The document provides a lesson plan on the rotation of the Earth, with objectives to define rotation, explain what causes day and night, and illustrate a model showing day and night. It includes classroom rules, a review of the previous lesson, vocabulary activities, video presentations, group activities to reinforce concepts, and a formative assessment.
The document outlines a science lesson plan about the rotation of the Earth, with objectives to define rotation, explain the cause of day and night, and illustrate the model that shows day and night. It includes classroom rules, a review of the previous lesson, establishing the purpose by finding related words in a crossword puzzle, presenting examples of day and night activities, a video presentation, discussion questions, and a group activity to further explain the concepts.
The document outlines a lesson plan on the rotation of the Earth. It includes objectives, classroom rules, a review of previous lessons, activities on concepts like day and night, and an assessment of student understanding. Students work in groups on an activity explaining what causes day and night, then present their work, while the teacher evaluates group performance and student comprehension.
The document discusses a lesson plan about the rotation of the Earth. It includes learning objectives, activities, and assessments to teach students that the Earth's rotation on its axis causes day and night. Video, models with flashlights and globes, group assignments, and presentations are used to demonstrate how different parts of the Earth experience daylight and night as it spins daily. The rotation is responsible for variations in human activities between day and night times.
- The document discusses a science lesson about the rotation of the Earth and what causes day and night. It defines rotation, explains how the Earth rotates on its axis from west to east over 24 hours, and demonstrates this using a globe.
- Students participate in group activities where they explain the causes of day and night and identify daytime and nighttime activities. They also discuss what would happen if the Earth stopped rotating.
- The lesson evaluates students' understanding of concepts like rotation, day and night, and how different parts of the Earth experience day and night through the rotation. It assigns homework for students to describe how the Earth revolves around the sun.
The document provides questions, activities, and explanations about the movement of the Earth, including its rotation on its axis and revolution around the sun. It addresses topics like what causes day and night, how long a day is, differentiating between daytime and nighttime activities, and having students explain and demonstrate their understanding through group assignments and presentations.
The document outlines classroom rules for students to follow, including being kind, keeping hands to oneself, being respectful, listening to teachers, working hard, and raising your hand to speak. It also asks questions about hours in a day, time spent at school versus home versus sleeping, and the importance of getting enough sleep. Finally, it explains that the earth's rotation on its axis causes day and night, with daytime when an area faces the sun and nighttime when it faces away.
The document discusses the seasons of the Earth. It begins with an introduction to sea breezes and land breezes. It then covers a lesson on the seasons, including a video explaining how the Earth's tilt and revolution around the sun cause the seasons in the Northern and Southern Hemispheres. Students participate in hands-on activities using models of the Earth to illustrate how its axis and movement result in different seasons. They also complete tables to demonstrate their understanding. The importance of understanding seasons and the passage of time is emphasized.
The document provides a lesson plan on the rotation of the Earth, with objectives to define rotation, explain what causes day and night, and illustrate a model showing day and night. It includes classroom rules, a review of the previous lesson, vocabulary activities, video presentations, group activities to reinforce concepts, and a formative assessment.
The document outlines a science lesson plan about the rotation of the Earth, with objectives to define rotation, explain the cause of day and night, and illustrate the model that shows day and night. It includes classroom rules, a review of the previous lesson, establishing the purpose by finding related words in a crossword puzzle, presenting examples of day and night activities, a video presentation, discussion questions, and a group activity to further explain the concepts.
The document outlines a lesson plan on the rotation of the Earth. It includes objectives, classroom rules, a review of previous lessons, activities on concepts like day and night, and an assessment of student understanding. Students work in groups on an activity explaining what causes day and night, then present their work, while the teacher evaluates group performance and student comprehension.
The document discusses a lesson plan about the rotation of the Earth. It includes learning objectives, activities, and assessments to teach students that the Earth's rotation on its axis causes day and night. Video, models with flashlights and globes, group assignments, and presentations are used to demonstrate how different parts of the Earth experience daylight and night as it spins daily. The rotation is responsible for variations in human activities between day and night times.
