zilongwang/ReadingBank huggingface dataset:
Week Topic Australian Curriculum General Capabilities Activities 1 Understanding Job Categories – On the Job website Numeracy Critical & Creative Thinking ICT Capability Venn Diagram Maker Create a Mural Use an Online Bar Graph Maker Use EduGlogster or Wordle to create an Online Mural 2 On the Way to Work Literacy Critical & Creative Thinking Personal & Social Capability ICT Capability Setting the Charlie and the Chocolate Factory [2005] Movie Director – On the Job Compare and Contrast Movies: Charlie and the Chocolate Factory [2005] with Willie Wonka and the Chocolate Factory [1971] 3/4 Career Path Components ICT Capability Literacy Personal & Social Ethical Understanding Famous Australian – David Unaipon. Early Interest – What I used to want to be... Writing a Tale or Fable using VoiceThread or Animoto. Create a video using Stupeflix. Socratic Discussion – Why is Education important? Interview a Trainer Inventions and Rap 5 The Good Manager Critical & Creative Thinking Literacy Personal & Social Interview a Manager Create a Vision Statement A Job Well Done – a Thank You Letter Create a Staff Newsletter Role Play 6 The Purposeful Outcome & Assessment ICT Capability Personal & Social Literacy Interview Parents about their job Assessment: On the Job Detective Game Process Divide the class into eight groups (about four students per group). Each group will investigate, throughout the unit, one of the following 8 career categories:
Input Output -3 7 3 17 11 49 15 65 Input Output 9 36 7 28 10 40 18 72 ___________________________________________________________________________________________________________________________ Two competing limousine companies are trying to create formulas to help their customers determine how much they will have to pay depending on how many hours they will rent the limo. The following table and graph show how much money the companies want to charge per hour used. Larry’s Limos Randy’s Rides Hours Dollars 2 14 4 22 8 38 12 54 an equation using dollars, d, and hours, h, to determine the rate at which the companies charge per hour. Larry’s Limos Randy’s Rides Which company is the smarter purchase? Write an explanation to justify your answer. ____________________________ What would be the difference in price for the two companies if you decided to rent a limo for 24 hours? Show your work.
Glenn Miller Directions: Fill in the missing words as you hear them in the song When I kissed you in Orange Lane I this heart of mine sing a refrain I remember the moon the wane It was time to say And our song a sigh, Where are the that hung bough? Where are the love songs and where now? I'll be till you come back Just to in Orange Blossom Lane Content and Achievement Standards Singing, alone and with others, a varied repertoire of music. c. Sing representing diverse genres and cultures, with expression appropriate for the work being performed. Class Goals and Objectives
Unit 5A – Civil Rights Movement De jure segregation De facto segregation Brown v. Board of Education Rosa Parks Montgomery Bus Boycott Martin Luther King Jr./SCLC SNCC Warren Court “Little Rock 9” Freedom Riders “Letter from Birmingham Jail” Mississippi Freedom Summer Project James Meredith Rights Act of 1964 Voting Rights Act (1965) 24th Amendment Redlining Riot Black Panthers Malcom X Black Power Affirmative Action v. Cesar Chavez Silent Spring by Rachel Carson EPA
Name:_______________ Unit Fractions with Pattern Blocks Use your pattern blocks to complete the chart below. Make sure you pay attention to which block is 1 whole!!! 1. Use your YELLOW HEXAGON as one whole to complete the table below: A. Pattern B. How many of these equal parts does it take to make one whole? C. What is the name of the pieces? D. What unit fraction does the pattern block represent? E. Draw a picture of the whole with the unit fraction from section D shaded in. Red Trapezoid Blue Rhombus Green Triangles 2. What if a red trapezoid were one whole? Would your table above still look the same? Why or why not? What unit fraction would a green triangle now represent? Draw a picture to support your answer. 3. Draw a picture of the whole could be.
