The document summarizes a goose camp program held in Igiugig, Alaska. It includes 5 lessons focused on geese: 1) principles of flight, 2) simulating being a goose, 3) goose painting and target shooting, 4) a service project at Big Mtn. Lodge, and 5) performing a play about geese. Students learn about goose migration, anatomy, and behavior. The program culminates with a community potluck where standards addressed by the camp are discussed.
This document outlines an educational unit plan focused on evolution through place-based learning at Creamer's Field Migratory Bird Refuge in Alaska. The unit includes a nature walk and inquiry, learning about the history of Creamer's Field, comparing Darwin and Lamarck's theories of evolution, studying the tree of life through species identification, and having students participate in a debate about evolved traits of local species.
This document outlines a unit plan for an 8th grade mathematics class centered around measuring trees. The unit consists of 5 lessons applying geometric concepts like circles, similarity, the Pythagorean theorem, functions, cylinders, and cones to measure properties of trees. In each lesson, students will learn key formulas through lecture and assignments then apply them by measuring aspects of a tree they selected for a long-term project, gaining experience with geometric applications in a real-world context.
This rubric evaluates a book project on Hatchet based on 5 criteria: journal entries, vocabulary, figurative language, illustrations/creativity, and grammar/spelling. Students can earn up to 5 points for each criteria based on how thoroughly they addressed the chapter's main ideas, included the character's feelings, used advanced vocabulary from the text, employed figurative language, drew creative illustrations reflecting the story, and demonstrated strong proofreading skills. Higher scores require more fully developed responses that integrate multiple elements from the story.
The document provides information on several lesson plans related to ecology and the boreal forest. The first lesson plan involves succession in the boreal forest and includes a three day plan involving an introduction, field trip, and follow up. The second plan involves having students collect living organism samples over multiple days to create a display. The third plan focuses on fire safety and having students evaluate home properties in the village for fire risk. The final plan describes having students sample and compare microbes from different environments under microscopes.
This document outlines a place-based learning unit for a high school biology class. It describes 10 days of lesson plans that incorporate mapping, nature journaling, succession, fire science, and microbe sampling activities. Students will create maps of their home places and present them on video. They will also keep nature journals during outdoor observation periods. The goal is for students to become more aware of the ecosystems and places around them through experiential learning projects tied to the local area. Assessments include rubrics for the mapping project, cumulative nature journals, and a written test.
The document summarizes a goose camp program held in Igiugig, Alaska. The program included lessons on goose flight principles, activities where students took on the role of geese, a service project cleaning up a lodge, and a play written and performed by the students about geese. Community members also joined for a potluck. The program aimed to teach students about geese in a hands-on way while addressing academic standards and promoting character development, care for the natural world, and connection to the local community.
Carrie place-based learning in high school sciencejscarlson
This document outlines place-based learning activities for a high school biology class. It includes literature supporting place-based education and how it develops self-confidence through hands-on experiences. The activities have students map and share their home places, keep nature journals throughout the year, study succession in local forests, compare phyla in collections, conduct fire safety home inspections, sample and identify microbes, and dissect native species. Formative assessments focus on literacy and documenting learning. Future plans include using a local ecology site and community service after rebuilding.
The document summarizes a goose camp program held in Igiugig, Alaska. It includes 5 lessons focused on geese: 1) principles of flight, 2) simulating being a goose, 3) goose painting and target shooting, 4) a service project at Big Mtn. Lodge, and 5) performing a play about geese. Students learn about goose migration, anatomy, and behavior. The program culminates with a community potluck where standards addressed by the camp are discussed.
This document outlines an educational unit plan focused on evolution through place-based learning at Creamer's Field Migratory Bird Refuge in Alaska. The unit includes a nature walk and inquiry, learning about the history of Creamer's Field, comparing Darwin and Lamarck's theories of evolution, studying the tree of life through species identification, and having students participate in a debate about evolved traits of local species.
This document outlines a unit plan for an 8th grade mathematics class centered around measuring trees. The unit consists of 5 lessons applying geometric concepts like circles, similarity, the Pythagorean theorem, functions, cylinders, and cones to measure properties of trees. In each lesson, students will learn key formulas through lecture and assignments then apply them by measuring aspects of a tree they selected for a long-term project, gaining experience with geometric applications in a real-world context.
This rubric evaluates a book project on Hatchet based on 5 criteria: journal entries, vocabulary, figurative language, illustrations/creativity, and grammar/spelling. Students can earn up to 5 points for each criteria based on how thoroughly they addressed the chapter's main ideas, included the character's feelings, used advanced vocabulary from the text, employed figurative language, drew creative illustrations reflecting the story, and demonstrated strong proofreading skills. Higher scores require more fully developed responses that integrate multiple elements from the story.
The document provides information on several lesson plans related to ecology and the boreal forest. The first lesson plan involves succession in the boreal forest and includes a three day plan involving an introduction, field trip, and follow up. The second plan involves having students collect living organism samples over multiple days to create a display. The third plan focuses on fire safety and having students evaluate home properties in the village for fire risk. The final plan describes having students sample and compare microbes from different environments under microscopes.
This document outlines a place-based learning unit for a high school biology class. It describes 10 days of lesson plans that incorporate mapping, nature journaling, succession, fire science, and microbe sampling activities. Students will create maps of their home places and present them on video. They will also keep nature journals during outdoor observation periods. The goal is for students to become more aware of the ecosystems and places around them through experiential learning projects tied to the local area. Assessments include rubrics for the mapping project, cumulative nature journals, and a written test.
The document summarizes a goose camp program held in Igiugig, Alaska. The program included lessons on goose flight principles, activities where students took on the role of geese, a service project cleaning up a lodge, and a play written and performed by the students about geese. Community members also joined for a potluck. The program aimed to teach students about geese in a hands-on way while addressing academic standards and promoting character development, care for the natural world, and connection to the local community.
Carrie place-based learning in high school sciencejscarlson
This document outlines place-based learning activities for a high school biology class. It includes literature supporting place-based education and how it develops self-confidence through hands-on experiences. The activities have students map and share their home places, keep nature journals throughout the year, study succession in local forests, compare phyla in collections, conduct fire safety home inspections, sample and identify microbes, and dissect native species. Formative assessments focus on literacy and documenting learning. Future plans include using a local ecology site and community service after rebuilding.
This document outlines the initial goals and project-based learning model for a unit on resident birds in Yakutat, Alaska. The goals are to incorporate NGSS and state standards while including a cultural component. The project-based learning model involves 8 steps: describing the ecosystem, researching the problem through site visits and interviews, determining possible solutions, developing and implementing a plan, and summarizing and reflecting. The unit will involve students counting and identifying resident bird types on the train trail over the school year to address the problem of what birds live in the area. It includes several lessons engaging students with bird feeders, characteristics, heredity, and how traits help birds survive.
This document outlines a 5-lesson salmon unit for high school students. Lesson 1 involves salmon anatomy and dissection. Lesson 2 covers salmon life history and species. Lesson 3 discusses salmon habitat and watershed ecology. Lesson 4 focuses on the salmon fishery on the Kenai River. Lesson 5 has students develop an outreach project on salmon dissection for a community event. The unit aims to educate students on salmon biology and importance to Alaska through hands-on lessons and community engagement.
This document outlines the initial goals and process for developing a project-based unit on resident and migratory birds in Yakutat, Alaska. The unit will incorporate Next Generation Science Standards and Alaska State Standards, with a cultural component. It describes an 8-step project-based learning model that includes defining a problem, researching the problem, determining solutions, and implementing and evaluating a plan. Example lessons are provided on identifying bird traits and how traits can help birds survive. The tentative problem for 3rd and 4th graders is determining the types of resident birds that live on a local trail.
This document outlines a unit plan for an English class focusing on Alaska Native literature and writing. The unit is designed to expose students to oral and written Alaska Native stories and traditions, compare them to Western literary approaches, and engage students in local culture. It involves lessons comparing oral and written versions of stories, conducting oral histories, writing dialogue plays on local topics, analyzing how setting informs literature, and studying works by both Native and non-Native Alaskan authors. The goal is to connect Native ways of knowing to the English curriculum, address potential conflicts between standard English and local dialects, and leave time for community engagement.
Place identity- Carie- guest presentationjscarlson
This document discusses place identity and place-based pedagogy. It defines place identity as cognitions about the physical environment that help define a person, including memories, beliefs, and meanings relating to important places in their life. The document measures participants' connection to place and discusses how childhood places and experiences shape place identity and influence behavior. It explores teaching implications, asking how understanding place identity can inform place-based pedagogical practices.
The Togiak Educational Reindeer Herd project ran from fall 1993 to spring 1994. The project aimed to establish a small herd of reindeer to be used for educational purposes in the Togiak area of Alaska. Over the course of the project, reindeer were purchased and transported to Togiak, basic herd management practices were established, and educational activities were conducted with local school children.
The document discusses place-based education and The Watershed School, a charter school in Alaska that implements this educational approach. Place-based education aims to make the local community and environment central to the curriculum by using them as an integrating context for learning. The Watershed School offers a small, locally relevant curriculum focused on outdoor education, cultural studies, and developing students' sense of responsibility to the community.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document outlines the initial goals and project-based learning model for a unit on resident birds in Yakutat, Alaska. The goals are to incorporate NGSS and state standards while including a cultural component. The project-based learning model involves 8 steps: describing the ecosystem, researching the problem through site visits and interviews, determining possible solutions, developing and implementing a plan, and summarizing and reflecting. The unit will involve students counting and identifying resident bird types on the train trail over the school year to address the problem of what birds live in the area. It includes several lessons engaging students with bird feeders, characteristics, heredity, and how traits help birds survive.
This document outlines a 5-lesson salmon unit for high school students. Lesson 1 involves salmon anatomy and dissection. Lesson 2 covers salmon life history and species. Lesson 3 discusses salmon habitat and watershed ecology. Lesson 4 focuses on the salmon fishery on the Kenai River. Lesson 5 has students develop an outreach project on salmon dissection for a community event. The unit aims to educate students on salmon biology and importance to Alaska through hands-on lessons and community engagement.
This document outlines the initial goals and process for developing a project-based unit on resident and migratory birds in Yakutat, Alaska. The unit will incorporate Next Generation Science Standards and Alaska State Standards, with a cultural component. It describes an 8-step project-based learning model that includes defining a problem, researching the problem, determining solutions, and implementing and evaluating a plan. Example lessons are provided on identifying bird traits and how traits can help birds survive. The tentative problem for 3rd and 4th graders is determining the types of resident birds that live on a local trail.
This document outlines a unit plan for an English class focusing on Alaska Native literature and writing. The unit is designed to expose students to oral and written Alaska Native stories and traditions, compare them to Western literary approaches, and engage students in local culture. It involves lessons comparing oral and written versions of stories, conducting oral histories, writing dialogue plays on local topics, analyzing how setting informs literature, and studying works by both Native and non-Native Alaskan authors. The goal is to connect Native ways of knowing to the English curriculum, address potential conflicts between standard English and local dialects, and leave time for community engagement.
Place identity- Carie- guest presentationjscarlson
This document discusses place identity and place-based pedagogy. It defines place identity as cognitions about the physical environment that help define a person, including memories, beliefs, and meanings relating to important places in their life. The document measures participants' connection to place and discusses how childhood places and experiences shape place identity and influence behavior. It explores teaching implications, asking how understanding place identity can inform place-based pedagogical practices.
The Togiak Educational Reindeer Herd project ran from fall 1993 to spring 1994. The project aimed to establish a small herd of reindeer to be used for educational purposes in the Togiak area of Alaska. Over the course of the project, reindeer were purchased and transported to Togiak, basic herd management practices were established, and educational activities were conducted with local school children.
The document discusses place-based education and The Watershed School, a charter school in Alaska that implements this educational approach. Place-based education aims to make the local community and environment central to the curriculum by using them as an integrating context for learning. The Watershed School offers a small, locally relevant curriculum focused on outdoor education, cultural studies, and developing students' sense of responsibility to the community.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.