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Wolters Accelerated High School “ Committed to Success”. * Wolters Accelerated High School is the alternative “School of Choice” for Deer Park ISD. * Deer Park High School North Campus – 9 th Grade Campus South Campus – 10 th -12 th Grade Campus

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slide1
Wolters Accelerated High School

“Committed to Success”

* Wolters Accelerated High School is the alternative “School of Choice” for Deer Park ISD

* Deer Park High School

North Campus – 9th Grade Campus

South Campus – 10th-12th Grade Campus

Wolters Accelerated High School – “School of Choice”

DAEP Campus – Discipline Campus

* Wolters Accelerated High School Began in 1991

* WAHS has a teaching staff of 16 full time teachers

slide2
Wolters Accelerated High School

“Committed to Success”

* Wolters AHS has a student population of approx. 200 students

  • * Demographics:
      • 48% - White/Caucasian
      • 48% - Hispanic
      • 1% - Black
      • 1% - Asian
      • 39% - Economically Disadvantaged
slide3
Wolters Accelerated High School

“Committed to Success”

* Each prospective student makes application to the school as well as attends a parent/student orientation meeting before being accepted to the campus

*The majority of our students are juniors and seniors. Our focus is to ensure students are able to graduate in 4 years, so that we can meet our accountability standard for completion rate under AYP/NCLB

* Wolters provides students with a self-paced accelerated learning environment. Each course is composed of units or “packets” that cover the TEKS for the course. Our goal is to provide research-based meaningful “brain-based” instructional strategies to maximize learning and retention of knowledge.

slide4
Wolters Accelerated High School

“Committed to Success”

* Our goal for each child is that they leave our campus with a high school diploma. Last year, our campus graduated 199 students. This represented 24% of the graduating class at Deer Park High School

* Graduation = “Credits required for graduation” + “All 4 Sections of the Exit Level TAKS Test”

slide5
HOW TO BE

SHARP AS TAKS!!!

??? Questions ???

??? Questions ???

??? Questions ???

slide6
HOW TO BE

SHARP AS TAKS!!!

It’s not always how much you know, but how you

apply your knowledge.

Understanding HOW to take a test can improve

your score!

slide7
Now we are going to show you …

HOW to outsmart the TAKS questions

HOW to increase your test score

and

WHY you all owe me $900 !!

slide8
PART 1

Test taking strategies

OR

How to approach ANY multiple choice question !!

slide9
How to answer

multiple choice questions:

slide12
Here are the steps to follow!

Highlight

Translate

Eliminate

slide13
Here are the steps to follow!

Highlight

Translate

Eliminate

Estimate

slide14
Here are the steps to follow!

Highlight

Translate

Eliminate

Estimate

?

Guess

slide15
LET’S GO OVER

EXACTLY HOW

THIS WORKS!

1

Highlight

both the questions and the answers.

This helps you focus on the important part of the question and weeds out the gobbledygook in the sentences.

slide16
Example:

 The principle of federalism in the U.S. Constitution is reflected in:

F the right of states to negotiate foreign trade agreements

G the right of the national government to remove a state from the Union

H the separation of power among the three branches of the national government

J the division of power between the national and state governments

Any ideas on what to highlight?

10th grade 2003 TAKS

slide17
Example:

 The principle of federalism in the U.S. Constitution is reflected in:

F the right of states to negotiate foreign trade agreements

G the right of the national government to remove a state from the Union

H the separation of power among the three branches of the national government

J the division of power between the national and state governments

10th grade 2003 TAKS

slide18
Example:

 The principle of federalism in the U.S. Constitution is reflected in:

F the right of states to negotiate foreign trade agreements

G the right of the national government to remove a state from the Union

H the separation of power among the three branches of the national government

J the division of power between the national and state governments

10th grade 2003 TAKS

slide19
Example:

 The principle of federalism in the U.S. Constitution is reflected in:

F the right of states to negotiate foreign trade agreements

G the right of the national government to remove a state from the Union

H the separation of power among the three branches of the national government

J the division of power between the national and state governments

10th grade 2003 TAKS

slide20
Example:

 The principle of federalism in the U.S. Constitution is reflected in:

F the right of states to negotiate foreign trade agreements

G the right of the national government to remove a state from the Union

H the separation of power among the three branches of the national government

J the division of power between the national and state governments

10th grade 2003 TAKS

slide21
Example:

 The principle of federalism in the U.S. Constitution is reflected in:

F the right of states to negotiate foreign trade agreements

G the right of the national government to remove a state from the Union

H the separation of power among the three branches of the national government

J the division of power between the national and state governments

And the answer is . . .

