text:
Fat Dogs and Coughing Horses: Vets, Pets and Me!
Developed by: Ann Mennonno and Amy Wackerly
Indianapolis Public Schools, Center for Inquiry #2
Grade Level: 3
Subject/Topic Areas: Science Health
Key Words: Health Preventative, Veterinary, Needs, Wellness
3rd Grade Teacher's Guide Manual (PDF)
3rd Grade Curriculum
Teacher Resources
Professional Development Videos
- Curriculum Introduction
- Lesson 1
- Lesson 2
- Lesson 3
- Lesson 3 - Notebooks
- Lesson 4
- Lesson 6
- Lesson 11
- Lesson 18
Summary, Goals, Essential Questions
Brief Summary of Unit
Students will explore health and wellness by engaging in activities that allow them to see the similarities and differences among humans and other animals. Students will learn how to think like a veterinarian and engage in hands-on projects that allow them to practice what they have learned. A variety of technology resources and inter-disciplinary connections are emphasized throughout. Enrichment activities are included for students who need additional challenge.
The goal of this project is to help 3rd grade students to appreciate the importance of and science behind keeping both people and animals healthy.
Students will be able to…
- Describe how people and pets use nutrition and exercise to stay fit
- Discuss and illustrate how pets act as exercise partners and friends to keep you healthy
- Describe how doctors prevent illness in people and animals through examinations and vaccinations
Essential Questions
- What health issues affect both people and animals? How does this happen?
- What preventive steps can be taken to prevent illnesses in both people and animals?
- What tools are used to evaluate the health of people and animals?
- How can the data collected by these tools be used to inform doctors and veterinarians of their patient's health?
- Candling
- Compare
- Contrast
- Data Collection
- Exercise
- Food pyramid
- Foreign bodies
- Incubator
- Nutrition
- Observation
- Otoscope
- Pediatrician
- Pet
- Poultry
- Reflex hammer
- Scientists
- Stethoscope
- Vaccination
- Veterinarian
- Veterinary Technician
- Well care
Academic Standards
Common Core Reading Standards (3rd Grade)
|Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
|Determine the main idea of a text; recount the key details and explain how they support the main idea.
|Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
|Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Indiana Health Standards (3rd Grade)
|Identify the link between healthy choices and being healthy.
|Give examples of physical and emotional health.
|State characteristics of valid health products and services.
|Identify a healthy choice when making a decision.
|Select a personal health goal and track progress.
|Identify a healthy practice to maintain personal health and wellness.
Indiana Social Studies Standards (3rd Grade)
|Roles of Citizens: Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship.
|Give examples of goods and services provided by local business and industry.
|Define interdependence and give examples of how people in the local community depend on each other for goods and services.
Lesson 1
The purpose of this lesson is to assess prior knowledge of the goals of the unit through the completion of a concept map, as well as engage students in a discussion about the characteristics of a pet. The lesson will end with students listening to a book and completing a literature log identifying the major parts of the story.
- The students will engage in a discussion about pets to activate prior knowledge and create interest in the unit.
- The students will actively listen to a story and be able to recall the main idea, characters, setting, events, problem, and ending.
- Conceptual Assessment Instrument
- Chart paper, white board, or chalk board
- Miles, E. (2009). Lucky (Puppy Place Series). New York, NY: Scholastic Inc.
- Puppy Place Literature Log
- Introduce yourself and the purpose of the unit.
- Use the Conceptual Assessment Instrument as a pre-assessment. Explain that you do not expect them to know much at this point.
- Create a chart with three columns using the board or chart paper:
- Column 1- What is a pet?
- Column 2- Types of pets
- Column 3- Who has a pet?
- Ask the students to talk to someone sitting next to them for two minutes about what a pet is. After two minutes, call on several students to share their ideas. Record their responses in column one of the chart.
- Give the students a challenge to write down as many kinds of pets they can think of with a partner. After several minutes, ask for students to share their list and record responses in column two of the chart.
- Explain to the students that you are now going to survey the class. Explain that a survey is a way to gather information about something. Ask the students to raise their hands if they have a pet at home. Count the number and write it on the chart at the top of column three. Next, ask each student who raised their hand to tell you what type of pet they have and record a list in column three. Place tally marks next to each type of pet if more than one person has one.
- Encourage students to bring in actual pictures off their pets to display in the classroom.
- Introduce the book Lucky (Puppy Place Series) to the class. Explain that as a class we will be reading a book or portion of a book together each day.
- Read the book to the class.
- Give students the "Puppy Place Literature Log" and ask them to complete it independently. If students finish early, provide addition books about pets or veterinarians they may choose from to read.
- End the lesson by giving students an opportunity to share their responses to the literature log with a friend.
If time permits, demonstrate to students how the data in column three from the chart earlier in the lesson can be converted into a bar graph. Survey the students again with a second question: "If you could have any pet, what would it be?" Record their responses on a separate chart and ask the students to convert the data into a bar graph by themselves this time.
Professional Development Video for Lesson 1
Lesson 2
The purpose of this lesson is to engage students in conversation about the meaning and importance of responsibility. Students will listen to a story about a young character getting a new pet and observe how the character exhibits responsible behavior. They will then create a collage of pets they would like to own and write several sentences explaining how they would care for them responsibly.
- The students will be introduced to the word responsibility and discuss how it applies to taking care of a pet.
- The students will create a collage of pets they would like to have using pictures of animals cut from magazines.
- The students will write several sentences explaining how they would responsibly care for these pets if they indeed had one or more in the future.
- Brown, M. (2005). Arthur's new puppy: An Arthur adventure. New York: Little Brown Books for Young Readers.
- A stack of old magazines that can be cut apart
- Scissors for each child
- Glue for each child
- Construction paper for each child
- Review with students the chart that was created in lesson number one.
- Ask the students what the word "responsibility" means.
- Explain that the root word of responsibility is the word responsible. According to the online Merriam Webster dictionary for kids, responsible means to take charge of or be trusted with important matters.
- Give the students several minutes to talk with a partner about what they are responsible for. What responsibilities do they have at home? At school?
- Ask students to share a few of their responses with the whole group.
- Explain that we are going to read a book about someone who is responsible for a new pet. Read the book Arthur's New Puppy to the class.
- Discuss as a group how Arthur was responsible for his pet.
- Ask the students if anyone knows what a collage is. A collage is a collection of small pictures or images put together to make a larger image.
- Explain that their job will be to look through old magazines to find pictures of pets they would like to have if they could have a new pet like Arthur. They will then glue these pictures down on a piece of construction paper in an interesting way.
- Distribute scissors and magazines. Give students time to cut out ten or more animal pictures and glue them down.
- Display the final projects for the rest of the class to see.
- Ask students to think about the responsibilities they would have if they really had these animals as pets. Instruct students to write several complete sentences describing what chores they would have to do on a daily basis.
Ask the students if people in different countries have different types of pets. Give the students access to books or kid-friendly internet sites to help them answer this question. Students can create a list of popular pets in different countries or print out pictures of these animals and create a new collage on the back of their initial collage with the countries labeled.
Lesson 3
The purpose of this lesson is to help students identify the common needs of both humans and pets. In the process, students will write a story about a pretend pet and learn how to create and maintain a science notebook.
- The students will create their personal science notebooks.
- The students will learn to distinguish needs from wants and then identify common needs of both humans and pets.
- The students will add detail to the sentences they wrote in lesson two about a pet they wish they had in order to create a complete story with a beginning, middle, and end.
- Klentschy, M. (2008). Using science notebooks in the elementary classrooms. Arlington, VA: National Science Teachers Association.
- One notebook for each student
- Pencil for each student
- Two pieces of chart paper
- Markers
- Chart from day one
- Review with students the meaning of responsibility introduced yesterday.
- Ask students to share an example with a partner in the next two minutes of a time they were responsible in the last day.
- Explain that today we are going to learn a way to responsibly record our thoughts and ideas about science.
- Poll the students to determine how many of them have ever kept a diary or journal.
- Give each student a blank notebook and guide them in the creation of their new science notebooks. Students should number the pages and create the following sections:
- Table of Contents
- Word Bank
- Concept Map
- I Wonders…
- Health Careers
- Observations
- Data
- Student Daily Reflections
- Investigation
- Claims/Evidence
- Video Notes
- Guest Speaker Notes
- Research Notes
- Quick Writes
- Use the book by Klentschy (2008) to provide students with a description of what each section will be used for
- Check to make sure everyone has finished setting up their science notebooks. As students finish, ask them to set the notebooks to the side.
- Place two pieces of chart paper on the wall at the front of the classroom. Write "Pets' Needs" at the top of sheet one and "Children's' Needs" at the top of sheet two.
- Ask the students what the difference is between a NEED and a WANT.
- Give students two minutes to share with a partner one need and one want they currently have.
- Record on chart two what students need in order to be safe and healthy.
- Brainstorm a list of the needs pets have in order for them to be safe and healthy. Record students ideas on chart one. (Make sure needs include food, water, shelter, space, love, exercise and play, bathing, education [training], I.D. tag and collar, and visits to the doctor/veterinarian.)
- Ask students to identify which needs are on both charts. Call on students to circle in a different color or place a star next to the items that appear on both lists.
