zilongwang/ReadingBank huggingface dataset:
SUFFOCATION Can anyone be suffocated due to lack of oxygen, or atmospheric contamination? Y N Major Rare Medium Operating BBQ in poorly confined spaces can lead to oxygen depletion and carbon monoxide and other atmospheric contamination Operate BBQ in an external space. CONDITION Is a hazard likely due to the age and condition of the plant? (Consider how hard the machine has been worked, and whether it is used constantly or rarely). Y N Moderate Unlikely Medium Can anyone be injured as a result of the plant not serviced appropriately and/or maintained in line with manufacturer’s recommendations? Y N Moderate Unlikely Medium Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level SLIPS/TRIPS/FALLS Can anyone using the plant, or in the vicinity of the plant, slip, trip or fall due to: Poor housekeeping allowing the build-up of waste materials or failure to immediately clean up spills could result in a slip hazard. Inappropriate placement of objects (e.g. spare materials, bags) in the immediate vicinity of the BBQ may result in a trip hazard. Always site a BBQ on a firm, level base sheltered from wind gusts and well away from anything flammable such as garden sheds, vegetation, fences Ensure appropriate cleaning and housekeeping standards are maintained at all times to minimise the risk of a slip, trip or fall. Uneven, slippery or steep work surfaces? Y N Minor Possible Medium Poor housekeeping, e.g. spillage in the vicinity? Y N Minor Possible Medium Obstacles being placed in the vicinity of the plant? Y N Minor Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a slip-resistant surface, unprotected holes, penetrations or gaps?) Y N Minor Possible Medium If operating or maintaining plant at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N
Cons Like Risk Level IMPACT AND CUTTING INJURIES Can anyone be crushed/cut/struck etc. due to: Connecting to the wrong LP Gas cylinder or use of a modified coupling part can create potential leakage of flammable liquid. Avoid using LP Gas cylinders that are damaged, corroded, have damaged fittings or a test date older than ten years Follow the connection instructions supplied with the LP Gas cylinder Use correct domestic LP Gas cylinder with unmodified connection device Only fill LP Gas cylinders at authorised filling stations by trained personnel Use a regulator between the LP Gas cylinder and the appliance unless the appliance is designed for high pressure gas Check that fittings are clean and tight -- use soapy water to check for leaks. Material falling off the plant? Y N Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The plant tipping or rolling over? Y N Parts of the plant disintegrating or collapsing? Y N Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Being thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Major Unlikely Medium Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures
firelighters are ignition sources. Oil and fat on hotplate or drip tray is a fuel source. Explosion risk if gas build up or leakage from LP Gas cylinder or fittings occurs (e.g. gas left on) should be cleaned after each use allowing ample time for them both to cool to air temperature. The BBQ, LP Gas cylinder and connections must be regularly inspected and maintained. If a gas leak does occur shut off the LP Gas cylinder immediately and allow any gas to dissipate. Ensure appropriate firefighting equipment/systems are in place. Can anyone be injured by explosion of gases, vapours, liquids, dusts, or other substances? Y N Major Unlikely Medium TEMPERATURE/MOISTURE Can anyone come into contact with objects at high or low temperatures? Y N Moderate Likely High BBQ hot plate, drip tray and cooking oil are sources of heat while in operation. Always use appropriate equipment to handle hot items (e.g. tongs, gloves). Ensure that the lit BBQ is in the care of a responsible adult at all times. Never put any flammable liquid on a BBQ. Ensure adequate space is available for holding unprepared and prepared food. Ensure BBQ implements are returned to an appropriate storage holder when not in use. Allow hot items to cool before storage and handling. Can anyone suffer ill-health due to exposure to high or low temperatures? Y N Can anyone be injured or suffer ill-health due to exposure to moisture? Y N
