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Grow Plants Grow

Transcript: What we need to know Shovels Ziplock bags Tray Gloves pH meter strips Soil Samples Water Coffee filters Distilled water 1) 1 To 3 teaspoons of soil 2) Pour Distilled same level with soil 3)Stir , shake around soil & water together 4)Place soil in coffee filter 5)Drain water from the coffee filter 6)Test Soiled water with pH strips. 7) Compare results with pH box results. To sustain plant life in our courtyard we must follow theses essentials . These essential components include sources of food, water, cover, and safe places to raise young. We dug a hole in the courtyard that was 12in" deep to get better results of the soil. we tested 3 different area sample of soil from the court yard , The middle, Next to the tree , and one that was hit with alot of sunlight. Middle pH level 1 -7.0 2nd try-7.0 Sunlight pH level 1- 6.5-7.0 2nd try-6.5-7.0 Next to tree pH level 1- 6.0 2nd try-5.5-6.0 The soil appears Malnourished Were going to test the conditions of the soil. To help plants grow , it has to have Phospherous , and Potassium. Grow Plants Grow By The Soil Mates What we know The End . How do we create the optimum environment to sustain plant life in the Irvin Courtyard? What is pH? A number between 0-14 that indicates if a chemical is an acid or a base. How is it used ? pH is often used to compare solution acidities, we also use pH strips. pH Scale & Ideal pH for plants 5.5 - 7.0 the optimum pH range for most plants. Soil with pH below 7.0 indicates that the soil is acidic , and pH above 7.0 indicating Alkaline conditons, 7.0 is neutral which means its good for growing conditions. Results Driving Question How are we going to treat the soil . What kind of plants can we plant in our courtyard. How are we going to sustain plant life in the courtyard. Materials Procedures to test pH in soil So the middle section of the courtyard is more neutral for growing plants .


Transcript: 80% of deaf and hard of hearing children are placed in a mainstream setting The Sign Language Interpreter facilitates communication between the deaf student, teacher, and classmates. The interpreter is not responsible for the deaf student or any other student in your class. The interpreter is not responsible for the deaf student's grades. The interpreter only responsible for interpreting what is said and making sure the student has appropriate access to the message. Interpreters adhered to a Code of Ethics which requires impartiality and confidentiality with all assignment related information. The interpreter attends IEP meetings to give feedback and make suggestions regarding communication and accommodations in the classroom. Most of all! Believe in your students' and their futures! We Need to Provide a Program of Excellence Deaf children notice they are different Deaf children feel a lack of acceptance Deaf children have a distorted view of themselves Deaf children often feel "left out" (Moores, 2006) Set up optimal classroom environments Provide high expectations for students Impart sensitivity to context The program has curriculum that is rigorous and relevant. Teachers Explicitly and Implicitly teach language. Students Avoid asking for the interpreter's opinions or comments regarding subject content during class time. Print outlines, notes and PowerPoints for the deaf student before you begin your lecture. (Olivia, 2012) Role of the Interpreter Learn basic signs to allow you to communicate directly with the student on a personable level. Implement Cognitive Strategies (Smith & Allman, 2010) Technology Services Audiological evaluations Daily monitoring of equipment Collaboration with parents and staff regarding the student's hearing status and needs Maintenance of equipment Scheduling of repair Technical support and training Provision of loaner assistive listening devices. "Intertwining language, social, and cognitive development is fundamental to deaf children's construction about the world and the way it works." Marschark and Hauser Require all students to raise their hands, so the Deaf student can fully participate in a class discussion. Interpreting Services Reality (Marschark & Hauser, 2012) Most communication comes through the eyes of deaf people. It is essential that the student can see the interpreter, teacher, and media simultaneous. Language Instruction GROW Deaf and Hard of Hearing Students in the Mainstream Setting Additional Services (Marschark & Hauser, 2012) Teacher's Responsibilities Give the deaf child sense of acceptance. References Captioned films and movies Computer-assisted note taking Computers Smart Board Document Camera Flashing fire alarms/bells TVs with captioning capability Soundfield systems Video Phone Will Access Collaborate with Colleagues Advocate Provide the deaf student with a notetaker in class. It is not appropriate for a deaf student to take notes and attempt to watch the interpreter and the teacher. Teach language based on authentic learning experiences. Sign-Language Interpreters Oral Interpreters Cued-Speech Transliterating Sign Language Interpreters Goals Allow the deaf students to educate their peers about their hearing loss. They can create a power point presentation that discusses their hearing loss, amplification needs, and modifications they need in the classroom. Speech and Language Therapy Occupational Therapy Counseling Bibliography Britton, J. E. (2004, November 24). Deaf Mainstreaming in America. Retrieved from Marschark, M. P., & Hauser, P. C. (2012). How Deaf Children Learn: What Parents and Teachers Need to Know. New York: Oxford University Press, Inc. . Moores, D. F. (2006). Print Literacy. In D. F. Moores, & D. S. Martin, Deaf Learners: Developments in Curriculum and Instruction (p. 41). Washinton, DC : Gallaudet University Press. Olivia, G. (2012, February 21). Sign Language Interpreters in Mainstream Classrooms: Heartbroken and Gagged. Retrieved from Street Leverage: Amplifying the Voice of the Sign Language Interpreter: Roy, C. M. (2009). Considerations for Teaching a Student Who is Deaf or Hard of Hearing in the Mainstream Setting. Retrieved from Smith, C. E., & Allman, T. (2010, June). Meeting the Challenges of Deaf Education Teacher Preparation: Innovative Practices in Online Learning . Retrieved from MERLOT Journal of Online Learning and Teaching : Yelling a deaf student's name is not appropriate. Instead tap the student on the shoulder or wave in their direction. Student to Student Relationship If the student is feeling frustrated or overwhelmed, encourage and reassure them that they can do well in and outside of school. The interpreter will stand next

Grow Baby Grow

Transcript: The students will start the unit out by looking at how water shapes our land. We will be looking at three different ways soil can shape our land. I will be setting up three types of land in two-litter bottles cut in half: one with just dirt, one with dirt and dried leaves, and the last one with dirt with plants growing in them. The children will look at each type of soil and think about when it rains how will it affect the soil. Have the students predict which type of soil would be best. At the end of each two-litter bottle will be a cup to catch the rain. The students will look at the rain that comes out into the cup and write about what they see. The first one has the nutrients and dirt in the cup. The second one has a slight brown discoloration. The third one has clear water. Discuss why the third one is clear and why. The roots have grown into the soil and keeps the soil from washing away. Students will be collaborating amongst each other, will reflect on their findings and share ways that outcomes could have been different. He thinks you need nutrients in the soil for the plants to grow. Imagine being in a classroom with no limits to supplies for planting a seed.............. What would you use? Where would you put this newly planted seed? Come back in 6 weeks and see how our seeds have been growing and see if: You really need soil for a plant to grow?!? "Yes," says Hannah. She thinks you need soil to help the plants grow. $1.25 Tuesday, March 14 , 2017 "Yes," says Reagan. Results of the Experiment! Do plants need soil to grow? Fall Baby Fall! Vol XCIII, No. 311 Grow Baby Grow! Grow Baby Grow!

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Transcript: Nobody knows babies like we do! Quality products . Good Customer service. Every Kid really loves this store.. BABYLOU ABOUT US About Us BabyLou was established in 2004. It has been more than a decade since we started, where we have ensured to take care of every need and want of every child and infant under one roof, true to the caption “NO BODY KNOWS BABIES LIKE WE DO”. Our benchmark is to provide 100% customer service and satisfaction and continue to deliver the same with a wide range of toys, garments and Baby Products. Play and Create We Are Best 01 02 03 Block games Building Blocks help Kids to use their brain. PLAY TO LEARN in Crusing Adventures Our Discoveries Enjoy a sunny vacation aboard a luxury yacht with the LEGO® Creator 3in1 31083 Cruising Adventures set. This ship has all the comforts you need, including a well-equipped cabin and a toilet. Sail away to a sunny bay and take the cool water scooter to the beach. Build a sandcastle, enjoy a picnic, go surfing or check out the cute sea creatures before you head back to the yacht for a spot of fishing. Escape into the mountains Disney Little Princes in Also available for your Babies..... Also... Out of The World… Our reponsibility BABYLOU…. Our Responsibility All children have the right to fun, creative and engaging play experiences. Play is essential because when children play, they learn. As a provider of play experiences, we must ensure that our behaviour and actions are responsible towards all children and towards our stakeholders, society and the environment. We are committed to continue earning the trust our stakeholders place in us, and we are always inspired by children to be the best we can be. Innovate for children We aim to inspire children through our unique playful learning experiences and to play an active role in making a global difference on product safety while being dedicated promoters of responsibility towards children.

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