Goal: Students will understand the causes, impact, and survival precautions of severe weather and natural disasters that occur in the United States.
|
|
- Kellie Miller
- 5 years ago
- Views:
Transcription
1 Title: Survival Challenge (8/15/2015) By: Carol Klatt, Courtney Allia Grade Level: 5 Goal: Students will understand the causes, impact, and survival precautions of severe weather and natural disasters that occur in the United States. Learning Objectives: Students will: Practice using the research process, i.e., W-I-S-E-R Make connections to science and literature Work cooperatively to produce a product for a predetermined audience Brainstorm what they already know about natural disasters list, characteristics etc. in groups & display for project teams Determine which types of natural disasters could occur in a specific location by interpreting map data Supplement their knowledge about the characteristics of 2 types of natural disasters by performing research Investigate to deepen their knowledge of how natural disasters affect life in the United States Massachusetts Common Core ELA Standards: 5.RIT.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a questions quickly or to solve a problem efficiently. 5.RIT.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
2 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Overview: Split class into groups of 2-4 Distribute project hand-out Review the rubric Assign locations, have students select from a list, or pick appropriate locations out of a hat by state capital or state name. Using the online map resource, determine what natural disasters or extreme weather occurs there. Each group will select 2 of the disasters to research. Cite sources and collect information using World Book Print or Online and preselected websites available under Project Links>Natural Disasters at Each group may select an appropriate format to present their information. Part 1: Wonder I can use a research model to define and investigate research questions. 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Describe the WISER Research Model W = Wonder: What questions do you need to ask and answer? I = Investigate: Where and what information do I need? S = Sort, Sequence, Synthesize: How should I organize my information? What have I learned that I can share? E = Explain: Who is my audience? What medium should I use to share my ideas? R = Reflect: Did I answer my research questions? What should I do differently next time? What worked well? Make sure students understand the research question and have them generate what they think they need to find out to accomplish the task.
3 Part 2: Investigate I can read books and websites and record answers to my research questions. 5.RIT.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a questions quickly or to solve a problem efficiently. Using the website students will use their project booklet to collect information on their natural disasters. Part 3: Sort, Sequence, Synthesize I can organize information I collected from multiple resources to answer my research questions. 5.RIT.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Working with their group peers, students will decide on ONE natural disaster they are going to report on, how they are going to organize their project and specific information in order to prepare a presentation. For example, they may choose to work on all the research questions together or choose to respond to two research questions for all etc. They must decide on the most effective way they can share what they have learned. At this point, give a demonstration of Powtoon using exemplars created by previous students, the teacher or found on Youtube. Product Overview: How to Create Animated Presentations: Powtoon the PowerPoint Alternative Part 4: Explain I can understand my audience and use an appropriate medium to share the answers to my research questions. 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
4 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) Each group must choose a format (outline, paragraphs, story board, bullet points etc.) and write down details of what they are going to share and the sequence they are going to present the information. For storyboarding you can use a piece of paper folded in half lengthwise then in thirds to create 6 squares or an online tool such as: Part 5: Explain I can create and give a presentation to effectively share what I know with my audience. Note: Each group can select how they want to share information, some ideas are posters, PowerPoint presentation, Powtoon, Audiorecording, VoiceThread, Video Commercial). 5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Once their written details have been approved, students working in groups in the lab and library can create their presentations. At this point, you can use Powtoon s introductory videos to show students the basic tools for creating animated presentations found in the Tutorials tab of the Powtoon website. KickStart Your Awesomeness with an Overview of the PowToon Essentials Once the projects are completed, they will present them to the class. Part 6: Reflect I can describe 3 things I learned from this project, 2 things I would change, and 1 thing I would still like to know about my topic. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) Students will complete the Summary at the end of the project.