- Instruct students to copy the charts into their science notebooks in the "Research Notes" section.
- Ask students to pull out the collages they made yesterday and the sentences they wrote about them.
- Explain to students that for the remainder of the class period they will write a story about taking care of one of the pets in their collage. Their story should have a beginning, middle, and end. Remind students to use their sentences from yesterday and the list of pets' needs from today to help them. The stories can be written in their science notebooks or on a separate sheet of paper.
- If time permits, give students the opportunity to share their stories with the class.
If students finish early, ask them to retell the story they wrote to a friend from the standpoint of the pet. For example, if a student had written, "I was asleep. My dog licked my face. I woke up and fed her breakfast even though I was tired," they could now say, "I was so hungry. My owner was snoring. I had to lick her until she would wake up and give me some food. Yummy!"
Professional Development Video for Lesson 3
Lesson 4
The purpose of this lesson is to introduce the characteristics of a quality observation and to provide students with an opportunity to make observations of a crayfish in the classroom.
- The students will carefully and safely interact with a live animal in the classroom.
- The students will record detailed diagrams and descriptive words about their observations in their science notebooks.
- Live crayfish
- Tub of water
- Kalman, B. & Sjonger, R. (2007). The lifecycle of a crayfish. New York, NY: Crabtree Publishing Company.
- Science notebooks
- Reference books about crayfish
- "How I Became a Scientist" SEPA Activity Book for 3rd Graders
- Ask students to list the characteristics they think a veterinarian or other scientist needs to have.
- Explain to students that today we are going to learn how to make good observations. This involves using all of your senses. (Make sure students know they are not to taste anything without permission however).
- Written records of observations should include labels, drawings, color, I Wonders, descriptive words and phrases, and measurement.
- Show students an example of a quality written record of an observation.
- Tell students that in order to help them practice making good observations; you have brought a live animal for them to observe today. Display the tub with the crayfish and ask the students if anyone knows what this animal is called. (Other animals can be substituted for crayfish. Examples include worms, frogs or tadpoles, butterflies or caterpillars.)
- Read the book The Lifecycle of a Crayfishto the class.
- Explain that because live animals will be used, certain precautions must be followed. Safety for both the animals and the students is important.
- The procedure today for observing the crayfish will be.
- Teacher will place the tub with the crayfish on the table,
- Students will observe the body structures of the crayfish and draw pictures of what they see in their science notebooks.
- Books will be available to help students label the body structures correctly.
- Teacher will help those students that would like to hold the crayfish do so properly and carefully.
- As students finish making their observations, ask them to read the "How I Became a Scientist" Activity Book for 3rd Graders.
- Before ending the class, ask students to take a minute to silently think about one or two things they learned regarding crayfish or working with live animals in general. Ask students to record these thoughts in their science notebooks.
- If time permits, allow students to share their responses.
Brainstorm a list of pets that are commonly found in classrooms. Visit the website listed below to download fact sheets for some of the most popular classroom pets (e.g. hamster, rabbit, snake, guinea pig, and turtle). http://www.aalas.org/resources/classroom_animals.aspx
Read one or more of the factsheets and work with a partner to determine the three most important rules for handling and caring for the animals of your choice.
Lesson 5
The purpose of this lesson is to introduce students to the needs of chicks and provide additional opportunities to make observations.
- The students will discuss the environmental conditions chick eggs need in order to hatch.
- The students will record observations of the chick eggs and the crayfish.
- Chick eggs
- Incubator
- Candle and matches
- Science notebooks
- Mercia, L. (1990). Raising poultry the modern way. Pownal, VT: Storey Communications, Inc.
- Stone, L.M. (2000). Chickens have chicks. Minneapolis, MN: Compass Point Books.
- Challenge the students to list each of the components of a quality observation discussed in lesson four.
- Explain to students that today they will have an opportunity to observe a second live animal in the classroom. Ask the students to guess what it might be.
- Show the students the small eggs and ask what might be inside.
- Tell the students that a baby chick is inside. Ask them how we could tell that is what is inside without cracking open the egg.
- Light a match and hold it behind the egg without letting the flame touch the egg. Ask the students what they observe.
- Read the book Chickens Have Chicks by L. Stone to the class. Ask the students to jot down any notes in their science notebooks as you read.
- Ask the students to observe the eggs as they are right now and record their observations in their science notebooks. They should record their size, shape, color, etc.
- Pose the following question: "Because there are no mother chickens around to sit on the eggs, how might we hatch them?"
- Display the incubator and explain how it works.
- Read the book Raising Poultry the Modern Way and ask the students to jot down any notes in their science notebooks.
- Place the eggs in the incubator and ask the students to draw a diagram of the environment the eggs are in carefully in their science notebooks.
- Ask the students to brainstorm what we must do in order to take care of the chicks once they are hatched.
- Record any questions students have about hatching chicks on a chart to be answered as the unit progresses.
- Give students an opportunity to observe the crayfish again and see if any new behaviors can be seen.
- Ask the students to reflect on today's lesson and record their thoughts in their science notebooks.
Imagine you find a multi-colored egg in your backyard. You do not know what is inside, but you decide to take care of it until it hatches. Write a creative story about what eventually hatches out of the egg and how you will take care of the creature. The animal can be a real animal or an imaginary animal.
Lesson 6
The purpose of this lesson is to introduce students to the importance of a healthy diet and eating a balanced meal. At the end of this lesson students will begin thinking about how the foods given to pets also affect their health.
- The students will explore the food groups using the USDA "My Plate" guidelines.
- The students will examine their school menu to determine which food groups are represented.
- "My Plate" poster or handout found at the following website: http://www.choosemyplate.gov/
- Computer with internet access for pairs of students (if possible)
- "Blast Off" online game:http://www.fns.usda.gov/multimedia/Games/Blastoff/BlastOff_Game.html
- Science notebooks
- Review yesterday's lesson.
- Give each student a copy of the "My Plate" handout linked in the materials section above.
- Ask students what their favorite food is.
- Explain that everyone needs food to live and grow, but some foods are better for us than others. If people eat too many foods that are high in sugar and fat, they will not have enough room to eat more healthy foods.
- Ask students to notice the size of each section of the plate. Some are larger than others. The larger the piece, the more of this food we should eat. Make sure students notice the small circle next to the plate labeled 'dairy'.
- Explain to students that the plate is divided into four sections. Notice that one-half of the plate consists of fruits and vegetables. Ask what this should tell us.
- Give students three minutes to list as many fruits and vegetables they can think of with a partner in their science notebooks.
- The second half of the plate consists of grains and proteins. If possible, take students to the computer lab to explore www.choosemyplate.gov/food-groups/. Instruct students to click on the grains group and the proteins group to explore the different varieties of both.
- Ask students to record five or more grains and five or more proteins in their science notebooks.
- Look at the lunch menu for today. Ask students which food groups each of the items on the menu would fit. The teacher may have to explain that some foods, like hamburgers or pizza, will fit into several groups.
- Ask students what would happen if all we ate were junk foods. How do you feel after eating a lot of candy, chips, and birthday cake at a party?
- Explain that just as what we eat affects us, the foods we feed our pets affect them as well. Tell students we will be exploring more about healthy food for pets later in the unit.
- If time permits, allow students to play the online game "Blast Off" at the USDA website linked below: http://www.fns.usda.gov/multimedia/Games/Blastoff/BlastOff_Game.html
- Give students several minutes to reflect on today's lesson and write their thoughts in their science notebooks.
- Allow students to check on the chick eggs and crayfish as they finish.
Students can play a second online game created by the USDA called "Track and Field Fuel-Up Challenge Game". Click on the link here to access it:
Lesson 7
The purpose of this lesson is to learn why fruits and vegetables are healthy for us and to introduce the food tracking homework assignment.
- The students will understand the nutritional value of fruits and vegetables.
- The students will commit to trying one new fruit or vegetable they have avoided eating in the past.
- "What I Eat" homework tracking form
- Video: http://www.youtube.com/watch?v=YuPlUQvViX8
- New York Times article: http://www.reuters.com/article/2010/11/23/us-alpha-carotene-idUSTRE6AM6UH20101123
- Science notebooks
- Ask students to talk to a partner for two minutes about what they learned yesterday regarding healthy eating.
- Give several students an opportunity to share out to the whole class.
- Instruct students to get out their science notebooks and turn to the list of fruits and vegetables they generated yesterday. Their job is to circle each of the foods on their list that they have never tried.
- Poll the students to determine the top five most common fruits or vegetables one or more students have not tried before.
- Ask students why they have avoided those foods and encourage them to commit to trying at least one item on their list.
- Show the students the video of Jack Prelutsky's poem "Bleezer's Ice Cream". Ask the students which of these crazy flavors they would never try.
- Explain to students that it is very important that they eat plenty of fruits and vegetables because:
- They are excellent sources of several vital nutrients (e.g. Vitamin A, vitamin C, potassium, dietary fiber)
- Vitamin A keeps eyes and skin healthy and helps to protect against infections.
- Vitamin C helps heal cuts and wounds and keeps teeth and gums healthy.
- Fiber keeps food moving through the digestive tract.
