This is an example of lesson plans for you. You can free to use this lesson plan. For your concern, this is not the only one of lesson plan, this is just a alternative lesson plan if you want to use it. So please go ahead.
Solar Ovens: Y3/4 Design and Technologies Teaching UnitJoanne Villis
This unit looks at the role of people in the design of solar ovens for countries such as Africa. It provides lesson ideas for students to investigate the properties of materials before designing and making their own solar oven. For more lesson ideas visit: http://technologiesjvillis.weebly.com/
Solar Ovens: Y3/4 Design and Technologies Teaching UnitJoanne Villis
This unit looks at the role of people in the design of solar ovens for countries such as Africa. It provides lesson ideas for students to investigate the properties of materials before designing and making their own solar oven. For more lesson ideas visit: http://technologiesjvillis.weebly.com/
This lesson plan is done as Assignment#3: Internet-based project (using WebQuest).
It is aimed at intermediate students who are learning about ecology and finding different ways to SAVE THE PLANET.
The lesson plan was required for the subject 'ICT in English Teaching' at Universidad Tecnológica Nacional.
IPA Kelas 7 Bab 7 Interaksi Makhluk Hidup dengan Lingkungannya.pptxAskaria Jonison
Sebagai pendidik atau guru kita memerlukan suatu alat bantuk dalam proses belajar mengajar yang kita lakukan. Berikut adalah bahan praktis untuk membantu proses belajar mengajar di kelas. Isi sesuai dengan kurikulum 2013 edisi revisi.
IPA kelas VII(7) semester dua (2) Bab Interaksi Makhluk Hidup dengan Lingkungannya
This lesson plan is done as Assignment#3: Internet-based project (using WebQuest).
It is aimed at intermediate students who are learning about ecology and finding different ways to SAVE THE PLANET.
The lesson plan was required for the subject 'ICT in English Teaching' at Universidad Tecnológica Nacional.
IPA Kelas 7 Bab 7 Interaksi Makhluk Hidup dengan Lingkungannya.pptxAskaria Jonison
Sebagai pendidik atau guru kita memerlukan suatu alat bantuk dalam proses belajar mengajar yang kita lakukan. Berikut adalah bahan praktis untuk membantu proses belajar mengajar di kelas. Isi sesuai dengan kurikulum 2013 edisi revisi.
IPA kelas VII(7) semester dua (2) Bab Interaksi Makhluk Hidup dengan Lingkungannya
This media is contains a physics matery about electricity. You can copy and use this media for your own good like to make a presentation in your classroom.
Sebagai bahan rujukan untuk tugas sejarah fisika. Silahkan didownload jika Anda memerlukannya.
Diampu oleh dosen Pendidikan Fisika Universitas Tanjungpura .
Kriteria penulisan soal pilihan ganda yang baikAskaria Jonison
Berisi kaidah-kaidah penulisan soal pilihan ganda yang baik. Disertai dengan penjelasan yang ringkas dan mudah dipahami oleh pembaca.
Kritik dan saran sangat diperlukan dalam perbaikan kedepannya.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
2. LESSON OUTCOME
Students will identify what appliances use electricity to make them work in their
home and school. They will also discuss and learn how we can conserve electricity
in our homes and schools. They will create tools to help them remember to
conserve energy at home and at school.
3. RATIONALE / PURPOSE FOR LESSON
This lesson will provide students an opportunity to take a look at common items
they see in their daily lives and discuss whether or not they use electricity to
make them work. Students will learn that electricity is made in many different
ways, but we don’t have an infinite supply, so we need to find ways to conserve or
save it. They will discuss and learn to turn things off when they aren’t using
them, not only to save money, but to help the environment.
4. RESOURCES / MATERIALS REQUIRED
• Print off one worksheet below
• Prepare materials needed to make craft
• Technology needed to show recommended you tube video
• 11 x 17 paper or larger if desired
• Crayons, colored pencils, markers, and pencils
5. ANTICIPATORY SET
Start the lesson by discussing how you use electricity when you turn on a light
switch or a TV. Discuss how electricity wasn’t invented, it was discovered. Now,
ask the students to tell you about some things they use that are plugged into an
outlet and what happens when they turn them on. Brainstorm many examples of
items that use electricity. Now discuss with your students what it means to
conserve energy? Then ask them, how can we conserve energy with some of the
appliances we listed?
6. PROCEDURES
1. The teacher begins by showing the segment titled “Energy Blues” from the
Schoolhouse Rock: Science Rock video.
https://www.youtube.com/watch?v=wX2wrXwe8ZM
2. Using the information from the video as a basis, the class discusses several
fuels/resources they notice in the video that make energy. (water, wind, wood,
coal, oil, nuclear, thermal, and solar)
3. Ask students then how can we conserve energy (remind them of how the little
girl did in the video while working at the desk) so our fuel will go further.
4. Place the students into groups of 3-4 and give each group an 11x17 or larger
sheet if desired.
7. PROCEDURES
5. Ask the students to discuss in their groups 5 ways they can conserve energy.
6. Then ask the students to create an energy message/slogan to help others to
remember to conserve energy at home or school.
7. Have them create a poster with their slogan/message on it along with pictures or
drawings to show others how they can conserve energy at home and school.
8. When they have finished the posters, have the students complete self-evaluations.
They should check the posters for accurate information as well as useful and realistic
methods for conserving energy resources. The posters can be hung later in the
hallway for everyone to see.
9. While others are finishing up their posters have students work on making a
doorknob decoration that reminds them to turn off the lights when they leave the
room.
8. CLOSURE
1. Have the students present their pictures to the class with descriptions and
explanations of the scenes.
2. Have the students name one thing that uses electricity in their house or
classroom (You may get duplicate answers) and tell you what they could do with
one of them to conserve energy. Ex. TV – turn it off when I’m not watching it.
3. Remind the students those things that run on electricity use energy and that if
we aren’t using them, we need to make sure to turn them off to conserve energy
to help the environment and help save on energy costs.
9. LIGHTS OUT REMINDER
Conserve energy with a doorknob decoration that reminds you to turn off the
lights when you leave the room.
What you’ll need
• Scissors
• Scrap cardboard (example: cereal box)
• Ruler
• Glue
• Markers
• Ribbon
10. How to make it
Draw and cut out a light bulb shape (about 3 1/2 inches wide and 6 inches tall)
from the cardboard.
For the base of the bulb (the green area in the picture), cut out a cardboard strip
(about 1 1/2 inches wide and 3 inches long), wrap it around the neck of the bulb,
and glue it in place.
Paint or color the light bulb and, once it dries, use a marker to draw threads on
the bulb base and print your message: Lights Out
For the hanger, tape a loop of ribbon or yarn to the back of the bulb.