This document provides an overview of Lesson One from a set of lesson plans focused on teaching the Super3 information problem-solving process to Pre-K through 2nd grade students. The lesson introduces the three steps of the Super3 process - Plan, Do, Review - through teaching the students a song that explains the steps. It then models applying the process to solve the everyday problem of choosing an outfit, and involves the students by reading them a story and asking what problem one of the characters faces. The goal is for students to learn the name of the problem-solving method, Super3, and its three key steps.
This document introduces the Super3 model for teaching elementary students the research process. The Super3 simplifies the Big6 research model into just three steps - Plan, Do, and Review. It is designed to be easily understood by younger students. The document describes each of the three steps in the Super3 model and provides examples of how teachers can implement research projects using this approach, such as an animal report project for second graders. It suggests the Super3 helps ease students' transition to the more complex Big6 model as they progress to higher grades.
The document introduces the Super3, a simplified version of the Big6 research model containing three steps (Plan, Do, Review) to help elementary school teachers conduct research projects with students. The Super3 breaks down the research process into more understandable phases for young learners. It is intended for students in preschool through 3rd grade but can also be used for older students when a more rigorous process is not needed. The document provides details on each step of the Super3 and examples of how it can guide student research projects.
This document provides guidance to students on how to plan and conduct a research project. It recommends beginning with a plan by asking what needs to be done, where to find information, and what a good final product looks like. It then offers tips on resources to search like books, magazines, online encyclopedias and databases accessible through the school library system. The document stresses the importance of asking questions, finding answers, citing sources, and reviewing work before submitting.
The Super 3 Process is a three-step method to help with research projects: 1) Plan - decide what you need to know, where to find information, and what a good final result looks like; 2) Do - read information to answer questions and gather facts; and 3) Review - judge the results by reviewing if you did what was asked and how you could improve.
Super 3 presentation by cayla barnes and julie kennedycmbarnes123
The Super 3 is a simplified research model designed for younger students to learn how to conduct research. It consists of 3 steps: Plan, Do, and Review. The Super 3 allows educators to introduce research concepts to students in pre-K through 3rd grade in a guided way. It can also be used for 4th and 5th graders for less complex assignments. The Super 3 is meant to gradually transition students to the more complex Big 6 research model as they advance in their skills.
The document discusses the Big6 research model and information literacy. The Big6 model is a 6 step process for solving information problems and making decisions that includes defining tasks, seeking information, locating sources, using information, synthesizing, and evaluating. It teaches students research, critical thinking, and lifelong learning skills. The model helps students recognize when they need information and find, evaluate, and use it effectively from various sources like books, magazines, databases and websites.
The document discusses the "Big 3" model for teaching research skills to younger students in grades K-3. The Big 3 model simplifies the more advanced "Big 6" research model down to just three steps: plan, do, and review. It is designed to help younger children learn the research process in an accessible way before transitioning to the more complex Big 6 model. Examples are provided of how teachers can incorporate the Big 3 steps into lesson plans, such as a 2nd grade project where students research different types of dinosaurs.
The document describes the Super 3 process for finding information. The Super 3 involves 3 steps: 1) Plan - Ask what you need to do and find out; 2) Do - Think about the planning questions while doing the activity; 3) Review - Check your work and see if you completed the task correctly. It provides examples of using the Super 3 to share a rainy day game with other kids by planning the game, listing materials, providing instructions, having kids do the activity, and reviewing.
This document introduces the Super3 model for teaching elementary students the research process. The Super3 simplifies the Big6 research model into just three steps - Plan, Do, and Review. It is designed to be easily understood by younger students. The document describes each of the three steps in the Super3 model and provides examples of how teachers can implement research projects using this approach, such as an animal report project for second graders. It suggests the Super3 helps ease students' transition to the more complex Big6 model as they progress to higher grades.
The document introduces the Super3, a simplified version of the Big6 research model containing three steps (Plan, Do, Review) to help elementary school teachers conduct research projects with students. The Super3 breaks down the research process into more understandable phases for young learners. It is intended for students in preschool through 3rd grade but can also be used for older students when a more rigorous process is not needed. The document provides details on each step of the Super3 and examples of how it can guide student research projects.
This document provides guidance to students on how to plan and conduct a research project. It recommends beginning with a plan by asking what needs to be done, where to find information, and what a good final product looks like. It then offers tips on resources to search like books, magazines, online encyclopedias and databases accessible through the school library system. The document stresses the importance of asking questions, finding answers, citing sources, and reviewing work before submitting.
The Super 3 Process is a three-step method to help with research projects: 1) Plan - decide what you need to know, where to find information, and what a good final result looks like; 2) Do - read information to answer questions and gather facts; and 3) Review - judge the results by reviewing if you did what was asked and how you could improve.
Super 3 presentation by cayla barnes and julie kennedycmbarnes123
The Super 3 is a simplified research model designed for younger students to learn how to conduct research. It consists of 3 steps: Plan, Do, and Review. The Super 3 allows educators to introduce research concepts to students in pre-K through 3rd grade in a guided way. It can also be used for 4th and 5th graders for less complex assignments. The Super 3 is meant to gradually transition students to the more complex Big 6 research model as they advance in their skills.
The document discusses the Big6 research model and information literacy. The Big6 model is a 6 step process for solving information problems and making decisions that includes defining tasks, seeking information, locating sources, using information, synthesizing, and evaluating. It teaches students research, critical thinking, and lifelong learning skills. The model helps students recognize when they need information and find, evaluate, and use it effectively from various sources like books, magazines, databases and websites.