Did You Get It? Práctica de gramática the affirmative tú command for each of the following -ar verbs. Level 1 pp. 283–284 Level 1B pp. 83–85 bailar cantar canta cerrar decorar decora jugar llegar llega llevar almorzar almuerza escuchar celebrar celebra the affirmative tú command for each of the following -er verbs. aprender barrer barre beber comer come correr querer quiere traer vender vende volver Write the affirmative tú command for each of the following -ir verbs. compartir dormir duerme escribir recibir recibe abrir vivir vive
Science and Social Studies Planning Calendar for 2017-2018 K 1st 2nd 3rd 4th 5th Unit 1 Social Studies: Learning about Myself and My Classroom Community Science: Heredity; How Things Survive (Plants and Animals Foss Kit) Social Studies: Our Community Social Studies: Our Country Social Studies: Regions of the United States Science: Patterns in the Sky; Gravity; Water in the Atmosphere (Earth and Sun Foss Kit) Unit 2 Science: Weather; The Needs of Living Things: (Trees and Weather Foss Kit) Social Studies: My Life at School Science: Properties of Materials; Heating and Cooling (Solids and Liquids Foss Kit) Science: Life Cycles; Heredity; Natural Selection; Changes in the Environment (Structures of Life Foss Kit) Science: Earth’s Changing Surface; Natural Hazards (Soils, Rocks, and Landforms Foss Kit) Social Studies: Our Early History Unit 3 Science: Forces and Motion; Earth and Humans; The Sun’s Energy (Materials and Motion Foss Kit) Social Studies: My World Then and Now Social Studies: Communities Needs and Wants Science: Forces in Motion; Application of Forces (Motion and Matter Foss Kit) Science: Transfer of Energy; Energy in Motion; Waves (Energy Foss Kit) Social Studies: US Independence Unit 4 Social Studies: People Around Me Social Studies: Families Social Studies: Participating in Community Social Studies: Community Diversity and Economics Social Studies: Exploring Geography and History Science: Environmental Stewardship; Matter and Energy in Living Systems (Living Systems Foss Kit) Unit 5 Social Studies: My World Science: Patterns in the Sky (Air and Weather Foss Kit) Science: Changes in Earth Surface; Land and Water (Pebbles, Sand , and Silt Foss Kit) Social Studies: Community Action Social Studies: Exploring the Economy and Government Social Studies: From Sea to Shining Sea: The Movement West Unit 6 Science: The Needs of Living Things: (Animals Two By Two Foss Kit) Science: Sound Waves; Light Waves (Sound and Light Foss Kit) Science: Interactions of Plants and Animals; Diversity of Life (Insects and Plants Foss Kit) Science: Weather and Climate (Water and Climate Foss Kit) Science: Plant and Animal Systems; Energy Resources in the Environment (Environments Foss Kit) Science: Nature of Matter; Properties and Interactions of Matter. (Mixtures and Solutions Foss Kit)
Unit Guide Assignments - Vocabulary Instructions Each you will be required to complete vocabulary flashcards for that day’s lesson. Use the guide below to help you identify the aspects you need to include on your flashcards. TYPE OF VOCAB TERM ASPECTS TO INCLUDE BACKGROUND OR CONTEXT WHEN WHO? (i.e. ppl, groups, countries) WHERE? WHAT? (i.e. what happened from start to finish) WHAT WAS THE OUTCOME? OVERVIEW OF OR ASPECTS SIGNIFICANCE PERSON X X X X PLACE / LOCATION X X X X THING X X X X EVENT X X X X X X X CONCEPT X X X X X X IDEOLOGY X X X X X X
PACING CALENDAR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8/27 Monomer & Polymer Notes Begin working on Evidence 1 8/28 GOAL – Quiz over Evidence 1 by the end of class 8/29 Biomolecule Structure Notes Begin working on Evidence 2 8/30 GOAL – Quiz over Evidence 2 by the end of class 8/31 Biomolecule Function Notes Begin working on Evidence 3 9/3 STUDENT HOLIDAY 9/4 Enzymes Notes GOAL – Quiz over Evidence 3 by the end of class 9/5 CHECKPOINT #1 Work on Evidence 4 9/6 YO’SELF BEFORE YOU WRECK YO’SELF* You should have quizzed over all 4 evidences by the end of class today 9/7 Whole class Biomolecule and Enzyme Lab 9/10 Biomolecule and Enzyme LAB DUE Test Review 9/11 Review Games (bring laptops) 9/12 BIOMOLECULE & ENZYME TEST 9/13 Test corrections 9/14 Highlight important due dates! Get your assignments completed to be sure you have time to quiz!!
(c) I believe in Jesus Christ, Born of a common woman, Who was ridiculed, disfigured and executed, Who on the third day rose and fought back; He storms the highest councils of men, Where he overturns the iron rule of injustice. From henceforth he shall continue To judge the hatred and arrogance of men. (Creed written by Canaan Banana, former president of Zimbabwe) (d) We believe in God Maker, Redeemer and Sustainer of Life without beginning or end, whose life-giving love was let loose on the first Easter Sunday and whose life-giving love we share and proclaim here today. We believe in God who gave up the divine life and submitted to the darkness and terror of the grave and who enters with us into every darkness and terror we shall ever face. We believe in God who raised Christ from the death of the grave to glorious new life and who raises our lives from sin and despair to newness and hope again. We believe in God who met the grief-stricken Mary in the garden and called her into hope by the uttering of her name, and who meets us in our grief and gives us courage to hope again by tenderly calling our name. We believe in God who sent Mary out from the garden to be a witness and apostle of the resurrection, and who commissions us like Mary, to be bearers of hope and good news to the world. We believe in God Redeemer and Sustainer of Life, without beginning or end, whose life-giving love was let loose on the first Easter Sunday and life-giving love we share and proclaim today to all women and men, wherever and whoever they are, loved, blessed and called by God, without beginning or end. (From the St Community, The New Women Included)
(e) A Creed from Iona We believe in God, who has created and is creating, who has come in to reconcile and to make all things new. We trust God, who calls us to be the Church; to love and serve others, to seek justice and to resist evil, to proclaim crucified, dead and risen; our judge and our hope. In life, in in life beyond God is with us: we are not Thanks be to God. (f) A Worker’s Creed I believe in you, worker Christ, light of light and true only begotten of God, who to save the world in the humble and pure womb of Mary was incarnated. I believe you were beaten, mocked and tortured, martyred on the cross while Pilate was praetor, the Roman imperialist, unscrupulous and soul-less, who by washing his hands wanted to erase the mistake. I believe in you, friend, human Christ, worker Christ, victor over death with the immense sacrifice, you engendered new hope for liberation. You are again in each arm that is raised to defend the people from the rule of the exploiter in the factory, in the school. I believe in your struggle without truce. I believe in your resurrection. (From The Nicaraguan Campesinos Mass)
