My Web Quest on Living and Non-Living Things
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In this web quest, students will learn the differences between Non-Living things. They will also learn to categorise things as living or Non- Living Things
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Katie Conkin, M.Ed., Program Director at Tuesday's Child presents on "How to Integrate the Challenging Child Into the Classroom." This presentation is ideal for Early Childhood Teachers and Social Workers.
mark [Autosaved].ppt
The passage discusses how insects are becoming more common as a food source due to their environmental and nutritional benefits. Farming insects requires far fewer resources than livestock and can help address concerns over sustainability and rising global population. While the insect farming industry is growing, incorporating insects into diets is still a challenge for some due to cultural aversions. Experts believe that as insect-based foods become more widely available and people experience the taste, they will become more accepted over time, similar to once unfamiliar foods like sushi.
IELTS Speaking Unit 3.pptx
Here are expanded responses for the topics:
T-shirts:
Yes, I like wearing t-shirts. T-shirts are comfortable and casual to wear. I have a large collection of t-shirts in different styles and colors. In the summer, I enjoy wearing t-shirts most days because they keep me cool in the hot weather. I often wear t-shirts when exercising or lounging around at home as well. Some of my favorite t-shirts have designs or logos from my favorite movies or bands.
Keys:
No, I don't think it's a good idea to leave your house keys with a neighbor. There are several reasons for this. Firstly, it's a security risk if
Brain-Based Learning-Focus on Exceptionalities: UT Arlington New Teacher Webinar
Brain-Based Learning-Focus on Exceptionalities: UT Arlington New Teacher WebinarThe University of Texas at Arlington, Dept of Curriculum and Instruction
UTA New Teacher Webinar “Brain-Based Learning: Focus on Exceptionalities”, September 20, 2014 w/ Dr. Denise Collins, Dr. Amber Brown, and Dr. Peggy Semingson
The University of Texas of Arlington presents the Fall, 2014 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=a773d149-8967-4d27-8a4a-f5c27513c011\
Link to YouTube recording (Mp4): http://youtu.be/85drmbm4IBs
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.edu Dr. Marc Schwartz
General Links Mentioned in the Webinar:
Books:
The Whole Brain Child by Daniel J. Siegel and parenting expert Tina Payne Bryson
The Autistic Brain by Temple Grandin
Link to video: •Mindfulness and Neural Integration: Daniel Siegel, MD
http://www.youtube.com/watch?v=LiyaSr5aeho
Other resources:
http://www.brainbasedlearning.net
http://www.brainbasedlearning.netValuing nature
Here are potential responses to the questions:
1. A 'spiritual connection' is a deep understanding and sense of belonging in a place. No personal gain comes from using or being in the environment.
2. To be a 'slave to time' means being controlled by schedules, deadlines, and the need to be constantly productive. It means prioritizing efficiency over other values.
3. I think I can be a slave to time/technology when I am constantly checking my phone for notifications, social media, or games even when I am with others. I also feel rushed when I have back-to-back commitments with little buffer time.
4. Being a slave to time could make it harder to
BellWork, Inside Outside Circle, Formative Assessment
The document provides ideas for warm-up activities teachers can use for the first 5 minutes of class each day, including journaling, word games, or reviewing previous lessons. It also includes sample discussion questions for reviewing science concepts around levels of
GSWC Workshop, Week 8
This document provides guidance on managing a strong-willed child's behavior using positive reinforcement techniques. It discusses using specific praise and preferential reinforcers to teach new behaviors. Problem behaviors are best reduced by strengthening desirable behaviors, not weakening undesirable ones. The key is finding an acceptable replacement behavior that serves the same functional purpose for the child. A road map activity can help children understand and choose behaviors that "work" versus those that don't.
mark [Autosaved].ppt
I don't have personal opinions or preferences about cultures. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest.
Charles E. Smith edJEWcon Bootcamp
This document summarizes a 2-day boot camp for educators on transforming education through blogging. Day 1 focused on introducing blogging and its benefits, exploring various literacies needed in today's world, and setting goals and expectations for blogging. Day 2 covered self-determined learning, assessment through documenting the learning process, and using tools like thinking routines to document and reflect on learning. The boot camp aimed to help educators learn skills to support students and shift their thinking about teaching and learning through blogging.
Socio Scientific Issue Introduction
This document provides guidance for a Year 13 internal assessment on a socio-scientific issue. Students must integrate biological knowledge to present a slideshow and podcast discussing their response to a contemporary issue. They must present a personal position and proposed actions, justifying their response by analyzing and evaluating relevant biological knowledge. Students will work independently over 4 weeks to complete the assessment, handing in research notes and references.
Socio Scientific Issues Introduction 2014
This document provides guidance for a Year 13 internal assessment on a socio-scientific issue. Students must integrate biological knowledge to present a Google Slide or PowerPoint presentation and podcast discussing their response to a contemporary issue. They must present a personal position and proposed actions, justifying their response by analyzing and evaluating relevant biological knowledge. Students will work independently over 4 weeks to complete the assessment, handing in research notes and references.
Unit op 2
This document outlines the agenda and learning objectives for four sessions on creative play activities. The sessions cover topics like defining creative play, messy play, imaginative play, and music/dance. Learning activities include painting to music, discussing play experiences, planning role play areas, and making musical instruments. The document emphasizes that creative play supports children's development in many areas and encourages setting up environments where children can explore their imagination freely.
Project Planner Blank
This document provides a template for planning a project-based learning unit. It includes sections for drafting an essential question, describing the common intellectual mission for all students, making real-world connections, and allowing for personalization and support for different types of students. Tips are provided such as using benchmarks to track progress, avoiding group grades, assessing learning rather than just responsibility, and keeping parents informed of student progress. Example essential questions are also given to provoke inquiry on topics like maritime discoveries, environmental protection, poverty issues, ancient civilizations, election campaigns, green building design, war, and cross-border differences.
SJSD New Teacher Orientation Day 2 2012
This document provides an agenda and presentation for a new teacher orientation. It includes discussions around introductions, classroom procedures, invitational vs. disinvitational language, and instructional strategies. Teachers share procedures and discuss establishing routines in their classrooms. The presentation emphasizes building positive relationships with students and intentionally creating an inviting learning environment.
LATEUPLOAD - Engaging Students in Large Classes_MON_100and200_hill
This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
Books
High quality early childhood programs should provide children with access to various learning centers throughout the day to support their development across multiple domains. Key centers that should be available include books, art, music, gross motor, fine motor, dramatic play, math, science, blocks, and sand/water play. Teachers play an important role in observing children's play and interactions in the centers to best support their learning and development. Programs are evaluated using rating scales to assess the quality of learning opportunities and teacher-child interactions provided.
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How to Integrate the Challenging Child Into the Classroom
How to Integrate the Challenging Child Into the Classroom
Brain-Based Learning-Focus on Exceptionalities: UT Arlington New Teacher Webinar
Brain-Based Learning-Focus on Exceptionalities: UT Arlington New Teacher Webinar
BellWork, Inside Outside Circle, Formative Assessment
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LATEUPLOAD - Engaging Students in Large Classes_MON_100and200_hill
LATEUPLOAD - Engaging Students in Large Classes_MON_100and200_hill
Recently uploaded
The cost of acquiring information by natural selection
This is a short talk that I gave at the Banff International Research Station workshop on Modeling and Theory in Population Biology. The idea is to try to understand how the burden of natural selection relates to the amount of information that selection puts into the genome.
It's based on the first part of this research paper:
The cost of information acquisition by natural selection
Ryan Seamus McGee, Olivia Kosterlitz, Artem Kaznatcheev, Benjamin Kerr, Carl T. Bergstrom
bioRxiv 2022.07.02.498577; doi: https://doi.org/10.1101/2022.07.02.498577
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
ESR spectroscopy in liquid food and beverages.pptx
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
Direct Seeded Rice - Climate Smart Agriculture
Direct Seeded Rice - Climate Smart AgricultureInternational Food Policy Research Institute- South Asia Office
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Bob Reedy - Nitrate in Texas Groundwater.pdf
Presented at June 6-7 Texas Alliance of Groundwater Districts Business Meeting
Micronuclei test.M.sc.zoology.fisheries.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Phenomics assisted breeding in crop improvement
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...Abdul Wali Khan University Mardan,kP,Pakistan
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills20240520 Planning a Circuit Simulator in JavaScript.pptx
Evaporation step counter work. I have done a physical experiment.
(Work in progress.)
快速办理(UAM毕业证书)马德里自治大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(UAM毕业证书)马德里自治大学毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...Advanced-Concepts-Team
Presentation in the Science Coffee of the Advanced Concepts Team of the European Space Agency on the 07.06.2024.
Speaker: Diego Blas (IFAE/ICREA)
Title: Gravitational wave detection with orbital motion of Moon and artificial
Abstract:
In this talk I will describe some recent ideas to find gravitational waves from supermassive black holes or of primordial origin by studying their secular effect on the orbital motion of the Moon or satellites that are laser ranged.在线办理(salfor毕业证书)索尔福德大学毕业证毕业完成信一模一样
学校原件一模一样【微信：741003700 】《(salfor毕业证书)索尔福德大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
8.Isolation of pure cultures and preservation of cultures.pdf
Isolation of pure culture, its various method.
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The cost of acquiring information by natural selection
The cost of acquiring information by natural selection
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
ESR spectroscopy in liquid food and beverages.pptx
ESR spectroscopy in liquid food and beverages.pptx
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
20240520 Planning a Circuit Simulator in JavaScript.pptx
20240520 Planning a Circuit Simulator in JavaScript.pptx
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
8.Isolation of pure cultures and preservation of cultures.pdf
8.Isolation of pure cultures and preservation of cultures.pdf
Basics of crystallography, crystal systems, classes and different forms
Basics of crystallography, crystal systems, classes and different forms
My Web Quest on Living and Non-Living Things
- 1. Introduction Task Process Evaluation Conclusion Credits Teacher Page MY WEB-QUEST ON LIVING AND NON-LIVING things Tenesha Senior Bethlehem Moravian College Educational Technology 2BPB ID#: 20123715 Ms. Foster.
- 2. Introduction Task Process Evaluation Conclusion Credits Teacher Page Introduction • Imagine that you have been contacted by a group of scientists asking for your help. They are exploring a recently discovered beach, and their job is to classify things that they find on the beach as living or non-living. But they don't know how to tell the difference! Will you help them? First, you must learn the differences between living and non-living things. Once you have become an expert, your mission is to create an original picture of what you would observe on the beach.
- 3. Introduction Task Process Evaluation Conclusion Credits Teacher Page Task • At the end of this lesson, you will be asked to create an original picture of things that you would observe on the beach. In this picture you will need to include both living and non-living things, and label each as thing as either living or non- living. The group of scientists will use your picture to help them classify the things that they find while exploring.
- 4. Introduction Task Process Evaluation Conclusion Credits Teacher Page Process • What are the characteristics of living things? Cookie Monster- Is it Alive? Living and Non-Living Song What can living things do? • What do you think is the most important difference between living and nonliving things? Difference Between Living and Non-Living Things • Synthesis: Visit the website below to watch a presentation about living and non-living things. Living Things Presentation
- 6. Introduction Task Process Evaluation Conclusion Credits Teacher Page Conclusion • Congratulations! You did it! You have become an expert on the characteristics of living things, and you have learned how to categorize things as living or non- living. Now the scientists will be able to classify things that they find while exploring the beach as living or non-living. Way to go! • If you would like to learn more about living and non- living things, explore the following websites: Difference between living and non-living things Classification of living and non-living thing s
- 7. Introduction Task Process Evaluation Conclusion Credits Teacher Page Credits • https://www.youtube.com/embed/giWqEPNLtBo • http://www.differencebetween.info/difference-between-living-and-non-living-things • http://schooltutoring.com/help/classification-of-living-and-non-living-things/ • https://www.youtube.com/watch?v=jDpav9mg3fs • http://www.vtaide.com/png/livingthings2.htm • http://www.differencebetween.net/science/difference-betweenliving-and-non- living-things/ • http://www.slideshare.net/tltaylor4/living-and-nonliving-things-powerpoint- 14530321 • https://www.youtube.com/watch?v=Z_aAkuK_8nQ
- 8. Introduction Task Process Evaluation Conclusion Credits Teacher Page Teacher Page • This Web Quest can be used during a science unit to introduce students to the characteristics of living things. It can also be used to teach students to differentiate between things as living or non- living. • Click here to give feedback to the author