First Step en Français is an introductory course for young students in French

First Step en Français is an introductory course for young students in French. 

The ten video lessons were designed to motivate as a group of children learn French from their neighbor who has just moved from France.  In keeping with guidelines for the teaching of foreign language, this new neighbor only speaks French to the children as he teaches them. 

Through the use of graphics, music, and fast-paced video segments in addition to the native speaker/children scenarios, words are presented in context.  Emphasis is on the "spoken" word rather than the "written" word.
Cultural components are added when appropriate. 

https://knowitall.org/subject/101-110-first-step-french

Forensic Science homeschool curriculum outline

UNIT I: Introduction to Forensic Science and Human Body
Goal 1. The student will demonstrate the ability to explain the history and philosophy of
forensic science.
Objectives - The student will be able to:
a. Define forensic science or criminalistics.
b. Describe the major contributors to the development of forensic science.
c. Give examples of typical crime laboratories as they exist on the national, state, and
local levels of government in the united States.
d. Describe the services of a typical comprehensive crime laboratory in the criminal
justice system.
e. List other areas of forensic science that require expertise in a specialized area.
f. State Locard’s Exchange Principle of transfer of evidence.
g. Analyze the data obtained from a crime scene using deductive reasoning.
Goal 2. The student will demonstrate the ability to identify, collect, and preserve physical
evidence.
Objectives - The student will be able to:
a. Describe the common types of physical evidence encountered at crime scenes.
b. Explain the difference between the identification and comparison of physical
evidence.
c. Define individual and class characteristics and give examples of physical evidence
possessing these characteristics.
d. Discuss the value of class evidence to a criminal investigation.
e. Explain the purpose physical evidence plays in reconstructing the events surrounding
a crime.
f. Describe the proper techniques for packaging common types of physical evidence.
Goal 3. The student will demonstrate the ability to construct the process of a crime scene
investigation.
Objectives - The student will be able to:
a. Define the physical evidence of a crime scene.
b. Explain the responsibilities of the first police officer who arrives at a crime scene.
c. Explain the steps to be taken for thoroughly recording a crime scene.
d. Describe the proper procedures for conducting a systematic search of crime scenes
for physical evidence.
e. Define the chain of custody.
Goal 4. The student will demonstrate the ability to apply the principles of forensic pathology
in determining the time of death of a victim by evaluating the stages of decomposition.
Objectives – The student will be able to:
a. Describe the various body orientations (i.e. body regions, anatomical positions, body
cavities).
b. Define the terms Rigor Mortis, Liver Mortis and Algor Mortis.
c. Describe how factors such as temperature and precipitation affect the rate of
decomposition.
d. Explain how the conditions of Rigor Mortis, Livor Mortis, and Algor Mortis are used
to determine the time of death.
Goal 5. The student will demonstrate the ability to explain how forensic anthropology is used
to identify skeletal evidence to obtain data using a variety of techniques.
Objectives – The student will be able to:
a. Determine the age, gender, stature, and race of skeleton.
b. Describe facial reconstruction.
c. Record the dig of an archaeological site and analyze the findings.



UNIT II: Identification of Human Evidence
Goal 1. The student will demonstrate the ability to identify bite marks used in forensic
evidence.
Objectives – The student will be able to:
a. Identify human bite marks.
b. Analyze human bite marks to associate a suspect with a crime.
Goal 2. The student will demonstrate the ability to identify, collect, and preserve a variety of
fingerprint types.
Objectives - The student will be able to:
a. Define the ridge characteristics of a fingerprint.
b. Explain why a fingerprint is a permanent feature of the human anatomy.
c. List the three major fingerprint patterns and describe their respective subclasses.
d. Describe visible, plastic, and latent fingerprints.
e. Explain the techniques for developing prints on porous objects.
f. Describe the chemical techniques for developing prints on porous objects.
g. Describe the proper procedures for preserving a developed latent fingerprint.
Goal 3. The student will demonstrate the ability to analyze components of DNA and explain
the various methods for analyzing DNA from a crime scene.
Objectives - The student will be able to:
a. Describe the structure and function of the DNA molecule.
b. Explain how DNA replicates itself.
c. Describe the implications of DNA replication for forensic science.
d. Explain the difference between DNA strands that code for the production of proteins
vs. strands that contain repeating sequences of bases.
e. Explain the technology of polymerase chain reaction (PCR) and how it is applied to
forensic science.
f. Describe the latest DNA typing techniques [Capillary Electrophoresis and Short
Tandem Repeat (STR)].
g. Apply the information from a DNA computerized database to criminal investigation.
[e.g., National DNA Index System (NDIS), Combined DNA Index System (CoDIS)].
Goal 4. The student will demonstrate the ability to identify blood type and use a variety of
testing techniques.
Objectives - The student will be able to:
a. Distinguish between the A-B-O antigens and antibodies found for the four blood
types: A, B, AB, and O.
b. Explain why agglutination occurs.
c. Describe the tests used to characterize a stain as blood.
d. Explain the significance of the precipitin test to forensic serology.
e. Describe the absorption-elution technique.
f. Define a secretor and explain its significance to forensic serology.
g. List the procedures to be taken for the proper preservation of bloodstained evidence
for laboratory analysis.
h. Describe how blood spatter is analyzed at a crime scene.



UNIT III: Trace Evidence
Goal 1. The student will demonstrate the ability to collect and identify glass evidence and soil
evidence.
Objectives - The student will be able to:
a. Define the physical and chemical properties of glass.
b. Define refractive index.
c. Distinguish between crystalline solids and amorphous solids.
d. Describe the flotation and immersion methods for comparing glass specimens.
e. Explain how to examine glass fractures to determine the direction of impact from a
projectile.
f. Describe the process of collecting glass evidence.
g. List the important forensic properties of soil.
h. Describe the density-gradient tube technique.
i. Describe the process of collecting soil evidence.
Goal 2. The student will demonstrate the ability to collect, preserve, and identify evidence
found at a crime scene.
Objectives - The student will be able to:
a. Describe the cuticle, cortex, and medulla of hair.
b. Explain the differences between animal and human hairs.
c. List hair features that are useful for the comparison of human hairs.
d. Explain the process of collecting hair evidence.
e. Classify fibers.
f. List the properties of fibers that are most useful for forensic comparisons.
g. Describe the structure of a polymer.
h. Describe the components of paint.
i. Classify automobile paints.
j. List the examinations that are most useful for performing a forensic comparison of
paint specimens.
k. Describe the process of collecting and preserving paint evidence.
l. Identify pollen, fungi, and feathers as trace evidence.
Goal 3. The student will demonstrate the ability to collect, preserve, and identify drug
evidence.
Objectives - The student will be able to:
a. Describe the laboratory tests that forensic chemists normally rely upon to comprise a
routine drug identification scheme.
b. Explain the process of collecting and preserving drug evidence.
Goal 4. The student will demonstrate the ability to determine the techniques used to measure
the amount of alcohol and drugs in human body tissues.
Objectives - The student will be able to:
a. Illustrate the process that describes how alcohol is excreted in the breath via the
alveoli sacs.
b. Describe the design of a breathalyzer.
c. List the common laboratory procedures for measuring alcohol concentration in the
blood.
d. Describe the precautions taken to properly preserve blood for the analysis of its
alcohol content.
e. Describe the techniques that forensic toxicologists use for isolating and identifying
drugs and poisons.
f. Discuss the significance of finding a drug in human tissues and organs.



