The document describes an election that took place long ago in a dense forest filled with various animal species like trees, rivers, big cats, birds, reptiles, fish and more. One day, the animals of the forest decided to hold an election to choose a king of the jungle. Many animals like lions, horses and monkeys campaigned to be elected. It's not known who won, but the text uses the election story as an opportunity to discuss classifying animals into different groups like mammals, birds, reptiles, amphibians and fish based on their characteristics.
AVALIAÇÃO DE CIÊNCIAS DIRECIONADA AOS ALUNOS DO QUINTO ANO DO ENSINO FUNDAMENTAL 1 - SEGUNDO CICLO - 3º BIMESTRE.
CONCEITOS AVALIADOS: O sistema reprodutor masculino e feminino / Os animais
Mexe-mexe para aprimorar habilidades de leitura e de escrita com palavras trabalhadas nas 8 primeiras unidades da apostila de apoio baseada no método das 28 palavras.
AVALIAÇÃO DE CIÊNCIAS DIRECIONADA AOS ALUNOS DO QUINTO ANO DO ENSINO FUNDAMENTAL 1 - SEGUNDO CICLO - 3º BIMESTRE.
CONCEITOS AVALIADOS: O sistema reprodutor masculino e feminino / Os animais
Mexe-mexe para aprimorar habilidades de leitura e de escrita com palavras trabalhadas nas 8 primeiras unidades da apostila de apoio baseada no método das 28 palavras.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. AVALIAÇÃO FINAL DE CIÊNCIAS
ELEIÇÃO NA MATA
ACONTECEU HÁ MUITO TEMPO, NUM LUGAR EM
QUE SÓ HAVIA MATO. UM MATAGAL SEM FIM. COM
TODAS AS ESPÉCIES DE SERES QUE VOCÊ POSSA
IMAGINAR.
LÁ TINHA ÁRVORES ALTÍSSIMAS E UM RIO CHEIO DE
PEDRAS QUE FORMAVAM CACHOEIRAS ENORMES.
TINHA TAMBÉM ONÇAS, LEÕES, TIGRES, COELHOS,
JACARÉS, TARTARUGAS,
COBRAS,RÃS,PAPAGAIOS,BAGRES,
PIRANHAS,ARANHAS, FORMIGAS, CARANGUEJOS,
MINHOCAS E MUITO MAIS
UM DIA, OS BICHOS DA FLORESTA RESOLVERAM FAZER
UMA ELEIÇÃO PARA ELEGER O REI DA MATA.
OS PÁSSAROS VOARAM PARA TODOS OS LADOS PARA
ESPALHAR A NOVIDADE.
OS JACARÉS SE ARRASTARAM DESAJEITADOS PARA
BEIRA DO RIO QUERENDO CONHECER OS
CANDIDATOS.
DISCIPLINA: CIÊNCIAS PROFESSORA:
ALUNO (A): SÉRIE: TURMA:
DATA: AVALIAÇÃOFINAL VALOR DA AVALIAÇÃO: 10,0
LEMBRETE:
- LEIATODA A PROVA COM MUITA ATENÇÃO.
- ESCREVAAS RESPOSTAS COM LETRA LEGÍVEL.
- NÃOSERÁ PERMITIDO EMPRÉSTIMO DE MATERIAIS DURANTE A PROVA
- VOCÊÉ CAPAZ! ACREDITOEM VOCÊ!
AvaliaçãoadaptadapelaprofessoradaSalaMultifuncional
2. OS LEÕES, OS BOIS E OS CAVALOS FIZERAM VÁRIOS COMÍCIOS PARA
CONVENCER OS BICHOS A VOTAREM NELES.
A MACACADA AGITADA DE GALHO EM GALHO, ÀS VEZES BATIA
PALMAS PARA UM OU OUTRO CANDIDATO.
OS COELHOSESTAVAM FELIZES PORQUE FORAM ESCOLHIDOS
PARA SEREM OS FISCAIS.
NO DIA DA ELEIÇÃO, OS SAPOS, OS PATOS E AS
ARARAS FIZERAM A PROPAGANDA.OS ELEFANTES
FORAM ESCOLHIDOS PARA ANUNCIAR O
RESULTADO.
SABE QUEM VENCEU A ELEIÇÃO?
NÃO SABEMOS, MAS SABEMOS
QUE OS ANIMAIS SÃO
ORGANIZADOS E PARA ESTUDAR
MELHOR CADA ESPÉCIE,
PRECISAMOS CLASSIFICÁ-LOS.
