This document provides information about a project to create a cycling map and booklet exploring local World War 1 history. Students will research local WW1 sites and plan bike routes to visit them. They will produce a professional booklet including a map, descriptions of sites, and information about the history and memorials. The goal is to educate others about the area's WW1 heritage and encourage cycling. Preparations include researching sites, planning routes using online maps, and ensuring bike safety for trips to locations like Cramlington, Seaton Sluice, and Newcastle.
Students learn from three main influences: their teacher, peers, and themselves. While teachers provide instruction, most feedback students receive comes from peers, but most peer feedback is incorrect. It is important for teachers to know if students are truly learning, but it can be difficult to assess what is learned from a student's private world.
Elsie is visiting her grandmother for the week. On the first night, Elsie and her grandmother play checkers by lantern light after dinner. When it's time to make hot cocoa and popcorn, Grandma asks Elsie to pump water from the outdoor pump. Elsie is afraid of the darkness outside at first. With encouragement from her grandmother, Elsie faces her fear and goes to the pump. She discovers a caterpillar on the handle but isn't scared once she looks at it from the corner of her eye. Elsie brings the water back successfully and asks her grandmother if they can go for a walk after cocoa to learn more about what's active in the yard at night.
The document defines and describes common elements found on maps, including the compass rose, cardinal directions, legend, bar scale, title, and inset map. The compass rose orients the map by indicating north, south, east, and west, while the legend decodes any symbols used. A bar scale allows measuring real distances, and the title and inset map provide context about what area the map portrays.
This document discusses how maps help us understand the world and what information they can convey. It explains that maps show geographic and political features, and can include additional details like roads, structures, landforms and more. It also outlines some key elements of maps, such as the grid system used to locate places, the legend that provides the map's symbols, and other reference points like the equator, prime meridian and compass rose that help orient the map. Physical maps depict geographic features while political maps show borders and boundaries.
This document discusses different types of animal camouflage including cryptic coloration, disruptive coloration, mimicry, and countershading. Cryptic coloration allows animals to blend into their surroundings to avoid detection. Disruptive coloration uses patterns that break up an animal's outline and confuse predators. Mimicry involves resembling another organism like a poisonous species. Countershading makes the top of an animal darker and bottom lighter to blend in from both above and below. Examples like crabs, fish, and penguins are given to illustrate these camouflage techniques.
This document discusses writing from sources and the process of synthesis. It explains that synthesis involves selecting relevant information, making connections among ideas, and organizing ideas into a new piece of writing. The document notes that students often take a linear approach to synthesis rather than a recursive one, and outlines classroom activities that can help students build skills in connecting, organizing, and selecting information from sources.
This document outlines common themes found in many books and stories. It identifies themes related to identity, nature, honesty, good and evil, friendship, morality, family, and life. For each theme, it provides a brief description and some examples of ideas often explored within that theme, such as following your own path for identity themes, taking care of nature for natural themes, and honesty being the best policy for honesty themes. The document was created by E. Kissner in 2012 to explore recurring themes across different works.
How can I use specific nouns to enhance my writing? This presentation discusses use of specific nouns for word choice and capitalization of proper nouns.
Students learn from three main influences: their teacher, peers, and themselves. While teachers provide instruction, most feedback students receive comes from peers, but most peer feedback is incorrect. It is important for teachers to know if students are truly learning, but it can be difficult to assess what is learned from a student's private world.
Elsie is visiting her grandmother for the week. On the first night, Elsie and her grandmother play checkers by lantern light after dinner. When it's time to make hot cocoa and popcorn, Grandma asks Elsie to pump water from the outdoor pump. Elsie is afraid of the darkness outside at first. With encouragement from her grandmother, Elsie faces her fear and goes to the pump. She discovers a caterpillar on the handle but isn't scared once she looks at it from the corner of her eye. Elsie brings the water back successfully and asks her grandmother if they can go for a walk after cocoa to learn more about what's active in the yard at night.
The document defines and describes common elements found on maps, including the compass rose, cardinal directions, legend, bar scale, title, and inset map. The compass rose orients the map by indicating north, south, east, and west, while the legend decodes any symbols used. A bar scale allows measuring real distances, and the title and inset map provide context about what area the map portrays.
This document discusses how maps help us understand the world and what information they can convey. It explains that maps show geographic and political features, and can include additional details like roads, structures, landforms and more. It also outlines some key elements of maps, such as the grid system used to locate places, the legend that provides the map's symbols, and other reference points like the equator, prime meridian and compass rose that help orient the map. Physical maps depict geographic features while political maps show borders and boundaries.
This document discusses different types of animal camouflage including cryptic coloration, disruptive coloration, mimicry, and countershading. Cryptic coloration allows animals to blend into their surroundings to avoid detection. Disruptive coloration uses patterns that break up an animal's outline and confuse predators. Mimicry involves resembling another organism like a poisonous species. Countershading makes the top of an animal darker and bottom lighter to blend in from both above and below. Examples like crabs, fish, and penguins are given to illustrate these camouflage techniques.
