END OF DAYS

According to Meade, the Planet X, also known as Nibiru, will be noticeable in the sky in September before it destroys Earth. He also explained that there are markings on the pyramids that give a clue about the date of the apocalypse.


"It faces true north with only 3/60th of a degree of error and is located at the centre of the land mass of the Earth. The east/west parallel that crosses the most land and the north/south meridian that crosses the most land intersect in two places on the Earth – one in the ocean and the other at the Great Pyramid," he said.
Meade's claim about the apocalypse is based on the Bible passage Isaiah, Chapter 13 9-10, which says, "See, the Day of the Lord is coming – a cruel day, with wrath and fierce anger – to make the land desolate and destroy the sinners within it. The Stars of Heaven and their constellations will not show their light. The rising sun will be darkened and the Moon will not give its light."

This is not the first time a conspiracy theory about the Nibiru planet destroying Earth has gained limelight on social media. But NASA has continuously debunked these theories claiming that they are just internet hoax.
"Nibiru and other stories about wayward planets are an internet hoax. Obviously, it does not exist," NASA had said before.

The passage 12:1–2 reads: "And a great sign appeared in heaven: a woman clothed with the sun, with the moon under her feet, and on her head a crown of 12 stars. She was pregnant and was crying out in birth pains and the agony of giving birth."


Conspiracy theorists claim the woman in question is Virgo, and on September 23, the sun and moon will be in Virgo, as will Jupiter, now being said to represent the Messsiah.

This happens every 12 years, but they claim because of another planetary alignment, representing "the Lion of the tribe of Judah", it is an unprecedented event foretold in scripture.

Eye Vision activity for primary kids

Eye Vision

 

Brief

Students determine their own eyesight and calculate the average eyesight value for the class. They learn about technologies to enhance eyesight and how engineers play an important role in the development of these technologies.

Real World Connection

Engineers have created eye devices for people who have vision difficulties, including glasses and LASIK (laser-assisted in situ keratomileusis) eye surgery equipment. Electrical engineers have applied their understanding of the eye to create microchips that can be implanted into the back of the eye. The microchip works as a light sensor for people whose natural light sensor does not work.

Project Objectives

After this lesson, students should be able to:

v  Describe vision.

v  Explain how vision is measured.

v  List several technologies designed by engineers to adjust and enhance vision.

Material List

Each group needs:

v  Pencils, one per student

v  Calculator

v  Eye Worksheet, one per student

For the entire class to share:

v  Eye Chart

Introduction

Our eyes are an important part of our nervous system. What do we do with our eyes? We see the world around us! Why do we have two eyes? Well, two eyes help us see a larger area than just one eye. Each of our eyes sees an object from slightly different angles, enabling our brains to fit two images together to make 3-D images in our heads. These 3-D images help us judge the distance we are from objects. Does everybody see the same? Well, everyone's eyes have lenses that change shape when we focus on something. The lenses become rounder when we look at something close up and flatter when we look at something that is far away. However, not all eyes focus light rays exactly the same. How your eyes see something is called vision.

What does it mean to have 20/20 vision? Do you know? (Listen to student ideas.) Having 20/20 vision means that when you stand 20 feet away from the classroom board, you can see what the "average" person sees. If you have 20/40 vision, it means that you can only read the letters that someone with 20/20 or "normal" vision can read standing 40 feet away. This means that you must be closer to the chalkboard to read it. Can you guess what having 20/100 vision means? It means that if you were standing 20 feet from the board you would see what an average person standing 100 feet away would see.

You can also have vision that is better than average. If you had 20/10 vision, you would be able to stand 20 feet from the classroom board and see what an average person sees when he is10 feet away from the chart. A hawk's vision is eight times better than a human's—that would be almost 20/2 vision!

