This document provides a lesson plan for a 6th grade English class on the topic of environmental issues. The 60-minute lesson has three main parts: a warm-up where students present brochures they created on pollution problems; an activity where students survey classmates on their transportation to school and discuss conditional sentences; and a final activity completing sentences about pollution consequences. The plan outlines learning objectives, language focus, materials, seating, possible issues, and assessment. It aims to develop students' speaking, listening, reading and writing skills through interactive group work and presentation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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 Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Barth María Pía
Período de Práctica: Segundo período
Institución Educativa: Colegio Jean Piaget
Dirección: Paseo de los carpinteros 5187, Bariloche.
Grado sección: 6° grado
Cantidad de alumnos: 26
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: Clase
Unidad Temática: “Salvando el planeta”
Clase Nº: 3
Fecha: 12/08/15
Hora: Desde 15:05 hs hasta 16:05 hs
Duración de la clase: 60 minutos
Fecha de primera entrega:05/08/15
Teaching points: Environmental issues, means of transport and conditional
sentences type 1.
Aims or goals: During this lesson, learners will be able to:
Develop their speaking skills by Describing and talking about their
brochures about environmental issues.
Develop their communicative competence by interviewing friends.
Language focus:
Functions Lexis Structures Pronunciation
Revision Talk about
things that
we can do to
save our
planet.
Talk about
pollution
problems and
describe
them.
Smoke, noise,
chemicals,
pollution,
Earth,
environment,
rubbish, oil,
gases,
poaching,
poisonous
Future “Will”
Present
simple tense
Flood /ʌ/
Chemicals /k/
2. New Talk about
means of
transport and
the way they
affect our
environment.
CUT DOWN
(phrasal)
POLLUTE
Conditional
sentences
type 1
(If I continue
using my car
to go
everywhere,
Bariloche will
suffer air
pollution)
Teaching approach: “communicative approach” and “CLIL”
Integration of skills: I’ll integrate speaking and listening by inviting students to
discuss their opinions about pollution and interviewing their friends. I will also
integrate reading and writing kills by performing activities such as gap filling.
Materials and resources: copies, pieces of chalk masking tape, pictures. Music,
CD player, surveys, copies with the homework and sentences to complete
Seating arrangement: Students will be sitting down in groups of 4 or five
students.
Possible problems / difficulties and their possible solutions during the class:
The CD player may not work; I will take my computer to the class in case it
happens.
Classroom management strategies:
Students may be a bit noisy or disruptive so I will write the word
“Dictation” on the board, every time that I have to say silence I will clean
on letter, if I clean the complete word students will have an spontaneous
dictation on Thursday.
Potential problems students may have with the language
3. Students may find it difficult to understand instructions and conditional
sentences usage, I will provide them with more examples and I will repeat the
instructions.
Assessment: I’ll asses my students’ progress by helping them to understand
using posters, repetition and encouraging them to use the dictionary.
Procedure:
Routine (3’ minutes)
I’ll greet my students “hello children! How are you today?”
Then, I’ll choose my helpers, my helper boy will wear a tie and my helper
girl will wear a necklace. I’ll ask one of them to copy the date.
Warm-up (15’ minutes)
I’ll ask different groups to present the brochures they did on Friday. “Okay
children, last class you did an excellent job! Let’s share with the other
groups your work! You will have to listen to your friends and take note of
some important ideas from each presentation. Please, group number one,
come here, can you show us the brochure? Wow! That’s great! What ideas to
help our planet did you include? Excellent! A big clap for them please” I will
repeat the same procedure with the other groups.
Presentation (7’ minutes)
“As I’m very interested in the topic of pollution, I continued looking for ideas
in order to save our environment! I found some pictures with ideas to do it,
but I do not know where I left the papers with the ideas! Can you help me
with that please? I will play some music on for you to find them, if you find
them you’ll have to stick under the correct picture that is displayed on the
board, are you ready? Go! Let’s find them!”
4. Development
Activity 1 (15’ minutes)
I will say “Did you realise that in the ideas that I found there is one that is
very easy to do… I mean the one that says “use bicycles and public
transport”…that is why I would like you to do a survey to your friends. Can
you help me to interview them? Here I have a chart to complete it.
Remember to ask all of them how do you get to school? And take notes!” I’ll
ask my helpers to hand out the copies. At the end we will compare the
answers, I’ll encourage them to say “ten students get to school by bus, 6
students get to school by car, etc”
Students will draw their results in a graphic.
Activity 2 (10’ minutes)
I will say “fantastic children! Next time that you need to go to a place think:
If I continue using my car to go everywhere, Bariloche will suffer air pollution
and If people don’t use public transport and bicycles, the city won’t be clean”. I
will introduce the First conditional. “We often use the First conditional to
talk about things that are likely to happen in the future and make
predictions, for example (and I’ll copy the sentences that I said to introduce
the topic If everyone continues using their car to go everywhere, Bariloche will
5. suffer from higher levels of air pollution and If people don’t use public
transport and bicycles, the city won’t be clean) Look! There is a real
possibility that this condition will happen. We use the PRESENT SIMPLE
tense to talk about the possible future condition (pointing to the part of the
sentence that says If I continue using my car. We use WILL+INFINITIVE to
talk about the possible future result (pointing to the parts of the sentence
that says Bariloche will suffer)” I will display the following poster in the class
to help them to remember the usage; I will also elicit more examples related
to pollution, and I will write down some of the examples on the board. At the
end students will copy the poster and examples in their copybooks.
Activity 3 (10’ minutes)
I will say “great! Now we’ll work to complete some sentences that I found on
a blog in the Internet related to pollution and its consequences. Helpers
please come here, and help me to hand out the copies. Abru, can you read
the sentences that are inside the box? Thanks, ok now we have to complete
the sentences using the phrases that are in the box…Can you help me to do
the first one?” I’ll encourage students to do the first one all together in the
board to demonstrate the activity. “Now yes! You are ready to start! You
6. have 10 minutes to do it, you’ll have to work in pairs. We will check the
sentences orally”.
Use the phrases in the box to complete the sentences.
1- If we use our car all the time, ___________________________________________________________.
2- If we stop polluting the air, _____________________________________________________________.
3- If we waste paper, ______________________________________________________________________.
4- If we don't help now, ___________________________________________________________________.
5- If we recycle paper, ____________________________________________________________________.
6- If we go on foot, _______________________________________________________________________.
7- If we switch off the lights, _____________________________________________________________.
Closure and homework (5’minutes) :
I will say “ouch! Look at the time! We must go home. Please put everything
away and remember to leave everything in order! The helpers will hand you
out a copy to do it as homework for next class. You will have to complete it
with your ideas”
we will save world.
it will be too late.
we will pollute the air.
we will save trees.
we will be healthier.
we will save energy.
people will cut down more trees.
Complete the sentences with your own ideas !
1- If we waste a lot of water, _____________________________________________________
2- If we use plastic bags,__________________________________________________________
3- If we use solar panels, _________________________________________________________