10th grade 2003 TAKS

slide22
Example:

 The principle of federalism in the U.S. Constitution is reflected in:

F the right of states to negotiate foreign trade agreements

G the right of the national government to remove a state from the Union

H the separation of power among the three branches of the national government

J the division of power between the national and state governments

10th grade 2003 TAKS

slide23
2

Translate

the questions into your own language.

Often, test answers sound alike. By reading the answers slowly and translating them into your own language, you get a better idea of what’s going on.

slide24
Example:
  • Which of the following statements best describes the opinion of the majority of Americans regarding the onset of World War II in Europe?
  • (translation – how did Americans feel at the beginning of WW II?)
  •  A. They were not concerned with international politics and they were indifferent
  • to who would be the victor. (translation – they didn’t care)
  • B. They did not agree with the use of U.S. military force or intervention at the time. (translation – they wanted to stay out)
  • They were enraged by the policies of Hitler and were anxious to declare war
  • on the Nazi forces.(translation – they were ready to fight!)
  • D. They wanted to remain out of the war so that the participants in the war would each be weakened and the U.S. could rise as a world power.(translation – sounds pretty slimy)
slide25
First, let’s highlight the question and answers and then translate them:

Which of the following statements best describes the opinion of the majority of Americans regarding the onset of World War II in Europe?

(translation – how did Americans feel at the beginning of WW II?)

A. They were not concerned with international politics and they were indifferent to who would be the victor. (translation – they didn’t care)

B. They did not agree with the use of U.S. military force or intervention at the time. (translation – they wanted to stay out)

C. They were enraged by the policies of Hitler and were anxious to declare war on the Nazi forces. (translation – they were ready to fight!)

D. They wanted to remain out of the war so that the participants in the war would each be weakened and the U.S. could rise as a world power. (translation – sounds pretty slimy)

slide26
Example:

Which of the following statements best describes the opinion of the majority of Americans regarding the onset of World War II in Europe?

(translation – how did Americans feel at the beginning of WW II?)

A. They were not concerned with international politics and they were indifferent to who would be the victor. (translation – they didn’t care)

B. They did not agree with the use of U.S. military force or intervention at the time. (translation – they wanted to stay out)

C. They were enraged by the policies of Hitler and were anxious to declare war on the Nazi forces. (translation – they were ready to fight!)

D. They wanted to remain out of the war so that the participants in the war would each be weakened and the U.S. could rise as a world power. (translation – sounds pretty slimy)

slide27
Example:

Which of the following statements best describes the opinion of the majority of Americans regarding the onset of World War II in Europe?

(translation – how did Americans feel at the beginning of WW II?)

A. They were not concerned with international politics and they were indifferent to who would be the victor. (translation – they didn’t care)

B. They did not agree with the use of U.S. military force or intervention at the time. (translation – they wanted to stay out)

C. They were enraged by the policies of Hitler and were anxious to declare war on the Nazi forces. (translation – they were ready to fight!)

D. They wanted to remain out of the war so that the participants in the war would each be weakened and the U.S. could rise as a world power. (translation – sounds pretty slimy)

slide28
Example:
  • Which of the following statements best describes the opinion of the majority of Americans regarding the onset of World War II in Europe?
  • (translation – how did Americans feel at the beginning of WW II?)
  • They were not concerned with international politics and they were indifferent to who would be the victor. (translation – they didn’t care)
  • They did not agree with the use of U.S. military force or intervention at the time. (translation – they wanted to stay out)
  • C. They were enragedby the policies of Hitler and were anxious to declare war on the Nazi forces. (translation – they were ready to fight!)
  • D. They wanted to remain out of the war so that the participants in the war would each be weakened and the U.S. could rise as a world power. (translation – sounds pretty slimy)
slide29
Example:

Which of the following statements best describes the opinion of the majority of Americans regarding the onset of World War II in Europe?