The eye itself is a ball made up of three layers. The outside layer is made of two parts, the clear cornea (directly at the front of the eye) and the white sclera (gives the eyeball its shape). Beneath the outside layer is the middle layer, called the iris. The iris controls how much light enters the eye. It dilates to let more light in through the pupil and contracts to let in less light. The iris is pigmented and gives the eye its color. After light has passed through the cornea and iris (pupil), it is focused by the lens and continues to the retina, where the light becomes an image that is sent to the brain via the optical nerve. Figure 1 shows a diagram of the eye, including these components.

Procedure

Before the Activity

v  Print out the Eye Chart and affix it to a classroom wall. Use a piece of tape to mark a spot on the floor that is 20 feet from the chart.

v Make copies of the 20/20 Worksheet, one per student.

With the Students

1.    Ask students what they think 20/20 vision means. Help them brainstorm ideas. Present the Introduction/Motivation section content.

2.    Explain to students that their job as engineers today is to determine the average or "normal" eyesight for the class and then design a technology that has the class eyesight average in mind. The average will be determiend by first measuring and recording the vision of everyone in the class.

3.    Have students take turns standing at the 20-foot mark and identifying the smallest row on the eye chart that they can read with their right eyes (cover up the left eyes), then the left eyes (cover up the right eyes), then with both eyes together. The small number to the left of the row represents the denominator of the fraction. For example, if the last readable row has a 30 next to it, the vision is 20/30. Note: If someone has glasses, they can try this experiment with their glasses both on and off. Remind students to record on their worksheets their vision ratings.

4.    Once each student has measurements for both eyes, have them find the average of the two eyes together, recording this on their worksheet. (Students can also compare this to the vision of both individual eyes. The results may or may not be the same.)

5.    Next, provide every student with the data for each person in the class. Do this by projectingi a summary sheet on an overhead transparency, or writing the ratings on the classroom board.

6.    Have students calculate the class average and write a paragraph explaining why they think designs could be based on the class average vision data.

7.    Have students share their answer with a neighbor and then see if the class can come to a consensus.

8.    With a neighbor, have students brainstorm and sketch (if time) a new technology for the class that is based on the vision data. Tell students that they are designing an electronic message board for the teacher to put up homework reminders, upcoming events for the school, and important class news. Have students think about the average vision of the class, and use that to decide what the message board will look like and where in the classroom it should be placed. Have students share their ideas with the rest of the class.

Troubleshooting Tips

If you do not have 20 feet of space in front of the chart, have students read the chart from 10 feet away and then convert the fraction to 20 feet. For example, 10/40 would be 20/80.

Consider having one person record all of the data on the classroom board or overhead transparency for the rest of the class to view.

You may want to suggest to students alternate ways of finding a "normal" value for the class. The mean (the average), median (the value in the exact middle of the data set), and mode (the most often occurring measurement) are good places to start.

Assessment

Pre-Activity Assessment

Discussion Questions: Solicit, integrate and summarize student responses. Ask students:

F Why do we have two eyes instead of one?

F What is 20/20 vision?

Activity Embedded Assessment

Worksheet: Have students complete the 20/20 Worksheet. Review their answers to gauge their mastery of the concepts.

Voting: Ask a series of true/false question and have students vote by holding thumbs up for true and thumbs down for false.

Tally the votes and write the numbers on the board. Give the right answer.

F True or False: Vision is how someone sees something. (Answer: True)

F True or False: Everyone's eyes have lenses that change shape when they focus on something. (Answer: True, the lenses of our eyes become rounder when we look at something close up and flatter when we look at something that is far away.)

F True or False: The "average" person can see 20/30 vision. (Answer: False, the average person sees with 20/20 vision.)

F True or False: The only way to correct vision is with glasses. (Answer: False, other technologies have been developed with the help of engineers to correct vision, such as LASIK eye surgery.)

Post-Activity Assessment

Class Presentation: Have student groups present their electronic message board design to the rest of the class. Ask them to discuss why they created the design as they did and where they would place the message board in the classroom.

Informal Discussion: Solicit, integrate and summarize student responses.

Ask students to discuss why understanding vision and how the eye works is important to engineers.

