Creative and fun PowerPoint for teachers ... Children will enjoy..... longer Attention Span.. Visual Learning.
Maharashtra Board - EVS - Cpt 8.. Need for Food
This document discusses the basic needs of living things including plants, animals, and humans. It explains that all living things need food, water, air/oxygen, shelter/space, and for plants, sunlight in order to survive. The document provides examples of the specific needs of animals, which are food, water, shelter, space, and air, and of plants, which are water, air, sunlight, and space. It prompts the reader to consider their own basic needs as a living thing and complete an assignment identifying the five basic needs of animals through drawings and labels.
It's a presentation dealing with the lessons of 5th standard.Safety & First Aid is incomplete. as it was 2003 PowerPoint & converted into 2007 PowerPoint Many slides were lost.
The document outlines the procedure for teaching students how to outline a two-paragraph passage. It includes preparatory activities like reviewing outlines and discussing whales. Then it presents the passage and has students analyze it by answering questions and creating an outline. Finally, it provides activities for students to practice outlining, including outlining news clippings.
The document provides information about different food items and their ingredients, the importance of eating food, examples of plants and their edible parts, food sources from animals, sprouting, and the environment, food habits of animals, food chains and food webs. It includes questions and answers about producers, consumers, herbivores, carnivores, omnivores, scavengers, decomposers, and examples of food chains.
This document contains a series of multiple choice questions about ecosystems, food chains, and energy transfer between organisms. It covers topics like producers, consumers, decomposers, herbivores, carnivores, omnivores, habitats, populations, adaptations, competition, and energy flow through ecosystems.
This document appears to be a PowerPoint presentation on habitats and adaptations. It includes sections that define habitats and environments, provide examples of habitats like ponds and woodlands, describe adaptations like a camel's hump and thick eyelashes, discuss producers and consumers in a food chain, and rate understanding of the material. The presentation aims to teach students about the physical environments that animals and plants live in, how organisms adapt to their environments, and how to identify producers, primary consumers and predators in a habitat.
Food Waste for value addeded products and lifeShivraj Nile
This document discusses food waste and provides tips to reduce it. It notes that one-third of the world's food is lost or wasted even though there is little land available for food production. Food loss occurs before food reaches stores and homes due to issues like damage during production, storage or processing. Food waste occurs when food is thrown out that could still be eaten, such as due to its appearance. The document suggests planning meals and using proper storage to reduce waste. It also recommends getting creative with leftovers, composting scraps, and rethinking "best before" dates as ways to cut down on food that is thrown out.
This document discusses the basic needs of living things including plants, animals, and humans. It explains that all living things need food, water, air/oxygen, shelter/space, and for plants, sunlight in order to survive. The document provides examples of the specific needs of animals, which are food, water, shelter, space, and air, and of plants, which are water, air, sunlight, and space. It prompts the reader to consider their own basic needs as a living thing and complete an assignment identifying the five basic needs of animals through drawings and labels.
It's a presentation dealing with the lessons of 5th standard.Safety & First Aid is incomplete. as it was 2003 PowerPoint & converted into 2007 PowerPoint Many slides were lost.
The document outlines the procedure for teaching students how to outline a two-paragraph passage. It includes preparatory activities like reviewing outlines and discussing whales. Then it presents the passage and has students analyze it by answering questions and creating an outline. Finally, it provides activities for students to practice outlining, including outlining news clippings.
The document provides information about different food items and their ingredients, the importance of eating food, examples of plants and their edible parts, food sources from animals, sprouting, and the environment, food habits of animals, food chains and food webs. It includes questions and answers about producers, consumers, herbivores, carnivores, omnivores, scavengers, decomposers, and examples of food chains.
This document contains a series of multiple choice questions about ecosystems, food chains, and energy transfer between organisms. It covers topics like producers, consumers, decomposers, herbivores, carnivores, omnivores, habitats, populations, adaptations, competition, and energy flow through ecosystems.
This document appears to be a PowerPoint presentation on habitats and adaptations. It includes sections that define habitats and environments, provide examples of habitats like ponds and woodlands, describe adaptations like a camel's hump and thick eyelashes, discuss producers and consumers in a food chain, and rate understanding of the material. The presentation aims to teach students about the physical environments that animals and plants live in, how organisms adapt to their environments, and how to identify producers, primary consumers and predators in a habitat.
Food Waste for value addeded products and lifeShivraj Nile
This document discusses food waste and provides tips to reduce it. It notes that one-third of the world's food is lost or wasted even though there is little land available for food production. Food loss occurs before food reaches stores and homes due to issues like damage during production, storage or processing. Food waste occurs when food is thrown out that could still be eaten, such as due to its appearance. The document suggests planning meals and using proper storage to reduce waste. It also recommends getting creative with leftovers, composting scraps, and rethinking "best before" dates as ways to cut down on food that is thrown out.
This document discusses ecosystems and the interactions between living and non-living things within an ecosystem. It explains that an ecosystem is a place where living things like plants and animals interact with non-living things like water, air, soil, and sunlight. It describes the roles of producers, consumers, and decomposers - with producers being plants that produce their own food, consumers being animals that eat other plants or animals, and decomposers like worms and bacteria that break down dead organisms and cycle nutrients in the ecosystem.
This lesson plan aims to teach teenagers about pets and other animals. It includes activities like reviewing animal vocabulary, practicing listening and speaking skills, and giving a talk about pets. The plan involves identifying animals, discussing responsibilities of pet ownership, listening to speakers on related topics, matching speakers to statements, reconstructing a story, and singing a song. The plan provides vocabulary practice and feedback to assess learning.
The document discusses the key characteristics of mammals. It explains that mammals are defined as animals that have fur or hair, breathe air, have backbones, give birth to live babies, and are warm-blooded. Mammals can be found living in forests, plains and fields, water, and deserts. They eat a variety of foods including meat, plants, and milk. The document confirms that humans and common pets like cats and dogs are mammals. It provides examples of mammals and activities for teaching others about their characteristics.
This document discusses where different types of food come from. It explains that food comes from plants and animals. It provides examples of edible parts of plants like stems, roots, fruits, leaves, seeds, and sprouts. It also discusses different food items obtained from animals like milk, butter, ghee, meat, eggs, honey, paneer, and cheese. It classifies animals into herbivores, carnivores, and omnivores based on what they eat. It provides characteristics of each group and examples. It also mentions scavengers and decomposers. In the end, it clarifies the difference between vegetarians and herbivores.
This is a Science unit about plants for elementary students.
Unit index:
- Plants are living things.
The needs of a plant.
Plant parts
- Tree, bush and grass.
- We eat plants.
- Wild and cultivated plants.
- We need plants.
An ecosystem refers to all the plants and animals that live together in an environment and interact. Different ecosystems can exist close together and some animals belong to multiple ecosystems. All living things are adapted to their environment and habitats in ways that help them survive, such as how seals are adapted to aquatic life. Food chains show what organisms eat other organisms or plants, and start with producers like plants. When one part of a food chain is disrupted, it can negatively impact other parts of the ecosystem. Human activities like habitat destruction and pollution are common reasons why some animal populations become endangered or extinct.
This document provides information about revisions made to a science textbook and guidelines for its use. It expresses gratitude for feedback and notes that science concepts may change over time. It encourages active, hands-on learning through low-cost activities and experiments using locally available materials. Activities are categorized as individual, group-based, or teacher-demonstrated. "More to know" sections provide extra facts for interest rather than testing. Evaluation focuses on understanding rather than rote learning, with room for open-ended answers and critical thinking. Suggestions for improvement are welcomed.
This document provides information about food chains. It begins by defining a food chain as a sequence of organisms through which energy flows as each organism obtains energy from the one below it in the chain. Producers, such as plants, are at the bottom of the food chain as they can produce their own food. Herbivores, as primary consumers, eat the producers. Carnivores eat herbivores or other carnivores. Omnivores both eat plants and other animals. Decomposers, like fungi and bacteria, break down waste and dead organisms, recycling nutrients in the ecosystem. The document includes examples of food chains and defines the roles of producers, consumers, and decomposers. It also
The document discusses research into common foods like hamburgers, chicken, and pork. It notes that while many are curious about nutrition, more research shows issues with how these animals are raised. Factory farming practices are described as inhumane, cramming pigs into small pens and chickens into overcrowded conditions. Rapid growth of chickens for their breasts has led to health problems as their bones cannot develop quickly enough. The conclusion encourages the reader to make informed choices about food after considering what lies behind the production methods.
