This document provides an overview of 5 lessons on patterns involving different types of fictional insects called Pedes. The lessons involve continuing numerical and shape patterns, generalizing the patterns, and answering questions to demonstrate understanding of the patterns. Students are asked to create PowerPoint slides to represent patterns involving Humped-Back Pedes, Spotted Pedes, and Big-Headed Pedes. They are to record their observations and generalizations about the patterns. The goal is for students to learn to continue simple patterns, generalize patterns, and show they have understood the patterns through their responses.
The document contains descriptions of different animals and pets. It includes texts describing the physical features and abilities of horses, dogs, cows, cats, and lions. It also includes exercises asking the reader to name animals, identify sounds different animals make, and determine if pictures show big or small foxes.
This document provides information about minutes lost during lessons due to late pupil arrival and other factors. It notes that the teacher's lesson started at 10:30 but pupils arrived at 10:34, wasting 4 minutes. Further minutes are lost to the first learning task and throughout the term and school year, totaling up to 540 minutes or 9 missed lessons over the course of an academic year. The document advocates for not losing any minutes of lesson time.
Cvc sentence and picture match activityTaryn Caird
One of our activities to aid development of early reading skills. Simple sentences comprised of common keywords and c.v.c. words to match picture base boards. Ideas for activities booklet included. This resource is available to buy ready made or can be downloaded from our website www.getsmart4kids.co.uk
Smoking causes numerous health risks such as cancer, heart disease, and lung disease. It can compromise fertility, increase risks of birth defects, and cause over 430,000 deaths per year in the US. Smoking contains harmful chemicals like ammonia, arsenic, benzene, cadmium, and lead. To avoid smoking, one can chew gum, stay busy, exercise, drink water, and avoid smokers.
This document discusses ex-smokers' cough, which is the persistent cough some smokers experience after quitting cigarettes. It explains that this cough occurs as the cilia in the lungs regenerate after being damaged by smoking and work to clear toxins out of the lungs through coughing. While the cough can be severe, it is temporary and a natural part of the body's healing process after smoking. The document provides tips for soothing the cough like staying hydrated, eating fruits and vegetables, and exercising. It concludes by emphasizing that the cough will subside within a few weeks as the lungs continue to heal.
The document discusses the health effects and consequences of smoking. It covers causes of smoking like peer pressure, reasons for quitting like health and cost, and possible solutions like nicotine gum and increased cigarette prices. Health risks of smoking include diseases and reduced life expectancy. The document provides statistics on smoking prevalence and deaths worldwide.
The data shows the wolf population is decreasing by about 8 wolves every 2 years. If the rate remains constant, the wolf population will drop below 15 in the year 2006.
Year 7 revision workshop presentation parentsrvhstl
The document provides information about a revision workshop for Year 7 students at Roding Valley High School. It introduces various revision techniques that will be covered, including building revision skills gradually, determining individual revision styles, and practicing skills for upcoming exams. It discusses creating a revision plan and schedule using an interleaved timetable. Specific revision techniques taught include Buzan mind mapping, the flip and fold method, and mindfulness exercises. Students participate in various activities to apply the techniques and earn house points in a competition.
The document contains descriptions of different animals and pets. It includes texts describing the physical features and abilities of horses, dogs, cows, cats, and lions. It also includes exercises asking the reader to name animals, identify sounds different animals make, and determine if pictures show big or small foxes.
This document provides information about minutes lost during lessons due to late pupil arrival and other factors. It notes that the teacher's lesson started at 10:30 but pupils arrived at 10:34, wasting 4 minutes. Further minutes are lost to the first learning task and throughout the term and school year, totaling up to 540 minutes or 9 missed lessons over the course of an academic year. The document advocates for not losing any minutes of lesson time.
Cvc sentence and picture match activityTaryn Caird
One of our activities to aid development of early reading skills. Simple sentences comprised of common keywords and c.v.c. words to match picture base boards. Ideas for activities booklet included. This resource is available to buy ready made or can be downloaded from our website www.getsmart4kids.co.uk
Smoking causes numerous health risks such as cancer, heart disease, and lung disease. It can compromise fertility, increase risks of birth defects, and cause over 430,000 deaths per year in the US. Smoking contains harmful chemicals like ammonia, arsenic, benzene, cadmium, and lead. To avoid smoking, one can chew gum, stay busy, exercise, drink water, and avoid smokers.
