This document outlines a performance task for students to assess biodiversity by collecting insect samples using Malaise traps. Students will take on roles such as recorders, reporters, bloggers, and statisticians to communicate their findings about the number and types of insect species found in their schoolyard compared to other schools across Canada. They will present their findings through various media to their classmates, community, and all of Canada. The goal is for students to learn about biodiversity and classification of organisms by conducting hands-on research and sharing what they learn about the estimated 140,000 insect species in Canada, half of which remain unidentified.
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
General Physics
GenPhy
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Physics 1 and 2
General Physics 1:Units and Measurement Vectors
Kinematics
Newton’s Laws
Work and Energy
Center of Mass, Momentum, Impulse and Collisions
Rotational Equilibrium and Rotational DynamicsGravity
Periodic Motion
Mechanical Waves and Sounds
Fluid Mechanics
Temperature and Heat
Ideal Gases and Laws of Thermodynamics
General Physics 2:
Electricity and Magnetism
Optics
Modern Physics Concepts
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A suggested powerpoint presentation guide for discussion for Gr.7 teachers on the characteristics and categories of waves. It also includes a simple quiz (under knowledge category) as an assessment
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
General Physics
GenPhy
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Physics 1 and 2
General Physics 1:Units and Measurement Vectors
Kinematics
Newton’s Laws
Work and Energy
Center of Mass, Momentum, Impulse and Collisions
Rotational Equilibrium and Rotational DynamicsGravity
Periodic Motion
Mechanical Waves and Sounds
Fluid Mechanics
Temperature and Heat
Ideal Gases and Laws of Thermodynamics
General Physics 2:
Electricity and Magnetism
Optics
Modern Physics Concepts
Waves (Grade 7, Quarter 3) Suggested Guide for DiscussionRachel Espino
A suggested powerpoint presentation guide for discussion for Gr.7 teachers on the characteristics and categories of waves. It also includes a simple quiz (under knowledge category) as an assessment
Schoolyard Habitats: How to Guide - Part 3, Teaching with Schoolyard Habitats Sites
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For more information, Please see websites below:
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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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Healthy Foods Dramatically Improves Student Academic Success
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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 is a sample project planning form for a pbl project in the subject of Science. The project covers most standards in ecology and evolution for a high school biology class.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
performance task
1. Performance Task Template
Unit: ELA 2week communication mini-unit
April 20- May 1, 2015
http://biodiversity.ca/
http://malaiseprogram.ca/
Susan Muir
Grade 5
M.C. Knoll School
Biodiversity is the variety of different types of life
found on earth. It is a measure of the variety of
organisms present in different ecosystems. This can
refer to genetic variation, ecosystem variation, or
species variation (number of species) within an
area, biome, or planet.
wikipedia.org/wiki/Biodiversity
Outcome: Outcome: CC5.1
Compose and create a range of visual, multimedia, oral, and written texts that explore, identity (e.g., What Should I Do), community (e.g., This is Our Planet), social responsibility (e.g.
Teamwork) and express personal thoughts shaped through inquiry.
Indicators:
a. Create spoken, written, and other representations that include:
o a clear and specific message
o a logical and coherent organization of ideas
b. Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral, and written format using inquiry.
Task (Activity and Procedure)
(GRASPS- Goal, Role, Audience, Situation, Product or Performance and Purpose, Standards)
The goal of the project is to communicate through various facets (including technology ex. Twitter, blogging, email, and interview with local media), our findings from assessing the number
of species (insect biodiversity) in our schoolyard and the comparison to diversity throughout schools across Canada.
The goal is to have students communicate through social media by encouraging students to explore, question and understand the world around them – starting with their own schoolyard.
Students are introduced to the life of a biologist and the exciting science of DNA barcoding through engaging material that will allow students to explore the life of a field biologist.
(Fictional)
You are a student biologist for "the Biodiversity Institute of Ontario". Your job with this company is to understand the advantages of grouping or classifying of organisms on
the basis of common characteristics, and the necessity of a common classification scheme. Student Biologists will explore different classification schemes by grouping
arthropod shapes. It is necessity for a common classification scheme in order to for scientists all over the world to communicate using the same language and terminology.
You are an integral part of the team!
The role of the students will be to:
Students will be to keep a record of scientifically significant events (i.e. date, weather information, catch volumes observed, and incidence of trap disturbance) on a spreadsheet. Some questions
to explore but will be developed with students: What kinds of insects live in our schoolyard? How many species live in Canada?
These hypothesis will be tested:
1) Were the number of individuals and species higher in Week 2 than Week 1?
2) Were the number of individuals and species collected associated with the average daytime temperatures of the site?
3) Were the number of individuals and species collected associated with the population of Yorkton, where the trap was deployed?
2. 4) What benefits to society do these specimens collected have?
Students will have various roles in communicating their findings to school peers, community of Yorkton, and the rest of Canada through a multi-media inquiry project. Roles will be defined and
described as a class then students will choose a role for the 2 weeks.
o Recorders, news reporters (local Yorkton new), bloggers, tweeters, video/photo documenters, mathematicians (statisticians) to name a few.
You will present your findings (audience), from assessing the number of species (insect biodiversity) in our schoolyard and the comparison to diversity throughout schools across Canada, to
school peers, the community of Yorkton, and the rest of Canada.
Situation:
It is estimated that there are more than 140 000 insects in Canada and only half have been identified!
Through hands-on research and inquiry based learning, the School Malaise Trap Program encourages students to become actively engaged citizen scientists – their efforts contribute valuable
data to the International Barcode of Life project. Over 700 new species have been discovered since this project began! A Malaise trap is an effective collecting tool used for scientific research,
particularly to carry out biodiversity inventories. (Taken from: http://malaiseprogram.ca/for-teachers/resources/)
Product
A comprehensive portfolio, containing various spoken, written and other representations (depending on each student’s role); each will express and explain findings on the topic at hand which
will include:
o a clear and specific message
o a logical and coherent organization of ideas
Concepts involved in the task
o Learn tools and communication skills to effectively share knowledge with the community to inform them about the project and its goal.
To understand the advantages of grouping or classifying of organisms on the basis of common characteristics, and the necessity of a common classification scheme. Students
will explore different classification schemes by grouping arthropod shapes. This can lead to a discussion around the necessity for a common classification scheme in order to
for scientists all over the world to communicate using the same language and terminology.
That Biodiversity includes: diversity of species, diversity of ecosystems, and diversity of genes.
Importance of DNA barcoding to make identification easy
Success Criteria – Standards https://portal.gssd.ca/department/Curriculum/AssessmentRubrics/ela/Pages/default.aspx Rubric
The goal of the project is for students to effectively communicate, using many different facets, their findings from assessing the number of species (insect biodiversity) in our schoolyard and the
comparison to diversity throughout schools across Canada.
o a clear and specific message and a logical and coherent organization of ideas (which express and explain findings of the project)