Salmon Cave is a karst cave located in Clover Lick Valley

 Salmon Cave is a karst cave located in Clover Lick Valley in Pocahontas County, West Virginia. It is the longest cave in the Clover Lick Valley area, with over 1.26 miles of surveyed passage. The cave is home to a variety of cave formations, including stalactites, stalagmites, flowstone, and columns.

Salmon Cave is a popular destination for cave explorers and tourists alike. The cave is relatively easy to access, and there are a variety of tours available, ranging from easy to challenging. The cave is also home to a variety of wildlife, including bats, salamanders, and insects.

Here are some additional things to know about Salmon Cave:

• The cave is named after Salmon Brook, which flows near the cave entrance.
• The cave was first discovered in the early 1900s, but it was not extensively explored until the 1950s.
• The cave is home to a variety of cave formations, including stalactites, stalagmites, flowstone, and columns.
• The cave is also home to a variety of wildlife, including bats, salamanders, and insects.
• Salmon Cave is a popular destination for cave explorers and tourists alike. There are a variety of tours available, ranging from easy to challenging.

If you are interested in visiting Salmon Cave, you can contact the Pocahontas County Chamber of Commerce for more information.

Shinaberry Cave is a cave located in Clover Lick

 Shinaberry Cave is a cave located in Clover Lick Valley, Pocahontas County, West Virginia. It has a surveyed length of 2,800 feet, making it one of the larger caves in the state. The cave is known for its variety of cave formations, including stalactites, stalagmites, flowstone, and columns.

Shinaberry Cave is located on private property, and permission is required to enter. The cave is also home to a variety of bats, so it is important to be respectful of the cave environment.

Here are some additional details about Shinaberry Cave:

• Location: Clover Lick Valley, Pocahontas County, West Virginia
• Surveyed length: 2,800 feet
• Cave type: Limestone
• Cave formations: Stalactites, stalagmites, flowstone, columns
• Access: Permission required from property owner
• Wildlife: Bats

If you are interested in visiting Shinaberry Cave, please contact the property owner to obtain permission. It is also important to be prepared for a challenging cave trip, as the cave contains some narrow passages and steep drops.

Caves

 

Cave Name	Location	Type
Walt Allen Cave	Clover Lick Valley	Wild Cave
Shinaberry Cave	Clover Lick Valley	Wild Cave
Salmon Cave	Stony Creek Valley	Wild Cave
Turkey Roost Cave	Stony Creek Valley	Wild Cave
Sharps Cave	Big Spring Fork Valley	Wild Cave
Clay Pit Cave	Big Spring Fork Valley	Wild Cave
Friars Hole Cave System	Greenbrier and Pocahontas Counties	Wild Cave

William Curry

 

William Curry was the clerk of the Pocahontas County court in West Virginia during the Civil War. He was responsible for safeguarding the county records during that time, a difficult task given the turbulent environment.

In 1861, Curry began to move the records to a safe place in anticipation of a Confederate attack on the county courthouse. He enlisted the help of a youth named R. W. Hill to transport the records in a wagon. They moved the records to a number of different locations during the war, including the residence of Joel Hill, the house of Rev. Michael D. Dunlap, and the Hillsboro Methodist Church.

After the war, Curry returned the records to the county clerk's office in Huntersville. His efforts to preserve the county records during the Civil War were essential to the ongoing functioning of Pocahontas County government.

Curry's story is a reminder of the important work that county clerks do, even in the midst of war. They are responsible for maintaining and safeguarding vital records, such as birth and death certificates, marriage licenses, and property deeds. These records are essential to the smooth operation of our society.

Thank you to William Curry for his service to Pocahontas County and to all county clerks who work tirelessly to protect our vital records.

Dr. Price was a true hero to the people of Marlinton,

 

Dr. Norman Randolph Price was a beloved doctor in Marlinton, West Virginia for many years. He was born in 1892 and grew up on a farm in Pocahontas County. He attended the University of Virginia School of Medicine and graduated in 1915. After serving in the U.S. Marine Corps during World War I, he returned to Marlinton and opened a medical practice.

Dr. Price was a general practitioner and cared for patients of all ages. He was known for his kindness, compassion, and dedication to his patients. He made house calls at all hours of the day and night, and he often accepted payment in the form of produce or livestock from his patients who could not afford to pay in cash.

Dr. Price was also a community leader. He served on the Pocahontas County Board of Education and the Marlinton Town Council. He was also a member of the American Medical Association and the West Virginia Medical Association.

Dr. Price retired from medicine in 1965, but he continued to volunteer his time to the community. He died in 1976 at the age of 83. He is remembered as one of the most caring and dedicated doctors who ever practiced in Pocahontas County.

Here is a story about Dr. Price that was shared by one of his former patients:

When I was a child, I got very sick with pneumonia. Dr. Price came to our house every day to check on me. He was so kind and gentle, and he always made me feel better. One day, I was feeling so bad that I didn't want to eat anything. Dr. Price sat down on the edge of my bed and told me a story about a little boy who got very sick, but he ate his vegetables and got better. After that, I started eating my vegetables again, and I eventually recovered from my pneumonia.

Dr. Price was a true hero to the people of Marlinton, West Virginia. He dedicated his life to caring for others, and he made a lasting impact on the community.

The first non-native settlers west of the Allegheny Mountains, in the Greenbrier Valley in 1749

 

Jacob Marlin was a pioneer who, along with Stephen Sewell, became the first non-native settlers west of the Allegheny Mountains, in the Greenbrier Valley in 1749.

Marlin and Sewell were both from New England. They traveled to Virginia in the 1740s in search of new land and economic opportunities. In 1749, they decided to explore the western side of the Allegheny Mountains, which was then a largely uncharted territory.

Marlin and Sewell crossed the Alleghenies and followed a mountain stream through the pass north of Beaverlick Mountain to the mouth of Knapps Creek on the Greenbrier River. There, they built a cabin and became the first official white settlers west of the Allegheny Mountains, across the Continental Divide, to the “western waters” where rivers drained west to the Mississippi, as opposed to east to the Atlantic Ocean.

Lesson Plan With Video

 

Sample Lesson Plan for Subtraction for 2nd Grade Students at Hillsboro Elementary School

Learning Objectives:

• Students will be able to subtract two-digit numbers without regrouping.
• Students will be able to solve word problems involving subtraction.

Materials:

• Whiteboard or projector
• Markers or pens
• Counters or other manipulatives (optional)

Procedure:

1. Introduction (5 minutes)

• Begin by asking students what they know about subtraction. What does it mean to subtract? How can we subtract two numbers?
• Explain that subtraction is the process of taking away. When we subtract two numbers, we are finding the difference between them.

2. Activity (20 minutes)

• Show students the following equation on the board or projector:

56 - 23 = ?

• Ask students how we could solve this problem. Some possible strategies include:

  • Using counters or other manipulatives to represent the numbers and then taking away the counters representing 23.
  • Using a number line to start at 56 and counting back 23.
  • Using mental math to break down the problem into smaller, easier problems.

• Once students have solved the problem, ask them to share their strategies with the class.

3. Word Problems (10 minutes)

• Present students with a few word problems involving subtraction. For example:

  • John has 32 apples. He gives 15 apples to his friends. How many apples does he have left?
  • There are 45 students in the class. 20 students are boys. How many students are girls?
  • A train has 72 passengers. 34 passengers get off at the next stop. How many passengers are left on the train?

• Ask students to solve the problems using their preferred subtraction strategy.

4. Assessment (5 minutes)

• Distribute the following test to students:

Test: Subtraction

Subtract the following numbers:

1. 56 - 23
2. 72 - 34
3. 45 - 20
4. John has 32 apples. He gives 15 apples to his friends. How many apples does he have left?
5. There are 45 students in the class. 20 students are boys. How many students are girls?
6. A train has 72 passengers. 34 passengers get off at the next stop. How many passengers are left on the train?

