zilongwang/ReadingBank huggingface dataset:
Four digit year for the event in this record month_name Ex: January, February, March Name of the month for the event in this record (spelled out; not abbreviated) event_type Ex: Hail, Thunderstorm Wind, Snow, Ice (spelled out; not abbreviated) The only events permitted in Storm Data are listed in Table 1 of Section 2.1.1 of NWS Directive 10-1605 at . The chosen event name should be the one that most accurately describes the meteorological event leading to fatalities, injuries, damage, etc. However, significant events, such as tornadoes, having no impact or causing no damage, should also be included in Storm Data. From Section 2.1.1 of NWS Directive 10-1605: Event Name Designator (County or Zone) Event Name Designator (County or Zone) Astronomical Low Tide Z Avalanche Z Blizzard Z Coastal Flood Z Cold/Wind Chill Z Debris Flow C Dense Fog Z Dense Smoke Z Drought Z Dust C Dust Storm Z Excessive Heat Z Extreme Cold/Wind Chill Z Flash Flood C Flood C Frost/Freeze Z Funnel Cloud C Freezing Fog Z Hail C Heat Z Heavy Rain C Heavy Snow Z High Surf Z High Wind Z Hurricane (Typhoon) Z Ice Storm Z Lake-Effect Snow Z Lakeshore Flood Z Lightning C Marine Hail M Marine High Wind M Marine Strong Wind M Marine Thunderstorm Wind M Rip Current Z Seiche Z Sleet Z Storm Surge/Tide Z Strong Wind Z Thunderstorm Wind C Tornado C Tropical Depression Z Tropical Storm Z Tsunami Z Volcanic Ash Z Waterspout M Wildfire Z Winter Storm Z Winter Weather Z
Heaney uses the extended metaphor of the to describe the conflict in Northern Ireland in the second half of the twentieth century. Feelings and attitudes Safety and fear Isolation and helplessness Themes The power of nature Humanity versus nature Fear and isolation Compare with… ‘Exposure’ (power of nature/ weather) ‘Prelude’ of nature) Other war poems. Key quotations ‘blows (full) blast’, ‘pummels’, ‘exploding’, ‘hits’, ‘spits’, ‘dives’, ‘strafes’ and ‘bombarded’. ‘…spits like a tame cat/ Turned savage’ ‘…huge nothing…’ Glossary Squat– crouch Slate – bluish-grey rock Wizened – dried up; shrivelled Stacks - haystacks Stooks – a group of grain stalks Chorus – song Gale – a very strong wind Pummels – strike repeatedly Strafes – bombards; harasses with artillery shells Salvo – simultaneous firing of artillery Bombarded – attack continually
Cut two 3-1/2" strips. From strips cut eighteen 3-1/2" squares. Cut these eighteen squares diagonally in half to form thirty six half-square triangles. Cornerstone Squares: (16 total used for wall hanging) – Baggie #2 From the Dark Fabric Cut one 2" strip- Cut this strip into sixteen 2" squares. Cut two 3" strips. Cut these strips into thirty two 3" squares. Cut these thirty two squares diagonally in half to form sixty four half-square triangles. (If you don't have enough fabric, use the remainder of the 4" strip from the Sashing Rectangle to make up the difference.) From the Light Fabric Cut two 2" strips. Cut these strips into thirty two 2" squares. Cut these 32 squares diagonally in half to form sixty four half square triangles. Sashing Rectangles: (24 total used for wall hanging) – Baggie #3 From the Dark Fabric Cut five 4" strips. Cut these strips into twenty-four 4"x7" rectangles. From the Light Fabric Cut six 3" strips. Cut these strips into forty eight 3"x5" rectangles. Cut these forty eight rectangles diagonally in half to form ninety six "uneven" or asymmetrical triangles. Note: Since these triangles are ''uneven " they have a definite direction in the block. It is important that you make sure that you pair your rectangles either wrong or right sides together before cutting them in half diagonally. An easy way to do This is by making sure your strips are folded in half before cutting the rectangles. Quilt Top Assembly 1 2 3 4 5 6 7 Since this wall hanging is square, it's easier to visualize it in seven vertical rows. Now is the time to re-attach your 1/4" foot. All seams are sewn with a 1/4" seam allowance. Row 1
for everyone in our group to hear. 3 Packet is complete or very nearly so. This student met all expectations with the minimum amount of effort and creativity. Little to nothing that makes this packet unique to the student Student demonstrates a solid knowledge of the material being presented. Student may exhibit a couple of public speaking flaws (mumbling, not making eye contact, slouching) 2 Packet is partially incomplete. Those sections that are done may not be the result of little effort and creativity. are some significant holes in the student’s knowledge of the material being presented. Student exhibits multiple public speaking flaws. 1 Large portions of Packet are incomplete. Completed sections show little effort and creativity. Student demonstrates a deeply flawed knowledge of the material being presented. Student exhibits multiple public speaking flaws. 0 Packet is blank. Student does not present.