This document discusses ex-smokers' cough, which is the persistent cough some smokers experience after quitting cigarettes. It explains that this cough occurs as the cilia in the lungs regenerate after being damaged by smoking and work to clear toxins out of the lungs through coughing. While the cough can be severe, it is temporary and a natural part of the body's healing process after smoking. The document provides tips for soothing the cough like staying hydrated, eating fruits and vegetables, and exercising. It concludes by emphasizing that the cough will subside within a few weeks as the lungs continue to heal.
The document discusses the health effects and consequences of smoking. It covers causes of smoking like peer pressure, reasons for quitting like health and cost, and possible solutions like nicotine gum and increased cigarette prices. Health risks of smoking include diseases and reduced life expectancy. The document provides statistics on smoking prevalence and deaths worldwide.
The data shows the wolf population is decreasing by about 8 wolves every 2 years. If the rate remains constant, the wolf population will drop below 15 in the year 2006.
Year 7 revision workshop presentation parentsrvhstl
The document provides information about a revision workshop for Year 7 students at Roding Valley High School. It introduces various revision techniques that will be covered, including building revision skills gradually, determining individual revision styles, and practicing skills for upcoming exams. It discusses creating a revision plan and schedule using an interleaved timetable. Specific revision techniques taught include Buzan mind mapping, the flip and fold method, and mindfulness exercises. Students participate in various activities to apply the techniques and earn house points in a competition.
KCC PGCE cooperative find someone who and numbered heads graphs of real lifeMatt James
Document A discusses preferences for temperatures of milk, enjoying cold or hot milk but disliking lukewarm milk. Document B notes that prices are rising more slowly now than in the past five years. Document C states that smaller box sizes allow loading more boxes into a van.
1. The document discusses 10 rules for subject-verb agreement in sentences.
2. The first rule states that a verb must agree with its subject in number - singular subjects take singular verbs and plural subjects take plural verbs.
3. The document provides examples and exercises for learners to practice each rule of subject-verb agreement.
This document discusses principles of differentiation and ways to implement it in the classroom. It describes three specific differentiation strategies: the single question method, hint/challenge cards, and tiered lessons. The single question method involves posing an open-ended question for students to answer at their own level. Hint/challenge cards provide varying levels of support or extension for problems. Tiered lessons allow students to engage with content at different levels of complexity. The document provides examples for applying each of these differentiation strategies in the classroom.
This is a keynote for teaching 3rd graders how to process multiplication using repeated addition. There is a video, from Discovery Education, included in the presentation.
The document provides leadership exercises and creativity problems intended to build problem solving skills. It includes math, logic, and sequencing puzzles as well as interactive team building activities involving acting out scenarios and working together in groups to solve challenges. The various exercises are meant to encourage participants to think creatively, communicate effectively, and build skills in areas like problem definition, risk-taking, and strategic planning.
SANDBOX LEARNING: Stop wasting your time studying!ElizabethNugent8
This document summarizes a presentation on improving study techniques based on cognitive science. It promotes four techniques: 1) using a mastery approach of practicing until concepts are fully understood rather than focusing on time, 2) retrieval practice such as quizzing for active recall rather than passive studying, 3) spaced repetition to spread studying over time for better long-term memory retention, and 4) mixed practice of interspersing different concept questions rather than blocking questions by topic. The presentation provides research evidence for the effectiveness of each technique and tips for implementing them to optimize learning.
The document provides guidance on strategies for getting students to ask questions in the classroom. It discusses the importance of teaching students how to pose questions to guide thinking and uncover complexities. Various techniques are described such as having students work in groups to generate questions for the teacher; using a question wall, think-pair-share, hot seating, question dice, and spending a lesson generating and refining questions. The 5 Whys technique is also outlined as a way to get students to ask why 5 consecutive times to develop deep thinking.
Jesse Whelan x Waverley Presentation 29 April 2021
Learn how you can improve your grades without studying more with Jesse Whelan from Sandbox Learning Australia.
After spending hours studying wouldn’t it be helpful if that knowledge actually stuck? Unfortunately, the most common study techniques like making notes, highlighting, and underlining aren’t well suited to the way the brain learns.