AvaliaçãoadaptadapelaprofessoradaSalaMultifuncional
3. 1- MAMÍFEROS: _________________________________________________________
_______________________________________________________________________
CARACTERÍSTICAS: _____________________________________________________
_______________________________________________________________________
2- AVES: _______________________________________________________________
_______________________________________________________________________
CARACTERÍSTICAS: _____________________________________________________
_______________________________________________________________________
3- RÉPTEIS: ___________________________________________________________
_______________________________________________________________________
CARACTERÍSTICAS: _____________________________________________________
_______________________________________________________________________
4- ANFÍBIOS: ___________________________________________________________
_______________________________________________________________________
CARACTERÍSTICAS: _____________________________________________________
_______________________________________________________________________
5- PEIXES: _____________________________________________________________
_______________________________________________________________________
CARACTERÍSTICAS: _____________________________________________________
_______________________________________________________________________
6- INVERTEBRADOS: ____________________________________________________
_______________________________________________________________________
CARACTERÍSTICAS: _____________________________________________________
_______________________________________________________________________
1- ENTÃO CLASSIFIQUE OS ANIMAIS
DO TEXTO E CITE NO MÍNIMO
UMACARACTERÍSTICA DE CADA
CLASSE.
tadapelaprofessoradaSalaMultifuncional
4. 7- TODOS OS SERES VIVOS PASSAM POR
DIVERSAS ETAPAS DURANTE SUA EXISTÊNCIA.
QUAIS SÃO ESSAS ETAPAS?
R: __________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8- ESTUDAMOS QUE TODOS OS SERES VIVOS PRECISAM DE NUTRIENTES PARA O
SEU CRESCIMENTO, RESPIRAÇÃO E REPARAÇÃO DO ORGANISMO. COM BASE NO
QUE VOCÊ APRENDEU RELACIONE CORRETAMENTE.
9-DURANTE NOSSAS AULAS CONVERSAMOS SOBRES VÁRIOS ANIMAIS, ENTRE ELES OS
MAMÍFEROS QUE SÃO ANIMAIS VERTEBRADOS E QUE SE ALIMENTAMDO LEITE DE SUAS
MÃES. COM BASE NO QUE ESTUDAMOS COMPLETE COM V PARA VERDADEIRO EF PARA
FALSO
( ) OS MAMÍFEROS MAMAM NA INFÂNCIA, MAS DEPOIS MUDAM SUA ALIMENTAÇÃO,
PASSANDO A NECESSITAR DE OUTROS ALIMENTOS.
( ) MAMÍFEROS POSSUEM GLANDULAS MAMÁRIAS.
( ) OS MAMÍFEROS REPRODUZEM-SE ATRAVÉS DA REPRODUÇÃO ASSEXUADANÃO
PRECISAM DO AUXÍLIO DE OUTRO INDIVÍDUO DA MESMA ESPÉCIE.
( ) O TECIDO ADIPOSO (GORDURA) ATUA COMO ISOLANTE TÉRMICO, OU SEJA,
PROTEGE CONTRA O FRIO.
10- LEIA O TEXTO E COMPLETE AS FRASES.
O PÉ DE MILHOPRODUZIU SEU ALIMENTO ATRAVÉS DA
FOTOSSÍNTESE E DESENVOLVEU-SE. DELE NASCERAM DUAS
AUTÓTROFOS
(A)
HETERÓTROFOS
( ) POSSUEM CLOROFILA E FABRICAM SEUS
ALIMENTOS.
( ) SÃO ANIMAIS, TAMBÉM CHAMADOS DE
CONSUMIDORES.
( ) NÃO PRODUZEM SEUS ALIMENTOS.
( ) SÃO OS VEGETAIS, TAMBÉM CHAMADOS DE
PRODUTORES.
( ) OS SERES HETERÓTROFOS SÃO OS
CONSUMIDORES DOS AUTÓTROFOS.
(H)
essoradaSalaMultifuncional
5. ESPIGAS DE MILHO. O PORCOCOMEU O MILHO. O HOMEM
COMEU A CARNE DO PORCO. DEPOIS O PÉ DE MILHOMORREU
E SERVIU DE ALIMENTO PARAFUNGOS E BACTÉRIAS.
A) O SER PRODUTOR É _____________________________.
B) O PRIMEIRO CONSUMIDOR É _______________________.
C) O SEGUNDO CONSUMIDOR É _______________________.
D) OS SERES DECOMPOSITORES SÃO OS _______________
E AS __________________