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This document describes several animal habitats: rain forests receive a lot of rain, deserts are very hot, oceans are large bodies of salt water home to many animals, streams flow from land to oceans, the Arctic is icy and cold, and forests are full of trees and wildlife.
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This document describes several animal habitats - rain forest, arctic, desert, forest, ocean, and stream. It provides 1-2 brief details about each habitat, noting that rain forests have daily rain, arctic is home to polar bears and is cold, deserts are very hot with little rain, forests have many trees and birds, oceans are the largest habitat with many animals, and streams are long and contain fish.
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This document describes four habitats - ocean, arctic, desert, and rain forest - with one or two brief sentences about each. The ocean habitat notes that insects do not live there. The arctic is covered in ice almost all year. The desert is described as extremely hot. The rain forest receives rain almost constantly.
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The document discusses different habitats of animals:
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- The ocean is the largest habitat and home to a variety of animals adapted to salty water, including whales, dolphins, seals, seahorses and octopuses.
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The document describes 5 different biomes: the Arctic, savannahs, tropical rainforests, deserts, and temperate forests. The Arctic is very cold with snow, few plants, and is home to Arctic foxes and polar bears. Savannahs are hot and dry, with plants only growing in summer, and are inhabited by zebras, giraffes, and lions. Tropical rainforests are hot and humid with many tree varieties and house parrots, monkeys, and frogs. Deserts are hot and dry, containing cacti, scorpions, and spiders. Temperate forests experience warm summers and cold winters, and contain trees, bushes, and small mammals.
Coniferous forests
Coniferous forests contain trees like firs, pines and spruce and are home to many animal species including leopards, bunnies, foxes, birds, deer and bears. They have cold winters with snow and warm, humid summers receiving up to 900 millimeters of rain annually, with average summer temperatures of 10 degrees Celsius. The food chain in these forests includes bears eating snow leopards, snow leopards eating moose, moose eating foxes, and foxes eating lynx, with lynx eating rodents and rodents eating birds.
Fs3 ppt.
The document discusses different habitats of animals:
- Land provides habitat for animals like lions and tigers that live on land and trees. Fresh water habitats include ponds, lakes, rivers and streams for animals like ducks, swans, frogs and salamanders.
- The ocean is the largest habitat and home to a variety of animals adapted to salty water, including whales, dolphins, seals, seahorses and octopuses.
- Polar regions have extreme cold and ice/snow year-round. Animals found there like penguins, polar bears, seals, walruses, arctic hares and foxes have adapted thick fur and fat to survive the cold.
Habitats of Animals
The document discusses the five main habitats where animals live - forests, deserts, polar regions, oceans, and fresh water. It provides examples of animals that inhabit each habitat and describes adaptations that allow animals to survive in each environment. Forest habitats provide shelter for animals like lions, tigers, deer and foxes. Desert animals have thick skins and store water to endure harsh, dry conditions. Polar region animals live in groups and have insulating fur to withstand cold temperatures. Oceans are home to whales, dolphins, seals and octopuses adapted to salty water. Fresh water habitats shelter fish, frogs, ducks and insects in places like ponds and rivers.
Wild animals
This document discusses different animals found in various habitats including forests, mountains, lakes, savannahs, and deserts. In forests, there are both small and large animals such as deer, woodpeckers, moose, and badger. Strong animals that enjoy climbing, such as mountain goats and snow leopards, live in mountains. Lakes are home to animals like swans, geese, loons, raccoons, and beavers. The savannah contains large animals including lions, giraffes, zebras, and elephants. Poisonous creatures such as scorpions, foxes, and lizards can be found in deserts.
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Canadian Shield
The document discusses various aspects of the Canadian Shield region including wildlife like caribou and lynx, vegetation such as boreal forests, landforms like lakes and the shield itself, landscapes, climate, and aspects of First Nations culture such as clothing, food, shelter, and transportation. It also lists the names of students and the topics they were assigned to research and present on related to the Canadian Shield.
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This document discusses habitats and ecosystems. It defines key terms like environment, habitat, and different land habitats. It describes how desert, rainforest, forest, tundra, and freshwater and saltwater habitats provide food, water and shelter for different plants and animals. It also discusses how animals adapt through camouflage, migration, hibernation and more. Food chains are explained by defining producer, consumer, herbivore, carnivore and omnivore. It shows how plants and animals rely on each other in ecosystems and food chains.
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The document describes different types of forests including conifer forests, deciduous forests, Amazon rainforests, and temperate rainforests. It also mentions that what is considered a forest can vary significantly in size and have different classifications.
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Hear how fifth graders collaborated with partners in Central and South America through a Level Up Village Global STEAM course. Together, they used Computer Aided Design (CAD) software and 3D printers to design and build solar-powered flashlights. They learned about global electricity access and studied Spanish with local high school students.
Global Collaboration + STEM = Exponential Learning
This document discusses global collaboration and STEM learning through Level Up Village, a program offering virtual 1:1 courses between students around the world. It lists enrichment experiences like Global Inventors, Global Scientists, and Global Programmers that teach skills like engineering, coding, and languages. Students work on projects together and share experiences. The document provides tips for teaching sustainable development goals and resources for global education events and conferences to further collaboration.
STEAMing Up the Library
The document discusses how library spaces are changing to incorporate more STEAM (science, technology, engineering, arts, and math) resources and activities. It provides examples of new areas in libraries for activities like film making, coding, robotics, and virtual global collaboration. While the spaces are changing, some constants still apply, like libraries providing safe, accessible learning spaces for all. The document encourages libraries to consider student and community needs and interests when designing new spaces and programs.
