Post on 05-Apr-2018
8/2/2019 Information Literacy Collaboration Unit and Reflection
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OCEAN
Curriculum Unit Plan
With Differentiated Instruction
Subject Area: Science/Language Arts Course/Grade Level: First Grade
Number of Days: 10 Designers: Kim Hollingsworth,Sandi Gaston
Unit Summary: Students willidentify characteristics of an ocean. Students will choose an ocean related
topic, conduct research, and develop a project based on that topic.
DESIRED RESULTS (STAGE 1)
Content Standards:
S1CS6 -Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that:
a. When a science investigation is done the way it was done before, we expect to get a similarresult
b. Science involves collecting data and testing hypotheses
c. Scientists often repeat experiments multiple times, and subject their ideas to criticism by other
scientists who may disagree with them and do further tests.
d. All different kinds of people can be and are scientists.
ELA1W1 The student begins to demonstrate competency in the writing process.
a. Writes texts of a length appropriate to address a topic
d. Prints with appropriate spacing between words and sentences.
k. Begins to use a variety of resources (pictures dictionaries, the Internet, books) and strategies to
gather information to write about topic.
l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial
words and common proper nouns (e.g., personal names, months).
Standards for the 21st Century Learner:
1.1.8Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.2.2Demonstrate confidence and self-direction by making independent choices in the selection of
resources and information.
1.4.4Seek appropriate help when it is needed.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products thatexpress new understandings.
4.3.2 Recognize that resources are created for a variety of purposes.
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Overarching Understanding(s):
Students will understand that
Before resolutions can be made, scientists
clearly identify problems
Thinking Maps help organize information
An informative paragraph has a topic sentence
and supporting details
Non-fiction text, encyclopedias, and the
Internet are resources for research
Topical Understanding(s) Specific to Unit:
Anyone cam be a scientist
Scientists often work to discover resolutions
for problems
The ocean is a habitat
The ocean has zones
Essential Question(s):
To understand, students will need to consider such
questions as....
What do scientists do?
How do scientists resolve problems?
How do we use research resources?
How can we organize our thoughts for writing?
Topical Essential Questions for Unit:
How do scientists improve the quality of our
lives?
What can I do to help solve environmental
problems?
How do oceans affect our lives?
To understand, students will need to know and be able to do the following
know Students will know the following in order
to(e.g., facts, vocabulary, rules, theories,principles)
Vocabulary
Writing process
Internet, encyclopedias, dictionaries, & trade
books are types of research material
Essential new vocabulary:
ocean environmentsea oceanography
tide shore
aquarium currentecosystem ecosystem
pollution aquarium
fish mammal
solution Sunlight ZoneDark Zone Twilight Zone
Abyss Marianas Trench
Gulf Stream
be able to Students will be able to (DOskills,
procedures, processes):
Edit writing piece
Use a thinking map Use a variety of resources to gather research
Locate and identify the oceans on a map.
Identify the layers of the oceans.
Conduct experiments to determine the difference
between fresh water and salt water, as well as thedensity of salt water.
Label tidal patterns and discuss the effects of theGulf Stream.
Create a sequenced flipbook containing the layers
of the ocean, appropriate sea life for each layer,
as well as descriptions of each layer.
Using a map of the world students will determine
which ocean various animals live in.
Create a poster outlining the effects of pollutionand overfishing on ocean life.
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Common misunderstanding(s):
Oceans and seas are the same
All creatures in the ocean are fish
Fish do not need oxygen
Coral reefs are not living things.
Possible considerations to differentiate skills,
including advanced skills for more capable learners
and more concrete and scaffolded skills forstruggling learners. Essential Questions and
Understandings are not differentiated.
ASSESSMENT EVIDENCE (STAGE 2)Diagnostic Assessment(s) (To determine students readiness (based upon required knowledge and skills), interests, and learning profiles):
Mental imagery illustration of ocean
KWL chart - What do you know about the ocean?
