ࡱ>  uzyxwvg [bjbjVV Cr<r<@DDDDDdX,9-(....///$#Dw5//w5w5DD..QQQw5D.D.Qw5QQ.Pe.s<0d 09zN!s= s,sD/W10Q2{3///P///9w5w5w5w5s///////// :  ROCHESTER CITY SCHOOL DISTRICT REGENTS LIVING ENVIRONMENT CURRICULUM CURRICULUM FRAMEWORK This curriculum should be used as a lesson planning guide/instructional design for teachers. The Key Ideas The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know. The Performance Objectives The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard. The Major Understanding The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes. Suggested Assessments These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives. Vocabulary The essential vocabulary were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms. The Suggested Activities The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used. The Conceptual Question The conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Indicators. SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING Working Effectively contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group. Gathering and Processing Information accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions. Generating and Analyzing Ideas developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data. Common Themes observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem. Realizing Ideas constructing components or models, arriving at a solution, and evaluating the results. Presenting Results using a variety of media to present the solution and to communicate the results. SCIENCE PROCESSING SKILLS Observing Using one or more of your senses to gather information about objects or events Seeing, hearing ,touching, smelling, or tasting or combinations of these Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc. Scientific observations are always recorded Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc. Classifying Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems. Based on an identification process objects or events can be grouped according to similarities and differences Objects or events are placed into categories based on their identifiable characteristics or attributes. Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information Comparing and Contrasting Identifying observable or measurable similarities and differences between two or more objects, data, events or systems Using specific criteria to establish similarities and /or differences between two or more objects or events. Showing what is common and what is uncommon between two objects, events, conditions, data, etc. Inferring A statement, reasonable judgment or explanation based on an observation or set of observations Drawing a conclusion based on past experiences and observations Inferences are influenced by past experiences Inferences often lead to predictions Taking previous knowledge and linking it to an observation An untested explanation Predicting Making a forecast of future events or conditions expected to exist Forecasting an expected result based on past observations, patterns, trends, data, or evidence Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted Using an inference to tell what will happen in the future Interpolated prediction is made between two known data points Extrapolated prediction is made outside or beyond known data points Measuring Making direct and indirect comparisons to a standard unit Each measurement has a number and a unit Making quantitative observations or comparisons to conventional or non-conventional standards Instruments may be used to make reliable, precise, and accurate measurements Communicating Verbal, graphic or written exchange of information Describing observations, procedures, results or methods Sharing information or observations with charts, graphs, diagrams, etc. Hypothesizing Making a possible explanation based on previous knowledge and observations Making an educated guess Proposing a solution to a problem based on some pertinent information on the problem Constructing an explanation based on knowledge of the condition Tells how one variable will affect the other variable A logical explanation that can be tested Identifying variables and their relationship(s) Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation) Testing a Hypothesis/ Experimenting Following a procedure to gather evidence to support or reject the hypothesis Applying the scientific method to gather supportive or non-supportive evidence Testing variables and drawing conclusions based on the results Designing investigations to test hypotheses Testing how one variable affects the other Following a precise method to test a hypothesis Forming conclusions based on information collected Controlling variables to isolate how one will affect the other. Answering a research question Making Models Creating representations of objects, ideas or events to demonstrate how something looks or works Models may be physical or mental representations Models can be computer generated Displaying information, using multi-sensory representations Constructing Graphs Identifying dependent and independent variables and showing relationships Showing comparisons between two or more , objects or events Distribution of percentages Producing a visual representative of data that shows relationships, comparisons or distribution Labeling and scaling the axis Descriptive data bar graph Continuous data line graph Converting discreet data into pictures Collecting and Organizing Data Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems Categorizing and tabulating the information to illustrate patterns or trends Recording measurements, male drawings, diagrams, lists or descriptions Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format. Sorting, organizing and presenting information to better display the results Using titles, tables, and units for columns Analyzing and Interpreting Data Looking for patterns, trends or relationships in the arrangement of data Deciding what the collection of information means Looking at pieces of data to understand the whole Looking at the independent and dependent variables and their relationship Looking for consistency and discrepancies in the data Making sense of the observations, data, etc. Forming Conclusions Making final statements based on the interpretation of data Making a decision or generalization based on evidence supported by the data Telling whether the data supports the hypothesis or not A factual summary of the data Researching Information Asking questions and looking for relevant information to answer it Using various methods and sources to find information Identifying variables and asking questions about it followed by gathering relevant information. Research questions may focus on one variable or the relationship between two variables. Asking relevant questions to a specific problem and identify resources to gather information and answer the problem Formulating Questions Asking the who, what, where, when, why, how, what if, of the problem, information, or even Using the given information to search for further understanding Asking textually explicit questions that can be answered by the text. Asking textually implicit questions that are inferential and cannot be answered by the text alone Estimating Making a judgment about the size or number of an item, or attribute without actually measuring it Making a judgment based on past experiences or familiarity Identifying Variables Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships Showing the cause and effect relationship in respect to the variables Any factor, condition, or relationship that can affect the outcome of an experiment, event or system. There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant). Controlling Variables Keeping variables consistent or constant throughout and experiment Controlling the effect or factors that influence the investigation Forming Operational Definitions Tell how an object, item, idea, or model functions works or behaves Tells the purpose or the use of the object or model Tells what the term means and how to recognize it Reading Scales and Instruments Identifying the intervals and scales Reading or counting the total number of scales , graduations or points Identifying initial and final measurements, counts or increments Calibrating Instruments Setting the instrument to zero before beginning to use it Adjusting the instrument to measure exact with known copies Setting the instrument measures to a known standard Following Procedures Following a given set of oral or written directions to accomplish a specific task to obtain desired results Applying Formulas Using theoretical formulas to a concrete or abstract situation Applying a theoretical measurement to a model Gathering information from a known condition or situation and substituting the elements or variables into a formula. Interpreting Scientific Illustrations Looking for connections, sequences and relationships amongst the components Identifying individual and multiple relationships Categorizing groups and individual entities Reading the label or description of the illustration Sequencing Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria Identifying the elements and organizing them chronologically Conduct an Investigation Identify the question or problem Conduct some preliminary research Identify the variables Develop and follow the procedures Make observations and collect data Analyze the information and report the results Identifying Properties Selecting items, conditions or events based on specific attributes or features Evaluating Making a judgment of worth or merit based on a set of criteria Deciding to approve or disapprove a based on some standard Asking how the data was obtained or how the information was collected Asking how the investigation was done Seeking and Providing Evidence Searching for and sharing factual information Identifying relationships or proofs that support an argument Stating specific and significant or relevant information to support an idea, decision or argument Making Decisions Gathering relevant information, or evidence to support a choice between alternatives Manipulating Materials Handling materials and equipment in a safe, skillfully and in an appropriate manner Generalizing Making a general statements from specifics, particulars, or components Identifying Cause and Effect Relationships Recognizing the influence of the independent variable on the dependent variable Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome Constructing Tables Placing similar information into categories Ordering discrete information into groups to develop patterns, trends, etc Using columns and rows to distinguish elements and components of the information Analyzing Results Determine the meaning of the data collected Identifying specific patterns from the information or effects Separating the information to understand the components Interpreting Graphs Identify the variables and categories Look for relationships and patterns Look for sources of errors Asking what is evident from the information Can interpolations and extrapolations be made from the data Interpreting Diagrams Tell what the objects, or items represents Tell what the diagram is a model of, or represents Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes Tell the sequence of events or the chronology of the elements Construct an explanation from the interrelated parts or components ROCHESTER CITY SCHOOL DISTRICT REGENTS LIVING ENVIRONMENT STANDARD 1 SCIENTIFIC INQUIRY Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Performance Indicator 1.1 Elaborate on basis scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent ones thinking. Major UnderstandingPerformance ObjectivesSuggested Assessment1.1a Scientific explanations are built by combining evidence that can be observed with what people already know about the world. Explain how scientific explanations are constructed.Define what an observation is. Describe different ways to make observations. Identify which senses were used to collect various recorded observations. Construct scientific explanations based on observations.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Senses Scientific Observations Evidence Scientific ExplanationsGive students an object and have them define it using all their senses, but not its name. Conduct activities that involve the senses to make observations. Conduct activities that use specific senses to observe objects events or natural phenomena. What are different ways to make observations? How does observing phenomena help us to understand it? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Performance Indicator 1.1 Elaborate on basis scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent ones thinking. Major UnderstandingPerformance ObjectivesSuggested Assessment1.1b Learning about historical development of scientific concepts or about individuals who have contributed to scientific knowledge provides a better understanding of scientific inquiry and the relationship between science and society. Explain the relationship between science and society. Explain how scientific concepts build upon each other over time. Describe how and why science has such an influence on society. Identify 2 major scientific discoveries in past 100 years and describe how they influenced society or impacted humans.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Scientific concepts Scientific inquiry Scientific knowledgeResearch a historical scientist and detail how his/her knowledge helped change the world. Construct a timeline of major scientific discoveries. How does science change society over time? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Performance Indicator 1.1 Elaborate on basis scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent ones thinking. Major UnderstandingPerformance ObjectivesSuggested Assessment1.1c Science provides knowledge, but values are also essential to making effective and ethical decisions about the application of scientific knowledge. Explain the relationship between ethics and science. Explain why scientific practices must have ethical considerations. Identify reasons why mankind cannot do whatever they want. List advantages and disadvantages of specific scientific research. Describe how peoples ethics and religion play a role in their approval of some research.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Ethics Morals Values KnowledgeGive students 2 scientific dilemmas and have them list the Pros and Cons of each. Have groups of students research specific experiments and present them to the class to determine weather or not they should get funding. How do you determine what science is good and what is bad? Are all science safe? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Performance Indicator 1.2 Hone ideas through reasoning, library research, and discussion with others, including experts. Major UnderstandingPerformance ObjectivesSuggested Assessment1.2a Inquiry involves asking questions, locating, interpreting, and processing information from a variety of sources. Describe how inquiry leads to the acquisition of information and knowledgeDemonstrate the ability to develop a hypothesis based on information given. Describe the inquiry process. List various ways to obtain information.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Interpreting data Data Inquiry Answer questions based on a graph. Treasure hunt based on questions to find specific item. Give groups of students questions and have them use internet, library, and journals to find the answer and compare. Have students analyze graphs to come up with statistical information. What is scientific inquiry? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Performance Indicator 1.2 Hone ideas through reasoning, library research, and discussion with others, including experts. Major UnderstandingPerformance ObjectivesSuggested Assessment1.2b Inquiry involves making judgments about the reliability of the source and relevance of information. Explain how inquiry can be used to justify information.Determine the reliability of sources of information. Apply the inquiry process to validate judgments.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Reliability Validity Relevance Judgment Conduct case studies that lead to the need for further inquiry. How is inquiry used to validate judgments? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Performance Indicator 1.3 Work toward reconciling competing explanations; clarify points of agreement and disagreement. Major UnderstandingPerformance ObjectivesSuggested Assessment1.3a Scientific explanations are accepted when they are consistent with experimental and observational evidence and when they lead to accurate predictions. Explain why hypotheses are only accepted after a great deal of testing. Describe how scientific explanations become accepted.Identify and define scientific theories, laws, explanations, and hypothesis. Differentiate between a prediction, inference, and hypothesis.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Prediction Observe Scientific explanations Experimental evidence Observational evidence HypothesisHave students make a hypothesis and test it, then give it to another student to make a prediction with. Practice making predictions based on trend data. How does a hypothesis become a law? How are scientific explanations categorized?  Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Performance Indicator 1.3 Work toward reconciling competing explanations; clarify points of agreement and disagreement. Major UnderstandingPerformance ObjectivesSuggested Assessment1.3b All scientific explanations are accepted when they are consistent with experimental and observational evidence and when they lead to accurate predictions. Explain how scientific explanation becomes theory or law.Identify and define a scientific law, theory, and hypothesis. Distinguish between scientific law, scientific theory, and hypothesis.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Scientific explanation Experimental evidence Observational evidence Accurate predictionsConduct experiments to test various known scientific laws, theories and individual hypothesis. How are scientific predictions made? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Performance Indicator 1.4 Coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity, and recognize the need for such alternative representations of the natural world. Major UnderstandingPerformance ObjectivesSuggested Assessment1.4a Well-accepted theories are ones that are supported by different kinds of scientific investigations often involving the contributions of individuals from different disciplines. Explain how scientific theories are developed. Determine whether statements are theories or not.Determine whether a statement is a well supported theory or not. Analyze evidence to determine if they support scientific theories.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsTheory Discipline Scientific investigation Disciplines Research a modern scientific theory and evaluate for contributions from various scientific disciplines. Investigate a problem and form scientific teams to collectively solve the problem. Investigate and test various theories. What is a well-accepted theory? How do theories become accepted?Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. Performance Indicator 2.2 Refine research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion. Major UnderstandingPerformance ObjectivesSuggested Assessment2.2a Development of research plans involve researching background information and understanding the major concepts in the area being investigated. Recommendations for methodologies, use of technologies, proper equipment, and safety precautions should also be included. Explain the importance of researching information before investigating. Explain the importance of proper equipment and safety precautions. Describe the major components of a research plan.Identify information that would or would not be helpful when developing a research plan. Develop a set of safety precautions for a given experiment, including proper use of materials and equipment. Determine whether a research plan is complete or incomplete.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Procedure Research Safety precautions Scientific method/processConduct relatively simple lab procedure with incomplete directions, background, and materials. Have students evaluate the experience and fill in information where they believe it is needed / necessary. What are the critical elements of a research plan? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. Performance Indicator 2.3 Develop and represent proposals including formal hypotheses to test explanations, i.e., predict what should be observed under specific conditions if the explanation is true. Major UnderstandingPerformance ObjectivesSuggested Assessment2.3a Hypotheses are predictions based upon both research and observation. Describe the roles of research in developing hypotheses/predictions and observations. Describe the relationship of research and observation in forming predictions. Distinguish between research and observation. Define hypothesis. Construct various hypotheses.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Observation Prediction Hypothesis Theory ResearchHave students form two groups and make predictions based on observation alone, or research alone. Have students make predictions based on both research and observation. What factors contribute to making accurate predictions? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. Performance Indicator 2.3 Develop and represent proposals including formal hypotheses to test explanations, i.e., predict what should be observed under specific conditions if the explanation is true. Major UnderstandingPerformance ObjectivesSuggested Assessment2.3b Hypotheses are widely used in science for determining what data to collect and as a guide for interpreting the data. Explain how a hypothesis can be used to determine the data to be collected.Using given hypotheses, provide variables to be tested and possible data could be collected as a result. Distinguish between data and information. Identify relevant and irrelevant data. Describe the relationship between hypothesis and data collection.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsHypothesis Data Interpretation Independent variable Dependant variable Control group Variable group Placebo Have students propose a question, formulate hypotheses, perform experiment, interpret and analyze data through various lab activities. Have students identify variables to be tested in experiments as stated in hypothesis. What is the purpose of a hypothesis? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. Performance Indicator 2.3 Develop and represent proposals including formal hypotheses to test explanations, i.e., predict what should be observed under specific conditions if the explanation is true. Major UnderstandingPerformance ObjectivesSuggested Assessment2.3c Development of a research plan for testing a hypothesis requires planning to avoid bias (e.g., repeated trails, large sample size, and objective data-collection techniques).Explain the process in conducting valid, reliable and accurate research to test hypotheses.Identify the flaws in a research plan. Identify the essential elements of a research plan.