5 Student Resources: >Project Links>Natural Disasters The Landscape of Natural Disasters Interactive Map: World Book Student Discovery Print or Online Weather Wiz Kids: Center for Disease Control and Prevention: READY Campaign: The Landscape of Natural Disasters Interactive Map: Teacher Resources: Where to find information Map World Book Weather Whiz CDC Ready Campaign Blizzard x x (winter storms) x (winter weather) X (winter storms) Earthquake x x x X Floods (Flash x x X (floods) X (floods) Floods) Hail x Heat Waves x (temperature) Hurricanes x x x x Ice Storms x Lake-effect Lightning x x x x (thunder & lightning) Monsoon x x (rain) Nor Easters River Floods x x X (floods) x (floods) Thunderstorms x x x (thunder & lightning) Tornadoes x x x x Tsunami x x x x Volcano x x x x Wildfires x x x x Extension Activity: ISDR (International Strategy for Disaster Reduction) Stop Disasters! A disaster simulation game from the UNISDR.
6 3 or more disasters Blizzard Earthquake Floods (Flash Floods) Hurricanes Lightning Monsoon River Floods Thunderstorms Tornadoes Tsunami Volcano Wildfires AK O X X X X AL O X X AR O X X X AZ O X X X X CA O X X X X CO O X X X X X X CT X DE FL O X X X X GA O X X X HI O X X X X IA O X X X ID O X X IL O X X X X IN O X X KS O X X X X KY O X X X LA O X X MA X MD X ME X MI O X X X X MN O X X X MO O X X X X MS O X X MT O X X NC O X X X ND O X X X NE O X X X X NH X NJ X NM O X X X X NV X NY O X X OH O X X OK O X X OR O X X X X PA O X X RI X SC O X X SD O X X X X X TN O X X X TX O X X X X X X UT O X X VA VT X
7 WA O X X X WI O X X WV WY X
8 List of states with at least 2 natural disasters: Alabama Alaska Arizona Arkansas California Colorado Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Michigan Minnesota Mississippi Missouri Montana Nebraska New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania South Carolina South Dakota Tennessee Texas Utah Washington Wisconsin
9 List of Capitals for above states: Montgomery Juneau Phoenix Little Rock Sacramento Denver Tallahassee Atlanta Honolulu Boise Springfield Indianapolis Des Moines Topeka Frankfort Baton Rouge Lansing St. Paul Jackson Jefferson City Helena Lincoln Santa Fe Albany Raleigh Bismark Columbus Oklahoma City Salem Harrisburg Columbia Pierre Nashville Austin Salt Lake City Olympia Madison
10 Scoring Rubric Report Card Benchmark Scoring Rubric Not Yet Progressing Toward the Standard (N) 1 pt. Student Name: Progressing Toward the Standard (P) 2 pts. Meets the Standard (M) 3 pts. Social Skills: Works and play cooperatively with others in structured activities Group project performance Could not work with the group Received at least 1 warning while working with the group Successfully worked with the group Exceeds the Standard (E) 4 pts. Consistently remained on task, worked quietly and efficiently and did not need any reminders Points Earned Science: Identifies and explains the cycles and changes that occur within the earth, on the earth s crust, and in its atmosphere. Accuracy of information Recorded 3 or more notes inaccurately Recorded 1-2 notes inaccurately Did not record any notes inaccurately 5.RIT.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a questions quickly or to solve a problem efficiently. 5.RIT.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Written report: What is the disaster? How does it occur? How can you predict it is coming? How can you prepare for it? 5.SL.4 5.SL.5 Answered 2 or fewer research questions. Effectively addressed at least 3 of the research question. Effectively described what the disaster was, how it occurs, how you can predict it coming, and how you can prepare for it. n/a Effectively described all 4 research questions and included eyewitness account information Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Presentation: What is the disaster? How does it occur? How can you predict it is coming? How can you prepare for it? Presented 2 or fewer presentation questions. Effectively addressed at least 3 of the presentation question. Effectively described what the disaster was, how it occurs, how you can predict it coming, and how you can prepare for it. Effectively described all 4 questions and included appropriate multimedia Total (15 maximum):
11 Wiser Survival Challenge How can we be prepared for a natural disaster? Wonder What do I want to find out? o Main Questions o Sub-Questions What do I think I know? What else do I need to know? Investigate What kinds of resources might help? o Do I need more than one source? Where do I find the resources? Does this information come from a reliable source? Sort/Sequence/Synthesize Does this information help to answer my question? Does it raise new questions? o Do I need to get more information? What is the best way to organize my information? Express What is my main idea? Is the answer to my question complete? What is the best way to show the answer to my question? Who is my audience? Did I tell where my information came from? Reflect and Connect How does this connect to things I know? What do I understand now that I didn t before? Do I have new questions? Am I proud of my work? The end
12 Member #1: Member #3: Member #2: Member #4: Survival Challenge You are members of a Public Safety Task Force sponsored by the local Police Department in,. City/town State The Task Force is responsible for informing the families of your community about 2 potential natural disasters and extreme weather conditions they may experience living there. You must investigate potential disasters and determine the best way to teach them about what the disasters are, how they can be alerted if a disaster is approaching, and what they can do to ensure the safety of their families in the event of a disaster. Blizzard Earthquake Floods (Flash Floods) Hurricanes Lightning Monsoon River Floods Thunderstorms Tornadoes Tsunami Volcano Wildfires You must present a community awareness campaign to the Public Safety Task Force for approval before sharing it with the public. You will be able to use the information provided at Links>Natural Disasters. Some questions the citizens of your community might like answers to are: What are the natural disasters that could affect my location? What causes them? How will I know they are coming? How can I prepare for a disaster? What are the most important things I could collect quickly to help survive a disaster? Bonus: Read about an eyewitness account of your disaster and include a quote from that person in your presentation! You must find this source on your own! Try a newspaper, school or public library database, internet, or book from the library. Remember to cite the source!
