The document summarizes a 5-week classroom project for 4th grade students called "How Animals Survive". The project will involve studying a classroom pet rabbit, learning about rabbit habitats and diets, guest lectures, and a field trip. Students will collect information and demonstrate what they've learned through presentations. The project aims to teach students about animal adaptation and interdependence through hands-on learning and technology.
Cat 250 willow elementary school newsletteromartin1
Students in Ms. Martin's 4th grade class will complete a 5-week project called "How Animals Survive" starting on September 2nd and ending on October 9th. The project involves studying and caring for a classroom rabbit pet to learn how animals survive in different environments. Students will research rabbit diets, habitats, and the impacts of blood cells and climate on animal survival. They will use technology like PowerPoint and wikis to organize and share their findings from guest speakers, field trips, and interviews.
CAT 250 Willow Elementary School Newsletter Presentationomartin1
Ms. Martin's 4th grade class will complete a 5-week project called "How Animals Survive". The students will learn about rabbits by caring for a classroom pet rabbit, studying rabbit diets, habitats, and how they survive in different climates. The project involves guest speakers, a field trip to the zoo, and using technology like Excel, PowerPoint and wikis. The goal is for students to understand how animals have adapted to their environments.
Cat 250 willow elementary school newsletteromartin1
The document summarizes a 5-week classroom project for 4th grade students called "How Animals Survive". The project will involve studying a classroom pet rabbit, learning about rabbit habitats and diets, guest lectures, and a field trip. Students will collect information and demonstrate what they've learned through presentations. The project aims to teach students about animal adaptation and interdependence through hands-on learning and technology.
The document discusses how marketers can more effectively target consumers in the digital age through geo-targeting based on location data and consumer behavior data to reach audiences where they live and with their interests. It provides examples of how targeting consumers by specific geographies, lifestyles, and programming environments can increase returns for advertisers. The document also notes challenges with IP geo-targeting and questions for media representatives to ensure more accurate targeting across screens.
Cat 250 willow elementary school newsletteromartin1
The document summarizes a 5-week classroom project for 4th grade students called "How Animals Survive". The project will involve studying a classroom pet rabbit, learning about rabbit habitats and diets, guest lectures, and a field trip. Students will collect information and demonstrate what they've learned through presentations. The project aims to teach students about animal adaptation and interdependence through hands-on learning and technology.
This document provides a summary of a report on top performers in science in the 2006 Programme for International Student Assessment (PISA). Some key findings include:
- Countries vary significantly in the proportion of students who are top performers in science. Top performance is only weakly related to average performance.
- Student characteristics like gender, immigrant background, and socioeconomic status are related to top performance, but none create an insurmountable barrier. Some education systems achieve high levels of both excellence and equity.
- Top performers tend to be engaged learners who enjoy science and aspire to science careers, though some feel uninformed about career options. They experience hands-on, application-focused science teaching both in and out
YMCA Bringing a Cause to Life - AMA San AntonioAMA_SanAntonio
The document discusses how the YMCA conducted research that revealed people are confused about what the organization does and why it is needed. As a result, the YMCA is not reaching its potential for membership, donations, and volunteer support. To address this, the YMCA plans to clarify its brand by focusing on its core mission to strengthen communities in three areas: youth development, healthy living, and social responsibility. It will simplify its messaging and adopt its nickname "the Y" to appear more approachable while celebrating the diversity of people and communities it serves.
Breaking Destructive Marketing Habits - November 2015 - EventAMA_SanAntonio
The pressure to adopt shiny new online methods can force interactive marketers to forego strategic thinking in favor of a potential quick fix. The sheer number of tools available can convolute the industry; it becomes easy to copy others who've seen success with certain tactics while failing to ask the critical question, "What will this actually do for my brand?” The line between good and bad marketing practices can be very thin. If you're not effectively measuring your efforts, what you think is benefiting your brand may actually be having an insidious effect.
