1. The document provides a student with assignments to complete over summer vacation, including finishing missions, preparing for a debate and spelling bee in early September, and assessing portfolios after school begins.
2. The teacher provides contact information and encourages the student to enjoy their vacation.
3. The student is given a number of assignments to complete over the summer, such as studying materials daily, preparing presentations, creating recipes and videos, exploring educational programs and websites, arranging their portfolio, and learning an English song.
Hurricane Sandy caused major damage along the East Coast in 2012. The Red Cross used social media to gather information about needs and provide assistance. They monitored over 2.5 million posts, identified key topics like shelters and donations, and sent over 2,000 responses. Social media provided critical real-time information that helped direct relief efforts, though established relief organizations still struggled to coordinate with self-organizing community aid via social channels. Lessons learned include the need for better volunteer training, data integration between relief operations and social media, and coordination of mutual aid efforts.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering blood pressure, reducing muscle tension, and decreasing levels of stress hormones. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to both mental and physical health over time.
Complete a2 aqa geography case studiesSophie Brown
This document provides examples and case studies of various tectonic events and earthquakes around the world. It describes the physical impacts like magnitude, location and geological features. It also discusses the social, economic and management aspects like casualties, infrastructure damage, costs of recovery and response efforts. The case studies examined include the Northridge, Japanese, Gujarat, Sichuan, Christchurch, Boxing Day Tsunami and Haiti earthquakes.
Hurricane Sandy struck the United States Atlantic coast in October 2012, becoming the deadliest hurricane with winds up to 185 km/h, flooding streets, knocking down trees and power lines, and leaving people stranded in homes to be rescued by boats along the Jersey shore. A combination of weather factors caused the massive Category 1 storm, which resulted in over $30 billion in damages and losses, 117 deaths in the US and more abroad, and widespread evacuations or rescues.
The document summarizes information about Hurricane Sandy, including its formation, strengthening process, impacts, and the emergency response efforts. Specifically:
1) Hurricane Sandy strengthened into a powerful storm as it traveled over warm Atlantic waters, with winds exceeding 74 mph.
2) It caused widespread damage along the East Coast of the US in late October 2012, leaving over 100 people dead across several states.
3) Emergency responders from FEMA, the military, and other organizations coordinated relief efforts like distributing supplies and setting up medical facilities.
Hurricane Sandy hit the East Coast in late October 2012, causing massive destruction along the coastlines of New Jersey, New York, and other areas. The article includes 5 pictures showing some of the damage from the powerful storm, such as flooded streets, damaged homes and buildings, and downed trees and power lines. In summary, the article uses 5 pictures to illustrate the widespread damage from Hurricane Sandy in 2012.
This document outlines research on Hurricane Sandy, which occurred in late October 2012 and affected the eastern coast of the United States. The outline includes sections on why the author chose this topic, how research was conducted, basic details about hurricanes, when and where Hurricane Sandy made landfall, what areas and infrastructure it impacted, and the aftermath and recovery efforts after the storm.
1. The document provides a student with assignments to complete over summer vacation, including finishing missions, preparing for a debate and spelling bee in early September, and assessing portfolios after school begins.
2. The teacher provides contact information and encourages the student to enjoy their vacation.
3. The student is given a number of assignments to complete over the summer, such as studying materials daily, preparing presentations, creating recipes and videos, exploring educational programs and websites, arranging their portfolio, and learning an English song.
Hurricane Sandy caused major damage along the East Coast in 2012. The Red Cross used social media to gather information about needs and provide assistance. They monitored over 2.5 million posts, identified key topics like shelters and donations, and sent over 2,000 responses. Social media provided critical real-time information that helped direct relief efforts, though established relief organizations still struggled to coordinate with self-organizing community aid via social channels. Lessons learned include the need for better volunteer training, data integration between relief operations and social media, and coordination of mutual aid efforts.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering blood pressure, reducing muscle tension, and decreasing levels of stress hormones. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to both mental and physical health over time.
Complete a2 aqa geography case studiesSophie Brown
This document provides examples and case studies of various tectonic events and earthquakes around the world. It describes the physical impacts like magnitude, location and geological features. It also discusses the social, economic and management aspects like casualties, infrastructure damage, costs of recovery and response efforts. The case studies examined include the Northridge, Japanese, Gujarat, Sichuan, Christchurch, Boxing Day Tsunami and Haiti earthquakes.
Hurricane Sandy struck the United States Atlantic coast in October 2012, becoming the deadliest hurricane with winds up to 185 km/h, flooding streets, knocking down trees and power lines, and leaving people stranded in homes to be rescued by boats along the Jersey shore. A combination of weather factors caused the massive Category 1 storm, which resulted in over $30 billion in damages and losses, 117 deaths in the US and more abroad, and widespread evacuations or rescues.
The document summarizes information about Hurricane Sandy, including its formation, strengthening process, impacts, and the emergency response efforts. Specifically:
1) Hurricane Sandy strengthened into a powerful storm as it traveled over warm Atlantic waters, with winds exceeding 74 mph.
2) It caused widespread damage along the East Coast of the US in late October 2012, leaving over 100 people dead across several states.
3) Emergency responders from FEMA, the military, and other organizations coordinated relief efforts like distributing supplies and setting up medical facilities.
Hurricane Sandy hit the East Coast in late October 2012, causing massive destruction along the coastlines of New Jersey, New York, and other areas. The article includes 5 pictures showing some of the damage from the powerful storm, such as flooded streets, damaged homes and buildings, and downed trees and power lines. In summary, the article uses 5 pictures to illustrate the widespread damage from Hurricane Sandy in 2012.
This document outlines research on Hurricane Sandy, which occurred in late October 2012 and affected the eastern coast of the United States. The outline includes sections on why the author chose this topic, how research was conducted, basic details about hurricanes, when and where Hurricane Sandy made landfall, what areas and infrastructure it impacted, and the aftermath and recovery efforts after the storm.
