum, children work together to develop their fieldwork skills. They learn to make observations, measurements and record information about their locality. We aspire for our children to see themselves as citizens of the world and to know that the part they play in looking after our world is an important one. They will know that it is not the actions of an individual but together they can make a difference. As part of our Pupil Leadership Team, children are elected to be an Eco Warrior for their class, working together as team focusing on sustainability and reducing the carbon footprint across the school.
VALUES
In our geography lessons, the school's twenty two values will be evident across the school. Children will be caring, respectful and take responsibility for looking after and making a difference to the environment. Children will be resilient and show co-operation when working together and using maps within the local areas. Children will be empathetic, respectful and aspirational when learning about and discussing important issues such as climate change, deforestation and other cultures.
AMBITION
We have high aspirations for the children and through our geography curriculum, it is our intention that the children see themselves as geographers through the key skills and knowledge that we have equipped them with. We are ambitious for the children to talk like a geographer and as such, we have planned the vocabulary that the children will use, that will build from the EYFS to Year 6. We are ambitious that the children will challenge misconceptions and ask questions about why things happen. We are not only ambitious for the children, but the teaching staff too and as such ensure that the geography subject leader keeps staff up to date with their subject knowledge.
ACHIEVEMENT
We will ensure that our children achieve well and develop their geographical skills and knowledge to an accomplished standard. Our milestones clearly set out the expectations for each year group recording what the children will be able to demonstrate. Our approach to the children working towards answering the termly enquiry question allows the children to feel a sense of achievement, when collectively, they have worked together to be able to communicate to others in a variety of different ways.
Aims for National Curriculum
The National Curriculum for geography aims to ensure that all pupils:
* Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
* Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
* Are competent in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
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By the end of Year 6 at Stamford Green, our children will…
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Long Term Plan
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Long Term Plan: Early Years Foundation Stage
Milestones – By the end of the EYFS, children will demonstrate…
* I can talk about the weather and talk about seasonal changes
* I know the information that a map can show
* I can draw a map of familiar places or from familiar stories
* I can talk about where I live and familiar places to me
* I can talk about some of the features of our country, such as the weather
* I know the names of some countries around the world
According to the Statutory Framework, children in Nursery and Reception should be taught:
* Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children's personal experiences increase their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society
* Listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world
* As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children's vocabulary will support later reading comprehension
| Tier 1 | Tier 2 |
|---|---|
| | same, different, change, season |
| | country, world, same, different, nature |
| school, areas, season | natural, care, seasonal, record |
| draw | map, plan, forest |
| season, country, world, plants, animals | spring, summer, autumn, winter, weather |
| | In Nursery, the skills the children will be taught: | |
|---|---|---|
| | Learning Focus | Progression of skills |
| Personal Experiences | Personal Experiences | • Show interest in leaves/conkers etc making collections and |
| | | bringing them into the setting |
| | | • Confidently explore the forest school areas at Forest School |
| | | • Notice changes in the weather in different seasons |
| Explore and Respond | | • Show respect for living creatures when finding bugs at Forest |
| | | School and in the outdoor area |
| | | • Know that there are different countries in the world and some of |
| | | the similarities and differences |
| | In Reception, the skills the children will be taught: | |
|---|---|---|
| | Learning Focus | Progression of skills |
| The World of Stamford Green | The World of Stamford | • Know about the different areas of the school and what they are |
| | Green | for |
| | | • Talk about and draw the natural environment of the school |
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| | • Know that it is important to take care of the environment where |
|---|---|
| | we learn and ways to do this |
| | • Observe and talk about seasonal changes and record these |
| | ideas |
| How the World Works | • Find out information from a simple map |
| | • Draw maps and plans of familiar places and stories |
| The Whole Wide World! | • Observe and talk about seasonal changes |
| | • Be familiar with the name of Epsom and other places important to |
| | them |
| | • Know the names of some other countries and the animals that live |
| | there |
| | • Be able to talk about features of our country – weather, plants, |
| | animals etc |
| | • Talk about countries that they are familiar with and share details |
| | that they know |
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6
* I can name and locate the 4 countries of the United Kingdom
* I can name the capital cities in England, Northern Ireland, Scotland and Wales
* I know what a map is and how to use it to locate countries in the United Kingdom
* I know what is meant by the terminology human and physical features
* I can make observations about what I see
* I can name some human and physical features
According to the National Curriculum, children should be taught:
* Name and locate the world's seven continents and five oceans
* Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
* Use basic geographical vocabulary to refer to:
i. Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
ii. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
* Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
* Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
* Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment
| Tier 1 | Tier 2 |
|---|---|
| country | city, capital city, England, Ireland, Scotland, Wales, United Kingdom, Epsom |
| country, sea | continent, ocean |
| houses, forest, sea, coast, season, weather | town, city, mountain, ocean, beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, castle |
| map, weather | landmarks, globe |
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In Year 1, the knowledge the children will be taught:
Substantive Knowledge: Locational Knowledge, Place Knowledge, Human & Physical Geography
In Year 1, the geographical skills the children will be taught:
Disciplinary Knowledge Geographical skills and fieldwork
What is it like where I live?
Focus: UK study
What is it like to be child living in Peru?
Focus: NonEuropean country study
Would our school field be a good place to build a castle?
Focus: Land use
* Use maps of the United Kingdom to identify its countries and capital cities
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features
* Use world maps and globes to identify South America, Peru, Atlantic and Pacific Ocean
* Describe similarities and differences and patterns e.g. comparing the lives of people living in different locations
* Observe and describe daily weather patterns
* Express their views on the features of their environment
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features
* Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features if its surrounding environment
* Devise a simple map
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* I can name world's seven oceans and five continents and locate them on a map
* I can use simple compass directions
* I can describe the location of features and routes on a map
* I can use a map to locate countries around the world
* I can discuss different weather patterns and can draw on similarities between the UK and other countries
* I can make comparisons between two places
* I can ask and answer simple geographical questions
According to the National Curriculum, children should be taught:
* Name and locate the world's seven continents and five oceans
* Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
* Use basic geographical vocabulary to refer to:
i. Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
ii. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
* Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
* Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
* Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment
| Tier 1 | Tier 2 |
|---|---|
| country, ocean, globe | continent, Europe, North America, South America, Africa, Asia, Antarctica, Oceania, Pacific Ocean, Atlantic Ocean |
| coast, weather, temperature, hot, cold, map, globe | Atlas, coastal region, equator, pole, North Pole, South Pole, climate, Arctic Circle, Antarctica |
| beach, coast, cliff, forest, river, town, path, field, city | desert, village, countryside |
| weather, season | compass, directions, north, south, east, west, routes |
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In Year 2, the knowledge the children will be taught:
Substantive Knowledge:
Locational Knowledge, Place Knowledge, Human & Physical Geography
What is our world made up of? Focus: Continents & Oceans
* Know about compass directions
* Name the world's seven continents and five oceans
* Compare and contrast the human and physical geography of the Isle of Coll and Maui
* Use basic geographical vocabulary to refer to key physical features (e.g. beach, coast)
* Use basic geographical vocabulary to refer to key human features (e.g. town, harbour)
* Name and locate surrounding seas of the United Kingdom
* Describe the human and physical features of coastal regions and make comparisons with Epsom
* Use basic geographical vocabulary to refer to key physical features (e.g. beach, coast)
* Use basic geographical vocabulary to refer to key human features (e.g. town, harbour)
* Name and locate the world's seven continents
* Name and locate the world's five oceans
* Name and locate the hot and cold areas of the world in relation to the equator and the North and South Poles
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relations to the Equator and the North and South Poles
* Use basic geographical vocabulary to refer to key physical features (e.g. desert, polar)
In Year 2, the geographical skills the children will be taught:
Disciplinary Knowledge Geographical skills and fieldwork
What is our world made up of? Focus: Continents & Oceans
How is are coastal regions geographically different to Epsom?
Focus: Human and physical features
Could a polar bear live in the desert?
Focus: Hot & cold areas
* Use world maps, atlases and globes to identify the United Kingdom and the continents and oceans
* Use simple compass directions (North, South, East, West) and describe the location of features and routes on a map
* Devise a simple map; use and construct basic symbols in a key
* Use simple fieldwork and observational skills to study the key human and physical features of its surrounding environment
* Make observations about what Epsom is like
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features
* Develop simple fieldwork and observational skills when studying the geography of the local environment of the school
* Use a range of sources such as maps, globes, atlases and aerial photographs to identify features and places as well as to follow routes
* Use simple compass directions and locational and directional language when describing features and routes
* Use world maps, atlases and globes to identify the United Kingdom and the continents and oceans Identify seasonal and daily weather patterns
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How are coastal regions geographically different to Epsom?
Focus: Human and physical features
Could a polar bear live in the desert? Focus: Hot & cold areas
* Ask and answer simple geographical questions when investigating different places and environments
* Express views about the environment
* I can identify and explain the causes and effects of natural disasters, such as earthquakes and volcanoes
* I can describe and compare different types of landforms, such as mountains, hills, valleys, and plains
* I can discuss where different types of food are grown and/or originate from and can discuss the concept of import and export
* I can identify and describe different types of weather conditions, such as rain, snow, wind, and sunshine and make comparisons between different countries
* I can identify and describe the characteristics of rural, urban, and suburban areas.
* I can understand and explain the concept of natural resources and their importance to humans.
* I can analyse and interpret population data, such as birth rates, death rates, and population density, to understand population patterns and trends
* I can recognise and describe the different types of settlements, such as rural villages, towns, and cities
* I can explain how plate tectonics and volcanic activity shape the Earth's surface, and identify areas prone to earthquakes and volcanic eruptions.
According to the National Curriculum, children should be taught:
* Locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities
* Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land use patterns; and understand how some of these aspects have changed over time
* Identify the position of significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
* Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region with North or South America
* Describe and understand key aspects of physical geography, including climate, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
* Describe and understand key aspects of human geography including types of settlement and land use, economic activity, including trade links, and the distribution of natural resources including energy, food, minerals and water
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
* Use the eight points of a compass, four and six figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
* Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technology
| Tier 1 | Tier 2 |
|---|---|
| equator, map, continents, oceans | latitude, longitude, prime meridian, hemisphere, scale, map key, |
| capital city, coast | region, landmark, coastline, natural resources including energy, food, minerals and water |
|---|---|
| plate, town, city, countryside, weather, land, sea, coast | volcano, earthquake, population, density, urban, rural, migration, settlement patterns, land use, trade, culture, heritage, climate |
| observe, measure, map | observation, data, survey, measurement, map skills, compass |
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* I can discuss how the city of London has changed over time
* I can discuss the water cycle and know how rivers are formed
* I can use latitude and longitude coordinates to locate specific places on a map
* I can analyse and interpret different types of maps, such as topographic maps, political maps, and thematic maps
* I can understand and explain the concept of migration and its impact on both the source and destination regions
* I can identify and explain the factors that contribute to the distribution of population in different areas
* I can recognize and explain the importance of water bodies, such as rivers, lakes, and oceans.
* I can describe and compare the economic activities, such as agriculture, industry, and tourism, in different regions
* I can identify and describe the characteristics of urbanisation, including the growth and development of cities
According to the National Curriculum, children should be taught:
* Locate the world's countries on maps focusing on Europe and North and South America, concentrating on environmental regions, key physical and human characteristics, countries and major cities
* Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changed over time
* Identify the position and significance of latitude and longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
* Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
* Describe and understand key aspects of:
i. Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
ii. Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
* Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey Maps) to build their knowledge of the United Kingdom and the wider world
* Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans ad graphs, and digital technologies
| Tier 1 | Tier 2 |
|---|---|
| latitude, longitude, equator, prime meridian, hemisphere, | coordinates, compass rose, scale |
| Place knowledge | continent, country, region, landmark, capital city, mountain range, river, lake, desert, forest | |
|---|---|---|
| Human and physical geography | urban, rural, trade, weather, rain, river, grid, symbol | population, distribution urbanisation, migration, culture, economy, settlement, landforms, climate, weathering, erosion, natural hazards, water cycle, biodegradable, conservation, basin, delta, erosion, estuary, grid references |
| Geographic skills and fieldwork | observe, measure | observation, data, survey, measurement, field notebook, compass, field sketch, field trip, analysis |
16
In Year 4, the geographical skills the children will be taught:
Disciplinary Knowledge Geographical skills and fieldwork
How does the UK compare to Greece?
Focus: Region in an European Country
Who lives in Antarctica? Focus: Land use
What are rivers and how are they used?
Focus: River study & the water cycle
* Use atlases and globes to locate countries and describe features studied
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
* Use the eight points of a compass, four and six figure grid references
* Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps and plans
* Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies
* Use the eight points of a compass
* Use a range of sources such as maps, globes, atlases and aerial photographs to identify features and places as well as to follow routes
* I can explain how natural processes, such as weathering and erosion, shape the Earth's surface
* I can identify and explain the causes and effects of natural disasters, such as tsunamis, hurricanes, and floods
* I can describe the characteristics and major features of different biomes, such as rainforests, grasslands and tundras
* I can analyse and interpret climate graphs and charts to understand weather patterns and climate variations
* I can use latitude and longitude coordinates to determine the precise location of a place on Earth
* I can analyse and discuss the causes and consequences of environmental issues, such as deforestation, pollution, and climate change
* I can recognize and discuss the importance of sustainable practices and conservation efforts to protect the environment
* I can recognize and explain the concept of globalisation and its impact on the interconnectedness of people and places
* I can describe and compare the characteristics of different climate zones and their impact on human activities and natural environments
According to the National Curriculum, children should be taught:
* Locate the world's countries on maps focusing on Europe and North and South America, concentrating on environmental regions, key physical and human characteristics, countries and major cities
* Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changed over time
* Identify the position and significance of latitude and longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
* Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
* Describe and understand key aspects of:
i. Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
ii. Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
* Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey Maps) to build their knowledge of the United Kingdom and the wider world
* Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans ad graphs, and digital technologies
The new vocabulary the Year 5 children will use will include:
| Tier 1 | Tier 2 |
|---|---|
| latitude, longitude, equator, prime meridian, coordinates, hemisphere, | geographical grid, time zones |
| continent, country, capital city, landmark, mountain range, river, desert | rainforest, archipelago, coastline, grassland |
| population, migration, settlement, urbanisation, culture, economy, trade, landforms, climate, ecosystem, biome, weathering, erosion, conservation, water cycle | infrastructure, tourism, globalization, natural hazards, plate tectonics, four and six- figure grid references, Ordnance Survey symbols |
| | observation, data, survey, measurement, field notebook, compass, field sketch, sampling analysis |
In Year 5, the knowledge the children will be taught:
Substantive Knowledge: Locational Knowledge, Place Knowledge, Human & Physical Geography
| How does the weather vary across the world? Focus: Climate zones and biomes | • Use atlases and globes to locate countries and describe features |
|---|---|
| | studied |
| | Use the eight points of a compass, four and six figure grid references, |
| | symbols and a key (that uses standard Ordnance Survey symbols) to |
| | communicate knowledge of the UK and the world |
| Our we damaging our world? Focus: Climate change | |
| How was the land use at Box Hill changed over time? Focus: Land use changes over time | |
20
* I can analyse and interpret different types of maps, including physical maps, political maps, and thematic maps
* I can analyse and interpret population distribution and demographic data to understand patterns and trends
* I can explain the causes and consequences of environmental issues, such as deforestation, desertification, and water scarcity
* I can analyse and evaluate the impact of human activities on the environment, such as pollution, habitat destruction, and resource depletion
* I can explain the concept of globalization and its effects on trade, culture, and the movement of people
* I can analyse and interpret data on economic indicators, such as GDP, employment rates, and income levels, to understand regional and global disparities
* I can investigate and analyse the challenges and opportunities of urbanization, including issues related to infrastructure, housing, and social inequalities
* I can use geographic skills, such as fieldwork, map reading, and data analysis, to investigate and solve real-world problems
According to the National Curriculum, children should be taught:
* Locate the world's countries on maps focusing on Europe and North and South America, concentrating on environmental regions, key physical and human characteristics, countries and major cities
* Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changed over time
* Identify the position and significance of latitude and longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
* Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
* Describe and understand key aspects of:
i. Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
ii. Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
* Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans ad graphs, and digital technologies
| Tier 1 | Tier 2 |
|---|---|
| latitude, longitude, equator, coordinates, hemisphere, map | global positioning system (GPS), geographic information system (GIS), topographic map, geographical coordinates |
| Place knowledge | climate, landform, river volcano, desert, rainforest | river system, glacier, terrain, mountain range |
|---|---|---|
| Human and physical geography | population, migration, settlement, urbanization, culture, economy, trade, infrastructure, globalization, governance, landforms, climate, biome, weathering, erosion, natural hazards, plate tectonics, water cycle, soil | biodiversity, ecosystem, emergent, canopy, understory, forest floor |
| Geographic skills and fieldwork | | observation, data, survey, measurement, field notebook, sampling, equipment, data analysis, conclusion |
In Year 6, the knowledge the children will be taught:
Substantive Knowledge: Locational Knowledge, Place Knowledge, Human & Physical Geography
Where does our energy come from?
* Locate the worlds countries using maps, concentrating on key physical and human characteristics and major cities
Focus: Distribution of natural resources
Why should the rainforest be important to us all? Focus: Study of a region in South America
Does tourism have a positive impact on Mount Everest?
Focus: Mountains
* Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn
* Understand geographical similarities and differences through the study of human and physical geography between the UK and a region in Europe
* Locate the worlds countries using maps, concentrating on key physical and human characteristics and major cities
* Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn
* Understand geographical similarities and differences through the study of human and physical geography between the UK and a region in South America
* Locate the worlds countries using maps, concentrating on key physical and human characteristics and major cities
* Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn
In Year 6, the geographical skills the children will be taught:
Disciplinary Knowledge Geographical skills and fieldwork
Where does our energy come from?
Focus: Distribution of natural resources
Why should the rainforest be important to us all?
Focus: Study of a region in South America
Does tourism have a positive impact on Mount Everest?
Focus: Mountains
* Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity and the distribution of natural resources
* Use atlases and globes to locate countries and describe features studied
Use four and six-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build their knowledge of the UK
* Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity and the distribution of natural resources
Describe and understand key aspects of physical geography, including climate zones, biomes and vegetation belts
* Use atlases and globes to locate countries and describe features studied
* Create maps of locations, identifying patterns such as land use, climate zones, population densities
* Describe and understand key aspects of physical geography, including mountains
* Describe and understand the key aspects of human geography including economic activity Recognise patterns in human and physical features and understand some of the conditions, processes or changes which influence these patterns
* Use atlases and globes to locate countries and describe features studied
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___________________________________________________________________________________
SSAT Reading Comprehension Practice Test 1
Reading Comprehension 1
Directions: Read each passage and answer the questions that follow it.
If you are asked the color of the sky on a fair day in summer, your answer will most probably be "blue." This answer is only partially correct. Blue sky near the horizon is not the same kind of blue as it is straight overhead. Look at the sky some fine day and you will find that the blue sky near the horizon is slightly greenish. As your eye moves upward toward the zenith, you will find that the blue changes into pure blue, and finally shades into a violet-blue overhead.
Have you heard the story of a farmer who objected to the color of the distant hills in the artist's picture? He said to the artist, "Why do you make those hills blue? They are green, I've been over there and I know!"
The artist asked him to do a little experiment. "Bend over and look at the hills between your legs." As the farmer did this, the artist asked, "Now what color are the hills?"
The farmer looked again, then he stood up and looked. "By gosh, they turned blue!" he said.
It is quite possible that you have looked at many colors that you did not really recognize. Sky is not just blue; it is many kinds of blue. Grass is not plain green; it may be one of several varieties of green. A red-brick wall frequently is not pure red. It may vary from yellow-orange to violet-red in color, but to the unseeing eye it is just red brick.
Q1. Which title best expresses the ideas of this passage?
* (A) "The Summer Sky"
*
(B) "Artists vs. Farmers"
* (C) "Recognizing Colors"
* (D) "Blue Hills"
Answer: __
Q2. At the zenith, the sky is usually
* (A) violet-blue.
* (B) violet-red.
* (C) greenish-blue.
* (D) yellow-orange.
Answer: __
Q3. The author suggests that
* (A) farmers are color-blind.
* (B) perceived color varies.
For more Question Answers Visit: www.gotestprep.com
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* (C) brick walls should be painted pure red.
* (D) some artists use poor color combinations.
Answer: __
Q4. The word zenith in the first paragraph probably refers to
* (A) a color.
* (B) a point directly overhead.
* (C) a point on the horizon.
* (D) the hills.
Answer: __
Reading Comprehension 2
While the Europeans were still creeping cautiously along their coasts, Polynesians were making trips between Hawaii and New Zealand, a distance of 3,800 miles, in frail canoes. These fearless sailors of the Pacific explored every island in their vast domain without even the simplest of navigational tools.
In the daytime, the Polynesians guided their craft by the position of the sun, the trend of the waves and wind, and the flight of seabirds.
Stars were used during long trips between island groups. Youths studying navigation were taught to view the heavens as a cylinder on which the highways of navigation were marked. An invisible line bisected the sky from the North Star to the Southern Cross.
In addition to single canoes, the Polynesians often used twin canoes for transpacific voyages. The two boats were fastened together by canopied platforms that shielded passengers from sun and rain. Such crafts were remarkably seaworthy and could accommodate 60 to 80 people, in addition to water, food, and domestic animals. Some of these vessels had as many as three masts.
These Pacific mariners used paddles to propel and steer their canoes. The steering paddle was so important that it was always given a personal name. Polynesian legends not only recite the names of the canoe and the hero who discovered a new island but also the name of the steering paddle he used.
Q5. Which title is best for this selection?
* (A) "European Sailors"
* (B) "The History of the Pacific Ocean"
* (C) "The Study of Navigation"
* (D) "Early Polynesian Navigation"
Answer: __
Q6. The Polynesians made trips to
*
(A) New Zealand.
* (B) the Atlantic.
* (C) the Southern Cross.
Category: SSAT Practice Test
Subject: ReadingPracticeTest
___________________________________________________________________________________
* (D) Europe.
Answer: __
Q7. The word mariner means
* (A) propeller.
* (B) seaman.
* (C) paddle.
* (D) navigation.
Answer: __
Q8. This passage suggests that the Polynesians
* (A) trained seabirds to guide their canoes.
* (B) had seen a line in the sky that was invisible to others.
* (C) used a primitive telescope to view the heavens.
* (D) were astronomers as well as explorers.
Answer: __
Reading Comprehension 3
The seasonal comings and goings of birds have excited the attention and wonder of all sorts of people in all ages and places. The oracles of Greece and the augurs of Rome wove them into ancient mythology. They are spoken of in the Books of Job and Jeremiah.
Nevertheless, it has been difficult for many to believe that small birds, especially, are capable of migratory journeys. Aristotle was convinced that the birds that wintered in Greece were not new arrivals, but merely Greece's summer birds in winter dress. According to a belief persisting in some parts of the world to this day, swallows and swifts do not migrate, but spend the winter in hibernation. (Swifts and swallows do migrate, just as most other Northern Hemisphere birds do.) Another old and charming, but untrue, legend enlists the aid of the stork in getting small birds to and from winter quarters: Small birds are said to hitch rides on theEuropean stork's back.
It is clear why Northern Hemisphere birds fly south in the fall; they go to assure themselves of food and a more favorable climate for the winter months. It is also clear where most of the migrants come from and where they go. Years of birdbanding have disclosed the routes of the main migratory species.
But there are other aspects of migration that remain, for all our powers of scientific investigation, as puzzling and mysterious to modern man as to the ancients. Why do migrant birds come north each spring? Why don't they simply stay in the warm tropics the whole twelve months of the year? What determines the moment of departure for north or south? Above all, how do birds—especially species like the remarkable golden plover, which flies huge distances directly across trackless ocean wastes—find their way?
Q9. Which of the following is the best title for this selection?