13 Natural Disaster Project Summary 3 Things I learned from this project Things I would change about this project Thing I would still like to know about my topic 1.
14 Disaster: Student: Where did I get my information? Title: Author: Publisher: Copyright Date: Volume: Pages: Notes
15
16 Part 1: Wonder I can use a research model to define and investigate research questions. 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
17 Part 2: Investigate I can read books and websites and record answers to my research questions. 5.RIT.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a questions quickly or to solve a problem efficiently.
18 Part 3: Sort, Sequence, Synthesize I can organize information I collected from multiple resources to answer my research questions. 5.RIT.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
19 Part 4: Explain I can understand my audience and use an appropriate medium to share the answers to my research questions. 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
20 Part 5: Explain I can create and give a presentation to effectively share what I know with my audience. 5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
21 Part 6: Reflect I can describe 3 things I learned from this project, 2 things I would change, and 1 thing I would still like to know about my topic. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
medicaid and the How will the Medicaid Expansion for Adults Impact Eligibility and Coverage? Key Findings in Brief
on medicaid and the uninsured July 2012 How will the Medicaid Expansion for Impact Eligibility and Coverage? Key Findings in Brief Effective January 2014, the ACA establishes a new minimum Medicaid eligibility
More informationFY year and 3-year Cohort Default Rates by State and Level and Control of Institution
Student Aid Policy Analysis FY2007 2-year and 3-year Cohort Default Rates by State and Level and Control of Institution Mark Kantrowitz Publisher of FinAid.org and FastWeb.com January 5, 2010 EXECUTIVE
More information2016 Match List. Residency Program Distribution by Specialty. Anesthesiology. Barnes-Jewish Hospital, St. Louis MO
2016 Match List Residency Program Distribution by Specialty Anesthesiology Cleveland Clinic Foundation - Ohio, Cleveland OH University of Arkansas Medical School - Little Rock, Little Rock AR University
More information2017 National Clean Water Law Seminar and Water Enforcement Workshop Continuing Legal Education (CLE) Credits. States
t 2017 National Clean Water Law Seminar and Water Enforcement Workshop Continuing Legal Education (CLE) Credits NACWA has applied to the states listed below for Continuing Legal Education (CLE) credits.
More informationAverage Loan or Lease Term. Average
Auto Credit For many working families and individuals, owning a car or truck is critical to economic success. For most, a car or other vehicle is their primary means of transportation to work. For those
More information46 Children s Defense Fund
Nationally, about 1 in 15 teens ages 16 to 19 is a dropout. Fewer than two-thirds of 9 th graders in Florida, Georgia, Louisiana and Nevada graduate from high school within four years with a regular diploma.