- The document discusses a science lesson about the rotation of the Earth and what causes day and night. It defines rotation, explains how the Earth rotates on its axis from west to east over 24 hours, and demonstrates this using a globe.
- Students participate in group activities where they explain the causes of day and night and identify daytime and nighttime activities. They also discuss what would happen if the Earth stopped rotating.
- The lesson evaluates students' understanding of concepts like rotation, day and night, and how different parts of the Earth experience day and night through the rotation. It assigns homework for students to describe how the Earth revolves around the sun.
The document provides questions, activities, and explanations about the movement of the Earth, including its rotation on its axis and revolution around the sun. It addresses topics like what causes day and night, how long a day is, differentiating between daytime and nighttime activities, and having students explain and demonstrate their understanding through group assignments and presentations.
The document outlines classroom rules for students to follow, including being kind, keeping hands to oneself, being respectful, listening to teachers, working hard, and raising your hand to speak. It also asks questions about hours in a day, time spent at school versus home versus sleeping, and the importance of getting enough sleep. Finally, it explains that the earth's rotation on its axis causes day and night, with daytime when an area faces the sun and nighttime when it faces away.
The document discusses the seasons of the Earth. It begins with an introduction to sea breezes and land breezes. It then covers a lesson on the seasons, including a video explaining how the Earth's tilt and revolution around the sun cause the seasons in the Northern and Southern Hemispheres. Students participate in hands-on activities using models of the Earth to illustrate how its axis and movement result in different seasons. They also complete tables to demonstrate their understanding. The importance of understanding seasons and the passage of time is emphasized.
GRAMMAR
grammar, rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. The word grammar also denotes the study of these abstract features or a book presenting these rules.
grammar, rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. The word grammar also denotes the study of these abstract features or a book presenting these rules.
At a high level, the definition of grammar is a system of rules that allow us to structure sentences. It includes several aspects of the English language, like: Parts of speech (verbs, adjectives, nouns, adverbs, prepositions, conjunctions, modifiers, etc.)
1. The Earth revolves around the Sun in an elliptical orbit once every 365.25 days as it rotates on its tilted axis.
2. The tilt of the Earth's axis remains fixed as it orbits the Sun, causing the Northern and Southern Hemispheres to alternately face towards and away from the Sun over the course of a year.
3. When a hemisphere is tilted towards the Sun, it experiences summer, and the Sun appears higher in the sky, resulting in longer days. When tilted away, it experiences winter, and the Sun appears lower with shorter days.
The document is a science module that discusses how the tilt of the Earth's axis affects the length of daytime. It contains background information on the topic, example questions to assess understanding, and a lesson on how the tilt of the Earth's axis relates to variations in the length of daytime in different locations and seasons. The tilt of the Earth's axis at 23.5 degrees causes the length of daytime to vary from place to place and seasonally. When the North Pole tilts toward the Sun, locations in the Northern Hemisphere experience longer days and summer conditions, as they receive more direct sunlight.
The document outlines the objectives, content, learning resources, and procedures for a lesson on Earth's four major subsystems - atmosphere, geosphere, hydrosphere, and biosphere. The teacher will lead the class in an activity where students are divided into groups to watch a video and complete a concept map explaining the interconnection of the four subsystems. The lesson aims to help students identify, differentiate, and appreciate the importance of each subsystem and how they work together to sustain life on Earth.
The document discusses a classroom lesson on the rotation and revolution of the Earth. Students will sing a song about the seasons, describe the seasons in sentences, and answer questions on a KWL chart. They will be split into groups to demonstrate and explain how the Earth rotates and revolves using flashlights, balls, or body gestures. Key concepts covered are that the Earth rotates on its axis in 24 hours and revolves around the Sun, which causes the different seasons in different parts of the world.
