Problem in our school Nireep
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The document contains a list of items including a net on a tree, a tank, and pipes. A vine is also listed.
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Water problem 2 Stef and Ruby
The spider drippers watering system in the Early Years garden bed has been damaged by students pulling off the caps, causing flooding, wasting water, and costly repairs. To address this, the authors plan to talk to classes about why not to damage the drippers, and plant native flowers to beautify the bed and discourage disruption. They chose this low-cost, easy solution over monitors which may not always prevent damage.
Water Issues
The document proposes a solution to address the problem that rainwater tanks behind the toilets at Norwood Primary School are not being used for flushing toilets as intended. The solution involves installing a pump and rain bank between the main pipe and rainwater tank pipe so that water from the tank can flow through the rain bank and pipes to flush the toilets. Filters would be installed between the pump and rain bank that can be cleaned through a door. This would allow the rainwater collection system to work properly, making use of the tanks and resources, while being sustainable.
Building hail jason, nestor and kevin
The building had experienced problems with hail damage and leaves clogging the gutters. Hail had cracked the roof, allowing water to leak into classrooms. Many leaves from a nearby eucalyptus tree fell daily and jammed the gutters. To solve this, the group proposed installing a gutter filter that would suck up leaves and shoot them under the tree, keeping gutters clear and preventing future water damage during storms. Diagrams illustrated how the filter would work and how it could be connected to a pipe directing water to the tree.
The Vine
The vine was dying because its roots extended onto areas that prevented water from reaching it. To solve this, the students proposed running subsurface irrigation pipes under the classrooms to carry wastewater and rainwater to the vine's roots, hydrating it without disrupting the oval or road. An annotated diagram accompanied their explanation of the solution to keep the vine alive using wastewater and rainwater directed through pipes.
Water issue by Kiara and Connor.D
The spider sprinkler irrigation system at the school is not working properly because early years students have been unscrewing the heads of the spider drippers, causing flooding. The proposed solution is for the teacher Nicola to take each class to the area with the spider drippers and explain to the students that they need to leave the sprinkler heads alone or they will have to sit out of break time. An alternative backup plan is to make bottle sprinklers as a more sustainable and difficult to break option for watering the plants.
Khartoum climatic info
The document summarizes water issues in Sudan. It reports that Sudan has extremely low and variable rainfall, high temperatures, and suffers from water scarcity and unclean water. This has led to water-borne diseases and deaths, especially among children. By 2030, Sudan's population is projected to increase substantially, exacerbating water problems if issues are not addressed. However, many organizations are working to provide Sudan with clean drinking water by building wells and purification systems, which could help ensure adequate water supply for the country's growing population if their efforts are successful.
Morphemes
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Questions
The document provides guidance on using questions to drive inquiry-based learning. It outlines different types of question starters and prompts that can be used at various stages of an inquiry cycle. These include question words, Socratic questioning techniques to clarify ideas, probe assumptions, and elicit different perspectives. The document also links key questions to different phases of an inquiry process, including framing the inquiry, tuning in, finding out, sorting out, reflecting and acting. It provides examples of question prompts to remember information, prompt deeper thinking, reflection, transfer of learning, and creativity.
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Water problem 2 Stef and Ruby
The spider drippers watering system in the Early Years garden bed has been damaged by students pulling off the caps, causing flooding, wasting water, and costly repairs. To address this, the authors plan to talk to classes about why not to damage the drippers, and plant native flowers to beautify the bed and discourage disruption. They chose this low-cost, easy solution over monitors which may not always prevent damage.
Water Issues
The document proposes a solution to address the problem that rainwater tanks behind the toilets at Norwood Primary School are not being used for flushing toilets as intended. The solution involves installing a pump and rain bank between the main pipe and rainwater tank pipe so that water from the tank can flow through the rain bank and pipes to flush the toilets. Filters would be installed between the pump and rain bank that can be cleaned through a door. This would allow the rainwater collection system to work properly, making use of the tanks and resources, while being sustainable.
Building hail jason, nestor and kevin
The building had experienced problems with hail damage and leaves clogging the gutters. Hail had cracked the roof, allowing water to leak into classrooms. Many leaves from a nearby eucalyptus tree fell daily and jammed the gutters. To solve this, the group proposed installing a gutter filter that would suck up leaves and shoot them under the tree, keeping gutters clear and preventing future water damage during storms. Diagrams illustrated how the filter would work and how it could be connected to a pipe directing water to the tree.
The Vine
The vine was dying because its roots extended onto areas that prevented water from reaching it. To solve this, the students proposed running subsurface irrigation pipes under the classrooms to carry wastewater and rainwater to the vine's roots, hydrating it without disrupting the oval or road. An annotated diagram accompanied their explanation of the solution to keep the vine alive using wastewater and rainwater directed through pipes.
