Introducción pai unit 2 2º
•Download as PPTX, PDF•
0 likes•308 views
This document outlines the unit plan for a 2oESO Natural Science class on the topic of how living beings interact and reproduce. The unit will focus on the concepts of reproduction in animals and plants, and interactions in health and social education contexts. Students will learn the basic concepts of interaction and reproduction through examinations, laboratory assignments on the scientific method and graphing, and activities applying their knowledge of vital functions. The unit aims to develop students' approaches to learning skills like collaboration, communication, and problem solving as well as characteristics of the IB learner profile including being inquirers, knowledgeable, thinkers, and communicators.
Report
Share
Report
Share
Recommended
Living Multiple Lives: The New Technical Communicator
This presentation delivered by Noz Urbina at the Documentation and Training West 2008 conference (www.doctrain.com) in Vancouver, BC.
The world is becoming more and more tech-savvy by the picosecond. More savvy means more demanding! Today organizations need to juggle management of customer-generated content, maximize the use of cross-departmental contributions, and still deliver quality technical communication products to their user base. This presentation takes a low-tech, cross-industry look at why strategies are changing and how organizations are adapting (or not!) to these challenges.
Mussel dissection
This document describes the anatomy of a mussel by labeling its external and internal parts, including the hinge, siphons, mantle, foot, and various muscles. It also notes differences in the shape and positioning of muscles between mussel species found in California versus the Bay.
Energy sources
This document discusses various renewable and non-renewable energy sources used to produce electricity. It provides information on coal, natural gas, oil, uranium, and renewable sources such as hydroelectric, biomass, solar, wind, geothermal, and tidal energy. For each energy source, it describes what it is, where it comes from, and common uses.
Anaya interaction in plants
Plants react to stimuli in three main ways: tropisms, nastic movements, and changes in vital processes. Tropisms are directional growth responses to stimuli like light, gravity, water, and touch. Nastic movements involve rapid reversible movements of plant parts in response to light or touch. Changes in vital processes alter processes like flowering, fruiting, and leaf drop in response to seasonal factors such as temperature, daylight hours, and length of night.
Anaya interaction function process
The document describes the interaction function process in 3 steps: 1) A bird's visual (light) and auditory (chirping) signals are captured by a cat's sensory organs. 2) The sensory organs send this information to the cat's central nervous system. 3) The central nervous system processes the information and sends a signal to the cat's muscles to respond by trying to catch the bird.
Biomes
The document describes several different biomes:
- Tundra biome experiences extremely low temperatures, permanently frozen soil, short summers, and small, low-growing plants like moss, lichens, and grass. Common animals include reindeer and arctic fox.
- Temperate forest biome has four seasons, abundant rainfall, deciduous trees, and animals like black bears, deer, foxes that may hibernate or migrate.
- Mediterranean biome, found in areas like California and Chile, has very warm, dry summers and mild winters with little rainfall and plants like cork oak and olive trees.
- Savanna biome has irregular rainfall with a long dry season and short rainy season,
Recommended
Living Multiple Lives: The New Technical Communicator
This presentation delivered by Noz Urbina at the Documentation and Training West 2008 conference (www.doctrain.com) in Vancouver, BC.
The world is becoming more and more tech-savvy by the picosecond. More savvy means more demanding! Today organizations need to juggle management of customer-generated content, maximize the use of cross-departmental contributions, and still deliver quality technical communication products to their user base. This presentation takes a low-tech, cross-industry look at why strategies are changing and how organizations are adapting (or not!) to these challenges.
Mussel dissection
This document describes the anatomy of a mussel by labeling its external and internal parts, including the hinge, siphons, mantle, foot, and various muscles. It also notes differences in the shape and positioning of muscles between mussel species found in California versus the Bay.
Energy sources
This document discusses various renewable and non-renewable energy sources used to produce electricity. It provides information on coal, natural gas, oil, uranium, and renewable sources such as hydroelectric, biomass, solar, wind, geothermal, and tidal energy. For each energy source, it describes what it is, where it comes from, and common uses.
Anaya interaction in plants
Plants react to stimuli in three main ways: tropisms, nastic movements, and changes in vital processes. Tropisms are directional growth responses to stimuli like light, gravity, water, and touch. Nastic movements involve rapid reversible movements of plant parts in response to light or touch. Changes in vital processes alter processes like flowering, fruiting, and leaf drop in response to seasonal factors such as temperature, daylight hours, and length of night.
Anaya interaction function process
The document describes the interaction function process in 3 steps: 1) A bird's visual (light) and auditory (chirping) signals are captured by a cat's sensory organs. 2) The sensory organs send this information to the cat's central nervous system. 3) The central nervous system processes the information and sends a signal to the cat's muscles to respond by trying to catch the bird.