This document discusses different forms of energy. It begins with an opening prayer and checking attendance for a class. Students are then split into groups to complete activities demonstrating different forms of energy, such as mixing fruits to demonstrate chemical energy, connecting batteries and wires to demonstrate electrical energy, and lighting candles to demonstrate light energy. The document asks questions about when energy is needed and examples of energy use from the day. It then provides examples of how people use energy for transportation, cooking, lighting, manufacturing, and space travel. The document concludes with a generalization section asking questions about different energy forms, how they are formed and used, why they are important, and how to conserve energy. An evaluation with an energy identification activity and assignment on the importance
This document provides information about locating places using latitude and longitude, including:
- It outlines a lesson on finding the latitude and longitude of the Philippines, describing lines of latitude and longitude and how to read them on a map.
- It discusses identifying the latitude and longitude of major cities and places around the world as well as exercises to practice determining coordinates.
- It covers locating the Philippines using surrounding landmasses and bodies of water, describing the geographic features north, south, east, and west of the archipelago.
This document provides classroom reminders and instructions for an earth science lesson. It reminds students to be respectful, follow directions, and do their best. It discusses the earth's rotation on its axis, which causes day and night and takes 24 hours. Students will do individual activities and present their work. The document reviews key points about the globe, axis, rotation, and revolution and has students identify true and false statements about these concepts. It assigns watching a video on the earth's revolution and describing it in 3 sentences.
The document provides resources and guidance for teaching a science unit on the reasons for the seasons. It includes state standards, lesson plan components, instructional strategies, activities, assessments, and accommodations for different learners. Key points emphasized include that the side of Earth facing the sun experiences day, and the side tilted toward the sun experiences summer. Teachers are advised to use models, videos and investigations to illustrate these concepts for students. Formative assessments are embedded to check understanding during the unit.
Students will work with a partner to complete a geography task where they explore resources to define geography, explain map projections, locate and name the seven continents and five oceans, identify countries within each continent, and research one country to share with the class. The activity is evaluated based on an organized plan, insightful research questions, delegated responsibilities, and knowledge of geography definitions and locations taught. The goal is to help students better understand the spatial organization and environments of Earth.
The daily lesson plan covers teaching students about the Earth's rotation and revolution over the course of a week. Each day focuses on a different learning objective related to these concepts. Activities include demonstrating how the Earth's rotation causes day and night using a globe and flashlight, and illustrating the Earth's revolution around the sun by tying a string to a pencil and moving it in a circular motion around a pushpin representing the sun. Formative assessments include multiple choice and true/false questions testing student understanding of concepts like seasons, day/night, and the Earth's movements.
Learning Unit. The Universe and the Solar System. First Year. PresentationROCIO YUSTE
Learning Unit. The Universe and the Solar System. First Year. Presentation. Unidad Didáctica, El universo y el sistema solar, para alumnos de primer curso de la ESO. Presentación.
This daily lesson log outlines a science teacher's plans to teach a grade 9 class about volcanoes over the course of a week. The lessons will cover classifying volcanoes, the effect of high temperature on gas formation, factors that affect volcanic eruptions, and the external parts of a volcano. Students will learn through group activities, videos, and a summative assessment on Friday to evaluate their understanding of the topic.
Uni session 2 communication for effective learning core level 6 clic(2)MariaElsam
This document discusses communication for effective science learning. It outlines different types of science investigations like fair tests, classifying, surveys, and exploring. It notes that some investigations encourage children to design their own methods and questions, while others are more directed by the teacher. Examples are given of investigations that are more illustrative versus more open-ended. The document also discusses effective ways to convey investigation findings, such as through recording, displaying results, and interpreting data. Overall it aims to help consolidate understanding of practical science activities and how to assess them.
This document provides guidance for a homeroom class module on self-discovery. It includes activities and discussion questions to help students explore their strengths, weaknesses, skills, interests, talents, abilities, values, and how the pandemic has affected their thoughts and feelings about themselves. The first activity has students write these things about themselves in different boxes. The second activity asks students to explain how their thoughts, feelings and beliefs can help determine appropriate behavior. It also includes discussion questions about the activities.
The document discusses reflection and the moon through two activities. In the first activity, students use a red reflector, orange reflector, and mirror with a flashlight to see which reflects light best. In the second "moon" activity, students use styrofoam balls to simulate the sun, earth, and moon to see the moon's reflection on earth. Observations are made with lights on and off. The document provides background on the moon's ability to reflect sunlight, allowing it to be seen at night.
