This document provides a daily lesson log for a 5th grade science class on weathering and soil erosion. The lesson includes objectives, content, learning resources, procedures, and an evaluation. Over the course of five days, students will participate in hands-on activities like building sand pyramids and observing erosion. They will identify human activities that cause erosion, their effects, and ways to reduce harmful impacts. Through group projects, students will demonstrate understanding of how rainfall, wind, and human actions like agriculture can lead to erosion, and how communities can address the issue.
The document is a daily lesson log for a 5th grade science class covering the topic of weathering and soil erosion over the course of a week. It includes objectives, content, learning resources, procedures, and reflections for lessons involving classroom discussions and hands-on activities to demonstrate how rainfall, wind, and human activities cause soil erosion and its effects on the environment and living things. The teacher aims to teach students how to reduce the harmful impacts of soil erosion through various prevention methods.
This is a detailed lesson plan that can serve as teacher's guide for teaching Basic Science to pupils in Primary 5. It's a weekly plan ed Lesson plan for week 1to week 11
The document provides information from a lesson on soil erosion. It includes review questions to check understanding, an activity where students investigate the causes of soil erosion using experiments with soil and water, discussion questions about the activity, and ways to prevent soil erosion. The key points are that soil erosion is caused by water and wind moving soil particles, and can be prevented through methods like contour plowing, terracing, planting vegetation, and reforestation.
The document provides information from a lesson on soil erosion. It includes review questions to check understanding, an activity where students investigate the causes of soil erosion using experiments with soil and water, discussion questions about the activity, and ways to prevent soil erosion. The key points are that soil erosion is caused by water and wind moving soil particles, and can be prevented through methods like contour plowing, terracing, planting vegetation, and reforestation.
1. The document describes several activities to teach students about how rocks break down into soil through weathering and erosion.
2. In Activity 1, students watch videos and discuss how lichens, temperature changes, water, and plant roots slowly break rocks down into soil.
3. Activity 2 has students label pictures of natural forces that break down rocks, such as water and wind.
4. In Activity 3, students observe how placing a water-filled plastic bottle in the freezer overnight causes the bottle to break down, relating this to how water breaks down rocks in nature.
This document provides information about the bad effects of certain environmental changes. It discusses how pollution from garbage, chemicals, smoke, and other sources can negatively impact the air, water, and land. Cutting down forests can lead to habitat loss for animals and make the soil more vulnerable to erosion. The greenhouse effect from increased gases is causing global warming, which raises temperatures worldwide and could cause sea levels to rise from melting ice. Certain chemicals like CFCs also deplete the ozone layer, allowing more UV radiation to reach the earth's surface. The document encourages proper waste disposal and gives examples of human activities that should be avoided or reduced to prevent environmental degradation.
Soil Infiltration, Runoff, and ErosionSoil1. Soil is crucia.docxwhitneyleman54422
Soil: Infiltration, Runoff, and Erosion
Soil
1. Soil is crucial to the study of environmental science, as it helps to sustain plant and animal life both below and above the surface. It also can store vital nutrients and support the ecosystem and life within it. Soil is near the Earth's surface; therefore, unlike the parent material that rests beneath soil, soil can be changed based on its contact with climate, relief, and biological organisms over time.
2. Soil is the accumulation, in layers, of minerals, air, water, animals, and other living materials. These layers become compacted over time and function as the outer skin of the planet. (Soil Forming Factors, n.d.)
Physical properties of soil include:
· soil texture
· soil structure
· bulk density
· soil color
3. There are five soil forming factors: climate, time, relief, organisms, and parent material. These factors act together to offer diversity in the composition of the soil in a particular area. As time passes, weathering factors act on the parent material, affecting both the composition of soil and its depth. (Soil Forming Factors, n.d.)
4. Weathering factors are broken into four groups: translocations, transformations, additions, and losses. Translocations result from water and animal activity. Transformations occur due to chemical reactions. (Soil Composition and Formation, n.d.)
Weathering creates layers within the soil, known as horizons, which are denoted by letters. A soil’s profile degrades over time depending on the stability of its horizons and the effects of weathering factors.
5. Translocation due to water erosion usually causes a majority of the deterioration of a soil’s profile.
Water contact mainly comes in the form of rainfall, which can move soil both directly and indirectly.
Direct rainfall results in splash erosion, which can aggregate smaller materials such as silt, clay, and organic material.
Rainfall which is not soaked into the soil will flow downhill under the force of gravity, taking the soil with it.
Indirect rainfall results in rill and gully erosion. Naturally, a steeper, longer slope with minimal vegetation will result in greater erosion and with it greater soil loss. (Soil Erosion, n.d.)