• Have students complete the test independently. Once students are finished, collect the tests and grade them.

Differentiation:

• For students who need additional support, provide them with counters or other manipulatives to help them solve the problems.
• For students who are ready for a challenge, give them more difficult word problems to solve.

Graphics Explanations:

• The following graphic explains the concept of subtraction using counters:
Opens in a new window en.wikipedia.org

• The following graphic explains how to solve a subtraction problem using a number line:
Opens in a new window byjus.com

Videos:

• The following video explains the concept of subtraction in a fun and engaging way:

[Link to YouTube video: Subtraction Song for Kids]

• The following video provides a step-by-step explanation of how to solve subtraction problems without regrouping:

[Link to YouTube video:

Subtraction Without Regrouping]

Conclusion:

This lesson plan provides a comprehensive overview of how to teach subtraction to second grade students. By using a variety of activities and strategies, you can help all students learn and master this important math skill.

Lesson Plan: Religious Freedom

 Lesson Plan: Religious Freedom

Subject: Social Studies, Civics

Grade Level: 6-12

Time: 45 minutes

Objectives:

• Students will be able to define religious freedom and explain its importance in a democracy.
• Students will be able to identify the different ways that religious freedom is protected in the United States.
• Students will be able to discuss current events related to religious freedom.

Materials:

• Whiteboard or projector
• Markers or pens
• Paper
• Handout on religious freedom (optional)
• Pictures and videos related to religious freedom (optional)

Procedure:

1. Introduction:

• Begin by asking students what they know about religious freedom.
• What does it mean to have religious freedom?
• Why is religious freedom important?

2. Activity:

• Divide students into small groups and give each group a handout on religious freedom (optional).
• Have students read the handout and discuss the following questions:
  • What are the different ways that religious freedom is protected in the United States?
  • What are some examples of religious freedom in action?
  • What are some current events related to religious freedom?

3. Discussion:

• After students have had time to discuss the questions, bring the class back together for a large group discussion.
• Ask students to share what they learned about religious freedom and its importance.
• Discuss the current events related to religious freedom that students identified.

4. Assessment:

• To assess student learning, you can have students write a short essay on religious freedom, or you can give them a quiz or test.

Graphics Explanations:

Graphic 1: The First Amendment to the United States Constitution protects religious freedom in two ways: the Free Exercise Clause and the Establishment Clause.

Graphic 2: Religious freedom is important because it allows people to practice their religion without interference from the government. It also allows people to choose whether or not to practice a religion.

Graphic 3: There are many examples of religious freedom in action. For example, people are free to worship in any way they choose, to wear religious clothing, and to teach their children about their religion.

Pictures:

Picture 1: A group of people from different religions praying together.

Picture 2: A woman wearing a hijab.

Picture 3: A Jewish family celebrating Hanukkah.

Videos:

Video 1: "What is Religious Freedom?" by the First Amendment Center (2:23)

The video then discusses the two main parts of the First Amendment's protection of religious freedom: the Free Exercise Clause and the Establishment Clause. The Free Exercise Clause protects the right of individuals to practice their religion freely, while the Establishment Clause prohibits the government from favoring one religion over another or from endorsing religion in general.

The video concludes by emphasizing the importance of religious freedom in a democracy. Religious freedom allows people to live their lives according to their own beliefs, and it helps to promote tolerance and understanding between different religions.

Overall, I found the video to be a helpful and informative explanation of religious freedom. It is a good resource for students, teachers, and anyone else who wants to learn more about this important topic.

Video 2: "The Importance of Religious Freedom" by the United States Department of State (4:52)

Video 3: "Religious Freedom in the United States" by the National Constitution Center (4:20)

Test:

Multiple Choice:

1. Which of the following is NOT protected by the First Amendment's Free Exercise Clause?

   • The right to worship in any way you choose.
   • The right to wear religious clothing.
   • The right to teach your children about your religion.
   • The right to force others to practice your religion.

