This document outlines a project for students to take action after designing and maintaining a school garden. It describes 5 groups that will complete tasks to educate and engage the middle school students. The tour leader group will give an introduction, tour, and closing. The designers will explain the design process. The informative group will provide background on plants and science. The cooks will create dishes from the harvest and explain nutrition. The competitors will organize food-related games. All groups must create a presentation board and secure materials for their task or event. The overall goals are to improve the school community through sharing the garden.
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They also must create a "My Grades" section and publish the webpage by a due date.
Inquiry on waves knowledge handouts and notesGhaundar
The document contains a vocabulary list of 22 science terms for grade 8 students. It then provides organizers for students to write definitions and example sentences for each vocabulary word. The organizers include sections for the main idea, supporting ideas, and details. They guide students to take notes and summarize a reading on waves and wave behavior. The last page is about electromagnetic waves, how they are produced by moving charged particles, and how they carry energy without needing a medium.
This document contains brief descriptions of 4 journal entries. The first journal discusses the writer's thoughts on group work. The second journal shares the writer's thoughts and questions from their science class that day. The third journal asks how one can better understand and get along with group members of varying abilities. The fourth journal prompts the writer to reflect on their class experience so far and speculate how the class will continue its inquiry process.
Solving the Resource Problem Other Handouts and NotesGhaundar
Group work requires listening attentively, recognizing differences in learning styles, and finding ways to compromise. The document describes several learning styles like verbal, visual, kinesthetic, and provides strategies for partners to understand each other. It suggests being aware of your own style, listening to understand your partner's style, showing understanding of differences, trying each other's styles, compromising through new task approaches, or finding separate supporting roles. Recognizing differences is key to effective group work.
Inquiry on Weather process handouts and notesGhaundar
This document provides guidance for making scientific predictions and hypotheses about weather-related topics. It contains examples of predictions with identified independent and dependent variables, as well as hypotheses statements. The examples relate the amount of sunlight or heat to water evaporation rates, air temperature to distance from the Earth's core, and thickness of the ozone layer to exposure to UV rays. The document also provides exercises for learners to identify variables in predictions and reword simple predictions into proper scientific predictions with potential hypotheses.
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They also must create a "My Grades" section and publish the webpage by a due date.
The document discusses 3 journal entries about different demonstrations: the first is about a rope demonstration, the second discusses a wire and wedding ring demonstration, and the third reflects on what was learned from a debate and its connections to science.
This document provides instructions for students to create a mini science webpage and complete a research report assignment over winter break. It outlines several parts:
1) Students will summarize 3 sections of a textbook chapter to review summarizing skills and learn background on their topic.
2) They will choose a topic for their research report from headings in their textbook chapter. The topic must be approved by their teacher.
3) Students will plan their report by brainstorming questions about their topic and taking notes to find answers.
The assignment involves creating a science webpage, writing summaries, selecting a report topic, and planning research through questioning and note-taking to learn more about their chosen topic.
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They also must create a "My Grades" section and publish the webpage by a due date.
Inquiry on waves knowledge handouts and notesGhaundar
The document contains a vocabulary list of 22 science terms for grade 8 students. It then provides organizers for students to write definitions and example sentences for each vocabulary word. The organizers include sections for the main idea, supporting ideas, and details. They guide students to take notes and summarize a reading on waves and wave behavior. The last page is about electromagnetic waves, how they are produced by moving charged particles, and how they carry energy without needing a medium.
This document contains brief descriptions of 4 journal entries. The first journal discusses the writer's thoughts on group work. The second journal shares the writer's thoughts and questions from their science class that day. The third journal asks how one can better understand and get along with group members of varying abilities. The fourth journal prompts the writer to reflect on their class experience so far and speculate how the class will continue its inquiry process.
Solving the Resource Problem Other Handouts and NotesGhaundar
Group work requires listening attentively, recognizing differences in learning styles, and finding ways to compromise. The document describes several learning styles like verbal, visual, kinesthetic, and provides strategies for partners to understand each other. It suggests being aware of your own style, listening to understand your partner's style, showing understanding of differences, trying each other's styles, compromising through new task approaches, or finding separate supporting roles. Recognizing differences is key to effective group work.
Inquiry on Weather process handouts and notesGhaundar
This document provides guidance for making scientific predictions and hypotheses about weather-related topics. It contains examples of predictions with identified independent and dependent variables, as well as hypotheses statements. The examples relate the amount of sunlight or heat to water evaporation rates, air temperature to distance from the Earth's core, and thickness of the ozone layer to exposure to UV rays. The document also provides exercises for learners to identify variables in predictions and reword simple predictions into proper scientific predictions with potential hypotheses.
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They also must create a "My Grades" section and publish the webpage by a due date.
The document discusses 3 journal entries about different demonstrations: the first is about a rope demonstration, the second discusses a wire and wedding ring demonstration, and the third reflects on what was learned from a debate and its connections to science.
This document provides instructions for students to create a mini science webpage and complete a research report assignment over winter break. It outlines several parts:
1) Students will summarize 3 sections of a textbook chapter to review summarizing skills and learn background on their topic.
