ࡱ> ` Sjbjb )|c|cMK$:::8:$:$h<<<<<<<<,R>)<<<<<)><<>>>><H<<>:<>>< <:=áLT0>>$$d4:$$:Rot it Right 5-day QED Institute CSUN July 25th-July 29th DRAFT Institute Outcomes and Evidence of Understanding Professional Development for Implementation Institute Outcomes Institute participants will understand the overarching concepts and standards that students are to learn in the Immersion Unit, recognize the storyline and conceptual flow in the Immersion Unit, develop an understanding of inquiry, develop the abilities to teach the core concepts related to specific content of the Immersion Unit through guided inquiry, understand how the Immersion Unit integrates with the LAUSD instructional guides, periodic assessments, and other district resources, and understand their role and responsibilities as a field-test teacher in providing feedback to further curriculum development on this unit and / or future professional development for teachers. Evidence of Understanding Institute participants will be able to effectively identify the points during the Immersion Unit at which key concepts are introduced, practiced, and applied, implement the Immersion Unit as designed, respond to the Immersion Unit development team with appropriate feedback and student work samples to inform the next unit revision, develop a personal planning timeline that explicitly shows when the Immersion Unit will be taught in the next school year, and in some cases co-facilitate additional professional development opportunities for teachers. Rot It Right: The Cycling of Matter and Transfer of Energy QED 5-day InstituteDay 1 Teaching Focus: Inquiry Materials8:00 8:45Introductions, Overview (All) Introductions of all participants Icebreaker: Give each participant a paper domino. The domino will have two different numbers on it. The facilitator will ask a series of three questions. The participants will have to pair up with someone that has the same number each time a new question is asked. The final time they will get into groups of four and sit with those four people. Each group discussion should begin with the participants introducing themselves and then they will discuss the answers to the questions. The questions will be: 1. Reflect on your own science learning. What do you remember from elementary, middle and high school? 2. What is your favorite content area to teach in science? 3. How long have you been teaching? What grade(s)? Overview of QED (Eunice) and SCALE (Dan will share necessary information with KN/MC) Role of Immersion in LAUSD- How Immersion Units align with the Instructional Guide (Maura) Immersion unit, process of developmentDL/Learning on Diagonal, difficult concepts in CA standards, revising process (focus groups, classroom observations, etc) (SCALE) Purpose and Goals of the institute, Agenda, Norms (SCALE) Housekeeping Hand out the binders, Walk participants through the layout, taking special note of the snapshot pages, REAP questions and where to find information regarding teacher preparation. Ask participants to look over it at home and record questions on notecards that will be handed in and discussed tomorrow. Paper Dominoes Blank Overhead Overhead Markers Daily Agenda Immersion Units8:45 12:00(30 min) Session intro (key concepts, pedagogical focus) (SCALE) Session Focus: Developing a common understanding of inquiry Individual Quickwrite: What is scientific inquiry? Introduce the Frayer Model. Ask participants to work in their groups (of four from the icebreaker) to complete the Frayer model on inquiry. Regroup after 10 minutes to discuss comments from this process. Were there any a-ha moments? (60 min) Adult Learners (SCALE) Step 1: Lessons 1&2 Terraqua Column Investigations and The Role of Producers. Teach this step as written, facilitating and modeling how