Walter envisions the future as having tiny airplanes, robots, and machines that can make any food. However, after a night of traveling to different visions of the future in his sleep, Walter sees that the future is not as great as he imagined. In the futures he visits, there is excessive pollution, trash, and lack of natural resources. By the end, Walter has changed his thinking and wants to help the environment by planting a tree for his birthday and sorting the trash properly. He realizes protecting the environment is important for a positive future.
Henry Brown was a slave who devised an ingenious plan to mail himself to freedom. He asked his friends James and Dr. Smith, an abolitionist, to help him. They built a small wooden box and Henry climbed inside. The box was then mailed via train and steamboat from Virginia to Philadelphia, where he would be a free man. To avoid suspicion for missing work, Henry poured acid on his hand to injure it. After enduring extremely uncomfortable conditions and many obstacles during the 27-hour journey, Henry finally arrived in Philadelphia and emerged from the box, having achieved his freedom.
Henry's freedom box text full gap fillsCaroline Liu
1) Henry was an enslaved African American. He worked on a plantation until his master fell ill and gave him to his son.
2) Henry and his wife Nancy had children, but Nancy's master lost money and threatened to sell their children. Henry devised a plan to mail himself in a box to Philadelphia to escape slavery.
3) Henry poured acid on his hand to get out of work, then climbed into a box and was transported by train and steamboat, arriving in Philadelphia as a free man on March 30, 1849, his first day of freedom.
The document contains several student submissions for an essay contest on the topic of time travel. The summaries are:
1) A student describes finding a magic pocket watch that allows her to travel 50 years into the future, where she discovers robots, people living on the moon, and other technological advances.
2) A student writes about a boy who is transported from 2062 to 2012 after being hit by a car. The student from 2012 then finds himself transported to 2062.
3) A dystopian future is described where climate change and wars have destroyed most of the world. The population lives in a caste system controlled by the elite in Tokyo who use androids. The story focuses on a couple living in
I would like to prepare a set of slides and present it to my students. I would like to improve their linguistic skills. I would like to make learning language and achieving good communication skills an enjoyable activity. Please go through these slides and simply answer the questions after the show. Teacher are supposed to read out and explain each slide interestingly. Ask frequent easy to answer questions. Listen to their responses. Talk to them during the presentation. Ask them to write short answers to the simple question.
Kaileigh is excited for her family's annual camping trip. On the morning of their departure, her parents surprise her with two matching ATVs. The trip is a great success, with Kaileigh forming special memories with her parents through activities like cooking meals together and playing board games. As they pack up to leave, Kaileigh falls asleep in the back of the truck. Her mother takes a photo of her sleeping daughter, planning to email it to Kaileigh later. Both parents are sad to see the trip end, but look forward to returning next year.
- The author found an injured goose in a parking lot and tried to get help from animal control but they did not assist with geese. The goose wandered off but a week later showed up at the author's front door over a mile away, having found her.
- The author nursed the goose, nicknamed Goosey, back to health. Goosey lived in her backyard until spring when the author returned him to the wild with the help of a bird expert. However, Goosey refused to leave and followed them back to the house.
- Eventually the author found Goosey a new home on a farm with another goose where he seemed happy and did not recognize the author, showing that he had
The Baileys take in an injured stranger who does not speak or seem to know who he is. Strange cold drafts follow the stranger and autumn comes to a sudden halt. Though peculiar, the stranger becomes part of the family until he realizes he must leave. However, he returns every fall.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Henry Brown was a slave who devised an ingenious plan to mail himself to freedom. He asked his friends James and Dr. Smith, an abolitionist, to help him. They built a small wooden box and Henry climbed inside. The box was then mailed via train and steamboat from Virginia to Philadelphia, where he would be a free man. To avoid suspicion for missing work, Henry poured acid on his hand to injure it. After enduring extremely uncomfortable conditions and many obstacles during the 27-hour journey, Henry finally arrived in Philadelphia and emerged from the box, having achieved his freedom.
Henry's freedom box text full gap fillsCaroline Liu
1) Henry was an enslaved African American. He worked on a plantation until his master fell ill and gave him to his son.
2) Henry and his wife Nancy had children, but Nancy's master lost money and threatened to sell their children. Henry devised a plan to mail himself in a box to Philadelphia to escape slavery.
3) Henry poured acid on his hand to get out of work, then climbed into a box and was transported by train and steamboat, arriving in Philadelphia as a free man on March 30, 1849, his first day of freedom.
The document contains several student submissions for an essay contest on the topic of time travel. The summaries are:
1) A student describes finding a magic pocket watch that allows her to travel 50 years into the future, where she discovers robots, people living on the moon, and other technological advances.
2) A student writes about a boy who is transported from 2062 to 2012 after being hit by a car. The student from 2012 then finds himself transported to 2062.
3) A dystopian future is described where climate change and wars have destroyed most of the world. The population lives in a caste system controlled by the elite in Tokyo who use androids. The story focuses on a couple living in
I would like to prepare a set of slides and present it to my students. I would like to improve their linguistic skills. I would like to make learning language and achieving good communication skills an enjoyable activity. Please go through these slides and simply answer the questions after the show. Teacher are supposed to read out and explain each slide interestingly. Ask frequent easy to answer questions. Listen to their responses. Talk to them during the presentation. Ask them to write short answers to the simple question.
