Sc. fair written report (part i)
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The document provides guidance for students writing science fair reports, separating requirements into competitive and non-competitive sections. It outlines the specific sections and content needed for the written report, including purpose, problem, research, hypothesis, subjects, variables, controls, materials, and procedures. Students are instructed to write each section on its own page with the appropriate heading. Competitive reports must be typed while non-competitive can be handwritten, and all must be added to a science fair binder.
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This document provides examples and instructions for 14 different poetry forms: Five Senses Poem, Diamante Poem, Cinquain Poem, Color Poem, I Wish Poem, 8-Line Rhyming Poem, Build-A-Poem, Haiku, Limerick, Concrete Poem, If I Were Poem, I Used To/But Now Poem, and Clerihew Poem. It also includes a rhyming poem example called "The Beast" and discusses poetic elements like lines, stanzas, rhythm, beat, and syllables. The document is intended to teach students different structures and techniques for writing various styles of poetry.
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The document summarizes an article about the Copenhagen Zoo's decision to euthanize a giraffe named Marius to control their giraffe population. It provides background on why the zoo made this decision and discusses whether zoos should be allowed to euthanize healthy animals. Students are prompted to write a persuasive essay arguing either for or against zoos euthanizing animals in their care, using evidence from the text. Outlines are provided to structure arguments and counterarguments on both sides of the issue.
FCIM charts (week 3)
The document provides tips for smart test takers when taking standardized tests. It recommends skimming the passage first before thoughtfully reading while previewing the questions. When reading, test takers should chunk the passage into parts and ask who and what to grasp the main idea. They should also take guesses at unknown words and make predictions before seeing answer choices. The document also explains how to answer different types of questions like details versus general, opposites, same/different, most likely, before/after, and meaning of italicized words. It stresses the importance of flexing reading muscles between passages and questions, working at one's own best pace, and not worrying about others' speeds.
Fcim charts (week 2)
The document provides tips for smart test takers, advising them to make predictions before seeing answer choices, know how to answer vocabulary questions using context clues and substitutions, understand the difference between detail and general questions and how to approach each type, and select the answer choice that best answers the question rather than just one found in the text. It also includes a checklist summarizing the tips.
Killer Whale Persuasive Essay
The document presents arguments for and against keeping killer whales (orcas) in captivity. It discusses the debate over whether parks should keep orcas captive and prompts the reader to consider which side of the argument they agree with, using evidence from the text to support their position. The reader is then guided through an outline to write a persuasive essay on their stance regarding orca captivity in parks.
Pencil personification
Personification is giving human qualities to non-human things. The document instructs the reader to write a narrative story personifying a pencil by giving it human qualities and emotions, and to include at least three similes highlighted in yellow and one metaphor highlighted in a different color.
Figurative language
This document outlines a 5-day lesson plan on figurative language. It introduces 7 types of figurative language - simile, metaphor, personification, onomatopoeia, idiom, alliteration, and hyperbole. Each day focuses on different types, with activities for students to identify examples in poems and passages and explain their understanding. Day 1 defines the 7 types. Days 2-3 focus on similes and metaphors. Day 4 introduces personification, and Day 5 has students identifying personification in a poem.
5th writing: Journeys Lesson 12
Scaffolded writing lesson following Journeys lesson 12 story: "Can't You Make Them Behave, King George?"
Intro to Persuasive Writing
This document outlines lessons for teaching persuasive writing. It includes 6 lessons: defining persuasive writing, knowing your audience, doing research, making the topic personal, making it relevant to the audience, and closing strongly. Persuasive writing aims to change opinions or actions through techniques like persuasive language, facts, personal stories, and challenging the reader. The lessons provide tips and examples for each step of the persuasive writing process.
St. Augustine (4th SS)
The document discusses the Castillo de San Marcos fort in St. Augustine, Florida. It provides background on how the city of St. Augustine got its name and why earlier forts there did not last as long as the Castillo de San Marcos. Students are instructed to retell sections they read to partners and to write a letter or journal entry imagining they are a Native American helping to construct the fort, using vocabulary words and details from the text.
Revolutionary War Essay
A persuasive writing project focusing on social studies content. After learning about the events leading up to the Revolutionary War, students will write a five paragraph essay from either the point of view of a loyalist or a patriot trying to convince others to rebel against England or remain loyal.
Time to Write Expository
The document provides instructions for writing an expository essay in 4 steps: planning, writing the introduction paragraph, writing the body paragraphs with main ideas and examples, and writing the conclusion paragraph. It uses an example essay about enjoying the activity of caving. The planning section has students come up with a focus statement, two main ideas, and examples for each to prove the main ideas. The writing section then walks through drafting each paragraph based on the elements planned in step 1.
