Learning Plan (Switches)
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1. The lesson plan teaches students about switches and how they are used to break electrical circuits. Students will brainstorm what they know about switches, make human circuits to light bulbs, and build model circuits with switches. 2. Activities include building a circuit with a switch in small groups and recording observations of which bulbs turn on. Students may add switches to control lights, alarms, and motors in a model town. 3. Assessment tools are oral questions, worksheets, and practical activities to have students describe predictions and observations of circuits and identify patterns. Students will understand how switches are used to control electricity in circuits.
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The lesson on conduction was well organized and engaged students of all abilities. It included an online quiz, experiment on conduction using different metals, and a class discussion. The experiment required students to write a hypothesis first and explain the methods and safety precautions. Both the online quiz and experiment engaged students and maintained good behavior. The use of technology and hands-on activities provided an effective lesson that was well planned and organized with feedback from the cooperating teacher.
EIM Exploratory's DLL (Lesson 1 _LO1-LO2 Week 1).pdf
The document is a daily lesson log for a teacher teaching a class on electrical installation and maintenance. It details the objectives, content, procedures and reflections for lessons on preparing electrical materials and tools. The key points covered include identifying different electrical tools and equipment, their functions, and materials needed for electrical jobs. Interactive activities like group discussions and demonstrations were used to help students understand the concepts.
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This document describes two lesson plans that utilize interactive technology including Mobi devices, student responders, and LCD projectors. The first lesson involves reviewing for a science test using a Jeopardy game, where students use Mobis and responders to select and answer questions. The second lesson demonstrates dividing fractions, allowing two students at a time to work problems using Mobis at their seats. Both lessons aim to engage students and provide immediate feedback using interactive instructional technologies.
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This document provides an outline for a 6-day technology integration unit plan where middle school students will create mini gardening tutorials using the Educreations interactive whiteboard application. Students will research gardening topics, take photos, write scripts, and develop storyboards before recording their tutorials. They will then share their finished tutorials online and develop quiz questions covering all topics. The unit goals are for students to demonstrate mastery of their gardening topics as well as iPad and Educreations skills.
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This daily lesson log outlines a lesson plan for a Grade 11 class on the core rules of netiquette. The lesson plan includes reviewing previous concepts of online safety, presenting the core rules through a video and group activities, and practicing the rules through role-playing scenarios. Formative assessments include student presentations and role-plays to evaluate their understanding of proper online etiquette. The teacher reflected on successful teaching strategies used and any difficulties encountered.
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Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
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The document provides a lesson plan for teaching students about simple machines using levers. In the first part of the lesson, students use everyday objects as levers to launch marshmallows and identify that they are using a first class lever. In the second part, students work in groups to design and build catapults out of various materials to launch marshmallows, labeling the effort, resistance, and fulcrum. Most students build second class levers. At the end, students evaluate their designs and discuss the different classes of levers.
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This document provides an overview of a 4th grade science lesson on electricity where students worked in pairs to try to light a lightbulb using a wire, D-cell battery, and lightbulb. The teacher monitored groups and had students record their attempts and thinking in science notebooks. The lesson aimed to build students' understanding of circuits and electricity by having them engage in hands-on experimentation and discussion of concepts like parallel circuits.
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This document is a module on simple electrical gadgets for 6th grade technology and livelihood education students. It introduces the basic tools and materials needed to make simple electrical gadgets, such as pliers, screwdrivers, wire strippers, and electrical tape. It emphasizes the importance of safety practices like wearing protective equipment. The module aims to teach students to identify electrical tools and gadgets, their proper uses, and how to construct a basic extension cord.
Art4705 historyof photography
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Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education G
EIM7 week 1- DLL.docx
This daily lesson plan outlines objectives and procedures for teaching students about electrical tools, materials, and supplies. The lesson involves identifying tools and materials in pictures, discussing their functions, and demonstrating their proper uses. Students will also practice using forms to request tools for specific jobs. The goal is for students to understand the various electrical tools, materials, and supplies and how to select the appropriate ones for different tasks.
Science Learning Plan (Changing shadows)
1. The lesson plan introduces 2nd grade students to how shadows change throughout the day. Students will make observations of their own shadows at different times and record the length and position.
2. In groups, students will draw around their shadows with chalk multiple times during the day to see how the shadows change position and length. They will also note the position of the sun.
3. By observing and recording the length of their shadows every hour, students should recognize that shadows get shorter at midday and longer in the morning and evening, relating to the sun's position in the sky.
Schools Scott Laspe
The document outlines an 8th grade course on GPS principles and applications that meets for 30 hours over 5 weeks. It includes the following key elements:
- Students will learn GPS terminology, basic principles, flaws, and potential solutions through hands-on labs, worksheets, and multiple choice/essay exams.
- The 5 week course is divided into weekly workshops covering availability, handoffs, signal strength, and a final review. Each workshop includes experiments, lab reports, and exams.