Describe Stormwater Discharge Characteristics Examples: clear, cloudy, discolored; causes staining; contains floating objects; has oil sheen, odor, etc. Identify and Describe Source(S) of Pollutants Example: oil sheen caused by oil dripped by trucks in vehicle maintenance area. Observation Date: Drainage Location Description Observer’s Name: Observation Time P.M. : A.M. _ Time Discharge P.M. : A.M. Signature: _ Were Pollutants Observed If yes, complete the row Observation Date: Drainage Location Description Observer’s Name: _ Observation Time P.M. : A.M. Title: _ Time Discharge Began P.M. : A.M. Signature: _ Were Pollutants Observed If yes, complete the row Observation Date: Drainage Location Description Observer’s Name: _ Observation Time P.M. : A.M. Title: _ Time Discharge Began P.M. : A.M. Signature: _ Were Pollutants Observed If yes, complete the row Observation Date: Drainage Location Description Observer's Name: _ Observation Time P.M. : A.M. Title: _ Time Discharge Began P.M. : A.M. Signature: _ Were Pollutants Observed If yes, complete the row
SELECTED IMPOUNDMENT HYDROGRAPHS FORECASTS forecasts are provided to the Flood Control District through a cooperative agreement with the National Weather Services’ Colorado Basin River Forecast Center in Salt Lake City. Flood and impoundment forecasts for 50 points in and around Maricopa County are available 24/7 via a Data from several key forecast points were downloaded between 10:00 AM and noon on the 21st in anticipation of the coming runoff. The forecasts were used to systematize the actions of emergency responders, and in general modeled the peak flows and volumes very well – much better than for the winter event of February 2005.
APPENDIX B: SEPARATION DISTANCES This table of distances is drawn from the same source (NATO Tables) and uses the same formulae as the 1998 version of AS 2187.1 and, as such, the distances are identical to those detailed in Table 3.2.3.2 in that version of AS 2187.1. Table notes and formulae are detailed below. ADJUSTED NEQ (kg) SEPARATION DISTANCES (METRES) PROTECTED CLASS A PROTECTED WORKS CLASS B VULNERABLE FACILITIES OTHER EXPLOSIVES STORAGES ASSOCIATED WORKS PROCESS BUILDINGS AN STORAGE UNMOUNDED MOUNDED UNMOUNDED MOUNDED MOUNDED UNMOUNDED Formula-> A B C D E F G 500 1000 2000 3000 5000 7500 15000 20000 40000 50000 100000 140000 180000 200000 250000 63 100 160 205 255 295 320 370 405 460 510 550 625 690 770 840 870 940 180 180 240 305 380 435 480 550 610 690 760 820 940 1040 1160 1260 1300 1400 95 150 240 305 380 435 480 550 610 690 760 820 940 1040 1160 1260 1300 1400 360 450 560 650 760 870 960 1100 1220 1380 1520 1640 1880 2080 2320 2520 2600 2800 39 48 61 70 83 94 105 122 135 150 165 180 205 225 250 275 285 305 20 24 31 35 42 47 52 61 66 75 83 89 103 115 125 140 145 155 64 80 105 120 140 155 175 200 220 250 275 295 340 375 420 455 470 510 15 18 23 26 31 35 39 45 49 56 62 67 77 84 94 105 110 115
APPENDIX H: COMPLIANCE CHECKLIST Company Name: Location of Proposed/Existing Storage or Handling Facility: Details of Proposed/Existing Storage of Ammonium Nitrate Emulsions, Suspension or Gels Class/ Division UN No Name of Dangerous Good Quantity(kL) Description of Storage (Package) ID Number(if applicable) Compliance Details: SECTION 3 SAFETY AND SECURITY MANAGEMENT SYSTEM Relevant Requirements Describe what is proposed/actual to demonstrate compliance Complies (Y/N/NA) 3.1 SAFETY POLICY 3.2 SAFETY AND SECURITY MANAGEMENT PLAN (SSMP) 3.3 TRAINING 3.4 PROCEDURES 3.5 EMERGENCY RESPONSE PLAN (ERP) 3.6 OTHER SECTION 4 LICENSING AND REGULATORY REQUIREMENTS Relevant Requirements Describe what is proposed/actual to demonstrate compliance Complies (Y/N/NA)
You have a legal responsibility to ensure that any water intercepted, concentrated and/or diverted by your control structures do not have a detrimental impact on any other properties further down the slope. It is also your responsibility to ensure this water is conveyed to a legal point of discharge. Failure to do this may leave you liable to civil action by affected parties. Seepage water Seepage water is the responsibility of individual property owners. Where sloping blocks have been excavated to obtain a flat yard or building site, seepage drains should be constructed to redirect water to a legal point of discharge. Problem Solving You should liaise with neighbours to address any problems. If you believe you have a storm water drainage issue that cannot be resolved in the first instance by liaising with neighbours, legal advice may be necessary to determine the next step. If legal points of discharge are not available or accessible, drainage easements can be created to direct water across intervening property. It is your responsibility to negotiate these with neighbours. The assistance of a legal advisor is recommended. Although Council has limited powers to intervene in disputes, we are authorised to take appropriate action where breaches of the relevant legislation have occurred. When Council may take action Council will investigate and may take action on a storm water drainage complaint only where it relates to the flow of surface water from one property across the common land boundary onto another property, and where some or all of the following criteria have been met: A man-made structure or drain has directed and/or concentrated surface water in an area that is not a legal point of discharge; Evidence shows that re-directed water has caused or is likely to cause significant soil erosion or physical damage to a building on other land; Surface water is the result of defective roof drainage from a dwelling or outbuilding;