Spelling words
This document contains two lists of spelling words. The first list includes words like "quickly", "there", "their", "they're" and other commonly misspelled words. The second list also contains potentially tricky words involving similar spellings such as "weight" and "weather", "except" and "accept", and "though" and "through".
Reading Response Model (SLAM)
This document introduces the SLAM model for summarizing information, which stands for State, Locate, Add, and Make. According to the model, the first sentence should state part of the question, the second sentence should locate evidence from the text, the third sentence can add the writer's own thoughts, and the fourth sentence should make a meaningful conclusion or connection. It then provides an example summary applying this model to summarize an excerpt about an interview with Professor Pierson on page 181 that provides new information about a meteorite.
Theme in Poetry
The document is about a child who used to enjoy using their imagination to play make-believe games. As the child got older, others told them they should stop pretending and grow up. Now as an adult, the author misses the games they used to play as a child.
Persuade & debate ii
This document provides guidance on drafting and revising a persuasive writing project for 5th grade on the importance of knowing where food comes from. It includes sections on drafting an introduction, body paragraphs with arguments and evidence, and a conclusion. The introduction would ask a question about the topic, provide background, and state an opinion. Each body paragraph advocates for a different argument, establishes facts, and supports them with examples. The conclusion restates the topic, summarizes arguments, and closes with a statement of position.
Persuade & Debate 1
This document provides guidance for a 5th grade persuasive writing project. It explains that students will be assigned a proposition to argue either for or against, such as whether dogs are better than cats. It lists several potential propositions and instructs students to write a thesis statement stating their position. The document outlines what a good persuasive essay should include, such as understanding both sides of an issue and developing at least two well-supported reasons for their argument. It also provides tips for research, note taking, and presenting opposing arguments.
Paraphrasing powerpoint
Paraphrasing is the act of restating or rewriting ideas and concepts from another source in your own words. It is an important skill in language arts as it allows students to demonstrate their understanding of a topic while avoiding plagiarism. The ability to paraphrase effectively helps develop comprehension and is useful for assignments that require summarizing information from multiple sources.
Chapter 2
Organs work together to keep the human body functioning properly. The document discusses several key organs and body systems:
1) Organs such as the heart, lungs, and stomach each have specific jobs to carry out important processes like circulation, gas exchange, and digestion.
2) Bones and muscles also work together, with bones providing structure and muscles enabling movement. Muscles contract in pairs to move the skeleton.
3) The circulatory system transports blood throughout the body using arteries and veins. Blood carries oxygen from the lungs to tissues and removes waste to be filtered by the kidneys.
4) The digestive system breaks down food using organs like the liver, pancreas, and small intestine and
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
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Chapter 4
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Chapter 5
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Chapter 6
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Sc. fair written report (part i)
- 1. Science Fair Written Report (Part I) Purpose, Problem,Research, Hypothesis,Subjects, Variables, Controls, Materials & Procedures
- 2. Competitive vs. Non-Competitive All students are required to write a written report: • Non-Competitive will hand write the report • Competitive will type • All reports will be clipped into student's Science Fair 3-ring binder (if you don't have one of these yet you need to go get one.)
- 3. Layout Each section of the written report will be on its own piece of paper and include an underlined title at the top of the page. Competitive students: • Use the default font, no colors (so not like this: Title) • Titles should be underlined 14 pt sized text • Body should be 12 pt sized text • No pictures, indent, use complete sentences. • Here's a video showing how to do this: http://www.screenr.com/Nf88
- 4. Purpose The reason why the student is conducting this research and doing this experiment.
- 5. • Non-Competitive Example
- 6. Problem The question the research answers. In question format - the scientific question to be solved. It should be an open-ended question that is answered with a statement, not a yes or no. Ex: “How does the color of light affect the growth of a plant?”
- 7. • Non-Competitive Example
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- 10. Subject Explain what organism, item or parameter the student is testing. Any matter, living or nonliving is the subject.
- 11. • Non-Competitive Example
- 12. Variables The items that have an effect on the experiment. The variable or item that the student changes purposely that will yield different results.
- 13. • Non-Competitive Example
- 14. Controls The parameters you keep the same so that the experiment is valid. The items that do not change during the experiment that test the hypothesis.
- 15. • Non-Competitive Example
- 16. Materials A bulleted list of any supplies necessary to complete your study of the problem and testing of your hypothesis. Be sure to include the quantity of any items listed.
- 17. • Non-Competitive Example
- 18. Procedure Step-by-step process used to carry out the experiment. The experiment must be done at least three times to increase the validity of the results. It should be detailed so that someone would be able to repeat the experiment. Use numbers to list steps beginning with a verb (like in a recipe). Do not use pronouns in listing the steps. It is highly recommended to use the metric system.
- 19. • Non-Competitive Example