Kaileigh is excited for her family's annual camping trip. On the morning of their departure, her parents surprise her with two matching ATVs. The trip is a great success, with Kaileigh forming special memories with her parents through activities like cooking meals together and playing board games. As they pack up to leave, Kaileigh falls asleep in the back of the truck. Her mother takes a photo of her sleeping daughter, planning to email it to Kaileigh later. Both parents are sad to see the trip end, but look forward to returning next year.
- The author found an injured goose in a parking lot and tried to get help from animal control but they did not assist with geese. The goose wandered off but a week later showed up at the author's front door over a mile away, having found her.
- The author nursed the goose, nicknamed Goosey, back to health. Goosey lived in her backyard until spring when the author returned him to the wild with the help of a bird expert. However, Goosey refused to leave and followed them back to the house.
- Eventually the author found Goosey a new home on a farm with another goose where he seemed happy and did not recognize the author, showing that he had
The Baileys take in an injured stranger who does not speak or seem to know who he is. Strange cold drafts follow the stranger and autumn comes to a sudden halt. Though peculiar, the stranger becomes part of the family until he realizes he must leave. However, he returns every fall.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Walter, an insurance salesman, is on a flight home but cannot remember his wife's name. He engages in conversation with a woman a few rows back who seems familiar. Though she finds him charming and insightful, she refuses to give her name when he asks. Walter grows frustrated as he feels he is losing grip on important details in his life. The woman says names are unimportant and offers to let Walter make one up for her, but he no longer wishes to engage, feeling tired of constantly struggling to remember things.
The frog helps the girl Collyur escape from the condor by taking her place beating clothes at the stream. While the frog beats Collyur's clothes to fool the condor into thinking she's still there, Collyur escapes to freedom. Later, the frog is no longer troubled by her limp because when Collyur kissed her forehead in thanks, it left a jewel that made the frog feel beautiful.
Choose a moment or very brief scene in the story.pdfstudywriters
The story describes a brief scene in an apartment building where the residents are under a stay-at-home order due to an unspecified event happening outside. The narrator notices mold growing in the kitchen and discusses it with their neighbor Edward. Later, they go downstairs to the basement, which has become overgrown with decaying plants. They encounter other neighbors who have been hunting animals in the jungle-like basement to survive, as deliveries of food may stop if kills are not made. The narrator is asked to hunt a chicken.
1. Vildin, a human man, is summoned to his manager's office and fired from his job. As he leaves in distress, he encounters strange alien creatures called Teslans who knock him unconscious.
2. Vildin awakens tied to a table on a Teslan spacecraft. The Teslans, Izzin and Gracha, explain they have been observing Earth for centuries and now plan to propose an "option" to humanity.
3. In flashbacks, Vildin discovers he has developed superhuman strength and abilities after his childhood encounter with the Teslans, who erased his memory of the event. He and his mother are now on the run from the government who want
The document provides examples of dialogue from various short stories and novels. It discusses how unnecessary context surrounding dialogue can weaken it, and provides tips for writing strong dialogue, including keeping tags simple and avoiding adverbs. Examples of effective and ineffective dialogue are shown from works by Gabriel Garcia Marquez, Larry McMurty, Toni Morrison, and others.
The document analyzes recurring images in F. Scott Fitzgerald's novel The Great Gatsby. It lists images of color, eyes, the landscape, characters, sunlight and shadows, death, and time that are referenced repeatedly throughout the novel. These recurring images include gold, white, green, the eyes of Doctor T.J. Eckleburg, owls eyes, a wasteland landscape of ashes, the careless and destructive behaviors of characters, and the themes of both the irreversible passage of time and man's inability to recapture the past.
The document is a passage from a sci-fi novel that follows multiple characters onboard a ship. It provides background on the crew's preparations as they travel to infiltrate a system occupied by enemies. It also describes conversations between characters like Naomi and Naddy discussing the dangers of their mission, and between Aurora and Ada where Aurora expresses a desire to fly and see stars while Ada explains that emotions don't need reasons. The characters experience anxiety from the looming battle and discuss their hopes for how events may unfold.
The document summarizes Sarah Dessen's novels Dreamland, Keeping the Moon, and Someone Like You. It discusses key themes across the novels such as the protagonists overcoming internal struggles and boy problems, dealing with sensitive male adversaries, and the importance of building close relationships and the role of the mother. Each novel concludes with the protagonist gaining self-realization and resolution through building confidence and independence.
Online Actions in Writing - Julie Santosjosephbulls
Students will be provided feedback on two rubrics: One for the content and the other for writing.
Math Prompt 1: The prior lesson: (used for inspiration). The prompt was created by me as a continuation of the prior lesson on"Write Like a Sumerian"
6th grade Social Studies, Math
Created by Teaching with Primary Sources–MTSU
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Activity--Cuneiform.pdf
Math Prompt 2: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson on building your own historic structures using CAD.