This document outlines a 4-day thematic unit for 4th grade students about natural disasters. Each day focuses on different types of natural disasters: Day 1 is about tornadoes, Day 2 is about hurricanes, Day 3 covers earthquakes, volcanoes, and tsunamis, and Day 4 focuses specifically on tsunamis. For each day, the teacher provides the essential question, objectives, activities and assignments. Activities include reading, videos, experiments, discussions, and writing prompts. The goal is for students to understand how and why different natural disasters occur.
Assignment 3 Webquest plan by Cecilia Casadio and Eliane CustodeElianemc
1) The document outlines a three-lesson project for students to learn about natural disasters.
2) In the lessons, students will research different natural disasters online and in groups, learn how they occur through interactive guides, and read articles about specific natural disaster events.
3) The goal is for students to understand the causes and impacts of natural disasters as well as appropriate responses in different situations through hands-on activities and discussion.
You're right, upon further reflection the activities in this task could be improved to better meet the goals of an output-based interactive task. Here are some suggestions:
- For activity A, have students work in pairs to quiz each other on the comprehension questions instead of answering individually. This adds an interactive element.
- For activity B, have students discuss their opinions in pairs or small groups instead of as a whole class. Give them a time limit to come to a consensus on 1-2 of the discussion questions to present to the class.
- For activity C, have each student pair create a new ending to the story. Then have them take turns presenting their version to another student pair, who provides feedback.
This document outlines a unit on severe weather that includes 5 lessons. It covers defining severe weather, the characteristics of events like hurricanes, volcanoes and earthquakes. Later lessons discuss tornados in more detail, reading weather maps and symbols, and the social and economic impacts of severe weather. Students research different weather topics in groups, analyze maps and data, consider the human costs of disasters and how communities cope and recover. The unit aims to help students understand severe weather formation and its consequences through interactive websites, videos, assignments and presentations.
This lesson plan is for a 1st grade weather unit. Students will read Cloudy with a Chance of Meatballs and discuss different weather patterns. They will then create a class list of "weather words" and each choose one to draw and write about. Specifically, how it helps, harms, and what activities can be done in that weather. Groups will share their work and the class will tally the most popular weather words. The plan considers classroom management, student behaviors, and differentiation strategies.
This document outlines a lesson plan for a 5th year secondary school class in Argentina on natural disasters. The lesson focuses on tornados and aims to develop students' reading, speaking, and writing skills. Key points of the lesson include presenting newspaper headlines about a tornado, reading an article on tornados, and assigning homework requiring students to watch an educational video and complete a chart with information about different natural disasters. Assessment of student learning will be done through questions, observation, and checking homework and written activities.
AHVS121 WINTER 2020Abbreviated Summary of Material for Week .docxdaniahendric
AHVS121 WINTER 2020
Abbreviated Summary of Material for Week 12
Images provided under educational free use copyright provisions.
Please do not repost.
This week’s material will be a lot shorter than last week
because it’s self-evident (you don’t need me to explain “the
environment” to you) and one full class is always dedicated
to a film which I hope you will all still get to see (I’ve
provided some notes at the end of this PDF - please read
them even if you’re not doing Assignment 9).
And while I think this is one of the more important weeks of
the term (I have a full course around this topic!), there aren’t
specific examples I feel that you NEED to know except for
the film.
We’ve seen an image like this in class before, but instead of
asking you what it is. I’d like you to consider:
how does it make you feel?
Different cultures conceptualize the world around them in a variety
of different ways, but one of the marks of the European
Renaissance was the preoccupation with the world humans inhabit
as opposed to a concern with the space their souls will ultimately
get to, but is not the “here and now” that they live in.
late 13thC, has
some landscape
but the world is
mostly gold ‘space’
mid 16thC, religious subject
subsumed within the land
There are artists who treat the land as a subject of (scientific) study
& others for which it operates as a cultural or metaphorical marker
Do you think this is a work
of environmental art?
Why or why not?
Samuel Palmer
The Magic Apple Tree
(because we can all use
some magic about now)
It isn’t a work belonging
to the social movement of
the 1960’s, but it is the
work of a man who
found great spiritual
solace in the countryside
and who was deeply
concerned with its
preservation (19thC).
There are many different
kinds of environmental
art, just know that some
scholars apply the label
to one particular 20thC
movement.
The late 19thC Impressionist movement was one which took
innovations in materials (paint in resealable, packable tubes)
into the landscape to capture the world around them at specific
moments.
Series like Monet’s
Haystacks
were designed to
explore the visual
effect of
environmental
conditions at
different times of
days/seasons/
weather.
the physical
devastation suffered
by the land during
the two world wars
of the 20thC
was subject of
concern for many
(visual artists
included)
Which do you find a
stronger image?
What are you
responding to?
Here are two images, a
painting and a photo,
documenting
essentially the same
WWI battlefield
And the creation of the atomic and nuclear bombs,
brought destructive power wrought by humans on a
scale unprecedented in human history.
With the space program of the 1950s and 60s bringing
back photographs like this one - people became more
aware of the fragility of life on this planet.
Which led to artists of the 1960s exploring a var ...
AHVS121 WINTER 2020Abbreviated Summary of Material for Week .docxADDY50
AHVS121 WINTER 2020
Abbreviated Summary of Material for Week 12
Images provided under educational free use copyright provisions.
Please do not repost.
This week’s material will be a lot shorter than last week
because it’s self-evident (you don’t need me to explain “the
environment” to you) and one full class is always dedicated
to a film which I hope you will all still get to see (I’ve
provided some notes at the end of this PDF - please read
them even if you’re not doing Assignment 9).
And while I think this is one of the more important weeks of
the term (I have a full course around this topic!), there aren’t
specific examples I feel that you NEED to know except for
the film.
We’ve seen an image like this in class before, but instead of
asking you what it is. I’d like you to consider:
how does it make you feel?
Different cultures conceptualize the world around them in a variety
of different ways, but one of the marks of the European
Renaissance was the preoccupation with the world humans inhabit
as opposed to a concern with the space their souls will ultimately
get to, but is not the “here and now” that they live in.
late 13thC, has
some landscape
but the world is
mostly gold ‘space’
mid 16thC, religious subject
subsumed within the land
There are artists who treat the land as a subject of (scientific) study
& others for which it operates as a cultural or metaphorical marker
Do you think this is a work
of environmental art?
Why or why not?
Samuel Palmer
The Magic Apple Tree
(because we can all use
some magic about now)
It isn’t a work belonging
to the social movement of
the 1960’s, but it is the
work of a man who
found great spiritual
solace in the countryside
and who was deeply
concerned with its
preservation (19thC).
There are many different
kinds of environmental
art, just know that some
scholars apply the label
to one particular 20thC
movement.
The late 19thC Impressionist movement was one which took
innovations in materials (paint in resealable, packable tubes)
into the landscape to capture the world around them at specific
moments.
Series like Monet’s
Haystacks
were designed to
explore the visual
effect of
environmental
conditions at
different times of
days/seasons/
weather.
the physical
devastation suffered
by the land during
the two world wars
of the 20thC
was subject of
concern for many
(visual artists
included)
Which do you find a
stronger image?
What are you
responding to?
Here are two images, a
painting and a photo,
documenting
essentially the same
WWI battlefield
And the creation of the atomic and nuclear bombs,
brought destructive power wrought by humans on a
scale unprecedented in human history.
With the space program of the 1950s and 60s bringing
back photographs like this one - people became more
aware of the fragility of life on this planet.
Which led to artists of the 1960s exploring a var.
The document discusses drawing conclusions from findings in research. It provides lessons on identifying concluding paragraphs, the purpose of conclusions, and examples of summarizing findings and matching them to appropriate conclusions. Students participate in an activity where they review scenarios and situations to derive conclusions. They are assessed on organizing their thoughts, cooperation, and overall understanding. The importance of drawing conclusions is reflected on, noting they are not limited to academic purposes and help in various areas.
This assessment photo album covers a variety of subjects: Literary theme, figurative language, natural disasters, weather, weather tools, and government plan of actions for natural disasters.
The document provides an overview of the different sections contained in an English learning module. It discusses the module number and title, introduction, learning objectives, instructions on how to work through the module, a pre-assessment quiz, various learning activities focused on skills like listening, speaking, reading, vocabulary and grammar, key learning points, a post-assessment quiz, and answers to the quizzes. The document is intended to help orient students to the structure and contents of the module to maximize their learning.
The document discusses various note-taking methods including the Cornell note-taking system, column notes, and clock buddies. The Cornell system involves dividing a page into three sections - a cue column on the left, a note-taking column on the right, and a summary section at the bottom. Column notes also separate information into columns by type. Clock buddies is a partnering method where students are assigned partners based on positions on a clock face.
This document outlines an input-based communicative task to teach English language learners about discussing the weather. It includes activities where students will activate prior knowledge, listen to expressions about the weather, practice oral conversations, read passages, and answer comprehension questions. The task is designed for A1 level students and aims to help them learn to talk about and develop their listening skills regarding the weather. It provides visual and audio materials, conversation prompts, and questions to guide student work and practice expressing themselves about the weather in English.
Tercer periodo planificacion 3 - nasencioNadia Asencio
This document provides a lesson plan for a class on climate and biomes. The lesson includes 4 activities: 1) matching climate zones to their descriptions, 2) a pre-watching activity to introduce vocabulary before a video, 3) watching a video on climate systems and completing a worksheet, and 4) comparing the tropical and cold climate zones using comparative adjectives. As homework, students will research a human activity that affects climate change and present their findings to the class. The lesson aims to develop students' vocabulary, grammar, speaking, listening and cooperation skills around the topic of climate and biomes.
This lesson plan is for a 105-minute English class for beginner level students in 1st year of secondary school. The lesson focuses on climate change and pollution. Students will acquire new vocabulary, watch a National Geographic video, read about air pollution, and create an infographic. They will learn about simple present tense verbs and pronouns. The infographic will raise awareness about environmental issues and be shared online for Environmental Awareness Day.
This document outlines a lesson plan for a 5th year Natural Sciences class in Coronel Dorrego, Buenos Aires, Argentina. The lesson focuses on revising natural disaster vocabulary and introducing weather idioms. Key points of the lesson include:
- Developing students' thinking and writing skills through matching activities and filling out a chart about weather idioms.
- Presenting flashcards with common weather idioms like "It's raining cats and dogs" and having students complete example sentences.
- Checking students' homework about a tornado that hit Coronel Dorrego in 1994 through oral presentations.
- Assessing students' understanding through questions about vocabulary and tasks.
The lesson aims to consolidate
This document outlines an input-based communicative task focused on discussing the weather. It includes activities to activate prior knowledge about weather expressions, listen to and practice weather dialogues, read passages describing different weather conditions, and discuss how the weather affects mood. The task is designed for an A1 language level group and aims to develop students' listening, speaking, reading and writing skills related to describing weather. Feedback is provided which suggests adding some whole-class activities to foster collaboration among students of varying abilities.
This lesson plan aims to teach 8th grade students about the contributions and roles of African Americans during World War II. Students will learn about key figures like Benjamin O. Davis and the Tuskegee Airmen. They will fill out a graphic organizer to explain the differences in how African Americans contributed during World Wars I and II. The lesson involves group work where students research different topics and present their findings, followed by note taking. Accommodations are provided for two students with different needs.
Example of a Full-Sentence OutlineTitle WARMING OUR WORLD.docxelbanglis
Example of a Full-Sentence Outline
Title:
WARMING OUR WORLD AND CHILLING OUR FUTURE
Topic:
Global warming.
Specific Purpose:
To inform my audience about the problem of global warming.
Thesis statement:
Today I want to share what I have learned about global warming and its causes.
INTRODUCTION
Attentionmaterial:
When Mark Twain was in London in 1897, a rumor reached the editor of the New York Journal, who immediately wired his London correspondent: “HEAR MARK TWAIN DIED, SENT 1000 WORDS.” “REPORT OF MY DEATH GREATLY EXAGGERATED.”
Global warming is alive and well and thriving in Antarctica. In winter 1995, an iceberg the size of Rhode Island broke off. In October 1998, and iceberg the size of Delaware broke off.
Credibility material: Now, I am what you might call a “country mouse.” I love the outdoors. You can be a “city mouse, “and like clean air, good water, and not having to worry about sun. So all of us have a lot at stake here.
Thesis statement:
Today I want to share what I have learned about global warming and its causes.
Preview:
We need to consider the loss of woodlands, industrial emissions,
and increases in energy consumption.
(Transition: “Let’s being by understanding more about global warming.”)
BODY
I. Global warming is a gradual warming of the Earth from human activities. (Union)
A. It is characterized by a high concentration of carbon dioxide in the atmosphere.
1. Each year five tons of CO2 are pumped into the atmosphere. (supporting material)
2. The carbon dioxide traps heat.
3. 1998 set temperature records.
B. Carbon pollutants also eat a hole in the ozone layer. (NOAA)
1. In 1998 this hole set a size record.
2. This allows more ultraviolet radiation to reach Earth.
C. If this problem is not corrected; we may see disastrous results. (National Issues Forums)
1. There could be dramatic climate changes.
a. There could be drought in the middle of continents.
b. There could be many severe storms. (supporting material)
c. There could be rising sea levels that would destroy coastal areas.
2. There could be serious health problems.
a. There could be an increase in skin cancer.
b. There could be an increase in cataracts.
c. There could be damaged immune systems.
(Transition: Now that you understand what global warming is and why it is important, let’s examine its major causes.)
II. The loss of woodlands adds to global warming. (Union)
A. One football-field-sized area of forest is lost every second.
B. Some loss occurs through cutting trees.
C. Burning adds more carbon dioxide form smoke.
(Transition: An even greater cause of global warming……)
III. Industrial emissions accelerate global warming. (Union)
A. These account for more than 20 percent of our air pollution.
B. Americans are the worst offenders. (supporting material)
1. We use 26 percent of the world’s oil.
2. We release 26 percent of nitrogen oxides.
3. We release 22 percent of carbon dioxide.
C. There is light on ...
Tercer periodo planificacion 4 - nasencioNadia Asencio
This document provides a lesson plan for a class on human impact on the environment. The lesson includes activities where students will identify vocabulary related to different natural places and types of pollution. They will discuss the causes and effects of pollution and human activities that contribute to issues like global warming. Students will watch a video about human impact on the world and complete a chart identifying places shown and the impacts they face. They will then analyze pictures showing causes and effects of pollution and work in pairs to research and create a PowerPoint on a specific type of human impact or pollution. The goal is to raise awareness of how human actions affect the environment.
This document provides tasks and discussion questions about a film viewing of Paddington. It asks students to identify examples of stigma, discrimination, migration, welcome and unwelcome from the film. It includes discussion of how Paddington's journey could be viewed as illegal migration and how the film touches on challenges migrants face in finding acceptance in a new community. Key examples and clips from the film are referenced to illustrate these themes.
Revision flash cards for GCSE Geography OCR BLiz Smith
The document provides information about various geographic concepts. It defines key terms related to rivers such as erosion, transportation, and landforms. It also discusses coastal landforms and processes, population dynamics, hazards from climate, tectonics and urbanization. Settlement patterns are examined using models like the Burgess model and concepts of threshold populations and spheres of influence.
This document outlines a 4-day thematic unit for 4th grade students about natural disasters. Each day focuses on different types of natural disasters: Day 1 is about tornadoes, Day 2 is about hurricanes, Day 3 covers earthquakes, volcanoes, and tsunamis, and Day 4 focuses specifically on tsunamis. For each day, the teacher provides the essential question, objectives, activities and assignments. Activities include reading, videos, experiments, discussions, and writing prompts. The goal is for students to understand how and why different natural disasters occur.
Assignment 3 Webquest plan by Cecilia Casadio and Eliane CustodeElianemc
1) The document outlines a three-lesson project for students to learn about natural disasters.
2) In the lessons, students will research different natural disasters online and in groups, learn how they occur through interactive guides, and read articles about specific natural disaster events.
3) The goal is for students to understand the causes and impacts of natural disasters as well as appropriate responses in different situations through hands-on activities and discussion.
You're right, upon further reflection the activities in this task could be improved to better meet the goals of an output-based interactive task. Here are some suggestions:
- For activity A, have students work in pairs to quiz each other on the comprehension questions instead of answering individually. This adds an interactive element.
- For activity B, have students discuss their opinions in pairs or small groups instead of as a whole class. Give them a time limit to come to a consensus on 1-2 of the discussion questions to present to the class.
- For activity C, have each student pair create a new ending to the story. Then have them take turns presenting their version to another student pair, who provides feedback.
This document outlines a unit on severe weather that includes 5 lessons. It covers defining severe weather, the characteristics of events like hurricanes, volcanoes and earthquakes. Later lessons discuss tornados in more detail, reading weather maps and symbols, and the social and economic impacts of severe weather. Students research different weather topics in groups, analyze maps and data, consider the human costs of disasters and how communities cope and recover. The unit aims to help students understand severe weather formation and its consequences through interactive websites, videos, assignments and presentations.