This document discusses writing from sources and the process of synthesis. It explains that synthesis involves selecting relevant information, making connections among ideas, and organizing ideas into a new piece of writing. The document notes that students often take a linear approach to synthesis rather than a recursive one, and outlines classroom activities that can help students build skills in connecting, organizing, and selecting information from sources.
This document outlines common themes found in many books and stories. It identifies themes related to identity, nature, honesty, good and evil, friendship, morality, family, and life. For each theme, it provides a brief description and some examples of ideas often explored within that theme, such as following your own path for identity themes, taking care of nature for natural themes, and honesty being the best policy for honesty themes. The document was created by E. Kissner in 2012 to explore recurring themes across different works.
How can I use specific nouns to enhance my writing? This presentation discusses use of specific nouns for word choice and capitalization of proper nouns.
The document discusses making inferences by drawing conclusions based on evidence and reasoning. It provides examples of inferences about characters' personalities, themes of stories, and symbols. Readers can infer character development, themes, symbols, and plot details by analyzing clues in the text and using their own thinking. Making inferences involves reading between the lines and using evidence from what is observed or read to draw conclusions. Activities are suggested for students to practice making inferences based on images, short films, and notes.
Maps represent the three-dimensional Earth on a two-dimensional surface, inevitably introducing some distortion. Different map projections attempt to minimize this distortion in different ways, prioritizing accuracy of shapes, areas, or distances depending on the projection. No single projection can accurately depict the entire globe without compromising some property of geographic accuracy.
Symbolism in literature provides meaning beyond just the literal words. Universal symbols that most readers share cultural understanding of can represent important ideas and themes. Symbolism brings characters and plots to life in a vivid way by using symbols like seasons, colors, nature imagery, and character names to represent deeper meanings. Recognizing symbols helps readers gain new insights into the text and themes. Common symbols include nature imagery like water, fire, seasons; time of day; and character names. Symbolism is a tool authors use to emphasize ideas, develop characters, and add depth to their stories.
The document discusses strategies for combining sentences, including using conjunctions like "and" and "but" to join two related ideas into a compound sentence. It provides examples of combining sentences about wetlands, salt marshes, and various animals. The key strategies are using conjunctions to link independent clauses, rearranging clauses and ideas to create a smoother flow, and ensuring the combined sentences do not become run-on sentences. Practice combining sentences is recommended to improve this skill.
This document provides information about informational text features that help readers find information in nonfiction books. It focuses on the table of contents and index. The table of contents is at the beginning of the book and lists the main chapters or topics and the page numbers. The index is at the back of the book, is in alphabetical order, and lists specific topics and the pages where information about those topics can be found. The document guides students through activities to work with these features in their books and reflect on how they help with research.
The Great Chicago Fire spread rapidly due to several factors:
1) Daniel Sullivan first noticed flames in the O'Leary barn around 8:30 pm on October 8.
2) A problem with the alarm box prevented people from calling the fire department.
3) By 9:30 pm the entire block was ablaze, and within 3 hours fires had spread across Chicago. Heavy winds from Lake Michigan fanned the flames.
This document provides exercises for students to begin thinking about and setting goals for their future based on Stephen Covey's habit of "Beginning with the End in Mind". It includes activities like drawing a picture to represent themselves, having a newspaper interview them in 10 years, writing a mission statement describing the person they want to be, and reflecting on saying "no" to help achieve their goals.
This document discusses being proactive versus reactive. It explains that when one is proactive, they make choices about how to respond to things in a calm manner and are prepared, while being reactive means exploding easily when things do not go their way. It encourages focusing on things within one's control, like attitude and treatment of others, rather than outside factors. It suggests carrying one's own weather or happiness with them to have a good day regardless of what happens. The goal is to make positive changes and differences through being proactive.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
Text features are parts of text that draw attention to important information. Some common text features include headings, titles, photographs, illustrations, captions, bold and italic text, and other graphic elements. Headings introduce topics and are often in bold or large print. Titles tell what a piece of writing is mostly about. Photographs and illustrations help readers understand concepts, while captions explain what is in pictures. Bold and italic text can signal important or new information. Learning to identify these various text features helps readers understand and get more from what they are reading.
Here are some examples of how text features could help understand an article:
Table of Contents: The table of contents lists the major sections and their page numbers, allowing me to quickly navigate to the parts most relevant to my interests or information I want to find.
Headings: Headings break the text into sections and indicate the topic of each part, helping me understand how the information is organized and what to expect.
Pictures/Illustrations: Images can convey information visually and clarify processes or concepts that may be difficult to explain with words alone.
Captions: Captions provide context for pictures, explaining who or what is shown and any other important details not stated in the surrounding text.
Glossary:
This document provides an overview of text structure and suggestions for teaching it to students. It defines text structure as the internal organization of a text and discusses common structures like chronological order, cause and effect, problem and solution, compare and contrast, and description. It explains that understanding text structure helps readers comprehend, search for, and summarize information. The document offers recommendations for teaching text structure, such as using graphic organizers, highlighting transition words, analyzing questions for each structure, and finding leveled texts to practice with.
