This is the power point presentation for the Terrarium lesson that I taught in Science class. Several of you had ask me about it and I thought I would share it with you. Good Luck!
Edited Evidence of student work progression - Jtamara hope
1) The student was able to actively participate in lessons about erosion and its effects on the Earth's surface. This included conducting investigations on how water impacts sand and soil.
2) The student demonstrated understanding of key science concepts by explaining how different landscapes affected erosion. She recognized that plants minimized erosion the most by absorbing water before minerals could be taken away.
3) The student designed an investigation strategy to minimize erosion and showed developing skills in identifying variables and forming investigable questions based on prior lessons.
The document outlines the K-12 Science Curriculum Guide for the Philippines' Department of Education. It presents the conceptual framework, which aims to develop scientific literacy to prepare students to make informed decisions. The curriculum integrates science, technology, and society, and promotes skills like problem-solving, environmental stewardship, and effective communication. It is designed to develop scientific and technological literacy through understanding concepts, performing processes, and demonstrating scientific attitudes and values. The curriculum covers concepts in life science, physics, chemistry, and earth science from K-3 to grades 10-12 in spiral progression.
The K to 12 science curriculum aims to develop scientific literacy and productive members of society. It will provide learners with skills important for work and the knowledge economy. The curriculum covers three domains of learning science: understanding and applying knowledge, performing scientific processes and skills, and developing scientific attitudes and values. It uses approaches like multi/interdisciplinary learning and problem/issue-based learning. The curriculum presents concepts and skills with increasing complexity from grade to grade in a spiral progression.
This document contains a weekly lesson plan for a 4th grade science class. The lesson plan covers the week of September 6-10 and focuses on teaching students about the states of matter and comparing/contrasting the physical properties of different objects. Each day covers a different TEKS objective and has assigned instructional strategies, materials, and activities. The objectives for the week are to identify the states of matter and their properties, compare/contrast objects through observable physical properties, explain the physical properties of matter by comparing two objects, and predict changes caused by heating and cooling.
Teachers designed an inquiry-based science program for students to learn about climate change and ecology. The program involved students doing hands-on science to learn about topics like glaciers and the environment. Teachers selected appropriate science content and tailored curricula to match students' interests, knowledge, and abilities based on national science standards.
Laura Robisky-Sligh is seeking a position as a full time science teacher. She has over 15 years of experience teaching various science courses at the high school level in New York and Florida. She holds teaching certifications in Earth Science, General Science, Biology, Chemistry, and Physics. Her experience includes developing curriculum, administering labs, coaching sports teams, and advising student clubs. She has a Master's degree in Environmental Science and a Bachelor's degree in Biology.
This curriculum map outlines the units, goals, and lessons for a 5th grade science class. The units cover animals and plants, and matter and energy. The goals are to instill values like cooperation and respect for nature, and develop concepts in taxonomy, biology, and the properties of materials. Lessons include classifying vertebrates and invertebrates, the process of photosynthesis, mixtures and solutions, static electricity, and simple machines. Assessments include quizzes, homework, activities, and tests to evaluate students' understanding of key concepts. The curriculum aims to help students understand the complexity of the natural world and relate their learning to everyday life.
The document discusses the importance of correlating science with other subjects like language, geography, history, geology, music, craft, and life/environment. It provides examples of how each subject can be correlated with concepts in science. For example, geography is correlated with science through concepts like climate, seasons, and instruments. The conclusion emphasizes that correlating subjects helps students organize knowledge and apply it to life better than learning subjects in isolation. Overall, the document makes the case that an effective science education takes advantage of correlations between science and other areas of study.
Edited Evidence of student work progression - Jtamara hope
1) The student was able to actively participate in lessons about erosion and its effects on the Earth's surface. This included conducting investigations on how water impacts sand and soil.
2) The student demonstrated understanding of key science concepts by explaining how different landscapes affected erosion. She recognized that plants minimized erosion the most by absorbing water before minerals could be taken away.
3) The student designed an investigation strategy to minimize erosion and showed developing skills in identifying variables and forming investigable questions based on prior lessons.