to set up a sound scientific investigation. The focus of this step is on modeling the think aloud method. Set-up the investigation with participant, using the think aloud. Create the columns and ask participants to record predictions and initial observations. Add discussion that all experiments have assumptions. What are the assumptions that we made with this experiment? (list them) Designing an investigation always involves assumptions that are an inherent part of the design. The more explicit we are in discussing these assumptions the better we can be at analyzing results. For example: here are some obvious and perhaps not so obvious assumptions with a Light/Dark investigation. Since the two bottles are in different locations, we assume that all other environmental conditions are the same although they may not be. These conditions include temperature, humidity, water status of the soil, and wind (air movement). Most of these may not influence the growth of the radish seeds. However the temperature mightplants typically grow faster at higher temperatures. The temperature also may affect the evaporation of water from the soil thus impacting the water status of the seedlings. It is important to make clear that good scientists try to minimize the differences that exists between treatments and that we cannot always do a prefect job of doing so. That is why recognizing the assumptions is important. Introduce science notebooks: The participants can record their predictions in the science notebooks. Explain what elements should always be included in science notebooks, including: name, date, written observations and any drawings with labels. Following the writing of the predictions, do data analysis activity. Have data (both data table and line graph) on an overhead and reveal it day by day asking for comments after each day. Do not share which data lines are from which conditions. This will allow for more natural curiosity about the numbers. As the reveals proceed through day 6/7 it may not be clear to all that the better growers are actually the radishes growing in the dark. At day 7/8 it starts to become apparent that the dark grown radishes are starting to slow their growth and by the middle of the second week the dark grown radish are no longer growing in height and probably dying. At some point raise issue of why a data table is used and why line graphs are used to display results. Also discuss the missing data points. Does their absence hinder or alter your interpretation of the results? Why or why not? Use REAPS at the end of the lesson to guide a discussion. (30 min) Teacher Reflection (LAUSD) De-brief teacher moves Facilitate small group discussions and whole group reflection on supporting students to engage in learning content through inquiryin particular, using a think-aloud strategy to scaffold students understanding of scientific questioning and experimental design (as in Step 1) Discuss how the REAPS were used. In this case they will be used to guide a whole class discussion. 15 minute Break (60 min) Science Content session (CSU) Primary producers, growth needs for plants, photosynthesis, etiolation, etc.10 14 day old TA columns with radishes (+/- light) Bottles, soil, radish seeds, scissors TA column planting materials Science notebooks Overhead of radish seed data table and graph Frayer Model charts 12:00Lunch1:00 2:00(60 min) Pedagogy Reflection (SCALE) Reflect back on Frayer Models Introduce the Inquiry map and the Five Essential Features of Classroom Inquiry Guided inquiryunderstanding that inquiry occurs along a continuum; Small groups each read/discuss one essential feature and decide where Step1 occurs along the continuum then share out to the whole group a summary of their feature and where they placed Step 1 on the