zilongwang/ReadingBank huggingface dataset:
Elected Body Member Mr Brendan Church answered: Quite good, think. We always have frank and honest conversations with the strategic board. The unfortunate thing is that there is a genuine commitment from the senior executive, but then it has to go through various levels, and once it hits the ground to the operational staff, we encounter the issues. The government has got great intentions across the board; that has been evident through committing through the whole-of-government agreement. But would be interested to see how that filters down to the ground. That is the concern, I think. The Committee considers meetings between the Elected Body and the Strategic Board to be a very good initiative. Such high level communication is important to ensure the success of the Employment Strategy and the Committee supports their continuance. The Committee hopes such meetings may contribute to mitigating criticisms contained in the Elected Body ’s submission: … the Aboriginal and Torres Strait Islander Elected Body is pleased that the ACTPS has an Aboriginal and Torres Strait Islander Employment Strategy but know that it has lacked the impetus to make the changes that were envisaged when launch in 2011. The Committee notes that in formulating its submission, the CPSU conducted a survey of its Aboriginal and Torres Strait Islander members. The submission stated: Although the objectives of the Strategy are largely sound, feedback from CPSU members is that the implementation of the strategy is not effective in achieving these objectives. Key areas where improvement needs to be made are: Creation of ongoing secure jobs by reducing the proportion of Aboriginal and Torres Strait Islander employees engaged on a non-permanent basis; A stronger focus and greater commitment to career development outside of entry level training programs; Extension of mentoring and support arrangements; and Greater cultural awareness training, ensuring that the training is provided in all ACTPS agencies. The evidence before the Committee leads it to conclude that to date the implementation of the Employment Strategy has resulted in some successes but could, and should, have been very much better. References to the ‘ethical imperative’ of United Nations Declaration on the Rights of Indigenous People and the former Chief Minister’s vision seem remote to the present-day situation. The Committee notes comments by Mr Brendan Church on behalf of the Elected Body at the 11 December 2013 public hearing: I guess first and foremost the Elected Body [members] are concerned about the current status of the strategy and we really want to ask the question: Is the Strategy
Understand congruence and similarity using physical models, transparencies, or geometry software. 8.G.1 Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. 6-1 (Chapter 6- Lesson 1) 6-2 6-3 7-1 7-1 6-1 (Inquiry Lab) Pg. 456 Pg. 464 Pg. 478 Pg. 512 Pg. 512 Graph translations on the coordinate plane Graph reflections on the coordinate plane Graph rotations on the coordinate plane Use a series of transformations to create congruent figures Identify and apply flips, slides and turns 8.G.2 Understand that a two dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 7-1 7-2 Pg. 512 Pg. 524 Use a series of transformations to create congruent figures Write congruence statements for congruent figures 8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 6-1 6-2 Chpt 6 Problem Solving Investigation 6-3 6-4 Pg. 456 Pg. 464 Pg.471 Pg. 478 Pg.490 Graph translations on the coordinate plane Graph reflections on the coordinate plane Solve problems by looking for a pattern Graph rotations on the coordinate plane Use scale factor to graph dilations 8.G.4 Understand that a two dimensional figure is similar to another if the second can be obtained 7-3 7-4 Pg. 540 Pg. 548 Use transformation to create similar figures
conclusions, and/or generalizations drawn from the text Misconceptions: Various terms are misapplied or misinterpreted: simile/metaphor, various points of view, main idea/theme, antagonist and protagonist Concepts/Content: Alliteration Conflict Hyperbole Metaphor Simile Personification Idiom Onomatopoeia Plot Antagonist Protagonist Point of view First person point of view Third person limited point of view Third person omniscient point of view Setting Irony Allusion Dialogue Dialect Symbol Imagery Competencies/Skills: Define point of view Distinguish between first person, third person limited and third person omniscient point of view Define various literary elements such as setting, plot, theme, and conflict Analyze the author's use of literary elements Identify literary elements from a provided passage Define various literary devices or Forms of figurative language such as: personification, simile, metaphor, symbolism, and hyperbole Identify the difference between similes and metaphors Compare and contrast alliteration, assonance, and consonance. Description of Activities: Jigsaw activity to learn listed items Small group discussion about materials in work stations Pretest Various reviews and reinforcement activities Students identify literary elements and forms of figurative language from an old episode of Batman Test review
