zilongwang/ReadingBank huggingface dataset:
This activity aims to introduce children to different types of microbes and microbe shapes by allowing them to make a microbe out of playdough. Remind the children, with the visual aid and information on the backing stand, that there are three different types of microbes (fungi, bacteria and viruses) and how these are different. microbes can be used to help demonstrate the different shapes of microbes. Encourage children to take some playdough and to make a microbe in a Petri dish. Explain they can make any microbe from the laminated pictures. Point out common forms of microbes that they might have heard of on the laminated sheets to get them started. Ask them which microbe they are making and tell them a bit about it e.g. is it a fungi, bacteria or virus and it is useful or harmful (refer to the information sheets provided). When they have finished, what they have made on the petri dish with the permanent black marker for them to take home. Add a few pieces of selotape around the edge of the dish to secure the lid. Activity 1
All costs listed are in GBP. Microbe Mania Item Estimated cost per pack (pp) / £GBP Estimated cost per Unit / £GBP Petri Dishes 7.99 (20 pp) 0.40 Playdough 3.99 (4 pp) 1.00 Permanent Marker (thin) 5.93 (4 pp) 1.48 Table cloths 10.39 (1pp) 10.39 Laminated Microbe Cards - - Placemats 4.95 ( 4 pp) 1.24 Selotape 1.30 (1 pp) 1.30 Microbes (optional) (7.95) (7.95) Total 34.55 15.81 Horrid Hands Item Estimated cost per pack (pp) / £GBP Estimated cost per Unit / £GBP Activity 1 Glow Gel 22.83 (1pp) 21.83 UV Lights 12V LED 36.00 (1pp) 36.00 Washing up bowls x2 6.00 (2pp) 3.00 Hand soap 0.38(1pp) 0.38 Glo boxes 85.00 (1pp) 85.00 Kitchen roll 1.18 (2pp) 0.59 Bin bags 1.49 (70pp) 0.02 Activity 2 White bowls 0.90 (6pp) 0.17 Washing Up Liquid 0.89(1pp) 0.89 Pepper 0.40 (1pp) 0.40 Cocktail Sticks 0.50 (100pp) 0.01 Total 155.57 148.29
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Sound Study Guide Study the vocabulary word maps and know the meaning of the words in the packet. All sound is caused by vibrations. Objects that vibrate quickly have a higher pitch then objects that vibrate more slowly. Those have a lower pitch. Thin strings vibrate more quickly, so they have a higher pitch. Thick strings vibrate more slowly, so they have a lower pitch. You can change the pitch by tightening or loosening the strings. This speeds up or slows down the vibrations of the string. All vibrations must travel through a medium in order to be heard. They can travel through a solid, liquid, or a gas. Vibrations travel fastest through a solid than a liquid or a gas. Molecules in a solid are close together. This allows the sound waves to travel easier. cannot travel in a vacuum (such as outer space) because there are no air molecules for the vibrations to travel along. We can hear sound through a closed door because the vibrations travel through the air to the door and then through the door to the air on the other side. The vibrations then travel through the air to our ears where we identify them as sound.
Fifth Grade Science Standards Syllabus 1st Nine Standard – 5.1 Matter is everywhere Adding air to expand a basketball, dissolving sugar in water, evaporating salt water to prove that matter is made of particles too small to be seen. Standard – 5.2 Matter Changing States Solid, Liquid or Gases The weight of a substance does not change when melted or dissolved into a substance. Standards- 5.3 and 5.5 Properties of Matter Be able to tell the difference of powders, metals, minerals and liquids based on their properties such as color, hardness, reflectivity, electrical conductivity and magnetic forces. Chemical Properties – the substance changes into something completely different (wood Burning) Physical Properties – the substance is still the same thing it just looks different (Cutting an apple) Standard- 5.4 Mixtures Mix different substances such as baking soda and vinegar, water and rocks and record the changes. Did they change into something different? Did the temp change? Standard – 5.3 and 5.5 Properties of Matter Density affects whether an object sinks or floats when placed in liquid. When reading a cylinder you read from the bottom line not the top curve.
