I created this lecture for my Introduction to Zoology course for non-majors (university level). This lecture focuses on cellular metabolism and division.
I created this lecture for my Introduction to Zoology course for non-majors (university level). This lecture focuses on cellular metabolism and division.
Do you know what the key to finding the right apps for your classroom? The most important thing you can do is to look at your goals and objectives first. In this webinar, we will share tips and strategies for helping you design and develop standards-based lessons by looking at your objectives first. Then we will discuss how to search for the appropriate free and low-cost apps that will support student learning as iPads and the most suitable apps are integrated into the curriculum.
Biology: First lecture for Cell and Developmental Biology #bs1003 bs1003 Leic...Pat (JS) Heslop-Harrison
Prof Pat Heslop-Harrison's introduction to the 1st year Undergraduate Cell and Developmental Biology Course, BS1003, University of Leicester. See my blog post about what is needed in University teaching 1000 years after the first University on www.AoBBlog.com (That first University Lecture)
Do you know what the key to finding the right apps for your classroom? The most important thing you can do is to look at your goals and objectives first. In this webinar, we will share tips and strategies for helping you design and develop standards-based lessons by looking at your objectives first. Then we will discuss how to search for the appropriate free and low-cost apps that will support student learning as iPads and the most suitable apps are integrated into the curriculum.
Biology: First lecture for Cell and Developmental Biology #bs1003 bs1003 Leic...Pat (JS) Heslop-Harrison
Prof Pat Heslop-Harrison's introduction to the 1st year Undergraduate Cell and Developmental Biology Course, BS1003, University of Leicester. See my blog post about what is needed in University teaching 1000 years after the first University on www.AoBBlog.com (That first University Lecture)
Just Click on Below Link to Download This Course:
https://wiseamerican.us/product/bio-101-introduction-biology-tui/
BIO 101 MODULE 1 INTRODUCTION TO SCIENCE
BIO 101 MODULE 1 DISCUSSION
Discussion: Life’s Extreme Environments
Discussion Topic
Everything we know about life comes from studying our own planet. Recent discoveries about life forms in extreme environments have renewed scientists’ interest in looking for life elsewhere.
Just Click on Below Link To Download This Course:
https://mindsblow.com/product/bio-101-introduction-biology-tui/
BIO 101 MODULE 1 INTRODUCTION TO SCIENCE
BIO 101 MODULE 1 DISCUSSION
Discussion: Life’s Extreme Environments
Discussion Topic
Everything we know about life comes from studying our own planet. Recent discoveries about life forms in extreme environments have renewed scientists’ interest in looking for life elsewhere.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
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.
6. 6.1A-B, 6.2C-D, 6.3D, 6.4A6.12: Organisms & environments. The student knows all
organisms are classified into Domains & Kingdoms.
Organisms within these taxonomic groups share similar
characteristics which allow them to interact with the living &
nonliving parts of their ecosystem. The student is expected
to:
•6.12A: understand that all organisms are
composed of one or more cells.
•6.12D: identify the basic characteristics of
organisms, including prokaryotic or eukaryotic,
unicellular or multicellular, autotrophic or
heterotrophic, & mode of reproduction, that further
classify them in the currently recognized Kingdoms.
TEKS & Student expectations
Content TEKS Skills TEKS
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Understand: to know the meaning of
Identify: to know and say who someone is or what something is
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Understand: to know the meaning of
Identify: to know and say who someone is or what something is
8. Teacher Content support
Sexual vs. Asexual Reproduction
http://learn.genetics.utah.edu/content/variation/reproduction/
Autotrophs vs. Heterotrophs
http://www.diffen.com/difference/Autotroph_vs_Heterotroph
Differences between Unicellular and Multicellular Organisms
http://www.majordifferences.com/2013/10/unicellular-organism-vs-multicellular.html#.VL6bc2TF-wk
Types of Cells: http://202.114.65.51/fzjx/wsw/website/cellb/chapter1/cell_chapter1.html
TEDEd Video: The Wacky History of Cell Theory- Lauren Royal-Woods
http://ed.ted.com/lessons/the-wacky-history-of-cell-theory
NSTA Leaning Center- http://learningcenter.nsta.org/
Search Resources & Opportunities: cells
ScienceFusion Grade 6 Teacher Edition: Content Refresher: p. 748
9. Vertical alignment
5th
GRADE
•Observe the way organisms
live and survive in their
ecosystem by interacting
with the living and non-living
elements
6TH
GRADE
•6.12A: understand that all
organisms are composed of one
or more cells.
•6.12D: identify the basic
characteristics of organisms,
including prokaryotic or
eukaryotic, unicellular or
multicellular, autotrophic or
heterotrophic, & mode of
reproduction, that further
classify them in the currently
recognized Kingdoms.
7th
GRADE
•Differentiate between
structure & function in plant &
animal cell organelles,
including cell membrane, cell
wall, nucleus, cytoplasm,
mitochondrion, chloroplast, &
vacuole.
•Recognize that according to
cell theory all organisms are
composed of cells & cells
carry on similar functions
such as extracting energy
from food to sustain life.
10. • Organisms live and survive in an
ecosystem only if their needs are met.
• All the organisms and nonliving things in an
environment and how they interact with
one another form an ecosystem.
• Earth is divided into six areas called
biomes defined by climate: tropical rain
forest, deciduous forest, taiga, tundra,
desert, and grassland.
PRIOR LEARNING
13. Based on the data and distractors, what key points should teachers
emphasize during lessons?
• Living things/organisms are composed of cells.
• Characteristics of each of the kingdoms.
Presence of
Nucleus
1 or 2+ Cells Food
Mode of
Reproduction
Archaebacteria (No) Prokaryotic (1) Unicellular
Autotrophic &
Heterotrophic
Asexual
Eubacteria (No) Prokaryotic (1) Unicellular
Autotrophic &
Heterotrophic
Asexual
Protista (Yes) Eukaryotic
(1 & 2+) Unicellular &
Multicellular
Autotrophic &
Heterotrophic
Asexual
Fungi (Yes) Eukaryotic (2+) Multicellular Heterotrophic Asexual & Sexual
Plantae (Yes) Eukaryotic
(1 & 2+) Unicellular &
Multicellular
Autotrophic Asexual & Sexual
Animalia (Yes) Eukaryotic (2+) Multicellular Heterotrophic Sexual
14. Prokaryotic Eukaryotic Unicellular Multicellular
Unicellular &
Multicellular
Autotrophic Heterotrophic
Autotrophic &
Heterotrophic
Asexual Sexual
Asexual &
Sexual
Archaebacteria Protista Archaebacteria Fungi Protista Plantae Fungi Archaebacteria Archaebacteria Animalia Fungi
Eubacteria Fungi Eubacteria Animalia Plantae Animalia Eubacteria Eubacteria Plantae
Plantae Protista Protista
Animalia
These 2
kingdoms of
organisms do
NOT have a
nucleus.
These 2
kingdoms of
organisms are
unicellular.
Plants make
their own food.
Use process of
elimination when possible
based on these highlights.
15. Components of a good lesson plan
1. Engage Student Interest
2. Review/Scaffold to TEKS
3. Student-Centered Activities directly relating to the depth and complexity of the TEKS
• Labs, Activities, Videos
1. Organize and Practice Vocabulary
2. Reading & Comprehension Strategies
3. Writing Opportunities & Scaffolds
4. Daily Listening & Speaking Opportunities
5. Differentiation
6. Formative Assessment & Reteach
16. Embedded in lessons:
Engage Student Interest
• K-W-L Chart
• The Microscopic Cell & T-chart It!
• Discovery Education Video Clips: Introducing The Cell
• Journal Entry: A space probe sent to Mars has returned with
some rocks. There is a strange coloration on some of the
rocks that some scientists think could be some form of living
material. What characteristics might the scientists look for to
determine if it is alive? Does it matter if it is living or
nonliving? Why or why not?
• Rita Colwell Microbiologist Reading & Simple Solution
Questions
• Mathematical Biologist Reading & Why Cells R Little Question
• Stemscopes (6.12AB) Demonstration Presentation
• Think/Pair/Share: Zacharias Janssen is believed to have
invented the first simple, hand-held microscope in 1590 that
magnified images up to ten times. How do you think the
invention of the microscope has impacted science?
17. Embedded in lessons:
Review / Scaffold to TEKS
• ScienceSaurus: Cells p. 076,
Kingdoms p. 152-157,
Heterotrophs & Autotrophs p. 159,
Prokaryotes & Eukaryotes p. 160
• Study Jams Video: The Kingdoms
of Life
• BrainPop Video: Cells
• BrainPop Video: Classification
• BrainPop Video: Six Kingdoms
• ScienceFusion Unit 10, Lesson 1 &
2: Digital Lesson & Virtual Lab
19. Embedded in lessons:
Organize and Practice Vocabulary
• Microscope Safety & Parts
• Password/Taboo Review Game: Microscope Parts
• Prokaryotic & Eukaryotic Foldable
• Venn Diagram (Prokaryotic Vs. Eukaryotic)
• Modeling Clay A 3-D Representation & Journal Entry
(Unicellular Vs. Multicellular)
• Journal Entry: Root Words (Auto-, Hetero-, Troph-, &
A-)
• Vocabulary Acquisition: Discovery Education Video
Clip (Autotrophs-Heterotrophs) & Labeling A Graphic
• Venn Diagram: Autotrophic vs. Heterotrophic
• Foldable: Cell Concepts
• Kingdoms Presentation & Six Kingdoms Chart
20. Embedded in lessons:
Reading & Comprehension Strategies
• ScienceFusion: My Kingdom For A Eukaryote! P 610-611
• ScienceSaurus: Cells P. 076, Kingdoms P. 152-157,
Heterotrophs & Autotrophs P. 159, Prokaryotes &
Eukaryotes P. 160
• Rita Colwell Microbiologist Reading & Simple Solution
Questions
• Mathematical Biologist Reading & Why Cells R Little
Question
• What’s In A Name Reading & Questions
• Reader/Writer/Speaker Response Triads Students form
groups of three. One student reads the text aloud; one
writes the group’s reactions or responses to questions
about the text, a third reports the answers to the group.
After reporting to the group, the students switch roles.
• Embedded Active Reading Strategies & Visualize It!
21. Embedded in lessons:
Writing Opportunities & Scaffolds
• Cell Concepts Exit Ticket
• Journal Entries/Exit Tickets
• A space probe sent to Mars has returned with some rocks. There is a strange coloration on some of the rocks that some
scientists think could be some form of living material. What characteristics might the scientists look for to determine if it is
alive? Does it matter if it is living or nonliving? Why or why not?
• Students write a paragraph describing the most surprising discovery made while using the microscope.
• Display a prepared slide of a cell on the screen. Students write about what they think they are seeing.
• What was the most interesting thing you saw? How do the terms multicellular and unicellular apply to what you saw today?
What surprised you the most about what you saw today? Could you see any of the components inside the cells? If so,
describe them for us. What was the best magnification to use for viewing the cells? Why?
• What is the difference between sexual and asexual reproduction?
• How do scientists classify living things?
• You and a partner have discovered a new organism deep in an isolated pocket of the Amazon jungle. You think it can be
classified in the Bacteria kingdom, but your partner thinks that it belongs to the Plantae kingdom. How would you go about
gathering evidence to support your argument?