* (A) "The Solution of an Ancient Problem"
For more Question Answers Visit: www.gotestprep.com
Category: SSAT Practice Test
Subject: Reading Practice Test
___________________________________________________________________________________
* (B) "Mysterious Migrations"
* (C) "The Secret of the Plover"
* (D) "Aristotle's Theory"
Answer: __
Q10. Bird-banding has revealed
* (A) the kind of food birds eat.
* (B) why the birds prefer the tropics in the summer.
* (C) why birds leave at a certain time.
*
(D) the routes taken by different types of birds.
Answer: __
Q11. Swallows and swifts
* (A) remain in Greece all year.
* (B) change their plumage in winter.
* (C) hibernate during the winter.
* (D) fly south for the winter.
Answer: __
Q12. The article proves that
* (A) nature still has secrets that man has not fathomed.
* (B) the solutions of Aristotle are accepted by modern science.
* (C) we live in an age that has lost all interest in bird lore.
* (D) man has no means of solving the problems of bird migration.
Answer: __
Using new tools and techniques, scientists, almost unnoticed, are remaking the world of plants. They have already remodeled sixty-five sorts of flowers, fruits, vegetables, and trees, giving us among other things tobacco that resists disease, cantaloupes that are immune to the blight, and lettuce with crisper leaves. The chief new tool they are using is colchicine, a poisonous drug, which has astounding effects upon growth and upon heredity. It creates new varieties with astonishing frequency, whereas such mutations occur but rarely in nature. Colchicine has thrown new light on the fascinating jobs of the plant hunters. The Department of Agriculture sends agents all over the world to find plants native to other lands that can be grown here and are superior to those already here. Scientists have crossed these foreign plants with those at home, thereby adding to our farm crops many desirable characteristics. The colchicine technique has enormously facilitated their work, because hybrids so often can be made fertile and because it takes so few generations of plants now to build a new variety with the qualities desired.
Q13. Which title best expresses the ideas of the paragraph?
* (A) "Plant Growth and Heredity"
* (B) "New Plants for Old"
* (C) "Remodeling Plant Life"
* (D) "A More Abundant World "
For more Question Answers Visit: www.gotestprep.com
Category: SSAT Practice Test
Subject:
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Answer: __
Q14. Mutation in plant life results in
* (A) diseased plants.
* (B) hybrids.
* (C) new varieties.
* (D) fertility.
Answer: __
Q15. Colchicine speeds the improvement of plant species because it
* (A) makes possible the use of foreign plants.
* (B) makes use of natural mutations.
* (C) creates new varieties very quickly.
* (D) can be used with sixty-five different vegetables, fruits, and flowers.
Answer: __
Q16. According to the passage, colchicine is a
* (A) poisonous drug.
* (B) blight.
* (C) kind of plant hunter.
* (D) hybrid plant.
Answer: __
About the year 1812, two steam ferryboats were built under the direction of Robert Fulton for crossing the Hudson River, and one of the same description was built for service on the East River. These boats were what are known as twin boats, each of them having two complete hulls united by a deck or bridge. Because these boats were pointed at both ends and moved equally well with either end foremost, they crossed and re-crossed the river without losing any time in turning about. Fulton also contrived, with great ingenuity, floating docks for the reception of the ferryboats and a means by which they were brought to the docks without a shock. These boats were the first of a fleet that has since carried hundreds of millions of passengers to and from New York.
Q17. Which title best expresses the main idea of this selection?
* (A) "Crossing the Hudson River by Boat"
* (B) "Transportation of Passengers"
* (C) "The Invention of Floating Docks"
* (D) "The Beginning of Steam Ferryboat Service"
Answer: __
Q18. The steam ferryboats were known as twin boats because
* (A) they had two complete hulls united by a bridge.
5 |P a g e
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* (B) they could move as easily forward as backward.
* (C) each ferryboat had two captains.
* (D) two boats were put into service at the same time.
Answer: __
Q19. Which statement is true according to the selection?
* (A) Boats built under Fulton's direction are still in use.
* (B) Fulton planned a reception to celebrate the first ferryboat.
* (C) Fulton piloted the first steam ferryboats across the Hudson.
* (D) Fulton developed a satisfactory way of docking the ferryboats.
Answer: __
Q20. Robert Fulton worked in the
* (A) seventeenth century.
* (B) eighteenth century.
* (C) nineteenth century.
* (D) twentieth century.
Answer: __
Q21. In line 8, the word shock is used to mean an
* (A) unpleasant surprise.
* (B) impact.
* (C) illness following an accident.
* (D) electrical impulse.
Answer: __
Q22. The first steam ferryboats were built to
* (A) cross the Erie Canal.
* (B) cross the Hudson River.
* (C) carry passengers to Massachusetts.
* (D) travel down the Delaware River.
Answer: __
Answer Keys Link
https://gotestprep.com/ssat-reading-comprehension-practice-pdf/
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Immigration and Universal Suffrage
Grade 4 and beyond
Curriculum Connections: Visual Literacy, Immigration, Suffrage
This activity is a way to provide a lesson on visual literacy within a history curriculum, as well as an introduction to or exploration of political cartoons. If your students are unfamiliar with political cartoons, you may want to begin with the Skills Lesson: Political Cartoons.
Display the image. Give students time to generate and answer questions about the object and write notes. Use the background material at the end of this activity whenever you think it will encourage students to ask more questions and think more about how to engage with the portraits.
Click here for a high-resolution version of this image.
Potential Questions
* What is this object?
* When was it published?
* Where is it from?
* What do you know about that period in the United States?
* What is it showing?
* What was the cartoon's purpose?
Potential Questions
* Examine the image using the grid system and write down details from each grid. What do those details communicate?
* What do the words in the two lower corners mean in this context?
* How many ethnicities can you identify in this image?
* What kind of information does this source give you about the period after the Civil War?
* What questions do you have about this image as a result of examining it? Where might you be able to get more information about this image or answers to your questions?
* What background knowledge do you bring to your understanding of this image?
Background
The cartoon was created in support of the Fifteenth Amendment. The amendment was passed by Congress in February 1869 and, when this cartoon was published, it was being debated in state legislatures. New York at first ratified the amendment, but when a Democratic majority won in the fall of 1869 that vote was reversed. By March 1870, enough states had ratified the amendment for it to be added to the Constitution.
The image shows Uncle Sam (carving the turkey on the far-right) and Columbia (farleft), a symbol of the United States and of Liberty. Columbia sits between Black and Chinese families. This reflects the artist's (Thomas Nast's) support for both groups against the violence and prejudice they experienced. Some of the other ethnicities and races pictured include German, French, Arab, British, Italian, Spanish, Chinese, and Irish. In the upper right is a picture of Castle Garden, which was the main entry point for European immigrants before Ellis Island was established in 1890.
Extension Activity
As an exploration of the U. S. Constitution, give students the text of the Fourteenth Amendment: "All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws."
Explain to them that, although the amendment was written to guarantee the right to vote of Black men, many people, including suffragist Susan B. Anthony, believed that it guaranteed the right to vote to women, since they were citizens. Then discuss what being a citizen in the U. S. means.
Additional Resources
* Collection Essay "Immigration and Citizenship in the United States, 1865-1924"
* "Uncle Sam's Thanksgiving Dinner—Two Coasts, Two Perspectives" in Illustrating Chinese Exclusion, ThomasNastCartoons.com
* "Uncle Sam's Thanksgiving Dinner" in Applied Social Sciences Magazine at Encyclopedia.com
* "Uncle Sam's Thanksgiving Dinner" in On this Day, HarpWeek (archived)
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Characteristics of Highly Effective Teaching and Learning in Social Studies
Learning Climate: a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted
Teacher Characteristics:
A- Teacher creates learning environments where students are active participants as individuals and as members of collaborative groups. The teacher:
1) creates, questions, shares, discusses, reasons, and analyzes the processes involved in civic engagement, social studies inquiry and historical thinking.
2) promotes respect for various viewpoints, well-supported positions, and a sensitivity to cultural differences and similarities.
B- Teacher motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. The teacher:
1) motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion, mutual respect, tolerance of ambiguity and courage
2) promotes the demonstration and advocacy of civic dispositions such as individual responsibility, self-discipline/self-governance, civility, respect for rights of others, honesty, respect for law, openmindedness, critical mindedness, negotiation and compromise, persistence, civic mindedness, compassion and patriotism
C- Teacher cultivates cross cultural understandings and the value of diversity.
D- Teacher encourages students to accept responsibility for their own learning and accommodates the diverse learning needs of all students.
E- Teacher displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors. The teacher:
1) facilitates cooperative groups, project-based tasks, authentic work, dialogue/debate/discussion, service learning, and student presentations.
2) encourages students to function as members of a learning community
F- Teacher provides students equitable access to technology, space, tools and time.
G- Teacher effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections. The teacher:
1) promotes social interaction, historical thinking, and civic engagement.
2) fosters lifelong learning, inquiry, civic participation, democratic principles and processes.
H- Teacher designs lessons that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of learning.
I- Teacher creates an environment where student work is valued, appreciated and used as a learning tool. The teacher:
1) knows each student individually, responds to each one insightfully, and builds a constructive relationship with every student.
Student Characteristics:
A- Student accepts responsibility for his/her own learning.
B- Student actively participates and is authentically engaged.
C- Student collaborates/teams with other students. The student:
1) demonstrates and advocates civic dispositions such as individual responsibility to the group, selfdiscipline/governance, civility, respect for rights of other individuals, honesty, and respect for law, open-mindedness, critical mindedness, persistence, compassion, civic mindedness, patriotism, negotiation and compromise.
2) exhibits mutual respect for differing perspectives and points of view.
3) makes informed and reasoned decisions for the common good as citizens of a culturally diverse, democratic society in an interdependent world.
D- Student exhibits a sense of accomplishment and confidence. The student:
1) expresses and defends personal points of view and positions within the school and/or community.
2) thinks critically and makes value-based decisions.
E- Student takes educational risks in class. The student:
1) refutes, defends, and supports his/her beliefs and opinions on controversial issues.
F- Student practices and engages in safe, responsible and ethical use of technology.
Classroom Assessment and Reflection: the teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction
Teacher Characteristics:
A- Teacher uses multiple methods to systematically gather data about student understanding and ability. The teacher:
1) uses multiple methods to systematically gather data about student understanding and ability including service learning, authentic and performance assessments (scored discussions and criteria scored debates).
B- Teacher uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice. The teacher:
1) uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve social studies teaching practice.
2) monitors progress in knowledge, skills and civic dispositions (individual responsibility, selfdiscipline, self-governance, civility, respect for rights of others, honesty, respect for law, openmindedness, critical mindedness, negotiation and compromise, persistence, civic mindedness, compassion and patriotism).
C- Teacher revises instructional strategies based upon student achievement data.
D- Teacher uncovers students' prior understanding of the concepts to be addressed and addresses students' misconceptions/incomplete conceptions. The teacher:
1) uncovers students' prior understanding of the knowledge, skills, concepts and civic dispositions to be addressed in social studies and addresses students' misconceptions/incomplete conceptions.
E- Teacher co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for quality performance. The teacher:
1) co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for performance such as the criteria in debates, discussions, writing assignments and responses, cooperative group work, inquiry based investigations, and presentations.
F- Teacher guides students to apply rubrics to assess their performance and identify improvement strategies.
G- Teacher provides regular and timely feedback to students and parents that moves learners forward.
H- Teacher allows students to use feedback to improve their work before a grade is assigned.
I- Teacher facilitates students in self- and peer-assessment.
J- Teacher reflects on instruction and makes adjustments as student learning occurs.
Student Characteristics:
A- Student recognizes what proficient work looks like and determines steps necessary for improving his/her work.
B- Student monitors progress toward reaching learning targets.
C- Student develops and/or uses scoring guides periodically to assess his/her own work or that of peers.
D- Student uses teacher and peer feedback to improve his/her work.
E- Student reflects on work and makes adjustments as learning occurs.
Instructional Rigor and Student Engagement: a teacher supports and encourages a student's commitment to initiate and complete complex, inquiry-based learning requiring creative and critical thinking with attention to problem solving
Teacher Characteristics:
A - Teacher instructs the complex processes, concepts and principles contained in state and national standards using differentiated strategies that make instruction accessible to all students.
B – Teacher scaffolds instruction to help students reason and develop problem-solving strategies. The teacher:
1) develops historical inquiry.
2) focuses topics on authentic real world issues and public policy regarding cultures and societies, economics, geography, historical perspective, government & civics.
C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. The teacher:
1) facilitates lively classroom debates and written learning tasks where students are expected to defend their responses with facts, opinions, ideas and points of view.
D -Teacher provides meaningful learning opportunities for students. The teacher:
1) connects social studies concepts across time (past, present, future) and place, sub-domains, and content areas.
E -Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution. The teacher:
1) challenges students to think innovatively, critically, creatively, socially, civically and ethically about problems faced by citizens and leaders and encourages/models a variety of approaches to conflicting perspectives on controversial issues and public policy.
F -Teacher integrates a variety of learning resources with classroom instruction to increase learning options. The teacher:
1) provides authentic, creative and problem solving opportunities for all students using a variety of resources (e.g., newspapers, multimedia presentations, speakers, monuments, artifacts, literature, music, and artwork) into classroom instruction to maximize larning options and authentic creative and problem solving opportunities for all students.
G -Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse.
H -Teacher integrates the application of inquiry skills into learning experiences. The teacher:
1) integrates the application of historical inquiry, value based decision making on controversial issues, examination and evaluation of public policy, critical analysis of conflicting sources of information, cause effect, problem solution, interpretive analysis of historical artifacts, and primary and secondary source documents into learning experiences.
I -Teacher clarifies and shares with students learning intentions/targets and criteria for success.
Student Characteristics:
A -Student articulates and understands learning intentions/targets and criteria for success.
B - Student reads with understanding a variety of texts. The student:
1) synthesizes information from a variety of primary and secondary source documents and multiple viewpoints.
C -Student applies and refines inquiry skills. The student:
1) analyzes the credibility of historical data, proposes and advocates for solutions to real-world issues, through dialogue, debate, discussion, speech writing, and other modes of communication.
2) initiates leadership and mediation strategies in collaborative projects, class discussions, dialogue and debates.
Instructional Relevance: a teacher's ability to facilitate learning experiences that are meaningful to students and prepare them for their futures.
Teacher Characteristics:
A- Teacher designs learning opportunities that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of the learning.
B- Teacher links concepts and key ideas to students' prior experiences and understandings, uses multiple representations, examples and explanations.
C- Teacher incorporates student experiences, interests and real-life situations in instruction. The teacher:
1) implements lessons that include students and teachers local and personal histories.
2) stimulates students to investigate and respond to human condition in the contemporary world.
3) encourages students to consider multiple perspectives and share their point of view, values and beliefs.
4) offers student choice in the formulation of goals, selection of activities, materials, instructional strategies and assessment of Social Studies curricular outcomes.
5) considers the age, maturity, and concerns of all students in connecting social studies content and pervasive social issues to their lives.
6) builds student background knowledge through various learning experiences (e.g., field trips, multimedia presentations, historical fiction, technology, community resource people).
D- Teacher selects and utilizes a variety of technology that support student learning.
E- Teacher effectively incorporates 21st Century Learning Skills that prepare students to meet future challenges. The teacher:
1) connects student learning to the world of work through the exploration of careers and the application of essential social studies skills into their lives.
2) encourages students to consider multiple perspectives and share their point of view, values and beliefs.
F- Teacher works with other teachers to make connections between and among disciplines.
G- Teacher makes lesson connections to community, society, and current events. The teacher:
1) encourages students to be involved in service learning projects.
2) utilizes the experience and expertise of a variety of community resource people.
3) connects learning to community, society, current events, multiple points of view and global perspectives.
4) encourages students to develop a commitment to social responsibility, justice, action, citizenship, civic values and reflective concern for the common good.
Student Characteristics:
A- Student poses and responds to meaningful questions. The student:
1) demonstrates and advocates for their values, beliefs, personal perspectives and points of view through debate, dialogue, and writing.
B- Student uses appropriate tools and techniques to gather, analyze, and interpret quantitative and qualitative data.
C- Student develops descriptions, explanation, predictions, and models using evidence.
D- Student works collaboratively to address complex, authentic problems which require innovative approaches to solve. The student:
1) demonstrates and advocates for collaboration, compromise, and cooperation.
2) demonstrates respect and accountable talk when participating in interactive activities, group work, debates and classroom discussions.
E- Student communicates knowledge and understanding in a variety of real-world forms. The student:
1) understands that social studies is important to future success (e.g., citizenship, civic engagement, career, education).
2) utilizes their personal experience to make connections to the past, present and future.
3) utilizes their personal experiences, historical data, and research to make connections and form value-based opinions on social, political, geographical, and economic issues.
F- Student communicates knowledge and understanding for a variety of purposes. The student:
1) reflects the importance of citizenship and civic values in our global society through classroom discussions, written assignments, community involvement and/or service projects.
Knowledge of Content: a teacher's understanding and application of the current theories, principles, concepts and skills of a discipline.
Teacher Characteristics:
A- Teacher demonstrates an understanding and in-depth knowledge of content and maintains an ability to convey this content to students. The teacher:
1) demonstrates an in-depth understanding of the social studies content (U.S. History, World History, Kentucky History, Economics, Geography, Cultures and Societies, Government and Civics) in the grades and courses assigned.
2) imparts to the students the social studies content knowledge, skills and dispositions essential for understanding, appreciation and real world application and communication
3) provides intensive and recurring cross cultural study of groups.
4) provides a clear and accurate examination of the past, present and future social world (its flaws, strengths, dangers, conditions, problems and promise) and human achievement and failures.
B- Teacher maintains on-going knowledge and awareness of current content developments. The teacher:
1) keeps abreast of current developments and research in the field of social studies and participates in professional learning (e.g., curriculum advisory committees, higher education, professional organizations, community affairs, professional magazines, study, and travel).
2) participates and contributes to professional learning communities.
C- Teacher designs and implements standards-based courses/lessons/units using state and national social studies standards.
D- Teacher uses and promotes the understanding of appropriate social studies content vocabulary. The teacher:
1) uses a variety of content vocabulary literacy strategies (e.g., verbal and visual word association, Frayer Model).
E- Teacher provides essential supports for students who are struggling with the social studies content. The teacher:
1) provides appropriate interventions and modifications (e.g., self assessments, study sheets, break down content into manageable chunks, graphic organizers, peer tutor) while utilizing each students multiple intelligences and learning styles.
F- Teacher accesses a rich repertoire of instructional practices, strategies, resources and applies them appropriately. The teacher:
1) demonstrates an understanding of the conceptual nature of social studies content, and interconnects knowledge, skills, beliefs, values, perspectives, and attitudes within multiple sub-domains and content areas.
2) provides learning experiences that develop civic minded, responsible citizens by integrating and engaging students in the culture, economics, civics, geography and history of the past, present and future.
3) utilizes challenging resources (artifacts, primary and secondary sources), and implements them appropriately according to the particular learning needs of his/her students and aligns them with the cognitive demand of the social studies content.
4) demonstrates proficiency in the use of tools and technology related to social studies (e.g., maps, charts, graphs, GPS) and other techniques to gather and manage, analyze, and interpret historical data.
Student Characteristics:
A- Student demonstrates growth in social studies content knowledge. The student:
1) demonstrates an understanding of content knowledge through authentic presentations, written and oral expressions.
B- Student uses and seeks to expand appropriate social studies vocabulary.
C- Student connects ideas across content areas. The student:
1) makes connections between sub-domains of social studies (Government and Civics, Cultures and
Societies, Economics, Geography and Historical Perspective)
2) makes connections to the other content areas (e.g., Math, Science, Humanities, Language Arts, World Languages)
D-Student uses ideas in realistic problem solving situations. The student:
1) applies concepts to real world situations and multiple perspectives and communicates these ideas verbally and in writing using accountable talk
2) uses critical thinking, observing, reading, writing, non-linguistic representations and discussion to effectively analyze artifacts, primary and secondary sources for historical perspectives and interpretations.
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UNIT 10 Mathematical content
The literal facts
In this unit, students analyse international statistical data on population, literacy and education. They also reflect upon their own educational experience and contrast it with that of others around the world.
Using this unit
The unit is designed primarily for students at the Foundation/ Intermediate Tier of GCSE and should last for about 3 hours.
It is intended that the unit be used to consolidate students' knowledge and understanding of Number and Data Handling work rather than to introduce new work.
It looks at 9 different countries from around the world. Students use and analyse information on population, literacy, primary and secondary school enrolment and average national income. Students are encouraged to think about their own situation and to compare it to countries that may be "worse off".
The students are encouraged to consider their own educational opportunities contrasting these with children in the other countries covered. This should provoke reflection and discussion, which are both important elements of the unit.
In parts of the unit, what it means for someone to be illiterate is addressed. Consequently, if the class contains students with learning difficulties or particularly poor reading skills then extra sensitivity may be required.
Students will require a ruler, calculator and graph paper (task 3). A world atlas would also be helpful.
Number (AT2)
Ordering numbers, showing an understanding of
place value
Working with large numbers
(millions/billions)
Rounding numbers to the nearest whole
number
Finding and expressing
approximate proportions using
simple fractions and percentages
Expressing one number as a
percentage of another
Handling Data (AT4)
Extracting and interpreting
information from tables
Interpreting pie charts and bar charts and drawing
conclusions
Introduction to correlation
Spiritual and moral development
The aim of this unit is to help students to appreciate
the value of the education they receive. They are also
encouraged to imagine what life must be like for
other children around the world.
NOTES
TEACHER'S
Background
UNICEF was founded in 1946 in the aftermath of the Second World War as the United Nations International Children's Emergency Fund. Each year it publishes a report on 'The State Of The World's Children' which contains many statistics and also analysis and comment. The figures used in this unit come from the 1996 report.
In 1990 the United Nations organised the World Summit for Children at which almost all the world's governments agreed goals for achievement in 1995 and 2000. These cover infant mortality, disease, sanitation and malnutrition as well as the educational goal featured in the unit.
Additional sources
1. The state of the world's children published for UNICEF by Oxford University Press is available from UNICEF, Unit 1, Rignals Lane, Chelmsford, Essex, CM2 8TU. (01245) 476315 2. Summing Up the world published by Development Education in Dorset, available from DEED, Kingsleigh School, Hadow Road, Bournemouth, BH10 5HS. (01202) 532484
Notes on the activities
Throughout the unit there are places where students are encouraged to stop and reflect. When planning the lessons, it is important that time is allowed for class or group discussion. Students can then be encouraged to talk about their thoughts and be ready to listen to others who may well have different opinions.
It is suggested that the International Data sheet is copied onto a separate sheet of paper to help the students to make use of it in the various sections.
Literacy
Task 1 would be best done as a weekend homework prior to starting the unit properly.
Before working on the countries' data, it may be worthwhile for the students to find out where in the world the countries are. Some students may have trouble interpreting the table of data and so it is recommended that each of the categories be explained at an early stage.
Class discussion
The section on literacy raises a large number of issues that could be the basis for class discussion. It is important to build on the work students have been doing and so it is worth while discussing:
u how different their weekends were without any reading or writing;
u whether they were surprised by the amount of illiteracy in some countries;
u the alternative forms of communication used by people.
Going to school
This section examines the proportion of children, boys and girls, that attend school in different countries. The data used here is called the enrolment ratio - the number of children engaged in schooling at that level expressed as a percentage of the total number of children of the relevant ages.
In this section, students should be encouraged to reflect on the significant differences between countries. In thinking about what else children may be doing, the students might offer answers such as working to help support their families or even involvement in war.
School children
This section examines the proportions of the different countries' populations that are children of school age. It also encourages the students to examine links between these proportion figures and literacy rates.
Class discussion
After the sections on going to school and school children the class could discuss:
u
whether they were surprised by the variation in
school attendance around the world; u the different opportunities for boys and girls; u what children are doing if they are not at school.
Measuring success
This section examines the average national income in each of the countries. It also encourages students to consider what the best measure of the success of a country might be. Students might suggest education, literacy, infant mortality, crime rate.
