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 document contains a detailed lesson plan for a Grade 10 science class about the layers of the Earth. The objectives are for students to describe the properties and composition of the Earth's layers. The lesson plan outlines the procedures which include an activity where students work in groups to analyze and answer questions about the characteristics of each layer. It concludes with a generalization part where students recall the most abundant element in the crust, the elements making up the mantle, and the state of the inner core due to high pressure.
This document contains the daily lesson log for an Earth and Life Science class in Grade 11. The objectives for the week are to understand the formation of the universe and solar system. On day one, students will discuss hypotheses for the origin of the universe and solar system. They will watch a video on the universe and its expansion. On day two, students will analyze theories on the origin of the solar system and discuss its composition. On day three, students will evaluate whether planets and moons can support life based on criteria. Formative assessments will be used to check understanding throughout the week.
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 lesson plan for an 11th grade Earth and Life Science class taught by Maria Felez B. Matignao. The lesson will cover the origin and structure of the universe and solar system. Students will learn about different hypotheses that explain the formation of the solar system and the current understanding. They will discuss large and small scale properties of the solar system. Formative assessments include a quiz and puzzles to evaluate learning. The teacher finds that puzzles help students remember and comprehend topics.
This document outlines a lesson plan for an 11th grade Earth and Life Science class. The lesson will discuss the origin and structure of the universe, including hypotheses that preceded the Big Bang theory. Students will learn about the solar system and factors that make planets habitable. An activity is planned where students will compare and contrast the terrestrial planets Venus, Earth, and Mars. The teacher will evaluate students on their understanding of similarities and differences between the planets, as well as factors that influence habitability and temperature.
This document contains a daily lesson log for an Earth and Life Science class taught from August 31 to September 2. The teacher, Nector Babasa, covers topics related to the origin and structure of the Earth, including the formation of the universe, the solar system, Earth's four subsystems, and the properties of rock-forming minerals. Each day's lesson follows a similar procedure: reviewing previous concepts, presenting new material, discussing examples, developing student mastery through questions, finding practical applications, and evaluating learning. Formative assessments include graphic organizers, essays, and concept maps. The goal is for students to understand cosmological and geological theories while developing critical thinking skills.
The document outlines a lesson plan for a Grade 12 Earth and Life Science class on the topic of Earth's internal structure. The lesson uses strategies like a guided gallery walk and tic-tac-toe activity to help students identify and differentiate the layers of the Earth, relate them to the composition of a hard boiled egg, and create a project on Earth's layers. The lesson aims to help students understand the composition and properties of the crust, mantle, and core.
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.
This document contains a detailed lesson plan for a Grade 10 science class about the layers of the Earth. The objectives are for students to describe the properties and composition of the Earth's layers. The lesson plan outlines the procedures which include an activity where students work in groups to analyze and answer questions about the characteristics of each layer. It concludes with a generalization part where students recall the most abundant element in the crust, the elements making up the mantle, and the state of the inner core due to high pressure.
This document contains the daily lesson log for an Earth and Life Science class in Grade 11. The objectives for the week are to understand the formation of the universe and solar system. On day one, students will discuss hypotheses for the origin of the universe and solar system. They will watch a video on the universe and its expansion. On day two, students will analyze theories on the origin of the solar system and discuss its composition. On day three, students will evaluate whether planets and moons can support life based on criteria. Formative assessments will be used to check understanding throughout the week.
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 lesson plan for an 11th grade Earth and Life Science class taught by Maria Felez B. Matignao. The lesson will cover the origin and structure of the universe and solar system. Students will learn about different hypotheses that explain the formation of the solar system and the current understanding. They will discuss large and small scale properties of the solar system. Formative assessments include a quiz and puzzles to evaluate learning. The teacher finds that puzzles help students remember and comprehend topics.
This document outlines a lesson plan for an 11th grade Earth and Life Science class. The lesson will discuss the origin and structure of the universe, including hypotheses that preceded the Big Bang theory. Students will learn about the solar system and factors that make planets habitable. An activity is planned where students will compare and contrast the terrestrial planets Venus, Earth, and Mars. The teacher will evaluate students on their understanding of similarities and differences between the planets, as well as factors that influence habitability and temperature.