This document outlines a lesson plan for teaching reading strategies like skimming, scanning, table completion, and note completion. It provides examples of passages and exercises for students to practice these skills. The lesson includes discussions of factors that influence happiness and friendliness in cities. Strategies are modeled for finding answers in texts and completing tables and notes in a limited number of words.
This two-week unit plan aims to teach 4th level students about the solar system. It will introduce key concepts like the elements of the solar system, and the differences between rotation and revolution. Students will be assessed on their understanding of these concepts, as well as their ability to locate places on maps and use graphic organizers. Lessons include matching activities, hands-on modeling, and simulations to demonstrate the movements of rotation and revolution. The plan provides learning objectives, teaching methods, resources, and assessment strategies to help students build on their prior knowledge of the solar system.
GRAMMAR
grammar, rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. The word grammar also denotes the study of these abstract features or a book presenting these rules.
grammar, rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. The word grammar also denotes the study of these abstract features or a book presenting these rules.
At a high level, the definition of grammar is a system of rules that allow us to structure sentences. It includes several aspects of the English language, like: Parts of speech (verbs, adjectives, nouns, adverbs, prepositions, conjunctions, modifiers, etc.)
1. The Earth revolves around the Sun in an elliptical orbit once every 365.25 days as it rotates on its tilted axis.
2. The tilt of the Earth's axis remains fixed as it orbits the Sun, causing the Northern and Southern Hemispheres to alternately face towards and away from the Sun over the course of a year.
3. When a hemisphere is tilted towards the Sun, it experiences summer, and the Sun appears higher in the sky, resulting in longer days. When tilted away, it experiences winter, and the Sun appears lower with shorter days.
The document is a science module that discusses how the tilt of the Earth's axis affects the length of daytime. It contains background information on the topic, example questions to assess understanding, and a lesson on how the tilt of the Earth's axis relates to variations in the length of daytime in different locations and seasons. The tilt of the Earth's axis at 23.5 degrees causes the length of daytime to vary from place to place and seasonally. When the North Pole tilts toward the Sun, locations in the Northern Hemisphere experience longer days and summer conditions, as they receive more direct sunlight.
The document outlines the objectives, content, learning resources, and procedures for a lesson on Earth's four major subsystems - atmosphere, geosphere, hydrosphere, and biosphere. The teacher will lead the class in an activity where students are divided into groups to watch a video and complete a concept map explaining the interconnection of the four subsystems. The lesson aims to help students identify, differentiate, and appreciate the importance of each subsystem and how they work together to sustain life on Earth.
The document discusses a classroom lesson on the rotation and revolution of the Earth. Students will sing a song about the seasons, describe the seasons in sentences, and answer questions on a KWL chart. They will be split into groups to demonstrate and explain how the Earth rotates and revolves using flashlights, balls, or body gestures. Key concepts covered are that the Earth rotates on its axis in 24 hours and revolves around the Sun, which causes the different seasons in different parts of the world.
This document discusses different forms of energy. It begins with an opening prayer and checking attendance for a class. Students are then split into groups to complete activities demonstrating different forms of energy, such as mixing fruits to demonstrate chemical energy, connecting batteries and wires to demonstrate electrical energy, and lighting candles to demonstrate light energy. The document asks questions about when energy is needed and examples of energy use from the day. It then provides examples of how people use energy for transportation, cooking, lighting, manufacturing, and space travel. The document concludes with a generalization section asking questions about different energy forms, how they are formed and used, why they are important, and how to conserve energy. An evaluation with an energy identification activity and assignment on the importance
This document provides information about locating places using latitude and longitude, including:
- It outlines a lesson on finding the latitude and longitude of the Philippines, describing lines of latitude and longitude and how to read them on a map.
- It discusses identifying the latitude and longitude of major cities and places around the world as well as exercises to practice determining coordinates.
- It covers locating the Philippines using surrounding landmasses and bodies of water, describing the geographic features north, south, east, and west of the archipelago.