What instructional adjustments, groupings or options will be made as a result of the diagnostic evidence:
Small group instruction to build prior knowledge
Interest inventory for project options
Summative Performance Assessment Task(s) for Understandings Using G.R.A.S.P.S.:
Goals: The student will use the writing process as well as research skills to complete a project of their choice about the
ocean as a habitat.
Role(s): The student will be a scientist analyzing and researching a problem.
Audience: Kindergarten students who do not know about the ocean.
Situation: You are a marine biologist/scientist who has studied the ocean as a habitat. You will decide what part of the
ocean interests you the most: animals, coral reefs, or saving the ocean from pollution. You will prepare a report on your
topic to appeal to kindergarten students who are unaware of the ocean as a habitat
Product or Performance: Students will choose between a written report, artistic diorama, or Readers Theater script.
Standards or Criteria for Evaluation/Traits for Rubrics: All projects must show evidence of proper research and use of
the writing process.
How will the product be differentiated to provide options for students readiness, interest and/or learning profiles?
Students are given three choices for a summative project. Each project appeals to a different readiness level and learning
style. Students can choose the project that best meets their learning needs.
Student Directions for performance task:
Ocean Animal Research Report
The student will choose an ocean animal of his/her choice to report on.
The student will use the Internet and databases to research the animal and its habitat.
(www.enchantedlearning.com is a great place to start)
The student will complete the Research Report Form to organize their information.
The student will use this information to write a report about their ocean animal. The student will also
include a drawing of their animal.
Allow students to share their report with the class.
Assessment/Evaluation: The student will be assessed on their ability to collect information and use that
information to write a report. The report rubric should be used to assess the students work.
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Coral Reef Diorama and Report
The student will create a diorama of a coral reef using the checklist provided.
The student will use the Internet and databases to research the coral reef.
The student will use the information to write a report about the coral reef.Assessment/Evaluation: The student will be assessed on their ability to collect information and use that
information to write a report. The report rubric should be used to assess the students work.
Readers Theater The student will write a Readers Theater script concerning the dangers of pollution to the ocean.
The student will use the Internet and databases to research different ways pollution damages the ocean
The student will brainstorm ways to keep the oceans clean.
The student will use the information to write a script for a Readers Theater.
Assessment/Evaluation: The student will be assessed on their ability to collect information and use that
information to write a script. The Readers Theater Rubric will be used to assess the students work.
Other Evidence (Tests, Quizzes, Academic Prompts): Possible Differentiation options
The student should have the world map correctly
labeled with all continents and oceans. small group work
Monitor student responses for understanding whileconducting the experiments Activ Board display
Check the students ocean zone flipbook to evaluate
their understanding.
The student will be able to name the continents and oceans.
They will also be able to place the creature cutout in the Readers Theaterappropriate ocean or oceans.
Ensure that students have correctly traced the Gulf Stream
on their maps
Evaluate the students poster to ensure understanding the
effects of pollution____________________________________________________________________________________________________
Self-Assessment: Journals, Self-Evaluation Rubrics, Peer Review
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Ocean Research Informational Poster
Grading Rubric
Name:________________________ Topic:__________________
Comments:_________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
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Standard/Element 1 2 3
Writes sentence caption foreach picture.
Project does not include asentence caption.
Project includes a sentencecaption for each picture.
Project includes morethan one sentence for
each picture.
Uses appropriate
punctuation and
capitalization in writing
Does not consistently usecorrect punctuation and
capitalization; numerous
errors
Consistently uses correctpunctuation and
capitalization with
minimal errors
Consistently usescorrect punctuation
and capitalization with
no errors
Uses correct spacing
between words
Does not consistently use
correct spacing between
words
Uses correct spacing
between words
consistently throughoutparagraph with minimal
errors
Uses correct spacing
between words
consistentlythroughout paragraph
with no errors
Writes complete sentences
with subject-verb
agreement
Does not consistently write
complete sentences with
subject verb agreement
Consistently uses subject-
verb agreement in writing
with minimal errors
Consistently uses
subject-verb
agreement in writing
with no errors
Prints legibly Paragraph is difficult toread; poor handwriting
Paragraph is easy to read;
satisfactory handwriting
Paragraph is easy to
read; excellent
handwriting
Uses databases, Internet
resources, and books to
locate information
Uses less than two
reference materials to
locate information
Uses two different
reference materials to
locate information
Uses more than two
reference materials to
locate information
Includes interesting facts
about topic
Does not include an
interesting fact.