This document contains a daily lesson log for an Earth and Life Science class taught from August 31 to September 2. The teacher, Nector Babasa, covers topics related to the origin and structure of the Earth, including the formation of the universe, the solar system, Earth's four subsystems, and the properties of rock-forming minerals. Each day's lesson follows a similar procedure: reviewing previous concepts, presenting new material, discussing examples, developing student mastery through questions, finding practical applications, and evaluating learning. Formative assessments include graphic organizers, essays, and concept maps. The goal is for students to understand cosmological and geological theories while developing critical thinking skills.
The document outlines a lesson plan for a Grade 12 Earth and Life Science class on the topic of Earth's internal structure. The lesson uses strategies like a guided gallery walk and tic-tac-toe activity to help students identify and differentiate the layers of the Earth, relate them to the composition of a hard boiled egg, and create a project on Earth's layers. The lesson aims to help students understand the composition and properties of the crust, mantle, and core.
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.
This lesson guide outlines a lesson on genetic engineering and genetically modified organisms (GMOs). It includes the following:
1) The objectives are for students to evaluate the benefits and risks of GMOs, identify common GMO products, and discuss the importance of genetic engineering.
2) Students will watch a video on GMO crops and participate in a debate about whether GMO products are harmful or not.
3) The lesson will discuss examples of GMO uses, latest research on GMOs, and have students list pros and cons of GMOs in a table.
4) Finally, students will answer essay questions to assess their understanding of benefits and health risks of GMOs, and how genetic engineering affects
This lesson guide outlines a lesson on genetic engineering and genetically modified organisms (GMOs). It includes the following:
1) The objectives are for students to evaluate the benefits and risks of GMOs, identify common GMO products, and discuss the importance of genetic engineering.
2) Students will watch a video on GMO crops and participate in a debate about whether GMO products are harmful or not.
3) The lesson will discuss examples of GMO uses, latest research on GMOs, and have students list pros and cons of GMOs from the debate to develop mastery of the concepts.
4) Assessment includes an essay question asking students to discuss benefits or health risks of GMOs, or
This document contains a daily lesson log for an Earth and Life Science class of 11th grade students. The teacher, Nector Babasa, covers the following topics over three class periods:
1) Theories on the origin of the universe and solar system. Students are asked to develop their own theories.
2) Evidence for an expanding universe through redshift.
3) Earth being uniquely capable of supporting life due to its four subsystems: geo-sphere, hydrosphere, atmosphere and biosphere.
4) Identification of common rock-forming minerals using their chemical and physical properties.
Teaching methods include videos, pictures, diagrams, questions, essays and a research project. The discussion did
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.
This lesson plan outlines a 60-minute class on divergent plate boundaries:
- The objectives are for students to explain divergent boundary processes, determine the results of separating plates, and generalize divergent effects.
- Students will analyze photos of rift valleys and ridges in groups to determine divergent boundary indications and effects.
- Key concepts are that divergent boundaries form along spreading centers, creating new crust and affecting seismic activity and geology.
- Understanding plate tectonics prepares students for natural disasters.
This lesson plan summarizes a Grade 10 Science lesson on plate tectonics and plate boundaries. The lesson objectives are for students to differentiate the three types of plate boundaries, describe the distribution of volcanoes and earthquakes, determine the scientific basis for dividing plates, and understand the importance of identifying earthquake-prone areas. The lesson contains activities where students analyze maps of earthquakes and volcanoes to identify plate boundaries and classify them as divergent, convergent or transform.
Core Concepts Backgrounder and Evaluation StrategiesMining Matters
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
1) The lesson plan aims to teach students about seafloor spreading through a collaborative activity where they simulate and describe the process.
2) Students will learn how discoveries of underwater features through modern technology supported the seafloor spreading theory over part of the continental drift theory.
3) Key findings that supported seafloor spreading include rocks being younger near mid-ocean ridges and older farther away, and thinner sediments at ridges.
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
This document outlines the daily lesson log and plan for a physical science class covering the formation of elements. The objectives are to describe the formation of heavier elements during star formation and evolution, cite evidence for this, explain how the concept of atomic number led to synthesizing new elements in laboratories, and analyze nuclear reactions involved. The content will cover the formation of elements during stellar formation and evolution and the synthesis of new elements. Learning activities include discussing stellar formation, the life cycles of stars, subatomic particles, making a periodic table, nuclear reactions, and relating star evolution to the human life cycle. Students will be evaluated through activities identifying terms, demonstrating learned concepts through projects, and answering questions about stellar element formation and the synthesis of new elements
This document is a daily lesson log for a Grade 10 science class covering plate tectonics. Over the course of several sessions, the teacher will discuss various topics related to plate tectonics including the distribution of volcanoes, earthquake epicenters, and mountain ranges; different types of plate boundaries; and processes that occur along plate boundaries. Learning activities will include presentations, videos, discussions, and formative assessments. The goal is for students to understand the relationship between plate tectonics and the formation of various landforms and how this knowledge can help with disaster preparedness.
This document contains a detailed lesson plan for a Grade 10 Science class on the effects of plate tectonics. The lesson plan outlines the objectives, which are to explain plate boundary processes, describe plate movement effects, and understand value of those effects. Key topics include the convergence of two oceanic plates. Activities include students presenting jingles to review prior knowledge, then working in groups to analyze a scenario of oceanic plate convergence and present their findings. The lesson aims to help students understand how the collision of oceanic plates can form volcanic island arcs, trenches, and cause earthquakes and tsunamis.
The document provides information about the geologic time scale which is used by geologists to describe Earth's history over the past 4.6 billion years. It discusses how the time scale divides Earth's history into eons, eras, periods and epochs based on major geological or biological events. Examples of some of the subdivisions and defining events of the geologic time scale are also provided.
This weekly learning plan outlines science lessons for 9th grade students on the respiratory and circulatory systems over 3 days. Day 1 focuses on identifying parts of the respiratory system and how the lungs work. Students participate in activities to label respiratory system diagrams and simulate breathing with balloons. Day 2 covers the circulatory system components and types of circulation. An activity has students organize circulatory system parts. Day 3 describes heart function and how blood is pumped, with the teacher using a powerpoint presentation. Evaluation includes questions and an essay assignment.
1) The document outlines a lesson plan for a Grade 10 Science class that discusses the effects of plate tectonics.
2) It includes objectives, topics, materials, teaching strategies, and procedures for explaining how two continental plates converging can form mountain ranges.
3) Key concepts from the lesson are that when two continental plates collide head-on, neither subducts under the other and the crust is pushed upward, forming mountain ranges and highlands like the Himalayas.
1. The document outlines a lesson plan to teach students about how life emerged on Earth. It includes objectives, content, learning resources, procedures, and assessments.
2. The procedures section details activities where students analyze pictures to understand how life began, develop their own hypotheses, and create a timeline of important events from nothing to modern life.
3. Formative assessments measure students' understanding of how the production of cells occurred through a sequence of stages leading to early life on Earth.
This document outlines the lesson plan for a high school Earth and Life Science class. Over four days, the class will cover the origin and structure of Earth. Day 1 will introduce the characteristics that make Earth habitable and able to support life. Days 2 and 3 will discuss Earth's internal structure and the factors that allow it to sustain living organisms. Students will identify Earth's subsystems, compare it to other planets, and discuss how its characteristics support life. The lesson aims to explain what makes Earth unique and a "living planet".
1. The document outlines a lesson plan for a Grade 10 Science class that discusses the effects of plate tectonics.
2. Students will learn about the processes that occur at convergent plate boundaries, including subduction where the denser oceanic plate slides under the continental plate.
3. Through group activities analyzing diagrams of converging plates, students will determine the consequences of plate collisions, such as the formation of volcanoes and trenches, and the occurrence of earthquakes.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, social interaction and reflection on experiences. This allows students to build new understandings based on what they already know. Teachers act as guides to challenge students and create meaningful lessons.
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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 ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This lesson guide outlines a lesson on genetic engineering and genetically modified organisms (GMOs). It includes the following:
1) The objectives are for students to evaluate the benefits and risks of GMOs, identify common GMO products, and discuss the importance of genetic engineering.