Part I Review:
Key Points:
· Soil is the accumulation of minerals, air, water, animals, and other living materials.
· The five forming factors that influence soil are climate, time, relief, organisms, and parent material.
· Weathering factors are broken into the following groups: translocations, transformations, additions, and losses.
· A STEEPER slope with less vegetation will increase water erosion.
Part II: Infiltration, Runoff, and Erosion
The process of water moving from the surface of soil into the actual soil is known as infiltration. The relationship of water and soil is often compared to a sponge. If a sponge meets with water at a manageable rate, the water is absorbed into the sponge, just as rainfall or melting snow can infiltrate soil. If t.
The document is a daily lesson log for a 5th grade science class covering the topic of weathering and soil erosion over the course of a week. It includes objectives, content, learning resources, procedures, and reflections for lessons involving classroom discussions and hands-on activities to demonstrate how rainfall, wind, and human activities cause soil erosion and its effects on the environment and living things. The teacher aims to teach students how to reduce the harmful impacts of soil erosion through various prevention methods.
This is a detailed lesson plan that can serve as teacher's guide for teaching Basic Science to pupils in Primary 5. It's a weekly plan ed Lesson plan for week 1to week 11
The document provides information from a lesson on soil erosion. It includes review questions to check understanding, an activity where students investigate the causes of soil erosion using experiments with soil and water, discussion questions about the activity, and ways to prevent soil erosion. The key points are that soil erosion is caused by water and wind moving soil particles, and can be prevented through methods like contour plowing, terracing, planting vegetation, and reforestation.
The document provides information from a lesson on soil erosion. It includes review questions to check understanding, an activity where students investigate the causes of soil erosion using experiments with soil and water, discussion questions about the activity, and ways to prevent soil erosion. The key points are that soil erosion is caused by water and wind moving soil particles, and can be prevented through methods like contour plowing, terracing, planting vegetation, and reforestation.
1. The document describes several activities to teach students about how rocks break down into soil through weathering and erosion.
2. In Activity 1, students watch videos and discuss how lichens, temperature changes, water, and plant roots slowly break rocks down into soil.
3. Activity 2 has students label pictures of natural forces that break down rocks, such as water and wind.
4. In Activity 3, students observe how placing a water-filled plastic bottle in the freezer overnight causes the bottle to break down, relating this to how water breaks down rocks in nature.
This document provides information about the bad effects of certain environmental changes. It discusses how pollution from garbage, chemicals, smoke, and other sources can negatively impact the air, water, and land. Cutting down forests can lead to habitat loss for animals and make the soil more vulnerable to erosion. The greenhouse effect from increased gases is causing global warming, which raises temperatures worldwide and could cause sea levels to rise from melting ice. Certain chemicals like CFCs also deplete the ozone layer, allowing more UV radiation to reach the earth's surface. The document encourages proper waste disposal and gives examples of human activities that should be avoided or reduced to prevent environmental degradation.
Soil Infiltration, Runoff, and ErosionSoil1. Soil is crucia.docxwhitneyleman54422
Soil: Infiltration, Runoff, and Erosion
Soil
1. Soil is crucial to the study of environmental science, as it helps to sustain plant and animal life both below and above the surface. It also can store vital nutrients and support the ecosystem and life within it. Soil is near the Earth's surface; therefore, unlike the parent material that rests beneath soil, soil can be changed based on its contact with climate, relief, and biological organisms over time.
2. Soil is the accumulation, in layers, of minerals, air, water, animals, and other living materials. These layers become compacted over time and function as the outer skin of the planet. (Soil Forming Factors, n.d.)
Physical properties of soil include:
· soil texture
· soil structure
· bulk density
· soil color
3. There are five soil forming factors: climate, time, relief, organisms, and parent material. These factors act together to offer diversity in the composition of the soil in a particular area. As time passes, weathering factors act on the parent material, affecting both the composition of soil and its depth. (Soil Forming Factors, n.d.)
4. Weathering factors are broken into four groups: translocations, transformations, additions, and losses. Translocations result from water and animal activity. Transformations occur due to chemical reactions. (Soil Composition and Formation, n.d.)
Weathering creates layers within the soil, known as horizons, which are denoted by letters. A soil’s profile degrades over time depending on the stability of its horizons and the effects of weathering factors.
5. Translocation due to water erosion usually causes a majority of the deterioration of a soil’s profile.
Water contact mainly comes in the form of rainfall, which can move soil both directly and indirectly.
Direct rainfall results in splash erosion, which can aggregate smaller materials such as silt, clay, and organic material.