UNIT IV: Additional Services of the Crime Laboratory
Goal 1. The student will demonstrate the ability to collect, preserve, and analyze firearm
evidence and impressions.
Objectives - The student will be able to:
a. List the classes and individual characteristics of bullets and cartridge cases.
b. Describe the use of the comparison microscope for analyzing bullets and cartridge
cases.
c. Distinguish caliber from gauge.
d. Explain the procedure for determining the distance from where a weapon was fired.
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e. Describe the laboratory tests that determine if a weapon was fired.
f. List the limitations of present techniques used to analyze firearm evidence.
g. Explain why it may be possible to restore an obliterated serial number.
h. List procedures for the collection and preservation of firearm evidence.
i. Describe how a suspect tool compares to a tool mark.
j. Explain the significance of class and individual characteristics to the comparison of
impressions.
k. List common field reagents used to enhance bloody footprints.
Goal 2. The student will demonstrate the ability to describe the techniques used to analyze
questioned documents.
Objectives - The student will be able to:
a. Define questioned documents.
b. List the common characteristics associated with handwriting.
c. List the important guidelines to be followed for the collection of known writings for
comparison to questioned documents.
d. List the techniques used by document examiners for uncovering alterations, erasures,
obliterations, and variations in pen inks.
Goal 3. The student will explore the collection and analysis of evidence found at a fire scene.
Objectives - The student will be able to:
a. Define oxidation.
b. Define energy and give examples of its different forms.
c. Describe how physical evidence must be collected at the scene of a suspected arson
or explosion.
d. Describe the laboratory procedures used for the detection and the identification of
hydrocarbon and explosive residues.
e. List the common laboratory tests employed for the detection of explosives.
f. List the three requirements for combustion to be ignited and sustained.
Goal 4. The student will demonstrate the ability to use the science of entomology to determine
the time of death of a victim.
Objectives - The student will be able to:
a. Observe the life cycle of carrion insects.
b. Compare the types of carrion insects in sunny versus shady areas.
c. Identify the number and types of insects present at a crime scene.

Anatomy and Physiology Homeschool Unit lesson plan curriculum outline

UNIT I: Introduction to Anatomy and Physiology
Goal 1. The student will demonstrate an understanding of the anatomic and physiological
basis of life and the ability to explain the interdependence of structure and function in
biological systems.
Objectives - The student will be able to:
a. Define anatomy and physiology.
b. Identify the different levels of structural organization that make up the human body,
and explain their relationships.
c. List the organ systems of the body and explain the major functions of each.
d. List the survival needs of the body.
e. Define homeostasis and explain its importance.
f. Define negative and positive feedback systems and describe their roles in maintaining
body homeostasis.
g. Describe the anatomical position and use correct terminology to describe body
directions, regions, and body planes or sections.
h. Locate the major body cavities and list the major organs in each.
i. Review atomic structure, biological molecules, and compounds and their functions.



UNIT II: Cytology and Histology
Goal 1. The students will demonstrate the ability to analyze the structure and function of
animal cells in relation to the diagnosis of abnormalities and malignancies (cytology)
and the formation of tissue (histology).
Objectives - The student will be able to:
a. Describe the structure and function of a typical animal cell.
b. Explain the cell cycle and discuss cell aging and how it relates to cancer.
c. Define tissue and list the four primary tissue types, their subdivisions, and functions
d. Describe the process of tissue repair involved in the normal healing of a superficial
wound.
e. Identify three primary germ layers and indicate the primary tissue classes arising
from each.



UNIT III: Integumentary System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the integumentary system and discuss related biomedical conditions and their impacts
on individuals and society.
Objectives - The student will be able to:
a. Identify the structures of the integumentary system and describe the functions of each
structure.
b. Describe the factors that can contribute to skin color. Briefly describe how changes
in skin color may be used as clinical signs of certain disease and trauma states.
c. Explain how to determine the extent of a burn and discuss current treatment.
d. Compare the structure and locations of sweat and oil
e. Summarize the characteristics and warning signs of skin cancers.



UNIT IV: The Skeletal System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the skeletal system and discuss related biomedical conditions and their impacts on
individuals and society.
Objectives - The student will be able to:
a. List and describe five important functions of bones.
b. Describe the gross anatomy of a typical long bone and flat bone. Indicate the
locations and functions of red and yellow marrow, articular cartilage, periosteum, and
endosteum.
c. Distinguish between compact and spongy bone.
d. Describe bone histology.
e. Describe the process of bone formation and growth
f. Describe bone injuries and disorders
g. Describe the changes in bone during the aging process.
h. Identify major bones in the skull
i. Identify the bones of the axial and appendicular skeletons.
j. Define and classify joints.
k. Identify the most common joint injuries and disorders.



UNIT V: The Muscular System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the muscular system and the conditions associated with muscle fatigue.
Objectives - The student will be able to:
a. Compare and contrast the basic types of functions of muscle.
b. Explain how muscle fibers are stimulated to contract, and explain the sliding filament
mechanism of skeletal muscle contraction
c. Define muscle twitch and describe the events occurring during its three phases.
d. Define oxygen debt and muscle fatigue, and predict possible causes of muscle
fatigue.
e. Explain the function of prime movers, antagonists, synergists, and fixators, and
describe how each promotes normal muscular function.
f. Identify the major human body muscles and state the origin, insertion, and action for
each.



UNIT VI: The Nervous System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the nervous system and discuss related biomedical conditions and their impacts on
individuals and society.
Objectives - The student will be able to:
a. List the basic functions of the central and peripheral nervous system.
b. Differentiate between autonomic and somatic nervous systems, including a
comparison and contrasting of parasympathetic and sympathetic division of
autonomic nervous system.
c. Describe the anatomical structure of a neuron and relate each.
d. Classify the neurons as afferent, efferent, or as interneurons.
e. Explain how action potentials are generated and propagated along neurons.
f. Define and describe the structure and function of a synapse.
g. Identify the regions of the adult brain and general function.
h. Describe how meninges, cerebrospinal, and the blood-brain barrier protect the central
nervous system.
i. Describe the roles of sensory receptors and effectors.
j. Describe the cause (if known) and major signs and symptoms of cerebrovascular
accidents and Alzheimer’s disease.



UNIT VII: The Digestive System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the digestive system and discuss its relationship to diet and metabolism.
Objectives - The student will be able to:
a. Describe the overall structure and function of the digestive system.
b. Differentiate between organs of the alimentary canal and accessory digestive organs.
c. Describe the location and function of the peritoneum and the pertoneal cavity.
d. Explain the dental formula and differentiate between deciduous and permanent teeth.
e. Describe the composition and functions of saliva.
f. Explain the role of bile and pancreatic juice in digestion.
g. List the major functions of the large intestine. Explain how constipation and diarrhea
can occur.
h. Describe the process of absorption of digested foodstuffs that occurs in the small
intestine.
i. Describe how variations in diet affect the digestive system and the body as a whole.
j. List the six major nutrient categories. Note important dietary sources and the
principal cellular used of each.
k. Define metabolism, catabolism, and anabolism.
l. Explain the important events and products of cellular respiration.
m. List and describe several metabolic functions of the liver.
n. Differentiate between LDLs and HDLs.



UNIT VIII: The Urinary System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the urinary system and the characteristics of urine.
Objectives - The student will be able to:
a. Identify the organs and discuss the functions of the urinary system.
b. Identify the parts of the nephron responsible for filtration, reabsorption, and secretion,
and describe the mechanisms underlying each of these functional processes
c. Discuss the physical and chemical characteristics of urine.
d. Identify the ureters, the urinary bladder, and the male and female urethra.



UNIT IX: The Reproductive System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the male and female reproductive systems and discuss related biomedical conditions
and their impacts on individuals and society.
Objectives - The student will be able to:
a. Describe the function of the male and female reproductive systems.
b. Discuss the sources and functions of semen.
c. Describe the structure and function of the mammary glands. (optional).
d. Describe the phases and regulation of the ovarian cycle. (optional).
e. Describe the processes of fertilization, implantation and placenta formation.
(optional).
f. Discuss the major events of embryonic and fetal development
g. Identify the infectious agents and modes of transmission and sexually transmitted
diseases.



UNIT X: The Circulatory System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the circulatory system and discuss related biomedical conditions and their impacts on
individuals and society.
Objectives - The student will be able to:
a. Identify the function and basic structures of the cardiovascular system.
b. List the components and functions of blood and plasma.
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c. Describe ABO and Rh blood groups. Explain the basis of transfusion reactions.
Explain the types of genetically inherited blood disorders, such as hemophilia
d. Trace the pathway of blood through the heart, pulmonary systemic, and hepatic-portal
circulation.
e. Identify the heart valves and describe their location and function.
f. Draw a diagram of a normal electrocardiogram tracing: name the individual waves
and intervals, and indicate what each represents.
g. Identify some abnormalities that can be detected on an EKG tracing. (optional)
h. Describe normal heart sounds, and explain how heart murmurs differ from normal
sounds.
i. Define vasoconstriction and vasodilatation.
j. Compare and contrast the structure and function of arteries (elastic and muscular),
arterioles, capillaries, sinusoids, venules, veins, and sinuses.
k. List and explain the factors that influence blood pressure and pulse.
l. Define hypotension, hypertension, varicose veins, atherosclerosis, arteriosclerosis,
phlebitis, and aneurism. Note both symptoms and consequences.
m. Describe the structure and distribution of lymphatic vessels, and not their functions.
(optional).



