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6th Grade Curriculum Map

 
 ESSENTIAL COMPONENTSMonth: August                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Scientific method and inquiry based experimentationScientific process skills Lab safety skillsCollectingAnalyzing and graphically representing data
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What is the scientific method and when does it result in scientific knowledge?  Compare and contrast scientific variables and constants. How is a control used during an experiment?
 3. Performance Standards STRAND I: Scientific Thinking and PracticeSTANDARD I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.5-8 Benchmark I: Use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions, and communicate findings.I.I.I.1 Construct appropriate graphs from data and develop qualitative and quantitative statements about the relationships between variables being investigated.I.I.I.2 Examine the reasonableness of data supporting a proposed scientific explanation.I.I.I.3 Justify predictions and conclusions based on data.5-8 Benchmark II:  Understand the processes of scientific investigation and how scientific inquiry results in scientific knowledge.I.I.II.1 Understand that scientific knowledge is continually reviewed, critiqued, and revised as new data become available.I.I.II.2 Understand that scientific investigations use common processes that include the collection of relevant data and observations, accurate measurements, the identification and control of variables, and logical reasoning to formulate hypotheses and explanations.I.I.II.3 Understand that not all investigations result in defensible scientific explanations.5-8 Benchmark III:  Use mathematical ideas, tools, and techniques to understand scientific knowledge.I.I.III.1 Evaluate the usefulness and relevance of data to an investigation.I.I.III.2 Use probabilities, patterns, and relationships to explain data and observations.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: September                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Properties of matterDensity and volume
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What are a physical and a chemical property?  How do you know there has been a chemical change?  What are the properties by which matter is identified?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I: (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark I:  Know the forms and properties of matter and how matter interacts.II.I.I.1 Understand that substances have characteristic properties and identify the properties of various substances (e.g., density, boiling point, solubility, chemical reactivity).II.I.I.2 Use properties to identify substances (e.g., for minerals:  the hardness, streak, color, reactivity to acid, cleavage, fracture).II.I.I.3 Know that there are about 100 known elements that combine to produce compounds in living organisms and nonliving substances.II.I.I.4 Know the differences between chemical and physical properties and how these properties can influence the interactions of matter.5-8 Benchmark II: Explain the physical processes involved in the transfer, change, and conservation of energy.II.I.II.1 Identify various types of energy (e.g., heat, light, mechanical, electrical, chemical, nuclear).II.I.II.2 Understand that heat energy can be transferred through conduction, radiation and convection.II.I.II.3 Know that there are many forms of energy transfer but that the total amount of energy is conserved (i.e., that energy is neither created nor destroyed).
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: October                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Mineral and rock cycle
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What does the Law of Conservation of Energy state?  How does energy change forms?  Examples of energy transfers in Earth’s systems? 
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I: (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark I:  Know the forms and properties of matter and how matter interacts.II.I.I.2 Use properties to identify substances (e.g., for minerals:  the hardness, streak, color, reactivity to acid, cleavage, fracture).STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.5-8 Benchmark II: Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems.II.III.II.3 Know that sedimentary, igneous, and metamorphic rocks contain evidence of the materials, temperatures, and forces that created them.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: November                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas FossilsFossil fuelsGeologic time scaleWeatheringErosion.
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What is an adaptation?  When is it an adaptation or an evolution?  What kind of factors lead to each? 
 3. Performance Standards STRAND II: Content of ScienceSTANDARD II: (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living thing and their environments.5-8 Benchmark I: Explain the diverse structure and functions of living things and the complex relationships between living things and their environments.II.II.I.3 Describe how organisms have adapted to various environmental conditions.5-8 Benchmark II:  Understand how traits are passed from one generation to the next and how species evolve.II.II.II.1 Understand that the fossil record provides data for how living organisms have evolved.II.II.II.2 Describe how species have responded to changing environmental conditions over time (e.g., extinction, adaptation).5-8 Benchmark III: Understand the structure of organisms and the function of cells in living systems.II.II.III.1 Explain how fossil fuels were formed from animal and plant cells.II.II.III.2 Describe the differences between substances that were produces by living organisms (e.g., fossil fuels) and substances that result from nonliving processes (e.g., igneous rocks).STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.  5-8 Benchmark II: Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems.II.III.II.7 Know that landforms are created and change through a combination of constructive and destructive forces, including: weathering of rock and soil, transportation, deposition of sediment, and tectonic activity, similarities and differences between current and past processes on Earth’s surface (e.g., erosion, plate tectonics, changes in atmospheric composition). II.III.II.8 Understand the history of Earth and how information about it comes from layer of sedimentary rock, including: sediments and fossils as a record of a very slow changing world, evidence of asteroid impact, and volcanic and glacial activity. 