continuum.Inquiry map Inquiry continuum on transparencies Copies of the Inquiry Continuum for each participant2:00 2:50(50 min) Big Picture (All) Look at the overarching concepts and the standards that the unit addresses. Discuss how we plan on covering these concepts throughout the week. (CSU) Reference the statements from the CA Framework if further clarification is needed. Examine the spiraling of content from K-5 in life science. What previous concepts are we building upon? (LAUSD) Participants can use copies of the standards and framework to help identify the spiraling. Further examine the alignment with the instructional guides (LAUSD) Overview of the entire unit: where are we going? Ask participants to record concepts that they have difficulty with this afternoon or as they go through the unit tonight. Participants should record these content questions on note cards and hand them in to the facilitators. (These can be addressed throughout the week). (SCALE) Instructional guides An overhead of spiraling concepts? Science framework (enough for each group) Blank Notecards2:50Gots and Needs, Wrap-up (SCALE)Post it Notes Gots n Needs Chart3:00Depart Rot It Right: The Cycling of Matter and Transfer of Energy QED 5-day Institute -- Day Two Teaching Focus: Formative Assessment Materials8:00Welcome, Daily Agenda8:10Gots and Needs Debrief, Address any large concerns about the unit overall. 8:20(10 min) Session intro (key concepts, pedagogical focus) (SCALE) Introduce the key concepts that relate to Food chains and Consumers Reading strategies for science Have participants list reading strategies they use for nonfiction readings in science. Do not discuss at this time. (65 min) Adult Learners (SCALE) Step 2, Lessons 1 & 2: Food Chains and The Role of Consumers. Teach the lesson as written. Place emphasis on using the science journals and recording information as you work. The facilitator should record student responses on the board as well to serve as a form of formative assessment. Use the REAP questions to guide a think, pair, share discussion. The final REAP question should be assigned as an individual written reflection. (30 min) Teacher Reflection (LAUSD) De-brief teacher moves Reflection on reading strategies and strategies employed for visual learners. How does drawing the arrows and talking through the directions help students develop their understanding of flow? How can formative assessment change your teaching? Brainstorm a list of reading strategies. Discuss how to use formative assessment to learn students prior conceptions about matter and energy. (50 min) Science Content session (CSU) Food Chains and the cycling of matter and transfer of energy.Copies of Producers Power reading Copies of Food Chain Cards (large classroom set and student sets)11:20Ten minute break11:30 (30 min) Pedagogy Reflection (SCALE) Ask participants to create an Individual Frayer Model for the broad term Assessment. Ask them to hand this in. Discuss NRC definitions of formative and summative assessment. Talk through the Braided Rope overhead. Ask participants to brainstorm Formative and Summative Assessment strategies that they use in pairs. Ask groups to share out one strategy and create a list on the board. Introduce the theory behind REAP questions. Give REAP handout.Formative and Summative Assessment Definition overhead Braided Rope overhead REAP handout 12:00Lunch1:00 2:50 Administer SEC Test Hand out Chapter 2 of the Inquiry Addendum to any participants who finish the test early. Ask them to begin reading the chapter and taking notes. We will be assigning this as homework to be used in the institute on days four and five. 2:50Gots and Needs, Wrap-up (SCALE) Homework: Bring in examples of decomposition in the form of small samples, pictures or written observations. Post it Notes Gots n Needs Chart3:00Depart Rot It Right: The Cycling of Matter and Transfer of Energy QED 5-day Institute -- Day Three Teaching Focus: Scientific Investigations: Questioning & Fair Tests Materials8:00Welcome, Agenda, Debrief Gots and Needs from Day Three. 