TORSION-FLEX SOIL CONDITIONER PARTS LIST Hydraulic Lines and Fittings for Models TF212 and TF215 EQUIPPED WITH 2-SETS OF HOSES AND WITHOUT OPTIONAL WING WHEELS PARTS LIST Item # Part # Description 1 HH-38336 3/8” x 336” Hydraulic Hose (TF212) 1 HH-38384 3/8” x 384” Hydraulic Hose (TF215) 2 HH-3877 3/8” x 77” Hydraulic Hose (TF212) 2 HH-3889 3/8” x 89” Hydraulic Hose (TF215) 3 HH-3865 3/8” x 65” Hydraulic Hose (TF212) 3 HH-3877 3/8” x 77” Hydraulic Hose (TF215) 4 HH-3832 3/8” x 32” Hydraulic Hose (TF212) 4 HH-3844 3/8” x 44” Hydraulic Hose (TF215) 5 HH-3840 3/8” x 40” Hydraulic Hose (TF212) 5 HH-3856 3/8” x 56” Hydraulic Hose (TF215) 6 HH-3862 3/8” x 62” Hydraulic Hose (TF212) 6 HH-3888 3/8” x 88” Hydraulic Hose (TF215) 7 HH-3844 3/8” x 44” Hydraulic Hose (TF212) 7 HH-3860 3/8” x 60” Hydraulic Hose (TF215) 8 HH-3829 3/8” x 29” Hydraulic Hose (TF212) 8 HH-3835 3/8” x 35” Hydraulic Hose (TF215) 9 12M38F Elbow, 1/2” Male, 3/8” Female 10 1404-045 3/8” Orifice Restrictor (.045) 11 38T3F Tee, 3/8” Female (3) 12 38T-FFM 3/8” Tee (female-female-male) TORSION-FLEX SOIL CONDITIONER PARTS LIST
11 38FN 3/8” Flange Nut 21 CTP68 Coil Tine Pipe x 6’-8” L 12 48PB 4” x 8” Pivot Bracket 21 CTP78 Coil Tine Pipe x 7’-8” L 13 RBB40 4’-0” L Round Bar Bracket 22 CTS-1 Coil Tine Spring 13 RBB50 5’-0” L Round Bar Bracket 23 12312JB 1/2” x 3 1/2” J-Bolt 13 RBB60 6’-0” L Round Bar Bracket 13 RBB70 7’-0” L Round Bar Bracket SERVICE / MAINTENANCE RECORD Date Description Notes
Section A - Owner Information 1Company/ Owner/ Leasee of Storage System: 2Mailing Address: 3Contacts: Tel.: Fax: Email: Section B – Installer Information 1Name of Installer: 2Mailing Address: 3Contacts: Tel.: Fax: Email: Section C: Storage Information 1Total volume of LPG to be stored: (e.g. 3 X 100 US Gallons) 2Physical address of LPG storage system: Same as in A2 above. (If not, specify below) 3Purpose/ use of the storage system: 4Operational status of storage system: (click to choose e.g. currently in use) 5Date installed or to be installed: 6Buildings on the same premises are: (Tick all that apply) Residential Commercial Agricultural Public Assemblage Industrial Government Parking/ storage Other If other, specify below: 7Type of establishment where product is to be stored, e.g. school: (click to choose) If other, specify: 8First application for approval of this storage system: Yes No (if no, specify date of last application) 9Terrain in the vicinity of the tanks/ cylinders is: (click to choose e.g. flat)
Section G: Other Information ………………………………………………………………………………………………………………………………………………… For Official Use Only (Do not enter any information in this section) Date 1Officer/s assigned 2MEEA’s preliminary site visit: Yes No NA 3MEEA’s site approval: Yes No NA 4Fire Service Division’s approval: Yes No NA 5Piping pressure test certificates: Yes No NA 6OSHA’s approval: Yes No NA 7EMA’s approval: Yes No NA 8TCPD’s approval: Yes No NA 9MEEA’s pre-commissioning inspection: Yes No NA 10ERP submitted: Yes No NA 11SOPs submitted: Yes No NA 12Tank/piping drawings: Yes No NA 13Site plan: Yes No NA 14Tanks/ equipment spec. sheets: Yes No NA 15MEEA’s final approval: Yes No NA 16Final approval certificate number: …End of Application Form…
Members may vote either in person or by proxy, but no proxy which is dated more than ninety (90) days before the annual or general meeting at which it is offered shall be accepted. Every proxy shall be in writing. The member voting by proxy must be represented by a member in good standing. ARTICLE IV Nomination and Election of Officers Section 1. Nomination (a) The Nominating Committee shall present a slate at the annual meeting for the Board of Governors whose terms are expiring or for any vacancies created. (b) The tentative slate shall be presented to the Membership at the annual meeting. (c) The tentative slate shall be published in the “Long Pointer” newsletter prior to the annual meeting. (d) Nominations shall be accepted from the floor at the annual meeting. (e) The size of The Board of Governors will consist of a maximum of nine (9) members, with a minimum of five (5) to meet a quorum at Board Meetings. Section 2. Election (a) The election shall be by ballot. (b) All members of this Association, in good standing, and meeting all the requirements of full membership, as required by Article III of the Constitution, shall be eligible to vote. (c) The Nominating Committee shall collect and tally the ballots, and announce the results to the Presiding Officer, who thereupon shall declare the nominee receiving the majority of the votes cast, elected to the respective position. ARTICLE V Finances Section 1. In the event the property owners vote to create a Special Community Benefit District in accordance with the Anne Arundel County Code, Article 6, Sec. 2-103, and the County shall accept our petition to become such district; the method of collection shall be a uniform assessment per tax account.