principles. Editor’s note—The stormwater management system to be developed to address PO1 is not intended to require management of stormwater quality. PO2 Development ensures that the stormwater management system and site work does not adversely impact flooding or drainage characteristics of premises which are up slope, down slope or adjacent to the site. AO2.1 Development does not result in an increase in flood level or flood hazard on up slope, down slope or adjacent premises. AO2.2 Development provides a stormwater management system which is designed in compliance with the standards in the PO3 Development ensures that the stormwater management system does not direct stormwater run-off through existing or proposed lots and property where it is likely to adversely affect the safety of, or cause nuisance to properties. AO3.1 Development ensures that the location of the stormwater drainage system is contained within a road reserve, drainage reserve, public pathway, park or waterway corridor. AO3.2 Development provides a stormwater management system which is designed in compliance with the standards in the AO3.3 Development obtains a lawful point of discharge in compliance with the standards in the . AO3.4 Where on private land, all underground stormwater infrastructure is secured by a drainage easement. PO4 Development provides a stormwater management system which has sufficient capacity to safely convey run-off taking into account increased run-off from impervious surfaces and flooding in local catchments. AO4.1 Development provides a stormwater conveyance system which is designed to safely convey flows in compliance with the standards in the AO4.2 Development provides sufficient area to convey run-off which will comply with the standards in the PO5 Development designs stormwater channels, creek modification works, bridges, culverts and major drains to protect and enhance the value of the waterway corridor or drainage path for fauna movement. AO5 Development ensures the design of stormwater channels, creek modifications or other infrastructure, permits terrestrial and aquatic fauna movement. PO6 Development ensures that location and AO6.1 Development locates stormwater detention
Project Data Table 1. Project Data Form Project Name/Number Application Submittal Date Project Location [Street Address if available, or intersection and/or APN] Project Phase No. [If project is being constructed in phases, indicate the phase number. If not, enter “NA”] Project Type and Description [Example entries: “Detached single-family residence,” “5- story office building,” “Residential with 160 homes,” “Five 4-story buildings to contain 200 condominiums,” “100-unit, 2-story shopping mall,” “mixed use retail and residential development (apartments)”, “Industrial warehouse.”] Total Project Site Area (acres) Total New and Replaced Impervious Surface Area Total Pre-Project Impervious Surface Area Total Post-Project Impervious Surface Area Setting Project Location and Description [Include site location, division of parcels, planned land uses, zoning, setback and open space requirements, project phasing, number of residential units or square footage of office or retail, parking requirements, neighborhood character, project design objectives (for example LEED certification), other notable project characteristics. A vicinity map may also be useful.] Existing Site Features and Conditions [Include site size, shape, and topography. Hydrologic features, including any contiguous natural areas, wetlands, watercourses, seeps, or springs. Existing land uses. Soil types and hydrologic soil groups, vegetative cover, and impervious areas, if any. Existing drainage for site and nearby areas, including location of municipal storm drains. ] Opportunities and Constraints for Stormwater Control [Examples of opportunities: Existing natural areas, low areas, oddly configured or otherwise unbuildable areas, easements and required landscape amenities including open space and buffers that might be used
Construction Checklist [See the instructions beginning on page 3-7 of the Post-Construction Manual.] SCP Page # Source Control or Treatment Control Measure See Plan Sheet #s Certifications The preliminary design of stormwater treatment facilities and other stormwater pollution control measures in this plan are in accordance with the current edition of the City of Rocklin Post-Construction Manual.