Misconceptions: Students have confusion with the various points of view. Concepts/Content: Comprehension skills Inference Point of view Generalizations Character development Summarization Plot Setting Conflict Competencies/Skills: Develop comprehension skills Make inferences Draw conclusions Make generalizations Predict future outcomes Identify elements of mystery Analyze characters Examine the change of characters throughout the novel Develop summary skills Analyze the plot Identify the setting Identify conflicts Description of Activities: Reinforcement activities with Motive and Point of View Using context clues to define terms Review Distinguish between a subjective and objective narrator Assessments: Vocabulary quizzes Comprehension tests Interdisciplinary Connections: Online study tools Quizlet PowerPoint Additional Resources: District approved text District approved materials Subject: Reading Grade: 8th Suggested Timeline: 1 week Unit Title: Setting and Mood Unit Overview/Essential Understanding: Students will understand and identify setting and how it affects characters, conflict and the plot. Various moods will be identified in passages and students will analyze how an author’s careful choice of words and details helps
6C: Research Involvement Give an overview of the unit’s involvement with any research labs, organizations, institutes, or other such centers for scholarly/creative endeavors (i.e. formal partnerships with Sandia Labs, CHTM, community organizations, local media, etc.). [Text] 6D: Student Opportunities Describe the opportunities for undergraduate and graduate students to be involved in research/creative works through curricular and extracurricular activities. [Text] 6E: Community Service Describe faculty members’ service to the UNM community and beyond (local, national, global). Examples include community engagement practices, volunteering on committees, professional organization membership/leadership, etc. [Text] Criterion 7. Peer Comparisons The degree/certificate program(s) within the unit should be of sufficient quality compared to relevant peers. (If applicable, differentiate for each undergraduate and graduate degree and certificate program offered by the unit.) 7A: Analysis Choose 3 peer departments from the Peer Comparison Template (Appendix E) to contrast with the unit. After completing the Template for these departments, provide an analysis of the comparison. The unit may choose to select an alternative peer institution designated by a relevant regional, national, and/or professional agency. [Text] Criterion 8. Resources & Planning The unit should demonstrate effective use of resources and institutional support to carry out its mission and achieve its goals. 8A: Budget Provide an analysis of the unit’s budget, including support received from the institution and external funding sources. Include a discussion of how alternative avenues (i.e., summer bridge programs, fees, differential tuition, etc.) have been explored to generate additional revenue to maintain the quality of the unit’s degree/certificate program(s) and courses. [Text] 8B: Staff Discuss the unit staff and their responsibilities (including titles and FTE). Include an overall analysis of the adequacy and effectiveness of the staff composition in supporting the mission and vision of the unit.
Enter the appropriate word(s) to complete the statement. Vocabulary Builder GROWTH AND EXPANSION A. Content Vocabulary Directions: Select a term from below to complete each of the sentences that follow. sectionalism census turnpike cede lock cotton gin canal free enterprise capitalism patent monopoly interstate commerce interchangeable part capital In the Adams-Onis Treaty, Spain agreed to _______________ control of Florida to the United States. A rivalry based on the special interests of different areas is called _______________. _______________ is an economic system in which people are free to buy, sell, and produce whatever they want. A _______________ is a machine that quickly and efficiently removes seeds from fibers. A _______________ is a toll road built for easy travel and for shipment of goods. The _______________ is an official count of the population. An artificial waterway is a _______________. A person invests money, or _______________, in a business. The concept that people and companies own the means of production with little interference from national government is called _______________. A _______________ is a separate compartment in a waterway where water levels are raised or lowered. A _______________ gives an inventor the sole legal right to an invention and its profits for a certain period of time. A _______________ is a market where there is only one provider, giving that provider sole control of an industry.
Math 8 Computation 1 Name __________________ Show all your work! 1. 796 + 385 = 2. 802 – 385 = 3. 68 ∙ 47 = 4. 7104 ÷ 96 = 5. 26 + (-43) = 6. -84 – 35 = 7. -14 ∙ -25 = 8. -96 ÷ -8 = 9. + = 10. – = 11. ∙ = 12. = 13. 2.3 (5 – 23) + 7 = 14. = 15. 25.06 + (-4.3) = 16. (-17.1) – 9.84 = 17. 9.6 ∙ .38 = 18. 0.135 ∙ 1000 = 19. 3.038 (-9.8) = 20. │-15│ + (-3) = Number Correct 5 minutes ________ Total____________
TEACHER EVALUATION FORM CANDIDATE: ____________________________________________________ The following student is applying to be a Cheerleader/Mascot for Bettye Myers Middle School in the 2016 – 2017 school year. The student will be required to represent BMMS in a positive image at all times. The student must also demonstrate leadership, teamwork, and character in all they do. In your teams, please have each teacher in 1st – 8th period evaluate the student. Please take a moment to evaluate this student’s behavior, as you have observed in and out of the classroom. Your evaluation will help us to determine the candidate’s eligibility to become a cheerleader/mascot for BMMS. When form is complete, please turn into Avery Lesher’s box. Please return this form before Friday, February 26th, 2016. Student Qualities Score Score Score Score Score Score Score Score Leadership Attitude Cooperation with Peers Cooperation with Teachers Courtesy Attendance Punctuality Dependability Academic Effort Overall Character TOTAL Teacher Initials Please rate each category on a scale of 1 to 5, with 5 being the highest possible score, and 1 being to lowest possible score.
Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary: Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources: Summary: Next Steps: Date #17: Data Sources: Summary: Next Steps: Date #18: Data Sources: Summary: Next Steps:
Middle School Math – 8th Grade Get ready! Below is a way to help you prepare for the upcoming chapter assessment. There are three main pieces to assist you in studying. Review your notes from the “Major Problems in Lesson” column. These are the primary focus of our lessons in class and the assessment items will reflect these ideas. If you need a refresher on how to solve some of the problems, you may click on the link and watch a short video. This is the math skill we focused on in our lesson. To get ready for your test you may want to practice some similar problems. Chapter 3 Major Problems in Lesson Teaching Videos Focus Skill for Lesson 3.1.1 3-1, 3-2 Function tables and patterns 3.1.2 3-10, 3-11 Using tables, graphs, and rules to make predictions 3.1.3 3-18, 3-19, 3-20 Tables, rules, and graphs of functions 3.1.4 3-34, 3-35, 3-36 Completing tables and drawing graphs 3.1.5 3-43, 3-45 Graphs, tables, and rules 3.1.6 3-53, 3-54 Determining complete graphs 3.2.1 3-72 Solving Equations Solving equations 3.2.2 3-81 Number of solutions to equations 3.2.3 3-92 Solving equations 3.2.4 3-100 Solving equations (real-world) 3.2.5 3-111 Distributive property equations
power to enforce it the Federalist party was in power, and most immigrants at the time supported the Democratic-Republicans the Democratic-Republicans believed that the law didn’t go far enough toward limiting free speech the Democratic-Republicans feared that the Federalists would use the laws as an excuse not to go to war with France 14) Which historical event happened as a result of farmers protesting over taxes, farmers seizing weapons from a state warehouse, and the uprising resulting in a new constitution? (THINK REBELLION) 15) Which of the following would be the best example of an interest group participating in the political process? A voting rights group provides volunteers to work at polling places on election day. An environmental organization urges its members to write letters to legislators about a law it wants passed. A group of immigrants take classes in order to pass the U.S. citizenship test. A group of people agree to act as jurors in a civil trial. 16) Which of the following actions did George Washington urge Americans to take in his 1796 Farewell Speech? A. Work toward adding a Bill of Rights to the Constitution. B. Protect the nation by forming alliances with certain European countries. C. Embrace a certain amount of public debt as a path to prosperity. D. Avoid separating themselves into political parties. 17) Which of the following was a primary cause of the War of 1812? A. Britain’s military aid to Native Americans on the American frontier B. Spain’s loss of Texas to the newly independent country of Mexico
Natural Rights Individuals possess certain rights by the . A natural right is a claim to what one rightfully owns by birth. Government does not grant natural rights, for they exist prior to the establishment of any government. Natural rights are unalienable; having been given by God and nature, they cannot rightfully be surrendered. “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” — “The sacred rights of mankind are not to be rummaged for, among old parchments, or musty records. They are written, as with a sunbeam, in the whole volume of human nature, by the hand of the divinity itself; and can never be erased or obscured by mortal power.” —Alexander Hamilton, Where do our natural rights come from? Inalienable—__________________________________________________________________________ Can our natural rights justly be taken away? _________________________________________________ Life Listed first among the three ““ specified in the Declaration of Independence, “life” is followed by ““ and “.” In order to enjoy liberty or pursue happiness, one must have life. The natural right to life implies a corresponding duty to respect the right to life of others. “The God who gave us life, gave us liberty at the same time: the hand of force may destroy, but cannot disjoin them.” —Thomas Jefferson, “For in the state of nature, to omit the liberty he has of innocent delights, a man has two powers. The first is to do whatsoever he thinks fit for the preservation of himself and others within the permission of the law of nature.” —John Locke, Study Questions: Is it consistent with the laws of nature to harm another in his person or property? Why or why not?
16. Cara read an article on why repetition and replication are so important, but she did not understand the difference between them. Which of the following best explains the two terms? 17. Models can help answer some, but not all, scientific questions. Which scientific question below would be best answered by using a model? 18. A model can represent an object, system, or process. Why do all models have limitations? 19. Scientists began exploring the ideas that make up the current atomic theory more than 2,500 years ago. Since that time, many models of the atom that were once accepted by scientists have been abandoned and replaced. Why have atomic models changed over time?
38. Caleb wants to know how salt affects the boiling point of water. What is the best way for Caleb to collect data to answer this question? 39 Juan conducts an experiment to test his hypothesis that ants are more likely to eat food that is sweet than food that is salty. Juan conducts his experiment by watching three groups of 10 ants as they move toward different foods and records his observations in the graph below. Which of the following best describes Juan’s results? 40. The Andromeda Galaxy is about one million light years from Earth. This galaxy is the most distant object in space that can be seen with the unaided eye. Based on this information, what can you infer about the Andromeda Galaxy?
Safaa's Saleh 8th Grade Girls Quran lesson plan May 4th to 8th Nooraneya lesson 11,12,13,14 Monday 05/04 Tuesday 05/05 Wednesday 05/06 Thursday05/07 Friday05/08 Review Surat Al-Infitar Surat Al-Mutaffifeen Practice Surat At-Takwir Nooraneya lesson 11(last page) Read words from Quran Review Surat Al-Infitar Surat Al-Mutaffifeen Practice Surat At-Takwir Nooraneya lesson 12,13 Read words from Quran Review Surat Al-Infitar Surat Al-Mutaffifeen Practice Surat At-Takwir Nooraneya lesson 13 Read words from Quran Review Surat Al-Infitar Surat Al-Mutaffifeen Practice Surat At-Takwir Nooraneya lesson 14 Read words from Quran Test Nooraneya Lesson 13
Bell Work Students will be expected to come in and get right to work on their Bell Work. If they don’t finish in class, the Bell Work can be taken home to complete. Bell Work will be due on Fridays. Homework Students will receive homework Monday-Thursday to enforce key math concepts. There will be two components to homework: MobyMax Test Prep Lesson A Choice Board will be given at the beginning of each Unit/Chapter and students will be to complete the Choice Board by the end of the unit. Students are expected to complete and turn in all homework in a timely manner. Homework is typically due the following school day, unless otherwise specified by the teacher. In most cases, homework will be graded on effort and completion. The Choice Board will be graded with a rubric. Quizzes Students will complete a MobyMax lesson each day. This will count as a quiz grade. Students will also be given a quiz each Friday over the Weekly Math review. Students are allowed to use notes on the weekly quiz. Tests A test will be given at the conclusion of every Unit. Students will receive a study guide or have an ‘in class review ‘ the day before the test, which will include sample test questions. Tests should be independently. Using notes, talking, or cheating during a test is NOT allowed. If a student is found doing such things, he/she will receive a ZERO on the test and cannot make up the test. The being if the teacher has given permission to use notes on a test. **** If students would like to earn more points on their test, they can complete test corrections. The students will need to come in before school or at lunch. There will be one week allowed to complete test corrections. Test corrections will include full explanation and show all re-done work the on the problems that were wrong. Students will receive half the points back. Late/Make-Up Work If a student is in class, late work will not be accepted. In order to receive a grade, the student must make an appointment to come in before school in which an alternative assignment may be completed. In the case of an absence, it is the responsibility of the student to obtain any missing tests or
Standards-Referenced Grading Basics Evidence shows the student can... Topic Score Demonstrate all learning targets from Level 3 and Level 4 4.0 Demonstrate all learning targets from Level 3 with partial success at Level 4 3.5 Demonstrate all learning targets from Level 3 3.0 Demonstrate at least half of the Level 3 learning targets 2.5 Demonstrate all learning targets from Level 2 2.0
concept of a function and using functions to describe quantitative relationships; (3) analyzing two0 and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. Number System Know that there are numbers that are not rational, and approximate them by rational numbers Expressions and Equations Work with radicals and integer exponents Understand the connections between proportional relationships, lines, and linear equations Analyze and solve linear equations and pairs of simultaneous linear equations. Functions Define, evaluate, and compare functions Use functions to model relationships between quantities Geometry Understand congruence and similarity using physical models, transparencies, or geometry software Understand and apply the Pythagorean Theorem Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres Statistics and Probability Investigate patterns of association in bivariate data Mathematical Practices Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning *The items in bold represent the concepts that will be the focus of math intervention for algebra readiness. Course Map
Semester Unit Estimated Duration Grading Topics Iowa Common Core Standards 1 Unit One: The Number System 6 weeks Exponents and Scientific Notation 8.EE.A.1, 3, 4 Real Numbers 8.EE.A.2; 8.NS.A.1, 2 Unit Two: Expressions and Equations (major) 12 weeks Equations in One Variable 8.EE.C.7 Linear Equations 8.EE.B.5,6 Solving Systems of Equations 8.EE.D.8 2 Unit Three Functions (major) 4 weeks Functions 8.F.A.1, 2, 3; 8.EE.B.4, 5 Unit Four: Geometry 10 weeks Angles 8.G.A.5 The Pythagorean Theorem 8.G.B.6, 7, 8 Transformations 8.G.A.1, 2, 3, 4 Volume 8.G.C.9 Unit Five: Statistics and Probability 4 weeks Scatterplots and Data Analysis 8.SP.A.1, 2, 3, 4 Unit One: The Number System
Domain: Expressions and Equations Cluster: Work with radicals and integer exponents. 1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 x 3-5 = 3-3 = 1/33 = 1/27. _x_ Full ___ Partial ___ No 3rd 2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. _x_ Full ___ Partial ___ No 3rd 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 x 108 and the population of the world as 7 x 109, and determine that the world population is more than 20 times larger. _x_ Full ___ Partial ___ No 3rd
Critical Area of Focus # 2 Grasping the concept of a function and using functions to describe quantitative relationships Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations. Domain: Functions Cluster: Define, evaluate, and compare functions. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. _x_ Full ___ Partial ___ No 1st UCSMP Algebra Textbook, Kuta Software (free trial), Internet Explorer, Khan Academy Full Version of Kuta Software, Set of Graphing Calculators Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. _x_ Full ___ Partial ___ No 1st UCSMP Algebra Textbook, Kuta Software (free trial), Internet Explorer, Khan Academy Full Version of Kuta Software, Set of Graphing Calculators
Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Make sense of phenomena by developing a model which describes how waves are reflected, absorbed, and transmitted through various materials. (). Integrate qualitative science and technical information to support the claim that digital signals are a more reliable way to encode and transmit information than analog signals (). Students will: A1: Identify relevant characteristics of a mechanical wave (wave type, material, position of source). A2: Recall that electromagnetic and mechanical waves interact differently with materials. A3: Describe why materials with certain properties are well-suited for particular functions (lenses, mirrors, sound barriers, light filters). B1. Use evidence to support a claim that waves carry information. B2: Compare and contrast digital and analog transfer. Recognize or recall specific vocabulary such as: Medium, digital, analog, transfer, transmission, encode, wave pulse, interference, constructive interference, destructive interference Student’s performance reflects insufficient progress towards foundational skills and knowledge. Wave Application Big Ideas: Emphasis is on both light and mechanical waves
Unit Content Standards Reporting Cluster(s) Content Topics Sample Tasks Motion, Forces and Energy (Semester 1) Understand and apply knowledge of motion and forces. Forces and interactions Motion Forces Understand and apply knowledge of forms of energy and energy transfer. Energy and Energy Transfer Forms and transfer of Energy Waves, Sound and Light (Semester 2) Understand and apply knowledge of forms of energy and energy transfer. Properties and Interactions of Waves Properties of Mechanical and Electromagnetic Waves Interactions of Waves Astronomy (Semester 2) Understand and apply knowledge of the components of our solar system. Space Systems Structure and interactions of the Universe Structure and Interactions of the Solar System Cells and Heredity (Semester 2) Understand and apply knowledge of the basic components and functions of cells, tissues, organs and organ systems. Cells Structure and function relationships in cells Understand and apply knowledge of how different organisms pass on traits (heredity). Heredity Reproduction and Genetic Variation
Skill Standard Cluster Topic Sample Tasks Reading in Science Throughout year Cite specific textual evidence to support analysis of science and technical texts. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. Scientific Reading Following Textual Procedures Following written directions during a lab activity
20. A mixture in which the particles of matter are evenly mixed together is a/an…. A. Solution B. Mixture C. Chemical Reaction D. Physical Change 21. S5P2b Liquid water freezing into ice is an example of a… A. physical change B. chemical change C. electrical change D. change of mass 22. S5P2c An antacid tablet undergoes a chemical change when it is… A. placed in water and releases bubbles B. cut in half C. crunched into powder D. scratched by a knife 23. S5P2a A mixture is passed through a filter that traps large pieces. The mixture is separated according to ___ of its parts. A. the density B. all the properties C. a physical property D. a chemical property 24. S5P2c When substances undergo a chemical change, their ____ always stay(s) the same. A. total mass B. total volume C. physical properties D. temperatures 25. Current can move along only one path in a/an…. A. magnetic poles B. generator C. series circuit D. insulators S5CS4b Use the words below to fill in the boxes for questions 26-29. Iron nail steel knife plastic spoon wooden pencil Attracted to Magnet Not attracted to magnet 26. 27. 28. 29. 30. S4P3a A balloon and a cloth could help you investigate A. static electricity B. electric circuits C. magnetism D. electromagnets 31. S5P3b In an electric circuit, a switch is useful for A. insulating the current B. creating a magnetic field C. providing a source of electricity D. opening on closing the circuit 32. S5P3d To change an iron nail into a powerful magnet, you should… A. place it in water. B. stroke it with a bar magnet.
C. wrap it in current-carrying loops of wire. D. cover it with an insulator. 33. S5P3d What type of magnet does Earth act like? A. Giant bar magnet B. Giant temporary magnet C. Giant electromagnet D. Small, weak magnet 34. _____ are animals without a backbone. 35. _____ are vascular plants that produce flowers. S5L1a 36. Which of these groups includes the largest number of species? A. invertebrates B. vertebrates C. mollusks D. mammals S5L1b 37. Which of these plants is classified in a different group from the other three? A. apple tree B. dandelion C. fern D. corn plant S5L1a 38. Mammals have which trait that birds and reptiles lack? A. four legs B. lungs C. backbones D. body hair S5L1a 39. Producing seeds in cones is a trait of _______? A. an angiosperm B. a gymnosperm C. a fern D. any green plant 40. Cells of the ______ produce antibodies. 41. The arteries are part of the _____. 42. S5L3b Which cell part is found in both plant cells and animal cells? A. cell membrane B. cell wall C. chloroplast D. a large central vacuole S5L3c 43. Which of these organisms lacks tissues, organs, and organ systems? A. humans B. trees C. bacteria D. horses S5L4b 44. Infectious diseases are caused by______. A. white blood cells B. lack of vitamins C. aging body cells
Suggested Instructional Resources Learner Objectives Topic Textbook Resources Labs PBL Ideas (projects) Web Resources – websites or resources on I can distinguish between types of waves. I can describe the characteristics of waves. I can compare and contrast sound and light waves. Properties of Mechanical and Electromagnetic Waves I can compare and contrast transmission, absorption, reflection, refraction and scattering of waves. I can explain how the color of an object is determined. I can trace the route light must take in order to be seen and the role the eye plays in vision. Interactions of Waves
Reading text Free Write Analyze Graphic Organizer KWL Brainstorming/Thinking Maps Explore Perform and Investigation Read Authentic Resources to Collect Information Shared Solve a Problem Construct a Model Explain Student Analysis & Explanation Supporting ideas with Evidence Structure Questioning Reading and Discussion Teacher Explanation Thinking Skill Extend Problem Solving Decision making Experimental Inquiry Evaluate Rubric Mini Assessment Journal Entry Portfolio Items will not address or assess the stages of photosynthesis or cellular respiration. Items may not assess the interrelatedness of photosynthesis and cellular respiration. Items will not use the term reactant. Items will not use the term ATP. Items will not assess the function of organelles related to the processes of cellular respiration or photosynthesis. Items will not assess anaerobic respiration. Items referring to the carbon cycle may include carbon reservoirs, such as the atmosphere, organisms, fossil fuels, sediments, and oceans/water. Stimulus Attributes: Scenarios may use word equations for photosynthesis or cellular respiration; chemical equations may not be used. Prior Knowledge: Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.3.L.17.2, SC.4.L.17.2, and SC.4.L.17.3. because ______________________. THINKING MAPS CORRELATION Cognitive Process: Classifying Product: Tree Map Cognitive Process: Defining Product: Circle Mapw/ Frame Cognitive Process: Cause and Effect Product: Multi-Flow DOK: HIGH
Dunbar Middle School Supply List 8th Grade 2018-2019 General School Supplies Needed for all Classes Pencils Mechanical Pencils are Preferred 1 Handheld Pencil Sharpener Black or Blue Ink Pens 1 pkg Colored Pencils Twistable Colored Pencils are Preferred 1 USB 2GB or Greater Flash Drive Wish List Kleenex Paper Towels Hand Sanitizer Notebook Paper Subject Specific Daily Supplies Language Arts Math Science Social Studies 1-Three-Ring binder (1 inch) 4 Dividers Loose Leaf Paper Composition Notebook for Honors students Colored pencils or markers Expo/Dry Erase Marker Three-ring binder Loose Leaf Paper Graph Paper 5 Dividers Composition Notebook (small) Four Function Calculator Ruler Pencils Colored Pencils Index Cards Glue Stick Dry Erase Markers Three-ring binder Composition Notebook Paper (wide ruled) Metric ruler Colored pencils or crayons *Other supplies will be needed during the year 2-Two Subject Spiral Notebooks (One for Each Semester) **Pens, pencils, notebooks, and paper for binders must be replenished at the beginning of each quarter. It is advisable to purchase excess during the month of August while supplies are cheap**
Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. Compare and contrast authors’ styles. Identify and ask questions that clarify various viewpoints. Identify the main idea Summarize text relating supporting details. Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. Identify cause and effect relationships. Use prior and background knowledge as a context for new learning. Use reading strategies to monitor comprehension throughout the reading process. 8.5e 8.5f 8.5g 8.5h 8.5i 8.5j 8.5k 8.5l 8.5m plot initiating event plot climax resolution theme haiku limerick ballad rhythm meter repetition alliteration onomatopoeia ballad quatrain free verse couplet foreshadowing irony dialogue
Compare and contrast authors’ styles. (B4) Identify and ask questions that clarify various viewpoints. (B1, B2) Identify the main idea. (B1) Summarize text relating supporting details. (B2) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. (B1) Identify cause and effect relationships. (B1) Use prior and background knowledge as a context for new learning. (B3) Use reading strategies to monitor comprehension throughout the reading process. (B3) 8.5 f 8.5g 8.5h 8.5i 8.5 j 8.5k 8.5 l 8.5m Plot, initiating event plot climax resolution theme
Writing – Persuasive and Informational Sol# Writing The student will write in a variety of forms, including narration, exposition, persuasion, and informational. Identify intended audience. (B4) Use prewriting strategies to generate and organize ideas. (B3, B6, B4)) Distinguish between a thesis statement and a topic sentence. (B4) Organize details to elaborate the central idea and provide unity. (B4, B6) Select specific vocabulary and information for audience and purpose. (B6) Use interview quotations as evidence. (B3) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs. ( Use computer technology to plan, draft, revise, edit, and publish writing. (B4, B5, B6) 8.7 8.7a 8.7b 8.7c 8.7d 8.7e 8.7 f 8.7g 8.7h persuasive informational writing prewriting strategies graphic organizer purpose audience voice tone style vivid language figurative language sentence variety transitional words sequencing narrator characters revising editing thesis statement central idea conclusion redundancy cohesion Research Sol# Research
http://peterhickok.weebly.com/| (805) 289-7900 ext. 2133 | peter.hickok@venturausd.org Solving Equations and Inequalities Properties of Exponents, Monomials and Polynomials Graphing equations and inequalities Quadratic Formula Factoring 3 ring binder with at least 3 dividers (notes, classwork, and homework) Pencils Calculator (not required, but it could be useful) Sep. 21 - 25 Parent Conferences Quizzes : 70% Classwork/Projects : 20% Homework : 10% Be Respectful Be Positive
PHYSICS I COURSE CODE: 2003390 1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks Scientific Thinking/Graphical Methods (How do scientists model the physical world?) Review the Scientific Process Develop the Modeling Cycle through Lab Activities Use Linearization to Develop Relationships Use Dimensional Analysis to Give Meaning to Physical Quantities Constant Velocity Particle Model (How do you describe motion?) Derive the Meaning of Velocity Represent Motion in Multiple Ways Develop the Concept of Relative Motion Uniform Acceleration (Why do we need seatbelts?) Derive the Meaning of Acceleration Analyze Motion of Objects in Free Fall Inertia and Free Particle Model (Why does a car skid in the rain?) Review the Concept of Force Apply Newton’s First Law Apply Newton’s Third Law Apply Newton’s Law of Universal Gravitation Constant Force Particle Model (What causes a change in motion?) Apply Newton’s Second Law Analyze Friction Review the Concept of Two-Dimensional Particle Motion (Why does a free-throw from Lebron James follow a curved path?) Apply the Concept of Projectile Motion Derive Kepler’s 3rd Law Energy (What is Energy?) Review Kinetic-Molecular Theory Develop Models to Describe the First Law of Thermodynamics Apply the Law of Conservation of Energy Discuss the Second Law of Thermodynamics Explore the connection Between Work and Energy Momentum (What effect does mass have on the result of a collision?) Define Linear Momentum Apply the Concept of Conservation of Momentum Charge Behavior and Interactions (What is an electric charge?) Develop a Model of Charges Distinguish Between Conductors and Insulators Analyze Coulomb’s Law Explore Electric Fields Electric Potential (How does a battery store energy?) Discuss the Energy Implications of the Electric Field Discuss Electric Potential Map Equipotential Lines Electric Current and Circuits (What makes charges move?) Define Electric Current Develop Ohm’s Law Define Electric Power Develop Diagrams for Electrical Circuits Waves and Sound (Can you hear sound in space?) Describe Vibrations and Waves Represent the Types of Waves Discuss Interference Describe Sound Light (What is Light?) Describe the Dual Nature of Light Analyze Electromagnetic Waves Optics (Why do you see yourself in the mirror?) Analyze the Properties of Reflection Analyze the Properties of Refraction Model the use of Lenses and Mirrors to Produce Images Discuss Diffraction and Interference
Senior Team Captains (not to be elected): 1st Team Euan Holden 2nd XV Social 3rd XV Tim Richardson M&J Executive Committee Roles Name Chairman Julia Saunders Vice Chairman Nick Brown Secretary Amanda Barlow Treasurer Tom Williams AOB: Tim Richardson – Stags (3rds) have 22 games this season and they don’t think they need to be in a cup competition next season (Pete Ilott will liaise with the relevant captains come the time). Steve Hollingsworth – Membership for next season will be £90 x 2. Game by game they will pay £10 for the game – students/unemployed will be paying £6. Academy will be £100. A number of members disagreed with the amount for social players and the Directors agreed to discuss further and come to a decision. Will Judge – will there be a kit bundle as part of the membership fee so that the teams are more presentable - Directors will discuss further. Tim Richardson – will there be a Selection Committee? Yes, there will be and we need to positive about how it’s going to work. Director of Rugby, Senior Coach and other Directors had a meeting to discuss how they are going to work next season to make sure there are 3 teams out each week. Meeting closed at 9.15 pm
ACSA REGION XV CHARTER ACTION PLAN 2016-17 This Action Plan, Council/Committee member list, and Membership List update is due before September 21 for full Rebate: Charter Burbank Association of School Administrators(BASA) President Laura Flosi/Oscar Macias Year 2016-2017 Region Responsibilities Date Activity Responsible / Attendance Location or Sent To Budget 9/21/16 9/21/16 10/26/16 11/9-12/16 11/16/16 1/11/17 1/18/17 3/4/17 3/8/17 4/2-3/17 4/13/17 4/28/17 6/15-16/17 Action Plan Due Regional Assembly Women’s Leadership Network ACSA Leadership Summit Every Student Succeeding Award nominations due Regional Assembly Region Conference Student Oratory Contest Legislative Action Day Regional Assembly Spring Awards Banquet Leadership Retreat Charter Presidents Charter Presidents Members Members Charter Presidents Charter Presidents President /Pres Elect/Membership Members President Members President /Pres Elect/Membership Members President /Pres Elect/Membership Oscar Macias Coco’s Pasadena American Legion San Diego TBD Coco’s Marshall Secondary Pasadena Pasadena American Legion Sacramento Alex Rojas Coco’s Castaways/Burbank Mike Seaton Marriott VBR $500 $100 $100 $300 $400
Charter Membership Promotional Activity Date Activity (Breakfast, Dinner, etc.) Speaker/ Attendance/ Responsible Topic Location Budget Fall 08/03/2016 Winter 12/05/2016 Spring 06/10/2017 Charter Kick-off/Recruitment Holiday Celebration End of Year Celebration June 2017 Members or Interested Members/Board Members Welcome Back! Benefits of ACSA Membership Acknowledgement of all our hard work. Recognition of Administrators of the Year! Junior Achievement TBD TBA $400.00 Charter Activities Date Activity (Breakfast, Dinner, etc.) Speaker/ Attendance/ Responsible Topic Location Budget 2 Charters should have at least four membership meetings per year (monthly meetings are best). Aug 9 10/03/16 11/14/16 02/16/17 03/06/17 04/18/17 Welcome Back- Kick off E-Board Meeting E-Board Meeting E-Board Meeting E-Board Meeting E-Board Meeting Board Members Board & Management Board Members & Management Team Board Members & Management Team Board Members & Management Team Board Members & Management Team Welcome Back! Charter Business Charter Business Charter Business Charter Business Charter Business Junior Achievement Edison Elementary Coco’s Rest. Coco’s Rest. Coco’s Rest. Coco’s Rest. $50 $50 $50 $50 $50
if you are looking at using a new electronic system for the storage of information, please talk to Ian Dolman first so that we can decide whether such a system is appropriately secure and complies with GDPR; if you are planning on sharing personal data with anybody new or with a party outside the FA structure then please speak to Ian Dolman before doing so who will be able to check that the correct contractual provisions are in place and that we have a lawful basis to share the information; if you receive a subject access request (or you think somebody is making a subject access request for access to the information we hold on them) then please tell [insert name] as soon as possible because we have strict timelines in which to comply; if you think there has been a data breach (for example you have lost personal data or a personal device which contains personal data or you have been informed that a coach has done so, or you have sent an email and open copied all contacts in) then please speak to Ian Dolman who will be able to help you to respond. If you have any questions at any time then please just ask Ian Dolman. We are here to help. Data protection principles Anyone processing personal data must comply with the enforceable principles of data protection. Personal data must be: processed lawfully, fairly and in a transparent manner; collected for only specified, explicit and legitimate purposes; adequate, relevant and limited to what is necessary for the purpose(s) for which it is processed; accurate and, where necessary, kept up to date; kept in a form which permits identification of individuals for no longer than is necessary for the purpose(s) for which it is processed; processed in a manner that ensures its security by appropriate technical and organisational measures to protect against unauthorised or unlawful processing and against accidental loss, destruction or damage; We are responsible for and must be able to demonstrate compliance with the data protection principles listed above.
Fort the PRINCIPAL INVESTIGATOR Mr./Mrs ……………………… APPENDIX 1.- STUDY BUDGET PROTOCOL CODE: STUDY TITLE: ▪ SUMMARY OF THE STUDY BUDGET ESTIMATED NUMBER OF PATIENTS TO RECRUIT PAYMENT COMPLETE AND EVALUABLE PATIENT € TOTAL COST OF STUDY € ▪ BREAKDOWN FOR VISITS DESCRIPTION NUMBER OF VISITS COST PER VISIT TOTAL WITHOUT EXTRAORDINARY COSTS TOTAL COST PER SUBJECT € € ADDITIONAL TESTS UNITS PAYMENT€ TOTAL €
What you need to know and be able to do Things to remember Problem Problem Describe Characteristics of Quadratics Functions Vertex Axis of Symmetry Interval of Inc/Dec Domain Range Extrema Min/Max Value Zeros Y-int Rate of Change 1. Vertex: Axis of Symmetry: Interval of Inc/Dec: Domain: Range: Extrema: Min/Max Value: Zeros: Y-int: Rate of Change from -1 < x < 1 2. Vertex: Axis of Symmetry: Interval of Inc/Dec: Domain: Range: Extrema: Min/Max Value: Zeros: Y-int: Rate of Change from 0 < x < 3 Identify Transformations of Quadratic Functions Describe the transformations on the function y = x2 3. 4. Write the equation for the function y = x2 with given transformations 5. Vertically compress by a factor of 1/3, shift right 3, and shift down 8 6. Reflect across the x-axis, vertically stretch by a factor 5, and shift up 7
including several casinos. Former Governor Edwards was convicted of crimes related to the gaming industry. • Louisiana’s crime rate continues to be high. The juvenile justice system has been changed to keep more juveniles out of prison. • Hazardous waste sites and chemical spills have created dangerous conditions. Federal and state agencies are correcting some of the problems. • The state is urging the rest of the nation to help save Louisiana’s coast. Twenty-first Century Lifestyles • People still enjoy traditional music as well as other music ranging from classical to rap. • Theater began in colonial times and now includes professional performances and community theater groups. • Art galleries around the state feature many Louisiana artists. The art includes folk art, photography, and sculpture. • Louisiana has had many well-known writers. Ernest Gaines was nominated for the Nobel Prize for his novels about Louisiana. • The state’s parks and forests are a favorite destination for residents and visitors alike