The document provides examples of how teachers have used various web-based resources to effectively support the teaching and learning of science in primary schools. Some key examples include using online simulations and interactive activities to introduce scientific concepts, using online reference materials to support literacy and group work, and using spreadsheets and data projectors to analyze and present data collected from hands-on experiments. The role of the teacher in selecting appropriate resources and guiding student learning is emphasized.
This unit plan is for a 9th grade SOSE class about an oil spill disaster. Over two weeks, students will investigate the effects of the BP oil spill in the Gulf of Mexico using inquiry-based learning. They will create reflective blogs and research posters on affected animals. Students will also discuss ways to help and raise awareness of the issue. Assessment will include blogs and research posters to evaluate the students' understanding of the environmental and social impacts of disasters.
The Fountain Hills High School science department has several academic competitions and events planned for the spring semester that could provide students with significant scholarship money or national recognition, including the Science Bowl, various state and national science fairs, and the Rube Goldberg experiment to break a Guinness World Record. Science teacher Gary Abud was honored as the Four Peaks Rotary's "Teacher of the Month" for his innovative teaching methods and involvement in extracurricular activities. The Fountain Hills Charter School is also holding its annual fundraising gala called "Diamonds in the Desert" on February 28th at Fort McDowell Adventures.
The document proposes a networking project to connect several schools in the Philippines. It provides background information on each school, including location, enrollment size, and current conditions. It then outlines the proposed server specifications, workstation specifications, and networking components needed, such as switches, routers, cables, racks and conduits. The proposal seeks to establish a computer network across the schools to improve access to information and resources for educational purposes.
This document is a syllabus for an Earth Science class taught by James Dunn during the 2012-2013 second trimester. It outlines general course information, grading policies, classroom expectations, required supplies, and the planned course schedule and topics to be covered each week. Grades will be based on assignments, labs, projects, quizzes and a final exam worth 14% of the overall grade. Late work will be accepted with a 10% deduction per day. Cheating will result in a zero grade. Students are expected to treat others with respect and follow all school policies.
This document outlines the academic plan for the 2011-2012 school year at NVS New Delhi. It discusses establishing an institutional plan with goals and priorities. It also describes the structure of morning assemblies, including activities like prayer, pledge, news headlines, and community songs. A school calendar is to be prepared encompassing scholastic and co-curricular activities. Subject periods are allotted for each class. Benchmark goals are set, including 100% pass rates and average GPA of 8.0. A schedule is set for covering syllabus, conducting tests and assessments.
This document provides an overview of key principles for teaching mathematics to young children. It discusses principles related to curriculum, instruction, assessment, and using calculators and strategies for teaching children who don't speak English. Some of the key principles mentioned include ensuring the curriculum is rich, varied and relevant; using child-centered instruction that reflects children's interests and abilities; using assessment to identify strengths and needs; and using visuals, modeling and the child's first language to aid instruction for non-English speakers.
K to 12 science objectives and subject matter completeAlcaide Gombio
The document outlines a curriculum guide for a first grade science class covering four units over four grading periods. The first unit covers solids, liquids, and gases and their properties. It includes 8 lessons on states of matter and 4 lessons on proper use and safety with common materials. The second unit covers living things and their environments, with chapters on sense organs, animals, plants, and heredity. The third unit addresses force, motion, and energy through lessons on moving objects, light and heat, and sounds. The fourth unit examines earth and space topics like the environment, weather, and objects in the sky. Each lesson includes objectives, duration, and related activities for students.
School group learning at environmental site present 22 august 2011 eSuradiah Labintah
The document discusses a case study evaluating the effectiveness of an environmental education program at Tanjung Piai National Park in Johor, Malaysia. It outlines the objectives of studying the relationship between nature-based educational tourism and its effectiveness in imparting environmental knowledge. A two-day, one-night program is described that includes various educational activities to teach participants about the local mangrove ecosystem. The research aims to develop an evaluation framework to assess the program's ability to increase participants' knowledge and understanding of the mangroves.
This unit plan is for a 9th grade SOSE class about an oil spill disaster. Over two weeks, students will investigate the effects of the BP oil spill in the Gulf of Mexico using inquiry-based learning. They will create reflective blogs and research posters on affected animals. Students will also discuss ways to help and raise awareness of the issue. Assessment will include blogs and research posters to evaluate the students' understanding of the environmental and social impacts of disasters.
The Fountain Hills High School science department has several academic competitions and events planned for the spring semester that could provide students with significant scholarship money or national recognition, including the Science Bowl, various state and national science fairs, and the Rube Goldberg experiment to break a Guinness World Record. Science teacher Gary Abud was honored as the Four Peaks Rotary's "Teacher of the Month" for his innovative teaching methods and involvement in extracurricular activities. The Fountain Hills Charter School is also holding its annual fundraising gala called "Diamonds in the Desert" on February 28th at Fort McDowell Adventures.
The document proposes a networking project to connect several schools in the Philippines. It provides background information on each school, including location, enrollment size, and current conditions. It then outlines the proposed server specifications, workstation specifications, and networking components needed, such as switches, routers, cables, racks and conduits. The proposal seeks to establish a computer network across the schools to improve access to information and resources for educational purposes.
This document is a syllabus for an Earth Science class taught by James Dunn during the 2012-2013 second trimester. It outlines general course information, grading policies, classroom expectations, required supplies, and the planned course schedule and topics to be covered each week. Grades will be based on assignments, labs, projects, quizzes and a final exam worth 14% of the overall grade. Late work will be accepted with a 10% deduction per day. Cheating will result in a zero grade. Students are expected to treat others with respect and follow all school policies.