Tables Table [x]. x Figures Figure [x]. [Title] x Attachments Stormwater Control Plan for [Project] Stormwater Control Plan Exhibit “As-Built” drawings Manufacturer’s data, manuals, and maintenance requirements for pumps, mechanical and electrical equipment, and proprietary facilities Service agreements Acronyms and Abbreviations C.3 Provision C.3 in the Municipal Regional Stormwater Permit issued by the California Regional Water Quality Control Board for the San Francisco Bay Region IMP Integrated Management Practice O&M Plan Operations and Maintenance Plan
For Roadway and other linear projects: For the developed portion of the ROW: If the full retention standard cannot be met; describe the alternative retention provided and the treatment measures provided. If the effective impervious cover will not be increased within a given watershed, stormwater treatment measures must be provided, but retention of half the water quality volume is NOT required. Other Development (Sites that are undeveloped or have less than 40% impervious cover) Explain how site has been designed to meet runoff volume requirements. For sites that are undeveloped or where there is less than 40% effective impervious cover, site must be designed to retain on-site the full water quality volume for the site. If there are site restrictions preventing such treatment, these reasons must be described along with all runoff reduction and treatment practices that are provided, similar to information listed above. Runoff Reduction and LID Practices Describe how site incorporates runoff reduction, LID and other measures to meet the performance standards, promote groundwater recharge and minimize post construction impacts to water quality. LID practices likely most suitable for DOT projects include; Sheet flow to conservation areas, bio retention areas, landscape infiltration, grass swales, wet swales, stormwater ponds, stormwater wetlands, stormwater filtering systems, stormwater infiltration & permeable pavement. Discussion of long term maintenance should be included. If LID is not possible, the following info is needed to demonstrate such: (in narrative and on the plan): The location of all areas with soils suitable for infiltration and areas best suited for infiltration The location of all areas unsuitable or least suitable for infiltration (high water table, bedrock) AOEC’s that would make infiltration inappropriate Suspended Solids and Floatables Removal Describe post construction stormwater management measures. A goal of 80% removal of the annual sediment load from the stormwater discharge shall be used in designing stormwater measures. Third party verification can be used for HDS. The capability of such measures can be demonstrated by providing the WQV and / or WQF calculations for structures.
Signed:_________________________ Date:_________________________ Title:___________________________ Firm:___________________________ Telephone:_____________________ Address:________________________ _______________________________ _______________________________ General: This Stormwater Pollution Control Plan (SPCP) is prepared to comply with the requirements for the General Permit for the Discharge of Stormwater and Dewatering Wastewaters from Construction Activities. Also to be considered part of the SPCP are the proposed construction plans, special provisions, and the Connecticut Department of Transportation’s “Standard Specifications for Roads, Bridges and Incidental Construction” (Form 817) including supplements thereto and the 2002 Connecticut Guidelines for Soil Erosion and Sediment Control and 2004 Stormwater Quality Manual. List of applicable Figures / Plans: Appendix A - Figures USGS map Figure 1 Pre-Construction AI Conditions Figure 2 Post-Construction AI Conditions Figure 3 Site Drainage Patterns Figure 5 Soil Maps and Borings (provide only if can’t infiltrate- Figure 6 to help for LID justification) Appendix B – Drainage Calculations Velocity Dissipation Figure 7 Water Quality Computations Figure 8
Local features – concavity of coastlines, bays, rivers, headlands, or islands: Storm surge will be higher when a hurricane makes landfall on a concave coastline (curved inward, such as Appalachee Bay in Florida) as opposed to a convex coastline (curved outward, such as the Outer Banks of North Carolina).
Visual Action Select the assignment associated with the highlighted text, and then choose OK. Dialog (6) After you select the appropriate assignment for the text you highlighted, its URL will be pasted into the dialogue box. Select OK to finish making the link. FX Media Format Visual Action Move the mouse to the newly created assignment hyperlink. Dialog (7) Now the text reference for the assignment is a direct link to it. Be sure to create a link for each assignment you have in the syllabus. FX Media Format Visual Try it out for yourself, if you have created Assignments in your course site: - Pause this video and go to your course syllabus and create links for all of the Assignments listed in your syllabus. - Make sure that all of the Assignments you want students to do are referenced in the syllabus. Action Offer the learner an option to pause and practice what was just learned. State what is listed on the slide. Dialog (8) FX Media Format Sans serif font, 20pt size, white text on blue background.