Biomes
The document describes several different biomes:
- Tundra biome experiences extremely low temperatures, permanently frozen soil, short summers, and small, low-growing plants like moss, lichens, and grass. Common animals include reindeer and arctic fox.
- Temperate forest biome has four seasons, abundant rainfall, deciduous trees, and animals like black bears, deer, foxes that may hibernate or migrate.
- Mediterranean biome, found in areas like California and Chile, has very warm, dry summers and mild winters with little rainfall and plants like cork oak and olive trees.
- Savanna biome has irregular rainfall with a long dry season and short rainy season,
Introducción pai unit 1 2º
This unit will cover how living things get the energy they need through vital functions like nutrition and reproduction. Students will study autotrophic and heterotrophic nutrition in animals and plants, and how the transformation of energy impacts ecosystems. The unit objectives are to research healthy nutrition, learn about vital functions through an exam and lab, and apply knowledge through activities. Students will develop approaches to learning skills like organization, collaboration, communication, and reflection. The characteristics of the IB learner profile that will be focused on are being inquirers, knowledgeable, thinkers, communicators, and open-minded.
Introducción pai unit 1 2º
This document outlines the key concepts and tasks for a Natural Science unit on living beings. The unit will focus on vital functions like nutrition and reproduction in animals and plants using the area of interaction of health and social education. Students will develop their approaches to learning skills and characteristics of the IB learner profile through tasks like a webquest on nutrition, examining vital functions, leaf chromatography, and analyzing the three vital functions. The document provides objectives, criteria, and details on how the unit will be structured and taught.
Myp intro 2014 unit 2 2º
This document outlines the key concepts, skills, and assessments for a Natural Science unit on how living beings interact with and reproduce in ecosystems. The unit will examine sexual and asexual reproduction in animals and plants, and how interaction and reproduction impact an organism's role. Students will develop communication, collaboration, organization, reflection, and critical thinking skills. Assessments include an exam on interaction and reproduction, a lab assignment on the scientific method and graphing, and activities applying knowledge to vital functions. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
Introducción pai unit 2 1º
This document outlines the key concepts and objectives for a Natural Science unit on how humans are similar to animals. The unit will study cells, the classification of living beings into invertebrates and vertebrates, and important concepts about living beings. Students will complete tasks like designing an NGO to protect biodiversity and laboratory assignments on microscopes and plant and animal cells. The unit aims to develop organizational, collaborative, communication and other skills while focusing on the IB learner profiles of inquirers, knowledgeable, thinkers and communicators.
Introducción pai unit 2 1º
This document outlines the key concepts and objectives for a Natural Science unit on how humans are similar to animals. The unit will study cells, the classification of living beings into invertebrates and vertebrates, and important concepts about living beings. Students will complete tasks like designing an NGO to protect biodiversity and laboratory assignments on microscopes and plant and animal cells. The unit aims to develop organizational, collaborative, communication and other skills while focusing on the IB learner profiles of inquirers, knowledgeable, thinkers and communicators.
Introducción pai unit 2 1º
This document outlines the key concepts and objectives for a Natural Science unit on how humans are similar to animals. The unit will study cells, the classification of living beings into invertebrates and vertebrates, and important concepts about living beings and animals. Students will complete projects on biodiversity and use microscopes, examine plant and animal cells, and research how knowledge of Earth and the universe applies to living beings. The unit aims to develop organizational, collaborative, communication, and problem-solving skills through its focus on the IB learner profile characteristics of inquirers, knowledgeable, thinkers, and communicators.
SociologyExchange.co.uk Shared Resource
The document provides strategies for challenging high ability sociology students, including using higher order thinking skills from Bloom's Taxonomy. It suggests engaging students through synthesis, evaluation, and philosophical questioning. Example tasks include designing experiments, assessing studies, and evaluating arguments on sociological topics. The document also presents some ethical dilemmas for discussion and potential exam questions.
Myp unit introduction microorganisms
This document outlines a natural science unit on microorganisms. The unit will study where microorganisms can be found, different types of microorganisms like viruses, bacteria, protozoa and fungi. Students will complete tasks like writing a scientific essay and taking a exam to demonstrate their knowledge of microorganisms. Hands-on activities are planned, like examining pond water and mold samples under microscopes. The unit aims to develop learner profile characteristics like being inquirers, thinkers, and communicators by researching microorganisms and their effects on humans and the environment.