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Hypothesis Bias Sample Validity Reliability Accuracy Sample size Objective data collection Develop an experiment/research plan with a hypothesis to test an explanation. Have students evaluate research plans for bias. Identify different research in the news that may have bias and evaluate in groups. What factors can influence research development? What makes a research plan valid? Why should a research plan be reliable? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. Performance Indicator 2.4 Develop and represent proposals including formal hypotheses to test explanations, i.e., predict what should be observed under specific conditions if the explanation is true. Major UnderstandingPerformance ObjectivesSuggested Assessment2.4a A research plan designed for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.Design a research plan that requires specific techniques and procedures. Design a research plan that requires specific apparatus to record observations. Identify specific equipment used for obtaining and recording information. Identify and describe various ways observation can be recorded.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Apparatus Observation Visuals Common laboratory equipment Conduct activities with specific instruments and record observations, i.e., graduated cylinder, microscope, etc. What is the purpose of a research plan? Why are instruments used to record data? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena. Performance Indicator 3.1 Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data. Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1a Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena. Demonstrate the ability to interpret data from various sources and forms. Given data from an experiment, students will organize and graph the data, make a generalization about the data, and develop a hypothesis regarding the experimental data.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsInterpret Data Hypothesis Phenomena Independent variable Dependent variable Practice graphing data. Examine various forms of data and formulate statements from the interpretation. Why do scientists interpret data? What is the difference between data and information? Why must data be organized? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena. Performance Indicator 3.4 Based on the results of the test and through public discussion, revise the explanation and contemplate additional research. Major UnderstandingPerformance ObjectivesSuggested Assessment 3.4a Hypotheses are valuable, even if they turn out not to be true, because they may lead to further investigation. Explain the importance of formulating hypotheses in research plans.Identify various hypotheses from research plans. Explain the importance of hypotheses in conducting research. Describe the relationships between the hypothesis and the results of experiments.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Hypotheses Null hypothesis Formulate hypothesis Conduct investigations to test various hypotheses. Use case studies to determine whether the data support the hypotheses or not. How does the conclusion of an investigation relate to the hypothesis? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena. Performance Indicator 3.4 Based on the results of the test and through public discussion, revise the explanation and contemplate additional research. Major UnderstandingPerformance ObjectivesSuggested Assessment 3.4b Claims should be questioned if the data are based on samples that are very small, biased, or inadequately controlled, or if the conclusions are based on the faulty, incomplete, or misleading use of numbers.Explain why small samples can be biased. Describe the effect of incomplete data on the conclusion.Identify problems with samples in a study. Predict the outcome of an experiment with incomplete data. Identify biases in various experimental designs.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsBias Variables Sample Observation PhenomenaPerform an experiment with a small sample group and compare it to a larger sample group using the same experiment for both. Demonstrate the effect of sample size bias, or faulty variable identification on the experimental results. What factors in an experiment make the data invalid? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena. Performance Indicator 3.4 Based on the results of the test and through public discussion, revise the explanation and contemplate additional research. Major UnderstandingPerformance ObjectivesSuggested Assessment 3.4c Claims should be questioned if fact and opinion are intermingled, if adequate evidence is not cited, or if the conclusions do not follow logically from the evidence given.Explain why opinions are not valid when concluding data. Given a set of conclusions, students will identify which ones are based on the data and which are opinion. Identify reasons why conclusions need to be based on data. Identify facts from opinions from various statements.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Opinion Claims Evidence Conclusions Fact LogicHave students create a comparison chart highlighting the differences between fact and opinion. Evaluate various statements or either fact or opinion. Compare conclusions based on facts and conclusions based on opinions. When is it appropriate to question the conclusion of an experiment? Why opinions are not considered valid data? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena. Performance Indicator 3.5 Develop written report for public scrutiny that describes the proposed explanation, including literature review, the research carried out, its result, and suggestions for further research. Major UnderstandingPerformance ObjectivesSuggested Assessment 3.5a One assumption of science is that other individuals could arrive at the same explanation if they had access to similar evidence. Scientists make the results of their investigation public; they should describe the investigations in ways that enable others to repeat the investigations. Explain the importance of creating experiments that can be easily conducted by other scientists. Evaluate scenarios and give reasons why further testing is needed or not needed. Perform an experiment and compare the actual results to the expected results. Identify the reasons why other scientists must be able to reproduce the results of an experiment.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Replicability Peer reviewHave students develop and properly record an investigation that can be conducted by others. Research experiments that have been conducted by many scientists and compare all the results. Conduct investigation on a specific problem and compare the results. Why is it critical to develop a well written procedure in an experiment? Standard 1: Mathematical analysis, scientific inquiry, and engineering design. Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena. Performance Indicator 3.5 Develop written report for public scrutiny that describes the proposed explanation, including literature review, the research carried out, its result, and suggestions for further research. Major UnderstandingPerformance ObjectivesSuggested Assessment 3.5b Scientist use peer review to evaluate the results of scientific investigations and the explanations proposed by other scientists. They analyze the experimental procedures, examine the evidence, identify faulty reasoning, point out statements that go beyond the evidence, and suggest alternative explanations for the same observations. Describe the importance of peer review when concluding investigations.Compare the value of different types of peer review. Identify the flaws of various experimental procedures and results.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Variability Precision Peer reviewComplete a lab, and have students review each others work in order. Review simulated lab, and have students point out flaws, and provide explanations for those flaws. What is the value of a peer review? TOPIC 1 CHARACTERISTICS OF LIVING SYSTEMS Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Major UnderstandingPerformance ObjectivesSuggested Assessment 1.1a Populations can be categorized by the function they serve. Food webs identify the relationships among producers, consumers, and decomposers carrying either autotropic or heterotropic nutrition. Describe the relationships between producers, consumers, and decomposers. Explain the interdependence and interaction of population roles/function in ecosystems.Define producer, consumer and decomposer. Identify the various trophic levels in an ecosystem. Describe the various roles of populations in an ecosystem. Explain interdependence through food webs. Distinguish between autotropism and heterotropism. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsAutotroph Heterotroph Food Web Producers Consumers Population Decomposers Interdependence Create a food web illustrating the various populations and their roles. Investigate the role of autotrophic and heterotrophic nutrition. Investigate the level of interdependence in food webs. Why do populations have different functions in ecosystems?  Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Major UnderstandingPerformance ObjectivesSuggested Assessment 1.1b An ecosystem is shaped by the nonliving environment as well as its interacting species. The world contains a wide diversity of physical conditions, which creates a variety of environments. Describe how different physical conditions affect and shape various environments.Identify and explain the importance of abiotic factors in an environment. Compare different environments and how abiotic factors influence these environments. Compare the physical conditions of different environments (i.e., tundra and rainforest).Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsAbiotic Biotic Ecosystem Species Physical conditions List the abiotic factors in a given environment. Observe the physical attributes of various ecosystems.How do the nonliving factors in an environment contribute to diversity and stability? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Major UnderstandingPerformance ObjectivesSuggested Assessment 1.1c In all environments, organisms compete for vital resources. The linked and changing interactions of populations and environment compose the total ecosystem. Explain how competition influences interactions and changes in the ecosystem. Explain why competition occurs amongst population in ecosystems.Explain how relationships amongst populations help maintain balance within an ecosystem. Identify the various types of relationships in ecosystems. Identify factors that lead to competition amongst populations.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsCompetition Symbiosis Predation Commensalism Parasitism Mutualism Predator Prey Construct various food webs highlighting the different relationships. Activity/Lab that simulates predator prey. Demonstrate how relationships amongst populations constitute an ecosystem. Find examples of the various relationships in ecosystems. How do interactions between different populations effect an ecosystem? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Major UnderstandingPerformance ObjectivesSuggested Assessment 1.1d The interdependence of organisms in an established ecosystem often results in approximate stability over hundreds and thousands of years. For example, as one population increases, it is held in check by one or more environmental factors or another species. Explain how interdependence of organisms leads to stability over time. Describe the factors and cyclical nature of stabilization of population in ecosystems.Describe the trend in stability with predator and prey populations over time. Identify and describe environmental factors that contribute to population stability. Explain population dynamics from graphs.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Interdependence Established ecosystem Stability Environmental factors Limiting factorsStudy population dynamics and observe how they contribute to stability. Construct data charts that display population stabilization. How do populations stabilize over time? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Major UnderstandingPerformance ObjectivesSuggested Assessment 1.1e Ecosystems, like many other complex systems, tend to show cyclic changes around a state of approximate equilibrium. Explain how ecosystems maintain a state of equilibrium. Describe the cyclic changes that occur in ecosystems.Identify the cyclic changes that occur in ecosystems. Explain how ecosystems maintain a state of equilibrium. Identify factors that cause changes in ecosystems. Compare the cyclical changes to cyclical changes in other systems.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Ecosystems Complex systems Cyclic changes Ecological cycles Approximate equilibriumObserve and record the cyclic changes that occur in ecosystems. Investigate how the need for equilibrium affects cycle changes in ecosystems. How do ecosystems maintain a state of equilibrium? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Major UnderstandingPerformance ObjectivesSuggested Assessment 1.1f Every population is linked, directly or indirectly, with many others in an ecosystem. Disruptions in the numbers and types of species and environmental changes can upset ecosystem stability. Describe the role of numbers and diversity in populations and its influence in ecosystem stability. Identify the causes and effects of ecosystem disruptions. Describe the effects of changes in species population on ecosystems. State the importance of the roles of population in ecosystems.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Species Population density Carrying capacity Ecosystem stability Disequilibrium Conduct activities and investigations to observe how the disruption of food chains, and food webs destabilize ecosystems. Observe the interactions of species in ecosystems. How can ecosystems become unstable?  TOPIC II HUMAN STRUCTURE AND FUNCTION Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2a Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms. Explain how organization is necessary to maintain efficiency with increasing levels of complexity.Sequence the levels of biological organization. Identify and define each level of biological organization. Explain why organization is needed in living systems.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsLevels of organization Biological complexity Structure Functions Organelles Cells Macromolecules Tissues Organs Organ systems Organisms Construct a chart of the level of biological organization. Compare the relationships of organization and complexity to these of other systems (such as economics, factories, etc.) How are living things organized from simple to complex? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2b Humans are complex organisms. They require multiple systems for digestion, respiration, reproduction, circulation, excretion, movement, coordination, and immunity. The systems interact to perform the life functions. Describe how the human body systems function to sustain life. Identify the parts of the human body systems and describe their major functions.Identify and label the humans body systems. Describe how each human body system function. Describe how body systems interact to keep the organism alive.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Complex organisms Digestion Respiration Reproduction Circulation Excretion Movement Coordination Immunity Study and label visuals of the human body systems. Observe videos on how the human body functions.How is the human body organized to maintain life? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2c The components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective actions. Explain why negative feedback is important. Explain how components of the human body system operate to maintain stability in the organism. Describe how negative feedback is used to regulate hormone levels. Diagram a negative feedback loop Include drawings of glands/organs and explanations of steps. Demonstrate how equilibrium is maintained through feedback mechanism.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Feedback Mechanism Positive Feedback Negative Feedback Pancreas Hormones StimuliIdentify and explain various negative feedback loops. Investigate a feedback system that controls the output of pancreatic hormones insulin and glucagon. Create a diagram or graph to show the relationship between blood sugar levels and hormone levels. Draw a model of negative feedback in the endocrine system. Investigate stages of child birth as a positive feedback. How do biological systems achieve homeostasis through feedback mechanisms?  Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2d If there is a disruption in any human system, there may be a corresponding imbalance in homeostasis. Describe how diseases disrupt homeostasis. Demonstrate how the body reacts to description in stability. Explain how diseases affect the homeostatic in humans. Describe how diseases or injury may disrupt the functioning of body systems. Describe how the human body responds to a disease state.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Disease Pathogen Virus Bacteria Fungus Parasite Antibiotic Toxin Research how specific diseases affect the functions of body systems.How do diseases disrupt homeostasis?  Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2e The organs and the systems of the body help to provide all the cells with their basic needs. The cells of the body are different kinds and are grouped in ways that enhance how they function together. Explain how body systems function to support the organism at the cellular level.Identify the major organ systems and their parts in the human body. Show how various systems address cells with specific needs. Describe how tissues function in organ systems. Identify and describe the cellular needs of various organ systems.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Cells Tissue Organ Organ systems Homeostasis Trace the passage of materials through various organ systems. Study how organ system work together to support homeostasis. Study the tissue specialization in various organ systems. How do systems function to support each other at the microscopic and macroscopic levels. TOPIC III CELLULAR ORGANIZATION Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2f Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together. Explain how cells have specialized organelles that coordinate and support life eukaryotic.Identify and define the major organelles of the cell. Describe the function of the major cell organelles. Distinguish between plant and animal cell structures. Identify different types of cells and their various functions.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Organelles Eukaryotic cell Study charts of the living cell. Compare plant and animal cells. Observe cells under the microscope. Construct charts that show cell structures and functions. How does the cell operate like a system? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2g Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells. Describe the ways materials move in and out of the cell.Identify and describe the processes that move materials in and out of cells. Compare and contrast diffusion and active transport. Distinguish between hypotonic, hypertonic and isotonic / solutions. Compare endocytosis and exocytosis.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsBulk transport Endocytosis Exocytosis Vessels Diffusion Facilitated diffusion Active transport Hypertonic Hypotonic Isotonic Gradient Observe videos on diffusion active transport and bulk transport Conduct investigation on diffusion and osmosis. Conduct investigation on plasmolysis and tugor. How do materials get in and out of cell? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2h Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large organic food molecules such as proteins and starches must initially be broken down (digested to amino acids and simple sugars respectively), in order to enter cells. Once nutrients enter a cell, the cell will use them as building blocks in the synthesis of compounds necessary for life. Describe the major macromolecules and nutrients and how they support the activities and structure of cells.Identify and define the major macromolecules and nutrients. Distinguish the major functions of each macromolecule and nutrient. Describe the anabolic and catabolic processes with the major macromolecules.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsPolymer Monomer Protein Amino acid Carbohydrate Monosaccharide Nucleus acid Nucleotide Dehydration synthesis Condensation Hydrolysis Lipids Fatty acids Steroids Cholesterol Denaturation Anabolic CatabolicConduct investigation on the nutrient content of various foods (food test). Observe the organic/molecular structure of major nutrients. Construct a chart to compare the polymer, monomer, and major uses of the essential macromolecule. What are the essential nutrients for the cell? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2i Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage (nucleus). Identify the major organelles in a typical plant and animal cell and describe their functions.Identify and describe the functions of the major organelles in plant and animal cells. Explain how specialization in eukaryotic cells enhances efficiency.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsCell membrane Mitochondria Nucleus Cell wall Cytoplasm Golgi bodies Vacuoles Endoplasmic reticulum Lysosomes Cytoskeleton Chloroplast Ribosomes Observe cell structures and their functions. Study charts of cell organelles and their major structure and functions. How are cells efficient in their functions? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major UnderstandingPerformance ObjectivesSuggested Assessment 1.2j Receptor molecules play an important role in the interactions between cells. Two primary agents of cellular communication are hormones and chemicals produced by nerve cells. If nerve or hormone signals are blocked, cellular communication is disrupted and the organisms stability is affected. Describe the process of communication between cells.Describe the role of hormones and other chemical messengers in the cell. Describe the roles of receptor proteins in cell membranes. Describe the structure and roles of communication channels with adjoining cells.