This document outlines the academic plan for the 2011-2012 school year at NVS New Delhi. It discusses establishing an institutional plan with goals and priorities. It also describes the structure of morning assemblies, including activities like prayer, pledge, news headlines, and community songs. A school calendar is to be prepared encompassing scholastic and co-curricular activities. Subject periods are allotted for each class. Benchmark goals are set, including 100% pass rates and average GPA of 8.0. A schedule is set for covering syllabus, conducting tests and assessments.
This document provides an overview of key principles for teaching mathematics to young children. It discusses principles related to curriculum, instruction, assessment, and using calculators and strategies for teaching children who don't speak English. Some of the key principles mentioned include ensuring the curriculum is rich, varied and relevant; using child-centered instruction that reflects children's interests and abilities; using assessment to identify strengths and needs; and using visuals, modeling and the child's first language to aid instruction for non-English speakers.
K to 12 science objectives and subject matter completeAlcaide Gombio
The document outlines a curriculum guide for a first grade science class covering four units over four grading periods. The first unit covers solids, liquids, and gases and their properties. It includes 8 lessons on states of matter and 4 lessons on proper use and safety with common materials. The second unit covers living things and their environments, with chapters on sense organs, animals, plants, and heredity. The third unit addresses force, motion, and energy through lessons on moving objects, light and heat, and sounds. The fourth unit examines earth and space topics like the environment, weather, and objects in the sky. Each lesson includes objectives, duration, and related activities for students.
School group learning at environmental site present 22 august 2011 eSuradiah Labintah
The document discusses a case study evaluating the effectiveness of an environmental education program at Tanjung Piai National Park in Johor, Malaysia. It outlines the objectives of studying the relationship between nature-based educational tourism and its effectiveness in imparting environmental knowledge. A two-day, one-night program is described that includes various educational activities to teach participants about the local mangrove ecosystem. The research aims to develop an evaluation framework to assess the program's ability to increase participants' knowledge and understanding of the mangroves.
This document provides an overview of opportunities to use ICT across the curriculum to support subject teaching in Years 1 and 2. It lists resources for using ICT in humanities, science, arts, and other subjects. Examples are given of websites and applications that can be used for history, geography, RE, science, art, music, PE and more. Links are included to digital resources, videos, games and activities from sources like the BBC and museums to engage students in various subjects.
The document outlines the agenda for an ICT Leaders meeting, including registering on the Vital website, introductions, discussing leading versus coordinating, sharing new resources available on Vital, participants presenting examples of successful classroom activities in 2-5 minutes, showcasing Christmas-themed digital resources to introduce applications to colleagues, and joining the Primary ICT Moodle online network.
This document provides a variety of online resources related to Christmas for educational use, including several student-created Glogster pages showcasing Christmas themes and Wordle visualizations of common Christmas words. Links to examples of Christmas-themed Glogster pages created by students explore topics like a Swedish Christmas greeting and a happy Christmas celebration. Additional links present Wordle word clouds containing frequent Christmas terms and describe how Wordle can be used to create holiday cards or visualizations of winter vocabulary.
This document contains a list of links to various online tools and resources for collaboration, maps, presentations, and creative media editing. Some of the highlighted links include tools for Google Maps, GeoGebra, VoiceThread, Twitter, Voki, Xtranormal, and Big Huge Labs for image editing and creation. The document provides educators with options for interactive and digital activities.
This document discusses using information and communication technologies (ICT) to support literacy in three main ways:
1) Enhancing teaching and learning across the curriculum through various online tools that can engage and motivate students, such as Wordle for word clouds and Google Earth.
2) Developing students' problem-solving, speaking, and listening skills through tools like Audacity for audio recording and editing.
3) Encouraging student authorship by using online book creators, comic makers, and storybird apps that allow using images from sites like Flickr.
This document provides a summary of an ICT course that considers opportunities to use information and communication technology to support a creative curriculum in Years 1 and 2. It outlines how ICT can be used to support subjects like humanities, science, and arts. For each subject, several online resources and applications are listed that teachers can use to enhance their lessons. The goal is to promote the use of ICT for real purposes that also support literacy and mathematics.
The document discusses the importance of ICT skills for pupils in key stage 2. It covers four strands of ICT study: finding information, developing ideas, communicating information, and evaluating. Within each strand are topics like searching for online information, creating presentations, and understanding how to judge the quality of digital work. The document emphasizes that ICT skills are essential for modern life and that pupils should understand both the technical and safe/responsible use of technology.
This document lists several free online resources related to information and communications technology. It includes tools for creating voice threads, uploading photos and videos, searching for creative commons licensed content, sharing presentations, tutoring pupils, mapping geographic data, and playing educational games for kids.
Kackleberry Farms is an educational farm that offers hands-on activities to teach children about farm life and science. The owners created mazes, a giant rubber pillow swimming pool, and character lessons to engage students. Teachers can expect the activities to align with state standards and capture students' interest. The farm aims to stimulate curiosity and make children lifelong learners. Families can participate together in pumpkin picking, balloon rides, and campfires. A trip to the farm provides a great experience for children and families to learn.
This document discusses the TPACK framework for teaching science and mathematics. It begins by introducing the Science Teacher Academy for the Regions conference where the topic will be presented. The next section unpacks the different components of TPACK including technological pedagogical content knowledge. The final section reflects on applying TPACK, noting how teacher autonomy is important when using rapidly changing technologies and how TPACK competency is important for physics teachers. It also shares self-reflection questions to assess one's knowledge in the different TPACK domains. The document emphasizes that TPACK is about effectively teaching content using appropriate technologies and pedagogical methods.