More informationBUILDING CAPACITY FOR COLLEGE AND CAREER READINESS: LESSONS LEARNED FROM NAEP ITEM ANALYSES. Council of the Great City Schools
1 BUILDING CAPACITY FOR COLLEGE AND CAREER READINESS: LESSONS LEARNED FROM NAEP ITEM ANALYSES Council of the Great City Schools 2 Overview This analysis explores national, state and district performance
More informationWilma Rudolph Student Athlete Achievement Award
Wilma Rudolph Student Athlete Achievement Award CRITERIA FOR NOMINATION The N4A Wilma Rudolph Student Athlete Achievement Award is intended to honor student athletes who have overcome great personal, academic,
More informationAnatomy and Physiology. Astronomy. Boomilever. Bungee Drop
Anatomy and Physiology 2nd 28 MN Mounds View H.S. 3rd 5 NC William G. Enloe H.S. 4th 20 TX Seven Lakes H.S. 5th 29 NJ West Windsor Plainsboro South 6th 6 NC Raleigh Charter H.S. Astronomy 1st 4 CA Mira
More informationSTATE CAPITAL SPENDING ON PK 12 SCHOOL FACILITIES NORTH CAROLINA
STATE CAPITAL SPENDING ON PK 12 SCHOOL FACILITIES NORTH CAROLINA NOVEMBER 2010 Authors Mary Filardo Stephanie Cheng Marni Allen Michelle Bar Jessie Ulsoy 21st Century School Fund (21CSF) Founded in 1994,
More informationStudent Admissions, Outcomes, and Other Data
Student Admissions, Outcomes, and Other Data Data on Incoming Class UNL Clinical Psychology Training Program (CPTP) August Academic Year of Entry 7 8 9 Number of Applicants 9 7 8 8 8 Number Interviewed
More informationDisciplinary action: special education and autism IDEA laws, zero tolerance in schools, and disciplinary action
National Autism Data Center Fact Sheet Series March 2016; Issue 7 Disciplinary action: special education and autism IDEA laws, zero tolerance in schools, and disciplinary action The Individuals with Disabilities
More informationJunior (61-90 semester hours or quarter hours) Two-year Colleges Number of Students Tested at Each Institution July 2008 through June 2013
Number of Students Tested at Each Institution July 2008 through June 2013 List of Institutions Number of School Name Students AIKEN TECHNICAL COLLEGE, SC 119 ARKANSAS NORTHEASTERN COLLEGE, AR 66 ASHLAND
More informationA Profile of Top Performers on the Uniform CPA Exam
Marquette University e-publications@marquette Accounting Faculty Research and Publications Business Administration, College of 8-1-2014 A Profile of Top Performers on the Uniform CPA Exam Michael D. Akers
More informationAbout the College Board. College Board Advocacy & Policy Center
15% 10 +5 0 5 Tuition and Fees 10 Appropriations per FTE ( Excluding Federal Stimulus Funds) 15% 1980-81 1981-82 1982-83 1983-84 1984-85 1985-86 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93
More informationTrends in College Pricing
Trends in College Pricing 2009 T R E N D S I N H I G H E R E D U C A T I O N S E R I E S T R E N D S I N H I G H E R E D U C A T I O N S E R I E S Highlights Published Tuition and Fee and Room and Board
More informationHousekeeping. Questions
Housekeeping To join us on audio, dial the phone number in the teleconference box and follow the prompts. Please dial in with your Attendee ID number. The Attendee ID number will connect your name in WebEx
More informationTRENDS IN. College Pricing
2008 TRENDS IN College Pricing T R E N D S I N H I G H E R E D U C A T I O N S E R I E S T R E N D S I N H I G H E R E D U C A T I O N S E R I E S Highlights 2 Published Tuition and Fee and Room and Board
More informationcover Private Public Schools America s Michael J. Petrilli and Janie Scull
cover America s Private Public Schools Michael J. Petrilli and Janie Scull February 2010 contents introduction 3 national findings 5 state findings 6 metropolitan area findings 13 conclusion 18 about us
More informationTwo Million K-12 Teachers Are Now Corralled Into Unions. And 1.3 Million Are Forced to Pay Union Dues, as Well as Accept Union Monopoly Bargaining
FACT SHEET National Institute for Labor Relations Research 5211 Port Royal Road, Suite 510 i Springfield, VA 22151 i Phone: (703) 321-9606 i Fax: (703) 321-7342 i research@nilrr.org i www.nilrr.org August
More informationRedirected Inbound Call Sampling An Example of Fit for Purpose Non-probability Sample Design