Grades: 7-8
Subjects: Career and Technical Education: Inven-tions & Innovations, Technological Systems; and Mathematics
Author: Perry F. Louden, Jr., Rockvale Middle School, Rutherford County Schools
Math Prompt 3: Florida State Standard MAFS.8.F.2.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph.
http://www.cpalms.org/Public/PreviewStandard/Preview/5502
Math Prompt 4: Florida Standard MAFS.6.EE.1.2
Write, read, and evaluate expressions in which letters stand for numbers.
http://www.cpalms.org/Public/PreviewStandard/Preview/5447
Science Prompt 1: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson on science and technology – then and now.
Grade: 8th
Subject: Science, Social Studies, English/Language Arts
Author: Rob Hooper, Daniel McKee Alternative School, Rutherford County Schools
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Science_and_Technology.pdf
Science Prompt 2: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson The Wright Brothers’ Flying Evolution
Grades: 6
Subjects: Career and Technical Education, Science, Common Core: ELA Literacy in Science and Technical Subjects
Author: Perry F. Louden Jr. Rockvale Middle School, Technology Engineering Education
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Wright_Brothers.pdf
Science Prompt 3: Florida Sunshine State Standard: SC.8.N.1.2:
http://www.cpalms.org/Public/PreviewStandard/Preview/1817
Science Prompt 4: Florida Standard SC.8.N.2.1
Distinguish between scientific and pseudoscientific ideas.
http://www.cpalms.org/Public/PreviewStandard/Preview/1818
Science Prompt 5: Florida Standard: SC.8.E.D.12
Summarize the effects of space exploration on the economy and culture of Florida.
http://www.cpalms.org/Public/PreviewStandard/Preview/1838
Quack the duck threw various objects into a pond to see if they would sink or float. He threw a book, apple, shoe, bicycle, potato, bowling ball, acorn, stick, and rock. The book and shoe sank to the bottom of the pond, while the apple, acorn, and stick floated on the surface. Surprisingly, the heavy stick floated while the light rock sank, showing that an object's buoyancy, not just its weight, determines if it will sink or float.
The document provides 5 math and 5 science tasks related to geometry and earth/space science for high school students. For each task, students are prompted to prove their answer in writing by identifying the relevant math or science concept, explaining their thinking and steps to solve the problem, and illustrating their solution. Their responses will be scored based on the complexity of their argument, their content knowledge, and the mechanics of their writing.
Online actions in writing Amanda Chambersjosephbulls
The document contains prompts for online writing assignments. Each assignment includes a word splash or phrase and asks students to write a response using 2 details from the word splash or phrase in their introduction. The prompts cover a range of topics including shapes, math word problems, the water cycle, magnets, animal camouflage, seasons, and how animals are alike and different. Students are instructed to follow a specific format (FCA) for their responses that includes an introduction with 2 details and proper capitalization and punctuation.
This document contains prompts for students to write constructed responses in math and science. There are 8 prompts in total, providing scenarios or questions for students to address in 3 sentences or less. The prompts cover topics such as field trips, fractions, geometry, magnets, the moon phases, rocks, natural resources, and plant reproduction. Students are asked to show work, explain their thinking, compare strategies, or tell a story from different perspectives.
The document contains 5 math word problems about shapes, measurement, number lines, and fractions. Each problem has two steps - the first to solve the problem and the second to explain the reasoning in words. The document also contains 5 science questions about variables, the water cycle, solutions, producers in an environment, and the phases of matter. These questions also have two parts - defining key terms and explaining concepts in more detail. The document tests both math and science reasoning skills through multi-step word problems and concept explanations.
Christine Schreck online actions in writingjosephbulls
The document provides examples of writing prompts for students across various subjects like math, science, and literature. Some of the prompts ask students to:
1) Explain step-by-step how they solved word problems involving timelines or equations.
2) Describe how motions would be different on the moon compared to Earth due to weaker gravity.
3) Write an interview between a news broadcaster and scientist explaining earthquakes in California.
The prompts are meant to help students practice explaining concepts and processes in writing. Rubrics are also provided to assess students' written explanations.
This document contains prompts for various math, science, and writing assignments. The prompts include word problems, experiments, research topics, and analysis activities. Some prompts require students to show work, create graphs, write explanations, or develop arguments. The prompts cover topics like geometry, fractions, weather, the states of water, and comparing planetary properties.
This document contains rubrics for evaluating student responses to various math and language arts questions or assignments. Each rubric includes points awarded based on level of completion or accuracy of the response. For example, a rubric for a question about elapsed time on a calendar awards 3 points for a response that fully explains how to calculate elapsed time and provides the correct answer, 2 points for a response that partially explains the process but provides the right answer, and 1 point for a response that does not fully explain the process or provide the correct answer. The rubrics provide detailed criteria for assigning points to promote consistent scoring of student work.
The document contains standards and learning targets for 3rd grade science and math. It includes standards about properties of matter, characteristics of plants, measurement of time and length, and fractions. It also provides examples of student work and rubrics to assess understanding of area, geometry, time telling, and multi-step word problems.
