zilongwang/ReadingBank huggingface dataset:
Cost breakdown – please note that a certain amount per applicant has been allocated for the delegation and flights, accommodation, transport and meals will be provided and organised by SIN/BIS/British Council (eligible costs: flight costs, accommodation and transport in the UK). Please be advised that lunches and dinners will be provided). Please outline the major elements of other eligible anticipated expenditure and costs. Item Cost Total: Note: Funded researchers will be contacted by SIN/BC/BIS following the Symposium by Survey Monkey to monitor and evaluate the impact of the event. If you have any questions please contact Dr Malak Hamdan, Head of UK Science & Innovation (Gulf), Tel: 0097444962057 / 0044 (0)7903153163 Application to be sent to: Mahmoud.Mouselli@sa.britishcouncil.org Annex 1: Background information Kuwait Kuwait is a highly water-stressed country with the lowest level of renewable internal freshwater resources per capita in the world1. Kuwait’s daily consumption per capita of energy and of desalted water is amongst the highest in the world. Total consumption of each is almost doubled every 10 years. The current cost of providing a reliable source of fresh water in Kuwait, through desalination plants exceeds 1.2 US$ billion annually2. The government estimates that by the year 2050, given current consumption patterns, the majority of the country’s revenue that is generated by oil will be required to fund the increased production of desalinated water1. Significant improvements in
Graphic Organizer Neat/well written Utilize color Complete sentences 10 points Poster Must include graphics Colored/decorated Neat 50 points picture book 10 frames Colored/decorated Neat 50 points Flash cards Neat/well written Utilize color Complete definitions(10) 10 points 3-d model Original Constructed by you Neat/decorated 80 points Story analogy Rough draft or outline 1 typed page 12pt T.N.R dbl spaced 50 points Textbook lesson Legible Complete sentences Correct answers 20 points Song/rap Must have music Typed lyrics 2-5 min. long 80 points Skit 3-5 min. long Typed script 2- 4 per group 80 points Foldable Colored/decorated Neat/well written Must include graphics 20 points
Basic Outline for Science Fair Research Paper This is where you will explain background information on your topic. Ask why thing happen, ask how thing happen, ask what causes things to happen, ask what are the properties of key substances. A great list of questions you can answer is at the following website. Introduction – State your question “What is the relationship between X & Y? (Independent and dependent variables) Explain why you picked this question and why it is important to you or other people. Section 1 – Summarize and explain the information that you discovered about one of the two parts to your question. (X) At least one paragraph per source
Science Fair Calendar for Jr. High Students November - December 26 27 28 29 30 1 Topics & Question need to be finalized 2 3 4 Hypothesis Created 5 Materials List Finalized 6 Procedure due 7 8 9 10 11 All Mandatory Forms due 12 13 Research Plans due 14 CWNC Permission are due 15 All Extra Forms due 16 17 18 19 20 Abstract due 21 22 23 24 25 Merry Christmas 26 27 28 29 30
January 31 1 All Hard Copy Must Be In To Director of Region 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Project Testing should be done 19 Conclusion should be drawn 20 21 22 Trifolds need to be purchased May begin working on Trifolds 23 24 25 26 27 28 29 30 Begin set-up for science fair 31 Science Fair from 9-11am
Project Elements 5 4 3 2 1 0 Identification of Variables All of the following are identified: Independent Variable, Dependent Variable, Experimental Group, Control Group, Constants. 4 of the following are identified: Independent Variable, Dependent Variable, Experimental Group, Control Group, Constants. 3 of the following are identified: Independent Variable, Dependent Variable, Experimental Group, Control Group, Constants. 2 of the following are identified: Independent Variable, Dependent Variable, Experimental Group, Control Group, Constants. 1 of the following is identified: Independent Variable, Dependent Variable, Experimental Control Group, Constants. None of the elements are identified. 3 Excellent 2 Good 1 Fair 0 Incomplete/ Incorrect Procedures SI are used if applicable. Procedure is sequential and describes the investigation clearly. Repetition of trials (3) present. The are numbered. Procedure is sequential and describes the investigation Repetition of trials (3) present Procedure is not sequential or is missing necessary steps. Repetition of trials (3) not present. Procedure missing not aligned with question Materials Materials are appropriate and a detailed list is given with proper amounts. SI units are used if applicable. are enough materials for 3 trials. The list is bulleted. Materials list is appropriate and a detailed list is given with proper amounts. Materials list is given, not all materials are appropriate with detailed amounts. Materials missing or incomplete Total Score /11 = %