Laurel Park Middle School Eighth Grade General Supply List 2018-2019 Please contact specific teachers for specific class supply needs. Teacher emails are available on the Laurel Park Middle School website. 3 – 1 ½” Inch Three Ring Binders 4- Composition Notebooks 100-sheet (NOT spiral bound) 2 – Packages Tabbed Notebook Dividers 2 – Packs Loose Leaf Notebook Paper (100 sheets) 1 – Four Function Calculator (Optional) 2 – Pocket Folders Set Post-It Notes Graph Paper (50 sheets) 1 – Pencil Pouch Black, Blue and Red Ink Pens 1 – Pack Multi-Color Highlighters 1 – Pack No 2 Pencils / Lead or Mechanical Pencils 1 – Pack of 12 Colored Pencils 1 – Pack Magic Markers 1 – Pack of Glue Sticks Scissors Box of Tissues Hand Sanitizer
A) PERFORMANCE OF ESSENTIAL JOB DUTIES Provide your numerical ratings from 1-5 on FEEDBACK TABLE A based on the following rating standards. Use N/A only if the employee does not perform task. FEEDBACK TABLE A - Essential Duties (See Evaluation Factors on previous page) N/A 1 2 3 4 5 1 Job Duty: Organize and coordinate day-to day maintenance activities in the mechanical trades, including plumbing, electrical, heating, ventilation, air- conditioning and welding; assure the proper and efficient maintenance and repair of District buildings and facilities Comments: 2 Job Duty: Inspect District buildings, equipment, utility systems, and facilities to determine needed maintenance and repair, to review work in progress, and to assure proper completion of work orders and contracts Comments: 3 Job Duty: Consult with District maintenance personnel, administrators, and outside contractors to coordinate, prioritize, and schedule work projects Comments: 4 Job Duty: Assign and review work and participate in the selection of new personnel as assigned Comments: 5 Job Duty: Develop and prepare work schedules; review or prepare work orders to determine materials, labor, and time requirements; prioritize and coordinate duties and assignments to assure effective workflow and facilitate operations Comments: 6 Job Duty: Communicate with vendors, contractors, engineers, and State and county inspectors regarding maintenance operations and activities, materials, specifications, scheduling, and District policies and procedures Comments: 7 Job Duty: Read and interpret building plans, blueprints, and specifications and assure conformance with building safety codes, regulations, and requirements Comments: 8 Job Duty: Prepare and maintain records, files, logs and reports related to personnel, inventory, supplies, work requests, work performed, and safety issues Comments: 9 Job Duty: Assist in determining needed equipment, materials, and supplies for the District maintenance operations; requisition a wide variety of supplies, maintenance tools, and equipment; assured proper receipt of ordered materials Comments: 10 Job Duty: Drive a vehicle to conduct work Comments: 11 Job Duty: Perform related duties as assigned Comments: B) WORK CHARACTERISTICS Provide your numerical ratings from 1-5 on FEEDBACK TABLE B based on the first page RATING STANDARDS
Monday December 1 Tuesday December 2 Wednesday December 3 Thursday December 4 Friday December 5 Bellringer Vocab Triad Practice with focus on word roots Partner Practice identifying infinitives Vocab Triad Practice with focus on context clues Independent work on identifying infinitives Analyze a comparing and contrasting response Mini-Task Spelling Bee Compare and Contrast Introduction videos Compare and Contrast group practice using “The Three Little Pigs” and “The True Story of the Three Little Pigs” Reciprocal teaching with “In March on Washington, white activists were largely overlooked but strategically essential” *Exit Slip: 3-2-1 (3 things I learned, 2 things I found interesting, 1 question I still have) Infinitives Video Share Vocab Root Discovery words in carousel activity Novel Work: Freedom Walkers Read/Take Cornell Notes Ch. 7 Small group Compare and Contrast practice *Exit Slip: 3-2-1 (3 things I learned, 2 things I found interesting, 1 question I still have) Share Compare/ Contrast homework in triads Reciprocal teaching continued *Exit Slip: 3-2-1 (3 things I learned, 2 things I found interesting, 1 question I still have) Share sentences with group from last night’s homework Focus / Organization Strand on Rubric…discuss. Novel Work: Freedom Walkers Read/Take Cornell Notes Ch. 7 Writing Prompt using Compare and Contrast beginning with organizer (practice for Cold Write) Vocabulary (Formative) Cold Write (Summative) Skills (steps to Using word roots and context clues to determine meaning Read for Understanding Analyzing visual text Summarizing key ideas Comparing and Contrasting Read for Understanding Small Group Discussion Cornell Notes Comparing and Contrasting Using Word roots and context clues to determine meaning Reading for organization; craft of the author Organization Read for Understanding Analytical writing Analysis Using word roots & context clues to define words Analytical writing
Hand hygiene techniques PPE & vital signs Case studies – TBA by Instructor Assignment: Ramont, Neidringhaus and Towle chs 2, 4 & 7 Ramont, Neidringhaus and Towle Student Workbook chs 2, 4 & 7 Week Lecture Topic Nursing Skill Lab On Campus 2 Principles of safety, infection control and personal hygiene Introduction to vital signs Complete My Nursing Kit Practice 45 NCLEX Questions Audio Visual CD-ROM Basic nursing skills Occupied and unoccupied bed making Sterile field Techniques in pouring sterile solutions Bed making, bed bath & vital signs Assignment: Ramont, Neidringhaus and Towle chs 9, 10, 20 & 21 Assignment: Ramont, Neidringhaus and Towle Student Workbook chs 9, 10, 20 & 21 Complete My Nursing Kit Practice 45 NCLEX Questions Medical & surgical asepsis – 1 hour ch 31 Orientation to the agency Return demo hand washing Begin test-off vital signs 3 Foundation of physical assessment and the nursing process Continue with introduction of vital signs Complete My Nursing Kit Practice 45 NCLEX Questions Audio Visual CD-ROM Measuring vital signs Temperature, respiration, blood pressure Case study – developing a nursing care plan Procedures : 21 – 1 Measuring body temperature 21 – 2 Measuring pulse 21 – 3 Measuring respirations 21 – 4 Measuring blood pressure Check Offs: Vital signs, sterile gloves, hand hygiene