Presentation delivery 3 Points 2 Points 1 Point 0 Points Earned Points Connections Clear connections made between maps, research questions, and graphs. Original answers with supporting explanations, and details made in suggestions. New and connections made, but lack of supporting explanations or detail provided in comparing maps, research questions and graphs and providing suggestions. Limited, if any connections, and vague generalities made in comparing maps, research questions and graphs. Vague suggestions. No connections made and off topic; not a lot of thought provided in answering question and lacking suggestions. /3 Visuals Excellent visuals tell story on their own. Eye- pleasing. One message per slide. Explained very well (axes, labels, trends, etc). Very good visuals. 0 or few mechanical errors. Visuals explained well, though axes / labels not always explained. Visuals are mediocre quality. A few mechanical errors. Complement talk, but not explained well or put in context. Few or confusing visuals, too much text on slides. More than 3 mechanical errors. Visuals distract from talk. Visuals not explained. /3 Format of delivery Within 5% of allotted time. Conveys the “so what” in just a few seconds. Very helpful and respectful in suggestions. Within 10% of allotted time. “So what” is there but may take a moment to see. Respectful in suggestions. Within 15% of allotted time. Explains the “what” but not the “so what.” Somewhat respectful in suggestions. Length is more than 20% too long or too short. Does not explain the “what” or the “so what.” Disrespectful in suggestions. /3 Points /9 Task 2 Points 0 Points Earned Points Post-module quiz Completed Did not complete /2 Reflection questions Completed Did not complete /2 Total Points /4
Unit III Reading Guide - Cultural Patterns and ___________________________ Chapter 4: Folk and Popular Culture Key Issue 1: Where are folk and popular leisure activities distributed? 1. Compare and contrast the origins of folk and popular culture. 2. Compare and contrast the diffusion of folk and popular culture. 3. Compare and contrast the distribution of folk and popular culture. 4. How does soccer represent both folk and popular culture? Key Issue 2: Where are folk and popular material culture distributed? 1. Give two examples of how the physical environment has affected clothing styles. 2. Give two examples of how occupation affects clothing styles. 3. Give two examples of food taboos. 4. Give two examples of how the physical environment affects housing construction. Key Issue 3: Why is access to folk and popular culture unequal? 1. Compare the amount of time it took TV to diffuse worldwide to the amount of time it took the Internet to diffuse worldwide. 2. Give three examples of how media can threaten traditional life in developing countries. 3. Study the maps on page 131. What patterns do you notice regarding countries that have “pervasive filtering” of the internet? Key Issue 4: Why do folk and popular culture face sustainability challenges? 1. Why are some Amish leaving Lancaster County, Pennsylvania, for other parts of the United States? 2. What are some negative impacts of the diffusion of popular culture on Indian women? 3. Why are companies like McDonald’s in favor of creating uniform landscapes? Chapter 5: Language Key Issue 1: Where are folk languages distributed? 1. Why might a country have English or French as its official language even if it is not the language spoken by its people on a daily basis? 2. Study the tree on pages 144-145. What three languages are spoken by the most people in the world? 3. Study the map on pages 146-147. How can you explain the worldwide distribution of the language family? 4. What is unique about Swahili? Key Issue 2: Why is English related to other languages? 1. What are two official languages? 2. When did English first diffuse to the Americas? 3. How did the Romance language branch get its name?
Unit III Carbon cycle Nitrogen Cycle Phosphorus Cycle Sulfur Cycle Hydrologic Cycle Troposphere Stratosphere High pressure system Low pressure system Upwellings El nino La nina Climate Rain shadow effect Microclimate Convergent plate boundary Divergent plate boundary Transform plate boundary Watershed/drainage basin Lotic water Source zone Transition zone Flood plain zone Lentic water Littoral zone Limnetic zone Profundal zone Thermocline Thermal stratification Wetland Intertidal zone Euphotic zone Bathyl zone Abyssal zone Unit III Vocab Carbon cycle Nitrogen Cycle Phosphorus Cycle Sulfur Cycle Hydrologic Cycle Troposphere Stratosphere High pressure system Low pressure system Upwellings El nino La nina Climate Rain shadow effect Microclimate Convergent plate boundary Divergent plate boundary Transform plate boundary Watershed/drainage basin Lotic water Source zone Transition zone Flood plain zone Lentic Littoral zone Limnetic zone Profundal zone Thermocline Thermal stratification Wetland Intertidal zone Euphotic zone Bathyl zone Abyssal zone Unit III Vocab Carbon cycle Nitrogen Cycle Phosphorus Cycle Sulfur Cycle Hydrologic Cycle Troposphere Stratosphere High pressure system Low pressure system Upwellings El nino La nina Climate Rain shadow effect Microclimate Convergent plate boundary Divergent plate boundary Transform plate boundary Watershed/drainage basin water Source zone Transition zone Flood plain zone Lentic water Littoral zone Limnetic zone Profundal zone Thermocline Thermal stratification Wetland Intertidal zone Euphotic zone Bathyl zone Abyssal zone
Graph 3: Graph 4: Task 2: Assign each graph to the most appropriate category by checking a box. State your reasoning for assigning each category. Knowledge Risk Perception Preparedness Reasoning 1 Graph 2 Graph 3 Graph 4 Task 3: You have been given one research question graph in your packet. Write down the assigned research question. Assess and explain the results from the graph as applied to the research question. Task 4: List 1–3 additional factors that might influence results of each graph (e.g., age, gender) and provide reasoning. Graph 1:
Position Code Name / Address Multiple (Y/N) Multiple’s Unit Paid In Paid (X) Ph# / e-mail Institutional Head Same for all units IH No Fee Chartered Org. Rep Same for all units CR Committee Chair Required CC Committee Member Required MC Committee Member Required MC Cubmaster Required CM Asst. Cubmaster Recommended CA Lion Guide Req’d for Lion Den LL Tiger Leader Req’d for Tiger Den TL *Den Leader Req’d for Wolf Den DL Asst. Den Leader Wolf Den DA *Den Leader Req’d for Bear Den DL Asst. Den Leader Bear Den DA Webelos Leader Req’d for Web 1 WL Asst. Webelos Leader Webelos 1 WA Webelos Leader Req’d for Web 2 WL Asst. Webelos Leader Webelos 2 WA Committee Member MC Committee Member MC *At Least 1 Den Leader is Required to Recharter a Unit Troop Adult Membership Inventory Worksheet
Code (Y/N) Multiple’s Unit Paid In (X) Ph# / e-mail Institutional Head Same for all IH No Fee Chartered Org. Rep Same for all units CR Committee Chair Required CC Committee Member Required MC Committee Member Required MC Varsity Scout Coach Required VC Asst. Varsity Scout Coach Recommended VA Asst. Varsity Coach VA Committee Member MC Committee Member MC Crew Adult Membership Inventory Worksheet Position / Address
(Y/N) Multiple’s Unit Paid In (X) Ph# / e-mail Institutional Head Same for all units IH No Fee Chartered Org. Rep Same for all units CR Committee Chair Required CC Committee Member Required MC Committee Member Required MC Crew Advisor Required NL Asst. Crew Advisor Recommended NA Asst. Crew Advisor NA Committee Member MC Committee Member MC Ship Adult Membership Inventory Worksheet Position / Address
(Y/N) Multiple’s Unit Paid In (X) Ph# / e-mail Institutional Head Same for all units IH No Fee Chartered Org. Rep Same for all CR Committee Chair Required CC Committee Member Required MC Committee Member Required MC Skipper Required SK Mate Recommended MT Mate MT Committee Member MC Committee Member MC Adult Membership Inventory Worksheet (Add-On) Position / Address
In-Text Fill-In Answers Page Fill-In # Fill-In Answer IV-6 1 Since is outward 2 3 increasing, larger 4 increases, larger IV-9 1 2 Ceq ~ 3.1 F 3 Q = ( 3.1 F )( 12 V ) ~ 37 C 4 ∆V1 = 7.5 V, ∆V2 = 3.7 V, ∆V3 = 0.75 V IV-10 1 Ceq = 65 F IV-11 1 ∆V1 = ∆V2 = ∆V3 = = 12 V 2 Q1 = 60 C, Q2 = 120 C, Q3 = 600 C 3 4 Their charge is the same. 5 Ceq = 8/5 F and Q = Ceq∆Vbatt = 480 C 6 ∆V1 = Q/C1 = (480 C)/(2 F) = 240 V ∆V2 = Q/C2 = (480 C)/(8 F) = 60 V 7 ∆V will be the same In-Text Fill-In Answers
Unit IV Vocab Population Density Density Independent Factors Density Dependent Factors Carrying capacity Logistic curve Exponential curve R-Strategists K-Strategists Industrial Revolution Demographic transition Pre-Industrial Transitional Industrial Post-Industrial Total Fertility rate Non-transmissable diseases Transmissable diseases Toxicology Toxicity LD50 Dose Response Dose-Response Curve Mutagens Teratogens Carcinogens Neurotoxins Asphyxiates Allergens Risk Unit IV Vocab Population Density Density Independent Factors Density Dependent Factors Carrying capacity Logistic curve Exponential curve R-Strategists K-Strategists Industrial Revolution Demographic transition Pre-Industrial Transitional Industrial Post-Industrial Total Fertility rate Non-transmissable diseases Transmissable diseases Toxicology Toxicity LD50 Dose Response Dose-Response Curve Mutagens Teratogens Carcinogens Neurotoxins Asphyxiates Allergens Risk Unit IV Vocab Population Density Density Independent Factors Density Dependent Factors Carrying capacity Logistic curve Exponential curve R-Strategists K-Strategists Industrial Revolution Demographic transition Pre-Industrial Transitional Industrial Post-Industrial Total Fertility rate Non-transmissable diseases Transmissable diseases Toxicology Toxicity LD50 Dose Response Dose-Response Curve Mutagens Teratogens Carcinogens Neurotoxins Asphyxiates Allergens Risk
53. Try to draw some isomers for the following using the HONC 1234 rule Molecular Formula Structural Formula #1 Structural Formula #2 C4H8O2 C4H11N Unit 2 - Section II – Building Molecules and Section III – Molecules in Action Lesson 9 – New Smells, New – Ball and Stick Models 54. Write the molecular formula for ball and stick model. _____________________ Lesson 10 – Two’s Company – Electron Domains 55. Tell how many electron domains are associated with each of the following molecular shapes. Then draw a ball and stick model for each shape. a. tetrahedral ___ b. pyramidal ___c. bent ___ d. trigonal planar ___ e. linear ___ Lesson 15 – Attractive Molecules – Attractions Between Molecules 56. A student observed that liquid “A” is attracted to a charged wand, but liquid “B” was not. Write true or false for each statement. _______________Which liquid is polar? _______________Which liquid would make a bead on waxed paper? _______________Which liquid could be water? Lesson 16 – Polar Bears and Penguins –Electronegativity and Polarity Lesson 17 – Thinking (Electro)Negatively – Electronegativity Scale 57. Tell whether the bond formed between each pair of atoms is polar, nonpolar or ionic based on the a. H-N __________ b. F-F ____________ c. Na – Cl ____________
Lesson 4, 5, 10, 11, 16, 17, 18 58. Use your graphic organizer below to draw lewis dot structures and answer the questions that follow. Formula Total # val e Skeleton drawing Remaining # of val e Final Drawing Number of electron domains around the center Name of Molecule Shape List all the bonds with the Are the bonds polar or nonpolar? Draw in the bond dipole. Is the molecule polar or nonpolar? Would you expect it to smell? NF3 Formula Total # val e Skeleton drawing Remaining # of val e Final Drawing Number of electron domains around the center Name of Molecule Shape List all the bonds with the Are the bonds polar or nonpolar? Draw in the bond dipole. Is the molecule polar or nonpolar? Would you expect it to smell? H2O Formula Total # val e Skeleton drawing Remaining # of val e Drawing Number of electron domains around the center Name of Molecule Shape List all the bonds with the Are the bonds polar or nonpolar? Draw in the bond dipole. Is the molecule or nonpolar? Would you expect it to smell? CF4 Formula Total # val e Skeleton drawing Remaining # of val e Final Drawing Number of electron domains around the center Name of Molecule Shape List all the bonds with the Are the Is the molecule or nonpolar?