Rainfall which is not soaked into the soil will flow downhill under the force of gravity, taking the soil with it.
Indirect rainfall results in rill and gully erosion. Naturally, a steeper, longer slope with minimal vegetation will result in greater erosion and with it greater soil loss. (Soil Erosion, n.d.)
Part I Review:
Key Points:
· Soil is the accumulation of minerals, air, water, animals, and other living materials.
· The five forming factors that influence soil are climate, time, relief, organisms, and parent material.
· Weathering factors are broken into the following groups: translocations, transformations, additions, and losses.
· A STEEPER slope with less vegetation will increase water erosion.
Part II: Infiltration, Runoff, and Erosion
The process of water moving from the surface of soil into the actual soil is known as infiltration. The relationship of water and soil is often compared to a sponge. If a sponge meets with water at a manageable rate, the water is absorbed into the sponge, just as rainfall or melting snow can infiltrate soil. If t.
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
The document is a lesson plan on pollution for Vietnamese students. It includes sections on vocabulary, pronunciation, grammar and other language skills. The key points covered are:
- Types of pollution like water pollution, air pollution, and their causes and effects. Students practice vocabulary related to pollution.
- A reading passage about two friends noticing pollution in a village, including a polluted lake with dead fish.
- Grammar exercises on conditional sentences to discuss causes and effects of pollution.
- A project where students imagine reducing pollution as the environment minister and create a presentation.
1. The document outlines the daily lesson plan for a 12th grade class on trends, networks and critical thinking in the 21st century.
2. The lesson focuses on climate change - its causes like production and consumption patterns, and effects.
3. Students analyze how individual consumption habits contribute to climate change and discuss personal resolutions to address the problem. They also debate whether industrialization benefits or harms the environment.
Lesson plan about global warming. Subject: English. Spanish teammospetelos
The document discusses how students can learn that they can make a difference in addressing environmental issues. It outlines two lesson plans aimed at raising awareness of environmental problems caused by pollution and encouraging students to agree or disagree on topics through class activities, videos, and readings. The lessons teach vocabulary related to climate change and the environment, and review conditional sentences. Students are assessed based on their participation, use of class time, and the attractiveness and accuracy of any posters they create.
This document discusses the impact of human activities on the environment and ecosystems. It begins by establishing that all organisms depend on shared natural resources for survival. It then provides examples of how human activities like agriculture, urban development, and pollution can negatively impact the biosphere. Specifically, issues like global warming, biodiversity loss, deforestation, acid rain, and ozone depletion are examined in more detail. The document stresses the importance of sustainable development and solutions like environmental laws and technologies to curb pollution and its effects on human health and ecosystems.
The article discusses a 14-wheeler truck that fell into a hole on Roxas Boulevard in Manila. Early one morning, the pavement collapsed under the weight of the truck, which was carrying 16 tons of sand. The truck was delivering sand for the Manila Bay rehabilitation project when the incident occurred at the intersection of Roxas Boulevard and Remedios Street. The cause of the hole was not specified.
The document provides information on signs of impending geological hazards such as landslides and sinkholes. It lists several warning signs of an impending landslide, including earlier landslides in the area, tension cracks on elevated ground, movement of non-living objects like tilting trees, and changes in water flow like new springs. Warning signs of an impending sinkhole include tilting or falling trees and fence posts, slanting foundations, new small ponds after rain, cracks in the ground, and sudden drainage of ponds. Knowing these signs can help identify areas at risk and warn people to evacuate or prepare for potential landslides or sinkholes.
A semi-detailed lesson plan in Science and Health 6. I used this semi-detailed lesson plan during the demonstration teaching when I was in practice teaching.
This document outlines a 6-session didactic unit on the environment and sustainability for a first-year practical English class. The unit aims to make students aware of environmental vocabulary, climate change, and their role in preserving the environment. Sessions include vocabulary activities, songs, films and discussions to build students' understanding and ability to discuss the topic in both written and spoken English. The final session involves students working in groups on a project to "open a green window to the world."
The document discusses ecological footprints and how they can be integrated into primary school science curricula. It defines ecological footprint as a measure of human demand on Earth's resources compared to its capacity for regeneration. It notes that while developed countries pursue economic growth, this compromises environmental protection. The document then provides an example lesson plan for teaching students about ecological footprints. It involves activities like slicing an apple to represent Earth's limited land and resources. Students also take a quiz to measure their own footprint and discuss how to be more responsible. The goal is to empower students to take action on global environmental issues through developing critical thinking skills.
This document provides an overview and examples of a science investigation station program taking place in elementary school libraries. It describes setting up 5 interactive stations for students related to a 5th grade science unit on landforms and how they change over time. Each station includes hands-on activities, materials, and task cards to guide students in making observations and answering questions about topics like rock identification, landform maps, computer games, and a experiment on weathering. Examples of station activities, materials, and task cards are provided. The document also includes ideas for wrapping up the station experience and getting student feedback through discussion and exit cards.
All around the world, every country, city and nation have the same.docxgalerussel59292
All around the world, every country, city and nation have the same recurring problem of waste. The main problem with our way of taking care of the waste we create is that we do not use that same waste and recycle it. The reason for this is that people are not being taught about waste disposal correctly. There are many plastic and metals that we throw away that can be recycled but many places, which are responsible for the recycling, don’t take them because there isn’t enough workers to do so. Futhermore waste like apple cores, banana peels all can be recycled and used as fertilizers or a way to create energy known as methane gas, however not enough recycling places do so. The biggest problem, however is that we live in a wasteful time. The idea that we just throw away our things or used products without being responsible for it is not good. We need to be using more recyclable objects and each person is charged on how much they throw away, rather than a flat rate for everyone. With all this waste earth is dying. Animals are losing their homes turning them into landfills. Man and animals cannot live in a world where the waste is just being dumped away. Problems such as pollution, global warming and other will make it harder and harder for us to live. That problem is that people out there don’t care enough to do something about it as they don’t have the knowledge to what this can lead to. I believe more education about waste should be taught and what the damages of poulltion can do to our earth. We see this today with temperatures rising, causing animals not being able to live as these temperatures destroy their habitats. In Cities like los angeles the air is polluted to a point where you can literally see the smog and such over the city. Something has to be done before its too late.
We have the ability to do something about this. And change our enoviroment before its too late and doesn’t just end up being a waste. In years time if we don’t do something about this the problem will be bigger and bigger to the point where we can no longer live on this earth. If we keep "air" pollution up for another 1000 years, we will be sufficated by carbon monoxide. If we keep "water" pollution up, we will die of thirst. If we keep "land" pollution up, we will be buried by our own waste.
Workshop Three Post-Reading Questions
1. Choose one question listed in the handout from each chapter.
2. Write a short essay to answer each question you selected. The essays are to be double spaced and approximately a half to a full page in length each. Many of the questions contain several parts; make sure that you have answered all parts of the question, as well as done any drawings requested.
Chapter 8: The Human Population (Environmental Science)
1. What are the environmental and social consequences of rapid population growth in rural developing areas? In urban developing areas?
2. Describe the negative and positive consequences of affluence on the environment.
.
This document provides vocabulary and grammar exercises related to environmental topics. It begins with vocabulary related to pollution sources and definitions. Grammar exercises practice future tenses including future simple and "be going to." The reading section discusses ways companies and concepts address environmental issues, such as McDonald's plans for biodiesel and a floating city concept.
The residents of SunnyVille Station are getting sick, unprepared for the cold winter, and dealing with excess garbage. Students are tasked with researching what could be causing the sickness, how residents can prepare for winter, and what the mayor can do about garbage as Earth Explorers. They will then present their findings and recommendations at a town hall meeting.
This document provides background information on a report about soil pollution. It begins with acknowledging thanks to teachers and friends who helped with the report. It then outlines the table of contents which includes sections on the background, goals, definitions of soil pollution, causes of soil pollution, impacts of soil pollution on health, soil fertility and plants, impacts on animals, prevention of soil pollution, and protection from soil pollution. The document provides introductory information and outlines the structure and topics to be covered in the full report on soil pollution.
With longer days and nicer weather, we all want to spend more time outdoors, enjoying the sunshine and making the most of nature. For this reason, we want to raise awareness of how important protecting the environment is. To do that, we have prepared some activities for B2 First and C1 Advanced to encourage our students to discuss the topic of climate change. Our B1 Preliminary students can also practise their speaking and use of English while they learn about nature. We have designed some fun activities for A2 Key and A2 Flyers that will give them some ideas to reduce, reuse and recycle. Finally, the younger ones will learn about geography, weather and clothes. Happy teaching!
1. The document is a science module that discusses atmospheric phenomena such as breezes, monsoons, and the Intertropical Convergence Zone (ITCZ).
2. It contains two lessons - the first discusses the behavior of heated air and surrounding air, including demonstrations that heated air rises due to lower density. The second lesson explains atmospheric phenomena.
3. Activities include comparing how fast sand and water warm up when exposed to sunlight, demonstrating rising warm air using a paper bag and candle, and showing air movement inside and outside a box with a lighted candle and smoke from a mosquito coil.