• Scaffolds: Sentence Frames, Word Bank, Think/Share/Write, Write/Share/Revise
23. • Special Education:
1. Mixed-Ability Partners
2. Class Chart
3. Summarizing
4. Mind Map
5. Sentence Frames
6. Pre-Teach
7. Shared Reading
8. Word Bank
9. 3-D Representation
10. Root Words
11. Modeling
12. Fill-in-the-Blank Chart
• English Language Learners:
1. Mixed-Ability Partners
2. Class Chart
3. T-Chart
4. Mind Map
5. Sentence Frames
6. Anchor of Support
7. Shared Reading
8. Word Bank
9. 3-D Representation
10. Root Words
11. Labeling a Graphic
12. Modeling
13. Essential Questions
Embedded in lessons:
Differentiation
24. • ScienceSaurus: Cells p. 076, Kingdoms p. 152-
157, Heterotrophs & Autotrophs p. 159,
Prokaryotes & Eukaryotes p. 160
• Study Jams Video: The Kingdoms of Life
• BrainPop Video: Cells
• BrainPop Video: Classification
• BrainPop Video: Six Kingdoms
• ScienceFusion Unit 10, Lesson 1 & 2: Digital
Lesson & Virtual Lab
• K-W-L Chart
• Journal Entries
• Exit Tickets
• Class Discussions
• Investigation Conclusions
• Password/Taboo Review Game: Microscope Parts
• Venn Diagram (Prokaryotic vs. Eukaryotic)
• Venn Diagram: Autotrophic vs. Heterotrophic
• Foldable: Cell Concepts
• Which Kingdom Do I Belong?
• BrainPop Video Quizzes
• Cells Quiz
Embedded in lessons:
Formative Assessment & Reteach
Formative Assessment Reteach Opportunities
25. Higher level questions
• “Research shows there’s a link between critical thinking skills and increased student achievement in the
classroom.” (Moore & Stanley, 2010)
• Higher level questions must be planned in order to be implemented effectively in the classroom.
• Levels of Questions
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing
Higher Level Questions.
28. Sample Unit questions
• A sample from this unit using the Daily Guiding Questions.
Knowledge Comprehension Application Analysis Synthesis Evaluate
What is a cell?
Which scientific
equipment is necessary
to view a cell?
How do scientists
classify things?
How do you properly use
and handle this
equipment?
What is the difference
between a prokaryotic
and a eukaryotic cell?
What is the difference
between a multicellular
and a unicellular
organism?
What is the difference
between autotrophic and
heterotrophic?
What is the difference
between sexual and
asexual reproduction?
How can you use the
branching diagram to tell
which plants produce
seeds?
How do organisms
interact with their
environment?
How might the
classification of protists
change in the future?
Find more information on
Euglena and sea spiders.
Hold a class debate on
how scientists should
classify the organisms.
29. Recommended Anchors of Support
• The Microscopic Cell T-Chart
• Microsoft Parts Diagram
• Prokaryotic & Eukaryotic Foldable
• Prokaryotic & Eukaryotic Venn Diagram
• Comparing Cells
• Labeling a Graphic: Autotrophic &
Heterotrophic
• Autotrophic & Heterotrophic Venn Diagram
• Cell Concepts Foldable
• Six Kingdoms Chart
30. Anchors of Support
Other Resources
•Interactive Word Wall- Current, working models with student contributions
• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf
• “Word walls can be arranged on cupboard doors or classroom walls, or hung from
the ceiling with wire and string.”
• “Maximum instructional potential and efficiency are achieved when interactive word-
wall construction is aligned with lessons and students are allowed to participate in
the process. As a result, walls are usually built over many days and are finished as
a unit nears completion. Word walls support units and are changed or replaced as
units change.”
• Interactive Word Walls Rubric: Next Slide
• ScienceFusion Textbook, Science Glossaries, Dual Language Science
Glossaries
What are the state standards for this Unit?
Deconstruct the TEKS: Verb, Noun, and Context
What does it mean to “understand”& “identify” something?
What should students know and be able to do?
This information is located on the CRM and the Teacher Lesson Page. The Teacher Lesson Page contains the specific prior learning for the specific TEKS for this Unit.
Edited from Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom
Edited from Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom
Edited from Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom
Guiding Questions are bold and italicized.
What are the essential vocabulary for the unit?Are all necessary vocabulary accounted for in the acquiring and practicing opportunities?