ࡱ > y >8 bjbj <: { { mc | | | E
g { 7E 9E 9E 9E 9E 9E 9E $ H pK ]E Q g g ]E E ! ! ! 7E ! 7E ! ! R = @ : > #E E 0 E > L ? L < @ @ < L C = | ! d ]E ]E . E L | : Understanding by Design Unit Template
To find attachments go to: T:\Smartboard\Sciences\Grade 8\UbD Units\Forces, Fluids and Density
Title of UnitForces, Fluids and DensityGrade Level8Curriculum AreaScienceTime Frame4-5 weeksDeveloped BySchoolIdentify Desired Results (Stage 1)Content Standards Curricular Outcomes
FD8.1 - Investigate and represent the density of solids, liquids, and gases based on the particle theory of matter.
FD8.2 - Examine the effects of forces in and on objects in fluids, including the buoyant force.
FD8.3 - Investigate and describe physical properties of fluids (liquids and gases), including viscosity and compressibility.
FD8.4 - Identify and interpret the scientific principles underlying the functioning of natural and constructed fluid systems.
Essential QuestionsEnduring UnderstandingsOpen-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding.What do you want students to understand & be able to use several years from now? What are all the things around us made up of?
Why do some things float and others sink?
What makes liquids and gases different from one another?
What are some practical applications that we get from fluids?
How matter is constructed and different states.
How forces in fluids work to keep things afloat. i.e. How buoyancy works.
How fluids are similar to other states of matter and what makes it unique.
How we use the properties of fluids in our everyday lives.Misconceptions(Optional)
Knowledge
Students will knowSkills
Students will be able toThe particle theory explains why matter takes on different states and how these are related.
The units associated with density, mass and volume.
Density is a property of matter related to how close or far apart particles are.
Explain various types of contact and non-contact forces.
Buoyancy is the force that holds objects afloat. If the object is floating it is because the buoyant force is greater than the force of gravity.
Pressure is a measure of how much force is being put on an object in a fluid.
Fluids have a property called viscosity which relates to how easily a fluid flows.
Viscosity changes with temperature.
Fluids resist being compressed, which leads to hydraulics and other modern devices. (elevator, oil rigs, car brakes)
Canadians have contributed many different types of fluid dynamics and products to the world.
Measure density of objects using the volume and mass.
Measure the mass and volume of objects accurately.
Analyze whether an object will be capable of floating or sinking on a fluid and the reasons why.
Compare natural and constructed hydraulic and pneumatic fluid systems.Assessment Evidence (Stage 2)Performance Task Description The performance task describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below:
Helpful tips for writing a performance task.
There are two performance tasks to be completed by each student, or group of students, to show their understanding of the concepts being presented in this unit.
Boat Creation
Goal: Students will design a boat given a set amount of material that maximizes buoyancy and safety.
Role: The students will assume the role of a boat/ship designer.
Audience: The audience is a rich teacher who has commissioned a safe and strong yacht to show off all the money he is earning.
Situation: The teacher has sent a package of information to a wide variety of boat/ship builders with the intent of creating a safe and strong yacht. Given the same amount of materials, (100 g of clay and three straws) the boat builders are to create a boat that at a minimum will float on water. Better designs will be capable of holding more materials, in the form of washers. The more washers the boat can hold while still floating, the better the design.
Product/Performance: The end product will be a boat design that will be tested against the other designs. The winning design will float and hold the most weight. In addition, each boat building team will submit a written report of the process of creating the boat and the considerations undertaken to create the boat. Both the boats ability to float and hold weight and the written report will be evaluated.
Standards:
Whatever Floats Your Boat? : Performance Task
CATEGORY
4
3
2
1
Scientific Knowledge (FD8.2 Examine the effects of forces in and on objects in fluids, including the buoyant force AND
FD8.4 Identify and interpret the scientific principles underlying the functioning of natural and constructed fluid systems.)
Explanations by group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.
Explanations by group members indicate a mostly accurate understanding of scientific principles underlying the construction and modifications.
Explanations by group members indicate some accurate understanding of scientific principles underlying the construction and modifications.
Explanations by members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.
Modification/Testing (This is for teacher information than an evaluative instrument)
Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles.
Clear evidence of troubleshooting, testing and refinements.
Some evidence of troubleshooting, testing and refinements.
Little evidence of troubleshooting, testing or refinement.
Plan
(This is for teacher information than an evaluative instrument)
Plan is neat with clear measurements and labeling for all components.
Plan is neat with clear measurements and labeling for most components.
Plan provides clear measurements and labeling for most components.
Plan does not show measurements clearly or is otherwise inadequately labeled.
Rock Picker/Elevator/Page 260
Goal: The student will design and build a model of a pneumatic or hydraulic device that will lift a rock off a surface and place it in a rock basket.
Role: The student will assume the role of an equipment manufacturer.
Audience: The audience is a wealthy farmer who has commissioned someone to create a rock picker to help with his rocky field and increase his ability to farm without rocks interfering.
Situation: A wealthy farmer has sent out a request for proposal to any aspiring equipment manufacturers to produce a product that will lift a rock from the ground to a collecting basket.
Product/Performance: The product will need to successfully incorporate a hydraulic/pneumatic design that will lift the rock a specified length off the ground and place it into a basket. Additionally, the larger the load that is lifted and the more accurate the placement of the load will add to the likelihood the designers design will be chosen.
CATEGORY
4
3
2
1
Scientific Knowledge
(FD8.3 Investigate and describe physical properties of fluids (liquids and gases), including viscosity and compressibility.)
Explanations by group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.
Explanations by group members indicate a mostly accurate understanding of scientific principles underlying the construction and modifications.
Explanations by group members indicate some accurate understanding of scientific principles underlying the construction and modifications.
Explanations by members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.
Modification/Testing
(This is for teacher information than an evaluative instrument)
Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles.
Clear evidence of troubleshooting, testing and refinements.
Some evidence of troubleshooting, testing and refinements.
Little evidence of troubleshooting, testing or refinement.
Plan
(This is for teacher information than an evaluative instrument)
Plan is neat with clear measurements and labeling for all components.
Plan is neat with clear measurements and labeling for most components.
Plan provides clear measurements and labeling for most components.
Plan does not show measurements clearly or is otherwise inadequately labeled.
Goal:
What should students accomplish by completing this task?Role:
What role (perspective) will your students be taking?Audience:
Who is the relevant audience?Situation:
The context or challenge provided to the student.Product/Performance:
What product/performance will the student create?Standards
(Create the rubric for the Performance Task)BLOOMS TAXONOMY:
REMEMBERING: Can the students recall or remember the information?
UNDERSTANDING: Can the students explain ideas or concepts?
APPLYING: Can the students use the information in a new way?
ANALYZING: Can the students distinguish between the different parts?
EVALUATING: Can the students justify a stand or decision?
CREATING: Can the students create new product or point of view?Digital Taxonomy for Bloom:
KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling
COMPREHENSION: Advanced searches, blog journaling, twittering, commenting
APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing
ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering
SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting
EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderatingStandards Rubric
The standards rubric should identify how student understanding will be measured.