polar or nonpolar? Draw in the bond dipole. Would you expect it to smell? CO2O carbon is in the middle Formula # val e Skeleton drawing Remaining # of val e Final Drawing Number of electron domains around the center Name of Molecule Shape List all the bonds with the Are the bonds polar or nonpolar? Draw in the bond dipole. Is the molecule polar or nonpolar? Would you expect it to smell? SCl2 Formula Total # val e Skeleton drawing Remaining # of val e Final Drawing Number of electron domains around the center Name of Molecule Shape List all the with the Are the bonds polar or nonpolar? Draw in the bond dipole. Is the molecule polar or nonpolar? Would you expect it to smell? CO2
Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): What is government and why is it necessary? How have different political philosophies influenced the development of government? How do governments throughout the world differ in power distribution, relationship between branches, and participation? Why are the foundations of democracy so very important to the American concept of democracy? Vocabulary: Government, State, Philosophies, Public Policies, Legislative Power, Judicial Power, Executive Power, Sovereignty Vocabulary: Autocracy, Dictatorship, Monarchy, Oligarchy, Unitary Government, Federal Government, Confederate Government, Democracy, Parliamentary Government, Presidential Government Vocabulary: Majority Rule, Minority Rights, Compromise, Equality, Free Enterprise System Vocabulary: Unit Launch
Person Specification To be evidenced by CV, Interview(I), Certificate(C), Presentation(P) A QUALIFICATIONS Essential Desirable CV I C P Good basic secondary school education √ * * * GCSE or equivalent in English √ * * * Car driver with clean license √ * B EXPERIENCE Essential Desirable CV I C P Previous experience/knowledge of maintenance, facilities & gardening √ * * C KNOWLEDGE, SKILLS & COMPETENCIES Essential Desirable CV I C P Ability to work alone and without direct supervision √ * Fluctuating workloads and periods of pressure √ * Communicate with variety of staff and their demands √ * Lifting and Handling Regulations √ * * * Health and Safety √ * * * Use initiative to get on with routine work without instruction √ * * D VALUES Essential Desirable CV I C P Demonstrates a non-judgmental attitude √ * Demonstrates an awareness of equal opportunity and diversity √ * Demonstrates a positive attitude toward mental health √ * E PERSONAL ATTIRBUTES/ATTITUDE Essential Desirable CV I C P Aware of confidentiality √ * Ability to accept constructive feedback √ * Able to act as a positive role model √ * Able to work shifts √ * Effective pro-active communication skills √ * Committed to on-going professional development √ * Effective use of resources √ * F PSYCHOLOGICAL & EMOTIONAL DEMANDS Essential Desirable CV I C P Demonstrates the ability to work within an environment presenting difficult situations √ * Able to work within the Hospital team √ * Head of Department Member of Staff Name: Name: Signature: Signature: Date: Date: Copy placed in personnel file: Copy given to member of staff Date: Date: HR Signature
Materials and Equipment For Students Calligraphy Pen and nibs India Ink or other calligraphy ink Drawing pens Paper suitable for ink Watercolor paper HB pencils Water color pencils or paint Sketchbook Smudge stick Eraser or eraser pen Teaching materials for Art Educator Prototype of a watercolor symbolic tattoo design PowerPoint on tattoo history PowerPoints on images with meaning Access to internet Computer Access to smartboard Prototype presentation with the different steps of the project SMART Board Lesson Sequence Motivation to start lesson (35mins): Meaningful Images Discussion (15mins) What makes an image meaningful? What are examples of meaningful images in artwork? Present the works of activist artist Pawel Kuczynski and discus with students the meaning behind the images. Give students a Brainstorming worksheet like the one below this page.