Students will create posters with advice for caring for the environment to post around their school and neighborhood. They will work in groups of 4. The posters are the final task of a project on the environment. Earlier lessons involved students identifying environmental problems, learning about recycling, and finding solutions to environmental issues. Students researched these topics through web links and activities.
This document contains a daily lesson log for an English class in grade 5. It outlines the objectives, content standards, performance standards, and learning competencies for the week. The learning competencies focus on restating sentences, reading aloud, using body language, and observing politeness. The content covered includes using compound sentences, identifying word meanings and text types, arranging details in time order, and inferring purposes of visual media. Sample activities are provided like discussing pictures, videos, and passages. Formative assessment includes restating sentences, arranging events in order, and analyzing visuals like advertisements.
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
The document is a lesson plan on pollution for Vietnamese students. It includes sections on vocabulary, pronunciation, grammar and other language skills. The key points covered are:
- Types of pollution like water pollution, air pollution, and their causes and effects. Students practice vocabulary related to pollution.
- A reading passage about two friends noticing pollution in a village, including a polluted lake with dead fish.
- Grammar exercises on conditional sentences to discuss causes and effects of pollution.
- A project where students imagine reducing pollution as the environment minister and create a presentation.
1. The document outlines the daily lesson plan for a 12th grade class on trends, networks and critical thinking in the 21st century.
2. The lesson focuses on climate change - its causes like production and consumption patterns, and effects.
3. Students analyze how individual consumption habits contribute to climate change and discuss personal resolutions to address the problem. They also debate whether industrialization benefits or harms the environment.
Lesson plan about global warming. Subject: English. Spanish teammospetelos
The document discusses how students can learn that they can make a difference in addressing environmental issues. It outlines two lesson plans aimed at raising awareness of environmental problems caused by pollution and encouraging students to agree or disagree on topics through class activities, videos, and readings. The lessons teach vocabulary related to climate change and the environment, and review conditional sentences. Students are assessed based on their participation, use of class time, and the attractiveness and accuracy of any posters they create.
This document discusses the impact of human activities on the environment and ecosystems. It begins by establishing that all organisms depend on shared natural resources for survival. It then provides examples of how human activities like agriculture, urban development, and pollution can negatively impact the biosphere. Specifically, issues like global warming, biodiversity loss, deforestation, acid rain, and ozone depletion are examined in more detail. The document stresses the importance of sustainable development and solutions like environmental laws and technologies to curb pollution and its effects on human health and ecosystems.
The article discusses a 14-wheeler truck that fell into a hole on Roxas Boulevard in Manila. Early one morning, the pavement collapsed under the weight of the truck, which was carrying 16 tons of sand. The truck was delivering sand for the Manila Bay rehabilitation project when the incident occurred at the intersection of Roxas Boulevard and Remedios Street. The cause of the hole was not specified.
The document provides information on signs of impending geological hazards such as landslides and sinkholes. It lists several warning signs of an impending landslide, including earlier landslides in the area, tension cracks on elevated ground, movement of non-living objects like tilting trees, and changes in water flow like new springs. Warning signs of an impending sinkhole include tilting or falling trees and fence posts, slanting foundations, new small ponds after rain, cracks in the ground, and sudden drainage of ponds. Knowing these signs can help identify areas at risk and warn people to evacuate or prepare for potential landslides or sinkholes.
A semi-detailed lesson plan in Science and Health 6. I used this semi-detailed lesson plan during the demonstration teaching when I was in practice teaching.
This document outlines a 6-session didactic unit on the environment and sustainability for a first-year practical English class. The unit aims to make students aware of environmental vocabulary, climate change, and their role in preserving the environment. Sessions include vocabulary activities, songs, films and discussions to build students' understanding and ability to discuss the topic in both written and spoken English. The final session involves students working in groups on a project to "open a green window to the world."
The document discusses ecological footprints and how they can be integrated into primary school science curricula. It defines ecological footprint as a measure of human demand on Earth's resources compared to its capacity for regeneration. It notes that while developed countries pursue economic growth, this compromises environmental protection. The document then provides an example lesson plan for teaching students about ecological footprints. It involves activities like slicing an apple to represent Earth's limited land and resources. Students also take a quiz to measure their own footprint and discuss how to be more responsible. The goal is to empower students to take action on global environmental issues through developing critical thinking skills.
This document provides an overview and examples of a science investigation station program taking place in elementary school libraries. It describes setting up 5 interactive stations for students related to a 5th grade science unit on landforms and how they change over time. Each station includes hands-on activities, materials, and task cards to guide students in making observations and answering questions about topics like rock identification, landform maps, computer games, and a experiment on weathering. Examples of station activities, materials, and task cards are provided. The document also includes ideas for wrapping up the station experience and getting student feedback through discussion and exit cards.