Outcome
4 is good
3
2
1
FD 8.1 - Investigate and represent the density of solids, liquids, and gases based on the particle theory of matter.
When discussing or explaining the concept of density, students show a clear understanding of the principles related to the particle theory AND relate these to real world examples.
When discussing or explaining the concept of density, students show a clear understanding of the principles related to the particle theory.
When discussing or explaining the concept of density, students show some understanding of the principles related to the particle theory.
When discussing or explaining the concept of density, students do not show a clear understanding of the principles related to the particle theory.
FD 8.2 - Examine the effects of forces in and on objects in fluids, including the buoyant force.
Shows a clear understanding of the forces related to buoyancy and its relation to other forces AND how this applies to real work examples.
Shows a clear understanding of the forces related to buoyancy and its relation to other forces.
Shows some understanding of the forces related to buoyancy and its relation to other forces.
Does not show a clear understanding of the forces related to buoyancy and its relation to other forces. No understanding of how this would apply to the real world.
FD 8.3 - Investigate and describe physical properties of fluids (liquids and gases), including viscosity and compressibility.
Shows a clear understanding of the physical properties of fluids AND can provide examples of these in real life.
Shows a clear understanding of the physical properties of fluids. Shows an understanding of where this might be used in the real world if prompted.
Shows some understanding of the physical properties of fluids. Some understanding of where this knowledge would be applied in real life.
Does not show a clear understanding of the physical properties of fluids. Little or no understanding of where this would be applied in real life.
FD 8.4 - Identify and interpret the scientific principles underlying the functioning of natural and constructed fluid systems.
Can clearly identify and discuss the science behind how natural and constructed fluid systems are created. Supplies concise examples to show knowledge.
Can clearly identify and discuss the science behind how natural and constructed fluid systems are created. Supplies simple examples to show knowledge.
Can identify and discuss the science behind how natural and constructed fluid systems are created with prompting. Cannot supply examples to show knowledge.
Cannot clearly identify and discuss the science behind how natural and constructed fluid systems are created. Is unable to supply examples to show knowledge.
Other Assessment Evidence: (Formative and summative assessments used throughout the unit to arrive at the outcomes.)ConversationObservationProduct
For differentiated/adaptive dimension, instead of having students who find writing difficult, it may be advantageous to sit down and conduct a verbal interview with the student to assess what they know about the material that has been presented. This could take the place of quizzes or written questions in order to adequately assess what the student knows about the outcomes. Particular indicators from the curriculum guide could be chosen that would demonstrate knowledge of the outcomes that other students are demonstrating in a variety of ways other than verbal.
For labs, questions for investigation sections and brief checking for understanding, there will be short paper/pencil or typed questions and answers from the students. A lab report template will be introduced which students will follow in order to show what process and how they achieved their goals in each laboratory assignment. (This will be the lab report format they will follow for any other units)Learning Plan (Stage 3)Where are your students headed? Where have they been? How will you make sure the students know where they are going?
Students are headed towards understanding how fluids work including the density of fluids related to particle theory, physical properties, forces that are involved and different types of useful systems that can be built using an understanding of fluid dynamics. Students in Grade 7 have learned about the particle theory and how it relates to liquids. This is critical to understanding how fluids work and developing their knowledge in this area.
Students will be made aware of the four major outcomes as they move through the unit material. Outcomes will be posted on the side board and references to where they are in this process will be made throughout the material. The Assessment rubric for the unit will be posted along with the outcomes so students know how they will be evaluated and what they need to know. Additionally, the basic outline of the performance task will be posted so students know what they will be required to do to demonstrate their knowledge and skills.
How will you hook students at the beginning of the unit? (motivational set)
At the beginning of the unit the PSS textbook has an activity called Is it a Fluid Page 180 within the Invitation to Explore. In this activity the students make Oobleck, which is a mixture of corn starch and water. The mixture has characteristics of both fluids and solids and gives students a thought provoking idea of what fluids actually are. By creating the Oobleck, answering some questions about what really is a fluid and discussing them, students will have their ideas about what fluids are challenged and introduce them to some of the concepts they will be examining during the unit.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement and achievement of all students?
Outcome FD8.1 Indicator a Activity One Investigating Mass, Density and Volume Page 194 and 195 in Pearson Saskatchewan Science. Students will investigate the properties of common household materials (Rice Crispies) to show how mass, density and volume are related. Using the Communicate questions, students will answer in their groups and then as a class discuss their answers and what they learned from the Investigation activity. Provide background material to students regarding mass, density and volume.
Outcome FD8.1 Indicator h Activity Two Investigator-Liquid Layers Page 197 in Pearson Saskatchewan Science. Students will investigate the varying densities of household materials compared to water. This activity may be preceded with the Dense and Denser activity on Page 196 (Pearson) done as a demonstration. Once students have completed the activity in their groups they should answer the Communicate questions on Page 199 (Pearson) and then discuss as a class. Finally, background information regarding the density of water and how density is calculated would be provided to students to tie together what they have been examining in the lab.
Outcome FD8.1 Indicator b-g Optional Activity How Dense? Page 206-207 in Pearson Saskatchewan Science. As an extension activity and a density wrap-up activity this enables students to experiment with density and calculations. Communicate questions could be assigned to help students use a variety of examples. Whether the How Dense? activity is done or not, students should be provided with information about how density and the particle theory of matter are related and factors that affect density. As a wrap-up to this outcome, students could work in groups to answer selected Check Your Progress questions as an evaluation tool for this outcome.
Outcome FD8.2 Indicator e and k Activity One Exploring mass and weight. Using Page 215 in Pearson Saskatchewan Science (PSS) students will examine how mass and weight is related. Students will be given information regarding unbalanced forces and how buoyant force relates to this as well as discussing the Communicate questions on Page 216 of PSS. As an extension/research activity students could check out the reSearch activity on Page 216 to see how personal flotation devices are created and why they are important.
Outcome FD8.2 The concept of buoyancy related to gravitation as an unbalanced force is examined in PSS on Pages 217 222. The Problem Solver on Page 217 could lead students into a discussion of how buoyancy works. Further information could be provided to students. The Activity Try this at Home A Model of a Cartesian Diver could be done by groups in the lab to demonstrate the buoyant force. Another resource that can be used for this activity can be found in the T: Drive called Making a Cartesian Diver Activity.
Outcome FD8.1 and 8.2 In order for students to demonstrate their knowledge of how density is related to mass and volume as well as their knowledge and skills related to buoyant force the 1st performance task for this unit could/should be done at this time. The basic instructions for this are located within this document. The Handout for Students is located in the T: Drive called Whatever Floats Your Boat Handout. A rubric for this activity is included within this document and can also be assessed using the overall Standards Rubric for this unit.
Outcome FD8.3 Indicator c Working with fluids safely is an important as is a basic understanding of WHMIS symbols. Using the activity Student Worksafe Program and the file Gr8-WHMISLessonPlan.pdf which is included in the T: Drive students will learn about WHMIS symbols and how they are related to everyday products.
