3 d marshmallow models
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The student was tasked with using marshmallows and toothpicks to model 3D shapes based on clues provided. They created models of a cube, square pyramid, pentagonal prism, pentagonal pyramid, hexagonal pyramid, and octagonal prism. While it was fun to construct the shapes, sticking the marshmallows together with toothpicks was challenging due to the marshmallows' stickiness. Through this activity, the student learned about the faces, vertices, and edges of 3D shapes.
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3 d marshmallow models
The student completed a 3D construction challenge where they used toothpicks to represent edges and marshmallows to represent vertices to build different 3D solids based on clues. They constructed a cube, square pyramid, pentagonal prism, pentagonal pyramid, hexagonal pyramid, and octagonal prism. While it was fun to make the solids out of edible materials, the octagonal prism was the most challenging. Through this activity, the student learned more about the properties of different 3D solids and that pyramids have the same number of vertices and faces.
3 d marshmallow model
The student was tasked with constructing 3D shapes out of marshmallows and toothpicks, building a cube, square pyramid, pentagonal prism, pentagonal pyramid, hexagonal pyramid, and octagonal pyramid. While it was fun at first, the marshmallows became sticky over time, making it challenging to keep the shapes intact. The student learned more about 3D solids like icosahedrons and dodecahedrons, and wants to learn how to measure the volume of an icosahedron and investigate pi.
3 d marshmallow model
The student was given a 3D construction challenge to build various shapes using toothpicks and marshmallows based on clues provided. They successfully constructed a cube, square pyramid, pentagonal prism, hexagonal pyramid, and octagonal prism by representing edges with toothpicks and vertices with marshmallows. The student found the task fun and challenging to solve with their partner as it required thinking and counting to match the shapes to the building materials.
3 d marshmallow models
The student was tasked with using marshmallows and toothpicks to construct 3D shapes based on clues. They built cubes, octagonal prisms, pentagonal pyramids, hexagonal pyramids, square pyramids, and pentagonal prisms, learning the number of faces, edges, and vertices for each. While they found the activity fun and challenging, it also sparked questions about more advanced math topics like solving pi problems, pyramids, prisms, and algebra.
3 d marshmallow model
The student constructed various 3D shapes using toothpicks and marshmallows based on clues, building a cube with 6 faces, 12 edges and 8 vertices; a square pyramid with 4 faces, 12 edges and 8 vertices; and a pentagonal prism with 7 faces, 15 edges and 10 vertices. The activity helped them learn more about representing 3D shapes and connecting marshmallow vertices with toothpick edges, while also sparking questions about constructing a 20-sided shape.
3 d marshmallow model
The student was tasked with using toothpicks and marshmallows to build 3D shapes based on clues provided, constructing models of a cube with 6 faces, 12 edges and 8 vertices, a square pyramid with 5 faces, 8 edges and 5 vertices, a pentagonal prism with 7 faces, 15 edges and 10 vertices, and more. They found the activity fun but challenging and felt they learned more about 3D shapes, though had further questions about their purpose.
3 d marshmallow model
The student was tasked with using marshmallows and toothpicks to construct 3D shapes according to instructions. They built several shapes, including a cube with 6 faces, 12 edges and 8 vertices, and recorded the properties of each shape on a worksheet. The activity helped them better understand 3D shapes and they expressed interest in learning about more complex shapes in the future.
3 d marshmallow models
The student was tasked with constructing 3D shapes out of marshmallows and toothpicks based on clues about the number of faces, edges, and vertices. They built octagonal prisms, hexagonal pyramids, pentagonal pyramids, pentagonal prisms, cubes, and square pyramids. While it was fun, it was challenging not to eat the marshmallows. The student learned about 3D shapes and their names, and wants to learn how to make more complex shapes and find more examples in the real world.
Recommended
3 d marshmallow models
The student completed a 3D construction challenge where they used toothpicks to represent edges and marshmallows to represent vertices to build different 3D solids based on clues. They constructed a cube, square pyramid, pentagonal prism, pentagonal pyramid, hexagonal pyramid, and octagonal prism. While it was fun to make the solids out of edible materials, the octagonal prism was the most challenging. Through this activity, the student learned more about the properties of different 3D solids and that pyramids have the same number of vertices and faces.