(translation – how did Americans feel at the beginning of WW II?)

A. They were not concerned with international politics and they were indifferent to who would be the victor. (translation – they didn’t care)

B. They did not agree with the use of U.S. military force or intervention at the time. (translation – they wanted to stay out)

C. They were enraged by the policies of Hitler and were anxious to declare war on the Nazi forces. (translation – they were ready to fight!)

D. They wanted to remain out of the war so that the participants in the war would each be weakened and the U.S. could rise as a world power. (translation – sounds pretty slimy)

AND THE ANSWER IS . . . .

slide30
Example:
  • Which of the following statements best describes the opinion of the majority of Americans regarding the onset of World War II in Europe?
  • A. They were not concerned with international politics and they were indifferent to who would be the victor
  • B. They did not agree with the use of U.S. military force or intervention at the time.
  • They were enraged by the policies of Hitler and were anxious to declare war on the Nazi forces.
  • D. They wanted to remain out of the war so that the participants in the war would each be weakened and the U.S. could rise as a world power.
slide31
3

Eliminate

nonsense answers.

You can usually remove two answers because they don’t make sense, don’t sound familiar, or don’t have anything to do with the question.

slide32
Example:

 “ . . . that on the 1st day of January, in the year of our Lord 1863, all persons held as slaves within any state . . . in rebellion against the United States, shall be then, thenceforward, and forever free . . . “

(on January 1, 1863, slaves are free)

This quotation comes from the historical document called the –

(what does this come from?)

F Gettysburg Address.

G Declaration of Independence.

H Bill of Rights

J Emancipation Proclamation.

slide33
Example:

 “ . . . that on the 1st day of January, in the year of our Lord 1863, all persons held as slaves within any state . . . in rebellion against the United States, shall be then, thenceforward, and forever free . . . “

This quotation comes from the historical document called the –

F Gettysburg Address.

G Declaration of Independence.

H Bill of Rights

J Emancipation Proclamation.

Both the Declaration of Independence and Bill of Rights were written in the 1700’s, right?

Neither one of them was about slavery, right?

Eliminate them!

slide34
Example:

 “ . . . that on the 1st day of January, in the year of our Lord 1863, all persons held as slaves within any state . . . in rebellion against the United states, shall be then, thenceforward, and forever free . . . “

This quotation comes from the historical document called the –

F Gettysburg Address.

G Declaration of Independence.

H Bill of Rights

J Emancipation Proclamation.

Gettysburg was a battle site during the Civil War. If you don’t know that, then maybe you do know that . . .

emancipation means freedom.

Which one would deal with freedom for slaves, then?

slide35
Example:

 “ . . . that on the 1st day of January, in the year of our Lord 1863, all persons held as slaves within any state . . . in rebellion against the United States, shall be then, thenceforward, and forever free . . . “

This quotation comes from the historical document called the –

F Gettysburg Address.

G Declaration of Independence.

H Bill of Rights

J Emancipation Proclamation.

The Emancipation Proclamation, of course!

slide36
4

Estimate

using your common sense.

Your brain is usually way ahead of you and the correct answer will seem to “pop” into your head. This is because you actually learned something along the way! Unless you absolutely know your answer is wrong, go with your first instinct. If it’s the most obvious answer, the most well known person, the most important idea . . . it probably IS the answer. Remember, the test makers want you to know some important stuff.

slide37
What event caused the United States to immediately abandon neutrality during World War II?
  • The attack on Pearl Harbor.
  • The Warsaw Ghetto uprising.
  • The bombing of Great Britain.
  • The Battle of Stalingrad.

Exit TAKS – April 2006

slide38
What event caused the United States to immediately abandon neutrality during World War II?
  • (What event caused the U.S. to get into World War II?)
  • The attack on Pearl Harbor.
  • The Warsaw Ghetto uprising.
  • The bombing of Great Britain.
  • The Battle of Stalingrad.
  • Even if you don’t exactly know what “abandon neutrality” means, think of the words: event, United States, and World War II. What “pops” in your head?