Brighton lesson plan and medium term plan-group 7 bRebecca Wilson
The document outlines a 6-week medium term plan for a school trip to Brighton. Week 1 focuses on holidays past and present. Week 2 includes a trip to Brighton where students will learn about its history as a fishing town, royal retreat, and tourist destination on the history trail and museum. They will study the development of railways in Week 3. Weeks 4-5 compare Brighton's past and present, and the role of the pier. Week 6 covers the social history and health of those supporting Brighton's tourist industry. Other topics include maps of Brighton, coastal landforms and erosion, and creating stained glass artwork each week.
This document outlines an e-twinning project between a school in Glasgow, Scotland and a school in Madrid, Spain. Students investigated famous historical figures and locations in Glasgow. They chose to focus on architect Charles Rennie Mackintosh, tobacco merchant William Cunninghame, the shipbuilding industry, and architect Archibald Leitch. Students researched these topics and created posters presenting their findings. They also practiced interviewing the historical figures and locating places on maps. The ultimate goal was to share what they learned online with their partner school in Madrid.
The document describes two community projects proposed by Cagbalete Revel & Educate. Project 1 involves a photo exhibit and member recruitment campaign at two locations from March 12-23. Project 2 is a waste management seminar and clean-up at Cagbalete on April 14-15 to educate the local community about proper waste disposal and environmental preservation. It provides timelines, communication plans, activity details, budgets, and objectives for each project.
This short document provides a summary of the scenic beauty of the mountains in Scotland known as the Bens and glens. It states that for those who appreciate wild and beautiful scenery, there is nothing in Britain that can match the grandeur of the Scottish Highlands, specifically referring to the Bens and glens.
This document outlines the instructions for a group project to create a 5-7 minute video telling a significant story about Hong Kong's past. Students will visit the Hong Kong History Museum to conduct research and film footage. They must form groups of 4-5 students, with defined roles, to research a topic and create a storyboard, timeline, and filming plan. Topics can include early British rule, the Opium Wars, Japanese occupation, handover to China in 1997. Students will be assessed on background research, timeline, storyboard, and quality of the final video.
This document provides an update on the World War 1 Parramatta Soldiers Project. It describes the development of an interactive touch table display starting in 2013 that allows users to browse names, portraits, and stories of over 1,900 soldiers from the Parramatta area who served in WWI. The display has been exhibited in several local libraries and historical societies. Researchers spent over 8,000 hours compiling biographical and service records on each soldier from various sources. The project cost over $545,000 to complete due to the extensive research required. Several books were published sharing stories and histories of Parramatta soldiers.
This document provides an overview of various mapping resources and projects that were presented at a geography conference. It discusses quotes about maps, details current and previous mapping projects, recommends mapping apps and websites, and shares ideas for classroom mapping activities and projects. Key topics include OS maps, ArcGIS Online, Google Maps, historical map comparisons, and creating maps to tell stories.
Recap on slapton fieldtrip coasts 2014 apandypinks
This document provides information and instructions related to a field trip for studying coastal landforms and processes. It discusses techniques used in fieldwork investigations at Start Bay and Torbay, including beach profiles, cost-benefit analyses, and questionnaires. Students are reminded to consider limitations and sampling strategies in their work. Suggestions for additional research on coastal erosion and development include using historical maps, newspapers, and census data.
This document outlines a three act outreach story for the Landsat 9 satellite launch. Act I was called "Camp Landsat: Summer Countdown to Launch" which was a 9 week summer camp program held on social media promoting the benefits of Landsat data. Each week focused on a different benefit theme and included story maps, videos, activities and social media promotion. Act II will be "Landsat Week: Launch events" surrounding the launch. Act III is called "Landsat in Lompoc: Sustaining public engagement beyond launch". The goal is to build excitement and awareness of Landsat's 50 year history and benefits to society leading up to and following the Landsat 9 launch.
Scotland's Urban Past - Urban Detectives: the intergenerational potentialCarol Stobie
This document summarizes the Urban Detectives project run by Historic Environment Scotland. The key points are:
1. The Urban Detectives project allows community groups across Scotland to investigate and celebrate their local towns and cities. It provides training and resources to help interpret historical maps and documents.
2. Over 60 community-led projects have participated, involving over 1,500 people in activities like recording historic sites, creating digital maps and films.
3. The project aims to engage people of all ages and abilities, including youth groups and older adults, helping them learn new skills while exploring places important to them.
The document discusses making inferences by drawing conclusions based on evidence and reasoning. It provides examples of inferences about characters' personalities, themes of stories, and symbols. Readers can infer character development, themes, symbols, and plot details by analyzing clues in the text and using their own thinking. Making inferences involves reading between the lines and using evidence from what is observed or read to draw conclusions. Activities are suggested for students to practice making inferences based on images, short films, and notes.
Maps represent the three-dimensional Earth on a two-dimensional surface, inevitably introducing some distortion. Different map projections attempt to minimize this distortion in different ways, prioritizing accuracy of shapes, areas, or distances depending on the projection. No single projection can accurately depict the entire globe without compromising some property of geographic accuracy.
Symbolism in literature provides meaning beyond just the literal words. Universal symbols that most readers share cultural understanding of can represent important ideas and themes. Symbolism brings characters and plots to life in a vivid way by using symbols like seasons, colors, nature imagery, and character names to represent deeper meanings. Recognizing symbols helps readers gain new insights into the text and themes. Common symbols include nature imagery like water, fire, seasons; time of day; and character names. Symbolism is a tool authors use to emphasize ideas, develop characters, and add depth to their stories.
The document discusses strategies for combining sentences, including using conjunctions like "and" and "but" to join two related ideas into a compound sentence. It provides examples of combining sentences about wetlands, salt marshes, and various animals. The key strategies are using conjunctions to link independent clauses, rearranging clauses and ideas to create a smoother flow, and ensuring the combined sentences do not become run-on sentences. Practice combining sentences is recommended to improve this skill.
This document provides information about informational text features that help readers find information in nonfiction books. It focuses on the table of contents and index. The table of contents is at the beginning of the book and lists the main chapters or topics and the page numbers. The index is at the back of the book, is in alphabetical order, and lists specific topics and the pages where information about those topics can be found. The document guides students through activities to work with these features in their books and reflect on how they help with research.
The Great Chicago Fire spread rapidly due to several factors:
1) Daniel Sullivan first noticed flames in the O'Leary barn around 8:30 pm on October 8.
2) A problem with the alarm box prevented people from calling the fire department.
3) By 9:30 pm the entire block was ablaze, and within 3 hours fires had spread across Chicago. Heavy winds from Lake Michigan fanned the flames.
This document provides exercises for students to begin thinking about and setting goals for their future based on Stephen Covey's habit of "Beginning with the End in Mind". It includes activities like drawing a picture to represent themselves, having a newspaper interview them in 10 years, writing a mission statement describing the person they want to be, and reflecting on saying "no" to help achieve their goals.
This document discusses being proactive versus reactive. It explains that when one is proactive, they make choices about how to respond to things in a calm manner and are prepared, while being reactive means exploding easily when things do not go their way. It encourages focusing on things within one's control, like attitude and treatment of others, rather than outside factors. It suggests carrying one's own weather or happiness with them to have a good day regardless of what happens. The goal is to make positive changes and differences through being proactive.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
Text features are parts of text that draw attention to important information. Some common text features include headings, titles, photographs, illustrations, captions, bold and italic text, and other graphic elements. Headings introduce topics and are often in bold or large print. Titles tell what a piece of writing is mostly about. Photographs and illustrations help readers understand concepts, while captions explain what is in pictures. Bold and italic text can signal important or new information. Learning to identify these various text features helps readers understand and get more from what they are reading.
Here are some examples of how text features could help understand an article:
Table of Contents: The table of contents lists the major sections and their page numbers, allowing me to quickly navigate to the parts most relevant to my interests or information I want to find.
Headings: Headings break the text into sections and indicate the topic of each part, helping me understand how the information is organized and what to expect.
Pictures/Illustrations: Images can convey information visually and clarify processes or concepts that may be difficult to explain with words alone.
Captions: Captions provide context for pictures, explaining who or what is shown and any other important details not stated in the surrounding text.
Glossary:
This document provides an overview of text structure and suggestions for teaching it to students. It defines text structure as the internal organization of a text and discusses common structures like chronological order, cause and effect, problem and solution, compare and contrast, and description. It explains that understanding text structure helps readers comprehend, search for, and summarize information. The document offers recommendations for teaching text structure, such as using graphic organizers, highlighting transition words, analyzing questions for each structure, and finding leveled texts to practice with.
Brighton lesson plan and medium term plan-group 7 bRebecca Wilson
The document outlines a 6-week medium term plan for a school trip to Brighton. Week 1 focuses on holidays past and present. Week 2 includes a trip to Brighton where students will learn about its history as a fishing town, royal retreat, and tourist destination on the history trail and museum. They will study the development of railways in Week 3. Weeks 4-5 compare Brighton's past and present, and the role of the pier. Week 6 covers the social history and health of those supporting Brighton's tourist industry. Other topics include maps of Brighton, coastal landforms and erosion, and creating stained glass artwork each week.
This document outlines an e-twinning project between a school in Glasgow, Scotland and a school in Madrid, Spain. Students investigated famous historical figures and locations in Glasgow. They chose to focus on architect Charles Rennie Mackintosh, tobacco merchant William Cunninghame, the shipbuilding industry, and architect Archibald Leitch. Students researched these topics and created posters presenting their findings. They also practiced interviewing the historical figures and locating places on maps. The ultimate goal was to share what they learned online with their partner school in Madrid.
The document describes two community projects proposed by Cagbalete Revel & Educate. Project 1 involves a photo exhibit and member recruitment campaign at two locations from March 12-23. Project 2 is a waste management seminar and clean-up at Cagbalete on April 14-15 to educate the local community about proper waste disposal and environmental preservation. It provides timelines, communication plans, activity details, budgets, and objectives for each project.
This short document provides a summary of the scenic beauty of the mountains in Scotland known as the Bens and glens. It states that for those who appreciate wild and beautiful scenery, there is nothing in Britain that can match the grandeur of the Scottish Highlands, specifically referring to the Bens and glens.
This document outlines the instructions for a group project to create a 5-7 minute video telling a significant story about Hong Kong's past. Students will visit the Hong Kong History Museum to conduct research and film footage. They must form groups of 4-5 students, with defined roles, to research a topic and create a storyboard, timeline, and filming plan. Topics can include early British rule, the Opium Wars, Japanese occupation, handover to China in 1997. Students will be assessed on background research, timeline, storyboard, and quality of the final video.
This document provides an update on the World War 1 Parramatta Soldiers Project. It describes the development of an interactive touch table display starting in 2013 that allows users to browse names, portraits, and stories of over 1,900 soldiers from the Parramatta area who served in WWI. The display has been exhibited in several local libraries and historical societies. Researchers spent over 8,000 hours compiling biographical and service records on each soldier from various sources. The project cost over $545,000 to complete due to the extensive research required. Several books were published sharing stories and histories of Parramatta soldiers.
This document provides an overview of various mapping resources and projects that were presented at a geography conference. It discusses quotes about maps, details current and previous mapping projects, recommends mapping apps and websites, and shares ideas for classroom mapping activities and projects. Key topics include OS maps, ArcGIS Online, Google Maps, historical map comparisons, and creating maps to tell stories.
Recap on slapton fieldtrip coasts 2014 apandypinks
This document provides information and instructions related to a field trip for studying coastal landforms and processes. It discusses techniques used in fieldwork investigations at Start Bay and Torbay, including beach profiles, cost-benefit analyses, and questionnaires. Students are reminded to consider limitations and sampling strategies in their work. Suggestions for additional research on coastal erosion and development include using historical maps, newspapers, and census data.
This document outlines a three act outreach story for the Landsat 9 satellite launch. Act I was called "Camp Landsat: Summer Countdown to Launch" which was a 9 week summer camp program held on social media promoting the benefits of Landsat data. Each week focused on a different benefit theme and included story maps, videos, activities and social media promotion. Act II will be "Landsat Week: Launch events" surrounding the launch. Act III is called "Landsat in Lompoc: Sustaining public engagement beyond launch". The goal is to build excitement and awareness of Landsat's 50 year history and benefits to society leading up to and following the Landsat 9 launch.
Scotland's Urban Past - Urban Detectives: the intergenerational potentialCarol Stobie
This document summarizes the Urban Detectives project run by Historic Environment Scotland. The key points are:
1. The Urban Detectives project allows community groups across Scotland to investigate and celebrate their local towns and cities. It provides training and resources to help interpret historical maps and documents.
2. Over 60 community-led projects have participated, involving over 1,500 people in activities like recording historic sites, creating digital maps and films.
3. The project aims to engage people of all ages and abilities, including youth groups and older adults, helping them learn new skills while exploring places important to them.
The document outlines a group project for a culture and civilization class where students must research a specific timeline and historical period of Portugal from 1357-1524, develop a short play highlighting important events and characters, and create individual character journals. The group is assigned to research the specified time period of Portugal, choose a key event to dramatize, develop costumes, props, and a script for their short play.
This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
The document outlines a group project for a culture and civilization class, where the group must research and perform a historical play about Portugal between 1357-1524. It includes an introduction, objectives, tasks, schedule, and submission requirements for both the group performance and individual journal assignments. Research was done on the historical timeline, characters, costumes, props, and a key scene was chosen to enact.
The document outlines a group project for a culture and civilization class, where the group must research and perform a historical play about Portugal between 1357-1524. It includes an introduction, objectives, tasks, schedule, and submission requirements for both the group performance and individual journal assignments. Research was done on the historical timeline, characters, costumes, props, and key scenes to include in the short play.
This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project involved researching the historical timeline, social structures, myths and plots of Portugal during this period. They chose a crucial scene to perform and developed costumes, props, and characters. Each student also had to complete an individual A5 journal on their chosen character that demonstrated their understanding of the cultural elements of 15th century Portugal. The purpose of the project was for students to examine and demonstrate their knowledge of the development of Eastern and Western civilizations in the past through research and performance.
This presentation provides an overview of the Eagle Scout rank requirements and process for parents and mentors. It discusses the key steps in completing an Eagle service project, including selecting a project, developing plans in the Eagle Scout Service Project Workbook, executing the project, and the final report. The purpose of the Eagle project is for the scout to demonstrate leadership skills by planning and leading a project that benefits the community. Typical projects may take 2-12 months to complete and involve coordinating with beneficiary organizations, developing plans, executing the project, and a final board of review.
This document outlines four tasks for a coastal fieldwork folio assignment. [1] Students are asked to submit a completed fieldwork booklet documenting their observations from a coastal fieldtrip to four locations. [2] They must create a Google Map detailing information about landforms, processes, and waves observed at each stop. [3] An iMovie or presentation is required on human impacts in the area and how they are being reduced. [4] Students must choose a coastal issue and present arguments from two stakeholders' perspectives in a newspaper article, interview, or cartoon. The tasks assess students' understanding of coastal characteristics and changes from natural processes and human activity.
1) The document describes a project to design a future tour for foreigners in Korea using virtual reality and augmented reality technologies. It involves building a tour building with a main hall and virtual reality hall, developing a device called CAPDY to provide information and translation, and creating an avatar called CAPDY-BELL to act as a guide.