Cat 250 willow elementary school newsletteromartin1
Students in Ms. Martin's 4th grade class will complete a 5-week project called "How Animals Survive" starting on September 2nd and ending on October 9th. The project involves studying and caring for a classroom rabbit pet to learn how animals survive in different environments. Students will research rabbit diets, habitats, and the impacts of blood cells and climate on animal survival. They will use technology like PowerPoint and wikis to organize and share their findings from guest speakers, field trips, and interviews.
CAT 250 Willow Elementary School Newsletter Presentationomartin1
Ms. Martin's 4th grade class will complete a 5-week project called "How Animals Survive". The students will learn about rabbits by caring for a classroom pet rabbit, studying rabbit diets, habitats, and how they survive in different climates. The project involves guest speakers, a field trip to the zoo, and using technology like Excel, PowerPoint and wikis. The goal is for students to understand how animals have adapted to their environments.
Cat 250 willow elementary school newsletteromartin1
The document summarizes a 5-week classroom project for 4th grade students called "How Animals Survive". The project will involve studying a classroom pet rabbit, learning about rabbit habitats and diets, guest lectures, and a field trip. Students will collect information and demonstrate what they've learned through presentations. The project aims to teach students about animal adaptation and interdependence through hands-on learning and technology.
The document discusses how marketers can more effectively target consumers in the digital age through geo-targeting based on location data and consumer behavior data to reach audiences where they live and with their interests. It provides examples of how targeting consumers by specific geographies, lifestyles, and programming environments can increase returns for advertisers. The document also notes challenges with IP geo-targeting and questions for media representatives to ensure more accurate targeting across screens.
Cat 250 willow elementary school newsletteromartin1
The document summarizes a 5-week classroom project for 4th grade students called "How Animals Survive". The project will involve studying a classroom pet rabbit, learning about rabbit habitats and diets, guest lectures, and a field trip. Students will collect information and demonstrate what they've learned through presentations. The project aims to teach students about animal adaptation and interdependence through hands-on learning and technology.
This document provides a summary of a report on top performers in science in the 2006 Programme for International Student Assessment (PISA). Some key findings include:
- Countries vary significantly in the proportion of students who are top performers in science. Top performance is only weakly related to average performance.
- Student characteristics like gender, immigrant background, and socioeconomic status are related to top performance, but none create an insurmountable barrier. Some education systems achieve high levels of both excellence and equity.
- Top performers tend to be engaged learners who enjoy science and aspire to science careers, though some feel uninformed about career options. They experience hands-on, application-focused science teaching both in and out
YMCA Bringing a Cause to Life - AMA San AntonioAMA_SanAntonio
The document discusses how the YMCA conducted research that revealed people are confused about what the organization does and why it is needed. As a result, the YMCA is not reaching its potential for membership, donations, and volunteer support. To address this, the YMCA plans to clarify its brand by focusing on its core mission to strengthen communities in three areas: youth development, healthy living, and social responsibility. It will simplify its messaging and adopt its nickname "the Y" to appear more approachable while celebrating the diversity of people and communities it serves.
Breaking Destructive Marketing Habits - November 2015 - EventAMA_SanAntonio
The pressure to adopt shiny new online methods can force interactive marketers to forego strategic thinking in favor of a potential quick fix. The sheer number of tools available can convolute the industry; it becomes easy to copy others who've seen success with certain tactics while failing to ask the critical question, "What will this actually do for my brand?” The line between good and bad marketing practices can be very thin. If you're not effectively measuring your efforts, what you think is benefiting your brand may actually be having an insidious effect.
The students will observe the life cycle of a butterfly by building a habitat for caterpillars. They will watch the caterpillars go through metamorphosis and emerge as butterflies. The project will help students learn about the stages of a butterfly's life cycle and how plants and animals depend on each other.