All around the world, every country, city and nation have the same.docxgalerussel59292
All around the world, every country, city and nation have the same recurring problem of waste. The main problem with our way of taking care of the waste we create is that we do not use that same waste and recycle it. The reason for this is that people are not being taught about waste disposal correctly. There are many plastic and metals that we throw away that can be recycled but many places, which are responsible for the recycling, don’t take them because there isn’t enough workers to do so. Futhermore waste like apple cores, banana peels all can be recycled and used as fertilizers or a way to create energy known as methane gas, however not enough recycling places do so. The biggest problem, however is that we live in a wasteful time. The idea that we just throw away our things or used products without being responsible for it is not good. We need to be using more recyclable objects and each person is charged on how much they throw away, rather than a flat rate for everyone. With all this waste earth is dying. Animals are losing their homes turning them into landfills. Man and animals cannot live in a world where the waste is just being dumped away. Problems such as pollution, global warming and other will make it harder and harder for us to live. That problem is that people out there don’t care enough to do something about it as they don’t have the knowledge to what this can lead to. I believe more education about waste should be taught and what the damages of poulltion can do to our earth. We see this today with temperatures rising, causing animals not being able to live as these temperatures destroy their habitats. In Cities like los angeles the air is polluted to a point where you can literally see the smog and such over the city. Something has to be done before its too late.
We have the ability to do something about this. And change our enoviroment before its too late and doesn’t just end up being a waste. In years time if we don’t do something about this the problem will be bigger and bigger to the point where we can no longer live on this earth. If we keep "air" pollution up for another 1000 years, we will be sufficated by carbon monoxide. If we keep "water" pollution up, we will die of thirst. If we keep "land" pollution up, we will be buried by our own waste.
Workshop Three Post-Reading Questions
1. Choose one question listed in the handout from each chapter.
2. Write a short essay to answer each question you selected. The essays are to be double spaced and approximately a half to a full page in length each. Many of the questions contain several parts; make sure that you have answered all parts of the question, as well as done any drawings requested.
Chapter 8: The Human Population (Environmental Science)
1. What are the environmental and social consequences of rapid population growth in rural developing areas? In urban developing areas?
2. Describe the negative and positive consequences of affluence on the environment.
.
This document provides vocabulary and grammar exercises related to environmental topics. It begins with vocabulary related to pollution sources and definitions. Grammar exercises practice future tenses including future simple and "be going to." The reading section discusses ways companies and concepts address environmental issues, such as McDonald's plans for biodiesel and a floating city concept.
The residents of SunnyVille Station are getting sick, unprepared for the cold winter, and dealing with excess garbage. Students are tasked with researching what could be causing the sickness, how residents can prepare for winter, and what the mayor can do about garbage as Earth Explorers. They will then present their findings and recommendations at a town hall meeting.
This document provides background information on a report about soil pollution. It begins with acknowledging thanks to teachers and friends who helped with the report. It then outlines the table of contents which includes sections on the background, goals, definitions of soil pollution, causes of soil pollution, impacts of soil pollution on health, soil fertility and plants, impacts on animals, prevention of soil pollution, and protection from soil pollution. The document provides introductory information and outlines the structure and topics to be covered in the full report on soil pollution.
With longer days and nicer weather, we all want to spend more time outdoors, enjoying the sunshine and making the most of nature. For this reason, we want to raise awareness of how important protecting the environment is. To do that, we have prepared some activities for B2 First and C1 Advanced to encourage our students to discuss the topic of climate change. Our B1 Preliminary students can also practise their speaking and use of English while they learn about nature. We have designed some fun activities for A2 Key and A2 Flyers that will give them some ideas to reduce, reuse and recycle. Finally, the younger ones will learn about geography, weather and clothes. Happy teaching!
1. The document is a science module that discusses atmospheric phenomena such as breezes, monsoons, and the Intertropical Convergence Zone (ITCZ).
2. It contains two lessons - the first discusses the behavior of heated air and surrounding air, including demonstrations that heated air rises due to lower density. The second lesson explains atmospheric phenomena.