2. Which of the following is an example of the Establishment Clause in action?

   • The government cannot build a church.
   • The government cannot endorse one religion over another.
   • The government cannot require students to pray in school.
   • All of the above.

3. Why is religious freedom important?

   • It allows people to practice their religion without interference from the government.
   • It allows people to choose whether or not to practice a religion.
   • It promotes tolerance and understanding between different religions.
   • All of the above.

Short Answer:

1. What are some of the challenges to religious freedom in the world today?
2. Explain how religious freedom can help to promote peace and understanding between different cultures.

Essay:

Write a short essay on the importance of religious freedom in a democracy. Be sure to discuss the following:

• What is religious freedom?
• Why is religious freedom important?
• What are some examples of religious freedom in action?
• What are some challenges to religious freedom in the world today?

Conclusion:

This lesson plan is just a starting point. You can adapt it to fit your specific needs and the needs of your students. Be sure to include a variety of activities and assessments to engage all learners.

Lesson Plan: Production of Glass for 8th Grade Students at Marlinton Middle School (with video)

 Lesson Plan: Production of Glass for 8th Grade Students at Marlinton Middle School

Subject: Science

Grade Level: 8

Topic: Production of Glass

Learning Objectives:

• Students will be able to define glass.
• Students will be able to identify the main ingredients in glass.
• Students will be able to describe the process of glassmaking.
• Students will be able to explain the different types of glass and their properties.

Materials:

• Whiteboard or projector
• Markers or pens
• Paper
• Diagram of the glassmaking process (optional)
• Samples of different types of glass (optional)

Procedure:

1. Introduction

• Begin by asking students what they know about glass. Write their ideas on the board.
• Define glass as "a hard, brittle, transparent material that is typically made by fusing silica with other oxides."
• Explain that glass is a very versatile material that is used in a wide variety of products, such as windows, bottles, and mirrors.

2. Activity

• To help students understand the process of glassmaking, you can show them a video or diagram of the steps involved.
• You can also have students conduct a hands-on activity to make their own glass beads.

3. Discussion

• Once students have a basic understanding of glassmaking, lead a class discussion on the following topics:

  • The different types of glass and their properties
  • The uses of glass in everyday life
  • The environmental impact of glassmaking

4. Assessment

• To assess students' understanding of the production of glass, you can give them a short quiz or test.

• Here is a sample test question:

  • What are the main ingredients in glass?
  • A. Silica and other oxides
  • B. Sand, soda ash, and limestone
  • C. Salt, sugar, and water
  • D. None of the above

Graphics and Pictures:

The following graphics and pictures can be used to help students understand the production of glass:

• Diagram of the glassmaking process: This diagram shows the steps involved in making glass, from melting the ingredients to shaping and cooling the glass.
• Pictures of different types of glass: These pictures can help students learn about the different types of glass and their properties. For example, you could show students pictures of float glass, tempered glass, and laminated glass.

Differentiation:

• For students who need additional support, you can provide them with more graphic organizers or visual aids.
• For students who are ready for a challenge, you can have them research a specific topic related to glassmaking, such as the history of glassmaking or the environmental impact of glassmaking.

Extension:

• Have students design a new type of glass with specific properties.
• Have students research a specific product that is made of glass and write a report on how it is made.
• Have students visit a glass factory or art studio and learn more about the glassmaking process firsthand.

10-Question Test

1. What is glass?
2. What are the main ingredients in glass?
3. Describe the process of glassmaking.
4. What are the different types of glass?
5. What are the properties of float glass?
6. What are the properties of tempered glass?
7. What are the properties of laminated glass?
8. What are some of the uses of glass in everyday life?
9. What is the environmental impact of glassmaking?
10. Design a new type of glass with specific properties.