Introducción pai unit 2 1º 2014
This document outlines the key concepts and objectives for a Natural Science unit on how similar humans are to animals. The unit will examine cell structure and function, the classification of living beings, and different types of invertebrates and vertebrates. Students will develop communication, collaboration, research, and critical thinking skills. Assessment tasks include designing an NGO to protect biodiversity, exams on living beings and animals, microscope labs, and activities applying knowledge to the Earth and universe. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
Unidad pai introducción inglés p lantas
This document provides an overview of the upcoming natural science unit on plant classification and reproduction. It will cover classifying plants based on whether they have flowers or not. Students will study plant cells under microscopes and germinate seeds in labs. The unit will focus on how plants are important for human health, society, and economies. Students will complete projects, tests, assignments, and activities to develop approaches to learning skills like using microscopes, managing data, and research. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and caring.
Myp intro 2014 unit 3 2º
This document outlines a unit plan for a Natural Science class focusing on ecosystems. The unit will examine key concepts around ecosystems like nutrition levels, trophic chains, energy and matter transfer, and biotic relations. Students will develop skills in areas like communication, collaboration, organization, reflection, information literacy, critical thinking, and transferring skills across disciplines. The unit will assess students through projects, tests, essays and activities focusing on objectives related to ecosystems. It aims to develop learner profiles like being inquisitive, knowledgeable, thoughtful, communicative and reflective.
Guershon HAREL
This document discusses DNR (Duality, Necessity, Repeated Reasoning)-based instruction in mathematics. It outlines DNR premises related to mathematics, learning, teaching, and ontology. It then describes a classroom lesson where the teacher targets ways of thinking like algebraic representation and problem-solving approaches. Students are presented with a problem and their initial solution is discussed. Through further engagement facilitated by the teacher based on DNR principles, the students refine their understanding and ways of thinking.
Better Questions, Better Results!
The document discusses effective questioning strategies for teachers, noting that most classroom questions are low-level recall questions. It provides tips for crafting higher-order, open-ended questions that engage students more deeply and promote skills like metacognition, vocabulary development, and writing. Sample questioning techniques are demonstrated around topics like note-taking, technology use, and declaring independence from England.
Curriculum Framing Questions Part 2 En
The document provides guidance on creating effective essential and unit questions to guide curriculum and instruction. It discusses how essential questions can be overarching questions that span multiple units while unit questions focus on a specific unit. Examples are provided to illustrate how different unit questions can support a single essential question. Tips are also given for writing good essential and unit questions, such as making them open-ended and focusing on how and why rather than what, who, or when. The creation of questions is portrayed as an ongoing process.
Detailed Lesson Plan.docx
Content Standard
Key concepts and approaches in the Social Sciences
Performance Standards
Interpret personal and social experiences using relevant approaches in the Social Sciences.
Learning Competencies
Analyze the basic concepts and principles of the major social science ideas in Human-Environment Systems.
Learning Objectives At the end of the lesson the students are expected to:
• Identify the Important theorist on Human-environment systems.
• Distinguish the ways by which human-environment interactions shape cultural and natural landscapes.
• Appreciate the contribution of environment to human systems.
• Reflect on ways how to protect the environment.
II. CONTENT Main Topic: Human-environment Systems
References
• Cleofe, M. P. (2016). DIWA Senior High School Series: Disciplines and Ideas in the Applied Social Sciences. Makati City: Diwa Learning Systems Inc.,
• Sampa, E. M. (2019). RBS Disciplines and Ideas in the Applied Social Sciences. Manila: Rex Book Store, Inc.
Materials
Laptop, Overhead Projector/Flatscreen TV, Visual Aids.
III. PROCEDURES
Teachers Activity Students Activity
BEFORE THE LESSON
Pre-Assessment Activity
• Prayer
Let us start the class with a prayer, May I ask ______ to lead a prayer?
• Greetings
A pleasant morning, class!
Have you eaten your breakfast?
• Setting of Ground Rules
Please pick up pieces of paper under your chair or near you. Follow and align chairs one meter away from each other and please wear your masks at all time.
Thank you, class!
Before we start, let me just remind you, if you have any question or if you want to answer please raise your right hand. Also, if someone is talking in front let us be quiet and minimize noises.
Thumbs up if you understood it.
• Checking of Attendance
Is everybody present in today’s meeting?
Very Good! Since you have a perfect attendance, let us give ourselves a Yehey clap.
A. Reviewing Previous Lesson
What was discussed last meeting?
Did you understand your lesson about hermeneutical phenomenology?
Wow! Very Good. Do you have any questions about Hermeneutical Phenomenology?
If none, let us try to answer the given activity as a review for your past lesson.
Kindly read the direction of our activity, Allyssa.
Directions: Draw a heart shape in the box if the given Research Title is related to Phenomenology and draw (x) if not.
1) The experiences of High School Graduates who participated in a career and technical education program study.
2) An Exploration of How foster parents educationally assist foster children
3.Neural Networks application in power system monitoring and control
Again, what is hermeneutical phenomenology?