The document outlines the K-12 Science Curriculum Guide for the Philippines' Department of Education. It presents the conceptual framework, which aims to develop scientific literacy to prepare students to make informed decisions. The curriculum integrates science, technology, and society, and promotes skills like problem-solving, environmental stewardship, and effective communication. It is designed to develop scientific and technological literacy through understanding concepts, performing processes, and demonstrating scientific attitudes and values. The curriculum covers concepts in life science, physics, chemistry, and earth science from K-3 to grades 10-12 in spiral progression.
The K to 12 science curriculum aims to develop scientific literacy and productive members of society. It will provide learners with skills important for work and the knowledge economy. The curriculum covers three domains of learning science: understanding and applying knowledge, performing scientific processes and skills, and developing scientific attitudes and values. It uses approaches like multi/interdisciplinary learning and problem/issue-based learning. The curriculum presents concepts and skills with increasing complexity from grade to grade in a spiral progression.
This document contains a weekly lesson plan for a 4th grade science class. The lesson plan covers the week of September 6-10 and focuses on teaching students about the states of matter and comparing/contrasting the physical properties of different objects. Each day covers a different TEKS objective and has assigned instructional strategies, materials, and activities. The objectives for the week are to identify the states of matter and their properties, compare/contrast objects through observable physical properties, explain the physical properties of matter by comparing two objects, and predict changes caused by heating and cooling.
Teachers designed an inquiry-based science program for students to learn about climate change and ecology. The program involved students doing hands-on science to learn about topics like glaciers and the environment. Teachers selected appropriate science content and tailored curricula to match students' interests, knowledge, and abilities based on national science standards.
Laura Robisky-Sligh is seeking a position as a full time science teacher. She has over 15 years of experience teaching various science courses at the high school level in New York and Florida. She holds teaching certifications in Earth Science, General Science, Biology, Chemistry, and Physics. Her experience includes developing curriculum, administering labs, coaching sports teams, and advising student clubs. She has a Master's degree in Environmental Science and a Bachelor's degree in Biology.
This curriculum map outlines the units, goals, and lessons for a 5th grade science class. The units cover animals and plants, and matter and energy. The goals are to instill values like cooperation and respect for nature, and develop concepts in taxonomy, biology, and the properties of materials. Lessons include classifying vertebrates and invertebrates, the process of photosynthesis, mixtures and solutions, static electricity, and simple machines. Assessments include quizzes, homework, activities, and tests to evaluate students' understanding of key concepts. The curriculum aims to help students understand the complexity of the natural world and relate their learning to everyday life.
The document discusses the importance of correlating science with other subjects like language, geography, history, geology, music, craft, and life/environment. It provides examples of how each subject can be correlated with concepts in science. For example, geography is correlated with science through concepts like climate, seasons, and instruments. The conclusion emphasizes that correlating subjects helps students organize knowledge and apply it to life better than learning subjects in isolation. Overall, the document makes the case that an effective science education takes advantage of correlations between science and other areas of study.
The document provides information on the K to 12 Science Curriculum for grades 3 to 10 in the Philippines. It outlines the conceptual framework, which aims to develop scientific literacy to prepare learners to make informed decisions. The curriculum recognizes the role of science and technology in everyday life. It also provides the core learning area standard, key stage standards for different grade levels, and grade-level standards for Kindergarten to Grade 4. The curriculum is learner-centered and inquiry-based, emphasizing the use of evidence and presenting concepts with increasing complexity from grade to grade.
The document provides an overview of the K to 12 Science Curriculum Guide for the Philippines' Department of Education. It outlines the conceptual framework, core learning area standards, key stage standards by grade level, sequencing of domains/strands per quarter, and spiralling of concepts from Grades 3 to 10. The goal is to develop scientific literacy among learners to prepare them to make informed decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The document discusses the importance of correlating science with other subjects like language, geography, history, geology, music, craft, and life/environment. It provides examples of how each subject can be correlated with concepts in science. For example, geography is correlated with science through topics like climate and seasons. The document emphasizes that science should not be taught in isolation and that correlating it with other subjects helps students understand interrelationships and apply their knowledge to solve practical problems. Effective learning requires taking full advantage of correlations between subjects.