2) The goals are to provide a customized, personalized tour experience and informal learning about Korean culture and history. CAPDY will offer translations, information on sites and shops, navigation assistance, recreations of historical places, connections to residents, and financial and tour management tools.
3) A scenario takes a tourist named Chris through the tour building and experience, choosing a theme of traditional
This document is a group project report on the Elizabethan era in Britain from the Culture and Civilization module. It includes an introduction to the project, the group members, and a breakdown of the contents which cover research on the Elizabethan timeline, social and administrative structures, culture and traditions, costumes, development of a story and script, character introductions, and props research. The group chose to focus their performance on the Elizabethan era after researching British history.
Similar to Project Introduction- World War One on a bike (20)
Student-based grading portfolios allow middle school students at Expeditionary Learning-King to track their own academic progress and skills acquisition. The portfolios document students' work and achievements across different subject areas. Educators at the school will focus on helping students learn to evaluate their own strengths and weaknesses as part of the portfolio process.
How to write like a scientist - Part of the EAT project. DKMead
White fish is a great source of vitamins and minerals. Vitamin B6 helps enzyme function and may reduce cardiovascular risk. Magnesium also aids enzymes and influences muscle, nerve and blood pressure. While vitamin D may lower cancer risk, more research is needed and high doses could harm liver and kidneys.
Introduction Powerpoint from Newcastle University Human Nutrition Research Ce...DKMead
This document discusses the importance of nutrition and assessing diet. It provides information about a nutritionist's job, including advising on diet and disease risk, and maintaining health and well-being. Key facts are presented on the importance of breakfast for health, weight, and school and work performance. Tools for assessing individual and population diet are described to identify areas for improvement and inform policies and guidelines.
The document discusses a student project on drafting in cells. In 3 sentences or less, it does not provide enough contextual information to generate an accurate high-level summary. Additional details would be needed to understand the purpose and scope of the project to produce a concise yet informative summary.
Why is P.E.E.L the Barry Crier of Education?DKMead
The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.
Examples of questions provided for student research include how scientists draw graphs, ensuring accurate and reliable data collection, what the pH scale measures and its usefulness, and the relationship between electricity and magnetism. The questions cover science topics for the students to explore and explain their understanding to peers.
[SUMMARY
The document discusses PEEL (Project for Enhancing Effective Learning), which was founded in 1985 to address passive student learning. It outlines 12 principles of quality learning according to PEEL, including sharing intellectual control with students, providing opportunities for choice/independent work, and using varied intellectually challenging teaching procedures. A number of specific PEEL techniques are then described, such as semantic mapping, dirty trick notes, and before/after analysis.
The document describes a birdwatching project involving 28 students, 2 expert birdwatchers, and their teacher over the course of 7 days with 3 locations and 12 featured birds. The students drafted their work multiple times with feedback from experts and their teacher based on established norms, which led to frustration but also a higher quality final product that the students were proud of and that expanded their knowledge. Working with experts provided practical advice, motivation, and an understanding of how learning matters.
This is an example of student drafting a practical write up in science.The first draft was critiqued via a teacher led session the second was done independently. The annotations show where improvements are to be found
"Wild About Cramlington"Book project process ReviewDKMead
These slides contain the thoughts of my year 9 students after their first project based learning experience.
Any signs of them beginning to care?
Any evidence of positive student- student relationships ( Trust)?
Any sign of learning taking place? Any signs that their learning is going beyond the classroom?
Any signs that the project led the learning?
Do you think the students had high enough expectations made of them?
Anything that suggest that this is not just schooling but an experience?
This very short document does not contain enough contextual information or details to generate a meaningful 3 sentence summary. The document consists of only one sentence that does not convey a clear idea or message.
This document discusses different levels of understanding that can be achieved through pedagogical tools and activities, from a basic pre-structural use to a deeper multistructural and extended abstract use. It suggests that teachers should not just use tools for their own sake but should aim to fully utilize activities to promote deeper levels of understanding among students. It also provides additional online resources for further information.
This lesson document outlines the progression of a class discussion from general chatter to focused content-driven conversations about what was learned and the learning process, with one off-task student who had missed the previous lesson.
A current curriculum development. Enquiry Based Learning. Based around developing Scientific Thinking Skills, we are using two frame works. A generic enquiry cycle and a hierarchy of science specific strcutures. Supporting students through develpoing their reasoning skills with a toolbox of thinking tools. The scaffold is also planningto gradually be removed.
The photographs are just a slection of studnt work, where they have chosen tools to help prcess their learning during an enquiry.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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 presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
3. Project Fortnight Aims
and Outcomes
Content
We will learn about local WW1 history and
how we can use bikes to explore this.
Process
Will research local WW1 history using a
variety of sources, we will plan and track bike
routes which allow us to explore this.
Benefit
The end product will be a professional booklet
with map routes and information about the
site we have discovered and more, which will
be sold at Exhibition Day to encourage others
to do the same.
4. Project Fortnight
Big Picture
Our task is to research local world war one
history and design a high quality professional
booklet, with map, to show people how they can
easily and safely explore this by bike.
