K-2 students are introduced to key concepts about the characteristics of organisms:
1) Organisms need air, water, food and shelter to stay alive. Plants need air, water and food while animals need these plus shelter.
2) Organisms can be identified as living things that grow and reproduce, while nonliving things do not have these characteristics.
3) Offspring closely resemble their parents in characteristics like plants and animals.
This slideshare gives the detailed description of the characteristics a living organism exhibits and detalied description of all these living characteristics.
Class 11 Biology NCERT Solutions Chapter no 1 The Living WorldMayur Patil
Here We Have given NCERT Solutions for Class 11 Biology by Study Mona
Also See
NCERT Solutions for Class 11 Biology by Study Mona on
https://www.studymona.com/ncert-solutions-class-11-biology/
This slideshare gives the detailed description of the characteristics a living organism exhibits and detalied description of all these living characteristics.
Class 11 Biology NCERT Solutions Chapter no 1 The Living WorldMayur Patil
Here We Have given NCERT Solutions for Class 11 Biology by Study Mona
Also See
NCERT Solutions for Class 11 Biology by Study Mona on
https://www.studymona.com/ncert-solutions-class-11-biology/
12 Science Lesson Plan for Constructivism-5E.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
12 Science Lesson Plan for Constructivism-5E.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
Let's Talk About Plants! A fun interactive and engaging integrated unit lesson that has the life of Art, Science, and Language Arts all in one. Students will learn about wants vs needs. Where students will learn about the needs of plants. Students will also learn about how plants change during their Life Cycle.
Let's Talk About Plants! A fun interactive and engaging integrated unit lesson that has the life of Art, Science, and Language Arts all in one. Students will learn about wants vs needs. Where students will learn about the needs of plants. Students will also learn about how plants change during their Life Cycle.
Grade 3 School Garden Lesson Plan - Leaf Lesson; Who’s Eating my Leaves ~ Massachusetts
|=> In this activity students will look closely at the leaves of many different plants to observe signs that show that leaves are a food source for other living things such as insects and animals.
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
12 Science Lesson Plan for Constructivism-5E.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
12 Science Lesson Plan for Constructivism-5E.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
Let's Talk About Plants! A fun interactive and engaging integrated unit lesson that has the life of Art, Science, and Language Arts all in one. Students will learn about wants vs needs. Where students will learn about the needs of plants. Students will also learn about how plants change during their Life Cycle.
Let's Talk About Plants! A fun interactive and engaging integrated unit lesson that has the life of Art, Science, and Language Arts all in one. Students will learn about wants vs needs. Where students will learn about the needs of plants. Students will also learn about how plants change during their Life Cycle.
Grade 3 School Garden Lesson Plan - Leaf Lesson; Who’s Eating my Leaves ~ Massachusetts
|=> In this activity students will look closely at the leaves of many different plants to observe signs that show that leaves are a food source for other living things such as insects and animals.
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Kindergarten - Science - Organisms
1. Characteristics of Organisms
K-2 The student will demonstrate an understanding of the characteristics of organisms.
(Life Science)
Effective August 2007
1
K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: As with other indicators at this grade level, students will experience their first formal introduction to important science concepts. Students are introduced to air, water, food, and shelter at this grade level and will build upon this knowledge for plants in 1st grade (1-2.1) where these needs are related to energy and growth. In 2nd grade (2-2.1), students will be asked to recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection.
It is essential for students to know that organisms, or living things, have basic needs to stay alive.
Plants need air, water, and food to stay alive.
Animals need air, water, food, and shelter for protection.
If an organism does not get everything that it needs to stay alive, it will die.
It is not essential for students to go beyond this level of knowledge at this time.
Assessment Guidelines:
The objective of this indicator is to recognize what organisms need to stay alive; therefore; the primary focus of assessment should be to remember that living things need food, shelter, water, and air to survive. However, appropriate assessments should also require students to recognize on a diagram or picture which of an animal’s basic needs is missing.
2. Characteristics of Organisms
K-2 The student will demonstrate an understanding of the characteristics of organisms.
(Life Science)
Effective August 2007
2
K-2.2 Identify examples of organisms and nonliving things.
Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: As with other indicators at this grade level, students will experience their first formal introduction to important science concepts. These concepts will be expanded as the students advance in their science education.
It is essential for students to know the difference between living things and nonliving things.
NOTE TO TEACHER: This is not directly mentioned again so it is essential for this concept to be fully understood at this grade level.
Organism
Any living thing that needs food, water, air, shelter or space to survive and can make a new living thing like itself.
It grows and changes during its life.
Examples of organisms are plants or animals.
NOTE TO TEACHER: There are many misconceptions concerning living and nonliving things at this developmental level. To assist students in their understanding whether things are living or nonliving, they should ask one of these four essential questions:
Does it need air?
Does it need water?
Does it need food?
Does it need shelter/space?
Nonliving thing
Any thing that does not need air, water, food, shelter, or space to survive.
It cannot make new things like itself.
Examples of nonliving things may be wood, rocks, soil, air, water, and clothes.
NOTE TO TEACHER: Another misconception may happen with objects made of wood. At one time the wood was a living tree. However, if you ask the four essential questions, the wood can now be categorized as nonliving.
It is not essential for students to go beyond this level of knowledge at this time.
Assessment Guidelines:
The objective of this indicator is to identify organisms as living or nonliving; therefore, the primary focus of assessment should be to recognize whether an object is an organism or nonliving thing based its characteristics.
3. Characteristics of Organisms
K-2 The student will demonstrate an understanding of the characteristics of organisms.
(Life Science)
Effective August 2007
3
K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents.
Taxonomy level: 2.6-A Understand Factual Knowledge
Previous/Future knowledge: As with other indicators at this grade level, students will experience their first formal introduction to important science concepts. These concepts will be expanded as the students advance in their science education. Students will expand their knowledge in 1st grade (1-2.4) as they study life cycles of plants and in 2nd grade (2-2.5) as they study physical characteristics and life cycles of animals.
It is essential for students to know that parent plants or animals can look like the offspring they produce. Examples may be:
Most plants closely resemble their parent plant after they are grown but they look very different as they are growing (for example, an acorn seed sprout compared to an oak tree that may be many years old).
Some animals are born with a close resemblance to their parent (for example, kittens compared with the mother cat); they are just smaller.
The offspring of both plants and animals have many characteristics that are the same and these characteristics will fully develop over time.
NOTE TO TEACHER: Keep the focus on plants and animals that closely resemble their parent rather than organisms that go through metamorphosis.
It is not essential for students to be able to choose animals that do not look like their parents.
Assessment Guidelines:
The objective of this indicator is to match parents with their offspring; therefore, the primary focus of assessment should be to detect similarities between a parent and its offspring.
4. Characteristics of Organisms
K-2 The student will demonstrate an understanding of the characteristics of organisms.
(Life Science)
Effective August 2007
4
K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals.
Taxonomy level: 2.6-A Understand Factual Knowledge
Previous/Future knowledge: As with other indicators at this grade level, students will experience their first formal introduction to important science concepts. These concepts will be expanded as the students advance in their science education.
It is essential for students to know that even though groups of plants or animals may look the same, there are differences between the individuals.
For example, in a clover, most have three leaves but some have four or more. Some of the stems may be longer than others and some of the leaves may have more distinct patches of white than others.
For example, all ladybugs have wings and antenna; however, there may be differences in the colors of or the number of spots on their bodies. Another example is when a cat has kittens or a dog has puppies, there are size and color differences among the offspring.
It is not essential for students to go beyond this level of knowledge at this time.
Assessment Guidelines:
The objective of this indicator is to compare individual plants or animals; therefore, the primary focus of assessment should be to detect differences within a group of the same type of plant or animal. However, appropriate assessments should also require students to match two or more plants or animals of the same type and describe the differences they see; or compare individual plants or animals to detect similarities.
5. Characteristics of Organisms
K-2 The student will demonstrate an understanding of the characteristics of organisms.
(Life Science)
Effective August 2007
5
K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.
Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: As with other indicators at this grade level, students will experience their first formal introduction to important science concepts. Students will expand on this knowledge with plants in 1st grade (1-2.4) where the stages of the life cycle are summarized, and animals in 2nd grade (2-2.5) where birth and stages of development are illustrated.
It is essential for students to know that all organisms change as they grow. The distinct stages of growth and change are called a life cycle. The life cycle begins when the organism is born and begins to develop and ends when the organism dies.
Some plants, for example sunflowers, start as seeds. When the seeds have all of the things they needs to grow (air, water, and space), they begin to change into plants. The plants will grow into adult plants with distinct structures (for example roots and leaves).
Some animals, for example chickens, are born from eggs. When the chicks hatch, they will grow into adult hens or roosters.
Some animals, for example ladybugs, look different during the different stages their life cycle.
It is not essential for students to go beyond this level of knowledge at this time.
Assessment Guidelines:
The objective of this indicator is to recognize that all organisms have life cycles; therefore, the primary focus of assessment should be to remember that there are stages of growth during a life cycle of an organism.