Assignment: Ramont, Neidringhaus and Towle chs 6, 19 & 21 Assignment: Ramont, Neidringhaus and Towle Student Workbook chs 6, 19 & 21 Exam #1 Week Lecture Topic Nursing Skill Lab On Campus/Agency 4 Continue with foundation of physical assessment and the nursing process Continue with introduction of vital signs Complete My Nursing Kit Practice 45 NCLEX Questions Audio Visual CD-ROM Measuring vital signs Temperature, respiration, blood pressure Case study – developing a nursing care plan Practice physical and health assessment – lungs cardiovascular assessment application Practice how to use communication board Orientation to clinical site Assignment: Ramont, Neidringhaus and Towle chs 6, 19 & 21 Assignment: Ramont, Neidringhaus and Towle Student Workbook chs 6, 19 & 21 Final test off Vital Signs 5 Clinical Lab Essential aspects of the therapeutic communication process Overview of spiritual and cultural approach to nursing care Complete My Nursing Kit Practice 45 NCLEX Questions Meeting the need for chemical safety: medication administration Focus on care of the patient with safety, hygienic, and communication needs Assignment: Ramont, Neidringhaus and Towle chs 3 & 11 Assignment: Ramont, Neidringhaus and Towle Student Workbook chs 3 & 11 First Care Plan due 6 Overview – principles of medication administration (oral route) Complete My Nursing Kit Practice 45 NCLEX Questions Audio Visual CD-ROM Basic nursing skills Medication administration application – 6 rights Focus on care of the patient with safety, hygienic, and communication needs. First Care Plan Due
Note: If the patient/guarantor is married, then spouse’s financial information and signature are required in order to process this application. Spouse’s Name: _____________________________________________________________________ First M.I. Last Spouse’s Address: ____________________________________________________________________ Street City State / Zip Code Spouse’s Phone Number: ______________________________________________________________ Spouse’s Date of Birth: ________________________________________________________________ Spouse’s Social Security Number: _______________________________________________________ Dependents Name Relationship Date of Birth Employment and Insurance Information Patient/Guarantor Spouse Name of employer (If unemployed, write “none”) Are you in school? (If yes, write name of school) Do you have health insurance? (Y/N) If no, is health insurance available through your employer or school? (Y/N) Do you have Medicare? (Y/N) Do you have Medicaid? (Y/N)
Do you receive Veteran’s Benefits? (Y/N) Total Household Income Please note your household’s total monthly income from all sources: □ Wages $____________ □ Tips $____________ □ Self-Employment $____________ □ Business Profits $____________ □ Interest Income $____________ □ Dividends $____________ □ SSI/Social Security $____________ □ Rental Income $____________ □ Child Support $____________ □ Alimony $____________ □ Veteran’s Benefits $____________ □ Worker’s Comp. $____________ □ Unemployment $____________ □ Food Stamps $____________ □ Pension/Retirement $____________ □ Farm Income $____________ □ Insurance/Annuities $____________ □ Public Assistance $____________ □ Trust Income $____________ □ Other $____________ Attach copies of the documents listed below for both the patient/guarantor and spouse (please submit only copies; no original documents): Most recent tax return, including W-2 forms and supporting schedules Last 2 pay stubs or a letter from an employer verifying income (include employer’s phone number and address) Bank statements for the past 2 months Written verification of any other income received (e.g. child support, social security, alimony) OR If you have no income, a letter or a comment below from you stating your source for paying living expenses
Upload guidance of patient consent June 2014 Upload comparison performance data in relation to other local practices in the area. ASAP WA Review and increase information and guidance on the Online Booking of prescriptions and Appointments April 2014 KT / CML / LP Review and simplify current layout. Consider increase use of icons on the Home page Sept 2014 WA Regularly publicise DNA figures ASAP Staff 11 Expanding PRG Create and establish Virtual PRG Underway PRG / Staff Consult and Review Performance checks against Action Plan with PRG Sept 2014 PRG / Staff Key: CML – Dr C Lynch LP – Dr L Paska KT – Kim Thatcher, Practice Manager Reception – Reception Staff PRG / PRG – Patient Participation Group WA – Website Administrator Publication of Survey & Related Documentation This report and all related documentation (including detailed results and analysis of the Local Patient Survey) have been published on the Surgery Website at: Surgery Opening Hours Monday - Friday We are available from 8.00am every morning until 6.30pm. The surgery is open for extended hours on Monday evenings, - by appointment. Closed Bank Holidays
AHP Team Administrator Other Telecommunications / IT Resources required for the Recovery of Service Delivery Telecommunications / IT Number necessary / type of equipment to resume service delivery Telephone Faxes Workspace PC Laptop Printer Photocopier / Scanner Access to Specific Software / databases (e.g. System1) Access to Specific shared drives Other Access to Records / Files / IT Clinical Systems or databases to Support Service Delivery Type of Records / Files / IT Clinical Systems or database Fall Back Position / or Contingency ACTION CARD: SERVICE SPECIFIC ISSUES (to be completed locally) ALL INCIDENTS ARE TO BE MADE REPORTABLE AND AN e-IRF IS TO BE COMPLETED Likely Impact: Contact Details Office Hours Out of Hours Team Manager/Ward Matron/amend as appropriate N/A Senior Manager on-call N/A 0116 225 6000 Interserve 0116 204 7888 (x7888) 0116 204 7888 (x7888) ACTIONS (delete / amend as appropriate) 1