If you want to improve your marks without studying more, come along as Jesse Whelan (99+ ATAR) from Sandbox Learning Australia shares learning insights gained while studying at Harvard University.
This session will help you to understand:
• How memory works and how the brain learns
• The most effective practices to make learning stick
• The common practices to avoid when studying
This event is for students in Year 10, 11 and 12.
The document provides reading lessons and activities including a question of the day about reading preferences, a daily proofreading exercise, word walls, spelling words, vocabulary lessons and reviews, grammar lessons on sentences, and guidance on writing sentences to describe pictures. Vocabulary words are defined and examples are provided. Reading, spelling, grammar, and writing skills are practiced.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
The document provides tips for studying more effectively through good note-taking habits and study methods. It recommends taking notes in 3 stages: preparing before class, active note-taking during class, and rewriting notes after class. Specific study habits are outlined, such as studying in the same place without distractions, setting goals, and reviewing notes. Various study methods are described, including using acronymic sentences, acronyms, pegwords, flashcards, the loci method, and study groups. Studying in an organized way with effective note-taking and multiple study methods allows students to learn and retain information more efficiently.
The document provides guidance on developing effective study skills and unlocking one's memory by understanding different memory systems, cognitive processing types, learning styles, and memory enhancement techniques. It recommends identifying one's dominant brain hemisphere and learning style to optimize the use of mnemonics, mind maps, chunking, rhymes, and other strategies tailored to an individual's needs. Daily review and preparation before, during, and after class are also emphasized.
This document provides instructions for students on completing a Spanish classroom activity. It outlines objectives for describing classrooms and locations. It includes examples of describing object locations. It instructs students to complete vocabulary, reading, translation, and location activities. It provides context on classroom cultural norms like uniforms. It concludes by having students answer questions and turn in all completed work.
This document outlines a lesson plan on bar graphs for grade 4 students. The plan has the objectives of teaching students to identify parts of a bar graph, read and interpret data from a bar graph, construct a bar graph, and understand the importance of bar graphs. The lesson includes activities like group work to organize shapes into a bar graph, analyzing sample bar graphs, and applying understanding to answer questions from a bar graph. The goal is for students to understand how to properly construct and interpret information from bar graphs.
This document provides discussion questions and answers about teaching emergent literacy and numeracy skills to young children. It covers topics like what emergent literacy means, how to use reading strips, flashcards, and shared reading/writing. For emergent numeracy, it discusses counting, number conservation, operations, teaching shape, color, patterns, size and measurement. Activities are suggested for teaching each concept using concrete examples and making math engaging. The goal is to give children a strong foundation in early literacy and math skills through hands-on learning.
Lecture No.1 Introduction to Intelligence.pptxSyedHaroonShah4
This lecture introduces the concept of intelligence and its key components. It defines intelligence as the ability to reason, learn, solve problems, perceive relationships, and use language. It then describes the main types of intelligence as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential intelligence. The key components of intelligence are identified as reasoning, learning, problem solving, perception, and linguistic ability. Reasoning is further categorized into inductive and deductive reasoning and examples of each are provided.
The document provides information from a video training on teaching themes, literacy, and phonics for Grade R teachers. It covers:
1. How to implement theme-based teaching using themes, tables, posters and outdoor activities to engage multiple intelligences.
2. Tips for choosing books, using the Big Book, and making storytelling interactive through voices and questions to develop literacy skills.
3. An introduction to phonics including using mnemonic devices, phonics tables and activities to teach letter sounds in an engaging way.
EF4PI Unit 9B - Present perfect (for-since).pptxPremLearn
This document outlines the activities and lesson plan for an English file Pre-Intermediate lesson about phobias and the present perfect tense. The lesson includes discussions of common phobias, readings about specific phobias, quizzes testing knowledge of phobias and the present perfect, exercises practicing forming questions using the present perfect, and a guessing game to reinforce use of time expressions like "for" and "since" with the present perfect. The goal is to help students learn vocabulary about phobias and practice using the present perfect tense.
The document discusses techniques for teaching vocabulary, including:
1. Teaching new words should be done using a variety of effective, meaningful, and efficient techniques both when there is a real need and during activities like reading.
2. Not all new words in a text need to be taught, only the key words.
3. Students often fail to communicate in English because they lack a sufficient vocabulary.
4. Techniques for practicing vocabulary include matching words to definitions, slapping boards to recognize words, word puzzles, and putting words in sentences.
http://www.create-learning.com
Creativity to Innovation program.