This presentation provides an overview of an upcoming classroom unit called "Pond Water and Pollywogs" that will teach students about frog life cycles and habitats over 12-15 weeks through hands-on activities like observing frog eggs hatch and creating an artificial frog habitat; the teacher will guide student learning and ensure all students participate in groups while documenting observations, and the unit meets state science and technology standards.
Using hands on activities in the science classroomBecky Hardner
Teachers will learn to implement hands-on science activities in their classrooms through a web-based tutorial. The goals are for teachers to use at least 3 hands-on activities per week by December 2012. Objectives include incorporating 1 activity most weeks in October, 2 activities most weeks in November, and 3 activities each week in December. Reasons for using hands-on activities include engagement, retention, and higher-level thinking. Tips are provided on grouping students, lesson planning, room arrangement, finding materials and ideas.
The document provides an overview of an upcoming 6-week classroom project called "Animals: Their Classification and Needs". The project will teach students to classify animals based on physical traits, identify habitats and developmental stages, and understand why these characteristics are important for species survival. Students will work individually and collaboratively while learning important skills like critical thinking and problem solving.
1. The document provides resources and guidance for teaching a unit on dichotomous keys using the state science standards.
2. It outlines the relevant TEKS and breaks down the verbs and nouns.
3. Sample lesson plans are suggested that engage students, directly relate to the TEKS, and provide activities, assessments and differentiation.
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
The document provides information about an upcoming 4th grade science unit on plants and animals:
- The two-week unit will focus on describing the interdependence of plants and animals, with learning objectives including describing animal behaviors/structures and modeling food chains.
- Students will identify plant and animal characteristics, learn about life cycles through caring for caterpillars, and create posters and graphs.
- The unit will use project-based learning with hands-on activities like modeling food webs and playing an educational game.
- The teacher will provide support and monitor student progress throughout the interactive unit.
The document provides information about an upcoming 4th grade science unit on plants and animals:
- The two-week unit will focus on describing the interdependence of plants and animals, with learning objectives including describing animal behaviors/structures and modeling food chains.
- Students will identify plant and animal characteristics, learn about life cycles through raising caterpillars, and create posters and graphs.
- The unit will use project-based learning with hands-on activities like modeling food webs and playing an iPad game. The teacher will provide support and monitor student progress.
This presentation provides information about an upcoming 4th grade science unit on plants and animals that will last two weeks. [The unit will focus on] describing the interdependence of plants and animals, life cycles, food chains, and characteristics of organisms. Students will learn through activities like creating posters on animal behaviors/structures, observing caterpillar transformations, modeling food chains, and comparing plant and animal traits. The teacher will guide project-based learning activities and collect data to monitor student progress.
Claudia Maria Mazzanti: Living biological systems at school Brussels, Belgium
The document describes a research-based science curriculum designed by the author for middle school students aged 11-14 in Italy. The curriculum involves hands-on projects with living biological systems, including establishing an aquarium and breeding stick insects and silkworms. The projects aimed to improve student motivation and understanding of science concepts. Feedback from students indicated the hands-on learning helped improve their knowledge, confidence, and interest in science subjects.
This project aims to teach students about non-communicable diseases affecting their local community. Students will research diseases, conduct interviews, and create a multimedia presentation to educate their community. The project includes individual and group work over 13 days, with students researching diseases, setting up interviews, discussing findings, and presenting their work to the community at a forum. The goal is for students to gain knowledge about preventing and controlling diseases in an authentic learning experience.
This project focuses on teaching sustainability concepts across 7th, 8th, and 9th grade subjects. Students will learn about environmental sustainability, food sources, soil types, plant and insect life cycles. They will create group presentations, soil projects, and a collaborative garden plan infographic. To assess learning, teachers will evaluate students' content knowledge, skills, and application of concepts. The project will be implemented over several weeks, with initial lessons on sustainability basics and later lessons applying these concepts in geography, earth science, and life science. A sustainability fair will be held for students to showcase their work.
Project work, Field trips, Laboratory work, Journal writing, concept mapping,...DeepanshuYadav2
The key focus and desired outcomes for Project Work are:
1. Communication
2. Students can express their ideas clearly and effectively, both verbally and in written form.
3. Collaboration
4. Students can work as a team to achieve common goals.
5. Knowledge application
6. Students are able to make links across different areas of knowledge and to generate, develop and evaluate ideas and information related to the project.
7. Independent learning
8. Students are able to learn on their own, reflect on their learning and improve upon it.
Macro Teaching Bioscience Formats: Annual plan/ Unit plan and Lesson plan formats with samples. Helpful for Special B.ed (Intellectual disabilities) and regular B.ed course trainees. Macro teaching practical for teacher trainees can avail the formats accordingly.
The document provides information on macro-teaching and includes sample formats for annual plans, unit plans, and lesson plans related to teaching biology.
It begins with an overview of macro planning and includes annual plan, unit plan, and lesson plan formats. A sample annual plan for 9th standard biology is presented that lists academic standards and units to be covered over the year.
A sample unit plan is given for the unit on "Sense Organs" that provides the objectives, standards, subunits, activities and materials. Finally, a sample lesson plan is outlined in detail with objectives, standards, presentation steps, teacher and student activities and teaching learning materials for explaining the structure of the eye.
The document provides an overview of an upcoming science unit on the life cycle of plants. The unit will have students plant seeds, observe plant growth, and classify different types of plants. Students will be responsible for researching and recording information about their own plant and other plants, while teachers will check on student progress and parents can provide support. The unit aims to teach students about the steps of plant growth and classification of plants according to characteristics.
The document provides an overview of an upcoming science unit on the life cycle of plants. The unit will have students plant seeds, observe plant growth, and classify different types of plants. Students will be responsible for researching and recording information about their own plant and other plants, while teachers will check on student progress and parents can provide support. The unit aims to teach students about the steps of plant growth and classification of plants according to characteristics.
The document provides an overview of an upcoming science unit on the life cycle of plants. The unit will have students plant seeds, observe plant growth, and classify different types of plants. Students will be responsible for researching and recording information about their own plant and other plants, while teachers will check progress and parents can provide support. The unit aims to teach students about the steps of plant growth and classification of plants according to characteristics.
During this unit on plants and animals, students will explore their characteristics through experiments, research, and collaboration. They will learn to identify plants and animals by physical traits like color, shape, size, texture, and covering. Students will also describe survival traits of living things and classify plants and animals. By the end of the unit, students will understand plant development stages and habitat parts. They will identify fossils and the organisms they represent. Students will keep journals of fossils and draw pictures of their observations.
The document outlines the competencies and concepts taught in Quebec elementary and high school programs, including the use of an inquiry approach with 6 principles such as student observation, reasoning, and keeping experiment logs. It also discusses the role of teachers in guiding student learning through questions, discussions, and ensuring tasks are shared fairly within groups.
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Similar to Cat 250 willow elementary school newsletter
The students will observe the life cycle of a butterfly by building a habitat for caterpillars. They will watch the caterpillars go through metamorphosis and emerge as butterflies. The project will help students learn about the stages of a butterfly's life cycle and how plants and animals depend on each other.
This presentation provides an overview of an upcoming classroom unit called "Pond Water and Pollywogs" that will teach students about frog life cycles and habitats over 12-15 weeks through hands-on activities like observing frog eggs hatch and creating an artificial frog habitat; the teacher will guide student learning and ensure all students participate in groups while documenting observations, and the unit meets state science and technology standards.
Using hands on activities in the science classroomBecky Hardner
Teachers will learn to implement hands-on science activities in their classrooms through a web-based tutorial. The goals are for teachers to use at least 3 hands-on activities per week by December 2012. Objectives include incorporating 1 activity most weeks in October, 2 activities most weeks in November, and 3 activities each week in December. Reasons for using hands-on activities include engagement, retention, and higher-level thinking. Tips are provided on grouping students, lesson planning, room arrangement, finding materials and ideas.
The document provides an overview of an upcoming 6-week classroom project called "Animals: Their Classification and Needs". The project will teach students to classify animals based on physical traits, identify habitats and developmental stages, and understand why these characteristics are important for species survival. Students will work individually and collaboratively while learning important skills like critical thinking and problem solving.
1. The document provides resources and guidance for teaching a unit on dichotomous keys using the state science standards.
2. It outlines the relevant TEKS and breaks down the verbs and nouns.
3. Sample lesson plans are suggested that engage students, directly relate to the TEKS, and provide activities, assessments and differentiation.
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
The document provides information about an upcoming 4th grade science unit on plants and animals:
- The two-week unit will focus on describing the interdependence of plants and animals, with learning objectives including describing animal behaviors/structures and modeling food chains.
- Students will identify plant and animal characteristics, learn about life cycles through caring for caterpillars, and create posters and graphs.
- The unit will use project-based learning with hands-on activities like modeling food webs and playing an educational game.
- The teacher will provide support and monitor student progress throughout the interactive unit.
The document provides information about an upcoming 4th grade science unit on plants and animals:
- The two-week unit will focus on describing the interdependence of plants and animals, with learning objectives including describing animal behaviors/structures and modeling food chains.
- Students will identify plant and animal characteristics, learn about life cycles through raising caterpillars, and create posters and graphs.
- The unit will use project-based learning with hands-on activities like modeling food webs and playing an iPad game. The teacher will provide support and monitor student progress.
This presentation provides information about an upcoming 4th grade science unit on plants and animals that will last two weeks. [The unit will focus on] describing the interdependence of plants and animals, life cycles, food chains, and characteristics of organisms. Students will learn through activities like creating posters on animal behaviors/structures, observing caterpillar transformations, modeling food chains, and comparing plant and animal traits. The teacher will guide project-based learning activities and collect data to monitor student progress.
Claudia Maria Mazzanti: Living biological systems at school Brussels, Belgium
The document describes a research-based science curriculum designed by the author for middle school students aged 11-14 in Italy. The curriculum involves hands-on projects with living biological systems, including establishing an aquarium and breeding stick insects and silkworms. The projects aimed to improve student motivation and understanding of science concepts. Feedback from students indicated the hands-on learning helped improve their knowledge, confidence, and interest in science subjects.
This project aims to teach students about non-communicable diseases affecting their local community. Students will research diseases, conduct interviews, and create a multimedia presentation to educate their community. The project includes individual and group work over 13 days, with students researching diseases, setting up interviews, discussing findings, and presenting their work to the community at a forum. The goal is for students to gain knowledge about preventing and controlling diseases in an authentic learning experience.
This project focuses on teaching sustainability concepts across 7th, 8th, and 9th grade subjects. Students will learn about environmental sustainability, food sources, soil types, plant and insect life cycles. They will create group presentations, soil projects, and a collaborative garden plan infographic. To assess learning, teachers will evaluate students' content knowledge, skills, and application of concepts. The project will be implemented over several weeks, with initial lessons on sustainability basics and later lessons applying these concepts in geography, earth science, and life science. A sustainability fair will be held for students to showcase their work.
Project work, Field trips, Laboratory work, Journal writing, concept mapping,...DeepanshuYadav2
The key focus and desired outcomes for Project Work are:
1. Communication
2. Students can express their ideas clearly and effectively, both verbally and in written form.
3. Collaboration
4. Students can work as a team to achieve common goals.
5. Knowledge application
6. Students are able to make links across different areas of knowledge and to generate, develop and evaluate ideas and information related to the project.
7. Independent learning
8. Students are able to learn on their own, reflect on their learning and improve upon it.
Macro Teaching Bioscience Formats: Annual plan/ Unit plan and Lesson plan formats with samples. Helpful for Special B.ed (Intellectual disabilities) and regular B.ed course trainees. Macro teaching practical for teacher trainees can avail the formats accordingly.
The document provides information on macro-teaching and includes sample formats for annual plans, unit plans, and lesson plans related to teaching biology.
It begins with an overview of macro planning and includes annual plan, unit plan, and lesson plan formats. A sample annual plan for 9th standard biology is presented that lists academic standards and units to be covered over the year.
A sample unit plan is given for the unit on "Sense Organs" that provides the objectives, standards, subunits, activities and materials. Finally, a sample lesson plan is outlined in detail with objectives, standards, presentation steps, teacher and student activities and teaching learning materials for explaining the structure of the eye.
The document provides an overview of an upcoming science unit on the life cycle of plants. The unit will have students plant seeds, observe plant growth, and classify different types of plants. Students will be responsible for researching and recording information about their own plant and other plants, while teachers will check on student progress and parents can provide support. The unit aims to teach students about the steps of plant growth and classification of plants according to characteristics.
The document provides an overview of an upcoming science unit on the life cycle of plants. The unit will have students plant seeds, observe plant growth, and classify different types of plants. Students will be responsible for researching and recording information about their own plant and other plants, while teachers will check on student progress and parents can provide support. The unit aims to teach students about the steps of plant growth and classification of plants according to characteristics.
The document provides an overview of an upcoming science unit on the life cycle of plants. The unit will have students plant seeds, observe plant growth, and classify different types of plants. Students will be responsible for researching and recording information about their own plant and other plants, while teachers will check progress and parents can provide support. The unit aims to teach students about the steps of plant growth and classification of plants according to characteristics.
During this unit on plants and animals, students will explore their characteristics through experiments, research, and collaboration. They will learn to identify plants and animals by physical traits like color, shape, size, texture, and covering. Students will also describe survival traits of living things and classify plants and animals. By the end of the unit, students will understand plant development stages and habitat parts. They will identify fossils and the organisms they represent. Students will keep journals of fossils and draw pictures of their observations.
The document outlines the competencies and concepts taught in Quebec elementary and high school programs, including the use of an inquiry approach with 6 principles such as student observation, reasoning, and keeping experiment logs. It also discusses the role of teachers in guiding student learning through questions, discussions, and ensuring tasks are shared fairly within groups.
Similar to Cat 250 willow elementary school newsletter (20)
1. Willow Elementary School
Ms. O. Martin’s 4th Grade Class
Hello parents, students and members in the
community.
How Animals Survive Project
This newsletter is for specially designed classroom
projects Project duration five weeks.
Starting date 09/02/2012.
This Month’s Project is called Due date 10/09/2012.
Project requires that some
How Animals Survive materials be purchased to
safely work with animals,
such as hand sanitizer and
gloves.
Project will include two guest
lecturers.
Project will include one field
trip.
Some task will be completed
outside.
Students will learn to care for a classroom pet
rabbit while gaining insight on how certain
animals are able survive in the wild.
Students will also study about the diet type
that rabbits have and the different regions
and climates that they live in.
Page 1 of 8
2. The standards covered for this project.
4th Grade Science Standard 5.) Describe the interdependence of plants and
animals.
4th Grade Science Standard 6.) Classify animals as vertebrates or
invertebrates and as endotherms or ectotherms.
5th Grade Science Standard 7.) Identify common parts of plant and animal
cells, including the nucleus, cytoplasm, and cell membrane.
Objectives
Students gather information on blood cells in animals and note the differences
between those cells and plant cells.
Students will analyze how blood cells affect the heart in rabbits.
Students will gather information and discuss the type of diet rabbits have.
Students will learn and gather information on the different habitats of rabbits.
Student will gather information and hold discussions sessions about why rabbits
are located in certain areas.
Students will be able to explain the different hardships rabbits face to gather
food due to the region they live in.
Technology and leadership skills objectives.