Appendix 3: REVIEW OF RESPONSE TO BUSINESS CONTINUITY INCIDENT Time and Date of Incident Location Review Completed by Contact Number Date of Review Summary of Incident Lessons Learnt Actions to Address Lessons Learnt / Gaps in Response Action Owner Date Send copy of review to LPT Emergency Planning Manager
Please complete using BLOCK CAPITALS and return by post or email to the address on the convention information form. All registration forms must be returned by 2nd August, 2018. Delegate Details: Full Name LPUK Member Age LP BANQUET OPTION Adult Member: £70 Junior Member: £40 Over 60 & Junior LP: Free Infant: Free BUFFET OPTION Adult: £65 Junior: £35 Over 60 & Junior LP: Free Infant: Free DAY VISITOR All Visitors: £5 (includes a years membership to LPUK) LPUK Member: Free Over 60 & Junior LPs: Free Infant: Free SUNDAY ROAST Adult: £15 Junior: £7.50 Over 60 & Junior LPs: Free Infant: Free LEAD BOOKER’S NAME COST COST COST COST TOTAL (A) Sub total for each column £ £ £ £ £ A Price structure: Adult = Age 18 yrs & up, Junior = Age 6 to 17 yrs, Infant = Age 0 to 5 yrs. Please select banquet option OR buffet option for Saturday evening. Room Details: Single room: £83 Double/family room: £93 Friday QUANTITY OF ROOMS QUANTITY OF ROOMS Saturday QUANTITY OF ROOMS QUANTITY OF ROOMS TOTAL (B) Sub total for each column £ £ £ B Please add up the total cost of your booking. TOTAL COST £ A + B
they have learned and what they still need have learned to evaluate or create. Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, .
• using the notes to study Reflective writing • students write about what they have learned and what they still need learned or use what they have learned to evaluate or create. Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, .
WICR Strategies used during each unit. Writing Writing activities that help students understand the content Inquiry Questioning strategies that help students understand the content Collaboration Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project Reading Any strategies in reading that help students understand Writing-to-Learn • summaries Process writing • using a rubric as evaluation On-demand/Timed writing • writing that is completed in class within a set amount of time • grade is evaluated using a rubric Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing • students write about what they have learned and what they still need Higher level questioning in classes • Costa’s Level 1: Students find the answers right there in the text. • Costa’s Level 2: Students must figure out the answer from information in the text. • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Before reading activities • vocabulary activities • accessing prior knowledge • making predictions During reading activities • marking the text • Cornell notes • graphic organizers After reading strategies • summarizing • group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, .
DeKalb Middle School Weekly Lesson Plan Teacher: Poteete * Teaching Structures: Week of: Feb 6-10 (O) one lead, one support (A) alternative teaching Subject: Science (S) station teaching (T) team teaching Class Hour: 1 (P) parallel teaching Target Students: Students with Special Needs: Day/Date Big Idea/ Goals Lesson Activities Assessment Standard Question *Teaching Structure Monday The Periodic Table Arrangement of Elements Overview of periodic table Mendeleev sees a pattern in the elements. Vocabulary 0807.9.1 0807.9.2 0807.9.6 How are the elements arranged on the Periodic Table? O,S Tuesday The Periodic Table Compare and contrast the rows (periods) on the periodic table. Learn 360- The Periodic Table 0807.9.1 0807.9.2 0807.9.6 What is the difference between an group and a period? O Wednesday The Periodic Table Grouping the Elements Describe the properties of the elements in the groups of the periodic table. Vocabulary 0807.9.1 0807.9.2 0807.9.6 Why do elements in a group have similar properties? O Thursday The Periodic Table Locating various groups of elements based on their properties. Section 2 Summary 0807.9.1 0807.9.2 0807.9.6 Can I distinguish between groups of elements based on their properties? P Friday The Periodic Table Chapter 11- Review Questions 0807.9.1 0807.9.2 0807.9.6 How are the elements arranged on the Periodic Table? A DeKalb Middle School Lesson Plan – page 2
Teacher: Brown Week Of: Feb 6-10 Subject: Science Class Hour: 2 Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Fewer ?’s Periodic, period, periodic law, group Tuesday Fewer ?’s Periodic, period, periodic law, group Wednesday Fewer answer choices, extended time alkali metal, alkaline-earth metal, halogen, noble gas Thursday Fewer answer choices, extended time alkali metal, alkaline-earth metal, halogen, noble gas Friday
included. Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Principal I: Representation is present in the activity. Teacher supplies background knowledge about the use of nautical flags as a means of communication. Students are encouraged to represent area using various methods. Principal II: Expression is present in the activity. Teacher supplies graph paper, rulers, and tiles as students explore methods for calculating area. Principal III: Engagement is present in the activity. Students collaborate in small groups. The area calculation for each flag is of varying degrees. Directions: Introduce the idea that international marine alphabet flags can be used by ships at sea to spell out short messages and can be used to dress a ship for ceremonial and festive occasions. In addition to each alphabet flag representing a letter, they are also used to convey messages (i.e. the letter “O” flag means “Man Overboard”). Flags are typically scaled one inch per each foot of boat length; these have been for class room use to fit on a regular sheet of paper. Begin the activity by having students imagine that they work in a marine flag factory and will be creating nautical alphabet signal flags. They will need to determine if they have enough colored fabric to create each flag. Teacher will place students in collaborative groups Students must understand that each color of the flag requires a specific amount of fabric to create it based on its dimensions. (SMP #1) Students must work within the given fabric constraints to determine if they have enough fabric to make each flag. (SMP#2) Students were given models of each flag. (SMP#4) Because some measurements will generate only fractional differences, students must work with the measurements with greater precision. (SMP#6)