This document provides classroom reminders and instructions for an earth science lesson. It reminds students to be respectful, follow directions, and do their best. It discusses the earth's rotation on its axis, which causes day and night and takes 24 hours. Students will do individual activities and present their work. The document reviews key points about the globe, axis, rotation, and revolution and has students identify true and false statements about these concepts. It assigns watching a video on the earth's revolution and describing it in 3 sentences.
The document provides resources and guidance for teaching a science unit on the reasons for the seasons. It includes state standards, lesson plan components, instructional strategies, activities, assessments, and accommodations for different learners. Key points emphasized include that the side of Earth facing the sun experiences day, and the side tilted toward the sun experiences summer. Teachers are advised to use models, videos and investigations to illustrate these concepts for students. Formative assessments are embedded to check understanding during the unit.
Students will work with a partner to complete a geography task where they explore resources to define geography, explain map projections, locate and name the seven continents and five oceans, identify countries within each continent, and research one country to share with the class. The activity is evaluated based on an organized plan, insightful research questions, delegated responsibilities, and knowledge of geography definitions and locations taught. The goal is to help students better understand the spatial organization and environments of Earth.
The daily lesson plan covers teaching students about the Earth's rotation and revolution over the course of a week. Each day focuses on a different learning objective related to these concepts. Activities include demonstrating how the Earth's rotation causes day and night using a globe and flashlight, and illustrating the Earth's revolution around the sun by tying a string to a pencil and moving it in a circular motion around a pushpin representing the sun. Formative assessments include multiple choice and true/false questions testing student understanding of concepts like seasons, day/night, and the Earth's movements.
Learning Unit. The Universe and the Solar System. First Year. PresentationROCIO YUSTE
Learning Unit. The Universe and the Solar System. First Year. Presentation. Unidad Didáctica, El universo y el sistema solar, para alumnos de primer curso de la ESO. Presentación.
This daily lesson log outlines a science teacher's plans to teach a grade 9 class about volcanoes over the course of a week. The lessons will cover classifying volcanoes, the effect of high temperature on gas formation, factors that affect volcanic eruptions, and the external parts of a volcano. Students will learn through group activities, videos, and a summative assessment on Friday to evaluate their understanding of the topic.
Uni session 2 communication for effective learning core level 6 clic(2)MariaElsam
This document discusses communication for effective science learning. It outlines different types of science investigations like fair tests, classifying, surveys, and exploring. It notes that some investigations encourage children to design their own methods and questions, while others are more directed by the teacher. Examples are given of investigations that are more illustrative versus more open-ended. The document also discusses effective ways to convey investigation findings, such as through recording, displaying results, and interpreting data. Overall it aims to help consolidate understanding of practical science activities and how to assess them.
This document provides guidance for a homeroom class module on self-discovery. It includes activities and discussion questions to help students explore their strengths, weaknesses, skills, interests, talents, abilities, values, and how the pandemic has affected their thoughts and feelings about themselves. The first activity has students write these things about themselves in different boxes. The second activity asks students to explain how their thoughts, feelings and beliefs can help determine appropriate behavior. It also includes discussion questions about the activities.
The document discusses reflection and the moon through two activities. In the first activity, students use a red reflector, orange reflector, and mirror with a flashlight to see which reflects light best. In the second "moon" activity, students use styrofoam balls to simulate the sun, earth, and moon to see the moon's reflection on earth. Observations are made with lights on and off. The document provides background on the moon's ability to reflect sunlight, allowing it to be seen at night.
This document outlines a lesson plan for teaching reading strategies like skimming, scanning, table completion, and note completion. It provides examples of passages and exercises for students to practice these skills. The lesson includes discussions of factors that influence happiness and friendliness in cities. Strategies are modeled for finding answers in texts and completing tables and notes in a limited number of words.
This two-week unit plan aims to teach 4th level students about the solar system. It will introduce key concepts like the elements of the solar system, and the differences between rotation and revolution. Students will be assessed on their understanding of these concepts, as well as their ability to locate places on maps and use graphic organizers. Lessons include matching activities, hands-on modeling, and simulations to demonstrate the movements of rotation and revolution. The plan provides learning objectives, teaching methods, resources, and assessment strategies to help students build on their prior knowledge of the solar system.