Scene: 4 Visual Objectives: - Identify course Tests & Quizzes documented in the syllabus schedule. - Create a hyperlink for each test or quiz listed in the text to its corresponding item created in the Tests & Quizzes content. Action Display objectives for the lesson. State objectives listed on the slide. Dialog (1) FX Media Format Sans serif font, 20pt size, white text on blue background. Visual Action Go to the first test or quiz documented in the syllabus that is not a hyperlink. Dialog (2) Identify the text referencing items in the Tests & Quizzes content and highlight the text of the first one. FX Zoom if needed Media Format Visual Action Select the editor’s link feature. Dialog (3) Select the editor’s link feature. FX Media Format
Visual Next Step: - Use the checklists provided for each section to make sure you have successfully implemented the eCLPS Framework into your UVaCollab course site. Action Dialog (7) At this point you know the steps involved for implementing the eCLPS framework into your course site. Use the checklists provided to confirm your implementation of eCLPS for your course. FX Call out with link to evaluate content. Media Format Sans serif font, 20pt size, white text on blue background.
6. Test the Theory Each element of the plan was thoroughly tested. For example, 7 drills were done with the volunteer team for vaccine response, including 2 holiday weekends. Three quarterly scheduling cycles were tested. During the testing phase, the ID On Call staff supervisor reported anecdotally that she had stopped receiving complaints from team members. CHECK Use Data to Study Results of the Test 7. Check the Results The AIM identified was a 20% improvement in staff satisfaction. The outcome was a 530% improvement in staff satisfaction. In the pre-survey, only one member of the team reported being satisfied, and none were very satisfied. The rest were all dissatisfied or very dissatisfied. In the outcome survey, NO staff members identified as being dissatisfied or very dissatisfied. Outcome Survey: Before and After results: ACT Standardize the Improvement and Establish Future Plans 8. Standardize the Improvement or Develop New Theory We adopted the theory and have maintained our results. The ID On Call Team continues to look for ways to further improve and strengthen their team in order to provide Missoula with the best possible response to Infectious Disease concerns. 9. Establish Future Plans A quarterly drill of the vaccine emergency response volunteers will be conducted. All newly hired PHNs will receive exposure to the benefits of being a member of the ID On Call Team and be invited to join. In September 2015, the team member with the longest service will be allowed to rotate off if desired. This opportunity will be provided thereafter every time a new member is recruited. Team members who do not wish to rotate off can pass the opportunity to the next team member in line. The QI team is interested to learn if the staff satisfaction obtained is high enough to eliminate the desire to rotate off of the team, even when the opportunity presents itself.
3. 4. World Vision International offices Executive Office 6-9 The Square Stockley Park Uxbridge, Middlesex UB11 1FW United Kingdom World Vision International 800 West Chestnut Avenue Monrovia, CA 91016-3198 USA International Liaison Office Chemin de Balexert 7-9
Group Members: ________________________ “The Story of an Hour”—CSI-(Enter city name) Directions: Welcome to CSI-_____________. Your group’s assignment is to uncover the cause for Mrs. Mallard’s death (which can be viewed in both a literal and a symbolic manner). Investigate the story and come up with your own interpretation for her death. Your grade will be determined by your answers and by your group participation. EVERYONE must be involved and textual evidence (or support from the story) must be given! 1) Character Identification-Describe the following characters. Mrs. Mallard— Brently Mallard— Josephine— Richards— How does Mrs. Mallard first react to her husband’s death? How does her initial reaction change as the story progresses? Use specific words (diction) from the story to support your ideas. First reaction: Changes: Chopin uses many examples of imagery to help readers understand the conflicting emotions inside Edna. Start with the paragraph that begins with, “She could see in the open square…” and give two examples of imagery. Please write the entire line. Explain what you believe is Chopin’s purpose for these images.
