This document outlines a science lesson plan for an 8th grade class on biodiversity. The objectives are to define biodiversity, actively participate in class activities, and understand the importance of biodiversity in daily life. The lesson will include reviewing the alphabet game definition, watching two video presentations on biodiversity, and splitting students into groups to demonstrate their understanding through a song, role play, drawing or poem. Formative assessment includes a true/false quiz and an assignment communicating with others about local species names. The teacher reflects on students' progress and identifies strategies for improvement.
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
Unit I: Force, Motion and Energy
Module 3 – Heat and Temperature
· Heat vs. Temperature
· Effects on Matter (Phase Change)
· Heat Capacity
· Temperature Conversion
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
Unit I: Force, Motion and Energy
Module 3 – Heat and Temperature
· Heat vs. Temperature
· Effects on Matter (Phase Change)
· Heat Capacity
· Temperature Conversion
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Thesis Statement for students diagnonsed withADHD.ppt
Biodiversity Daily Lesson Plan - Grade 8 Science
1. P a g e 1 | 3
Teacher BALDWIN B. DAMONSONG, JR Grade Level EIGHT (8)
Teaching Date February 20, 2020 Learning Area SCIENCE
Teaching
Time
11:00 – 12:00 SPA Quarter 4TH
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standard. To meet the
objectives, necessary procedure must be followed and if needed, additional lesson exercises and
remedial activitiesmaybe done for the developing content knowledge and competencies. Theseare
assessed during Formative Assessment strategies. Valuing objectives support the learning of the
content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guide.
A. Content Standard
The learners demonstrate an understanding of: (1) the concept of a
species; and (2) the species as being further classified into a
hierarchical taxonomic system.
B. Performance Standards
The learners should be able to: report (e.g., through a travelogue)
on the activities that communities engage in to protect and conserve
endangered and economically important species.
C. Learning Competencies
(Write the LC Codes for
Each)
The learners should be able to explain the concept of a species.
(S8LT-IVg-19)
D. Objectives
At the end of the lesson, the learners should be able to:
1. define biodiversity;
2. actively participate during the class activities; and
3. give importance of biodiversity to our daily life.
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach
in the CG, the content can be tackled in a week or two.
III. LEARNING
RESOURCES
List the materials to be used in different days. Variedmaterialssustain children’s interest in the lesson
and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages Page 223
2. Learners’ Materials
pages
Page 169-170
3. Textbooks pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
Laptop, TV
IV. PROCEDURE
These steps should be done across the week. Spread out the activities appropriately so that the
students will learn well. Always be guided bydemonstrationof learning bythe students which you can
infer from formative assessment activities. Sustain learning systematicallybyproviding students with
multiple ways to learn new things, practice their learning, question theirlearning processes, and draw
conclusion about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous lesson
or presenting the new
lesson
The Alphabet Game
Students will be asked to describe Biodiversity through providing words
that starts with every letter of the alphabet which associates
Biodiversity.
(One word/letter)
Ex. Apple, Boy, Cat…
Based on your activity, how do you define Biodiversity?
Based on your understanding, biodiversity is composed of
________.
2. P a g e 2 | 3
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
ENGAGE
VIDEO PRESENTATION 1
The students will watch a short video clip on Biodiversity.
https://www.youtube.com/watch?v=ErATB1aMiSU
Guide Questions:
1. What was the video all about?
2. How is biodiversity important to our ecosystem?
D. Discussing of the new
concepts and practicing
new skills #1
E. Discussing of the new
concepts and practicing
new skills #2
EXPLORE
VIDEO PRESENTATION 2
The students will watch again a short video clip on Biodiversity.
https://www.youtube.com/watch?v=GK_vRtHJZu4
F. Developing mastery
(Leads to formative
assessment)
EXPLAIN
After watching the video, the teacher will group the students into four
(4). Each group will be asked to discuss their understanding on
Biodiversity based on the video through:
Group 1: Song
Group 2: Role Playing
Group 3: Drawing/Sketch
Group 4: Short Poem
RUBRIC
CRITERIA BEGINNER
(5pts)
ACCEPTABLE
(8pts)
PROFICIENT
(10pts)
Process
Skills
Members do
not
demonstrate
targeted
process skills.
Members
occasionally
demonstrate
targeted
process skills.
Members
always
demonstrate
targeted
process skills.
Time
Management
Members do
not finish on
time with
incomplete
data.
Members finish
on time with
incomplete
data.
Members finish
ahead of time
with complete
data.
Cooperation
and
Teamwork
Members do
not know their
tasks and have
no defined
responsibilities.
Group conflicts
have to be
settles by their
teacher.
Members have
defined
responsibilities
most of the
time. Group
conflicts are
cooperatively
managed most
of the time.
Members are
on tasks and
have defined
responsibilities
at all times.
Group
conflicts are
cooperatively
managed at all
times.
Neatness
and
Orderliness
Messy
workplace
during and after
activity.
Clean and
orderly
workplace with
occasional
mess during
and after the
activity.
Clean and
orderly
workplace at
all times
during and
after the
activity.
3. P a g e 3 | 3
G. Finding practical
applications to concepts
and skills in daily living
H. Making generalization and
abstraction
ELABORATE
Ask students the question:
1. As a student, how are you going to protect and conserve
our biodiversity?
I. Evaluating learning
EVALUATION
Paper and Pen Test:
The students are given a TRUE or FALSE type of quiz.
1. “Biodiversity” means “the variety of life on Earth”.
2. All human activities depend directly on the
environment.
3. Humans are dependent on biodiversity for survival.
4. Urbanization causes biodiversity loss.
5. All forests are an important source of oxygen.
J. Additional activities for
application or remediation
Assignment:
The students will communicate with relatives and friends in other
places (e.g., in other islands within the country, if possible) through
text or email on how birds, shark, or green algae (lato/ar-arusep) are
called in their area.
V. REMARKS
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisor can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of the learners earned 80%
in the evaluation
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
Number of learners who have
caught up with the lesson
D. Number of learners to require
remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or my
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers.
Prepared by:
BALDWIN B. DAMONSONG, JR
Teacher 1
Checked by:
GINA B. TORRECAMPO
Master Teacher 1
Noted by:
SHIELA G. BALBON
Principal 1