Exit TAKS – April 2006

slide39
What event caused the United States to immediately abandon neutrality during World War II?
  • The attack on Pearl Harbor.
  • The Warsaw Ghetto uprising.
  • The bombing of Great Britain.
  • The Battle of Stalingrad.
slide41
?

Guess

5

Hey! You’ve got a 50/50 chance, right?

All kidding aside – since this is not a timed test, why not skip this question, mark it, and move on?

Maybe another question will give you a hint or jog your memory along the way.

Don’t forget to go back and try again, though!

slide42
So . . . let’s review the steps . . .

To avoid fatigue,

simply

HIGHLIGHT

TRANSLATE

ELIMINATE

ESTIMATE

GUESS

slide43
Now you know HOW to approach

multiple choice questions, let’s look

at the different

they come in.

PART 2

FLAVORS

slide44
RIGHT THERE

This type of question is “vanilla.”

Yup, the answer’s right there! Usually, these are charts, graphs, quotes, maps, timelines, and cartoons. All you have to do is:

read the question,

look at the visual, and

find the correct answer.

slide45
The first thing you’re going to do is use your highlighting skills, right? Look at the question first and highlight it. What’s important?
  • The Proclamation of 1763 prohibited colonial settlement west
  • of a border that ran roughly along the –
  • A. Great Lakes.
  • Atlantic Ocean.
  • St. Lawrence River.
  • Appalachian Mountains.

10th grade 2003 TAKS

slide46
Now, let’s find the border of the Proclamation and where all of the answers are located on the map. Draw all over the test!!
  • The Proclamation of 1763 prohibited colonial settlement west
  • of a border that ran roughly along the –
  • A. Great Lakes.
  • Atlantic Ocean.
  • St. Lawrence River.
  • Appalachian Mountains.

So what’s the answer?

slide47
D, of course!!

It’s RIGHT THERE!

  • The Proclamation of 1763 prohibited colonial settlement west
  • of a border that ran roughly along the –
  • A. Great Lakes.
  • Atlantic Ocean.
  • St. Lawrence River.
  • Appalachian Mountains.
slide48
Rocky Road

Here’s your “rocky road.”

These questions are called “factoids.”

The bad news is that you’ve got to know your stuff. The good news is that you’ve probably seen and reviewed all this material several times before.

Remember to highlight, translate, eliminate and estimate before you guess.

slide49
Example:
  • Which of the following types of government allows
  • individuals elected by popular vote to exercise power?
  • Theocratic government
  • Totalitarian government
  • Monarchical government
  • Representative government
slide50
Start by highlighting the questions and answers and
  • translating them into your own language.
  • Which of the following types of government allows
  • individuals elected by popular vote to exercise power?
  • Theocratic government
  • Totalitarian government
  • Monarchical government
  • Representative government
  • In other words, what kind of government let’s
  • people have power?
slide51
PEOPLE POWER! Which one of these looks familiar?
  • Theocratic, Totalitarian, Monarchical, or Representative?
  • If it looks familiar, it’s probably the answer – also,
  • representatives are people, right?
  • Which of the following types of government allows
  • individuals elected by popular vote to exercise power?
  • Theocratic government
  • Totalitarian government
  • Monarchical government
  • Representative government
  • Therefore, the answer is . . .
slide52
Which of the following types of government allows
  • individuals elected by popular vote to exercise power?
  • Theocratic government
  • Totalitarian government
  • Monarchical government
  • Representative government
  • YOU’RE GETTING SOOOO GOOD . . . . .
slide53
Right there

AND

Knowledge

This question is chocolate swirl – a combination of “right there” and “knowledge.”

You’ll need both to figure out this puppy.

slide54
Use the cartoon and your knowledge of social

studies to answer the following question.

  • According to the cartoon above, which of the following problems was associated with Prohibition?
  • Smuggling liquor
  • Counterfeiting
  • Gambling
  • Embezzling funds

Exit TAKS – April 2006

slide55
Use the cartoon and your knowledge of social

studies to answer the following question.

  • According to the cartoon above, which of the following problems was associated with Prohibition?
  • Smuggling liquor
  • Counterfeiting
  • Gambling
  • Embezzling funds

By highlighting, you see the answer has something to do with

problems during Prohibition. Don’t know what bootleggers or

the Volstead Act were? I bet you DO know what Prohibition

was about.

What’s the answer?

slide56
Use the cartoon and your knowledge of social

studies to answer the following question.

  • According to the cartoon above, which of the following problems was associated with Prohibition?
  • Smuggling liquor
  • Counterfeiting
  • Gambling
  • Embezzling funds
slide57
Except, But,

All of the following, Not

it’s a banana split!

Everything is melting together! Help! OK – here’s the really cool strategy for these dreaded questions. Remember this – they are only TRUE/FALSE questions in disguise.

Forget about the tricky words, and answer with “yes” or “no.” There’s how it works . . .

slide58
Example:

All of the following were presidents of the United States EXCEPT: (Cross out the EXCEPT, and answer YES or NO)

A George Washington (Yes, of course!)

B Abraham Lincoln (Yes, again!)

C Ronald Reagan (Sounds vaguely familiar)

D Fred Smith (WHO? NO!)

Here’s another way to answer these questions. Many of the EXCEPT questions have one answer choice that really sticks out from the others. Try this . . .

slide59
Example:

All of the following were presidents of the United States EXCEPT: (Cross out the EXCEPT, and answer YES OR NO)

A George Washington (Yes, of course!)

B Abraham Lincoln (Yes, again!)

C Ronald Reagan (Sounds vaguely familiar)

D Fred Smith (WHO? NO!)

Here’s another way to answer these questions. Many of the EXCEPT questions have one answer choice that really sticks out from the others. Try this . . .

slide60
Blahblahblahblahblahblahblahblah EXCEPT

A. the arch and dome.

B. gladiators.

C. aqueducts.

D. concrete.

Which one looks different?

slide61
The actual question was:

Roman engineers used all of the following EXCEPT

A. the arch and dome.

B. gladiators.

C. aqueducts

D. concrete.

If you had known this was the question you would have had even more information, right?

slide62
Let’s try a real TAKS question.

All of the following are unalienable rights listed in the Declaration of Independence EXCEPT

  • life.
  • liberty.
  • C.   the pursuit of happiness.
  • D.  wealth.
slide63
Start with (oh no, not again) highlighting.

All of the following are unalienable rights listed in the Declaration of Independence EXCEPT

  • life.
  • liberty.
  • C.   the pursuit of happiness.
  • D.  wealth.
  • Where’s the oddball?
slide64
All of the following are unalienable rights listed in the Declaration of Independence EXCEPT

(Remember to cross out the EXCEPT and ask yourself YES OR NO)

  • life.
  • liberty.
  • C.   the pursuit of happiness.
  • D.  wealth
slide65
Only “wealth” doesn’t fit, right?

All of the following are unalienable rights listed in the Declaration of Independence EXCEPT

  • life. YES
  • liberty. YES
  • C.   the pursuit of happiness. YES
  • D.  wealth. NO
  • Ta da!! You’re a pro!
slide66
OK, time for the final review

Remember to apply:

HIGHLIGHT

TRANSLATE

ELIMINATE

ESTIMATE

GUESS

to the different of multiple

choice questions:

flavors

Vanilla – right there

Rocky Road – factoids

Chocolate Swirl – right there + factoids

Banana Split – they’re only T,T,T, F!

slide67
OK! Time to practice all the strategies you’ve learned!!

We’re going to start with some social studies

questions and then move on to math

and science

IT WORKS FOR MATH AND SCIENCE, TOO??

WHAT A DEAL!!

slide68
Let’s try a “right there” question. First highlight the important parts:
  • Which amendment would most likely be used to argue against police officers randomly searching homes?
  • Selected Amendments of the Bill of Rights
  • 4th – Protects against “unreasonable searches and seizures”
  • 5th – Assures the right not to be deprived of “life, liberty, or property, without due process of law”
  • 6th – Guarantees right to a speedy and public trial by an impartial jury
  • 8th - Protects against excessive bail and cruel and unusual punishment
  • A. 4th Amendment
  • 5th Amendment
  • 6th Amendment
  • 8th Amendment
slide69
Now . . . what’s the only amendment on the chart that deals with “searches?”
  • Which amendment would most likely be used to argue against police officers randomly searching homes?
  • Selected Amendments of the Bill of Rights
  • 4th – Protects against “unreasonable searches and seizures”
  • 5th – Assures the right not to be deprived of “life, liberty, or property, without due process of law”
  • 6th – Guarantees right to a speedy and public trial by an impartial jury
  • 8th - Protects against excessive bail and cruel and unusual punishment
  • A. 4th Amendment
  • 5th Amendment
  • 6th Amendment
  • 8th Amendment

A, right? The answer is RIGHT THERE!!

slide70
Now let’s try one of those rocky road “factoids.”
  • One result of the U.S. Supreme Court decision in
  • Brown v. Board of Education of Topeka was –
  • The election of John F. Kennedy as U.S. president.
  • Improved educational opportunities for African Americans.
  • Compensation of Japanese Americans for their wartime
  • internment.
  • D. The establishment of the U.S. Department of Labor.

Exit TAKS – April 2006

slide71
Time for - you guessed it - HIGHLIGHTING!
  • One result of the U.S. Supreme Court decision in
  • Brown v. Board of Education of Topeka was –
  • The election of John F. Kennedy as U.S. president.
  • Improved educational opportunitiesfor African Americans.
  • Compensation of Japanese Americans for their wartime
  • internment.
  • D. The establishment of the U.S. Department of Labor.
slide72
UGH . . . Never heard of Brown v. Board of Ed? Well, shame on
  • you . . . but . . . hook up with the word “Education.” What’s
  • the only answer that deals with education?
  • One result of the U.S. Supreme Court decision in
  • Brown v. Board of Education of Topeka was –
  • The election of John F. Kennedy as U.S. president.
  • Improved educational opportunities for African Americans.
  • Compensation of Japanese Americans for their wartime
  • internment.
  • The establishment of the U.S. Department of Labor.
slide73
B!! OK, so that wasn’t so ugly after all, was it?
  • One result of the U.S. Supreme Court decision in
  • Brown v. Board of Education of Topeka was –
  • The election of John F. Kennedy as U.S. president.
  • Improved educational opportunities for African Americans.
  • Compensation of Japanese Americans for their wartime
  • internment.
  • The establishment of the U.S. Department of Labor.
slide75
3

3

2

Which of the following relationships could not be used to determine the length of DR, as shown below?

3 + 3 + 2 = 8 YES

A DF + FQ + QR = DR

B DQ + QR = DR

C DQ + FR = DR

D DF + FR = DR

Banana Split

6 + 2 = 8 YES

6 + 5 8 NO

3 + 5 = 8 YES

TAKS April 2006

slide76
SLOPE is

POSITIVE SLOPE runs uphill

NEGATIVE SLOPE runs downhill

Rise

Run

Which graph best represents the line that has a slope of –5/6 and contains the point (4,–3)?

Refer to the FORMULA SHEET for SLOPE

Factoids

TAKS April 2006

Rocky Road

taks april 2006
TAKS April 2006

Which graph best represents the line that has a slope of –5/6 and contains the point (4,–3)?

Plotting POINTS on a coordinate plane (4,–3)

slide78
NEGATIVE SLOPE runs downhill

Which graph best represents the line that has a slope of –5/6 and contains the point (4,–3)?

Plotting POINTS on a coordinate plane (4,–3)

TAKS April 2006

slide79
Difference between fastest and slowest

750 – 700 = 50

Difference between the first and second

400 – 330 = 70

Means fewest seconds

Amanda, Bonnie, Cindy, and Linda competed in a biathlon consisting of running and swimming events. The table below shows the number of seconds each of them took to complete the parts of the competition.

The top rankings are awarded to the individuals with the fastest combined times. Based on the information given in the table, which event probably determined the outcome of the competition?

RIGHT THERE

A Running, because the times vary more

B Swimming, because the times vary more

C Running, because the times are consistent

D Swimming, because the times are consistent

Vary means different

Consistent means the same

TAKS April 2006

slide80
Chocolate Swirl

In a survey of 80 nutritionists, 8 said they eat tacos. Of the 8 who said they eat tacos, 2 said they eat Brand A tacos. If an advertisement for Brand A tacos states “25% of the nutritionists surveyed eat Brand A tacos,” which conclusion is valid based on the information given?

F The ad is accurate because 2 out of 8 nutritionists is 25%.

G The ad is accurate because nutritionists are food experts.

H The ad is inaccurate because only 2.5% of the surveyed nutritionists eat Brand A tacos.

J The ad is inaccurate because the survey should include people who are not nutritionists.

TAKS Spring 2003

science vanilla flavor right there
Science(Vanilla Flavor – Right There)
  • Insecticides help humans compete with insects for a resource. Which resource is most likely to be preserved for humans through the use of insecticides?
  • Sunlight
  • Water
  • Food
  • Air Exit TAKS-July 2006
science
Science
  • Insecticides help humanscompetewith insects for a resource. Which resource is most likely to be preserved for humans through the use of insecticides?
  • Sunlight
  • Water
  • Food
  • Air Exit TAKS-July 2006
science84
Science
  • Insecticides help humanscompetewith insects for a resource. Which resource is most likely to be preserved for humans through the use of insecticides? ( Translated-What resource do humans and insects compete for?)
  • Sunlight
  • Water
  • Food
  • Air Exit TAKS-July 2006
science85
Science
  • Insecticides help humanscompetewith insects for a resource. Which resource is most likely to be preserved for humans through the use of insecticides? ( Translated-What resource do humans and insects compete for?)
  • Sunlight
  • Water
  • Food
  • Air Exit TAKS-July 2006
science chocolate swirl right there and knowledge
Science(Chocolate Swirl – Right There and Knowledge)
  • Clown fish are small reef fish that seek protection from predators by sheltering themselves among the stinging tentacles of sea anemones. Clown fish are very territorial and can potentially scare off predators of sea anemones. This relationship is an example of _______________.
  • Neutralism
  • Mutualism
  • Parasitism
  • Commensalism
science87
Science
  • Clown fish are small reef fish that seek protection from predators by sheltering themselves among the stinging tentacles of sea anemones. Clown fish are very territorial and can potentially scare off predators of sea anemones. This relationship is an example of _______________.
  • Neutralism
  • Mutualism
  • Parasitism
  • Commensalism
science88
Science
  • Clown fish are small reef fish that seek protection from predators by sheltering themselves among the stinging tentacles of sea anemones. Clown fish are very territorial and can potentially scare off predators of sea anemones. This relationship is an example of _______________.
  • Neutralism
  • Mutualism
  • Parasitism
  • Commensalism

Translated-Sea Anemones help clown fish by providing them shelter. Clown fish help sea anemones by scaring off predators. They help each other. Which word means a relationship where both species benefit from the relationship?

science89
Science
  • Clown fish are small reef fish that seek protection from predators by sheltering themselves among the stinging tentacles of sea anemones. Clown fish are very territorial and can potentially scare off predators of sea anemones. This relationship is an example of _______________.
  • Neutralism
  • Mutualism
  • Parasitism
  • Commensalism

Translated-Sea Anemones help clown fish by providing them shelter. Clown fish help sea anemones by scaring off predators. They help each other. Which word means a relationship where both species benefit from the relationship?

science banana split all except
Science (Banana Split – “All …. Except”)
  • All of these materials can be recycled except______
  • F. Aluminum
  • Lumber
  • Glass
  • Coal
science banana split all except91
Science (Banana Split – “All …. Except”)
  • All of these materials can be recycled except______
  • F. Aluminum
  • Lumber
  • Glass
  • Coal
science banana split all except92
Science (Banana Split – “All …. Except”)
  • All of these materials can be recycled except______
  • F. Aluminum
  • G. Lumber
  • Glass
  • Coal

(Can we recycle it ? YES)

Hmm… Lumber comes from trees… paper comes from trees…paper can be recycled!! Yes!!

(Can we recycle it ? YES)

Recycled Coal? Never heard of that one! NO

slide93
How to Contact Us

Wolters Accelerated High School

400 Ivy St

Deer Park, Texas 77536

832-668-7400

www.dpisd.org

Nancy Legler – [email protected]

Sandy Mayne – [email protected]

Evette Powell – [email protected]

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