Competency 3: “Appreciate Images” Students will appreciate the works of stencil artists like Shepard Fairey and Banksy. Students will become more knowledgeable about stencil art and the methods of creating stencils. Students will be more observant at detecting the use stencils in their everyday lives. For example: the wall papers of their room. Students will learn about how stencils could be used to raise awareness of an important message. Cross-Curricular Competencies To use creativity: Students will develop an original idea for a meaningful image as they explore different methods of representing their idea through stencil art. To construct their identity: Students will design an image that represents their own identity through stencil art. To communicate appropriately: Students will produce artwork that clearly communicates a meaningful message about their identity using symbolic elements and clearly represent an element of nature. To use information: Students will learn from observation and videos how to create a stencil and apply that information when making their own stencils. Materials materials for Students Exacto knife or knife pen or scissors Cutting board or cardboard to cut on Black sharpie Acetate sheets Cardboard sheets HB pencils Guideline paper with instructions for project Their drawings of a tattoo design Water-Acrylic paint mix in a spray bottle Sheets of paper for acrylic Teaching materials for Art Educator Access to a smartboard and computer PowerPoint presentation on the steps of the project Porotype explanation board Examples of the prototype at different steps
MEDULLA OBLONGATA In brain stem just below Pons. Regulates breathing, heart rate and blood pressure. Also houses reflex centers for vomiting, coughing and sneezing. HYPOTHALAMUS Part of Diencephalon, just below Thalamus. Forms floor of third ventricle and found just above Pituitary Gland. Helps maintain Homeostasis by regulating hunger, sleep, thirst, body temperature, water balance. Controls pituitary gland (endocrine) CORPUS CALLOSUM Found just above the Thalamus in the deeper central area of brain. Consists of a bridge of nerve tracts that connect both hemispheres to allow them to share information
Appendixes Appendix 1: Integrated Unit of Work Timetable Week 1: Monday (Day 1) Tuesday (Day 2) Wednesday (Day 3) Thursday (Day 4) Friday (Day 5) 9:00 – 10:00 10:00 - 11:00 English – Interviews English – ‘Mirror‘ 11:00 – 11:20 RECESS 11:20 – 12:10 HSIE – Intro to ‘What Is Family‘ CUS1.3 Maths – Graphing Lang and Heritage Visual Art – Creating ‘Mirror‘ English/Visual Art – Create a brochure Maths – World Map 12:10 – 1:10 English – Letter Writing 1:10 – 2:00 LUNCH 2:00 – 3:00 Religion – ‘Jesus‘ Family‘ Week 2: Monday (Day 1) Tuesday (Day 2) Wednesday (Day 3) Thursday (Day 4) Friday (Day 5) 9:00 – 10:00
10:00 - 11:00 English – Interviews English – ‘Mirror‘ 11:00 – 11:20 RECESS 11:20 – 12:10 HSIE – to ‘What Is Family‘ CUS1.3 Visual Art – Creating ‘Mirror‘ English/Visual Art – Create a brochure 12:10 – 1:10 Religion – Create a ‘G-R-E-A-T’ prayer family 1:10 – 2:00 LUNCH 2:00 – 3:00 Religion – ‘Jesus‘ Family‘ Appendix 2: Classroom Layout Appendix 3: Images of Different Families From Around the World Appendix 4: Family Profile Worksheet Exercise: Draw a picture of your family in the space provided and answer the questions below. This is what my family looks like:
Ancient Valley Civilizations (ARVC) Religions and Asia Ancient Greece What characterizes a civilization? Importance of early agriculture What physical features did ARVC settle near? Characteristics of ARVC religions Systems of writing for each ARVC – who was the Cultural aspects of ARVC Hammurabi’s Law Code Political aspects of ARVC Caste System in India- how Hinduism supports it Holy book, founder, location founded, ethic codes, and afterlife beliefs for: Hinduism Buddhism Similarities and differences between the two religions and the role of dynasties and the mandate of heaven Shi Huangdi Importance of Geography in Greece and how it impacted them (GREAT) Athens v. Sparta (GREAT) Greek art/architecture and innovations Pericles and his reign over Athens (goals, significance, his impact of the golden age) Philosophies – Socrates, Plato, and Aristotle Phalanx Greek religion Contributions to Western societies Alexander the Great Hellenism ***Order of events, vocabulary, document analysis, and map skills will also be assessed.
to vote or who are not Australian citizens are also removed from this process. Given the statistics indicating that indigenous Australians are underrepresented on the electoral role, this is also another way in which society is not fully represented through jury service and hinders a fair and unbiased trial. A possible reform to the jury system that may enhance its effectiveness would be to reduce the number of challenges available and limit those who are ineligible. This would ensure a greater cross section of society is represented as even those with legal knowledge are eligible. However, this may hinder a fair and unbiased trial as those with legal knowledge may influence other jurors. The empanelment process also takes time, as opposed to just having a judge hear a case, seriously hindering the timely resolution of a dispute. A possible alternative to the jury system that would assist in providing a timely resolution of dispute and thus an effective legal system is to abolish the current system and replace it with a panel of judges. There would therefore be more than one opinion and one experience of a case, but it would be of legally trained and experienced individuals who need no direction or explanation. Although, this takes away from the fair and unbiased nature of trial by one’s peers. Further, it may be impossible for jurors to remain totally impartial and unbiased due to media coverage of some cases. Society is saturated by social media and news stories often relay details of serious cases. If jurors know of a case before this can seriously inhibit their ability to remain impartial. For example, in the Gable Tostee case of 2016, saturation of media coverage regarding the tinder date/death case meant that it may have been impossible to find a jury panel who knew nothing of the case. This seriously hinders the ability for a fair and unbiased trial. Even though the jury is often not a true cross section of society and media saturation may influence some jurors, this system still enables trial by one’s peers. This provides a fair and unbiased trial and also access to the legal system through the legal knowledge gained from being on a jury. Reforms could help improve the system’s effectiveness, but totally abolishing it unnecessary. Thus, despite its weaknesses, the jury system is still an effective system of trial.