The document discusses the "Big 3" model for teaching research skills to younger students in grades K-3. The Big 3 model simplifies the more advanced "Big 6" research model down to just three steps: plan, do, and review. It is designed to help younger children learn the research process in an accessible way before transitioning to the more complex Big 6 model. Examples are provided of how teachers can incorporate the Big 3 steps into lesson plans, such as a 2nd grade project where students research different types of dinosaurs.
The document describes the Super 3 process for finding information. The Super 3 involves 3 steps: 1) Plan - Ask what you need to do and find out; 2) Do - Think about the planning questions while doing the activity; 3) Review - Check your work and see if you completed the task correctly. It provides examples of using the Super 3 to share a rainy day game with other kids by planning the game, listing materials, providing instructions, having kids do the activity, and reviewing.
1) Death is the ultimate motivator to avoid living one's life in vain. Regularly remembering mortality fuels motivation.
2) Goals should be set for each role one plays, such as son or spouse, to start moving in a meaningful direction. Monthly, weekly and daily goals help achieve larger objectives.
3) Tasks are categorized into quadrants of urgency and importance using the Eisenhower matrix to prioritize workload and say no when necessary.
When we’re creating sites, we act as though people are going to read over each page.
What they actually do most of the time is glance at each new page, scan some of the text, and click on the first link that catches their interest.
This document provides guidance to students preparing for their GCSE exams. It begins by asking students to reflect on their mock exam results and identify things that went well and could be improved. It then outlines important steps for effective exam revision, including starting revision now, creating a schedule with focused study times in a distraction-free location, and using active study techniques like rewriting notes and testing comprehension. Sample revision timetables are also included to help students structure their preparation during both regular school and upcoming study leave periods. The overall message is that focused, well-planned study is crucial for success in the final GCSE exams.
This document outlines the "Super Three" research plan process which includes planning, doing, and reviewing. The planning stage involves determining the task, expected outcome, and necessary information to complete the task. Sources to find information include books, websites, encyclopedias, and magazine articles. The doing stage has the researcher find and take notes on relevant information from sources. The reviewing stage involves checking that the task is complete and sources are properly cited.
Ji yoon 10-11 process journal reflection - general - feb 7thimdoldoli
The student created a 3D model of the path from the front door to the back door of their school building in SketchUp. They took measurements of the interior and exterior and began modeling the path and back door entrance. One challenge was inaccuracies between interior and exterior measurements. To improve, the student adjusted path lengths to better match the actual building size. In reflecting on their process, they felt they demonstrated thinking, communication, and reflection skills as described in the IB learner profile.
The document outlines a student's plans for creating a digital graphic narrative. It includes considerations for costs, available resources, production quantity, target audience, quality factors, codes of practice, regulation, copyright, ethical issues, and a production schedule. Health and safety risks are also addressed, such as risks of long periods sitting and using proper ergonomics. The student plans to create character designs, backgrounds, props, and text to develop a children's book using software like Photoshop over a series of sessions.
Behavior.Plan.021[1] Lena Zammataro's Plan GED 604Lena Zammataro
This behavior management plan outlines strategies for the first day of class and subsequent days. On the first day, the teacher will use icebreaker activities to help students get to know each other and assess their personalities and needs. They will also discuss appropriate classroom behavior. In following days, the teacher will set an orderly tone and develop a code of conduct with students. The plan details positive reinforcement techniques and ways to address misbehavior by identifying its underlying causes such as a need for attention, power, revenge or failure avoidance.
The module provides activities to help learners differentiate between common and proper nouns. It begins with an introductory dialogue where a family goes on a picnic. Learners are asked to identify nouns in the dialogue and classify them as common or proper. The module then defines and provides examples of common and proper nouns. Several guided and independent activities follow for learners to practice identifying and classifying nouns. The module concludes with an assessment to evaluate learners' understanding of differentiating between common and proper nouns.
The document discusses assessment for learning (AFL) strategies presented by Faye Brownlie to educators in Vancouver School District. It provides learning intentions for attendees, which include being able to name and describe the 6 AFL strategies and understand how to embed them seamlessly into teaching. Descriptions and examples are given of various AFL strategies like learning intentions, success criteria, self-assessment, and providing descriptive feedback. The presentation aims to help teachers improve student learning through more effective use of assessment practices.
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during tasks, using frameworks like Danielson and Marzano to guide observations, and focusing on domains like communicating with students and engaging them in learning. Specific instructional strategies are presented, such as using questioning techniques and flexible teaching. Data shows most class time is spent on non-academic activities, so the document also provides strategies for increasing student discussion and use of academic language.
The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano are referenced. A week-long vocabulary lesson plan template is also included, outlining daily activities to explicitly teach tier 2 words to engage students.
The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano models are mentioned. A weekly vocabulary lesson plan template is also provided, outlining daily activities to explicitly teach tier 2 words over the course of a week through multimodal experiences like modeling, discussion, graphic organizers and hands-on tasks.
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during observations. Examples of what to look for include the nature of student tasks, questioning techniques, engagement, and use of assessments. Effective vocabulary instruction is also addressed, with a sample weekly lesson plan template provided that incorporates modeling, discussion, graphic organizers, and other strategies across multiple days. The document emphasizes the importance of observing student behaviors and engagement to understand teacher practice.