The document contains prompts for math and science questions for a 3rd grade online focus. There are 5 math word problems asking students to show their work and explain answers involving cookies shared between friends, ages of people, counting jelly beans, pages read in a book, and photos that can fit in an album. There are also 5 science questions asking about the size of the Sun, differences between frogs and toads, what it means to be cold-blooded with 4 examples, the purpose and function of plant stems, and what happens if a plant is separated from its roots.
Sophia scored 349 points in a video game while her mom scored 214 points. Sophia scored 135 more points than her mom.
Eric's dad needs 1 cup of flavoring, 1 cup of sugar, and 6 cups of water to make one pitcher of lemonade. The table shows these ingredients for 1 pitcher and extends to 5 pitchers, following the same pattern.
A way to explain a pattern in a table is to describe the relationship between the numbers or items in each row or column. Finding a pattern helps complete a table by allowing you to predict the missing numbers or items.
This document outlines an interdisciplinary vocabulary project for first grade economics standards. It identifies key economic vocabulary for first graders, including wants, money, goods, services, opportunity costs, and scarcity. It also lists common core standards addressed. Sample resources are provided, such as the book "If You Give a Pig a Pancake" and worksheets, games, and websites focusing on economic concepts. Students would be asked to create comics using an online tool to demonstrate their understanding of the vocabulary. This hands-on activity allows students to apply the concepts creatively.
The document provides information about saving money from the Camarillo Chamber of Commerce website. It lists the name and contact information for Reginald C Brice and Dr. Joseph Standards who can help investigate ways to save money and meet needs and wants when resources are scarce. Money acts as a currency that is durable, portable, divisible, and universally acceptable which allows it to be used to obtain goods and services needed when scarcity exists.
Walter, an insurance salesman, is on a flight home but cannot remember his wife's name. He engages in conversation with a woman a few rows back who seems familiar. Though she finds him charming and insightful, she refuses to give her name when he asks. Walter grows frustrated as he feels he is losing grip on important details in his life. The woman says names are unimportant and offers to let Walter make one up for her, but he no longer wishes to engage, feeling tired of constantly struggling to remember things.
The frog helps the girl Collyur escape from the condor by taking her place beating clothes at the stream. While the frog beats Collyur's clothes to fool the condor into thinking she's still there, Collyur escapes to freedom. Later, the frog is no longer troubled by her limp because when Collyur kissed her forehead in thanks, it left a jewel that made the frog feel beautiful.
Choose a moment or very brief scene in the story.pdfstudywriters
The story describes a brief scene in an apartment building where the residents are under a stay-at-home order due to an unspecified event happening outside. The narrator notices mold growing in the kitchen and discusses it with their neighbor Edward. Later, they go downstairs to the basement, which has become overgrown with decaying plants. They encounter other neighbors who have been hunting animals in the jungle-like basement to survive, as deliveries of food may stop if kills are not made. The narrator is asked to hunt a chicken.
1. Vildin, a human man, is summoned to his manager's office and fired from his job. As he leaves in distress, he encounters strange alien creatures called Teslans who knock him unconscious.
2. Vildin awakens tied to a table on a Teslan spacecraft. The Teslans, Izzin and Gracha, explain they have been observing Earth for centuries and now plan to propose an "option" to humanity.
3. In flashbacks, Vildin discovers he has developed superhuman strength and abilities after his childhood encounter with the Teslans, who erased his memory of the event. He and his mother are now on the run from the government who want
The document provides examples of dialogue from various short stories and novels. It discusses how unnecessary context surrounding dialogue can weaken it, and provides tips for writing strong dialogue, including keeping tags simple and avoiding adverbs. Examples of effective and ineffective dialogue are shown from works by Gabriel Garcia Marquez, Larry McMurty, Toni Morrison, and others.
The document analyzes recurring images in F. Scott Fitzgerald's novel The Great Gatsby. It lists images of color, eyes, the landscape, characters, sunlight and shadows, death, and time that are referenced repeatedly throughout the novel. These recurring images include gold, white, green, the eyes of Doctor T.J. Eckleburg, owls eyes, a wasteland landscape of ashes, the careless and destructive behaviors of characters, and the themes of both the irreversible passage of time and man's inability to recapture the past.
The document is a passage from a sci-fi novel that follows multiple characters onboard a ship. It provides background on the crew's preparations as they travel to infiltrate a system occupied by enemies. It also describes conversations between characters like Naomi and Naddy discussing the dangers of their mission, and between Aurora and Ada where Aurora expresses a desire to fly and see stars while Ada explains that emotions don't need reasons. The characters experience anxiety from the looming battle and discuss their hopes for how events may unfold.
The document summarizes Sarah Dessen's novels Dreamland, Keeping the Moon, and Someone Like You. It discusses key themes across the novels such as the protagonists overcoming internal struggles and boy problems, dealing with sensitive male adversaries, and the importance of building close relationships and the role of the mother. Each novel concludes with the protagonist gaining self-realization and resolution through building confidence and independence.
Online Actions in Writing - Julie Santosjosephbulls
Students will be provided feedback on two rubrics: One for the content and the other for writing.
Math Prompt 1: The prior lesson: (used for inspiration). The prompt was created by me as a continuation of the prior lesson on"Write Like a Sumerian"
6th grade Social Studies, Math
Created by Teaching with Primary Sources–MTSU
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Activity--Cuneiform.pdf
Math Prompt 2: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson on building your own historic structures using CAD.