UNIT XI: The Immune System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the immune system and discuss related biomedical conditions and their impacts on
individuals and society.
Objectives - The student will be able to:
a. Discuss the structure and function of the immune system and its components.
b. Compare and contrast nonspecific and specific defenses against pathogen and antigen
invasion.
c. Discuss disorders of the immune system including AIDS, autoimmunity, and
allergies.
d. Explain the developmental aspect of the immune system. (optional).



UNIT XII: The Respiratory System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the respiratory system and discuss related biomedical conditions and their impacts on
individuals and society.
Objectives - The student will be able to:
a. Describe the structure and function of the respiratory system.
b. Describe the gross structure of the lungs.
c. Describe several physical factors that influence pulmonary ventilation.
d. Describe how oxygen and carbon dioxide are transported in the blood.
e. Compare the causes and consequences of chronic bronchitis, emphysema, lung
cancer.



UNIT XIII: The Endocrine System
Goal 1. The students will demonstrate the ability to analyze the structures and functions of
the endocrine system and discuss related biomedical conditions and their impacts on
individuals and society.
Objectives - The student will be able to:
a. List the major endocrine and exocrine glands and organs, and describe their locations
in the body.
b. Describe how hormones are classified chemically.
c. Describe the two major mechanisms by which hormones bring about their effects on
their target tissues and explain how hormone release is regulated, positive and
negative feedback systems.

Marine Science Homeschooling curriculum outline

UNIT I: Life in the Marine Environment
Goal 1. The student will demonstrate the ability to explain the scope and methodology of
marine science and the role that scientific investigations play in the search for
scientific understanding of the sea.
Objectives - The student will be able to:
a. Describe the scope and methodology of marine science.
b. Explain safe and humane laboratory practices.
c. Use current communication technology to interact with the global scientific
community.
d. Discuss a scientific approach to problem solving.
e. Apply the basic units and tools of scientific measurement.
f. Develop an experimental procedure.
Goal 2. The student will demonstrate the ability to apply the basic principles of biology to
marine organisms.
Objectives - The student will be able to:
a. Describe biologically important processes for life in the sea.
b. Explain the challenges of life in the sea.
c. Explain how the biological classification system is used to classify marine organisms.
Goal 3. The student will demonstrate the ability to classify the marine prokaryotes, protists,
fungi, and plants.
Objectives - The student will be able to:
a. Compare prokaryotic and eukaryotic cells.
b. Explain the classification scheme for marine prokaryotes, protists, fungi, and plants.
c. Identify the morphological characteristics of marine prokaryotes, protists, fungi, and
plants.
d. Relate the diversity of habitats to the role marine plants in the marine environment.
e. Discuss the ecological importance of marine algae and plants.
Goal 4. The student will demonstrate the ability to classify the major invertebrate phyla of
marine animals.
Objectives - The student will be able to:
a. Explain the classification scheme for marine invertebrates.
b. Describe adaptations associated with each invertebrate group.
c. Diagram and explain the anatomy of selected members of invertebrate groups.
d. Explain the modes of reproduction and reproductive strategies used by marine
invertebrates.
Goal 5. The student will demonstrate the ability to describe and classify the major marine
fish.
Objectives - The student will be able to:
a. Summarize the major groups of marine fish.
b. Explain important morphological features, distributions, and adaptations of marine
fish.
c. Diagram and explain the anatomy of selected fish (i.e., sharks and bony fish).
d. Explain the modes of reproduction and reproductive strategies used by marine fish.
Goal 6. The student will demonstrate the ability to summarize the characteristics of other
marine vertebrates and describe the adaptations of each group.
Objectives - The student will be able to:
a. Describe the major characteristics and give specific examples of the marine tetrapods.
b. Explain the major characteristics of the marine reptiles and birds.
c. Describe the major characteristics of the marine mammals.
d. List the types of reptiles and birds that are found in the marine environment.
e. Relate the special adaptations that reptiles have for living in the sea.
f. Recognize the special adaptations that seabirds have for an oceanic life.
g. Identify the basic characteristics and behaviors of the cetaceans.
h. Compare the adaptations of pinnipeds and other marine mammals.
i. Identify the unique diving response features of marine mammals.
j. Explain the modes of reproduction and reproductive strategies used by other marine
vertebrates.



UNIT II: Fundamentals of Oceanography
Goal 1. The student will demonstrate the ability to describe the geology of the ocean basins
and explain the relationships among geologic history, structure of the ocean basins,
and the geological characteristics of various marine environments.
Objectives - The student will be able to:
a. Identify and label the major oceans on a world map.
b. Discriminate among the structures of the ocean floor (mid-ocean ridges, seamounts,
subduction zones, abyssal plains, and trenches).
c. Relate the theories of continental drift and plate tectonics to the evolution of the
ocean basins.
d. Describe the evolution of today’s ocean basins.
e. Identify the three major types of plate boundaries and explain the consequences of
these interactions.
Goal 2. The student will demonstrate the ability to describe the physical and chemical
properties of seawater.
Objectives - The student will be able to:
a. Discuss the basic physical properties of a sample of seawater (i.e., temperature,
salinity, transparency, density, and pressure).
b. Explain the ability of water to act as a solvent of solids and gases.
c. Describe the basic chemical composition of seawater.
d. Discuss the sources of variations in the ocean’s salinity.
e. Create seawater for an aquarium.
f. Explain the major biogeochemical cycles that relate to the marine environment
(carbon, nitrogen, water).
Goal 3. The student will demonstrate the ability to explain the physical factors that affect
waves, tides, and currents.
Objectives - The student will be able to:
a. Identify the properties and types of ocean waves.
b. Explain how the Coriolis effect and wind patterns create ocean currents.
c. Describe how the gravitational pull from the Earth, Moon, and Sun create tides.
d. Describe how and why an El Nino event occurs and explain its effects.
Goal 4. The student will demonstrate the ability to access and process information from
readings, investigations, and/or oral communications.
Objectives - The student will be able to:
a. Read a technical selection and interpret it appropriately.
b. Use relationships discovered in the lab to explain phenomena observed outside the
laboratory.



UNIT III: Marine Ecology
Goal 1. The student will demonstrate the ability to summarize the basic principles of marine
ecology.
Objectives - The student will be able to:
a. Trace the flow of energy and nutrients within the marine environment.
b. Give examples of how marine species interact.
c. Diagram and label a profile of the ocean basins illustrating the major zones.
Goal 2. The student will demonstrate the ability to explain how intertidal organisms meet the
physical demands of their environment.
Objectives - The student will be able to:
a. Explain the effects of exposure on marine organisms at low tide.
b. Explain the distribution of wave energy along the shore and its effects on marine
organisms.
c. Describe vertical zonation.
d. Explain oxygen availability, feeding strategies, mobility, and zonation in soft bottom
intertidal communities.
Goal 3. The student will demonstrate the ability to explain the dynamics of estuarine systems,
using the Chesapeake Bay as an example.
Objectives - The student will be able to:
a. Discuss the origins and classification of estuaries.
b. Outline the unique physical and chemical characteristics of estuaries.
c. Explain how organisms are adapted to estuarine environments.
d. Describe the distribution of life within the four major habitats: open water, mud flats,
salt marshes, and mangrove forests.
e. Relate food webs to estuarine environments.
Goal 4. The student will demonstrate the ability to explain the most significant physical
factors that influence subtidal communities.
Objectives - The student will be able to:
a. Discuss the physical characteristics of the subtidal environment.
b. Compare soft-bottom and hard-bottom communities.
c. Identify the location of the world’s kelp beds.
d. Discuss the importance of kelp beds in the marine ecosystem.
Goal 5. The student will demonstrate the ability to explain the dynamic interactions of the
coral reef ecosystem.
Objectives - The student will be able to:
a. Discuss the various organisms that build reef environments.
b. Explain the conditions necessary for reef growth.
c. Explain why the world reef ecosystems are located where they are.
d. List each type of coral reef and describe it.
e. Explain the formation of atolls.
f. Explain the food webs associated with coral reef environments.
Goal 6. The student will demonstrate the ability to explain the dynamic properties of the
epipelagic, near-surface marine ecosystem.
Objectives - The student will be able to:
a. Describe the organisms of the epipelagic ecosystem.
b. Identify the adaptations of organisms in the epipelagic ecosystem.
c. Explain the epipelagic food webs.
d. Explain why the most productive epipelagic ecosystems are located where they are.
e. Explain the occurrence of upwelling currents and their relationship to El Nino.
f. Recognize the importance of upwelling currents to the ecology of fisheries.
Goal 7. The student will demonstrate the ability to explain the basic characteristics of
mesopelagic and deep ocean ecosystems.
Objectives - The student will be able to:
a. Explain the adaptations of midwater organisms.
b. Explain the physical and chemical variations that occur with an increasing depth of
water in the marine environment.
c. Explain the adaptations of marine organisms to increasing water depth.
d. Describe the deep ocean floor environment.
e. Relate the importance of seafloor hydrothermal vents to life cycles on the seafloor.