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsEndocrine system Receptor sites Receptor proteins Target cells Gap junctions Plasmodesmata Desmosomes Tight functions Neuro-muscular junction Hormones Conduct activities involving the nervous system. Observe videos on the endocrine and nervous systems. How do cells communicate efficiently? Standard 4: Living Environment Key Idea 1: Living things are both similar to and different from each other and from non-living things. Performance Indicator 1.3 Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms. Major UnderstandingPerformance ObjectivesSuggested Assessment 1.3a The structures present in some single-celled organisms act in a manner similar to the tissues and systems found in multicellular organisms, thus enabling them to perform all of the life processes needed to maintain homeostasis. Explain how prokaryotes carry out life activities as one-celled organisms.Describe the basic structure of prokaryotes. Compare and contrast prokaryotes with eukaryotes in structure and function.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Prokaryotes Binary fission Eukaryotes Homeostasis Multicellular organisms Observe prokaryotes under the microscope and videos. Study the simplicity of prokaryotic life forms and activities. How do one-celled organisms carry out specific life functions? TOPIC IV GENETICS AND MECHANISM OF INHERITANCE Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.1a Genes are inherited, but their expression can be modified by interactions with the environment.  Explain how gene expressions can be modified by interactions with the environment. Identify environmental interactions or interactions that can influence gene expression. Describe the process by which environmental interactions influence gene expression. Give examples of gene expressions that result from environmental interactions. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Genes Mutation Mutagen Mutagenic Teratogenic  Study the effects of the environment of gene expression. Research some examples of environmental influences on gene expressions.  How can environmental interactions influence gene expressions? Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.1b Every organism requires a set of coded instructions for specifying its traits. For offsprings to resemble their parents, there must be a reliable way to transfer information from one generation to the next. Heredity is the passage of these instructions from one generation to another.  Explain how parental traits are passed on to their offspring. Explain the meaning of dominance. Describe the difference between a monohybrid and dihybrid cross. Describe an example of transmission of traits from one generation to other using a Punnett square. Describe the laws of dominance, segregation and independent assortment. Predict the transmission of dominant and recessive traits. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Traits Dominant trait Recessive trait Hybrid Homozygous Heterozygous Genotype Phenotype Monohybrid Cross Dihybrid Cross Independent assortment Segregation  Research and find a list of ten dominant traits in humans. Use chart to obtain information about each students parents and siblings so students can understand why they look like they do. Practice using the punnett square to determine offspring probability. Why do some offspring resemble their parents more than others? Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.1c Heredity information is contained in genes, located in the chromosomes of each cell. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes in its nucleus. Explain how the process of incomplete dominance, codominance, and intermediate inheritance determine the transmission of the genes from one generation to the next. Describe how genetic recombination is used to produce genetic maps.  Distinguish the difference between a trait with multiple alleles and a polygenic trait. Describe the mechanism of incomplete dominance and its significance. Compare and contrast the concepts of incomplete dominance and codominance. Explain how intermediate inheritance lead to genetic diversity. Demonstrate the significance of incomplete dominance. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsAllele Codominance Polygenic Autosomes Gene Genetic naps Chromo sonic Incomplete dominance Codominance Genetic recombination Trait Inherited trait Make a poster illustrating a dihybrid cross and the resulting offsprings in pea plants. Research information on the internet that discusses incomplete dominance. How are genes expressed as traits?  Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and Function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.1d In asexually reproducing organisms, all the genes come from a single parent. Asexually produced offspring are normally genetically identical to the parent.  Describe the process and results of asexual reproduction.Identify and sequence the stages of mitosis. Describe how mitosis ensures genetically identical daughter cells. Describe the process of budding, fragmentation and vegetative reproduction. Describe the advantages and disadvantages of asexual reproduction.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Asexual reproduction Prophase Metaphase Anaphase Telophase Genetically identical  Investigate the problems with mitotic division in cancer cells. Construct a graphic organizer of asexual reproduction. Observe videos on asexual reproduction in various organisms. Conduct microscopic analysis of mitosis. How does asexual reproduction contribute to the survival of the species?  Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents Major UnderstandingPerformance ObjectivesSuggested Assessment 2.1e In sexually reproducing organisms, the new individual receives half of the genetic information from its mother (via the egg) and half from its father (via the sperm). Sexually produced offsprings often resemble, but are not identical to, either of the parents.  Explain why the offspring produces by sexual reproduction are genetically similar, but not identical to their parents. Explain why sexual reproduction does not produce identical offspring.  Explain the process and result of meiosis in producing variations in organisms. Compare and contrast between a haploid and diploid cell. Identify and sequence the stages of meiosis. Explain the relationship between meiosis and variation. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Crossing over Haploid Diploid Homologous chromosomes Sex-linked traits Autosomes Independent assortment Tetrad Synopsis  Construct an outline that identifies the main events during each phase of meiosis. Compare and contrast the stages of mitosis and meiosis. Why do sex cells need to have reduced chromosome numbers? How does sexual recombination lead to variation? Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UndestandingPerformance ObjectivesSuggested Assessment 2.1f In all organisms, the coded instruction for specifying the characteristics of the organism are carried in DNA, a large molecule formed from subunits arranged in a sequence with bases of four kinds (represented by A, G, C, and T). The chemical and structural properties of DNA are the basis for how the genetic information that underlies heredity is both encoded in genes (as a string of molecular bases) and replicated by means of a template.  Explain how the structure and replication of DNA determines genetic continuity. Explain how genetic information is stored to the DNA molecule. Demonstrate complementarity in DNA. Describe the chemical structure of DNA. Explain how semi-conservative replication maintains continuity. Describe the relationship between DNA and genes.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Nucleotide Replication Template DNA RNA Nitrogenous bases Complementarity  Create DNA molecules using different combinations of letters to say something specific, i.e., have a code for combinations of letters. Conduct biodiversity lab. How is the expression of the in the offsprings determined by the DNA?  Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.1g Cells store and use coded information. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires.  Describe the process of how proteins are made from genes.  Describe the chemical structure of RNA and its role in the protein synthesis. Compare and contrast the structure of DNA and RNA and their roles in protein synthesis. Identify the difference between translation and transcription. Describe the processes of transcription and translation as they relate to protein synthesis. Explain the flow of genetic information from DNA to protein. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Polypeptide Transcription Codon Translation Ribosome Transfer RNA Anti-codons Ribosomal RNA Messenger RNA  Draw a flow chart to illustrate the steps of protein synthesis. Transcribe a strand of bases and work together to translate them into something (i.e., use a recipe in code and translate to make the food). Transcribe a gene into a protein. How does DNA direct the formation of proteins? Standard 4: The Living Environment Key Idea 2: Organisms inherit information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.1h Genes are segments of DNA molecules. Any alteration of the DNA sequence is a mutation. Usually, an altered gene will be passed onto every cell that develops from it.  Describe how the change in linear sequence of nitrogenous bases can result in gene mutation.  Give one example of mutated gene sequence in the DNA. Explain the process of gene expression Describe why mutations cause changes in the protein produced by gene. Identify mutation in DNA sequences.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Point mutation Chromosomal mutation Mutagen Codon Anti codon Mutation  Describe some of the mutations that occur in a cancer. Draw a diagram of DNA molecule before UV damage, after UV damage, and failure to replicate the damaged area. Make sure to highlight the affected area. Have students translate codons into a protein, then change one of the codons and determine the difference.  How do mutations lead to genetic diversity? How does a mutation cause a change in the type of protein produced by the gene? Standard 4: The Living Environment Key Idea 2: Organisms inherit information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UnderstandingPerformance ObjectivesSuggested Activities 2.1i The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino acids in a specific sequence. This sequence influences the shape of the protein. The shape of the protein, in turn, determines its function.  Explain the significance of the sequence of amino acids to the structure and function of the protein. Describe protein formation and denaturation. Identify the various functions of proteins. Explain why the shape of the protein is important. Analyze the significance of the shape of protein molecule. Explain the role of the peptide bond the structure of the protein. List the various functions of protein molecules in the cell. Describe how a polypeptide is formed.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Peptide bond Carboxyl group Amino group Polypeptide Polymer Denaturation  Do a lab on the structure of protein by using the color-coded structure.  Why do proteins need to have specific shapes?  Standard : The Living Environment Key Idea 2: Organisms inherit information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.1j Offsprings resemble their parents because they inherit similar genes that code for the production of proteins that form similar structures and perform similar functions.  Describe the significance of genetic code in protein synthesis. Explain how the similar structure of protein will result in offspring that resemble their parents. Demonstrate how the genetic code produces proteins. Describe how the sequence of the amino acids is critical to the function of a protein. Interpret the similarities and differences of genetic codes and their resultant proteins. Analyze the similarities of genes and proteins that result in similar traits in parents and offspring. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Genetic code Protein synthesis Offspring Inherited traits  Make a colored diagram of the chemical structure of the protein. Trace an offsprings trait back to an inherited gene from a parent.  How differences in the genetic code alter how different organisms look and act? What is the relationship between the genetic code and protein structure? Standard 4: The Living Environment Key Idea 2: Organisms inherit information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.1 k The many body cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. This is because different parts of these instructions are used in different types of cells, and are influenced by the cells environment and past history.  Explain how different areas in DNA code for different things in an organism. Explain how cell differentiation in genetic instructions results in different structure and functions. Describe the role of regulatory protein in genetic diversity. Distinguish between introns and exons. Explain, using an example, why different cells with the same genes can be so different? Demonstrate gene expression.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsOperon Structural gene Promoter gene Operator Regulator Introns Exons  Research 3 specific cells in the body and their main functions. Sequence the production of variation in cells from a common point. Why are there so many different cells in one organism?  TOPIC V GENETIC ENGINEERING Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.2 a For thousands of years new varieties of cultivated plants and domestic animals have resulted from selective breeding for particular traits.  Describe the processes of selective breeding and inbreeding.  Compare and contrast inbreeding and outbreeding. Explain, using an example how selective breeding is used to obtain desirable animal product. Outline uses of polyploidy in organisms. Compare the advantages and disadvantages of selective breeding.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsBiotechnology Selective breeding Inbreeding Outbreeding Polyploidy Artificial selection Research how a specific type of plant or animal was bred to produce desirable qualities. List and identify through research desired traits selected through selective breeding. How does selective breeding for particular traits results in alteration of genetic makeup?  Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.2 b In recent years new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to produce new characteristics.  Explain how genetic engineering leads to genetic diversity Describe the relationship of recombinant DNA and genetic engineering. Explain how new characteristics can be achieved through genetic engineering.  Define genetic engineering. Give some examples of ways that genetic engineers have changed living things. Identify some examples of genetically engineered traits.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Recombinant DNA Genetic engineering Plasmids Restriction enzymes Animation of restriction Enzyme cutting bacteria DNA and new DNA by inserted  List the pros and cons of the difference between products produced by traditional breeding and by genetic engineering. Mock debate pros and cons of bioengineered food. Name one specific plant and one specific animal improvement that are the result of genetic engineering. Include the time of the new improvement.  How does manipulation of genetic instructions lead to genetic diversity? What is genetic engineering? Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.2 c Different enzymes can be used to cut, copy, and move segments of DNA. Characteristics produced by the segments of DNA may be expressed when these segments are inserted into new organisms, such as bacteria.  Explain the process of gene transfer and cloning. Explain the process of recombinant DNA. Describe the nature of restriction enzymes in genetic engineering. Explain why scientists use the same restriction enzyme to cut the DNA segment. Differentiate between a vector and a plasmid. Outline the process of gene transfer.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Restriction enzyme Plasmid Vector Gel electrophoresis Cloning Recombinant DNA Gene transfer  Lab on Cloning with DNA Make a flow chart describing the insulin production in bacteria. Make a paper model of gene transfer using plasmids and genes. How can a gene be transferred from one organism to another? How does genetic engineering lead to genetic diversity?  Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.2 d Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it.  Explain how alteration of genes leads to genetic variations. Describe the role of ligase and the restriction enzyme in the process of gene expression. Define and distinguish between substitution, deletion, and addition mutations in DNA. Explain why gene mutations cause serious problems. Describe how a gene mutation can be passed on to every cell.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Substitution Deletion Insertion Mutation Addition Inversion Genetic variations  Write a report on a disease caused by a gene mutation. Write out a DNA code and have students translate it to a sentence on a recipe change one or 2 bases and see what changes it causes to the gene. How does the alteration of genes lead to variation?  Standard 4: The Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings. Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms. Major UnderstandingPerformance ObjectivesSuggested Assessment 2.2e Knowledge of genetics is making possible new fields of health care; for example, finding genes, which may have mutations that can cause disease, will aid in the development of preventive measures to fight disease. Substances, such as hormones and enzymes, from genetically engineered organisms may reduce the cost and side effects of replacing missing body chemicals.  Explain the advantages and disadvantages of genetic engineering in the field of agriculture, medicine, and Industry. Describe the significance of recombinant DNA technology to treat some human disorders. Name one-way genetic engineering can improve medicine. Define eugenics Discuss a possible risk that might be of concern when using gene therapy to treat a growth disease. Describe one method that can be used to correct an abnormal gene. Discuss the advantages and disadvantages, harm and benefits of using generically engineered processes and products.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsEugenics Genetic engineering Recombinant DNA  Write a benefit and a concern in connection with a altering of human genes. Make sure to include an example of human disorder. Research the advantages of genetic engineering in medicine. How does technology of genetic engineering allows humans to alter genetic make up of organisms? How has genetic engineering impacted humans?  TOPIC VI VARIATION ADAPTATION EVOLUTION Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1a The basic theory of biological evolution states that Earths present-day species developed from earlier, distinctly different species.  Describe biological evolution through the process of spontaneous generation and biogenesis. Provide evidence to support the basic theory of evolution. Define evolution Explain what is meant by common ancestor Explain the difference between spontaneous generation and biogenesis. Describe patterns of evolution. Identify mechanisms that lead to evolution. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Spontaneous Generation Biogenesis Evolution Species Common ancestry  Make colored diagrams that illustrate an evolutionary tree for an organism. Research the proposed evolution of an organism (not human). How does the concept of common ancestry support the basic idea of evolution? Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1b New inheritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.  Describe how genetic recombination and mutations result in genetic variations. Explain the significance of meiosis in sexual reproduction. Describe how mutations and sexual recombinations result in evolution. Describe the process of crossing over in meiosis. Identify factors that encourage mutations that result in variations. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Mutations Independent Assortment Gametes Fertilization Crossing over Sexual-Recombination  Draw a diagram exhibiting the formation of chiasma during meiosis. Lab on Meiosis. Trace the inheritance of an inheritable characteristic through generations. How are new inheritable characteristics necessary for evolution? How is biodiversity necessary for evolution?  Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1c Mutations and the sorting and recombining of genes during meiosis and fertilization result in a great variety of possible gene combinations.  Explain how mutations and meiosis results in genetic variations Describe the relationship of genetic phenotypic diversity and sexual recombination. Identify the steps and sequence of meiosis Describe the process and outcome of sexual recombination Explain a diagram showing two chromosomes before, during, and after crossing over. Explain the mechanisms of fertilization resulting in new combination of genes. Explain the probability of gene combinations. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsMutations Independent assortment Recombination Meiosis Fertilization Gametes  Write a report describing the law of Independent Assortment. Study and discuss charts on meiosis and fertilization. How do populations achieve genetic diversity? Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1d Mutations occur as random chance events. Gene mutations can also be caused by such agents as radiations and chemicals. When they occur in sex cells, the mutations can be passed on to the offspring; if they occur in other cells, they can be passed on to other body cells only.  Describe how various mutagens result in mutations. Discuss two factors that determine if a mutation will be inherited by offspring. List and describe the role of mutagens in mutations. Distinguish between mutation in sex cells and body cells. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Mutagens Mutations  Have students write about the choices people make, can affect whether or not they increase their risk of gene mutation and cancer (For example, deciding whether or not to smoke). Construct flow charts on the effect of various mutagens on sex cells or body cells.  How do mutations affect body cells and sex cells?  Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1e Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the molecular and structural similarities observed among the diverse species of living organisms.  Explain how natural selection provides a scientific basis for evolution Define a fossil. Describe how the dating of fossils explains the process of evolution. Describe how biological similarities between organisms support the theory of evolution. Define the process of natural selection. Demonstrate the relationship between natural selection and evolution. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Fossil Half-life Analogous organ Homologous organ Natural selection  Trace the common ancestry of various organisms. Lab on homologous, analogous, and vestigial organs. Conduct a debate/forum on unity and diversity.  What evidence provides support for evolutionary theory?  Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1f Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its number, (2) the genetic variability of offspring due to mutations and recombination of genes, (3) a finite supply of the resources required for life, (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.  Describe the factors and their mechanisms that lead species to evolve over time. Describe with examples how the principle of use and disuse results in evolution. Define favorable variations. Explain all three steps of Lamarcks Hypothesis. Using an illustration, explain how the environment would affect the evolutionary process. Describe how genetic variability lead to evolution. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Variations Interactions Mutations  Write a report on the major types of environmental change the earth has experienced over the last billion years that has influenced the evolution of species on earth. Read and observe various theories of evolution for various species.  What factors lead to evolution? How do species evolve over time?  Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1g Some characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase.  Describe how Darwins theory of Natural Selection results in evolution. Explain the meaning of natural selection. Describe variations within a specie evolution. Explain why the number of individuals with advantageous characteristics increases and results in evolution. Explain how favorable variations improve the organisms ability to survive and reproduce. Define speciation. Describe how variation leads to evolution. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Speciation Natural selection Advantageous trait Adaptation Selective pressure  Make a flow chart describing all the necessary steps of Darwins theory of Natural Selection.  How does the process of natural selection lead to evolution? Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1h The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environment condition.  Explain the advantage(s) of variations within species. Describe how environmental pressures results in disruptive, directional, and stabilizing selection. Describe the basic mechanisms of natural selection and adaptation. Explain the concept of variations and give examples of structural, chromosomal, and behavioral variations. Demonstrate how an adaptive trait may lead to survival. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Variation Adaptation Adaptive trait Behavioral adaptation Morphological adaptation Physiological adaptation  Argue why would natural selection be impossible without specie variations in a population. Read about Darwins adventures on H.M.S. Beagle. Beaks of Finches Lab. Conduct activities showing the advantages of adaptive traits.  How does the variation within a specie lead to evolution?  Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1i Behaviors have evolved through natural selection. The broad patterns of behavior exhibited by organisms are those that have resulted in greater reproductive success.  Describe specific behavioral adaptations of organisms that enable them to survive and reproduce. Explain how adaptive behaviors and populations isolation can result in divergent and convergent evolution. Explain how adaptive radiation results in speciation. Compare and contrast convergent and divergent evolution. Compare and contrast behavioral adaptation with structural and physiological adaptation. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Species Divergent evolution Convergent evolution Adaptive radiation Behavioral adaptation Morphological adaptation Physiological adaptation  Conduct activities and research behavioral adaptation.  How do adaptive behaviors support survival?  Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1j Billions of years ago, life on Earth is thought by many scientists to have begun as simple, single-celled organisms. About a billion years ago, increasingly complex multicellular organisms began to evolve.  Explain the evolution of multicellular life relating to the geological ages of the Earth through chemical evolution hypothesis. Name the four steps involved in the origin of the first cells. Analyze why scientists think that the first cells were heterotrophic anaerobes? Summarize the scientists hypothesis about the development of photosynthesis. Sequence a timeline of the Earths evolutionary process. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Prokaryotes Eukaryotes Photosynthesis Stromatolites Autotrophic Heterotrophic  Make a timeline to review the major evolutionary changes that occurred in organisms.  What explanation is given for the evolution of simple, single-celled organisms to complex multicellular organisms? How did multicellular organisms evolve? Give an explanation.  Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Activities 3.1k Evolution does not necessitate long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: some branches survive from the beginning with little or no change, many die out altogether, and others branch repeatedly, sometimes giving rise to more complex organisms.  Explain the process of punctuated equilibrium and gradualism.  Describe how the mechanisms of genetic equilibrium and genetic drift result in evolution. List the conditions necessary for a population to maintain genetic equilibrium. Define gene pool. Explain the effect of environmental factors on the survival of organisms. Analyze the multi-facet approaches to the evolutionary process. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Gene pool Genetic equilibrium Genetic drift Punctuated equilibrium Gradualism  Make a drawing of punctuated equilibrium and gradualism and explain its pattern. Construct an evolutionary tree.  How do punctuated equilibrium and gradualism lead to evolution?  Standard 4: The Living Environment Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution Major UnderstandingPerformance ObjectivesSuggested Assessment 3.1l Extinctions of a species occur when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on Earth no longer exist.  Explain the effect of environmental factors on mass extinctions.  Define what is meant by mass extinction. Explain how limited diversity within a population can also decrease its adaptive ability. Describe how evolution may lead to extinction.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Extinction Diversity Mass extinction  Write a report on one of the five major mass extinctions. Debate if mass extinction of most ocean plant life occurred today, then how much this leads to an even greater mass extinction. Discuss the fossil and geologic evidence for such extinction.  How do biological extinctions support the process of evolution? How does evolution lead to extinction?  TOPIC VII REPRODUCTION AND DEVELOPMENT Standard 4: The Living Environment Key Idea 4: The continuity of life is sustained through reproduction and development. Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind. Major UnderstandingPerformance ObjectivesSuggested Assessment 4.1a Reproduction and development are necessary for the continuation of any species.  Explain the significance of reproduction.  Explain why the reproduction rate must not be significantly lower than the death rate. Compare and contrast growth and development in various organisms. Compare and contrast the life cycles of various organisms.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Reproduction Life functions Life cycles Growth and development  Graph birth/death rate of humans over given period of time. Study life cycles of various organisms. Why do species reproduce? How can growth stages be identified? Standard 4: The Living Environment Key Idea 4: The continuity of life is sustained through reproduction and development. Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind. Major UnderstandingPerformance ObjectivesSuggested Assessment 4.1b Some organisms reproduce asexually with all the genetic information coming from one parent. Other organisms reproduce sexually with half the genetic information typically contributed by each parent. Cloning is the production of identical genetic copies.  Compare and contrast the various forms of reproduction in living organisms. Compare and contrast the process of asexual and sexual reproduction. Describe the process of binary fission, Budding, sporulation, regeneration, and vegetative propagation. Explain the process of sexual recombination. Identify and describe types asexual reproduction used by plants. Describe how the offsprings are produced using the genetic material from the cell of one parent during the process of cloning. Explain any similarities that exist between cloning and asexual reproduction. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsMitosis Meiosis Mutation Sexual Recombination Cloning Asexual reproduction Sexual reproduction Sporulation Regeneration Budding Binary fission Vegetative propagation  Write a report on the first mammal Dollythat was cloned in 1997. Outline the various forms of reproduction. Observe yeast and hydra budding. How is cloning different from asexual reproduction? In what ways do living organisms reproduce? Standard 4: The Living Environment Key Idea 4: The continuity of life is sustained through reproduction and development. Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind. Major UnderstandingPerformance ObjectivesSuggested Assessment 4.1c The process of meiosis and fertilization are key to sexual reproduction in a wide variety of organisms. The process of meiosis results in the production of eggs and sperm which each contain half of the genetic information. During fertilization, gametes unite to form a zygote, which contains genetic information for the offspring. Describe the significance of meiosis in sexual reproduction.  Describe the sequence and results of meiosis in egg and sperm production. Explain the need for reduction division during gamete formation. Describe the process and results of fertilization. Explain the process of oogenesis and spermatogenesis. Describe how fertilization restores the species chromosome number during fertilization. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Fertilization Zygote Oogenesis Spermatogenesis Gametes  Make a flip book of steps of meiosis. Lab on meiosis. Outline the events and outcome in the sequence of meiosis. Observe visuals on the process of meiosis.  What occurs during meiosis and fertilization, and why are these processes important in sexual reproduction? Standard 4: The Living Environment Key Idea 4: The continuity of life is sustained through reproduction and development. Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind. Major UnderstandingPerformance ObjectivesSuggested Assessment 4.1d The zygote may divide by mitosis and differentiate to form the specialized cells, tissues, and organs of multicellular organisms.  Describe the process of differentiation and cleavage. Explain how cell division differentiation and morphogenesis lead to specialization.  Make a flow chart of all the steps of mitosis. Explain what happens during cleavage. Describe the function of each of the three cell layers. Explain the transformation of a blastula into gastrula. Explain the formation of cells, tissues and organs from the differentiation of the three embryonic layers. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Differentiation Cleavage Morula Blastula Mesoderm Endoderm Ectoderm  Investigate and discuss. Write a report that describes the difference in the gastrulation process in an organism other than humans. Observe videos in embryonic development. How does specialization of cells occur in embryonic development? Standard 4: The Living Environment Key Idea 4: The continuity of life is sustained through reproduction and development. Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind. Major UnderstandingPerformance ObjectivesSuggested Assessment 4.1e Human reproduction and development are influenced by factors such as gene expression, hormones, and the environment. The reproductive cycle in both males and females is regulated by hormones such as testosterone, estrogen, and progesterone.  Describe the factors that influence and regulate human reproduction and development. Describe the female reproductive cycle. Explain the significance of estrogen and progesterone with the development of a follicle. Describe how the production of FSH and LH regulate the secretion of testosterone in males and females. Describe how the production of gamete formation can be influenced by the environmental factors. Explain how hormones regulate human development.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Estrogen Progesterone Gamete Testosterone Menstrual cycle Follicular stimulating hormone Luteinizing hormone  Lab on menstrual cycle. Write a report that describes how the birth control pill regulates the menstrual cycle. Construct a flow chart on the hormonal influence of gamete production. Trace the sequence of events in gamete production in males and females.  How are human reproduction, development and reproductive cycles influenced by gene expression, hormones and the environment? Standard 4: The Living Environment Key Idea 4: The continuity of life is sustained through reproduction and development. Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind. Major UnderstandingPerformance ObjectivesSuggested Assessment 4.1f The structures and functions of the human female reproductive system, as in almost all other mammals, are designed to produce gametes in ovaries, allow for internal fertilization, support the internal development of the embryo and fetus in the uterus, and provide essential materials through the placenta, and nutrition through milk for the newborn.  Describe the structure and functions of the female reproductive system and how it facilitates internal fertilization. Explain the events of the female reproductive cycle. Compare and contrast between external and internal fertilization. Name the functions of the female reproductive system. Explain why fertilization must occur inside the body of the human female. Explain the formation of blastocyst from a zygote. Identify the unique features of each stage of fetal development. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Ovary Ovum Uterus Follicle Ovulation Ovarian Cycle Menstrual Cycle Implantation Placenta  Make a flow chart of the development of the fertilized egg from zygote through a fully developed child.  How is the structure and function of the human female reproductive system designed to produce gametes, support fertilization and development of the embryo? What are the major functions of the human female reproductive system?Standard 4: The Living Environment Key Idea 4: The continuity of life is sustained through reproduction and development. Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind. Major UnderstandingPerformance ObjectivesSuggested Assessment 4.1g The structure and functions of the human male reproductive system, as in other mammals, are designed to produce gamete in testes and make possible the delivery of these gametes for fertilization.  Explain how the structures and functions of the human male reproductive system contribute to the fertilization process. Describe the structure of male reproductive system in humans. Describe the process of spermatogenesis. Describe the relationship of testosterone and the sperm formation. Trace the sperm from production to fertilization.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Testosterone Sperm Testis Scrotum Spermatogenesis Fertilization Hormones  Study charts on the male and female reproduction systems. Compare and contrast spermatogenesis with oogenesis. Construct a flow chart in spermatogenesis to fertilization. How is the structure and function of the male reproductive system designed to produce gametes?  Standard 4: The Living Environment Key Idea 4: The continuity of life is sustained through reproduction and development. Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind. Major UnderstandingPerformance ObjectivesSuggested Assessment 4.1h In humans, the embryonic development of essential organs occurs in early stages of pregnancy. The embryo may encounter risks form faults in its genes and from its mothers exposure to environmental factors such as inadequate diet, use of alcohol/drugs/tobacco, other toxins, or infections throughout her pregnancy  Sequence the embryonic development of the fertilized egg and the factors that influence the process. Explain the process of formation of blastocyst form a fertilized egg. Describe how the change in the number of chromosomes can result in genetic disorders. Explain the effect of environmental or toxic factors on the pregnant mother and the fetus. Explain what does the term fetal alcohol syndrome mean?Vocabulary/VisualsSuggested ActivitiesConceptual Questions Blastocyst Embryo Embryonic development Research and write a report on fetal alcohol syndrome, downs syndrome, some other nutritional problem that can affect the development of the embryo or fetus. Observe charts, videos on birth defects and their causes. Outline charts of birth defects and associated causes.  What internal and external factors can effect fetal development? TOPIC VIII ENGERGY PATHWAYS STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.1a The energy for all life comes primarily from the Sun. Photosynthesis provides a vital connection between the Sun and the energy need of living systems.  Explain the flow of energy from the Sun to autotrophic and heterotrophic organisms. Explain the process of photosynthesis and how this process provides energy needed for living systems.  Identify the steps in the process of energy transfer from the Sun to consumers. Describe the relationship of photosynthesis to living systems. Describe what would happen to living systems if energy could not be transferred through photosynthesis. Compare the needs of autotrophs and heterotrophs.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Photosynthesis Autotrophs Heterotrophs Consumers Producers  Draw a diagram of the flow of energy through living systems. Perform an experiment with pea plants exposing one group to light and isolating another group in darkness. Discuss the energy consumption at level of the energy pyramid.  How are living systems related to each other in their need for energy?  STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.1b Plant cells and some one-celled organisms contain chloroplasts, the site of photosynthesis. The process of photosynthesis uses solar energy to combine the inorganic molecules carbon dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen into the environment.  Describe how organisms with chloroplast carry out photosynthesis. Describe the process of photosynthesis. Identify the function of chloroplasts in plants and one-celled organisms. Identify and explain the photosynthesis equation.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Photosynthesis Organic molecules Autotrophs Heterotrophs Inorganic molecules Chlorophyll Chloroplast  Using chemical indicators, test various plants for the presence of glucose. View prepared slides of plant cells and algae to identify chloroplasts. Set up investigations to observe photosynthesis.  What is photosynthesis? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.1c In all organisms, organic compounds can be used to assemble other molecules such as proteins, DNA, starch, and fats. The chemical energy stored in bonds can be used as a source of energy for life processes.  Describe how synthesized molecules act as both energy storage and molecules for life processes.  Describe the relationship between chemical bonds and energy. Explain how proteins, DNA, starch, and fats are made. Identify chemical processes as either dehydration synthesis or hydrolysis. Identify the basic organic molecules assembled to make proteins, DNA, starch and fats. Describe how chemical bonds are a source of energy for life processes. Compare and contrast the processes of digestion and synthesis. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Macromolecules Polymers Monomers Dehydration synthesis (condensation Hydrolysis (digestion) Synthesized molecules Stored chemical energy  Discuss the various types of food consumed for energy (plant and animal sources). Categorize functions of the body (homeostatic, hormone production, etc.) as digestion or synthesis. Observe models of the organic compounds used to assemble protein, DNA, starch, and fats. Conduct synthesis and digestion activities with macromolecules.  How do cells obtain and store energy in macromolecules? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.1d In all organisms, the energy stored in organic molecules may be released during cellular respiration. This energy is temporarily stored in ATP molecules. In many organisms, the process of cellular respiration is concluded in mitochondria, in which ATP is produced more efficiently, oxygen is used, and carbon dioxide and water are released as wastes.  Explain how ATP is produced from cellular respiration. Recognize that cellular respiration occurs in both plant and animal cells. Compare the process of cellular respiration to photosynthesis. Identify the steps of cellular respiration. Show the relationship between photosynthesis and cellular respiration. List similar molecules and organelles in the processes of photosynthesis and cellular respiration. Explain how ATP is produced from cellular respiration. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Cellular respiration Mitochrondria Glucose Electron transport system Krebs cycle Glycolysis Pyruvate Phosphorylation Electron acceptor  Construct a flowchart of the steps of cellular respiration.  How is stored energy in organic molecules converted to a useable form of energy? How are energy rich molecules produced in the cell? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.1e The energy from ATP is used by the organism to obtain, transform, and transport materials, and to eliminate wastes.  Explain how energy stored in ATP molecules are used for cellular/organisms/ activities. Describe how cellular functions use ATP. Identify functions of organisms that require ATP. Show the relationship between at least two uses for ATP at the cellular and organism levels. Describe how ATP acts as an energy currency. Describe the process that releases energy from ATP. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Phosphorylation Phosphorylated intermediate ATP Aerobic respiration Anaerobic respiration  Trace the events that would occur from cellular respiration to the actual use of ATP for energy. Study the various forms of ATP production (aerobic vs. anaerobic respiration). Sequence the process of cellular respiration. Discuss why humans breathe in O EMBED Equation.3  and release CO EMBED Equation.3 .  Why is ATP called the energy molecule?  STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.1f Biochemical processes, both breakdown and synthesis, are made possible by a large set of biological catalysts called enzymes. Enzymes can affect the rates of chemical change. The rate at which enzymes work can be influenced by internal environmental factors such as pH and temperature.  