What is the purpose of the hydraulic press in pencil manufacturing?

To bond the slats and graphite together

Why is the benefit of pencils being hexagonal?

Being hexagonal prevents it from rolling away easily.

Being hexagonal makes them good for math.

Being hexagonal makes them aesthetic.

Pencils-the environmental impact

In our classroom, we believe in teamwork and responsibility. That's why we have different classroom jobs that students can take on to help make our learning environment run smoothly. Each job comes with specific tasks and responsibilities, and it is important for the students to understand the requirements and expectations for each role. Let's take a closer look at the different classroom jobs available to our sixth-grade students: 1. Teacher's Assistant: The Teacher's Assistant plays a crucial role in our classroom. Their main responsibility is to remind the teacher of important tasks that need to be done throughout the day. This includes taking attendance, passing out papers to go home, and any other "do not forget" tasks that the teacher might need help with. The Teacher's Assistant needs to be organized, responsible, and reliable. 2. Supplies Monitor: The Supplies Monitor is responsible for ensuring that all classroom supplies are put away neatly. This includes making sure that pencils, pens, markers, and other materials are returned to their designated places after each use. The Supplies Monitor needs to be attentive to detail and have good organizational skills. 3. Technology Assistant: With our use of technology in the classroom, the Technology Assistant plays a vital role. They help students and guest teachers who might not be tech-savvy with chromebooks and other devices. The Technology Assistant should be comfortable with technology, patient, and willing to help others. 4. Room Monitor: The Room Monitor is in charge of checking desks and floors before lunch dismissal. They make sure that everything is clean and organized before we leave the classroom. The Room Monitor needs to be responsible, observant, and take pride in maintaining a tidy learning environment. 5. Line Leader: The Line Leader has the important task of leading the class and setting the pace when we transition from one place to another. They need to walk in a straight line, follow instructions, and be a positive role model for their peers. The Line Leader should be reliable, responsible, and demonstrate good leadership skills. 6. Messenger: The Messenger is responsible for taking things to the office or picking up items that the teacher needs. They need to be trustworthy, reliable, and able to follow instructions. The Messenger should also have good time management skills to ensure tasks are completed promptly. 7. Host/Hostess: When visitors come to our classroom and need assistance while the teacher is busy, the Host/Hostess is there to help. They greet visitors, provide directions, and offer any necessary support. The Host/Hostess should have good communication skills, be friendly, and approachable. 8. Guest Teacher Guide: In the event of a guest teacher, this student will help them take attendance and assist the teacher with anything they need help with. The Guest Teacher Guide needs to be responsible, reliable, and have good communication skills. They should also be respectful and supportive of the guest teacher. 9. Researcher: During whole-class discussions, if there is a question or topic that needs further exploration, the Researcher steps in. They use the internet to look up information and provide additional insights. The Researcher should have good research skills, be able to navigate online resources, and share accurate information with the class. 10. Secretary: The Secretary takes down notes when directed in the class notebook and collects any papers for absent students, placing them in their designated file. They need to be organized, attentive, and have good handwriting. It is important to note that all of these roles come with certain requirements. To be considered for any of these jobs, you must be punctual and have good attendance. This means arriving to school and class on time every day. Additionally, honesty and reliability are crucial traits for anyone taking on these responsibilities. By working together and taking on these classroom jobs, we can create an environment that is conducive to learning, organized, and supportive. Each of these roles plays a vital part in our classroom community, and we appreciate the efforts of all students who take on these responsibilities. Let's make our classroom a place where everyone feels valued and can thrive!

Can you make a multiple choice of test questions regarding this information given which is Curriculum from Different Points of View There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the numerous definitions indicate dynamism that connotes diverse interpretations of what curriculum is all about. The definitions are influenced by models of thought, pedagogies, political as well as cultural experiences. Let us study some of these definitions. 1. Traditional Points of View of Curriculum In early years of the 20th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepaid by the teachers for the student’s to learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education. On the other, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language. The definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, language and many more. To Phoenix, curriculum should consist entirely of knowledge which comes from various disciplines. Academic discipline became the view of what curriculum is after the cold war and the race to space. Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development. Curriculum should consist only of knowledge which comes from disciplines which is the sole source. Thus curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological and social foundations); domains of knowledge as well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical and social issues and academics. Most of the traditional ideas view curriculum as written documents or a plan of action in accomplishing goals. 2. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school subjects, syllabi, course of study, and a list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting”. Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students”. Points of View on Curriculum Development From the various definitions and concepts presented, it is clear that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. Let us look at the two models of curriculum development and concepts of Ralph Tyler and Hilda Taba. Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s Rationale. He posited four fundamental questions or principles in examining any curriculum in schools. These four fundamental principles are as follows: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not? In summary, Tyler’s Model show that in curriculum development, the following considerations should be made: (1) Purpose of the school, (2) Educational experiences related to the purposes, (3) Organization of the experiences, and (4) Evaluation of the experiences. On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model. She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the grassroots approach. She presented seven major steps to her model where teachers could have a major input. These steps are as follows: 1. Diagnosis of learner’s needs and expectations of the larger society. 2. Formulation of learning objectives. 3. Selection of learning content. 4. Organization of learning content. 5. Selection of learning experiences. 6. Organization of learning activities. 7. Determination of what to evaluate and the means of doing it. Thus as you look into curriculum models, the three interacting processes in curriculum development are planning, implementing and evaluating. Types of Curriculum Operating in Schools From the various concepts given, Allan Glatthorn(2000) describes seven types of curriculum operating in the schools. These are (1) Recommended curriculum- proposed by scholars and professional organizations. (2) Written Curriculum- appears in school, district, division or country documents. (3) Taught Curriculum- what teacher’s implement or deliver in the classrooms and schools. (4) Supported Curriculum- resources-textbooks, computers, audio- visual materials which support and help in the implementation of the curriculum. (5) Assessed Curriculum- that which is tested and evaluated. (6) Learned Curriculum- which the students actually learn and what is measured and (7) Hidden Curriculum- the unintended curriculum. 1. Recommended Curriculum- Most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education, Commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education. 2. Written Curriculum- This includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot-tested or tried out in sample schools or population. Example of this is the Basic Education Curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher. 3. Taught Curriculum- The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of students and the teaching styles of teachers. 4. Supported Curriculum- In order to have a successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 5. Assessed Curriculum- This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 6. Learned Curriculum- This refers the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective or psychomotor. 7. Hidden Curriculum- This is the unintended curriculum which is not deliberately planned but may modify behavior or influenced learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors made up the hidden curriculum.