Homework: Have students draw a diagram describing vision. Require the diagram to include a light source, an object to be seen, and the eye viewing the object. In the diagram, have them label the cornea, iris and pupil, lens, and retina. Additionally, challenge students to add a second lens (glasses) to the diagram and describe the effect on vision of the added lens.

Activity Extensions

Not all animals have 20/20 vision. For example, hawks see eight times better than humans and frog eyes have cells that are especially sensitive to movement. Have students research how different animals "see."

Have students investigate the difference between nearsightedness and farsightedness.

Have students answer the question, "Is eating carrots good for your eyesight?" (Yes, it can be because carrots contain vitamin A, which is used to make pigments in the light-sensitive cells of the eye!)

Have students calculate their vision if the average is based on 100/100 vision. This is accomplished by multiplying the fraction by another fraction to get the numerator to 100. For example, if a person has 20/40 vision, multiply that number by 5/5 to get 100/200.

Kids activity for primary schools

Hands-on Activity: Growth and Graph

Standard : K (K-2)

                  

Brief Students visit second- and fourth-grade classes to measure the heights of older students  using large building  blocks  as a non-standard  unit of measure. They also measure adults in the school community. Results are displayed in age-appropriate bar graphs  (paper cut-outs  of miniature building blocks glued on paper to form bar graphs) enabling a comparison of the heights of different age groups. The activities that comprise this activity help students develop the concepts and vocabulary to describe, in a non-ambiguous  way,  how heights  change as  children age. This introduction  to graphing provides  an important  foundation for creating and interpreting graphs  in future years.
Real World Connection Measuring and graphing are important skills used in all engineering disciplines . When engineers design houses or cars or bicycles, they need to know the likely shapes and sizes of the people who will be using those structures, vehicles or products . Making graphs enables engineers to look at lots of data at once, in order to see averages, trends and patterns.

Project Objectives

After this activity, students should be able to:

·            Measure heights in a non-standard, age-appropriate way, such as by using building blocks instead of rulers.

·               Display data in the form of pictorial bar graphs.

·               Interpret bar graphs.

·               Describe how the heights  of children change as they  age.

Required Resources

·            long building blocks , about 10 inches long; one for every two students in the class

·            medium building blocks , half as long as the long blocks above; one for every two students

·            15-30 sheets  of construction paper (preferably  all  the same color)

·            glue, for student use

·            poster board, several sheets, either all one color, or four different colors, one for each age group

·            markers and pencil

·            paper cutter or scissors

·            ruler

Introduction

(Gather the class together and remind them of the discussion that was held after they measured each other using building blocks. Point out the list of student heights that was obtained during that discussion.)

I know a way to show all that information in a special type of picture called a graph. Who has heard of a graph? (Listen to student responses.) Where have you seen a graph? How was it used? What did it tell you?

Graphs are very useful because they let people share or learn about a lot of information in a quick and easy way. Today, you will help me make a large graph of your heights.

Have a Glance

Time Required          :  180 minutes Group Size                :  2 Activity Dependency :  How Tall Are We? Subject Areas           :  Life Science                                      Measurement                                      Number and Operations

Procedure

Before the Activity

      Create and make copies of a data sheet for each student to use when visiting the other grade classrooms to record the names and heights of a second grader and a fourth grader, and provide space to make tally marks as they measure the older students.

•      Prepare about 500 construction paper rectangles, all sized -1 x 3--inches, for students to use, with glue, to make bar graphs. It helps to use a paper cutter to make this easier. The exact size does not matter but make them similar in proportion to the building blocks being used and an easy size for students to handle. Since construction paper measures 9 x 12-inches, 1 x 3-inche rectangles are easy to mark off and cut (1½ x 4-inch rectangles are also easy, but require more construction paper). The exact number of rectangles needed depends on the class size.

         Use a meter stick and pencil to lightly draw vertical lines about every three to four inches across the sheets of poster board. Draw one vertical line for each student in the class, and write a different student's name al the bottom of each of line. The vertical lines make ii easier for students lo glue the rectangles neatly onto the poster board into bar graphs. Use the wider spacing if your rectangles are the larger size. This way, when students glue down the rectangles, they can line up the pieces along the vertical lines to keep the graphs from leaning or becoming too crooked.