3 d marshmallow model
The student was tasked with constructing 3D shapes out of marshmallows and toothpicks, building a cube, square pyramid, pentagonal prism, pentagonal pyramid, hexagonal pyramid, and octagonal pyramid. While it was fun at first, the marshmallows became sticky over time, making it challenging to keep the shapes intact. The student learned more about 3D solids like icosahedrons and dodecahedrons, and wants to learn how to measure the volume of an icosahedron and investigate pi.
3 d marshmallow model
The student was given a 3D construction challenge to build various shapes using toothpicks and marshmallows based on clues provided. They successfully constructed a cube, square pyramid, pentagonal prism, hexagonal pyramid, and octagonal prism by representing edges with toothpicks and vertices with marshmallows. The student found the task fun and challenging to solve with their partner as it required thinking and counting to match the shapes to the building materials.
3 d marshmallow models
The student was tasked with using marshmallows and toothpicks to construct 3D shapes based on clues. They built cubes, octagonal prisms, pentagonal pyramids, hexagonal pyramids, square pyramids, and pentagonal prisms, learning the number of faces, edges, and vertices for each. While they found the activity fun and challenging, it also sparked questions about more advanced math topics like solving pi problems, pyramids, prisms, and algebra.
3 d marshmallow model
The student constructed various 3D shapes using toothpicks and marshmallows based on clues, building a cube with 6 faces, 12 edges and 8 vertices; a square pyramid with 4 faces, 12 edges and 8 vertices; and a pentagonal prism with 7 faces, 15 edges and 10 vertices. The activity helped them learn more about representing 3D shapes and connecting marshmallow vertices with toothpick edges, while also sparking questions about constructing a 20-sided shape.
3 d marshmallow model
The student was tasked with using toothpicks and marshmallows to build 3D shapes based on clues provided, constructing models of a cube with 6 faces, 12 edges and 8 vertices, a square pyramid with 5 faces, 8 edges and 5 vertices, a pentagonal prism with 7 faces, 15 edges and 10 vertices, and more. They found the activity fun but challenging and felt they learned more about 3D shapes, though had further questions about their purpose.
3 d marshmallow model
The student was tasked with using marshmallows and toothpicks to construct 3D shapes according to instructions. They built several shapes, including a cube with 6 faces, 12 edges and 8 vertices, and recorded the properties of each shape on a worksheet. The activity helped them better understand 3D shapes and they expressed interest in learning about more complex shapes in the future.
3 d marshmallow models
The student was tasked with constructing 3D shapes out of marshmallows and toothpicks based on clues about the number of faces, edges, and vertices. They built octagonal prisms, hexagonal pyramids, pentagonal pyramids, pentagonal prisms, cubes, and square pyramids. While it was fun, it was challenging not to eat the marshmallows. The student learned about 3D shapes and their names, and wants to learn how to make more complex shapes and find more examples in the real world.
3 d marshmallow model
I was tasked with using marshmallows and toothpicks to construct 3D shapes and record the results. By visualizing the shapes in my head and referring to clues, I built models of a pentagonal pyramid, hexagonal pyramid, octagonal prism, pentagonal prism, square pyramid, and cube, noting the number of faces, edges, and vertices of each. While it was enjoyable to identify faces on 3D objects, constructing them with food items was challenging and left me with sticky fingers. This experience increased my understanding of 3D shapes but also revealed areas for further investigation, such as 2D nets.
3 d marshmallow models
The document summarizes a 3D construction challenge where a student used toothpicks and marshmallows to model different 3D shapes based on clues. The student created models of a cube with 6 faces, 12 edges and 8 vertices; a square pyramid with 5 faces, 8 vertices and 5 edges; and other shapes. The task taught the student about shapes and their properties like perimeter, area, volume and surface area. It was fun but challenging to balance the shapes, and the student was left wanting to learn more about the origins of area/perimeter concepts and measuring the volume of the school.
3D marshmallow models
I was tasked with constructing 3D shapes using marshmallows and toothpicks, with the marshmallows representing vertices and toothpicks representing edges. I created models of a cube with 6 faces, 12 edges and 8 vertices; a square pyramid with 5 faces, 8 edges and 5 vertices; a pentagonal pyramid with 7 faces, 15 edges and 10 vertices; and a hexagonal pyramid with 7 faces, 10 edges and 6 vertices. This challenging activity taught me about edges and vertices and made me think logically about 3D shapes.
Process Journal 15
The document describes the process of making a toy pig. It discusses:
1) Shaving and sanding dowels to make them fit smoothly inside holes in the pig's back.