FINAL presentation on "how do living things interact?"nehal bebers
This document discusses ecosystems and how living and non-living things interact within them. It defines key terms like producers, consumers, decomposers, food chains, and food webs. Producers (plants) produce their own food, consumers (animals) eat other organisms, and decomposers (fungi, bacteria) break down dead organisms, recycling nutrients. Food chains show energy transfer between organisms, while complex food webs connect multiple chains in an ecosystem. All organisms depend on each other for survival.
This document discusses ecosystems and how living and non-living things interact within them. It defines key terms like producers, consumers, decomposers, food chains, and food webs. Producers (plants) produce their own food, consumers (animals) eat other organisms, and decomposers (fungi, bacteria) break down dead organisms, recycling nutrients. Food chains show energy transfer between organisms, while complex food webs connect multiple chains in an ecosystem. All organisms depend on each other for survival.
Plants and animals depend on each other. (teach 2nd/3rd grade)Moira Whitehouse
This document discusses interdependency between living things. It explains that babies are dependent on others for their needs but the relationship is not interdependent. Animals depend on plants for food, oxygen, and shelter. Plants and animals create an interdependent relationship where plants provide oxygen and food/habitat for animals, and animals in turn provide carbon dioxide and help plants reproduce and disperse seeds. The relationship between plants and animals is one of interdependency.
This document provides an overview of ecosystems and the interactions between living and non-living things within an ecosystem. It explains that an ecosystem is a place where living and non-living things interact, and can vary in size from small ponds to large oceans. It describes the key roles of producers (plants), consumers (animals) and decomposers (bacteria, fungi, worms). Producers produce their own food, consumers eat other plants or animals, and decomposers break down dead organisms and return nutrients to the soil.
A habitat provides animals with food and shelter. It is a safe place for animals to reproduce and thrive. Different animals require different habitats suited to their needs - for example, frogs live in ponds with water to spawn in and damp air, while camels live in dry, hot environments. Zookeepers must work to ensure animals in zoos are provided with healthy, suitable artificial habitats similar to their natural environments.
Food chains show how organisms within an ecosystem rely on each other for energy and nutrients. Plants are producers as they produce their own food through photosynthesis. Herbivores consume plants and carnivores consume herbivores or other carnivores. Lions are an example of an apex predator, occupying the top of some terrestrial food chains, as no other animals prey on them. Disruptions anywhere in a food chain can impact the entire ecosystem.
This document provides a summary of sources of food and includes example questions and answers about different food sources. It discusses plants and animals as the two main sources of food materials. Some key points covered include: examples of foods from plant sources like wheat, potatoes, and cabbage and from animal sources like eggs, milk, and meat; common animals that provide milk like cows, buffaloes, and goats; edible plant parts like leaves, fruits, roots, and stems; definitions of herbivores, omnivores, and carnivores; and examples of each like cows and elephants as herbivores, and lions and tigers as carnivores.
This document provides an overview of the key characteristics that define living things. It discusses the five traits of life - response, movement, organization, reproduction, and growth/development. It also outlines the basic needs of living things like energy, water, oxygen, and minerals. Furthermore, it describes how living things are classified into six kingdoms - Archaebacteria, Eubacteria, Protists, Fungi, Plants, and Animals. Finally, it discusses viruses and how they differ from living things by being unable to grow or reproduce without a host cell.
The document discusses how to conduct an interactive session for kids on environmental issues. It includes a PowerPoint presentation with pictures of environmental destruction like dead birds, fish, bees and extinct animals. The pictures prompt kids to think about why these animals died and how they feel. Later slides show healthy ecosystems with birds, fish and insects to discuss what kind of earth we want. The presentation teaches kids that biodiversity from trees, fish, birds, insects, tigers and earthworms is important for human survival as they produce oxygen, food and pollinate crops. The goal is to make kids aware of environmental issues and the importance of protecting biodiversity.
This document is about how living things adapt to survive in their environments. It discusses how both animals and plants adapt through changing their behaviors and growing specialized body parts. Animals may adapt by changing how they move, such as learning to run fast, swim, or fly. They also grow parts like claws, fangs, fur or scales. Plants also change behaviors like learning to float or produce nectar. They grow adaptations like roots, leaves, fruits or become poisonous. The document aims to teach students about survival of living things through environmental adaptations.