People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
http://www.create-learning.com Creativity to Innovation program at Syracuse University. People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
This document provides guidance to students on developing writing skills such as choosing ideas, elaborating on ideas, understanding text structure, using appropriate language features, word choice, sentence structure, punctuation, and spelling. It emphasizes selecting focused main ideas, including relevant details, organizing ideas coherently, using language correctly, and checking for errors. Tips include thinking about the reader, writing type and purpose, elaborating on details, paragraphing, word frequency and variety, subjects and verbs agreeing, and using dictionaries for unknown words.
1. The document discusses fractions including the numerator, denominator, and equal parts of a whole.
2. It provides examples of common fractions like halves, thirds, quarters, and explains how fractions can be added or subtracted.
3. Strategies for solving word problems involving fractions like halves are demonstrated, such as using objects to represent amounts or writing mathematical equations.
KCC PGCE cooperative find someone who and numbered heads graphs of real lifeMatt James
Document A discusses preferences for temperatures of milk, enjoying cold or hot milk but disliking lukewarm milk. Document B notes that prices are rising more slowly now than in the past five years. Document C states that smaller box sizes allow loading more boxes into a van.
1. The document discusses 10 rules for subject-verb agreement in sentences.
2. The first rule states that a verb must agree with its subject in number - singular subjects take singular verbs and plural subjects take plural verbs.
3. The document provides examples and exercises for learners to practice each rule of subject-verb agreement.
This document discusses principles of differentiation and ways to implement it in the classroom. It describes three specific differentiation strategies: the single question method, hint/challenge cards, and tiered lessons. The single question method involves posing an open-ended question for students to answer at their own level. Hint/challenge cards provide varying levels of support or extension for problems. Tiered lessons allow students to engage with content at different levels of complexity. The document provides examples for applying each of these differentiation strategies in the classroom.
This is a keynote for teaching 3rd graders how to process multiplication using repeated addition. There is a video, from Discovery Education, included in the presentation.
The document provides leadership exercises and creativity problems intended to build problem solving skills. It includes math, logic, and sequencing puzzles as well as interactive team building activities involving acting out scenarios and working together in groups to solve challenges. The various exercises are meant to encourage participants to think creatively, communicate effectively, and build skills in areas like problem definition, risk-taking, and strategic planning.
SANDBOX LEARNING: Stop wasting your time studying!ElizabethNugent8
This document summarizes a presentation on improving study techniques based on cognitive science. It promotes four techniques: 1) using a mastery approach of practicing until concepts are fully understood rather than focusing on time, 2) retrieval practice such as quizzing for active recall rather than passive studying, 3) spaced repetition to spread studying over time for better long-term memory retention, and 4) mixed practice of interspersing different concept questions rather than blocking questions by topic. The presentation provides research evidence for the effectiveness of each technique and tips for implementing them to optimize learning.
The document provides guidance on strategies for getting students to ask questions in the classroom. It discusses the importance of teaching students how to pose questions to guide thinking and uncover complexities. Various techniques are described such as having students work in groups to generate questions for the teacher; using a question wall, think-pair-share, hot seating, question dice, and spending a lesson generating and refining questions. The 5 Whys technique is also outlined as a way to get students to ask why 5 consecutive times to develop deep thinking.
Jesse Whelan x Waverley Presentation 29 April 2021
Learn how you can improve your grades without studying more with Jesse Whelan from Sandbox Learning Australia.
After spending hours studying wouldn’t it be helpful if that knowledge actually stuck? Unfortunately, the most common study techniques like making notes, highlighting, and underlining aren’t well suited to the way the brain learns.
If you want to improve your marks without studying more, come along as Jesse Whelan (99+ ATAR) from Sandbox Learning Australia shares learning insights gained while studying at Harvard University.
This session will help you to understand:
• How memory works and how the brain learns
• The most effective practices to make learning stick
• The common practices to avoid when studying
This event is for students in Year 10, 11 and 12.