2) Gluing and clamping the dowels and back together, though it did not fit perfectly at first due to uneven dowel sizes.
3) Choosing a light pink felt for the pig's nose after discussing color options with others.
4) Marking spots on the pig's face to drill holes for plastic eyes and learning that drilling is needed before gluing on the eyes.
Flexible Grouping
This PowerPoint presentation explains the procedures for a flexible grouping project in which Grade 1 students will engage as part of a mathematics unit entitled "2D and 3D Shapes."
Daisy's Dog Boutique by Christine Meade
This document contains a story about Daisy's new dog boutique and multiple word problems involving multiplication and division that are related to situations in the story. It addresses several third grade Common Core math and ELA standards involving interpreting products and quotients, using multiplication and division to solve word problems, engaging in collaborative discussions, and asking questions. The story provides contexts for students to model and solve problems about dresses on racks, bracelets in buckets, jerseys on racks, and treats in bags, plates, and boxes using drawings, manipulatives and number sentences.
20-20 (Grasp information quickly) (english)
Group game to show anyone can draw, an image is easier to grasp and remember than words only. The facilitator names 20 words or terms. After each word, the participants have 20 seconds time to sketch it. After the game, the sketches will be placed on a large wall and discussed. Slides are in the German language.
Year 1 maths week 2 money new
This document provides daily math activities related to money for Year 1 students. It includes activities where students:
1) Identify different coins and their values and ways to make amounts like 7p, 13p, and 26p.
2) Compare amounts of money in different purses and identify which has the most.
3) Design a mock shop with prices under 50p for different items and practice making change.
4) Choose items from a sample shop, add their prices, and identify which coins to use to pay.
5) Play a money bingo game by adding coin cards, finding the total, and identifying purchases.
3 d marshmallow models
The student was tasked with using marshmallows and toothpicks to construct 3D shapes based on clues about their faces, edges, and vertices. They built cubes, pyramids, and prisms with varying numbers of sides. While it was fun, constructing the octagonal pyramid was challenging due to insufficient materials. Through this activity, the student learned more about 3D shape names and has questions about the shape of a soccer ball.
3 d marshmallow model
The student was given a 3D construction challenge to build various shapes using toothpicks and marshmallows. They built a cube, square pyramid, pentagonal prism, hexagonal pyramid, and octagonal prism based on clues about the number of faces, edges and vertices. While challenging, working with a partner was fun and they figured out the shapes by thinking and counting sides. The student learned more about 3D shapes and still has questions they want to investigate further.
Identifying net of solid figures
Jimmy is preparing for a math contest by studying solid figures and their nets. The document provides examples of different solid figures, their names for various parts, and nets for some solids. It quizzes Jimmy interactively to test his understanding. When he answers correctly, the teacher provides increasingly challenging tasks, like matching solids to nets, drawing new nets, and making a song about nets. In the end, the teacher congratulates Jimmy, saying he can now join the quiz bee.
The geometric solids
The document discusses the key properties of common 3D geometric shapes including cubes, spheres, cylinders, cones, prisms and pyramids. It defines faces as flat surfaces, edges as where faces meet, and vertices as corners. Specific details are provided on the number of faces, edges and vertices in each shape, along with everyday examples of each shape.
6
The student measured, cut, and sanded dowels to the correct size for a woodworking project. They calculated that they needed 8 more dowels and cut wood sticks to 7.7cm lengths. However, the dowels were uneven so they used a disc sander to smooth them. They then measured the circumference of the wood base and calculated how many dowels could fit around it using circumference and width formulas. The student plans to check the dowel sizes next time and mark base holes if consistent, or remeasure and resand if uneven.
Process Journal 6
The student measured, cut, and sanded dowels to the correct size for a woodworking project. Some of the dowels were not the same size, so they sanded them using a disk sander to make them uniform. They then used mathematical formulas to calculate the circumference of the wood base and determine how many dowels could fit around it in order to space out drill positions for the dowels. They realized they need to double check the dowel sizes and possibly remeasure and resand them before marking the base.
Process Journal 6
The document describes the process of measuring, cutting, and sanding dowels. It discusses measuring long sticks of wood to 7.7cm, realizing the dowels needed to be smaller at 7.5cm, and using a disk sander to more quickly sand the dowels to the proper size. Circumference and formulae were used to calculate that 16 dowels around the circle base with 2cm between each would fit the project requirements. The next steps are to check all the dowel sizes are the same and mark the base for drilling holes if so.
6
The document describes the process of measuring, cutting, and sanding dowels. It discusses measuring long sticks of wood to 7.7cm, realizing the dowels needed to be smaller at 7.5cm, and using a disk sander to more quickly sand the dowels to the proper size. Circumference and formulae were used to calculate that 16 dowels around the circle base with 2cm between each would fit the project requirements. The next steps are to check all the dowel sizes are the same and mark the base for drilling holes if so.
Process Journal 6
The document describes the process of measuring, cutting, and sanding dowels. It discusses measuring long sticks of wood to 7.7cm, realizing the dowels needed to be smaller at 7.5cm, and using a disk sander to more quickly sand the dowels to the proper size. Circumference and formulae were used to calculate that 16 dowels around the circle would fit with 2cm between each. The document expresses that math formulae were very useful for planning the project.
Message from your Principal
BISS aims to instill confidence, a love of learning, and critical thinking skills in every student. Teachers inspire creative and active participation through questions, projects, and technology. With intellectual curiosity and problem-solving skills, students will be prepared for a changing future. The school seeks better ways to develop a relevant and engaging curriculum tailored to each child, while also supporting their wellbeing. Parental involvement strengthens the community and allows for discussion of each child's progress.
Finite resources reflection
The document discusses finite resources and the importance of conserving them. It provides examples of finite resources like wood, water, coal, and oil that can be used up. Alternative energy sources like solar and wind energy are introduced as infinite resources. The document also describes taking action to reduce paper usage at school through audits and recycling efforts. This included creating a music video to promote conservation.
Finite resources reflection.A >_<
This document summarizes a student's learning about finite resources through various projects. It discusses that finite resources like fossil fuels will run out and how alternative energy sources can help. Through a home energy audit, the student discovered ways to conserve electricity by turning off lights when rooms are empty. At school, recycling bins were added after discovering a lack of recycling. The student then led a campaign to promote paper recycling by making bins and giving a speech. They also enjoyed making a music video with lyrics about recycling to educate others.
Finite resources reflection
(1) The document discusses finite resources and provides examples of finite resources like coal, oil, and gas. It notes that these resources will run out and should be conserved to reduce pollution and protect wildlife habitats. (2) It describes a school campaign to promote recycling by making recycling bins for each classroom and educating students about the importance of recycling paper to save trees and the environment. (3) The author enjoyed making an environmental music video to encourage recycling and saving the earth but notes it was difficult to collect recycled paper without it falling on the ground.
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3 d marshmallow model
I was tasked with using marshmallows and toothpicks to construct 3D shapes and record the results. By visualizing the shapes in my head and referring to clues, I built models of a pentagonal pyramid, hexagonal pyramid, octagonal prism, pentagonal prism, square pyramid, and cube, noting the number of faces, edges, and vertices of each. While it was enjoyable to identify faces on 3D objects, constructing them with food items was challenging and left me with sticky fingers. This experience increased my understanding of 3D shapes but also revealed areas for further investigation, such as 2D nets.
3 d marshmallow models
The document summarizes a 3D construction challenge where a student used toothpicks and marshmallows to model different 3D shapes based on clues. The student created models of a cube with 6 faces, 12 edges and 8 vertices; a square pyramid with 5 faces, 8 vertices and 5 edges; and other shapes. The task taught the student about shapes and their properties like perimeter, area, volume and surface area. It was fun but challenging to balance the shapes, and the student was left wanting to learn more about the origins of area/perimeter concepts and measuring the volume of the school.
3D marshmallow models
I was tasked with constructing 3D shapes using marshmallows and toothpicks, with the marshmallows representing vertices and toothpicks representing edges. I created models of a cube with 6 faces, 12 edges and 8 vertices; a square pyramid with 5 faces, 8 edges and 5 vertices; a pentagonal pyramid with 7 faces, 15 edges and 10 vertices; and a hexagonal pyramid with 7 faces, 10 edges and 6 vertices. This challenging activity taught me about edges and vertices and made me think logically about 3D shapes.
Process Journal 15
The document describes the process of making a toy pig. It discusses:
1) Shaving and sanding dowels to make them fit smoothly inside holes in the pig's back.
2) Gluing and clamping the dowels and back together, though it did not fit perfectly at first due to uneven dowel sizes.
3) Choosing a light pink felt for the pig's nose after discussing color options with others.
4) Marking spots on the pig's face to drill holes for plastic eyes and learning that drilling is needed before gluing on the eyes.
