Filipino 3 yunit iii aralin 3 pagsasabi ng paksa o tema ng teksto, kuwento o ...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
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#parasabata. #tuloyangedukasyon
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This is a power-point presentation of the module 1 lesson for fourth quarter for the grade 4 pupils. The reference of this file is from DEPED Region IX SLM.
This file is intended to be used by teacher to make a little bit easier to present their lesson.
Disclaimer: I am not the owner of the module.
This is a power-point presentation of the module 5 lesson for fourth quarter for the grade 4 pupils. The reference of this file is from DEPED Region IX SLM.
This file is intended to be used by teacher to make a little bit easier to present their lesson.
Disclaimer: I am not the owner of the module.
Filipino 3 yunit iii aralin 3 pagsasabi ng paksa o tema ng teksto, kuwento o ...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOWAng mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
This is a power-point presentation of the module 1 lesson for fourth quarter for the grade 4 pupils. The reference of this file is from DEPED Region IX SLM.
This file is intended to be used by teacher to make a little bit easier to present their lesson.
Disclaimer: I am not the owner of the module.
This is a power-point presentation of the module 5 lesson for fourth quarter for the grade 4 pupils. The reference of this file is from DEPED Region IX SLM.
This file is intended to be used by teacher to make a little bit easier to present their lesson.
Disclaimer: I am not the owner of the module.
Questions- 1- What protist group is sister to Kingdom Animalia- What f (1).pdfAnthonyV9BMetcalfev
Questions: 1. What protist group is sister to Kingdom Animalia? What features characterize
animals? What are the major branching points within the animal phylogeny? Traditional animal
phylogenies emphasized body plans (aceolomate, pseudocoelomate, coelomate). Contrast these
body plans. 2. Contrast the Ediacaran fauna and the fauna from the Cambrian explosion. What
was significant about the Cambrian "explosion"? What are some explanations for this explosion
of animal diversity? Which phyla in the Cambrian explosion displayed segmentation? 3. What is
the difference between "invertebrates" and "vertebrates"? Which group is more diverse? Are
each of these groups monophyletic? 4. Marine invertebrates are incredibly diverse. Which phyla
include marine invertebrate representatives? What are some ways in which marine invertebrates
obtain nutrition? Which of these methods is absent on land? What aspects of reproduction are
common among marine invertebrates, but rare among terrestrial animals? 5. The remaining
review questions cover each of the animal phyla. This material draws on lab as well as lecture.
What are some features of phylum Porifera (sponges)? How do sponges obtain nutrition? Be
familiar with the following: choanocytes, amoebocytes, osculum, spicules. 6. What are some
features of phylum Cnidaria? How do nematocysts help cnidarians be successful predators?
What is the difference between a polyp and a medusa? Which classes have the polyp, the
medusa, or both? Which class includes the corals that build coral reefs? 7. What is a lophophore?
How do the lophophore animals get their food? 8. What are some features of phylum Mollusca?
Be familiar with the following: muscular foot, mantle, shell, radula, visceral mass, trochophore
larvae, ctenidia (gills), siphons, torsion. What changes do we see in class Bivalvia (compared to
the other molluscan classes) suited to a filter-feeding life style? Which class of molluscs includes
terrestrial species? In which molluscan class do we see the most well-developed nervous system?
9. What are some features of phylum Annelida? Besides phylum Annelida, what other two phyla
are characterized by segmentaion? What larval feature do annelids share with phylum Mollusca?
What are some methods used by annelids to obtain nutrition? 10. What are some features of
phylum Platyhelminthes? What features do we see in classes Trematoda and Cestoidea that fit
with their parasitic lifestyles? 11. What are some features of phylum Nematoda? What is ecdysis,
and what other phylum also has this feature? What are some ways that nematodes obtain
nutrition? 12. There are quite a few different types of "worms" in the world! How would you
distinguish annelid, platyhelminth, and nematode worms from one another? 13. What are some
features of Phylum Arthropoda? What are features of the main clades we discussed
(Chelicerates, Crustacea, Hexapoda, Myriapoda)? Which phyla are primarily aquatic, and which
are terrestrial? What arthropod featur.