Grades: 7-8
Subjects: Career and Technical Education: Inven-tions & Innovations, Technological Systems; and Mathematics
Author: Perry F. Louden, Jr., Rockvale Middle School, Rutherford County Schools
Math Prompt 3: Florida State Standard MAFS.8.F.2.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph.
http://www.cpalms.org/Public/PreviewStandard/Preview/5502
Math Prompt 4: Florida Standard MAFS.6.EE.1.2
Write, read, and evaluate expressions in which letters stand for numbers.
http://www.cpalms.org/Public/PreviewStandard/Preview/5447
Science Prompt 1: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson on science and technology – then and now.
Grade: 8th
Subject: Science, Social Studies, English/Language Arts
Author: Rob Hooper, Daniel McKee Alternative School, Rutherford County Schools
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Science_and_Technology.pdf
Science Prompt 2: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson The Wright Brothers’ Flying Evolution
Grades: 6
Subjects: Career and Technical Education, Science, Common Core: ELA Literacy in Science and Technical Subjects
Author: Perry F. Louden Jr. Rockvale Middle School, Technology Engineering Education
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Wright_Brothers.pdf
Science Prompt 3: Florida Sunshine State Standard: SC.8.N.1.2:
http://www.cpalms.org/Public/PreviewStandard/Preview/1817
Science Prompt 4: Florida Standard SC.8.N.2.1
Distinguish between scientific and pseudoscientific ideas.
http://www.cpalms.org/Public/PreviewStandard/Preview/1818
Science Prompt 5: Florida Standard: SC.8.E.D.12
Summarize the effects of space exploration on the economy and culture of Florida.
http://www.cpalms.org/Public/PreviewStandard/Preview/1838
Quack the duck threw various objects into a pond to see if they would sink or float. He threw a book, apple, shoe, bicycle, potato, bowling ball, acorn, stick, and rock. The book and shoe sank to the bottom of the pond, while the apple, acorn, and stick floated on the surface. Surprisingly, the heavy stick floated while the light rock sank, showing that an object's buoyancy, not just its weight, determines if it will sink or float.
The document provides 5 math and 5 science tasks related to geometry and earth/space science for high school students. For each task, students are prompted to prove their answer in writing by identifying the relevant math or science concept, explaining their thinking and steps to solve the problem, and illustrating their solution. Their responses will be scored based on the complexity of their argument, their content knowledge, and the mechanics of their writing.
Online actions in writing Amanda Chambersjosephbulls
The document contains prompts for online writing assignments. Each assignment includes a word splash or phrase and asks students to write a response using 2 details from the word splash or phrase in their introduction. The prompts cover a range of topics including shapes, math word problems, the water cycle, magnets, animal camouflage, seasons, and how animals are alike and different. Students are instructed to follow a specific format (FCA) for their responses that includes an introduction with 2 details and proper capitalization and punctuation.
This document contains prompts for students to write constructed responses in math and science. There are 8 prompts in total, providing scenarios or questions for students to address in 3 sentences or less. The prompts cover topics such as field trips, fractions, geometry, magnets, the moon phases, rocks, natural resources, and plant reproduction. Students are asked to show work, explain their thinking, compare strategies, or tell a story from different perspectives.
The document contains 5 math word problems about shapes, measurement, number lines, and fractions. Each problem has two steps - the first to solve the problem and the second to explain the reasoning in words. The document also contains 5 science questions about variables, the water cycle, solutions, producers in an environment, and the phases of matter. These questions also have two parts - defining key terms and explaining concepts in more detail. The document tests both math and science reasoning skills through multi-step word problems and concept explanations.
Christine Schreck online actions in writingjosephbulls
The document provides examples of writing prompts for students across various subjects like math, science, and literature. Some of the prompts ask students to:
1) Explain step-by-step how they solved word problems involving timelines or equations.
2) Describe how motions would be different on the moon compared to Earth due to weaker gravity.
3) Write an interview between a news broadcaster and scientist explaining earthquakes in California.
The prompts are meant to help students practice explaining concepts and processes in writing. Rubrics are also provided to assess students' written explanations.
This document contains prompts for various math, science, and writing assignments. The prompts include word problems, experiments, research topics, and analysis activities. Some prompts require students to show work, create graphs, write explanations, or develop arguments. The prompts cover topics like geometry, fractions, weather, the states of water, and comparing planetary properties.
This document contains rubrics for evaluating student responses to various math and language arts questions or assignments. Each rubric includes points awarded based on level of completion or accuracy of the response. For example, a rubric for a question about elapsed time on a calendar awards 3 points for a response that fully explains how to calculate elapsed time and provides the correct answer, 2 points for a response that partially explains the process but provides the right answer, and 1 point for a response that does not fully explain the process or provide the correct answer. The rubrics provide detailed criteria for assigning points to promote consistent scoring of student work.
The document contains standards and learning targets for 3rd grade science and math. It includes standards about properties of matter, characteristics of plants, measurement of time and length, and fractions. It also provides examples of student work and rubrics to assess understanding of area, geometry, time telling, and multi-step word problems.