The following days are a jumble of gunfire, digging, gobbled food, soldiers running in and out of the forest in small groups, distant explosions, stray shells, bandaged heads and unexpected lulls. On the very first day, before dawn, I am ordered into one of the newly dug trenches. I huddle there, squeezing my magic buttons and singing songs to the dog. When the fighting stops, the dog disappears, but a new companion takes his place. A strange little soldier crawls along the trench toward me. ‘Private Sasha!’ he cries. ‘I’ve been looking for you all day long!’ He’s old, like a grandfather, a dedushka. He has a black patch over one eye, a tape measure around his neck and a row of pins threaded into his sleeve. Hanging from his belt is the most enormous pair of scissors I have ever seen and I wonder if he uses them as a weapon. He doesn’t tell me his name, so in my head he becomes Dedushka. Dedushka squats, cups his hand to his ear, peers over the top of the trench and smiles. ‘It’s safe to be upright . . . for now.’ He helps me to my feet, dusts me off and commands me to stand as tall and straight as I can. Then he measures me. Everything from head to toe – even my toes! He writes numbers in a little notebook, strings his tape measure back around his neck, salutes and hurries away. It’s all very strange, and I wonder if Dedushka has been bumped on the head during the battle and is now a little bit muddled. I should have given him a hug before he left. I chase after him but stop when I’m hit by a shovelful of flying dirt. Sleepy Bear is digging a cave! ‘Are you going to hibernate?’ I ask. Sleepy Bear chuckles. ‘No, although that would be wonderful! I could do with a lo-o-o-ong sleep.’ He sighs and closes his eyes. He doesn’t open them again and I realise that he has gone to sleep. Standing up! I shake his arm, and he opens his eyes and keeps talking. ‘No, I’m not hibernating. I’m digging a little nook where I can sleep and eat. I’ll hang up my raincape as a door that can open and close so it feels just like a real home . . . except for the lice . . . and the bad smells . . . and the bombs that make the walls shake and crumble.’ He points further along the trench to where other soldiers are digging. ‘We’re all making little houses in the ground.’ ‘Like rabbits and moles,’ I say. Sleepy Bear chuckles. ‘Yes! And soldiers who need to hide from German bullets and bombs.’ He stops digging to roll a cigarette. ‘Should I be making a house?’ I ask. ‘I want to hide from German bullets and bombs, too.’ Sleepy Bear flops to the ground, lights his cigarette, closes his eyes and takes a deep puff. I wait for him to answer, but, instead, he begins to snore! I poke him in the side. He snorts and he murmurs, ‘I think someone has already built you a house, Sasha. Keep going along this beautiful village street and you are sure to find it.’ He falls asleep once more. I kiss his dusty cheek and whisper, ‘Thank you, Sleepy Bear.’ A little way along, I see Cook in a cloud of smoke. He has lit a fire, right here in the middle of the trench, and is stirring a cauldron full of kasha. He squats as he stirs. ‘What are you doing?’ I ask. ‘Cooking supper, of course!’ he cries. ‘But why are you doing it here?’ Cook points his spoon at the ground above the trenches. ‘Because if I do it up there, my pot will be filled with holes from German bullets and all of the kasha will leak out onto the ground. It’s bad enough that our supplies can’t get through German lines and there’s nothing to cook but buckwheat for kasha. But if we lost the kasha, too . . .’ ‘Hungry soldiers,’ I say. Cook nods. ‘And grumpy!’ ‘Like Boris!’ I gasp. ‘Even worse,’ warns Cook. I picture the kasha pot full of bullet holes. And then I realise that if the kasha pot were full of holes, then Cook would be, too. I wrap my arms around Cook’s neck and say, ‘I think this is a very good place for cooking our supper.’ I kiss his smoky cheek and run along. At the end of the trench, I find the biggest hole of all. It’s wide and deep and as busy as a beehive in a blossom tree. Above, a group of soldiers is rolling logs into place for a roof, while below, typewriters rattle and pencils scratch and papers flutter and voices crackle out of five different radios. Their words tangle together to tell a strange wartime fairy tale about German guns and a loving father called Stalin and a Red Army regiment that is lost in the deep, dark forest and a wicked beast called Hitler and a delivery of vegetables that was hit by a bomb and blown into a million tiny pieces too small even to make soup. In the middle of it all, wrestling with a rumpled map, his rifle still slung over his shoulder, is Major Scruff. ‘Major Scruff!’ I run and jump into his arms. ‘Is this our new home?’ ‘Yes, Sasha. I suppose it is.’ ‘Is it safe from German bullets and bombs?’ I ask. He stares at me. ‘Were you scared in the trenches today, Sasha?’ ‘No,’ I reply. ‘I had magic buttons and a dog and some songs to sing. Were you scared in the forest, Major Scruff?’ ‘Yes,’ he says. ‘Poor Major Scruff!’ I press my hand against his cheek. The dark, rough stubble is grubby with grit and his eyelids are taking a long time to open after every blink. ‘You need a shave and a nap!’ I scold. He chuckles. ‘I am too tired to shave and too busy to nap.’ I scrunch my nose while I consider his problem. ‘I know!’ I cry. ‘You nap and I will shave your whiskers. That will be two jobs tumbled into one!’ And so that’s what we do. Major Scruff slumps into a chair and snoozes while I lather his face with soapy water and shave his whiskers. The soap suds travel from his face, up into his hair and down the front of his uniform, and I have to shave his jaw and chin three times because I keep missing bits, but I finally get it all done. I am just wiping his cheeks dry when the dog appears. He licks my hand, then stretches up and licks soap suds from Major Scruff’s ear. Major Scruff wakes with a start. He feels his newly shaved face and cries, ‘Wonderful, Sasha! I feel smooth, clean, rested and ready for action.’ He ruffles my hair. ‘We must do this again tomorrow. Although next time, you might wake me with a gentle shake of the shoulder instead of licking my ear.’

