zilongwang/ReadingBank huggingface dataset:
Choir: Lord, have mercy. --For travelers by sea, land and air; for the sick, the suffering, the imprisoned, and for their salvation, let us pray to the Lord. Choir: Lord, have mercy. --That these waters may be sanctified by the power, effectual operation and descent of the Holy Spirit, let us pray to the Lord. Choir: Lord, have mercy. --That there may descend upon these waters the cleansing operation of the Trinity, let us pray to the Lord. Choir: Lord, have mercy. -- That this water may be unto the healing of souls and bodies, and unto the banishing of every hostile power, let us pray to the Lord. Choir: Lord, have mercy. --That the Lord God may send down the blessing of Jordan, and sanctify these waters, let us pray to the Lord. Choir: Lord, have mercy. -- For all those who entreat of God aid and protection, let us pray to the Lord. Choir: Lord, have mercy. -- That he will illumine us with the light of understanding, with the consubstantial Trinity, let us pray to the Lord. Choir: Lord, have mercy. -- That the Lord our God will show us forth sons and heirs of his kingdom, through partaking of and sprinkling with these waters, let us pray to the Lord. Choir: Lord, have mercy.
Key Stage: 3 Year: 7 Lesson number: ___ Time: _______________ Date: ____/____/_______ Lesson title: Ready to cook? Curriculum links (Remove links which are not applicable) Country Curriculum Links England Design and Technology: Cooking and nutrition - become competent in a range of cooking techniques Northern Ireland Learning for life and work: Home economics - Healthy eating - Develop practical skills in the safe, hygienic, healthy and creative use of foods to plan, prepare, cook and serve a range of meals, for example, creative use of ingredients, cooking for different cultures and occasions etc. - Develop the practical skills in the safe use of a range of utensils and appliances in the preparation, cooking and serving of a variety of dishes, for example, selecting the equipment appropriate to the task; making use of labour saving appliances and new technology in the kitchen etc. - Investigate the impact of storage, preparation and cooking on food, for example, nutritional value, prevention of food poisoning and spoilage, etc. Wales Design and Technology: range - food - plan and carry out a broad range of practical cooking tasks safely and hygienically Learning Learning objective Learning outcomes (what we are looking for) To state the tasks involved in getting ready to cook. Students will list the tasks involved in getting ready to cook and explain why they are important. To define Students will be able to define cross-contamination and give three examples of how to prevent it from occurring. Teaching and learning activities Time Activity Resources and equipment 0 5 Welcome and registration Introduce the learning objectives. Reveal the images on the Ready to cook? PowerPoint presentation and ask students to work in pairs to discuss how these might relate to food hygiene and safety. Explain to the students that the lesson will focus on getting ready to cook Lesson plan Ready to cook? PowerPoint presentation (Slide 3). 10 Reveal the words on the Ready to cook? PowerPoint presentation and discuss the different aspects of getting ready to cook. Use the Ready to cook? PowerPoint presentation to explain these steps in greater detail. Ask students to complete the note sheet to provide them with a summary of the key points. Ready to cook? PowerPoint presentation Printed copies of the Ready to cook? note sheet
Bolognese. Explain the learning objectives. 5 Ensure that all students have their apron on, long hair tied back, removed any jewellery and hands washed. Gather the students around the demonstration area, with your tray of ingredients and equipment. Briefly talk through the recipe – note your expectations, for example: preparing the vegetables using a the claw grip and the bridge hold handling raw meat to avoid cross contamination adjusting the seasoning using the hob safely being hygienic and safe when preparing food. Demonstration If students need reminding of how to prepare an onion, demonstrate how to chop the onion using the bridge hold and claw grip. Use the Claw grip to cut away one end of the onion (not the root). Then use the Bridge hold to cut the onion in half. Peel away the outer skin. Next, cut length ways into the onion – but do not cut through the root. The root will keep the onion together. Next, use the Claw grip to slice across the onion. Remind students that washing hands following the handling or preparation of raw meat is important. Heat the frying pan. Add the beef mince and dry-fry. Remind students that dry frying is a healthier form of cooking as no additional fat is required. Explain to students how to identify when the meat is cooked. The colour will change from red to brown and the juices will run clear. The back of the spoon can be used to break up any lumps of mince. Add the ketchup, chopped tomatoes, herbs and black pepper. Explain to students that the mixture will need to boil and then simmer for approximately 15 minutes. Remind students of safety with the hob in terms of placement of the handle, holding the handle while stirring and using a pot stand/heat mat. The pasta can now be prepared. Demonstrate how to cook the pasta by placing a saucepan on the hob, filling with two thirds hot water and bringing it to the boil. Add the pasta and stir occasionally. The spaghetti will take about ten minutes to cook. Explain to the students the meaning of the word ‘al dente or ‘to the tooth’. The pasta should be cooked through, but still firm. Explain to the students the pasta should be drained carefully with two hands holding the saucepan handle over a colander placed in the sink. The spaghetti can then be placed on two plates and topped with Spaghetti Bolognese sauce. Ingredients tray Practical equipment tray Printed recipe Aprons Video clip or link to the Spaghetti Bolognese video recipe.