Multiple Means for Engagement Key Questions Formative Assessment Summary of their own choice to represent their term. Directions: Students create Frayer Model (see Attachment #3) for 1 of the following terms using a variety of resources available to your classroom (textbook, internet resources, prior knowledge, information printed by teacher in advance): Measures of Center Measures of Variation Measures of Spread (note to teacher – students should discover that measures of spread are the same as measures of variation) Mean Median Mode Range Outliers Mean absolute deviation Students create a product (mind map, song, rap, brochure, digital presentation, skit, cartoon, fairy tale/story, or infomercial) to represent their term. Real-world connection should be included. Present to the class or jigsaw-style. Those students not presenting should complete a graphic organizer which organizes terms and definitions by measures of center vs. measures of variation (Attachment #4). Review graphic organizers and use follow-up questions to promote class Construct viable arguments and critique the reasoning of others by requiring students to justify their conclusions from the product they create to represent their term. (SMP #3) Attend to precision by making their creation precise in meaning and being able to clearly explain it to others. (SMP #6)
Learning Experience Component Details Which Standards for Mathematical Practice does this component address? Motivation Students will watch an approximate 1-minute video on three different professions that use ratios. (Computer Tech company, hair salon and construction company) If this video is not available, show another one or show pictures and talk about the profession and how it uses ratios. Warm Up/Drill Students will write ratios from pictures. Example: Teacher presents a photo with an image that allows students to create a variety of different ratios. “What comparisons do you see that can be expressed as ratios? Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment UDL Components: Principle I: Representation is present in the activity. The Motivation and Warm-up activate prior knowledge through authentic scenarios that combine visual imagery and auditory clips to prepare students for the scaffolded tasks in this activity. Students have the opportunity to represent ratios in a variety of ways, including as the graph of a line on a coordinate plane, building toward the concept of slope/constant rate of change. Principle II: Expression is present in the activity. Students can take advantage of prompts and scaffolds to ease the amount of effort required for each task. Students are encouraged to work independently, in pairs, or in small groups, depending on varying needs/preference for peer mentoring and support. Principle III: Engagement is present in the activity. Students will make sense of the problem and persevere in solving it as they use the visual diagram of roses to find equivalent ratios. (SMP#1) Students will reason abstractly and quantitatively as they make sense of quantities and their relationships with the roses. (SMP#2) Students will attend to precision as they communicate precisely with others and try to use clear mathematical language when discussing their reasoning with the rose problem. (SMP#6)
Attachment #2 Formative Assessment Arrangement 1 Arrangement 2 Arrangement 3 Sarah has 9 red and 12 white flowers in her vase. John has 6 red and 8 white flowers in his vase. May has 12 red and 8 white flowers in her vase. Which employee(s) did not follow the directions? ________________________________________ Justify your answer. Attachment #3 Similarity Circle any figure on the right that is a reduction (smaller) or an enlargement (larger) of the figure on the left. 1.
UDL Components Multiple Means of Representation Multiple Means for Engagement Key Questions Formative Assessment Summary Principle I: Representation is present in the activity. Students will have the opportunity to review and practice. Principle II: Expression is present in the activity. Students will decide if given scenarios are valid or invalid. Principle III: Engagement is present in the activity. Recruit interest by having students create their own scenarios. Directions: Students will apply their knowledge of selecting samples that are representative of a population with the task “Central Middle School” (Attachment #5). strategies that would result in a representative sample of the population. (SMP#1) Closure Exit ticket: How would you decide if a sample is a valid representation of a problem? The sponsors of the school dance are making a playlist of songs. They decide to conduct a survey to decide the top ten songs students want to be played. They survey parents at the PTSA meeting and choose the top ten songs from the survey results. Would this provide a representative sample of the population? Justify why or why not. If not, how could you redesign the survey so that it would be more likely to provide a representative sample? Supporting Information
Interventions/Enrichments Special Education/Struggling Learners ELL Gifted and Talented Students with Disabilities/Struggling Learners/ELL: Vocabulary should be reviewed/posted for ELL and students with disabilities/struggling learners. Students could also be partnered with another student to assist with vocabulary understanding. Gifted and Talented students could create their own scenario “cards.” Materials Chart paper Markers Technology Document Camera Resources NCTM, Navigation Series, Navigating through Data Analysis in Grades 6-8, 2003.
