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The Endangered Species Act of 1973 allowed the listing and protection of threatened and endangered species in the United States.
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The Endangered Species Act of 1973 allowed the listing and protection of threatened and endangered species in the United States.
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This was a report that I wrote about snakes. I wrote this to a classmate that goes to high school with me and her name is Ariel Hyers and she loves snakes.
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The prime intent of this book is to eradicate all myths, among masses regarding snakes. But I have also added some information on how to identify snake, precautions to avoid snake bite, first aid after snake bite and very importantly, I have mentioned few references which can be referred for detailed information on the snakes. I would like to express my Special Thanks to Mumbaikar, Aniket & All members of CON-Veshvi. Regards. - Santosh Takale.
Snakes Myths & Facts in English by Santosh Takale (Revised)
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Santosh Takale
The prime intent of this book is to eradicate all myths, among masses regarding snakes. But I have also added some information on how to identify snake, precautions to avoid snake bite, first aid after snake bite and very importantly, I have mentioned few references which can be referred for detailed information on the snakes. I would like to express my Special Thanks to Mumbaikar, Aniket & All members of CON-Veshvi. Regards. - Santosh Takale.
Snakes Myths & Facts in English by Santosh Takale
Snakes Myths & Facts in English by Santosh Takale
Santosh Takale
The prime intent of this book is to eradicate all myths, among masses regarding snakes. But I have also added some information on how to identify snake, precautions to avoid snake bite, first aid after snake bite and very importantly, I have mentioned few references which can be referred for detailed information on the snakes. I would like to express my Special Thanks to all Snake Lovers including Mumbaikar Jee. Regards. - Santosh Takale.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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The prime intent of this book is to eradicate all myths, among masses regarding snakes. But I have also added some information on how to identify snake, precautions to avoid snake bite, first aid after snake bite and very importantly, I have mentioned few references which can be referred for detailed information on the snakes. I would like to express my Special Thanks to Mumbaikar, Aniket & All members of CON-Veshvi. Regards. - Santosh Takale.
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The prime intent of this book is to eradicate all myths, among masses regarding snakes. But I have also added some information on how to identify snake, precautions to avoid snake bite, first aid after snake bite and very importantly, I have mentioned few references which can be referred for detailed information on the snakes. I would like to express my Special Thanks to Mumbaikar, Aniket & All members of CON-Veshvi. Regards. - Santosh Takale.
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The prime intent of this book is to eradicate all myths, among masses regarding snakes. But I have also added some information on how to identify snake, precautions to avoid snake bite, first aid after snake bite and very importantly, I have mentioned few references which can be referred for detailed information on the snakes. I would like to express my Special Thanks to all Snake Lovers including Mumbaikar Jee. Regards. - Santosh Takale.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Endangered Species
1.
Endangered Species Name
Sana and Munaza
2.
3.
4.
5.
6.
Which of these
animals are endangered?
7.
Endangered bee Panda
Sharks rabbit Not Endangered Tiger dogs sheep Can you find some more for each list?
8.
9.
10.
11.
12.
Things I have
learned.
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