Develop and implement a graduated risk analysis approach Continue to embed the recommendations that were identified during 2015-16 for a graduated risk analysis approach for the agency into the work undertaken at FSANZ, including into the revised Emerging Issues framework. Ongoing Develop and refine used to undertake risk analysis As part of Harvest 4, finalise and implement phase 1 of Silo (the ANDB replacement) for FSANZ food composition data, which supports DEA capabilities. September 2017 Silo 2 – review product backlog and prioritise future Silo development work. The next phase of Silo development will most likely focus on implementing FoodEx2 as a means of classifying foods and enabling the storage, compilation and reporting of non-nutrient scientific datasets identified for incorporation. July 2018 Improve tools to support regulatory economic analysis – Cost of Illness Model and Label Cost Model. Ongoing Further explore methodologies for the collection of data on consumer and producer behaviour and regulatory analysis. Ongoing Apply the most appropriate statistical methodology for the meta-analysis of data in studies identified by systematic reviews, when relevant. Anticipated activities include: Ongoing Continued in-house training and regular round table discussions. Ongoing Undertake a review of the FSANZ Emerging issues Framework, including undertaking in-house workshop(s) reviewing the purpose and scope of this framework. 1st and 2nd quarter 2017–18 Increase in use of a variety of sources of evidence to help inform risk management decisions Undertake follow up on consumer research on infant formula. 1st quarter 2017–18 Exploring methodologies and further improving tools to support consumer and regulatory economic analyses. Ongoing
Science Lab Summary Writing Rubric As in learning any writing skill, writing a good summary takes practice. To create a successful summary, all stages of the writing process must be used (planning, composing, revising, editing, publication.) Key Elements of a well-written lab summary: States the purpose of the experiment or lab Hypothesis is clearly stated as “if…then” statement Includes details about the process in logical order Results include actual data from the lab Analysis of results includes whether hypothesis was supported Experimental errors and further questions are discussed EXTENSIONS FOR EXPERTS: Supporting information from other texts (properly cited), future research or projects proposed, real-world applications described, social or ethical issues discussed 4 Excellent 3 Good 2 Below Average 1 Ineffective Purpose of the lab is clearly stated Purpose of the lab is stated but is incorrect Purpose is unclear--not directly stated in the writing. Purpose is not stated. HYPOTHESIS Hypothesis stated as “if…then” Hypothesis stated but not as “if…then” Hypothesis is unclear No hypothesis DETAILS All details about the process are in logical order Most details are in logical order Details are in random order and not logical Details are missing DATA Actual data from lab are included in results Cause and effect are implied but data is not used directly Data is not used in results Demonstrates little or no understanding of data ANALYSIS Analysis of results includes explanation of whether or not hypothesis is supported Analysis of results includes whether or not hypothesis is supported but without explanation Hypothesis is not referred to in analysis Analysis shows little understanding of science concepts
SCIENCE COURSE SYLLABUS CALIFORNIA EARTH SCIENCE – MACMILLAN/MCGRAW-HILL Sunset Ranch Elementary School 2015 – 2016 Mr. Beardsley Room 27 Welcome to the start of a new school year! This year, students will be studying Earth Science. A year long combination of Geology, Oceanography, Meteorology and a dose of Astronomy is covered as well. On-line interactive textbook http://www.mhschool.com/instructional_materials/ca/pdf/sc08_a6icr_web.pdf The following is an overview of the curriculum for this year. Chapter 1- Earth’s Ecosystems Students learn that all living organisms live in ecosystems in which energy is exchanged to maintain life. The nutrients that sustain life are recycled, but some energy is lost and needs to be renewed. Students study photosynthesis and how green plants form the basis of some food chains or food webs. They also note that the roles plants, animals, and other organisms play as producers, consumers, and decomposers. Chapter 2- Earth’s Land and Water Students learn that the environment defines the ecological roles of organisms. They learn about Earth’s different biomes and the ecosystems within each biome. The y study the biotic and abiotic factors that affect ecosystems. Students examine the differences between fresh water and ocean ecosystems and explore the roles organisms play in water and land ecosystems. They learn that temperate and tropical environments contain the greatest varieties of organisms. Students begin to explore the relationships between California’s ecosystems. Chapter 3- Earth’s Energy Students learn about heat as a form of energy and about how heating an object increases its stored energy. They also learn that heat transfers from warmer objects to cooler ones through conduction and convection. They study the relationship between work and heat flow and the difference between potential energy and kinetic energy. Students learn about types of fuels used to produce energy. For subsequent studies in high school, students should learn about the motion of atoms and molecules in different stages of matter.
THE EDUCATION VILLAGE ACADEMY TRUST SCIENCE TEACHER PERSON SPECIFICATION ESSENTIAL DESIRABLE Criteria No. ATTRIBUTE Identified Criteria No. ATTRIBUTE Stage Identified Qualifications & Education E1 E2 Degree or equivalent in a relevant subject Recognised Teaching qualification AF/C Experience & Knowledge E3 Experience & knowledge of Science curriculum to GCSE level and be able to teach at Key Stage 3 & 4. AF/I/R D1 Evidence of securing expected or better than expected progress outcomes for students at the end of Key 4 AF/I/R E4 Experience of teaching at Key Stage 3 & 4 - with good or better judgements AF/I/R E5 Sound knowledge and experience of T&L strategies to engage and motivate students. AF/I/R/C E6 Experience of using ICT within Science lessons. AF/I/R ESSENTIAL DESIRABLE