Similar to COT_PPT_SCIENCE 6_EARTH'S ROTATION BY MASTER TEACHER EVA CORVERA.pptx (20)
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
3. A GUIDE TO REACH OUR DESTINATION……..
A compass is
an instrument
used for
navigation
and orientation
that shows
direction
relative to the
geographical
cardinal
directions.
TRIVIA TIME
4. OBJECTIVES:
Knowledge:
1. Define what is rotation
2. Explain the cause of day and night
Skill:
1. Illustrate a model that shows day
and night
Attitude:
1. Work cooperatively with the group
5. CLASSROOM RULES:
1. Be kind, polite, and courteous to others.
2. Keep your hands and feet to yourself.
3. Be respectful of classmates, teachers,
and property.
4. Listen to the teacher and classmates, and
follow directions.
5. Work hard and always do your best.
6. Be safe.
7. Raise your hand when you would like to
speak in class, when leaving your seat or
if you need to leave the classroom for a
reason.
8. Be ready to take the consequences if you
break the rules.
6. REVIEWING PREVIOUS LESSON
What are two movements of the earth?
Using the diagram below, how does the Earth rotate on its axis?
Is it from east to west or west to east?
Is it clockwise or counterclockwise?
How many hours is one complete rotation or one day?
7. ESTABLISHING A PURPOSE FOR THE LESSON
(INTEGRATION OF VOCABULARY SKILLS)
Direction: Find the words related to the movement of the
earth in the given cross word puzzle. (8 words)
e r a d m u x b s p i n w
r o t a t i o n m p g l t
b f g y l e a s n w e s t
o r s e t m d s w q a f n
l v o n e - d a y v r x t
o p l r e t c x x g t j i
n i g h t a n i t o h b l
m g e r s t y s u g o i t
c x d k e a s t n r t u p
8. SELF-CHECK. BE HONEST TO CHECK YOUR ANSWERS.
e r a d m u x b s p i n w
r o t a t i o n m p g l t
b f g y l e a s n w e s t
o r s e t m d s w q a f n
l v o n e - d a y v r x t
s p l r e t c x x g t j i
n i g h t a n i t o h b l
m g e r s t y s u g o i t
c x d k e a s t n r t u p
9. PRESENTING EXAMPLES/INSTANCES OF THE NEW LESSON
Why are people more active during day time than night time?
Day Time Activities
Night Time
Activities
10. PRESENTING EXAMPLES/INSTANCES OF THE NEW LESSON
What makes day and night?
What makes our activities vary or change
during day time and night time?
What do you think is our lesson today base on
the diagram below?
Rotation
of the
Earth
12. BRIEF DISCUSSION ABOUT THE VIDEO CLIP
1. What is the video about?
2. Who are the characters in the video?
3. What are they doing in the first part?
4. Why do we wake up when it’s daylight?
5. What do you call the earth’s representation?
6. Can anybody locate the axis of the earth?
7. What is an axis?
8. What do you call the movement of the earth on
its axis?
9. How long does it take for the earth to make one
complete revolution?
10. What causes day and night?
13. DISCUSSING NEW CONCEPTS AND PRACTICING NEW SKILLS #1
(INTEGRATION OF NUMERACY SKILLS)
(Furthering the knowledge of the Earth’s rotation through an improvised
model-the globe and a flashlight)
1. We have here a globe and a flashlight.
2. We need three volunteers to illustrate to us the
following:
1. 1. Show us the correct direction on
2. how the earth rotates on its axis.
3. 2. Explain what causes day and night.
4. 3. What makes day ?
5. 4. What makes night?
14. INTEGRATION OF NUMERACY /HEALTH AND HOTS (HIGHER ORDER THINKING SKILLS
1. How many hours are there in one complete
rotation or one day?
2. How many hours do you spend in school?
3. How many hours do you spend at home?
4. How many hours do you spend sleeping?
5. What is the right amount of sleeping hours do
children need in order to be healthy?
6. Is it good to stay awake during late night? Why?
7. Why is sleeping in the right number of hours
important?
15. DISCUSSING NEW CONCEPTS AND PRACTICING NEW SKILLS #2
(INTEGRATION OF POSITIVE & NON-VIOLENT DISCIPLINE AND DIFFERENTIATED/TIERED ACTIVITY)
Group Activity-Directions:
1. Group yourselves into four.
2. Choose your leader.
3. The leader gets the activity sheets from the
teacher.
4. Go to your respective area assigned to you.
5. Begin doing the activity following the group
standards.
6. Be mindful of the rubrics presented.
7. Finish in ten minutes, then present your
output in less than 3 minutes.
17. Direction: Assess your group performance in
accomplishing the task provided.
1 - Major Difficulty 2 - Requires Improvement
3 - Good 4 - Very Good 5 - Exemplary
Description Ratings
1. All members take part in the group
activities.
1 2 3 4 5
2. Members agree and supports with each
other.
1 2 3 4 5
3. Group members keep on the assigned
task.
1 2 3 4 5
4. Group members practice collaborative
skills.
1 2 3 4 5
5. Group members perform well as a whole.
1 2 3 4 5
Rubric in Assessing Group Performance in Simple
Science Activity (Group-Assessment)
18. GROUP ACTIVITY
Group 1 – Explaining the Cause of Day and Night
EXPLAIN THE CAUSE OF DAY AND NIGHT
1. Fill in the blank.
The light comes from the _______.
The light shines on our planet _______________.
Every day the earth _________ around its __________.
When the sun shines on us it is _________________.
When we face away from the sun it is _________________________.
2. Label and color the picture to show where it is day and where it is night.
Earth sun axis daytime
rotates/spins night time
22. DEVELOPING MASTERY (LEADS TO FORMATIE ASSESSMENT 3)
Group Presentation/Reporting
Assessment of the Group Activity
23. FINDING PRACTICAL APPLICATIONS OF CONCEPTS AND SKILLS IN DAILY LIVING
(INTEGRATION OF HOTS, PREDICTING OUTCOMES & CAUSE & EFFECT RELATIONSHIP)
1. What might happen if the earth does not
rotate?
2. What effects might it bring to the earth itself,
to the people and other living organism on it,
to the temperature, etc.
24. MAKING GENERALIZATIONS AND ABSTRACTIONS ABOUT THE LESSON
1. What is rotation?
(It is the spinning or movement of the Earth on its
axis from west to east and completed in 24 hours or
1 day.)
2. What causes day and night?
(The rotation of the Earth on its axis causes day
and night.)
3. Did you show cooperation with your group in
the activity?
4. Why is cooperation important in a group
activity?
25. FORMATIVE EVALUATION
Direction: In a ¼ sheet of paper, write TRUE if the
statement is correct and FALSE if it is wrong.
1. Rotation of the Earth causes night and day.
2. It takes one year or 365 & ¼ days for the Earth to
rotate completely on its axis.
3. Different parts of the Earth experience day and
night because the Earth is rotating on its axis.
4. When the sun shines on the part of the Earth, that
part is night time.
5. The activities of people on the different parts of the
Earth differ during day time and night time.
26. ANSWER KEY
1. Rotation of the Earth causes night and day.
(True)
2. It takes one year or 365 & ¼ days for the
Earth to rotate completely on its axis. (False)
3. Different parts of the Earth experience day
and night because the Earth is rotating on its
axis. (True)
4. When the sun shines on the part of the
Earth, that part is night time. (False)
5. The activities of people on the different parts
of the Earth differ during day time and night
27. MONITORING AND RECORDING OF
SCORES
How many got 5?__, 4?__, 3?__, 2?__, 1?__
Out of 37 pupils, ___ got 80% of the test.
Out of 37 pupils __ got below 80% of the
test.
28. ADDITIONAL ACTIVITIES FOR APPLICATION OR REMEDIATION
Assignment:
Direction:
Watch the following in You Tube, then
describe in 3 sentences how the
earth revolves around the sun.
Title: Revolution of Earth
https://www.youtube.com/watch?v=nmRov
ZP7G2w