12 human impacts presentations day 12
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This document contains the agenda and announcements for a class on presenting. It outlines that students will watch presentations on human impacts in physical science. It provides instructions for students to take notes on facts they didn't know and things they may want to do for their own presentations. Students are asked to quietly discuss and provide feedback on each presentation using colored paper sheets.
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This document outlines the planned activities and assignments for a class session. It includes prompts for free writing exercises to brainstorm project ideas, questions for students to discuss related to course readings, and examples of possible "making projects" where students create self-representations from found objects. The instructor apologizes for not being able to meet in person due to illness and provides instructions on submitting assignment responses and asking further questions remotely.
WRA 150 9/13
This document outlines the planned activities and assignments for a class session. It includes prompts for free writing exercises to brainstorm project ideas, questions for students to discuss related to course readings, and examples of creative projects where students can build representations of themselves from found objects. The document also addresses logistics like due dates and contacting the instructor if needed.
My WebQuest
The students are tasked with researching and writing an introduction to a newspaper article about oceans and tsunamis. They will be divided into four groups to research and write about: 1) why the ocean is salty, 2) what causes waves and currents, 3) how currents and tides affect the ocean, and 4) what a tsunami is and how it is formed. Each group will research their topic using provided websites, record important facts, discuss their findings as a group, and write a 3-5 paragraph section on their topic for the class newspaper article. They will present their section to the class and one member from each group will have their work displayed on the bulletin board.
Demo Speech
This document provides guidance on building an informative speech by outlining the key steps:
1) Choose an appropriate topic that interests you and the audience.
2) Develop a clear thesis statement that states the topic and purpose to inform the audience.
3) Write a mapping statement that previews the main points that will support the thesis.
4) Build the body of the speech by outlining the introduction, thesis, mapping statement, and 3-4 main points with supporting details.
Medina pd iii - lesson plan- lesson 2- passed
The lesson plan is for a 7th grade English class and focuses on short stories. It includes 5 activities: 1) A warm-up to review the previous lesson. 2) Students finishing analysis and receiving materials to create one-page summaries. 3) Designing the one-page summaries in groups. 4) Groups presenting their summaries and answering related questions. 5) A closing reflection on the lesson. Scaffolding strategies such as group work, questions, and vocabulary support are used throughout. The plan aims to have students practice language skills while summarizing the stories.
Over to you (week 8)
This document outlines the agenda and content of a university writing course. It discusses that in the second half of the course, students will choose their own writing topics and readings, and essays will be read by the professor and peers. The goal is for students to write a publishable-quality paper on a topic of their choice. Feedback from previous assignments is positive, though some students dislike the reading engagement logs. Students will have workshop time to find sources for their chosen paper topics and receive guidance on the upcoming Assignment 6. They are assigned to send their paper proposals and reference lists by the weekend deadline.
Jignesh nakum(c.s.)
The document provides guidance on making effective presentations. It discusses the importance of preparation, including planning the content, structure, visual aids, and handling questions. When giving the presentation, speakers should use simple language, maintain eye contact with the audience, and practice to manage nerves. The introduction should attract attention and the conclusion should summarize key points. Preparation, practice, and good delivery are essential to engage audiences and communicate messages clearly.
Mr cox's classroom orientation 2015
The document provides an orientation for a physical science classroom, outlining topics covered in physics and chemistry such as forms of energy, the periodic table, and chemical reactions. Expectations for the class are also discussed, including maintaining organized notebooks, using online resources, and promoting a positive classroom culture through participation and respect.
8. signposting, scripting, group speaking task
This document provides an agenda and instructions for an academic interactions class. It outlines that students will have several presentations throughout the term. It provides tips for preparing presentations and discusses useful phrases. It informs students that they will have a practice listening test the next day and that their assignment is to complete a group discussion and record it, planning a presentation on an extreme sports course, by the deadline.
15 research debrief
This document provides guidance and instructions to students for an upcoming research and presentation project on animal de-extinction. It discusses the day's agenda, expectations for research and presentation preparation. Tips are provided on moving from an unprepared "Buster" to a well-prepared "Betty" or exemplary "Thomas" through knowing requirements, current abilities, and areas for improvement. Students are guided to reflect on strengths and weaknesses from prior work, and create a plan to accomplish remaining goals in order to be successful.
Making a presentation in english
The document provides guidance for giving presentations in English. It outlines 7 stages of a presentation: greet the audience, introduce the topic and group, present the main parts, show pictures/clips, summarize and conclude, thank the audience, and invite questions. It offers tips for the introduction such as having a good first impression. Sample phrases are given for stating the purpose of the presentation and concluding it. Presenters are advised to tell the audience what they will, do, and have covered. The document also includes content topics to cover in a presentation about musical subcultures.
Essential Routines for Substitute Teachers
This document outlines the agenda and content covered in a workshop for substitute teachers. The workshop focuses on establishing essential routines for substitute teachers, including introducing yourself to students, setting clear classroom expectations and procedures, and teaching procedures to students. It provides guidance on developing routines and scripts for common classroom situations. Sample procedures are discussed, such as how to start and end class periods, get students' attention, and have students request help. The document emphasizes establishing structure and mutual respect between substitutes and students.