2) They will choose a topic for their research report from headings in their textbook chapter. The topic must be approved by their teacher.
3) Students will plan their report by brainstorming questions about their topic and taking notes to find answers.
The assignment involves creating a science webpage, writing summaries, selecting a report topic, and planning research through questioning and note-taking to learn more about their chosen topic.
Course outline project updated after commentsaedt2150
1. This 1-month nutrition course for adolescents takes place on Wednesdays from 4-5pm in Room 205 from April 1st to April 30th. It is taught by Emma Smith.
2. The purpose of the course is to educate students about reading nutrition labels and identifying healthy ingredients so they can make better food choices and develop healthy diets. Students will engage with videos, activities, and an online course website.
3. Evaluation includes formative assessments of understanding nutrition labels and a summative group project on implementing a healthy lifestyle. Students are assessed on their understanding of nutrition facts, healthy choices, and ability to educate others.
This document outlines an action research and innovation session that aims to:
1. Discuss what action research is and how to plan an action research project.
2. Develop teachers' skills in conducting action research and innovating.
3. Have participants plan their own action research projects to present at the end of the workshop.
The session involves introducing action research, discussing how to conduct effective action research projects, and having participants analyze examples and plan their own projects to share their outputs. The goal is to help teachers improve their skills in research, innovation, and developing innovative practices.
The document provides guidance on interpreting plans and drawings for agricultural crop production, noting the importance of acquainting oneself with relevant government plans to reduce risks and enhance farming business. It also stresses that making a planting layout will help maximize land area and that a whole-farm plan considers physical, financial, and human resources for the present and future. Sample farm labor requirements are also provided for different stages of production.
This document outlines an online instructional unit to develop healthy eating habits. The unit is self-paced and takes approximately 2 hours to complete. It provides basic nutritional information and recommends adding more fruits and vegetables to one's daily diet. The unit utilizes various interactive activities and games to help learners identify nutritious foods and gradually increase their healthy eating habits.
The document outlines the program outcomes and course outcomes for several semesters of a Bachelor of Arts in Home Economics. The program aims to provide students with knowledge of resources, food and nutrition, human development, interior design, and decision making skills. Specific course outcomes include understanding principles of food and nutrition, planning diets and meals, developing skills in food preparation and decoration, and learning about child development and parenting.
Basic Steps to Gardening with Special Focus on Small Gardens for the Secondary School Classroom or Household
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document provides a lesson plan for teaching elementary school students about composting. It includes sections on the project description, teacher guide, handouts, and requirements. The lesson plan involves students learning about composting through a hands-on activity where they observe the decomposition process in jars containing different organic materials. They will learn that composting reduces waste and recycles nutrients into soil. The goal is for students to gain an understanding of composting and its benefits, and to apply their new knowledge by starting a compost bin in their classroom.
This document provides an overview of the goals and design process for the Computer/Design Technology department at St Dominic's. It outlines the department's aims to develop students' practical, analytical, organizational, and social skills through problem-solving design challenges. The design cycle is described in five stages: investigate, design, plan, create, and evaluate. It also discusses the community of learning at St Dominic's, emphasizing respect, rights and responsibilities of students, and organizational skills needed to be effective learners.
This document provides an overview of the goals and design process for the Computer/Design Technology department at St Dominic's. It outlines the department's aims to develop students' practical, analytical, organizational, and social skills through problem-solving design challenges. The design cycle is described in five stages: investigate, design, plan, create, and evaluate. It also discusses the community of learning at St Dominic's, emphasizing respect, rights and responsibilities of students, and organizational skills needed to be effective learners.
CHAPTER 111 How are project classifications used in the capitaEstelaJeffery653
CHAPTER 11
1 How are project classifications used in the capital budgeting process?
2 What are three potential flaws with the regular payback method? Does the discounted payback method correct all three flaws? Explain.
8 Project X is very risky and has an NPV of $3 million. Project Y is very safe and has a NPV of $2.5million. They are mutually exclusive and project risk has been properly considered in the NPV analyses. Which project should be choses? Explain.
COMPLETE THE FOLLOWING QUESTIONS FROM THE IMAGE-
12-2
12-6
12-8
12-11
12-12
ANSWER THE FOLLOWING QUESTIONS FROM THE IMAGE BELOW
13-1
13-4
Nutrition, Health and Wellness
Nutritional Assessment GuidelinesPurpose
To evaluate, compare, and analyze menus from different agencies and suggest revisions for healthier food choices based on the cultural and age group. Students in a cultural concentration will use that specific cultural focus to complete this assignment. Those students in a cultural concentration (such as the Hispanic concentration) should be grouped together for this assignment. However, should the groups be mixed (with students in the cultural concentration and students not in the cultural concentration), the RUA must explore the cultural concentration (e.g., Hispanic).
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO1. Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (POs 1 & 2)
CO2. Describe nutritional needs for optimal health and wellness throughout the lifespan. (POs 1 & 2)
CO3. Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (POs 1 & 2)
CO4. Describe evidence-based practice interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (POs 1 & 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 pointsPreparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Identify target groups- your team will be assigned the specific type of facility menus to research. As a team, you will select two facilities which care for your population’s demographic (age, culture). For teams with one or more members enrolled in a cultural concentration option, the entire team should select facilities which care for that population’s demographic. The instructor may provide the team’s assigned age group and the type of facility in which the clients receive care. Team size may vary, depending on class size. Three to five students per team is ideal.