Height above the ground in yards 0 150 250 350 500 250 100 0 Who? Where? What? Finish labeling the axes and draw a line graph to show the balloon trip. Height above the ground in yards 100 50 0 2:30 3:00 Time
Storytelling Elements: Time, Narrative Structure, Scene, Dialogue, POV, Tense Time Story (what): A narrative of events arranged in their time-sequence Plot (how): A narrative of events with an emphasis on causality, or how they relate to and influence one another in sequence Theme (why): Whereas the plot is what events happen in the story (in the text), the theme is what is really happening (in the subtext). It is an underlying thread holding all the ideas (given through story events) together. Chronology: Account of the way time moves, from past to present to future Flashback: The sudden intrusion of past events in the middle of a description of a current action Flash forward: Cutting to the future In medias res: To begin in medias res is to begin “in the middle of things”—or in the midst of the main action. Exposition/backstory: The history leading up to the present moment Rising action: The escalation of complication of the central conflict Climax: The point of maximum dramatic attention and the turning point in the narrative Resolution/denouement: The falling action or the working out of complications “If it is in a story, we say ‘and then?’ If is is in a plot, we ask ‘why?’” - E. M. Forster
Story Writing 4. Exceeds standard 3. Meets standard 2. Nearly meets standard 1. Standard not met Plot The story introduces characters, setting, and an interesting problem. At least three events lead to an engaging climax. The story has a satisfying resolution to the problem. The story introduces characters, setting, a problem, two events, a climax, and a resolution to the problem. Characters, setting, or problem are only partly described. Events are not connected to a climax. The resolution is not connected to the problem. Characters, setting, problem, events, climax, or resolution are missing. Characters The story has multiple characters who grow or change. Characters are complex individuals because of the way they speak, think, and act, as well as how they are described. The story has at least one character whose traits, actions, and/or thoughts are described. Characters are only partly described or revealed. There are no character descriptions or clues to reveal a character’s personality. Description Words paint a lifelike picture of settings and characters. Settings and characters are clearly described. Characters, settings, and events are only partly described. There are no descriptions. Story Writing
appropriate tenses. conjugations. Grammar Articles All articles agree in gender and in number with modified noun. There are 1-5 errors with article agreement. There are 6 or more errors with article agreement. Grammar Prepositions All prepositions are used correctly, combined with articles (when necessary). There are 1-5 errors with prepositions. There are 6 or more errors with prepositions. Grammar Vocabulary At least 5 new words are used and the meaning is known by the presenter. 3 new words are used and the meaning is known. One/no new words are used. Grammar Adjectives All adjectives agree in gender and in number with modified noun. There are 1-5 errors with adjectives. There are 6 or more errors with adjectives. Oral Proficiency Student responses are logical, understood, and created using a string of sentences Student responses are generally logical, on topic, and understood; some strings of sentences Student responses are occasionally logical, understood with some difficulty; sentences are simple, isolated, memorized Creativity/Neatness Student creatively originated story line and characters with creative twists to plot Student created a generic story line, easily predictable yet original Student mimicked or copied another author’s idea
Cover Orientation Modelled teaching Narrative elements Before working with the IWB, re-read a familiar book to the students and use the book as a model for these teaching points. Explain that the cover of a story always gives picture clues about what might happen. It has a title and names the author. It names the illustrator. Show the cover frame of Tree story Explain that this is the cover of a story which the class is going to write together. Ask students to say who this character is and what s/he is doing. Discuss what a trampoline is. This cover is part of the orientation and shows who, what, where and when. Teacher scribing / student writing on IWB Ask students to choose a title for this book – scribe this on the cover Write the author’s name - this will be the class name. Write the illustrator’s name: Nik Scott Page 1 Event Modelled teaching Narrative elements Remind students of characters from familiar books, or from the book which has just been read. Explain that stories always have characters – these characters are Pig and Bear. We meet the characters at the beginning of the story. This is called the orientation. We find out about WHO, WHAT, WHEN and WHERE… Teacher scribing / student writing on IWB Ask for student suggestions about what is happening. Record these sentences. The class chooses which one will be written on the IWB. Scribe the sentence under the illustration OR a student writes the sentence. Discussion Ask students to predict what will happen next and how they would feel in this situation. Page 2 Complication Modelled teaching Narrative elements Explain that stories always have a complication to solve. This often happens at the beginning or in the middle of a story. Teacher scribing / student writing on IWB
Invite student to drag characters from the Pig’s present folder to create a storyboard. The cover has been provided for you and so has the text. This is a worked solution for Pig’s present Phase Three: Digital storytelling This task requires two teachers – one teacher works with six students on storyboarding and digital stories. The other teacher works with the whole class on narrative-based activities. The teacher librarian, ESL teacher,
Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound:
Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound:
Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound:
Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound:
