This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
La diana es un método de evaluación participativa, rápido y muy visual, que nos permite conocer la opinión de nuestros alumnos sobre diversos aspectos de nuestro proyecto.
Let's Dig: A School Garden Resource
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For more information, Please see websites below:
`
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
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Science Unit PlanGrade 2nd GradeUnit Theme Healthy Life.docxjeffsrosalyn
Science Unit Plan
Grade: 2nd Grade
Unit Theme: Healthy Lifestyle
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Lesson Title, Brief Summary, and Rationale
(fill in during Topic 1)
The Body
The human body consists of several parts that work together to support life. The body is made up of the head, hands, trunk, and legs. The head contains the brain that controls all body activities. The hands are used for touching and holding objects while the legs are used for locomotion. The trunk contains organs such as the heart, liver, and lungs. People need food, water, and air to survive.
Fitness
Fitness refers to the state in which the body operates in ideal ways. Physical fitness involves taking good care of the body by eating a healthy and balanced diet consisting of proteins, vitamins, and carbohydrates. It is unhealthy to take excess fats and carbohydrates because they can make the body fat. Eating excess fats and sugars causes obesity and diabetes. People need to engage in physical exercises to stay healthy.
Motor Skills
Motor skills refer to the activities in which people use their muscles for motion in order to accomplish specific tasks. All activities that people engage in involve motor skills (van der Fels et al., 2015) Examples of motor skills include: writing, walking, and jumping. People need to exercise in order to improve the efficiency of their motor skills.
Hygiene
Hygiene refers to the general body cleanliness. People should take a bath at least once in a day in order to keep the skin clean. People should also brush their teeth after every meal to protect the mouth from disease-causing microorganisms. It is important to wash clothes and keep them in a clean environment. People must wash their hands before eating, and after visiting the toilet to avoid infections.
Taking Care of the Environment
The environment refers to things that surround us. It is important to take care of the environment. We should water plants and take care of animals. All wastes and dirt should be thrown in the dust bin. Throwing wastes in the environment is called pollution. Air pollution causes respiratory diseases such as asthma.
State-Specific Standards
(fill in during Topic 1)
Students are expected to know different parts of the human body and their functions
Students should be able to competently classify different types of foods and their uses. Students should also be able to understand healthy eating habits and explain different ways of keeping fit (Florida Department of Education, 2019).
Students should be able to demonstrate their understanding of motor skills and explain factors that improve or deteriorate motor skills (FDE, 2019).
Students should competently demonstrate their understanding of hygiene, and how it applies in the day-to-day activities (FDE, 2019).
Students should competently demonstrate their understanding of how to care for the environment including plants and animals, and understand the implications of pollution (FDE, 20.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
1. CLIL didactic unit template
Subject: Science
Teacher: Isabel Torrijos Silva
Title of the Unit: FOOD AND NUTRITION
1. Learningoutcomes
/ Evaluationcriteria
2. Subject Content
Course / Level: 4th Primary
1. To distinguish between healthy and unhealthy meals.
2. To learn about the nutrients contained in different foods.
3. To identify the parts of the digestive system.
4. To learn about the process of digestion
5. To understand what healthy, balanced meals consist of.
6. To learn why a balanced diet is important to one’s health.
7. To identify the parts of the mouth.
8. To lean the importance of good oral hygiene.
The process of nutrition and food (food and nutrients).
The digestive system (function and main organs).
The process of digestion (stages).
The importance of a healthy, balanced diet.
The parts of the mouth.
The importance of good oral hygiene.
3. Language Content / Communication
Vocabulary
Nouns: salad, tomato, lettuce, bread, butter, fruit, pasta, rice,
vegetables, yoghurt, cheese, egg, water, food wheel, breakfast,
lunch, snack, dinner, starter, main course, dessert, diet, nutrient,
calcium, carbohydrates, fats, oils, sugars, minerals, proteins,
vitamins, mouth, teeth, gums, tongue, oesophagus, stomach,
large intestine, small intestine, anus, digestion, gastric juices,
saliva, blood.