The document provides background information on a Year 6 science class that will be studying energy and matter. It describes the 24 students in the class and their interest in science. It outlines the intended learning outcomes for the unit, which will have the students explore energy as it relates to physical and chemical changes, different energy sources and transfers, and sustainability. The unit aims to develop the students' science inquiry skills through hands-on experiments using the 5E instructional model.
This document outlines the curriculum, units, supplies needed, daily procedures, classroom rules, and expectations for an 8th grade science class. The curriculum directly relates to state and district standards, with units presented according to a district timeline to prepare students for standardized testing. Topics covered include heredity, adaptations, the scientific method, forces and motion, and chemistry. Students are expected to be on time, bring required materials, and participate in classroom assignments. Necessary supplies include paper, notebooks, folders, binders, pencils, pens, and colored pencils. Classroom rules require students to be on time, bring materials, raise their hand before speaking or moving, follow directions, and keep their body parts to
George Watts Montessori School Edible Garden Primary Lessons for Classroom & Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document summarizes the Year 1 science curriculum. It outlines the goal of developing students' interest in science and acquiring scientific skills and knowledge. The curriculum is organized into two parts covering living things and the world around us. Each part includes learning areas, objectives, suggested learning activities, learning outcomes, and vocabulary. The curriculum introduces basic science process skills and aims to nurture values like curiosity, objectivity, and environmental responsibility. Student understanding is assessed through observation, work products, and questioning.
This document provides information about an ecosystems unit being taught to students. The unit will explore different ecosystems through class activities and a student project where they explore their local ecosystem. Students will answer questions about problems facing ecosystems and how ecosystems are similar and different. The goals are for students to meet standards, gain hands-on experience with ecosystems, use critical thinking to address ecosystem problems, and understand human impacts on the environment. The project requires students to describe and illustrate the living and non-living parts of their study ecosystem.
This document is a syllabus for an Earth Science class taught by James Dunn during the 2012-2013 second trimester. It outlines general course information, grading policies, classroom expectations, required supplies, and the planned course schedule and topics to be covered each week. Grades will be based on assignments, labs, projects, quizzes and a final exam worth 14% of the overall grade. Late work will be accepted with a 10% deduction per day. Cheating will result in a zero grade. Students are expected to treat others with respect and follow all school policies.
The lesson plans are for a physical science class at Hudson High School during the week of December 16th to 20th. The unit focuses on chemical reactions, acids, bases, and solutions. Students will learn about the five general types of chemical reactions, factors that affect reaction rates, and the differences between endothermic and exothermic reactions. The week includes a presentation on chemical mining, a study guide for an upcoming test, taking the test, answering questions through a mythbusters video, and ending with a jeopardy game on chemical reactions.
This document discusses the benefits of outsourcing administrative tasks through a virtual assisting partnership, including saving time by having others complete mailings, spreadsheets, and newsletters off-site, saving money by only paying contractors when they are working rather than paying benefits for in-house employees, and gaining flexibility to meet goals and adapt to changes while having on-call support without the hassle of additional staff. It encourages contacting the owner of Office Solutions ME to learn more about how outsourcing can save time, money, and provide better results.
The document discusses cultural traditions passed down from the author's ancestors in Mexico, including celebrating Día de los Muertos and making offerings to deceased family members. It also mentions a family story about the author's grandmother hiding during a war to avoid being taken by soldiers. Traditional Mexican foods like mole and rice with tortillas that come from the author's home state of Hidalgo are noted as being part of the cultural heritage.
This document provides a basic user guide to Twitter, explaining what Twitter is, how to use various Twitter features such as tweets, followers, following, direct messages, retweets, hashtags, lists, and platforms. It discusses how to get started on Twitter by creating a profile and account, and encourages following the author's Twitter account.
The document contains details about various trade show booth rentals and purchases for different clients over multiple years, including the client name, event, location, booth size, and whether it was a rental or purchase. Locations include Atlanta, Las Vegas, Denver, Boston, Cleveland, Orlando, Austin, and Washington D.C. Booth sizes ranged from 10x10 feet to 40x40 feet. The majority were rentals but some were purchases. Events included waste, aviation, education, and technology trade shows.