This document discusses the need to view the environment as a natural laboratory for teaching science and mathematics. It argues that many concepts are taught only theoretically in classrooms, when in fact they are all around us in our daily environment and experiences. Some examples given include teaching about pressure by having students step on different surfaces, teaching about liquids by comparing water bottles of different sizes, and teaching about moments by observing everyday actions like opening doors. The author argues that if teachers looked more closely at the environment, they would find opportunities to teach practically every lesson without needing a specialized laboratory. Students would better understand concepts that are part of their everyday lives. Overall, the document advocates using the natural environment more actively as a hands-on "laboratory"
Andrew Kirk is a science educator with over 15 years of experience teaching science courses at the high school level. He currently serves as the 11th Grade Team Leader and science instructor at The Ross Upper School in East Hampton, NY, where he coordinates interdisciplinary projects across several subjects. Prior to his current role, Kirk taught science courses in South Carolina and developed new science curricula. He holds advanced degrees in evolutionary biology, geoscience, and education.
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
This document outlines a 4-day learning plan about minerals and rocks for an 11th grade Earth Science class. On day 1, students will go on a rock hunt around the school and analyze properties of rocks they find. Day 2 will involve a lecture and discussion about minerals and rocks. On day 3, students will create a Venn diagram comparing minerals and rocks. Finally, on day 4 students will review and take a short test on Earth's subsystems and minerals and rocks. The objectives are for students to differentiate minerals from rocks, identify common rock-forming minerals, and appreciate the importance of rocks and minerals.
The document provides information on several lesson plans related to ecology and the boreal forest. The first lesson plan involves succession in the boreal forest and includes a three day plan involving an introduction, field trip, and follow up. The second plan involves having students collect living organism samples over multiple days to create a display. The third plan focuses on fire safety and having students evaluate home properties in the village for fire risk. The final plan describes having students sample and compare microbes from different environments under microscopes.
Connecting Astronomy Content with Interactive Videoconferencing in Kindergart...Debra C Burkey Piecka
This interactive session explains research results from a study about how kindergartners form meaning while learning with interactive videoconferencing in kindergarten. The presentation will move quickly through the study's research questions and methodology to a discussion about the happenings of an international partnership between Pennsylvania kindergartners and a rural British primary classroom while learning about astronomy. Topics included the Sun, planets, galaxies, stars, and Earth and its moon. Participants will view several photos that depict artifacts from the collaboration. Attendees will have the opportunity to discuss how they can design similar activities for their own classrooms.
The document provides an introduction to the subject of Physics for secondary school teachers and students. It defines Physics as the natural science dealing with properties of matter and energy, and their interactions. It then lists and briefly describes the various branches of Physics, such as Mechanics, Thermal Physics, Optics, Electricity and Magnetism, Atomic and Nuclear Physics. The document emphasizes that discoveries in Physics have led to modern technologies and influence everyday life. It aims to help teachers deliver Physics lessons and assess student understanding through comprehensive lesson plans and guidance on teaching methodologies.
The document discusses science education in Queensland and focuses on the Australian National Curriculum. It outlines the three strands of the curriculum: Science Understanding, Science as a Human Endeavor, and Science Inquiry Skills. Each strand is divided into further sub-categories. The document also discusses using curricular emphases, such as nature of science, technology, and science and society, to integrate socioscientific issues into science classrooms. Curricular emphases allow teachers to meet the goals of both high-quality science education and good test scores.
The document presents the National Curriculum for General Science for grades 4-5 in Pakistan. It outlines the goals of developing scientific literacy and higher-order thinking skills in students. It describes the three strands covered in the curriculum: Life Sciences, Physical Sciences, and Earth and Space Sciences. It also discusses cross-cutting elements like skills, attitudes, and STEM. Standards and benchmarks are provided for each strand up to grade 5. The curriculum aims to encourage curiosity, problem-solving abilities and prepare students for their future through science education.
This document discusses a study that investigated how the use of virtual worlds can support and promote innovative teaching practices in pre-service teacher education. Several teacher education courses introduced students to virtual worlds like Second Life. Data was collected through student blogs and reflections. The results showed that while some students were skeptical, many realized the potential of virtual worlds to enhance learning and replicate or reimagine teaching practices beyond traditional methods. One student quote illustrates how being introduced to virtual worlds allowed them to achieve success in their own learning and bring enthusiasm to primary students, fostering innovative pedagogy.
There are four main approaches to organizing curriculum: spiral, concentric, topical, and subject. The spiral approach builds upon previous knowledge by revisiting topics at increasing levels of complexity. The concentric approach teaches the same topics each year with increasing depth and breadth, like concentric circles. The topical approach groups lessons into units centered around topics of interest to students. Finally, the subject approach divides curriculum into distinct subject areas like physics, chemistry, and biology. Each approach has advantages like integrating knowledge, but also disadvantages like potential lack of depth or availability of materials.
This document outlines a place-based learning unit for a high school biology class. It describes 10 days of lesson plans that incorporate mapping, nature journaling, succession, fire science, and microbe sampling activities. Students will create maps of their home places and present them on video. They will also keep nature journals during outdoor observation periods. The goal is for students to become more aware of the ecosystems and places around them through experiential learning projects tied to the local area. Assessments include rubrics for the mapping project, cumulative nature journals, and a written test.
This document provides an overview of opportunities to use ICT across the curriculum to support subject teaching in Years 1 and 2. It lists resources for using ICT in humanities, science, arts, and other subjects. Examples are given of websites and applications that can be used for history, geography, RE, science, art, music, PE and more. Links are included to digital resources, videos, games and activities from sources like the BBC and museums to engage students in various subjects.
The document outlines the agenda for an ICT Leaders meeting, including registering on the Vital website, introductions, discussing leading versus coordinating, sharing new resources available on Vital, participants presenting examples of successful classroom activities in 2-5 minutes, showcasing Christmas-themed digital resources to introduce applications to colleagues, and joining the Primary ICT Moodle online network.