Number Twelve Number Twelve Is Everywhere! We use the number twelve to help us do things every day. It helps us to count things, measure length, and tell time. Did you ever wonder why a year has twelve months? A ruler has twelve inches? A clock has twelve hours? How We Learned to Count. Long ago, people needed an easy way to count things. How many goats did they have? How many bricks did they need? They didn't have pencils, but they always had their fingers. How could their fingers help them count things? Your hand has four fingers and one thumb. Fingers bend into three parts. All of your finger parts add up to-twelve! To learn how people counted, use the thumb of your other hand. Count the parts of each finger. One, two, three, four, five, six. Using their fingers, people could count their farm animals. They might count six chickens, three sheep, and three goats. They had twelve animals! When their animals had babies, it was easy to count them, too. Using both hands, people could count to twenty-four. Twenty-four is two twelves! A Ruler Is Twelve Thumbs Long Fingers, and the number twelve, were also used to find length. An inch was the width of an adult man's thumb. A foot was twelve thumbs long. Soon, people cut twelve marks for thumb widths on a stick. It was easy to carry the stick. That stick was the first kind of twelve-inch ruler! Twelve Hours in a Day People used the number twelve to divide their days into parts, or hours, that they could count. In daylight, they watched the shadow of a stick or a sundial to know what hour it was. Twelve things are also called a dozen. We buy a dozen pencils in a box. We buy a dozen doughnuts or a dozen eggs. The number twelve helps us to do a dozen things every day!

Changes. Things are always changing, like the clock, the weather, and even me. It seems nothing ever stays the same. My life has been full of changes. Sometimes I don't feel good about them, but then later it gets better. Taffy, my kitty, ran away. We have looked for him all over, but we cannot find him anywhere. I miss Taffy a lot, and I am sad. Dad says that we can get another kitty. That makes me feel better. I don't know what I will name him, but I will always remember Taffy. My best friend, Robin, just moved away. The moving van took away everything, and the house is empty. I wish Robin were here to play with me. Robin now lives in the mountains. I have never seen mountains, but they sound like fun to visit. Mom says we can take an airplane, so I can see Robin and play with her again. The day I started the new school year, I was scared of all the new children in my class. I was afraid that they wouldn't like me, and that I couldn't run as fast as they do. Now I am happy because I have made lots of new friends. I like Sarah and Ana, and Mary Lou, who makes me laugh. I love my class and my teacher. Mom just took a new job at an office downtown. She's not here when I come home from school. My Aunt Barbara is here to give me cookies and milk. Then I wait and wait for Mom to come home. When the hands of the clock point straight up and down, she comes home, and that makes me happy. Things are always changing, even with me. Yesterday I looked in the mirror. My face looked like a Halloween pumpkin because I lost my first tooth. I had a big surprise when I woke up this morning. My tooth was gone from under my pillow. There was a note from the tooth fairy and a whole quarter. I'm going to save it to buy some colored pencils. In school I learned that crawly caterpillars change into butterflies. And tiny acorn nuts grow into great big oak trees. Mom says that long ago, she was little like me. Do you think some day I will change and be a grownup? I think I will be an artist.

The Pencil's Tale

THE PENCIL'S TALES

Make a quiz on the story of the parable of the pencil

Related quizzes

Related quizzes