25 45 Ask students to form groups of three and distribute the dish cards, and copies of The Eatwell Guide. Refer to slide 13 of the PowerPoint presentation to explain the task. Ask each group to redesign the meal to promote the key messages of The Eatwell Guide and the 8 tips for healthy eating. Remind students the dish cannot be changed beyond recognition. Invite each group to feedback to the class their group discussions. What changes were made to the meal? Which were the hardest meals to change? Why? What problems might people experience when adapting dishes and meals to be healthier? Explain the benefits to modifying meals. Printed hard copies of the meal cards from Slides 4 and 5 of the Twist the dish! Presentation and copies of The Eatwell Guide 50 Share the Marvellous meal makeovers poster (slide 16 of the PowerPoint presentation) with the students. Set the homework task of Marvellous meal makeover extras. Explain to the students they will need to search the Meat and Education recipe bank and select three new recipes to add to the poster. Students will need to create three tips to be associated with each new meal makeover suggestion. Slides 16 and 17 also show posters that relate to healthy eating and considerations for savoury meals. Pack up Copies of the Marvellous meal makeover extras homework sheet 55 Plenary Pose the following question to the students. Using the Marvellous meal makeovers poster, list strategies to modify the meals on the poster in light of The Eatwell Guide and the 8 tips for healthy eating. Homework Ask students to complete the worksheet Marvellous meal makeover extras. Further information and support (for the teacher)
KendriyaVidyalayaSangathan Bengaluru Region V.EV.12.AS.5 Class – 5 Month – October Subject – EVS Lesson – What If It Finishes? Name:____________________ Date: ________________________ Activity Sheet -5 Name Where All Fuel Is Used And Make A List And Draw. KendriyaVidyalayaSangathan Bengaluru Region V.EV.12.AS.6 Class – 5 Month – October Subject – EVS Lesson – What If It Finishes? Name:____________________ Date: ________________________ Activity Sheet -6 Draw bar graph (1996) from textbook based on fuel usage and answer the quesions: How many houses used uple and wood in 1996? _____________________________ Which fuel was used the least? _____________________________ How many houses used LPG and Kerosene? _____________________________
KendriyaVidyalayaSangathan Bengaluru Region V.EV.12.WS.1 Class – 5 Month – October Subject – EVS Lesson – What If It Finishes? Name:____________________ Date: ________________________ Name the fuel used in these vehicles: Write the full form of : LPG: _____________________________________________________________ CNG:______________________________________________________________ On the given map of India colour any three states where oil refineries are found: KendriyaVidyalayaSangathan Bengaluru Region V.Ev.12.FC1 Class – 5 Month – October Subject – EVS Lesson – What If It Finishes? POLLUTION OIL REFINERIES KendriyaVidyalayaSangathan Bengaluru Region V.EV.12.FC.2 Class – 5 Month – October Subject – EVS Lesson – What If It Finishes? Leaves And Twigs Uple BAR GRAPH
characteristics of folktales. Complete the “Describing Paul Bunyan” sheet writing adjectives that describe him. highlighted in yesterday’s lesson. Complete the “Paul Bunyan Reality or Fantasy?” sheet to write things that could and could not really happen. Differentiation Offered All Lessons Monday are Whole Group for Introduction Story Elements: Character and Setting/Classworks/Reading Eggs below: draw and label the main character and setting of “Little Rabbit’s Tale” On level: Pick a character and setting for “Little Rabbit’s Tale” and complete story map 1 Above: Complete story map 2 Focus: Little Rabbit’s Tale Day/Classworks/Reading Eggs low: draw and label the problem and solution on construction paper, read leveled readers, put sight words in correct sentence on level: Thinking map level 1 for problem and solution, put sight words in correct sentence above: Thinking map level 2 for problem and solution, put sight words in correct sentence Summarizing Closure Activity (20-30 min) Journaling: What is your favorite treat to eat? Exit Slip: Comprehension of story elements (Use for differentiation groups/assessment) Exit Slip: Author’s Purpose (Assessment) Thursday 2/05/15 Friday 2/06/15 Additional Notes Focused Standard/Element (s) ELACC1RL3 ELACC1RL8 ELACC1RL5 S1L1 a,b,c,d SS1H2 ELACC1RL3 ELACC1RL8 ELACC1RL5 S1L1 a,b,c,d SS1H2 Additional technology for Science: There are many good videos on Youtube about polar bears and Paul Bunyan. There are two MyOn books about
Lesson 19 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. definite evaluate persistent reverse status Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym definite clear and certain adjective distinct uncertain, unclear evaluate to judge how good or useful something is verb assess persistent not giving up or lasting a longer time than usual adjective enduring reverse to change something back to the way it was verb opposite status the social position or condition of a person or thing noun rank, position Examples