8:15 - 12:00 (20 min) Session intro (key concepts, pedagogical focus) (SCALE) Supporting students in making scientific observations and developing testable questions. Using models in sciencemaking it explicit what we are modeling (point out that the columns are models) Refer to the continuum. Briefly discuss that we are going to cover the first feature: scientifically-oriented questions. We are going to focus on how to support students in this process. What variation of the continuum is appropriate at this stage? (60 min) Adult Learners (SCALE) Step 3, Lesson 1 Observing Decomposition Begin with a short fieldtrip on campus: Take participants outside to look for signs of decomposition. Encourage them to collect samples if theyd like. Participants practice their observation skills and work on question development. Follow the implementation guide in the Immersion Unit for directions on leading the discussion. (30 min) Teacher Reflection (LAUSD) De-brief teacher moves: How does the teacher validate all ideas and still move students towards stronger investigative questions? Having students involved in the process of question development is one way. What are other ways to support this process in the classroom? Discuss classroom management for inquiry. Where were we on the Inquiry Continuum? Why? (30min) Pedagogy Reflection (SCALE) What criteria should we set for a sound investigative question? Read #1 on page 24-25 of the NSES Inquiry Addendum. Together the class will come up with a list of criteria and discuss each nomination. 10 minute Break (45 min) Adult Learners (SCALE) Step 3, Lesson 2 Design an Investigation Participants further refine their investigative set-up. What types of measurements are possible? (30 min) Reflection (LAUSD) Discuss qualitative and quantitative measurements. How does this connect to the CA Math standards in fourth grade? What types of graphing, tally charts, etc. are appropriate. Discuss new strategies for using the REAPs in this section. Seasoned decomposition columns (12) Observing Decomposition HO Decomposition Column Observation HO Hand lenses, paper plates, wooden stir sticks, rulers, thermometers (to observe contents of the bottle) Inquiry Continuum Overhead Copies of the NSES Inquiry Addendum, Chapter 212:00Lunch1:00 2:50(20 min) Pedagogy Reflection (CSU) Discuss the elements of a fair test. (30 min) Adult Learners (SCALE) Step 3, Lesson 3 Column Construction and Initial Data Collection Participants construct the columns and DO NOT fill them (60 min) Science Content discussion (CSU) Discuss the lives of decomposers and their roles in an ecosystem as related to the contents that participants are going to put into their bottles Have participants construct the full column as the discussion progresses reflecting on each item added to the bottle. Additional opportunities to reflect on scientific inquiry from a scientists perspective Bottles (2/teacher) Bottle construction supplies: Scissors, tape, pushpins, box cutters Material for bottles 2:50Gots and Needs, Homework: read Rotten Work and Chapter 2 of the NSES Inquiry Addendum3:00Depart Rot It Right: The Cycling of Matter and Transfer of Energy QED 5-day Institute -- Day Four Teaching Focus: Scientific Investigations: Evidence & Explanation Materials8:00Welcome, Agenda, Gots and Needs Debrief8:15 12:00(75 min) Session intro (key concepts, pedagogical focus) (SCALE) Discussion of Chapter 2 of the Inquiry addendum: Myths 91ý Inquiry-based Learning and Teaching. Divide participants into