The document provides reading lessons and activities including a question of the day about reading preferences, a daily proofreading exercise, word walls, spelling words, vocabulary lessons and reviews, grammar lessons on sentences, and guidance on writing sentences to describe pictures. Vocabulary words are defined and examples are provided. Reading, spelling, grammar, and writing skills are practiced.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
The document provides tips for studying more effectively through good note-taking habits and study methods. It recommends taking notes in 3 stages: preparing before class, active note-taking during class, and rewriting notes after class. Specific study habits are outlined, such as studying in the same place without distractions, setting goals, and reviewing notes. Various study methods are described, including using acronymic sentences, acronyms, pegwords, flashcards, the loci method, and study groups. Studying in an organized way with effective note-taking and multiple study methods allows students to learn and retain information more efficiently.
The document provides guidance on developing effective study skills and unlocking one's memory by understanding different memory systems, cognitive processing types, learning styles, and memory enhancement techniques. It recommends identifying one's dominant brain hemisphere and learning style to optimize the use of mnemonics, mind maps, chunking, rhymes, and other strategies tailored to an individual's needs. Daily review and preparation before, during, and after class are also emphasized.
This document provides instructions for students on completing a Spanish classroom activity. It outlines objectives for describing classrooms and locations. It includes examples of describing object locations. It instructs students to complete vocabulary, reading, translation, and location activities. It provides context on classroom cultural norms like uniforms. It concludes by having students answer questions and turn in all completed work.
This document outlines a lesson plan on bar graphs for grade 4 students. The plan has the objectives of teaching students to identify parts of a bar graph, read and interpret data from a bar graph, construct a bar graph, and understand the importance of bar graphs. The lesson includes activities like group work to organize shapes into a bar graph, analyzing sample bar graphs, and applying understanding to answer questions from a bar graph. The goal is for students to understand how to properly construct and interpret information from bar graphs.
This document provides discussion questions and answers about teaching emergent literacy and numeracy skills to young children. It covers topics like what emergent literacy means, how to use reading strips, flashcards, and shared reading/writing. For emergent numeracy, it discusses counting, number conservation, operations, teaching shape, color, patterns, size and measurement. Activities are suggested for teaching each concept using concrete examples and making math engaging. The goal is to give children a strong foundation in early literacy and math skills through hands-on learning.
Lecture No.1 Introduction to Intelligence.pptxSyedHaroonShah4
This lecture introduces the concept of intelligence and its key components. It defines intelligence as the ability to reason, learn, solve problems, perceive relationships, and use language. It then describes the main types of intelligence as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential intelligence. The key components of intelligence are identified as reasoning, learning, problem solving, perception, and linguistic ability. Reasoning is further categorized into inductive and deductive reasoning and examples of each are provided.
The document provides information from a video training on teaching themes, literacy, and phonics for Grade R teachers. It covers:
1. How to implement theme-based teaching using themes, tables, posters and outdoor activities to engage multiple intelligences.
2. Tips for choosing books, using the Big Book, and making storytelling interactive through voices and questions to develop literacy skills.
3. An introduction to phonics including using mnemonic devices, phonics tables and activities to teach letter sounds in an engaging way.
EF4PI Unit 9B - Present perfect (for-since).pptxPremLearn
This document outlines the activities and lesson plan for an English file Pre-Intermediate lesson about phobias and the present perfect tense. The lesson includes discussions of common phobias, readings about specific phobias, quizzes testing knowledge of phobias and the present perfect, exercises practicing forming questions using the present perfect, and a guessing game to reinforce use of time expressions like "for" and "since" with the present perfect. The goal is to help students learn vocabulary about phobias and practice using the present perfect tense.
The document discusses techniques for teaching vocabulary, including:
1. Teaching new words should be done using a variety of effective, meaningful, and efficient techniques both when there is a real need and during activities like reading.
2. Not all new words in a text need to be taught, only the key words.
3. Students often fail to communicate in English because they lack a sufficient vocabulary.
4. Techniques for practicing vocabulary include matching words to definitions, slapping boards to recognize words, word puzzles, and putting words in sentences.
http://www.create-learning.com
Creativity to Innovation program.
People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
http://www.create-learning.com Creativity to Innovation program at Syracuse University. People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
This document provides guidance to students on developing writing skills such as choosing ideas, elaborating on ideas, understanding text structure, using appropriate language features, word choice, sentence structure, punctuation, and spelling. It emphasizes selecting focused main ideas, including relevant details, organizing ideas coherently, using language correctly, and checking for errors. Tips include thinking about the reader, writing type and purpose, elaborating on details, paragraphing, word frequency and variety, subjects and verbs agreeing, and using dictionaries for unknown words.