Skills E7 Ability to motivate and engage pupils I/R/C E8 communication skills and ability to develop strong professional relationships C/I E9 Knowledge of ICT and how it can be used within the classroom to standards C Personal Attributes E10 High levels of drive and ambition for self and students. I/C E11 Excellent organisational and interpersonal skills. I/R E12 Flexibility and initiative I/R E13 Creativity and innovation I/R Special Requirements Enhanced DBS and Disqualification by Association Disclosure Key – Stage Identified AF Application Form I Interview C Certificates
EQUIPMENT Vocabulary Definition Example Calculator Used to calculate mathematical problems Hand Lens smaller objects look bigger Metric Ruler Measures length in centimeters Measures temperature in Celcius Balance Measures mass in grams Graduated Cylinder Measures volume in milliliters Beaker Measures volume in milliliters Compass Indicates direction Stopwatch Measures time Goggles Protects eyes Collection Net Catches insects Measuring Tape Measures length in centimeters Sound Recorder Records and plays back sound Spring Scale Measures the pull of gravity or weight of an object in newtons Microscope Uses a lens to magnify very small images Camera Captures images Hot Heats up substances Magnet Attracts magnetic objects Lens A curved of glass that is used to make objects appear larger or smaller Telescope Use to make objects that are far away appear larger mirrors and/or lenses Mass Pieces How mass is measured on a balance in grams Measuring Cups Measures volume in milliliters Apron or lab coat Used for safety to protect body during science experiments Safety shield Used for is behind shield, observers are protected MSDS book Used for page in the book describes a chemical and its properties Eyewash station/ safety shower Safety—used in an emergency if something gets in eyes; shower in nurse’s office used in emergency if something harmful gets on skin gloves Used for safety to protect hands syringe Used to measure volume in very small precise amounts, measures in ml/cc Digitlal scale Measures weght . On Earth since mass = weight it can also measure mass in grams terrarium Used to grow plants and land animals Used to pick things up, separate aquarium Used for water based plant an animal life Measuring Spoons Measures volume in milliliters Fire and safety blanket Used for safety in emergencies to put out a fire
bioaccumulation (e.g. eradication of keystone species, reproductive impacts). Feb. 26 / Feb 27 Ch. 3 Community Ecology. 3.3 Community Interactions. B3: Explain various ways in which natural populations are altered or kept in equilibrium. Explain how species adapt or fail to adapt to environmental conditions, with reference to the following: Natural selection Proliferation Predator/prey cycle Ecological succession Climax community Extinction Adaptive Radiation Add adaptive radiation, climax community, ecological succession and proliferation to visual vocabulary Community interactions worksheet to hand in. Watch time-lapse succession video. Chapter 3 inside-outside circle review exercise outside. Clarify any areas of confusion from Google Form. Introduce intra- and interspecific competition. Demonstrate internet resources to identify foreign species in B.C. Play succession video. Lead inside-outside circle review activity. Mar. 2 / Mar. 3 Ch. 4 Nature’s Recycling Programs. 4.1 Cycling of Organic and Inorganic Matter. B1: Explain the interaction of abiotic and biotic factors within an ecosystem. Illustrate the cycling of matter through abiotic and biotic components of an ecosystem by tracking nutrient cycles. Hand in visual vocabulary cards. Chapter 3 Quiz. Add aeration, cellular respiration, photosynthesis and potassium to visual vocabulary cards. Construct a visual representation of photosynthesis and cellular respiration. Google Form for understanding/homework (provide in class time). Final opportunity for questions before quiz. Proctor quiz. Set-up craft tables for students to make visual representations of photosynthesis and cellular respiration. Review Google Forms to assess conceptual change. Mar. 4 / Mar. 5 Ch. 4 Nature’s Recycling Programs. 4.2 The Carbon Cycle. B1: Explain the interaction of abiotic and biotic factors within an ecosystem. Illustrate the cycling of matter through abiotic and biotic components of an ecosystem by tracking carbon (with reference to CO2, CO32-, O2, photosynthesis, respiration, decomposition, volcanic activity, carbonate formation, greenhouse gases from human activity, combustion). Add carbonate to visual vocabulary cards. Play “The Carbon Cycle Game” and complete the worksheet. Google Form check for understanding/homework (provide in class time). Clarify any areas of confusion from Google Form. Show Carbon Cycle video on Youtube. Review Google to assess conceptual change.
Apr. 15 / Apr. 16 Skype interview with biologist, Rick Shine. B3: Explain various ways in which natural populations are altered or kept in equilibrium. Give examples of how foreign species can affect an ecosystem. Unit review tournament. Apr. 17 / Apr. 20 Unit Exam Unit Exam Unit Exam Unit Exam Unit Exam Apr. 21 / Apr. 22 Biology Conference Biology Conference Biology Conference Biology Conference Biology Conference Apr. 23 / Apr. 24 Biology Conference Biology Conference Biology Conference Biology Conference Biology Conference
Biotic and Abiotic Factors Watch the Planet Earth selection and answer the following Choose one ecosystem: ___________________________ Make a list of the abiotic factors (at least 6) Make a list of the biotic factors (at least 10) Draw the ecosystem and include your biotic and abiotic factors