The document contains prompts for math and science questions for a 3rd grade online focus. There are 5 math word problems asking students to show their work and explain answers involving cookies shared between friends, ages of people, counting jelly beans, pages read in a book, and photos that can fit in an album. There are also 5 science questions asking about the size of the Sun, differences between frogs and toads, what it means to be cold-blooded with 4 examples, the purpose and function of plant stems, and what happens if a plant is separated from its roots.
Sophia scored 349 points in a video game while her mom scored 214 points. Sophia scored 135 more points than her mom.
Eric's dad needs 1 cup of flavoring, 1 cup of sugar, and 6 cups of water to make one pitcher of lemonade. The table shows these ingredients for 1 pitcher and extends to 5 pitchers, following the same pattern.
A way to explain a pattern in a table is to describe the relationship between the numbers or items in each row or column. Finding a pattern helps complete a table by allowing you to predict the missing numbers or items.
This document outlines an interdisciplinary vocabulary project for first grade economics standards. It identifies key economic vocabulary for first graders, including wants, money, goods, services, opportunity costs, and scarcity. It also lists common core standards addressed. Sample resources are provided, such as the book "If You Give a Pig a Pancake" and worksheets, games, and websites focusing on economic concepts. Students would be asked to create comics using an online tool to demonstrate their understanding of the vocabulary. This hands-on activity allows students to apply the concepts creatively.
The document provides information about saving money from the Camarillo Chamber of Commerce website. It lists the name and contact information for Reginald C Brice and Dr. Joseph Standards who can help investigate ways to save money and meet needs and wants when resources are scarce. Money acts as a currency that is durable, portable, divisible, and universally acceptable which allows it to be used to obtain goods and services needed when scarcity exists.
The document discusses strategies for teaching interdisciplinary vocabulary related to economics concepts to first grade students. It outlines five Florida state standards covering beginning economics topics, including recognizing money as a method of exchange, defining opportunity costs, distinguishing between goods and services, and recognizing different economic roles. It also lists related disciplinary vocabulary and connects the standards to Common Core English Language Arts standards. Sample texts and online resources are provided to help students investigate goods and services, producers and buyers, and the importance of saving through interactive activities creating lyrics and CD covers.
This document outlines a 3-day close reading module on the text "Fish Faces" for 1st grade students. On day 1, students will participate in a shared reading of the text and discuss vocabulary words and key details. On day 2, students will re-read the text and code it by underlining key details and circling vocabulary words. On day 3, students will create an outline of the text's main idea using the vocabulary words. Students will be assessed on their use of details and vocabulary in their outline. Additional enrichment includes an online reading activity to find related vocabulary in other fish texts.
This lesson plan introduces key economic concepts of needs, wants, money, price, work, and saving. Students will read the story "A Chair for My Mother" to learn how a family saved money in a jar to buy a new chair after a fire destroyed their old furniture. They will also read and watch other materials explaining the difference between needs and wants. Finally, students will create a book cover illustrating something they want to save for and play an online game about needs and wants.
This document contains information about teaching economics concepts such as scarcity, goods, services, trade, and money to third grade students. It provides vocabulary words, sample reading passages and activities, and discussion questions related to these topics. The document includes standards from NGSSS and CCSS, as well as instructions for lesson plans involving reading assignments, video explanations, trading simulations, and writing assignments to help students understand foundational economics ideas.
This document provides content and standards for an interdisciplinary vocabulary lesson on economics concepts. It includes three social studies standards about scarcity, characteristics of money, and buyers and sellers exchanging goods and services through trade or money. Key vocabulary words are defined. Two fiction texts and one informational article are provided as examples to investigate these concepts. Questions are posed to help analyze the texts and relate them to the standards. Other online sources on trade, bartering and money are also listed for students to explore. Finally, students are instructed to create a comic strip demonstrating how scarcity results in trade.
This document provides standards and lesson plan materials for a second grade social studies assignment on economics vocabulary. It includes standards on history, civics, geography and economics. It outlines concepts like goods and services, resources, trade. It describes using the story "Agatha's Feather Bed" to teach these terms and have students answer comprehension questions and complete a Venn diagram comparing it to another story. References for further materials are also provided.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
2. * As usual, Walter stopped at the bakery
*
on his way home from school. He
bought one large jelly-filled doughnut.
He took the pastry from its bag, eating
quickly as he walked along. He licked
the red jelly from his fingers. Then he
crumpled up the empty bag and threw
it at a fire hydrant.
* At home Walter saw Rose, the little girl
next door, watering a tree that had
just been planted. “It’s my birthday
present,” she said proudly. Walter
couldn’t understand why anyone would
want a tree for a present. His own
birthday was just a few days away,
“And I’m not getting some dumb
plant,” he told Rose.
Why do you think Walter couldn’t understand why
Rose wanted a tree for a birthday present?
“It’s my birthday present,” she said proudly.
What is another word that has the same meaning as
the word proudly?
A. satisfied
C. silly
B. disappointed
D. sad
3. * After dinner Walter took out the trash.
*
Three cans stood next to the garage.