Flexible Grouping
This PowerPoint presentation explains the procedures for a flexible grouping project in which Grade 1 students will engage as part of a mathematics unit entitled "2D and 3D Shapes."
Daisy's Dog Boutique by Christine Meade
This document contains a story about Daisy's new dog boutique and multiple word problems involving multiplication and division that are related to situations in the story. It addresses several third grade Common Core math and ELA standards involving interpreting products and quotients, using multiplication and division to solve word problems, engaging in collaborative discussions, and asking questions. The story provides contexts for students to model and solve problems about dresses on racks, bracelets in buckets, jerseys on racks, and treats in bags, plates, and boxes using drawings, manipulatives and number sentences.
20-20 (Grasp information quickly) (english)
Group game to show anyone can draw, an image is easier to grasp and remember than words only. The facilitator names 20 words or terms. After each word, the participants have 20 seconds time to sketch it. After the game, the sketches will be placed on a large wall and discussed. Slides are in the German language.
Year 1 maths week 2 money new
This document provides daily math activities related to money for Year 1 students. It includes activities where students:
1) Identify different coins and their values and ways to make amounts like 7p, 13p, and 26p.
2) Compare amounts of money in different purses and identify which has the most.
3) Design a mock shop with prices under 50p for different items and practice making change.
4) Choose items from a sample shop, add their prices, and identify which coins to use to pay.
5) Play a money bingo game by adding coin cards, finding the total, and identifying purchases.
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3 d marshmallow models
The student was tasked with using marshmallows and toothpicks to construct 3D shapes based on clues about their faces, edges, and vertices. They built cubes, pyramids, and prisms with varying numbers of sides. While it was fun, constructing the octagonal pyramid was challenging due to insufficient materials. Through this activity, the student learned more about 3D shape names and has questions about the shape of a soccer ball.
3 d marshmallow model
The student was given a 3D construction challenge to build various shapes using toothpicks and marshmallows. They built a cube, square pyramid, pentagonal prism, hexagonal pyramid, and octagonal prism based on clues about the number of faces, edges and vertices. While challenging, working with a partner was fun and they figured out the shapes by thinking and counting sides. The student learned more about 3D shapes and still has questions they want to investigate further.
Identifying net of solid figures
Jimmy is preparing for a math contest by studying solid figures and their nets. The document provides examples of different solid figures, their names for various parts, and nets for some solids. It quizzes Jimmy interactively to test his understanding. When he answers correctly, the teacher provides increasingly challenging tasks, like matching solids to nets, drawing new nets, and making a song about nets. In the end, the teacher congratulates Jimmy, saying he can now join the quiz bee.
The geometric solids
The document discusses the key properties of common 3D geometric shapes including cubes, spheres, cylinders, cones, prisms and pyramids. It defines faces as flat surfaces, edges as where faces meet, and vertices as corners. Specific details are provided on the number of faces, edges and vertices in each shape, along with everyday examples of each shape.
6
The student measured, cut, and sanded dowels to the correct size for a woodworking project. They calculated that they needed 8 more dowels and cut wood sticks to 7.7cm lengths. However, the dowels were uneven so they used a disc sander to smooth them. They then measured the circumference of the wood base and calculated how many dowels could fit around it using circumference and width formulas. The student plans to check the dowel sizes next time and mark base holes if consistent, or remeasure and resand if uneven.
Process Journal 6
The student measured, cut, and sanded dowels to the correct size for a woodworking project. Some of the dowels were not the same size, so they sanded them using a disk sander to make them uniform. They then used mathematical formulas to calculate the circumference of the wood base and determine how many dowels could fit around it in order to space out drill positions for the dowels. They realized they need to double check the dowel sizes and possibly remeasure and resand them before marking the base.
Process Journal 6
The document describes the process of measuring, cutting, and sanding dowels. It discusses measuring long sticks of wood to 7.7cm, realizing the dowels needed to be smaller at 7.5cm, and using a disk sander to more quickly sand the dowels to the proper size. Circumference and formulae were used to calculate that 16 dowels around the circle base with 2cm between each would fit the project requirements. The next steps are to check all the dowel sizes are the same and mark the base for drilling holes if so.
6
The document describes the process of measuring, cutting, and sanding dowels. It discusses measuring long sticks of wood to 7.7cm, realizing the dowels needed to be smaller at 7.5cm, and using a disk sander to more quickly sand the dowels to the proper size. Circumference and formulae were used to calculate that 16 dowels around the circle base with 2cm between each would fit the project requirements. The next steps are to check all the dowel sizes are the same and mark the base for drilling holes if so.