2. Search for some differences between the facilities, such as urban versus rural, small versus large, or teaching versus non-teaching organizations.
3. Facilities and populations may include
a. Elementary schools
4. All ...
This module provides instruction on proper storage and handling of cleaned kitchen tools and equipment. It discusses maintaining gas stoves, refrigerators, and kitchen areas through cleaning. The steps for cleaning each are outlined, including using solutions like vinegar, baking soda, and soap. Proper storage of items is also covered, such as pots and pans in lower cabinets, and measuring tools in drawers. The module aims to teach students to properly maintain equipment and work areas to prevent recontamination and promote accessibility.
The document provides information about a Technology and Livelihood Education module on food processing for Grade 7/8 students. It includes details about the module such as the writers, editors, and management team involved in developing it. The module covers interpreting a layout plan, explaining the meanings of signs and symbols used in layout plans for fish processing areas.
This document provides guidance for a lesson plan asking students to create a podcast explaining the food guide pyramid, including identifying the different food groups, recommended daily servings, nutrients provided by foods, and physical activities for health. Students will work in groups to research different sections of the food guide pyramid and then create a podcast presentation using PowerPoint and recording their voices. The final podcast will be presented to the whole class.
Ashford edu 692 week 5 discussion 1 decisionsvindaniel123
This document provides guidance for an online discussion forum about decisions teachers must make. Students are asked to:
1) Analyze the decisions needed to design and implement an innovative educational program they previously researched, including macro-level and micro-level cultural influences.
2) Respond to at least two classmates' posts by agreeing or disagreeing with their analysis of decisions and cultural influences.
3) Further discussion by responding to any comments or questions from others.
Ashford edu 692 week 5 discussion 1 decisionschrishjennies
ash edu 692 week 5 assignment a case for problem based learning,edu 692 week 5 discussion 1 decisions,edu 692 week 5 discussion 1 decisions,ash edu 692 week 5,edu 692 week 5,edu 692 week 5 final paper,ash edu 692 week 5 tutorial,ash edu 692 week 5 assignment,ash edu 692 week 5 help
Here are the key points about cleaning and sanitizing:
- Cleaning removes dirt, food particles, and grease/oil from surfaces. It does not necessarily kill microorganisms. Cleaning is done using detergents.
- Sanitizing reduces the number of microorganisms to safe levels through the use of heat or chemicals. The goal is to kill germs and bacteria that cause disease.
- Both cleaning and sanitizing are important to ensure food safety. Cleaning removes soil that harbors microbes, while sanitizing kills any remaining microbes.
- Common sanitizing methods include heat (171°F hot water or 165°F for dish machines), chlorine, i
This document provides an introduction to the Technology and Livelihood Education 7 Alternative Delivery Mode (ADM) Module in Cookery. It discusses the importance of learning cookery, including improving cooking skills, promoting self-esteem, and starting a culinary career. It describes various job opportunities in cookery, such as chef, caterer, restaurant cook, executive chef, food and beverage manager, restaurant manager, sales coordinator, front office agent, food stylist, and food writer. The document emphasizes that cookery is both an art and a science of preparing food for consumption using heat. It encourages learners to stay focused and take responsibility for their learning through the self-paced module.
2012 06 04 come grow with us policy letter encl 1Navy CYP
The "Come Grow with Us" garden initiative aims to promote healthy eating among military children and families worldwide by supporting gardens at youth programs. The initiative involves a seven step process: 1) learning about First Lady Michelle Obama's "Let's Move" campaign; 2) developing a community team; 3) inviting speakers on gardening; 4) creating a garden plan; 5) incorporating gardening into the curriculum; 6) preparing a budget; and 7) submitting an after action report. The goal is to use gardens to educate children about nutrition and physical activity in a fun way in order to reduce childhood obesity.
2012 08 03 2 come grow with us policy letter encl 1Navy CYP
The "Come Grow with Us" garden initiative aims to promote healthy eating among military children and families worldwide by supporting gardens at youth programs. The initiative involves a 7 step process: 1) learning about First Lady Michelle Obama's "Let's Move" campaign; 2) developing a community team; 3) inviting speakers on gardening; 4) creating a garden plan; 5) incorporating gardening into the curriculum; 6) preparing a budget; and 7) submitting an after action report. The goal is to use gardens to educate children about nutrition and physical activity in a fun way to reduce childhood obesity.
Kb on Matter and Chemistry journals entriesGhaundar
This document lists 3 potential journal topics: Journal 1 discusses reflections on a case study debate about lead poisoning, Journal 2 presents informal views on the topic of tap water, and Journal 3 proposes some ideas about plumbing systems.
I apologize, upon further reflection I do not feel comfortable advising students on specific science fair projects or experiments without oversight from their teachers or parents. Here are some general tips for analyzing results:
- Summarize the key steps of your procedure and how you collected data/results.