five groups. Have the groups visit five different stations. At each station will be a piece of chart paper with a myth written at the top. Ask the group to discuss their own experiences that contradict each myth and record an example on the chart paper. They will have ten minutes to do this. Lead a group discussion about their responses. (60 min) Adult Learners (SCALE) Step 4, Lessons 1&2: The Role of Decomposers and Creating Food Webs Teach the lessons as written, placing emphasis on evidence and explanation. Ask participants to use what they have learned through the readings to help them develop their food webs and begin to develop explanations about the decomposition bottles. Discuss the difference between inferences and direct observations. 10 minute Break (80 min) Science Content discussion (CSU) How to address misconceptions with the concept of energy transfer Food chains/food webs, energy flows in ecological systems, distinction between ecological systems vs. ecosystems Revisit the standards and discuss content in relation to the standards and the vocabulary of the standards Copies of the NSES Inquiry Addendum: Chapter 2 Chart Paper (10 pieces) Large Markers Food Web Cards 12:00Lunch1:00 1:30 (30 min) Reflection (LAUSD) Revisit the inquiry continuum and reflect on the inquiries in Steps 1 & 4 Implementing inquiry in the classroomconcerns and challenges specific to this unit and in general Vocabulary, how to use this unit effectively with ELL students. Inquiry Continuum Overhead Instructional Guides (vocabulary page)1:30-2:50(5 min) Session intro (key concepts, pedagogical focus) (SCALE) Supporting students in developing scientific explanations (80 min) Adult Learners (SCALE) Step 5, Lesson 1 Developing Evidence-Based Explanations Discuss how to bring the ideas together to be used as the basis for a sound explanation Look at data from Decomposition Columns. In groups, participants will evaluate the data and decide how to best visually present the data and explain their interpretation. Discuss math applications for this unit. (LAUSD) Copies of Data sheets2:50Gots and Needs, Depart Rot It Right: The Cycling of Matter and Transfer of Energy QED 5-day Institute -- Day Five Putting It All Together: Summative Assessment Materials8:00Welcome, Agenda, Gots and Needs Debrief8:15 12:00(30 min) Teacher Reflection (LAUSD) De-brief teacher moves to support scientific explanation development (from yesterday). What strategies can we use to support alternative learners? (30 min) Science Content discussion (CSU) Scientific Explanation development from a scientists point of view 15 minute Break (10 min) Session intro (key concepts, pedagogical focus) (SCALE) Summative Assessment: Review the definition of summative assessment and the list of assessment tools that was created on Day 2. (80 min) Pedagogy: Assessment (LAUSD) Discuss assessment strategies employed in this unit Take a close look at the formative and summative assessments, especially Step 6 of the Immersion Unit. Ask participants to reflect on how they might structure the student responses for Step 6, Lesson 2. Would they give students a presentation guide? (If there is time they can work together to plan this. Maybe even after the content wrap-up if there is time left over.) Brainstorm alternative assessment strategies for different learners Tie in to periodic assessments Ask participants to create their own Frayer Models for the terms Formative Assessment and Summative Assessment and hand them in. (60 min) Science Content discussion wrap-up (CSU) Lingering questions, etc. Computer lab time to review resources, etc. Copies of a blank Frayer Model (2 per participant) 12:00Lunch1:00(60 min) Planning for Implementation (LAUSD). Show participants a blank LAUSD Module Planning Calendars to use as a guide while planning. Ask participants to volunteer ideas for planning methods. Example of a module planning calendar.2:00Housekeeping Roles and responsibilities of institute teachers (SCALE?) Support roles of the local district and overall administration (LAUSD) Access to supplies, etc. (LAUSD) Next Steps, future professional development opportunities, etc. (LAUSD)2:30Evaluations, Depart QED / LAUSD Rot it Right 5-day agenda DRAFT  DATE \@ "M/d/yy" 7/22/05 -/79;ABsa {   " / N p z |'>#,F !