Water issue by Kiara and Connor.D
The spider sprinkler irrigation system at the school is not working properly because early years students have been unscrewing the heads of the spider drippers, causing flooding. The proposed solution is for the teacher Nicola to take each class to the area with the spider drippers and explain to the students that they need to leave the sprinkler heads alone or they will have to sit out of break time. An alternative backup plan is to make bottle sprinklers as a more sustainable and difficult to break option for watering the plants.
Khartoum climatic info
The document summarizes water issues in Sudan. It reports that Sudan has extremely low and variable rainfall, high temperatures, and suffers from water scarcity and unclean water. This has led to water-borne diseases and deaths, especially among children. By 2030, Sudan's population is projected to increase substantially, exacerbating water problems if issues are not addressed. However, many organizations are working to provide Sudan with clean drinking water by building wells and purification systems, which could help ensure adequate water supply for the country's growing population if their efforts are successful.
Morphemes
This document discusses morphemes, which are the meaningful parts of words including root words, prefixes, and suffixes. It describes the two types of morphemes - free morphemes which can stand alone as words, and bound morphemes which cannot. It provides examples of common prefixes, suffixes, Greek roots, and Latin roots. It also discusses compound words, affixes, and analyzes data on the most frequent prefixes and suffixes in English.
Questions
The document provides guidance on using questions to drive inquiry-based learning. It outlines different types of question starters and prompts that can be used at various stages of an inquiry cycle. These include question words, Socratic questioning techniques to clarify ideas, probe assumptions, and elicit different perspectives. The document also links key questions to different phases of an inquiry process, including framing the inquiry, tuning in, finding out, sorting out, reflecting and acting. It provides examples of question prompts to remember information, prompt deeper thinking, reflection, transfer of learning, and creativity.
Geography Water
Saudi Arabia faces significant water scarcity issues due to limited natural water sources like rivers and lakes as well as low rainfall. Most of its water comes from desalination plants and dams. If water usage continues to increase at the current rate, 70% of the population may lack access to safe drinking water by 2030. Australia has more abundant water sources but also experiences water issues in some inland, arid areas with low rainfall like Western Australia. Both countries emphasize sustainable water usage, collection, and conservation efforts to ensure long-term water security for their growing populations.
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The Dragon Boat Festival commemorates the life of Qu Yuan, an ancient Chinese poet and politician, through dragon boat races and eating zongzi. Zongzi are triangular rice dumplings wrapped in bamboo or reed leaves that are traditionally eaten during the Dragon Boat Festival. The festival is celebrated in many parts of Asia, especially in China and other countries with cultural ties to China, to honor Qu Yuan and his patriotism.
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Climate zones are areas of the world that share similar climates. There are several different climate classification systems that scientists use to categorize regions based on factors like average temperature and precipitation. The most commonly used system divides the world into five main climate zones - tropical, subtropical, temperate, subpolar/subarctic, and polar.
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Climate zones vary around the world based on factors like temperature and rainfall. Some of the major climate zones include tropical wet/dry, arid, temperate, continental, and polar. Each climate zone has distinct seasonal changes and weather patterns that affect plant and animal life.
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Saudi Arabia faces significant water scarcity issues due to limited natural water sources like rivers and lakes as well as low rainfall. Most of its water comes from desalination plants and dams. If water usage continues to increase at the current rate, 70% of the population may lack access to safe drinking water by 2030. Australia has more abundant water sources but also experiences water issues in some inland, arid areas with low rainfall like Western Australia. Both countries emphasize sustainable water usage, collection, and conservation efforts to ensure long-term water security for their growing populations.
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Cyprus faces water scarcity issues due to its reliance on rainfall for water sources and frequent droughts. Most of Cyprus' water usage is for agriculture. To manage their water resources, Cyprus has built 57 dams to store water and uses recycled water for agriculture. However, droughts still pose a major problem as they increase water demand and disrupt the water supply. Cyprus' water management system helps sustain water availability but is challenged by unpredictable droughts.
Dragon Boat Festival
The Dragon Boat Festival commemorates the life of Qu Yuan, a Chinese poet and minister from the Warring States period who drowned himself in protest. To honor Qu Yuan, people eat zongzi, rice dumplings wrapped in bamboo leaves, and participate in dragon boat races, as it was said that people raced out on boats to retrieve his body. The festival is celebrated on the 5th day of the 5th month of the lunar calendar in areas of China and other countries with Chinese populations.
Dragon Boat Festival
The Dragon Boat Festival commemorates the life of Qu Yuan, an ancient Chinese poet and politician, through dragon boat races and eating zongzi. Zongzi are triangular rice dumplings wrapped in bamboo or reed leaves that are traditionally eaten during the Dragon Boat Festival. The festival is celebrated in many parts of Asia, especially in China and other countries with cultural ties to China, to honor Qu Yuan and his patriotism.
