This lesson plan summarizes a lesson on an Aboriginal Dreamtime story about Tiddilak the Frog. The story teaches about floods and droughts and the importance of balance. Students will learn about Aboriginal traditions, the effects of too much or too little water, and how the animals in the story work together to solve a water crisis. They will read the story, discuss it, and complete activities to assess their understanding. The lesson incorporates multiple subjects and aims to develop students' cultural awareness, problem solving, collaboration and critical thinking skills.
article on service learning activities based on young children's trade books. Ideas for students to read and consider the seven elements on how to create a service learning lesson in a classroom.
article on service learning activities based on young children's trade books. Ideas for students to read and consider the seven elements on how to create a service learning lesson in a classroom.
What is FLOSH? Is there a legal share-a-like framewok? What are the common practices? Where are we heading? The panel will give insights from various perspectives and discuss about the future framing of Free/Libre Open Source Hardware and how we could further spread the idea and its values. Supporting material for the RE*CAMPAIGN can be found at www.ohanda.org.
Cathy Fitzgerald, creative practice-thesis doctoral scholar from the National College of Art & Design, Dublin, was invited by TheGallery, Bournemouth Arts University, UK to take part in a 'Text+Work' public talk on 14 Feb 2013. TheGallery's 'Text+Work' talks are designed to further developed the conversation and narrative surrounding exhibitions at TheGallery. Currently the exhibition is Jane Wilbraham's wood sculptures.
Cathy's talk was described as an 'Art in Context session on Land management' at TheGallery.
With a background in biological research and visual culture, Cathy reviewed the growing ecological crisis; discussed contemporary art & ecology practice, ecocriticism of cultural works (visual culture and nature cinema), radical permanent forest management and new national forest policy in Ireland that is moving towards permanent, non clearfell forestry. Cathy's background in these areas, have fed her arts practice that is resulting in a long term art & ecology forest project based in her immediate environment, a small woodland in rural Ireland. From this work Cathy is developing an applied, transferable philosophy of deep sustainability, rooted in actions, theory and the many lessons from the forest in which she lives.
What is FLOSH? Is there a legal share-a-like framewok? What are the common practices? Where are we heading? The panel will give insights from various perspectives and discuss about the future framing of Free/Libre Open Source Hardware and how we could further spread the idea and its values. Supporting material for the RE*CAMPAIGN can be found at www.ohanda.org.
Cathy Fitzgerald, creative practice-thesis doctoral scholar from the National College of Art & Design, Dublin, was invited by TheGallery, Bournemouth Arts University, UK to take part in a 'Text+Work' public talk on 14 Feb 2013. TheGallery's 'Text+Work' talks are designed to further developed the conversation and narrative surrounding exhibitions at TheGallery. Currently the exhibition is Jane Wilbraham's wood sculptures.
Cathy's talk was described as an 'Art in Context session on Land management' at TheGallery.
With a background in biological research and visual culture, Cathy reviewed the growing ecological crisis; discussed contemporary art & ecology practice, ecocriticism of cultural works (visual culture and nature cinema), radical permanent forest management and new national forest policy in Ireland that is moving towards permanent, non clearfell forestry. Cathy's background in these areas, have fed her arts practice that is resulting in a long term art & ecology forest project based in her immediate environment, a small woodland in rural Ireland. From this work Cathy is developing an applied, transferable philosophy of deep sustainability, rooted in actions, theory and the many lessons from the forest in which she lives.
Newsletters present what we have done so far with short descriptions in text boxes and photos of the outcomes. It’s written in English and each country is translating it in its mother tongue to be shared with parents and teachers or students of other schools in our towns.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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
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.
1. Lesson Plan Format
Class: Year 1 Date: 9th September, 2012 Time: Start: 9.15am -10am
Stage : 1
Lesson Topic: The Aboriginal Dreamtime story of Tiddilak the Frog, (Wet and Dry Unit), concentrating on floods and droughts and
Key Learning Area: Human Society & its environment! beginning to look at the importance of water, how we need a balance in life. The following two lessons would look at water
conservation and the inequity of it locally and globally.