Lesson 1 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. alter prominent prospect relent scarce Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym alter to change something verb change, modify, revise, rework maintain, keep as is prominent important and well-known adjective famous, leading unknown prospect possibility that something will happen or someone will be chosen noun hope, vision relent to give in; to agree to something you previously opposed verb change your mind, yield, give up stand firm scarce a very small amount or number adjective in short supply, limited plentiful
Lesson 2 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. attack conclusion curious fact protect Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym attack harm using violence verb assault, hit, strike, hurt, harm defend, retreat conclusion end of something noun the final part, ending start, beginning curious wanting to know more about something adjective inquiring, interested, questioning uninterested fact something known to be true noun information, truth, detail fiction, opinion protect to keep safe verb defend, guard, look after, save from harm endanger
Learning object — (State of Victoria (Department of Education & Training), 2000) Sheet — Helpful information Sheet — (EPA — United States Environmental Protection Agency Video — (EPA — United States Environmental Protection Agency) http://www.epa.gov/safewater/kids/flash/flash_filtration.html Safety Teachers need to: identify safety issues relevant to practical activities and conduct risk assessments on working with water. refer to Workplace Health and Safety (WHS) policy pertaining to schools. Ideas for monitoring Monitor students’ ability to: understand the technical processes involved in treating water for human consumption. Learning alerts Be aware of: students’ thinking that water comes straight from reservoirs or dams. Suggested next steps for learning Ensure students understand that water moves through water treatment plants to meet high standards of quality before being available for human consumption. Ideas for differentiation Support Provide animated representations to demonstrate movement of water through a treatment plant Extension Have students examine and describe treatment processes of local water treatment plants.
Australian Curriculum references for this lesson Year 7 Science — Content descriptions Science Understanding Chemical sciences Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques Earth and space sciences Water is an important resource that cycles through the environment Science as a Human Endeavour Use and influence of science Science understanding influences the development of practices in areas of human activity such as industry, agricultural and marine and terrestrial resource management Science Inquiry Skills Processing and analysing data and information Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships including using digital technologies as appropriate Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate Australian Curriculum: Science for Prep(F)-10 Version 3.0 [accessed on 10 August 2012] General capabilities Literacy Comprehending texts through listening, viewing and reading Composing texts through speaking, writing and creating Text knowledge Word knowledge Visual knowledge ICT capability Queensland Student ICT Expectations: Operating with ICT Student ICT Expectations — by the end of Year of 7 [accessed on 10 August 2012] Australian Curriculum ICT learning continuum: Managing and operating ICT Critical and creative thinking Inquiring — identifying, exploring and clarifying information Generating innovative ideas and possibilities Reflecting on thinking, actions and processes Personal and social capability Self-management Social management Ethical behaviour Understanding ethical concepts and issues
BeCl2 FeBr3 BF3 CCl2F2 Mg(OH)2 UF6 SO2 H3PO4 (NH4)2SO4 CH3COOH Pb(NO3)2 Ga2(SO3)3 Textbook work: Pg. 179 #6-9 & Pg. 180 #8-10
Generating and testing hypotheses Describe Activity: Students will complete the popsicle stick exploration activity. Cues, questions, and advance organizers Describe Activity: Students will use a foldable to compile properties of all quadrilaterals. Each fold will have a Bubble Thinking Map to describe the properties. Describe Activity: The free-response questions due at the end of the unit provide students with a real-world and authentic learning experience. part v: Procedures Teacher Actions Student Actions Materials/Resources (including technology) Time Warm up/Activating Prior Knowledge/Emotional Hook Guide students through popsicle stick investigation. Students will complete a popsicle stick assignment with a partner to fill in Bubble Thinking Map of characteristics. Popsicle Stick Parallelogram Expoloration Popsicle stick parallelogram Ruler Compass Foldable notes* *see attachments in unit plan binder 20 min Teacher Input Smartboard presentation of complete list of properties for parallelograms. Teacher guides students through completion of examples of applying properties to problems. Students fill missing properties into