The document provides lessons on addition concepts for 2nd grade mathematics. It covers key topics such as adding to find totals, using parts to find wholes, related addition facts, counting on to add, making 10 to add, doubles facts, and adding multiple numbers. Examples and practice problems are provided to demonstrate addition concepts and build fluency with addition facts and calculations through grade 2.
The document provides lessons on addition concepts for 2nd grade mathematics. It covers key topics such as adding to find totals, using parts to find wholes, related addition facts, counting on to add, making 10 to add, doubles facts, and adding multiple numbers. Examples and practice problems are provided to demonstrate addition concepts and build fluency with addition facts and calculations through grade 2.
This document contains a series of math worksheets for grade 1 students. The worksheets cover topics such as writing numerals, counting objects, ordinal numbers, fractions, addition, subtraction, place value, measurement, and skip counting. Each worksheet provides examples and practice problems for students to trace, write, count, compare, add, subtract, and solve. The worksheets are designed to help students learn foundational math concepts and skills in an engaging way through tracing, drawing, matching, bubbling, coloring and other hands-on activities.
This document contains instructions for creating spring fraction matching cards. It includes fractions from 1/1 to 8/8 expressed as parts of a whole using different numbers of pieces such as one-half, two-thirds, three-fourths. It also lists the creator and credits the graphics and fonts used.
This document contains a workbook for students learning to measure different units of length, volume, weight, and temperature. It includes exercises measuring objects in inches, centimeters, feet, yards, cups, pints, quarts, gallons, liters, kilograms, grams, Celsius temperature, and identifying appropriate measuring tools. Students are asked to circle, underline, write in or draw lines to match various measuring scenarios and identify reasonable answers about measuring outdoor temperature on a spring hike.
This document discusses the development of a learning management strategy that integrates constructivism theory and connectivism approach to develop 21st century skills in secondary students. The strategy was developed in two phases: identifying existing problems and strategies through interviews; and constructing the new strategy based on the findings. The strategy includes three steps: pre-learning, between learning, and post-learning. It aims to develop skills like analytical thinking, information literacy, and social responsibility through learning resources, support materials, and social networking cooperation.
This document discusses a study on developing a learning management strategy by integrating constructivism theory and connectivism approach to enhance 21st century skills for secondary students. The study involves 3 phases: 1) developing the strategy based on literature review and expert interviews, 2) implementing the strategy, and 3) evaluating the strategy's impact on analytical thinking, information literacy, and social responsibility. Preliminary findings indicate the proposed learning management strategy combines principles of constructivism and connectivism. The full findings of phases 2 and 3 are not yet available as the research is still ongoing.
My fulltext article for iseec 2014: The LMS to enhance 21st century skillsarunrat bamrungchit
The Development of Learning Management Strategy
by Integrating Constructivism Theory
and Connectivism Approach to Develop
The 21st Century Skills of Secondary Students
This document provides information about months, days, and festivals in Thailand. It includes the Thai names for the months of the year, days of the week, and several popular festivals. The months are organized by those ending in "yon" having 30 days and those ending in "kom" having 31 days. Exercises are included for the reader to practice what they've learned. References for further learning Thai language and culture are listed at the end.
This document provides an introduction and overview of a series of mini books designed to teach Thai people basic survival English for communicating in common situations like at the airport, getting directions, eating at restaurants, and shopping. The series includes four volumes focusing on these topics. The author hopes the books will help Thai people, especially those in ASEAN countries, communicate in English, particularly with increasing regional integration. The contents section previews lessons on ordering fast food and at regular sit-down restaurants, as well as fine dining etiquette. Practice exercises are included at the end.
The document provides information and examples of interactions for confirming and changing flight reservations over the phone. It includes sample dialogs for confirming flight details, reserving new departure dates, asking questions at the airport check-in counter, and finding the correct gate. The document contains multiple pages of text with explanations and examples of common questions and responses travelers may encounter when making flight arrangements or going through an airport.
This document provides an introduction and table of contents to a series of mini books teaching basic Thai language. The preface explains that the series teaches Thai vocabulary, phrases, and pronunciation in Thai script and English translation to help foreigners communicate in Thailand. It contains 5 volumes on greetings, pictionary, shopping, food, and holidays. The author hopes it will help readers speak Thai and interact with Thai people happily.
This document contains a series of math worksheets for grade 1 students. The worksheets cover topics such as writing numerals, counting objects, ordinal numbers, fractions, addition, subtraction, place value, measurement, and skip counting. Each worksheet provides examples and practice problems for students to trace, write, count, compare, add, subtract, and solve. The worksheets are designed to help students learn foundational math concepts and skills in an engaging way through tracing, drawing, matching, bubbling, coloring and other hands-on activities.
This document contains instructions for creating spring fraction matching cards. It includes fractions from 1/1 to 8/8 expressed as parts of a whole using different numbers of pieces such as one-half, two-thirds, three-fourths. It also lists the creator and credits the graphics and fonts used.
This document contains a workbook for students learning to measure different units of length, volume, weight, and temperature. It includes exercises measuring objects in inches, centimeters, feet, yards, cups, pints, quarts, gallons, liters, kilograms, grams, Celsius temperature, and identifying appropriate measuring tools. Students are asked to circle, underline, write in or draw lines to match various measuring scenarios and identify reasonable answers about measuring outdoor temperature on a spring hike.
This document discusses the development of a learning management strategy that integrates constructivism theory and connectivism approach to develop 21st century skills in secondary students. The strategy was developed in two phases: identifying existing problems and strategies through interviews; and constructing the new strategy based on the findings. The strategy includes three steps: pre-learning, between learning, and post-learning. It aims to develop skills like analytical thinking, information literacy, and social responsibility through learning resources, support materials, and social networking cooperation.
This document discusses a study on developing a learning management strategy by integrating constructivism theory and connectivism approach to enhance 21st century skills for secondary students. The study involves 3 phases: 1) developing the strategy based on literature review and expert interviews, 2) implementing the strategy, and 3) evaluating the strategy's impact on analytical thinking, information literacy, and social responsibility. Preliminary findings indicate the proposed learning management strategy combines principles of constructivism and connectivism. The full findings of phases 2 and 3 are not yet available as the research is still ongoing.
My fulltext article for iseec 2014: The LMS to enhance 21st century skillsarunrat bamrungchit
The Development of Learning Management Strategy
by Integrating Constructivism Theory
and Connectivism Approach to Develop
The 21st Century Skills of Secondary Students
This document provides information about months, days, and festivals in Thailand. It includes the Thai names for the months of the year, days of the week, and several popular festivals. The months are organized by those ending in "yon" having 30 days and those ending in "kom" having 31 days. Exercises are included for the reader to practice what they've learned. References for further learning Thai language and culture are listed at the end.
This document provides an introduction and overview of a series of mini books designed to teach Thai people basic survival English for communicating in common situations like at the airport, getting directions, eating at restaurants, and shopping. The series includes four volumes focusing on these topics. The author hopes the books will help Thai people, especially those in ASEAN countries, communicate in English, particularly with increasing regional integration. The contents section previews lessons on ordering fast food and at regular sit-down restaurants, as well as fine dining etiquette. Practice exercises are included at the end.
The document provides information and examples of interactions for confirming and changing flight reservations over the phone. It includes sample dialogs for confirming flight details, reserving new departure dates, asking questions at the airport check-in counter, and finding the correct gate. The document contains multiple pages of text with explanations and examples of common questions and responses travelers may encounter when making flight arrangements or going through an airport.
This document provides an introduction and table of contents to a series of mini books teaching basic Thai language. The preface explains that the series teaches Thai vocabulary, phrases, and pronunciation in Thai script and English translation to help foreigners communicate in Thailand. It contains 5 volumes on greetings, pictionary, shopping, food, and holidays. The author hopes it will help readers speak Thai and interact with Thai people happily.
1. 1
Stem Activity for example by Arunrat Bamrungchit
Catapult Challenge (ประลองขีปนาวุธ)
The problem: You need to move some materials from one place to another with the help of a simple
machine. Keeping what you know about force and motion in mind, your challenge is to design the catapult
that will move your materials the furthest. (เมื่อเราจาเป็นต้องย้ายวัสดุบางอย่างจากที่หนึ่งไปยังอีกด้วยความ
ช่วยเหลือของเครื่องมือที่เรียบง่าย และคุณรู้เกี่ยวกับแรงและการเคลื่อนไหว สิ่งที่ท้าทายคือ การออกแบบเครื่องยิง
ขีปนาวุธที่จะยิงได้ไกล)
Your Goal: Using supplies available to you in the classroom, build the catapult that will launch your
chosen projectile the furthest.
First, find the answers to these question using the reference tools available to your iPads, mobile
and laptops. You have 15 minutes. (ให้เวลา 15 นาที ในการค้นหาข้อมูลเกี่ยวกับเครื่องยิงขีปนาวุธ) โดยหาคาตอบ
จากคาถามด้านล่าง
1. What does a catapult do? เครื่องยิงขีปนาวุธทาอะไรได้บ้าง
_______________________________________________________________________________________________
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2. What is a projectile? เราจะใช้กระสุนอะไร
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3. How does a catapult work? เครื่องยิงทางานอย่างไร
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4. What type of simple machine is it? (incline plane, lever, pulley, screw, wedge, or wheel and axle)
How do you know? ถ้าไม่มีเครื่องยิงขีปนาวุธ นักเรียนคิดว่าเครื่องทุ่นแรงที่จะใช้ได้ผลที่สุดคืออะไร (พื้นเอียงคาน
รอก สกรู ลิ่ม หรือล้อและเพลา) นักเรียนรู้ได้อย่างไร?
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2. 2
Stem Activity for example by Arunrat Bamrungchit
Research: Research different ways to build simple catapults.
You might try online research and/or trial and error. (Googlehow to make a catapult for kids)
Decide what materials your team wants to use to build their catapult
You have 20 minutes.
The materials you will have to choose from to create your catapult are listed in the table below.
Materials we chose:
Sketch:
3. 3
Stem Activity for example by Arunrat Bamrungchit
Design: You have 30 minutes to build, test and modify your catapult.
Keep in mind:
What is your design goal? นักเรียนออกแบบเครื่องยิงขีปนาวุธเพื่ออะไร
How much force will your design require for a successful launch?
ต้องใช้กาลังเท่าใดจึงจะยิงกระสุนได้ตรงเป้ าหมาย
What angle launches the object the furthest?ต้องทามุมขนาดไหนที่ทาให้ยิงได้ไกล
Which projectile launches the furthest?วัตถุชนิดไหนที่ยิ่งได้ไกล
Have you tested a different way?ได้ทาการทดลองแบบอื่น ๆ บ้างหรือไม่
What improvements can you make?เราควรต้องปรับอะไรบ้าง
You may test every projectile, but you may only use one in the final launch.
เราควรทดสอบกระสุนทุกอย่าง แต่ควรใช้ชนิดเดียวในการยิงครั้งสุดท้าย
NEVER aim your projectiletoward a person. อย่ายิงโดนคน
Test Data:
Test
Number
Projectile used (small candy heart, large
candy heart, sweet tart, gummi heart or
marshmallow.)
Change you made and why.
เราปรับอะไรบ้างและทาไมถึงปรับ
Distance
in inches
1.
2
3.
4.
Team Final Results
Team
Number
Projectile used (small candy heart, large
candy heart, sweet tart, gummi heart
or marshmallow.)
Trial One
Distance in
inches
Trial Two
Distance in
inches
Rank
1
2
3
4
4. 4
Stem Activity for example by Arunrat Bamrungchit
Observations Based on Data Evidence
1. Overall, which projectile seemed to launch the furthest? What do you think made that one go further?
กระสุน (วัตถุ) อะไรที่ยิงได้ไกลที่สุด และอะไรที่ทาให้วัตถุหรือกระสุนไปได้ไกล
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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_______________________________________________________________________________________________
2. What one material do you think made the biggest difference in creating a successful catapult? Explain
why you chose that one. วัตถุชนิดใดที่นักเรียนคิดว่าทาให้เครื่องยิงของนักเรียนยิงได้ไกลและตรงเป้ าที่สุด
ให้นักเรียนอธิบายว่าทาไมจึงใช้วัสดุนั้น
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. What forces were used to move the projectile—pushes or pulls? Explain your answer by giving
examples using your catapult design. เราใช้แรงอะไรในการเคลื่อนย้ายวัตถุ ดึงหรือผลัก? ให้อธิบายและ
ยกตัวอย่างประกอบโดยใช้เครื่องยิงของนักเรียน
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
4. What happens to the projectile if no force is applied? Why? จะเกิดอะไรกับวัตถุถ้าไม่มีการออกแรง และทาไม
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_______________________________________________________________________________________________
_______________________________________________________________________________________________
5. What would you do differently next time and why? ครั้งต่อไปจะทาอย่างไรจึงจะแตกต่างจากการทดลองครั้งนี้
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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5. 5
Stem Activity for example by Arunrat Bamrungchit
Catapult Challenge 2
Your Goal: Using supplies available to you in the classroom, build the catapult that can launch
a projectile to hit a six-inch target that is 36 inches away.
(ให้ใช้วัสดุที่มีในห้องเรียน สร้างเครื่องยิง ที่สามารถยิงกระสุนให้ถึงเป้ าที่มีขนาด 6 นิ้ว และระยะทางไกล 36 นิ้ว
โดยใช้เวลา 15 นาที)
You have 15 minutes to build, test and modify your catapult!
1. How is this catapult different from your last one? (เครื่องยิงตัวนี้แตกต่างจากตัวก่อนอย่างไร)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. Explain why your team made the changes you did. What were you thinking?
(อธิบายเกี่ยวกับการปรับเปลี่ยนเครื่องยิงของกลุ่มนักเรียน และคิดอย่างไรจึงปรับเปลี่ยน)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Test Data:
Test
Number
Projectile used (วัตถุที่ใช้ยิง)
(small candy heart, large candy
heart, sweet tart, gummi heart or
marshmallow.)
Changes you
made and why.
เราปรับอะไรบ้าง
และทาไมถึงปรับ
Did it hit the
bull’s eye?
Yes/no ยิงได้ตรง
เป้ าหรือไม่
How many inches
away from the
target? ยิงได้ห่างจาก
เป้ าหมายกี่นิ้ว
1
2
3
Questions to Discuss
What type of energy did your catapult use?เครื่องยิงของเราใช้พลังงานแบบใด
What makes the projectilego the furthest? อะไรที่ทาให้วัตถุไปได้ไกล
What projectile goes the furthest?วัตถุหรือกระสุนแบบใดที่ไปได้ไกลที่สุด
What makes the catapult more accurate?อะไรทาให้เครื่องยิงตรงเป้ าที่สุด
Does mass affect the results?มวลทั้งหมดมีผลต่อผลลัพธ์หรือไม่
How do objects move?วัตถุเคลื่อนไหวอย่างไร
How did the catapult set the object in motion? เครื่องยิงกาหนดทิศทางการเคลื่อนไหวของวัตถุอย่างไร
What happens when you move the fulcrum?จะเกิดอะไรขึ้นถ้าเราย้ายจุดศูนย์กลาง
What is the relationship between force and distance? อะไรคือความสัมพันธ์ระหว่างแรงและระยะทาง
What happens when you adjust the angle?ถ้าเราปรับมุมของเครื่องยิงจะเกิดอะไรขึ้น