Figurative Language Storyboardthat Grading Rubric Group Members: ____________________________ ____________________________ ____________________________ Objective or Performance Beginning 1 Developing 2 Accomplished 3 Exemplary 4 1. Collaboration Worked alone or contributed very little to group members Worked in a group and added input at comfortable watching. Input often, helped with creation of final product at all levels. Input often, helped explain ideas to other group members and helped with final product at all levels 2. Digital Storyboard Tiles Did not create a digital storyboard or did not finish all storyboard tiles Created a digital storyboard with group, but storyboard was difficult to follow. Digital storyboard was complete and shows understanding of figurative language Digital storyboard was completed and multiple functions of digital storyboard were incorporated. Shows mastery of figurative language 3. Grasp deeper meaning of Figurative Language Provides 1 correct example of figurative language Provides 3-4 correct examples of figurative language Provides 7 correct examples of figurative language Provides 7 correct examples of figurative language and they are beyond basic examples(complex) 4. Utilize note taking skills Does not prepare before working on computer Prepares but has limited ideas on paper before creation of digital storyboard Materials are prepared before moving to computer to create digital storyboard Materials are meticulously prepared and planned out before moving to creation stage of digital storyboard 5. Present Digital storyboard Does not present or allows others to talk entire time Participates as a background group member Offers evenly distributed presentation material Offers evenly distributed presentation material and understands materials they are presenting Total Score:______/ 20
Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound:
Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound:
Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound:
Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound:
Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound: Shot Time Brief description of action: Dialogue / Voiceover: Shot size: Camera Movement: Camera Angel: Lighting: Setting: Props: Costume: Music: Sound:
Major Cause 2. Selected Strategy(s) Major Cause 3. Selected Strategy(s) Undertake a Plan Describe how the team plans to carry out the strategy (or strategies), including the “who, what, when, and where” of the plan: Task (what) Who responsible Where When completed
English version of the story Shopping [page 2] “I’m going shopping,” says Grandma. “I want some taro leaves for Grandpa for his lamb stew.” “Can I come with you?” asks Poko‘ina. [page 3] “Yes, come along,” says Grandma. “Bring me the basket, Poko‘ina.” “Where is the basket?” asks Poko‘ina.” “It’s under the table,” says Grandma.” [page 4] “I would love some oranges!” says Poko‘ina. “How much are the oranges, Pokoʻina?” asks Grandma. “Two dollars and fifty cents per kilo, Grandma.” “Fill the basket with eight oranges, Poko‘ina,” says Grandma. “Yes I will, thanks, Grandma,” says Poko‘ina. [page 5] “… five, six, seven, eight!” says Poko‘ina. “Poko‘ina, can you see any taro leaves?” asks Grandma. “No, Grandma, I can’t see any taro leaves,” says Poko‘ina. [page 6] “I want to buy some sugar,” says Grandma. “Where is the sugar?” “I don’t know,” says Poko‘ina. [page 7] There’s the sugar!” says Grandma. “Poko‘ina, put one packet in the basket. Can you see any taro leaves?” “No, Grandma, I can’t see any taro leaves,” says Poko‘ina. [page 8] “I want to buy two cans of corned beef,” says Grandma. “How much?” “Seven dollars and thirty cents, Grandma,” says Poko‘ina. [page 9] “Put them in the basket,” says Grandma. “Can you see any taro leaves?” “No, Grandma, I can’t see any taro leaves,” says Poko‘ina. [page 10] “Hello, Māmā,” says the shop assistant. “Hello, Mere,” says Grandma. “Have you got any taro leaves?” “No, I don’t, Māmā. Maybe tomorrow,” says Mere.
Storage Site Location: Applicant: Please complete this record for each storage unit you use whether on the main farm or at remote locations. You may also use one Storage History Record per storage unit/bin. Fill Record Bin No. Crop/Variety Field No. Type of Product* Clean Out Date Fill Date Load out Date Amount O T B C *O = Organic, T = Transitional, B = Buffer, C = Conventional Transfer or Sale Record Bin No. Crop/Variety Lot Number Sold or Transferred To Date Moved Amount
Questions Does the question come from phenomena related to the driving question or from gaps in what we figured out so far? Does the question ask how & why, and not just about facts? Phenomena Can you get students to buy into the question using this phenomenon? Is there something about the phenomenon that needs to be explained? Scientific Practices What practices are they using to investigate and explain the phenomenon? Will this lead to figuring out a piece of the DCI? What We Figured Out What part of the DCI will students be able to figure out? What questions come out of the activity to motivate the next step? What ideas do will have for next steps and future investigations? Step 5: As You Narrow in on Lessons Rows, Revise your Storyline. Questions Phenomena Scientific Practices What We Figured Out
Driving Question: How Can I Model How I Smell Different Odors From Across The Room? Question Phenomena Scientific Practice(s) What We Figured Out Lesson Level Learning Performance How Can I Model What I Smell? Students observe that when peppermint oil in jar is opened and smelled by different people at different times in a room. Modeling In order to smell we need: A nose / detector An odor source Air Develop an initial model for how the air and odor would look in a microscopic spot of air to explain how it traveled across the room from the jar to your nose. How Can I Smell Different Odors From Across The Room? Students recall related phenomena (examples & memories) of times they smelled an odor from a distance. Asking questions. Our own questions about patterns and odors, factors that influence them, how they work and categorized them into 3 How can I smell an odor? What makes one odor different than another? How can I change a substance to smell it? Ask questions about how odors travel, how we smell, what makes one odor different than another, and how we can change substances to smell them. What is similar among an odor, sugar, wood and milk? Students recall prior experiences with liquids, solids, and gasses. They observe some solids and liquids. Communicating Information. Matter can be a solid, liquid, or a gas; each state of matter has characteristics. Odor is in the form of a gas. Communicate information to describe patterns between the three states of matter. How can I determine how much matter there is? Students measure volumes of liquids and liquids displaced by solids. They fill bags with gas. And they mass solids and liquids in graduated cylinders. Plan & Conduct an Investigation Volume is a measure of how much space the matter takes up. Mass is a measure of the amount of matter. Conduct an investigation to determine the volume and the mass of various solids and liquids.