2) Students will watch a video on GMO crops and participate in a debate about whether GMO products are harmful or not.
3) The lesson will discuss examples of GMO uses, latest research on GMOs, and have students list pros and cons of GMOs in a table.
4) Finally, students will answer essay questions to assess their understanding of benefits and health risks of GMOs, and how genetic engineering affects
This lesson guide outlines a lesson on genetic engineering and genetically modified organisms (GMOs). It includes the following:
1) The objectives are for students to evaluate the benefits and risks of GMOs, identify common GMO products, and discuss the importance of genetic engineering.
2) Students will watch a video on GMO crops and participate in a debate about whether GMO products are harmful or not.
3) The lesson will discuss examples of GMO uses, latest research on GMOs, and have students list pros and cons of GMOs from the debate to develop mastery of the concepts.
4) Assessment includes an essay question asking students to discuss benefits or health risks of GMOs, or
This document contains a daily lesson log for an Earth and Life Science class of 11th grade students. The teacher, Nector Babasa, covers the following topics over three class periods:
1) Theories on the origin of the universe and solar system. Students are asked to develop their own theories.
2) Evidence for an expanding universe through redshift.
3) Earth being uniquely capable of supporting life due to its four subsystems: geo-sphere, hydrosphere, atmosphere and biosphere.
4) Identification of common rock-forming minerals using their chemical and physical properties.
Teaching methods include videos, pictures, diagrams, questions, essays and a research project. The discussion did
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.
This lesson plan outlines a 60-minute class on divergent plate boundaries:
- The objectives are for students to explain divergent boundary processes, determine the results of separating plates, and generalize divergent effects.
- Students will analyze photos of rift valleys and ridges in groups to determine divergent boundary indications and effects.
- Key concepts are that divergent boundaries form along spreading centers, creating new crust and affecting seismic activity and geology.
- Understanding plate tectonics prepares students for natural disasters.
This lesson plan summarizes a Grade 10 Science lesson on plate tectonics and plate boundaries. The lesson objectives are for students to differentiate the three types of plate boundaries, describe the distribution of volcanoes and earthquakes, determine the scientific basis for dividing plates, and understand the importance of identifying earthquake-prone areas. The lesson contains activities where students analyze maps of earthquakes and volcanoes to identify plate boundaries and classify them as divergent, convergent or transform.
Core Concepts Backgrounder and Evaluation StrategiesMining Matters
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
1) The lesson plan aims to teach students about seafloor spreading through a collaborative activity where they simulate and describe the process.
2) Students will learn how discoveries of underwater features through modern technology supported the seafloor spreading theory over part of the continental drift theory.
3) Key findings that supported seafloor spreading include rocks being younger near mid-ocean ridges and older farther away, and thinner sediments at ridges.
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
This document outlines the daily lesson log and plan for a physical science class covering the formation of elements. The objectives are to describe the formation of heavier elements during star formation and evolution, cite evidence for this, explain how the concept of atomic number led to synthesizing new elements in laboratories, and analyze nuclear reactions involved. The content will cover the formation of elements during stellar formation and evolution and the synthesis of new elements. Learning activities include discussing stellar formation, the life cycles of stars, subatomic particles, making a periodic table, nuclear reactions, and relating star evolution to the human life cycle. Students will be evaluated through activities identifying terms, demonstrating learned concepts through projects, and answering questions about stellar element formation and the synthesis of new elements
This document is a daily lesson log for a Grade 10 science class covering plate tectonics. Over the course of several sessions, the teacher will discuss various topics related to plate tectonics including the distribution of volcanoes, earthquake epicenters, and mountain ranges; different types of plate boundaries; and processes that occur along plate boundaries. Learning activities will include presentations, videos, discussions, and formative assessments. The goal is for students to understand the relationship between plate tectonics and the formation of various landforms and how this knowledge can help with disaster preparedness.
