This document discusses teaching Newton's third law of motion to students. It describes activities where students learn about action and reaction through examples like a boat pushing off from shore. Students observe that for every action (the boat pushing off the shore) there is an equal and opposite reaction (the shore pushing back on the boat). The teacher ensures students understand that a reaction always occurs in the opposite direction to an action and is a result of that initial action. This helps students grasp Newton's third law of motion.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Document
1. Curricular Statement: Pupil develops different dimensions of Knowledge, attitude and
process skill on the concept of “Newt ions third low of motion” and its role in our life
through methods like storytelling, conversation, diagrammatic representation, group
discussion and evolution by questioning in group activity and group discussion
Content Analysis :
New Term : Newton’s third law of motion.
Fact : To every action, There is an equal and opposite reaction.
: Action and reaction are in opposite direction.
: The reaction will occur as result of action.
Concept : Newton’s third law of motion.
To every action, there is an equal and opposite reaction.
Learning outcome : Enable the pupil to develop
(1) Fictual Knowledge on the Concept of “Newton’s Third law of motion by
(a) Recalling the various aspect about “ Newton’s third law of motion”
(2) Explain the knowledge about “Newton’s” Third law of motion
(a) Reciting the aspect of Newton’s third law of motion
(b) Recognizing Newton’s third law of motion.
(3) Different process skill like :
(a) Observation about the different situation that strengthens Newton’s third law
of motion.
(b) Communication through presenting group work.
(4) Developing positive attitude towards science through the study of Newton third
law of motion.
(5) Applying the Knowledge in relevant life situations
2. Pre- requisites : Children have a previous knowledge about motion,
Newton’s 1st and IInd law of motion etc
Teaching learning Resources :
ICT Resources : Slide that represent “Newton’s third law of motion”
Class room interatction Procedure Pupil responses
Introduction: ½Ä C¶v ½psS ]mT-`m-K-hp-ambn _Ô-s¸« yq«sâ aq¶mw Ne
nbaw Hcp ]pXnb coXn-bn ]Tn-¡p-hm³ t]m-hp-I-bm-Wv. So¨À Hcp IYm cq]-¯nÂ
yq«sâ aq¶mw Ne nb-a-hp-ambn _Ô-s¸« {]hÀ¯-w, {]Xn-{]-hÀ¯w F¶n-h-sb-¡p-dn-¨pÅ
Adnhv Ip«n-I-fn F¯n-¡p-hm³ {ian-¡p-¶p.
So¨À IY ]dªv XpS-§p-¶p:
Activity I :
]p
apXÂt¡ mbm«pw th«-bm-Sepw Hs¡ Bbn Ign-ªn-cp¶ Hcp ]pcm-X IpSpw_w Bbn-cp
¶p cmap-hn-tâ-Xv. Ahsâ AÑpw ap¯-Ñpw FÃmw Ct¸mgpw ]£n-arKmZnIsf th«-
bmSn ]nSn-¡p-¶-Xn Bμw Is-
¯p-¶p. A§s AhÀ h-§-fn th«-bm-S-enpw mbm-
«npw aäp-ambn h-¯n-te¡v t]m-Ip-t¼mÄ Ah-kcw In«p-t¼mÄ FÃmw cmaphpw Ah-tcm-
sSm¸w h-¯n-te¡v t]m-Ipw. A§s t]m-Ip¶ kabw Xsâ AÑsâ D¶w sXäm-sX-bpÅ shSn-shbv]
pw shSn-sImv
hogp¶ ]£n-Ifpw cmap-hnv IuXp-I-am-bn. F´pw kkqjvaw tm-¡n-
Im-Wp¶ {]Ir-X-¡m-c-m-bn-cp¶p cmap. Hm-tcm {]mhniyw Xsâ Aѳ shSn-bptXm-
![Pre- requisites : Children have a previous knowledge about motion,
Newton’s 1st and IInd law of motion etc
Teaching learning Resources :
ICT Resources : Slide that represent “Newton’s third law of motion”
Class room interatction Procedure Pupil responses
Introduction: ½Ä C¶v ½psS ]mT-`m-K-hp-ambn _Ô-s¸« yq«sâ aq¶mw Ne
nbaw Hcp ]pXnb coXn-bn ]Tn-¡p-hm³ t]m-hp-I-bm-Wv. So¨À Hcp IYm cq]-¯nÂ
yq«sâ aq¶mw Ne nb-a-hp-ambn _Ô-s¸« {]hÀ¯-w, {]Xn-{]-hÀ¯w F¶n-h-sb-¡p-dn-¨pÅ
Adnhv Ip«n-I-fn F¯n-¡p-hm³ {ian-¡p-¶p.
So¨À IY ]dªv XpS-§p-¶p:
Activity I :
]p
apXÂt¡ mbm«pw th«-bm-Sepw Hs¡ Bbn Ign-ªn-cp¶ Hcp ]pcm-X IpSpw_w Bbn-cp
¶p cmap-hn-tâ-Xv. Ahsâ AÑpw ap¯-Ñpw FÃmw Ct¸mgpw ]£n-arKmZnIsf th«-
bmSn ]nSn-¡p-¶-Xn Bμw Is-
¯p-¶p. A§s AhÀ h-§-fn th«-bm-S-enpw mbm-
«npw aäp-ambn h-¯n-te¡v t]m-Ip-t¼mÄ Ah-kcw In«p-t¼mÄ FÃmw cmaphpw Ah-tcm-
sSm¸w h-¯n-te¡v t]m-Ipw. A§s t]m-Ip¶ kabw Xsâ AÑsâ D¶w sXäm-sX-bpÅ shSn-shbv]
pw shSn-sImv
hogp¶ ]£n-Ifpw cmap-hnv IuXp-I-am-bn. F´pw kkqjvaw tm-¡n-
Im-Wp¶ {]Ir-X-¡m-c-m-bn-cp¶p cmap. Hm-tcm {]mhniyw Xsâ Aѳ shSn-bptXm-](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)