In order to do this we will carry out map work,
research and preparation in school but also
partake in bike trips that will become routes on
our map at the end of the fortnight.
We will also aim to encourage to take more of an
active interest in local world war one history and
the benefits of cycling.
6. Day 1 Learning Outcomes
Content
Explore WW1 history and begin to look at
how it affected the Cramlington area. We
will begin to prepare for our bike trips.
Process
Graffiti galleries, mind maps to think about
key content as well as map work and videos
to prepare for the trips.
Benefit
We need to be clear on the big aims of this
fortnight and start to make preparations for
research and the bike trips.
16. Project OutcomeProject Outcome
A high quality tourist information booklet with cycle map –
showing trails for local world war one history sites and how to
access them by cycle route
17. Map Critique
• What is good?
• What could be improved?
• Last year’s model.
• This year’s model.
Positive
•Infographic
•Accurate and has key
•QR Code
•Cycle Track and sites marked
Improvements
•More colourful
18.
19.
20. World War One Graffiti
Gallery
• Annotate the images with
any facts/ideas/information
you know about what the
images show.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34. World War One Lesson
• Complete your mind map as
we cover key content of
World War One, before we
look at how it affected this
area.
• First let’s create our
learning journal for this
project.
35. “The war to end all
wars”
“It’ll be over by
Christmas”
36. VIDEO –
1. Write down adjectives to describe
the experience of war based on
these images and audio.
2. Why did ordinary young people sign
up to this?
38. Deaths during World
War One (1914-18)
• Russia - 1,700,000
• France - 1,357,800
• Britain - 908,371
• Germany - 1,773,700
• Austria-Hungary -
1,200,000
• Total deaths during World
War One:
8,538,315
39. Guess the flags of the countries involved in alliances before
World War One (in 1914)
A B C
D E F
Countries: Italy Austria-Hungary
Germany Russia France Britain
40. A B C
D E F
Britain France Germany
Austria - Hungary Italy Russia
41. The Triple Alliance Vs The Triple Entente
Britain
France
Russia
Germany
Austria - Hungary
Italy
42.
43.
44. Causes of World War
One
Militarism
Alliances
Imperialism
Nationalism
What do YOU think these
words mean?
46. What does this cartoon show about
how and why WW1 started?
Horrible Histories video
47. Task
1. First read about life in the
Trenches for soldiers (aim for
10 things on your mind map)
2. If it was so terrible why did
people sign up? Read about why
the Quinns signed up and
underline the different
reasons.
48. Read through and underline reasons why the lads might have volunteered.
49. Michael Quinn, my
Great uncle
Died December 25th
1916
John Quinn, my Great
uncle
Died 6th
November 1918
Martin Quinn, my
Great Grandad. lived
50.
51.
52.
53. WW1 and the local area
• How did Cramlington contribute and
how was the Northumberland area
affected?
• See the images for clues.
• (BBC Zeppelin Terror)
https://www.youtube.com/watch?
v=mG90EIsDvbw Blyth:
http://www.bbc.co.uk/programmes/p
01wv7dr
• Despatches from Tyneside
https://www.youtube.com/watch?
v=kUaGLY3d_Cs
54. WW1 and the local area
• Your time to research
Task 1: We need to find local
sites of interest for WW1
that we could cycle to.
• When you find one – you can
add it to our thinglink maps.
Task 2: Use sustrans (cycle
routes) and scribble maps to
plan routes that we can take.
55. Research Resources
• BBC World War One North East Sound Files:
http://www.bbc.co.uk/programmes/p01p34ls
• (excellent booklet – just use sections up to world war
2):https://www.newcastle.gov.uk/wwwfileroot/legacy/
regen/locallist/tyne_and_wear_defence_sites.pdf
• Shipbuilding -> http://www.bbc.co.uk/news/uk-
england-26170080
• Cramlington Airfields
http://www.nelsam.org.uk/NEAR/Airfields/Histories/
Cramlington.htm
• Tynemouth Death Map
• http://www.chroniclelive.co.uk/news/local-news/map-
reveals-tynemouths-victims-first-1351558
• Cramlington Airship Station
http://www.forgottenairfields.com/united-
kingdom/england/northumberland/cramlington-
airship-station-s956.html
• Blyth Battery
http://blythbattery.org.uk/background-info
• Cramlington War Memorials
• http://www.newmp.org.uk/search_results.php
57. All about bikes…
• Why do you cycle?
• Where do you cycle?
• Why is cycling a good thing?
• Who do you cycle with?
• What can bikes help us to do?
• What are the
dangers/negatives of cycling?
• What kind of bike do you have
and what kind of bikes are
available?
• Why is cycling important?
58. Success Criteria…
• Bike shops, phone numbers
• More images, less written info
• Map needs to be large enough
• Detail, streets
• Thin paper for printers
From Ron Berger:
- Do the real work ourselves
- Draft and critique
- Be proud
59. Cycling Trip Preparation
• Task 1:
Design your perfect bag to
pack everything you might
need for a medium/long
distance bike ride.
60. Cycling Trip Preparation
• Task 2:
Watch the following video
and make a note of all the
possible hazards and
dangers of which you need
to be aware.