Describe the role and effects of enzymes in biological processes. Identify the role enzymes play in biochemical processes. Identify factors that can affect the rate of enzyme reaction. Compare the processes of digestion and synthesis/reactions. Describe how enzymes work to alter reaction rates.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsCatalysts Enzymes Hydrolysis Dehydration synthesis Anabolism Catabolism Metabolism Activation energy Biological Catalyst Substrate  Perform labs exploring the actions of enzymes such as catalase and salivary amylase. Predict what happens to enzymes in the body, specifically in situations such as fever, hypothermia, and hypoxia.  What are the roles of enzymes in the biological processes?  STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.1g Enzymes and other molecules, such as hormones, receptor molecules, and antibodies, have specific shapes that influence both how they function and how they interact with other molecules.  Explain how the shapes of macromolecules determine and influence their function and interaction with other molecules. Show the relationship of molecule shape to the function of that molecule. Identify features that make hormones, receptor molecules, and antibodies specialized for their functions. Describe how hormones, receptor molecules, and antibodies interact with other molecules in relation to their shape. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Hormones Antibodies Receptor molecules Functional groups Active site Allosteric effectors Allosteric inhibition Competitive inhibition  Draw, or use cutouts to demonstrate hormone, receptor molecule, and antibody function. Study the specificity of various macromolecules.  What structural factors promote/discourage dysfunction or interaction? TOPIC IX DISEASES AND HOMEOSTASIS STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2a Homeostasis in an organism is constantly threatened. Failure to respond effectively can result in disease or death.  Explain how the homeostatic mechanisms in organisms function to maintain equilibrium.  Identify ways that homeostasis can be threatened. List homeostatic responses to threats from the environment Demonstrate how negative and positive feedback systems maintain stability. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Homeostasis Dynamic equilibrium Internal stability Positive feedback Negative feedback Disease  Create a list of threats to homeostasis that are encountered daily, and describe ways that overcome these threats. Outline various homeostatic mechanisms in humans and how they respond to disequilibrium.  What are some factors that can affect homeostasis in an organism? How does the homeostatic mechanism maintain equilibrium? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2b Viruses, bacteria, fungi, and other parasites may infect plants and animal and interfere with normal life functions.  Describe the effects of viruses, bacteria, fungi, and other parasites interfering with normal life functions.  Identify ways that viruses, bacteria, fungi, and other parasites interfere with normal life functions. Explain the possible results of viruses, bacteria, fungi, and other parasites disrupting homeostasis. Describe the sequence of a pathogenic infection. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Virus Bacteria Fungi Pathogen  Identify viruses, bacteria, fungi, and other parasites that students may come into contact with every day. Identify ways that students can prevent infection by viruses, bacteria, fungi, and other parasites. Write a report about the effects of HIV virus. Study the structures and reproductive cycles of viruses, bacteria, and fungi. How do pathogens affect homeostatic mechanisms?  STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2c The immune system protects against antigens associated with pathogenic organisms or foreign substances and some cancer cells.  Describe the role of the immune system in homeostasis.  Describe the function of antigens. Identify the major characteristics of antigens. Compare the differences between antigens associated with normal body cells to the antigens associated with pathogenic organisms or foreign substances. Identify and describe the role of the key components in the immune system. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Antigen Pathogen Pathogenic organism Immune response Acquired immunity  Create paper models of antigens associated with normal body cells and antigens associated with pathogenic organisms or foreign substances and compare them. Construct a flowchart of how the immune system protects the organism.  How does the immune system identify foreign invaders? How does the immune system protect the organism. STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2d Some white blood cells engulf invaders. Others produce antibodies that attack them or mark them for killing. Some specialized white blood cells will remain, able to fight off subsequent invaders of the same kind.  Describe the ways that white blood cells fight off foreign invaders.  Explain the events involved with white blood cells fighting invaders. Describe the immune response of WBCs. Vocabulary/VisualsSuggested ActivitiesConceptual Questions lymphocytes leucocytes White blood cells Phagocitosis Lysosomes T-cells B-cells Antibodies Memory cells  Observe visuals, charts and illustrations of WBC functions. Construct a flowchart of WBC responses.  How do white blood cells provide protection against pathogens? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2e Vaccinations use weakened microbes (or parts of them) to stimulate the immune system to react. This reaction prepares the body to fight subsequent invasions by the same microbes.  Describe how vaccines prepare the body for subsequent invasions of the same microbes.  Show the similarity between a vaccination and an actual pathogenic invasion. List and define the various forms of immunity.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Vaccinations Artificial immunity Natural immunity Microbes Memory cells  Identify common vaccines that all children must get before entering school, and discuss why. Discuss why weakened microbes (or parts of them) are used in vaccinations. Outline the defense mechanisms that are developed through vaccinations.  What is the purpose of vaccinations?  STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2f Some viral diseases, such as AIDS, damage the immune system, leaving the body unable to deal with multiple infectious agents and cancerous cells.  Explain how the body defense systems are weakened by the HIV virus.  Identify ways that some viral diseases can damage the immune system. Trace the events that occur when certain viral diseases cause damage to the immune system of an organism. Give reasons why the body is unable to deal with multiple infectious agents and cancerous cells after certain viral infections. Vocabulary/VisualsSuggested ActivitiesConceptual Questions AIDS HIV T-cells  Research effects of diseases such as AIDS on the immune system. Research and discuss ways to avoid infection by viral diseases.  What is the effect of certain viral diseases, such as AIDS on the immune system? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2g Some allergic reactions are caused by the bodys immune responses to usually harmless environmental substances. Sometimes the immune system may attack some of the body's own cells or transplanted organs.  Identify reasons why the bodys immune system may respond to usually harmless environmental conditions. Explain why the immune system may attack body cells or transplanted organs.  Trace the events that could lead to an allergic reaction to environmental conditions. Identify the conditions under which a bodys immune system may attack body cells or transplanted organs. Identify conditions under which a body would not reject a transplanted organ.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Allergic reactions Allergens Autoimmune responses  Compile a list of allergies that students have, and the resulting allergic reactions. Research and discuss organ transplants and the treatments for organ rejection.  How does an allergic reaction occur? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2h Inheritance, toxic substances, poor nutrition, organ malfunction, and some personal behavior may also cause disease. Some effects show up right away; others may not show up for years.  Identify causes of disease other than pathogenic. Recognize that some causes of disease are preventable. Compare effects that show up right away versus effects that may not show up for years.  Compare and contrast diseases that stem from inheritance, toxic substances, poor nutrition, organ malfunction, and some personal behavior. Distinguish between diseases that are preventable, and those that may not be preventable. List effects of environmental influences that are direct or have effects that show up right away.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Acute diseases Chronic diseases  Identify factors in the environment in general that could cause disease. Discuss personal behavior or choices that may cause disease. Study research on cases of toxic substances, etc., which have affected a community. How are acute disease conditions different from chronic disease conditions? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2i Gene mutations in a cell can result in uncontrolled cell division called cancer. Exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.  Identify factors that can contribute to the chances of an organism developing cancer. Describe the alterations that can occur in genes that result in cancer  Compare normal cell growth to cancerous growth. List the differences between normal and cancerous cell growth. Trace the events from outside environmental factors to uncontrolled cell division. Show the relationship between gene alterations and cancer. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Cancer Carcinogen Teratogen  Look at normal cells and cancerous cells under a microscope. Identify sources of radiation and chemicals in the environment that students are familiar with as carcinogens.  How do cancer cells grow? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.2 j Biological research generates knowledge used to design ways of diagnosing, preventing, treating, controlling, or curing diseases of plants and animals.  Identify ways that biological research has been used in treatments or cures for diseases.  Match ways of diagnosing, preventing, treating, controlling, or curing diseases with the biological research that made them possible, or brought them about. Compare and contrast various forms of disease treatment from past to present. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Diagnostic techniques Preventative measures  Brainstorm ideas for applications of current research in treatment or curing of diseases. Create a timeline of discoveries in biological research. Trace the evolution of the treatment of specific diseases.  How does biological research contribute to the treatment of diseases? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organism. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.3a Dynamic equilibrium results from detection of and response to stimuli. Organisms detect and respond to change in a variety of ways both at the cellular level and at the organism level.  Describe how dynamic equilibrium is maintained in general, and using a specific example.  Explain the conditions under which dynamic equilibrium could be interrupted and then regained using specific examples. Identify reactions at the cellular and organism levels to specific stimuli. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Receptor sites Stimulus response Irritability Dynamic equilibrium  Perform experiments recording changes in the bodys equilibrium (heart rate, respiration), and return to equilibrium. Use planaria to demonstrate response to stimuli. Conduct the pupil dilation test with light.  How do organisms maintain dynamic equilibrium? STANDARD 4: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organism. Major UnderstandingPerformance ObjectivesSuggested Assessment 5.3b Feedback mechanisms have evolved that maintain homeostasis. Examples include the changes in heart rate or respiratory rate in response to increased activity in muscle cells, the maintenance of blood sugar levels by insulin from the pancreas, and the changes in openings in the leaves of plants by guard cells to regulate water loss and gas exchange.  Explain the role of feedback mechanisms in the maintenance of homeostasis.  Identify feedback mechanisms that exist in humans. Identify feedback mechanisms that exist in plants. Show the relationship between parts of a feedback mechanism, or demonstrate how the parts interact, in plants and in humans. Give reasons why feedback mechanisms are related to maintaining homeostasis. Identify and describe positive feedback and negative feedback. Compare and contrast the process of positive and negative feedback. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Feedback loop Positive feedback Negative feedback Sensor Integrator Effectors Feedback mechanisms  Look at plant stoma under microscope. Trace what occurs in the human body when sugar enters the bloodstream. Perform experiments recording changes in the bodys equilibrium (heart rate, respiration), and return to equilibrium.  How do feedback mechanisms help in maintaining homeostasis? TOPIC X INTERDEPENDENCE STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.1: Explain factors that limit growth of individuals and populations. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.1a Energy flows through ecosystems in one direction, typically from the Sun, through photosynthetic organisms including green plants and algae, to herbivores to carnivores and decomposers.  Explain how energy moves through an ecosystem.  Label a diagram of a food web, showing the movement of energy. Compare the energy needs of producers and consumers. Describe the differences in the energy obtaining methods of herbivores, carnivores, and decomposers. Compare and contrast autotrophs and heterotrophs. Identify and describe the role of herbivores, carnivores, omnivores and decomposers. Vocabulary/Visuals Suggested ActivitiesConceptual Questions Ecosystem Producer Consumer Decomposer Herbivore Carnivore Omnivore Trophism Trophic level Energy pyramid  Create a food chain from descriptions of meals. Mathematically calculate the amount of energy passed from producer to primary consumer, to secondary consumer, to tertiary consumer. How does energy move through an ecosystem? STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.1: Explain factors that limit growth of individuals and populations. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.1b The atoms and molecules on the Earth cycle among the living and nonliving components of the biosphere. For example, carbon dioxide and water molecules used in photosynthesis to form energy-rich organic compounds are returned to the environment when cells eventually release the energy in these compounds. Continual input of energy from sunlight keeps the process going. This concept may be illustrated with an energy pyramid.  Describe how matter cycles and energy flows in ecosystems, food chains, and energy pyramids. Trace the path of CO2 and H2O through the biotic and abiotic portions of the environment. Describe the relationships between the biotic and abiotic factors in a stable environment. Correctly trace the movement of carbon through an energy pyramid. Compare and contrast how photosynthesis and respiration move CO2 and H2O through the environment. Demonstrate how energy flows through an ecosystem. Demonstrate how materials cycle through an ecosystem.Vocabulary/Visuals Suggested ActivitiesConceptual Questions Abiotic Biotic Respiration Carbon Dioxide Energy Pyramid Photosynthesis Respiration  Correctly build an energy pyramid showing the movement of energy through the biotic factors of the environment. Trace the movement of CO2 and H2O through a diagram of the local environment and atmosphere. Build an energy pyramid that incorporates the source of energy and the producers and consumers for an ecosystem. Use molecular models to show the change from CO2 and H2O to glucose and O2, forming energy for producers.  How do the living and nonliving parts of an environment interact? STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.1: Explain factors that limit growth of individuals and populations. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.1c The chemical elements, such as carbon, hydrogen, nitrogen, and oxygen, that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in a food web, some energy is stored in newly made structures but much is dissipated into the environment as heat.  Describe the passage of materials through food webs.  List the main elements that all living organisms are made up of. Show how much energy is lost at each level of the food web as organisms eat other organisms. Trace the key elements found in living organisms through an energy pyramid. Analyze the consumption of materials and energy in food webs. Vocabulary/Visuals Suggested ActivitiesConceptual Questions Chemical elements Molecules Food web Food chain  Construct a bar graph showing the amount of each of the 6 main elements in an organism. Construct a bar graph, showing the number of plants that an herbivore would need to eat to reach a specific energy level. Construct a bar graph showing that shows the number of organisms that a carnivore would need to eat to reach the same energy level as in Suggested Activity 1.  How are energy and materials distributed in food webs? STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.1: Explain factors that limit growth of individuals and populations. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.1d The number of organisms any habitat can support (carrying capacity) is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organisms through the activities of bacteria and fungi.  Describe why a limited amount of energy, water, oxygen, and minerals in a habitat can support only a limited number of organisms. Describe the factors determining the carrying capacity of an ecosystem. Discuss, in essay form, why the population of a particular ecosystem cannot grow uncontrolled, with an emphasis on the factors that might limit the size of the population. Define the roles of decomposers, bacteria and fungi in carrying capacity. Identify limiting factors in ecosystems. Vocabulary/Visuals Suggested ActivitiesConceptual Questions Bacteria Fungi Carrying capacity Habitat Decomposers Saprophytes  Discuss the problems with slash and burn methods in the Amazon, with regards to the amounts of nutrients and energy that is held in the plants in this ecosystem. Have students research the problems with this method energy return for this ecosystem. Identify factors that contribute to the carrying capacity of organisms in an ecosystem.  What factors limit the size of a population?  STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.1: Explain factors that limit growth of individuals and populations. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.1e In any particular environment, the growth and survival of organisms depend on the physical conditions including light intensity, temperature range, mineral availability, soil/rock type, and relative acidity (pH).  Explain why all living things require certain conditions in order to grow.  Describe what happens to an organism that is denied adequate materials as it grows. Match diagrams of organisms that were deprived certain necessary conditions and those were not. Identify and describe the abiotic factors that affect survival. Identify optimal growth conditions for various organisms. Vocabulary/Visuals Suggested ActivitiesConceptual Questions Mineral Nutrients Relative acidity pH range Abiotic factors Optimum conditions  Show pictures of organisms that were denied access to light, essential minerals, or the temperature, soil/rock type, or relative acidity (pH) of the environments was changed. Have students note the differences between these plants and ones that had sufficient quantities of the necessary elements. Discuss/research the problems with organisms when there is not enough food, water, or other nutrients. How do abiotic factors promote the survival of organisms? STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.1 Explain factors that limit growth of individuals and populations. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.1f Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions among organisms.  Show the relationships between environmental resources and the growth of populations in these environments. Describe how environments have carrying capacity.  Identify the effects of a changing amount of resources on a specific population in an environment. Explain how interactions among organisms in an environment are based upon the available resources. Describe how carrying capacity affects the population growth. Vocabulary/Visuals Suggested ActivitiesConceptual QuestionsFood chain Food web Competition Niche Predator Prey Predator-prey relationships Finite Agar plates Bacterial colonies  Perform a lab activity that will allow the visualization of predator-prey relationships and interactions in controlling populations. Discuss with class the effects of uncontrolled growth in an area that can only support a limited number of individuals, and how predator-prey relationships help to maintain a stable ecosystem. Plate bacteria on agar plates and check the progress of these bacteria 3 times a week to see if the bacteria reach a plateau, in regards to their numbers. Can every environment support the same number of individuals? What effect does competition have on animal population in a niche?  STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.1 Explain factors that limit growth of individuals and populations. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.1g Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a producer/consumer, predator/prey, or parasite/host relationship; or one organism may cause disease in, scavenge, or decompose another.  Describe relationships between different organisms as positive, neutral, or negative.  Identify producer/consumer, predator/prey, or parasite/host relationships. Label relationships as potentially positive, neutral, or negative to one or both of the organisms involved. Give examples of a various relationships between organisms.Vocabulary/Visuals Suggested ActivitiesConceptual Questions Producer Consumer Predator Prey Parasite Host Scavenger Decomposer Symbiosis Commensalism Mutualism Parasitism Have students read descriptions of each type of relationship and try to name similar organisms and relationships to the examples. Read up on several different bacteria, which have positive, neutral, or negative relationships based on where they are. Discuss parasite/host interactions & decide why these are different from producer/consumer & predator/prey relationships. In what ways do organisms interact with each other?  STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.2 Explain the importance of preserving diversity of species and habitats. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.2a As a result of evolutionary processes, there is a diversity of organisms and roles in ecosystems. This diversity of species increases the chance that at least some will survive in the face of large environmental changes. Biodiversity increases the stability of the ecosystem.  Explain why high amounts of biodiversity are important in an ecosystem.  Compare a population with high amounts of diversity with one that has low amounts. Give reasons why high amounts of biodiversity are important. Define biodiversity. List the similarities and differences between populations with high amounts of diversity with one that has low amounts of diversity.Vocabulary/Visuals Suggested ActivitiesConceptual QuestionsDiversity Biodiversity Extinction Species Populations  Discuss environmental changes on organisms with high amounts of diversity with ones that have a low amount of diversity. NYS required Lab on Biodiversity. Show in someway that there is an understanding that evolution has caused organisms to be extremely different and adapted to specific environments.  Why is biodiversity important to an ecosystem?  STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.2 Explain the importance of preserving diversity of species and habitats. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.2b Biodiversity also ensures the availability of a rich variety of genetic material that may lead to future agricultural or medical discoveries with significant value to humankind. As diversity is lost, potential sources of these materials may be lost with it.  Explain how a rich variety of genetic materials may lead to future agricultural or medical discoveries. Describe what happens to an ecosystem, as potential sources of a variety of genetic material are lost.  List ways in which a variety of genetic material might be beneficial to our populations and species. Describe what happens as an ecosystem loses potential sources of genetic material.Vocabulary/Visuals Suggested ActivitiesConceptual Questions Diversity Biodiversity Species Populations Habitat  Watch a video on the Amazon rainforest and discuss the high amounts of biodiversity per square foot of this area. Have student to research cures for diseases that have come about from this large amount of biodiversity. Watch a video on the Antarctic and the low amounts of biodiversity present there and discuss how this area deals with that issue. Have student use computers to research genetically modified crops and present the positives and negatives of this type of agriculture on the planet and ecosystems, with a focus on a potential loss of diversity. Why is it important for acommunity to have a high amount of biodiversity? STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.3 Explain how the living and nonliving environments change over time and respond to disturbances. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.3a The interrelationships and interdependencies of organisms affect the development of stable ecosystems.  Explain how the interrelationships and interdependencies of organisms affect the development of stable ecosystems.  Describe the interrelationships and interdependencies of organisms to each other. List and describe conditions necessary for an ecosystem to achieve equilibrium. List the biotic and an abiotic factors that are interdependent. Describe how the interrelationships and interdependences lead to stability. Vocabulary/Visuals Suggested ActivitiesConceptual Questions Interrelationships Interdependencies Biotic Abiotic  Complete a bottle ecology experiment where all necessary portions must be present for the ecosystem to remain stable and thriving. Diagram the parts of an ecosystem and have students list reasons why these components are important. Perform labs whereby student can see the effect changing populations of a prey species has on the populations of predator species. What factors contribute to ecosystem stability?  STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.3 Explain how the living and nonliving environments change over time and respond to disturbances. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.3b Through ecological succession, all ecosystems progress through a sequence of changes during which one ecological community modifies the environment, making it more suitable for another community. These long-term gradual changes result in the community reaching a point of stability that can last for hundreds or thousands of years.  Describe and sequence the causes, processes, and the results of ecological succession.  Identify the components of an ecosystem that characterizes one in which succession is still occurring or might be beginning. List the processes that are occurring in an ecosystem that is undergoing succession. Explain how the results of succession are such that there is equilibrium among the organisms present. Define a climax community. Define succession. Vocabulary/Visuals Suggested ActivitiesConceptual Questions Succession Ecological succession Climax Community Equilibrium Competition Abiotic factors Biotic factors  Sequence the succession showing a lake over time, showing probable causes, the processes and changes that are occurring to the biotic and abiotic factors, and the end result of succession in the lake ecosystem. Study illustrations and descriptions of ecosystems determine from the available data (i.e. food webs, diversity, stability of populations) whether or not this is a climax community.  Why does ecological succession occur?  STANDARD 4: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.3 Explain how the living and nonliving environments change over time and respond to disturbances. Major UnderstandingPerformance ObjectivesSuggested Assessment 6.3c A stable ecosystem can be altered, either rapidly or slowly, through the activities of organisms (including humans), or through climatic changes or natural disasters. The altered ecosystem can usually recover through gradual changes back to a point of long-term stability.  Identify factors that can alter a stable ecosystem. Describe how various ecosystems recover after natural or human-made disasters.  Describe how organisms can alter an ecosystem. List climactic changes or a natural disaster that might cause a stable ecosystem to change to one that is unstable. Identify the steps that have to occur for an altered ecosystem to gradually return to a climax community.Vocabulary/Visuals Suggested ActivitiesConceptual Questions Secondary succession Long-term stability Climatic change Natural disaster  Provide students with a list of natural disasters and climactic changes and ask them to list ways that these might cause a change in the equilibrium of the ecosystem. Make a diagram of a local area and label it to show how secondary succession is causing this ecosystem to change into one that is more stable (parking lots with weeds growing, lots where houses burned down and trees are now growing). Research the forest fires that periodically ravage the mid-West to find why these are important to this ecosystem, and how the climax community is different each time. How do unstable conditions in an ecosystem cause a change towards a new climax community? How can ecosystems lose their stability? TOPIC XI BIOTIC AND ABIOTIC INTERACTIONS STANDARD: 4 Living Environment Key Idea: 7 Human decisions and activities have had a profound impact on the physical and living environment. Performance Indicator 7.1: Describe the range of interrelationships of humans with the living and nonliving environment. Major UnderstandingPerformance IndicatorsSuggested Assessment 7.1a The Earth has finite resources; increasing human consumption of resources places stress on the natural processes that renew some resources and deplete those resources that cannot be renewed.  Explain how human activities cause the depletion of natural resources and the disruption of renewing resources. State the difference between a renewable and a nonrenewable resource. List human activities that interfere with the renewing of natural resources. List human activities that cause the depletion of natural resources.Vocabulary VisualsSuggested ActivitiesConceptual Questions Biodegradable Renewable resources Non renewable resources Soil erosion Deforestation Recycling  Sort trash items that can be reused; items that can be recycled; those that can not be recycled and those items that can be composted. Research the consumption of natural resources around the world. How are natural resources depleted? STANDARD: 4 Living Environment Key Idea: 7 Human decisions and activities have had a profound impact on the physical and living environment. Performance Indicator 7.1: Describe the range of interrelationships of humans with the living and nonliving environment. Major UnderstandingPerformance IndicatorsSuggested Assessment 7.1b Natural ecosystems provide an array of basic processes that affect humans. Those processes include but are not limited to: maintenance of the quality of the atmosphere, generation of soils, control of the water cycle, removal of wastes, energy flow, and recycling of nutrients. Humans are changing many of these basic processes and the changes may be detrimental.  Explain how natural ecosystem support human existence. Describe human activities that are detrimental to the natural ecological processes.Explain how human changes affect natural ecosystems. Describe how human changes may be detrimental to the basic processes that support humans. List three basic processes or cycles that are included in natural ecosystems. Draw a diagram of the nitrogen cycle and include how animals get nitrogen. Compare the water cycle to the carbon cycle. Show the relationship of photosysthesis and respiration.Vocabulary VisualsSuggested ActivitiesConceptual QuestionsCarbon cycle Oxygen cycle Water cycle Ground water Transpiration Evaluation Condensation Precipitation Nitrogen cycle Nitrogen fixing bacteria Denitrifying bacteria Air pollution Smog Aerosols Greenhouse effect Ozone layer Design an ecosystem that includes at least two cycles (i.e., carbon-oxygen cycle). Demonstrate a water cycle. Include evaporation and condensation. Research how to make a terrarium. Conduct an experiment on the effects of acid rain. How do humans interact with the ecosystem?STANDARD: 4 Living Environment KEY IDEA: 7 Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment. Performance Indicator 7.1: Describe the range of interrelationships of humans with the living and nonliving environment. Major UnderstandingPerformance IndicatorsSuggested Assessment 7.1c Human beings are part of the Earths ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Humans modify ecosystems as a result of population growth, consumption, and technology. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems may be irreversibly affected.  Describe how human activities alter the equilibrium of the ecosystem.  Describe the major types of pollution. Explain the impact of human population growth on ecosystem. Explain how habitat destruction by human affects organisms. Discuss two global changes affecting the biosphere today.Vocabulary VisualsSuggested ActivitiesConceptual QuestionsBiosphere Ozone layer Aerosols Global warming Carrying capacity Limiting factor Urbanization Greenhouse effect Biological magnification Pesticides BiodiversityForm a group and have students make a list of challenges to the environment. Pick the top four challenges and discuss them. Create a model of Earth to show the greenhouse effect. Conduct the New York State lab on the importance of biodiversity. Why is biodiversity worth preserving? In what ways to do human activities affect the ecosystem?  TOPIC XII TECHNOLOGY AND THE ENVIRONMENT STANDARD: 4 Living Environment KEY IDEA: 7 Human decisions and activities have had a profound impact on the physical and living environment. Performance Indicator 7.2: Explain the impact of technological development and growth in the human population on the living and the nonliving environment. Major UnderstandingPerformance IndicatorsSuggested Assessment 7.2a Human activities that degrade ecosystems result in a loss of diversity of the living and nonliving environment. For example, the influence of humans on other organisms occurs through land use of pollution. Land use decreases the space and resources available to other species, and pollution changes the chemical composition of air, soil, and water.  Explain how human land use may affect certain species and other abiotic factors in the environment. Define biological magnification. Describe how human activities can alter the equilibrium and diversity in an ecosystem. List four activities of humans that have a negative effect on the environment. Explain how human activities affect the diversity of populations in ecosystem. Vocabulary VisualsSuggested ActivitiesConceptual Questions Ecosystem Population Habitat Harvesting Pollution Global warming Ozone layer Urbanization Pesticides DDT CFCs Aerosols Research how DDT altered and ecosystem. Have students discuss how setting up a park in a community might protect the habitat of local animals. Research the effect of mercury pollution on the environment and organisms. Discuss the advantages and disadvantages of focusing.  What human activities limit biodiversity in an ecosystem? How can human activities affect the biodiversity of an ecosystem?  STANDARD: 4 Living Environment KEY IDEA: 7 Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment. Performance Indicator 7.2: Explain the impact of technological development and growth in the human population on the living and the nonliving environment. Major UnderstandingPerformance IndicatorsSuggested Assessment 7.2b When humans alter ecosystems either by adding or removing specific organisms, serious consequences may result. For example, planting large expanses of one crop reduces the biodiversity of the area.  Describe how removing or adding specific organisms can alter an ecosystem.  Explain why biodiversity is important in an ecosystem. Define edge effect. Describe the cause and effect relationship of adding or removing specific organisms on ecosystem. Vocabulary VisualsSuggested ActivitiesConceptual Questions Habitat Edge effects Exotic species Competition Conservation biology Pheromones  Design an experiment to show how planting can control erosion. Have students find out how natural areas in their communities are maintained. Read about Central Park in New York City and define its edge effects. Study the effects on food webs by removing specific organisms.  How do changes in population or communities affect ecosystem?  STANDARD: 4 Living Environment Key Idea: 7 Human decisions and activities have had a profound impact on the physical and living environment. Performance Indicator 7.2: Explain the impact of technological development and growth in the human population on the living and non living environment. Major UnderstandingPerformance IndicatorsSuggested Assessment 7.2c Industrialization brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems.  Explain the impact of technological development and growth in the human population on the living and nonliving environment. Explain how industrialization increases the demand for energy use. List the positive and negative effects of industrialization on ecosystem. Compare the advantages and disadvantages of industrialization on ecosystem and humans. Vocabulary VisualsSuggested ActivitiesConceptual Questions Fossil fuels Fuel cells Alternative fuels Gasohol Carrying capacity Ozone shield Greenhouse effect Industrialization Deforestation Global warming Nuclear fuel Pollution Reduce, reuse, recycle Students can research the availability of fossil fuels and find an alternative fuel. Investigate alternative ways of obtaining energy. Create an alternative fuel, include process for development, maintenance, and future processing of the fuel. Have students find out how much deforestation has occurred in their lifetime. How does our need for energy affect our ecosystems?  STANDARD: 4 Living Environment Key Idea: Human decisions and activities have had a profound impact on the physical and living environment. Performance Indicator 7.3: Explain how individual choices and societal actions can contribute to improving the environment. Major UnderstandingPerformance IndicatorsSuggested Assessment 7.3a Societies must decide on proposals, which involve the introduction of new technologies. Individuals need to make decisions, which will assess risks, costs, benefits, and trade-offs.  Explain how individual choices and societal actions can contribute to improving the environment.  Identify challenges and choices that society faces with technology and the environment. Compare the advantages and disadvantages of technological advancement.Vocabulary VisualsSuggested ActivitiesConceptual Questions Risk assessments Environmental problems Ethics Cost/benefit studies Environmental planning Revitalization Reclamation  Obtain an environmental impact statement, have students discuss and explore the environmental impacts. Review case studies and have students make an support their decisions.  What are the costs and benefits associated with land development?  STANDARD: Living Environment Key Idea: Human decisions and activities have had a profound impact on the physical and living environment. Performance Indicator 7.3: Performance Indicator 7.3: Explain how individual choices and societal actions can contribute to improving the environment. Major UnderstandingPerformance IndicatorsSuggested Assessment 7.3b The decisions of one generation both provide and limit the range of possibilities open to the next generation.  Describe how the actions of one generation may have impacted the environment of the next generation. Identify and describe action taken by one generation that affects another (past-present and present-future).Vocabulary VisualsSuggested ActivitiesConceptual Questions Consumption Environmental impact statement Trade-off Ozone shield Ozone depletion Biosphere Biodiversity Biodiversity Treaty Clean Water Act Clean Air Act  Roundtable discussions on what future generations can expect with the present consumption of resources. Research followed up with presentations on a comparison of our present energy usage, food consumption and population size vs. 10 years ago. Read the story of the Love Canal in Niagara Falls, New York.  Where do we need to start to change the environment in which we live? How does one generation action affect another?  LIVING ENVIRONMENT LABORATORY CHECKLIST In addition to demonstrating the performance indicators relating to scientific inquiry described in Standard 1, biology students need to develop proficiency in certain laboratory or technical skills in order to successfully conduct investigators in biological science. During the school year, teachers should ensure that students develop the capacity to successfully perform each of the laboratory skills listed below. Proficiency in performing these laboratory skills may also be evaluated by items found on certain parts of the States Living Environment assessment. Follows safety rules in the laboratory Selects and uses correct instruments Uses graduated cylinders to measure volume Uses metric ruler to measure length Uses thermometer to measure temperature Uses triple-beam or electronic balance to measure mass Uses a compound microscope/stereoscope effectively to see specimens clearly, using different magnifications Identifies and compares parts of a variety of cells Compares relative sizes of cells and organelles Prepares wet-mount slides and uses appropriate staining techniques Designs and uses dichotomous keys to identify specimens Makes observations of biological processes Dissects plant and/or animal specimens to expose and identify internal structures Follows directions to correctly use and interpret chemical indicators Uses chromatography and/or electrophoresis to separate molecules Designs and carries out a controlled, scientific experiment based on biological processes States an appropriate hypothesis Differentiates between independent and dependent variables Identifies the control group and/or controlled variables Collects, organizes, and analyzes data, using a computer and/or other laboratory equipment Organizes data through the use of data tables and graphs Analyzes results from observations/expressed data Formulates an appropriate conclusion or generalization from the results of an experiment Recognizes assumptions and limitations of the experiment     PAGE  Science Curriculum PAGE  PAGE 1  FILENAME MYC1-LivEnv  DATE \@ "M/d/yyyy" 10/3/2013 PAGE XI  FILENAME MYC1-LivEnv Page PAGE  PAGE 115  FILENAME MYC1-LivEnv PAGE 12  FILENAME MYC1-LivEnv Page  +EFPQSVkm {   y  9bcػwooofoh`5CJaJhadCJaJh'CJaJh'5CJaJhaIVh5CJaJhaIVhCJaJ h5 h5CJ h'hS;5CJ4OJQJaJ4h'h'5CJ4OJQJaJ4h5CJ4OJQJaJ4h'5CJ4OJQJaJ4h'h5CJ4OJQJaJ4hhCJaJ$    +FQRSTUVklxgdxgd'$a$gd$a$gdgd     y z 89bc{|$gd`gdgdcgq{} &5BLӺެӬӬӬӬӬӠznzzzehaIVh=pCJh h=p5>*aJh h=pCJaJh h=p>*aJh'h=p5CJaJ h>*haIVh>*CJaJhaIVh5>*CJaJh5CJaJhadCJaJh'CJaJhaIVhCJaJhaIVh5CJaJh'5CJaJhaIVh5CJaJ%$%&m & Fgd=pgd=p $dha$gd'$a$gdgdHsIs@ABL>y & Fgd=p & Fgd=pgd=p & Fgd=pgd=pgd=p & Fgd=py?9}~J Z [ \  & Fgd=pgd=p & Fgd=pgd=pgd=p & Fgd=pgdec & Fgd=p\ j B"C"g"\$j$[%h%i%o%&')8)**++F-G-]-..L/M/N/d/14111222222U3V3W3c3d3o34&4'41444445555碛 h=p5>*hGyh=p5>*hA h=p5CJaJhA h=paJ h=p>*aJhA h=pCJhA h=p>*aJhA h=p5>*aJhA h=pCJaJhech=p5>*CJaJ=\ j %!e!!!!A"B"g""#B#n####<$Z$[$\$j$$ & F gd=p & Fgd=p & Fgd=pgdecgd=p & F gd=pgd=p$$%Y%Z%[%o%%%&q&&&&&&&'''((()) & F gd=p$a$gd=p & F gd=pgd=pgd=p & F gd=p))8))))/*e******1+i++++++,z,,F-]- & Fgd=p & Fgd=p & Fgd=p & F gd=pgd=pgd=p]---@...../L/M/N/d//0011141w11111 & Fgd=p & Fgd=p & Fgd=pgd=pgd=p & Fgd=p1 2T2222223U3V3W3o3334441444444 & F!gd=pgd=p & F gd=p & Fgd=p & Fgd=pgd=pgd=p & Fgd=p4555556:6f6666 7I7K7d777778384858 & F(gd=pgd=p-`-gd=p & Fgd=p & Fgd=pgd=pgd=p & F!gd=p55566K7d758L88899~::::::::T;a;;;;;;;;;<<<<u==+>?>??&?n@o@p@q@r@v@@@@@@·hec5CJ8aJ8hadhK(5CJ8aJ8hK(5CJ8aJ8hec5CJ4OJQJaJ4haIVhy-CJ$aJ$hecCJ$aJ$h=phaIVh=pCJaJhA h=p5>*hA h=pCJaJhA h=p>*aJ h=p>*aJ458L888888"9h999999:|:}:~::::::R; & F$gd=p & F#gd=p & F"gd=p & Fgd=pgd=p & F)gd=pgd=pR;S;T;a;;;;;%<<<<<<"=s=t=u====)>*>+>?> & Fgd=p & Fgd=p & Fgd=p & F%gd=pgd=pgd=p?>e>>>> ???&?Q???*@n@o@p@q@r@s@t@u@v@@@$a$gdK($a$gdecgdy-$a$gd & F'gd=pgd=pgd=p & F&gd=p@@@@@@@@@@@@@@@@*AA|BB$Z<<$If^Za$gdad <x^`C?CtCkXK< & Fx$Ifgdad Z$If^Zgdad&0x$If^&`0gdadkd$$IflFHD%6H0    4 lal$Z<<$If^Za$gdadtCCC DDDEDXDmDDnZJJ$<<$Ifa$gdad$Z<<$If^Za$gdadkd$$Ifl FHD%6H0    4 lal & Fx$IfgdadDDDDDDDE_EpppppaN & F @x$Ifgdad & Fx$IfgdadV<$If^Vgdadkd.$$IflFHD%6H0    4 lal_EEEEEE#F$FtFLGgdadkd$$Ifl FHD%6H0    4 lal & Fx$Ifgdad @x$Ifgdad & F @x$IfgdadtFGGGGHHHS@&0x$If^&`0gdadkd\$$IflFHD%6H0    4 lal$Z<<$If^Za$gdad <x^`VVVVVVVVVFWHWWWWWXX$X%XSXTXXXXXXXXYYYY Y!YYYYYYZZ9ZCZYZhhadaJ hadaJhN"RhadaJhhad5CJaJhadCJaJhad5CJaJhhadCJaJLZRRRShSSSSNkd$$IflFHD%6H0    4 lal & Fx$Ifgdad Z$If^Zgdad&0x$If^&`0gdadSSSSSSTTT[LLLLV<$If^VgdadkdB$$IflFHD%6H0    4 lal$<<$Ifa$gdad$Z<<$If^Za$gdadTT2TkTT'U(U)U*UFU & Fx$Ifgdad @x$Ifgdad & F @x$Ifgdad & Fx$IfgdadV<$If^Vgdad FUGUHUU$VVVV}pkXXDD$Z<<$If^Za$gdad <x^`]?]