This document contains a detailed lesson plan for a Grade 10 Science class on the effects of plate tectonics. The lesson plan outlines the objectives, which are to explain plate boundary processes, describe plate movement effects, and understand value of those effects. Key topics include the convergence of two oceanic plates. Activities include students presenting jingles to review prior knowledge, then working in groups to analyze a scenario of oceanic plate convergence and present their findings. The lesson aims to help students understand how the collision of oceanic plates can form volcanic island arcs, trenches, and cause earthquakes and tsunamis.
The document provides information about the geologic time scale which is used by geologists to describe Earth's history over the past 4.6 billion years. It discusses how the time scale divides Earth's history into eons, eras, periods and epochs based on major geological or biological events. Examples of some of the subdivisions and defining events of the geologic time scale are also provided.
This weekly learning plan outlines science lessons for 9th grade students on the respiratory and circulatory systems over 3 days. Day 1 focuses on identifying parts of the respiratory system and how the lungs work. Students participate in activities to label respiratory system diagrams and simulate breathing with balloons. Day 2 covers the circulatory system components and types of circulation. An activity has students organize circulatory system parts. Day 3 describes heart function and how blood is pumped, with the teacher using a powerpoint presentation. Evaluation includes questions and an essay assignment.
1) The document outlines a lesson plan for a Grade 10 Science class that discusses the effects of plate tectonics.
2) It includes objectives, topics, materials, teaching strategies, and procedures for explaining how two continental plates converging can form mountain ranges.
3) Key concepts from the lesson are that when two continental plates collide head-on, neither subducts under the other and the crust is pushed upward, forming mountain ranges and highlands like the Himalayas.
1. The document outlines a lesson plan to teach students about how life emerged on Earth. It includes objectives, content, learning resources, procedures, and assessments.
2. The procedures section details activities where students analyze pictures to understand how life began, develop their own hypotheses, and create a timeline of important events from nothing to modern life.
3. Formative assessments measure students' understanding of how the production of cells occurred through a sequence of stages leading to early life on Earth.
This document outlines the lesson plan for a high school Earth and Life Science class. Over four days, the class will cover the origin and structure of Earth. Day 1 will introduce the characteristics that make Earth habitable and able to support life. Days 2 and 3 will discuss Earth's internal structure and the factors that allow it to sustain living organisms. Students will identify Earth's subsystems, compare it to other planets, and discuss how its characteristics support life. The lesson aims to explain what makes Earth unique and a "living planet".
1. The document outlines a lesson plan for a Grade 10 Science class that discusses the effects of plate tectonics.
2. Students will learn about the processes that occur at convergent plate boundaries, including subduction where the denser oceanic plate slides under the continental plate.
3. Through group activities analyzing diagrams of converging plates, students will determine the consequences of plate collisions, such as the formation of volcanoes and trenches, and the occurrence of earthquakes.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, social interaction and reflection on experiences. This allows students to build new understandings based on what they already know. Teachers act as guides to challenge students and create meaningful lessons.
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 ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
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.
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.
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.
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.
1. Address: Taguitic, Kapatagan, Lanao del Norte
Republic of the Philippines
Department of Education
____________________________________________________________________________
WEEKLY LEARNING PLAN
EARTH AND LIFE
GRADE 11
HUMSS AND TVL
Quarter 1
Week 1
MELCs Describe the historical development of theories that explain the origin of the Universe (11/12ES-Ia-1)
PS Conduct a survey to assess the possible geologic hazards that your community may experience.
Day Objectives Topic/s Classroom-Based Activities
1. identify the different
theories of the Universe.
2. explain the important
points in the different theories for
the origin of the Universe.
Origin of the Universe Begin with classroom routine:
a. Prayer
b. Reminder of classroom health and safety protocols
c. Checking of Attendance
d. Quick “kumustuhan”
e. Check In
f. Energy Check
g. Set Guidelines
ELICIT (Access prior knowledge) 5 Minutes
2. Address: Taguitic, Kapatagan, Lanao del Norte
a. Ask the students:
What comes in your mind as you heard the word UNIVERSE?
Brainstorming from the students
b. The teacher will show a picture of the universe in the screen monitor
https://www.slideshare.net/kidsfit/powerpoint-13-our-universe
The task of the students is to write anything in any sheet of paper about the Universe based
from the picture or from their imagination.