their Bubble Map. Students come to board to identify properties in the picture example. Students copy and complete examples of applying properties to problems. Foldable notes Notebooks *see attachments in unit plan binder 60 min (split over two days and types of problem) Guided Student Practice Assign “6-1 & 6-2 Study Guide/Practice” worksheets to be completed in a Geometry Circle (literature circle style) Group Walk around the room to help students. Students work on with their Geometry Circle Group on the “6-1 & 6-2 Study Guide/Practice” worksheets Students ask questions. Geometry Circle group directions* “6-1 & 6-2 Study Guide/Practice” worksheets* *see attachments in unit plan binder 30 min (split over two days and types of problem) Independent Student Practice Assign Homework: “Properties of Parallelograms worksheet Complete Homework: “Properties of Parallelograms” worksheet “Properties of Parallelograms” worksheet* *see attachments in unit plan binder N/A Lesson Synthesis Guide Students through Students will answer a Turning Point 30 min
the animal feature that has changed. PART IV: LEARNING TIERS Identification of tiers based on pre-assessment data (describe what you will do to help students master content objectives for each tier) Tier 1 (Enhanced) Students who finish the double-bubble early, will be asked to begin listing examples, with corresponding pictures, of different types of physical and behavioral adaptations. Tier 2 (Target) Picture cards Double bubble map Sharing/Discussion Interactive Bulletin Board Tier 3 (Prerequisite) Partner collaboration Provide these students with the headings along with a definition to explain. part V: Procedures Teacher Actions Student Actions Materials/Resources (including technology) Time Warm up/Activating Prior Knowledge/Emotional Hook The Introduction ticket with directions will be provided for the students. After students have sorted their cards, the teacher will ask “What are two headings that we can use to label these two groups?” The students will sort the six pictures into two groups. The students will explain their method of sorting. Pictures to sort 10 mins. Teacher Input/Guided Practice Teacher will provide today’s key vocabulary words: “physical” and “behavioral” Using picture cards and a double-bubble thinking map, the students will compare and contrast the two words. After giving students time to complete their map, the class will create a class map on the board. Picture cards Double-bubble map (Thinking Map) 10 mins. Independent Student Practice Teacher will instruct the students to create a one-sentence definition of each term: behavioral and physical. Write a one-sentence definition for each term. Index card 10mins. Lesson Synthesis through To conclude the lesson, Give input/suggestions Classroom bulletin 5 mins.
Review (with opportunity to Analyze, Evaluate, and Create) teacher will introduce the unit’s interactive bulletin board. for how to use and organize the board. board PART VI: INSTRUCTIONAL AND ENGAGEMENT STRATEGIES (Used Throughout Entire Unit) Instructional Strategies (Check All That Apply) Qualities of Engaging Work (Check All That Apply) X Identify similarities and differences Summarizing and note-taking X Reinforcing effort and providing recognition Homework and practice X Nonlinguistic representations X Cooperative learning X Setting objectives and providing feedback Generating and testing hypotheses X Cues, questions, and advance organizers X Personal response X Clear/modeled expectations X Emotional/intellectual safety X Learning with others X Sense of audience X Choice X Novelty and variety X Authenticity PART VII: TEACHER SELF-EVALUATION AND REFLECTION ON LESSON PLANNING AND DELIVERY Strengths of Lesson Opportunities for Growth
Lesson 1 Problem-Solving Practice Fractions and Decimals 1. Ted pays of his salary in taxes, while Carl pays of his salary in taxes. Who pays more of his salary in taxes? 2. Jan and Bob are classifying rocks in geology class. They begin the classification by finding the weight of each rock. Jan’s rock weighs kg while Bob’s weighs 0.016 kg. Whose rock is heavier? 3. The two lots in the diagram below are subdivided equally by the lines shown. The shaded areas in each lot have been set aside for housing. 4. Petra earned scores of , , and on her last three English quizzes. Find each score as a decimal rounded to the nearest thousandth. Then arrange the fractions in order from least to greatest. Which of the two lots, Northfield or Southfield, has the greater area of land set aside for housing? 5. Angie is mixing together yellow paint and blue paint to make 2 shades of green paint. She fills of can A with yellow paint, and she fills 0.46 of can B with yellow paint. She then fills the rest of each can with blue paint. In which can will Angie pour more yellow paint? 6. Angie can paint one room with of a canister of one shade of green paint. She will need of a canister of the same shade of green paint for a second room. Does Angie have enough of this shade of green paint to finish the second room? If not, how much additional paint will she need? Express your answer in decimal form.