Lets try to summarize Darwins observations that drive changes in .pdfdeepakarora871
Let\'s try to summarize Darwin\'s observations that drive changes in species over time: From
these four observations, which two inferences did Darwin make?
Solution
Observation
Cite and Example
1. Variations in traits exist.
We can see variation in different skin colors of humans, Asian ladybird beetles show variation in
color and spot patterns, humans has variations in their eye color, and snail will have different
colored shell.
2.These variations (traits) are heritable
Parents will pass on their characteristics through heritability, like passing sex-linked traits which
are located on genes to their offspring.
For example, because of the passing of variation to offspring, the variation observed in offspring
will make them to look related to close relatives more when compared to other members of
population.
3. Species overproduce.
Some species will overproduce. thousands of seeds are produced by Dandelion, Fish will lay
millions of eggs and puffball fungus will overproduce the offspring
4. There is competition for resources; not all offspring survive.
Not all these offspring produced by the above organisms will survive. It might be due to
predation, lack of resources, and lack of favorable environment. So only those which can make
use of resources and escape from predation will survive.
. From these four observations, what two inferences did Darwin make?
1. Darwin was able to make an inference that offspring which has inherited better traits will have
better chance to survive and reproduce in the provided environment and only these will have
chance to produce more offspring than other individuals, and the offspring from these fit
organism will also thrive well.
2. Because of the tough competition, only individual equipped with better skills or ability will
have the chance to survive and reproduce, thus over the generation, only favorable traits will be
passing onto the future generation leading to their accumulation.
Observation
Cite and Example
1. Variations in traits exist.
We can see variation in different skin colors of humans, Asian ladybird beetles show variation
in color and spot patterns, humans has variations in their eye color, and snail will have different
colored shell.
2.These variations (traits) are heritable
Parents will pass on their characteristics through heritability, like passing sex-linked traits which
are located on genes to their offspring.
For example, because of the passing of variation to offspring, the variation observed in offspring
will make them to look related to close relatives more when compared to other members of
population.
3. Species overproduce.
Some species will overproduce. thousands of seeds are produced by Dandelion, Fish will lay
millions of eggs and puffball fungus will overproduce the offspring
4. There is competition for resources; not all offspring survive.
Not all these offspring produced by the above organisms will survive. It might be due to
predation, lack of resources, and lack of favorable.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BORN ALIVE-EGGS.pptx
1.
2. 1. What is reproduction?
2. What are the ways on how animals
reproduce?
3. What are some examples of animals that lay
eggs?
4. What are some animals that are born alive?
5. Do these animals have similarities and
differences? How?
13. 1. How do you group the
animals in the pictures?
2. Are these animals found
in your own surroundings?
14. What are the different
modes of reproduction
in animals?
15.
16.
17.
18.
19.
20.
21. The learners should be able to describe
the different modes of reproduction in
animals such as butterflies, mosquitoes,
frogs, cats and dogs (S5LTIIe-5)
Differentiate sexual from asexual
reproduction
22.
23. 1. What do you see in the
pictures?
2. Can you tell how these
animals reproduce?
24.
25. fish birds cat
dog frog cow
horse chicken
butterfly mosquito
hydra sea anemone
26. 1. Can you tell what sexual and asexual
reproduction in animals is?
2. How do they differ from each other?
3. What are the modes of asexual
reproduction in animals?
4. How important are gametes to sexual
reproduction?
47. Direction: Cross-out the organisms
/animals that do not belong in the group.
1. hydra hen starfish
2. sea anemone cow butterfly
3. crocodile lizard goat
4. rat jellyfish whale
5. duck seahorse mosquito