Video 1 Weather Check
Video 2 Bike Check
Off road hazards
61. Skills and Roles
• From what you have heard so
far, what could you offer?
• What are you good at?
• What skills do you have?
• What role will you take on?
E.g. Bike Mechanic, Researcher…
Map specialist…Group Leader….
63. Key Resources: Sustrans
Website and Scribble Maps
Anything else?
Task 1: Find the project blog and
follow the link to the Sustrans
website
Task 2: Click on ‘Login/Register’ in
the top right of the Sustrans
home page.
Task 3: Follow the instructions and
fill in the details using your school
email address.
Task 4: Login using your username
and password.
64. Key Resources: Sustrans
Website and Scribble Maps
Extension:
Map Challenge 1:
1. Using the Sustrans map feature, find
Cramlington Learning Village (destination 1 –
tomorrow’s ride), its post code is NE23 6BN
2. Then work together to plot where people live
on the map at the front.
Map Challenge 2:
Using the Sustrans map feature, find
NORTHUMBERLANDIA (destination 3) its post
code is NE28 9NZ.
Track the route between the CLV and
Northumberlandia (USE SCRIBBLE MAPS)
65. Day Two - Connect
• Which destinations did you
look at yesterday?
• What difficulties did
experience in plotting the
route?
66. Project Fortnight
Big Picture
Anything else?
Our task is to research the local history and
geography and design a high quality
professional map to show people how they
can easily and safely explore this by bike.
In order to do this we will carry out map
work, research and preparation in school but
also partake in bike trips that will become
routes on our map at the end of the
fortnight.
67.
68.
69. Jobs to do for the Map
(Deadline p4 today!)
• Summarising text for local historical and
geographical sites (Jake, Alex B, Sam, Jay,
Ben, Adam)
• Creating data for fitness and CO2 being saved
(Thomas, Ben)
• Charting routes on scribble maps (Matthew
and Connor, Alex G with Strava)
• Creating an infographic to showing this data
(fitness and CO2) – (Callum, Chris and
Thooooomas Ralphinho, Matthew)
• Writing a short introduction for the map to
explain it and the project (Katy, Paisley)
• Sketches to be included on the display and/or
map (Katy, Paisley, Phillip)
• Layout (Ewan)
78. Success Criteria for a
successful ‘Pathfinding’ trip
• Locate Pits/Sights of
historical+geographical interest.
• Find local cycle tracks
• Work safely as a group
• Use maps to plot the routes
• Bike and equipment check
• Shown self-discipline
• Pictures and information for
our map.
79. Expectations for Journeys
• Correct Kit
• Bike in order (ABC+DE)
• Safety on journey
• “All or none” rule
•
•
•
80. Annotate your map…
• Sights of historical and
geographical interest
• Warnings
• Colour coded routes (on and
off road)
• Anything else?
81. Cramlington area of
the map
• On area of the map will be
the history and geography
of the area we explored
today.
• We have this lesson to
create a blurb on
Cramlington and it’s pit
history.
83. Ride 1 – Scribble Map
challenge
• Create and save a scribble
map for today’s ride – make
a note of pits/sights we
passed on the way.
• Task 2: Referring to the
success criteria, post a
reflection on today’s ride on
the class blog. Title: Ride 1:
Cramlington Pits route
84. Day 3 – Connect: Local
History and Geography
Graffiti Gallery
• Write around the images
around the room any
facts/ideas/information you
know about the picture
showing key examples of
our local history and
geography.
85. Learning Outcomes:
Day 3
Content
We will learn about local geography and
history of this area.
Process
We will use websites, information
sheets, books and real artefacts to
research the 5Ws on key areas of local
geography and history
Benefit
Our local history and geography cycle
map needs to be complete by
Wednesday of next week (but we are
out on bikes thurs-mon)
86. Cycle Map: Planning
Sheet
Complete the planning sheet for our
FINAL PRODUCT.
Task: Return to example map:
What sections will we need?
What will our map need?
Who will be the target audience?
How can we make the map effective,
easy to use?
What kind of design should the map
have?
87. Cycle Map: Research
Task
Based on the research area you were
given on Monday (e.g.Waggonways)
You need to use the internet,
textbook, information sheets to find
out:
- 5 Ws + H (Who, What, When,
Where, Why, How)
-Images to be included on the map
(we can use our own images from bike
trips)
-Short description
88. Areas for Research
• Cramlington Pits
• Waggonways (history of) (Waggonways) Callum
• Northumberlandia
• Blyth Battery
• Cobalt Viewing Point (Jack + Connor)
• Seaton Sluice
• Woodhorn Colliery
• Delaval Hall
• Holywell Dene
• Segedunum (Jay and Adam)
• New Hartley (pit disaster) (Elliot+Jack)
• Earsdon Memorial
• Newcastle Quayside
• St Mary’s Lighthouse (Andy G)
• North Shields Fish Quay (Elliot L)
• Whitley Bay
89. Success Criteria for
Research
• High quality image
• Summary notes – to the point
(concise)
• No waffle
• Key Dates and Names / Figures
• History
• Interesting information (attract
the reader)
• Maximum of 180-200 words