should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge and skills from Standards of Learning presented in previous grades as they build scientific expertise. The Board of Education recognizes that school divisions will adopt a K–12 instructional sequence that best serves their students. The design of the Standards of Learning assessment program, however, requires that all Virginia school divisions prepare students to demonstrate achievement of the standards for elementary and middle school by the time they complete the grade levels tested. The high school end-of-course Standards of Learning tests, for which students may earn verified units of credit, are administered in a locally determined sequence. Each topic in the Science Standards of Learning Curriculum Framework is developed around the Standards of Learning. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge and skills that should be the focus of instruction for each standard. The Curriculum Framework is divided into two columns: Understanding the Standard (K-5); Essential Understandings (middle and high school); and Essential Knowledge, Skills, and Processes. The purpose of each column is explained below. Understanding the Standard (K-5) This section includes background information for the teacher. It contains content that may extend the teachers’ knowledge of the standard beyond the current grade level. This section may also contain suggestions and resources that will help teachers plan instruction focusing on the standard. Essential Understandings (middle and high school) This section delineates the key concepts, ideas and scientific relationships that all students should grasp to demonstrate an understanding of the Standards of Learning. Essential Knowledge, Skills and Processes (K-12) Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to be the key knowledge and skills that define the standard. Strand: Scientific Investigation, Reasoning, and Logic This strand represents a set of systematic inquiry skills that defines what a student will be able to do when conducting activities and investigations, and represents the student understanding of the nature of science. The various skill categories are described in the
Overview Standard 6.4 focuses on an understanding of the basic structure of the atom, including electrons, protons, and neutrons. The concepts defined in standard 6.4 build on students’ basic understanding of the concept of matter as introduced in science standards 3.3 and 5.4. Knowledge of basic chemistry concepts is fundamental to understanding the physical sciences, life processes, and Earth and environmental science ideas. It is intended that students will actively develop scientific investigation, reasoning, and logic skills, and the nature of science (6.1) in the context of the key concepts presented in this standard. Essential Understandings The concepts developed in this standard include the following: The basic structural components of a typical atom are electrons, protons, and neutrons. Protons and neutrons comprise the nucleus of an atom. An element is a form of matter made up of one type of atom. The atoms of an element are basically alike, though the number of neutrons may vary. The atoms of one element differ from those of another element in the number of protons. Elements can be represented by chemical symbols. Two or more atoms of different elements may combine to form a compound. Compounds can be represented by chemical formulas. Each different element in the compound is represented by its unique symbol. The number of each type of element in the compound (other than 1) is represented by a small number (the subscript) to the right of the element symbol. Chemical equations can be used to model chemical changes, illustrating how elements become rearranged in a chemical reaction. A limited number of elements, including silicon, aluminum, iron, sodium, calcium, potassium, magnesium, hydrogen, oxygen, nitrogen, and carbon, form the largest portion of Earth’s crust, living matter, the oceans, and the atmosphere. Essential Knowledge, Skills, and Processes In order to meet this standard, it is expected that students will create and interpret a simplified modern model of the structure of an atom. compare and contrast the atomic structure of two different elements.
A B Chameleon Toad Bat Ostrich Mammals Birds Reptiles Amphibians (a) Chameleon……………………………………………………………………………………… (b) Toad…………………………………………………………………………………………… (c) Bat…………………………………………………………………………………………….. (d) Ostrich……………………………………………………………………………………….. The diagram below shows how light passes through a glass block. Study and use it to answer question 46. 46. (a) Name the rays M and P (i) M……………………………………………………………………………………… (ii) P……………………………………………………………………………………… (b) Name the angle marked P
53. The diagram m below shows part of the human skeleton. Use it to answer the questions that follow (a) Name the part marked J Sternum (b) State any two delicate body organ protected by the part of the skeleton shown (i) heart (ii) lungs (c) How is the part of the human skeleton shown above used during breathing out? Reduced the volume of the chest by moving inwards and down 54(a) Write down any two activities that can be done by an individual to promote personal hygiene brushing teeth bathing daily cutting off finger nail mopping house sweeping the compound (b) State two ways community members can promote sanitation in their area. (i) protecting spring wells (ii) by proper disposal of wastes (iii) digging pit laterines
• Describe the types of surfaces that reflect or absorb sound waves People’s listening and being obedient to God’s Word 44 126–29 114–17 91, 93–94 • Describe characteristics of pitch, volume, and quality • Write why some bells have higher pitches than others Activity: Musical Jars • Predict and test how the amount of air in a jar affects its pitch Predicting Measuring 45 130–32 118–20 95 • Identify the three main parts of the ear • Describe the functions of the three main parts of the ear God as Creator God’s perfect design 46 133 121 Exploration: All Ears • Make a model of the ear • Demonstrate knowledge of parts of the ear 47 134–35 122–23 97–98 • Describe how the sounds you make can glorify God • Recognize the need to keep ears safe and healthy People’s responsibility to glorify God People as stewards of God’s creation People’s use of science to honor God 48 136 99–100 Chapter Review • Recall concepts and terms from Chapter 6 49 137 Chapter 6 Test • Demonstrate knowledge of concepts taught in Chapter 6 Lesson Teacher’s Edition Student Text Activity Manual Objectives and Biblical Worldview Process Skills Chapter 7: Energy in Motion 50 138–43 124–29 101–2 • Recognize that learning about friction can help us use it in better ways • Describe what causes an object to move • List kinds of invisible forces • Describe three kinds of invisible forces • Identify weight as the measurement of the force of gravity People’s use of science to honor God People as stewards of God’s creation 51 144–45 130–31 103–4 Activity: Friction Fun • Test several surfaces to compare has the most friction • Observe and measure the distances that a ball rolls on different surfaces People’s use of science to honor God People as stewards of God’s creation Observing Measuring