Scenario 1: Twenty-five student ID numbers were selected randomly from the entire student body. Scenario 2: A sixth grade science class containing 25 students was selected to vote. **Note – Alexis is a sixth grader and Dan is seventh grader** Scenario 3: Twenty-five members of the school staff were surveyed during a faculty meeting. Scenario 4: Students were invited to participate in an online survey. Twenty-five students responded. Possible Sampling Scenario
evaluation and reflection Directions: Put the students into groups of 2 or 3: Provide students with Activity 2: Filling the Swimming Pool activity sheets. Each group needs one copy of the problem and graphs, but every student needs a copy of the tasks. Each group should complete tasks 1- 3 cooperatively. Each group then should share their results with the class. After class discussion, students should independently complete task 4. NOTE: If the technology is available, this activity would lend itself well to being dropped into a computerized, interactive template that allows students to move a cursor along the graph of each line to determine unit rate, slope, and generally to compare how the water levels change as each swimming pool is filled with water. (SMP #2) Construct viable arguments and critique the reasoning of others by requiring students to explain and justify the mathematics they used to determine the water flow rates, and to defend their conclusions with mathematical ideas on their individual activity sheets. (SMP #3) Attend to precision by requiring students to compute the water flow rates accurately and efficiently, and to communicate their ideas precisely using meaningful, exact mathematics vocabulary. (SMP #6) Closure Distribute one copy of Activity 2: Exit Pass to each student. Ask them to place a checkmark next to the graphs which show a function that also represents a proportional relationship. Warm-up/Motivation for Activity 3 Show the students one or more of the following videos describing the process of picking crab meat from a crab. Provide written transcripts of videos for students who need them. Have the students read the following article to get background information with regard to crab picking competitions and the picking rate of champion crab pickers. Debrief afterwards and find the rates per minute of the two pickers. (Ruth = 0.26 lbs / min; Greg = 0.09 lbs / min)
Activity 1: Pulling It Together ANSWER KEY Name ____________________________________ Function The relationship between the length of the circumference (C) of a circle and the length of its diameter (d) can be represented by the linear function: C = πd . If we use 3.14 for π, describe the ratio between the circumference and the diameter of a circle. C = 3.14d Function Table Use 3.14 for π to determine the missing values in the function table. Determine appropriate scales for the x-axis and y-axis. (2) Plot the values from the function table on the graph. Think About It: Is the linear function C = πd a proportional relationship? Justify your reasoning. Relationships between Quantities: Sketch a graph of the function C = πd to show the relationship that has been described above. Draw three similar right triangles, using the graphed line of the equation C = πd as the hypotenuse for each triangle. What are the values of for each triangle? When simplified, they are all close to 3, give or take. Describe any possible relationship between these values and the slope of the line that represents the function.
readiness for the lesson procedures from 7th grade. Learning Experience Component Details Which Standards for Mathematical Practice(s) does this address? How is the Practice used to help students develop proficiency? Warm Up Simplify: (ans: -2x-6) Solve: (ans: x = -3) Write an equation and solve: You are making key chains to sell for $2.50 each. Materials cost $12 total. If you want to make $60, how many key chains do you need to sell? (ans: x =24.4 so you need to sell 25 key chains) Solve: (ans: x=8) Motivation Do a search on the internet to find out who uses linear equations in their jobs. Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Principle I: Representation: Students determine that complex equations are composed of simpler expressions and symbols. Principle II: Expression: Students will categorize and systematize equations and their solution methods. Principle III: Engagement: Students actively participate and explore methods to solve equations. Directions: Present students with the equation: (ans: x = 8.5) Have students work in pairs to solve the equation using their prior knowledge of the distributive property, combining like terms, and solving equations. Students will persevere in solving multi-step equations as they look for the entry point in the solution process for that particular equation and plan a solution pathway. (SMP # 1) Students will use clear and precise language in communication with other students. Correct use of vocabulary: distributive property, collect like terms, and inverse operations. (SMP # 6) Students will evaluate their own thinking and the thinking of other students as they evaluate how students solve the equation to determine a solution. (SMP # 3)
Ask students to think about Charlemagne’s “foot” and “inch,” and predict whether a relationship exists between the length of a person’s “yard” and “span.” Students should identify/describe on a piece of paper or in a journal entry what the relationship might be should one exist, or why none exist. Note to Teacher: In all likelihood, the data should provide a positive correlation. Place students in small groups of 3 or 4. Give each group a measuring tape. Have students measure each other’s “yard” and “span” lengths, being careful to match each set of measures with its owner. Note to teacher: a decision must be made re: use of inches versus centimeters. Provide each group with a transparency copied from attached graphic: Attachment #3: Yard and Span Scatter Plot. Remind the students that in this case it doesn’t matter which variable is the dependent or independent variable. Have the class define the scale for the horizontal and vertical axes, including the unit of measure they are using (inches vs. centimeters). Ask group members to copy the class’s chosen scale on their transparencies. After student groups complete their measuring task, have them plot their points on the group’s transparency. The coordinates of the points should match each student’s “yard” measure and “span” measure. Ask students to place their transparencies on top of one another on an overhead (or document camera), taking care to line up the axes and scales. Direct students to respond to the following directions on their papers or in their journal entries. Look at the collection of points that represent data collected from your class: Was your prediction correct? Why or why not? Do the points on the scatter plot create a pattern? Write a brief description of a pattern you observe.