Students learn to use power point excel as a way to organize the information
they collect.
Students learn to use Wiki pages to share information with other students.
Page 2 of 8
3. Project Questions
Students should ask themselves these questions
while completing the project. ?
Essential Question
How have species adapted to their environment?
Unit Questions
What is unique about rabbits between other animals?
How are some animals able to survive in cold climates?
Content Questions
Where are rabbits located?
What do rabbits eat?
Where do rabbits make their dens?
Page 3 of 8
4. Project guide
• The students will collect information and discuss the different abilities
that animals have to survive in the wild.
• Students will learn about the type of eating habits that rabbits have
and use the information they gather to correctly feed the classroom
pet rabbit.
• The student will go on a field trip to a local zoo.
• Students will attend two lectures in the classroom and have the
opportunity to ask questions about working as a zoologist and as a
veterinarian.
• Students will be asked to conduct interviews.
• Students will learn about the different regions that rabbits are found in.
• Students will learn and be able to discuss the differences between
living and non-living things.
• The students will learn how to take care for a pet animal by collecting
information on the type of living spaces rabbits live in and by fixing the
classroom pet rabbits pen area to meet those needs.
• Students will complete a final PowerPoint presentation to demonstrate
what they learned from the project.
Benefits of the Project
• The students will gain improved research skills by using new technology
tools.
• Students will be able to distinguish important information from
secondary information when working on essay papers and other
classroom assignments.
• Students will develop leadership skills by becoming familiar with
organizing group discussions and helping other students with tasks for
the project.
Page 4 of 8
5. Responsibility of the Teacher
• As the instructor it is my job:
• To ensure that the students are gaining skills and up to date
information about the necessary subjects, that will help them in their
current and future studies within the classroom.
• To ensure that the students are achieving the highest level in their
academic studies possible.
• To ensure that the students complete the project safely.
• To provide students the opportunity to explore career fields that may
interest them by having they complete tasks that relate to those
fields.
• To provide them with opportunities that will inspire them to continue
their academic studies.
Responsibility of the Parent
• To ensure that injuries are prevented while completing the project I
ask that you remind students that they will be working with a pet
animal and that they should not play roughly with it.
• If you child participates in the project I ask that you ensure that the
needed items for working safely with the pet rabbit are purchased
beforehand.
• I ask that you remind students to not only use the time working with
the pet rabbit to play with it, but learn from taking care of it, and that
it takes work and responsibility to raise it and ensure that it remains
healthy.
Page 5 of 8
6. Responsibility of the Student
• Students should come to class prepared to complete their tasks
for the project.
• Needed items to complete tasks should not be left at home on
school days.
• Time in the classroom is not for playing.
• Separate tasks that are to be completed at home should be
done on schedule so as not to delay to completion of the final
group project.
Project Based Learning
• Project based learning is a process where teachers encourage students
to have a greater part in what knowledge they gain about a classroom
topic.
• With this style of learning student become more independent in their
studies, they are encouraged to organize the information that they
collect.
• Students are encouraged to share the information that they learned
and collected with others by making presentation and by maintaining
webpages.
• The students are encouraged to ask more questions and to look for
answers to those questions by doing experiments, and holding
interviews with others who are experts in the field that they are learning
about.
Page 6 of 8
7. Project Based Learning Within this classroom
This style of learning will be used in this classroom to:
1. Familiarize students with new technology tools that can be used to work
collaboratively with others and to effectively share the information that
they gathered and learned, with other students.
2. Familiarize students with the process of conducting interviews.
3. Encourage students to work collaboratively with others while creating
charts and collecting information for presentations.
4. Help students find inspiration to continue their studies in the future.
5. Help students to find enjoyment in the process of studying.
Page 7 of 8
8. Contact Information
Please fill free to contact me if you have any questions
regarding the project or the class.
Office # 207
Office hours 5:00pm-6:00pm
Email: omail.com
Phone: 205-111-111
Page 8 of 8