- Most fruits and vegetables are naturally low in fat and calories and do not contain cholesterol. (Explain that too much cholesterol can lead to high blood pressure and heart problems).
- Challenge students to name a vegetable that makes up a quarter of all vegetables eaten by elementary students, but is not low in fat or calories and is high in cholesterol. The answer is- French fries.
- Tell students that dark green and orange vegetables are especially healthy. Ask students to name as many as they can. Give students an opportunity to share their theory as to why orange and dark green vegetables are so nutritious. The answer to this question is found in the New York Times article linked in the materials section.
- Give each student a copy of the "What I Eat" homework tracking form. Their task is to record everything they eat over the next week and then bring it back to class.
- Explain that once the homework has been completed, we will use highlighters to identify each of the fruits and vegetables students have eaten and determine a total count. Students will also graph their individual daily totals and compare with a partner.
- If time permits, allow students the opportunity to create their own crazy pretend ice cream flavor like those in the poem "Bleezer's Ice Cream".
- Give students several minutes to reflect on today's lesson and write their thoughts in their science notebooks.
- Allow students to check on the chick eggs and crayfish as they finish.
Print out the eight tip sheets and accompanying activities that can be found here:
Divide students into small groups and give each group a different tip sheet plus the activities that correspond with it. Ask students to read the ten tips on their sheet together and complete one of the activities. When all students have finished, ask each group to share their ten tips and what they did with the whole class.
Lesson 8
The purpose of this lesson is to provide students with the opportunity to conduct simple research on the dietary needs of pets. Students will compare the healthy diet of a pet to that of a human through the creation of a Venn diagram.
- The students will research the types of foods various pets need to stay healthy.
- The students will create Venn diagrams comparing and contrasting the foods humans need versus the pet of their choice.
- Armentrout, P. & Armentrout, D. (2010). Slithering snakes and how to care for them (Let's talk about pets). Vero Beach, FL: Rourke Pub. Group.
- Barnes, J. (2007). Pet parakeets. Pleasantville, NY: Gareth Stevens Publishing.
- Jeffrey, L.S. (2004). Cats: How to choose and care for a cat. Berkeley Heights, NJ: Enslow Publishers, Inc.
- Jeffrey, L.S. (2004). Dogs: How to choose and care for a dog. Berkeley Heights, NJ: Enslow Publishers, Inc.
- Jeffrey, L.S. (2004). Horses: How to choose and care for a horse. Berkeley Heights, NJ: Enslow Publishers, Inc.
- Kalman, B. & MacAulay, K. (2004). Guinea pigs. New York, NY: Crabtree Publishing Company.
- Piers, H. (1992). Taking care of your rabbit: A young pet owner's guide. Hauppauge, NY: Barron's Educational Series.
- Sjonger, R. & Kalman, B.(2004). Gerbils. New York, NY: Crabtree Publishing Company.
- Instructions for Venn Diagram foldable:http://flesolcobbcentral.typepad.com/cobb_math_esol/files/VennDiagramThreeTabBook.pdf
- Science notebooks
- Ask students to raise their hands if they tried a new fruit or vegetable last night.
- Remind students to keep track of everything they eat on their "What I Eat" homework tracking sheet.
- Explain that today we are going to focus on the nutritional needs of animals.
- Use rabbits as an example by reading pages 16-17 from the book Taking Care of Your Rabbitto the class.
- Ask students what foods rabbits need to stay healthy.
- Introduce students to Venn diagrams by drawing two large intersecting circles on the board. Label the first circle "Rabbits" and the second circle "Humans".
- Explain that Venn diagrams are used to compare and contrast two different things. The area where the two circles intersect represents what the two things have in common.
- Complete the Venn diagram together as a class comparing the healthy foods rabbits need versus humans.
- Tell students that they will now do research in small groups to complete a second Venn diagram. Ask students which of the following animals they would like to research:
- Cat
- Dog
- Gerbil
- Guinea pig
- Horse
- Parakeet
- Divide students into groups based on their choice. Provide each group with the book listed in the materials section that pertains to their pet.
- Explain that they will not be creating a typical Venn diagram, but a special version using folded paper.
- Guide students in the completion of the foldable Venn diagram created by Dinah Zike. Follow the directions linked in the materials section.
- Give students time to work together in their small groups.
- Once everyone has finished, ask each group to share their final product.
- Give students several minutes to reflect on today's lesson and write their thoughts in their science notebooks.
- Allow students to check on the chick eggs and crayfish as they finish.
Dinah Zike, the creator of the Venn diagram foldable, has many other great graphic organizers and projects students can make. Consider finding one of her many teacher resource books and allow students to choose a foldable book they would like to make on their own.
Lesson 9
The purpose of this lesson is to give students the opportunity to listen to an actual doctor or nurse talk about preventative care. Students will have the opportunity to ask questions and see an actual wellness check in person.
NOTE: This lesson requires finding a local doctor or nurse that is willing to visit your classroom in person to discuss preventative care in humans.
- The students will discuss the importance of preventative care for humans.
- The students will observe a wellness check and record an accurate description of the process in their science notebooks.
- Guest doctor
- Other books about doctors and nurses for students to read
- Science notebooks
- Schaefer, L. M. (2000). We need doctors. Mankato, MN: Capstone Press.
- Review yesterday's lesson.
- Check with students to make sure they are continuing to record their daily food intake.
- Explain that a special guest has agreed to stop by today. Introduce the doctor or nurse to the students.
- Ask the doctor or nurse to discuss the following points:
- What is preventative care?
- What can we do today to stay healthy in the future?
- What is a wellness check?
- What tools do you use?
- What kinds of data do you collect and share with your patients?
- How are doctors and nurses like scientists?
- Give students several minutes to ask questions.
- Ask the doctor or nurse to perform a pretend wellness check on either the teacher or a student volunteer. Students are to record what the doctor or nurse does in their science notebooks carefully.
- Thank the doctor or nurse for coming to visit.
- Read the book We Need Doctors to the class.
- Provide students with additional books about doctors and nurses. Ask the students to choose one and read it independently or with a partner.
- Give students several minutes to reflect on today's lesson and write their thoughts in their science notebooks.
- Allow students to check on the chick eggs and crayfish as they finish.
Students can write a thank you letter to the guest speaker that includes one question about being a doctor or nurse, two ways the student tries to stay healthy, and three things they learned from listening to the guest speaker's presentation.
Lesson 10
The purpose of this lesson is to provide students with an opportunity to exercise as a group and discuss the importance of exercise for both humans and pets.
NOTE: Consider planning the mini-field day in cooperation with your school's physical education teacher.
- The students will participate in a mini-field day and observe how exercise affects their bodies.
- The students will compare and contrast how pets exercise versus humans.
- Timer
- Water for drinking
- Ready, D. (1997). Doctors (Community helpers). Mankato, MN: Bridgestone Books.
- Science notebooks
- Ask the students to list some of the preventative measures people can take regarding their health mentioned yesterday by the visiting doctor or nurse.
- Remind students that exercise is one of the most important.
- Explain that today we will take part in a mini-field day. The students' task is to observe how each exercise affects them physically, emotionally, and mentally.
- Take the students outside or into the gym and conduct the following suggested activities:
- Stretch together to warm-up as a whole group.
- Ask the students to estimate how many jumping jacks they can do in one minute. Time the students to see how accurate their estimate was.
- Repeat the same process with sit-ups or push-ups.
- Challenge the students to see how many laps they can run around the gym or playground in fifteen minutes.
- Pause for a water break
- Stretch together as a group to cool down.
- Take the students back into the classroom and ask the students to discuss what they noticed about their bodies and how they felt while exercising. (e.g. heart rate increase, sweating, soreness).
- Ask the students to talk with a partner about why it is important to exercise. What would happen if someone did not ever exercise?
- Explain to students that it is important for pets to exercise too. Use a T-chart to compare and contrast how people exercise versus how pets exercise.
- Pose the following statement and ask the students if they agree with it or not: "If your dog is overweight, chances are you will be too." Why might this be true in some circumstances?
- Take questions and if time allows, read the book Doctors (Community Helpers) to the class.
- Give students several minutes to reflect on today's lesson and write their thoughts in their science notebooks.
- Allow students to check on the chick eggs and crayfish as they finish.
Ask the students to imagine they work for a zoo. The animals in the exhibits do not have a lot of room to run or play. The head zookeeper asked them to create a toy for one of the animals that will encourage it to play and move around in order to stay healthy through exercise. Provide students with books about various animals and drawing paper for them to sketch their ideas.
Lessons 11-13
The purpose of this lesson is to provide students with a variety of activities to choose from related to pets, veterinarians, exercise, etc.
NOTE: The learning center activities can be structured in several ways. The teacher may decide to: 1) require everyone to finish all activities, 2) set the number of activities each student must finish, but it is up to them which centers they choose, or 3) require everyone finish one particular activity, but the rest are up to the students.
- The students will choose from various learning centers while cooperating and staying on task.
- The students will keep track of what they learn from each center in their science notebooks.
- Science notebooks
- Nintendo DS game console
- Nintendo DS games listed below:
- Chick Life Cycle Exploration Set. Vernon Hills, IL: Learning Resources.