Conclusion
In this final section students are encouraged to see how progress can be made and is being made in education in some parts of the world.
Class discussion
It would be good for the unit to conclude with a final discussion
summarising and drawing together the issues raised. The students could discuss:
Extension activity
Students could be asked to do research into other information about the 9 countries (e.g. life expectancy, infant mortality, debt, health facilities). Some more extensive work on correlation could then follow.
Alternatively, students could pick a country of their own choice (maybe a country with which they have some sort of an association) and find out its comparable figures. They could then compare their findings.
Answers
Task 2:
1. a) 5,760,000,000. b) 1,100,000,000.
c) Approximately 1 /5. d) Approximately 1 in 5 people in the world cannot read or write a simple sentence.
2. a) Niger (12%), Burkina Faso (17%), Ethiopia (31%), Haiti (41%), India (48%), Rwanda (55%), Philippines (94%), UK (97%), USA (99%).
b) 8th (or the 2nd highest country).
c) 88%. d) 88 people. e) 3%. f) 3 people.
Task 3:
1.
Secondary school
how realistic the goal set by the World Summit for Children is;
whether the goal is too limited and a higher target should be set;
what governments should be doing to work towards the goal;
how what they have learnt in the unit affects their views about their own education.
India
Niger
USA
Haiti
Rwanda
UK
Burkina Faso Ethiopia
Country
a) UK and USA; high literacy.
b) Niger and Burkina Faso; low literacy.
c) Boys; variety of answers.
d) India.
Philippines
0
NOTES
TEACHER'S
Task 4:
1. Rwanda 2,400,000; India 227,900,000; UK 8,100,000; Niger 2,700,000; Burkina Faso 2,900,000; USA 40,700,000; Ethiopia 15,600,000; Haiti 1,900,000; Philippines 17,800,000.
2. Rwanda 31%, India 25%, UK 14%, Niger 30%, Burkina Faso 29%, USA 16%, Ethiopia 29%, Haiti 27%, Philippines 27%.
3. a) Rwanda and Niger.
b) UK and USA.
c) High literacy.
d) Low literacy.
e) Countries with higher percentages aged between 5 and 16 are often poorer, so there is less finance for education and more pressure on girls to have children early.
Task 5:
1. a) UK and USA; high GNP.
b) Niger and Burkina Faso; low GNP.
c) (i) £1008.33.
(ii)
£232.69.
(iii)
£33.15.
d) (i) £15 (Niger); £16.67 (Burkina Faso). (ii) £3.46 (Niger); £3.85 (Burkina Faso). (iii)£0.49 (Niger); £0.55 (Burkina Faso). e) 5 to 6 days.
The literal facts
We all go to school in this country because we have no choice! However, we can sometimes take it for granted that we are able to go to school. In this unit we will be looking at how many people in various countries are literate as well as at how many have the opportunity to go to school. You will be using information about 9 countries given in the table of international data provided.
Literacy
Copyright image removed.
Most of us learned to read and write a long time ago. However, there are many people in the world who are less fortunate than us.
For many children there is little or no opportunity to learn to read and write.
2. What jobs could you do if you did not know how to read or write?
1. Imagine you do not know how to read or write. Think how this would affect a weekend at home. Consider, and write down, all the things that you would not be able to do, things that normally you would take for granted.
1. a) The population of the whole world is estimated to be 5.76 billion. Write this number out in full in figures (1 billion is equal to 1000 million).
b) It is estimated that there are 1.1 billion people in the world who are illiterate (that is, they cannot read and write even a simple sentence). Write this number out in full.
c) Using the pie chart to help you, estimate what fraction of the world cannot read and write a simple sentence.
2. a) Using the adult literacy figures for 1990 from the International Data table, rank the countries in order starting with the country with the lowest adult literacy rate (that is the smallest percentage of people aged 15 or over who can read and write).
b) Where does the UK come in the list?
c) The country with the lowest adult literacy rate in the world is Niger with 12%. This means that only 12% of the adult population of Niger can read and write a simple sentence. What percentage of Niger's adult population is illiterate?
d) Copy and complete this sentence (remember % means "out of 100"): In Niger, about ____ adults in every 100 cannot read and write a simple sentence.
e) What percentage of the adult population of Britain are illiterate?
f) Copy and complete this sentence:
In Britain, about ____ adults in every 100 cannot read and write a simple sentence.
World literacy
literate
illiterate
d) Using your previous answer, copy and complete the following sentence. Approximately 1 in ___ people in the world cannot read and write a simple sentence.
Does it surprise you that such a large proportion of the world's population cannot read and write?
What other ways do you think people use to communicate?
Going to school
Most people learn how to read and write when they are at school. In countries like Britain, almost everyone goes to a primary and a secondary school. There are, however, many countries where the story is very different.
3
This bar chart shows the percentage of boys and girls at secondary school for each country. Copy and complete the bar chart using the figures given in the main table. Use a scale of 1 cm for every 10% on the vertical axis.
Secondary school
Country
2. Use the bar chart to help you to answer the following questions:
a) Write down the names of the 2 countries with the highest secondary school figures. Do these countries generally have high or low literacy rates?
b) Write down the names of the 2 countries with the lowest secondary school figures. What do you notice about the literacy rates of these countries?
c) In most countries, do more of the boys or more of the girls go to secondary school? Does this surprise you? What do you think might be the reasons for this?
d) For which countries is the difference between boys and girls largest?
3. Copy and complete this table to show the percentage of boys and girls who do not go to a secondary school. The first country has been done for you.
% not at secondary school
In some countries many children are not at school. What do you think they are doing instead?
Copyright image removed.
School children
When we think of school children, we normally think of those aged between 5 and 16. Some countries have a large proportion of their population within this age group. For other countries the proportion is quite small. We are going to work out, for each of the countries, the percentage of the population aged between 5 and 16 years old.
4
1. Use the information on population to copy and complete the table on the right. To work out how many children there are in each country aged between 5 and 16, you have to subtract the number of children under 5 from the number of children under 16. The first one has been done for you.
3.8 million - 1.4 million =
2.4 million = 2,400,000
2. We are now going to work out, for each country, the percentage of the total population that is aged between 5 and 16. You need to do the following calculation for each country:
Number of children aged between 5 and 16 x 100 Total population
Copy and complete the table below rounding off your answer to the nearest whole number.
Using your calculator, check that you agree with the answer for Rwanda.
2.4
7.8
x 100 = 31% (to nearest whole number)
a) Write down the names of the 2 countries with the
largest percentage of their population aged
between 5 and 16.
b) Write down the names of the 2 countries with the smallest percentage of their population aged between 5 and 16.
c) Do countries with a small percentage of their population aged between 5 and 16 generally have high or low literacy rates?
d) Do countries with a large percentage of their population aged between 5 and 16 generally have high or low literacy rates?
e) Why do you think the above is generally true? You may wish to discuss these findings with your teacher.
3.
Measuring success
The GNP (Gross National Product) of a country is a way of measuring the wealth of that country. It is often used to determine how successful a country is.
Are there other things apart from wealth that could be used to show how successful a country is?
5
1. a) Find the 2 countries with the highest adult literacy rate. What do you notice about the GNP of these 2 countries compared with other countries?
b) Find the 2 countries with the lowest adult literacy rate. What do you notice about the GNP of these 2 countries?
c) The GNP figure tells you the income of an average person in a year. The GNP figure for the UK is £12,100.
(i) Calculate the average monthly income of a person in the UK.
(ii) Calculate the average weekly income of a person in the UK. (There are 52 weeks in a year.)
(iii)Calculate the average daily income of a person in the UK. (There are 365 days in a year.)
d) Choose one of the countries you mentioned in part b). Calculate the average income for a person in that country for:
(i) a month
(ii) a week
(iii) a day.
e) Roughly how many days would you have to work in the UK in order to earn the same as someone earns in a whole year in the country you chose in part d)?
Conclusion
There has been much work done over the last fifty years to promote the needs of children around the world. Organisations such as UNICEF are working hard to bring about better opportunities for children.
For example, in 1970 in most countries, less than 40% of girls had access to any real sort of education. Now nearly 70% of girls around the world can receive some sort of an education.
In 1990, the World Summit for Children took place. A number of goals to be achieved by the year 2000 were agreed by almost all of the world's governments. One of the goals was to provide:
"Basic education for all children and completion of primary education by at least 80% of children - girls as well as boys."
Coyright image removed.
Living in this country we all have the opportunity to go to school and have a decent education. Yet we can so often take this for granted. Many children around the world do not have even the most basic education. There are other things that we are also fortunate to have compared to others, whose lives are full of insecurity. For example, many children around the world have limited health care, little in the way of food and live under the constant threat of war.
Using the information on primary school completion found in the main table, do you think this is a realistic target?
How do you think governments and countries, including our own, can help to achieve this goal?
How has this unit changed your views about the education you receive?
Adult literacy rate: The percentage of people aged 15 or over who can read and write. Primary school completion: The percentage of children who complete primary school. Secondary
school: The percentage of boys (B) and girls (G) of secondary school age who go to school.
GNP/capita: Average annual income per person.
Copyright material removed.
3,204,000
918.6
344.5
116.6
33
48
62
60
37
200
Rwanda Country
(square km)
(%) 1993 school
1993
(millions)
(millions)
(%)
(%)
1993
GNP/capita International Data Here is a table showing information about nine different countries around the world. The information comes mainly from a report produced by UNICEF called "The State of the World's Children". UNICEF is the United Nations International Children's Emergency Fund.
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Bethlehem Lutheran School, Lakewood, CO Science Curriculum Grade 2 (revised 4/01)
God created, rules and orders His universe. Science is the framework through which we discover, observe, analyze and synthesize the natural laws of God's creation. Understanding these laws and the systematic nature of the world assists and enhances the student's awareness and ability to be a better steward of God's earth and universe.
Science provides a conceptual framework for the understanding of natural phenomena and their causes and effects. Science study develops students who are scientifically literate, able to recognize that science is not value-free, and are capable of making ethical and moral judgments regarding science, social and technological issues.
To provide the student with an understanding of God's creation in the areas of Life Science, Physical Science, and Earth Science through facts, observation, and experimentation.
State Standard 1
Students understand the processes of scientific investigation and design, conduct, communicate about and evaluate such investigations.
Classroom objectives
1.1 The science program will provide students with a study and basic understanding of the universe that God created for us to use, care for, and enjoy, also it will provide this understanding of God and His universe through factual knowledge, experimentation, inquiry, observation and cooperative learning situations.
State Standard 2
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
Classroom objectives
2.1 The student will be able to recognize how matter produces sound through vibration.
2.2 The student will be able to define "light" and demonstrate an understanding of how light travels.
2.3 The student will be able to identify the different sources of heat, and why all living things require heat.
State Standard 3
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Classroom objectives
3.1 The student will be able to recognize and describe the characteristics of insects, fish, amphibians, reptiles, birds, and mammals.
3.2 The student will be able to compare their physical appearances and abilities during various phases of growth.
3.3 The student will be able to generalize the importance of plants and how they grow.
State Standard 4
Earth and Space Science: Students know and understand the processed and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space.
Classroom objectives
4.1 The student will be able to identify and compare the Earth's land formations, and observe how the Earth has changed and is still changing today.
4.2 The student will be able to classify conditions in the air which create the earth's weather.
4.3 The student will be able to understand and appreciate the vastness of our solar system and its components.
4.4 The student will be able to appreciate the earth's environment, including all resources available.
State Standard 5
Students know and understand interrelationships among science, technology and human activity and dhow they can affect the world.
Classroom objectives
5.1 Students will use a variety of materials to make simple products and identify what can be recycled and what cannot.
5.2 Students will identify careers that use science and technology.
5.3 Student will identify use of technology in their everyday life.
State Standard 6
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Classroom objectives
6.1 To appreciate and have a better understanding of the complexity of God's wonderful and vast creation.
6.2 To recognize our uniqueness and to take responsibility for our universe.
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Learning to play the piano
INTRODUCTION to the KEYBOARD
The keyboard is made up of white keys with repeating patterns of black keys in groups of two and three.
We use seven letters of the alphabet to make music; A,B,C,D,E,F, and G. After G, we start over again with A.
Look at the group of two black keys. C will always be to the left of the two black keys. E will always be to the right of the two black keys. And D is right in the middle of the two black keys.
Now look at the group of three black keys. F will always be to the left of the three black keys. B will always be to the right of the three black keys.
Each key on the keyboard has a particular tone or pitch, and a certain place on the music staff. You will learn how each tone relates to a line or space, and you will be able to find it on the keyboard and combine the notes to make beautiful music.
STEPPING UP
If you do not have a musical keyboard near your computer, make a copy of the mock keyboard as directed on the first page of these lessons. It will be helpful to you in learning the keyboard.
When the notes on the staff go from a line to a space or from a space to a line, we step up or down to the next note letter.
In the first measure we begin with the thumb of the right hand on the red-dotted middle C (line). Step up to D (space), then to E (line).
In the second measure, the third finger is on E (line). Step down to D (space), then back down to C (line).
This song is written in 4/4 time which means that we count 1,2,3,4 and the black note with a stem (quarter note) gets one count. The white note with a stem (half note) gets 2 counts.
This song begins with the thumb of the left hand on middle C. In the first measure we step down from middle C (line) to B (space) to A (line). In the second measure, the third finger is on A (line). Step up to B (space), then back up to C (line).
Try this sight reading exercise. First play the right hand alone. Say the names of the notes. Then play left hand alone and say the names of the notes.
Begin with the thumb of the right hand on middle C with a red dot (line). Step up to D (space), then up to E (line), up to the next key F (space) and on up to the next one, G (line). Your 5th finger (little finger) will be on G.
G is a white note with no stem. We call this a whole note and it gets all 4 counts in 4/4 time. In the 6th measure we have two G's that are white notes with stems (half notes). Each of these notes gets two counts.
***
Begin with the thumb of the left hand on middle C. In the first measure we step down from middle C (line) to B (space) to A (line), to G (space) to F (line). Your 5th finger (little finger) is on F in the bass clef.
In the second measure, the 5th finger is on F (line). Step up to G (space), then up to A (line), up to B (space) and back up to middle C (line).
***
TREBLE SPACES
The treble spaces spell the word "face" F,A,C,E. The first space F is the first F above middle C. The distance from a space to a space is a "skip". You skip a letter when naming the notes.
Your teacher may use a signal to remind you of these notes. Here's one I use. Put your open palm in front of your face. Rotate it as if washing a window. This will remind you that the treble spaces spell "face", F,A,C,E.
To help us remember the treble lines we say, "Every Good Boy Does Fine". The names of the line notes in the treble are E,G,B,D,F. From one line to the next is a "skip". We start on the E above middle C (with a red circle) and we skip a letter name as the notes ascend, or go up.
Our signal for this reminder is the American Sign Language sign for "boy". Pretend you are wearing a cap with a bill on it. Touch the "bill" and move the hand down and away from the face. This sign for "boy" reminds us that "Every Good Boy Does Fine", E,G,B,D,F, the treble lines.
***
BASS SPACES
We remember the bass spaces by saying, "All Cars Eat Gas", A,C,E,G. These are the bass spaces. The A is the second A below middle C (circled in red). We "skip" from space to space, skipping a letter name in between.
Let's learn a signal. Pretend you have a steering wheel in your hands. Turn the wheel as you "drive". This will remind you that "All Cars Eat Gas", A,C,E,G, the bass spaces.
The bass lines can be remembered with "Great Big Dogs Fight Animals" G,B,D,F,A. The first line in the bass is the second G below middle C (circled in red). We "skip" from line to line, skipping a letter in between to find these new notes.
To remember the signal for the lines say "Grrr" like an angry dog. This will help you to recall that "Great Big Dogs Fight Animals", G,B,D,F,A; the bass lines
***
TIME SIGNATURE
The time signature, or meter, tells us how to count the music. The top number shows how many beats to count in each measure. The bottom number tells us the kind of note that gets one count.
If the top number is 4:
If the top number is 3:
If the top number is 6:
There are other meters, but these are the three most common and we will be studying those signatures.
In the following examples observe that a:
This example is in 4/4 time. A whole note gets all 4 beats, a half note gets 2 beats, a quarter note gets 1 beat and 2 eighth notes make one beat.
The next example is in 3/4 time. A quarter note gets 1 beat, a half note 2 beats and the dot after the half adds half of the value to the count, so a dotted half gets 2+1 or 3 beats. It takes 2 eighth notes to make a beat.
The third example is in 6/8 time. An eighth note gets 1 beat and a quarter note gets 2 beats. A dotted half gets all 6 beats (4+2=6).
We can raise and lower pitches by putting a sign in front of the note, or by putting sharps or flats in the key signature which appears at the beginning of each music staff.
A sharp raises a note by one-half step (the very next key to the right). The raised note may be a black key, or it may be a white key, but the sharp will be to the right of the original pitch. In this lesson all sharps will be on the black keys.
A flat lowers a note by one-half step (the very next key to the left). It may be a black or a white key, but in this lesson all flats will be black keys.
A natural restores the note to its original pitch without the sharp or flat.
UP AND DOWN THE HILLS
We will learn this exercise first in the key of C Major with no sharps or flats. You will need to place your hands in the C Major position. The thumb of your right hand will be on middle C and the little finger of your left hand will be on the C below middle C.
We will count 1,2,3,4.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords which are noted above the staff. Next a rhythm can be added for more enjoyment. Start out with a metronome marking of 70 and gradually increase your speed.
UP AND DOWN THE HILLS IN G MAJOR
This exercise is in the key of G Major. There is one sharp in the key signature, but there are no F's in the song, so all the notes will be on the white keys. You will need to place your hands in the G Major position. The thumb of your right hand will be on G above middle C, and the little finger of your left hand will be on the G below middle C.
We will count 1,2,3,4.
In measures 11, 12, and 15 you will see the D next to middle C written as a leger line, a line added between the treble and bass staff. You find it as you step up from middle C.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
This exercise is in the key of F Major. There is one flat in the key signature, and that flat is Bb. Your first B flat will be in the second measure. You will play the black key to the left of B. You will need to place your hands in the F Major position. The thumb of your right hand will be on F above middle C, and the little finger of your left hand will be on the F below middle C.
We will count 1,2,3,4.
In this exercise you may circle all the B's with a pencil to remind you to flat those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
UP AND DOWN THE HILLS IN D MAJOR
This exercise is in the key of D Major. There are two sharps in the key signature.In the key of D Major, all the F's and C's will be sharped. In this exercise the first F# is in the second measure. There will be no C's. You will need to place your hands in the D Major position. The thumb of your right hand will be on D above middle C, and the little finger of your left hand will be on the D below middle C.
We will count 1,2,3,4.
In this exercise you may circle all the F's with a pencil to remind you to sharp those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
This exercise is in the key of B Flat Major. There are two flats in the key signature, and those flats are B flat and E flat. You will need to place your hands with the thumb of your right hand on the B flat to the left of middle C. This is another way to write the B next to middle C by using a leger line between the staffs. The little finger of your left hand will be on the second B flat below middle C. (This fingering is somewhat awkward and we will learn a better one later.)
We will count 1,2,3,4.
In this exercise you may circle all the B's and E's with a pencil to remind you to flat those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
UP AND DOWN THE HILLS IN A MAJOR
This exercise is in the key of A Major. There are three sharps in the key signature, and those sharps are F#, C#, and G#. C# will be used in this exercise, but the other two will not.
You will need to place your hands with the thumb of your right hand on the A above middle C. The little finger of your left hand will be on the A below middle C.
There will be notes on the leger lines between the treble and bass staffs. Those notes will be the D and E right above middle C.
We will count 1,2,3,4.
In this exercise you may circle all the C's with a pencil to remind you to sharp those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
UP AND DOWN THE HILLS IN E FLAT MAJOR
Play this exercise is in the key of E Flat Major. There are three flats in the key signature, and they are B flat, E flat and A flat. You begin on the black key of E flat. You will use all three of the flats. You will need to place your hands in the E Flat Major position. The thumb of your right hand will be on E flat above middle C, and the little finger of your left hand will be on the E flat below middle C.
We will count 1,2,3,4.
In this exercise you may circle all the E's, A's, and B's with a pencil to remind you to flat those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
DUET FOR MULTIPLE KEYBOARDS
This first duet can be played on two or more keyboards. There is a first part, Primo (PRE moe), and a second part, Secondo (se KON doe). Each student learns his/her part, then they play the parts together, beginning slowly and gradually increasing the tempo.
Can you play the same exercise in other keys? Remember how we changed our hand position and changed the key when we played "Up and Down the Hills"?
When we change the key of a song, we say we transpose the song. Transpose this song to the major keys of G, F, D, B Flat, A, and E Flat.
On the keyboard:
A half-step is the distance from one key to the next. It may be a white key, or it may be a black key.
A whole-step is made up of two half-steps.
A Major Scale if built on a pattern of
- whole-step, whole-step, half-step,
- whole-step, whole-step, whole-step, half-step,
Study and play the C Major scale below. Say the pattern of steps as you play.
Right hand fingering: 1,2,3,(thumb under) 1,2,3,4,5.
Left hand fingering: 5,4,3,2,1,(third finger over) 3,2,1.
BUILDING A MAJOR CHORD
In this lesson you will learn to build a triad. A triad is made of three tones which are sounded at the same time. In the key of C Major, we will build our first triad (chord) on C.
Put your left finger on C, and with your right hand count up 4 half-steps. ( A half-step is the distance from one key to the next. It doesn't matter whether that key is black or white.) So we start going up by half-steps; C#, D, D#, E, (1,2,3,4). We have gone up 4 half-steps and we are now on E. E is the next note of our triad.
Now hold down the E with your left finger and count up 3 half-steps with your right hand; F, F#, G, (1,2,3). You are now on G and G is the top note of the triad.
Now play the three notes together; C,E,G. This is the C Major chord or triad in root position. C is the low (bottom) note of the chord.
All major chords in root position will have this pattern of 4 half-steps and 3 half-steps. If the bottom note is on a line, the chord will be line-line-line. If the bottom note is on a space, the chord will be space-space-space.
In another lesson we will learn how to invert or turn the chords around.
Using the same pattern of 4 half-steps plus 3 half-steps, you can build major chords on any key.
CHORD NUMBERS AND INVERSIONS
We can build a major chord on each note of the scale. We can use Roman numerals to mark them. If the chord is built on the first note of the scale, we call it a I (One) chord.
If the chord is built on the 4th note of the scale, we call it a IV (Four) chord.
If it is built on the 5th note of the scale, we call it a V (Five) chord.
In C Major, C is the first note of the scale, so we build the I (One) chord on C.
F is the 4th note of the scale, so we build the IV (Four) chord on F.
G is the 5th note of the scale, so let's build the V (Five) chord on G.
After we build the chords in root position, we can change the notes around.
Instead of a C,E,G chord, we can put the E as the bottom note and we now have E,G,C as the tones of the chord. We call this the first inversion of the chord.
Put the G on the bottom to make a G,C,E chord and this is the second inversion of the chord.
THE V7 (FIVE-SEVEN) CHORD
When you build a V (Five) chord in C Major, the bottom note is G because G is the 5th note of the C Major scale. We know that the G chord is made up of the notes G,B, and D. Now if you add the 7th tone of the scale, F, you have a nice sound for harmony. We can invert the chord and sometimes we leave out one of the tones.
To move from the I (One) chord to the V7 (Five-seven) chord:
- move the middle note up one-half step
- keep the top note the same
- move the bottom note down one-half step.
You can now play Mary Had a Little Song using the progression you learned in this lesson.
Learn to play the melody of this song with your right hand alone, then you can add chords with your left hand.
You will use the C chord to the G7 chord progression. The last note of the song is Low C which is 2 octaves below middle C.
The automatic chords are written above the treble staff. Add a rhythm such as a ballad. Begin ver-r-ry slowly with a metronome speed of 60. When you can play it well at that speed, then try it faster.
CHORD PROGRESSIONS
In this lesson we will learn the chord progression I (One), IV (Four), I, V7 (Five-Seven),
I.