- Look for any patterns or trends in your results. Compare different trials. Are results consistent?
- Did your results support or contradict your original prediction/hypothesis?
- Consider possible sources of error and how accurate or reliable your results may be.
- Brainstorm what other factors could have influenced your results.
- Draw conclusions based on analyzing your results. Do not just repeat your original hypothesis.
- You can create graphs, charts
Course outline project updated after commentsaedt2150
1. This 1-month nutrition course for adolescents takes place on Wednesdays from 4-5pm in Room 205 from April 1st to April 30th. It is taught by Emma Smith.
2. The purpose of the course is to educate students about reading nutrition labels and identifying healthy ingredients so they can make better food choices and develop healthy diets. Students will engage with videos, activities, and an online course website.
3. Evaluation includes formative assessments of understanding nutrition labels and a summative group project on implementing a healthy lifestyle. Students are assessed on their understanding of nutrition facts, healthy choices, and ability to educate others.
This document outlines an action research and innovation session that aims to:
1. Discuss what action research is and how to plan an action research project.
2. Develop teachers' skills in conducting action research and innovating.
3. Have participants plan their own action research projects to present at the end of the workshop.
The session involves introducing action research, discussing how to conduct effective action research projects, and having participants analyze examples and plan their own projects to share their outputs. The goal is to help teachers improve their skills in research, innovation, and developing innovative practices.
The document provides guidance on interpreting plans and drawings for agricultural crop production, noting the importance of acquainting oneself with relevant government plans to reduce risks and enhance farming business. It also stresses that making a planting layout will help maximize land area and that a whole-farm plan considers physical, financial, and human resources for the present and future. Sample farm labor requirements are also provided for different stages of production.
This document outlines an online instructional unit to develop healthy eating habits. The unit is self-paced and takes approximately 2 hours to complete. It provides basic nutritional information and recommends adding more fruits and vegetables to one's daily diet. The unit utilizes various interactive activities and games to help learners identify nutritious foods and gradually increase their healthy eating habits.
The document outlines the program outcomes and course outcomes for several semesters of a Bachelor of Arts in Home Economics. The program aims to provide students with knowledge of resources, food and nutrition, human development, interior design, and decision making skills. Specific course outcomes include understanding principles of food and nutrition, planning diets and meals, developing skills in food preparation and decoration, and learning about child development and parenting.
Basic Steps to Gardening with Special Focus on Small Gardens for the Secondary School Classroom or Household
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document provides a lesson plan for teaching elementary school students about composting. It includes sections on the project description, teacher guide, handouts, and requirements. The lesson plan involves students learning about composting through a hands-on activity where they observe the decomposition process in jars containing different organic materials. They will learn that composting reduces waste and recycles nutrients into soil. The goal is for students to gain an understanding of composting and its benefits, and to apply their new knowledge by starting a compost bin in their classroom.
This document provides an overview of the goals and design process for the Computer/Design Technology department at St Dominic's. It outlines the department's aims to develop students' practical, analytical, organizational, and social skills through problem-solving design challenges. The design cycle is described in five stages: investigate, design, plan, create, and evaluate. It also discusses the community of learning at St Dominic's, emphasizing respect, rights and responsibilities of students, and organizational skills needed to be effective learners.
This document provides an overview of the goals and design process for the Computer/Design Technology department at St Dominic's. It outlines the department's aims to develop students' practical, analytical, organizational, and social skills through problem-solving design challenges. The design cycle is described in five stages: investigate, design, plan, create, and evaluate. It also discusses the community of learning at St Dominic's, emphasizing respect, rights and responsibilities of students, and organizational skills needed to be effective learners.
CHAPTER 111 How are project classifications used in the capitaEstelaJeffery653
CHAPTER 11
1 How are project classifications used in the capital budgeting process?
2 What are three potential flaws with the regular payback method? Does the discounted payback method correct all three flaws? Explain.
8 Project X is very risky and has an NPV of $3 million. Project Y is very safe and has a NPV of $2.5million. They are mutually exclusive and project risk has been properly considered in the NPV analyses. Which project should be choses? Explain.
COMPLETE THE FOLLOWING QUESTIONS FROM THE IMAGE-
12-2
12-6
12-8
12-11
12-12
ANSWER THE FOLLOWING QUESTIONS FROM THE IMAGE BELOW
13-1
13-4
Nutrition, Health and Wellness
Nutritional Assessment GuidelinesPurpose
To evaluate, compare, and analyze menus from different agencies and suggest revisions for healthier food choices based on the cultural and age group. Students in a cultural concentration will use that specific cultural focus to complete this assignment. Those students in a cultural concentration (such as the Hispanic concentration) should be grouped together for this assignment. However, should the groups be mixed (with students in the cultural concentration and students not in the cultural concentration), the RUA must explore the cultural concentration (e.g., Hispanic).
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO1. Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (POs 1 & 2)
CO2. Describe nutritional needs for optimal health and wellness throughout the lifespan. (POs 1 & 2)
CO3. Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (POs 1 & 2)
CO4. Describe evidence-based practice interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (POs 1 & 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 pointsPreparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Identify target groups- your team will be assigned the specific type of facility menus to research. As a team, you will select two facilities which care for your population’s demographic (age, culture). For teams with one or more members enrolled in a cultural concentration option, the entire team should select facilities which care for that population’s demographic. The instructor may provide the team’s assigned age group and the type of facility in which the clients receive care. Team size may vary, depending on class size. Three to five students per team is ideal.
