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Sponge Knowledge Check (2 Attempts)
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Sponge bobSponge bob square pantsA BAD CASE OF THE STRIPES By David Shannon Parts(18): Camilla Narrator 1 Narrator 2 Narrator 3 Narrator 4 Mr. Harms Mother Father Dr. Bumble Old Woman Environmental Therapist Dr. Grop Dr. Gourd Dr. Sponge Mr. Mellon Dr. Cricket Dr. Young <><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><> Narrator 1: A BAD CASE OF THE STRIPES By David Shannon Narrator 2: Camilla Cream loved lima beans. But she never ate them. Narrator 3: All of her friends hated lima beans, and she wanted to fit in. Camilla always worried about what other people thought of her. Narrator 4: Today she was fretting even more than usual. It was the very first day of school, and she couldn't decide what to wear. There were so many people to impress! Narrator 1: She tried on forty-two outfits, but none seemed quite right. She put on a pretty red dress and looked in the mirror. Then she screamed. Narrator 2: Her mother ran into the room, and she screamed, too. Mother: "Oh my heavens! You're completely covered with stripes!" Narrator 3: she cried. This was certainly true. Camilla was striped from head to toe. She looked like a rainbow. Narrator 4: Mrs. Cream felt Camilla's forehead. Mother: "Do you feel all right?" Narrator 1: she asked. Camilla: "I feel fine, but just look at me!" Narrator 2: Camilla answered. Mother: "You get back in bed this instant. You're not going to school today." Narrator 3: her mother ordered. Camilla was relieved. She didn't want to miss the first day of school, but she was afraid of what the other kids would say. And she had no idea what to wear with those crazy stripes. Narrator 4: That afternoon, Dr. Bumble came to examine Camilla. Dr. Bumble: "Most extraordinary! I've never seen anything like it! Are you having any coughing, sneezing, runny nose, aches, pains, chills, hot flashes, dizziness, drowsiness, shortness of breath, or uncontrollable twitching?" Narrator 1: he asked. Camilla: "No, I feel fine." Narrator 2: Camilla told him. Dr. Bumble: "Well then, I don't see any reason why she shouldn't go to school tomorrow. Here's some ointment that should help clear up those stripes in a few days. If it doesn't, you know where to reach me." Narrator 3: Dr. Bumble said, turning to Mrs. Cream. And off he went. Narrator 4: The next day was a disaster. Everyone at school laughed at Camilla. They called her "Camilla Crayon" and "Night of the Living Lollipop." Narrator 1: She tried her best to act as if everything were normal, but when the class said the Pledge of Allegiance, her stripes turned red, white, and blue, and she broke out in stars! Narrator 2: The other kids thought this was great. One yelled out, Narrator 3: "Let's see some purple polka dots!" Narrator 4: Sure enough, Camilla turned all purple polka-dotty. Someone else shouted, Narrator 1: "Checkerboard!" Narrator 4: and a pattern of squares covered her skin. Soon everyone was calling out different shapes and colors, and poor Camilla was changing faster than you can change channels on a T.V. Narrator 2: That night, Mr. Harms, the school principal, called. Mr. Harms: "I'm sorry, Mrs. Cream, I'm going to have to ask you to keep Camilla home from school. She's just too much of a distraction, and I've been getting phone calls from the other parents. They're afraid those stripes may be contagious." Narrator 3: he said. Camilla was so embarrassed. She couldn't believe that two days ago everyone liked her. Now, nobody wanted to be in the same room with her. Narrator 1: Her father tried to make her feel better. Father: "Is there anything I can get you, sweetheart?" Narrator 2: he asked. Camilla: "No, thank you," Narrator 3: sighed Camilla. What she really wanted was a nice plate of lima beans, but she had been laughed at enough for one day. Dr. Bumble: "Hmm, well, yes, I see. I think I'd better bring in the Specialists. We'll be right over.” Narrator 4: said Dr. Bumble to Mr. Cream on the phone. About an hour later, Dr. Bumble arrived with four people in long white coats. He introduced them to the Creams. Dr. Bumble: "This is Dr. Grop, Dr. Sponge, Dr. Cricket, and Dr. Young." Narrator 1: Then the Specialists went to work on Camilla. They squeezed and jabbed, tapped and tested. It was very uncomfortable. Dr. Grop: "Well, it's not the mumps." Dr. Sponge: "Or the measles." Dr. Cricket:"Definitely not chicken pox." Dr. Young: "Or sunburn." Narrator 2: replied the Specialists. Specialists:"Try these. Take one of each before bed." Narrator 4: said the specialists. They each handed her a bottle filled with different colored pills. Then they filed out the front door followed by Dr. Bumble. Narrator 1: That night, Camilla took her medicine. It was awful. Narrator 2: When she woke up the next morning, she did feel different, but when she got dressed, her clothes didn't fit right. She looked in the mirror, and there, staring back at her, was a giant, multi-colored pill with a face on it. Narrator 3: Dr. Bumble rushed over as soon as Mrs. Cream called. But this time, instead of the Specialists, he brought the Experts. Narrator 4: Dr. Gourd and Mr. Mellon were the finest scientific minds in the land. Once again, Camilla was poked and prodded, looked at and listened to. Narrator 1: The Experts wrote down lots of numbers. Then they huddled together and whispered. Dr. Gourd finally spoke. Dr. Gourd: "It might be a virus," Narrator 2: he announced with authority. Suddenly, fuzzy little virus balls appeared all over Camilla. Mr. Mellon: "Or possibly some form of bacteria," Narrator 3: said Mr. Mellon. Out popped squiggly little bacteria tails. Dr. Gourd: "Or it could be a fungus," Narrator 4: added Dr. Gourd. Instantly, Camilla was covered with different colored fungus blotches. The experts looked at Camilla, then each other. Experts: "We need to go over these numbers again back at the lab. We’ll call you when we know something," Narrator 1: said the Experts. But the Experts didn't have a clue, much less a cure. Narrator 2: By now, the T.V. news had found out about Camilla. Reporters from every channel were outside her house, telling the story of "The Bizarre Case of the Incredible Changing Kid." Narrator 3: Soon a huge crowd was camped out on the front lawn. Narrator 4: The Creams were swamped with all kinds of remedies from psychologists, allergists, herbalists, nutritionists, psychics, an old medicine man, a guru, and even a veterinarian. Narrator 1: Each so-called cure only added to poor Camilla's strange appearance until it was hard to even recognize her. She sprouted roots and berries and crystals and feathers and a long furry tail. But nothing worked. Narrator 2: One day, a woman who called herself an Environmental Therapist claimed she could cure Camilla. She said, Environmental Therapist: "Close your eyes, breathe deeply, and become one with your room." Camilla: "I wish you hadn't said that," Narrator 3: Camilla groaned. Slowly, she started to melt into the walls of her room. Her bed became her mouth, her nose was a dresser, and two paintings were her eyes. The therapist screamed and ran from the house. Mother: "What are we going to do? It just keeps getting worse and worse!" Narrator 4: cried Mrs. Cream. She began to sob. Narrator 1: At that moment, Mr. Cream heard a quiet little knock at the front door. He opened it, and there stood an old woman who was just as plump and sweet as a strawberry. Old Woman: "Excuse me, but I think I can help." Narrator 2: she said brightly. Narrator 3: She went into Camilla's room and looked around. Old Woman: "My goodness, what we have here is a bad case of the stripes. One of the worst I've ever seen!" Narrator 4: she said with a shake of her head. She pulled a container of small green beans from her bag. She said, Old Woman: "Here. These might do the trick." Mother: "Are those magic beans?" Narrator 1: asked Mrs. Cream. The old woman replied, Old Woman: "Oh my, no, there's no such thing. These are just plain old lima beans. I'll bet you'd like some, wouldn't you?" Narrator 2: she asked Camilla. Camilla wanted a big, heaping plateful of lima beans more than just about anything, but she was still afraid to admit it. She said, Camilla: "Yuck! No one likes lima beans, especially me!" Old Woman: "Oh, dear, I guess I was wrong about you." Narrator 3: said the old woman sadly. She put the beans back in her bag and started toward the door. Narrator 4: Camilla watched the old woman walk away. Those beans would taste so good. And being laughed at for eating them was nothing, compared to what she'd been going through. She finally couldn't stand it. Camilla: "Wait! The truth is...I really love lima beans." Narrator 1: she cried. The old woman smiled, popping a handful of beans into Camilla's mouth, and said, Old Woman: "I thought so." Camilla: "Mmmmmmm," Narrator 2: said Camilla. Suddenly the branches, feathers, and squiggly tails began to disappear.Then the whole room swirled around. When it stopped, there stood Camilla, and everything was back to normal. Camilla: "I'm cured!" Narrator 3: she shouted. The old woman said, Old Woman: "Yes, I knew the real you was in there somewhere." Narrator 4: She patted Camilla on the head and went outside and vanished into the crowd. Narrator 1: Afterward, Camilla wasn't quite the same. Narrator 2: Some of the kids at school said she was weird, but she didn't care a bit. Narrator 3: She ate all the lima beans she wanted, and she never had even a touch of stripes again.Communication is the process of passing information, news, ideas or feelings from one person to another. For communication to take place, there must be a sender and a receiver of the message. System of communication is the different ways in which messages are sent and received. THE FOLLOWING ARE THE MAIN MEANS OF COMMUNICATION: 1.Traditional means: These are the means used to pass ideas or information in the past. The following are the various means used: Drumming, Message Carrier, Town Criers, Smoke Signal, Gun Shots, sending of symbolic items (such as a gun or bullets to announce war, Sponge and Soap to announce the safe delivery of a pregnant woman). 2. Modern means: These are the means used to pass ideas or information in the present day. The following are the various means used: Radio, Television, Telephone, Newspapers and Magazines, The Internet, Fax machine, Handsets, Telegram, Satellite, Road signs, Posters and billboards. DIFFERENCES BETWEEN TRADITIONAL AND MODERN MEANS OF COMMUNICATION. Traditional means Modern means 1.It makes use of local items such as drum, gong etc. It makes use of modern technology 2.Messages cannot travel very long distances. Messages can travel far and wide. 3. Delivery of message is slow. It may take days or weeks or months. Delivery of message is faster. Can reach the recipient within seconds. 4. It is cheaper It is very expensive. 5.It does not use electricity. It uses electricity. A recipient is the person or people receiving a message. While the sender is the person or people who sends the message.Rope(n.)
tools(n.)
straight(adj.)
saw(n.)
tool box(n.)
crooked(adj.)
hammer(n.)
nail(n.)
plans(n.)
roller(n.)
tree house(n.)
board(n.)
tray(n.)
laugh(v.)
ladder(n.)
tape measure(n)
lights(n.)
curtain(n.)
detective(n.)
make-up(n.)
audience(n.)
arrest(v.)
script(n.)
servant(n.)
note(n.)
character(n.)
enter(v.)
robbery(n.)
costume(n.)
diamond(n.)
criminal(n.)
stage(n.)
broom(n.)
washing line(n.)
mask(n.)
sponge(n.)
sack(n.)
float(n.)
lampshade(n.)
cloth(n.)
microphone(n.)
feather duster(n.)
parade(n.)
crowd(n.)
rubber gloves(n.)
speakers(n.)
dancers(n.)
stilts(n.),
actor/actress(n.)
audible (adj.)
dialogue(n.)
stage direction (n.)
audition(n.)
dress rehearsal(n.)
playwright(n.)
blackout(n.)
intermission(n.)
theatre(n.)
comedy(n.)
performance (n.),
tragedy(n.),
Personal cleanliness means attending to your personal hygiene regularly, thus keeping your body free from bad odor and infectious diseases. In keeping your body clean, you have to use grooming aids discussed in previous module. Remember that to achieve a clean and healthy body you need to practice good grooming habits as well as good healthy habits. Your Body Regular care of the body is necessary for good health and pleasing appearance. As you grow, you should learn to be responsible to your self. You should never neglect your body. Your body is the temple of the Holy Spirit. That is why , if you take good care of your body, you are in effect taking care of the place where the Holy Spirit resides. You are the “masterpiece of God’s creation” which means to say that you are above all other creations of God. So, it is best to maintain your body clean and healthy. For your own good and in so doing, you are showing your reverence to God, our creator. “Rule of Thumb” to keep your body clean is to take a regular bath. Taking a bath is necessary to remove dust, germs, as well as dirt accumulated from your daily activities. It is invigorating for the act of cleansing stimulates blood circulation. It will give your skin a healthy pinkish glow. Something to read: Home Economics and Livelihood Education 7 Seibo College 31 There are three ways of taking a bath: 1. Full bath It includes washing, shampooing the hair, soaping the whole body and rinsing with clear water. It is a thorough cleansing of the body. 2. Shower A shower bath usually takes a shorter time than full bath. A wash clothe or sponge with thick lather is rub all over the body starting from the navel, then the thigh, joints, armpits, and the rest of the body. Then rinse your body in the shower and pat your body dry with clean towel 3. Sponge bath Use wash cloth or face towel with soap, soak in warm or cold water. Rub it briskly over the body. Rinse the cloth with clean water then use it to remove soap from the body. A sponge bath is usually given to a sick person.1. [Force] Part A: A student wants to test how friction affects a toy car. She rolls the car across a sheet of sandpaper and then across a sheet of wax paper. Which is the independent (changing) variable? A. The speed of the car B. The type of surface C. The distance traveled D. The size of the car Part B: On which surface will the car likely stop the SOONEST? A. The wax paper B. The sandpaper C. Both will be the same D. Neither surface has friction 2. [Magnets] Which of these is a measurable question for a magnet experiment? A. Are magnets more fun than springs? B. What is the prettiest color for a magnet? C. How many steel paperclips can a bar magnet lift? D. Why were magnets invented? 3. [Earth's Changes] A student observes a statue in a park that has lost its nose and has smooth edges after many years of rain and wind. What process caused this? A. Erosion B. Deposition C. Weathering D. Evaporation 4. [Earth's Changes] When a river reaches the ocean, it slows down and creates a landform called a delta by dropping sand and silt. This "dropping off" is called: A. Weathering B. Deposition C. Condensation D. Friction 5. [Resources] Why is coal considered a nonrenewable resource? A. It can be burned to make electricity. B. It is found deep underground. C. It takes millions of years to form and cannot be replaced quickly. D. It is made from ancient plants. 