The following materials will be required for this experiment: a sample of at least 30 planarians, ice, a scalpel, spring water, 6 Petri dishes (100 mm diameter), 6 pieces of steel sheet metal, each approx. 100 mm square, and 9 neodymium magnets. Precautions/Safety: Because neodymium magnets can be extremely strong, they snap together rapidly and may break during their usage (K & J Magnetics Inc, 2005). Follow all safety guidelines involving the use of neodymium magnets, including the use of protective eyewear during the manipulation of these magnets. Care must be taken when using sharp objects, such as a scalpel, to bisect the organisms. Also, while bisecting the organisms, an individual must be careful to cut precisely in the center of the organism. The planarians will not be fed during the regeneration period. They are unlikely to feed during this time, so uneaten food will foul the water and the planarians will die. Methods: Using a gauss meter, the intensity of magnetic fields at the surface of one neodymium magnet, two neodymium magnets stuck together, and three neodymium magnets stuck together will be measured and recorded. A group of planarians will be separated into one of six categories with a minimum of five planarians in each category. Categories are as follows: bisected, no magnets; bisected, 1 magnet; bisected, 2 magnets; bisected, 3 magnets; untreated, no magnets; and untreated, 3 magnets. Space the appropriate magnets evenly over a 100 mm circle on the sheet metal squares; all of the magnets should be arranged with the same pole (either N or S) facing up. The sheet metal allows you to place the magnets closer together than you would on a non-magnetic surface, and also increases the magnetic field strength. Label the dishes 1–6 and place them on top of the correct sheet metal square. Begin bisection of at least 20 planarians through the following procedure: place each organism on ice to immobilize and anesthetize the animal, cut it in half with a scalpel (make the cut
Lab Report Bibliography Acknowledgements Project Display Board (ONLY if competing) Students will present VIA POWERPOINT; Selection for competition will be announced and THEN they can do the board! Final Project DUE: November 19th and 20th Students will present VIA POWERPOINT; Selection for competition will be announced and THEN they can do the board! Boards due on November 19th and 20th . NOTE: Students, be reminded that this is an independent project. Teachers will NOT be collecting part by part. The only part collected is the research plan for approval. Pre-Approved Science Fair Topics The Effect of Propylene Glycol on the Growth of Radishes? Boatyards and marine pollution. Are eco-friendly packing materials as effective as less eco-friendly materials when packing a breakable object? The efficacy of bioethanol fuel? Effect of traffic flow on the release of pollutant gases. Determining the effectiveness of different sunscreen products in blocking ultraviolet (UV) radiation Recycling Greywater: Can Plants Tolerate It? The Effects of Runoff Pollutants on Various Aquatic Plants? Are 'Green' Detergents Less Toxic Than Conventional Detergents? How solar cells are affected by their operating temperatures?
This Science Fair Project serves as an interdisciplinary assignment across subjects. Math – measurement, data analysis, quantities, conversions Science – scientific method, field of science L.A. – research paper, writing process, bibliography Art – display board, photos, and drawings Social Studies – background knowledge, research Technology – graphing SCIENCE FAIR BOARD EXAMPLE Research Plan
Possible Science Fair Questions Does music have an effect on plant growth? Which kind of food do dogs (or any animal) prefer best? Which paper towel brand is the strongest? What is the best way to keep an ice cube from melting? Can the food we eat affect our heart rate? Can background levels affect how well we concentrate? What is the best way to keep cut flowers fresh the longest? Does the color of light used on plants affect how well they grow? What plant fertilizer works best? Does the color of a room affect human behavior? Do athletic students have better lung capacity? What brand of battery lasts the longest? Does the type of potting soil used in planting affect how fast the plant grows? What type of foods allow mold to grow the fastest? Does having worms in soil help plants grow faster? Can plants grow in pots if they are sideways or upside down? Does the color of hair affect how much static electricity it can carry? (test with balloons) How much weight can the surface tension of hold? What light brightness makes plants grow the best? Does the color of birdseed affect how much birds will eat it? Do natural or chemical fertilizers work best? Can people tell artificial smells from real ones? What brands of bubble gum produce the biggest bubbles? Does age affect human reaction times? What is the effect of salt on the boiling temperature of water? Does shoe design really affect an athlete's jumping height? What type of grass seed grows the fastest? Do different types of soil hold different amounts of water? Does the shape of a kite affect its flight? Will more air inside a basketball make it bounce higher? Which brand of popcorn pops the most kernels? Do suction cups stick equally well to different surfaces? cheese grows mold the fastest? Which kind of cleaner removes ink stains best? Does a baseball go farther when hit by a wood or bat?
Abstracts are limited to a maximum 250 words and must fit within the predefined area. Please be sure to consult the information from your affiliate fair for the proper formatting of the header information as fairs differ in what is required (or not allowed). The abstract should include the following: a) purpose of the experiment ) procedure c) data d) conclusions It may also include any possible research applications. Only minimal reference to previous work may be included. An abstract must not include the following: a) acknowledgments (including naming the research institution and/or mentor with you were working), or self-promotions and external endorsements b) work or procedures done by the mentor Sample Show Board: Use all of board. Use large font so it can be read from a distance. Cut paper neatly and mount all on construction paper and then on show board. All photographs, charts and graphs must be labeled with a title or caption and a citation of the source.
