Modul 4 task 2
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The document discusses using the "Think Pair Share" thinking routine for a unit on electricity. Students will be put into groups of four to conduct experiments with electrical components and materials from a bag. They will first take time alone to think about the solution, then turn to their neighbor to share thoughts before sharing with the other pair. Conducting the experiments and discussing predictions and results with peers is intended to help students develop an understanding of electrical concepts like circuits, Ohm's law, and symbols through explanation.
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The document discusses the importance of knowing what students already know (K), what the teacher wants them to learn (W), and what they should have learned by the end of a unit (L). It provides an example applying this K-W-L framework to a unit on electricity. Specifically, it notes that before the unit students knew electricity powers appliances but had to pay for it, the teacher wants them to learn about electrons, electric circuits, and energy sources and production, and by the end students should have learned about electrons, renewable and non-renewable energy sources, and the costs of electricity.
Peer assess
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The document summarizes how a group has been working together. It lists aspects of their collaboration like showing interest in colleagues, being happy with group work, smooth communication, having contributions heard, complying with rules, actively contributing to tasks, achieving objectives, and involving all members. It then has a section to assess if these aspects happened Yes, Sometimes, or No, and a space to propose improvements like explaining work to someone who missed a day.
Lesson 10 group work
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Here are the steps to do the activity:
1. Place the paper doll between the light source and the wall/surface.
2. Observe the shadow formed on the wall/surface.
3. Move the paper doll closer to the light source. Observe any changes in the shadow.
4. Move the paper doll farther from the light source. Observe any changes in the shadow.
Guide Questions:
Directions: Based on your observations, answer the following questions:
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1) The teacher used a concept frame tool to have students work in groups to research and present on topics related to light and color as part of a unit on why the sky is blue.
2) Students used the concept frame, which included sections for explanation, example, demonstration, and importance, to research their topic and prepare a two-page document and five-minute presentation.
3) The activity appeared successful, with students producing quality work within the allotted time and listening respectfully to peer presentations, engaging normally disruptive students. The teacher noted minor adjustments that could be made, such as providing websites to start research.
SCI5 Q3 MODULE3 (1).pdf
Here are the steps to do the activity:
1. Place the paper doll between the light source and the wall/surface.
2. Observe the shadow formed on the wall/surface.
3. Move the paper doll closer to the light source. Observe any changes in the shadow.
4. Move the paper doll farther from the light source. Observe any changes in the shadow.
Guide Questions:
Directions: Based on your observations, answer the following questions:
1. What did you observe on the wall/surface when the paper doll blocked the light?
2. What happened to the shadow when the paper doll was moved closer to the light source?
3. What happened to the shadow
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
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https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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