This document provides a variety of online resources related to Christmas for educational use, including several student-created Glogster pages showcasing Christmas themes and Wordle visualizations of common Christmas words. Links to examples of Christmas-themed Glogster pages created by students explore topics like a Swedish Christmas greeting and a happy Christmas celebration. Additional links present Wordle word clouds containing frequent Christmas terms and describe how Wordle can be used to create holiday cards or visualizations of winter vocabulary.
This document contains a list of links to various online tools and resources for collaboration, maps, presentations, and creative media editing. Some of the highlighted links include tools for Google Maps, GeoGebra, VoiceThread, Twitter, Voki, Xtranormal, and Big Huge Labs for image editing and creation. The document provides educators with options for interactive and digital activities.
This document discusses using information and communication technologies (ICT) to support literacy in three main ways:
1) Enhancing teaching and learning across the curriculum through various online tools that can engage and motivate students, such as Wordle for word clouds and Google Earth.
2) Developing students' problem-solving, speaking, and listening skills through tools like Audacity for audio recording and editing.
3) Encouraging student authorship by using online book creators, comic makers, and storybird apps that allow using images from sites like Flickr.
This document provides a summary of an ICT course that considers opportunities to use information and communication technology to support a creative curriculum in Years 1 and 2. It outlines how ICT can be used to support subjects like humanities, science, and arts. For each subject, several online resources and applications are listed that teachers can use to enhance their lessons. The goal is to promote the use of ICT for real purposes that also support literacy and mathematics.
The document discusses the importance of ICT skills for pupils in key stage 2. It covers four strands of ICT study: finding information, developing ideas, communicating information, and evaluating. Within each strand are topics like searching for online information, creating presentations, and understanding how to judge the quality of digital work. The document emphasizes that ICT skills are essential for modern life and that pupils should understand both the technical and safe/responsible use of technology.
This document lists several free online resources related to information and communications technology. It includes tools for creating voice threads, uploading photos and videos, searching for creative commons licensed content, sharing presentations, tutoring pupils, mapping geographic data, and playing educational games for kids.
Kackleberry Farms is an educational farm that offers hands-on activities to teach children about farm life and science. The owners created mazes, a giant rubber pillow swimming pool, and character lessons to engage students. Teachers can expect the activities to align with state standards and capture students' interest. The farm aims to stimulate curiosity and make children lifelong learners. Families can participate together in pumpkin picking, balloon rides, and campfires. A trip to the farm provides a great experience for children and families to learn.
This document discusses the TPACK framework for teaching science and mathematics. It begins by introducing the Science Teacher Academy for the Regions conference where the topic will be presented. The next section unpacks the different components of TPACK including technological pedagogical content knowledge. The final section reflects on applying TPACK, noting how teacher autonomy is important when using rapidly changing technologies and how TPACK competency is important for physics teachers. It also shares self-reflection questions to assess one's knowledge in the different TPACK domains. The document emphasizes that TPACK is about effectively teaching content using appropriate technologies and pedagogical methods.
This document discusses the need to view the environment as a natural laboratory for teaching science and mathematics. It argues that many concepts are taught only theoretically in classrooms, when in fact they are all around us in our daily environment and experiences. Some examples given include teaching about pressure by having students step on different surfaces, teaching about liquids by comparing water bottles of different sizes, and teaching about moments by observing everyday actions like opening doors. The author argues that if teachers looked more closely at the environment, they would find opportunities to teach practically every lesson without needing a specialized laboratory. Students would better understand concepts that are part of their everyday lives. Overall, the document advocates using the natural environment more actively as a hands-on "laboratory"
Andrew Kirk is a science educator with over 15 years of experience teaching science courses at the high school level. He currently serves as the 11th Grade Team Leader and science instructor at The Ross Upper School in East Hampton, NY, where he coordinates interdisciplinary projects across several subjects. Prior to his current role, Kirk taught science courses in South Carolina and developed new science curricula. He holds advanced degrees in evolutionary biology, geoscience, and education.
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
This document outlines a 4-day learning plan about minerals and rocks for an 11th grade Earth Science class. On day 1, students will go on a rock hunt around the school and analyze properties of rocks they find. Day 2 will involve a lecture and discussion about minerals and rocks. On day 3, students will create a Venn diagram comparing minerals and rocks. Finally, on day 4 students will review and take a short test on Earth's subsystems and minerals and rocks. The objectives are for students to differentiate minerals from rocks, identify common rock-forming minerals, and appreciate the importance of rocks and minerals.
The document provides information on several lesson plans related to ecology and the boreal forest. The first lesson plan involves succession in the boreal forest and includes a three day plan involving an introduction, field trip, and follow up. The second plan involves having students collect living organism samples over multiple days to create a display. The third plan focuses on fire safety and having students evaluate home properties in the village for fire risk. The final plan describes having students sample and compare microbes from different environments under microscopes.
Connecting Astronomy Content with Interactive Videoconferencing in Kindergart...Debra C Burkey Piecka
This interactive session explains research results from a study about how kindergartners form meaning while learning with interactive videoconferencing in kindergarten. The presentation will move quickly through the study's research questions and methodology to a discussion about the happenings of an international partnership between Pennsylvania kindergartners and a rural British primary classroom while learning about astronomy. Topics included the Sun, planets, galaxies, stars, and Earth and its moon. Participants will view several photos that depict artifacts from the collaboration. Attendees will have the opportunity to discuss how they can design similar activities for their own classrooms.
The document provides an introduction to the subject of Physics for secondary school teachers and students. It defines Physics as the natural science dealing with properties of matter and energy, and their interactions. It then lists and briefly describes the various branches of Physics, such as Mechanics, Thermal Physics, Optics, Electricity and Magnetism, Atomic and Nuclear Physics. The document emphasizes that discoveries in Physics have led to modern technologies and influence everyday life. It aims to help teachers deliver Physics lessons and assess student understanding through comprehensive lesson plans and guidance on teaching methodologies.