Process Journal 6
The document describes the process of measuring, cutting, and sanding dowels. It discusses measuring long sticks of wood to 7.7cm, realizing the dowels needed to be smaller at 7.5cm, and using a disk sander to more quickly sand the dowels to the proper size. Circumference and formulae were used to calculate that 16 dowels around the circle would fit with 2cm between each. The document expresses that math formulae were very useful for planning the project.
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Message from your Principal
BISS aims to instill confidence, a love of learning, and critical thinking skills in every student. Teachers inspire creative and active participation through questions, projects, and technology. With intellectual curiosity and problem-solving skills, students will be prepared for a changing future. The school seeks better ways to develop a relevant and engaging curriculum tailored to each child, while also supporting their wellbeing. Parental involvement strengthens the community and allows for discussion of each child's progress.
Finite resources reflection
The document discusses finite resources and the importance of conserving them. It provides examples of finite resources like wood, water, coal, and oil that can be used up. Alternative energy sources like solar and wind energy are introduced as infinite resources. The document also describes taking action to reduce paper usage at school through audits and recycling efforts. This included creating a music video to promote conservation.
Finite resources reflection.A >_<
This document summarizes a student's learning about finite resources through various projects. It discusses that finite resources like fossil fuels will run out and how alternative energy sources can help. Through a home energy audit, the student discovered ways to conserve electricity by turning off lights when rooms are empty. At school, recycling bins were added after discovering a lack of recycling. The student then led a campaign to promote paper recycling by making bins and giving a speech. They also enjoyed making a music video with lyrics about recycling to educate others.
Finite resources reflection
(1) The document discusses finite resources and provides examples of finite resources like coal, oil, and gas. It notes that these resources will run out and should be conserved to reduce pollution and protect wildlife habitats. (2) It describes a school campaign to promote recycling by making recycling bins for each classroom and educating students about the importance of recycling paper to save trees and the environment. (3) The author enjoyed making an environmental music video to encourage recycling and saving the earth but notes it was difficult to collect recycled paper without it falling on the ground.
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Finite resources reflection
This document summarizes a student's reflections on learning about finite resources and taking environmental actions. The student learned that finite resources like fossil fuels will run out, and burning them harms air quality. They conducted a home energy audit and school recycling campaign. For the campaign, they made recycling boxes for classrooms and collected paper daily. The student also enjoyed making an environmental music video with persuasive lyrics about saving the earth. They plan to continue recycling to help the planet.
Finite resources reflection
The student learned that finite resources like coal, oil and gas will eventually run out, and that conserving them can reduce pollution and habitat destruction. They discovered through a home energy audit the importance of turning off lights when rooms are unused. At school, an energy audit found a lack of recycling bins, so the student set a goal to create bins and educate about recycling. For a school project, the student made recycling bins, taught proper use, and collected recycled materials. They enjoyed the creative process but found education challenging. The student also made an environmental music video and learned trees provide air for many people. Overall, the student most enjoyed creating a magazine article for the unit and wants to continue improving their writing.
Finite resources reflection
The document discusses finite resources and conservation efforts. It covers how fossil fuels are finite resources that can run out, so alternative energy sources like solar and wind are important. It also describes a school campaign to install recycling bins and educate students about recycling to reduce waste. The document expresses how reducing paper usage can save energy and resources.
Finite resources reflection
Sarthak learned that finite resources like coal, oil, and wood have limited supplies and producing them causes pollution. It is important to conserve these fossil fuels and use alternative energy sources like solar, wind, and water power. Sarthak discovered through a home energy audit that his house uses a lot of energy, so he set goals to conserve more. At his school, an energy audit found issues like lights left on in empty rooms and some classes lacking recycling bins, so goals were set to address these problems. Sarthak helped lead a school campaign to promote paper recycling by making bins and educating others, though it was difficult explaining their proper use to younger students. He enjoyed making a music video at a green screen to
Finite resources reflection
This document summarizes the key things a student learned during a unit on finite resources:
1) Finite resources like coal, oil, and gas are limited and pollute the environment, so conservation is important. Alternative energy sources include solar, nuclear, and geothermal.
2) A home energy audit found lights were left on unnecessarily, so the student set a goal to turn lights off when rooms are empty.
