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Bernardo o
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Analysis Sakura_Matsuri web-site
The document analyzes the Sakura_Matsuri website, noting that it provides information about ticket prices, the festival date in both English and Japanese, and allows visitors to purchase tickets. Keywords discussed include tickets, information, languages supported, price, and date of the festival.
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Graphic organizer
This is a blank graphic organizer that can be used in various ways such as beginning, middle and end of a story.
Charts to monitor use of reading keys
The document appears to be a blank form with two lines for a date to be filled in. There is no other written content or information provided in the document.
Bernardo o
This document appears to be a form requesting a person's name and date. It includes fields for the individual to provide their name and the date, but does not include any additional context or instructions.
Colour the stars
This document is a form for collecting a name and date. It has blank fields for a person to provide their name and the current date. The purpose is to gather basic identifying information from an individual on a given date.
Colour pencils
This document appears to be a form requesting basic personal information such as a name and date. It does not provide much contextual information beyond soliciting these core identifying details from the individual filling out the form. In just 3 sentences or less, that covers the essential high-level information contained within the given document.
Analysis Sakura_Matsuri web-site
The document analyzes the Sakura_Matsuri website, noting that it provides information about ticket prices, the festival date in both English and Japanese, and allows visitors to purchase tickets. Keywords discussed include tickets, information, languages supported, price, and date of the festival.
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Past tense exercise
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Picnic puzzle
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Clothes
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Farm friends
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Vegetable group crossword
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Sports word search
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Prepositions ii
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Prepositions
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Professions ii
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Professions
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Irene Project
Martin Cooper invented the mobile phone to allow people to communicate when they were not at home but elsewhere such as the office or in their car, as people wanted to be able to contact each other outside of their house. The document discusses how Dr. Martin Cooper invented the mobile phone to enable communication outside of the home.
Beatrices Goat 5 2 Spelling Scrabble Addition
The document provides instructions for an activity where students arrange scrabble tiles to spell words, write addition equations using the numbers on the tiles, solve the equations to find the value of each word, add the values together, and find the total value. The document gives this instruction for 5 lists labeled A through E, each containing 4 words for the students to complete the activity.
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Thanksgiving word search
This document appears to be a form requesting a name and date. It does not provide much other context or information beyond soliciting basic contact details from whoever might fill out the form. In just 3 lines or less, that covers the essential information given.
Animals puzzle
This document appears to be a form requesting a name and date. It does not provide much other context or information beyond soliciting basic contact details from whoever might fill out the form. In just 3 lines or less, that covers the essential information given.
Past tense exercise
This document appears to be a blank form requesting a name and date. It does not contain any other written content to summarize. In fewer than 3 sentences, the document requests basic identifying information but does not provide any additional context that could be summarized.
Comparative
This document appears to be a blank form requesting a name and date. It does not contain any other written content to summarize. In fewer than 3 sentences, the document requests basic identifying information but does not provide any other details that could be summarized.
Superlative
This document appears to be a blank form requesting a name and date. It does not contain any other written content to summarize. In fewer than 3 sentences, the document requests basic identifying information but does not provide any additional context that could be summarized.
Picnic puzzle
This document appears to be a form requesting a name and date. It contains blank fields for a person to provide their name and the current date. The purpose seems to be to collect basic identifying information from whoever fills out the form.
Summer fun puzzle
This document appears to be a form requesting a name and date. It does not provide much other context or information beyond soliciting basic contact details from whoever might fill out the form. In just 3 lines or less, that covers the essential information presented.
School words puzzle
This document appears to be a form requesting a name and date. It does not provide much other context or information beyond soliciting basic contact details from whoever might fill out the form. In just 3 lines or less, that covers the essential information given.
Clothes
This document appears to be a blank form requesting a name and date. It does not contain any other written content to summarize. In fewer than 3 sentences, the document requests basic identifying information but does not provide any additional context that could be summarized.
Farm friends
This document appears to be a blank form requesting a name and date. It does not contain any other written content to summarize. In fewer than 3 sentences, the document requests basic identifying information but does not provide any additional context that could be summarized.
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Sports word search
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Prepositions ii
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Prepositions iii
This document appears to be a blank form requesting a name and date. It does not contain any other written content to summarize. In fewer than 3 sentences, the document requests basic identifying information but does not provide any additional context that could be summarized.
Prepositions
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Emel letter
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Professions ii
This document appears to be a blank form requesting a name and date. It does not contain any other written content to summarize. In fewer than 3 sentences, the document requests basic identifying information but does not provide any additional context that could be summarized.
Professions
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Puntuation marks
The document appears to be a form requesting a name and date. It has blank fields for a name and date, suggesting it is collecting basic identifying information from whoever fills out the form. In just 3 words and 2 blanks, it concisely gathers key details to label the document.
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This lesson plan is about the migration of Atlantic salmon. Students will work in pairs to identify on a map the countries where Atlantic salmon are born (Northern Ireland), the rivers they travel through (River Bush), and the area of the Atlantic Ocean they arrive at using Google Earth. The teacher will demonstrate how to find these locations. Students will then work in pairs to label these places on a map. Finally, students will discuss in groups what it might be like to migrate as a salmon.