This document discusses animal teeth and how they are adapted for different diets. It explains that herbivores like sheep have flat molars for grinding vegetation and loose jaw joints that allow side-to-side chewing motions. They lack upper incisors and canines and instead have a horny pad. Carnivores like dogs have sharp, pointed canines for tearing meat and carnassial teeth adapted for shearing. Ruminants like cows have four-chambered stomachs containing bacteria that produce cellulase to digest the cellulose in grass.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This document discusses ecosystems and the interactions between living and non-living things within an ecosystem. It explains that an ecosystem is a place where living things like plants and animals interact with non-living things like water, air, soil, and sunlight. It describes the roles of producers, consumers, and decomposers - with producers being plants that produce their own food, consumers being animals that eat other plants or animals, and decomposers like worms and bacteria that break down dead organisms and cycle nutrients in the ecosystem.
This lesson plan aims to teach teenagers about pets and other animals. It includes activities like reviewing animal vocabulary, practicing listening and speaking skills, and giving a talk about pets. The plan involves identifying animals, discussing responsibilities of pet ownership, listening to speakers on related topics, matching speakers to statements, reconstructing a story, and singing a song. The plan provides vocabulary practice and feedback to assess learning.
The document discusses the key characteristics of mammals. It explains that mammals are defined as animals that have fur or hair, breathe air, have backbones, give birth to live babies, and are warm-blooded. Mammals can be found living in forests, plains and fields, water, and deserts. They eat a variety of foods including meat, plants, and milk. The document confirms that humans and common pets like cats and dogs are mammals. It provides examples of mammals and activities for teaching others about their characteristics.
This document discusses where different types of food come from. It explains that food comes from plants and animals. It provides examples of edible parts of plants like stems, roots, fruits, leaves, seeds, and sprouts. It also discusses different food items obtained from animals like milk, butter, ghee, meat, eggs, honey, paneer, and cheese. It classifies animals into herbivores, carnivores, and omnivores based on what they eat. It provides characteristics of each group and examples. It also mentions scavengers and decomposers. In the end, it clarifies the difference between vegetarians and herbivores.
This is a Science unit about plants for elementary students.
Unit index:
- Plants are living things.
The needs of a plant.
Plant parts
- Tree, bush and grass.
- We eat plants.
- Wild and cultivated plants.
- We need plants.
An ecosystem refers to all the plants and animals that live together in an environment and interact. Different ecosystems can exist close together and some animals belong to multiple ecosystems. All living things are adapted to their environment and habitats in ways that help them survive, such as how seals are adapted to aquatic life. Food chains show what organisms eat other organisms or plants, and start with producers like plants. When one part of a food chain is disrupted, it can negatively impact other parts of the ecosystem. Human activities like habitat destruction and pollution are common reasons why some animal populations become endangered or extinct.
This document provides information about revisions made to a science textbook and guidelines for its use. It expresses gratitude for feedback and notes that science concepts may change over time. It encourages active, hands-on learning through low-cost activities and experiments using locally available materials. Activities are categorized as individual, group-based, or teacher-demonstrated. "More to know" sections provide extra facts for interest rather than testing. Evaluation focuses on understanding rather than rote learning, with room for open-ended answers and critical thinking. Suggestions for improvement are welcomed.
This document provides information about food chains. It begins by defining a food chain as a sequence of organisms through which energy flows as each organism obtains energy from the one below it in the chain. Producers, such as plants, are at the bottom of the food chain as they can produce their own food. Herbivores, as primary consumers, eat the producers. Carnivores eat herbivores or other carnivores. Omnivores both eat plants and other animals. Decomposers, like fungi and bacteria, break down waste and dead organisms, recycling nutrients in the ecosystem. The document includes examples of food chains and defines the roles of producers, consumers, and decomposers. It also
The document discusses research into common foods like hamburgers, chicken, and pork. It notes that while many are curious about nutrition, more research shows issues with how these animals are raised. Factory farming practices are described as inhumane, cramming pigs into small pens and chickens into overcrowded conditions. Rapid growth of chickens for their breasts has led to health problems as their bones cannot develop quickly enough. The conclusion encourages the reader to make informed choices about food after considering what lies behind the production methods.
FINAL presentation on "how do living things interact?"nehal bebers
This document discusses ecosystems and how living and non-living things interact within them. It defines key terms like producers, consumers, decomposers, food chains, and food webs. Producers (plants) produce their own food, consumers (animals) eat other organisms, and decomposers (fungi, bacteria) break down dead organisms, recycling nutrients. Food chains show energy transfer between organisms, while complex food webs connect multiple chains in an ecosystem. All organisms depend on each other for survival.