Outcome FD8.3 Indicator a Using Bubble Test PSS Page 186 and 187 students will use various tests to examine the viscosity of various fluids. The Communicate questions on Page 188 could be used to help students develop their ideas around viscosity and differing materials.
Outcome FD8.3 Indicator a Using Problem Solver What Oil Should I Use? students will analyze motor oil to determine what would be a viscosity level suitable to Saskatchewan vehicles. The Check Your Progress questions could be used to help assess students knowledge about viscosity and factors that affect it.
Outcome FD8.4 Indicator f Using Page 236-238 in PSS students will investigate the relationship between force and area. The activity Feeling the Pressure could be used to illustrate this relationship. Students in groups and then as a larger class could discuss the Communicate questions coming up with a classroom idea about the relationship between force, area and pressure.
Outcome FD8.4 Indicator g-k Using Activity Looking for a Relationship on Page 240-241 of PSS students will be able to predict and investigate the effect of applying external pressure to a liquid. This activity helps students make connections between changing pressure and force. Another activity that could be used is A Compressing Situation on Page 242 243. This would lead into the 2nd performance task for the unit by demonstrating how liquids react when compressed. Using communicate questions on Page 244 students could develop a relationship between the compressibility of gases and liquids.
Outcome FD8.4 Information regarding hydraulic and pneumatic devices that are naturally and artificially created could be supplied and discussed in class. Creating the Simple Hydraulic Lift on Page could be done as a demonstration to show how fluids are used in hydraulic devices. Using the Simple Pneumatic Lift on Page 253 in PSS could serve as a demonstration of how this device works. The Communicate questions regarding choosing a hydraulic or pneumatic device could help students identify which system may work best in which application. The end result of discussing the various type of devices would lead to the 2nd Performance Task for this unit as supplied in the unit plan. The Performance Task is entitled Rock Removal on Page 260 and 261 in PSS. A rubric for this activity is included within this document and can also be assessed using the overall Standards Rubric for this unit.
Time FrameHow will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work based on your essential questions and enduring understandings?
As students work their way through each outcome in the unit opportunity will be given to revise assignments and reports to help students both adequately cover and gain a better understanding of the material. Students would be encouraged to keep an application journal and time in class would be given for students to add their thoughts to this.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Several of the projects and assignments lend themselves to be posted within the classroom. In addition, the performance tasks could be videoed using cell phones or cameras and posted to the T Drive or within the BRCHS website off of the Teacher Page.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
What resources will you use in the learning experiences to meet the outcomes?
Pearson Saskatchewan Science 7 Student and Teacher Edition
BC Student Worksafe Site: www2.worksafebc.com/
Archimedes Principle: HYPERLINK "http://www.curriki.org/xwiki/bin/view/Coll_ALTEC/ArchimedesPrincipleWhateverFloatsYourBoat" http://www.curriki.org/xwiki/bin/view/Coll_ALTEC/ArchimedesPrincipleWhateverFloatsYourBoat
Fluids and Pressure Kit (Available from SaskRivers TRC Call #: KIT 540 FLU)
Assess and Reflect (Stage 4)Required Areas of Study:
Is there alignment between outcomes, performance assessment and learning experiences?BALs:
Does my unit promote life long learning, encourage the development of self and community, and engage students?CELS & CCCs:
Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world? FORMTEXT A d a p t i v e D i m e n s i o n :
H a v e I m a d e p u r p o s e f u l a d j u s t m e n t s t o t h e c u r r i c u l u m c o n t e n t ( n o t o u t c o m e s ) , i n s t r u c t i o n a l p r a c t i c e s , a n d / o r t h e l e a r n i n g e n v i r o n m e n t t o m e e t t h e l e a r n i n g n e e d s o f a l l m y s t u d e n t s ? I n s t r u c t i o n a l A p p r o a c h e s :
D o I u s e a v a r i e t y o f t e a c h e r d i r e c t e d a n d s t u d e n t c e n t e r e d i n s t r u c t i o n a l a p p r o a c h e s ? F O R M T E X T S t u d e n t E v a l u a t i o n :
H a v e I i n c l u d e d f o r m a t i v e a n d s u m m a t i v e a s s e s s m e n t s r e f l e c t i v e o f s t u d e n t n e e d s a n d i n t e r e s t s b a s e d o n c u r r i c u l a r o u t c o m e s ? F O R M T E X T & ? _ j ' ( 9 : N O P Q طuiS *h hA 5CJ OJ QJ \aJ mH sH h h+ 5CJ aJ h haI 5CJ aJ h hL\ 5CJ aJ hm haI haI h haI 5 hm hL\ hJ, h hL\ 5hL\ # *hZ8I hZ8I 5B*CJ aJ ph *hZ8I 5B*CJ aJ ph # *hWOf hZ8I 5B*CJ aJ ph hq hL\ 5CJ$ aJ$ hq 5CJ$ aJ$ & $If gdL\ $$If a$gd gdL\ $a$gdq 3 ' $If gdL\ $$If a$gd kd $$If l \ Ug" (7
t 0 76 4 4
l a p( yt kd $$If l \ Ug" (7
t 0 76 4 4
l a p( yt $If gdL\ $$If a$gd Z kd $$If l 0 U7 7
t
0 76 4 4
l a p yt $If gdL\ $$If a$gd ' o c $$If a$gd kd $$If l 0 U7 7
t
0 76 4 4
l a p yt ' ( O | $If gdL\ y kd@ $$If l C 7 7
t
0 76 4 4
l a p
yt O P Q %
! x k k k k b $If gdL\
& F $If gd
h$If ^hgd y kd $$If l 7 7
t
0 76 4 4
l a p
yt Q Z $
%
-
! " 5 6 M N O ԾԲԲԲ{ocYOE h h ? 5\ h h 5\ h h+ 5\ h h ? 5\^J h h${. 5\^J h h+ 5CJ aJ h hL\ 5CJ aJ h h 5CJ aJ hm hL\ h h 5CJ aJ h hJ, 5CJ aJ *h h 5CJ OJ QJ \aJ mH sH *h hJ, 5CJ OJ QJ \aJ mH sH *h h! 5CJ OJ QJ \aJ mH sH ! " 6 N $$If a$gd p kdp $$If l 7 7
t 0 76 4 4
l a p
yt N O g W N $If gd+ $h$If ^ha$gd kd $$If l (0 z 7
t 0 76 4 4
l a p yt E p
g Z Z Z Z Q D
& F $If gd $If gdL\
& F $If gd kd $$If l ^0 z 7
t 0 76 4 4
l a p yt g h o p
, - 4 M O 1 j ųų{w{wsos{ hz h<4C h8 hX# hm hL\ hL\ h hL\ 5CJ aJ h h 5h h 5CJ aJ h h ^J hm h h he he h h h h \h h ^J h hAE ^J h h ^J h hJ, ^J hm h ? +
b
h _ S $$If a$gd $If gdT[ kd $$If l 4 X0 z 7`
t 0 76 4 4
l a p yt
& F $If gd
f ] Q $$If a$gd $If gdT[ kd6 $$If l 4 0 z 7
t 0 76 4 4
l a p yt
f ] T T T T T T $If gdL\ $If gdT[ kd $$If l 4 0 z 7
t 0 76 4 4
l a p yt - 4 N u l l l l $If gdL\ kd $$If l 4 K0 z 7
t 0 76 4 4
l a p yt N O 1 j I 6 g Z Z Z Z Z Z Z Z Z
& F
$If gd kdr $$If l 0 z 7
t 0 76 4 4
l a p yt
* 5 6 e
$ 2 5 6 7 ǻǻǥ h#A h|} h, h h hzn 5\ h h#A 5;\h h#A 5\ h hb 5CJ aJ h hL\ 5CJ aJ hm hL\ hS= h-aw h8 hL\ h@ h > haI h h-aw haI h hIv h<4C 16 e
& F $If gd $If gdL\
& F
$If gd
v j $$If a$gd kd.