Includes two interesting
facts.
Includes three or more
interesting facts.
Wrote report in own words
and can read report
independently
Report is not written in
first grade vocabulary and
is not easily read by
student
Report is written in first
grade vocabulary and is
easily read by student
Report is written in
above first grade
vocabulary and is
easily read by student
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Corral Reef Diorama Checklist
Name:___________________________
Corral Reef Diorama
Self Evaluation
I am proud of my work because
__________________________________________________________________
__________________________________________________________________
____________________________________________________________________________________________________________________________________
____________________________________
.
My favorite part is
__________________________________________________________________
__________________________________________________________________
____________________________________________________________________________________________________________________________________
____________________________________
.
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YES NO
1. My coral reef has an ocean floor.
2. My coral reef has at least one kind of coral.
3. My coral reef has at least three different ocean
animals.
4. My coral reef has at least one kind of plant.
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Readers Theater Script
Grading Rubric
Name:________________________
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Comments:_________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Stage 3: Learning Activities and Experiences___________________________________________________________________________________
Teaching-Learning Activities Based upon W.H.E.R.E.T.O.: (WHERETO represents the purpose of
lessons, not the sequence)
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Standard/Element 1 2 3Writes text of appropriate
length to address a topic
Writes less than five
sentences about topic and
has less than two
characters
Writes five sentences
about topic and has at least
two characters
Writes more than five
sentences about topic
and has more than two
characters
Uses appropriate
punctuation andcapitalization in writing
Does not consistently use
correct punctuation and
capitalization; numerouserrors
Consistently uses correct
punctuation and
capitalization withminimal errors
Consistently uses
correct punctuation
and capitalization withno errors
Uses correct spacing
between words
Does not consistently usecorrect spacing between
words
Uses correct spacingbetween words
consistently throughout
paragraph with minimal
errors
Uses correct spacingbetween words
consistently
throughout paragraph
with no errors
Writes complete sentences
with subject-verb
agreement
Does not consistently write
complete sentences with
subject verb agreement
Consistently uses subject-
verb agreement in writing
with minimal errors
Consistently uses
subject-verb
agreement in writing
with no errors
Prints legibly Paragraph is difficult toread; poor handwriting
Paragraph is easy to read;satisfactory handwriting
Paragraph is easy toread; excellent
handwriting
Uses databases, Internet
resources, and books to
locate information
Uses less than two
reference materials to
locate information
Uses two different
reference materials to
locate information
Uses more than two
reference materials to
locate information
Identifies a problem and
solution related to oceans
Does not identify a
problem/solution related to
oceans
Identifies a problem and a
possible solution related to
oceans (animal, plant life,
ecosystem, pollution)
Identifies a problem
related to oceans
(animal, plant life,
ecosystems, pollution)
and also describesmore than one possible
solution
Wrote script in own words
and can read report
independently
Script is not written in first
grade vocabulary and is
not easily read by student
Script is written in first
grade vocabulary and is
easily read by student
Script is written in
above first grade
vocabulary and is
easily read by student
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Where are we (students point of view) headed? How will the unit be introduced?
The ocean is a habitat.
Students will be introduced to the unit by drawing on their prior knowledge of the ocean. Priorknowledge will be discussed and expanded upon by using a KWL chart.
How will I hookstudents to engage their interests?
Students will enter the classroom where a CD of oceans sounds (surf, whales, etc.) is playing.
Classroom ceiling lights will be covered with bluecellophane or tissue paper to give the students theappearance of the ocean and the sensation of being underwater.
Equip and Explore: All lessons will include a variety of learning styles. Each day will focus on a new
skill and process. Students who do not understand will be given an opportunity to work in a small group
or one on one with the teacher to further their understanding.
Revise/Rethink/ Reflect/ Revisit: Students will keep a Reflection Journal throughout the unit to record
their observations, knowledge, and feelings concerning the unit.
Evaluation/self/evaluation/: Self Assessment and Evaluation will happen daily. Students will record
their understandings in their Reflection Journal and also be provided with opportunities to complete SelfChecklists or rubrics. Students will also be assessed by the teacher on specific tasks to check for
understanding.
Tailoring: Summative project will be chosen by the student allowing the student to choose a project thatbest represents their learning style and demonstrates their understanding.
Organized: 10 days of instruction with activities outlined below:
Day 1:
Students will enter the classroom where a CD of oceans sounds (surf, whales, etc.) is playing.
Classroom ceiling lights will be covered with bluecellophane or tissue paper to give the students the
appearance of the ocean and the sensation of being underwater.
Students will use mental imagery to create an illustration of the ocean.
Show National Geographic Kids: Creatures of the Deep9
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Day 2: Where in the World are the Oceans?
Read Commotion in the Ocean by Giles Andrea to create enthusiasm among students
Discuss what the students know about the ocean. During discussion fill in the K section of the KWL
chart
Brainstorm what the students want to know about the ocean and fill in the W section of the KWL chart
Using a large clear water bottle, explain to the students that the bottle represents the earth. Fill the bottle
full with sand, which represents land. Fill the bottle full with colored water to represent the ocean.
Explain to the students that the earth is covered mostly with water. Locate the oceans: Pacific, Atlantic, Indian, and Arctic on a world map. Discuss their location in relation
to the continents
Hand out the world map and have students label the continent and oceans.
Assessment/Evaluation: The student should have the world map correctly labeled with all continents and
oceans. Retain this map for use in lesson three.
Day 3: How Salty is the Ocean?
Mix a pitcher of water with 3 to 4 spoons of salt before beginning lesson.
Explain to students that oceans differ from lakes, rivers, and streams. Oceans are made of salt water,
while lakes, rivers, and streams are filled with fresh water.
Give each student a cup with a taste of salt water and a cup with fresh water. Have students observe the
water and discuss any differences they see. Tell students to taste the fresh water and then taste the salt
water. Discuss the differences in the taste.
Explain to students that the following experiment involves a comparison between the density of salt
water and fresh water. Explain to students that density is how heavy the water is.
Fill one of the glasses with 1 cup of water. Gently drop one of the eggs into the water and watch whathappens. Record observations on the board.
Fill the second glass with 1 cup of water, cup of salt, and a few drops of food coloring and allow it to
sit for five minutes. Carefully and slowly add fresh water using the eyedropper, being careful not to
disturb the settled colored salt water. Drop the second egg into the glass and watch what happens.
Record the results on the board.
Have a class discussion using the following questions:
1. Compare the way the two eggs float and describe the differences.
2. Why do you think the eggs float differently in the separate glasses?
3. What does this experiment tell you about the differences in the water?
After the students have shared their thoughts, explain that the egg sank in the fresh water because it had
greater density. The egg floated in the salt water because when salt is added to water its density becomes
greater than that of the egg. That makes the egg float.
Assessment/Evaluation: Monitor student responses for understanding while conducting the experiments.
Day 4: In the Deep Blue SeaKey Vocabulary
1. Sunlight Zone This is the shallowest zone and is home to almost ninety percent
of all ocean life. It is the only zone fully lit by the sun. Plants and animals thrive here.2. Twilight Zone Very little sunlight reaches this zone. No plants grow here.
Some sea creatures living in this dark zone have special organs that glow in the dark.
3. Dark Zone This zone receives no sunlight and is pitch-dark. Ocean life is very scarce. Some animals living
here are skillful hunters. Others are scavengers.