The document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walk-throughs to improve instructional quality by focusing on student tasks/artifacts, teacher behavior, and student behavior. Specific domains and components of instructional frameworks like Danielson and Marzano are also referenced. The document also outlines a weekly vocabulary lesson plan template and provides examples of engaging activities for teaching vocabulary.
The document provides an overview of effective instructional leadership strategies including introducing English Language Arts look-fors, modeling a vocabulary lesson, providing classroom support through walkthroughs, and selecting a reading passage and vocabulary words to teach the following week. It also includes templates for planning vocabulary instruction and determining additional activities for reinforcing the words.
Alvarez giornado tymostchuk - p iii - trabajo integrador - pass (1)Marina Alvarez
This lesson plan aims to integrate theory from Didáctica Específica para Nivel Secundario with practice. It focuses on healthcare and promoting well-being for a group of intermediate English learners. The plan includes two activities: 1) having students complete a Google Form about their health habits and discussing the results, and 2) putting students in breakout rooms to research and list healthy habits during the pandemic and present their findings. The plan scaffolds language learning and uses variety including a warm-up game, group work, and assigning homework. Feedback from the tutor suggests making the follow-up activity more complex by having students write paragraphs applying what they've learned.
The document provides information for effective instructional leadership including look-fors when observing classrooms. It discusses using observations and walk-throughs to improve instructional quality and support school improvement. Specific areas of focus for observations are outlined, including common core standards, teaching strategies, student behavior and engagement. A weekly vocabulary lesson plan template is also provided.
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
This document provides an agenda and notes from a professional development session on increasing student comprehension. The session covered questioning strategies like Bloom's taxonomy and QAR, the importance of classroom discussions, and constructing response questions. It also addressed using academic vocabulary and included templates for lesson planning around vocabulary and questioning. Participants were guided in applying the strategies to their own teaching by selecting passages and developing questions at various levels to use in future lessons.
The document provides information and resources for improving instructional quality and student learning. It discusses using classroom observations and walkthroughs to focus on student and teacher behaviors, tasks, and the use of academic language. Specific frameworks for evaluation and instructional best practices are referenced. A vocabulary instruction plan template is provided that incorporates explicit instruction, student engagement, and assessment of learning over multiple days.
1. The document outlines six steps teachers should follow to determine what assistive technologies would benefit students with disabilities in their classroom.
2. The steps include establishing meetings with parents, identifying student strengths/weaknesses, observing student engagement, brainstorming potential assistive technologies, trial periods, and tweaking plans as needed.
3. The document provides examples of assistive technologies like graphic organizers, preferential seating, sound-reducing materials, calculators, magnifiers, word processors, computers, e-books, and specialized keyboards or keypads.
This document provides guidance on developing effective study habits. It begins by outlining the learning objectives and materials needed. It then discusses how the pandemic has changed learning environments and stresses the importance of understanding your own learning style and study habits. The document proceeds to list several good study habits including knowing your preferred learning style, setting reasonable goals, creating a routine, balancing study with leisure, assigning a dedicated study space, reviewing material, developing note-taking skills, using technology appropriately, joining study groups, getting enough sleep and eating healthy, creating schedules and to-do lists, and regularly assessing your progress. It concludes by providing a study skills assessment worksheet to help students evaluate their current habits.
1) Death is the ultimate motivator to avoid living one's life in vain. Regularly remembering mortality fuels motivation.
2) Goals should be set for each role one plays, such as son or spouse, to start moving in a meaningful direction. Monthly, weekly and daily goals help achieve larger objectives.
3) Tasks are categorized into quadrants of urgency and importance using the Eisenhower matrix to prioritize workload and say no when necessary.
When we’re creating sites, we act as though people are going to read over each page.
What they actually do most of the time is glance at each new page, scan some of the text, and click on the first link that catches their interest.
This document provides guidance to students preparing for their GCSE exams. It begins by asking students to reflect on their mock exam results and identify things that went well and could be improved. It then outlines important steps for effective exam revision, including starting revision now, creating a schedule with focused study times in a distraction-free location, and using active study techniques like rewriting notes and testing comprehension. Sample revision timetables are also included to help students structure their preparation during both regular school and upcoming study leave periods. The overall message is that focused, well-planned study is crucial for success in the final GCSE exams.
This document outlines the "Super Three" research plan process which includes planning, doing, and reviewing. The planning stage involves determining the task, expected outcome, and necessary information to complete the task. Sources to find information include books, websites, encyclopedias, and magazine articles. The doing stage has the researcher find and take notes on relevant information from sources. The reviewing stage involves checking that the task is complete and sources are properly cited.
Ji yoon 10-11 process journal reflection - general - feb 7thimdoldoli
The student created a 3D model of the path from the front door to the back door of their school building in SketchUp. They took measurements of the interior and exterior and began modeling the path and back door entrance. One challenge was inaccuracies between interior and exterior measurements. To improve, the student adjusted path lengths to better match the actual building size. In reflecting on their process, they felt they demonstrated thinking, communication, and reflection skills as described in the IB learner profile.
The document outlines a student's plans for creating a digital graphic narrative. It includes considerations for costs, available resources, production quantity, target audience, quality factors, codes of practice, regulation, copyright, ethical issues, and a production schedule. Health and safety risks are also addressed, such as risks of long periods sitting and using proper ergonomics. The student plans to create character designs, backgrounds, props, and text to develop a children's book using software like Photoshop over a series of sessions.