Lesson 22 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. analyze consequence equivalent hypothesis isolated Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym analyze to examine something carefully to understand it verb study consequence the result, usually negative, of an action or situation noun effect, outcome cause equivalent having the same value, use, or meaning adjective alike different hypothesis an explanation based on the evidence that has not been tested or proven to be true noun theory, assumption fact, truth isolated tells that someone or something is alone, separate, far away, or happening only at once. adjective cut off, set apart include Examples Word Example
Assessment Rubric Grade Sheet for Journal Entry: Name:_________________________________________________ 0-1 2 3 Perspective Students did not write from the perspective of a young worker most of the time. Written from correct perspective almost Always. Written from first person- Perspective of a worker throughout the entire Entry. Length/Content Journal entry incomplete, Less than 3 paragraphs and not related to topic. Included 3 paragraphs, But content is not entirely appropriate. Included 3 full paragraphs and content appropriate to the topic. Evidence from story/presentations No evidence from the story or presentations to back up feelings included in the journal entry. Included 1-2 examples of evidence in their entry from something in class. Included 3 or more examples to support their feelings in their entry. Varied word choice/ vocabulary Did not attempt to include varied word choice in their entry. Used only 1-4 more advanced words in their entry, but not as effective Used at least 5 interesting vocabulary words in their entry effectively. Story parts Does not include a beginning, middle and end to their thoughts. Includes at least two of the three parts, but not effectively. Effectively includes all three parts and flows nicely. Total: ____ / 15
Lesson 23 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. approach consist establish illustrate major Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym approach to move closer in distance, time, or criteria verb move toward distancing consist to be made of or to include different parts or things verb establish to start or create an organization, situation, relationship, or reputation verb make, initiate destroy illustrate to make meaning clear using examples or pictures, or to serve as an example verb demonstrate major very large, serious, or important adjective dominant minor, small Examples Word Example
Lesson 24 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. indicate modify preceding range similar Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym indicate to tell, show, or demonstrate verb show, point out hide, mislead modify to make small changes to improve something verb alter, change leave alone preceding tells that something came before in time, order, or place noun going ahead following range the extent of variation of something in number, amount, ability, experience, or other factor noun difer, vary similar almost the same, but not exactly adjective alike different, opposite Examples Word Example
min) a graphic organizer together. Introduce new sight words for the week by calling out clues and having the students to glue the words on a piece of paper, then illustrate, Science: Plants activity (varied by teacher); plant journal SCIENCE IS INTEGRATED WITH READING THIS WEEK Social Studies: Read close reading passage on Goods and Services. Discuss items in the passage that are goods and those that are services. . to the library and choose a non-fiction book about a certain animal after reviewing the characteristics of books and complete a fact brochure Science: Plants activity (varied by teacher); plant journal Social Studies: Re- read Goods and Services close Read. Answer first set of questions that are included with the passage. topic Science: plants activity (varied by teacher); plant journal Social Studies: Re- read Goods and Services close read. Answer second set of questions that are included with the passage.
Differentiation Offered All Lessons Monday are Whole Group for Introduction Social studies: High group- read and answer questions independently. Average group- small group or buddy read and answer questions. Low group- Read with teacher and answer questions. Allow students to illustrate their pictures for clarity. Story Elements: below: Non-Fiction Elements of “Duke’s Work” On level: Non-Fiction elements of “Duke’s Work” Above: Classworks – Social studies: High group- read and answer questions independently. Average group- small group or buddy read and answer questions. Low group- Read with teacher and answer questions. Allow students to illustrate their pictures for clarity Story Elements: below: Non-Fiction Elements of “Duke’s Work” On level: Classworks – Non-Fiction Above: Non-Fiction Elements of “Duke’s Work” Social Studies: High group- read and answer questions independently. Average group- small group or buddy read and answer questions. Low group- Read with teacher and answer questions. Allow students to illustrate their pictures for clarity
Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. acquire confusion develop irritate variety Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym acquire to get through one’s own actions; gain something as one’s own verb obtain lose confusion a feeling that things are mixed up and not clear at all noun misunderstanding clarity develop to grow little by little; to become verb build up halt irritate to bother or annoy someone or something verb aggravate variety a number of different kinds noun assortment
Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. admit consider embarrassed furthermore miniature Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym admit to tell the truth about something verb confess deny consider to think carefully about something verb contemplate forget; ignore embarrassed feeling silly and ashamed adjective humiliated furthermore in addition; besides adverb additionally miniature made on a small scale adjective tiny large
Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. category disaster embrace insult solitary Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym category a group of people or things having something in common; type noun class disaster a happening that causes loss and suffering noun tragedy good-fortune embrace to hug someone verb hold close let go insult mean; nasty; rude adjective offend compliment solitary happening or done alone adjective individually accompanied
MODEL LESSON PLAN Name Grade Level Donna Leary Grade Three Unit Topic Early History CA H-SS Content Standards & Common Core Standard CA H-SS 3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land. Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources. CCSS Reading for Informational Text Key Ideas and Details: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. CCSS Writing: Text Types and Purposes: 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (Introduction, facts, linking words, conclusion). Text/Sources Textbook Pgs. Relevant pages from Scott Foresman Third Grade textbook Unit Focus Question How has the area changed over time? Unit Teaching Thesis has grown from a native American population living off the land and the sea toa large national agricultural center. Lesson Focus Question What can this photograph tell us about the family in 1874? Lesson Teaching Thesis The Harvey House photograph shows a family gathered in front of their home. They own a two story house and a horse and carriage. The thirteen people look dressed up for an important day. The family might have been an important family in early . Lesson Duration 2 forty-five minute class periods Primary Source & Strategy 1874 photograph of the Harvey House, Harvey House photograph with people identified. Student Primary Source Investigation Worksheet Lesson Assessment In a structured paragraph, students answer the question What can this photograph tell us about the Harvey Baker House in 1874?