$$If l 0 z 7
t 0 76 4 4
l a p yt ~ $If gdL\ w kd
$$If l 7 7
t
0 76 4 4
l a p
yt
7 x x x
P" $If gd y kd` $$If l D 7 7
t
0 76 4 4
l a p
yt 7 8 9 g Z Z Z I 8
P" h$If ^hgd
& F
P" $If gd
P" $If gd kd $$If l 0 0 *7 P+
t 0 76 4 4
l a p yt 7 8 9 B M O P s t Q m n s ǨvrkVv )h:h hA B*CJ OJ QJ ^J aJ ph??? hA hA hA #hA B*CJ OJ QJ ^J aJ ph??? h:h h:h OJ QJ )h:h h:h B*CJ OJ QJ ^J aJ ph??? =h h:h 56B*CJ OJ QJ \]^J aJ mH ph??? sH h h'I 5\ h h3' 5\ h hc
5\ h h_ 5\ h h 5\ hm h#A P t
d, $If gd:h K$ $d, $If a$gd:h K$ $d, ??$-D @&If M
a$gd
P" h$If ^hgd
kd $If K$L$ r C} &
2 0 &6 4 a bp2 yt:h < M i
d, $If gd:h K$ d, $If gdA S 1 m F 8 8 8 8 8
d, $If gd:h K$ kd
$If K$L$ r C} & 0 &6 4 a byt:h m n t F : , ,
d, $If gd:h K$ d, $If gd:h kdc $If K$L$ r C} & 0 &6 4 a byt:h s t 9 Y e f # # # # # # # Ʊ~tj`~`VA )h:h h} B*CJ OJ QJ ^J aJ ph??? h h} 5\ h h 5\ h hz 5\ h h'V9 5\ h hA 5\ h hK 5\ h h_ 5\ h h:h 5\ h:h h:h OJ QJ )h:h h:h B*CJ OJ QJ ^J aJ ph??? )h:h hA B*CJ OJ QJ ^J aJ ph??? #hA B*CJ OJ QJ ^J aJ ph??? #h:h B*CJ OJ QJ ^J aJ ph??? C 8 kd $If K$L$ r C} & 0 &6 4 a byt:h
d, $If gd:h K$ ! K" # # # # # # #
d, $If gd} K$ $d, $If a$gd} K$
& F
P" $If gd
P" h$If ^hgd # # kd $If K$L$ r C} &
2 0 &6 4 a bp2 yt} # # # # # P$ R$ S$ & & & & & ( (
( ( M( N( p) q) r) s) ) ) ) ) ) ) ) ) μ༣μxk^WMh hI( 5\ hm h h h OJ QJ ^J h h|} OJ QJ ^J h hI( OJ QJ ^J h h 5\ h h_ 5\ h h} 5\ )h:h hA B*CJ OJ QJ ^J aJ ph??? hA #hA B*CJ OJ QJ ^J aJ ph??? #h} B*CJ OJ QJ ^J aJ ph??? )h:h h} B*CJ OJ QJ ^J aJ ph??? h:h h} OJ QJ # # R$ S$ $ v% & &
d, $If gd} K$ d, $If gd} & & & & R' F : , ,
d, $If gd} K$ d, $If gd} kd $If K$L$ r C} & 0 &6 4 a byt} R' ' ' ( ( 8 kd< $If K$L$ r C} & 0 &6 4 a byt}
d, $If gd} K$ ( ( N( ( ( !) p)
d, $If gd} K$ d, $If gd} p) q) r) s) t) F 5 ( (
P" $If gd
P" h$If ^hgd kd $If K$L$ r C} & 0 &6 4 a byt} t) u) v) w) x) y) z) {) |) }) ~) ) ) ) ) ) ) ) ) )
$7$ 8$ H$ If gd
P" $If gd ) ) ) ) * f V I ;
$7$ 8$ H$ If gd
P" $If gd $
P" $If a$gd kdl $$If l 4 M0 *7`P+
t 0 76 4 4
l a p yt ) * * *
* * ,* -* 7* 8* 9* k* l* * * * * * * * * * *
+ + @+ A+ N+ P+ {+ |+ + + + + + + + + + + + , , ǽ~n~nnn h hzn >*OJ QJ mH sH h hzn OJ QJ aJ mH sH h hT9 OJ QJ mH sH h hzn OJ QJ mH sH h hNZ >*OJ QJ mH sH h hzn 5\ h hNZ 5\ ht h h hI( 5\ h h 5\ hm h h hI( OJ QJ ^J +* * * * ,* f V I ;
$7$ 8$ H$ If gd
P" $If gd $
P" $If a$gd kd0 $$If l 4 ~0 *7 P+
t 0 76 4 4
l a p yt ,* -* .* 9* k* f V I ;
$7$ 8$ H$ If gd
P" $If gd $
P" $If a$gd kd $$If l 4 0 *7 P+
t 0 76 4 4
l a p yt k* l* m* * * f V I ;
$7$ 8$ H$ If gd
P" $If gd $
P" $If a$gd kd $$If l 4 0 *7 P+
t 0 76 4 4
l a p yt * * * * * f V I I
P" $If gd $
P" $If a$gd kd| $$If l 4 .0 *7 P+
t 0 76 4 4
l a p yt * * * A+ |+ + + 8, f Y F F F F F h$1$ If ^h`gd
P" $If gd kd@ $$If l 4 0 *7 P+
t 0 76 4 4
l a p yt ,
, 7, 8, @, A, x, y, , , , , , , , , ,- 8- - - - - 0. 1. 9. D. . . . . . . / ⸰{mcXc h h_ 5;\h h_ 5\ h h_ 5CJ \aJ hm hzn h hT9 5\ h h >*hzn h hT9 h hT9 >*h hzn 5h h 5h hzn 5\ h hzn >*OJ QJ mH sH h hNZ >*OJ QJ mH sH h hT9 OJ QJ mH sH h hzn OJ QJ mH sH 8, y, , , ,- - - 9. . $If gdL\ $
P" $If a$gd h$If ^h`gd . . . / i ` ` $If gdL\ kd $$If l 0 U7 7
t 0 76 4 4
l a p yt / / / /
/ / / / &/ '/ 0/ / / O0 Q0 0 0 e1 h1 1 1 1 2 ]2 _2 2 2 I3 J3 S3 3 ɴq____q__M_#hA B*CJ OJ QJ ^J aJ ph??? #h.R B*CJ OJ QJ ^J aJ ph??? $h.R 5CJ OJ QJ \aJ mH sH $h7S 5CJ OJ QJ \aJ mH sH h:h h.R OJ QJ #h
B*CJ OJ QJ ^J aJ ph??? )h:h h.R B*CJ OJ QJ ^J aJ ph??? #h, B*CJ OJ QJ ^J aJ ph??? h h.R 5\ hm h#A h h_ 5\ h h|} 5\ / /
/ / / / #/ &/ '/ / Q0 | k ] ] ] ] X ] ] Ff
d, $If gd.R K$ $d, $If a$gd.R K$ $If gdL\ y kd $$If l 7 7
t
0 76 4 4
l a p
yt
Q0 0 h1 1 1 _2 3 kd $If K$L$ r A
5)!M*4 h
$
0 26 4 a9bytM
d, $If gd.R K$ _2 2 J3 3 K4 L4 3 kdY $If K$L$ r A
5)!M*4 h
$
0 26 4 a9bytM
d, $If gd.R K$ 3 3 J4 K4 L4 U4 4 4 :5 ;5 5 5 W6 X6 6 6 6 6 j7 8 8 8 8 49 59 9 9 9 9 9 9 9 9 9 9 M: ͺͺ͝~rjb h h\ 5h haI 5h haI 5CJ aJ h hHW 5CJ aJ h hL\ 5CJ aJ hm h_ h h.R 5\ $h.R 5CJ OJ QJ \aJ mH sH $h7S 5CJ OJ QJ \aJ mH sH h:h h.R OJ QJ #h.R B*CJ OJ QJ ^J aJ ph??? )h:h h.R B*CJ OJ QJ ^J aJ ph??? #L4 4 ;5 5 X6 6
d, $If gd.R K$ 6 6 j7 8 8 59 A 3 3 3 3
d, $If gd.R K$ kd( $If K$L$ r A
5)!M*4 h
$
0 26 4 a9bytM 59 9 9 9 9 3 * * $If gdL\ kd $If K$L$ r A
5)!M*4 h
$
0 26 4 a9bytM
d, $If gd.R K$ 9 9 9 N: p kd $$If l ^ 7 7
t 0 76 4 4
l a p
yt $If gdL\ M: N: O: p: q: r: < < < < = = = E> F> G> _> `> e> > > > ? @ @ B B B B 짝zl^T h h 5\ h hYX 5B*\ph h h+ 5B*\ph h h4 5B*\ph h h) 5B*\ph hm h+ h h+ 5\ h h+ 5B*\ph h hL\ 5CJ \aJ h*D hCZ hc hR hD hm hD h hD 5CJ ^J aJ hm hL\ h h$/ 5CJ aJ N: O: \: h: p: { { { $$If a$gd w kdL $$If l 7 7
t
0 76 4 4
l a p
yt p: q: r: < < < < < < < ^ U U U U U U U U $If gdL\ kd $$If l ^F <$7
t 0 76 4 4
l a p yt < F> G> _> U I $$If a$gd kdz $$If l
F <$7
t 0 76 4 4
l a p yt $If gdL\ _> `> > | $If gdL\ y kd! $$If l 7 7
t
0 76 4 4
l a p
yt > > > @ B B B | | | | | $If gdL\ y kd! $$If l + 7 7
t
0 76 4 4
l a p
yt B B B $If gdL\ p kdR" $$If l * 7 7
t 0 76 4 4
l a p
yt B B B B B B C TE WE XE wE E E E E E F F F %F .F F F F F F F F F F F G G G G G ?H H H H H H H I I 縪֙{{{qqqq h hJL 5\ h h'V9 5\ h h' 5\ h hab 5\ h h;C 5\ h% h h hY 5B*\ph h hY 5\ h hmv 5\ h hCZ 5\ hm h h h 5\ h h 5\ h h 5B*\ph ,B B C UE VE WE | | | | $If gdL\ y kd" $$If l + 7 7
t
0 76 4 4
l a p
yt WE XE F $If gdL\ p kd~# $$If l * 7 7
t 0 76 4 4
l a p
yt F F F H H !K "K #K M M M O | o f o f f o f f o $If gd;C
& F $If gd $If gdL\ y kd$ $$If l c 7 7
t
0 76 4 4
l a p
yt I I I J "J ,J -J K K #K CK DK bK cK K K L $M M M M M M M M M M fN oN O O O RP SP aP bP P bQ Q Q R R T
T T غ즜ذ즒~s~ h hf\ 5H*\h hf\ 5\ h h
> 5\ h h, 5\ h hz 5\ h hz8 5\ h h 5\ h hQpo 5\ h h D 5\ h hsSq 5\ h h;C 5\ h h\'
5\ h h' 5\ h hJL 5\,O O O Q Q
T T QU RU hV iV W W (Y )Y [ [ _ _ _ $If gdL\ $If gd{f $If gd> $If gd6 $If gdn $If gd $If gdf\
& F $If gd $If gd;C T WT PU QU iV W W (X X X X X %Y &Y 'Y (Y )Y 0Y FZ Z Z [ [ [ [ ] ] ] _ _ _ _ _ !_ @_ T_ _ ĺĺĺİĦĦ|u|uk]k h h 5B*\ph h h 5\ hm h;C h h;C 5\ h hS7 5H*\h hS7 5\ h h{f 5H*\h h{f 5\ h h4Ed 5\ h h' 5\ h h> 5\ h h6 5\ h hn 5\ h h 5\ h h.M 5\ h h2 5\$_ _ _ _ _ _ ] kd$ $$If l 4 (0 07`J1
t 0 76 4 4
l a p yt $If gdL\ _ !_ _ u l $If gdL\ kdn% $$If l 4 K0 07 J1
t 0 76 4 4
l a p yt _ _ _ _ _ _ ;a =a >a \a ua a a a a b b b b b b b kc lc pc qc rc wc c c c c c c c d ,d Ad Bd Cd d ||q| j hxw h6H U hxw h6H h h 5h h6H 5 hm h h h 5\ h hY 5B*\ph hm hY h h( 5\ h h6H 5\ h h 5B*\ph h hLG 5\ hm h h h 5\ h hY 5\(_ _ _ ;a a a $If gdL\ p kd& $$If l * 7 7
t 0 76 4 4
l a p
yt a a a b b b b | | | | | $If gdL\ y kd@' $$If l + 7 7
t
0 76 4 4
l a p
yt b b kc $If gdL\ p kd' $$If l * 7 7
t 0 76 4 4
l a p
yt kc lc mc nc oc pc qc | | | | | $If gd y kdz( $$If l 7 7
t
0 76 4 4
l a p
yt qc rc c $If gd p kd ) $$If l 7 7
t 0 76 4 4
l a p
yt c c c c ,d e Ue Ve We Xe | s s s s j | | $If gd6H $If gdxw $If gd y kd) $$If l 7 7
t
0 76 4 4
l a p
yt d d d e e e e Te Ue Ve We Xe Ye we e e e e e e e e e e e _f `f bf if ~vnvjc~vUcHh h1 5B*ph h hRd 5B*\ph h`} hRd hRd h hLt 5h hRd 5h hLt 5B*ph h hRd 5B*ph h hk: 5CJ \aJ hm h h hY 5\ h h 5\ h6H h6H hhi hhi hhi h hhi 5h6H hxw h6H j hxw h6H UjZ* hxw h6H U Xe Ye ve $$If a$gd p kdS, $$If l 7 7
t 0 76 4 4
l a p
yt ve we e e e | | | $If gdRd y kd, $$If l : 7 7
t
0 76 4 4
l a p
yt e e e `f af m d d d $If gdRd kd- $$If l 0 F27 2 F
t
0 76 4 4
l a p yt af bf qf "g h m d d d $If gdk: kd/. $$If l 0 F27 2 F
t
0 76 4 4
l a p yt if pf qf f f g !g "g #g -g .g h
h h h :h i i i i i i i j j j j j j j j j j j k k k k k k k l ( 0( 2( ވ}rpUj1 hRd Uj0 hRd U h% hRd 3j h hRd OJ PJ QJ U^J mH nH o(uj. hRd UhRd j hRd Uh hRd 5B*\ph h hpo 5h hLt 5h hRd 5h hLt 5B*ph h hRd 5B*ph ,h h :h i i m d d d $If gdk: kdU/ $$If l k 0 F27 2 F
t
0 76 4 4
l a p yt i i i j j m d d d $If gdk: kd0 $$If l F 0 F27 2 F
t
0 76 4 4
l a p yt j j j k k m d d d $If gdk: kd+1 $$If l F 0 F27 2 F
t
0 76 4 4
l a p yt k l 2( ( ( m d d d $If gdk: kdQ2 $$If l F 0 F27 2 F
t
0 76 4 4
l a p yt R e s o u r c e B a s e d L e a r n i n g :
D o t h e s t u d e n t s h a v e a c c e s s t o v a r i o u s r e s o u r c e s o n a n o n g o i n g b a s i s ? F O R M T E X T F N M / I C o n t e n t a n d P e r s p e c t i v e s / G e n d e r E q u i t y / M u l t i c u l t u r a l E d u c a t i o n :
H a v e I n u r t u r e d a n d p r o m o t e d d i v e r s i t y w h i l e h o n o r i n g e a c h c h i l d s i d e n t i t y ? F O R M T E X T B l u e p r i n t f o r L i f e :
H a v e I p l a n n e d l e a r n i n g e x p e r i e n c e s i n t h e u n i t t h a t p r e p a r e s t u d e n t s f o r a b a l a n c e d l i f e a n d / o r w o r k c a r e e r ? F O R M T E X T A d a p t e d f r o m : W i g g i n s , G r a n t a n d J . M c T i g h e . ( 1 9 9 8 ) . U n d e r s t a n d i n g b y D e 2( ( ( ( ( ( ( ( ( x) * * ** ,* .* 8* :* >* f* h* * * * * * "+ (+ B+ D+ F+ Z+ \+ ^+ h+ j+ l+ n+ + yngc hDP hm hRd jM5 hRd Uh hRd 5\ h hpo 5h hLt 5h h 5B*ph h1 hRd j'4 hRd Uh hRd 5B*ph h% hRd 3j h hRd OJ PJ QJ U^J mH nH o(uj3 hRd UhRd j hRd Uh hRd 5 %( ( x) * <* m _ _ V $If gdk:
$7$ 8$ H$ If gd kdw3 $$If l F 0 F27 2 F
t
0 76 4 4
l a p yt <* >* h* D+ l+ m _ _ V $If gdL\
$7$ 8$ H$ If gd kd4 $$If l 0 F27 2 F
t
0 76 4 4
l a p yt l+ n+ >8 m k kd5 $$If l 0 F27 2 F
t
0 76 4 4
l a p yt + + + , 8 8 <8 =8 >8 h'"x UhL\ hL\ 6>*] hL\ hL\ hL\ sign, Association for Supervision and Curriculum Development.
: &P 1h/R :p, = _!"#$% $$If !v h#v #v #v#v:V l
t 0 765 5 55p( yt $$If !v h#v #v #v#v:V l
t 0 765 5 55p( yt $$If !v h#v #v7 :V l
t
0 765 57 p yt $$If !v h#v #v7 :V l
t
0 765 57 p yt $$If !v h#v 7:V l C
t
0 765 7p
yt $$If !v h#v 7:V l
t
0 765 7p
yt $$If !v h#v 7:V l
t 0 765 7p
yt $$If !v h#v #v:V l (
t 0 765 5/ p yt $$If !v h#v #v:V l ^
t 0 76, 5 5p yt $$If !v h#v #v:V l 4X
t 0 76+ 5 5/ p yt $$If !v h#v #v:V l 4
t 0 76+ 5 5/ p yt $$If !v h#v #v:V l 4
t 0 76+ 5 5p yt $$If !v h#v #v:V l 4K
t 0 76+ 5 5p yt $$If !v h#v #v:V l
t 0 765 5p yt $$If !v h#v #v:V l
t 0 765 5p yt $$If !v h#v 7:V l
t
0 765 7p
yt $$If !v h#v 7:V l D
t
0 765 7p
yt $$If !v h#v P+#v :V l 0
t 0 76,5 P+5 p yt $If K$L$& !v h#v #v:V
2 0 &6 , 5 / 4 p2 yt:h $If K$L$& !v h#v #v:V 0 &6 5 / 4 yt:h $If K$L$& !v h#v #v:V 0 &6 5 / 4 yt:h $If K$L$& !v h#v #v:V 0 &6 5 / 4 yt:h $If K$L$& !v h#v #v:V
2 0 &6 , 5 / 4 p2 yt} $If K$L$& !v h#v #v:V 0 &6 5 / 4 yt} $If K$L$& !v h#v #v:V 0 &6 5 / 4 yt} $If K$L$& !v h#v #v:V 0 &6 5 / 4 yt} $$If !v h#v P+#v :V l 4M
t 0 76+ 5 P+5 p yt $$If !v h#v P+#v :V l 4~
t 0 76+ 5 P+5 p yt $$If !v h#v P+#v :V l 4
t 0 76+ 5 P+5 p yt $$If !v h#v P+#v :V l 4
t 0 76+ 5 P+5 p yt $$If !v h#v P+#v :V l 4.
t 0 76+ 5 P+5 p yt $$If !v h#v P+#v :V l 4
t 0 76+ 5 P+5 p yt $$If !v h#v #v7 :V l
t 0 765 57 p yt $$If !v h#v 7:V l
t
0 765 7p
yt F$If K$L$_!v h#v h#v
#v #v$ #v
:V
2 0 26 , 5 h5
5 5$ 5
/ 4 a9p2 ytM kdT $If K$L$ r A
5)!M*4 h
$
2 0 26 4 a9bp2 ytM $If K$L$_!v h#v h#v
#v #v$ #v
:V 0 26 5 h5
5 5$ 5
/ 4 a9ytM $If K$L$_!v h#v h#v
#v #v$ #v
:V 0 26 5 h5
5 5$ 5
/ 4 a9ytM $If K$L$_!v h#v h#v
#v #v$ #v
:V 0 26 5 h5
5 5$ 5
/ 4 a9ytM $If K$L$_!v h#v h#v
#v #v$ #v
:V 0 26 5 h5
5 5$ 5
/ 4 a9ytM $$If !v h#v 7:V l ^
t 0 765 7p
yt $$If !v h#v 7:V l
t
0 765 7p
yt $$If !v h#v :V l ^
t 0 765 p yt $$If !v h#v :V l
t 0 765 p yt $$If !v h#v 7:V l
t
0 765 7p
yt $$If !v h#v 7:V l +
t
0 765 7/ p
yt $$If !v h#v 7:V l *
t 0 765 7p
yt $$If !v h#v 7:V l +
t
0 765 7/ p
yt $$If !v h#v 7:V l *
t 0 765 7p
yt $$If !v h#v 7:V l c
t
0 765 7/ p
yt $$If !v h#v J1#v:V l 4(
t 0 76+ 5 J15p yt $$If !v h#v J1#v:V l 4K
t 0 76+ 5 J15p yt $$If !v h#v 7:V l U
t
0 765 7/ p
yt $$If !v h#v 7:V l *
t 0 765 7p
yt $$If !v h#v 7:V l +
t
0 765 7/ p
yt $$If !v h#v 7:V l *
t 0 765 7/ p
yt $$If !v h#v 7:V l
t
0 765 7/ p
yt $$If !v h#v 7:V l
t 0 765 7/ p
yt $$If !v h#v 7:V l
t
0 765 7/ p
yt D y K [ h t t p : / / w w w . c u r r i k i . o r g / x w i k i / b i n / v i e w / C o l l _ A L T E C / A r c h i m e d e s P r i n c i p l e W h a t e v e r F l o a t s Y o u r B o a t y K h t t p : / / w w w . c u r r i k i . o r g / x w i k i / b i n / v i e w / C o l l _ A L T E C / A r c h i m e d e s P r i n c i p l e W h a t e v e r F l o a t s Y o u r B o a t yX; H,]ą'c $$If !v h#v 7:V l
t 0 765 7/ p
yt $$If !v h#v 7:V l :
t
0 765 7p
yt $$If !v h#v 2#vF:V l
t
0 765 25Fp yt $$If !v h#v 2#vF:V l
t
0 765 25Fp yt v D T e x t 2 1 $$If !v h#v 2#vF:V l k
t
0 765 25Fp yt $$If !v h#v 2#vF:V l F
t
0 765 25Fp yt v D T e x t 2 3 $$If !v h#v 2#vF:V l F
t
0 765 25Fp yt v D T e x t 2 4 $$If !v h#v 2#vF:V l F
t
0 765 25Fp yt v D T e x t 2 5 $$If !v h#v 2#vF:V l F
t
0 765 25Fp yt v D T e x t 2 6 $$If !v h#v 2#vF:V l
t
0 765 25Fp yt v D T e x t 2 6 $$If !v h#v 2#vF:V l
t
0 765 25Fp yt ^ 2 0 @ P ` p 2 ( 0 @ P ` p 0 @ P ` p 0 @ P ` p 0 @ P ` p 0 @ P ` p 0 @ P ` p 8 X V ~ _HmH nH sH tH @ ` @ L\ N o r m a l OJ QJ _HmH sH tH V @ 2 V :h H e a d i n g 3
??@& 56CJ OJ QJ \]aJ D A D D e f a u l t P a r a g r a p h F o n t R i@ R T a b l e N o r m a l 4
l 4 a ( k ( N o L i s t j j L\
T a b l e G r i d 7 :V 0 @ @ @ T[ B a l l o o n T e x t CJ ^J aJ L ^@ L :h N o r m a l ( W e b )
CJ OJ QJ aJ 0 a`!0 6H H T M L C i t e 6]6 U`16 6H H y p e r l i n k >*B*ph B O B A P a 6 d 7$ 8$ H$ CJ OJ QJ aJ PK ! [Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;r ØJB+$G]7O٭V$ !)O^rC$y@ /yH*)UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSe bORD۫qu gZo~ٺlAplxpT0+[}`j zA V2Fi@qv֬5\|ʜ̭NleXd sjcs7f
W+Ն7` g ȘJj|h(KD-
dXiJ؇(x$( :;˹! I_TS 1?E ??ZBΪmU/ ?~xY'y5g&/ɋ>GMGeD3Vq%'#q$8K )fw 9:ĵ
x}rxwr:\TZaG*y8IjbRc|XŻǿI
u3KGnD 1NIBs
RuK>V.E L+M2#'fi ~V vl{u8z H
* :( W ☕
~JTe\O*tHGHY }KNP*ݾ˦ TѼ9/#A7qZ $*c?qUnwN%Oi4 =3N)cbJ
uV4(Tn
7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5 qpN8KGbe
Sd̛\17 pa>SR!
3 K4'+rzQ
TTIIvt]Kc⫲K#v5+|D~ O@%\w_nN[L9KqgVhn
R!y+Un;*&/HrT >>\
t=.Tġ
S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y ; ̠[MCۿhf]o{oY=1kyV V5E8Vk+֜\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- ! ky theme/theme/themeManager.xmlPK- ! 0C) theme/theme/theme1.xmlPK- !
ѐ ' theme/theme/_rels/themeManager.xml.relsPK ]
mc : Q 7 s # ) , / 3 M: B I T _ d if 2( + >8 6 > B H N T X ` f i m r y } ' O ! N
N 6 7 m # # & R' ( p) t) ) * ,* k* * * 8, . / Q0 _2 L4 6 59 9 N: p: < _> > B B WE F O _ _ _ =a a b kc qc c Xe ve e af h i j k ( <* l+ >8 7 8 9 : ; < = ? @ A C D E F G I J K L M O P Q R S U V W Y Z [ \ ] ^ _ a b c d e g h j k l n o p q s t u v w x z { | ~ B\ \ ] "_ ._ 4_ t` ` ` a &a ,a a a a 9b Eb Kb b b b mc XFFFFFF 8 @ 0 (
B
S ? T e x t 2 6 b oc b oc + + + + + + + + + + + + > > @ @ ~C ~C (F (F O O [ [ oc
? ? @ @ C C 4F 4F O O [ [ oc
9 *urn:schemas-microsoft-com:office:smarttagsState 9 *urn:schemas-microsoft-com:office:smarttagsplace 0/ ` c oc I L U U ^ #^ b c oc 3 3 3 3 & g h 3 4 5 5 5 E6 ; T= > > > > > > ? ? ? ? ? ? @ @ @ @ A A A A B "B ,B -B CC DC bC cC C C E E E E fF oF RH SH aH bH P P P P %Q &Q ] T] V] V] w] oc & oc j:%ؤ `i, 1X FDn/ _aPrl
T H 0W FZØ HX`3 Oh> qZiV8 c
^`o( .