_!`!K"R"T"p"k$t$$%ɾɰɰɰɢɰɰɰh$h(5H6OJQJ#h$h(5H56B*OJQJphh(5H5B* OJQJphh(5H5B*OJQJphh(5H5>*OJQJh(5HOJQJh(5H6OJQJh(5H5OJQJ h(5H56 h(5H5 h(5H6h"x@h(5HH*h(5H1!;ABs4wa b } ~  H L $If & F & FSS   " # / N Koeeee & F$Ifkd$$Ifl@0]-4g- t0_5634 l4a$If $$Ifa$ -.=>OP]^n $$Ifa$$If & F$If no|-kb\RHH> h$If^h & F$If & F$If$If $$Ifa$kd$$Ifl@F]-4O) t0_56    34 l4a>Qgae"#G^t $If^ & F$If & F$If h$If^h & F8$If^8 8$If^8 & F8$If^8 & F$If$If !`!!!!!!!!!""/"0" x($If & F$If$If0"1"7"=">"kb\b$If $$Ifa$kd`$$Ifl@F]-4O) t0_56    34 l4a>"?""""<6, & F$If$If $$Ifa$kd$$Ifl@F]-4O)  t0_56    34 l4ap""$##$$($)$^$ $$Ifa$ x($If & F$If & F$If^$_$k$$s%A&&'kb\RERR & F$Ifgd(5H & F$If$If $$Ifa$kd!$$Ifl@F]-4O) t0_56    34 l4a%%o%r%%%}&&''P(p(((((#)-)3)I)P)g))))***,,,b.k..M/V/t/2222T3U3}3333*444:4t4444666"8ȽޯޯޯޯޯިڞȽޯޯh5|%h(5HOJQJ^Jh(5HOJQJ^J h5|%h(5Hh(5H5B*OJQJphh(5H5>*OJQJh(5H6OJQJh(5H5OJQJh(5Hh(5HOJQJh(5HB* OJQJphh(5H6B* OJQJph9'''''((9(:(J(K(P(bkd$$Ifl@F]-4O) t0_56    34 l4a $$Ifa$ P(p(~(((((((\kd$$Ifl@F]-4O) t0_56    34 l4a $$Ifa$$If(((((")#)-)ki````` $$Ifa$kdR$$Ifl@F]-4O) t0_56    34 l4a-).)3)I)J)~uou$If $$Ifa$kd $$Ifl@0]`'C3' t0634 l4aJ)K)P)))kb\b$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a))))**J***kbYLL?Y & F$Ifgd(5H & F$Ifgd(5H $Ifgd(5H $$Ifa$kdm$$Ifl@F]`'C3SL" t06    34 l4a*#+ ,,,,--a.....,/ $$Ifa$gd(5H & F"$Ifgd(5H 8$If^8gd(5H & F$Ifgd(5H $Ifgd(5H & F$Ifgd(5H ,/-/3/D/E/kbYb $Ifgd(5H $$Ifa$kd($$Ifl@F]`'C3SL" t06    34 l4aE/F/L/t//0?1kbYL?? & F$Ifgd(5H & F$Ifgd(5H $Ifgd(5H $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a?1v1w11111111Vkd $$Ifl@F]`'C3SL" t06    34 l4a $$Ifa$ $$Ifa$gd(5H 11111122\OB h$If^hgd(5H & F#$Ifgd(5HkdY $$Ifl@F]`'C3SL" t06    34 l4a $$Ifa$$If22222U3c3w3b\S $Ifgd(5H$Ifkd $$Ifl@F]`'C3SL" t06    34 l4a $$Ifa$w3x3}333kb\b$If $$Ifa$kd $$Ifl@F]`'C3SL" t06    34 l4a3333333)4*444kiii````` $$Ifa$kd $$Ifl@F]`'C3SL" t06    34 l4a 4454:4t4u4~uoo$If $$Ifa$kdE $$Ifl@0]`'C3' t0634 l4au4v4{4}444 556kbbb\RRR & F$If$If $$Ifa$kd $$Ifl@F]`'C3SL" t06    34 l4a6666m7!8"8F8W9999::::::a;~;4<r< & F$If & F$Ifgd(5H & F$If & F$If$If h$If^h"8+8E8999::::a;k;~;r<@=======>>>>@@@@@ZAAAAAAAA%BCDDEEEEEGGGHHIVI`IwIJJJKK$KKKKᯤhh(5HOJQJhh(5H6OJQJh(5H5>*OJQJh(5H5OJQJh(5Hh(5H5B* OJQJphh(5HOJQJh(5H6OJQJh(5H5B*OJQJph@r<<<<<<<@=A=\=]==$If $$Ifa$ =====kb\\$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a=====>U>>>kb\R\HH\ & F $If & F$If$If $$Ifa$kd`$$Ifl@F]`'C3SL" t06    34 l4a>L??@@2@3@w@x@@$If $$Ifa$ & F $If @@@@@@kb\\\$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a@@@@@kb\\$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a@@@@@:AZAAAAkiii````` $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a AAAAA~uoi$If$If $$Ifa$kdL$$Ifl@0]`'C3' t0634 l4aAAA%BCCDEEkb\RR\H\ & F $If & F $If$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4aEEEEFFFF*G+GCGDGRGSGbGcGdGeGfG  !$If & F $If$IffGgGmGsGtGkb\\$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4atGuGGGGMHHHkb\RAA\ & F !$Ifgd(5H & F $If$If $$Ifa$kdg$$Ifl@F]`'C3SL" t06    34 l4aHHHHHIWIwIJe\RH & F$If & F$If $$Ifa$kd"$$Ifl@F]`'C3SL" t06    34 l4a$IfJJJJKKKKK[RL$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a$If & F$IfK K!K"K$K_KKKKKkiii````` $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a KKKKKKLqLrLLLLLLM M0M1M:MrMMMNPPPsQ|QQRR*OJQJ-KKKKK~uoi$If$If $$Ifa$kdS$$Ifl@0]`'C3' t0634 l4aKKKLrLLLLM Mkb\RR\\R\ & F$If$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a M0M1MrMMNONO P+PPPP*Q]Q^Q_Q & F !