This lesson plan is for a 1st grade weather unit. Students will read Cloudy with a Chance of Meatballs and discuss different weather patterns. They will then create a class list of "weather words" and each choose one to draw and write about. Specifically, how it helps, harms, and what activities can be done in that weather. Groups will share their work and the class will tally the most popular weather words. The plan considers classroom management, student behaviors, and differentiation strategies.
This document outlines a lesson plan for a 5th year secondary school class in Argentina on natural disasters. The lesson focuses on tornados and aims to develop students' reading, speaking, and writing skills. Key points of the lesson include presenting newspaper headlines about a tornado, reading an article on tornados, and assigning homework requiring students to watch an educational video and complete a chart with information about different natural disasters. Assessment of student learning will be done through questions, observation, and checking homework and written activities.
AHVS121 WINTER 2020Abbreviated Summary of Material for Week .docxdaniahendric
AHVS121 WINTER 2020
Abbreviated Summary of Material for Week 12
Images provided under educational free use copyright provisions.
Please do not repost.
This week’s material will be a lot shorter than last week
because it’s self-evident (you don’t need me to explain “the
environment” to you) and one full class is always dedicated
to a film which I hope you will all still get to see (I’ve
provided some notes at the end of this PDF - please read
them even if you’re not doing Assignment 9).
And while I think this is one of the more important weeks of
the term (I have a full course around this topic!), there aren’t
specific examples I feel that you NEED to know except for
the film.
We’ve seen an image like this in class before, but instead of
asking you what it is. I’d like you to consider:
how does it make you feel?
Different cultures conceptualize the world around them in a variety
of different ways, but one of the marks of the European
Renaissance was the preoccupation with the world humans inhabit
as opposed to a concern with the space their souls will ultimately
get to, but is not the “here and now” that they live in.
late 13thC, has
some landscape
but the world is
mostly gold ‘space’
mid 16thC, religious subject
subsumed within the land
There are artists who treat the land as a subject of (scientific) study
& others for which it operates as a cultural or metaphorical marker
Do you think this is a work
of environmental art?
Why or why not?
Samuel Palmer
The Magic Apple Tree
(because we can all use
some magic about now)
It isn’t a work belonging
to the social movement of
the 1960’s, but it is the
work of a man who
found great spiritual
solace in the countryside
and who was deeply
concerned with its
preservation (19thC).
There are many different
kinds of environmental
art, just know that some
scholars apply the label
to one particular 20thC
movement.
The late 19thC Impressionist movement was one which took
innovations in materials (paint in resealable, packable tubes)
into the landscape to capture the world around them at specific
moments.
Series like Monet’s
Haystacks
were designed to
explore the visual
effect of
environmental
conditions at
different times of
days/seasons/
weather.
the physical
devastation suffered
by the land during
the two world wars
of the 20thC
was subject of
concern for many
(visual artists
included)
Which do you find a
stronger image?
What are you
responding to?
Here are two images, a
painting and a photo,
documenting
essentially the same
WWI battlefield
And the creation of the atomic and nuclear bombs,
brought destructive power wrought by humans on a
scale unprecedented in human history.
With the space program of the 1950s and 60s bringing
back photographs like this one - people became more
aware of the fragility of life on this planet.
Which led to artists of the 1960s exploring a var ...
AHVS121 WINTER 2020Abbreviated Summary of Material for Week .docxADDY50
AHVS121 WINTER 2020
Abbreviated Summary of Material for Week 12
Images provided under educational free use copyright provisions.
Please do not repost.
This week’s material will be a lot shorter than last week
because it’s self-evident (you don’t need me to explain “the
environment” to you) and one full class is always dedicated
to a film which I hope you will all still get to see (I’ve
provided some notes at the end of this PDF - please read
them even if you’re not doing Assignment 9).
And while I think this is one of the more important weeks of
the term (I have a full course around this topic!), there aren’t
specific examples I feel that you NEED to know except for
the film.
We’ve seen an image like this in class before, but instead of
asking you what it is. I’d like you to consider:
how does it make you feel?
Different cultures conceptualize the world around them in a variety
of different ways, but one of the marks of the European
Renaissance was the preoccupation with the world humans inhabit
as opposed to a concern with the space their souls will ultimately
get to, but is not the “here and now” that they live in.
late 13thC, has
some landscape
but the world is
mostly gold ‘space’
mid 16thC, religious subject
subsumed within the land
There are artists who treat the land as a subject of (scientific) study
& others for which it operates as a cultural or metaphorical marker
Do you think this is a work
of environmental art?
Why or why not?
Samuel Palmer
The Magic Apple Tree
(because we can all use
some magic about now)
It isn’t a work belonging
to the social movement of
the 1960’s, but it is the
work of a man who
found great spiritual
solace in the countryside
and who was deeply
concerned with its
preservation (19thC).
There are many different
kinds of environmental
art, just know that some
scholars apply the label
to one particular 20thC
movement.
The late 19thC Impressionist movement was one which took
innovations in materials (paint in resealable, packable tubes)
into the landscape to capture the world around them at specific
moments.
Series like Monet’s
Haystacks
were designed to
explore the visual
effect of
environmental
conditions at
different times of
days/seasons/
weather.
the physical
devastation suffered
by the land during
the two world wars
of the 20thC
was subject of
concern for many
(visual artists
included)
Which do you find a
stronger image?
What are you
responding to?
Here are two images, a
painting and a photo,
documenting
essentially the same
WWI battlefield
And the creation of the atomic and nuclear bombs,
brought destructive power wrought by humans on a
scale unprecedented in human history.
With the space program of the 1950s and 60s bringing
back photographs like this one - people became more
aware of the fragility of life on this planet.
Which led to artists of the 1960s exploring a var.
The document discusses drawing conclusions from findings in research. It provides lessons on identifying concluding paragraphs, the purpose of conclusions, and examples of summarizing findings and matching them to appropriate conclusions. Students participate in an activity where they review scenarios and situations to derive conclusions. They are assessed on organizing their thoughts, cooperation, and overall understanding. The importance of drawing conclusions is reflected on, noting they are not limited to academic purposes and help in various areas.
This assessment photo album covers a variety of subjects: Literary theme, figurative language, natural disasters, weather, weather tools, and government plan of actions for natural disasters.
The document provides an overview of the different sections contained in an English learning module. It discusses the module number and title, introduction, learning objectives, instructions on how to work through the module, a pre-assessment quiz, various learning activities focused on skills like listening, speaking, reading, vocabulary and grammar, key learning points, a post-assessment quiz, and answers to the quizzes. The document is intended to help orient students to the structure and contents of the module to maximize their learning.
The document discusses various note-taking methods including the Cornell note-taking system, column notes, and clock buddies. The Cornell system involves dividing a page into three sections - a cue column on the left, a note-taking column on the right, and a summary section at the bottom. Column notes also separate information into columns by type. Clock buddies is a partnering method where students are assigned partners based on positions on a clock face.
This document outlines an input-based communicative task to teach English language learners about discussing the weather. It includes activities where students will activate prior knowledge, listen to expressions about the weather, practice oral conversations, read passages, and answer comprehension questions. The task is designed for A1 level students and aims to help them learn to talk about and develop their listening skills regarding the weather. It provides visual and audio materials, conversation prompts, and questions to guide student work and practice expressing themselves about the weather in English.
Tercer periodo planificacion 3 - nasencioNadia Asencio
This document provides a lesson plan for a class on climate and biomes. The lesson includes 4 activities: 1) matching climate zones to their descriptions, 2) a pre-watching activity to introduce vocabulary before a video, 3) watching a video on climate systems and completing a worksheet, and 4) comparing the tropical and cold climate zones using comparative adjectives. As homework, students will research a human activity that affects climate change and present their findings to the class. The lesson aims to develop students' vocabulary, grammar, speaking, listening and cooperation skills around the topic of climate and biomes.
This lesson plan is for a 105-minute English class for beginner level students in 1st year of secondary school. The lesson focuses on climate change and pollution. Students will acquire new vocabulary, watch a National Geographic video, read about air pollution, and create an infographic. They will learn about simple present tense verbs and pronouns. The infographic will raise awareness about environmental issues and be shared online for Environmental Awareness Day.
This document outlines a lesson plan for a 5th year Natural Sciences class in Coronel Dorrego, Buenos Aires, Argentina. The lesson focuses on revising natural disaster vocabulary and introducing weather idioms. Key points of the lesson include:
- Developing students' thinking and writing skills through matching activities and filling out a chart about weather idioms.
- Presenting flashcards with common weather idioms like "It's raining cats and dogs" and having students complete example sentences.
- Checking students' homework about a tornado that hit Coronel Dorrego in 1994 through oral presentations.
- Assessing students' understanding through questions about vocabulary and tasks.
The lesson aims to consolidate
This document outlines an input-based communicative task focused on discussing the weather. It includes activities to activate prior knowledge about weather expressions, listen to and practice weather dialogues, read passages describing different weather conditions, and discuss how the weather affects mood. The task is designed for an A1 language level group and aims to develop students' listening, speaking, reading and writing skills related to describing weather. Feedback is provided which suggests adding some whole-class activities to foster collaboration among students of varying abilities.
This lesson plan aims to teach 8th grade students about the contributions and roles of African Americans during World War II. Students will learn about key figures like Benjamin O. Davis and the Tuskegee Airmen. They will fill out a graphic organizer to explain the differences in how African Americans contributed during World Wars I and II. The lesson involves group work where students research different topics and present their findings, followed by note taking. Accommodations are provided for two students with different needs.
Example of a Full-Sentence OutlineTitle WARMING OUR WORLD.docxelbanglis
Example of a Full-Sentence Outline
Title:
WARMING OUR WORLD AND CHILLING OUR FUTURE
Topic:
Global warming.
Specific Purpose:
To inform my audience about the problem of global warming.
Thesis statement:
Today I want to share what I have learned about global warming and its causes.
INTRODUCTION
Attentionmaterial:
When Mark Twain was in London in 1897, a rumor reached the editor of the New York Journal, who immediately wired his London correspondent: “HEAR MARK TWAIN DIED, SENT 1000 WORDS.” “REPORT OF MY DEATH GREATLY EXAGGERATED.”
Global warming is alive and well and thriving in Antarctica. In winter 1995, an iceberg the size of Rhode Island broke off. In October 1998, and iceberg the size of Delaware broke off.
Credibility material: Now, I am what you might call a “country mouse.” I love the outdoors. You can be a “city mouse, “and like clean air, good water, and not having to worry about sun. So all of us have a lot at stake here.
Thesis statement:
Today I want to share what I have learned about global warming and its causes.
Preview:
We need to consider the loss of woodlands, industrial emissions,
and increases in energy consumption.
(Transition: “Let’s being by understanding more about global warming.”)
BODY
I. Global warming is a gradual warming of the Earth from human activities. (Union)
A. It is characterized by a high concentration of carbon dioxide in the atmosphere.
1. Each year five tons of CO2 are pumped into the atmosphere. (supporting material)
2. The carbon dioxide traps heat.
3. 1998 set temperature records.
B. Carbon pollutants also eat a hole in the ozone layer. (NOAA)
1. In 1998 this hole set a size record.
2. This allows more ultraviolet radiation to reach Earth.
C. If this problem is not corrected; we may see disastrous results. (National Issues Forums)
1. There could be dramatic climate changes.
a. There could be drought in the middle of continents.
b. There could be many severe storms. (supporting material)
c. There could be rising sea levels that would destroy coastal areas.
2. There could be serious health problems.
a. There could be an increase in skin cancer.
b. There could be an increase in cataracts.
c. There could be damaged immune systems.
(Transition: Now that you understand what global warming is and why it is important, let’s examine its major causes.)
II. The loss of woodlands adds to global warming. (Union)
A. One football-field-sized area of forest is lost every second.
B. Some loss occurs through cutting trees.
C. Burning adds more carbon dioxide form smoke.
(Transition: An even greater cause of global warming……)
III. Industrial emissions accelerate global warming. (Union)
A. These account for more than 20 percent of our air pollution.
B. Americans are the worst offenders. (supporting material)
1. We use 26 percent of the world’s oil.
2. We release 26 percent of nitrogen oxides.
3. We release 22 percent of carbon dioxide.
C. There is light on ...
Tercer periodo planificacion 4 - nasencioNadia Asencio
This document provides a lesson plan for a class on human impact on the environment. The lesson includes activities where students will identify vocabulary related to different natural places and types of pollution. They will discuss the causes and effects of pollution and human activities that contribute to issues like global warming. Students will watch a video about human impact on the world and complete a chart identifying places shown and the impacts they face. They will then analyze pictures showing causes and effects of pollution and work in pairs to research and create a PowerPoint on a specific type of human impact or pollution. The goal is to raise awareness of how human actions affect the environment.
This document provides tasks and discussion questions about a film viewing of Paddington. It asks students to identify examples of stigma, discrimination, migration, welcome and unwelcome from the film. It includes discussion of how Paddington's journey could be viewed as illegal migration and how the film touches on challenges migrants face in finding acceptance in a new community. Key examples and clips from the film are referenced to illustrate these themes.
Revision flash cards for GCSE Geography OCR BLiz Smith
The document provides information about various geographic concepts. It defines key terms related to rivers such as erosion, transportation, and landforms. It also discusses coastal landforms and processes, population dynamics, hazards from climate, tectonics and urbanization. Settlement patterns are examined using models like the Burgess model and concepts of threshold populations and spheres of influence.
The document provides information about various geographic concepts. It defines key terms related to rivers such as erosion, transportation, and landforms. It also discusses flooding, tropical storms, earthquakes, volcanoes, population, and settlement patterns. Specifically, it explains river erosion and transportation processes, landforms in the upper, middle and lower courses of rivers, physical and human causes of flooding, storm surge definition, effects of tropical storms, differences between Richter and Mercalli scales, earthquake focus and epicenter, volcano types, and population distribution, density, and models.
Hurricane Katrina caused significant impacts in the southeast United States. The warm ocean waters of over 27°C caused moist air to rise and condense, releasing energy that powered the storm to wind speeds of 125mph, making it a category 3 hurricane. It destroyed 300,000 homes in New Orleans, leaving tens of thousands homeless and forcing evacuation to the poorly provisioned Superdome stadium, where sanitation was poor and illness spread quickly. Businesses were also destroyed, eliminating 230,000 jobs and increasing unemployment and pressure on the economy. Failed flood defenses exacerbated flooding in New Orleans, increasing deaths to 1,800 and further adding to costs.
This document provides information about rivers and flooding, including:
1) It discusses the hydrological cycle and river landforms like meanders, ox-bow lakes, and deltas. Biological, freeze-thaw, and chemical weathering are explained.
2) Methods for managing flooding are examined, including both "hard" options like building flood defenses, and "softer" options like restoring floodplains.
3) Practice questions are provided about river features and processes like waterfall formation. Diagrams and explanations of answers are given.
The document provides guidance for answering a case study question about rivers, focusing on the River Tees as an example. It outlines the key characteristics of the river's upper, middle, and lower courses, including landforms and features like waterfalls. It also discusses river management along the Tees, including reservoirs for water supply and flood protection schemes. The document emphasizes the importance of using specific place-based details from the River Tees in answers to achieve higher marks.
The document provides information about the work of the non-governmental organization Link Ethiopia. It aims to improve access to quality education in Ethiopia through several initiatives, including linking schools in the UK with schools in Ethiopia to facilitate cultural exchange and shared learning activities. Link Ethiopia also offers teaching placements in Ethiopia to gain work experience. Additionally, it helps under-resourced schools in Ethiopia obtain necessities like clean water and adequate classrooms. The organization focuses on sustainability by fostering cultural understanding between countries and employing local Ethiopians.
The Geography Department is holding a "Geography Selfie" competition this year where students and staff take selfies of themselves with geographical landscapes or features in the background. Participants need to photograph themselves at a famous or infamous location during their summer travels and submit their photos to their teacher or by email by September 19th, 2014. The photos will be divided into four categories based on the participant's year or staff status, and the best photos will be selected to be uploaded to the Geography blog.
Economic development content and questionsLiz Smith
This document discusses economic development and related concepts. It defines development as improving economic and social conditions of a country to raise the quality of life. It discusses measuring development through economic, social and environmental indicators. It also discusses how development can be affected by various methods like foreign investment, tourism, development projects, technology and trade. It provides information on employment structures in different industries and how they have changed over time.
The document discusses different aspects of city planning and development, including:
- The characteristics of different parts of a city from the central business district to the outer suburbs and rural-urban fringe.
- Identifying social, economic, and environmental needs for developing urban areas and how planners can meet these needs in a sustainable way.
- Key terms related to retail provision like sphere of influence, threshold population, and the differences between low-order convenience goods and high-order goods.
- How and why retail provision and services have changed over time due to factors like improved transport, increased spending power of consumers, and changing consumer wants and needs.
Population distributions are uneven worldwide and change over time. Factors like birth rates, death rates, and population density influence population change. The Demographic Transition Model shows population change through 5 stages as birth and death rates shift from high to low. As countries develop from LEDCs to MEDCs, their population pyramids, birth rates, life expectancies, and dependency ratios typically change in ways that lead to aging populations in MEDCs. Urbanization increases jobs in cities but can strain housing, traffic, services, and jobs in LEDCs more than MEDCs due to differences in development levels.
This document provides information on coastal geography topics including:
- The coast can be used for industry, transport, tourism, recreation, and nature conservation.
- Destructive waves are associated with storms and erosion while constructive waves are associated with deposition.
- Coastal weathering involves physical, chemical, and biological breakdown of rock, and erosion is the wearing away and transport of material.
- Waves erode coastlines through abrasion, hydraulic action, attrition, and solution. Headlands are eroded to form coastal landforms.
- Material is transported along beaches by swash and backwash. Beaches form through deposition by constructive waves.
- Spits, bars,
This document provides information about rivers and flooding, including:
1) It discusses various river landforms and processes like meanders, floodplains, estuaries, and deltas. It also explains how v-shaped valleys and waterfalls are formed.
2) It covers causes of flooding like rainfall, soil permeability, and human impacts such as deforestation, farming, and urbanization.
3) It introduces hard and soft flood management options and provides examples like flood defenses and restoring natural floodplains. Practice questions are included about these topics.
The document provides guidance for case studies, noting there are 3 levels in the marking scheme worth up to 12 marks total. To achieve the highest level, answers must be described, explained with numerous place-specific details. Examples from rivers, coasts, population, settlement, and economic development are listed to choose from for case studies.
Solo Taxonomy: An introduction by Jack CassidyLiz Smith
The document introduces SOLO taxonomy, which divides knowledge into five levels - pre-structural, uni-structural, multi-structural, relational, and extended abstract. Each level represents a different depth of understanding. An example using the question "What do you know about football?" demonstrates how a response could progress from the pre-structural level of hardly any knowledge to the extended abstract level of making connections and adding new insights. The document suggests SOLO taxonomy can help assess understanding and determine next steps for learning.
The document outlines the key concepts of Dr. Ice which are deepening thinking, role modelling, impact on learning, challenge, and engagement. It provides details on using questioning to extend student thinking, modeling different levels of thinking, ensuring activities match learning objectives and success criteria, appropriately challenging all students, and keeping students engaged through innovative and interactive activities.
Our link school 'Ada Model' is located in Debre Zeit, Ethiopia. Seaford Head School in the UK has been linked with Ada Model School since 2007, which has over 3,000 students. During a visit by Seaford Head School staff and students, they participated in cultural ceremonies by Ada Model students, presented the school with materials and sports equipment, and helped paint a classroom. The visit strengthened the partnership between the two schools.
Ghana is located on the west coast of Africa. Its capital and largest city is Accra. Azonto is a communicative dance from Ghana's fishing communities that uses movements to depict occupations and humorous situations. It is one of the few African dances that has spread globally. The dance incorporates knee bending, hip movements, and facial expressions to creatively portray occupations like ironing, washing, driving, and swimming in a way that shows Ghanaian people's sense of humor.
The document reviews the positive and negative outcomes of the Millennium Development Goals set in 2000. Some key positive outcomes included over 43 million children enrolling in primary education globally between 1999-2009, and maternal mortality decreasing by 47% between 1990-2012. However, negatives included a lack of defined measures for poverty and success, and that the goals may not have been achievable given the resources and time frame. A new set of 8 goals are then proposed to be completed by 2030, focusing on issues like clean water, education, reducing disease, climate change, and protecting land and animals.
The document discusses the Millennium Development Goals (MDGs) that were established in 2000 and are set to expire in 2015. A new set of global development goals are being discussed to take the place of the MDGs. The reader is prompted to submit proposals for 8 new global development goals as part of a competition, with the submission taking the form of a 5 minute PowerPoint presentation with no more than 15 slides. The reader is provided background information on the MDGs and challenges, and directed to various resources to help inform their proposals for new goals.
1. Geography in the news!
Source: http://www.frontpagestoday.co.uk/2012/10/30/archive.cfm
2. All Students: Will be able to describe the causes and
consequences of Hurricane Sandy.
Most Students: will be able to write an effective paragraph, giving
a well justified opinion as to which place the hurricane has caused
most problems for.
Some Students: will be able to contribute additional knowledge
about Hurricane Sandy.
3. Analysing Photographs
1. Work in groups of 4.
2. You each have a different photograph.
3. You have 30 seconds to look at your photograph.
4. On the back of the image write down one word that
comes to mind about the photograph.
5. Pass the photograph to the next person and repeat the
activity. Do not look at the word that the last person wrote.
6. When the activity is finished you will be able to share your
thoughts about each photograph.
4.
5. did the storm happen?
did it happen?
did it occur?
impacts did the storm have?
was involved?
did people respond?
6. Watch the clip and see how many facts you can write down about the storm.
http://www.youtube.com/watch?v=YeutC1WN6dc
8. We will go through the animation together showing how hurricanes form,
fill out the notes on your sheet from the whiteboard screen.
http://news.bbc.co.uk/1/hi/sci/tech/4588149.stm
9. Why was it a hurricane in Haiti but a storm in New York?
10. Find out the effects…
In your group, read the newspaper article and write down as bullet points
on your A3 sheet all the main effects in the area you are researching. Be
ready to feedback to the class.
11. Write 3 paragraphs
1. Write a paragraph in your book outlining the effects of the hurricane in
Haiti
2. Write a paragraph in your book outlining the effects of the storm in
New York.
3. Write a paragraph which explains in your opinion which place the
hurricane has caused most problems for and why.
REMEMBER!!!
1. Try to use synonyms for the word Hurricane e.g. The natural
disaster, The colossal storm.
2. Use opening sentences at the beginning of each paragraph.
3. Remember to use capital letters for the start of place names.
12. -After we peer assessed your work in class, you are going to rewrite
your 3 paragraphs using your best presentation skills and include
information from the lesson. You can also add images, maps and
diagrams to inform and improve your writing.
Your work may go on display!