@]d]]]]]]]]] x$Ifgdad & Fx$Ifgdad @x$Ifgdad & F @x$IfgdadV<$If^Vgdad]]]]v^^__}pkXXDD$Z<<$If^Za$gdad <x^`$Z<<$If^Za$gdadkdA$$IflFHD%6H0    4 lal x$Ifgdad & Fx$IfgdadB$If^`BgdadĆنچ&'(o````````V<$If^Vgdadkd$$IflFHD%6H0    4 lal$<<$Ifa$gdad ()*+,D  & Fx$Ifgdad @x$Ifgdad & F @x$IfgdadV<$If^Vgdad [lj܉}xeeQQQ$Z<<$If^Za$gdad <x^`^h~BC˫̫Ḻ̹́ع̹Ḻ̹́ع̹hadCJaJhhadCJaJhS,rCJaJhhad5CJaJhad5CJaJhhadaJ hadaJhlnCJHaJHhadCJHaJHF #89<kVEB$If^`Bgdad B$If^`Bgdadkd,$$IflFHD%6H0    4 lal$Z<<$If^Za$gdadNХ@kckdi-$$IflFHD%6H0    4 lal x$Ifgdad & Fx$Ifgdad Ȧݦަ[LLLLV<$If^Vgdadkd.$$IflFHD%6H0    4 lal$<<$Ifa$gdad$Z<<$If^Za$gdad(89:;ħ9: x$Ifgdad & Fx$Ifgdad @x$Ifgdad & F @x$IfgdadV<$If^Vgdad:;<\Ĩ>Ri}pkXXDD$Z<<$If^Za$gdad <x^`:DOPرڱqĸĸĸĸܡ֝hS,rhS,r5aJhad hhadhqCJaJhS,rCJaJhhad5CJaJhad5CJaJhhadaJ hadaJhN"RhadaJhlnCJaJhhadCJaJhadCJaJ:9pƬǬȬL? ^`gdadkd0$$Ifl FHD%6H0    4 lal & Fx$Ifgdad & F @x$IfgdadV<$If^VgdadȬPʭޭ Skd1$$IflFHD%6H0    4 lal$Z<<$If^Za$gdad <x^`ү]kd!2$$IflFHD%6H0    4 lal & Fx$IfgdadB$If^`Bgdad%:OP\fp}[LLLLV<$If^Vgdadkd2$$IflFHD%6H0    4 lal$<<$Ifa$gdad$Z<<$If^Za$gdad}b & Fx$Ifgdad @x$Ifgdad & F @x$IfgdadV<$If^Vgdad r}ppkkXD$Z<<$If^Za$gdad <x^`$$IflFHD%6H0    4 lal HxLGgdadkd?$$Ifl FHD%6H0    4 lal & Fx$Ifgdad & F @x$IfgdadV<$If^Vgdad23ILM !"'(1278#$-.NXnotuDE+5@Ah@@CJaJhhadaJ hadaJhN"RhadaJhadCJaJhad5CJaJhhad5CJaJhhadCJaJh!CJaJE3 !"#2XGGB$If^`Bgdadkd?$$IflFHD%6H0    4 lal$Z<<$If^Za$gdad <x^`C$$IflFHD%6H0    4 lal PC>gdad ^`gdadkdC$$Ifl FHD%6H0    4 lal x$Ifgdad & Fx$Ifgdad & F @x$Ifgdadyz'(HRhino89|~ *+457IJUV_`hadCJHaJHh@@CJHaJHh(7 CJaJhadCJaJhhadCJaJh@@CJaJhhad5CJaJhad5CJaJ hadaJhhadaJBz(<Shij7XGGB$If^`BgdadkdlD$$IflFHD%6H0    4 lal$Z<<$If^Za$gdad <x^`fg{ $Ifgdad$^`a$gdadgdad$a$gdad &')+02=?ACFIK]efgef`aefg]^ɿɷhjKhad5hjKhad56 hjKhad had5 h25hKmhad5 hKmhadhadhr]hadCJHaJHhadCJHaJHHRF2) $Ifgdad$d$If^d`a$gdad $$Ifa$gdadkd(U$$IflFx(#T3x,  t0T3    4 lalpfgbcdef$ & F1$Ifa$gdad$ & F2$Ifa$gdad $$Ifa$gdad fgzRIII $Ifgdadkd*V$$IflFx(#T3x,  t0T3    4 lalpRFFFFFFF $$Ifa$gdadkdW$$IflFx(#T3x,  t0T3    4 lalp]^_$ & F$Ifa$gdad $$Ifa$gdad $Ifgdad cRJE5JJ$^`a$gdadgdad$a$gdadkdX$$IflFx(#T3x,  t0T3    4 lalpbc~01269WXNO]^ !"+-/1478JRSUY[ʷhad5CJaJhjKhad5CJaJ hm5hadhjKhad5hjKhad56 hjKhad had5 h25hKmhad5had hKmhadD012I= $$Ifa$gdadkdY$$IflFx(#T3x,  t0T3    4 lalp $Ifgdad2WXY^$ & F1$Ifa$gdad$ & F2$Ifa$gdad $$Ifa$gdad $Ifgdad$d$If^d`a$gdad   RIII $IfgdadkdZ$$IflFx(#T3x,  t0T3    4 lalp !")8HOZgRFFFFFFF $$Ifa$gdadkdZ$$IflFx(#T3x,  t0T3    4 lalpgpz|$ & F$Ifa$gdad $Ifgdad $$Ifa$gdad+,RME@0$^`a$gdadgdad$a$gdadgdadkd[$$IflFx(#T3x,  t0T3    4 lalpSTh6kd\$$IflFx(#4x  t04    4 lalp $$Ifa$gdad$a$gdad$a$gdad[gist~H     ( * 3 5 > @ H J p     5                   A B i ɾɾ꺳 had5 h25hKmhad5 hKmhadhadh(thadCJaJhadCJaJhjKhadCJaJhjKhad56CJaJhjKhad5CJaJhad5CJaJ<dI   & F3$Ifgdadd$If^d`gdad $Ifgdad   4 I PDDD $$Ifa$gdadkd]$$Ifl_ Fx(#4x  t04    4 lalpI J Q ] g q v   RIIIIIII $Ifgdadkd^$$IflFx(#4x  t04    4 lalp       6     & F4$Ifgdad & F5$Ifgdad $Ifgdad    j  PHC3H$^`a$gdadgdad$a$gdadkd_$$Ifl Fx(#4x  t04    4 lalpi j       ! " 6 7 8 9 = A       I    &(.0CENPX[  ؟؟؟쓵h2hadCJaJhm5hadCJaJh2hadCJaJh2had5CJaJhm5had56CJaJhad5CJaJhm5had5CJaJhKmhad5had hKmhadhJM`had5:   " 7 8 9 Akd`$$IflFx(#4x  t04    4 lalp $$Ifa$gdadgdad9        I    & F6$Ifgdad h$If^hgdad $$Ifa$gdaddd$If^d`gd2 /DYPDDD $$Ifa$gdadkda$$Ifl Fx(#4x  t04    4 lalpYZ[pyRF==== $Ifgdad $$Ifa$gdadkdb$$IflFx(#4x  t04    4 lalp+h $IfgdNmu & F$Ifgdad $$Ifa$gdad $IfgdadPKFFFAgdadgd2gdadkdc$$Ifl Fx(#4x  t04    4 lalp&./0BCYZnopqu}~;<=>Q\,-/8:@AUVjlԽԶԮԖԖԖhNmuCJaJhadCJaJhI$hadCJaJ had5hw?had5hI$had5 hI$hadhI$had56CJaJhad5CJaJhI$had5CJaJhJM`had5 h25hKmhad5had hKmhad4./CZo $$Ifa$gdad$a$gdad$a$gdad$^`a$gdadopq}~PD0D$d$If^d`a$gdad $$Ifa$gdadkdd$$Ifl F&$96>  t096    4 lalp~<=>,- $IfgdNmu & F7$Ifgdad$ & F7$Ifa$gdad h$If^hgdad $Ifgdad$ & F8$Ifa$gdad $$Ifa$gdad -.AVkPDDD $$Ifa$gdadkde$$Ifl F&$96>  t096    4 lalpklm{PGGGGGGG $Ifgdadkdf$$Ifl F&$96>  t096    4 lalp=uv & F9$Ifgdad & F:$Ifgdad $$Ifa$gdad $Ifgdad <=>tv  )125FHRS]_rst}:;ƹ٩٩٩٩ٛ٩٩٩٩hI$had56CJaJhad5CJaJ hI$hadhI$had5 h25hKmhad5 hKmhadhadhI$had5CJaJhNmuCJaJhadCJaJhI$hadCJaJ=  2PHC3H$^`a$gdadgdad$a$gdadkd|g$$IflF&$96>  t096    4 lalp24G^st=kdth$$IflFx(#6x  t06    4 lalp $$Ifa$gdad gdadtu:;<X & F+$Ifgdad h$If^hgdad & F9$Ifgdadd$If^d`gdad $Ifgdad RFFF $$Ifa$gdadkdZi$$IflFx(#6x  t06    4 lalpRIIIIIII $Ifgdadkd@j$$IflFx(#6x  t06    4 lalp & F$Ifgdad $$Ifa$gdad $Ifgdad (*16HPQTfg}~@C :;yz½ᚏwh(!had5CJaJhw?had5CJaJhhjmhadCJaJh2had5CJaJhI$had56CJaJhad5CJaJ h25hI$had5had hI$hadhhjmhad5CJaJhI$had5CJaJhI$hadCJaJhadCJaJ.()PKFA1$^`a$gdadgdadgd2gdadkd&k$$IflT Fx(#6x  t06    4 lalpQSg~ $$Ifa$gdad gdad$a$gdad@ABPD0DDdd$If^d`gd2 $$Ifa$gdadkdl$$IflF"$6<  t06    4 lalpBCE*;z   H$If^Hgdad & F; L$If^`Lgdr & F;$Ifgdadh$If^h`gdad & F$Ifgdad $Ifgdad h$If^hgdad      " ( ) = > R U    !!!!!!!!!!!!! " " """"""""*#+#-#@#A#W#Y#l#m#อԩˆˆˆh.had5CJaJhhad5hKmhad5 hKmhadhadhQhhjmCJaJhhjmCJaJhQhadCJaJhad5CJaJhQhad5CJaJhadCJaJhI$hadCJaJhI$had5CJaJ1  ) > S PDDD $$Ifa$gdadkdm$$Ifl F"$6<  t06    4 lalpS T U a o u  PD;;;; $Ifgdad $$Ifa$gdadkdn$$IflF"$6<  t06    4 lalp          !!!!! & F<$Ifgdad & F=$Ifgdad $$Ifa$gdad $Ifgdad!! " ""+#PHC3H$^`a$gdadgdad$a$gdadkdn$$Ifl F"$6<  t06    4 lalp+#-#A#X#m#n#;kdo$$IflF"$6<  t06    4 lalp $$Ifa$gdad gdadm#n#o#$$$$\$]$z$|$$C%D%F%O%Q%W%X%l%m%%%%%%%&&&''5''''''''''''''C(_(a((((øøççççðøØhKmhad5had hKmhadhPM%CJaJhad5CJaJhadCJaJh.hadCJaJh.had5CJaJh.had5h2hadaJ h2hadCJaJ h.hadh.had56CJaJ3n#o#$$${$|$}$$$ %D% $Ifgdad & F<$Ifgdad h$If^hgdad $$Ifa$gdaddd$If^d`gd2 $Ifgdad D%E%X%m%%PDDD $$Ifa$gdadkdp$$IflF"$6<  t06    4 lalp%%%%%%%%%PGGGGGGG $Ifgdadkdq$$IflF"$6<  t06    4 lalp%%%&&''' ' '6'' & F>$Ifgdad $IfgdPM% & F?$Ifgdad $Ifgdad $$Ifa$gdad '''''D(PKC>.$^`a$gdadgdad$a$gdadgdadkdr$$Ifl& F"$6<  t06    4 lalpD((((() $$Ifa$gdad  gdad$a$gdad(((((())))m*n*o*******+.+/+U+Z+c++++C,D,F,O,Q,W,X,l,m,,,,,,,,----K-L-M-N-]-w-~--- .󴬴󿬿󿬿󤿬󝙝hs4had5had hKmhadhPM%CJaJhadCJaJh(!hadCJaJhBIhadCJaJhUhadCJaJ hBIhadhBIhad56CJaJhad5CJaJhBIhad5CJaJ9)))m*n*PG3' $$Ifa$gdaddd$If^d`gdU $Ifgdadkds$$IflF$96  t096    4 lalpn*o*p**+/+0+c+++,D, h$If^hgdad & F>$Ifgdad $Ifgdad $$Ifa$gdad D,E,X,m,,PDDD $$Ifa$gdadkdt$$IflF$96  t096    4 lalp,,,,,,,PD;;;; $Ifgdad $$Ifa$gdadkdu$$IflF$96  t096    4 lalp,,,,,,,,---K-L- & F$Ifgdad & F$Ifgdad $IfgdPM% $$Ifa$gdad $Ifgdad L-M-N-u-v- .PKCC3$^`a$gdad$a$gdadgdadkdv$$Ifl+ F$96  t096    4 lalp .%.'..........////4050h0j000111111111111111112B2222%3ʿᴠ؈}}uhPM%CJaJh(!hadCJaJhBIhad5CJaJhhad5CJaJh],had5CJaJhadCJaJh hadCJaJh|QhadCJaJh had56CJaJhad5CJaJh had5CJaJhKmhad5had hKmhad, ...... $$Ifa$gdad gdad$a$gdad...//PD0$ $$Ifa$gd|Qdd$If^d`gd|Q d$Ifgd|Qkdw$$IflF$96  t096    4 lalp//////50i0j0011111 $Ifgdad & F@$Ifgdad h$If^hgdad $$Ifa$gd|Q11111PDDD $$Ifa$gdadkdx$$Ifl7 F$96  t096    4 lalp1111111PGGGGG $Ifgdadkdy$$IflF$96  t096    4 lalp1222C222222222&3 & F$Ifgdad $Ifgdad $$Ifa$gdad %3&3'3(3)33383Q3X3[3]33334r4s444444444466667 7q7r7777777777777788)8,8-8ƺ阐hBIhad5CJaJhadCJaJh3hadCJaJh3had56CJaJhad5CJaJh3had5CJaJhKmhad5hhad5hs4had5had hKmhadh had5CJaJh hPM%CJaJ3&3'3(3O3P33PKCC3$^`a$gdad$a$gdadgdadkdz$$Ifl F$96  t096    4 lalp3p4r4444 $$Ifa$gdad gdad$a$gdad444666PD333d$If^d`gdad $$Ifa$gdadkd{$$IflF!$5!  t05    4 lalp66c666 70777 & F,$Ifgdad $Ifgdad77777PDDD $$Ifa$gdadkd|$$IflF!$5!  t05    4 lalp7777 888$8*8PGGGGGGG $Ifgdadkd}$$IflF!$5!  t05    4 lalp*8+8,8-8.8/808p88888 & F$Ifgdad & F$Ifgdad $$Ifa$gdad $Ifgdad -8.8/888888888999999!9&9'9)9+90929>9?9A9C9F9I9K9]9e9999999[:\:]:p:r:|:}:::::ǻǤǤǤǤǤǤǤǤǜǂǤǤǤǤhKmhad5hhad5 had5 h|Q5hs4had5 hKmhadhPM%CJHaJHhadCJHaJHh|QCJHaJHh|Qhadh3had5CJaJh3hadCJaJhadCJaJh3h|Q5CJaJh|Q5CJaJ1888888888PHHHHHHH$a$gdadkdx~$$Ifl F!$5!  t05    4 lalp88888889 99=9>99\:]:q::: $Ifgdad$^`a$gdad$a$gdPM%gdad$a$gdad:::5;6;7;8;R>>555 $Ifgdad$$If^`a$gdadkdp$$IflFx(#T3x,  t0T3    4 lalp:::::4;7;;;<;=;Q;S;x;y;{;|; <r<s<u<~<<<<<<<<<<<< = = ==`=a=j=k=l==>> >">#>$>+>->2>3>5>7><>>>J>L>N>P>S>V>X>j>r>>>??k?~??h]had5 h|Q5h3had5 hKmhPM% hPM%5hKmhad5 had5hs4had5 hKmhadhadhKmhad56G8;9;:;;;<;=;{;|;; <3<s<$ & F-$Ifa$gdad$ & FA$Ifa$gdad$h$If^ha$gdad $Ifgdad s<t<<<<PGGG $Ifgdadkdd$$Ifl Fx(#T3x,  t0T3    4 lalp<<<<<<< =RFFFFFF $$Ifa$gdadkd\$$IflFx(#T3x,  t0T3    4 lalp = = = =======l===> > $$Ifa$gdad$ & F$Ifa$gdad $Ifgdad >!>">J>K>>PHHC3$^`a$gdadgdad$a$gdadkdP$$IflFx(#T3x,  t0T3    4 lalp>j?k?????AkdH$$IflFxt"T3x  t0T3    4 lalp $Ifgdad$a$gdad???????????N@S@T@@@@!A#A$AAAAAAAAAAAAABBB*BBBBBBJCCCCCCCCCCC&DCDDDEDFDGDNDPDUDVDXDZD_DaDlDnDpDrDuDxDzDDDE E$E&EEh]had5 h|Q5hKmhad5 had5hs4had5hKmhad56 hKmhadhadO??N@O@P@Q@R@S@T@@@"A#A$A@AAA$ & F.$Ifa$gdad$ & FB$Ifa$gdad$h$If^ha$gdad $Ifgdad$d$If^d`a$gdad $$Ifa$gdadAAAABPGGG $Ifgdadkd<$$Ifl Fxt"T3x  t0T3    4 lalpBBBB+B4BHBaBBRFFFFFFF $$Ifa$gdadkd4$$IflFxt"T3x  t0T3    4 lalpBBBBBBBBBBCJCCCC'DDD$ & FC$Ifa$gdad$h$If^ha$gdad $$Ifa$gdPM%$ & FD$Ifa$gdad$ & F.$Ifa$gdad $$Ifa$gdad $IfgdadDDEDlDmD EEPHC3H$^`a$gdadgdad$a$gdadkd($$Ifl Fxt"T3x  t0T3    4 lalpEEEEEEEA5 $$Ifa$gdadkd $$IflFxt"T3x  t0T3    4 lalp $Ifgdad$a$gdadEEEEEEEEEEEEEEFFFFFGGG/G0GHGIGSGwGGGGGGGGGHHHH!H)H+H,HiHHHHH'I(I)IKIOIIIIIIIIIIIIIIIIIIIIIIII had5 hzhadhKmhad5 h]hadhs4had5h]had5hKmhad56 hKmhadhadLEFFFFFFGGIGGGG$ & F/$Ifa$gdad$ & FC$Ifa$gdad$h$If^ha$gdad $Ifgdad$$If^`a$gdad GGHH*HPGGG $Ifgdadkd$$IflFxt"T3x  t0T3    4 lalp*H+H,H?HGHNHbHjHzHRFFFFFFF $$Ifa$gdadkd $$IflFxt"T3x  t0T3    4 lalpzHHHHHHHHHHH(I)IeIIIIIIIIII$ & FE$Ifa$gdad$h$If^ha$gdad $Ifgdad $$Ifa$gdadIIIIIjJPKCK3$^`a$gdad$a$gdadgdadkd$$Ifl$ Fxt"T3x  t0T3    4 lalpIIiJjJJJJJKK KKKK-K.K/K0K6K:KKKKLLLLiLLLLLLM'M(M*M3M5M;M=MPMQM[M]MeMgMhM}MMMMMNNNNNNNNNNNNNNNNNNNNNNNNNNN had5hKmhad56hKmhad5had hKmhadh]had5hs4had5 h|Q5OjJJJKK.K/KAkd$$IflFxt"T3x  t0T3    4 lalp $Ifgdad$a$gdad/K0KKKKKKKKKLLbLLL(M$ & F0$Ifa$gdad$h$If^ha$gdad$ & FF$Ifa$gdad $Ifgdad$$If^`a$gdad $$Ifa$gdad(M)MXXXXXXYWY_YYY5Z8Z9Z@ZBZGZHZJZLZQZSZoZZZZ1[2[;[[[\\P\Q\\ݼݵݵݵݵݵݵݵݼݵݵ hFhad hVhad had5\h\had5had56\]hFhad5 hKmhadhad hadCJ( hadCJ4hqhadCJHaJHhadCJHaJH@UUUUUUUVVHVVVVVV $Ifgdad$a$gdadgdadVVVeWfWgWNE1EE$d$If^d`a$gdad $Ifgdadkd$$IflF!5  t056    4 lalpgWhWiWjWkWlWWXXX>XXXXX$h$If^ha$gdad$ & FI$Ifa$gdad $$Ifa$gdad $IfgdadXXXXYNEEE $Ifgdadkd$$Ifl F!5  t056    4 lalpYYY(Y3Y=YEYNE9999 $$Ifa$gdad $Ifgdadkd$$IflF!5  t056    4 lalpEYUYVYWYXYYYZY[Y\Y]Y^Y_YYYY5Z$ & F$Ifa$gdad $Ifgdad $$Ifa$gdad5Z6Z7Z^Z_ZZZNIA<AAgdad$a$gdadgdadkd$$IflIF!5  t056    4 lalpZZ[[1[2[3[@kd$$IflF "6 Q  t066    4 lalp $Ifgdadgdad3[[[[[[[\\Q\\\]]]]]$ & FJ$Ifa$gdad$h$If^ha$gdad $Ifgdad$d$If^d`a$gdad\\\\ ]Q]]]]]T^U^^^^^^^^^^^^^1_N_~____T`U`V`[```aaTaUaaaaa$b%b&b2brbbbb=c>clcocpcwcyc~ccccccccc&dhdidȲhhad5 hzhad hFhad had5h\had5had56\]hFhad5 hKmhadhad had5\ hhadF]]&];]P]NEEE $Ifgdadkd$$Ifl. F "6 Q  t066    4 lalpP]Q]R]\]s]{]]]NBBBBBB $$Ifa$gdadkd$$IflF "6 Q  t066    4 lalp]]]]]]]]]]]]^T^U^^^^$ & F$Ifa$gdad $Ifgdad $$Ifa$gdad^^^^^1__NIA<AAgdad$a$gdadgdadkd}$$Ifl+F "6 Q  t066    4 lalp______@kdx$$IflF+"96P  t0966    4 lalp $Ifgdadgdad__W`X`Y`Z`[`\````aUaaa%b&b3b$ & FK$Ifa$gdad$h$If^ha$gdad $Ifgdad$d$If^d`a$gdad $$Ifa$gdad3b4bGb\bqbNEEE $Ifgdadkds$$Ifl& F+"96P  t0966    4 lalpqbrb|bbbbbbNBBBBBB $$Ifa$gdadkdn$$IflF+"96P  t0966    4 lalpbbbbbbbbbbbc=c>clc$ & F$Ifa$gdad $$Ifa$gdadlcmcncccc'd(dNIAIAAI$a$gdadgdadkdi$$IfllF+"96P  t0966    4 lalp(d$$IflF+"96P  t0966    4 lalp0{I{J{K{L{M{N{O{P{Q{R{S{{{{3|4|5|o|p|$ & F$Ifa$gdad $Ifgdad $$Ifa$gdadp|q||||*}+}NFAFFAgdad$a$gdadkd9$$Ifl F+"96P  t0966    4 lalp+}?}V}k}l}m}E9 $$Ifa$gdadkd4$$IflF "6 Q  t066    4 lalp $Ifgdadm}~~~~ ~!~"~#~~~~&_ $$Ifa$gdad$ & FQ$Ifa$gdad$h$If^ha$gdad $Ifgdad$d$If^d`a$gdadNEEE $Ifgdadkd/$$IflF "6 Q  t066    4 lalp*=SNBBBBBB $$Ifa$gdadkd*$$IflF "6 Q  t066    4 lalpSlĀŀƀ$ & F$Ifa$gdad $Ifgdad $$Ifa$gdad$%hNIA<AAgdad$a$gdadgdadkd%$$IflF "6 Q  t066    4 lalp5g΂тRS/0hUVʅ  $&Bt† >@ڈۈ*+<=ƉV\֊׊؊ފ$&+,.0ԿԸԿ hIThad hZ5\ hhad hfhad had5\h\had5had56\]hfhad5had hKmhadHˁ@kd $$IflF+"96P  t0966    4 lalp $IfgdadgdadςЂт҂RS0ij$ & FR$Ifa$gdad$h$If^ha$gdad $Ifgdad$d$If^d`a$gdad $$Ifa$gdad jk~NEEE $Ifgdadkd$$IflkF+"96P  t0966    4 lalpЄބNBBBBBB $$Ifa$gdadkd$$IflF+"96P  t0966    4 lalpUVWʅ $ & F$Ifa$gdad $Ifgdad $$Ifa$gdad  12uÆĆNFAFFAgdad$a$gdadkd$$Ifl F+"96P  t0966    4 lalpĆ؆E9 $$Ifa$gdadkd $$IflF"6Q  t066    4 lalp $Ifgdad>?@Aۈ+=ljȉ $$Ifa$gdad$ & FS$Ifa$gdad$h$If^ha$gdad $Ifgdad$d$If^d`a$gdad ȉɉ܉NEEE $Ifgdadkd$$IflKF"6Q  t066    4 lalp&4KVNBBBBBB $$Ifa$gdadkd$$IflF"6Q  t066    4 lalpVWXYZ[\]ΊϊЊъҊӊԊՊ֊׊؊$ & F$Ifa$gdad $Ifgdad $$Ifa$gdadBCӋԋNIAIAAI$a$gdadgdadkd$$IfltF"6Q  t066    4 lalp057SҋUWōƍ Nyz!0:VWX~ؐ789LMcexyz{|hNhadCJaJh#had5CJaJh#had56CJaJ h#hadhNCJHaJHhadCJHaJHh CJHaJH had5 hIThad had5\h\had5had56\]hIThad5 hKmhadhad0ԋE9 $$Ifa$gdadkd$$IflFN"6NNQ  t066    4 lalp $IfgdadUVWXƍ O $$Ifa$gdad$ & FT$Ifa$gdad$h$If^ha$gdad $Ifgdad$d$If^d`a$gdad OPcxNEEE $Ifgdadkd$$IflFN"6NNQ  t066    4 lalpNBBBBBB $$Ifa$gdadkdҿ$$IflFN"6NNQ  t066    4 lalpz!"$ & F$Ifa$gdad $Ifgdad $$Ifa$gdad"#$&'()*NIAAAAA$a$gdadgdadkd$$Ifl FN"6NNQ  t066    4 lalp*+,-./0:GKW~ِ89Mdy $Ifgdad$a$gdNgdNgdad$a$gdadyz{PD000d$If^`gdN $$Ifa$gdadkd$$IflFL."86L   t06    4 lap|VYÒŒ  ()=>?M~œƓ-./XhΔ֔%&<=QRʶ쪱챢쾱ՑՑՑhad5CJaJhIThad5hPGGG $Ifgdadkd$$IflFL."86L   t06    4 lap>?@M\hPDDDDDD $$Ifa$gdadkd$$IflFL."86L   t06    4 lapƓ .$ & F$Ifa$gdad $$Ifa$gdad $Ifgdad./01WXPHCHCHHgdad$a$gdadkd$$Ifl FL."86L   t06    4 lap&=RS<kd$$IflFL#"7F  t0V8    4 lap $$Ifa$gdad$a$gdadRSTX[YZ[mt×ėИҘxy  jkl LMNabxy  #9EȽȬȬȬȽȽ먣ȬȬȬȽȽȽhIThad5 had5hadhad5CJaJhadCJaJh#hadCJaJh#had5CJaJhNhadCJaJhNhad5CJaJ h#hadh#had56CJaJ=STYZ[VėD $Ifgdad & FW$Ifgdad h$If^hgdad $$Ifa$gdaddd$If^d`gdN $Ifgdad јPDDD $$Ifa$gdadkd$$Ifl8 FL#"7F  t0V8    4 lapјҘژ1PGGGGGGG $Ifgdadkd|$$IflFL#"7F  t0V8    4 lap1=JRaxyz  ?k & F$Ifgdad & F$Ifgdad $Ifgdad klMNPHCHH;$a$gdadgdad$a$gdadkdt$$IflFL#"7F  t0V8    4 lapNbyDkdl$$IflFLR"7H  t0V8    4 lap $$Ifa$gdad !"#mop $Ifgdad & FX$Ifgdad h$If^hgdadd$If^d`gdad EOklmÝϝߝnr"  '(8 !"#$ƿƻh#had56CJaJhIThad5 had5had hKmhad h#hadh?̢͢opqs|~٣  'pɽܠܠܠܠܠܙ had5had hKmhad h#hadhad5CJaJh#hZ5CJaJhZCJaJhZhad5CJaJhadCJaJh#hadCJaJh#had5CJaJhAhadCJaJhAhad5CJaJ5$>?@o͢pq $Ifgdad & FZ$Ifgdad h$If^hgdad $$Ifa$gdaddd$If^d`gdAqrPDDD $$Ifa$gdadkd6$$Iflk FLU"6 LL  t07    4 lapʣѣڣPGGGGGGG $Ifgdadkd $$IflFLU"6 LL  t07    4 lap & F$Ifgdad $$Ifa$gdad $IfgdadqХѥPHHHH@$a$gdad$a$gdadkd $$IfldFLU"6 LL  t07    4 lapϥХѥ dfAMNOߨ  $»ΨΜΨΨΨ hKmhadhahad5CJaJhadCJaJhAhadCJaJ h#hadhAhad5CJaJh#hadCJaJhad5CJaJh#had5CJaJhad had5hIThad5:ѥGkd$$IflFL !6: 07    4 lap $$Ifa$gdad   efO & F[$Ifgdad h$If^hgdad $$Ifa$gdaddd$If^d`gdA  SGGG $$Ifa$gdadkd$$Ifl" FL !6: 07    4 lap )6=JZSG>>>>> $Ifgdad $$Ifa$gdadkd$$IflFL !6: 07    4 lapZyG & F$Ifgdad & F[$Ifgdad h$If^hgdad $$Ifa$gdad $Ifgdad;<SNIAIAA$a$gdadgdadgdadkd$$Ifl FL !6: 07    4 lap$%').0;<L   678<@?@ĭU\¯ïɯվղՌՁxhZhadaJhZhadCJaJh#hadCJaJhadCJaJh#had5hAhadCJaJhAhad5CJaJh#had56CJaJhad5CJaJh#had5CJaJhIThad5 had5 h#hadhad hKmhad/ !678<kd$$IflFL""7  t0U8    4 lap $$Ifa$gdad$a$gdad8KLĮA & F\$Ifgdad h$If^hgdad $$Ifa$gdaddd$If^d`gdA PDDD $$Ifa$gdadkd$$IflFL""7  t0U8    4 lap¯ïɯίկPD;22 $Ifgdad $Ifgdad $$Ifa$gdadkd$$IflFL""7  t0U8    4 lapկޯ &l & F_$Ifgdad $Ifgdadɯ$%klmnuw|} LMNacmnxy_`׳/?@Yjm˪˪˪˪˜hAhad5CJaJhAhadCJaJh#had56CJaJhad5CJaJhIThad5 had5had hKmhadh#had5CJaJhadCJaJh#hadCJaJhZhACJaJhZhadCJaJ4lmMNPH@HH@$a$gdad$a$gdadkd$$IflFL""7  t0U8    4 lapNbyD; $IfgdAkd$$IflFL !6:  t07    4 lap $$Ifa$gdad\]^_`سٳ@ & F]$Ifgdad h$If^hgdad $$Ifa$gdAdd$If^d`gdA ɴ޴PDDD $$Ifa$gdadkd$$Ifl FL !6:  t07    4 lap´ȴ޴=>EFPQRSTUV]_deginpն456IKUV`vw#ŹWYbdjh#had56CJaJhIThad5 had5had hKmhadhAhmhad5hadCJaJh#hadCJaJhad5CJaJh#had5CJaJA'5PGGGGGGG $Ifgdadkd$$IflFL !6:  t07    4 lap5>?@ABCDEFQR & F`$Ifgdad $$Ifa$gdad $IfgdadRST{|ֶ56PKCCCCK$a$gdadgdadkd$$Ifl"FL !6:  t07    4 lap6JavwxDkd|$$IflFL !6:  t07    4 lap $$Ifa$gdadx$%kW & F^$Ifgdad h$If^hgdadd$If^d`gdad WXkPDDD $$Ifa$gdadkdt$$IflFL !6:  t07    4 lapPD;;; $Ifgdad $$Ifa$gdadkdl$$IflFL !6:  t07    4 lapκLλϻлһ#.>?@bdfinopǼ<=P]g~,-.QR9vw޿Ļ֜֜hAhad5CJaJhAhadCJaJh+hadCJaJhZ5CJHaJHhad5CJHaJHhA5CJHaJHhad5CJaJh#had5CJaJhnbXhadCJaJhadCJaJh#hadCJaJ8^ϻлѻһ $Ifgdad & F$Ifgdad h$If^hgdadPKKKKKKKgdadkd$$Ifl FL !6:  t07    4 lap !"#.6?`a<=Qh} $$Ifa$gdadgdZ$a$gdadgdad}~!"#$%&'(|s_sssssss0d$If^`0gdA $IfgdAkd$$IflF%@8 t0    4 la ()*+,-9x & Fad$Ifgdad $Ifgdad & Fa$Ifgdad h$If^hgdad $IfgdA ;ER`xy;{~56Q  789;<}~飘͆h+hadCJaJ h#hadh hadCJaJh had5CJaJhZCJaJhZhadCJaJh &hadCJaJhadCJaJhTB0hadCJaJhad5CJaJh#had5CJaJh#hadCJaJ1&;P|ppp $$Ifa$gdadkd$$IflF%@8 t0    4 laPQRaly|ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la =|}~ & Fb$Ifgdad & Fbd$Ifgdad $Ifgdad 6|wwowwwccc $$Ifa$gdad$a$gdadgdadkd,$$IflF%@8 t0    4 la  789:;<|s_Vssss $Ifgdad0d$If^`0gd $Ifgdadkd$$IflF%@8 t0    4 la<~#$7LUII $$Ifa$gdadkd<$$IflF%@8 t0    4 la & Fd$Ifgdad h$If^hgdad & F$Ifgdad"LVbca914IMopGHԡh]CJaJh*hadCJaJh*had5CJaJh+hadCJaJh~SCJaJh khadCJaJhad5CJaJh#had5CJaJhadCJaJh#hadCJaJh+had5CJaJ8Labcrpggggggggg $Ifgdadkd$$IflF%@8 t0    4 la $$Ifa$gdad c & Fc$Ifgdad $Ifgdad zuumuuuaaa $$Ifa$gdad$a$gdadgdadkdZ$$Ifl3F%@8 t0    4 la |s_sssssss0d$If^`0gd* $Ifgdadkd$$IflF%@8 t0    4 la 234qI & Fe$Ifgdad $Ifgdad & F$Ifgdad h$If^hgdad HRST['(MOQTYZ['(;HRn\]'6qshW9CJaJhDhad5CJaJh;hadCJaJhad5CJaJh#had5CJaJhShad5CJaJhadCJaJh#hadCJaJA|ppp $$Ifa$gdadkdn$$IflF%@8 t0    4 la(1Ul|ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la T()Ykd~$$IflF%@8 t0    4 la $Ifgdad & Ff$Ifgdad h$If^hgdad )*KL'(<Shickd$$IflF%@8 t0    4 la $$Ifa$gdad$a$gdadgdad ij^s & Fg$Ifgdad h$If^hgdad0$If^`0gdad $IfgdadGOP_`quv:;`bdglmn:;N[e}WXYab}?޶ ŒhDhad5CJaJhDhad5h_hadCJaJh*hadCJaJh*had5CJaJhadCJaJh;hadCJaJhad5CJaJh#had5CJaJh#hadCJaJh#hW9CJaJ3|ppp $$Ifa$gdadkd$$IflF%@8 t0    4 la0<GP`rst|ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la tuv; & Fh$Ifgdad & F$Ifgdad h$If^hgdad $Ifgdad;<=^_:;Of{|wwowwwccc $$Ifa$gdad$a$gdadgdadkd$$IflF%@8 t0    4 la {|}wnZnnnnn0d$If^`0gd* $Ifgdadkd&$$IflFD%@8 t0    4 laXY@tuvw $Ifgdad$ & Fj$Ifa$gdad & Fj$Ifgdad & F$Ifgdad h$If^hgdad ?@stuvyz{+,-.3=>QǾǾǾǨshYhjh;hadCJUaJh;hadCJaJ!jh_hadCJEHUaJjOD hadUVjhadCJUaJ had5hzhad5h#hadCJaJh_hadCJaJhad5CJaJh#had5CJaJh_had5CJaJhF-had5CJaJhadCJaJh;had5CJaJwxuiii $$Ifa$gdadkd$$Ifl FD%@8 t0    4 lawnnnnnnnnnnn $IfgdadkdV$$IflFD%@8 t0    4 la {VWX & Fi$Ifgdad$ & Fi$Ifa$gdad h$If^hgdad $Ifgdad QRSTUX~ 46mnFPQZ·xlh_had5CJaJhohadCJaJh*hadCJaJh*had5CJaJhad5CJaJh#had5CJaJhadCJaJh#hadCJaJh;hadCJaJjh;hadCJUaJ!jh;hadCJEHUaJ#jwD h;hadCJUVaJ*wrrjrrr^^^ $$Ifa$gdad$a$gdadgdadkd$$IflFD%@8 t0    4 la |s_ssssss0d$If^`0gd* $IfgdadkdL$$IflF%@8 t0    4 la 56p1bV $$Ifa$gdadkd$$IflF%@8 t0    4 la & Fk$Ifgdad h$If^hgdad 1F[\fnypgggggggg $Ifgdadkd\$$IflF%@8 t0    4 la $$Ifa$gdad Z\ghn678MXWXs /mno!#GH^`cdfĿh;hadCJaJh*hadCJaJh'hadCJaJh_hadCJaJ had5h?had5h#hadCJaJhad5CJaJhadCJaJh?hadCJaJh#had5CJaJ:8 & Fl$Ifgdad$ & Fl$Ifa$gdad h$If^hgdad $Ifgdad  X)zuumuuuaaa $$Ifa$gdad$a$gdadgdadkd$$Ifl F%@8 t0    4 la )*+|sbssssss|$If^`|gdad $Ifgdadkdp$$IflF%@8 t0    4 la no#Gkd$$Ifl F%@8 t0    4 la $Ifgdad & Fmd$Ifgdad & Fm$Ifgdad h$If^hgdad2pggggggg $Ifgdadkd$$IflF%@8 t0    4 la $$Ifa$gdad 2H_`abcdefg: & Fn$Ifgdad h$If^hgdad $Ifgdadf9:=GPhij2?Iae;nop#-.7:nrƽᱦhCJaJh#had5h)hadCJaJh)had5CJaJh5CJHaJHhad5CJHaJHh*5CJHaJHhad5CJaJh#had5CJaJhadCJaJh#hadCJaJ;:;<>?@ABCDEFG|wwwwwwwwwwwgdadkd $$IflF%@8 t0    4 la GPY]i3J_ $$Ifa$gdadgdadgd$a$gdad _`a|s_ssssss0d$If^`0gd) $Ifgdadkd$$IflF%@8 t0    4 la <=>p$ & Fp$Ifa$gdad & Fp$Ifgdad $Ifgdad & F$Ifgdad h$If^hgdad #8|ppp $$Ifa$gdadkd$$IflF%@8 t0    4 la89:FZm|ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la opqr & Fo$Ifgdad h$If^hgdad $Ifgdad \|wwowwwccc $$Ifa$gdad$a$gdadgdadkd,$$IflF%@8 t0    4 la [\wn  >?H67RJRtJOP׵hhadCJaJh)had5CJaJh)hadCJaJhadCJaJh#hadCJaJhad5CJaJh#had5CJaJGefghijkl|s_sssssss0d$If^`0gd) $Ifgd)kd$$IflF%@8 t0    4 la lmnoG $Ifgdad & Fr$Ifgdad h$If^hgdad $Ifgd)  |ppp $$Ifa$gdadkd<$$IflF%@8 t0    4 la '06?@ABCDEF|ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la FGHIG & Fq$Ifgdad h$If^hgdad $Ifgdad 7|wwowwwccc $$Ifa$gdad$a$gdadgdadkdL$$IflF%@8 t0    4 la IJKLMNOPQ|sbssssssss0$If^`0gdad $Ifgdadkd$$IflF%@8 t0    4 la QRv $Ifgdad & Fs$Ifgdad h$If^hgdad |ppp $$Ifa$gdadkd\$$IflF%@8 t0    4 la )9KLMNOPQ|ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la QRSTU789:p & Ft$Ifgdad h$If^hgdad $Ifgdad PT6:=o+XYly{|~67blmvyKDEXeoDKø h#hadh)hadCJaJh)had5CJaJhad5CJaJhCJaJhadCJaJh#hadCJaJh#had5CJaJAXYm|wwowwwccc $$Ifa$gdad$a$gdadgdadkdl$$IflF%@8 t0    4 la {|}~|s_sssssR h$If^hgdad0d$If^`0gd) $Ifgdadkd$$IflF%@8 t0    4 la 789 h$If^hgdad $Ifgdad $Ifgdad & Fv$Ifgdad 9:Mbw|ppp $$Ifa$gdadkd|$$IflF%@8 t0    4 lawxy|ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la $LMN & Fu$Ifgdad h$If^hgdad $Ifgdad DEYpzuumuuuaaa $$Ifa$gdad$a$gdadgdadkd$$Ifl F%@8 t0    4 la DEFGHIJ|s_ssssss0d$If^`0gd) $Ifgdadkd$$IflF%@8 t0    4 la JK !Ykd$$IflF%@8 t0    4 la $Ifgdad & Fw$Ifgdad h$If^hgdadIST]`Y9:Ugh^ !147;579<AB~ ˸hhadCJaJhhadCJaJhhad5h)hadCJaJh#hadCJaJhad5CJaJh#had5CJaJhadCJaJhthad5CJaJ@!4I^_`mpggggggg $Ifgdadkd($$IflF%@8 t0    4 la $$Ifa$gdad Z & Fx$Ifgdad h$If^hgdad $Ifgdad:|wwowwwccc $$Ifa$gdad$a$gdadgdadkd$$IflF%@8 t0    4 la abcdefg|s_ssssss0d$If^`0gd) $Ifgd)kd8$$IflF%@8 t0    4 la gh^ & Fzd$Ifgd$ & Fz$Ifa$gdad & Fz$Ifgdad $Ifgdad & F$Ifgdad h$If^hgdad  |ppp $$Ifa$gdadkd$$IflF%@8 t0    4 la !&*23456789:|ssssssssssss $IfgdadkdH$$IflF%@8 t0    4 la :;<|Ykd$$IflF%@8 t0    4 la & Fy$Ifgdad h$If^hgdad $Ifgdad 34 ckdX$$IflF%@8 t0    4 la $$Ifa$gdad$a$gdadgdad  Q` & F{$Ifgdad h$If^hgdad0d$If^`0gd $Ifgdad   &(*!$)*fg~&'-.013Y[  & ··h5)hadCJaJhadCJaJhad5CJaJh#hadCJaJh#had5CJaJhhadCJaJhohadCJaJH|ppp $$Ifa$gdadkd$$IflF%@8 t0    4 la  !"#$%&'(|ssssssssssss $Ifgdadkdh$$IflF%@8 t0    4 la ()*+Ykd$$IflF%@8 t0    4 la & F|$Ifgdad h$If^hgdad $Ifgdad gckdx$$IflF%@8 t0    4 la $$Ifa$gdad$a$gdadgdad &}~ e & F}$Ifgdad h$If^hgdad0$If^`0gdad $Ifgdad|ppp $$Ifa$gdadkd$$IflF%@8 t0    4 la'()*+,-./0|ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la 01234}[\Ykd$$IflF%@8 t0    4 la & F~$Ifgdad h$If^hgdad $Ifgdad \]~  ' > S T ckd$$IflF%@8 t0    4 la $$Ifa$gdad$a$gdadgdad & 3 = Y & .    =       ( ) 4        " $ & ) . / k l           #NORU[)̹ h#hadhhadCJaJhhad5CJaJhCJaJh5)hadCJaJhadCJaJhhadCJaJh#hadCJaJhad5CJaJh#had5CJaJ=T U % & ' ( ) * + , - .       =     & Fd$Ifgdad & F$Ifgdad h$If^hgdad0$If^`0gdad $Ifgdad      sggg $$Ifa$gdadkd $$IflF%@8 t0    4 la $Ifgdad     ) * + , - . / 0 1 |ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la 1 2 3 4 q       Ykd0$$IflF%@8 t0    4 la & F$Ifgdad h$If^hgdad $Ifgdad   ! l       ckd$$IflF%@8 t0    4 la $$Ifa$gdad$a$gdadgdad   & F$Ifgdad $Ifgdad & Fd$Ifgdad h$If^hgdad0d$If^`0gd $Ifgdad  !znnn $$Ifa$gdadkd@$$IflF%@8 t0    4 la!"#9OPQRSTUVWX|ssssssssssss $Ifgdadkd$$IflF%@8 t0    4 la XYZ[\*+,-s & F$Ifgdad h$If^hgdad $Ifgdad )-qs348;>FHmoqtyzVvRT¹ haJhhadaJhhadCJaJhChadCJaJhad5CJaJh#had5CJaJhadCJaJh#hadCJaJCstu|wwowwwccc $$Ifa$gdad$a$gdadgdadkdT$$IflF%@8 t0    4 la |sbsssssss0$If^`0gdad $Ifgdadkd$$IflF%@8 t0    4 la c $Ifgdad & F$Ifgdad h$If^hgdad |ppp $$Ifa$gdadkdd $$IflF%@8 t0    4 la 456789:;|ssssssssssss $Ifgdadkd $$IflF%@8 t0    4 la ;<=>?H  & F$Ifgdad & F$Ifgdad h$If^hgdad $IfgdadHIJklUVjzuumuuuaaa $$Ifa$gdad$a$gdadgdadkdt $$Ifl F%@8 t0    4 la wn]nnnnnP h$If^hgdad0$If^`0gdad $Ifgdadkd $$IflF%@8 t0    4 la QRST7  & Fd$Ifgd h$If^hgdad $Ifgdad & F$Ifgdad 72<=FI!$)*qrOQYmq s       !! !!""("*","/"4"5"|"}"ĻhohadCJaJhp5CJHaJHhad5CJHaJHh5CJHaJHhad5CJaJh#had5CJaJhadCJaJh#hadCJaJhhadCJaJB  2Gwkkk $$Ifa$gdadkd $$IflF%@8 t0    4 laGHIWi{wnnnnnnnnnnn $Ifgdadkd $$IflF%@8 t0    4 la Tkd $$IflF%@8 t0    4 la & F$Ifgdad h$If^hgdad $Ifgdad r $$Ifa$gdadgdp$a$gdadgdad|s]sssssss0$7$8$H$If^`0gdad $Ifgdadkd $$IflF%@8 t0    4 la Q r s  h$If^hgdad & F$Ifgdad & F$Ifgdad $Ifgdad s t    znnn $$Ifa$gdadkd $$Ifl`F%@8 t0    4 la          !!!!|ssssssssssss $Ifgdadkd4$$IflF%@8 t0    4 la ! !!!"