This neighborhood project based learning activity involves students building a model neighborhood out of recycled materials with different locations and occupations, role playing as those occupations to learn the vocabulary, and then presenting their location while also working to solve a real traffic problem in their own neighborhood by proposing solutions to present to the school manager. The goals are for students to learn about how their community works and gain 21st century skills like collaboration and problem solving through an engaging hands-on project.
Project Based Learning for Preschool EFL or EslVanessa Jencks
How can I create project based lesson plans for very early learners in preschool who are also learning English? That seems impossible! Created by Vanessa Jencks
Preliminary or Draft Powerpoint presentation of artwork created by art students at all levels from children in kindergarten thru adult graduate level university art majors.
Project Based Learning for Preschool EFL or EslVanessa Jencks
How can I create project based lesson plans for very early learners in preschool who are also learning English? That seems impossible! Created by Vanessa Jencks
Preliminary or Draft Powerpoint presentation of artwork created by art students at all levels from children in kindergarten thru adult graduate level university art majors.
This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.
Essentials Grid for Lindsay Booze’s Unit on Urban, Suburban, and R.docxSANSKAR20
Essentials Grid for Lindsay Booze’s Unit on Urban, Suburban, and Rural Communities
This Unit fulfills California Department of Education (Grade 2) Standard 2.2:Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
What Students Should KnowVocabulary: urban, suburban, rural, community, environment, dense, population
Facts and Information:
· The U.S. population lives in multiple places, which can be grouped into three major categories: urban, suburban, and rural areas.
· Urban areas, or cities, are land areas with many buildings and other structures used for residences, businesses, and industrial sites. Urban most often utilize public transportation, such as buses, subways, or trains and also have high population densities. Buildings are often located closer together and higher than buildings in suburban or rural areas.
· Suburban areas are on the outside of cities. People residing in suburban areas usually commute to the cities for jobs. Sometimes suburban areas have trains and buses that bring people to and from the cities. Buildings in suburban communities are usually lower and farther apart than buildings in cities. The suburbs offer the same services as cities, including schools, health care facilities, and public works.
· Rural areas are large amounts of land with lower populations than urban or suburban areas. Buildings are usually far apart and some rural communities share hospitals or schools. Rural communities can be far from urban areas. Rural communities can be farmland, but also include woodland forests, plains, deserts, and prairies.
What Students Should Understand
· The differences between Urban, Suburban and Rural communities in terms of building density, population density, animals, environment.
· Why people congregate in certain areas; access to water, ports, desirable weather, etc.
· Where most food is grown and how the system of transport takes place.
· The reasons why people transport to work or school from their homes.
What Students Should Be Able to Do
· Conduct guided research via the library or internet in order to study their community’s past. Describe the transition from rural, to suburban, etc., and population growth. Analyze how the community has changed over time.
· Design their own “community,” based upon their knowledge of the three main areas. Students should be able to draw icons and various objects associated with each community.
· Verbally compare and contrast the three main areas. Be able to discuss ideas such as population density (tightly compacted in city, each successive area is spread out more than previous area)
· Become familiar with the associated vocabulary terms.
· Express the key ideas and vocabulary in writing, sharing their family’s journey to the community, and if they have ever lived in an alternate type of community.
Strategies for Various Learning Needs
· Compacting for gifted and talented students:
These students ...
Prof. Kilpatrick defined a project as “a purposeful activity which proceeds in a social environment.”Dr. J.A Stevenson who perfected it as a method of teaching said “it ia a problematic act carried to completion in its natural setting
This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.
Essentials Grid for Lindsay Booze’s Unit on Urban, Suburban, and R.docxSANSKAR20
Essentials Grid for Lindsay Booze’s Unit on Urban, Suburban, and Rural Communities
This Unit fulfills California Department of Education (Grade 2) Standard 2.2:Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
What Students Should KnowVocabulary: urban, suburban, rural, community, environment, dense, population
Facts and Information:
· The U.S. population lives in multiple places, which can be grouped into three major categories: urban, suburban, and rural areas.
· Urban areas, or cities, are land areas with many buildings and other structures used for residences, businesses, and industrial sites. Urban most often utilize public transportation, such as buses, subways, or trains and also have high population densities. Buildings are often located closer together and higher than buildings in suburban or rural areas.
· Suburban areas are on the outside of cities. People residing in suburban areas usually commute to the cities for jobs. Sometimes suburban areas have trains and buses that bring people to and from the cities. Buildings in suburban communities are usually lower and farther apart than buildings in cities. The suburbs offer the same services as cities, including schools, health care facilities, and public works.
· Rural areas are large amounts of land with lower populations than urban or suburban areas. Buildings are usually far apart and some rural communities share hospitals or schools. Rural communities can be far from urban areas. Rural communities can be farmland, but also include woodland forests, plains, deserts, and prairies.
What Students Should Understand
· The differences between Urban, Suburban and Rural communities in terms of building density, population density, animals, environment.
· Why people congregate in certain areas; access to water, ports, desirable weather, etc.
· Where most food is grown and how the system of transport takes place.
· The reasons why people transport to work or school from their homes.
What Students Should Be Able to Do
· Conduct guided research via the library or internet in order to study their community’s past. Describe the transition from rural, to suburban, etc., and population growth. Analyze how the community has changed over time.
· Design their own “community,” based upon their knowledge of the three main areas. Students should be able to draw icons and various objects associated with each community.
· Verbally compare and contrast the three main areas. Be able to discuss ideas such as population density (tightly compacted in city, each successive area is spread out more than previous area)
· Become familiar with the associated vocabulary terms.
· Express the key ideas and vocabulary in writing, sharing their family’s journey to the community, and if they have ever lived in an alternate type of community.
Strategies for Various Learning Needs
· Compacting for gifted and talented students:
These students ...
Prof. Kilpatrick defined a project as “a purposeful activity which proceeds in a social environment.”Dr. J.A Stevenson who perfected it as a method of teaching said “it ia a problematic act carried to completion in its natural setting
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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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.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter 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.
2. Neighborhood Activity: Learning Outcomes
Students will learn about the community/neighborhood and
occupations.
Students will gain an understanding of how a neighborhood is
interconnected and why each member is important.
Students will discuss ways to alleviate traffic issues in the
neighborhood around their school and present these ideas to
the School Manager.
3. Project Description: 1. Construction
Students will use recycled materials to build a
neighborhood
• In groups of three or four students will work
together to design their chosen or assigned place
in a neighborhood
• Students will design, build, paint, and decorate
their place
• As a class students will paint a large mapped
area of the neighborhood including green land
space and blue water area; some students can
be given the task of engineer and construct
bridges where necessary
5. Project Description: 2. Play Based
Learning
Students will use occupation dolls (made from toilet
paper rolls) to play with their neighborhood.
• Students can create their occupation dolls to
either match their constructed place in the
neighborhood, or to match what they want to be
when they grow up
• Students can practice the vocabulary of the
location and occupation while playing
• Students can gain a better understanding of how
a community or neighborhood relies on other
members through their play
6. Example of what the occupation dolls may look like when finished
7. Neighborhood Locations and Occupations
Location
• Hospital
• School
• Supermarket
• Airport
• Library
• Fire Station
• Restaurant
Occupation
• Doctor, Nurse
• Teacher, Custodian
• Cashier
• Pilot
• Librarian, Author
• Firefighter
• Server, Chef
Possible Ideas:
8. Project Description: 3. Presentation
Students will present their place in the
neighborhood to the class
• Students will work with their group to present
their place in the neighborhood
• Students will tell about their place and who
works there (occupation)
• Students will describe where it is located on
the map using both geographical descriptions
(i.e. ‘near the river’) and/or in relation to the
rest of the neighborhood (i.e. ‘to the left of the
library’)
• Lastly, students will tell about what they
learned during the project
9. Project Extension: 4. Problem Solving
Students will be presented with the problem that is very familiar to
them in Ho Chi Minh City-traffic. Students will be asked to look at
their neighborhood and find solutions to the traffic problems that
we can apply to their own neighborhood around the school.
• Students will work with their group to think up solutions using
the model neighborhood they built, as well as toy cars
• Students will draw out their solutions on provided templates of
the neighborhood
• Finally, student groups will present their solutions to the class
• Once all groups have presented, the class as a whole will
reflect on the solutions and think how those solutions could be
applied to the neighborhood around the school that deals with
traffic jams everyday when students are dropped off at school
• Teachers and students can choose one solution to apply to the
school and practice to present this idea to the School Manager
10. • Activity is designed for Preschool ESL learners in Ho Chi Minh
City but can easily be adapted for Kindergarten and Early
Elementary students or ESL students anywhere
• Activity can be used to teach community or neighborhood
themes/vocabulary, maps, direction, architecture and design,
occupations
• Uses 21st century skills: collaboration, communication,
creativity, problem solving
Neighborhood Activity
11. This activity will lead to deeper understanding of community and
occupations because students are designing the places and
reenacting the roles in the neighborhood.
With role playing, students are learning a concept by doing. It is
engaging, interesting, and helps students practice their speaking
skills using the new vocabulary.
By working to solve a real problem that students face everyday,
they feel more engaged in the activity and can see the
importance of their classwork.
Deeper Understanding
12. References
Bender, William N. (2012) Project-Based Learning: Differentiating Instruction for the
21st Century. Thousand Oaks, California: Corwin.
Ford, Paula. (2016) Project-Based Learning Gives Kindergarteners Agency. Retrieved
from http://www.personalizelearning.com/2016/03/project-based-learning-
gives.html
Marzilli, Angela. (2016) Creating Authentic Kindergarten PBL. Retrieved from
https://www.bie.org/blog/creating_authentic_kindergarten_pbl