The document discusses science education in Queensland and focuses on the Australian National Curriculum. It outlines the three strands of the curriculum: Science Understanding, Science as a Human Endeavor, and Science Inquiry Skills. Each strand is divided into further sub-categories. The document also discusses using curricular emphases, such as nature of science, technology, and science and society, to integrate socioscientific issues into science classrooms. Curricular emphases allow teachers to meet the goals of both high-quality science education and good test scores.
The document presents the National Curriculum for General Science for grades 4-5 in Pakistan. It outlines the goals of developing scientific literacy and higher-order thinking skills in students. It describes the three strands covered in the curriculum: Life Sciences, Physical Sciences, and Earth and Space Sciences. It also discusses cross-cutting elements like skills, attitudes, and STEM. Standards and benchmarks are provided for each strand up to grade 5. The curriculum aims to encourage curiosity, problem-solving abilities and prepare students for their future through science education.
This document discusses a study that investigated how the use of virtual worlds can support and promote innovative teaching practices in pre-service teacher education. Several teacher education courses introduced students to virtual worlds like Second Life. Data was collected through student blogs and reflections. The results showed that while some students were skeptical, many realized the potential of virtual worlds to enhance learning and replicate or reimagine teaching practices beyond traditional methods. One student quote illustrates how being introduced to virtual worlds allowed them to achieve success in their own learning and bring enthusiasm to primary students, fostering innovative pedagogy.
There are four main approaches to organizing curriculum: spiral, concentric, topical, and subject. The spiral approach builds upon previous knowledge by revisiting topics at increasing levels of complexity. The concentric approach teaches the same topics each year with increasing depth and breadth, like concentric circles. The topical approach groups lessons into units centered around topics of interest to students. Finally, the subject approach divides curriculum into distinct subject areas like physics, chemistry, and biology. Each approach has advantages like integrating knowledge, but also disadvantages like potential lack of depth or availability of materials.
This document outlines a place-based learning unit for a high school biology class. It describes 10 days of lesson plans that incorporate mapping, nature journaling, succession, fire science, and microbe sampling activities. Students will create maps of their home places and present them on video. They will also keep nature journals during outdoor observation periods. The goal is for students to become more aware of the ecosystems and places around them through experiential learning projects tied to the local area. Assessments include rubrics for the mapping project, cumulative nature journals, and a written test.
This document is a daily lesson log from Pantukan National High School for the week of August 29 to September 2, 2022. It details the earth and life science lessons taught by Teacher Jester Pescadero to 11th grade students. The week's lessons focused on the Earth as a unique planet with properties to support life, and the four subsystems of Earth: geosphere, atmosphere, biosphere, and hydrosphere. Learning activities included brainstorming, discussion, video presentations, and group activities. One student needed remediation after the first lesson on the uniqueness of Earth. The number of students achieving mastery level and needing further support was also recorded each day.
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Republic of the Philippines. It outlines the conceptual framework and standards for the science curriculum from Kindergarten to Grade 10. The goals are to develop scientific literacy, problem-solving skills, and positive scientific attitudes and values among students. The curriculum covers content in Life Sciences, Physics, Chemistry, and Earth Sciences using inquiry-based and interdisciplinary approaches. It emphasizes understanding concepts, performing scientific processes, and demonstrating scientific attitudes and values.
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Republic of the Philippines. It outlines the conceptual framework and standards for the science curriculum from Kindergarten to Grade 10. The goals are to develop scientific literacy, problem-solving skills, and responsible stewardship of nature. The curriculum covers concepts in life science, physics, chemistry, and earth science using inquiry-based learning. It emphasizes understanding science concepts in real-world contexts and acquiring skills like critical thinking.
The document outlines the K-12 Science Curriculum Guide for the Philippines' Department of Education. It presents the conceptual framework, which aims to develop scientific literacy to prepare students to make informed decisions. The curriculum integrates science, technology, and society, and promotes skills like problem-solving, environmental stewardship, and effective communication. It is designed to develop scientific and technological literacy through understanding concepts, performing processes, and demonstrating scientific attitudes and values. The curriculum covers concepts in life science, physics, chemistry, and earth science from K-3 to grades 10-12 in spiral progression.
Practical Teaching Experience Project Power Pointjsykes3
This document outlines a lesson plan for a project on real-time earthquake tracking for high school students. The objectives are for students to work collaboratively using the internet to examine plate tectonic theory, discuss connections between plate boundaries and earthquake locations, track recent earthquakes over two weeks using USGS data, and present their findings. The teacher would introduce background on accessing real-time data online and outline the project for students. Students would be assigned to groups to develop and test a hypothesis about earthquakes and plate tectonics, record and analyze earthquake data, and present their conclusions in a letter to the President.
Similar to Becta - primary science web resources (20)
The document discusses various online resources and technologies that can support communication, language, and literacy development in early years education. It describes websites run by the BBC and British Council that provide stories, games, and activities. It also discusses how technologies like voice changers, walkie talkies, and recording devices can encourage reluctant speakers and allow children to explore sounds. The role of audio resources is outlined, including how they can enhance activities, provide independent learning, and support phonological awareness.
This document provides a collection of resources for integrating information and communication technology (ICT) into teaching and learning. It includes links to websites about using ICT to enhance teaching across the curriculum, engage and motivate students, and support problem-solving. Suggestions are made for using tools like audio recording software, online mapping applications, screen capture tools, and video clips to enrich lessons in various subject areas like history, math, and science.