Objective 13-2 Assessment and Corrective Exercise Strategies for Knee Impairments Date: Note: This lecture should be done in conjunction with lab activity for learning how to implement entire continuum following assessment of knee Lecture Outline Figures, Tables, and Features Resources and In-Class Activities Outside Assignments Evaluation Instructor’s Notes Content Text page PPt slide Systematic Approach to determine and correct knee impairments Assessment includes: Static Posture Assessment Transitional Movement Assessment Dynamic Movement Assessment ROM Assessments Strength Assessment Corrective Strategies – knee moves out, knee moves in during SLS assessment See sample corrective Exercise Program for knee Impairment table p. Sample interventions of Inhibit, Lengthen, Activate and Integrate on pp. 272-287 For knee moves inward – Appendix A p. 370 For knee moves outward – Appendix A p. 371 10-19 Lab Activity Lab Activity Students should go through the entire continuum with lab partner. Assessment and recommendations for program implementation for knee dysfunction should be written and evaluated by instructor. Assessment and programming should be written for when: Knee moves inward Knee moves outward
I read texts from the course book [ ] [ ] comic strips [ ] [ ] websites [ ] [ ] magazines for teenagers [ ] [ ] books (e.g. simplified versions) [ ] [ ] ... [ ] [ ] I write down words of wisdom [ ] [ ] lyrics [ ] [ ] new vocabulary and expressions [ ] [ ] my observations, conclusions, comments [ ] [ ] ... [ ] [ ] I write notes [ ] [ ] compositions [ ] [ ] postcards, letters, e-mails to my peers from other countries [ ] [ ] ... [ ] [ ] I check the answers to the exercises in the answer key [ ] [ ] the meaning of the new words in a dictionary [ ] [ ] the irregular forms of needed words in grammatical tables [ ] [ ] ... [ ] [ ] I translate short texts (e.g. lyrics, advertisements, captions of photos) [ ] [ ] ... [ ] [ ] I keep tests and compositions with positive marks [ ] [ ] other interesting works [ ] [ ] ... [ ] [ ]
After phase updated record of the list of language learning tools used by learners (the grid attached to this lesson plan) TOOLS AND RESOURCES European Language Portfolio (ELP for 10-15 year-old students – translation and illustrations from the Polish version). Warszawa: CODN : p. 11, 2004. The original European Language Portfolio is the English version edited by the Council of Europe. European Language Portfolio Website of the Council of Europe: Example Mark [√], to show how often you use the following tools. You can update the list during the learning process! Often Rarely Very rarely Course books e.g. [ ] [ ] [ ] Dictionaries e.g. [ ] [ ] [ ] Recordings for language learning e.g. [ ] [ ] [ ] Computer programs e.g. [ ] [ ] [ ] Books for language learning e.g. [ ] [ ] [ ] Press for teenagers e.g. [ ] [ ] [ ] Magazines e.g. [ ] [ ] [ ] Comic strips e.g. [ ] [ ] [ ] Films e.g. [ ] [ ] [ ] TV programmes e.g. [ ] [ ] [ ]
language connected with food/sport/transport/sightseeing, etc. … Once the topics are selected, learners are encouraged to provide some examples, e.g. found in dictionaries/on the internet. DURING During the mobility activity, learners seek further examples to complete the diary/blog. They can do it on their own by observing their surroundings. Alternatively, in some cases they can ask their host families or peers from the host institution. AFTER Learners present and exchange their findings with their teacher and peers. FINAL PRODUCT FOR THE PORTFOLIO learning diary Example Sample contents of a learning diary Subject area/topic Examples found before the mobility activity Examples found during the mobility activity Signs No smoking! Danger, keep out! Staff only! ... False friends Actually Pension Novel ... Idioms ‘learn something by heart’ ‘be on cloud nine’ ... Classroom language ‘Sit down!’ ‘Open your workbook’ ‘Listen and repeat’ ...
Do you like chocolate Oh, yes, I do Have you got brothers and sisters? Yes, I have one sister and two brothers. Where do you live? I live in Abingdon. Is it a big city or a small village? It is a small city. What’s your favourite dish? Pizza! Nice to meet you! Nice to meet you! Who is your favourite singer/group? Rihanna Example 4 A difficult customer Situation: in a clothes shop Characters: a saleswoman
Subject: Science Class Hour: 1 Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Tuesday Fewer Questions, Read test aloud Wednesday uniformitarianism, catastrophism, relative age, relative dating, geologic column, absolute dating, paleontology Thursday fossil, trace fossil, mold, cast, index fossil Friday geologic time scale, period, epoch, eon, era, extinction