UNIT IV: Humans and the Sea
Goal 1. The student will demonstrate the ability to explain how humans use resources from
the marine environment.
Objectives - The student will be able to:
a. Identify the various types of food items provided by marine environment.
b. Discuss the factors that determine how selected countries depend on the marine
environment for food.
c. List the major marine food species and their global location.
d. Explain the economic importance of marine algae, plants, and fish.
e. Explain the concept of over-fishing and the effect it has on global economics.
f. List the role of aquaculture in meeting the world’s marine food needs.
g. List and describe the nonliving resources from the oceans.
Goal 2. The student will demonstrate the ability to explain the impact of humans on the
marine environment.
Objectives - The student will be able to:
a. List the effects of pollution on the marine environment (e.g., oil, sewage, synthetic
chemicals, heavy metals, thermal, solid and radioactive waste).
b. List and discuss the species that are threatened and endangered.
c. List and explain the impact of alien species on various marine environments.
d. List and describe attempts that are being pursued to enhance and conserve various
marine environments.

Intro to Chemistry and Physics home school curriculum outline

UNIT I: Introduction to the Physical Sciences
Goal 1. The student will demonstrate the ability to explore and apply the processes of science.
Objectives - The student will be able to:
a. Describe and apply the steps of the scientific method.
b. Defend the benefit of a consistent system of units.
c. Identify the SI units for length, mass, and time.
d. Identify and use common metric prefixes including kilo, centi, and milli.
e. Describe the importance of significant figures.
f. Use significant figures in calculations.
g. Read and write numbers with scientific notation.
h. Explain accuracy and precision.
i. Use proper analytical techniques in laboratories and calculations.


UNIT II: Matter
Goal 1. The student will demonstrate the ability to classify different kinds of matter.
Objectives - The student will be able to:
a. Identify materials as pure substances or mixtures.
b. Distinguish between elements and compounds.
c. Identify and use the chemical formulas of common substances.
d. Describe the characteristics of solids, liquids, and gases.
e. Describe the energy transitions involved in a change of state.
f. Distinguish between the physical and the chemical properties of matter.
g. Explain that the arrangement of atoms or molecules causes physical properties.
h. Explain that outer electrons cause chemical properties of elements.
i. Distinguish between physical and chemical changes in matter.
j. Use D = m/V to calculate an object’s density or find its mass or volume.
Goal 2. The student will demonstrate the ability to summarize and apply the law of
conservation of matter and the law of conservation of energy.
Objectives - The student will be able to:
a. Identify and apply the law of conservation of mass.
b. Identify and apply the law of conservation of energy.


UNIT III: Atomic Structure
Goal 1. The student will demonstrate the ability to determine the composition of atoms, ions,
and isotopes and the significance of subatomic particles.
Objectives - The student will be able to:
a. Describe the particulate form of matter.
b. Identify the parts of atoms and their relative sizes.
c. List the three basic particles that comprise the atom.
d. Identify the charge, location, and mass of protons, neutrons, and electrons.
e. Explain the significance of atomic number.
f. Explain how isotopes differ from one another.
g. Describe why atoms have no charge and ions have a charge.
h. Calculate the number of protons, neutrons, and electrons of an atom, ion, or isotope,
given its symbol, mass number, atomic number, and/or charge.
i. Describe how the abundance of isotopes affects an element’s average atomic mass.
Goal 2. The student will demonstrate the ability to illustrate the development of modern
atomic theory.
Objectives - The student will be able to:
a. Compare the Bohr model of the atom with more current models.
b. Explain how science is a developing field where theories are challenged and
improved.


UNIT IV: The Periodic Table
Goal 1. The student will demonstrate the ability to describe the organization of the periodic
table.
Objectives - The student will be able to:
a. Identify the location of metals, nonmetals, and semimetals in the periodic table.
b. Define families, or groups, of elements and explain why these elements are grouped
together.
c. Identify the alkali metals, alkaline-earth metals, transition metals, halogens, and noble
gases in the periodic table.
Goal 2. The student will demonstrate the ability to describe periodicity.
Objectives - The student will be able to:
a. Explain what periodicity is in terms of the periodic table.
b. Explain the source of the chemical periodicity of the periodic table.
c. Define valence electrons.
d. Explain why some atoms gain or lose electrons to form ions.
e. Predict the charge of an ion, given the element’s location on the periodic table.


UNIT V: Bonding
Goal 1. The student will demonstrate the ability to distinguish among ionic, covalent, and
metallic bonds and explain how the different kinds of bonds affect the properties of
the substance.
Objectives - The student will be able to:
a. Distinguish between mixtures and compounds.
b. Relate the chemical formula of a compound to its number of atoms or ions.
c. Explain how bonds are formed.
d. Explain why atoms sometimes join to form bonds.
e. Compare ionic, covalent, and metallic bonds.
f. Compare the properties of substances with different bond types.
g. Describe how bond type affects the properties of substances.


UNIT VI: Chemical Reactions
Goal 1. The student will demonstrate the ability to classify chemical reactions.
Objectives - The student will be able to:
a. Explain that chemical reactions occur both around us and inside us.
b. Identify the evidences of a chemical reaction.
c. Distinguish among the five general types of chemical reactions.
d. Describe the differences between exothermic and endothermic reactions.
e. Describe the factors that affect reaction rates.
f. Describe the behavior of catalysts.
Goal 2. The student will demonstrate the ability to balance simple equations.
Objectives - The student will be able to:
a. Distinguish between reactants and products in a chemical reaction.
b. Explain that a balanced chemical equation supports the law of conservation of mass.
c. Balance simple chemical equations.


UNIT VII: Solutions
Goal 1. The student will demonstrate the ability to describe characteristics of solutions.
Objectives - The student will be able to:
a. Compare homogeneous vs. heterogeneous mixtures.
b. Explain how dissolving is different than melting.
c. Compare the properties of solutions, colloids, and suspensions.
d. Compare the properties of saturated, unsaturated, and supersaturated solutions.
e. Identify the factors that affect the rate of dissolving.


UNIT VIII: Acids and Bases
Goal 1. The student will demonstrate the ability to describe the characteristics of acids and
bases.
Objectives - The student will be able to:
a. Compare the definitions and properties of acids and bases.
b. Relate concentration and strength to the pH of an acid or base.
c. Describe what a neutralization reaction is and list its products.
d. Recognize several acidic and basic substances commonly found in homes.


UNIT IX: One-Dimensional Motion
Goal 1. The student will demonstrate the ability to select the kinematics and algebraic
concepts necessary to describe one-dimensional motion.
Objectives – The student will be able to:
a. Use kinematic concepts to describe an object’s motion, including frames of reference,
position, direction, distance and displacement, speed and velocity, and acceleration.
b. Use d = vt, a = Δv/Δt, and d = at
2 to calculate for the three variables.
c. Use simple motion graphs to describe an object’s motion.


UNIT X: Newton’s Laws and Gravity
Goal 1. The student will analyze the changes in an object’s motion as described by Newton’s
laws.
Objectives – The student will be able to:
a. Explain how balanced and unbalanced forces affect motion.
b. Explain the concept of inertia and its relation to motion.
c. Explain how acceleration, force, and mass are related.
d. Explain how action and reaction forces affect motion.
Goal 2. The student will analyze the behavior of masses under the influence of gravitational
forces.
Objectives – The student will be able to:
a. Recognize the factors that affect the strength of the gravitational force between two
masses.
b. Describe how the gravitational force between the earth and masses near the surface of
the earth acts on those masses.


