room1manaiatask
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The document discusses similarities and differences between humans and animals. It notes that some animals, like bower birds and gorillas, display behaviors similar to human facial expressions and social norms. However, it also lists physical attributes like wings and gills that humans do not possess. The author concludes that while humans and animals differ physically, they share more psychological and behavioral similarities than often acknowledged, and that all species are equally important.
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Here is a revised script based on your feedback:
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He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
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Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
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This document provides instructions for an assignment to design online teaching activities for students. It asks the teacher to create two sets of activities for weeks 3 and 4 to continue working on describing people. The activities should include visual aids, audiovisual materials, and synchronous lessons. For content, the focus should remain on physical description, teaching adjectives like strong, tall, short, fat, and slim. The task should be done in pairs to exchange experiences and perspectives.
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The document describes a preschool educator's exploration of children's interest in animals. It includes:
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This document provides details on a lesson plan for a 1st and 2nd grade unit on animals. The objectives are to identify and classify farm and wild animals, distinguish between them, describe animal characteristics, and participate in songs, stories and games related to animals. Two lesson sessions are described. The first involves identifying animal characteristics using images and asking questions. The second has students work in pairs to describe an animal and present to the class, followed by online animal activities. Competencies targeted include linguistic skills, learning abilities, artistic expression, and understanding the physical world.
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This document provides a lesson plan for a 1st and 2nd grade unit on animals. It includes three sessions with various activities to help students identify and classify farm and wild animals, learn animal vocabulary in English, describe animals' characteristics, and practice their oral language skills. Some of the activities included viewing images of animals and discussing their features, labeling a cow diagram, describing animals in pairs, and playing online games to identify animals. The goal was for students to develop linguistic and other competencies around classifying and describing different types of animals.
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- Apes and gorillas are different animals, though they share some similarities. Apes are smaller on average, weighing around 150 lbs compared to 350 lbs for gorillas. Gorillas have larger muscles.
- Their diets also differ, with gorillas eating more vegetation and termites while apes have a more varied diet including fruit, birds, small mammals, and insects.
- Their habitats differ as well, with apes typically living in jungles and rainforests across Africa and other parts of the world, while gorillas live in warm, wet climates, especially in Africa.
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This document contains sample student writing assignments for compare/contrast, persuasive, and problem/solution essays. It includes examples of each essay type with highlighted or underlined key elements like the thesis statement and concluding sentence. The compare/contrast essay examines the similarities and differences between honeybees and wasps. The persuasive essay argues that people should continue to read books. The problem/solution essay addresses teen smoking and proposes educating teens and restricting tobacco advertising as solutions.
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Tom's TEFL: Animals
See my TEFL webpage at http://www.globalcitizen.co.uk
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
rm1Naomitask
The student began by discussing with classmates whether humans live in a zoo like animals. To prove her initial view that humans are not like animals, she researched tigers, lions by reading online and books. After watching animal documentaries and summarizing them, her thinking changed as she discovered similarities between humans and animals in how they live. Now she believes humans do live in a human zoo, though not exactly like animals, and will present this view with her groupmates.
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1) The document describes a lesson plan for teaching a story to children. It includes activities like pre-reading vocabulary, reading the story aloud, asking discussion questions, and describing characters.
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3) Later activities teach about sentence types like commands and exclamations through examples from the story.
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1. The document summarizes a lesson plan about teaching the story "The Little Red Hen" to elementary school students.
2. It includes activities like acting out animal sounds, sequencing events in the story, and describing characters.
3. The lesson also teaches about different types of sentences like commands and exclamations through activities with pictures.
ci 323 - literacy bag
This document provides a literacy packet for a family to use with their child that focuses on zoo animals. It includes two books - Zoo Animals and If I Ran the Zoo - along with accompanying activities for each book. The packet instructs parents on how to guide their child through reading the books and completing the hands-on activities to help enhance their literacy and learning about zoo animals. It also includes a survey for parents to provide feedback on the packet. The goal is for families to connect, learn, and build literacy skills together through interactive experiences with the content.
Muller Lilia - Didactic Unit 1 - Into the Wild
The document contains a lesson plan for a unit on describing animals. The plan includes 4 activities over 4 weeks:
1) Students will watch videos and complete activities to identify wild animals and learn where they live. They will also play puzzles and name the animals.
2) Students will watch a movie trailer, recognize animals, and discuss their favorite animals and friends of Mowgli from The Jungle Book.
3) Students will listen to a song about animal abilities, draw what animals can't do, and write sentences about animal abilities.
4) Students will guess animals from clues, make cardboard roll crafts of animals, and describe their crafted animal.
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This blog was created by students aged 11-12 at Jose Maria Bernal High School in Caldas, Colombia for sharing information about animals found at the zoo. Working on the blog will allow students to describe zoo animals, include audio of animal sounds, add PowerPoint slides with vocabulary, post videos and pictures of zoo animals with descriptions, include games and activities to identify zoo animals, and share images and fun games. References are provided for images used from Google searches conducted on specific dates.
Development fin
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It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
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The ugly duck
Lesson plan 1
This document provides instructions for an assignment to design online teaching activities for students. It asks the teacher to create two sets of activities for weeks 3 and 4 to continue working on describing people. The activities should include visual aids, audiovisual materials, and synchronous lessons. For content, the focus should remain on physical description, teaching adjectives like strong, tall, short, fat, and slim. The task should be done in pairs to exchange experiences and perspectives.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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room1manaiatask
- 1. Are we like animals or are animals like us? By: Manaia Mcglinchey Task
- 2. what do some humans and animals have in common? the fawn breasted bower bird paints its house with berries to make it lively and colorful a little bit like us . Birds with dingoes and many other dogs they show the way they feel by using facial expressions also a little bit like us humans. s g o d Now with mountain gorillas if you stare at them or even look at them as soon as you see them it is a sine of being rude in a way that is also a little bit like humans. gorillas resemblance us humans also do paint our only with paint though! humans happy dingo angry gorilla normal bird with humans it is rude to stare at people. humans humans also use facial expressions to tell when we are sad or angry exedra humans
- 3. What don't humans and animals have in common? eight legs wings beaks gills well that is a lot of differences but........................................ And then there is us...
- 4. humans and all animals have more in common then you think ,like birds and many other animals can’t eat certain foods as well as humans cant, that's like being allergic to things. I also think that humans belong to the animal family rather then the other way round because we are only one specie of animal the human but there are so many other species out there to, so why is the human so important? the other animals are just as important. What I think
- 5. what I want to show... In my task I would like to show information on what I have learnt through this task with pictures and the differences between humans and animals. what have I learnt ? I have learnt so far the similarities between humans and animals, and how we react towards animals and humans and many other things. How can you show what you have learnt? I will show what I have learnt through a book. in that book it will have illustrations of animals and information on my task.
- 6. how I got the question. I got my questions from brainstorming with the class and we got most of the brainstorming ideas from our main question, "what is a human zoo”? we later went to the zoo, where we were given paper and a pencil to look around the zoo and write down questions like, “why do elephants have trunks”? These questions were things that we didn’t know, so we then cut our questions when we got back to school, and organized all of the questions into hard and easy sections. we then researched the questions we had chosen .
- 7. oh well wasn’t that a great task slide! by: manaia