One was for bottles, one for cans, and
one for everything else. As usual,
Walter dumped everything into one
can. He was too busy to sort through
garbage, especially when there was
something good on television.
* The show that Walter was so eager to
watch was about a boy who lived in the
future. The boy flew around in a tiny
airplane that he parked on the roof of
his house. He had a robot and a small
machine that could make any kind of
food with the push of a button.
Why would Walter and his family have three different trash
cans?
He was too busy to sort through garbage, especially when
there was something good on television. The show that Walter
was so eager to watch was about a boy who lived in the
future.
What does the word eager mean?
4. * Walter went to bed wishing he lived in
the future. He couldn’t wait to have his
own tiny plane, a robot to take out the
trash, and a machine that could make
jelly doughnuts by the thousands. When
he fell asleep, his wish came true. That
night Walter’s bed traveled to…
* The future.
*
5. *
* Think about how Walter visions the future.
What do you think the future will look like?
* Write your answer down on your response
sheet. Please answer in complete sentences.
Think about how Walter visions
the future. What do you think
the future will look like?
This is a response
sheet that has two
questions, one on
each side. This is one
side, you will see the
other side later on in
the lesson.
6. *
Looking at the illustration, is this what you pictured the future looking like?
What do you see in this picture?
7. * Walter woke up in the middle of a huge
dump. A bulldozer was pushing a heap of
bulging trash bags toward him. “Stop!” he
yelled. The man driving the bulldozer put
his machine in neutral. “Oh, sorry,” he
said. “Didn’t see you.” Walter looked at
the distant mountains of trash and saw
half-buried houses. “Do people live here?”
he asked. “Not anymore,” answered the
man. A few feet from the bed was a rusty
old street sign that read FLORAL AVENUE.
“Oh no,” gasped Walter. He lived on Floral
Avenue. The driver revved up his
bulldozer. “Well,” he shouted, “back to
work!” Walter pulled the covers over his
head. This can’t be the future, he
thought. I’m sure it’s just a dream. He
went back to sleep.
* But not for long…
Walter looked at the distant mountains of trash and saw
half-buried houses.
How does the author use figurative language to create a
picture of how the trash looked?
*
8. * Walter peered over the edge of his bed,
which was caught in the branches of a tall
tree. Down below, he could see two men
carrying a large saw. “Hello!” Walter
yelled out. “Hello to you!” they shouted
back. “You aren’t going to cut down this
tree, are you?” Walter asked. But the
woodcutters didn’t answer. They took off
their jackets, rolled up their sleeves, and
got to work. Back and forth they pushed
the saw, slicing through the trunk of
Walter’s tree. “You must need this tree
for something important,” Walter called
down. “Oh yes,” they said, “very
important.” Then Walter noticed lettering
on the woodcutters’ jackets. He could
just make out the words: QUALITY
TOOOTHPICK COMPANY. Walter signed and
slid back under the blankets.
* Until…
Why did the author use the word peered instead
of looked?
*
9. * Walter couldn’t stop coughing. His bed
was balanced on the rim of a giant
smokestack. The air was filled with smoke
that burned his throat and made his eyes
itch. All around him, dozens of
smokestacks belched thick clouds of hot,
foul smoke. A workman climbed one of
the stacks. “What is this place?” Walked
called out. “This is the Maximum Strength
Medicine Factory,” the man answered.
“Gosh,” said Walter, looking at all the
smoke, “what kind of medicine do they
make here?” “Wonderful medicine,” the
workman replied, “for burning throats and
itchy eyes.” Walter started coughing
again. “I can get you some,” the man
offered. “No thanks,” said Walter. He
buried his head in his pillow and, when his
coughing stopped, fell asleep.
* But then…
Turn and talk to your shoulder partner about why
Walter was coughing?
*
10. * Snowflakes fell on Walter. He was high
in the mountains. A group of people
wearing snowshoes and long fur coats
hiked past his bed. “Where are you
going?” Walter asked. “To the hotel,”
one of them replied. Walter turned
around and saw an enormous building. A
sign on it read HOTEL EVEREST. “Is this
a hotel,” asked Walter, “on the tope of
Mount Everest?” “Yes,” said one of the
hikers. “Isn’t is beautiful?” “Well,”
Walter began. But the group didn’t wait
for his answer. They waved goodbye and
marched away. Walter stared at the
flashing yellow sign, then crawled back
beneath his sheets.
* But there was more to see…
*
11. * Walter’s hand was wet and cold. When
he opened his eyes, he found himself
floating on the open sea, drifting
toward a fishing boat. The men on the
boat were laughing and dancing. “Ship
ahoy!” Walter shouted. The fishermen
waved to him. “What’s the celebration
for?” he asked. “We’ve just caught a
fish,” one of them yelled back. “Our
second one this week!” They held up
their small fish for Walter to see.
“Aren’t you supposed to throw the little
ones back?” Walter asked. But the
fishermen didn’t hear him. They were
busy singing and dancing. Walter turned
away. Soon the rocking of the bed put
him to sleep.
* But only for a moment…
What can we infer is the reason why the
fisherman only caught two fish that week?
Why is that?
*
12. * A loud, shrieking horn nearly lifted Walter
off his mattress. He jumped up. There
were cars and trucks all around him, horns
honking loudly, creeping along inch by
inch. Every driver had a car phone in one
hand and a big cup of coffee in the other.
When the traffic stopped completely, the
honking grew even louder. Walter could
not get back to sleep. Hours passed, and
he wondered if he’d be stuck on this
highway forever. He pulled his pillow
tightly around his head. This can’t be the
future, he thought. Where are the tiny
airplanes, the robots? The honking
continued into the night, until finally, one
by one, the cars became quiet as their
drivers, and Walter, went to sleep.
* But his bed traveled on…
Why does Walter think this can’t be the future?
Think about what he originally thought the
future would look like.
*
13. * Walter looked up. A horse stood right over
his bed, staring directly at him. In the
saddle was a woman wearing cowboy
clothes. “My horse likes you,” she said.
“Good,” replied Walter, who wondered
where he’d ended up this time. All he
could see was a dull yellow haze. “Son,”
the woman told him, spreading her arms
in front of her, “this is the mighty Grand
Canyon.” Walter gazed into the foggy
distance. “Of course,” she went on, “with
all this smog, nobody’s gotten a good look
at it for years.” The woman offered to
sell Walter some postcards that showed
the canyon in the old days. “They’re real
pretty,” she said. But he couldn’t look.
It’s just a dream, he told himself. I know
I’ll wake up soon, back in my room.
* But he didn’t…
Looking at the illustrations and using evidence
from the text, what is smog?
*
14. * Walter looked out from under his sheets.
His bed was flying through the night sky. A
flock of ducks passed overhead. One of
them landed on his bed, and to Walter’s
surprise, he began to speak. “I hope you
don’t mind,” the bird said, “if I take a
short rest here.” The ducks had been
flying for days looking for the pond where
they had always stopped to eat. “I’m sure
its down there somewhere,” Walter said,
though he suspected something awful
might have happened. After a while the
duck waddled to the edge of the bed,
took a deep breath, and flew off. “Good
luck,” Walter called to him. Then he
pulled the blanket over his head. “It’s just
a dream,” he whispered, and wondered if
it would ever end.
* Then finally…
Turn to your face partner.
Why couldn’t the birds find the pond they were
looking for?
*
15. * Walter’s bed returned to the present.
He was safe in his room again, but he
felt terrible. The future he’d seen was
not what he’d expected. Robots and
little airplanes didn’t seem very
important now. He looked out his
window at the trees and lawns in the
early morning light, then jumped out of
bed.
* He ran outside and down the block, still
in his pajamas. He found the empty
jelly doughnut bag he’d thrown at the
fire hydrant the day before. Then
Walter went back home and, before the
sun came up, sorted all the trash by the
garage.
Why would Walter sort all the trash?
*
16. *
* Think about how Walter first envisioned the
future. How has Walter’s thinking changed?
How has he changed?
* Write your answer down on your response
sheet. Please answer in complete sentences.
Think about how Walter first
envisioned the future. How has
Walter’s thinking changed? How
has he changed?
This is a response
sheet that has two
questions, one on
each side. This is the
other side of the
response sheet.
17. * A few days later, on Walter’s birthday,
all his friends came over for cake and
ice cream. They loved his new toys: the
laser gun set, electric yo-yo, and
inflatable dinosaurs. “My best present,”
Walter told them, “is outside.” Then eh
showed them the gift that he’d picked
out that morning – a tree.
* After the party, Walter and his dad
planted the birthday present. When he
went to bed, Walter looked out his
window. He could see his tree and the
tree Rose had planted on her birthday.
He liked the way they looked, side by
side. Then he went to sleep, but not for
long, because that night Walter’s bed
took him away again.
How did Rose impact Walter’s life?
*
19. * When Walter woke up, his bed was
standing in the shade of two tall trees.
The sky was blue. Laundry hanging from a
clothesline flapped in the breeze. A man
pushed an old motorless lawn mower. This
isn’t the future, Walter thought. It’s the
past. “Good morning,” the man said.
“You’ve found a nice place to sleep.”
“Yes, I have,” Walter agreed. There was
something very peaceful about the huge
trees next to his bed. The man looked up
at the rustling leaves. “My greatgrandmother planted one of these trees,”
he said, “when she was a little girl.”
Walter looked up at the leaves too, and
realized where his bed had taken him.
This was the future, after all, a different
kind of future. There were still no robots
or tiny airplanes. There weren’t even any
clothes dryers or gas-powered lawn
mowers. Walter lay back and smiled. “I
like it here,” he told the man, then
drifted off to sleep in the shade of the
two giant trees – the trees he and Rose
had planted so many years ago.
*
Go back to the your two sided
response sheet. Exchange
your paper with your shoulder
partner. I would like you to
respond to your partner’s
response. Please tell your
partner if your agree or
disagree and explain to them
why.
20. *
* Think about what Walter learned in this story. What
are some ways we can help save our environment?
* With your table group, you will create a poster to
help save our environment. Your group will need to
use evidence from the text to support why we need
to save our environment. Also, use your text to help
you think of the different types of pollutions our
environment faces and what we can do to help
prevent this from happening.