Christmas is a time for family, friends, and fun activities. Many people decorate their homes with lights and trees, exchange gifts, and attend religious services to celebrate the birth of Jesus Christ. Popular Christmas activities include caroling, baking cookies, watching holiday movies by the fireplace, and taking walks through neighborhoods to see colorful light displays.
The document outlines the agenda for an ICT Leaders meeting, including registering on the Vital website, safety reminders, and a proposed schedule of discussions on Moodle, new resources on Vital, teaching examples from participants, audio resources, Christmas-themed ideas, and a link to join the Primary ICT Moodle class. Participants are asked to share successful classroom examples and whether they would take 2 or 5 minutes to present.
This document contains a list of over 30 links to free audio resources on the web including sites to find sound effects, stock music, discover new music, record and share audio, and sites specifically focused on Christmas sounds and music. Many of the links are to the BBC which provides educational audio content about music history and instruments.
1. The document contains addition number sentences and asks the reader to find missing numbers to solve them.
2. It also includes diagrams of a boat and spaceship where parts are to be colored based on completing addition problems that total 10.
3. The goal is to use addition skills to solve problems and color corresponding parts of diagrams.
1) The recruitment and deployment of additional ASTs for the spring term of 2011 is complete, as the budget for locally-authority funded ASTs has been used up through April 2011.
2) The course program for the spring term of 2011 includes an AST national conference on being a coach, consultant, and career advisor in February and a presentation from an education author in March.
3) Several online resources are listed that provide examples of interesting ways to use technology in teaching, including blogs, Twitter, e-books, and tools for creating audio and animated content.
4. how will you know when you are achieving your aims co dev toolkit activity...juko101
This document discusses ways for learners to influence their curriculum experience by expressing their views and opinions. It suggests that the most effective way to collect learner views is through direct engagement, using methods like focus groups and surveys. Learners are best positioned to provide feedback on whether the curriculum is meeting their needs and how it could be improved. The document proposes several actions schools can take, such as creating new communication channels, developing learner research skills, and directly soliciting feedback through questions, to more meaningfully involve learners in shaping the curriculum.
4. how will you know when you are achieving your aims co dev toolkit - resour...juko101
This document provides example questions that a teacher can use to gather students' views on the curriculum and their learning. It lists questions in the left column about what students enjoy learning, where they like to learn, how they know if they are successful, and how they feel about making mistakes. The right column is for teachers to add their own questions. The document encourages teachers to adapt the questions to meet their students' needs and focus on areas they want to develop, like creativity. It provides additional example questions focused on creativity.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. Using web-based resources in Science lessons
The internet has many useful resources to support primary science.You can bookmark
them and use them offline, or download them and adapt them to meet the teaching
and learning of specific key objectives.The examples given here describe a number of
lessons in which ICT is used effectively to support the teaching and learning of
science to children in Key Stages 1 and 2.The examples given here are just that –
examples of how the sites could be used.You will have your own ideas on how a site
may be used which will be just as relevant as the examples given here.
All web addresses have been checked and were correct at time of printing.
Welltown KS1
Welltown is aimed at Key Stage 1 pupils, aged 5 to 7 years, and covers
the main areas of personal, social and health education (PSHE) and
citizenship.
URL: http://www.welltown.gov.uk/school/dining.html
Relevant to the following:
Science Scheme of work for KS1 and KS2
Unit 2A (Year 2) Health and growth
National Curriculum KS1
Sc1 2h make simple comparisons and identify simple patterns or
associations
Sc2 2b, 2c
A Year 2 teacher used the online big book ‘Pond Web’ with the whole
Infant explorer KS1
class for literacy. He asked different children to read different sections of
This is an online resource big book the story.
from Kent NGfL with a story covering
a food chain in a pond. For science the teacher focused on the different creatures found in the
pond. He asked the class to suggest answers to the questions ‘Who ate
URL: http://www.naturegrid.org.uk/ the …..?’ testing their knowledge of pond animals. He copied some of
infant/chiuniweb/bksp.html the images from the site and created worksheets with pictures of the
Relevant to the following: different creatures. Each worksheet had spaces for children to write the
name of the creatures. Each sheet had one creature missing to allow the
Science Scheme of work for KS1 children to draw their own picture.
and KS2
Unit 2B (Year 2) Plants and animals in
the local environment
National Curriculum KS1 When planning the science lesson, you will probably want to start with
NC statements or learning objectives from the DfES/QCA exemplar
Sc1 2g, Sc2 scheme of work. ICT should be chosen as a resource only if it will
support the teaching and learning of these objectives. When used
appropriately, ICT can enhance teaching and learning by, for
example, providing animations and video of the concepts, which can
help pupils to understand scientific phenomena. ICT can also give
pupils and teachers an opportunity to use a model to change variables
and investigate the effects in situations that are impossible to carry
out in the classroom.
1
3. QUEST - Natural History
Museum KS1
This is an online activity from the Natural
History Museum which allows children to
virtually examine a number of objects by
weight, length, age and even touch.
URL: http://www.nhm.ac.uk/education/
quest2/english/index.html
Relevant to the following:
Science Scheme of work for KS1 and KS2
Unit 2D (Year 2) Grouping and changing
A Year 2 teacher used this site with the whole materials
class using a computer and data projector. She National Curriculum KS1
demonstrated the food groups to the children
Sc1 2f, 2h
and encouraged them to identify the foods with
her. She asked the children to name the foods on Sc3 1a,1b
the screen and asked questions about other
foods that would be in each of the groups.
The teacher made a worksheet with a table
showing the five food groups with room for the
children to write the names in the columns.
