Proyect 2nd term
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The document provides instructions for a student project on negative environmental impacts on the hydrosphere. Students must choose one impact, explain its origin, pollutants, effects, and potential solutions. The project should include a cover page, index, introduction, main development section addressing the chosen impact, personal evaluation, and bibliography. Rigorous and specific information as well as correct spelling will be positively evaluated, while lack of detail, mistakes, and copied work will be negatively evaluated.
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The document provides instructions for students in a 1st year Biology and Geology class to prepare a scientific article summarizing a newspaper or magazine article related to course content from the first evaluation period. Students must justify their choice of article, provide a summary and theoretical basis relating it to course concepts, and may include images, diagrams, texts or video links. Rigorous and critical selection of information will be valued positively, while lack of specificity, spelling errors and copy-pasted works will be valued negatively. The work should be presented in a 2-page text document. Every week two students will present their news articles. Students will bring the press article to class. The work must follow a specified scheme including an index, justification, summary
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JOHN PAUL G. MANALO, Epifanio Delos Santos Elementary School
Reviewers:
MA. CECILIA R. GONZALES, Science Research Specialist, DepEd-NCR
MARIA CECILIA B. PAGDILAO, Science Research Specialist, DepEd-NCR
Editors:
JOHN PAUL G. MANALO, Epifanio Delos Santos Elementary School
FLORICEL L.
Design and Layout:
JOHN PAUL G. MANALO, Epifanio Delos Santos Elementary School
FLORICEL L.
[
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JOHN PAUL G. MANALO, Epifanio Delos Santos Elementary School
Reviewers:
MA. CECILIA R. GONZALES, Science Research Specialist, DepEd-NCR
MARIA CECILIA B. PAGDILAO, Science Research Specialist, DepEd-NCR
Editors:
JOHN PAUL G. MANALO, Epifanio Delos Santos Elementary School
FLORICEL L.
Design and Layout:
JOHN PAUL G. MANALO, Epifanio Delos Santos Elementary School
FLORICEL L.
[
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The document outlines a project-based learning experience for students aged 14-16 studying English as a foreign language. The project aims to get students to reflect on environmental issues facing the planet and identify actions they could take to protect it. Students will first analyze the issue individually then collaborate in groups to create a presentation and video outlining 10 actions to heal the Earth. The project incorporates language learning, 21st century skills, and aims to make students more aware of environmental protection.
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The Ecotopia Project consists of two phases, (I) a group presentation, and (II) an individual research
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In the group presentation, students will collaborate to create an ecologically-sustainable society. The instructor
will randomly place students into groups named after the six major biomes:
1. Temperate Deciduous Forest
2. Temperate Grassland
3. Northern Coniferous Forest
4. Tropical Rain Forest
5. Tropical Grassland
6. Tundra
Each group will create a PowerPoint presentation to be shared with the class. Groups should think of a
creative name for their society (for example “Green Paradise”). Each participant should prepare at least two
slides for each responsibility (“secretariat/cabinet position”) in their portfolio (group of cabinet responsibilities).
Each group should begin their presentation with a brief description of their biome. The presentation should
include some collaborative slides that explain overall themes and ideas, in addition to the slides created by
each member to cover their particular cabinet responsibilities. The presentation should also include
introductory and concluding slides.
Individual group members will be responsible for several aspects of creating their sustainable society within
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their portfolio of responsibilities.) Since everything in nature and the environment is connected to everything
else, each individual will need to coordinate and negotiate the details of how the entire sustainable society will
be created. For example, the geography, ecology, and weather conditions of the biome will determine which
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Equally divide up the following cabinet positions into portfolios. Each student will have several cabinet
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The document provides learning progressions for teaching English as a foreign language to first year secondary students in Algeria over the course of the academic year. It outlines five theme-based units to be covered in approximately 28 hours of instruction per unit. Each unit lists targeted competencies, learning objectives, grammar, vocabulary, and phonological points to be covered, as well as suggested tasks and assessments. The document aims to facilitate curriculum implementation and coherence with assessment by focusing on learning pace and prerequisites rather than rigid timelines. Teachers are directed to check prerequisite knowledge and adjust lessons accordingly.