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: December                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas LandformsStructure of the earthPlate tectonicsVolcanoes and earthquakes.
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What does the Law of Conservation of Energy state?  How does energy change forms?  Examples of energy transfers in Earth’s systems?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark II: Explain the physical processes involved in the transfer, change, and conservation of energy.II.I.II.4 Understand that some energy travels as waves (e.g., seismic, light, sound), including: vibrations of matter (e.g., sound, earthquakes), and different speeds through different materials.STRAND II: Content of ScienceSTANDARD II: (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living thing and their environments.5-8 Benchmark I: Explain the diverse structure and functions of living things and the complex relationships between living things and their environments.II.II.I.2 Describe how weather and geologic events (e.g., volcanoes, earthquakes) affect the function of living systems.STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.5-8 Benchmark II: Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems.II.III.II.1 Know that Earth is composed of layers that include a crust, mantle, and core.II.III.II.2 Know that Earth’s crust is divided into plates that move very slowly, in response to movements in the mantle.II.III.II.3 Know that sedimentary, igneous, and metamorphic rocks contain evidence of the materials, temperatures, and forces that created them.II.III.II.7 Know that landforms are created and change through a combination of constructive and destructive forces, including: weathering of rock and soil, transportation, deposition of sediment, and tectonic activity, and similarities and differences between current and past processes on Earth’s surface (e.g., erosion, plate tectonics, changes in atmospheric composition) II.III.II.8 Understand the history of Earth and how information about it comes from layer of sedimentary rock, including: sediments and fossils as a record of a very slow changing world, and evidence of asteroid impact, volcanic and glacial activity.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: January                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas AtmosphereWeatherWater cycleLife standards
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     How does our atmosphere compare with that of other planets?  What factors influence our weather and climate?  How are living things influenced by their environments?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark II: Explain the physical processes involved in the transfer, change, and conservation of energy.II.I.II.1 Identify various types of energy (e.g., heat, light, mechanical, electrical, chemical, nuclear).II.I.II.4 Understand that some energy travels as waves (e.g., seismic, light, sound), including: the sun as source of energy for many processes on Earth, and different wavelengths of sunlight (e.g., visible, ultraviolet, infrared)STRAND II: Content of ScienceSTANDARD II: (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living thing and their environments.5-8 Benchmark I: Explain the diverse structure and functions of living things and the complex relationships between living things and their environments.II.II.I.1 Understand how organisms interact with their physical environments to meet their needs (i.e., food, water, air) and how the water cycle is essential to most living systems.STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.5-8 Benchmark II: Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems.II.III.II.4 Describe the composition (i.e., nitrogen, oxygen, water vapor) and strata of Earth’s atmosphere, and differences between the atmosphere of Earth and those of other planets.II.III.II.5 Understand factors that create and influence weather and climate, including: heat, air movement, pressure, humidity, oceans, how clouds form by condensation of water vapor, how weather patterns are related to atmospheric pressure, global patterns of atmospheric movement (e.g., El Nino), and factors that can impact Earth’s climate (e.g., volcanic eruptions, impacts of asteroids, glaciers).II.III.II.6 Understand how to use weather maps and data (e.g., barometric pressure, wind speeds, humidity) to predict weather.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: February                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Motions of earth/moonSeasons
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What are the predictable patterns of the Sun-Earth-Moon?  What types of stars are there? 