Adjectives: favourite, healthy, unhealthy, balanced, overweight,
underweight.
Verbs: lose, put on, eat, chew, cut, break down, absorb, mix,
leave, begin, end, clean, taste, travel.
Structures
Where does this food come from? It comes from…
We need to…
We should (not) eat…
Food helps/gives/keeps us…
The food groups are…
We can find… in…
A healthy meal includes…
We use our… to…
…is bad for your teeth.
Food travels down the… to the…
How long is…? The… is approximately…centrimetres long.
Language skills
Listening, speaking, reading and writing.
4. Contextual (cultural) The main cultural element is the link between the unit and the
students’ eating habits. We may also compare Spanish vs. British
element
2. and American eating habits.
5. Cognitive (thinking)
processes
Identify, describe, analyze, compare, explain, create.
6. (a) Task(s)
Final Project: in groups of 4, design a healthy menu including the
different meals of the day and describe it orally to the class.
6. (b) Activities
(actividadelabor
ada con
learningapps)
(actividadelabor
ada con
learningapps)
1. Ask students to brainstorm foodsthey already know to activate
prior knowledge. (Class work)
2. Practise some food vocabulary(Individual work)
3. Play the game. Sorting healthy and unhealthy food (Class
work)
4. Compare two menus and decide which one is healthier and
why. Menu 1 vs. Menu 2(Class work)
5. Listen and draw the menu. Then decide if it is healthy or not.
(Individual work)
6. Invent a role-play at a restaurant using the menu from the
previous activity. (Pair work)
7. Play these games about the food groups. Game 1Game 2
(Class work)
8. Revise the nutrients(Individual work)
9. Read and complete the text(Pair work)
10. Digestive system wordsearch. (Individual work)
11. Label the digestive system diagram. (Individual work)
12. Put the organs in the correct place(Pair work)
13. Order the stages of the digestion process(Pair work)
14. Healthy eating quiz(Pair work)
15. Build a balanced lunch game (Individual work)
16. Learn the parts of the mouth (Individual work)
17. Teeth interactive word search(Individual work
18. Students bring toothbrushes to class and mime how to brush
their teeth properly. (Class work)
19. Listen and sing the song (Class work)
20. Carry out an experiment about teeth. (Class work)
21. Revision game (Individual work)
7. Methodology
Organization and class Nine lessons of 55 minutes in three weeks (3 lessons per week).
The groupings will vary depending on the type of activity (see
distribution / timing
details above).
Resources / Materials
Student’s book
Food flashcards
IWB
Computer room
Worksheets
3. CD player
Food groups video
Food groups information
Talking food pyramid
Digestive system diagram
Digestion process animation
Mouth and teeth diagram
How to brush your teeth video
Other materials: pencils, crayons, scissors, glue, paper, offers
leaflets, toothbrushes, eggs, toothpaste, vinegar.
Key Competences
8. Evaluation (criteria
and instruments)
Competence in knowledge of and interaction with the physical
world.
Competence in linguistic communication.
Cultural and artistic competence
Processing information and digital competence.
Social competence and citizenship.
Autonomy and personal initiative.
Learning to learn competence.
Criteria
Instruments
Explain the difference between healthy
and unhealthy meals. (Obj. 1)
Name types of food according to the
Daily work (50%)
nutrients they contain. (Obj. 2)
Explain how different nutrients help the
Final task (25%)
body. (Obj. 2)
Name the organs of the digestive system. Test (25%)
(Obj. 3)
Describe the process of digestion. (Obj. 4)
Describe what healthy, balanced meals
consist of. (Obj. 5)
Explain the connection between diet and
health. (Obj. 6)
Name the parts of the mouth. (Obj. 7)
Understand the importance of good oral
hygiene. (Obj. 8)
Un primer modelo de esta plantilla ha sido publicado en:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en
V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y
contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de
Córdoba.171-180.