Lesson 1 Skills Practice Representing Relationships 1. EXERCISE A fitness instructor exercises about 15 hours per week. a. Write an equation to find the total number of hours h the instructor exercises in any number of weeks w. b. Use the equation to determine the total number of hours the instructor will exercise in 9 weeks. 2. HOUSES A real estate company sells 8 houses per month. a. Write an equation to find the total number of houses h sold in any number of months m. b. Use the equation to determine how many houses are sold in 15 months. 3. MOVIES The graph shows the amount of money the Zimmerman family spends on movies each month. a. Write an equation to find the total amount of money c spent on movies in any number of months m. b. Use the equation to determine how much they will spend on movies in one year. 4. SALES The graph shows the total cost of hats that are on sale at Hats Bonanza. a. Write an equation to find the total cost c of any number of hats h. b. Use the equation to find the cost of 30 hats.
9. The local football team won the championship several years ago, and since then, ticket prices have been increasing $20 per year. The year they won the championship, tickets were $50. Write a recursive formula for a sequence that will model ticket prices. Is the sequence arithmetic or geometric? 10. A radioactive substance decreases in the amount of grams by one third each year. If the starting amount of the substance in a rock is 1,452 g, write a recursive formula for a sequence that models the amount of the substance left after the end of each year. Is the sequence arithmetic or geometric?
“Top” plane of the fuselage (ASMFUSELAGE:TOP). If a distance appears, change it to 0. Rotate the drawing by holding down the scroll wheel until you can highlight the “Top” plane of the wing (ASMWING:TOP). Click on “New Constraint.” Click on ASMWING:TOP and then click on the “Front” plane of the fuselage (ASMFUSELAGE:FRONT). If the “Constraint Type” is not “Distance,” change it to “Distance” and enter in the offset as 58. If the wing moves in the wrong direction, put the offset as -58. Click on the green arrow in the “Component Placement” ribbon. Your parts should now be joined correctly. Save your assembly. Notice that there are many ways that you can join two parts. There is no way that we can cover all of them in a tutorial; it is something you have to learn on your own by playing around with different parts that you create and different methods of joining parts. I find the easiest way to place a part is to reference its location by its three datum planes. This is what we did in this tutorial. I find the “Distance” constraint to be the most useful since you can always edit the distances later if you want to move the part. You can also add more datum planes to an assembly to help in joining parts.
Lesson 3 Problem-Solving Practice Equations in y = mx Form 1. JOBS The amount Candice earns varies directly with the number of magazines she sells. How much does Candice earn for each magazine sale? 2. MANUFACTURING The number of cars built varies directly as the number of hours the production line operates. What is the ratio of cars built to hours of production? 3. DRIVING A car drives 283.5 miles in 4.5 hours. Assuming that the distance traveled varies directly with the time traveled, how far will the car travel in 7 hours? 4. MEASUREMENT The number of kilograms that an object weighs varies directly as the number of pounds. If an object that weighs 45 kilograms weighs about 100 pounds, about how many kilograms is an object that weighs 70 pounds? 5. RECORDING The amount of cable that is wound on a spool varies directly with the amount of time that passes. Determine the speed at which the cable moves. 6. GEOMETRY The width of a rectangle varies directly as its length. What is the perimeter of a rectangle that is 15 inches long?