English 111, September 25, 2012
1) The document outlines the plan for today's class, which includes practicing rhetorical analysis of two versions of a song, workshops for crafting revision plans, and homework assignments.
2) Students will analyze different versions of a song to practice rhetorical skills and look at music. They will then work in groups to develop revision plans using specific criteria.
3) Homework includes attending a guest lecture on transnational literacy, answering a yes/no question on Tumblr about voting, analyzing a music cover on Tumblr, and submitting the second draft of an inquiry essay.
6 5 blinder16
The “So MUCH to Read” three-part workshop (SMTR), an outreach program of the Writing, Reading and Language Center of the Takoma Park Campus of Montgomery College, was designed to enable STEM students to cope with the increased volume of increasingly technical reading they face in their upper-level courses. The SMTR workshop was designed to promote student retention and success in such demanding programs as nursing. The presentation described the workshop and gave evidence of its success.
Presentation skills
This document provides guidance on preparing and delivering an effective presentation. It discusses structuring the presentation with an introduction, main body, and conclusion. The introduction should gain attention and interest. The main body should have a clear structure and use signposting. The conclusion should summarize key points and invite questions. Effective delivery techniques include practicing, using body language, warming up the voice, and controlling nerves. Visual aids like PowerPoint should complement but not replace the speaker.
ITC St. Pete 2017
This is the powerpoint shared during the ITC 2017 pre conference session "Tips and Tools for Online Retention"
How to make a presentation
The document provides guidance on how to effectively prepare and deliver a presentation. It discusses the importance of preparation, which includes understanding your objective, audience, venue, content, structure, and use of visual aids. It also recommends rehearsing your presentation to improve familiarity and timing. Proper preparation is key to delivering an organized presentation with confidence and controlling your audience effectively.
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2 10 abiotic factors ms.ls2
This document provides instructions and information for a science class lesson on ecosystems and abiotic factors. It includes the learning target which is to explain how abiotic factors affect ecosystems. It lists different ecosystem types and instructs students to read an article about abiotic factors affecting populations in China. Students are asked to write down the main argument, facts supported by empirical data, and annotate the article in preparation for discussion the next day.
2 2 food webs ms.ls2
This document contains notes from a biology class discussing various topics related to ecosystems and food webs. The notes include announcements about joining an online discussion, the day's learning target about visualizing trophic interactions via food webs, upcoming units on ecosystem complexity and invasive species, discussions on tests and reviews, and activities for students at different performance levels.
2 2 food webs ii ms.ls2
The document discusses abiotic and biotic factors in ecosystems, including 7 abiotic factors like topography, climate, pollution, and solar energy input that can affect populations. It also introduces biotic components like introduced species. Students are tasked with planning a model ecosystem by listing biotic and abiotic factors and organizing what jenga block biotic components like producers, primary consumers, and secondary consumers would represent.
1 30 changes in biological systems and last test review ii ms.ls2
This document provides an agenda and notes for an ecology class. It includes the following:
- An introduction to discussing invasive species and their impacts on ecosystems.
- Plans for students to work on either reviewing for a past test or building a food web, depending on their previous test scores.
- Announcements about an upcoming unit on constructing arguments about how changes to ecosystems affect populations and evaluating designs to maintain biodiversity.
- Notes on the complexity of ecosystems and definitions of biological components like communities, populations, and the difference between communities and ecosystems.
1 30 changes in biological systems and last test review ms.ls2
This document provides an agenda and notes for an ecology class. It includes the following:
- An introduction to discussing invasive species and their impacts on ecosystems.
- Plans for students to work on either reviewing for a past test or building a food web, depending on their previous test scores.
- Announcements about an upcoming unit on constructing arguments about how changes to ecosystems affect populations and evaluating designs to maintain biodiversity.
- Notes on the complexity of ecosystems and definitions of biological components like communities, populations, and the difference between communities and ecosystems.
1 29 changes in biological systems and last test review ms.ls2
1) The document discusses introducing students to a unit on invasive species and their impacts on ecosystems.
2) Students are asked to read articles about specific invasive species, take notes, and become experts on the impacts and characteristics of the species they read about.
3) The class will then discuss commonalities between invasive species and how the introduction of a new species differs from the reintroduction of a species.
1 28 changes in biological components of ecosystem ms.ls2
This document discusses the key components of ecosystems, including biotic (living) and abiotic (non-living) factors. It describes the physical relationships between producers, consumers, decomposers, and their interactions. It also covers population balances, energy flow through trophic levels, and the importance of biodiversity. The document provides definitions and examples to explain ecological concepts in ecosystems.
1 28 changes in biological components of ecosystem ii ms.ls2
The document discusses the biological components of an ecosystem. It identifies four main biotic components:
1) Producers (plants) that produce their own food through photosynthesis.