6. [Conservation] A school replaces all its old lightbulbs with energy-efficient LED bulbs. This is an example of: A. Weathering a resource B. Conserving a resource C. Deposition of energy D. Creating a renewable resource 7. [Aquifers] An aquifer is like a giant underground sponge. What characteristic of the rocks allows them to hold water? A. The rocks are solid and water-proof. B. The rocks are porous, with tiny spaces for water to sit. C. The rocks are magnetic and pull water toward them. D. The rocks are melted into a liquid state. 8. [Water Cycle] On a humid morning, you see dew on the grass even though it didn't rain overnight. Which part of the water cycle formed the dew? A. Evaporation B. Precipitation C. Condensation D. Transpiration 9. [Climate] Which of the following is a description of CLIMATE? A. "It is currently 85 degrees in McAllen." B. "There is a 40% chance of rain this afternoon." C. "South Texas typically has mild winters and very hot summers." D. "The wind is blowing from the North at 10 mph today." 10. [Weather/Climate] A scientist is looking at a chart that shows the total annual rainfall in a city from 1990 to 2020. What is the scientist most likely studying? A. The daily weather forecast B. The climate of the region C. The water cycle of a single pond D. The rate of erosion on a local hillTitle (Slide 0): "Digging Deeper: The Truth About Tillage" Subtitle: How turning the soil affects plants, microbes, and the planet Slide 1: What Is Tillage? Tilling the soil means digging, turning, and loosening it using tools or machines. It's a common farming practice to prepare the land before planting. Slide 2: Why Do Farmers Till? Tillage is usually done before planting to: • Soften and aerate the soil • Mix in nutrients • Remove weeds • Bury crop residues for decomposition and fertility Slide 3: Tools Used for Tillage Farmers use tools like: • Ploughs: Cut deep into the soil • Harrows: Break up clumps and smooth the surface Slide 4: Ploughs vs. Harrows • Ploughs: Used first, go deep, lift and flip soil • Harrows: Used after ploughs, work on the surface to break clumps and level the soil Slide 5: Types of Tillage Systems From most to least soil disturbance: • Conventional Tillage: Deep ploughing • Minimum Tillage: Light disturbance • Conservation Tillage: Only disturb seed zone, keep residues on top • Zero Tillage (No-Till): Plant directly into undisturbed soil Slide 6: Problem 1 – Soil Erosion Tillage removes protective cover, exposing soil to wind and rain. Result: topsoil—the most fertile layer—is easily washed or blown away. Slide 7: Problem 2 – Disruption of Soil Life Soil is a living ecosystem! • Worms, fungi, and bacteria help aerate soil and release nutrients • Tillage destroys their habitat, reducing fertility and soil health Slide 8: Problem 3 – Loss of Soil Structure Healthy soil has pores for air, water, and roots. Tillage breaks the sponge-like structure, and soil compacts over time—like flattening it into a pancake. Hard soil = poor plant growth. Slide 9: Problem 4 – Decreased Organic Matter Microbes "eat" organic matter through aerobic respiration (using O₂ and releasing CO₂). Tillage adds oxygen, microbes speed up, and burn through the soil’s “pantry” of organic matter—leaving it empty and poor. Slide 10: Problem 5 – Greenhouse Gas Emissions Faster decomposition = more CO₂ released. Tillage boosts microbial activity, which increases carbon dioxide emissions—contributing to climate change. ✅ Conclusion (Slide 11): 🌱 Tillage: A Double-Edged Tool Tillage can help prepare the soil and control weeds—but it comes at a cost. Over time, repeated tilling can strip away organic matter, destroy soil life, and release greenhouse gases. It's like spending all your savings for quick results—and being left with nothing for the future. The smarter path? Use reduced or no-till methods that protect soil health, keep carbon in the ground, and support long-term farming success.