!R!!!"""WRgdadkd$$Ifl F%@8 t0    4 la & F$Ifgdad & F$Ifgdad $Ifgdad "'"}"""" ## #!#kb $IfgdadkdH$$IflF%@8 t0    4 la $$Ifa$gdadgdad }""""" # #!#%#$3%I%J%P%Q%%%%%-&A&l&m&s&t&&&&"','-'6'8'9'A'G'H'S'T'b'd'j'k'q''(((( (!((())))9):))))))))))*X*Y*z***h#hadCJH*aJh#hadCJaJh#had5CJaJhohadCJaJhadCJaJhad5CJaJI!#$$$$4%5%%%-&&&& h$If^hgdad & F$Ifgdad & F$Ifgdad $Ifgdad0$7$8$H$If^`0gdad && '"'7'|ppp $$Ifa$gdadkd$$IflF%@8 t0    4 la7'8'9'A'H'T'c'r'''''''|ssssssssssss $IfgdadkdX$$IflF%@8 t0    4 la '(^((:);)<)~)) $Ifgd< & F$Ifgdad $Ifgdad & F$Ifgdad)))))Y*Z*n***zumuuuaaa $$Ifa$gdad$a$gdadgdadkd$$IflZF%@8 t0    4 la ***+++++,|s_sssVI & F$Ifgdad $Ifgdad0d$If^`0gd $Ifgdkdl$$IflF%@8 t0    4 la***++,,F-H-r-|-}-------------8/??1?;?>>e>>?? h$If^hgdad & F$Ifgdad & F$Ifgdad $Ifgdad ???1?F?znnn $$Ifa$gdadkd$$Iflc F%@8 t0    4 laF?G?R?[?g?m?v?{??????|sjjjjjjjjjj $Ifgdad $Ifgdadkd$$IflF%@8 t0    4 la ???????J@ AAAA(B)B & F$Ifgdad & F$Ifgdad $Ifgdad )B*B+BNBOBBCCC/CDCzuumuuuaaa $$Ifa$gdad$a$gdadgdadkd$$Ifl"F%@8 t0    4 la $C.CECFCJCpDEEEEEEEEkFGGfGGHH(H)H>HEHKHMHHHHI#IAITJUJYJ[JJJJJJ5KJKKKKKLLLLLL(L)L4L5LꠙhhadCJaJ had5aJh#had5aJhShadCJaJhohadCJaJhadCJaJh#hadCJaJhhad5CJaJhhadCJaJh#had5CJaJhad5CJaJ8DCECFClDmDnDoDpDqD|s_ssssV $Ifgdad0d$If^`0gd $Ifgdkd0$$IflF%@8 t0    4 laqDDDDEEEEEYM $$Ifa$gdadkd$$IflF%@8 t0    4 la & F$Ifgdad $Ifgdad & F$IfgdadEEEEEFFFF&F+F5Fpgggggggg $Ifgdadkd@$$IflF%@8 t0    4 la $$Ifa$gdad 5F@FJFWFaFlFmFFgGGGHH & F$Ifgdad & F$Ifgdad $Ifgdad HHHLILLLOLTLpLqLLLLMMMMMMMMMMM3NNNNNNNOOOOPPPPPPdQeQnQQQQQQQQQjRmR}RRTT6T͵تتᡖhhadCJaJhhadaJhohadCJaJh#had5CJaJhwhad5CJaJh#hadCJaJhad5CJaJh#had5CJaJhadCJaJh#hadCJaJ8JLKLLLMLNLOLPLQLRLSLTLLLMMMMMM & F$Ifgdad & F$Ifgdad $IfgdadMMMMM3NNNNNN|wwowwwccc $$Ifa$gdad$a$gdadgdadkd$$IflF%@8 t0    4 la NNNOOONPPP|sbsUHHs & F$Ifgdad h$If^hgdad0$If^`0gdad $Ifgdadkdt$$IflF%@8 t0    4 laPQoQpQQQQmaaa $$Ifa$gdadkd$$Ifl F%@8 t0    4 la & F$IfgdadQQQQQQQQQQQQQ|sssssjjjjjj $Ifgdad $Ifgdadkd$$IflF%@8 t0    4 la QQQQQRISTTgThTWkd $$IflF%@8 t0    4 la & F$Ifgdad & F$Ifgdad $Ifgdad 6T?TfTxTyTTTTTTU`UUUUVVVVVV-WWWWWWWWX#X2X3XhChFhhhhh"i#i$ieioisitiii.j2j4jjj}kkkkkkkkll"l#lllmmmm m3m4m5mҺhKrhKrCJaJh#hKraJhhKrCJaJhKrCJaJh#hKrCJaJhKr5CJaJh#hKr5CJaJhKrB*CJaJphh#hKrB*CJaJphhKr5B*CJaJph h#hKr5B*CJaJph2dieifii/j0j1j2j3j4j5jxk^^kkkkkk $If^gdKr $If^gdKrkdD'$$IflLFD%70N9    4 la 5jjjj9k~kkkZJ$$If^a$gdKrkd'$$Iflk FD%70N9    4 la $If^gdKr & F$If^gdrkkkkkkkklh[NNNN $If^gdKr $If^gdKrkdv($$IflTFD%70N9    4 la$$If^a$gdKrlllll l!l"l#llllm & F$If^gdr & F$If^gdr $If^gdKr $If^gdKr mmm3m4mm$n%n9nxsssssjZ$$If^a$gd-6`^`gdKrgdKrkd)$$IflFD%70N9    4 la5mQfpqz{|ā&?@Aǂ   փ؃$%ׄڄ  ߴhKrB*CJaJphh#hKrB*CJaJph h#hKr5B*CJaJphhKr5B*CJaJphh#hKraJh#hKr6CJaJhKrCJaJh#hKrCJaJhKr5CJaJh#hKr5CJaJ5~~<=>Qf{ZNBB $$Ifa$gd-6 $$Ifa$gd-6kdA/$$Iflk FD%70N9    4 la & F$If^gdr & F$Ifgd-6{|}xooooooooooo $Ifgd-6kd/$$IflTFD%70N9    4 la ЀB & F$Ifgd-6 & F$If^gdr & F$Ifgd-6 $Ifgd-6 &ǂۂxsnnenUI $$Ifa$gd-6$l$If`la$gd-6X`XgdOgdOgdKrkds0$$IflfFD%70N9    4 la ׃؃ك$l[[RRE & F$Ifgd-6 $Ifgd-6d$If^d`gd-6kd 1$$IflLFLH%80N9    4 la $$Ifa$gd-6$%&]qԄՄքׄ؄ل & F$If^gdr & F$Ifgd-6 $Ifgd-6 لڄxl`` $$Ifa$gd-6 $$Ifa$gd-6kd1$$Iflk FLH%80N9    4 la!.=I^ijklmxooooooooooo $Ifgd-6kd>2$$IflTFLH%80N9    4 la rsʆ͆Άֆ݆cdgDEJMNډ܉$% ʌ ο߿߿hKr5CJaJh#hKraJh#hKr6CJaJh#hKr5CJaJhKrB*CJaJphh#hKrB*CJaJph h#hKr5B*CJaJphhKr5B*CJaJphhKrCJaJh#hKrCJaJ6mnopqrstGˆ̆ & F$If^gdr & F$Ifgd-6 & F$Ifgd-6 $Ifgd-6̆͆d/xsssssn^R $$Ifa$gd-6$l$If`la$gd-6gdKrgdOkd2$$Ifl/FLH%80N9    4 la /DEFlcRcccccd$If^d`gd-6 $Ifgd-6kdp3$$IflLFLH%80N9    4 la $$Ifa$gd-6 ۉ܉&}~ & F$Ifgd-6 & F$Ifgd-6 $Ifgd-6 xl`` $$Ifa$gd-6 $$Ifa$gd-6kd 4$$Iflk FLH%80N9    4 laŠϊڊ%7ETxooooooooooo $Ifgd-6kd4$$IflTFLH%80N9    4 la Tak؋ wŌƌ & F$Ifgd-6 $Ifgd-6 !"*xsjjeeeesY $$Ifa$gd-6gdM|^|gdKrgdKrkd;5$$IflFLH%80N9    4 la  !"#%'*1VX\ !#6KUV_`אސӑԑؑ kҺhKr5CJaJhKrCJaJh#hKr56CJaJh#hKraJ hKraJh#hKrCJaJh#hKr5CJaJhKrB*CJaJphh#hKrB*CJaJph h#hKr5B*CJaJphhKr5B*CJaJph2*AVWXlcRDD  !$Ifgd-6$If^`gd-6 $Ifgd-6kd5$$IflLFLH%607    4 la $$Ifa$gd-6 ۏ" & F$Ifgd-6 & F$Ifgd-6 $Ifgd-6  !$Ifgd-6 "#6K`xl`` $$Ifa$gd-6 $$Ifa$gd-6kdm6$$Ifl- FLH%607    4 la`absِ̐ؐڐېxooooooooooo $Ifgd-6kd7$$IflTFLH%607    4 la ېܐݐސߐGԑՑ & F$Ifgd-6 h$If^hgd-6 $Ifgd-6 Ց֑בk'>xsnnnasUU $$Ifa$gd-6  @`gdMgdMgdKrkd7$$Ifl FLH%607    4 la >STU͓ΓϓГѓlcNc$If]^`gdO $Ifgd-6kd88$$IflLFL%6:07    4 la $$Ifa$gd-6SUY^cΓӓԓՓ9;є۔|03456_b9:?@ACDFG跮yyqmqmqh~jh~UhbCJaJhv^CJaJhv^hv^CJaJhv^CJaJ#hv^hv^5CJOJQJ^JaJhZa`5CJaJh&hMaJhKr5CJaJh#hKraJh#hKr56CJaJhKrCJaJh#hKrCJaJh#hKr5CJaJ*ѓғӓԓՓ:;Ikd8$$Iflp FL%6:07    4 la & F$Ifgd-6 & F$Ifgd-6 $Ifgd-6 $$Ifa$gd-6є*:cZZZZZZ $Ifgd-6kdj9$$IflTFL%6:07    4 la $$Ifa$gd-6 $Ifgd-6 :DQev}12 & F$Ifgd-6 $Ifgd-623456`abxojjb]]]]gdv^$a$gdv^gdad^gdKrkd:$$Ifld FL%6:07    4 la řƙ:b:j gdb & F ^gdrgdb & F >gdr & F ^gdr gdv^ & F gdv^ & F gdv^gdv^ & Fgdv^efIJkl=>wx>? $dh^$gdb gdb & F ^gdr?@BCEFHIKLUVWjktuvh]hgd' &`#$gd'h]hgd &`#$gd%* $h]ha$gdZa`h]hgdZa` &`#$gdZa`gdadGIJLMSTUWijklrstvw}~Ÿßɟʟ̟͟Οϟٟڟ   hOh RphZ20JmHnHu hech RphZ2mHnHuh\mHnHujh RpUh Rp0JmHnHuh[ h Rp5 h Rp5h Rp h Rp0Jjh Rp0JUjh~Uh~:ŸΟ()5XYZ !~6hh]h`hgdZa` &`#$gdad hh]h`hgdZa` &`#$gdZa`h]hgdec &`#$gdech]hgdadgd[ gdec  &')*013456@ALMRXYZ[ؾغhZa`5CJaJh~ h RpCJhZ20JmHnHuh\mHnHuh Rpjh RpU h Rp0Jjh Rp0JUh Rp0JmHnHuZ[gdad8 0&P0:p'= /!"#$% ?00P&P0= /!"#$% DpH 000P&P0:pec= /!"#$% DpI 00P&P1h0:pad= /!"#$% DpB0P&P0:p/r= /!"#$% Dp2&P:pZa`/ =!"#$% $$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H55/ 4al$$Ifl!vh#v #vp#v#v:V l 05 5p55/ / 4al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l05H554al$$Ifl!vh#vH#v#v:V l 05H554al$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ / 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ / 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v:V l  t045x55/ 4alp$$Ifl!vh#vx#v#v:V l_  t045x55/ 4alp$$Ifl!vh#vx#v#v:V l  t045x55/ 4alp$$Ifl!vh#vx#v#v:V l  t045x55/ 4alp$$Ifl!vh#vx#v#v:V l  t045x55/ 4alp$$Ifl!vh#vx#v#v:V l  t045x55/ 4alp$$Ifl!vh#vx#v#v:V l  t045x55/ 4alp$$Ifl!vh#vx#v#v:V l  t045x55/ 4alp$$Ifl!vh#v#v>#v:V l   t09655>5/ 4alp$$Ifl!vh#v#v>#v:V l  t09655>5/ 4alp$$Ifl!vh#v#v>#v:V l   t09655>5/ 4alp$$Ifl!vh#v#v>#v:V l  t09655>5/ 4alp$$Ifl!vh#vx#v:V l  t065x5/ 4alp$$Ifl!vh#vx#v:V l  t065x5/ 4alp$$Ifl!vh#vx#v:V l  t065x5/ 4alp$$Ifl!vh#vx#v:V lT  t065x5/ 4alp$$Ifl!vh#v#v<#v:V l  t0655<5/ 4alp$$Ifl!vh#v#v<#v:V l  t0655<5/ 4alp$$Ifl!vh#v#v<#v:V l  t0655<5/ 4alp$$Ifl!vh#v#v<#v:V l  t0655<5/ 4alp$$Ifl!vh#v#v<#v:V l  t0655<5/ 4alp$$Ifl!vh#v#v<#v:V l  t0655<5/ 4alp$$Ifl!vh#v#v<#v:V l  t0655<5/ 4alp$$Ifl!vh#v#v<#v:V l&  t0655<5/ 4alp$$Ifl!vh#v#v#v:V l  t096555/ 4alp$$Ifl!vh#v#v#v:V l  t096555/ 4alp$$Ifl!vh#v#v#v:V l  t096555/ 4alp$$Ifl!vh#v#v#v:V l+  t096555/ 4alp$$Ifl!vh#v#v#v:V l  t096555/ 4alp$$Ifl!vh#v#v#v:V l7  t096555/ 4alp$$Ifl!vh#v#v#v:V l  t096555/ 4alp$$Ifl!vh#v#v#v:V l  t096555/ 4alp$$Ifl!vh#v!#v#v:V l  t055!55/ 4alp$$Ifl!vh#v!#v#v:V l  t055!55/ 4alp$$Ifl!vh#v!#v#v:V l  t055!55/ 4alp$$Ifl!vh#v!#v#v:V l  t055!55/ 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v,:V l  t0T35x55,/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l$  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#vx#v#v:V l  t0T35x55/ 4alp$$Ifl!vh#v#v#v:V l  t056555/ 4alp$$Ifl!vh#v#v#v:V l  t056555/ 4alp$$Ifl!vh#v#v#v:V l  t056555/ 4alp$$Ifl!vh#v#v#v:V lI  t056555/ 4alp$$Ifl!vh#v #v#vQ:V l  t0665 55Q/ 4alp$$Ifl!vh#v #v#vQ:V l.  t0665 55Q/ 4alp$$Ifl!vh#v #v#vQ:V l  t0665 55Q/ 4alp$$Ifl!vh#v #v#vQ:V l+  t0665 55Q/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l&  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V ll  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4` alp$$Ifl!vh#v#vP#v:V lf  t096655P5/ 4` alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4` alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4` alp$$Ifl!vh#v#vW#v:V l  t096655W5/ 4alp$$Ifl!vh#v#vW#v:V lk  t096655W5/ 4alp$$Ifl!vh#v#vW#v:V l  t096655W5/ 4alp$$Ifl!vh#v#vW#v:V l  t096655W5/ 4alp$$Ifl!vh#vW#v#v:V l  t09665W55/ 4alp$$Ifl!vh#vW#v#v:V l<  t09665W55/ 4alp$$Ifl!vh#vW#v#v:V l  t09665W55/ 4alp$$Ifl!vh#vW#v#v:V lS  t09665W55/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v #v#vQ:V l  t0665 55Q/ 4alp$$Ifl!vh#v #v#vQ:V l  t0665 55Q/ 4alp$$Ifl!vh#v #v#vQ:V l  t0665 55Q/ 4alp$$Ifl!vh#v #v#vQ:V l  t0665 55Q/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V lk  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#vP#v:V l  t096655P5/ 4alp$$Ifl!vh#v#v#vQ:V l  t066555Q/ 4alp$$Ifl!vh#v#v#vQ:V lK  t066555Q/ 4alp$$Ifl!vh#v#v#vQ:V l  t066555Q/ 4alp$$Ifl!vh#v#v#vQ:V lt  t066555Q/ 4alp$$Ifl!vh#vN#vQ:V l  t0665N5Q/ 4alp$$Ifl!vh#vN#vQ:V l  t0665N5Q/ 4alp$$Ifl!vh#vN#vQ:V l  t0665N5Q/ 4alp$$Ifl!vh#vN#vQ:V l  t0665N5Q/ 4alp$$If!vh#v#vL#v :V l  t0655L5 / 4ap$$If!vh#v#vL#v :V l  t0655L5 / 4ap$$If!vh#v#vL#v :V l  t0655L5 / 4ap$$If!vh#v#vL#v :V l  t0655L5 / 4ap$$If!vh#v#vF#v:V l  t0V855F5/ 4ap$$If!vh#v#vF#v:V l8  t0V855F5/ 4ap$$If!vh#v#vF#v:V l  t0V855F5/ 4ap$$If!vh#v#vF#v:V l  t0V855F5/ 4ap$$If!vh#v#vH#v:V l  t0V855H5/ 4ap$$If!vh#v#vH#v:V l  t0V855H5/ 4ap$$If!vh#v#vH#v:V l  t0V855H5/ 4ap$$If!vh#v#vH#v:V l  t0V855H5/ 4ap$$If!vh#v #vL:V l  t075 5L/ 4ap$$If!vh#v #vL:V lk  t075 5L/ 4ap$$If!vh#v #vL:V l  t075 5L/ 4ap$$If!vh#v #vL:V ld  t075 5L/ 4ap$$If!vh#v#v#v::V l 07555:/ 4ap$$If!vh#v#v#v::V l" 07555:/ 4ap$$If!vh#v#v#v::V l 07555:/ 4ap$$If!vh#v#v#v::V l 07555:/ 4ap$$If!vh#v#v#v:V l  t0U8555/ 4ap$$If!vh#v#v#v:V l  t0U8555/ 4ap$$If!vh#v#v#v:V l  t0U8555/ 4ap$$If!vh#v#v#v:V l  t0U8555/ 4ap$$If!vh#v#v#v::V l  t07555:/ 4ap$$If!vh#v#v#v::V l   t07555:/ 4ap$$If!vh#v#v#v::V l  t07555:/ 4ap$$If!vh#v#v#v::V l"  t07555:/ 4ap$$If!vh#v#v#v::V l  t07555:/ 4ap$$If!vh#v#v#v::V l  t07555:/ 4ap.$$If!vh#v#v#v::V l  t07555:/ / / / / 4ap$$If!vh#v#v#v::V l  t07555:/ 4ap$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t055/ 4$$If!vh#v#v:V l t0554$$If!vh#v#v:V l3 t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v#v:V l t05554$$If!vh#v#v#v:V l t05554$$If!vh#v#v#v:V l t05554Dd Tefb  c $A? ?3"`?2/yEYX.f 0`!yEYX.f: XJ  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~QPRoot Entry F Z.sData ":WordDocumentCObjectPool }.s Z.s_1156316495 F }.s }.sOle CompObjfObjInfo  !#$%&')*+,-./0123456789;<=>?@ABCDEFGHIJKLMNOPQRSUVWXY[ FMicrosoft Equation 3.0 DS Equation Equation.39q  2 FMicrosoft Equation 3.0 DS Equation Equation.39qEquation Native 2_1156316535 F }.s }.sOle CompObj fObjInfo Equation Native  21TableSummaryInformation(   2Oh+'0 0< \ h t  ROCHESTER CITY SCHOOL DISTRICTLeandro Dasilva Normal.dotmChan, Michael2Microsoft OfxEN= ` } 'ঈGPDݜ t -Ho\='=gX|y/y W1Q1k>z0V Ox&" ɲZc$ezz7zN[n0џ`y\KC8T$܌ưQ.^Q<<]vb.8 #씣׃4?X34%Dd Tefb  c $A? ?3"`?2/yEYX.f `!yEYX.f: XJxEN= ` } 'ঈGPDݜ t -Ho\='=gX|y/y W1Q1k>z0V Ox&" ɲZc$ezz7zN[n0џ`y\KC8T$܌ưQ.^Q<<]vb.8 #씣׃4?X34%$$If!vh#v#v#v:V l t05554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l` t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V lZ t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v#v:V l t05554$$If!vh#v#v#v:V l t05554$$If!vh#v#v#v:V l t05554$$If!vh#v#v#v:V l t05554$$If!vh#v#v:V l t0554$$If!vh#v#v:V lc t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l" t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l0 t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l t0554$$If!vh#v#v:V l* t0554$$If!vh#v#v#v:V l t05554$$If!vh#v#v#v:V l t05554$$If!vh#v#v#v:V l t05554$$If!vh#v#v#v:V l' t05554$$If!vh#v#v#v:V lL0N95554a$$If!vh#v#v#v:V lk 0N95554a$$If!vh#v#v#v:V lT0N95554a$$If!vh#v#v#v:V l0N95554a$$If!vh#v#v#v:V lG0 95554a$$If!vh#v#v#v:V lE 0 95554a$$If!vh#v#v#v:V lO0 95554a$$If!vh#v#v#v:V l0 95554a$$If!vh#v#v#vh:V lL 6f0:555h4$$If!vh#v#v#vh:V lk 6f0:555h4$$If!vh#v#v#vh:V lT 6f0:555h4$$If!vh#v#v#vh:V lC 6f0:555h4$$If!vh#v#v#v:V lL0N95554a$$If!vh#v#v#v:V lk 0N95554a$$If!vh#v#v#v:V lT0N95554a$$If!vh#v#v#v:V lf0N95554a$$If!vh#v#v#v:V lL0N95554a$$If!vh#v#v#v:V lk 0N95554a$$If!vh#v#v#v:V lT0N95554a$$If!vh#v#v#v:V l/0N95554a$$If!vh#v#v#v:V lL0N95554a$$If!vh#v#v#v:V lk 0N95554a$$If!vh#v#v#v:V lT0N95554a$$If!vh#v#v#v:V l0N95554a$$If!vh#v#v#v:V lL075554a$$If!vh#v#v#v:V l- 075554a$$If!vh#v#v#v:V lT075554a$$If!vh#v#v#v:V l 075554a$$If!vh#v#v#v::V lL07555:4a$$If!vh#v#v#v::V lp 07555:4a$$If!vh#v#v#v::V lT07555:4a$$If!vh#v#v#v::V ld 07555:4a^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH 8`8 nNormal_HmH sH tH 8@8  Heading 1$@&CJX@X  Heading 2$$ <x@&^`<5CJJ@J  Heading 3$$<<@&a$5CJB@B =p Heading 7 <@&CJaJH@H y- Heading 8 <@&6CJ]aJDA`D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List 4 @4 Footer  !.)@.  Page Number8B@8  Body TextdhCJ 4@"4 8]Header  !0U10 ix Hyperlink>*B*H@BH [ Balloon TextCJOJQJ^JaJ:0@R: =p List Bullet  & F*:>@b: adTitle$a$5CJ\aJFP@rF ad Body Text 2$a$5CJ\aJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] Vp8885[B:B{BBCTC +6~c5@lIYRYZcnmy }Ԣ̫qP[i m#( .%3-8:?EINU\idlzw0|RE$$ɯH?QZfP & )}"*3;$C5L6T^h5mSwV| G [QTX_dkt~ !(06=DKPV]dksw~!'.4:AEJQZfp{ y\ $)]-1458R;?>@BtCD_EtFH#JJ^KBMNkOiPPZRSTFUVW$XTXXZZ\l\]_H``aacLeef5ilBlPmmpquqmrtuvw!x\z{|d|}ǁG ( ܉W΋l<Ƒg"6dy4:i˫Ȭ }!ݵ.fWpɽž3q`i28YE@7#Q2'K(dy!f2 g I    9 Yo~-k2tB S  !+#n#D%%%'D()n*D,,,L- ../111&334677*888:8;s<< = >>?ABBDDEEG*HzHIjJ/K(MfMMNNGPQS/T_TUUVgWXYEY5ZZ3[]P]]^__3bqbblc(djdfffhhikkklmmp!qFqr:s|s;vyvvqw+xmxzz0{p|+}m}Sj ĆȉVԋO"*y>.Sј1kNpߞ$qѥZ8կlN5R6xW}(P<L)it;{w1)2:G_8lFQQ9wJ!g: (0\T   1   !Xs;H Gs  !"!#&7'')*,--o/013345679V99~;<a=?F??)BDCqDE5FH9I[JKJLMNPQQhTUWW:XY[1^p^^`apcdegdi5jklm9noqr0tfuRwuxxѓ:2?Z[RSUVWYZ[\]^`abcefghijlmnopqrsuvwxyz{|}     "#$%&')*+,-./12345789:;<>?@ABCEFGHIJLMNOQRSTUWXYZ[\^_`abcefghijlmnopqrtuvxyz{|}      "#$%&()*+,-/012356789;<=>?@BCDFGHIKLMNOPRSTUVWXY[\]^_`abcdeghijklmnoqrstuvwxyz|}~     +-=QS[:: +26=?ALX\q{ !!!!!!!8@0(  B S  ?`CaCbCcCdCeCfCgChCiCjCkClCmCnCoCpCqCrCsCtCuCvCwCxCyCzC{C|C}C **f.f.v8v888ll o ossrrr ~~~\     ****m.m.8888lloossr!r!r~)~)~\  9*urn:schemas-microsoft-com:office:smarttagsState8*urn:schemas-microsoft-com:office:smarttagsCity=*urn:schemas-microsoft-com:office:smarttags PlaceType=*urn:schemas-microsoft-com:office:smarttags PlaceName9*urn:schemas-microsoft-com:office:smarttagsplace   ݜޞâ ̣ӣp|BMNXCNSXenWaNUQ\gp&^h1 ;   :Fot8 B "#$$%&&&++/$/)/.///0#0$0)011334466<=^BhBD#DwGGsTTUU||)Տߏ1<ŖΖʛЛLXy'1ISaklx <FGOP_!'2<15(c n   8C jq9@0011I3P3J>V>5L?LEOLO+P2PVVjWqWiivv@BCEFHIKLTksv—͗Η')45MY\- 6999>>CCGGHH I#IIJMM$NN;P?@LTksv—͗Η')45M\33333333333+SVm HBL>y\jBgBn<j[oq!8!""##F%]%&&N'd')4)))**W+o+,1,,,--.f...K/050L00011~2222T3a33344u55+667&788|::E<<?@#BaBECE.GGHHJZJhKKKL*MHMNNOTPRZRT@TTTV/WXXY(Yo[[L]]`6adCdgghiillnnnnor]rsṭʥ P-ޭ%6.;x\ƶZ4r a Aj"8.o(i~ `#&g(KQ" gg1!T Q8Z/ p . l   4tS0;T-nE !E$$$$&&))r,,/,00 1]22t444 5k77$9@99:;;'<m<==?+@z@@B/C)EgEEEHHHJJK_LLLMMNNPPPPPQR2SUQUUUUVWW4ZrZZZ(\i\^^`a]bnbccc deeh#hhPi:k{kmn@:AB[B6CKCCTDFFpIIaMMO:PRSVVYY\\\]$adacccd%f8f9fffi:j kk1lVlRmmvpp#qTqrrrstVt%vFv>w|wwwz{]|q||}I}t}EaW#a؉T6_Ƒ:bJl@BCEFHIKLWiΗ'5MWY\?@@BCDEFGHIJKLTksv—͗Η')45M\R+Z&[c /YT@o: E #p)ps&1GZp!y]\esQ"&u?B jhBYJR2!`.l  +xk@#n>&b Qc Ta v0IZ j8{ *QRE, _y;  z 2bh p@R mÜy1  h(5#e𕔸zG ',@\V8 JnR4 JbYKqj6 L@d?Hjc xlB g]oT! kR1\ ڡ@AT Xz0N"~ZU1U$] rbyt.b8[:mp?6)6CO&C4@TVv({x&Q .C# mf!H4kW!L!ܪT" R" -)"02A$rbJ$ R$8m$2$~"1$,}!%* D'*J~{'Za*(Ay(  $)RlxO)a.[#*+,d]*ݸ4aw*>,N/,C01,>""i -LF^-htIQA-\#?-ZrpO1-%Gm.hل.#/sh 0L`$0>N.`0 g 0쎫Sf0,/B0ڱ`1p3/C2H)T$p2 S2DMr038Q3Ԁ|3       !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~~4:0U4RmB4P[ 4@2W8v56x^Av5p7u7W&7 _r;*9>GJu9Xz ;"Km;^ws;*׈r&%$P">z8?opbz?l#ʩXA  kA0qBġ2BRBC CzAP7pDzQ |D,^+QFGF*"G`p H 7Hb<D I!h+ #I6N Z|IT>JV3|JS\6AKhD pjKj;}K gMV0Nj|E8N rOlNNfnN8Op8>kZOj3EcOzs)P`%eIP^|P[o4dQB G %R& *Rd1^R vR8zb$7S2_[BS`,kSbdpS*LS(T !9U:9UL\&W zBfSnWYXYsX^ȴ9X *Y ,Yv@eAZB3[ޱ5\RP-J]ަ;I&r] v^-9)Jw^@$ȃC^8?_̴VP_"-cU`ډ5f` ')aN'a4tGb8ؘ  c0:d&pXVdX~Me3'ee F)ve.X' N fZA/wfcT }f3f hf(]g.eg`j53g4OLg f#h*]xh ah TVi (\ni65έHTivgiX1w%\ujzrvj`6B/kVLk  kZ00QlUQeljlqBhoE._&o* =86oLNo 9 Mp a%p  ssPq S[r$T؞7korZ"rHr*TarX1szB@=tn`_tE^^=v)}vn+2:v>n,qvgNbvIbaEw txMoxOhyy^@`izZ#kzzvbz UzNU{ >C_{!lk~ޮH~ _Ih$dP kJ hh^h`OJQJo(hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. hh^h`OJQJo( ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`B*OJQJo(hH^`OJQJ^Jo(hHoh h ^h `OJQJo(hH8 8 ^8 `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hHxx^x`OJQJ^Jo(hHoHH^H`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo( hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH hh^h`OJQJo(h@@^@`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP P ^P `OJQJo(hHh  ^ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo( hh^h`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. hh^h`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h hh^h`OJQJo(h88^8`OJQJo(hHh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo( hh^h`OJQJo(hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH 44^4`OJQJo(^`OJQJ^Jo(hHo^`OJQJo(hH| | ^| `OJQJo(hHLL^L`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. hh^h`OJQJo(hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH hh^h`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo( hh^h`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. ^`OJQJo(^`OJQJo(hHpp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.h hh^h`OJQJo(h88^8`OJQJo(hHh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH hh^h`OJQJo( hh^h`OJQJo( ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJo(hH-pp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH8hh^h`OJQJo(hH8hh^h`OJQJ^Jo(hHo888^8`OJQJo(hH8^`OJQJo(hH8  ^ `OJQJ^Jo(hHo8  ^ `OJQJo(hH8xx^x`OJQJo(hH8HH^H`OJQJ^Jo(hHo8^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo( hh^h`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH ^`OJQJo( hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo( hh^h`OJQJo( ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hH^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJo(hHh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`B*OJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`B*OJQJo(hH^`OJQJ^Jo(hHoh h ^h `OJQJo(hH8 8 ^8 `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hHxx^x`OJQJ^Jo(hHoHH^H`OJQJo(hH hh^h`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH hh^h`OJQJo( hh^h`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h^`OJQJ^Jo(hHohPP^P`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh``^``OJQJ^Jo(hHoh00^0`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. hh^h`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJ      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOqRSUTjWXYZ[\]^_`abcdefghiklmnoprstQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo( hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo( hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh hh^h`OJQJo(h88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.h hh^h`OJQJo(h88^8`OJQJo(hHh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH 44^4`OJQJo(^`OJQJ^Jo(hHo^`OJQJo(hH| | ^| `OJQJo(hHLL^L`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH hh^h`OJQJo(hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH hh^h`OJQJo(hh^h`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHQ3BT!Lkb*Y_y; sPqbJ$1^R9X3fNU{}Ky(xh Mp|3BCXA Hf`cATRLgzGy1u?BR"E8N 6T$p2LS(T'eebzT"H~ah 4;*93|Jm$/wf h5\d^=vGb,C4~Med]*_[BSW8v5eAZ %R2A$ho/B0D I9Uar>J2:vP_2!`7u7`_t2Bg 0/C2z YJ8{ E, 0IZ ,Y3[ v^sQ')aeR$f!SnW k3ghf< }fTVg]oTVia%p kA*"Gyyjl=t.`086oi -1$7HYXS2 P7pDD+>k~a*(QA-_I.x,kSF)ve_&o%Gm.rOlNXz0 N fvR8?_`1)Jw^d?EcO cR+NNoP-J]&7HTipSO)mU^- ro:0qB+Ju9ox00QlQF)}vYK>C_{-cU`s&1>kZO\ni%\uj# D'({x+ #IXVd>NGGQelh 0&WkR1Av52$p)s)Pz ;"r#kzzxSf0z8?r03U4 |Dm;]g?!%O/!.beIP/,[:m\6AKbz??-#/#*eUzI&r]eg~{'ws;@bh baEwS[r`iz!9UW!$7Sr&%<vj|PO1- $)gMQc jhP k'aB/kf#h~aw*pjK#n1sC^kmB4nR8 V0NZ|IHrgiC-)"`$0YsX1Ubv7korP">~4Q ,,qvo4dQ *R0y]0 =*S0ŢtHU( 7RFԀ         jl~v\CtCnr6h ,         Ԁ         ֵ<(nO"~ ^RGzL򥲚         $Ff                                            薵$1""4> ^BXz&܎Ԁ        Ԁ                                                                        LD&F;Jdrypz`*}?^   4r_.:LkNElWJ8         Ԁ                Ԁ                  2^JX8~ !}@DP|R,J vk0jlv $z6bq6HFB                                                               (Ը{*>R:@ۨ _ZP|Ԁ                 Ԁ                                            <lrxi2D<-*VQ'Ԁ         "fB,z\Zf="s(h3Oy          Ԁ        Ԁ                                  Ԁ         bLD0/P踱8&Sڛ                            S:SRsL$zd4ZZ                 ԀRk                                            i8 K:>xl(nמv'O"$v?'v|                                                               Ԁ                          Ԁ                                           Ԁ                 Ԁ        Ԁ                                  Z?b-fL4̰fLt& L$<2Bl"| IKCԀ        Ԁ                                                              Ԁ                           fqz+ڐx dަE8\.         Ԁ                 Ԁ         F*jo( bPj$Rֈ͂lJ                                            Ԁ                         Ԁ         Ԁ                  @rXH{" ĸWh;         Ԁ         _лr&4N8_.6|_ fBΫ |f(}`dMΝAО:"                   JǸ?ta*WD|DtFzSz                                                              Ԁ                                    ln"}'ZyD2e(P6^( ~h2ⓘ4x~R "Z&                  Ԁ                  Jv4y.ފ9jn݂WpB.                           adv^=pdJ y2&\[ Xy (7 o EL*nv Zs` <rL \ !#"5d$2%PM%K(Q_(zG)%*R,bD-S-ZZ-y- 13 3)36I3 m3-6I8W9bP<%@@@XBCE3E^F~vGyUImKNUN[PIQV;GX\8]L\^^^D`Za`ec%h iW khjmlnQo-p Rp9rS,rKr-:sNmuimxh| &|*~)Z2_)zCz!M.(=1N qV\69ixAOL/~|AbS;Qq] >2v;ja0<(D!`K6ZG|QKc$'!OzE'/OJU]%)+d|CO3BP*j@B@[p@UnknownG* Times New Roman5Symbol3. * Arial?. Arial Black5. *aTahoma?= * Courier New;WingdingsA$BCambria Math"1h˜fbB4RbB4RYfice Word@F#@d6@`$s@`$sbB4՜.+,D՜.+,P  hp  RCSDR ROCHESTER CITY SCHOOL DISTRICT Title X (4DocumentSummaryInformation8MsoDataStore _.sPe.sD0XN1WYNHCTQ==2 _.s!.sItem Xt _AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName_ReviewingToolsShownOnceSPSDescriptionOwner StatusLilly.Rodriguez@rcsdk12.orgRodriguez, LillyDocumentLibraryFProperties"OGYAEZSE3==2 _.s.sItem VR'Properties(}22EGJM==2 _.sPe.sItem :ePropertiesTACompObjZrormDocumentLibraryFormDocumentLibraryForm This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision. Document ID GeneratorSynchronous100011000Microsoft.Office.DocumentManagement, Version=14.0.0.0, Culture=neutral, PublicKeyToken=71e9bce111e9429cMicrosoft.Office.DocumentManagement.Internal.DocIdHandlerDocument ID GeneratorSynchronous100021001Microsoft.Office.DocumentManagement, Version=14.0.0.0, Culture=neutral, PublicKeyToken=71e9bce111e9429cMicrosoft.Office.DocumentManagement.Internal.DocIdHandlerDocument ID GeneratorSynchronous100041002Microsoft.Office.DocumentManagement, Version=14.0.0.0, Culture=neutral, PublicKeyToken=71e9bce111e9429cMicrosoft.Office.DocumentManagement.Internal.DocIdHandlerDocument ID GeneratorSynchronous100061003Microsoft.Office.DocumentManagement, Version=14.0.0.0, Culture=neutral, PublicKeyToken=71e9bce111e9429cMicrosoft.Office.DocumentManagement.Internal.DocIdHandler   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q4 2QHP ? 32!xx_ ROCHESTER CITY SCHOOL DISTRICTLeandro Dasilva Chan, Michael,                           ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~          Root Entry Fs/Data ":WordDocumentCObjectPool }.s Z.s      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOqTjWXYZ[\]^_`abcdefghiklmnoprstS}U      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~{|  !#$%&')*+,-./0123456789;<=>?@ABCDEFGHIJKLMNOPQRSUVWXY[DocumentSummaryInformation8lMsoDataStore _.sPe.sD0XN1WYNHCTQ==2 _.s!.sItem fice Word@F#@d6@`$s@`$sbB4՜.+,D՜.+,P  hp  RCSDR ROCHESTER CITY SCHOOL DISTRICT Title0 _AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName_ReviewingToolsShownOnceSPSDescriptionOwner StatusLilly.Rodriguez@rcsdk12.orgRodriguez, LillyDocumentLibraryF