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark III: Describe and explain forces that produce motion in objects.II.I.III.1 Know that every object exerts gravitational force on every other object dependent on the masses and distance of separation (e.g., motions of celestial objects, tides).II.I.III.2 Know that gravitational force is hard to detect unless one of the objects (e.g., Earth) has a lot of mass.STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.5-8 Benchmark I: Describe how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar system, the universe, and their structures.II.III.I.4 Know that the regular and predictable motions of the Earth-moon-sun system explain phenomena on Earth including: Earth’s motion in relation to a year, a day, the seasons, the phases of the moon, eclipses, tides, and shadows, and moon’s orbit around Earth once in 28 days in relation to the phases of the moon.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: March                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Components of the solar system
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     How do objects in our solar system move relative to one another?How can we detect different forms of energy?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark II: Explain the physical processes involved in the transfer, change, and conservation of energy.II.I.II.4 Understand that some energy travels as waves (e.g., seismic, light, sound), including: the sun as source of energy for many processes on Earth, different wavelengths of sunlight (e.g., visible, ultraviolet, infrared), vibrations of matter (e.g., sound, earthquakes), and different speeds through different materials.5-8 Benchmark III: Describe and explain forces that produce motion in objects.II.I.III.1 Know that every object exerts gravitational force on every other object dependent on the masses and distance of separation (e.g., motions of celestial objects, tides).II.I.III.2 Know that gravitational force is hard to detect unless one of the objects (e.g., Earth) has a lot of mass.STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.5-8 Benchmark I: Describe how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar system, the universe, and their structures.II.III.I.2 Locate the solar system in the Milky Way galaxy.II.III.I.3 Identify the components of the solar system, and describe their defining characteristics and motions in space including: sun as a medium sized star, sun’s composition (i.e., hydrogen, helium) and energy production, and nine planets, their moons,  asteroids.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: April                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas Beyond the solar system
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     How can energy, matter and forces be used to learn about the objects in our universe?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD I (Physical Science):  Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.5-8 Benchmark III: Describe and explain forces that produce motion in objects.II.I.III.1 Know that every object exerts gravitational force on every other object dependent on the masses and distance of separation (e.g., motions of celestial objects, tides).II.I.III.2 Know that gravitational force is hard to detect unless one of the objects (e.g., Earth) has a lot of mass.STRAND II: Content of ScienceSTANDARD III: (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.5-8 Benchmark I: Describe how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar system, the universe, and their structures.II.III.I.1 Describe the objects in the universe, including: billions of galaxies, each containing billions of stars, different sizes, temperatures, and colors of stars in the Milky Way galaxy.
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
 
 ESSENTIAL COMPONENTSMonth: May                 
 1. Big Ideas                Student answers to EQs that lead them to the  Big Ideas How we adapt and interact to our environment.  Abiotic and biotic factors that affect living organisms
 2. Essential QuestionsQuestions that lead students to Big Ideas.                                     What is an adaptation?  When is it an adaptation or an evolution?  What kind of factors lead to each?How do living things depend upon and interact with their environments?
 3. Performance Standards STRAND II: Content of ScienceSTANDARD II: (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living thing and their environments.5-8 Benchmark III: Understand the structure of organisms and the function of cells in living systems.II.II.III.1 Explain how fossil fuels were formed from animal and plant cells.II.II.III. 2 Describe the differences between substances that were produced by living organisms (e.g., fossil fuels) and substances that result from nonliving processes (e.g., igneous rocks).STRAND III: Science and SocietySTANDARD I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. 5-8 Benchmark I: Explain how scientific discoveries and inventions have changed individuals and societies. III.I.I.1. Examine the role of scientific knowledge in decisions (e.g., space exploration, what to eat, preventive medicine and medical treatment). III.I.I.2. Describe the technologies responsible for revolutionizing information processing and communications (e.g., computers, cellular phones, Internet).
4. AssessmentsTo be completed by RDA as available.  To be aligned with SBA.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites
6. ContentNouns (What students need to know)Optional – to be completed at the school site.
7. SkillsVerbs (What students need to be able to do)Optional – to be completed at the school site.
8. Vocabulary List  (Words students need to know to understand concepts)Optional – to be completed at the school site.
9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)Optional – to be completed at the school site.
10. ResourcesOptional – to be completed at the school site.
           
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