Research Paper Rubric Requirement 4 (10 points per bullet) 3 (9-8 points per bullet) 2 (7-6 points per bullet) 1 (5-0 points per bullet) Points Earned Sources/Articles Information is gathered from multiple, sources. More than 2 scientific sources are cited Information is gathered from multiple sources. A minimum of 2 scientific sources are cited Information is gathered from a limited number of sources. Only 1 scientific source is cited Information is gathered from a single source. No scientific sources are cited X2 Theme Well organized, demonstrates logical sequencing and structure Well organized, but demonstrates illogical sequencing or structure Weakly organized with no logical sequencing or structure No organization, sequencing, or structure X2 Foundation Detailed conclusions are reached from the evidence offered Conclusions are reached from the evidence offered There is some indication of conclusions from the evidence offered No conclusions are made from the evidence offered X2 Research Question/Objective Research question/objective is formed through the literature review and clearly stated Research question/objective is formed through the literature review Research question/objective is not formed, but could be ascertained through the literature review Research question/objective is not formed and is not apparent from the literature review Mechanics Font and spacing are correct. No errors that interfere with meaning or readability Font and spacing are correct. errors that have no significant effect on readability Font or spacing is correct and frequent errors interfere with meaning Numerous mistakes impede with readability Experimental Design Procedure is detailed and written in paragraph form. A complete list of materials is included Procedure and materials are included, but one lacks sufficient detail. Either the procedure or list of materials is not present. The other component is complete Either the procedure or list of materials is not present. The other component lacks sufficient detail Reference Information is cited properly and in the correct format Information is cited properly Information is cited, but contains errors Information is not cited or is cited incorrectly
Give details of who has benefitted from the project? The group Outside Education has benefitted through this project by consolidating and increasing membership. The group Dyfi OLW has benefitted by hosting this project; the project was planned through collaboration between members of the Dyfi OLW group, who have consequently been able to share experiences and best practice, and it has been a valuable place in which to reinforce professional ties within the group. The RWL network has benefitted through seeing its used and evaluated in a first project, with a detailed report written by Tom Deacon. What resources were produced? A series of 6 detailed session plans (including RWL ideological support on using the RWL hand model and the ‘frame’) greeting activities and session activities, as well as supporting material have been produced by Tom Deacon. In addition to the activity outlines plans include which core values are being supported, which competences are being developed, the fields of learning covered, and they highlight opportunities for self-directed learning and list the scientific concepts being delivered. A series of 5 giant jigsaws have been constructed, which carry the theme of natural cycles in a fun and creative way. How have the resources been shared and who with? The session plans and supporting materials will be made available to the OLW community through the OLW website, and in hard copy as a set of laminated resources to be stored at the Dyfi OLW ‘Forestry hub’. These resources have also been made available internationally through the RWL network. The giant jigsaws will be made available to support outdoor projects run by OLW group members. Provide details of how the project raised awareness of OLW, locally and/or nationally (e.g. was there an opportunity for a press release?) The project has raised awareness of OLW through its close association with the RWL network. The project has been a pilot for the RWL thinking, and as such its funding through OLW has been mentioned at important meetings on an international level, as well as in the detailed report written up for RWL. On a smaller scale, the funding of this project through OLW has been mentioned throughout the local home-educating community.
Make exploratory observations using their senses Safely manipulate materials Make simple measurements using non-standard methods Processing and analyzing data and information Experience and interpret the local environment Recognize First Peoples stories (including oral and written narratives), songs, and art as ways to share knowledge Discuss observations (Activities, lessons…) (Know) Humans interact with matter every day through familiar materials. Questions to support inquiry with students: What is matter? How do you interact with matter? What qualities do different forms of matter have? Core Focus: Chemistry Properties (colour, texture (smooth or rough), flexibility (bendable or stretchable), hardness, lustre (shiny or dull), absorbency, etc.) of familiar materials (fabric, wood, plastic, glass, metal/foil, sand, etc.) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know)
interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world. Key questions about place: What is place? What are some ways in which people experience place? How can you gain a sense of place in your local environment? How can you share your observations and ideas about living things in your local environment to help someone else learn about place?) How are plants and animals affected by daily and seasonal changes? Key questions about patterns: What weather patterns can you observe? snow, hail, freezing rain; wind: calm, breezy, windy) seasonal changes (seasons: spring, summer, fall, winter; plant life cycle) Living things make changes (living things may make physical and behavioural changes to survive in different conditions (e.g., migration, hibernation, etc.)) to accommodate daily and seasonal cycles First Peoples knowledge of seasonal changes Evidence of Experience (Show)
Science is Blast! Questions: 1. List 3 unsafe activities in the illustration and explain why each is unsafe. 2. List 3 correct lab procedures depicted in the illustration. 3. What should Bob do after the accident? 4. What should Sue have done to an accident? 5. Compare Luke and Duke's lab techniques. Who is following the rules? 6. What are three things shown in the lab that should not be there? 7. Compare Joe and Carl's lab techniques. Who is doing it the correct way?