Vocabulary: Chp 1-2: Isolation Vulnerable Paralyzed Respirator Chp 3-4: Prodding Indignation Chp 5-6: Sealded Plunking Spasms Chp 7-8: Astonishment Discharged Sterile/sterlize Chp 9-10: Eavesdrop Bustling Chp 11-12: Collapsed Daredevil Mobility Exemplary Predicament Chp 13-14: Accordian Coordinate Chp 15-16: Pediatrics Flawless Chp 17-18: Unabridged Materials:
EXAMPLE: Soria inherited his dad’s baseball card collection has been collecting baseball cards since he was five years old. He knows that every year he has been given 4 baseball cards from his grandpa, a birthday tradition they have had. At 10 years old, he decided to count how many cards he has and found that he has 32 cards! What does the y-intercept represent in this situation? How many did Soria inherited from his dad? How do you know? Show thw work. Write an equation for this situation. Use your equation to solve how many cards Soria has at 35 years. Show all your work below. Though sometimes it may be feasible to work backwards to find the “b” term, it is not always possible. EXAMPLE: Find the equation of a line that goes through (50, 26) and has has a slope of -2. Show all the work below. Steps Write y = mx + b Plug in the information you know. Solve for “b”. Write the equation. Example : Find the equation of a line that goes through (14, -4) and has a slope of ½. NOW YOU TRY
5 and then10. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (includes groups with up to 5 objects). matching or counting the sets using one-to-one correspondence Knowledge of the terms “greater than/more than”, “less than”, and “equal to/same” through experiences with comparing groups of objects (e.g., “There are more boys than girls.”) Ability to identify which number comes later in the counting sequence when counting two sets of objects Ability to match a numeral to a set Ability to compare sets numerically Ability to use the terms “greater than/more than”, “less than”, and “equal to/same” (e.g., “There are more boys than girls because there are 5 boys and 2 girls”.) Ability to know that when a set has more than another set, the number that represents its quantity comes later in strategies: Matching: Students use one-to-one correspondence, repeatedly matching one object from one set with one object from the other set to determine which set has more objects. Counting: Students count the objects in each set, and then identify which set has more, less, or an equal number of objects. Observation: Students may use observation to compare two quantities (e.g., by looking at two sets of objects, they may be able to tell which set has more or less without counting). Observations in comparing two quantities can be accomplished through daily routines of collecting and organizing data in displays. Students create object graphs and pictographs using data relevant to their lives (e.g., favorite ice cream, eye color, pets, etc.). Graphs may be constructed by groups of students as well as by individual students. Benchmark Numbers: This would be the appropriate time to introduce the use of 0, 5 and 10 as benchmark numbers to help students further develop their sense of quantity as well as their ability to compare numbers. Students state whether the number of objects in a set is more, less, or equal to a set that has 0, 5, or 10 objects.
Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Over-Arching Standards Supporting Standards within the Cluster Instructional Connections outside the Cluster PK.G.B.3 Match and sort shapes. PK.MD.A.2 Directly compare two objects with a measureable attribute in common, words such as longer/shorter; heavier/lighter, or taller/shorter. PK.MD.B.3 Sort objects into self-selected and given categories. PK.G.A.1 Match like (congruent and similar) shapes. PK.G.A.2 Group shapes by attributes. PK.G.B.4 Describe objects using attributes. PK.MD.A.1 Describe measurable attributes of objects, such as length or weight.
These authentic experiences help students to develop meaningful understandings of comparative language, essential to understanding later measurement concepts. PK.MD.A.2 Directly compare two objects with a measurable attribute in common, using words such as longer/shorter; heavier/lighter; or taller/shorter. Essential Skills and Knowledge Knowledge of length/weight as absolute descriptors Ability to physically align two objects to determine which is longer, shorter, or if they are the same length Ability to physically align two objects to determine which is taller, shorter, or if they are the same height Ability to compare the weight of two concrete objects to determine which is heavier, lighter, or if they are the same weight. To assist in making the transition from non-standard units towards standard units (in future grades) easier, teachers can sometimes provide manipulatives that are a standard size. These include Cuisenaire Rods, Base Ten blocks, one inch color tiles, one-centimeter cubes, and “inchworms” links). “Bigger” and “smaller” are words students use when they do not differentiate the various measureable quantities. Descriptors need to be related to the attribute you are comparing, e.g., “longer” and “shorter” when comparing length. Students need to be able to physically align two objects to determine which is longer, shorter, or if they are the same length. Students also need to be able to physically align two objects to determine which is taller, shorter, or if they are the same height. Students need to be able to physically compare the weight of two concrete objects to determine which is heavier, lighter, or if they are the same weight. Students should provide verbal descriptions about how they measured and what they determined when comparing the common measureable attribute of the objects. The classroom environment should encourage student interaction and conversation that will lead to mathematical discourse.