Very well said!
B. Establishing a purpose for the lesson
Activity I.
Let us take a look at the following picture. What changes can you see?
Well done! The given picture shows how our earth changes overtime. As you can see the comparison between two picture shows the before and
Social Approaches To Learning
This document provides an overview of social approaches to learning, including situated cognition, distributed cognition, and activity theory. It was prepared by Team #4 - Douglas Connery, Brian Farrell, Sheri Johnson, and Dennis Pratt - for an ETEC 512 course on social approaches to learning. The document defines key terms, describes the three main perspectives, and discusses challenges and comparisons between the approaches.
Q3-DISS-W1 - Copy.docx
The document contains a daily lesson log for a Grade 11 social sciences class taught by Vanessa Tamayo from February 20-24, 2023. Over the course of the week, students will learn about the emergence and disciplines of social sciences, distinguishing it from natural sciences and humanities. Activities include defining key terms, analyzing pictures and grouping words by discipline. Formative assessments include completing a Venn diagram comparing social and natural sciences and creating a slogan about social science's relation to the community. The goal is for students to understand how social science is used to study society and in their daily lives.
Q3-DISS-W1.docx
The document contains a daily lesson log for a Grade 11 class on Disciplines and Ideas in the Social Sciences. Over the course of the week, the teacher will introduce the emergence of social sciences and its different disciplines. Students will define social sciences as the study of society, distinguish between social sciences, natural sciences, and humanities, and be introduced to disciplines within social sciences. A variety of activities are planned like Make Sense Conversations, picture analysis, grouping words by similarity, Venn diagrams, and developing an action plan for applying social science to daily life. Evaluation of learning and additional remedial activities are also included.
Q3-DISS-W6.docx
This document is a daily lesson log for a Grade 11 social sciences class taught by Vanessa Tamayo from March 27-31. Each session covers applying major social science theories (structural-functionalism, Marxism/conflict theory, and symbolic interactionism) to examine social problems. Session activities include recapping previous lessons, analyzing pictures/videos, defining key terms, discussing the role of each theory in social problems, and a short quiz evaluation. The log tracks learner performance and notes the teacher's strategies, difficulties encountered, and potential improvements.
Science Curriculum Design
The document discusses inquiry as a cognitive process that allows humans to understand their surroundings through discovery, invention, and testing of solutions to problems. It describes inquiry as a process of considered thought rather than reflexive response. It then outlines different types of knowledge generation and structures of disciplinary inquiry, including proto-curiosity, curiosity, replicative, technological, informal personal learning, formal authoritative community instruction, and more.
La geosfera
La geosfera está formada por rocas y minerales. Está compuesta por la corteza, el manto y el núcleo. La corteza terrestre es delgada, de entre 6 y 40 km de espesor, y está formada por rocas silíceas. Los minerales son cuerpos sólidos inorgánicos de composición química y estructura cristalina definidas que se forman de forma natural.
Introducción 1ºESO
Este documento presenta la información sobre un curso de Biología y Geología para estudiantes de 1oESO. Se introduce la profesora Ana Morales y se describen las 12 unidades que componen el plan de estudios para los tres trimestres. También se especifican los materiales necesarios y las normas de evaluación, entrega de tareas, comunicación y conducta en clase teniendo en cuenta las medidas de seguridad por el COVID-19.
More Related Content
Similar to Introducción pai unit 2 2º
Introducción pai unit 1 2º
This unit will cover how living things get the energy they need through vital functions like nutrition and reproduction. Students will study autotrophic and heterotrophic nutrition in animals and plants, and how the transformation of energy impacts ecosystems. The unit objectives are to research healthy nutrition, learn about vital functions through an exam and lab, and apply knowledge through activities. Students will develop approaches to learning skills like organization, collaboration, communication, and reflection. The characteristics of the IB learner profile that will be focused on are being inquirers, knowledgeable, thinkers, communicators, and open-minded.
Introducción pai unit 1 2º
This document outlines the key concepts and tasks for a Natural Science unit on living beings. The unit will focus on vital functions like nutrition and reproduction in animals and plants using the area of interaction of health and social education. Students will develop their approaches to learning skills and characteristics of the IB learner profile through tasks like a webquest on nutrition, examining vital functions, leaf chromatography, and analyzing the three vital functions. The document provides objectives, criteria, and details on how the unit will be structured and taught.
Myp intro 2014 unit 2 2º
This document outlines the key concepts, skills, and assessments for a Natural Science unit on how living beings interact with and reproduce in ecosystems. The unit will examine sexual and asexual reproduction in animals and plants, and how interaction and reproduction impact an organism's role. Students will develop communication, collaboration, organization, reflection, and critical thinking skills. Assessments include an exam on interaction and reproduction, a lab assignment on the scientific method and graphing, and activities applying knowledge to vital functions. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
Introducción pai unit 2 1º
This document outlines the key concepts and objectives for a Natural Science unit on how humans are similar to animals. The unit will study cells, the classification of living beings into invertebrates and vertebrates, and important concepts about living beings. Students will complete tasks like designing an NGO to protect biodiversity and laboratory assignments on microscopes and plant and animal cells. The unit aims to develop organizational, collaborative, communication and other skills while focusing on the IB learner profiles of inquirers, knowledgeable, thinkers and communicators.
Introducción pai unit 2 1º
This document outlines the key concepts and objectives for a Natural Science unit on how humans are similar to animals. The unit will study cells, the classification of living beings into invertebrates and vertebrates, and important concepts about living beings. Students will complete tasks like designing an NGO to protect biodiversity and laboratory assignments on microscopes and plant and animal cells. The unit aims to develop organizational, collaborative, communication and other skills while focusing on the IB learner profiles of inquirers, knowledgeable, thinkers and communicators.
Introducción pai unit 2 1º
This document outlines the key concepts and objectives for a Natural Science unit on how humans are similar to animals. The unit will study cells, the classification of living beings into invertebrates and vertebrates, and important concepts about living beings and animals. Students will complete projects on biodiversity and use microscopes, examine plant and animal cells, and research how knowledge of Earth and the universe applies to living beings. The unit aims to develop organizational, collaborative, communication, and problem-solving skills through its focus on the IB learner profile characteristics of inquirers, knowledgeable, thinkers, and communicators.
SociologyExchange.co.uk Shared Resource
The document provides strategies for challenging high ability sociology students, including using higher order thinking skills from Bloom's Taxonomy. It suggests engaging students through synthesis, evaluation, and philosophical questioning. Example tasks include designing experiments, assessing studies, and evaluating arguments on sociological topics. The document also presents some ethical dilemmas for discussion and potential exam questions.
Myp unit introduction microorganisms
This document outlines a natural science unit on microorganisms. The unit will study where microorganisms can be found, different types of microorganisms like viruses, bacteria, protozoa and fungi. Students will complete tasks like writing a scientific essay and taking a exam to demonstrate their knowledge of microorganisms. Hands-on activities are planned, like examining pond water and mold samples under microscopes. The unit aims to develop learner profile characteristics like being inquirers, thinkers, and communicators by researching microorganisms and their effects on humans and the environment.
Introducción pai unit 2 1º 2014
This document outlines the key concepts and objectives for a Natural Science unit on how similar humans are to animals. The unit will examine cell structure and function, the classification of living beings, and different types of invertebrates and vertebrates. Students will develop communication, collaboration, research, and critical thinking skills. Assessment tasks include designing an NGO to protect biodiversity, exams on living beings and animals, microscope labs, and activities applying knowledge to the Earth and universe. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
Unidad pai introducción inglés p lantas
This document provides an overview of the upcoming natural science unit on plant classification and reproduction. It will cover classifying plants based on whether they have flowers or not. Students will study plant cells under microscopes and germinate seeds in labs. The unit will focus on how plants are important for human health, society, and economies. Students will complete projects, tests, assignments, and activities to develop approaches to learning skills like using microscopes, managing data, and research. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and caring.
Myp intro 2014 unit 3 2º
This document outlines a unit plan for a Natural Science class focusing on ecosystems. The unit will examine key concepts around ecosystems like nutrition levels, trophic chains, energy and matter transfer, and biotic relations. Students will develop skills in areas like communication, collaboration, organization, reflection, information literacy, critical thinking, and transferring skills across disciplines. The unit will assess students through projects, tests, essays and activities focusing on objectives related to ecosystems. It aims to develop learner profiles like being inquisitive, knowledgeable, thoughtful, communicative and reflective.
Guershon HAREL
This document discusses DNR (Duality, Necessity, Repeated Reasoning)-based instruction in mathematics. It outlines DNR premises related to mathematics, learning, teaching, and ontology. It then describes a classroom lesson where the teacher targets ways of thinking like algebraic representation and problem-solving approaches. Students are presented with a problem and their initial solution is discussed. Through further engagement facilitated by the teacher based on DNR principles, the students refine their understanding and ways of thinking.
Better Questions, Better Results!
The document discusses effective questioning strategies for teachers, noting that most classroom questions are low-level recall questions. It provides tips for crafting higher-order, open-ended questions that engage students more deeply and promote skills like metacognition, vocabulary development, and writing. Sample questioning techniques are demonstrated around topics like note-taking, technology use, and declaring independence from England.
Curriculum Framing Questions Part 2 En
The document provides guidance on creating effective essential and unit questions to guide curriculum and instruction. It discusses how essential questions can be overarching questions that span multiple units while unit questions focus on a specific unit. Examples are provided to illustrate how different unit questions can support a single essential question. Tips are also given for writing good essential and unit questions, such as making them open-ended and focusing on how and why rather than what, who, or when. The creation of questions is portrayed as an ongoing process.
Detailed Lesson Plan.docx
Content Standard
Key concepts and approaches in the Social Sciences
Performance Standards
Interpret personal and social experiences using relevant approaches in the Social Sciences.
Learning Competencies
Analyze the basic concepts and principles of the major social science ideas in Human-Environment Systems.
Learning Objectives At the end of the lesson the students are expected to:
• Identify the Important theorist on Human-environment systems.
• Distinguish the ways by which human-environment interactions shape cultural and natural landscapes.
• Appreciate the contribution of environment to human systems.
• Reflect on ways how to protect the environment.
II. CONTENT Main Topic: Human-environment Systems
References
• Cleofe, M. P. (2016). DIWA Senior High School Series: Disciplines and Ideas in the Applied Social Sciences. Makati City: Diwa Learning Systems Inc.,
• Sampa, E. M. (2019). RBS Disciplines and Ideas in the Applied Social Sciences. Manila: Rex Book Store, Inc.
Materials
Laptop, Overhead Projector/Flatscreen TV, Visual Aids.
III. PROCEDURES
Teachers Activity Students Activity
BEFORE THE LESSON
Pre-Assessment Activity
• Prayer
Let us start the class with a prayer, May I ask ______ to lead a prayer?
• Greetings
A pleasant morning, class!
Have you eaten your breakfast?
• Setting of Ground Rules
Please pick up pieces of paper under your chair or near you. Follow and align chairs one meter away from each other and please wear your masks at all time.
Thank you, class!
Before we start, let me just remind you, if you have any question or if you want to answer please raise your right hand. Also, if someone is talking in front let us be quiet and minimize noises.
Thumbs up if you understood it.
• Checking of Attendance
Is everybody present in today’s meeting?
Very Good! Since you have a perfect attendance, let us give ourselves a Yehey clap.
A. Reviewing Previous Lesson
What was discussed last meeting?
Did you understand your lesson about hermeneutical phenomenology?
Wow! Very Good. Do you have any questions about Hermeneutical Phenomenology?
If none, let us try to answer the given activity as a review for your past lesson.
Kindly read the direction of our activity, Allyssa.
Directions: Draw a heart shape in the box if the given Research Title is related to Phenomenology and draw (x) if not.
1) The experiences of High School Graduates who participated in a career and technical education program study.
2) An Exploration of How foster parents educationally assist foster children
3.Neural Networks application in power system monitoring and control
Again, what is hermeneutical phenomenology?
Very well said!
B. Establishing a purpose for the lesson
Activity I.
Let us take a look at the following picture. What changes can you see?
Well done! The given picture shows how our earth changes overtime. As you can see the comparison between two picture shows the before and
Social Approaches To Learning
This document provides an overview of social approaches to learning, including situated cognition, distributed cognition, and activity theory. It was prepared by Team #4 - Douglas Connery, Brian Farrell, Sheri Johnson, and Dennis Pratt - for an ETEC 512 course on social approaches to learning. The document defines key terms, describes the three main perspectives, and discusses challenges and comparisons between the approaches.
Q3-DISS-W1 - Copy.docx
The document contains a daily lesson log for a Grade 11 social sciences class taught by Vanessa Tamayo from February 20-24, 2023. Over the course of the week, students will learn about the emergence and disciplines of social sciences, distinguishing it from natural sciences and humanities. Activities include defining key terms, analyzing pictures and grouping words by discipline. Formative assessments include completing a Venn diagram comparing social and natural sciences and creating a slogan about social science's relation to the community. The goal is for students to understand how social science is used to study society and in their daily lives.
Q3-DISS-W1.docx
The document contains a daily lesson log for a Grade 11 class on Disciplines and Ideas in the Social Sciences. Over the course of the week, the teacher will introduce the emergence of social sciences and its different disciplines. Students will define social sciences as the study of society, distinguish between social sciences, natural sciences, and humanities, and be introduced to disciplines within social sciences. A variety of activities are planned like Make Sense Conversations, picture analysis, grouping words by similarity, Venn diagrams, and developing an action plan for applying social science to daily life. Evaluation of learning and additional remedial activities are also included.
Q3-DISS-W6.docx
This document is a daily lesson log for a Grade 11 social sciences class taught by Vanessa Tamayo from March 27-31. Each session covers applying major social science theories (structural-functionalism, Marxism/conflict theory, and symbolic interactionism) to examine social problems. Session activities include recapping previous lessons, analyzing pictures/videos, defining key terms, discussing the role of each theory in social problems, and a short quiz evaluation. The log tracks learner performance and notes the teacher's strategies, difficulties encountered, and potential improvements.
Science Curriculum Design
The document discusses inquiry as a cognitive process that allows humans to understand their surroundings through discovery, invention, and testing of solutions to problems. It describes inquiry as a process of considered thought rather than reflexive response. It then outlines different types of knowledge generation and structures of disciplinary inquiry, including proto-curiosity, curiosity, replicative, technological, informal personal learning, formal authoritative community instruction, and more.
Similar to Introducción pai unit 2 2º (20)
More from aimorales
La geosfera
La geosfera está formada por rocas y minerales. Está compuesta por la corteza, el manto y el núcleo. La corteza terrestre es delgada, de entre 6 y 40 km de espesor, y está formada por rocas silíceas. Los minerales son cuerpos sólidos inorgánicos de composición química y estructura cristalina definidas que se forman de forma natural.
Introducción 1ºESO
Este documento presenta la información sobre un curso de Biología y Geología para estudiantes de 1oESO. Se introduce la profesora Ana Morales y se describen las 12 unidades que componen el plan de estudios para los tres trimestres. También se especifican los materiales necesarios y las normas de evaluación, entrega de tareas, comunicación y conducta en clase teniendo en cuenta las medidas de seguridad por el COVID-19.
Covid 19 mitos y preguntas
Este documento resume información sobre mitos y preguntas comunes sobre el COVID-19. Explica brevemente que el virus fue transmitido de murciélagos a humanos, probablemente a través de pangolines, y que ha habido pandemias similares en el pasado como la peste negra y la gripe española. Aclara que las mascarillas y el distanciamiento social son útiles pero no hay un tratamiento o cura confirmada actualmente. Concluye instando a la gente a no entrar en pánico y a confiar en las recomendaciones de expert
Embryonic development
This document describes three different types of reproduction: viviparous reproduction where embryos develop inside the female body, such as in mammals; oviparous reproduction where embryos develop inside eggs outside the female body, as seen in birds and reptiles; and ovoviparous reproduction where embryos develop in eggs that are retained inside the female body, like in some fish, snakes and lizards.
How to write a science essay
The document provides instructions for writing an essay that will be assessed using Criterion D of the MYP. It outlines that students will be assigned an essay topic by their teacher about a problem that can be solved through science. It describes the requirements of Criterion D which are to summarize how science solves the problem, describe the implications, use scientific language, and cite sources. The document provides guidance on researching the topic, outlining the essay, and using a specific structure including an introduction, body, and conclusion. It emphasizes using evidence from reliable sources and citing sources both in text and in a reference list.
Ppt scientific method no variables
This document outlines the scientific method, which is a step-by-step process scientists use to answer questions. The key steps are: 1) making an observation and asking a question, 2) conducting background research, 3) formulating a hypothesis, 4) designing and conducting an experiment, 5) collecting and analyzing data, 6) drawing conclusions, and 7) communicating results. The overall process allows hypotheses to be tested systematically through observation, experimentation, and data analysis.
Assessment criteria nc 2014 1º
This document outlines the assessment criteria for a Year 1 natural science course. It is divided into 4 equally weighted criteria: A) Knowing and understanding, B) Inquiring and designing, C) Processing and evaluating, and D) Reflecting on impacts of science. Each criterion is further defined by 4 achievement levels that range from limited to excellent performance. Descriptors provide details on what students are expected to demonstrate at each achievement level.
Assessment criteria nc 2014 2º
The document outlines the assessment criteria for a Year 3 natural science course. It is divided into 4 equally weighted criteria: A) Knowing and understanding, B) Inquiring and designing, C) Processing and evaluating, and D) Reflecting on impacts of science. Each criterion is further defined by 3-5 objectives and describes achievement levels from 0-8 that represent a student's performance and understanding.
Estados de la materia
Este documento describe los estados de la materia (sólido, líquido y gas) y los cambios entre ellos causados por variaciones de temperatura. Explica que la materia está compuesta de partículas en constante movimiento y que los estados difieren en la proximidad y atracción entre las partículas. Proporciona los puntos de fusión y ebullición de algunas sustancias como el agua, alcohol, hierro y mercurio para ilustrar los cambios de estado.
Elementos
El documento proporciona información sobre los elementos químicos más abundantes del universo, la atmósfera terrestre, seres vivos y corteza terrestre. Describe que el hidrógeno, helio y oxígeno son los elementos más comunes en el universo y atmósfera, mientras que el oxígeno, carbono y nitrógeno son los principales componentes de los seres vivos. Explica además que el oxígeno, silicio y aluminio son los elementos más abundantes en la corteza terrestre.
Tabla periódica
The document presents the periodic table of elements. It lists each element's atomic symbol and name. The elements are arranged in rows and columns with elements in the same column having similar properties and elements in the same row having the same number of electron shells. Some key regions are identified, including the lanthanides and actinides series of elements.
áTomos y moléculas
El documento describe la estructura de los átomos, moléculas y cristales. Explica que los átomos se organizan en moléculas simples o compuestas, y en cristales simples o compuestos. También define la fórmula química como una representación de los elementos que componen una sustancia, indicando los símbolos de cada elemento y el número de átomos.
Cells
Cells can be either prokaryotic or eukaryotic. Prokaryotic cells like bacteria are smaller and lack a nucleus and organelles, while eukaryotic cells like animal and plant cells are larger with a nucleus enclosed by a membrane and various organelles. Plant cells differ from animal cells in that plant cells have a cell wall, chloroplasts for photosynthesis, and a large central vacuole.
Hidrosfera
La mayor parte del agua en la Tierra se encuentra en los océanos, que representan el 97% del total. El 3% restante de agua dulce se distribuye principalmente entre el hielo (68.7%), el agua subterránea (30.1%) y el agua superficial (0.3%). El agua es esencial para la vida y se originó hace 4500 millones de años a partir de la condensación del vapor de agua presente en la atmósfera primitiva de la Tierra.
Rocas metamórficas
El documento describe las diferentes categorías de rocas metamórficas, las cuales se forman cuando las rocas son sometidas a gran presión y temperatura. Las rocas metamórficas se dividen en foliadas (laminadas) como la pizarra y el schist, y no foliadas (cristalinas) como el mármol y la cuarcita. Cada tipo de roca metamórfica se caracteriza por sus propiedades físicas y composición química.
Rocas sedimentarias
Las rocas sedimentarias se forman a partir de la acumulación y cementación de granos de sedimentos como arena, limo y arcilla, o a partir de la precipitación química de minerales como la caliza. Existen varios tipos principales de rocas sedimentarias, incluyendo rocas detríticas formadas por la acumulación de sedimentos transportados por el agua o el viento, rocas químicas como la caliza y las evaporitas, y rocas orgánicas.
Rocas orgánicas
El documento habla sobre los orígenes del petróleo. El petróleo se formó a partir de restos de plantas y plancton que vivieron hace millones de años, los cuales quedaron enterrados bajo tierra y sometidos a enormes presiones y temperaturas durante millones de años, transformándolos en petróleo.
Rocas metamórficas
El documento describe las diferentes categorías de rocas metamórficas, las cuales se forman cuando las rocas son sometidas a gran presión y temperatura. Las rocas metamórficas se dividen en foliadas (laminadas) como la pizarra y el schist, y no foliadas (cristalinas) como el mármol y la cuarcita. Cada tipo de roca metamórfica se caracteriza por sus propiedades físicas y composición química.
Rocas ígneas
El documento describe las diferentes tipos de rocas volcánicas y plutónicas. Las rocas volcánicas se forman cuando la lava es expulsada a la superficie y incluyen basalto, pumita y obsidiana. Las rocas plutónicas se forman más profundo en la corteza terrestre y incluyen granito, sienita y pegmatita.
More from aimorales (20)
Recently uploaded
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
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.Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Recently uploaded (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Introducción pai unit 2 2º
- 1. Natural Science 2ºESO Unit 2: How do we relate to others?
- 2. How do we relate to others? What does this question suggest? What do you think we are going to study? What do you know about the topic? Can you relate this question with other topics?
- 3. Reproduction: sexual and asexual 3 What important concepts are we going to study in this unit? Reproduction: in animals and plants Interaction
- 4. Approaches to Learning Community and Service Health and Social Education Environments Human ingenuity What Areas of Interaction could we use in this unit?
- 5. The Area of Interaction we are going to use is: Health and social education How do living beings reproduce? How do living beings relate to others?
- 6. The tasks we are going to do in this unit are: OBJETIVES TASK CRITERION A B C D E F Learn the basic concepts about interaction and reproduction Exam Unit 2 Interaction and reproduction x x Introduce yourself in the scientific method and revise graph plotting Laboratory Assignment: Scientific Method and graph revision x x x Research and apply your knowledge about the three vital functions Activities Interaction and reproduction x x x
- 7. organizational skills collaborative skills, KAGAN communication information literacy reflection problem-solving and thinking skills subject-specific and interdisciplinary conceptual understanding. What Approaches to Learning skills are we going to work?
- 8. What characteristics of the IB learner profile could we develop in this unit? Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
- 9. What characteristics of the IB learner profile are we going to develop in this unit? Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective