Wolters Accelerated High School

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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 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
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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
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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.
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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
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??? Questions ??? ??? Questions ??? ???
Questions ???
6
(No Transcript)
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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 !!
8
PART 1
Test taking strategies OR How to approach ANY
multiple choice question !!
9
How to answer multiple choice questions
10
Here are the steps to follow!
Highlight
11
Here are the steps to follow!
Highlight
Translate
12
Here are the steps to follow!
Highlight
Translate
Eliminate
13
Here are the steps to follow!
Highlight
Translate
Eliminate
Estimate
14
Here are the steps to follow!
Highlight
Translate
Eliminate
Estimate
?
Guess
15
LETS 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.
16
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
17
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
18
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
19
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
20
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
21
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
22
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
23
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 whats going
on.
24

• 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
  didnt 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)

25
First, lets 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 didnt 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)
26
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 didnt 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)
27
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
didnt 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)
28

• 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
  didnt 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 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)

29
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
didnt 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 . . . .
30

• 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.
  
  

31
3
Eliminate
nonsense answers. You can usually remove two
answers because they dont make sense, dont
sound familiar, or dont have anything to do with
the question.
32
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.
33
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 1700s, right?
Neither one of them was about slavery, right?
Eliminate them!
34
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 dont know that, then maybe you do
know that . . . emancipation means
freedom. Which one would deal with freedom for
slaves, then?
35
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!
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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 its 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.
37
 

• 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
38
 

• 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 dont 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
39
 

• 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.

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When all else fails ...
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5
Hey! Youve 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. Dont forget to
go back and try again, though!
42
So . . . lets review the steps . . .
To avoid fatigue, simply
HIGHLIGHT TRANSLATE ELIMINATE ESTIMATE GUESS
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Now you know HOW to approach multiple choice
questions, lets look at the different

they come in.
PART 2
FLAVORS
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RIGHT THERE
This type of question is vanilla. Yup, the
answers 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.
45
The first thing youre going to do is use your
highlighting skills, right? Look at the question
first and highlight it. Whats 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
46
Now, lets 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 whats the answer?
47
D, of course!! Its 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.

48
Rocky Road
Heres your rocky road. These questions are
called factoids. The bad news is that youve
got to know your stuff. The good news is that
youve probably seen and reviewed all this
material several times before. Remember to
highlight, translate, eliminate and estimate
before you guess.
49

• 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

50

• 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 lets
• people have power?

51

• PEOPLE POWER! Which one of these looks familiar?
• Theocratic, Totalitarian, Monarchical, or
  Representative?
• If it looks familiar, its 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 .
  . .

52

• Which of the following types of government allows
• individuals elected by popular vote to exercise
  power?
• Theocratic government
• Totalitarian government
• Monarchical government
• Representative government
• YOURE GETTING SOOOO GOOD . . . . .

53
Right there AND Knowledge
This question is chocolate swirl a combination
of right there and knowledge. Youll need
both to figure out this puppy.
54
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
55
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. Dont
know what bootleggers or the Volstead Act were? I
bet you DO know what Prohibition was about.
Whats the answer?
56
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

57
Except, But, All of the following, Not
its a banana split! Everything is melting
together! Help! OK heres 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. Theres how it works
. . .
58
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!)   Heres
another way to answer these questions. Many of
the EXCEPT questions have one answer choice that
really sticks out from the others. Try this . .
.
59
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!)   Heres
another way to answer these questions. Many of
the EXCEPT questions have one answer choice that
really sticks out from the others. Try this . .
.
60
Blahblahblahblahblahblahblahblah
EXCEPT   A. the arch and dome. B. gladiators.
C. aqueducts. D. concrete.   Which one
looks different?
61
The actual question was Roman engineers used all
of the following EXCEPT   A. the arch and
dome. B. gladiators. C. aqueducts D. concret
e.   If you had known this was the question you
would have had even more information,
right?
62
Lets 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.

63
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.
• Wheres the oddball?

64
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

65
Only wealth doesnt 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!! Youre a pro!

66
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 theyre only T,T,T, F!
67
OK! Time to practice all the strategies youve
learned!! Were 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!!   
68

• Lets 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

69
Now . . . whats 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!!
70

• Now lets 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
71

• 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 opportunities for African
  Americans.
• Compensation of Japanese Americans for their
  wartime
• internment.
• D. The establishment of the U.S. Department of
  Labor.

72

• UGH . . . Never heard of Brown v. Board of Ed?
  Well, shame on
• you . . . but . . . hook up with the word
  Education. Whats
• 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.

73

• B!! OK, so that wasnt 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.

74
Math
75
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
76
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
77
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)
78
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
79
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
80
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
81
SCIENCE
82
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

83
Science

• 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

84
Science

• Insecticides help humans compete with 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

85
Science

• Insecticides help humans compete with 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

86
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

87
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

88
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?
89
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?
90
Science (Banana Split All . Except)

• All of these materials can be recycled
  except______
• F. Aluminum
• Lumber
• Glass
• Coal

91
Science (Banana Split All . Except)

• All of these materials can be recycled
  except______
• F. Aluminum
• Lumber
• Glass
• Coal

92
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
treespaper can be recycled!! Yes!!
(Can we recycle it ? YES)
Recycled Coal? Never heard of that one! NO
93
How to Contact Us
Wolters Accelerated High School 400 Ivy St Deer
Park, Texas 77536 832-668-7400
www.dpisd.org
Nancy Legler nlegler_at_dpisd.org Sandy Mayne
smayne_at_dpisd.org Evette Powell epowell_at_dpisd.org