3) A school recycling campaign was launched by making a bin, teaching proper use, and collecting paper to reduce waste of finite wood resources.
Finite resources reflection
The document discusses finite resources and environmental actions taken by a student. It covers the following key points:
1) Finite resources like fossil fuels are limited and examples include oil, coal, and gas. It is important to conserve these resources and find alternatives like solar and wind due to pollution, habitat destruction, and limited supply.
2) During a home energy audit, the student discovered ways to conserve electricity by switching it off at the wall when not in use.
3) The student led a school recycling campaign by making recycling boxes, talking to classes, collecting paper, and sending it to be recycled. It was difficult but important to explain conservation efforts to other students.
Finite resources reflection
The document discusses finite resources and environmental actions taken by a student. It includes the following:
1) The student learned that finite resources like fossil fuels are limited and will run out, and that using alternatives like solar and wind is important.
2) A home energy audit found ways to conserve electricity by switching it off at the wall when not in use.
3) The student led a school recycling campaign by making boxes, talking to classes, and collecting paper to send to a recycling center.
Finite resources reflection
The document summarizes a student's learning about finite resources and their efforts to promote conservation. It discusses how (1) fossil fuels are finite and polluting, so alternative energy sources are important; (2) a home energy audit found opportunities to conserve energy by turning off lights; and (3) the student undertook a school campaign and music video to teach peers about recycling and conserving trees.
Finite resources reflection
The document summarizes a student's learning about finite resources and their environmental actions. It discusses that fossil fuels like oil, coal, and wood are finite resources that will run out and cause pollution. The student learned coal reserves on Earth will only last 200 more years. Through a home energy audit, the student discovered they take long showers and set a goal to take shorter ones. At school, the student led an effort to give every classroom a recycling bin and teach recycling. They made a music video using green screen to promote recycling and reducing paper use, enjoying the creative aspects. The student found explaining the project to younger students challenging but rewarding.
Finite resources reflection
The document discusses finite resources and conservation efforts. It summarizes that finite resources like trees, coal, and oil have a set amount that could run out. The document then discusses taking actions like creating recycling bins for classrooms and making an environmental music video to encourage reducing, reusing, and recycling paper to conserve resources. It reflects that the experience of making the recycling bins and music video was enjoyable and the student learned the importance of conserving finite resources through these projects.
The finite times
Coal is collected through surface or underground mining methods. Surface mining uses large machines to remove topsoil and rock layers to access coal deposits underneath. Underground mining involves using elevators to access deep tunnels where miners cut coal. Coal forms over hundreds of millions of years from decaying plant matter and is a non-renewable fossil fuel. Communities depend on the coal industry as it provides around 40% of the world's electricity and is used to make many other products. However, burning coal also harms the environment by releasing pollutants like carbon dioxide, sulfur dioxide, and nitrogen dioxide that cause issues like global warming, acid rain, and smog. Better management of the coal industry could involve using pollution control devices and transition
The finite times
Coal is collected through surface or underground mining methods. Surface mining uses large machines to remove topsoil and rock layers to access coal deposits underneath. Underground mining involves using elevators to access deep tunnels where miners cut coal. Coal forms over hundreds of millions of years from decaying plant matter and is a non-renewable fossil fuel. Communities depend on the coal industry as it provides around 40% of the world's electricity and is used to produce many goods, but it also harms the environment by releasing pollutants like carbon dioxide, sulfur dioxide, and nitrogen dioxide which contribute to issues like global warming and acid rain. Better management of the coal industry could involve using pollution control devices and reducing transportation and other resource usage to
The finite times
Wood comes from rainforests where loggers cut down trees using chainsaws or machinery. Lumber is wood from cut trees that is used to build houses, make furniture, and produce paper and pencils. The logging industry can damage forests by clear cutting, which removes all trees and damages animal habitats and the environment. A more sustainable alternative is strip logging, which removes trees in a way that mimics natural forest growth.
The finite times
The document discusses the wood industry and its impacts. It explains that wood comes from rainforests where loggers cut down trees using chainsaws or machines. The wood is then used to build houses, make furniture, and produce paper and pencils. However, logging large numbers of trees can damage rainforests and their ecosystems. Clear cutting whole areas can eliminate food and oxygen sources for animals and cause problems like flooding and global warming by reducing carbon dioxide absorption. A more sustainable alternative is strip logging, which mimics natural forest growth patterns.
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3 d marshmallow models
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