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Unit NameCode BUS.docx
Unit Name/Code BUS1003/BUS105 Business Communication and Academic
Writing
Assessment Type Individual Assessment
Assessment Number 2
Assessment Name Essay
Unit Learning Outcomes
Assessed
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Every submission must have Student’s full name and student ID on the cover
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CREDIT
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Mark 4.25-5 3.75-4.2 3.25-3.7 2.5-3.2 0-2.45
Essay is perfectly
formatted, with a clear
introduction, body and
conclusion. The thesis
statement is detailed
and relevant. Every
paragraph begins with
a point refined to the
topic. Supporting
sentences develop the
main ideas
comprehensively. The
conclusion is detailed
and summarises the
key ideas skillfully.
The writing is complex ...
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Similar to Proyect 2nd term
Ess student course guide
Over the two-year course, students will study a wide range of ecosystems and environmental issues locally and globally. Topic areas include systems and models, human population growth, conservation, pollution management, and environmental value systems. The course aims to develop students' scientific skills and raise awareness of environmental issues. Students' practical work will be internally assessed based on eight criteria.
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The document provides learning progressions for teaching English as a foreign language to first year secondary students in Algeria over the course of the academic year. It outlines five theme-based units to be covered in approximately 28 hours of instruction per unit. Each unit lists targeted competencies, learning objectives, grammar, vocabulary, and phonological points to be covered, as well as suggested tasks and assessments. The goal is to help students produce oral and written messages of 120 words on descriptive, narrative, argumentative, expository and prescriptive topics.
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The document provides learning progressions for teaching English as a foreign language to first year secondary students in Algeria over the course of the academic year. It outlines five theme-based units to be covered in approximately 28 hours of instruction per unit. Each unit lists targeted competencies, learning objectives, grammar, vocabulary, and phonological points to be covered, as well as suggested tasks and assessments. The document aims to facilitate curriculum implementation and coherence with assessment by focusing on learning pace and prerequisites rather than rigid timelines. Teachers are directed to check prerequisite knowledge and adjust lessons accordingly.
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The document provides learning progressions for teaching English as a foreign language to first year secondary students in Algeria over the course of the academic year. It outlines five theme-based units to be covered in approximately 28 hours of instruction per unit. Each unit lists targeted competencies, learning objectives, grammar and vocabulary points, suggested tasks and assessments. The goal is to help students produce 120-word oral and written texts on descriptive, narrative and other topics by the end of the year.
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Unit template
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Unit NameCode BUS.docx
Unit Name/Code BUS1003/BUS105 Business Communication and Academic
Writing
Assessment Type Individual Assessment
Assessment Number 2
Assessment Name Essay
Unit Learning Outcomes
Assessed
1. Engage in ethical production of academic essays, business reports,
correspondence and presentations through research and application of
appropriate referencing
2. Create a clear, coherent and independent exposition of knowledge and
ideas in academic/business writing
3. Discuss and apply the writing process in various types of academic
essays, business reports, correspondence and presentations
4. Identify and apply structural elements of essays, reports and business
correspondence
5. Develop and demonstrate academic research skills
Due Date and Time Week 8
Friday 31 August, 2018
11.59 pm (AEST)
*If you miss this assessment you may be able to apply for special
consideration on appropriate grounds and with supporting evidence (i.e.
medical certificate). For more details on what is considered appropriate
grounds for consideration read the AIH policy. Both the form and policy are on
the AIH website at http://www.aih.nsw.edu.au/. Please remember this is not
automatically granted and all applications are assessed.
Weighting 40%
Assessment Description Interpersonal understanding in workplace is very important in these days of
globalized world. Write an essay on how important interpersonal
communication is in the modern workplace.
Use more than 3 credible sources to support your essay based on the
Harvard format. Remember you need to cite sources in-text, as well in the
reference list.
.