A Year 2 teacher had been carrying out a practical
The class was split into groups: one group worked activity with her class, grouping familiar materials
at the computer ‘playing’ the food game. The according to their weight, length and colour. The
children in each group discussed which food children had been asked to arrange their objects
group each example belonged to and recorded in order in terms of weight and length and group
them on the worksheet. objects of the same colour.
She used the site to allow the children to investigate
more unusual objects. Using a data projector she
showed the children how the site worked and how
it could be used to measure the length and weight
of the objects and how they could ‘feel’ the object.
She used the ‘Ask a scientist’ button to show the
children how they could judge the scale of the
If you have access to a large-screen display or LCD projector, ICT object. She pointed to the Butterfly, Coco de mer,
Whale bone, Ammonite fossil and Coral and asked
can enhance the learning of a whole class, as children can now
the children to put them in order in terms of weight
have access to a shared experience.You can demonstrate the and length. She asked them to predict how long
use of a datalogger to collect and analyse data, displaying the each object was and how heavy by comparison to
information graphically, or model concepts and ideas using the objects used on the site, such as feather, melon,
software simulations and video. Children can benefit from the person. Is it heavier or lighter than ……?
interactive nature of the technologies to explain and present
their work.
The role of the teacher is paramount in raising standards in
science. When ICT is used as a demonstration tool,
Just as you select appropriate science activities for your
it allows the teacher to demonstrate scientific concepts and
pupils, you need to select computer activities that require
models, to explain and ask questions, to stimulate discussion,
appropriate levels of ICT skills. If the children are struggling
invite predictions and interpretations of what is displayed and with a new aspect of the technology, this may have a
to encourage individual children to give a response or negative effect on their learning in terms of science. The
explanation. ICT can also be used to enhance individual science lesson should not normally be used for the teaching
learning, with structured tasks and activities focused on the of new ICT skills – with the possible exception of
scientific ideas. ICT can be used just as effectively in the datalogging.
plenary session where children can demonstrate and explain
what they have learned and showcase their work.
You can view all of the web-based resources online at:
www.ictadvice.org.uk/webbasedresources
2
4. Manchester Museum -
Grow a plant KS2
This online activity needs a plug-in
which is available from the site.
URL: http://museum.man.ac.uk/botany/
grow.htm
Relevant to the following:
Science Scheme of work for KS1
and KS2
Unit 3B (Year 3) Helping plants A Year 3 teacher used this online simulation to stimulate the class to plan an
grow well investigation. Using a data projector linked to the class PC she
National Curriculum KS2 demonstrated the simulation and invited some members of the class to
‘grow a healthy plant’.
Sc1 2d, Sc2 3a
This led to a class discussion on what is needed for a healthy plant and
how we can investigate this. Each group in the class was then given one
variable to investigate: light, water or temperature. The investigations had
a quantitative element to them e.g. the groups investigating water
measured the volume of water and measured the growth of the plant.
Following the investigations the groups presented their findings to the
rest of the class.
Discover Petroleum KS2
This website has information and activities
(games) on topics related to the discovery
and production of petroleum.
URL: http://www.schoolscience.co.uk/
petroleum/index.html
Relevant to the following:
Science Scheme of work for KS1
and KS2
Unit 3C (Year 3) Characteristics
of materials
National Curriculum KS2
Sc1 2i , Sc3 1a
A Year 3 teacher working on a materials topic had children following a circus of
activities which included one group using the computer working online.The
children had carried out a survey on materials around the school and their use.
Game 1 on the site asks children to sort out everyday objects into those that are
made from oil and those that are not.The teacher showed the class the activity
and explained how it worked.
When the children had sorted the objects into the appropriate groups they
recorded their results in a table: objects made from oil and objects not made
from oil. Reviewing the game lists all the oil-based objects; children can print
this page to help them complete the table.
3
5. The Virtual Body KS2
This is an online resource which
can be adapted by the teacher.
Children construct a human
skeleton.
URL: http://www.ehc.com/vbody.asp
Relevant to the following:
Science Scheme of work for KS1 and
KS2
Year 4A Moving and growing
National Curriculum KS2
Sc 2 2e
A Year 4 teacher used this program with an interactive
whiteboard. The resource was useful, as the school does
not have a model skeleton. Sciencezone KS2
She asked the children to explain the function of their
This site, produced by a practising
limbs and how they carried out different tasks.This led to a
teacher, covers several areas of the
wider discussion on the structure of the body and the
science curriculum.
functions of the skeleton.
URL: http://www.cosgrove-
The children were invited to construct the skeleton
taylor.freeserve.co.uk/science/
using the whiteboard. Different children were asked to
lifecycles/lilly.htm
label the diagram on the board while the others in the
class copied the labels on to a worksheet, showing a Relevant to the following:
diagram of the skeleton downloaded from Science Scheme of work for
http://curriculum.becta.org.uk/biologyclipart KS1 and KS2
Using the zoom function, the class were able to check Unit 5B (Year 5) Life Cycles
the labels of their skeleton. National Curriculum KS2:
Sc2 3d
A Year 5 teacher used this site to
introduce the class to the parts of a
In teaching the topic of habitats, a flower. Using a computer and data
Year 4 teacher had studied the projector, she was able to project
animals and plants found on the a large image for the whole class
Nature explorer KS2 school field with her class.
to see.
She used this site to enable the
Naturegrid from Kent NGfL enables She showed the class the dissected
children to compare the animals
a virtual investigation of three daffodil on the next page of the site in
and plants they had found on the
different habitats – pond, woodland preparation for the class doing
fields with that of another habitat.
and grassland. this dissection themselves.
Groups were allocated to
URL: http://www.naturegrid.org.uk/ investigate either the pond or The class were then given a daffodil and
explorer/index.html woodland. They were asked in pairs were asked to cut up the flower
questions such as: and identify the parts of the plant.The
Relevant to the following:
• Which of the animals/plants dissected flower was then displayed, by
Science Scheme of work for KS1 and
that we found on the field do sticking the parts on paper, and
KS2
you think you will find in the labelled.
Unit 4B (Year 4) Habitats pond/woodland?
National Curriculum KS2
• Are there any animals or
Sc1 2i, Sc2 5b plants found in both habitats?
4
6. Great Barr School
Science KS2
Great Barr School Birmingham -
Science: Biology.
URL: http://web.greatbarr.bham.
sch.uk/science/sciencelab.htm
Relevant to the following:
Science Scheme of work for
KS1 and KS2
Unit 6A (Year 6) Interdependence and A Year 6 teacher used this site
adaptation as the ICT activity in a circus
covering making and using keys.
National Curriculum KS2
She included practical activities
Sc1 2i, Sc2 4a, Sc2 4c using keys to sort animals and
plants into groups.
Working in groups, pupils took
turns in using the computer. They
selected Branching Key 1 and
Skeleton Jigsaw KS2 identified the fish using the key.
Part of the BBC’s Walking with The children discussed the
Beasts section. Pupils are asked to features which enabled them to
construct the skeleton of different identify the fish and dragged and
‘beasts’. dropped each fish into the correct
position; they then printed the
URL: http://www.bbc.co.uk/beasts/ screen.
fossilfun/skeletal_jigsaws/
Groups who worked quickly were
Relevant to the following: given the opportunity to try
Science Scheme of work for KS1 and Branching Key 2 – identifying tiny
KS2 creatures.
Year 4A Moving and growing
National Curriculum KS2
Sc1 2i, Sc2 2e
A Year 4 teacher, covering the
unit on Keeping Healthy,
downloaded the software to her
machine in class. Using a data
One Year 4 teacher had been Science Year -The heart
working with her class comparing a projector she was able to
(New Media) KS2 demonstrate to the class:
human skeleton and the skeleton of
other animals. Free software through Scienceyear from • the structure of the heart
New Media. This is an online or
The class had identified the • the path the blood takes
downloadable activity where children can
main parts of the human skeleton. through the heart
examine the structure and the function
As part of a circus of activities, of the heart. • how the heart rate is linked to
groups were given the opportunity pulse rate using the ECG.
URL: http://www.newmedia.co.uk/
to try the online skeleton jigsaw. She asked the children questions
scienceyear/heart.asp
While doing the activity the such as:
children had to answer questions Relevant to the following:
such as: • Which side of the heart pumps
Science Scheme of work for KS1 and KS2
blood to the lungs/body?
• Do beasts have ribs? Unit 5A (Year 5) Keeping Healthy
• How is the blood different after
• What similarities are there National Curriculum KS2 passing through the lungs?
between skeletons? Sc2 2c • What do the valves do?
• What parts of the skeleton are • What happens to the
similar to that of humans? heart when the pulse
Do all animals have skeletons? rate increases?
•
5
7. Keeping healthy –
Spreadsheet KS1 & 2
This is a downloadable spreadsheet to record the
pulse rates of the class.
URL: http://curriculum.becta.org.uk/keepinghealthy
Relevant to the following:
Science Scheme of work for KS1 and KS2
Unit 5A (Year 5) Keeping Healthy
National Curriculum KS2
Sc1 2h, Sc2 2d
When studying the heart and how
it works with her class, one Year 5
teacher decided to record the
children’s pulse rates. As the children
BGfL – What shape is the measured their pulse rate they
moon? KS2 inserted their result with their
name into the spreadsheet.
This is an online resource from the
The class were then asked to produce
Birmingham Grid for Learning in
a bar chart from the spreadsheet and
which a series of activities are
asked questions such as:
suggested to explain the ideas of
the children in the cartoon. • What was the highest result?
Did many people have a
URL: http://www.bgfl.org/bgfl/ pulse this high?
activities/intranet/ks2/science/
A Year 5 teacher studying the • What was the lowest result?
what_shape_the_moon/notes.htm
Earth, Sun and Moon with her Did many people have a
Relevant to the following: pulse this low?
class used this site to introduce a
class discussion on why the moon Science Scheme of work for KS1 • Do boys have higher or
appears to change shape. She and KS2 lower pulse rates than girls?
used a computer and a large • What happens to your pulse
Unit 5E (Year 5) Earth Sun
screen TV to show the class the rate when you sit still/exercise?
and Moon
site. She asked her pupils to read
Further suggestions are given
the comments of the ‘cartoon National Curriculum KS2
on the site along with the
children’ and discuss whether their
Sc1 2b, Sc4 4a, 4d spreadsheet.
ideas were good ones.
Some of the class tried the
investigations suggested on the
site to explain the science A Year 5 teacher had been working with her
concepts. After trying the children on practical work to demonstrate
activities they then shared what the properties of condensation and
they had found with the other evaporation.
children. The teacher then asked She used this site with the whole class. She
them about the opinions of the E4S Water Cycle KS2 chose individual children and asked them
‘cartoon children’ and whether or to explain what happens when water is
not they agreed with them. This is an online resource which
can be used by the teacher in heated and cooled.
whole-class teaching or by the The teacher downloaded a worksheet for
children individually or in groups. the activity from
URL: http://www.e4s.org.uk/ http://curriculum.becta.org.uk/watercycle
frame_3.htm
In the computer suite the class accessed
Relevant to the following: the site and completed the worksheet. As
Science Scheme of work for KS1 part of the activity the children are asked to
and KS2 read the explanation that accompanies
Unit 5D (Year 5) Changing state each diagram. The children then decide the
order of the pictures that make up the
National Curriculum KS2
water cycle. They drag and drop the
Sc1 2i, Sc3 2d, 2e pictures to complete the diagram online.
6