84 236–41 212–17 185–87 • Recognize that the skin is the largest in the body • Identify the two layers of skin • Recognize that new skin cells are made in the epidermis • Explain why the epidermis is important to the body People as God’s People as stewards of God’s creation Sin caused God’s world to change 85 242–45 218–21 189–91, 193–95 • Recognize that the ridges on fingertips provide friction to grip things • Explain ways that fingerprints are useful Activity: Patterns on My Skin • Make and classify fingerprint patterns Classifying Observing 86 246–50 222–26 197 • Describe the parts of the dermis • Explain the functions of nerves, blood vessels, sweat glands, and oil glands in the dermis • Describe two ways the body is cooled • about why skin may or may not bleed when scraped God’s perfect design 87 251 227 Exploration: Under My Skin • Make a model of the parts of the skin 88 252–53 228–29 199–200 • Explain why caring for our bodies is important • Explain two ways that keeping clean is important God’s perfect design 89 254 201–2 Chapter Review • Recall concepts and terms from Chapter 12 90 255 Chapter 12 Test • Demonstrate knowledge of concepts taught in Chapter 12
Consider ethical responsibilities when deciding how to conduct an experiment Safely use appropriate tools to make observations and measurements, using formal measurements and digital technology as appropriate Make observations about living and non-living things in the local environment Collect simple data Processing and analyzing data and information Experience and interpret the local environment BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) All matter is made of particles. Questions to support inquiry with students: Why is matter known as the material of the universe? How are matter and energy related? Core Focus: CHEMISTRY Matter is anything that has mass and takes up space atoms are the building blocks of matter Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Thermal energy can be produced and transferred. Questions to support inquiry with students: What can be a source of thermal energy? How is thermal energy transferred between objects? Core Focus: PHYSICS Sources (thermal energy can be produced by chemical reactions (e.g., hand warmers), friction between moving objects, and the sun.) of thermal energy (energy that comes from the movement of particles within matter) transfer of thermal energy (conduction (touching — eg., hold an ice cube); convection (current — why do we hang mittens over a heat source?); radiation (through space by a wave — e.g., heat from the sun)) Evidence of Experience (Show)
*41 90 Chapter Review Lesson ST AM Pages Assessment Content Integration Chapter 5: Electricity and Magnetism 42 Chapter 4 Test 91 71 Chapter Opener Man’s use of wisdom to serve his fellow man *43 92–95 72 Electricity *44 96–99 73–78 Quiz 5 Current Electricity Results of unconfessed sin *45 100–101 79 Rubric Activity: Conductors Needed! *46 102–4 80 Magnetism Man as steward of God’s creation 47 105 Rubric Exploration: Muscular Magnets 48 106–7 81–82 Rubric Activity: How Strong Is Your Magnet? *49 108–11 83–86 Electromagnets and Generators Interrelationship of the parts of creation Man’s God-given curiosity Godly wisdom Man’s responsibility to glorify God God’s omniscience *50 112 Chapter Review Lesson ST Pages AM Pages Assessment Content Bible Integration 51 Chapter 5 Test a
*70 154–57 115–16 Beliefs About the Moon Bible as the final authority in the Word of God God’s use of creation for His glory God’s omnipotence *71 158 Chapter Review Lesson ST Pages AM Pages Assessment Content Bible Integration Chapter 8: Water and Oceans 72 Chapter 7 Test 159 117 Chapter Opener Man’s use of wisdom to serve his fellow man *73 160–63 118 Water in Motion God as Master of creation 74 164–65 119–20 Rubric Activity: The Great Vapor Race *75 166–69 121–24 Quiz 8 Tides and Waves God as Master of creation Obedience to God’s Word *76 170–73 125–26 Currents Christians as a reflection of God *77 174–78 127–29 Oceans God’s provision for His creation God’s variety in creation 78 179 130 Rubric Exploration: Marine *79 180–81 131–32 Rubric Activity: Mapping the Depths *80 182 Chapter Review Lesson ST Pages AM Pages Assessment Content Bible Integration
Man’s responsibility to glorify God 95 227 Rubric Exploration: Waste Away *96 228 Chapter Review Lesson ST Pages AM Pages Assessment Content Bible Integration Chapter 11: Digestion 97 Chapter 10 Test 229–31 157 Unit and Chapter Opener Man’s use of wisdom to serve his fellow man *98 232–35 158–59 Your Mouth God’s Word as the only true source of guidance God’s provision for man *99 236–37 160–64 Rubric Activity: Designing an Experiment *100 Spirit-filled Christians *101 238–41 165–66 Quiz 11-A Your Throat, Esophagus, and Stomach God’s provision for His creation *102 242–45 167–68 Quiz 11-B Your Intestines and Other Digestive Organs 103 246–47 169–70 Rubric Activity: Starchy Christian’s body as God’s temple Christians bonded in Christ God’s provision for man God’s command to remember *104 248–52 171–74 Nutrition 105 253 175–76 Rubric Exploration: Climbing the Pyramid *106 254 Chapter Review
Science 4 (Planning KDU) CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Questioning and predicting is a pattern that can be recognized as having levels—big to small, simple to complex—or as a process with a sequence of steps. Key questions about order: How is order apparent in the adaptations of forest animals in BC? How does the order of seasons impact local plants and animals?) Demonstrate curiosity about the natural world Observe objects and events in familiar contexts Identify questions about familiar objects and events that can be investigated scientifically Make predictions based on prior knowledge Planning and conducting Suggest ways to plan and conduct an inquiry to find answers to their questions All living things sense and respond to their environment Questions to support inquiry with students: How do living things sense, respond, and adapt to stimuli in their environment? How is and responding related to interdependence within ecosystems? Key questions about order: How is order apparent in the adaptations of forest animals in BC? Core Focus: BIOLOGY Sensing and responding: Humans (eg. 5 senses) Other animals (e.g., echolocation, UV sensors, magnetoreception, infrared sensing, etc.) Plants (e.g., response to light, touch, water, gravity, etc.) Biomes (biomes are regions grouped by similar temperature and precipitation (e.g., climate: long-term weather patterns); terrestrial biomes; aquatic/marine biomes) as regions with similar environmental features Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know)
Consider ethical responsibilities when deciding how to conduct an experiment Safely use appropriate tools to make observations and measurements, using formal measurements and digital technology as appropriate Make observations about living and non-living things in the local environment Collect simple data Processing and analyzing data and information Experience and interpret the local environment Identify First Peoples perspectives and knowledge as sources of information Matter has mass, takes up space, and can change phase Questions to support inquiry with students: How can you explore the phases of matter? How does matter change phases? How does heating and cooling affect phase changes? Core Focus: CHEMISTRY Phases of matter the effect of temperature (solids, liquids, and gases change with heating (eg., boiling point, melting point [melting chocolate]) and cooling (eg., freezing point [making ice cream]), and these physical changes are reversible) on particle movement Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Energy can be transferred Questions to support inquiry with students: Core Focus: PHYSICS Energy:
Identify possible sources of error Suggest improvements to their investigation methods Identify some of the assumptions in secondary sources (secondary sources of evidence could include anthropological and contemporary accounts of First Peoples of BC, news media, archives, journals, etc.) Earth materials change as they move through the rock cycle and can be used as natural resources. Questions to support inquiry with students: How do we interact with water, rocks, minerals, soils, and plants? How can be considered a closed material system? How can we act as stewards of our environment? Core Focus: EARTH/SPACE the rock cycle types of earth materials (include mineral, rock, clay, boulder, gravel, sand, soil) First Peoples’ concept of interconnectedness (everything in the environment is one/connected (e.g., sun, sky, plants and animals) and we have a responsibility to care for them)) in the environment Nature of sustainable practices around BC’s resources Peoples knowledge of sustainable practices fdsaf
investigate and how we interpret what we find. Prompt students to analyze the risks we take in exploring space and how that relates to worldview. Engage the class in a discussion of the question, “Is there a biblical justification for space exploration?” 68 8C Manned Space Programs 177–187 Applications 8C: Space Programs Applications 8D: Man in Space Applications 8E: The Lunar Landing 69 Investigation 8G: Model Rocket Project* and Investigation 8H: The Altitude and Speed of a Model Rocket* 70 Chapter 8 Review 71 Chapter 8 Test Unit 3: The Atmosphere Chapter 9: Introduction to Meteorology 72–73 9A Structure of the Atmosphere 193–202 Applications 9A: Composition of the Atmosphere Applications 9B: Structure of the Atmosphere Get students to describe where the atmosphere came from and how it changed from the book of Genesis. 74 9B Energy in the Atmosphere 203–204 Applications 9C: The Atmosphere and Energy from the Sun Put this chapter in context by discussing how Earth’s atmosphere is designed to support life. 75 9C Weather and Its Description 205–209 Applications 9D: The Conditions of the Atmosphere 76 Investigation 9E: The Effect of Temperature on the Volume of Air in a Balloon* 77 Investigation 9F: The Effect of Air Pressure on Boiling Point* 78 Chapter 9 Review 79 Chapter 9 Test Chapter 10: Atmospheric Water 80 10A Water Entering the Atmosphere 213–214 Applications 10A: Changes In Begin this chapter by focusing on how God provides for His creation through atmospheric water. 81 Investigation 10D: Evaporation and Condensation* 82 10B Water in the Atmosphere 215–221 Applications 10C: of Clouds 83 10C Water Leaving the Atmosphere 222–227 Applications 10B: Precipitation Discuss Gideon’s test in Judges 6 and why this was miraculous. Help your students understand how God is sovereign over the weather. 84 Investigation 10E: Measuring Dew Point* and Investigation 10F: Cloud Formation* 85 Chapter 10 Review 86 Chapter 10 Test
Chapter 11: Movement in the Atmosphere 87 11A Air Masses 231–234 Applications 11A: Air Masses and Fronts Applications 11B: Air Masses 88 Investigation 11G: Solar Heating of the Earth* 89 Investigation 11I: Understanding Fronts and Air Masses* 90 11B Winds 234–240 Applications 11C: Global Wind Patterns Emphasize to your students that air movement is an example of how God bestows His goodness on the earth through rain and moderated temperatures. See if you can get students to give you some examples of how we can have dominion over the winds by using them. 91–92 11C Storms 241–253 Applications 11D: High- and Zones Applications 11E: Lightning 93 Investigation 11H: Hurricane Tracking* 94 Chapter 11 Review 95 Chapter 11 Test Chapter 12: Weather Prediction 96–97 12A Gathering Weather Information 257–269 Applications 12A: Thermometers Applications 12B: Barometers Applications 12C: Weather Measurement Applications 12D: Station Model Make the comparison with your students between fiducial points on a thermometer and uncompromising standards in their spiritual lives. 98 12B Reporting Weather Information 269–271 99 12C Analyzing Weather Information 272–274
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence Analyze cause-and-effect relationships Evaluating Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions Describe specific ways to improve their investigation methods and the quality of data Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled Demonstrate an awareness of assumptions, question information given, and atmosphere are interconnected, as matter cycles and energy flows through them. How do Earth’s major spheres interact? How do matter and energy move through ecosystems? How do First Peoples view the cycling of matter and energy? Key questions about interactions: How do the four spheres of the Earth interact? How can understanding the interactions of Earth’s spheres help us prepare for natural disasters? required for most life on Earth, and is the root cause of wind and ocean currents, which distribute energy and nutrients around the planet, as well as the energy sources for the water cycle) on the cycling of matter and energy matter cycles (e.g., water, nitrogen, carbon, phosphorous, etc.; human impacts on sources and sinks (e.g., climate change, deforestation, agriculture, etc.); bioaccumulation and biomagnification) within biotic and abiotic components of ecosystems sustainability of systems (a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.)) First Peoples knowledge of interconnectedness (everything is connected, from local to global; First Peoples perspectives on interconnectedness) and sustainability (First Peoples perspectives on sustainability of systems) plate tectonic movement ( climate change over
WAPPING HIGH SCHOOL Science and Creative Arts Technician PERSON SPECIFICATION raising aspirations broadening horizons Area Essential Desirable Method of Assessment Qualifications 5 GCSEs A – C including Mathematics and English Level 3/A level qualifications or equivalent. Appropriate NVQ Technical qualifications aid qualification or willingness to undertake training Application Professional Development Evidence of continuing professional development Awareness of current and developing technology Application Interview Experience Have technical experience in preparing lab equipment, chemicals and experiments and/or have a technical or engineering support background Experience within an education environment Experience in Science/technical industry Application Form Interview Reference Knowledge and Skills Research, access and download information Highly developed organisational skills Prioritise workload to meet deadlines Have excellent interpersonal and communication skills both oral and written To be keen to develop yourself and your skills. Knowledge of Health and Safety requirements Knowledge of CLEAPPS resources Experience school technology equipment such as drills and saws etc.. Application Interview Tasks Reference Personal Qualities Work independently as well as part of a team Work creatively and to take initiative appropriate Remain calm under pressure Empathise with young people Have a Flexible attitude Love working in a team. Application Interview Tasks Reference WAPPING HIGH SCHOOL Science and Creative Arts Technician JOB PROFILE raising aspirations broadening horizons
Science and Design & Technology KS3 Waterproof Not waterproof rubber plastic tin foil glass metal paper cotton wool wood tissue Substitution table Rubber Plastic Tin foil Glass Paper Cotton wool Metal Wood Tissue is is not waterproof. waterproof. Paper is not waterproof. Hard Soft wood metal plastic wool fabric velvet Substitution table Wood Metal Plastic Wool Fabric Velvet is hard. soft. Wood is hard.
Successful candidate takes up post: April 2018 The selection membership is planned to be: Chair: Jenny Dibden, BEIS Director of Science, Research and Innovation Professor Sir Mark Walport, UK Research and Innovation CEO designate Independent Panel Member: Dame Janet Thornton How to Apply The closing date for applications is 22 September, 2017. Please submit the following documents by email to A Covering Letter A CV Candidates Application Form Please ensure that you include “Science and Technology Facilities Council (STFC) Executive in the subject box. Alternatively, you can send your application in hard copy to: Public Appointments Team, 7th Floor, Spur 2, 1 Victoria Street, London, SW1H OET Applicant packs can be provided in other formats upon request. Conflicts of Interest If you or a family member have any personal or business interest or potential conflict of interest with the activities of the Body you will be expected to declare this. Any conflict will not prevent you forward to interview, but may be explored with you during the selection process. You will also be required to uphold the standards of conduct established by the Committee of Standards in Public Life, also known as the Nolan Principles (Please see last page).
This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: .Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. This publication available from Contacts us if you have any enquiries about this publication, including requests for alternative formats, at: Department for Business Energy and Industrial Strategy 1 Victoria Street London SW1H 0ET Tel: 020 7215 5000 Email: BEIS/17/JAN
SCIENCE CLUB REPORT In our last session students investigated the role of a forensic scientist and we discussed the many ways crimes are solved using science, including the examination of fingerprints. Almost every time you touch something, you leave a fingerprint. Our hands are covered with sweat pores. Sweat is often mixed with other body oils and dirt and when you touch something with your fingers, the oils and dirt on your skin stick to the surface of the object leaving an imprint of your fingertips. Prints that you can see with the naked eye are called visible prints. Students were given cups which had the culprit’s prints (mine!) all over them and they firstly had to locate the print with some “special” dusting powder and then identify the type of fingerprint. They also examined their own prints using magnifying glasses and paint. Science Club meets every second Wednesday for students in 3-6. Mrs Richardson
Overview of the Academic year 2018-2019. Class (Years) Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Lapwings (1&2) Animals Plants Habitats Light & Dark Sound Materials Swans (3&4) Animals Plants All living things Light States of Matter Kingfishers (5&6) Animals (and Humans) All living things Evolution & Inheritance & Electricity Properties & Changes to materials & Space Biology Chemistry Physics Key: Lapwings - 2 Year Plan.
Topic title Knowledge & Understanding Key Vocabulary National Curriculum codes Half term 1 – Animals including humans. Skeletons & muscles. Organ systems e.g. the Digestive system. Stomach, gullet, intestine, skeleton, muscles Sc3 2.2a, Sc3 2.2b Half term 2 – All living things. Identify & living things (plants & animals) in the wider environment. Environmental change & dangers – worldwide. Environment, identify, habitat, pollution Sc4 2.1a, Sc4 2.1 Sc4 2.1c Spring term 2020. Topic title Knowledge & Understanding Key vocabulary National Curriculum Half term 1 – States of matter Heating & Cooling – of heat transfer and evaporation. Conduction, Convection, Radiation, Evaporation. Sc4 3.1c, Sc4 3.1b Half term 2 – Sources of sound. Vibrations. Pitch & Volume. Frequency, Volume, Pitch, Amplitude, Sc4 4.1a, Sc4 4.1b, Sc4 4.1c, Sc4 4.1d, Sc4 4.1e Summer term 2020. title Knowledge & Understanding Key vocabulary National Curriculum codes Half term 1 – Forces & Magnets How magnets attract some materials. Floating & Sinking. pole, South pole, Attract, Buoyant, Sc3 4.2a, Sc3 4.2b, Sc3 4.2c, Sc3 4.2d, Sc3 4.2e, Sc3 4.2f Half term 2 - Electricity Alternative sources of electricity – national and international. Renewable, Non-renewable, environment Sc4 4.2a, Sc4 4.2b, Sc4 4.2c, Sc4 4.2d, Sc4 4.2e Kingfishers – 2 year plan. Autumn term 2018.
Cognition and Learning C & L Attention and Concentration Length of concentration. Range of attention – wide, limited, obsessions (fixed interest). Difference during adult/self-directed activities. Perseverance. Memory. Learning and Play Rate of progress. Level of attainment compared to peers (Early Years Outcomes). How they learn e.g. and error, watching, listening to instruction. Characteristics of Effective Learning (COEL). Understanding of basic concepts e.g. passage of time, sequences of events, cause and effect. Ability to transfer learning to new situations. Interests/preferred activities. Enjoyment in new experiences and learning opportunities. Symbolic Understanding Recognises objects – real, miniature, pictures. Uses toys/objects appropriately. Relates one object to another in play e.g. brushes doll’s hair. Uses objects in place of others e.g. box for a car. Engages in pretend/role play.
Document F Temperance “The tentacles of the Devil Fish cannot be destroyed unless the HEAD, the source of the sustaining power is destroyed” – Victor Hugo’s “Toilers of the Sea” What group does the hand represent? What is the ‘source’ of the ‘power’ described by the cartoon? What does the head of the octopus represent? What about the tentacles? What is the overall message of this cartoon? http://library.thinkquest.org/04oct/00492/Cartoons.html Document G http://www.virginiamemory.com/docs/WomensHolyWar.jpg Document H Urban Reform Directions: Go to the computers and watch the video “Jacob Riis Photographs”
Common Social-responsible Practices of Businesses Describe how businesses may address the listed social responsibilities. Provide examples of laws, organizations, or activities for each one. Be sure to identify the examples as a law, an organization, an activity or other appropriate label. Environmental protection Example Workplace diversity Example Job safety Example Employee wellness Example Evaluation of a Business Being Socially Responsible List at least three benefits of socially responsible actions. How should the need of businesses earning a profit impact their decisions to be socially responsible? What is the purpose of business ethics? _____________________________________ ______________________________________________________________________ What are the three business ethics guidelines for determining socially responsible actions? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Classify the following neurons as bipolar, multipolar, unipolar and if it represents a sensory, motor, or interneuron. What is an “action potential”? What was the purpose of doing the Reaction Time experiments? What was the purpose of doing the knee jerk reflex experiment? Label the reflex arc with: sensory neuron, motor neuron, effector, spinal cord Why is the reflex arc important to homeostasis? How is the reflex arc different from seeing a stimulus and having to process it? Put the following statements in the correct order of events that happens during a reflex arc. Put the correct number,1-8 , in the blanks provided. _______ Membrane depolarizes to threshold. Voltage-gated Na+ channels open and Na+ enters the cell. _______ The cell returns to resting ion permeability and resting membrane potential. _______ K+ moves from cell to extracellular fluid (the cell is depolarizing). _______ Rapid Na+ entry depolarizes cell. _______ Resting membrane potential _______ Na+ channels close and slower K+ channels open. _______ Depolarizing stimulus _______ K+ channels remain open and additional K+ leaves the cell, hyperpolarizing it.