Detailed Submission
Requirements
Submit to Assessment 2 Turnitin Link on BUS1003/BUS105 Moodle
Page.
• Max 750 words
• 2.5 cm margins
• 1.5 point spacing
• Calibri or Arial font
• 11 – 12 size font
Every submission must have Student’s full name and student ID on the cover
page
Assessment
Section Requirements Weight 40% HIGH DISTINCTION
100-85%
DISTINCTION
84-75%
CREDIT
74-65%
PASS
64-50%
FAIL
49-0%
Structure, accuracy and style (10 marks)
Your essay should have an introduction that
includes a thesis statement. Your body should
contain paragraphs that present and logically
develop your key ideas. Your conclusion
should summarise the key ideas presented in
your essay.
Academic writing (10 marks)
You should present your ideas in an academic
style, using formal, impersonal language and
check your writing for grammar and
punctuation errors.
Mark 4.25-5 3.75-4.2 3.25-3.7 2.5-3.2 0-2.45
Essay is perfectly
formatted, with a clear
introduction, body and
conclusion. The thesis
statement is detailed
and relevant. Every
paragraph begins with
a point refined to the
topic. Supporting
sentences develop the
main ideas
comprehensively. The
conclusion is detailed
and summarises the
key ideas skillfully.
The writing is complex ...
Tdp secundaria- trech-6th-llesson-plan-class - 7.5
This document outlines a lesson plan for a 6th year science class on environmental problems and air pollution. It includes the aims of developing students' speaking, cognitive thinking, and writing skills through analyzing pictures, reading facts, and devising additional facts about air pollution. The lesson involves students looking at pictures showing air pollution, identifying causes, reading provided facts, and writing 3 additional facts in groups. The teacher assesses students through questioning, observation, and checking homework and written activities.
CHEMICAL REACTIONS.
This document provides a template for planning an AICLE (Content and Language Integrated Learning) unit. The template includes sections for learning outcomes, subject content, language content, contextual elements, cognitive processes, tasks, activities, methodology, resources, competencies, and evaluation criteria. It provides an example of a planned unit on chemical reactions for a 4th year secondary school physics and chemistry class, identifying vocabulary, grammar, skills, concepts, and assessments that will be incorporated using both the subject content and a foreign language.
Integrated Unit Requirements
This unit on plants will be taught to first grade students over three weeks. It aims to help students understand the role of plants and their needs. The unit addresses science standards about plant needs and life cycles as well as language arts goals involving vocabulary and journaling. Assessment will include a pre-test/post-test and observation of lessons involving investigations of plant needs, life cycles, and related vocabulary.
Learning guide ls3 bfet lsft0b3 2017
This document provides administrative and instructional details for a Life Sciences module, including:
- Contact information for the lecturer, Ms. J. Williamson, and department secretary.
- General student responsibilities and policies around attendance, assignments, and sick tests.
- An introduction to the module's purpose of teaching life science content to FET learners and list of learning outcomes.
- An outline of the module's content covering human body systems, plant hormones, and teaching strategies.
- Details on assessment composition, requirements, and schedule.
Unit plan
This document provides a unit plan for teaching high school students about acids, bases, and salts. The 10-day unit includes various activities like experiments, group work, and discussions. Students will learn about the properties, nomenclature, and reactions of acids and bases. They will discover neutralization reactions and how pH measures acidity. The final project challenges students to find organic substances that can neutralize soil acidity or alkalinity. Assessments include pre-tests, worksheets, and a post-test to evaluate student understanding of key concepts in acids, bases, salts, and neutralization.
Fnbe0115 ENBE module outline final august 2013
This document outlines a module on elements of natural and built environments. The 5-credit, 18-week module aims to expose students to the basic components, forms, and functions of elements in natural and built environments, as well as the symbiotic relationship between these environments. Assessment includes individual and group projects, presentations, and an e-portfolio where students demonstrate the module and program learning outcomes. Students will analyze the impact of natural and built elements through case studies of rural, suburban, and urban contexts.
Fnbe0115 module outline final august 2013
This 5-credit module introduces students to the elements of natural and built environments. It aims to increase awareness of the basic components that make up these environments and their symbiotic relationship. The module will be delivered over 18 weeks through interactive lectures, tutorials, and site visits. Students will learn to identify, analyze, compare and evaluate elements in various contexts. They will also explore the impact of natural and built elements on each other. Upon completing the module, students should be able to recognize different environment elements, describe their characteristics, differentiate development contexts, and analyze/evaluate the impact of natural and built components.
Anth 260 syllabus fall 2012 essentials of biological anthropology (queens c...
This document outlines the syllabus for Anthropology 260: Essentials of Biological Anthropology taught in the fall of 2012. The course will be taught on Mondays and Wednesdays from 9:25-10:40 in PH 311. It will provide a detailed understanding of biological anthropology, focusing on human evolution. Students will study evolution, primate biology and behavior, fossils documenting human evolution, and how evolutionary forces still influence humans. The course requires textbook readings, attendance and participation in lectures and discussions, eight assignments using specimens, and three exams. Grades will be based on assignments, exams, and class participation.
Teachers correction of written errors and students uptake.pdf
This document is the table of contents for a thesis titled "Teachers' Correction of Written Errors and Students' Uptake". The thesis investigates the effect of teacher corrective feedback on students' writing errors. It contains three chapters that review literature on language errors and correction strategies, describe the study methodology, and discuss implications and suggestions. The study aims to analyze writing errors made by Vietnamese ESL students and provide awareness of errors to help teachers improve their feedback and students' writing development. The research uses compositions from high school students and statistical analysis to determine the most effective type of corrective feedback.
(1) Stream Morphology LaboratoryPrior to beginning work on t.docx
(1) Stream Morphology Laboratory
Prior to beginning work on this lab, read the
Stream Morphology
investigation manual
.
This lab enables you to construct a physical scale model of a stream system to help you understand how streams and rivers shape the landscape and how human actions can affect river ecosystems. This lab is done with materials that you will need to supply; the list of items you will need to obtain is in the
Stream Morphology
investigation manual
.
The Process
Take the required photos and complete all parts of the lab assignment (calculations, data tables, etc.). Use the Lab Worksheet as a resource to complete the Lab Report Template. Transfer any answers and visual elements from the Lab Worksheet into the Lab Report Template. You will submit the Lab Report Template through Waypoint in the classroom.
The Assignment
Make sure to complete all of the following items before submission:
· Before you begin the assignment, read the
Stream Morphology
investigation manual
and review
SCI207 - The Scientific Method (Links to an external site.)
presentation video.
https://ashford.mediaspace.kaltura.com/media/SCI207+-+THE+SCIENTIFIC+METHOD/1_5325onvq
· Complete all activities using the materials that you supply. Photograph each activity following these instructions:
o When taking lab photos, you need to include in each image a strip of paper with your name and the date clearly written on it.
· Use the
Lab Worksheet
as a resource to complete the
Lab Report Template
.
· Must use at least two credible sources outside of the textbook and lab manual.
· Submit your completed “Lab Report” via Waypoint.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
(2) Sustainable Living Guide Contributions: Sustaining Biodiversity and Ecosystems
Prior to beginning work on this assignment, read Chapters 1 and 2 in the course textbook. The purpose of this assignment is twofold: first, to enable you to explore a term (concept, technique, place, etc.) related to this week’s theme of sustaining Earth’s biodiversity and ecosystems; second, to provide your first contribution to a collective project, the
Class Sustainable Living Guide
. Your work this week, and in the weeks that follow, will be gathered (along with that of your peers) into a master document that you will receive a few days after the end of the course. The document will provide everyone with a variety of ideas for how we can all live more sustainably in our homes and communities.
To complete this assignment,
· Select a term from the list of choices in the
Week 1 - Term Selection Table
located in the course. Type your name in the table, next to the word that you would like to choose. (MY TERM IS – ANTHROPOCENE -
o Do not select a term that a classmate has already chosen; only one student per term. If you choose a term that is hyperlinked to a source, that term is one that is not mentioned .
Consumer chemistry 9 q1 module 1
This document provides an introduction to an instructional module on organic chemistry. It includes sections on notes for teachers, introductions for both teachers and learners, learning objectives, and a pre-test for learners to assess their existing knowledge. The module aims to help learners understand key concepts in organic chemistry and the importance of organic compounds in areas like health, industry, and the environment. It provides guidance on using the module and outlines the various parts that will help facilitate learning.
disaster-and-its-effects.pdf
This document discusses the effects of disasters on individuals and communities. It begins with an introduction that disasters can cause psychological conditions like post-traumatic stress disorder (PTSD) and lead to displaced populations, emotional aftershocks, food scarcity, and health risks. The document then provides a 6 question quiz to assess the reader's existing knowledge on these effects.
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Tdp secundaria- trech-6th-llesson-plan-class - 7.5
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Este documento presenta los síntomas y posibles diagnósticos de 5 pacientes. El Paciente 1 podría tener hepatitis, afectando el hígado, causada posiblemente por virus o alcohol. El Paciente 2 sufre dolor abdominal y podría tener apendicitis. El Paciente 3 comió marisco crudo y podría tener una intoxicación alimentaria causada por bacterias, afectando el estómago e intestinos. El Paciente 4 presenta síntomas similares y también podría tener una intoxicación alimentaria. El Paciente 5 tiene fiebre, dolor de g
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Vocabulary ud 7 vertebrates
This document provides a list of specific vocabulary terms related to the biology and anatomy of vertebrates. It includes terms for the digestive, respiratory, circulatory, excretory, nervous, reproductive, and muscular systems, as well as terms describing characteristics of different vertebrate classes like mammals, birds, reptiles, amphibians, and fish. The vocabulary covers anatomical structures, physiological processes, and other key concepts for understanding vertebrates.
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This document outlines activities for students about vertebrate animals. It instructs students to provide examples of carnivores, herbivores, and omnivores, and to identify whether example animals are vertebrates or invertebrates. Students are asked questions about eukaryotic cells, the differences between endoskeletons and exoskeletons, what vertebrae are and where they are located, and to explain and draw bilateral symmetry.
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This document provides an overview of vertebrates, including their key characteristics and how they are classified. It discusses the main groups of vertebrates - fish, amphibians, reptiles, birds and mammals. For each group, it describes physical features, temperature regulation, reproduction methods, and examples of common types. The largest sections are devoted to fish, amphibians, and reptiles, explaining their distinguishing attributes and subgroups in detail.
Unit 6 vertebrates (part 2)
The document summarizes key characteristics of vertebrate groups including birds and mammals. It describes birds as having feathers, wings, beaks and laying eggs. Their bodies are adapted for flight through lightweight skeletons and muscles. Mammals are described as hairy, warm-blooded, having different types of teeth and giving live birth or laying eggs. They are divided into monotremes, marsupials and placentals depending on their reproductive strategies.
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My illness
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What are cells. who or what am i
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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#فهم_ماكو_درخ
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Proyect 2nd term
- 1. IES Ramón Olleros Curso2019 - 2020 Biology & Geology – 1ºESO Irene SantosFraile Preparing the project… (Unit 4: Hydrosphere) 1. You will have to choose one negative environmental impact on the hydrosphere and how they affect our health and the environment. 2. Write a text in which you explain the impact you have chosen: Origin of the problem Pollutants Effects and consequences Solutions VERY IMPORTANT!!! Try to make your speech using your own words and the words that we have learned in class. 3. You can follow this sheme: Cover page Index Introduction: A small summary of the proyect. Development: This is the main part where the contents are developed. (point 2) Personal evaluation or conclusions Bibliography 4. The rigorousness and critical selection of the information will be positively valued and negatively the lack of specificity, the spelling mistakes and the cut and paste works. 5. The proyect will be evaluated according to the evaluation heading which is posted in the blog.
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