The document discusses several cultural traditions that the author received from their ancestors in Guatemala, including traditional handmade clothing, important food dishes like pepian, and celebrations like Independence Day. It also mentions being proud of the Guatemalan singer Ricardo Arjona and shares a family story about hundreds of Guatemalan children being adopted and stolen during the country's civil war in the 1980s.
The document outlines a first grade science curriculum that is aligned with national standards. It focuses on developing students' skills in asking questions, making observations, and conducting simple investigations about patterns in nature. The curriculum covers earth science topics like weather and seasons, physical science topics like sound and magnets, and life science topics like the basic needs of plants and animals. It emphasizes hands-on, inquiry-based learning and using tools to explore scientific concepts.
The document provides information on several lesson plans related to ecology and the boreal forest. The first lesson plan involves succession in the boreal forest and includes a three day plan involving an introduction, field trip, and follow up. The second plan involves having students collect living organism samples over multiple days to create a display. The third plan focuses on fire safety and having students evaluate home properties in the village for fire risk. The final plan describes having students sample and compare microbes from different environments under microscopes.
Biology – the living world seminar presentationMichael Botting
This document outlines a biology unit plan for year 7 students focusing on classification of living things. It includes 3 assessment tasks: 1) observing slaters to form and test a hypothesis, 2) classifying animals and creating a dichotomous key, and 3) researching a feral species' impact. The unit aims to engage diverse learners through hands-on activities while meeting science curriculum outcomes. Assessment tasks incorporate different learning styles and abilities.
This document contains four weekly lesson plans for an Earth and Life science class in the 11th grade. The first week focuses on theories of the origin of the universe, including activities to introduce concepts and a diagnostic test. The third week covers the unique properties of Earth and how it supports life, including characterizing the planets and explaining Earth's subsystems. Minerals and rocks are the topics for the second half of the third week, with activities on identifying physical properties and classifying minerals and rock types. The fourth week continues examining minerals and rocks, focusing on relationships between rock types, origins, and formation processes.
This chapter discusses students' misconceptions in science and how to overcome them. It identifies two main types of misconceptions: preconceptions and school-made misconceptions. Preconceptions are ideas developed by students through their own observations, which often align with historical scientific concepts. School-made misconceptions arise due to inappropriate teaching methods. The chapter provides examples of common student preconceptions in topics like the sun-earth relationship and where wood comes from. It also examines school-made misconceptions that can form regarding concepts like salt dissolution and the nature of chemical reactions. Overcoming misconceptions requires understanding students' perspectives, engaging them in experiments, and ensuring proper use of scientific language and terminology.
This chapter discusses students' misconceptions in science and how to overcome them. It identifies two main types of misconceptions: preconceptions and school-made misconceptions. Preconceptions are ideas developed by students through their own observations, which often align with historical scientific concepts. School-made misconceptions arise due to inappropriate teaching methods. The chapter provides examples of common student preconceptions in topics like the sun-earth relationship and where wood comes from. It also examines school-made misconceptions that can form regarding concepts like salt dissolution and the nature of chemical reactions. Overcoming misconceptions requires understanding students' perspectives, engaging them in experiments, and ensuring clear explanation of scientific terminology.
The document provides information on the K to 12 Science Curriculum for grades 3 to 10 in the Philippines. It outlines the conceptual framework, which aims to develop scientific literacy to prepare learners to make informed decisions. The curriculum recognizes the role of science and technology in everyday life. It also provides the core learning area standard, key stage standards for different grade levels, and grade-level standards for Kindergarten to Grade 4. The curriculum is learner-centered and inquiry-based, emphasizing the use of evidence and presenting concepts with increasing complexity from grade to grade.
The document provides an overview of the K to 12 Science Curriculum Guide for the Philippines' Department of Education. It outlines the conceptual framework, core learning area standards, key stage standards by grade level, sequencing of domains/strands per quarter, and spiralling of concepts from Grades 3 to 10. The goal is to develop scientific literacy among learners to prepare them to make informed decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The document discusses the importance of correlating science with other subjects like language, geography, history, geology, music, craft, and life/environment. It provides examples of how each subject can be correlated with concepts in science. For example, geography is correlated with science through topics like climate and seasons. The document emphasizes that science should not be taught in isolation and that correlating it with other subjects helps students understand interrelationships and apply their knowledge to solve practical problems. Effective learning requires taking full advantage of correlations between subjects.
