This lesson plan aims to teach students about the importance of planting trees and fruit-bearing trees. The 3 objectives are for students to identify, discuss, and appreciate the importance of trees. The lesson will include a pre-test, discussion of what trees are and why we need them, an activity to identify benefits of trees, and an evaluation activity where students list products and benefits of different trees. For homework, students will make a scrapbook of trees in their locality along with benefits and products.
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.
How To Start A School Garden: A Practical Guide
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This lesson plan is a fun interactive lesson plan that allows students to describe needs vs wants. Students will learn about what seeds need to grow into a full plant.
graphic organizer
I. What’s a graphic organizer?
A. They are a “picture” of information.
1. They use boxes, circles, arrows or other shapes to show how ideas are related.
B. They organize facts, ideas or information in a logical way.
C. They show how information is connected.
II. Why should teachers use graphic organizers?
A. To make it easier to understand information from a text or presentation.
B. To make learners analyze, process and organize information.
C. They can be used as a basis for re-telling a text or writing a composition or essay.
D. They be use to connect learners’ background information with new information they learn in class.
III. When can teachers use graphic organizers?
A. As a preparation or practice activity.
B. To help learners organize their ideas before writing.
C. An in/complete organizer can help learners predict or prepare for a presentation or lecture.
D. To explain a new grammar structure.
E. To review or expand new vocabulary words.
F. After a reading text or teacher presentation.
G. To help learners plan a task and identify priorities.
IV. What are some types of graphic organizers?
A. Different graphic organizers represent different types of information:
B. Venn diagrams
1. Show the differences and similarities between two or three things.
C. A mind map or concept map
1. Organizes information into categories.
2. It shows main ideas and supporting details.
3. A mind map can represent many layers of information.
D. A fishbone map
1. Shows causes of a problem and the details of each cause.
E. A Frayer model
1. Learners must think about what is and isn’t connected with a concept.
F. A cause and effect diagram
1. Represents steps in a process, from the first causes to final results.
2. Can also be used to show problems and solutions.
G. Spider maps
1. Show main ideas or categories and one layer of details.
H. A compare and contrast table
1. Compares two or more things in specific categories.
I. A cluster
1. Often used when brainstorming.
2. It records the information connected with a topic, but doesn’t organize it.
J. A timeline
1. Shows important events in a life, or steps in a project or process.
2. A timeline is often used to record historical events or biographies.
K. A KWL chart
1. Learners record what they already know about the topic (K), and what they want to know about the topic (W). After reading or listening they record what they’ve learned about the topic (L).
2. Learners can add a column for information that contradicts what they had thought about the topic previously.
3. Learners may also add a column for how they learned the information (H) if they are completing the chart at the end of a chapter or unit.
4. Can be used before and after a reading text or presentation.
5. KWL charts are also good preparation for doing research on a topic.
L. Trees
1. Divide information into categories and sub-categories and finally into supporting details.
M. Semantic maps
1. Record new vocabulary connecte
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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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
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Lesson plan in epp 6
1. Lesson Plan in EPP 6- Agriculture
Time: 3:00 – 3:50 p.m.
I. Objectives:
At the end of the lesson, the learner is expected to:
1. Identify the importance derived from planting trees and fruit-bearing trees.
2. Discuss the benefits of planting trees and fruit-bearing trees.
3. Appreciate the importance of trees.
II. Subject Matter:
Topic: Importance of Tree Planting
References: LR Module: TLE Quarter I- Module 1: TLE Agriculture-
Importance of Planting Trees
Materials: Module, Notebook, Ballpen, scrapbook, pictures of trees,
glue, yarn, scissors, construction papers, bond papers,
puncher, folder, fastener, other scrapbooking materials
III. Procedure:
A. Preliminary Activities:
1. Prayer
2. Greetings
3. Review:
Crossword Puzzle: Find the names of the different trees found in the community.
2. T A C A C I A R G D
O B M A N G O A U U
N S X V H Y I M A R
A V O C A D O B V I
R F A T I S F U A A
R R C H I C O T V N
A G D U H A T A Q D
E T Y R T Q P N Q T
B. Lesson Proper:
a. Pretest Activity:
Instructions: Underline the word/s that make the sentence incorrect.
1. Fruit trees cannot be planted easily.
2. In Provinces, spaces are limited for planting and propagating trees.
3. Unlike flowers and ornamental plants, trees are very difficult to grow and
propagate.
4. In urban places, there is an unlimited space for planting and growing trees.
5. For some families, planting trees are just for pleasure and could never be a source
of income for their daily needs.
b. Analysis:
Question: What is a tree and why do we need to plant and propagate trees?
c. Abstraction:
The teacher will discuss the following topics:
The Importance of Planting Trees and Fruit-Bearing Trees to the
Family and the Community
Benefits Derived from Trees
3. d. Application:
Activity 1:
Fill in the graphic organizer with the importance of the trees and fruit-
bearing trees to families and community. Write your answers on your notebook.
http://aperfectworld.org/clipart/nature/cartoon_tree.png
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4. Activity 2.
Make a recipe of a food wherein your ingredients consists of parts/products derived
from trees.
e. Generalization
What are the importance of trees?
What are the benefits you can get from trees?
Are trees important to you? Why?
IV. Evaluation:
Direction: Complete the table by filling in the products/benefits of a given tree.
Write your answers on your notebook.
Name of a Tree or Fruit-bearing
Tree
Products/Benefits
5. Example:
1. Mangoes
Start here:
2. Narra
3. Rambutan
4. Coconut
5. Avocado
6. Durian
7. Makopa
8. Santol
9. Acacia
10. Jackfruit
Example:
1. Fruits, Lumber, Shade
Start here:
2.
3.
4.
5.
6.
7.
8.
9.
10.
V. Assignment:
Make a scrapbook of the different trees found in your locality. List down the benefits
and products of the trees you have found.
Rubrics for Scrapbook
Craftsmanship 25 pts.
Creativity 25 pts.
Originality 25 pts.
Grammar 25 pts
________
Total 100 %