          A week or two in advance, recruit a dozen or so adults to visit your class and be measured by your students. These might be parents, administrators, librarians, janitors or counselors-anyone who can spare a few minutes. Try to get both men and women, and include yourself. It is best if all the recruited adults visit the class at the same time, but if not, schedule over several different days and times.

•       A few days in advance, arrange times when your class can visit a second-grade  class  and a fourth-grade class. It  works  best if  you determine  in advance which pair of kindergartners will measure  the  heights  of which two older students  in each class.

OVERVIEW: 

 During the course of several days, students will:

•       As a class activity, create a bar graph that shows all the heights of the students in the class. This is accomplished by students gluing pre-cul rectangles, resembling the measuring blocks students used, onto lined prepared chart paper.

•      Visit second-grade and fourth-grade classes lo measure the heights of those (older) students.

•       Measure the heights of several adults recruited from the school community.

•       As a group activity, create bar graphs that compare the heights of second-graders, fourth-graders and adults.

                  Part 1: Making a Class Graph

1)    Show the class the already-prepared poster board and rectangles.  Place the poster paper on the  floor or a table so  that  ii  is flat. Then,  using the  actual data for one student,  show how you can line up the rectangles on end, one above the other, to  represent  that  student's  height. Do not glue those rectangles  down. Also point out  how to use  the vertical lines drawn on the poster paper lo keep the line of rectangles straight, and that you placed the rectangles on the line marked with the name of the student whose data you chose.

2)    Explain that each person's task is lo glue rectangles on the poster board to show his  or her height,  using the vertical line above his  or her name.  Then, remove the rectangles  you used for demonstration  and let students  begin creating and gluing down their own graphs.  To avoid congestion,  do this  as a center activity  in which groups of three rotate through.

                      Part 2: Measuring Second and Fourth Graders

1)    Explain to students that ii would be fun to visit some other classes and see how tall some older students are. Explain that you have arranged visits to a second-grade and a fourth­ grade class. Ask students: How do you think the heights of these older students will compare lo your heights? When students say they think the older students will be taller, ask them how much taller. Students may use their arms to demonstrate, but ask them how many blocks taller they think each group will be. Record their predictions on chart paper or the classroom board.

2)    Next, explain that this lime, students will work in pairs to measure two second-graders and two fourth-graders. This way, one kindergartner can work as the tally marker while the other does the block measurement. Suggest that they trade jobs each lime they measure a new student.

3)    When you return to your own classroom, ask the class how their measurements  compared to  the predictions  recorded  earlier.

  

               Part 3: Measuring Adults

1)    On the appointed day (or just before the first of the adult visits), ask the class how many blocks tall they think adults are, compared to their heights. As before, record their predictions.

2)    As the adult recruits visit the class to be measured, record their names and heights on the large data sheet prepared in advance.

3)    As the data comes in, compare the actual adult heights lo the student-predicted heights.

      Part 4: Graphing Older Students and Adults

1)    Using the poster boards prepared in advance, have students glue on rectangles to represent the  measured  second-grader  and fourth-grader heights. These should be made in the same manner as  the  graphs  of their own heights. Again,  do this as a center activity.

2)    Likewise,  assign individual students  to glue bars  representing  the adults  onto the poster board prepared earlier for the adult height graph.

Part 5: Discussion and Investigating Questions

1)    Display all four completed graphs in a row, ordered from the youngest to the oldest age groups. Ask students to comment on what they observe about the graphs. Expect their first response to  be: as  people get older, they get taller. Then ask  questions lo  focus  their observations,  such as:

·            Do you see a big difference between the heights  of kindergartners and the heights  of second graders?

·            Do you see a big difference between the heights  of kindergartners and the heights  of fourth graders?

·            What about  the difference between second and fourth graders?

·            What about  the difference between kindergartners and adults?