The document provides background information on a Year 6 science class that will be studying energy and matter. It describes the 24 students in the class and their interest in science. It outlines the intended learning outcomes for the unit, which will have the students explore energy as it relates to physical and chemical changes, different energy sources and transfers, and sustainability. The unit aims to develop the students' science inquiry skills through hands-on experiments using the 5E instructional model.
This document outlines the curriculum, units, supplies needed, daily procedures, classroom rules, and expectations for an 8th grade science class. The curriculum directly relates to state and district standards, with units presented according to a district timeline to prepare students for standardized testing. Topics covered include heredity, adaptations, the scientific method, forces and motion, and chemistry. Students are expected to be on time, bring required materials, and participate in classroom assignments. Necessary supplies include paper, notebooks, folders, binders, pencils, pens, and colored pencils. Classroom rules require students to be on time, bring materials, raise their hand before speaking or moving, follow directions, and keep their body parts to
George Watts Montessori School Edible Garden Primary Lessons for Classroom & Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document summarizes the Year 1 science curriculum. It outlines the goal of developing students' interest in science and acquiring scientific skills and knowledge. The curriculum is organized into two parts covering living things and the world around us. Each part includes learning areas, objectives, suggested learning activities, learning outcomes, and vocabulary. The curriculum introduces basic science process skills and aims to nurture values like curiosity, objectivity, and environmental responsibility. Student understanding is assessed through observation, work products, and questioning.
This document provides information about an ecosystems unit being taught to students. The unit will explore different ecosystems through class activities and a student project where they explore their local ecosystem. Students will answer questions about problems facing ecosystems and how ecosystems are similar and different. The goals are for students to meet standards, gain hands-on experience with ecosystems, use critical thinking to address ecosystem problems, and understand human impacts on the environment. The project requires students to describe and illustrate the living and non-living parts of their study ecosystem.
This document is a syllabus for an Earth Science class taught by James Dunn during the 2012-2013 second trimester. It outlines general course information, grading policies, classroom expectations, required supplies, and the planned course schedule and topics to be covered each week. Grades will be based on assignments, labs, projects, quizzes and a final exam worth 14% of the overall grade. Late work will be accepted with a 10% deduction per day. Cheating will result in a zero grade. Students are expected to treat others with respect and follow all school policies.
The lesson plans are for a physical science class at Hudson High School during the week of December 16th to 20th. The unit focuses on chemical reactions, acids, bases, and solutions. Students will learn about the five general types of chemical reactions, factors that affect reaction rates, and the differences between endothermic and exothermic reactions. The week includes a presentation on chemical mining, a study guide for an upcoming test, taking the test, answering questions through a mythbusters video, and ending with a jeopardy game on chemical reactions.
This document discusses the benefits of outsourcing administrative tasks through a virtual assisting partnership, including saving time by having others complete mailings, spreadsheets, and newsletters off-site, saving money by only paying contractors when they are working rather than paying benefits for in-house employees, and gaining flexibility to meet goals and adapt to changes while having on-call support without the hassle of additional staff. It encourages contacting the owner of Office Solutions ME to learn more about how outsourcing can save time, money, and provide better results.
The document discusses cultural traditions passed down from the author's ancestors in Mexico, including celebrating Día de los Muertos and making offerings to deceased family members. It also mentions a family story about the author's grandmother hiding during a war to avoid being taken by soldiers. Traditional Mexican foods like mole and rice with tortillas that come from the author's home state of Hidalgo are noted as being part of the cultural heritage.
This document provides a basic user guide to Twitter, explaining what Twitter is, how to use various Twitter features such as tweets, followers, following, direct messages, retweets, hashtags, lists, and platforms. It discusses how to get started on Twitter by creating a profile and account, and encourages following the author's Twitter account.
The document contains details about various trade show booth rentals and purchases for different clients over multiple years, including the client name, event, location, booth size, and whether it was a rental or purchase. Locations include Atlanta, Las Vegas, Denver, Boston, Cleveland, Orlando, Austin, and Washington D.C. Booth sizes ranged from 10x10 feet to 40x40 feet. The majority were rentals but some were purchases. Events included waste, aviation, education, and technology trade shows.