This series of chords if very useful when harmonizing songs.
In the key of C Major, the I (One) chord is C,E,G. This is the root position. Play that chord.
Keep the bottom note where it is. Move the middle tone up one-half step, and move the top tone up two half-steps (one whole step). Now you are playing C,F,A. This is the IV (Four) chord (second inversion).
Go back to the I chord in root position; C,E,G.
Now move to the V7 (Five-Seven) chord by keeping the top note in place and move the middle tone up one-half step, and the bottom tone down one-half step, as we learned in the previous lesson.
Now go back to the I chord in root position.
First play it with the left hand, then with the right hand, and then with both hands.
Play this progression in other keys .
You can now play America using the progression you learned in this lesson.
Learn to play the melody of this song with your right hand alone, then you can add chords with your left hand.
Use correct fingering (the numbers between the treble and bass staves) and you will have a smooth melody.
If you like, you can play the melody an octave lower beginning on middle C.
Add a rhythm such as a ballad. Begin ver-r-ry slowly with a metronome speed of 60. When you can play it well at that speed, then try it faster.
ADDING HARMONY
There are many different ways to use chords to add harmony to a melody. We will study some examples and then play the chords in different keys.
You will soon be able to tell whether you need a I (One ) chord, a IV (Four) chord, or a V7 (Five-Seven) chord to harmonize with the notes. You may even find new ways to add harmony to your songs.
You will learn how to use chords in different ways to harmonize in 4/4 time, 3/4 time, and 6/8 time..
Oom Pah in 4/4 Time
Use this simple "Oom Pah in 4/4 Time" for many melodies. Use the three notes of the C Major triad to create an "Oom Pah" with the left hand.
Skipping Up and Down the Hills
We can use "Skipping Up and Down the Hills" in 4/4 time. Use the Major triads to play a note on each beat of the measure.
Rockin' on the Octave
When "Rockin' on the Octave", play the root, the 5th, the root note an octave higher, and back to the 5th.
Climbing to the Tenth
"Climbing to the Tenth" makes a nice harmony. You could also use it in a 3/4 time.
Use this pattern to add harmony to songs written in 3/4 or waltz time. Try it with Happy Birthday or My Country Tis of Thee .
Broken Triads in 6/8 Time
Use these broken triads to harmonize songs in 6/8 time.
Use this pattern for 6/8 Time. The quarter note will get two beats and the eighth note one beat.
Enriching the Melody
Use this method to make the melody sound fuller. Add some chords in different inversions with the melody as the top note of the chord.
INTERVALS
An interval is the distance from one tone to the next. We refer to intervals with ordinal words such as second, third etc.
We will be learning about major intervals. You will learn to hear them, play them, and sing them.
First you need to learn to play and sing the C Major scale. Sing 1,2,3,4,5,6,7,8. (Click on the speaker to hear the C Major scale.)
SECOND
From C to D is the interval of a 2nd. These are the first two notes when you sing Doe, a deer, a female deer. from the Do, Re, Mi song. Play and sing the interval of a second.
THIRD
From C to E is the interval of a 3rd. E is the middle tone of a major chord. Play this chord: C,E,G,E,C, and sing 1,3,5,3,1. You hear the 3rd when you sing 1,3 . Play and sing the interval of a third.
FOURTH
From C to F is the interval of a 4th. You hear this interval when you sing I've been working on the Railroad Play and sing the interval of a fourth.
FIFTH
From C to G is the interval of a 5th. Listen for this interval when you sing Twinkle, twinkle little star.. Play and sing the interval of a fifth.
SIXTH
From C to A is the interval of a 6th. This is one tone above the 5th. You can find the 6th by singing Old McDonald had a farm, E, I,E,I,O From "farm" to "E" is a 6th. Play and sing the interval of a sixth.
SEVENTH
From C to B is a 7th. This is a hard one to find and sing. Practice singing a 7th.
EIGHTH (OCTAVE)
From C to C is the interval of an octave. This is the same tone eight notes higher. When you are singing the Happy Birthday song and you get to the part Happy birth- day dear So-and-So, the octave is the "happy, birth-". Play and sing the interval of an octave.
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Lesson Plan
The Resurrection of Henry Box Brown at Philadelphia and the Uses of Art to Convey Political Messages
Author:
David W. Harris, The Catherine Cook School, Chicago, IL
Grades/Subject:
Middle School/Language Arts and Social Studies (The Underground Railroad and the Abolitionist Movement)
Schedule:
5 sessions (class periods or days)
Lesson Summary: By studying a lithograph and an engraving and reading primary sources, students learn about Henry Box Brown and his incredible escape from slavery in 1849. Students also consider how the depictions of Brown's escape were used politically.
Artworks on Which Lesson is Based
Samuel W. Rowse
The Resurrection of Henry Box Brown at Philadelphia (1850)
Lithograph
Virginia Historical Society, Richmond, VA
2005.149
Artist Unknown
Resurrection of Henry Box Brown (1872)
Engraving in William Still's The Underground Railroad: A Record of Facts, Authentic Narratives, and Letters. Philadelphia: Porter & Coates, 1872, Page 83.
Newberry Library, Chicago, IL
H 5832 .839
Guiding Questions
* Who was Henry Box Brown and why is his story important?
* Why is art often used to convey important political ideas?
* How does the portrayal of a particular event in art differ from the actual event?
* Should an artist always attempt to be true to the actual facts and events of the story he or she is attempting to portray? Why might an artist stray from the facts?
Key Information for Understanding the Artwork
Historical Background
Henry Box Brown was arguably one of the most well-known escaped slaves of his time, and the story of his flight to freedom became instrumental in the anti-slavery movement in the United States. Brown was born into slavery in Virginia around 1815 and lived in Richmond where he was forced to work in a tobacco factory. Brown later "married" (under the law at that time slaves could not legally marry, but some slaves lived together as husband and wife) a woman named Nancy who lived on a neighboring plantation; they had three children. Unfortunately Nancy and the children were sold in 1848 and Brown never saw them again. After losing his family to the slave trade, he made up his mind to escape from slavery.
With the help of a free black man, James C. A. Smith, and a white shoemaker, Samuel A. Smith, Brown devised a plan in which he mailed himself to freedom. He hid in a sealed wooden box, and the two Smiths had the box sent to James Johnson in Philadelphia, Pennsylvania (although both works of art show the box addressed to Wm Johnson). According to Brown's narrative, "there being no time to be lost, the store-keeper, Dr. Smith, and myself, agreed to meet next morning at four o'clock, in order to get the box ready for the express train. The box which I had procured was three feet one inch wide, two feet six inches high, and two feet wide: and on the morning of the 29th day of March, 1849, I went into the box."
After 26 hours, during which he was at times upside down, Brown arrived inside the box in Philadelphia. There he was warmly welcomed by members of the Anti-Slavery Society who had helped with the escape. Brown soon became a symbol for the Underground Railroad. About a year later, however, he fled to England to avoid recapture after the Fugitive Slave Act passed, accompanied by James C. A. Smith, the same man who had helped him escape. Brown eventually remarried while abroad and toured Britain, giving performances about his life in slavery and his eventual escape. He remained in England for 25 years before returning to the United States. The exact time and place of his death are unknown.
Sources: Jeffrey Ruggles' short biography of Henry Box Brown on the Library of Virginia's "Virginia Memory" website is especially helpful:
http://www.virginiamemory.com/online_classroom/union_or_secession/people/henry_box_brown. For additional information about Brown, see "Resources" at the end of the lesson.
About the Artworks
The two artworks here show the moment when Brown emerged from the box that he was enclosed in during his 26-hour trip from Richmond to Philadelphia in 1849.
This lithograph by American artist Samuel Worcester Rowse was made in 1850, shortly after Brown's successful escape. Its caption reads, "The Resurrection of Henry Box Brown at Philadelphia." It was used to help raise money for abolitionist causes before and during the Civil War.
Rowse's image inspired other pictures of the event. This illustration from "The Civil War in Art" website appears in the 1872 book The Underground Railroad, published by abolitionist William Still. (Still also published another book that featured the image, The Underground Railroad Records in 1879 and 1883.) The artist who made the 1872 image is unknown and most likely was an illustrator for the publisher.
Brown's story was probably especially meaningful to Still, who was present when Brown emerged from the box. In the 1872 illustration from Still's book, he is shown standing behind Brown and holding the
Resurrection of Henry Box Brown (1872)
lid. Three other abolitionists were at the scene too. The man standing next to Still and holding a hatchet that might have been used to remove the lid is probably James M. McKim, a leader in the Pennsylvania Anti-Slavery Society. The man holding the saw is thought to be Lewis Thompson, who printed Anti-Slavery Society newspapers; and Charles D. Cleveland, who directed a school for girls, is assumed to be wearing the top hat.
The 1850 lithograph by Rowse includes Frederick Douglass, the famed abolitionist who was born into slavery and later escaped and went on to write one of the most influential slave narratives of his time, The Narrative of the Life of Frederick Douglass. But in the 1872 image, Douglass is not present. There is no evidence that Frederick Douglass was at the scene. This later illustration is thought to be more accurate in representing who was present.
National Standards and Lesson-Specific Objectives
Classroom Activities
DAY 1, Focus: Introduction to the Story of Henry Box Brown
There are a number of ways to approach telling the story of Henry Box Brown. One is to have students read Brown's account from his narrative, which is well told and a good primary source. A letter describing the event by abolitionist J. M. McKim is also an excellent primary source, as is William Still's account in his book The Underground Railroad. Finally, Ellen Levine's Caldecott Honor Book, Henry's Freedom Box, is a modern-day retelling of the story. While the book is for younger readers, the illustrations by Kadir Nelson are excellent and the story provides a vivid account of Brown's life in slavery and his escape. (These and other helpful resources are cited on the final page of this lesson.)
Ask students to describe the theme and main ideas of the story with specific supporting details from the text, and to summarize it.
DAY 2, Focus: Examination of artworks
Students examine the 1872 engraving The Resurrection of Henry Box Brown on "The Civil War in Art" website as well as the the1850 lithograph The Resurrection of Henry Box Brown at Philadelphia by Samuel Rowse, and answer the following questions:
1. Which moment in Brown's story did the artists represent? Why do you think different artists chose to show that particular moment?
2. How are the artists' representations of that moment different from or similar to the writers' representations?
3. Describe the clothing and the expressions of the men in each of the prints. What might the artists' decision to represent all of the men—including Brown—in the same type of clothing tell you about their views of slavery?
4. The caption for these images is "The Resurrection of Henry "Box" Brown."
* What is meant by the word "resurrection" and how does it relate to Brown's story?
* What does the caption tell us about slavery and why Brown and other slaves chose to escape?
5. Because we live in a digital age, it is sometimes hard to imagine a world in which images of events weren't available until days, weeks, months, or even years after the events happened.
* Would your depiction change if you were an abolitionist or a Southerner living in Brown's time?
* After reading one of the accounts of Brown's escape, explain how you might choose to depict the event. What would you include or exclude?
* Do you think that The Resurrection of Henry Box Brown at Philadelphia is an accurate depiction? What additional information would you need in order to answer this question?
6. Why might the image, The Resurrection of Henry Box Brown at Philadelphia, have been used to raise money for abolitionist causes? How might it have helped abolitionists argue against slavery?
7. Working in groups, students use a Venn diagram to compare the 1850 lithograph and the later 1872 engraving from "The Civil War in Art" website and chart similarities and differences. A discussion should follow allowing students to share their observations with the class. Discuss as a group why there might be differences in the two artists' depictions.
DAYS 3 & 4, Focus: Reader's Theater
Reader's Theater is a teaching strategy in which students read, sometimes write, and interpret texts for one another. It includes the performance of a literary work or narrative, wherein the text is read expressively, but not fully staged and acted out.
For this project, students read important passages from Brown's narrative or other accounts of Brown's escape and decide how to present them to their classmates. Through this process students gain a fuller, richer experience with the text and a deeper understanding of the related works of art.
Steps
1. Select excerpts for students to study from Henry Box Brown's narrative and J. M. McKim's letter describing the escape.
2. After explaining what Reader's Theater is, divide the class into groups of four or five students, with each group assigned to an excerpt.
3. Students read the assigned text silently and aloud and discuss with group members and the teacher words or aspects of the story they don't understand.
4. Next students prepare their presentations. They discuss the text and agree on the words, theme, or message that they would most like to share with the class. They should be given at least 45 minutes for this process.
5. Students then prepare and rehearse their presentation. Remind students that the goal is not to perform a skit, but to represent the underlying message of text. The power of the presentation is in the spoken word and its interpretation by the group. Students can use some creative license, but for the most part they should stick closely to what is written. They can read some or all of the selection in unison, in twos or threes, or as individuals. Movement and props should be kept to a minimum, though they can station themselves around the room or use body postures as they see fit. Every student should participate.
6. An important part of reader's theater is feedback, which can be given immediately after the performance. Examples of discussion starters are:
* It was powerful for me when…
* The performance that helped me understand the text in a new way is…because…
* It was interesting how…
* One performance that stood out to me is …because
* I was surprised when…because…
7. For more information about Readers Theater, visit the "Facing History and Ourselves" website: http://dev.facinghistory.org/resources/strategies/readers-theatre-exploring-emo.Evaluation: The assessment of the Reader's Theater depends largely on the instructor's goals; however, several criteria to keep in mind when evaluating students are: level of participation, ability to work in a group, the actual performance and readers' ability to connect to the audience, and the feedback given by other students. All of these can be a part of the overall assessment.
DAYS 5, Focus: Connecting Brown's Story
In order to assess students' understanding of Brown's story and to help them relate it to the present day, students will be asked to read a contemporary immigration story and write a one-page essay in answer to the prompt below.
You may wish to use the story of Mohamed Munadi, available on the San Francisco Sentinel website: http://www.sanfranciscosentinel.com/?p=124846.
Munadi is a Tunisian immigrant who fled his village after the revolution in his own country and subsequent revolution in Libya. However, students can find their own stories or use one from their personal experience or from family members or ancestors who immigrated.
Ideally, students will understand that Brown's story is part of a larger human story of people throughout the world who leave their homes due to oppression, lack of economic opportunities, war, famine, and a host of other reasons. Some of these same factors drove Brown from Richmond, Virginia. Hopefully students will be able to see that individuals continue to take extraordinary risks to achieve what they feel is a better life. The result can be positive or negative depending on how one looks at it; however, this is something students should be able to discern themselves.
Essay Prompt:
Using information you learned about Henry Box Brown and from the story about immigration that you chose or the one you read about Mohmed Munadi, what are some of the main reasons people flee their homes to go elsewhere? Do you think that the risks that they take are worth it?
Additional Essay Prompt: Answer the guiding questions for a final essay exam.
1. Who was Henry Box Brown and why is his story important?
2. Why is art often used to convey important political ideas?
3. Should an artist always attempt to be accurate to the actual facts and events of the story he or she is attempting to portray? Why might an artist deviate from the facts?
Resources
Brown, Henry Box. Narrative of Henry Box Brown, Written by Himself. Manchester, England: Lee & Glynn Publishers, 1851. Available at "Documenting the American South," University of North Carolina, Chapel Hill University Library website: August 9, 2011, http://docsouth.unc.edu/neh/brownbox/brownbox.html. (The account of Brown's escape begins on page 51.)
Cowan, Alison Leigh. "The New York Times Upfront: The News Magazine for High School." Teaching Resources, Children's Book Recommendations, and Student Activities Scholastic.com website: August 9, 2011, http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?articl e=f041910_slave.
Cowan, Alison Leigh. "When Special Delivery Meant Deliverance for a Fugitive Slave," New York Times, Metro, City Room Blog, NYTimes.com website: August 14, 2011, http://cityroom.blogs.nytimes.com/2010/02/26/when-special-delivery-meantdeliverance-for-a-fugitive-slave.
Levine, Ellen. Henry's Freedom Box. New York: Scholastic, 2007.
"James Miller McKim, Class of 1828." Dickinson College Chronicles website: August 8, 2011, http://chronicles.dickinson.edu/encyclo/m/ed_mcKimJM.htm.
McKim, James M. "When Special Delivery Meant Deliverance for a Fugitive Slave—Letter by J. M. McKim." New York Times website: August 15, 2011, http://documents.nytimes.com/whenspecial-delivery-meant-deliverance-for-a-fugitive-slave.
"New Evidence Tells Of Man's Escape From Slavery In A Box: NPR." NPR: National Public Radio
website: August 17, 2011, http://www.npr.org/templates/story/story.php?storyId=124531047.
"The Resurrection of Henry Box Brown at Philadelphia." Virginia Historical Society—The Center for Virginia History website: August 17, 2011, http://www.vahistorical.org/boxbrown.htm.
Ruggles, Jeffrey. "Henry Box Brown." Virginia Memory website: August 17, 2011, http://www.virginiamemory.com/online_classroom/union_or_secession/people/henry_bo x_brown.
Ruggles, Jeffrey. The Unboxing of Henry Brown. Richmond: Library of Virginia, 2003.
Shanker, Jack. "An Arab Immigrant's Escape to Europe - Was It Worth It?" San Francisco Sentinel website: August 17, 2011, http://www.sanfranciscosentinel.com/?p=124846.
,
"Shipped to Freedom—The Story of Henry 'Box' Brown." The Adventures of the Real Mr. Science website: 17 Aug. 2011, http://www.therealmrscience.net/25632.html.
,
Still, William. The Underground Rail Road: A Record of Facts, Authentic Narratives, Letters, &c., Narrating the Hardships, Hair-breadth Escapes, and Death Struggles of the Slaves in Their Efforts for Freedom, as Related by Themselves and Others or Witnessed by the Author: Together with Sketches of Some of the Largest Stockholders and Most Liberal Aiders and Advisers of the Road. Hamden, CT: Quinnipiac University, Arnold Bernhard Library, 2003.
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GET TO KNOW YOUR BOOK
The first thing we shoud do (this goes for any textbook) is to read, not just skim, the introduction to the textbook. Here we will find vital information on how the book is written and what the different figures and sections mean. Knowing this information will help us as we skim through chapters, do our homework, or prepare for tests. After we are familiar with how the book is laid out, we can begin reading it.
SKIM
The ability to quickly scan a chapter in order to refresh for a test, prepare for a lecture, or even write a report becomes an invaluable tool that most students learn early on in high school or sometimes sooner. However, when tackling a mathematics textbook, regular skimming techniques won't make the grade. In fact, if that is all you rely on, you will find mathematics will become confusing, dreadful, and feared (if you don't already). That doesn't mean we through skimming out the window, we just need to have a different purpose.
Preview the Chapter
Before studying a chapter it is always a good idea to get an understanding of where things are headed. In mathematics, concepts are generally learned in a sequence. For example, in order to understand multiplication, you first learned how numbers are ordered (1,2,3,etc.), then you learned how to add them, and finally you learned how to add groups of numbers (multiplication). Getting a preview of where you are headed will help in understanding the purpose for a given concept and will help in putting the pieces together.
Mark Key Concepts
As you skim, take a pencil and circle the definitions, theorems, and concepts that you don't fully understand. This will help you to know where you should spend more time when you actually start reading the chapter. Don't spend a lot of time trying to learn the concepts at this stage, just make note that these are items that you will need to spend more time on. When you are reading the textbook, once you understand a concept that you have circled, simply erase the circle and move on to the next concept.
READ
Reading a math textbook can often feel like your reading another language. That is because you are. Mathematics is a language of its own that uses symbols, definitions, and theorems to try and be as precise as possible. This can often lead to confusion and frustration if you are unfamiliar with what the different symbols mean or if you are unfamiliar with a mathematical term. However, it is possible to get the most out of your textbook if you follow a few simple tips.
Slow Down!!
As you begin to read, you need to read to understand the mathematics, not just memorize facts and formulas. Because mathematics is a language of its own, you can't read a math textbook like you would a novel or any other textbook; you need to take your time and make sure that you understand the current material before you move on. Just know that reading a math textbook will take more time than reading other books and plan accordingly. Don't rely on skimming or reading just what's in the boxes because if you do, you may not understand the concept well enough to move on. This can lead to further confusion and frustration later on. If you don't understand a concept, take the time to really read the chapters and sections pertaining to that topic.
Study the Examples
A common misconception is that the examples given are just extra reading and unnecessary. Like other figures and illustrations, examples are given to help you understand and grasp a concept. By taking the time to really understand the examples, you give yourself the opportunity to understand the underlying concept.
Often it is the case that some of the examples will have steps that have been omitted to help preserve space and save money, take the time to fill in those steps, especially if you are having a hard time understanding a concept. Having all the steps written in you book will help you if you ever need to review the example again.
A good way to make sure that you understand a given example is to do it yourself. This may seem like extra work, but it is a great way to solidify your understanding of a concept. After all, you are reading to understand.
Read Again and Read More
Most students don't completely understand a concept the first time they read about it. In fact most may need to reread a section several times to really get a grasp on the concepts being taught. Don't be afraid to spend the time you need to understand what is being taught.
Textbooks typically favor a certain learning style and are unable to cater to every possible learning style. Mathematics textbooks are no exception. If you find that after several read- ings of a certain section you still don't understand a concept, you may benefit from looking to another source. Internet, YouTube videos, and different textbooks can be invaluable sources for better understanding. A word of caution however, be sure that you are searching for understanding a concept, not just an answer to a problem.
WRITE
An excellent way to know if you understand a concept is to write about it. Some textbooks will have homework problems that require you to write out explanations or give reasons for certain steps in a problem. Take the time to do these types of problems even if they are not assigned. If you can't answer the problem or give adequate reasons, chances are your understanding of the concept is not as complete as it could be.
If your textbook doesn't have these kind of problems, then you can build your understanding by writing summaries as you complete different sections in your book. Write them as if you your trying to explain the concept to a good friend who doesn't understand the concepts. Doing this kind of activity will help you see where your strengths and weaknesses are. This will help you focus your study time on those concepts that still need a little refinement.
By far the best way to check your understanding is to do your homework. A lot of classes will assign homework problems, but then won't collect them or they will be worth very little points. This is not a free pass on homework. If you really want to understand a concept, you need to do the homework. If you come across problems that you don't know how to solve, it shows a possible lack of understanding of a concept and shows you where you should spend some extra time.
Get to Know Your Mathematics Textbook
Introduction (Preface)
1. Does your textbook have an introduction or a preface? YES NO
2. If so, what pages is it on?
3. What kind of information is given in the introduction or preface?
4. Of all the information given, what are two things you learned about your textbook?
Content
1. How does your textbook mark important words?
2. How does your textbook identify definitions?
3. How does your textbook identify theorems or rules?
4. How does your textbook identify examples?
5. Find a definition from the first chapter and write it down here.
6. Find a theorem anywhere in the book at write it down here.
Glossary and Index
1. Does your textbook have a glossary? YES NO
2. If so, what pages is it on?
3. If you do have a glossary, find a word you didn't know before and write its definition here.
4. What page does your index start on?
5. If you answered question 3, what page can you find more information about that con- cept or word? If your book doesn't have a glossary, find a word in the index that you are not familiar with and write the page number where you can find more information.
Flowchart for Reading Mathematical Textbooks
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Lesson Plan
What Will Freedom Bring? The Meaning of Emancipation for African Americans Following the Civil War
Authors:
Yvonne Wynn and Jessica Marshall, Teachers, Alcott High School, Chicago, IL
Grade/Subject: 10 th Grade, U.S. History
Schedule:
5 sessions (class periods or days); based on a block schedule.
Lesson Summary: This lesson engages students in the topic of freedom and equality in African American history by comparing two works of art depicting newly freed slaves, one created in 1863 and the other in 1963. While the first work, The Effects of the Proclamation (1863), paints a somewhat hopeful picture, the second work, Contraband on Cairo Levee (1963), offers an ambivalent view from 100 years later, expressing the uncertainties of freedom that newly freed slaves encountered. Students discuss the difference between the word freedom and the lived experiences of newly freed slaves in the South during and immediately following the Civil War. What is the difference between legal freedom and the inequality that persisted after Emancipation? A close reading of the Emancipation Proclamation serves as the point of departure for an analysis of emancipation. In addition, students read a variety of primary sources that discuss the challenges of post-emancipation life. Students debate the meaning of emancipation and produce a diary entry from the point of view of John Quincy Adam Ward's bronze sculpture The Freedman.
Artworks on Which Lesson Is Based
Object 1
Unknown Artist (print based on sketch by amateur artist/soldier)
The Effects of the Proclamation [Freed Negroes Coming into our Lines at Newbern, North Carolina], February 21, 1863
Engraving
Harper's Weekly: A Journal of Civilization Vol. 9, No. 321, page 116.
Newberry Library, Folio A5 .392 Vol. 7,
Object 2
Sophie Wessel (1916–1994)
Contraband on Cairo Levee, 1963
Oil on Canvas
39.62 x 29.5 in.
DuSable Museum of African American History
Purchased from Illinois State Historical Library, 1987.15.33
Object 3
John Quincy Adams Ward, (1830– 1910)
The Freedman, 1862/63
Bronze
19 5/8 x 15 3/4 x 9 7/16 in.
Art Institute of Chicago
Roger McCormick Endowment
1998.1
Big or Main Ideas Students Will Understand
* The reality of life for newly freed slaves was not what many former slaves and free African Americans had hoped and struggled for. While there were isolated instances where freedom and equality were greatly expanded for African Americans, it would take an additional 100 years of struggle before social and political equality would be attained by the majority of African Americans and other oppressed peoples.
* Emancipation was not a one-day event, but rather occurred gradually over time. One of the big issues that confronted the Union army and government, both during and after emancipation, was what to do with the former slaves and how to integrate them into society. Reconstruction was a political process that attempted to answer some of these questions.
* Comparing artworks that explore the same subject but that were created in different time periods can be an important way of understanding and analyzing history. Art created during a historical moment reflects the emotions, anxieties, and understandings of people in that particular time period. Thus, interpretations of history reflected in art can tell us how our understandings of an historical moment change as time passes and as research and knowledge about various issues are made available.
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National Standards and Lesson-Specific Objectives
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Vocabulary Students Will Learn
See Civil War in Art Glossary, http://www.civilwarinart.org/glossary, and other sources mentioned below for definitions and information.
Art Terms
* Historical Terms
* Bronze
* Composition
* Foreground/Background
* Symbol
* Civil Rights Movement
* Emancipation
* Emancipation Proclamation
* Contraband—see essay "Emancipation and the Meaning of Freedom," Civil War in Art website (http://civilwarinart.org/exhibits/show/emansmeanfreedo m/introduction).
* Harper's Weekly/Illustrated Newspapers
* Reconstruction
Key Information for Understanding the Artwork
About the Time Period
* "Lincoln's Emancipation Proclamation declared all slaves in the seceding Southern states free on January 1, 1863 and allowed blacks to enlist in the Union army. This encouraged many slaves to seek out Union camps located in the South to claim their freedom."
Source: Civil War in Art website, http://civilwarinart.org/index.php/items/show/23
* "Contraband" was a term used to refer to runaway slaves who were captured by Union forces. An 1862 law prohibited the return of slaves to their former owners, and camps were built to house them. One of the largest contraband camps was based in Cairo, Illinois. "Contraband camps were unhealthy—people lived in poorly constructed shelters, and inadequate sanitation made disease common. Though the Union eventually embraced emancipation, few white Northerners felt that blacks were their social or political equals. This prejudice contributed to the terrible conditions in the camps."
Sources: Civil War in Art website, http://civilwarinart.org/index.php/items/show/146.
More information can be found on the Chicago History Museum's site, http://www.chicagohs.org/education/resources/history-lab/fighting-for-freedom-africanamericans-in-the-civil-war
* The time of Emancipation was very tumultuous. There was no one "emancipation" experience but rather a gradual rolling out of emancipation. Moreover, slaves had widely different experiences depending on the region in which they lived. While emancipation raised great hopes, the reality was much more difficult, usually characterized by violence, poverty, and uncertainty.
Source: Freedmen and Southern Society Project (excellent source for primary documents from this period), http://www.history.umd.edu/Freedmen/
* The Civil Right era (1954–1968) was a time when African Americans and their supporters worked actively to end segregation and gain equal rights that African Americans had been denied after the Civil War. In 1963, the year Sophie Wessel painted Contraband on
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Cairo Levee, the 100 th anniversary of the Emancipation Proclamation was widely observed as part of the movement.
About the Artists
* Unknown Artist, The Effects of the Proclamation [Freed Negroes Coming into our Lines at Newbern, North Carolina], February 21, 1863 (Object 1): The artist's name is not known but he was a Union soldier from the 51 st Massachusetts Regiment. He sent his sketch to Harper's Weekly, where it was made into an engraving for duplication in the publication.
Source: Civil War in Art website, http://civilwarinart.org/index.php/items/show/23
* Sophie Wessel (1916–1994), Contraband on Cairo Levee, 1963 (Object 2): Wessel was a community activist and artist. She also participated in the WPA Art Project in the 1930s. Her art largely focused on civil rights, women's rights, and anti-war themes.
Source:
Chicago Tribune
Obituary http://articles.chicagotribune.com/1994-07-09/news/9407090072_1_art-project-community-
centers-farm-scenes
* John Quincy Adams Ward (1830–1910), The Freedman, 1862/63 (Object 3): John Quincy Adams Ward, known as the "Dean of American Sculpture," was born in Urbana, Ohio but worked most of his career in New York. He is identified as having supported abolitionist ideas.
Sources:
Civil War in Art website, http://civilwarinart.org/index.php/items/show/101 Virtualology.com, http://www.famousamericans.net/johnquincyadamsward/ http://www.metmuseum.org/toah/works-of-art/1979.394 Metropolitan Museum of Art website, http://www.metmuseum.org/toah/works-ofart/1979.394
* Francis Watkins Harper (author of "An Appeal to the American People," poem in attachments): Watkins Harper was born of a free mother in the slave state of Maryland. She was raised by an aunt and uncle after her mother's early death. Harper attended her uncle's school until she was 13. She is considered an important abolitionist poet whose works possess greater historic than artistic significance. She found domestic work in a Quaker household while helping with the Underground Railroad circuit.
Sources:
University of Minnesota website, http://voices.cla.umn.edu/artistpages/watkinsFrances.php Poemhunter.com website, http://www.poemhunter.com/frances-ellen-watkins-harper-2/.
About the Art
* The Effects of the Proclamation [Freed Negroes Coming into our Lines at Newbern, North Carolina], February 21, 1863 (Object 1): "The artist explained in an accompanying letter that he and his comrades had been approached by 'an old slave' who arrived in the middle of 'drenching rain,' asking whether or not the army would help him. The soldiers told him that he and his friends could come to their camps in Newbern. The man left and 'soon the contrabands began to come in, with mule teams, oxen, and in every imaginable style.' By the morning, some 120 people had joined the regiment." "They said that it was known far and wide that the President has declared the slaves free."
Source: Civil War in Art Website, http://civilwarinart.org/index.php/items/show/23
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* Contraband on Cairo Levee (Object 2): People pictured here are "contraband of war," runaway slaves transported by Union forces from the South to Cairo, Illinois, a town located where the Mississippi and Ohio Rivers meet. Cairo was home to one of the Civil War's largest "contraband camps." The Union army paid for steamboats to transport soldiers, slaves, and supplies to and from the South. This piece was done in commemoration of the centennial of the Civil War.
Source: Civil War in Art Website, http://civilwarinart.org/index.php/items/show/146
* The Freedman (Object 3): The sculpture shows a man who has just broken free from slavery, symbolized by the broken shackle dangling from his wrist. Ward presents an idealized body and elegant pose resembling those found in ancient Greek or Roman art. The sculpture was created around the time of President Lincoln's Emancipation Proclamation. At the time it was made, it was unusual for art to show enslaved people freeing themselves. More often they were shown being emancipated by Abraham Lincoln or by symbols of liberty. Ward's sculpture is a heroic representation.
Source: Civil War in Art Website, http://civilwarinart.org/index.php/items/show/101
Texts, Websites, and Primary or Secondary Sources for Student Use
* Civil War in Art: Teaching and Learning through Chicago Collections, http://civilwarinart.org. (Students will receive a copy of each image to share. High resolution images will be projected via LCD projector.)
* Freedmen and Southern Society Project, http://www.history.umd.edu/Freedmen/
* Library of Congress American Memory Project, http://memory.loc.gov/ammem/index.html
* Chicago History Museum, Fighting for Freedom: Who was Contraband?, http://www.chicagohs.org/education/resources/history-lab/fighting-for-freedom-africanamericans-in-the-civil-war
* Emancipation Primary Sources Excerpts (see attached handouts)
* "An Appeal to the American People" by Frances Watkins Harper (see attached)
* Emancipation Proclamation, Abraham Lincoln, http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/trans cript.html.
Student Activities
DAY 1. Focus: Defining freedom and equality; close reading of Emancipation Proclamation.
1. In Groups (3–4): Students create a word web for "freedom" and "equality." They may include words and images that they associate with freedom. Using ideas from their web each group writes and presents its definitions. "Freedom is…, Freedom isn't…." "Equality is…, Equality isn't…"
2. Whole class reading of Emancipation Proclamation. During reading students underline words or phrases that stand out to them and place question marks next to at least one thing they don't understand or want to know more about. Next each student reads his/her word or phrase, without explaining his/her choices. As a class choose and discuss the most oft-quoted words/phrases. Focus Question: What did the Emancipation Proclamation mean? What would you expect to happen after this was issued?
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3. Teacher gives an overview of the impact of the Emancipation Proclamation, using a map to show areas affected by the proclamation as well as states not affected. This contradiction should be pointed out and discussed. Discuss Lincoln's challenge in the question of abolishing slavery. Students will record their questions on sticky notes and post them on board upon exiting class. These questions will be addressed at the beginning of the next class.
DAY 2. Focus: Defining freedom and equality; analyzing and discussing artwork, The Effects of the Proclamation (Object 1).
1. Review previous day's class and clarify remaining questions regarding Emancipation Proclamation. Highlight questions for inquiry.
.
* What is the first thing your eye is drawn to?
2. Students analyze and discuss The Effects of the Proclamation (Object 1) Questions:
* What do you notice about the people in the image?
* What differences do you notice between them?
* What is the mood of this piece? What makes you think that?
* Where do you think the people are going? What do you see that makes you say that?
* This image was made in 1863, before the end of the war. What do you think the soldier who made the original sketch this image is based on wanted people back home to see/know about what was going on?
Additional Instructions and questions for teachers:
* Pay attention to the road they are traveling down. It is relatively wide and there is a clear path. What does this say about the path to freedom? Keep in mind that this image is based on a sketch made by a soldier before the end of the Civil War.
* Notice the difference between white soldiers and African Americans in the picture. What does this say about power structures at play during this time?
* The sketch depicts a relatively organized and orderly procession. How does this compare to how we might imagine a scene like this?
* Remember that Harper's Weekly and other periodicals were the main source of news for people in the North away from the war. What might people seeing this have thought? What might they have feared or expected in terms of the end of slavery and emancipation?
3. In groups, students complete half the handout, "What does Emancipation mean to me?", answering questions from the perspective of a figure they choose from The Effects of the Proclamation (Object 1).
DAY 3, Focus: Analyzing and discussing Contraband on Cairo Levee (Object 2); learning about the historical context of the painting; and comparing and contrasting art objects
1. Students record the word "Contraband" in their journals. Webster's defines the term as follows: "illegal or prohibited traffic in goods, smuggling. 2.) goods or merchandise whose importation, exportation, or possession is forbidden." What do you think of when you think of the word "contraband"?
2. Students analyze and discuss Contraband on Cairo Levee Questions:
(Object 2).
* What is the first thing your eye is drawn to?
* What do you notice about the people in the painting?
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* Look at the seated man at the bottom left. Does he look tired? What could he be thinking about? Where is he looking towards?
* What is the mood of this piece? What makes you think that?
* Are the people coming or going? What do you see that makes you say that?
* Look at the river in the painting. What is the purpose of the river? What might it symbolize?
* Is the steamboat on the river coming to get the people or leaving them? How do you know?
(TEACHER: Show a map of the South and discuss escape routes North to freedom. Point out rivers that were barriers.)
* Look closely at the title of this piece. What does the word Contraband refer to? Why do you think the people pictured here might have been called "contraband"?
TEACHER: After examination of Contraband on Cairo Levee use photos/images from the Chicago History Museum website "Fighting for Freedom: Who was Contraband?" to help contextualize to Wessel's image. Explain the term Contraband. http://www.chicagohs.org/education/resources/history-lab/fighting-for-freedom-africanamericans-in-the-civil-war
* This painting was made in 1963, almost 100 years after the end of the war. What do you think Sophie Wessel wanted people to see and to know about what happened during and after the Civil War?
3. After viewing both works of art, students work individually, choosing a figure from each and completing the art-analysis handout, "What does Emancipation mean to me?", answering questions from the perspective of figures they choose.
4. Comparison of two works of art.
Questions:
* What are people doing in each image? In both the artists show forms of transportation. How are people traveling and what is different about their movement? (Point out that people in Object 1 appear to be moving forward while in Object 2 they appear stranded.) How does each artist convey this in the artwork?
* Object 2 was made 100 years after Object 1; why did these artists have such different portrayals of the "road" from slavery? What might have influenced Sophie Wessel's portrayal of newly freed slaves in Object 2? What information did Wessel have that the unknown soldier who recorded the scene in Object 1 did not have?
* Discuss interactions among people in each image. In Object 1 people appear to be traveling in groups of some sort. What groups do you see? How are the people organized? How does this compare to the people in Object 2? What point was Sophie Wessel making by having each person seemingly alone, though they are in a large crowd?
* Which piece of art is true? How do we know that? Which piece is more accurate? How do we know that? Is there an advantage to an artist sketching something in the moment versus painting an event 100 years after it happened? Whose depiction do you trust?
DAY 4, Focus: Challenges of Emancipation; reading and analyzing primary source documents.
1. In groups students analyze primary sources to learn about people's actual experiences with emancipation. Each student receives a document and the accompanying question sheet. The sources represent a variety of perspectives and experiences from the time of and immediately following the Civil War.
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(TEACHER NOTE: Determine how many documents you think students can get through based on time allotted in your schedule and reading level of students. You can stretch this activity out over 2 class periods if you want each student to see each document; however, it may not be necessary for each student to read them all.)
2. Class debrief: Each group explains one of the sources it looked at. If other groups also were able to review that document they can add to the discussion. Students record answers in a chart provided and keep this information in their folder or notebook. This will be useful to them in the final assessment. All students will be provided access to all primary documents if they are interested in reading more.
DAY 5. Focus: Analysis of "The Freedman" and "An Appeal to the American People", studentconstructed responses.
1. In small groups analyze the sculpture The Freedman (Object 3). Questions:
* What did you notice in your first seconds of viewing the sculpture?
* What emotion does The Freedman show?
* What is his mood? What might he be thinking?
* Putting yourself in his 'shoes;' what would be your interior monologue?
* Is he waiting? What is he looking at?
* What does his posture say about him?
* What does the separation of the manacles and chain represent?
* The body is finely sculpted. Does his body match what you imagine of a slave? What might it mean to a former slave to see a former slave portrayed as being so strong?
* The sculpture's medium is bronze. Would it project a different feeling if made from another material?
* The artist has public sculpture in several cities (e.g., New York, Washington D.C.). In what location would this piece get its due respect? At the time it was made how might someone from the South have received this piece? Someone from the North?
TEACHER NOTE: You can also bring in a discussion about what would make an appropriate monument for emancipation. Ask students to consider The Freedman and an image of Lincoln freeing the slaves and decide which one is a more fitting commemoration and why. Then ask what they thought might have seemed more fitting to audiences during the Civil War.
2. Students read the poem "An Appeal to the American People" by Frances Watkins Harper. Guided Questions:
* What is Ms. Harper's appeal?
* Ms. Harper was born free in Baltimore, Maryland (a slave state); as an adult she fought for abolition. Knowing this, does your perception of her poem change? Why or why not?
3. Group Poem/Student Constructed Response to The Freedman and Ms. Harper's poem (groups of 3–4 students):
a) Students write the following categories on the top of their page:
Status
Emotion
Employment
b) Each student records at least 3 words in each category that they gathered from looking at the sculpture and reading the poem. At least 1 word must come from each work.
c) Students pass their papers to the right. Recipients circle one word in each category that stands out to them.
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d) Students pass papers to the right again. This time recipients choose 2–3 words and compose a sentence that addresses the question, "What does emancipation mean to you?"
e) Finally, in their small group they read their sentences to one another and put them together to create a group poem. Each group reads aloud its new poem.
Assessments
Diary Entry: Students write a diary entry from the point of view of the man depicted in the statue The Freedman by John Quincy Adams Ward. In their entries you answer the question, what did emancipation mean for newly freed slaves? Students choose at least one piece of evidence either from the paintings viewed in class or one of the primary sources that they read as "inspiration" for their letter. In addition to the letter students write a paragraph explaining how the evidence they chose informs their diary entry.
Emancipation Art Analysis: What Does Emancipation Mean to Me?
Choose one figure from each of the two artworks viewed in class and answer the questions below as you think those two people might respond.
The Effects of the Proclamation
Contraband on Cairo Levee
What Will Freedom Bring? Instructions for Emancipation Primary Source Stations
In groups you will look at various primary sources that deal with the question of emancipation for newly freed African Americans. As you read through the sources keep in mind the questions below. Take notes as needed; your group will be expected to present your source to the class.
Before reading the evidence:
* Who is the author/speaker of the piece you are reading?
* When was this piece written or recorded? How would this affect how the author sees emancipation?
* How would he/they feel about the emancipation of slaves?
After reading the evidence:
* Who is the intended audience of this piece?
* What problems does the author/speaker identify in relation to Emancipation? What are some of the challenges, as the author/speaker sees them, for integrating former slaves into society as free people?
* What solutions, if any, do they suggest are necessary to transition from slavery to Emancipation? If none are specifically mentioned, what do you think they would say are important steps to help the transition from slavery to emancipation?
Finally, as a group, discuss what this person might say in response to the question "What will emancipation bring for African Americans? Did emancipation mean freedom?" Record your answer below.
1.) Excerpt from "Black Residents of Nashville to Union Convention"
[Note: Tennessee was not a Confederate state and therefore the Emancipation Proclamation did not apply to this state.]
"A rebel may murder his former slave and defy justice, because he committed the deed in the presence of half a dozen respectable colored citizens. He may have the dwelling of his former slave burned over his head, and turn his wife and children out of doors, and defy the law, for no colored man can appear against him. Is this the fruit of freedom, and the reward of our services in the field? Was it for this that colored soldiers fell by hundreds before Nashville, fighting under the flag of the Union?....Will you declare in your revised constitution that a pardoned traitor may appear in court and his testimony be heard, but that no colored loyalist shall be believed even upon oath? If this should be so, then will our last state be worse than our first, and we can look for no relief on this side of the grave. Has not the colored man fought, bled and died for the Union, under a thousand great disadvantages and discouragements?"
Unidentified newspaper clipping of Andrew Tait et al. to the Union Convention of Tennessee, 9 Jan. 1865, enclosed in Col. R. D. Mussey to Capt. C. P. Brown, 23 Jan. 1865, Letters Received, ser. 925, Department of the Cumberland, U.S. Army Continental Commands, Record Group 393 Pt. 1, National Archives. Published in The Black Military Experience, pp. 811–16, in Free at Last, pp. 497– 505, and in Freedom's Soldiers, pp. 141–48. Retrieved from http://www.history.umd.edu/Freedmen/tenncon.htm August 10, 2011.
2.) Broadside: "Plantation Regulations by a US Treasury Agent, February 1864"
3.) Excerpts "Order by the Commander of the Military Division of the Mississippi"
IN THE FIELD, SAVANNAH, GA., January 16th, 1865. SPECIAL FIELD ORDERS, No. 15.
I. The islands from Charleston, south, the abandoned rice fields along the rivers for thirty miles back from the sea, and the country bordering the St. Johns river, Florida, are reserved and set apart for the settlement of the negroes now made free by the acts of war and the proclamation of the President of the United States.
II. At Beaufort, Hilton Head, Savannah, Fernandina, St. Augustine and Jacksonville, the blacks may remain in their chosen or accustomed vocations....no white person whatever, unless military officers and soldiers detailed for duty, will be permitted to reside; and the sole and exclusive management of affairs will be left to the freed people themselves, subject only to the United States military authority and the acts of Congress.
III. Whenever three respectable negroes, heads of families, shall desire to settle on land...each family shall have a plot of not more than (40) forty acres of tillable ground,
Special Field Orders, No. 15, Headquarters Military Division of the Mississippi, 16 Jan. 1865, Orders &
Circulars, ser. 44, Adjutant General's Office, Record Group 94, National Archives. Published in The Wartime Genesis of Free Labor: The Lower South, pp. 338–40.
Retrieved from http://www.history.umd.edu/Freedmen/sfo15.htm, August 10, 2011
4.) Excerpt from Rhody Holsell's interview in Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936–1938.
[Missouri Narratives, Volume X. Slaves happy to be free.]
Retrieved from http://memory.loc.gov/cgibin/query/S?ammem/mesnbib:@field%28AUTHOR+@od1%28Holsell,+Rhody%29%29 April 9, 2012.
5.) Excerpts from: "Chairman of the Orangeburg, South Carolina, Commission on Contracts to the Freedmen's Bureau Commissioner, Enclosing a Speech to the Freedpeople; and the Commissioner's Reply" [Orangeburg, S.C., June 1865]
To the Freed People of Orangeburg District.
You have heard many stories about your condition as freemen…Listen, then, and try to understand just how you are situated. You are now free, but you must know that the only difference you can feel yet, between slavery and freedom, is that neither you nor your children can be bought or sold. You may have a harder time this year than you have ever had before; it will be the price you pay for your freedom. You will have to work hard, and get very little to eat, and very few clothes to wear. If you get through this year alive and well, you should be thankful. Do not expect to save up anything, or to have much corn or provisions ahead at the end of the year….The plantation you live on is not yours, nor the houses, nor the cattle, mules and horses; the seed you planted with was not yours, and the ploughs and hoes do not belong to you. Now you must get something to eat and something to wear, and houses to live in. How can you get these things? By hard work–and nothing else, and it will be a good thing for you if you get them until next year, for yourselves and for your families.
You must remember that your children, your old people, and the cripples, belong to you to support now, and all that is given to them is so much pay to you for your work. If you ask for anything more; if you ask for a half of the crop, or even a third, you ask too much…. Do not ask for Saturday either: free people everywhere else work Saturday, and you have no more right to the day than they have. If your employer is willing to give you part of the day, or to set a task that you can finish early, be thankful for the kindness, but do not think it is something you must have.
When you work, work hard. Begin early–at sunrise, and do not take more than two hours at noon. Do not think, because you are free you can choose your own kind of work…. On a plantation the head man, who gives all the orders, is the owner of the place. Whatever he tells you to do you must do at once, and cheerfully….If the work is hard, do not stop to talk about it, but do it first and rest afterwards….Whatever the order is, try and obey it without a word.
You do not understand why some of the white people who used to own you, do not have to work in the field. It is because they are rich….Some people must be rich, to pay the others, and they have the right to do no work except to look out after their property.
Remember that all your working time belongs to the man who hires you: therefore you must not leave work without his leave not even to nurse a child, or to go and visit a wife or husband. When you wish to go off the place, get a pass as you used to, and then you will run no danger of being taken up by our soldiers.
Do not think of leaving the plantation where you belong. If you try to go to Charleston, or any other city, you will find no work to do, and nothing to eat. You will starve, or fall sick and die. Stay where you are, in your own homes, even if you are suffering. There is no better place for you anywhere else.
Do not grumble if you cannot get as much pay on your place as some one else…Do not grumble, either, because, the meat is gone or the salt hard to get. Make the best of everything, and if there is anything which you think is wrong, or hard to bear, try to reason it out…Never stop work on any account, for the whole crop must be raised and got in, or we shall starve…The men who mean to do right, must agree to keep order on every plantation. When they see a hand getting lazy or shiftless, they must talk to him, and if talk will do no good, they must take him to the owner of the plantation.
In short, do just about as the good men among you have always done. Remember that even if you are badly off, no one can buy or sell you: remember that if you help yourselves, GOD will help you, and trust hopefully that next year and the year after will bring some new blessing to you. Retrieved from http://www.history.umd.edu/Freedmen/Soule.htm, August 10, 2011
6.) From Report of the Joint Committee on Reconstruction, Part III: Arkansas—Georgia—Mississippi—Alabama, at the first session, Thirtyninth Congress, (Washington: U.S. Govt. Print. Off., 1866), p. 16–17. Testimony of Mordecai Mobley, January 27, 1866
[Mobley was a Northerner who describes his travel on the train from Memphis to Alabama (through Mississippi) in mid November 1865. In this first exchange, he has asserted that all the people on this train were Southern—he is asked how he knows this to be so.]
The next day I started off in . . . the direction of Montgomery. The first point we arrived at was called Demopolis, on the Tombigbee river. There I noticed on the cars, on the second day, a man whom I had seen the day before. I judged him to have been an officer in the confederate service, about thirty years of age, one of these resolute, daring, desperate looking men. [p. 17] He had lost his right arm, close up to his shoulder, and two fingers of his left hand. He had a brace of revolvers buckled around him. We were detained at Demopolis; we had to cross the river and take the cars for Selma, which is about fifty miles from Demopolis. When the train came in, it was a platform gravel train; the passenger train had got off, and about a hundred of us had to take the platform cars, with all our "plunder" (baggage.) We had to get such seats as we could on trunks and boxes. I got a seat on some casks. This man that I described with one arm got boisterously drunk before we started. He was a planter, I was sure, and lived between Demopolis and Selma. I was so unfortunate as to get a seat in close proximity with him, and also to a man whom they called "Bruce." They were both drunk. The bulk of the passengers were behind me, and I could not well get away. While they were drinking, the man they called Bruce looked up to me, and seeing my clothes, said, "Do you belong to the confederacy?" Said I, "No, sir." "Where do you live?" "In Washington." "Do you know B. B. French?" (Commissioner of Public Buildings.) "Yes, sir," said I. "Well, " said he, "Mr. French knows me very well; he and I used to be in business together." We finally started; I saw no northern men on the train. This fellow with one arm drew his pistol and was shooting at different objects along the road, from the platform of the car, for amusement— shooting with his left hand. At the first station, we took on some negroes. They
were lying around loose at all the stations. Among other "plunder," one of them had a string of chickens.
Q. By "plunder" you mean baggage?
A. Yes, sir; whatever they had. The string of chickens lay right close to me. I was between the chickens and these two drunken men. While the cars were in motion this fellow with one arm stepped before me and took one of the chickens by the head and swung it around his head with the whole string until he screwed off the head of the chicken and threw the pile down on the platform. He laughed, and the others laughed. He picked up another and went through the same operation. The negro that owned them dared not open his mouth.Q. The negro was close by?
A. Oh, yes, sir; he was just beyond and saw it, but dared not say a word. When the man took his seat the negro picked up his chickens and took them forward—what was left of them; two of them flew off the car. Well, just after the man had done that, he swung his arm right over my head, and said, "I can whip any damned Yankee aboard of this train; I don't care a damn whether he has Yankee clothes on or not; " and repeated "any damned Yankee on this train I can whip." I know that was intended for me, but, under the circumstances, I did not even look up. He finally stepped back after that flourish and sat down behind me. There was a negro sitting on the platform within reach of this fellow, and he reached out and took hold of the negro's hat and jerked it violently off from his head. The negro looked rather sour. Then he drew back and struck the negro as hard a blow as he could with his fist, and then tried to kick him off the platform while the car was in motion. He did not accomplish that; the negro was a little too far off. Directly afterwards the cars stopped and the negro jumped down, ran forward, and got another seat out of his way.
Primary Source Note-taking Sheet
"An Appeal to the American People" By Frances Watkins Harper
When a dark and fearful strife Raged around the nation's life, And the traitor plunged his steel, Where your quivering hearts could feel, When your cause did need a friend, We were faithful to the end.
When we stood with bated breath, Facing fiery storms of death; And the war cloud red with wrath, Fiercely swept around our path; Did our hearts with terror quail, Or our courage ever fail?
When the captive wanting bread, Sought our poor and lowly shed; and the bloodhound missed his way, Did we e'er his path betray? Filled we not his heart with trust, As we shared with him our crust?
With your soldiers side by side, Helpt we turn the battle's tide, Till o'er ocean, stream, and shore, Waved the rebel flag no more; And above the rescued sod, Praises rose to Freedom's God.
But today the traitor stands With the crimson on his hands; Skowling 'neath the brow of hate, On the weak and desolate; With the bloodrust on his knife, Aim-ed at the nation's life;
Asking you to weakly yield All we won upon the field. To ignore on land and flood All the offering of our blood; And to write above our slain, We have lived and died in vain.
To your manhood we appeal, Lest the traitor's iron heel, Grind and trample in the dust, All our new-born hopes and trust; And the name of freedom be Linked with bitter mockery.
Frances Watkins Harper from Frances Smith Foster, ed., A Brighter Coming Day: A Frances Ellen Watkins Harper Reader (Feminist Press, 1990).
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Materials for Reading Mini Lesson: chart paper, markers, pond ecosystem inquiry chart, pond text to model strategy
Materials for Inquiry Circle Groups: Group inquiry charts, pencils, variety of nonfiction texts for each group, access to websites and online books
Materials for Science Whole Group Lesson:See Lesson
Content Vocabulary:
Data – facts or information collected during an investigation; EX: images, measurements, or words Scientific variable – the factor or a condition (something) that can change or potentially change in a scientific investigation
Testable question – a question that can be answered through a designed investigation or experiment Scientific investigations – a planned design or approach to find an answer to a question Evidence – data collected from the investigation that can be used to support explanations and answers
Control – something that does not change throughout the course of the investigation.
Science Concept: The process of science is an iterative, or repetitive, process that cycles back on itself building on new ideas or knowledge.
For an expanded version of the Standards listed above, see page _____.
Reading Mini-lesson — 15 minutes
OVERVIEW
Mini lesson practice should be used as a time to practice the reading strategies previously taught in this unit. Teachers are encouraged to use this time to best meet the needs of their students. Perhaps your class needs more time with the mini-lesson from the day before, or you may choose to circle back to mini lessons from a week ago. The choice is yours; we just ask that you use this time to practice!
Teachers should determine if this mini lesson will be facilitated with the whole group or a small group (i.e. a particular inquiry circle group) who needs additional support.
learners spend additional time within the inquiry circles.
If you are working with a small group, we suggest your other
Explain the strategy below as follows.
* Tell what the strategy is (declarative knowledge)
* Tell when and why to use the strategy (conditional knowledge)
o Say something like, "Today we will continue to practice determining the main idea of a section as we read about pond ecosystems. The main idea is the most important thing the author wants us to know about their topic. Getting the main idea is sometimes called 'getting the gist' of a piece." Refer to the anchor chart previously made with the class.
o Say something like, "Yesterday, we talked about how sometimes authors tell us the main idea. Usually they do that in the first or last sentence of a section. But, they don't always do that. Sometimes, they leave out the main idea and make us (as readers) work to extract it. As a strategic reader, I will do this after each paragraph or section in the text I am reading. I do this because it makes my reading clear and helps me remember what I
read."
o For this section in the mini-lesson, the teacher may choose to model the strategy again for the class. Be sure to use a different text or page in the text than what you modeled yesterday.
* Tell how to employ the strategy (procedural knowledge)
o Teachers are encouraged to share examples of students using this strategy from the day before. Say something like… "Mohamed's group did a great job yesterday determining main idea. I was so impressed when they____." Teachers are also encouraged to invite the groups to share with their peers. You may need to scaffold this and prepare the students for sharing beforehand.
If you choose to model this strategy again, you might want to say something like:
o "Now, I will draw a conclusion about what the author wants me to know about the topic (pond ecosystems)—that is, I'll take what I already know about the topic (pond ecosystems) and then I'll combine that with the most important details the author is telling me."
o "The first thing I need to do is think about the topic (that's pond ecosystems) and what I already know about the topic (pond ecosystems)."
o "Now, I have to put these things together to get the main idea. That is, I'll try to think, 'What would the author tell me was the most important idea from the reading if she were standing here next to me?'"
o "I will put the main idea in my own words and record it on the inquiry chart."
Practice in text (print, video, or interview)
Post the anchor chart in your classroom so students can refer to it while in their inquiry circles. Encourage scientists to use the strategy during in their Inquiry Circles.
Inquiry Circle Groups — 30 minutes
OVERVIEW
Scientists work in teams when conducting research and investigations. Each day of this unit, students will work in inquiry circle groups while embodying the role of a scientist. They will do so by taking on roles of scientists in research by speaking like a scientist, reading like a scientist, and writing like a scientist.
PROCEDURE
You might want to say something like this to the readers:
Before Inquiry Circle Groups — 5 minutes
* It is time to get into our inquiry circle groups. You will be with the same research team as yesterday.
* When we research ecosystems, we will practice our roles as scientists. We will do this because scientists have a special way in which they observe the world, read scientific texts, and write reports. There is no better way to learn about science than to become a scientist!
During Inquiry Circle Groups — 20 minutes
* We have anchor charts to help guide your thinking. Do not forget to use them while in groups. (Refer to the "Inquiry Tool Box" anchor chart and the daily anchor chart. Remind students that they can use all the reading strategies taught, not just the one for that day.)
You might want to say something like this to the readers:
* My role is to help guide the inquiry circle groups, but I expect you to work as a scientific team to solve your problems together.
* Do not forget to answer your research questions and record it on the inquiry chart. It is important to record your sources on the inquiry chart as you complete it. (Be sure to explicitly explain how students should use the chart.)
(While groups are working together, walk around the room to facilitate as needed.)
After Inquiry Circle Groups — 5 minutes
* As we are concluding our inquiry circle groups for today, each group will have a chance to share what they accomplished and learned.
You might want to say something like this to the readers:
* The Lab Director should lead the discussion with their inquiry circle group about today's results. For example, what did you learn about your ecosystem? Which reading strategies did you use? What problems did you encounter? How did you resolve those problems?
* The Data Scientist will now share with the entire class either something the group learned about their ecosystem, which reading strategy(ies) were used, or how the group solved a problem.
Science Whole Group Lesson — 30-45 minutes
OVERVIEW
Today students will be setting up their investigations, making their first observations, and documenting their first data.
GUIDING QUESTIONS
How will we set up our investigations? What job will each team member have?
BACKGROUND INFORMATION
Designing and carrying out investigations is part of the process scientists use to find answers to their questions. Many times investigations raise new questions for scientists to consider.Or they may find that the data they collect cannot be used as evidence that supports their answers so they have to rethink their planned investigation.
SAFETY
Instruct the students on the proper way to handle their bottles of the green substance. (see lesson). Keep paper towels handy for spills.
MATERIALS
Paper funnels
2 Small bottles with green substance (algae culture) per team (prepared ahead of time by teacher).
Materials/tools needed for investigations
Sharpies
Plastic shoeboxes (1 per team)
Data logs/Science Notebooks
Safety Rules for the Investigation docx.
Goggles/Safety Glasses
SET UP
* Teacher should have read all team data logs prior to the class to anticipate what materials and equipment will be needed, and to identify teams who may need more guidance or help with the set up.
Before the class:
(Note: students should have prepared a list of needed materials in their data logs in the previous lesson)
* Teacher should fill 2 small water bottles per team with the green substance from the 1- gallon bottle to prepare for distribution.
* Set up an accessible area for all the materials (Plastic shoeboxes, measuring tools, color charts, etc.). Does not include microscope which will be set up at a monitored station later!
* Use a funnel to transfer 3 oz. of the green substance into each. (This should be plenty for the investigation and it will leave some available in case it is needed. If the class is small, you may choose to give them 4 0z. in each bottle)
* Make copies of the Safety Rules docx. for handling the bottles of the green substance- 1 per team.
DAILY OBSERVATIONS
Today students will make their first observations of the green substance on their data logs. They will continue to document their observations daily until Day 15.
PROCEDURE
1. Announce to the class that today they will set up their own investigations!
Engage
2. Remind them that they are working as a team, and that each has a role. (This is a good time to review those roles!)
4. Remind the Data Scientist and Equipment Director to review the data log they began in the previous lesson, using it as a guide to collect their materials and to set up their investigation.
3. Go over Safety Instructions with the class on how to handle the samples to make sure they understand.
5. Point out where the materials/equipment are for their use. Let them know that each team will use one of the shoeboxes for their materials and that they need to label their box with their Equipment Director's name. (Ex: Chris)
7. Instruct each team to label their sample containers with their Lead Scientists' name and bottle number. (Ex: Liz #1, Liz #2). Students can write directly on the bottles with the Sharpies.
6. Tell them that you will be talking with each team to decide the best location in the classroom for placing their investigations, and to answer any questions that may arise.
8. Remind the class that one bottle will be their control ( no changes), the other will have 1 variable changed.
10. Inform them that they will need to write about their initial setup in their science notebooks, and then make their first observations of the green substance on their data logs. Remind them to date their entries! The Lead Scientist should check to make sure this is done.
9. The Lab Director should review the team on the Safety Instructions for handling the samples.
Explore
12. As the teams work to organize and set up their investigations, the teacher should move between them to offer help or guidance.
11. Ask the Equipment Directors to collect the containers of the green substance (2) for their team.
13. Every team may have a different set up, so the teacher will need to provide the appropriate location for their investigations.
14. As students work to set up their investigations, ask them to explain what they are each doing (this should reinforce that each has a role).
Explain
15. Ask them to explain what the overall plan is. Reiterating their ideas may insure that they are not leaving out any parts, and gives them an opportunity to ask questions and reflect on their own reasoning.
Elaborate
16. Teacher can offer prompts through open-ended questioning ("What made you decide to…?"; " What do you expect will happen if…?" )
17. When all investigations have been set up, ask the Lab Directors to make sure materials have been put away and their areas are clean. remind the class that they will make observations each day for the next 5-7 days.
They will use the data sheets in the science notebooks to record information every day that they
18.
Remind the class that they will make observations each day for the next 5-7 days.
make an observation.
20. Tell students that they will have the opportunity to reconsider or modify their questions and data collection in the next 2-3 days if needed.
19. Tell the class that scientists often have to change their thinking about their investigations. Sometimes new questions come up or something unexpected happens and they have to rethink their plans. Science investigations may be changed and repeated many times until they get as close to finding the answers they need!
Evaluate
22. Did the students follow safety instructions for handling the cultures?
21. Did the students label their containers with their name and bottle number?
23. Did the students write about their initial setup in their science notebooks?
25. Was each student able to explain what they were doing? Was the team able to explain their overall plan?
24. Did the students make their first observations of the green substance on their data logs and date the entry?
EXPANDED STANDARDS
Reading TEKS: 3.6G Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (G) evaluate details read to determine key ideas
ELPS: Student Expectations for Reading 2-12, 19 TAC 74.4(c)(4) The student is expected to: (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.
Science TEKS: 3b2A: The student is expected to plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world. 3b2B: The student is expected to collect and record data by observing and measuring using the metric system and recognize differences between observed and measured data. 3b4: The student is expected to collect, record, and analyze information using tools, including cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, magnets, collecting nets, notebooks, and Sun, Earth, and Moon system models; timing devices; and materials to support observation of habitats of organisms such as terrariums and aquariums.
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Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
Students explore how dominant narratives about their community are created and reinforced through web searches, algorithms, history textbooks, & media. After identifying what the dominant narratives are regarding their community, students then disrupt and speak back to the dominant narrative by creating their own counter narratives.
Facilitation Notes:
This lesson is best taught once students have discussed an awareness of identity, how we carry these intersecting identities, and how our identities affect the way we navigate the world (race, ethnicity, class, gender, religion, sexuality, ability, & more).
Check out the Photoville lesson plans themed Identity and Representation for resources to have these discussions.
1. Begin with a warm up activity. Have students, individually or in groups of 2-3, create a web search of a community or neighborhood they identify with. Search terms such as: 'beautiful' or 'women bronx' provide results for generative discussion. This conversation can also be generated through school curriculum especially within Social Studies courses by bookmarking how often students see their identities represented in the curriculum. Then, have students create a list of their noticings through the following guiding questions:
* Who is represented?
* What is implied by this Google search?
* Which stories are missing? Who is missing?
* Is this a full picture?
* Extended questions:
→ How often do you see your community reflected in what you're learning?
→ What have you learned about your personal identity & community from school?
→ When have you seen your family represented in what you're learning? In art pieces?
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
Wendy Barrales AUTHOR
middle–high school GRADE LEVEL
3–5 sessions TIME REQUIRED
internet access, paper, pen, post-its MATERIALS NEEDED
KEY IMAGES
Image Bank WOC Archive WOC Archive Instagram
ADDITIONAL RESOURCES
photoville.com/edu
The Photoville Education program is in partnership with:
Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
Points to Consider:
* Searching the web is one of the fastest and most common ways that we obtain information so it's important to think critically about who is missing.
* Dominant narratives in algorithms, textbooks, and other forms of media & text are all created by a human, and that human's lived experience affects the way those artifacts are created. Many times, the artifacts are not created from the community represented and we should be critical of the identities people carry and their relationship to how a story, image, or algorithm is created.
2. Another way to begin this conversation is through the work of Kehinde Wiley. First, show a more traditional painting by Google searching 'Napoleon Bonaparte painting.'* Then, ask students to write a story about this image, or journal about the following questions:
* What is this painting telling us?
* What identities are showing up?
* How are these identities being represented?
* What words (adjectives) would you use to describe this image?
Debrief through a partner share or in a small group. After students share their initial thoughts, show Kehinde Wiley's Rumors of War as a reimagined counter narrative. Take note of the images 'Officer of the Hussars' and 'Napoleon Leading the Army over the Alps'.
Now, answer the same questions (above) for Kehinde Wiley's counter-narrative piece.
3. Define dominant narrative & counter narrative: Dominant narrative can be used to describe the lens in which history is told by the perspective of the dominant culture. This term has been described as an "invisible hand" that guides reality and perceived reality. They also continue to reproduce inequalities in that they do not tell the full story and have historically been rooted in the experiences of cis-heterosexual white men. A counter narrative speaks back to the dominant narrative and nuances the story — fills the gaps.
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
4. Create a T-chart on a large piece of paper or on the board, labeled dominant narrative (or Napoleon Google search) on the left and counter narrative (or Kehinde Wiley) on the right.
Students will list respond to the following questions about each image. They will write their answers on post-its and place them in respective categories, dominant narrative and/or counter narrative.
* Who is represented?
* What is implied by this visual representation and comparison?
* Which stories are missing? Who is missing?
* Is this a full representation of your community? Is this a full picture of who you are?
In a whole group discussion, ask students to take note of what they notice listed in each column.
5. Discuss what a counter narrative would look like. Using the example above, how would we speak back to classic art? Who is not included in the types of pieces? Using the 'women bronx' example, who is not included in this google search? Who lives in this neighborhood? What are our lived experiences and how can we make these experiences more visible? Which parts of our experiences do we want to highlight? Showing Kehinde Wiley's piece as an example of a counter narrative, what would yours look like?
6. As individuals or as a group, students will explore their own dominant and counter narratives. Create a T chart and label each side dominant narratives and counter narratives. What are some dominant narratives that are perceived about a specific identity, community, neighborhood, of which you feel connected to? List them on the left side of the column. Now that you've brainstormed dominant narratives, add to the counter narrative column: how do you want to speak back to those dominant narratives? How do you want to nuance this story?
Facilitators Note: It's best to choose narratives you identify with because of the sensitive nature of retelling stories and the importance of being the authors of our own stories. Many times, dominant narratives can be associated with stereotypes but not always.
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
7. Create counter narratives through the creation/selection of photographs. Choose five photos (existing, take new ones, or collage) that you will caption and curate to speak back and disrupt dominant narratives. Get creative! Consider the following methods:
* Create a themed collage with photos that represent parts of your narrative that are not always seen. You can create this collage by juxtaposing photos as a way to show your complexity.
* Capture your home life or your commute to school, what parts of these moments do you want others to know? What do we learn about your identity through these photos?
* Choose a specific dominant narrative and speak back. What photograph would you create that provides a counter story to what a general audience would assume?
7. Exhibit and showcase your projects! Group student projects by themes (you'll notice that the project themes will overlap and have trends based on identity, historical event, neighborhood etc.) Have students create an artist statement to accompany their projects.
Artist Statement Template:
ARTIST NAME
Title of your piece
Materials used to create your piece YEAR, CITY, STATE
Paragraph 1: At least 3 sentences for your biography. Include your name, pronouns, age, how you identify, etc. Include how you identify as an artist
Paragraph 2: A general introduction to your work including dominant & counter narratives you explored through this activity.
Paragraph 3: Discuss your photo selection process and what inspires you. What materials you used etc. (Collage? Existing photographs? Where/When/How you took the photos)
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
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Talking to Children about War
The attack on Ukraine has evoked many emotions including anger, fear, anxiety, worry, and confusion. It has also created safety concerns for the region that reach into our own country. Some families may be worried about loved ones who are directly impacted, including those who live in the area; those who were visiting and are trying to get back to the United States; or those who are deployed as part of the military, government, or a relief organization. When there are events like these in other countries, we may feel the economic impact in the United States including seeing raising gas prices, higher prices for some imported goods, and changes in the stock market. These consequences can lead to additional worries for families that were already struggling financially from the pandemic. Most children will learn about the war and its conse quences through the media or social media. Caregivers and children alike may be struggling to make sense of what they are seeing and hearing. Children of all ages will be turning to trusted adults for help and guidance. Parents and caregivers can help navigate what they are seeing and hearing by having a conversation with them, acknowledging their feelings, and finding ways to cope together.
Potential Impact and Considerations
For some children and families, the war may serve as a reminder of their own trauma or loss. This may result in feelings of sadness, fear, and helplessness, worries about separation, increased acting out, as well as possible disruptions to their sleep, appetite, and ability to concentrate. Caregivers can provide support to children by 1) learning about common trauma reactions; 2) offering comfort and reassurance; and 3) finding opportunities for connections with family and others important in their lives. To learn more read Age-Related Reactions to a Trau matic Event.
Military families may be experiencing an increased worry for loved ones who are or may be deployed as a result of the war or who are already stationed in the region. Although military families understand the risks associated with being in the military community, they could use additional supports to help bolster their resilience and to assist them through these challenging times. For best practices providers can read Working Effectively with Mili tary Families: 10 Key Concepts All Providers Should Know, and parents/caregivers can read Understanding Child Trauma and Resilience: For Military Parents and Caregivers.
Families who have loved ones in the Ukraine, Russia, and the surrounding region may need to take extra time to discuss children's concerns related to the safety of their relatives and friends, and to acknowledge how difficult the uncertainty and worry can be for the entire family. While keeping up with events is especially important when family is involved, finding some time each day to take a break from coverage and engage in other activities is important for everyone's overall coping.
Talking to Children about War
Start the Conversation
Check in by asking what your children know about the situation. Most school-age children and teens will have heard something from media outlets, social media, teachers, or peers.
Do NOT presume you know what your children are thinking or feeling. Ask how they are feeling about what is happening in Ukraine and respond to the concerns they share. Remember, their worries and feelings may not be what you think. Validate feelings your children share.
Plan to have multiple conversations if they have had a lot of questions or as the situation changes. Checking back in as changes occur helps children to know you are open to talk about difficult situations.
This project was funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS).
The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.