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The document is a quiz about the water cycle. It contains 7 multiple choice questions about the different processes involved in the water cycle:
1. Question 1 asks about precipitation, which is any product of atmospheric water vapor that falls to the ground, including rain, snow, sleet and hail.
2. Question 2 asks about evaporation, which is the process by which water changes from a liquid to a gas in the atmosphere.
3. Question 3 asks about infiltration, which is the process by which water on the ground surface enters the soil.
4. The quiz contains 7 questions total about the major processes in the water cycle like precipitation, evaporation, infiltration, transpiration, groundwater
Language and literacy levels analysis
This document outlines steps for teachers to consistently assign language and literacy levels to student work samples. It instructs teachers to: 1) analyze student work samples in pairs using a notes form to highlight language features and refer to a glossary for clarification; 2) order student work samples from least to most sophisticated; and 3) use highlighting and documentation forms to analyze individual student work samples and assign them a level on the language and literacy continuum. The goal is to develop consistency in how teachers process, document, and make judgments about student writing abilities.
EALD Staff Meeting November 2015
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. Key aspects of the plan include:
- Developing the plan with lead teachers and providing professional development for staff on informational and persuasive writing genres and grammar.
- Having staff level EALD students' sentence structure and then level the rest of the class.
- A moderation process was conducted and affirmed the school's leveling processes.
- The goals are for teachers to apply L&LL to support student growth, for all students to progress one level per year, and for planning to be differentiated based on students' L&LL levels.
EALD Staff Meeting November 2015
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. The plan includes developing teacher capacity through professional development, having teachers level student writing in sentence structure, and establishing a moderation process to ensure consistent application of levels. It discusses celebrating student success by documenting examples of writing development tagged to the literacy levels.
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The document discusses different climate zones including tropical, temperate, arid, Mediterranean, and mountain zones. It provides details on the climate conditions, geographical locations, and countries/places associated with each zone. It also defines the differences between weather and climate.
Eald staff meeting nov
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and help students progress in writing. It details the following:
- Goals for teachers to apply L&LL and for students to progress one level per year or two levels for EALD students.
- A plan to develop teacher capacity through professional development and student leveling sessions to assess sentence structure.
- A moderation process found the school's leveling was mostly aligned to moderator standards.
- An ethos that leveling will help teachers cater to student needs and support differentiation.
Eald staff meeting nov
This document outlines a school's plan to implement Language and Literacy Levels (L&LL) to assess student writing. The goals are for teachers to apply L&LL to plan, document, and assess growth in writing for every student, with all students progressing at least one level per year. A lead team will provide professional development to help teachers learn to assess students' sentence structure and level writing. Moderation processes will help validate teachers' levelling, and resources like an EALD teacher, leadership, and sample work will support teachers' implementation of L&LL.
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The document discusses climate zones and is written by Samuel for Room 7 Group 7. It likely provides information on different climate zones around the world in just a few sentences or paragraphs.
Climate zones group 6
Climate zones vary around the world based on factors like temperature and rainfall. Different zones include tropical, dry, temperate, continental, and polar climates. Each zone has distinct seasonal changes and characteristics that determine what types of plants and animals can survive there.
Climate zone group 5
The document discusses climate zones and is from Room 7, Group 5. It likely contains information about different climate zones around the world and the characteristics of each zone. The group may have analyzed and categorized regions based on factors like temperature and precipitation to demonstrate understanding of climate classification.
Climate zones group 4
Climate zones are areas of the world that share similar climates. There are several different climate classification systems that scientists use to categorize regions based on factors like average temperature and precipitation. The most commonly used climate zone system divides the world into five main zones - tropical, subtropical, temperate, subpolar/subarctic, and polar - based on average annual temperatures.
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Climate zones are areas of the world that share similar climates. There are several different climate classification systems that scientists use to categorize regions based on factors like average temperature and precipitation. The most commonly used system divides the world into five main climate zones: tropical, subtropical, temperate, continental, and polar.
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Climate zones are areas of the world that share similar climates. There are several different climate classification systems that scientists use to categorize regions based on factors like average temperature and precipitation. The most commonly used system divides the world into five main climate zones - tropical, subtropical, temperate, subpolar/subarctic, and polar.
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Climate zones vary around the world based on factors like temperature and rainfall. Some of the major climate zones include tropical wet/dry, arid, temperate, continental, and polar. Each climate zone has distinct seasonal changes and weather patterns that affect plant and animal life.
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SOLO is a taxonomy developed by Biggs and Collis in 1982 to describe the structure of observed learning outcomes. It categorizes learning into five levels - prestructural, unistructural, multistructural, relational, and extended - based on increasing cognitive complexity. The SOLO taxonomy is advantageous as it describes learning progression, is reliable, and can be used for self and peer assessment as well as providing feedback. It also caters for differentiation in teaching and learning.
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Problem in our school Nireep
- 3. Net on tree