The document discusses several cultural traditions that the author received from their ancestors in Guatemala, including traditional handmade clothing, important food dishes like pepian, and celebrations like Independence Day. It also mentions being proud of the Guatemalan singer Ricardo Arjona and shares a family story about hundreds of Guatemalan children being adopted and stolen during the country's civil war in the 1980s.
The document outlines a first grade science curriculum that is aligned with national standards. It focuses on developing students' skills in asking questions, making observations, and conducting simple investigations about patterns in nature. The curriculum covers earth science topics like weather and seasons, physical science topics like sound and magnets, and life science topics like the basic needs of plants and animals. It emphasizes hands-on, inquiry-based learning and using tools to explore scientific concepts.
The document provides information on several lesson plans related to ecology and the boreal forest. The first lesson plan involves succession in the boreal forest and includes a three day plan involving an introduction, field trip, and follow up. The second plan involves having students collect living organism samples over multiple days to create a display. The third plan focuses on fire safety and having students evaluate home properties in the village for fire risk. The final plan describes having students sample and compare microbes from different environments under microscopes.
Biology – the living world seminar presentationMichael Botting
This document outlines a biology unit plan for year 7 students focusing on classification of living things. It includes 3 assessment tasks: 1) observing slaters to form and test a hypothesis, 2) classifying animals and creating a dichotomous key, and 3) researching a feral species' impact. The unit aims to engage diverse learners through hands-on activities while meeting science curriculum outcomes. Assessment tasks incorporate different learning styles and abilities.
This document contains four weekly lesson plans for an Earth and Life science class in the 11th grade. The first week focuses on theories of the origin of the universe, including activities to introduce concepts and a diagnostic test. The third week covers the unique properties of Earth and how it supports life, including characterizing the planets and explaining Earth's subsystems. Minerals and rocks are the topics for the second half of the third week, with activities on identifying physical properties and classifying minerals and rock types. The fourth week continues examining minerals and rocks, focusing on relationships between rock types, origins, and formation processes.
This chapter discusses students' misconceptions in science and how to overcome them. It identifies two main types of misconceptions: preconceptions and school-made misconceptions. Preconceptions are ideas developed by students through their own observations, which often align with historical scientific concepts. School-made misconceptions arise due to inappropriate teaching methods. The chapter provides examples of common student preconceptions in topics like the sun-earth relationship and where wood comes from. It also examines school-made misconceptions that can form regarding concepts like salt dissolution and the nature of chemical reactions. Overcoming misconceptions requires understanding students' perspectives, engaging them in experiments, and ensuring proper use of scientific language and terminology.
This chapter discusses students' misconceptions in science and how to overcome them. It identifies two main types of misconceptions: preconceptions and school-made misconceptions. Preconceptions are ideas developed by students through their own observations, which often align with historical scientific concepts. School-made misconceptions arise due to inappropriate teaching methods. The chapter provides examples of common student preconceptions in topics like the sun-earth relationship and where wood comes from. It also examines school-made misconceptions that can form regarding concepts like salt dissolution and the nature of chemical reactions. Overcoming misconceptions requires understanding students' perspectives, engaging them in experiments, and ensuring clear explanation of scientific terminology.
This unit on the cycles of Earth focuses on the water cycle, rock cycle, and crystal cycle through hands-on labs and activities. Students learn essential vocabulary and create illustrations, flow charts, and stories to demonstrate their understanding of how water, rocks, and crystals change forms through natural processes. The culminating activity has students create a project to show what they learned from exploring the three Earth cycles.
The document outlines the curriculum for a 5th grade science unit on the solar system and beyond. It includes objectives, alignment with national and local standards, strengths and weaknesses of textbooks and resources, assessment guidelines, and lesson plans integrating other subjects. Suggested activities include a field trip to a planetarium, constructing a moon phase chart by observing the moon over two weeks, and a group activity creating constellations in a homemade planetarium.
The document outlines curriculum plans for a 5th grade science unit on the solar system and beyond. It includes objectives, standards alignment, chapter overviews, strategies for diverse learners, assessment guidelines, and plans for hands-on activities integrating other subjects like art, music and social studies. Suggested activities include a planetarium field trip, constructing a moon phase chart, and creating constellations in a homemade planetarium.
This science lesson explores the different forms water can take as a solid, liquid, or gas. Students will learn about places water can be found on Earth like lakes, rivers, and oceans. They will discuss how water changes between states through evaporation, condensation, freezing, and melting. The lesson involves a magic trick to introduce water changing forms, reading from their science book, and completing a worksheet with vocabulary terms and examples of different water sources.
This document provides details for a lesson plan on weathering for a 4th grade science and writing class. The lesson plan involves showing a Bill Nye video on weathering rocks, discussing physical and chemical weathering, having students observe styrofoam cups weathering in acetone to represent rocks weathering with acid, and assessing students through an exit slip asking them to provide examples of physical and chemical weathering. The lesson aims to help students understand how weathering breaks down rocks over long periods of time.
Kelley Lake's Laboratory K-5 January 9-13 2017Sabrina Sawyer
This document contains information about Kelley Lake's Laboratory, including its goals, teaching methods, and lesson plans. It discusses delivering differentiated instruction to students based on their ability levels and learning styles. Lessons focus on science concepts and are taught using visual, auditory, and kinesthetic methods. For example, a kindergarten lesson on rocks and soil has students exploring samples using their senses to describe physical attributes. Daily lessons incorporate essential questions, vocabulary, tasks, and discussions to reinforce understanding.
The document provides a lesson plan for teaching students about the carbon cycle using a bottle ecosystem model. The plan involves students observing a bottle ecosystem and candle demonstration. They then learn key terms and create a diagram of the carbon and oxygen flows within the ecosystem. Finally, students predict how altering different ecosystem components would affect the system, applying their understanding of gases. The goal is for students to understand how living and non-living parts of an ecosystem interact to form the carbon cycle through observation and modeling.
This document outlines an interdisciplinary unit plan about patterns of time for a second grade class. The unit will last two weeks and cover science, geography, language arts, math, and technology topics related to how the sun, moon, and earth affect each other and patterns of day and night. Students will engage in hands-on activities and complete assessments to help answer the essential questions of how patterns of time affect them and the world.
The water cycle describes how water is recycled on Earth. Water evaporates from bodies of water, forms clouds, and falls as precipitation like rain or snow. The water then collects in bodies of water like oceans, lakes, or rivers, where it can evaporate again and continue the cycle. The water we use today has been recycled through this process for billions of years.
The water cycle describes how water is recycled on Earth. Water evaporates from bodies of water, forms clouds, and falls as precipitation like rain or snow. The water then collects in bodies of water like oceans, lakes, or rivers, where it can evaporate again and continue the cycle. The water we use today has been recycled through this process for billions of years.
Grade 8, Quarter 3.pdf lesson plan thirdgmail227828
This document contains a science lesson plan for an 8th grade class on the topic of matter. The lesson plan spans one week and covers key objectives such as explaining the particle nature of matter, distinguishing matter from non-matter, and explaining the properties of solids, liquids, and gases. The daily lessons include activities such as classifying pictures as matter or non-matter, exploring the composition of matter through experiments, and investigating physical changes like evaporation. The plan outlines learning objectives, resources, tasks, assessments, and reflections for each day's lesson.
This document outlines a 1.5 week lesson plan for a 1st grade class on ocean life. The plan includes 7 days of activities to teach students about ocean ecosystems and the living and non-living things within them. Each day focuses on a different aspect of ocean life through reading, research, art, and outdoor activities. Students will research an ocean creature, create a class book, and participate in a recycling project. The teacher will assess learning through class discussions, a KWL chart, and student presentations of their creature research.
Students will learn about health and the human body through a project called "Getting Healthy, Staying Healthy: My Body and Me!". They will explore how the body works and its different parts through experiments, videos, quizzes and other activities. The goal is to increase knowledge of physical wellbeing and develop a healthy mind and body connection. Students will learn about organs, bones, the senses and more. They will discuss what makes our bodies work and how to take care of themselves. Parents will participate through activities focused on physical fitness and nutrition. The project addresses objectives in language arts, math, science and health to improve students' learning.
The document outlines a 7-day lesson plan for teaching 5th grade students about the solar system. Day 1 focuses on comparing the Earth and moon. Day 2 uses models to teach about the relationship between the sun, Earth and moon and the causes of eclipses and seasons. Day 3 introduces scientific instruments used to study space. Days 4 and 7 include field trips to observatories. Later days cover the sun's structure, classifying and observing stars, and constellations. Hands-on activities and models are used throughout to engage students.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Do You See What I See Powpt[1]
1. Objectives: 1. The students will be able to explain and discuss the role of rocks, soil, and water in a terrarium compared to their school yard after reviewing the material in their textbook, and comparing it to findings from a nature walk out side of their school. Do You See What I See?
3. 2. The students will learn how sunlight, soil, and water affect plant life in a terrarium by their observations of the one in their class- room. The students will learn the importance of water by creating a Water Journal, KWL Outline, and KWL Chart. (by generating questions and answers. Objectives, cont.
4. S2CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism, in science, and will exhibit these traits in their own efforts to understand how the world works. a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations. GPS/SPA Standards
5. S2CS1. Students will be familiar with the character of scientific knowledge and how it is achieved. d. All different kinds of people can be and are scientists. GPS/SPA Standards, cont.
6. S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes. a. Recognize effects that occur in a specific area caused by weather, plants, animals and or people. GPS/SPA Standards, cont.
7. Previously, the students have read and discussed rocks, soil, water, and sunlight in their textbook. We will review this information in preparation of this lesson. The teacher will obtain a classroom terrarium filled with rocks, soil, and water. He or she will prepare a notebook for each student, which will be called a Water Journal. Preparation
8. The teacher will obtain KWL Outline l, KWL, What I Know, What I Want to Know, What I Learned charts for each student. The teacher will obtain a clip board and pencil for each student Preparation, cont.
9. Classroom terrarium Water Journals KWL Outline, and KWL Chart Clip board and pencils Science textbook http://pals.sri.com/tasks/K-4/youseewhat Isee/directs.html http://www.superteachworksheets.com Materials
10. Introduction: When we observe our surroundings, do we all see the same things? No, many of us look at things very differently. Today, we are going to compare and contrast the differences in our classroom terrarium and the school yard that is outside our school. All of you are going to be scientists? You are going to observe and document your findings! Procedures
11. The class will review the chapter in their textbook that discusses rocks, soil, sunlight, and water. The students will view our classroom terrarium and make observations The students will use KWL chars and the teacher will ask questions such as: “What are some things you notice about this terrarium?” (Students response could be: It has plants in it – It has a lid closed – It has water on the side – It has dirt or soil Activities
12. The teacher will guide the students into “What do you want to know,” by asking, “ What are some things you want to know about the terrarium that you can’t observe? (Record teacher and student questions) Activities, cont.
13. Students will be given a journal, which is called a “Water Journal.” The first page is entitled, “The Class Terrarium.” The students will list the questions that they have about their terrarium in the journal that they want answered. Activities, cont.
14. The students will describe the reasons that rocks, soil, and water are needed in the terrarium. (The teacher will ask questions such as: “Do we need all of these resources? What would happen if we leave one out?” Activities, cont.
15. The students will then go on a nature walk around the school yard, and compare the school yard to their terrarium. Again, the teacher will ask questions about the soil, rocks, water and plants that they observed in the yard. The students will also record these questions and answers on their KWL charts and their Water Journals. Activities, cont.
16. After students have completed their documentations, they will be allowed to compare and contrast their findings orally. The will be able to compare the differences they have found Closing
17. As a formative assessment the students will record in their Water Journals, the ways that their school yard is different from a classroom terrarium. If the students have recorded their findings correctly, the teacher would know that the students have completed the objectives listed on the lesson plan. Assessment
18. As a modification for students who might struggle with learning or behavior, the teacher or aide would assist them with their observations and documentations. This student might also be paired with a buddy who would work with him in observing and documenting his findings. During our discussions of our findings, wait time would be given for students who might need it to answer questions. Modifications
19. As an enrichment, the students could be asked to identify the basic needs of the plants such as sunlight, water, air, and nutrients. The teacher could ask how these needs are met in the school yard. The student could add these findings to their Water Journal. Enrichment