Redirected Inbound Call Sampling An Example of Fit for Purpose Non-probability Sample Design Burton Levine Karol Krotki NISS/WSS Workshop on Inference from Nonprobability Samples September 25, 2017 RTI
More informationGreta Bornemann (360) Patty Stephens (360)
Patty Stephens (360) 725-6440 Patty.Stephens@k12.wa.us Greta Bornemann (360) 725-6352 Greta.Bornemann@k12.wa.us Agenda Goal: Provide information to help educators and students adjust to changes in mathematics
More informationState Limits on Contributions to Candidates Election Cycle Updated June 27, PAC Candidate Contributions
State Limits on to Candidates 2017-2018 Election Cycle Updated June 27, 2017 Individual Candidate Alabama Ala. Code 17-5-1 et seq. Unlimited Unlimited Unlimited Unlimited Unlimited Alaska 15.13.070, 15.13.072(e),
More informationDiscussion Papers. Assessing the New Federalism. State General Assistance Programs An Urban Institute Program to Assess Changing Social Policies
State General Assistance Programs 1998 L. Jerome Gallagher Cori E. Uccello Alicia B. Pierce Erin B. Reidy 99 01 Assessing the New Federalism An Urban Institute Program to Assess Changing Social Policies
More informationBrian Isetts University of Minnesota - Twin Cities, Anthony W. Olson PharmD University of Minnesota, Twin Cities,
Volume 8 Number 1 Article 24 3-16-2017 An Evaluation of the Distribution, Scope, and Impact of Community Pharmacy Foundation Grants Completed by Academic Principal Investigators between 2002 and 2014 Brian
More informationTrends in Higher Education Series. Trends in College Pricing 2016
Trends in Higher Education Series Trends in College Pricing 2016 See the Trends in Higher Education website at trends.collegeboard.org for figures and tables in this report and for more information and
More informationThe following tables contain data that are derived mainly
APPENDIX Medical Schools in the United s, 2012-2013 Barbara Barzansky, PhD; Sylvia I. Etzel The following tables contain data that are derived mainly from the 2012-2013 Liaison Committee on Medical Education
More informationCLE/MCLE Information by State
/M Information by State Updated June 30, 2011 State /M Information Form Contact Telephone Email Alabama http://www.alabar.org/cle/ http://www.alabar.org/cle/course_approv al.cfm Linda Dukes Conner, of
More informationNASWA SURVEY ON PELL GRANTS AND APPROVED TRAINING FOR UI SUMMARY AND STATE-BY-STATE RESULTS
NASWA SURVEY ON PELL GRANTS AND APPROVED TRAINING FOR UI SUMMARY AND STATE-BY-STATE RESULTS FINAL: 3/22/2010 Contact: Yvette Chocolaad Director, Center for Employment Security Education and Research National
More informationOur Hazardous Environment
Geography 1110; Spring 2012 Our Hazardous Environment Instructor: Dr. Weimin Feng Office: Nevins Hall, Room 2067 Office phone: 333-7030 E-mail: wfeng@valdosta.edu Office hours: MWF 2-3 pm, or by appt.
More informationSTRONG STANDARDS: A Review of Changes to State Standards Since the Common Core
A Review of Changes to State Standards Since the Common Core STRONG STANDARDS achieve.org CONTENTS Introduction...2 English Language Arts...3 High-Level Findings for ELA...4 An Analysis of State ELA Standards...6
More informationMulti-Year Guaranteed Annuities
Guarantee Product 1st Year Rate Average Period Company Name Rate Thereafter Annual Yield (Lower for older ages) 3 years American National Palladium MYG ($100k +) 2.10% 2.10% 2.10% 1.50% 3 years Lincoln
More informationHistory of CTB in Adult Education Assessment
TASC Overview Copyright 2014 by CTB/McGraw-Hill LLC. All rights reserved. The Test Assessing Secondary Completion is a trademark of McGraw-Hill School Education Holdings LLC. McGraw-Hill Education is not
More informationATTRIBUTES OF EFFECTIVE FORMATIVE ASSESSMENT
ATTRIBUTES OF EFFECTIVE FORMATIVE ASSESSMENT A WORK PRODUCT COORDINATED 1 BY SARAH MCMANUS NC DEPARTMENT OF PUBLIC INSTRUCTION Paper prepared for the Formative Assessment for Teachers and Students (FAST)
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationValcik, N. A., & Tracy, P. E. (2013). Case studies in disaster response and emergency management. Boca Raton, FL: CRC Press.
