activities of integration.pptx
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The document discusses activities of integration, which are assessments that evaluate students' ability to solve problems by integrating knowledge from a chapter. It provides examples of activities of integration, such as writing a letter inviting teachers to an end-of-year party. It also discusses the components of activities of integration, such as the problem/scenario and expected output. Additionally, it covers how to develop an assessment grid to score activities of integration based on relevance, accuracy, coherence and excellence. Teachers are then instructed to work in groups to create an activity of integration for any S1 topic along with its corresponding assessment grid.
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The document discusses activities of integration, which are assessments that evaluate a learner's ability to solve problems by integrating knowledge from a chapter. It provides an example activity asking learners to write a letter inviting staff to an end-of-year party. It also discusses the components of activities of integration and how to create an assessment grid to evaluate learner responses in a way that no child fails. The assessment grid criteria are relevance, accuracy, coherence, and excellence. In the last part, teachers are asked to work in groups to develop an activity of integration for any S1 topic along with its evaluation grid.
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Chlorine and its compounds are discussed. Chlorine can be prepared in the laboratory by reacting concentrated hydrochloric acid with manganese(IV) oxide or potassium manganate(VII). Chlorine is a greenish-yellow gas that is denser than air and acts as a strong oxidizing agent and bleach. It reacts with many metals and non-metals to form chlorides. Common uses of chlorine include water disinfection and manufacturing of bleaches, plastics and pesticides.
Rates of reaction (1).pdf
The document discusses the rate of reaction and factors that affect it. It defines rate of reaction as the change in amount of reactant or product per unit time. The rate depends on concentration, temperature, surface area, and other factors. Higher concentrations and temperatures increase the rate by increasing collisions between reactant particles. Smaller particle sizes also increase the rate by providing more surface area for reactions. Graphs and experiments are described to illustrate these relationships.
taxonomy-210331065052.pdf
This document discusses taxonomy and binomial nomenclature. It defines taxonomy as the science of identifying and classifying organisms, and notes that over 1.7 million species have been described. Binomial nomenclature, introduced by Carolus Linnaeus in 1758, assigns every species a two-part scientific name - the genus followed by a specific epithet. This standardized naming system ensures organisms have unique, unambiguous Latinized names. International codes govern naming conventions for different taxonomic groups like plants, animals and viruses.
chapter7photo1kmkt-160607004122.pdf
The document summarizes key aspects of photosynthesis, including:
- Photosynthesis occurs in chloroplasts within plant cells and involves the absorption of light energy by chlorophyll to convert carbon dioxide and water into glucose and oxygen.
- Chlorophyll is the primary photosynthetic pigment that absorbs light in the blue and red wavelengths while reflecting green light, giving plants their green color.
- Other pigments like carotenoids help capture a broader range of wavelengths and transfer energy to chlorophyll.
- The light-dependent and light-independent reactions of photosynthesis utilize the energy from light absorption to fix carbon into sugars.
diet-and-nutritionnewppt1379.pdf
This document discusses nutrition and balanced diets. It defines the three main functions of food as energy-yielding, body-building, and protective. It explains the three food groups and emphasizes the importance of a varied, balanced diet containing portions from each group. Key nutrients like proteins, fats, carbohydrates, vitamins, minerals, antioxidants and their major food sources are outlined. The biological value and quality of different protein sources is also summarized.
foodandnutrients-200116222607.pdf
This document discusses food and nutrients. It defines food as any substance that can provide nutrients to the body. Nutrients are chemical substances that help the body stay healthy and energetic. There are five main types of nutrients: carbohydrates, proteins, fats, vitamins, and mineral salts. Carbohydrates, proteins and fats provide energy, while all nutrients have roles in growth, repair, and regulation of functions. A balanced diet containing all nutrients is essential for health.
kingdommonera-150209155727-conversion-gate02.pdf
The document describes the Kingdom Monera, which consists mainly of eubacteria and cyanobacteria. Eubacteria are heterotrophic organisms that are named according to their shape, such as coccus (round), spirillum (spiral), and bacillus (rod-shaped). Cyanobacteria are autotrophic organisms commonly found in aquatic and terrestrial environments; they can exist as unicellular, colonial, or filamentous forms, and some can fix nitrogen through specialized cells called heterocysts.
genetic_disorders___diseases.ppt
Genetic disorders and diseases are caused by mutations in genetic material that can be inherited from parents or caused by environmental factors like radiation or chemicals. Mutations can occur when whole chromosomes are missing or extra chromosomes are present, or when sections of chromosomes are missing or in the wrong place. Examples of genetic disorders include Down syndrome, which results from an extra copy of chromosome 21, and sickle cell disease, phenylketonuria, Tay-Sachs disease, cystic fibrosis, and Huntington's disease, which are caused by recessive defective alleles inherited from both parents.