2. Search for some differences between the facilities, such as urban versus rural, small versus large, or teaching versus non-teaching organizations.
3. Facilities and populations may include
a. Elementary schools
4. All ...
This module provides instruction on proper storage and handling of cleaned kitchen tools and equipment. It discusses maintaining gas stoves, refrigerators, and kitchen areas through cleaning. The steps for cleaning each are outlined, including using solutions like vinegar, baking soda, and soap. Proper storage of items is also covered, such as pots and pans in lower cabinets, and measuring tools in drawers. The module aims to teach students to properly maintain equipment and work areas to prevent recontamination and promote accessibility.
The document provides information about a Technology and Livelihood Education module on food processing for Grade 7/8 students. It includes details about the module such as the writers, editors, and management team involved in developing it. The module covers interpreting a layout plan, explaining the meanings of signs and symbols used in layout plans for fish processing areas.
This document provides guidance for a lesson plan asking students to create a podcast explaining the food guide pyramid, including identifying the different food groups, recommended daily servings, nutrients provided by foods, and physical activities for health. Students will work in groups to research different sections of the food guide pyramid and then create a podcast presentation using PowerPoint and recording their voices. The final podcast will be presented to the whole class.
Ashford edu 692 week 5 discussion 1 decisionsvindaniel123
This document provides guidance for an online discussion forum about decisions teachers must make. Students are asked to:
1) Analyze the decisions needed to design and implement an innovative educational program they previously researched, including macro-level and micro-level cultural influences.
2) Respond to at least two classmates' posts by agreeing or disagreeing with their analysis of decisions and cultural influences.
3) Further discussion by responding to any comments or questions from others.
Ashford edu 692 week 5 discussion 1 decisionschrishjennies
ash edu 692 week 5 assignment a case for problem based learning,edu 692 week 5 discussion 1 decisions,edu 692 week 5 discussion 1 decisions,ash edu 692 week 5,edu 692 week 5,edu 692 week 5 final paper,ash edu 692 week 5 tutorial,ash edu 692 week 5 assignment,ash edu 692 week 5 help
Here are the key points about cleaning and sanitizing:
- Cleaning removes dirt, food particles, and grease/oil from surfaces. It does not necessarily kill microorganisms. Cleaning is done using detergents.
- Sanitizing reduces the number of microorganisms to safe levels through the use of heat or chemicals. The goal is to kill germs and bacteria that cause disease.
- Both cleaning and sanitizing are important to ensure food safety. Cleaning removes soil that harbors microbes, while sanitizing kills any remaining microbes.
- Common sanitizing methods include heat (171°F hot water or 165°F for dish machines), chlorine, i
This document provides an introduction to the Technology and Livelihood Education 7 Alternative Delivery Mode (ADM) Module in Cookery. It discusses the importance of learning cookery, including improving cooking skills, promoting self-esteem, and starting a culinary career. It describes various job opportunities in cookery, such as chef, caterer, restaurant cook, executive chef, food and beverage manager, restaurant manager, sales coordinator, front office agent, food stylist, and food writer. The document emphasizes that cookery is both an art and a science of preparing food for consumption using heat. It encourages learners to stay focused and take responsibility for their learning through the self-paced module.
2012 06 04 come grow with us policy letter encl 1Navy CYP
The "Come Grow with Us" garden initiative aims to promote healthy eating among military children and families worldwide by supporting gardens at youth programs. The initiative involves a seven step process: 1) learning about First Lady Michelle Obama's "Let's Move" campaign; 2) developing a community team; 3) inviting speakers on gardening; 4) creating a garden plan; 5) incorporating gardening into the curriculum; 6) preparing a budget; and 7) submitting an after action report. The goal is to use gardens to educate children about nutrition and physical activity in a fun way in order to reduce childhood obesity.
2012 08 03 2 come grow with us policy letter encl 1Navy CYP
The "Come Grow with Us" garden initiative aims to promote healthy eating among military children and families worldwide by supporting gardens at youth programs. The initiative involves a 7 step process: 1) learning about First Lady Michelle Obama's "Let's Move" campaign; 2) developing a community team; 3) inviting speakers on gardening; 4) creating a garden plan; 5) incorporating gardening into the curriculum; 6) preparing a budget; and 7) submitting an after action report. The goal is to use gardens to educate children about nutrition and physical activity in a fun way to reduce childhood obesity.
Similar to The Cell process handouts and notes (20)
Kb on Matter and Chemistry journals entriesGhaundar
This document lists 3 potential journal topics: Journal 1 discusses reflections on a case study debate about lead poisoning, Journal 2 presents informal views on the topic of tap water, and Journal 3 proposes some ideas about plumbing systems.
I apologize, upon further reflection I do not feel comfortable advising students on specific science fair projects or experiments without oversight from their teachers or parents. Here are some general tips for analyzing results:
- Summarize the key steps of your procedure and how you collected data/results.