mirrors. Corner reflectors (found in road reflectors), reflect light back to its source. Moiré Patterns Look through sets of circular lines printed on clear plastic and see a new and unexpected range of Moiré patterns. Moiré patterns are formed when two patterns partly overlap, causing new patterns to emerge. physics, optics, light, refraction, illusion, vision, interference Physics – optics (visible light) Polarised Rotate one Polaroid filter in front of another to filter light at different angles and create the effect of Polaroid sunglasses. Light has a wave form and polarising filters can be used to block or pass light at different angles. physics, optics, light, polaroid, polarise, vision Physics – optics (visible light) Seeing Around Corners Look into special periscopes and see the top of your own head, or perhaps into your own ear! The way mirrors reflect light can be useful in optical instruments such as periscopes. physics, optics, light, reflection, mirror Physics – optics (visible light) Kaleidoscope Look down a Kaleidoscope tube to see a range of patterns and colours. Different sized and angled mirrors in a tube reflect light to produce a variety of images and patterns. physics, optics, light, reflection, mirror, kaleidoscope Physics – optics (visible light) Lighthouse Lens Look through a Fresnel lens, which is used in lighthouses, traffic lights and brake lights. Lenses are curved transparent objects which bend or refract light to make things look larger or smaller. physics, optics, light, refraction, Fresnel, lens, Physics – optics (visible light) Seeing to Infinity Look into a hole to see multiple reflections between two facing mirrors and notice how the reflections gradually become duller.. physics, optics, light, reflection, mirror Physics – optics (visible Biology – human psychology & behaviour Stereo Vision Look into the peep hole, which contains two copies of an image from slightly different angles. The human brain combines these images to “see” a three psychology, vision, stereovision, 3D, stereo Physics – optics (visible light)
– P–6 Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Science understanding Biological sciences Living things have basic needs, including food and water Living things have a variety of external features Living things live in different places where their needs are met Living things grow, change and have offspring similar to themselves Living things can be grouped on the basis of observable features and can be distinguished from non-living things Living things have life cycles Living things depend on each other and the environment to survive Living things have structural features and adaptations that help them to survive in their environment The growth and survival of living things are affected by physical conditions of their environment Chemical sciences Objects are made of materials that have observable properties Everyday materials can be physically changed in a variety of ways Different materials can be combined for a particular purpose A change of state between solid and liquid can be caused by adding or removing heat Natural and processed materials have a range of physical properties that can influence their use Solids, liquids and gases have different observable properties and behave in different ways Changes to materials can be reversible or irreversible Earth and space sciences Daily and seasonal changes in our environment affect everyday life Observable changes occur in the sky and landscape resources are used in a variety of ways Earth’s rotation on its axis causes regular changes, including night and day Earth’s surface changes over time as a result of natural processes and human activity The Earth is part of a system of planets orbiting around a star (the sun) Sudden geological changes and extreme weather events can affect Earth’s surface Physical sciences The way objects move depends on a variety of factors, including their size and shape Light and sound are produced by a range of sources and can be sensed A push or a pull affects how an object moves or changes shape Heat can be produced in many ways and can move from one object to another Forces can be exerted by one object on another through direct contact or from a distance Light from a source forms shadows and can be absorbed, reflected and refracted Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources – P–6 Pre-primary Year 1-2 Year 3-4 Year 5-6 Science as a human endeavour
Yes or No Yes or No Yes or No Outcome #7 Making Muscles Move Name: _____________________ Date: ________________ Making Muscles Move Part A: In this activity, you’ll make models of your arm muscles and explore how they work. Materials: Two cardboard strips, 2 inches by 6 inches (cereal boxes work well for this) Two paper fasteners Tape A hole puncher A red balloon and a blue balloon Methods: 1. Punch a hole in each cardboard strip, about 1.5 inches from the end, and in both ends of each balloon. 2. Tape the two strips together end to end so that the holes are about 3 inches apart. The strips will bend like a joint on the taped side. (One strip represents the upper arm; the other represents the lower arm; the joint represents the elbow.) 3. With a paper fastener, attach the two balloons to opposite sides of the “upper arm,” with the red balloon on the taped side. Attach the other end of each balloon to the “lower arm” in the same way. 4. Bend the “arm” at the “elbow,” noticing what happens to the balloons. Conclusion Questions 1. What happens to the red balloon when the blue one contracts? What happens to the red balloon when the blue one relaxes?
Outer Solar System Solar System Sun Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Weather- Weather Thunderstorms Clouds Water Cycle Seasons Rocks- Crystals Erosion Mineral Identification Rock Cycle Types Of Rocks Plants- Plant Growth Photosynthesis Carnivorous Plants Seed Plants Seedless Plants Animals- Birds Amphibians Fish Mammals Vertebrates Invertebrates Reptiles Study Jams- Solar System- Our Solar System: Inner Planets Our Solar System: Outer Planets The Moon A Day On Earth The Universe Weather- Weather and Climate Clouds and Precipitation Weather Instruments Severe Storms Earth’s Atmosphere Seasons Air Pressure and Wind Air Masses and Fronts The Water Cycle Volcanoes Earthquakes Rocks- Weathering and Erosion Sedimentary Rocks Igneous Rocks Metamorphic Rocks Minerals Rock Cycle Plants- Soil Roots and Stems Photosynthesis Flowers Plants With Plants Without Seeds Plant Adaptations Human Body- The human Body Skeletal System The Circulatory System The Respiratory System The Nervous System The Muscular System The Immune System The Digestive System Animals- The Kingdoms Of Life Invertebrates Vertebrates Animal Organ Systems Ecosystems- Ecosystems Changes in Ecosystems Food Chains Food Webs Biomes
Study role: E-mail: Phone: Other VA facility Other If other VA/other, list: IPA Contract Consultant Submitted with this Listing Not applicable Full name: Investigator: Yes No Study role: E-mail: Phone: Durham VAMC Duke Other VA facility Other If other VA/other, list: VA-paid WOC IPA Contract Consultant On file Submitted with this Staff Listing Not applicable Full name: Investigator: Yes No Study role: E-mail: Phone: Durham VAMC Duke Other VA facility Other If VA/other, list: VA-paid WOC IPA Contract Consultant On file Submitted with this Staff Listing Not applicable Full name: Investigator: Yes No Study role: E-mail: Durham VAMC Duke Other VA facility Other If other VA/other, list: VA-paid WOC IPA Contract Consultant On file Submitted with this Staff Listing Not applicable Full name: Investigator: Yes No Study role: E-mail: Phone: Durham VAMC Duke Other VA facility Other If other VA/other, list: VA-paid WOC IPA Contract Consultant On file Submitted with this Staff Listing Not applicable Full name: Investigator: Yes No Study role: E-mail: Phone: Durham VAMC Duke Other VA facility Other If other VA/other, list: VA-paid WOC IPA Contract Consultant On file Submitted with this Staff Listing Not applicable
4 My focus and purpose is clear to my reader. I clearly wrote about the journey of digestion by writing steps and adhered to the task. My writing is well planned out and organized to the task. My reader can clearly visualize the journey the apple takes in digestion. I used at least 7-8 medical/ technical terms to express my thinking and I explained what the vocabulary means to inform my readers. My writing contains spelling, grammar, punctuation, complete complex sentences and correct use of capitalization. 3 My focus and purpose is clear to my reader. I wrote about the journey of digestion and adhered to the task. My writing is planned out and organized to the task. My reader can visualize the journey the takes in digestion. I used 5-6 medical/ technical terms to express my thinking and I explained what the vocabulary means to inform my readers. My writing contains few spelling and grammar errors; and has correct punctuation and sentences. 2 My focus and purpose is somewhat clear to my reader. I wrote about some parts of the journey of digestion and may have adhered to some parts of the task. My writing is somewhat planned out and organized to the task. My reader can visualize parts of the journey the apple takes in digestion. I used 3 or 4 medical/ technical terms to express my thinking and I explained what the vocabulary means to inform my readers. My writing contains some spelling and grammar errors; most sentences have correct punctuation and are complete. I used simple sentences. 1 My and purpose is clear to my reader. I clearly wrote about the journey of digestion and adhered to the task. My writing has little to no planning. My reader may be confused and may not be able to visualize the journey the apple takes in digestion. I used less than 2 (or no) medical/ technical terms to express my thinking. My writing is hard to and contains many and grammatical errors.
the apple takes in digestion. to inform my readers. 3 My focus and purpose is clear to my reader. I wrote about the journey of digestion and adhered to the task. My writing is planned out and organized to the task. My reader can visualize the journey the apple takes in digestion. I used 5-6 medical/ technical terms to express my thinking and I explained what the vocabulary means to inform my readers. My writing contains few spelling and grammar errors; and has correct punctuation and complete sentences. 2 My focus and purpose is somewhat clear to my reader. I wrote about some parts of the journey of digestion and may have adhered to some parts of the task. My writing is somewhat planned out and organized to the task. My reader can visualize parts of the journey the apple takes in digestion. I used 3 or 4 medical/ technical terms to express my thinking and I explained what the vocabulary means to inform my readers. My writing contains some spelling and grammar errors; most sentences have correct punctuation and are complete. I used simple sentences. 1 My focus and purpose is clear to my reader. I clearly wrote about the journey of digestion and adhered to the task. My writing has little to no planning. My reader may be confused and may not be able to visualize the journey the apple takes in digestion. I used less than 2 (or no) medical/ technical to express my thinking. My writing is hard to read and contains many spelling and grammatical errors.
JOB PROFILE Post Title: Teacher of Science Location: Stephenson Academy Accountable to: Assistant Principal Grade: MPS/UPS MATERNITY COVER ONLY JOB PURPOSE To have practical and theoretical knowledge of the KS3/KS4 Science curriculum, and the ability to adapt to various exam board criteria. To have experience of delivering to mixed ability KS3/KS4 groups. PRINCIPAL ACCOUNTABILITIES • Preparing and delivering lessons to a range of classes of different ages and abilities. • Marking work, giving appropriate feedback and maintaining records of students' progress and development to include completing Assessment Trackers and Lesson Attendance and Progress Trackers. • Researching new topic areas, maintaining up-to-date subject knowledge, and devising and writing new curriculum materials. • Selecting and using a range of different learning resources and equipment, including interactive whiteboards. • Preparing students for qualifications and external examinations. • Managing student behaviour in the classroom and on school premises, and applying appropriate and effective measures in of misbehaviour. Administering student behaviour on the BehaviourWatch on-line system. • Attending BehaviourWatch sessions after school from 3.45-4.15pm. • Undertaking pastoral duties, such as taking on the role of form tutor, and supporting students on an individual basis through academic or personal difficulties. • Communicating with parents and carers over students' progress and participating in departmental meetings, parents' evenings and whole school training events. • Liaising with other professionals, such as learning mentors, behaviour mentors, lead SEN, therapeutic lead, inclusion lead and teaching and learning lead. • Supervising and supporting the work of teaching assistants, trainee teachers and newly qualified teachers (NQTs). • Participating in and organising extracurricular activities, such as outings, social activities, enrichment programme and sporting events. • Undergoing regular observations and participating in regular in-service training (INSET) as part of continuing professional development (CPD). • A willingness to be deployed across the Stephenson Trust as and when required. • Any other reasonable duty deemed necessary by the Executive Principal.
The provincial government requires there to be graded work as a feature of Middle Years assessment. While this may not be ideal, there are a few principles that can be followed in order to make it more valuable and less arbitrary for students. The first of which is to base grades around a standard, wherein students whom meet the standard get good grades, as opposed to simply passing. Graded work that meets the standard for the assignment, as set out in the rubric will receive a grade of about 80 percent, leaving some room for those who exceed standards to receive higher grades and giving some leeway for students who are approaching or struggling with the standards. will be four elements of this unit which will be formally graded projects, with 20% of the unit grade being reserved for the completion of minor assignments. Any student who completes all of the work in the term will receive the full 20% for this. Habitat Project: In this project, students will be creating a functional habitat for a particular species of animal. The most important element of success in this project is functionality- the animal should be able to actually live in the shelter designed, with creativity and a brief about the shelter and how it satisfies the needs of the animal in question also being called for. This project is worth 25% of the total unit grade. Microorganism Research Project: In this project, one or a pair of students will do research on one harmful or helpful role that microorganisms play for us. The primary criteria for evaluation will be the quality of the content in the project, the depth of the research done and the
4= Exceeding Standard. The habitat created is innovative and provides for more than an animal’s needs, or the habitat is a large, ambitious model for a larger creature that meets the standard of Brandon Riverbank Inc. or Ducks Unlimited. Grade on Functionality Aesthetics and Creativity: 1= Not Meeting Standard. The habitat shows no signs of creativity or appealing visual design. 2= Approaching Standard. The habitat shows some signs of creativity or appealing visual design. 3= Meeting Standard. The habitat created significant signs of creativity and appealing visual design. 4= Exceeding Standard. The habitat created displays “out of the box” thinking regarding visual aesthetics and creativity. Grade on Aesthetics and Creativity Total Grade: (Grades for Functionality and Aesthetics and Creativity added, divided by 2) Lesson #11: Under the Microscope: Observing Microscopic Lifeforms Lesson Plan Mr. Keen Subject: Science Topic: Introduction to Ecosystems Unit: Interactions within Ecosystems Grade 7 Learning Outcomes:
VENUE RISK ASSESSMENT Department Music Production - General Location – Pamoja Hall Activity Risk/Hazard Control Measures Performance In concert hall Stage Area Trip hazard on steps – (8) Trip hazard edge of – (3) Risk of head injury if underneath retractable seating stand once unfolded - (9) and trips due to cables onstage - (6) Auditorium Trip hazard – entering or leaving auditorium during performance – low lighting – (6) Contrasting edging on all steps Edge of stage has wooden strip perpendicular to stage floor boards acting as a contrast – auditorium area fully lit – teacher inducts all students at beginning of term – visiting companies inducted into stage awareness Side stage entry doors are locked to restrict access to areas. Onstage supervision. Ensure all temporary cable routes are tidy and taped down once finalised. Audience guided to seating by FOH staff - Contrasting edging on all steps Backstage area – Wing space
Living World Science Life Skills Course Structure Year 11 (120 hours) Year 12 (120 hours) Working Scientifically Skills Course Suggested modules Depth studies Investigating Science Life Skills Cause and Effect Scientific Models Science and Technology Science and Society Physical World Science Life Skills Forces and Motion Energy Earth and Space Science Life Skills Earth’s Resources Human Impacts Earth’s Processes and Hazards Resource Management Living World Science Life Skills The Structure and Organisation of Living Things Diversity and Ecosystems Heredity and Genetics Disease and Disorders Chemical World Science Life Skills Properties of Matter Chemical Reactions For Science Life Skills: Students may complete one or more courses to contribute up to six units of study towards their Preliminary or HSC pattern of study. Students are not required to address or achieve all the Science Life Skills outcomes. Students are not required to complete all of the content to demonstrate achievement of an outcome. Outcomes and content should be selected to meet the particular needs of individual students. The modules provide possible frameworks for addressing the Science Life Skills outcomes and content, and are suggestions only. Teachers have the flexibility to develop modules that will meet the needs and interests of their students. Examples provided under the content points are suggestions only. Teachers may use the examples provided or develop other examples to meet the particular needs of individual students. Working Scientifically outcomes and content are to be integrated into modules wherever students undertake an investigation. studies may be undertaken within any course and can relate to any module in a course.
with Laplace’s vision of a deterministic universe (recall Laplace’s famous demon who could predict the future and retrodict the past with perfect precision provided that present positions and momenta of particles were fully known). [See the introduction to Pierre Simon de Laplace, A Philosophical Essay on Probabilities, trans. F. W. Truscott and F. L. Emory (New York: Dover, 1996)] [Behe, Dembski & Meyer: Science and Evidence for Design in the Universe, Ignatius Press, San Francisco 2000, P.19] To sum up, contemporary science allows a principled distinction between necessity and chance but repudiates design as a possible explanation for natural phenomena. [Owen Gingerich: God's Planet. Harvard university press, London, 2014. P.20] 2. Rehabilitating Design For Aristotle, to understand any phenomenon properly, one had to understand its four causes, namely, its material, efficient, formal, and final cause. [See Aristotle, Metaphysics, bk. 5, chap. 2, in The Basic Works of Aristotle, ed. R. McKeon (New York: Random House, 1941), p. 752.] [Behe, Dembski & Meyer: Science and Evidence for Design in the Universe, Ignatius Press, San Francisco 2000, P.20] If design is so readily detectable outside science, and if its detectability is one of the key factors keeping scientists honest, why should design be barred from the actual content of science? There is a worry here. The worry is that when we leave the constricted domain of human artifacts and enter the unbounded domain of natural objects, the distinction between design and nondesign cannot be reliably drawn. Consider, for instance, the following remark by Darwin in the concluding chapter of his Origin of Species: Several eminent naturalists have of late published their belief that a multitude of reputed species in each genus are not real species; but that other species are real, that is, have been independently created. . . . Nevertheless they do not pretend that they can define, or even conjecture, which are the created forms of life, and which are those produced by secondary laws. They admit variation as a vera causa in one case, they arbitrarily reject it in another, without assigning any distinction in the two cases.[Charles Darwin, On the Origin of Species (1859; reprint,
Scientific Explanation Rubric Name: ________________________________________________________ Date: _____/_____/_____ Due Date: _____/_____/_____ Period: _____ Element Exemplary Accomplished Developing Beginning 3 2 1 0 Claim The claim demonstrates a deep understanding of the science topic. The claim demonstrates an understanding of the science topic. The claim is inaccurate/ or implausible. No claim is provided. Evidence All evidence used to support the claim is accurate, sufficient, and appropriate. Most evidence used to support the claim is accurate, sufficient, and appropriate. Some evidence used to support the claim is accurate, sufficient, and appropriate. No evidence is provided. Reasoning Thoroughly relates evidence to a scientific principle in order to support the claim; reasoning is logical, complete, and accurate. Somewhat relates evidence to a scientific principle in order to support the claim; reasoning is mostly logical, complete, and accurate. Reasoning is illogical, incomplete, or inaccurate. No reasoning is given. Writing Quality and Clarity Writing uses clear, concise, and expressive language. Writing accurately includes scientific terms and vocabulary. Writing uses clear and understandable language. Writing accurately includes scientific terms and vocabulary. Writing uses clear and understandable language. Writing uses conventional terminology and vocabulary. Writing does not use clear and understandable language. Writing uses conventional terminology and vocabulary. Rubric Total Grammar & Spelling Errors in grammar and spelling will result in a one point deduction. Overall Total Mastery Score
Name _______________________ Date ____________________________ Scientific Method 4 3 2 1 Question Student clearly states questions to be investigated. Student’s question is stated in a manner that is somewhat unclear. Student’s question is stated in a manner that is mostly unclear. Student does not state a question to be investigated. Hypothesis Student writes a hypothesis that is well-thought out and ties to the experiment. Student writes a hypothesis that vaguely ties into the experiment. Student writes a hypothesis that does not tie into the experiment. Student does not write hypothesis. Procedure Procedure and data are complete and accurate. The experiment could be repeated by another researcher. Procedure and data are complete and mostly accurate. The experiment could be repeated with support. Procedure is too general and incomplete. It is difficult to follow the sequencing in this experiment. Procedure is incomplete, inaccurate, or missing. It would be impossible to repeat this experiment. Graph/Diagram Diagram/graphs significantly enhance the paper and have relevance to the topic. Diagrams/graphs enhance the paper somewhat but have limited relevance to the topic. Diagrams/graphs don’t enhance the paper but do have limited relevance to the topic. Diagrams/graphs don’t enhance and have to relevance to the topic. Data Collection Student Consistently makes observations and collected data in an appropriate manner (chart, graph, etc) Student