Mr. Trzepinska World Cultures Religious Denominations Lutheranism Calvinism Anglicanism Origins of the Denomination -Founded by Mather Luther’s followers after his excommunication Founded by John Calvin in Geneva, Switzerland Founded by Henry VIII for Political Reasons (doesn’t want to share wealth and power with church) Personal Reasons (Wants to divorce his first wife Catherine) Beliefs about Sin and Salvation Cant earn Salvation (it is God’s gift) Accepted word of the Bible as truth Only two sacraments Predestination (God already determined who was going to heaven) Behave well to honor God Strict Rules Baptism washed away sin (like Catholics) Justification of faith (Luther) To get to heaven, believe in god, regret sins, and get mercy People should have privacy Beliefs about the Ultimate Source of Authority Bible was the only true source of authority Bible was the only true source of authority Made laws in society based on religion You are punished by both the church and the law Based beliefs on the Bible Monarch was the head of the church and main interpreter of the bible People can interpret church teachings as long as they are loyal to monarch Rituals and Worship Met in Churches Holy Communion, singing, mass (Catholic) Prayers were spoken in German 2 Sacraments Services 5 times a week Simple Church Very little singing Very Strict 2 Sacraments High Church (Catholic) Low Church (Luther) Held in Old Catholic Churches No decorations, church painted white 2 Sacraments English Bible Community Life Strong Family Teach Prayer to kids Priests can marry Women to have as many kids as possible Theocracy Strict Society Church can inspect homes No dancing, etc. High Church = Wealthy Low Church = Poor People can choose how they worship
part v: Procedures Teacher Actions Student Actions Materials/Resources (including technology) Time Warm up/Activating Prior Knowledge/Emotional Hook 1.Give directions on Smart Boards 2.Teacher will display the virtual lesson on the smart board. Students will listen to the oral lesson and complete the activities. 1.Pictures will pop up on the Smart Board. Students will identify a physical characteristic and how it helps the animal survive. 2. Online Digital Lesson (Unit 3, Lesson 4) Smart Board activity (provided) Online Virtual Lesson Unit 3, Lesson 4 5-10 mins. 5-10mins. Teacher Input/Guided Student Practice 1-2.Prompt students and guide discussion. 3. KWL chart on the board. Guide students through the K and W of the chart in regards to the terms “mimicry” and “camouflage”. 4. Monitor for engagement and participation. (Each student initially makes a word list and draws a picture so that everyone is involved.) 1. Students will read text pp. 118-119. 2. In their small groups, complete “Sound the Alarm” on p. 119. The oldest student in the group will share their group’s findings. 3. Students will share what they know and want to learn. 4. Students will be assigned either a 1 or 2. The 1’s will silently read the selection about mimicry and the 2’s will read the selection about camouflage. As a group, the 1’s and 2’s will create a list of key words that pertain to their term and draw basic pictures that will help others understand the vocabulary word. The youngest student in each of the two groups will share their group findings to the opposite 1.Fusion p. 118-119 2.Lesson Question: “Sound the Alarm” 3.KWL Chart 4. Chart paper for students to compile their findings on and key vocabulary. Reading: Text p. 1.)10mins. 2.)10mins. 3)10mins. 4)20mins.
Lesson 30 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. singular reduce climate attractive flourish Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym singular better, greater or different than what is usual or normal adjective unusual, uncommon, exceptional normal, ordinary reduce to make something smaller in size, number, amount verb decrease increase, raise climate the usual weather conditions in a particular place or region noun weather, atmosphere attractive having a pleasing appearance; a feature or quality that people like adjective appealing ugly flourish 1. to grow well; to be healthy 2. to achieve success verb thrive, prosper fail
Lesson 32 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. abandon attitude complicate decrease dominate Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym abandon to stop trying to continue; quit; let go of verb desert, leave adopt, favor attitude a point of view; state of mind; way of thinking or feeling noun mind set complicate to make difficult by adding or involving many parts or details; make complex verb confuse simplify decrease to make or become less verb lessen increase dominate to have a leading place or position in; be at the head of verb rule, control
Lesson 36 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. abolish authentic conceal defend dramatic Vocabulary Word Definition Part of Speech Synonym Antonym abolish to put an end to verb eliminate establish authentic real; true; actual adjective genuine, real fake conceal to hide someone or something; to put out of sight; to keep out of view verb hide expose, reveal defend to keep safe from harm; to protect verb guard attack dramatic having very exciting, interesting qualities; striking; very noticeable adjective bold ordinary
Answers Multiple choice Numerical Response B D B B B A B D A D A A D B D A B D D C B A B A B D C C A A D 18.7 1.73 3827 1918 1.63 2.49 1.77 3.00 4231
Lesson 38 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. conscious discard emerge resent vacant Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym conscious noticing that something is happening or existing adjective aware, awake unresponsive discard to throw away verb dispose keep emerge to come into view; to come out into the open verb appear disappear resent to feel angered and injured by verb dislike love vacant empty; not being used by anyone adjective blank full