3_Managing Large Classes.pptx
This document provides guidance on managing large classes in competency-based education. By the end of the session, participants will explore the concept of large classes in competency-based education and elicit hands-on strategies for managing them. The document aims to help participants understand what constitutes a large class, ensure learning outcomes are achieved for all students in large classes, and provide subject group activities to discuss best practices.
Methodologies and techniques to teach new curriculum in.pptx
This document outlines various methodologies and techniques that can be used to teach a new entrepreneurship curriculum in lower secondary schools. It discusses learner-centered teaching methods like discussion, case studies, brainstorming, buzz groups, demonstrations, guest speakers, role-playing, guided discovery, field trips and attachments. It also covers factors to consider when choosing a methodology, like the competencies being taught, available aids, learner age and interests. Techniques discussed for teaching the new curriculum include using simplified materials, integrating old content, avoiding duplication, using local examples, videos, engaging learners, fieldwork and ensuring timely coverage.
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The document provides information about internet services and protocols. It defines common internet services like the World Wide Web, email, file transfer protocol, newsgroups, chat rooms and video conferencing. It describes how to use email by outlining features such as To, CC, BCC, attachments and address formats. Internet protocols discussed include TCP/IP, HTTP, FTP, SMTP, POP3 and IMAP. The document also defines common terms related to using the internet like downloading, uploading, browsing, bookmarks and web servers. Students are instructed to take notes and contact teachers for any clarification needed.
MAY Project-based Learning.pptx
This document discusses project-based learning (PBL), a teaching method where students design and carry out an extended project that results in a tangible product or presentation. It is intended to make learning more active and relevant. The key points are:
1) PBL involves students planning and completing a project on a topic of their choice, rather than passively receiving information.
2) Teachers guide students and facilitate learning, while students take responsibility for their own work.
3) Projects incorporate principles like freedom, reality, activity and experience to make learning more meaningful.
4) Successful projects follow steps like planning, execution, documentation and evaluation.
Record Keeping _Revised.pptx
1. Teachers should record learner achievement in categories like formative assessments, activities of integration, projects, co-curricular activities, and end of cycle assessments.
2. To determine a learner's achievement level from an activity of integration score, the score is scaled down by multiplying by 3, and the identifier is found using a provided table to determine if the achievement is basic, moderate, or outstanding.
3. A sample learner report card is presented that includes competency scores and descriptors, comments on generic skills and values, and achievement and areas for improvement for each subject.
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activities of integration.pptx
- 1. ACTIVITY OF INTEGRATION Session outcomes • To understand the meaning of activity of integration • To prepare and score the activity of integration 24/06/2023 1
- 2. Activity of Integration/School Based Summative Assessment Understanding the importance of the AOI. What is meant by integration? An activity of integration is the last activity to evaluate the learner’s ability to solve a problem through integration of the knowledge, skills and behaviors acquired in the chapter. ACTIVITY 1: • How can the activity of integration prepare citizens with employable skills? • Where are can we get the activities of integration to assess learners? www.ncdc.go.ug 2
- 3. How the activity of integration can prepare citizens with employable skills • It teaches learners to identify problems in the society. • It teaches learners to solve problems in the society. • Society will then pay them when they learn to solve its problems. • Problems + Solution = Job = Pay. www.ncdc.go.ug 3
- 4. • It helps leaners to become critical thinkers • It prepares learners to become creative thinkers • They become problem solvers. www.ncdc.go.ug 4
- 5. Components of the activity of Integration The activity of integration has the following components. • Context/Problem/Scenario • Instruction with the Expected output • Support/Resources/materials What is the importance of each of the components? www.ncdc.go.ug 5
- 6. Activity of Integration: Word processing a letter Your class is planning an end of year party scheduled for 21st November this year. It will take place in the main hall starting at 8:30 am. Task: Word process a document inviting the head teacher and members of staff to the party. Hint: First identify the components of the AoI in this activity. 6/24/2023 6
- 8. ASSESSMENT GRID Understanding the importance of the assessment grid. • Activity 2 • When we use the assessment grid, no child fails. Why do you think so? • When you identify the responses in the first column under relevance, then the work to develop the assessment grid is almost done. Use the AOI of the letter to demonstrate this. www.ncdc.go.ug 8
- 12. RACE Competency demands and follows the actions made to a set standards. It is a do mind set • RELEVANCE is connected, correct and suitable for the issue at hand • ACCURACY does carefully conform to the facts and truth known about the issue • COHERENCE ideas presented connect to each other smoothly, logically, in choice of words and in a way that give meaning to the issue • EXCELLENCE is the exceptional response unsolicited in the instructions. It takes 1 point 6/24/2023 12
- 13. Activity In your subject groups, prepare an activity of integration for any topic in S1 and its evaluation grid www.ncdc.go.ug 13