usually makes observations and collects data in an appropriate manner (chart, graph, etc.) Student occasionally makes observations and collects data in an appropriate manner (chart, graphs, etc.) Student rarely makes observations and collects data in an appropriate manner (chart, graphs, etc.) Analysis Results are complete and accurate with specific details that tie the question and hypothesis to the overall results Results are complete and accurate with mention of something specific from the experiment. Results are somewhat complete or some are inaccurate or make mention of anything in the experiment. Inaccurate results or No results Conclusion Student writes a conclusion that contains the required elements. Student writes a conclusion that contains most of the required elements. Student writes a conclusion that contains few of the required elements. Student does not write a conclusion. Total Score ___________ ____________ ____________ Comments:
Adding calcium and magnesium to the animal food did increase the animal’s growth. The hypothesis is supported. Procedure: Locate 2 puppies from the same litter that are similar in size. Feed one animal food with minerals for 1 month. Feed the animal food without minerals for 1 month. Calculate the average growth of each puppy. If small doses of calcium and magnesium are added to animal food, then the animal’s growth will increase because calcium and magnesium are important minerals for growing. Does adding minerals to an animal’s food affect their growth? Notes: (WebMD) Calcium is essential for bone growth Magnesium is important for more than 300 chemical reactions in the body that keep it working properly (about ½ of magnesium in body is found in bones) ___E__Ask a testable question ___F__Gather information/Research __C__Form a hypothesis ___B___Conduct an experiment ___D___Analyze the results ___A___Draw conclusions Determine the best example of a hypothesis:
Scientific Notation Quiz Name: _______________________ Class Period: ______________ Form: _____________ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Scientific Notation Quiz Name: _______________________ Class Period: ______________ Form: _________________ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
Scientific Notation Quiz Name: _______________________ Class Period: ______________ Form: _____________ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Scientific Notation Quiz Name: _______________________ Class Period: ______________ Form: _________________ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Write each number in scientific notation. 0.07882 = 0.00000272338 = 118000 = 87200 = 0.00002786 = 0.000000664 = 450 = 74171.7 = 770 = 0.0000085 = Write each number in scientific notation. 62360 = 147000 = 0.01388 = 0.0000445473 = 526 = 372123 = 583 = 0.0000573 = 0.000008738 = 0.000000813253 = Write each number in standard format. 3.443 × 10-7 = 7.75763 × 10-7 = 5.8 × 10-7 = 1.525 × 106 = 6.58157 × 107 = 5.1821 × 10-4 = 1.21 × 10-7 = 5.2314 × 10-7 = 7.141 × 10-5 = 5.256 × 106 = Write each number in standard format. 2.1463× 102 = 2.86× 10-3 = 7.62× 10-2 =
Ms. Cardona’s Science Lab News Happy Greetings to All! We have wrapped up our Unit 2 units and we are now moving on to Unit 3 units in each grade. Kindergarten Unit: Properties of Matter Focusing on Fabric Students are learning to: Develop a curiosity and interest in the physical world around them. Observe and describe the properties of different fabrics. Compare different fabrics to discover how they are alike and how they are different. Observe interactions of fabric with water and other substances. Communicate observations. Acquire the vocabulary associated with the properties of fabric. First Grade Unit: Solids and Liquids Students are learning to: •Develop a curiosity and interest in the objects that make up world. trial
•Investigate materials constructively during free exploration and in a guided discovery mode. •Recognize differences between solids and liquids. •Explore a number of liquids. •Observe and describe the properties of solids and liquids. •Sort materials according to properties. •Combine and separate solids of different particle sizes. •Observe and describe what happens when solids are mixed with water. •Observe and describe what happens when other liquids are mixed with water. •Use information gathered to conduct an investigation on an unknown material. •Acquire the vocabulary associated with the properties of solids and liquids. •Use written and oral language to describe observations Second Grade Unit: Balance and Motion Students are learning to: •Develop a curiosity and interest in the motion of objects. •Investigate materials constructively during free exploration and in a guided discovery mode. •Solve problems through and error. •Develop persistence in tackling a problem. •Explore concepts of balance, counterweight, and stability. •Observe systems that are unstable and modify them to reach equilibrium. •Discover different ways to produce rotational motion. •Construct and observe toys that spin. •Explore and describe some of the variables that influence the spinning of objects. •Observe and compare rolling systems with different-size wheels. •Explore and describe the motion of rolling spheres. •Acquire the vocabulary associated with balance and motion.