LIKE THE CAPTAIN OF A SHIP SIGNALS ENGINEER TO START OR STOP THE TRAIN KEEPS A LOG OF THE JOURNEY KEEPS RECORDS OF CARGO LOADING AND DELIVERY MAKES SURE THE TRAIN STAYS ON SCHEDULE THE DRIVER WATCHES THE TRAIN AND TRACK KEEPS THE RIGHT SPEED BLOWS WHISTLE TO LET PEOPLE KNOW TRAIN IS COMING TWO BRAKEMEN’S JOBS SET HAND BRAKES ON TOP OF TRAIN HELPS OTHER CREW MEMBERS FIREMAN’S JOB ASSISTS ENGINEER WATCHES STEAM PRESSURE OF ENGINE SHOVELS COAL OR WOOD INTO FIREBOX Teacher Key for Caboose Photos Why was the caboose important to the train crew? Photo shows the Caboose had Used for conducting business or living Possible Justification: Why you decided item was for business or living desk business where conductor could write in ledger
What factors influence the symmetrical interference pattern when a wave passes through two slits? Draw and label a refraction diagram for a wave slowing down. Draw and label a refraction diagram for a wave undergoing total internal reflection. What are the two main theories regarding the nature of light? A pin hole camera that is 16.0 cm long produces a 7.5 cm tall image of a 5.6 m tall object. What is the distance of the pinhole camera to the object? (11.9 m) A 3 cm card is placed 25 cm in front of a light source. If a 30 cm shadow is generated on the wall behind the card, how far is the card from the wall? (225 cm) Galaxy XX is located 6.5 × 10 22 km from Earth. How many light-years away is the ga1axy? (6.87 billion light years) If the rotating mirror in Michelson's mirror experiment rotates at 83.3 Hz, how far away must the fixed mirror be located in order to give a successful experiment? (225 km) If the fixed mirror in an eight-sided Michelson's mirror experiment is placed 65 km away from the rotating mirror, what is the frequency for the rotating mirror in order to give a successful experiment? (288 Hz) What is the complete Snell's Law formula? When does total internal reflection of light occur? What is the index of refraction for a liquid in which the speed of light is 1.85 × 108 m/s? (1.62) A ray of light strikes glass (n=1.5) with an incident angle of 50°. What is the refracted angle in the glass? (31°) A prism bends the light such that an incident angle of 54° in air becomes a refracted angle of 30 in the glass. What is the speed of light in the glass? (1.85 × 108 m/s) A substance has a critical angle of 39 for light travelling from it into air. What is the index of refraction for the substance? (1.59) Light travels from diamond into air. If the angle of incidence is 30°, what is the angle of refraction? (TIR) What experiment provided definitive evidence that light is a wave?
Warm UP Which of the following products is equivalent to the trinomial x2  5x  24 ? (1)  x 12 x  2 (3)  x  8 x  (2)  x 12 x  2 (4)  x  8 x  Written in factored form, the trinomial 2x2 15x  28 can be expressed equivalently as (1) 2x  7 x  4 (3) 2x  2 x (2) 2x  4 x  7 (4) 2x 14 x  (Easier) Write each of the following trinomials in equivalent factored form. Keep at it!!! Use extra scrap paper for extra guesses. (a) x2 10x 16 (b) x2 12x  35 (c) x2 12x  36 (d) x2  5x  6 (e) x2 11x  28 (f) x2 12x  20
(Medium) Write each of the following trinomials in equivalent factored form. Keep at it!!! SPLIT THE LINEAR TERM (a) 2x2 13x  21 (b) 5x2  21x  4 (c) 3x2 16x 12 (d) 7x2 11x  6 (e) 2x2  x 10 (f) 11x2 10x 1 (Hardest) Write each of the following trinomials in equivalent factored form. Keep at it!!! These might require quite a few tries. You will get better at them as you practice. Use extra scrap paper for extra guesses. (a) 4x2  27x 18 (b) 6x2  5x  4 (c) 12x2  31x  20 APPLICATIONS A rectangle has dimensions as shown below in terms of an unknown variable, x. Find a binomial expression for the width of the rectangle in terms of x. Justify your answer based on the expressions for the rectangle’s length and area. Length  x  4 Width = ?
10. Customer reports can be created to provide what type of information? (4.30) 11. What type of customer reports can be used to help with the internal control over accounts receivable? (4.30-4.34) 12. Define aging- (4.31) 13. What types of reports can be used to help management assess profitability? (4.30-4.34)
b. Orphan c. Widow/Orphan Control d. Keep Paragraphs Together 3. Pressing Ctrl+ Enter produces what? a. A section break b. A tight paragraph c. A manual page break d. A continuous break 4. Which of the following is used to create layout or formatting changes in a portion of a document? a. Section break b. Page break c. Next Page break d. Text wrapping 5. Which of the following is used to move vertical blocks of text from the bottom of one block of text to the top of the next block of text (on the same page)? a. Column breaks b. Section breaks c. Two columns d. Three columns 6. Which of the following inserts an empty page at the insertion point? a. Alt + Enter b. Blank Page command c. Page Break command d. Both b and c 7. Which of the following displays the Columns dialog box? a. The Insert tab b. More Columns command c. Right-click d. All of the above 8. Which of the following is used to keep two adjacent words on the same line? a. Keep lines together b. Keep paragraphs together c. Nonbreaking space d. Nonbreaking hyphen 9. Hyphens are used to: a. join words. b. separate syllables.
Lesson 7 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. deviate fundamental immerse maneuver objective Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym deviate to change what you are doing and not follow the expected plan verb move away, differ keep to fundamental very necessary and important adjective basic, important secondary immerse to submerge or put under verb submerge, duck, occupy avoid maneuver to move or turn skillfully; especially something large or heavy verb move, turn objective making a decision based on facts instead of feelings or beliefs adjective purpose, point, goal, reason