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Atomic Model Paper • Size 12, Times New Roman font • Intro & conclusion • Bibliography (3 to 4 references) • At least 2 to 3 pages (as long as it takes to answer the questions) • Intro (who was your scientist or describe your model) • Body o What was the atomic model your scientist came up with? Describe it, explain it. How did they come up with it? What experiments did they do? Research? o What was incomplete/wrong about their model? Explain. What was the next theory (& scientist) after yours? (either Bohr, Dalton, Rutherford, Quantum model, Thomson) o Quantum model: what important scientists helped contributed to this model? How did they contribute (what research did they do)? What was different about this model compared to others? Is this the most recent model or is there a more correct one? * be sure to explain the electrons & the space around the atom. • Conclusion o Sum up your report

The Document Team must present their unit guide as a document. Each member of the document team must define, describe, discuss, explain and/or identify their assigned unit guide terms. You must consider the prompts who, what, when where, why, and how as you discuss each term on your part of the unit guide. You must place the number of the term, and the term and related sub-terms (bold/underlined) on your document. Use a “simple font” (10 point|single-spaced within answer|double-spaced between terms). You must attach a “Works Cited” section at the end of your completed document. You must utilize at least two sources per term. You may not use the same source more than twice for your portion of the assignment. In addition to an individual grade for the research and the finished document, each student on the document team will earn a team collaboration grade. The team collaboration grade will be based on how effectively you perform your role as a member of your team.

Choose a character from a book. Describe his/her appearance, personality and actions. Include text evidence from the book or article and provide either a page number or the sentence from the text that includes your evidence.

This benchmark is designed to allow student teachers to provide evidence that they have had an impact on student learning during their student teaching experiences. During the first weeks of Block III and Block IV student teaching, student teachers will be asked to collect evidence of student learning resulting from their teaching. Student teachers will be able to select any evidence which they feel documents that students have learned as a result of their teaching. Students are encouraged to select evidence which supports that students have learned at the conceptual/higher order level rather than learned factual information.

• A Quick write answers a question using textual evidence from the text. • A short paragraph response that is well structured. • Provide relevant and complete evidence • Paragraph should include: - A focus statement - At least three pieces of textual evidence - For each piece of evidence, an analysis or explanation: what does this evidence mean? - A concluding sentence wrapping up your point

You have already created your glue relief prints from your glued cardboard base design. This lesson is to see how well you can communicate and precisely describe in great detail how to explain the multi-step process of creating a glue relief print from start to finish so that another person reading the instructions can follow the instructions with illustrations and end up with the same results. Illustrations must be created by you, not from the internet. Upload to moodle by date due.

Correctly identify words to be defined with a dictionary and words to be defined with their context.