Answers

1. Glass is a hard, brittle, transparent material that is typically made by fusing silica with other oxides.
2. The main ingredients in glass are silica, soda ash, and limestone.
3. The process of glassmaking begins by melting the ingredients together in a furnace. Once the ingredients have melted, the glass is shaped and cooled.
4. The different types of glass include float glass, tempered glass, and laminated glass.
5. Float glass is a smooth, flat type of glass that is commonly used for windows and mirrors.
6. Tempered glass is a type of glass that has been strengthened to make it more resistant to breakage.
7. Laminated glass is a type of glass that is made up of two or more layers of glass that are bonded together with a plastic film. This makes the glass more resistant to breakage and shattering.
8. Glass is used in a wide variety of products in everyday life, such as windows, bottles, mirrors, eyeglasses, and cookware.
9. The environmental impact of glassmaking includes the use of energy and resources, as well as the production of air and water pollution.
10. This is an open-ended question that allows students to use their creativity and imagination

CSOs that a Teacher of Social Studies at MMS

 

CSOs that a Teacher of Social Studies at MMS 

Needs To Teach 8th Graders

CSO	TEST ITEM
SS.8.4.13	Labor/Mgmt. Strategies
SS.8.4.8	Legislation
SS.8.2.2	Geographic Features Of WW
SS.8.2.6	Impacts Of Technology
SS.8.5.7	Production Of Glass
SS.8.5.10	WV Transportation
SS.8.1.9	Branches Of Government
SS.8.4.10	Elections
SS.8.5.9	Communication
SS.8.1.12	French In The New World
SS.8.5.3	Draw Conclusions/Graphs
SS.8.1.3	Conflicts In W
SS.8.5.9	Religious Freedom
SS.8.5.11	Women In Us Conflicts
SS.8.5.14	Female Labor Activist
SS.8.1.14	WV Jobs
SS.8.5.9	Result Of Women's Rights
SS.8.3.1	American Revolution
SS.8.5.9	Interpreting Cartoons

Inferential Reasoning for 5th Grade Students at Greenbank Elementary School

Lesson Plan: Inferential Reasoning for 5th Grade Students at Greenbank Elementary School

Subject: Language Arts

Grade Level: 5

Topic: Inferential Reasoning

Learning Objectives:

• Students will be able to define inferential reasoning.
• Students will be able to identify the different types of inferences.
• Students will be able to make inferences based on text and images.

Materials:

• Whiteboard or projector
• Markers or pens
• Paper
• Text passage or image (optional)

Procedure:

1. Introduction

• Begin by asking students what they know about inferential reasoning. Write their ideas on the board.
• Define inferential reasoning as "the process of drawing conclusions based on evidence and your own knowledge."
• Explain that inferential reasoning is a skill that we use all the time in everyday life. For example, we use inferential reasoning to figure out what someone is thinking, to predict what will happen next, or to understand the meaning of a text passage.

2. Activity

• Here is one activity that you can do to help students understand inferential reasoning:

  • Choose a text passage or image that is appropriate for your students.
  • Ask students to read the passage or look at the image carefully.
  • Then, ask students to make inferences based on what they have read or seen.
  • For example, if you are using a text passage, you could ask students to infer what the characters are thinking or feeling, what the author's purpose is, or what will happen next.
  • If you are using an image, you could ask students to infer what is happening in the image, who the people are, or what they are thinking or feeling.

3. Discussion

• Once students have made some inferences, lead a class discussion about their conclusions.
• Ask students to explain how they came to their conclusions and to share the evidence that they used to support their inferences.

4. Practice

• Give students a worksheet or set of problems to practice making inferences.
• You can also find online games and apps that can help students practice inferential reasoning.

5. Assessment

• To assess students' understanding of inferential reasoning, you can give them a short quiz or test.

• Here is an example of a test question:

  • Read the following passage:

    Mary was walking home from school when she saw a group of boys picking on a smaller boy. Mary knew that she should do something, but she was afraid. She took a deep breath and walked over to the group of boys.