·            Are all kindergartners the same height? What about all second and fourth graders?

·            Do you see a difference between the heights of boys and girls in each class? (Expect not much height difference between genders, or possibly giris may be slightly taller on average.)

·            Do you see a difference between the heights of men and women in the adults?

2)    Real-World Engineering Connection: Explain that the way students just spent some time carefully examining all the measurements and graphs they made is similar to how engineers look al the data they collect and the graphs they make, looking for comparisons, averages, trends and patterns. II is how engineers figure out what sizes to make everything  from skyscrapers  to  doorways,  car seats,  bicycles, phones  and shoes.

3)    Next, explain that there is a more exact way to talk about the differences between the heights of the four age groups. Starting with the kindergartner poster,  ask  who is  the shortest person in the class. At the bottom of the chart  paper,  write down that student's  measurement.  Then ask who is the next taller student.  Write down that student's  measurement directly  above the first's. Continue putting the student  heights  in order from  shortest lo tallest.

4)    Then explain that you are going to start crossing off heights two at a lime, by crossing off the shortest and tallest together. Then cross off the second shortest and second tallest together, and continue crossing off pairs of measurements until only one or two measurements in the middle of the list remain. Explain lo the class that since you have crossed off all the short and tall students, you now have the middle-sized kindergarten height remaining. (In mathematical terms, you have determined the median height, but avoid using this term with young children; "middle-sized" is a term they can understand and serves just as well.)

5)    Repeat the same procedure for the second-grade class. Point out that you can now easily compare the heights of middle-sized kindergartners to middle-sized second graders. For example:  A  middle-sized kindergartner is  4 blocks  tall, and a middle-sized second grader is  4½ blocks tall. So a second grader is  one-half  a block  taller than a  kindergartner."

6)    Do the same for the fourth grade class and the adults. By having them compare the heights of the different age groups using numbers (quantitatively), you are helping them develop both number sense and an understanding that numbers can be used to help describe and compare things of interest.

Safety Issues

•    Students may need to stand on chairs or tables to measure adults, so be sure to monitor this activity closely.

•    Watch that students who are easily angered or frustrated do not use the large building blocks to harm others.

Troubleshooting Tips

Water hotter than 122° F or 50°C may kill the yeast.

Notes to teacher.

·         Sample A involves physical change of sugar dissolving.

·         Sample B (Alka-Seltzer) contains a non-living chemical reaction.

·   Sample C (yeast) contains a living chemical reaction. This should be a long term reaction.

Assessment

Summary Assessment: To assess whether students are now able to independently use non-standard methods of measurement, ask them to measure the heights of several objects in the classroom.  This  time, have them use  smaller building  blocks  to  measure objects  such as  a book,  teddy  bear or doll and paint  brush.  See if  they are able to  show their results  in the form of a bar graph by having them use paper cut-cuts of the blocks  (prepared in  advance,  or else use existing toy  blocks,  such as LEGO bricks) to create bar graphs that compare the measurements  of the various  objects.

Activity Extensions

Conduct a similar exercise with home-grown seedling plants by having students use stacking 1-inch cubes (such as Unifix cubes) to measure the heights of growing plants over a period of weeks. Have students plant bean or zinnia seeds according to package directions, using 16-cunce plastic drinking cups with drainage holes made in the bottoms. Use a good quality potting soil, and make several extra plantings in case some seeds do not germinate. Keep the pots moist but not soggy, and leave them in a sunny window.

Once the seedlings are about two inches high, have students measure the heights with Unifix cubes every three or four days. Provide data sheets for recording the height measurements and the number of days since planting. Provide a large calendar with the planting day prominently marked to help with this data collection procedure.

After a few weeks, when the plants reach full height, have students create bar graphs showing how their own plants grew each time they were measured.

In a follow-up discussion, be sure students realize that like humans, plants grow steadily at first, and then their growth slows or even stops. Unlike humans, however, many plants keep growing indefinitely, as long as they have enough nutrients and water and remain disease-free. Trees are a familiar example.