VCEC18 Presentation
This document describes global collaboration opportunities for STEM learning through an organization called Level Up Village. It offers 1:1 virtual courses between students around the world in areas like engineering, coding, web design, languages and more. Students work on projects together around topics such as inventing, science experiments, storytelling and sound design while also learning about global citizenship. The courses are aimed at students ages 4 to 15. The document provides a list of the different collaboration experiences offered and explains how hands-on STEM learning can be combined with teaching about global issues through connecting students globally.
Professional Journey
Tina Coffey is an Instructional Technology Resource Teacher in Roanoke County Schools. She teaches STEAM classes including MakerMondays, MakerWorkshops, and summer camps. She also runs a MakerShop and pioneers global STEAM classes through Level Up Village that allow students around the world to collaborate virtually. Her work focuses on embracing change and trying new things to provide students the best learning experiences.
Coding + STEM + Global Collaboration = Exponential Learning
This document discusses how coding, STEM, and global collaboration can lead to exponential learning. It describes a program where students in Roanoke County Schools participated in various coding activities in small groups using resources like Code.org, Scratch, and robots. It then outlines a global summer program called Level Up Village that offers virtual 1:1 courses between students worldwide in areas like programming, engineering, languages, and more. The document encourages bringing coding to schools and lists local contacts for learning more.
Global Collaboration + Stem = Exponential Learning
This document describes Level Up Village, a program that offers 1:1 virtual and collaborative global STEAM courses between students around the world. It lists various enrichment collaboration experiences for different age groups, covering topics like global inventors, programming, engineering, science, languages and more. The experiences are designed to promote skills like problem solving, critical thinking and global citizenship. Student testimonials express enjoying being able to make a difference and help people worldwide through hands-on learning and collaboration on projects. The document provides contact information for the presenters and links to learn more about the global education opportunities.
Collaborating with Global Classrooms to Solve Real World Problems
The Level Up Village Project is a 5-week STEM and global collaboration program taking place from February 22nd to March 27th for 5th graders at Oak Grove Elementary. It involves teachers from various subjects collaborating with students from Nicaragua, Honduras, Argentina, and other countries. Through various enrichment experiences and conversations, students will learn about other cultures and use skills like engineering, programming, and web design to make a positive global impact.
MSCI 2017 - Treasure Chest of Activities Day 1
This document provides a list of engaging hook ideas to get students interested in STEAM subjects. It includes over 20 hook ideas like dance and drama, craft store, student hobbies, real-world applications, storytelling, and more. It also describes an online program called Level Up Village that facilitates global STEAM collaborations between students through curated project-based learning and an online platform.
MSCI 2017 - Treasure Chest of Activities Day 2
This document provides descriptions of several engagement activities or "hooks" that teachers can use to get students interested in computer science, including a mystery bag hook, Picasso hook involving coding and art, a contest hook, a Mission Impossible coding challenge, a coding and robotics techno whiz hook, and a student hobby hook that relates coding to students' personal interests. It also includes contact information for the authors for anyone wanting to learn more about these engagement ideas.
Valley Elementary STEAM training
The document describes an engineering design challenge for students to incorporate into their social studies curriculum on Virginia's regions. Students will work in groups to design and create a mystery box containing clues that identify a specific Virginia region. The box must include at least 14 clues across various categories related to the region's products, industries, landforms, water features, animals, and renewable and non-renewable resources. It must also include a QR code on the outside that reveals the name of the region when scanned. Materials like Legos, playdough, and other items are provided for the students to include clues in their designed boxes.
Expanding STEM on the Elementary Level
This document outlines strategies for expanding STEM learning at the elementary school level. It discusses providing training to teachers from the district and grade levels. It also discusses implementing school-wide STEM initiatives like STEM days and nights, career days, and maker clubs and workshops. The goal is to get students more involved in hands-on learning through projects and collaboration to better prepare them for future careers.
Reverse Engineering -- Take Apart Toys
This document provides instructions and tips for a "Take Apart Toys" activity. Students are encouraged to take toys apart, draw what is inside, and optionally reconstruct toys in interesting new ways. The document suggests finding inexpensive used toys, emphasizes taking toys apart carefully, and notes tips like using batteries from unused toys and considering noise levels. It also outlines how the activity could be adapted for different grade levels, from exploring tools and fine motor skills to electricity concepts to the scientific method.
Making Makerspaces Matter (Roanoke County Schools)
The document discusses how makerspaces can be used to engage all learners, including those who struggle with traditional teaching approaches, through design thinking activities. It provides examples of how a library makerspace was implemented in an elementary school to encourage creativity, collaboration, critical thinking and communication skills. Students participated in workshops exploring topics like 3D printing, electronics, coding and robotics. Feedback showed that students enjoyed learning real-world skills in a fun environment and having choice and ownership over their projects. The makerspace was expanded to additional schools and summer camps.
Makerspacesmatter
Makerspaces Matter discusses how makerspaces and design thinking can benefit all learners. It provides examples of maker activities that schools can implement such as creating circuits with LEDs and batteries, paper circuits, light sabers, sewing with circuits, 3D printing, coding and robotics with EV3, and using Sphero robots for activities like bowling. The document emphasizes that makerspaces allow students to learn in ways that work for them through creativity, collaboration, critical thinking and communication. It also stresses that makerspaces are not about the stuff but about understanding learners, assessing needs, and considering trends to provide different learning opportunities for students.
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ISTE18 - STEM + Global Collaboration = Exponential Learning
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