This document discusses ecosystems and how living and non-living things interact within them. It defines key terms like producers, consumers, decomposers, food chains, and food webs. Producers (plants) produce their own food, consumers (animals) eat other organisms, and decomposers (fungi, bacteria) break down dead organisms, recycling nutrients. Food chains show energy transfer between organisms, while complex food webs connect multiple chains in an ecosystem. All organisms depend on each other for survival.
Plants and animals depend on each other. (teach 2nd/3rd grade)Moira Whitehouse
This document discusses interdependency between living things. It explains that babies are dependent on others for their needs but the relationship is not interdependent. Animals depend on plants for food, oxygen, and shelter. Plants and animals create an interdependent relationship where plants provide oxygen and food/habitat for animals, and animals in turn provide carbon dioxide and help plants reproduce and disperse seeds. The relationship between plants and animals is one of interdependency.
This document provides an overview of ecosystems and the interactions between living and non-living things within an ecosystem. It explains that an ecosystem is a place where living and non-living things interact, and can vary in size from small ponds to large oceans. It describes the key roles of producers (plants), consumers (animals) and decomposers (bacteria, fungi, worms). Producers produce their own food, consumers eat other plants or animals, and decomposers break down dead organisms and return nutrients to the soil.
A habitat provides animals with food and shelter. It is a safe place for animals to reproduce and thrive. Different animals require different habitats suited to their needs - for example, frogs live in ponds with water to spawn in and damp air, while camels live in dry, hot environments. Zookeepers must work to ensure animals in zoos are provided with healthy, suitable artificial habitats similar to their natural environments.
Food chains show how organisms within an ecosystem rely on each other for energy and nutrients. Plants are producers as they produce their own food through photosynthesis. Herbivores consume plants and carnivores consume herbivores or other carnivores. Lions are an example of an apex predator, occupying the top of some terrestrial food chains, as no other animals prey on them. Disruptions anywhere in a food chain can impact the entire ecosystem.
This document provides a summary of sources of food and includes example questions and answers about different food sources. It discusses plants and animals as the two main sources of food materials. Some key points covered include: examples of foods from plant sources like wheat, potatoes, and cabbage and from animal sources like eggs, milk, and meat; common animals that provide milk like cows, buffaloes, and goats; edible plant parts like leaves, fruits, roots, and stems; definitions of herbivores, omnivores, and carnivores; and examples of each like cows and elephants as herbivores, and lions and tigers as carnivores.
This document provides an overview of the key characteristics that define living things. It discusses the five traits of life - response, movement, organization, reproduction, and growth/development. It also outlines the basic needs of living things like energy, water, oxygen, and minerals. Furthermore, it describes how living things are classified into six kingdoms - Archaebacteria, Eubacteria, Protists, Fungi, Plants, and Animals. Finally, it discusses viruses and how they differ from living things by being unable to grow or reproduce without a host cell.
The document discusses how to conduct an interactive session for kids on environmental issues. It includes a PowerPoint presentation with pictures of environmental destruction like dead birds, fish, bees and extinct animals. The pictures prompt kids to think about why these animals died and how they feel. Later slides show healthy ecosystems with birds, fish and insects to discuss what kind of earth we want. The presentation teaches kids that biodiversity from trees, fish, birds, insects, tigers and earthworms is important for human survival as they produce oxygen, food and pollinate crops. The goal is to make kids aware of environmental issues and the importance of protecting biodiversity.
This document is about how living things adapt to survive in their environments. It discusses how both animals and plants adapt through changing their behaviors and growing specialized body parts. Animals may adapt by changing how they move, such as learning to run fast, swim, or fly. They also grow parts like claws, fangs, fur or scales. Plants also change behaviors like learning to float or produce nectar. They grow adaptations like roots, leaves, fruits or become poisonous. The document aims to teach students about survival of living things through environmental adaptations.
This document discusses animal teeth and how they are adapted for different diets. It explains that herbivores like sheep have flat molars for grinding vegetation and loose jaw joints that allow side-to-side chewing motions. They lack upper incisors and canines and instead have a horny pad. Carnivores like dogs have sharp, pointed canines for tearing meat and carnassial teeth adapted for shearing. Ruminants like cows have four-chambered stomachs containing bacteria that produce cellulase to digest the cellulose in grass.