MSE 6701, Case Studies in Natural Catastrophes and Man-Made Disasters Course Syllabus Course Description A critical look at emergency services management interactions in major historical natural catastrophes,
More informationEPA Approved Laboratories for UCMR 3
EPA Approved Laboratories for UCMR 3 These laboratories met the Unregulated Contaminant Monitoring Rule 3 (UCMR 3) Laboratory Approval Program application and marked with "" next to their names. This approved
More information93 percent of local providers will not be awarded competitive bidding contracts 2.
Durable Medical Equipment (DME) COMPETITIVE BIDDING Will Cost More Than 100,000 Jobs DMEPOS Competitive Bidding is set to be implemented January 1, 2011 in nine of the United States largest metropolitan
More informationSet t i n g Sa i l on a N e w Cou rse
Set t i n g Sa i l on a N e w Cou rse N AT I O N A L R E GI S TRY OF EM ER GENC Y MEDIC AL TEC HNIC IANS 2011 ANNUAL REPORT Under development for the past ten years, the most significant event in the 40-year
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationSTATE-BY-STATE ANALYSIS OF CONTINUING EDUCATION REQUIREMENTS FOR LANDSCAPE ARCHITECTS
STATE-BY-STATE ANALYSIS OF CONTINUING EDUCATION REQUIREMENTS FOR LANDSCAPE ARCHITECTS August 2015 Julia M. Lent, Hon. ASLA Managing Director, Government Affairs American Society of Landscape Architects
More informationPeer Comparison of Graduate Data
Peer Comparison of Graduate Data Enrollment and Degrees Total Number of Doctoral Degrees Awarded 2009 Institution 2009 Doctorates Granted of Florida 2,028 Ohio State - 1,617 of Minnesota-Twin Cities 1,594
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationUpdate Peer and Aspirant Institutions
Update Peer and Aspirant Institutions Prepared for Southern University at Shreveport January 2015 In the following report, Hanover Research describes the methodology used to identify Southern University
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationThe Economic Impact of College Bowl Games
The Economic Impact of College Bowl Games September 2016 TABLE OF CONTENTS Contents Executive Summary 1 Introduction 2 Bowl Game EI Studies 4 Analysis 5 Limitations 7 Research Team 8 EXECUTIVE SUMMARY
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationJANIE HODGE, Ph.D. Associate Professor of Special Education 225 Holtzendorff Clemson University
Hodge 1 JANIE HODGE, Ph.D. Associate Professor of Special Education 225 Holtzendorff Clemson University Academic Degrees B.S. Memphis State University 1976 Elementary Education M.A. University of North
More informationNational Survey of Student Engagement Spring University of Kansas. Executive Summary
National Survey of Student Engagement Spring 2010 University of Kansas Executive Summary Overview One thousand six hundred and twenty-one (1,621) students from the University of Kansas completed the web-based
More informationA Comparison of the ERP Offerings of AACSB Accredited Universities Belonging to SAPUA
Association for Information Systems AIS Electronic Library (AISeL) SAIS 2004 Proceedings Southern (SAIS) 3-1-2004 A Comparison of the ERP Offerings of AACSB Accredited Universities Belonging to SAPUA Ronald
More informationCareer Services JobFlash! as of July 26, 2017
Career Services JobFlash! as of July 26, 2017 Call or email if you need assistance: 941-359-7502 or talent@ringling.edu don t forget to log into your Focus Explorer! The following jobs have been posted
More informationNCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards
NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate
More informationTeaching Literacy Through Videos
Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,
More informationScience Studies Weekly 5th Grade
Science 5th Grade Free PDF ebook Download: Science 5th Grade Download or Read Online ebook science studies weekly 5th grade in PDF Format From The Best User Guide Database Florida - American Horizons.
More informationUnderstanding University Funding
Understanding University Funding Jamie Graham Registrar and AVP, Institutional Planning Brad MacIsaac AVP Planning & Analysis, and Registrar Where does Funding Come From Total Revenue Ontario $13.1B Other
More informationSusanna M Donaldson Curriculum Vitae
Susanna M Donaldson Curriculum Vitae Department of Sociology and Anthropology 307 Knapp Hall Phone: (304) 293-8844 West Virginia University Fax: (304) 293-5994 Morgantown, WV 25606-6326 smdonaldson@mail.wvu.edu
More informationGrade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay
Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationStrategic Plan Update, Physics Department May 2010
Strategic Plan Update, Physics Department May 2010 Mission To generate and disseminate knowledge of physics and its applications. Vision The Department of Physics faculty will continue to conduct cutting
More informationFree Fall. By: John Rogers, Melanie Bertrand, Rhoda Freelon, Sophie Fanelli. March 2011
Free Fall Educational Opportunities in 2011 By: John Rogers, Melanie Bertrand, Rhoda Freelon, Sophie Fanelli March 2011 Copyright 2011 UCLA s Institute for Democracy, Education, and Access UC All Campus
More information136 Joint Commission Accredited Organizations (1273 sites*) with Primary Care Medical Home (PCMH) Certification (by state) as of 1/1/2015
with Primary Care Medical Home (PCMH) Certification (by Eastern Aleutian Tribes Anchorage, AK (8 sites) Iliuliuk Family Health Services Unalaska, AK (1) Birmingham Health Care Birmingham, AL (5) Quality
More informationThe College of New Jersey Department of Chemistry. Overview- 2009
The College of New Jersey Department of Chemistry Overview- 2009 Faculty Heba Abourahma John Allison Michelle Bunagan Lynn Bradley Benny Chan Don Hirsh Jinmo Huang David Hunt Stephanie Sen (plus currently
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationCreate A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.
Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods
More informationLivermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor
Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationWhy Science Standards are Important to a Strong Science Curriculum and How States Measure Up
Evo Edu Outreach (2009) 2:359 371 DOI 10.1007/s12052-009-0155-y CURRICULUM ARTICLE Why Science Standards are Important to a Strong Science Curriculum and How States Measure Up Louise S. Mead & Anton Mates
More informationVOL VISION 2020 STRATEGIC PLAN IMPLEMENTATION
VOL VISION 2020 STRATEGIC PLAN IMPLEMENTATION CONTENTS Vol Vision 2020 Summary Overview Approach Plan Phase 1 Key Initiatives, Timelines, Accountability Strategy Dashboard Phase 1 Metrics and Indicators
More informationEnglish 2, Grade 10 Regular, Honors Curriculum Map
The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support
More informationCanada and the American Curriculum:
Canada and the American Curriculum: A Replicable Investigation of Area Studies content State by State 2013 NRC Conference Columbus, OH: Demonstrating the Impact of NRCs. February 27, 2013 Canadian-American
More informationStetson University College of Law Class of 2012 Summary Report
Stetson University College Law Class 2012 Summary Report Full-time Long-term Salaries # with Salary 25th Median 75th Mean Total = 341 Gender : Women Men Subtotal Race : Minority Nonminority Subtotal Gender
More information2007 NIRSA Salary Census Compiled by the National Intramural-Recreational Sports Association NIRSA National Center, Corvallis, Oregon
2007 NIRSA Salary Census Compiled by the National Intramural-Recreational Sports Association NIRSA National Center, Corvallis, Oregon 2007 Salary Census 2007 No part of this publication may be reproduced
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More information5 th Grade Language Arts Curriculum Map
5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
More informationMemorandum RENEWAL OF ACCREDITATION. School School # City State # of Years Effective Date
To: From: Date: Subject: Memorandum U.S. Department of Education, Appropriate State Agencies, and Appropriate Accrediting Agencies The Accrediting Commission of Career Schools and Colleges (ACCSC) Notice
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationtop of report Note: Survey result percentages are always out of the total number of people who participated in the survey.
Offering Report Recognition and Reward for Academic Advising...: Advisor Recognition and Reward... Summary Survey Name: Recognition and Reward for Academic Advising Offering Name: Advisor Recognition and
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationGrade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
Grade 4: Module 2A: Unit 2: Lesson 4 Using Academic Vocabulary to Apply for a Colonial Trade Job This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationGrade 6: Module 4: Unit 3: Overview
Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationAlbert (Yan) Wang. Flow-induced Trading Pressure and Corporate Investment (with Xiaoxia Lou), Forthcoming at
Albert (Yan) Wang 315 Lowder Hall 405 W. Magnolia Ave Auburn, AL 36849 Office: 334-844-5324 Cell: 205-737-2677 albertwang@auburn.edu Employment 2017/8 present: Synovus Fellow and Associate Professor, Department
More informationJames H. Walther, Ed.D.
James H. Walther, Ed.D. Curriculum Vitae Emporia State University School of Library and Information Management (SLIM) Campus Box 4025 1 Kellogg Circle Emporia, KS 66801-5415 Phone: 620-341-5698 Email:
More informationJon N. Kerr, PhD, CPA August 2017
JON NATHAN KERR, PhD, CPA ASSISTANT PROFESSOR THE OHIO STATE UNIVERSITY FISHER COLLEGE OF BUSINESS 2100 NEIL AVENUE 400 FISHER HALL COLUMBUS, OH 43210 Email: kerr.360@osu.edu Office: Fax: EDUCATION Columbia
More information3. Improving Weather and Emergency Management Messaging: The Tulsa Weather Message Experiment. Arizona State University
3. Improving Weather and Emergency Management Messaging: The Tulsa Weather Message Experiment Kenneth J. Galluppi 1, Steven F. Piltz 2, Kathy Nuckles 3*, Burrell E. Montz 4, James Correia 5, and Rachel
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationLEWIS M. SIMES AS TEACHER Bertel M. Sparks*
T LEWIS M. SIMES AS TEACHER Bertel M. Sparks* o describe Professor Lewis Mallalieu Simes is to list the qualities of a great teacher. And just as it is impossible to identify all the characteristics of
More informationThe newly revised NCSSFL-ACTFL Can-Do Statements offer language educators a
Using the Newly Revised Can-Do Statements to Make Learning Transparent By Jessica Haxhi and Jacque Bott Van Houten Access the newest version of the Can-Do Statements at actfl.org/global_statements. The
More informationFisk University FACT BOOK. Office of Institutional Assessment and Research
Fisk University 2013-2014 FACT BOOK Office of Institutional Assessment and Research 1 The 2013-2014 Fisk University Fact Book is designed to present and provide basic descriptive and statistical information
More informationGrade 5: Curriculum Map
Grade 5: Curriculum Map EL Education s Grades 3 5 comprehensive literacy curriculum is 2 hours per day of content-based literacy: Module lessons (60 minutes of daily instruction): explicitly teach and
More informationExamining the Structure of a Multidisciplinary Engineering Capstone Design Program
Paper ID #9172 Examining the Structure of a Multidisciplinary Engineering Capstone Design Program Mr. Bob Rhoads, The Ohio State University Bob Rhoads received his BS in Mechanical Engineering from The
More informationMy Identity, Your Identity: Historical Landmarks/Famous Places
Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content
More informationGrade 5: Module 3A: Overview
Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More information2013 donorcentrics Annual Report on Higher Education Alumni Giving
213 donorcentrics Annual Report on Higher Education Alumni Giving Summary of Annual Fund Key Performance Indicators July 212-June 213 214 2 Daniel Island Drive, Charleston, SC 29492 T 8.443.9441 E solutions@blackbaud.com
More informationMICHAEL A. TALLMAN Curriculum Vitae
MICHAEL A. TALLMAN Curriculum Vitae Oklahoma State University Department of Mathematics 401 Mathematical Sciences Stillwater, OK 74074 Email: michael.tallman@okstate.edu Website: www.michaeltallman.net
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationCenters for Disease Control and Prevention, Office for State, Tribal, Local and Territorial Support, Public Health Law Program
Centers for Disease Control and Prevention, Office for State, Tribal, Local and Territorial Support, Public Health Law Program Legal Epidemiology Competency Model Project PARTICIPANT LIST (CONFIRMED) ANDERSON,
More informationFinancial Education and the Credit Behavior of Young Adults
Financial Education and the Credit Behavior of Young Adults Alexandra Brown 1 J. Michael Collins 2 Maximilian Schmeiser 1 Carly Urban 3 1 Federal Reserve Board 2 Department of Consumer Science University
More information