Talking to Children about War www.NCTSN.org
Clear Up Any Misunderstandings
Listen and ask questions to find out if your children understand the situation accurately. They may think they are at risk when they are not.
Different perspectives and misinformation about war is common. Family who live in the region may be get ting different news stories. Clear up any misinformation your children might have heard. Discuss with older children the complexities of the political situation and the potential impacts. Discuss as a family if there are aspects of the current situation that you want to collectively support or research more about (e.g., donating to a charity, reading about the history of the region).
The events in the Ukraine and Russia can be confusing for adults, too. Gather information from trusted news sources so that you can address your children's questions; this can increase your confidence in answering their questions as you begin the conversation. If you are not sure of an answer, that's OK. Let children know you appreciate the question and that you can work together to find the answer.
Provide Context
Younger children hearing about war may worry about their own safety. Discuss with them where the war is and reassure them that their own community is safe. Young adults and older teens may wonder about a draft or may show interest in joining the military. Address their questions and support them accordingly.
Help children identify assumptions they may hold about others based on their nationality, place of birth, or languages spoken. Caregivers and school personnel should ensure that all children are being treated with respect.
Monitor Adult Conversations
Use caution when discussing the war in front of younger children. Children often listen when adults are unaware and may misconstrue what they hear, and filling in the blanks with more inaccuracies may increase their distress.
Monitor the tone of your discussions, as expressing views in an angry or aggressive way may frighten young children. Be as calm as possible when discussing the war in language young children can understand.
Monitor your expression of worries and concerns about any economic impact the war may have on your family as your anxieties may unintentionally be communicated to your children.
Understanding Media Exposure
Media coverage of war, combat, and its aftermath may be upsetting to children of all ages and can increase fear and anxiety.
The more time children spend viewing coverage of the war, the more likely they are to have negative reactions. Excessive viewing may interfere with children's recovery afterwards.
Very young children may not understand that the event is not happening in their community.
Caregivers can help by limiting exposure to media coverage, including social media discussions of the war. This is helpful for caregivers too.
The younger the child, the less exposure they should have. If possible, preschool children should not be watching coverage at all.
Caregivers can support older children by viewing media together in order to answer questions or explain what they are seeing, even continuing to be open to discussion after you turn the coverage off. Check in with them about what is being discussed on social media about the war, allowing for ongoing conversations about it.
Talking to Children about War www.NCTSN.org
How to Foster Resilience
Increase connections: Families can benefit from spending increased time together, providing extra reassurance and hugs, and reaching out to other family or community members. For example, reach out to those in the mili tary or those with families in the area and check how they are doing and what they need during these stressful times.
Emphasize the helpers: Caregivers can support children by highlighting the many ways people are working to sup port those affected by war and to end the conflict.
If children wish to help those impacted by the war, consider ways to do so including sending letters to the troops, sending donations to responding charity organizations, supporting local refugee organizations, or par ticipating in activities being offered by your faith, culture, or community organizations.
Keep to routines: In times of stress, routines can be comforting for children and teens. As much as possible, keep to your routines and schedules in the face of current events. For those that are worried about economic hardships, discuss as a family the activities that can be done together that will not add to this burden but will still offer moments of laughter and joy.
Offer patience: In times of stress, children and teens may have more challenges with their behavior, concen tration, and attention. Caregivers can offer additional patience, care, and love to children and themselves, in recognition that everyone could be affected. Remember, just as you are being extra patient and caring with your children, you need to be patient and kind to yourself as we all may feel increased stress at this time.
Talking to Children about War www.NCTSN.org
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RESOURCE
The Boy at the Back of the Class
Learning Level: Second (P5 to P7)
PPDAC Framework: Problem|Plan|Data|Analysis|Conclusion
Theme(s):
* People in society, economy and business
* Digital Literacy
* Representing ideas, concepts and products
Curricular Area: Numeracy & Maths, Technologies, Social Studies
Duration: 2 – 3 sessions of 1 hour each
Materials:
* Copy of Boy at the Back of the Class by Onjali Q. Raúf
* Access to the internet
* Access to a spreadsheet tool (optional)
Introduction
This activity provides data learning opportunities for classes reading 'The Boy At The Back Of The Class' by Onjali Q. Raúf.
Curriculum Links
This resource can support delivering the following experiences and outcomes. Specific alignment will vary depending on which elements of the resource are used in the classroom.
* SOC 2-15a: I can use evidence selectively to research current social, political or economic issues.
* TCH 2-02a: I can use digital technologies to search, access and retrieve information and are aware that not all of this information will be credible.
* TCH 2-01a: I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way.
* TCH 2-11a: I can use a range of graphic techniques, manually and digitally, to communicate ideas, concepts or products, experimenting with the use of shape, colour and texture to enhance my work.
* MNU 2-20a: Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.
* MNU 2-21a: I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.
Inclusion
Before using this activity consider your class, are there any refugees in the class? Are there learners who may have family members who were refugees or who have had to leave their home country due to persecution, social unrest or other challenging circumstances? It can also be worth considering other learners within the school and the wider community of your setting to ensure that discussion of the topics within the book and this resource do not inadvertently upset or in any other way make a young person feel uncomfortable.
Pre-Requisites
It can be helpful for learners to have some awareness that large international organisations are trying to help refugees. This might include the United Nations High Commissioner for Refugees (UNHCR) and The Red Cross & Red Crescent Society.
Lastly it can also be helpful to have learners think about what help refugees might need, such as housing, food, health care and education. This can provide a great way to introduce the UN Charter on Human Rights.
Helpful Vocabulary
Learners would benefit from having an age appropriate understanding of the following vocabulary before taking part in this activity.
* Refugee
* Asylum
* Displaced person
* Stateless Person
Creating a Data Driven Activity
This resource provides a range of links and ideas to access data about refugees. The resource can be used in two ways - development of data/information handling skills and/or a route to introducing (or further developing) learners' understanding of Data Science and the ability to apply the PPDAC Data Problem Solving Cycle.
Below you will find some examples about how to apply PPDAC to 'The Boy at the Back of the Class' and a greater understanding of Refugees.
Problem
* Ask the class to think about refugees, what do they understand about refugees just now? What would they like to know? Work as a class or in small groups to develop questions, note on the board and select or take a vote and decide on 1 or 2 questions to continue working with.
* Some example questions which the data can help learners answer include:
o Where do refugees come from?
o Where do refugees go?
o How many children are refugees?
o What is the difference in the number of refugees this year and last year?
o How long are refugees called refugees?
o Which country has the most refugees?
* Other questions learners might ask but which would benefit from being rephrased are:
o Are there more refugees now than when I was little (or some other point in the past)?
o Do all refugees come from country x?
Broadly speaking the teacher should support learners to identify questions that have quantifiable answers rather than yes/no answers.
Plan
Having selected one or two questions for the class to answer, encourage learners to think about what data they might need to find to help their question and how they might find this data. Example data might include:
* Country populations
* Maps of different countries
* Information on routes taken by refugees
* Numbers of refugees from different countries
Example places to find the data include:
* News articles
* Google searches
* Wikipedia (or similar site)
This element of PPDAC will likely be easier if learners have been introduced to the UNHCR and the idea that there are organisations helping refugees. Teachers can help learners to understand that some of these organisation might collect information about refugees so that they can help them.
Data
This step of PPDAC is there for learners start to find and explore the data. The information below, in the Using Data - Learning more about Refugees section, provides more information about the data available and the kinds of questions learners can ask.
The data step is not only about identifying and collecting suitable data. It is also provides an opportunity to consider ideas around how data is presented and if we think it is credible. Teachers can support learners to think about how the media is presenting data, perhaps comparing two contrasting new stories about refugees and asking how we can assess which is correct.
Analysis
During the analysis phase learners should be supported to make sense of the data. Teachers can support this activity by asking simple questions like finding the maximum value of one characteristic or finding ways to summarise the data they have found. Learners might be asked to convert a table of information to a chart or a chart to a table. Over the course of BGE (Broad General Education) learners should be developing their skills in understanding and interpreting tables, charts, graphs and other data representations.
Conclusions
The conclusions step requires learners to answer their questions from the "problem" step by using the data they have analysed in the "analysis" step. There are numerous ways to present conclusions:
* Verbally, sometimes there is a simple answer
* Drawing (paper or in a suitable software package) a summary chart or graph
* A presentation: answers to the question could be combined with information about the wider context (e.g. in this case a presentation about Syria that discusses where it is on a map, explains that there has been a civil war and then data about refugees that answer the questions.
* Class displays or posters
* Video
* Animation
Background Activities
The following activities help learners find out more about Syria, and Ahmet's journey. The aim is to provide wider context to the book and prepare the learners to start thinking about finding out more about refugees. These activities focus on information/data handling.
Learning more about Syria (Mapping & Routes)
Use a map tool such as Google Maps, Google Earth or openstreetmap.org to find Syria, the country where Ahmet grew up. Look at the map of the world with Europe in the centre. Do the learners have any idea where Syria might be on the map? Navigate around and see if you can spot it.
If you use Open Street Map you may need to change the 'layer' to one that shows country names in English.
Enter 'Syria' into the search bar. Are there any countries nearby that learners recognise?
Have any of the learners gone on holiday to Turkey, Greece or Egypt? Have they heard of the names of nearby countries from the news?
How far away is Syria?
Use the Directions feature of Google Maps and answer the following questions:
1. How many miles away is Syria?
2. How many hours would it take to drive from Syria to your school?
3. How many hours would it take to walk?
4. How many countries would Ahmet and his family travel through?
Ahmet wouldn't have come the most direct route. Can you find any clues in the story about some of the difficulties they faced?
Google Maps shows how high the journey climbs. Look at the graph and find points where Ahmet and his family would have had to climb quite high. What do you think the toughest points would have been? (Can you find those on the map?)
Can you map a journey and compare it to Ahmet's journey?
Using Data - Learning more about Refugees
The following activities can be used stand alone or as part of the PPDAC data problem solving cycle outlined above.
The United Nations High Commissioner for Refugees (UNHCR) is the part of the United Nations that aims to help and protect refugees.
Use their website to learn more about how many refugees leave their home countries and where they travel to. Learn more about Ahmet's home country of Syria
Answer the following questions:
* How many refugees are there from Syria?
* Which countries do most Syrian refugees travel to?
Beyond Syria
Find out more about the global refugee situation using www.unhcr.org/refugee-statistics. This site can be used in different ways depending on your learners.
* Use the key indicators page only and explore each of the different measures.
Use the data finder to explore data and answer learner questions. The site is not as userfriendly as those used above so some specific questions and links are noted below:
Review the displaced and stateless populations data and find out:
* Is the number of refugees increasing or decreasing? Can you suggest reasons for your answer?
* Do all refugees claim asylum?
Review the displaced and stateless populations gender data and find out
* How many refugees are a similar age to you? Compare the number to a measure that might mean something to learners for example population of your city, number of children in their school or local area.
Follow-up Activities
* UNHCR Teaching Packs with a range of cross curricular activities
* Refugee camps: A map of refugee camps around the world Can you find the refugee camps that might have people from Syria?
* Using Apps: UNHCR have two free apps available for iOS and Android that might be of interest. They have a Refugee Data app that shows the data from their website, and a Finding Home simulation telling the story of a 16 year old refugee in video clips.
If you require this document in an alternative format, such as large print or a coloured background, please contact Claire Sowton, firstname.lastname@example.org or Moray House School of Education and Sport, St John's Land, Holyrood Road, Edinburgh, EH8 8AQ
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Mathematics
Number: Number and Place Value
Numbers to 100
*Count to and across 100, forwards and backwards, beginning with 0
or 1, or from any given number
*Count, read and write numbers from 1 to 20 in numerals and words
*Identify and represent numbers using objects and pictorial
representations including the number line, and use the language of:
equal to, more than, less than (fewer), most, least
*Recognise the place value of each digit in a two-digit number (tens, ones)
*Identify, represent and estimate numbers to 100 using different representations
*Given a number, identify one more and one less
*Read and write numbers to at least 100 in numerals and in word
Number: Addition and Subtraction Adding and subtracting within 100
*Represent and use number bonds and related subtraction facts within 20
*Add and subtract one-digit and two-digit numbers to 100, including zero
*Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers
*Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
*Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number – 9
Battlements and Banquets SUMMER 1 CURRICULUM MAP
Copper Beech, Oak and Cedar Classes
Science
Growing Plants
- Identify and name a variety of common wild and garden plants
- Learn that growing plants need to be treated with care
- Make careful observations of plants
- Understand that plants have leaves, stems and flowers
- Recognise that plants provide food for humans
- Understand that plants need water to grow
- Understand that green plants need light to grow
Reading
Word Reading
Apply phonic knowledge and skills as the route to decode words
Respond speedily with the correct sound to graphemes Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
Read words containing taught GCs and –s, -es, -ing, - ed, -er and -est
Comprehension
Listening to and discussing a wide range of poems, riddles, rhyme, stories and non-fiction at a level beyond that at which they can read independently
- Listen to the Legend of Saint George and the Dragon
- Recognise the differences between non-fiction and fiction texts
-
Identify the main events and characters in stories
Predicting what might happen on the basis of what has been read so far
Discussing word meanings, learning new technical, topic- and science-related vocabulary, linking new meanings to those already known
Handwriting
Form capital letters
Understand which letters belong to which handwriting 'families'
Composition
Saying out loud what they are going to write about
Composing a sentence orally before writing it
Sequencing sentences to form short narratives
Re-reading what they have written to check that it makes sense
Proof-reading to check for errors in spelling, grammar and punctuation
Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing about real events
- Writing for different purposes
Vocabulary, Grammar and Punctuation
Learning the grammar for Year 1 (including nouns, verbs and adjectives)
Learning the punctuation fro Year 1 (including full stops, capital letters, exclamation marks and question marks)
Joining words and joining clauses using 'and' and 'but'
Using a capital letter for the names of people, places, days of the week and the personal pronoun 'I'.
Transcription
Spell words containing each of the 40+ phonemes already taught Learn alternative graphemes- oi/oy, ow/ou, ear/ere/eer, air/are/ear, or/aw/au/ore, ur/ir/er Spell Common Exception Words including:
I'm time about day says today made came make saw
Computing
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
- Recognise the importance of uniformity of instructions and measurement.
- Recognise the importance of precision in instructions.
Using Purple Mash/JiT programs to explore technology and the technological processes to achieve an end goal
Writing
Religious Education
- Recognise that different religious groups use special books/texts
- Consider what it means to treat something with respect
- Identify the Torah and its relevance to Jews
- Learn stories that are found in the Bible
- Acknowledge that he Bible is a special book for Christians, it contains both the Old and the New Testament
- Identify the Qur'an and its relevance to Muslims
- Learn that the Qur'an is the special book for Muslims and it is written in Arabic - the words of Allah to Muhammad.
- Discuss how to prepare the body for reading/ listening/ praying.
- Contemplate the question – Why is it important to respect other people's religions?
Personal Social Health Education
- British Values – integrated through everyday classroom practice in all lessons.
P.E
- Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.
- Games – develop partner work/interaction in small groups
- Perform dances using simple movement patterns
- Learn various country dances to demonstrate to the other class at our end of term banquet.
Geography
Locational knowledge
- Begin to name and locate the world's seven continents and five oceans of the world.
- Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Scotland, Ireland, Wales, England.
Place Knowledge
-
Locate castles in Great Britain
Geographical skills and fieldwork
- Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features – Identify why castles were built where they were built.
History
- Recognise and name different parts of a castle and identify their purposes
- Learn about the role of a mediaeval knight
Music
Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Play tuned and untuned instruments musically.
Listen with concentration to a wide variety of musical styles.
- Exploring and developing an understanding of pitch using the voice and body movements.
- Recognising and performing pitch changes and contrasts.
- Exploring and controlling dynamics, duration and timbre.
- Responding to music through movement.
Battlements and Banquets SUMMER 1 CURRICULUM MAP
Copper Beech, Oak and Cedar Classes
Art
- Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- Study the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
Study the painting Penelope and her Suitors – by Pintoricchio
Develop collage work by:
- Responding to the work of Andy Goldsworthy.
- Tearing, overlapping and sticking materials.
- Responding to the work of Richard Long.
- Identifying what we might change in our current work.
- Responding to the work of the artist Patrick Heron.
- Identifying hot and cold colours, selecting, sorting and sticking to reflect the work of Patrick Heron
- Recording from our imagination and exploring ideas
- Representing our ideas and feelings.
- Selecting and sorting between contrasting materials
- Discussing and developing our work as it progresses.
Role Play
- Castle
- Castle grounds small world
Educational Visits
- Hever Castle – 11 th May 2017
Please also refer to the
Home Learning Grid for home learning activity ideas linked to our curriculum.
Weekly Overviews are displayed in classroom windows, indicating the learning aspects planned for each week.
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Literacy in the Sciences: Activity No. 17
Think Like an Inventor
By: Reading Rockets
Creativity is an important characteristic to foster in your child. Fostering a creative spirit will give your child experience identifying a problem and coming up with new ideas for solving them. Here are four ways to encourage creativity in your young child. Related
Start with a Book: Think Like an
Inventor(http://www.readingrockets.org//booklists/think-inventor) IF kids code, THEN...what?(http://www.readingrockets.org//article/59790) Cause and Effect(http://www.readingrockets.org//article/43150/)
Inventors, scientists, and mathematicians are all creative problem solvers. Creativity is an important characteristic to foster in your child. Fostering a creative spirit will give your child experience identifying a problem and coming up with new ideas for solving them. Here are four ways to encourage creativity in your young child.
Be curious
Most inventors are creative people with a wide range of interests. Foster your child's interests through books and conversations. Is your child interested in stamps? Coins? Bugs? Rocks? Use your public library to check out books and other resources on the topic. Be aware of community events such as bird walks and hand-on activities that will help your child explore their interest. Encourage your child to become a collector.
Let creativity flow
Help your child develop creative fluency and flexible thinking. One fun way to do that is to think of an ordinary household tool, like a paper clip or a clothes hanger. Have your child think of all the possible things that could be made out of that item. Coming up with lots of ideas gives your child practice with exhausting all ideas. For example, a stick could become:
Make mistakes
Did you know that Silly Putty was discovered accidentally when the General Electric www.readingrockets.org/article/50968/
Company attempted to find a substitute for rubber during World War II? Since then, over 200 million plastic eggs, containing 3,000 tons of Silly Putty, have been sold. Many inventions come from what feels like a mistake. Help your child understand that mistakes provide opportunities to learn. It will help if you share mistakes you've made recently too!
Never stop learning
Despite a very busy schedule, try to find a moment to look at an everyday item or event in a new way. Creativity can make common things special and special things more common!
Setting the right tone and atmosphere at home will foster creativity and learning. Ask open-ended questions that have multiple answers. Give your child the freedom to try and to make mistakes, even if things don't work out as planned. Praise your child's effort, or process, rather than praising the outcome or product. And most importantly, have fun with the creative young learner in your life!
Recommended children's books
(http://www.amazon.com/exec/obidos/ASIN/0375845615/readingrocket-20)
The Boy Who Invented TV: The Story of Philo Farnsworth By Kathleen Krull
Two machines captivated young Philo Farnsworth: a telephone and a phonograph. Both had cranks and both connected people with others (one in real time, the other through music). These and other inspirations motivated young Philo to invent what was to become known as the television. (Age level: 6-9)
Purchase
book(http://www.amazon.com/exec/obidos/ASIN/0375845615/readingrocket-20)
(http://www.amazon.com/exec/obidos/ASIN/0618195637/readingrocket-20)
www.readingrockets.org/article/50968/
Girls Think of Everything By Catherine Thimmesh
In kitchens and living rooms, in garages and labs and basements, even in converted chicken coops, women and girls have made our lives simpler and better with their inventions. In these short biographies, you'll learn about the women who invented the space helmet, the windshield wiper, the chocolate chip cookie, and much more. The book also encourages young women to start inventing themselves and offers a list of organizations to help them get started. (Age level: 8 and up)
Purchase book(http://www.amazon.com/exec/obidos/ASIN/0618195637/readingrocket-20)
(http://www.amazon.com/exec/obidos/ASIN/0688169937/readingrocket-20)
How Ben Franklin Stole the Lightning By Rosalyn Schanzer
Benjamin Franklin was amazing. He was a statesman, musician, a printer, a cartoonist, a shopkeeper — and an inventor. He figured out how to solve many problems — including how to steal lightening from the sky to prevent it from starting fires in Colonial towns. (Age level: 6-9)
Purchase book(http://www.amazon.com/exec/obidos/ASIN/0688169937/readingrocket-20)
(http://www.amazon.com/exec/obidos/ASIN/0374348103/readingrocket-20)
Marvelous Mattie: How Margaret E. Knight Became an Inventor By Emily Arnold McCully
How did a curious girl became one of America's most prolific inventors? Mattie's childhood fascinations with how everyday things worked (a sled, a kite, a foot warmer)
www.readingrockets.org/article/50968/
inspired her to figure out ways to improve the way machines functioned. When she was just 12 years old, Mattie designed a safer weaving loom and as an adult she invented the machine that makes the square-bottom paper bags we still use today. She became known as "the Lady Edison." (Age level 5-8)
Purchase book(http://www.amazon.com/exec/obidos/ASIN/0374348103readingrocket-20)
(http://www.amazon.com/exec/obidos/ASIN/1554511542/readingrocket-20)
A Native American Thought of It: Amazing Inventions and Innovations By Rocky Landon and David MacDonald
Everyone knows that moccasins, canoes, and toboggans were invented by Native Americans, but did you know that they also developed their own sign language, as well as syringe needles, and a secret ingredient in soda pop? Native communities relied on their creative thinking to make full use of their natural resources. (Age level: 9 and up)
Purchase book(http://www.amazon.com/exec/obidos/ASIN/1554511542/readingrocket-20)
(http://www.amazon.com/exec/obidos/ASIN/0805087036/readingrocket-20)
Neo Leo: The Ageless Ideas of Leonardo da Vinci By Gene Baretta
Even though Leonardo da Vinci lived a long time ago (born in 15th century Florence), his ideas have intrigued inventors and scientists ever since. In cartoon-like illustrations and brief text, old "Leo" ideas are juxtaposed to newer "Neo" ideas. This playful book is informative and engaging and may inspire further investigation of man and inventions. (Age level: 6-9)
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(http://www.amazon.com/exec/obidos/ASIN/1416979700/readingrocket-20)
Pop! The Invention of Bubble Gum By Meghan McCarthy
Though it's unlikely that anyone has ever heard of Walter Diemer, chances are they've used — or at least heard of — his invention: bubblegum. Diemer's story from accountant to successful inventor is presented in a lively text with cartoon illustrations. (Age level: 6-9)
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(http://www.amazon.com/exec/obidos/ASIN/0142404608/readingrocket-20)
So You Want to Be an Inventor? By Judith St. George
Ever wonder who invented the first dishwasher? How about Ben Franklin's inventions? Need and inspiration seem to be the basis of all inventions, a principle used to organize this fascinating glimpse of myriad inventions and the people who invented them. (Age level: 6-9)
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Nanotechnology Education - Engineering a better future
Teacher's Guide
Nanofabrication Tools: Etching and thin films
Grade Level: High School &
Undergraduate
Subject area(s): Chemistry
Time required: (6) 55
minute classes
Learning objectives:
Understand and used the chemical reactions of micro/nano-fabrication.
Summary: This is a four-part lesson designed to help students understand the terminology, procedures, and equipment used to manufacture micro and nanoscale products. It helps them explore the processes used in nanofabrication including electroplating, PCB etching and etch time. In this lesson, students will learn basic ways of transferring pattern to build these devices and design a membrane with specific requirements. The lesson ends with a design challenge using information gained in the first three activities. A pre-lab is recommended as either a homework assignment or as an inclass activity. Students will either view a video or read about the fabrication process used in semiconductor manufacturing.