Behavior.Plan.021[1] Lena Zammataro's Plan GED 604Lena Zammataro
This behavior management plan outlines strategies for the first day of class and subsequent days. On the first day, the teacher will use icebreaker activities to help students get to know each other and assess their personalities and needs. They will also discuss appropriate classroom behavior. In following days, the teacher will set an orderly tone and develop a code of conduct with students. The plan details positive reinforcement techniques and ways to address misbehavior by identifying its underlying causes such as a need for attention, power, revenge or failure avoidance.
The module provides activities to help learners differentiate between common and proper nouns. It begins with an introductory dialogue where a family goes on a picnic. Learners are asked to identify nouns in the dialogue and classify them as common or proper. The module then defines and provides examples of common and proper nouns. Several guided and independent activities follow for learners to practice identifying and classifying nouns. The module concludes with an assessment to evaluate learners' understanding of differentiating between common and proper nouns.
The document discusses assessment for learning (AFL) strategies presented by Faye Brownlie to educators in Vancouver School District. It provides learning intentions for attendees, which include being able to name and describe the 6 AFL strategies and understand how to embed them seamlessly into teaching. Descriptions and examples are given of various AFL strategies like learning intentions, success criteria, self-assessment, and providing descriptive feedback. The presentation aims to help teachers improve student learning through more effective use of assessment practices.
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during tasks, using frameworks like Danielson and Marzano to guide observations, and focusing on domains like communicating with students and engaging them in learning. Specific instructional strategies are presented, such as using questioning techniques and flexible teaching. Data shows most class time is spent on non-academic activities, so the document also provides strategies for increasing student discussion and use of academic language.
The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano are referenced. A week-long vocabulary lesson plan template is also included, outlining daily activities to explicitly teach tier 2 words to engage students.
The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano models are mentioned. A weekly vocabulary lesson plan template is also provided, outlining daily activities to explicitly teach tier 2 words over the course of a week through multimodal experiences like modeling, discussion, graphic organizers and hands-on tasks.
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during observations. Examples of what to look for include the nature of student tasks, questioning techniques, engagement, and use of assessments. Effective vocabulary instruction is also addressed, with a sample weekly lesson plan template provided that incorporates modeling, discussion, graphic organizers, and other strategies across multiple days. The document emphasizes the importance of observing student behaviors and engagement to understand teacher practice.
The document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walk-throughs to improve instructional quality by focusing on student tasks/artifacts, teacher behavior, and student behavior. Specific domains and components of instructional frameworks like Danielson and Marzano are also referenced. The document also outlines a weekly vocabulary lesson plan template and provides examples of engaging activities for teaching vocabulary.
The document provides an overview of effective instructional leadership strategies including introducing English Language Arts look-fors, modeling a vocabulary lesson, providing classroom support through walkthroughs, and selecting a reading passage and vocabulary words to teach the following week. It also includes templates for planning vocabulary instruction and determining additional activities for reinforcing the words.
Alvarez giornado tymostchuk - p iii - trabajo integrador - pass (1)Marina Alvarez
This lesson plan aims to integrate theory from Didáctica Específica para Nivel Secundario with practice. It focuses on healthcare and promoting well-being for a group of intermediate English learners. The plan includes two activities: 1) having students complete a Google Form about their health habits and discussing the results, and 2) putting students in breakout rooms to research and list healthy habits during the pandemic and present their findings. The plan scaffolds language learning and uses variety including a warm-up game, group work, and assigning homework. Feedback from the tutor suggests making the follow-up activity more complex by having students write paragraphs applying what they've learned.
The document provides information for effective instructional leadership including look-fors when observing classrooms. It discusses using observations and walk-throughs to improve instructional quality and support school improvement. Specific areas of focus for observations are outlined, including common core standards, teaching strategies, student behavior and engagement. A weekly vocabulary lesson plan template is also provided.
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
This document provides an agenda and notes from a professional development session on increasing student comprehension. The session covered questioning strategies like Bloom's taxonomy and QAR, the importance of classroom discussions, and constructing response questions. It also addressed using academic vocabulary and included templates for lesson planning around vocabulary and questioning. Participants were guided in applying the strategies to their own teaching by selecting passages and developing questions at various levels to use in future lessons.
The document provides information and resources for improving instructional quality and student learning. It discusses using classroom observations and walkthroughs to focus on student and teacher behaviors, tasks, and the use of academic language. Specific frameworks for evaluation and instructional best practices are referenced. A vocabulary instruction plan template is provided that incorporates explicit instruction, student engagement, and assessment of learning over multiple days.
1. The document outlines six steps teachers should follow to determine what assistive technologies would benefit students with disabilities in their classroom.
2. The steps include establishing meetings with parents, identifying student strengths/weaknesses, observing student engagement, brainstorming potential assistive technologies, trial periods, and tweaking plans as needed.
3. The document provides examples of assistive technologies like graphic organizers, preferential seating, sound-reducing materials, calculators, magnifiers, word processors, computers, e-books, and specialized keyboards or keypads.