2) Consumers at different trophic levels, including primary consumers (herbivores that eat plants), secondary consumers (carnivores and omnivores that eat herbivores) and tertiary consumers (top predators).
3) Scavengers that eat and break down dead consumers.
4) Decomposers like bacteria and fungi that break down remains and release nutrients back into the environment.
02 heredity animal activity
This document provides an overview of a life science class unit on heredity and the inheritance of traits. It outlines the day's activities, which include discussing traits versus alleles, designing a hypothetical designer classroom pet by selecting and combining traits from different species, and reflecting on the challenges of owning such a chimera as a real pet. Students are asked to draw and describe their ideal pet, selecting traits to modify and explaining the advantages of their creation.
03 human impacts day 3 laptop
The document discusses various interior natural hazards including earthquakes, volcanoes, and sinkholes. For earthquakes, it provides general facts about frequency and magnitude scales. It also describes earthquake hazards such as liquefaction, falling debris, and secondary hazards. For volcanoes, it gives general facts about locations and provides details on hazards from eruption columns, gases, lava flows, pyroclastic flows, landslides, and lahars. It also examines a 1985 volcanic disaster in Colombia. For sinkholes, it discusses their formation process and increasing property damage claims.
11 human impacts presentation prep day 11
This document provides guidance for students creating presentations on human impacts issues. It outlines that presentations should clearly walk through defining a problem, collecting data, interpreting data to create a focused solution, and applying that solution. Presentations need to address an actual human impacts issue and use at least three visual aids. Students are encouraged to make their presentations clear, creative, appealing, and to divide work equally among team members. Time is provided for students to work on their presentations.
06 human impacts day severe wx processes 6
This document provides information about various natural hazards caused by severe weather processes and how their impacts can be mitigated. It begins with an agenda that includes discussing severe weather hazards and how to reduce their negative impacts, along with announcements about an upcoming quiz and tests. The document then discusses different types of severe weather hazards including tornadoes, hurricanes, and their risk maps. Tornadoes are most common in the central US region known as Tornado Alley due to interactions between warm, moist Gulf air and cooler, drier Canadian air. Hurricanes present hazards like intense wind, flooding from storm surges, and tornadoes, and mostly impact the Gulf and East Coasts due to cooler Pacific waters. The document encourages reflection on provided
08 human impacts design a method part i day 8
This document discusses negative human impacts on the environment. It begins with examples of negative impacts like nuclear meltdowns and releasing non-biodegradable materials. Human impacts are then categorized as water usage, land usage, and pollution. Specific examples are given for each category, such as diverting water for agriculture leading to the shrinking of the Aral Sea, deforestation of the Amazon rainforest for cattle ranching, and air pollution causing smog. Students are engaged to discuss and identify additional examples of problems for each impact category.
04 human impacts day 4
1) The document discusses different types of interior hazards including earthquakes, volcanoes, and sinkholes. It provides general facts about each hazard as well as the hazards they can cause.
2) Specific hazards from earthquakes mentioned include liquefaction, falling debris from collapsed buildings, and secondary hazards from flooding and fires. Volcano hazards include eruption columns, volcanic gases, lava flows, pyroclastic flows, landslides, and lahars. Sinkholes are formed from limestone being dissolved by groundwater.
3) An example case study of the 1985 Armero disaster in Colombia is provided, where a lahar from the Nevado del Ruiz volcano killed over 23,000 people due
07 human impacts day quiz and sub 7
This document provides instructions and information for a physical science class on human impacts and severe weather processes. It includes:
1) A notification that a quiz will be given and instructions must be read carefully to avoid a zero.
2) The objectives and essential questions for the class focus on types of hazards that make up severe weather and forecasting/reducing their negative impacts.
3) Additional reminders that iPads are only for approved educational sites, late work is due, and behavior expectations are outlined.
02 human impacts day 2
This document discusses human impacts from natural hazards such as tornadoes, earthquakes, volcanoes, floods, wildfires and more. It separates natural hazards into three categories: interior processes that stem from inside the earth, surface processes above the earth's surface, and severe weather events. The document provides examples for each category and discusses how collecting data, interpreting it, and applying it can help scientists better understand natural hazards and work to minimize their negative impacts.
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12 human impacts presentations day 12
- 2. Bell Ringer What are three common mistakes that presenters make? What are three things you can do to draw in your audience and get them to listen to you?
- 4. Agenda/Announcements •Presentation creation Announcements: Remediation available today after school. Next week I will finally be available after school on Mondays (yay!) …
- 5. A few quick things! •Keep your notebooks open so you can follow along with the presentation. •Write down facts you didn’t know, or things that the group did thatYOU might want to do the next time you present. •Each group will have colored sheets of paper that you can review them on.
- 6. A few quick things! •On those sheets, AFTER the group has presented and the next group is getting ready…. •Discuss with your partner what you liked, and what could be improved – (There is a front AND a back) and turn those slips in to the back of the class •I will collect those slips and after all presentations have been given, I will distribute that feedback to all groups
- 7. LETS GO!
- 8. Testing Across the Hall – QUIET! Get ready to present