UNIT XI: Two-Dimensional Motion
Goal 1. The student will apply algebraic and geometric concepts to describe the twodimensional
motion of an object.
Objectives – The student will be able to:
a. Symbolically represent vector quantities
b. Use algebraic and geometric concepts to describe motions, including uniform circular
motion and projectile motion.


UNIT XII: Energy and Momentum
Goal 1. The student will demonstrate the ability to interpret the behavior of objects using
energy concepts.
Objectives – The student will be able to:
a. Define energy and work.
b. Identify the relationship of work to energy.
c. Use W=Fd to calculate for any of the three variables.
d. Analyze systems with regard to the law of conservation of energy.
e. Show the connections that exist within the various fields of science and among
science and other disciplines with regards to energy.
Goal 2. The student will demonstrate the ability to explain the behavior of objects using
momentum concepts.
Objectives – The student will be able to:
a. Define momentum as the product of mass and velocity.
b. Analyze systems in terms of the law of conservation of momentum.


UNIT XIII: Electricity
Goal 1. The student will demonstrate the ability to explain the principles that describe
electricity.
Objectives – The student will be able to:
a. Describe different types of electric charges and the forces that exist between them,
including magnitude, sign, and Coulomb’s law.
b. Describe the sources and effects of electric fields, including static charge, moving
charge, and simple circuits.
c. Describe the effect of electric fields on different kinds of materials, including
conductors, insulators, and semiconductors.
d. Illustrate applications of the laws of electricity in nature and technology.


UNIT XIV: Magnetism
Goal 1. The student will demonstrate the ability to explain the principles that describe
magnetism.
Objectives – The student will be able to:
a. Describe the sources and effects of magnetic fields, including moving charges and
permanent magnets.
b. Describe how different kinds of materials respond to magnetic fields, including
magnetic materials.
c. Explain the principle of electromagnetic induction and its applications to motors and
generators.
d. Illustrate applications of the laws of magnetism in nature and technology.

5 UNITS OF UNSCHOOLING HIGH SCHOOL ASTRONOMY CURRICULUM OUTLINE

UNIT I: Describing the Sky and History of Astronomy
Goal 1. The student will demonstrate the ability to describe the cycles of nature used in
astronomy and their historical background to explain the behavior of celestial objects
in the sky.
Objectives - The student will be able to:
a. Examine astronomical cycles in nature and apply them to the daily, monthly, and
yearly cycles of Earth, such as, day-night (rotation), seasons (revolution), month
(moon phase cycle), planet “wanderer” positions, and constellations.
b. Discuss the contributions, in the development of various astronomical models, by the
following individuals: Ptolemy, Copernicus, Kepler, Brahe, Galileo, Newton, and
Einstein.
Goal 2. The student will demonstrate the ability to contrast the scientific method with pseudoscience
and non-scientific approaches to understanding phenomena.
Objectives - The student will be able to:
a. Describe the scientific method and the role of critical thinking in science.
b. Differentiate among the scientific facts, laws (principles), hypotheses, and theories.
c. Contrast the scientific use of the word “theory” with its more popular uses.
d. Identify pseudo-sciences (e.g. astrology) and describe their lack of valid hypothesis
testing.
e. Discuss how other approaches to understanding our world (e.g. Art, Philosophy,
Theology) complement, rather than contradict, the scientific approach.
Goal 3. The student will demonstrate the ability to conduct astronomical laboratory and field
investigations.
Objectives - The student will be able to:
a. Demonstrate appropriate skills and techniques for using equipment for visual,
binocular, and telescopic observations.
b. Recognize safe observation procedures.
c. Demonstrate the correct handling of equipment while conducting observations.


UNIT II: Light and Technology
Goal 1. The student will demonstrate the ability to describe the electromagnetic spectrum, its
wave-like properties, and the technology that uses the electromagnetic spectrum to
study space.
Objectives - The student will be able to:
a. Explain the general behavior of wave energy found within electromagnetic radiation.
b. Define the concepts that describe the electromagnetic spectrum including wave shape
and speed, reflection, refraction, diffraction, interference, polarization, Doppler
effect, blackbody curves, and wave/particle duality.
c. Describe current efforts and technologies used to study the Universe, such as optical
telescopes, radio telescopes, spectroscopes, satellites, space probes, and manned
missions.


UNIT III: Members of the Sun’s Solar System
Goal 1. The student will demonstrate the ability to use Earth’s characteristics as a model
planet to compare and identify distinguishing features about other members of the
solar system.
Objectives - The student will be able to:
a. Explain the role of natural forces and the conservation of angular momentum as they
apply to the objects in our Universe including the formation of planets and satellites
and the retention of an atmosphere.
b. Describe and compare Earth’s physical properties to the other planets’ physical
properties including the properties of mass, volume, and density, differentiated
structure, dynamic activity (plate tectonics), age, surface features, magnetic fields,
and atmospheric activities.
c. Cite general similarities and differences between the terrestrial planets and the Jovian
planets, as well as unique features of each, including distance from sun, period of
rotation and period of revolution, number and characteristics of their satellites,
atmospheric gases, and rings.
d. Identify and describe the minor members of the solar system, including asteroids,
comets, and meteors.


UNIT IV: The Sun, Our Star
Goal 1. The student will demonstrate the ability to explain solar activities based on the
physical characteristics of the sun as a model star.
Objectives - The student will be able to:
a. Discuss the identified layers (core, zone of radiation, zone of convection,
chromosphere, photosphere, corona) and the internal mechanisms (thermonuclear
reactions, magnetic fields, differential rotation) of a typical star such as our Sun.
b. Describe and diagram the surface features of a typical star including granulations,
spicules, sunspots, prominences, flares, solar wind, and coronal mass ejections.
c. Investigate research methods used to analyze a typical star, such as solar neutrino
detectors, helioseismology, spectroscopy, and Doppler shift detections of extrasolar
planets.
UNIT V: Stars and Their Life Cycles
Goal 1. The student will demonstrate the ability to summarize the attributes of a great variety
of stars and determine their positions on the Hertzsprung-Russell diagram.
Objectives - The student will be able to:
a. Outline the methods astronomers use to find the following physical properties of stars
including surface temperature, luminosity, chemical composition, size (radius or
diameter), mass, interstellar medium, motion, and distance.
b. Discuss the stellar evolution of individual stars and describe the location of each on
the Hertzsprung-Russell diagram, including protostars, main sequence stars, giant and
supergiants, nova and supernova stars, variable stars, white dwarfs, neutron
stars/pulsars, and black holes.
c. Differentiate various multiple star systems, including binary stars, globular clusters,
and open clusters.


UNIT VI: The Milky Way and Other Galaxies
Goal 1. The student will demonstrate the ability to identify the features of the Milky Way
Galaxy and compare them to features of other types of galaxies in the Universe.
Objectives - The student will be able to:
a. Describe the historical perspective and characteristics of the Milky Way Galaxy,
including size, shape, rotation, and stellar distribution.
b. Sketch the shapes and debate the origin of the Hubble Classification System of
Galaxies including elliptical galaxies, spiral galaxies, barred-spiral galaxies, and
irregular galaxies.
c. Discuss active galaxies that do not conform to the original Hubble Classification
System, including radio galaxies, Seyfert galaxies, and quasars.
UNIT VII: Cosmology
Goal 1. The student will demonstrate the ability to contrast models and determine the best
explanation of cosmology using current scientific evidence.
Objectives - The student will be able to:
a. Discuss the origin of the Universe including Steady State, Big Bang, and Oscillating
theories.
b. Describe various cosmological models, including an open universe and a closed
universe.
c. Cite evidence in support of an open universe, including Hubble’s Law, mass-energy
density of the universe, and deuterium abundance

Q&E Sausage and Potato Salad

Easy potato and sausage salad


2 1/2 pounds new potatoes, quartered
1 (16 ounce) package Hillshire Farm® Smoked Sausage (any variety), sliced
1 medium green bell pepper, chopped
4 green onions, sliced
1/2 cup cherry tomatoes, quartered
2 stalks of celery, diced



Dressing: 1/4 cup vegetable oil
3 tablespoons white or red wine vinegar
2 tablespoons whole-grain Dijon mustard
1 teaspoon salt
1/4 teaspoon ground black pepper
1 garlic clove, minced

Boil potatoes for 12 minutes, when tender; drain

Heat a large skillet over medium when pan is hot add sausage and cook, stirring frequently for 3 to 4 minutes or until sausage is lightly browned. Drain on a paper towel lined plate.