- Look for any patterns or trends in your results. Compare different trials. Are results consistent?
- Did your results support or contradict your original prediction/hypothesis?
- Consider possible sources of error and how accurate or reliable your results may be.
- Brainstorm what other factors could have influenced your results.
- Draw conclusions based on analyzing your results. Do not just repeat your original hypothesis.
- You can create graphs, charts
Kb on Matter and Chemistry process handouts and notesGhaundar
Ernest Rutherford studied the structure of atoms in the early 1900s. He initially believed that atoms were like "loosely packed snowballs" with positive charge and mass evenly distributed. However, when he fired alpha particles at gold foil, some particles bounced back, contrary to this model. This led Rutherford to conclude atoms have small, dense, positively charged nuclei. Later, Niels Bohr built on this work by proposing electrons orbit nuclei in set energy levels, addressing a problem with Rutherford's model. Scientific knowledge is built through collaboration and ideas being tested, scrutinized, and built upon over time.
Kb on Matter and Chemistry knowledge handouts and notesGhaundar
This document provides definitions and examples to help explain key concepts about electrons and electron configuration. It defines electrons as negatively charged subatomic particles found outside an atom's nucleus that occupy different energy levels. The number of electrons in each energy level follows a mathematical pattern. Elements are arranged on the periodic table based on their number of protons and electrons. Elements in the same group have the same outer electron configuration, which influences their chemical properties such as reactivity and stability. Electron dot diagrams are used to represent an element's electron configuration.
This document provides guidance for middle school students on creating a science fair project presentation. It discusses the three main parts to consider: resources, organization of resources, and use of resources. For resources, it describes creating pages on the purpose, prediction and hypothesis, materials, procedure, analysis, application, and citations. It also recommends including charts, figures, photos, and a model. For organization, it discusses creating a display board and report to present these resources. Finally, it discusses presenting the project to others at school. The overall summary is that this document outlines the key components and steps for students to follow to successfully create and present a science fair project.
Inquiry on animals process handouts and notesGhaundar
The document provides instructions for an inquiry activity involving making predictions about cubes. It explains that students will work in groups to answer questions about two similar activities involving cubes. For each activity, students are asked to write an inquiry question, brainstorm ways to answer it, and make a prediction to answer the question based on their ideas. The document provides examples of inquiry questions and prompts for students to write their predictions and the reasoning behind them. It emphasizes that the goal is for students to have fun learning about the inquiry process.
Inquiry on animals knowledge handouts and notesGhaundar
This document provides a list of 33 vocabulary words related to an inquiry on animals for 6th grade science. For each word, students are instructed to write a definition and use the word in their own sentence as part of a vocabulary building exercise for a research project on animals.
The journal entry discusses two activities - Fizz and Catch Ruler. The writer reflects on what they learned from participating in these two classroom exercises. In a few short sentences, the journal aims to summarize the key lessons and takeaways.
This document provides guidance for middle school students on creating a science fair project presentation. It outlines the three main parts to consider: 1) resources to create, including title pages summarizing each stage of inquiry and charts/figures from results; 2) organizing resources on a display board and in a report; and 3) presenting the project to an audience. Students are encouraged to follow the steps and use the provided templates and websites for examples to help publish their inquiry in a clear, professional format for a science fair.
This document provides an overview of correlational studies, comparing them to traditional scientific inquiries. It discusses two key differences: 1) inquiries use controlled experiments while correlational studies observe variables naturally, and 2) inquiries look at one variable while correlational studies aim to find connections between variables. The document then describes three types of correlational studies and lists the basic steps of a correlational study process.
1. The document contains a vocabulary list of 35 terms related to a correlational study of the Earth's surface and below.
2. The terms include landforms, geological processes, and hydrological features.
3. The organizer provides space under each term to write a definition and example sentence.
Nature of Science knowledge handouts and notesGhaundar
Here are two short writing pieces for you to analyze critically:
Piece 1:
My friend told me that vaccines cause autism. I heard this from several other people too. I think I will not vaccinate my children because I don't want them to get autism.
Piece 2:
Many scientists have studied whether vaccines cause autism and they have found no link. Large studies with hundreds of thousands of children have all found that vaccines do not increase the risk of autism. While autism diagnosis has increased over the decades, this is likely because we have learned to recognize it better and the definition has expanded. Herd immunity is also important to protect those who cannot get vaccinated like newborns or people with
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They also must create a "My Grades" section and publish the webpage by a due date.
Inquiry on Weather knowledge handouts and notesGhaundar
The document provides definitions and example sentences for 27 terms related to weather and climate. It defines key concepts such as humidity, dew point, meteorologist, and types of fronts and storms. For each term, it gives a brief definition and an original sentence from the summarizer. The document aims to build vocabulary around conditions and phenomena related to the weather.
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They must also create a "My Grades" section and publish the webpage by a due date.
Cellular processes like photosynthesis and respiration involve chemical reactions within cells, where various compounds interact and break down or form new compounds. These chemical reactions make up metabolism and require enzyme proteins to help reactions occur properly and efficiently. Photosynthesis captures light energy which powers reactions that use carbon dioxide and water to produce oxygen and glucose, storing the energy in glucose for later use by the plant.
Solving the resource problem knowledge handouts and notesGhaundar
The document is a summary note for a section on minerals from a science textbook. It begins by recapping that fossil fuels come from once-living things. It then states that minerals come from non-living things and have unique characteristics and qualities. The summary proceeds to list the key characteristics that define a mineral: they are naturally occurring, inorganic, solid substances with definite chemical compositions and crystalline structures. It provides examples for each characteristic. The summary concludes by explaining that crystals in minerals form through either ionic or covalent bonding in orderly repeating patterns.
Designing a school garden knowledge handouts and notesGhaundar
The document lists key vocabulary terms related to biology:
1. It defines terms like organism, cell, homeostasis, and others.
2. It explains that living things are made of cells, respond to stimuli, and maintain internal balance.
3. All living things require energy, grow and develop, and can reproduce.
Solving the resource problem journal entriesGhaundar
This document contains journal prompts for 5 entries on various topics including group work, natural resources, reading to find ideas to solve problems, developing ideas for creating a country, and understanding group members of different levels. It also includes a note about a speech journal being marked for a project score.
Designing a school garden process handouts and notesGhaundar
This passage discusses the importance of weeding in the garden. While weeding can seem like a never-ending chore as weeds quickly regrow, it is important for several reasons. Some books and manuals claim that certain weeds, such as green manure and living mulches, can provide benefits. Green manure refers to plants planted specifically to enrich the soil with nutrients and then removed before planting food crops. Living mulches are plants grown among food crops that are intended to suppress other weeds. However, in practice living mulches often do not stay where planted and can outcompete food crops for water and nutrients. Therefore, regular weeding is still important to control weeds and allow food crops to thrive.
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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2. The Design Process – Stage 7
Taking Action
Taking Action means doing something to help improve a community
In the area of design, it refers to making some item that you can use for the betterment of others
and/or the environment that they live in
- There are various ways to take action in design (and in other processes for science and society)
- The diagram below is helpful in describing some useful ones:
Why Take Action?? Humanity is facing many serious personal, social and environmental
problems that are associated with professional science and technology and their products. People are
particularly concerned, for example, about Climate Change - much of which appears to be caused by
increases in atmospheric 'greenhouse gases' (e.g., CO2), which block release of heat from the earth.
Some suggest that the problem is so serious that most life on Earth will be gone by about 2080! If this is,
indeed, likely, there would be few other problems on which we must focus
People are concerned with many other WISE issues. Many of these relate to everyday activities
of people, such as problems with manufactured foods, personal hygeine products, forms of
transportation, the kinds of homes in which we live, etc.
It is worth emphasizing, though, that many of these problems appear to be related to societies'
extraction, processing, marketing, consumption and disposal of various products and services of
business and industry.
3. Designing a Garden – Final Project Component
Taking Action !
You have worked hard to create a design to meet the problem of
bettering your school’s environment: Making a Garden
You have made a good effort to manufacture, upgrade and maintain
your garden until its harvest
Now, harvest is hand the moment has come to take action: You will
take specific steps to allow your design and its harvest to influence
your school community to help ensure the betterment of your school’s
community
Big Goals for the Final Project Component: Taking Action
Taking Action means doing something to help improve a community
For this particular project, you will take action through the harvesting of your garden to do three
things for the sake of your community
1. Give a tour of the garden to expose your school’ community to its beauty and the warming
effects it has had and will potentially have on your school in the future
2. Prepare a special healthy lunch menu using the harvested crops of your garden for the middle
school students as an appetizing way to improve student mood and general well-being
3. Engage the middle school students in a few fun, safe and competitive food events using
again crops from your garden for their general entertainment and fun
General Strategy for Taking Action and Meeting Your Project’s Goals-
--> All grade 6’s will be divided into 5 groups based on desire, skill and general comfort
--> Each group will be given a particular role
--> Each group will then complete particular tasks which require specific skills
--> Each group will communicate an important aspect(s) of their garden design process i
** In doing so, both the tasks and the communication will serve to help improve the welfare of the school
community. Such would in turn educate the school community on important aspects that relate well to
the welfare task and the design process used in order to take action
Group Descriptions –
Again, there will be 5 groups in total to implement the general strategy outline above for taking action the
school as follows:
A. Tour Leader Group-
Members of this group will be responsible for communicating the basic ideas of this project to the middle
school students, guiding the middle school students through all planned activities and events and
ensuring their general happiness throughout by supporting the other groups.
4. Group Tasks – the tour group leaders must ensure the following 3 tasks are completed on the planned
day for taking action
1. The middle school students are welcomed through a carefully planned greeting speech at the
beginning and introduced to the main goals and ideas of the planned tasks
2. The middle school students are taken on a short tour of the garden and then brought to the
lunch room for their meal and other events
3. An appropriate ending message is delivered at the end of all activities and events to explain
how the planned activities and event help to make the school a better environment for the
community
Required Skills for All Members of this Group
1. Members must demonstrate good leadership skills to guide older middle school students and
teachers
2. Members must demonstrate good speaking skills to communicate effectively in their roles
3. Members must possess good spirit and enthusiasm to motivate all participants in positive ways
B. The Designers Group-
Members of this group will be responsible for communicating the basic ideas of the specific design
process used to develop and maintain the school’s garden
Group Tasks – the designer group leaders must ensure the following task is completed on the planned
day for taking action
1. Information is communicated to small groups of middle students at one time on the basic steps
of the design process used to make and maintain/improve the garden
Required Skills for All Members of this Group
1. Members must possess a good understanding of all steps of the Design Process
2. Members must possess good organizational skills to arrange and communicate their
information on the design process to the other students
C. The Informative Group-
Members of this group will be responsible for informing other students of important background
knowledge relating to the garden and its design (Ex. give information about plants)
Group Tasks – the designer group leaders must ensure the following task is completed on the planned
day for taking action
1. Information is communicated to small groups of middle students at one time on important
scientific knowledge of plants and other possible areas that relates well to the garden and its
design
Required Skills for All Members of this Group
1. Members must possess a good understanding of important background knowledge for the
garden and its design
5. 2. Members must possess good organizational skills to arrange and communicate their
information on plants and other important areas of scientific knowledge to the other students
D. The Cooks Group (two groups or one bigger group is permissible)
Members of this group will be responsible for creating a number of dishes using the harvested crops
from the garden. Other food items can be included. The members are also permitted to seek out the
help of the school’s lunch staff.
Group Tasks – the cooks group leaders must ensure that the following 4 tasks are completed on the
planned day for taking action
1. Healthy food dishes are created for the other students to eat and enjoy
2. Special food dishes are created for The Competitors Group’s activities
3. Information is communicated about the general description and the food health for the
dishes made
4. Information is communicated about the cooking and other food preparation procedures
utilized to make the food dishes
Required Skills for All Members of this Group
1. Members must be good at cooking and/or preparing food for large number of people
2. Members must possess good organizational skills to prepare and deliver information about
their food dishes
E. The Competitors Group
Members of this group will be responsible for creating a few (2 or 3) competitions involving select food
dishes for the other students to participate in a fun, comfortable and safe way.
Group Tasks – the competitors group leaders must ensure that the following 4 tasks are completed on
the planned day for taking action
1. At least 2 or 3 food competition games are created
2. Proper food dishes are acquired from the The Cooks Group for the food competitions
3. Other necessary materials are also obtained for proper running of the food competitions
4. Information is communicated about the rules and general nature of each competitions
Required Skills for All Members of this Group
1. Members must be creative people to come up with good competitive yet safe and fun events
2. Members must possess good organizational skills to prepare and deliver information about
their food events
6. Required Items for ALL Groups-
Regardless of the role, all five groups are each responsible for creating and using the following items for
their activities and/or events
i) _______ A presentation board is created with the following items:
___ relevant information is presented on group’s activity or event
___ proper titles and headings are used such that all information is organized in a clear and easy
to understand way
___ pictures or other illustrations are included to make the information more appealing and
accessible
ii) ______ Sufficient materials are secured as follows:
___ at least one material is created and used to enable if not improve the group’s activity or event
** Most groups will likely need multiple materials to ensure success for their activity or
event
(ex. the cooks will need many food dishes, the competitors will need competition game items, the tour
leaders could use candy treats, microphones and/or wear special uniforms, the designers and informers
could create models or other props to help communicate their knowledge)
iii) _____ A proper speech will need to be created as follows:
____ the speech must be of sufficient length and contain appropriate content for the group’s
activity or event
____ group members must share the delivery of the speech
____ the speech should be learnt well and delivered with a good voice and body gestures
7. Planner Handout For Taking Action for Your Garden’s Harvest
--> This handout will help you and your group to adequately prepare your planned activity or event
--> Remember to use good group work skills to ensure everything is completed well in a fair way
--> Do not hesitate to ask for help and have fun!
Part A – Group Information
--> Complete all blanks on the basic information of your group members and roles
My Group’s Letter: _______
My Group’s Name: _____________________________
My Name: ____________________
Other Group Members’ Names: _____________________ ________________________
_____________________ ________________________
Our Group’s Tasks (copy from other handout)
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
Required Skills for Our Group (copy from other handout)
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
Part B - Idea Brainstorm for Each Task-
- write in the box some useful ideas on how you will complete the task
- you may choose to use other paper for more space
- you may do this alone first and then share or with your group the entire time
Task 1 - ________________________________________________________________ (copy from above)
8. Task 2 - ________________________________________________________________ (copy from above)
Task 3 - ________________________________________________________________ (copy from above)
(if necessary)
Part C - Idea Brainstorm for Required Materials-
- write in the box some useful ideas on how you will obtain or create all of your needed materials
- you may choose to use other paper for more space
- you may do this alone first and then share or with your group the entire time
Part D - Idea Brainstorm for Speech-
- write in a box some useful ideas on how you will create and deliver your speech
- you may do this alone first and then share or with your group the entire time
** Just make the box on other paper and attach!
FINAL NOTE: Be sure that you have accounted for all items in the Required Items for ALL Groups-
Section of your other handout!!!