The document provides information about a workshop on Discovery, Discourse and Depth using the 5-E instructional model. It discusses engaging students through exploration, having students explain their understanding, extending their learning, and evaluating comprehension. Examples are given around setting up science notebooks in kindergarten, including content, examples of activities on rocks, soil and water, and book recommendations.
This powerpoint can be used in 3rd grade to introduce the features of living and nonliving things. It meets the ELA CCR Standard 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. It also meets the 3rd grade Science Essential Standard 3.L.2 Understand how plants survive and grow.
This powerpoint can be used in 3rd grade to introduce the features of living and nonliving things. It meets the ELA CCR Standard 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. It also meets the 3rd grade Science Essential Standard 3.L.2 Understand how plants survive and grow.
Basic presentation of the parts of a plant and of the life cycle of plants. Pitched at about the 2nd, 3rd or 4th grade level. Lots of descriptive pictures and diagrams.
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
Beautiful powerpoints - get them here for use in class and customization of the premium template - http://eflclassroom.com/store/products/common-words/
Basic presentation of the parts of a plant and of the life cycle of plants. Pitched at about the 2nd, 3rd or 4th grade level. Lots of descriptive pictures and diagrams.
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
Beautiful powerpoints - get them here for use in class and customization of the premium template - http://eflclassroom.com/store/products/common-words/
Physical and Earth Science for Young ChildrenRosie Amstutz
A power point presentation containing everything educators need to know about what to do and what not to do regarding physical and earth science for young children. Plenty or ideas and resources are included in the presentation.
That's my lesson plan about earth layers... hopefully it can help you to find your idea...
Don't use the assessment form because it's not really effective to assess your teaching and your student ability... :D
SlideShare now has a player specifically designed for infographics. Upload your infographics now and see them take off! Need advice on creating infographics? This presentation includes tips for producing stand-out infographics. Read more about the new SlideShare infographics player here: http://wp.me/p24NNG-2ay
This infographic was designed by Column Five: http://columnfivemedia.com/
No need to wonder how the best on SlideShare do it. The Masters of SlideShare provides storytelling, design, customization and promotion tips from 13 experts of the form. Learn what it takes to master this type of content marketing yourself.
10 Ways to Win at SlideShare SEO & Presentation OptimizationOneupweb
Thank you, SlideShare, for teaching us that PowerPoint presentations don't have to be a total bore. But in order to tap SlideShare's 60 million global users, you must optimize. Here are 10 quick tips to make your next presentation highly engaging, shareable and well worth the effort.
For more content marketing tips: http://www.oneupweb.com/blog/
Are you new to SlideShare? Are you looking to fine tune your channel plan? Are you using SlideShare but are looking for ways to enhance what you're doing? How can you use SlideShare for content marketing tactics such as lead generation, calls-to-action to other pieces of your content, or thought leadership? Read more from the CMI team in their latest SlideShare presentation on SlideShare.
Project work, Field trips, Laboratory work, Journal writing, concept mapping,...DeepanshuYadav2
The key focus and desired outcomes for Project Work are:
1. Communication
2. Students can express their ideas clearly and effectively, both verbally and in written form.
3. Collaboration
4. Students can work as a team to achieve common goals.
5. Knowledge application
6. Students are able to make links across different areas of knowledge and to generate, develop and evaluate ideas and information related to the project.
7. Independent learning
8. Students are able to learn on their own, reflect on their learning and improve upon it.
Using hands on activities in the science classroomBecky Hardner
This is a tutorial about ways to incorporate more hands on science actvities in your classroom. It was designed with a specific school in mind, but can be applied to any school. Hands on activities encourage higher level thinking and more student engagement.
Researching your teaching
Presentation by Jessica Mackay
at IH Barcelona's ELT Conference 2014
More information
http://www.ihes.com/bcn/tt/conference.html
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Welcome!
During the workshop, please feel free to
• Take necessary breaks!
• Contribute with the great ideas that you
do in your classroom!
• Ask questions!
We do ask that you
• Silence all cell phones.
• Keep an open mind.
• Stay the entire session.
4. What is Discovery, Discourse and Depth all about?
It all ties into the 5-E instructional model
• Discovery – Engage and Explore
• Discourse – Explain
• Depth – Elaborate or Extend, and Evaluate
5. The 5-E Instructional Model
The 5 E's allows students and teachers to experience
common activities, to use and build on prior knowledge and
experience, to construct meaning, and to continually assess
their understanding of a concept.
http://enhancinged.wgbh.org/research/eeeee.html
6. ENGAGE
1.Make connections between past and
present learning experiences.
2.Focus students' thinking on the
learning outcomes of current activities.
http://enhancinged.wgbh.org/research/eeeee.html
7. EXPLORE
This phase of the 5 E's provides students with a
common base of experiences.
1. They identify and develop concepts,
processes, and skills.
2. Students actively explore their environment
or manipulate materials.
http://enhancinged.wgbh.org/research/eeeee.html
8. EXPLAIN
This phase of the 5 E's helps students explain
the concepts they have been exploring.
1. They have opportunities to verbalize their
conceptual understanding or to demonstrate
new skills or behaviors. Quality questions are
a way to help students do this.
2. Provides opportunities for teachers to
introduce formal terms, definitions, and
explanations for concepts, processes, skills, or
behaviors.
http://enhancinged.wgbh.org/research/eeeee.html
9. ELABORATE
This phase of the 5 E's extends students'
conceptual understanding and allows them to
practice skills and behaviors.
1. Through new experiences, the learners
develop deeper and broader understanding of
major concepts.
2. Obtain more information about areas of
interest, and refine their skills.
http://enhancinged.wgbh.org/research/eeeee.html
10. EVALUATE
This phase of the 5 E's encourages learners to
assess their understanding and abilities and lets
teachers evaluate students' understanding of key
concepts and skill development.
http://enhancinged.wgbh.org/research/eeeee.html
11. USING SCIENCE NOTEBOOKS IN KINDER
Science notebooks can be used to help students
develop, practice, and refine their science
understanding, while also enhancing reading,
writing, mathematics and communications.
Use of science notebooks by every
student, in every school, every day
improves achievement in reading, writing,
and science for all students.
- Amaral, Garrison, and Klentschy, 2002
12. WHY TEACHERS SHOULD USE SCIENCE NOTEBOOKS
• Provides feedback to you regarding the lessons/activities the students
are engaging in. A look at student entries provides formative
assessment information to help guide your instruction.
• Provides insights into students’ thinking, misconceptions, and their
procedural and conceptual understanding.
• Supports differentiated instruction, allowing students to work at their
own level.
• Provides evidence of learning.
• Provides a record of learning and growth over time.
• Engages students in meaningful, purposeful and authentic tasks.
• Offers a convenient forum for teachers to provide feedback to students
to help them improve their performance or develop deeper
understanding.
http://seagrant.uaf.edu/marine-ed/curriculum/science-
notebooks.html
13. WHY STUDENTS SHOULD USE SCIENCE NOTEBOOKS
• Provides a thinking tool.
• Assists in organization.
• Enhances literacy skills.
• Helps make sense of their observations and investigations.
• Provides a place to keep vocabulary words.
• Replicates how scientists in the field organize and
document information and observations.
• Helps develop writing skills.
• Increases communication skills.
• Provides evidence of learning and a record of activities
completed.
• Helps develop understanding of scientific processes.
http://seagrant.uaf.edu/marine-ed/curriculum/science-
notebooks.html
14. WHAT KIND OF NOTEBOOKS SHOULD I USE?
Any notebook format that you feel would be
appropriate for your students is acceptable. The
purpose of the notebook is to keep everything
organized, so take this in consideration as you
pick your notebook
• Spiral – one downfall of a spiral is that the
pages can easily be torn out.
• Composition – these notebooks are much
more sturdy than a spiral.
• Teacher created – this may allow for you to
have separate notebooks for different units of
study. They can easily be displayed.
15. HOW SHOULD I SET UP MY NOTEBOOK
Notebook setup for kindergarten can be tricky. Science notebooks
traditionally contain a table of contents. Some teachers like to use the last
few pages for vocabulary, this is usually for higher grades.
You may want to try a paste in table of contents for your kindergarteners
WHAT INFORMATION GOES IN THE NOTEBOOK?
The amount and type of information that can be included is up to you and
your creativity! The most common type of information that goes in the
notebook includes
• observations, procedures, ideas, thoughts, questions, explanations,
descriptions, drawings, illustrations, etc.
• Drawings are very important in kindergarten, especially at the beginning
of the school year.
16. WHERE CAN I FIND IDEAS?
Kindergarten Blogs
http://www.kindergartenkindergarten.com/2010/07/getting-my-science-
notebooks-ready.html
http://www.kindergartenkindergarten.com/science-notebooks/
http://aplacecalledkindergarten.blogspot.com/2012/06/science-notebooks-
week-monday.html
Websites
http://www.sciencenotebooks.org/
http://seagrant.uaf.edu/marine-ed/curriculum/science-notebooks.html
http://www.cscope.us/docs/conf_pres2010/creating%20the%20K-
1%20notebook/creating_the_class_science_notebook_k-1.doc.pdf
17. WHERE CAN I FIND IDEAS?
Printed material
Campbell, Brian and Fulton, Lori. Science Notebooks, Writing About
Inquiry. Portsmouth, NH: Heinemann. 2003.
Douglas, R., Klentschy, M., Worth, K. and Binder, W. Linking Science and
Literacy in the K-8 Classroom. NSTA. 2006.
Fulwiler, Betsy Rupp. Writing in Science. Heinemann. 2007.
Klentschy, Michael. Using Science Notebooks in Elementary Classrooms.
NSTA. 2008.
18. SETTING UP YOUR SCIENCE NOTEBOOK
We will set up a science notebook for this
workshop. We will do several hands-on
activities relating to Earth science and will be
using the notebook just as your students
would in the classroom.
If you have been using notebooks
successfully in your classroom, please share
some of your ideas.
19. SETTING UP YOUR NOTEBOOK
Safety Contract
Notebook Expectations
Label The Unit (optional)
20. NATURAL RESOURCES (ROCKS, SOIL, AND WATER)
The student knows that the natural world includes
earth materials. The student is expected to:
K.7A observe, describe, compare, and sort rocks by
size, shape, color, and texture;
K .7B observe and describe physical properties of
natural sources of water, including color and clarity;
and
K.7C give examples of ways rocks, soil, and water
are useful.
22. EXPLORE – SOIL
According to the TEKS, kindergarten students only need to know how we use
soil in our everyday life. However, before they can tell us that, they need to
know some things about soil.
23. EXPLORE - WATER
K .7B observe and describe physical
properties of natural sources of water,
including color and clarity;
24. OBJECTS IN THE SKY
K.8C observe, describe, and illustrate
objects in the sky such as the clouds, Moon,
and stars, including the Sun
25. WEATHER
K.8A observe and describe weather changes
from day to day and over seasons
26. PATTERNS IN THE NATURAL WORLD
℗K.8B identify events that have repeating
patterns, including seasons of the year and day
and night
27. BOOKS - ROCKS
Let’s Go Rock Collecting by Roma Gans & Holly
Keller
· Sylvester and the Magic Pebble by William Steig
· Anansi and the Moss Covered Rock by Eric A. Kimmel
& Janet Stevens
· If You Find a Rock by Peggy Christian
· Rocks: Hard, Soft, Smooth, and Rough by Natalie M.
Rosinsky
· My Ol’ Man by Patricia Polaaco
28. BOOKS - SOIL
Dirt: The Scoop on Soil by Natalie M. Rosinsky
A Handful of Dirt by Raymond Bial
Dirt:Jump into Science by Steven Tomecek
29. BOOKS - WATER
Water by Frank Asch
Water Everywhere by Christine Taylor- Butler
WaterJ Water Everywhere by Mark J.Rauzon
Dear Mr. Blueberry by Simon James
30. BOOKS - WEATHER
Like a Windy Day By Frank Asch
Cloudy with a Chance of Meatballs By Judi Barrett
Down Comes the Rain By Franklyn Mansfield Branley
Flash, Crash, Rumble and Roll By Franklyn Mansfield Branley
What Will the Weather Be? By Lynda DeWitt
Feel the Wind By Arthur Dorros
Sunshine By Alice Flanagan
Wind By Alice Flanagan
Clouds By Alice Flanagan
Rain By Alice Flanagan
Snow By Alice Flanagan
Thunder and Lightning By Alice Flanagan
Weather Words and What They Mean By Gail Gibbons
Learning about Weather By Jo Ellen Moore
W is for Wind By Pat Michaels
Salamander Rain By Kristin Joy Pratt-Serafini
Oh Say Can You Say, What's the Weather Today? By Tish Rabe
You Say, What's the Weather Today? By Tish Rabe
Clouds By Anne Rockwell
The Storm Book By Charlotte Zolotow
When the Wind Stops By Charlotte Zolotow
31. BOOKS – DAY AND NIGHT
City Night by Eve Rice
Dark Day, Light Night by Jan Carr
Good Morning, Good Night by Michael Grejniec
Goodnight Moon by Margaret Wise Brown
Grandfather Twilight by Barbara Berger
Into the Napping House by Audrey Wood
It Looked Like Spilt Milk by Charles Shaw
The Napping House Wakes Up by Audrey Wood
Night in the Country by Cynthia Rylant
Owl Moon by Jane Yolen
Petey's Bedtime Story by Beverly Cleary
Shine Sun by Carol Greene
What the Sun Sees, What the Moon Sees by Nancy Tafuri
32. BEGINNING OF THE YEAR
Setting up the classroom – What is a
scientist?
http://www.kindergartenkindergarten.com/20
10/07/we-are-all-scientists.html
Editor's Notes
Have participants go to the Rock Table and use a hand lens to observe rocks. Let them choose a rock and go back to their table. Participants will observe their rock and describe their rock on the worksheet “My Rock Report”. This includes size, color, shape and what it feels like. They will then draw their rock and cut it out. On the rock they will write one rock fact. Students may have gotten this information from a book that was read.