4. Abyss Very few animals live in this deep and dark zone. The water is extremely cold, and food is very
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scarce.
5. Marianas Trench The Marianas Trench is a deep valley in the floor of the Pacific Ocean. It is the deepest
place on the earths surface.
Read Wish For a Fish: All About Sea Creaturesby Bonnie Worth. Draw a diagram on the board
illustrating the ocean zones. Introduce each zone and give details about the water temperature, sunlight
that reaches the zone, and the plants and animals that reside in each zone. Discuss the Marianas Trench
located in the Pacific Ocean.
Display a model of the ocean zone flipbook for students to reference.
Students glue a sheet of black construction paper to the bottom page. Instruct students to glue a sheet ofdark blue construction paper above the black. Instruct students to trim the top of the light blue sheet to
resemble waves, and then have them glue it to the top section of the paper. Have the students cut or tear
the brown strip to resemble the ocean floor and glue it to the bottom black layer.
Discuss the different characteristics of the ocean animals on handout and decide which zone they reside
in.
Instruct students to color, cut out and place the animals in the appropriate zone.
On the left side of the inside instruct students to glue the names of the ocean zones in the appropriate
order.
Have the students write the description for each zone
Assessment/Evaluation: Check the students ocean zone flipbook to evaluate their understanding.
Day 5: Where in the World Do the Animals Live?
Read Ocean Animals Unfold and Learn
The students will work as a class to label a map of the world.
The students will work as a class to identify where ocean animals live.
Have students label the ocean and continents on the map.
Distribute the ocean map animal cutouts and discuss the characteristics of each ocean animal. Then, have
students color and cut out the cards.
Have students place each animal in the appropriate ocean on the map.Assessment/Evaluation: The student will be able to name the continents and oceans. They will also be able to
place the creature cutout in the appropriate ocean or oceans.
Day 6: The Highs and Lows of the OceanKey Vocabulary
1. Gulf Stream The Gulf Stream is a warm current that runs from the Gulf of Mexico, up the coast of Florida,and then north up the coast of the United States as far as North Carolina before it crosses the Atlantic Ocean.
2. Ocean currents Ocean currents are moving streams that are similar to rivers flowing through the ocean.
3. Shore The place where the ocean meets the land.
4. Tides Tides are regular changes in the height of the ocean: two high tides and two low tides occur each day.The level of the ocean rises and falls as it meets the shore.
5. High tide At high tide, the edge of the ocean comes way up, covering the beach so that all you see is a littlestretch of land.
6. Low tide At low tide, the water level drops and the edge of the ocean moves farther away, leaving a broadsandy beach.
Display vocabulary words on the board or chart paper. Draw a diagram of a shoreline and explain that
the place where the ocean meets the land is the shore.
Display and enlarge the picture of the tides found on page 282 ofWhat Your First Grader Needs to Know
by E. D. Hirsch Jr.
Explain that every day, twice a day in a regular pattern, the level of the ocean rises and falls as it meets
the shore. These changes are called the oceans tides. As you show the pictures to the students explain
that if they were to spend the day at the beach they would see changes in the tides. At high tide, the edge
of the ocean comes way up covering the beach. At low tide, the water level drops and the edge of the
ocean moves farther away, leaving a broad sandy beach.
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Divide the class into small groups. Give each group a pie plate. Fill the plate to the inner rim with water.Sprinkle a teaspoon of oregano over the surface. Using a straw, have students blow across the middle of
the surface from one side of the pan. Discuss what was observed. Students should observe that the water
is rippled by the artificial wind they created and that the currents on the surface circulated around the
edges of the pan.
Explain to students that the water in the ocean moves all the time. The wind moves it and forms the
oceans surface into waves. In some parts of the ocean the water moves in great streams, almost like
rivers flowing though the ocean. We call these moving streams ocean currents. Ships in the Atlantic
Ocean often travel on a current called the Gulf Stream. The Gulf Stream is a warm current that runs fromthe Gulf of Mexico, up the coast of Florida, and then north up the coast of the United States as far as
North Carolina before it crosses the Atlantic Ocean.
Model the path of the Gulf Stream with your finger on the world map. Next, have students trace this path
with their finger on their world map Then, have students use crayons to draw the Gulf Stream.
Assessment/Evaluation: Ensure that students have correctly traced the Gulf Stream on their maps.
Day 7: What is Happening to Our Oceans?Key Vocabulary
1. Pollution Pollution is caused when substances that are harmful to life are released into the air or water or onto
land.
Read pages 20-23 inLife in the Oceansby Lucy Baker. Discuss the effects of pollution on the oceans and
the animals that reside in it. Discuss the dangers of overfishing to ocean life. As a class brainstorm ways to keep our oceans clean, stop pollution, and eliminate overfishing. Have
students work in partners or individually to create a poster that illustrates a way to save the oceans.
When the posters are complete have students share their posters with the class.
Assessment/Evaluation: Evaluate the students poster to ensure understanding the effects of pollution.
Day 8: Review and Project Explanation
Students will review concepts learned throughout unit by completing the L section of the KWL chart.
Teacher will explain the three choices for the project.
The class will visit the media center to work with the media specialists to conduct their research.
Ocean Animal Research Report
The student will choose an ocean animal of his/her choice to report on. The student will use the Internet and other reference materials to research the animal and its habitat.
(www.enchantedlearning.com is a great place to start)
The student will complete the Research Report Form to organize their information.
The student will use this information to write a report about their ocean animal. The student will also
include a drawing of their animal.
Allow students to share their report with the class.
Assessment/Evaluation: The student will be assessed on their ability to collect information and use that
information to write a report. The report rubric should be used to assess the students work.
Coral Reef Diorama and Report
The student will create a diorama of a coral reef using the checklist provided.
The student will use the Internet and other reference materials to research the coral reef. The student will use the information to write a report about the coral reef.
Assessment/Evaluation: The student will be assessed on their ability to collect information and use that
information to write a report. The report rubric should be used to assess the students work.
Readers Theater
The student will write a Readers Theater script concerning the dangers of pollution to the ocean.
The student will use the Internet and other reference materials to research different ways pollution
damages the ocean
The student will brainstorm ways to keep the oceans clean.
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The student will use the information to write a script for a Readers Theater.
Assessment/Evaluation: The student will be assessed on their ability to collect information and use that
information to write a script. The Readers Theater Rubric will be used to assess the students work.
Day 9: Project Work Time
Students will continue to work with the media specialist and research projects in the media center,
Readers Theatre, or diorama
Day 10: Students will continue to work with the media specialist and research projects in the media center,
Readers Theatre, or diorama
Day 11:
Students share informative paragraph, Readers Theatre, or diorama with class.
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Collaboration Unit Reflection:
To create and teach this unit, I collaborated with a first grade teacher. After discussing some of the
different information literacy skills that are beneficial to first graders, we decided to address the skills associated
with locating and using appropriate resource materials. First grade students are still learning how to read. This is
a huge hurdle to overcome when trying to conduct research on a topic. Students need to have a good
understanding of how to pick resources they can use while obtaining the information needed to gain a better
understanding of the topic.
In this unit, students were given the opportunity to select their topic related to the ocean. The students
were also allowed to choose the type of project that interested them the most. They were able to choose between
completing a diorama, writing a readers theater script, or writing a research report on an ocean animal. This
helped to ensure that learning styles and student interests were included in the unit.
Students were introduced to several resource databases that provided readers with an option to have the
material read to them. The unit went a step further to teach students how to identify reliable resources and
information. They were introduced to a variety of non-fiction resources such as videos, magazines, books,
websites that could be used to locate the necessary information. Students did very well and demonstrated a good
understanding of the research process. They also did a wonderful job with the required project. It was evident
that they were able to locate the information they needed.
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