1. The document discusses fractions including the numerator, denominator, and equal parts of a whole.
2. It provides examples of common fractions like halves, thirds, quarters, and explains how fractions can be added or subtracted.
3. Strategies for solving word problems involving fractions like halves are demonstrated, such as using objects to represent amounts or writing mathematical equations.
The document provides guidance on aspects to consider when writing a piece of text, including what content to include, language features to use, structure, order, vocabulary, spelling, sentence structure, and effectiveness. It prompts the reader to evaluate if their writing achieves quality, selection, and sense through concise questions.
This document provides guidance on how to write an effective explanation. It begins by emphasizing the importance of thoroughly understanding the topic being explained. It then outlines the key components of an explanation, including researching the topic, understanding the information found, and planning the explanation. The document explains that a good plan will include an introduction outlining the topic, descriptions of key concepts, causes and effects, and examples of when the concept is useful. It concludes by noting that an effective explanation will evaluate the topic and summarize the main points.
This document outlines algebra skills at different levels. Level 2 skills include continuing patterns, using symbols like = and <, and solving basic addition problems. Level 3 skills build on this with more complex properties of operations, finding rules for patterns, and relating patterns to number lines. Level 4 skills include writing precise arithmetic expressions, developing function rules, representing patterns algebraically like with magic squares, and solving problems using linear relationships and formulas.
This document provides guidance on writing an explanation. It discusses researching the topic thoroughly, understanding the information found, and planning the explanation. The key points are:
- Research the topic well by finding reliable information through searches and making sure you understand the content.
- Create a plan that organizes the main ideas and information in a logical sequence, such as numbering points, using diagrams, or mind maps.
- The plan should identify what each paragraph will cover, using present tense, correct terminology, and transition words to link ideas.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of serotonin and endorphins which elevate mood and may help prevent mental illness.
The document discusses choosing words to represent respect and asks what respect means, it also mentions aroha and creating a script to display courage, all in 3 sentences or less.
This document tests the reader's ability to quickly say the number after a given number by providing a series of random numbers and asking the reader to say the next number in sequence. It challenges the reader's speed and mental math skills by presenting the numbers rapidly without breaks between each one.
This document tests the reader's speed at saying numbers in sequence by providing a list of random numbers from 1 to 10 and challenging the reader to say the number before each as quickly as possible. It aims to gauge the reader's reaction time and verbal skills under time pressure.
This document appears to be testing someone's ability to recall groupings of 10 random numbers. It provides 20 groupings of 10 random single-digit numbers each without categories or explanations between them, simply testing recall and memory of the random number sequences.
This document discusses different meanings for a focus word and provides examples of related words and words from the same family as the focus word. However, the document does not provide the actual focus word or any examples, so a concise 3 sentence summary cannot fully capture the essential information.
The document defines and provides examples of various literary devices and language concepts, including adverbs, onomatopoeia, similes, personification, tenses, alliteration, prepositions, conjunctions, metaphors, hyperbole, irony, and rhyme. It also includes examples of sentences demonstrating some of these concepts.
The document provides guidance on writing a recount about attending a fireworks show. It discusses including details about who attended, where and when the event took place. It emphasizes building up to the main event by describing what happened before, like calling friends and meeting at a wharf. For the main event, it suggests writing about watching the fireworks explode in the night sky using language resources like onomatopoeia and similes. It also recommends rounding out the recount by describing the event through different senses. Finally, it prompts considering how the event could be improved in the future.
The document provides an editing checklist for students to review before showing their writing to a teacher. The checklist includes checking for proper punctuation and capitalization, re-reading work aloud, attempting spellings of unknown words and using references to check, substituting synonyms, using appropriate language resources, and words from a word wall. It asks students what else could be added to the checklist to help with editing and improving writing.
The document provides guidance for effectively reading texts by suggesting strategies to use before, during, and after reading. It recommends making predictions about the text before reading based on visual clues and one's purpose. While reading, it advises regularly checking predictions against the actual text and discussing comprehension with a partner. It also offers questions to consider about characters, setting, understanding, and unknown words or sentences. Finally, it prompts imagining how a character might feel at different points in the story based on what is happening.