This document provides guidance on developing effective study habits. It begins by outlining the learning objectives and materials needed. It then discusses how the pandemic has changed learning environments and stresses the importance of understanding your own learning style and study habits. The document proceeds to list several good study habits including knowing your preferred learning style, setting reasonable goals, creating a routine, balancing study with leisure, assigning a dedicated study space, reviewing material, developing note-taking skills, using technology appropriately, joining study groups, getting enough sleep and eating healthy, creating schedules and to-do lists, and regularly assessing your progress. It concludes by providing a study skills assessment worksheet to help students evaluate their current habits.
This document outlines a thematic unit plan for a 4th grade social studies class supplementing the textbook with the book "Our Continent: A Natural History of North America." The teacher will focus on the chapter "The Living Land" to address state standards on physical/human geography of North America. Reading strategies like KWL, partner reading, and exit slips will be used. Students will also learn from online sources about US geography and North American countries. Writing exercises will reinforce concepts learned from the texts and websites. The supplemental material aims to broaden students' background knowledge to improve comprehension.
The document discusses using ICT in the classroom and strategies for effective classroom management when using computers. It provides tips for starting each day with a digital recording of the children's news. Example templates and software like KidPix and PowerPoint are recommended for creating these recordings. Effective routines and rules for computer use are emphasized, including only working with one group at a time and using visual cues to avoid interruptions.
The document outlines a first week lesson plan for an upper elementary classroom based on Rudolf Dreikurs' and Vicki Stolz's theory of collaborative thinking. The plan includes establishing classroom expectations of thinking before acting, respecting others, being one's best self, and collaborative problem solving. Activities include discussing safety and respect, role playing collaborative thinking scenarios, identifying and solving problems, and reflecting on showing respect through cleaning the school yard. Assessments evaluate understanding of collaboration and respect. The lesson plan aims to create a safe environment where students feel respected and value each other's ideas.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
3. 1) Introduction
COMPanion Corporation, based in Salt Lake City, Utah, is the maker of
Alexandria Library Systems. The majority of our market is made up of schools,
so, COMPanion has become increasingly aware of the need for a simple, logical
method to teach students information problem-solving skills. When we learned
about the Big6TM Information Problem-Solving Process, it was very evident that
this was a method which met the criteria of being an easy, logical way to teach
information problem-solving skills. In January, 2002, COMPanion
Corporation formed a partnership with Big6 TM Associates. Recently, the addition
of the Super3TM has made this model even more helpful by providing a method
for young students to familiar with the idea of information problem-solving.
COMPanion Corporatioon recognizes that teacher-librarians have a crucial
leadership role in the information literacy education of today’s students. As part
of our commitment to teacher-librarians and the teaching of information
problem-solving skills, these Super3 TM lesson plans have been developed by our
staff librarians as a service to teacher-librarians and classroom teachers
wanting to implement a Big6 TM / Super3 TM curriculum into their schools. We
hope you will find them very useful.
These lesson plans have been designed using the Madeleine Hunter model of
lesson plan design. Each lesson covers one of the steps in the Super3TM
Information Problem-Solving Process and is structured to take the students
through a research unit where they are taught research skills while following
the Super3 TM steps. After the students are familiar with the Super3 TM
Information Problem-Solving Process and have learned the skills that they need
to be successful information-seekers and users, the teacher-librarian and the
classroom teacher will design additional information-seeking assignments and
lesson plans that have the students use the skills they have learned and the
Super3 TM process to complete the assignment.
The Super3TM lesson plans have been developed to be used with students from
Pre-K - Grade 2.
www.companioncorp.com Lesson Plans and Forms for Teaching Big6 — 1
4. Introduction
2 — Lesson Plans and Forms for Teaching Big6 www.companioncorp.com
5. 2) Lesson One -- Overview of
Super3 TM
MATERIALS
“Super3 Song” on transparencies or charts (One verse per transparency or
chart) [NOTE: The song can be found at the following URL: http://
www.big6.com/showarticle.php?id=216]
The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Don
Wood OR The Cow Who Wouldn’t Come Down by Paul Brett Johnson
Overhead, blank transparency, and marker OR Blackboard and chalk
REVIEW
Review with the students things that was taught in the previous lesson.
ANTICIPATORY SET
Ask the students: Have you ever had a problem? What was it? Did you solve it?
How did you solve it? Did you have to think about it first before you figured out
how to solve it? Was your solution to the problem a good one? How did you
know? Allow several students to share their problems and solutions to the
problems.
How many of you have heard the song, “Bingo”? I have a song that I want to teach
you that is sung to the tune of “Bingo.” It is about problem-solving and talks
about the steps to solving a problem. Teach them the Super3 Song.
OBJECTIVES AND PURPOSE
At the end of the lesson, the students will be able to tell the name of the
problem-solving method they will be learning and tell the three steps (Plan,
Do, Review) of Super3 TM.
INPUT AND MODELING
I had a problem this morning. I didn’t know what I was going to wear! I needed to
solve the problem of what to wear today.
First, I had to PLAN how I would decide what to wear. Here is how I
planned .
1. I asked myself, “What do I need to do?”
I needed to choose the right kind of outfit to wear today.
2. I asked myself, “What do I need to know to choose a good
outfit to wear?”
I needed to know what kind of a day it was going to be -- hot, cold, or
warm.
I needed to know if I was doing anything special today which would
mean that I needed to wear something special. For instance, if it was
Halloween, I should wear a costume.
I needed to know what clean clothes I had in my closet and dresser.
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6. Lesson One -- Overview of Super3TM
Second, I had to DO the things that would give me the information I
needed to pick the right thing to wear.
1. I checked the weather to find out if I should dress for a hot day or a
cold day.
2. I checked the calendar to see if it was a special day which would mean
I needed to wear special clothes...like Halloween or picture day.
3. I checked to see what clean clothes were in my closet and my dresser.
4. Then I chose something to wear and got dressed.
Lastly, I REVIEWed or checked how well I had done. How would I
know if I had done well or had not done well?
1. I went outside and I was not too cold or too hot in what I chose to wear.
2. I was dressed in what I would wear for a regular day which is what
today is.
3. I looked in the mirror and decided that I looked neat not sloppy.
4. I thought about whether or not I could have done better and whether
or not I should change anything.
I decided that what I had chosen was good for a regular day with the
weather we are having. I liked what I had on and I felt good about what
I was wearing, so I decided that I would not change a thing.
I used the Super3TM Information Problem-Solving Process -- PLAN , DO and
REVIEW .
GUIDED PRACTICE
I am going to read you a story book called The Cow Who Wouldn’t Come Down by
Paul Brett Johnson.
Read first two pages.
• At this point, close the book and explain to the students that the
Miss Rosemary has a problem. Ask the students, “What do you
think that problem is?” [Give them a chance to respond to this.]
• Ask, “What does Miss Rosemary need to do next, in order to
solve this problem?” [Allow the students to respond and help
guide them to the questions previously mentioned along with the
PLAN part of the process.]
• Now that we have determined what the problem is and what
information is needed, let’s use productive thinking and brain-
storm many, varied, and unusual ideas for things that she might
DO to solve the problem.
• Write down the students’ suggestions on the board. Now that we
have come up with some of our own ideas. Let’s read a litte more
of the story. Stop after “‘That crackbrained cow will put me in an
early grave,’ Miss Rosemary moaned as she untangled herself.”
(NOTE: Lesson Two will continue the story.)
Ask the students:
Did Miss Rosemary realize she had a problem?
Did she PLAN first or just DO?
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7. Lesson One -- Overview of Super3TM
Do you think it is time for Miss Rosemary to REVIEW what
she has tried? How do you think she feels about what she has
done?
OR
I am going to read you a story book called The Little Mouse, the Red Ripe
Strawberry, and the Big Hungry Bear.
Read until stop on the page ends with, “find the strawberry...”
• At this point, close the book and explain to the students that the
mouse has a problem. Ask, “What do you think that problem is?”
[Give them a chance to respond to this.]
• Ask, “What does the mouse need to do next, in order to solve this
problem?” [Allow the students to respond and guide them to the
questions previously mentioned along with the PLAN part of the
process.]
• Now that we have determined what the problem is and what
information is needed, let’s use productive thinking and brain-
storm many, varied, and unusual ideas for things the mouse might
DO to solve the problem.
• [Write down the students’ suggestions on the board.] Now that
we have come up with some of our own ideas, let’s finish reading
the story.
Ask the students:
Did the mouse realize he had a problem?
Did the mouse PLAN first or just DO?
Did the mouse REVIEW at the end? Did he think about what he
had done and if he could have done better by doing something
else?
Would review help the little mouse do better if he finds
another strawberry?
CLOSURE
Sing the Super3 Song again and, then, ask the students:
• Can you tell me what the problem-solving method is called that
we have learned about this day?
• What is the first step?
• What is the second step?
• What is the third step?
The Super3TM will help you in all parts of your life. Remember it helped me
dress properly for today. It will also help you with school work.
INDEPENDENT PRACTICE
Independent practice will take place in the following lessons dealing with the
individual steps of the Super3 TM.
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8. Lesson One -- Overview of Super3TM
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9. 3) Lesson Two -- Plan
MATERIALS
“Super3 Song” transparencies or charts
Book, The Cow Who Wouldn’t Come Down by Paul Brett Johnson OR Frog and
Toad Together by Arnold Lobel
Cookbook
Roll of cookie dough
Knife, cookie sheet, and pancake turner
Plate and cookies
1 sheet of paper and a pencil for each table
REVIEW
What did we talk about last time? Does anyone remember the three steps in the
Super3 TM?
Do you remember the song we learned? Sing the song.
ANTICIPATORY SET
If you used The Cow Who Wouldn’t Come Down by Paul Brett Johnson, finish
reading the story.
Ask the students what Miss Rosemary was doing when she was sitting on the
porch. Guide them to identifying that she was PLANning.
This is the first step in the Super3 TM Information Problem-Solving Process.
Today we are going to talk about what we do when we plan.
Or, if you used The Little Mouse, The Red Ripe Strawberry and the Bear by Don
Wood, use Frog and Toad Together by Arnold Lobel and read the first portion,
“The List.”
Ask the students what Toad did. [Guide them to stating that he was PLANning.]
This is the first step in the Super3 TM Information Problem-Solving Process.
Today we are going to talk about what we do when we plan.
OBJECTIVES AND PURPOSE
At the end of the lesson, the students will be able to tell what should be done
during Step 1 (PLAN) of the Super3 TM Information Problem-Solving Process.
INPUT AND MODELING
I want to bake some cookies today. I need to PLAN what I am going to do.
First, I must decide what kind of cookies I want to bake. Do I want to use a recipe
in my cookbook or buy the dough at the store?
I am in a hurry, so I will go to the store and buy the dough.
I will turn on the oven and set the temperature to the correct setting.
I will get the cookie sheets ready.
I will cut the cookie dough into slices and put it on the cookie sheets
I will bake the cookies.
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10. Lesson Two -- Plan
I will take them out of the oven and put them on the plate.
I will eat them!
This is planning. If I didn’t plan, I might forget something...like turning on the
oven. If I didn’t turn on the oven, would I be able to bake the cookies? To plan, I
had to think first before I did anything. Planning is important and that is why it
is the first step in the Super3 TM Information Problem-Solving Process. We are
going to practice planning today.
GUIDED PRACTICE
Let’s pretend that I have an assignment to write a riddle about a famous person
using eight facts and I must draw a picture of the person on the other side of the
paper. What do I need to do first? (Plan) Shake head and say “no”, then repeat,
“What do I need to do first?” or “What have we talked about that I need to do
first?” until a student says PLAN.
Right. I need to plan. Let’s PLAN what do to first, second, third.... Have the
students suggest things to do and then, prioritize them, if necessary. (Steps
should include thinking of possible people, picking a person, thinking where to
get the facts, finding the book, encyclopedia etc., read about the person, taking
notes until you have eight facts about the person, writing the riddle and drawing
the picture.)
CLOSURE
What is the first step of the Super3 TM Information Problem-Solving Process?
What do you do when you PLAN? Why is planning is important?
It helps us be organized. It helps to think of the steps we need to first.
INDEPENDENT PRACTICE
As a class, we are going to be making a riddle book with riddles about animals.
Each one of you will be doing one page. Your page will have a front and a back
with your riddle on one side of the paper and a picture of your animal on the
back. You will need to find at least eight interesting (and, maybe, unusual) facts
about your animal so you can write your riddle.
I want you to Think and Share Around at your table. Everyone takes a turn giving
one thing. The others listen and give praise or help.
1. First, you are to think of what the “problem” is. Second, you are to
think of the things you need to PLAN to do before you start to DO your
riddle.
2. Now, the first person tells everyone what the “problem” is. The rest
of you will listen and then either say “Good job” if it is what you think
the problem is or you will say, “Let’s think some more, then share.” If
your table needs to think some more, then, after thinking, the next per-
son tells everyone what he thinks the problem is. If he or she is right,
continue, otherwise, do the “let’s think some more” until everyone at
the table agrees that you really know what the “problem” is.
3. Next, the next person around the table will tell of something he or she
plans to do to solve the problem. If the idea is a good one, say, “Good
thinking.” If it is not, ask “Why do you PLAN to do that?” Listen care-
fully to the reason and if it is a good reason, then say, “Good idea” and
the next person gives a part of their plan. Go round and round the table
until you run out of ideas. Everyone should have at least one idea. You can
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11. Lesson Two -- Plan
use the piece of paper and pencil on the table to draw pictures of your
steps or write the steps.
4. Next, decide which thing you should do first, second, third and put the
numbers beside the steps.
5. When you have run out of ideas and you are ready to share with me
(and / or your teacher), everyone at the table put your heads down on
the table. That way, I can see who is ready and I (or we) will go around
the room to each table.
www.companioncorp.com Lesson Plans and Forms for Teaching Big6 — 9
12. Lesson Two -- Plan
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13. 4) Lesson Three -- Do
MATERIALS
NOTE: For kindergarten or first graders, you may want to arrange with a fifth
or sixth grade teacher(s) to use their students as “reading/research buddies”
during this lesson. The research buddy could do the reading and writing for
students not yet capable of doing it by themselves.
“Super3 Song” transparencies or charts
Song, “Do as I’m Doing” (Words found at http://bbc.co.uk/education/tweenies/
songtime/songs/d/doasimdoingfull.shtml)
2 sheets of paper and a pencil for each student
Crayons or colored pencils at each table.
REVIEW
What did we talk about last time? Does anyone remember the three steps in the
Super3 TM Information Problem-Solving Process? Why do we PLAN first?
Do you remember the song we learned? [Sing the song.]
ANTICIPATORY SET
Today, we are going to play Follow the Leader. Play for a few minutes.
OR
I have a new song to teach you. Then teach them a few verses of “Do as I’m
Doing.”
Ask the students, “How did you know what to do?” When we have a problem,
what do we follow to solve the problem? [Guide students to answer, “The plan”]
Today we are going to follow the plan that we made last time. We are going to DO.
We are going to think of an animal to write a riddle about, we are going to think
where we could find the facts here in the library, we are going to find the facts
and, then, we are going to write the riddle and draw the picture.
Before we start work on the animal riddles, I am going to model for you DOing
the plan I made for a making a riddle about a famous person and, then, we are
going to do another person together.
OBJECTIVES AND PURPOSE
At the end of the lesson, the students will be able to tell what should be done
during Step Two (DO) of the Super3TM Information Problem-Solving Process.
INPUT AND MODELING
Here is my plan for writing a riddle about a famous person. I am going to follow
this plan.
First, I need to think of some people I could write a riddle about. List the names
of several famous people on the board or out loud.
Second, I choose a name. [Pick a name from the list that you have preselected
based upon the resources in your library (i.e. a very simple biography).]
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14. Lesson Three -- Do
Next, I am going to think of places I could get facts about this person here in the
library. I could use an encyclopedia or a book. I am going to look for a book first.
Go through the steps of looking in the catalog and getting the book from the
shelf.ves
After you have the book in hand, then say, “Next, the plan says to find the facts.
I’ll read write down the facts on my notes page.” [Show how to fold the paper to
have eight sections. Take down notes on a big sheet of paper folded to make 8
sections.]
The next step says to write the riddle using the facts. [Write the riddle.]
The last step is to turn over the paper and draw my famous person on the back.
[Turn over paper and draw the picture on the back.]
GUIDED PRACTICE
Now we are going to do this together on another famous person.This time you
will tell me the steps and we will do them together.
Ask, “What do we do first?” [Again, lead them to a person you have
predetermined that you have an easy biography to use that is about that person.]
Continue asking, “What do we do second, third, etc.?” [Do each step. Have the
students do as much as they can (coming up with sources, using the catalog,
getting the book).] (Reading/Research buddies can help in this step.)
Have a student fold the paper for the notes.
You read the book and use the “STOP” technique. Tell the students that you will
read and when they hear a fact that you should write down, they should say
“STOP” and raise their hands. You will call on someone to tell you the fact that
should be written or drawn on the note paper.
When you have enough facts, have the students tell you what to write for the
riddle.
Have a student draw the picture of the person on the other side of the riddle page.
CLOSURE
What is the second step of the Super3TM Information Problem-Solving Process?
What would I see when you DO?
When you are DOing, you follow the plan you made. You do what you need to do to
solve the problem.
INDEPENDENT PRACTICE
Today, you are going to DO. You will follow the planning steps that you thought of
last time.
1. You will think of several animals that you could write a riddle about.
2. You will pick one of the animals and raise your hand when you are
ready. I will come to your table and you will tell me the what the animal.
If someone else has picked that animal, you can go back to the other ani-
mals you thought of and pick one of those. An animal will only be done
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15. Lesson Three -- Do
once for our book, so each one of you will have to have an animal no one
else has chosen.
3. You will think of the sources like books or encyclopedias here in the
library that will help you get information on your animal.
4. You will get the source that will help you.
5. You will find 8 facts about that animal in the book or encyclopedia and
you will use your note paper to draw or write the facts.
6. Using your facts, you will write your riddle on one side of a piece of
paper and draw a picture of your animal on the back. [Demonstrate how
you want the pages done -- landscape or portrait -- and how to turn the
paper over just like a book page and not bottom to top.]
7. When you are finished, write your name under the picture and bring
your page to me (or your teacher).
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16. Lesson Three -- Do
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17. 5) Lesson Four -- Review
MATERIALS
“Super3 Song” transparencies or charts
Student papers from the pervious lesson
REVIEW
What did we talk about last time? Do you remember the three steps in the
Super3 TM Information Problem-Solving Process? What are the steps? What did
we do in each of the first two steps?
Do you remember the song we learned? [Sing the song.]
ANTICIPATORY SET
NOTE: This suggestion takes some courage and planning. If you
choose this anticipatory set, prepare teachers and principal for
what you will be doing and have them act as if everything was
normal.
Dress in very mismatched shoes and socks, button shirt or blouse unevenly, and
pick colors and /or patterns that clash.
See if students make any comments on how you look. If they do, ask what is
wrong with the way you are dressed? If they don’t say anything, ask them how
you look. Have them tell you what is wrong and how you could have done better.
Say, “Maybe I should have checked how I well I did by looking in the mirror.”
This shows how important the last step of the Super3TM Information Problem-
Solving Process is. What is the last step called? [Have students say REVIEW.]
Reviewing is looking at what you have done and deciding how well you did and if
there is anything you should change.
OBJECTIVES AND PURPOSE
At the end of the lesson, the students will be able to tell what should be done
during Step Three (REVIEW) of the Super3TM Information Problem-Solving
Process.
INPUT AND MODELING
I am going to model how to REVIEW. I am going to look at my person riddle from
last time.
First, I will look at the assignment and ask myself, “Does it fit the
assignment?” The assignment said to make a riddle about a famous person and
use 8 facts. I did that. It says to draw a picture on the back. I did that, too.
Second, did I follow the plan? Yes, I did. [Review the plan again with the student
and have the students verify that you followed each step of the plan.] The plan
worked for me.
Third, I will look at my work. Did I do a good job picking my facts to use? Would
I have changed anything. Well, maybe I should have found a few more facts so I
could have a more choices. Maybe then my riddle could have been better. My
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18. Lesson Four -- Review
handwriting is not very neat. I need to work on that. I bet I can do better. I did a
good job drawing my person. I did that quite well for me.
GUIDED PRACTICE
Now, lets REVIEW the riddle we did together. Did we do what we were supposed to
do? Did we plan? Did we follow the plan? Did it work for us? What did we do
well? What could we have done better? Should we change anything?
CLOSURE
What is the last step of the Super3TM Information Problem-Solving Process?
What would I see when you REVIEW?
Review helps us think about what we did and how we could do better. If you
review what you have done before you turn in your work, you can change things
and maybe get a better grade. After you get work back from the teacher, it helps
to review again to see what your teacher thought you did well and what you didn’t
do so well. That way, you can know how you can improve in the future.
INDEPENDENT PRACTICE
Today, I want you to Think, Pair, Share with a partner and REVIEW your animal
riddle.
1. I want you to think about what you did and how you did it.
2. Did you plan? Did you follow the plan?
3. What did you do really well?
4. What could you have done better?
5. Would you change anything?
After you are finished, raise your hands and I will come around so you can tell
me your REVIEW answers.
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