- Sample lessons include using a flashlight in a box to model signal distribution, hula hoops to demonstrate moving between network areas, and a trampoline to represent a signal booster. Students must explain how the experiments
Similar to Learning Plan (Switches) (20)
Science Learning Plan (Making a circuit-Using motors and buzzers)
Science Learning Plan (Making a circuit-Using motors and buzzers)
Science Learning Plan (Electricity and staying safe)
Science Learning Plan (Electricity and staying safe)
EIM Exploratory's DLL (Lesson 1 _LO1-LO2 Week 1).pdf
EIM Exploratory's DLL (Lesson 1 _LO1-LO2 Week 1).pdf
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We Are Important Story
The document is a short story about different important jobs followed by comprehension questions. It states that doctors, police officers, firefighters, teachers, scientists, bus drivers, and cashiers are all important because they keep people healthy, safe, help people, help people learn, learn new things to help people, get people places safely, and let people buy necessities. Families are also important because they take care of people. The questions ask why firefighters are important, why teachers are important, and who the reader thinks is the most important.
Toot the Engine Story
The story introduces Toot the engine. Toot pulls a long train and carries people including men, women, boys, girls. Toot also carries bags, tins, sacks, sand, rocks, and boxes. Toot goes up hills, down hills, and listens for the whistle before going off. Toot's wheels go round and round on the tracks.
Tom's Parrot Story
Tom has a green parrot named Polly. Polly is sitting in a tree and does not come when Tom calls her. Tom gets a mango from his mother and uses it to call Polly. When Polly sees the mango, she flies down to Tom. Both Tom and Polly are happy.
Thin Tim Story
Tim is thin and visits his two friends Beth and Thelma. Beth was crying because she lost her house key and couldn't get inside. Tim comforted Beth while they waited for Thelma. Thelma arrived and had a spare key, allowing Beth to enter her home. The three friends then went inside for tea.
The Thunderstorm Story
The kids were outside playing catch when they heard thunder rumbling in the sky. They decided to go inside to play it safe rather than stay outside in the storm where it wasn't safe or risk getting wet. Inside, they played a board game and enjoyed listening to the thunder while playing. After the storm passed, the kids went back outside and saw a rainbow.
The Snail Story
Gail the snail felt plain so she decided to paint her shell. She got paint and started painting her shell but then it started to rain. The rain washed the paint off so Gail's shell was plain again.
The New Bicycle Story
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The Dog and the Bone Story
A greedy dog saw a big bone in a butcher's shop window. It went into the shop and stole the bone, prompting the butcher to chase it. The dog escaped and ran far away. While crossing a bridge, the dog saw another dog in the river below with an even bigger bone. When the greedy dog tried to take that bone, it dropped its own bone into the river, leaving it sad without a bone.
Sheila's Shoes Story
Sheila lives near a river and often goes there with her father, who is a fisherman. One day while sitting in her father's boat, Sheila says she wishes she had some shoes. Later when her father is leaving to go fishing, Sheila shouts that she wants him to bring back a shell, but he shouts back "no shells, just fish!". That evening, Sheila's father returns home and gives Sheila a box, which contains a pair of shiny black shoes that make her happy.
Roy's Toys Story
Roy has many toys but does not let his friends play with them. When some boys come over to play, Roy only wants to play hide and seek while the boys ask to play with his toys like his drum, cars, and truck. Roy refuses and cries when he cannot find the boys during hide and seek. Later, Roy learns to share his toys with his friends and they come over every day to play, making Roy happy.
Rima and Diya Story
Rima and Diya are in the garden on a hot, sunny day. They hear a croaking sound and look under trees, pots, bushes, and a car to find the source of the noise. Rima eventually finds a frog under a leaf in the pond, but there is no water in the pond. She calls for her dad, who comes and looks in the pond with Rima and Diya. Dad helps fill the pond with water from a bucket so the frog is no longer stranded.
A Cold Bear Story
The passage describes how a bear named prepares for winter. First, the bear eats a lot to gain weight. Then, he finds a den and fills it with leaves to keep warm. By eating much and having a cozy den, the bear is ready for the cold winter season. The questions ask about the character, what the bear needs to do, and how the bear gets ready for winter.
The Three Fish Story
The passage introduces three fish: Finny, who has beautiful long fins to help her swim fast; Tayla, whose big tail moves from side to side to help her go different directions; and Igor, who has great big eyes to help him see where he's going and see big scary fish. It includes questions about which fish has each feature and asks which fish the reader would most want as a pet and why.
Making Cookies Story
Greg helps his mom make chocolate chip cookies, which are his favorite. He adds chocolate chips to the batter, stirs them in, and forms the batter into balls that he places on a baking sheet. While the cookies bake, Greg licks the leftover batter from the mixing bowl.
Kitten's Choice Story
The story is about a kitten who has to choose between playing with her new toy or chasing a mouse she sees. If she chases the mouse, her brother will take her toy. But if she plays with the toy, the mouse will get away. She decides to chase the mouse instead of playing with the toy, since she doesn't see mice often and finds chasing them more fun, even though she doesn't catch it. She is happy with her choice.
Jen's Shop Story
The story is about a visit to Jen's small shop by Jack. Jen has a variety of items for sale including pens, nibs, books, bags, clocks, clips and buttons. When Jack asks if she has certain items, Jen always replies that she does and describes what kinds she has. At the end, when Jack says he wants nothing and was just checking, Jen chases him away from the shop.
Homework or Video Games Story
Brad loves playing video games, especially Disney games. One day after school, Brad's mom asked if he had homework, which he did, but he considered lying so he could play his games. However, he decided to tell the truth because he knew if he lied, he would not be allowed to play video games for a week. Brad finished his homework and had time to play two games before dinner.
Apples Story
The document is a short passage about apples that is followed by questions. It discusses that apples can be red, yellow, or green; each color tastes different. Apples finish growing in the fall and can be picked from trees by twisting and pulling them off. The passage notes there are five parts to an apple: the skin, flesh, seeds, stem, and sometimes leaves. The subsequent questions ask when apples finish growing, what the passage is about, how many parts an apple has, and what is wondered about apples after reading.
All About Bears
The document is a short story about bears that describes the different types of bears, where they live, their physical characteristics, and their hibernation behaviors. It then provides questions about the details in the story.
A Puzzle A Day Story
Anna and her family enjoy doing puzzles of different sizes. Anna is best at small puzzles with about 50 pieces that she tries to complete one per day. Anna and her brother work on medium puzzles together. When the whole family does a puzzle, they do very large ones with 500 pieces or more that can take them a week to finish. They glue their favorite completed puzzles together and frame them to display on the wall.
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Learning Plan (Switches)
- 1. Lesson Plan for Science Subject for Grade 2 Subject: Science Topic: Switches Warm-up: 5-10 min Show learners the pictures of switches and ask them to say what they think these switches do. Comments: Assure that the students understand what the teacher is talking to, and encourage them to participate in the class discussion. Learning outcomes Teaching strategy Cognitive Objective : Student should be able to : 1. Know how a switch can be used to break a circuit. 2. Use first- hand experience. 3. Predict what will happened before deciding what to do. 4. Make and record observations. Methods and activity: 1.Brainstorming: Find out about switches and how they can be used to switch circuits on and off. 2. Ask the other learners to stand in a circle, each holding a wire. Explain to learners to try to make a large circuit to light the bulb. 2.1 Ask learners to connect their wires with their neighbour’s wires, with each learner holding a connection together with their fingers. The wires need to connect to the cell and the bulb too. 3. Group work: Learners make a circuit with a switch. Learners couldwork as a class to build a model town using constructionkits. They couldthen add switchedcircuits with bulbs to control the lights inside buildings,circuits with buzzers, to control doorbells, alarmsandpedestriancrossing points, and circuits with motors to control model wind turbines. 4. Learners record their observations of circuits by showing which bulb is on in a circuit with a switch.
- 2. 5. Identify simple patterns and associations. Skills Objective: 6. Talk about predictions (orally and in text), the outcome and why this happened. 7. Ask questions and suggest ways to answer them. 8. Make suggestions for collecting evidence. 5. Learners should never touch mains electrical equipment unless an adult tells them it is safe to do so. Remind learners that main switches should never be touched with wet hands. 6. Talk learners about where a circuit like this would be useful, for example to control the headlights in a car, or a ceiling light at home. 6.1 Learners can make predictions about what will happen if they use a buzzer or a motor in the circuit. Talk about these predictions, then give learners time to investigate before discussing whether their predictions were correct. 7. Learners can use Worksheet 5.5 to record their observations and to review and explain what happened. 8. Learners could take digital photographs of switches, plugs, sockets and other mains equipment. These could then be labelled for a presentation and made into a class display.
- 3. Day / Date 19 March./ Sun 21 March/ Tues 23 March/ Thurs Class 2A,B 2A,B 2A,B Period 1st , 5th 6th , 7th 7th , 3rd Objectives achieved Estimated Time Teaching Aids Assessment Assessment Tools 1) 5 min 2) 10 min 3) 10 min 4) 15 min Students book: Models: Posters: Educational Books: Samples: Experiment: Others: https://www.youtub e.com/watch?v=78a vG5oVILc 1. How to make a light bulb up? 2. What do these circuits do? (a cell, a cell holder, a bulb, a bulb holder, two wires) 3. How a circuit works? 4. What do you think will happen if we change the wires over at the cell. Fill in the blanks. The _______ lights up when electricity goes through it. A _______ can be used to turn electricity on or off. Oral Works Home Works Practical Activities Sort Questions Short Tests Home Work: 1) Worksheet 5.3b Maria Victoria De Leon Nusrat Wajid Amer Al Timmimy Teacher Coordinator, Science Department School Principal
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