Students are learning strategies for solving addition and subtraction problems by counting objects or using their knowledge of numbers. As they progress, they learn to count on or back, use place value to partition and recombine numbers, and derive answers from known facts. The next steps involve learning multiplication and division facts, and increasing their range of strategies like using compensation or place value partitioning to solve whole number and decimal problems. Questions are used to help students focus on their next learning steps.
This document discusses 16 habits of mind that can help people train their brain to think more effectively. It encourages the reader to think about their own thinking, not be like others who don't think effectively, and to train their brain by using the 16 habits of mind regularly so they become habits that make the reader a better learner and thinker. The habits of mind can be learned by practicing them again and again.
The document is an email from a teacher asking students a series of questions to evaluate their experience learning through an Olympic-themed assignment that incorporated significant computer-based tasks. In 5 questions, the teacher asks the students about using computers more for learning, whether there were too many computer tasks, if they needed more teacher instruction, how the learning experience could be improved, if the computer-based approach helped them remember what they learned better, and if they learned more than expected. Finally, the teacher invites any final comments about the assignment.
The CEO of the Olympic Committee emails the students to inform them that another group wants to host the same Olympic event. He challenges the students to prove that their area is better suited by having them choose from options like debating why their area is better, writing a letter of support to the community, using thinking hats to support their arguments, or creating a PMI chart. The students must further promote their area as the ideal location for the Olympic event.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. Algebra – Level 2
• What I need to know. • What I can do.
– continue a simple pattern
– generalise the pattern
– use the mathematical symbols of =,
<, >
– partition numbers less than 10
– know and use "teen" facts
– solve addition problems by making
a ten, or making a decade
– solve addition problems involving
measurements
– continue a sequential pattern
– develop bar charts to show
relationships
– draw the next shape in a pattern
sequence
– see how the pattern continues
from one shape to the next
– draw up a table of values
– identify patterns in number
sequences
– systematically “count” to establish
rules for sequential patterns
– use rules to make predictions
3. Lesson 1
• We are learning to: • How do I know when I
– continue a simple have learnt this?
pattern – I am able to continue a
simple pattern.
– generalise the pattern
– I am able to make a
generalisation about the
pattern that is accurate.
4. Lesson 1
• On the planet Elsinore there live And the Humped
a strange collection of insects. Back 2-pede looks
There is the Humped-Back Pede. like this. He has an
The Humped Back 1-pede looks eye too.
like this.
• Can you see his eye?
• Use powerpoint to make a
Humped Back 3-pede with the
green tiles.
Underneath your insect, type in
your generalisation about the
pattern you see. Save your
powerpoint as Algebra Week 7.
• Can you work our how many
squares a Humped Back 4-pede
has? Type in your answer under
your generalisation.
5. Lesson 1
• On another slide, answer these questions.
• Can you tell me how many green squares a
Humped Back 5-pede will have?
Can you tell me how many green squares a
Humped Back 7-pede will have?
Can you tell me how many green squares a
Humped Back 10-pede will have?
These are the
How many feet has a Humped-Back Pede
with 12 squares? feet.
(The feet are the bottom squares).
• How many feet has a Humped-Back Pede
with 18 squares?
How many feet has a Humped-Back Pede
with 20 squares?
How did you work these out? Give a
generalisation.
• Can you tell me how to get the number of
squares that a Humped-Back Pede with a
particular number of feet has?
Can you tell me how to get the number of
feet that a Humped-Back Pede with a Copy the questions and use a
particular number of squares has? (Write
a maths sentence with ‘n’ as the number
different colour for your answers.
of square).
6. Lesson 2
• We are learning to: • How do I know when I
– continue a simple have learnt this?
pattern – I am able to continue a
simple pattern.
– generalise the pattern
– I am able to make a
generalisation about the
pattern that is accurate.
7. Lesson 2
• There are other
insects on the planet
Elsinore. They look
as if they have been
made up from
squares. The ones
with one foot are
called 1-pedes. The
ones with two feet
are called 2-pedes
and the ones with 3
feet are called 3-
pedes.
8. Lesson 2
• Did you know that ‘pede’
means ‘foot’?
Hint: write the
How many feet would a number of squares
4-pede have? What beside each Pede.
about a 5-pede?
Tell me how many
squares a 1-pede has?