Add sausage slices and potatoes to a bowl with the green pepper, tomatoes, celery, & onions

Combine dressing ingredients in large bowl; whisk and pour over potatoes and sausage.

Serve immediately or refrigerate.

Sending Tony birthday love to Heaven

You're missed every day. Enjoy your birthday with your mom and dad in heaven. Love you always!

Happy Thanksgiving

From my phone to yours, Happy Thanksgiving!

Sicilian Lemon Salad

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2      lemons, -rind, seeds, and pith removed
1 cup water
1/2 teaspoon kosher or sea salt
1/4 cup olive oil
1 bunch of romaine lettuce leaves, torn into pieces
1/2 radicchio, thinly sliced
1 scallion, thinly sliced
Pepper, to taste

Remove the rind, seeds, and white pith from the lemons. Cut the lemons into 1/4 inch wedges.

In a bowl, combine the water and 1/4 teaspoon of the salt. Add the lemon slices; set aside for 10 minutes. Drain the slices and discard the water. Cut each slice into 4 pieces.

In a small bowl, mix the lemon pieces and olive oil.

In a serving bowl, toss the romaine and radicchio lettuces. Add the lemon and oil mixture and toss gently again. Sprinkle the mixture with the remaining 1/4 teaspoon of salt, scallions, and pepper.

Mini Mediterranean Burgers

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Burgers
3 lbs ground Beef
1 c Kalamata Olives , diced
1 c Red Onions , diced
1/4 c Parsley
1 tsp Garlic Powder
2 tsp Salt
1 tsp Pepper
1 Cucumber , thinly sliced
1 c Feta cheese
6 oz Spinach
1 Tomato , thinly sliced
2 c Tzatziki homemade Q&E sauce (Recipe below)
2 packages of hawaiian rolls

Tzatziki Sauce
2 c Greek yogurt
2 tbsp Lemon juice
1 clove Garlic , finely diced
2 tsp Salt
1 tbsp Fresh dill , finely chopped
1 Cucumber , large, diced



To make the burgers
Combine ground beef, olives, red onion, parsley, garlic powder, salt, and pepper in a bowl.
Pat burger mixture into slide sized patties.
Heat grill to high heat and place burgers on grill. Cook until medium well.
Place burgers on hawaiian rolls and top with cucumber, tomato, spinach, and tzatziki sauce.

Tzatziki Sauce
Combine all ingredients in a bowl and stir refrigerate until ready to use.

Moroccan Stew -vegetarian-

Moroccan Stew -vegetarian
1 large Spanish onion, diced
2 garlic cloves, minced
1 teaspoon turmeric
1⁄2 teaspoon curry powder
1⁄2 teaspoon cumin
1⁄4 teaspoon red pepper flakes
1⁄2 teaspoon salt
1⁄2 teaspoon pepper
3⁄4 teaspoon cinnamon
1⁄4 teaspoon ground nutmeg
2 sweet potatoes, cut into 1 inch cubes
1 acorn squash or butternut squash, cut into 1 inch cubes
3 carrots, cut into 1 inch rounds
1⁄2 cup vegetable broth
1 (15 ounce) can chickpeas, rinsed and drained
1 (15 ounce) can whole tomatoes
1⁄2 cup raisins
2 tablespoons of olive oil for saute


In a pot sauté onions and garlic over low heat until soft, but not brown.
Add spices and cook a few minutes. Stir in sweet potatoes, acorn squash, carrots and broth and bring to a boil.
Reduce heat to low and simmer covered for 5 minutes.
Add chickpeas, tomatoes and raisins and simmer covered until the potatoes, squash and carrots are tender, about 30 minutes.

Serve over brown sprouted rice

Eggnog Recipe

Ingredients
2/3 C sugar
6 egg yolks
pinch of salt
4 C milk
2 C whipping cream
6 Tbsp sugar
6 egg whites
1 tsp nutmeg
2 tsp vanilla

Let's do this

• In a saucepan heat up the milk, cream until warm
• Whisk the sugar, egg yolks and salt together
• Slowly add some of the warm liquid into the egg yolks, stirring the entire time
• Add the mixture back into the saucepan and heat until it reaches 160 degrees F
• Take off heat and let cool
• Whip the 6 Tbsp sugar and egg whites together until ribbony (just before you reach soft peaks)
• Stir the nutmeg and vanilla into the egg mixture
• Add the egg whites into the yolk mixture and stir together
• Keep refrigerated, stir before serving 

will get thin and runny by day 3

Maple Mustard Manly Chicken Thighs

Maple Mustard Manly Chicken Thighs
Total baking time: 45 mins
Preheat your oven to 450º F

1 Package of chicken thighs (6)

1/2 cup of dijon mustard
1/4 cup of maple syrup
1 tablespoon of rice/rice wine vinegar

Line a baking dish with foil.
Mix the wet ingredients.
Lightly pepper and salt the chicken thighs.
Pour mixture over chicken thighs, turn over the thighs to coat both sides

Bake for 30 minutes and baste the chicken, continue baking until the internal temperature of the chicken thighs reads 165ºF about 15 more minutes.


To me this is a quick and easy dinner idea.

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You can eat this with:
veggies and rice
pasta
baked potato
fresh garden salad
kale and butternut squash
mashed potatoes
cheesy cauliflower puree


comment below a link to your photo

10 Thanksgiving Facts

1621 Thanksgiving

1. In 1863, in the midst of the Civil War, that President Abraham Lincoln proclaimed a national Thanksgiving Day to be held each November.


2. In September 1620, a small ship called the Mayflower left Plymouth, England, carrying 102 passengers.

3.  After a treacherous and uncomfortable crossing that lasted 66 days, they dropped anchor near the tip of Cape Cod, far north of their intended destination at the mouth of the Hudson River.

4. One month later, the Mayflower crossed Massachusetts Bay, where the Pilgrims, as they are now commonly known, began the work of establishing a village at Plymouth.

5. Throughout that first brutal winter, most of the colonists remained on board the ship, where they suffered from exposure, scurvy and outbreaks of contagious disease. Only half of the Mayflower’s original passengers and crew lived to see their first New England spring.

6. In March, the remaining settlers moved ashore, where they received an astonishing visit from an Abenaki Indian who greeted them in English. Several days later, he returned with another Native American, Squanto, a member of the Pawtuxet tribe who had been kidnapped by an English sea captain and sold into slavery before escaping to London and returning to his homeland on an exploratory expedition. Squanto taught the Pilgrims, weakened by malnutrition and illness, how to cultivate corn, extract sap from maple trees, catch fish in the rivers and avoid poisonous plants. He also helped the settlers forge an alliance with the Wampanoag, a local tribe, which would endure for more than 50 years and tragically remains one of the sole examples of harmony between European colonists and Native Americans.

7. In November 1621, after the Pilgrims’ first corn harvest proved successful, Governor William Bradford organized a celebratory feast and invited a group of the fledgling colony’s Native American allies, including the Wampanoag chief Massasoit. Now remembered as American’s “first Thanksgiving”—although the Pilgrims themselves may not have used the term at the time—the festival lasted for three days.

8. The Pilgrims had no oven and the Mayflower’s sugar supply had dwindled by the fall of 1621, the meal did not feature pies, cakes or other desserts, which have become a hallmark of contemporary celebrations.

9. While no record exists of the historic banquet’s exact menu, the Pilgrim chronicler Edward Winslow wrote in his journal that Governor Bradford sent four men on a “fowling” mission in preparation for the event.

10. The Wampanoag guests arrived bearing five deer. Historians have suggested that many of the dishes were likely prepared using traditional Native American spices and cooking methods.



Historians have noted that Native Americans had a rich tradition of commemorating the fall harvest with feasting and merrymaking long before Europeans set foot on their shores.

PBB Overnight Oats

Peanut Butter Banana Overnight Oats


Fresh banana added in the morning after you warm up your oats
2 cups old fashion oats
2 cups skim milk
1/2 cup creamy peanut butter
2 tablespoons chia seeds or wheat germ
1 teaspoon vanilla extract
1 teaspoon cinnamon
1-2 teaspoons honey or stevia


In a medium bowl, combine all the ingredients.  Spoon 4 equal servings into airtight containers.  Cover and refrigerate overnight.  Warm in the microwave for 45 seconds to a minute, then top with 1/2 a banana, diced, on each serving.

This is super easy to warm up in the morning while you get ready. It will fill up your belly on these nice cold winter mornings. 

Crock Pot Freezer Meal Santa Fe Chicken

Crock Pot Freezer Meal Santa Fe Chicken

2 large boneless, skinless chicken breasts
1 (14.4 oz) can diced tomatoes with mild green chilies -rotel
1 (15 oz) can black beans, drained and rinsed
1 cup frozen corn
1/4 cup chopped fresh cilantro
1 (14.4 oz) can reduced sodium chicken broth
3 scallions, chopped
1 teaspoon garlic powder
1 teaspoon onion powder
1 teaspoon cumin
1 teaspoon cayenne (or to taste)
salt and pepper

Combine chicken broth, black beans, corn, tomatoes, cilantro, scallions, garlic powder, onion powder, cumin, cayenne pepper and salt in the Crock Pot.  Lay the chicken breasts on top.

Cook on low for 8-10 hours or high 4-6 hours.  A half hour before serving, remove chicken and shred.  Return chicken to the Crock Pot and stir.  Add salt and pepper to your taste.  Serve over brown rice or in tortillas with red onions, cheese, sour cream, comment below your favorite topping combination!


Any leftovers can be frozen that night.

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When the Thanksgiving leftovers run out or you want something different, here ya go!

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November 2017 Amazon Prime Movies and Shows updates

Amazon Prime  Is getting a big dose of new content this month

Check the movies headed our way



Nov. 1
A Knight’s Tale
A View To a Kill
Airplane II: The Sequel
Airplane!
Altar Egos
Bad Boys
Beauty Factory
Bram Stoker’s Dracula
Chasing The Star
Crocodile Dundee
Crocodile Dundee II
Dances With Wolves
Diamonds Are Forever
Die Another Day
Dirty Work
Dr. No
For Your Eyes Only
From Russia With Love
GoldenEye
Goldfinger
Kiss Kiss Bang Bang
Legally Blondes
License To Kill
Live And Let Die
Moonraker
Never Say Never Again
Nowhere To Run
No Way To Live
Octopussy
On Her Majesty’s Secret Service
Redeemer
Speed Racer
St. Elmo’s Fire
The Beautiful Ones
The Cell
The Departed
The Little Tin Man
The Living Daylights
The Man With The Golden Gun
The Peacemaker
The Pursuit Of Happyness
The Spy Who Loved Me
The World Is Not Enough
Thunderball
Tomorrow Never Dies
Unforgettable
Up In the Air
You Only Live Twice

Nov. 3
The Only Living Boy In New York

Nov. 4
Tyler Perry’s Boo! A Madea Halloween

Nov. 5
Life On The Line
The Lovers

Nov. 6
Among Us
Pearly Gates

 Nov. 7
Fifty Shades Of Black

Nov. 9
Armed Response

 Nov. 10
Allied
The Climb
Love You More
Sea Oak

Nov.13
Baby Steps
Broken Mile
Orion
The Patent Scam

Nov. 16
Shot Caller

Nov. 17
Landline

Nov. 19
Man Down

Nov. 20
Before The Sun Explodes
Blood Ransom

Nov. 21
Dark Angel: Season 1

Nov. 24
Fences
The Big Sick

Nov. 27
London’s Finest
Panic
The Incomparable Rose Hartman

Nov.29
The Marvelous Mrs. Maisel: Season 1
The Circle

Netflix's November 2017 movie list

See the full list of movies and TV shows coming to Netflix in November 2017 below.







Nov. 1
42
Casper
Chappie
Charlotte’s Web
Field of Dreams
Men in Black
Michael Clayton
Oculus
Scary Movie
Silent Hill
Stranger : Season 1
The Bittersweet
The Pursuit of Happyness
The Reader
The Whole Nine Yards
To Rome with Love
Where the Day Takes You

Nov. 3
Alias Grace

Nov. 4
Williams

Nov. 5
The Homesman
The Veil

Nov. 6
The Dinner

Nov. 7
Killing Ground

Nov. 10
Lady Dynamite : Season 2

Nov. 12
Long Time Running

Nov. 13
Chasing Trane: The John Coltrane Documentary

Nov. 16
9

Nov. 17
Longmire
Marvel’s The Punisher
Mudbound

Nov. 20
Piranha

Nov. 22
Cherry Pop
Godless
The Boss Baby
Tracers

Nov. 23
Deep

Nov. 27
Broadchurch : Season 3
Darkness Rising
My Little Pony: Friendship Is Magic : Season 7 Part 2

Nov. 28
The Queen Of Spain

Nov. 30
The Details

Winning

November 10 Day I'm Grateful For Photo Challenge

There's a seven day black and white photo challenge going around facebook. You don't photograph people, just things and there's no explanation for the photo.

I want to take things further and have the kids use their phone for the next 10 days and take a photo a day to post on their instagram. Instead of no rhyme or reason for the particular photo, we will have one, What are you grateful for?

We live in a comfortable home, in a big city, and are surrounded by people we love. I think starting this today and ending on Thanksgiving will give us a great conversation as we sit down to enjoy dinner and remember all the things we are grateful for.

First we're going to make a list of 10 things we're grateful for in our everyday lives

10 Day Grateful For Photo Challenge

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.



Then we're going to share our 10 and see if we can draw inspiration from anyone else's list


1. this family
2. this home
3. this comfort
4. this weather
5. routine
6. traditions
7. these hands
8. this meal
9. memories
10. technology

Above is my list. Who doesn't love having access to all of those things, but there's more I could add and having a chance to realize that, might just extend this challenge for a kid or two for a few days.

THANK YOU VETERANS veterans day information

Veterans Day is an official United States public holiday, observed annually on November 11, that honors military veterans; that is, persons who served in the United States Armed Forces.

History of Veterans Day
World War I – known at the time as “The Great War” - officially ended when the Treaty of Versailles was signed on June 28, 1919, in the Palace of Versailles outside the town of Versailles, France. However, fighting ceased seven months earlier when an armistice, or temporary cessation of hostilities, between the Allied nations and Germany went into effect on the eleventh hour of the eleventh day of the eleventh month. For that reason, November 11, 1918, is generally regarded as the end of “the war to end all wars.”


In November 1919, President Wilson proclaimed November 11 as the first commemoration of Armistice Day with the following words: "To us in America, the reflections of Armistice Day will be filled with solemn pride in the heroism of those who died in the country’s service and with gratitude for the victory, both because of the thing from which it has freed us and because of the opportunity it has given America to show her sympathy with peace and justice in the councils of the nations…"
The original concept for the celebration was for a day observed with parades and public meetings and a brief suspension of business beginning at 11:00 a.m.
The United States Congress officially recognized the end of World War I when it passed a concurrent resolution on June 4, 1926, with these words:

Whereas the 11th of November 1918, marked the cessation of the most destructive, sanguinary, and far reaching war in human annals and the resumption by the people of the United States of peaceful relations with other nations, which we hope may never again be severed, and
Whereas it is fitting that the recurring anniversary of this date should be commemorated with thanksgiving and prayer and exercises designed to perpetuate peace through good will and mutual understanding between nations; and
Whereas the legislatures of twenty-seven of our States have already declared November 11 to be a legal holiday: Therefore be it Resolved by the Senate (the House of Representatives concurring), that the President of the United States is requested to issue a proclamation calling upon the officials to display the flag of the United States on all Government buildings on November 11 and inviting the people of the United States to observe the day in schools and churches, or other suitable places, with appropriate ceremonies of friendly relations with all other peoples.

An Act (52 Stat. 351; 5 U. S. Code, Sec. 87a) approved May 13, 1938, made the 11th of November in each year a legal holiday—a day to be dedicated to the cause of world peace and to be thereafter celebrated and known as "Armistice Day." Armistice Day was primarily a day set aside to honor veterans of World War I, but in 1954, after World War II had required the greatest mobilization of soldiers, sailors, Marines and airmen in the Nation’s history; after American forces had fought aggression in Korea, the 83rd Congress, at the urging of the veterans service organizations, amended the Act of 1938 by striking out the word "Armistice" and inserting in its place the word "Veterans." With the approval of this legislation (Public Law 380) on June 1, 1954, November 11th became a day to honor American veterans of all wars.

Later that same year, on October 8th, President Dwight D. Eisenhower issued the first Veteran's Day Proclamation which stated: 

"In order to insure proper and widespread observance of this anniversary, all veterans, all veterans' organizations, and the entire citizenry will wish to join hands in the common purpose. Toward this end, I am designating the Administrator of Veterans' Affairs as Chairman of a Veterans Day National Committee, which shall include such other persons as the Chairman may select, and which will coordinate at the national level necessary planning for the observance. I am also requesting the heads of all departments and agencies of the Executive branch of the Government to assist the National Committee in every way possible."

https://www.va.gov/opa/vetsday/docs/proclamation_1954.pdf

On that same day, President Eisenhower sent a letter to Honorable Harvey V. Higley, Administrator of Veterans Affairs in 1954 designating him as Chairman of the Veterans Day National Committee.

https://www.va.gov/opa/vetsday/docs/eisenhower_letter.pdf

In 1958, the White House advised VA's General Counsel that the 1954 designation of the VA Administrator as Chairman of the Veterans Day National Committee applied to all subsequent VA Administrators. Since March 1989 when VA was elevated to a cabinet level department, the Secretary of Veterans Affairs has served as the committee's chairman.

The Uniform Holiday Bill (Public Law 90-363 (82 Stat. 250)) was signed on June 28, 1968, and was intended to ensure three-day weekends for Federal employees by celebrating four national holidays on Mondays: Washington's Birthday, Memorial Day, Veterans Day, and Columbus Day. It was thought that these extended weekends would encourage travel, recreational and cultural activities and stimulate greater industrial and commercial production. Many states did not agree with this decision and continued to celebrate the holidays on their original dates.

The first Veterans Day under the new law was observed with much confusion on October 25, 1971. It was quite apparent that the commemoration of this day was a matter of historic and patriotic significance to a great number of our citizens, and so on September 20th, 1975, President Gerald R. Ford signed Public Law 94-97 (89 Stat. 479), which returned the annual observance of Veterans Day to its original date of November 11, beginning in 1978. This action supported the desires of the overwhelming majority of state legislatures, all major veterans service organizations and the American people.

Veterans Day continues to be observed on November 11, regardless of what day of the week on which it falls. The restoration of the observance of Veterans Day to November 11 not only preserves the historical significance of the date, but helps focus attention on the important purpose of Veterans Day: A celebration to honor America's veterans for their patriotism, love of country, and willingness to serve and sacrifice for the common good.

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Understanding Yourself as a Learner

The strategies presented here are tried and true techniques that work well for many people. However, you may need to adapt them slightly to develop a system that works well for you personally. If your friend swears by her smartphone, but you hate having to carry extra electronic gadgets around, then using a smartphone will not be the best organizational strategy for you.

Read with an open mind, and consider what techniques have been effective (or ineffective) for you in the past. Which habits from your high school years or your work life could help you succeed in college? Which habits might get in your way? What changes might you need to make?

Understanding Yourself as a Learner

To succeed in college—or any situation where you must master new concepts and skills—it helps to know what makes you tick. For decades, educational researchers and organizational psychologists have examined how people take in and assimilate new information, how some people learn differently than others, and what conditions make students and workers most productive. Here are just a few questions to think about:

• What is your learning style? For the purposes of this chapter, learning style refers to the way you prefer to take in new information, by seeing, by listening, or through some other channel. For more information, see the section on learning styles.
• What times of day are you most productive? If your energy peaks early, you might benefit from blocking out early morning time for studying or writing. If you are a night owl, set aside a few evenings a week for schoolwork.
• How much clutter can you handle in your work space? Some people work fine at a messy desk and know exactly where to find what they need in their stack of papers; however, most people benefit from maintaining a neat, organized space.
• How well do you juggle potential distractions in your environment? If you can study at home without being tempted to turn on the television, check your e-mail, fix yourself a snack, and so on, you may make home your work space. However, if you need a less distracting environment to stay focused, you may be able to find one on your college’s campus or in your community.
• Does a little background noise help or hinder your productivity? Some people work better when listening to background music or the low hum of conversation in a coffee shop. Others need total silence.
• When you work with a partner or group, do you stay on task? A study partner or group can sometimes be invaluable. However, working this way takes extra planning and effort, so be sure to use the time productively. If you find that group study sessions turn into social occasions, you may study better on your own.
• How do you manage stress? Accept that at certain points in the semester, you will feel stressed out. In your day-to-day routine, make time for activities that help you reduce stress, such as exercising, spending time with friends, or just scheduling downtime to relax.

Learning Styles

Most people have one channel that works best for them when it comes to taking in new information. Knowing yours can help you develop strategies for studying, time management, and note taking that work especially well for you.

To begin identifying your learning style, think about how you would go about the process of assembling a piece of furniture. Which of these options sounds most like you?

1. You would carefully look over the diagrams in the assembly manual first so you could picture each step in the process.
2. You would silently read the directions through, step by step, and then look at the diagrams afterward.
3. You would read the directions aloud under your breath. Having someone explain the steps to you would also help.
4. You would start putting the pieces together and figure out the process through trial and error, consulting the directions as you worked.

Now read the following explanations. Again, think about whether each description sounds like you.

• If you chose (a), you may be a visual learner. You understand ideas best when they are presented in a visual format, such as a flowchart, a diagram, or text with clear headings and many photos or illustrations.
• If you chose (b), you may be a verbal learner. You understand ideas best through reading and writing about them and taking detailed notes.
• If you chose (c), you may be an auditory learner. You understand ideas best through listening. You learn well from spoken lectures or books on tape.
• If you chose (d), you may be a kinesthetic learner. You learn best through doing and prefer hands-on activities. In long lectures, fidgeting may help you focus.

Your learning style does not completely define you as a student. Auditory learners can comprehend a flow chart, and kinesthetic learners can sit still long enough to read a book. However, if you do have one dominant learning style, you can work with it to get the most out of your classes and study time. 

Table 1.3 Learning Style Strategies

Learning Style	Strategies
Visual	When possible, represent concepts visually—in charts, diagrams, or sketches. Use a visual format for taking notes on reading assignments or lectures. Use different-colored highlighters or pens to color-code information as you read. Use visual organizers, such as maps, flowcharts, and so forth, to help you plan writing assignments. Use colored pens, highlighters, or the review feature of your word-processing program to revise and edit writing.
Verbal	Use the instructional features in course texts—summaries, chapter review questions, glossaries, and so on—to aid your studying. Take notes on your reading assignments. Rewrite or condense reading notes and lecture notes to study. Summarize important ideas in your own words. Use informal writing techniques, such as brainstorming, freewriting, blogging, or posting on a class discussion forum to generate ideas for writing assignments. Reread and take notes on your writing to help you revise and edit.
Auditory	Ask your instructor’s permission to tape-record lectures to supplement your notes. Read parts of your textbook or notes aloud when you study. If possible, obtain an audiobook version of important course texts. Make use of supplemental audio materials, such as CDs or DVDs. Talk through your ideas with other students when studying or when preparing for a writing assignment. Read your writing aloud to help you draft, revise, and edit.
Kinesthetic	When you read or study, use techniques that will keep your hands in motion, such as highlighting or taking notes. Use tactile study aids, such as flash cards or study guides you design yourself. Use self-stick notes to record ideas for writing. These notes can be physically reorganized easily to help you determine how to shape your paper. Use a physical activity, such as running or swimming, to help you break through writing blocks. Take breaks during studying to stand, stretch, or move around.

Tip

The material presented here about learning styles is just the tip of the iceberg. There are numerous other variations in how people learn. Some people like to act on information right away while others reflect on it first. Some people excel at mastering details and understanding concrete, tried and true ideas while others enjoy exploring abstract theories and innovative, even impractical ideas. For more information about how you learn, visit your school’s academic resource center.