Lesson Background: The quest for ever-more-powerful computers and communications devices has ignited interest in nanotechnology. Nanotechnology holds the key to future devices not only in computer industry but also in the medical field using robotic surgical tools and serum analyzers. The designing and manufacturing of device with dimensions measured in nanometers, is called nano-fabrication. One nanometer is 10 -9 meter, or a millionth of a millimeter. In early computers, the calculations were performed by large vacuum tubes and that resulted in computers the size of a room. These days the same processes can be performed by microprocessors the size of a penny.
Nanofabrication manufacturing involves making devices at the smallest dimensions. While it was first used in the semiconductor industry, the technologies are now used for a wide variety of applications. These include miniature sensor arrays for biology and medicine, miniature valves, turbines for fluidics, flat panel displays for computers, and integrated circuits. Creating a microprocessor, or any other kind of integrated circuit, requires photolithography, which is process of creating patterns on a piece of semi-conducting material, such as silicon, using light. Photolithography is a multi-step process, each step being partially controlled by computers, because the scale of the etching is too small for human to properly work with. Multiple layers of semi conducting materials are laid on top of each other, and the shapes etched into them. The actual patterns themselves are able to function as transistors and internal data pathways. 1.
NNCI.net
Nanofabrication involves two types of methods to transfer patterns onto the semiconducting material. First is the "Bottom up" approach, where smaller components of atomic or molecular dimensions self-assemble together, according to a natural physical principle or an externally applied driving force, to give rise to larger and more organized systems.
The second is "Top-down" approach, a process that starts from a large piece and subsequently uses finer and finer tools for creating correspondingly smaller structures.
When etching a pattern into the substrate, a mask must be put over the parts that need to be saved from either etching or deposition. The masks can be a positive mask leaving everything that is masked and etching other parts away, or a negative mask where the mask stays but other parts are electrodeposited. A positive mask generally describes when there is a 1 to 1 transfer of the pattern from the mask to the substrate. The areas that are dark in the original masking pattern are made dark on the substrate. The clear regions on the masking material are made clear on the substrate. Negative masks are the opposite. Dark regions on the original mask are made clear on the substrate and clear regions are made dark on the substrate. The negative mask areas are built up from a deposition technique, where electroplating is how it will be accomplished in this lesson.
In this lab, the students will learn about a positive mask using a copper clad printed circuit board (PCB) and negative masking by electroplating the non-masked areas of quarters. Both the processes involve oxidation reduction reactions with one metal replaced by another based on their position in an activity series, a list of substances ranked in order of relative reactivity. For example, magnesium metal can replace hydrogen ions out of solution, so it is considered more reactive than elemental hydrogen:
Mg(s) + 2 H + (aq) H2(g) + Mg 2+ (aq) Zinc can also displace hydrogen ions from solution: Zn(s) + 2 H + (aq) H2(g) + Zn 2+ (aq) so zinc is also more active than hydrogen.
But, magnesium metal can remove zinc ions from solution:
Mg(s) + Zn
(aq)
Zn(s) + Mg
(aq)
2+
2+
Magnesium is more active than zinc, and the activity series including these elements would be Mg > Zn > H. Each metal can reduce the cation of metals below it to their elemental forms.
Most active (most strongly reducing) metals appear on top, and least active metals appear on the bottom.
```
displace H2 from water, steam, or acids Li 2 Li(s) + 2 H2O( ) 2 LiOH(aq) + H2(g) K 2 K(s) + 2 H2O( ) 2 KOH(aq) + H2(g) Ca Ca(s) + 2 H2O( ) Ca(OH)2(s) + H2(g) Na 2 Na(s) + 2 H2O( ) 2 NaOH(aq) + H2(g) displace H2 from steam or acids Mg Mg(s) + 2 H2O(g) Mg(OH)2(s) + H2(g) Al 2 Al(s) + 6 H2O(g) 2 Al(OH)3(s) + 3 H2(g) Mn Mn(s) + 2 H2O(g) Mn(OH)2(s) + H2(g) Zn Zn(s) + 2 H2O(g) Zn(OH)2(s) + H2(g) Fe Fe(s) + 2 H2O(g) Fe(OH)2(s) + H2(g) displace H2 from acids only Ni Ni(s) + 2 H + (aq) Ni 2+ (aq) + H2(g) Sn Sn(s) + 2 H + (aq) Sn 2+ (aq) + H2(g) Pb Pb(s) + 2 H + (aq) Pb 2+ (aq) + H2(g) H2 can't displace H2 Cu Ag Pt Au
```
The activity series helps to predict the products of metal displacement reactions. For example, placing a strip of zinc metal in a copper(II) sulfate solution will produce metallic copper and zinc sulfate, since zinc is above copper on the series. A strip of copper placed into a zinc sulfate solution will not produce an appreciable reaction, because copper is below zinc on the series and can't displace zinc ions from solution. The predictions are accurate for aqueous solutions at room temperature. 2
Aluminum and Copper chloride reaction:
Al(s) + Cu
The unbalanced net ionic equation for the reaction is given below:
2+
3+
1. Aluminum is oxidized. The oxidation state increases from zero to plus three (3 electrons
(aq) → Al
(aq) + Cu(s)
lost). The copper is reduced. The oxidation state decreases from 2+ to zero (2 electrons gained). The two half-reactions are as follows: Cu 2+ (aq) → Cu(s) (reduction) Al(s) → Al 3+ (aq) (oxidation)
3. Multiply by an appropriate factor: 3[2e- + Cu 2+ (aq) → Cu(s)] (reduction) 2[Al(s) → Al 3+ (aq) + 3e-] (oxidation)
2. To balance the half reactions for charge add the appropriate number for electrons: 2e- + Cu 2+ (aq) → Cu(s) (reduction) Al(s) → Al 3+ (aq) + 3e- (oxidation)
4. Add the half reactions to get the net ionic equation: 3Cu 2+ (aq) + 2Al(s) → Cu(s) + 2Al 3+ (aq)
This reaction is exothermic and the temperature rise of the solution can be measured using a thermometer.
Electroplating:
2+
In this activity, copper is plated onto the surface of a Copper nickel alloy object. Copper from the anode is oxidized to Cu 2+ which is reduced at the cathode (coin) to form the solid copper plating. The copper sulfate solution serves as an electrolyte solution as well as the source of the Cu 2+ to be plated on the cathode. H2SO4 is added as an additional electrolyte.
1-
Cathode Cu
Anode Cu → Cu
+ 2 e
2+
+ 2 e
1-
→ Cu
Printed Circuit Board (PCB) Etch:
CuCl2 is a rather messy, yellow-brown, hygroscopic solid, usually sold as the green crystalline dihydrate salt, CuCl2 . 2H2O. It is commonly used acidic and comprises the copper salt, water and hydrochloric acid (HCl). The etching of copper with CuCl2 can be expressed by the following chemical equation;
The copper surface gets attacked by CuCl2 while cuprous chloride (CuCl) is formed. One copper atom with one cupric ion produces two cuprous ions. Copper etching with CuCl2 solution is controlled strongly during the etching process. 3
Regeneration of waste etchant
1. Chlorine Gas 2 CuCl + Cl2 2 CuCl2
The waste CuCl2 can completely be regenerated. There are various regeneration processes available for CuCl2.
2. Hydrogen Peroxide and Hydrochloric Acid
3. Sodium Chlorate and Hydrochloric Acid
```
2 CuCl + H2O2 + HCl 2 CuCl2 + 2 H2O
```
```
2 CuCl + 1/ 3 NaClO3 + 2 HCl 2 CuCl2 + 1/ 3 NaCl + H2O
```
Sources:
2. Fred Senese (2010) http://antoine.frostburg.edu/chem/senese/101/redox/faq/activityseries.shtml
1. Kozierok, C.M., (2001) Photolithography: Making the Chips. The PC Guide. http://pcguide.com/ref/cpu/char/mfgPhoto-c.html
3. Cakir, O. (2006) Copper etching with cupric chloride and regeneration of waste etchant http://www.journalamme.org/papers_amme03/1229.pdf
Pre-requisite Knowledge: Understanding of chemical reactions and how to balance equations.
Materials:
Per lab group of 3 students
Activity 1: Electroplating
* (1) quarter coin
* Acidified CuSO4 Solution 0.5 M (pH 2.0 using HCl or H2SO4) 50 mL
* Steel wool
* (4) Alligator clips
* Sharpie marker
* 3V battery pack
* Copper strip or penny
* Forceps/tweezers
* 100 mL beaker
* Paper towels
* Rubbing alcohol
* Disposable gloves
Activity 2: Printed Circuit Board (PCB) etching
* CuCl2 6M in 6M HCl (10 mL)
* Copper clad PCB 1 inch x 1 inch
* Sharpie
* Forceps/tweezers
* Rubbing alcohol
* Paper towels
* Steel wool
* Petri dish (100x15)
Activity 3: Aluminum etch time
* 1 inch hole punch (crafting punch or a hollow punch)
* Aluminum tape 2 inch wide
* 3 glass slides
* CuCl2 0.5 M 50 mL
* 2 stain jars
* Dino-Lite Microscope or other microscope
* Q tips
* Paper towel
Activity 4: Project
* 1 inch hole punch (crafting punch or a hollow punch)
* Aluminum tape 2 inch wide
* Glass slide
* CuCl2 0.5 M 50 mL
* 2 stain jars
* Dino-Lite Microscope or other microscope
* Q tips
* Paper towels
Safety Information: Students must wear safety glasses at all times. Caution them not to get any chemical in their eyes or mouth. It is recommended to wear disposable gloves and a safety apron. If gloves are not used, hands must your hands when finished.
.
Vocabulary and Definitions:
Mask: Something that hides parts e.g., a mask will cover part of your face. In photolithography, it is an transparent plate that has an opaque pattern on it that can be transferred to a substrate by shining light through it.
Photolithography: the process of transferring geometric patterns on a mask to the surface of a substrate, typically a silicon wafer.
Positive mask: contains an exact copy of the pattern which is to remain on the wafer. The dark regions of the mask will remain on the substrate, while the clear regions will be removed.
Photoresist/Resist: Photoresist, also known as resist, protects regions on a substrate from the fabrication process its is undergoing. For example, in etching applications, the area under the resist will not be removed, while areas that are not under the resist will be. In electroplating applications, material will only be deposited in the areas not covered by the resist. Photoresist is patterned using light illuminated through a mask. (Students may guess that this is light that resists something or a substance that resists light. It is important to identify this misconception early.)
Negative mask: Masks used for negative photoresists that contain the inverse (or photographic "negative") of the pattern to be transferred. The dark regions on the mask will be removed, while the clear regions on the mask will be protected and remain.
Electrolyte: a chemical compound that conducts electricity by ionizing when melted or dissolved into a solution. A common one is a solution of a salt. Electrolytes conduct electricity via movement of ions, not electrons.
Semiconductor: An element or compound whose ability to conducts electricity lies between that of a metal (strong conductor of electricity) and that of an insulator (very poor conductor of electricity).
Etching: Removing material from a substrate that leaves behind a desired pattern on the material.
Nanoscale: measured in nanometers; typically referring to materials between 1 and 100 nm but others use up to several hundred nanometers.
Nanotechnology: Nanotechnology is science, engineering, and technology conducted at the nanoscale, which is about 1 to 100 nanometers. It is the study and application of extremely small things and can be used across all the other science fields, such as chemistry, biology, physics, materials science, and engineering.
Nanometer: 1x10 -9 or one billionth of a meter.
Advanced Preparation:
1. Purchase materials. A list of possible sources is below:
.
2. Prepare solutions:
[x] CuCl2 6M in 6M HCl
[x] Acidified CuSO4 Solution 0.5 M (pH 2.0 using HCl or H2SO4
)
[x] CuCl2 0.5 M
3. Cut pieces of copper clad PCB -1"x1"
Suggested Teaching Strategies: This lab will fit in the Redox unit of chemistry. The most efficient way will be to work in groups of 2-3.
For the pre-lab, have students either watch a video on the fabrication process or read about it for homework. Have them discuss these questions before viewing or reading:
* Microchips are some of the most intricately patterned manmade objects in the world with some having over a billion components, each smaller than a red blood cell.
o How did you make it?
o What is the smallest thing you have made?
o How do you think such tiny things are made?
* Microchips are some of the most intricately patterned manmade objects in the world. How might photoresists and etching help in the manufacture of microchips? Answer: By removing material in very specific spots, complex patterns of material can be built up.
o How would you do it?
In class, discuss the steps in making computer chips.
Possible videos and resources for pre-lab:
* VLSI Fabrication Process: https://www.youtube.com/watch?v=fwNkg1fsqBY
https://www.intel.com/content/www/us/en/history/museum-making-silicon.html
* Making Silicon Chips by Intel:
https://www.intel.com/content/www/us/en/support/articles/000015079/programs.htm
* How Chips are Made by How Stuff Works:
* Semiconductor Manufacturing by Hitachi: https://www.hitachihightech.com/global/products/device/semiconductor/process.html
l
https://computer.howstuffworks.com/euvl1.htm
* Making Microchips by Computer World: https://www.computerworld.com/article/2576786/making-microchips.html
Before beginning the lab, review the answers to the vocabulary. Vocabulary may be assigned as homework or done in class. Review the terms in class to avoid any misconceptions.
Directions for the Activity: These are below in the Student Guide with answer.
and
Assessment:
* Formulate a focused problem/research question and identify the relevant variables, design a method for the effective control of the variables, and develop a method that allows for the collection of sufficient relevant data.
Students will be able to:
* Record appropriate quantitative and associated qualitative raw data including units, process the raw data correctly, present processed data appropriately and, where relevant, include errors and uncertainties.
* State a conclusion with justification based on a reasonable interpretation of the data, evaluate weaknesses and limitations, and suggest realistic improvements in respect of identified weaknesses and limitations.
Additional Resources:
* How Does Electroplating Work? Fuse School: https://www.youtube.com/watch?v=OxhCU_jBiOA
* Electroplating. Chemistry LibreTexts: https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/Supplemental_Modules _(Analytical_Chemistry)/Electrochemistry/Electrolytic_Cells/Electroplating
* Chemical Milling. Wikipedia: https://en.wikipedia.org/wiki/Chemical_milling#Etching
* Photolithography. Wikipedia: https://en.wikipedia.org/wiki/Photolithography
* Chemical Etching: A Tour Through The Process (3D Animation). Veco Precision: https://www.youtube.com/watch?v=2O1TyJGXuWY
* Photolithography. University of Massachusetts at Amherst: https://www.youtube.com/watch?v=oBKhN4n-EGI
* What is Nanofabrication? NanoWerk: https://www.nanowerk.com/nanofabrication.php
Next Generation Science Standards:
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-ETS1.A. Defining and delimiting engineering problems.
HS-PS1-4 & HS-PS1-8. Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
HS-ETS1.B. Developing possible solutions.
Contributors: Rano Sidhu with special thanks to Mikkel Thomas, Institute for Electronics and Nanotechnology Georgia Institute of Technology
Supporting Programs: Research Experience for Teachers Program NSF # EEC-1200925; National Nanotechnology Coordinated Infrastructure NSF # ECCS 1626153
Student Worksheet
(with Answers in Red)
Nanofabrication Tools Etching and Thin Films
Safety
You must wear safety glasses at all times. Be careful not to get any chemical in your eyes or mouth. Wear safety gloves and apron if available. Wash hands immediately after using chemicals
Introduction:
Nanotechnology is the science of the very small – atoms and molecules. Scientists and engineers are creating new materials and devices by using unique properties of nanoscale materials. The quest for ever-more-powerful computers and communications devices has ignited interest in nanotechnology. Nanotechnology holds the key to future devices not only in computer industry but also in the medical field using robotic surgical tools and serum analyzers.
Nanofabrication manufacturing involves making devices at the smallest dimensions. While it was first used in the semiconductor industry, the technologies are now used for a wide variety of applications. Creating a microprocessor, or any other kind of integrated circuit, requires photolithography, which is process of creating patterns on a piece of semi-conducting material, such as silicon, using light. Photolithography is a multi-step process and a complex integrated circuit on a silicon wafer can take up to a month to create.
The following activities will allow you to experience some of the processes used in nanofabrication including thin film layer deposition (electroplating) and etching. You will be experimenting with variables that may or may not affect the deposition of thin films.
Pre-Lab: You teacher may ask you to watch a video or read about the fabrication processes used in semiconductor manufacturing.
Directions for the Activities:
Day1 Electroplating
1. Prep a quarter using fine steel wool to remove any oxides or dirt. Use gloves to avoid any more finger prints.
2. Put 50 mL of CuSO4 solution in the beaker.
1. Using a sharpie, mask off some area/pattern that you don't want to be electroplated. Make sure to completely cover the areas of interest with sharpie ink.
3. Attach the penny or the copper piece to one of the alligator clip.
4. Attach the quarter to another alligator clip
5. Attach the penny to +ve end of 3V battery pack. This is the anode.
7. Immerse penny and quarter in solution for 1 minute.
6. Connect the quarter to the cathode ( -ve end of the battery)
8. Remove quarter and change clip position for even plating.
10. Remove quarter and rinse well with water.
9. Immerse coin again and repeating for total of 3 minutes.
11. Remove sharpie/mask using rubbing alcohol.
12. Bring to shine by light rubbing with fine steel wool.
Day 2 PCB Pattern:
2. Draw a pattern on the shiny copper side using a sharpie, making sure to completely cover the area.
1. Prep the PCB Board using fine steel wool bring to a shine.
3. Pour 10 mL of the etch solution CuSO4 in a petri-dish.
5. Check on the board frequently by picking it up out of solution using forceps.
4. Place the PCB in the etch solution with pattern side completely covered with the etch solution. Place it face down for complete coverage.
6. Once completely etched away, completely rinse the board with water.
8. Bring to shine by light rubbing with fine steel wool.
7. Remove sharpie marks using rubbing alcohol.
Day 3 Etch Time:
2. Punch 3 holes in aluminum foil tape and place the three discs on each slide.
1. Label clean slides on one end depending on the experimental design.
3. Place all the slides in the staining jar and pour CuCl2 solution.
5. Place these slides in another staining jar containing water.
4. Start timer and remove the slides at appropriate times.
6. Shake the slides slightly to remove any copper buildup.
8.
7. Using forceps, pull the slides out and place on a clean paper towel.
9. Using the Dino-lite microscope to measure the size and number of pits in three areas of each foil disc. Find the average.
Clean the foil discs using q-tips while applying very light pressure.
10. Plot a graph using pore size as a function of time.
11. Find the regression for the line. You would need this for the next activity.
Day 4 Design Challenge:
2. Get your design checked by the teacher.
1. Using the information from last three activities design a process to get three areas of different pore sizes on a 1 inch round foil disc.
3. Make measurements and take pictures of your foil disc showing three areas of different pore sizes.
4. Include pictures in your lab report.
Record your Observations:
Day 1: Take a picture of your electroplated quarter and include with the lab report.
Page
10
Day 2: Take a picture of your etched PCB board and include with the lab report.
Day 3: Table: Etch time and pore size relationship
Page
11
Day 4: Prepare the membranes with three distinct areas and include the pictures.
Analyze the Results:
Day 3: Plot a scatterplot with pore size as a function of time and find a best fit regression line for your data. You will use this graph for next part of your lab.
Draw Conclusions:
1. Did your quarter electroplating activity result in what your expected?
Answers will vary but should discuss the areas plated versus those that were not.
2. Did the etching in activity 2 result in a pattern that you expected? Answers will vary but they should discuss results in relation to their technique.
3. For activity 3, discuss how your etched pores and shapes either differed or were similar on the three discs. How did etch time effect the pores and shapes? Answers may vary like the pores were not even size or shapes
4. What technologies do thin films stand to revolutionize? Computer based technologies like cell phones and also medical equipment.
5. Which electrode served as the cathode in the electrolysis chamber? The penny or copper strip
6.
Which electrode served as the anode in the electrolysis chamber?
The quarter.
.
Page
12
| |
What's Your Name Worth?
The letter A is worth 1 point, B is worth 2 points, C is worth 3 points, and so on.
What is your name worth?
Whose name in the family has the most points?
Who in the family can make the most valuable word?
Can anyone in the family make a word worth 100 points exactly?
14
15
16
19
20
21
22
23
24
25
26
Going Shopping?
You have to plan the meal for tonight's dinner.
Look through the grocery flyer. Use all 4 food groups for your meal:
- grain products
- vegetables and fruits
- milk product
- meats and alternatives
You have a budget of $10.00.
Cut out the food you select and glue them on the paper provided.
Show how you found the total money for your meal.
Do you have any money left over?
Crazy Coins
What is the least amount you could make with 4 of these coins?
What is the most you could make with these coins?
How much can 4 coins be worth? Think of at least 4 different amounts.
Coin Ratio
Use the coins to make a ratio equivalent to 3 nickels:2 pennies. Draw what you did.
How much money do you have?
Is there a different amount of money you could have with the same ratio? How do you know?
Packages of Pens
Pens come in packages of 3, 5, and 8.
Mrs. Crandall bought 26 pens for her class.
How many packages of each type might she have bought?
Calendar Math
The second Wednesday of the month is March 12.
What day of the week was March 1?
Eating Candies by Fractions
Mark ate half of the candies in the bag.
Leila ate 2/3 of what was left.
Now there are 11 candies in the bag.
How many were in the bag at the start?
Architect for the Day
Use marshmallows and toothpicks to create the tallest structure you can.
Who in the family can create the tallest structure?
Geometry and Spatial Sense
Crazy Quilt Game
The object of the game is to score more points than your opponent by completing more four-piece shapes.
Each player chooses a colour of marker.
The first player colours any single triangle on the outer part of the board (the twelve outside squares).
The second player colours a single triangle in the inner part of the board (the four inner squares).
Players take turn colouring a triangle anywhere on the grid. They count points as the go (point scores are on game sheet). For example, the first triangle is worth 3 points, the next shape you colour is another triangle (3 points + 3 points = 6 points) if that triangle is beside your first triangle you have created a larger triangle with the combination of shapes so you add another 3 points to make 9 points.
The game ends when the grid is completely filled or when neither player can score further.
Crazy Quilt Game Sheet
Parallelogram = 1 point
Rectangle = 2 points
Triangle = 3 points
Square = 4 points
Calculator Quiz
Use a calculator to solve the number sentence. Then turn the calculator upside down to see the word answer to the riddle.
a. It's the outside of an egg. 50 045 + 25 309 – 9 + 2000 = ?
b. Mountains usually are this. 4300 + 400 – 100 + 14 = ?
c. Bubble and steam! 28 432 ÷ 4 = ?
d. It's what a salesperson does. 3849 x 16 – 3849 = ?
e. It's good for a car. 1600 ÷ 2 – 90 = ?
f. This person is in charge. 4 x 9 x 9 x 17 = ?
g. To cry out loud 13 x 13 x 5 – 40 = ?
h. Every garden should have one. 0.002 415 ÷ 0.007 = ?
Make your own quiz.
(0 = O or D, 1 = I, 3 = E, 4 = h, 5 = S, 6 = g, 7 = L, 8 = B)
a. Make up a word from them letters.
b. Now make up a riddle.
c. Last, make a number sentence that gives the riddle answer you want.
d. Bring your riddle and number sentence to class.
Lend a Hand
Trace your hand, with fingers close together, on graph paper.
Estimate how many pennies it will take to cover the area of your hand.
Check how much your hand is worth.
Do you think your foot is more than your hand?
What Shape Are You?
Are you a "square" person? (Are you as tall as you are wide?)
Use the string and stretch it as long as your arm span (both arms stretched out). Cut the string when you have reached your arm span.
Is it equal to your height, or are you a "rectangular" person?
How many times will your arm span fit around your head?
Is the fit of the arm span the same for adults and children?
Measurement
Patterns Are Everywhere
Look through magazines.
Cut out the pattern.
Describe the pattern.
Patterning and Algebra
Toothpicking
Choose 24 toothpicks from the box and arrange them like this:
How many squares do these toothpicks make? Keep looking until you find 14 squares.
Take away just 8 toothpicks in order to have just 2 squares are left.
Patterning and Algebra
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Subsets and Splits
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