$If & F$If & F$If$If$If_Q`QfQlQmQkb\\$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4amQnQsQQR=RdRkb\RR\ & F$If$If $$Ifa$kdn$$Ifl@F]`'C3SL" t06    34 l4adReRjRwRRRSbScSkb\RRRRL$If & F$If$If $$Ifa$kd)$$IflF]`'C3SL" t06    34 l4acSdSiS}S~Skb\V$If$If $$Ifa$kd$$Ifl@F]`'C3SL" t06    34 l4a~SSSSSSSSkiigiiikd$$Ifl@F]`'C3SL" t06    34 l4a'1h0= /!"#$%$$If!vh5-5#v#v-:V l@ t0_56,55g-3$$If!vh55*5#v#v*#v:V l@ t0_56,55)5O3$$If!vh55*5#v#v*#v:V l@ t0_56,55)5O3$$If!vh55*5#v#v*#v:V l@  t0_56,55)5O3p$$If!vh55*5#v#v*#v:V l@ t0_56,55)5O3$$If!vh55*5#v#v*#v:V l@ t0_56,55)5O3$$If!vh55*5#v#v*#v:V l@ t0_56,55)5O3$$If!vh55*5#v#v*#v:V l@ t0_56,55)5O3$$If!vh5(5 #v #v(:V l@ t06,5 5'3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh5(5 #v #v(:V l@ t06,5 5'3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh5(5 #v #v(:V l@ t06,5 5'3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh5(5 #v #v(:V l@ t06,5 5'3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3$$If!vh55t"5 #v #vt"#v:V l@ t06,5 5L"5S3@@@ NormalCJ_HaJmH sH tH @@@ Heading 1$@& 6OJQJF@F Heading 2$$@&a$ 5OJQJL@L Heading 3$@&5B*CJOJQJph33DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k(No List <B@< Body Text$a$OJQJ4@4 Header  !4 @4 Footer  !H"H  Balloon TextCJOJQJ^JaJB'@1B Comment ReferenceCJaJ<B<  Comment TextCJaJ@jAB@ Comment Subject5\@>@b@ Title$a$5CJOJQJaJM !v!v!v!v!v!v!v!v! v! v! v! v! v`01_#f*?++++/a5r6677:@@fAgA#EJ*K_K`KM [*Q*A          !;ABs4wab}~HL"#/NK  - . = > O P ] ^ n o | - >Qgae"#G^t`/017=>?Kp$()^_ksA !!!!!""9":"J"K"P"p"~""""""""""""###-#.#3#I#J#K#P######*$J$$$#% &&&&''a(((((,)-)3)D)E)F)L)t))*?+v+w+++++++++++++,,,,,,U-c-w-x-}---------).*.4.5.:.t.u.v.{.}... //0000m1!2"2F2W3333444444a5~546r6666666@7A7\7]77777777778U888L99::2:3:w:x::::::::::::::::;Z;;;;;;;;;;%<==>?????@@@@*A+ACADARASAbAcAdAeAfAgAmAsAtAuAAAAMBBBBBBBCWCwCDDDDEEEEE E!E"E$E_EEEEEEEEEEEFrFFFFG G0G1GrGGHOHI J+JJJJ*K]K^K_K`KfKlKmKnKsKKL=LdLeLjLwLLLMbMcMdMiM}M~MMMMMMM0000000000 0 0 0 0 0 00000 0 0 0 0 0000000000 0 0 0 0 00 0000000000000 0 0 000 0 0 000 0 0 0 0 000 0 0G 0G0000 00000000000000000000 0 0 0 000000 0 0 0 0 0 0 00000000000000000000000000000000000000 0 0 0*$0 0 000 00" 0" 000000000000 0 0 0t) 0t)0000000 0 0 0 0 0 0 0# 00 0 0 0 00 00 0 0 0 0 0 00(00000 0 0 0 0 0 0 000 0 0 0 000 0 0 000 0  0  0 0 0 0000 0 00 0 0 00000000000 0 0 0 0 0 0 0 00 0 00 0 0 0 000000 0 0 000 0 0 0 0 0 00x000000 0 0 0 0 0 0 0 0 0 00 00000 0 0 0 000000000000 0 0 0 0 0 0 0 0 0 00000 0 0 00 0 0 00 00 0 0 0 0 00x000000 0 0 0 0 0 0 0 0 0  000 00000 00 0 0 0 0 00 0 0 000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00ʀ0ɀ@0JJJM%"8KS+7IY n 0">""$'((-)))*,//?112334446<==>@@@AAEfGtGHJKKK M_QmQdRcS~SS,./012345689:;<=>?@ABCDEFGHJKLMNOPQRSTUVWXZ[\]^_`aS-,?GM   ; A S[OY!@"I"P"T"""P#T#)),,c-g-S.W.Y6^6::;;E EEEPJVJP[/KYg$#%>>=LdLMMMMMM:::::#rCz(RwxAK3%Ih; f&N՚QI@0 O%H_b4 0g< fe@x47,m )sL\ E,>Բ*5(;'?K^_k!J"K"P"p""""""""##-#.#3#I#J#K#P#####(,)-)3)D)E)F)L)?++++++++,,,,U-w-x-}-----*.4.5.:.t.u.v..r67777777::::::::::::;;;;;;;;@fAgAmAsAtAuAABBBBDEEEEE E$EEEEEEEEE*K_K`KfKlKmKnKsK=LdLeLjLbMcMdMiM}M~MMM@c9PM` @UnknownGTimes New Roman5Symbol3 Arial5 Tahoma? Courier New;Wingdings"1hMMF6 ?  A !!4d{NM 3qH(?@:Rot It Right: The Cycling of Matter and Transfer of Energy User Norman Herr#                           ! "  Oh+'0 ( <H d p | ';Rot It Right: The Cycling of Matter and Transfer of Energyz UserUseUseNormal Norman Herr2Microsoft Word 11.1@F#@uF@NH@NH 6 ? ՜.+,0( hp  ' WCER {N ;Rot It Right: The Cycling of Matter and Transfer of Energy Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abdefghijklmnopqstuvwxyz{|}~Root Entry F "Data cZ1TablerWordDocument)SummaryInformation(DocumentSummaryInformation8CompObjXObjectPool " " FMicrosoft Word DocumentNB6WWord.Document.8