Similar to Our need for food - cpt 12 - SSC Board (20)
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. This is Tiny…
Tiny is very Sick and has become very thin and weak, her mother is very worried about Tiny
Mother takes proper care of Tiny and gives her lots of healthy food to eat.
After Few days… Tiny has become healthy and Strong. Now she has the energy to jump and play
Lets See what they Eat
11. Lets check our understanding
Click on the Animals that eat Flesh
LION
BISON
DONKEY
WOLF
ELEPHANT
SHARK
12. Fill in the blanks
• A plants food is made in the _______________
• If we don’t get enough ______________, we feel tired
• _______________ such the blood of humans
• Cats love to drink ___________________
• _______________ eats worms
{ Food, Ticks, Hen , Leaves , Milk
}
13. Name the following
This comes to human settlements to steal fowl
House Lizards and Chameleons eat
Plants prepare their own food with the help of
The animals may eat chapatis but they prefer
to eat meat
- Fox
- Insects
- Sunlight
- Dog
14. OILCAKE
AMBON
Explain the follow
It is the fibrous
part that is left
behind after oil is
extracted from
seeds such as
groundnut,
sesame , cotton
seed or coconut in
the form of a slab
It is a Mixture of
oil cake , jaggery
and coarse
particles of grain
mixed in water
and used as animal
feed
15. Give Reasons
a) Sometimes, wild Animals enter nearby Villages
Wild Animals live in deep Jungles hunting other animals there. When they fail to get
enough flesh and have to starve , they are forces to enter nearby villages in search
of their prey
b) Foxes do not hunt a cow even when the enter Human Settlements
Foxes are small animals,. They are not as strong as a tiger . So they cannot kill
cattle even thought they enter human settlement
16. Answer the Following
a) Why do we need Food ?
Food helps our body to grow and function properly. It repairs wear and tear of our
body cells. We get strength to work and our fatigue goes away when we eat food.
b) What happens to us if we do not get enough food to eat ?
We shall feel tired and our work will suffer if we do not get enough food to eat. We
will lose our vigour and feel hungry.
c) Why do farmers setup a scarecrow and use slingshots when a
crop in their field is ready for harvesting?
When crops are ready for harvesting , the ears are full of grains. Then the birds
nearby flock together to feed on the grain. This damages the crop. So to drive away
the birds farmers put up scarecrows and use slingshots in their fields
17. HOMEWORK - Answer the Following
a) A potted plant is not growing well. Write two suggestions that
would help the plant to grow better ?
A plant needs water , manure , sunlight , air (nitroge , Carbon Dioxide ).etc. to grow
well. We have to add manure and loosen the soil near the roots. We will also allow
the plant to get enough sunlight and other nutrients.
b) What major difference between plants and animals did you come
to know from this lesson ? Which difference did you know already?
Plants make their own food with he help of sunlight and carbon dioxide. They take
water through their roots. Animals move from place to place to find their food they
need in Nature. They get ready food to eat . Some animals eat grass and some eat
flesh. Animals move on their own but plants cannot move.
18. HOMEWORK - Answer the Following
c) A tiger eats flesh and so does a vulture . But there is a difference
in their feeding habit. What is the difference?
A Tiger prefers fresh flesh and hunts for it. A vulture eats flesh of other animals
that are already dead and left behind by the tiger or a lion. It usually does not hunt.
A tiger has sharp teeth and pointed claws to hunting. A vulture has curved beak to
pull flesh out of the body of the dead animal.
19. Write short notes on
a) How plants make their own food?
Plants make their own food in their leaves. They absorb carbon dioxide from the
air, water from the soil, sunlight from the atmosphere and with the help of
chlorophyll make their food. The process is called photosynthesis.
b) The food of pet animals?
A cat likes milk , biscuits and mice. A dog likes bones , meat, biscuits etc. A rabbit
likes carrot, cabbage , leaves of plants etc.
20. Answer in one sentence
a) Do all living things eat the same food?
No, different living things do not eat the same kind food.
b) A Cow eats grass. Would a cat live on grass too?
No, a cat needs milk , biscuits and mice.
c) A cat loves to eat mice. Does that mean a Goat would also like to
eat mice?
No, a goat will only eat grass and leaves of plants.
d) Why do some birds live in the areas where people live?
Most of the birds love to eat grains. A lot of grains is available for the birds at
places where people live. So birds live in the area where people live.