Teacher's notes, journey to the atlantic ocean
Salmon are born in freshwater rivers and streams across parts of Europe and North America. As they mature into smolt, they are able to live in saltwater and swim downstream towards the Atlantic Ocean. In the ocean, they swim in schools and feed and mature into adults. After several years, the salmon return to their birthplace to reproduce, able to find their home river through imprinting on its chemical signature during early development.
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The document asks the reader to label the countries where Atlantic salmon are born on a map, point to where County Antrim is located, label the Atlantic Ocean and surrounding countries Atlantic salmon migrate to, and draw the migration route of Atlantic salmon from the River Bush in County Antrim in red.
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The document discusses factors important for fish habitat such as clean water, sufficient water flow and temperature, available food sources, and protection provided by vegetation along the river bank. Maintaining these critical habitat needs is important for fish populations.
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The document outlines a 30-minute lesson plan on salmon habitat for a KS2 class. The lesson involves dividing students into groups representing different stakeholders and having them debate issues surrounding the decrease in salmon numbers. Students are tasked with identifying key features of salmon habitat, taking on roles of groups with differing views, and discussing issues in a thoughtful manner. The debate activity allows groups to state their positions, propose solutions, and ask one another questions to test proposals.
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The document discusses different stages in the lifecycle of salmon including eggs, alevin, fry, smolt, and adult spawner. It also mentions habitats like gravel, pools, estuary, and ocean as well as potential dangers to salmon like predator attacks and pollution.
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This document provides a lesson plan about salmon habitat and lifecycle. The lesson introduces students to the different habitats salmon use at each stage of their lifecycle. Students will learn about the stages of a salmon's lifecycle (eggs, alevin, fry, smolt, adult, spawner) and how each habitat (gravel, pools, estuary, ocean, upstream) benefits the salmon at different stages. The lesson includes a PowerPoint presentation, discussion questions, and a matching activity using snap cards to reinforce students' understanding of salmon habitat and lifecycle.
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Habitat PowerPoint
Salmon lay their eggs in gravel near streams, which protects the eggs from predators and elements until they hatch. Newly hatched fish (alevins) remain hidden in the gravel until absorbing their yolk sacs, then emerge as fry. Fry remain in calm stream edges until becoming smolts, which undergo changes to live in the ocean, then migrate downstream. Adult salmon live in the ocean, traveling long distances until returning upstream years later to spawn, completing their lifecycle.
Lesson Plan 1
This lesson plan aims to teach students about salmon habitat by having them work in groups to create a newspaper advertisement describing the ideal habitat for salmon. The lesson begins with introducing the concept of habitat and identifying the key features salmon need, including clean water, food, protection, and other factors. Students will then apply this knowledge by mind mapping ideal habitat characteristics and collaboratively designing an advertisement using images and language to appeal to potential salmon buyers. Finally, each group will present their advertisement to the class and receive feedback.
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This document provides teaching notes on salmon habitat for three lessons. The first lesson will examine the key elements needed in a salmon's habitat, focusing on how small streams are vital for reproduction. Various threats to these streams are noted. The second lesson will cover the different habitat needs at each lifecycle stage using a snap card game. The third lesson involves a debate where students take the role of groups with different views on salmon habitat issues. Links are provided to curriculum topics and resources to support the three lessons.
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This document provides the lesson plan for a 30-minute KS2 class on creating stuffed salmon models. The learning intention is for pupils to use a range of materials to create their own fish model. They should include key salmon anatomy features like fins, scales, head, eyes, gills. Pupils will cut out fish templates, decorate them with scales and colors, then stuff and seal them. They will be encouraged to be creative and accurately include salmon anatomy. In a plenary, pupils will present their fish and describe the anatomy parts included.
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This lesson plan aims to teach students about salmon anatomy and how salmon use their senses to find their way back to their home streams. The lesson will involve students working in teams to complete an obstacle course where one student is blindfolded as the salmon and must use their sense of smell to navigate a course with scent cups to find their "home". The activity is designed to demonstrate the challenges salmon face in homing and encourage students to think about how salmon may use smell, taste, etc. to recognize and return to their birth stream.
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This lesson plan is for a 40-minute KS2 class on salmon anatomy. Students will be introduced to the key parts of a salmon's anatomy through a PowerPoint presentation. They will then complete a labeling worksheet to identify different fins and other anatomy parts. Finally, students will demonstrate their understanding through a quiz PowerPoint and discussing terms they learned with a partner. Worksheets are differentiated for varying ability levels.
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This document provides teaching notes on salmon anatomy for key stage 2 pupils. It includes background information on using salmon anatomy to teach pupils about animal adaptation. The notes describe the external features of salmon, including their six bony fins and two other fins, as well as scales and lateral line. Pupils will learn about salmon senses like smell that allow them to return to their home stream after feeding at sea. The document lists curriculum links and vocabulary and provides resources for lessons, videos, and games about salmon anatomy.
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