PKC Grade 9C World Healer Project Lesson 2
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C&I1. The document outlines tasks for an international collaboration project between students in Hong Kong and Mexico on ecological footprints and sustainability. 2. Students are asked to complete an online ecological footprint survey, analyze the results in groups, and create a PowerPoint presentation comparing their footprint to other countries. 3. Preparations are also outlined for a video conference with Mexico, including creating an introduction of Hong Kong with a PowerPoint and poster, finalizing the ecological footprint presentation, and setting up a Mexican corner in the library with pictures and materials from Mexico.
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Date: 25 January 2019
Sub-theme: Sustainability and Employability in Hong Kong
Topic: Future employment & Learning expectations: Profiles of university students' attitudes
A cluster exploration analysis of prospective teachers' perceptions of profes...
A cluster exploration analysis of prospective teachers' perceptions of professional learning communities (PLC)
Differentiated Instruction: Teachers’ Perceived Challenges in Hong Kong Secon...
This study explored teachers' perceptions of differentiated instruction in two Hong Kong secondary schools. The researchers conducted a survey and focus group interviews with teachers. Key findings were that teachers faced challenges with differentiated instruction including: (1) catering to the large diversity in student abilities, (2) concerns about fairness in providing individualized support, and (3) lack of time for planning differentiated lessons and materials. The researchers concluded that providing teachers with professional development and support from school leadership would help address these challenges in implementing differentiated instruction.
Lesson 1-2 Antarctica
The document provides instructions for a classroom activity about Antarctica. Students are asked to:
1) Brainstorm what they already know about Antarctica individually and then share ideas in groups.
2) Discuss as a group what they want to learn about Antarctica and post responses online.
3) Select important and interesting questions about Antarctica to study.
4) Report their questions to the class and discuss what the class's key inquiry questions will be.
Lesson 3 Historical Explorers in Antarctica
Ernest Shackleton led an expedition to the Antarctic in 1914. His ship, the Endurance, became trapped in ice in the Weddell Sea in January 1915. The ship was slowly crushed by the ice and sank in November 1915, leaving the crew stranded on the ice. Shackleton had the foresight to get the crew and supplies off the ship before it sank. The crew then spent five months drifting on icebergs before landing on uninhabited Elephant Island. Shackleton and few others then embarked on an open boat journey to reach South Georgia Island for rescue. They eventually rescued the entire crew left on Elephant Island.
Lesson 3 historical explorers
Ernest Shackleton led an expedition to the Antarctic in 1914. His ship, the Endurance, became trapped in ice in the Weddell Sea in January 1915. The ship was slowly crushed by the ice and sank in November 1915, leaving the crew stranded on the ice. Shackleton had the foresight to get the crew and supplies off the ship before it sank. The crew then spent five months drifting on icebergs before landing on uninhabited Elephant Island. Shackleton and few others then embarked on an open boat journey to reach South Georgia Island for rescue. They eventually rescued the entire crew left on Elephant Island.
PKC Grade 9C World Healer Project Lesson 4
The document contains the schedule and logistics for a Knowledge Building Educational Camp on ecological footprints. It includes an agenda with times for rehearsals, presentations, and a video conference. Groups are assigned topics to present on such as festivals, food, and places in Hong Kong. Attendees are reminded to bring clothes, personal items, and money for meals.
PKC G8B Alternative Energy Lesson 3
This document discusses plans for an international collaboration video conference between schools in Hong Kong, Alberta (Canada), and Barcelona (Spain) to discuss alternative energy. It provides instructions for student groups to prepare PowerPoint presentations on introducing Hong Kong and findings about alternative energy, including whether certain types are feasible in Hong Kong. The document also includes logistical details for an educational camp to rehearse the presentations and discuss alternative energy sources like solar, wind, tidal, and hydroelectric power.
PKC Grade 9C World Healer Project Lesson 3
This document outlines an international collaboration project between students in Hong Kong and Mexico. It discusses an ecological footprint survey that was completed and asks students to analyze and compare their carbon, land, tree, and water footprints to other countries. Students are instructed to prepare a presentation summarizing the findings of the ecological footprint survey to present at a video conference with Mexican students on March 5, 2010.
PKC G8B Alternative Energy Lesson 2
The document provides instructions for students to prepare presentations on alternative energy sources they have been exploring. Students are asked to prepare PowerPoint presentations on their introduction to Hong Kong and their findings about alternative energy sources. They are to send drafts of the presentations to their teacher by February 22nd for a rehearsal on February 25th. They will then give their presentations on February 26th as part of a video conference with students in Mexico and Spain.
PKC Grade 9C World Healer Project Lesson 1
The document provides instructions for students to complete assignments involving partnerships between schools in Hong Kong, Shanghai, and Mexico. Students are organized into groups and assigned roles to create a documentary about their school day lives using an online platform. They will then introduce their partner schools from Hong Kong, Shanghai, and Mexico through a presentation and display area while also making recommendations for cultural exchanges.
PKC G8B Alternative Energy Lesson 1
The document discusses plans for a video conference between students in Hong Kong, Mexico, and Barcelona to share information about alternative energy. Students will work in groups to research different types of alternative energy, create presentations on their findings, and propose models or posters. They will also create presentations introducing Hong Kong's history, culture, and festivals to share. A field trip is planned to gather information on alternative energy used in Hong Kong.
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- 1. Knowledge building World Healer www.worldhealer2.wikispaces.com HKG-MEX International collaboration Ecological Footprint …
- 2. Tasks of today: Share your life documentary (slide.com) Online survey about ecological footprint Survey analysis Preparation for the 5th March video conference Preparation for the Mexican corner
- 3. Sharing … Life documentary of one school day How is your lifestyle? How well?
- 5. Do the survey http://www.zerofootprintkids.com/kids_home.aspx .
- 6. Get the Survey Tasksheet at: O:tudent_uploadeacher Sally G9Ccological footprint survey .
- 8. Why?
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