Learners are studying static fluids and Archimedes' principle. The lesson plan includes learning objectives, approaches, activities and assessment. Students will observe demonstrations, ask questions, conduct experiments in groups, and present their findings. The goal is for students to understand Archimedes' principle, how it applies to floating, sinking and barely floating objects, and examples of its real-world applications. Assessment includes observation of students' scientific attitudes and abilities to process experimental data and draw conclusions.
The document is a lesson plan for a physics class that aims to teach students about fluid pressure. It includes objectives, concepts, materials, and procedures. The key concepts are that fluid pressure is the same in all directions at a given point due to liquids taking the shape of their container, and that pressure increases with depth according to the equation Pressure=D*g*h, where D is density, g is gravity, and h is depth. Students will learn through activities with water, bags, and bottles, as well as solving sample problems involving density and depth.
This four-lesson unit introduces first grade students to the states of matter through hands-on activities. In Lesson 1, students will identify solids, liquids, and gases and observe water changing states. Lesson 2 focuses on observing liquid rock candy forming a solid over days. Lesson 3 stations explore the properties of gases, including their ability to spread and be imperceptible. The unit aims to develop students' understanding of the three states of matter and their distinguishing properties through observation and measurement.
The document provides information about a 5th grade science project on the water cycle. It includes aims, language skills, new vocabulary and structures to be learned. Students will read about the water cycle, label diagrams, act out a poem, and simulate the cycle. They will fill in a story, discuss terms, and play a game to check their understanding of evaporation, condensation, precipitation and the constant movement of water on Earth.
1. The document provides a daily lesson plan for a physics class on the topic of inertia.
2. The lesson involves students watching videos, discussing examples of inertia, and doing hands-on activities in small groups to explore both stationary and motion inertia.
3. At the end of the lesson, students will complete a worksheet for homework to be submitted the following day.
This didactic unit is for a beginner level English class of 22 students aged 10-11. The unit focuses on teaching students about the water cycle through several learning objectives: to learn the stages and agents involved in the water cycle, to express existence using structures like "There is/are", to answer questions about existence, and to contrast existence. Students will read a simplified text, discuss the importance of water, and work collaboratively while consolidating previously learned topics. Grammar, vocabulary, and the four skills of listening, speaking, reading and writing will all be balanced during the lesson.
The document provides background information on a Year 6 science class that will be studying energy and matter. It describes the 24 students in the class and their interest in science. It outlines the intended learning outcomes for the unit, which will have the students explore energy as it relates to physical and chemical changes, different energy sources and transfers, and sustainability. The unit aims to develop the students' science inquiry skills through hands-on experiments using the 5E instructional model.
This document provides information about a science course titled "Science for Beginners" offered at the Maldives National University Faculty of Education. The 12-credit course is intended for students without a formal science background enrolling in primary teaching courses. It aims to develop students' basic science knowledge, skills, and attitudes relevant for further science study. The course will be delivered through lectures, workshops, practical activities, and laboratory work. It covers topics like the scientific method, measurement, the periodic table, states of matter, cell biology, and physics concepts. Assessment includes quizzes and students are expected to gain an understanding of science concepts and processes, and interest in learning more about science.
- The document is a daily lesson log for a Grade 11 Physical Science class covering motion concepts like Aristotelian and Galilean views of motion, Newton's laws of motion, and projectile motion.
- Over the course of the week, the teacher aimed to help students understand key differences between Aristotelian and Galilean concepts of motion through examples, activities, and practice problems.
- Assessment methods included checking student outputs from activities and discussions to evaluate their understanding of concepts like displacement, uniformly accelerated motion, and projectile motion.
The document is a lesson plan for a physics class that aims to teach students about fluid pressure. It includes objectives, concepts, materials, and procedures. The key concepts are that fluid pressure is the same in all directions at a given point due to liquids taking the shape of their container, and that pressure increases with depth according to the equation Pressure=D*g*h, where D is density, g is gravity, and h is depth. Students will learn through activities with water, bags, and bottles, as well as solving sample problems involving density and depth.
This four-lesson unit introduces first grade students to the states of matter through hands-on activities. In Lesson 1, students will identify solids, liquids, and gases and observe water changing states. Lesson 2 focuses on observing liquid rock candy forming a solid over days. Lesson 3 stations explore the properties of gases, including their ability to spread and be imperceptible. The unit aims to develop students' understanding of the three states of matter and their distinguishing properties through observation and measurement.
The document provides information about a 5th grade science project on the water cycle. It includes aims, language skills, new vocabulary and structures to be learned. Students will read about the water cycle, label diagrams, act out a poem, and simulate the cycle. They will fill in a story, discuss terms, and play a game to check their understanding of evaporation, condensation, precipitation and the constant movement of water on Earth.
1. The document provides a daily lesson plan for a physics class on the topic of inertia.
2. The lesson involves students watching videos, discussing examples of inertia, and doing hands-on activities in small groups to explore both stationary and motion inertia.
3. At the end of the lesson, students will complete a worksheet for homework to be submitted the following day.
This didactic unit is for a beginner level English class of 22 students aged 10-11. The unit focuses on teaching students about the water cycle through several learning objectives: to learn the stages and agents involved in the water cycle, to express existence using structures like "There is/are", to answer questions about existence, and to contrast existence. Students will read a simplified text, discuss the importance of water, and work collaboratively while consolidating previously learned topics. Grammar, vocabulary, and the four skills of listening, speaking, reading and writing will all be balanced during the lesson.
The document provides background information on a Year 6 science class that will be studying energy and matter. It describes the 24 students in the class and their interest in science. It outlines the intended learning outcomes for the unit, which will have the students explore energy as it relates to physical and chemical changes, different energy sources and transfers, and sustainability. The unit aims to develop the students' science inquiry skills through hands-on experiments using the 5E instructional model.
This document provides information about a science course titled "Science for Beginners" offered at the Maldives National University Faculty of Education. The 12-credit course is intended for students without a formal science background enrolling in primary teaching courses. It aims to develop students' basic science knowledge, skills, and attitudes relevant for further science study. The course will be delivered through lectures, workshops, practical activities, and laboratory work. It covers topics like the scientific method, measurement, the periodic table, states of matter, cell biology, and physics concepts. Assessment includes quizzes and students are expected to gain an understanding of science concepts and processes, and interest in learning more about science.
- The document is a daily lesson log for a Grade 11 Physical Science class covering motion concepts like Aristotelian and Galilean views of motion, Newton's laws of motion, and projectile motion.
- Over the course of the week, the teacher aimed to help students understand key differences between Aristotelian and Galilean concepts of motion through examples, activities, and practice problems.
- Assessment methods included checking student outputs from activities and discussions to evaluate their understanding of concepts like displacement, uniformly accelerated motion, and projectile motion.
This document contains a daily lesson log for a Grade 11/12 general chemistry class. The lesson covers the properties of matter, including using properties to identify and separate substances. The log outlines the objectives, content, resources, 10-step procedures, and reflection for the lesson. The procedures include reviewing concepts, establishing the purpose, examples, discussing new concepts, developing mastery through activities, applications, summarizing, and evaluating learning. The reflection section addresses student performance and ways to improve teaching.
This document outlines a 5th grade science lesson plan on phases of matter that meets Virginia and national standards. Students will learn about the properties of solids, liquids, and gases through instruction, guided practice sorting materials into phases, and independent practice matching properties to phases. Formative assessment and differentiation for diverse learners are addressed. The lesson incorporates videos, experiments with vinegar and baking soda, and kinesthetic activities to enhance understanding of phases of matter.
Learning progressions are models of how students' understanding of scientific concepts develops over multiple grade levels from novice to expert-like understanding. They are based on research on how students typically learn topics and are designed to guide instruction and assessment to track students' developing understanding over time. This document discusses the motivation for developing a learning progression on environmental literacy, the theoretical framework around scientific practices, and highlights from the progression including its interdisciplinary nature and levels of understanding from notions to generation of new ideas. It also raises questions about how to further develop and validate learning progressions.
The document discusses curriculum elements for a science education program, including essential understandings, content standards, and performance standards. It provides examples of essential understandings and unpacks how they relate to the content and performance standards. The document also describes how teachers analyzed and reviewed the curriculum elements to understand their purpose and relationships.
This document outlines a course on Teaching Science in the Elementary Grades (Biology and Chemistry). The course aims to help students understand basic science concepts, apply the scientific inquiry process, and learn effective teaching strategies for elementary science. It covers content in biology like animal and plant structures and functions, heredity, biodiversity, and ecosystems. In chemistry, topics include the properties and changes of matter. The course is taught over 18 weeks through lectures, demonstrations, hands-on activities and lesson planning assignments. Assessment includes tests, essays, projects and a midterm exam. The goal is for students to master science concepts and skills and feel prepared to teach elementary science effectively.
This document provides an overview of key concepts in science education, including:
1. Definitions of science as a body of knowledge and a process of inquiry.
2. The importance of an inquiry-based approach to science instruction that parallels scientific practice.
3. National standards and frameworks that aim to define what students should know in science, including Science for All Americans and the National Science Education Standards.
4. Current reforms advocating reducing science content standards to allow for more in-depth study of core concepts.
The document outlines assumptions, cross-cutting issues, aims, syllabus objectives, and topics to be covered for a physics curriculum. It is assumed that learners have completed prerequisite courses and that necessary resources like laboratories and clubs are available. Cross-cutting issues include environmental topics, indigenous knowledge, and gender. The aims are for learners to understand physics concepts and applications, prepare for further study, and develop relevant skills. Objectives include demonstrating physics knowledge and using technology for simulations. Topics to be covered are kinematics, dynamics, work and energy, and oscillations.
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
This document provides an overview of key concepts in science education, including:
1. Definitions of science as a body of knowledge and a process for understanding the natural world.
2. The benefits of an inquiry-based approach to science instruction that parallels scientific practice.
3. The importance of developing conceptual understanding in students through engagement with concepts and building conceptual frameworks.
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
This document provides an overview and agenda for a workshop on the Next Generation Science Standards. It includes information on the workshop goals, a review of the conceptual shifts required by the NGSS, and activities for examining the structure and content of the new standards. Participants will explore how the NGSS align with existing state standards and discuss strategies for implementing the related changes to science teaching.
Syllabus in Teaching Science in Elementary.docxEduardBrandia
This document outlines the syllabus for a course on teaching science in elementary school, focusing on physics, earth, and space science. The 3-credit course aims to develop understanding of basic science concepts and application of inquiry-based learning. It covers topics like force and motion, energy, geology, meteorology, and astronomy. Assessment includes coursework, lesson plans, class demonstrations, and exams. The course outcomes are for students to demonstrate science concept understanding, employ varied teaching strategies, and design assessment tools for elementary science learning.
This lesson plan teaches students about factors that influence reaction rates through virtual simulations and a collaborative video project. Students will explore how temperature, concentration, surface area, and catalysts impact reaction rates. They will then work in groups to create a video demonstrating how one of these factors affects a chemical reaction. The lesson incorporates digital literacy skills, collaborative learning, and giving students a purposeful end product. It is designed to take place over three class sessions and assess student understanding through discussion, simulations, and a video project.
This document outlines a lesson plan on density and relative density for 5th grade students. The lesson objectives are for students to compare which objects sink or float in water and to predict and test the relative densities of liquids including salt water. Students will conduct experiments placing various objects in water and salt water to observe if they float or sink. They will make predictions and analyze the results to determine if the objects are more or less dense than water. Modifications for English language learners and special education students are provided, such as extended time, picture vocabulary, and lab assistants.
This lesson plan outlines teaching Newton's Three Laws of Motion to 8th grade students. It includes content and language objectives, key vocabulary, activities to introduce and reinforce the laws of motion, and assessments. Students will learn about motion, inertia, force, and acceleration through videos, experiments dropping objects of different masses, and modeling the laws through activities like a Jeopardy game. Formative and summative assessments include a T-chart to demonstrate understanding of examples for each law, and self-assessments of comprehension. The goal is for students to understand and apply Newton's laws through hands-on learning and practice explaining the concepts in their own words.
The document outlines a 5-week unit plan for a 3rd grade class focusing on creatures that inhabit the California wetlands. Students will research different wetlands creatures, create presentations, and participate in a field trip. The plan identifies standards, objectives, activities, accommodations, and resources to support learning about wetlands ecology.
This lesson plan focuses on erosion and having students assess their prior knowledge to create models of erosion and solutions to prevent it. Students will take the lead in conducting their own investigation using provided materials like bottles, soil, and iPads. They will document their experiment findings and develop possible ways to minimize erosion based on their models. The lesson aims to have students think critically about how to effectively solve or reduce erosion through their research process. Their understanding will be assessed based on the investigation plans and models they create, as well as recordings of their models and discussions of their findings.
This lesson plan outlines an erosion experiment to be conducted by Year 4 students. The students will create three soil landscapes with different materials (dirt, dirt and bark, dirt and plants) and test how each reduces erosion when water is poured on them. By conducting this experiment, students will understand the cause and effect relationship of water erosion and identify features that make their investigation a fair test. They will draw conclusions by discussing their results and comparing with classmates to build a common understanding. The lesson aims to teach students how water impacts the environment and how to investigate ways to reduce that impact through experimentation and thinking like scientists.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivism posits that learning is an active process where learners build on prior knowledge through experiences. For teachers, this implies facilitating learning through meaningful lessons and encouraging collaboration. The 5Es model - engage, explore, explain, elaborate, evaluate - provides a framework for lesson planning based on constructivist principles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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.
This document contains a daily lesson log for a Grade 11/12 general chemistry class. The lesson covers the properties of matter, including using properties to identify and separate substances. The log outlines the objectives, content, resources, 10-step procedures, and reflection for the lesson. The procedures include reviewing concepts, establishing the purpose, examples, discussing new concepts, developing mastery through activities, applications, summarizing, and evaluating learning. The reflection section addresses student performance and ways to improve teaching.
This document outlines a 5th grade science lesson plan on phases of matter that meets Virginia and national standards. Students will learn about the properties of solids, liquids, and gases through instruction, guided practice sorting materials into phases, and independent practice matching properties to phases. Formative assessment and differentiation for diverse learners are addressed. The lesson incorporates videos, experiments with vinegar and baking soda, and kinesthetic activities to enhance understanding of phases of matter.
Learning progressions are models of how students' understanding of scientific concepts develops over multiple grade levels from novice to expert-like understanding. They are based on research on how students typically learn topics and are designed to guide instruction and assessment to track students' developing understanding over time. This document discusses the motivation for developing a learning progression on environmental literacy, the theoretical framework around scientific practices, and highlights from the progression including its interdisciplinary nature and levels of understanding from notions to generation of new ideas. It also raises questions about how to further develop and validate learning progressions.
The document discusses curriculum elements for a science education program, including essential understandings, content standards, and performance standards. It provides examples of essential understandings and unpacks how they relate to the content and performance standards. The document also describes how teachers analyzed and reviewed the curriculum elements to understand their purpose and relationships.
This document outlines a course on Teaching Science in the Elementary Grades (Biology and Chemistry). The course aims to help students understand basic science concepts, apply the scientific inquiry process, and learn effective teaching strategies for elementary science. It covers content in biology like animal and plant structures and functions, heredity, biodiversity, and ecosystems. In chemistry, topics include the properties and changes of matter. The course is taught over 18 weeks through lectures, demonstrations, hands-on activities and lesson planning assignments. Assessment includes tests, essays, projects and a midterm exam. The goal is for students to master science concepts and skills and feel prepared to teach elementary science effectively.
This document provides an overview of key concepts in science education, including:
1. Definitions of science as a body of knowledge and a process of inquiry.
2. The importance of an inquiry-based approach to science instruction that parallels scientific practice.
3. National standards and frameworks that aim to define what students should know in science, including Science for All Americans and the National Science Education Standards.
4. Current reforms advocating reducing science content standards to allow for more in-depth study of core concepts.
The document outlines assumptions, cross-cutting issues, aims, syllabus objectives, and topics to be covered for a physics curriculum. It is assumed that learners have completed prerequisite courses and that necessary resources like laboratories and clubs are available. Cross-cutting issues include environmental topics, indigenous knowledge, and gender. The aims are for learners to understand physics concepts and applications, prepare for further study, and develop relevant skills. Objectives include demonstrating physics knowledge and using technology for simulations. Topics to be covered are kinematics, dynamics, work and energy, and oscillations.
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
This document provides an overview of key concepts in science education, including:
1. Definitions of science as a body of knowledge and a process for understanding the natural world.
2. The benefits of an inquiry-based approach to science instruction that parallels scientific practice.
3. The importance of developing conceptual understanding in students through engagement with concepts and building conceptual frameworks.
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
This document provides an overview and agenda for a workshop on the Next Generation Science Standards. It includes information on the workshop goals, a review of the conceptual shifts required by the NGSS, and activities for examining the structure and content of the new standards. Participants will explore how the NGSS align with existing state standards and discuss strategies for implementing the related changes to science teaching.
Syllabus in Teaching Science in Elementary.docxEduardBrandia
This document outlines the syllabus for a course on teaching science in elementary school, focusing on physics, earth, and space science. The 3-credit course aims to develop understanding of basic science concepts and application of inquiry-based learning. It covers topics like force and motion, energy, geology, meteorology, and astronomy. Assessment includes coursework, lesson plans, class demonstrations, and exams. The course outcomes are for students to demonstrate science concept understanding, employ varied teaching strategies, and design assessment tools for elementary science learning.
This lesson plan teaches students about factors that influence reaction rates through virtual simulations and a collaborative video project. Students will explore how temperature, concentration, surface area, and catalysts impact reaction rates. They will then work in groups to create a video demonstrating how one of these factors affects a chemical reaction. The lesson incorporates digital literacy skills, collaborative learning, and giving students a purposeful end product. It is designed to take place over three class sessions and assess student understanding through discussion, simulations, and a video project.
This document outlines a lesson plan on density and relative density for 5th grade students. The lesson objectives are for students to compare which objects sink or float in water and to predict and test the relative densities of liquids including salt water. Students will conduct experiments placing various objects in water and salt water to observe if they float or sink. They will make predictions and analyze the results to determine if the objects are more or less dense than water. Modifications for English language learners and special education students are provided, such as extended time, picture vocabulary, and lab assistants.
This lesson plan outlines teaching Newton's Three Laws of Motion to 8th grade students. It includes content and language objectives, key vocabulary, activities to introduce and reinforce the laws of motion, and assessments. Students will learn about motion, inertia, force, and acceleration through videos, experiments dropping objects of different masses, and modeling the laws through activities like a Jeopardy game. Formative and summative assessments include a T-chart to demonstrate understanding of examples for each law, and self-assessments of comprehension. The goal is for students to understand and apply Newton's laws through hands-on learning and practice explaining the concepts in their own words.
The document outlines a 5-week unit plan for a 3rd grade class focusing on creatures that inhabit the California wetlands. Students will research different wetlands creatures, create presentations, and participate in a field trip. The plan identifies standards, objectives, activities, accommodations, and resources to support learning about wetlands ecology.
This lesson plan focuses on erosion and having students assess their prior knowledge to create models of erosion and solutions to prevent it. Students will take the lead in conducting their own investigation using provided materials like bottles, soil, and iPads. They will document their experiment findings and develop possible ways to minimize erosion based on their models. The lesson aims to have students think critically about how to effectively solve or reduce erosion through their research process. Their understanding will be assessed based on the investigation plans and models they create, as well as recordings of their models and discussions of their findings.
This lesson plan outlines an erosion experiment to be conducted by Year 4 students. The students will create three soil landscapes with different materials (dirt, dirt and bark, dirt and plants) and test how each reduces erosion when water is poured on them. By conducting this experiment, students will understand the cause and effect relationship of water erosion and identify features that make their investigation a fair test. They will draw conclusions by discussing their results and comparing with classmates to build a common understanding. The lesson aims to teach students how water impacts the environment and how to investigate ways to reduce that impact through experimentation and thinking like scientists.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivism posits that learning is an active process where learners build on prior knowledge through experiences. For teachers, this implies facilitating learning through meaningful lessons and encouraging collaboration. The 5Es model - engage, explore, explain, elaborate, evaluate - provides a framework for lesson planning based on constructivist principles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. LESSON PLAN
Subjects : Physics
Class / Semester : X / One
Topic : Static Fluid
Sub Topic : Archimides’s Principle
Time Allocation : 3 x 2 JP
Rancangan Rencana Pembelajaran
Mata Pelajaran : Fisika
Kelas / Semester : X / Satu
Materi : Fluida Statik
Sub Materi : Hukum Archimedes
Alokasi Waktu : 3 x 2 JP
A. Core Kompetensi (CC)
Kompetensi Inti
CC 1 : Living and practice the teachings of their religion.
Menghayati danmengamalkan ajaranagama yangdianutnya.
CC 2 : Develop behavior (honest, discipline, responsibility, caring, polite, friendly
environment, mutual aid, cooperation, peace-loving, responsive and pro-active)
and demonstrate behaviors as part of a solution to the various problems of the
nation to interact effectively with the environment social and natural as well as
in placing itself as a reflection of the nation in the association world.
Mengembangkan perilaku (jujur, disiplin, tanggungjawab, peduli, santun,
ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan pro-
aktif) dan menunjukan sikap sebagai bagian dari solusi atas berbagai
permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
CC 3 : Understand and apply the knowledge factual, conceptual, procedural, in
science, technology, art, culture, and humanities with the insight of humanity,
national, state, and civilization-related phenomena and events, as well as
applying procedural knowledge in the field of study specific according to their
talents and interests to solve the problem.
Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural dalam
ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan
2. kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
CC 4 : Processing, reasoning, and presenting in the realm of the concrete and the
abstract realm associated with the development of the learned in school
independently, and able to use the method according to the rules of science.
Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Basic Competencies
Kompetensi Dasar
1.1 Increased faith to realize the relationship order and complexity of nature and the
universe the greatness of God who created
Bertambah keimanannya dengan menyadari hubungan keteraturan dan
kompleksitas alam dan jagad raya terhadap kebesaran Tuhan yang menciptakannya
1.2 Recognizing the greatness of God that govern the characteristics of the phenomenon
of motion, fluid, heat and optics
Menyadari kebesaran Tuhan yang mengatur karakteristik fenomena gerak, fluida,
kalor dan optik
2.1 Demonstrate scientific behavior (curiosity; objective; honest; careful; meticulous;
diligent ;careful; to be responsible; open; critical; creative; innovative and caring
environment) in activities of daily living as a form of implementation of the
attitude in conducting experiments and discussions
Menunjukkan perilaku ilmiah (memiliki rasa ingin tahu; objektif; jujur; teliti;
cermat; tekun; hati-hati; bertanggung jawab; terbuka; kritis; kreatif; inovatif dan
peduli lingkungan) dalam aktivitas sehari-hari sebagai wujud implementasi sikap
dalam melakukan percobaan dan berdiskusi
2.2 Appreciating the work of individuals and groups in their daily activities as a form
of implementation conducting experiments and report experimental results
Menghargai kerja individu dan kelompok dalam aktivitas sehari-hari sebagai wujud
implementasi melaksanakan percobaan dan melaporkan hasil percobaan
3.7 Applying the laws on fluid static in daily activities
Menerapkan hukum-hukum pada fluida statik dalam kehidupan sehari-hari
4.7 Plan and implement experiments that utilize the properties of the fluid to facilitate
a job
Merencanakan dan melaksanakan percobaan yang memanfaatkan sifat-sifat fluida
untuk mempermudah suatu pekerjaan.
3. C. Indicators
1.1.1. Through activities around the phenomena observed , learners can admire the
complexity and order of God's creation .Melalui kegiatan mengamati fenomena
disekitar, peserta didik dapat mengagumi kompleksitas dan keteraturan ciptaan
Tuhan.
1.2.2. Through activities around the phenomena observed, learners can be greadful
for the gift of God. Melalui kegiatan mengamati fenomena disekitar, peserta
didik dapat mensyukuri karunia Tuhan.
2.2.1. Through observation and discussion activities ,learner can be developed the
Behavior Curious , conscientious , honest , perseverance , responsibility , and
mutual respect Opinion .Melalui kegiatan pengamatan dan diskusi, peserta didik
dapat mengembangkan perilaku ingin tahu, teliti, jujur, tekun, tanggung jawab,
dan saling menghargai pendapat.
3.7.1 Through the activity observed , learners can mention of Archimedes Principle
Melalui kegiatan mengamati, peserta didik dapat menyebutkan Hukum
Archimedes
3.7.2 Through discussion , learners can make Formulate Archimedes force equation
Melalui kegiatan berdiskusi, peserta didik dapat Memformulasikan persamaan
gaya Archimedes
3.7.3 Through discussion , learners can explain the floating, barely floating, and
sinking
Melalui kegiatan berdiskusi, peserta didik dapat menjelaskan terapung ,
melayang, tenggelam
3.7.4 Through discussion , learners can Citing examples of the application of the law
of Archimedes in everyday life
Menyebutkan contoh penerapan hukum Archimedes dalam kehidupan sehari-
hari
4.7.1. Through experiment , learners can a Process and present experimental data
Archimedes Principle in accordance with the steps at worksheet life .
Melalui kegiatan ekssperimen , peserta didik dapat Mengolah dan menyajikan
data percobaan hukum Archimedes sesuai langkah-langkah di LKS
4. D. Learning Materials
Materi Pembelajaran
Archimedes Principle
Hukum Archimedes
Archimedes Principle , which states that “ when a objects is immersed in a fluid
,the apparent loss of weight of an objects is equals to the upthrust and this is also equal
to the weight of the displace fluid “. Hukum Archimedes menyatakan bahwa “ bila
sebuah benda dimasukan dalam zat cair, besar gaya apung benda sama dengan gaya
angkat yang besarnya sama dengan berat benda yang dipindahkan ke zat cair “.
Archimedes principle is mathemathically formulated as ( secara matematis , hukum
archimedes dirumuskan ) :
Where FA is bouyant force , ρf is densiti of fluid , and Vbf is the volume of
immersed body. Dimana FA adalah gaya apung , ρf adalah massa jenis fluida , and Vbf
adalah volume benda yang tercelup.
There are three possible case of a body in a fluid , i.e floating, barely floating
and sinking. Ada tiga keadaan benda dalam zat cair, yaitu terapung, melayang dan
tenggelam.
1. Floating
Terapung
A object is said to be floating if only some of parts of the objects is
beneath the water surface and the other parts is above the water
surface.Benda dikatakn terapung jika sebagian dari benda berada dibawah
permukaan air dan bagian yang lain berada diatas permukaan air. The
magnitude of bouyant force is equals to the body’s w.Besarnya gaya
Archimedes sama dengan berat benda.
FA = mg
Vf ρf g = Vb ρb g
Vf ρf = Vb ρb
FA = ρf Vbf g
5. 2. Barely Floating
Melayang
On barely floating objects , the magnitude of bouyant force is equal to
the objects weight.Pada benda melayang besarnya gaya Archimedes sama
dengan berat benda.Hence for a barely floating objects we have the relation
Syarat benda dikatakan melayang adalah ρf = ρb .
FA = w
Vf ρf g = Vb ρb g
ρf = ρb
3. Sinking
Tenggelam
When an object is sinking its means that the bouyant force acts on the
object is smaller than its weight. Pada saat benda tenggelam besar gaya
Archimedes lebih kecil dari berat benda. The volume of the immersed
objects equals to the total volume of the objects. Volume benda yang
tercelup sama dengan volume benda. An Object sinks in a fluid when
density is greather than the density of the fluid.benda akan tenggelam dalam
zat cair jika massa jenis benda lebih besar dari massa jenis fluida.
FA > w
Vb ρb g > Vf ρf g
ρb > ρf
6. Archimedes Principle is widely used in either technology or
science. Prinsip archimedes banyak diterapkan baik dalam tekologi
atau sains. Some example of device that work based on it (beberapa
contoh alat yang menggunakan prinsip itu :
E. Approaches and Methods of Learning
Pendekatan dan Metode Pembelajaran
Approach : Scientific
Pendekatan : Scientific
Learning Methods : experiments, group discussions, question and answer
Metode Pembelajaran : Eksperimen, diskusi kelompok, tanya jawab
F. Media and Learning Resources
Media dan sumber belajar
Media : animation using flash , Power point
Media : animasi menggunakan flash, powerpoint
Learning Resources :
Sumber Belajar :
Fendi, Purwoko. 2009. Physics for SMA / MA Class XI. Jakarta: Yudhistira.
Worksheet Archimedes Principle
LKS Hukum Archimedes
G. Steps Learning Activities
Details of activities TIME
preliminary
Say greetings and prayers
Mengucapkan salam dan berdoa
Attendance of learners
Absensi peserta didik
class condition and make a deal
Mengkondisikan kelas dan membuat kesepakatan
Apersepsi to motivate learners by showing picture ships being at
sea and leave the question of the material to be taught
Apersepsi untuk memotivasi peserta didik dengan memperlihatkan
gambar kapal laut yang sedang beada di laut dan memberikan
pertanyaan tentang materi yang akan diajarkan
Who knows what the name of this means of transportation?
20 minutes
7. Siapa yang tahu apa nama alat transportasi ini?
Who among you ever ride a ship?
Siapa di antara kalian yang pernah naik kapal laut?
How is the state of the marine vessel on the water?
Bagaimanakah keadaan kapal laut tersebut di atas air?
Why does it happen?
Mengapa hal tersebut dapat terjadi?
Delivering the learning objectives
Menyampaikan tujuan pembelajaran
Explain the procedure to be taken learners
Menjelaskan prosedur kegiatan yang akan dilakukan peserta didik
Core activities (Kegiatan Inti )
Observe ( Mengamati )
The teacher ask a student to do a demonstration with
put the ball into the empty glass and a glass of water
Guru meminta bantuan seorang peserta didik untuk melakukan
demonstrasi dengan memasukkan bola ke dalam gelas kosong
dan gelas yang berisi air
The teacher asks a variety of facts about the condition of the ball
and symptoms
Guru menanyakan berbagai fakta tentang kondisi bola dan
gejalanya
Learners individually observe and record various facts found
in displaying images on hiukum Archimedes
Peserta didik secara individu mencermati dan mencatat berbagai
fakta yang ditemukan dalam tayangan gambar tentang hiukum
Archimedes
Based on the pictures, the students collect questions
corresponding to
what is being observed
This stage can be used to train students courage as a scientific
attitude score
Teachers assess the skills of learners observe
Ask
100 minutes
8. This activity is entirely performed by the students reflects the
seriousness and
high learning interest and dare convey and embody in the points
question.
Students have the opportunity to ask questions directly and varied
to teachers
according to what is observed
Teachers assess learners' skills to question
Try
Learners are divided into small groups, each consisting of 4
people
Learners in the group was asked to conduct experiments
Archimedes law
in accordance with the steps on Worksheet (Appendix 1 Meeting
3)
Learners observe the experiment. Representatives of the group
recorded the results of the experiment
Teachers assess the attitudes of students in group work and guided
/ assess
skills try, use tools, and process data, as well as assessing the ability
of
students apply the concepts and principles in problem solving
Teachers assess the attitude of the learners in the group work
associate
Each group discussed the results of the experiment, then
concludes
results of experimental laws of Archimedes
Teachers guide / assess the ability of learners to process the data
and formulate
conclusion
Communicating
Representatives of the two groups present their
The group discusses troubleshooting
Teachers assess the ability of learners to communicate verbally
Cover
Learners make a conclusion of learning about the law of
Archimedes
Provide a homework assignment for the next reading material and
work on the problems in
textbooks on the law of Archimedes
The teacher ended the study with regards
15 inutes
9. H. Assessment
Basic Competension Assessmen
tecnique
Instrumen exp
1.1
1.2
Increased faith to realize the
relationship order and complexity
of nature and theuniverse the
greatness of God who created
Bertambah keimanannya dengan
menyadari hubungan keteraturan
dan kompleksitas alam dan jagad
raya terhadap kebesaran Tuhan
yang menciptakannya
Recognizing the greatness of God
that govern the characteristics of
the phenomenon of motion, fluid,
heat and optics
Menyadari kebesaran Tuhan
yang mengatur karakteristik
fenomena gerak, fluida, kalor dan
optik.
Observation
Pengamatan
Observation
rubric
sheets.
Lembar
pengamatan
rubrik
Learners are
increasingly confident
in the existence of God
after studying science,
especially in Fluid
materials.
Peserta didik semakin
yakin dengan
keberadaan Tuhan
setelah mempelajari
ilmu pengetahuan
khususnya pada materi
Fluida
2.1 Demonstrate scientific behavior
(curiosity; objective; honest;
careful; meticulous; diligent
;careful; to be responsible; open;
critical; creative; innovative and
caring environment) in activities
of daily living as a form of
implementation of the attitude
in conducting experiments and
discussions
Menunjukkan perilaku ilmiah
(memiliki rasa ingin tahu;
objektif; jujur; teliti; cermat;
tekun; hati-hati; bertanggung
jawab; terbuka; kritis; kreatif;
Observation
Pengamatan
observation
rubric
Sheets.
Lembar
pengamatan
rubrik
Learners can work
together in a group
discussion. Peserta
didik dapat bekerja
sama dalam diskusi
kelompok.
10. 2.2
inovatif dan peduli lingkungan)
dalam aktivitas sehari-hari
sebagai wujud implementasi
sikap dalam melakukan
percobaan dan berdiskusi
Appreciating the work of
individuals and groups in their
daily activities as a form of
implementation conducting
experiments and report
experimental results
Menghargai kerja individu dan
kelompok dalam aktivitas sehari-
hari sebagai wujud implementasi
melaksanakan percobaan dan
melaporkan hasil percobaan
3.7 Applying the laws on fluid static
in daily activities
Menerapkan hukum-
hukum pada fluida statik dalam
kehidupan sehari-hari
Eksperiment
eksperimen
Worksheet
LKS
Objects floating ,
barely floating and
sinking
Benda terapung ,
melayang , tenggelam
4.7 Plan and implement experiments
that utilize the properties of the
fluid to facilitate a job
Assignment
penugasan
Worksheet
LKS
In static Fluid a block
can sinking if . . . . ?
Knowing ;
Teachers
11. I. Appendix
Lampiran
Appendix: Atittude assessment instrument
Attitude and Spiriutual Observation Sheets
Attitude Aspect
Aspect Observations
Skore
4 3 2 1
A Learners go to class on time. Peserta
didik masuk kelas tepat waktu
B Learners pay attention to the concept
of material provided by the teacher.
Peserta didik memperhatikan konsep
materi yang diberikan guru
C Learners are active during the
learning process. Peserta didik aktif
selama proses pembelajaran
D Learners can work together in a group
discussion. Peserta didik dapat bekerja
sama dalam diskusi kelompok.
E Learners are groomed during the
learning process and beyond learning.
Peserta didik berpenampilan rapi
selama proses pembelajaran dan diluar
pembelajaran.
F Learners in assignments on time.
Peserta didik mengumpulkan tugas
tepat waktu
12. Spiritual Aspect
Criteria :
4= Always, if they always do statement
3 = Often, Where appropriate statements frequently and sometimes did
2 = Sometimes , if sometimes do and often do not perform
1 = Never, if it never did.
Score =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒𝑠 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑
𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
𝑥 100%
Aspect Observations
Aspek yang Diamati
Skore
4 3 2 1
A Learners start learning to pray.
Peserta didik mengawali
pembelajaran dengan berdoa.
B Learners are increasingly confident in
the existence of God after studying
science, especially in reflectance
materials. Peserta didik semakin
yakin dengan keberadaan Tuhan
setelah mempelajari ilmu pengetahuan
khususnya pada materi pemantulan
C Learners greet before and after
expressing opinions in public. Peserta
didik memberi salam sebelum dan
sesudah mengungkapkan pendapat
di depan umum.
D Learners express gratitude for all the
gifts God has given vision.
13. SELF ASSESSMENT SHEET ATITTUDE
No. Name Aspek
Attitude Score
Total
Spiritual Score
Total
Kognitif
A B C D E F D B C D Group Individu
1 Adi
2 Adit
3 Antika
4 Dewi
5 Dzaki
6 Siti
7 Sri
8 Sheilla
9 Surya
10 Toko
11 Tono
12 Tini
13 Tri
14 Udin
15 Yuda