- Computer with internet access
- Books listed in "Optional Resources" section of the materials list for the unit
- Various stuffed animals
- Stethoscope
- Reflex hammer
- Thermometer
- Radiographs of animals with injuries or that have swallowed something
- Virtual Vet Visit website
- Animal PlanetTMEmergency Vets.TM. (2009). Activision Publishing, Inc.
- Animal Planet TMVet Life.TM. (2009) Activision Publishing, Inc.
- Imagine Zookeeper.TM. (2009) UBISOFT.
- Nintendogs Dachshund & Friends.TM. (2005). Nintendo.
- Pet Pals: New Leash on Life.TM. (2010) DESTINEER
- Petz Nursery. (2009). UBISOFT
- Elementary Microscope Animals Slide Set (12 slides):
- Canary Feather
- Fowl Feather
- Striated Muscle of Frog
- Fur from Mouse
- Hair from Sheep
- Hair from Pheasant
- Hair from Horse
- Hair from Hare
- Hair from Fox
- Hair from Dog
- Hair from Cat
- Scale from Goldfish
- Explain to students that instead of everyone doing the same thing today, they will be able to choose what they would like to do.
- Discuss the rules for behavior with students.
- List the requirements for this lesson (See the note above).
- Introduce each of the eight learning centers to the students:
- Center 1 – Chicks: Students will spend time observing the hatched chicks. Additional books about chicks are provided as well as a model of the lifecycle of a chicken.
- Center 2 - DS Games: Students will spend time playing one or more of the Nintendo DS games listed in the materials section above. The games will give students an opportunity to virtually experience caring for pets, learning about veterinarian life and working with animals they do not have access to.
- Center 3 – Virtual Vet Visit: Students will use computers to visit the Vet Visits website. The site includes a "well check visit" for a horse, a blood pressure check on a cat, and much more.
- Center 4 – Book Browse: Students will browse through and read a variety of pet care, veterinarian, doctor, and health books (See optional resources listed in the materials section). Ask the students to write a sentence or two about what they read in their science notebooks.
- Center 5 – You Are a Vet: Students will use the tools a veterinarian uses (e.g. stethoscope, reflex hammer, thermometer) and perform "check-ups" on stuffed animals they have in the room.
- Center 6 – Foreign Body: Students will explore radiograph files of animals that have foreign bodies, broken bones, pregnancies, etc. Students will be given the items animals have swallowed and will match up the items with the radiographs.
- Center 7 – Crayfish: The teacher will place food in an observational tub for crayfish. Students will observe the crayfish eating and take notes of what they see.
- Center 8 – Microscope Exploration: Students will explore slides using a microscope of pet fur and feathers. Students can also bring fur and toenails in from home to create their own slides. Ask the students to draw pictures of what they see under the microscope in their science notebooks.
- Poll students to decide which activities they would like to do. Work out a rotating schedule so that no one is waiting and there are no arguments.
- Give students time to work.
- When the allotted time is up, debrief with students regarding what they learned and how it went.
Ask students to brainstorm ideas for creating a new learning center that could be used tomorrow or next year with a new class.
Lesson 14
The purpose of this lesson is to explore the important roles veterinarians have in taking care of pets. Students will read a non-fiction book about veterinarians in small groups and then create a foldable book of their own that lists what they learned.
- The students will read and analyze a non-fiction book in small groups.
- The students will understand the various roles veterinarians must fulfill on a daily basis.
- Adamson, H. (2004). A day in the life of a veterinarian. Mankato, MN: Capstone Press.
- Hamel, C.M. (2005). I want to be a veterinarian when I grow up. Victoria, BC: Trafford Publishing.
- Kalman, B. (2005). Veterinarians help keep animals healthy. New York, NY: Crabtree Publishing Company.
- Ready, D. (1997). Veterinarians (Community helpers). Mankato, MN: Bridgestone Books.
- Chart paper or white board
- Plan paper or construction paper
- Science notebooks
- Website: (Instructions for the foldable) http://www.dentonisd.org/512719693919/lib/512719693919/Instructions_for_Folds.pdf
- Review with students the charts they created at the beginning of the unit about different types of pets and their needs.
- Ask the students to list as many careers they can think of that involve working with animals. Focus particularly on jobs that help meet pets' needs. Create a chart and be sure to include veterinarian, groomer, kennel operator, pet-supply-store clerk, obedience trainer, blacksmith, pet sitter, animal control officer, and animal shelter manager.
- As a class, place a star next to each career that would fall under the category of "scientist".
- Divide students into small groups. Give each group a different book about veterinarians. Four suggested books are listed in the materials list above.
- Ask each group to read the book they were given together.
- Show students how to create a foldable book using the instructions shown here:http://www.dentonisd.org/512719693919/lib/512719693919/Instructions_for_Folds.pdf
- Students are to draw a picture of a veterinarian on the cover and then fill the inside with facts they learned from the book they read as a group.
- Once students are finished, ask each group to share a short summary of the veterinarian book they were given.
- Give students several minutes to reflect on today's lesson and write their thoughts in their science notebooks.
- Allow students to check on the chick eggs and crayfish as they finish.
Provide students with additional books about the other pet professions students listed on the chart. Ask students to choose one, read it, and then compare and contrast that profession to a veterinarian.
Lesson 15
The purposes of this lesson are to allow students to interact with actual veterinarians or vet techs and observe a wellness check taking place in person.
NOTE: This lesson requires finding one or more veterinarians or vet techs that are willing to visit your classroom in person with a companion dog.
- The students will carefully observe a wellness check for a dog and record accurate notes of the process.
- The students will understand how dogs can be companion animals for the blind or hearing impaired.
- Taylor, T. (2000). The trouble with Tuck. New York, NY: Delacorte Press
- Science notebooks
- Review with students what was covered in this week's lesson.
- Introduce the special guests to the students.
- If more than one vet or vet tech was able to attend with an actual dog, divide students into small groups and have the guest show the students how to conduct a wellness check on a dog.
- Ask students to observe carefully and take notes in their science notebooks.
- If possible, allow the students to listen to the dog's heart using the stethoscope or try one of the other techniques demonstrated by the vet or vet tech.
- Explain that we have talked a lot about how people care for and help their pets. Ask the students to list some of the things they have learned.
- Remind the students that healthy food and exercise for pets are important. Ask the guests to take the students along for a dog walk outside on the playground.
- Once students return to the classroom, ask them to brainstorm a list of ways pets, and particularly dogs, can help humans. Mention to students how blind or hearing impaired individuals can use a dog to help them interact with the environment normally.
- Read to students the first few chapters of the book, The Trouble With Tuck. In this book, a girl tries to get a seeing-eye dog for her dog named Tuck because he is going blind.
- Ask the students to think creatively about other ways they could help Tuck without getting him a seeing-eye dog of his own.
- Give students several minutes to reflect on today's lesson and write their thoughts in their science notebooks.
- Allow students to check on the chick eggs and crayfish as they finish.
Provide students with drawing paper and various craft supplies or recycled materials. Challenge the students to create an invention from the future that would be able to help animals or humans with special needs.
Lesson 16
The purpose of this lesson is to have students take on the role of a veterinarian while exploring an actual case. Students will create a poster explaining their case and share the information orally with their classmates.
- The students will analyze a case study in order to determine what took place.
- The students will create a quality poster that includes an illustration, labels, and a short description of the problem using correct grammar and punctuation.
- Chart paper or white board
- Poster board for each group
- Markers
- Jackson, D.M. (2005). ER vets: Life in an animal emergency room. Boston, MA: Houghton Mifflin Company.
- Ask the students to talk to a partner for three minutes to see if they can remember the steps in a wellness check for a dog without looking at their notes.
- Review the procedures together as a class.
- Ask the students to imagine they are actual veterinarians.
- Divide students into pairs and give each group a case study form the book ER Vets: Life in an Animal Emergency Room.
- Instruct the students to read the case study and determine what the problem or illness the animal is experiencing might be.
- When students are finished, ask them to create a poster that illustrates the problem and describes the scenario.
- Ask each group to explain their case to the class and display their poster.
- Keep a running list on chart paper of each illness as students present.
- Identify together as a class which illnesses animals and humans can both experience.
- Ask the students what it must mean if humans and animals can have the same problems. Mention that animals and humans are both made of cells and both live in the same environment.
- Give students several minutes to reflect on today's lesson and write their thoughts in their science notebooks.
- Read the next chapter or two of the book The Trouble With Tuck.
Provide students with additional books about cells and DNA. Give students an opportunity to explore these books and/or visit the website linked below:
Lesson 17
The purpose of this lesson is to make students aware of all the costs associated with owning a pet. An opportunity to conduct research and share the results with the class will be provided.
NOTE: This lesson requires finding a pet store manager or employee that is willing to be a guest speaker.
- The students will estimate costs and then conduct research to confirm or reject their predictions.
- Pet supply catalogs, websites, and circulars
- Flyers or advertisements provided by local veterinarian's offices
- Science notebooks
- Review yesterday's lesson.
- Introduce today's guest speaker
- Ask the students to predict how much they think it costs to own a pet each month.
- Provide time for the pet store manager or employee to talk about their responsibilities and share with students the costs of various pets, pet supplies, etc.
- Ask students to choose a pet they would like to pretend they own for this lesson.
- Divide students into small groups based on their responses.
- Give students books about their animals as well as various pet supply catalogs, advertisements, and circulars.
- Explain to students that they have two jobs to complete:
- Make a list of everything their pet needs based on the book they were given about their animal (e.g. food, toys, treats, adoption, vaccinations, licensing, spaying/neutering, grooming, boarding fees).
- Research the current costs of fulfilling those needs using the catalogs and flyers
- Give students time to share what they discovered with the class.
- Compare their predictions from the beginning of the lesson with the totals they arrived at after conducting their research.
- Ask the students to raise their hands if they were surprised at how expensive it is to properly take care of a pet.
- Give students several minutes to reflect on today's lesson and write their thoughts in their science notebooks.
- Read the next chapter or two of the book The Trouble With Tuck.
Instead of using pet supply catalogs and a guest speaker, arrange a fieldtrip to a local pet store to collect data of pet care costs.
Lessons 18 to 24
The purpose of this lesson is to introduce students to the final project and answer any questions they may have. For the reminder of the unit, students will work on their projects independently until they are complete.
- The students will manage time effectively as they work on a large project over the course of several days.
- The students will use technology and/or traditional materials as tools to communicate accurate information
- Writing paper
- Construction paper
- Markers and crayons
- Computers
- PowerPoint
- iMovie
- iTunes
- Explain to students that over the next week and a half they will be working on an end of the unit project by themselves.
- Students may create a pet care book, podcast, PowerPoint, or iMovie that includes the following information:
- Type of pet,
- Dietary needs,
- Exercise needs,
- Additional needs,
- Chart comparing and contrasting this pet's needs to human's needs
- Cost of owning the pet
- Preventive Care
- Fun Facts page
- The type of person best suited for this kind of pet
- Answer any questions students might have.
- Provide students with the resources, materials, and/or technology tutorial necessary for them to complete their project.
- Give students time to begin working.
- Monitor the students as they work and be sure to ask for a progress report at the beginning of each work session.
If students finish their projects before the week and a half is up, provide a choice menu of activities that might include any of the learning centers students did not get to complete on day 11-13, a list of kid-friendly websites or books, and creative writing activities.
Lesson 25
The purposes of this lesson are to review what was learned throughout the unit and share the final projects with the class.
- The students will recall important information they gained about taking care of pets as a result of this unit.
- The students will present their final projects to the class in a clear, strong voice.
- Students final projects
- All charts created during the unit
- End of unit assessment
- Science notebooks
- Ask the students to work in small groups to create a list of the top three things they learned as a result of this unit. Students may use their science notebooks and the charts created throughout the unit to help them.
- Give each group an opportunity to share.
- Distribute an end of the unit assessment and give students time to complete it.
- Introduce the format for sharing their final projects with the class. (Each student will stand up in front of the class, introduce themselves, and then have three minutes to summarize and display their final project. The audience must be quiet and respectful. An opportunity to ask questions will be given after each presentation.)
- Begin presentations
- Ask each student to evaluate themselves on scale of 1 to 5. (1= did not put forth any effort / 5= did my best)
- Remind students to remember what they learned about taking care of a pet and what a big responsibility it actually is.
- Celebrate the end of the unit by watching several funny pet videos from America's Funniest Videos on YouTube.
The project described is supported by a Science Education Partnership Award (SEPA) from the Office of Research Infrastructure Programs (ORIP), a component of the National Institutes of Health (NIH).
NIH . . . Turning Discovery Into Health
Its contents are solely the responsibility of the authors and do not necessarily represent the official views of ORIP or NIH.
The PVM Office of Engagement collaborates with Discovery Park's Discovery Learning Research Center, Purdue's College of Liberal Arts, Purdue's College of Agriculture, parents, schools, teachers, counselors, and communities to give P-12 students the skills and support they need for future success.
Additional Links
NIH SEPA: This is How We "Role" Program


text:
Conference Information
|Full Title:
|Computational Historical Linguistics
|Oslo, Norway
|Start Date:
|22-May-2013 - 22-May-2013
|Thorhallur Eythorsson
|Meeting Email:
|click here to access email
|Meeting URL:
|Meeting Description:
|Recent years have seen a surge of interest in the application of computational methods to problems in historical linguistics. To date, much of this work has been based on the application of simple similarity measures to short lists of lexical items or grammatical features for achieving large-scale genetic grouping of languages. While highly publicized and demonstrably useful, such approaches are inherently limited both by the narrow range of linguistic features examined and the low-level processing methods used.
At the same time, language technology for dealing with modern languages has developed apace, with automatic language tools now achieving a degree of accuracy that has enabled both popular online services such as Google translate and the rapid accumulation of linguistically annotated monolingual and multilingual corpora for many languages. Much less has been done on historical texts: there is little commercial interest in these language varieties, there is often limited amounts of data (making purely data-driven annotation approaches unfeasible), and they are less well-behaved than modern print corpora, due to lack of standardization on all linguistic levels, starting with orthography. Digitized older texts also often suffer from OCR errors.
The basic premise of the workshop is that historical linguistics can benefit greatly from having access to historical and diachronic corpora with rich linguistic annotations, but this is a field where researchers have barely scratched the surface of what is possible. However, because of the nature of the material and of the research questions, interesting questions of theory and method arise in connection with this work, which often are relevant to work on modern data as well (e.g., linguistic variation in spoken language or in web genres). The workshop aims at providing a forum where these questions can be discussed. The target audience of the workshop are researchers - linguists and computational linguists - involved in the creation and utilization of richly annotated historical and diachronic text corpora, in the context of historical-comparative (diachronic, genetic) linguistic research.
|Linguistic Subfield:
|Computational Linguistics; Historical Linguistics
|LL Issue:
| This is a session of the following meeting:
NoDaLiDa 2013
|Calls and Conferences main page

subset: commoncrawl


text:
|Office of Community
Oriented Policing Services
U.S. Department of Justice
The COPS Office is pleased to announce the award of 20 FY 2011 COPS Child Sexual Predator Program (CSPP) grants for approximately $9.3 million. CSPP grants provide funding directly to law enforcement agencies to reduce child endangerment. This funding allows recipients the opportunity to establish and/or enhance strategies to locate, arrest, and prosecute child sexual predators and exploiters and to enforce state sex offender registration laws. CSPP aims to support community policing initiatives throughout the United States by promoting partnerships between law enforcement and other community partners to collectively reduce and prevent child endangerment by sexual predators.
|Grant Owner's Manual
|Accepting Your Grant Award FAQs
|FAQs about the Grant Payment System (GPRS)
|SF-425 Fact Sheet- Online Filing of FFR (SF-425) Quarterly Federal Reports
|FAQs about the Federal Financial Report (SF-425)
|Helpful Hints Guide for Completing the Federal Financial Report (SF-425)
|Federal Civil Rights Statutes and Regulations Memorandum
|Change of Information Form
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|Successful Sample Application


text:
An ATV accident claimed the life of a Price teenager Saturday evening as he rode with a friend in Huntington Canyon. Levi Armstrong, 15, reportedly rolled his four-wheeler at approximately 9 p.m., in between Miller's Flat and Joe's Valley, sustaining fatal head injuries despite the fact that he was wearing a helmet. Armstrong's passenger was also a minor. "There is a sharp corner as you leave Miller's Flat and they just rolled right there," explained Armstrong's mother, Kym Melo, 37, of Price during a telephone interview Monday. "We know he was wearing his helmet but we don't know if he had it fastened properly."
Melo reported that Armstrong's helmet had come off during the crash and stressed the importance of fastening protective gear correctly every time a person rides.
"We want to make sure people know how important it is to wear a helmet and wear it correctly," she said. "We want to do anything we can do to save others from a tragedy like this. Levi was such a brave and wonderful young man, he will be truly missed."
Armstrong's family and close friends transported him through Fairview Canyon after the accident because cell phone service was unavailable. As they reached the bottom of the canyon, the group was escorted by Sanpete County Sheriff's Deputies to Mt. Pleasant Hospital. Armstrong was pronounced dead on arrival by hospital authorities.


text:
Joseph Uribe
Getable Rental Expert
Industrial forklifts are generally designed for indoor use. Some forklifts can be used indoor and outdoor when used at at manufacturing centers. These forklifts produce low emissions, and their engines are designed to run more quietly than other forklifts.
available lift weights
Built for moving materials on rugged job sites, the heavy duty straight mast forklift has a greater ground clearance than an industrial forklift.
available lift weights
The two main factors to consider when renting a warehouse forklift are lifting ability and emissions control. Make sure that you choose the right type and power for your needs.
Because rented warehouse forklifts must maneuver effectively within confined spaces while also ensuring that they can reach their desired load capacities, there are a variety of different types. Below are just a few of the more common types of rented warehouse forklifts:


text:
Style # 214493
AVAILABILITY: Unavailable for immediate shipment.