Expected answers from the students are stars, moon, and other heavenly bodies
c. Have you experienced watching stars at night? While watching the stars what are your questions?
How do you feel?
https://www.skyandtelescope.com/astronomy-information
Have you asked your selves how the stars, world, universe originated? What is so special and
interesting about the universe and solar system where we belong?
Brainstorming from the students
d. The teacher processes the answers of the students.
ENGAGE (Get the students’ minds focused on the topic (short; question or picture) 5 Minutes
a. The teacher will provide the students with short flipped video about the origin of Universe and let
them watch it.
• The beginning of the Universe. The Big Bang Theory TED-Ed (1:31)
(https://www.myips.esa.int/esakidsen/sem4eb8jg-our universe-o.html)
Ask the students about their understanding on the video
b. Mix-n-Match Classroom Game:
• Assuming that the students have grouped already.
• Two representatives from every group receive an index card with either a vocabulary term or
definition.
a. Make two lines from all of the representatives.
b. Teacher can then play music.
c. Students walk around to find their match card and run to a corner with their cards until music
stops or teacher says "Freeze."
d. The teacher verifies the accuracy of the match.
e. The students stand on the corner of the classroom until all students in the center have
found their matching card
• Emphasize to the students that the different terms are some of the components of the
3. Address: Taguitic, Kapatagan, Lanao del Norte
Universe.
EXPLORE (Provide students with a common experience) 15 Minutes
EXPLAIN (Teach the concept. Should include interaction between teacher and students) 15 Minutes
ELABORATE (Students apply the information learned in the Explain) 10 Minutes
EVALUATE (How will you know the students have learned the concept?) 5 Minutes
EXTEND (Deepen conceptual understanding through use in new context.) 3 Minutes
Prepared: Checked and Approved:
__________________________
Subject Teacher School Principal
4. Address: Taguitic, Kapatagan, Lanao del Norte
Republic of the Philippines
Department of Education
____________________________________________________________________________
WEEKLY LEARNING PLAN
EARTH AND LIFE
GRADE 11
HUMSS AND TVL
Quarter 1
Week 1
MELCs
PS
Day Objectives Topic/s Classroom-Based Activities
DIAGNOSTIC TEST Begin with classroom routine:
a. Prayer
b. Reminder of classroom health and safety protocols
c. Checking of Attendance
d. Quick “kumustuhan”
e. Check In
f. Energy Check
g. Set Guidelines
Conducting and Checking of Diagnostic Test.
Prepared: Checked and Approved:
Subject Teacher School Principal
5. Address: Taguitic, Kapatagan, Lanao del Norte
Republic of the Philippines
Department of Education
____________________________________________________________________________
WEEKLY LEARNING PLAN
EARTH AND LIFE
GRADE 11
HUMSS AND TVL
Quarter 1
Week 3
MELCs Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life. S11/12ES-Ia-e- 3
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. S11/12ES-Ia-e- 4
Identify common rock-forming minerals using their physical and chemical properties. S11/12ES-Ia-9
PS Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience.
Day Objectives Topic/s Classroom-Based Activities
1. describe the unique
characteristics of the earth.
2. explain the important
features of the earth necessary to
support life.
3. appreciate the features of
the earth that support life.
Begin with classroom routine:
a. Prayer
b. Reminder of classroom health and safety protocols
c. Checking of Attendance
d. Quick “kumustuhan”
e. Check In
f. Energy Check
g. Set Guidelines
6. Address: Taguitic, Kapatagan, Lanao del Norte
ELICIT (Access prior knowledge) __
ENGAGE (Get the students’ minds focused on the topic) 5 Minutes
A. Identify the features of each planets by answering this table. Put a star if these features are
present and in habitable amount. Put an X if absent or not in habitable amount.
EXPLORE (Provide students with a common experience) 10 Minutes
EXPLAIN (Teach the concept. Should include interaction between teacher and students) 25 Minutes
ELABORATE (Students apply the information learned in the Explain) 10 Minutes
EVALUATE (How will you know the students have learned the concept?) 10 Minutes
EXTEND (Deepen conceptual understanding through use in new context.)3 Minutes
2 1. identify the different subsystem
of the earth.
2. explain the important features
of subsystem of the earth.
3. appreciate the importance of
the subsystem of the earth to
support life.
Subsystem of the Earth ELICIT (Access prior knowledge)__3__Minutes
a. Ask the students if what are the four subsystem of the earth
Expected answer: water or hydrosphere, air or the atmosphere etc.
b. Ask the students about the importance on each subsystem of the earth
c. Describe each of Earth's four spheres from the picture below.
d. List several examples of features in each sphere.
ENGAGE (Get the students’ minds focused on the topic(short; question or picture) 7 Minutes
We’re going on a Nature Walk!
EXPLORE (Provide students with a common experience)
EXPLAIN (Teach the concept. Should include interaction between teacher and students )
ELABORATE (Students apply the information learned in the Explain)
EVALUATE (How will you know the students have learned the concept?)
EXTEND (Deepen conceptual understanding through use in new context.)
3 1. Demonstrate understanding about
physical and chemical properties of
minerals
2. Identify some common
rock-forming minerals; and
3. Classify minerals based
on chemical affinity
Minerals and Rocks ELICIT (Access prior knowledge) 3 Minutes
To elicit prior knowledge, the teacher will ask the learners to define what is Mineral and Cite
important properties of Mineral.
ENGAGE (Get the students’ minds focused on the topic) 7 Minutes
Questions for the learners
1. Do you consider water a mineral?
Answer: No. It is not solid and crystalline.
2. How about snowflake, or tube ice? Are these minerals?
Answer: Tube ice is not a mineral, because it is not naturally occurring. But a snowflake possesses
all the properties under the definition of a mineral.
EXPLORE (Provide students with a common experience)
7. Address: Taguitic, Kapatagan, Lanao del Norte
EXPLAIN (Teach the concept. Should include interaction between teacher and students).
Each group will assign a representative to share their output on the activity on Identification
process.
The teacher will correct any misconceptions on the concept as presented by each group.
ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs
to deepen the understanding of the students) minutes
The teacher will discuss several different mineral properties which must be identified and defined.
EVALUATE 5 minutes
EXTEND (Deepen conceptual understanding through use in new context). 5 minutes
Homework, to be submitted next meeting: List five minerals and their common uses. Identify the
specific property/properties that makes the mineral suitable for those uses. For example, graphite,
having a black streak and hardness of 1-2, is used in pencils due to its ability to leave marks on paper
and other objects.
4 1. Classify and describe the three
basic rock types;
2. Establish relationships between
rock types and the origin and
environment of
deposition/formation; and
3. Understand the different geologic
processes involved in rock
formation.
Minerals and Rocks ELICIT (Access prior knowledge) 3 Minutes
To elicit prior knowledge, the teacher will ask the learners if DIAMOND is considered as
Mineral?
ENGAGE (Get the students’ minds focused on the topic)
Show slide photographs of several rock formations and give brief descriptions about them.
EXPLORE (Provide students with a common experience)
Group students into 4-6 groups depending on class size.
Students perform an activity on Concept Mapping of the different rock types.
Prepare in a Manila paper a flowchart template similar as the one on the right and post it in the
board. Call students to fill up the flowchart by taping the flash cards in their proper location.
EXPLAIN (Teach the concept. Should include interaction between teacher and students).
Each group will assign a representative to share their output on the activity to the class.
The teacher will correct any misconceptions on the concept as presented by each group.
ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs
to deepen the understanding of the students)
The teacher will discuss Rock Classifications. Show a quick video about the rock cycle
The rock cycle illustrates how geologic processes occurring both at the surface and underneath the
Earth’s surface can change a rock from one type to another.
EVALUATE 5 minutes
EXTEND (Deepen conceptual understanding through use in new context). 5 minutes
An assessment homework can be given and to be submitted next meeting. Each student will do
8. Address: Taguitic, Kapatagan, Lanao del Norte
research on 3 rocks (one for each rock type). Included in the discussion are the following: history of
formation, common environment of formation, common textures, common use of the rock and the
localities in the Philippines where you can find them.