  • What can you infer about Mary's character based on this passage?

    • A. Mary is brave.
    • B. Mary is kind.
    • C. Mary is scared.
    • D. All of the above

Graphics and Pictures:

The following graphics and pictures can be used to help students understand inferential reasoning:

• Venn diagram: A Venn diagram is a great way to compare and contrast different types of inferences. For example, you could use a Venn diagram to compare and contrast relational inferences and causal inferences.
• Inference chart: An inference chart can be used to help students organize their thoughts when making inferences. The chart can be divided into three columns: evidence, inference, and explanation. Students can write the evidence that they are using to support their inference in the first column, the inference itself in the second column, and an explanation of their inference in the third column.
• Picture representations: Picture representations can be used to help students make inferences about visual information. For example, you could show students a picture of a group of children playing at a park. Then, you could ask students to infer what the children are doing, why they are there, and what they are feeling.

Differentiation:

• For students who need additional support, you can provide them with more practice problems or give them the option to work with a partner.
• For students who are ready for a challenge, you can give them more difficult inferential reasoning problems or ask them to make inferences about multiple sources of information.

Extension:

• Have students write a story or poem that involves inferential reasoning.
• Have students create a visual representation of an inferential reasoning problem.
• Have students develop a set of rules for making inferences.

10 Question Test:

1. What is inferential reasoning?
2. What are the different types of inferences?
3. What is the difference between a fact and an inference?
4. How can you make a good inference?
5. Give an example of an inference that you made today.
6. Read

It Took Me 23 Years to Figure This Out!

 

A 30 Second Lesson Plan

Lesson Plan: Addition for 2nd Grade Students at Hillsboro Elementary School

Subject: Math

Grade Level: 2

Topic: Addition

Learning Objectives:

• Students will be able to define addition.
• Students will be able to add two numbers together.
• Students will be able to solve addition problems using a variety of strategies.

Materials:

• Whiteboard or projector
• Markers or pens
• Paper
• Counters (optional)

Procedure:

1. Introduction

• Begin by asking students what they know about addition. Write their ideas on the board.
• Define addition as "putting together two or more numbers to get a new number."
• Explain that addition is used in many different situations in everyday life, such as counting money, adding up points in a game, or measuring ingredients for a recipe.

2. Activity

• To help students understand addition, you can do a variety of activities. Here is one example:

  • Give each student a set of counters.
  • Write the following addition problem on the board: 4 + 3 = ?
  • Ask students to use their counters to solve the problem.
  • Once students have solved the problem, have them share their strategies with the class.

3. Practice

• Give students a worksheet or set of problems to practice adding numbers together.
• You can also use online games or apps to help students practice addition.

4. Assessment

• To assess students' understanding of addition, you can give them a short quiz or test.

• Here is an example of a test question:

  • What is the sum of 5 and 2?
  • A. 3
  • B. 6
  • C. 7
  • D. 8

Graphics and Pictures:

The following graphics and pictures can be used to help students understand addition:

• Number line: A number line is a great way to visualize addition. To add two numbers on a number line, start at the first number and move to the right the same number of spaces as the second number. The sum is the number you land on.
• Counters: Counters can be used to represent objects and add them together. For example, to solve the problem 4 + 3 = ?, you would use 4 counters and 3 counters. Then, you would count all of the counters together to find the sum.
• Picture representations: Picture representations can be used to help students understand addition in a real-world context. For example, to solve the problem 5 + 2 = ?, you could show students a picture of 5 apples and 2 oranges. Then, you could ask students how many fruits there are in total.

Differentiation:

• For students who need additional support, you can provide them with more practice problems or give them the option to use counters or other manipulatives.
• For students who are ready for a challenge, you can give them more difficult addition problems or ask them to solve problems using different strategies.

Extension:

• Have students create their own addition problems and solve them.
• Have students write a story problem that involves addition.
• Have students create a picture representation of an addition problem.