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Grade 5 DLL SCIENCE 5 Q4 Week 3.docx
1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level: V
Teacher: Credits to the Writer of this File Learning Area: SCIENCE
Teaching Dates and
Time: MAY 15-19, 2023 (WEEK 3) Quarter: 4TH Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The Learners demonstrate
understanding of…
weathering and soil erosion shape the Earth’s surface and affect living things and the environment
B. Performance Standards The Learners should be able
to…
participate in projects that reduce soil erosion in the community
C. Learning
Competencies/Objectives
Write the LC code for each
1. Communicate the data collected from the investigation on soil erosion
2. Identify ways on how to reduce the harmful effects of soil erosion on living things and environment.
S5FE-IVc-3/Page 33of 66
II. CONTENT Weathering and Soil Erosion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide for grade 5 Code:S5FE-IV-C-3
2.Learner’s Material pages
3.Textbook pages Science and Health 5, Science 4 TG and LM lesson 57
4.Additional Materials from
Learning Resource (LR)
portal
www.landscapeplanet.com., www.omatra.gov.on.ca., www.landscapeplanet.com., www.erosionpollution.com. www.landscapeplanet.com., www.erosionpollution.com
B. Other Learning Resources Day 1- “Shower Them All”
Sand, plastic, water,
strainer, mini houses, trees and
grasses
Day 2- “Blow Them All”
Electric fan/fan, sand,
mini houses, trees and grasses
Day 3-“What Have They Done?”
Pictures, strips of paper, manila
paper, pentel pen
Day 4-“What Would You Do?”
Pentel pen, pencil, color, manila
paper, bond paper.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
A. Observe cleanliness in the area Engagement
Set standards on suggested instructions to be observed before taking the class outside of the classroom. (If not applicable set standards in video
viewing or you may do the activity inside the classroom)
1. Avoid unnecessary noise in getting in and out of the classroom.
2. Be with the group
3. Bring notebook and pen
4. Work on the assigned Task
5. Be mindful on the allotted time
WEEKLY TEST
2. B. Establishing a purpose for
the lesson
After setting the standards do the following.
1. Allow the pupils to go outside the classroom where they can go outside and walk on the uncemented school ground.
2. If the weather is not good, just stay in the classroom where they can still see the school ground.
3. Let them observe for 3-5 minutes.
4. Ask them to observe the part of the school which are prone to soil erosion and think of the possible ways on how to reduce it.
C. Presenting
examples/instances of the
new lesson
.Preparatory Activity
Say: Let us learn more
about soil erosion as we perform
the next activity.
Day 1 – LM Activity
“Shower Them All”
1.Check the materials ahead of
time
2.Provide manila paper, tape and
marker for group output.
3.Emphasize the use of senses in
doing the activity.
Day 2- LM Activity
“Blow Them All”
1.Prepare/Check the materials
ahead of time.
2.Check the materials of the
pupils.
3.Provide manila paper, tape and
marker for group output.
Day 3- LM Activity
“What Have They
Done?”
1.Prepare/Check the materials
ahead of time.
2.Check the materials of the
pupils.
3.Provide manila paper, tape
and marker for group output
Day 4- LM Activity
“What Would You Do?”
1.Group the class into 3.
2.Allow them to choose their leaders.
3.Ask the leader to get the activity
assigned.
4.Set the standards in performing an
activity.
5.Allow the pupils to perform their
assigned task for 15 minutes.
D. Discussing new concepts and
practicing new skills #1
.What to do:
.Make a sand pyramid on top of
the plastic cover.
2.Design the toy houses, trees and
grasses around the sand pyramid.
3.Make a rain using the strainer
and water on the pyramid for 5
seconds, then 10 seconds.
What to do:
1.Make a sand pyramid on top of
the plastic cover.
2. Design the toy houses,
trees and grasses around the sand
pyramid.
3. Align the set on an
electric fan a) number 1 speed b)
number 2 speed c) number 3
speed.
What to do:
1. Make to columns on
the manila paper.
2. Title the first column
“Human Activities That Causes
Soil Erosion” and title the
second column “Effects of
Human Activity to the
Environment and Living
things”
3. Arrange the given
pictures and phrases in its
proper column.
4. Answer the guide
questions correctly.
.
What to do:
Group 1 (Poster Making)
1. Using the manila paper draw ways on
how to reduce soil erosion caused by
rainfall
2. The leader will report their work.
Group 2 (Jingle/Song)
1. Using the tune of a familiar song,
create its lyrics on ways on how to
reduce soil erosion caused by wind.
2. The group will sing it to the class.
Group 3 (News Report)
1. Make a news report on ways of
how to reduce soil erosion caused by
humans and animals
2. Present it to the class acting as
if each member is a tv reporter.
E. Discussing new concepts and
practicing new skills #2
1.What happens to the set up
when you pour water on it for 5
seconds? For 10 seconds?
2.What made the soil erode or
wear away?
3.When the soil loosens up and
erode, what happens to the
houses and trees?
4.What are the effects of soil
1.What happens to the soil when
you allow the electric fan to blow
it at number 1,2,3 speed?
2.What made the top soil erode
or wear away?
3.When the top soil erode, what
happens to the houses and trees?
4. When the top soil wear
away, do you think will happen to
Guide Questions:
1.What are the human
activities that causes soil
erosion?
2.How does deforestation and
constructions cause soil
erosion?
3.How does these affect our
environment?
Guide Questions:
1.What are the causes of soil erosion?
2.What are the harmful effects of soil
erosion on living things and
environment?
3.What are the different ways on how to
reduce soil erosion caused by rainfall?
4.What are the different ways on how to
reduce soil erosion caused by wind?
3. erosion made by water or rain?
5.How would you reduce soil
erosion caused by water or rain?
6.Complete the tables based on
the activity.
SOIL EROSION BY RAIN OR
WATER
Harmful Effects
to Living Things
and
Environment
Ways to
Prevent/
Reduce
the
Harmful
Effects
1. 1.
2. 2.
3. 3.
the quality of the soil for our
crops?
5. What are the effects of
soil erosion made by wind or air?
6. How would you reduce
soil erosion caused by wind or air?
7. Complete the tables
based on the activity.
SOIL EROSION BY WIND OR
AIR
Harmful Effects to
Living Things and
Environment
Ways to
Prevent/
Reduce
the
Harmful
Effects
1. 1.
2. 2.
3. 3.
4.How does agriculture cause
soil erosion?
5.Knowing that these human
activities has harmful effects
on the living things and
environment, what are the
possible ways to reduce soil
erosion?
5.What are the different ways on how to
reduce soil erosion caused by humans
and animals?
6.How did each group present their
task?
Soil Erosion
Because of
Effects of
Soil Erosion
on living
things and
environment
Ways
to
Prevent
the
Harmful
Effects
of Soil
Erosion
Rain/Water 1.
2.
3.
1.
2.
3.
Wind/Air 1.
2.
3.
1.
2.
3.
Human
Activities
1.
2.
3.
1.
2.
3.
F. Developing mastery
(Leads to Formative
Assessment 3)
As soon as you have
completed the assigned task,
gather all your used materials and
go back to your classroom to
finalize your output for posting
and reporting.
.As soon as you have completed
the assigned task, gather all your
used materials and go back to
your classroom to finalize your
output for posting and reporting
As soon as you have
completed the assigned task,
gather all your used materials
and finalize your output for
posting and reporting
.
G. Finding practical
applications of concepts and
skills in daily living
Now that you have learned the harmful effects of soil erosion to living things and environment, how would you show your concern to our
environment? What are the things you can do to show love and concern to your environment?
H. Making generalizations and
abstractions about the
lesson
Remember These:
Erosion is the wearing away
of soil by wind, water, gravity, or
human impact. It occurs naturally
but can be made worse by human
activities such as farming, logging,
and mining. The most common
Remember These:
Wind erosion occurs in
susceptible areas of Ontario but
represents a small percentage of
land – mainly sandy and organic
or muck soils. Under the right
conditions it can cause major
Remember These:
Human activity on and
around the earth’s surface
whether it is in your backyard
or down the park are known
to cause erosion 10 times
more than naturally occurring
Remember These:
Soil erosion impacts the agricultural
industry as well as the natural
environment. The effects of soil erosion
can be felt both on-site, meaning at the
site of soil disruption, or off-site,
meaning the location where the eroded
4. type of erosion happens when soil
is washed off a slope by rainwater.
ht.
Refer to Lm
losses of soil and property (Figure
7).
Refer to Lm
processes. Human life has
been the number on cause of
erosion dating back to the first
millennium. Agriculture and
construction are the 2 ways in
which humans cause erosion.
Construction when
unnecessarily conducted can
be quite damaging to soil and
dirt. Vegetation and
agriculture are also 2 human
causes of erosion because
humans move the top soil and
make it prone to erosion.
soil deposits. Let's start by building our
understanding of the impact of soil
erosion on-site. When the topsoil is
eroded from an area, that area loses its
most nutrient-rich layer, and therefore
soil quality is reduced.
Refer to Lm
I. Evaluating learning E.Evaluation
Fill in the box with the correct answer.
1.the wearing away of soil or the
transferring of soil from place to place
2. 3. 4. causes of
soil erosion
5.-6 Give two ways to prevent soil
erosion caused by rain/water.
7-8 Give two ways to prevent soil
erosion caused by wind/air.
9-10. Give two ways to prevent soil
erosion caused by human activities
J. Additional activities for
application or remediation
IV.Assignment
Cut and paste 5 pictures on how to
prevent soil erosion.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
5. lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?