With a delicate wide neckline, soft lightweight fabric and chic 3/4 sleeves, this bebe bodysuit is sure to inject sexy into your look. Try it with a circle skirt and a pair of booties for a quick day look.
- 92% nylon, 8% spandex
- Center back to hem: 22" (56 cm)
- Hand wash
- Imported
- Model is 5'9" and is wearing a US size S
Rated 4.7 out of 5Āby 3 reviewers.
Rated 4 out of 5Āby Savvy Very Nice. Fits true to size, love the neckline. Cute but very sexy. April 27, 2013
Rated 5 out of 5Āby NikkieGiovanni Good Quality I love these bodysuits and I got them in both the black and white. They are good quality and I love that they hang a bit off the shoulder. They fit snugly and true to size and don't seem as snag capable as many of my other Bebe bodysuits. April 20, 2013
Rated 5 out of 5Āby Verified Reviewer This bodysuit is perfect for various occasions. This wide neck bodysuit is perfect with a suit for a polished look or wearing it with jeans for a sexy look. April 7, 2013
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What People Say After You're Fired Says Lots
by Tim Wenger
posted Feb 22 2013 9:18AM
After the unthinkable happened this week at The Buffalo Sabres, the firing of longtime Head Coach Lindy Ruff, I got to thinking that what people say about someone after they've been fired says a lot about that person.
For months, thousands of Sabres fans have been calling for Ruff's head as a way to "right the ship" and get the Sabres back on a consistent winning track. Now it's happened. And the funny thing is, most of those people who called for his ouster are saying the Sabres did the right thing but, at the same time, are heralding Lindy as a "great guy" and someone they respect. Sixteen years as head coach and memories as one of the great former players gets you that.
I've listened to hours of coverage of Lindy's firing on both WBEN and WGR. I've read the columns and watched the local TV news. And I've heard what the national NHL media is saying about his firing. The theme is a common one. "The time was right for a change behind the bench", they all say, followed up quickly by their emphasis on the fact that Lindy is a great guy, a great coach and respected member of the Buffalo community.
There is something about this town when it comes to longevity. We hang on to people in notable positions for a long time. There aren't many places where a head coach gets sixteen years to prove himself. And there aren't many places where the mayor serves sixteen years and where the anchors of the local news and talk show hosts measure their stays in decades, not years. Buffalo is something special in that regard.
I encounter a lot of people from a lot of places across the country and often times the conversation turns to why people stay in Buffalo and Western New York for so long. In many cases, for life. Aside from all the complaining we do about the politics and taxes in New York State, there is something special about the area that keeps us here. For many it's family. For many it's careers. And for many, believe it or not, it's the four seasons. But for whatever it is, it's real. And it's rare.
My guess is that a guy of the caliber of Lindy Ruff will be standing behind an NHL bench or analyzing the game nationally in the near future. And he may even lead a team to the playoffs and the Stanley Cup. But I'm also guessing he and his family will keep Clarence and the Buffalo area their home.
And that's a good thing.
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Automating your garden irrigation system saves you heaps of time. We'll show you how to connect the control panel to the solenoids in your garden's irrigation box.
Everything you ever needed to know about mulch
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text:
Ukiah Daily Journal
Helping local farmers comply with the state's water discharge requirements, proposed contribution rates for the county's retirement system and a proposal to adopt locally a law aimed at stopping illicit marijuana grows on public land are items on the Mendocino County Board of Supervisors' Tuesday meeting agenda.
The meeting begins at 9 a.m. None of the items on the board's agenda are scheduled at any specific time.
The county Department of Agriculture will sponsor a presentation by the state's North Coast Regional Water Quality Control Board on the development of an Agricultural Lands Discharge Program, and will also ask the board's direction on the county department's role in working with other agencies to help the local agricultural community with the program once it's imposed.
The program will require farmers to develop water management plans and have them reviewed regularly, and will impose a third-party verification element, according to a summary prepared for the board.
Also under department matters, the board will hear an actuarial valuation report on the county's retirement system from the Segal Company, the Mendocino County Employees' Retirement Association's actuary.
The report includes Segal's recommended retirement system contribution rates, which MCERA is recommending that the Board of Supervisors adopt.
The recommended contribution rates for the county to pay as the employer for new retirement system members are 19.80 percent of payroll for "general" members, 30.20 percent for "safety" members and 22.66 percent for "safety, probation" members.
Under the recommendations, new members of the pension plan in the "general" category would pay into the retirement system at a rate of 7.25 percent of payroll; "safety" and "safety, probation" members would pay 11.5 percent.
If those rates are adopted, they will be an increase in the county's contribution rates from the rates that were adopted for new members in December under the Public Employees Pension Reform Act. The new rates would be effective from July 1, 2013 to June 30, 2014.
Also on the agenda is a proposal by 2nd District Supervisor John McCowen and 4th District Supervisor Dan Gjerde to adopt a resolution that would implement locally Assembly Bill 2284.
If it is enforced locally, the bill would allow law enforcement to stop vehicles that are carrying certain types of agricultural irrigation supplies and are traveling on a rock or unpaved road on state or federal land, on a private timberland production site of 50,000 acres or greater or in a timberland production zone of more than 2,500 acres if the owner has given written permission for a vehicle to be stopped in that zone, according to a summary prepared for the board.
The bill can only be enforced in counties whose boards of supervisors have authorized it. The Mendocino County Board of Supervisors in April sent a letter supporting AB 2284, and in September urged Governor Brown to sign the legislation.
Also on the board's agenda is a request from Gjerde and McCowen to adopt a resolution supporting a proposed northern expansion of the boundaries of the Gulf of the Farallones and Cordell Bank National Marine Sanctuaries to include all of the Mendocino County Coast.
"Mendocino County has been a national leader in the ocean protection movement for a quarter of a century," according to an agenda item summary. "Oil and gas exploration and drilling are prohibited within National Marine Sanctuaries."
The proposed expansion would not impose more regulations on sport or commercial fishing on the Mendocino County Coast, according to the summary, but would "provide enhanced protection for our marine environment and our ocean-based economic resources, including fisheries, recreation and tourism."


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Virgin Blue Lands New Daily Flights Between Brisbane And The Whitsunday Coast05/09/2003
Virgin Blue is ramping up capacity to the stunning Whitsunday region, today launching a brand new daily service between Brisbane and the Whitsunday Coast (Proserpine - PPP) with convenient connections from southern capitals.
The low fare carrier already operates weekly between Sydney and the Whitsunday Coast but huge demand for more seats has prompted Virgin Blue to introduce the new daily service from Brisbane.
The inaugural Brisbane-Whitsunday Coast flight, DJ 953, will take off at 9.00am, landing at Whitsunday Coast Airport at 10.30am, bringing with it a full load of Guests who will be given a warm tropical welcome by local tourism authorities.
Virgin Blue spokesperson, Amanda Bolger, said "We came into the region six months ago with our weekly Sydney flight to test demand and needless to say, it proved a popular choice. Today's launch is a direct response to ongoing demand to provide a daily option out of Brisbane for Guest flexibility and convenience."
She continued, "We'd already seen so many people travelling to and from the Whitsundays via our popular Mackay service as this was their only affordable daily option. Virgin Blue believes that the people from the entire region, from Bowen on down, deserve convenient, affordable, friendly jet service in and out of their home airport."
"Forward bookings are already trending strongly, especially for the upcoming holiday period and we are excited to be offering more people the opportunity to fly to such a beautiful destination.
The new service will see Virgin Blue jump from 288 seats in and out of the Whitsunday Coast Airport each week to over 2,300 seats a week, proving a huge boost to tourism and travellers.
Fares start from $109* one-way on the net (Mid-Week Mini-Fare), offering a realistic dream holiday option to those people who had been unable to afford flights into the heart of the Whitsundays in the past. Buses are available from the airport to provide easy transfers to both Airlie Beach and the Island resorts via Shute Harbour.
"International visitors and backpackers have long enjoyed the beauty of the Whitsunday region and Australians are also beginning to appreciate the fact they have a paradise playground in their own backyard. Fantastic fares and efficient aircraft that reduce the flying time make a Whitsunday holiday an ideal option, whether it be chartering a yacht around the Islands or checking into a resort at Airlie Beach."
Convenient daily connections are available to and from the Whitsundays from Sydney, Melbourne and Canberra.
Virgin Blue will monitor ongoing support for the new flights and if there is further demand, will look at introducing even more services in the future.
* All fares include airport charges and the global security charge and are for flights booked on the Internet. $10 more by phone. Mid-Week Mini-Fares are for travel on Tuesdays and Wednesdays and are subject to availability.
Note: Saturday flight times are different - DJ 953 departs at 11.30am and arrives 1pm. DJ 954 departs at 1.30pm & arrives at 3pm.


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Endocrinology Doctors:
Endocrinology Articles & Stories:
Diabetes can be Rapidly Reversed Following Gastric Banding Procedure
Clinical investigators from Sydney's Garvan Institute of Medical Research and St. Vincent's Hospital have demonstrated that a weight loss surgery procedure, known as 'gastric banding', can bring about the reversal of diabetes in some patients, and dramatic improvement of glucose tolerance in o... Read More
Type 1 Diabetes Risk Affected by the Timing of Starting Infants on Solid Food
Infants could have an elevated risk of developing Type 1 diabetes later in life if they were transitioned to solid foods prior to turning 4 months of age. This is according to researchers from the University of Colorado and reported in the journal JAMA Pediatrics. The risk also appears to be g... Read More
Sleep Could Be Essential to Type 2 Diabetes Prevention
Men who don't receive enough sleep during the work week and catch up only on the weekend could be lower their risk of developing type 2 diabetes. This is according to a US study presented at the Endocrine Society's Annual Meeting. Read More
Type 2 Diabetes Drug Treatment Now Approved by the FDA
The US Food and Drug Administration has announced the approval of a drug called Farxiga to aid in the treatment of adults with type 2 diabetes. The medication, in conjunction with diet and exercise, is said to help regulate blood sugar levels. Read More
The Link Between Sleep Apnea and Diabetes
Getting enough deep sleep is akin to delivering a strong healing medicine to the body. However, the reverse is true, as well. In fact, getting routinely poor or insufficient sleep can contribute to ailments like diabetes, high blood pressure, cardiovascular problems, and weight gain, according... Read More
Relationship Between Obesity and Testosterone Levels
Endocrinologists at the University of Buffalo have published a report in Diabetes Care that 40 percent of obese participants involved in the Hypogonadism in Males (HIM) study had lower-than-normal testosterone readings. In addition, the study revealed there was an inverse relationship between ... Read More
"Electric" Foot Bandage May Help Diabetics
A patented bandage with tiny batteries that run micro-currents through a wound to kill bacteria may hold promise for healing the stubborn foot ulcers that plague so many diabetics. "This electrical activity kills bacteria, keeps the wound clean and, in the studies we've had so far, has shown ... Read More
Quitting Smoking May Be Hazardous to Your Health
New research now concludes that quitting smoking may actually be hazardous to your health. While every medical expert agrees quitting smoking is important, the latest research demonstrates that quitting may actually increase a person's risk for Type 2 Diabetes -- though the risk does diminish ... Read More
Coffee Drinking May Lower Risk of Type II Diabetes
Here is more good news about coffee and its potential as a health food: There is growing evidence that high intake of coffee, decaffeinated coffee, and tea are linked to a reduced risk of Type II diabetes. Read More
Majority of Diabetics Wear Wrong Shoe Sizes
More than six out of 10 diabetics choose to wear shoes that are the wrong size, increasing their risk of slow-healing foot ulcers, limb amputation and even early death, according to a recent study. The research effort, performed at the University of Dundee in Scotland and published in the ... Read More


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Father, son at home on Nevada City stage
April 25, 2013
WHO: North Columbia Schoolhouse Cultural Center presents
WHAT: Terry Riley and Gyan Riley, Jazz and Indian Classical music weaving the synchronous intuition between a father and a son.
WHEN: 7:30 p.m. Friday, April 26, 2013.
WHERE: The North Columbia Schoolhouse Cultural Center on the San Juan Ridge, 17894 Tyler Foote Road, Nevada City
TICKETS: $18 members/advance. $20 at the door. Tickets available at BriarPatch Co-op, Mother Truckers, and the Ridge Café
INFO: Call 265-2826, email firstname.lastname@example.com, or visit http://www.northcolumbiaschoolhouse.org
Millions have heard of Terry Riley, an international musician and composer who was at the forefront of an entire musical movement in the '60s. Even those who haven't are likely to recognize and appreciate his influence on mainstream music. He's performed with the world's finest musicians for audiences around the globe, but this Friday, he'll take the short 15-minute drive from his front door to the North Columbia Schoolhouse and take the stage with his favorite and most influenced artist, his son, Gyan.
While it's no surprise that our Sierra surroundings inspire and cultivate the creative minds of many, Terry has unassumingly lived in the same small Camptonville home for decades. Gyan, an acclaimed musician and guitarist in his own right, moved to Brooklyn a few years ago, but the two often play together in New York and Europe.
"Nothing I have done in this life has given me more satisfaction than improvising on these songs with my son," Terry said. "Gyan supplies a brilliant counterpoint to the strands and moods of these pieces, always surprising me with a virtuosity that serves and energizes his musical invention. I could not have dreamed up a better marriage of mind and spirit than this collaboration."
Terry is considered the father of minimalism, launching the movement with the composition "In C, A Rainbow in Curved Air." His Poppy Nogood and the Phantom Band were very influential on the British rock scene in the late '60s and early '70s. He's been a devotee of Indian classical music and spent 26 years studying with the great master vocalist, Pandit Pran Nath and appeared in numerous concerts as a tabla and vocal accompanist. He describes minimalist music as having more repetitions and patterns as opposed to being climax and goal-oriented. It builds shapes from "small music cells, which eventuate into something more complex than the cells themselves."
"In C" was so influential that a celebration of its 45th anniversary took place at Carnegie Hall.
"It's very much like if you're watching birds on a lake and they suddenly take flight, and as they move through the air, they create different patterns and they regroup. For me, 'In C' is very much a sonic image of that," Terry said in a 2009 interview with NPR about the anniversary.
More than 60 performers took part in the Carnegie Hall concert, including Gyan.
Gyan won his first guitar in a raffle when he was 12 years old. Terry (piano and vocals) gave his son little formal instruction but exposed him to his daily life as a musician, allowing him to sit in on rehearsals and recordings. When Gyan was about 16, Terry gave a performance in Downieville and brought him up on stage. Gyan went on to become the first full-scholarship graduate guitar student at the San Francisco Conservatory and has established himself as one of the world's finest concert guitarists. His astounding guitar virtuosity and brilliant compositions have recently appeared at ll Tomorrows Parties in Minehead, England, and at the Moogfest in Ashland, N.C.
"I'm really looking forward to performing at the (North Columbia) Schoolhouse," Gyan said. "The local community there really gathers together to bring an amazingly warm and receptive vibe. It's always so fun to come home.
"Being able to perform with my dad has been without question the most enriching, challenging, inspirational musical experience I've had. His music is bountiful. I think the most unique musical quality about my dad is his ability to get deeper and deeper into the mood of a piece, leaving all other concerns behind, transcending the listener."
Terry's accomplishments are countless and noteworthy. Along with composing more than 25 works for the Kronos Quartet, writing an electric violin concerto for longtime friend Tracy Silverman (which was played at Carnegie Hall) and collaborating with Chet Baker and La Monte Young, he counts "In C" as one of his most memorable and important contributions. But despite his role in minimalist music, he doesn't like to be "pigeonholed."
"I like to approach each project with imagination. I'm associated with the significance of 'In C,' but since then, I've gone all kinds of places."
Friday night's performance, which is described as a jazz and Indian classical music weaving, promises to be just that.
"We don't really know what we'll play," Terry said. "(With Gyan flying in Friday afternoon) we really don't have time to rehearse, so we'll talk it over a bit before and probably create something spontaneously at the concert. We both like to improvise."
Katrina Paz is a freelance writer in Grass Valley.
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"B" type sprocket for #40/41 chain. Have a hub on one side. Precision hobbed teeth. Case-hardened steel. 5/8" bore. 12 teeth. 3/16" keyway. Has a 5/16-18 set screw.
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text:
Fahrenheit and Celsius (Centigrade) Scales
Below is information about the Celsius and Fahrenheit Scales, including the degrees for boiling and freezing, absolute zero, and the related Kelvin Scale.
Zero on the Fahrenheit scale represents the temperature produced by the mixing of equal weights of snow and common salt.
Absolute zero is theoretically the lowest possible temperature, the point at which all molecular motion would cease.
To convert Fahrenheit to Celsius (Centigrade), subtract 32 and divide by 1.8.
To convert Celsius (Centigrade) to Fahrenheit, multiply by 1.8 and add 32.
Kelvin Scale
Degrees Celsius (°C) and kelvins (K) have the same magnitude. The only difference between the scales is their starting points: 0 K is "absolute zero," while 0°C is the freezing point of water. One can convert degrees Celsius to kelvins by adding 273.15; thus, the boiling point of water, 100°C, is 373.15 K.


text:
Skip to comments.Mobile Police on mob attack: no corroboration yet on allegation of racial motive
Posted on 04/24/2012 11:01:03 AM PDT by Free ThinkerNY
MOBILE, Alabama -- Mobile Police Chief Micheal T. Williams said this morning that investigators have not yet corroborated allegations that a Saturday mob attack on a white man by a group of black men was racially motivated.
The sister of the alleged victim, Matthew Owens, told WKRG that she heard one of the attackers say, "Now, that's justice for Trayvon," as he walked away.
Williams said that investigators have interviewed the sister, Ashley Parker, and the victim, and that neither mentioned attackers saying anything about "justice for Trayvon."
Trayvon Martin was the unarmed teenager police say was shot and killed February 26 by neighborhood watch captain George Zimmerman in Sanford, Florida.
That case has sparked racial tensions across the country as many say Zimmerman, who is white and hispanic, assumed Martin was a criminal because he was black. Others say a biased media has unfairly pilloried Zimmerman for the shooting precisely because Martin was black.
Williams said that Owens told investigators that he didn't know why the mob attacked him.
Owens was still in critical condition this morning following the attack on his front porch in the 1000 block of Delmar Drive. Police said he went outside and had words with a group of boys who were playing basketball in the street. The boys left, but shortly afterward a group of adults arrived and confronted the man.
(Excerpt) Read more at blog.al.com ...
Yeah we gotta wait t'get some o'dat cor-robe-or-RAY-shun.
So we are to believe that the mob of twenty was completely silent while beating this guy? /s
Yep, and they were all white Amish guys that don't even know who Trayvon is.
No but calling the victim a honkey, cracka, or white bitch doesn't count as racism.
We'll get nothing but crickets from the LSM on this.
They were shouting "random beating! random beating!"
I wonder what Chief Williams would say if some 20 Goold ol Boy, Crackers had attacked and beaten half to death one of his "Bros" (not that I would EVER suggest that he being an African American would influence or cloud his judgment, dontcha know) ?
Apparently, my stockpile of ammo needs to grow larger still.
I've got the ammo... looking into upgrading the "wire" now.
You are absolutely right. Think how easily the racial epithets flow for them about someone they have racial solidarity.
Now imagine how they flow for someone they were indoctrinated since toddlers to hate.
Yep, no hate crime here../s
We have gotten so PC that we can no longer state the truth.
No doubt these mobsters were NOT 'white Hispanics" (whatever in hell that is)
Oh, yeah, Mobile Police Chief Micheal T. Williams. Just because 20 blacks of assorted ages beat a lone white guy to a pulp, sending him to the hospital in critical condition, is no reason to assume that this was racially motivated? Why, the blacks were just showing their appreciation. No hate crime here. Don't look and just move on, right?
What happens if the same thing happens, but it's a lone black guy and 20 whites? Would that be racially motivated? Would that be a hate crime? You bet, but this is different because blacks are a "protected" species in PC America.
"...unarmed teenager...."
Propagandizing phrase.
His age has nothing to do with anything.
Additionally, if they want to use "unarmed" they need to be more accurate with "...unarmed, but physically attacking Mr. Zimmerman..."
>>white Hispanics (whatever in hell that is)<<
Another way for Uncle Sugar to create a fog in regards to statistical crime reporting on a federal level.
If the real numbers were to be reported concerning crimes broken down by ethnicity, folks would recoil....hey, wait a minute!
You mean to tell me that majority of crimes are committed by...Mexicans or blacks? A third of our prison population are illegal alien Mexicans? Say it isn't so.
While upgrading the wire, make sure you install the "foo gas", Claymores, and Bouncing Betty's. Make certain you have clear fields of fire and the mortars are registered on the primary avenues of approach.
Semper Fi
Well, he might a been axkin for it. Maybe he said "a fighting word." Maybe HE is the perpetrator of da hatz crim.
Now you're just making fun of me... :)
Besides, that's pretty hard on the goats.
Feel free to swipe and redistribute. View Source is your friend.
March 04, 2012 Kansas City KS, Teens set kid on fire for being 'white boy'
Mar 24, 2012 St. Louis MO, St. Louis man recovering after unprovoked attack in Tower Grove -- Kruchowski
Local authority trying to convince everybody that this wasn't about race:
Mar. 27 2012 St. Louis MO, Pete Kruchowski Was Not A Knockout Game Victim, According to Police -- Kruchowski
March 26, 2012 Pittsburg PA, Attack Victims May Have Been Targets Of 'Point 'Em Out, Knock 'Em Out' -- 10 on 1, U of Pitt students attacked
March 29, 2012 Seneca SC, 6 men charged in Seneca beating; hate crime possible -- Applbee's parking lot, taunting, beating
Apr 1, 2012 Palmdale CA, Seven black California teens charged with beating Hispanic youth
April 2, 2012 St. Louis MO, Police investigating mob attack in downtown St. Louis -- 15 on 3
April 05, 2012 East Toledo OH, Trayvon Martin case looms over beating of 78-year-old Ohio man -- Dallas Watt
Apr 5, 2012 Minneapolis MI, Victim describes 'flash mob' attack in downtown Mpls. -- Matthew Collie
April 7, 2012 Sanford FL, Was racial hatred the motive in the Sanford hammer beating? -- carjacked and beaten in woods.
April 10, 2012 Gainsville FL, Gainesville beating case drawing national attention -- 27 year old drunk
April 12, 2012 Grand Rapids MI, Hate crime victim describes racially motivated mob attack in Grand Rapids -- 5 on 1, beaten w/chains, letter to authorities
April 12, 2012 Gainsville FL, 'Trayvon' shouted as group attacks Good Samaritan -- purse snatch
Apr 15, 2012, Baltimore MD, BPD Arrests St. Patrick's Day Assault Suspect Cellphone Video Shows Man Beaten, Stripped, Robbed
April 18, 2012 New York NY, Brutal slaying of teen in Melrose Houses, second murder in nabe in two days, has residents in fear
April 20, 2012 Maywood IL, Suspect: I Beat Up White Man Because I Am Mad About Trayvon Martin Case
April 24, 2012 Mobile AL, Man Beaten By Mob, In Critical Condition
More information:
Matthew Owens: Angry Mob Beats White Man, 'Justice For Trayvon' [VIDEO] No indication that this was about race either...
April 24, 2012 Mobile Police on mob attack: no corroboration yet on allegation of racial motive
I, for one, welcome our new Melanin Sufficient Overlords /.
It doesn't matter if the attack was racially motivated or not. Violence is violence. Assault is assault.
Thanks for all the info and links. Good work.
THIS chief sees no racial motivation?
Huh. Well I'll be.
I encourage all FReepers to send this story to their congressional reps and demand an investigation by the FBI. This is the latest in a series of black on white hate crimes fueled by the Trayvon Martin incident and the race hustling of Jesse Jackson and Al Sharpton.
"It doesnt matter if the attack was racially motivated or not. Violence is violence. Assault is assault."
Tell that to the BLACK racists, CEOs of the BigRace industry.
Hmmmm...I think I see the problem.
"We have gotten so PC that we can no longer state the truth."
Yes even here, on FR.
Thanks for posting—I sent this to Pat Toomey and Peter King.
Mayor Sam Jones cautioned the public not to jump to conclusions and to wait until the investigation had revealed the facts
Jones said that, if the attackers think they can get away with attacking someone by invoking the Martin case, they are in for a rude surprise.
"If people think we are going to tolerate that to bring attention to some national event, they are sorely mistaken. They will be arrested and prosecuted for assault or whatever the appropriate charge may be," he said.
Appreciate the list, and will put to good use.
Mayor Sam Jones said that?
Huh. Well, I'll be.
I'm starting to see a pattern here...
The police chief as well as the mayor seem to be putting another agenda ahead of their duties...
I just can't put my finger on it.
Actually, FR is better than it used to be.
There was a thread monitor there for a while that would delete posts and suspend folks for posting too many "inconvenient obvious truths" about a certain demographic.
I just cannot quite figure out what it is.
"Actually, FR is better than it used to be.
There was a thread monitor there for a while that would delete posts and suspend folks for posting too many inconvenient obvious truths about a certain demographic."
(S)he must have made a return engagement on MY behalf yesterday then.
Heavily substantiated, inconvenient truths (see "The Bell Curve", et al), are still sadly: "He, whose name must not be spoken".
I'm not sure how that illuminating chart of IQ by country (~race) made it through the other day.....
I know what you mean,
though I have trouble with the conclusions some draw from "The Bell Curve".
I believe the IQ difference is more due to cultural than genetic differences. I'd like to see a study of a group of black kids raised in "white culture", ie, a culture that values success in academics, and see if these differences disappear.
Say, that's right! They ARE both black. I hadn't noticed, until you pointed it our!
"melanin-sufficient on melanin-insufficient beatings"
Soooo politically correct!
The Toledo police want their incident to go down the memory hole too.
thanks for the list.
I bet OJ is out there right now looking for the real perps......
Ping. How hard do you avoid "going into town"?
"Jones said that, if the attackers think they can get away with attacking someone by invoking the Martin case, they are in for a rude surprise."
What a crock of shit!!!
I go downtown to the VA Clinic once per month. I told my friend today that I'd suppliment my pocket Ruger 380 with my 40 shot 9mm when I make that trip now.
I also told my friend to watch for this headline:
"Black Youths Attack Old White Man, 15 Dead, Many Injured, Old Man Okay"
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Thank you for your interest in the Exemplary Human Environment Initiatives (EHEIs). Since 2007, the EHEIs have recognized transportation initiatives that make our transportation system work better for the people who use it. Alongside the Exemplary Ecosystem Initiatives (EEIs), the EHEIs and EEIs further demonstrated that environmental achievements do not have to be divided between natural and human initiatives.
The Federal Highway Administration is currently integrating the EHEIs and EEIs into its Environmental Excellence Awards (EEAs), a biennial awards program that recognizes partners, projects, and processes committed to multi-faceted transportation solutions. To learn more about the EEAs, please visit: https://www.fhwa.dot.gov/environment/environmental_excellence_awards/
The next round of the EEAs is anticipated for 2015. Please check back for more information in the coming months.