How many squares does
a 2-pede have?
What about a 3-pede?
(Put the numbers of
squares beside the
insects).
Copy the questions and use a
different colour for your answers.
9. Lesson 2
• Can someone tell me
what a 4-pede looks Hint: write the
like? number of squares
beside each Pede.
How many feet will it
have?
How many squares
will it have?
Can someone make
one for me with
these square tiles? Feet
Does everyone agree
with you? Copy the questions and use a
different colour for your answers.
10. Lesson 2
• How many squares
does a 5-pede have? Hint: write the
number of squares
• What sort of Pede beside each Pede.
comes next?
• How many squares
does a 6-pede have?
• Is there any pattern
in the number of
squares that Pedes
Feet
have?
Copy the questions and use a
different colour for your answers.
11. Lesson 3
• We are learning to: • How do I know when I have
learnt this?
– continue a simple – I am able to continue a simple
pattern pattern.
– generalise the pattern – I am able to make a
generalisation about the
pattern that is accurate.
12. Lesson 3
• Here we are going to
e
ed
explore the Spotted
dP
tte
Pedes. This is what
po
S
they look like.
1-
• Talk about the
number of squares
they have and the
number of blue and
de
3- Spotted Pede
d Pe
red squares.
ot t e
• Record these beside
p
2- S
each of the Spotted
Pedes.
13. Lesson 3
• Create the 4 – Spotted
Pede.
• Answer these questions.
• How many red squares 4- Spotted Pede
does a Spotted 4-pede
have?
How many blue squares
does a Spotted 4-pede
have?
How many squares all
together?
• How did you work that
out?
Why are there more
blue squares than red
squares?
• How many more?
14. Lesson 3
• Create the 5 and 6 – Spotted
Pede.
• Answer these questions.
• How many red squares does a 4- Spotted Pede
Spotted 5-pede have?
• 6-pede?
How many blue squares does
a Spotted 5-pede have?
How many squares all
together?
• How many blue squares does
a Spotted 6-pede have?
How many squares all
together?
• How did you work that out?
15. Lesson 3
• Challenge –
• How many red
squares does a 10 - Spotted Pede
Spotted 10-pede
have?
• How many blue
squares does a
Spotted 10-pede
have?
16. Lesson 3
• What did you find
out about the
Spotted Pedes?
• What patterns did
you find?
• Make sure your
answers are in the
same powerpoint.
17. Lesson 4
• We are learning to: • How do I know when I have
learnt this?
– continue a simple – I am able to continue a simple
pattern pattern.
– generalise the pattern – I am able to make a
generalisation about the
pattern that is accurate.
18. Lesson 4
• Here we are going to
explore the Big-Headed
Pedes. This is what they
look like.
• How many yellow
squares does a Big-
Headed Pede 4-pede
have?
How many yellow
squares does a Big-
Headed Pede 5-pede
have?
How many yellow
squares does a Big-
Headed Pede 6-pede
have?
Do you need to draw the insects to work out how many squares they have? Why or why
not?
Could you work out how many yellow squares a Big-Headed Pede 10-pede would have?
19. Lesson 4
• What did you find out
about the Big-Headed
Pedes?
• What patterns did you
find? Think about the
squares that make up
the feet, and the
squares that do NOT.
Feet
I saw a Big-Headed Pede with 16 yellow squares. How many feet did she have?
20. Lesson 5
• We are learning to: • How do I know when I have
learnt this?
– continue a simple – I am able to continue a simple
pattern pattern.
– generalise the pattern – I am able to make a
generalisation about the
pattern that is accurate.
21. Lesson 5
• We are learning to: • How do I know when I have
learnt this?
– continue a simple – I am able to continue a simple
pattern pattern.
– generalise the pattern – I am able to make a
generalisation about the
pattern that is accurate.
22. Lesson 5
• Create a new powerpoint • I will put these into the
called [Name]’s Pede. Maths folder on the
resources drive, and you need
to complete pedes 4,5 and 6.
• Create your own pede. Re-save the ppt and call it
“Finished pede by [Your
name]”. You should have
• Create the first three pedes.
saved 10 different pedes.
Make sure these are in your
• Save your powerpoint, then algebra folder.
close it.
• COPY the file into your
w_wharekura folder. Put it
into a new folder called
Algebra PPTs.