Identifying Genre and Theme Genres: Fiction__________________________________________________________________ Examples:_______________________________________________________________ Non-fiction______________________________________________________________ Examples:_______________________________________________________________ Poetry__________________________________________________________________ Examples:_______________________________________________________________ Drama__________________________________________________________________
Students will set up systems of equations from word problems and apply the method of elimination to solve them. Lesson Summary (one paragraph maximum) The lesson will begin with a warm-up. Students will be given three minutes to complete a system of equations using elimination by addition or subtraction. After the warm-up, students will be presented with a system that they cannot solved by simply adding or subtracting the equations. We will discuss the reasons why they cannot solve it. Students will learn through examples that they will need to multiple either one or both equations by a factor in order to be able to make the coefficients of one of the variables opposite of each other. From here they will be able to add or subtract the equations. They will work in groups to solve word problems where they will need to set up a system of equations and solve by elimination. HW The homework will come from the book. Students will be assigned to do page 455 #9-17 odd, 37, 38.
Sample Assessment # Learning Objective Assessment Item 1 Students will create graphical representations of linear equations and inequalities. You are to do some yard work to earn money to pay for a summer road trip. You need to earn at least $500 total. You can make $10 for every garden that you weed and $15 for every lawn that you mow. Also, you know that you can mow at least 10 lawns (your parents and a couple of neighbors have already agreed to hire you). Set up and graph a system of inequalities to represent this situation. Name a lawn-garden combination that will earn you enough money for your road trip. 2 Students will use algebraic methods (i.e. substitution and adding/subtracting) to solve systems of equations. "Solve the following systems of equations algebraically: 2x + 5y = 12 5y = 4x + 6 5x - 4y = 27 - 2x + y = 3 12x - 7y = - 2 - 8x + 11y = 14" 3 Given a system of equations, students will solve and represent the solution in multiple ways. Solve this system algebraically and represent your solution graphically. y-3x=-2 y-6=4x 4 Students will construct a system of equations to represent a word problem. Steve has twice as much money as Sarah. If Sarah gives Steve $20, they will have the same amount. How much money do Steve and Sarah have individually? 5 Students will explain how the graphical representation of a system of equations indicates the number of solutions to a system. Given that a system of equations that has no solutions, what will the graphs of the two lines look like? What about a system that has infinitely many solutions? Can a system of linear equations have exactly 2 solutions?
Resource Guidance Singapore Abbreviations & Components Common Core Abbreviations TRT – Teacher Resource Domains for Content Standards RPK – Recall Prior Knowledge CC – Counting and Cardinality K only QC – Quick Check OA – Operations and Algebraic Thinking RT – Reteach NBT – Number and Operations in Base Ten EP – Extra Practice NF – Number and Operations with Fractions – 3-5 only C – Course MD – Measurement and Data L - Lesson G - Geometry CPA – Concrete – Pictorial - Abstract Practice Standards SK – Skills Trace MP1 – problems and persevere MP2 – Reason abstractly and quantitatively Test Prep – Final test in assessment book MP3 – Construct viable arguments and critique the reasoning of others Teach and Learn – Whole group MP4 – Model with mathematics – solving real life problems GP – Guided Practice which is partner/group work MP5 - Use appropriate strategically
Reading is Thinking ( Roles completed with thought) Student completes all of their assigned roles with responses that demonstrate evidence of evaluative thinking and creativity. Student completes all of their assigned roles with responses that demonstrate evidence of application and analysis of key concepts and themes. Student completes assigned roles with responses that demonstrate evidence of limited knowledge and understanding. Student completes assigned roles with little to no evidence of knowledge, understanding or memory of what has been discussed or taught. (Random thoughts or answers) Follows Student is on the correct page and is actively reading along (eyes move along the lines) or finger is following words being read aloud by others. Student is on the correct page and usually appears to be actively reading, but at the reader or the pictures occasionally. Can find place easily when called upon to read. Student is on the correct page and seems to read along occasionally. May have a little trouble finding place when called upon to read. Student is on the wrong page OR is clearly reading ahead or behind the person who is reading aloud. ©2009-2011 abcteach.com VOLCANOES Earth has several layers. The hard outer layer is the crust. The crust is the part of Earth that we live and walk on. The inside of Earth is the core. The outer part of the core is a very hot liquid metal. Between the outer core and the crust is a layer called the mantle. The mantle is molten rock –made liquid (melted) by heat. The molten material is called magma. There are cracks in Earth’s crust. There are places where the crust is thin. Sometimes the hot magma from the mantle bursts through the crust in these places. When the magma bursts through, it is called lava. Ash, steam, and rocks also escape through the opening. The opening is a volcano. When lava escapes from a volcano, the volcano is erupting.
Content Emphases by Cluster in Grade 5: According to the Partnership for the Assessment of Readiness for College and Careers (PARCC), some clusters require greater emphasis than others. The table below shows PARCC’s relative emphasis for each cluster. Prioritization does not imply neglect or exclusion of material. Clear priorities are intended to ensure that the relative importance of content is properly attended to. Note that the prioritization is in terms of cluster headings. Key: ■ Major Clusters  Supporting Clusters  Additional Clusters Operations and Algebraic Thinking  Write and interpret numerical expressions.  Analyze patterns and relationships. Number and Operation in Base Ten ■ Understand the place value system. ■ Perform operations with multi-digit whole numbers and with decimals to hundredths. Number and Operation - Fractions ■ Use equivalent fractions as a strategy to add and subtract fractions. ■ Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Measurement and Data Convert like measurement units within a given measurement system. Represent and interpret data. ■ Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Geometry Graph points on the coordinate plane to solve real-world and mathematical problems. Classify two-dimensional figures into categories based on their properties.