^`h H .
pL p^p`Lh H .
@ @ ^@ `h H .
^`h H .
L ^`Lh H .
^`h H .
^`h H .
PL P^P`Lh H . ^`o( .
^`h H .
pL p^p`Lh H .
@ @ ^@ `h H .
^`h H .
L ^`Lh H .
^`h H .
^`h H .
PL P^P`Lh H . ^`o( .
^`h H .
pL p^p`Lh H .
@ @ ^@ `h H .
^`h H .
L ^`Lh H .
^`h H .
^`h H .
PL P^P`Lh H . 8 h h^h`B* OJ QJ o( ph h H 8 h h^h`OJ QJ ^J o( h H o 8 8 8^8`OJ QJ o( h H 8 ^`OJ QJ o( h H 8 ^ `OJ QJ ^J o( h H o 8 ^ `OJ QJ o( h H 8 x x^x`OJ QJ o( h H 8 H H^H`OJ QJ ^J o( h H o 8 ^`OJ QJ o( h H ^`o( .
^`h H .
pL p^p`Lh H .
@ @ ^@ `h H .
^`h H .
L ^`Lh H .
^`h H .
^`h H .
PL P^P`Lh H . 8 h h^h`B* OJ QJ o( ph h H 8 h h^h`OJ QJ ^J o( h H o 8 8 8^8`OJ QJ o( h H 8 ^`OJ QJ o( h H 8 ^ `OJ QJ ^J o( h H o 8 ^ `OJ QJ o( h H 8 x x^x`OJ QJ o( h H 8 H H^H`OJ QJ ^J o( h H o 8 ^`OJ QJ o( h H ^`o( .
^`h H .
pL p^p`Lh H .
@ @ ^@ `h H .
^`h H .
L ^`Lh H .
^`h H .
^`h H .
PL P^P`Lh H . h ^`OJ QJ o( h H h
^`o( h H . h p p^p`OJ QJ o( h H h @ @ ^@ `OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h P P^P`OJ QJ o( h H 8 h h^h`B* OJ QJ o( ph h H 8 h h^h`OJ QJ ^J o( h H o 8 8 8^8`OJ QJ o( h H 8 ^`OJ QJ o( h H 8 ^ `OJ QJ ^J o( h H o 8 ^ `OJ QJ o( h H 8 x x^x`OJ QJ o( h H 8 H H^H`OJ QJ ^J o( h H o 8 ^`OJ QJ o( h H ^`OJ QJ o( " ^`OJ QJ o( " p p^p`OJ QJ o( " @ @ ^@ `OJ QJ o( " ^`OJ QJ o( " ^`OJ QJ o( " ^`OJ QJ o( " ^`OJ QJ o( " P P^P`OJ QJ o( " ^`CJ OJ QJ o( .
^`h H .
pL p^p`Lh H .
@ @ ^@ `h H .
^`h H .
L ^`Lh H .
^`h H .
^`h H .
PL P^P`Lh H . 8 h h^h`B* OJ QJ o( ph h H 8 h h^h`OJ QJ ^J o( h H o 8 8 8^8`OJ QJ o( h H 8 ^`OJ QJ o( h H 8 ^ `OJ QJ ^J o( h H o 8 ^ `OJ QJ o( h H 8 x x^x`OJ QJ o( h H 8 H H^H`OJ QJ ^J o( h H o 8 ^`OJ QJ o( h H FZ Oh HX`
T c FD qZi j:% 0W 1 `i, _aP v v v Zy v Zy v Zy tljp(j<KN h
B C`8 j-
Zy $ p` +`#G BN~+`#G G2L qo *0MY 2LwI .qo =12Vf l#+`#G +?(+`#G 1k)G * 'SM++`#G z)0+`#G L 1 fi4qo g<+`#G ~#B+`#G \B+`#G +`#G1ld wIDe ./kJ= K+`#G 0P+`#G ZW.S+`#G Z5S+`#G U+`#G *0MY E^+`#G WSa+`#G 1ld1k) De./kJ 12Vf* Wk+`#G {ksk+`#G Xuw+`#G (;}+`#G L xw 3 V *D A
> 1 c
\'
> AE LG 2 + JL +X D ) ! )C# '% ' ( ${. z8 T9 'V9 5t9 k: ? #A <4C #VF 'I Z8I tJ .M &P DP R .R 7S HW YX NZ m[ \ 8\ L\ b ab 4Ed Rd {f :h +j 7ck Qpo sSq Lt -aw '"x (z } |} , 6H M f\ $ C po $/ K mv I( 8 q J, 4 D 4 , n X# c 7 B zn Iv <- 3' _ " z _ q 1 6 Y D *^ e aI 1 T[ hi S7 / =
@ * , ;C $ n CZ mc oc @ L /_ /` /a /b /c mc @ h j ( * p@ U n k n o w n G * T i m e s N e w R o m a n 5 S y m b o l 3. * A r i a l A. T r e b u c h e t M S 5. * a T a h o m a U A b c T e a c h e r C o u r i e r N e w I
M S M i n c h o M e i r y o =* K P M y r i a d P r o ?= * C o u r i e r N e w ; W i n g d i n g s A $ B C a m b r i a M a t h " q h T&T&& T 2 T 2 24 ;c ;c 3q HX ? L\ 2 !
x x % U n d e r s t a n d i n g B y D e s i g n U n i t T e m p l a t e s n i c k e r s 0 D r y k a , L i s a <
Oh +'0 0 <
\ h t
( Understanding By Design Unit Template snickers0 Normal.dotm Dryka, Lisa 2 Microsoft Office Word @ @ r&@ "@ " T ՜. +,D ՜. +,d h p
Proctor Public Schools 2 ;c & Understanding By Design Unit Template Title 8 8 @ _PID_HLINKS A O k [ h t t p : / / w w w . c u r r i k i . o r g / x w i k i / b i n / v i e w / C o l l _ A L T E C / A r c h i m e d e s P r i n c i p l e W h a t e v e r F l o a t s Y o u r B o a t
! " # $ % & ' ( ) * + , - . / 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 { | } ~ R o o t E n t r y F D a t a
s6 1 T a b l e HL W o r d D o c u m e n t <: S u m m a r y I n f o r m a t i o n ( D o c u m e n t S u m m a r y I n f o r m a t i o n 8 C o m p O b j r
F Microsoft Word 97-2003 Document
MSWordDoc Word.Document.8 9q