Recent Prior Experience
This lesson is under the Wet & Dry Environments strand. It is recommended in the syllabus that all teachers from Early Stage 1 to Stage 3 should experience the work of Aboriginal and Torres Strait Islander peoples.
Incorporating this, students have previously learnt how Aboriginals have interacted with their environment, along with oral traditional stories passed through the generations, otherwise known as Dreamtime stories.
The chosen Aboriginal Dreamtime story for the class today is versatile and thematic from a HSIE viewpoint; as it is a story that parallels skills & ideas in HSIE, such as collaborative problem solving, inquiry based
learning activities, active participation in raising issues & critical thinking with regards to water, the lack of it, as well as too much of it; the impact it has on land and the life it supports/destroys; all supporting HSIEs
values and attitudes of Ecological Sustainability, Intercultural understanding and beliefs and moral code.
The story of Tiddilak the Frog is figurative as it concentrates on life before water (drought) and after water (flood) – the animals join forces in a shared effort in solving their water crisis. Students understand that a wet
or dry environment is also a home that provides food and shelter for many different animals and wildlife that have adapted to its natural surroundings. Integrated Key Learning Areas include: Science LTS1.3
Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their Environment. English (Reading, Talking & Listening) RS1.5 identifies
elements such as main characters, setting and events in a variety of literary texts, shows empathy with characters in stories. HSIE/CUS 1.3 Identifies customs, practices, symbols languages and traditions of their
family and other families and HSIE/CUS 1.4 Describes the cultural, linguistic and religious practices of their family, their community and other communities and Creative Arts (VAS1.1) makes artworks in a particular
way about experiences of real and imaginary things.
Syllabus Outcome(s): Indicators: By the end of this lesson children will: Assessment:
Relationships with places Recognizes that Aboriginal people have interacted positively with the environment for a (T) Assesses: through engagement and active participation
long time. & (S)’s self management.
ENS1.5 Compares and contrasts natural and
built features in their local area and the ways Express feelings and values about places that they and others feel are important. -through accurate understandings of the story. There was
people interact with these features. a water shortage, water is necessary for survival; it is also
Will remember the seasons and what type of whether creates a flood or drought. a part of the cycle of nature the wet and dry seasons.
ENS1.6 Demonstrates an understanding of
relationship between environments and They will know the devastating effects of flood and drought to all living things. -through their investigations and conclusions, answers to
people PMI charts, Venn diagrams and contribution as group
They will know the difference between a wet and dry environment. Eg: swamp, arid land. leader, scriber, presenter.
They will understand the importance of water for sustainability. -through contribution to the final comparison group poster
of a wet & dry environment.
Safety Issues to consider: Resources required for this lesson:
o Work stations ready before students o Swasbrook, Elizabeth. (2000) Aboriginal Legend Plays: Introducing Aboriginal Culture through Drama. Western Australia: Prim-Ed Publishing.
arrive.
o VIDEO - http://www.youtube.com/watch?v=VpZ29kUCQWM. Retrieved 13/04/2011. 7 Feb 2009 ... A story about thirsty Tiddalik! (This a different video to the
o Mention that this is a nurturing and one on the blog, it would be good for children with hearing problems as it has the sub titles on it)
safe environment we all must feel
comfortable in for our creative o Pictures of trees in flood and drought situations, PowerPoint slide, videos, PMI, Venn diagrams, facts on frogs, drought and flood with trees and Aboriginal
abilities to flow. poem and the Story Tiddilak the Frog.
Carolyn Cavell – HSIE Assessment Page 1
2. LESSON SEQUENCE
INTRODUCTION
Timing (T) The interconnectedness of the Aboriginals and their relationship with the land Students read this poem together; the ideas in it represent
(10) and their respect for it reiterated in this poem from previous lesson to remind Aboriginals spirituality, respect and oneness with the land. (S)
students. understand cycles of renewal, knowledge from revelation and
experience.
. The land owns us; we don’t own the land.
The land owns us; we don’t own the land. So we are about to embark on another journey with a dreamtime
We are part of the land. story that talks about the wet and dry seasons. The students will
From the time we are children we learn the have to figure out what the story is about and investigate it further.
songs and stories about the land.
For thousands of years, these songs and
stories have been part of the people’s oral
tradition and beliefs.
(T) Reads the book Tiddilak the Frog another traditional dreamtime story, an oral A story book is part of inquiry learning along with active participation
tradition passed down through the generations and it is trying to tell us something. in brainstorming with the teachers scaffolded questions.
Sometimes it is a moral or something you can learn from. Let’s see what we can
learn by investigating the story ourselves!
Story is read and (T) brainstorms through questioning with students: Students are currently on the floor answering and brainstorming T’s
questions. T writes their answers on the whiteboard or IWB in two
What problems arose in the story? What is a serious problem with this water separate columns, showing the drought and the flood aspects.
shortage? How did the animals return the water? Who suggested the frog laugh?
What was happening to the animals without the water? Who were the first creatures
to try and make Tiddilak laugh? Can anyone remember how the problem was
solved? All the animals worked cooperatively with ideas to make Tiddilak laugh so
he would spill out the water.
Students write on IWB what they think might happen to the drought stricken plains
in one column, in another column what would happen once Tiddilak has splurged
the huge amount of water out. (He has replenished or refilled). Are the
consequences good or bad?
DEVELOPMENT
(35) Activities for learning and investigating: To think logically, critically and creatively. I
have 3 workstations to reach the children on different levels - which may need a
double block of HSIE. They all come together and share their knowledge and
research and pictures which will be part of a big class poster of the wet and dry
season from Tiddilak’s world. There will be a black line drawn down the middle to
show the stark contrast.
Carolyn Cavell – HSIE Assessment Page 2
3. Group 1: LAND and VEGETATION
Have pictures of floods and droughts and (T) will provide a paragraph of information
on flood and a paragraph on the effects of drought to land and vegetation. Students
in this group (gifted) read through and the put on a PMI chart & write the impacts
on TREES. The differences/similarities.
After their discussion and writing exercise, they will draw and colour in a number of
trees that are drought affected and a number of trees that are flood affected.
Looking at their information and pictures, (these pieces of artwork will be stuck on
final group class poster).
Group 2: THE FROGS JOURNEY!
Let’s follow online what happens to the frog in the wet season and where does he
go in the dry season? (T) provides interesting facts to this table about frogs; for eg:
Frogs were used by Indigenous Australians during times of drought as a source of
water. How they burrow underground during dry periods and absorbed large
amounts of water.
Students use a Venn Diagram to map out what happens in the dry and wet seasons
to this frog, what are his movements, how does he adapt and so on.
Group 3: ABORIGINAL WEATHER PATTERNS and importance of the
elements.
These groups have a chart of Aboriginal weather symbols and they take an
educated guess on what these symbols mean. Then they compare with the correct
answers. This group draws pictures of clouds (where rain comes from) and (picture
of a large sun), which is also needed for growth. Their parts of the poster are the
elements of the weather, which will also be a part of the big wet/dry poster. The
importance of water for all of us. Create annotated drawings to illustrate the
environmental indicators of wet/dry seasons.
CLOSURE
(10) (T) Shows the video of Tiddilak the Frog – so the story is consolidated, Students move back quietly to their desks and wind down ready to
environmental issues discussed. They may make other discoveries, or see things watch the 5-minute video of the story they have read and discussed
from a different perspective. today. The video allows the students to bring their knowledge and
http://www.youtube.com/watch?v=0y3Ta5xcKV4. discussion of today’s activities this will consolidate their
understanding and perhaps they will learn and see things differently.
All students in the second lesson get their leader to get up and read what they have
discovered in a news style forum. (T) mentions that water is important but we all need things in
balance. Too much of anything is not a good thing. Too much sun,
After all 3 groups discoveries share their knowledge and stories, a GIANT poster of means drought, too much water means flood. Next lesson we will
a wet and dry environment on Tiddilak will be collaboratively done for next lesson. talk about water conservation and what we can do to preserve it.
The students can add their drawings and symbols to the painting!
Carolyn Cavell – HSIE Assessment Page 3