Question(s) Phenomena Scientific Practice(s) What We Figured Out Performance Expectation What happens when I pump more air into a basketball The class takes a basketball that is almost full and compares its mass (on a balance) before and after it is pumped up more Plan & Conduct an Investigation Analyze & Interpret Data. Air has mass. Plan & conduct an investigation to determine if air has mass. What when I try to pour water into a flask filled with air? Students observe a flask filled with air, won’t let water fall into it through an open funnel on top. Constructing Scientific Explanation Gasses take up the space of the container they fill. Air is a gas. Matter is anything that has mass & volume (takes up space) Construct a Scientific Explanation to Answer the question “Is Air Matter?” How can we determine if odors are matter? Students mass an air freshener inside and outside of a bag from one day to the next, observing that the volume inside the bag increases, and the mass outside the bag decreases. Plan & Conduct an Investigation Analyze & Interpret Data. Odor from the air freshener has mass and takes up space. Odor is matter. . Plan & conduct an investigation to determine whether the odor from an air freshener has mass?
Carolina Advertising Gallery Assignment: __________________________________________________________ Group Members: _____________________________________________________________ Imagine that you are part of a premiere advertising company, Carolina Advertising. Your group has been hired to create a print advertisement campaign for your assigned gallery that includes a poster or a billboard and a 1-2
and engaging way. Circulate around the gallery and pay close attention to the artifacts & their descriptions, primary and secondary sources, images, art, and other items displayed. Consider the questions and tasks below and take detailed notes. Use your camera to take pictures of important & interesting exhibit aspects. You will use this information back in the classroom to create your website design. Glance around the gallery. What words or phrases first come to mind? What objects, images, etc. do you first notice & why? Circulate around the gallery then use your camera to take a picture of 4 or more artifacts that you think are most important. List and describe them. Artifact description: What would the purpose of this artifact have been? What history does this artifact highlight? Why do you think it is included in this exhibit? Artifact description: What would the purpose of this artifact have been? What history does this artifact highlight? Why do you think it is included in this exhibit? Artifact description: What would the purpose of this artifact have been? What history does this artifact highlight? Why do you think it is included in this exhibit? Artifact description: What would the purpose of this artifact have been? What history does this artifact highlight? Why do you think it is included in this exhibit? Which artifacts or pieces of information in this room are most interesting to you personally and why? If not listed in #2, take a picture of the artifact and include a description here.
Yes No Is the vent covered with #24 mesh corrosion resistant screening? If no, install proper #24 mesh corrosion resistant screening. Yes No Does the air vent terminate downward? If no, re-configure the vent so that it terminates downward. Yes No Is the air vent at least 24” above the tank roof or ground surface (whichever is higher)? What is the height of the vent above the roof or ground surface? If no, raise air vent to provide for an appropriate air gap. Access Hatch Significant Deficiency Required Correction Proposed Completion Date Actual Completion Date Yes No Is the hatch raised at least 4” above the roof (for ground level or elevated tanks) or at least 24 inches above the roof or ground, whichever is higher (for buried or partially buried tanks)? What is the height of the access hatch above the roof or ground surface? If no, the hatch should be raised to the appropriate height above the tank roof or ground. Yes No Does the hatch have a shoe box lid? If no, a properly designed shoe box type lid should be installed. Yes No Is the lid water tight and sealed with a rubber gasket? If no, the reason for the lack of a seal should be investigated and repaired. Yes No Is the hatch locked? If no, the hatch should be equipped with a lock. Overflow Significant Deficiency Required Correction Proposed Completion Date Actual Completion Date Yes No Discharge has #24 mesh corrosion resistant screen OR a duckbill valve OR a properly sealed flapper valve with a screen inside (EPA recommends #24 mesh screen)? If no, indicate proposed correction: Yes No Overflow terminates between 12 and 24 inches above the ground surface? At what height does the overflow discharge? If no, modify overflow to provide for an appropriate air gap. Yes No Overflow discharges over an inlet structure, splash plate, or engineered rip-rap? If no, indicate proposed correction: Yes No Is the overflow directly connected to a sanitary sewer or storm drain? If yes, indicate proposed correction: